What about people who do not know Jesus?

A wonderfully thoughtful example of answering the question regarding those who do not know Jesus.

I remember my wife saying that she asked her father this similar question along time ago. His response was similar. It is not ours to judge who is and isn't in. Ours is to pray for those who do not know Jesus that they will either know him or know his ways, and thus they will learn the truth, the way and the light!!!

Obama 08 Education Message

I found the following speech while poking around Obama's website. It was given in March 2005!!!

It was truly amazing to me his grasp of the need to fix the education system. Not just by throwing money at it, or privatizing it, but by making real change and funding No Child Left Behind.

Some highlights:

The ideal of public education has always been at the heart of this bargain. From the moment the earliest Americans stepped out from the shadows of tyranny and built the first free schools in the towns of New England and across the Southern plains, it was the driving force behind Thomas Jefferson's declaration that "...talent and virtue, needed in a free society, should be educated regardless of wealth, birth or other accidental condition."I

In this country, it is education that allows our children to hope for something else.

But we don't make much progress for our kids when we constrain ourselves like this. It appeared for a brief moment that the President, working with leaders like Senator Kennedy understood this, and many of us were initially encouraged by the passage of No Child Left Behind. It may not be popular to say in Democratic circles, but there were good elements to this bill - its emphasis on the achievement gap, raising standards, and accountability. Unfortunately, because of failures in implementation, particularly its failure to provide adequate funding and a failure to design better assessment tests that provide a clearer path for schools to raise achievement, the bill's promise is not yet fulfilled.

The shortcomings of NCLB shouldn't end the conversation, however. They should be the start of a conversation about how we can do better. Yes, it's a moral outrage that this Administration hasn't come through with the funding for what it claims has been its number one domestic priority. But to wage war against the entire law for that reason is not an education policy, and Democrats need to realize that.

If we truly believe in our public schools, then we have a moral responsibility to do better - to break the either-or mentality around school reform, and embrace a both-and mentality. Good schools will require both the structural reform and the resources necessary to prepare our kids for the future.

Now, the American people understand that government alone can't meet this challenge. They understand that we need to transform our educational culture, from one of complacency to one that constantly strives for excellence. And they understand that government cannot replace parents as the primary motivator for the hard work and commitment that excellence requires.

From the moment our children step into a classroom, new evidence shows that the single most important factor in determining their achievement today is not the color of their skin or where they come from; it's not who their parents are or how much money they have.

It's who their teacher is. It's the person who will brave some of the most difficult schools, the most challenging children, and accept the most meager compensation simply to give someone else the chance to succeed.

Of course, teachers don't just need more pay, they need more support. One thing I kept hearing when I visited Dodge Elementary School in Chicago is how much an encouraging principal or the advice of an experienced teacher can make a difference. That's why teachers would be paired with mentor teachers who've been there before. After a few years of experience, they'd then have the chance to become mentor teachers themselves.

And to help them deal with those few disruptive students who tend to slow down the rest of the class - a problem I hear about from teachers all the time - we'd expand innovative programs being used in states like Illinois that teach students about positive behavior.

Finally, we would also require Innovation Districts to work with their unions to uncover bureaucratic obstacles that leave poor kids without good teachers, including hiring, funding and transfer policies. Districts would work with unions to tackle these problems so that we can provide every child with an effective teacher.

During my visit to Dodge Elementary, I was able to speak with a few of the teachers about some of the challenges they're facing in educating their students. And one teacher mentioned to me that in one of the biggest obstacles in her view is what she referred to as the "These Kids" syndrome.

She said that when it comes to educating students today, people always seem to find a million excuses for why "these kids" can't learn. That you'll hear how "these kids are nothing but trouble," or "these kids come from tough backgrounds," or "these kids don't want to learn." And the more people talk about them as "these kids," the easier it is for "these kids" to become somebody else's problem.

But of course, the children in this country - the children in Dodge Elementary, and South Central L.A., and rural Arkansas, and suburban Maryland - they are not "these kids." They are our kids. They want a chance to achieve - and each of us has a responsibility to give them that chance.

In the end, children succeed because somewhere along the way, a parent or teacher instills in them the belief that they can. That they're able to. That they're worth it.