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.

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.

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.

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 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.

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.

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.

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.

In the mid-1950s, there were 476,000 pupils in the primary education system, but just 83,000 in secondary and vocational schools, suggesting that more than 80 per cent dropped out of formal education at fourteen, the legal school leaving age.

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.

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.

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.

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

But voters who quite liked the new system gave Democrats such a strong majority in Congress that Johnson and the Democrats were able to pass eighty-four new laws to put the Great Society into place. They cemented civil rights with the 1965 Voting Rights Act protecting minority voting, created jobs in Appalachia, and established job-training and community-development programs. The Elementary and Secondary Education Act of 1965 gave federal aid to public schools and established the Head Start program to provide comprehensive early education for low-income children. The Higher Education Act of 1965 increased federal investment in universities and provided scholarships and low-interest loans to students. The Social Security Amendments of 1965 created Medicare, which provided health insurance for Americans over age sixty-five, and Medicaid, which helped cover health care costs for those with limited incomes. Congress advanced the war on poverty by increasing welfare payments and subsidizing rent for low-income families.

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.

A Council of Education had been established in 1954 to consider the possible reforms of second-level education, but it sat so long that its members began to die off before it could issue a report.11 When it finally did report in 1960 (the report was not published until 1962), it remarked contentedly of secondary schools that ‘The dominant purpose of their existence is the inculcation of religious ideals and values. This central influence, which gives unity and harmony to all the subjects of the curriculum, is outside the purview of the State…

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.

According to Freud here, it is only by inhibiting or prohibiting sexual satisfaction that a more enduring investment can be made in someone. When real sexual satisfactions are thwarted, sexual desire for that person gives rise to a kind of symbolic idealization of him or her, leading to an affectionate current which is secondary, not primary. Idealization of the partner and affectionate love itself (we perhaps see the fullest expression of idealization in courtly love, as we shall see in Chapter 7) thus involve endless deferral and sublimation of the sexual drives. Affectionate love, which earlier in his work was either anaclitic or narcissistic (we shall turn to the latter of these in the second part of this book), here seems to involve idealization of the object, attention being paid to its spiritual merits as opposed to its sensual merits. Love is not considered here to precede sexual desire, but rather to result from the inhibition of sexual satisfaction. It leads to far greater excitement about the potential sexual partner than would have existed without such inhibition. In other words, restricted sexual access to the partner intensifies sexual excitation, ultimately leading to greater sexual satisfaction than would have been possible otherwise. Education or socialization channels the sexual drives so extensively into narrow pathways that they reach a feverish pitch and the sexual act becomes, in a certain sense, overvalued – this, Freud believes, is especially true of men. The idea here seems to be that the more a certain activity is inhibited or restricted, the more intense our desire for it becomes. As I have put it elsewhere, “prohibition eroticizes.

(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.

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.

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.

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.

Canadian Labor Department in 1948 rejected girls and women applying to emigrate to Canada for jobs in domestic service if there was any sign that they had education beyond secondary school.

and beyond. Some of this evolution toward more secular, bureaucratic schooling followed necessarily from the Supreme Court decisions prohibiting school prayer and religious instruction in the 1960s. Regardless of whether you believe children should have prayer or study religion in school, the removal of those activities had the unintended consequence of removing existential questions about how the individual fits into the bigger, cosmic picture; about our life’s purpose. The moral hollowing of schooling is also attributable to the erosion of secondary education’s previously secure place and purpose in preparing kids for steady jobs right after graduation. Education historian Paula Fass traces the drift toward the “warehousing” of our young to schools’ loss of their tangible, culminating purpose—to prepare the emerging generation for conclusive entry into adult productivity. Instead, “going to high school became a stop-over during the teen years, with very little to offer beyond academic selection for those who would go on to college . . .” When a diploma was no longer a predictable ticket to a full-time, middle-class job and a set of expectations about adulthood, high schools began to fray. Peer culture metastasized to fill the vacuum of purpose. Instead of learning how to behave from their teachers, who no longer really saw their jobs as moral instruction and instilling wisdom acquired through age and experience, kids were learning how to behave from other kids, with predictable results. Fifth, the protest era of the 1960s saw an atypical amount of conflict about what America means, about whether our experiment in self-governance was really all that special. Some of the struggles—chiefly civil rights—were essential to America’s finally living up to the Declaration of Independence’s vision of universal,

Amount of Homework in Elementary and Secondary School Many newcomers are often surprised at how little homework students are assigned on a daily basis. This is because in BC, the teachers see more value in the quality of the work, rather than the quantity. In addition, the teachers must follow the guidelines set by the BC Ministry of Education about the amount of homework to be given to elementary and secondary students. The guidelines are as follows: Elementary School From Kindergarten to Grade 3: no homework is given From Grade 4 to Grade 7: ½ hour per night of homework is given Some examples of homework given are: Complete work given in class, read a book for a specified time, write a journal entry and work with classmates on a class project. Secondary School Grades 8 to 12: 1 to 2 hours per night, however students learning English will take longer. Some examples of homework given are: Gather information from various sources, think or reflect on a given topic and write about it, read chapters of a book or work with classmates on a group or class project. For more detailed descriptions of the homework assigned to students, please see the homework brochures on the Multilanguage parent information brochures page on the VSB website.

Our educational systems need to give young people the opportunity to plug into curriculums that encourage them to rise to their full potential, take risks, embrace failure, and challenge the established norms wherever and whenever they can. The leaders of tomorrow will be so much more effective if they are taught to retain and refine that childlike curiosity for the unknown, rather than having it ‘schooled’ out of them, as seems still to be the case today in so many schools and universities. Secondary education should be encouraged to place greater emphasis on developing emotional intelligence, critical thinking, and real-life problem-solving skills – algebra and calculus don’t cut it – all of which are key traits of successful entrepreneurs and indeed successful adults in any walk of life.

Education Children in Italy must go to school from age six until age fourteen. Primary school goes through age eleven, when children move to lower secondary school (like middle school in North America). About 80 percent of children continue their education through high school or go to a technical institute. Students who go to college usually attend one in their own city and live at home. Few universities have housing for students. University education in Italy began in ancient times. A school of medicine was founded in Salerno in the ninth century. The University of Bologna, founded in the eleventh century, is probably the oldest full university in Europe. It has about one hundred thousand students. The University of Rome was founded by the Catholic Church in about 1300 and remained primarily a religious institution for hundreds of years. When Rome became part of modern Italy, the university became a state university. Often called La Sapienza, meaning “Knowledge,” it is Europe’s largest university, with nearly 150,000 students.

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

This book explains the seemingly paradoxical role of education by analyzing the intertwined growth of the US educational system (primary, secondary, and higher) and the modern corporate economy in the city of Boston between 1880 and the Great Depression.

Populations whose educational progress used to stop at secondary school can now attend university. However, this extension also devalues the qualifications earned, as today there are ever fewer prospects of secure employment with only a school-leaving certificate. As far as the political system is concerned, if the opportunities for citizens to participate are greater than ever before, the actual influence of the lower classes has substantially declined (more on this in the final chapter).

Education, as I see it, is the delightful process of developing skills and knowledge in which time becomes secondary and efficiency would only instrumentalize this wholesome endeavor. Education is life itself and an ongoing process that should never end. It bears its fruit both in the present and in the future.

From our primary schools to secondary schools, to tertiary institutions, there must be a mass campaign to educate our people in the value of labour.

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.

Furthermore, academic fads have been forced upon successive generations of elementary and secondary school students, including the “New Math,” the “Open Classroom,” “Values Clarification,” “Cooperative Learning,” “Outcome-Based Education,” “No Child Left Behind,” and more recently “Common Core” and “Race to the Top,” for which trillions of dollars have been and are being wasted on inferior educational outcomes. Even the once-heralded school lunch program is not safe from statist overreach, where billions of dollars are spent on federally mandated lunches that many students refuse to eat.23

It’s grossly unfair. It also discourages too many who want to pursue post-secondary studies from ever going to university. It’s tragic for them, and a huge loss to society and to this country as a whole. No one who has the marks and the will to further their education should ever be hindered from doing so because of high tuition and the prospect of a terrifying debt load for years and years afterward.

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.

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.

Second Week Of June 2012 Dr. Arius reply arrived the following day after I email him. His message read: Hi Young, Of course I’ll be happy to answer your questions. I’m very curious to learn the nature of your secondary education at Daltonbury Hall. In my opinion, the current secondary school system is less than desirable, especially in the United States. As a psychiatrist I’m always interested in people and their experiences; be they positive or negative. Our experiences are what make us grow or slack as a well-rounded person.

Second Week Of June 2012 I agreed to be Dr. Arius’ case study. In my reply to the psychiatrist, I wrote: Good Day Dr. A. I’m surprised and flattered that you consider me an appropriate candidate to conduct a case study on my unique E.R.O.S., Bahriji, elite Arab Household, and secondary school experiences. As much as I am delighted to agree to your proposed challenge and to answer your questionnaires to the best of my abilities, I also have questions for you for which I would like answers before being an active participant in the survey. * Are you planning to publish professional psychiatric papers and publications to your findings? Or are you working on this project solely for your personal interest? * If your research reveals a positive alternative to the current accepted educational norm, are you planning to actively advocate for change? As you are aware, I can only provide you with my personal opinion on my educational experiences. I cannot speak for other  E.R.O.S. members. Before I agree to undergo this case study, I wish to make it very clear that I only speak for myself. Under no circumstances will I undermine to reveal the actual names of people and places, or jeopardize their society and individual standing in any way. I am obligated to honor my oath of confidentiality and pledge never to reveal the true identity of the clandestine society. As long as you are aware of my pledge, I am happy to answer your questions to the best of my ability. Although I have not known you for very long, I consider you a trusted friend. My intuition tells me you are a man of integrity. I have always trusted my inner voice and it has never failed me. I look forward to your next correspondence and your answers to my questions. I hope all is going splendidly in your part of the world. Keep me posted on the progress of your gay organization. It is good to receive your emails as always. Yours truly, Young.

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 heat 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 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.

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).

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

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.

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.

To provide post-secondary education to prisoners is not advocating that we be “soft on crime.” It is simply the most effective and least expensive method of getting some control over crime and reducing the crippling tax burden that crime imposes on law-abiding citizens.

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.

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.

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.

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.

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.

Farming is a prison to most Burundians.8 In the countryside, especially in the north and center, people desperately want to reduce their dependence on the land. The three big ways for young people to escape poverty are education, migration, and hard work. To Burundians, secondary education is crucial: the primary if not the sole image ordinary people have when thinking about an escape from poverty is that of the fonctionnaire – not a matter of public service but of individual gain. More generally, urban migration is the crucial way by which young people try to make a decent living for themselves and their families; it is a way to prepare the conditions for marriage as well.

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