Elementary Days Memories Quotes

It's never over. Not really. Not when you stay down there as long as I did, not when you've lived in the netherworld longer than you've lived in this material one, where things are very bright and large and make such strange noises. You never come back, not all the way. Always, there is an odd distance between you and the people you love and the people you meet, a barrier, thin as the glass of a mirror. You never come all the way out of the mirror; you stand, for the rest of your life, with one foot in this world and one in another, where everything is upside down and backward and sad. It is the distance of marred memory, of a twisted and shape-shifting past. When people talk about their childhood, their adolescence, their college days, I laugh along and try not to think: that was when I was throwing up in my elementary school bathroom, that was when I was sleeping with strangers to show off the sharp tips of my bones, that was when I lost sight of my soul and died. And it is the distance of the present, as well - the distance that lies between people in general because of the different lives we have lived. I don't know who I would be, now, if I had not lived the life I have, and so I cannot alter my need for distance - nor can I lessen the low and omnipresent pain that that distance creates. The entirety of my life is overshadowed by one singular and near-fatal obsession.

I know people who read interminably, book after book, from page to page, and yet I should not call them 'well-read people'. Of course they 'know' an immense amount; but their brain seems incapable of assorting and classifying the material which they have gathered from books. They have not the faculty of distinguishing between what is useful and useless in a book; so that they may retain the former in their minds and if possible skip over the latter while reading it, if that be not possible, then--when once read--throw it overboard as useless ballast. Reading is not an end in itself, but a means to an end. Its chief purpose is to help towards filling in the framework which is made up of the talents and capabilities that each individual possesses. Thus each one procures for himself the implements and materials necessary for the fulfilment of his calling in life, no matter whether this be the elementary task of earning one's daily bread or a calling that responds to higher human aspirations. Such is the first purpose of reading. And the second purpose is to give a general knowledge of the world in which we live. In both cases, however, the material which one has acquired through reading must not be stored up in the memory on a plan that corresponds to the successive chapters of the book; but each little piece of knowledge thus gained must be treated as if it were a little stone to be inserted into a mosaic, so that it finds its proper place among all the other pieces and particles that help to form a general world-picture in the brain of the reader. Otherwise only a confused jumble of chaotic notions will result from all this reading. That jumble is not merely useless, but it also tends to make the unfortunate possessor of it conceited. For he seriously considers himself a well-educated person and thinks that he understands something of life. He believes that he has acquired knowledge, whereas the truth is that every increase in such 'knowledge' draws him more and more away from real life, until he finally ends up in some sanatorium or takes to politics and becomes a parliamentary deputy. Such a person never succeeds in turning his knowledge to practical account when the opportune moment arrives; for his mental equipment is not ordered with a view to meeting the demands of everyday life. His knowledge is stored in his brain as a literal transcript of the books he has read and the order of succession in which he has read them. And if Fate should one day call upon him to use some of his book-knowledge for certain practical ends in life that very call will have to name the book and give the number of the page; for the poor noodle himself would never be able to find the spot where he gathered the information now called for. But if the page is not mentioned at the critical moment the widely-read intellectual will find himself in a state of hopeless embarrassment. In a high state of agitation he searches for analogous cases and it is almost a dead certainty that he will finally deliver the wrong prescription.

Years ago when our kids were elementary age, Terrie and I planned a day to get away to have time to articulate the purpose of our family. After much prayer and Scripture reading, I took out a blank sheet of stationary and wrote these words: The mission of our family is to glorify the Lord Jesus Christ through obedience to His written Word, and by edifying and exhorting one another as we grow to understand our diverse yet compatible personalities. After each of the children had read the new mission statement for our family, we each signed the bottom to pledge our commitment to live in accordance to it. Terrie and I often look back and remember that day as one of our most precious family memories. Each day as I leave our house, I walk past our written purpose statement.

Bennie knew her mother had loved her long after she was well enough to say so, though she barely remembered her mother’s caring for her as a child. Bennie guessed her mother had performed the routine functions that mothers do every day, for there had been evidence of it. Bennie had won awards in elementary school, tiny pins like tie tacks that lay ignored in her jewelry box, for getting good grades and having good penmanship. She had stumbled across one of the tacks this morning, dressing for her mother’s funeral, and it jarred loose a single memory: her mother teaching her cursive writing at the kitchen table, a fleeting picture of the rounded circles and elongated loops of

It’s not hard to find evidence that can be used to back up a parent’s decision to never let their kid venture out unsupervised (a viral story of a child lured away from a skating rink, a forced abduction from a park, a memory of a missing child from the parent’s own elementary school days). I empathize with the feelings of horror those stories evoke. To feel this way is natural. But what do we do with those feelings? I don’t think we should use them to make our safety decisions for us. I’d encourage parents to look at the data and probability of crimes involving tweens and young teens. Some will say, “Probability doesn’t matter. If it happens one time, to my child, that’s all that matters. It’s my job to protect against the possibility of danger, no matter how small.” My response to that is simple: You can’t even try to keep your child safe from random acts of tragedy.

One incident from Yasuko’s days in the village elementary school was indelibly etched in her memory. She was the head of her class for two or three years in a row, including the time when it happened. Just before graduation the principal asked the pupils how many would go on to attend middle school. Of the twenty pupils from Sunada and Tsukigata only three were able to do so. Those three raised their hands. The other pupils—children of poor tenant farmers, small-time candy store owners, and barkeepers—turned around to look at them, their faces vivid with envy. With everyone’s eyes focused on them the three blushed a little but, as might be expected, they looked proud. Not only was each of the three inferior to Yasuko in grades, they—except for the assistant class leader—were from the bottom half of the class. At that moment Yasuko was assailed by a strange and incomprehensible feeling. She felt she could not bear to explain it away convincingly even within her own heart. Pupils who were much, much worse than she were going on to a higher school! She understood of course that it was because their families had “money,” but understanding alone was not enough to make Yasuko accept it. Similar things had happened a number of times. For instance, when a Hokkaido government director came to inspect their school it was really Yasuko who as head of the class should have delivered the congratulatory address. However, since she did not even have a different kimono to change into, a rich child took her place. The lack of clothes and money also led to her being absent from athletic meets and excursions. But at such times Yasuko, unlike Okei, assumed a scornful expression. She smiled faintly while listening to the rich child read the congratulatory address; and said that only those with nothing better to do wanted to take part in excursions and athletic meets. Unlike Yasuko, Okei often cried at such times, saying it was a terribly cruel and unfair way to treat fellow schoolmates.

At the elementary school, for instance, I spent an hour a week on “botany,” which was an excuse for wandering through Epping Forest in charge of a master who, in his turn, regarded the hour as an excuse for a pleasant smoke in the open air. The result is that Botany to me to-day stands for just a few words like “calyx,” “stamen,” and “capillary attraction,” plus the memory of lovely hours amidst trees and bracken. I do not complain.