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I am a big John Browning fan, but interchangeability of parts came along well before him. Eli Whitney was the first to do it successfully.
Originally posted by Patriotgal
reply to post by butcherguy
The assembly line, and concept of interchangeable parts, were originally used by John Moses Browning, for his FIREARMS PRODUCTION LINES.
Henry Ford, usually steals credit for it, as most of Tesla's ideas, are credited to others. ALL of our modern life, is based on Tesla's genius! Remember that!
Eli Whitney was one of the first manufacturers in the world to carry out standardization successfully in practice. Eli Whitney wrote that his objective was "to substitute correct and effective operations of machinery for that skill of the artist which is acquired only by long practice and experience," in order to make the same parts of different guns. Eli Whitney went to Washington, taking with him ten pieces of each part of a musket. He exhibited these to the Secretary of War, as a succession of piles of different parts. Selecting indiscriminately from each of the piles, he put together ten muskets, an achievement which was looked on with amazement.
How can they still be teaching about the man who invented the Cotton Gin, and not be teaching about the people who invented these products that now play such an enormous roll in our every day lives?
Modern society is obsessed with who invented a certain technology rather than how that technology works. Giving credit to an individual/group for their invention as opposed to learning how an invention works distracts society in general from understanding the basic principles behind an invention.
Experience has proven that the SIMPLEST METHOD of securing a silent weapon and gaining control of the public is to KEEP THE PUBLIC UNDISCIPLINED AND IGNORANT of basic systems principles on the one hand, WHILE KEEPING THEM CONFUSED, DISORGANIZED, AND DISTRACTED with matters of no real importance on the other hand.
This is achieved by:
(1) disengaging their minds; sabotaging their mental activities; providing a low-quality program of public education in mathematics, logic, systems design and economics; and discouraging technical creativity.
(2) engaging their emotions, increasing their self-indulgence and their indulgence in emotional and physical activities, by: (a) unrelenting emotional affrontations and attacks (mental and emotional rape) by way of a constant barrage of sex, violence, and wars in the media — especially the T.V. and the newspapers. (b) giving them what they desire — in excess — "junk food for thought" — and depriving them of what they really need.
(3) REWRITING HISTORY and LAW and SUBJECTING THE PUBLIC TO THE DEVIANT CREATION, thus being able to SHIFT THEIR THINKING from personal needs to highly fabricated outside priorities.
These preclude their interest in and discovery of the silent weapons ofsocial automation technology.
The general rule is that there is profit in confusion; the more confusion,the more profit. Therefore, the best approach is to create problems and then offer the solutions.
Media: Keep the adult public attention diverted away from the real
social issues, and captivated by matters of no real importance.
Schools: Keep the young public ignorant of real mathematics, real
economics, real law, and REAL HISTORY [WC emphasis].
Entertainment: Keep the public entertainment below a sixth-grade
Work: Keep the public busy, busy, busy, with no time to think; back on the farm with the other animals.