Education Sermon Illustrations

Education Sermon Illustrations

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Education, to be successful, must not only inform but inspire.—T. Sharper Knowlson, in Originality


Modern education does not give sufficient attention to individual tendencies. It is very difficult indeed to arrange any program that will remedy this defect. Boys and girls, and older students of both sexes, have to be dealt with in large groups and hitherto it has been found impossible to isolate individuals and detach a member of the staff to give them a special form of training. We regret we can offer no practicable scheme for relief. But the one aspect that concerns us here is this: we mercifully make special provisions for the crippled and the mentally defective—we make no such provision for the youth of talent.

In other words the weak get more attention than the strong.—Anonymous


Education consists mainly in what we have unlearned.—Mark Twain


A good education consists in giving to the body and the soul all the beauty and all the perfection of which they are capable.—Plato


The regrettable weakness of an educational mystique which says to one child: "You by virtue of your genes and environment, are educable," and to another child, "And you by destiny's sin, are not," is simply that mortals are so very fallible.


Milk can be homogenized, but not children.


As far back as anybody can remember, most children learned exactly as much at school as they were compelled to.—Grit


We must make people realize that success in business and in the professions is not geared to the lack of education. It is dependent on education! Abe Lincoln was not great because he was born in a cabin—but because he was able to get out of it.—Elmer S. Crowley, Idaho Education News


Cumulative records are kept in most schools of the USSR. They are open to teacher, pupil, and parent. The ministries of Education fix the maximum amount of homework. One Soviet educator said: "The better the teacher, the less homework is required." He recommended no homework in the first grade; one hour and fifteen minutes for the middle grades; and four hours for the upper grades.—Phi Delta Kappan


One of our correspondents sends us word of a fascinating 4-H Club program that took place recently in Riverton, Wyoming. The program was divided into two parts, the first half a talk and demonstration on whittling. The second half? "First Aid for Cuts."


People who complain that Americans spend more for alcohol than for education (says Teddy Randazzo) just don't realize how much you can learn at a cocktail party. 538. It's not our system against theirs (Russia). We have no real system but rather a variety of plans, perhaps more alike than different, for education.


I respect faith but doubt is what gets you an education.—Wilson Mizner, Education Digest


A child is being properly educated only when he is learning to become independent of his parents.—Admiral H. Rickover, Phi Delta Kappan


Palmer Hoyt, editor of the Denver Post, speaking before a lay group; "A number of people who ascribe to Dewey the so-called ills of present day public schools do not know whether it is Governor Dewey, John Dewey, or Admiral Dewey!"—Phi Delta Kappan


As long as we pay Elvis Presley as much in one year as the combined salaries of the faculty members at a university, we're not going to solve the problems of American education.—Representative George S. McGovern


Education which is simply intellectual taxidermy—the scooping out of the mind and the stuffing in of facts—is worthless. The human mind is not a deep-freeze for storage but a forge for production; it must be supplied with fuel, fired, and properly shaped.—William A. Donaghy, president, Holy Cross University, Massachusetts


As any engineer knows, a structure may serve its intended purpose for many years, and inherent defects may not become apparent until the structure is subjected to unusual stresses and strains. It is my personal judgment that an analogous situation exists in our programs of organized education; they have served our needs very well until subjected to the stresses and strains of modern civilization. Now we are observing weaknesses of disquieting consequence.—Carroll V. Newson, president, New York University, in Inaugural Address


Verbatim "howlers" from high-school students' college application folders collected by an admissions officer of an Eastern university:

One boy wrote: "You informed me you were sending me a copy of your catalogue. By some insight, it was never sent to me."


A philosophy of education cannot be crammed down people's throats; they must feel it to be true in the marrow of their bones and look with trust and approval upon the leaders who attempt to give it expression. It must catch and reflect their temper, not arouse their distemper.—Joseph Justman, School and Society


Without ideals, without effort, without scholarship, without philosophical continuity, there is no such thing as education.—Abraham Flexner, The Indiana Teacher


To critics who have said that our schools are stressing quantity rather than quality, I wish to point out that with about 6% of the world's population, the U. S. has trained 21.6% of the winners in the 57-year history of the Nobel Prize awards.—Dr. Lyman V. Ginger, President, National Educational Association


America was discovered by a man trying to find a better way to go places. American education has been trying to do that ever since.


The object of the common school system is to give every child a free, straight, solid pathway by which he can walk directly up from the ignorance of the infant to a knowledge of the primary duties of a man and can acquire a power and an invincible will to discharge them.—Horace Mann, First Annual Report as Secretary of Massachusetts School Board

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