The days the earth stood still.

There is something in the brain of clever men that allows them to swallow whole, production lines of lies upon lies, based on theories based on misconceptions. …

And so we have a distinction, a line drawn through the British styled Educational System adopted world wide, that trains one sort of child to academic interests and another to general labour.

This demarcation is bordered with people who both grasp the utterly stupid and manage work-arounds. These people we call engineers. The lesser species is stultified by the incredible leaps of imagination required to make sense, use of, or see a future for themselves in contemporary higher learning.

None of the types is innately stupid. It's just that at an early age, the brains of those who end up disenfranchised by the machine, say loudly and clearly: "No more!"

Once in a while the lower species raises a giant to oppose the general malaise but he is quickly subsumed by charlatans.

The higher species becomes a paper pusher, a grand leech; similar in all respects to the unemployable except his position ranks him as peer to those who can lead men and they would too if they weren't busy breaking things and pushing paper through the machine.


There is no end to it and it was always thus. It is in fact a continuum. It had a beginning so far back in history so as to be almost prehistoric. But in order to study the concept, it aught to be viewed from the beginnings of the public educational system.

First a definition:
In Britain a Public School is a mediaeval term for a college to which the children of a peer of the realm might have been sent in order to broaden the horizons of sons who would normally be tutored at home. Such schools were designed for young men seeking to finish their education and took the form of international academies. It was from such a system that William Shakespeare drew many of the heroes of his plays.

After the restoration the sons of noblemen and gentlemen who had made a fast buck in the New World, established a network of Upper Class twits that ran the Empire. These were trained at the British Public Schools.

Eventually there were so many of the bastards that there grew to be a third class of people, those related to the rich and or powerful and or royalty, without having the benefits of wealth or title themselves. These became the Middle Class.

Working class people had an education as suited them. Farm labourers managed as best they could whilst trades people had their guilds to resort to. But with the coming of the Industrial Revolution, a fourth class of people began to appear, those whose masters were too apathetic to provide an education with the trend for most jobs in Factories to be arduous and have long shifts as well as being dangerous.

This lead to a trend for generations of people raised street by street (sometimes town after town) with no more education than it took to operate the machinery they worked at. And the result of this was that if any household lost its working men in an industrial accident or by the factory falling on hard times, the parish had to provide for whole families that were unemployable.

And so a system of education began where young children were taught to read and write by slightly older children who used blackboards and taught by rote. These were the Monitor Schools. Slowly the laws of the country were changed to ensure that the average person living in Britain would grow up with the ability to read, write and count.

This has become the educational system most widely practised throughout the world to date.
It's inadequacies up to the time of the intervention of the World Wide Web was that any malfeasance in our understanding was carried on without question from one generation to the next. All the pudding-heads at Oxford and Cambridge went unquestioned.

If by chance a peer's research opened up an avenue that the whole world had to travel down for the sake of Progress, then the new thought was hailed as a scientific breakthrough; new text books were written and previous nonsenses conveniently unlearned and forgotten.


"Glass transition or vitrification refers to the transformation of a glass-forming liquid into a glass, which usually occurs upon rapid cooling. It is a dynamic phenomenon occurring between two distinct states of matter (liquid and glass), each with different physical properties. Upon cooling through the temperature range of glass transition (a "glass transformation range"), without forming any long-range order or significant symmetry of atomic arrangement, the liquid contracts more continuously at about the same rate as above the melting point until there is a decrease in the thermal expansion coefficient (TEC).

The glass transition temperature, Tg, is lower than melting temperature, Tm, due to supercooling. It depends on the time scale of observation which must be defined by convention. One approach is to agree on a standard cooling rate of 10 K/min. Another approach is by requiring a viscosity of 1013 poise. Otherwise, one can only talk about a glass transformation range."

Nothing wrong with the above as far as I know (which is hardly a guarantee I admit) however all it means is that glass is formed when a crystal is fused, destroying its lattice structure and then solidified too quickly for the regeneration of facets.

I wonder how many experts in the field of earthquake science have considered its consequences? Again, I have no idea. What matters is the gist of it would be lost to any enquirer who wanted to know what causes earthquakes.

And the reason for this is that the subject of earthquakes is clouded with lies, more lies, conjecture and theory all masquerading as facts.

I am not claiming that the behaviour of sand affects the earth directly, causing the ground to move as its substructure deforms and reforms. Then again, it might just do so.


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