There can be no denying the excellence of the immediate physical results. Historical Scenes in a Hundred Volumes witnesses from 1990 onward, not only to the resumption of the advance in the technique of picture-making and the abundance of pictures, but to the restoration of physical welfare. As the student turns over the pages he sees man straighten himself again, grow physically, become more alert. The slouching foot-dragging men and women, the aimless faces, the fattish and lumpish figures of improperly nourished people, the wretched clothing and ignoble makeshift gear of the Second Decline and Fall, disappear; after 1990 clothing is fresh and simple, and after 2010 it begins to be austerely beautiful.
And this being achieved very largely through what the liberal thought of the nineteenth century would certainly have called “persecution”. It is plain that the earlier World Council was all too disposed to leave great areas of the planet that did not “give trouble” alone. The new World Council, which is known also as the Air Dictatorship, would have none of that. There began a systematic attack upon the “lapsed regions”, as they were called from the year 2006 onward. The government set itself in that year to “tidy up” the still half-barbaric peasant populations of Hayti, Ireland, West and Central Africa, South Italy, American Georgia and its associated states, Georgia in the Caucasus, Eastern Bengal, regions where traditional superstitions, secret societies, magic cults or sacrificial practices showed an obstinate persistence. There was a definite hunt for medicine men, sorcerers, priests, religious teachers, and organizers of sedition; they would be fined or exiled, and parents and others would be fined for “impeding” the education of their children at the cosmopolitan schools.
Many critics of the Air Dictatorship are of opinion that this was a needless pursuit of dying customs and beliefs that might well have been left to fade out into mere fantasies and affectations. But the new generation of rulers took life too seriously for that. It is an issue that can never be settled, since we can only know what actually occurred.
The old Catholic Church, it seems, was still in existence in these days, the last surviving Christian organization, but it was greatly impoverished, and it had suffered severely from schisms, evidently the result of imperfect communications throughout the dark decades. There was a Pope in Dublin and another in Rome and a coloured Pope in Pernambuco. From the legal point of view the Irish Pope was the most legitimate successor of St. Peter. He had been duly elected by the Conclave, but the Fascist organization objected that he was not of Italian origin, his original surname being O’Dowd and his Italian accent imperfect, and the cardinals were intimidated into a new election. Some feud between rival gang organizations in America seems to have been involved in this split, but the details are obscure and need not occupy the student’s time here. There was in consequence a division of the American Catholic world between the Dublin and the Roman communion, and this led to a murderous series of feuds, riots, and small local wars. “Down with the Wop Pope!” said the Irish. One is reminded of that earlier splitting of the Church through the rivalry of the French monarchy and the Central European imperial system that set up a rival Pope in Avignon.
Ireland was the last stronghold of Christianity. The Catholic religion had been compulsory in South Ireland from 1944 until 1980, and the Erse language, although that was largely corrupted by unavoidable English words and locutions, had also been made obligatory. Overt Birth Control knowledge had been successfully banned, though this produced no effect in the decline in population, and the Modern State nuclei had been boycotted more effectually there than in any other part of the world. The Dictatorship found itself fighting one of its most difficult battles for power with this tenacious people. The Irish came out in revolt all over the world. In Ireland after the maculated fever the population never rose above two millions, but there was a widespread Irish tradition throughout the English-speaking world. Some of the more brilliant and formidable antagonists of this schooling and drilling of our race that was going on, Paidrick Lynd, Arthur Fitzgerald, and Bernard O’Dwyer for example, came from Ireland. Oddly enough none of these three was a Catholic, and Fitzgerald at any rate had suffered a term of imprisonment for blasphemy, but the spirit of opposition was either innate in them or it had become ingrained in their natures.
Let the student note the open alternative at the end of the preceding paragraph. It raises a question that remains unsettled to this day. It is the clue to our contemporary moral problem. The Air Dictatorship, with what was still a very under-developed science of social psychology at its disposal, had come upon one of the obscurest and most debatable of educational problems, the variability of mental resistance to direction and the limits set by nature to the ideal of an acquiescent co-operative world. De Windt, preoccupied by his gigantic schemes for world organization, had treated the “spirit of opposition” as purely evil, as a vice to be guarded against, as a trouble in the machinery that was to be minimized as completely as possible. The Air Dictatorship was carrying out and did carry out its world settlements on those assumptions. One may well believe that the world could have been unified into one enduring Pax Mundi in no other way. And yet they were faulty assumptions, and in the end they had to be abandoned for subtler and better conceptions of social interaction.
As every practising teacher understands, resistance is a necessary factor in teaching. Soft non-resistant material takes an imprint very readily only to lose it again very quickly. Easy pupils make teaching slipshod. The difficulty but also the soundness of teaching increases with the amount of reaction in the learner. And also resistance involves a certain element of collaboration; the thing learnt becomes a resultant, incorporating elements introduced in the struggle. It is easier to carve cheese than a good piece of wood; every piece of wood has a bias, it has to be dealt with on its own terms, it has to be managed and humoured, but in the end there is no comparison in quality and interest between carved cheese and wood-carving. These are the commonplaces of our educationists. But the defence of the work of the Educational Control is that its repressive measures were aimed not at intrinsic but at artificial resistances left over from the pre-revolutionary age.
In the old world of the early twentieth century there was a vast amount of crude generalization about what were called “racial” characteristics. There were generalizations about arbitrarily chosen agglomerations of mixed population — the Spanish for example, or “the West”, “Russia”, or the Jews; such generalizations were always unjust and inaccurate and often extremely mischievous. Nowadays we do not write of races any more, but we recognize groups of characteristics, evidently transmitted en bloc as a rule by associated genes, and anthropologists are steadily developing a scientific classification of human types. In few aspects do human beings vary more widely than in their recalcitrance. It is not a simple case that some people are more resistant and some less. There is a wide variation in the life cycle in this respect. Recalcitrance varies with age and sex. It varies with diet. Some types are obdurate as children but afterwards become more reasonable. Some reach a maximum of insubordination in adolescence. Generally speaking, passive resistance, unteachableness and obstinacy, but not insurrectionary energy, increase rapidly with age. And in certain populations, of which the Irish was one, there was a powerful access of resistance after adolescence in the male. It rose to the level of absolute refractoriness.
Now the apologists for the “persecutions” of the Air Dictatorship maintain that its missionary teachers were already quite prepared with the sympathy and finesse needed to teach every type of human being they would encounter in the world. So long as resistance was personal between teacher and learner they welcomed it. At least they said they welcomed it. But when it came to the systematic organization of young people who would otherwise have had indifferent minds, so as to present a mass resistance and subversive opposition to the world order, the Educational Control, it is argued, was justified in hindering and suppressing books, meetings, teachings, agitations. It had the whip hand, and it would have been a sin not to have made use of that advantage. “We do not suppress individuality; we do not destroy freedom; we destroy obsessions and remove temptations. The world is still full of misleading doctrines, dangerous imitations and treacherous suggestions, and it is the duty of government to erase these”; so ran the uncompromising memorandum issued by the Educational Council in 2017.
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