A Quote by James S. Coleman
I'd propose that each central-city child should have an entitlement from the state to attend any school in the metropolitan area outside his own district - with per pupil funds going with him.
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A tutor should not be continually thundering instruction into the ears of his pupil, as if he were pouring it through a funnel, but, after having put the lad, like a young horse, on a trot, before him, to observe his paces, and see what he is able to perform, should, according to the extent of his capacity, induce him to taste, to distinguish, and to find out things for himself; sometimes opening the way, at other times leaving it for him to open; and by abating or increasing his own pace, accommodate his precepts to the capacity of his pupil.
There is no reason why any public school district in our state should be on a four-day school week. If anything, we should be extending the school year.
Since the whole city has one end, it is manifest that education should be one and the same for all, and that it should be public, and not private - not as at present, when every one looks after his own children separately, and gives them separate instruction of the sort which he thinks best; the training in things which are of common interest should be the same for all. Neither must we suppose that any one of the citizens belongs to himself, for they all belong to the state, and are each of them a part of the state, and the care of each part is inseparable from the care of the whole.
I think it's very important to support the program in your area, as each part of the country has its own challenges coping with AIDS. It can be very different from state to state and city to city. Wherever you live, there is surely someone who could use your help.
Thus, if there is anyone who is confident that he can advise me as to the best advantage of the state in this campaign which I am about to conduct, let him not refuse his services to the state, but come with me into Macedonia. I will furnish him with his sea-passage, with a horse, a tent, and even travel-funds. If anyone is reluctant to do this and prefers the leisure of the city to the hardships of campaigning, let him not steer the ship from on shore.
I live in New York City, but it doesn't matter if you're in any large, metropolitan area, there's kind of a little bit of survival-of-the-fittest, so when you encounter kindness or people going out of their way in an empathetic way, it's almost startling.
I know that New York City remains the highest density urban area in the country and by far dedicates more of its own funds to fighting terrorism than any other municipality.
I believe in an America where the separation of church and state is absolute - where no Catholic prelate would tell the president (should he be Catholic) how to act, and no Protestant minister would tell his parishoners for whom to vote - where no church or church school is granted any public funds or political preference - and where no man is denied public office merely because his religion differs from the president who might appoint him or the people who might elect him.
Every child in America should be acquainted with his own country. He should read books that furnish him with ideas that will be useful to him in life and practice. As soon as he opens his lips, he should rehearse the history of his own country.
In teaching, you must simply work your pupil into such a state of interest in what you are going to teach him that every other object of attention is banished from his mind; then reveal it to him so impressively that he will remember the occasion to his dying day; and finally fill him with devouring curiosity to know what the next steps in connection with the subject are.
After 9/11, the businesses in my district and throughout the New York metropolitan area saw firsthand the result of a lack of availability of terrorism insurance.
I believe the way I describe the problems in Chicago is that it's a metropolitan area. I've said that everywhere. The uneducated child is not just my problem, it's the state's problem. It's also the federal government's problem.
Nothing more guarantees the erosion of character than getting something for nothing. In the liberal welfare state, one develops an entitlement mentality. And the rhetoric of liberalism - labeling each new entitlement a 'right reinforces this sense of entitlement.' -
Going to school is not the same as going shopping. Parents should not be burdened with locating a suitable school for their child. They should be able to take their child to the neighborhood public school as a matter of course and expect that it has well-educated teachers and a sound educational program.
For the 95 per cent whose only means of schooling is the district or the city school, we must provide what we are not now providing, an education that will better fit them for the struggle of life.
From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself; while, on the other hand, he is unable to apply in daily life what he is learning at school. That is the isolation of the school — its isolation from life.
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