Quality Education Quotes

A quality education has the power to transform societies in a single generation, provide children with the protection they need from the hazards of poverty, labor exploitation and disease, and given them the knowledge, skills, and confidence to reach their full potential.

No pain that we suffer, no trial that we experience is wasted. It ministers to our education, to the development of such qualities as patience, faith, fortitude and humility. All that we suffer and all that we endure, especially when we endure it patiently, builds up our characters, purifies our hearts, expands our souls, and makes us more tender and charitable, more worthy to be called the children of God . . . and it is through sorrow and suffering, toil and tribulation, that we gain the education that we come here to acquire and which will make us more like our Father and Mother in heaven.

The plain fact is that the planet does not need more successful people. But it does desperately need more peacemakers, healers, restorers, storytellers, and lovers of every kind. It needs people who live well in their places. It needs people of moral courage willing to join the fight to make the world habitable and humane. And these qualities have little to do with success as we have defined it.

The quality of strength lined with tenderness is an unbeatable combination, as are intelligence and necessity when unblunted by formal education.

Leaders are not, as we are often led to think, people who go along with huge crowds following them. Leaders are people who go their own way without caring, or even looking to see, whether anyone is following them. "Leadership qualities" are not the qualities that enable people to attract followers, but those that enable them to do without them. They include, at the very least, courage, endurance, patience, humor, flexibility, resourcefulness, stubbornness, a keen sense of reality, and the ability to keep a cool and clear head, even when things are going badly. True leaders, in short, do not make people into followers, but into other leaders.

But we are living in a skeptical and, if I may use the phrase, a thought-tormented age; and sometimes I fear that this new generation, educated or hypereducated as it is, will lack those qualities of humanity, of hospitality, of kindly humor which belonged to an older day..

Were all instructors to realize that the quality of mental process, not the production of correct answers, is the measure of educative growth something hardly less than a revolution in teaching would be worked.

One of the biggest issues with mainstream feminist writing has been the way the idea of what constitutes a feminist issue is framed. We rarely talk about basic needs as a feminist issue. Food insecurity and access to quality education, safe neighborhoods, a living wage, and medical care are all feminist issues. Instead of a framework that focuses on helping women get basic needs met, all too often the focus is not on survival but on increasing privilege. For a movement that is meant to represent all women, it often centers on those who already have most of their needs met.

All men are born free: just not for long.

Genius is an exceedingly common human quality, probably natural to most of us.

What matters most in a child's development, they say, is not how much information we can stuff into her brain in the first few years. What matters, instead, is whether we are able to help her develop a very different set of qualities, a list that includes persistence, self-control, curiosity, conscientiousness, grit and self-confidence.

Travelers prove their lack of education if they make fun of the customs and values of their hosts, and the qualities that do a person honour are many and varied.

Becoming a modern society is about industrialization, urbanization, and rising levels of literacy, education, and wealth. The qualities that make a society Western, in contrast, are special: the classical legacy, Christianity, the separation of church and state, the rule of law, civil society.

The gross national product does not allow for the health of our children, the quality of their education, or the joy of their play. It does not include the beauty of our poetry or the strength of our marriages; the intelligence of our public debate or the integrity of our public officials. It measures neither our wit nor our courage; neither our wisdom nor our learning; neither our compassion nor our devotion to our country; it measures everything, in short, except that which makes life worthwhile.

One of the essential problems for education is that most countries subject their schools to the fast-food model of quality assurance when they should be adopting the Michelin model instead. The future for education is not in standardizing but in customizing; not in promoting groupthink and “deindividuation” but in cultivating the real depth and dynamism of human abilities of every sort.

Abolition is not some disstant future but something we create in every moment when we say no to the traps of empire and yes to the nourishing possibilities dreamed of and practiced by our ancestors and friends. Every time we insist on accessible and affirming health care, safe and quality education, meaningful and secure employment, loving and healing relationships, and being our full and whole selves, we are doing abolition. Abolition is about breaking down things that oppress and building up things that nourish. Abolition is the practice of transformation in the here and now and the ever after.

Too much and too long, we seem to have surrendered community excellence and community values in the mere accumulation of material things. Our gross national product...if we should judge the United States of America by that - counts air pollution and cigarette advertising, and ambulances to clear our highways of carnage. It counts special locks for our doors and the jails for those who break them. It counts the destruction of our redwoods and the loss of our natural wonder in chaotic sprawl. It counts napalm and the cost of a nuclear warhead, and armored cars for police who fight riots in our streets. It counts Whitman's rifle and Speck's knife, and the television programs which glorify violence in order to sell toys to our children. Yet the gross national product does not allow for the health of our children, the quality of their education, or the joy of their play. It does not include the beauty of our poetry or the strength of our marriages; the intelligence of our public debate or the integrity of our public officials. It measures neither our wit nor our courage; neither our wisdom nor our learning; neither our compassion nor our devotion to our country; it measures everything, in short, except that which makes life worthwhile. And it tells us everything about America except why we are proud that we are Americans.

Education is no substitute for intelligence. That elusive quality is defined only in part by puzzle-solving ability. It is in the creation of new puzzles reflecting what your senses report that you round out the definition.

We rarely talk about basic needs as a feminist issue. Food insecurity and access to quality education, safe neighborhoods, a living wage, and medical care are all feminist issues. Instead of a framework that focuses on helping women get basic needs met, all too often the focus is not on survival but on increasing privilege. For a movement that is meant to represent all women, it often centers on those who already have most of their needs met.

Anthropocentric as [the gardener] may be, he recognizes that he is dependent for his health and survival on many other forms of life, so he is careful to take their interests into account in whatever he does. He is in fact a wilderness advocate of a certain kind. It is when he respects and nurtures the wilderness of his soil and his plants that his garden seems to flourish most. Wildness, he has found, resides not only out there, but right here: in his soil, in his plants, even in himself... But wildness is more a quality than a place, and though humans can't manufacture it, they can nourish and husband it... The gardener cultivates wildness, but he does so carefully and respectfully, in full recognition of its mystery.

Only education, self-respect and rational qualities will uplift the down-trodden.

The quality of the relationships that students have in class with their peers and teachers is important to their success in school.

For the ancient Greeks, the ultimate test of the educational system was the moral and political quality of the students that it produced

It is a great shame for anyone to listen to the accusation that Islam is a lie and that Muhammad was a fabricator and a deceiver. We saw that he remained steadfast upon his principles, with firm determination; kind and generous, compassionate, pious, virtuous, with real manhood, hardworking and sincere. Besides all these qualities, he was lenient with others, tolerant, kind, cheerful and praiseworthy and perhaps he would joke and tease his companions. He was just, truthful, smart, pure, magnanimous and present-minded; his face was radiant as if he had lights within him to illuminate the darkest of nights; he was a great man by nature who was not educated in a school nor nurtured by a teacher as he was not in need of any of this.

I regard it as the foremost task of education to insure the survival of these qualities: an enterprising curiosity, an undefeatable spirit, tenacity in pursuit, readiness for sensible self denial, and above all, compassion

A new generation is growing up in our midst, a generation actuated by new ideas and new principles. It is serious and enthusiastic for these new ideas and its enthusiasm, even when it is misdirected, is, I believe, in the main sincere. But we are living in a sceptical and, if I may use the phrase, a thought-tormented age: and sometimes I fear that this new generation, educated or hypereducated as it is, will lack those qualities of humanity, of hospitality, of kindly humour which belonged to an older day.

For too long some of our schools have taught too many subjects as subsets of dogmatic commitments...Too often, education made our students less flexible- confident to the point of arrogance that they now had all the answers- rather than more flexible- humble in their lifelong openness to new questions and new responses. An important goal of quality education is to equip each generation to participate effectively in what has been called 'the great conversation' of our times. This means, on one hand, being unafraid of controversy. But, on the other hand, it also means being sensitive to the values and outlooks of others.

In the Reggio Emilia preschools, however, each child is viewed as infinitely capable, creative, and intelligent. The job of the teacher is to support these qualities and to challenge children in appropriate ways so that they develop fully.

The greatest Emotion is Love. The greatest quality is seeking to serve others. The greatest gift is your own Life. The greatest pleasure is CHOCOLATE! The greatest thing you’ll ever learn is that there's always something new to learn. The greatest virtue is temperance. The greatest meditation is a peaceful mind. The greatest practice is to be Kind. education. The greatest challenge is to let go. The greatest wisdom is to be in the NOW

Let us be dissatisfied until America will no longer have high blood pressure of creeds and an anemia of deeds. Let us be dissatisfied until the tragic walls that separate the outer city of wealth and comfort from the inner city of poverty and despair shall be crushed by the battering rams of the fires of justice. Let us be dissatisfied until they who live on the outskirts of Hope are brought into the metropolis of daily security. Let us be dissatisfied until slums are cast into the junk heap of history and every family will live in a decent, sanitary home. Let us be dissatisfied until the dark yesterdays of segregated schools will be transformed into the bright tomorrows of quality integrated education.

true quality does not come from a great building or great facilities or great advertisements. It happens when education is imparted with love by great teachers.

This was my wake-up call. I opened my eyes to the depressing fact that there are other forces at work in medicine besides science. The U.S. health care system runs on a fee-for-service model in which doctors get paid for the pills and procedures they prescribe, rewarding quantity over quality. We don’t get reimbursed for time spent counseling our patients about the benefits of healthy eating. If doctors were instead paid for performance, there would be a financial incentive to treat the lifestyle causes of disease. Until the model of reimbursement changes, I don’t expect great changes in medical care or medical education.5

How can I accept the Communist doctrine, which sets up as its bible, above and beyond criticism, an obsolete textbook which I know not only to be scientifically erroneous but without interest or application to the modern world? How can I adopt a creed which, preferring the mud to the fish, exalts the boorish proletariat above the bourgeoisie and the intelligentsia, who with all their faults, are the quality of life and surely carry the seeds of all human achievement? Even if we need a religion, how can we find it in the turbid rubbish of the red bookshop? It is hard for an educated, decent, intelligent son of Western Europe to find his ideals here, unless he has first suffered some strange and horrid process of conversion which has changed all his values.

Knowledge is humanistic in quality not because it is about human products in the past, but because of what it does in liberating human intelligence and human sympathy. Any subject matter which accomplishes this result is humane, and any subject matter which does not accomplish it is not even educational.

The true essence of humankind is kindness. There are other qualities which come from education or knowledge, but it is essential, if one wishes to be a genuine human being and impart satisfying meaning to one's existence, to have a good heart.

As we have seen there is some kind of continuity in any case since every experience affects for better or worse the attitudes which help decide the quality of further experiences, by setting up certain preference and aversion, and making it easier or harder to act for this or that end.

Teachers' minds influence the collective mind of human civilization. Humanity is in many ways influenced by the quality of our teachers collectively and the quality of our schools collectively.

Sloppy language and sloppy ways go together. Those who are truly educated have learned more than the sciences, the humanities, law, engineering, and the arts. They carry with them a certain polish that marks them as loving the better qualities of life, a culture that adds luster to the mundane world of which they are apart, a patina that puts a quiet glow on what otherwise might be base metal.

Hold childhood in reverence, and do not be in any hurry to judge it for good or ill. Leave exceptional cases to show themselves, let their qualities be tested and confirmed, before special methods are adopted. Give nature time to work before you take over her business, lest you interfere with her dealings. You assert that you know the value of time and are afraid to waste it. You fail to perceive that it is a greater waste of time to use it ill than to do nothing, and that a child ill taught is further from virtue than a child who has learnt nothing at all. You are afraid to see him spending his early years doing nothing. What! is it nothing to be happy, nothing to run and jump all day? He will never be so busy again all his life long. Plato, in his Republic, which is considered so stern, teaches the children only through festivals, games, songs, and amusements. It seems as if he had accomplished his purpose when he had taught them to be happy; and Seneca, speaking of the Roman lads in olden days, says, "They were always on their feet, they were never taught anything which kept them sitting." Were they any the worse for it in manhood? Do not be afraid, therefore, of this so-called idleness. What would you think of a man who refused to sleep lest he should waste part of his life? You would say, "He is mad; he is not enjoying his life, he is robbing himself of part of it; to avoid sleep he is hastening his death." Remember that these two cases are alike, and that childhood is the sleep of reason. The apparent ease with which children learn is their ruin. You fail to see that this very facility proves that they are not learning. Their shining, polished brain reflects, as in a mirror, the things you show them, but nothing sinks in. The child remembers the words and the ideas are reflected back; his hearers understand them, but to him they are meaningless. Although memory and reason are wholly different faculties, the one does not really develop apart from the other. Before the age of reason the child receives images, not ideas; and there is this difference between them: images are merely the pictures of external objects, while ideas are notions about those objects determined by their relations.

tahiya hote pavan nahin pani, tahiya srishti kown utpati; tahiya hote kali nahin phula, tahiya hote garbh nahi mula; tahiya hote vidya nahin Veda, tahiya hote shabd nahin swada; tahiya hote pind nahin basu, nahin dhar dharni na pavan akasu; tahiya hote guru nahin chela, gamya agamya na panth duhela. Sakhi: avigati ki gati ka kahown, jake gawn na thawn gun bihuna pekhana, ka kahi lijai nawn In that state there is no air or water, and no creation or creator; There is no bud or flower, and no fetus or semen; There is no education or Vedas, and no word or taste; There is no body or settlement, and no earth, air or space; There is no guru or disciple, and no easy or difficult path. Sakhi: That state is very strange. I cannot explain it. It has no village or resting place. That state is without gunas (qualities). What name can on give it?

In short, some of the least qualified students, taught by the least qualified professors in the lowest quality courses supply most American public school teachers.

On one side of the seesaw is my education. My nursing certification. My twenty years of service at the hospital. My neat little home. My spotless RAV4. My National Honor Society-inductee son. All of these building blocks of my existence, and yet the only quality straddling the other side is so hulking and dense that it tips the balance every time: my brown skin.

Our nation declared a war on people trapped in racially segregated ghettos—just at the moment their economies had collapsed—rather than providing community investment, quality education, and job training when work disappeared. Of course those communities are suffering from serious crime and dysfunction today. Did we expect otherwise? Did we think that, miraculously, they would thrive?

(1) disengaging their minds; sabotaging their mental activities; providing a low-quality program of public education in mathematics, logic, systems design and economics; and discouraging technical creativity.

The foreign correspondent is frequently the only means of getting an important story told, or of drawing the world's attention to disasters in the making or being covered up. Such an important role is risky in more ways than one. It can expose the correspondent to actual physical danger; but there is also the moral danger of indulging in sensationalism and dehumanizing the sufferer. This danger immediately raises the question of the character and attitude of the correspondent, because the same qualities of mind which in the past separated a Conrad from a Livingstone, or a Gainsborough from the anonymous painter of Francis Williams, are still present and active in the world today. Perhaps this difference can best be put in one phrase: the presence or absence of respect for the human person.

He had been educated in no habits of application and concentration. The system which had addressed him in exactly the same manner as it had addressed hundreds of other boys, all varying in character and capacity, had enabled him to dash through his tasks, always with fair credit and often with distinction, but in a fitful, dazzling way that had confirmed his reliance on those very qualities in himself which it had been most desirable to direct and train. They were good qualities, without which no high place can be meritoriously won, but like fire and water, though excellent servants, they were very bad masters. If they had been under Richard’s direction, they would have been his friends; but Richard being under their direction, they became his enemies.

When you help, educate, heal, or nurture other people, your days become more and more meaningful, and you enrich the quality of your hours.

We measure our success not only by the quality of teaching and research on our own campus, but by our influence on intellectual and educational trends in the nation and internationally.

No,” I start, hesitantly. “Well, we have to end apartheid for one. And slow down the nuclear arms race, stop terrorism and world hunger. Ensure a strong national defense, prevent the spread of communism in Central America, work for a Middle East peace settlement, prevent U.S. military involvement overseas. We have to ensure that America is a respected world power. Now that’s not to belittle our domestic problems, which are equally important, if not more. Better and more affordable long-term care for the elderly, control and find a cure for the AIDS epidemic, clean up environmental damage from toxic waste and pollution, improve the quality of primary and secondary education, strengthen laws to crack down on crime and illegal drugs. We also have to ensure that college education is affordable for the middle class and protect Social Security for senior citizens plus conserve natural resources and wilderness areas and reduce the influence of political action committees.” The table stares at me uncomfortably, even Stash, but I’m on a roll.

The city had seemed like a great place to discover who you are. It just seemed that there was a lot to experience here, as if all you had to do was show up and the city would take care of the rest, making sure you got the education, the maturing, the wising-up you needed. Its crowds, the noise, the endlessness of it all, the perpetual motion, felt exciting then—revealing—just the deep end I needed to jump into. There is something unique about New York, some quality, some matchless, pertinent combination of promise and despair, wizardry and counterfeit, abundance and depletion, that stimulates and allows for a reckoning to occur—maybe even forces it. The city pulls back the curtain on who you are; it tests you and shows you what you are made of in a way that has become iconic in our popular culture, and with good reason.

I believe that this is a practical world and that I can count only on what I earn. Therefore, I believe in work, hard work. I believe in education, which gives me the knowledge to work wisely and trains my mind and my hands to work skillfully. I believe in honesty and truthfulness, without which I cannot win the respect and confidence of my fellow men. I believe in a sound mind, in a sound body and a spirit that is not afraid, and in clean sports that develop these qualities. I believe in obedience to law because it protects the rights of all. I believe in the human touch, which cultivates sympathy with my fellow men and mutual helpfulness and brings happiness for all. I believe in my Country, because it is a land of freedom and because it is my own home, and that I can best serve that country by "doing justly, loving mercy, and walking humbly with my God." And because Auburn men and women believe in these things, I believe in Auburn and love it.

Education is not accomplished by putting something into man; its purpose is to draw out of man the wisdom which is latent within him. May the reader call Bartholomew to discipleship, for only as this quality is raised to discipleship will you have the capacity to conceive ideas that will lift you beyond the limitations of man.

In America, education and quality of life are directly related. Lacking a good education means lacking, among other things, access to the very doorway that leads to a wholesome life-style. Education is not a luxury in modern American society—it is essential for survival.

In the United States the legacy of settler colonialism can be seen in the endless wars of aggression and occupations; the trillions spent on war machinery, military bases, and personnel instead of social services and quality public education; the gross profits of corporations, each of which has greater resources and funds than more than half the countries in the world yet pay minimal taxes and provide few jobs for US citizens; the repression of generation after generation of activists who seek to change the system; the incarceration of the poor, particularly descendants of enslaved Africans; the individualism, carefully inculcated, that on the one hand produces self-blame for personal failure and on the other exalts ruthless dog-eat-dog competition for possible success, even though it rarely results; and high rates of suicide, drug abuse, alcoholism, sexual violence against women and children, homelessness, dropping out of school, and gun violence.

It be urged that the wild and uncultivated tree, hitherto yielding sour and bitter fruit only, can never be made to yield better; yet we know that the grafting art implants a new tree on the savage stock, producing what is most estimable in kind and degree. Education, in like manner, engrafts a new man on the native stock, and improves what in his nature was vicious and perverse into qualities of virtue and social worth.

The quality of education given to the lower class must be of the poorest sort, so that the moat of ignorance isolating the inferior class from the superior class is and remains incomprehensible to the inferior class. With such an initial handicap, even bright lower class individuals have little if any hope of extricating themselves from their assigned lot in life. This form of slavery is essential to maintaining some measure of social order, peace, and tranquility for the ruling upper class.

Many masked Autistics are sent to gifted education as children, instead of being referred to disability services.[18] Our apparent high intelligence puts us in a double bind: we are expected to accomplish great things to justify our oddness, and because we possess an enviable, socially prized quality, it’s assumed we need less help than other people, not more.

In 1861, on the eve of the Civil War, Grant, aged thirty-nine, with four children at home and scarcely a penny in the bank, had made no mark on the world and looked unlikely to do so, for all the boom conditions of mid-century America. His Plymouth Rock ancestry, his specialist education, his military rank, which together must have ensured him a sheltered corner in the life of the Old World, counted for nothing in the New. He lacked the essential quality to be what Jacques Barzun has called a “booster,” one of those bustling, bonhomous, penny-counting, chance-grabbing optimists who, whether in the frenetic commercial activity of the Atlantic coast, in the emergent industries of New England and Pennsylvania or on the westward-moving frontier, were to make America’s fortune. Grant, in his introspective and undemonstrative style, was a gentleman, and was crippled by the quality.

What has most disturbed Carroll Quigley is the deterioration that has occurred in college education. While universities have produced an ever increasing number of specialists, technicians, scholars, and researchers in a wide variety of fields, institutions of higher education have been affected by a philosophical myopia. This has caused a serious erosion of the highest ideals associated with intellectual pursuits and professionalism. Throughout his life, Dr. Quigley has fought against this trend. A chair in Carroll Quigley’s name will stand for quality education for as long as it is endowed.

Gen. Matthew Ridgeway "intended not to impose his will on his men, but to allow the men under him to find something in themselves that would make them more confident, more purposeful fighting men. It was their confidence in themselves that would make them fight well, he believed, not so much their belief in him. His job was to keep them to find that quality in themselves.

There is, indeed, nothing more vexing than to be, for example, rich, of good family, of decent appearance, fairly well educated, not stupid, rather good-hearted even, and at the same time to possess no talent, no special quality, no eccentricity even, not a single idea of one's own, to be precisely "like everyone else." One is rich, but not so rich as Rothschild; of a good family, but one which has never distinguished itself in any way; of decent appearance, but an appearance expressive of very little; well educated, but without knowing what to do with that education; one is intelligent, but without one's own ideas; one is good-hearted, but without greatness of soul, and so on and so forth. There are a great number of such people in the world, far more than it appears.

The belief that public health measures are not intended for people like us is widely held by many people like me. Public health, we assume, is for people with less—less education, less-healthy habits, less access to quality health care, less time and money. I have heard mothers of my class suggest, for instance, that the standard childhood immunization schedule groups together multiple shots because poor mothers will not visit the doctor frequently enough to get the twenty-six recommended shots separately. No matter that any mother, myself included, might find so many visits daunting. That, we seem to be saying of the standard schedule, is for people like them.

People used to think that learning to read evidenced human progress; they still celebrate the decline of illiteracy as a great victory; they condemn countries with a large proportion of illiterates; they think that reading is a road to freedom. All this is debatable, for the important thing is not to be able to read, but to understand what one reads, to reflect on and judge what one reads. Outside of that, reading has no meaning (and even destroys certain automatic qualities of memory and observation). But to talk about critical faculties and discernment is to talk about something far above primary education and to consider a very small minority. The vast majority of people, perhaps 90 percent, know how to read, but do not exercise their intelligence beyond this. They attribute authority and eminent value to the printed word, or, conversely, reject it altogether. As these people do not possess enough knowledge to reflect and discern, they believe—or disbelieve—in toto what they read. And as such people, moreover, will select the easiest, not the hardest, reading matter, they are precisely on the level at which the printed word can seize and convince them without opposition. They are perfectly adapted to propaganda.

No intelligent radical can fail to realize the need of the rational education of the young. The rearing of the child must become a process of liberation by methods which shall not impose ready-made ideas, but which should aid the child's natural self-unfoldment. The purpose of such an education is not to force the child's adaptation to accepted concepts. but to give free play to his [and her] originality, initiative, and individuality. Only by freeing education from compulsion and restraint can we create the environment for the manifestation of the spontaneous interest and inner incentives on the part of the child. Only thus can we supply rational conditions favorable to the development of the child's natural tendencies and his latent emotional and mental faculties. Such methods of education, essentially aiding the child's imitative quality and ardor for knowledge, will develop a generation of healthy intellectual independence. It will produce men and women capable, in the words of Francisco Ferrer, “of evolving without stopping, of destroying and renewing their environment without cessation; of renewing themselves also; always ready to accept what is best, happy in the triumph of new ideas, aspiring to live multiple lives in one life.

The story of declining school quality across the twentieth century is, for the most part, a fable,” says social scientist Richard Rothstein, whose book The Way We Were? cites a series of similar attacks on American education, moving backward one decade at a time.3 Each generation invokes the good old days, during which, we discover, people had been doing exactly the same thing.

Smiley himself was one of those solitaires who seem to have come into the world fully educated at the age of eighteen. Obscurity was his nature, as well as his profession. The byways of espionage are not populated by the brash and colourful adventurers of fiction. A man who, like Smiley, has lived and worked for years among his country's enemies learns only one prayer: that he may never, never be noticed. Assimilation is his highest aim, he learns to love the crowds who pass him in the street without a glance; he clings to them for his anonimity and his safety. His fear makes him servile - he could embrace the shoppers who jostle him in their impatience, and force him from the pavement. He could adore the officials, the police, the bus conductors, for the terse indifference of their attitudes. (ch. 9)

From this Legionary school a new man will have to emerge, a man with heroic qualities; a giant of our history to do battle and win over all the enemies of our Fatherland, his battle and victory having to extend even beyond the material world into the realm of invisible enemies, the powers of evil. Everything that our mind can imagine as more beautiful spiritually; everything the proudest that our race can produce, greater, more just, more powerful, wiser, purer, more diligent and more heroic, this is what the Legionary school must give us! A man in whom all the possibilities of human grandeur that are implanted by God in the blood of our people be developed to the maximum. This hero, the product of Legionary education, will also know how to elaborate programs; will also know how to solve the Jewish problem; will also know how to organize the state well; will also know how to convince other Romanians; and if not, he will know how to win, for that is why he is a hero. This hero, this Legionary of bravery, labour, and justice, with the powers God implanted in his soul, will lead our Fatherland on the road of its glory.

feeling so far is that standardized testing and performance-based salaries are likely to push education from social norms to market norms. The United States already spends more money per student than any other Western society. Would it be wise to add more money? The same consideration applies to testing: we are already testing very frequently, and more testing is unlikely to improve the quality of education. I suspect that one answer lies in the realm of social norms. As we learned in our experiments, cash will take you only so far—social norms are the forces that can make a difference in the long run. Instead of focusing the attention of the teachers, parents, and kids on test scores, salaries, and competition, it might be better to instill in all of us a sense of purpose, mission, and pride in education. To do this we certainly can’t take the path of market norms. The Beatles proclaimed some time ago that you “Can’t Buy Me Love” and this also applies to the love of learning—you can’t buy it; and if you try, you might chase it away.

One of the keys to happiness, experts tell us, is autonomy in one’s life – the luxury of being able to decide your own destiny and achieve the fulfilment of self-realisation. It is no coincidence that the region that is consistently judged to have the highest levels of well-being and life quality, and the happiest, most fulfilled people, also has the greatest equality of educational opportunity and, according to a London School of Economics study comparing the incomes of fathers and sons over thirty years, among the very highest levels of social mobility in the world. The four main Nordic countries occupied the top four places on the list.

As a general rule, man strives to avoid labor. Love for work is not at all an inborn characteristic: it is created by economic pressure and social education. One may even say that man is a fairly lazy animal. It is on this quality, in reality, that is founded to a considerable extent all human progress; because if man did not strive to expend his energy economically, did not seek to receive the largest possible quantity of products in return for a small quantity of energy, there would have been no technical development or social culture.

You could choose to live in either America or Denmark. In high-tax Denmark, your disposable income after taxes and transfers would be around $15,000 lower than in the States. But in return for your higher tax bill, you would get universal health care (one with better outcomes than in the US), free education right up through the best graduate schools, worker retraining programs on which the state spends seventeen times more as a percentage of GDP than what is spent in America, as well as high-quality infrastructure, mass transit, and many beautiful public parks and other spaces. Danes also enjoy some 550 more hours of leisure time a year than Americans do. If the choice were put this way—you can take the extra $15,000 but have to work longer hours, take fewer vacation days, and fend for yourself on health care, education, retraining, and transport—I think most Americans would choose the Danish model.

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.

If I were to give a summary of the tendency of our times, I would say, Quantity. The multitude, the mass spirit, dominates everywhere, destroying quality. Our entire life — production, politics, and education — rests on quantity, on numbers. The worker who once took pride in the thoroughness and quality of his work, has been replaced by brainless, incompetent automatons, who turn out enormous quantities of things, valueless to themselves, and generally injurious to the rest of mankind. Thus quantity, instead of adding to life’s comforts and peace, has merely increased man’s burden.

In a way that I haven’t yet figured out how to fully articulate, I believe that children who get to see bald eagles, coyotes, deer, moose, grouse, and other similar sights each morning will have a certain kind of matrix or fabric or foundation of childhood, the nature and quality of which will be increasing rare and valuable as time goes on, and which will be cherished into adulthood, as well as becoming- and this is a leap of faith by me- a source of strength and knowledge to them somehow. That the daily witnessing of the natural wonders is a kind of education of logic and assurance that cannot be duplicated by any other means, or in other place: unique and significant, and, by God, still somehow relevant, even now, in the twenty-first century. For as long as possible, I want my girls to keep believing that beauty, though not quite commonplace and never to pass unobserved or unappreciated, is nonetheless easily witnessed on any day, in any given moment, around any forthcoming bend. And that the wild world has a lovely order and pattern and logic, even in the shouting, disorderly chaos of breaking-apart May and reassembling May. That if there can be a logic an order even in May, then there can be in all seasons and all things.

The whole commerce between master and slave is a perpetual exercise of the most boisterous passions, the most unremitting despotism on the one part, and degrading submissions on the other. Our children see this, and learn to imitate it; for man is an imitative animal. This quality is the germ of all education in him. From his cradle to his grave he is learning to do what he sees others do. (...) The parent storms, the child looks on, catches the lineaments of wrath, puts on the same airs in the circle of smaller slaves, gives a loose to his worst of passions, and thus nursed, educated, and daily exercised in tyranny, cannot but be stamped by it with odious peculiarities.

I don't know which is worse—to have a bad teacher or no teacher at all. In any case, I believe the teacher's work should be largely negative. He can't put the gift into you, but if he finds it there, he can try to keep it from going in an obviously wrong direction. We can learn how not to write, but this is a discipline that does not simply concern writing itself but concerns the whole intellectual life. A mind cleared of false emotion and false sentiment and egocentricity is going to have at least those roadblocks removed from its path. If you don't think cheaply, then there at least won't be the quality of cheapness in your writing, even though you may not be able to write well. The teacher can try to weed out what is positively bad, and this should be the aim of the whole college. Any discipline can help your writing: logic, mathematics, theology, and of course and particularly drawing. Anything that helps you to see, anything that makes you look. The writer should never be ashamed of staring. There is nothing that doesn't require his attention.

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?

Over recent years, [there's been] a strong tendency to require assessment of children and teachers so that [teachers] have to teach to tests and the test determines what happens to the child, and what happens to the teacher...that's guaranteed to destroy any meaningful educational process: it means the teacher cannot be creative, imaginative, pay attention to individual students' needs, that a student can't pursue things [...] and the teacher's future depends on it as well as the students'...the people who are sitting in the offices, the bureaucrats designing this - they're not evil people, but they're working within a system of ideology and doctrines, which turns what they're doing into something extremely harmful [...] the assessment itself is completely artificial; it's not ranking teachers in accordance with their ability to help develop children who reach their potential, explore their creative interests and so on [...] you're getting some kind of a 'rank,' but it's a 'rank' that's mostly meaningless, and the very ranking itself is harmful. It's turning us into individuals who devote our lives to achieving a rank, not into doing things that are valuable and important. It's highly destructive...in, say, elementary education, you're training kids this way [...] I can see it with my own children: when my own kids were in elementary school (at what's called a good school, a good-quality suburban school), by the time they were in third grade, they were dividing up their friends into 'dumb' and 'smart.' You had 'dumb' if you were lower-tracked, and 'smart' if you were upper-tracked [...] it's just extremely harmful and has nothing to do with education. Education is developing your own potential and creativity. Maybe you're not going to do well in school, and you'll do great in art; that's fine. It's another way to live a fulfilling and wonderful life, and one that's significant for other people as well as yourself. The whole idea is wrong in itself; it's creating something that's called 'economic man': the 'economic man' is somebody who rationally calculates how to improve his/her own status, and status means (basically) wealth. So you rationally calculate what kind of choices you should make to increase your wealth - don't pay attention to anything else - or maybe maximize the amount of goods you have. What kind of a human being is that? All of these mechanisms like testing, assessing, evaluating, measuring...they force people to develop those characteristics. The ones who don't do it are considered, maybe, 'behavioral problems' or some other deviance [...] these ideas and concepts have consequences. And it's not just that they're ideas, there are huge industries devoted to trying to instill them...the public relations industry, advertising, marketing, and so on. It's a huge industry, and it's a propaganda industry. It's a propaganda industry designed to create a certain type of human being: the one who can maximize consumption and can disregard his actions on others.

You know, Daddy, I think that the most necessary quality for any person to have is imagination. It makes people able to put themselves in other people's places. It makes them kind and sympathetic and understanding. It ought to be cultivated in children. But the John Grier Home instantly stamped out the slightest flicker that appeared. Duty was the one quality that was encouraged. I don't think children ought to know the meaning of the word; it's odious, detestable. They ought to do everything from love.

I had come to New York when I was seventeen because—and maybe I was not fully conscious of this then—the city had seemed like a great place to discover who you are. It just seemed that there was a lot to experience here, as if all you had to do was show up and the city would take care of the rest, making sure you got the education, the maturing, the wising-up you needed. Its crowds, the noise, the endlessness of it all, the perpetual motion, felt exciting then—revealing—just the deep end I needed to jump into. There is something unique about New York, some quality, some matchless, pertinent combination of promise and despair, wizardry and counterfeit, abundance and depletion, that stimulates and allows for a reckoning to occur—maybe even forces it. The city pulls back the curtain on who you are; it tests you and shows you what you are made of in a way that has become iconic in our popular culture, and with good reason. In thirteen years, the city has kicked my ass and made me strong and served me well.

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.

New Rule: America must stop bragging it's the greatest country on earth, and start acting like it. I know this is uncomfortable for the "faith over facts" crowd, but the greatness of a country can, to a large degree, be measured. Here are some numbers. Infant mortality rate: America ranks forty-eighth in the world. Overall health: seventy-second. Freedom of the press: forty-fourth. Literacy: fifty-fifth. Do you realize there are twelve-year old kids in this country who can't spell the name of the teacher they're having sex with? America has done many great things. Making the New World democratic. The Marshall Plan. Curing polio. Beating Hitler. The deep-fried Twinkie. But what have we done for us lately? We're not the freest country. That would be Holland, where you can smoke hash in church and Janet Jackson's nipple is on their flag. And sadly, we're no longer a country that can get things done. Not big things. Like building a tunnel under Boston, or running a war with competence. We had six years to fix the voting machines; couldn't get that done. The FBI is just now getting e-mail. Prop 87 out here in California is about lessening our dependence on oil by using alternative fuels, and Bill Clinton comes on at the end of the ad and says, "If Brazil can do it, America can, too!" Since when did America have to buck itself up by saying we could catch up to Brazil? We invented the airplane and the lightbulb, they invented the bikini wax, and now they're ahead? In most of the industrialized world, nearly everyone has health care and hardly anyone doubts evolution--and yes, having to live amid so many superstitious dimwits is also something that affects quality of life. It's why America isn't gonna be the country that gets the inevitable patents in stem cell cures, because Jesus thinks it's too close to cloning. Oh, and did I mention we owe China a trillion dollars? We owe everybody money. America is a debtor nation to Mexico. We're not a bridge to the twenty-first century, we're on a bus to Atlantic City with a roll of quarters. And this is why it bugs me that so many people talk like it's 1955 and we're still number one in everything. We're not, and I take no glee in saying that, because I love my country, and I wish we were, but when you're number fifty-five in this category, and ninety-two in that one, you look a little silly waving the big foam "number one" finger. As long as we believe being "the greatest country in the world" is a birthright, we'll keep coasting on the achievements of earlier generations, and we'll keep losing the moral high ground. Because we may not be the biggest, or the healthiest, or the best educated, but we always did have one thing no other place did: We knew soccer was bullshit. And also we had the Bill of Rights. A great nation doesn't torture people or make them disappear without a trial. Bush keeps saying the terrorist "hate us for our freedom,"" and he's working damn hard to see that pretty soon that won't be a problem.

Children inherit the qualities of the parents, no less than their physical features. Environment does play an important part, but the original capital on which a child starts in life is inherited from its ancestors. I have also seen children successfully surmounting the effects of an evil inheritance. That is due to purity being an inherent attribute of the soul. Polak and I had often very heated discussions about the desirability or otherwise of giving the children an English education. It has always been my conviction that Indian parents who train their children to think and talk in English from their infancy betray their children and their country. They deprive them of the spiritual and social heritage of the nation, and render them to that extent unfit for the service of the country. Having these convictions, I made a point of always talking to my children in Gujarati. Polak never liked this. He thought I was spoiling their future. He contended, with all the vigour and love at his command, that, if children were to learn a universal language like English from their infancy, they would easily gain considerable advantage over others in the race of life. He failed to convince me. I do not now remember whether I convinced him of the correctness of my attitude, or whether he gave me up as too obstinate. This happened about twenty years ago, and my convictions have only deepened with experience. Though my sons have suffered for want of full literary education, the knowledge of the mother-tongue that they naturally acquired has been all to their and the country’s good, inasmuch as they do not appear the foreigners they would otherwise have appeared. They naturally became bilingual, speaking and writing English with fair ease, because of daily contact with a large circle of English friends, and because of their stay in a country where English was the chief language spoken.

No one is charismatic. Someone becomes charismatic in history, socially. The question for me is once again the problem of humility. If the leader discovers that he is becoming charismatic not because of his or her qualities but because mainly he or she is being able to express the expectations of a great mass of people, then he or she is much more of a translator of the aspirations and dreams of the people, instead of being the creator of the dreams. In expressing the dreams, he or she is recreating these dreams. If he or she is humble, I think that the danger of power would diminish.

As we’ve gone along, I’ve pointed out that a warm childhood relationship with his mother—not maternal education—was significantly related to a man’s verbal test scores, to high salary, to class rank at Harvard, and to military rank at the end of World War II. At the men’s twenty-fifth reunion, it looked, to my surprise, as though the quality of a man’s relationship with his mother had little effect on overall midlife adjustment. However, forty-five years later, to my surprise again, the data suggested that there was a significant positive correlation between the quality of one’s maternal relationship and the absence of cognitive decline. At age ninety, 33 percent of the men with poor maternal relationships, and only 13 percent of men with warm relationships, suffered from dementia.

Even if we act to erase material poverty, there is another greater task, it is to confront the poverty of satisfaction - purpose and dignity - that afflicts us all. Too much and for too long, we seemed to have surrendered personal excellence and community values in the mere accumulation of material things. Our Gross National Product, now, is over $800 billion dollars a year, but that Gross National Product - if we judge the United States of America by that - that Gross National Product counts air pollution and cigarette advertising, and ambulances to clear our highways of carnage. It counts special locks for our doors and the jails for the people who break them. It counts the destruction of the redwood and the loss of our natural wonder in chaotic sprawl. It counts napalm and counts nuclear warheads and armored cars for the police to fight the riots in our cities. It counts Whitman's rifle and Speck's knife, and the television programs which glorify violence in order to sell toys to our children. Yet the gross national product does not allow for the health of our children, the quality of their education or the joy of their play. It does not include the beauty of our poetry or the strength of our marriages, the intelligence of our public debate or the integrity of our public officials. It measures neither our wit nor our courage, neither our wisdom nor our learning, neither our compassion nor our devotion to our country, it measures everything in short, except that which makes life worthwhile. And it can tell us everything about America except why we are proud that we are Americans. If this is true here at home, so it is true elsewhere in world.

It is inevitable that a loss of faith in media would contribute to a loss of faith in the content itself. Where writing began as divine communication and literacy was the privilege of a very few, writing—and the media to promote and publish that writing—is now accessible to everyone, even to the functionally illiterate. This means that the quality of available information has been degraded considerably along with the structural weaknesses of primary and secondary school education. It is now difficult to determine between what is investigative journalism, for instance, and what is baseless conspiracy theorizing. As no demands are made on the writers of media content, the demands have correspondingly increased on the readers of that content to practice a form of what Fundamentalist Christians call “discernment,” to greater and lesser degrees of success.

This framing accents the importance of building a tidier system, one that incorporates the array of existing child care centers, then pushes to make their classrooms more uniform, with a socialization agenda "aligned" with the curricular content that first or second graders are expected to know. Like the common school movement, uniform indicators of quality, centralized regulation, more highly credientialed teachers are to ensure that instruction--rather than creating engaging activities for children to explore--will be delivered in more uniform ways. And the state signals to parents that this is now the appropriate way to raise one's three- or four-year-old. Modern child rearing is equated with systems building in the eyes of universal pre-kindergarten advocates--and parents hear this discourse through upbeat articles in daily newspapers, public service annoucement, and from school authorities.

In the workshop, wishing won't make it so. The craftsman is forced to come to terms with the physical properties of materials, the mechanical properties of tools, and the real capacity and limits of his own dexterity, discipline and imagination. In this way, craft's materiality imposes cooperation on the sometimes discordant factions of the mind. By necessity, it reconciles the desire to interpret the world in ways that are emotionally gratifying with the countervailing need for accurate information to facilitate effective decisions. Thus the holistic quality of craft lies not only in engaging the whole person but also in harmonising his understanding of himself in the world.

People really do not change from one generation to another, as far back as we know history people are about the same as they were, they have had the same needs, the same desires, the same virtues and the same qualities, the same defects, indeed nothing changes from one generation to another except the things seen and the things seen make that generation, that is to say nothing changes in people from one generation to another except the way of seeing and being seen, the streets change, the way of being driven in the streets change, the buildings change, the comforts in the houses change, but the people from one generation to another do not change. The creator in the arts is like all the rest of the people living, he is sensitive to the changes in the way of living and his is is inevitably influenced by the way each generation is living, the way each generation is being educated and the way they move about, all this creates the composition of that generation.

...a bad diet will eventually kill our dreams. It's essential that we constantly evaluate the nutritional value of what we are feeding ourselves. It may come down to how many hours of television we're viewing, the quality of the programs we're watching, what music we're listening to, the material we're reading, the conversations we're having, the movies we're seeing, the Web sites we're visiting, the video games we're playing, or the people with whom we're associating. As harmless as these may sometimes seem, excessive consumption of things that induce negative thinking, bad habits, and wrong behavior will thwart our potential. A good litmus test is to ask yourself if you're giving more airtime to the media, educators, politicians, economists, pop stars, friends, or tradition than you are to God's Word. To see our dreams actualized, God's Word and His will must take precedence over everything else.

Imagine this: A world where the quality of your life is not determined by how much money you have. You do not have to sell your labour to survive. Labour is not tied to capitalism, profit or wage. Borders do not exist; we are free to move without consequence. The nuclear family does not exist; children are raised collectively; reproduction takes on new meanings. In this world, the way we carry out dull domestic labour is transformed and nobody is forced to rely on their partner economically to survive. The principles of transformative justice are used to rectify harm. Critical and comprehensive sex education exists for all from an early age. We are liberated from the gender binary’s strangling grip and the demands it places on our bodies. Sex work does not exist because work does not exist. Education and transport are free, from cradle to grave. We are forced to reckon with and rectify histories of imperialism, colonial exploitation, and warfare collectively. We have freedom to, not just freedom from. Specialist mental health services and community care are integral to our societies. There is no “state” as we know it; nobody dies in “suspicious circumstances” at its hands; no person has to navigate sexism, racism, ableism or homophobia to survive. Detention centres do not exist. Prisons do not exist, nor do the police. The military and their weapons are disbanded across nations. Resources are reorganised to adequately address climate catastrophe. No person is without a home or loving community. We love one another, without possession or exploitation or extraction. We all have enough to eat well due to redistribution of wealth and resource. We all have the means and the environment to make art, if we so wish. All cultural gatekeepers are destroyed. Now imagine this vision not as utopian, but as something well within our reach.

Watch movies. Read screenplays. Let them be your guide. […] Yes, McKee has been able to break down how the popular screenplay has worked. He has identified key qualities that many commercially successful screenplays share, he has codified a language that has been adopted by creative executives in both film and television. So there might be something of tangible value to be gained by interacting with his material, either in book form or at one of the seminars. But for someone who wants to be an artist, a creator, an architect of an original vision, the best book to read on screenwriting is no book on screenwriting. The best seminar is no seminar at all. To me, the writer wants to get as many outside voices OUT of his/her head as possible. Experts win by getting us to be dependent on their view of the world. They win when they get to frame the discussion, when they get to tell you there’s a right way and a wrong way to think about the game, whatever the game is. Because that makes you dependent on them. If they have the secret rules, then you need them if you want to get ahead. The truth is, you don’t. If you love and want to make movies about issues of social import, get your hands on Paddy Chayefsky’s screenplay for Network. Read it. Then watch the movie. Then read it again. If you love and want to make big blockbusters that also have great artistic merit, do the same thing with Lawrence Kasdan’s Raiders Of The Lost Ark screenplay and the movie made from it. Think about how the screenplays made you feel. And how the movies built from these screenplays did or didn’t hit you the same way. […] This sounds basic, right? That’s because it is basic. And it’s true. All the information you need is the movies and screenplays you love. And in the books you’ve read and the relationships you’ve had and your ability to use those things.

A modern princess—of England, say, or Monaco— serves the purpose of being an adornment in the fantasy life of the public. Consequently, she receives the kind of education that one might think of giving to a particularly splendid papier-mâché angel before putting it at the top of the Christmas tree: an education whose main goal is proficiency in the arts of looking pretty and standing straight. Our century, whatever virtues it may have, is not an optimal time for princesses. Things were different in the Renaissance. Intelligence had a primary value then. At almost every level of the social order, education was meant to create true amateurs—people who were in love with quality. A gentleman or lady needed to be at least minimally skilled in many arts, because that was considered the fittest way of appreciating the good things in life and honoring the goodness itself. Nor did being well-rounded mean smoothing over your finest points and becoming like the reflection of a smile in a polished teaspoon. Intelligence walked hand in hand with individuality, although having finely sharpened points of view did not, it was felt, require you to poke other people with them. If wit was a rapier, courtesy was the button at the end of the blade.

... schools in many industrialized nations were not, for the most part, designed to produce innovative thinkers or questioners -- their primary purpose was to produce workers. The author Seth Godin writes, "Our grandfathers and great grandfathers built schools to train people to have a lifetime of productive labor as part of the industrialized economy. And it worked." To create good workers, educations systems put a premium on compliancy and rote memorization of basic knowledge -- excellent qualities in an industrial worker. (Or, as the cartoonist and Simpsons creator Matt Groening puts it, "it seems the main rule that traditional schools teach is how to sit in rows quietly, which is perfect training for grown-up work in a dull office or factory, but not so good for education.") And not so good for questioning: To the extent a school is like a factory, students who inquire about "the way things are" could be seen as insubordinate. It raises, at least in my mind, a question that may seem extreme: If schools were build on a factory model, were they actually designed to squelch questions?

When the culture of the East, its chief characteristic, is added to the strength of body and the strength of mind of the agricultural center, its special contribution, and these two great characteristics are constantly imbued with the spirit of independence and love of liberty which lives in the hearts of the dwellers of the mountains, their main quality added to the national character, there is every reason to believe that we shall have a people and institutions such as will be permanent; with such wealth of resources, of such high education and intelligence, and of such vitality, of such longevity, of such devotion to freedom and hostility to centralization and tyranny as shall enable this Nation of ours to stand indefinitely; and to maintain in the future years its manifest destiny of leading the peoples and nations of earth in the principles of free government, constitutional security and individual liberty. Under these and under these alone, the faculties, the aspirations and inspirations of mankind may be unfolded into their full flowering to the fruition of an ever greater and more humane civilization.

We have now reached a level in which many people are not merely unacquainted with the fundamentals of punctuation, but don’t evidently realize that there are fundamentals. Many people—people who make posters for leading publishers, write captions for the BBC, compose letters and advertisements for important institutions—seem to think that capitalization and marks of punctuation are condiments that you sprinkle through any collection of words as if from a salt shaker. Here is a headline, exactly as presented, from a magazine ad for a private school in York: “Ranked by the daily Telegraph the top Northern Co-Educational day and Boarding School for Academic results.” All those capital letters are just random. Does anyone really think that the correct rendering of the newspaper is “the daily Telegraph”? Is it really possible to be that unobservant? Well, yes, as a matter of fact. Not long ago, I received an e-mail from someone at the Department for Children, Schools and Families asking me to take part in a campaign to help raise appreciation for the quality of teaching in Great Britain. Here is the opening line of the message exactly as it was sent to me: “Hi Bill. Hope alls well. Here at the Department of Children Schools and Families…” In the space of one line, fourteen words, the author has made three elemental punctuation errors (two missing commas, one missing apostrophe; I am not telling you more than that) and gotten the name of her own department wrong—this from a person whose job is to promote education. In a similar spirit, I received a letter not long ago from a pediatric surgeon inviting me to speak at a conference. The writer used the word “children’s” twice in her invitation, spelling it two different ways and getting it wrong both times. This was a children’s specialist working in a children’s hospital. How long do you have to be exposed to a word, how central must it be to your working life, to notice how it is spelled?

David and Goliath is a book about what happens when ordinary people confront giants. By “giants,” I mean powerful opponents of all kinds—from armies and mighty warriors to disability, misfortune, and oppression. Each chapter tells the story of a different person—famous or unknown, ordinary or brilliant—who has faced an outsize challenge and been forced to respond. Should I play by the rules or follow my own instincts? Shall I persevere or give up? Should I strike back or forgive? Through these stories, I want to explore two ideas. The first is that much of what we consider valuable in our world arises out of these kinds of lopsided conflicts, because the act of facing overwhelming odds produces greatness and beauty. And second, that we consistently get these kinds of conflicts wrong. We misread them. We misinterpret them. Giants are not what we think they are. The same qualities that appear to give them strength are often the sources of great weakness. And the fact of being an underdog can change people in ways that we often fail to appreciate: it can open doors and create opportunities and educate and enlighten and make possible what might otherwise have seemed unthinkable.

I have no criticism of the basic concept of irrefutable authority. Properly employed, it is the easiest, the surest, and the proper way to resolve conflicts. There is an omnipresent temptation, however, to rely on such authority regardless of its applicability; and I know of no better examples than the scriptures and the Constitution. We find it easy to lapse into the expansive notion that the Constitution, like the gospel, embraces all truth and that it protects and guarantees all that is right, equitable, and just. From that grand premise it is only a short and comfortable leap to the proposition that the Constitution embraces my particular notion of what is right, equitable, and just. The Constitution lends itself to this kind of use because of its breadth. Issues such as foreign aid, fluoridation of water, public versus private education, progressive income tax, to which political party I should belong and which candidate I should support; questions about economic development and environmental quality control; questions about the power of labor unions and the influence of big business in government--all these are issues of great importance. But these questions cannot and ought not to be resolved by simply resorting to irrefutable authority. Neither the Constitution nor the scriptures contain answers to these questions, and under the grand plan of eternal progress it is our responsibility to develop our own skills by working out our own answers through our own thought processes. For example, the Constitution authorizes an income tax, but it neither commands nor forbids an income tax. That is a policy issue on which the Constitution--and the scriptures--are silent. Attempting to resolve our differences of opinion by asserting that if our opponents only understood the scriptures or the Constitution they would see that the whole answer is contained therein only results in foreclosing the careful, rational attention that these issues deserve and require. Resorting to several broad provisions of the Constitution in answer to that kind of question is just plain intellectual laziness. We, of all people, have an obligation to respect the Constitution--to respect it not only for what it is and what it does, but also for what it is not and what it does not do. For in this as in other contexts, improper use of that which is grand can only result in the diminution of its grandeur.

I have spoken of reinventing marriage, of marriages achieving their rebirth in the middle age of the partners. This phenomenon has been called the 'comedy of remarriage' by Stanley Cavell, whose Pursuits of Happiness, a film book, is perhaps the best marriage manual ever published. One must, however, translate his formulation from the language of Hollywood, in which he developed it, into the language of middle age: less glamour, less supple youth, less fantasyland. Cavell writes specifically of Hollywood movies of the 1930s and 1940s in which couples -- one partner is often the dazzling Cary Grant -- learn to value each other, to educate themselves in equality, to remarry. Cavell recognizes that the actresses in these movie -- often the dazzling Katherine Hepburn -- are what made them possible. If read not as an account of beautiful people in hilarious situations, but as a deeply philosophical discussion of marriage, his book contains what are almost aphorisms of marital achievement. For example: ....'[The romance of remarriage] poses a structure in which we are permanently in doubt who the hero is, that is, whether it is the male or female who is the active partner, which of them is in quest, who is following whom.' Cary grant & Katherine Hepburn "Above all, despite the sexual attractiveness of the actors in the movies he discusses, Cavell knows that sexuality is not the ultimate secret in these marriage: 'in God's intention a meet and happy conversation is the chiefest and noblest end of marriage. Here is the reason that these relationships strike us as having the quality of friendship, a further factor in their exhilaration for us.' "He is wise enough, moreover, to emphasize 'the mystery of marriage by finding that neither law nor sexuality (nor, by implication, progeny) is sufficient to ensure true marriage and suggesting that what provides legitimacy is the mutual willingness for remarriage, for a sort of continuous affirmation. Remarriage, hence marriage, is, whatever else it is, an intellectual undertaking.