If then a practical end must be assigned to a University course, I say it is that of training good members of society. Its art is the art of social life, and its end is fitness for the world. It neither confines its views to particular professions on the one hand, nor creates heroes or inspires genius on the other. Works indeed of genius fall under no art; heroic minds come under no rule; a University is not a birthplace of poets or of immortal authors, of founders of schools, leaders of colonies, or conquerors of nations. It does not promise a generation of Aristotles or Newtons, of Napoleons or Washingtons, of Raphaels or Shakespeares, though such miracles of nature it has before now contained within its precincts. Nor is it content on the other hand with forming the critic or the experimentalist, the economist or the engineer, though such too it includes within its scope. But a University training is the great ordinary means to an great but ordinary end; it aims at raising the intellectual tone of society, at cultivating the public mind, at purifying the national taste, at supplying true principles to popular enthusiasm and fixed aims to popular aspiration, at giving enlargement and sobriety to the ideas of the age, at facilitating the exercise of political power, and refining the intercourse of private life. It is the education which gives a man a clear conscious view of his own opinions and judgments, a truth in developing them, an eloquence in expressing them, and a force in urging them.
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We are students of words: we are shut up in schools, and colleges, and recitation-rooms, for ten or fifteen years, and come out at last with a...
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Oh, for boyhood's painless play, sleep that wakes in laughing day, health that mocks the doctor's rules, knowledge never learned of schools.
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I say that democracy can never prove itself beyond cavil, until it founds and luxuriantly grows its own forms of art, poems, schools, theology, displacing all that exists, or that has been produced anywhere in the past, under opposite influences.
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Language is political. That's why you and me, my Brother and Sister, that's why we supposed to choke our natural self into the weird, lying, barbarous, unreal, white speech and writing habits that the schools lay down like holy law. Because, in other words, the powerful don't play; they mean to keep that power, and those who are the powerless (you and me) better shape up --mimic/ape/suck --in the very image of the powerful, or the powerful will destroy you --you and our children.
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We had some fans claim that they can get a cheaper rate during the State Fair than during state basketball. (CHSAA) thought the problem had been taken care of; then I went to an outreach meeting with some of the small outlying schools and they asked about it again.
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When I Grow Up When I grow up, I wonder if people will be more afraid to cry than they are to die. Will I be able to see a rainbow in a small-filled sky. Will there be any trees left, if not how will the planet survive. Will there be a website at www.lifeairsupply.com. When I grow up, if I got bored and had nothing to do and me and my son built a canoe and water that was once blue would be so poluted it would give us the flu. Will a thousand dollars be enough for a shoe. Will I have to be like you, letting money make the decision for everything that I do. When I grow up, will the existance of dolphins and whales just be a story I tell, starting with Once upon a time and ending with where did we fail. Will adults be the hammer and nail. Will schools be next door to jails. Will the truth be illegal for sale. When I grow up, will people be on the news for anything besides killing. Will those drug dealers still be outside of my building. Will they ever learn how to love or are they still afraid of the feeling. Will tv and music videos still raise America's children. Will students go home from school in a bullet proof bus. What if children had no one to trust, that would hurt me so much and i just want to be happy, when i grow up.
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In the 1940s a survey listed the top seven discipline problems in public schools talking, chewing gum, making noise, running in the halls, getting out of turn in line, wearing improper clothes, not putting paper in wastebaskets. A 1980s survey lists these top seven drug abuse, alcohol abuse, pregnancy, suicide, rape, robbery, assault. (Arson, gang warfare and venereal disease are also-rans.)
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A man of eighty has outlived probably three new schools of painting, two of architecture and poetry and a hundred in dress.
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Don't marry a man to reform him - that's what reform schools are for
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The space previously filled by the family is being filled by schools, the media and the street.
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The founding fathers in their wisdom decided that children were an unnatural strain on parents. So they provided jails called schools, equipped with tortures called education. School is where you go between when your parents can't take you and industry can't take you.
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Animal model systems in cancer research have been a total failure…not a single essential drug for the treatment of human cancer was first picked up by an animal model system. All of the drugs in wide current clinical use were only put into animal model systems after finding clinical clues to their therapeutic possibility. The money was spent…for two main reasons. First, it was a highly profitable undertaking for certain medical schools and research institutions that were incapable of doing any genuine cancer research. Second, it was sustained by a superstitious belief in a grossly unscientific notion: mice are miniature men…in sum, from the standpoint of current scientific theory of cancer, the whole mystique of the animal model systems is hardly more than superstitious nonsense…the moral is that animal model systems not only kill animals, they also kill humans. There is no good factual evidence to show the use of animals in cancer research has led to the prevention or cure of a single human cancer.
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The study of tools as well as of books should have a place in the public schools. Tools, machinery, and the implements of the farm should be m...
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...Federal aid promotes the idea that federal school money is 'free' money, and thus gives the people a distorted picture of the cost of education. I was distressed to find that five out of six high school and junior college students recently interviewed in Phoenix said they favored federal aid because it would mean more money for local schools and ease the financial burden on Arizona taxpayers. The truth, of course, is that the federal government has no funds except those it extracts from the taxpayers who resided in the various States. The money that the federal government pays to State X for education has been taken from the citizens of State X in federal taxes and comes back to them, minus the Washington brokerage fee.
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No sovereign, no court, no personal loyalty, no aristocracy, no church, no clergy, no army, no diplomatic service, no country gentlemen, no palaces, no castles, nor manors, nor old country-houses, nor parsonages, nor thatched cottages nor ivied ruins; no cathedrals, nor abbeys, nor little Norman churches; no great Universities nor public schools -- no Oxford, nor Eton, nor Harrow; no literature, no novels, no museums, no pictures, no political society, no sporting class -- no Epsom nor Ascot! Some such list as that might be drawn up of the absent things in American life.
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As governor of Texas, I have set high standards for our public schools, and I have met those standards.
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The shrewd guess, the fertile hypothesis, the courageous leap to a tentative conclusion-these are the most valuable coins of the thinker at work. But in most schools guessing is heavily penalized and is associated somehow with laziness.
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At the heart of the debate over intelligent design is this question: Can a scientific explanation of the history of life include the actions of an unseen higher being? The proponents of intelligent design, a school of thought that some have argued should be taught alongside evolution in the nation's schools, say that the complexity and diversity of life go beyond what evolution can explain. Biological marvels like the optical precision of an eye, the little spinning motors that propel bacteria and the cascade of proteins that cause blood to clot, they say, point to the hand of a higher being at work in the world.
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[Granville had a 100 percent graduation rate for the 2003-2004 school year. Newark had 78.1, while all other county schools exceed 90 percent. The state's graduation rate is 85.9 percent.] We are by no stretch of the imagination happy with a 78 percent (graduation rate), ... The greatest single education issue we have to deal with is our drop-out rate.
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The rivers of America will run with blood filled to their banks before we will submit to them taking the Bible out of our schools.
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There are two schools of thought on Nostradamus: either (1) he had supernatural powers which enabled him to prophesy the future with uncanny accuracy, or (2) he did for bullshit what Stonehenge did for rocks.
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There are obvious places in which government can narrow the chasm between haves and have-nots. One is the public schools, which have been seen...
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For a long time then, I reflected on this confusion in the astronomical traditions concerning the derivation of the motions of the universe's spheres. I began to be annoyed that the movements of the world machine, created for our sake by the best and most systematic Artisan of all, were not understood with greater certainty by the philosophers, who otherwise examined so precisely the most insignificant trifles of this world. For this reason I undertook the task of rereading the works of all the philosophers which I could obtain to learn whether anyone had ever proposed other motions of the universe's spheres than those expounded by the teachers of astronomy in the schools. And in fact I found in Cicero that Hicetas supposed the earth to move. Later I also discovered in Plutarch that certain others were of this opinion. . . . Therefore, having obtained the opportunity from these sources, I too began to consider the mobility of the earth.
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Irresponsibility is part of the pleasure of all art; it is the part the schools cannot recognize.
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Jails and prisons are the complement of schools; so many less as you have of the latter, so many more must you have of the former.
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[Many of these thoughtless, stupid remarks are uttered by sports figures, but not all. In 2002 Sen. Trent Lott, R-Miss., said the United States could have avoided what he called] all these problems, ... All the laws of Washington and all the bayonets of the Army cannot force the Negro into our homes, our schools, our churches.
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In Britain, the segregated world of public schools crops up in all kinds of institutions A boy can pass from Eton to the Guards to the Middle Temple to Parliament and still retain the same male world of leather armchairs, teak tables and nicknames. They need never deal closely with other kinds of people, and some never do.
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The day is coming, and it ain't going to be long, when you ain't even gonna have to leave your living room. No more schools, nor more bodegas, no more tabernacles, no more cinneplexes. You're going to snuggle up to your fiber optics baby and bliss out.
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We are shut up in schools and college recitation rooms for ten or fifteen years, and come out at last with a bellyful of words and do not know a thing.
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