zero
percent interest for us, and we wait so about ten years. The same is true also for agricultural machinery and other means for small-scale productivity — there either such are not produced, or they are not sold to persons, or are scarce and deficit. In other words, if one has, after all, some rights to personal property, it is done everything possible (for various reasons) for him not to receive it.
Not much better is the case with the fertile land for personal use (1-2 decares, i.e. 0.1-0.2 hectares). Such land simply is not given. People are satisfied with barren personal sites, that in addition to all can always be taken back by the state. Has, really, some authentic socialist thought that with one decare of land a person can turn to exploiter? At the same time, each year the winter comes "unexpectedly" and part of the harvest remains "as fertilizer". The common sense does not object to the big fields with wheat, maize corn, or palmetto trees, but there are great number of cultures that require mainly manual labour and give better results when one and the same person takes care for them. The land must be worked lovingly, and, however we twist our souls, no parent loves foreign children more than his or her own, figuratively speaking.
4.
We can't jump over some
examples related with the education
.
Our educational system, beginning with the lowest and going to the highest level, sets accent mainly on memorization of the factual material and not on the especially valuable feature of the intellect to
think
, draw inferences and conclusions. It is true that nearly in each scientific area there are its "multiplication tables", which must be memorized, but no science consists only of tables and facts. (By the way, in Bulgaria only before about ten years was allowed to use mathematical tables during the exams.) Why don't we use more largely systems of tests, that are widely used in many well developed countries? Should we be afraid if somebody says something reasonable, which can turn out to be questionable?
It is well known that in our country the education is free of charge and generally accessible. What can be better than something that costs nothing? Yeah, but in practice this leads to some abnormal situations, because the education, still,
costs
, and much money, to the state! It turns out that the exams in the universities are, in fact, not at the end of study, but in the beginning, when the given student has pretty hazy ideas about the chosen by him profession. The exams at the end are chiefly formal, because the state has already spent money, and the very university wants to minimize the percentage of "rejected production". And besides, the common sense suggests that if something costs nothing then, maybe, it really is worth nothing? Adding to this the compulsive character of education, which is not to the tastes of the youth of age, the abnormal competition when applying to the universities, no matter that there are all perspectives for humble life after graduating from them, the overloaded with ideological disciplines program of study, and other moments, and it happens so, that the student rarely chooses his specialty by vocation. All in all, must be contemplated some form of free of charge education, which will be applied only to diligent students, and the mediocre ones will have to pay something; must be thought about some system of bonuses and penalties; about specialized exams (rather tests) by applying, which will be established differentially by each university and for each specialty; and other measures, which will counteract to the minuses of the free education and support the pluses of the vocation as method for selection.
Very important for each society is the question with reasonable establishing of different educational levels. The very name is not substantial, but what educational level one receives after finishing of the course of study. In the moment in Bulgaria exist secondary technical schools with level higher than secondary, language gymnasiums with level of tertiary education concerning the language, semi-high level (between secondary and tertiary) with real weight of secondary specialized, defending of PhD dissertations with level of diploma theses, formal tertiary party education, and other educational dissonances. In the same time many knowledges (about driving a car, typing on a typewriter, etc.), necessary for everybody of us, are outside the sphere of educational system. The unreal educational levels lead to various deformations related with the formal treating of educational qualification and add bigger mess in establishing of the (already blurry concept of) intellectuals. The devaluation of our education continues.
5.
Let us now take in focus another circle of
questions — related with the financial policy
of the state.
The finances are the money, which have arisen historically as universal tool for measuring of different values. Let us not discuss now the point, can they really be used for measuring of
all
goods. But we can't miss to stress on the idea for reducing of
multidimensional
space of different qualities to one numerical axes — the money. The common sense, not falling in details, naturally, chooses the more simple scheme. Our Party and Government, though, have stressed on the difficulties for reducing of all human values to the money, have decided that this is impossible, have tried to introduce other scales (like moral stimuli, ideological conviction, etc.), and at the end have settled on the scale "our man"! Our long experience, however, have convinced us that this also in not
