Life Of Winston Churchill As A Schoolboy

Education means something different for everyone. According to Mike Rose, “a good education helps us make sense of the world and find our way in it” (33). The truth to this is that education affects us in every aspect of our lives. Rose emphasizes the value in the experience of education beyond the value of education for the purpose of custom or intelligence; he explores the purpose of going to school in terms of how he defines himself and his personal growth in the stages of his academic career. In Rose’s exploration of the purpose of school, he also reflects on his personal experiences and how those experiences gave him tools that are applicable for his daily life. Mike Rose’s Why School?: Reclaiming Education for All of Us persuades his audience of the importance of education beyond the classroom, emphasizing how those experiences become crucial to one’s personal growth and potential.

Winston Churchill had an incredible background, which had earned him the respect of the people and the influence as the second most powerful individual in the United Kingdom. Churchill enrolled into a Military college when he was of age, and participated in many conflicts surrounding the areas of Cuba, India and Sudan. In 1908, Churchill became a politician. During his time as a member of parliament, he began the movement to support the labor class of the British, introducing the ideas of minimum wage, insurance for the unemployed and most importantly the People’s Budget, which taxed the rich to support the social departments. These achievements within the military and in the parliament supported his ethos when regarding the people.

The meaning of the word education is defined as an enlightening experience in which one receives or gives some form of systematic instruction. This definition is further facilitated through John Taylor Gatto’s utilization of the literary techniques pathos and logos within his own article Against School. While this specific work strives to describe what an ideal education would include, it also presents a more encapsulated view of how flawed some contemporary schools have become to this very day: using fifth column determination and other techniques to suppress student creative ability and efface motivation within students.

The year was 1940; the world’s second great World War was in full swing, with Britain and Germany at the forefront. The fall of Britain’s closest ally, France, stunned the British Empire and threw it into disarray. Through the chaos, Winston Churchill emerged. Churchill would be an inspiring leader who was able to rally the entire nation in times of hardship. Through his leadership, the “British Bulldog” would face the Axis powers and come out victorious, as well as become a public hero for the British people. Yet, immediately after the war, Churchill did not return to the prime minister seat because of a shocking defeat in his re-election, despite his immense reputation he gained from the war. Though lauded by the British population for his prowess as a wartime leader, Churchill’s conservative politics were out of touch with a population ready for post-war relief and led to his defeat in the 1945 election.

Education means something different for everyone. According to Mike Rose, “a good education helps us make sense of the world and find our way in it” (33). The truth to this is that education affects us in every aspect of our lives. Rose emphasizes the value in the experience of education beyond the value of education for the purpose of custom or intelligence; he explores the purpose of going to school in terms of how he defines himself and his personal growth in the stages of his academic career. In Rose’s exploration of the purpose of school, he also reflects on his personal experiences and how those experiences gave him tools that are applicable to his daily life. Mike Rose’s Why School?: Reclaiming Education for All of Us persuades his audience of the importance of education beyond the classroom, emphasizing how those experiences become crucial to one’s personal growth and potential.

The essay ‘Against the school’ by John Taylor Gatto draws our attention on to all the cons of attending twelve years of high-school. Gatto has experience in teaching profession for twenty-six years in schools of Manhattan, he shares from his experience that he majored in boredom and could see that everywhere around him. He also points out the initial reason why schools came into existence and what the purpose it fulfils now. He also educates us on the fact that all the great discoverers never attended school and were self-educated.The main idea Gatto addresses in his article are that public schooling is doing the youth an injustice.He implies that the purpose of schooling, now is to turn children into good employes and someone who follows orders.

In Winston Churchill’s speech, ‘We Shall Fight On the Beaches’ he presents a powerful call to action directly to the British House of Commons in the year of 1940 on the forth of June. Winston uses the techniques of figurative language to capture his audience’s attention in a way they could understand the importance of his message, without disregarding his high level of intellect. In order for one to truly understand Churchill’s message one must understand the difficult task he was coined with prior to delivering this powerful message.

His life is an example of his spirit, overcoming the difficulties with which he was presented, and making himself stronger as a result of it. Churchill was a more than just a great speaker though; he was a great man and a great leader as well. He took over as Prime Minister of Britain during one of the most trying times ever to come upon the country, and led his country to eventual victory over their adversaries. The analysis of his speech allows one to come closer to understanding the true rhetorical genius of the man known as Churchill. In particular,

Malcolm X once said “education is the passport to the future, for tomorrow belongs to those who prepare for it today”. From adolescence to adulthood almost every person is put through schooling. As one gets older in age, the education they obtain becomes more rigorous in order to stretch their minds far beyond two plus two or what color the sky is. The strategies of critically thinking and being able to analyze/decipher information in front is them is reinforced routinely in the educational system. With this being said, the purpose of education is to aid in enhancing one’s qualification, socialisation, and subjectification skills within the society regardless of how or where one’s education was obtained.

"If I were asked what education should give, I would say it should offer breadth of view, ease of understanding, tolerance for others, and a background from which the mind can explore in any direction… Education should provide the tools for a widening and deepening of life, for increased appreciation of all one sees and experiences. It should equip a person to live life well, to understand what is happening about him, for to live life well one must live with awareness." This quote is from Louis L'amour’s autobiography, The Education of a Wandering Man. Out of the pieces of literature read during the English I course, the war novel All Quiet on the Western Front best exemplifies this standard of education. There are various qualities that

Churchill’s actions represent how he was a man that cared about others, wanted world peace, and

Sir Winston Leonard Spencer Churchill was born on November 30 1874 and died on 24 January, 1965. He was the son of politician Lord Randolph Churchill and Jennie Jerome (an American). He was a direct descendant of the first Duke of Marlborough. Physically he was a small man at 5 feet tall. Churchill attended Harrow and Sandhurst. When his father died in 1895, Churchill was commissioned in the fourth hussars. He later obtained a leave and worked during the Cuban war as a reporter for the London Daily Graphic.

Churchill's active war experiences are limited to being in the midst of a rebellion in Cuba, serving with the Malakand Field Force in India from 1896-97, and serving in the cavalry during the reconquest of Sudan, Egypt. (Gilbert 17)

Education can be defined as a learning process in which a student and a teacher are involved. The work of the teacher is to pass on the message to the student while the student understands and applies what has been taught. It is also considered as a process of developing skills, knowledge and character of an individual. Education, whether formal or informal, has a function both to the individual and the society, these functions are either manifest or latent. There is a distinction between the manifest and latent functions in that the manifest functions are those that are intended whereas the latter are the unintended functions (Douglas, 2003).

It is difficult to examine leadership as a concept without mentioning Winston Churchill. He was at once a brilliant, petty and compassionate man. He is lauded in many texts as one of the greatest leaders of all times for his actions during World War II, and he received awards as the most recognizable person and greatest leader in the twentieth century. The qualities of leadership he displayed though can be widely debated because he was one thing before the public and another to the people closest to him. There is no doubt that without the redoubtable courage of Winston Churchill Strongly leading the charge, Britain, and maybe the world, would not have survived the chaos of World War II. But, he also did do some amount of harm because of his blind self-confidence. The research paper is about the leadership of Churchill, and it looks specifically at his background, capabilities, and then gives conclusions based on his life that give clues as to what leadership actually is.