Diary

How to turn the tables on the free college agitators

 

Hats off to Neil Cavuto for the patience and calm demeanor he exercises with this interviewee.

https://www.youtube.com/watch?v=Zmji36q8E4o&feature=player_embedded
Its obvious Keely Mullen has been taught a bunch of lies and she’s not to blame for this movement. The question is, how do you get the Keelys of the world to question what they’ve been taught about economics, wealth distribution and “social justice”?

Neil Catuvo takes the conventional path in questioning her. “Who will pay?” She says “The 1 %.” He says “they don’t have enough.” She doesn’t really care, because, you know “social justice” and “there will always be a 1%” and “if we achieve socialism, things will be different anyway”.

I suggest a different line of questioning. These freebie agitators need to be made to understand their part in the economy. The 1% earn their money from what? From making and selling things to people, ultimately – or providing services to people. There’s no arguing that. The leftist must concede it. Then you can give an example of the margin percentage earned on typical consumer goods. Tell them for every $100 they spend on everyday items, only $7 or $8 dollars of that is profit for the 1% that own the companies that produce those items. The rest of the cost is in materials/equipment, transportation, marketing, labor and taxes.
So, if you raise taxes on them to a point where what they are doing is now a loss, what does that 1 percenter do? Material/equipment, transportation and marketing are necessary costs just to be able to offer something for sale in the first place. They can only cut wages or raise prices, right? Those are the 2 choices. If they cut wages, who does that affect? If they raise prices, who does that affect? The same people you’re trying to help with government freebies!

The low information leftist can (must) be shown that they pay for the taxes of the “1%” either through low wages or high prices. In either case, in the leftist is agitating for a tax on themselves.

Once this is established, you can talk to them about the difference in efficiency between folks spending their own money vs. the government spending other peoples money.

Then you can discuss how new products, jobs and wealth can be made to increase and is not a fixed amount.

Finally, historical examples of poverty and mass death brought on by centralized control of production, distribution and wealth can be used to finish them off.