The Gift of Fire by Richard Mitchell (rainbow fish read aloud txt) 📕

And look at this, just look at this. You see these diagrams? Now this little one over here was made by doing something or other, maybe a little twisting or turning this way or that, to this other little diagram. Now, and this is the beauty part, one of these six diagrams down here got to be the way it is because the very same things, the twisting and turning stuff, you know, were done to this little diagram. Pretty neat, eh? Now suppose I were to tell you that we - well, some of us - by the power of the mind alone, can say exactly which of these little…

At this point, Prometheus silently rises and begins to walk off. I get the impression, probably through Divine Guidance, that he is going to go back and chain himself to the rock for another long sentence.

Wait, wait, I call after him, now heading through the door and out into the street. Let me tell you about Bob and Carol and Alice and Ted! They all took this test, you see, and…and…

But Prometheus is gone. I begin to wonder whether the nature of his gift is such that he can take it back. I begin to suspect that he has taken it back. My mind is losing the grasp of itself. All I can think of is Bob and Alice and Carol and Ted drawing little diagrams while traveling on a train from point A to point B at the rate of C.

What should we mean by “intelligence”? I think it is important to ask the question in just that way - What should we mean? This seems to me an essential rule of thought, that when we talk about things that do not simply appear to us as a part of the world, we take on a grave responsibility to each other and to ourselves. Such things as intelligence and love and patience are possible only where there is a person. We do not find them lying around so that we can weigh and measure them, so there truly is no such thing as deciding whether love is the “true” kind or some other. We can, of course, mean anything we please by such terms, and just as easily mean one thing today and another tomorrow. In the best possible world, we probably would know better than to talk about such things at all, and we probably wouldn’t have to. However, if the mind is to take the grasp of itself, and if we are to instruct ourselves in the art of taking that grasp, we must end up talking about things like intelligence. And love. And patience. And whatever else “exists,” in some strange way, because persons exist.

Is it by the very same power that we can, in one case, conclude that it is better to suffer an injustice than to do one, and, on the other, discover which of six diagrams was generated by what process? Do we use the same faculty to consider whether patience can and should be cultivated and to tell where the trains will meet?

My questions, I know, seem to imply that we don’t use the same power or faculty in all of those cases, but I truly don’t know that. Whatever it is by which we do such things, it is not a fish that I can show you so that you might check what I have said about it, and I do not want to pretend that it is a fish, and speak of it as something that we all can see and measure. For when people do pretend that it is a fish, some strange things happen.

Let me rephrase a question just a little bit. Which will be detected by an intelligence test: the ability to make some rationally demonstrable conclusion as to whether suffering injustice is better than inflicting it, or the ability to tell where the trains will meet? Is it possible that we might meet some person who does indeed give himself to consider whether patience is a fixed or a changeable attribute, but can not for the life of him tell you which diagram was made from which? And one more question: How did the makers of the intelligence test come to “know” what intelligence is, that they can devise ways to measure it, and then pronounce its worth in numbers?

In detail, I can not answer. In principle, I can. They made certain choices. They made them, probably, for what they deemed very practical reasons, but with consequences that are not best described as merely practical. They have given the rest of us ideas, of which we may not even be thoughtfully aware, and by which we may, and often do, make choices of our own. We choose, for instance, every bit as much in families as in schools, how to train the minds of children, and which children to subject to which form of training, in accordance with some packaged and delivered ideas about intelligence. On the basis of those decisions, we commit acts, acts that have consequences in the very deepest centers of persons. That is a perilous business.

And that is why I ask: What should we mean by intelligence? It is not a question of fact, for there is no fact; it is a moral question. There is “shouldness” in it.

The word “intelligence” comes from two Latin words, inter and legere, which, put together, suggest the act of one who looks around among different things and makes choices, gathering some and leaving others. That is a portrayal of a mental activity very different from figuring out where the trains meet, but also an act that is a little bit like discovering the right diagram. But only a little bit. The idea of intelligence includes not only the choosing, but the chooser, an agent who chooses to choose. But when you choose the right diagram, you are not truly doing your own choosing. You are walking in someone else’s footprints, and the “rightness” of your choice is in having done what someone else has already done.

There is a special case of thinking that is called problem-solving. Solving a problem is not the same thing as understanding a principle. It is, however, the sort of thinking that we have come to accept as the mark of intelligence, and the thinking that some people seem to like a lot. Somebody chose that understanding. Not one somebody, of course, but many somebodies, and I deceive myself and you if I say that “we” have either chosen it or that we have come to adopt it. Certain people did all that. Haphazardly. And now we live by it. We fashion our schools to match it, and measure their “products” by its yardstick. And thus we will win the disapproval of Prometheus and then perhaps even the loss of his gift.

I think I may lead myself into confusion if I accept without thinking Locke’s name for the gift of Prometheus - “the mind’s grasp of itself.” There is no such thing as the mind; where there is mind there is a mind. It is not the mind that my mind might be able to grasp, but only my mind. I will not be able to take the grasp of your mind, nor you of mine, and for that we are both properly grateful. Some things are better kept private. When I do set out to take the grasp of my mind, I must find myself walking into unknown, and perhaps very dangerous, territory, where no one has ever gone before. I can find models of that journey, and accounts of other such journeys in other minds, but I can not find that journey. I end up doing, therefore, what is absolutely unique to me, and what, should I not do it, can not be done.

But when I solve Mensan problems, that is not the case. There, I will be doing what others have done. But those are, of course, problems that seem fake, somehow. Somebody cooked them up to be problems. They are a kind of game, a trivial pursuit. There is something to be learned in such a practice, of course, some habits of consistency and attentiveness, but in those who have learned those habits from earlier problems, the industrious solution of later problems, more of the same, seems a bit childish. The great charm of problem-solving lies in tackling the problems that have not been solved, which is to say, the problems that have never before arisen.

Such problems are almost always related to technology, and their solutions seem wondrous to us not because they come from newly devised powers of the mind, but always because they provide some new thing in the world. In that respect, microwave relay stations and eggbeaters are similar, both wonders. The most important difference between them is that Attila the Hun would have given you Asia Minor for the latter, but nothing at all for the former.

There is a sense in which the unsolved problem, even the problem that has yet to appear to us, is already “solved.” You can provide your own easy example of the fact by making up your own train problem, using whatever numbers please you. You don’t have to stick to trains. Airplanes or ox carts will do as well. What you now have is a “new” problem, a never-before solved problem. But, of course, its solution does exist. Although you can not make it just now, there is a statement that you will be able to make once you have made the statements that lead to it. That’s how any problem is solved, however complicated, and however long.

Problem-solving is a wonderful device, and fun, but it ought to be kept in its place. The best way to do that is through a careful use of language. When I say that I have a problem, my first thought should be to consider as well as I can whether it truly is a problem. As to the meeting of the trains, I have little doubt. When I consider the problem of rearing children sanely and decently, or the problem of making ends meet, I become uneasy. And when it comes to World Peace and the Brotherhood of All Mankind, I am frightened, frightened of what will happen to us if we imagine that such grand hopes are to be realized by the process of problem-solving. In such matters, can the pertinent facts be known? Can anyone know when he has them all? Can they be tested and found as “true” as those given in train problems, or even in the most elaborate and complicated possible versions of train problems?

Where human beings are concerned, can we ever have all the facts? Can we ever know that we do, or that we don’t? If we imagine that human dilemmas can be unraveled by that sort of thinking that problem-solving represents, are we not likely to run into something more vexing than problems?

That social and moral human “problems” have proved insoluble for the whole history of our species up to now, is not the least bit surprising, and it is exactly by the gift of Prometheus that we can know that. When we consider and question, and come to have some understanding of the process of problem-solving and its necessary attributes, we are not solving a problem. We are understanding. A mind is taking some grasp of itself. Because it is a mind, its understanding will be its understanding, not the understanding, and what it understands, however more or less, will be itself and its work, not the mind and its work. Not even another mind and