Recognise your enemy – Deception, concealment, mis-information, vague threats about job loss, threats about loss of economic prosperity and fundamental untruths are the tactics used by those to destroy the UK society as we know it.

The best defence against deception, exaggeration and untruths are explanation and facts.  The following suggestions for a successful defence against those intent on giving up UK values and freedoms are:

  • Be truthful – there are no reasons to mislead.
  • Be positive – people do no like negative and depressing arguments.
  • Use established incontrovertible facts – there is no need to use anything else.
  • Be specific – subjects like “the weather”, the “EU” and “Immigration” are meaningless.  Are you talking about the weather being too wet for holidays or too dry for farmers?  “Immigration” is good for those who need to pay low wages.  Immigration might not be quite so beneficial for a young couple wanting to buy a house or find a school place for their children.
  • Be relevant – keep to the subject.  Do not waste time and argument with subjects that have minimal affect on UK autonomy.  e.g.  Middle East politics.   (Prepare neutral statements if discussion cannot be avoided.  For example “We believe in the rights of freedom and self determination for all”.  Do not elaborate, take sides or interfere in subjects that have little benefit in meeting the objectives of UK autonomy.
  • Be pragmatic  – concentrate on subjects that are achievable and winnable.
  • Be inclusive – avoid subjects that are private or potentially divisive.  e.g.  Religion.  There are more than enough subjects about which everybody can agree.  (Prepare neutral statements on potentially divisive subjects.  For example, “We believe in the rights of  individual freedom provided that those rights do not interfere with the rights of others or the rights of the many”.  Do not pass opinion on what should be personal values).
  • Always give explanations that are applicable to your audience – different people are concerned with some things but oblivious to others.  For example, Students might be immediately concerned with their personal debts but not with “loss of UK Sovereignty”.  (There is a connection!)
  • Always explain the relationships between arguments – What have student debts got to do with the “EU”?  What has the “EU” got to do with keeping your lights on and houses warm?  (EU supporting politicians since Edward Heath deliberately have hidden all connections that do not support their objectives).
  • Do not tell the people what to think – people prefer to make up their own minds.  Present the facts and let the people make their own decisions.  Let the people tell you that we should leave the EU – if this is necessary to maintain UK freedom and self determination.