Ignorance and inconsideration are the two great causes of the ruin of mankind.
You told me, I remember, glory, builtOn selfish principles, is shame and guilt; The deeds that men admire as half divine, Stark naught, because corrupt in their design. Strange doctrine this! that without scruple tearsThe laurel that the very lightning spares; Brings down the warriorhttp://www.ccel.org/c/cowper/works/table-talk.htm
While walking in a toy store The day before today,I overheard a Crayon BoxWith many things to say.I don't like red! said Yellow.And Green said, Nor do I!And no one here likes Orange,But no one knows quite why.We are a box of crayonsthat really doesn't get along,Said Blue to all the others.Something here is wrong!Well, i bought that box of crayonsAnd took it home with meAnd laid out all the crayonsSo the crayons could all seeThey watched me as I coloredWith Red and Blue and GreenAnd Black and White and OrangeAnd every color in betweenThey watched as Green became the grassAnd Blue became the sky.The Yellow sun was shining brightOn White clouds drifting by.Colors changing as they touched,Becoming something new.They watched me as I colored.They watched till I was through.And when I'd finally finished,I began to walk away.And as I did the Crayon boxHad something more to say...I do like Red! said the YellowAnd Green said, So do I!And Blue you are terrific!So high up in the sky.We are a Box of CrayonsEach of us unique,But when we get togetherThe picture is complete.
I got to get the right people in the right job. Because a lot of costs can be taken out in the context of your administration without the legislature.For example, using technology to do more with less. Using technology to fight fraud. Reorganizing and streamlining can be done within the context of the administration.
....Then he felt quite ashamed, and hid his head under his wing; for he did not know what to do, he was so happy, and yet not at all proud. He had been persecuted and despised for his ugliness, and now he heard them say he was the most beautiful of all the birds. Even the elder-tree bent down its bows into the water before him, and the sun shone warm and bright. He would never became vain or conceited, and would always remembered how it felt to be despised and teased, and he was very sorry for all the creatures who are so treated merely because they are different from those around them. Then he rustled his feathers, curved his slender neck, and cried joyfully, from the depths of his heart,
An educator should think of a child as a garderner thinks of a plant, as something to be made to grow by having the right soil and the right kind amount of water. If your roses fail to bloom, it does not occur to you to whip them, but you should try to find out what has been amiss in your treatment of them... The important thing is what the children do, and not what they do not do. And what they do, if it is to have value, must be a spontaneous expression of their own vital energy.
Children are born true scientists. They spontaneously experiment and experience and reexperience again. They select, combine, and test, seeking to find order in their experiences - which is the mostest? which is the leastest? They smell, taste, bite, and touch-test for hardness, softness, springiness, roughness, smoothness, coldness, warmness: the heft, shake, punch, squeeze, push, crush, rub, and try to pull things apart.
To believe in a child is to believe in the future. Through their aspirations they will save the world. With their combined knowledge the turbulent seas of hate and injustice will be calmed. They will champion the causes of life's underdogs, forging a society without class discrimination. They will supply humanity with music and beauty as it has never known. They will endure. Towards these ends I pledge my life's work. I will supply the children with tools and knowledge to overcome the obstacles. I will pass on the wisdom of my years and temper it with patience. I shall impact in each child the desire to fulfill his or her dream. I shall teach.
Perhaps the most valuable result of all education is the ability to make yourself do the thing you have to do, when it ought to be done, whether you like it or not; it is the first lesson that ought to be learned; and however early a man's training begins, it is probably the last lesson that he learns thoroughly.