School Brochure Quotes

never liked history much, at least as it was relayed to him in school. It sounded too much like a brochure, everything neatly laid out and painfully obvious in retrospect. Every war had its bullet-pointed causes; every megalomaniac dictator was so cartoonishly evil you wondered how stupid the people of the past had to be, not to notice.

What is a Gallagher Girl?” Liz asked. She looked nervously down at the papers in her hand even though I knew for a fact she had memorized every word. “When I was eleven I thought I knew the answer to that question. That was when the recruiters came to see me. They showed me brochures and told me they were impressed by my test scores and asked if I was ready to be challenged. And I said yes. Because that was what a Gallagher Girl was to me then, a student at the toughest school in the world.” She took a deep breath and talked on. “What is a Gallagher Girl?” Liz asked again. “When I was thirteen I thought I knew the answer to that question. That was when Dr. Fibs allowed me to start doing my own experiments in the lab. I could go anywhere—make anything. Do anything my mind could dream up. Because I was a Gallagher Girl. And, to me, that meant I was the future.” Liz took another deep breath. “What is a Gallagher Girl?” This time, when Liz asked it, her voice cracked. “When I was seventeen I stood on a dark street in Washington, D.C., and watched one Gallagher Girl literally jump in front of a bullet to save the life of another. I saw a group of women gather around a girl whom they had never met, telling the world that if any harm was to come to their sister, it had to go through them first.” Liz straightened. She no longer had to look down at her paper as she said, “What is a Gallagher Girl? I’m eighteen now, and if I’ve learned anything, it’s that I don’t really know the answer to that question. Maybe she is destined to be our first international graduate and take her rightful place among Her Majesty’s Secret Service with MI6.” I glanced to my right and, call me crazy, but I could have sworn Rebecca Baxter was crying. “Maybe she is someone who chooses to give back, to serve her life protecting others just as someone once protected her.” Macey smirked but didn’t cry. I got the feeling that Macey McHenry might never cry again. “Who knows?” Liz asked. “Maybe she’s an undercover journalist.” I glanced at Tina Walters. “An FBI agent.” Eva Alvarez beamed. “A code breaker.” Kim Lee smiled. “A queen.” I thought of little Amirah and knew somehow that she’d be okay. “Maybe she’s even a college student.” Liz looked right at me. “Or maybe she’s so much more.” Then Liz went quiet for a moment. She too looked up at the place where the mansion used to stand. “You know, there was a time when I thought that the Gallagher Academy was made of stone and wood, Grand Halls and high-tech labs. When I thought it was bulletproof, hack-proof, and…yes…fireproof. And I stand before you today happy for the reminder that none of those things are true. Yes, I really am. Because I know now that a Gallagher Girl is not someone who draws her power from that building. I know now with scientific certainty that it is the other way around.” A hushed awe descended over the already quiet crowd as she said this. Maybe it was the gravity of her words and what they meant, but for me personally, I like to think it was Gilly looking down, smiling at us all. “What is a Gallagher Girl?” Liz asked one final time. “She’s a genius, a scientist, a heroine, a spy. And now we are at the end of our time at school, and the one thing I know for certain is this: A Gallagher Girl is whatever she wants to be.” Thunderous, raucous applause filled the student section. Liz smiled and wiped her eyes. She leaned close to the microphone. “And, most of all, she is my sister.

Okay, I know--my superpower--I'd be able to shoot lightening bolts out from my fingertips--great big knowledge network lightening bolts--and when a person was zapped by one of those bolts, they'd fall down on their knees and once on their knees, they'd be under water, in this place I saw once off the east coast of the Bahamas, a place where a billion electric blue fish swam up to me and made me a part of their school--and then they'd be up in the air, up in Manhattan, above the World Trade Center, with a flock of pigeons, flying amid the skyscrapers, and then--then what? And then they'd go blind, and then they'd be taken away--they'd feel homesick--more homesick than they'd felt in their entire life--so homesick they were throwing up--and they'd be abandoned, I don't know...in the middle of a harvested corn field in Missouri. And then they'd be able to see again, and from the edges of the field people would appear--everybody they'd known--and they'd be carrying Black Forest cakes and burning tiki lamps and boom boxes playing the same song, and they sky would turn into a sunset, the way it does in Walt Disney brochure, and the person I zapped would never be alone or isolated again.

No,” he said. “What I meant was, I think you might benefit from steno school—dictation. I found a correspondence course for you,” he said, handing her a brochure. “The beauty is, you could do it at home in your free time.

Around them the stubbled land was marked off by plaques and signs that explained to visitors what had happened here on a long-ago July day not unlike this one. But Peter already knew all they said and more. He looked around at the people with their noses tucked in brochures and guidebooks, and those trailing, sheeplike, after tour guides and park employees. He was used to feeling somewhat out of place most everywhere he went--at school or the barbershop, even at home, but here, where he knew everything, all the names and dates and facts, he somehow seemed to fit, and the knowledge of this welled up inside him. It was like he'd been born a blue flower in a field full of red ones and had only now been plunked down in a meadow so blue it might as well have been the ocean.

According to the brochure on the fridge, St. Agatha’s is the oldest private school in the state, named for a woman who supposedly “refused a man’s amorous advances and subsequently had her breasts cut off as penance,” or something like that. Catholics celebrate weird shit.

An Internet search produces no clues as to what Fox is up to these days. Five years ago, there was an auction item listed in a brochure for the Galer Street School, a private school in Seattle. It read, “CUSTOM TREE HOUSE: Third-grade parent Bernadette Fox will design a tree house for your child, supply all materials, and build it herself.” I contacted the head of school about this auction item. She emailed back: “According to our records, this auction item received no bids and went unsold.

He leadeth me beside the still waters. He restoreth my soul…. —Psalm 23:2–3 (KJV) I grew up on a farm, doing chores after school and helping with garden or livestock during the summer. I worked hard as a farm wife and mother, and later held a demanding job with a church social service agency. Although I’m now retired, I’m still most comfortable with a never-ending to-do list. That’s why I said no when my husband, Don, asked me to attend a business conference with him. “There wouldn’t be anything for me to do,” I explained. “The resort brochure lists golf as the main draw, and I don’t play.” Don didn’t give up, so I reluctantly packed my suitcase and off we went. The hotel was surrounded by the golf course. There were four swimming pools, but the daytime temperatures were in the low sixties. For the first time in years I had nothing to do. No schedule, no phone calls, no meetings. To my great surprise, I enjoyed it! I read the entire newspaper and worked both crossword puzzles. I ate lunch outdoors amid an improbable but stunning landscape of palm trees and pines, grape hyacinths, honeysuckle, and a dozen types of cacti. Afternoons, I walked the easier trails, sat in the sunshine, and watched ducks paddle around a pond. Since there was nothing productive I could do, I didn’t feel guilty about not doing it. The best part, though, was the lesson I took home: God speaks most clearly when I don’t do; I simply be. Heavenly Father, thank You for teaching me to still my soul. —Penney Schwab Digging Deeper: Ps 46:10

Robert was the owner and the Executive Director for 99 Red Balloons Japan Inc and entertainment and event company that provided entertainers decorations for promotions, special events, advertising, and for English language instruction at primary schools. Robert duties as included all facets to the business preparation of English teaching personnel management Web site development and promotion as well as advertising copy and design of company brochures.

Other states also reoriented their telling of regional and national history. In Maharashtra, in the rewriting of history textbooks, a drastic cut was made in the book for class 7: the chapter on the Mughal Empire under Akbar was cut down to three lines.78 Uttar Pradesh simply deleted the Mughal Empire from some of its history textbooks,79 while the University of Delhi drastically reduced the study of this period in its history curriculum.80 In the syllabus of Nagpur University, a chapter that discussed the roles of the RSS, the Hindu Mahasabha, and the Muslim League in the making of communalism has been replaced by another one titled “Rashtriya Swayamsevak Sangh (RSS) Role in Nation Building.”81 Alongside official examinations in Uttar Pradesh, the Sangh Parivar organized a test of general culture open to all schools in the state. According to the brochure designed to help students prepare for this test, which Amit Shah released in Lucknow in August 2017, India was a Hindu Rashtra, and Swami Vivekananda had defended Hindutva in Chicago in 1893.82 In Karnataka, after canceling Tipu Sultan Jayanti, the festival that the state used to organize to celebrate the birth of this eighteenth-century Muslim ruler, the BJP government also dropped the chapter dealing with this historical figure from the class 7 textbook in 2019.83 This decision was made in the context of the COVID-19 pandemic that had led the government of India to ask all states to reduce syllabi for students in classes 1 through 10 by 30 percent, in light of the learning challenges brought about by the lockdown.84 The decision of the Karnataka government, in fact, fit in with a larger picture. Under cover of the pandemic, the Central Board of Secondary Education (CBSE), India’s largest education board, decided that all over India “government-run schools no longer have to teach chapters on democratic rights, secularism, federalism, and citizenship, among other topics.”85 To foster assimilation of knowledge that amounted to propaganda, final exams have increasingly focused on the heroic deeds of Hindu icons and reforms initiated by the Modi government, even on the person of the prime minister.

Had he worn a sweater tied around his neck he could have served as the undeniable unintentional intimidating model poster boy for all the ever disappearing middle-class parents who saw the brochure for any ivy league school and were dreading money they had to shell out.

It is a reason why so many who seek holiness or spiritual improvement impose on themselves a strict austerity. And it is why schools and colleges used to emulate the ways of monasteries. The first Christian hermits and monastics who practiced extreme austerity in the desert saw themselves as emulating Jesus during his sojourn in the wilderness. Once monastic life became institutionalized, removing oneself from carnal temptation was a major reason why religiously minded individuals would choose to take vows. The Rule of St. Benedict, set down around the year 530, included commitments to poverty, humility, chastity, and obedience, and this became the paradigm for most Christian monastic orders. The vow of poverty generally involved renouncing all individual property, although the monastic community was allowed to hold property, and of course some monasteries eventually became quite wealthy. But the lifestyle of most monks in the Middle Ages was kept deliberately austere. Here is how Aelred of Rievaulx, writing in the twelfth century, describes it: Our food is scanty, our garments rough, our drink is from the streams and our sleep upon our book. Under our tired limbs there is a hard mat; when sleep is sweetest we must rise at a bell’s bidding. . . . self-will has no scope; there is no moment for idleness or dissipation.4 Strict precautions to eliminate the possibility of sexual encounters, regular searches of dormitories to ensure that no one was hoarding personal property, a rigid and arduous daily routine to occupy to the full one’s physical and mental energy: by means of this sort monasteries and convents did their best to provide a temptation-free environment. More than a trace of the same thinking lay behind the preference for isolated rural locations among those who sought to establish colleges in nineteenth-century America. Sometimes the argument might be conveyed subtly by a brochure picturing the college surrounded by nothing but fields, woods, and hills, an image that also appealed to the deeply rooted idea that the land was a source of virtue.5 But it was also put forward explicitly. The town of North Yarmouth sought to persuade the founders of Bowdoin College of its advantageous location by pointing out that it was “not so much exposed to many Temptations to Dissipation, Extravagance, Vanity and Various Vices as great seaport towns frequently are.”6 And the 1847 catalog of Tusculum College, Tennessee, noted that its rural situation “guards it from all the ensnaring and demoralizing influences of a town.”7 Needless to say, reassurances of this sort were directed more at the fee-paying parents than at the prospective students. One should also add that not everyone took such a positive view of the rural campus. Some complained that life far away from urban civilization fostered vulgarity, depravity, licentiousness, and hy

In April 2012, The New York Times published a heart-wrenching essay by Claire Needell Hollander, a middle school English teacher in the New York City public schools. Under the headline “Teach the Books, Touch the Heart,” she began with an anecdote about teaching John Steinbeck’s Of Mice and Men. As her class read the end together out loud in class, her “toughest boy,” she wrote, “wept a little, and so did I.” A girl in the class edged out of her chair to get a closer look and asked Hollander if she was crying. “I am,” she said, “and the funny thing is I’ve read it many times.” Hollander, a reading enrichment teacher, shaped her lessons around robust literature—her classes met in small groups and talked informally about what they had read. Her students did not “read from the expected perspective,” as she described it. They concluded (not unreasonably) that Holden Caulfield “was a punk, unfairly dismissive of parents who had given him every advantage.” One student read Lady Macbeth’s soliloquies as raps. Another, having been inspired by Of Mice and Men, went on to read The Grapes of Wrath on his own and told Hollander how amazed he was that “all these people hate each other, and they’re all white.” She knew that these classes were enhancing her students’ reading levels, their understanding of the world, their souls. But she had to stop offering them to all but her highest-achieving eighth-graders. Everyone else had to take instruction specifically targeted to boost their standardized test scores. Hollander felt she had no choice. Reading scores on standardized tests in her school had gone up in the years she maintained her reading group, but not consistently enough. “Until recently, given the students’ enthusiasm for the reading groups, I was able to play down that data,” she wrote. “But last year, for the first time since I can remember, our test scores declined in relation to comparable schools in the city. Because I play a leadership role in the English department, I felt increased pressure to bring this year’s scores up. All the teachers are increasing their number of test-preparation sessions and practice tests, so I have done the same, cutting two of my three classic book groups and replacing them with a test preparation tutorial program.” Instead of Steinbeck and Shakespeare, her students read “watered-down news articles or biographies, bastardized novels, memos or brochures.” They studied vocabulary words, drilled on how to write sentences, and practiced taking multiple-choice tests. The overall impact of such instruction, Hollander said, is to “bleed our English classes dry.” So

who was glaring at him like a father who had just caught his son looking through brochures for ballet schools.

Amount of Homework in Elementary and Secondary School Many newcomers are often surprised at how little homework students are assigned on a daily basis. This is because in BC, the teachers see more value in the quality of the work, rather than the quantity. In addition, the teachers must follow the guidelines set by the BC Ministry of Education about the amount of homework to be given to elementary and secondary students. The guidelines are as follows: Elementary School From Kindergarten to Grade 3: no homework is given From Grade 4 to Grade 7: ½ hour per night of homework is given Some examples of homework given are: Complete work given in class, read a book for a specified time, write a journal entry and work with classmates on a class project. Secondary School Grades 8 to 12: 1 to 2 hours per night, however students learning English will take longer. Some examples of homework given are: Gather information from various sources, think or reflect on a given topic and write about it, read chapters of a book or work with classmates on a group or class project. For more detailed descriptions of the homework assigned to students, please see the homework brochures on the Multilanguage parent information brochures page on the VSB website.

Through consistent communication via channels like emails, brochures, and payment portals, schools can ensure that parents stay informed about any changes or updates to the fee structure.