The old demon of oversimplification is back again with the teaching of reading. Of course phonics is a useful word attack skill but it is not the centre of the universe. Reading is a very complex task – perhaps more so than ever before in this contemporary world. Phonics alone simply cannot deal with it. There are 44 phonemes in English and only 26 letters.
Here is a little visual I made to illustrate my point. It speaks for itself.
As a teacher today I would see phonics as an important part of a wider teaching program. So much more than sounding needs to happen. We need to immerse the children in language. Read them stories often. Use classroom drama to illustrate words. Play music to enhance listening. Get them to write often and read their stories to a friend or to the class. Lend books, especially illustrated ones, for home reading, ideally involving parents. Do readers theatre. Practice with cloze tests. Play Scrabble. Do crossword puzzles. Among other things, all this promotes skills with context.
Context clues are an important part of word attack. Watch what happens when I put an invented word into context. The word is xzn. On its own it is meaningless. Now for context: I drove the family xzn into the garage, checked the tyres and filled it with petrol. See what I mean? You decode the word into the idea of a car based on context clues and you are probably right. You need to give children many, many contexts. Let them guess. Give them practice. Immersion in language to me is vital. Words need to be everywhere. I remember in practice teaching taking my students into infants classrooms where everything was labelled: “table,” “chair,” “desk,” “window” and so on.
Next I speak of sight words. My infants and primary teaching coincided with the Dolch sight words. In the 1930s and 1940s Dr Edward William Dolch researched word frequencies and made a list of 220 words, mastery of which would enable you to read a high percentage of common verbal material. He also supplied 95 high frequency nouns.
The Fry Sight Words list is closer now to present day needs. Sight words require drill. Once you know them your reading flows more easily so you can focus on other words.
The value of memorised sight words is that common words or irregular sounding words can be recognised at a glance without letter by letter analysis. This fluency is important for oral reading. So oracy itself has needs beyond phonics drill. I have respected for a long time the social value of reading aloud – say in play performance or verse speaking – the latter a valuable activity that unfortunately is often neglected these days.
What is the purpose of reading? It is a lot more than mere barking at print. Meaning is the key, the crux, the life moulding force. So we have word attack. We decode. Then comes meaning – that intangible, mystic outcome. If we are good with meaning, it gets us out of trouble. If we are bad with it we elect monsters into government.
In all my years of teaching (50) and study I have not found a better description of the levels of comprehension than the one given by Nila Banton Smith. It’s a good analysis to work on.
The author suggests that comprehension be divided into four distinct categories of thinking skills: (1) literal comprehension, the skill of getting the primary, literal meaning; (2) interpretation, the probing for greater depths of meaning; (3) critical reading, the evaluating and passing of personal judgment; and (4) creative reading which starts with an inquiry and goes beyond implications derived from the text.
Of all the outcomes of teaching it is hard to find a more rewarding one for the teacher than the gift of reading. I have seen the light in the eye of the infant child when the first words begin to flow, and I have seen the glow of pride from a PhD student when a thesis abstract has been accepted. The significance of effective reading is vast.
The shoulders of so many giants are waiting for us behind the print that we read. There lies the wisdom of the ages. There lies the ability to detect political sham and advertising trickery. All this is too important to be reduced to simplistic formulae or league tables based on pseudo-tests derived from false premises.
I’d now like to finish with a poem I wrote some time ago. Thanks for your company.
Back to Basics
Or Teaching Reading Is Not As Simple As It Sounds
Kill off all the metaphors, cancel connotations
With your universal phonic imposition.
Blow up all the phrases with well directed lasers
So reading fits your toxic proposition.
Mangle all the meanings, disintegrate depiction
While shackling wide-eyed infants to their stint.
Put their thoughts in traction through stereotyped infraction
An election is approaching its voting day in Australia as I write. It has inspired me to make a little chapbook. If you would like to find a little more on chapbooks you can do so here.
The title of my chapbook is A Little Book Of Monsters and the monsters in my imagination are politicians. I am going to post the pages below. I have designed a cover. Here it is and here are the pages of my little book.
So there you are. Just a little bit of fun. Thank you for coming to this place and for reading down to here. Recovering from injury so hope to write more frequently. Best wishes, Royce.
Dear Friends, sorry to have been away for a while. I have just published this book with Amazon: An Advanced Survival Guide For Dishonest Political Bastards. I started the book with a review by a fictitious senior lecturer from Sydney University writing (fictitiously) in The Sydney Morning Herald.
I thought the “review” might be readable on my web site so here it is. This second book is a sequel to one published in 2005 without the “Advanced.” The new book will be available in e-form and paperback in a few days. Thanks for your visit.
Dr Adrian Arbiter’s Critique*
Royce Levi, in his Advanced Survival Guide, has provided an ironic historical satire about political behaviour in the modern world. To do this the writer adopts an assumed right wing persona and proceeds to praise devotedly “approved” historical figures as ideal role models. These models of political behaviour are certainly not angels. To the mocking writer they are.
They notably include moguls Joseph Pulitzer, Randolph Hearst and Edward Bernays as well as Australia’s highly successful John Howard and another prime minister Harold Holt. History is the key: political mores are linked to past events in both peace and war. The order in the House is actually organised disorder tied to political agendas.
There is a touch of parody in the writing. The so-called “advice” consistently reeks of extreme, ruthless, political gamesmanship. Big tongue in big cheek.
The how to do it subject matter is presented in roughly historical order, with a pointed warning at the head of Chapter1. There we are told that “Every House of Government is a theatre of pretence where myths and legends are acted out in the masks and costumes of false reality.”
We meet first Joseph Pulitzer, “giant of influence,” and “power broker extraordinaire.” His media magic, involving “stunts, exposés, ‘Crusades,’ innovative illustrations, and sensationalism,” is portrayed as a source of immense power. Note the difference between a democrat and a plutocrat: people power versus rich power. We meet the powerful Greek word: kratos: ‘power.’ The Pulitzer Prize, still ranking as one of the highest social achievements, is even today still an indication of Pulitzer’s power.
Then we find Randolph Hearst, via what is known as the Yellow Press, providing us with more strategies of political power. Newsman Hearst is presented as a powerful role model closely linked to success in politics. “His papers attacked President McKinley, even suggesting he be removed from office by force. In 1901, at the height of the Hearst abuse, McKinley was assassinated.”
The Advanced Survival Guide also delves into the life of the omnipotent Edward Bernays. Much is made of this man’s importance, his extensive impact on generations of humanity. “It was Bernays’ vast personal influence, his mind control of the masses, that determined so much of the shape of the twentieth century. “
It is in the mind games of politics that Bernays is declared indispensable. The man’s own words provide the evidence: “…we are dominated by the relatively small number of persons … who understand the mental processes and social patterns of the masses. It is they who pull the wires which control the public mind.” This is golden guidance for politicians who are au fait with mind control populism.
Attention to the main figures above is far from the complete story. The text abounds in allusions to other mind play, ranging from Plato and his cave (see Chapter 12 p. 42 ) to Nixon’s “silent majority.” The text is the author’s personal journey, rich in its variety and often surprising. One of the surprises is the array of Des Carts axioms such as “as fit as a diddle,” scattered throughout the text. Approval from the French philosopher René Descartes seems unlikely.
Extensive referencing is another feature of the book. Sources are meticulously recorded. One can assume that because this is a “guide,” the author’s intent is to encourage in the probationary politicians expansive and rigorous reading. Web sites as well as specific texts are thus referenced.
The Epilogue is a puzzle. At first sight it seems to be an off-topic collection of irrelevancies. Maybe, we are told, the supplement comes via social media from a recently retired prime minister. At the beginning and end of the Epilogue however, there are significant editorial notes. They point out that politicians are dealers in off-topic subjects. “Skill with talking to fill out time is standard political practice. At the extreme level is the American filibuster, but far more common is the long-winded beside-the-point speech in defence of disastrous policies.”
Apart from the entertainment value of many of the Epilogue’s items, the author seems to be deliberately having fun with sayings. He provides his own defence: “Political methodology depends, indeed thrives on glib-tongued, fluent irrelevancies that hide ill-timed, unsuitable or inconvenient reality.” The variety makes interesting reading.
We discover via the narrative of this text, a new political term: in-for-a-structure. “It refers to the very common practice of selling off state property or services and then using the funds to build tall buildings. This creates the illusion (or is it delusion?) of creative power. As the writer puts it, “No negatives. Do it. Sell off the family jewels and look masterly.”
The tone of the writing seems to deserve my final words – words about its jocular spirit. Humour and satire have long been linked to each other. Lemuel Gulliver’s (Jonathan Swift’s) adventures are one of the best examples of this.
Mock heroic urgings abound in the text. An example: “Your task is to use Bernays on the reasoning-impaired masses and, through them, win the power and the glory O so ready and waiting for YOU…We use ’em! Confuse ’em! Enthuse ’em! Advance triumphant you partisan know-it-alls. Go! Go! Go! Fool the fools.”
With those words from the text I leave you to your own reading. Adrian Arbiter.
Dr Adrian Arbiter is a fictitious Senior Lecturer in Politics at Sydney University writing in The Sydney Morning Herald.
Well here I am. Older than most – eighty-five to be specific. For fifty of those years, as a teacher, I helped people fashion their future. Now I’m in my own future, that uncertain time so dependent on whether you can keep on breathing.
What now? Categorised by the powers that be as beyond my use-by date, I often find myself these days like Winnie the Pooh: sometimes I sits and thinks, and sometimes I just sits.
As for the thinking part, I thought I might today share here my thoughts about the classroom as a place of learning. Why not? It’s such an important place. The real nucleus of education. That class at work is close to the only setting where you can truly judge a teacher. Validly and reliably that is.
It is where essential learning journeys begin; where the young bird flies for the first time; where words become wheels in motion; where the penny drops and the mind comes to life.
So here I stand. The following are my ideas gathered through time about teaching behaviour. Do what you like with them.
We first need to answer important questions before we start teaching. What is a classroom? What is a class?
Every classroom is an infinite cauldron of competing forces. Every class is a bubbling pot of individual differences close to boiling point on the day you take over. So when you begin you need to say to yourself, “This is serious. Learn to teach or else!” You might also be aware of the old axiom: “To teach is to learn something twice.”
Jean-Jacques Rousseau, in his Emile or On Education, has an interesting general principle to start you off:
I have already said your child must not get what he asks, but what he needs; he must never act from obedience, but from necessity.
Interesting. Those “needs” are the key. Should they be elitist ideology or genuine universal requirements. Your immediate task ontaking over? To determine, as best you can, the precise, true needs of each child in your care.
Testing therefore will be important. Real teachers, as opposed to upwardly mobile politicians, know the difference between a diagnostic test and an attainments test, and use them both well, certainly not to create league tables and myths of superiority. So the initial teaching time, say the first six weeks, can include something like this:
Initial Attainments Test
Initial Diagnostic Test
It’s all basic logic. You need first, as the great educational drama guru Brian Way once said, “to find where the child is at.” You can then apply teaching that is appropriate to age, social status, home background, pupil mental and physical health, past achievements, gender, student ambition, available resources and the teacher’s professional awareness. Yes. The role of the teacher is extremely complex.
Testing will always be a part of that complexity. To be avoided at all costs however is a system of public ranking that in itself becomes the main focus of learning. Have you noticed the huge market for so called test panaceas? Worried about NAPLAN? We can fix it. Do these things and win.
Once you have established how close to the chronological age the mental age is, for each student in your care, you are ready to begin your vital work. If you are an infants or primary teacher, you are a generalist and your assessments and diagnoses will be many and varied. You will have developed your own, professional variety of tests. I have found the “getting to know you” short essay from each pupil a very good starting point. It can reveal many things including information from the Affective and Psycho-motor Domains.
I want to talk now about some of my classrooms. The memories remain.That is how I will share my visions of virtue and folly.
My First Class.Class 4B Boys Primary January 1953 45 Pupils: Sydney, Australia.
I was with those boys for a whole year – day after day after day. Each of those days began with a hymn: “Now Thank We All Our God,” and a creed: “I honour my God, I serve my Queen, I salute the Flag.” That routine and comparative order usually moved quickly into chaos. To create a learning climate in such a big class was a challenge for pupils and teacher.
I had so much to learn about classroom management. I would shout above noise, demanding silence. I would bang my desk with a large piece of wood for the same reason. I would blame and punish far more frequently than I would reward virtue. I would delay feedback with written tasks because of the large number of children in my care. It was a hard way to begin my fifty years of teaching.
Abilities in the group were so mixed too. Some were quite bright and many were well below the norms for Year 4. Average age was about ten yet there were two twelve-year-old strugglers who could not read. You had to program, teach and test a plethora of subjects: craft, English, music, maths, science, history and geography, physical education. The inspectorial system was used then. Once a year for the three years of your probation, you were visited by a learned inspector who watched you work and judged your worth as a teacher. At the end of the third year I passed and was awarded a teacher certificate. Such a challenge with but two years teacher training. If I were to begin teaching that class today, their lives would be so much better.
In A One-teacher School. Classes K-6 plus 2 Correspondence; Girls and Boys Primary 1958 19 Pupils: Hunter Valley, New South Wales, Australia.
Here the social role of the teacher was important. It was an isolated community and the teacher was a star of recognised social status. Links with parents were vital as was an awareness of pupil home duties on the farms. Life had taught the older pupils very valuable sibling management skills that were used by the teacher with a number of learning tasks, coping with the age and subject variety – all in one room. ABC radio broadcasts for music and social studies gave valuable assistance. We did lots of story telling for the whole group. Drama also worked well across the grades. Henny Penny for example:
One day an apple fell and hit Henny Penny on the head.
HENNY PENNY: The sky is falling. I must go and tell the Queen. Henny Penny met Goosy Poosy. HENNY PENNY: The sky is falling. I must go and tell the Queen. GOOSY POOSY: I’ll come wiv ya.
Participation was the aim, not necessarily perfection. Which brings me to a major issue with the contemporary child.
The cyber age has drastically reduced interaction between people in real world contact situations, free of computerised devices. A serious consequence of this is a lack of practice with vital communication skills. I mean gesture, eye contact, the smile and other facial expressions, posture changes linked to meaning – they all tend to disappear in the cocoon of chat group or the SMS. Even Skype is artificial and not the same as a meeting between people without artificial links.
I believe with all my heart therefore, in the vast and present need for drama in classrooms. I mean Theatre in Education (TIE), educational drama, readers theatre and children’s theatre – all required now with constant use.
Another Primary Class After Several Years Of Teaching.Class 6A Girls and Boys Primary 1961 32 Pupils: Maitland, New South Wales, Australia.
A lovely classroom climate. Pupils working busily all the time. No shouting and banging of my desk. A gentle pause instead when necessary, waiting for silence. Important instructions were often given in a soft voice. Listening thus became a reward and helped each good listener’s progress. The effect on classroom climate was important.
One of the pupils from that class recently visited this web page and linked up with me. It was a joy and an honour to meet her. Where does a teacher’s influence end? One of the boys I taught in 1953 also found me in the same way. He was a successful sportsman and teacher. It was also an honour to share coffee and memories with him until he passed away two years ago.
A GA (General Activities) Class.This is a special category of students with limited ability in high schools, staffed by primary trained teachers. My class: boys Median Age 12-14.11 1963 17 Pupils: Sydney, Australia.
The curriculum for this group was focused on everyday survival skills. Teaching time was all-day not 40 minute periods, and in a single room. This was my entry into secondary teaching. I was studying part-time for an Arts Degree so later taught English and history in that and other high schools, and later became an English/History Master. My GA lesson notes:
Spelling: Danger, Poison, Beware of the Dog, Keep Off, Give Way, Wrong Way, Go Back, Halt, Trespassers Prosecuted, Wait Here, Do Not Touch, Electricity, Police, Ambulance, Hospital, Emergency.
Mathematics: Addition of Shopping Bills, Distance Measuring, Easy Fractions, The Four Processes: × ÷ + −.
Social Learning: Electoral Rolls, Emergency Behaviour 000, Police Functions, Interpreting Advertising, Our History and Geography, The Rules Of Good Manners, Job Seeking.
There was a fundamental need for these young people lingering at school until the leaving age of 15. It was self respect. A major strategy required was to give them support to live their debased lives. One of them said early in my time with them, “Gee Sir, you can’t be very bright having to teach us dumb ones.”
We were friends, those seventeen lads and I, and found ways of succeeding with practical things. I met one in the street after he had left the class. He was very excited and wanted to share with me the news that he had found a job with a panel beater.
Is it not an essential duty of all educators to strive to avoid isolation, despair and varying degrees of self contempt in the young? That is a call to arms for us all.
HSC High School English Class. This was a final year class with students from several cultural backgrounds. Year 12 Mixed Gender 1997 27 Pupils, Sydney, Australia.
One of my students, a young man from this class, one day gave me a poem after a lesson. It was a very good poem, hand written. So good I asked him where he found it.
“I wrote it Sir,” he said. I heard his words with genuine surprise. “It’s a very moving poem,” I said. “Tell me about it.”
“Well Sir, I am a Kurd. I have lived if four countries counting this one. It makes me very sad because I have not felt that any one of these places is my home.”
There he was, as I observed, a young eighteen-year-old refugee, sharing his anguish with me as a friend. I wondered what my country had done to him to make him feel so much an alien. My humble contribution was to offer support and give him more power to analyse and write in English.
Year 10 History. This was a class with students from several cultural backgrounds. Year 10 Mixed gender 1997 30 Pupils: Sydney, Australia.
My subject one day with this class was the outbreak of World War I. The specific topic was the assassination of the Archduke Ferdinand by Gavrilo Princip. Part of my tale of the assassination ran thus:
The motorcade mistakenly turned into a side street where Princip happened to be hiding. The first three cars began to reverse to the main road giving Princip a chance to fire two shots at the archduke from point-blank range. Within minutes the Archduke and his wife Sophie were dead. Three weeks too young for the death penalty, the Serbian Black Hand member Princip was sentenced to 20 years gaol. He died in that gaol of tuberculosis in April 1918 aged a mere 23.
A day or two after that lesson I was approached by one of my pupils.
“Sir, I’m having a hard time after that lesson about the assassination of the Archduke. Some of the class are bullying me because I’m a Serb and they say I caused World War I.”
This was a shock to me. Suddenly I had to look at my history narrative from a different point of view.
It had been so easy up to that moment to classify “goodies and baddies” in clinical categories. Now one of my pupils was actually threatened by my black and white tale.
I told the troubled lad always to walk away from unfair criticism with head held high. He was not guilty o anything.
“Every nation has a dark side to its history,” I said. ”Austria-Hungary and the Bosnian Serbs had been in dangerous conflict for some time. But don’t waste your time fighting back with events for the bullies to be ashamed of. Just walk away. Learn more history and you’ll find no nation is totally free of shame. Yes. Walk away and learn more. That is your best defence.”
University Class: MA In International Relations (1 Semester 1993) . This was a public-speaking course for diplomats. There were 21 students from many nations.
The teaching strategy here was to immerse the students in great speeches and give them practice through group work largely, in analysing the material for emphasis, pauses, suitable high and low volume, varied speed, connotations, gesture suitability, appropriate posture and valid core themes. Discussion and debate were important aspects of the teaching.
Among the texts were Martin Luther King’s “I Have a Dream” speech, Hamlet’s soliloquy, Mark Anthony’s speech on Caesar, 1 Corinthians 13, and texts contributed by the students. Interaction and peer support were noticeably a feature of this teaching program, in short “learning by doing” as drama pundits tend to say.
University Equity Program.This was a Federal Labor Government funded one-semester equity course I taught at university for non-matriculated applicants seeking entry to university. The literacy section included definition, comparison and contrast, description, scientific discourse, valid argumentation, public speaking and exam technique.
Nine Intakes, 20-30 Students, 1989-1995 a University In NSW, Australia.
The core of this program was an awareness of the power of analytical writing. Students were required to write one essay a week throughout the semester. The result was 10 essays of 250 words, based upon university model questions, all with feedback within one week. Exceeding the word limit was heavily penalised, as was failure to keep to the set question. Students learnt to get to the point quickly and keep to it without padding or irrelevancies.
I taught the nine generations of this program whose graduates achieved higher results in First Year than any other identifiable undergraduate group. Graduates later included a University Medalist in Psychology, several PhDs and many honours degrees across all faculties. Such is the power of precise, analytical writing and supportive, rigorous, ongoing guidance.
As a teacher, I can say my life intertwined with many of these lives. One example is a single mother beset with a husband failing with alimony payments. She wanted to get into university and become a lawyer. That dream of hers came true, as did the dreams of many other such students.
My Last School.A High School In Western Sydney, Australia
When I retired from university teaching, I worked in this high school from 1996 to 2004. This poem reflects on some of the outcomes.
We no longer live in a society. It’s an economy stupid!
Supply and demand are all that matter. Everything is now a marketable financial entity.
Each distinguished sports person today is an entrepreneur. Sport is now the perfect synonym for the free market. Club identity shirts, hats and scarfs sell. Tickets to watch successful teams sell better. Winning, please note, has now become the only mission statement. A few losses and you psycho-analyse the players and sack the coach. After all, in this new era isn’t competition the only way to measure value? Winners these days do a war dance instead of calmly and with dignity doffing their caps or nodding to applause.
What is the role of politics in this Wall Street of existence? Keep It Simple Stupid: balance the budget! Big government is communism. Small government means privatise everything so that corporate and other powers can cash in on things. Compete or else. Call it free enterprise. Democracy. Our way of life. Young men since Gallipoli have been prepared to die for this.
On The Matter of Balanced Budgets:
The source of all images here is Creative Commons.
Suicide is the leading cause of death for Australians between 15 and 44 years of age (But the budget’s balanced so that’s OK.)
The number of homeless people in Australia jumped by more than 14,000 — or 14 per cent — in the five years to 2016, according to census data that also includes a “significant” increase in older women on the streets and a growing group living in cramped accommodation. (But the budget’s balanced so that’s OK.)
Scientists have recorded the “mass mortality” of corals on the Great Barrier Reef, in a recent report that says 30% of the reef’s corals died in a catastrophic nine-month marine heatwave…
…The extent and severity of the coral die-off recorded in the Great Barrier Reef surprised even the researchers.They told Guardian Australia the 2016 marine heatwave had been far more harmful than historical bleaching events, where an estimated 5% to 10% of corals died. (But the budget’s balanced so that’s OK.)
Technological development has not only provided mankind with more profit, but with increased destructive power as well. These developments, combined with population growth, have led to mass casualties, varying from accidents to war. In the 20th Century over 200 million people were killed as a result of man-made disasters— a historical figure unequalled. (But the budget’s balanced so that’s OK.)
FREE ENTERPRISE CARRIES ON REGARDLESS OF CONSEQUENCES. FEW WORDS ARE NEEDED.
I’ve been thinking of all the votes I’ve cast during my 85 years. Suddenly I found myself hunting up this list of dubious political statements, possibly to help my fellow voters make better judgements. So there we are. Look what I’ve found.
WORDS THAT LINGER – AND FINGER
If you are going to lie, you go to jail for the lie rather than the crime. So believe me, don’t ever lie. Richard Nixon April, 1973 advice to a colleague.
No way will the GST be part of our policy. Never ever; it’s dead. John Howard in 1995, one year before he was elected and a little later introduced the GST.
I don’t want in Australia people who would throw their own children into the sea. I don’t. There’s something for me incompatible between somebody who claims to be a refugee and somebody who would throw their own child into the sea. It offends the natural instincts of protection and delivering security and safety to your children. John Howard, 2001.
A number of people that jumped overboard and have had to be rescued, and more disturbingly a number of children have been thrown overboard. I regard these as some of the most disturbing practices that I have come across in the time that I have been involved in public life, clearly planned and premeditated. I imagine the sorts of children who would be thrown would be those who could be readily lifted and tossed without any objection from them. Minister Philip Ruddock, 2001.
Fiction Proven Stranger Than Truth!
But I want to say one thing to the American people. I want you to listen to me. I’m going to say this again. I did not have sexual relations with that woman. Miss Lewenski. I never told anybody to lie. Not a single time. Never. These allegations are false. And I’m going to go back to work for the American people. Thank you. President Bill Clinton, 26 January, 1998.
Hussein … spends his money on building weapons of mass destruction and palaces for his cronies. Madeline Albright, Nov. 10, 1999Clinton Secretary of State.
The takeover of South Vietnam would be a direct military threat to Australia and all the countries of South and South-East Asia. It must be seen as a part of a thrust by Communist China between the Indian and Pacific Oceans. R G Menzies, 1965. Really!
It is good contextual information; it can’t be used as league tables. Julia Gillard in March, 2017 on the NAPLAN test.
The nineteenth century American Party, also known as the Know- Nothing Party because members were forbidden to reveal its details, has echoes in our present world.
The Know-Nothing Platform 1856
(1) Repeal of all Naturalisation Laws.
(2) None but Americans for office.
(3) A pure American Common School system.
(4) War to the hilt on political Romanism.
(5) Opposition to the formation of Military Companies, composed of Foreigners.
(6) The advocacy of a sound, healthy and safe Nationality.
(7) Hostility to all Papal influences, when brought to bear against the Republic.
(8) American Constitutions & American sentiments.
(9) More stringent & effective Emigration Laws.
(10) The amplest protection to Protestant Interests.
(11) The doctrines of the revered Washington.
(12) The sending back of all foreign paupers.
(13) Formation of societies to protect American interests.
(14) Eternal enmity to all those who attempt to carry out the principles of a foreign Church or State.
(15) Our Country, our whole Country, and nothing but our Country.
(16) Finally – American Laws, and American legislation; and death to all foreign influences, whether in high places or low!
South Vietnam would become a Communist State, and the lives and security of millions who have resisted Communism would be in jeopardy.
The impact of our complete withdrawal, as proposed by the Labor Party, would be felt throughout South-East Asia. We, too, would come under threat. Harold Holt, 1966 – election speech.
In the actions we have now taken we are not concerned to stop Egypt, but to stop war. None the less, it is a fact that there is no Middle Eastern problem at present which could not have been settled or bettered but for the hostile and irresponsible policies of Egypt in recent years, and there is no hope of a general settlement of the many outstanding problems in that area so long as Egyptian propaganda and policy continues its present line of violence. Anthony Eden, 31 October 1956 justifying the disastrous Suez invasion.
Are there not other alternatives than sending our armies to chew barbed wire in Flanders? I have it in me to be a successful soldier. I can visualise great movements and combinations. Winston Churchill, First Lord of the Admiralty, 1914 aged 40, just before he initiated the disaster of Gallipoli.
To end on a lighter note I conclude this little exposé with a reference to political words of a different kind: creative abuse. I have found no better exponent than
Peter Costello was “all tip and no iceberg”, Andrew Peacock an “intellectual rust-bucket”, and Wilson “Iron Bar” Tuckey a “stupid, foul-mouthed grub”. He famously called his 1993 opponent John Hewson, “a feral abacus” with a performance “like being flogged with warm lettuce”, and in saying to him “I want to do you slowly”, delivered a taunt that still echoes in the dark corridors of the Australian political imagination. Keating may have lost the election to Howard in 1996 but one suspects that Keating’s special brand of spoken bastardry will endure beyond any memory of Howard’s words. What, after all, do a majority of votes matter, when your opponent has described you to history as a “mangy maggot”, “the old desiccated coconut”, “araldited to the seat” and a “dead carcass, swinging in the breeze”?
So there you have it; just my little collection of political dalliances with the truth, garnished with some Keating sauce. I hope I haven’t given you indigestion. R.
Some years ago I tried to do something about all of this deception. I wrote the little book below. It was the subject of two interviews on the ABC and raised a laugh there and at other places.
It was fun to write. Greg Gaul is a masterly cartoonist who caught my ideas so cleverly.
I have also given it to some political friends with a waiver saying they did not need it. If you want a copy, there are still some left. The price is $12.50 AU author signed and posted free anywhere in the world. If you want it, just press the PayPal button.
Tongue in cheek advice to would be politicians to ensure their survival in the present day political climate.
The Roman Empire is not what it used to be. In fact, it doesn’t exist anymore. Why is this so? The answer: because idiots destroyed it.
Exceptionalism in Rome Was Based Merely On Symbols.
Ancient Romans were constantly urged to make Rome great. One idolised symbol used in this process: the fasces. This was an imperial token of power carried by lictors in front of magistrates. It was a bundle of sticks including an axe with its handle visible, indicating uncontrolled power over life and death. A lictor was a Roman CIA type who was a bodyguard. He had absolute power. Absolute power corrupts as the loot will lie.
Non Compos Mentis Roman Economists Wrought Decay With False Prophesies.
Expand or die was the cry. The numbskull Roman reasoners fostered the corporate greed of patrician families and ignored all social service needs of the poor. Ruthless Roman creditors had free reign with massive interest and power over debtors. Political life was thus dominated by the patrician nerd 1% – the greedy corporate clans promoting a truly decadent social agenda. Empty-headed Emperors minted their own coins stamped with their own beautified images and used them as mere propaganda tools. The aim was to lift the rulers’ fictitious status and highlight their wealth and importance. The ancient Roman economy was thus often unstable. Airhead Emperors also funded attention-getting imperial projects such as public building works, or fostered costly wars whose dead heroes were lavishly praised to encourage more young men to die bravely when needed.
Roman Money Was The Route Of All Evil.
For no deity is held in such reverence amongst us as Wealth; though as yet, O baneful money, thou hast no temple of thine own; not yet have we reared altars to Money in like manner as we worship Peace and Honour, Victory and Virtue ― Juvenal, The Sixteen Satires
Take for instance Marcus Licinius Crassus (Born c. 115 BCE—died 53 BCE). He was a real estate agent of great wealth who inherited grandly from his father. He spoke blandly in small, unprovable epithets, and had a sex scandal in his CV. A key source of his wealth and power was his entrepreneurialism – much copied in his time. Also an ability to wage war we now know was part of his earning capacity as well as his political influence. In 60 BCE Crassus formed a powerful Trust with Pompey and Caesar to create the powerful corporation FTI (First Triumvirate Inc.) Crassus entered this expansive coalition mainly to promote passing of laws helpful to his investment deals in Asia. It was seizure of power by a corporate cabal. To cap all his self interest the fool eventually got himself killed in a battle.
The Emperor simpleton Hadrian ordered in Britain a wall in 117 C E. It took three Roman Legions — or 15,000 men — six years to complete. 300 years later, in 410 CE, the Romans were gone. Today what’s left of the wall anachronism is a tourist site. In knucklehead Hadrian’s day the pretentious divider was 73 miles long, three meters wide and six plus meters high. All you needed to do however, to make it useless, was walk 74 miles.
Greedy Fools Built Vast Stadiums For Profit Plus Spectacle.
Airhead patrician corporations built them for conspicuous glory. They gathered popular teams of money-motivated, death-defying gladiators to fight for that glory. The violence raged accompanied by wild cheering in these giant arenas. The bonehead developers got money from huge passing parades of spectators. In the contests, losing was death and disgrace. Winning was fame and riches. The word arena derives from the Roman word for sand – the sand that was strewn in the fighting places to soak up the blood. The Colosseum held up to 80,000 rapt Romans. Now, like other similar buildings, it is constantly empty.
Ancient Media Moguls Moulded Rome Towards An Ancient Doom.
Powerful morons helped the ancient society crumble as they manipulated and controlled public minds. For example, the Acta Senatus or minutes of the Senate meetings were kept in public libraries but could be examined by citizens other than Senators only with special permission. Indeed one dunderhead Emperor, Augustus, declared them “classified” and unavailable to the general, mind-dead public. This effectively kept the truth from the masses. A brainless head of state thus promoted social ignorance and ultimate decay.
Jackass Roman Industrialists Polluted Water, Air And Soil.
This happened especially with the aqueduct construction industry. Jobs with the greedy building moguls were scarce and wages were low, in particular with waste-disposal services. For buildings not linked to a drainage system, a lowly paid worker had to collect waste in clay pots and later sell the pots to farmers. Many plebeians were thus virtual slaves, helping other real slaves to do dirty work. Obviously age did not weary many of these workers.
Declamatory Dunces Of Ancient Rome Worshipped Coal.
Roman priests used to burn Britain’s coal using the extra heat to honour Minerva, their beloved goddess of wisdom and military triumph. Shady later social conmen continued the worship of coal for financial reasons. The crumbling effect on civilisations has been the same.
Idiot War Mongers Caused The Decline And Fall Of Rome.
Normally a narcissistic male, each halfwit Emperor waged un-winnable wars that deprived the nation of its youth and denarii. Typically the moron believed he was always right. He promptly put to death any critic and spoke in short, easily remembered sentences like, “I came; I saw; I conquered” to stay within the population’s attention span.
Coda: Words Of A Sane General
Modern wisdom that echoes down the ages
Every gun that is made, every warship launched, every rocket fired signifies, in the final sense, a theft from those who hunger and are not fed, those who are cold and are not clothed. This world in arms is not spending money alone. It is spending the sweat of its labourers, the genius of its scientists, the hopes of its children. The cost of one modern heavy bomber is this: a modern brick school in more than 30 cities. It is two electric power plants, each serving a town of 60,000 population. It is two fine, fully equipped hospitals. It is some fifty miles of concrete pavement. We pay for a single fighter with a half-million bushels of wheat. We pay for a single destroyer with new homes that could have housed more than 8,000 people…This is not a way of life at all, in any true sense. Under the cloud of threatening war, it is humanity hanging from a cross of iron.
U.S. President Dwight D. Eisenhower on April 16, 1953
Author’s Note: Any comparisons with crumbling civilisations other than Rome should be taken with a grain of saltpeter. Royciebaby