The Author - Dr Martin Blakey
It is appropriate to give a short detail of my life and the lead up to writing this book.
I was born in Leeds, Yorkshire, UK in 1937 and moved to Australia in 1948 with my family. I initially lived in Sydney then moved to Melbourne in 1951.
In 1952 I was in high school and my daily events were swimming and cycling. Cycling was an essential since this was the only form of transport for me at that time. School work was totally unimportant and boring which led to high truancy in order to cycle the two kilometers to the sea and spend most of the day swimming with a few friends. When exam time came around at school I attended every day two weeks prior to exam time. I copied every example done by teachers in revision and even asked intelligent questions and showed genuine interest to the teachers. In this way I was able to score high marks in the exams since most of the details were covered by the teachers in this short revision period. This was my first system designed to gain high marks with a minimum effort. Maybe the wrong approach but I had no problems learning and retaining data quickly. Mathematics was my favorite subject. In particular learning and proving theorems in geometry and especially all aspects of algebra.
By the time I had completed year 11, I remember sitting on the beach talking to a close friend who was one year my senior. He had enrolled and completed the first year of a two year course of primary teaching. The great attraction was receiving an income whilst attending college. The payment was a princely sum of £8 per week. I decided that this was the life for me - plenty of holidays plus a handsome weekly payment. The course at Teachers College was easy and I realised that a higher education was desirable. I enrolled for year twelve examinations but being from a poor family I decided not to waste money on tuition. I photocopied the last 10 years exams in each subject I was doing and by researching the answers I learnt the necessary information to pass the exams and complete year twelve. I included some mathematics as I enjoyed the logic and clear thinking needed to solve problems.
I started teaching at a primary school after my two year teacher course and at the same time enrolled in Melbourne University in the Bachelor of Commerce Degree. At this time this was the only degree offered for part time students.
I chose to complete several subjects including pure mathematics and statistical methods. By the time of my graduation I was married with three children. In the school holidays I hadalso worked as a bus driver, mail sorter and undertook many other jobs. The best one was working for a tutoring college, giving private lessons in mathematics to high school students and receiving £1 per hour, which was great pay at the time.
I was now teaching mathematics in high schools, an active member of University committees developing new mathematics courses, writing mathematics text books for high school courses and introducing computer studies to students by 1968. As a senior teacher and coordinator of mathematics and teaching mathematics at all levels, I really loved this work. I also continued studies covering taxation law, management diploma and several higher mathematic subjects.
In 1971 I took my wife and 3 children on a world adventure, rented leased my house and took a passage on a ship to the UK, thinking I would take a job teaching mathematics in the UK. During this boat trip I spent two hours each day teaching my three children. This was very enjoyable and we all got on well together. For the first year in UK I hired a motor caravan and travelled the length and width of UK. We stopped every morning for two hours, my wife would explore the local shops and the children and I covered Mathematics, English and Science. The rest of their subjects where picked up travelling.
I had been criticized in Australia that I ran the risk of ruining my children’s education. My son graduated from Melbourne University at 20 years of age with a Science Degree. What more can I say.
After teaching in a London Comprehensive school for three months I decided this was not the life I had anticipated. Most of my time was spent establishing order in my classroom. It was time to give teaching the flick.
Studying Statistics and Pure Mathematics at University covered lots of situations of what was considered a fair wager and many examples used roulette. I spent many hours exploring roulette and decided that I would try my hand at playing roulette rather than teaching. The first clubs I joined were Charlie Chester’s and the Golden Horseshoe Casinos in Archer Street Soho London. At the Golden Horseshoe I could play roulette with 10p chips. I initially played patterns and soon graduated to joining other ‘up market’ Casinos such as the Palm Beach, Aspinals’, Hertford Club etc., not forgetting the Play Boy Club in Park Lane. I was using £1 chips playing with a bank of £500 and winning £30 to £40 per day. £200 per week compared to £50 per week teaching enabled a much better life style.
I spent many, many hours studying roulette and set about trying to develop a strategy to solve the roulette problem. I soon realised that a traditional probability approach to winning at roulette was not possible since any roulette outcome result has a negative expectation and the sum of any number of negative events must be negative. I embarked on what I referred to as cluster theory and this has led to the way I play today and in particular to what this book is about.
It is now 40 years since I started playing roulette. Systematically keeping all roulette records for all the sessions played plus constant analysis and refining the method of play has been an immense task. Computer facilities were not operational during this time. Armed with all this data and analysis I completed a PhD with a main thesis on Rroulette. The strategy I developed in the first year of play is still basically the same as the one I talk about in this book today. A few minor considerations have been made in an attempt to reduce the number of losing sessions. It is possible to tighten constraints and not have one bank loss but the result of these changes reduce the winning rate so severely that it is not worth the time and effort to play. It has taken many years to produce a computer program that allows testing roulette outcomes with varying changes to constraints and thus through exhaustive testing slowly converging to the best strategy.
A close friend, Jerry works full time as a computer programmer and has been invaluable in producing the final program of my strategy as I now play it. It has been a great partnership for about 20 years. Jerry regards me as the systems analyst and he translates my ideas into a computer program.
By choosing different combinations of constraints it has been possible to eliminate many combinations and finally arrive at the best scenario which is playable and returns a consistent winning amount.
At present I am tracking 11 sets of 16 numbers and choosing the one that should be played. With all my expertise and mathematical ability it is still possible to make errors in calculations and it always seems to be at a critical time which can lead to serious involvement when there should have been no problems. The ideal actual playing time for a session is about 1½ hours incorporating full concentration, definitely no consumption of alcohol and no signs of tiredness.
What mathematical ability is necessary to play my strategy? Fluency with multiplication tables up to 12 times, ability to add and subtract to 100 and able to do the calculations within the time between spins.
I still play frequently (almost every day) – from September to December 2011 I had 100 visits to the Crown Casino in Melbourne, Australia. I still find playing roulette stimulating and much more exciting that visiting a psychiatrist. I will add that I have never had a session with a psychiatrist, even though many of my friends think I am eccentric.
Why would anyone with a winning strategy share 40 years of knowledge and research for a small return from selling a book? As an academic, sharing ones work is the reward. I hope this book will enable ‘roulette lovers’ to enjoy and benefit from playing the game.
Not everyone has the self-discipline, time, and other attributes necessary to play roulette. The financial reward is modest and occasionally one has to deal with accepting a loss which can take 2 or 3 weeks to recoup.
Over the last 40 years I have met several roulette players, all making a living from playing roulette. Some teams make large amounts of money per month using dealer predictive methods. They operate exclusively in Europe. I must add that they sometimes have dry periods and spend many hours and days trying to locate ideal conditions to play. Their play involves placing bets just before ‘no more bets’ is signaled from the dealer. In some casinos ‘no more bets’ is called before the wheel is spun. This makes it impossible for these teams to play.
My strategy can be played by one person in any casino in the world without previous research or preparation. A roulette player can simply start to play immediately.
It is now time for you to read this book, complete all the exercises and implement this strategy in a casino. Good Luck!
Other Publications By The Author
Integrated Mathematics Book 4
Richardson – Lowe – Nelson – Collins – Blakey
Modified Mathematics - A Two-Year Course for Middle Schools
Cassell Australia Ltd 1968 SBN 304.93994.3
Computer Mathematics - A Complete Course For Secondary Schools
Blakey - Douglas
Lloyd O’Neil 1972 SBN 8550 032 8
Modified Mathematics Work Book
Cassell Australia Ltd 1973 SBN 304.93939.0
Informatics - An introduction to Basic Computer Studies & Data Processing
Walsh – Goffin – Blakey – Douglas
Lloyd O’Neil 1978 ISBN 0 8550 337 8