Should Students Be Able To Choose Their Own Classes Essay

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Should Students Be Able To Choose Their Own Classes Essay



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Outline of political science Index of politics articles Politics by country Politics by subdivision Political economy Political history Political history of the world Political philosophy. Political systems. Academic disciplines. Political science political scientists. International relations theory. Public administration. Bureaucracy street-level Technocracy Adhocracy. Public policy doctrine Domestic policy Foreign policy Civil society Public interest. Branches of government. Separation of powers Legislature Executive Judiciary Election commission. Related topics. Sovereignty Theories of political behavior Biology and political orientation Political organisations.

Source of power. Power ideology. Monarchy Republic. Authoritarian Libertarian. Global Local. Power structure. Washington, D. ISBN OCLC Retrieved 1 December Translated by Richard Crawley. Project Gutenberg. Book I, Chapter Rousseau adopts the expression in his Diswuys sur tes Lettres. Translated by Charles Cotton. Parallel Lives. Now the succession belonging to Agis by law, Agesilaus, who in all probability was to be but a private man, was educated according to the usual discipline of the country, hard and severe, and meant to teach young men to obey their superiors. Whence it was that, men say, Simonides called Sparta "the tamer of men," because by early strictness of education, they, more than any nation, trained the citizens to obedience to the laws, and made them tractable and patient of subjection, as horses that are broken in while colts.

The law did not impose this harsh rule on the heirs apparent of the kingdom. But Agesilaus, whose good fortune it was to be born a younger brother, was consequently bred to all the arts of obedience, and so the better fitted for the government, when it fell to his share; hence it was that he proved the most popular-tempered of the Spartan kings, his early life having added to his natural kingly and commanding qualities the gentle and humane feelings of a citizen. Translated by John Dryden. Edited by Arthur Hugh Clough. Parallel Lives , Lycurgus. In order to the good education of their youth which, as I said before, he thought the most important and noblest work of a lawgiver , he went so far back as to take into consideration their very conception and birth, by regulating their marriages.

Lycurgus was of another mind; he would not have masters bought out of the market for his young Spartans, nor such as should sell their pains; nor was it lawful, indeed, for the father himself to breed up the children after his own fancy; but as soon as they were seven years old they were to be enrolled in certain companies and classes, where they all lived under the same order and discipline, doing their exercises and taking their play together. Of these, he who showed the most conduct and courage was made captain; they had their eyes always upon him, obeyed his orders, and underwent patiently whatsoever punishment he inflicted; so that the whole course of their education was one continued exercise of a ready and perfect obedience.

The old men, too, had an eye upon them, coming often to the grounds to hear and see them contend either in wit or strength with one another, and this as seriously and with as much concern as if they were their fathers, their tutors, or their magistrates; so that there scarcely was any time or place without someone present to put them in mind of their duty, and punish them if they had neglected it. For Lycurgus, who ordered, as we saw, that a great piece of money should be but of an inconsiderable value, on the contrary would allow no discourse to be current which did not contain in few words a great deal of useful and curious sense; children in Sparta, by a habit of long silence, came to give just and sententious answers; for, indeed, as loose and incontinent livers are seldom fathers of many children, so loose and incontinent talkers seldom originate many sensible words.

The Iren, or under-master, used to stay a little with them after supper, and one of them he bade to sing a song, to another he put a question which required an advised and deliberate answer; for example, Who was the best man in the city? What he thought of such an action of such a man? They used them thus early to pass a right judgment upon persons and things, and to inform themselves of the abilities or defects of their countrymen. If they had not an answer ready to the question Who was a good or who an ill-reputed citizen, they were looked upon as of a dull and careless disposition, and to have little or no sense of virtue and honor; besides this, they were to give a good reason for what they said, and in as few words and as comprehensive as might be; he that failed of this, or answered not to the purpose, had his thumb bit by his master.

It is a thing worthy of very great consideration, that in that excellent, and, in truth, for its perfection, prodigious form of civil regimen set down by Lycurgus, though so solicitous of the education of children, as a thing of the greatest concern, and even in the very seat of the Muses, he should make so little mention of learning; as if that generous youth, disdaining all other subjection but that of virtue, ought to be supplied, instead of tutors to read to them arts and sciences, with such masters as should only instruct them in valour, prudence, and justice; an example that Plato has followed in his laws. The manner of their discipline was to propound to them questions in judgment upon men and their actions; and if they commended or condemned this or that person or fact, they were to give a reason for so doing; by which means they at once sharpened their understanding, and learned what was right.

And their very songs had a life and spirit in them that inflamed and possessed men's minds with an enthusiasm and ardor for action; the style of them was plain and without affectation; the subject always serious and moral; most usually, it was in praise of such men as had died in defense of their country, or in derision of those that had been cowards; the former they declared happy and glorified; the life of the latter they described as most miserable and abject. What their sentiments were will better appear by a few of their sayings. Paedaretus, not being admitted into the list of the three hundred, returned home with a joyful face, well pleased to find that there were in Sparta three hundred better men than himself.

And Polycratidas, being sent with some others ambassador to the lieutenants of the king of Persia, being asked by them whether they came in a private or in a public character, answered, "In a public, if we succeed; if not, in a private character. Leviathan , Part II, Chapter A study conducted in showed that high school students who attend after school programs are less likely to drop out, have better attendance records, and have a more positive attitude towards school. They also often had an increase in their GPA and standardized test scores, so participating in an afterschool program can raise your grades!

Improvements in grades were seen regardless of what type of afterschool program the student participated in, so you don't necessarily have to be in an academic afterschool activity to get this benefit, sports and clubs work just as well. Afterschool activities can also increase your chances of being accepted to college because you can include your participation in these activities on your college applications. Colleges love to see students who were involved in high school, and participating in an afterschool activity is a great way to show your interests and academic motivation. Afterschool activities can also teach you new skills and hobbies or allow you to continue current activities you enjoy.

These can be hobbies you do for your own personal interest, or you can also choose to participate in afterschool activities that give you skills that will be useful for college and future careers. One of the most popular reasons to participate in after school activities is that they give you an opportunity to spend time with your friends as well as make new ones. Participating in the same activity as someone else often means you have a shared interest, such as volunteering or playing a sport, and that can make it easier to become friends because you already know you have something in common. Afterschool activities can also increase student safety by giving you a supervised environment to be in after school.

If your parents are worried about you being on your own before they come home from work, an afterschool activity can put their mind at ease while allowing you to participate in something you enjoy. Much like this crossing guard, afterschool activities can help keep students safe. Read on to learn about different types of afterschool activities you can participate in.

Below are five of the most common and productive ways for high school students to spend their time after school. I've included a short description for each one, along with any particular benefits it offers and some common examples. Afterschool programs were originally designed as a way for younger students to be supervised while their parents were at work, but with the benefits of these programs becoming more apparent , they have expanded to cover high school students and include a variety of activities.

Today, roughly 2 million high school students participate in afterschool programs in the US. Some of these programs are less structured and simply offer a place for you to study or receive homework help, while others offer activities and sports you can participate in, similar to a school club or sports team. There are also many special interest afterschool programs available now, focusing on topics as varied as preparing for college, doing volunteer work, or learning a new language. Because these programs are so varied, they can have numerous benefits.

Many provide tutoring and homework help that you can use if you are struggling in school or just need some help in a certain subject. These programs are often designed to encourage teamwork and group activities, so they can also be a great place to make friends. They also often have mentors who can teach you new things and give you advice when your parents are not around. Examples: Your high school may offer its own afterschool programs, or it may be affiliated with one or more national programs, such as those listed below:.

Sports are a common afterschool activity for high school students to participate in. Many students enjoy being part of a team, feeling a sense of competition, and being active. These can be sports teams through your school, such as the school football or soccer team, or they can be club sports or community teams. Examples: Common high school sports include football, basketball, soccer, baseball, softball, hockey, swimming, cross country, and tennis. Less common sports include karate, fencing, skiing, and horseback riding. Joining a club is a great way to gain a new interest or continue to pursue an interest or activity you already enjoy. There is a huge variety of clubs available, and your high school likely offers a large number of clubs to choose from.

Besides giving you the opportunity to spend more time on a particular interest or hobby, joining a club can also give you leadership experience if you choose to organize a new event or become a club officer. There's nothing wrong with identifying something that isn't central to your college application. Even if you were first violin in the all-state orchestra or the starting quarterback, you can identify your best talent as making a mean cherry pie or carving animal figurines out of soap.

The interview can be an opportunity to show a side of yourself that isn't obvious on the written application. There are other variations of this question: Who's your hero? What historical or fictional character would you most like to be like? This can be an awkward question if you haven't thought about it, so spend a few minutes considering how you would answer. Identify a few real, historical, and fictional characters you admire and be prepared to articulate WHY you admire them. Lots of high school students have no idea what they want to do in the future, and that's okay. Still, you should formulate an answer to this question. If you're not sure what your career goals are, say so, but provide a few possibilities.

This question is so broad and seemingly obvious that it can catch you by surprise. Why college? Steer clear of materialistic responses "I want to get a good job and make a lot of money". Instead, focus on what it is that you plan to study. Chances are your particular career goals aren't possible without a college education. Also, try to convey the idea that you are passionate about learning. Here again, you want to avoid sounding too materialistic. Hopefully, success to you means making a contribution to the world, not just your wallet. Try to focus on your future success in relation to helping or improving the lives of others. This question really isn't so much about who you admire but why you admire someone.

The interviewer wants to see what character traits you most value in other people. Your response doesn't need to focus on a celebrity or well known public figure. A relative, teacher, pastor, or neighbor can be a great answer if you have a good reason for admiring the person. This is a common question, and it's always a tough one to answer. It can be dangerous to be too honest "I put off all my papers until an hour before they are due" , but evasive answers that actually present a strength often won't satisfy the interviewer "My greatest weakness is that I have too many interests and I work too hard". Try to be honest here without damning yourself. The interviewer is trying to see how self-aware you are.

When you interview for college, an easy question like this can help get the conversation rolling. Try to be specific in your description of your family. Identify some of their funny quirks or obsessions. In general, however, keep the representation positive — you want to present yourself as a generous person, not someone who is hyper-critical. Alternatively, the interview might ask, "What makes you unique? Playing a sport or getting good grades is something that many students do, so such accomplishments aren't necessarily "special" or "unique. This question is a little different than one asking why you want to go to a specific college. Do your research and look for the truly unique features of the college for which you are interviewing.

Does it have unusual academic offerings? Does it have a distinctive first-year program? Are there co-curricular or internship opportunities that can't be found at other schools? This is a fairly simple question, but you need to do your research so you know what extracurricular opportunities exist at the college. You'll look foolish saying you want to host a college radio show if the school doesn't have a radio station. The bottom line here is that the interviewer is trying to see what you will contribute to the campus community. Avoid bland and predictable words like "intelligent," "creative," and "studious. Be honest with your word choices, but try to find words that thousands of other applicants won't choose.

With this question, the interviewer is trying to see if you are aware of major events going on in the world and if you have thought about those events. What your exact position is on an issue isn't as important as the fact that you know the issues and have thought about them. A lot of interviews include some variation of this question. Your hero doesn't have to be someone obvious like a parent, an actor, or a sports star. Before the interview, spend a few minutes thinking about who you most admire and why you admire that person. Here, as with the "hero" question, you don't need to go with an obvious choice like Abraham Lincoln or Gandhi.

If you go with a more obscure figure, you might open up an interesting conversation with your interviewer. With this question, the interviewer is looking to find out what experiences you most value and how well you can reflect back on high school. Be sure you are able to articulate why the experience was important. This question is a little different than the one about a "hero" or the "person you most admire.

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