Controversial new research suggests SARS-CoV-2 bears signs of genetic engineering

The claim has yet to be peer-reviewed writes The Economist

Oct 22nd 2022

Astring of about 30,000 genetic letters were all that it took to start the nightmare of covid-19, the death toll from which is likely to be more than 20m. Exactly how this story began has been hotly contested. Many think that covid-19’s emergence was a zoonosis—a spillover, as so many new pathogens are, from wild animals, for it resembles a group of coronaviruses found in bats. Others have pointed to the enthusiastic coronavirus engineering going on in laboratories around the world, but particularly in Wuhan—the Chinese city where the virus was first identified. In February 2021 a team of scientists assembled by the World Health Organisation (who) to visit Wuhan said a laboratory leak was extremely unlikely. However, this conclusion was subsequently challenged by the who’s boss, who said ruling out this theory was premature.

Two recent publications appear to have bolstered the case for a natural origin connected to a “wet market” in Wuhan. These markets sell live animals, often housed in poor conditions, and are known to be sites where new pathogens jump from animal to human. Early cases of covid-19 clustered around this market. But critics counter that there are so many missing data about the epidemic’s initial days that this portrait may be inaccurate.

The opposing idea of a leak from a laboratory is not implausible. The accidental escape of viruses from labs is more common than many people realise. The flu epidemic of 1977 is thought to have started this way. But an escaped virus does not imply an engineered virus. Virology labs are also full of the unengineered sort.

Research such as that done in Wuhan offers a number of ways for a virus to leak out. A researcher on a field trip could have picked it up in the wild and then returned to Wuhan, and so spread it to others there. Or someone might have been infected with a wild-collected virus in the laboratory itself. But some argue that sars-cov-2 could have been assembled in a laboratory from other viruses that were already to hand, and then leaked out.

Into this fray comes an analysis from an unlikely source. Alex Washburne is a mathematical biologist who runs Selva, a small startup in microbiome science based in New York. He is an outsider, although he has worked in the past on virological modelling as a researcher at Montana State University. For this study, Dr Washburne collaborated with two other scientists. One is Antonius VanDongen, an associate professor of pharmacology at Duke University, in North Carolina. The other, Valentin Bruttel, is a molecular immunologist at the University of Würzburg, Germany. Dr Washburne and Dr VanDongen have been active proponents of an investigation into the lab-leak theory.

The trio base their claim on a novel method of detecting plausibly lab-engineered viruses. Their analysis, published on October 20th on bioRxiv, a preprint server, suggests sars-cov-2 has some genomic features that they say would appear if the virus had been stitched together by some form of genetic engineering. By examining how many of these putative stitching sites sars-cov-2 has, and how relatively short these pieces are, they attempt to assess how much the virus resembles others found in nature.

They start from the presumption that creating a genome as long as that of sars-cov-2 would mean combining shorter fragments of existing viruses together. For a coronavirus genome assembly they say an ideal arrangement would be to use between five and eight fragments, all under 8,000 letters long. Such fragments are created using restriction enzymes. These are molecular scissors which cut genomic material at particular sequences of genetic letters. If a genome does not have such restriction sites in opportune places, researchers typically create new ones of their own.

They argue that the distribution of restriction sites for two popular restriction enzymes—BsaI and BsmBI—are “anomalous” in the sars-cov-2 genome. And the length of the longest fragment is far shorter than would be expected. They determined this by taking 70 disparate coronavirus genomes (not including sars-cov-2) and cutting them into pieces with 214 commonly used restriction enzymes. From the resulting collection, they were able to work out the expected lengths of fragments when coronaviruses are cut into varying numbers of pieces.

The paper, which as a preprint has received no formal peer review, and which has not been accepted for publication in a journal, will be picked apart in the coming days—as well it should be, for this is the way that science works. Early reactions, though, have been deeply divided. Francois Balloux, a professor of computational systems biology at University College London, said he found the results intriguing. “Contrary to many of my colleagues, I couldn’t identify any fatal flaw in the reasoning and methodology. The distribution of BsaI/BsmBI restriction sites in sars-cov-2 is atypical”. Dr Balloux said these needed to be assessed in good faith. But Edward Holmes, an evolutionary biologist and virologist at the University of Sydney, said that every one of the features identified by the paper was natural and already found in other bat viruses. If someone were engineering a virus they would undoubtedly introduce some new ones. He added, “there are a whole range of technical reasons why this is complete nonsense.”

Sylvestre Marillonnet, an expert in synthetic biology at the Leibniz Institute for Plant Biochemistry, in Germany, agreed that the number and distribution of these restriction sites did not look quite random, and that the number of silent mutations found in these sites did suggest that sars-cov-2 might have been engineered. (Silent mutations are a result of engineers wanting to make changes in a sequence of genetic material without making changes to the proteins encoded by that sequence.) But Dr Marillonnet also said that there are arguments against this hypothesis. One of them is the tiny length of one of the six fragments, something that “does not seem logical to me”.

The other point Dr Marillonnet makes is that it is not necessary for the restriction sites to have been present in the final sequence. “Why would people introduce and leave sites in the genome when it is not needed?” he wondered. Previous arguments in support of the possibility of a lab leak have stressed that a manipulated virus would not need to have any such tell-tales. However, Justin Kinney, a professor at Cold Spring Harbor Laboratory, in New York, said that researchers have created coronaviruses before and left such sites in the genome. He said the genetic signature indicates a virus ready for further experiments and said it needed to be taken seriously, but warned the paper needed rigorous peer review.

Erik van Nimwegen, from the University of Basel, says there are only small scraps of information and it is “hard to pull anything definitive out of that”. He adds, “one cannot really exclude at all that such a constellation of sites may have occurred by chance”. The authors of the paper concede this is the case. Kristian Andersen, a professor of immunology and microbiology, at the Scripps Research Institute in La Jolla, California, described the pattern, on Twitter, as “random noise”.

Any conclusion that sars-cov-2 was engineered will be hotly contested. China denies the virus came from a Chinese lab, and has asked for investigations into whether it may have originated in America. Dr Washburne and his colleagues say their predictions are testable. If a progenitor genome to sars-cov-2 is found in the wild with restriction sites that are the same, or intermediate, it would raise the chances that this pattern evolved by chance.

Any widely supported conclusion that the virus was genetically engineered would have profound ramifications, both political and scientific. It would put in a new light the behaviour of the Chinese government in the early days of the outbreak, particularly its reluctance to share epidemiological data from those days. It would also raise questions about what was known, when, and by whom about the presumably accidental escape of an engineered virus. For now, this is a first draft of science, and needs to be treated as such. But the scrutineers are already at work.

John J. Mearsheimer, “The False Promise of Liberal Hegemony”

 

Boeing's travails show what's wrong with modern capitalism

Matt Stoller in The Guardian

The plight of Boeing shows the perils of modern capitalism. The corporation is a wounded giant. Much of its productive capacity has been mothballed following two crashes in six months of the 737 Max, the firm’s flagship product: the result of safety problems Boeing hid from regulators.

Just a year ago Boeing appeared unstoppable. In 2018, the company delivered more aircraft than its rival Airbus, with revenue hitting $100bn. It was also a cash machine, shedding 20% of its workforce since 2012 while funneling $43bn into stock buybacks in roughly the same period. Boeing’s board rewarded its CEO, Dennis Muilenburg, lavishly, paying him $23m in 2018, up 27% from the year before.

There was only one problem. The company was losing its ability to make safe airplanes. As Scott Hamilton, an aerospace analyst and editor of Leeham News and Analysis, puts it: “Boeing Commercial Airplanes clearly has a systemic problem in designing, producing and delivering airplanes.”

Something is wrong with today’s version of capitalism. It’s not just that it’s unfair. It’s that it’s no longer capable of delivering products that work. The root cause is the generation of high and persistent profits, to the exclusion of production. We have let financiers take over our corporations. They monopolize industries and then loot the corporations they run.

The executive team at Boeing is quite skilled – just at generating cash, rather than as engineers. Boeing’s competitive advantage centered on politics, not planes. The corporation is now a political machine with a side business making aerospace and defense products. Boeing’s general counsel, former judge Michael Luttig, is the former boss of the FBI director, Christopher Wray, whose agents are investigating potential criminal activity at the company. Luttig is so well connected in high-level legal circles he served as a groomsman for the supreme court chief justice, John Roberts.

The company’s board members also include Nikki Haley, until recently the United Nations ambassador, former Nato supreme allied commander Edmund PGiambastiani Jr, former AIG CEO Edward M Liddy, and a host of former political officials and private equity icons.

Boeing used its political connections to monopolize the American aerospace industry and corrupt its regulators. In the 1990s, Boeing and McDonnell Douglas merged, leaving America with just one major producer of civilian aircraft. Before this merger, when there was a competitive market, Boeing was a wonderful company. As journalist Jerry Useem put it just 20 years ago, “Boeing has always been less a business than an association of engineers devoted to building amazing flying machines.”


High profits masked the collapse in productive skill until the crashes of the 737 Max

But after the merger, the engineers lost power to the financiers. Boeing could increase prices, lay off workers, reduce quality and spend its cash buying back stock.

And no one could do anything about it. Customers and suppliers no longer had any alternative to Boeing, and Boeing corrupted officials in both parties who were supposed to regulate it. High profits masked the collapse in productive skill until the crashes of the 737 Max.

Boeing’s inability to make good safe airplanes is a clear weakness. It is, after all, an airplane aerospace company. But because Boeing is America’s only commercial airplane company, the crisis is rippling across the economy. Michael O’Leary, CEO of Ryanair, which ordered 58 737 Max planes, says his company cannot grow as planned until Boeing, “gets its shit together”. Contractors and subcontractors slowed production of parts for the airplane, and airline customers scrambled to address shortages of airplanes.

Far from being an anomaly, Boeing is the norm in the corporate world across the west. In 2016, the Economist noted that profits across the corporate sector were high and persistent, a function of a lack of competition across swaths of the economy. If corporations don’t have to compete, they can raise prices to buyers, lower what they pay to suppliers and workers, and reduce quality.

High profits result in sloth and corruption. Many of our industrial goliaths are now run in ways that are fundamentally destructive. General Electric, for instance, was once a jewel of American productive capacity, a corporation created out of George Westinghouse and Thomas Edison’s patents for electric systems. Edison helped invent the lightbulb itself, brightening the world. Today, as a result of decisions made by Jack Welch in the 1990s to juice profit returns, GE slaps its label on lightbulbs made in China. Even worse, if investigator Harry Markopoulos is right, General Electric may in fact be riddled with accounting fraud, a once great productive institution strip-mined by financiers.

These are not the natural, inevitable results of capitalism. Boeing and GE were once great companies, working in capitalist open markets.

So what went wrong? In short, the law. In the 1970s, a host of thinkers on the right and left – from Milton Friedman to George Stigler to Alfred Kahn to the current liberal supreme court justice Stephen Breyer – argued that policymakers should take restraints off capital and get rid of anti-monopoly rules. They used many terms to make this case, including deregulation, cost/benefit analysis, and the consumer welfare standard in antitrust law. They embraced the shareholder theory of capitalism, which emphasizes short-term profits. What followed was a radical consolidation of market power, and then systemic looting. 

Today, high profit margins are a pervasive and corrupting influence across the government and corporate sectors. Private equity firms moved capital from corporations and workers to themselves, destroying once healthy retailers like RadioShack, Toys R Us, Payless and K-Mart.

The disease of inefficiency and graft has spread to the government. In 1992, Harvard Professor Ash Carter, who later become the secretary of defense under Obama, wrote that the Pentagon was too difficult to do business with. “The most straightforward step” to address this, he wrote, “would be to raise the profit margins allowed on defense contracts.” The following year Prof Carter was appointed assistant secretary of defense for international security policy in the first Clinton administration, which followed his advice.

Earlier this year, the defense department found that one defense contractor run by private equity executives had profit margins of up to 4,451% on spare parts it sold to the military. Consulting giant McKinsey was recently caught trying to charge the government $3m a year for the services of a recent college graduate.

The ultimate result of concentrating wealth and corrupting government is to concentrate power in the hands of a few. We’ve been here before. In the 1930s, fascists in Italy and Germany were gaining strength, as were communists in the Russia. Meanwhile, leaders in liberal democracies were confronted by a frightened populace losing faith in democracy. American political leaders were able to take on domestic money lords with a radical antitrust campaign to break the power of the plutocrats. Today we are in a similar situation, with autocrats making an increasingly persuasive case that liberal democracy is weak.

The solution to this political crisis is fairly simple, and it involves two basic principles. One, policymakers have to increase competition for large powerful companies, to bring profits down. Executives should spend their time competing with each other to build quality products, not finding ways of attracting former generals, or administration officials to their board of directors. Two, policymakers should raise taxes on wealth and high incomes to radically reduce the concentration of wealth, which will make looting irrational.

Our system is no longer aligning rewards with productive skill. Despite the 737 Max crisis, Boeing’s stock price is still twice as high as in July 2015, when Muilenburg took over as CEO. That right there is what is broken about modern capitalism. We had better fix it fast.

In an age of robots, schools are teaching our children to be redundant

Illustration by Andrzej Krauze


GeorgeMonbiot in The Guardian


In the future, if you want a job, you must be as unlike a machine as possible: creative, critical and socially skilled. So why are children being taught to behave like machines?

Children learn best when teaching aligns with their natural exuberance, energy and curiosity. So why are they dragooned into rows and made to sit still while they are stuffed with facts?

We succeed in adulthood through collaboration. So why is collaboration in tests and exams called cheating?

Governments claim to want to reduce the number of children being excluded from school. So why are their curriculums and tests so narrow that they alienate any child whose mind does not work in a particular way?

The best teachers use their character, creativity and inspiration to trigger children’s instinct to learn. So why are character, creativity and inspiration suppressed by a stifling regime of micromanagement?

There is, as Graham Brown-Martin explains in his book Learning {Re}imagined, a common reason for these perversities. Our schools were designed to produce the workforce required by 19th-century factories. The desired product was workers who would sit silently at their benches all day, behaving identically, to produce identical products, submitting to punishment if they failed to achieve the requisite standards. Collaboration and critical thinking were just what the factory owners wished to discourage.

As far as relevance and utility are concerned, we might as well train children to operate a spinning jenny. Our schools teach skills that are not only redundant but counter-productive. Our children suffer this life-defying, dehumanising system for nothing.


At present we are stuck with the social engineering of an industrial workforce in a post-industrial era

The less relevant the system becomes, the harder the rules must be enforced, and the greater the stress they inflict. One school’s current advertisement in the Times Educational Supplement asks: “Do you like order and discipline? Do you believe in children being obedient every time? … If you do, then the role of detention director could be for you.” Yes, many schools have discipline problems. But is it surprising when children, bursting with energy and excitement, are confined to the spot like battery chickens?

Teachers are now leaving the profession in droves, their training wasted and their careers destroyed by overwork and a spirit-crushing regime of standardisation, testing and top-down control. The less autonomy they are granted, the more they are blamed for the failures of the system. A major recruitment crisis beckons, especially in crucial subjects such as physics and design and technology. This is what governments call efficiency.

Any attempt to change the system, to equip children for the likely demands of the 21st century, rather than those of the 19th, is demonised by governments and newspapers as “social engineering”. Well, of course it is. All teaching is social engineering. At present we are stuck with the social engineering of an industrial workforce in a post-industrial era. Under Donald Trump’s education secretary, Betsy DeVos, and a nostalgic government in Britain, it’s likely only to become worse.

When they are allowed to apply their natural creativity and curiosity, children love learning. They learn to walk, to talk, to eat and to play spontaneously, by watching and experimenting. Then they get to school, and we suppress this instinct by sitting them down, force-feeding them with inert facts and testing the life out of them.

There is no single system for teaching children well, but the best ones have this in common: they open up rich worlds that children can explore in their own ways, developing their interests with help rather than indoctrination. For example, the Essa academy in Bolton gives every pupil an iPad, on which they create projects, share material with their teachers and each other, and can contact their teachers with questions about their homework. By reducing their routine tasks, this system enables teachers to give the children individual help.

Other schools have gone in the opposite direction, taking children outdoors and using the natural world to engage their interests and develop their mental and physical capacities (the Forest School movement promotes this method). But it’s not a matter of high-tech or low-tech; the point is that the world a child enters is rich and diverse enough to ignite their curiosity, and allow them to discover a way of learning that best reflects their character and skills.

There are plenty of teaching programmes designed to work with children, not against them. For example, the Mantle of the Expert encourages them to form teams of inquiry, solving an imaginary task – such as running a container port, excavating a tomb or rescuing people from a disaster – that cuts across traditional subject boundaries. A similar approach, called Quest to Learn, is based on the way children teach themselves to play games. To solve the complex tasks they’re given, they need to acquire plenty of information and skills. They do it with the excitement and tenacity of gamers.

No grammar schools, lots of play: the secrets of Europe’s top education system



The Reggio Emilia approach, developed in Italy, allows children to develop their own curriculum, based on what interests them most, opening up the subjects they encounter along the way with the help of their teachers. Ashoka Changemaker schools treat empathy as “a foundational skill on a par with reading and math”, and use it to develop the kind of open, fluid collaboration that, they believe, will be the 21st century’s key skill.

The first multi-racial school in South Africa, Woodmead, developed a fully democratic method of teaching, whose rules and discipline were overseen by a student council. Its integrated studies programme, like the new system in Finland, junked traditional subjects in favour of the students’ explorations of themes, such as gold, or relationships, or the ocean. Among its alumni are some of South Africa’s foremost thinkers, politicians and businesspeople.

In countries such as Britain and the United States, such programmes succeed despite the system, not because of it. Had these governments set out to ensure that children find learning difficult and painful, they could not have done a better job. Yes, let’s have some social engineering. Let’s engineer our children out of the factory and into the real world.

Back from the enemy country

Pervez Hoodbhoy in The Dawn

RARELY are Pakistanis allowed to cross their eastern border. We are told that’s so because on the other side is the enemy. Visa restrictions ensure that only the slightest trickle of people flows in either direction. Hence ordinary academics like me rarely get to interact with their Indian counterparts. But an invitation to speak at the Hyderabad Literary Festival, and the fortuitous grant of a four-city non-police reporting visa, led to my 11-day 12-lecture marathon at Indian universities, colleges, and various public places. This unusual situation leads me here to share sundry observations.

At first blush, it seemed I hadn’t travelled far at all. My first public colloquium was delivered in Urdu at the Maulana Azad National Urdu University (MANUU) in Hyderabad. With most females in burqa, and most young men bearing beards, MANUU is more conservative in appearance than any Urdu university (there are several) on the Pakistani side.

Established in 1998, it seeks to “promote and develop the Urdu language and to impart education and training in vocational and technical subjects”. Relative to its Pakistani counterparts, it is better endowed in terms of land, infrastructure and resources.

But there’s a still bigger difference: this university’s students are largely graduates of Indian madressahs while almost all university students in Pakistan come from secular schools. Thus, MANUU’s development of video “bridge courses” in Urdu must be considered as a significant effort to teach English and certain marketable skills to those with only religious training. I am not aware of any comparable programme in Pakistan. Shouldn’t we over here be asking how the surging output of Pakistani madressahs is to be handled? Why have we abandoned efforts to help those for whom secular schooling was never a choice? 

To my embarrassment, I was unable to fulfil my host’s request to recommend good introductory textbooks in Urdu from Pakistan. But how could I? Such books don’t exist and probably never will. Although I give science lectures as often in Urdu as English, the books I use are only in English. Somehow Pakistan never summoned the necessary vigour for transplanting modern ideas into Urdu. The impetus for this has been lost forever. Urdu, as the language of Islam in undivided India, once had enormous political significance. Education in Urdu was demanded by the Muslim League as a reason for wanting Pakistan!

A little down the road lies a different world. At the Indian Institute of Information Technology (IIIT) the best and brightest of India’s young, selected after cut-throat competition, are engaged in a furious race to the top. IIIT-H boasts that its fresh graduates have recently been snapped up with fantastic Rs1.5 crore (Indian) salaries by corporate entities such as Google and Facebook.

This face of modern India is equally visible at the various Indian Institutes of Technology (IIT), whose numbers have exploded from four to 18. They are the showpieces of Indian higher education. I spoke at three — Bombay, Gandhinagar, and Delhi — and was not disappointed. But some Indian academics feel otherwise.

Engineering education at the IITs, says Prof Raghubir Sahran of IIT-GN, has remained “mainly mimetic of foreign models (like MIT) and captive to the demands of the market and corporate agendas”. My physicist friend, Prof Deshdeep Sahdev, agrees. He left IIT-K to start his own company that now competes with Hewlett Packard in making tunnelling electron microscopes and says IIT students are strongly drill-oriented, not innovative.

Still, even if the IITs are not top class, they are certainly good. Why has Pakistan failed in making its own version of the IITs? One essential condition is openness to the world of ideas. This mandates the physical presence of foreign visitors.

Indeed, on Indian campuses one sees a large number of foreigners — American, European, Japanese, and Chinese.

They come for short visits as well as long stays, enriching universities and research centres.

Not so in Pakistan where foreigners are a rarity, to be regarded with suspicion. For example, at the National Centre for Physics, which is nominally a part of Quaid-i-Azam University but is actually ‘owned’ by the Strategic Plans Division (the custodian of Pakistan’s nuclear weapons), academic visitors are so tightly restricted that they seek to flee their jails soon after arrival.

Those who came from Canada, Turkey and Iran to a recent conference at the NCP protested in writing and privately told us that they would never want to come back.

Tensions between secular and religious forces appear high in Modi’s India. Although an outsider cannot accurately judge the extent, I saw sparks fly when Nayantara Sahgal, the celebrated novelist who was the first of 35 Indian intellectuals to hand back their government awards, shared the stage with the governor of Andhra Pradesh and Telangana. After she spoke on the threats to writers, the murder of three Indian rationalists, and the lynching of a Muslim man falsely accused of possessing beef, the enraged governor threw aside his prepared speech and excoriated her for siding with terrorists.

Hindutva ideology has put the ‘scientific temper’ of Nehruvian times under visible stress. My presentations on science and rationality sometimes resulted in a number of polite, but obviously unfriendly, comments from the audience.

Legitimate cultural pride over path-breaking achievements of ancient Hindu scholars is being seamlessly mixed with pseudoscience. Shockingly, an invited paper at the recent Indian Science Congress claimed that Lord Shiva was the world’s greatest environmentalist. Another delegate blew on a ‘conch’ shell for a full two minutes because it would exercise the rectal muscles of Congress delegates!

Pakistan and India may be moving along divergent paths of development but their commonalities are becoming more accentuated as well. Engaging with the other is vital — and certainly possible.

Although I sometimes took unpopular political positions at no point did I, as a Pakistani, experience hostility. The mature response of both governments to the Pathankot attack gives hope that Pakistan and India might yet learn to live with each other as normal neighbours. This in spite of the awful reality that terrorism is here to stay.

State or private? Painful school choice that still fuels inequality in Britain

Will Hutton in The Guardian

 

Locals and Harrow boys meet outside Lord’s at the 1937 Eton v Harrow cricket match. Photograph: Jimmy Sime/Getty Images
 

I remember vividly one harrowing night at the end of the school summer term 23 years ago. My nine-year-old daughter was inconsolable. All her friends were leaving her very good state school to be placed by their parents in various private schools in the Oxford area. She cried at her loss. My wife cried. Her younger sister cried, because her sister and mother were crying. The house was drenched in tears. We were living the continuing divisive disaster that is the British education system, the most socially engineered to advantage privilege in the world.

At the playground swings a few days earlier, I had overheard a group of mothers explaining to one another why they were going private. The state schools weren’t challenging enough for exceptional children like their own and the comprehensive was only just recovering from a reorganisation. They just weren’t prepared to take the risk. Best of all, their daughters could continue their friendships and mix with other children like them.

I remember thinking that the local comprehensive didn’t deserve such criticism; it got an exceptional proportion of its students to university. But it was part of the national conversation that there was little good in state education, dominated, as it was, by trade unions, trendy teaching methods, an ideology that all should have prizes and a general lack of commitment to excellence. Two years later, Chris Woodhead was appointed chief inspector of schools. The language and attitudes of those mothers at the swings suddenly became the lingua franca of the man charged with improving our schools.

His death last week was the trigger for another outpouring of brave-Chris-the-man-who-said-it-like-it-should-be-said pieces, admiring his honesty in declaring that there were 15,000 teachers who should be sacked, his excoriation of soft teaching methods and praise of his insistence that kids needed to acquire both skills and knowledge for knowledge’s sake. His target was the “blob”, the educational establishment identified by former education secretary Michael Gove, who defend “collectivist” public education and the mediocrity of the status quo. The consensus was that we need yet more of that energy now to mount the ongoing fight against the liberal/left blob still defending the indefensible.

Except there has been a quiet revolution taking place in our state schools, especially primary schools, which would be hard to imagine if the blob really was as effective in sustaining mediocrity as its critics say. The inconvenient truth is that the state school system is in the round good and improving. Sir Michael Wilshaw, who enraged so many educationalists by insisting when he took the job as chief inspector of schools that he would tolerate no excuses for failure, now declares that after 7,000 school inspections over the last year, 82% of primary schools and 71% of secondary schools are good or outstanding.

Governance is better; leadership is better; incentives are better; teachers are better motivated; trade unions support higher standards; academies are working; even initiatives such as Teach First are making a measurable difference. Indeed, a recent Sutton Trust report found that there are now 11,000 ex-Oxbridge teachers in the state sector, having doubled since 2003. Young men and women, as I know from my college in Oxford, want to make a difference to society rather than teach the already privileged. In some parts of the country, there has been something of a revolution. London now outperforms the rest of the country in GCSE and A-level results, a legacy of the last Labour government melding a Woodheadian commitment to academic rigour with more collectivist money and encouraging and rewarding better leadership. A generation of education reform has worked.

Yet I have no doubt that there are groups of middle-class mothers at playgrounds still shaking their heads at the well-publicised problems of the state system – despite its improvement. They need state schools to be crap to justify what would otherwise be an obvious attempt to advantage their own children over others and embrace the social apartheid of private education. The centre-right press ensures that every failing is magnified, every success under-reported. Wilshaw, complain centre-right commentators, has gone rogue. Doesn’t he know that state school teachers are unionised second-raters who don’t understand the importance of literacy and numeracy and who put up with disruptive classes? Ofsted should be abolished and the state school system dismantled into a system of free schools removed from all forms of suffocating public influence. Indeed, with the government pledged to create another 500 on top of 400 already created, the free school movement is well entrenched.

Which, as it grows, will become a disaster. The derided blob has always had one aim: to offer the best education for all. It probably did over-emphasise comprehensiveness over excellence in the 1970s and 80s, but those days are long gone. Today’s left/right blend of commitment to universality, less bad funding, rigour and leadership has worked. The danger is that the government is going to kill that alchemy and by rolling back universality, publicness and, crucially, the funding so crucial to recent success, further worsen the dreadful inequalities besetting education and wider society. But from their point of view, who cares? The casualties of this process don’t vote Tory anyway. Their constituency is the opters-out, private and public; 48% of Tory MPs are privately educated.

Opting out is the process that fuels inequality, still the hallmark of our education system. The Sutton Trust found that despite the recent improvement, children from the richer fifth of neighbourhoods are nine times more likely to go to a good university than the fifth from the poorest. Inequality defines life chances. Part of the explanation is private schools: part that socioeconomic background is crucial to family stability; and part that free schools and academies are disproportionately represented in richer areas. If we want a society in which the mass flourishes, then fragmenting our system into one built on autonomy, opting out and individualism – cementing inequalities – is precisely the wrong direction of travel.

Anthony Seldon, outgoing headmaster of Wellington College, complains of the narcissism of so many parents – videoing, rather than watching, school plays and rarely turning up for parents’ evenings. But that is where the values of libertarian conservatism leads. Looking back, my wife and I felt that parents like us should stand by the universal system; our daughter did well and many of her friends at the time, whose parents believed in their exceptionalism, have had unhappy lives. It would have been so much better if those children had been allowed to stick together in a system that spelled out their togetherness while teaching them with rigour. The English tragedy is that we will never get there.

Closed shop at the top in deeply elitist Britain, says study

Elitism so embedded in Britain that it could be called social engineering, social mobility commission concludes

• Andrew Sparrow, political correspondent
• The Guardian, Thursday 28 August 2014

Eton College. Photograph: Graeme Robertson/Getty Images

Britain is "deeply elitist" because people educated at public school and Oxbridge have in effect created a "closed shop at the top", according to a government report published on Thursday.

The Social Mobility and Child Poverty Commission said its study of the social background of those "running Britain" was the most detailed of its kind ever undertaken and showed that elitism was so embedded in Britain "that it could be called 'social engineering'".

Alan Milburn, the Labour former cabinet minister who chairs the commission, said that, as well as being unfair, this situation was unacceptable because "locking out a diversity of talents and experiences makes Britain's leading institutions less informed, less representative and, ultimately, less credible than they should be".

The commission's 76-page report mostly focuses on analysis, but it does include recommendations, saying government, schools, universities, employers and even parents all need to play their part in promoting social diversity.

Looking at the background of more than 4,000 people filling jobs at the top of government, the civil service, the judiciary, the media, business and the creative industries, the commission investigated where they went to school, on the grounds that going to a private school is reasonably indicative of a wealthy background.

Only 7% of members of the public attended a private school. But 71% of senior judges, 62% of senior officers in the armed forces, 55% of permanent secretaries in Whitehall, 53% of senior diplomats, 50% of members of the House of Lords and 45% of public body chairs did so.

So too did 44% of people on the Sunday Times Rich List, 43% of newspaper columnists, 36% of cabinet ministers, 33% of MPs, 26% of BBC executives and 22% of shadow cabinet ministers.

Oxbridge graduates also have a stranglehold on top jobs. They comprise less than 1% of the public as a whole, but 75% of senior judges, 59% of cabinet ministers, 57% of permanent secretaries, 50% of diplomats, 47% of newspaper columnists, 44% of public body chairs, 38% of members of the House of Lords, 33% of BBC executives, 33% of shadow cabinet ministers, 24% of MPs and 12% of those on the Sunday Times Rich List.

The report says the judiciary is the most privileged professional group. About 14% of judges attended one of just five independent schools (Eton, Westminster, Radley, Charterhouse and St Paul's Boys).

And senior armed forces officers are the second most exclusive group, the report says. Some 62% of them went to a private school, and only 7% attended a comprehensive.

Milburn said that having such little diversity at the top of society was "not a recipe for a healthy democratic society".

He explained: "Where institutions rely on too narrow a range of people from too narrow a range of backgrounds with too narrow a range of experiences, they risk behaving in ways and focusing on issues that are of salience only to a minority but not the majority in society."

Tristram Hunt, the shadow education secretary, said the report showed the coalition was failing on social mobility. "Under the Tories, the attainment gap between disadvantaged children and the rest is increasing, millions of hardworking people are seeing their living standards go backwards and child poverty is set to increase," he said.

Was Isaac Newton A 9/11 Conspiracy Theorist?

By Robin Davis

11 September, 2011
Countercurrents.org

Strange isn't it? To be labelled a 9/11 "conspiracy theorist" you don't even
need to have a theory. It's enough to express any doubt about the official
version of events.

Stranger still, those who consider themselves too wise to entertain such
"nonsense" forget that they, too, are conspiracy theorists. They either
believe the official version, which by definition is a conspiracy theory, or
they have no view. But having no view doesn't let them off the hook. The 911
events had to be caused by a conspiracy of some sort. So, just to
acknowledge that 911 happened is to be a conspiracy theorist.

So, what's really going on here? Could it be that those dismissive of
alternative views are so short on knowledge and the inclination to acquire
it that they have nothing to contribute but ridicule? Could it be that they
simply don't care? Could it be that alternative views are so scary that it's
safer to stifle debate? Could it be simply easier to go with the flow than
to risk the discomfort inflicted upon those who doubt the status quo?

My doubt and discomfort began as it happened, ten years ago while I watched
the towers come down on TV.

I'm not a physicist, but I can do simple maths. Simple maths tells me that a
building can't fall at close to free fall speed unless all but the tiniest
resistance posed by the structure below has first been removed.

I wonder if they called Isaac Newton a conspiracy theorist when that apple
hit him on the noggin and he started babbling about something called
gravity? Probably.

Ask yourself: Could the aircraft impacts and jet fuel fires really render
the structures so feeble that they offered little more resistance than air?
If common sense doesn't provide the answer, do a little research and you'll
find that it couldn't. And if it couldn't, the whole official narrative
falls apart as quickly as the buildings.

If, since 2001, you haven't watched a video of the three towers (yes, three)
coming down, do so again. Just watch. Really watch. Use your stopwatch if
you like. Do some simple maths (the acceleration of gravity is 9.81 metres
per second/per second).

Consider the structures - marvels of architectural engineering. Picture the
thousands of tonnes of steel beams and girders that held those buildings up
for decades. Watch those thousands of tonnes of steel beams and girders
offering next to no resistance as the buildings come down, defying the laws
of physics if the official explanation is to be believed - not once, but
three times in one day.

There's more, much more, and the implications are horrific. Just how
horrific will be all too obvious when future generations marvel at how
easily and eagerly so many were deceived.

Some of us would rather not wait for the bright light of hindsight. Call us
"conspiracy theorists" or "thruthers" or nut cases if you like, but know
that all we want is the truth, because without truth there can be no
justice.

Anything less dishonours the people killed on that day and the millions
killed, maimed, demonised, kidnapped, imprisoned, tortured, widowed,
orphaned, traumatised, and made homeless in the wars raging still in their
name and ours.

Robin Davis lives in Victoria, Australia. He is a freelance writer and
graphic designer. He can be contacted at: robindavis@hotkey.net.au