The Gift of Fire by Richard Mitchell (korean novels in english txt) 📖

>The Greeks supposed that the belly was the nursery and dwelling place of the appetites and desires, just as they supposed that the head was the home of thought, and the chest the place of right feelings, a reasonable mediation between the two. Their knowledge of anatomy would not have gotten them through our medical schools, but their metaphor provides powers of the mind that are not instilled in our medical schools, or any other. That metaphor has this great virtue, that it gives us the beginning of a way to distinguish internal and invisible events from one another by family, as it were. We can be almost as clear in our minds about the different denizens of the belly, the chest, and the head, as we can about animals, vegetables, and minerals.

(I am thinking just now, as many readers may know, about a long essay by C. S. Lewis, “Men Without Chests.” It is about what seems to Lewis a general and growing inability either to dethrone or harmonize technical information or prowess and gut feelings. It is good to read. Once a year.)

Consider again that, even in the company of those we call “intellectuals,” I would suffer rebuke or disapproval in saying that Jews are stingy, and escape both in saying that Jews are diligent and productive. As thinking, both statements are equal. Both worthless. If I can get away with the second, even in lofty mental company, it is because what I say probably makes every belly in the room purr with satisfaction, while the first makes them all growl with unease.

Of course, it may be a bit more complicated than that. Some belly may be in spasm, truly pleased to hear Jews called stingy, but fearful lest its owner be revealed as bigoted. That owner will very likely permit his belly its secret pleasure and send his head forth to do a little socially acceptable lying. I will still get the rebuke and disapproval. To escape it, and thus get away with an utterly worthless proposition, all I have to do is make the bellies purr. Lots of people know that secret, and live very well by it indeed.

The passage cited earlier will make many bellies purr. There are probably very few people who are looking forward to nuclear war, and thus anxious about all the rest of us who are hoping to find some way to prevent it. Who but a maniac out of an old-fashioned science-fiction novel would contemplate with glee the destruction of all life, or even of lots of it? Who would not lament the destruction of the butterflies, which is actually, and just a little bit unfortunately, one of the hideous possibilities used by the author in her “argument”?

But if it is by reasoning together that we may escape nuclear war, then her thinking may kill us all. In that marvelously pliable land of we all, anybody can get away with anything. Her opponents, and there must be some, for otherwise there could be no threat, can write books claiming that we have learned, through bitter lessons, that force succumbs only to force, and that we have thus given up, or certainly should give up, our childish dreams of perpetual peace. Just as cogently as she, which is to say, not at all, but with just as much hope of making bellies purr, others can say that we have learned that the price of freedom is supreme sacrifice, and thus given up the belief, which might also be called “antithetical to civilization,” that we can enjoy its fruits without paying its costs.

There is lots of talk these days about “teaching children to think,” a presumed function of the schools, which they are either executing well or ill, depending on which expert speaks. Of what can that teaching of thinking consist, I wonder. What exercises can be done? Are the answers in the back of the book, or only in the teachers’ manual? What would I do, if I had to teach children to think?

The first thing I would do, I hope, would be to get out of the land of we all, and recognize that “children” do not constitute an entity capable of thought. So I would set out to discover how to teach a person to think. And, since the task seems formidable, I would prefer, for my first try at such work, to pick the person myself, one who shows some promise. And I would pick, of course, a person who says that we have given up slavery and dueling and cannibalism.

And where would I begin, with a person who is already, as we understand the term, not only “educated,” but “highly educated”? With the belly, of course, which in this case has overpowered the head. The greatest failures of thinking do not come from any incapacities of the mind, nor are they prevented by great skills of the mind. They come from the interference emitted by the feelings, which can be both detected and disarmed by the one great power of thought that is the mother of all others, and that is self-knowledge, the beginning of all thoughtfulness.

The Right Little Thing

There is a story about the importance of self-knowledge in the Fourth Gospel, but I think it is traditionally misunderstood because of certain disorders of the belly, some feelings that are little examined because they are generally thought to be simply “right.” One of the those feelings, of course, is that Jesus ought not to be included in the company of those who were merely Great Teachers, such as Socrates and Confucius. They were all proponents of self-knowledge, of course, but Jesus…Well, he may have thought self-knowledge a good thing, but he really set his sights far higher, we say, and had some greater sort of knowledge in mind. And, since many will assert that that knowledge is not truly a work of the mind, but of something else, you could probably get yourself in a great deal of trouble in some company by saying that Jesus was a supremely educated man who undertook to lead others in the paths of education. But I will have to take that risk, and say further that he urged an education that begins, and ends, in self-knowledge.

He was surely a stern teacher, who knew when to rebuke the ignorance of self. What’s wrong with you people? he said. When the wind blows from the South, you know that the day will be hot; and when it blows from the East, you know enough to prepare for the coming storm. So how come you can’t read the signs in yourselves? And in the famous story of the woman caught in adultery, known even to unbelievers, he can be seen setting the model for that enterprise that we now find so necessary and so difficult: Teaching the Children to Think.

What a strange and wonderful story that is. Behold their dire approach, the righteous men who have caught a naughty girl in the very act, a posse of vigilantes, we usually think. And up to cunning tricks as well, for we see them setting a trap for Jesus. All right, Mister Master, what about this? You know the Law, and you know what has to be done in this case just as well as we do. So how are you going to wriggle out of this one, with all your sweet talk of forgiveness and mercy? What a poser. And isn’t it just like them, those unregenerate, stiff-necked Pharisees?

But wait. Is it the mind or the belly that paints that portrait? Are they not citizens doing what they do believe, and what all their society presumably believes, their civic duty as well as their religious duty? Are they not charged with the deed they intend, just as we are charged, both by law and whatever we mean by morality, to report our knowledge of crime? And do they not respect that charge, as we do, finding it both worthy and necessary for the orderly life of us all? Therefore, whether adultery can be accounted a crime or not according to our law, is not the point; it is the obedience to law that matters.

Do we see those men as cruel vigilantes because we are good democrats, on the side of the woman, weak and alone against the forces of repression? Because they are old-fashioned traditionalists, dogmatic and benighted, and sex-ist as well, having obviously neglected to bring a certain other culprit with them? Because we don’t choose to observe our own laws against such things as adultery, having come to consider them vestiges of a primitive moral system that we have given up, just as we have given up slavery? Do we think them devious, because we are on the side of Jesus, and we presume that they are not? And, most important of all, do we try to answer such questions by listening to our feelings, or by considering the evidence?

The only evidence we have is in the story, and there is no hint in it that Jesus makes any such judgment of the men who ask him what they ought to do. Nonchalantly, almost as though shrugging, he seems to say, Fine, go ahead. I do know the Law as well as you do. But since you are men who say that you want to know what is right, just be sure that he who throws that first stone is one who knows that he is in the right, and that there is no wrongness in him. I, being pedantic, and thus cagey, by profession, talk about wrongness, but he said it right out - without sin.

The religionists of our time would produce so many candidates who would fight for the privilege of throwing that first stone that they would have to raffle it off, thus, as a happy side-effect of righteousness, raising a substantial amount of money for the doing of God’s work. But those supposed vigilantes, those rigid dogmatists, those vindictive and self-righteous taunters of a good man, did no such thing. They thought about it, and they dropped their stones, and they went away.

But that isn’t exactly true. It is only a “manner of speaking,” and manners of speaking, of which there are more than we can count, have a way of deluding the mind. I said that “they” thought about it, but, of course, they didn’t. He did. That one right there. And he did too. The man to the left. And that one. And that one. They did not form a committee. They did not hold a meeting. They did not discuss it, considering options and calling for testimony as to opposing points of view, hoping to discover some compromise more or less satisfactory to all parties concerned.

Each one, all alone, considered himself, and nothing but himself. In an act that has come to be thought of as selfish, each one looked into his own goodness without any consideration for the goodness of others, or for their badness either. Each one “minded” his own business, which is to say that each one put his mind to work on himself, seeking his own betterment. And each one found it, and became better.

In this vexatious life, it is not at all uncommon to meet people who call themselves “educators.” They swarm. There seem to be millions and millions of them, so many, in fact, that it is nothing short of astonishing that there is anyone left uneducated on the face of Earth. If there were that many orthodontists, you would have to make your way deep into the jungles of Mindanao to find buck teeth. The next time you meet a person who calls himself an educator, ask him this: So, whom have you educated lately? Make sure he gives you their names and addresses.

If you had asked