Nerd Senior Quotes

His secret, like those of nine of his fellow seniors, is safe with me. At Milton High, I’m my own statistic. People fail to see the great equalizer, the one thing the band geeks, the drama nerds, the jocks, and the preppies all have in common. Me-Mercedes Ayres. The girl who took their virginity.

Every now and then, I'm lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists - although heavy on the wonder side, and light on skepticism. They're curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I'm asked follow-up questions. They've never heard of the notion of a 'dumb question'. But when I talk to high school seniors, I find something different. They memorize 'facts'. By and large, though, the joy of discovery, the life behind those facts has gone out of them. They've lost much of the wonder and gained very little skepticism. They're worried about asking 'dumb' questions; they are willing to accept inadequate answers, they don't pose follow-up questions, the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade. And it's not just puberty. I'd guess that it's partly peer pressure not to excel - except in sports, partly that the society teaches short-term gratification, partly the impression that science or mathematics won't buy you a sports car, partly that so little is expected of students, and partly that there are few rewards or role-models for intelligent discussion of science and technology - or even for learning for it's own sake. Those few who remain interested are vilified as nerds or geeks or grinds. But there's something else. I find many adults are put off when young children pose scientific questions. 'Why is the Moon round?', the children ask. 'Why is grass green?', 'What is a dream?', 'How deep can you dig a hole?', 'When is the world's birthday?', 'Why do we have toes?'. Too many teachers and parents answer with irritation, or ridicule, or quickly move on to something else. 'What did you expect the Moon to be? Square?' Children soon recognize that somehow this kind of question annoys the grown-ups. A few more experiences like it, and another child has been lost to science.

Every now and then, I’m lucky enough to teach a kindergarten or first-grade class. Many of these children are natural-born scientists—although heavy on the wonder side and light on skepticism. They’re curious, intellectually vigorous. Provocative and insightful questions bubble out of them. They exhibit enormous enthusiasm. I’m asked follow-up questions. They’ve never heard of the notion of a “dumb question.” But when I talk to high school seniors, I find something different. They memorize “facts.” By and large, though, the joy of discovery, the life behind those facts, has gone out of them. They’ve lost much of the wonder, and gained very little skepticism. They’re worried about asking “dumb” questions; they’re willing to accept inadequate answers; they don’t pose follow-up questions; the room is awash with sidelong glances to judge, second-by-second, the approval of their peers. They come to class with their questions written out on pieces of paper, which they surreptitiously examine, waiting their turn and oblivious of whatever discussion their peers are at this moment engaged in. Something has happened between first and twelfth grade, and it’s not just puberty. I’d guess that it’s partly peer pressure not to excel (except in sports); partly that the society teaches short-term gratification; partly the impression that science or mathematics won’t buy you a sports car; partly that so little is expected of students; and partly that there are few rewards or role models for intelligent discussion of science and technology—or even for learning for its own sake. Those few who remain interested are vilified as “nerds” or “geeks” or “grinds.

Sean had never stared into as many blank-eyed faces before. Throughout the high school civics talk, he felt as if he were speaking to the kids in a foreign language, one they had no intention of learning. Scrambling for a way to reach his audience, he ad-libbed, tossing out anecdotes about his own years at Coral Beach High. He confessed that as a teenager his decision to run for student government had been little more than a wily excuse to approach the best-looking girls. But what ultimately hooked his interest in student government was the startling discovery that the kids at school, all so different—jocks, nerds, preppies, and brains—could unite behind a common cause. During his senior year, when he’d been president of the student council, Coral Beach High raised seven thousand dollars to aid Florida’s hurricane victims. Wouldn’t that be something to feel good about? Sean asked his teenage audience. The response he received was as rousing as a herd of cows chewing their cud. Except this group was blowing big pink bubbles with their gum. The question and answer period, too, turned out to be a joke. The teens’ main preoccupation: his salary and whether he got driven around town in a chauffeured limo. When they learned he was willing to work for peanuts and that he drove an eight-year-old convertible, he might as well have stamped a big fat L on his forehead. He was weak-kneed with relief when at last the principal mounted the auditorium steps and thanked Sean for his electrifying speech. While Sean was politically seasoned enough to put the morning’s snafus behind him, and not worry overmuch that the apathetic bunch he’d just talked to represented America’s future voters, it was the high school principal’s long-winded enthusiasm, telling Sean how much of an inspiration he was for these kids, that truly set Sean’s teeth on edge. And made him even later for the final meeting of the day, the coral reef advisory panel.

It seemed that just around the time that everything started to feel normal again, here came the AV nerds running down the hallways again. Senior year began with the towers falling. It was all too much. It felt like the world was falling apart and we were just collateral damage in some game grown-ups were playing. A war began and it seemed like half the guys from my graduating class joined the military. They drove around in trucks with “Infidel” written in white letters across their windows. We now had an enemy at home and an enemy abroad. If you were different, if you didn’t look like Leave it to Beaver, you were a suspect. The Muslim kids and the Black kids and the queer kids and the alternative kids; we were a walking perp line.

Who knew murders and intrigue and betrayal could be so boring? At least, that’s my view of Shakespeare in my senior Lit class.