Monday 30 September 2024

Lambton Castle Dream

  

Lambton Castle is a country residence that was converted into a Residential College for Adult Education by Durham County Council Education Committee in the decade following World War II.

The Council drew up a constitution for the College, and appointed John Huddleston (1905 - 2002) as Warden, with a free hand to develop a curriculum as he saw fit. And so I moved into the Castle in 1952/3 with my parents and my younger sister and brother. My father's story is told in A Diary of a Yorkshireman, parts of which are available on request. My mother, Amalia Katerina Keilwert (1917 - 2002) was born in the wonderful City of Salzburg, was educated in Vienna and married John Huddleston in September 1939, just as war broke out.

After the shock and horror of two world wars (see the variety of autobiographies, published and unpublished, of so many people's wartime recollections), Lambton provided the opportunity to relax in a residential setting away from the routines of paid employment and unpaid 'leisure time' in the household. The chance to try out at leisure those neglected skills, talents and interests in a residential setting subsidised by the local government, was very much appreciated. Subjects on offer included Psychology, Dress Making, Politics and Household Economy, Music and Drama. (See full list on https://www.douglassocialcredit.com/

ESSAYS/YORKSHIRE EDUCATION/Lambton Castle brochure, and Formal Opening Lambton Castle.

During the 1950s, when Residential Colleges of Adult Education thrived, though all too briefly, tutors and students could take for granted access to excellent library facilities in municipal libraries and within the libraries of local universities, so that their initial start in studying a particular subject kindled by attendance at a residential course could be consolidated.

That is no longer the case. Hard copy library books are hard to come by in many localities in the UK. Hence the need for the Douglas Social Credit Collection to be accessed as a reference resource. The plan is to stimulate the growth of local hard copy libraries, so that they are freely available to residents in every town and village of the UK. Considering how much money can be found to train young people in the military skills necessary to go to war (and to be employed to make weapons of mass destruction) there must be ways to aid discussion of alternatives to poverty and warfare?

See Blog entry 6 May 2024, What is Adult Education?





Monday 6 May 2024

What is Adult Education?

They Came to the Castle is a film about a group of people participating in a course on film making at a residential college for adult education. For a few years after the trauma of WWII, Lambton Castle Residential College for Adult Education was run under the auspices of Durham County Council Education Committee. Adult education as a whole reflects a specific philosophy about learning and teaching based on the assumption that adults are self-motivated to learn, that they are able and willing to take responsibility for the learning, and that the learning itself should respond to their needs.

In practice, adult education can take three basic forms. Structured learning typically takes place in an education or training institution. Non-formal learning opportunities may be provided through the activities of civil society organizations and groups. And informal learning goes on all the time in daily life through work, family, community or leisure activities. Of recent decades systematic and sustained self-education practice has been starved of time and resources. Residential colleges like Lambton Castle were used by

"Small groups of aspiring adults who desire to keep their minds fresh and vigorous; who begin to learn by confronting pertinent situations; who dig down into the reservoirs of their secondary facts; who are led in the discussion by teachers who are also seekers after wisdom and not oracles: this constitutes the setting for adult education the modern quest for life’s meaning." Eduard C. Lindeman 2The Meaning of Adult Education (1926)

Eduard C. Lindeman (May 9, 1885 – April 13, 1953) was born in St. Clair, Michigan, one of ten children of German immigrant parents, Frederick and Frederika (von Piper) Lindemann. Orphaned at an early age, Lindeman gained work experience through jobs as stable cleaner, nurseryman, gravedigger, brickyard worker, and deliverer of groceries while attending formal schooling only intermittently. At age 22, he gained admittance to Michigan State College with academic skills well below average in the areas of reading and writing abilities. Despite this, as an undergraduate he authored essays, poetry, editorials, and a four-act play. Lindeman also wrote one of the first books on community development, was an early explorer of group work, and worked to extend popular education. He was a pioneer on many interlocking fronts- a pioneer social scientist with an allegiance to both science and to society and its processes and also a pioneer in adult education and social philosophy.

"Adult education is a co-operative venture in non-authoritarian, informal learning the chief purpose of which is to discover the meaning of experience; a quest of the mind which digs down to the roots of the preconceptions which formulate our conduct; a technique of learning for adults which makes education coterminous with life, and hence elevates living itself to the level of an experiment."

What is Adult Education? (1925) p. 3

A purpose of adult education might be to not only sustain the democratic society, but to even challenge and improve its social structure. Presently, a common problem in adult education is the lack of professional development opportunities for adult educators. The course on film making at Lambton Castle College was tutored by veteran amateur film maker George Cummins, a member of Newcastle and District Amateur Cinematographers Association. Over the decades since the film was made, adult education, as defined by Lindeman and others, has faded right away. 'Education' has come to mean nothing more than training for paid employment on terms dictated by the corporate world.

"Adult education will become an agency of progress if its short-term goal of self-improvement can be made compatible with a long-term, experimental but resolute policy of changing the social order."

The Meaning of Adult Education (1926)

The Yorkshire (Adult) Educational Association seeks to assist social action groups in furthering that end. NOTE: Wikipedia on Adult Education was a useful source for this article. 


Note that the film They Came to a Castle can be seen via www.douglassocialcredit.com 

Also note that the film They Came to a Castle is made available by Yorkshire Film Archive.

Wednesday 24 April 2024

Social Credit Rediscovered

 

The financial system is entirely man-made. It is not, like the weather systems, subject to external forces. Humanity watches as poverty rises amidst plenty, alongside ecological degradation and social deprivation, whilst senior economists remain dumbfounded. Parents are encouraged to be working-for-wages outside the home, whilst benefits are denied to the sick and the age of retirement is raised "because the economy cannot afford to pay out pensions". The general public know no better than to accept the make believe tales put forward by political economists.

It was not always so. During the 1920s and 1930s, across the globe, bodies of intelligent, socially committed individuals read, studies, taught and discussed in local groups, wrote books, pamphlets and articles, broadcast, campaigned and achieved political representation on the theme of the history, theory and practice of finance, with specific reference to Major Clifford Hugh Douglas and his Social Credit economics.

And in 2010 Brian Leslie, long-standing Editor of the Green Party Economics Newsletter Sustainable Economics, reviewed my latest book, Understanding the Financial System: Social Credit Rediscovered ( Jon Carpenter.) Copies circulated across the UK to local, regional, national and European Green Party campaigners and elected politicians.

Understanding the Financial System is available electronically on the Douglas Social Credit website https://www.douglassocialcredit.com/ .


BOOK REVIEW by Brian Leslie

Understanding the Financial System: Social Credit Rediscovered Frances Hutchinson (Jon Carpenter Publishing, 2010)

This book was of great interest to me [Brian Leslie], as I was introduced to its subject matter in my childhood in the 1930s, by my parents, who were active campaigners for Social Credit, and I attended the last few meetings, after WW2, of the Social Credit Party, with its leader, John Hargrave. I read Douglas's main boo .‹s and those of som.e other advocates of SC, such as C Marshal Hattersley's This Age of Plenty, in my youth. The post-war corporate wiping from history of the ideas and movement for SC was illustrated to me when, in 1952, I heard on the lunchtime BBC radio news, of the landslide victory for it in British Columbia in the Canadian elections. This was accompanied by a few sentences about the aims of SC; but in that evening, in the 6 o'clock and nine o'clock news, not even the tact of the election result was mentioned!

My parents met as Esperantists, and were advocates of libertarian education, introducing me to the ideas of AS Neil, practiced at his Summerhill School. Thus I absorbed in my childhood ideas of the unity of mankind, as well as of the distinction between the real. economy and the financial one, which dominates and shapes the real.

I was aware that conventional economics confuses physical and financial capital, and that the potential abundance due to the application of technology to production was turned to waste by the grossly unequal distribution of the results of the 'common cultural inheritance' and the 'increment of association'. These are the concepts CH Douglas introduced as justifying Social Credit's advocacy of 'National Dividends — or Basic Incomes — lack of which makes wage-slaves and/or debt-slaves of almost everyone.

In all of this time, I found no suggestion that SC, or the wider movement for monetary reform, was in any way anti-Semitic — in fact, some of the closest colleagues of my parents in their campaigning were Jewish!

Thus I am, perhaps, biased in favour of the theme of this book, which is exposing both the history of the widespread and rapidly growing support for SC, despite the hostility to it in the public media, in the period between the World Wars, and the distortion of history to discredit it and to minimize attention to it, since WW2, with virtually complete elimination of its ideas from the teaching of economics— and the use of accusations of anti-semitism to stop any discussion of the issue.

While I had foreknowledge of much of the book's contents, I found this considerably expanded by the detail it contains. It contains many extracts from material both for and against SC, and lengthy discussion of its origins and related ideas, from Guild Socialism, the writings of Thorstein Nreblen, and Rudolph Steiner's conception of the Threefold Commonwealth — the three related spheres of society: cultural, political and economic. In all, it shows how tragic was the failure to introduce reform of the system of money creation and distribution in the 1930s.

Douglas argued that the aims of everlasting economic growth and 'full employment', despite the growing use of machinery to replace human labour, were unrealistic and unsustainable. He predicted as early as 1920 that, if the creation of money remained in the power of private banks and distribution of purchasing power through National Dividends was not instituted, with adequate money issued into existence to end 'poverty in the midst of plenty', then worldwide depression would result, and lead inevitably to WW2. National Dividends would introduce 'economic democracy) and establish the 'sovereignty of the individual'.

Douglas noted that while money was in desperately short supply in peacetime, it was created as freely as required in time of war.

He did not propose any detailed way to change the way money should be created, but argued that it should be for public benefit, not private profit. Subsequent experience amply confirms his views. 'He who pays the piper calls the tune', The banks are the 'piper', and they 'call the tune' of all other institutions, including governments.

It was clear to me in the early 1960s, when Prime Minister Harold Macmillan proclaimed that 'we've never had it so good!', just how much better we could have 'had it', but for the distortions of the 'economy' due to the dominance of debt-money'; we could have had leisure, and far less waste of materials and effort.

Although the most senior economists of the day debated with Douglas, both in print and on public platforms, none found any genuine flaws in Douglas's analysis of the true relationship between the material economy and the financial system. Since the financial system was man-made, Douglas argued it could be studied and reformed to suit the wishes of the people. In his view, if given a choice, the people would prefer a secure sufficiency. rather than everlasting growth and uncertainty.

This is a book which should be widely distributed and studied. It carries an extensive bibliography and lists of references for each chapter. It exposes the disastrous domination of the real, productive economy by the financial interests, and their power over the institutions of government, education, commerce, and public media. The recent near-collapse of the financial system under the growing weight of unredeemable debt — which threatens worse to come — should help to open people's eyes to the need for reform, along the lines outlined so long ago. Read the book, and then use the internet to join and spread debate on this vital issue.

Brian Leslie, Editor, Sustainable Economics  Green Party Economics Newsletter 2010

Taking up the baton again where Brian Leslie leaves off, from 2010 to the present there has continued to be no focal point for the continued discussion of alternatives to a money system that is wrecking the earth. The only thing we have to hand is the Douglas Social Credit website, douglassocialcredit.com\ which has become an archive of the social, political, economic history of the broad school of guild socialist literature, of which social credit forms a part.

Thursday 18 April 2024

Allotments and the Household

 

An allotment is a plot of land made available for growing food and so forming a kitchen garden away from the residence of the allotment holder. Such plots are formed by subdividing a piece of land into a few or up to several hundred plots. these are assigned to be cultivated by individual households, in contrast to 'community gardens' where the entire area is tended collectively by a group of people.

The individual size of an allotment is suffiecient to provide for the needs of a family. Often the plots include a shed for tools and shelter, and sometimes a hut for overnight accommodation. There is usually an allotment association, which leases or is granted the land from an owner who may be a public, private or ecclesiastical entity. The allotment holders pay a small membership fee to the association and have to abide by the corresponding constitution as interpreted by the management committee. Allotments and community gardens can be found all over the world, and have a fascinating history.

In the UK, the Enclosure Acts and Commons Acts of the 18th and 19th centuries left many poor households without land for cultivation to provide for healthy food for their families. In due course of time allotment legislation was enacted. The law was first fully codified in the Small Holdings and Allotments Act, then modified by the Allotments Act 1922, and subsequent Allotments Acts up until the Allotments Act 1950. To this day, local councils have a duty to supply sufficient allotments to meet demand.

Studies of the socio-cultural and economic functions of allotment gardens see them as offering an improved quality of life, low cost food, relaxation, and contact with nature. For children, gardens offer places to play, to encounter the world of nature, and to experience activities like planting and harvesting. For parents, the elderly and for the depressed, and the physically challenged, allotment sites offer opportunity to meet people, to share good practice. The total number of plots has varied greatly over time. In the 19th and early 20th century, the allotment system supplied much of the fresh vegetables eaten by the poorer families. The better off families relied on the kitchen gardens attached to their residences. In both cases, the food supplied to the households was healthy and fresh, coming directly from soil to table, being free from agribusiness fertilisers, herbicides, pesticides and preservatives.

Over the course of the 20th century it became increasingly difficult for children to say with any certainty how their food made its way from soil to table. Many had no idea where on earth it came from. I have seen a 7 year old boy walking round and round a cabbage growing in my kitchen garden, trying to puzzle out why it was standing in the soil. Cabbages, for him, grew on supermarket shelves. The parents themselves had spent their childhoods indoors, feeding on pre-prepared food as their parents, in turn, honoured their supposed obligation to "grow" the financial economy.

To be continued...

You may already have seen this Julian Rose interview about organic farming and food agenda?

 https://www.ukcolumn.org/video/unearthly-interference-the-corruption-of-the-organic-movement-with-sir-julian-rose

See Also Blog; Child Care Policy and the Economy, Maria Lyons, 3 April 2024







Friday 12 April 2024

Creative Listening

 

Additional note from unknown source

found in the Creative Listening booklet

So if you go to people expecting them to be something, you get it. If you go simply thinking, "I'm now going to see a son or daughter of God, somebody who really carries this wonderful divine spark inside the same as I do. I'm going to meet a sister or brother. Who knows what this will lead to, who knows what amazing promises will emerge," emerge they do, you see, as I've found out often enough. What helps these promises to emerge, when one meets people, is to make oneself very available to them, to listen very carefully.

Listening is a very important human ability which we are on the whole not good at because of the noise of our own thoughts, the noise of our own computer ticking over with its associations and its habitual responses. But if one really listens, it's an act of self-abnegation, making oneself available to that person, stopping being the automatic creature that most of us are most of the time, machine-like. One is becoming fully human, and the contact that one establishes when one is really listening and giving attention, awareness and consciousness to another person, is the contact which comes from the more real parts of ourselves below the part which is automatic and machine-like. The automatic and machine-like part is very important, of course. You have to be able to respond automatically, for instance, when you drive cars or ride bicycles or feed yourself or scratch when you've got an itch and not think about it. Otherwise it would take an interminable time. It's when this automatic part takes over what should be the human function, the human contact, then we do each other great damage. What is in our computer, the automatic part, is a skilled knowledge of how to cope with certain sorts of situations which need coping with mechanically, but it's also more. It has all sorts of false ideas, and it's ignorant about a number of things. It's also influenced by the pain from hurts which we have. They come out automatically, too, so our automatic response is sometimes based on ignorance. ... (continued in the pages of the unknown publication. )

COMMENT: Go to website : https://www.douglassocialcredit.com/Go to ESSAYS\Yorkshire Educational Association \ and find Creative Listening booklet by Rachel Spinney, reproduced as a guide to facilitating group discussions.

See also on the same page, The Tutor and the WEA.


Friday 5 April 2024

Flyer No 1 for DSC Website

 It has belatedly been drawn to my attention that, in these days of crisis and confusion in the social sphere, much very useful literature is sitting idly on the https://www.douglassocialcredit.com/ website. You are therefore invited to explore the website by following a series of selected links, and in doing so to spot other interesting material you pass along the way.

DOUGLAS SOCIAL CREDIT

Promotes group study of the causes of war.

Mr Bevan's Dream

In 1989 Sue Townsend wrote a small but highly readable book entitled Mr Bevan's Dream. The book tells the story of the socialist dream of a National Health Service free at the point of need, and ...read more...

Find Mr Bevan's Dream by going to RESOURCES page, scroll down to SOCIAL ART RESOURCES, and scroll down to ART AND SOCIAL CREDIT. Some way down the list you will find the full document.

In passing, note Peter Maurin's Easy Essays, reproduced by The Catholic Worker.

Wednesday 3 April 2024

Book Review The Political Economy

 Review of The Political Economy of Social Credit and Guild Socialism

by Bill Krehm

Review of a book by Frances Hutchinson and Brian Burkitt, Routledge, London, 1997

This remarkable book on the history of social credit was given to me by Michael Rowbotham some years ago. I must have read it carefully at the time for my margin pencillings are much in evidence. But clearly it required the disturbing developments in the intervening years for me to make a greater effort to appreciate fully some of the conclusions that Major C.H. Douglas had arrived at. The problem was that he was using an approach that varied from that of less unconventional reformers – to the point that they did not even grasp what it was that he was seeking and to an extent actually found. Reflecting that, his solutions and even his language seemed clumsily at odds with the accepted vocabulary and grammar of economic thinking, right or left. Even his A and B Theorem which seemed to us an unschooled blunder of an engineer lost in the labyrinth of accountancy and economic thought.

But the misadventures of the world are forcing us to penetrate the obscurities of his language that barred access to many potential allies.

But a bit of background. “The writings of Major Douglas gave rise to the social credit movement, popular throughout the inter-war years. Douglas’s earliest books, Economic Democracy and Credit-Power and Democracy, first appeared in serial form in the socialist journal the New Age in the period immediately following World War I. Close examination of the early Douglas/New Age texts alongside the literature of guild socialism reveals that the editor of the New Age, A.R. Orage, provided Douglas with a great deal more than editorial support in the formulation of the original texts. Without Orage’s guild socialist contribution [the Douglas doctrine] would have provided unpromising material for a popular debate which was to be sustained over two decades throughout the English-speaking world.

Guild socialism and Douglas had this in common: In their different ways they both questioned the deep faith that Marxist and most brands of socialism shared with the prophets of capitalism – that economic growth was in itself beneficent and necessary, and ultimately liberating. The guild socialists questioned this on esthetic, philosophic and social grounds under the influence of William Morris, John Ruskin, and even of Robert Owen.

The guild socialists saw in excessive industrialization an undermining of the elements of pluralism and local autonomies in earlier societies. Current Globalization and Deregulation with its destructive effects on the environment, the family, the multiplicity of life styles, is only an explosive manifestation of this trend. As important as the effort to safeguard the jobs of workers may be, it is an uphill struggle, given the concentration of power in the financial sector. The incorporation into current price of the rate of growth already achieved brings with it the need to continue that growth, and its rate of its growth into the distant future. The slightest shortfall of this commitment triggers the collapse of the price structure. And since share values serve as collateral for further financing, it becomes unsustainable. The mathematics of the model in fact are those of the atom bomb.

An Unequalled Thoroughness

Douglas-Orage review the nature of money from the ground up with a thoroughness that has few if any equals. “Douglas stressed that production does not create money. It is possible to imagine a producer in a system of single-stage production [i.e., without the purchase of intermediate goods and hence not incurring costs that have need of money]. Having access to land (which has not been bought) and a discarded spade, and having saved seed potato and horse manure (discarded A), it is possible for a producer to plant, tend and harvest a potato crop at no financial cost. The crop can be put in a discarded sack and sold to a neighbour for £5. Has the producer created £5? Or any money at all? That is the sort of maddeningly basic question Douglas was given to asking.

Nevertheless, at the point of exchange no value is created. However sophisticated the system, production of all commodities follows the same pattern as the potato example. All production requires inputs from the natural world which the economy cannot create. All production requires human inputs. First, an inherited body of knowledge, as in the ability to save seed, cope with pests and drought and so on. Second, a ‘producer’ who may be employed or self-employed, but who comes to the task physically developed from infancy to maturity and still requires social care. Neither form of ‘human input’ is produced through exchange on the market. Wealth creation can take place outside the exchange economy.

Money is a commodity itself. In a single-stage production a large proportion of subsistence requirements can be seen to be produced outside the formal economy. Hence in newly monetized economies ‘cheap’ labour occurs because subsistence requirements continue to be provided from outside the cash economy.

Money has no intrinsic properties, only those which people choose to give it. Hence a comment such as ‘There is no money in the country with which to do such and so’ is meaningless, unless it is an indication that the goods and services required to perform the task in question do not exist and cannot be produced. In that event it would be useless to create the money-equivalent of the non-existent resources. On the other hand, it is misleading to argue that the country ‘has no money’ for social betterment or for any other purpose, when it possesses the skill, the labour and the material and plant to create that betterment. The financial system in the form of the banks or the Treasury can, if they so wish, create the necessary money in five minutes. Indeed, they are creating money for ‘necessary’ tasks every day, and have done so for centuries.

Money can be described as a ‘ticket system’ whereby money ‘tickets’ or grants the right to participate in the economy. The ticket office [of a railway] is not the place where the measurement of productive capacity should take place. To orthodox econ­omists steeped in general competitive equilibrium theory the dynamic relationship between money creation and policy formation in production and distribution was incomprehensible.

“‘In popular belief, banking is understood to be no more than a private pawnbroking transaction between borrower and lender: lenders place their savings in a bank, and borrowers take that same money to ­invest in new machinery, labour and materials. In reality the banker is in a unique position of lending something without parting with anything, and making a profit on the transaction’ (Douglas, 1923). ‘The bank lends new money; bank loans create money and the uses to which it can be put are dependent upon these transactions’ (Douglas, 1922c). ‘Every credit transaction affects the interests of every person in the credit area concerned, either through its effect on prices or through the diversion of the energies available for production purposes’ (Douglas, 1922c). ‘An overdraft, arranged perhaps on the basis of the title deeds of a factory, facilitates production. However, the overdraft is new money exactly as if the banker had coined goods for sale’ (Douglas, 1920). Hence the granting of credit by a financial institution is more realistically viewed as the creation of a mortgage on future production than as the allocation of the past savings of industry. The term ‘deposits’ is highly misleading, implying something deposited for safe keeping, like jewels in a safe deposit. Bank deposits are not like that. The deposits of commercial banks are to them liabilities, although they are assets to their holders.”

Our Censored Textbooks

As later explained (by Encyclopedia Bri­tan­nica, 1979) – a bank that received, say, $100 in gold might add $25 to its reserves and lend out $75. But the recipient of that $75 would himself spend it. Some of those who received gold in this way would hold it as gold but others would deposit it in this bank or in other banks. If, for example, two-third were deposited, some banks would find $50 added to deposits and to reserves and would repeat the process. When this multiple expansion process worked itself out fully, total deposits would have increased by $200, bank reserves by $50 and $50 of the initial $100 would have been retained as ‘currency outside banks.’”

You will find that process explained in even greater detail in just about any textbook on economics published in Canada prior to 1991 when the bill was passed abolishing statutory reserves that banks had to redeposit as security against the deposits received in chequing accounts. By that the key mechanism of banking had been suppressed. That, of course, and the speculative banking orgies that have taken over since banks were deregulated to empower them to acquire brokerages, underwriting, merchant banking, derivative boutiques, are what have made the ideas of Douglas-Orage more important than ever before.

“‘Problems occur when the banking system operates according to its own agenda, with the requirements of the consumer a secondary consideration. Unlike the social reform business, the banking business is immensely powerful, talks very little, acts quickly, knows what it wants’ (Douglas, 1922b). ‘The quantity of money is dependent upon the power of the banker’s pen. Banks create new money which ranks equally with legal tender as a means of exchange. Although credit is more properly regarded as common property, it is administered by the banker primarily for the purpose of private profit’ (Douglas, 1923, 1919b). According to orthodox theory, money, equivalent to the price of every article produced, exists in the pocket, or in the bank, of somebody somewhere in the world. It is assumed that the collective sum of wages, salaries and dividends distributed in respect of the articles for sale at any given moment is available as purchasing power at the same moment. Some persons may have more money in their pocket or bank than they wish to spend on consumable goods. By abstaining from consuming, they form a fund which enables capital goods such as tools, plant and factories, to be paid for, and therefore to be produced. Crucially, the money which they ‘use to spend or invest is constantly created and destroyed by the banking system for its own financial advantage’ (Douglas, 1924a).

Real credit is the ‘effective reserve of energy belonging to the community.’ Its administration has fallen to the banking system and financial institutions generally. Consequently the ‘creative energy of mankind’ becomes subject to artificial restrictions which bear no relationship to the realities of everyday existence’ (Douglas, 1919b). The potential real wealth of society is communal in origin and should therefore be subject to the control of the entire community. Financial credit is administered by the banking system ‘primarily for the purpose of private profit’ (Douglas, 1919b).

The Douglas/New Age texts note that banking originated as a private venture, observing that at the time the Bank of England remained a private institution. Nevertheless, the guild socialists did not consider that a politically controlled central bank would be truly independent of private banking interests. Just as state capitalism, i.e., a socialist government under the existing economic conditions would produce wage slavery as effectively as private capitalism, so too would state banking continue the status quo in terms of financial control over industrial policy. Hence Orage’s derision of the Labour Party, on its rejection of the Douglas/New Age scheme.” History has confirmed his judgment, but it is, however, important to remember the international campaign of the Bank for International Settlements in the 1980s to declare the independence from their governments of all central banks. Given what it had in the works, the world banking community clearly needs all the safeguards and secrecy it could get.”

Finance Rules the Rulers of Kingdoms

The creation of ‘financial credit’ ensures that ‘industry becomes mortgaged to the banking system’ (Douglas, 1924a). ‘Appreciation of the role of finance in initiating economic activity was noted in The National Guilds’ edited by Orage (1914) and originally printed as a series of articles by S.G. Hobson in the New Age in 1912-13. ‘A great financial network covers the world, operating on an informal but highly centralized basis. It rules the rulers of kingdoms.’

At this point, Hobson and Orage went no further than suggesting that the (industry-based) guilds would have to become their own bankers, working through a national clearing house.”

At this point Douglas formulated his “A+B theorem,” which focused on an aspect of financing production quite different from what economists and accountants had even considered.

 “In 1908 he had been in India in charge of Westinghouse’s interests in the East. One of those concerned the survey of a large district with a view to installing hydro-electric equipment. The prospects were good. On his return to Calcutta, however, it became clear that there was no money to proceed with the project. At the time labour was plentiful in India and the manufacturers in Great Britain were short of orders. Furthermore, prices for machinery at the time were very low indeed. Douglas recalled having been taken into the confidence of the Comptroller-General of India in Calcutta on the matter of ‘credit.’ He was told of the trouble he experienced with the Treasury officials at home in England, and with their departments in India, in regard to the extraordinary operations they undertook melting down rupees to deal with the exchange. This was done with regard to ‘what they called the quantity theory of money.’ The Comptroller-General concluded that ‘money and currency and the silver rupees, etc., have almost nothing to do with this situation. It almost entirely depends on credit. Silver and currency form only a very small part of financial operations. Douglas noted this for future reference.’

Some years later, before the outbreak of World War I, Douglas states he was employed by the British Government at home to design and ultimately construct a railway which runs underneath London from Paddington to Whitechapel. Despite the absence of physical or engineering problems and a plentiful supply of labour, the project could not be completed. Finance lay at the root of the problem. However, as soon as the war commenced, money was available for practically anything.

After ‘an interval’ Douglas ‘was sent down to Farnborough, to the Royal Aircraft Factory, in connection with a muddle into which the institution had got.’ Douglas concluded that the only way to ascertain how work was being allocated ‘was to go very carefully into the costing which took place.’ The existing costing system produced ‘admirable information about what happened three years and two months before, but that was not of any use to me.’ According to Douglas, he introduced very early computers – ‘tabulating machines’ used on the London and North Western Railway. Information was punched on to cards and the cards were put into the machine that processed them. One day it occurred to him that by the end of the week total wages and salaries were not equal to the value of the goods produced during the week. The fact of this happening in every factory across the land at the same period of time meant that the purchasing power distributed in the form of wages and salaries will not be sufficient during any week to buy the product unless extra money is being injected into the system each week.”

That was the origin and significance of the notorious A+B theorem. It was not enough to point out, as did many including myself, that the discrepancy was because many items produced both as intermediate goods as manufacturing parts, buildings, engineering projects would be useful over many years and would be financed until they were fully depreciated years later. That is exactly what he wished to free society from – dependence on the financial institutions. Hence he brought in the concept of a social dividend representing the contribution of society over generations in creating the institutions, the inventions, the scientific and technical discoveries that made the productive potential of our world possible. It would include, too, the unrewarded labour of slaves, the contribution of martyrs and prophets that made possible the social and legal framework for modern society and its productivity. That could be allotted to all citizens and it would fill the gap and free society from servitude to financial capital.

Instead of patenting scientific discoveries, even genes, for speculative investors to collect a rent on them, the social dividend would contribute to gear down the drive to maximization of the financial sector. It would encourage alternative life styles that would cultivate other goals than the consumption of highly promoted items of little or negative usefulness.

The contribution of Douglas-Orage to the incorporation of the non-market sectors of the economy – health, education, social security, the environment – is crucial. The power-grab of the banking system that Douglas and his associates identified almost a century ago, have come into a lethal flowering. In the long-overdue reassessment for what passes as economic science, their ideas will require careful attention. The Hutch­in­son-Burkitt book is mandatory for preparing ourselves for the task.

William Krehm

Wikipedia: William Krehm (November 23, 1913 – April 19, 2019) was a Canadian author, journalist, political activist and real estate developer. He was a prominent Trotskyist activist in the 1930s and went to Spain where he participated in the Spanish Civil War. In the 1980s he co-founded the Committee on Monetary and Economic Reform (COMER) and continued as the group's principal leader until his death in April 2019 at the age of 105.[1][2] Read more on Wikipedia...