Archive for the ‘Science’ Category

Gorbachev’s Final Programme for the Russian Communist Party

September 22, 2020

Robert V. Daniels’ A Documentary History of Communism in Russia from Lenin to Gorbachev (Burlington, Vermont: University of Vermont Press 1993) contains the last party political programme Gorbachev. This was put forward at the last party plenum in 1991 before Communism finally collapsed. It’s an optimistic document which seeks to transform the totalitarian party and the Soviet Union’s command economy into a democratic party with a mixed economy. Gorbachev also cites as the principles underlying the transformation not just the values of the Communist party, but also the wider values of democracy, humanism and social justice.

The extract’s several pages long, and so I won’t quote it in full. But here some passages that are particularly interesting, beginning with Gorbachev’s statement of their values.

  1. Our Principles

… In its political activity the CPS will be guided by: – the interests of comprehensive social progress, which is assured by way of reforms…

-The principles of humanism and universal values.

-The principles of democracy and freedom in al ltheir various manifestations…

-The principles of social justice…

– The principles of of patriotism and internationalism…

-The interests of integrating the country into the world economy.

Section III, ‘Our Immediate Goals’ declares

… The CPSU stands for the achievement of the following goals:

In the political system. Development of the Soviet multinational state as a genuine democratic federation of sovereign republics;

setting up a state under the rule of law, and the development of democratic institutions; the system of soviets as the foundations of the state structure, as organs of popular rule and self-administration and of political representation of the interests of all strata of society; separation of powers – legislative, executive and judicial…

In the area of nationality relations: Equal rights for all people independently of their nationality and place of residence; equal rights and free development of all nationality under the unconditional priority of the rights of man…

In the economy. Structural rebuilding (perestroika) of the national economy, re-orienting it toward the consumer;

modernization of industry, construction, transport and communications on the basis of high technology, overcoming our lag behind the world scientific technical level, and thinking through the conversion of military production.

transition to a mixed economy based on the variety and legal equality of different forms of property – state, collective and private, joint stock and cooperative. Active cooperation in establishing the property of labour collectives and the priority development of this form of social prosperity;

formation of a regulated market economy as a means to stimulate the growth of economic efficiency, the expansion of social wealth, and the raising of the living standards of the people. This assumes free price formation with stage gains to needy groups of the population, the introduction of an active anti-monopoly policy, restoring the financial system to health, overcoming inflation, and achieving the convertibility of the ruble.

working out and introducing a modern agrarian policy; free development of the peasantry; allotment of land (including leaseholds with the right of inheritance) to all who are willing and able to work it effectively; state support of the agro-price parity in the exchange of the products of industry and agriculture;

comprehensive integration of the country in the world economy, and broad participation in world economic relations in the interest of the economic and social progress of Soviet society.

In the social sphere. Carrying out a state policy that allows us to reduce to a minimum the unavoidable difficulties and expenses connected with overcoming the crisis in the economy and making the transition to the market…

Averting the slide toward ecological catastrophe, solving the problems of [Lake] Baikal, the Aral Sea, and other zones of ecological impoverishment, and continuing the liquidation of the consequences of the Chernobyl disaster.

In education, science and culture. Spiritual development of the people, impoving the education and culture of each person, and strengthening morality, the sense of civic duty and responsibility and patriotism…

IV. Whose Interest the Party Expresses

… In cooperation with the labour movement and the trade unions we will defend the interests of the workers, to secure: due representation of the working class in the organs of power at all levels, real rights of labour collectives to run enterprises and dispose of the results of their labour, a reliable system of social protection…

We stand for freedom of conscience for all citizens. The party takes a respectful position toward the feelings of believers…

… We are against militant anti-Communism as a form of political extremism and negation of democracy that is extremely dangerous for the fate of society…

V. For a Party of Political Action

Communists are clearly aware that only a radically renewed party – a party of political action – can successfully solve new tasks.

The most important direction of renewal for the party is its profound democratization. This assumes the independence of the parties of the republics that belong to CPS, and space for the initiative of local and primary organizations.

… Guarantees must be worked out in the party so that its cadres never utilize their posts for mercenary interests, never speak contrary to conscience, and do not fear a hard struggle to achieve noble ends.

The renewal of the party presupposes a new approach to the understanding of its place in society and its relations with the state, and in the choice of means for the achievement of its political goals. The party acts exclusively by legal political methods. It will fight for deputies’ seats in democratic elections, winning the support of voters for its electoral platform and its basic directions of policy and practical action. Taking part in the formation of the organs of state power and administration, it will conduct its policy through them. It is ready to enter into broad collaboration wherever this is dictated by circumstances, and to conclude alliances and coalitions with other parties and organizations in the interest of carrying out a program of democratic reforms. In those organs of power where the Communist deputies are in the minority, they will assume the place of a constructive opposition, standing up against any attempt at infringing with the interests of the toilers and the rights and freedoms of citizens. Collaborating with other parliamentary groups, Communist deputies will manifest cooperation toward positive undertakings that come from other parties and movements…

The CPSU is built on the adherence of its members to the ideas of certain values. For us the main one of these is the idea of humane, democratic socialism. Reviving and developing the initial humanitarian principles of Marx, Engels and Lenin, we include in our arsenal of ideas the entire richness of national and world socialist and democratic thought. We consider communism as a historic perspective, a social ideal, based on universal human values, on the harmonious union of progress and justice, of the free self-realization of the individual.

(pp.379-82).

It’s an inspiring document, and if it had been passed and Communism and the Soviet Union not collapsed, it would have transformed the Communist party into a modern, centre-left party, committed to genuine democracy, religious freedom, technological innovation and development, tackling the ecological crisis, rooting out corruption within the party and standing with other groups to defend workers’ rights. I do have a problem with its condemnation of extreme anti-Communism. You would expect this from a leader who still wanted the Communist party to be the leading political force in the Soviet Union. It could just refer to groups like the morons who set up various Nazi parties and organisations in the 1980s. They had absolutely no understanding of what Nazism stood for, just that it was anti-Communist. But that clause could be used against other, far more moderate groups demanding radical change. I was impressed, however, by the statement that the Communists should be prepared to take a back seat in opposition. This completely overturns the central Communist dogma that the party should always take the leading role, even when in a coalition with other parties. It’s how Stalin got them to win democratic elections, before purging and dissolving those parties and sending their members to death or the gulag.

Ultimately the programme failed. One reason is that Gorbachev really didn’t understand just how hated the Communist party actually was. When I was studying the rise of Communist and Fascist regimes at college in the mid-80s, one of the newspapers reported that there were underground pop groups in the USSR singing such ditties as ‘Kill the Commies and the Komsomol too.’ The Komsomol was the Communist party youth organisation.

Daniel Kalder in his book Dictator Literature: A History of Despots through their writing (Oneworld: 2018) that Gorby’s project was undermined by the release under glasnost of Lenin’s suppressed works. Gorbachev had based his reforms on a presumed contrast between a democratic, benevolent Lenin, who had pledged Russia to a kind of state-directed capitalism in his New Economic Policy, and Stalin with his brutal totalitarianism, collectivisation of agriculture and the construction of the Soviet command economy. But Lenin frequently wrote for the moment, and his writings contradict themselves, though there is a central strand of thought that is consistent throughout. More seriously, he himself was viciously intolerant and a major architect of the Soviet one party state through the banning of other parties. The newly republished works showed just how false the image of Lenin as some kindly figure was, and just how nasty he was in reality.

But even after 30 a years, I still think Gorby’s proposed reforms are an excellent guide to what socialism should be. And his vision was far better than the bandit capitalism and massive corruption of Yeltsin’s administration, when the Soviet economy melted down. And its anti-authoritarianism and intolerance of corruption makes it far better than the regime of the current arkhiplut, Vladimir Putin. Although it has to be said that he’s done much good restoring conditions after Yeltsin’s maladministration.

And it’s also far better than the neoliberalism that has infected the Labour party, introduced by Tony Blair in Britain and Gerhard Schroder in Germany. I think we need something like Gorbachev’s vision here, in the 21st century Labour party, instead of further Thatcherism under Starmer.

Anti-White Black Racism in Seattle’s Decolonised Mathematics Syllabus

September 20, 2020

This is another video from Sargon of Akkad, the man who broke UKIP. He put it up nearly a year ago in October 2019, and the subject he discusses comes from a Daily Caller article two years before that in 2017. It’s about the move from Seattle’s public schools board to get Black students to do better at mathematics by producing a syllabus that aims to teach them how White mathematics is being used to oppress them, and how they also use it to liberate people and communities of colour.

The maths syllabus is the creation of Tracy Castro-Gill, the ethnic studies program manager for Seattle public schools, and deals explicitly with issues like ‘origins, identity and agency’, and ‘power and oppression’. The article shows the syllabus itself and what it aims to teach Seattle’s schoolkids. This starts off by teaching them that mathematical theory is rooted in ancient histories and empires of colour. Sargon doesn’t have a problem with this, as mathematical theories and formulae have been discovered independently by different peoples over time. The Babylonians, he rightly says, had versions of Pythagoras’ theorem. But he makes the point that ’empires of colour’ can also mean ‘oppressors of colour’, as this is what empires are: one ethnic group ruling another.

The syllabus then moves to demand that teachers and students ‘create counterknowledge to origins of mathematical knowledge’. This teaching ‘power and oppression in western maths’. The syllabus claims that western maths is seen as the only legitimate mathematics, and is used to disenfranchise people of colour. It erases the historical contribution of people of colour. Sargon replies by stating that different peoples have indeed independently discovered different maths theorems and formulae, but that Western maths is based on the Greeks. The syllabus also requires students to learn the history of resistance and liberation of people of colour using maths, engineering and technology. Sargon says he knows some great stories, but they are all about western maths. Like how Archimedes defended Syracuse against a Roman invasion by having the Greek soldiers align their bronze shields so that they reflected the sun’s rays as a kind of death ray. He also tells the story of Archimedes’ death. The Romans sent a soldier to capture him. When the soldier finally caught him, Archimedes was busy trying to draw a perfect circle by going through as many small points as possible. He told the soldier not to bother him, so that the soldier stabbed him with his sword.

The syllabus also includes more general questions, asking students how the feel about themselves as mathematicians and who is a mathematician? Sargon argues that a mathematician is someone who gets a problem right. But he also says that he doesn’t know, because he’s been using maths in ordinary life since he left school, as well as in computers, but doesn’t think of himself as a mathematician. He also remarks that he studied logarithms at school, and after twenty or so years still hasn’t been in a sitution that requires them. Students are also asked what it means to make a mistake, and where does power and oppression show up in people’s maths experiences. Sargon jokingly responds to this that it shows up in his maths teacher, who told him off for getting his maths wrong. there are also questions like ‘how and why does data-driven processes prevent liberation?’, ‘how is maths manipulated to allow inequality and oppression to persist?’, ‘how has maths been used to liberate people and communities and colour from oppression?’ and ‘Can you advocate against oppressive mathematical practices?’

As Sargon points out at the beginning of his video, this is all about teaching Black children that they are oppressed, and White children that they should feel guilty. It’s political activism that shouldn’t have a place in maths. He also argues that some of this is actually dangerous when it comes to claiming that there is a distinction between White and Black mathematics. mathematical facts are true regardless of race or culture, and lives may depend on their correct application. For example, planes depend on engineers understanding the equations governing aerodynamics. These have to be correct, and it doesn’t matter whether the person doing these is White or Black. It’s either right or wrong, and if it’s wrong, then people may die.

I realise that Sargon is a man of the right, even extreme right, and that he himself says that this subject has already been discussed in right-wing newspapers and internet sites. Nevertheless, I think this is important and needs to be discussed and refuted. Because it, or something similar, may well come over here. Black activists are worried about Black schoolchildren’s underperformance in maths. It’s why, when I still got on with the Black and Asian Studies Association they asked me if I knew anything about Black mathematics. I didn’t, but sent them material on medieval Muslim mathematicians – Persian and Arab – for which they expressed their thanks. It wouldn’t surprise me if a group in Britain was demanding a similar approach in British schools following Black Lives Matter.

Here’s the video:

There have been other attempts to create a maths syllabus that would engage and inspire Black American pupils with controversial results. Back in the 1990s Private Eye’s ‘Funny Old World’ column carried a piece about the anger that had been sparked by one American school’s or schoolboard’s attempts to appeal to its Black students. It attempted to do so by framing maths problems in the setting of Black urban gangsta culture. One of the problems set featured two gangsters, Lucius and Rufus. They had guns that had different rates of fire and held clips of different numbers of bullets. The question was on how many times these gangsters would have to fire their weapons before they had to change the guns’ clips. The schoolboard attempted to justify this and and similar questions by claiming that it reflected the home environment of their students, and they were just trying to engage them through using it. But naturally, this horrifies everyone, Black and White, who doesn’t want violent criminals to be glamourised, or feels that Black children should be inspired to identify and aim for something better. There is a caveat to this story. Some of the items in the column are, shall we say, far-fetched and others have been shown to be urban legends, so it’s quite possible that the story’s fake and was made up as a spoof or joke. But looking at the blatant bias in Seattle’s maths syllabus, as bonkers as it is, it could also be true.

I’ve suggested before in a previous video that if educators really want to inspire Black children in maths, they could teach them about some of the maths problems studied by the ancient Egyptians, or failing that, the kind of maths problems they studied, as some of the formulae the Egyptians used aren’t accurate. They might also teach them the type of maths problems studied and taught in the schools of the great Islamic civilisations in north Africa. That would clearly be better than telling them that Whites have appropriated maths to oppress Blacks and other non-White peoples.

There is clearly a viciously anti-White racism in some of the academic doctrines and approaches now being advocated and taught as pro-Black. Critical Race Theory is another one, as it teaches that all White people are racist and any institutions they set up will automatically oppress non-Whites. Trump passed an executive order last week banning its teaching in federal government. services, including the police. But Trump is himself determined to indoctrinate children with his attack on anything he considers to be liberal propaganda being taught as part of history. He has just launched the 1776 Initiative, which aims to make American history teaching even more patriotic.

Such indoctrination, whether coming from the left or right has no place in schools. Children need to be taught objective facts, both in maths and history, and encouraged to make up their own minds about race, country and politics.

Duce Trump Fascistizes American Education

September 19, 2020

Yesterday Mike put up a piece about Donald Trump’s proposal to attack the ‘liberal indoctrination of America’s youth’ by making American education even more patriotic. Trump made his announcement in a Constitution Day speech at the White House Conference on American History at the National Archives Museum. CNN quoted the Orange Generalissimo as saying:

“We must clear away the web of twisted lies in our schools and classrooms and teach our children the magnificent truth about our country. We want our sons and daughters to know that they are the citizens of the most exceptional nation in the history of the world,” Trump said.

He also denounced the New York Times’ 1619 Project, which has been awarded a Pulitzer Prize for its aim to teach American students about slavery, ‘toxic propaganda’.

Trump is instead going to launch a national commission to promote patriotic education, which will be called the 1776 Commission.

Mike and a number of the peeps on Twitter naturally aren’t impressed, making the obvious comparison to the Hitler Youth, the perverted Nazi version of the boy scouts.

https://voxpoliticalonline.com/2020/09/18/donaldtrump-accused-of-launching-us-version-of-hitleryouth/

In fact, it looks far more to me like the way Mussolini’s Fascists and the Nazis reformed the Italian and German school system to indoctrinate their countries’ young people with their perverted ideas and values. For example, Declaration 1 of the Italian Fascist School Charter of 1939 states

Schools are the cornerstone of the solidarity that binds together all social forces, from the family to the corporation to the party. They shape the human and political conscience of new generations in the moral, political and economic unity of the Italian nation whose full realization is found in the fascist state.

Fascist schooling has as its aim to introduce a popular culture inspired by the eternal values of the Italian race and its civilisation, into the realm of practice by means of study (understood as the shaping of mature human subjects). Through the promotion of work, schools bring this culture to bear on the concrete activities carried out by the trades, arts, professions, sciences and armed forces.

Olivia E. Sears, trans., ‘Excerpts from the School Charter: The Twenty-Nine Declarations: Principles, Goals and Methods of Fascist Schools (1939)’, in Jeffrey T. Schnapp, ed., A Primer of Italian Fascism (Lincoln: University of Nebraska Press 2000), 314-7, p. 314.

I don’t think Trump’ll go as far as the Nazis in their reform of the German education. They introduced special courses on the origins of the Nazi party and biology, stressing Mendelian genetics. I also don’t think that, unlike the Nazis, he’ll start issuing school leavers with a 10 point eugenics plan for their lives, telling them ‘health is a precondition of eternal beauty – choose not a playmate but a comrade for marriage – wish for as many children as possible’. Though Toby Young’s a supporter of eugenics, so you wonder about him. Trump also won’t go as far as introducing the history syllabus suggested in the Nazi National Socialist Educator, in which senior secondary schoolchildren were to be taught that everything from the industrial unrest and profiteering of pre-First World War Germany, it’s defeat and the chaos and dismemberment afterwards were all caused by the Jews. In weeks 25-28 on that course the poor souls got to be taught about Adolf Hitler and National Socialism, declared to be ‘Judah’s Foe!’. In weeks 33-6 to they had ‘National Socialism at grips with crime and the underworld’ foisted on them, which was supposed to teach them about ‘Jewish instigators of murder’. The course finally ended with ‘Germany’s youth at the helm! The victory of faith.’ This was described as ‘The last fight against Judah’. The syllabus recommended the appropriate reading matter for each section. For Adolf Hitler this included Mein Kampf, and at the end included the Reich Party Congress.

(See ‘A Nazi History Syllabus’ in D.G. Williamson, The Third Reich (Harlow: Longman 1982) p. 86.)

I bet the poor kids could hardly contain their boredom. On the other hand, Trump’s supporters and cabinet officials also included members of the White supremacist Alt Right, some of whom were anti-Semites. It’s a good question then, what they’d like to inflict on the minds of America’s kids.

History can be a particularly controversial area because of its role in shaping national identity and self-image. That’s especially true when it comes to issues of race and persecution. And that’s not confined to America. A few years ago one of the Conservative Australian politicos caused a furor when he declared that he was sick of the ‘black armband’ view of Australian history. By which he meant that Australians should constantly be taught about and feel guilty for the genocide of the Aboriginal people. The Tories would like to do the same thing with our education system. Michel Gove a few years ago also managed to annoy people, when he said he didn’t want the ‘Blackadder’ view of the First World War taught. Which neglects the fact that Blackadder is very definitely comedy.

The Tories want to impose on British schoolchildren a flag-waving, patriotic view of our country’s past and what it did around the world. But this would be to falsify history. Historians recognise that you can never get to an absolutely objective view history. But nevertheless, that is what you aim for as far as is possible. And you need to understand the history behind present-day political and social movements in order to make sense of them. You don’t have to be supporter of Black Lives Matter, for example, to recognise that it’s a powerful movement that does have the support of very many people, and that the movement’s rise can be explained through the history of persecution of American and British Blacks.

Trump’s announcement also seems to follow some of the movements among the local, state schoolboards in the US. A few years ago the Republican administration in Arizona voted to take the civil rights movement of the school syllabus, arguing that it was decisive or some such nonsense. What did they decide to replace it with? Readings from the speeches of Ronald Reagan. We’re almost back to Nazi Germany and the enforced reading of Hitler’s Mein Kampf in schools, and the various other wretched dictatorships around the world, whose citizens had to consume their leader’s literary efforts. Like Chairman Mao and his little red book in China. Reagan at least praises freedom and democracy, but the reality for the South American victims of the American empire was Fascism and mass murder during his tenure of the White House.

A week or so ago Trump banned the teaching of critical race theory to the police and other departments of the American state. And I think he was quite right. Critical race theory states, quite overtly, that all Whites are racist and that any institution established by Whites is therefore automatically discriminatory to people of colour. It is itself a nasty, racist doctrine that should have no place being taught for the same reason that White supremacist ideology shouldn’t either. But Trump’s demand that American schooling should be even more patriotic is wrong and deeply troubling.

He seems to want Americans to support their country ‘right or wrong’. Which brings to my mind a line from the 1980s British space detective series Star Cops. Interviewing a suspect, the hero Nathan Spring remarks of the other’s patriotism, ‘My country right or wrong, eh?’

‘There are worse philosophies.’

‘Yes, most of them start with that one.’

It’s the same with Trump’s view of history. This is another, troubling move towards Fascism with ideology taught as fact. It is not education. It is indoctrination and propaganda.

Have Astronomers Found Traces of Life on Venus?

September 19, 2020

The big story on Tuesday was that astronomers had discovered traces of a gas, phosphine, in the atmosphere of Venus. The gas is produced by living organisms, and so it’s discovery naturally leads to the possibility that the second planet from the Sun may be the abode of life.

The I’s edition for 15th September 2020 reported the discovery in an article by David Woods entitled, ‘Forget Mars, a startling discovery may mean there’s life on Venus’. This ran

Alien life could be thriving in the clouds above Venus: a team of astronomers detected a rare gas in its atmosphere, according to a study involving British researchers.

Venus, the second planet from the Sun, has a surface temperature of 500o C, and 96 per cent of its atmosphere is composed of carbon dioxide. But the discovery of phosphine, around 31 miles (50Km) from the planet’s surface, has indicated that life could prosper in a less hostile environment.

On Earth phosphine – a molecule of one phosphorus atom and three hydrogen atoms – is associated with life. It is found in places that have little oxygen, such as swamps, or with microbes living in the guts of animals.

A group of British, American and Japanese scientists – led by Jane Greaves from Cardiff University – first identified Venus’s phosphine using the James Clerk Maxwell Telescope in Hawaii. The presence of the gas was confirmed at an astronomical observatory of 45 telescopes in Chile. The discovery was published yesterday in the journal Nature Astronomy.

Professor Greaves said: “This was an experiment made out of pure curiosity. I thought we’d just be able to rule out extreme scenarios, like the clouds being stuffed full of organisms. When we got the first hints of phosphine in Venus’s spectrum, it was a shock.” Dr Emily Drabek-Maunder, a Royal Greenwich Observatory astronomer, who was part of the research team, added: “This was an incredibly difficult observation to make. We still have a long way to go before we can confirm how this gas is being produced but it is definitely an exciting time for science.”

The team is now awaiting more telescope time to establish whether the phosphine is in a particular part of the clouds, and to look for other gases associated with life. While the clouds above Venus have temperatures of around 30oC, they are made from 90 per cent sulphuric acid – a major issue for the survival of microbes.

Professor Emma Bunce, president of the Royal Astronomical Society, has called for a new mission to Venus to investigate the findings.

This reminds me somewhat of the excitement in the 1990s when scientists announced that they may have discovered microfossils of Martian bacteria in a meteorite from the Red Planet found in Antarctica. The above article was accompanied by another piece by Woods, ‘Nothing found since claims awed Clinton’, which described how former president Clinton had made an official announcement about the possibility of life on Mars when the putative microfossils were found. The article states that confirmation that these are indeed fossils is lacking. It also notes that 4,000 exoplanets have also now been found, and that some of them may have life, but this has also not been confirmed. Astronomers have also been searching the skies for radio messages from alien civilisations, but these haven’t been found either.

Dr Colin Pillinger, the head of the ill-fated Beagle Project, a British probe to the Red Planet, also argued that there was life there as traces of methane had been found. This looked like it had been produced by biological processes. In a talk he gave at the Cheltenham Festival of Science one year, he said that if a Martian farted, they’d find it.

A few years ago I also submitted a piece to the Journal of the British Interplanetary Society suggesting that there might be life in Venus’ clouds. It was based on the presence of organic chemicals there, rather similar, I felt, to those on Saturn’s moon, Titan, which at one time was also considered a possible home of alien life. I got a letter stating that the Journal was going to run it, but in the end they didn’t. I think it may have been because another, professional astronomer published an article about it just prior to the proposed publication of my piece. I think I threw out the Journal’s letter years ago while clearing out the house, and so I don’t have any proof of my claim. Which is obviously disappointing, and you’ll have to take what I say on trust.

The possibility that there’s life on Venus is interesting, and undoubtedly important in its implications for the existence of life elsewhere in the cosmos if true. But I think that, like the Martian microfossils, there isn’t going to be any confirmation for a very long time.

Black Activists Plan Blacks-Only Town ‘Wakanda’ in Georgia

September 15, 2020

This comes via the Midwestly channel on YouTube. Midwestly is a White guy and his views seem to be Conservative. He’s posted criticisms of Black Lives Matter and the riots that have broken out in its name. But he also says that there’s nothing wrong in this, and gives them his support. He just feels that it’s not the way to bring people together, and that it creates division. He also makes the point that if it was done by Whites, it would be considered Alt Right.

Yes, yes, it would. and there is plenty wrong with a town founded deliberately to exclude or marginalise people simply because of their race or ethnicity.

Ashley Scott, Renee Walters, and the Foundation of the new ‘Wakanda’

According to the Insider, two Black Activists, Ashley Scott, a real estate agent from Stonecrest, Georgia, and her friend Renee Walters found 96.71 acres of land in Georgia. They then persuaded 19 Black families to purchase the land with the intention of setting up a town. Called ‘Wakanda’, presumably after the fictional African supertechnological state in the movie and comic Black Panther, it will be primarily for Blacks, although pro-Black White allies will be permitted to apply. One of the points Midwestly makes is that Georgia doesn’t have the fictional element Vibranium upon which Wakanda’s advanced technology is based. And so it ain’t gonna be Wakanda without the Vibranium.

Scott said that the year had made her feel distraught and was looking for ways to feel empowered. She also said that she envisioned ‘a place where we can all be proud and have human dignity, honour and respect, and equality amongst our Black people because we have Black talent.’

The Freedom Georgia Initiative

This produced the Freedom Georgia Initiative, which will spend the next three to five years installing everything from wi-fi and water before planning residential, retail and recreation areas. MidWestly makes the point that the amount of land purchased gives each family about five acres, which isn’t a lot, plus retail, plus recreation and plus public works. He also says it doesn’t sound like freedom.

Scott wrote an article for Blavity stating that the group saw the land as a fresh start with a city that could be a shining example of being the change they wanted to see by supporting Black families and companies. She said that they wanted to be involved in creating the lives they really want for their Black families. And maybe, just maybe, create some generational wealth for ourselves by investing in the land and their core values and beliefs. The intiative is, apparently, geared to offering a Black centric community a fresh start after the fall of Tulsa’s Black Wall Street by White supremacists and poverty enforced by Jim Crow laws.

Scott said that ‘it’s not even a Black thing. It’s a place where we can all be proud and have human dignity, honour and respect, and equality amongst our Black people because we have Black talent.’ Walter told Insider that despite major figures calling for change and speaking out in favour of Black America in recent months, the two hope the project can be an example to those that advocating for significant change can begin on an individual level.’ He comments that it’s cool they want to get out of the city, but that it sounds like they want segregation. Well, that’s the way it sounds to me!

Practical Problems

He goes on to read from a second article, which says that the planned colony is in Wilkinson County in rural Georgia, and that the group initially looked into Toomsboro, Georgia, until they were told that it wasn’t for sale. This second article calls it a ‘Black only safe haven called ‘Freedom’.’ But it also adds that pro-Black families can apply to live there. Midwestly asks what ‘pro-Black’ means. They also intend to clear the land for farming and fishing. He states that they don’t have nearly enough land for what they intend to do. Even if the 19 families only have one acre plots each, leaving 50 acres for building a lake, retail stores, it would mean that everyone would have to move into condos to make it work. He said that if it was him, he would want to have land with his home, because without land you aren’t going to create wealth.

Segregation and the Alt-Right

Midwestly says he wishes them all the best because they’re private citizens buying land to do what they want. It’s just that if White people did this, it would be called something different, like an ethnostate. Yes, because that’s what it very much looks like from here, the intended ethnicity of the settlement notwithstanding. He goes on to say that it’s what the Alt Right is talking about, and he doesn’t necessarily like all that division, after the University of Michingan launched its Whites and non-Whites separate cafes. This isn’t the way to create unity. It just creates more division. And ultimately it’s heartbreaking to see people talking about this stuff as if it’s stunning and brave.

Here’s the video:

Conservatives, Race and Property Rights

Midwestly is coming at this from the Conservative view that the private individual should be able to do whatever they like on their own land. This is, apparently, the reason Barry Goldwater opposed desegegration. He was not an opponent of Black improvement. I have seen it argued that he was a member of the National Association for the Advancement of Colored People. He also, supposedly, desegegrated his department store. But he thought that compulsory desegegration was an attack on individual freedom and property rights. But Midwestly is clearly troubled by the racism at the heart of this project.

Ideal Communities an American Tradition

In some ways, the project part of a long tradition of people trying to found better, more perfect communities in the New World. It was behind the Pilgrim Father’s decision to migrate, as was explained in this Sunday’s edition of the Beeb’s Christian programme, Songs of Praise. They intended their new settlement to be a shining beacon. It was the Puritan settlers who gave America its vision of itself as a uniquely more community, a shining city on a hill. It saw British nonconformists take to America ideas of democracy and religious tolerance which influenced the Declaration of Independence and the Constitution. It should be pointed out, however, that the Founding Fathers determinedly weren’t democrats, and explicitly stated that the franchise should be restricted to elite White males to stop the poor majority oppressing the rich.

In the 19th century political radicals like the British poet Robert Southey, the Scots Utopian Socialist Robert Owen, and the followers of the French Utopian Socialist Fourier all tried to set up their own Utopian Communes in the US. These failed, though the Oneida community survived by reforming itself as a joint-stock company. A Jewish emigrant to the US also hoped to found a Jewish state there. I think this was originally going to be in the region of Niagara in New York State. And then there’s Utah, which founded by the Mormons as a theocracy for their faith before it joined the US.

Free Black Villages in the British Caribbean

In the Caribbean, radical Baptist missionaries founded free Black townships with like Sligoville, New Birmingham, Piedmont, Hoby Town, named after the British abolitionist Dr. Hoby, Unity, Refuge, which was originally named Wilberforce after the great British abolitionist, Kettering and Granville, named after another British abolitionist, Granville Sharpe, Buxton and Victoria. The radical Baptist missionary William Knibb estimated in 1840 that there were about 200 free villages with 8,000 inhabitants between them spread about Jamaica. Free Black towns were also established in Demerara and Berbice, now part of Guyana, starting with Northbrook Estate and then Den Amstel. They were also set up in Antigua. By 1842 they numbered 27 such villages with a total population of 3,600.

These villages were set up to protect Black people from re-enslavement by the planters. I don’t know if there were free Black communities established by abolitionists in the 19th century. But America’s Black community, while depressed and impoverished, is not enslaved. That came to an end with the Civil War. Nor do they have official implemented, state-sanctioned segregation. That came to an end in the late ’60s when Lyndon Johnson passed the Civil Rights Act. The Black community is, generally speaking, deprived and disadvantaged. But it is not enslaved, nor legally subject to discrimination. At least, not overtly. Blacks have voting rights, and there are Black politicians and members of the judiciary and legal profession. Since at least the 1980s, various affirmative action legislation has been passed with the deliberate intention of giving Blacks greater opportunities, freedom and prosperity and giving them genuine social and economic equality with mainstream America.

Nation of Islam, American Black Nationalism and White European Communes and Colonies

The proposed establishment of this town seems more like the separatism of the Nation of Islam. This demands the creation of an independent Black nation made out of five of the states of the southern US. Elsewhere in the world, it recalls Liberia, which was founded by American abolitionists as a country for freed American slaves, just as Britain attempted to do the same with Sierra Leone in the late 18th century.

And yes, it also resembles the communes proposed by White supremacists and Nazis, like those in the Hayden Lakes area of the American Midwest. Nietzsche’s cousin, Elizabeth Forster-Nietzsche, was a proto-Nazi. She tried to found a perfect community of racially pure Germans in South America. But rather than finding prosperity, the community instead became poor and inbred. Over on this side of the Atlantic, there was also a move by two White British Nazis to buy a farm in France to build a pure, White colony there. This was passionately attacked by British anti-Nazis. Hope Not Hate have published an article about it, and it seems that after all these long years it’s come to nothing. Except that the Nazis behind it seemed to have spent their time trying to kill each other.

Return to the Ghetto

A few years ago in the 1990s or thereabouts there was talk about a ‘return to the ghetto’ amongst American Blacks. You can understand this. As a general rule, people prefer to live among their kind. This may be members of the same religious group, race, or ethnicity. For example, San Francisco has its Chinatown and Chicago a Little Italy, which was the main location of that city’s Italian community. But there is a difference between voluntary settlements, which just happen to be areas where a particular religion or ethnicity happens to live, and those deliberately planned which consciously exclude people because of their race.

Pro-Black Apartheid and the International Third Position

Round about 1985 the British newspaper, the Observer, published a piece fearing the demand for apartheid in Britain by sections of the Black community. It was a direct attack on the Black activist and Labour MP, Paul Boateng, who had called for autonomous Black communities in Britain. Now it seems that the same drives and demands have resurfaced in America by Black radicals in the wake of Black Lives Matter.

And there’s a section of the White Nazi movements which wants the same thing. In the 1960s Malcolm X and the Nation of Islam used to hold joint rallies with the American Nazi party. They both saw a common interest in dividing America on racial grounds. The Blacks would have the eastern seaboard, while the rest of America would be reserved for Whites. In the 1990s there was a strain of British Fascism called the Third International Position. This wanted separate communities for Blacks, including their own schools. It was opposed by the majority of Nazis, like the BNP’s leader, Nick Griffin, who wanted their total repatriation. But it was also opposed by mainstream anti-racists and opponents of apartheid.

But now it appears apartheid is back, and being championed as pro-Black and anti-racist. It shouldn’t matter who’s doing it. Segregation and apartheid is always wrong, and should always be fought and combated.

History Debunked Demolishes The Black Curriculum

September 9, 2020

This is another fascinating and well-argued video by Simon Webb of History Debunked. This time he takes aim at The Black Curriculum, the group behind the demands that the teaching of Black History should not just be for a month, but all through the year.

Black History Not Inclusive, Solely for Black Minority

Webb starts his video by stating that, demographically, only three per cent of this country’s population are African or Caribbean. This is a problem for those groups desperate to show that Blacks have made a major contribution to British society. There are other, larger ethnic groups. Indians comprise 8 per cent, and we could also reasonably ask why there also shouldn’t be an Asian history month, or Chinese, Polish or Irish. But the demand is specifically for history that concentrates exclusively on Blacks. He returns to the same point at the end of the video.

The Black Curriculum

He then moves on to Black Curriculum group themselves, who have been favourably mentioned by the Beeb, the Groaniad and other newspapers. Their website, to which he provides a link, contains template letters for people to use to send to government ministers. They also produce educational videos which they distribute free. One of these is about Mary Seacole, the Afro-Caribbean who supposedly nursed British squaddies during the Crimean War, and whom Black activists have claimed was a rival to Florence Nightingale. Webb describes it with the Russian term disinformazia, which means deceitful propaganda. He wonders whether this is a bit a harsh, as they might actually believe it. The Black Curriculum also runs workshops for schools and want to have their video widely adopted. He then proceeds to demolish their video on Seacole.

Lies and Bad History in Seacole Video

It starts by claiming that she came to England to nurse British soldiers because she’d heard that conditions were so bad. Not true. She came to England, leaving her restaurant in Panama, because she’d invested in mines in Grenada, and wanted to know why her shares weren’t doing well. She felt they should have been sold on the British stock exchange. It goes on to claim that she applied to be a nurse, but her application was refused. Wrong again. Those applying to be nurses had to send a written application accompanied by references. She didn’t do that, but lobbied one or two people but never made a formal application. It also claims that she opened a hotel for sick and wounded officers. But it was simply a bar and restaurant. There was no accommodation there at all. He backs this up with a contemporary picture of the ‘hospital’, which shows exactly that it wasn’t one.

He notes that there are other problems with the video, but says that these will do for now, though he might say more in a later video about it and The Black Curriculum. He offers two explanations why they made a video as terrible as this. The first is that they knew nothing about Mary Seacole, and hadn’t read her autobiography. The other possibility is that whoever made the video knew the facts, and set out deliberately to deceive adults and children, which is quite malicious. Someone like that – either ignorant or malicious – should definitely not be in charge of what is taught in the curriculum.

Important Mainstream Subjects that Might Have to Be Dropped to Make Room for the Black Curriculum

Webb also wonders how the issues demanded by the Black Curriculum could be fitted into the present curriculum, as it is packed as it is. There is already enough struggle fitting the present material in. He looks at some of the material the Black Curriculum is already putting forward, and what important subjects in history might have to be dumped to make room for it. This, Webb suggests, might be the Magna Carta, or the Bill of Rights, or perhaps the Holocaust. He then looks at the modules The Black Curriculum suggest on their website. This is material aimed at 7-8 year olds, in other words, kids at Key Stage 2. It’s a time when children are learning basic literacy, arithmetic, science, art and PE. It’s very intensive and there’s a lot of work there. Well, reading and writing might have to be cut back to make room for ‘Collectivism and Solidarity’. A few maths lessons could be dropped in favour of ‘Cultural Resistance’ and ‘Food Inequality’. Science is obviously not as important to children as ‘Activism’, ‘Colonialism’ or ‘Systemic Racism’. He describes this proposed curriculum as ‘largely agitprop’. It’s political propaganda.

He then sums up the problems of the Black Curriculum. There are three.

  1. It’s concerned mainly with Black people. If it was geared to broaden the cultural understanding of the average child he might be in favour of it. He states that he homeschooled his daughter, and as result they visited various different cultures. These included a Black evangelical church, a mosque, synagogue, Hindu temple and Sikh gurdwara. If the proposed syllabus included these as well, he might be in favour of it. But it is not.
  2. It seems prepared by the ignorant or malicious. And that’s an insurmountable object to adopting material of this kind.
  3. And if you’re considering cutting material from the national curriculum, then as many groups as possible should be consulted. Like Indians and Bengalis, Chinese, the Jewish community, which has a long history in this country. If you want to broaden the cultural horizons of British children, which is a noble enough enterprise, it shouldn’t be restricted to just three per cent of the population. It needs to be much broader entirely.

Here’s the video.

Now it’s clear that Webb is a man of the right, but I think he makes valid points, and his remark about trying to broaden children’s horizon is both fair and shows he’s not a racist.

I admit I found myself reacting against the demand to have Black African civilisations taught as part of the national curriculum. It undoubtedly would benefit Black children, or at least, those of African descent. David Garmston interviewed several Black schoolchildren about it in an item in the local news programme for the Bristol area, Points West. One of them was an African lad, Suhaim, who said he had had very low self-esteem and felt suicidal. But this was raising his spirits. You can’t want anyone, of whatever race or culture, to suffer like that. I’ve been interested in African history and its civilisations since studying the continent as part of the ‘A’ level Geography course, at which I got spectacularly bad marks. It’s a fascinating continent, and I encourage anyone to learn about it. But I think I objected to the proposal because it seems that what should be a voluntary pleasure and a joy was being foisted on British schoolchildren for the benefit of foreigners or a minority of people, who find it unable to assimilate and identify with the host culture. I know how unpleasant this sounds, but this is how I feel. I also think that activism like this creates more division, by presenting Blacks as an ‘other’ with a completely different history and culture, who need to be treated specially and differently from Whites and other ethnic groups.

Black people have contributed to British, American and European civilisation and not just through slavery and the riches they produced for planters and industrialists. But until the late 19th century, the continent of Africa was effectively closed to westerners through a mixture of the tropical diseases around the malaria-infested swamps of the coast and strong African states that kept European traders confined to ghettos. Hence Europe and Africa have little shared history until the European conquests of the 1870s, except in some areas like the slave forts of the Gold Coast, and Sierra Leone, founded in the late 18th century as a colony for freed slaves. Liberia was also founded as such a colony, but by the Americans.

Webb’s description of the overall syllabus proposed by The Black Curriculum as disinformazia and agitprop is also fair. It looks like propaganda and political indoctrination, and that’s dangerous. I realise that I should agree with its hidden curriculum of anti-colonial resistance, solidarity and exposure of food inequality, but I really can’t. I believe that teachers have to be balanced and objective as far as possible. This is what is demanded by law. I don’t want children indoctrinated with Tory rubbish about how Britain never did anything wrong and the British Empire was wonderful. Far from it. Topics like those recommended by the Black Curriculum are fine for universities, which should be centres of debate where students are exposed to different views. But it’s not suitable for schools. Our mother was a teacher in a junior school here in Bristol She states that teachers are required to keep their personal opinions out of what they teach their students. If this in unavoidable, such as if a child asks them what they personally believe, then they have to reply that it is just their personal belief, not objective fact.

The Black Curriculum, therefore, certainly does seem to be peddling mendacious pseudo-history and should not be allowed near schools. But I fear there will be so much pressure from well-meaning activists to include them, that they will have their way.

History Debunked Refutes Ethnomathematics/Rehumanizing Mathematics

September 8, 2020

This is another video from History Debunked. In it, youtuber and author Simon Webb attacks Ethnomatics, sometimes also called Rehumanizing Mathematics. This is a piece of modern pseudo-scholarship designed to help Black children tackle Maths. The idea is that Blacks perform poorly compared at Maths compared to other ethnic groups. This is held to be because Maths is the creation of White men, and this puts Blacks off studying and mastering it.

The solution has been to scrutinise African societies for their indigenous Maths, especially the Dogon of Mali. They have been chosen as the chief model for all this, as they possessed extremely advanced astronomical and mathematical knowledge. In the 1970s there was a book, The Sirius Mystery by Robert K.G. Temple, which claimed that they owed this advance knowledge to contact with space aliens. Apparently this claim was subsequently dropped 10 – 15 years later, and the claim made instead that they were just superlative astronomers and mathematicians themselves. But Dogon Maths is held to be different from White, western Maths because it’s spiritual. History Debunked then goes on to demonstrate the type of pseudo-scientific nonsense this has lead to by providing a link to an Ethnomathematics paper and reading out its conclusion. It’s the kind of pretentious verbiage the late, great Jazzman, Duke Ellington, said stunk up the place. It’s the kind of postmodern twaddle that Sokal and Bricmont exposed in their Intellectual Impostures. It’s deliberately designed to sound impressive without actually meaning anything. There’s a lot of talk about expanding cognitive horizons and possibilities, but History Debunked himself says he doesn’t understand a word of it. And neither, I guess, will most people. Because it doesn’t really mean anything. It’s just there to sound impressive and bamboozle the reader into thinking that somehow they’re thick because they don’t, while the fault is entirely the writers.

I think History Debunked is a man of the right, and certainly his commenters are Conservatives, some with extremely right-wing views. He’s produced a series of videos attacking the pseudo-history being pushed as Black History, and apparently Seattle in America is particularly involved in promoting this nonsense. But he expects it to come over here in a few years. Given the way Black History month has jumped the Atlantic, I think he’s right.

There’s been a particular emphasis on find ancient Black maths and science for some time I know. For a brief while I got on well with a Black studies group when I was a volunteer at the slavery archives in the former Empire and Commonwealth Museum. That was before I read their magazine and got so annoyed with it and its attitude to Whites that I sent them a whole load of material arguing to the contrary, and pointing out that in places like the Sudan, Blacks were being enslaved and oppressed not by White Europeans, but by the Arabs. I also sent them material about the poor Whites of South Africa, who also lived in grinding poverty thanks to Apartheid. This was stuff they really didn’t want to hear, and I was told that if I wanted to talk to them further, I should do so through someone else. They were also interested in finding examples of Black maths and science. I sent them photocopies and notes I’d made of various medieval Muslim mathematicians. These were Arabs and Persians, like al-Khwarizmi, who gave his name to the word algorithm, Omar Khayyam, best known in the west for his Rubayyat, but who was also a brilliant mathematician, al-Haytham, who invented the camera obscura in the 12th century and others, rather than Black. But they were grateful for what I sent them nonetheless, and I thanked me. This was before I blotted my copybook with them.

I’m reposting this piece because, although it comes from the political, it is correct. And you don’t have to be right-wing to recognise and attack this kind of postmodern rubbish. Sokal and Bricmont, the authors of the book I mentioned early attacking postmodernism, were both men of the left. Sokal was a physicist, who taught maths in Nicaragua under the left-wing Sandinista government. They wrote the book because they took seriously George Orwell’s dictum that writing about politics means writing clearly in language everyone can understand. And even if you believe that Black people do need particular help with maths because of issues of race and ethnicity, Ethnomathematics as it stands really doesn’t appear to be it. It just seems to be filling children’s heads with voguish nonsense, rather than real knowledge.

I also remember the wild claims made about the Dogon and their supposed contact with space aliens. Part of it came from the Dogon possessing astronomical knowledge well beyond their level of technology. They knew, for example, that Sirius has a companion star, invisible to the naked eye, Sirius B. They also knew that our solar system had nine planets, although that’s now been subsequently altered. According to the International Astronomical Association or Union or whatever, the solar system has eight planets. Pluto, previously a planet, has been downgraded to dwarf planet, because it’s the same size as some of the planetoids in the Kuiper Belt. Lynn Picknett and Clive Prince discuss this in one their books,The Stargate Conspiracy (London: Little, Brown & Company 1999), which claimed that the American intelligence agencies were secretly preparing a fake UFO landing in order to convince everyone that the space gods really had arrived, and set up a one-world dictatorship. This hasn’t happened, and I’ve seen the Fortean Times and other weird magazines trying to explain their book as a high-level hoax which people took too seriously. I don’t believe this, as they seemed very serious at the time. The Dogon believe that the first human ancestors, and some of their gods, came from the sky. Hence Temple’s claim that they were contacted by space aliens. Picknett and Prince, however, sided with sceptics like Carl Sagan. They argued instead ithat the Dogon owed it to a French priest, anthropologist or colonial administrator, I’ve forgotten which, who visited them in the 1920s and who was extremely interested in astronomy. This seems to me to be far more likely than that they either got it from space aliens or that they far better mathematicians and astronomers than they could have been at their level of development.

The Dogon are fascinating as their homes and villages are laid out to be microcosms of the male and female human body and the universe. The book African Mythology by Geoffrey Parrinder, London: Hamlyn 1967, describes the layout of a Dogon house thus:

The shape of the Dogon house is symbolical. The floor is like the earth and the flat roof like heaven. The vestibule is a man and the central room woman, with store rooms at her sides as arms. The hear at the end is her head. The four posts are the man and woman entwined in union. So the family house represents the unity of man and woman and God and the Earth. This is accompanied by the elevation and ground plan of a typical Dogon house. (p. 49).

There’s also this diagram of an idealised Dogon village:

The caption for the diagrame reads:

Like the house, the Dogon village represents human beings. The smithy is at the head like a hearth in a house. The family houses in the centre and millstones and village represent the sexes. Other altars are the feet. (p. 51).

Truly, a fascinating people and I have no problem anybody wanting to study them. But it should be in anthropology, ethnography or comparative religion, not maths.

But it struck me that if teachers and educators want to enthuse and inspire young minds with what maths Africans were studying, they could start with ancient Egypt and the great Muslim civilisations of the Sahara and north Africa, like Mali. Aminatta Forna in one of her programmes on these civilisations was shown an ancient astronomical text from the medieval library of one of these towns, which she was told showed that Muslims knew the Earth orbited the sun before Copernicus and Galileo. I doubt that very much. It looks like a form of a combined helio-and geocentric system, first proposed by the ancient Greeks, and then taken up by some medieval astronomers not just in Islam, but also in Christian Europe. In this system, all the other planets when round the Sun, which orbited the Earth. Close to the modern system, but not quite. But it showed that the Black citizens of that civilisation were in contact with the great currents of Muslim science, and that they would have had learnt and taught the same kind of Maths that was being investigated and researcher right across the Muslim world, from India to Morocco and further south to Mali. One of the Black educationalists would like to translate one of these books from Arabic, the learned language of Muslim civilisation, and use it as an example of the kind of maths that was also taught in Black Africa.

Or you could go right back to ancient Egypt. Mathematical texts from the Land of the Nile have also survived in the Moscow and Rhind mathematical papyri. These have various maths problems and their solution. For example, problem No. 7 of the Moscow papyrus is about various calculations for a triangle. This runs

Example of calculating a triangle.

If you are told: A triangle of 2 thousands-of-land, the bank of 2 of 2 1/2;

You are to double the area: result 40 (arurae). Take (it) 2 1/2 times; result [100. Take its square root, namely] 10. Evoke 1 from 2 1/2; what results is 2/5. Apply this to 10; result 4. It is 10 (khet) in length by 4 (khet) in breadth. From Henrietta Midonick, The Treasury of Mathematics: 1 (Harmondsworth: Pelican 1965) p. 71.

It’s amazing to think that the boys at the scribal school were being taught all this millennia ago. It gives you a real sense of connection with the ancient schoolkids reading it. You can imagine them, hunched over with their pen and ink, busily cudgeling their brains while the teacher prowls about them. The Babylonians were also renowned as the pioneers of early mathematics. They even uncovered a school when they excavated Ur of the Chaldees in the 1920s, complete with the maths and other texts the schoolboys – female education didn’t exist back then, but I’m willing to be corrected – were required to learn. As a schoolboy character in the Fast Show used to say: ‘Brilliant!’ You don’t need to burden modern African societies like the Dogon with spurious pseudo-history and pseudo-science, when the real historic achievements of ancient Egypt and medieval Africa are so impressive.

It struck me that even if you don’t use the original Egyptian maths texts to teach maths – which would be difficult, as their maths was slightly different. Their method of calculating the area of a field of four unequal sides yields far too high a figure, for example – you could nevertheless inspire children with similar problems. Perhaps you could do it with assistance of a child or two from the class. You could bring them out in front of everyone, give them and ancient Egyptian headdress, and then arranged the lesson so that they helped the teacher, acting as pharaoh, to solve it. Or else pharaoh showed them, his scribes, and thus the class. This is certainly the kind of thing that was done when I was a kid by the awesome Johnny Ball on the children’s maths and science programme, Think of a Number. And every week, as well as showing you a bit of maths and science, he also showed you a trick, which you could find out how to do by dropping him a line. It was the kind of children’s programme that the Beeb did very, very well. It’s a real pity that there no longer is an audience for children’s programmes and their funding has subsequently been cut.

Here’s History Debunked’s video attacking Ethnomathematics. He also attacks a piece of ancient baboon bone carved with notches, which he states has been claimed is an ancient prehistoric African calendar. He provides no evidence in this video to show that it wasn’t, and says its the subject of a later video. If this is the one I’m thinking of, then that is a claim that has been accepted by mainstream archaeologists and historians. See Ivor Grattan-Guinness, The Fontana History of the Mathematical Sciences (London: Fontana Press 1998) p. 24.

If you want to know more about ancient and medieval maths, and that of the world’s many indigenous cultures, see the book Astronomy before the Telescope, edited by Christopher Walker with an introduction by the man of the crumpled suit and monocle himself, Patrick Moore (London: British Museum Press 1998).

This has chapters on astronomy in Europe from prehistory to the Renaissance, but also on astronomy in ancient Egypt, Babylonia, India, Islam, China, Korea and Japan, North and South America, traditional astronomical knowledge in Africa and among Aboriginal Australians, Polynesia and the Maori. It can be a difficult read, as it explores some very technical aspects, but it is a brilliant work by experts in their respective fields.

History Debunked on Anglo-Saxon Slavery in Bristol

September 7, 2020

Yesterday there was another Black Lives Matter protest in Bristol. The demonstrators walked through Cabot Circus, and there was a speech by one of the Green party councillors for the city calling for Bristol to apologise for its part in the slave trade. She told the news teams that it was about reparations and would send an inspiring message to the community in Britain and around the world.

In fact, as this video from History Debunked shows, the slave trade in Bristol dates from long before the transatlantic slave trade which began in Britain from the 16th century onwards. Bristol was a major centre of the slave trade in the 11th century, exporting White English slaves to Dublin, from which they were exported further abroad. He states that about 10 per cent of the population of Bristol during this period were slaves. He also goes on to say that Dublin, Waterford and other Irish towns were founded by the Vikings as slaving centres and tells the old story of how Pope Gregory came to send missionaries to evangelise the English. The Venerable Bede recounts in his History of the English Church and People how the pope was passing through the slave market in Rome. He saw two beautiful, blond children for sale. When he asked the slave dealer who they were, he was told, ‘Angles’. The Angles, along with the Saxons and Jutes, were one of the Germanic tribes that came to form Anglo-Saxon England. It’s from the Anglo-Saxon form of their name that the world ‘English’ is derived. Gregory then replied with a pun in Latin: ‘Non Angli, sed angeli’ – ‘Not Angles, but angels’. He also makes the point that St. Patrick was also a slave. He was English, and was captured and taken to Ireland as a slave by pirates. This is also correct, though I don’t think Patrick was English. He would have been British, coming from part of the British Isles that hadn’t yet been conquered by the advancing Anglo-Saxons, and may well have spoken a form of early Welsh. Certainly one of the places which claims him is in Wales.

This is all fact. Bristol was a centre of the slave trade in Anglo-Saxon England. In the 11th century the Anglo-Saxon bishop Wulfstan visited the city to preach against it. He was so successful that the citizens turned on the slavers, beat them and threw them out. However a hundred years later it was still dangerous to visit the Irish ships in the harbour alone at night. In the 12th century a team of French clergy went on a tour of England to raise funds for rebuilding one of their cathedrals after it fell down in a disaster. One of the places they visited was Bristol, where one of them had dinner one evening with an Irish ship’s captain aboard his vessel. When the visiting clergyman told his host, he was warned that it was very dangerous. The ship’s captains would invited the unwary aboard to have dinner, but then kidnap them, slip anchor and sail off. The cleric wisely didn’t go back for a second visit the next night.

History Debunked seems to be a man of the right, and many of his videos are arguments against some of the fake history that is being told as part of the anti-racist campaign. In one video, for example, he refutes the claim that the Black inventor Benjamin Banneker built the first clock in America. He didn’t. Banneker did make a wooden clock, but these were also being made in the US long before him. While this is obviously going to be controversial, as far as I can make out the history is absolutely sound.

I’m putting the video up here because I really honestly don’t believe that Black Lives Matter in Bristol and its marchers are aware that slavery and the slave trade in Bristol predated that of Black Africans. I think they want a simplistic narrative in which slavery is just something that racist Whites did to Blacks. But slavery existed all over the world, and while Black African slavery is a crime and holocaust, White slavery existed in Europe, and White Europeans were enslaved by north Africans from the Middle Ages right up to the French conquest of Algeria in the early 19th century. This is also part of the history of slavery, and needs to be included and remembered in any discussion.

Archaeologists Discover Bronze Agent Musical Instrument Made of Human Bone

September 4, 2020

This is an interesting piece of archaeological news from Tuesday’s edition of the I for 1 September 2020. The article ‘Bronze Age people turned human thigh bone into musical instrument’ by Nina Massey reported that archaeologists from Bristol University had discovered the instrument buried with other fragments of bone and tusk and axes buried as grave goods with a man near Stonehenge. The article reads

Researchers have uncovered evidence of a Bronze Age tradition that saw human remains retained and curated as relics over several generations.

The findings indicate a tangible way of honouring and remembering individuals some 4,500 years ago, experts say.

Led by the University of Bristol and published in the journal Antiquity, the study used radio-carbon dating and CT scanning.

Lead author Dr Thomas Booth said: “Even in modern secular societies, human remains are seen as particularly powerful objects, and this seems to hold true for people of the Bronze Age. However, they treated and and interacted with the dead in ways which are inconceivably macabre to us today.

“After radiocarbon dating Bronze Age human remains alongside other material buried with them, we found many had been buried a significant time after the person had died, suggesting a tradition of retaining and curating human remains.”

He added: “People seem to have curated the remains of people who had lived within living or cultural memory, and who likely played an important role in their life or their communities, or with whom they had a well-defined relationship, whether that was direct family, a tradesperson, a friend or even an enemy.

In one example from Wiltshire, a human thigh bone, crafted into a musical instrument was included as grave goods with the burial of a man found near Stonehenge.

The carved and polished artefact was found with other items including axes, a bone plate and a tusk. Radio-carbon dating of the thigh bone suggests it belonged to someone this person had known.

Professor Joanna Bruck, principal investigator on the project, and visiting professor at the University of Bristol’s department of anthropology and archaeology, said: “Although fragments of human bone were included as grave goods, they were also kept in the homes of the living, buried under house floors and even placed on display.”

Dr Booth said: “This study really highlights the strangeness and perhaps the unknowable nature of the distant past from a present-day perspective.”

He is also quoted as saying, “Bronze Age people did not view human remains with the sense of horror or disgust that we might feel today.”

This is the first time I’ve read about human remains being turned into a musical instruments in ancient Britain, but I’m not surprised. There are many cultures all over the world that preserve the skulls of dead ancestors and enemies. They included the Mandan and other tribes in the US, some indigenous peoples of Papua New Guinea and the ancient Celts. There’s a carving from an ancient Celtic temple from southern Gaul of a monster, whose two front claws rest on severed heads. Around the statue are depressions carved into its base, possibly to hold the real thing. Nigel Barley in one of his books on death around the world notes that in the traditional culture of one of the Pacific peoples, the skeletons of dead relatives are handled and taken apart, so that their descendants can carry bits of it about of them as an act of respect and remembrance.

And there are also cultures that turn human remains into musical instruments. There’s the Chod ceremony in Tibetan Buddhism, in which the priests wear aprons made out of human skin and play drums made of human skulls and, I believe, flutes from bone. Something similar may well have been done here with this instrument.

The Stonehenge connection is interesting and possibly relevant. One of the theories about the standing stones is that they were originally put up as monuments to the ancestors in a process involving secondary burial. This followed the suggestion of a Madagascan archaeologist, who said that they reminded him of the practice among his people. There the remains are interred for a period after death while they decay. After a certain time, they’re taken out, prepared and then re-buried in another set of ceremonies during which a stone or a wooden pole is set up as a monument. It may well be that this instrument was created as part of such a burial rite.

‘I’ Article about Micro Robots That Can Repair Body from Inside

August 28, 2020

Here’s a piece of optimistic science news. Yesterday’s I for 27th August 2020 carried this article by Tom Bawden, ‘Microbots can be injected to repair human body’, reporting that scientists have developed tiny robots that may injected into the body to carry drugs or repair tissue. The article runs

Scientists have created a new kind of microscopic walking robot that is shorter, thinner and narrower than the width of a human hair and can be injected into the body in a syringe.

Researchers hope that this new kind of robot – the first to carry and use onboard electronics – can be used to deliver drugs deep into human tissue or to sew up miniature blood vessel wounds deep in the body.

They hope that within five to 10 years the robot – currently a prototype that has been tested successfully in the lab – can be developed into smart, autonomous devices that can explore an area without the need of human guidance, according to a study in the journal Nature.

In their current form, these are the first microscopic robots that incorporate semiconductor components, allowing them to be controlled with electronic signals.

Each bot consists of a circuit made from silicon photovoltaics – which convert light into electricity and functions as the torso and brain – and four electrochemical “actuators”; components that function as legs.

The researchers control the robots by flashing laser pulses at different photovoltaics, each of which charges up a separate set of legs. By toggling the laser back and forth between the front and back photovoltaics, the robot walks.

“Machines like these are going to take us into all kinds of amazing worlds”, said Marc Miskin, of the University of Pennyslvania.

There’s also a snippet stating that they hope to use the robots for neurology:

The researchers are exploring ways to soup up the robots with more complicated electronics that could result in swarms of microscopic robots being dispatched to probe large areas of the human brain.

Scientists have been working on such robots for a long time. I think the ultimate goal is to develop nanorobots – robots so tiny that they could climb inside and repair cells. It’s been suggested that such machines could be so effective that they’d give people immortality. On the other hand, such nanobots have also raised the spectacle of the ‘grey goo’. In this scenario, scientists develop self-replicating nanomachines that simply turn everything into a grey goo. These escape, and destroy the world. I think we’re a long way from that just yet. The robots do, however, remind me of the old SF movie, Fantastic Voyage, in which a crew and their submarine are miniaturised and injected into a wounded scientist to save his life. But obviously without the miniaturisation technology and Raquel Welsh, who was one of the stars.

However, from reading the article it seems that they haven’t quite perfected remote control. I don’t see how using a laser to guide its legs would work if the robot was injected far away from a light source inside someone. But perhaps I’m missing something. I also have grave doubts about using them to explore the human brain. I’m very much aware that this would be immensely useful, considering how little we still know about it, but the technology seems to me also to have the potential for massive abuse. For example, if swarms can be injected into the brain to explore, it’s possible that they could also be used to alter the brain and control the person on whom they’re being used.

There’s clearly much potential here, but I wonder how long it will actually be before there are any practical machines developed from these devices.