A Quote by Thomas Sowell
Those parts of history that would undermine the vision of the Left - which prevails in our education system from elementary school to postgraduate study - are not likely to get much attention.
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We the undersigned, intend to establish an instruction and training institution which differs from the common elementary schools principally in that it will embrace, outside of (in addition to) the general and elementary curriculum, all branches of the classical high school, which are necessary for a true Christian and scientific education, such as: Religion, the Latin, Greek, Hebrew, German, French and English languages; History, Geography, Mathematics, Physics, natural history, Introduction to Philosophy, Music, and Drawing.
I pretty much left full-time, formal education when I was 11, so that was when I was taken out of the school system... The longest stretch I would go back for was a term and a half when I was about 14.
Code wants to be simple... I had to give up the idea that I had the perfect vision of the system to which the system had to conform. Instead, I had to accept that I was only the vehicle for the system expressing its own desire for simplicity. My vision could shape initial direction, and my attention to the desires of the code could affect how quickly and how well the system found its desired shape, but the system is riding me much more than I am riding the system.
The state of our educational system is a disgrace to our country. We have an elementary and secondary school system in which close to half of the youngsters never graduate properly. It's a disgrace that there is more illiteracy today than there was 100 years ago.
I pretty much left full-time, formal education when I was 11. So that was when I was taken out of the school system... I think the longest stretch I would go back for was a term and a half when I was about 14.
I didn't like school at all. I never liked the seven different classes system. I liked having just one, like in elementary school - less disruption. I liked history. I failed math and science and gave those teachers a hard time.
The education of youth should be watched with the most scrupulous attention. [I]t is much easier to introduce and establish an effectual system ... than to correct by penal statutes the ill effects of a bad system. ... The education of youth ... lays the foundations on which both law and gospel rest for success.
I didn't get a high school diploma. I really didn't have much of an education, which left me open to educating myself throughout my life, without the limitations on intellectual curiosity a formal education can impose. I followed what interested me.
Our world is fast succumbing to the activities of men and women who would stake the future of our species on beliefs that should not survive an elementary school education.
In the matter of the maintenance and rearing of children the Anarchists would neither institute the communistic nursery which the State Socialists favor nor keep the communistic school system which now prevails.
It was in Shizuoka, where my home was. I first attended this school when I was five years old. I also attended a regular elementary school, and I was taking piano lessons with a local teacher. I began to study composition at the Yamaha school. And I continued to study there until the age of 15.
The legal system we have and the rule of law are far more responsible for our traditional liberties than any system of one man one vote. Any country or Government which wants to proceed towards tyranny starts to undermine legal rights and undermine the law.
Elementary and high school students will still be tested under the new law. There just won't be so much riding on the scores. Also the arts didn't disappear under the old law, No Child Left Behind. But, Christopher Woodside of the National Association for Music Education says with so much time spent testing math and reading, the arts suffered.
I have to throw in on a personal note that I didn't like history when I was in high school. I didn't study history when I was in college, none at all, and only started to do graduate study when my children were going to graduate school. What first intrigued me was this desire to understand my family and put it in the context of American history. That makes history so appealing and so central to what I am trying to do.
To behold, is not necessary to observe, and the power of comparing and combining is only to be obtained by education. It is much to be regretted that habits of exact observation are not cultivated in our schools; to this deficiency may be traced much of the fallacious reasoning, the false philosophy which prevails.
I obtained eight years of elementary education in a two-room school, where I encountered a stern but engaging teacher who awakened my intellect with instruction that would seem rigorous today in many colleges. History figured large in the curriculum, exciting for me what was to become an enduring interest.
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