Education Sermon Illustrations

Education Sermon Illustrations

[1] [2] [3] [4] [5]

The criticism and the answer: "Children don't learn as well as a generation ago."

They didn't then, either; and as we progress backward, generation by generation, what a super-intelligentsia our primordial progenitors must have been.

"Students avoid hard subjects."

Yes, the children of parents other than the critics.

"The high school diploma has lost its significance."

When we graduated from high school in 1913, it hadn't yet gained any significance for 90 per cent of our contemporaries.

"Schools are not properly preparing students for college."

A number of colleges have failed to prepare themselves for students.

"Modern schools cost too much."

So do refrigerators.—Idaho Education News

There's only one thing that costs more than education today—the lack of it.

Education does not end in the afternoon; it does not end in the spring; it does not end.. . . until you do.—M. Dale Baughman

Training is everything. The peach was once a bitter almond; cauliflower is nothing but cabbage with a college education.—Mark Twain

In the process of education the teacher is a guide and a counselor. The real purpose is achieved when the student is inspired to find out things for himself. Reading is a basis in his intellectual progress, and books are his tools. The more they are comprehensible, the greater is his achievement. If he seeks them, knows how to use them, and let's them serve his needs, he has acquired the essence of reading. A nation full of avid readers will not become second-rate.—George Fisler

Real education belongs to the future; most of our education is a form of tribal conditioning, a pilgrimage in routine and premature adjustment. When education stirs our innermost feelings and loyalties, when it awakens us from the slumber of lethargy, when it brings individuals together through understanding and compassion, it becomes our foremost hope for lasting greatness.—Frederick Mayer, University of Redlands, "The Bases of Social Advancement," Phi Delta Kappan

The recruit had finished his physical and was being questioned by a sergeant, who asked; "Did you go to grammar school?"

"Yes, sir. I also went through high school, graduated cum laude from college, completed three years of graduate studies, and then received two years at Purdue, two at Vanderbilt, and two more at Wabash."

The sergeant nodded, reached for a rubber stamp, and slapped it on the questionnaire. It consisted of one word: "Literate."—Rotary News, Columbia, Tenn.

We want you (students) ) to come to the point where, in every phase of your life, you will be able to make a moral and responsible choice by asking, "What do I think?" rather than "What does the book say?" or "What does the professor say?"—Dr. Alfred B. Bonds, Jr., president, Baldwin-Wallace College, at freshman convocation.

"Perhaps the most valuable 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." Thus spoke Thomas Huxley, the great scientist. That is a kind of education that comes from inside us and very little from books or teachers. It is something that we acquire from the example of good men and apply to our own actions as occasion arises. It is gumption at work.—Sunshine Magazine

Education is a controlling grace to the young, consolation to the old, wealth to the poor, and ornament to the rich.—Diogenes

Teach the young to shoot craps? But does modern schooling really offer a course in gambling? A child said of the Ethical Culture School: "What I like best is Arts and Craps."—Ethical Outlook

"He who can learn to seek for facts
When facts there are to find,
And when opinions must be used,
Can keep an open mind,
Can feel respect, deep and sincere,
For those he differs from,
And yet can run full patiently
The path he entered on."—Author Unknown

Whom, then, do I call educated? First, those who manage well the circumstances which they encounter day by day; and those who possess a judgment which is accurate in meeting occasions as they arise and rarely misses the expedient course of action.

Next, those who are honorable in their dealings with all men, bearing easily what is unpleasant or offensive in others, and being as reasonable to their associates as it is humanly possible.

Furthermore, those who hold their pleasures always under control, and are not unduly overcome by their misfortunes, bearing up under them bravely and in a manner worthy of our common nature.

Most important of all, those who are not spoiled by their successes, who do not desert their true selves, but hold their ground steadfastly as wise and sober-minded men, rejoicing no more in the good things that have come to them through chance than in those which through their own nature and intelligence are theirs since birth.

Those who have a character which is in accord, not with one of these things, but with all of them, these are educated-possessed of all the virtues.—Sunshine Magazine

True education does not make all men alike. No human being worthy of the name is a common man; there is no magic and no virtue in commonness. Truth and virtue do not issue from undifferentiated mobs.—Dr. Harold W. Dodds, president-emeritus, Princeton University

At what age does a youngster really determine his future career? An outstanding farm scientist tells me he was 9 when he decided to become a chemist. A toy chemistry set aroused his interest. A survey among ornithologists showed that nearly all noted figures in this field were fascinated by bird studies at from 9 to 12 . . . I have an idea many of the more able young people know what they want to do even before they get to high school.—Wheeler McMillen, Farm Journal

[1] [2] [3] [4] [5]

| More