Saved By The Bell Famous Quotes

The Choir And Music Of Solitude And Silence - Silence is a great blue bell Swinging and ringing, tinkling and singing, In measure’s pleasure, and in the supple symmetry of the soaring of the immense intense wings glinting against All the blue radiance above us and within us, hidden Save for the stars sparking, distant and unheard in their singing. And this is the first meaning of the famous saying, The stars sang. They are the white birds of silence And the meaning of the difficult famous saying that the sons and daughters of morning sang, Meant and means that they were and they are the children of God and morning, Delighting in the lights of becoming and the houses of being, Taking pleasure in measure and excess, in listening as in seeing. Love is the most difficult and dangerous form of courage. Courage is the most desperate, admirable and noble kind of love. So that when the great blue bell of silence is stilled and stopped or broken By the babel and chaos of desire unrequited, irritated and frustrated, When the heart has opened and when the heart has spoken Not of the purity and symmetry of gratification, but action of insatiable distraction’s dissatisfaction, Then the heart says, in all its blindness and faltering emptiness: There is no God. Because I am hope. And hope must be fed. And then the great blue bell of silence is deafened, dumbed, and has become the tomb of the living dead.

The Sputnik moment for the Open Classroom movement came in 1983, when a blue-ribbon commission appointed by Ronald Reagan’s Secretary of Education, T. H. Bell, delivered a scathing report, entitled, A Nation at Risk, whose famously ominous conclusion warned that “the educational foundations of our society are presently being eroded by a rising tide of mediocrity that threatens our very future as a Nation and a people.” The response this time was a fervent and growing bipartisan campaign for more accountability from schools, mostly in the form of more of those standardized tests. And by 2001, “accountability” had become a buzzword. Under President George W. Bush that year, the “No Child Left Behind” Act tied federal funding to students’ performance on tests. Eight years later, President Barack Obama’s “Race to the Top” program sought similar results, although this time using carrots instead of sticks. However the federal policy was constructed, the message was becoming clear: for schools to survive, their students would have to score high on mandated tests. Teachers consequently understood that to preserve their own jobs, they’d have to spend more time and energy on memorization and drills. The classrooms of the so-called Third Industrial Revolution began to look ever more like the dreary common schools of the turn of the twentieth century, and the spirit of Emile retreated once again.