Geography Education Quotes

If you need a geography lesson in order to know where Africa is – if, by age seventeen, you have somehow failed to imbibe such knowledge by osmosis or simple curiosity – you surely don’t have the sort of mind that would benefit from a university education.

Mass education, because it produces hosts of badly educated people liberated from fatalism, will contribute to instability (p. 123).

The routine expression of hatred for others is so common in the Arab world that it barely draws comment other than from the region’s often Western-educated liberal minority who have limited access to the platform of mass media.

Imagine that we could revive a well-educated Christian of the fourteenth century. The man would prove to be a total ignoramus, except on matters of faith. His beliefs about geography, astronomy, and medicine would embarrass even a child, but he would know more or less everything there is to know about God.

Education is political.

As John Adams famously wrote during the American Revolution, “I must study politics and war, that our sons may have liberty to study mathematics and philosophy. Our sons ought to study mathematics and philosophy, geography, natural history and naval architecture, navigation, commerce and agriculture in order to give their children a right to study painting, poetry, music, architecture, statuary, tapestry and porcelain.” So maybe today they’re writing apps rather than studying poetry, but that’s an adjustment for the age.

The ideal education is tailored to each.

Preparation" is a treacherous idea. In a certain sense every experience should do something to prepare a person for later experiences of a deeper and more expansive quality. That is the very meaning of growth, continuity, reconstruction of experience. But it is a mistake to suppose that the mere acquisition of a certain amount of arithmetic, geography, history, etc., which is taught and studied because it may be useful at some time in the future, has this effect, and it is a mistake to suppose that acquisition of skills in reading and figuring will automatically constitute preparation for their right and effective use under conditions very unlike those in which they were acquired.

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.

You know what makes you a real Mississippian?" I rant or maybe just scream inwardly while flipping off the Confederate statue trapped in my rearview. "Surviving a Mississippi public education, that's what makes you a goddamn Mississippian. ... If you don't have giant gaps in geography -- entire countries you're unaware of, major religions you don't know exist -- then nope, not a Mississippian. If you had sober teachers who could even spell matriculate then you're from someplace fancy like Alabama.

Collateral learning in the way of formation of enduring attitudes, of likes and dislikes, may be and often is much more important than the spelling lesson or lesson in geography or history that is learned. For these attitudes are fundamentally what count in the future. The most important attitude that can be formed is that of desire to go on learning. If impetus in this direction is weakened instead of being intensified, something much more than mere lack of preparation takes place. The pupil is actually robbed of native capacities which otherwise would enable him [sic] to cope with the circumstances that he meets in the course of his life. We often see persons who have had little schooling and in whose case the absence of set schooling proves to be a positive asset. They have at least retained their native common sense and power of judgement, and its exercise in the actual conditions of living has given them the precious gift of ability to learn from the experiences they have.

how much a person was defined by geography, and how much by upbringing, education, profession, faith and choice of friends. ‘How much can a person change in a life?

It’s no easier being an artist in modern Florence than it is a philosopher in modern Athens. The past can educate and inspire. It can also imprison. A

Lincoln had risen to this pinnacle through migration, self-education, and hard work.

You know, you sound a very educated man for a barbarian,” said Rincewind. “Oh, dear me, I didn’t start out a barbarian. I used to be a school teacher. That’s why they call me Teach.” “What did you teach?” “Geography. And I was very interested in Auriental* studies. But I decided to give it up and make a living by the sword.” “After being a teacher all your life?” “It did mean a change of perspective, yes.” “But … well … surely … the privation, the terrible hazards, the daily risk of death…” Mr. Saveloy brightened up. “Oh, you’ve been a teacher, have you?

Born 4th January 1935. Left school at 16 with one 'O' level in geography ( so I know my way round the world), but continued my education at the University of Real Life, than which, you will agree, there is none better.

The complexities of national deficits, trade failures, budget gaps, negotiations to end the nuclear arms race, the crises of the Middle East, all these cannot be understood by giving the facts alone. The public needs appropriate historical background and clarification. People who are not taught much geography, history, economics, and physics simply cannot reach reasonable conclusions without help from specialists. This is not elitism, it is something far more important; it is called education.

No one can say, "Here is Biology, here Mathematics, here Philosophy." No one can point to Physics, or show us Chemistry. In reality no dotted lines divide History from Geography or Physics from Chemistry, or Philosophy from Linguistics, and so on. These

At the end of our lives, He is going to look into hearts. What is it He will find there, I wonder? Will he find that we used the geography lesson, the dreaded math test, the teetering laundry pile and the boiling-over pot of soup to draw closer to Him? Did we use these gifts to teach our children to lift their eyes heavenward? Were the tedious details of a homeschooling day offered up as a way for us to love Him, or were they merely gotten through, checked off and accomplished? Did we even realize that every Monday, every Thursday, we were standing on holy ground? No task is too trivial, no assignment too small. Educating our children is an offering of love we make to the God Who was so gracious to bestow them upon us in the first place. Every moment of the daily grind in raising and teaching and loving on them is hallowed, because we do it for Him and because there would be no point of doing it without Him.

I was perplexed by the failure of teachers at school to address what seemed the most urgent matter of all: the bewildering, stomach-churning insecurity of being alive. The standard subjects of history, geography, mathematics, and English seemed perversely designed to ignore the questions that really mattered. As soon as I had some inkling of what 'philosophy' meant, I was puzzled as to why we were not taught it. And my skepticism about religion only grew as I failed to see what the vicars and priests I encountered gained from their faith. They struck me either as insincere, pious, and aloof or just bumblingly good-natured. (p. 10)

The way Karma Ura sees it, a government is like a pilot guiding an airplane. In bad weather, it must rely on its instruments to navigate. But what if the instruments are faulty? The plane will certainly veer off course, even though the pilot is manipulating the controls properly. That, he says, is the state of the world today, with its dependence on gross national product as the only real measure of a nation’s progress. “Take education,” he says. “We are hooked on measuring enrollment, but we don’t look at the content. Or consider a nation like Japan. People live a long time, but what is the quality of their life past age sixty?” He has a point. We measure what is easiest to measure, not what really matters to most people’s lives—a disparity that Gross National Happiness seeks to correct.

Like the monks chanting their Pali mantras, learning by rote was the accepted method of education just as in English schools of the time. ‘In geography,’ Sokheang recalled, ‘we would have to learn the size of a country, the population, the agricultural produce, etcetera. And we would get called up to recite it to the rest of the class.’ The accuracy of this recitation was the measure of a successful student. ‘Knowledge,’ said Sokheang, ‘was the storage of facts.

I’d come to BYU to study music, so that one day I could direct a church choir. But that semester—the fall of my junior year—I didn’t enroll in a single music course. I couldn’t have explained why I dropped advanced music theory in favor of geography and comparative politics, or gave up sight-singing to take History of the Jews. But when I’d seen those courses in the catalog, and read their titles aloud, I had felt something infinite, and I wanted a taste of that infinity.

stronger education leads to stronger technological innovation, which leads to increased productivity and increased shares of trade, greater wealth, more military power, and eventually the establishment of a reserve currency. Further, having strong leaders, a population that is well-educated and civil with each other, a system that efficiently allocates capital and other resources, access to natural resources, and favorable geography all help a lot, and when they decline, they tend to decline together.

In explaining this Somalia-to-Sweden continuum, with poor violent repressive unhappy countries at one end and rich peaceful liberal happy ones at the other, correlation is not causation, and other factors like education, geography, history, and culture may play roles.60 But when the quants try to tease them apart, they find that economic development does seem to be a major mover of human welfare.61 In an old academic joke, a dean is presiding over a faculty meeting when a genie appears and offers him one of three wishes—money, fame, or wisdom. The dean replies, “That’s easy. I’m a scholar. I’ve devoted my life to understanding. Of course I’ll

Realize that when you are reading aloud from The Merry Adventures of Robin Hood, you are not just doing literature. If you read it slowly, enjoying it, taking time to contemplate the ideas and discuss them with your kids, you are taking on history, geography, writing, vocabulary, theology, and philosophy as well. This isn't dabbling; it’s wrestling. I think of integration as a kind of curricular power punch. I want to choose published resources and subjects that are going to die me a lot of bang for my buck, so I try to think carefully before I add anything to our docket…Our lives are, by nature, integrated. Our school day should reflect that.

We may take as our guide, here, John Dewey's observation that the content of a lesson is the least important thing about learning. As he wrote in Experience and Education, "Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only what he is studying at the time. Collateral learning in the way of formation of enduring attitudes may be and often is more important than the spelling lesson, or the lesson in geography or history. For these attitudes are fundamentally what count in the future." In other words, the most important thing one learns is always something about *how* one learns. As Dewey wrote in another place, "We learn what we do.

The principal reason that districts within states often differ markedly in per-pupil expenditures is that school funding is almost always tied to property taxes, which are in turn a direct function of local wealth. Having school funding depend on local wealth creates a situation in which poor districts must tax themselves far more heavily than wealthy ones, yet still may not be able to generate adequate income. For example, Baltimore City is one of the poorest jurisdictions in Maryland, and the Baltimore City Public Schools have the lowest per-pupil instructional expenses of any of Maryland's 24 districts. Yet Baltimore's property tax rate is twice that of the next highest jurisdiction.(FN2) Before the funding equity decision in New Jersey, the impoverished East Orange district had one of the highest tax rates in the state, but spent only $3,000 per pupil, one of the lowest per-pupil expenditures in the state.(FN3) A similar story could be told in almost any state in the U.S.(FN4) Funding formulas work systematically against children who happen to be located in high-poverty districts, but also reflect idiosyncratic local circumstances. For example, a factory closing can bankrupt a small school district. What sense does it make for children's education to suffer based on local accidents of geography or economics? To my knowledge, the U.S. is the only nation to fund elementary and secondary education based on local wealth. Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child, exactly the opposite of the situation in the U.S. where lower-class and minority children typically receive less than middle-class white children.(FN5) Regional differences in per-pupil costs may exist in other countries, but the situation in which underfunded urban or rural districts exist in close proximity to wealthy suburban districts is probably uniquely American. Of course, even equality in per-pupil costs in no way ensures equality in educational services. Not only do poor districts typically have fewer funds, they also have greater needs.

Red Flags And Deal Breakers What signals or signs can you look for, as early in the sales process as possible, to warn you (and the client) that working together is a waste of time? Here are some examples of red flags: They just installed a _______ kind of system. They already have an agency/service provider in place, or a full-time in-house person dedicated to ___. They churn-and-burn the consultants or agencies they hire to do _____________. Know-it-alls / “We know what we’re doing.” Geography. Their monthly budget for ________ is only ________. These industries never seem to work: _____, _____, _____. This area of work is totally new to them, and they don’t understand it yet. (That is, you would have to do a lot of education of the client before they would even understand the value of your service.)

Hoelscher and Alderman (2004: 350) argued that elites ‘often make or preserve … landscapes as a way to bolster a particular political order, and as a means to capital accumulation’, and Bruggeman’s (2012) analysis of the processes and circumstances behind the conservation of Eastern State Penitentiary suggests that the action of local elites in this case also (perhaps unwittingly) performed this function. Observing that ‘museums are branded by the moment in which they are born’, and that they ‘carry with them the politics of those who shape their public roles’ (ibid. 174), he noted that the committee of volunteers which formed to preserve the Penitentiary reflected the ‘young, highly educated and predominantly white culture activists’ (ibid. 177) who inhabited the newly gentrified local neighbourhood around the prison, and who had few connections either to prisoners who

MARK TWAIN Some months after invading Iraq, President George W. Bush said he had taken the war to liberate the Philippines as his model. Both wars were inspired from heaven. Bush disclosed that God had ordered him to act as he did. And a century beforehand, President William McKinley also heard the voice from the Great Beyond: “God told me that we could not leave the Filipinos to themselves. They were unfit for self-government. There was nothing left for us to do but to take them all, and to educate them, and uplift and civilize and Christianize them.” Thus the Philippines were liberated from the Filipino threat, and along the way the United States also saved Cuba, Puerto Rico, Honduras, Colombia, Panama, Dominican Republic, Hawaii, Guam, Samoa . . . At the time, writer Ambrose Bierce revealed: “War is God’s way of teaching us geography.” And his colleague Mark Twain, leader of the Anti-Imperialist League, designed a new flag for the nation, featuring little skulls in place of stars. General Frederick Funston suggested Twain ought to be hanged for treason. Tom Sawyer and Huck Finn defended their father.

It is a truism today, in this highly technologically-developed culture, that students need technical computer skills. Equally truistic (and, not incidentally, true) is that the workplace has become highly technological. Even more truistic – and far more disturbing – are the shifts in education over the last two decades as public elementary schools, public and private high schools, and colleges and universities have invested scores of billions of dollars on “digital infrastructure,” computers, monitors and printers, “smart classrooms,” all to “meet the demands” of this new technological workplace. "We won’t dwell on the fact – an inconvenient truth? – that those technological investments have coincided with a decline in American reading behaviors, in reading and reading comprehension scores, in overall academic achievement, in the phenomenon – all too familiar to us in academia – of “grade inflation,” in an alarming collapse of our students’ understanding of their own history (to say nothing of the history of the rest of the world), rising ignorance of world and American geography, with an abandonment of the idea of objectivity, and with an increasingly subjective, even solipsistic, emphasis on personal experience. Ignore all this. Or, if we find it impossible to ignore, then let’s blame the teachers...

this I say,—we must never forget that all the education a man's head can receive, will not save his soul from hell, unless he knows the truths of the Bible. A man may have prodigious learning, and yet never be saved. He may be master of half the languages spoken round the globe. He may be acquainted with the highest and deepest things in heaven and earth. He may have read books till he is like a walking cyclopædia. He may be familiar with the stars of heaven,—the birds of the air,—the beasts of the earth, and the fishes of the sea. He may be able, like Solomon, to "speak of trees, from the cedar of Lebanon to the hyssop that grows on the wall, of beasts also, and fowls, and creeping things, and fishes." (1 King iv. 33.) He may be able to discourse of all the secrets of fire, air, earth, and water. And yet, if he dies ignorant of Bible truths, he dies a miserable man! Chemistry never silenced a guilty conscience. Mathematics never healed a broken heart. All the sciences in the world never smoothed down a dying pillow. No earthly philosophy ever supplied hope in death. No natural theology ever gave peace in the prospect of meeting a holy God. All these things are of the earth, earthy, and can never raise a man above the earth's level. They may enable a man to strut and fret his little season here below with a more dignified gait than his fellow-mortals, but they can never give him wings, and enable him to soar towards heaven. He that has the largest share of them, will find at length that without Bible knowledge he has got no lasting possession. Death will make an end of all his attainments, and after death they will do him no good at all. A man may be a very ignorant man, and yet be saved. He may be unable to read a word, or write a letter. He may know nothing of geography beyond the bounds of his own parish, and be utterly unable to say which is nearest to England, Paris or New York. He may know nothing of arithmetic, and not see any difference between a million and a thousand. He may know nothing of history, not even of his own land, and be quite ignorant whether his country owes most to Semiramis, Boadicea, or Queen Elizabeth. He may know nothing of the affairs of his own times, and be incapable of telling you whether the Chancellor of the Exchequer, or the Commander-in-Chief, or the Archbishop of Canterbury is managing the national finances. He may know nothing of science, and its discoveries,—and whether Julius Cæsar won his victories with gunpowder, or the apostles had a printing press, or the sun goes round the earth, may be matters about which he has not an idea. And yet if that very man has heard Bible truth with his ears, and believed it with his heart, he knows enough to save his soul. He will be found at last with Lazarus in Abraham's bosom, while his scientific fellow-creature, who has died unconverted, is lost for ever. There is much talk in these days about science and "useful knowledge." But after all a knowledge of the Bible is the one knowledge that is needful and eternally useful. A man may get to heaven without money, learning, health, or friends,—but without Bible knowledge he will never get there at all. A man may have the mightiest of minds, and a memory stored with all that mighty mind can grasp,—and yet, if he does not know the things of the Bible, he will make shipwreck of his soul for ever. Woe! woe! woe to the man who dies in ignorance of the Bible! This is the Book about which I am addressing the readers of these pages to-day. It is no light matter what you do with such a book. It concerns the life of your soul. I summon you,—I charge you to give an honest answer to my question. What are you doing with the Bible? Do you read it? HOW READEST THOU?

What exogenous causes are shifting the allocation of moral intuitions away from community, authority, and purity and toward fairness, autonomy, and rationality? One obvious force is geographic and social mobility. People are no longer confined to the small worlds of family, village, and tribe, in which conformity and solidarity are essential to daily life, and ostracism and exile are a form of social death. They can seek their fortunes in other circles, which expose them to alternative worldviews and lead them into a more ecumenical morality, which gravitates to the rights of individuals rather than chauvinistic veneration of the group. By the same token, open societies, where talent, ambition, or luck can dislodge people from the station in which they were born, are less likely to see an Authority Ranking as an inviolable law of nature, and more likely to see it as a historical artifact or a legacy of injustice. When diverse individuals mingle, engage in commerce, and find themselves on professional or social teams that cooperate to attain a superordinate goal, their intuitions of purity can be diluted. One example, mentioned in chapter 7, is the greater tolerance of homosexuality among people who personally know homosexuals. Haidt observes that when one zooms in on an electoral map of the United States, from the coarse division into red and blue states to a finer-grained division into red and blue counties, one finds that the blue counties, representing the regions that voted for the more liberal presidential candidate, cluster along the coasts and major waterways. Before the advent of jet airplanes and interstate highways, these were the places where people and their ideas most easily mixed. That early advantage installed them as hubs of transportation, commerce, media, research, and education, and they continue to be pluralistic—and liberal—zones today. Though American political liberalism is by no means the same as classical liberalism, the two overlap in their weighting of the moral spheres. The micro-geography of liberalism suggests that the moral trend away from community, authority, and purity is indeed an effect of mobility and cosmopolitanism.202

At the Lab School children planted gardens and grew crops not to become farmers but to learn about food, chemistry, and geography. These students, who came from fairly affluent families in Hyde Park, acquired considerable knowledge, but they were creatively and actively involved in their education and less dependent on textbooks and traditional instruction. Children could read a textbook to learn how to boil an egg, but experimenting on their own drew upon their interests and strengthened their powers of observation. Efficiency was sacrificed, but active engagement in learning, as in democracy, required time and patience.

Geography is the multidisciplinary summary of life

Leonardo received an adequate education, learning basic Latin, mathematics, and geography. He was never a stellar student, instead finding his attentions on things other than what were found in classrooms. The

We may take as our guide here John Dewey’s observation that the content of a lesson is the least important thing about learning. As he wrote in Experience and Education: “Perhaps the greatest of all pedagogical fallacies is the notion that a person learns only what he “is studying at the time. Collateral learning in the way of formation of enduring attitudes ... may be and often is more important than the spelling lesson or lesson in geography or history.... For these attitudes are fundamentally what count in the future.

LOVE IS THE FIRST CHEMISTRY; WAR IS THE FIRST HISTORY; DISCOVERY IS THE FIRST GEOGRAPHY; NATURE IS THE FIRST LANGUAGE; AGRICULTURE IS THE FIRST SCIENCE; BUSINESS IS THE FIRST MATHEMATICS; CULTURE IS THE FIRST ZOOLOGY; LAW IS THE FIRST PHYSICS; MEDICINE IS THE FIRST BIOLOGY; ENGINEERING IS THE FIRST EDUCATION; RELIGION IS THE FIRST GOD

Miss Breckenridge: We want the child to build relationships with the things in nature, which would include the earth itself, plant and animal life, oceanography, and astronomy. So, all things that eventually fall under science, and the more physical parts of geography. Miss Mason: And, as educators, what do we generally do with that? We consider the matter carefully; we say the boy will make a jumble of it if he is taught more than one or two sciences. We ask our friends “what sciences will tell best in examinations?” and “which are most easily learned?” We discover which are the best text-books in the smallest compass. The most economical, so to speak. The student learns up the text, listens to lectures, makes diagrams, watches demonstrations. Behold! he has “learned a science,” and is able to produce facts and figures, for a time anyway, in connection with some one class of natural phenomena; but of tender intimacy with Nature herself he has acquired none. I will now sketch what seems to me a better way.

The puss moth caterpillar may look soft and cuddly, but it has venomous spines hidden beneath its hair-like bristles. When threatened, it can release these spines, causing painful stings to those who touch it. The lesson here? Don’t judge a book by its cover—or a caterpillar by its fuzziness.

Strabo was an Asiatic Greek of Amasia in Pontus and an educated citizen of the Roman empire, who visited Rome in 44 BC at age 19 or 20, apparently for purposes of education. He studied under various teachers, including Tyrannion, a captive educated Greek and private tutor, who also instructed Cicero’s two sons. Strabo’s sole surviving work is Γεωγραφικά (Geography), an encyclopaedia of geographical knowledge, consisting of seventeen books written in Greek.

What the poor as well as the rich require is not to be indoctrinated, is not to be taught other people’s opinions, but to be induced and enabled to think for themselves. It is not physical science that will do this, even if they could learn it much more thoroughly than they are able to do. After reading, writing, and arithmetic (the last a most important discipline in habits of accuracy and precision, in which they are extremely deficient), the desirable thing for them seems to be the most miscellaneous information, and the most varied exercise of their faculties. They cannot read too much. Quantity is of more importance than quality, especially all reading which relates to human life and the ways of mankind; geography, voyages and travels, manners and customs, and romances, which must tend to awaken their imagination and give them some of the meaning of self-devotion and heroism, in short, to unbrutalise them.

The true name of Mark Twain was Samuel Langhorne Clemens.

Education is not western or eastern - no matter the geography, education is education. It must call out superstition and prejudice wherever it festers, just like it must call out cold intellectual arrogance.

Hayek, more than anyone else, illuminated the knowledge problem. Simply put: No one person can ever know enough. Planners who think they can process all of the data from disparate sources across vast expanses of geography and culture are, quite simply, educated fools.

Different Strokes for Different Folks “First things first—differences abound! Race, creed, color, gender, national origin, handicap, age, familial status, socio-economics, education, politics, religion, geography, and job status. Does that list look like a poster ad for the ACLU? Add in our vastly different life experiences and things really start to get interesting.

Various programs that provide supplementary education to children and teenagers, that reduce educational gaps caused by geography and social status, and that provide social (adult) education

It is in our own interest to subsidize other people's education, as it ends up indirectly benefiting us.

human geography

The world exists for the education of each man. There is no age or state of society, or mode of action in history, to which there is not somewhat corresponding in his life. Everything tends in a most wonderful manner to abbreviate itself and yield its own virtue to him. He should see that he can live all history in his own person. He must sit at home with might and main, and not suffer himself to be bullied by kings or empires, but know that he is greater than all the geography and all the governments of the world . . .

Geography lessons go virtual: Danish government creates Minecraft version of ENTIRE country to help teachers Geography lessons go virtual: Danish government creates Minecraft version of ENTIRE country to help teachers Entire country was recreated by government's mapping department Minecraft lesson plans for teachers also created in bid to make education more accessible By Mark Prigg Published: 22:06 GMT, 25 April 2014 | Updated: 23:01 GMT, 25 April 2014 The Danish government has recreated the entire country in the hit computer game Minecraft. The first country to be fully transplanted into the blocky Minecraft games, the government hopes it could help make lessons more fun for students. It has even produced a series of lesson plans for teachers to help them navigate the virtual version of their country. Scroll down for video Denmark's Ministry of the Environment has created a full-scale model of the country in Minecraft for players to explore. The downloadable model consists of 4,000 billion blocks and requires one terabyte of storage space.

highly codified and formal foreign language known as French – a language which, according to many French-speakers, almost no one speaks correctly. In the land of a thousand tongues, monolingualism became the mark of the educated person.

Yet what of the home environment, family structure, education, geography, immigration, and so forth? Do they not have an impact on an individual’s life and personal outcomes?

They ran academies for boys preparing for college, and for boys “preparing for mercantile professions who may want education superior to common schools,” as one school’s prospectus read. They offered special classes, mainly for boys, in drawing, music, languages, writing, and dancing. Women, by contrast, taught small classes of girls, or sometimes groups of young children of both sexes, in their homes or rented rooms. In 1822, there were more than fifty such “schoolmistresses” listing their services in the Boston directory, and probably just as many women teaching school without bothering to register their addresses. Girls in these “primary schools” learned little more than the basics of reading, writing, geography, arithmetic, and needlepoint.

with well-educated professionals increasingly marrying other well-educated professionals. Economists have a decidedly unromantic term for this trend: assortative mating.

This divide—I will call it the Great Divergence—has its origins in the 1980s, when American cities started to be increasingly defined by their residents’ levels of education

Thus the growing gap in education and income between the brain hubs and the rest of the country is a probable driver of the divergence in life expectancy.

Without knowledge of geography and historical facts, you are not entitled to have an opinion to judge people’s behaviour without understanding the context and the circumstances. So until you go and educate yourself, shut the fuck up!

Incentivizing government service, though, would be altogether different. Why should we want young Americans to perform one or two years of government service? One reason is that a common experience would help break down some of the barriers that have arisen owing to geography, class, race, religion, education, language, and more. World War II did precisely this for millions of Americans. Today, however, there is simply too little common experience in this society and too much that reinforces differences and divisions. It is revealing that according to a recent poll, almost half of second-year college students report they wouldn’t choose to room with someone who supported a different presidential candidate than they did in 2020, while a majority say they wouldn’t go on a date with someone who voted differently and nearly two-thirds couldn’t envision marrying someone who supported a different candidate.

Right now, images from 3055 show that Earth’s tectonic plates have shifted to the point in which all the continents are close to becoming just one continent! Pangaea is being recreated! If there is a time when the continents actually do come together, it might be harder to identify individual continents when they are all forged together in a single mass, so a person may attempt to redraw lines between the continents to help students continue to be able to identify them, which is beneficial to the community, because it supports the continuation of geographical education; people could distinguish continents, which is beneficial to analyzing each continent. However, suppose the person who made the lines believed that a certain religious group were terrorists. Suppose that person made the lines, because he/she wants to divide the continent the religious group is located in and the continent he/she lives in. That way, there could be a boundary between the continent where the religious group lives and the continent where the person lives. One may consider this to be religious intolerance, and hence believe it to be immoral, which exemplifies that a person’s intentions must also be considered in discussions about morality.

The Arab countries are beset by prejudices, indeed hatreds of which the average Westerner knows so little that they tend not to believe them even if they are laid out in print before their eyes. The routine expression of hatred for others is so common in the Arab world that it barely draws comment other than from the region’s often Western-educated liberal minority who have limited access to the platform of mass media. Anti-Semitic cartoons which echo the Nazi Der Stürmer propaganda newspaper are common. Week in, week out, shock-jock imams are given space on prime-time TV shows.

women must become enlightened or educated, because being enlightened encompasses all the fields of human science: Physiology, Geology, Geography, Chemistry, Physics, Astronomy, Engineering, Agriculture, Geometry, History, Music, and Painting...Education is a beautiful and necessary thing.

We might want to consider instead the new opportunities and affinities that are opened up through coming together to fight the environmental crisis. Ecological justice groups like Extinction Rebellion are calling for citizens’ assemblies—innovative institutions that can allow people, communities, even entire countries, to make important decisions in ways that may be more just and fairer than party politics. Similar to jury service, members are randomly selected from across the country. The process is designed to ensure that assemblies reflect the population in regard to characteristics like gender, age, ethnicity, education level, and geography. Assembly members hear from experts and those most affected by an issue. Members then come together in small groups with professional facilitators and together work through their differences and draft and vote on recommendations.69

According to Robert Menzies, Morrison deserves the social and economic advantages provided by geography, education and nepotism: "To say the industrious and intelligent son of self-sacrificing and saving and forward-looking parents has the same social deserts and even material needs as the dull offspring of stupid and improvident parents is absurd." The short shrift: eat shit, serfs! This moral justification for poverty is a central pillar of Morrison's political beliefs and and Pentecostalism. The problem is that it deeply contradicts Australia's self-mythology about being a bastion of the fair go. So Scott John Morrison - a tall poppy from the eastern suburbs - needed to reinvent himself as ScoMo, a top bloke from the Sutherland Shire who loves rugby league. In doing so, he plagiarised the nickname and personal hobby of Anthony "Albo" Albanese.

1)Insufficient research and knowledge: Many beginners dive into investing without fully understanding the fundamentals or conducting thorough research. It's crucial to educate yourself about different investment options, financial markets, and investment strategies before getting started. 2)Failure to establish clear investment goals: Investing without clear goals can lead to haphazard decision-making and poor portfolio management. Beginners should define their investment objectives, such as saving for retirement, buying a home, or funding education, and then align their investment strategy accordingly. 3)Lack of diversification: Beginners sometimes make the mistake of investing all their money in a single investment or asset class. This lack of diversification can expose them to significant risks. It's important to spread investments across different asset classes, industries, and geographies to reduce the impact of any individual investment's performance on the overall portfolio. 4)Emotion-driven decision-making: Emotions can often cloud investment decisions. Beginners may get swayed by market hype, fear, or short-term fluctuations, leading to impulsive buying or selling. It's essential to make investment decisions based on rational analysis and a long-term perspective rather than reacting to short-term market movements. 5)Chasing quick profits: Beginner investors may be tempted by get-rich-quick schemes or investments promising high returns in a short period. Such investments often involve higher risks, and pursuing quick profits can lead to significant losses. It's important to have realistic return expectations and focus on long-term, sustainable investment strategies.

To really see America, you need to drive it mile by mile, because you not only begin to grasp the immensity of this beautiful country, you see the climate and geography change with every state line. THESE ARE INDEED THINGS THAT CANNOT BE LEARNED FROM AN OLD SCHOOLBOOK UNDER THE COLD CLASSROOM LIGHTS; THEY MUST BE SEEN, HEARD, AND FELT IN PERSON TO BE TRULY APPRECIATED. The education I was getting out here on the road proved to be far more valuable to me than any algebra or biology test I had ever failed, because I was discovering life firsthand, learning social and survival skills I still rely on to this day (e.g.,

F: stands for the Falls, better known as Niagara Falls also in the province of Ontario. People come from all over the world to see the majestic, rapid flowing Falls we share with our neighbours the United States. The Falls provide much of Ontario their hydro electric power.

73 The state capital of Utah in Salt Lake City is also the most populous city in the state. Utah has a recognised and large Mormon community. The Family History Library, which is run by the Mormon Church, is the largest genealogical library in the world.

A: stands for the province of Alberta. Alberta is the home of the Calgary stampede, and Canada’s largest mall, the West Edmonton Mall. Edmonton is its capital. Alberta has beautiful Rocky Mountains to the west and flat prairie farmland to the east.

O: represents both the province Ontario, and Canada’s capital city Ottawa. Ottawa is our country’s capital city where our government rules the country. Ontario has many lakes, forests, farmland and big cites like Toronto where people enjoy shopping, theatre and going up to the world’s tallest structure, the CN Tower. Toronto is Ontario’s capital city.

CAPTCHA, the test that requires users to prove they are human by typing out distorted text or clicking on images, actually has a secondary purpose. Many CAPTCHA tests use words from old books that computers have difficulty recognising. By solving CAPTCHAs, users are unknowingly helping digitise these texts, making them accessible for future generations.

Reading is a journey to explore new worlds, and Geoarticle.com is the perfect guide to take you there. With their insightful articles on geography, history, and culture, Geoarticle.com will broaden your horizons and enrich your reading experience.

Jewish authors have won the Nobel Prize in Literature for writing in English, French, German, Russian, Polish, Hungarian, Yiddish and Hebrew.3 Such achievement requires an explanation, and an interesting possibility is that Jews have adapted genetically to a way of life that requires higher than usual cognitive capacity. People are highly imitative, and if the Jewish advantage were purely cultural, such as hectoring mothers or a special devotion to education, there would be little to prevent others from copying it. Instead, given the new recognition of human evolution in the historical past, it is possible that Jewish intellectual achievement has emerged from some pressure in their special history. Just as races have evolved in the recent past, ethnicities within races will also evolve if they are reproductively isolated to some extent from their host population, whether by geography or religion. The adaptation of Jews to a special cognitive niche, if indeed this has been an evolutionary process, as is argued below, represents a striking example of natural selection’s ability to change a human population in just a few centuries.

Surely . . . Judaism is more than the history of anti-semitism. Surely Jews deserve to be defined—and are in fact defined, by others as well as by themselves—by those qualities of faith, lineage, sacred texts and moral teachings that have enabled them to endure through centuries of persecution. —GERTRUDE HIMMELFARB1 In many spheres of life, Jews have made contributions that are far larger than might be expected from their numbers. Jews constitute 0.2% of the world’s population, but won 14% of Nobel Prizes in the first half of the 20th century, despite social discrimination and the Holocaust, and 29% in the second. As of 2007, Jews had won an amazing 32% of Nobel Prizes awarded in the 21st century.2 Jews have excelled not only in science but also in music (Mendelssohn, Mahler, Schoenberg), in painting (Pissarro, Modigliani, Rothko), and in philosophy (Maimonides, Bergson, Wittgenstein). Jewish authors have won the Nobel Prize in Literature for writing in English, French, German, Russian, Polish, Hungarian, Yiddish and Hebrew.3 Such achievement requires an explanation, and an interesting possibility is that Jews have adapted genetically to a way of life that requires higher than usual cognitive capacity. People are highly imitative, and if the Jewish advantage were purely cultural, such as hectoring mothers or a special devotion to education, there would be little to prevent others from copying it. Instead, given the new recognition of human evolution in the historical past, it is possible that Jewish intellectual achievement has emerged from some pressure in their special history. Just as races have evolved in the recent past, ethnicities within races will also evolve if they are reproductively isolated to some extent from their host population, whether by geography or religion. The adaptation of Jews to a special cognitive niche, if indeed this has been an evolutionary process, as is argued below, represents a striking example of natural selection’s ability to change a human population in just a few centuries.

I’m too tell you to watch out,” he said, “there’s danger at the crossroads.” “At the crossroads up ahead? What kind of danger?” “Too soon to say—but danger there is.” Pidge could only think of one possible danger. “You can’t mean traffic, it’s so quiet around here?” “I can’t mean traffic, young human sir—but you are to use the eye of clarity when you get to the crossroads, such as would confound Geography and Cartography; such as would make Pandora’s Box into a tuppeny lucky bag,” the old angler said earnestly, and added: “Bad work and many not knowing it; quiet as water under the ground. You be careful, young mortal sir, as there’s more than one kind of angling and you could be sniggled in a flash! There’s lures and lures. That’s my message!” What a lot of strange things he said and I don’t understand the half of it, Pidge thought. Aloud he said: “Who told you to tell me? Was it the Gardai?” “Couldn’t say it was. But that’s the chatter that’s filling the place and I was to put you wise.” The old angler looked with dreadful earnestness straight into Pidge’s eyes as if trying to impress the importance of his words on Pidge’s brain. His concern was clearly very great. “Well, thank you very much,” Pidge said. “All the small wild things know it,” the old angler said. “It’s them that chatters.” “They usually do,” Pidge replied, thinking of forest fires and how animals are said to scent danger from a silent wisp of smoke. Not knowing what Pidge was thinking, the old angler looked surprised at Pidge’s apparent knowledge. “You know more than the Minister of Education,” he said and he swung his legs in behind the wall with great agility. He began to walk off.

There was little follow-up to the remarkable advances seen in Classical Greece in the understanding of technology, medicine and geography. When the steam engine was invented in Alexandria about a hundred years after the birth of Jesus Christ, it remained a toy, and the ancient world failed to make the breakthrough in energy resources which occurred in England seventeen centuries later. Abundant slave labour, after all, blunted the need for any major advance in technology. Yet in the realm of ideas, philosophy and religious practice, Hellenistic civilization created a meeting place for Greek and oriental culture, which made it easy and natural for Jewish and then non-Jewish followers of Jesus Christ to take what they wanted from the ragbag of Greek thought which any moderately educated inhabitant of the Middle East would encounter in everyday conversation.

Given our geography, our tolerant culture and the magnetic attraction of our economy, illegals will always be with us. Our first task, therefore, should be abolishing bilingual education everywhere and requiring that our citizenship tests have strict standards for English language and American civics. The cure for excessive immigration is successful assimilation. The way to prevent European-like immigration catastrophes is to turn every immigrant—and most surely his children—into an American.

One of the arguments often made in response to weak public understanding of technology is a call to increase technological education - in its simplest formulation, to learn to code. Such a call is made frequently by politicians, technologists, pundits and business leaders, and it is often advanced in nakedly functional and pro-market terms: the information economy needs more programmers, and young people need jobs in the future. This is a good start, but learning to code is not enough, just as learning to plumb a sink is not enough to understand the complex interactions between water tables, political geography, aging infrastructure, and social policy that define, shape and produce actual life support systems in society. A simply functional understanding of systems is insufficient; one needs to be able to think about histories and consequences too. Where did these systems come from, who designed them and what for, and which of these intentions still lurk within them today?

Norman Augustine (the former Lockheed Martin CEO) stressed the importance of both scientific skills and humanistic thought: So what does business need from our educational system? One answer is that it needs more employees who excel in science and engineering. . . . But that is only the beginning; one cannot live by equations alone. The need is increasing for workers with greater foreign-language skills and an expanded knowledge of economics, history, and geography. And who wants a technology-driven economy if those who drive it are not grounded in such fields as ethics? . . . Certainly when it comes to life’s major decisions, would it not be well for the leaders and employees of our government and our nation’s firms to have knowledge of the thoughts of the world’s great philosophers and the provocative dilemmas found in the works of great authors and playwrights? I believe the answer is a resounding “yes.

What children need and want is not some new pedagogical method, but the world that already exists. They want to play in nature, plant things, be with animals, participate in the upkeep of their environment. They want to assimilate the culture and knowledge acquired by humanity in the countless generations preceding them, and they want to do this in a living way that is not sequentially programmed. They want to learn to speak, count, read, write, to discover geography and the mysteries of the universe, to learn music, mathematical code, biology, history, all about dinosaurs, and so on. And if we take the trouble to present the whole reality to our children in conditions that make sense to them, we will be very surprised at how quickly they leave their toys aside when they distract them from their real task: studying the real world that they were just born into, understanding it, becoming specialists in it.

Beijing’s response has been to incarcerate huge numbers of Ui-ghurs in ‘re-education camps’. How many people are being held is known only to the Chinese authorities, but estimates range from 150,000 to 1 million.

Beijing’s response has been to incarcerate huge numbers of Ui-ghurs in ‘re-education camps’. How many people are being held is known only to the Chinese authorities, but estimates range from 150,000 to 1 million. It is alleged that inmates are banned from pray-ing or growing beards as part of a policy designed to strip the Uighurs of their religious beliefs. In April 2019 China denied the allegations, called the camps ‘boarding schools’ and said it had arrested about 13,000 terrorists and ‘broken up hundreds of terrorist gangs’. In 2016, local government officials said that the de-radicalisation effort had ‘markedly weakened’ the nascent Islamist movement. However, given that the Turkish Army said it had arrested 324 suspected jihadists from Xinjiang en route to Syria in 2015, that seems unlikely. The routing of Islamic State in Iraq and parts of Syria in 2017 has also increased the dan-gers of foreign fighters returning home but not retiring.

philosopher Joubert was to regret the disappearance of the old schools: They were in fact small, elementary universities. In them, students received a very complete primary education.… There were chairs of philosophy and mathematics, subjects by which so much store is set; history, geography, and other branches of knowledge about which people talk played a role, not prominently and with fanfare, as they do today, but secretly and surreptitiously, so to speak. They were fused, insinuated, and conveyed with other subjects.… A little of everything was taught and … the chords of every disposition were sounded. Every mind was urged to know itself, and all talents to be developed. Taught rather slowly, with little ceremony and almost imperceptibly, students thought they knew little, and remained modest.… They left the old schools knowing they were ignorant and ignorant of what they knew. They departed eager to learn more, and full of love and respect for men they thought were learned.52