Secondary Education Quotes

Prison for the crime of puberty -- that was how secondary school had seemed.

Scoring well on tests is the sort of happy thing that gets the school district the greenbacks they crave. Understanding and appreciating the material are secondary.

You’ve got to find what you love. And that is as true for your work as it is for your lovers. Your work is going to fill a large part of your life, and the only way to be truly satisfied is to do what you believe is great work. And the only way to do great work is to love what you do. If you haven’t found it yet, keep looking. Don’t settle. As with all matters of the heart, you’ll know when you find it. And, like any great relationship, it just gets better and better as the years roll on. So keep looking until you find it. Don’t settle… Your time is limited, so don’t waste it living someone else’s life. Don’t be trapped by dogma — which is living with the results of other people’s thinking. Don’t let the noise of others’ opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition. They somehow already know what you truly want to become. Everything else is secondary.

The spread of secondary and latterly of tertiary education has created a large population of people, often with well-developed literary and scholarly tastes, who have been educated far beyond their capacity to undertake analytical thought.

[E]ducation is a thing you get past and forget about as quickly as possible. This is particularly true of elementary and secondary education, of course…. I began to remember what it had been like: the tremendous excitement of the first couple of years, when kids imagine that great secrets are going to be unfolding before them, then the disappointment that gradually sets in when you begin to realize the truth: There’s plenty of learning to do, but it’s not the learning you wanted. It’s learning to keep your mouth shut, learning how to avoid attracting the teacher’s attention when you don’t want it, learning not to ask questions, learning how to pretend to understand, learning how to tell teachers what they want to hear, learning to keep your own ideas and opinions to yourself, learning how to look as if you’re paying attention, learning how to endure the endless boredom.

It does not matter that the “intentions” of individual educators were noble. Forget about intentions. What any institution, or its agents, “intend” for you is secondary. Our world is physical. Learn to play defense—ignore the head and keep your eyes on the body. Very few Americans will directly proclaim that they are in favor of black people being left to the streets. But a very large number of Americans will do all they can to preserve the Dream. No one directly proclaimed that schools were designed to sanctify failure and destruction. But a great number of educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream.

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 price the Virgin demanded was purity, and the way the educators of Catholic children have interpreted this for nearly two thousand years is sexual chastity. Impurity, we were taught, follows from many sins, but all are secondary to the principal impulse of the devil in the soul--lust.

I was fifteen when I left school. And what did I get to show for my ten years in the British education system? A piece of paper which said: John Osbourne attended Birchfield Road Secondary Modern. Signed, Mr Oldham (Headmaster) That was f**king it. Not a single qualification. Nothing. I had two career choices: manual labour or manual labour.

As for my own truncated secondary education, my head was in the clouds as my mom would say, or if you asked my father, up my ass.

The shock which the Nazi horrors produced was so great, because they came after two hundred years of Roussellian propaganda about the goodness of human nature and also because the Germans were literate, clean, technologically progressive, hard working, “modern,” sober, “orderly,” and so forth. Yet about human nature we get more concrete and more pertinent information from the Bible than from statistics dealing with secondary education, the frequency of bathtubs or the mileage of superhighways.

The concept of progress, i.e., an improvement or completion (in modern jargon, a rationalization) became dominant in the eighteenth century, in an age of humanitarian-moral belief. Accordingly, progress meant above all progress in culture, self-determination, and education: moral perfection. In an age of economic or technical thinking, it is self-evident that progress is economic or technical progress. To the extent that anyone is still interested in humanitarian-moral progress, it appears as a byproduct of economic progress. If a domain of thought becomes central, then the problems of other domains are solved in terms of the central domain - they are considered secondary problems, whose solution follows as a matter of course only if the problems of the central domain are solved.

When Bootsie was old enough to go to high school, Fran got herself a $300 GI loan to enroll at the University of Maine. She got three more loans and graduated with a teaching degree. Because she taught Title I kids—poor kids—all her loans were forgiven. Every member of Franni’s family made it to the middle class. And they did it because of Social Security, Pell Grants, the GI Bill, and Title I of the Elementary and Secondary Education Act. They tell you in this country that you have to pull yourself up by your bootstraps. And we all believe that. But first you’ve got to have the boots. And the federal government gave Franni’s family the boots.

A liberal arts education teaches you how to think—I read that somewhere. The hard facts you learn are secondary to that. The big thing you take away from school with you is how to induct and deduct in a constructive way.

While a life like Frederick Douglas’s is remarkable, we must remember that not every person who lived through slavery was like Douglas. Most did not learn to read or write. Most did not engage in hand-to-hand combat with white slave brakers. Most did not live close enough to free states in the North to have any hope of escape. No one, enslaved or otherwise, was like Douglas. There were other brilliant, exceptional people who lived under slavery, and many resisted the institution in innumerable ways, but our country’s teachings about slavery, painfully limited, often focus singularly on heroic slave narratives, at the expense of millions of men and women whose stories might be less sensational but are no less worthy of being told. “I thought of my primary and secondary education. I remembered feeling crippling guilt as I silently wondered why every enslaved person couldn’t simply escape like Douglas, Tubman, and Jacobs had. I found myself angered by the stories of those who did not escape. Had they not tried hard enough? Didn’t they care enough to do something? Did they choose to remain enslaved? This, I now realize, is part of the insidiousness of white supremacy. It illuminates the exceptional in order to implicitly blame those who cannot, despite the most brutal circumstances, attain super-human heights. It does this instead of blaming the system, the people who built it, and the people who maintained it.

No one assume the strength of self-criticise till he stop criticising the others

Love is the only reality, everything else is secondary.

CBSE — Central Board of Secondary Education

The feelings and language of educated people, strange as it may be, are often more subject to the working of time. Its general encrypting. They are infected by secondary knowledge. By myths.

However, not only are fortunes equal in America, equality extends to some degree to intelligence itself. I do not think that there is a single country in the world where, in proportion to the population, there are so few ignorant and, at the same time, so few educated individuals as in America. Primary education is available to all; secondary is within reach of no one, which can be explained quite easily as the inevitable result, so to speak, of my argument above. Almost all Americans enjoy a life of comfort and can, therefore, obtain the first elements of human knowledge. In America there are few rich people; therefore, all Americans have to learn the skills of a profession which demands a period of apprenticeship. Thus America can devote to general learning only the early years of life. At fifteen, they begin a career; their education ends most often when ours begins. If education is pursued beyond that point, it is directed only towards specialist subjects with a profitable return in mind. Science is studied as if it were a job and only those branches are taken up which have a recognized and immediate usefulness.

...the most important aspects of someone’s life are the very things not listed in an index.' There were never entries for “memory,” or 'regrets,' or even 'love,' in the lowercase. It was always 'Education (post-secondary)' or 'Awards (see also: Best Debut R&B Country CD by a Female Artist, Solo).' Indexes never seemed to get to the heart of the matter. There was never a heading for hope or fear. Or dreams, recalled. Smiles, remem­ bered. Anger. Beauty. Or even images that lingered, glimpses of something that had made an impression. A doorway. A window. A reflection on glass. The smell of rain. Never any of that. Just a tally of proper nouns and famous names. And why only one life? Why not the web of other lives that define us? What of their indexes, their moments?

All Leningrad Orientalists of the middle and younger generation were arrested. The entire staff of the Institute of the North, except for its NKVD informers, was arrested. They even went after schoolteachers. In Sverdlovsk one case involved thirty secondary schoolteachers and the head of the Provincial Education Department, Perel. 37 One of the terrible accusations against them was that they had made arrangements to have a New Year's tree in order to burn down the school. And the club fell with the regularity of a pendulum on the heads of the engineers—who by this time were no longer "bourgeois" but a whole Soviet generation of engineers.

High-quality and affordable childcare and eldercare • Paid family and medical leave for women and men • A right to request part-time or flexible work • Investment in early education comparable to our investment in elementary and secondary education • Comprehensive job protection for pregnant workers • Higher wages and training for paid caregivers • Community support structures to allow elders to live at home longer • Legal protections against discrimination for part-time workers and flexible workers • Better enforcement of existing laws against age discrimination • Financial and social support for single parents • Reform of elementary and secondary school schedules to meet the needs of a digital rather than an agricultural economy and to take advantage of what we now know about how children learn

I received comments on how extraordinary it was that I could keep up speaking for exactly 45 minutes. Indeed, in an age of soundbites lasting some seconds and of quick quotes in the news, all those minutes do seem like an eternity, easy to get lost in. Yet, wait a moment. Television is not the only place where speeches are given. Some hundred thousand teachers teach every day. They all speak 45 minutes, more times a day. They have been doing this for years. Every teacher knows exactly when the time will be over and that by then his speech will need to come to a natural end. It is this tension that determines the success of a lesson. It is a sign of the times that we forget these daily achievements in education. A million students daily attend several ‘live’ lectures and this in secondary education alone. These are high ratings!

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.

My dad often joked that none of the money was mine. It was his, and he wasn’t going to spoil me with it. Both my parents value a good work ethic. Hard work and making something of yourself are what they value most. They never forced my brother or me into post-secondary educations. They followed our leads, and while I thought it was unfair at a younger age, I get it now. I get not bankrolling your children’s lives. I get not micromanaging their choices.

While a life like Frederick Douglas’s is remarkable, we must remember that not every person who lived through slavery was like Douglas. Most did not learn to read or write. Most did not engage in hand-to-hand combat with white slave brakers. Most did not live close enough to free states in the North to have any hope of escape. No one, enslaved or otherwise, was like Douglas. There were other brilliant, exceptional people who lived under slavery, and many resisted the institution in innumerable ways, but our country’s teachings about slavery, painfully limited, often focus singularly on heroic slave narratives, at the expense of millions of men and women whose stories might be less sensational but are no less worthy of being told. I thought of my primary and secondary education. I remembered feeling crippling guilt as I silently wondered why every enslaved person couldn’t simply escape like Douglas, Tubman, and Jacobs had. I found myself angered by the stories of those who did not escape. Had they not tried hard enough? Didn’t they care enough to do something? Did they choose to remain enslaved? This, I now realize, is part of the insidiousness of white supremacy. It illuminates the exceptional in order to implicitly blame those who cannot, despite the most brutal circumstances, attain super-human heights. It does this instead of blaming the system, the people who built it, and the people who maintained it.

I thought of my primary and secondary education. I remembered feeling crippling guilt as I silently wondered why every enslaved person couldn’t simply escape like [Frederick] Douglass, [Harriet] Tubman, and [Harriet] Jacobs had. I found myself angered by the stories of those who did not escape. Had they not tried hard enough? Didn’t they care enough to do something? Did they choose to remain enslaved? This, I now realize, is part of the insidiousness of white supremacy; it illuminates the exceptional in order to implicitly blame those who cannot, in the most brutal circumstances, attain superhuman heights. It does this instead of blaming the system, the people who built it, the people who maintained it. In overly mythologizing our ancestors, we forget an all-too-important reality: the vast majority were ordinary people, which is to say they were people just like everyone else. This ordinariness is only shameful when used to legitimate oppression. This is its own quiet violence.

How have people come to be taken in by The Phenomenon of Man? We must not underestimate the size of the market for works of this kind [pseudoscience/'woo'], for philosophy-fiction. Just as compulsory primary education created a market catered for by cheap dailies and weeklies, so the spread of secondary and latterly tertiary education has created a large population of people, often with well-developed literary and scholarly tastes, who have been educated far beyond their capacity to undertake analytical thought.

Education in all its forms—from elementary to secondary to further education and professional training—is the beating heart of the infrastructure of opportunity. It has the potential to define and redefine who you are and who you will be. For me, it was everything.

spend an average of 50 hours per week on all teaching duties, teach an average of 21 pupils in a class at the elementary level and 28 pupils per class at the secondary level, spend an average of $443 per year of their own money to meet the needs of their students, and enter the teaching profession to help shape the next generation.

One cannot dispute the fact that giving poor black adolescents job skills, if it is self-evident that they do not possess the academic skills to go to college, is a good thing in itself. But the business leaders who put emphasis on filling entry-level job slots are too frequently the people who, by prior lobbying and voting patterns and their impact upon social policy, have made it all but certain that few of these urban kids would get the education in their early years that would have made them look like college prospects by their secondary years. First we circumscribe their destinies and then we look at the diminished product and we say, “Let’s be pragmatic and do with them what we can.

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

To tell the truth, I was looking forward to school tomorrow. I was actually going to secondary school. I could make something of myself, do something with my life. Once I had a proper education behind me, no one could turn around and say, ‘You’re not smart enough or good enough.’ No one. I was on my way UP! And with a proper education behind me, nothing could stand between Sephy and me. Nothing. three.

There are also generational knowledges in play, accessed and skilled within a history of televisual experiments in educational entertainment. For US academics schooled in the fifties, sixties, and seventies some old TV shows haunt this vignette as well. Two are Walter Cronkite’s You Are There (CBS, 1953–57) and Steve Allen’s Meeting of Minds (PBS, 1977–81). During the mid-century decades either or both could be found on the TV screen and in US secondary school classrooms. Even now the thoughtfully presentist You are There reenactments can be viewed on DVDs from Netflix; you can be personally addressed and included as Cronkite interviews Socrates about his choice to poison himself with hemlock rather than submit to exile after ostracism in ancient Athens. Cronkite’s interviews, scripted by blacklisted Hollywood writers, were specifically charged with messages against McCarthy-style witch hunts that were “felt” rather than spoken out.

I am a scholar and a pupil who has been lulled to sleep by the meagre fire of a mind too humble. I have been too much burned, and my injured mind has accumulated too much passion; for tormenting itself with the defending of our sex, my mind sighs, conscious of its obligation. For all things — those deeply rooted inside us as well as those outside us — are being laid at the door of our sex. In addition, I, who have always held virtue in high esteem and considered private things as secondary importance, shall wear down and exhaust my pen writing against those men who are garrulous and puffed up with false pride. I shall not fail to obstruct tenaciously their treacherous snares. And I shall strive a war of vengeance against the notorious abuse of those who fill everything with noise, since armed with such abuse, certain insane and infamous men bark and bare their teeth in vicious wrath at the republic of women, so worthy of veneration.

If elementary training in neighbor love focuses on family and friends, in secondary neighbor-love studies, we learn to see the outlier, the outsider, the outcast, the stranger, the alien, and even the enemy as neighbors too. Such an education can be deeply subversive, some might even say unpatriotic. After all, political figures, military leaders, and rising demagogues consistently consolidate power by scapegoating and dehumanizing an outsider, an outcast, or an enemy. But

the welfare states of western Europe were not politically divisive. They were socially re-distributive in general intent (some more than others) but not at all revolutionary—they did not ‘soak the rich’. On the contrary: although the greatest immediate advantage was felt by the poor, the real long-term beneficiaries were the professional and commercial middle class. In many cases they had not previously been eligible for work-related health, unemployment or retirement benefits and had been obliged, before the war, to purchase such services and benefits from the private sector. Now they had full access to them, either free or at low cost. Taken with the state provision of free or subsidized secondary and higher education for their children, this left the salaried professional and white-collar classes with both a better quality of life and more disposable income. Far from dividing the social classes against each other, the European welfare state bound them closer together than ever before, with a common interest in its preservation and defense.

What I have said about the newspapers and the movies applies equally to the radio, to television, and even to bookselling. Thus we are in an age where the enormous per capita bulk of communication is met by an ever-thinning stream of total bulk of communication. More and more we must accept a standardized inoffensive and insignificant product which, like the white bread of the bakeries, is made rather for its keeping and selling properties than for its food value. This is fundamentally an external handicap of modern communication, but it is paralleled by another which gnaws from within. This is the cancer of creative narrowness and feebleness. In the old days, the young man who wished to enter the creative arts might either have plunged in directly or prepared himself by a general schooling, perhaps irrelevant to the specific tasks he finally undertook, but which was at least a searching discipline of his abilities and taste. Now the channels of apprenticeship are largely silted up. Our elementary and secondary schools are more interested in formal classroom discipline than in the intellectual discipline of learning something thoroughly, and a great deal of the serious preparation for a scientific or a literary course is relegated to some sort of graduate school or other.

Envy of the male role has devastating consequences for women’s performance of their own proper role as well. Although it may be a secondary or supporting one in relation to men, it is indispensable for the survival of the race: the woman bears, nurtures, and to a great extent educates the rising generation. The feminist either refuses to fulfill her natural role or at best does so resentfully, sullenly, and poorly. For that reason, feminism should not be treated merely as a personal folly on the part of some misguided or spoiled women—it is a mortal threat to any society in which it truly takes hold. Enemies of heterossexual cooperation and procreation ar enemies of the human race.

Pull approaches differ significantly from push approaches in terms of how they organize and manage resources. Push approaches are typified by "programs" - tightly scripted specifications of activities designed to be invoked by known parties in pre-determined contexts. Of course, we don't mean that all push approaches are software programs - we are using this as a broader metaphor to describe one way of organizing activities and resources. Think of thick process manuals in most enterprises or standardized curricula in most primary and secondary educational institutions, not to mention the programming of network television, and you will see that institutions heavily rely on programs of many types to deliver resources in pre-determined contexts. Pull approaches, in contrast, tend to be implemented on "platforms" designed to flexibly accommodate diverse providers and consumers of resources. These platforms are much more open-ended and designed to evolve based on the learning and changing needs of the participants. Once again, we do not mean to use platforms in the literal sense of a tangible foundation, but in a broader, metaphorical sense to describe frameworks for orchestrating a set of resources that can be configured quickly and easily to serve a broad range of needs. Think of Expedia's travel service or the emergency ward of a hospital and you will see the contrast with the hard-wired push programs.

Now and then, in private, affluent suburbanites concede that certain aspects of the game may be a trifle rigged to their advantage. “Sure, it’s a bit unjust,” they may concede, “but that’s reality and that’s the way the game is played.… “In any case,” they sometimes add in a refrain that we have heard now many times, “there’s no real evidence that spending money makes much difference in the outcome of a child’s education. We have it. So we spend it. But it’s probably a secondary matter. Other factors—family and background—seem to be a great deal more important.” In these ways they fend off dangers of disturbing introspection; and this, in turn, enables them to give their children something far more precious than the simple gift of pedagogic privilege. They give them uncontaminated satisfaction in their victories.

One of Tavistock’s chief wreckers of our way of life was Dr. Alexander King, a founder member of NATO, a favorite of the Committee and a leading member of the Club of Rome (COR). King was assigned by the COR to lower the standard of American education by taking control of the National Teachers Association and working in close conjunction with certain members of the U.S. Congress. By 1993, the National Teachers Association (NTA) had become a formidable Socialist tool in the struggle for possession of the minds of our children. Outcome Based Education (OBE) was the method whereby the wholesale socializing of American school children was being carried out. Another aspect of OBE is its heavy attention to “sex education” and pumping lesbianism and homosexuality into the minds of grade school and secondary school children

The soul grows through: 1 Humility and self-responsibility, your desire to totally and completely feel all your emotions, and to make it no one else’s fault, neither punishing, blaming, judging or harming yourself or others. 2 Desire to receive Divine Love and Truth as the priority: human love is secondary 3 Free will choice: being educated about all the possibilities available to you 4 Being sovereign: having your own connection to God and Truth within you dependent on no one else 5 Having a heartfelt determination, commitment and discipline 6 Merging with the spirit body vehicle and caring for the physical: The Holy Trinity 7 Loving and serving others in all dimensions 8 Developing the six forms of Love 9 Living by the 64 moral codes of love: Ma’at 10 Discernment and wisdom regarding what is love and what is truth; investigating and applying this consistently with everyone in all aspects of your life without exception

Although quick to become bored by everything, I am always patient with the smallest details: I am endowed with the fortitude to face every impediment and, even when I grow weary of my object, my persistence is always greater than my boredom. I have never abandoned any project worth the trouble of completing. There are many things in my life that I have pursued for fifteen or twenty years with as much ardor on the last day as the first. My supple intelligence has extended itself to secondary matters also. I was deft at chess, skilled at billiards, hunting, and fencing, and I was a passable draughtsman. I would have sung well, too, if my voice had been trained. All this, combined with my unusual education and my experience as a soldier and a traveler, explains why I have never been a pedant, nor ever displayed the dull conceit, awkwardness, and slovenliness of the literary men of the last century, nor the arrogant self-assurance, the vain and envious braggadocio, of the new authors.

A liberal arts education teaches you how to think – I read that somewhere. The hard facts you learn are secondary to that. The big thing you take away from school with you is how to induct and deduct in a constructive way.’ ‘That’s good,’ Harold said. ‘I like that.’ Now his hand did drop on Fran’s shoulder. She didn’t shrug it away, but she was unhappily conscious of its presence. ‘But it isn’t good,’ Peri said fiercely, and in his surprise, Harold took his hand off Fran’s shoulder. She felt lighter immediately. ‘No?’ he asked, rather timidly. ‘He’s dying!’ Peri said, not loudly but in an angry, helpless way. ‘He’s dying because we’ve all been spending our time learning how to bullshit each other in dorms and the living rooms of cheap apartments in college towns. Oh, I could tell you about the Midi Indians of New Guinea, and Harold could explain the literary technique of the later English poets, but what good does any of that do my Mark?’ ‘If we had somebody from med school –’ Fran began tentatively.

For the future it will, I think, be essential to introduce a threeyear period of military service ; only by so doing can we ensure efficiency in the handling of new technical weapons. A threeyear period will be a great advantage to those who later propose to adopt a learned profession, for it will give them ample time to forget all the muck that was jammed into their heads at school; they will have time to discard everything which will not be of future use to them, and that, in itself, is most valuable. Everybody, for example, learns two or three foreign languages, which is a complete waste of time. The little one learns is not of the slightest use when one goes abroad. Everybody, I agree, should receive a basic education. But the whole method of instruction in secondary and higher schools is just so much nonsense. Instead of receiving a sound basic education, the student finds his head crammed with a mass of useless learning, and in the end is still ill-equipped to face life. Lucky are those who have the happy knack of being able to forget most of what they have been taught. Those who cannot forget are ripe to become professors—a race apart. And that is not intended as a compliment!

In other words, you have been hypnotized or conditioned by an educational processing-system arranged in grades or steps, supposedly leading to some ultimate Success. First nursery school or kindergarten, then the grades or forms of elementary school, preparing you for the great moment of secondary school! But then more steps, up and up to the coveted goal of the university. Here, if you are clever, you can stay on indefinitely by getting into graduate school and becoming a permanent student. Otherwise, you are headed step by step for the great Outside World of family-raising, business, and profession. Yet graduation day is a very temporary fulfillment, for with your first sales-promotion meeting you are back in the same old system, being urged to make that quota (and if you do, they’ll give you a higher quota) and so progress up the ladder to sales manager, vice-president, and, at last, president of your own show (about forty to forty-five years old). In the meantime, the insurance and investment people have been interesting you in plans for Retirement—that really ultimate goal of being able to sit back and enjoy the fruits of all your labors. But when that day comes, your anxieties and exertions will have left you with a weak heart, false teeth, prostate trouble, sexual impotence, fuzzy eyesight, and a vile digestion.

(6) Doubt about new schools. Is this not all a pipe dream? Private schools now are almost all either parochial schools or elite academies. Will the effect of the voucher plan simply be to subsidize these, while leaving the bulk of the slum dwellers in inferior public schools? What reason is there to suppose that alternatives will really arise? The reason is that a market would develop where it does not exist today. Cities, states, and the federal government today spend close to $100 billion a year on elementary and secondary schools. That sum is a third larger than the total amount spent annually in restaurants and bars for food and liquor. The smaller sum surely provides an ample variety of restaurants and bars for people in every class and place. The larger sum, or even a fraction of it, would provide an ample variety of schools. It would open a vast market that could attract many entrants, both from public schools and from other occupations. In the course of talking to various groups about vouchers, we have been impressed by the number of persons who said something like, "I have always wanted to teach [or run a school] but I couldn't stand the educational bureaucracy, red tape, and general ossification of the public schools. Under your plan, I'd like to try my hand at starting a school." Many of the new schools would be established by nonprofit groups. Others would be established for profit. There is no way of predicting the ultimate composition of the school industry. That would be determined by competition. The one prediction that can be made is that only those schools that satisfy their customers will survive—just as only those restaurants and bars that satisfy their customers survive. Competition would see to that.

Why reinvent the light bulb Did you have a problem with the burning light? Thanks to Thomas Edison’s effort, we don’t need to invent a flashlight, we just go to the store or our closet and pull one out and fuck in. I’m sure you realize that Thomas Edison took many attempts before the lamp was mastered by someone who once asked him if he discouraged his failure and said, “Cut, I haven’t failed yet, I’ve discovered another way not to make a light lamp. You see, there’s nothing like failure, there’s just results. Someone once said that defining madness is doing something over and over and getting the same results. To do our lives right, we have to change the things we do. Just like light can burn, so we can. Life can become dark and depressed and we feel no light, no hope of sight. This picture is certainly not clear. Let me highlight this situation (intentional). When we feel down and deep in the hole, that’s when we need light to see our way through. Some of us are lucky enough to have some light on our hands, others have to come out and get it back. Many people try to invent light for themselves by thinking about positive ideas, but so far it takes them. It just gives a lot of light and there’s more light available, but people at a secondary level are about how to get it. We must not be like Thomas Edison, continue to look at the problem and think of ways to solve it. For every problem, there’s a solution. How do we find a solution? We can try, as we have said, to try to figure it out ourselves, or we can find someone who has already crossed this obstacle and do what they did. There are many books on the market today that can help us understand how to overcome obstacles in our lives. We have to read and learn from the failure of others, they’ve been through it before, and they can help teach us how to go through it. We all need more light in our lives and sometimes we can’t see light at the end of the tunnel, but there’s always hope and assistance. You know how others overcome their challenges and keep this education in you even when you feel weak and life seems bad. Don’t try to reinvent the light lamp. Learn how to carry light in yourself.

Augustine relates in his Confessions how it was decisive for his own path when he learned that the famous philosopher Marius Victorinus had become a Christian. Victorinus had long refused to join the Church because he took the view that he already possessed in his philosophy all the essentials of Christianity, with whose intellectual premises he was in complete agreement.10 Since from his philosophical thinking, he said, he could already regard the central Christian ideas as his own, he no longer needed to institutionalize his convictions by belonging to a Church. Like many educated people both then and now, he saw the Church as Platonism for the people, something of which he as a full-blown Platonist had no need. The decisive factor seemed to him to be the idea alone; only those who could not grasp it themselves, as the philosopher could, in its original form needed to be brought into contact with it through the medium of ecclesiastical organization. That Marius Victorinus nevertheless one day joined the Church and turned from Platonist into Christian was an expression of his perception of the fundamental error implicit in this view. The great Platonist had come to understand that a Church is something more and something other than an external institutionalization and organization of ideas. He had understood that Christianity is not a system of knowledge but a way. The believers’ “We” is not a secondary addition for small minds; in a certain sense it is the matter itself—the community with one’s fellowmen is a reality that lies on a different plane from that of the mere “idea”. If Platonism provides an idea of the truth, Christian belief offers truth as a way, and only by becoming a way has it become man’s truth. Truth as mere perception, as mere idea, remains bereft of force; it only becomes man’s truth as a way that makes a claim upon him, that he can and must tread. Thus belief embraces, as essential parts of itself, the profession of faith, the word, and the unity it effects; it embraces entry into the community’s worship of God and, so, finally the fellowship we call Church. Christian belief is not an idea but life; it is, not mind existing for itself, but incarnation, mind in the body of history and its “We”. It is, not the mysticism of the self-identification of the mind with God, but obedience and service: going beyond oneself, freeing the self precisely through being taken into service by something not made or thought out by oneself, the liberation of being taken into service for the whole.

Astonishment: these women’s military professions—medical assistant, sniper, machine gunner, commander of an antiaircraft gun, sapper—and now they are accountants, lab technicians, museum guides, teachers…Discrepancy of the roles—here and there. Their memories are as if not about themselves, but some other girls. Now they are surprised at themselves. Before my eyes history “humanizes” itself, becomes like ordinary life. Acquires a different lighting. I’ve happened upon extraordinary storytellers. There are pages in their lives that can rival the best pages of the classics. The person sees herself so clearly from above—from heaven, and from below—from the ground. Before her is the whole path—up and down—from angel to beast. Remembering is not a passionate or dispassionate retelling of a reality that is no more, but a new birth of the past, when time goes in reverse. Above all it is creativity. As they narrate, people create, they “write” their life. Sometimes they also “write up” or “rewrite.” Here you have to be vigilant. On your guard. At the same time pain melts and destroys any falsehood. The temperature is too high! Simple people—nurses, cooks, laundresses—behave more sincerely, I became convinced of that…They, how shall I put it exactly, draw the words out of themselves and not from newspapers and books they have read—not from others. But only from their own sufferings and experiences. The feelings and language of educated people, strange as it may be, are often more subject to the working of time. Its general encrypting. They are infected by secondary knowledge. By myths. Often I have to go for a long time, by various roundabout ways, in order to hear a story of a “woman’s,” not a “man’s” war: not about how we retreated, how we advanced, at which sector of the front…It takes not one meeting, but many sessions. Like a persistent portrait painter. I sit for a long time, sometimes a whole day, in an unknown house or apartment. We drink tea, try on the recently bought blouses, discuss hairstyles and recipes. Look at photos of the grandchildren together. And then…After a certain time, you never know when or why, suddenly comes this long-awaited moment, when the person departs from the canon—plaster and reinforced concrete, like our monuments—and goes on to herself. Into herself. Begins to remember not the war but her youth. A piece of her life…I must seize that moment. Not miss it! But often, after a long day, filled with words, facts, tears, only one phrase remains in my memory (but what a phrase!): “I was so young when I left for the front, I even grew during the war.” I keep it in my notebook, although I have dozens of yards of tape in my tape recorder. Four or five cassettes… What helps me? That we are used to living together. Communally. We are communal people. With us everything is in common—both happiness and tears. We know how to suffer and how to tell about our suffering. Suffering justifies our hard and ungainly life.

These and other measures, however, seemed relatively inconsequential in 1965 compared to a Big Four that passed by the end of the session: federal aid to elementary and secondary education, Medicare and Medicaid, immigration reform, and a civil rights act to guaranteee voting rights.

Adolescence is a period of life when the brain is malleable, and it represents a good opportunity for learning and social development. However, according to UNICEF, 40 percent of the world’s teenagers have no access to secondary-school education. The percentage of teenage girls who lack this access is much higher, yet there is strong evidence that the education of girls in developing countries has many significant benefits for family health, population growth rates, child mortality rates, and HIV rates, as well as for women’s self-esteem and quality of life. Adolescence represents a time of brain development when teaching and training should be particularly beneficial. I worry about the lost opportunity of denying the world’s teenagers access to education.

For good or ill, the law always educates, even when it is silent. And although the law can never “make men moral,” it can, in a secondary way, profoundly assist or thwart the primary efforts of individuals, parents, spouses, friends, families, churches, and other primary bodies to make men moral.

However, it still has a backward agricultural sector of 62 per cent of the people, where there are farmer suicides because of inability to repay loans. There is a national unemployment rate that is of over 15 per cent of the adult labour force, a prevalence of child labour arising out of nearly 50 per cent of children not making it to school beyond standard five, a deeply malfunctioning primary and secondary educational system, and 300 million illiterates and 250 million people in dire poverty.

to generate more idea read more in order to understand the past and present and face the future

Qat without choas has no fund for somali chewers

Qat make you millionaire in one night and make you bankrupt in one second

Qat widened though and limit your thinking

Deep inside the sea the fish has no sight and human has no power to light it

Be aware the one you think you know and suspect the one who is closer to you

Deep inside the sea there is a fish which has no sight and the human has no power to make the light on

Lure your friends and listen your enemies

t o improve the physical capacity of the horse, a trainer must learn to value its qualities and to compensate for its flaws. Physical training of an athlete, particularly a human athlete, requires a deep understanding of the sporting discipline in question. It is in this same spirit that the chapters in this book describing the biomechanics and physical training of the horse as an athlete have been developed. The presentation of these concepts begins with a series of simplified and educational reminders on the biomechanics of the muscles underlying overall movement. The primary body system involved in active physical exercise is the muscular system and the first three chapters focus on the muscular groups and actions of the forelimb, the hindlimb and the neck and trunk, and this leads to a chapter discussing the biomechanics of lowering of the neck. To evaluate the usefulness of an exercise and to understand its mode of action, including its advantages and disadvantages, it is essential to have a basic understanding of musculotendinous functional anatomy. An understanding of these fundamental ideas is directly applicable to the later chapters, which focus on training and the core exercises for a horse. Training a horse for every discipline brings together two specific but complementary areas, which are often worked on at the same time: conditioning and strengthening. The aim of conditioning is to develop respiratory capacity and to improve cardiovascular function. This results in a greater ability to perform with prolonged effort, while also improving the recovery time after this effort. Strengthening of the horse has two main goals: (1) to improve the flexibility of joints secondary to the action of ligaments and muscles (these structures have an intrinsic role in the control and stability of joints) and (2) to develop effective muscular contraction and coordination, making movements more fluid, lighter and confident (1, 2).

Alternatives need to be considered. What little work has been done on teacher competence suggests that students perform better with teachers who have greater verbal ability and, at the secondary school level, better knowledge of their subject matter.

as with private planes and private lifts, so with private education; there has arisen an increasingly segregated system of private primary and secondary schools for the wealthy. It’s not very subtle. Where does John Paulson send his children to school? His twin daughters attended preschool at the 92nd Street Y, which costs over $20,000 per student per year—yes, for nursery. Paulson is on their board. He also manages some of their investments, which he has guaranteed against losses. Many other board members have sent children to the school; four of them also manage money for the institution. This is not unusual. One of Mr Paulson’s daughters, having left nursery behind, now attends Spence, another exclusive private school in Manhattan. Mr Paulson is on their board too.

Providing post-secondary and academic education to only 10 to 30 per cent of our prison population can translate to more than $60 billion a year added to state and national coffers.

If you would like to be respected tried hard to be good to others without gaining benefits

If you would like to fly above the ground prepared yourself in danger otherwise keep your foot firm in the ground and you will never witness any change in your life.

Philosophy is to become a subject on the Irish Republic’s school curriculum for the first time under a plan developed by minister for education Jan O’Sullivan, to give “students an opportunity to explore the concepts and ideas of philosophy in the 21st century.” Believing that it will make “a significant contribution to giving students the tools to critically engage in an informed manner with the world around them” the Minister says she will ask the National Council for Curriculum and Assessment (NCCA) to design a short Philosophy course that can be taught in the early years of secondary school.

provide. OPENING FOR BUSINESS* I will help clients _________. After hiring me, they will receive [core benefit + secondary benefit]. I will charge $xxx per hour or a flat rate of _____ per service. This rate is fair to the client and to me. My basic website will contain these elements: a. The core benefit that I provide for clients and what qualifies me to provide it (remember that qualifications may have nothing to do with education or certifications; Gary is qualified to book vacations with miles because he’s done it for himself many times) b. At least two stories of how others have been helped by the service (if you don’t have paying clients yet, do the work for free with someone you know) c. Pricing details (always be up front about fees; never make potential clients write or call to find out how much something costs) d. How to hire me immediately (this should be very easy) I will find clients through [word-of-mouth, Google, blogging, standing on the street corner, etc.]. I will have my first client on or before ____·[short deadline]. Welcome to consulting! You’re now in business.

frustration has flared up over the Common Core initiative, involving the implementation of national reading and maths standards for primary and secondary school children. The Gates Foundation played a central role in bringing the standards to fruition. Spending over $233 million to back the standards, the foundation dispersed money liberally to both conservative and progressive interest groups. The two major teachers' unions, the National Education Association and the American Federation of Teachers, each received large donations, as did the US Chamber of Commerce. Gates himself suggested that a benefit of the standards is that they open avenues towards increasing digital learning. In 2014, Microsoft announced it was partnering with Pearson to load Pearson's Common Core classroom material onto Microsoft's Surface tablet. Previously, the iPad was the classroom frontrunner; the Pearson partnership helps to make Microsoft more competitive.

After the publication of a report in 1967 by Bridget Plowden, an amateur educationalist, describing primary schooling, Britain’s education system had become an ideological battleground. Masked by a scattering of platitudes about improving schools, Plowden recommended the destruction of traditional education. Children, she wrote, should no longer sit in rows of desks but instead gather in groups around tables to encourage self-learning. She also recommended that the eleven-plus examination, a three-part test (English, maths and intelligence) taken in one day that irrevocably determined a child’s educational fate – either to blossom in a grammar school or be consigned to failure in a secondary modern school – should be abandoned. Grammar schools should be replaced by non-selective comprehensives that mixed children of all standards. With cross-party support, successive Labour and Conservative governments implemented her recommendations.

Quality is a flying goal, always fight to achieve

It’s still running today. If you examined the years since 1800 in twenty-year increments, and charted every way that human welfare can be expressed in numbers—not just annual per capita GDP, which climbed to more than $6,000 by 2000, but mortality at birth (in fact, mortality at any age); calories consumed; prevalence of infectious disease; average height of adults; percentage of lifetime spent disabled; percentage of population living in poverty; number of rooms per person; percentage of population enrolled in primary, secondary, and postsecondary education; illiteracy; and annual hours of leisure time—the chart will show every measure better at the end of the period than it was at the beginning. And the phenomenon isn’t restricted to Europe and North America; the same improvements have occurred in every region of the world. A baby born in France in 1800 could expect to live thirty years—twenty-five years less than a baby born in the Republic of the Congo in 2000. The nineteenth-century French infant4 would be at significantly greater risk of starvation, infectious disease, and violence, and even if he or she were to survive into adulthood, would be far less likely to learn how to read.

Germany made an early start in adapting its educational system to the practical needs of modern industry, grounded on exact science. In particular, it developed technical high schools which served as a training ground for industrial technicians of high calibre. These schools were not mere adjuncts to the educational system at the secondary level, providing a sort of apprenticeship training in arts and crafts. They were thoroughly integrated in an educational process which culminated in the great German universities.

This fear of the upheld mirror in the hand of genius extends to the teaching profession and perhaps to the primary and secondary school teacher most of all. The teacher occupies a particularly anomalous and exposed position in a society subject to rapid change or threatened by exterior enemies. Society is never totally sure of what it wants of its educators. It wants, first of all, the inculcation of custom, tradition, and all that socializes the child into the good citizen. In the lower grades the demand for conformity is likely to be intense. The child himself, as well as the teacher, is frequently under the surveillance of critical, if not opinionated, parents. Secondly, however, society wants the child to absorb new learning which will simultaneously benefit that society and enhance the individual's prospects of success. Thus the teacher, in some degree, stands as interpreter and disseminator of the cultural mutations introduced by the individual genius into society. Some of the fear, the projected guilt feelings, of those who do not wish to look into the mirrors held up to them by men of the Hawthorne stamp of genius, falls upon us. Moving among innovators of ideas as we do, sifting and judging them daily, something of the suspicion with which the mass of mankind still tends to regard its own cultural creators falls upon the teacher who plays a role of great significance in this process of cultural diffusion. He is, to a degree, placed in a paradoxical position. He is expected both to be the guardian of stability and the exponent of societal change. Since all persons do not accept new ideas at the same rate, it is impossible for the educator to please the entire society even if he remains abjectly servile. This is particularly true in a dynamic and rapidly changing era like the present. Moreover, the true teacher has another allegiance than that to parents alone. More than any other class· in society, teachers mold the future in the minds of the young. They transmit to them the aspirations of great thinkers of which their parents may have only the faintest notions. The teacher is often the first to discover the talented and unusual scholar. How he handles and encourages, or discourages, such a child may make all the difference in the world to that child's future- and to the world. Perhaps he can induce in stubborn parents the conviction that their child is unusual and should be encouraged in his studies. If the teacher is sufficiently judicious, he may even be able to help a child over the teetering planks of a broken home and a bad neighborhood. It is just here, however--in our search for what we might call the able, all-purpose, success-modeled student--that I feel it so necessary not to lose sight of those darker, more uncertain, late-maturing, sometimes painfully abstracted youths who may represent the Darwins, Thoreaus, and Hawthornes of the next generation.

Why the us government Should Maintain students Healthcare Claims education and learning is probably the finest ventures in ensuring the people stay a greater existence from the contemporary setting. Over time, education and learning methods have transformed to guarantee individuals gain access to it in the very best ways. Besides, the adjustment can be a purposeful relocate making sure that learning meets pupils distinct needs nowadays. Consequently, any country that is focused on establishing in the current technical period must be ready to devote in schooling no matter what. We appreciate that lots of claims have was able to meet the most affordable threshold in offering secondary and basic education. It is actually commendable for schooling is focused and attends on the needs in the present environment. In addition to, we certainly have observed reduced rates of dropouts due to correct education and learning systems into position. Nevertheless, it is not enough because there are many other factors that, in turn, lower the superiority of education. We appreciate the reality that educational costs is mainly purchased and virtually totally given through the express or low-successful businesses. Sadly, small is defined in range to be sure the unique treatment of learners. It has led to the indiscriminate govt accountability. Apart from putting everything in place, the government must also provide the proper healthcare of a learner because it' s the foundation of excellent learning. The arranged provision of health care to students is defined around the periphery, plus it is amongst the essential things that degrade the grade of training. Standard attendance is actually a necessity for pupils to acquire much more and carry out greater. For that reason, government entities need to ensure an original set up of arranged healthcare to pupils to ensure they are certainly not stored away from university because of health care problems. Re-Analyzing the goal of Government in mastering It can be only by re-dealing with government entitiesAnd#039; s role in supplying primary and secondary education and learning that people can completely set up the skewed the outdoors of learner’s health care and the desire to influence the state to reconsider it. The cause of why the government must pay for the student’s healthcare is that its responsibility is unbalanced. It provides maintained to purchase basic training effectively but has did not shield the health-related requirements of any learner. Aside from, it is suitably interested in increasing the size of young menAnd#039; s and ladiesAnd#039; s chances in obtaining technical and professional education. But it has not searched for has and aims unacceptable method of achieving the medical care requirements of any learner. As a result, education require is not met because its services are skewed. The possible lack of equilibrium in government activities replicates the malfunction to discrete primarily sharply amid the steps right for authorities financing and activities to become implemented. Financing healthcare for students, which is equally essential, is neglected, though Financing education is largely accepted. For that reason, this is a deliberate demand government entities to perform the circle by paying for student' s health care. When there is stability in federal government commitments in education and learning, its requirements will probably be fulfilled. So, the state should pay for pupil' s medical care. If they are healthful, they find out better. In addition to, a large stress will probably be lifted, and will also unquestionably raise enrolment in professional coachingcenters and colleges, along with other studying companies.

To interfere with the free development of talent, to obstruct the natural play of supply and demand in the teaching profession, to foster academic snobbery by the prestige of certain privileged institutions, to transfer accredited value from essential manhood to an outward badge, to blight hopes and promote invidious sentiments, to divert the attention of aspiring youth from direct dealings with truth to the passing of examinations,– such consequences, if they exist, ought surely to be regarded as drawbacks to the system, and an enlightened public consciousness ought to be keenly alive to the importance of reducing their amount. Candidates themselves do seem to be keenly conscious of some of these evils, but outside of their ranks or in the general public no such consciousness, so far as I can see, exists; or if it does exist, it fails to express itself aloud. Schools, Colleges, and Universities, appear enthusiastic over the entire system, just as it stands, and unanimously applaud all its developments. I beg the reader to consider some of the secondary evils which I have enumerated. First of all, is not our growing tendency to appoint no instructors who are not also doctors an instance of pure sham? Will any one pretend for a moment that the doctor's degree is a guarantee that its possessor will be successful as a teacher? Notoriously his moral, social, and personal characteristics may utterly disqualify him for success in the class-room; and of these characteristics his doctor's examination is unable to take any account whatever.

I came to see the streets and the schools as arms of the same beast. One enjoyed the official power of the state while the other enjoyed its implicit sanction. But fear and violence were the weaponry of both. Fail in the streets and the crews would catch you slipping and take your body. Fail in the schools and you would be suspended and sent back to those same streets, where they would take your body. And I began to see these two arms in relation—those who failed in the schools justified their destruction in the streets. The society could say, “He should have stayed in school,” and then wash its hands of him. It does not matter that the “intentions” of individual educators were noble. Forget about intentions. What any institution, or its agents, “intend” for you is secondary. Our world is physical. Learn to play defense—ignore the head and keep your eyes on the body. Very few Americans will directly proclaim that they are in favor of black people being left to the streets. But a very large number of Americans will do all they can to preserve the Dream. No one directly proclaimed that schools were designed to sanctify failure and destruction. But a great number of educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream. An unceasing interrogation of the stories told to us by the schools now felt essential. It felt wrong not to ask why, and then to ask it again. I took these questions to my father, who very often refused to offer an answer, and instead referred me to more books. My mother and father were always pushing me away from secondhand answers—even the answers they themselves believed. I don’t know that I have ever found any satisfactory answers of my own. But every time I ask it, the question is refined. That is the best of what the old heads meant when they spoke of being “politically conscious”—as much a series of actions as a state of being, a constant questioning, questioning as ritual, questioning as exploration rather than the search for certainty. Some things were clear to me: The violence that undergirded the country, so flagrantly on display during Black History Month, and the intimate violence of “Yeah, nigger, what’s up now?” were not unrelated. And this violence was not magical, but was of a piece and by design. But what exactly was the design? And why? I must know. I must get out…but into what? I devoured the books because they were the rays of light peeking out from the doorframe, and perhaps past that door there was another world, one beyond the gripping fear that undergirded the Dream.

Kahala Elementary was a well-funded little haven of progressive education. Except for the fact that the children were allowed to go to school barefoot—an astonishing piece of tropical permissiveness, we thought—Kahala Elementary could have been in a genteel precinct of Santa Monica. Tellingly, however, Kahala had no junior high. That was because every family in the area that could possibly manage it sent its kids to the private secondary schools that have for generations educated Honolulu’s (and much of the rest of Hawaii’s) middle class, along with its rich folk. Ignorant of all this, my parents sent me to the nearest junior high, up in working-class Kaimuki, on the back side of Diamond Head crater, where they assumed I was getting on with the business of the eighth grade, but where in fact I was occupied almost entirely by the rigors of bullies, loneliness, fights, and finding my way, after a lifetime of unconscious whiteness in the segregated suburbs of California, in a racialized world.

The more thoroughly a nation deals with its history, the more decidedly will it recognize and own an over-ruling Providence therein, and the more religious a nation it will become; while the more superficially it deals with its history, seeing only secondary causes and human agencies, the more irreligious will it be.

that elements of the Personality Ethic—personality growth, communication skill training, and education in the field of influence strategies and positive thinking—are not beneficial, in fact sometimes essential for success. I believe they are. But these are secondary, not primary traits. Perhaps, in utilizing our human capacity to build on the foundation of generations before us, we have inadvertently become so focused on our own building that we have forgotten the foundation that holds it up; or in reaping for so long where we have not sown, perhaps we

America is polarized and divided beyond repair unless we renew our conviction that the health of our nation comes first. That we concentrate on repairing not only our stressed infrastructure, but also our people. Free or reasonably priced education beyond secondary school is more than a political issue; it is the primary solution to our nation’s long term problems.” Captain Hank Bracker

The Ultimate Guide to Student Loans by Bruce Mesnekoff With the cost of college rising and governmental/private funding declining, it is no wonder that most Americans are concerned about their ability to finance a post-secondary education. Tuition prices are rising at Community Colleges, State Schools, Private and Technical colleges, leaving most Americans wondering how they are going to afford to pay for their education. This book educates parents, grandparents, young adults and students of all ages how to optimize the educational payment process. The Ultimate Guide To Student Loans is the collaboration of two financial experts who guide you through the confusing maze of investing for education and the student loan world from beginning to end. Jordan Goodman, America’s Money Answers Man, personal finance expert and frequent guest on radio and TV shows, and Bruce Mesnekoff, CEO of The Student Loan Help Center, student loan management and consolidation expert, share their knowledge and simplify the complicated process and maze of government and private rules and regulations about student loans. They also guide you through all of your investment choices to finance college education. This book helps you understand student loans by explaining: ways to invest so that you can avoid taking on student loans in the first place the optimum ways to get the best student loans paying off your loans as quickly as possible The book provides extensive information and resources to help you no matter where you are in the student loan financing process. These resources include contact information and descriptions for: federal regulatory organizations educational associations websites loan repayment programs The book also offers an appendix with abbreviations, acronyms and a glossary of student loan related terms. Also you can consult with The Student Loan Help Center for all kind of your consolidation problems. Use this book to improve your entire educational financing experience!

I was also really fortunate at Eton to have had a fantastic housemaster, and so much of people’s experience of Eton rests on whether they had a housemaster who rocked or bombed. I got lucky. The relationship with your housemaster is the equivalent to that with a headmasterat a smaller school. He is the one who supervises all you do, from games to your choice of General Certificate of Secondary Education (GCSE), and without doubt he is the teacher who gets to know you the best--the good and the bad. In short, they are the person who runs the show. Mr. Quibell was old-school and a real character--but two traits made him great: he was fair and he cared. And as a teenager those two qualities really matter to one’s self-esteem. But, boy, did he also get grief from us. Mr. Quibell disliked two things: pizzas and the town of Slough. Often, as a practical joke, we would order a load of Slough’s finest pizzas to be delivered to his private door; but never just one or two pizzas--I am talking thirty of them. As the delivery guy turned up we would all be hidden, peeping out of the windows, watching the look of both horror, then anger, as Mr. Quibell would send the poor delivery man packing, with firm instructions never to return. The joke worked twice, but soon the pizza company got savvy.

Despite his brilliance, he missed a basic secondary education, for lack of scholarship funds. He believed that the rejection was due to Napoleon’s hatred for his father: “this hatred extended even to me, for in spite of the attempts made on my behalf by my father’s old comrades, I could never gain entrance to any military school or civilian college.

Stated in its simplest form, lasticity describes the set of express conditions (related to qualities, processes, approaches, values, and interconnectivity) that, if met and satisfied, operate to facilitate breakaway student success across the educational pipeline.

With hindsight, going to Nottingham High School transformed my whole life. I think that six boys and six girls from Highbury Primary School had got through the 11-plus and they should all have gone to High Pavement Grammar School or Manning Grammar School for Girls. But not all of them were allowed to take up their places because their parents either did not wish them to belong to such grand establishments, or possibly – and perhaps more likely – they could not afford the compulsory uniform. And two of the girls were not allowed to go to Manning because their parents could not see the point of girls having a secondary education at all.

In short, these professionals need to understand money’s language and be able to speak it to help breakaway students find pathways to higher education and solutions for their financial and family obligations.

Other states also reoriented their telling of regional and national history. In Maharashtra, in the rewriting of history textbooks, a drastic cut was made in the book for class 7: the chapter on the Mughal Empire under Akbar was cut down to three lines.78 Uttar Pradesh simply deleted the Mughal Empire from some of its history textbooks,79 while the University of Delhi drastically reduced the study of this period in its history curriculum.80 In the syllabus of Nagpur University, a chapter that discussed the roles of the RSS, the Hindu Mahasabha, and the Muslim League in the making of communalism has been replaced by another one titled “Rashtriya Swayamsevak Sangh (RSS) Role in Nation Building.”81 Alongside official examinations in Uttar Pradesh, the Sangh Parivar organized a test of general culture open to all schools in the state. According to the brochure designed to help students prepare for this test, which Amit Shah released in Lucknow in August 2017, India was a Hindu Rashtra, and Swami Vivekananda had defended Hindutva in Chicago in 1893.82 In Karnataka, after canceling Tipu Sultan Jayanti, the festival that the state used to organize to celebrate the birth of this eighteenth-century Muslim ruler, the BJP government also dropped the chapter dealing with this historical figure from the class 7 textbook in 2019.83 This decision was made in the context of the COVID-19 pandemic that had led the government of India to ask all states to reduce syllabi for students in classes 1 through 10 by 30 percent, in light of the learning challenges brought about by the lockdown.84 The decision of the Karnataka government, in fact, fit in with a larger picture. Under cover of the pandemic, the Central Board of Secondary Education (CBSE), India’s largest education board, decided that all over India “government-run schools no longer have to teach chapters on democratic rights, secularism, federalism, and citizenship, among other topics.”85 To foster assimilation of knowledge that amounted to propaganda, final exams have increasingly focused on the heroic deeds of Hindu icons and reforms initiated by the Modi government, even on the person of the prime minister.

Every student must choose one of two pains; the pain of self-discipline or the pain of regret of neglected opportunities.

Being a student is like someone behind the bars, only those who burn the midnight oil will get the certificate of freedom.

One study19 found that an excellent predictor of the supply of private schools in a Pakistani village is whether a secondary girl’s school had been set up in the area a generation earlier. Educated girls, looking for an opportunity to make some money without having to leave the village, were increasingly entering the education business as teachers

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pedagogies of the traditional school system that the needs of black and brown students become secondary to maintaining the status quo.

It is said that the situation is considerably better in early infancy, and that in the first six months of life an extensive injury to the dominant hemisphere may compel the normally secondary hemisphere to take its place; so that the patient appears far more nearly normal than he would be had the injury occurred at a later stage. This is quite in accordance with the general great flexibility shown by the nervous system in the early weeks of life, and the great rigidity which it rapidly develops later. It is possible that, short of such serious injuries, handedness is reasonably flexible in the very young child. However, long before the child is of school age, the natural handedness and cerebral dominance are established for life. It used to be thought that left-handedness was a serious social disadvantage. With most tools, school desks, and sports equipment primarily made for the right-handed, it certainly is to some extent. In the past, moreover, it was viewed with some of the superstitious disapproval that has attached to so many minor variations from the human norm, such as birthmarks or red hair. From a combination of motives, many people have attempted and even succeeded, in changing the external handedness of their children by education, though of course they could not change its physiological basis in hemispheric dominance. It was then found that in very many cases these hemispheric changelings suffered from stuttering and other defects of speech, reading, and writing, to the extent of seriously wounding their prospects in life and their hopes for a normal career. We now see at least one possible explanation for the phenomenon. With the education of the secondary hand, there has been a partial education of that part of the secondary hemisphere which deals with skilled motions, such as writing. Since, however, these motions are carried out in the closest possible association with reading, speech, and other activities which are inseparably connected with the dominant hemisphere, the neuron chains involved in processes of the sort must cross over from hemisphere to hemisphere and back; and in a process of any complication, they must do this again and again. Now, the direct connectors between the hemispheres—the cerebral commissures—in a brain as large as that of man are so few in number that they are of very little use, and the interhemispheric traffic must go by roundabout routes through the brain stem, which we know very imperfectly but which are certainly long, scanty, and subject to interruption. As a consequence, the processes associated with speech and writing are very likely to be involved in a traffic jam, and stuttering is the most natural thing in the world.

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