Graduating Elementary School Quotes

Even the best of Christians are troubled by the question, "Why does an almighty God send, or at least allow, suffering?" When you are nagged by thoughts like this, say to yourself, "I am still in elementary school. When I graduate from the university of Christian life, I will understand His ways better and doubts will cease.

Last year, millions of students didn’t graduate from high school. They didn’t drop out, they were simply in elementary and middle schools.

A statement: children who watch violent TV programmes tend to be more violent when they grow up. But did the TV cause the violence, or do violent children preferentially enjoy watching violent programmes? Very likely both are true. Commercial defenders of TV violence argue that anyone can distinguish between television and reality. But Saturday morning children’s programmes now average 25 acts of violence per hour. At the very least this desensitizes young children to aggression and random cruelty. And if impressionable adults can have false memories implanted in their brains, what are we implanting in our children when we expose them to some 100,000 acts of violence before they graduate from elementary school?

When Bootsie was old enough to go to high school, Fran got herself a $300 GI loan to enroll at the University of Maine. She got three more loans and graduated with a teaching degree. Because she taught Title I kids—poor kids—all her loans were forgiven. Every member of Franni’s family made it to the middle class. And they did it because of Social Security, Pell Grants, the GI Bill, and Title I of the Elementary and Secondary Education Act. They tell you in this country that you have to pull yourself up by your bootstraps. And we all believe that. But first you’ve got to have the boots. And the federal government gave Franni’s family the boots.

Doing a geographic” is a term alcoholics often use for acting on the impulse to start over by moving to a new town, or state, instead of making any internal changes. It’s the anywhere-but-here part of the disease that says, “Remove yourself from this, go someplace new, and everything will be better.” Two years into our Florida stint, my mother pulled a geographic as radical as the move from Rochester. The new plan was to head for California. She enrolled in the mathematics graduate program at the University of California’s shiny new campus in San Diego, and as soon as our elementary school let out for the summer, she put us into a new Buick station wagon – a gift from her parents – and drove us across the country. You’d think we’d have protested at yet another move. After all, having been duped before, we were in no position to believe that the next move would be any different. But I have no memory of being unhappy about the news. Because that’s what often happens when an alcoholic parent is doing a geographic. She pulls you in and, before you know it, you, too, believe in the promise of the new place.

...[I]t doesn't take an advanced degree to figure out that this education talk is less a strategy for mitigating inequality than it is a way of rationalizing it. To attribute economic results to school years finished and SAT scores achieved is to remove matters from the realm of, well, economics and to relocate them to the provinces of personal striving and individual intelligence. From this perspective, wages aren't what they are because one party (management) has a certain amount of power over the other (workers); wages are like that because the god of the market, being surpassingly fair, rewards those who show talent and gumption. Good people are those who get a gold star from their teacher in elementary school, a fat acceptance letter from a good college, and a good life when they graduate. All because they are the best. Those who don't pay attention in high school get to spend their days picking up discarded cans by the side of the road. Both outcomes are our own doing.

An elementary school student in South Carolina stumped him with a gotcha question even more challenging than Hiller’s about the president of Chechnya: What was his favorite book as a child? “I can’t remember any specific books,” he said. Later, responding to a similar query in a written questionnaire, he summoned an answer: The Very Hungry Caterpillar. Though that book might have been his favorite, it was published a year after he graduated from Yale.

We all love stories, even if they’re not true. As we grow up, one of the ways we learn about the world is through the stories we hear. Some are about particular events and personalities within our personal circles of family and friends. Some are part of the larger cultures we belong to—the myths, fables, and fairy tales about our own ways of life that have captivated people for generations. In stories that are told often, the line between fact and myth can become so blurred that we easily mistake one for the other. This is true of a story that many people believe about education, even though it’s not real and never really was. It goes like this: Young children go to elementary school mainly to learn the basic skills of reading, writing, and mathematics. These skills are essential so they can do well academically in high school. If they go on to higher education and graduate with a good degree, they’ll find a well-paid job and the country will prosper too.

My father scowled, warning that going to graduate school was a crazy idea for a woman. “If you’d been admitted,” he warned, “you’d never get married—you’ll turn into one of those lonely women who carry a briefcase and go to the movies alone! No, do something that really makes sense: take typing and become a secretary, or teach in an elementary school.

The “IQ fundamentalist” Arthur Jensen put it thusly in his 1980 book Bias in Mental Testing (p. 113): “The four socially and personally most important threshold regions on the IQ scale are those that differentiate with high probability between persons who, because of their level of general mental ability, can or cannot attend a regular school (about IQ 50), can or cannot master the traditional subject matter of elementary school (about IQ 75), can or cannot succeed in the academic or college preparatory curriculum through high school (about IQ 105), can or cannot graduate from an accredited four-year college with grades that would qualify for admission to a professional or graduate school (about IQ 115). Beyond this, the IQ level becomes relatively unimportant in terms of ordinary occupational aspirations and criteria of success. That is not to say that there are not real differences between the intellectual capabilities represented by IQs of 115 and 150 or even between IQs of 150 and 180. But IQ differences in this upper part of the scale have far less personal implications than the thresholds just described and are generally of lesser importance for success in the popular sense than are certain traits of personality and character.

It’s like, we graduate from college, get married, we’re this wonderful married couple everybody’s happy about, we have the typical two kids, put ’em in the good old Denenchofu elementary school, go out to the Tama River banks on Sundays, ‘Ob-la-di, ob-la-da’…I’m not saying that kinda life’s bad. But I wonder, y’know, if life should really be that easy, that comfortable. It might be better to go our separate ways for a while, and if we find out that we really can’t get along without each other, then we get back together.

What I have said about the newspapers and the movies applies equally to the radio, to television, and even to bookselling. Thus we are in an age where the enormous per capita bulk of communication is met by an ever-thinning stream of total bulk of communication. More and more we must accept a standardized inoffensive and insignificant product which, like the white bread of the bakeries, is made rather for its keeping and selling properties than for its food value. This is fundamentally an external handicap of modern communication, but it is paralleled by another which gnaws from within. This is the cancer of creative narrowness and feebleness. In the old days, the young man who wished to enter the creative arts might either have plunged in directly or prepared himself by a general schooling, perhaps irrelevant to the specific tasks he finally undertook, but which was at least a searching discipline of his abilities and taste. Now the channels of apprenticeship are largely silted up. Our elementary and secondary schools are more interested in formal classroom discipline than in the intellectual discipline of learning something thoroughly, and a great deal of the serious preparation for a scientific or a literary course is relegated to some sort of graduate school or other.

In the high-stakes testing culture of modern education, schools are allowing grades and performance data to undercut real and meaningful learning. Study after study has found that students—from elementary school to graduate school and across multiple cultures—demonstrate less interest in learning as a result of being graded. Feedback in the form of grades is the ultimate restraint: The grade can’t be changed, the lesson can’t be relearned, and numbers and letters don’t spell out a way forward. Worse, teachers and students get stuck on the wheel of relentless grading, diminished interest in learning, poor outcomes, more tests and grades—the cycle quickly turns vicious. But the real victim is the knowledge that students might have otherwise gained had feedback amounted to more than a rating.

In other words, you have been hypnotized or conditioned by an educational processing-system arranged in grades or steps, supposedly leading to some ultimate Success. First nursery school or kindergarten, then the grades or forms of elementary school, preparing you for the great moment of secondary school! But then more steps, up and up to the coveted goal of the university. Here, if you are clever, you can stay on indefinitely by getting into graduate school and becoming a permanent student. Otherwise, you are headed step by step for the great Outside World of family-raising, business, and profession. Yet graduation day is a very temporary fulfillment, for with your first sales-promotion meeting you are back in the same old system, being urged to make that quota (and if you do, they’ll give you a higher quota) and so progress up the ladder to sales manager, vice-president, and, at last, president of your own show (about forty to forty-five years old). In the meantime, the insurance and investment people have been interesting you in plans for Retirement—that really ultimate goal of being able to sit back and enjoy the fruits of all your labors. But when that day comes, your anxieties and exertions will have left you with a weak heart, false teeth, prostate trouble, sexual impotence, fuzzy eyesight, and a vile digestion.

A Life like Mine: Round and round, round and round, this is how life is feeling at the very moment. Why on earth, would anyone want to live in a life that is never ending chaos? Not me, she thought to herself. Gloria Jacobson, 19 years old, was on her way to a life of success when she was finally looking into a life of school, love, and a family that could look up to her for being the next honor roll student. Well, ok, technically speaking, she wasn’t an “Honor roll” Student, and she wasn’t in love yet. But she did have one thing, and that was a family that loved her. Skeptical or not, as she was, she was headed to sleep after a long day’s journey through thoughts and school. She went to a College Prep school, so it wasn’t exactly the easiest. In fact, sometimes school to her could become one of the toughest things. She rolled up her jean legs and through on her purple hooded jacket then slipped out the door. “Mom will hopefully allow her to go to the school ball tomorrow night”; she thought as she crossed her fingers. It was going to be a school formal, and all the way through elementary and middle school, she wasn’t ever allowed to go. Why on earth wouldn’t her parents ever let her just be a normal teenage girl. After all she only turns 20, towards the end of graduation. Her entire life was devoted to school work, college apps, and volunteer work at different places after school, and church activities. She never seemed to have any time for boys or even friendships at this time. She practically had to beg for the ones that she already had. ~part of my story. :)

In 1999, Emily Rosa published her paper in the Journal of the American Medical Association. It was titled “A Close Look at Therapeutic Touch.” Unlike Mehmet Oz, Rosa wasn’t a cardiovascular surgeon. In fact, she had never graduated from medical school. Or college. Or high school. Or elementary school. When it came time to write her paper, she had asked her mother, a nurse, to help. That’s because Emily was only nine years old. Her experiment was part of a fourth-grade science fair project in Fort Collins, Colorado. Emily didn’t win the science fair. “It wasn’t a big deal in my classroom,” recalled Rosa, who graduated from the University of Colorado at Denver in 2009. “I showed it to a few of my teachers, but they really didn’t care, which kind of hurt my feelings.” Emily’s mother, Linda, recalled that “some of the teachers were getting therapeutic touch during the noon hour. They didn’t recommend it for the district science fair. It just wasn’t well received at the school.

One incident from Yasuko’s days in the village elementary school was indelibly etched in her memory. She was the head of her class for two or three years in a row, including the time when it happened. Just before graduation the principal asked the pupils how many would go on to attend middle school. Of the twenty pupils from Sunada and Tsukigata only three were able to do so. Those three raised their hands. The other pupils—children of poor tenant farmers, small-time candy store owners, and barkeepers—turned around to look at them, their faces vivid with envy. With everyone’s eyes focused on them the three blushed a little but, as might be expected, they looked proud. Not only was each of the three inferior to Yasuko in grades, they—except for the assistant class leader—were from the bottom half of the class. At that moment Yasuko was assailed by a strange and incomprehensible feeling. She felt she could not bear to explain it away convincingly even within her own heart. Pupils who were much, much worse than she were going on to a higher school! She understood of course that it was because their families had “money,” but understanding alone was not enough to make Yasuko accept it. Similar things had happened a number of times. For instance, when a Hokkaido government director came to inspect their school it was really Yasuko who as head of the class should have delivered the congratulatory address. However, since she did not even have a different kimono to change into, a rich child took her place. The lack of clothes and money also led to her being absent from athletic meets and excursions. But at such times Yasuko, unlike Okei, assumed a scornful expression. She smiled faintly while listening to the rich child read the congratulatory address; and said that only those with nothing better to do wanted to take part in excursions and athletic meets. Unlike Yasuko, Okei often cried at such times, saying it was a terribly cruel and unfair way to treat fellow schoolmates.

Because our current educational system now graduates students lacking even minimal historical knowledge, citizens are misled by outlandish charges Modernists make about not only Jefferson but also other Founders as well as traditionally venerated historical events. If rudimentary historical literacy is to be achieved today, it must be individually secured, for it is no longer possible to rely on public schools (and even many private schools) for this once elementary knowledge

For all her boldness, Jade was good at citing risks, naming all the things that could sabotage a life. In the weeks after a homicide in the neighborhood, elementary school kids did worse on tests. Teenagers without fathers were more likely to wind up parents before graduation. Black boys got sent to the principal's office more.

Naming a university after Princess Noura bint Abd al-Rahman was not an accident. Noura was King Abdulaziz’s favorite full sister. His personal battle cry was, “I am Noura’s brother,” and she is often credited with helping her brother to found the Third Saudi State. Dedicating a university to her was intended to emphasize the role that a woman had played in creating Saudi Arabia. At a cost of more than $2 billion dollars, King Abdullah pushed for the rapid construction of what is now the largest women’s university in the world. It has more than 40,000 female students, 12,000 employees, a 700-bed teaching hospital, and its own monorail. Some Saudi feminists condemn Princess Noura University as a “gilded cage.” Why, they ask, should there be a purely women’s university? They have a point, but it was a step in the right direction in a country where in 1960 girls could not go to elementary school, yet in 2020 they comprise 60 percent of university graduates.

In the early grades, being in positive classroom climates with friendly, considerate teachers is linked to greater self-regulation, less disruptive behavior, and higher teacher-rated social competence among elementary and middle school students. Middle school teachers whose classrooms support increasing student autonomy and competence can build personal relationships in which students feel known, valued, and respected. Gains in middle grade achievement and reduced levels of disruptive behavior are evidence in classrooms in which expectations are clear, time is used well and productively, and teachers respond effectively to variations in students’ motivation and focus. Similarly, strong, positive, and cooperative relationships with teachers increase high school students’ likelihood of graduating.

We’re from far West Texas.” I let that linger for a moment before turning and shooting him a grin. “Otherwise known as California.” “Smart-ass.” He smiled wide and I forced my eyes back on the road. Oh Lord, that smile was perfect. “Let me guess. College?” “Yep.” “Isn’t it summer? Wouldn’t you want to go home during vacation?” “Uh, yeah. It is . . . but Candice has a cheer camp for elementary-school girls she’s working at this summer. And where Candice goes, I go.” He huffed softly and looked back at Candice and Mason. “Cheerleader. Yeah, I’d already kinda pegged her as one; she looks like it.” At barely over five feet, with bleached blond hair, bright green eyes, and an ever-present smile and bounce in her step, yeah, she definitely looked like it. “So you’re a cheerleader too?” “Ha! Um, no. Definitely not.” Candice usually had to drag me to games and was always getting on me about my lack of enthusiasm for sports. Not my fault they reminded me of my dad. I would always sit on the couch with him while he watched whatever games were playing. He’d taught me everything there was to know about each sport, and watching them now, I could still hear him calling out fouls, flags, and strikes before the refs or umps did it themselves. “So . . .” Kash drew out the word and turned his body so his back was against the door and he was facing me. “So, what?” “You’re not a cheerleader; what are you?” For such an innocent question, it hit me deep. I felt like I was walking around lost half the time, and the other half I was just following Candice to be near someone I considered family so I wouldn’t break down. I’d only majored in athletic training because it was close to Candice’s major. I didn’t want to do anything with it when I graduated—to be honest, I had no idea what I wanted to do when I graduated. I didn’t know who I was, let alone who, and what, I wanted to be. “I’m just Rachel,” I finally answered, and flickered a glance toward Kash to see his brow furrow as he studied me. We

In 1921, Terman decided to make the study of the gifted his life work. Armed with a large grant from the Commonwealth Foundation, he put together a team of fieldworkers and sent them out into California’s elementary schools. Teachers were asked to nominate the brightest students in their classes. Those children were given an intelligence test. The students who scored in the top 10 percent were then given a second IQ test, and those who scored above 130 on that test were given a third IQ test, and from that set of results Terman selected the best and the brightest. By the time Terman was finished, he had sorted through the records of some 250,000 elementary and high school students, and identified 1,470 children whose IQs averaged over 140 and ranged as high as 200. That group of young geniuses came to be known as the “Termites,” and they were the subjects of what would become one of the most famous psychological studies in history. For the rest of his life, Terman watched over his charges like a mother hen. They were tracked and tested, measured and analyzed. Their educational attainments were noted, marriages followed, illnesses tabulated, psychological health charted, and every promotion and job change dutifully recorded. Terman wrote his recruits letters of recommendation for jobs and graduate school applications. He doled out a constant stream of advice and counsel, all the time recording his findings in thick red volumes entitled Genetic Studies of Genius.