Tolkien book - new expanded edition

Some years ago I wrote a book about Tolkien and The Lord of the Rings. It was called Secret Fire by the publisher DLT, and The Power of the Ring in the USA (Crossroad didn't like the UK title). This year, with financial troubles at DLT, it went out of print (in both versions) and I was asked by Crossroad to revise and expand the book for a new edition to be published on both sides of the Atlantic. Here is the cover (and the contents list – see below). I would not want people to go out and buy it thinking it is a brand new book, but it has been expanded and improved throughout, with an additional chapter about The Hobbit, and is nicely redesigned. It incorporates, among other things, the corrections and revisions I made for the Russian and Italian translations. The new edition of The Power of the Ring received an honorable mention in the 2013 Hoffer Awards under the category of culture. Please order from Sylvia Scott, Sales & Marketing, Crossroad, 831 Chestnut Ridge Road, Chestnut Ridge, NY 10977, 001-845-517-0180, ext. 115. Or email sales@crossroadpublishing.com. The book can also be ordered via UK Amazon or US Amazon.

There is always more to say about Tolkien and his writing – which is why I was so pleased to have a chance to add to my book. He never claimed to be anything more than a philologist, but he knew his faith well, and was an
instinctive theologian. Take for example Frodo's advice to Sam at the end of the novel when he is trying to decide what to do with Galadriel's gift – a little box of earth from Lothlorien. If we remember that in a sense the gifts represent grace, and the Lady is a Marian "type", then we can read Frodo's comment on several levels. "Use all the wits and knowledge you have of your own, Sam, and then use the gift to help your work and better it." Sam places a grain of the dust next to each of the trees he plants around the Shire, and the following spring "surpassed his wildest hopes." Grace is given not to replace nature but to heal and improve, and not to overpower our own nature but to help bring it to fruition.

See also (the post on homeschooling is included in the new edition):
Interview with author by Tolkien Library

Discussion of Tolkien with Greg Glazov

Lord of the Rings for Homeschoolers

Music of Creation in Tolkien
The Knight of Middle-earth

On Tolkien Studies

CONTENTS OF NEW EDITION OF POWER OF THE RING:

Acknowledgments
Preface to the Revised Edition
Introduction 

Part One THE SECRET FIRE

1. The Tree of Tales
2. The Hobbit: There and Back Again
3. A Very Great Story
4. A Hidden Presence: Tolkien’s Catholicism
5. Let These Things Be
6. Behind the Stars
7. Tolkien’s Achievement
Part Two APPENDICES

1. An Archetypal Journey: Tolkien and Jung
2. Tolkien’s Social Philosophy
3. The Shadow of King Arthur
4. Friendship in The Lord of the Rings
5. Tolkien for Homeschoolers
6. Tolkien and Paganism

7. The Beginning of Days

8. Myths Transformed

9. The Film of the Rings
Notes

Bibliography

Index

REVIEWS of previous edition:

“This book contains profound insights into the theology and spirituality in Tolkien's books. Caldecott gives the background of Tolkien's personality, letters, excerpts from other writings in order to provide a clear picture of what's at work in the Lord of the Rings.. The chapter ‘Behind the Stars’ is among the deepest commentaries on JRRT's work as a whole. Very fine. Definitely worth owning.” -- Dr Peter A. Kwasniewski

"Professor Tolkien, the academic philologist, was said to have travelled 'inside language'. Under Caldecott's guidance, here we travel inside the language of Tolkien. One sees at last what he was up to. It is a revelatory book." -- Church Times

Every Catholic school will want a copy as will anyone interested in Tolkien as a serious writer." -- Eric Hester, The Catholic Times

"As a general principle, the more worthwhile the primary source, the less worthwhile the secondary. Books about the most readable writers (Plato, Pascal, C.S. Lewis, G.K. Chesterton, and the Bible come to mind) are usually the least worth reading. The same, alas, is true for most of the plethora of books about Tolkien. Fortunately, there are a few exceptions. And this book, to my mind, is the most notable of all. There is no padding, no clichés, no belaboring the obvious. If anyone asks me what one book about Tolkien is the most worth reading, Secret Fire is my reply." -- Peter Kreeft, St Austin Review

"Caldecott's familiarity with Tolkien's writings and his clear analysis provide fascinating insights that enrich The Lord of the Rings and The Silmarillion in ways far different from previous studies. Some interesting appendixes offer additional observations. This book will be welcomed by those interested in the deep theological underpinnings of Tolkien's works, and is recommended to academic libraries supporting upper level coursework on Tolkien or religion and literature" -- Daniel Boice, Catholic Library World, September 2005

"Secret Fire elegantly unpacks the deeper meanings of the text, drawing not only on the classic works but on writings by Tolkien unpublished during his lifetime. Stratford Caldecott shows how Tolkien was one of a small group of writers who have succeeded in re-opening the world of the imagination for theological exploration." -- Church HouseBookshop , UK

"In this perceptive and well-reasoned book, Stratford Caldecott explores the roots of J.R.R. Tolkien's appeal 'to people of all ages and beliefs, in a broad spectrum from Christian to neo-pagan' ... Tolkien is portrayed in this book, fairly I think, as an explorer for whom the stories he carefully and diligently crafted over a long lifetime 'are notes of his expeditions in search of an older and "inner" world.'" -- Colin Duriez, Theology

"Essential reading for those who would like to understand the spiritual background to Lord of the Rings." -- Scientific and Medical Network

"Caldecott's work is a delight to read, with fascinating insights on nearly every page as he discusses the riches of Tolkien's work." -- The Sower

"A superb book that blends academic rigour with a clear passion for the subject." -- Christian Marketplace

“The book is truly outstanding and deserves the widest possible exposure. It is profound yet very readable.  I plan to use it with my adult CCD program soon, and I'd like to incorporate it into a university class as soon as I can.  I've even thought about offering a city-wide Lenten retreat using it.” --  Dr Henry (Hank) T. Edmondson III, Ph.D.,College of Liberal Arts and Sciences, Georgia College & State University

“A literally wonderful - wonder-full - book. It will open the eyes of any reader who considers The Lord of the Rings just a gripping yarn in a fantasy world. Tolkien's ‘vision’ - Caldecott makes it clear the word is just right - draws on deep springs of philosophy and mysticism - and, not least, the orthodoxy of the church.” -- Aidan Nichols OP

A project-based loving billionaire with no education expertise is still a billionaire with no education expertise.

Another billionaire is out to reform education. George Lucas has sold Lucasfilm to Disney for $4 billion in cash and stock and plans to spend most of his fortune on education. Lucas is already involved in education with an educational foundation that includes the website Edutopia.

Lucas's announcement has led to calls for him to take a different, more enlightened and humane road than the standardized test-based approach to education championed by Bill Gates, the Waltons, and Eli Broad. And rightly so. It has also led to some public hand-wringing from edu-thinkers who feel that Edutopia's approach to education is too nebulous and sparky but bland and will accomplish a bunch of "visionary" nothing.

Look, when people like George Lucas say things like:

"It's scary to think of our education system as little better than an assembly line with producing diplomas as its only goal."

I brace myself for the descent into pseudo-scientific, new-age hokiness. The school-as-factory metaphor doesn't work for me. I don't know what it means. I may have various negative reactions to some of the things that are done in public schools today, but I never think of them as factory-like, partly because I haven't spent much time in factories, and I bet George Lucas hasn't, either.

I also feel the same way about terms like "21st Century learning." Did people's brains work so differently in past centuries than they do today? I don't think so. When you comb through information on the internet, you are relying on the same skills and knowledge-base that you did when you were searching reference books in the library. It's just the tools (books vs. computers) that have changed.

On the other hand, I am just as averse to the term "progressive education," not to mention "ultra-progressive education." Again, I don't know what those terms mean. While policies and the content of some curricula certainly can be so, education and teaching methods are not progressive or conservative any more than a computer or computer software is progressive or conservative. They are tools and ways of doing things.

Edutopia is not some project-based boogeyman that is coming after my children. It's not some cult that has brainwashed teachers. While I may have reservations about some of the ideas they promote, I and most people recognize that Edutopia is a clearing house, a resource. That's all. Also, at this point I'd be happy to see my children spend a little more time on projects and much less on awful high-stakes testing.

I, for one, am glad that George Lucas seems to be staying out of policy, but mostly I think that George Lucas's foray into education is a symptom of a bigger problem. The money in our country is concentrated too much at the top: a few uber-wealthy individuals have out-sized power and influence and the rest of us have too little. There is no more expertise, just wealth and celebrity. This is not the way a democratic, educated society functions.

Whether or not I am sympathetic to George Lucas's ideas, his money will ultimately disrupt and corrupt public education the same way Gates, Broad, and the Walton's money has. The best he could do would be to just give grants for underfunded and unglamorous staples. Your school has no library? Here's a grant to make a library. Your school has no nurse? Here's a grant to hire a registered nurse. The kids at your school have no supervision after school? Here's a grant for sports and extracurricular activities.

A plutocrat is a plutocrat is a plutocrat. And I've had quite enough of the lot of them.

Faith, analogy, and modern science

In his 8 November address to the Plenary Session of the Pontifical Academy of Sciences, Pope Benedict spoke of the "urgent need for continued dialogue and cooperation between the worlds of science and of faith in the building of a culture of respect for man, for human dignity and freedom, for the future of our human family and for the long-term sustainable development of our planet." He explained that

the sciences are not intellectual worlds disconnected from one another and from reality but rather that they are interconnected and directed to the study of nature as a unified, intelligible and harmonious reality in its undoubted complexity. Such a vision has fruitful points of contact with the view of the universe taken by Christian philosophy and theology, with its notion of participated being, in which each individual creature, possessed of its proper perfection, also shares in a specific nature and this within an ordered cosmos originating in God’s creative Word. It is precisely this inbuilt “logical” and “analogical” organization of nature that encourages scientific research and draws the human mind to discover the horizontal co-participation between beings and the transcendental participation by the First Being.

This is a point that is explored in my book Beauty for Truth's Sake, but has rarely been stated so clearly or succinctly. The Pope went on, in terms that echo the book by Barry R. Pearlman, A Certain Faith:

It is within this broader context that I would note how fruitful the use of analogy has proved for philosophy and theology, not simply as a tool of horizontal analysis of nature’s realities, but also as a stimulus to creative thinking on a higher transcendental plane. Precisely because of the notion of creation, Christian thought has employed analogy not only for the investigation of worldly realities, but also as a means of rising from the created order to the contemplation of its Creator, with due regard for the principle that God’s transcendence implies that every similarity with his creatures necessarily entails a greater dissimilarity: whereas the structure of the creature is that of being a being by participation, that of God is that of being a being by essence, or Esse subsistens.

Dear Reformies: Please stop speaking for my children.

(Updated with quotes: 11/4/2012)

“I love teachers – effective teachers," she told a smaller group of lawmakers and educators that day. "No one has a harder job than an inner-city teacher. There is nothing more noble than working as a teacher.
But if you raise some of these issues you are labeled 'anti-teacher' or a 'union-buster.' I'm not a union buster. But teachers have a very effective organization lobbying on their behalf. I want to be effective representing the other side, our children.”

-Michelle Rhee 

"In the 21st century, public schools need the kind of innovation that private firms like Google, Twitter, and Apple exemplify (just as there's room for innovation from non-profits like CK12 or Khan Academy). For the sake of our children, it's time to open our minds, move past ideology, roll up our sleeves together, and get to work."

-Joel Klein 

@anthonycody "I grew up in a liberal family. Certain values were upheld as sacred...You stood with the underdog." Kids are the underdogs.
— Chris Arnold (@chrisarnold) November 2, 2012

To all of the Chris Arnolds, Michelle Rhees, and Joel Kleins  out there:

How many kids do you have? How many are in the public schools? How many kids have you taught? I ask because I am a teacher and am a parent with actual children in public schools and I haven't seen any evidence that the policies you endorse are helping students or helping my children. In fact, I see that the policies you support are harmful: harmful to public schools, harmful to quality education, harmful to students, harmful to my children.

I understand that you don't agree. That you probably believe in the mission of the industry you work for (though not, apparently, enough to tell anyone that you work in said industry). That's fine (though I'd love to know how many kids you have actually, verifiably, and concretely helped by touting the the policies you do). I think your beliefs are misinformed, but everyone has beliefs and, for better or worse, many of them aren't the same as mine.

I understand that you and your superiors and fellow education reform industry leaders  have a living to make. Peddle your gadgets and your software. Be an education consultant or a professional development vendor. Run your "education reform" organization. Add to the ranks of the over-sized lobbying industry. Be a PR flack. Continue the proliferation of "failing" schools, but make a tidy profit at it, too. Raise your money. Make your living. Help politicians to make a living. I could never look at myself in the mirror doing what you do, but that's just me. Everyone needs to make a living, especially writers. After all, who gives "crap" about creativity when the kiddies can't read, right?

But there is a role you seem confused about. See, you represent an ideology. You work for a company or an organization or contributors. You represent them. You don't represent kids and you certainly don't represent my kids. So stop acting as if you speak for my children. Stop ruining their education in their name. You don't know my children. You don't live in my community. You don't work or volunteer in the schools my children go to. You're not helping my children, their peers, or their teachers (not even the excellent ones). You don't know what's best for them and their education. I represent my children. I speak for them. My children speak for themselves. I know them and their teachers know them. And from what I can tell and what they experience, your ideology is all wrong for them and their education. If you have them, you can speak for your own children. If you don't, well, promote your ideology and your business in your name.

Don't you dare promote it in the name of my children or in the name of their education.


Yours truly,

Rachel Levy

On Tolkien

The field of "Tolkien studies" continues to evolve. The book based on the Exeter College conference, Tolkien's The Lord of the Rings: Sources of Inspiration, is still available and remains one of the most interesting collections of academic essays on this topic. The journal of the Marion E. Wade Center at Wheaton College, VII or Seven, has for thirty years been publishing excellent articles about Tolkien and the other authors in his circle. In Oxford we also now have an excellent Journal of Inklings Studies. West Virginia University Press has a journal of Tolkien Studies. Meanwhile the online Tolkien Library remains a useful resource for finding lots of wonderful books by and about Tolkien. My own book on Tolkien has been launched in a new edition (details elsewhere on this site).

The main site for Tolkien fans is of course the Tolkien Society, and that has links to many others. The Encyclopedia of Arda explores Tolkien's imaginary world in great detail, with maps, timelines, illustrations, etc. There are numerous sites devoted to the languages of Middle-earth, and even to Elvish heraldry. Another impressive online resource for studying the books is the Lord of the Rings Project. And there are a number of blogs that offer fascinating insights into the thinking and spirituality of this profoundly Christian writer: I recommend particularly The Flame Imperishable by Jonathan McIntosh, and Bruce Charlton's Tolkien's Notion Club Papers. Raymond Edwards has recently written a superb pocket biography of Tolkien for the CTS. Finally, an excellent two-part article on Tolkien's Catholicism by the American writer Drew Bowling can be found here and here. There is a TOLKIEN SPRING SCHOOL on 21-23 March 2013 at the Oxford English Faculty with many excellent speakers.