If we get public education right, everything else will follow. But if we get it wrong, not much else will matter.
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"Problems We Face Together". Representative Steve Kagen. United States House of Representatives. Retrieved on 2007-07-21.Steve Kagen
Bombay is far ahead of Bengal in the matter of female education. I have visited some of the best schools in Bengal and Bombay, and I can say from my own experience that there are a larger number of girls receiving public education in Bombay than in Bengal; but while Bengal has not come up to Bombay as far as regarded extent of education, Bengal is not behind Bombay in the matter of solidarity and depth.
Keshub Chunder Sen
It really doesn't matter whether I'm right or wrong: the war is going to end because we're gonna have such a political and financial havoc here with the devaluation of our dollar, because we just can't keep affording it. This is usually how empires end, by spending too much money maintaining their empire. We're in 130 countries, we have 700 bases around the world, and it's going to come to an end. I want it to come to an end more gracefully and peacefully, follow the constitution, and follow a more sensible foreign policy.
Ron Paul
Rhetoric, it seems, is a producer of persuasion for belief, not for instruction in the matter of right and wrong ... And so the rhetorician's business is not to instruct a law court or a public meeting in matters of right and wrong, but only to make them believe.
Plato
O man, no matter what you have studied or how much you have studied, do not follow the ways of your mind with conceit in your learning. Ask a man of wisdom who is on the path and follow his directions. If you do not meet a man of wisdom, lay your heart open and ask even a tree or a wall. The power of God within your heart called conscience will caution you and guide you. It will say, Go, or Don't go, Right, or Wrong. If your heart is open, your conscience will provide useful fruit which will benefit your journey through life.
Bawa Muhaiyaddeen
The increased political and economic emancipation of the "masses" has shown itself in education; it has effected the development of a common school system of education, public and free. It has destroyed the idea that learning is properly a monopoly of the few who are predestined by nature to govern social affairs. But the revolution is still incomplete. The idea still prevails that a truly cultural or liberal education cannot have anything in common, directly at least, with industrial affairs, and that the education which is fit for the masses must be a useful or practical education in a sense which opposes useful and practical to nurture of appreciation and liberation of thought.
John Dewey
Kagen, Steve
Kahane, Meir
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