What it means to be an exiled academic

A piece I wrote some years ago

Recently I was interviewed by an undergraduate for Cherwell [the Oxford University student newspaper]. He first told me what I thought, and then told me that, in the light of my other views, I shouldn't think it. I said he was quite right; I didn't think what he said I thought, I actually thought what he said I ought to think. But I have no reason to think he was listening.

When the Cherwell undergraduate came, he asked me how we considered ourselves different from normal academics. I didn't think he would publish the answer, even if I said it, so I didn't. But maybe I ought to write down these things that other people won't publish and publish them myself.

Well, of course, I don't think of myself as different from an academic.

From the time I was about eleven, when I realised that the academic world was where you did theoretical scientific research, I expected to spend my life in the academic world and thought of myself accordingly. The fact that my education was ruined so that I couldn't be a socially accredited academic doesn't change that. One still has the same standards that one would have if one were able to have one's career inside the academic world instead of outside it.

I don't think there is anything in my life that wouldn't be in it if I were having a career in the academic world.

Of course the difference is that as a non-socially accredited academic you are debarred from earning a living, from eligibility for research grants, and from use of laboratory facilities unless you can get enough money to set up a laboratory of your own.

Another difference is that a group of private sector academics is free to do research in areas which, although not explicitly ruled out by the. professed scientific ideal, actually are ruled out by the implicit adherence to a certain ideology of the socially accredited academic world.

If that sounds like an advantage, it may be pointed out that in practice it is likely to be cancelled out by the previously mentioned disadvantages. If you could get the money, you would be free to do research in areas that a socially accredited academic probably wouldn't feel free to work in. But you can't get the money, so everyone is pretty safe really from anything that doesn't support the ideology getting done.

Myths about grammar schools

The fiction continues that the grammar schools provided a way in which bright working class children could rise in the world. Thinking back over the lives of my parents’ families in East London, I suppose that the time at which the grammar schools were of most use to at least somebody was when my parents got scholarships, and that was before they were state grammar schools. There were 16 scholarships in the Borough, so only a relatively small proportion of the children had them, there were two separate departments for boys and girls, and the school still had the standards and ethos of a private school of that time.

The sort of people who most obviously benefitted from this situation to some extent were my parents’ families, socially displaced people with aristocratic genes and with high IQs. It enabled such people to rise into white-collar but strictly lower middle class jobs, which the upper class would not have touched with a bargepole. My aunts and uncles were as successful as was permitted by their bad start in life, but the ones I knew were nearly all frustrated and complaining of their lives. One uncle, branch manager of an accountancy firm in Chelmsford, groaned wearily to my mother, ‘It is just a case of finding people’s missing halfpennies for them.’

Another uncle became Head of a Department at the Local Authority and won a scholarship in a national competition (for local government employees) to go to university – any one that would take him, but he refused to take it up. My mother, perhaps unrealistically, thought him perverse for not taking it up, but where would it have got him? As he said, he could not be sure that he would get his job back at the Local Authority if he left it, and he had no assurance that he would be able to get any job better than that, however well he did. He would be a mature student and there was no guarantee of an academic career.

I know that the modern unrealistic ideology wishes you to ascribe value to ‘taking’ a degree per se, without considering what you are doing it for, but it seems that my uncle did not, or not sufficiently to set his predictable career at risk.

Quotation from review of a pernicious and tendentious modern book on IQ, to which I am prevented by lack of financial support from providing a riposte:

“The brains of our nation,” Galton proclaimed, “lie in the higher of our classes” – precisely the assumption the 11-plus was designed to challenge. (John Carey in the Sunday Times *)

If the idea of the grammar schools was to show that only poverty prevented the working class from competing on equal terms with the aristocracy, I don’t think they did that.

* from a review (Sunday Times Culture section, 8 July 2007) of IQ: The Brilliant Idea That Failed by Stephen Murdoch.

Myths about early development

copy of a letter

You once quoted to me the received view that very early indications of precocity are meaningless, because ‘there are all sorts of anomalies in early development’, and I replied, ‘That is what they like to say.’ I do not take any assertions by socially appointed experts on education, IQ, child development, etc. as anything but indications of what the agents of the modern oppressive ideology would like to believe is the case, and there is no reason why that should have anything to do with objective reality.

However, this particular opinion certainly does express what they would like to believe and it is what they already wanted to believe at the inception of the Welfare State and before it, so that all concerned in my education were primarily motivated to prevent any later indication of my real exceptionality arising. If that should happen to leave me with no usable qualification at all with which to earn a living they would be only too pleased; all that mattered was to prevent any evidence arising that my early precocity had not been a flash in the pan but simply a natural expression of my real IQ.

My parents, doing their best to play along with this, had suppressed information about my early life and kept me in a state of suspended animation from 6-11. The reason I nearly got a break and a chance in life at the convent was because one or two people there, unaware of my early history and the significance of my marks in the scholarship exam, were not fully in focus on the need to keep me suppressed. I was in a relatively downtrodden state, having been marking time for five years, and could not at first have appeared too pleased with my life or with myself, being constantly apprehensive of the hostility which I aroused among the girls.

I think the reason it is regarded as so important to reject very early precocity from consideration is that it is actually the most incontrovertible evidence of innate ability. If you are really exceptional at 1 or 2, then you are really exceptional and some explanation should be provided of what has gone wrong if you appear less exceptional at a later age when the environment has had more opportunity to interfere in your life. Of course, a person’s very early circumstances may be so bad that the most exceptional ability has little opportunity to show itself, although it is nonetheless there, but if it does show itself early there can be no doubt of its continuing presence.

I might not wish to have a Department of Education in my independent university if it were not that so much that is actively untrue and pernicious is being promoted, but as it is, it is deplorable that my Department is being suppressed and being prevented from criticising what is being produced by (all?) other Departments in this area.

The politics of Procrustes

In Antony Flew’s book The Politics of Procrustes (Temple Smith 1981, p.21), he defines some ideas of equality, that is, ‘proposed ideals of how things ought to be.’

Of the three ideals, or sorts of ideals, the first, the most ancient, and the most difficult to define, is sometimes seen as a secular version of something believed to be common to the three great traditions of Mosaic theism. Judaism, Christianity, and Islam are popularly presented as teaching the Brotherhood of Man under the Fatherhood of God, with the apparent consequence that all human souls are of equal value in the eyes of their Creator.

The second ideal is customarily called equality of opportunity, although it would be more apt to call it open competition for scarce opportunities: this was, in the French Revolution of 1789, ‘La carriere ouverte aux talents’.

The third ideal, and the one to which so many of our political intellectuals today profess allegiance, is best characterised as equality of outcome or equality of result.

I have put ‘open competition for scarce opportunities’ in bold to draw attention to it, because I do not think it receives much consideration these days, although it was what I imagined (in 1945), and was told by my father, the Welfare State was intended to bring in.

Consider next a major Harvard contribution to the sociology of education. Towards the end of an extended research report, simply entitled Inequality, Christopher Jencks remarks: ‘The reader should by now have gathered that our primary concern is with equalising the distribution of income’.

[He] insists: ‘Most educators and laymen evidently feel that an individual’s genes are his, and that they entitle him to whatever advantages he can get from them. ... For a thoroughgoing egalitarian, however, inequality that derives from biology ought to be as repulsive as inequality that derives from early socialisation’. (Ibid, pp. 22-23, quoting from C. Jencks et al., Inequality, Allen Lane 1973.)

The report quoted by Flew was written by an American in 1973. So far as this country is concerned, the ‘thoroughgoing egalitarian’ attitude has been practically universal as the religion of modern society from the inception of the Welfare State in 1945, although the underlying beliefs were at that time rarely expressed openly. Nevertheless, at the state school which I attended against my will in 1950, I was explicitly told, not only that advantages in life which resulted from environmental (parental) support and encouragement were unfair, but also that advantages arising from innate ability were unfair and should be prevented.

My father’s IQ was very high for the headmaster of a primary school and the IQ range at this school was below the average for schools in general, so that the difference in ability between himself and his pupils (and the parents of his pupils) was unusually great. No doubt this aroused resentment and a desire to explain it away. The situation was made even worse by the fact that his offspring (me) had a phenomenal IQ, considerably higher even than his own.

Hostility was aroused by the fact that I came top of the county in the grammar school scholarship at the earliest possible age (in the year before it became the 11 plus) with 100% on every paper. This led to agitation among people associated with my father’s school to sue him on the grounds that (as my mother quoted to me several decades later, long after my education had been ruined):

(a) I could not have done it on my own. So he had been killing me with overwork and should be sued for maltreating me.

(b) If he could do it for me, he could and should have done it for their children at his school as well.

These complaints, while not entirely consistent, both express a wish to believe that all differences in educational attainment result from environmental influences and should be eliminated. The wish to believe these things is very strong in modern society and it is clear that the psychological forces which have produced the modern ideology had already been set in motion.

They were no doubt present in the local education authority as well as in the headmistress and teachers of the state school to which I was sent, when it had come to light that the convent school which I had been attending had been too permissive towards me, and had been on the verge of allowing me to start taking public exams a few years before the average age for doing so.

I realise now that when my parents expressed opposition to the idea of my going to university, they were showing their willingness to go along with the plans of the local education authority and the local educational community generally. There must have been strong motivation to demonstrate that my early precocity was nothing but the result of my father’s ‘pushing’ me, and that I was no better suited to go to university than the children at his school. It was unlikely that any of them could be got to university (especially at that time, when ‘dumbing down’ had scarcely started), so equality of outcome would more easily be achieved by preventing me from doing so.

So having got me into a state school where the teachers were pre-warned against me and did their best to make my life a misery, my parents were only selling me the party line when they greeted my complaints about the school, and expressions of an urgent desire to leave it, with arguments on the lines of, ‘If you are so unhappy at school, I can’t think why you say you want to do research. If you were suited to academic pursuits you would not be so unhappy at school. And you say you want to go to university! Don’t think we mind if you don’t. It is perfectly all right by us if you don’t go at all.’

Or, in fact, ‘Despair and die.’ It always reminded me of the ghosts which appeared to Richard III in his dream in Shakespeare’s play.

‘Despair and die.’ This was in general the attitude towards me for many years. At Somerville it was, ‘It doesn’t matter if you can’t do well enough to get a research scholarship. There is no need to change your subject or allow you to improve your circumstances in any way. It doesn’t matter if you don’t get to do research or have an academic career. Research is dull. Just don’t worry about it. Despair and die.’

Aphorism of the month (July)

I am not concerned that Society should try to do me good; I should only like it to try to do me less harm.

Einstein "didn't need an academic post"

Before, during and immediately after 1905, [Einstein] was incapable of securing an academic post. In fact, he didn’t need one. He was perfectly able to think while working as a patent clerk in Bern. (From Bryan Appleyard’s comments about Einstein: His Life and Universe by Walter Isaacson, Sunday Times, 3 June 2007.)

This sort of attitude is widely held, in fact by now we may say it is the received wisdom. People often tell me that I cannot complain of my position because I have just expressed a criticism of some academic goings-on (which I could not prevent myself from making, with the most passing attention, however stultifying and exhausting my life was being). Therefore, although I have no status, salary or financial support, and have to spend nearly all my time working very hard at investment and administration, I am evidently free to think (they say). So I can’t say I am frustrated (they say). But I do say it, and I go on appealing for workers, money, status and support of every kind. Actually this attitude to Einstein, quoted above, demonstrates the hostility to ability which is the real driving force of the modern ‘egalitarian’ ideology.

I am reminded of a conversation between one of my colleagues and the Master of an Oxford college, which took place at a social gathering. He asked what my colleague was doing now and my colleague said he was writing a book about genius. ‘Oh, there have been a lot of books about that,’ the Master announced, as if there would be nothing more to be said. My colleague said that his book was about how intellectuals were disadvantaged in modern society by the reduction in the number of people with private incomes.

‘It is not a disadvantage to have to earn a living,’ the Master said. ‘It is not possible to do concentrated intellectual work for more than three hours a day. It was no disadvantage to Einstein to have to work in the Patent Office. It did not prevent him from producing Relativity.’

However, as my colleague pointed out, Einstein had complained of being reduced to near-breakdown by working on relativity at the Patent Office, and by the stress and guilt induced by having to shovel his papers away into a drawer whenever anyone entered the room.

The fact that a Master of an Oxford college expresses such views is a clear indication of the hostility of Oxford University, and of the educational and university system generally, to the idea of innate ability and the circumstances it may need to be fully productive.

’We appeal for £1m as initial funding for a social science department in our unrecognised and unsupported independent university. This would enable it to publish analyses of the unexamined assumptions which currently protect from criticism utterances by academics such as those discussed above.’ Charles McCreery, DPhil

The Office of "Fair Access"

Apparently there is now an Office of Fair Access (meaning to universities). As usual, ‘fair’ refers to some underlying and unquestionable assumptions, such as that all differences in ability or temperament are the result of environment, and that it is right to try to iron these out, so that equality of outcome is achieved.

How about an ‘Office of Fair Reparation and Reinstatement’ to rectify the positions of those (such as myself) who are left without a qualification with which to enter any career that is possible to them? This is using the word ‘fair’ in a different sense, referring to what is really the case, and not what people who believe in the modern ideology would like to think was the case.

As usual, it is necessary to emphasise what people like to overlook; that a person left without a single usable qualification (that is, of use to them as the sort of person they are) is even debarred from the minimal income that might be derived from so-called ‘social security’. Such a person cannot draw income support because he is not in a position to ‘seek work’ as he is not qualified for any work which he could actually do.

The ‘educational’ system does not admit to any responsibility for providing the individuals subjected to it with qualifications suitable to their career needs, or commensurate with their ability. It cannot do so because innate ability is not supposed to exist, and differences in attainment which arise from, or can be ascribed to, environmental influences are there to be ironed out, in pursuit of equality of outcome.

If differences of ability were admitted, it would not seem too difficult to understand that a person with the most exceptional academic ability might have an absolute need for the most high-flying type of academic career and, in reality, could not have any other.

As it is, this is not understood and it is rigorously excluded from consideration, because the educational system wants to be perfectly free to destroy the prospects in life of the most able.

Translation into Russian does me no good

The Human Evasion has been translated into Russian and now appears on some website. If my ideas are of ‘interest’ to people even to that extent, why don’t they want to come and find out more about them by working here, or send money commensurate with what is needed to write and publish more of what I have to say? As it is, all the use it will be is that I can improve my reading of Russian by reading it; usually I find it very difficult to find anything to read in Russian that is not as boring and rebarbative as most mediocratic writing being produced in all languages at the present time.

And what good will it do one to be able to read Russian better? No good at all, really. Improving my Russian is only a way of patienter (as the French would say).

Russia is not even an EU country, so that if any Russian speakers did want to come and augment our sadly inadequate workforce they couldn’t, and wealthy Russian-speaking businessmen who might (?) want to give us badly-needed money probably speak and read English anyway.

Egalitarianism and the female image

While I think that fundamentally what has been against me all my life has been the modern ideology of egalitarianism, with its hatred of innate ability, precocity, and individual autonomy in every form, it is certainly the case that being female and hence at the mercy of female teachers, tutors, headmistresses, college Principals and (at the SPR) Rosalind Heywood, has always made everything as bad as it could possibly be.

Women on the whole are unsympathetic to drive and ambition, especially in other women, and from the age of 14, if not earlier, I have always had at least one woman — and usually two — networking energetically against me.

A friend was saying recently how much this must have increased the opposition against me. ‘Well’, I said, ‘I thought the way was open. There had been one or two women scientists, Marie Curie and Lise Meitner. I did not realise there was anything against ambition. I had read about the lives of a lot of people and it was not illegal to want to work and use one’s ability to get into the right sort of position in life. If anything, it was approved of.’

‘But all the people in the past who had risen in the world by hard work were men. Were there any other women among the figures of the past that you had read about?’ I had to admit that there were not.

As my friend pointed out, women even more than men are expected to demonstrate uncritical submission to, and acceptance of, social evaluations. Although I did nothing to draw attention to it, I was radically sceptical and open-minded in all contexts, expecting it to be sufficient that I behaved as a respectable person in line to become a pillar of society as my parents were, although I would need to aim at a more prestigious level of society than that in which they had been forced to live out their lives as members of socially displaced high-IQ families.

I had not, at 12 or 13, acquired the belief in society that most people have, and I had never identified with the female image. I read boys’ books predominantly, thinking that reading books for girls was exposing one to becoming identified with pernicious psychological influences, even if it was difficult to work out what they were.

I suppose that my lack of identification with the female image also aroused hostility (as did my precocity and drive) although I do not know how it came across to people. I was wearing the same school uniform as the other girls and got on with doing the required work as well as possible. So what was wrong with that?

Tory tax breaks

Sweeping changes to the tax and benefits system worth more than £3000 a year to some families will be unveiled by the Conservatives today. In a decisive attempt to promote marriage, a transferable tax allowance for married couples would boost incomes by an immediate £1000 a year. This would be topped by additional benefits of up to £2058 for those eligible as part of far-reaching reforms designed to end discrimination against couples in the welfare system. The changes would help both families with children and childless couples caring for elderly relatives. The suggestions come from the Conservative Party’s social justice policy group, chaired by former leader Ian Duncan Smith. (Daily Mail, 10 July 2007)

Where is the justice in that? ('Social justice' = injustice.) The money to benefit couples would have to come from somewhere, so from those who remain single. That would include those who, like me, were left at the end of their ruined education with no usable qualification at all with which to make the sort of career to which they were extremely well suited and needed to have, and so certainly would not have got married until they had built up enough capital to finance an independent academic institution (in my own case) or whatever environment they needed to have in which to lead a functional and fulfilling life (in the case of people with high IQs or otherwise in a similar predicament).