Page 14 - Becoming-Your-Own-Banker-R-Nelson-Nash

IMAGINATION

“Imagination is more Young Gauss did not invent that fact—he dis-
important than covered what God had done already! He discov-
knowledge” ered a relationship between numbers that is fixed
—Albert Einstein and nothing can be done to change it.
Now that we understand this fact we can take
The Infinite Banking a shortcut in getting the answer. Whenever we are
Concept is an exercise adding anything beginning with one and ending
in imagination, reason, with a multiple such as ten, one hundred, one thou-
logic and prophecy. So to start out, let’s begin with sand, etc. you simply pick the mid-point (in the
the part about imagination. first case cited above, 50) and simply put that same
To help stimulate your imagination let’s go figure alongside it. (5050). So to add all the num-
back in time to the late 1700’s—the German bers 1 through 1,000, you simply pick the mid-
Schoolmaster was having trouble with his boys that point, 500 and put 500 alongside it (500,500).
day—they were rowdy. He wanted to quiet them Simple! And accurate! It is fixed. Try to pass some
down—and to punish them, so he gave them a law to change that fact and you are engaging in an
problem. “Add up all the numbers—one through exercise in futility.
one hundred.” Nevertheless, somewhere in the past I have
The boys got their slates down and started to heard that a legislature in some State tried to get
work on the problem. His plan seemed to be work- the mathematical term, “Pi,” changed from 3.1416
ing! That is, all the boys except one—he just sat to 3.00 because it was too complicated and cum-
there staring out the window. Presently he picked bersome! These demi-gods could not conceive that
up his slate, wrote down a number and turned it in they were dealing with a fixed relationship that they
to the Schoolmaster. Since his was the only cor- could not change and had no authority over. But
rect answer, the Schoolmaster took note of the fact therein lies the story of mankind since time began!
and asked the boy how he did it.
The boy said, “I visualized a line with the fig-
ure ‘1’ on the left side and the figure ‘100’ on the
right side. Then I cut the line at the halfway point,
50, and folded the scale to the left so that there
were now two lines that were parallel. 100 was
lined up with 1 on the left side and 50 and 51 were
lined up on the right side. Adding the two num-
bers on each end of the scales was easy to do. I
noticed that all the pairs of numbers in between on
the scale added up to 101, too, and that there were
50 pairs of the sets of 101. Multiplying 101 time
50 is simple! The total was 5,050.”
Thereafter the young boy received special tu-
toring and he later became one of the three great-
est mathematicians of all time—his name was Karl
Gauss!

14 BECOMING YOUR OWN BANKER—THE INFINITE BANKING CONCEPT