Quotes of All Topics . Occasions . Authors
Healthcare as a human right, it means that every child, no matter where you are born, should have access to a college or trade-school education if they so choose it, and I think no person should be homeless if we can have public structures and public policy to allow for people to have homes and food and lead a dignified life in the United States.
Under the Providence of God, our means of education are the grand machinery by which the 'raw material' of human nature can be worked up into inventors and discoverers, into skilled artisans and scientific farmers, into scholars and jurists, into the founders of benevolent institutions, and the great expounders of ethical and theological science.
While the business of education in Europe consists in lectures upon the ruins of Palmyra and the antiquities of Herculaneum , or in disputes about Hebrew points, Greek particles, or the accent and quantity of the Roman language, the youth of America will be employed in acquiring those branches of knowledge which increase the conveniences of life.
A good education ought to help people to become both more receptive to and more discriminating about the world: seeing, feeling, and understanding more, yet sorting the pertinent from the irrelevant with an ever finer touch, increasingly able to integrate what they see and to make meaning of it in ways that enhance their ability to go on growing.
In Germany, college tuition is free. In America, college tuition is increasingly unaffordable. In a highly competitive global economy, which country do you think will have the best educated work force and a competitive advantage? We must make tuition free in public colleges and universities and substantially reduce interest rates on student loans.
Standardized tests are an indicator of the kind of service taxpayers are receiving - and whether schools, educators and policymakers are doing their jobs. In the United States, taxpayers spend almost $600 billion annually on public education, so it's not unreasonable to ask what all that money is producing. In fact, it's irresponsible not to know.
Standard mathematics has recently been rendered obsolete by the discovery that for years we have been writing the numeral five backward. This has led to reevaluation of counting as a method of getting from one to ten. Students are taught advanced concepts of Boolean algebra, and formerly unsolvable equations are dealt with by threats of reprisals.
I think we'll have a bigger conversation first within the Republican Party, then with the American people about what's the proper role of the federal government, i do hope that Common Core will be one more, one more reason for us to have this bigger debate, this bigger conversation about the proper role of the federal government in local education.
Primary and especially secondary education is extremely important in preventing trafficking, it allows children to develop critical thinking skills to be able to defend themselves from traffickers and to have the skills that will enable them to have gainful employment to be able to support their families in other ways than being sexually exploited.
It is an object of vast magnitude that systems of education should be adopted and pursued which may not only diffuse a knowledge of the sciences but may implant in the minds of the American youth the principles of virtue and of liberty and inspire them with just and liberal ideas of government and with an inviolable attachment to their own country.
Those of us who have the duty of training the rising generation of doctors...must not inseminate the virgin minds of the young with the tares of our own fads. It is for this reason that it is easily possible for teaching to be too 'up to date'. It is always well, before handing the cup of knowledge to the young, to wait until the froth has settled.
Let the revolting distinction of rich and poor disappear once and for all, the distinction of great and small, of masters and valets, of governors and governed. Let there be no other differences between human beings than those of age and sex. Since all have the same needs and the same faculties, let there be one education for all, one food for all.
What we mean by an outcome will naturally depend on the context. Thus, for a government charged with delivering public goods, an outcome will consist of the quantities provided of such goods as intercity highways, national defense and security, environmental protection, and public education together with the arrangements by which they are financed.
Man's knowledge of science has clearly outstripped his knowledge of man. Our only hope of making the atom servant rather than master lies in education, in a broad liberal education where each student within his capacity can free himself from trammels of dogmatic prejudice and apply his educational accoutrement to besetting social and human problems.
Teaching is more difficult than learning because what teaching calls for is this: to let learn. The real teacher, in fact, lets nothing else be learned than learning. His conduct, therefore, often produces the impression that we properly learn nothing from him, if by "learning" we now suddenly understand merely the procurement of useful information.
It is a very grave mistake to think that the enjoyment of seeing and searching can be promoted by means of coercion and a sense of duty. To the contrary, I believe it would be possible to rob even a healthy beast of prey of its voraciousness, if it were possible, with the aid of a whip, to force the beast to devour continuously, even when not hungry.
The infant periods of most nations are buried in silence or veiled in fable; and the world perhaps has lost but little which it needs regret. The origin and outset of the American Republic contain lessons of which posterity ought not to be deprived: and happily there never was a case in which every interesting incident could be so accurately preserved.
How can the United States be competitive globally if higher education is unaffordable? Germany, Austria, Denmark, Finland, Norway, Scotland and Sweden have no tuition for college. Other countries have low tuition. We need the best educated workforce in the world. Instead of spending endless amounts on the military, we need to invest in our young people.
I am much afraid that the schools will prove the very gates of hell, unless they diligently labour in explaining the Holy Scriptures, and engraving them in the hearts of youth. I advise no one to place his child where the scriptures do not reign paramount. Every institution in which means are not unceasingly occupied with the Word of God must be corrupt.
The art of wealth-getting which consists in household management, on the one hand, has a limit; the unlimited acquisition of wealth is not its business. And therefore, in one point of view, all riches must have a limit; nevertheless, as a matter of fact, we find the opposite to be the case; for all getters of wealth increase their hard coin without limit.
I've always felt that maybe one of the reasons that I did well as a student and made such good grades was because I lacked confidence. Lacked self-confidence, and I never felt that I was prepared to take an examination, and I had to study a little bit extra. So that sort of lack of confidence helped me, I think, to make a good record when I was a student.
Each year more than 100,000 high school graduates, with proved ability, do not enter college because they cannot afford it. And if we cannot educate today's youth, what will we do in 1970 when elementary enrollment will be 5 million greater than 1960? And high school enrollment will rise by 5 million. College enrollment will increase by more than 3 million.
Every notable advance in technique or organization has to be paid for, and in most cases the debit is more or less equivalent to the credit. Except of course when it's more than equivalent, as it has been with universal education, for example, or wireless, or these damned aeroplanes. In which case, of course, your progress is a step backwards and downwards.
Remember that consciousness is power. Consciousness is education and knowledge. Consciousness is becoming aware. It is the perfect vehicle for students. Consciousness-raising is pertinent for power, and be sure that power will not be abusively used, but used for building trust and goodwill domestically and internationally. Tomorrow's world is yours to build.
The business of education has lay[ed] the foundations for nurseries of wise and good men, to adapt our modes of teaching to the peculiar form of our government . . . . He must be taught to love his fellow creatures in every part of the world, but he must cherish with a more intense and peculiar affection the citizens of Pennsylvania and of the United States.
The Fascist State lays claim to rule in the economic field no less than in others; it makes its action felt throughout the length and breadth of the country by means of its corporate, social, and educational institutions, and all the political, economic, and spiritual forces of the nation, organised in their respective associations, circulate within the State.
The individual who cultivates grievances, and who is perpetually exacting explanations of his assumed wrongs, can only be ignored, and left to the education of time and of development.... One does not argue or contend with the foul miasma that settles over stagnant water; one leaves it and climbs to a higher region, where the air is pure and the sunshine fair.
Before I myself went to college I had never seen but one college woman. I had heard that such a woman was staying at the house of an acquaintance. I went to see her with fear. Even if she had appeared in hoofs and horns I was determined to go to college all the same. But it was a relief to find this Vassar graduate tall and handsome and dressed like other women.
Do we really need school? I don't mean education, just forced schooling: six classes a day, five days a week, nine months a year, for twelve years. Is this deadly routine really necessary? And if so, for what? Don't hide behind reading, writing, and arithmetic as a rationale, because 2 million happy homeschoolers have surely put that banal justification to rest.
We are heirs of the ages because throughout the ages mankind has devised and fashioned new things, and step by step added new conquests to our domain in that incessant contest with nature which means life. But we are decadent heirs if we cannot use the instruments that the ages have put into our hands. The acquisition of these, in the largest scope, is education.
In classical understanding, education is the attempt to "lead out" from within the self a core of wisdom that has the power to resist falsehood and live in the light of truth, not by external norms but by reasoned and reflective self-determination. The inward teacher is the living core of our lives that is addressed and evoked by any education worthy of the name.
Schools were designed by Horace Mann and Barnard Sears and Harper of the University of Chicago and Thorndyke of Columbia Teachers College and some other men to be instruments of the scientific management of a mass population. Schools are intended to produce through the application of formulae, formulaic human beings whose behavior can be predicted and controlled.
Government schooling made people dumber, not brighter; made families weaker; ruined formal religion with its hard-sell exclusion of God; set the class structure in stone by dividing children into classes and setting them against one another; and has been midwife to an alarming concentration of wealth and power in the hands of a fraction of the national community.
Kids not only need to read a lot but they need lots of books they can read right at their fingertips.They also need access to books that entice them, attract them to reading. Schools...can make it easy and unrisky for children to take books home for the evening or weekend by worrying less about losing books to children and more about losing children to illiteracy.
We know that the gifts which men have do not come from the schools. If a man is a plain, literal, factual man, you can make a great deal more of him in his own line by education than without education, just as you can make a great deal more of a potato if you cultivate it than if you do not; but no cultivation in this world will ever make an apple out of a potato.
What I do feel the modern child lacks, when compared with the earlier generation, is concentration, and the sheer dogged grit to carry a long job through. ... Helping children to face up to a certain amount of drudgery, cheerfully and energetically, is one of the biggest problems that teachers, in these days of ubiquitous entertainment, have to face in our schools.
If we wanted a program to help the majority of the population, we'd offer loan guarantees to help poor people get access to reliable cars so that they could have a better shot at getting - and keeping - a well-paying job...A small amount of capital could make a much bigger difference in their lives than extra student loan relief for middle-class college kids would.
A love of flowers would beget early rising, industry, habits of close observation, and of reading. It would incline the mind to notice natural phenomena, and to reason upon them. It would occupy the mind with pure thoughts, and inspire a sweet and gentle enthusiasm; maintain simplicity of taste; and ... unfold in the heart an enlarged, unstraightened, ardent piety.
Our great mistake in education is ... the worship of book-learning-the confusion of instruction and education. We strain the memory instead of cultivating the mind. ... We ought to follow exactly the opposite course with children-to give them a wholesome variety of mental food, and endeavour to cultivate their tastes, rather than to fill their minds with dry facts.
Free speech is essential to education, especially to a liberal education, which encourages the search for truths in art and science. If expression is restricted, the range of inquiry is also curtailed... The beneficiaries of a free society have a duty to pursue the truth and to protect the freedom of expression that makes possible the search for a new enlightenment.
The rich man, when contributing to a permanent plan for the education of the poor, ought to reflect that he is providing for that of his own descendants; and the poor man who concurs in a provision for those who are not poor that at no distant day it may be enjoyed by descendants from himself. It does not require a long life to witness these vicissitudes of fortune.
The new supplants the old. Yet men's minds are stuffed with outworn bunk. Educating the young in the latest findings of authorities and scholars in the social sciences is important. It is equally important to devise ways and means for aiding the middle-aged and old to reexamine hang-over unscientific doctrines and ideas in the light of recent discovery and research.
When it comes to the budget, we know that we shouldn't be cutting more on core investments, like education, that are going to help us grow in the future. And we've already seen the deficit cut in half. It's going down faster than any time in the last 60 years. So why would we make more cuts in education, more cuts in basic research? Nobody thinks that's a good idea.
Education is a companion which no misfortune can depress, no crime can destroy, no enemy can alienate, no despotism can enslave. At home, a friend, abroad, an introduction, in solitude a solace and in society an ornament. It chastens vice, it guides virtue, it gives at once grace and government to genius. Without it, what is man? A splendid slave, a reasoning savage.
Surrender means that the history of this heroic struggle will be written by the enemy; that our youth will be trained by Northern school teachers; will learn from Northern school books their version of the War; will be impressed by all the influences of history and education to regard our gallant dead as traitors, and our maimed veterans as fit subjects for derision.
Some people think that mathematics is a serious business that must always be cold and dry; but we think mathematics is fun, and we aren't ashamed to admit the fact. Why should a strict boundary line be drawn between work and play? Concrete mathematics is full of appealing patterns; the manipulations are not always easy, but the answers can be astonishingly attractive.
It is cheering to note that [Martin] Luther (1524) did not see why schools should not be fun as well: "Now since the young must leap and jump, or have something to do, because they have a natural desire for it which should not be restrained (for it is not well to check them in everything) why should we not provide for them such schools, and lay before them such studies?
To sum up: I am the man who when the concern pressed him and his way was straitened and he could find no other device by which to teach a demonstrable truth other than by giving satisfaction to a single virtuous man while displeasing ten thousand ignoramuses - I am he who prefers to address that single man by himself, and I do not heed the blame of those many creatures.
In my opinion instruction is very purposeless for such individuals who do no want merely to collect a mass of knowledge, but are mainly interested in exercising (training) their own powers. One doesn't need to grasp such a one by the hand and lead him to the goal, but only from time to time give him suggestions, in order that he may reach it himself in the shortest way.
The true use of Shakespeare or of Cervantes, of Homer or of Dante, of Chaucer or of Rabelais, is to augment one's own growing inner self. . . . The mind's dialogue with itself is not primarily a social reality. All that the Western Canon can bring one is the proper use of one's own solitude, that solitude whose final form is one's confrontation with one's own mortality.