A Quote by Edmund Barton
I was for two years a pupil at the Model School in Fort street which was then conducted upon the Irish national system, and if any special religious instruction was given in connection with that system, I do not recollect it.
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In Holland, they have come to precisely the same conclusion. There they have adopted a system of secular education, because they have found it impracticable to unite the religious bodies in any system of combined religious instruction.
Calvinism is an all-embracing system of principles... It is rooted in a form of religion which was peculiarly its own, and form that specific religious consciousness there was developed first a particular theology, then a special church-order, and then a given form for political and social life.
Like millions of parents, I chose to send my children to a religious school that shares my belief system, which is central to my life. I objected to changes in the school that, in my opinion, did not reflect that belief system.
We have power... Our power isn’t in a political system, or a religious system, or in an economic system, or in a military system; these are authoritarian systems... they have power... but it’s not reality. The power of our intelligence, individually or collectively IS the power; this is the power that any industrial ruling class truly fears: clear coherent human beings.
No citizen of this nation is worthy of the name unless he bears unswerving loyalty to the system under which he lives, the system that gives him more benefits than any other system yet devised by man. Loyalty leaves room to change the system when need be, but only under the ground rules by which we Americans live.
I confess that for fifteen years my efforts in education, and my hopes of success in establishing a system of national education, have always been associated with the idea of coupling the education of this country with the religious communities which exist.
When I was mayor of New York, my views changed. I began as mayor of New York City thinking that I could reform the New York City school system. After two or three years, four years, I became an advocate of choice, of scholarships, and vouchers, and parental choice, because I thought that was the only way to really change the school system.
The financial system has been turned over to the Federal Reserve Board. That Board administers the finance system by authority of a purely profiteering group. The system is Private, conducted for the sole purpose of obtaining the greatest possible profits from the use of other people's money.
When a system is considered in two different states, the difference in volume or in any other property, between the two states, depends solely upon those states themselves and not upon the manner in which the system may pass from one state to the other.
By the 1890s, the leading Wall Street bankers were becoming increasingly disgruntled with their own creation, the National Banking System... while the banking system was partially centralized under their leadership, it was not centralized enough.
The system becomes logically closed when each of the logical implications which can be derived from any one proposition within the system finds its statement in another proposition in the same system.
Secular schools can never be tolerated because such a school has no religious instruction and a general moral instruction without a religious foundation is built on air; consequently, all character training and religion must be derived from faith . . .? We need believing people.
Any system of education...which limits instruction to the arts and sciences and rejects the aids of religion in forming the characters of citizens, is essentially defective.
Whatever may be the merits of a religious system, its effects upon the mass of mankind must depend in an important degree upon its teachers. All instruction and all truth, except simple mathematical truth, is modified by the medium through which it is conveyed.
We live in a capitalist system; anyone who believes they are above this system or purer than this system, even while shopping at the cute organic market across the street or taking a hiking vacation to Guatemala, is certifiable.
General Systems Theory is a name which has come into use to describe a level of theoretical model-building which lies somewhere between the highly generalized constructions of pure mathematics and the specific theories of the specialized disciplines. Mathematics attempts to organize highly general relationships into a coherent system, a system however which does not have any necessary connections with the "real" world around us. It studies all thinkable relationships abstracted from any concrete situation or body of empirical knowledge.
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