Educating The Youth Quotes

Youth ages, immaturity is outgrown, ignorance can be educated, and drunkenness sobered, but stupid lasts forever.

A primary object should be the education of our youth in the science of government. In a republic, what species of knowledge can be equally important? And what duty more pressing than communicating it to those who are to be the future guardians of the liberties of the country?

I am afraid that the schools will prove the very gates of hell, unless they diligently labor in explaining the Holy Scriptures and engraving them in the heart of the youth.

Teachers are the one and only people who save nations.

The foundation of every state is the education of its youth.

Ah, child and youth, if you knew the bliss which resides in the taste of knowledge, and the evil and ugliness that lies in ignorance, how well you are advised to not complain of the pain and labor of learning.

The main hope of a nation lies in the proper education of its youth

The question is not, -- how much does the youth know? when he has finished his education -- but how much does he care? and about how many orders of things does he care? In fact, how large is the room in which he finds his feet set? and, therefore, how full is the life he has before him?

All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.

Children should be educated and instructed in the principles of freedom. Aristotle speaks plainly to this purpose, saying, 'that the institution of youth should be accommodated to that form of government under which they live; forasmuch as it makes exceedingly for the preservation of the present government, whatsoever it be.

How can the bird that is born for joy Sit in a cage and sing? How can a child, when fears annoy, But droop his tender wing, And forget his youthful spring?

You know, I do believe in magic. I was born and raised in a magic time, in a magic town, among magicians. Oh, most everybody else didn’t realize we lived in that web of magic, connected by silver filaments of chance and circumstance. But I knew it all along. When I was twelve years old, the world was my magic lantern, and by its green spirit glow I saw the past, the present and into the future. You probably did too; you just don’t recall it. See, this is my opinion: we all start out knowing magic. We are born with whirlwinds, forest fires, and comets inside us. We are born able to sing to birds and read the clouds and see our destiny in grains of sand. But then we get the magic educated right out of our souls. We get it churched out, spanked out, washed out, and combed out. We get put on the straight and narrow and told to be responsible. Told to act our age. Told to grow up, for God’s sake. And you know why we were told that? Because the people doing the telling were afraid of our wildness and youth, and because the magic we knew made them ashamed and sad of what they’d allowed to wither in themselves. After you go so far away from it, though, you can’t really get it back. You can have seconds of it. Just seconds of knowing and remembering. When people get weepy at movies, it’s because in that dark theater the golden pool of magic is touched, just briefly. Then they come out into the hard sun of logic and reason again and it dries up, and they’re left feeling a little heartsad and not knowing why. When a song stirs a memory, when motes of dust turning in a shaft of light takes your attention from the world, when you listen to a train passing on a track at night in the distance and wonder where it might be going, you step beyond who you are and where you are. For the briefest of instants, you have stepped into the magic realm. That’s what I believe. The truth of life is that every year we get farther away from the essence that is born within us. We get shouldered with burdens, some of them good, some of them not so good. Things happen to us. Loved ones die. People get in wrecks and get crippled. People lose their way, for one reason or another. It’s not hard to do, in this world of crazy mazes. Life itself does its best to take that memory of magic away from us. You don’t know it’s happening until one day you feel you’ve lost something but you’re not sure what it is. It’s like smiling at a pretty girl and she calls you “sir.” It just happens. These memories of who I was and where I lived are important to me. They make up a large part of who I’m going to be when my journey winds down. I need the memory of magic if I am ever going to conjure magic again. I need to know and remember, and I want to tell you.

Most insensible, corrupt, cheap, disrespectful young girls run after bad, rude, cocky, nonsensical boys, but a mature, educated, thoughtful, virtuos lady opts for a wise, well breed, experienced, humble, modest gentleman.

What we want to see is the child in pursuit of the knowledge not the knowledge in pursuit of the child.

See, this is my opinion: we all start out knowing magic. We are born with whirlwinds, forest fires, and comets inside us. We are born able to sing to birds and read the clouds and see our destiny in grains of sand. But then we get the magic educated right out of our souls. We get it churched out, spanked out, washed out, and combed out. We get put on the straight and narrow and told to be responsible. Told to act our age. Told to grow up, for God's sake. And you know why we were told that? Because the people doing the telling were afraid of our wildness and youth, and because the magic we knew made them ashamed and sad of what they'd allowed to wither in themselves.

Since the earliest days of our youth, we have been conditioned to accept that the direction of the herd, and authority anywhere — is always right.

Empower yourselves with a good education, then get out there and use that education to build a country worthy of your boundless promise.

The more we become able to become a child again, to keep ourselves childlike, the more we can understand that because we love the world and we are open to understanding, to comprehension, that when we kill the child in us, we are no longer.

I'm a Prince of Wales Trust ambassador, so I'm all about giving youth an education, a voice and a chance to not take the wrong road.

Laws for the liberal education of youth, especially of the lower class of people, are so extremely wise and useful, that, to a humane and generous mind, no expense for this purpose would be thought extravagant.

If we mean to have Heroes, Statesmen and Philosophers, we should have learned women. The world perhaps would laugh at me, and accuse me of vanity, but you I know have a mind too enlarged and liberal to disregard the Sentiment. If much depends as is allowed upon the early Education of youth and the first principals which are instill'd take the deepest root, great benefit must arise from literary accomplishments in women.

While one is young is the time to investigate, to experiment with everything. The school should help its young people to discover their vocations and responsibilities, and not merely cram their minds with facts and technical knowledge; it should be the soil in which they can grow without fear, happily and integrally.

Children are notoriously curious about everything, everything except... the things people want them to know. It then remains for us to refrain from forcing any kind of knowledge upon them, and they will be curious about everything.

Education is the best friend. An educated person is respected everywhere. Education beats the beauty and the youth.

On average, American states spend $88,000 to incarcerate a young person, but allot an average of $10,000 to educate them.

Freedom of Speech doesn't justify online bullying. Words have power, be careful how you use them.

Youths are passed through schools that don’t teach. Then forced to search for jobs that don’t exist and finally left stranded to stare at the glamorous lives advertised around them.

What you post online speaks VOLUME about who you really are. POST with intention. REPOST with caution.

When we are young, we spend much time and pains in filling our note-books with all definitions of Religion, Love, Poetry, Politics, Art, in the hope that, in the course of a few years, we shall have condensed into our encyclopaedia the net value of all the theories at which the world has yet arrived. But year after year our tables get no completeness, and at last we discover that our curve is a parabola, whose arcs will never meet.

Your young white, who gathers his learning from books and can measure what he knows by the page, may conceit that his knowledge, like his legs, outruns that of his fathers’, but, where experience is the master, the scholar is made to know the value of years, and respects them accordingly.

In the moment of decision, may you hear the voice of the Creator saying, ‘This is right road, travel on it.

Some argued that the youth of today were poorly educated and insufficiently industrious, but one of them had sought to validate his generation by spending considerable time and effort chiseling an obscene word in the concrete picnic table, and he had spelled it correctly.

I mean that they (students) should not play life, or study it merely, while the community supports them at this expensive game, but earnestly live it from beginning to end. How could youths better learn to live than by at once trying the experiment of living? Methinks this would exercise their minds as much as mathematics.

Don't promote negativity online and expect people to treat you with positivity in person.

Lichilai, a Sung poet, has sadly remarked that there were three most deplorable things in the world: the spoiling of fine youths through false education, the degradation of fine art through vulgar admiration, and the utter waste of fine tea through incompetent manipulation.

The legislator should direct his attention above all to the education of youth; for the neglect of education does harm to the constitution. The citizen should be molded to suit the form of government under which he lives. For each government has a peculiar character which originally formed and which continues to preserve it. The character of democracy creates democracy, and the character of oligarchy creates oligarchy.

Rather than swallowing our pride and simply asking what we do not know, we choose to fill in the blanks ourselves and later become humbled. Wisdom was often, in its youth, proven foolish, and ones humiliated were meant to become wise.

One can learn from what is not said.

All who have meditated upon the art of governing mankind have been convinced that the fate of empires depend upon the education of youth.

Youth was the time for happiness, its only season; young people, leading a lazy, carefree life, partially occupied by scarcely absorbing studies, were able to devote themselves unlimitedly to the liberated exultation of their bodies. They could play, dance, love, and multiply their pleasures. They could leave a party, in the early hours of the morning, in the company of sexual partners they had chosen, and contemplate the dreary line of employees going to work. They were the salt of the earth, and everything was given to them, everything was permitted for them, everything was possible. Later on, having started a family, having entered the adult world, they would be introduced to worry, work, responsibility, and the difficulties of existence; they would have to pay taxes, submit themselves to administrative formalities while ceaselessly bearing witness--powerless and shame-filled--to the irreversible degradation of their own bodies, which would be slow at first, then increasingly rapid; above all, they would have to look after children, mortal enemies, in their own homes, they would have to pamper them, feed them, worry about their illnesses, provide the means for their education and their pleasure, and unlike in the world of animals, this would last not just for a season, they would remain slaves of their offspring always, the time of joy was well and truly over for them, they would have to continue to suffer until the end, in pain and with increasing health problems, until they were no longer good for anything and were definitively thrown into the rubbish heap, cumbersome and useless. In return, their children would not be at all grateful, on the contrary their efforts, however strenuous, would never be considered enough, they would, until the bitter end, be considered guilty because of the simple fact of being parents. From this sad life, marked by shame, all joy would be pitilessly banished. When they wanted to draw near to young people's bodies, they would be chased away, rejected, ridiculed, insulted, and, more and more often nowadays, imprisoned. The physical bodies of young people, the only desirable possession the world has ever produced, were reserved for the exclusive use of the young, and the fate of the old was to work and to suffer. This was the true meaning of solidarity between generations; it was a pure and simple holocaust of each generation in favor of the one that replaced it, a cruel, prolonged holocaust that brought with it no consolation, no comfort, nor any material or emotional compensation.

Some sleepers have intelligent faces even in sleep, while other faces, even intelligent ones, become very stupid in sleep and therefore ridiculous. I don't know what makes that happen; I only want to say that a laughing man, like a sleeping one, most often knows nothing about his face. A great many people don't know how to laugh at all. However, there's nothing to know here: it's a gift, and it can't be fabricated. It can only be fabricated by re-educating oneself, developing oneself for the better, and overcoming the bad instincts of one's character; then the laughter of such a person might quite possibly change for the better. A man can give himself away completely by his laughter, so that you suddenly learn all of his innermost secrets. Even indisputably intelligent laughter is sometimes repulsive. Laughter calls first of all for sincerity, and where does one find sincerity? Laughter calls for lack of spite, but people most often laugh spitefully. Sincere and unspiteful laughter is mirth. A man's mirth is a feature that gives away the whole man, from head to foot. Someone's character won't be cracked for a long time, then the man bursts out laughing somehow quite sincerely, and his whole character suddenly opens up as if on the flat of your hand. Only a man of the loftiest and happiest development knows how to be mirthful infectiously, that is, irresistibly and goodheartedly. I'm not speaking of his mental development, but of his character, of the whole man. And so, if you want to discern a man and know his soul, you must look, not at how he keeps silent, or how he speaks, or how he weeps, or even how he is stirred by the noblest ideas, but you had better look at him when he laughs. If a man has a good laugh, it means he's a good man. Note at the same time all the nuances: for instance, a man's laughter must in no case seem stupid to you, however merry and simplehearted it may be. The moment you notice the slightest trace of stupidity in someone's laughter, it undoubtedly means that the man is of limited intelligence, though he may do nothing but pour out ideas. Or if his laughter isn't stupid, but the man himself, when he laughs, for some reason suddenly seems ridiculous to you, even just slightly—know, then, that the man has no real sense of dignity, not fully in any case. Or finally, if his laughter is infectious, but for some reason still seems banal to you, know, then, that the man's nature is on the banal side as well, and all the noble and lofty that you noticed in him before is either deliberately affected or unconsciously borrowed, and later on the man is certain to change for the worse, to take up what's 'useful' and throw his noble ideas away without regret, as the errors and infatuations of youth.

I am much afraid that the universities will prove to be the great 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 men are not unceasingly occupied with the Word of God must become corrupt.

The only foundation for a useful education in a republic is to be laid in religion. Without this there can be no virtue, and without virtue there can be no liberty; and liberty is the object and life of all republican governments....We waste so much time and money in punishing crimes, and take so little pains to prevent them. We profess to be republicans, and yet we neglect the only means of establishing and perpetuating our republican forms of government, that is, the universal education of our youth in the principles of Christianity, by means of the Bible; for this divine book, above all others favors that equality among mankind, that respect for just laws.

The aim of education is to develop resources in the child that will contribute to his well-being as long as life endures; to develop power of self-mastery that he may never be a slave to indulgence or other weaknesses, to develop [strong] manhood, beautiful womanhood that in every child and every youth may be found at least the promise of a friend, a companion, one who later may be fit for husband or wife, an exemplary father or a loving intelligent mother, one who can face life with courage, meet disaster with fortitude, and face death without fear.

Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that's not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.

The fantasy of life; When I was a child, I said ‘I can’t wait to grow up’. When I was adult, I said ‘I miss childhood adventures’.

Every time rocks fell or a bird screeched, Patricius felt his heart squeezing in terror. He would never recover from his youth in Hibernia.

For those of you who may be homeschooled: high school is that four-year asylum where they put teenagers because we have no idea what else to do with them.

Virginia, a state with one of the highest concentrations of scientific talent in the world, led the nation in denying education to its youth.

The greatest want of the world is the want of men—men who will not be bought or sold, men who in their inmost souls are true and honest, men who do not fear to call sin by its right name, men whose conscience is as true to duty as the needle to the pole, men who will stand for the right though the heavens fall. But such a character is not the result of accident; it is not due to special favors or endowments of Providence. A noble character is the result of self-discipline, of the subjection of the lower to the higher nature—the surrender of self for the service of love to God and man. The youth need to be impressed with the truth that their endowments are not their own. Strength, time, intellect, are but lent treasures. They belong to God, and it should be the resolve of every youth to put them to the highest use. He is a branch, from which God expects fruit; a steward, whose capital must yield increase; a light, to illuminate the world's darkness. Every youth, every child, has a work to do for the honor of God and the uplifting of humanity.

Adolescent youths cry out for us to help them contextualize their life experiences.

If we throw blankets over our children's dreams, we darken their world and extinguish their desire to live.

The best help we can offer the youth of today is to prepare them for tomorrow.

Mentoring is the cultivation of young adults, the tender caring for and nurturing of them so that they will grow, flourish, and be fruitful.

Youth is to wander! Adult is to act! Age is to assimilate the beauty of thoughts.

As Erasmus, the great Renaissance thinker, reminds us, “The best hope of a nation lies in the proper education of its youth.

...rather than assuming that education is primarily about preparing for jobs and careers, what would it mean to think of education as a process of guiding kids' participation in public life more generally, a public life that includes social, recreational, and civic engagement.

We must turn all of our educational efforts to training our children for the choices which will confront them... The child who is to choose wisely must be healthy in mind and body. The children must be taught how to think, not what to think.

Jesus probably studied this same information, in his youth. The apostle Paul probably studied this same information. How can I make such a bold assertion? Because, without this knowledge, much of the New Testament would make no sense. Many of the idioms used in the New Testament are the result of lessons learned from this ancient Hebrew education system. Unfortunately, what was common in their day, has become forgotten in ours. For a Hebrew, math doesn’t get in the way. It blazes the way. Other languages are disconnected from this mathematical relationship . . . and it shows.

A school that doesn’t cultivate creativity is a waste of the presence of youth, and an example of misallocated capital.

Emma Willard told the legislature that the education of women "has been too exclusively directed to fit them for displaying to advantage the charms of youth and beauty" The problem, she said, was that "the taste of men, whatever it might happen to be, has made into a standard for the formation of the female character." Reason and religion teach us, she said, that "we too are primary existences...not the satellites of men.

He meditated on the use to which he should put all the energy of youth which comes to a man only once in life. Should he devote this power, which is not the strength of intellect or heart or education, but an urge which once spent can never return, the power given to a man once only to make himself, or even – so it seems to him at the time – the universe into anything he wishes: should he devote it to art, to science, to love, or to practical activities? True, there are people who never have this urge: at the outset of life they place their necks under the first yoke that offers itself, and soberly toil away in it to the end of their days.

The hell to be endured hereafter, of which theology tells, is no worse than the hell we make for ourselves in this world by habitually fashioning our characters in the wrong way. Could the young but realize how soon they will become mere walking bundles of habits, they would give more heed to their conduct while in the plastic state. We are spinning our fates, good or evil, and never to be undone. Every smallest stroke of virtue or of vice leaves its never so little scar. The drunken Rip Van Winkle, in Jefferson’s play, excuses himself for every fresh dereliction by saying, “I won’t count this time!” Well! He may not count it, and a kind Heaven may not count it; but it is being counted none the less. Down among his nerve-cells and fibers the molecules are counting it, registering and storing it up to be used against him when the next temptation comes. Nothing we ever do is, in strict scientific literalness, wiped out. Of course this has its good side as well as its bad one. As we become permanent drunkards by so many separate drinks, so we become saints in the moral, and authorities and experts in the practical and scientific spheres, by so many separate acts and hours of work. Let no youth have any anxiety about the upshot of his education, whatever the line of it may be. If he keeps faithfully busy each hour of the working-day, he may safely leave the final result to itself. He can with perfect certainty count on waking up some fine morning, to find himself one of the competent ones of his generation, in whatever pursuit he may have singled out.

In 1909 a factory inspector did an informal survey of 500 working children in 20 factories. She found that 412 of them would rather work in the terrible conditions of the factories than return to school. In one experiment in Milwaukee, for example, 8,000 youth...were asked if they would return full-time to school if they were paid about the same wages as they earned at work; only 16 said they would.

Of course, there is a portion of reading quite indispensable to a wise man. History and exact science he must learn by laborious reading. Colleges, in like manner, have their indispensable office, - to teach elements. But they can only highly serve us, when they aim not to drill, but to create; when they gather from far every ray of various genius to their hospitable halls, and, by the concentrated fires, set the hearts of their youth on flame. Thought and knowledge are natures in which apparatus and pretension avail nothing. Gowns, and pecuniary foundations, though of towns of gold, can never countervail the least sentence or syllable of wit. Forget this, and our American colleges will recede in their public importance, whilst they grow richer every year.

If education really educates, there will, in time, be more and more citizens who understand that relics of the old West add meaning and value to the new. Youth yet unborn will pole up the Missouri with Lewis and Clark, or climb the Sierras with James Capen Adams, and each generation in turn will ask: Where is the big white bear? It will be a sorry answer to say he went under while conservationists weren't looking.

Look at their arts, their power of turning stone into lifelike figures, and above all, the way in which they can transfer their thoughts to white leaves, so that others, many many years hence, can read them and know all that was passing, and what men thought and did in the long bygone. Truly it is marvelous.

Mentoring is an archetypal activity that has timeless elements which can connect us to the universal ground where nature renews itself and culture becomes reimagined. Youth and elder meet where the pressure of the future meets the presence of the past. Old and young are opposites that secretly identify with each other; for neither fits well into the mainstream of life.

Day by day, month by month, doubt by doubt, law and order became fascism; education, constraint; work, alienation; revolution, mere sport; leisure, a privilege of class; marijuana, a harmless weed; family, a stifling hothouse; affluence, oppression; success, a social disease; sex, an innocent pastime; youth, a permanent tribunal; maturity, the new senility; discipline, an attack on personality; Christianity... and the West... and white skin...

J. D. Salinger's Holden Caulfield is a literary descendant of Huck Finn: more educated and sophisticated, the son of affluent New Yorkers, but like Huck a youthful runaway from a world of adult hypocrisy, venality and, to use one of his own favourite words, phoniness. What particularly appals Holden is the eagerness of his peers to adopt that corrupt grownup behaviour.

One of the reasons. . . I think that our youth is so badly educated--and it is inconceivably badly educated--is because education demands a certain daring, a certain independence of mind. You have to teach some people to think; and in order to teach some people to think, you have to teach them to think about everything. There mustn't be something they cannot think about. If there is one thing they cannot think about, very shortly they can't think about anything.

We blacks look for leadership in men and women of such youth and inexperience, as well as poverty of education and character, that it is no wonder that we sometimes seem rudderless.... We see basketball players and pop singers as possible role models, when nothing could be further, in most cases, from their capacities.

All we Karamazovs are such insects. And angel as you are, that insect lives in you, too, and will stir up a tempest in your blood. Tempests, because sensual lust is a tempest - worse than a tempest! Beauty is a terrible and awful thing! It is terrible because it has not been fathomed and never can be fathomed, for God sets before us nothing but riddles. Here the boundaries meet and all contradictions exist side by side. I am not an educated nor cultured man, Alyosha, but I've thought a lot about this. It's terrible what mysteries there are! Too many riddles weigh men down on earth. We must solve as we can, and try to keep a dry skin in the water. Beauty! I can't bear the thought that a man of lofty mind and heart begins with the ideal of the Madonna and ends with the ideal of Sodom. What's still more awful is that a man with the ideal of Sodom in his soul does not renounce the ideal of the Madonna, and his heart may be on fire with that ideal, genuinely on fire, just as in his days of youth and innocence. Yes, man is broad, too broad. I'd have him narrower. The devil only knows what to make of it! What to the mind is shameful is beauty and nothing else to the heart. Is there beauty in Sodom? Believe me, that for the immense mass of mankind beauty is found in Sodom. Did you know that secret? The awful thing is that beauty is mysterious as well as terrible. God and the devil are fighting there and the battlefield is the heart of man.

I didn't want to be educated. It wasn't the right time of my life for concentration, it really wasn't. The spirit of the age among the people I knew manifested itself as general drift and idleness. We didn't want money. What for? We could get by, living off parents, friends or the State And if we were going to be bored, and we were usually bored, rarely being self-motivated, we could at least be bored on our own terms, lying smashed on mattresses in ruined houses rather than working in the machine. I didn't want to work in a place where I couldn't wear my fur coat.

The dedication had been anticipated nationwide. Francis J. Bellamy, an editor of Youth’s Companion, thought it would be a fine thing if on that day all the schoolchildren of America, in unison, offered something to their nation. He composed a pledge that the Bureau of Education mailed to virtually every school. As originally worded, it began, “I pledge allegiance to my Flag and to the Republic for which it stands …

Our whole education system is calculated to produce *feelings* in us, impart them to us, instead of leaving their production to ourselves however they may turn out...Thus stuffed with imparted feelings, we appear before the bar of majority and are 'pronounced of age." Our equipment consists of "elevating feelings, lofty thoughts, inspiring maxims,eternal principles.

The education of youth belongs to the priests, yet they do not take so much care of instructing them in letters, as in forming their minds and manners aright; they use all possible methods to infuse, very early, into the tender and flexible minds of children, such opinions as are both good in themselves and will be useful to their country, for when deep impressions of these things are made at that age, they follow men through the whole course of their lives, and conduce much to preserve the peace of the government, which suffers by nothing more than by vices that rise out of ill opinions.

And therefore, I said, Glaucon, musical training is a more potent instrument than any other, because rhythm and harmony find their way into the inward places of the soul, on which they mightily fasten, imparting grace, and making the soul of him who is rightly educated graceful, or of him who is ill-educated ungraceful; and also because he who has received this true education of the inner being will most shrewdly perceive omissions or faults in art and nature, and with a true taste, while he praises and rejoices over and receives into his soul the good, and becomes noble and good, he will justly blame and hate the bad, now in the days of his youth, even before he is able to know the reason why; and when reason comes he will recognize and salute the friend with whom his education has made him long familiar… …Thus much of music, which makes a fair ending; for what should be the end of music if not the love of beauty?

To learn theory by experimenting and doing. To learn belonging by participating and self-rule. Permissiveness in all animal behavior and interpersonal expression. Emphasis on individual differences. Unblocking and training feeling by plastic arts, eurythmics and dramatics. Tolerance of races, classes, and cultures. Group therapy as a means of solidarity, in the staff meeting and community meeting. Taking youth seriously as an age in itself. Community of youth and adults, minimizing 'authority.' Educational use of the actual physical plant (buildings and farms) and the culture of the school community. Emphasis in the curriculum on real problems and wider society, its geography and history, with actual participation in the neighboring community (village or city). Trying for functional interrelation of activities.

The problems on campus life today are not about free speech. They are about how the students have absolutely nothing to do with their lives but sit and listen to lectures, find the best parties to attend, and otherwise discover first-world problems to stew about and protest. That's the root of the problem. This is not a commercial environment where people are incentivized to find value in each other. Campuses have become completely artificial 4-year holding tanks for infantilized kids with zero experience in actual life in which people find ways to get along. These students are not serving each other in a market exchange, and very few have worked at day in their lives, so their default is to find some offense and protest. It's all they've been taught to do and all they know how to do. Idle hands and parents' money = trouble.

...the multitudinous substitutes for indigenous culture cannot grow. Having no roots, they can only age and decay. Studious, sincere youth retires, defeated. American youth, capable of becoming serious competent artists, under such pressure as this on every side, confused, try not to give up--or "fall in line." This is the nature of about all that can be called American education in the arts and architecture at this time. As for religion true to the teaching of the great redeemer who said "The Kingdom of God is within you"--that religion is yet to come: the concept true not only for the new reality of building but for the faith we call democracy.

Dear Young Black Males, Make sure that you take your education seriously. You may not understand it right now, but your education is important. If you’re struggling in high school, don’t fail silently. Speak up and ask for the help that you need. If you’re interested in going to college afterwards, start researching the colleges that you’re interested in attending. If college isn’t for you, consider trade schools or programs for high school students such as ROP (Regional Occupation Program). Depending on what state you live in, it may be called something different. Some colleges offer certificate programs if you’re not interested in earning an actual degree. Go to your neighborhood community center and ask questions. Ask your school counselors for leads. The library is also a great place to get helpful information. Just ask the librarian, he/she will be happy to assist you. It’s important to educate yourself, because if not, you’ll most likely be stuck working a dead-end job. Ask questions as much as you need to. Don’t assume anything. Get the facts that you need in order to succeed.

Now each man judges well the things he knows, and of these he is a good judge. And so the man who has been educated in a subject is a good judge of that subject, and the man who has received an all-round education is a good judge in general. Hence a young man is not a proper hearer of lectures on political science; for he is inexperienced in the actions that occur in life, but its discussions start from these and are about these; and, further, since he tends to follow his passions, his study will be vain and unprofitable, because the end aimed at is not knowledge but action. And it makes no difference whether he is young in years or youthful in character; the defect does not depend on time, but on his living, and pursuing each successive object, as passion directs. For to such persons, as to the incontinent, knowledge brings no profit; but to those who desire and act in accordance with a rational principle knowledge about such matters will be of great benefit.

You don’t need money to be generous. You don’t need education to be wise. You don’t need fame to be important. You don’t need charisma to be influential. You don’t need titles to be honorable. You don’t need awards to be special. You don’t need medals to be extraordinary. You don’t need consent to be yourself. You don’t need approval to be unique. You don’t need a license to be creative. You don’t need authorization to dream. You don’t need acceptance to be gifted. You don’t need youth to be a champion. You don’t need old age to be a hero. You need skill, not temper, to be a warrior. You need love, not rage, to be an activist. You need compassion, not robes, to be a priest. You need confidence, not ego, to be a politician. You need integrity, not charm, to be a leader. You need wisdom, not theories, to be a master. You need character, not size, to be a champion.

My sister Sarah, with all the advantages of youth, was, strangely enough, less pliable. She did full justice to Pesca's excellent qualities of heart; but she could not accept him implicitly, as my mother accepted him, for my sake. Her insular notions of propriety rose in perpetual revolt against Pesca's constitutional contempt for appearances; and she was always more or less undisguisedly astonished at her mother's familiarity with the eccentric little foreigner. I have observed, not only in my sister's case, but in the instances of others, that we of the young generation are nothing like so hearty and so impulsive as some of our elders. I constantly see old people flushed and excited by the prospect of some anticipated pleasure which altogether fails to ruffle the tranquillity of their serene grandchildren. Are we, I wonder, quite such genuine boys and girls now as our seniors were in their time? Has the great advance in education taken rather too long a stride; and are we in these modern days, just the least trifle in the world too well brought up?

A’ight, so what do you think it means?” “You don’t know?” I ask. “I know. I wanna hear what YOU think.” Here he goes. Picking my brain. “Khalil said it’s about what society feeds us as youth and how it comes back and bites them later,” I say. “I think it’s about more than youth though. I think it’s about us, period.” “Us who?” he asks. “Black people, minorities, poor people. Everybody at the bottom in society.” “The oppressed,” says Daddy. “Yeah. We’re the ones who get the short end of the stick, but we’re the ones they fear the most. That’s why the government targeted the Black Panthers, right? Because they were scared of the Panthers?” “Uh-huh,” Daddy says. “The Panthers educated and empowered the people. That tactic of empowering the oppressed goes even further back than the Panthers though. Name one.” Is he serious? He always makes me think. This one takes me a second. “The slave rebellion of 1831,” I say. “Nat Turner empowered and educated other slaves, and it led to one of the biggest slave revolts in history.” “A’ight, a’ight. You on it.” He gives me dap. “So, what’s the hate they’re giving the ‘little infants’ in today’s society?” “Racism?” “You gotta get a li’l more detailed than that. Think ’bout Khalil and his whole situation. Before he died.” “He was a drug dealer.” It hurts to say that. “And possibly a gang member.” “Why was he a drug dealer? Why are so many people in our neighborhood drug dealers?” I remember what Khalil said—he got tired of choosing between lights and food. “They need money,” I say. “And they don’t have a lot of other ways to get it.” “Right. Lack of opportunities,” Daddy says. “Corporate America don’t bring jobs to our communities, and they damn sure ain’t quick to hire us. Then, shit, even if you do have a high school diploma, so many of the schools in our neighborhoods don’t prepare us well enough. That’s why when your momma talked about sending you and your brothers to Williamson, I agreed. Our schools don’t get the resources to equip you like Williamson does. It’s easier to find some crack than it is to find a good school around here. “Now, think ’bout this,” he says. “How did the drugs even get in our neighborhood? This is a multibillion-dollar industry we talking ’bout, baby. That shit is flown into our communities, but I don’t know anybody with a private jet. Do you?” “No.” “Exactly. Drugs come from somewhere, and they’re destroying our community,” he says. “You got folks like Brenda, who think they need them to survive, and then you got the Khalils, who think they need to sell them to survive. The Brendas can’t get jobs unless they’re clean, and they can’t pay for rehab unless they got jobs. When the Khalils get arrested for selling drugs, they either spend most of their life in prison, another billion-dollar industry, or they have a hard time getting a real job and probably start selling drugs again. That’s the hate they’re giving us, baby, a system designed against us. That’s Thug Life.

we all start out knowing magic. We are born with whirlwinds, forest fires, and comets inside us. We are born able to sing to birds and read the clouds and see our destiny in grains of sand. But then we get the magic educated right out of our souls. We get it churched out, spanked out, washed out, and combed out. We get put on the straight and narrow and told to be responsible. Told to act our age. Told to grow up, for God’s sake. And you know why we were told that? Because the people doing the telling were afraid of our wildness and youth, and because the magic we knew made them ashamed and sad of what they’d allowed to wither in themselves.

Owing to the shape of a bell curve, the education system is geared to the mean. Unfortunately, that kind of education is virtually calculated to bore and alienate gifted minds. But instead of making exceptions where it would do the most good, the educational bureaucracy often prefers not to be bothered. In my case, for example, much of the schooling to which I was subjected was probably worse than nothing. It consisted not of real education, but of repetition and oppressive socialization (entirely superfluous given the dose of oppression I was getting away from school). Had I been left alone, preferably with access to a good library and a minimal amount of high-quality instruction, I would at least have been free to learn without useless distractions and gratuitous indoctrination. But alas, no such luck. Let’s try to break the problem down a bit. The education system […] is committed to a warm and fuzzy but scientifically counterfactual form of egalitarianism which attributes all intellectual differences to environmental factors rather than biology, implying that the so-called 'gifted' are just pampered brats who, unless their parents can afford private schooling, should atone for their undeserved good fortune by staying behind and enriching the classroom environments of less privileged students. This approach may appear admirable, but its effects on our educational and intellectual standards, and all that depends on them, have already proven to be overwhelmingly negative. This clearly betrays an ulterior motive, suggesting that it has more to do with social engineering than education. There is an obvious difference between saying that poor students have all of the human dignity and basic rights of better students, and saying that there are no inherent educationally and socially relevant differences among students. The first statement makes sense, while the second does not. The gifted population accounts for a very large part of the world’s intellectual resources. As such, they can obviously be put to better use than smoothing the ruffled feathers of average or below-average students and their parents by decorating classroom environments which prevent the gifted from learning at their natural pace. The higher we go on the scale of intellectual brilliance – and we’re not necessarily talking just about IQ – the less support is offered by the education system, yet the more likely are conceptual syntheses and grand intellectual achievements of the kind seldom produced by any group of markedly less intelligent people. In some cases, the education system is discouraging or blocking such achievements, and thus cheating humanity of their benefits.

This conference on religious education seems to your humble servant the last word in absurdity. We are told by a delightful 'expert' that we ought not really teach our children about God lest we rob them of the opportunity of making their own discovery of God, and lest we corrupt their young minds by our own superstitions. If we continue along these lines the day will come when some expert will advise us not to teach our children the English language, since we rob them thereby of the possibility of choosing the German, French or Japanese languages as possible alternatives. Don't these good people realize that they are reducing the principle of freedom to an absurdity?

The ideological fantasies of this movement [New Left of the 1960s] … were no more than a nonsensical expression of the whims of spoilt middle-class children, and while the extremists among them were virtually indistinguishable from Fascist thugs, the movement did without doubt express a profound crisis of faith in the values that had inspired democratic societies for many decades.… The New Left explosion of academic youth was an aggressive movement born of frustration, which easily created a vocabulary for itself out of Marxist slogans … : liberation, revolution, alienation, etc. Apart from this, its ideology really has little in common with Marxism. It consists of “revolution” without the working class; hatred of modern technology as such; …the cult of primitive societies … as the source of progress; hatred of education and specialized knowledge.

Enrollments in American colleges tripled between 1955 and 1970, 250% in the Soviet Union, 400% in France, and more than 200% in China by 1965. Gaddis writes, "What governments failed to foresee was that more young people, plus, more education, when combined with a stalemated Cold War, could be a prescription for insurrection. Learning does not easily compartmentalize. How do you prepare students to think for purposes approved by the state, or by their parents, without also equipping them to think for themselves? Youths throughout history had often wished question their elders values. Now, with university educations, their elders had handed them the training to do so. The result was discontent with the world as it was.

As the taste for what may be called book-learning increases, manual labor should not be neglected. The education of the mind and the education of the body should go hand in hand. A skillful brain should be joined with a skillful hand. Manual labor should be dignified among us and always be made honorable. The tendency, which is too common in these days, for young men to get a smattering of education and then think themselves unsuited for mechanical or other laborious pursuits is one that should not be allowed to grow among us....Every one should make it a matter of pride to be a producer, and not a consumer alone. Our children should be taught to sustain themselves by their own industry and skill, and not only do this, but to help sustain others, and that to do this by honest toil is one of the most honorable means which God has furnished to His children here on earth. The subject of the proper education of the youth of Zion is one of the greatest importance.

I have devoted my whole life to Physical Culture. I shall devote the rest too for the same. I have seen the degradation in which we are at present. I have travelled extensively and all that I have remarked here is from experience; and my suggestions are to meet the situation. I know they would, if adapted remedy the evil; for, I have studied carefully the position. If we in all seriousness wish to call ourselves the descendants of the mighty Yoddhas of past, if we wish not to cast a blot on the fair name of India, if we wish that India should have a future vying with its glorious past, if we wish that we should gain an honorable and equal place among the peoples of the world it should be our sacred resolve from now to wake up from the sleep as a lion; we should muster muscle and steel the body. For all greatness lies in Culture and 1 should only be too gratified if my scheme could put the youth of the country on the right track to achieve our most cherished Ideals.

It was Daisuke's conviction that all morality traced its origins to social realities. He believed there could be no greater confusion of cause and effect than to attempt to conform social reality to a rigidly predetermined notion of morality. Accordingly, he found the ethical education conducted by lecture in Japanese schools utterly meaningless. In the schools, students were either instructed in the old morality or crammed with a morality suited to the average European. For an unfortunate people beset by the fierce appetites of life, this amounted to nothing more than vain, empty talk. When the recipients of this education saw society before their eyes, they would recall those lectures and burst out laughing. Or else they would feel that they had been made fools of. In Daisuke's case it was not just school; he had received the most rigorous and least functional education from his father. Thanks to this, he had at one time experienced acute anguish stemming from contradictions. Daisuke even felt bitter over it.

The Jews have a saying worth remembering: "Whoever doesn't teach his son some trade or business, teaches him to be a thief." As soon as ever I can, I will make my children apprehensive of the main end for which they are to live; that so they may as soon as may be, begin to live; and their youth not be nothing but vanity. I will show them, that their main end must be, to, acknowledge the great God, and His glorious Christ; and bring others to acknowledge Him: and that they are never wise nor well, but when they are doing so. I will make them able to answer the grand question of why they live; and what is the end of the actions that fill their lives? I will teach them that their Creator and Redeemer is to be obeyed in everything, and everything is to be done in obedience to Him. I will teach them how even their diversions, and their ornaments, and the tasks of their education, must all be to fit them for the further service of Him to whom I have devoted them; and how in these also, His commandments must be the rule of all they do. I will sometimes therefore surprise them with an inquiry, "Child, what is this for? Give me a good account of why you do it?" How comfortably shall I see them walking in the light, if I may bring them wisely to answer this inquiry. -A Father's Resolutions, www.spurgeon.org/~phil/mather/resolvd...

If publishers are here, I've got a feeling they will agree with whatever I say because the publishing houses are packed full of people who love literature and whose hearts are being broken all the time by what happens, by the reign of the accountants. There is a phenomenon which I call the Educated Barbarian. This is someone who could have been in school or university for many years, could have won prizes by the score, and at the end has read nothing, knows no history, and above all is totally incurious. Quite a large number of my young friends are like this. They're all utterly delightful. We have a wonderful time together. We gossip, we go shopping. We chat about our friends, but at the slightest mention of anything literary their eyes glaze over. Looking back at my misspent youth, I can remember people who were not particularly literary. They were not even very educated, but they would take for granted that they should have read War and Peace. They did not say, "Oh this is so difficult. Oh this is too long and I don't understand the long words." They just read it. That's what people were like then.

This preoccupation with the classics was the happiest thing that could have befallen me. It gave me a standard of values. To live for a time close to great minds is the best kind of education. ... Faulty though my own practice has always been, I learned sound doctrine - the virtue of a clean, bare style, of simplicity, of a hard substance and an austere pattern. Above all the Calvinism of my boyhood was broadened, mellowed, and also confirmed. For if the classics widened my sense of the joy of life they also taught its littleness and transience; if they exalted the dignity of human nature they insisted upon its frailties and the aidos with which the temporal must regard the eternal. I lost then any chance of being a rebel, for I became profoundly conscious of the dominion of unalterable law. ... Indeed, I cannot imagine a more precious viaticum than the classics of Greece and Rome, or a happier fate than that one's youth should be intertwined with their world of clear, mellow lights, gracious images, and fruitful thoughts. They are especially valuable to those who believe that Time enshrines and does not destroy, and who do what I am attempting to do in these pages, and go back upon and interpret the past. No science or philosophy can give that colouring, for such provide a schematic, and not a living, breathing universe. And I do not think that the mastery of other literatures can give it in a like degree, for they do not furnish the same totality of life - a complete world recognisable as such, a humane world, yet one untouchable by decay and death...

The most tragic error into which older people can fall is one that is common among educators and politicians. It is to use youth as scapegoats for the sins of their elders. Is the nation wasting its young men and its honor in an unjust war? Never mind — direct your frustration at the long-haired young people who are shouting in the streets that the war must end. Curse them as hippies and immoral, dirty fanatics; after all, we older Americans could not have been wrong about anything important, because our hearts are all in the right place and God is always on our side, so anyone who opposes us must be insane, and probably in the pay of the godless Communists. Youth is in the process of being classed with the dark- skinned minorities as the object of popular scorn and hatred. It    is   as  if  Americans  have  to  have  a  "nigger,"  a  target                             for its hidden frustrations and guilt. Without someone to blame, like the Communists abroad and the young and black at home, middle America would be forced to consider whether all the problems of our time were in any way its own fault. That is the one thing it could never stand to do. Hence, it finds scapegoats. Few adults, I am afraid, will ever break free of the crippling attitudes that have been programmed into their personalities – racism, self-righteousness, lack of concern for the losers of the world, and an excessive regard for property. One reason, as I have noted, is that they do not know they are like this, and that they proclaim ideals that are the reverse of many of their actions. Such hypocrisy, even if it is unconscious, is the real barrier between them and their children.

were listening to Tupac right before . . . you know.” “A’ight, so what do you think it means?” “You don’t know?” I ask. “I know. I wanna hear what you think.” Here he goes. Picking my brain. “Khalil said it’s about what society feeds us as youth and how it comes back and bites them later,” I say. “I think it’s about more than youth though. I think it’s about us, period.” “Us who?” he asks. “Black people, minorities, poor people. Everybody at the bottom in society.” “The oppressed,” says Daddy. “Yeah. We’re the ones who get the short end of the stick, but we’re the ones they fear the most. That’s why the government targeted the Black Panthers, right? Because they were scared of the Panthers?” “Uh-huh,” Daddy says. “The Panthers educated and empowered the people. That tactic of empowering the oppressed goes even further back than the Panthers though. Name one.” Is he serious? He always makes me think. This one takes me a second. “The slave rebellion of 1831,” I say. “Nat Turner empowered and educated other slaves, and it led to one of the biggest slave revolts in history.” “A’ight, a’ight. You on it.” He gives me dap. “So, what’s the hate they’re giving the ‘little infants’ in today’s society?” “Racism?” “You gotta get a li’l more detailed than that. Think ’bout Khalil and his whole situation. Before he died.” “He was a drug dealer.” It hurts to say that. “And possibly a gang member.” “Why was he a drug dealer? Why are so many people in our neighborhood drug dealers?” I remember what Khalil said—he got tired of choosing between lights and food. “They need money,” I say. “And they don’t have a lot of other ways to get it.” “Right. Lack of opportunities,” Daddy says. “Corporate America don’t bring jobs to our communities, and they damn sure ain’t quick to hire us. Then, shit, even if you do have a high school diploma, so many of the schools in our neighborhoods don’t prepare us well enough. That’s why when your momma talked about sending you and your brothers to Williamson, I agreed. Our schools don’t get the resources to equip you like Williamson does. It’s easier to find some crack than it is to find a good school around here.

I fancy my father thought me an odd child, and had little fondness for me; though he was very careful in fulfilling what he regarded as a parent's duties. But he was already past the middle of life, and I was not his only son. My mother had been his second wife, and he was five-and-forty when he married her. He was a firm, unbending, intensely orderly man, in root and stem a banker, but with a flourishing graft of the active landholder, aspiring to county influence: one of those people who are always like themselves from day to day, who are uninfluenced by the weather, and neither know melancholy nor high spirits. I held him in great awe, and appeared more timid and sensitive in his presence than at other times; a circumstance which, perhaps, helped to confirm him in the intention to educate me on a different plan from the prescriptive one with which he had complied in the case of my elder brother, already a tall youth at Eton. My brother was to be his representative and successor; he must go to Eton and Oxford, for the sake of making connexions, of course: my father was not a man to underrate the bearing of Latin satirists or Greek dramatists on the attainment of an aristocratic position. But intrinsically, he had slight esteem for "those dead but sceptred spirits"; having qualified himself for forming an independent opinion by reading Potter's Aeschylus, and dipping into Francis's Horace. To this negative view he added a positive one, derived from a recent connexion with mining speculations; namely, that scientific education was the really useful training for a younger son. Moreover, it was clear that a shy, sensitive boy like me was not fit to encounter the rough experience of a public school. Mr. Letherall had said so very decidedly. Mr. Letherall was a large man in spectacles, who one day took my small head between his large hands, and pressed it here and there in an exploratory, suspicious manner - then placed each of his great thumbs on my temples, and pushed me a little way from him, and stared at me with glittering spectacles. The contemplation appeared to displease him, for he frowned sternly, and said to my father, drawing his thumbs across my eyebrows - 'The deficiency is there, sir-there; and here,' he added, touching the upper sides of my head, 'here is the excess. That must be brought out, sir, and this must be laid to sleep.' I was in a state of tremor, partly at the vague idea that I was the object of reprobation, partly in the agitation of my first hatred - hatred of this big, spectacled man, who pulled my head about as if he wanted to buy and cheapen it. ("The Lifted Veil")