Newtown

Discussion Details

The presentation began by quoting some unbelievable examples of compensation:

1. A teacher who won £55,000  because she stepped on a chip.
2. The parents of a Girl Guide who won £3,500 after singeing her fingers while cooking      sausages.
3. The prisoner who successfully sued the government while trying to escape.

It seems there are too many 'rights' - with no mention of responsibilities.  The 'rights' culture is now so deeply rooted in our society that we have lost all common sense about the relations of individuals to each other and to the state.

It is at local level that compensation is most damaging.  In the public sector there has been a huge increase in the number of claims against schools and hospitals.  In the private sector, there has been a huge rise in applications to employment tribunals - claims of discrimination or unfair dismissal.  According to the Institute of Actuaries, compensation costs businesses more than £10 billion per annum, and rising each year.

The incorporation of the European Convention on Human Rights is to blame.  Britain's Supreme Court has warned that if the Strasbourg ruling is not quashed, many guilty defendants will go free.  This places the human rights of prisoners ahead of their victims.

Following the presentation, there were a number of questions:

How did peoples' rights come to dominate our society?

Crime pays - doesn't it?

Has the government not realised that, in the public sector, extra costs incurred need not seem the problem that they are. The taxpayer will pay.  There is a very different situation in the private sector.

Do we accept that we must become a 'no frills' society, and that we must prepare to be a poorer country?

It was agreed that none of us felt confident that we had all the answers to these questions.

The aim was to consider what legacy we are going to leave for our children and grandchildren. What will life offer them compared with the privileges and opportunities available to us? In the available time (1.5 hours) we confronted the following questions:

1. Is the world a better place now, than in our young days? 
2. Are we still a Christian country?
3. Climate change, are we responsible?
4. H.I.V. There are 83,000 people who have contracted this in Britain. This applies to 20/24 year olds. How can this         problem be tackled?
5. Teenage pregnancy – ours is the highest rate in Europe. What can be done?
6. Anti-social behaviour. Teenage gangs pose a serious problem. Can marked improvements be achieved?
7. We are in an electronic age. Good or bad?
8. Education. How can we improve what is at present on offer? 36% leave school with no qualification.
9. Health. Our NHS system becomes more and more expensive. Does this mean it is improving?
10. Further education. Have we too many students? Is the increase in fees likely to reduce the number of applications?
11. Feeding the world. How can we grow more food in order to cope with a rising population?
12. Volunteering. Many events and services are due to voluntary services. Will our regulations discourage some of them? 13. Service in the Armed Forces. Would young people benefit?

 In the discussion that followed, we could not give adequate time to all the questions. Here are our conclusions: 

1. We are, on the whole, happier because living conditions are better for the majority. Against this we have serious social problems which give rise to unhappiness for some.
2. Yes, we will leave Britain a better place to live in. 
3. Climate change is a subject which has caused much scepticism. For many, the jury is still out.
4. H.I.V. At best we might manage to contain it. However, it is due to a life-style which will probably continue.
5. Teenage pregnancy. A very serious problem – especially for Britain, which has the highest rate in Europe. Very difficult to see how we can combat the life-style which creates the problem. 
6. Anti-social behaviour. We can hope to achieve some improvement by confronting bad parenting and an ineffective police force. 
7. The electronic age has completely transformed our lives. Unfortunately, it has increased pressure in the workplace. There is the problem of addiction to computers at home. The internet certainly has a downside. Perhaps this is the price we must pay to enjoy the remarkable advantages.
8. Education. We must allow our head teachers more authority. Bad parenting must be addressed. 
9. Health. Our NHS system becomes more and more expensive. But, without doubt, the services available are much improved. 
10. Further education. We may well have too many going to university. More recognition that the majority of young people are more practical than academic. Bring back apprenticeships and consider whether there is a case for some young people to leave school at fourteen. The increase in university fees will reduce the number of applicants. 
11. Feeding the world. A very serious problem. Due to the ever-increasing global population, we must be able to grow more food – some must be grown in difficult climates. G.MN. crops must be exploited.
12. Volunteers. Without them, many worthwhile causes and events would not happen. Recent rules which include vetting may well be discouraged some willing people.
13. Service in the Armed Forces. Perhaps this would benefit some young people – especially those with inadequate guidance at home.

 In conclusion, it must be said that some of the problems are so complex that we could not, with any confidence, offer any solution. Despite this, it was felt that the legacy we will leave to our children and grandchildren will represent some improvement over that which our forefathers were able to do.

A recent memo purloined from Prince Charles made the accurate observation that 'child-centred' education, by encouraging false expectations and discouraging effort, seriously hampers the one who receives it.  University teachers know this.

Recently we have witnessed egalitarian propaganda which denies that the acquisition of knowledge requires both aptitude and work.   This denial does not recognise that education is an end in itself.  Bit it also is a means to social advancement.  There can be no social advancement without a social hierarchy.  If we aim for a society of equals, there is neither success nor failure.  Our children should be made aware that in our society there has to be loss and gain, but by work to develop their particular talent, social mobility can take place, and they can advance socially.

 It is disappointing that our leading politicians have ignored the value of grammar schools.  They have done much to enable someone from a working-class environment to rise 'above his station' and to find a whole new world waiting.

 The Prince's Trust does what grammar schools do - namely to provide young people with the opportunity to develop their talents and to reap the full reward for their work.  This should be the aim of any government.  We must not overlook the need for suitable schools other than those which value academic excellence.

 The outlook for many young people is uncertain.  The vital matter of self-esteem comes through a sense of being right with others and deserving their self-esteem, which, in turn depends upon fulfilling the duties of one's station, and it is the duty of our politicians to give everyone an opportunity to attain it.

The presentation began by suggesting that there was a general dissatisfaction with the management of our finances and that our present plight was, in part, due to this.

The number one concern, it was emphasised, must be the economy.  We are bankrupt and borrowing huge sums of money which may never be repaid in full.  The interest payments alone amounted to many billions.

Unsurprisingly, the problem of everincreasing immigration came up.  It was pointed out that the UKIP proposal to freeze entry of all immigrants for five years was necessary in order to prevent further strains on our economy, and to prevent any increase in out population.

Another serious problem was the matter of bureaucracy, red tape and too many regulations.  For example, teachers were bogged down and, therefore, had less time to teach.  Head teachers should have more authority.  The police were also swamped with too much paperwork.

We were then reminded of our youth culture which saw excessive consumption of alcohol.  It was clear that prices in supermarkets must be raised so that young people would not consume much prior to visiting pubs and clubs.

 Finally, the presentation referred to Trident.  It was pointed out that a nuclear deterrent was no longer necessary.  We could not afford £100 billion over 5 years.  It was up to the military to decide.

 The discussion which followed agreed with the presenter on a number of points:  we were in the most serious economic situation since World War II; our teachers needed more authority, and the need to combat the problem of youth culture.

 With regard to economising on defence, it was considered that the fate of Trident was, after consultation with the military, in the hands of the politicians.

 It was agreed that many unpopular decisions have to be made, and it may take a coalition in order to have a workable majority.  Coalitions were born out of necessity.   Such an arrangement could well suit us.

• Have we too many rights?
• What outward display of one's faith is acceptable?
• Are there any circumstances where it would be justifiable to insert a no-strike clause in the terms of employment?