School Education Quotes

I have never let my schooling interfere with my education.

Study without desire spoils the memory, and it retains nothing that it takes in.

Wisdom is not a product of schooling but of the lifelong attempt to acquire it.

You know, sometimes kids get bad grades in school because the class moves too slow for them. Einstein got D's in school. Well guess what, I get F's!!!

He who opens a school door, closes a prison.

I don't believe in colleges and universities. I believe in libraries because most students don't have any money. When I graduated from high school, it was during the Depression and we had no money. I couldn't go to college, so I went to the library three days a week for 10 years.

I go to school, but I never learn what I want to know.

I think the big mistake in schools is trying to teach children anything, and by using fear as the basic motivation. Fear of getting failing grades, fear of not staying with your class, etc. Interest can produce learning on a scale compared to fear as a nuclear explosion to a firecracker.

Instruction does much, but encouragement everything." (Letter to A.F. Oeser, Nov. 9, 1768)

Ideally, what should be said to every child, repeatedly, throughout his or her school life is something like this: 'You are in the process of being indoctrinated. We have not yet evolved a system of education that is not a system of indoctrination. We are sorry, but it is the best we can do. What you are being taught here is an amalgam of current prejudice and the choices of this particular culture. The slightest look at history will show how impermanent these must be. You are being taught by people who have been able to accommodate themselves to a regime of thought laid down by their predecessors. It is a self-perpetuating system. Those of you who are more robust and individual than others will be encouraged to leave and find ways of educating yourself — educating your own judgements. Those that stay must remember, always, and all the time, that they are being moulded and patterned to fit into the narrow and particular needs of this particular society.

There is no school equal to a decent home and no teacher equal to a virtuous parent.

In the first place God made idiots. This was for practice. Then he made school boards.

Thank goodness I was never sent to school; it would have rubbed off some of the originality.

What a school thinks about its library is a measure of what it feels about education.

A man who has never gone to school may steal a freight car; but if he has a university education, he may steal the whole railroad.

Drop out of school before your mind rots from exposure to our mediocre educational system. Forget about the Senior Prom and go to the library and educate yourself if you've got any guts. Some of you like Pep rallies and plastic robots who tell you what to read.

Whoever had decided that school should start so early in the morning and last all day long needed to be hunted down and forced to watch hours of educational televison without the aid of caffine.

When you take the free will out of education, that turns it into schooling.

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

Teaching is not a lost art, but the regard for it is a lost tradition.

Children deprived of words become school dropouts; dropouts deprived of hope behave delinquently. Amateur censors blame delinquency on reading immoral books and magazines, when in fact, the inability to read anything is the basic trouble.

What I learned on my own I still remember

Reading changes your life. Reading unlocks worlds unknown or forgotten, taking travelers around the world and through time. Reading helps you escape the confines of school and pursue your own education. Through characters – the saints and the sinners, real or imagined – reading shows you how to be a better human being.

I suppose it is because nearly all children go to school nowadays and have things arranged for them that they seem so forlornly unable to produce their own ideas.

The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.

When you take the time to actually listen, with humility, to what people have to say, it's amazing what you can learn. Especially if the people who are doing the talking also happen to be children.

School is the advertising agency which makes you believe that you need the society as it is.

When asked "What do we need to learn this for?" any high-school teacher can confidently answer that, regardless of the subject, the knowledge will come in handy once the student hits middle age and starts working crossword puzzles in order to stave off the terrible loneliness.

A teacher who loves learning earns the right and the ability to help others learn.

Under the United States Constitution, the federal government has no authority to hold states "accountable" for their education performance...In the free society envisioned by the founders, schools are held accountable to parents, not federal bureaucrats.

She got on with her education. In her opinion, school kept on trying to interfere with it.

Often, a school is your best bet-perhaps not for education but certainly for protection from an undead attack.

It is clearly absurd to limit the term 'education' to a person's formal schooling.

We are students of words: we are shut up in schools, and colleges, and recitation -rooms, for ten or fifteen years, and come out at last with a bag of wind, a memory of words, and do not know a thing.

I had a terrible education. I attended a school for emotionally disturbed teachers.

A child educated only at school is an uneducated child.

[Myrnin to Claire about their costumes of Pierrot and Harlequin, respectively] "Don't they teach you anything in your schools?" "Not about this." "Pity. I suppose that's what comes of your main education flowing from Google.

To educate the peasantry, three things are needed: schools, schools and schools.

Public education was not founded to give society what it wants. Quite the opposite.

One of the greatest problems of our time is that many are schooled but few are educated.

Once you educate the boys, they tend to leave the villages and go search for work in the cities, but the girls stay home, become leaders in the community, and pass on what they’ve learned. If you really want to change a culture, to empower women, improve basic hygiene and health care, and fight high rates of infant mortality, the answer is to educate girls.

Education is what survives when what has been learnt has been forgotten.

Academia is to knowledge what prostitution is to love; close enough on the surface but, to the nonsucker, not exactly the same thing

School has become the world religion of a modernized proletariat, and makes futile promises of salvation to the poor of the technological age.

I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library. For an impoverished child whose family could not afford to buy books, the library was the open door to wonder and achievement, and I can never be sufficiently grateful that I had the wit to charge through that door and make the most of it. Now, when I read constantly about the way in which library funds are being cut and cut, I can only think that the door is closing and that American society has found one more way to destroy itself.

When students cheat on exams it's because our school system values grades more than students value learning.

Most learning is not the result of instruction. It is rather the result of unhampered participation in a meaningful setting. Most people learn best by being "with it," yet school makes them identify their personal, cognitive growth with elaborate planning and manipulation.

I had no one to help me, but the T. S. Eliot helped me. So when people say that poetry is a luxury, or an option, or for the educated middle classes, or that it shouldn’t be read at school because it is irrelevant, or any of the strange stupid things that are said about poetry and its place in our lives, I suspect that the people doing the saying have had things pretty easy. A tough life needs a tough language – and that is what poetry is. That is what literature offers – a language powerful enough to say how it is. It isn’t a hiding place. It is a finding place.

Every time you stop a school, you will have to build a jail. What you gain at one end you lose at the other. It's like feeding a dog on his own tail. It won't fatten the dog.

The home environment can undo a lot you try to do at school.

It's not an endlessly expanding list of rights — the 'right' to education, the 'right' to health care, the 'right' to food and housing. That's not freedom, that's dependency. Those aren't rights, those are the rations of slavery — hay and a barn for human cattle.

School prepares you for the real world... which also bites.

Children are living beings - more living than grown-up people who have built shells of habit around themselves. Therefore it is absolutely necessary for their mental health and development that they should not have mere schools for their lessons, but a world whose guiding spirit is personal love.

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

Anything that you learn becomes your wealth, a wealth that cannot be taken away from you; whether you learn it in a building called school or in the school of life. To learn something new is a timeless pleasure and a valuable treasure. And not all things that you learn are taught to you, but many things that you learn you realize you have taught yourself.

All the world is my school and all humanity is my teacher.

[Homeschooling]...recipe for genius: More of family and less of school, more of parents and less of peers, more creative freedom and less formal lessons.

I expect that you must receive top marks at school, young lady." Madeleine smiled as she stirred her tea. "There are always rewards for those who state the obvious frequently and with conviction.

[The public school system is] usually a twelve year sentence of mind control. Crushing creativity, smashing individualism, encouraging collectivism and compromise, destroying the exercise of intellectual inquiry, twisting it instead into meek subservience to authority.

The librarian is the most important educator in school. What she doesn’t know, she can find out. This is not an opinion; it’s a fact. Do not share this fact with Mrs. Mudford.

Republicans approve of the American farmer, but they are willing to help him go broke. They stand four-square for the American home--but not for housing. They are strong for labor--but they are stronger for restricting labor's rights. They favor minimum wage--the smaller the minimum wage the better. They endorse educational opportunity for all--but they won't spend money for teachers or for schools. They think modern medical care and hospitals are fine--for people who can afford them. They consider electrical power a great blessing--but only when the private power companies get their rake-off. They think American standard of living is a fine thing--so long as it doesn't spread to all the people. And they admire of Government of the United States so much that they would like to buy it.

The most necessary task of civilization is to teach people how to think. It should be the primary purpose of our public schools. The mind of a child is naturally active, it develops through exercise. Give a child plenty of exercise, for body and brain. The trouble with our way of educating is that it does not give elasticity to the mind. It casts the brain into a mold. It insists that the child must accept. It does not encourage original thought or reasoning, and it lays more stress on memory than observation.

Everyone is recharged for the second half, no bell, no forced learning, no principal’s office for tardiness or absenteeism; instead, a voluntary return to our collective pane of learning. Final conversations simmer down and the attention is refocused.

The most erroneous assumption is to the effect that the aim of public education is to fill the young of the species with knowledge and awaken their intelligence, and so make them fit to discharge the duties of citizenship in an enlightened and independent manner. Nothing could be further from the truth. The aim of public education is not to spread enlightenment at all; it is simply to reduce as many individuals as possible to the same safe level, to breed and train a standardized citizenry, to put down dissent and originality. That is its aim in the United States, whatever the pretensions of politicians, pedagogues and other such mountebanks, and that is its aim everywhere else.

Despite the business and auto-rickshaws and bantering Bengalis just beyond his brown front door, Sanjit cultivates a distinct learning environment and energy, one created and galvanized above the tile floors, within the thin walls, below the imperative ceiling fans, and embraced by books.

It is here where education is championed and gratefully pursued as the human right which many in our world classify it to be. For although regarded as a human right, many entitled to education often dismiss its equal standing to other rights of a similar plane: water, food, shelter. Without water, many perish; with education, many complain.

The schools we go to are reflections of the society that created them. Nobody is going to give you the education you need to overthrow them. Nobody is going to teach you your true history, teach you your true heroes, if they know that that knowledge will help set you free.

As I sat dumbfounded, seemingly paralyzed in my corner, resorting to my old, reliable strategy of scribbling when unsure of how to respond to Sanjit, Sanjit appended his counsel with a dose of silence – one reminiscent to that of a few days prior. The students looked upward and downward, fans to notes to pens to toes, outward and inward, peers to souls, and of course, toward the direction of the perceived elephant in the room, Sanjit’s books. Simultaneously, Sanjit confidently and patiently searched among the students before finding my eyes; once connected, the lesson moved forward.

In Pakistan when women say they want independence, people think this means we don’t want to obey our fathers, brothers or husbands. But it does not mean that. It means we want to make decisions for ourselves. We want to be free to go to school or to go to work. Nowhere is it written in the Quran that a woman should be dependent on a man. The word has not come down from the heavens to tell us that every woman should listen to a man.

In contrast, the gratification and education received from Sanjit’s classes is slow burning, personal, and in a changing world allegedly becoming more attuned to and obsessed with requiring that money spent – especially on education – must yield tangible results, what many would view as a paradoxical dynamic nevertheless persists there, near Park Circus, Kolkata. No grades, no forced accountability, all voluntary learning.

Again, the exercise begins. For me, the American in me, the city of Detroit comes to mind. A house, once within the bustling city, now lies on the outskirts. Industry has come and gone, and the car manufacturers have relocated. I recall images of the rough lifestyles south of 8 Mile. The city’s borders have changed. Post-apocalyptic, long grasses sway with the wind. The house is melancholy and lonely. The owners: maybe there, maybe not.

To be changed by ideas was pure pleasure. But to learn ideas that ran counter to values and beliefs learned at home was to place oneself at risk, to enter the danger zone. Home was the place where I was forced to conform to someone else’s image of who and what I should be. School was the place where I could forget that self and, through ideas, reinvent myself.

I've noticed a fascinating phenomenon in my thirty years of teaching: schools and schooling are increasingly irrelevant to the great enterprises of the planet. No one believes anymore that scientists are trained in science classes or politicians in civics classes or poets in English classes. The truth is that schools don't really teach anything except how to obey orders. This is a great mystery to me because thousands of humane, caring people work in schools as teachers and aides and administrators, but the abstract logic of the institution overwhelms their individual contributions. Although teachers to care and do work very, very hard, the institution is psychopathic -- it has no conscience. It rings a bell and the young man in the middle of writing a poem must close his notebook and move to a different cell where he must memorize that humans and monkeys derive from a common ancestor.

A Student is the most important person ever in this school...in person, on the telephone, or by mail. A Student is not dependent on us...we are dependent on the Student. A Student is not an interruption of our work..the Studenti s the purpose of it. We are not doing a favor by serving the Student...the Student is doing us a favor by giving us the opportunity to do so. A Student is a person who brings us his or her desire to learn. It is our job to handle each Student in a manner which is beneficial to the Student and ourselves.

Teenagers read millions of books every year. They read for entertainment and for education. They read because of school assignments and pop culture fads. And there are millions of teens who read because they are sad and lonely and enraged. They read because they live in an often-terrible world. They read because they believe despite the callow protestations of certain adults that books-especially the dark and dangerous ones-will save them.

Public education does not exist for the benefit of students or the benefit of their parents. It exists for the benefit of the social order. We have discovered as a species that it is useful to have an educated population. You do not need to be a student or have a child who is a student to benefit from public education. Every second of every day of your life, you benefit from public education. So let me explain why I like to pay taxes for schools, even though I don't personally have a kid in school: It's because I don't like living in a country with a bunch of stupid people.

Whatever an education is, it should make you a unique individual, not a conformist; it should furnish you with an original spirit with which to tackle the big challenges; it should allow you to find values which will be your roadmap through life; it should make you spiritually rich, a person who loves whatever you are doing, wherever you are, whomever you are with; it should teach you what is important, how to live and how to die.

To understand a child we have to watch him at play, study him in his different moods; we cannot project upon him our own prejudices, hopes and fears, or mould him to fit the pattern of our desires. If we are constantly judging the child according to our personal likes and dislikes, we are bound to create barriers and hindrances in our relationship with him and in his relationships with the world. Unfortunately, most of us desire to shape the child in a way that is gratifying to our own vanities and idiosyncrasies; we find varying degrees of comfort and satisfaction in exclusive ownership and domination.

Education is not the piling on of learning, information, data, facts, skills, or abilities--that's training or instruction--but is rather a making visible what is hidden as a seed... To be educated, a person doesn't have to know much or be informed, but he or she does have to have been exposed vulnerably to the transformative events of an engaged human life... One of the greatest problems of our time is that many are schooled but few are educated.

What grinds me the most is we're sending kids out into the world who don't know how to balance a checkbook, don't know how to apply for a loan, don't even know how to properly fill out a job application, but because they know the quadratic formula we consider them prepared for the world` With that said, I'll admit even I can see how looking at the equation x -3 = 19 and knowing x =22 can be useful. I'll even say knowing x =7 and y= 8 in a problem like 9x - 6y= 15 can be helpful. But seriously, do we all need to know how to simplify (x-3)(x-3i)?? And the joke is, no one can continue their education unless they do. A student living in California cannot get into a four-year college unless they pass Algebra 2 in high school. A future psychologist can't become a psychologist, a future lawyer can't become a lawyer, and I can't become a journalist unless each of us has a basic understanding of engineering. Of course, engineers and scientists use this shit all the time, and I applaud them! But they don't take years of theater arts appreciation courses, because a scientist or an engineer doesn't need to know that 'The Phantom of the Opoera' was the longest-running Broadway musical of all time. Get my point?

Educate not Legislate Refusing to pass unnecessary laws requires a converse – encouraging education and understanding. We started by slashing the salaries of legislators (Dubbed “Bloodbath on the Beltway”). That move provided funds to instigate incentive programs for high school teachers – to attract the best and brightest. The result was a generation of bright, energetic 18-year-olds graduating high-school, equipped to tackle the future.

The next time believers tell you that 'separation of church and state' does not appear in our founding document, tell them to stop using the word 'trinity.' The word 'trinity' appears nowhere in the bible. Neither does Rapture, or Second Coming, or Original Sin. If they are still unfazed (or unphrased), by this, then add Omniscience, Omnipresence, Supernatural,Transcendence, Afterlife, Deity, Divinity, Theology, Monotheism, Missionary, Immaculate Conception, Christmas, Christianity, Evangelical, Fundamentalist, Methodist, Catholic, Pope, Cardinal, Catechism, Purgatory, Penance, Transubstantiation, Excommunication, Dogma, Chastity, Unpardonable Sin, Infallibility, Inerrancy, Incarnation, Epiphany, Sermon, Eucharist, the Lord's Prayer, Good Friday, Doubting Thomas, Advent, Sunday School, Dead Sea, Golden Rule, Moral, Morality, Ethics, Patriotism, Education, Atheism, Apostasy, Conservative (Liberal is in), Capital Punishment, Monogamy, Abortion, Pornography, Homosexual, Lesbian, Fairness, Logic, Republic, Democracy, Capitalism, Funeral, Decalogue, or Bible.

Elite students climb confidently until they reach a level of competition sufficiently intense to beat their dreams out of them. Higher education is the place where people who had big plans in high school get stuck in fierce rivalries with equally smart peers over conventional careers like management consulting and investment banking. For the privilege of being turned into conformists, students (or their families) pay hundreds of thousands of dollars in skyrocketing tuition that continues to outpace inflation. Why are we doing this to ourselves?

W.W. Hale the Forth bought the car for Headmaster Franklin, or didn’t they mention that? Granted it was to make up for the fire that W.W. Hale allegedly started in the eighth grade before they suggested that all current and future W.W. Hales continue their education elsewhere- which worked out just as well since I’m at the Knightsbury Institute now.” “I’ve never heard of it” “My father got a letter just this week telling him I have become a model student” “Congratulations”… “Yeah, well, I’m the only student.”… “Of course the downside of attending a fictional school is that our lacrosse team sucks.

Osama, baah!" Bashir roared. "Osama is not a product of Pakistan or Afghanistan. He is a creation of America. Thanks to America, Osama is in every home. As a military man, I know you can never fight and win against someone who can shoot at you once and then run off and hide while you have to remain eternally on guard. You have to attack the source of your enemy's strength. In America's case, that's not Osama or Saddam or anyone else. The enemy is ignorance. That only way to defeat it is to build relationships with these people, to draw them into the modern world with education and business. Otherwise the fight will go on forever.

Sanjit says his apartment, the same one in which he grew up, has been flooded many times by the midsummer torrents. For what has been for millennia a primarily agricultural society, rains simultaneously destroy, create, and preserve life in India, similar to the functions of the three premier Hindu gods, Shiva, Brahma, and Vishnu. Every time Kolkata gets pounded by a cyclone, or when the monsoon first erupts in June (although the recent warming of the Indian Ocean increasingly disturbs a once-consistent timeline), Sanjit never fails to send along a video, his house flooded – seemingly destroyed – but the smiles on his, Bajju’s, or other house-guest’s faces signify just the opposite, having been cooled and relieved of perpetual heat. Flooded, they remain preserved.

An eternal question about children is, how should we educate them? Politicians and educators consider more school days in a year, more science and math, the use of computers and other technology in the classroom, more exams and tests, more certification for teachers, and less money for art. All of these responses come from the place where we want to make the child into the best adult possible, not in the ancient Greek sense of virtuous and wise, but in the sense of one who is an efficient part of the machinery of society. But on all these counts, soul is neglected.

Yet, the work was not complete. Next, citing Bond’s veranda and our subsequent construction of it as an example, Sanjit elaborated on the thought which he had previously teased, but not fully explained: that when a reader reads, the reader constructs a setting and world and is able to view themselves through this world. However, he also added that when we read, we are not only able to see our constructed world, but to evaluate our constructed world. This is how, Sanjit would argue, we influence and better ourselves, even if unintentionally; for by pausing and analyzing our constructions we may be able to identify our assumptions about people, places, or things. And it is in this way that books may be an expressed form of art, not just for the writer, but also for the reader.

To reiterate: not all things need to be finished, and free reading is a prime example of this. Writing – or the composition of words which are intended to be read – just like painting, sculpting, or composing music, is a form of art. Typically, not all art is able to resonate with each and every viewer – or, in this case, reader. If we walk through a museum and see a boring painting, or listen to an album we don’t enjoy, we won’t keep staring at said painting, nor will we listen to the album. So, if we don’t like a book, if we aren’t learning from it, dreaming about it, enjoying its descriptions, pondering its messages, or whatever else may be redeeming about a specific book, why would we waste our time to “just finish it?” Sure, we may add another book to the list of books read, but is more always better?

I remember watching an episode of The West Wing about education in America, which the majority of people rightfully believe is the key to opportunity. In it, the fictional president debates whether he should push school vouchers (giving public money to schoolchildren so that they escape failing public schools) or instead focus exclusively on fixing those same failing schools. That debate is important, of course—for a long time, much of my failing school district qualified for vouchers—but it was striking that in an entire discussion about why poor kids struggled in school, the emphasis rested entirely on public institutions. As a teacher at my old high school told me recently, “They want us to be shepherds to these kids. But no one wants to talk about the fact that many of them are raised by wolves.

Me, and thousands of others in this country like me, are half-baked, because we were never allowed to complete our schooling. Open our skulls, look in with a penlight, and you'll find an odd museum of ideas: sentences of history or mathematics remembered from school textbooks (no boy remembers his schooling like the one who was taken out of school, let me assure you), sentences about politics read in a newspaper while waiting for someone to come to an office, triangles and pyramids seen on the torn pages of the old geometry textbooks which every tea shop in this country uses to wrap its snacks in, bits of All India Radio news bulletins, things that drop into your mind, like lizards from the ceiling, in the half hour before falling asleep--all these ideas, half formed and half digested and half correct, mix up with other half-cooked ideas in your head, and I guess these half-formed ideas bugger one another, and make more half-formed ideas, and this is what you act on and live with.

Our great mistake in education is, as it seems to me, the worship of book-learning–the confusion of instruction and education. We strain the memory instead of cultivating the mind. The children in our elementary schools are wearied by the mechanical act of writing, and the interminable intricacies of spelling; they are oppressed by columns of dates, by lists of kings and places, which convey no definite idea to their minds, and have no near relation to their daily wants and occupations; while in our public schools the same unfortunate results are produced by the weary monotony of Latin and Greek grammar. We ought to follow exactly the opposite course with children–to give them a wholesome variety of mental food, and endeavor to cultivate their tastes, rather than to fill their minds with dry facts. The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten almost all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.

After Bajju delivered a few beaming salutations, we walked northward up the makeshift, winding path through protruding brush, not much but a few stones placed here and there for balance and leverage upon ascending or descending. Having advanced about hundred steps from the street below, a sharp left leads to Bajju’s property, which begins with his family’s miniature garden – at the time any signs of fertility were mangled by dried roots which flailed like wheat straw, but within the day Bajju’s children vehemently delivered blows with miniature hoes in preparation for transforming such a plot into a no-longer-neglected vegetable garden. A few steps through the produce, or preferably circumventing all of it by taking a few extra steps around the perimeter, leads to the sky-blue painted home. Twisting left, hundreds of miles of rolling hills and the occasional home peeps out, bound below by demarcated farming steppes. If you’re lucky on a clear day and twist to the right, the monstrous, perpetually snow-capped Chaukhamba mountain monopolizes the distance just fifteen miles toward the direction of Tibet in the north.

A NATION'S GREATNESS DEPENDS ON ITS LEADER To vastly improve your country and truly make it great again, start by choosing a better leader. Do not let the media or the establishment make you pick from the people they choose, but instead choose from those they do not pick. Pick a leader from among the people who is heart-driven, one who identifies with the common man on the street and understands what the country needs on every level. Do not pick a leader who is only money-driven and does not understand or identify with the common man, but only what corporations need on every level. Pick a peacemaker. One who unites, not divides. A cultured leader who supports the arts and true freedom of speech, not censorship. Pick a leader who will not only bail out banks and airlines, but also families from losing their homes -- or jobs due to their companies moving to other countries. Pick a leader who will fund schools, not limit spending on education and allow libraries to close. Pick a leader who chooses diplomacy over war. An honest broker in foreign relations. A leader with integrity, one who says what they mean, keeps their word and does not lie to their people. Pick a leader who is strong and confident, yet humble. Intelligent, but not sly. A leader who encourages diversity, not racism. One who understands the needs of the farmer, the teacher, the doctor, and the environmentalist -- not only the banker, the oil tycoon, the weapons developer, or the insurance and pharmaceutical lobbyist. Pick a leader who will keep jobs in your country by offering companies incentives to hire only within their borders, not one who allows corporations to outsource jobs for cheaper labor when there is a national employment crisis. Choose a leader who will invest in building bridges, not walls. Books, not weapons. Morality, not corruption. Intellectualism and wisdom, not ignorance. Stability, not fear and terror. Peace, not chaos. Love, not hate. Convergence, not segregation. Tolerance, not discrimination. Fairness, not hypocrisy. Substance, not superficiality. Character, not immaturity. Transparency, not secrecy. Justice, not lawlessness. Environmental improvement and preservation, not destruction. Truth, not lies. Most importantly, a great leader must serve the best interests of the people first, not those of multinational corporations. Human life should never be sacrificed for monetary profit. There are no exceptions. In addition, a leader should always be open to criticism, not silencing dissent. Any leader who does not tolerate criticism from the public is afraid of their dirty hands to be revealed under heavy light. And such a leader is dangerous, because they only feel secure in the darkness. Only a leader who is free from corruption welcomes scrutiny; for scrutiny allows a good leader to be an even greater leader. And lastly, pick a leader who will make their citizens proud. One who will stir the hearts of the people, so that the sons and daughters of a given nation strive to emulate their leader's greatness. Only then will a nation be truly great, when a leader inspires and produces citizens worthy of becoming future leaders, honorable decision makers and peacemakers. And in these times, a great leader must be extremely brave. Their leadership must be steered only by their conscience, not a bribe.

Educators may bring upon themselves unnecessary travail by taking a tactless and unjustifiable position about the relation between scientific and religious narratives. We see this, of course, in the conflict concerning creation science. Some educators representing, as they think, the conscience of science act much like those legislators who in 1925 prohibited by law the teaching of evolution in Tennessee. In that case, anti-evolutionists were fearful that a scientific idea would undermine religious belief. Today, pro-evolutionists are fearful that a religious idea will undermine scientific belief. The former had insufficient confidence in religion; the latter insufficient confidence in science. The point is that profound but contradictory ideas may exist side by side, if they are constructed from different materials and methods and have different purposes. Each tells us something important about where we stand in the universe, and it is foolish to insist that they must despise each other.

Our leaders strain every nerve and with success, to get the next war going, while the rest of us, meanwhile, dance the fox trot, earn money and eat chocolates...And perhaps...it has always been the same and always will be, and what is called history at school, and all we learn by heart there about heroes and geniuses and great deeds and fine emotions, is all nothing but a swindle invented by the schoolmasters for educational reasons to keep children occupied for a given number of years. It has always been so and always will be. Time and the world, money and power belong to the small people and shallow people. To the rest, to the real men belongs nothing...eternity...it isn't fame. Fame exists in that sense only for the schoolmasters. No, it isn't fame. It is what I call eternity...The music of Mozart belongs there and the poetry of your great poets. The saints, too, belong there, who have worked wonders and suffered martyrdom and given a great example to men. But the image of every true act, the strength of every true feeling, belongs to eternity just as much, even though no one knows of it or sees it or records it or hands it down to posterity. In eternity there is no posterity...It is the kingdom on the other side of time and appearances. It is there we belong. There is our home. It is that which our heart strives for...And we have no one to guide us. Our only guide is our homesickness.

And I hate to tell you... but I think that once you have a fair idea where you want to go, your first move will be to apply yourself in a school. You'll have to. You're a student—whether the idea appeals to you or not. You're in love with knowledge. And I think you'll find, once... you get past all the Mr. Vinsons, you're going to start getting closer and closer—that is, if you want to, and if you look for it and wait for it—to the kind of information that will be very, very dear to your heart. Among other things, you'll find that you're not the first person who was ever confused and frightened and even sickened by human behavior... Many, many men have been just as troubled morally and spiritually as you are right now. Happily, some of them kept records of thier troubles. You'll learn from them—if you want to. Just someday, if you have something to offer, someone will learn from you. It's a beautiful reciprocal arrangement. And it isn't education. It's history. It's poetry... But I do say that educated and scholarly men, if they’re brilliant and creative to begin with—which, unfortunately, is rarely the case—tend to leave infinitely more valuable records behind them than men do who are merely brilliant and creative. They tend to express themselves more clearly, and they usually have a passion for following their thoughts through to the end. And—most important—nine times out of ten they have more humility than the unscholarly thinker.

People think of education as something that they can finish. And what’s more, when they finish, it’s a rite of passage. You’re finished with school. You’re no more a child, and therefore anything that reminds you of school - reading books, having ideas, asking questions - that’s kid’s stuff. Now you’re an adult, you don’t do that sort of thing any more. You have everybody looking forward to no longer learning, and you make them ashamed afterward of going back to learning. If you have a system of education using computers, then anyone, any age, can learn by himself, can continue to be interested. If you enjoy learning, there’s no reason why you should stop at a given age. People don’t stop things they enjoy doing just because they reach a certain age. What’s exciting is the actual process of broadening yourself, of knowing there’s now a little extra facet of the universe you know about and can think about and can understand. It seems to me that when it’s time to die, there would be a certain pleasure in thinking that you had utilized your life well, learned as much as you could, gathered in as much as possible of the universe, and enjoyed it. There’s only this one universe and only this one lifetime to try to grasp it. And while it is inconceivable that anyone can grasp more than a tiny portion of it, at least you can do that much. What a tragedy just to pass through and get nothing out of it.

The peculiar predicament of the present-day self surely came to pass as a consequence of the disappointment of the high expectations of the self as it entered the age of science and technology. Dazzled by the overwhelming credentials of science, the beauty and elegance of the scientific method, the triumph of modern medicine over physical ailments, and the technological transformation of the very world itself, the self finds itself in the end disappointed by the failure of science and technique in those very sectors of life which had been its main source of ordinary satisfaction in past ages. As John Cheever said, the main emotion of the adult Northeastern American who has had all the advantages of wealth, education, and culture is disappointment. Work is disappointing. In spite of all the talk about making work more creative and self-fulfilling, most people hate their jobs, and with good reason. Most work in modern technological societies is intolerably dull and repetitive. Marriage and family life are disappointing. Even among defenders of traditional family values, e.g., Christians and Jews, a certain dreariness must be inferred, if only from the average time of TV viewing. Dreary as TV is, it is evidently not as dreary as Mom talking to Dad or the kids talking to either. School is disappointing. If science is exciting and art is exhilarating, the schools and universities have achieved the not inconsiderable feat of rendering both dull. As every scientist and poet knows, one discovers both vocations in spite of, not because of, school. It takes years to recover from the stupor of being taught Shakespeare in English Lit and Wheatstone's bridge in Physics. Politics is disappointing. Most young people turn their backs on politics, not because of the lack of excitement of politics as it is practiced, but because of the shallowness, venality, and image-making as these are perceived through the media--one of the technology's greatest achievements. The churches are disappointing, even for most believers. If Christ brings us new life, it is all the more remarkable that the church, the bearer of this good news, should be among the most dispirited institutions of the age. The alternatives to the institutional churches are even more grossly disappointing, from TV evangelists with their blown-dry hairdos to California cults led by prosperous gurus ignored in India but embraced in La Jolla. Social life is disappointing. The very franticness of attempts to reestablish community and festival, by partying, by groups, by club, by touristy Mardi Gras, is the best evidence of the loss of true community and festival and of the loneliness of self, stranded as it is as an unspeakable consciousness in a world from which it perceives itself as somehow estranged, stranded even within its own body, with which it sees no clear connection. But there remains the one unquestioned benefit of science: the longer and healthier life made possible by modern medicine, the shorter work-hours made possible by technology, hence what is perceived as the one certain reward of dreary life of home and the marketplace: recreation. Recreation and good physical health appear to be the only ambivalent benefits of the technological revolution.

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