Spear Education Quotes

People had always dreamed of a unified world. We thought it would be a richer one. It wasn't. It meant that the Eskimo got educated and learned cost accountancy, but it didn't mean that the German learned to hunt whales with a spear. It meant everyone learned how to press buttons, and no one remembered how to dive for pearls.

[If we extrapolate the United States population down to a 100-people village]This village that you inhabit has 14 illiterate members and 27 who have a college education; 5 of the villagers earn a third of the village’s entire income, while 6 of them earn less than .3 percent of it; 40 of them think and hope your village is headed towards a biblical end-times Armageddon; and 7 of them own a Britney Spears album.

To be quite frank, we do not at all like the idea of a “chosen people.” Democrats by birth and education, we should prefer to think that all nations and individuals start level in the search for God, or even that all religions are equally true. It must be admitted at once that Christianity makes no concessions to this point of view. It does not tell of a human search for God at all, but of something done by God for, to, and about Man. And the way in which it is done is selective, undemocratic, to the highest degree. After the knowledge of God had been universally lost or obscured, one man from the whole earth (Abraham) is picked out. He is separated (miserably enough, we may suppose) from his natural surroundings, sent into a strange country, and made the ancestor of a nation who are to carry the knowledge of the true God. Within this nation there is further selection: some die in the desert, some remain behind in Babylon. There is further selection still. The process grows narrower and narrower, sharpens at last into one small bright point like the head of a spear. It is a Jewish girl at her prayers. All humanity (so far as concerns its redemption) has narrowed to that.

I can hardly believe that our nation’s policy is to seek peace by going to war. It seems that President Donald J. Trump has done everything in his power to divert our attention away from the fact that the FBI is investigating his association with Russia during his campaign for office. For several weeks now he has been sabre rattling and taking an extremely controversial stance, first with Syria and Afghanistan and now with North Korea. The rhetoric has been the same, accusing others for our failed policy and threatening to take autonomous military action to attain peace in our time. This gunboat diplomacy is wrong. There is no doubt that Secretaries Kelly, Mattis, and other retired military personnel in the Trump Administration are personally tough. However, most people who have served in the military are not eager to send our young men and women to fight, if it is not necessary. Despite what may have been said to the contrary, our military leaders, active or retired, are most often the ones most respectful of international law. Although the military is the tip of the spear for our country, and the forces of civilization, it should not be the first tool to be used. Bloodshed should only be considered as a last resort and definitely never used as the first option. As the leader of the free world, we should stand our ground but be prepared to seek peace through restraint. This is not the time to exercise false pride! Unfortunately the Trump administration informed four top State Department management officials that their services were no longer needed as part of an effort to "clean house." Patrick Kennedy, served for nine years as the “Undersecretary for Management,” “Assistant Secretaries for Administration and Consular Affairs” Joyce Anne Barr and Michele Bond, as well as “Ambassador” Gentry Smith, director of the Office for Foreign Missions. Most of the United States Ambassadors to foreign countries have also been dismissed, including the ones to South Korea and Japan. This leaves the United States without the means of exercising diplomacy rapidly, when needed. These positions are political appointments, and require the President’s nomination and the Senate’s confirmation. This has not happened! Moreover, diplomatically our country is severely handicapped at a time when tensions are as hot as any time since the Cold War. Without following expert advice or consent and the necessary input from the Unites States Congress, the decisions are all being made by a man who claims to know more than the generals do, yet he has only the military experience of a cadet at “New York Military Academy.” A private school he attended as a high school student, from 1959 to 1964. At that time, he received educational and medical deferments from the Vietnam War draft. Trump said that the school provided him with “more training than a lot of the guys that go into the military.” His counterpart the unhinged Kim Jong-un has played with what he considers his country’s military toys, since April 11th of 2012. To think that these are the two world leaders, protecting the planet from a nuclear holocaust….

Eliot's own reflections on the primitive mind as a model for nondualistic thinking and on the nature and consequences of different modes of consciousness were informed by an excellent education in the social sciences and philosophy. As a prelude to our guided tour of the text of The Waste Land, we now turn to a brief survey of some of his intellectual preoccupations in the decade before he wrote it, preoccupations which in our view are enormously helpful in understanding the form of the poem. Eliot entered Harvard as a freshman in 1906 and finished his doctoral dissertation in 1916, with one of the academic years spent at the Sorbonne and one at Oxford. At Harvard and Oxford, he had as teachers some of modern philosophy's most distinguished individuals, including George Santayana, Josiah Royce, Bertrand Russell, and Harold Joachim; and while at the Sorbonne, he attended the lectures of Henri Bergson, a philosophic star in Paris in 1910-11. Under the supervision of Royce, Eliot wrote his dissertation on the epistemology of F. H. Bradley, a major voice in the late-nineteenth-, early-twentieth-century crisis in philosophy. Eliot extended this period of concentration on philosophical problems by devoting much of his time between 1915 and the early twenties to book reviewing. His education and early book reviewing occurred during the period of epistemological disorientation described in our first chapter, the period of "betweenness" described by Heidegger and Ortega y Gasset, the period of the revolt against dualism described by Lovejoy. 2 Eliot's personal awareness of the contemporary epistemological crisis was intensified by the fact that while he was writing his dissertation on Bradley he and his new wife were actually living with Bertrand Russell. Russell as the representative of neorealism and Bradley as the representative of neoidealism were perhaps the leading expositors of opposite responses to the crisis discussed in our first chapter. Eliot's situation was extraordinary. He was a close student of both Bradley and Russell; he had studied with Bradley's friend and disciple Harold Joachim and with Russell himself. And in 1915-16, while writing a dissertation explaining and in general defending Bradley against Russell, Eliot found himself face to face with Russell across the breakfast table. Moreover, as the husband of a fragile wife to whom both men (each in his own way) were devoted, Eliot must have found life to be a kaleidoscope of brilliant and fluctuating patterns.

The President is the King's father. He is an erect, strongly built, massive featured, white-haired, tawny old gentleman of eighty years of age or thereabouts. He was simply but well dressed, in a blue cloth coat and white vest, and white pantaloons, without spot, dust or blemish upon them. He bears himself with a calm, stately dignity, and is a man of noble presence. He was a young man and a distinguished warrior under that terrific fighter, Kamehameha I., more than half a century ago. A knowledge of his career suggested some such thought as this: "This man, naked as the day he was born, and war-club and spear in hand, has charged at the head of a horde of savages against other hordes of savages more than a generation and a half ago, and reveled in slaughter and carnage; has worshipped wooden images on his devout knees; has seen hundreds of his race offered up in heathen temples as sacrifices to wooden idols, at a time when no missionary's foot had ever pressed this soil, and he had never heard of the white man's God; has believed his enemy could secretly pray him to death; has seen the day, in his childhood, when it was a crime punishable by death for a man to eat with his wife, or for a plebeian to let his shadow fall upon the King—and now look at him; an educated Christian; neatly and handsomely dressed; a high-minded, elegant gentleman; a traveler, in some degree, and one who has been the honored guest of royalty in Europe; a man practiced in holding the reins of an enlightened government, and well versed in the politics of his country and in general, practical information. Look at him, sitting there presiding over the deliberations of a legislative body, among whom are white men—a grave, dignified, statesmanlike personage, and as seemingly natural and fitted to the place as if he had been born in it and had never been out of it in his life time. How the experiences of this old man's eventful life shame the cheap inventions of romance!

Well, then, to put it in a nutshell,” said the Chief Voice, “we’ve been waiting for ever so long for a nice little girl from foreign parts, like it might be you, Missie--that would go upstairs and go to the magic book and find the spell that takes off the invisibleness, and say it. And we all swore that the first strangers as landed on this island (having a nice little girl with them, I mean, for if they hadn’t it’d be another matter) we wouldn’t let them go away alive unless they’d done the needful for us. And that’s why, gentlemen, if your little girl doesn’t come up to scratch, it will be our painful duty to cut all your throats. Merely in the way of business, as you might say, and no offense, I hope.” “I don’t see all your weapons,” said Reepicheep. “Are they invisible too?” The words were scarcely out of his mouth before they heard a whizzing sound and next moment a spear had stuck, quivering, in one of the trees behind them. “That’s a spear, that is,” said the Chief Voice. “That it is, Chief, that it is,” said the others. “You couldn’t have put it better.” “And it came from my hand,” the Chief Voice continued. “They get visible when they leave us.” “But why do you want me to do this?” asked Lucy. “Why can’t one of your own people? Haven’t you got any girls?” “We dursen’t, we dursen’t,” said all the Voices. “We’re not going upstairs again.” “In other words,” said Caspian, “you are asking this lady to face some danger which you daren’t ask your own sisters and daughters to face!” “That’s right, that’s right,” said all the Voices cheerfully. “You couldn’t have said it better. Eh, you’ve had some education, you have. Anyone can see that.” “Well, of all the outrageous--” began Edmund, but Lucy interrupted. “Would I have to go upstairs at night, or would it do in daylight?” “Oh, daylight, daylight, to be sure,” said the Chief Voice. “Not at night. No one’s asking you to do that. Go upstairs in the dark? Ugh.” “All right, then, I’ll do it,” said Lucy. “No,” she said, turning to the others, “don’t try to stop me. Can’t you see it’s no use? There are dozens of them there. We can’t fight them. And the other way there is a chance.” “But a magician!” said Caspian. “I know,” said Lucy. “But he mayn’t be as bad as they make out. Don’t you get the idea that these people are not very brave?” “They’re certainly not very clever,” said Eustace.

Meanwhile work on the ships, on the land, and in industry was hard. So the message became: “Become educated and it will lead to a better life” (i.e., learn to read and count or you’ll be stuck in the horrid machine jobs). This made learning actual skills unfashionable. It became a vanity thing. You could say you knew about Shake-speare, or art, or philosophy, while practical skills were

As the social sciences became increasingly central to the formulation of public policy, this doctrine reinforced the political and legal drive for school desegregation. So powerful was the presumption that when Congress in 1964 ordered a survey on “the lack of availability of equal educational opportunity for individuals by reason of race, color, religion or national origin,” James Coleman, the study’s director, could tell an interviewer even before the field work was done: “… the study will show the difference in the quality of schools that the average Negro child and the average white child are exposed to. You know yourself that the difference is going to be striking.” So Coleman and most of the academic establishment were startled and dismayed eight months later by just how little difference his survey detected. When the results were in from this, the second-largest social science research project in history, they produced conclusions sharply at variance with the reigning doctrine. Popular impressions to the contrary, Coleman’s investigators found little difference between physical facilities and curricula at black and white schools. Moreover, the differences they did recognize had little effect on black and white performance. Even racial integration had relatively little impact on student achievement, as measured by standardized tests. The significant variables lay, not in the schools at all, but in the homes from which the children came and the cultural and class influences surrounding those homes. If the Coleman Report—as it came to be known—was a thunderclap in the cloistered world of social science research, its implications for public policy were even more earthshaking. Science magazine called it “a spear pointed at the heart of the cherished American belief that equality of educational opportunity will increase the equality of educational achievements.” But its implications went even deeper than that. For if the family, not the school, made the difference; if the poor, the black, and the disenfranchised were less susceptible to educational influence than hitherto believed; if differences between Americans were rooted in the bedrock of class—then social progress would be far more difficult to achieve than most people of goodwill had assumed.

A little side note: Culturally, American kids, parents, and teachers typically view intelligence as something innate. We talk about people being “smart” and “not so smart.” As a group, Chinese kids, parents, and teachers view intelligence as more malleable, increasing with work and effort. Some education researchers argue that this basic difference explains why Chinese students do so much better at school than American students.

YOU HAVE KILLED YOU HAVE STOLEN YOU HAVE DESTROYED. DEVOURER OF LIVES DEVOURER OF SOULS YOU ARE DEFEATED! ROAR O LION OF JUDAH PROCLAIM YOUR VICTORY! CHILDREN OF ADAM BEHOLD... BEHOLD THY SALVATION. FOR GREAT IS THE DAY OF THE LORD. TURN AND FOLLOW THE CHILD AS LION LIES WITH LAMB. O SWORD BE A PLOUGH O SPEAR BE A PRUNING HOOK "EDUCATORS" SILENCE! WE SHALL LEARN WAR NO MORE.