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+---- Thread: 'That student is taught the best who is told the least.' (/Thread-That-student-is-taught-the-best-who-is-told-the-least)
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'That student is taught the best who is told the least.' - John Nicholson - 12-10-2007
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[SIZE="5"]FIRST THINGS FIRST
"You can`t read to learn,
until you first learn to read."
Rod Page American secretary of education
What is reading?
"Turning symbols into meaning"
Why is mathematics the key to reading?
Simply because it only needs ten symbols in a pattern of adjacent columns in order to understand it.
Converting words or single symbols into meaning, is exactly the same procedure it creates words, which represent human ideas.
The simplicity of numbers is where every child should start to read, counting on neural pathways that are being strengthened by the simplicity of a visual map of mathematics being daily reinforced by every child's counter.
Abacus One[/SIZE]
"You can`t read to learn,
until you first learn to read."
Rod Page American secretary of education
What is reading?
"Turning symbols into meaning"
Why is mathematics the key to reading?
Simply because it only needs ten symbols in a pattern of adjacent columns in order to understand it.
Converting words or single symbols into meaning, is exactly the same procedure it creates words, which represent human ideas.
The simplicity of numbers is where every child should start to read, counting on neural pathways that are being strengthened by the simplicity of a visual map of mathematics being daily reinforced by every child's counter.
Abacus One[/SIZE]
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'That student is taught the best who is told the least.' - John Nicholson - 28-10-2007
-------:holiday:
ONE Emeritus Professor of Theoretical Physics AND EVERY OTHER CONSERNED TEACHER PARENT POLITICION OR whatever
we need your input.
-----------------------------------THE CONCEPT
TEN MATHS BOOKS REPRESENTING THE INTERNATIONAL DEMONSTRATION OF CHILD TO CHILD MATHEMATIC POSSABILITES
AIMING FOR BEST PRACTICE
IN MATHS EDUCATION
WRITING THESE TEN BOOKS ON MATHEMATICS FROM A TECHNICAL VIEWPOINT
FOR OUTSIDERS WE NEED TO DEMONSTRATE PURE LOGIC
YOUR TITTLES MAY CHANGE but yesterday it was The A B C of numbers counting from Abacus to Calculus.
MATHEMATICS WITHOUT MATHS TEACHERS
THE CONCEPT OF PHYSICAL DEMONSTRATIONS STARTING WITH THE PERFECTION OF TEN
THIRTY THREE HAND DEMONSTRATIONS
AND THIRTY THREE PATTERNS OF TEN
Using 11 abacus one models on their side.
We are using natural human ability to establish concepts in some cases instantly.
Consider yourselves as the only teacher of a thousand children learning concepts by being shown them, by reinforcing them, proven by accurate worksheets and in turn demonstrating those concepts on a daily basis.
Our class room will contain two years age groups at the very least, perfectly natural human association under the watchful eye of a teacher most probably with little mathematical awareness.
On the first day we learn on the first night we perfect (worksheets)
On the second day we demonstrate.
Our concept school has to be considered with or without teachers.
A western school and a bush school.
There will only ever be one way, to teach mathematics.
THE BEST WAY
Naturally we will adapt to what is clearly proven.
Consider this, you have the fate of world mathematics in your hands now, as we all do, let every child learn easily what we have learnt the hard way. These ten books will be world standard text books for easy learning in mathematics.
A Concept ten years of mathematics.
From five to fifteen (start when you can, race when you can, AT 3 or 4 or 5 or more)
Let us consider a ten year range, let us consider forty school weeks a year, let us consider five days a week, let us consider forty sums a day, twenty as homework, twenty as day work. Obviously children will take up information at different rates, but let us consider the possibility that every child with normal health can complete the program in ten years.
(OBVIOUSLY AS THE SUMS/problems GET HARDER THE NUMBERS GET SMALLER)
THIS IS TO BE A DEMONSTRATION OF CONCEPTS CARRIED OUT AS EFFICIENTLY AS HUMANLY POSSIBLE
Every concept will have to be clear, ever concept embedded with appropriate work sheets
Let us adhere to the concept of Terrance Tao as we teach by showing others, we learn most.
A Montessori concept, a demonstration of logical learning.
We have to consider improvement, we have to simply consider everything.…
'That student is taught the best who is told the least.' - John Nicholson - 02-11-2007
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Sound Training Rewires Dyslexic Children's Brains for Reading; Follow-Up Studies Will Seek to Remediate Dyslexia Even in Pre-Readers
AScribe Newswire
Children's Hospital Boston
October 30, 2007
BOSTON, Oct. 30 (AScribe Newswire) -- Some children with dyslexia struggle to read because their brains aren't properly wired to process fast-changing sounds, according to a brain-imaging study published this month in the journal Restorative Neurology and Neuroscience (online October 16). The study found that sound training via computer exercises can literally rewire children's brains, correcting the sound processing problem and improving reading. According to the study's first author, Nadine Gaab, PhD, of the Laboratory of Cognitive Neuroscience at Children's Hospital Boston, the finding may someday help clinicians diagnose dyslexia even before reading begins, and suggests new ways of treating dyslexia, such as musical training.
Children with developmental dyslexia confuse letters and syllables when they read. The idea that they may have an underlying problem processing sound was introduced by Paula Tallal, PhD, of Rutgers University in the 1970s, but it has never been tested using brain imaging. Gaab used functional MRI imaging (fMRI) to examine how the brains of 9- to 12-year-old children with developmental dyslexia, and normal readers, responded to sounds, both before and after using educational software called Fast ForWord Language, designed in part by Tallal, a co-author on the study.
Gaab first tested how the children's brains responded to two types of sounds: fast-changing and slow-changing. These sounds were not language, but resembled vocal patterns found in speech. As Gaab watched using brain fMRI, the children listened to the sounds through headphones. The fast-changing sounds changed in pitch or other acoustic qualities quickly - over tens of milliseconds - as in normal speech. By contrast, slow-changing sounds changed over only hundreds of milliseconds.
In typical readers, 11 brain areas became more active when the children listened to fast-changing, compared to slow-changing, sounds. Gaab set this as "normal." In dyslexic children, the fast-changing sounds didn't trigger this ramped-up brain activity. Instead, dyslexic children processed the fast-changing sounds as if they were slow-changing-using the same brain areas, at the same lower intensity. "This is obviously wrong," says Gaab.
Infants must correctly process fast-changing sounds, like those within the syllable "ba," in order to learn language and, later, to know what printed letters sound like. Infants use sound processing to grab from speech all the sounds of their native language, then stamp them into their brains, creating a sound map. If they can't analyze fast-changing sounds, their sound map may become confused.
"Children with developmental dyslexia may be living in a world with in-between sounds," says Gaab. "It could be that whenever I tell a dyslexic child 'ga,' they hear a mix of 'ga,' 'ka,' 'ba,' and 'wa'."
Reading trouble may develop when these children first see printed letters, Gaab and cognitive scientists believe, because at this stage, the children's brains wire their internal sound map to letters they see on the page. Linking normal letters to confused sounds may lead to syllable-confused reading.
But the brains of the children with dyslexia changed after completing exercises in a computer program known as Fast ForWord Language (Scientific Learning, Oakland, CA). The exercises involved no reading - only listening to sounds, starting with simple, changing noises, like chirps that swooped up in pitch. The children then had to respond - clicking to indicate, for instance, whether the chirp's pitch went up or down (See an example at http://childrenshospital.org/chnews/mv/gaab_circus-easy.mov). The sounds played slowly at first - an easy task for the dyslexic children - but gradually sped up, becoming more challenging (See an example at http://childrenshospital.org/chnews/mv/gaab_circus-advanced.mov). The exercises then repeated with increasingly complex sounds: syllables, words, and finally, sentences (See an example at http://childrenshospital.org/chnews/mv/gaab_oldmac_advanced.mov).
The repetitive exercises appeared to rewire the dyslexic children's brains: After eight weeks of daily sessions - about 60 hours total - their brains responded more like typical readers' when processing fast-changing sounds, and their reading improved. It's unclear, though, whether the improvement lasts beyond a few weeks, since follow-up tests were not done.
BRAIN IMAGING STUDY IN PRESCHOOLERS
Gaab has begun recruiting for a new study of preschoolers whose family members have dyslexia. By looking for sound-processing problems on brain fMRI, she hopes to catch dyslexia at an early stage, before the children begin learning to read-and then remediate it through sound training, sparing them from years of frustration and low self-esteem later in life (for more information, visit the Gaab Laboratory).
She will also investigate what other types of sound training might help dyslexic children. Learning to sing or play an instrument, for example, involves gradual, repetitive, and intense listening and responding to fast-changing sounds.
"We've done a few studies showing that musicians are much better at processing rapidly changing sounds than people without musical training," says Gaab. "If musicians are so much better at these abilities, and you need these abilities to read, why not try musical training with dyslexic children and see if that improves their reading?"
Elise Temple, PhD, of Dartmouth College's Department of Education, was the senior author of the study, which was funded by the Haan Foundation and the M.I.T. Class of 1976 Funds for Dyslexia Research. Fast ForWord Language was developed by Tallal; Michael Merzenich, PhD, of the University of California, San Francisco; William Jenkins, PhD, senior vice president at the Scientific Learning Corporation, and Steve Miller, PhD, of Rutgers University.
- - - -
CONTACT: James Newton, Children's Hospital Boston, 617-919-3110, james.newton@childrens.harvard.edu
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'That student is taught the best who is told the least.' - John Nicholson - 08-11-2007
--------------------------- READING DRINKING AND THINKING-------------------------------------------------------:am:
"We've done a few studies showing that musicians are much better at processing rapidly changing sounds than people without musical training," says Gaab. "If musicians are so much better at these abilities, and you need these abilities to read, why not try musical training with dyslexic children and see if that improves their reading?"
YESTERDAY SOMETHING WONDERFUL HAPPENED FOR ME
IT WAS THE FIRST COMMERCIAL ORDER FOR THIRTY ABACUS IN THE WORLD
A RED LETTER DAY FOR AN OLD MAN WITH AN IDEA
FOR A PRIMARY SCHOOL IN BRISTOL
MY BASIC ABACUS ONE IS PRICED AT £5
I HAVE DRAWN ATTENTION TO MOST OF MY LATTER RESEARCH AND THINKING ON THESE FORUMS AND I WOULD LIKE TO THANK YOU ALL FOR THE PATIENCE YOU HAVE ALL SHOWN ME
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'That student is taught the best who is told the least.' - John Nicholson - 17-11-2007
------------------------------:holiday:
'That student is taught the best who is told the least.' - John Nicholson - 17-11-2007
[SIZE="5"]------------------------------:holiday:
There is virtually no concept that we can consider which does not involve either a conscious or sub-conscious sense of number.
For a child numbers mean patterns
Five is the natural pattern of numbers which a child uses automatically
Six is no more than five plus one
And four no less than five minus one
The pattern of numbers which make counting for any child automatic is nothing but two natural patterns of five
Perfecting a Childs awareness of mathematics is easily served by routine.
Adding two patterns together a routine using both hands to create two patterns of numbers and adding them at the rate of a sum a second is possible for any five year old child. Simply try it.
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'That student is taught the best who is told the least.' - John Nicholson - 24-11-2007
[SIZE="5"][SIZE="5"]----:yes:
OUR CHANCE OF
USING INTELIGENSE TO DEVELOP INTELIGENSE
The hardest concept that an intelligent man can consider is his personal lack of knowledge, the harder he studies the less he knows, the more that he conceives himself as obviously intelligent and well educated, the more danger he is in, others around him consider he is more intelligent then they are, more knowledgeable then they are.
He may have become rich through his intelligence and his knowledge, he may have become famous for what he has written, he may be a scientist with a string of important discoveries behind him, or a biologist with the secret of human life in his hands, an administrator at the head of national administration, an economist with the ultimate model of the worlds economy created from his work.
He may be a politician, skilled in negotiation risen to the head of his country, but we must never forget that his intelligence is created in the same mode as our own intelligence, he can evaluate a situation within his own experience instantly.
WITHIN HIS OWN EXPERIENCE
The life of each and every one of us is dictated simply by chance, I only use one example of this totally irrefutable argument, WHOSE BED WAS HE BORN IN.
There are only two vital things WHITHIN EDUCATION and the development of intelligence. Experience and reason, we are obviously all born without experience but obviously born with the ability to reason, Howard Gardner has made a brilliant attempt to consider just what are the factors of most vital importance in natural intelligence.
From this starting point, we must consider human future. We obviously can not replicate the lives of those outstanding individuals that affect our lives most dramatically.
The likes of Joseph Stalin, Hitler, chairman Mau, Sadam Hussain, Pol Pot, or any other Piss Pot or festering rodent.
Why is our natural level of brain cells at its highest when we are in our child hood, it is our evolutionary built in protection, a human baby does not need to run immediately it is born, but it has a desperate need to think quickly. So we are simply born with a massive evolutionary tool kit.
What is the outward signs of that tool kit, there is nothing else but our senses.
Provided we are suffering no genetic or physical damage our learning curve is at its most dramatic, a straight line upwards, it is to the equality of experience that I apply my own intelligence we can replicate the lives of the great and good, but we can easily replicate the vital experiences on which a usefull life is built.
So to our steps in basic knowledge.
so use my maps please :tourist:
or we will all be
ickly: this what i want thinking time :hols: [/SIZE][/SIZE]
'That student is taught the best who is told the least.' - Jasvir chahal - 06-12-2007
Always leaving the child to learn on his own may defeat the advantage of leading a life in socialized settings. So do not follow the extremes .Follow the golden path of mean and also review each individual's case and situation and accordingly guide them/ educate them or leave them for free experimentation.
'That student is taught the best who is told the least.' - John Nicholson - 10-12-2007
I agree with you whole heartedly Javel
But there are things ever child needs
so i preach on----------:holiday:
HOWARD GARDNER
I am using a speech recognition system to directly Quote something from Howard Gardner.
From multiple in intelligences written by Howard Gardener pages 206 and 207
“ Sensitivity to multiple intelligences may help a teacher not only determine which modalities are most effective for the presentation of a new language but also how to make sure that linguistic intelligence is interacting in optimal fashion with all the intelligences that may participate in the communicative process.
Speaking more generally about students with learning problems, it is possible to use M. I. information in a number of ways. The most straightforward is simply to identify an area of strength-for example, through a spectrum in style and assessment instrument-and to give the child the opportunity to develop that strength. As a child therefore can become skilled at endeavours that may have vocational or avocational linkages. Also, the feeling of self-esteem from a job well done may encourage the child to take up the challenges that might previously have been intimidating.
Identification of strengths, however, can have a more integral effect upon educational achievement sometimes it is possible to use an area of strength as an entry point to one area that has posed difficulties. For example, as suggested above. A child who is especially gifted with narratives be introduced to difficult mathematical, musical, or scientific concepts, through the comfortable vehicle of a story.
Most suggestively, the structural affinities sometimes obtain between domains in which the child has talent and domains where the child appears to be impaired. For example, there are common numerical structures in mathematics and in music, and common spatial structures in geometry and in the arts. Provided that the transfer is attempted in a sensitive way, it may be possible for a child gifted in art or music to an accomplished more in traditional subject matters, by exploiting the loan structural analogies that exist across domains customarily thought to be disparate.
Even when executed indifferently, education is very complicated process; and when it is done well, it turns out to be amazingly complex, intricate, and subtle. Simply to list all the interest groups and concerns is to threaten to overwhelm our information processing capacities:â€
This is a direct quote from the Howard Gardener. Howard Gardener most generally avoids giving specific advice on education, obviously to avoid controversy.
His intellectual study, is in the main restricted to the capabilities of the brain, apart from a recommendation on the study of music utilising the Japanese excellent teacher
Shinichi Suzuki.
He makes the remark that not all teaching situations are suitable for transferring directly to other situations. But clearly he is impressed with this musical teaching scenario.
This piece of writing also contains the references to similarities within music and mathematics, also the similarities that occur within geometry and art.
Purely because of the complexity, and the already established orthodoxies within teaching in different situations Howard Gardener suggests probabilities of education to come, rather than indulging himself in suggesting methods that may be controversial.
My personal study, is in the ease in which the abacus conveys meaning to the mind, the ease in which virtually every child is able to master arithmetic concepts, which of course are the basics of all mathematics.
I consider my abacus one model, should be utilised internationally, as the initial key to the human brain, nothing is more simple for any child to understand, then counting to 10 in its own language, and transferring to a symbol of 10.
The 10 symbols which internationally represent numbers are easily understood after a few hours of work on any abacus.
My comments to any teacher or parent that does not recognise this, is that they only have to utilise it for a few hours with a four-year-old child in order to appreciate it,
In terms of algebra this is the equation.
Abacus One = Brain Key.
let me hammer it home:pcprob: -------:pcprob: ------:pcprob:
'That student is taught the best who is told the least.' - John Nicholson - 17-01-2008
[SIZE="4"]----------------------------
ickly: YES WORLD EDUCATIONIf we consider that every one on the planet has a connection with every other person on the planet, in multitudes of areas of common interest, it is vital that we expand our common areas of communication as rapidly as possible.
Of course we are all rapidly becoming aware that food will become a serious issue. Crops being transferred into fuel will eventually affect every one of us in some manner.
Indian/Arabic Numerals are already universal, what better point can there be to insure common understanding of numerals in the simplest manner possible.
Except for primitive isolated groups of Humans who utilise their fingers and points of their bodies to represent numbers, virtually every other civilisation has utilised an abacus to count with, and to teach with.
Common notation has superseded the abacus in numeric efficiency for well schooled children and adults. Those countries like China Japan and Russia that retain populations that have been taught on an abacus have a clear advantage in numeric awareness and mathematic education.
Any current comparison in educational statistics will prove that fact.
I consider my development for the abacus, as a vital simple introduction for any child in its own language, just like numerals a common starting point. One thousand one hundred and ten possible answers can be provided for over a billion questions clearly shown on one page. Surely every teacher should examine it. Surely every parent should be aware of it.
-------------------------:adder:
SURELY EVERY CHILD SHOULD BE GIVEN IT ON ITS FORTH BIRTHDAY
-------------------------:detective:
OR BEFORE THAT
------------------------:choc: GOOD FOR ONE GOOD FOR ALL[/SIZE]
'That student is taught the best who is told the least.' - John Nicholson - 19-01-2008
[SIZE="4"]----------------------:yes:
I am only recently starting to type my stuff with one finger instead of using a speech recognition system, it is of course extremely slow for me to write it, but as it is more condensed it should be easier for any one to read it and hopefully easier to understand it.
Regarding the working of the human mind why would it ever be easy to understand, I suppose I am writing the “idiots guide to the human brain†as our mutal friends would quickly point out if a farmer can understand it, then any one can.
I have a dedicated aim, that is to develop simple virtually fool proof systems of teaching early arithmetic and reading English.
Of course I want to sell my Abacus One model eventually, but what for me starting as a business idea has taken me over and it has become a crusade.
The only real example we have of children utilising their own intelligence to teach themselves something very difficult, is the manner in which they teach themselves their own natural language.
My question is what else can they do at the same time with all this obvious intelligence?
Stanislas Dehaene
Regarding Stanilas Dehaene, I have only just started to read one of his books. (Number Sense) I have read many papers by him that have been available on the internet but I am pleased that my reading of his book written in 1996 has been left till now, for me it is almost like coming home. at the end of a long journey everything is familiar to me, and I understand it all the better.
Stanislas Dehaene http://en.wikipedia.org/wiki/Stanislas_Dehaene
Working with any young child at an early age, every thing needs to be repetitious, it is repetitious to teach them to count to one hundred but it has to be done.
Learning the structure of numbers by simply copying movements is perfectly natural, understanding what has happened comes easily when the physical addition and subtraction are visually understood by any child.
The abacus provides this concrete realisation, and more.
After reading and enjoying this first book for me I shall look forwards to reading them all.
Regarding a world appraisal of Abacus One and Three dimensional Reading. I am resolved to send him my material with the concept of a child to child mathematic Abacus to Calculus teaching/learning program still needing to be constructed.
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[/SIZE]
'That student is taught the best who is told the least.' - John Nicholson - 25-01-2008
[SIZE="4"]------------------:tourist:
The number sense
How the mind creates mathematics
Written by Stanislas Dehaene.
Coming Home.
I have been on a long journey, reading this book was just like coming home the final reward for travelling.
Your most important message to me was this, that in the final analysis reading is more important then counting.
The most important thing I ever leant was from John Lock that each and every word was in itself an idea.
The most important thing I ever thought, was that ideas could by combined quite naturally within sentences and delivered without pre thought from one to another.
They say ( The Gods) that to conceive any idea, is in itself to carry it out, let me test this hypothesis.
Let us therefore consider my most important idea, that in the shade of an African tree, the comfort of an Eskimo igloo, the luxury of an Arabic palace, the safety of an English cottage, in every possible human dwelling where a child of four years of age may find itself, that it will hold my abacus one and set itself a sum , one of a billion possibilities to find that precise answer from the one thousand one hundred and ten answers it holds with its decimal hands.
My wish of course is that every child for eternity, should be provided with the abacus one model as a gift, when they are four years of age, from the HSBC bank a great world bank..
For they have earned that right.
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'That student is taught the best who is told the least.' - John Nicholson - 27-01-2008
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-------------------------------------------------------6,666
FOR A NUMBER MAN WITH A MESSAGE THANKYOU
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of course i shall keep on hammering it home
'That student is taught the best who is told the least.' - John Nicholson - 01-04-2008
**************:tourist: READ THE BRAIN MAP
http://www.teach-the-brain.org/forums/showthread.php?t=597
*****|*****| :anyone: FOR FIVES OR ARE YOU
ickly:
'That student is taught the best who is told the least.' - John Nicholson - 09-07-2008
[SIZE="4"]MY FINAL ADRESS TO THE VOTERS OF HALTEMPRICE AND HOWDEN
I HAVE NOT VOTED IN AN ELECTION MYSELF FOR OVER THIRTY YEARS
So how can I ask you to vote for me tomorrow.
My first point is that it is a sham election, which I am using to promote my educational philosophy, my research over thirteen years of study and my life experiences over nearly sixty eight years culminate into a respect for democracy, I am happy to let the majority rule.
I was born on the 15th day of September 19 40, my mothers view of war was such that after two world wars she said only politicians should fight wars, then there would be none. I wish for my work to be worthy of the lives of those airmen that lost their lives in the Battle of Britain, so I ask you to study my research into the possibilities of the human mind. Let my creation of an abacus that can be written in every human language and the creation of a linier mathematic concept whereby child will teach child the simple processes of mathematics on a daily basis, both in and out of schools, ensure the equality of education which is central to our survival.
As far as humanity is concerned, the only real enemy is ignorance and the only true friend is the knowledge we acquire through our personal education. The abacus never lies to us, it is thousands of years old in concept, always ready to prove total accuracy. My concept is that we use it daily from four to six yeas of age, as the arithmetic gets harder and harder the abacus supports the human mind, in the clear demonstrations of process, to a point where every child using it has a mental map of arithmetic whereby the neurological pathways provide the abilities in mental arithmetic and reading ability so vital to us all.
My work can all be reached from this website.
http://www.fwi.co.uk/Community/forums/trying-politics-16442.aspx
john nicholson - - - see page 6 -- july 8th The Times [/SIZE]
'That student is taught the best who is told the least.' - John Nicholson - 12-10-2008
[SIZE="6"]SATE-ISM THE LAST STEP BEFORE A COMPLETE SOCIALIST PARADISE
Lets look at two situations
The ex communist states v the ex capitalist states
In the present match between the ex communists and the ex capitalists the ex communists are two nil up.
They both have a sovereign wealth funds and the English speaking union borrows heavily from it.
But the English speaking union has a highly developed infrastructure, where the standard of living achieved by the average citizen is the new western criteria of wealth (shared Wealth) coming from increased productivity due mechanisation oil and computers.
What has the average Russian or Chinese citizen got, not a very good standard of living, lots of hard work and nationalistic governments trying effectively to reduce it citizens aspirations to the achievable.
What is patently clear to everybody
REAL MONEY WORKED HARD FOR AND SAVED IN A BANK HAS TO BE GAURANTEED BY THE STATE & THE ESSENTIAL PARTS OF OUR INFRASTUCTURE THAT REQUIRE CREDIT CREATION HAS ALSO TO BECOME THE RESPONSIBILITY OF THE STATE
For that security the state bank will pay little interest say 2 1/2 % first time buyers and every other house owner who wishes it will borrow from the state bank at double that 5%
FIRST TIME BUYERS CAN HAVE THE FIRST TWENTY FIVE THOUSAND FREE
Also we need to release more land for building all around our country
WE NEED LESS PONDBURYS and more everybody’s.
Let the rest of the banking industry do just as it likes with no guarantees or safety measures in place any ware, the only thing we would need are open books to prevent fraud.
Let the free market run riot let the fun really start.
Taking to the middle road LET THE MARKET BE BOSS
Controlled capitalism.
TAKING TO THE MIDDLE ROAD
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Was this foresight or hind sight
I Wrote that on the twenty eighth of September, unfortunately I was right on the button, the whole world is scrambling for cash, stocks are being liquidated everywhere, no matter whatever the intrinsic value of the stock.
Whether you like it or not we live in a very strongly controlled socialistic country already, we have a massive heath service, which we all consider to be vital in order to live any sort of civilised life.
But now our banking industry has sleep walked itself into the hands of the state. Bankers have failed to manage their own affairs with the prudence they used to demand of their customers.
Ten years ago the massive British savings so painstakingly built up by the public in something like the Halifax building society, having to now to be shored up by the state taking a seventy % share in it, would have been unbelievable but that is tomorrow mornings news, it can not be given away to Lloyds bank without that.
Roosevelt tried every thing he possible could to reinvigorate America before the second world war, but nothing really worked until the war, Charge what you like for tanks bombs and aeroplanes, brought the free enterprise system to knuckle down and oblige the state. Until the last few months this has worked well for them and for us.
BUT KNOW WE NEED SOMETHING BRAND NEW
We need to create a sustainable energy system for every country, provide adequate food for everyone, we need to build an adequate homes at an affordable cost for every one in every country, that will need an end to unenforceable planning restrictions in countries like the united kingdom, the labour party has just conned the whole country into thinking they were getting rich by restricting adequate planning permission and never telling us the truth about the true state of our balance of payment position which was bringing in millions so escalating our house values and keeping conservative mouths shut tight.
WE HAVE NOW GOT SOMETHING BRAND NEW
SATE-ISM THE LAST STEP BEFORE A COMPLETE
SOCIALIST PARADISE
We are all ready for it, we already have state schooling, state security, state television, state health service, state welfare, state pensions, state burial service.
BUT THIS WILL BE ENTERPRISES LAST STAND
“THE NEW CAPITALIST STATE MANAGED BY FREE ELECTIONâ€
Entrepreneurship is on trial here, the slightest slip from visual public benefit will drive us into the hands of those that really aspire to fare shares for all.
Fare shares for all is virtually impossible to achieve without the enterprise of the greedy, will you be milking state cows mucking out state pigs and picking state potatoes for those of us on state benefits.
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