A Quote by Frederic William Farrar
But in the life of every man there are influences of a far more real and penetrating character than those which come through the medium of schools or teachers.
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The teachers of small children are paid more than they were, but still far less than the importance of their work deserves, and they are still regarded by the unenlightened majority as insignificant compared to those who impart information to older children and adolescents, a class of pupils which, in the nature of things, is vastly more able to protect its own individuality from the character of the teacher.
A lot of charter schools are non-union schools that take a lot of teachers from alternative tracks, like Teach For America. They do this in part because a lot of charter schools have very strong ideologies around how they want teachers to teach. And they find that starting with a younger or more inexperienced teacher allows them to more effectively inculcate those ideas.
The man of frank and strong prejudices, far from being a political and social menace and an obstacle in the path of progress, is often a benign character and helpful citizen. The chance is far greater, furthermore, that he will be more creative than the man who can never come to more than a few gingerly held conclusions, or who thinks that all ideas should be received with equal hospitality. There is such a thing as being so broad you are flat.
What I want to see in teacher training is more talk about character education and getting teachers to really think about it. We have been careful not to define what we mean by character but we think the best schools and the best teachers know how they build strong, resilient young people.
Charter schools are public schools that operate, to a certain extent, outside the system. They have more control over their teachers, curriculum and resources. They also have less money than public schools.
There's a small movement of teacher-led schools across the country. These are schools that don't have a traditional principal, teachers come together and actually run the school themselves. That's kind of the most radical way, but I think something that's more doable across the board is just creating career ladders for teachers that allow certain teachers after a certain number of years to inhabit new roles. Roles mentoring their peers, helping train novice teachers to be better at their jobs, roles writing the curriculum, leading on lesson planning.
Jesus Christ said more about money than about any other single thing because, when it comes to a man's real nature, money is of first importance. Money is an exact index to a man's true character. All through Scripture there is an intimate correlation between the development of a man's character and how he handles his money.
All the higher, more penetrating ideals are revolutionary. They present themselves far less in the guise of effects of past experience than in that of probable causes of future experience, factors to which the environment and the lessons it has so far taught us must learn to bend.
In real life, I'm far more lighthearted than I come across on the records.
I have seen many teachers in real life, which come from the same background and morality and treat their profession like just another one rather than a noble profession.
I've focused on making sure we have talented teachers and principals in our schools through proposals like the GREAT Teachers and Principals Act and the Presidential Teachers Corps.
I would have all the professors in colleges, all the teachers in schools of every kind, including those in Sunday schools, agree that they would teach only what they know, that they would not palm off guesses as demonstrated truths.
The function of the university is not simply to teach breadwinning, or to furnish teachers for the public schools, or to be a centre of polite society; if is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, an adjustment from which forms the secret of civilization.
Restoring prayer ... will scarcely at this date solve the grievous public school problem. Public schools are expensive and massive centers for cultural and ideological brainwashing, at which they are unfortunately far more effective than in teaching the 3 R's or in keeping simple order within the schools. Any plan to begin dismantling the public school monstrosity is met with effective opposition by the teachers' and educators' unions. Truly radical change is needed to shift education from public to unregulated private schooling, religious and secular, as well as home schooling by parents.
There is a tendency to throw computers at third world problems, which I think is often a distraction. Putting computers in the schools is great, but it may be more important to put teachers in the schools.
A friend who is far away is sometimes much nearer than one who is at hand. Is not the mountain far more awe-inspiring and more clearly visible to one passing through the valley than to those who inhabit the mountain?
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