for a lot less than you’d pay at one of those old-ladies places with plastic flowers in the window. As we eat I see on the map we’ve taken a wrong turn way back and could have gotten to the ocean much quicker by another route. It’s hot now, a West Coast sticky hotness which after the Western Desert hotness is very depressing. Really, this is just transported East, all of this scene, and I’d like to get to the ocean where it’s cool as soon as possible.
I think about this all around the southern shore of Klamath Lake. Sticky hotness and nineteen-twenties funk. — That was the feeling of Chicago that summer.
When Ph?drus and his family arrived in Chicago, he took up residence near the University and, since he had no scholarship, began full-time teaching of rhetoric at the University of Illinois, which was then downtown at Navy Pier, sticking out into the lake, funky and hot.
Classes were different from those in Montana. The top high-school students had been skimmed off to the Champaign and Urbana campuses and almost all the students he taught were a solid monotonous C. When their papers were judged in class for Quality it was hard to distinguish among them. Ph?drus, in other circumstances, probably would have invented something to get around this, but now this was just bread-and-butter work for which he couldn’t spare creative energy. His interest lay to the south at the other University.
He entered the University of Chicago registration lineup, announced his name to the registering Professor of Philosophy and noticed a slight setting of the eyes. The Professor of Philosophy said, Oh, yes, the Chairman had asked that he be registered in an Ideas and Methods course which the Chairman himself was teaching, and give him the schedule of the course. Ph?drus noted that the time set for the class conflicted with his schedule at Navy Pier and chose instead another one, Ideas and Methods 251, Rhetoric. Since rhetoric was his own field, he felt a little more at home here. And the lecturer wasn’t the Chairman. The lecturer was the Professor of Philosophy now registering him. The Professor of Philosophy’s eyes, formerly set, now became wide.
Ph?drus returned to his teaching at Navy Pier and his reading for his first class. It was now absolutely necessary that he study as he had never studied before to learn the thought of Classic Greece in general and of one Classic Greek in particular… Aristotle.
Of all the thousands of students at the University of Chicago who had studied the ancient classics it’s doubtful that there was ever a more dedicated one. The main struggle of the University’s Great Books program was against the modern belief that the classics had nothing of any real importance to say to a twentieth-century society. To be sure, the majority of students taking the courses must have played the game of nice manners with their teachers, and accepted, for purposes of understanding, the prerequisite belief that the ancients had something meaningful to say. But Ph?drus, playing no games at all, didn’t just accept this idea. He passionately and fanatically knew it. He came to hate them vehemently, and to assail them with every kind of invective he could think of, not because they were irrelevant but for exactly the opposite reason. The more he studied, the more convinced he became that no one had yet told the damage to this world that had resulted from our unconscious acceptance of their thought.
Around the southern shore of Klamath Lake we pass through some suburban-type development, and then leave the lake to the west, toward the coast. The road goes up now into the forests of huge trees not at all like the rain-starved forests we’ve been through. Huge Douglas firs are on either side of the road. On the cycle we can look up along their trunks, straight up, for hundreds of feet as we pass between them. Chris wants to stop and walk among them and so we stop.
While he goes for a walk I lean my back as carefully as possible against a big slab of Douglas fir bark and look up and try to remember. —
The details of what he learned are lost now, but from events that occurred later I know he absorbed tremendous quantities of information. He was capable of doing this on a near-photographic basis. To understand how he arrived at his condemnation of the Classic Greeks it’s necessary to review in summary form the “mythos over logos” argument, which is well known to scholars of Greek and is often a cause of fascination with that area of study.
The term logos, the root word of “logic”, refers to the sum total of our rational understanding of the world. Mythos is the sum total of the early historic and prehistoric myths which preceded the logos. The mythos includes not only the Greek myths but the Old Testament, the Vedic Hymns and the early legends of all cultures which have contributed to our present world understanding. The mythos-over-logos argument states that our rationality is shaped by these legends, that our knowledge today is in relation to these legends as a tree is in relation to the little shrub it once was. One can gain great insights into the complex overall structure of the tree by studying the much simpler shape of the shrub. There’s no difference in kind or even difference in identity, only a difference in size.
Thus, in cultures whose ancestry includes ancient Greece, one invariably finds a strong subject-object differentiation because the grammar of the old Greek mythos presumed a sharp natural division of subjects and predicates. In cultures such as the Chinese, where subject-predicate relationships are not rigidly defined by grammar, one finds a corresponding absence of rigid subject-object philosophy. One finds that in the Judeo- Christian culture in which the Old Testament “Word” had an intrinsic sacredness of its own, men are willing to sacrifice and live by and die for words. In this culture, a court of law can ask a witness to tell “the truth, the whole truth and nothing but the truth, so help me God”, and expect the truth to be told. But one can transport this court to India, as did the British, with no real success on the matter of perjury because the Indian mythos is different and this sacredness of words is not felt in the same way. Similar problems have occurred in this country among minority groups with different cultural backgrounds. There are endless examples of how mythos differences direct behavior differences and they’re all fascinating.
The mythos-over-logos argument points to the fact that each child is born as ignorant as any caveman. What keeps the world from reverting to the Neanderthal with each generation is the continuing, ongoing mythos, transformed into logos but still mythos, the huge body of common knowledge that unites our minds as cells are united in the body of man. To feel that one is not so united, that one can accept or discard this mythos as one pleases, is not to understand what the mythos is.
There is only one kind of person, Ph?drus said, who accepts or rejects the mythos in which he lives. And the definition of that person, when he has rejected the mythos, Ph?drus said, is “insane.” To go outside the mythos is to become insane. —
My God, that just came to me now. I never knew that before.
He knew! He must have known what was about to happen. It’s starting to open up.
You have all these fragments, like pieces of a puzzle, and you can place them together into large groups, but the groups don’t go together no matter how you try, and then suddenly you get one fragment and it fits two different groups and then suddenly the two great groups are one. The relation of the mythos to insanity. That’s a key fragment. I doubt whether anyone ever said that before. Insanity is the terra incognita surrounding the mythos. And he knew! He knew the Quality he talked about lay outside the mythos.
Now it comes! Because Quality is the generator of the mythos. That’s it. That’s what he meant when he said, “Quality is the continuing stimulus which causes us to create the world in which we live. All of it. Every last bit of it.” Religion isn’t invented by man. Men are invented by religion. Men invent responses to Quality, and among these responses is an understanding of what they themselves are. You know something and then the Quality stimulus hits and then you try to define the Quality stimulus, but to define it all you’ve got to work with is what you know. So your definition is made up of what you know. It’s an analogue to what you already know. It has to be. It can’t be anything else. And the mythos grows this way. By analogies to what is known before. The mythos is a building of analogues upon analogues upon analogues. These fill the collective consciousness of all communicating mankind. Every last bit of it. The Quality is the track that directs the train. What is outside the train, to either side… that is the terra incognita of the insane. He knew that to understand Quality he would have to leave the mythos. That’s why he felt that slippage. He knew something was about to happen.
I see Chris returning through the trees now. He looks relaxed and happy. He shows me a piece of bark and asks if he can save it as a souvenir. I haven’t been fond of loading the cycle with these bits and pieces he finds and will probably throw away when he gets home, but this time say okay anyway.
After a few minutes the road reaches a summit and then drops steeply into a valley that becomes more exquisite as we descend. I never thought I would call a valley that… exquisite… but there’s something about this
