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Truly landlocked people know they are. Know the occasional Bitter Creek or Powder River that runs through Wyoming; that the large tidy Salt Lake of Utah is all they have of the sea and that they must content themselves with bank, shore, beach because they cannot claim a coast. And having none, seldom dream of flight. But the people living in the Great Lakes region are confused by their place on the country’s edge - an edge that is border but not coast. They seem to be able to live a long time believing, as coastal people do, that they are at the frontier where final exit and total escape are the only journeys left. But those five Great Lakes which the St. Lawrence feeds with memories of the sea are themselves landlocked, in spite of the wandering river that connects them to the Atlantic. Once the people of the lake region discover this, the longing to leave becomes acute, and a break from the area, therefore, is necessarily dream-bitten, but necessary nonetheless. ↗
The oldest problem in economic education is how to exclude the incompetent. A certain glib mastery of verbiage-the ability to speak portentously and sententiously about the relation of money supply to the price level-is easy for the unlearned and may even be aided by a mildly enfeebled intellect. The requirement that there be ability to master difficult models, including ones for which mathematical competence is required, is a highly useful screening device. ↗
An unexpected but important additional advantage of living in Kampung Jawa in this respect was the presence nearby, established as recently as 1955, of the Muslim College, Malaya’s first national tertiary institution of Islamic higher education. I was able to use its small library, and came to know well Dr Muhammad Abdul Ra’uf and Dr Muhammad Zaki Badawi, Egyptians engaged to lead the college who also taught at the University of Malaya and later became prominent Muslim intellectuals in the United States and Britain respectively. Along with other members of staff, including the charismatic Pan-Malayan Islamic Party politician Dr Zulkifli Muhammad, they did much to extend my knowledge of Islamic education and wider Muslim issues. ↗
That economics has a considerable conceptual apparatus with an appropriate terminology can not be a serious ground for complaint. Economic phenomena, ideas, instruments of analysis exist. They require names. Education in economics is, in considerable measure, an introduction to this terminology and to the ideas that it denotes. Anyone who has difficulties with the ideas should complete his education or, following an exceedingly well-beaten path, leave the subject alone. It is sometimes said that the economist has a special obligation to make himself understood because his subject is of such great and popular importance. By this rule the nuclear physicist would have to speak in monosyllables. ↗
Probably it is true enough that the great majority are rarely capable of thinking independently, that on most questions they accept views which they find ready-made, and that they will be equally content if born or coaxed into one set of beliefs or another. In any society freedom of thought will probably be of direct significance only for a small minority. But this does not mean that anyone is competent, or ought to have power, to select those to whom this freedom is to be reserved. It certainly does not justify the presumption of any group of people to claim the right to determine what people ought to think or believe. ↗
