The Most Beautiful Time of the Year
Ride Down Easy
As I was telling Mr. Hines in the comments below, there's a bit left but so far we seem to have gotten down easy. All the same I believe in the Havamal: "Praise the day at evening." Let's hope the last part goes down easy.
Hurricane Planning
New York City?!
A great chili should be richly spiced, with layers of deep, savory flavor. Here, that big flavor comes from the usual contenders, but also from the unexpected additions of unsweetened cocoa, soy sauce and Worcestershire....
Hunter S. Thompson and the Cornell Case
Rhyming is Important
Liberation and the Firearm
They add that the big surge in women's gun ownership has occurred since 2018 and, almost without exception, is seen across the board without regard to race, age, income, party identification, or education.... "Ownership is demographically diverse: 45.7% of validated gun owners are female, 25.6% do not identify as White (alone), and the gap in ownership rates between White Americans (34.6%) and Black Americans (33.0%) has narrowed to less than two percentage points," Georgetown University's William English wrote last month, of numbers from the National Firearms Survey....Smart and Morral add that women with children have been especially quick to acquire guns. The shift "has been driven almost entirely by single (not cohabitating) mothers, a group that may have been particularly affected by changing attitudes toward personal empowerment and safety concerns during a period of rising violence." Women mostly own handguns, which are closely identified with self-defense.
I've taught several women to shoot myself.
Sophistry, V
By the ~25m mark, Fr. Ripperger is onto a topic he is ascribing to sophistry where he actually disagrees with Aristotle completely. This is a point where I also disagree with Aristotle, so I don't say that as a criticism of the position he is advocating, just again his ascribing that position to "sophistry."
The particular point he is describing as sophistry (which it isn't) and a violation of natural law (which it is) is the controlling of education by the state rather than the family. He has quite a lot to say about this, so feel free to watch that part of the video directly; I don't think anyone who is a regular here will much disagree with his position.
Aristotle, however, does disagree with it. In Rhetoric I he is clear that, because the state is made up of families to which we are naturally attached, the law needs to settle "as many points as possible" so that very little judgment is left even to magistrates where their natural ties might incline them to favoritism. In Politics VIII.1-2 he speaks to the law and education in a way that clarifies that education of the youth is particularly a state matter, not a family matter:
None will doubt that the legislator should direct his attention above all to the education of youth; for the neglect of education does harm to the constitution. The citizen should be molded to suit the form of government under which he lives.... [S]ince the whole city has one end, it is manifest that education should be one and the same for all, and that it should be public, and not private- not as at present, when every one looks after his own children separately, and gives them separate instruction of the sort which he thinks best; the training in things which are of common interest should be the same for all. Neither must we suppose that any one of the citizens belongs to himself, for they all belong to the state, and are each of them a part of the state, and the care of each part is inseparable from the care of the whole. In this particular as in some others the Lacedaemonians are to be praised, for they take the greatest pains about their children, and make education the business of the state.
...That education should be regulated by law and should be an affair of state is not to be denied, but what should be the character of this public education, and how young persons should be educated, are questions which remain to be considered. As things are, there is disagreement about the subjects. For mankind are by no means agreed about the things to be taught, whether we look to virtue or the best life.
That could hardly be clearer. It is directly opposed as a view to the one Fr. Ripperger is (rightly, in my opinion) advocating, but it is nevertheless not a sophistic position but Aristotle's own. Likewise, to say as the good father does that this is a post-Protestant position is clearly disproven by the citation; it is in fact the ancient position of Aristotle and the Aristotelians.
The medieval Aristotelian position, which is to say especially St. Thomas Aquinas' position, is less clear. Aquinas follows Aristotle very, very closely in the Summa Theologiae but he is mostly following Aristotle's Nicomachean Ethics, Physics, and Metaphysics. Aquinas wrote a commentary on the first two books of the Politics only. Insofar as we can piece it together, Aquinas seems to have agreed that the family and not the state had jurisdiction over the education of the young -- but, perhaps like the Church's general endorsement of monarchy during the middle ages, this might partly be because that was the only live option.
I talk a lot about Aristotle here because I think he is of continuing value, and could in many respects restore the habit of thinking things through of which Fr. Ripperger is really also lamenting the loss. Even Aristotle wasn't right about everything; on this point, as well as a few others, he was in my opinion quite wrong.
Sophistry, IV
Rhetoric is the counterpart of Dialectic. Both alike are concerned with such things as come, more or less, within the general ken of all men and belong to no definite science. Accordingly all men make use, more or less, of both; for to a certain extent all men attempt to discuss statements and to maintain them, to defend themselves and to attack others. Ordinary people do this either at random or through practice and from acquired habit. Both ways being possible, the subject can plainly be handled systematically, for it is possible to inquire the reason why some speakers succeed through practice and others spontaneously; and every one will at once agree that such an inquiry is the function of an art.Now, the framers of the current treatises on rhetoric have constructed but a small portion of that art. The modes of persuasion are the only true constituents of the art: everything else is merely accessory. These writers, however, say nothing about enthymemes, which are the substance of rhetorical persuasion, but deal mainly with non-essentials. The arousing of prejudice, pity, anger, and similar emotions has nothing to do with the essential facts, but is merely a personal appeal to the man who is judging the case. Consequently if the rules for trials which are now laid down some states-especially in well-governed states-were applied everywhere, such people would have nothing to say. All men, no doubt, think that the laws should prescribe such rules, but some, as in the court of Areopagus, give practical effect to their thoughts and forbid talk about non-essentials. This is sound law and custom. It is not right to pervert the judge by moving him to anger or envy or pity-one might as well warp a carpenter's rule* before using it. Again, a litigant has clearly nothing to do but to show that the alleged fact is so or is not so, that it has or has not happened. As to whether a thing is important or unimportant, just or unjust, the judge must surely refuse to take his instructions from the litigants: he must decide for himself all such points as the law-giver has not already defined for him.
Again, that which would be judged, or which has been judged, a good thing, or a better thing than something else, by all or most people of understanding, or by the majority of men, or by the ablest, must be so; either without qualification, or in so far as they use their understanding to form their judgement. This is indeed a general principle, applicable to all other judgements also; not only the goodness of things, but their essence, magnitude, and general nature are in fact just what knowledge and understanding will declare them to be. Here the principle is applied to judgements of goodness, since one definition of 'good' was 'what beings that acquire understanding will choose in any given case': from which it clearly follows that that thing is hetter [sic] which understanding declares to be so. That, again, is a better thing which attaches to better men, either absolutely, or in virtue of their being better; as courage is better than strength. And that is a greater good which would be chosen by a better man, either absolutely, or in virtue of his being better: for instance, to suffer wrong rather than to do wrong, for that would be the choice of the juster man.
Sophistry, III
Language is composed of nouns and verbs. Nouns are of the various kinds considered in the treatise on Poetry. Strange words, compound words, and invented words must be used sparingly and on few occasions: on what occasions we shall state later. The reason for this restriction has been already indicated: they depart from what is suitable, in the direction of excess. In the language of prose, besides the regular and proper terms for things, metaphorical terms only can be used with advantage. This we gather from the fact that these two classes of terms, the proper or regular and the metaphorical-these and no others-are used by everybody in conversation. We can now see that a good writer can produce a style that is distinguished without being obtrusive, and is at the same time clear, thus satisfying our definition of good oratorical prose. Words of ambiguous meaning are chiefly useful to enable the sophist to mislead his hearers. Synonyms are useful to the poet, by which I mean words whose ordinary meaning is the same, e.g. 'porheueseai' (advancing) and 'badizein' (proceeding); these two are ordinary words and have the same meaning....Further, there is a third consideration-one that upsets the fallacious argument of the sophist Bryson, that there is no such thing as foul language, because in whatever words you put a given thing your meaning is the same. This is untrue. One term may describe a thing more truly than another, may be more like it, and set it more intimately before our eyes. Besides, two different words will represent a thing in two different lights; so on this ground also one term must be held fairer or fouler than another. For both of two terms will indicate what is fair, or what is foul, but not simply their fairness or their foulness, or if so, at any rate not in an equal degree. The materials of metaphor must be beautiful to the ear, to the understanding, to the eye or some other physical sense. It is better, for instance, to say 'rosy-fingered morn', than 'crimson-fingered' or, worse still, 'red-fingered morn'. The epithets that we apply, too, may have a bad and ugly aspect, as when Orestes is called a 'mother-slayer'; or a better one, as when he is called his 'father's avenger'. Simonides, when the victor in the mule-race offered him a small fee, refused to write him an ode, because, he said, it was so unpleasant to write odes to half-asses: but on receiving an adequate fee, he wrote"Hail to you, daughters of storm-footed steeds? "though of course they were daughters of asses too. The same effect is attained by the use of diminutives, which make a bad thing less bad and a good thing less good. Take, for instance, the banter of Aristophanes in the Babylonians where he uses 'goldlet' for 'gold', 'cloaklet' for 'cloak', 'scoffiet' for 'scoff, and 'plaguelet'. But alike in using epithets and in using diminutives we must be wary and must observe the mean.
Sophistry, II
Now let us take up from the beginning the question, what the accusation is from which the false prejudice against me has arisen, in which Meletus trusted when he brought this suit against me. What did those who aroused the prejudice say to arouse it? I must, as it were, read their sworn statement as if they were plaintiffs: “Socrates is a criminal and a busybody, investigating the things beneath the earth and in the heavens and making the weaker argument stronger and teaching others these same things.” Something of that sort it is. For you yourselves saw these things in Aristophanes' comedy...
Plato, Apology, 19a (Emphasis added)