Bourgeois III: Values in real-life

Today, there is a rising commercialization, a commodification of the character traits of the bourgeois. This in turn is leading toward a worldview in which bourgeois behavior is a “privilege,” instead of simply being an expectation of a civilized society. As part of such a change, the bourgeois, the real middle-class as exemplified by a set of genuine values and behaviors, not just income or the terrible Marxist clichés from authors such as Christina Stead (The Man Who Loved Children), have moved from being the group of idealized role-models to being portrayed as a slightly deviant clique. Now, words such as “censorious,” “sanctimonious,” “privileged [again],” “hectoring,” and “judgmental” are routinely thrown around concerning those of bourgeois persuasion by pundits and the commentariat on both sides of the political aisle.  

In 1960, psychologist Dr. Walter Mischel led the famous (or infamous depending on social leanings) marshmallow experiment. A young child, observed by researchers and parent(s), was left alone in a room deliberately devoid of stimulation outside of a candy marshmallow. The researcher who took the child into the room would tell the child he/she could eat the marshmallow but would promise a gift of two marshmallows if upon the adult’s return two minutes later, the original piece of candy was uneaten. Needless to say, once the researcher left the room, the majority of children promptly ate the thing. 

Mischel checked on them when they were teenagers and then located a smaller segment when they were almost 50 – those who had displayed deferred gratification had more successful lives than those who had gobbled the first marshmallow. Starting in 1990, when Mischel published the results of both the original test and the teenage checkup and revealed that those with self-control had achieved higher SAT scores and therefore received admission into the best universities, his work came under fire from the social justice coterie. The reason was that the results were an indictment of the difference in the parenting style of the majority, i.e. the single marshmallow gobblers, and the disciplined minority. In a logical world, the results should be cause for celebration because the two-marshmallow children came neither from a racially homogenous group nor from elite backgrounds, though the fact that the majority had one professional parent has formed a large part of “but the experiment is socially discriminatory” argument. 

The crux of the rejection is the evidence that the two-marshmallow children entered the experiment room having already learned self-control from their parents, while the candy wolfers had not. In an attempt to debunk Mischel’s study, a group of psychological researchers redid the experiment, publishing the results in 2018, with a larger sample and a thorough study of the home environments of the subjects. Instead discrediting Mischel, the second study upheld the macro principles of his work; those who did best on the “new and improved” version were children who came from homes with large numbers of books and had very attentive, responsive parents. In other words, two-marshmallow children came from a different type of family than was, or is, standard. Crucially, the study found that the culturally impoverished, those with money and possibly advanced degrees but no books, did not do significantly better than those from financial poverty, with both groups producing marshmallow snatchers. On an interesting side note on the book divide, parental attention did not seem to make much of a difference, though it is possible that this is because the book-readers were also the better parents – the language is a little ambiguous on this point. 

The Atlantic, for example, more or less gloated that Mischel and co.’s unconscious snobbishness had finally been unmasked to the world:

There’s plenty of other research that sheds further light on the class dimension of the marshmallow test. The Harvard economist Sendhil Mullainathan and the Princeton behavioral scientist Eldar Shafir wrote a book in 2013, Scarcity: Why Having Too Little Means So Much, that detailed how poverty can lead people to opt for short-term rather than long-term rewards; the state of not having enough can change the way people think about what’s available now. In other words, a second marshmallow seems irrelevant when a child has reason to believe that the first one might vanish. [….]

These findings point to the idea that poorer parents try to indulge their kids when they can, while more-affluent parents tend to make their kids wait for bigger rewards. Hair dye and sweet treats might seem frivolous, but purchases like these are often the only indulgences poor families can afford. And for poor children, indulging in a small bit of joy today can make life feel more bearable, especially when there’s no guarantee of more joy tomorrow.

It is important to note that Mischel’s critics completely distorted his findings. At no point did he claim one group was superior to the other in any sense. Nor, did he claim, as is often misrepresented, that “character was everything.” These were all things impugned to him by opponents. All he did was prove that patience and self-restraint at age five (the approximate age of his subjects) tended to translate into disciplined, high-achieving high school students.[1]

The real rub of the marshmallow test is that it forced recognition of the fact that different child-rearing methods convey value sets, and that these values can be a determining factor in success or failure. They have the potential to translate into material, cultural, and social capital, or to reveal the lack of these things to the world. To make things worse, from a social justice standpoint, the experiments appear to demonstrate that values of the upper echelons are better because they have consistently produced the same results. 

The excuse-seeking used by The Atlantic author, such as hair dye and sweets, is recognizable to anyone who has read George Orwell’s The Road to Wigan Pier because the logic’s template is his chapter on the dietary habits of the northern English working-class in the 1930s. What isn’t shown is Orwell’s own honesty. While he gave his subjects a pass on spending eight pounds[2] on sugar, as the only affordable indulgence, he excoriated them for spending on tinned corn beef and dried milk when fresh meat and dairy was both readily available and were much, much cheaper. For him, it was one of the little ironies in the social fabric that the middle-class, who preferred fresh products, lived cheaper and better than the working-class, whom he suspected bought canned meat and desiccated milk out of some misplaced notion that this was what the middle-class ate exactly because cans and boxes were more expensive.     

In his book The Wealth of Humans: Work and Its Absence in the Twenty-First Century, journalist-economist Ryan Avent wrote on the subject of social capital:

Wealth has always been sociable. The long process of cultural development that eventually yielded the industrial revolution was in many ways the process by which humanity learned ever better ways of structuring society in order to foster the emergence of complex economic activity. Wealth creation in rich economies is nurtured by a complex system of legal institutions (such as property rights and the courts that uphold them), economic networks (such as fast and efficient transportation and access to scientific communities and capital markets) and culture (such as conceptions of the ‘good life’, respect for the law, and the status accorded to those who work hard and become rich). No individual can take credit for this system; it was built and is maintained by society.

Avent is absolutely correct, especially in terms of this as the essence of a capitalist society. To return to the marshmallow test and its subjects, if one divides society into snatchers and waiters and then looks at Avent’s behavioral traits, such as “respect for the law,” or values – “property rights” – one immediately sees that one of the two groups is going to fare much better than the other. This is not because one group is inherently superior to the other; no, the difference is that one group received the value system, and therefore social capital, necessary to function acceptably in a capitalist system. The other did not. 

Training the values to be functional in a capitalist system has nothing to do with society at large, and everything to do with the family. That said, society does play a role in terms of upholding bourgeois values, but modern American society has, as previously indicated, not only disincentivized such values but has come to stigmatize them as unacceptable. Up next: examples of the bourgeois family!  

[1]Officially, he has not directly published the results of his check up with the available subjects at age 49; however, the APA report, hyperlinked above, indicates that the two-marshmallow children honored their potential and became successful, fulfilled adults. 

[2]He either observed that they spent eight pounds money, or that they bought eight pounds in weight; he was not clear in his wording.

Bourgeois II: place in the world

Quite recently, I was reading musicologist Martha Feldman’s book The Castrato: Reflections on Natures and Kinds, which is, unsurprisingly, a study on the castrato and the music written for the voice type during the 17thand 18thcenturies. The concept is exactly what it sounds like – a male singer whose physical development was surgically ended in order to preserve his access to the high soprano range. The surgery in theory created an ideal singer because his head and ribs continued to grow to normal male size, creating someone with tremendous lung capacity and also large head space which created greater resonance. 

For anyone who might be wondering, no, castrati did not sing female roles; the type was still male in identity and was often associated with nobility or demi-gods in character casting. Incidentally, the practice of castrati eventually led to the operatic custom, beginning in the late 18thcentury, of mid-range female singers (mezzo-sopranos) singing the roles of young males because as religious and civil laws cracked down on the creation of castrati, this particular type of singer gradually disappeared, even as the music written for them increased in popularity. By the time Mozart wrote Le Nozze di Figaro(1785 – 86) and La Clemenza di Tito(1789), the roles of the junior males, Cherubino and Annio respectively, were written for women singers from the outset. 

The aspect that was, for me, quite interesting about the castrati was the level to which a concept which musicians more or less take for granted stemmed from larger social, legal, and cultural changes in Europe in the late 1500s. Explaining the castrato’s history in Italy, where the practice originated, Feldman mentioned philosopher and sociologist Jürgen Habermas and his work, particularly on the “weakening of industrialization and the refeudalization of Europe” following the Renaissance. More directly related to the trend of castrati, Feldman wrote:

Most of the time first sons were excluded (from castration in order to make a castrato) because primogeniture was the rule in Italy, hence first sons were heirs, breeders, and eventual legatees, though very poor or very ambitious families sometimes did have first sons castrated, including the family of Handel’s principal castrato Senesino (Francesco Bernardi), whose older brother was a castrato, and first son Gaetano Berenstadt (1687 – 1734), of Tyrolean descent, who ended up caring extensively for his family’s needs (Feldman, 13).

And further explained,

If some form of patriarchy had long been the rule, patriliny by contrast took root in a historically precise way only around 1570, as we have glimpsed above [a preceding paragraph on the combination of increased lifespan and the introduction of estate entail in Italy]. Prior to that time the ideal had been to marry off all or most sons to increase a family’s power not just vertically but horizontally, within a wider network of kin, with the goal of fortifying the clan as a whole. With the marrying off of first sons only, a situation arose in which younger sons were typically consigned to military or ecclesiastical careers and thus formally speaking to legal or effective celibacy at the same time as most upper-class daughters entered convents. Both strategies intensified with the severe economic crisis of the seventeenth-century, but the practice continued afterward, albeit with increasing tendencies toward diversification (45).

Before 1570, the law of entail was not prevalent in continental Europe, which also tended to include females in the line of succession – Salic law applied only to the throne in the case of France, so noble women could and did inherit their parents’ property. Since one of the central points of the Counter-Reformation was ending the abuse of Catholic religious facilities, either as retirement homes for dowagers or as cold-storage for spare heirs once their elder brother fulfilled his duty, convents, monasteries, and the priesthood quickly became unviable career options, at least for the aristocracy. 

This little tweak to Canon Law had two effects: 1) the Catholic clergy gradually ceased being a profession as such, which resulted in an increased number of non-elites joining voluntarily and rising to high places, and 2) the performing arts, particularly music, exploded as the young men enrolled in ecclesiastical preparatory schools and originally destined for careers in the Church had to find new avenues for their skills. On a side note, the struggle to enforce the new regulation took centuries, was closely related to the battle for separation of church and state, and it is a story for another time.

The point to this tale is the response of the younger sons to their change in fortunes and status. Being in cathedral schools, and even more impractically in music-specialist cathedral schools, at first glance there was not much use for what these young men could do in the secular world. They were fluent in Latin, usually had a good command of Greek, frequently had a solid understanding of modern European languages and literature in general, and they were competent musicians. In a world that not only was still largely agrarian but was also “refeudalizing” into a system where they were, on the one hand, very much locked into the expectations of their caste – an impoverished younger son was still an aristocrat – while simultaneously being locked out of any claim to family property, the position of these men appeared hopeless. 

Instead of giving in to the circumstances, though, these men went out and turned their skills into an industry – classical music as we know it. They taught it, wrote it, and developed it into a dominant art form. Some found multivariant use for their “irrelevant” skills. For example, the castrato Carlo Broschi (1705 – 1782) didn’t use his real name out of respect to his aristocratic family, performing under the name Farinelli. However, his birth and skill with languages also caused him to be appointed a diplomat-at-large and it was not uncommon for him to be in cities, such as London or Madrid, for opera engagements and be suddenly called upon to go to the royal court and help sort out a diplomatic issue. When he died at the unusually old age of 77 (a perfect example of Jonah Goldberg’s point about Second Sons as both victims and beneficiaries of the upper-classes having better medicine), he left behind a fortune, which in a delightful ironic twist bailed out his elder brother’s family.[1]What is remarkable is not that he did this, but that he was only slightly unusual in terms of his financial success. 

In her book The Bourgeois Dignity, Deirdre McCloskey argued, rather controversially, that all movement, no matter how organic, comes top down in terms of the social pecking order. In the case of capitalism, the movement occurred, in part, because the group whom Goldberg termed “Second Sons” and McCloskey “bourgeois” had a particular knack for both recognizing and creating markets, even in very negative situations. The resilience evinced in the story of the castrati and their role in the history of music is a type of proof that McCloskey’s thesis is correct. 

[1]In fairness to the elder Broschi, he was a well-regarded musician in his own right and had a strong career up until he inherited the estate and, following convention, retired to it to become a penniless landed gentleman, rather than a wealthy performer, like his younger brother. The suspicion is that Farinelli covered most of his brother’s family’s living expenses; it is known that he paid for the education of his nephews and niece. 

Middle-class: questioning the definitions

  Vestis virum (non) redit

                                                                                    ~ Latin proverb

As Brexit drags on, there is a reassessment occurring of Margret Thatcher and her legacy. After all, in addition to being a stalwart defender of free markets, free enterprise, and free societies, she helped design the EEC, the precursor to the EU. So in the process of leaving the EU, there is a lingering question regarding whether the referendum is a rejection of Thatcher’s legacy. Those who equate the referendum with a repudiation of Thatcher offer explanations along the lines of: “Thatcher destroyed the miners’ way of life [NB: this is a retort spat out in a debate on the freedom-vs.-welfare split in the Leave faction; it has been edited for grammar and clarity.].” Sooner or later, Thatcher-themed discussions wend their way to the discontents of capitalism, especially the laissez-faire variety, in society, and the complaints are then projected onto issues of immigration, sovereignty, or globalism. 

On the other side of the Atlantic, Tucker Carlson’s January 2 polemical monologue contained similar sentiments and provoked a response that proved that the same issues have divided America as well. Much of Carlson’s complaints were predicated on the concept of “way of life,” and here lies a dissonance which has meant that swaths of society talk without understanding: merely possessing a way of life is not equal to having values. In all the discussion of the “hollowing out of the middle-class,” one question is never raised: What is the middle-class?

It is only natural that no one wants to ask this question; modern society doesn’t want to discuss class in a real sense, preferring to rely on the trite and historically abnormal metric of income. To even bring up the C- word outside of the comfortable confines of money is to push an unspoken boundary. Although there is an exception: if one is speaking of high-income, or high-net-worth individuals, it is completely acceptable to question an auto-definition of “middle-class.” Everyone can agree that a millionaire describing himself as middle-class is risible. 

It is the income dependent definition that is the source of confusion. The reality is that modernity has conflated having middle income with being middle-class. The two are not one and the same, and the rhetoric surrounding claims of “hollowing out” is truly more linked to the discovery that one does not equal the other. 

In his The Suicide of the West, Jonah Goldberg wrote on the subject of the back history of the Founding Fathers:

[….] British primogeniture laws required that the firstborn son of an aristocratic family get everything: the titles, the lands, etc. But what about the other kids? They were required to make their way in the world. To be sure, they had advantages – educational, financial, and social – over the children of the lower classes, but they still needed to pursue a career. “The grander families of Virginia – including the Washingtons – were known as the ‘Second Sons,’” writes Daniel Hannan [Inventing Freedom: How the English-Speaking Peoples Made the Modern World (HarperCollins, 2013)]. [….]

In fact, Hannan and Matt Ridley [The Rational Optimist: How Prosperity Evolves (Harper, 2010] suggest that much of the prosperity and expansion of the British Empire in the eighteenth century can be ascribed to an intriguing historical accident. At the dawn of the Industrial Revolution, the children of the affluent nobility had a much lower mortality rate, for all the obvious reasons. They had more access to medicine, rudimentary as it was, but also better nutrition and vastly superior living and working conditions than the general population. As a result, the nobility were dramatically more fecund than the lower classes. Consequently, a large cohort of educated and ambitious young men who were not firstborn were set free to make their way in the world. If you have five boys, only one gets to be the duke. The rest must become officers, priests, doctors, lawyers, academics, and business men.

Goldberg concisely summarized the phenomenon which Deirdre McCloskey argues created the original middle-class. But more importantly, Goldberg’s history lesson emphasizes that the origins of America, from an idea to a reality, have a deep socio-cultural angle, one that is tied to status, property rights, and familial inheritance, that is often lost in the mythology.

As Goldberg explained, the complex, painful history of disenfranchisement due to birth order was the real reason the Founding Fathers both opposed the law of entail while simultaneously focusing almost myopically on private property rights in relation to land. As Hernando de Soto studied in his The Mystery of Capital, George Washington, who held land grant patents for vast, un-surveyed tracts in Ohio and Kentucky, was horrified to discover that early settlers had established homesteads in these regions, before lawful patent holders could stake their claims. Washington found this a violation of both the rule of law and the property rights of the patent holders and was open to using military force to evict the “squatters,” even though to do so would have been against English common law which gave the property to the person who cleared the land (Washington was no longer president at that point, so there was no risk that the aggressive attitude he expressed in his letters would lead to real action.).   

Before repudiating Washington for his decidedly anti-liberty attitude on this score, we should turn to Deirdre McCloskey and her trilogy – The Bourgeois Virtues: Ethics for an Age of CommerceBourgeois Dignity: Why Economics Can’t Explain the Modern World, and Bourgeois Equality: How Ideas, Not Capital or Institutions Enriched the World – for an understanding on why this might be important, and why conflating way of life with social standing and identity is both fallacious and dangerous. 

Part II coming soon!

Semiotics in national dialogue: an observation

One thing the Notes on Liberty community may not know about me is that I worked for a while as a research (and writing) extern for the Victims of Communism Memorial Foundation. Because of my academic background in history and the arts, most of my work focused on historical communism, especially as related to propagandist representations from inside communist countries. The experience provided me with an opportunity to immerse myself in the documentation and wording of communism.

Most people know how the Soviet and Maoist propagandists portrayed their own people: the moral, brave underdogs who are hated and despised by rich, corrupt weaklings. Any of the sufferings connected to communism – famines, shortages, economic instability – these were all the fault of external forces. Except in the case of the Chinese, to whom Mao refused to offer explanation and simply told the people that their sufferings were glorious and were sacrifices to the revolution. Hua Yu in his memoir China in Ten Words conveys quite poetically exactly how “glorious” everyone’s sufferings were. Even today, we are still treated to a modern iteration in the form of Nicolás Maduro and his wild accusations regarding the cause of Venezuela’s collapse. Most of the time, the perpetrators are the White House and CIA, though in August 2018 he blamed Colombia and some unidentified Floridians and in December 2018 he threw in Brazil, along with the traditional “White House did it” trope.

What is less commonly known – outside of film and literature aficionados – about Cold War era portrayals is their representation of those who live on the other side of the divide, i.e. in capitalism. Across the board, the portrayals were fairly simplistic – the rich were evil, the poor were good. The premise was always that the former were useless and the latter were meritorious, belonging in a socialist workers’ paradise, instead of in a system that metaphorically chewed them up and spat them out. The propagandists were masters of imposing this interpretive paradigm universally, from traditional Western literature (or even their own traditional literature in the case of China) to news items. For example, the failed yachtsman and minor-league conman Donald Crowhurst became a proletariat hero in the Soviet film Race of the Century in which he is driven to his death by a greedy, capitalist sponsor (in real life, Crowhurst’s angel investor). The propaganda point being that in capitalism human life is expendable. One has only to read Alexander Solzhenitsyn’s Gulag Archipelago to see under which system an indifference to human life was, and still is, ingrained.

There is a reason that Marxist and post-structuralist theory and criticism focus on the concept of “the other.” It is because communism can only arise from chaos and conflict. In order to justify its existence and explain its ills and failures, there must be an “other” which opposes it. The other can be the White House, foreign intelligence services, or foreign bankers. “Othering” can be imposed on practically any person or group of people, and the dynamic can be read into any relationship. If one wants to find an “other” in Solzhenitsyn, a very good candidate is Fetyukov from One Day in the Life of Ivan Denisovich. For a literary criticism standpoint, Ivan Denisovich Shukov’s contempt for Fetyukov is a case of the former “othering” the latter. “Othering,” while a development of Marxist thought, is not a domain exclusive to communist writing. Ian Fleming used the paradigm, consciously or unconsciously, in his James Bond series, with their black-and-white portrayals of who was the good and who was the bad party.

Study of the language and structures of Marxist thought and propaganda is both lacking and overwhelming today. Yes, on the one hand, our universities have been overtaken with grievance studies and criticism classes. But on the other, the tropes and thought processes of Marxism have subtly appeared in contemporary American dialogue. More insidiously, they are not coming necessarily from the overt socialists, such as Alexandria Ocasio-Cortez, but from figures that identify as center and right. Ocasio-Cortez and her idol Bernie Sanders might be pardoned for regurgitating Marxist tropes, given that at least these politicians have had the decency to acknowledge their ideological leanings, but for “Conservative” [note the big “C”] intellectuals to do so is indicative of either ignorance or manipulation, both of which are unforgivable.

Consider what Michael Lind, a prominent neo-conservative, wrote in an article titled “Classless utopia versus class compromise,”published in American Affairs in summer 2018,

Democracy, then, requires strategically strengthening institutions that working-class people can control or at least influence. That means, among other things, defending the institutional independence of diverse religious communities, while sometimes favoring pragmatic municipal socialism. Whatever form an authentic grassroots working-class movement might take in the twenty-first-century United States, it is likely to look like historic precedents, including old-fashioned Milwaukee-style “sewer socialism” (municipal ownership of public utilities) and the Salvation Army. It will not look like the campus-based social justice and climate-change NGOs of progressive upper-middle-class professionals or, for that matter, free-market agitprop groups funded by the libertarian rich.

Lind has had a decades-old, well-publicized bugbear with libertarian thought, and to some extent his language reflects this. What is concerning about his words is the justification of localized socialism (history shows that this would not remain local for long) using the language of agency. The entire argument is built upon the fundamental Marxist assumption that the proletariat has no agency, wants it, and must collectivize to have it. In Marxist speak, Lind’s acceptance of the laborer-has-only-his-labor paradigm effectively “others” everyone on the other side of an indeterminate class line – upper-middle-class professionals (progressive or not), college students, free-marketeers, oh, and rich libertarians (one wonders where poor student classical liberals and middle-class libertarians fall in this equation).

In old fairy tales, a common theme is a beloved plant, usually a tree, that begins to wither away. The tree is externally healthy, and no one can discern a logical reason for it to be dying. After a long search, consulting of necromancers, and other typical fairy tale activities, the hero digs around the tree’s roots and discovers that there is a repulsive, venomous animal, usually a snake or a toad, living there, and it is the cause of the plant’s slow decline. Marxist thought and paradigms, not Marxism as an ideology, have become that snake for American Conservatism and center-right politics. Its poison is exacerbated by the fact that its acolytes and proselytizers appear to be unconscious of its presence as they argue that their only desire is to preserve the American Republic through preventing class conflict. But if they are doing is to hurl us faster and faster, more inexorably toward this very breakdown, as their ideas begin to overlap with those of the acknowledged far-left.

Peer pressure writ large

Part I

We fight for and against not men and things as they are, but for and against the caricatures we make of them.

~ Joseph A. Schumpeter

One hurdle to public discourse that is underrecognized and must be addressed is the simple fact that individuals in the broader population don’t really know what they want. There is often no clear center of self-awareness. Instead, the peer and peer-driven media substitute for personal and communal identity. On the one hand, this situation has existed throughout history without imperiling the human species. On the other hand, this is an era of mass media and peer influence. Therefore, examining role of the peer and its media, specifically social media, is important in a time of societal disruption and discontent.

In the FuturamaSimpsons crossover episode from November 2014, Homer Simpson tries to explain freemium games to the Futurama crew:

Okay, it starts free, right? Then you visit your friend’s game, and he’s got this awesome candy mansion. […] And you’re like, “99 cents?!” You bet I’d like one!” And that’s why I owe Clash of Candies $20,000.

The cartoon aptly summarizes the real-life effect the prevalence of the peer can have. Naturally, there is great comic potential in these situations, and the Simpsons creators capitalized appropriately. Though it is worth adding that the ongoing theme of Homer Simpson possessing a weak character not only made the above quote plausible, it might be a portent to the real problem.

Ruth Davidson of the Scottish Conservative Party wrote an article titled “Ctrl + Alt + Del. Conservatives must reboot capitalism,” in which she argued that the current capitalist arrangement has failed. Concerning the collapse of middle society towns and villages, in the face of growing prosperity in the metro areas she wrote:

How does a teenager living in a pit town with no pit, a steel town with no steel or a factory town where the factory closed its doors a decade ago or more, see capitalism working for them? Is the route for social advancement a degree, student debt, moving to London to spend more than half their take home pay on a room in a shared flat in Zone 6 and half of what’s left commuting to their stagnant-wage job every day; knowing there is precisely zero chance of saving enough to ever own their own front door?

Or is it staying put in a community that feels like it’s being hollowed out from the inside; schoolfriends moving away for work, library and post office closures and a high street marked by the repetitive studding of charity shop, pub, bookies and empty lot – all the while watching Rich Kids of Instagram on Channel 4 and footballers being bought and sold for more than the entire economy of a third world nation on Sky Sports News?

Not a single person familiar with this impossible choice should be surprised by the rise of the populist right and left, of Donald Trump and Jeremy Corbyn, with their simple, stick-it-to-the-broken-system narrative. This is what market failure piled upon social failure piled upon political failure looks like.

If the goal of government is to ensure that everyone has a job and paycheck, Davidson made some very good points. In fairness to her, the cultural attitude today, both in the US and the UK, does indeed tip toward the idea that it is the responsibility of government ministers, such as Davidson, to create magically a world of stable, predictable work and money. What Davidson caught but then also missed is that much of the desire of the people isn’t about money, jobs, or stability, it’s about “social advancement,” to use her own words.

Anyone who thinks that the workers of the old, idealized industrial world were spared non-material social concerns, or arriviste inclinations, is deluded about the course of social history. Nor, are such concerns a purely feminine pursuit, as the Victorians liked to think, supported in their belief by the works of authors such as Jane Austen, Elizabeth Gaskell, and George Eliot (nom de plume of Mary Ann Evans); William Faulkner, Sinclair Lewis, F. Scott Fitzgerald, and, to a lesser extent, Ernest Hemmingway all made careers out of chronicling male social climbing. There is probably something significant about the fact that the second set of authors were all between-the-Wars Americans, but that will have to be set aside for now.

As Polly Mackenzie of the UK think tank Demos wrote, weighing in on the concept of the “working class identity crisis,”

If you’re one of those people who gets a bit misty eyed about the jobs of the past, how fantastic they were, and how they’ll never be replaced, I can hear you scoffing at the notion that putting stuff in boxes [discussion centered on Amazon as the major employer for the low-skilled, under-educated] could ever be meaningful. Those who hark back to the pit villages and steel towns that gave working men a sense of pride and identity will tell me that putting stuff in boxes isn’t ‘man’s work.’

But those people are wrong about where meaning comes from in the workplace. True, some jobs are meaningful because of the direct impact they have in the world – some people save lives, educate children or create works of art. But there’s no such direct meaning in bashing coal off a rock face. Mining is grueling, physical labour, but if that were enough to create meaning then the warehouse jobs could match it, exhausted limb for exhausted limb.

To borrow the title of Gregg Easterbrook’s book, this is The Progress Paradox: everyone is better off but no one is happier. Mackenzie grasped that societal breakdown isn’t about actual jobs; as she also pointed out, none of the “disenfranchised” workers really want to go back to jobs that cost them health and limbs, and the social respect that they claim they’ve lost never truly existed – name one time in history when a coal miner held equal status to a professor or an artist.

Continuing on the confusing, conflicting perceptions of what people want, Henry Olsen of the Ethics and Public Policy Center in Washington, DC, went to Levittown, PA, and interviewed a wide range of locals in an effort to understand the skeleton of populism.

Greg [a local] put it this way: “Trump is telling them ‘it’s OK to be you.’ The rest of culture is telling them ‘it’s not OK to be you.’”

As Greg told me, whether the message is economic – “you have to go to college to succeed” – or cultural “I like to listen to AC/DC; what’s wrong with that?” – Levittowners and people like them have felt the brunt of elite disdain. In voting for Trump, these blue-collar workers were rebelling against the idea that America is no longer for people like them.

“Levittowners just want a good Christmas for their kids and to go to Jersey Shore for a couple of weeks. They want some acknowledgement that is OK,” Anthony [another local] said. Trump gives them that, and they are willing to overlook nearly everything in exchange.

In conclusion, Olsen wrote:

Rather than viewing global blue-collar discontent through an economic lens, we ought to be looking at populist-backing voters more as people like us, holding similarly cherished identities and hopes. And maybe if we did that, we might all be a bit better off.

It is important to note that according to Olsen, the majority of the local population held Bernie Sanders in equal esteem to Donald Trump. In a broad sense, Olsen’s comments and interviewees echo Davidson and Mackenzie: The good life, rather than simply money, is the fuel behind the average person. The dissonance is that “the good life” varies wildly by perception, not to mention goals.

Consider, for example, the statements uttered by Olsen’s source Greg regarding perceived attitudes on education, economics, and culture. Immediately, it is doubtful that anyone in wider society gives a hoot about any individual’s taste in rock music. In fact, it is more probable that Greg would find the noise issuing from average college dorms and frat houses to be quite recognizable. As a claim for difference and despite, popular culture is a non-starter.

On the success and career side, while the attitude Greg identified certainly exists, it is important to remember that it is the concoction of Americans by and for themselves. The “college-or-nothing” idea is a creation of the peer. The vocational and technical schools which benefited people like Greg didn’t spontaneously close in the decades after World War II; they closed because the market dried up (let’s ignore any correlation to the draft for now) as everyone, flush with post-War prosperity, raced into colleges and universities, regardless of quality or level of preparation. Even now, there are plenty of viable alternatives to obtain skills and commensurate financial independence for the less scholastically inclined. For someone to claim the college-success paradigm as a source of socio-cultural disenfranchisement suggests an ultimate conformity to the pressures of the peer through blind acceptance of a narrow definition of success. The number of fields where it is absolutely true that a person must attend college to succeed are quite few, require specific talents, and are highly specialized. It is not an organic thought for a person with average aspirations and expectations to compare himself to someone in one of these professional areas. Such a comparison only occurs through contact with and shaping of perception by a peer or group of peers.

But, one might argue, how is this possible if the Gregs of the world live their entire lives in circles of people with similar backgrounds and information levels? The answer is through images and the media of imagery. Particularly influential are television and social platforms, such as Instagram, largely because of their capacity to shape perception.

Part II


This photo is titled “Toffs and Toughs,” taken by photographer Jimmy Sime in London in 1937, and it shows two English public (private for Americans) schoolboys waiting for their parents to come pick them up. The photo has two stories, the actual story, and the one built around it by malcontents. The day after Sime took the photo, the leftist and class-warfare fomenting News Chronicle, which later merged into the modern tabloid Daily Mail, published it underneath the headline “Every Picture Tells A Story,” but then declined to clarify the photo at all, beyond misidentifying the two boys in morning dress as Etonians attending the Eton-Harrow cricket match. Almost simultaneously, American Life magazine picked up the photo and published it with further misidentifications and lack of clarification. The message was clear: the elites ignore or turn their back on the underprivileged and working-class.

The real story of the two “elite princelings” was very different. Both boys, students at Harrow, came from solidly middle-class backgrounds; the only trait that might be interpreted as “elite” about them was that their fathers were Harrovians. The younger boy Peter Wagner (on the far left) came from a family of immigrant tradesmen who had bootstrapped their way up the ladder. By 1937, the Wagners had settled into being a family of scientists and stockbrokers, comfortable, respectable, conventional. Peter served honorably during World War II and then took over his family’s business. The older boy Timmy Dyson (center) came from a professional military family, great of name but lacking means. Born into decidedly ordinary circumstances, he spent his childhood as an army brat. His parents only afforded Harrow because he was an only child. He died suddenly a few months after Sime took the infamous photograph.

Of the three “poor” boys, their realities were also much different from the one implied by the photo. None of them was a street urchin. Since they were playing hooky from school the day of the photo, one can extrapolate that they came from families with sufficient means to keep teenage boys enrolled in school despite living in Depression-era London. The two smaller boys, flanking the tall one, both became successful businessmen, while the taller boy became a civil servant. The three never forgave the media for casting them in the role of impoverished victims, arguing that they all had much richer lives than the photograph showed. Literally richer in the case of the two small boys, who post-War reportedly lived at a level of luxury unknown to “elite” Timmy Dyson.

“Toffs and Toughs” is an interesting study of imagery and the myths and perceptions that it can create and perpetuate. It is not an accident that Ruth Davidson, when discussing the modern young person’s alienation from capitalism, wrote, “all the while watching Rich Kids of Instagram on Channel 4 and footballers being bought and sold for more than the entire economy of a third world nation on Sky Sports News.” These are highly visual media which are also highly ersatz, shaped into the appearance of a cohesive whole through skillful editing.

Sports stars (and musicians, dancers, and artists) are terrible for comparison because becoming one requires herculean efforts and hours of practice. An extension of the 10,000-hour rule is: if someone isn’t willing to put in 10,000 hours to master a skill, he has no right to engage in envious nattering. Rich Kids of Instagram is a British reality TV show that spun off of an eponymous Tumblr thread wherein the purported Instagram photos of the superrich are collected. If one examines the pictures with a critical eye, it becomes apparent that the majority are staged – anyone standing on a pier can take a selfie with a docked yacht; it doesn’t mean that he owns the boat.

In the fourth episode, “From Cradle to Grave,” of Milton Friedman’s Free to Choose, 1980 original, at 32:27, Helen Bohen O’Brian, then Secretary of Welfare for Pennsylvania, astutely observed that people estimated their quality of life based on the people around them. What visual media has done is to bring people like the exhibitionists of Rich Kids of Instagram into people’s lives and present them as if they are in some manner the viewer’s peers. It is as divisive and dishonest as claiming that “Toffs and Toughs” told a “story.” If one considers that Guardian columnist Marina Hyde outed the TV show by revealing that a “rich kid” was not particularly rich, was a former tenant of Hyde’s family, and the place portrayed as the reality starlet’s house was their own property, into which the TV crew had unknowingly broken and entered, the deception is exactly on par with the 1937 one. It is all a pitiful lie, but one which, as Davidson spotted, the vast majority of people see and envy as truth.

In closing, there is one last example to consider. Marc Stuart Dreier, currently in prison for fraud, is an ex-lawyer whose scams were eclipsed only by those of Bernie Madoff. In an interview for the BBC documentary Unraveled, Dreier explained that he wasn’t motivated by greed or desire for the “rich life,” no, he wanted to be someone who socialized with golf and football stars. At the start, he was the embodiment of the American dream – son of an immigrant goes to Yale and Harvard Law – but then he discovered that law was not his métier. He neither enjoyed it, nor was he good at it. Unable to succeed through honest means, he turned to fraud. He wanted to be successful, not for its own sake but for the peer group he hoped to join. The documentary shows repeatedly snippets of Dreier in the guise of lawyer-philanthropist glad-handing footballers and playing with famous golfers, always with cameras there to catch every move. The goal was the visuals, not the reality.

In a battle of the mythic caricatures of Joseph A. Schumpeter, the victim is going to be liberty and responsibility. Today, Schumpeter’s words are truer than ever. Everyone has caricatured everyone else. And at the same time, everyone imagines himself on stage with his peers as the audience. There is no doubt that social media and technology have exacerbated the problem of imagery and the peer – fictional Homer Simpson and his candy mansion and Rich Kids of Instagram – but it is delusional to pretend that it didn’t exist before apps and smart phones. Blaming capitalism for the discontent caused by voyeurism and false expectations is both a logical non sequitur and a very serious peril for liberty. For the sake of preserving freedom, it is important to ask, to demand even, by what metric are the disaffected judging their lives. If it is by the peer, as Bohan O’Brian argued, then it is not a valid metric and should be treated as such.

Sine qua non: No shortcuts

This past summer at language school a young man invited me to a party, which I had to refuse since there was a major exam coming up. In response he said, “But you’re smart, why do you have to study?” He was genuinely astonished at the idea that intelligent people have to study; for him, intelligence meant that one was spared the bother of having to work to master a skill or a subject. His bewildered reaction made me start thinking about the nature of the work surrounding achievement and how it is perceived.

Bluntly put, achievement is very hard work and requires tremendous sacrifice. Last weekend, Oxford had its matriculation ceremony, after which the individual colleges arranged group photoshoots. While waiting for one shoot, I overheard two young women discussing a celebratory evening party. One said that she couldn’t go because she had to finish the reading for the next day, but the other said that she had risen at five o’clock that morning in order to finish her reading so that she could attend the party. Neither one was bothered by the choices she had to make, and they were united in their agreement that study came first. Missing a party or missing sleep were simply prices for achievement.

There is an ancient Egyptian legend about a couple who stole the Book of Thoth, which contained all the wisdom of the natural and supernatural worlds, copied it down on a stone writing tablet, washed the stone, and then drank the runoff water; in doing so they acquired all that knowledge without having to read the book. (For those who are interested, the story doesn’t end well, mostly because Thoth is annoyed that his book is gone, but also because, having not genuinely learned the material, the couple can’t control their new-found powers.) In the Folger Museum in Washington DC, there is a medieval manuscript (MS V.b.26 (1)) that contains a spell to compel the spirits to do your writing for you, though as a friend of mine drily pointed out, there’s nothing promised about the quality of writing delivered. What is interesting about myths and spells concerning shortcuts to knowledge and accomplishment is that they are all focused on bypassing the sacrificial process, while still being crowned with the laurels.

The ancient/medieval view was that the spiritual sphere, being responsible in the first place, could help create a world where everyone could achieve without the bother of the foundational work. Now, in a post-Frankfurt School, Utilitarianist world, society speaks in terms of “talent,” as if it is a supernatural thing that requires no cultivation, existing fully formed in a vacuum. We have come from Thomas Jefferson arguing that every person should be free to pursue his own interests according to his endowments to John Rawls’ yowling about the “injustice” of modern society and a world where smart, talented people appear to “have it all.” In order for the Rawlsian vision of the world to work out in completely equitable justice, the work put in by achievers in pursuit of their goals must be negated.

On a personal note, I remember one chillingly funny episode when, during a seminar, a classmate informed a group of us that our coming in prepared, having done the readings and written up commentary, was an act of oppression against her. Her basic argument was that we were too smart, and it wouldn’t cost us anything to show up unprepared once in a while in order to let her shine. We finished on time; I ran into her three days before all MA theses were due for submission and she hadn’t started writing yet. I’m willing to bet, though, that in her movie she’s a victim and we’re all oppressors.

In a way, the romaticization and mythicization of people of genius has been very unhelpful to society, especially since the popular conception of these people appears to support Rawls and Co.’s complaints. Let us take the example of Wolfgang Amadeus Mozart, partially because his myth is a perfect example and partially because this is a topic I would be happy to discuss for days on end. The popular myth is fairly well established: genius infant who miraculously taught himself everything and created beautiful music as a three-year-old, before dying tragically young, in keeping with the romantic tradition of great geniuses.

The reality, while hardly prosaic, is much less romantic. W.A. Mozart’s parents, Leopold and Anna Maria, were superbly well-educated for the standards of their time. Their familial letters, written in a mix of German, French, Italian, Latin, some English, and mathematical substitution ciphers are a jumble of thoughts and observations on literature, music, art, history, political events, social commentary, and professional talk, along with some infantile humor. Musicologist Nicholas Till wrote a wonderful book, Mozart and the Enlightenment: Truth, Beauty and Virtue in Mozart’s Operas, that covers exactly how having an Enlightenment-era (possessing an unbound belief in the benefits of education and faith in the individual), Renaissance man (good at everything) for a father affected Mozart and his sister.

Due to the extensive concertizing tours undertaken throughout Wolfgang and Marianne Mozart’s childhood,[1]music history tends to treat their father as the epitome of a deranged stage parent. But one of Leopold’s primary reasons for the tours was to procure music lessons for his son with the best musicians in the world. On the infamous “Grand Tour,” where the Mozart family travelled across Europe, from 1763 to 1766, the family spent over a year in England, on stretched financial means, so Wolfgang could study composition with Johann Christian Bach, one of Johann Sebastian Bach’s surviving sons and a much-sought after composer and teacher. Leopold was absolutely determined that his son would study with a Bach and the family had first spent time in the Netherlands in an unsuccessful effort to contact Carl Philipp Emmanuel Bach, J.C.’s brother. Mozart senior also applied the same strategy to obtaining private instrumental and voice lessons for Wolfgang. So much for the spontaneous aspect of the child genius story; during his boyhood, the composer had lessons with masters for whom he had to prepare work and have it judged. Genius might exist, but it had to be formed and cultivated, a process that the Mozart myth has completely and deceptively lost.

Losing sight of the work, sacrifice, and constructive elements of achievement has, I believe, provided valuable fuel to the social resentment industry. It is easier to envy the accomplishments and standing of others if one believes that they are unearned endowments because the person holding them is “gifted.” In my own path and work that I do, I’ve seen many people of envious or resentful inclination become devastated emotionally and psychologically when they come into close contact with high-achievers and see the amount of work, time, investment, and sacrifice that being one requires.

In my experience, these people either develop personal persecution narratives, such as the girl from my class, or flounce out proclaiming that they “have a life.” My personal experience has made me doubt the efficacy of Charles Murray’s solution, proposed at the end of Coming Apart: The State of White America, 1960 – 2010, that the best cure for the culture of resentment and anger is for the top twenty percent, representative of the high-achieving, to become visible to the bottom eighty and in doing so to allow the bottom sectors to see how hard the top actually works. Historically, the argument is probably justified; returning to the example of the Mozart family, their close association with the aristocracy, both hereditary and professional, certainly provided impetus for the children to set themselves new challenges as part of winning respect and recognition. But that family had an openness to self-improvement, a belief in the possibility of it that as a larger cultural force was, as Nicholas Till repeatedly pointed out, unique to the Enlightenment.

The people of contemporary society not only lack such a belief, they are closed even to the possibility that there is room for improvement. This is not new; Nietzsche observed and decried the culture of ressentiment– defined by the OED as “a psychological state resulting from suppressed feelings of envy and hatred that cannot be satisfied.” Only now there is no suppression. Achievement through self-improvement is replaced with cries for equality of outcome. People are no longer willing to work for achievement, instead they want is for what they have done, no matter how small, no matter how inadequate, to be recognized as achievements, citing that they did invest time, energy, and money it their banalities. Since the investment aspect is very important, I’ll close here and we’ll look at it next.

[1]Marianne Mozart was, according to the entire family, the better musician and performer of the two siblings. By the time of her early teens, she had surpassed her father and brother as a violinist and pianist to such an extent that her brother gradually ceased playing seriously himself in order to concentrate on composing for her. However, her parents had her retire from the stage once she turned seventeen in order to leave her open for an aristocratic marriage, which she eventually made. After she was widowed, she became a very successful teacher and was able to support single-handedly her children, step-children, and nephews and leave behind a massive fortune.

The State and education – Part IV: Conclusion

On August 17, 2018, the BBC published an article titled “Behind the exodus from US state schools.” After taking the usual swipes at religion and political conservatism, the real reason for the haemorrhage became evident in the personal testimony collected from an example mother who withdrew her children from the public school in favour of a charter school:

I once asked our public school music teacher, “Why introduce Britney Spears when you could introduce Beethoven,” says Ms. Helmi, who vouches for the benefits to her daughters of a more classical education.

“One of my favourite scenes at the school is seeing a high-schooler playing with a younger sibling and then discussing whether a quote was from Aristotle or Socrates.”

The academic and intellectual problems with the state school system and curriculum are perfectly encapsulated in the quote. The hierarchy of values is lost, not only lost but banished. This is very important to understand in the process of trying to safeguard liberty: the progenitors of liberty are not allowed into the places that claim to incubate the supposed future guardians of that liberty.

In addition to any issues concerning academic curricula, there is the problem of investment. One of the primary problems I see today, especially as someone who is frequently asked to give advice on application components, such as résumés and cover letters/statements of purpose, is a sense of entitlement vis-à-vis institutional education and the individual; it is a sense of having a right to acceptance/admission to institutions and career fields of choice. In my view, the entitlement stems from either a lack of a sense of investment or perhaps a sense of failed investment.

On the one hand as E.S. Savas effectively argued in his book Privatization and Public-Private Partnerships, if the state insists on being involved in education and funding institutions with tax dollars, then the taxpayers have a right to expect to profit from, i.e. have a reasonable expectation that their children may be admitted to and attend, public institutions – it’s the parents’ money after all. On the other hand, the state schools are a centralized system and as such in ill-adapted to adjustment, flexibility, or personal goals. And if all taxpayers have a right to attend a state-funded institution, such places can be neither fully competitive nor meritocratic. Additionally, Savas’ argument serves as a reminder that state schooling is a manifestation of welfarism via democratic socialism and monetary redistribution through taxation.

That wise investing grants dividends is a truth most people freely recognize when discussing money; when applied to humans, people start to seek caveats. Every year, the BBC runs a series on 100- “fill-in-the-blank” people – it is very similar to Forbes’ lists of 30 under 30, top 100 self-made millionaires, richest people, etc. Featured on the BBC list for 2017 was a young woman named Camille Eddy, who at age 23 was already a robotics specialist in Silicon Valley and was working to move to NASA. Miss Eddy’s article begins with a quote: “Home-schooling helped me break the glass ceiling.” Here is what Eddy had to say about the difference between home and institutional schooling based on her own experience:

I was home-schooled from 1stgrade to high school graduation by my mum. My sister was about to start kindergarten, and she wanted to invest time in us and be around. She’s a really smart lady and felt she could do it.

Regarding curriculum choices, progress, and goals:

My mum would look at how we did that year and if we didn’t completely understand a subject she would just repeat the year. She focused on mastery rather than achievement. I was able to make that journey on my own time.

And the focus on mastery rather than achievement meant that the latter came naturally; Eddy tested into Calculus I her first year at university. Concerning socialization and community – two things the public schools pretend to offer when confronted with the fact that their intellectual product is inferior, and their graduates do not achieve as much:

Another advantage was social learning. Because we were with mum wherever she went we met a lot of people. From young to old, I was able to converse well with anyone. We had many friends in church, our home-school community groups, and even had international pen pals.

When I got to college I felt I was more apt to jump into leadership and talk in front of people because I was socially savvy.

On why she was able to “find her passion” and be an interesting, high-achieving person:

And I had a lot of time to dream of all the things I could be. I would often finish school work and be out designing or engineering gadgets and inventions. I did a lot of discovery during those home-school years, through documentaries, books, or trying new things.

In the final twist to the plot, Camille Eddy, an African-American, was raised by a single mother in what she unironically describes as a “smaller town in the US” where the “cost of living was not so high.” What Eddy’s story can be distilled to is a parent who recognized that the public institutions were not enough and directly addressed the problem. All of her success, as she freely acknowledges, came from her mother’s decision and efforts. In the interest of full honesty, I should state that I and my siblings were home-schooled from 1stgrade through high school by parents who wanted a full classical education that allowed for personal growth and investment in the individual, so I am a strong advocate for independent schooling.

There is a divide, illustrated by Eddy’s story, created by the concept of investment. When Camille Eddy described her mother as wanting “to invest time in us and be around,” she was simply reporting her mother’s attitude and motivation. However, for those who aspire to have, or for their children to attain, Eddy’s achievements and success, her words are a reproach. What these people hear instead is, “my mother cared more about me than yours cared about you,” or “my mother did more for her children than you have done for yours.” With statements like Eddy’s, the onus of responsibility for a successful outcome shifts from state institutions to the individual. The responsibility always lay with the individual, especially vis-à-vis public education since it was designed at the outset to only accommodate the lowest common denominator, but, as philosopher Allan Bloom, author of The Closing of the American Mind,witnessed, ignoring this truth became an overarching American trait.

There are other solutions that don’t involve cutting the public school out completely. For example: Dr. Ben Carson’s a single-, working-mother, who needed the public school, if only as a babysitter, threw out the TV and mandated that he and his brother go to the library and read. As a musician, I know many people who attended public school simply to obtain the requisite diploma for conservatory enrollment but maintain that their real educations occurred in their private preparation – music training, especially for the conservatory level, is inherently an individualistic, private pursuit. But all the solutions start with recognizing that the public schools are inadequate, and that most who have gone out and made a success of life in the bigger world normally had parents who broke them out of the state school mould. In the case of Dr. Carson’s mother, she did not confuse the babysitter (public school) with the educator (herself as the parent).

The casual expectation that the babysitter can also educate is part of the entitlement mentality toward education that is pervasive in American society. The mentality is rather new. Allan Bloom described watching it take hold, and he fingered the Silent Generation – those born after 1920 who fought in World War II; their primary historical distinction was their comparative lack of education due to growing up during the Great Depression and their lack of political and cultural involvement, hence the moniker “silent”[1]– as having raised their children (the Baby Boomers) to believe that high school graduation conferred knowledge and rights. As a boy Bloom had had to fight with his parents in order to be allowed to attend a preparatory school and then University of Chicago, so he later understandably found the entitlement mentality of his Boomer and Generation X students infuriating and offensive. The mental “closing” alluded to in Bloom’s title was the resolute refusal of the post-War generations either to recognize or to address the fact that their state-provided educations had left them woefully unprepared and uninformed.

To close, I have chosen a paraphrase of social historian Neil Howe regarding the Silent Generation, stagnation, and mid-life crises:

Their [Gen X’s] parents – the “Silent Generation” – originated the stereotypical midlife breakdown, and they came of age, and fell apart, in a very different world. Generally stable and solvent, they headed confidently into adult lives about the time they were handed high school diplomas, and married not long after that. You see it in Updike’s Rabbit books – they gave up their freedom early, for what they expected to be decades of stability.

Implicit to the description of the Silent Generation is the idea, expressed with the word “handed,” that they did not earn the laurels on which they built their futures. They took an entitlement, one which failed them. There is little intrinsic difference between stability and security; it is the same for freedom and liberty. History demonstrates that humans tend to sacrifice liberty for security. Branching out from education, while continuing to use it as a marker, we will look next at the erosive social effect entitlements have upon liberty and its pursuit.

[1]Apparently to be part of the “Greatest Generation,” a person had to have been born before or during World War I because, according to Howe, the Greatest Generation were the heroes – hero is one of the mental archetypes Howe developed in his Strauss-Howe generational theory – who engineered the Allied victory; the Silent Generation were just cogs in the machine and lacked the knowledge, maturity, and experience to achieve victory.