Families And Schools Quotes & Sayings

They were worried about keeping military families strong. They were worried about the stress and strain of prolonged military service and how it would affect our military readiness the next time a Hitler-wannabe reared his ugly head. As they made a list of pros and cons for sending families overseas, they never imagined that DOD schools would be the best possible solution to nearly every problem they could envision. The most unpredictable phenomena occurred. The DOD literally created a culture of kids whose life experiences were so rich, yet so different from where they'd come from, that as they grew in years the people they most related to, the people they most wanted to be around, were other military kids who had the same shared experience. Military kids became military members - and they've kept us strong, our families, armed forces, our country, all of us. — Tucker Elliot

Ministry is not about helping these kids be better Christians; it is about helping them be what God created them to be-human. And it is the degradation of their humanity, brought about by broken and abusive families, violent neighborhoods, failing schools and poverty, that caused them to lash out so forcefully. Ministry is about suffering with them in their dehumanization, celebrating their human endeavors and in all things pointing to the true human, Jesus Christ our Lord.
Having — Andrew Root

Ensuring a bright future for all our children is the responsibility of the community, the schools, families and like it or not- politicians as well. — Michael N. Castle

He's convinced most human adults do not know how to play anymore and that playing is one of the best ways to think. Franky finds children, by far, much more pleasant and intelligent than most adults, but they are easily ruined by their families, schools, and society. He says one of the ways they are ruined is by being forced to think of all the tasks that need to be done as work, not as play. It takes the joy out of living. — William Wharton

NVC can be effectively applied at all levels of communication and in diverse situations: intimate relationships, families, schools, organizations and institutions, therapy and counseling, diplomatic and business negotiations, disputes and conflicts of any nature. — Marshall B. Rosenberg

We are called to go make disciples, but how do disciples live? How do we function in the world - in our marriages, families, schools and places of business? How do we live as salt and light in the society? — Michael Brown

I know plenty of people with kids in elite, private schools and had heard many stories. I have drifted into the homes of some of those very wealthy families in New York and am fascinated with the dynamic and how much freedom the children are given. — Jane Green

Most psychologists believe that nature - genetics - accounts for about half of the reason why we tend to act the way we do. His point is simply that there are certain times and places and conditions when much of that can be swept away, that there are instances where you can take normal people from good schools and happy families and good neighborhoods and powerfully affect their behavior merely by changing the immediate details of their situation. This — Malcolm Gladwell

G. K. Chesterton once said that the family is a cell of resistance to oppression. Unfortunately, this was one point of Catholic theology that the communists agreed with. To undermine Polish culture, communists struck at its heart - the family. Work and school schedules were organized so that parents had minimal contact with each other and with their children. Birth control and abortion were encouraged, state-sponsored sex education was implemented in schools, and apartments were built to accommodate only small families. — Jason Evert

Fifty years ago, great schools like the University of California and the City University of New York - as well as many state colleges - were tuition free. Today college is unaffordable for many working class families. For the sake of our economy and millions of Americans, we must make higher education more affordable. — Bernie Sanders

Those on the left who scream about income gaps choose to focus on the success of those at the top rather than the failures of those at the bottom. They conveniently ignore that liberals are the ones who have pushed the moral relativisim and welfare-state dependence that has destroyed black families over the last 60 years. And it is these same liberals who fight to keep low-income kids in failing public schools and fight efforts to get school choice. — Star Parker

Tibetans are not famed for their perseverance. Full of enthusiasm at the start, and ready for anything new, their interest flags before long. For this reason I kept losing pupils and replacing them, which was not very satisfactory for me. The children of good families whom I taught were without exception intelligent and wide awake, and were not inferior to our children in comprehension. In the Indian schools the Tibetan pupils are ranked for intelligence with Europeans. One must remember that they have to learn the language of their teachers. In spite of that handicap, they are often at the head of the class. There was a boy from Lhasa at St. Joseph's College, at Darjeeling, who was not only the best scholar in the school, but also champion in all the games and sports. — Heinrich Harrer

My particular interest area is working in issues of emotional literacy. What I see of the way that we educate boys and more than that, the way we socialize boys within their families and then in schools to me is tantamount to just removing any element of emotional intelligence from them. — John Amaechi

Resource-poor schools in low-income neighborhoods often leave children with subpar language and critical-thinking skills. Those deficits will remain even if those children relocate to safe and prosperous neighborhoods later in life. To think of those school-conditioned speech patterns and belief systems as evidence of a "culture of poverty," the invention of poor families themselves, is to overlook the influence of broken cultural institutions through which low-income families pass. We — Matthew Desmond

More combat planes, missiles and soldiers won't provide additional bread for our families, desks for our schools, or medicine for our clinics. — Oscar Arias

Trust in families and in neighborhoods and individuals to make sense of the important question, 'What is education for?' If some of them answer differently from what you might prefer, that's really not your business, and it shouldn't be your problem. Our type of schooling has deliberately concealed the fact that such a question must be framed and not taken for granted if anything beyond a mockery of democracy is to be nurtured. It is illegitimate to have an expert answer that question for you. — John Taylor Gatto

We are a product of our families, schools, and churches. Without the liberty and rule of law that characterize America, entrepreneurship would indeed be impossible. Any successful American who is not a patriot is a rank ingrate. — Rich Lowry

In search of a complete education with the ideals of trust, faith, understanding and compassion, many families are turning to the structure, discipline and academic standards of Catholic schools. — Mark Foley

In my lifetime, it's the Supreme Court, not Congress, that integrated our public schools, that allowed people of different races to marry, and established the principle that our government should respect the value of privacy of American families. These decisions are the legacy of justices who chose to expand American freedom. — Dick Durbin

Service members will only stay on active duty if they can provide for their families - and DOD schools provide a world-class education that has proven time and again to be an incentive for sailors, soldiers, airmen and marines to reenlist. Military dependents that attend DoDDS schools are highly regarded by prestigious universities the world over for a number of reasons, but there's one that you'd have a hard time replicating in a stateside school system: they've lived overseas, traveled the world, seen and experienced other cultures, learned foreign languages through immersion, and they've gained an understanding of the world that you can't get in a traditional classroom. Add a rigorous curriculum and a long track record of high test scores throughout DoDDS, and it's pretty easy to see why military kids are in such high demand. — Tucker Elliot

Being an elite is not a mere possession or something "within" an actor (skills, talents, and human capital); it is an embodied performative act enabled by by both possessions and the inscriptions that accompany experiences within elite institutions (schools, clubs, families, networks, etc.). Our bodily tastes, dispositions, and tendencies are not simply something we're born with; they are things that are produced through our experiences in the world. Not only do they occur in our minds, but they are things we enact repeatedly so that soon these performances look less and less like an artificial role we're playing- a role that might advantage us- and instead look more and more like just who we naturally are. pg. 136 — Shamus Rahman Khan

Good schools, like good societies and good families, celebrate and cherish diversity. — Deborah Meier

But no one can blink at the fact that in this land, and in other lands across the world, there is an epidemic affecting the lives of millions of youth. It is a sickness that comes of a loss of values, of an abandonment of moral absolutes. The virus which has infected them comes of leaderless families, leaderless schools, leaderless communities. It comes of an attitude that says, "We will not teach moral values. We will leave the determination of such to the individual." — Gordon B. Hinckley

It is my hope that our garden's story-and the stories of gardens across America-will inspire families, schools, and communities to try their own hand at gardening and enjoy all the gifts of health, discovery, and connection a garden can bring. — Michelle Obama

In addition to the alienation of farmers, large parts of the Mittelstand, growing numbers of industrialists and of the nationalist right by 1928, there was a further worrying trend facing the regime, the progressive disillusionment of young people and of the literary and cultural elites. The First World War and its aftermath had shaken loose many of the traditional ties binding young people to their families and to their local communities. As the Koblenz authorities noted in the early 1920s, 'the present sad appearance of the young, their debasement on the steeets, in pubs and dance halls results from the absence of firm authority by fathers and by schools during the war. The children of that time are today s young people who have little sense of authority and discipline.' In Cologne, it was observed that young people were spending too much time on 'visits to pubs, excessive drinking and dancing'. As — Ruth Henig

Contrary to what we hear, the great American divide is not a clash between conservatives who advocate liberty versus progressives who oppose liberty. Rather, the two sides each affirm a certain type of liberty. One side, for example, cherishes economic liberty while the other champions liberty in the sexual and social domain. Nor is it a clash between patriots and anti-patriots. Both sides love America, but they love a different type of America. One side loves the America of Columbus and the Fourth of July, of innovation and work and the "animal spirit" of capitalism, of the Boy Scouts and parochial schools, of traditional families and flag-saluting veterans. The other side loves the America of tolerance and social entitlements, of income and wealth redistribution, of affirmative action and abortion, of feminism and gay marriage. — Dinesh D'Souza

Just as we have created a society in which it would be unthinkable to light up a cigarette in the Kennedy Center lobby, we can create a society where it is unthinkable that a child suffers abuse, fails in school, becomes delinquent, or faces teasing and bullying. We could have a society in which diverse people and organizations work together to ensure that families, schools, workplaces, and neighborhoods are nurturing and that our capitalistic system functions to benefit everyone. — Anthony Biglan

I'd like to say a few words about one of the most popular concepts in the modern education
show and tell. Show and Tell is a device created by grammar schools to communicate family secrets to 32 other families before 9:15 am in the morning. — Robert Orben

In my class was an Annapolis graduate, several engineers, and most recent president of the University of Alabama.These were all small-town people who had good values. The families were tight. The schools reaffirmed the families and reaffirmed the church values that you were taught. I guess it was just one of those swell times to be a part of. — Jeff Sessions

Another example is the modern political order. Ever since the French Revolution, people throughout the world have gradually come to see both equality and individual freedom as fundamental values. Yet the two values contradict each other. Equality can be ensured only by curtailing the freedoms of those who are better off. Guaranteeing that every individual will be free to do as he wishes inevitably short-changes equality. The entire political history of the world since 1789 can be seen as a series of attempts to reconcile this contradiction. Anyone who has read a novel by Charles Dickens knows that the liberal regimes of nineteenth-century Europe gave priority to individual freedom even if it meant throwing insolvent poor families in prison and giving orphans little choice but to join schools for pickpockets. Anyone who has read a novel by Alexander Solzhenitsyn knows how Communism's egalitarian ideal produced brutal tyrannies that tried to control every aspect of daily life. — Yuval Noah Harari

Poor kids, through no fault of their own, are less prepared by their families, their schools, and their communities to develop their God-given talents as fully as rich kids. For economic productivity and growth, our country needs as much talent as we can find, and we certainly can't afford to waste it. The opportunity gap imposes on all of us both real costs and what economists term opportunity costs. — Robert D. Putnam

Some people argue that teaching children financial basics is the parents' job. However, this well-meant sentiment is what we're relying on now, and for all too many, it isn't working. In some families, financial illiteracy is passed on from generation to generation. Education takes place in the home, on the streets, and in the schools. Therefore, schools must bear some responsibility for teaching this skill. However, if you're raising children, remember that no one cares as much as you do or has as much ability to teach the important life skill of personal money management. — Eric Tyson

Small business is the gateway to opportunity for those who want a piece of the American dream. [ ... ] Well, wouldn't it be nice to hear a little more about the forgotten heroes of America-those who create most of our new jobs, like the owners of stores down the street; the faithfuls who support our churches, synagogues, schools, and communities; the brave men and women everywhere who produce our goods, feed a hungry world, and keep our families warm while they invest in the future to build a better America? That's where miracles are made, not in Washington, D.C. — Ronald Reagan

Many Americans do not want persons who openly engage in homosexual conduct as partners in their business, as scoutmasters for their children, as teachers in their children's schools, or as boarders in their home. They view this as protecting themselves and their families from a lifestyle that they believe to be immoral and destructive. — Antonin Scalia

We need sex education in schools, but we need it at home first. We need parents to learn the names of the teachers who are teaching their children. We need families to question day-care centers, to question other children and their own as to what goes on. — Rod McKuen

By 1971, a quarter of the white students were in private schools, the white families paying tuition many could scarcely afford. Mothers went back to work to help cover tuition, "spent all their savings and forfeited luxuries and necessities in life," some splitting their children up and enduring the "expense and inconvenience of transporting the children long distances to and from school," according to the Mississippi-born scholar Mark Lowry, to avoid having their children sit in the same classroom with black children. In — Isabel Wilkerson

The scientific study of the vital relationship between infants and their mothers was started by upper-class Englishmen who were torn from their families as young boys to be sent off to boarding schools, where they were raised in regimented same-sex settings. — Bessel A. Van Der Kolk

Every child learned the skills and attitudes that are valued by their own class culture. But outside of the family unit, all skills were not considered to be equal. Modern American culture, Lareau wrote, valued the qualities that middle-class children were developing over the ones that poor and working-class children were developing. "Central institutions in the society, such as schools," Lareau wrote, "firmly and decisively promote strategies of concerted cultivation in child rearing. For working-class and poor families, the cultural logic of child rearing at home is out of synch with the standards of institutions." In one poor household Lareau studied, for example, family members didn't look each other in the eye when they spoke - an appropriate response in a culture where eye contact can be interpreted as a threat, but ill-suited to a job interview where a firm handshake and a steady gaze are considered assets, and a failure to make eye contact can make a candidate seem shifty. — Paul Tough

I went to public schools, and while Gary was, like most American cities, racially segregated, it was at least socially integrated - a cross section of children from families of all walks of life. — Joseph Stiglitz

The 2011 legislation was an effort to decrease the number of students competing with families and working people for scarce housing. San Francisco is home to 82,000 full-time students in 31 colleges and universities, but its institutes of higher learning provide housing for only about one-tenth of that population. In contrast, Boston successfully pushed its schools to meet the housing needs of 50 percent of students. The Board of Supervisors passed the law that made student housing exempt from the affordable-housing fee developers must pay. But with the exception of Kennedy, who has been building student housing in Berkeley for 20 years, no developers have stepped up to take advantage of the law. — Anonymous

I want gaming to be something that everybody does, because they understand that games can be a real solution to problems and a real source of happiness. I want games to be something everybody learns how to design and develop, because they understand that games are a real platform for change and getting things done. And I want families, schools, companies, industries, cities, countries, and the whole world to come together to play them, because we're finally making games that tackle real dilemmas and improve real lives. — Jane McGonigal

I want to help communities put welfare recipients to work right now, without delay, repairing schools, making their neighborhoods clean and safe, making them shine again. There's lots of work to be done out there. Our cities can find ways to put people to work and bring dignity and strength back to these families. — William J. Clinton

I've known white Australian girls from wealthy families who were sent to posh private schools, who knew all of that stuff, and I think would recognise much in Jefferson's book. What I related to most strongly was the sexism and misogyny Margo Jefferson had to battle. — Justine Larbalestier

I did feel a concentrated dislike for those boys, who couldn't submit to the odd faithless girlfriend, needling classmate, or dose of working-single-parent distraction
who couldn't serve their miserable time in their miserable public schools the way the rest of us did
without carving their dime-a-dozen problems ineluctably into the lives of other families. It was the same petty vanity that drove these boys' marginally saner contemporaries to scrape their dreary little names into national monuments. And the self-pity! That nearsighted Woodham creature apparently passed a note to one of his friends before staging a tantrum with his father's deer rifle: "Throughout my life I was ridiculed. Always beaten, always hated. Can you, society, blame me for what I do?" And I thought, Yes, you little shit! In a heartbeat! — Lionel Shriver

In many cases students are never exposed to competing ideas within their families, churches, or Christian schools, and as a result they go out into the world unprepared for the intellectual battles they are about to encounter, especially on secular college campuses. — Nancy Pearcey

Everything depends on a good job - strong families, strong communities, the pursuit of the American dream, and a tax base to support schools for our kids and services for our seniors. — Bob Taft

For the primary and secondary school years, we will aid public schools serving low-income families and assist students in both public and private schools. — Lyndon B. Johnson

"Religion" can no more be equated with what goes on in churches than "education" can be reduced to what happens in schools or "health care" restricted to what doctors do to patients in clinics. The vast majority of healing and learning goes on among parents and children and families and friends, far from the portals of any school or hospital. The same is true for religion. It is going on around us all the time. Religion is larger and more pervasive than churches. — Harvey Cox

Students coming from father-present families score higher in math and science even when they come from weaker schools. — Warren Farrell

The treatment of children in Indian residential schools is a sad chapter in our history ... Two primary objectives of the residential schools system were to remove and isolate children from the influence of their homes, families, traditions and cultures, and to assimilate them into the dominant culture. — Stephen Harper

We should recognize that schools will never solve the bedrock problems of education because the problems are problems of families, of cultural pressures that the schools reflect and thus cannot really remedy. — David Guterson

Native Americans' families experience living surrounded, living in increasingly small reservations surrounded by the society that destroyed their civilization, and are still stigmatized. For decades and decades, for hundreds of years except in Indian schools, they weren't allowed to speak their language. That stigma takes a terrible toll. — Joshua Oppenheimer

An ongoing challenge for Australia is ensuring equity of access to technology. Since the decline in federal funding, many schools are reverting to bring Your Own Device (BYOD) programs and this puts the onus back on families to fund devices. — Susan Mann

Segregated schools. Children are educated, again often from a very early age, with members of a religious in-group and seperately from children whose families adhere to other religions. — Richard Dawkins