Invitation

At my last seminar an Iraqi lady commented that the way we had been treated sounded like what happened in an authoritarian regime, only where she came from they would shoot you for expressing any criticism of the system, not merely suppress you. Later she asked, ‘What are they threatened by?’
I wrote her the following letter after the seminar.

Dear ...

When we met, you seemed to feel that we should be able to express our critical views of modern society and ideology. We believe that our best chance of building up personnel to enable us to be productive is probably from immigrants who were not brought up in the ideology now prevalent in this country. If you know of any other Iraqis in this country we would like to meet them so that this section of the population knows something about us and about our ability to support and subsidise temporary and part-time workers of all kinds, especially for work not requiring too much knowledge of English.

We would be happy to entertain you and/or any Iraqi friends for lunch at the Bat and Ball pub in Cuddesdon, up to a total of three people at a time. We would of course pay for you, as our guests.

If you or anyone else would like to come any time, it would be helpful if you could let us know the day before so we could book a table, and arrive about 11 or 11.30, in preparation for lunch at 12.30. If you let me have the names and addresses of any friends who might be interested in our books we could send them complimentary copies.

Susan Boyle’s ‘mental health’

Susan Boyle ... was admitted to a private clinic under the Mental Health Act by doctors worried about her state of mind on Sunday. Professor Chris Thompson, chief medical officer of The Priory, where the singer is being cared for ... added ‘I read Susan Boyle was assessed under the Mental Health Act. It implies compulsory admission. It implies there was a degree of personal risk. Secondarily that implies she did not want to come into hospital voluntarily.’ (Daily Mail, 3 June 2009).

A television talent contestant called Susan Boyle has, if this story is to be believed, been deprived of her liberty and incarcerated in a ‘mental hospital’ because socially appointed medical sadists, quite likely with low IQs, considered that in their opinions she was a risk to herself. She had apparently done nothing actually illegal, such as injuring a person or damaging some of their property, and if she had there should be a clearly defined penalty for it.

Now she cannot get out of prison until she convinces some other socially appointed sadists that she is no longer a ‘risk’ to herself. This is an extremely decentralising position to be in, quite enough (in my opinion) to drive anyone round the bend (i.e. what is considered to be round the bend on normal terms).

Even if the story is incorrect, and Susan Boyle is having psychiatric ‘help’ voluntarily and not compulsorily, it illustrates the immorality of what can happen to people under the rules of the modern ‘health’ profession: involuntary incarceration by agents of the collective even when you have broken no law. The ‘doctors’ involved in such compulsory ‘admissions’ are clearly all fundamentally immoral people or they would not consent to exercise such a role.

Jailed for speaking to your child

There seem to be several horrors in the papers every day, which we are not able to speak out against, except in ways that attract no publicity and do us no good.

A mother was apparently jailed for speaking to her child in the street, having been forbidden to see it because social workers and the judge think that what she is suspected of saying to her children (when considering their complaints against their father) may cause them great emotional harm. As if the judge, or anyone else, has any idea what constitutes 'emotional harm'.

A psychiatrist's report on the mother contains the judgment that her "willingness to listen and agree with the children's complaints has undermined any attempts made to provide better management of the children." But why should it be the state's job to "manage children", or to decide what constitutes doing it better?

The Daily Mail blames this kind of thing on the secrecy of family courts, but what difference would it make if they were not secret, but open to public comment by all and sundry who have themselves been brainwashed into a belief in society? The allegations against my father were not secret, except from me, but a very wide population enjoyed believing in them, and still does.

The only solution is not to have family courts at all, nor social workers, nor income tax which is what funds the whole nefarious business. No one expresses this point of view or puts the case in support of it, and my suppressed and strangled unrecognised independent (real) university continues to be prevented from doing so.

Modern academia is corrupted by the prevailing ideology. Corruption usually implies financial incentives or bribery although this is not in fact necessary. But actually it is true of modern ‘universities’, which are corrupted by the money which they receive from taxpayers and others, as a reward for subscribing to the ideology, and also for imposing it upon the individuals who fall into their power.

As Andrew Alexander pointed out semi-realistically a couple of weeks later in the Mail (20 May), it is not the motivation to acquire money on the part of agents of the collective which leads to the corruption of modern society, but the interest in power over other people’s lives which can be enjoyed by those who administer ‘public money’.

An 'expert' on genetics

Various people recently have been expressing opinions about whether or not intelligence is innate. It may be wondered why this would matter if it did not involve freedom being confiscated and destroyed, in order to provide people by force with the sort of ‘education’ that socially appointed agents of the collective think they ought to have. And it may also be wondered why it would matter if those agents did not, apparently, believe that all with advantages (genetic or otherwise) not provided by the collective should have those advantages ironed out and taken away by social intervention and manipulation – ‘social engineering’ as it is buzzily called.

When someone I know, as an alumnus of New College, Oxford, was invited to nominate a candidate for the Wardenship, he nominated me. Of course, modern society being what it is, I was not appointed, although I would have been a far more suitable person to hold the position than the outgoing Warden, Alan Ryan, who is among those recently sounding off as supposed ‘experts’ on this issue. He says:

All the evidence is that initial genetic endowment is pretty much random across social classes, and everything depends on a nurturing environment. [*] ... If you are born into a family with much better resources and an interest in learning you will do better than if you were born to incompetent and impoverished parents. ... The idea that you look for some genetic underpinning to go with it seems crazy. (Daily Mail, 13 May 2009)

This is actually an absurd thing to say. It does not even reflect the state of opinion among socially accredited ‘academics’ with the greatest knowledge of the ‘research’ in this area, i.e. those at the Department of Experimental Psychology in Oxford.

I have known people at the Psychology Department throughout my fifty-odd years of living in exile. Fifty years ago the lecturers there told undergraduates that although it was all wrong and very regrettable, the evidence supported the idea that ability was predominantly inherited. Even 15 years ago it was still regarded as a debatable issue on which different views were expressed.

At that time several Oxford lecturers, who were among those who still held the view that ability was largely inherited, believed in positive discrimination in favour of those from the social class which was most likely to have low IQs, as well as most likely to have gone to ‘bad’ schools which were predominantly attended by those with low IQs.

What Alan Ryan is quoted as saying is a ludicrous thing for a leading academic to say and an indication of just how far ‘universities’ have declined since a time, fifty years ago, when such tendentious assertions would never have been made in public.

I am not recognised as an ‘expert’ and my views are not requested, in fact they are suppressed. If I wrote to Alan Ryan and asked him to contribute half of his income to supporting me so that I could publish my views on this and other areas, or to obtain a grant to support me from any source with which he had influence, I dare say he would not reply.

* I know of some striking counter-examples to this – people with low IQs in otherwise distinguished families, whose lack of innate ability was later evident in their relatively lacklustre careers, in spite of any amount of 'nurturing'.

Letter to a Professor

Well, of course, we need (and should be getting) help from many points of view to prevent me being prevented from contributing on an adequate scale (or, indeed, any scale at all) to the many areas now regarded as ‘academic’. Urgent though those needs are, please do not lose sight of the fact that my most urgent priority is still to get started on my 40-year academic career within a socially accredited university. I have explained to you how I was prevented in doing this by hostility and opposition when I was first thrown out by Somerville half a century ago.

The passage of 50 years makes it not less, but exponentially more, urgent, to get started immediately.

The same is true of some of my associates; the reason we are not applying for Professorships on their behalf at present is our extreme shortage of manpower, which is far below the minimum necessary for the very smallest residential college.

As a person who has everything in life from the lack of which everyone here is suffering so badly, academic status, salary, opportunity to contribute and direct work in several areas, and who knows about a person in a state of grievous deprivation, who has been prevented for fifty years from getting started on the career they need to have, you should recognise an obligation to help me in every way possible to get into the position out of which I was cheated by the hostility aroused by my ability.

Now I know that as an agent and beneficiary of the oppressive society you do not wish to do anything against the collective will of that society, like everyone else from whom I have sought help and not obtained it, and often received active opposition instead.

Nevertheless it is possible to envisage an ought which is not recognised by the society in which one finds oneself living, and both I and the others who are here with me think that you should feel an obligation to give help to me/us, and should act upon it.

Craziness in education

Not only is the possibility of teaching or tuition being a positive factor in someone’s education greatly exaggerated, but its negative potentialities (which may be very great) are overlooked.

I concluded retrospectively that everyone’s determination to make me do maths as a sole subject, and at far too late an age for taking a first degree, could only have arisen from their awareness, subconscious or otherwise, that this was the subject in which supervised courses of ‘preparation’ could have the greatest negative effect.

I got the top scholarship to Somerville not on the strength of the maths, in which I had been thoroughly turned off and messed around by being forced against my will to attend (and ‘do set work’ for) supervised courses at the Woodford High School and Queen Mary College.

I translated all four languages on the translation paper, and wrote essays on the general essay paper for which I had deliberately prepared by becoming familiar with the basic views of past leading philosophers. No school had contributed anything to speak of to my being able to do any of this, although I had had some lessons in French and a few in German. My facility in reading languages arose, at least in part, from my having identified for myself the readers which provided the most rapid access to doing so. I had likewise found for myself the books which gave the most rapid overview of everyone’s views on the most important issues, notably Will Durant’s Story of Philosophy, which gave the lives of leading philosophers of the past with a summary of their philosophical points of view.

At a Somerville social event while I was an undergraduate a don I did not know came up to me and said she remembered my essay paper in the entrance exam; the most remarkable she had ever seen.

Part of what made me successful (in the areas in which I might have been successful on social terms if not prevented from acquiring qualifications) was my exploratory attitude to the learning materials available, and skill in picking out the best.

Since the age of 13 I had found the idea of being forced to sit through lessons or lectures, and then being ‘set work’, horrific.

A Professor once asked me how long I was at the Society for Psychical Research and I said about four years; but that is not really meaningful unless you take into account my extraordinary speed of uptake in any new area of information. Four years was quite long enough for me to become better informed than anyone else about everything in ‘the subject’, as well as in related areas of psychology, psychiatry and electrophysiology that might contribute to progressive research, if that should ever be possible.

But there are not supposed to be any innate differences in ability, so it never has been taken into account that I could do much more than other people, and much faster, and that I not only could but needed to do so. Nor has anyone shown any recognition of how much progress I could have been making, and would have made by now, if not kept completely inactive; unless you regard the universality of the squeeze on me as a recognition that I could not be allowed to do anything at all, as I might make too much use of even the smallest freedom.

’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 underlying current discussion of the philosophy of education.’ Charles McCreery, DPhil

’Any undergraduates or academics are invited to come to Cuddesdon (just outside Oxford) in vacations as voluntary workers. They are expected to have enough money of their own to pay for accommodation near here, but would be able to use our canteen facilities. However, we cannot enter into correspondence about arrangements before they come. While here, they could gain information about topics and points of view suppressed in the modern world, as well as giving badly needed help to our organisation.’ Celia Green, DPhil

Anger and stress

A note on ‘anger’

If a person is angry at the way they have been treated by society (schools, hospitals, etc) this is regarded as demonstrating the weakness of their position. For example, when I have given some account of the damaging ways in which I have been treated, as an explanation of how I could have been forced into my present quite unacceptable and unsuitable situation, people are very liable to tell me that I sound angry, which is apparently automatically pejorative, as there is no concept of justified anger for someone like me. Then they are liable to tell me that I am wasting my time by being angry at my position and by continuing to try to get back into a realistic social role. ‘Life isn’t long enough’, they say, with would-be sympathy, but when it is clear that they have not succeeded in influencing me to change or conceal my real viewpoint, their ‘sympathy’ quickly turns to outright anger.

This is a curious paradox. Anger on the part of an individual victim is contemptible and seen as an invitation to intrude into his life to ‘help’ or ‘counsel’ him. On the other hand, an individual who complains of maltreatment at the hands of agents of the collective, and who does not give up on attempting to remedy his position, arouses an unconcealed (and often quite frenzied) rage in all right-thinking persons, and this sort of anger is regarded as perfectly healthy.

I have already written about some of the situations which aroused anger after I was thrown out at the age of 21. The overt anger that has surrounded me in adult life sheds light on the anger that always stormed around me at school and at Somerville, although then the anger was ostensibly focused on my father, thus destroying his health at the same time as destroying my career prospects.

‘Experts’ hold forth on stress

Salaried academics have been holding forth on ‘stress’ (among all sorts of other rubbishy things) in the papers, in which they are described as ‘experts’.

‘Stress is an engineering term to describe the force brought to bear on an object. Now it’s being applied to any human emotion to frighten people witless and sell them therapy and products,’ says Angela Patmore ... a former research fellow investigating stress at the University of East Anglia ... ‘For the more unscrupulous members of the stress industry, this is mission accomplished: the industry creates the condition, then sells “calmdowns” to cure it.’

Professor Stephen Bloom, an expert in stress at Imperial College [says] ‘Perhaps because of the nanny state we have an inability to face our problems, and too much time to dwell on them ... Maybe we’re not stressed at all.’ (Daily Mail 12 May 2009, ‘Stress is good for you’ by Marianne Power.)

Funding continues to be rigorously denied to all departments of my unrecognised but genuine university which might make some real contribution to understanding, if only by publishing critical analyses of the fatuous ‘studies’ being produced by socially accredited ‘universities’.

No one will work for us because, once they know that I do not regard the way society treats me and has treated me as in any way acceptable, they become too angry at my still trying to make something of my life and needing help in doing so. ‘Move on!’ they shout, as they leave the house.

Emotional 'management'

Managing emotions will be given the same importance as English and maths in Sir Jim Rose’s primary school education reforms unveiled yesterday. ‘Personal development’, along with the three Rs and computer skills, will form the centrepiece of the plans, which will be introduced in September 2011. Children will learn to take turns and share, prepare healthy meals, manage their feelings, and avoid drug and alcohol abuse ... lessons in managing emotions will encourage pupils to curb anger and jealousy and encourage empathy. (Daily Mail, 1 May 2009)

So, children in primary schools are to have lessons in ‘managing their emotions’, including anger and jealousy. I expect they will learn how to direct the anger they experience at being under duress in a prison environment, not towards the teachers and other adults who keep them oppressed, but towards those of their contemporaries of whom they feel jealous because they seem to be doing too well, and not feeling downtrodden enough. They will learn to gain satisfaction from making them feel more downtrodden and will look forward to the time when, as adults, they can express their anger by interfering in the lives of those of whom they feel jealous, by becoming teachers, doctors, social workers or other ‘experts’

By doing this they may be able to avoid becoming addicted to drugs and alcohol. Nowadays such things are referred to as ‘abuse’. ‘Drug abuse’ refers to making use of a pharmaceutical for your own purposes, whereas having your mind zonked out by a drug prescribed by a ‘medical doctor’ is not referred to in this way.

Avoiding ‘drug abuse’ and ‘alcohol abuse’ is part of what is to be taught in the ‘personal development’ programme for primary schools, which will also teach the ‘management’ of anger and jealousy.

How about providing training in the management of anger and jealousy for teachers; also members of education authorities, university tutors and college Principals, etc.? So that they do not take out the anger and jealousy they feel when confronted by someone cleverer than themselves, by destroying the lives of the most exceptional people who are in any way under their power?

How about training all people with social status and influence to direct their anger against other influential people who have ‘let the side down’ by abusing their power in damaging the lives of those over whom they had power, and to put the energy resulting from such anger into providing reparation for the victims of such abuse?

Chardonnay as a gateway drug

As many as 40,000 drinkers are dying every year because the Government has utterly failed to deal with Britain’s alcohol problem, leading experts said yesterday.
Doctors and academics [i.e. agents and beneficiaries of the oppressive state] lined up to condemn round-the-clock drinking, brought in by Labour, and the availability of cheap alcohol in supermarkets. (Daily Mail, 24 April 2009).

Why should it be the business of the Government to prevent people from killing themselves with alcohol and overeating, if that is what they want to do? The object of taking away liberty from individuals in the form of taxes is to create justifications for taking away even more, so as to create the largest possible population of people in a dysfunctional state, to be supported by the increasingly small population of functional people paying taxes. At the same time, taxpayers will have to pay for supporting the ever-increasing population of doctors (who live off the herds of their dependent victims) and academics (who pontificate ‘expertly’ about the morality of these goings-on).

Professor Tom Gilmore, President of the Royal College of Surgeons ... firmly blamed the Government ... ‘a change in licensing laws ... made it difficult to turn down applications for licences, with no need to take public health into account’. (Ibid.)

It is interesting how alcohol has now apparently, in the minds of the medical profession, become a matter of ‘public health’. This concept used to be applied principally in situations where the health of an individual would impinge directly on that of others, e.g. infectious diseases; providing an excuse for interference on the grounds that one person’s behaviour affected another person’s physical health. Perhaps eating sweets will be the next thing to be classified as a matter of ‘public health’.

Martin Plant, professor of addiction studies at the University of the West of England, said: ‘Supermarkets at the moment are displaying the morality of the crack dealer ...’ Professor Plant warned that alcohol was a ‘gateway drug’ leading to cannabis and cocaine addiction in many teenagers. (Ibid.)

The sort of comment which used to be dismissed as ‘moral hysteria’ is now apparently being made by academics. Will chocolate be the next thing claimed to be a ‘gateway drug’, leading to alcohol consumption, and from there to cannabis, cocaine, heroin, prostitution, burglary, etc.?

‘Working Class Children Betrayed by Labour’

The Daily Mail is not much less obsessed with the ideology than any other newspaper. Today it has a front-page headline ‘Working Class Children Betrayed by Labour’, with the ridiculous first two sentences:

Bright children from poor homes are failing to get into university because of under-performing state schools and not class bias. That is the finding of a major study, covering hundreds of thousands of children, by the Institute for Fiscal Studies. (Daily Mail, 21 April 2009)

(And what did the major study cost, I wonder?)

Whatever is the point of getting to ‘university’ anyway, one might ask, if one were allowed to do so. What is it supposed to lead to? And if it does not lead to anything, what advantage is it supposed to be to the individual?

The campaign against people with high IQs and in favour of people with low IQs was well advanced in the 1940s and 1950s when it ruined my life. The only possible remedy is to abolish state education and compulsory education altogether. And I continue to be censored and suppressed by lack of salary and status.

Really bright children are unlikely to be dependent on schools for learning anything. Someone I knew at Somerville was found to be able to read when she went to school at five, although her mother’s hostility to her had led to her concealing this. She learnt Latin and Greek by reading the classics in the public library, outside of school hours.