Grammar School Graduation Quotes

Linus: What's wrong, Charlie Brown? Charlie Brown: I just got terrible news. The teacher says we're going on a field trip to an art museum; and I have to get an A on my report or I'll fail the whole course. Why do we have to have all this pressure about grades, Linus? Linus: Well, I think that the purpose of going to school is to get good grades so then you can go on to high school; and the purpose is to study hard so you can get good grades so you can go to college; and the purpose of going to college is so you can get good grades so you can go on to graduate school; and the purpose of that is to work hard and get good grades so we can get a job and be successful so that we can get married and have kids so we can send them to grammar school to get good grades so they can go to high school to get good grades so they can go to college and work hard... Charlie Brown: Good grief!

mostly unsuccessful attempts to teach grade-school children English using transformational grammar were made during the 1960s and early 1970s. Today it is taught mostly in colleges and graduate schools. Outside linguistics, transformational grammar is used mostly in computer-language-processing applications. It has an alien look and feel to traditionalists, but it can convey interesting insights into how the language works

If it’s a girl,” she continued, “let’s not allow her too much education.” “I agree,” Matsuda answered. “Too much schooling is no good anyway.” “Of course, we’ll have to send her for the compulsory years.” “No, they’re the worst. Let’s hire tutors.” “Far too expensive. I’ll never agree to that,” Fumiko replied. “No, she can just go to the local school. When she graduates from junior high, I’ll keep her at home and treat her like a maid. By this time of the morning, she’ll be up cooking our breakfast. I’ll be lying in bed like this, taking it easy with you.” “That sounds nice.” “So it appeals to you. In that case, I’ll make her cook breakfast when she’s in grammar school.” “Will a first-grader be able to cook?” “She won’t have any choice. And she’d better get the rice just right.” “The poor little thing!” “But it’s best to be strict with girls — better for them.” “True.” “I’m not going to have a girl who thinks too much. Let’s raise her so she’ll never talk back. I don’t mean just so she can restrain herself — I want her incapable of talking back — a girl who has no opinions of her own. A girl who does what she’s told, automatically, like an idiot. Even her face must be an idiot’s face.” “A girl like a doll.” “Yes. When she’s small, I’ll train her to serve other people, like a good little wife — like the girls in ancient China. As soon as she gets out of school, I’ll marry her off.” “I’ll go and visit her. I’ll take her some of that sugar we got as a present, behind your back.” “Will you indeed.” “But you never use it to cook with. There’s too much, anyway.” “How do you know?” “You told me.” “Did I? Well, take it, then.” “I’ll go and see her every Sunday.” “Her husband won’t like that.” “That’s all right. He’ll understand. I’ll find her a kind husband.” “He won’t stay that way. I’ll encourage him to be cruel and mean. You must encourage him, too — to have affairs and drink. If you meet any beautiful women, you mustn’t keep them for yourself. Send them over, lots of them, to him, just like the sugar. She won’t get any sympathy when she comes over to complain. I’ll show her my body. ‘Look!’ I’ll tell her: ‘Look at what your father does to me. I can bear it, and so should you!

some people since the mid-nineteenth century have argued that William Shakespeare could not have written the plays that bear his name. These persons have put forward some dozen names as more likely authors, among them Queen Elizabeth, Sir Francis Bacon, Edward de Vere (earl of Oxford), and Christopher Marlowe. Such attempts to find what for these people is a more believable author of the plays is a tribute to the regard in which the plays are held. Unfortunately for their claims, the documents that exist that provide evidence for the facts of Shakespeare’s life tie him inextricably to the body of plays and poems that bear his name. Unlikely as it seems to those who want the works to have been written by an aristocrat, a university graduate, or an “important” person, the plays and poems seem clearly to have been produced by a man from Stratford-upon-Avon with a very good “grammar-school” education and a life of experience in London and in the world of the London theater. (Folger Shakespeare)