Barton Keyes Quotes

Sabbath keeping is the primary discipline that helps us live within the limits of our humanity and to honor God as our Creator. It is the key to a life lived in sync with the rhythms that God himself built into our world.

The sad truth is that many of us approach the Scriptures more like a textbook than like a love letter. In Western culture in particular, we are predisposed to a certain kind of reading. We have been schooled in an informational reading process that establishes the reader as the master of the text. As the reader, I employ key techniques that allow me to use the text to advance my own purposes. With this kind of reading, the intent is to cover as much ground as possible as quickly as possible. Our emphasis is primarily on mastery, that is, controlling the text for our own ends—gathering information, interpreting or applying the information, proving our point about something, gaining a ministry tool or solving a problem.

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avuncular boss and mentor at the insurance company, Barton Keyes (Edward G. Robinson), who has also been a major character in the story which Neff has been recounting and which the film presents to us through a series of voiceover-flashbacks. The

Words are vibration and are key. What you tell yourself weaves the threads of your reality. Your words become your DNA.

The key question for any nation is always, “Which system of morals should be followed?” Numerous American leaders, including Thomas Jefferson, thoroughly investigated the answer to this query. For years, Jefferson studied the moral teachings of dozens of history’s most famous moral philosophers, including Ocellus, Timæus, Pythagoras, Aristides, Cato, Socrates, Plato, Epicurus, Cicero, Xenophon, Seneca, Epictetus, Antoninus, and many others.27 After reading and critiquing the writings of each, Jefferson repeatedly praised the preeminence of Jesus’ moral teachings over all others,28 pointing out that Jesus alone “pushed His scrutinies into the heart of man, erected His tribunal in the region of his thoughts, and purified the waters at the fountain head.”29 Jefferson contemplated publishing a personal work to document his findings, explaining how he would cover this subject in such a piece: I should first take a general view of the moral doctrines of the most remarkable of the ancient philosophers of whose ethics we have sufficient information to make an estimate—say Pythagoras, Epicurus, Epictetus, Socrates, Cicero, Seneca, Antoninus. I should do justice to the branches of morality they have treated well, but point out the importance of those in which they are deficient….I should proceed to a view of the life, character, and doctrines of Jesus….[H]is system of morality was the most benevolent and sublime probably that has been ever taught, and consequently more perfect than those of any of the ancient philosophers.30 Jefferson eventually did compile a work on the “benevolent and sublime” teachings of Jesus for his personal use. He titled it The Life and Morals of Jesus of Nazareth, and in it he included 81 moral teachings of Jesus.31 In 1895, Congress purchased Jefferson’s original manuscript from his great-granddaughter,32 and in 1902, the US Congress published it for use by the nation’s federal senators and representatives.33 Nine thousand copies were printed at government expense, and for the next 50 years, every senator and representative received a copy of Jefferson’s Life and Morals of Jesus at his or her swearing in.34 This book is often called “The Jefferson Bible,” which is a substantial misrepresentation of this work on the wonderful moral teachings of Jesus. After all, Jefferson never called it a Bible; he simply created a readily-usable collection of the moral teachings of Jesus.*

At the start of this book I presented ten things I used to believe that I no longer do. So, it seems only fitting to end with ten things I now believe that I wished I knew when I first started teaching. Students remember what they are thinking about, or attending to. Planning for achievement is more important than planning for motivation. Practice does not make perfect, practice makes permanent. Students do not think and learn differently due to their learning styles, but because of their amount of domain-specific knowledge. My choice of examples and exercises are the single most important part of my planning. It often makes sense to teach the How before the Why. Students can be struggling but not learning. Effective differentiation is best achieved in terms of the time students spend on a task, not by giving different students different tasks to do. Retrieval, predominantly through frequent low-stakes quizzing, is the key to long-term learning. Perhaps, above all, the best thing I can do to help my students become the independent problem-solvers I want them to be is to carefully and explicitly teach them.

The advance of a political general to corps command was disturbing enough to the old guard without the additional fact that Dan Sickles was, in a word, notorious. In 1859, in broad daylight a block from the White House in Washington, Sickles had shot down and killed his wife’s lover. Worse, the lover was Philip Barton Key, son of the author of “The Star-Spangled Banner.” Sickles’s trial was the most sensational of its day. After lurid testimony he was acquitted by reason of temporary insanity, a pioneering defense that one of his attorneys, Edwin M. Stanton, helped construct. Sickles then proceeded to compound his notoriety by taking Mrs. Sickles back to his bed and board. There were those in the officer corps who shuddered at the prospect of Joe Hooker, Dan Butterfield, and Dan Sickles at the same headquarters.