sir sir sir you talk posh sir sorry posture you
you talk posh sir sorry posture you
you talk posh sir sorry posture you sound dead posh sir sir are your parents
sound dead posh sir sir are your parents
sound dead posh sir sir are your parents posh sir sir are you really rich sir
posh sir sir are you really rich sir
posh sir sir are you really rich sir sir do you live in a mansion or
sir do you live in a mansion or
sir do you live in a mansion or something sir sir are you really posh
something sir sir are you really posh
something sir sir are you really posh sir it’s a it’s not a question I was
sir it’s a it’s not a question I was
sir it’s a it’s not a question I was expecting to be honest I mean nobody
expecting to be honest I mean nobody
expecting to be honest I mean nobody expects to be accused to being posh on a
expects to be accused to being posh on a
expects to be accused to being posh on a Monday morning I mean I guess I might I
Monday morning I mean I guess I might I
Monday morning I mean I guess I might I don’t I grew up in a flat with no
don’t I grew up in a flat with no
don’t I grew up in a flat with no central heating above a shop my parents
central heating above a shop my parents
central heating above a shop my parents all they left school at 15 16 with three
all they left school at 15 16 with three
all they left school at 15 16 with three oh levels between them all of which are
oh levels between them all of which are
oh levels between them all of which are my mother’s I’ve seen a mansion I like
my mother’s I’ve seen a mansion I like
my mother’s I’ve seen a mansion I like to look off but to be honest on these
to look off but to be honest on these
to look off but to be honest on these wages I’m not moving in anytime soon now
wages I’m not moving in anytime soon now
wages I’m not moving in anytime soon now it’s 2016 I’m in stoke-on-trent in the
it’s 2016 I’m in stoke-on-trent in the
it’s 2016 I’m in stoke-on-trent in the Midlands of England and I’m teaching at
Midlands of England and I’m teaching at
Midlands of England and I’m teaching at a Sixth Form College if you like the
a Sixth Form College if you like the
a Sixth Form College if you like the last stopping off point between the
last stopping off point between the
last stopping off point between the world of high school and the adult world
world of high school and the adult world
world of high school and the adult world of work or university I’m working with a
of work or university I’m working with a
of work or university I’m working with a group of 16 to 19 year old students who
group of 16 to 19 year old students who
group of 16 to 19 year old students who are resetting their GCSE in English
are resetting their GCSE in English
are resetting their GCSE in English language a qualification that they have
language a qualification that they have
language a qualification that they have all been told that they will need to
all been told that they will need to
all been told that they will need to pass if they have any chance of going on
pass if they have any chance of going on
pass if they have any chance of going on to that University or snagging that top
to that University or snagging that top
to that University or snagging that top apprenticeship or even getting a job
apprenticeship or even getting a job
apprenticeship or even getting a job that pays anything more than minimum
that pays anything more than minimum
that pays anything more than minimum wage the class the moment doing a little
wage the class the moment doing a little
wage the class the moment doing a little project into how they speak thinking
project into how they speak thinking
project into how they speak thinking about attitudes to accents and dialects
about attitudes to accents and dialects
about attitudes to accents and dialects hence this posh question which has
hence this posh question which has
hence this posh question which has thrown me so I asked this girl to
thrown me so I asked this girl to
thrown me so I asked this girl to clarify our terms what do you mean
clarify our terms what do you mean
clarify our terms what do you mean posh and as we talked it through a
posh and as we talked it through a
posh and as we talked it through a couple of things become apparent firstly
couple of things become apparent firstly
couple of things become apparent firstly whatever posh is it’s a good thing it’s
whatever posh is it’s a good thing it’s
whatever posh is it’s a good thing it’s a compliment sir it’s good to be posh
a compliment sir it’s good to be posh
a compliment sir it’s good to be posh sir and secondly whatever posh is it’s
sir and secondly whatever posh is it’s
sir and secondly whatever posh is it’s not like the way I talk sir I hate the
not like the way I talk sir I hate the
not like the way I talk sir I hate the way our talks
way our talks
way our talks I hate the local accent I do sir it’s so
I hate the local accent I do sir it’s so
I hate the local accent I do sir it’s so chappy now education in this country
chappy now education in this country
chappy now education in this country especially the teaching of literacy and
especially the teaching of literacy and
especially the teaching of literacy and orosi reading and writing speaking and
orosi reading and writing speaking and
orosi reading and writing speaking and listening has taken a prescriptivists
listening has taken a prescriptivists
listening has taken a prescriptivists view of language that is to say we teach
view of language that is to say we teach
view of language that is to say we teach our kids that there’s a right way to say
our kids that there’s a right way to say
our kids that there’s a right way to say it and a right way to spell it and in
it and a right way to spell it and in
it and a right way to spell it and in fact we teachers are expected to
fact we teachers are expected to
fact we teachers are expected to reinforce that orthodoxy you’ll hear in
reinforce that orthodoxy you’ll hear in
reinforce that orthodoxy you’ll hear in the press about Ofsted inspectors
the press about Ofsted inspectors
the press about Ofsted inspectors criticizing teachers for teaching in too
criticizing teachers for teaching in too
criticizing teachers for teaching in too strong a local accent ah the shock the
strong a local accent ah the shock the
strong a local accent ah the shock the crime but it’s my concern that perhaps
crime but it’s my concern that perhaps
crime but it’s my concern that perhaps that approach is having a detrimental
that approach is having a detrimental
that approach is having a detrimental effect on our young people and on our
effect on our young people and on our
effect on our young people and on our communities but before I unpack that any
communities but before I unpack that any
communities but before I unpack that any further go into the present and then
further go into the present and then
further go into the present and then think about a possible future we better
think about a possible future we better
think about a possible future we better take a step back into the past to find
take a step back into the past to find
take a step back into the past to find out why I’ve started thinking like this
out why I’ve started thinking like this
out why I’ve started thinking like this in fact if I take you back to the 1970s
in fact if I take you back to the 1970s
in fact if I take you back to the 1970s a time when the relatively recent
a time when the relatively recent
a time when the relatively recent invention of the portable tape recorder
invention of the portable tape recorder
invention of the portable tape recorder has allowed intrepid linguists like
has allowed intrepid linguists like
has allowed intrepid linguists like William Labov here to get out of the oak
William Labov here to get out of the oak
William Labov here to get out of the oak paneled rooms of academia and hit the
paneled rooms of academia and hit the
paneled rooms of academia and hit the streets in search of real people using
streets in search of real people using
streets in search of real people using real language in real communities the
real language in real communities the
real language in real communities the birth of what we now call
birth of what we now call
birth of what we now call sociolinguistics labove is particularly
sociolinguistics labove is particularly
sociolinguistics labove is particularly noted for his research into
noted for his research into
noted for his research into african-american vernacular English at a
african-american vernacular English at a
african-american vernacular English at a time when the prevailing belief in
time when the prevailing belief in
time when the prevailing belief in America was that somehow the language of
America was that somehow the language of
America was that somehow the language of black communities was some sort of
black communities was some sort of
black communities was some sort of debased or degenerate version of the
debased or degenerate version of the
debased or degenerate version of the supposedly perfect English spoken by
supposedly perfect English spoken by
supposedly perfect English spoken by white folks if you like part of a bundle
white folks if you like part of a bundle
white folks if you like part of a bundle of racially prejudiced views used to
of racially prejudiced views used to
of racially prejudiced views used to explain away conveniently the
explain away conveniently the
explain away conveniently the underachievement
underachievement
underachievement of certain communities in our world now
of certain communities in our world now
of certain communities in our world now labove studies and studies like it were
labove studies and studies like it were
labove studies and studies like it were able to prove that African American
able to prove that African American
able to prove that African American English was grammatically no less
English was grammatically no less
English was grammatically no less complex no less able to express
complex no less able to express
complex no less able to express sophisticated ideas than the
sophisticated ideas than the
sophisticated ideas than the supposedly standard white English the
supposedly standard white English the
supposedly standard white English the kids growing up in inner-city inner-city
kids growing up in inner-city inner-city
kids growing up in inner-city inner-city Philadelphia in those black communities
Philadelphia in those black communities
Philadelphia in those black communities did not have a deficit of language
did not have a deficit of language
did not have a deficit of language lahbab concluded but their language at
lahbab concluded but their language at
lahbab concluded but their language at home and the language of the classroom
home and the language of the classroom
home and the language of the classroom were significantly different a
were significantly different a
were significantly different a difference which was not always fully
difference which was not always fully
difference which was not always fully appreciated he concluded by teachers now
appreciated he concluded by teachers now
appreciated he concluded by teachers now the bob was not the only person looking
the bob was not the only person looking
the bob was not the only person looking into this continuing through our past we
into this continuing through our past we
into this continuing through our past we also find the research of Shirley Brice
also find the research of Shirley Brice
also find the research of Shirley Brice Heath Heath again in the 1970s and into
Heath Heath again in the 1970s and into
Heath Heath again in the 1970s and into the 1980s was carrying out a long-term
the 1980s was carrying out a long-term
the 1980s was carrying out a long-term study into the success or lack of
study into the success or lack of
study into the success or lack of success of two communities now these
success of two communities now these
success of two communities now these communities were in America in the
communities were in America in the
communities were in America in the Carolinas in the 1970s in the 1980s but
Carolinas in the 1970s in the 1980s but
Carolinas in the 1970s in the 1980s but one of them I thought was some striking
one of them I thought was some striking
one of them I thought was some striking resemblances to the community that I
resemblances to the community that I
resemblances to the community that I find myself in in stoke-on-trent in 2016
find myself in in stoke-on-trent in 2016
find myself in in stoke-on-trent in 2016 Heath writes about Road Ville road bill
Heath writes about Road Ville road bill
Heath writes about Road Ville road bill was a blue-collar town working-class
was a blue-collar town working-class
was a blue-collar town working-class through and through a town built on the
through and through a town built on the
through and through a town built on the back of the textiles industry the mills
back of the textiles industry the mills
back of the textiles industry the mills had built that town and the mills had
had built that town and the mills had
had built that town and the mills had provided the jobs and security and pride
provided the jobs and security and pride
provided the jobs and security and pride for that town but times were changing
for that town but times were changing
for that town but times were changing the mills weren’t gonna be there forever
the mills weren’t gonna be there forever
the mills weren’t gonna be there forever and people were looking to education to
and people were looking to education to
and people were looking to education to give their kids other opportunities
give their kids other opportunities
give their kids other opportunities those of us in stoke-on-trent who have
those of us in stoke-on-trent who have
those of us in stoke-on-trent who have seen the decline of the Potteries
seen the decline of the Potteries
seen the decline of the Potteries industry might already be thinking yeah
industry might already be thinking yeah
industry might already be thinking yeah that kind of sounds familiar now the
that kind of sounds familiar now the
that kind of sounds familiar now the people of Road bill were not stupid and
people of Road bill were not stupid and
people of Road bill were not stupid and the people of Road Ville were not
the people of Road Ville were not
the people of Road Ville were not illiterate they took seriously the job
illiterate they took seriously the job
illiterate they took seriously the job of educating their own children to read
of educating their own children to read
of educating their own children to read and to write but those children by the
and to write but those children by the
and to write but those children by the time they reached just fourth grade were
time they reached just fourth grade were
time they reached just fourth grade were already falling behind in standardized
already falling behind in standardized
already falling behind in standardized literacy tests when compared to the
literacy tests when compared to the
literacy tests when compared to the children of suburban privileged poor
children of suburban privileged poor
children of suburban privileged poor communities you see what studies like
communities you see what studies like
communities you see what studies like Heath and like nabobs suggests to us is
Heath and like nabobs suggests to us is
Heath and like nabobs suggests to us is that
that
that actually school at the end of the day
actually school at the end of the day
actually school at the end of the day isn’t too much worried about whether you
isn’t too much worried about whether you
isn’t too much worried about whether you can read and write whether you can speak
can read and write whether you can speak
can read and write whether you can speak and listen if anything they take that as
and listen if anything they take that as
and listen if anything they take that as given what schools interested in is the
given what schools interested in is the
given what schools interested in is the way you read and write the way you speak
way you read and write the way you speak
way you read and write the way you speak and listen and that different
and listen and that different
and listen and that different communities as Heath put it had
communities as Heath put it had
communities as Heath put it had different ways with words trouble being
different ways with words trouble being
different ways with words trouble being all the teachers were working from the
all the teachers were working from the
all the teachers were working from the point of view of just one community they
point of view of just one community they
point of view of just one community they already privileged in school to get by
already privileged in school to get by
already privileged in school to get by you don’t have to be literate you have
you don’t have to be literate you have
you don’t have to be literate you have to be literate and posh so fast forward
to be literate and posh so fast forward
to be literate and posh so fast forward to 2016 to stoke-on-trent
to 2016 to stoke-on-trent
to 2016 to stoke-on-trent me in a room full of 16 to 19 year old
me in a room full of 16 to 19 year old
me in a room full of 16 to 19 year old bright vibrant enthusiastic people who
bright vibrant enthusiastic people who
bright vibrant enthusiastic people who still need to pass that GCSE in English
still need to pass that GCSE in English
still need to pass that GCSE in English language now Stoke is a city undergoing
language now Stoke is a city undergoing
language now Stoke is a city undergoing change and it’s a city that face faces
change and it’s a city that face faces
change and it’s a city that face faces challenges like Pete’s Road Ville it’s a
challenges like Pete’s Road Ville it’s a
challenges like Pete’s Road Ville it’s a city whose industrial heyday is probably
city whose industrial heyday is probably
city whose industrial heyday is probably behind it now and whose kids are looking
behind it now and whose kids are looking
behind it now and whose kids are looking to education to give them other
to education to give them other
to education to give them other opportunities
opportunities
opportunities unlike the Bob’s Philadelphia it’s those
unlike the Bob’s Philadelphia it’s those
unlike the Bob’s Philadelphia it’s those folks whose language at home differs
folks whose language at home differs
folks whose language at home differs most from the idealized standard
most from the idealized standard
most from the idealized standard language of the classroom who face the
language of the classroom who face the
language of the classroom who face the most challenges and the most deprivation
most challenges and the most deprivation
most challenges and the most deprivation now this is having an impact not only on
now this is having an impact not only on
now this is having an impact not only on individual students but on those whole
individual students but on those whole
individual students but on those whole communities recent research by
communities recent research by
communities recent research by contemporary British linguists Leach and
contemporary British linguists Leach and
contemporary British linguists Leach and Montgomery working up in Sheffield has
Montgomery working up in Sheffield has
Montgomery working up in Sheffield has been looking at attitudes to language in
been looking at attitudes to language in
been looking at attitudes to language in stoke-on-trent rather like my GCSE
stoke-on-trent rather like my GCSE
stoke-on-trent rather like my GCSE students themselves were Leach and
students themselves were Leach and
students themselves were Leach and Montgomery have found some very very
Montgomery have found some very very
Montgomery have found some very very interesting and troubling things if you
interesting and troubling things if you
interesting and troubling things if you speak to people in stoke-on-trent about
speak to people in stoke-on-trent about
speak to people in stoke-on-trent about their voice about accent and dialect
their voice about accent and dialect
their voice about accent and dialect folks in Stoke will speak
folks in Stoke will speak
folks in Stoke will speak enthusiastically about the Potteries
enthusiastically about the Potteries
enthusiastically about the Potteries voice they’re proud of the Potteries
voice they’re proud of the Potteries
voice they’re proud of the Potteries voice the Potteries voice is a voice
voice the Potteries voice is a voice
voice the Potteries voice is a voice that represents honesty decency hard
that represents honesty decency hard
that represents honesty decency hard work
work
work it’s a voice they’re proud of the voice
it’s a voice they’re proud of the voice
it’s a voice they’re proud of the voice of their mothers their grandmothers the
of their mothers their grandmothers the
of their mothers their grandmothers the voice of the pot banks of Wedgwood and
voice of the pot banks of Wedgwood and
voice of the pot banks of Wedgwood and Spode but if you speak to people in
Spode but if you speak to people in
Spode but if you speak to people in Stoke they’ll tell you that voice is
Stoke they’ll tell you that voice is
Stoke they’ll tell you that voice is dying out you don’t hear it so much
dying out you don’t hear it so much
dying out you don’t hear it so much anymore they’ll tell you what they’ll
anymore they’ll tell you what they’ll
anymore they’ll tell you what they’ll tell you is replacing it is something
tell you is replacing it is something
tell you is replacing it is something that they refer to as the stokke accent
that they refer to as the stokke accent
that they refer to as the stokke accent now the stokke accent folks in Stoke
now the stokke accent folks in Stoke
now the stokke accent folks in Stoke will tell you sounds common it sounds
will tell you sounds common it sounds
will tell you sounds common it sounds thick it sounds lazy as the girl in my
thick it sounds lazy as the girl in my
thick it sounds lazy as the girl in my class put it it sounds shabby
class put it it sounds shabby
class put it it sounds shabby leach and Montgomery have analyzed those
leach and Montgomery have analyzed those
leach and Montgomery have analyzed those two voices and have found something
two voices and have found something
two voices and have found something deeply troubling they are structurally
deeply troubling they are structurally
deeply troubling they are structurally identical they are the same voice what’s
identical they are the same voice what’s
identical they are the same voice what’s happening in this city is not the people
happening in this city is not the people
happening in this city is not the people are changing the way they speak but our
are changing the way they speak but our
are changing the way they speak but our communities are changing the way they
communities are changing the way they
communities are changing the way they perceive themselves as an educator as a
perceive themselves as an educator as a
perceive themselves as an educator as a teacher I’m deeply worried what if I’m
teacher I’m deeply worried what if I’m
teacher I’m deeply worried what if I’m what what I am doing and the way I’m
what what I am doing and the way I’m
what what I am doing and the way I’m doing it is not helping young people
doing it is not helping young people
doing it is not helping young people what if what I’m doing in the way I’m
what if what I’m doing in the way I’m
what if what I’m doing in the way I’m doing is alienating young people and
doing is alienating young people and
doing is alienating young people and further entrenching social inequality
further entrenching social inequality
further entrenching social inequality and social immobility that those in
and social immobility that those in
and social immobility that those in power would claim to be against it’s a
power would claim to be against it’s a
power would claim to be against it’s a troubling thought and that’s why I would
troubling thought and that’s why I would
troubling thought and that’s why I would suggest to you that we need to work
suggest to you that we need to work
suggest to you that we need to work towards a future education system that
towards a future education system that
towards a future education system that moves away from that fetishization of
moves away from that fetishization of
moves away from that fetishization of one English over all the other English’s
one English over all the other English’s
one English over all the other English’s a future education system where all
a future education system where all
a future education system where all varieties of English are celebrated
varieties of English are celebrated
varieties of English are celebrated equally a future education system which
equally a future education system which
equally a future education system which does not say you cannot pass unless you
does not say you cannot pass unless you
does not say you cannot pass unless you sound posh English teachers like to
sound posh English teachers like to
sound posh English teachers like to think we already do this will tell you
think we already do this will tell you
think we already do this will tell you oh it’s okay because we teach people
oh it’s okay because we teach people
oh it’s okay because we teach people about writers of other cultures and
about writers of other cultures and
about writers of other cultures and writers of different cultures that’s
writers of different cultures that’s
writers of different cultures that’s great but you only get to be in other
great but you only get to be in other
great but you only get to be in other culture or a different culture if you
culture or a different culture if you
culture or a different culture if you are other than or different from the one
are other than or different from the one
are other than or different from the one that we set up as the ideal in the first
that we set up as the ideal in the first
that we set up as the ideal in the first place there’s loads of
place there’s loads of
place there’s loads of and loads of speaking out there in all
and loads of speaking out there in all
and loads of speaking out there in all kinds of English that deserves to be
kinds of English that deserves to be
kinds of English that deserves to be heard and analyzed and loved on its own
heard and analyzed and loved on its own
heard and analyzed and loved on its own feet for its own qualities equality and
feet for its own qualities equality and
feet for its own qualities equality and diversity are not the same thing even if
diversity are not the same thing even if
diversity are not the same thing even if we package them together you can’t have
we package them together you can’t have
we package them together you can’t have equality in a diverse range of language
equality in a diverse range of language
equality in a diverse range of language if you’re gonna set up one English as
if you’re gonna set up one English as
if you’re gonna set up one English as the benchmark by which all other
the benchmark by which all other
the benchmark by which all other English’s are measured for their novelty
English’s are measured for their novelty
English’s are measured for their novelty value that doesn’t do anyone any good
value that doesn’t do anyone any good
value that doesn’t do anyone any good but it’s not just the English classroom
but it’s not just the English classroom
but it’s not just the English classroom it’s all classrooms it comes down to an
it’s all classrooms it comes down to an
it’s all classrooms it comes down to an attitude that we’re promoting every time
attitude that we’re promoting every time
attitude that we’re promoting every time we interact with students the classroom
we interact with students the classroom
we interact with students the classroom of 2016 is still a place where you can
of 2016 is still a place where you can
of 2016 is still a place where you can ask a perfectly sensible question like
ask a perfectly sensible question like
ask a perfectly sensible question like sir
sir
sir can I go toilet and be told well if you
can I go toilet and be told well if you
can I go toilet and be told well if you mean may I go to the toilet then yes you
mean may I go to the toilet then yes you
mean may I go to the toilet then yes you may
reinforcing an orthodoxy which could
reinforcing an orthodoxy which could potentially be one of the most damaging
potentially be one of the most damaging
potentially be one of the most damaging messages we are teaching young people
messages we are teaching young people
messages we are teaching young people the English that I use is good English
the English that I use is good English
the English that I use is good English the English your community uses though I
the English your community uses though I
the English your community uses though I understand it well enough to correct you
understand it well enough to correct you
understand it well enough to correct you is bad English thus to be good to be
is bad English thus to be good to be
is bad English thus to be good to be valued to be heard you must be more like
valued to be heard you must be more like
valued to be heard you must be more like me and less like yourself now that’s a
me and less like yourself now that’s a
me and less like yourself now that’s a point of view built on bias and built on
point of view built on bias and built on
point of view built on bias and built on prejudice and flies in the face of all
prejudice and flies in the face of all
prejudice and flies in the face of all these researchers so I proposed you
these researchers so I proposed you
these researchers so I proposed you instead a future English education
instead a future English education
instead a future English education system in which we move away from a
system in which we move away from a
system in which we move away from a chauvinism of English’s a future
chauvinism of English’s a future
chauvinism of English’s a future education system in which the brightest
education system in which the brightest
education system in which the brightest kid in the class does not fear being
kid in the class does not fear being
kid in the class does not fear being overlooked simply because she has used
overlooked simply because she has used
overlooked simply because she has used the wrong English to express herself a
the wrong English to express herself a
the wrong English to express herself a future education system in which the
future education system in which the
future education system in which the language of all is celebrated for the
language of all is celebrated for the
language of all is celebrated for the benefit of all and where a more
benefit of all and where a more
benefit of all and where a more representative number
representative number
representative number of voices of non-white backgrounds and
of voices of non-white backgrounds and
of voices of non-white backgrounds and white voices of non privileged
white voices of non privileged
white voices of non privileged backgrounds get to be the voices at the
backgrounds get to be the voices at the
backgrounds get to be the voices at the front of the class during the teaching
front of the class during the teaching
front of the class during the teaching because we’ve not had to disguise
because we’ve not had to disguise
because we’ve not had to disguise ourselves to get there a future in which
ourselves to get there a future in which
ourselves to get there a future in which to pass your exams you don’t have to
to pass your exams you don’t have to
to pass your exams you don’t have to pass for posh we need that future by the
pass for posh we need that future by the
pass for posh we need that future by the way because right now in the present 1.2
way because right now in the present 1.2
way because right now in the present 1.2 billion people are using English’s as we
billion people are using English’s as we
billion people are using English’s as we speak speaking and listening and reading
speak speaking and listening and reading
speak speaking and listening and reading and writing face to face and on the
and writing face to face and on the
and writing face to face and on the Internet 1.2 billion English’s and what
Internet 1.2 billion English’s and what
Internet 1.2 billion English’s and what a few million of us might claim that the
a few million of us might claim that the
a few million of us might claim that the standard English of the GCSE syllabus is
standard English of the GCSE syllabus is
standard English of the GCSE syllabus is our native language at home why are we
our native language at home why are we
our native language at home why are we limiting academic success to students
limiting academic success to students
limiting academic success to students who are willing to adopt one minority
who are willing to adopt one minority
who are willing to adopt one minority dialect from one little island when
dialect from one little island when
dialect from one little island when there’s a whole world of English out
there’s a whole world of English out
there’s a whole world of English out there sir sir you talk posture
there sir sir you talk posture
there sir sir you talk posture sir you posh sir well no no I’m not but
sir you posh sir well no no I’m not but
sir you posh sir well no no I’m not but when I was your age someone told me that
when I was your age someone told me that
when I was your age someone told me that I had to speak like this and I had to
I had to speak like this and I had to
I had to speak like this and I had to write like that otherwise I would have
write like that otherwise I would have
write like that otherwise I would have mount to nothing sir sir
mount to nothing sir sir
mount to nothing sir sir that’s stupid sir yes yes it is isn’t it
that’s stupid sir yes yes it is isn’t it
that’s stupid sir yes yes it is isn’t it [Applause]
”
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