I think through education, belief in God, and good engineering, our children become a lot better at what they're doing than we did, and that starts with the very first sign of life on the face of this earth.
As a former high school teacher, I know that investing in education is one of the most important things we can do, not only for our children, but for the benefit of our whole community.
I believe God takes the things in our lives - family, background, education - and uses them as part of his calling. It might not be to become a pastor. But I don't think God wastes anything.
Anyone who knows history, particularly the history of Europe, will, I think, recognize that the domination of education or of government by any one particular religious faith is never a happy arrangement for the people.
I just think that unless you have that cohesiveness in the family unit, the male character tends to become very dominant, repressive and insensitive. So much of this comes also from a lack of education.
G.E. doesn't pay any taxes, and we are asking college kids to take on even more debt to get an education and asking seniors to get by on less. These aren't just economic questions. These are moral questions.
And what is liberty, whose very name makes the heart beat faster and shakes the world? Is it not the union of all liberties - liberty of conscience, of education, of association, of the press, of travel, or labor, or trade?
It has always seemed to me that a love of natural objects, and the depth, as well as exuberance and refinement of mind, produced by an intelligent delight in scenery, are elements of the first importance in the education of the young.
I cherish the creation of public space and services, especially health, housing and the comprehensive education system which dared to give so many of us ideas 'above our station.'
America's growth historically has been fueled mostly by investment, education, productivity, innovation and immigration. The one thing that doesn't seem to have anything to do with America's growth rate is a brutal work schedule.
The difference that a drama group or a cinema club can make to a small village or a town. It opens people up to ideas, potential about themselves that really, in a way, education often fails to. It's a way of drawing a community together.
Our focus going forward is on sectors where the life of China's middle class can be upgraded: health, travel, leisure, education, and the Internet. We call it marrying China's growth with global resources.
Once I started the first school, I realized this is what my life is meant to be, is to promote education and help kids go to school, and that's very clear.
That's the trouble with stories. People start out fantastic. You think they're extraordinary, but it turns out as the work goes along, they're just average with a good education.
Career-driven millennials are strategic about working obsessively while they are single and earning enough money to afford advanced education. Most are patient enough to wait until 30 or later to develop their dream.
In more than 20 years I've spent studying the issue, I have yet to hear a convincing argument that college football has anything do with what is presumably the primary purpose of higher education: academics.
As the humanities and liberal arts are downsized, privatized, and commodified, higher education finds itself caught in the paradox of claiming to invest in the future of young people while offering them few intellectual, civic, and moral supports.
During my time as a state legislator, I've pushed for significant investment in public school districts. In Congress, I would look forward to increasing federal public investment in education through initiatives like Race to the Top.
What really disconcerts commentators, I suspect, is that when they read historical fiction, they feel their own lack of education may be exposed; they panic, because they don't know which bits are true.
The question is, will we continue to fight what may be a rearguard action to defend universal literacy as a central goal of our education system, or are we bold enough to see what's actually happening to our culture?
We are living in 1937, and our universities, I suggest, are not half-way out of the fifteenth century. We have made hardly any changes in our conception of university organization, education, graduation, for a century - for several centuries.
