Catholic schools carry out a great mission, to serve God by building knowledge and character... By teaching the word of God, you prepare your students to follow a path of virtue.
I live. I travel. I eat. I pray. These are the things I do. I'd rather be in my condition than be a man with four children in a four-bedroom house, working hard every day to pay for his house, taking his children to school.
If you want some additional money for your school, we'll give it to you. But you've got to compete, show us that you're going to reform your education system so that our children are performing better.
I confess myself utterly at a loss in suggesting particular reforms in our ways of teaching. No discretion that can be lodged with a school-committee, with the overseers or visitors of an academy, of a college, can at all avail to reach these difficulties and perplexities, but they solve themselves when we leave institutions and address individuals.
In adolescence I started to find out about Robert Wilson because I saw Lou Reed's "Timerocker" at [the Brooklyn Academy of Music]. I started getting into Jim Jarmusch and knew that my uncle was a friend of his. I pieced together parts of his life in high school and college, which lead me to his story in a funny way.
All this pitting of sex against sex, of quality against quality; all this claiming of superiority and imputing of inferiority belong to the private-school stage of human existence where there are sides, and it is necessary for one side to beat another side.
Albert is a very poor student. He is mentally slow, unsociable and is always daydreaming. He is spoiling it for the rest of the class. It would be in the best interests of all if he were removed from school immediately.
For decades, the public school system failed too many children, so we passed the No Child Left Behind Act and demanded schools show results in return for money.
During the last century, and part of the one before, it was widely held that there was an unreconcilable conflict between knowledge and belief. The opinion prevailed amoung advanced minds that it was time that belief should be replaced increasingly by knowledge; belief that did not itself rest on knowledge was superstition, and as such had to be opposed. According to this conception, the sole function of education was to open the way to thinking and knowing, and the school, as the outstanding organ for the people's education, must serve that end exclusively.
We come to our own and would make friends with matter, which the ambitious chatter of the schools would persuade us to despise. We can never part with it; the mind loves its old home: as water to our thirst, so is rock, the ground, to our eyes, and hands, and feet. It is firm water: it is cold flame: what health, what affinity!
The minority, the ruling class at present, has the schools and press, usually the Church as well, under its thumb. This enables it to organize and sway the emotions of the masses, and make its tool of them.