Benjamin Animal Farm Quotes

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Only old Benjamin professed to remember every detail of his long life and to know that things never had been, nor ever could be much better or much worse--hunger, hardship, and disappointment being, so he said, the unalterable law of life.
George Orwell (Animal Farm)
He would say that God had given him a tail to keep the flies off, but that he would sooner have had no tail and no flies.
George Orwell (Animal Farm)
Simons and his team are among the most secretive traders Wall Street has encountered, loath to drop even a hint of how they’d conquered financial markets, lest a competitor seize on any clue. Employees avoid media appearances and steer clear of industry conferences and most public gatherings. Simons once quoted Benjamin, the donkey in Animal Farm , to explain his attitude: “‘God gave me a tail to keep off the flies. But I’d rather have had no tail and no flies.’ That’s kind of the way I feel about publicity.
Gregory Zuckerman (The Man Who Solved the Market: How Jim Simons Launched the Quant Revolution)
When Benjamin Bloom studied his 120 world-class concert pianists, sculptors, swimmers, tennis players, mathematicians, and research neurologists, he found something fascinating. For most of them, their first teachers were incredibly warm and accepting. Not that they set low standards. Not at all, but they created an atmosphere of trust, not judgment. It was, “I’m going to teach you,” not “I’m going to judge your talent.” As you look at what Collins and Esquith demanded of their students—all their students—it’s almost shocking. When Collins expanded her school to include young children, she required that every four-year-old who started in September be reading by Christmas. And they all were. The three- and four-year-olds used a vocabulary book titled Vocabulary for the High School Student. The seven-year-olds were reading The Wall Street Journal. For older children, a discussion of Plato’s Republic led to discussions of de Tocqueville’s Democracy in America, Orwell’s Animal Farm, Machiavelli, and the Chicago city council. Her reading list for the late-grade-school children included The Complete Plays of Anton Chekhov, Physics Through Experiment, and The Canterbury Tales. Oh, and always Shakespeare. Even the boys who picked their teeth with switchblades, she says, loved Shakespeare and always begged for more. Yet Collins maintained an extremely nurturing atmosphere. A very strict and disciplined one, but a loving one. Realizing that her students were coming from teachers who made a career of telling them what was wrong with them, she quickly made known her complete commitment to them as her students and as people. Esquith bemoans the lowering of standards. Recently, he tells us, his school celebrated reading scores that were twenty points below the national average. Why? Because they were a point or two higher than the year before. “Maybe it’s important to look for the good and be optimistic,” he says, “but delusion is not the answer. Those who celebrate failure will not be around to help today’s students celebrate their jobs flipping burgers.… Someone has to tell children if they are behind, and lay out a plan of attack to help them catch up.” All of his fifth graders master a reading list that includes Of Mice and Men, Native Son, Bury My Heart at Wounded Knee, The Joy Luck Club, The Diary of Anne Frank, To Kill a Mockingbird, and A Separate Peace. Every one of his sixth graders passes an algebra final that would reduce most eighth and ninth graders to tears. But again, all is achieved in an atmosphere of affection and deep personal commitment to every student. “Challenge and nurture” describes DeLay’s approach, too. One of her former students expresses it this way: “That is part of Miss DeLay’s genius—to put people in the frame of mind where they can do their best.… Very few teachers can actually get you to your ultimate potential. Miss DeLay has that gift. She challenges you at the same time that you feel you are being nurtured.
Carol S. Dweck (Mindset: The New Psychology Of Success)
My favorite idea to come out of the world of cultured meat is the 'pig in the backyard.' I say 'favorite' not because this scenario seems likely to materialize but because it speaks most directly to my own imagination. In a city, a neighborhood contains a yard, and in that yard there is a pig, and that pig is relatively happy. It receives visitors every day, including local children who bring it odds and ends to eat from their family kitchens. These children may have played with the pig when it was small. Each week a small and harmless biopsy of cells is taken from the pig and turned into cultured pork, perhaps hundreds of pounds of it. This becomes the community's meat. The pig lives out a natural porcine span, and I assume it enjoys the company of other pigs from time to time. This fantasy comes to us from Dutch bioethicists, and it is based on a very real project in which Dutch neighbourhoods raised pigs and then debated the question of their eventual slaughter. The fact that the pig lives in a city is important, for the city is the ancient topos of utopian thought. The 'pig in the backyard' might also be described as the recurrence of an image from late medieval Europe that has been recorded in literature and art history. This is the pig in the land of Cockaigne, the 'Big Rock Candy Mountain' of its time, was a fantasy for starving peasants across Europe. It was filled with foods of a magnificence that only the starving can imagine. In some depictions, you reached this land by eating through a wall of porridge, on the other side of which all manner of things to eat and drink came up from the ground and flowed in streams. Pigs walked around with forks sticking out of backs that were already roasted and sliced. Cockaigne is an image of appetites fullfilled, and cultured meat is Cockaigne's cornucopian echo. The great difference is that Cockaigne was an inversion of the experience of the peasants who imagined it: a land where sloth became a virtue rather than a vice, food and sex were easily had, and no one ever had to work. In Cockaigne, delicious birds would fly into our mouths, already cooked. Animals would want to be eaten. By gratifying the body's appetites rather than rewarding the performance of moral virtue, Cockaigne inverted heaven. The 'pig in the backyard' does not fully eliminate pigs, with their cleverness and their shit, from the getting of pork. It combines intimacy, community, and an encounter with two kinds of difference: the familiar but largely forgotten difference carried by the gaze between human animal and nonhuman animal, and the weirder difference of an animal's body extended by tissue culture techniques. Because that is literally what culturing animal cells does, extending the body both in time and space, creating a novel form of relation between an original, still living animal and its flesh that becomes meat. The 'pig in the backyard' tries to please both hippies and techno-utopians at once, and this is part of this vision of rus in urbe. But this doubled encounter with difference also promises (that word again!) to work on the moral imagination. The materials for this work are, first, the intact living body of another being, which appears to have something like a telos of its own beyond providing for our sustenance; and second, a new set of possibilities for what meat can become in the twenty-first century. The 'pig in the backyard' is only a scenario. Its outcomes are uncertain. It is not obvious that the neighbourhood will want to eat flesh, even the extended and 'harmless' flesh, of a being they know well, but the history of slaughter and carnivory on farms suggests that they very well might. The 'pig in the backyard' is an experiment in ethical futures. The pig points her snout at us and asks what kind of persons we might become.
Benjamin Aldes Wurgaft (Meat Planet: Artificial Flesh and the Future of Food)
STYLE & STRUCTURE LANGUAGE Simple, clear; effectively creates the atmosphere of a world that, on the surface, is down-to-earth and unsophisticated, but that on a deeper level is complex and contains many conflicting forces. NARRATOR Invisible, third-person narrator who emphasizes the thoughts, feelings, and actions of animals. FABLE (Short tale that teaches a moral lesson, with animals as characters.) The animals act in accordance with their animal nature, but their ideas and emotions are those of human beings: Benjamin is skeptical about the chances of improving his lot and feels just as disillusioned about their new society as a human would; Clover, the gentle, patient elderly mare, reacts to tragic events with the compassionate tears of a human being. It is obvious that Orwell sympathizes with the plight of the animals, whether they are ruled by Jones or Napoleon. His treatment of animals makes them believable as individuals, not just as types. IRONY (Use of words to express a meaning opposite to the literal meaning.) Orwell sees the animals’ flaws as well as their positive qualities; treats circumstances of their lives with persuasive irony: the Rebellion occurs not merely because of a bloodthirsty desire for revenge on the animals’ part, but also because Jones has forgotten to feed them and they are desperately hungry. STRUCTURE Ten chapters. Rising action: First five chapters tell of the animals’ Rebellion. Crisis (turning point): Napoleon launches the surprise attack that drives Snowball into exile, thus eliminating a rival for the position of power. The novel’s second half tells how Napoleon firmly establishes his power by making clever use of propaganda and terrorist tactics. Several unexplained events are cleared up as the story develops: why Napoleon took puppies (he raises them as a police force); what happened to the cows’ milk (it is reserved exclusively for the pigs’ use); the reason for the pigs’ moving into farmhouse (they are secretly learning to acquire human habits); the strange negotiations with Foxwood and Pinchfield Farms (Napoleon attempts to deal with humans on terms advantageous to him).
W. John Campbell (The Book of Great Books: A Guide to 100 World Classics)