Bulk Graduation Quotes

Tavaré played 30 Tests for England between 1980 and 1984, adding a final cap five years later. He filled for much of that period the role of opening batsman, even though the bulk of his first-class career was spent at Nos. 3 and 4. He was, in that sense, a typical selection in a period of chronic English indecision and improvisation, filling a hole rather than commanding a place. But he tried—how he tried. Ranji once spoke of players who 'went grey in the service of the game'; Tavaré, slim, round-shouldered, with a feint moustache, looked careworn and world-weary from the moment he graduated to international cricket.

What I have said about the newspapers and the movies applies equally to the radio, to television, and even to bookselling. Thus we are in an age where the enormous per capita bulk of communication is met by an ever-thinning stream of total bulk of communication. More and more we must accept a standardized inoffensive and insignificant product which, like the white bread of the bakeries, is made rather for its keeping and selling properties than for its food value. This is fundamentally an external handicap of modern communication, but it is paralleled by another which gnaws from within. This is the cancer of creative narrowness and feebleness. In the old days, the young man who wished to enter the creative arts might either have plunged in directly or prepared himself by a general schooling, perhaps irrelevant to the specific tasks he finally undertook, but which was at least a searching discipline of his abilities and taste. Now the channels of apprenticeship are largely silted up. Our elementary and secondary schools are more interested in formal classroom discipline than in the intellectual discipline of learning something thoroughly, and a great deal of the serious preparation for a scientific or a literary course is relegated to some sort of graduate school or other.

Since God wants to give our kids and us a future and a hope (Jeremiah 29:11), it stands to reason that he intends for us to raise and educate our kids not just for graduation but for life. Life is complex and unpredictable, and kids need an education that equips them to handle that. We can’t merely fill their heads with information and expect that they will be prepared to handle whatever comes their way. Therein lies the problem with ceding our kids’ education to the powers that be. They don’t know our kids like we do. They don’t love them like we do. They are not even remotely invested in their futures. And yet they determine how our children will spend the bulk of every weekday—for twelve years. We all want our kids to have a good education, but we err when we think of education as being “neutral.” Education is never neutral. Education is discipleship. Discipleship is rooted in relationship. Relationships take time.

I am here because I worked too hard and too long not to be here. But although I told the university that I would walk across the stage to take my diploma, I won’t. At age fifty-seven, I’m too damned old, and I’d look ridiculous in this crowd. From where I’m standing in the back of the hall, I can see that I am at least two decades older than most of the parents of these kids in their black caps and gowns. So I’ll graduate with this class, but I won’t walk across the stage and collect my diploma with them; I’ll have the school send it to my house. I only want to hear my name called. I’ll imagine what the rest would have been like. When you’ve had a life like mine, you learn to do that, to imagine the good things. The ceremony is about to begin. It’s a warm June day and a hallway of glass doors leading to the parking lot are open, the dignitaries march onto the stage, a janitor slams the doors shut, one after the other. That banging sound. It’s Christmas Day 1961 and three Waterbury cops are throwing their bulk against our sorely overmatched front door. They are wearing their long woolen blue coats and white gloves and they swear at the cold. They’ve finally come for us, in the dead of night, to take us away, just as our mother said they would.

If these preconditions are not met, success is unlikely. The first precondition is officer education and training that produces adaptive leaders. The schools must constantly place students in difficult, unexpected situations, then require them to make decisions and take action under time pressure. Schools must take students out of their comfort zones. Stress– mental and moral as well as physical – must be constant. War games, map exercises, and free-play field exercises must constitute the bulk of the curriculum. Drill and ceremonies are not important. Higher command levels overseeing officers’ schools must learn to view high drop-out and expulsion rates as indications that the job of preparing new officers is being done correctly. Those officers who successfully graduate from the schools must continue to be developed by their commanders. Learning cannot stop at the schoolhouse door.