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“There can be, therefore, no true education without moral culture, and no true moral culture without Christianity. The very power of the teacher in the school-room is either moral or it is a degrading force. But he can show the child no other moral basis for it than the Bible. Hence my argument is as perfect as clear. The teacher must be Christian. But the American Commonwealth has promised to have no religious character. Then it cannot be teacher.”

“Teenagers talk about the idea of having each other's 'full attention.' They grew up in a culture of distraction. They remember their parents were on cell phones when they were pushed on swings as toddlers. Now, their parents text at the dinner table and don't look up from their BlackBerry when they come for end-of-school day pickup.”

“Let us be clear: censorship is cowardice. ... It masks corruption. It is a school of torture: it teaches, and accustoms one to the use of force against an idea, to submit thought to an alien "other." But worst still, censorship destroys criticism, which is the essential ingredient of culture.”

“Music education opens doors that help children pass from school into the world around them - a world of work, culture, intellectual activity, and human involvement. The future of our nation depends on providing our children with a complete education that includes music.”

“I remember while I was at school some of my Muslim friends talked about a handful of people spoiling things in every culture. Hatred or hurt or pain isn't specific to a religion. I think it's a matter of acceptance. The one thing the world has to accept is everybody is different. What is normal to us is different and unusual to somebody else.”

“Students who acquire large debts putting themselves through school are unlikely to think about changing society. When you trap people in a system of debt, they can't afford the time to think. Tuition fee increases are a disciplinary technique, and by the time students graduate, they are not only loaded with debt, but have also internalized the disciplinarian culture. This makes them efficient components of the consumer economy.”

“The poetical tendency of the present and of the preceding century has been divided in a manner singularly curious. One loud and conspicuous faction of bards, giving way to the corrupt influences of a decaying general culture, seems to have abandoned all the properties of versification and reason in its mad scramble after sensational novelty; whilst the other and quieter school constituting a more logical evolution from the poesy of the Georgian period, demands an accuracy of rhyme and metre unknown even to the polished artists of the age of Pope.”

“There is the past and its continuing horrors: violence, war, prejudices against those who are different, outrageous monopolization of the good earth's wealth by a few, political power in the hands of liars and murderers, the building of prisons instead of schools, the poisoning of the press and the entire culture by money. It is easy to become discouraged observing this, especially since this is what the press and television insist that we look at, and nothing more.”

“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.”

“The men who are not interested in philosophy need it most urgently: they are most helplessly in its power. The men who are not interested in philosophy absorb its principles from the cultural atmosphere around them-from schools, colleges, books, magazines, newspapers, movies, television, etc. Who sets the tone of a culture? A small handful of men: the philosophers. Others follow their lead, either by conviction or by default.”

“Uncontrollable consumerism has become a watchword of our culture despite regular and compelling calls for its end. The United States has more malls than high schools; Americans spend more time shopping than reading. ... Some of the most insightful writing about the American character over the nation's history has been about neither freedom nor democracy but about the crazed impulse to acquire things.”

“The mystery school continued throughout the greater Egyptian civilization, which was the second age of humankind and later on into the third age of humankind when the Indian, Chinese, Japanese and Tibetan high cultures flourished”

“We were a religious, practicing, Catholic family - Mass together on Sunday, Catholic schools, and parents who practiced everything they preached. A great gift was their total absence of any derogatory talk about people of any race or culture and we were on a street of many faiths, though no other races at that early time.”

“It's really important to have life strategies and part of that is sort of knowing where you want to go so you can have a map that helps you to get there. And the traditional way tells us oh we get into school and someone else advises us, helps us, but that often does not work for African Americans female and male. Because what works for the dominant culture often does not work for us.”

“Great cycles of history began with vigorous cultures awakening to the needs of children, but collapsing with frayed family ties. Have we failed to learn lessons which Ancient China, Greece and Rome learned too late - about day care and death houses for old folks? Do we without protest accept accelerating preschool and nursing home cultures which warn ominously that the earlier you institutionalize your child, the earlier he will institutionalize you!”