Joel

“Every November of my boyhood, we put on red poppies and attended highly patriotic services in remembrance of those who had 'given' their lives. But on what assurance did we know that these gifts had really been made? Only the survivors—the living—could attest to it. In order to know that a person had truly laid down his life for his friends, or comrades, one would have to hear it from his own lips, or at least have heard it promised in advance. And that presented another difficulty. Many brave and now dead soldiers had nonetheless been conscripts. The known martyrs—those who actually, voluntarily sought death and rejoiced in the fact—had been the kamikaze pilots, immolating themselves to propitiate a 'divine' emperor who looked (as Orwell once phrased it) like a monkey on a stick. Their Christian predecessors had endured torture and death (as well as inflicted it) in order to set up a theocracy. Their modern equivalents would be the suicide murderers, who mostly have the same aim in mind. About people who set out to lose their lives, then, there seems to hang an air of fanaticism: a gigantic sense of self-importance unattractively fused with a masochistic tendency to self-abnegation. Not wholesome.

The better and more realistic test would therefore seem to be: In what cause, or on what principle, would you risk your life?”
― Christopher Hitchens, Hitch 22: A Memoir

“Kropp on the other hand is a thinker. He proposes that a declaration of war should be a kind of popular festival with entrance-tickets and bands, like a bull fight. Then in the arena the ministers and generals of the two countries, dressed in bathing-drawers and armed with clubs, can have it out on themselves. Whoever survives the country wins. That would be much simpler and more than just this arrangement, where the wrong people do the fighting”
― Enrich Maria Remarque, All Quiet on the Western Front

“Public education does not serve a public. It creates a public. And in creating the right kind of public, the schools contribute toward strengthening the spiritual basis of the American Creed. That is how Jefferson understood it, how Horace Mann understood it, how John Dewey understood it, and in fact, there is no other way to understand it. The question is not, Does or doesn't public schooling create a public? The question is, What kind of public does it create? A conglomerate of self-indulgent consumers? Angry, soulless, directionless masses? Indifferent, confused citizens? Or a public imbued with confidence, a sense of purpose, a respect for learning, and tolerance? The answer to this question has nothing whatever to do with computers, with testing, with teacher accountability, with class size, and with the other details of managing schools. The right answer depends on two things, and two things alone: the existence of shared narratives and the capacity of such narratives to provide an inspired reason for schooling.”
― Neil Postman, The End of Education: Redefining the Value of School

“The army consists of the first infantry division and eight million replacements.”
― Sebastian Junger, War