The Secret Knowledge (3 page)

I saw that I had been living in a state of ignorance, accepting an unexamined illusion and calling it “compassion,” but that there were those brave enough to work their way through the prevailing slogans of their time, and reason toward a consistent, practicable understanding of human relations. To these, politics was not the manipulation of the ignorant and undecided, but the dedication to the defense and implementation of just, first principles, for example, those of the United States Constitution.

I saw that to proclaim these beliefs in individual freedom, in individual liberty, and in the inevitable evil of surrender of powers to the State, was, in the general population, difficult, and in the Liberal environment, literally impossible, but yet men and women of courage devoted their lives and energies to doing so, undeterred not only by scorn but by despair.
⁴

I will now quote two Chicago writers on the subject, the first, William Shakespeare, who wrote “Truth's a dog must to kennel; he must be whipped out, when Lady the brach may stand by the fire and stink”; the second, Ernest Hemingway, “Call 'em like you see'em and to hell with it.”

Culture predates society, as it evolves before consciousness.

Consider, Friedrich Hayek writes, an unwritten law that is universally accepted and practiced and that both predates and gives rise to verbal codification: in a potentially violent altercation, the party nearest his opponent's home will withdraw.

The Culture, of a country, a family, a religion, a region, is a compendium of these unwritten laws worked out over time through the preconscious adaptations of its members—through trial and error. It is, in its totality, “the way we do things here.” It is born of the necessity of humans
getting along.
It does not come into being because of the inspiration, nor because of the guidance, of any individual or group, but it evolves naturally: those things which work are adopted, those which do not, discarded. This evolution has been referred to as “social Darwinism,” but, as Hayek teaches, it is not. Darwin observed that the individuals of a species which were better fitted to their environment throve and interbred, thus strengthening their particular adaptation. Those without the effective adaptation died out.

But the evolution of a culture takes place not through the disappearance of those lacking a beneficial adaptation and the interbreeding of its possessors, but through imitation
.
That culture which has discovered a beneficial adaptation is imitated by those cultures which perceive its worth—the possessors and nonpossessors of an adaptation do not compete on this basis—all may adopt the beneficial behavior and thrive.

The greatest endorsement of my Grandparents' immigrant generation was “He is my landsman.” Which was to say, “He comes from my shtetl and my lodge (my culture), and I can, thus,
predict
how he will act.” This is not to say that the landsman was perfect, or that the prediction was infallible, but that, sharing a culture, one could take a large amount of energy which otherwise would have been expended on self-defense, and utilize it more productively. (Cf. the locker room of a jiujitsu academy, where one may safely leave one's valuables unlocked and in the open; as the more skilled could easily overcome the neophytes, and skill has been gained only through attendance and study—status awarded not only for physical accomplishment, but, as per the tenets of this particular tribe, for honorable behavior.)

The grave error of multiculturalism is the assumption that reason can modify a process which has taken place
without
reason, and with inputs astronomically greater than those reason might provide.

Sowell, in
Ethnic America
, points out that the behavior of ethnic groups in America predates their immigration (or transplantation) to this country; and may be seen as growing out of the ancient necessities facing these groups in their original lands. For example, the Jews are an historically stateless people, and so had to invest their time and wealth in that which could be transported without confiscation—education; the Irish, living for centuries under foreign rule and at the whim of invaders, had to form their own hermetic state-within-a-state, to provide support, protection, and justice, hence their introduction of and success with what became known here as ward politics.

These cultural adaptations predate and are the basis for that more conscious, more sophisticated agglomeration called society, which might be said to be the appurtenances growing out of culture.
⁵
Thus, as Sowell writes, the communal culture is a
real possession,
available to all through the efforts of all, not only in the present day, but historically. This possession, as per Veblen (as above) is little different from the individual inheritance of an actual, material tool—though it is not material, it
is
a tool, and an inheritance.

The tool of culture is the capacity to predict the operation of the social environment—a property right little different from a right in land or wealth. This cultural right exists not limitlessly—for any property right is limited, by chance, death, inflation, erosion, theft, laws, confiscation, etc. but, as with a material property right, founded upon an abstract concept:
predictability
, which differs from omniscience, but is of immeasurably greater worth than ignorance. Culture exists and evolves to relegate to habit categories of interactions the constant conscious reference to which would make human interaction impossible.

We have all experienced, for example, the phenomenon of the First Night in a New Home. The myriad bits of information in our possession of which we were unaware: the location and operation of the light switch, the steps-to-the-couch, the meaning of a creak in the floor (is it the house settling, or is it the step of an intruder?), these countless accommodations, worked out over time, and
without the individual's conscious knowledge
either of their content or of their presence, are, in the new home, brought to consciousness, and demand energy, consideration, and response. The cultural cursor has been put back to zero, and the mind and spirit complain, “I can't do all these things at once,” and indeed, we cannot. And the first nights in the new home are spent without sleep, and longing for peace.

See
The Fatal Conceit: The Errors of Socialism
(to take another idea and a title from Hayek), prime among which is the misconception that the human mind can (a) conceive, and (b) implement a better way of accomplishing a process worked out over millennia by a mechanism infinitely more suited to the task than the human mind (that process being the interaction of human beings, each of whom want something from the other, and all of whom must live together, which is to say, adapt, which is to say, arrive at a solution).

Our current societal (as opposed to cultural) development is burdened by the presence of “Good Ideas.” These ideas are called Good not because their implementation has led to the betterment of life, but in homage to the supposed goodwill or intellectual status of their instigators. Examples will come to mind based upon the individual reader's political or moral complexion, but, for the purposes of illustration in this essay, they may be said to include feminism, birth control, “diversity,” free love, and the profusion of “counter-cultural” innovations spawned in the 1960s.
⁶

This joyous extemporizing of a “new social vision” has brought about an effect not unlike the first night in the new home. It exacts a great cost in bringing to the conscious (unprepared and unskilled) mind those decisions worked out over time. One cost is confusion: angry feminists, lonely aging males, full divorce courts, broken families, grieving children, and a growing disbelief not only in the possibility of domestic accord, but of the efficacy of the free market.

The millennia-long evolution of the human family as a means of dealing with the environment was discarded by my generation of fantasists, in favor of a concept not only artificial, but
inchoate
: “freedom”—the pursuit of which has led to misery. See today's film and television love stories. They, almost universally, feature a man and a woman who despise each other, but come, at the end of the piece, to see that, nonetheless, they, somehow “belong” together, and will “make a go of it.”

This is a sad inversion of the traditional story of a man and a woman who love each other, and are kept apart by (and eventually united by their ability to overcome), circumstance. (That is, they are awarded happiness through the exercise of their will.)

The “Good Idea” (the unimplementable concept), fails, for it is the product of a consciousness incapable of recognizing let alone assessing possible variables. When it fails, the conscious mind balks at the necessity of spending further energy on that which was once free; which is to say, unconscious: the culture.
⁷
The enlightened, socially aware individual, however, a believer in the primacy of the Individual Mind, now affronted by defeat, regresses to that realm which once supported but has now failed him—his unconscious—and takes revenge. He becomes angry.

One might ask not why mass shootings are happening, but why they are happening in schools. Troubled youngsters from troubled families have, traditionally, had the possibility of solace in those institutions operating in loco parentis
.
The child and adolescent, denied order and predictability in the home, might find it on offer in the rules of the school; learn your lesson, dress and act appropriately, sit down, shut up. Though the child complains, these are, to him a comfort. For they are predictable, and they are
impersonal
, and, so, he need not (in contradistinction to the enormities of life at home) take them personally. As such they are the perfect inculcator of a respect for law, tradition, and property without which the child can have no success in the wider, less predictable world beyond the school.

If the school and its subjects, rules and regulations, and expectations are
unpredictable,
eventual autonomy becomes, to the young, unimaginable, and the wider world which the adolescent knows himself incapable of dealing with becomes not a phenomenon to be faced after the acquisition of skills, but an immediate and frightening exigency. School, in teaching the mastery of skills (the three Rs) gives the child faith in his ability to master
other
skills—schools devoted to the debatable (social studies, multiculturalism, and other moot topics) weaken the child—for, even as they seem to endorse some inchoate sense of “social justice,” they offer the adolescent hungering for certainty a curriculum of pabulum, and reward him for regurgitating the school's positions.
⁸

College, once a predictable, practicable course of study designed to fit the individual for self-support, has become, at least in the Liberal Arts, an extension of the bad high school, which is to say, of the terror of adolescence.

The advertisement of “choice”—in curriculum, in behavior (in the glorification of “alternative lifestyles”) while a charming idea to the conscious (pleasure-bent) eighteen-year-old mind, is, actually, to him deeply unsettling. For the eighteen-year-old knows that at some point he must abandon even graduate school, and get on in a world which, he knows, the pandering cry of “choice” is not fitting him for. Gender studies, multiculturalism, semiotics, deconstruction, video art, and other such guff, while attractive to the child, as they seem to endorse his “adulthood,” are in truth, terrifying as his clock ticks on toward the school's relaxation of its authority, that date on which it will spew the unschooled, confused, skill-less student into a world which, he must know, is uninterested in his capacity for bushwah, and wants to know what he can contribute to the common effort.

Consider college education which, in the Liberal Arts, and in the social sciences, or whatever they may be called today, is effectively a waste of money and time, and useless save as that display of leisure and wealth Veblen called “conspicuous consumption.” A Liberal Arts education is essentially a recognition symbol, which, as such
might
theoretically facilitate entrance into a higher class, were entrance awarded on the basis solely of that passport; but see the MAs in English bagging groceries. Higher Education is selling an illusion: that the child of the well-to-do need not matriculate into the workforce—that mastery of a fungible skill is unnecessary.
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It spews him eventually, even after the most attenuated “graduate study,” increasingly embraced by the affluent and confused—into a marketplace the lessons of which he is at a vast disadvantage to face, let alone master, having (a) waited too long, and (b) taught himself that he need not stoop to consider the practical.