A Quote by John Hoeven
Education is critical not only to each one of us individually, but also to build the economic vitality of our state.
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The development of faith in the Lord is an individual matter. Repentance is also an individual matter. Only as an individual can one be baptized and receive the Holy Ghost. Each of us is born individually; likewise, each of us is "born again" individually. Salvation is an individual matter.
Is the investment community critical to our economic success? Yes. Free markets, innovation, access to credit, venture capital, and strong labor rights - these have been the underpinnings of our economic vitality, from laying railways to broadband lines.
You can expect to find these four priorities - education, economic vitality, efficiency in government and the protection of families - woven into my decisions as Governor. They will serve as my compass as I work with you to chart a future course for our state.
This is the true lesson of our history: war, preparation for war, and foreign military interventions have served for the most part not to protect us, as we are constantly told, but rather to sap our economic vitality and undermine our civil and economic liberties.
I pray that we will treat each and every one of our Heavenly Father's children lovingly, tenderly, and individually, as He would have us treat them. I also pray that we will always be mindful of the power each one of us has to make a difference and to influence the world in which we live.
Public education is a good foundation on which to build a better life for each of us. And if we want to prove to these children who never made the mess in the first place that education is worth the trouble, our schools have to inspire them so they can do what they ought to do.
The education of our people should be a lifelong process by which we continue to feed new vigor into the lifestream of the Nation through intelligent, reasoned decisions. Let us not think of education only in terms of its costs, but rather in terms of the infinite potential of the human mind that can be realized through education. Let us think of education as the means of developing our greatest abilities, because in each of us there is a private hope and dream which, fulfilled, can be translated into benefit for everyone and greater strength for our Nation.
Our military's presence in Hawaii not only plays a critical role in our national security but also in driving our state's economy and supporting thousands of jobs in the public and private sectors.
Missouri families deserve the best early childhood system our state can provide. This is also a critical area of workforce development for our state.
Responsibility does not only lie with the leaders of our countries or with those who have been appointed or elected to do a particular job. It lies with each of us individually.
Our vitality, and the vitality of each nation, rests on the sincerity and depth of the faith in the ideas which it announces, or pronounces.
Why do we so mindlessly abuse our planet, our only home? The answer to that lies in each of us. Therefore, we will strive to bring about understanding that we are--each one of us--responsible for more than just ourselves, our family, our football team, our country, or our own kind; that there is more to life than just these things. That each one of us must also bring the natural world back into its proper place in our lives, and realize that doing so is not some lofty ideal but a vital part of our personal survival.
A tax system is important because of what it can pay for, but also for how it works. When we pay taxes, we expect something back from the state; it strengthens the relationship and accountability between us and our governments. It also pays for what private finance shouldn't: our needs for healthcare, education and social security.
Our state's beautiful natural environment is part of why we all love and live in New Hampshire. It is also one of our state's most important economic assets.
Like Nietzsche's own writings on education, most of mine were relatively youthful ones. Both were inspired by a critical animus against prevailing trends in education: in Nietzsche's case, the production either of 'useless', dry-as-dust scholars or people 'useful' for the needs of an expanding industrial economy; in my case, a similar subjection of education to economic imperatives, but also to ideological obsessions, notably with promoting 'equality'.
Our understanding of Shakespeare already depends largely on the vitality of Renaissance elements in our education. Each man must live in his own generation, as the saying is; but the generations are bound together by the golden links of the great tradition of civilization.
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