Freshman Class Quotes

You don't even who know I am." "The hell I don't," Wymack said. "You're Neil Josten, nineteen year-old recruit from Millport, Arizona. Born March 31st, five-foot-three, right-handed, stick size three. Starting striker for my Foxes and most improved freshman striker in NCAA Class I Exy. "No," Wymack said, getting louder when Neil started to interrupt. "Look me in the eye and tell me if you think I care who you used to be. Hm?

So the Trustees of Ohio State were right in 1956 when they canned the English instructor for assigning Catcher in the Rye to his freshman class. They knew there is no qualitative difference between the kid who thinks it's funny to fart in chapel, and Che Guevara. They knew then Holden Caulfield would found SDS.

in my first American class—a freshman chemistry class during the 1969-70 academic year— they looked at me as though I was supposed to be their nurse because they were paying a stiff tuition. That's another concept I had to learn— in American private schools we worked for them because they paid the tuition, but in Egypt we were educating them.

A, A, A, A, A, A,” Nathan said, reading off my results. “No shocker there,” Alex said. “You never know,” I told him. “Freshman year I got an A minus in my history class because my teacher said my final paper was too long. That was horrible.” Alex rolled his eyes. “Heaven forbid,” he said, but it didn’t bother me.

We were freshman, taking her film class, and we'd spend hours after school sitting in her classroom talking about any old thing—life, sex, Forrest Gump.

She told her therapist it reminded her of coming home the summer after her freshman year at Rutgers, stepping back into the warm bath of family and friends, loving it for a week or two, and then feeling trapped, dying to return to school, missing her roommates and her cute new boyfriend, the classes and the parties and the giggly talks before bed, understanding for the first time that that was her real life now, that this, despite everything she'd ever loved about it, was finished for good.

In that moment of educational ennui, a freshman girl says, “I can bring a human brain to school if you want–my father has lots of them.“ (Talk about a full-scale class alert: "She’s going to do WHAT?!”)

I flicked the glitter off. Whatever, that might've come from anywhere. Maybe I'd walked by an art class at some point. Maybe I'd accidentally brushed against a slutty freshman.

The average Harvard freshman in 1952 would have placed in the bottom 10 percent of the incoming class by 1960.

His own children were not members of the Clemson incoming freshman class, but two of his nieces and a nephew were. On the news, he outlined his problems with the summer-reading committee’s selection. “The book talks in graphic terms about pornography, about fetish, about masturbation, about multiple sex partners . . . The book contains a very extensive list of over-the-top sexual and antireligious references. The explicit message that this sends to students is that they are encouraged to find themselves sexually.

I once attempted to flirt with her our freshman year of college, complimenting her sandals before class. She didn't respond, just glared at me with a scowl that would've liquefied helium, for which I repaid her many years later by marrying into her family and sitting next to her every Thanksgiving.

By all indications, Mike has made his parents proud. His e-mail username is “A-student,” and he’s just won a coveted spot in Stanford University’s freshman class. He’s the kind of thoughtful, dedicated student that any community would be proud to call its own. And yet, according to an article called “The New White Flight” that ran in the Wall Street Journal just six months previously, white families are leaving Cupertino in droves, precisely because of kids like Mike. They are fleeing the sky-high test scores and awe-inspiring study habits of many Asian-American students. The article said that white parents feared that their kids couldn’t keep up academically. It quoted a student from a local high school: “If you were Asian, you had to confirm you were smart. If you were white, you had to prove it.

It was around the time of the divorce that all traces of decency vanished, and his dream of being the next great Southern writer was replaced by his desire to be the next published writer. So he started writing these novels set in Small Town Georgia about folks with Good American Values who Fall in Love and then contract Life-Threatening Diseases and Die. I'm serious. And it totally depresses me, but the ladies eat it up. They love my father's books and they love his cable-knit sweaters and they love his bleachy smile and orangey tan. And they have turned him into a bestseller and a total dick. Two of his books have been made into movies and three more are in production, which is where his real money comes from. Hollywood. And, somehow, this extra cash and pseudo-prestige have warped his brain into thinking that I should live in France. For a year.Alone.I don't understand why he couldn't send me to Australia or Ireland or anywhere else where English is the native language.The only French word I know is oui, which means "yes," and only recently did I learn it's spelled o-u-i and not w-e-e. At least the people in my new school speak English.It was founded for pretentious Americans who don't like the company of their own children. I mean, really. Who sends their kid to boarding school? It's so Hogwarts. Only mine doesn't have cute boy wizards or magic candy or flying lessons. Instead,I'm stuck with ninety-nine other students. There are twenty-five people in my entire senior class, as opposed to the six hundred I had back in Atlanta. And I'm studying the same things I studied at Clairemont High except now I'm registered in beginning French. Oh,yeah.Beginning French. No doubt with the freshman.I totally rock.

He singled out aspects of Quality such as unity, vividness, authority, economy, sensitivity, clarity, emphasis, flow, suspense, brilliance, precision, proportion, depth and so on; kept each of these as poorly defined as Quality itself, but demonstrated them by the same class reading techniques. He showed how the aspect of Quality called unity, the hanging-togetherness of a story, could be improved with a technique called an outline. The authority of an argument could be jacked up with a technique called footnotes, which gives authoritative reference. Outlines and footnotes are standard things taught in all freshman composition classes, but now as devices for improving Quality they had a purpose. And if a student turned in a bunch of dumb references or a sloppy outline that showed he was just fulfilling an assignment by rote, he could be told that while his paper may have fulfilled the letter of the assignment it obviously didn’t fulfill the goal of Quality, and was therefore worthless.

But what if that failed midterm also happened to be the first exam they ever took in college? What if they perceive not just the class but college as a whole as being a greater challenge than they’re able to meet? Since they’re unaware that failing the midterm has distorted their perceptions (such that the class and college appear harder than they actually are), they might reach premature and inappropriate decisions as a result. Indeed, many students drop out early in their freshman year for this exact reason

It was Day Three, Freshman Year, and I was a little bit lost in the school library,looking for a bathroom that wasn't full of blindingly shiny sophomores checking their lip gloss. Day Three.Already pretty clear on the fact that I would be using secondary bathrooms for at least the next three years,until being a senior could pass for confidence.For the moment, I knew no one,and was too shy to talk to anyone. So that first sight of Edward: pale hair that looked like he'd just run his hands through it, paint-smeared white shirt,a half smile that was half wicked,and I was hooked. Since, "Hi,I'm Ella.You look like someone I'd like to spend the rest of my life with," would have been totally insane, I opted for sitting quietly and staring.Until the bell rang and I had to rush to French class,completely forgetting to pee. Edward Willing.Once I knew his name, the rest was easy.After all,we're living in the age of information. Wikipedia, iPhones, 4G ntworks, social networking that you can do from a thousand miles away.The upshot being that at any given time over the next two years, I could sit twenty feet from him in the library, not saying a word, and learn a lot about him.ENough, anyway, for me to become completely convinced that the Love at First Sight hadn't been a fluke. It's pretty simple.Edward matched four and a half of my If My Prince Does, In Fact, Come Someday,It Would Be Great If He Could Meet These Five Criteria. 1. Interested in art. For me, it's charcoal. For Edward, oil paint and bronze. That's almost enough right there. Nice lips + artist= Ella's prince. 2. Not afraid of love. He wrote, "Love is one of two things worth dying for.I have yet to decide on the second." 3.Or of telling the truth. "How can I believe that other people say if I lie to them?" 4.Hot. Why not?I can dream. 5.Daring. Mountain climbing, cliff dying, defying the parents. Him, not me. I'm terrified of an embarrassing number of things, including heights, convertibles, moths, and those comedians everyone loves who stand onstage and yell insults at the audience. 5, subsection a. Daring enough to take a chance on me.Of course, in the end, that No. 5a is the biggie. And the problem. No matter how muuch I worshipped him,no matter how good a pair we might have been,it was never, ever going to happen. To be fair to Edward,it's not like he was given an opportunity to get to know me. I'm not stupid.I know there are a few basic truths when it comes to boys and me. Truth: You have to talk to a boy-really talk,if you want him to see past the fact that you're not beautiful. Truth: I'm not beautiful. Or much of a conversationalist. Truth: I'm not entirely sure that the stuff behind the not-beautiful is going to be all that alluring, either. And one written-in-stone, heartbreaking truth about this guy. Truth:Edward Willing died in 1916.

When she first arrived, Mi-ran was impressed. The dormitories were modern and each of the four girls who would share one room had her own bed rather than use the Korean bed mats laid out on a heated floor, the traditional way of keeping warm at night while expending little fuel. But as winter temperatures plunged Chongjin into a deep freeze, she realized why it was that the school had been able to give her a place in its freshman class. The dormitories had no heating. Mi-ran went to sleep each night in her coat, heavy socks, and mitten with a towel draped over her head. When she woke up, the towel would be crusted with frost from the moisture of her breath. In the bathroom, where the girls washed their menstrual rags (nobody had sanitary napkins, so the more affluent girls used gauze bandages while the poor girls used cheap synthetic cloths), it was so cold that the rags would freeze solid within minutes of being hung up to dry. Mi-ran hated the mornings. Just as in Jun-sang's school, they were roused by a military-style roll call at 6:00 A.M., but instead of marching off like proud soldiers, they shivered into the bathroom and splashed icy water on their faces, under a grotesque canopy of frozen menstrual rags.

Studentdom, he felt, must pass its own Examinations and define its own Commencement--a slow, most painful process, made the more anguishing by bloody intelligences like the Bonifacists of Siegfrieder College. Yet however it seemed at times that men got nowhere, but only repeated class by class the mistakes of their predecessors, two crucial facts about them were at once their hope and the limitation of their possibility, so he believed. One was their historicity: the campus was young, the student race even younger, and by contrast with the whole of past time, the great collegiate cultures had been born only yesterday. The other had to do with comparative cyclology, a field of systematic speculation he could not review for me just then, but whose present relevance lay in the correspondency he held to obtain between the life-history of individuals and the history of studentdom in general. As the embryologists maintained that ontogeny repeats phylogeny, so, Max claimed, the race itself--and on a smaller scale, West-Campus culture--followed demonstrably--in capital letters, as it were, or slow motion--the life-pattern of its least new freshman. This was the basis of Spielman's Law--ontogeny repeats cosmogeny--and there was much more to it and to the science of cyclology whereof it was first principle. The important thing for now was that, by his calculations, West-Campus as a whole was in mid-adolescence... 'Look how we been acting,' he invited me, referring to intercollegiate political squabbles; 'the colleges are spoilt kids, and the whole University a mindless baby, ja? Okay: so weren't we all once, Enos Enoch too? And we got to admit that the University's a precocious kid. If the history of life on campus hadn't been so childish, we couldn't hope it'll reach maturity.' Studentdom had passed already, he asserted, from a disorganized, pre-literate infancy (of which Croaker was a modern representative, nothing ever being entirely lost) through a rather brilliant early childhood ('...ancient Lykeion, Remus, T'ang...') which formed its basic and somewhat contradictory character; it had undergone a period of naive general faith in parental authority (by which he meant early Founderism) and survived critical spells of disillusionment, skepticism, rationalism, willfulness, self-criticism, violence, disorientation, despair, and the like--all characteristic of pre-adolescence and adolescence, at least in their West-Campus form. I even recognized some of those stages in my own recent past; indeed, Max's description of the present state of West-Campus studentdom reminded me uncomfortably of my behavior in the Lady-Creamhair period: capricious, at odds with itself, perverse, hard to live with. Its schisms, as manifested in the Quiet Riot, had been aggravated and rendered dangerous by the access of unwonted power--as when, in the space of a few semesters, a boy finds himself suddenly muscular, deep-voiced, aware of his failings, proud of his strengths, capable of truly potent love and hatred--and on his own. What hope there was that such an adolescent would reach maturity (not to say Commencement) without destroying himself was precisely the hope of the University.

Watching Cameron come toward us I could see why Katy used the words "hot" and "gorgeous" to describe him-he definitely had nice hair and a long, lean body with broad shoulders, and the eyes. I wondered what Jordana would think now if she saw him. He set his tray on the end of the table, not particularly near any of us. "Everyone," I said, "this is Cameron Quick." Ethan stood to reach over the table and shake his hand. "Hey. I'm Ethan." "We were...we both went to the same elementary school," I said, even though they'd heard that basic explanation already, "and then he moved, and...now he's moved back, so he's here. Here he is." Steph looked at me like she knew I needed help, and said, "I'm Steph, this is Katy." Katy smiled and waved; Steph pointed down the table, "Gil, Freshman Dave, Junior Dave, and obviously Jenna." Cameron finally spoke, mostly to his lunch tray, "Hi. Nice to meet you all." I watched him to see if he sneaked any looks at Steph, like most guys did when they first met her, dazzled and intimidated by her starlet body and model face. He barely seemed to notice. Ethan took a bite of his burrito. "So you and Jenna were in the same class when you were kids?" Cameron glanced at me. "Basically." "What was Jenna like back then?" Gil asked. "Got pictures?" Cameron smiled. "Don't need pictures. I got her up here," he said, tapping his forehead. I groaned, making a joke of it, while inside I worried over what he would say. He might tell them I was fat, or about my lisp or my thrift-store clothes or how much I'd changed. "Two braids. Sweet eyes. Good heart. Adorable. Just like she is now." Gil looked at Ethan. Katy studied her apple, eyebrows raised. Steph said, "Jenna has all that and more, except maybe the braids. Which is why everyone loves her. I dare you to find one person in this school who does not like Jenna Vaughn." Based on the color of Katy's neck, I think there might have been one person who didn't like me, at least for the moment.

A jump in the number of students with Harvard-caliber skills doesn’t have a corresponding effect on the size of the school’s freshman class. Instead, it allows universities to become even more selective and to raise prices, to populate their schools with rich kids and geniuses on scholarships.

While the phone was handy, I also called Wendy and got her mother again. She said that Wendy had a sore throat and couldn’t talk. I wasn’t about to quit that easily. “Can she listen?” I asked. “I’ll do the talking, and she can tap once for yes and twice for no.” Mrs. Westfall laughed. “I’m serious. Can she do that?” “Only for a minute. I’ll get her.” The next thing I heard was a whispered, “Hi.” “No talking,” Mrs. Westfall called out. “Hi, Wendy. Did your mom tell you the code? One tap for yes, two for no, three if you’re being held prisoner against your will.” Three quick taps from her. “That’s what I figured. Well, you haven’t missed much at school. Same old stuff. Somebody tried to assassinate Mr. Crowell, but he was wearing a bulletproof vest. And then when the cops came, they found marijuana growing in the teacher’s lounge. But all the evidence was destroyed in the fire. I guess you heard that the whole junior class was trapped in the auditorium and got wiped out. All except for Delbert Markusson. He was out in the parking lot, sneaking a smoke. So Delbert’s now junior class president. He’s also vice-president and secretary. He says the junior prom may be canceled, or he may have it over at his house—if he can find a date.” “Wind it up,” Mrs. Westfall said. “Are you going to be back tomorrow?” Two taps. “How about Monday?” One loud tap. “I’m going to San Francisco this weekend. Shall I send you a postcard?” Tap. “I’ll see you on Monday.” She tapped, then hung up. “Are you in love with Eddie Carter?” I said into the dead phone. I gave the receiver a loud slap.

That night, though, Mom was getting things ready for a party at the restaurant, so I had to bum a ride with Jack and Julie. Jack said they didn’t need a chaperon, but it was just talk. He always helped me when it mattered. While we were waiting for Julie, I asked him about the one detail that was bothering me. “I’m supposed to meet her there,” I said. “Do I meet her inside the gym or outside?” “Do you have a date or not?” “More or less.” Jack grinned and shook his head. “Well, it’s not that simple,” I told him. “She can’t go out on dates, so she’s coming with her parents, and I’m supposed to meet her.” Jack broke out laughing. “You’re singing the freshman blues again, Eddie. Everything ends up half-baked.” “So where do I meet her on a half-baked date?” “Inside,” he said. “That way you won’t have to pay for her ticket.” “I don’t want to look like a cheapskate.” “Why hide the truth? Besides, her parents are bringing her, right? You don’t want to meet her father, do you?” “I don’t know.” “Look, he’ll just shake your hand and give you a dirty look. That’s what freshman girls’ fathers always do.” “Really?” “So save the hassle and the money. Wait inside.” I ended up waiting right inside the door. When Wendy and her father came in, she was careful to keep things looking casual. She pretended not to notice me at first, then said, “Oh, hi, Eddie,” and introduced me to her father as a boy in her algebra class. He shook my hand and gave me a dirty look. For a minute I thought the three of us would end up sitting together, but her father decided not to join us in the student rooting section. Wendy and I found an empty bench in the bleachers and were alone for twenty or thirty seconds before two of her friends came along, then three of mine. Then some friends of theirs. And finally Wayne Parks squeezed into a spot on the bench behind us. All through the game he kept leaning forward and making comments like “Where’s the ref keep his Seeing Eye dog during the game?” Even if Wendy and I hadn’t had an audience, we couldn’t have done much talking. During every time-out the Los Cedros Spirit Band, sitting three rows behind us, blasted us off the benches with fight songs. To top things off, Wendy’s father sat across the aisle and stared at us all night. And the Los Cedros Panthers blew a six-point lead in the final minute and lost the game at the buzzer. Before Wendy and I had our coats on, her father showed up beside us, mumbled, “Nice to meet you, Willy,” and led her away. The night could have been worse, I guess. I didn’t break an ankle or choke on my popcorn or rip my pants. But I had a hard time being thankful for those small favors.

A group of researchers asked ninety-nine college freshmen and sophomores to think back a few years and recall the grades they had received for high school classes in math, science, history, foreign language study, and English.44 The students had no incentive to lie because they were told that their recollections would be checked against their high school registrars’ records, and indeed all signed forms giving their permission. Altogether, the researchers checked on the students’ memories of 3,220 grades. A funny thing happened. You’d think that the handful of years that had passed would have had a big effect on the students’ grade recall, but they didn’t. The intervening years didn’t seem to affect the students’ memories very much at all—they remembered their grades from their freshman, sophomore, junior, and senior years all with the same accuracy, about 70 percent. And yet there were memory holes. What made the students forget? It was not the haze of years but the haze of poor performance: their accuracy of recall declined steadily from 89 percent for A’s to 64 percent for B’s, 51 percent for C’s, and 29 percent for D’s. So if you are ever depressed over being given a bad evaluation, cheer up. Chances are, if you just wait long enough, it’ll improve.

Sometimes when I look back and analyze my past, I think the catalyst behind this story was my passion for science. I remember looking at seaweed and pond water microorganisms under a microscope during my Physical Science class my freshman year in high school and I felt exhilarated. My curiosity was awoken and I found myself instantly in love with the subject. Then, during my sophomore year in Biology, I single handedly dissected a cow’s eye and heart while my lab partner—and half the class—were busy passing out or vomiting in the bathroom, and that was it. The road ahead was clear. Set. I knew exactly what I wanted to do with my life.

His own Sex Ed had been a series of horror films shown to his class in freshman year. What all manner of venereal diseases would do to you and your privates. He still as pustule-filled nightmares sometimes.

A sigh escapes him. “All right. Fine.” His eyes look even bluer as they hold mine. “I had a thing for you first.” What? I choke on nothing. I start coughing and sputtering, and I have to force my eyes away from him. “What are you talking about?” Dean bites his lip with another indifferent shrug. “Before I started dating Mandy. It was freshman year and you walked into Mr. Adilman’s class wearing that little denim skirt and purple blazer. Your hair was all long and gold and had some kind of flower clip in it. I thought you were the prettiest girl I’d ever seen.

Guy between boyfriends #6 and #7 Paul Diaz, Twenty-Something He was in her watercolor class, so cute and the sweet kind of shy. They obviously clicked, the attraction thrilling between them, inspiring her to relish the infatuation freshman-style and write his name in her notebook in curvy, flowery script. She gave him openings but guessed he was too timid to ask her out. The day after finals, she ran into him at the deli on campus and thought she had nothing to lose. “My work is having this fancy dinner party next weekend, the food’s supposed to be great. Would you like to go with me?” “Oh, uh, maybe, I’ll have to check,” he said. Then, “What was your name again?” There’s always something to lose.

Journey to the Plain July 1972–June 1976 I was raised to respect soldiers, leaders, and heroes. They were who I wanted to be. They were why I was there. And in the unblinking sunlight of an August morning at the United States Military Academy in 1972, the colonel in front of me looked like the embodiment of all I admired. Hanging on his spare frame, his pine green uniform was covered with patches, badges, and campaign ribbons. Even the weathered lines of his face seemed to reflect all he’d done and all he was. It was the look I’d seen in my father’s face. For a moment I could envision my father in combat in Korea, or as the lean warrior embracing my mother as he came home from Vietnam. He was my lifelong hero. From my earlier memories I’d wanted to be like him. I’d always wanted to be a soldier. Yet the colonel’s words were not what I wanted and expected to hear. As he stood in front of me and my fellow new cadets, he talked about collar stays, the twenty-five-cent pieces of wire cadets used to secure the collars of the blue gray shirts we would wear to class during the academic year. As he spoke, we tried not to squirm under the sun. Our backs were arched, arms flat to our sides, elbows slightly bent, fingers curled into tight palms, chests out, chins forward, eyes ahead. Mouths shut. I was five weeks into my education at West Point. We were still in Beast Barracks, or simply Beast, the initial eight-week indoctrination and basic-training phase during the summer before the fall term of our freshman year—plebe year, in West Point’s timeworn terminology. There were not many full colonels at West Point, so it was rare for cadets, particularly new cadets like us, to interact with them. It seemed like an extraordinary opportunity to hear from a man who’d done so much. But he wasn’t discussing his experiences and the truths they had yielded; he was talking about collar stays.

Catch me up. I had to stay late after class because I was busy sucking up to the TA,” Brian confessed. “Ellie has a cute freshman lab partner, Sasha’s tired of Victoria, and I sat next to Bo Randolph in biology.” I conveniently left out mention of the note. Three sighs of delight reverberated through the room at the mention of Bo’s name. “Bo looks like he’s sculpted from stone by some master and skin was stretched over the form. Unreal,” Sasha declared. “I’d love to see him in a life drawing class.” “The guns on that guy,” Brian concurred. “Where are all of you seeing him?” I asked, surprised at their distinct recall of Bo’s body. “I see him in the gym, lifting,” Brian said. “Yoga,” Sasha offered. “He does yoga?” My eyebrows shot up in surprise. “No, while I’m doing yoga, I see him working out. He’s like all muscle. Last semester’s yoga class at 5 P.M. was packed once word got out that he and his buddy Noah lifted weights there before dinner. It’s like a burlesque show. They start out with their shirts on and then slowly unveil the package as they get sweatier and sweatier,” Sasha explained. “Then, when they’re super hot and super sweaty, they’ll run their discarded shirts over their chests.

You thought we were the most outstanding students in our freshman class. You were wrong. We are pretenders.

One day I saw him going into one of the lecture halls, I followed. I thought it was you when I first noticed him. I sat some distance away from the boy at the lecture hall. He was a freshman law student from a well to do family in the Philippines. I stalked him for a day before I introduced myself. Toby was new at campus and was finding his way around. We started hanging out after classes. He was attractive, charming and pleasant but lacked a certain je ne se quoi which you possess. As much as I like him I had a hunch that he wasn’t altogether the kind of man I would be totally happy in a long term relationship. My loneliness and heartaches got the better of me and I pursued this relationship half-heartedly; thinking our emotional affinity would improve with time. One evening, a week after we met we were at a pub celebrating a friend’s birthday. I was intoxicated trying to drown my sorrows from missing you. He had a wee bit too much to drink at the celebration. We ended up in my flat with our clothes scattered around us. He had a beautiful physique like yours. I began seeing you in him when we became intimate. I longed for your sweet lips and wanted to believe I was making love to you instead of Toby. Ignoring my premonitions, I plunged full steam ahead. I kissed him passionately like I did you when we were a couple. With my eyes clammed shut, I imagine holding you in my arms, caressing you and submerging fully in you. I desired no other only you.

In the fall, Mayer went to Stanford and began taking premed classes. She planned to become a doctor. But by the end of her freshman year, she was sick of it. I’m just doing flash cards, she thought. This is easy. Too easy. It’s just a lot of memorization. Mayer wanted to find a major that would train her to think critically and become a great problem-solver. She also wanted to study how people think, how they reason, how they express themselves. She had a nagging voice in her head saying, It’s not what Zune knows, but how Zune thinks. Mayer began to answer the voice in her head—and find a course of study that helped her learn how to think—when she took an introductory computer science class: CS105. During the semester, she entered a classwide design contest for extra credit. Calling on the same part of her brain that made her such an excellent pompom choreographer, Mayer made a screen saver featuring exploding fireworks. In a class of three hundred, Mayer came in second.

Dorm Rules It was the first day of the new year at a college and the dean was addressing the freshman class. “We have very strict rules here regarding the dormitories,” the dean explained.  “The female dorms are not to be visited my any male student and the men dorms are off limits to the female students.” “Anyone caught breaking this rule will be fined $50 for the first time.” “Anyone caught breaking this rule a second time will be fined $100,” he added. “Breaking the rule three times will cost you $200.  Any questions?” the dean asked the students. One male student in the back raised his hand and spoke out, “How much for a season pass?

You sound like a college freshman taking his first philosophy class way too seriously, but that's good.

By my second year of college, I found myself thinking more and more about law school as a next step. I’d actually been considering it since my freshman year, when I had taken a class with a political science professor named Robert McClure. He was a tough, no-nonsense professor whose class I loved. I learned quite a bit from him about how to make an argument—and, more importantly, that I loved to argue. By the time I was a junior, I had decided to become a lawyer, which was empowering as a decision. I’d been searching for what my path would be and how I’d take control of my life. Now, finally, I’d seized upon one. From my journal entry on January 26, 1991: I am twenty years old now and have actively begun to make what I want happen. It’s a good feeling, though certainly frightening. I know who I am becoming and who I want to be. The horrifying threat of misplaced nostalgia will never affect me as I age, for—succeed or fail—I will have accomplished the satisfaction of attempting. When I applied to law schools, initially I thought I wanted to go to Notre Dame. It was Irish and Catholic, it was in South Bend, Indiana, and I thought it might be fun to see a different part of the country. Plus, it was a great school. I was turned down by Notre Dame, but got a yes from Albany Law School (ALS), right in my hometown, so I could live at home and save some money. Besides, everyone says it’s the Notre Dame of Albany. I would need all the confidence I got from my family and from Jim, because law school was not for the faint of heart. The work was intense and the competition fierce. However, to my mother’s delight, not only did I thrive in law school, but I paid for it myself.

But, Crosby, you are not taking my class. Not a chance in hell. I’d fail any freshman who tried to get your number.

At least Asher is mine—the DNA test confirmed it. Sometimes I’m tempted to pick up the phone and call Charlotte to vent before I remember she doesn’t give a shit. That’s a whole different level of betrayal. I don’t even know where the fuck she went. Dakota and her mother Waverly won’t tell me anything, and Charlotte changed her number, so it’s not like I can ask her. And even though she took pics for her sister’s social media, Charlie never posted any of her own online. After being on that reality show as a kid, she hated being in the spotlight. Charlotte was my best friend from high school, the girl who never asked for tickets to games or wanted my help getting into hot parties or grilled me about my college prospects. I had a little thing for her when we first met. With her light blonde hair, big blue eyes, petite frame, and quiet ways, she drew out all of my protective instincts. She was in my English class freshman year, and one day our teacher randomly picked her to be Juliet. Charlie had to lie there while I, Romeo, reacted to her death. Even though we’d never spoken at that point, I could tell she was terrified. I hooked her pinky finger with mine to help steady her, and from that point on, we became the best of friends. So when guys were dicks to her, I made it clear they’d have to go through me if they ever thought to mess with her. When I saw her sitting alone in the cafeteria, I pulled up the seat next to her. When she seemed sad, I invited her to hang out. But she never looked at me all googly-eyed like the other girls. She never flirted or found reasons to touch me. She actually made me do my homework when we studied together. I figured she wasn’t into me like that and moved on. But she was still my best friend. Even when things got awkward between us after I started dating Dakota.

Here is how a student at Smith College describes her induction into its call-out culture in the fall of 2014: During my first days at Smith, I witnessed countless conversations that consisted of one person telling the other that their opinion was wrong. The word “offensive” was almost always included in the reasoning. Within a few short weeks, members of my freshman class had quickly assimilated to this new way of non-thinking. They could soon detect a politically incorrect view and call the person out on their “mistake.” I began to voice my opinion less often to avoid being berated and judged by a community that claims to represent the free expression of ideas. I learned, along with every other student, to walk on eggshells for fear that I may say something “offensive.” That is the social norm here.

As a high school freshman, I took Latin, an upper-class course

During my first days at Smith, I witnessed countless conversations that consisted of one person telling the other that their opinion was wrong. The word "offensive" was almost always included in the reasoning. Within a few short weeks, members of my freshman class had quickly assimilated to this new way of non-thinking. They could soon detect a politically incorrect view and call the person out on their "mistake." I began to voice my opinion less often to avoid being berated and judged by a community that claims to represent the free expression of ideas. I learned, along with every other student, to walk on eggshells for fear that I may say something "offensive." That is the social norm here. Reports from around the country are remarkable similar: students at many colleges today are walking on eggshells, afraid of saying the wrong thing, liking the wrong post, or coming to the defense of someone whom they know to be innocent, out of fear that they themselves will be called out by a mob on social media.

In what may be the most fascinating element of the book, Hynek talked at length about how teaching astronomy at Northwestern had given him new insights into the UFO enigma: There is a certain disenchantment with science in general among people. This doesn’t extend to astronomy . . . In so many new ways astronomy continues to capture and expand people’s imaginations, particularly the imaginations of young people . . . I know that particularly the kids are intrigued by two series of things these days: From the questions we get at the observatory and in the high schools I talk to, and in freshman classes, the main question areas are the black holes, quasars, and pulsars, and UFOs, bunched together. That is what grabs them. And so, to that extent, both astronomy and UFOs are expanding imagination and consciousness.11

A familiar name entered the authors’ conversation about interstellar distances: “Carl Sagan has pointed out,” Hynek said, “that ‘the average distance between the stars in our galaxy is a few light years. Light, faster than which nothing physical can travel, takes years to traverse the distances between the nearest stars. Space vehicles take that long at the very least.’ “Well, how do we know?” Hynek retorted. “I mean how do we know how fast thought travels? The solution may lie in the parapsychological realm; the means of getting information I mean.”10 In what may be the most fascinating element of the book, Hynek talked at length about how teaching astronomy at Northwestern had given him new insights into the UFO enigma: There is a certain disenchantment with science in general among people. This doesn’t extend to astronomy . . . In so many new ways astronomy continues to capture and expand people’s imaginations, particularly the imaginations of young people . . . I know that particularly the kids are intrigued by two series of things these days: From the questions we get at the observatory and in the high schools I talk to, and in freshman classes, the main question areas are the black holes, quasars, and pulsars, and UFOs, bunched together. That is what grabs them. And so, to that extent, both astronomy and UFOs are expanding imagination and consciousness.11

she had to wait until she went to college to act on her own. “Getting diagnosed with ADHD,” she told our class, “was one of the best days of my freshman year because someone actually saw that I wasn’t stupid or lazy,

Compare the humanists’ hunger for learning with the resentment of a Columbia University undergraduate who had been required by the school’s freshman core curriculum to study Mozart. She happens to be black, but her views are widely shared, to borrow a phrase, “across gender, sexuality, race, and class.” “Why did I have to listen in music humanities to this Mozart?” she groused in a discussion of the curriculum reported by David Denby in his book on Columbia’s core. “My problem with the core is that it upholds the premises of white supremacy and racism.

W.A. was taking classes both as a college freshman and a first-year law student, studying Latin, Greek, and geometry along with his legal contracts.

I recall sitting in my Geography 5 class early during my freshman year at UCLA. Professor Joshua Muldavin taught the course. Along with learning that Western nations destroy the earth’s peoples and ecosystems, we also learned about his virulent anti-capitalism; the only question was whether he was a full-fledged communist.

An ambitious freshman congresswoman demanded funding to put a public historian in every zip code in the country, a correction for what she called the contemporary crisis of truth. It was pitched as a new public works project for the intellectual class, so many of us lately busy driving cars and delivering groceries and completing tasks on demand to make ends meet. Government jobs would put all those degrees to work and be comparatively lucrative. The congresswoman envisioned a national network of fact-checkers and historians, a friendly citizen army devoted to making the truth so accessible and appealing it could not be ignored.

I couldn't explain when exactly I noticed that my parents were living separate lives. Late in my freshman year, my history class watched a videotape of the fall of the Berlin Wall and the different coverage of the event provided on each network. I thought then about my parents. They seemed like that - separate worlds that were linked mostly by a name and divided by something solid, something like a mass of concrete, brick, and wire.

From kindergarten through senior year of high school, Evan attended Crossroads, an elite, coed private school in Santa Monica known for its progressive attitudes. Tuition at Crossroads runs north of $ 22,000 a year, and seemingly rises annually. Students address teachers by their first names, and classrooms are named after important historical figures, like Albert Einstein and George Mead, rather than numbered. The school devotes as significant a chunk of time to math and history as to Human Development, a curriculum meant to teach students maturity, tolerance, and confidence. Crossroads emphasizes creativity, personal communication, well-being, mental health, and the liberal arts. The school focuses on the arts much more than athletics; some of the school’s varsity games have fewer than a dozen spectators. 2 In 2005, when Evan was a high school freshman, Vanity Fair ran an exhaustive feature about the school titled “School for Cool.” 3 The school, named for Robert Frost’s poem “The Road Not Taken,” unsurprisingly attracts a large contingent of Hollywood types, counting among its alumni Emily and Zooey Deschanel, Gwyneth Paltrow, Jack Black, Kate Hudson, Jonah Hill, Michael Bay, Maya Rudolph, and Spencer Pratt. And that’s just the alumni—the parents of students fill out another page or two of who’s who A-listers. Actor Denzel Washington once served as the assistant eighth grade basketball coach, screenwriter Robert Towne spoke in a film class, and cellist Yo-Yo Ma talked shop with the school’s chamber orchestra.

Asians are still a small minority—14.5 million (including about one million identified as part Asian) or 4.7 percent of the population—but their impact is vastly disproportionate to their numbers. Forty-four percent of Asian-American adults have a college degree or higher, as opposed to 24 percent of the general population. Asian men have median earnings 10 percent higher than non Asian men, and that of Asian women is 15 percent higher than non-Asian women. Forty-five percent of Asians are employed in professional or management jobs as opposed to 34 percent for the country as a whole, and the figure is no less than 60 percent for Asian Indians. The Information Technology Association of America estimates that in the high-tech workforce Asians are represented at three times their proportion of the population. Asians are more likely than the American average to own homes rather than be renters. These successes are especially remarkable because no fewer than 69 percent of Asians are foreign-born, and immigrant groups have traditionally taken several generations to reach their full economic potential. Asians are vastly overrepresented at the best American universities. Although less than 5 percent of the population they account for the following percentages of the students at these universities: Harvard: 17 percent, Yale: 13 percent, Princeton: 12 percent, Columbia: 14 percent, Stanford: 25 percent. In California, the state with the largest number of Asians, they made up 14 percent of the 2005 high school graduating class but 42 percent of the freshmen on the campuses of the University of California system. At Berkeley, the most selective of all the campuses, the 2005 freshman class was an astonishing 48 percent Asian. Asians are also the least likely of any racial or ethnic group to commit crimes. In every category, whether violent crime, white-collar crime, alcohol, or sex offenses, they are arrested at about one-quarter to one-third the rate of whites, who are the next most law-abiding group. It would be a mistake, however, to paint all Asians with the same brush, as different nationalities can have distinctive profiles. For example, 40 percent of the manicurists in the United States are of Vietnamese origin and half the motel rooms in the country are owned by Asian Indians. Chinese (24 percent of all Asians) and Indians (16 percent), are extremely successful, as are Japanese and Koreans. Filipinos (18 percent) are somewhat less so, while the Hmong face considerable difficulties. Hmong earn 30 percent less than the national average, and 60 percent drop out of high school. In the Seattle public schools, 80 percent of Japanese-American students passed Washington state’s standardized math test for 10th-graders—the highest pass rate for any ethnic group. The group with the lowest pass rate—14 percent—was another “Asian/Pacific Islanders” category: Samoans. On the whole, Asians have a well-deserved reputation for high achievement.

Republicans flipped an astonishing 63 Democratic seats in the House of Representatives, retaking the majority and positioning Boehner as the next Speaker. He would be dealing with the largest freshman class in modern congressional history: 87 House Republicans in total.

This is the problem with neither applying oneself nor working up to one’s potential, these moments when you are reduced to a bunch of abstract letters and numbers whose unflattering reflection cannot be charmed or joked aside. On paper, I am an asshole: a National Merit Scholar who barely passed chemistry and had to take three different gym classes senior year because I failed one freshman year and dropped out of the summer-school makeup class. Three summers in a row. I led an insurrection of my classmates and refused to read The Grapes of Wrath, for which I should have been expelled. The schools I daydreamed about going to? You know, the ones with the lawns and the sweaters? They were looking for girls who got As and volunteered at homeless shelters after school; I got mostly Bs and a lot of Cs and spent my afternoons watching Ricki Lake and sleeping until dinner. My acceptance letter from Northern Illinois University, NIU, received two weeks before graduation, basically read, “Our condolences. Here’s where you pick up your books.

pushed. I watched the white tail of the tampon slip out of the applicator as both fell to the ground. I repeated this with half of the box before I gave up, decided it was best to keep some things a mystery. It wasn’t until my freshman year in college, in biology class, that I learned what and where a vagina truly was. In class that day, I stared at the diagram in wonder, the secret world, an inner world, revealed. I looked around at my classmates and could see in their business-as-usual faces that they already knew all of this. Their bodies had not been kept from them. It was neither the first nor the last time at Harvard that I would feel as though I was starting from behind, trying to make up for an early education that had been full of holes. I went back to my dorm room and tentatively, furtively pulled out a hand mirror and examined myself, wondering all the while how, if I hadn’t left my town, if I hadn’t continued my education, this particular hole, the question of anatomy, of sex, would have been filled. I was tired of learning things the hard way. —

At the beginning of my last year in elementary school the class was tested and, based on our academic records and scores on these tests, about twelve of us were promoted, to be sent to the freshman year of high school a year early. I never made it. I stopped by home on my way to Booker T. Washington High School to share the good news with my parents. I expected praise, but they would have none of it. I was already two years ahead, having begun my schooling in the second grade. They feared that I would miss too much by skipping a grade at this point and sent me back to elementary school. I was hurt and embarrassed until I found out that only two sets of parents had permitted the promotion. Of these two advanced students, one graduated with the rest of us and the other finished high school a year later.

Luckily, all of the students thought Moddie’s speech in David’s class had been a joke, a bizarre rant for their amusement structured around useful, practical information about making money as a fine artist. She said a lot of things about “the brotherhood” and about how making art was to manifest a tangible version of the soul, and that not all souls were equal. Tawdry work was the result of a tawdry soul, undeveloped work the result of an undeveloped soul, and even if you used a formula to make your art, hoping to hide behind the thoughts and gestures of the great minds who had come before you, even this laid bare your formulaic soul, your selfish feeble cowardice and fundamental lack of curiosity. Let every man be judged by what he makes real in this world. The man who plants and tends a geranium and remembers the name of his cashier at Kroger is higher in the eye of god than the charlatan who copies Cy Twombly at the coffee shop, charging thousands of dollars and thinking himself a guest at the dinner party of eternity. Woe to he who makes this error, and woe to he who mistakes accolades for artistic clarity. ... Moddie was finishing an interesting story about having a blackout panic attack while trying to tell some freshman art undergrads about grant applications, but accidentally going on a winding incoherent rant instead.

Neither camp appears ever to have considered whether maybe the way prescriptive SWE was traditionally taught had something to do with its inutility. By “way” here I’m referring not so much to actual method as to spirit or attitude. Most traditional teachers of English grammar have, of course, been dogmatic SNOOTs, and like most dogmatists they’ve been extremely stupid about the rhetoric they used and the audience they were addressing. I refer specifically to these teachers’58 assumption that SWE is the sole appropriate English dialect and that the only reasons anyone could fail to see this are ignorance or amentia or grave deficiencies in character. As rhetoric, this sort of attitude works only in sermons to the choir, and as pedagogy it’s disastrous, and in terms of teaching writing it’s especially bad because it commits precisely the error that most Freshman Composition classes spend all semester trying to keep kids from making — the error of presuming the very audience-agreement that it is really their rhetorical job to earn. The reality is that an average US student is going to take the trouble to master the difficult conventions of SWE only if he sees SWE’s relevant Group or Discourse Community as one he’d like to be part of. And in the absence of any sort of argument for why the correct-SWE Group is a good or desirable one (an argument that, recall, the traditional teacher hasn’t given, because he’s such a dogmatic SNOOT he sees no need to), the student is going to be reduced to evaluating the desirability of the SWE Group based on the one obvious member of that Group he’s encountered, namely the SNOOTy teacher himself. And what right-thinking average kid would want to be part of a Group represented by so smug, narrow, self-righteous, condescending, utterly uncool a personage as the traditional Prescriptivist teacher?