"Brown, Dale - Patrick 2 - Day of the Cheetah" - читать интересную книгу автора (Brown Dale)

emy as an administrator. Seducing the young students was her
chief source of excitement now, her satisfaction coming less
from the erotic than from pleasure in displaying her exceptional
skills.
She especially enjoyed displaying her skills with this young
student-control name "Ken James," born Andrei Ivanschi-
chin Maraklov of Leningrad, the son of a Party bureaucrat and
a hospital administrator, the top student at the top-secret Con-
necticut Academy in the Mountainside city of Novorossijsk on
the Black Sea, where young Soviet men and women were
trained to be KGB deep-cover agents.
The Connecticut Academy was a most unusual high school,
and it attracted the USSR's most unusual men and women.
Most of the students were trained at a very early age for the
intelligence field, learning foreign languages and customs of

dozens of nations. Both male and female students, like "Janet
Larson," were trained as courtesans and used for sexual es-
pionage activities. Others were trained in demolition or assas-
sination or other forms of terrorism. And still others, like
"Kenneth James," born Maraklov, were part of a whole new
area of espionage.
Selected individuals in various countries were targeted by
the KGB because of their socioeconomic status and opportu-
nity for growth and importance. These individuals-sons and
daughters of politicians, businessmen, corporate presidents-
would be carefully studied at an early age, once identified as
being groomed for a particular position or put into the pipeline
for a given career or special responsibility. Their habits, social




10 DALE BROWN
life and personality were examined. Were they responsible,
stable individuals, or did they squander time and money on,
say, drugs and partying? If they were especially promising in-
dividuals, apparently destined for greatness, phase two of the
project was invoked.
A young Russian closely matching the target's general phys-
ical and mental attributes would be trained in the same fields
as the subject individual. Along with being taught the target's
native language, the student would also learn everything os-
p
sible to help blend himself into the social fabric as well as the
personality of the target. After years of study and training, the
student would be a virtual clone of the target.
Next, at an opportune time, the clone would be inserte d to
replace the target. He would assume all of the target's activi-
ties, history, future. Of course it w as not possible precisely to