schmidlap
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- Oct 30, 2020
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- #261
Your resentment directed at education and, consequently, at the best-educated states and their greater economic success, lower crime rates, superior health and longevity is noted.Education? Since when is it really necessary? Look at some of the real Prime Movers in this countries History. Many were self taught. Besides ,anyone can read a book. Or WRITE one ,for that matter. MARX was a Fatass "Intellectual" who never did a days work in his life. Whereas Vanderbuilt and Rockefeller started out pretty low.
Thomas Jefferson and the Founding Fathers had a very different attitude to education's importance to our democratic republic:
If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.
To penetrate and dissipate these clouds of darkness, the general mind must be strengthened by education.
Bigotry is the disease of ignorance, of morbid minds; enthusiasm of the free and buoyant. Education and free discussion are the antidotes of both.
To all of which is added a selection from the elementary schools of subjects of the most promising genius, whose parents are too poor to give them further education, to be carried at the public expense through the college and university. The object is to bring into action that mass of talents which lies buried in poverty in every country, for want of the means of development, and thus give activity to a mass of mind, which, in proportion to our population, shall be double or treble of what it is in most countries.
If the children are untaught, their ignorance and vices will in future life cost us much dearer in their consequences than it would have done in their correction by a good education.
Above all things I hope the education of the common people will be attended to; convinced that on their good sense we may rely with most security for the preservation of a due degree of liberty.
To instruct the mass of our citizens in these, their rights, interests and duties, as men and citizens...this brings us to the point at which are to commence the higher branches of education . . . . To develop the reasoning faculties of our youth, enlarge their minds, cultivate their morals, and instill into them the precepts of virtue and order.
All the States but our own are sensible that knowledge is power.
To all of which is added a selection from the elementary schools of subjects of the most promising genius, whose parents are too poor to give them further education, to be carried at the public expense through the college and university. The object is to bring into action that mass of talents which lies buried in poverty in every country, for want of the means of development, and thus give activity to a mass of mind, which, in proportion to our population, shall be double or treble of what it is in most countries.
If the children are untaught, their ignorance and vices will in future life cost us much dearer in their consequences than it would have done in their correction by a good education.
Above all things I hope the education of the common people will be attended to; convinced that on their good sense we may rely with most security for the preservation of a due degree of liberty.
To instruct the mass of our citizens in these, their rights, interests and duties, as men and citizens...this brings us to the point at which are to commence the higher branches of education . . . . To develop the reasoning faculties of our youth, enlarge their minds, cultivate their morals, and instill into them the precepts of virtue and order.
All the States but our own are sensible that knowledge is power.