"Teacher." Doug asked in front of Principal Wolsey.

Principal Woolsey's face, as serious as a dead tree trunk, softened instantly when he saw Doug, "My child, why is it on fire here?"

"Tom is trying to synthesize new synthetic dyes, but he didn't expect that the newly synthesized dyes are very flammable and before they could be processed, that's it." Doug explained.

The establishment of Tom and Doug Chemical Company was approved by President Woolsey.

Otherwise, the dye workshop would not be within the scope of Yale Academy.

"Be careful." Principal Woolsey said kindly, "Don't hurt yourself."

Doug nodded, and Principal Woolsey changed another tone to the follower, saying to Tang En, "Tang En, you are responsible for organizing the fire extinguishing. If it cannot be extinguished, do your best to ensure that the place is not affected by the fire."

Principal Woolsey pointed to Tom's hut and the dye workshop and drew a circle.

"Yes." Tang En replied.

"Teacher, this is my paper, please take a look." Doug opened his suitcase and took out a thick stack of papers.

When he closed the suitcase again, the suitcase seemed to be invisible and integrated into the environment.

Before he opened it, no one except Doug himself seemed to have expected that he was actually carrying a box.

It seems that this box is Doug's body.

"Go back to my office to see." Principal Woolsey turned around and said without taking the paper.

Tom, who was still struggling with whether to be fair to explosives, had been walking for a while before he raised his head and said strangely, "Where is Doug?"

He searched around but couldn't find Doug.

Looking at the dense fire forest and thinking about the subsequent experiments, it must be safer and safer for the environment.

As for the experimenter, for him, it was just a consumable.

They should be happy if they can devote themselves to science.

Principal Woolsey's carriage is not much different from Doug's new carriage.

Although Principal Woolsey is not young in this era, he does not feel uncomfortable with the current carriage.

Back at the office, the old man put on his glasses, took the receipt handed over by Doug, shook, and then started to look.

"Low Tide and Prosperity - Discussion and Countermeasures of Economic Cycle"

Principal Woolsey, after reading the title, continued reading.

At the beginning, Principal Woolsey learned about Doug through the paper.

President Woolsey had no concern about Doug's ability to write papers.

If he had any concerns about Doug's new paper, he was worried that he would be too obsessed with the game "Monopoly".

You can play a game, which is very academic and educational.

However, a paper cannot be completely equated with a game.

Fortunately, Doug obviously knew clearly and did not mention a single word "Monopoly" in the whole text, but in the eyes of those who know "Monopoly", it all revolves around Monopoly.

"New policies such as improving workers' welfare will harm the interests of bourgeoisie such as factory owners.

If the new policy is not implemented, it will aggravate the economic crisis and will not be able to maintain the market's consumption capacity, nor will it be impossible to develop new markets.

Once workers strike, the interests of the bourgeoisie cannot be maintained.

Therefore, to safeguard the interests of the bourgeoisie, we must first infringe on the interests of the bourgeoisie."

Principal Woolsey read this passage and gently clasped his fingers on the table, as if savoring something.

Of course he knew the literal meaning of this passage, but he saw something deeper behind it.

"My child, have you ever studied philosophy?" asked Principal Woolsey.

"I learned a little bit." Doug said cautiously.

"Then your words... don't you feel a little conflicted?" Principal Wolsey pretended to be unable to understand this sentence and asked Doug.

"Teacher, I don't think it's a contradiction. On the contrary, I think it's a unity of opposition.

Take Yale students as an example. Studying and resting are the main themes of Yale students' life.

But no matter who, time is certain.

For Yale students, studying and resting are contradictory in terms of the time spent.

In this way, it seems that if you want to have excellent academic performance and learn more knowledge, you need to rest less and learn more.

but……

If you don’t have a good rest for a long time, can you learn well?

When studying, can you really achieve excellent grades while yawning?

If you have a good rest during rest, rest well and have a good spirit, can you improve your learning efficiency?

Although the time spent, studying and resting seem contradictory.

But in actual results, it is indeed unified.

It is like improving workers' welfare, which seems to harm the interests of capitalists.

But while workers are producers, they are also consumers.

If, unlimitedly strengthen the producer attributes of workers and suppress the attributes of their consumers.

A large number of products, not enough market consumption.

I think that in addition to causing an economic crisis, it will also lead to war.

Because when local consumption is insufficient, only by expanding the local market can the problem of insufficient consumption be alleviated.

But is this only one of the New England areas?

No!

There are also in the UK!

There are also in Germany!

There are also in France!

As long as it is an industrial country, it faces such problems.

When contradictions continue to accumulate, a war will be brewed that will affect the entire world.

Tens of millions of people died and a large number of production facilities were destroyed.

Capitalists take the opportunity to buy a large number of industries.

The remaining workers, relying on rebuilding the ruins, will live a revival and prosperous period.

But what has the prosperity of revival passed?

Consumption is still insufficient, should I make another bid?

Because, I think I want to break a cycle that is almost destined to happen.

Only by first damaging the interests of capitalists can we safeguard the interests of capitalists.”

Principal Woolsey listened quietly and asked again, "You said this is a 'contradictory unity of opposition'?"

"Yes! It's a contradictory unity of opposition!" Doug said affirmatively.

"My child, you gave me a big surprise!" Principal Woolsey simply put down Doug's paper manuscript.

We began to argue whether the philosophical view of "contradictory unity of opposition" could really withstand the test.

Philosophy, to some extent, is a metaphysics.

In a certain context, many words seem to make sense, but these principles only seem exquisite and only apply under certain conditions.

If philosophy wants to guide reality, we cannot just have "speciality" and "generality".
Chapter completed!