Confiscating the freedom of some, in order to appropriate the freedom of others

The driving force of socialism is not to provide benefits for anyone, but to destroy individual freedom. By taxation, the state deprives individuals of freedom of action, reducing the territory within which they are able to decide for themselves how to run their affairs, and using the money from taxpayers to buy areas of freedom from other individuals.

This was very clearly shown by the way in which, at 16, I was forced to spend a very damaging year at London University instead of being left alone to take an external London degree (or degrees) with correspondence courses before going to Oxford or Cambridge.

My plans were all made — so far as they could be without some assistance in arranging the practical work that formed part of the courses in physics and chemistry — and my father had expressed willingness to pay for the correspondence courses in question.

I was offered a tutor, apparently spontaneously, by the local authority. I had made no application to them, although it is possible that a treacherous teacher at my Ursuline convent school had done so, which was beyond her rights, since I had left school and was no longer in receipt of a scholarship which might be regarded (and had been regarded) as making it other people’s business to make (and prohibit) decisions and arrangements about my affairs.

This led to an interview which left me with a clear perception that this was nothing I wanted anything to do with. But, as I now realise, the whole thing was motivated by a ravening desire to regain oppressive control of my life, from which I considered myself lucky to have escaped. My plans were aimed at helping myself, so far as was now possible, to recover from the seriously bad effects of the last three years (since being prevented from taking the School Certificate exam — usually for 16-year-olds — at 13).

The local ‘educational’ community stormed, and my father withdrew his support for my plans, making instead, and without consulting me, appalling arrangements for me to go to a college of London University. I had both a state scholarship and a County Major scholarship. The state scholarship was to be kept until I went to Oxford. So now my father, being unwilling to support me against determined opposition by people in positions of ostensible authority, applied for me to be allowed to use the County Major Scholarship to go to London University. If only they had refused! Then I could not have gone, and would have been able to revert to my former plan.

But in fact the education committee was willing to pay (with taxpayers’ money) for me to be forced to do what I did not want to do, losing my self-determination by having inflicted upon me a most horrific year, all the more damaging because it came after three previous years in which I had had no control over my life.

A member of the committee was quoted to me as saying (ironically and hypocritically), as they agreed to buy my life for a year, ‘We wouldn’t stand in her way’.

In fact it would have been better for me if I had never taken up the grammar school scholarship in the first place (aged 10) but had worked on my own to take degrees as soon as possible.

In saying that my father was not willing to support me I do not mean to be critical of him. Who would have been willing directly to oppose socially appointed authorities? It is by no means commonly done and would be extremely difficult to do. My father, for all his aristocratic genes, had been brought up as a poor boy in East Ham, suffering from every sort of neglect and insecurity. I do blame those who used their socially conferred positions of influence to pressurise him into withdrawing his support for my plans, inflicting irreparable damage on my prospects in life, reparation for which should still be regarded as due to me.

How to provoke hostility

At the last seminar I got six people, but I am afraid this may be only because the title ‘Gnosticism and Existential psychology’ contained no hint that I might be critical of modern Existentialists, such as Sartre, who are identified with the rejection of capitalism and bourgeois morality, i.e. they are identified with the destruction of civilisation by socialism.

However, I have improved my technique by making an initial exposition of my real reason for giving the seminar, to make people aware of the position of my independent university in a hostile society, and its needs for workers and supporters of all kinds. This arouses overt hostility, and some go away very quickly, but the eventual outcome from my point of view is certainly no worse than hoping I may get to talk to someone realistically at the end.

In our position, provoking the hostility to express itself openly has to be regarded as a positive achievement.

One man came early and heard the whole of this preliminary exposition. He was very hostile to the possibility that having a high IQ might mean that a person needed particular opportunities and circumstances to use it, and also that they might contribute anything useful to society which other, less intelligent people could not. He quoted the example of his great uncle (probably now dead) saying that although this uncle had a high IQ, he had not used it for anything better than creating crossword puzzles for some broadsheet newspaper, and that he hadn’t been capable of anything more even if he had had better circumstances. So this meant that having a high IQ could not ever mean that you might need better circumstances to enable you to do all the things that you were capable of, and that it could not mean that I actually needed anything more (such as a hotel environment) than I already had. He then claimed that people in general are not hostile to those with high IQs; they are just indifferent.

This man was about to waste his time (and taxpayers’ money) in Oxford starting a Masters degree in 'psychodynamics and neurolinguistics'.

He stayed a fairly long time, and when he left, he said, ‘I am off to find somebody I can do good to,’ in a rather reactive way. I replied, ‘I need someone to do good for me’. Of course he didn’t respond.

I contrasted the Gnostics with modern Existentialist philosophers, making the point that Gnosticism had been a form of Existentialism that did not lead to materialistic socialism. As I was doing so, it occurred to me that this illustrates the extreme hostility to any form of potentially centralised existential psychology that is aroused in ‘normal’ psychology. The Gnostics and the Cathars were always subject to persecution, torture and death by other Christians, and their documents suppressed, to such an extent that information about the content of the Gnostic gospels can only be gathered from what is quoted in the polemical writings of other Christians (the Gospel of Thomas being the sole exception), and information about the beliefs of the Cathars only from the records of the various inquisitions of their replies, or supposed replies, under torture.

Crowding out the opposition

Letter sent to the Chancellor of the University of Oxford

Dear Lord Patten,

I note and deplore your comments on the fund-raising campaign launched by Oxford University, allegedly to ‘give it the freedom to choose whichever students it likes’, and deplore the fund-raising campaign itself, which is only making matters even worse for my genuinely independent, even if socially unrecognised, incipient university which is realistically trying to maintain intellectual standards, or would be doing so if not kept unproductive by a rigorous lack of support.

Removing an overt and explicit pressure from the Government will do nothing to restore Oxford University to freedom from the prevailing anti-individualistic ideology which it has been instrumental in promoting. Nearly all individual academics have been discriminating for decades against genuine ability and in favour of low IQs and politically correct attitudes. I am sure that their doing so will continue, as will the decline in standards, whatever official pronouncements may be made.

Appealing for funding from sources other than the Government will only make the situation even worse for a genuinely independent university, such as ours. There are several areas of potential research in which we have been prevented from operating for several decades, those to whom we applied for funding often saying that they preferred to support work (in that nominal area or otherwise) in a university.

The implication seems to be that you cannot go wrong in supporting a socially recognised institution and, as an implicit corollary, that you should positively avoid permitting work that should be the domain of a ‘proper’ university to be done outside of one.

Why is it regarded as reprehensible to permit such work to be done outside of a ‘proper’ university ? Perhaps there is a fear that if anyone not socially recognised as the right sort of person were allowed to do anything, this might have the effect of making them appear superior to the socially accredited academics (which should not be allowed to become apparent, whether or not it is actually the case).

It is also possible that findings might be made in research which did not appear to be immediately supportive of the prevailing ideology, and work seriously critical of the productions of socially accredited academics might be published.

If more financial contributions than at present were made to Oxford University, those who might give to us to enable us to become productive would have their available resources still further reduced, in the same way that progressive impoverishment of individuals by taxation makes it less possible for them to give any support to us, even if any of them could transcend the modern ideology sufficiently to consider doing so.

Perhaps one should see in this appeal for funding by Oxford University (and perhaps by other universities) another ‘stealth tax’. One knows that the Government is struggling with its ‘need’ to increase public spending by raising taxation, when it is already at a crippling level. Encouraging universities to apply for private funding so that there is less need for Government subsidy may enable the Government, certainly not to reduce taxation, but to spend more of its resources elsewhere.

Yours sincerely, etc.

Means-testing pensioners

Pensioners, like the middle class in general, are victimised by modern legislation. The modern ideology does not accept innate differences but it does, in practice, discriminate against those with above-average IQs, and against personality characteristics associated with above-average IQs, such as conscientiousness and forethought.

The population of pensioners, whether or not classifiable as ‘middle class’, are likely to have above-average IQs, if only because they have managed to reach pensionable age. They fail to protest at the burdens imposed upon them, perhaps to some extent because, like my own parents, they are inclined to accept legal impositions without complaint.

People over 50 now constitute 43% of the voting population (this proportion is expected to rise to over 50% by 2031) and are in a position to exercise significant pressure on the political parties which wish for their electoral support.

Pensioners and prospective pensioners should never have accepted the means-testing of pensions. The effect of this policy is that those who have been so thrifty and frugal as to acquire savings, as well as making sure that they always paid the requisite annual contributions, whatever their circumstances, are being penalised so that more ‘support’ can be diverted to those who ‘need it most’, i.e. those who have made no attempt to build up independence of the state throughout their working lives.

Many of those who qualify for the supplementary ‘income support’, which would put their pension back up to the level it might be at if not means-tested, fail to claim it. They are exhorted to apply for what they are ‘entitled to’, the only reason usually suggested for their reluctance to do so being ‘pride’. But in fact they can only apply by submitting to ‘assessment’ of their circumstances by agents of the collective, who may quite well decide that it is not ‘in their interests’ to be allowed to live in their own home any longer, and they may be popped into the killing fields of the old people’s ‘homes’ whether they like it or not.

Ultimately, the state has the right to force an elderly person to live in a care home, or even to have them sectioned as a psychiatric patient. They will not be allowed the option of quietly starving or otherwise coming to grief in their own homes, which might very well be a less painful and distressing way of ending their lives than what awaits them in ‘care’.

Pensioners and their associations, such as Age Concern, Help the Aged and the National Pensioners Convention, should not tolerate means-testing. It was not regarded as acceptable in the original Pensions Act of 1911, which proposed that the pensions being set up should be paid for by contributions and would be payable to rich and poor alike.

Now Gordon Brown proposes an extra levy on salaries to ‘pay for care in old age’, in addition to compulsory pension contributions. Again, there is no way of opting out of this by saying that one will never be a drain on the state’s provision of ‘care facilities’ for the elderly, but would rather die in one’s own way in one’s own home.

‘The question of ethics with regard to pension policy is one of the issues on which Oxford Forum could be producing fundamental critical analyses if it were provided with adequate funding. We appeal for £2m as initial funding to enable us to write and publish on this and similar issues, which are currently only discussed in the context of pro-collectivist arguments.’ Charles McCreery, DPhil

Leaders are socially constructed

Copy of a letter to someone I got to talk to for a couple of hours (rare occurrence!)

I have not previously encountered this alleged experimental finding which you quoted from anthropology textbooks, that if you put 20 people in a room, one ‘leader’ will always emerge with a couple of sub-leaders. If it is in anthropology textbooks I am sure that tendentious conclusions are expected to be drawn from it.

As, for example, that leadership does not depend on any individual attributes or qualities, genetic or otherwise, but may be imposed or constructed upon any individual by environmental circumstances. It is social constructionism again, depending on a profound underlying belief (or wish to believe) that there are no innate characteristics and that society can turn any sheep into a shepherd if it chooses and, even more delightfully, force any former shepherd into the position of a sheep.

So — the family court business arises, with low-IQ doctors and social workers ruling the lives of high-IQ professional people, and prescribing for how many hours per week they may see their children under supervision, etc.

It is now openly admitted that medical schools exercise positive discrimination in favour of the ‘underprivileged’, which means of course discriminating against people from successful middle-class backgrounds, and that really means discriminating against those with higher IQs and/or aristocratic ancestry.

What I would do with £10 billion

As I said in a previous piece of writing, 10 billion pounds has been spent, effectively to lower the average IQ of the undergraduate population. I would accept £10 billion without any qualms and would be sure of being able to make good use of it in applying my abilities and those of my associates to contributing to the advancement of science and contributing to the intellectual debates of the present time.

People have often asked me ‘What would I do?’ in a certain field of work and ‘How much would I need for it?’ Well, actually, I would do the best and most progressive things within the resources available, which is what I did when I went to the Society for Psychical Research, within the very restricted resources available and living in appalling circumstances (without a hotel environment). What I did was the best I could do to open up large-scale fields of research. Working on them on an adequate scale would, incidentally, have provided a hotel environment to make my life tolerable rather than intolerable, and permitted me not only to be intellectually productive but to get some sense of wellbeing out of being so.

Working within resources of £10 billion would enable adequate institutional (including hotel) facilities to be set up.

If £10 billion were given to me it would be increasing access to university life for some of those who have been deprived of it by their underprivileged early lives (exposed to the hostility of state education) and subsequent inactivity caused by poverty.

Would it not be making a better use of £10 billion to provide access to opportunity and status for people with high IQs who have been artificially deprived of them, rather than on reducing the proportion of higher IQs in the undergraduate population — and hence subsequently in the academically statusful graduate population? What is the point of spending money on that — one might ask, if one did not already know that the point of the state-financed school and university system is to disadvantage higher IQs, and to disadvantage those with the highest IQs the most.

One secret of successful parenting

A book on “parenting” has been written, telling people how to help their child continue to tolerate his or her life in the children’s prison (known as a “school”) and to minimise some of the most obvious damage, physical and psychological, being caused by it. But the assumption seems to be that they should help the child to go on going through this instead of taking him away.

Whether it’s a minor incident or a more serious problem that is upsetting your child, start by tuning into his feelings so you can find out what’s happening ... He may be unusually quiet, aggressive or you might notice bruises ...

If your child hates school: School-related problems often come down to confidence ... Praise your child for packing his school bag, remembering to feed his pet or doing a school project – this will help him build up a repertoire of things he knows he’s good at. (review of Seven Secrets of Successful Parenting by Karen Doherty and Georgia Coleridge, Daily Mail 24 April 2008)

What parents should do is consider leaving the country, as well as taking the child away from school. Even being educated at home he would, in this country, be potentially liable to assessment and supervision by the local “education” authority.

Unfortunately for me, my parents also felt it was their responsibility to try to kid me along that I should find a way of reconciling myself to the arrangements being imposed on me despite my protests and against my will. I do not blame them for this, but I do blame those who encouraged them to side with the oppressive forces of society against their own offspring.

My parents had themselves grown up in the pre-Welfare-State world of the early decades of the twentieth century. They thought of teachers and people running the educational system as responsible, highly-principled middle-class people with at least moderately high IQs, with whom it was right for parents to cooperate.

They did not realise the world had suffered a sea change in 1945 when the Welfare State came in, and that nothing was as it had been before.

The corpse and the kingdom

First introductory scenario

You are perceiving things, but the status of your perceptions is entirely indeterminate. You do not know the significance of this situation, or whether it has any. Among the things that you seem to perceive are other people, but you are unable to determine whether they have consciousness, as you seem to yourself to have. Perhaps they are automata. Or perhaps they are just hallucinatory figures in your hallucinatory dream.

Second introductory scenario

What you are perceiving seems to be a physical universe and it seems to be possible to infer certain things about the past history of this universe. It is possible to suppose that your consciousness is a by-product of physical and chemical events in your organism, and that other people are conscious in a similar way to yourself as a result of similar events in their organisms.

The human race, of which you are a part, seems to have been on the planet on which you are living for a very small part of the inferable history of the physical universe. The lifetime of the human race, and the space it occupies, is infinitesimal even in relation to the time and space that the human race is able to infer in the physical universe that surrounds it. It is inferred that there may be millions of other stars as well able to possess life-bearing planets as our sun. It is inferred that previous life-forms on this planet, such as the dinosaurs, occupied it for hundreds of millions of years.

The human race has a strong tendency to believe that what the human race regards as good and valuable is of great importance. What is important to a human being (and in what other sense could the word important have meaning) is to be determined by reference to the local consensus of belief about what is important in the social environment which surrounds that human being.

(from the forthcoming book The Corpse and the Kingdom)

A world class warfare system

Some comments from a member of the education establishment:

I want to narrow the disparities between people’s attainment, between the highly motivated and the less well motivated, because I want everyone to have a bite at the cherry and a chance to do well ... What I want to ensure is that all universities are really part of a world class system. That means they all have to have resources concentrated on them, right across the board. (Tessa Blackstone, on BBC Radio 4, 26 March 2008, my emphasis)

Here again we find, sixty years after 1945, an overt expression of the motivation that ruined my education, my subsequent life and the lives of my parents (who also had high IQs and a lot of drive and conscientiousness). Also the prevalent social motivation, gaining strength with the passing years and decades, has continued to oppose my attempts to restore myself to a realistic relationship with the society in which I have the misfortune to find myself.

What is being aimed at is not universities being part of a 'world class system', but being part of a ‘class system’, that is, an instrument of class warfare. In effect, Tessa Blackstone is arguing that the greatest possible resources should be devoted to preventing those with higher IQs and strong motivation from achieving more than those with lower IQs and no noticeable motivation at all.

Those who represent the greatest obstruction to the egalitarian outcome are the exceptional; it follows that by far the easiest way to achieve greater equality of outcome is to eliminate the highly able and highly motivated from the picture. Thus, according to exponents of this point of view, those with the highest IQs and the strongest motivation should be thrown right out on the dungheap, and it should be made plain to them they have no place at all in modern society.

Seminar

I am giving a seminar in Oxford on the 29th, entitled
"Existential psychology and early Christianity".

Details here.