|June 17th, 2017||#1|
This Time, 8
But then, in 1939, I sat in “Sociology I” class and tried my best to make some sense out of it all. I had been happy at the chance to study sociology, as it appeared to me logical that there must be some fundamental principles of the development of the social relationships of life, as I had discovered simple basic principles of other affairs I had looked into. I was most eager to learn these basic principles of the operation of human society so that I could understand the events around me and perhaps even predict sociological occurrences in accordance with the principles I would be taught.
But it would be many, many years before I would fight my way into the intellectual sunshine of such simple, fundamental and logical presentations of the facts of social life. In Professor Bucklin’s classroom on society, all was the most depressing darkness and confusion. It all sounded most enlightening, of course. There were lots of brave new words, ethnic groups, etc., but try as I might, I could not get to the bottom of it all to find any idea or principle I could get hold of. Everything was “by and large” and “in most cases” and “on the other hand” and “So-and-so says, but Dr. So-and-so says absolutely not.” Muddiness of mind was not deplored, but glorified. I buried myself in my sociology books, absolutely determined to find out why I was missing the kernel of the thing.
The best I could come up with was that human beings are all helpless tools of the environment; that we are all born as rigidly equal lumps and that the disparity of our achievements and stations was entirely the result of the forces of environment—that everybody, therefore, could theoretically be masters, geniuses and kings if only we could sufficiently improve everybody’s environment. I was bold enough to ask Professor Bucklin if this were the idea and he turned red with anger. I was told it was “impossible” to make any generalizations, although all I was asking was for the fundamental idea, if any, of sociology.
I began to see that sociology was different from any other course I had ever taken. Certain ideas produced apoplexy in the teacher, particularly the suggestion that perhaps some people were no good biological slobs from the day they were born. Certain other ideas, although they were never formulated nor stated frankly, were fostered and encouraged—these were always ideas revolving around the total power of the environment.
Slowly, I got the idea. At first, I just used it to get better grades. When I wrote my essay answers in examinations, I poured it on heavily that all hands in the civilization in question were potential Leonardo da Vincis, no matter how black they were, nor how they ate their best friends for thousands of years; and that with a quick change in environment, these cannibals too would be writing arias, building Parthenons and painting masterpieces.
But then I began to wonder “how come”? Certainly, environment was important. Anybody could see that. But it
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|fake science, george lincoln rockwell, jew science, sociology|