THE BUSH SCHOOL CONCEPT
IMPERCEPTIBLE LEARNING PROCESS
YEARS THINKING ABOUT THINKING
HOW THE HUMAN SPECIES SURVIVES
MY EXPLANATION AS TO THE VALUE OF SIMPLE TEACHING OF BASIC SKILLS,
TO FAMILIES AND RESTRICTED FACILITY PRIMARY
SCHOOLS. John Nicholson
Language to express an Idea
Blake wrote: "I have heard many People say,
'Give me the Ideas. It is no matter what Words you put them into.
To this he replies,
"Ideas cannot be Given but in their minutely Appropriate Words."
- William Blake (quoted by J.
Newman, The World of Mathematics, 1956)
This opinion is seconded by Bertrand Russell. Here is what he says in his
Autobiography about meeting G.Peano at
an International Congress on Philosophy in 1900:
The Congress was a turning point in my intellectual
life, because I met there Peano. I already
knew him by name and had seen some of his work, but had not taken
the trouble to master his notation. In discussions at the
Congress I observed that he was always more precise than anyone else,
and that he invariably got the better of any argument upon which he
embarked. As the days went by, I decided that this must be owing to
his mathematical logic. I therefore got him give me all his works,
and as soon as the Congress was over I retired to Fernhurst to study quietly every word written by him and
his disciples. It became clear to me that his notation afforded an
instrument of logical analysis such as I had been seeking for years,
and that by studying him I was acquiring a new and powerful technique
for the work that I had long wanted to do.
MUCH AS I AM BORED WITH EXPLANATION, I REALIZE THERE IS NO OTHER ROOT AND
THAT MOMENT CAME, AS I READ THE WORDS OF BLAKE , I ONLY ADD, AS WAS ADDED,
THE WORDS OF RUSSELL FOR EMPHASIS
THE BUSH SCHOOL CONCEPT
THE IMPERCEPTIBLE LEARNING PROCESS
WHAT IS THE MEANING OF THE ABOVE PHRASES
A MOTHER TEACHES HER CHILD TO SPEAK
A FATHER TEACHES HIS CHILD TO SURVIVE,
He uses the words his mother taught him, and so to my phrase
HOW THE HUMAN SPECIES SURVIVES
We are the only species on earth to speak and use written language
We learn to speak without awareness of either being taught or teaching
Nothing else will ever be as complicated as speech or as simple to understand
Why, because ever one of us possesses only limited knowledge, we live in
the universe of unlimited knowledge, but the reality of man is that he lives
in a world of darkness, thankfully even those OF US who would claim to be
educated are in possession of very limited knowledge, and are in the main
unaware of it.
But our survival depends on knowledge both individually
and communally. Hence my
Essence of Education
“ The central purpose
of education is to allow us to understand the world we live in and to think
about our personal and collective actions in order to enhance them.”
SO HOW DO WE TRANSFER KNOWLEDGE SIMPLY
FIRST OFF WE TEACH MATHEMATICS which
is a knowledge and thought exorcise.
.Then we teach reading, gaining knowledge and THAT ability in order to “
I WILL attempt to explain
Using Language to express the Idea
of a bush school its potential as a model of effective educational techniques,
of lowest cost and maximum value I
believe that Those things which are of most importance are in the
main passed on in speech on a one to one basis
Quotations the likes of William Blake’s
“Ideas cannot be given but in their minutely”
Are so valuable that they are recorded by history and are “immortal”
I use an explanation of my own here quote. “A proverb can contain within a few
sentences the lessons of a life time”
I believe and so does history that when a truth is described with such eloquence
that history itself records it, we should all avail ourselves of it and wherever
possible embrace its lesson, for example regarding as to the principles of
democracy were I to write a million words it would be impossible to compete
with the clarity of a giant in American history. Abraham
Lincoln’s wish at the dedication of the National Cemetery on the site of the battle of Gettysburg, ”that
government of the people by the people and for the people shall not perish
from the earth.”
along with his practical explanation as to the value of “democracy,”
“you can fool some of the people all of the time and all the people
some of the time; but you can’t fool all of the people all of the time.”
are the most eloquent English words that have ever been used
to describe the principles and values of democracy.
It is my most strongly held belief,
that simple and efficient primary education, on a universal basis,
will lead to a better standard of living, and through that standard of living
towards universal democracy, only equitable distribution of resourses
will lead to the possibility of a world without war.
of one-to-one teaching
We are in the main unaware of what is happening,
during one-to-one teaching; this is why I describe it as the imperceptible
Where does one-to-one teaching
take place? Virtually everywhere, just as a child learns to speak, so the son of a restaurant owner learns to
cook and serve food, he will be consistently informed as to the principles
of his father's business, alongside his formal education. At 18 years of age
it is most likely that he could manage his father's business, this would be
at the same time as he was ready to go to university. If we take the child
what has not come from a business background but who has worked in classrooms
with the son of the restaurant owner, probably achieving an even higher grade
then the son of the restaurant owner, when we compare them, one of them can
run a restaurant, but they both have more or less equal formal education qualifications,
but one of them has been training as well, not only to work with in a business,
but also in the management of that business.
Obviously there are many situations where
children from practical businesses are taught business skills and working
skills needed within those businesses during the years they are at school,
it is vital for us therefore to learn from this, besides going to school,
children need to be involved in many other activities, not only working within
different businesses, but they need to be taught, self-confidence, they need
to understand from their early life, that given the right education and determination
they can achieve anything that they wish.
As a farmer's son, I was totally unaware,
that I had learnt a great deal about agriculture, until I attended the local
agricultural College, at this point it was clear that of the thirty young
men and women who were attended my class the ones who were living on a farm,
knew their subject far better. The brighter pupils often performed better
in those agricultural examinations then the ones who knew the subject backwards,
but the reality still was that those of us who were trained at home in agriculture
had a flying start over the ones who came straight from school.
Practical learning of skills in the thousands
of businesses are passed on through the family, this education in the main
is imperceptible, but it is the backbone of private business, and the operating
classes of any country remain the operating classes of that country, purely
because of the home education. It is a phenomenon of the imperceptible learning
process, a process that continues, throughout the working life of each and
every one of us. Everyone we meet throughout our lives has knowledge of an
individual nature, and if we are wise we will seek to learn from those around
I have a figure in my mind of what we learn
imperceptibly and what we learn, or should learn within the school room, from
early language through all the skills we need in life 90 percent of what we
need to now has been learnt naturally, “imperceptibly”
But, and it is an important but, the 10 per cent of knowledge that we require within our basic
skills, is the 10 per cent of knowledge that is vital, if we cannot speak,
we cannot ask a question, if we cannot count, we do not know when we have
been robbed, if we cannot read, we will be for ever limited to oral information,
and be unable to develop our mentality, to the levels that the possibilities
of literature of newspapers of technical magazines and fom
the Internet, give us. “World Awareness”
In a nutshell lack of basic skills will
keep us in ignorance throughout our Lives, do you want that for your child,
or do you want them to race away with life, grabbing the ninety percent of
knowledge, that is readily available to them, in thousands, and hundreds of
thousands possible ways of self-advancement.
O mother and father please teach
me to read write and count.
HOW DO WE ACHIEVE
UNIVERSAL PRIMARY EDUCATION? WE GO BACK TO SCHOOL
“A BUSH SCHOOL”
If we accept the concept of a bush school, what do I mean by this, this means
that we have no formal building, we teach under a tree in the bright sun,
as with the great Greek philosophers, we are with Archimedes and his sand
reckoner his dust abacus, we are with the elders
of our African families, we are with the priests in south America the mullahs
in Arabia, with the monks of Mongolia, we are with those people who take education
seriously wherever they are and whoever they are, and this includes the families
of all children universally.
Once a child has learnt arithmetic and how to read it has learnt to think
for itself, it has escaped the basic bondage of ignorance, reading learning and thinking will follow it for the rest of
its life, we have given it the basic tools of education even without
further formal education it will seek out the knowledge that is necessary
for it to survive with.
I shall start this preface with the words of William Faulkner the writer
it is a quote he made after he was awarded the Nobel Prize for literature
“Not only will man survive he will prevail”
If the species of man is to survive he has to be optimistic, optimism without
knowledge is a necessity as far as the future is concerned, 6 billion human
beings all on one small planet, it is only 100 years since man first conquered
the air. From learning to fly, and the rapid developments in engineering,
history shows us that in the last 100 years Nationalism and greed alongside
fear has destroyed the lives of millions of innocent people.
Only rapid universal education stands between us and disaster, having spent
seven years of my life thinking in the main about how we are to achieve universal
education, I shall quote my best attempts of interpretation.
The essence of education
“ The central purpose of education is to allow us to understand the
world we live in and to think about our personal and collective actions in
order to enhance them.”
Although my personal journey in education began with the Abacus and the simplicity
which it allows us to teach basic mathematics with, it is in reading comprehension
that the majority of my own time has been given, it was my desire to find
a simple mechanism as easy to use as the abacuses in mathematics in order
that I may discover something as simple in concept as the abacus is to mathematics,
my journey in reading as slowly taken the same direction towards the birth
of written language, the simplicity of language in interpretation of sound
holds the key which allow us to easily learn our own language, the symbols
in language have evolved over 5000 years, English is one of the most modern
languages it has been improved and standardised over the last thousand years,
written language depends entirely upon symbols, it is those symbols that we
today describe as letters, that hold the key to comprehension. There are
26 letters within the English language and argument reigns as to whether there
are 42 identifiable sounds or 45, my own ears tell me that there are far more,
but 42 or 45 identifiable interpretations of sound are plenty to cope with,
and so we have our English alphabet. A modern European
language, 26 letters, which hold the key to simple literacy, just as much
surely, as the abacus holds the key to simple numeracy.
Even though the miracle of spoken language is absorbed naturally
by our children, the basic skills of reading and mathematics have to be taught,
and it is to simplicity we have to turn in order to teach and learn those
basic skills. Naturally man learned to count before he learnt to read, that
ability is still possible within the young child and should be an essential
part of reading preparation.
I have redesigned the Abacus in order for it to become universal in
concept, as far as the alphabet goes all I need to do is to return to basic
logic in language. I provide simple learning resources, but I consider that
a return to common sense in teaching reading was long overdue.
Seven simple steps in reading. and
22 two-letter words hold the phonetic key to universal primary education.
Children teach children.
By definition intelligent education has to be simple, I am primarily concerned
with primary education, as far as mathematics is
concerned we have developed the counting game based on the abacus, chance
encounter. Which is intended to be used preschool or in the first year of
school, also during the first and second year each child would utilise its
own Abacus One. Every child using the Abacus for two years would be more than
adequately taught the grounding of mathematics, Professor Winston
Hagston has written a simplified book based
on the Abacus mentality which will rapidly take the children through all their
primary mathematics. Utilisation of these three resources
during the child's early years will ensure that they are taking part in an
accelerated learning programme.
Every step they take in mathematics, is building a foundation for the next
layer of knowledge, without systematic steps being utilised, the child's ability
to grasp difficult concepts in mathematics is even harder. In just the same
way that mathematics knowledge is built up with layers of knowledge, reading
is even more so, the Childs reading ability will limited if the seven logical
layers of reading have been ignored.
The seven layers of knowledge, that I identify within my reading book,
starting with learning the alphabet rhythm, naturally
which is extremely easy for every child, all one has to do is to sing the
alphabet to the child, the sound of the alphabet in rhythm form, it
is easy for the child to understand. Not utilising
this fully integrated verbal memory means that both the teacher and the child
will have a problem in identifying the written letters, the symbols of sound,
that the child has already learnt, in Alphabet sound. It
is easy for the child to follow the written alphabet when it already knows
the sound of the alphabet, the child is learning easily, utilising a first
layer of knowledge, in order to teach itself, a second layer of knowledge.
My claim is that every child can recognise the letter a
at two years of age and make the sounds that are associated with the
letter. A two-year old child can read the letter a.
Chanting the alphabet is the way millions of children
have been taught to read. Chanting is a simple technique, that
as fallen into disuse, it is perceived to be morally wrong to know the answer
before you understand the question.
Chanting is an ancient technique of teaching, just as ancient as the Abacus
and the alphabet. It is a technique that is just
as simple and just as effective as is the use of the Abacus and the alphabet
when you are teaching your own child, and it is even more effective when you
are teaching 100 children at once, we are all programmed to learn from
our hearing, to learn verbally, and it is easy for us, to remember a chant,
it is not necessary to understand it, to benefit from it. It is the third
leg of a Bush school education.
To prove what I mean I will give you an instance in mathematics, if we take
for example the Times Table sum Seven Times seven, without knowing the answer,
we say to ourselves 10 Times seven is 70, and three Times seven is 21, we
then subtract the 21 from the figures 70, where we have achieved the answer
49. This is exactly how someone who has never learn the Times table, finds
the answer to seven times seven, how much simpler can it be to known that,
then by having learnt the Times Table.
When the child is utilising the Abacus it is possible for it to continually
add seven, this demonstrates easily the principle of multiplication, the child
grasps easily, that it can count seven, seven times, or it can remember it,
from chanting it , these lessons I combine in early
maths teaching, after all what is the child doing
when it learns to say 1 2 3 4 5 representing the fingers from the left-hand
and following it with 6 7 8 9 10 representing the fingers of the right hand.
Chanting is an easily learnt way, of remembering a great deal of knowledge,
the type of knowledge, that a child needs to draw on instantly when it is
working on mental arithmetic, in principle it is no different to a child searching
its memory for appropriate words in speech, everything that it is possible
to teach a child by chanting should be undertaken by that method, but equally
important, is that we explain to the child the principle of the lessons that
we are teaching it the answer to.
The Bush school illustrates the benefits of chanting as a concept better
then any other example that one can think of, but the chanting technique is
just as valid in the most up-to-date school room decked out with computers
as it was 5000 years ago, it is also just as valid when you use it to teach
your own child mathematics and reading.
Chanting is a natural way of providing us with the
first layer of mental knowledge that we can retain easily for all our life.
Just try it, we can ourselves recall most of the things we were taught correctly
in chanting form, understand it well, and use it wisely.
teach inTHE BUSH SCHOOL CONCEPT
This is a practical report on the necessity of concentrated action, as regards
international primary school education. Not only are we considering the Third
World, we are also looking for alternative solutions in primary education
within the developed world.
The purpose of the report is to initiate thinking in relation to how we bring
the Third World primary education up to par, without a background of well
trained, primary school teachers, without any basic equipment, without building
facilities, without the finance to initiate a concentrated world effort in
this area. An intellectual debate. Lateral thinking.
Over the last six years having inadvertently discovered the abacus, becoming
fascinated with it, has led me down numerous avenues of thought. My own previous
life was taken up with farming and agricultural matters. I could say that
my business was destroyed by two international companies working together.
Our personal thinking, ideas and beliefs are the product of our lifetime’s
These thoughts and ideas are mine, developed from my own personal lifetime
experiences. I should like you to share these concepts and work with me in
developing and bringing about universal primary education of a standard which
will allow those children without hope, to develop their own education, their
own industries, their own art and their own lifestyles based on the highest
standard of primary education that we can give them.
THERE ARE ONLY THREE AREAS THAT ARE VITAL
Justice, based on democracy.
Truth, based on an acurate news service, the internet
and scientific research.
Primary Education is the neglected third leg. I give you my initial ideas
and concepts for criticism or constructive consideration. These three items
are the only areas where one can aim effective effort towards sharing the
responsibility of future world development. They are illustrated clearly
by my concept “The Problem”, a one page book.
OUR CONCEPT CHILD
At eleven years old our concept child should be able to read, write and speak
in two languages. It should be able to use a computer and do rudimentary
typing towards that.
It should understand the geographical relationship between most of the 200
countries that make up the world. It should be able to name a large proportion
of those 200 countries.
It should have some concept of its own countries broad history and be aware
of the day-to-day world global situations. It should be able to read a reasonable
quality article and initiate debate from the ideas within it. The child should
be able to understand television news programmes and be familiar with radio
stations (United Nations education by air concept). This would naturally
be part of the Bush School concept and has only occurred to me at this moment.
Mathematical competency after reading, and the ability this gives the child
to research and think through many matters is of major significance.
Our concept child starts at 3 years old and this gives us 8 years of pre-school
infant and primary education. For simplicity, I consider the term, primary
education. Within the first four years of a Childs mathematics teaching,
at the age of 7 years old every speaking child should be able to answer questions
on the times table. Starting the Childs mathematical education, taking over
from counting lessons given to the child by the teacher of most consequence
(it’s mother), the child can be taught by sister, brother friend, teacher
or Uncle Tom Cobbleigh, the basic mathematic principles,
by the use of Abacus One, details of Abacus One are contained within a twin
report on education and as a part of this project.
Numeracy needs to be bestowed upon every child.
From 3 to 11 years old the child should have 8 years of one hour a day numeracy,
that hour, I would suggest is best given as the first lesson of the day.
The first half hour of that lesson would be related to teaching differing
concepts in mathematics. The second, would be with the child working alone
on worksheets, projects, questions etc. etc. This half hour of concentrated
thinking would give the child a working period alone, but supervised. This
subject enforcement would give natural control to the teacher. No child that
has been brought up on one half hour a day test paper for 8 years or the major
part of its early school life would ever fear any exam or test in either mathematics
or any other subject. Assessment of the Childs progress would be clear to
even the most limited teacher/classroom assistant.
As regards the times tables, “learning off by heart” is a term, which we
might think of as “building in a programme to a hard drive within a computer”.
Without basic numeracy, every child is disadvantaged. Numeracy
can be built up to cope with whatever life requires, but there is a natural
ability coming from fluent thought in mathematics. Concepts may be understood
as a child develops without instant answers as per times table, but speed
of thinking will always be impaired within any child that fails to learn it’s
times tables properly. The French regard this ability as paramount in their
preschool education system. The Childs ability to learn and retain chanted
material at this time in its life is awesome. Chanted material can be used
for mathematics for the teaching of geography, and we accept it within teaching
English, the use of poetry etc.
My own mental picture of a Bush School is contained within the rest of this
report. It is up to you to develop it. By you, I mean you, every person
however limited in influence they may be, has a duty to train the next generation.
Our very futures depend upon it. The individual lifestyle of every child
depends upon it. My base philosophy as regards education is that we are in
search of a “better standard of life” rather than “a better standard of living”.
A well-educated country operating under democratic process being given the
truth through news and scientific results will naturally bring them towards
a better standard of living.
LACK OF PRIMARY EDUCATION IS THE BIGGEST HINDRANCE
TO TECHNICAL DEVELOPMENT AND PROGRESS THAT THE WORLD FACES
“The conquest of poverty is the quest for peace”, that is a quote from the
chairman of the World Bank, Jim Wolfson.
THE UNITED NATIONS PRIMARY EDUCATION PROJECT.
PROPOSED PATRONS - COFFI ANNAN AND JIM WOLFSON
PROPOSED COUNTRY BY COUNTRY
U.S.A. – PRESIDENT CLINTON U.K. – PRINCE
RUSSIA – GORBACHOV GERMANY – HELMUT COL
- A TWENTY YEAR PROJECT TO BRING A UNIVERSAL EDUCATION PACKAGE (BASIC
PRIMARY) WITH A GLOBAL CONCEPT TO EVERY CHILD
PEP –MISSION STATEMENT
WHAT To ensure that within the next 20 years, every child on
earth shall enjoy the benefit of a comprehensive primary education.
WHY In order that they as individuals
reach their full potential so ensuring the future of the planet earth as a
viable place where mankind can live in peace coping with the difficulties
of feeding and housing an ever-growing population. Utilising the technology
that will ensure the world population lives within its own resources.
HOW Through the use of volunteerism carried out by students
in gap years and post degree years (an international VSO project).
WHERE It is the concept of the proposition
that a model primary school should be used both in the third world and deprived
areas of the Western world utilising the technologies that are available
THINKING FOR BUSH SCHOOL CONCEPT
THE BUSH SCHOOL OR THIRD WORLD SCHOOL
- The concept of this school is to provide the link between the Third World
and the Western World.
- Natural lateral thinking quickly led to the Concept known, not Prince
Charles, but Prince William for a UK figurehead, (after all he as of the
15th June 2001 doing VSO work in Africa).
- The Bush School Concept can be added into any other Third World or even
Western World Concept it is after all searching for a reform in education
using minimal tools giving maximum effect.
- Children teach children.
- Prince William should he become the figurehead of the project would be
available to meet all volunteers that were to take part in The Bush School
- Initially volunteers from families who could provide the funds for their
children to take part in the project would be asked to fund their own child.
The thought of their child shaking hands with Prince William should be enough
to prompt many middle class families to support the project.
- Where an individual wish to take part in the project we can formulate
a plan to attract local funding to enable the young student/ person to take
part in the project
- The project moves along with Kennedy’s Peace Core and the VSO concept
- One years international voluntary service for every student should they
- The concept of the Bush School is one of a working group of Western students
working in a small working party between five and ten taking on individual
to co-opt ongoing work after initial years project.
- United Nations, International Voluntary Services
Overseas, Primary Education Project.
- In order to promote the concept of children teach children on an international
basis, partaking Countries would need to promote the concept under a figure-head
for example if Prince William were to agree to become the UK representative,
figures such as Bill Clinton would come on board for America and this would
make it possible to recruit high level individuals in further Countries.
- Running small working parties based around defunct field ambulances, donated
by Western Countries with the addition of a few all-terrain motor bikes
would provide a small working centre for a group of Western students or
either before or after or during their professional studies. These working
groups should cover one professional teacher, one engineer, one builder/joiner
one farmer, one medical doctor/nurse and one all rounder capable of managing
- The United Nations has recently come up with the term volunteerism and
it is a useful term and concept to base a radical effort in Third World
Primary Education. Once a model was set up and one or two working parties
under way, the ideas would evolve on an ongoing basis. Without payment,
having to be made to these working groups, (funding coming from the Countries
taking part) the United Nations would help with materials and limited infrastructure
probably needed to set up primary schools. (Also, the Countries benefiting
from the project could be invited to co-operate in providing some funds).
However, to get the broadest spread the management of these teaching groups
teaching basic reading, writing, mathematics, geography and some history
from a World point of view the project would have to keep down the costs
in order to gain the maximum coverage.
- The long-term aim would be to establish the concept of a year’s voluntary
service being committed to by Western students with different skills. This
concept of giving time during a Western University course would be of great
benefit to the students concerned. We would in effect have a win win
situation. Help for children and Countries finding it difficult financially
for their population to provide basic education. It is unlikely that these
matters will be brought up to Western standards, even within the next 20
- The win, as far as the Western students are concerned is that they are
experiencing directly, life in Third World Countries, they are being given
a crash course in independence, taking care of others, using their initiative
and hopefully becoming more open minded, caring and aware of the difficult
economic circumstances that the majority of the World finds itself in.
THE BUSH SCHOOL – SIMPLE SYSTEMS
- We have to look for a simple model educational system, which can be carried
out, almost in the open air and with pretty much unqualified teachers.
I have evolved the phrase, children teach children for my thinking on these
matters. I have also simplified my own educational thoughts into 4 areas.
Firstly thinking, which in some ways is similar to mathematics.
My abacus can be used as the basis for maths teaching in open air schools,
so thinking and mathematics are group one. Group two, has to be language,
obviously most of the material available is in English and as the most common
language is English, it is best to first concentrate on this language, reading,
speech, music and poetry. Thirdly, Art, pictures, photographs, models,
making wooden models, clay modelling, using pictures to explain how people
dress, how they work to illustrate areas of learning along all the levels
of age. The fourth area has to be the physical area. How do you cook,
how do you work, playing physical games, learning physical skills, e.g.
in a more complicated school situation, typing will become even more important
in a Childs school life. . If we keep those four areas of education in
mind, we should build on it a model school in which we can provide the right
tools and format for a bush school/third world school or self help school
in a more costly society for e.g. specifically a school for children who
do not respond to formal education. My own observation of this tells me
that as soon as children fail to understand what they are being taught,
they turn off. They are willing to concentrate for lengthy periods of time,
if they are involved, if they understand what is happening and they are
actively taking part in the class. My observation of Asian children, using
an abacus and becoming totally involved in it shows that. The physical
movement of the abacus itself develops their understanding of mathematics
by starting with small sums, which are fairly obvious and developing the
sums and complications and guiding the child on how to use the abacus develops
a Childs own mathematical understanding.
- There are a growing number of children who have turned from mathematics
very early in their lives and because of this, find it very difficult to
work through their other school curriculums.
So, here we have to think of a school, which can teach itself. Methods
which are simple and can be copied at low cost,
- To take
on education a step further, one important aspect we should
try to develop for the Third World is a self build and self
help smallholding, in which we help develop a model of rapid
house building, using local materials with ideas from all around
the World on how to build cheaply and effectively for shelter
and a protected family life. Building a home I a Country like
Liberia should also be featured around food subsistence, maybe
because of the areas nature, not rice or cereals, but maize
and other crops considered more the area of gardening, than
agriculture and a small scale animal model 20 chickens producing
eggs and some chicken meat, probably a sow, and either a goat
or cow for milk. In other words we need to set up a home and
farming model from where a main breadwinner can subsist without
full-time outside work constantly available to them. The benefits
of this are that they would not have a mortgage to pay if we
could persuade the government to award the people a small area
of land; they could build their home with their own labour or
on a shared skilled basis. They could grow their own crops
and take care of a major part of their diet especially in a
climate where fruit grows so plentifully. It is a step towards
other freedoms. The only freedom an individual in the West
has, is free air. Everything after that has to be bought.
He has to be part of a Society and if Society decides not to
give him his fair share, if he is unable to find a job, his
only alternative is to steal. We have to build a model for
the Third World, which allows an individual to develop for himself,
a way of life, which is not Western orientated only. An individual
has limited time available, after taking care of as many parts
of their life as possible. Radio will invade their World quickly,
BUT THERE IS NO POINT IN HAVING PROGRAMMES BEAMED TO
A POPULATION THAT ARE NOT RELATIVE TO IT.
THE ESSENCE OF PRIMARY EDUCATION
- Thinking through, how why where what when.
- The primary schools, what should be the main criteria, and that we should
judge a primary school by.
- SAFETY FIRST
- Are the children happy, without any doubt the second criteria of any primary
school, is, are the children happy.
- What does happiness mean, as regards a small child in a primary school.
Firstly there should be no negatives, are the children being bullied. By
either teachers or pupils. Do the children feel safe, are they making friends,
are they happy with a workflow they are attempting. Can they understand
the lessons they have. Are they excited and eager to learn. Can they cope
with the length of a period. Personally I feel that happiness is the main
criteria. No child can excel at school if it is miserable, any form of
stress, inhibits the child from absorbing lessons.
- Most importantly the individual child should be happy, and therefore it
follows that all the children should be happy with their school, it also
follows that the teachers should be happy, following on from that third
party individuals working within the school, should also be happy.
- Inevitably this criteria is the responsibility of the headmaster. The
responsibility of running a school, is far greater then the responsibility
of running a business, it is not in the gift of a businessman, to be able
to ensure that his employees are totally happy. But it is inevitably the
responsibility of a headmaster to ensure that his pupils are happy.
- verbal instruction
- written instruction
- illustrated instruction
- TV documentary
- physical examples
- chanting times table
- chanting class register
- chanting geography
- whole class chanting
- whole school chanting
- memory experience pain or pleasure.
- Holding attention.
- Children watching a TV documentary all see exactly the same thing, they
share a common experience, then they can discuss that experience, and then
they may grasp the essence of the lessons, if they are paying attention.
The documentary can be rolled again and again, children can be questioned,
on what they have seen, a question and answer session will reinforces the
lessons to be learned from the documentary.
- How do we use documentaries in a school? – enquire
- amount. With something as compelling as TV with its ability to replay
as often as we need to, it will inevitably be a primary teaching tool, low
cost schooling in any situation. Whatever facilities are available, the
use of a TV documentary should never be ignored.
- Accelerated learning will inevitably mean using TV documentary on all
relevant subjects. Handling the reinforcement of the lessons, needs to
be part of the understanding of the messages carried through to the pupils.
Secondary education, will benefit more and more from this style, its use
in a primary school will inevitably be restricted, but to leave it out will
inevitably mean that the child is losing out. We need to consider it in
a primary education, but even more than that we need to consider the handling
of the reinforcement.
- The questions to be asked our, how much TV documentary, what part of the
day, what reinforcement.
- TV documentary, TV plays, TV soaps, films, utilise the minimum of the
- BUT THEY DO INFORM AT HIGH SPEED THEY ARE ALSO NEVER TIRED.
- Listening to a radio programmes, or a lecture, utilise a greater part
of the brain then that used while watching a film. A DIFFERENCE
- Insuring maximum attention is the essential part of teaching the listening
child. Using a tape, of a special nature, enables us to use and reuse something
of a special interest.
- Tapes therefore should be an essential part of any school. The questions
are, what tapes, what time of day, what reinforcement of the lessons is
needed to ensure maximum benefit.
- Direct lecture, teacher and pupil interaction, how much, how long, what
subjects, feedback, children working in pairs, children on the same age
working in pairs, children of mixed age working in pairs, how long, how
often, what subjects, children working in larger groups, how long, how often,
playing cards, and beneficial group activities, what when and where and
- It is essential that the child is excited by what it is learning, and
that it is never bored, for long, lessons should inter-relate, children
teach children, rethink everything.
- The visual interactive material, what material, what subjects, copying
important pictures. Reinforcing the subject of the picture using the Childs
own abilities to copy. Copying whose pictures.
- Learning to type, learning to use a computer, what work does the child
do on the computer. Spelling, grammar. Reading. Understanding the computer.
General and I T abilities. What length of time should they use a computer
for. Keyboard skills. Exploration of the Internet. What age. How often.
What part of the day.
- Should it be two children, should there be three children?
- Physical use of a pen, Control of pencils, control all types of pens and
pencils in art, being taught to write, quickly, well, stylishly, script,
singly, flowing style, using a biro, printing, developing the Childs own
- Re-thinking the curriculum in a modern primary school.
- Re-thinking the curriculum in a Bush school.
- Re-thinking the curriculum in every school.
- Playtime is best. Physical activity, children reacting internally with
each other. What activities can be encouraged in the children's free time.
What work is set for, homework, and awareness of others, .
- A child is at a distinct disadvantage, if it does not speak well, if it
does not have good manners. If it is not kind, if it is not caring, if
it has no background knowledge, if it is selfish, has no style.
- World awareness
- And geography are an essential part of a Childs early education, a child
should understand the weather, North South East and West.
- Every school should have a sundial.
- Every school should have a chessboard.
- Every school should have a rainguage.
- Every school should have a weathercock.
- Every school should have a monster world globe.
- In terms of a Bush school's, needs, what other items on low cost, can
we develop, from rethinking everything.
- Trial and error. Trial and error for the child, trial and error for the
teacher, trial and error for the curriculum, trial and error for the headmaster,
experimentation for the school, experimentation for all schools, experimentation
for all schools in whatever country they maybe.
RANDOM THOUGHT NOTES (RTN) REGARDING LESSON PLAN
MATHS: One hour
plus at the start of the day. Using Abacus One, further abacus equipment,
calculators, pen and paper (teaching mathematical tricks)
would use this period of time to explore and utilise playground equipment
of a basic nature. Sundial – height measuring – outdoor chess set – rain gauge
– wind gauge – weathercock indicating wind direction + N.S.E.W. PLUS numerous other activities, which can be created for little
cost and that, are useful in this break period.
LANGUAGE: Native language
combined with English. Where English is the native language, combine it with
French. Phonetic teaching of English plus cards indicating
two languages on important words.
The children would start,
slightly before they were going to eat, preparing their local food and learning
how to cook it, care for it in storage and relating back to the production
FIRST PART OF AFTERNOON
This period would be used
for practical geography lessons combining any practical subject learning through
whatever accelerated lesson which could be utilised e.g. World Chant combined
with the use of enlarged world map and the worlds countries giant jigsaw made
in plastic suitable to write on to insert capital cities eventually. Each
country to be written in native language and English.
SECOND PART OF AFTERNOON
History based only on verbal
stories read by the teacher or the use of audio equipment. Stories would be
advanced in native language first, but a simplified follow up in English could
be utilised using picture books with shortened versions of the same story.
(By late afternoon most
active children are tired and that is the period that they will sit quietly
using their imagination to understand history based on stories.)
DEVELOPING THE CHILDS IMAGINATION
CAN BEST BE DONE UTILISING THE ADVANTAGE OF A STORY WHERE A CONCEPT CAN BE
INTRODUCED AND UNDERSTOOD WITHOUT DETAILED
INFORMATION HAVING TO BE MEMORISED.
EVENING CLASSES FOR
CHILDREN AND PARENTS
These should be based entirely
on the use of a recording machine, valuable and informative documentary tapes
(please tuck them all up by ten!!)
CONCEPTS FOR CONSIDERATION
Children teach children – how do
we best organise and manage this?
The dynamic of multi-age groups in
Maybe in Western Schools we need
to teach children less in order for them to learn more.
Latest educational theory is to create
Children learning mathematics with
an Abacus should be constantly faced with work sheets once the basic principles
are understood. This would prepare children for constant testing and illustrate
to those in charge, those children who need further help.
Even limited research indicates that
the home environment is most likely to be the most important aspect of any
child’s learning. In order that we can persuade parents to take on more teaching
and training tasks with their own children, we have to link the methods in
early primary school with assistance being offered by parents within the home.
The use of Abacus One in this aspect is a glaring link that should be provided
An open letter to Microsoft
Dear Mr Gates
Re: Primary Education
To ensure that within the next 20 years, every child on earth shall enjoy
the benefit of a comprehensive primary education. In order that they as individuals
reach their full potential so ensuring the future of the planet earth as a
viable place where mankind can live in peace coping with the difficulties
of feeding and housing an ever-growing population. Utilising the technology
that will ensure that the world population lives within its own resources.
I am writing to acquaint you with my project. I believe that it is very
worthwhile, and if you are reading this, then I believe that I may have influenced
some of your colleagues so enabling me to have this letter delivered directly
into your hands. From the best information available at the moment, it is
estimated that only one person in a hundred has the benefit of a university
education, and the probability is that on a world scale, only one person in
a hundred owns a computer.
Thanks to the work that you and other IT experts have developed, we have
a medium within the internet for constant updating of technical information.
On the very day new technical discoveries are made, they can be made available
to the world. That is the world in possession of a computer. Technology
uptake is the factor that will ensure or not, the existence of a peaceful
or relatively peaceful world in the future. The world’s problems do not lie
with the well educated, well informed and well fed, they lie within the ill
educated, ill informed and poorly fed.
We are constantly reminded that it is better to teach someone to fish than
it is to catch fish for him. And it is within this aspect of primary education
where the crux of the world’s future lies. My project is an intellectual
project. In order for it to be brought into being, it has to be thought through
properly, debated and refined. To ensure the full cooperation of the United
Nations and the democratic countries of the world, with I would assume the
most useful help coming from the multi national companies with international
No one today will be using a computer without the aid of some Microsoft system.
The supply and development of computers and software will continue apace,
but in the short-term we have to put into place a project, which will bring
up-to-date teaching throughout the Third World and in difficult urban situations
that teaches basic skills without the use of a computer. Within the last few
hundred years and throughout history we have seen many men who made important
marks in history, who had not had the benefit of a university education system
or even the benefit of secondary education, but they had the benefit of a
good primary education provided by a good primary school or individual mentor.
I would imagine that no one recognises the value of computers and their ability
to help in secondary and university education more then yourself. I fully
recognise the ability of a computer to assist in the learning process, at
any age. Thinking ahead it is inevitable that the larger amount of teaching
in most secondary schools and universities will be replaced by direct computer
to student teaching. This will have the effect of reducing the need for formal
teaching as we know it today, so reducing the costs of setting up the secondary
schools and universities in Third World countries, academic subjects will
probably be taught directly from the computer and practical and physical subjects
will most likely be taught in the specialist colleges. Those children that
have the benefit of a good primary education, in the poorer countries of the
world will most likely take jobs and continue their education through the
use of computers within their homes.
Most children arrive at primary schools around 4 to 5 years old and speak
fluently their native language without having been near any formal teaching.
Even the most simplistic research into learning indicates that we are learning
from the cradle to the grave. The importance of primary education is that
it should give us the tools enabling us to master the intellectual and physical
skills, which are necessary for us to continue our cradle to the grave education.
At around five years old, children are extremely anxious to learn, with the
exception of children whose families are computer buffs we would consider
them to be at an age where the computer is of limited use. They are being
taught the basics in mathematics, and they are being taught to read, developing
their vocabularies, it is also an essential time for them to interact with
You must be the best bundler of knowledge that the world has ever seen. Even
the Encyclopaedia Britannica and the unopened books it traded in was as nothing
compared with the way you'll have bundled and sold knowledge.
Effectively the knowledge you bundle is being utilised virtually every day
by the customers who paid good money for it. You are the most effective,
distributor of knowledge that the world has ever seen. This gives your company
only immeasurable wealth, it gives you personally immeasurable responsibility.
I am sure that you consider that you live up to your responsibilities and
I am sure that given normal circumstances most individuals would judge you,
to do so. I am using a voice recognition system to write this letter, the
development of that system will have utilised many of your products, the letter
is being printed on word, whose word is printing it, we share a common language,
that language is now effectively the language that teaches the world, it is
a common link for the many languages that the different Countries of the world
communicate in. The language and the ability to read it, the ability to think
in it, the ability to communicate with all others in it, gives the users on
English-language special responsibility, not only are we able to communicate
in it, think it, we now have the duty of conveying ideas in it. It has been
my contention for a long time, that all physical inventions and developments
and all intellectuals concepts are clearly the property of every individual
within the world, they are after all continuations of previous developments
that have been made. I am knocking on your door,
I am bringing you an abacus and the ideas that have flowed from it. This
computer has a five thousand year history. It is a concept available for
all, not only are children taught on it, it was used for trade, for the development
of ideas, for the benefit of mankind in general. I believe that after 5000
years of development, that I have recreated its importance to mankind, not
only from redeveloping it to providing it with the ability to carry any language,
in order that even those small children without pen or paper, families or
food, parents or schools can benefit from it, allowing those children, to
learn, not only mathematics, but mathematics in their own language, and the
written language of English. I give you once again, the concept of the
Bush school. It could then probably be renamed The United Nations Primary
Education Project shortening it to (UNPEP).
Its second of the United Nations primary education
The Bush school is a concept, a concept in which we can all share. A concept
school, a school world where Microsoft can make its mark, not only will it
make its mark, it will more than double its sales.
So hear me clearly Bill Gates, I am knocking at your door and behind me,
stand millions of children that are being born into physical and intellectual
poverty. I am almost 62 years old and my race is nearly run. I am neither
Christian or Jew, Mohammedan or Buddhist.
I hold no religious beliefs only my consideration for the welfare of my fellow
man. I carry with me a torch, that is the concept
of the Bush school. It is a challenge to your ingenuity, to link the abacus
and it’s teaching abilities with that of the computer.
I consider it to be at least a 20 year project, in which you will need all
the help you can get. There are only three important things to consider, primary
education being the most important of those three issues. A
complete and truthful news service being the second of those important issues.
The truth has to be told. Important issues can be carried somewhere on the
internet. The internet provides for every man a space for the writings on
the wall. Once we can ask a question for a world audience, someone somewhere
will provide us with a truthful answer, if it is intellectually possible to
do so. The third and final issue, is a democracy ladder and I use my illustration of the
democracy ladder as a cover for my story of the problems mankind has to address.
My personal thanks for everything with you that you have done so far, but
the best is still to come
IS THIS THE WAY FORWARD?
Volunteerism is a good concept. We can see in a minute, the meaning of it
and the concept of it as regards one human being doing something, giving something,
helping projects in any form without receiving payment can only be the way
to maximise dealing with the problems that the World has. We are all constantly
made aware of the Third World population increases, health matters, feeding
the ever growing population, every second five people are born and only two
die. We can arrange things to kill more of each other in wars or control
our population to some extent, but whatever we have to prepare for larger
World populations, which will inevitably come forward. There is a statement,
which says, “Nature abhors a vacuum” and to some extent, there is room for
more people on Earth, but they will definitely have to manage that environment
better than we are doing at the moment. The United Nations will inevitably
be the last resort of individual democracy and any hope for personal democracy
to those populations locked in dictatorships and economic hells can only look
forward to the United Nations help. It has to be the prime mover in all democracy
matters, even at this very moment it is trying to
influence the outcome of matters in Afghanistan.
It is trying to arrange a feeding programme, which will carry the population
through the coming winter. These are short-term matters and like all major
problems, they have to be addressed in both short
term, medium term and long-term arrangements.
THE BUSH SCHOOL OR PRIMARY EDUCATION PROJECT
Within the Bush school project, there are areas, which can be used both in
the short term and the long term as regards World problems of welfare, democracy
Using the term volunteerism, we are not restricted to paying out wages for
young people helping in Third World projects to a certain extent they can
find their own day to day living allowance from either their
parents, co-operating international companies or the wealthier third of the
Worlds Countries loosely known as the Western World.
If one takes the view that all knowledge is basically the intellectual property
of all mankind generally, then it is fairly obvious that we are already living
in one World. Looked at globally, we appear to be making a mess of it, and
inevitably whatever we do and for however long human beings occupy the Earth,
they will appear in exactly the same light constantly. Isaiah Berlin described
the last century as the very worst for mankind. More people were killed through
wars and starvation than ever before. Even though this is true, the World’s
population has risen sharply and no amount of wars seem to solve any problem.
We are starting this next century with a bang. There suddenly seems to be
mainly because of the twin towers disaster in America, a rising World awareness
of terrorism and the damages that it can inflict. Terrorism carried out by
small forces in Countries that are opposed to them and democratic will always
be with us, but in the main, should be controllable. Terrorism carried out
on a national scale by corrupt governments of a dictatorship nature is entirely
another thing. Once a population is under the control of any totalitarian
state, it loses its ability to think. Differing opinions are suppressed.
All media to some extent is controlled within the state only now do we have
a possibility of outside information being passed to individuals into totalitarian
states. There is no stopping the information being carried on the internet.
Neither information for the benefit of good or even information for the benefit
of terrorist or perverted activities. We can only seek to prevent the very
worst information being placed on the internet using a Country by Country
self policing policy.
Hopefully, the coalition of governments organising events in order to protect
themselves from terrorism will be a lasting union, which can oversee any action
that is deemed necessary to protect any Country from repeated gorilla or terrorist
action. Political divisions of some Countries may be still be inevitable
in order to protect the individuals within those Countries. But, the common
education and technical spread carried out by use of the internet and computers
generally will inevitably break down Country to Country hatreds and religion
to religion bias. No one wishes to suppress any religion but domination by
religious views is outdated. One vote one man carried through the democracy
ladder of our civilisation is the only practical and long lasting sustainable
road to the future.
Education is the fastest way of spreading not only up to date technology,
up to date agriculture and science in medicine, crop production, health services
and general human welfare. Science should mean prove positive and science
will lead us forward in order to benefit from education in its broadest sense
we need to re-think it. It will not be possible for every student to start
school at a nursery school, primary school, secondary school, finishing off
with two university degrees. This is a privilege, which the World would be
unable to sustain as regards the total population. This however, does not
prevent it giving the facilities of all those levels of education to all who
wish to take part in it. Primary education is a starting point where common
facilities and methodology have some bearing. Although, within the Third
World, restrictions would be economically frustrating to primary education.
THE BUSH SCHOOL OR PRIMARY SCHOOL PROJECT
This is a mental attempt to form a pattern or model, which can be used with
the minimum of facilities, even to some extent without a building in which
to congregate. We have to consider the facilities that can be placed in any
children’s playground around a school or building where teaching is carried
out or in playgrounds, which are built/created in villages and urbanely deprived
areas in order to provide children with a safe haven in dangerous environments.
There are a number of simple educational models and games of an intellectual
benefit, which can be provided, simply in any school yard or any open area.
Firstly, we can provide a sundial; secondly we can provide a weather vein
and the East North South directional pointers, which accompany it. We can
provide a measuring tool on either a wall or a tree or as a fixed separate
item built around a pole. We can provide a long jump facility where measurement
will become a norm. Children can learn to appreciate distance, both running
and jumping. Large boards can be prepared for chess and draughts/checkers.
There are obviously many other simple facilities, which we can add to playing
fields and children’s playground areas. In the Third World, gardening, horticulture,
small scale food production should be a built in part of any education programme.
The welfare of animals is an essential lesson in the provision of World food
supplies. Any reader of this should pause for a few moments and add to these
WHO IS TO TEACH IN A BUSH SCHOOL
There will never be sufficient numbers of fully qualified teachers to teach
the population of the Earth. In a manner which we understand it in the West.
We have to develop a model which is based on student to student, adult to
adult, children to children but in practical terms those newly qualified students
without family commitments are best suited to carrying out the Bush school
project. If we were to consider that one year of every child’s life should
be given over to the teaching and welfare of the World’s population generally,
given under the heading of volunteerism probably with only the choice of where
you went, rather the choice of whether you go or not being part of the volunteerism
concept. The concept of every child doing one years world service, they could
choose anywhere between 16 years old and 30 years old in which to perform
their world service year. The years service itself would form part of the
educational background of all individuals and their eventual integration into
a world population diffusion would be simplified by this year of world service.
In the first instance, it would be impossible for every person to undertake
this service, but from a willing truly voluntary starting point, the very
basis of the education being carried out, would multiply the possibilities
and the increases in this economically viable educational form of education.
WHO IS TO ADMINISTER THE
BUSH SCHOOL OR PRIMARY EDUCATION PROJECT
It would be possible for all the present religious, national aid, differing
World aid organisations to co-operate under the United Nations concept of
volunteerism. No project would need to lose its own individuality. They
could only benefit from being under the broad umbrella of the United Nations.
With the facilities that the United Nations have to offer, demand and distribution
of education would be made at will where these facilities were acceptable
to local governments and provided by National governments where they were
able to facilitate giving economic help for their own nationals to take part
within these projects.
WHAT IS TO BE TAUGHT AND HOW IS IT TO BE TAUGHT
World Aid in teaching under the
United Nations should be primarily aimed at primary children only, under the
care of their own parents or parent substitute. Secondary education as such
should be left entirely to national edict or places made available in international
schools overseas. In order that children can benefit from material, which
is written in the World language of communication English, reading and writing
in English as well as the national language would be a key part of this primary
education. Television and films of a technical nature are available everywhere,
mainly in English. Spoken tapes and stories are often best without film for
at least part of the young child’s day. By using the child’s own imagination,
we can key in to their creative and imaginative brain.
THE FOUR CONCEPTS IN EDUCATION
This can be taught in primary education first by marking the fingers and
toes with the numbers one to twenty, secondly by using the abacus which will
teach the children to count and understand the layout of sums, especially
the abacus which I have developed (Abacus One). This is a simple plastic
tool, which allows a child to learn all the essential elements of mathematics
on which to build a full maths curriculum. Cheap calculators are available
for every child, once they are seven or eight years old and can benefit from
them. By using the abacus in the early stages, we can guarantee that the
children fully understand the basic principals of mathematics and their speed
of learning will be enhanced beyond normal teaching methods.
In order that a child can learn geography quickly, schools should be equipped
with both a globe showing the layout of the worlds countries and a large flat
projection where every country is clearly marked. I have developed a chant,
which will through numbers, and initials, guide a child in learning the position
of a large number of Countries quite quickly. It is based on accelerated
learning principals following on from this general books and maps should be
In 1937 Dr Orton developed his phonetic teaching which Mrs Spalding and others
carried on and developed. We need to make research into providing simple
tools allowing children to assimilate lessons that Spalding taught us in the
reading and spelling of the English language. Education itself is the very
tool we need to develop the tools we need to teach. In a physical sense,
we take a stone to carve another stone, to carve a piece of wood etc. etc.
We begin our Bush school model, we experiment, we think, we try, we try again
and we develop ourselves a sustainable teaching model.
LISTENING AND LEARNING HISTORY
In primary education, a child does not need to learn thousands of historical
facts. History can be used to develop the child’s imagination. Stories from
history involving children, situations, different Countries etc. etc. can
be used in enlarging the child’s background knowledge of education in historical
matters. Think back to the first book you read, you will not be able to remember
the names of the individuals within it or the dates, but you will probably
remember the timescale that it took place in and the general background of
the story. History should be taught as a series of stories, they can be in
the form of tapes with collections of pictures, they can be in the form of
having the stories read to them or we can take the easy way out and use films.
Using films will necessitate ensuring that the child had gathered the concept
of the history it was viewing. This means that it would also create an opportunity
for the child to write and give its opinion on the historical films that it
is watching. To a large extent, on a Third World basis, the films and audio
material that were used in schools should be based on reality, rather than
The practical should concern games, chess and checkers, sports and games,
which can be carried out on whatever facilities are available. In a Third
World situation the cooking and preparation of food and the facilities being
used in it should be a major part of practical teaching in schools in the
same way that animal welfare, gardening, horticulture, rearing and management
of fruit crops which could be grown in the areas and growing conditions where
the schooling is taking place. Simple woodwork ensuring children had some
ability with tools etc. and if possible some engineering work dealing with
metals and engines etc. etc.
THE COMPOSITION OF THE WORKING GROUPS OF TEACHERS
Realisation that medicine as we know it cannot be carried out in a Third
World situation where there is no facilities for hospitalisation means that
we have to rely on emergency aid and family nursing. The medical help that
is available would benefit from having either a nurse or a doctor as part
of a group of five or six working/teaching students. Models of field hospital
situations could be used to establish some form of clinics etc. etc. An agricultural
student would be a valuable asset in order to promote the growing and extension
work necessary in agricultural and horticultural areas. An engineering student
would be of benefit in order to keep a group working vehicle in order and
to develop engineering of a simple nature necessary for crop production and
housing etc. etc. As the main stay of the school, it would be of benefit
to have a student either qualified or being trained as a teacher. All projects
require a team leader. In some forms this may be a politician in some forms
it may be a businessman, in some forms a business executive. In engineering
projects, it may be an agent, but an overall team leader is a necessity.
Individual skills and training would be part and parcel of their own personal
development, but the team leader would be responsible, as the primary school
project manager. Naturally the teams would contain both male and female as
well as being probably of a mixed nationality basis. The ladies that were
involved in the team would be naturally equipped with advice on how to teach
birth control and child welfare matters as well as any other matters pertinent
to the local female population. It is envisaged that the school would become
a centre, not only for primary school education, but for pre-school education.
Children could be kept in a crèche under the supervision of the teachers and
the older children. The school could become in the evening a learning centre
for adults where ideas and facilities were explored and exchanged.
In order that we may explain parenting skills and the necessity of the parent’s
involvement with their children, not only from a baby or toddler point of
view but throughout the child’s immature and early mature life, we need to
impress on the parents that they are in part, responsible. All children should
benefit from association and help from their parents. We should ensure that
the parents are instructed on how they are able to assist their children in
the educational and emotional phases of their maturing years. To illustrate
this point, I shall write a letter as though it was from the Head teacher
to the child who is entering school for the first time.
The affair’s of an individual or a country
are rarely in perfect order, at the inauguration of John Kennedy as president
of America, he identified the world's problems, and was determined to start
to solve them, his words were, “let us begin,” for my own benefit some years
ago I prepared what I describe as a one-page book dealing with these matters,
maybe you would consider it my epitaph.
YOURS & MINE
To understand a problem is
over halfway to solving it.
YOURS & MINE
To understand a problem is
over halfway to solving it.
AGRICULTURE AND FISHING
MATERIAL AND DESIGN
DAMS AND DESALINISATION
VACCINATION AND RESEARCH
APPLICATION OF KNOWLEDGE
FOSSIL FUEL REDUCTION
THE UNIVERSAL PROBLEMS OF MANKIND
AIMS OF MANKIND
ABOLITION OF WAR TYRANNY, HUNGER
AND HOMELESSNESS, REDUCTION OF DISEASES,
CRIME, DRUGS AND FAMILY BREAKDOWN
PROMOTION OF EDUCATION, ART, BIRTH CONTROL AND INTER RACIAL CO OPERATION
RECOGNISING THESE PROBLEMS – JOHN
F KENNEDY IN 1961 SAID THEY MAY NOT BE SOLVED IN HIS FIRST HUNDRED
DAYS OR WITHIN HIS ADMINISTRATION, BUT LET US BEGIN