School Students Quotes

THE FIRST TEN LIES THEY TELL YOU IN HIGH SCHOOL 1. We are here to help you. 2. You will have time to get to your class before the bell rings. 3. The dress code will be enforced. 4. No smoking is allowed on school grounds. 5. Our football team will win the championship this year. 6. We expect more of you here. 7. Guidance counselors are always available to listen. 8. Your schedule was created with you in mind. 9. Your locker combination is private. 10. These will be the years you look back on fondly. TEN MORE LIES THEY TELL YOU IN HIGH SCHOOL 1. You will use algebra in your adult lives. 2. Driving to school is a privilege that can be taken away. 3. Students must stay on campus during lunch. 4. The new text books will arrive any day now. 5. Colleges care more about you than your SAT scores. 6. We are enforcing the dress code. 7. We will figure out how to turn off the heat soon. 8. Our bus drivers are highly trained professionals. 9. There is nothing wrong with summer school. 10. We want to hear what you have to say.

My name is Percy Jackson. I'm twelve years old. Until a few months ago, I was a boarding student at Yancy Academy, a private school for troubled kids in upstate New York. Am I a troubled kid? Yeah. You could say that.

I walk around the school hallways and look at the people. I look at the teachers and wonder why they're here. If they like their jobs. Or us. And I wonder how smart they were when they were fifteen. Not in a mean way. In a curious way. It's like looking at all the students and wondering who's had their heart broken that day, and how they are able to cope with having three quizzes and a book report due on top of that. Or wondering who did the heart breaking. And wondering why.

I don't believe in colleges and universities. I believe in libraries because most students don't have any money. When I graduated from high school, it was during the Depression and we had no money. I couldn't go to college, so I went to the library three days a week for 10 years.

Most schools have a loud system of loud bells, which startle the students and teachers at regular intervals and remind them that time is passing even more slowly than it seems.

Please try to remember that what they believe, as well as what they do and cause you to endure does not testify to your inferiority but to their inhumanity

Christmas can be celebrated in the school room with pine trees, tinsel and reindeers, but there must be no mention of the man whose birthday is being celebrated. One wonders how a teacher would answer if a student asked why it was called Christmas.

But we're a university! We have to have a library!" said Ridcully. "It adds tone. What sort of people would we be if we didn't go into the library?" "Students," said Senior Wrangler morosely.

When asked "What do we need to learn this for?" any high-school teacher can confidently answer that, regardless of the subject, the knowledge will come in handy once the student hits middle age and starts working crossword puzzles in order to stave off the terrible loneliness.

What I am going to tell you about is what we teach our physics students in the third or fourth year of graduate school... It is my task to convince you not to turn away because you don't understand it. You see my physics students don't understand it... That is because I don't understand it. Nobody does.

We are students of words: we are shut up in schools, and colleges, and recitation -rooms, for ten or fifteen years, and come out at last with a bag of wind, a memory of words, and do not know a thing.

Once in a while our school has half days, and the teachers spend the afternoon 'in service,' which I think must be a group therapy for having to deal with us.

The impossible is the least that one can demand.

When students cheat on exams it's because our school system values grades more than students value learning.

If you ever put a student at this school in danger again-' 'Oh, I thought you Gallagher Girls were immune to danger.' Despite the hundred girls the filled the foyer, no one moved or gasped or tried to defend our honor. We stood silently, waiting for our headmistress to say, 'Oh, we are quite used to being underestimated, Agent Townsend. In fact, we welcome it.

Every time we make jokes about how jologs someone's school is, we are not insulting the poor student's intellectual abilities but their parents' financial capacity.

This made him a grad student, and grad students existed not to learn things but to relieve the tenured faculty members of tiresome burdens such as educating people and doing research.

Principal Principal: Where's your late pass, mister? Errant Student: I'm on my way to get one now. PP: But you can't be in the hall without a pass. ES: I know, I'm so upset. That's why I need to hurry, so I can get a pass. Principal Principal pauses with a look on his face like Daffy Duck's when Bugs is pulling a fast one. PP: Well, hurry up, then, and get that pass.

An environment-based education movement--at all levels of education--will help students realize that school isn't supposed to be a polite form of incarceration, but a portal to the wider world.

High School students in America debate why President Roosevelt didn't bomb the rail lines to Hitler's camps. Their children may ask, a generation from now, why the West stared at far clearer satellite images of Kim Jong Il's camps, and did nothing.

An exceedingly confident student would in theory make a terrible student. Why would he take school seriously when he feels that he can outwit his teachers?

As I sat dumbfounded, seemingly paralyzed in my corner, resorting to my old, reliable strategy of scribbling when unsure of how to respond to Sanjit, Sanjit appended his counsel with a dose of silence – one reminiscent to that of a few days prior. The students looked upward and downward, fans to notes to pens to toes, outward and inward, peers to souls, and of course, toward the direction of the perceived elephant in the room, Sanjit’s books. Simultaneously, Sanjit confidently and patiently searched among the students before finding my eyes; once connected, the lesson moved forward.

I've had more students die than I ever thought possible. My husband urges me to quit Fairfield and teach at some school without gang members who live their lives only to die or end up as drug dealers.

What's wrong with me? ... I might seem like the ideal student: homework always in early, every extra credit and extra curricular I can get my hands on, the good girl and the high achiever. But I realized something just now: it's not ambition, not entirely. It's fear. Because I don't know who I am when I'm not working, when I'm not focused on or totally consumed by a task. Who am I between the projects and the assignments, when there's nothing to do? I haven't found her yet and it scares me. Maybe that's why, for my senior capstone project this year, I decided to solve a murder.

So, " Nathan said, attention focused on Adrian, "now that Vasilisa's graduated, what are you going to do with yourself? You aren't going to keep slumming with high school students, are you? There's no point in you being there anymore. " "I don't know, " said Adrian lazily. "I kind of like hanging out with them. They think I'm funnier than I really am. " "Unsurprising, " his father replied. "You aren't funny at all. It's time you do something productive. If you aren't going to go back to college, you should at least start sitting in on some of the family business meetings. Tatiana spoils you, but you could learn a lot from Rufus. " "True, " said Adrian deadpan."I'd really like to know how he keeps his two mistresses a secret from his wife. " "Adrian!" snapped Daniella, a flush spilling over her pale cheeks

As we approached each other, the noise and the students around us melted away and we were utterly alone, passing, smiling, holding each other's eyes, floors and walls gone, two people in a universe of space and stars.

The idea of celibate vampires is ridiculous. To me, vampires are sex. I don't get a vampire story about abstinence. I don't care about high school students. I find them irritating and uninformed.

The primary goal of real education is not to deliver facts but to guide students to the truths that will allow them to take responsibility for their lives.

Every beginner possesses a great potential to be an expert in his or her chosen field.

My 'morals' were sound, even a bit puritanic, but when a hidebound old deacon inveighed against dancing I rebelled. By the time of graduation I was still a 'believer' in orthodox religion, but had strong questions which were encouraged at Harvard. In Germany I became a freethinker and when I came to teach at an orthodox Methodist Negro school I was soon regarded with suspicion, especially when I refused to lead the students in public prayer. When I became head of a department at Atlanta, the engagement was held up because again I balked at leading in prayer. I refused to teach Sunday school. When Archdeacon Henry Phillips, my last rector, died, I flatly refused again to join any church or sign any church creed. From my 30th year on I have increasingly regarded the church as an institution which defended such evils as slavery, color caste, exploitation of labor and war. I think the greatest gift of the Soviet Union to modern civilization was the dethronement of the clergy and the refusal to let religion be taught in the public schools.

A Student is the most important person ever in this school...in person, on the telephone, or by mail. A Student is not dependent on us...we are dependent on the Student. A Student is not an interruption of our work..the Studenti s the purpose of it. We are not doing a favor by serving the Student...the Student is doing us a favor by giving us the opportunity to do so. A Student is a person who brings us his or her desire to learn. It is our job to handle each Student in a manner which is beneficial to the Student and ourselves.

There are teachers and students with square minds who are by nature meant to undergo the fascination of catagories. For them, 'schools' and 'movements' are everything; by painting a group symbol on the brow of mediocrity, they condone their own incomprehension of true genius.

Public education does not exist for the benefit of students or the benefit of their parents. It exists for the benefit of the social order. We have discovered as a species that it is useful to have an educated population. You do not need to be a student or have a child who is a student to benefit from public education. Every second of every day of your life, you benefit from public education. So let me explain why I like to pay taxes for schools, even though I don't personally have a kid in school: It's because I don't like living in a country with a bunch of stupid people.

It's like looking at all the students and wondering who's had their heart broken that day, and how they are able to cope with having three quizzes and a book report on top of that.

Is it too much to expect from the schools that they train their students not only to interpret but to criticize; that is, to discriminate what is sound from error and falsehood, to suspend judgement if they are not convinced, or to judge with reason if they agree or disagree?

The purpose of school should not be to prepare students for more school. We should be seeking to have fully engaged students now.

All students enter law school with a certain amount of idealism and desire to serve the public, but after three years of brutal competition we care for nothing but the right job with the right firm where we can make partner in seven years and earn big bucks.

The teachers complain that the students today are all lazy, ignorant, and stupid. But the truth is that you're smarter than they are. You're not even old enough to drive and you already know that none of this matters.

What is the matter with universities is that the students are school children, whereas it is of the very essence of university education that they should be adults.

Marginalia Sometimes the notes are ferocious, skirmishes against the author raging along the borders of every page in tiny black script. If I could just get my hands on you, Kierkegaard, or Conor Cruise O'Brien, they seem to say, I would bolt the door and beat some logic into your head. Other comments are more offhand, dismissive - Nonsense." "Please!" "HA!!" - that kind of thing. I remember once looking up from my reading, my thumb as a bookmark, trying to imagine what the person must look like who wrote "Don't be a ninny" alongside a paragraph in The Life of Emily Dickinson. Students are more modest needing to leave only their splayed footprints along the shore of the page. One scrawls "Metaphor" next to a stanza of Eliot's. Another notes the presence of "Irony" fifty times outside the paragraphs of A Modest Proposal. Or they are fans who cheer from the empty bleachers, Hands cupped around their mouths. Absolutely," they shout to Duns Scotus and James Baldwin. Yes." "Bull's-eye." "My man!" Check marks, asterisks, and exclamation points rain down along the sidelines. And if you have managed to graduate from college without ever having written "Man vs. Nature" in a margin, perhaps now is the time to take one step forward. We have all seized the white perimeter as our own and reached for a pen if only to show we did not just laze in an armchair turning pages; we pressed a thought into the wayside, planted an impression along the verge. Even Irish monks in their cold scriptoria jotted along the borders of the Gospels brief asides about the pains of copying, a bird singing near their window, or the sunlight that illuminated their page- anonymous men catching a ride into the future on a vessel more lasting than themselves. And you have not read Joshua Reynolds, they say, until you have read him enwreathed with Blake's furious scribbling. Yet the one I think of most often, the one that dangles from me like a locket, was written in the copy of Catcher in the Rye I borrowed from the local library one slow, hot summer. I was just beginning high school then, reading books on a davenport in my parents' living room, and I cannot tell you how vastly my loneliness was deepened, how poignant and amplified the world before me seemed, when I found on one page A few greasy looking smears and next to them, written in soft pencil- by a beautiful girl, I could tell, whom I would never meet- Pardon the egg salad stains, but I'm in love.

What grinds me the most is we're sending kids out into the world who don't know how to balance a checkbook, don't know how to apply for a loan, don't even know how to properly fill out a job application, but because they know the quadratic formula we consider them prepared for the world` With that said, I'll admit even I can see how looking at the equation x -3 = 19 and knowing x =22 can be useful. I'll even say knowing x =7 and y= 8 in a problem like 9x - 6y= 15 can be helpful. But seriously, do we all need to know how to simplify (x-3)(x-3i)?? And the joke is, no one can continue their education unless they do. A student living in California cannot get into a four-year college unless they pass Algebra 2 in high school. A future psychologist can't become a psychologist, a future lawyer can't become a lawyer, and I can't become a journalist unless each of us has a basic understanding of engineering. Of course, engineers and scientists use this shit all the time, and I applaud them! But they don't take years of theater arts appreciation courses, because a scientist or an engineer doesn't need to know that 'The Phantom of the Opoera' was the longest-running Broadway musical of all time. Get my point?

Diocesan exams are given at the end of March to students in Catholic schools throughout Massachusetts from the fourth to the twelfth grade. You have to answer four out of seven essay questions. A typical question goes something like this: Theologians speculate about whether Christ actually appeared to His disciples after He rose from the dead. Is the scripture clear on this? Discuss, with reference to the different gospels and their variations, and to different theological interpretations

This was a factory, a sorting house. We were no different from dogs and pigs and cows: all of us were allowed to play when we were small, but then, just before reaching maturity, we were sorted and classified. Being a high school student was the first step toward becoming a domestic animal.

I think they assign things to students which are way over their heads, which destroy your love of reading, rather than leading you to it. I don't understand that. Gosh.

I decided to find out how people at school might react if one of the students never came back.

Teachers knew every one of the students, their secrets, their grades, their home situations. And all the students knew the teachers. It was like teachers were people who finally were the most popular at school.

Never take advice about never taking advice. That is an old vice of men - to dish it out without being able to take it - the blind leading the blind into more blindness.

For someone who’s made it clear that her life is superior to every other student’s at this school, you sure make it a habit of pursuing every facet of our boring, worthless lives.

The high-school English teacher will be fulfilling his responsibility if he furnishes the student a guided opportunity, through the best writing of the past, to come, in time, to an understanding of the best writing of the present. He will teach literature, not social studies or little lessons in democracy or the customs of many lands. And if the student finds that this is not to his taste? Well, that is regrettable. Most regrettable. His taste should not be consulted; it is being formed.

Just tell me how to be different in a way that makes sense. To make this all go away. And disappear. I know that's wrong, because it's my responsibilty, and I know things have to get worse before they get better. I walk around the school hallways and look at the people. I look at the teachers and wonder why their here. If they like their jobs. Or us. I wonder how smart they were when they were fifteen. Not in a mean way. In a curious way. It's like looking at all the students and wondering who's had their heart broken that day. And how they cope with having three quizes and a book report. On top of that. Or wondering who did the heart breaking. And wondering why. Especially since I know that if they went to another school, the person who had their heart broken would have had their heart broken by somebody else, so why does it have to be personal? It's much easier to not know things sometimes. Things change and friends leave. And life doesn't stop for anybody. I wanted to laugh. Or maybe get mad. Or maybe shrug at how strange everybody was, especiall me. I think the idea is that every person has to live for his or her own life and than make the choice to share it with other people. You can't just sit their and put everybody's lives ahead of yours and think that counts as love. You just can't. You have to do things. I'm going to do what I want to do. I'm going to be who I really am. And I'm going to figure out what that is. And we could all sit around and wonder and feel bad about each other and blame a lot of people for what they did or didn't do or what they didn't know. I don't know. I guess there could always be someone to blame. It's just different. Maybe it's good to put things in perspective, but sometimes, I think that the only perspective is to really be there. Because it's okay to feel things. I was really there. And that was enough to make me feel infinite. I feel infinite.

Elite students climb confidently until they reach a level of competition sufficiently intense to beat their dreams out of them. Higher education is the place where people who had big plans in high school get stuck in fierce rivalries with equally smart peers over conventional careers like management consulting and investment banking. For the privilege of being turned into conformists, students (or their families) pay hundreds of thousands of dollars in skyrocketing tuition that continues to outpace inflation. Why are we doing this to ourselves?

W.W. Hale the Forth bought the car for Headmaster Franklin, or didn’t they mention that? Granted it was to make up for the fire that W.W. Hale allegedly started in the eighth grade before they suggested that all current and future W.W. Hales continue their education elsewhere- which worked out just as well since I’m at the Knightsbury Institute now.” “I’ve never heard of it” “My father got a letter just this week telling him I have become a model student” “Congratulations”… “Yeah, well, I’m the only student.”… “Of course the downside of attending a fictional school is that our lacrosse team sucks.

Sergeant Colon had had a broad education. He’d been to the School of My Dad Always Said, the College of It Stands to Reason, and was now a postgraduate student at the University of What Some Bloke In the Pub Told Me.

School management can impress parents with their fancy infrastructure, but students have to spend more time there than their parents.

Reading the very best writers—let us say Homer, Dante, Shakespeare, Tolstoy—is not going to make us better citizens. Art is perfectly useless, according to the sublime Oscar Wilde, who was right about everything. He also told us that all bad poetry is sincere. Had I the power to do so, I would command that these words be engraved above every gate at every university, so that each student might ponder the splendor of the insight.

At it's highest level, the purpose of teaching is not to teach—it is to inspire the desire for learning. Once a student's mind is set on fire, it will find a way to provide its own fuel.

Lots of my dying patients say they grow in bounds and leaps, and finish all the unfinished business. But assisting a suicide is cheating them of these lessons, like taking a student out of school before final exams. That's not love, it's projecting your own unfinished business

Almost all the students who make it to Caltech, one of the best scientific universities in the world, come from public schools. So it can be done.

Abuse doesn’t come from people’s inability to resolve conflicts but from one person’s decision to claim a higher status than another. So while it is valuable, for example, to teach nonviolent conflict-resolution skills to elementary school students—a popular initiative nowadays—such efforts contribute little by themselves to ending abuse. Teaching equality, teaching a deep respect for all human beings — these are more complicated undertakings, but they are the ones that count.

people who succeed tend to find one goal in the distant future and then chase it through thick and thin. People who flit from one interest to another are much, much less likely to excel at any of them. School asks students to be good at a range of subjects, but life asks people to find one passion that they will follow forever.

...Shouldn't schools be the place where students interact with interesting books? Shouldn't the faculty have an ongoing laser-like commitment to put good books in our students' hands? Shouldn't this be a front-burner issue at all times?

Are you coming down with something?" Mom asks. And just for the tiniest of seconds, I wonder what would happen if I told them the truth. That school is nothing like I imagined it would be. That I'm not the girl in the catalog at all. I'm not a Happy College Student. I don't know who I am. Or maybe I do know who I am and I just don't want to be her anymore.

The function of the university is not simply to teach breadwinning, or to furnish teachers for the public schools, or to be a centre of polite society; it is, above all, to be the organ of that fine adjustment between real life and the growing knowledge of life, and adjustment which forms the secret of civilisation.

Though many non-Native Americans have learned very little about us, over time we have had to learn everything about them. We watch their films, read their literature, worship in their churches, and attend their schools. Every third-grade student in the United States is presented with the concept of Europeans discovering America as a "New World" with fertile soil, abundant gifts of nature, and glorious mountains and rivers. Only the most enlightened teachers will explain that this world certainly wasn't new to the millions of indigenous people who already lived here when Columbus arrived.

A lot of students just don’t understand what’s out there,” she told me, shaking her head. “You have the kids who plan on being baseball players but don’t even play on the high school team because the coach is mean to them.

Most of these students are so conditioned to success that they become afraid to take risks. They have been taught from a young age by zealous parents, schools, and institutional authorities what constitutes failure and success. They are socialized to obey. They obsess over grades and seek to please professors, even if what professors teach is fatuous. The point is to get ahead, and getting ahead means deference to authority. Challenging authority is never a career advancer.

Of course, I couldn’t explain this vector calculus concept and so, slightly embarrassed in front of Rahul and the other Bengali students, I told Sanjit just that; he had cornered me, and honesty emerged as my only option. Simultaneous to my humiliating disclosure of the truth, Sanjit gradually inched toward where I was sitting. After hearing my reply, he slowly returned to his teacher stool and whiteboard, his back turned away from the class, the suspense building and his words impending, before turning around and breaking into speech, “Don’t trust your interior monologue. If you are asked something and you know it, then express or demonstrate it. Don’t just nod or say yes because then you are lying to yourself. Any ass can say yes, but not all asses can express it.” I modified my first impression: Sanjit was full of explicit aphorisms. Humbled, those words encouragingly rang between my ears for quite some time.

I believe that this corporate machinery of scripted programs, comprehension worksheets (reproducibles, handouts, printables, whatever you want to call them), computer-based incentive packages, and test practice curriculum facilitates a solid bottom-line for the companies that sell them, and give schools proof they can point to that they are using every available resource to teach reading, but these efforts are doomed to fail a large number of students because they leave out the most important factor. When you take a forklift and shovel off the programs, underneath it all is a child reading a book.

I don’t think I’ve ever referred to any girl I dated as my girlfriend. I think that would freak me out. Even the girl that I dated for two years in college I don’t think I ever referred to her as my girlfriend.” “How would you introduce her?” I asked. “I’m just going to say her name,” he said.

I’ve watched congregations devote years and years to heated arguments about whether a female missionary should be allowed to share about her ministry on a Sunday morning, whether students older than ten should have female Sunday school teachers, whether girls should be encouraged to attend seminary, whether women should be permitted to collect the offering or write the church newsletter or make an announcement . . . all while thirty thousand children die every day from preventable disease. If that’s not an adventure in missing the point, I don’t know what is.

I was once asked if I had any ideas for a really scary reality TV show. I have one reality show that would really make your hair stand on end: "C-Students from Yale." George W. Bush has gathered around him upper-crust C-students who know no history or geography, plus not-so-closeted white supremacists, aka Christians, and plus, most frighteningly, psychopathic personalities, or PPs, the medical term for smart, personable people who have no consciences. To say somebody is a PP is to make a perfectly respectable diagnosis, like saying he or she has appendicitis or athlete's foot . . . PPs are presentable, they know full well the suffering their actions may cause others, but they do not care. They cannot care because they are nuts. They have a screw loose! . . . So many of these heartless PPs now hold big jobs in our federal government, as though they were leaders instead of sick. They have taken charge of communications and the schools, so we might as well be Poland under occupation. They might have felt that taking our country into an endless war was simply something decisive to do. What has allowed so many PPs to rise so high in corporations, and now in government, is that they are so decisive. They are going to do something every fuckin' day and they are not afraid. Unlike normal people, they are never filled with doubts, for the simple reasons that they don't give a fuck what happens next. Simply can't. Do this! Do that! Mobilize the reserves! Privatize the public schools! Attack Iraq! Cut health care! Tap everybody's telephone! Cut taxes on the rich! Build a trillion-dollar missile shield! Fuck habeas corpus and the Sierra Club and In These Times, and kiss my ass! There is a tragic flaw in our precious Constitution, and I don't know what can be done to fix it. This is it: Only nut cases want to be president.

We are our own memory-keepers and we have failed ourselves. It is like that game we played in school as children. Sitting in a circle, one student whispers a phrase into another student’s ear and the phrase is passed around until the last student in the circle repeats what she hears, only to find out it is nothing like what it is supposed to be. This is our life now.

Self-discipline predicted academic performance more robustly than did IQ. Self-discipline also predicted which students would improve their grades over the course of the school year, whereas IQ did not.… Self-discipline has a bigger effect on academic performance than does intellectual talent.”5.2

The parents are making threatening noises, turning dinner into performance art, with dad doing his Arnold Schwarzenegger imitation and mom playing Glenn Close in one of her psycho roles. I am the Victim. Mom: [creepy smile] “Thought you could put one over us, did you, Melinda? Big high school students now, don’t need to show your homework to your parents, don’t need to show any failing test grades?” Dad: [bangs table, silverware jumps] “Cut the crap. She knows what’s up. The interim reports came today. Listen to me, young lady. I’m only going to say this to you once. You get those grades up or your name is mud. Hear me? Get them up!” [Attacks baked potato.]

Picture this, Olive. Early two thousands. Preppy, ridiculously expensive all-male DC school. Two gay students in grade twelve. Well, two of us that were out, anyway. Richie Muller and I date for the entirety of senior year - and then he dumps me three days before prom for some guy he’d been having a thing with for months.” “He was a prick,” Adam muttered. “I have three choices. Not go to the dance and mope at home. Go alone and mope at school. Or, have my best friend - who was planning on staying home and moping over gamma-aminobutyric acids - come as my date. Guess which?” Olive gasped. “How did you convince him?” “That’s the thing, I didn’t. When I told him about what Richie did, he offered!

Students who acquire large debts putting themselves through school are unlikely to think about changing society. When you trap people in a system of debt . they can’t afford the time to think. Tuition fee increases are a “disciplinary technique,” and, by the time students graduate, they are not only loaded with debt, but have also internalized the “disciplinarian culture.” This makes them efficient components of the consumer economy.

Come on, who saw what happened?" "I did," I volenteered. "Well?" "Buttwipe wanted to know what jerkface was looking at." I turned turned eyes on the bloody and dirt-smeared brawlers. "You were barely 3-inches apart. Couldn't you see that you were both looking at each other?" The teacher's face reddened. "Who do you think you are? Jerry Seinfeld?" "You must be confused with another student," I told him. "My name is Capricorn Anderson.

Now that I thought about it, though, I realized that most people actually encourage you to turn bad. They seem to think that if you don't, you'll never get anywhere in the world. And then on those rare occasions when they encounter somebody who's honest and pure-hearted, they look down on him and say he's nothing but a kid, a Botchan. If that's the way it is, it would be better if they didn't have those ethics classes in elementary school and middle school where the teacher is always telling you to be honest and not lie. The schools might as well just go ahead and teach you how to tell lies, how to mistrust everybody, and how to take advantage of people. Wouldn't their students, and the world at large, be better off that way? Redshirt had laughed at me for being simpleminded. If people are going to get laughed at for being simpleminded and sincere, there's no hope. Kiyo never laughed at me for saying anything like what I said to Redshirt. She would have been deeply impressed by it. Compared to Redshirt, she's far and away the superior person.

Public schools were not only created in the interests of industrialism—they were created in the image of industrialism. In many ways, they reflect the factory culture they were designed to support. This is especially true in high schools, where school systems base education on the principles of the assembly line and the efficient division of labor. Schools divide the curriculum into specialist segments: some teachers install math in the students, and others install history. They arrange the day into standard units of time, marked out by the ringing of bells, much like a factory announcing the beginning of the workday and the end of breaks. Students are educated in batches, according to age, as if the most important thing they have in common is their date of manufacture. They are given standardized tests at set points and compared with each other before being sent out onto the market. I realize this isn’t an exact analogy and that it ignores many of the subtleties of the system, but it is close enough.

And I hate to tell you... but I think that once you have a fair idea where you want to go, your first move will be to apply yourself in a school. You'll have to. You're a student—whether the idea appeals to you or not. You're in love with knowledge. And I think you'll find, once... you get past all the Mr. Vinsons, you're going to start getting closer and closer—that is, if you want to, and if you look for it and wait for it—to the kind of information that will be very, very dear to your heart. Among other things, you'll find that you're not the first person who was ever confused and frightened and even sickened by human behavior... Many, many men have been just as troubled morally and spiritually as you are right now. Happily, some of them kept records of thier troubles. You'll learn from them—if you want to. Just someday, if you have something to offer, someone will learn from you. It's a beautiful reciprocal arrangement. And it isn't education. It's history. It's poetry... But I do say that educated and scholarly men, if they’re brilliant and creative to begin with—which, unfortunately, is rarely the case—tend to leave infinitely more valuable records behind them than men do who are merely brilliant and creative. They tend to express themselves more clearly, and they usually have a passion for following their thoughts through to the end. And—most important—nine times out of ten they have more humility than the unscholarly thinker.

It's like looking at all the students and wondering who's had their heart broken that day, and how they are able to cope with having three quizzes and a book report on top of that. Or wondering who did the heart breaking. And wondering why. Especially since I know that if they went to another school, the person who had their heart broken would have had their heart broken by somebody else, so why does it have to be so personal?

Grit, persistence, adaptability, financial literacy, interview skills, human relationships, conversation, communication, managing technology, navigating conflicts, preparing healthy food, physical fitness, resilience, self-regulation, time management, basic psychology and mental health practices, arts, and music—all of these would help students and also make school seem much more relevant. Our fixation on college readiness leads our high school curricula toward purely academic subjects and away from life skills. The purpose of education should be to enable a citizen to live a good, positive, socially productive life independent of work.

Medicine, and Law, and Philosophy - You've worked your way through every school, Even, God help you, Theology, And sweated at it like a fool. Why labour at it any more? You're no wiser now than you were before. You're Master of Arts, and Doctor too, And for ten years all you've been able to do Is lead your students a fearful dance Through a maze of error and ignorance. And all this misery goes to show There's nothing we can ever know. Oh yes you're brighter than all those relics, Professors and Doctors, scribblers and clerics, No doubts or scruples to trouble you, Defying hell, and the Devil too. But there's no joy in self-delusion; Your search for truth ends in confusion. Don't imagine your teaching will ever raise The minds of men or change their ways. And as for worldly wealth, you have none - What honour or glory have you won? A dog could stand this life no more. And so I've turned to magic lore; The spirit message of this art Some secret knowledge might impart. No longer shall I sweat to teach What always lay beyond my reach; I'll know what makes the world revolve, Its mysteries resolve, No more in empty words I'll deal - Creation's wellsprings I'll reveal!

Many students, especially those who are poor, intuitively know what the schools do for them. They school them to confuse process and substance. Once these become blurred, a new logic is assumed: the more treatment there is, the better are the results; or, escalation leads to success. The pupil is thereby "schooled" to confuse teaching with learning, grade advancement with education, a diploma with competence, and fluency with the ability to say something new. His imagination is "schooled" to accept service in place of value.

Teachers dread nothing so much as unusual characteristics in precocious boys during the initial stages of their adolescence. A certain streak of genius makes an ominous impression on them, for there exists a deep gulf between genius and the teaching profession. Anyone with a touch of genius seems to his teachers a freak from the very first. As far as teachers are concerned, they define young geniuses as those who are bad, disrespectful, smoke at fourteen, fall in love at fifteen, can be found at sixteen hanging out in bars, read forbidden books, write scandalous essays, occasionally stare down a teacher in class, are marked in the attendance book as rebels, and are budding candidates for room-arrest. A schoolmaster will prefer to have a couple of dumbheads in his class than a single genius, and if you regard it objectively, he is of course right. His task is not to produce extravagant intellects but good Latinists, arithmeticians and sober decent folk. The question of who suffers more acutely at the other's hands - the teacher at the boy's, or vice versa - who is more of a tyrant, more of a tormentor, and who profanes parts of the other's soul, student or teacher, is something you cannot examine without remembering your own youth in anger and shame. yet that's not what concerns us here. We have the consolation that among true geniuses the wounds almost always heal. As their personalities develop, they create their art in spite of school. Once dead, and enveloped by the comfortable nimbus of remoteness, they are paraded by the schoolmasters before other generations of students as showpieces and noble examples. Thus the struggle between rule and spirit repeats itself year after year from school to school. The authorities go to infinite pains to nip the few profound or more valuable intellects in the bud. And time and again the ones who are detested by their teachers are frequently punished, the runaways and those expelled, are the ones who afterwards add to society's treasure. But some - and who knows how many? - waste away quiet obstinacy and finally go under.

We teach brilliance bias to children from an early age. A recent US study found that when girls start primary school at the age of five, they are as likely as five-year-old boys to think women could be 'really really smart'. But by the time they turn six, something changes. They start doubting their gender. So much so, in fact, that they start limiting themselves: if a game is presented to them as intended for 'children who are really, really smart', five-year-old girls are as likely to want to play it as boys - but six-year-old girls are suddenly uninterested. Schools are teaching little girls that brilliance doesn't belong to them. No wonder that by the time they're filling out university evaluation forms, students are primed to see their female teachers as less qualified.

rest of my teachers maybe did the best they could, but they just needed a lot of help making their best better. There were so many things we needed in those classrooms, in our city, in our state, in our country that our teachers could have provided if they would have gone home and really done their homework. They never once said the words: “economic inequality,” “housing discrimination,” “sexual violence,” “mass incarceration,” “homophobia,” “empire,” “mass eviction,” “post traumatic stress disorder,” “white supremacy,” “patriarchy,” “neo-confederacy,” “mental health,” or “parental abuse,” yet every student and teacher at that school lived in a world shaped by those words.

Everyone who has ever been to school knows that school is prison, but almost nobody beyond school age says it is. It's not polite. We all tiptoe around the truth because admitting it would make us seem cruel and would point a finger at well-intentioned people doing what they believe to be essential. . . . A prison, according to the common, general definition, is any place of involuntary confinement and restriction of liberty. In school, as in adult prisons, the inmates are told exactly what they must do and are punished for failure to comply. Actually, students in school must spend more time doing exactly what they are told than is true of adults in penal institutions. Another difference, of course, is that we put adults in prison because they have committed a crime, while we put children in school because of their age.

Indefinite attitudes to the future explain what’s most dysfunctional in our world today. Process trumps substance: when people lack concrete plans to carry out, they use formal rules to assemble a portfolio of various options. This describes Americans today. In middle school, we’re encouraged to start hoarding “extracurricular activities.” In high school, ambitious students compete even harder to appear omnicompetent. By the time a student gets to college, he’s spent a decade curating a bewilderingly diverse résumé to prepare for a completely unknowable future. Come what may, he’s ready—for nothing in particular.

Befuddlement is a healthy part of the learning process. When students approach a problem and don’t know how to do it, they’ll often decide they’re no good at the subject. Brighter students, in particular, can have difficulty in this way—their breezing through high school leaves them no reason to think that being confused is normal and necessary. But the learning process is all about working your way out of confusion. Articulating your question is 80 percent of the battle. By the time you’ve figured out what’s confusing, you’re likely to have answered the question yourself!” —Kenneth R. Leopold, Distinguished Teaching Professor, Department of Chemistry, University of Minnesota

And I'll close by saying this. Because anti-Semitism is the godfather of racism and the gateway to tyranny and fascism and war, it is to be regarded not as the enemy of the Jewish people, I learned, but as the common enemy of humanity and of civilisation, and has to be fought against very tenaciously for that reason, most especially in its current, most virulent form of Islamic Jihad. Daniel Pearl's revolting murderer was educated at the London School of Economics. Our Christmas bomber over Detroit was from a neighboring London college, the chair of the Islamic Students' Society. Many pogroms against Jewish people are being reported from all over Europe today as I'm talking, and we can only expect this to get worse, and we must make sure our own defenses are not neglected. Our task is to call this filthy thing, this plague, this—this pest, by its right name; to make unceasing resistance to it, knowing all the time that it's probably ultimately ineradicable, and bearing in mind that its hatred towards us is a compliment, and resolving (some of the time, at any rate) to do a bit more to deserve it. Thank you.

Exactly one month after he was convicted, when the lights were dimmed and the detention officers made a final sweep of the catwalk, Peter reached down and tugged off his right sock. He turned on his side in the lower bunk, so that he was facing the wall. He fed the sock into his mouth, stuffing it as far back as it would go. When it got hard to breathe, he fell into a dream. He was still eighteen, but it was the first day of kindergarten. He was carrying his backpack and his Superman lunch box. The orange school bus pulled up and, with a sigh, split open its gaping jaws. Peter climbed the steps and faced the back of the bus, but this time, he was the only student on it. He walked down the aisle to the very end, near the emergency exit. He put his lunch box down beside him and glanced out the rear window. It was so bright he thought the sun itself must be chasing them down the highway. 'Almost there,' a voice said, and Peter turned around to look at the driver. But just as there had been no passengers, there was no one at the wheel. Here was the amazing thing: in his dream, Peter wasn't scared. He knew, somehow, that he was headed exactly where he'd wanted to go.

Saint Bartleby's School for Young Gentlemen Annual Report Student: Artemis Fowl II Year: First Fees: Paid Tutor: Dr Po Language Arts As far as I can tell, Artemis has made absolutely no progress since the beginning of the year. This is because his abilities are beyond the scope of my experience. He memorizes and understands Shakespeare after a single reading. He finds mistakes in every exercise I administer, and has taken to chuckling gently when I attempt to explain some of the more complex texts. Next year I intend to grant his request and give him a library pass during my class. Mathematics Artemis is an infuriating boy. One day he answers all my questions correctly, and the next every answer is wrong. He calls this an example of the chaos theory, and says that he is only trying to prepare me for the real world. He says the notion of infinity is ridiculous. Frankly, I am not trained to deal with a boy like Artemis. Most of my pupils have trouble counting without the aid of their fingers. I am sorry to say, there is nothing I can teach Artemis about mathematics, but someone should teach him some manners. Social Studies Artemis distrusts all history texts, because he says history was written by the victors. He prefers living history, where survivors of certain events can actually be interviewed. Obviously this makes studying the Middle Ages somewhat difficult. Artemis has asked for permission to build a time machine next year during double periods so that the entire class may view Medieval Ireland for ourselves. I have granted his wish and would not be at all surprised if he succeeded in his goal. Science Artemis does not see himself as a student, rather as a foil for the theories of science. He insists that the periodic table is a few elements short and that the theory of relativity is all very well on paper but would not hold up in the real world, because space will disintegrate before lime. I made the mistake of arguing once, and young Artemis reduced me to near tears in seconds. Artemis has asked for permission to conduct failure analysis tests on the school next term. I must grant his request, as I fear there is nothing he can learn from me. Social & Personal Development Artemis is quite perceptive and extremely intellectual. He can answer the questions on any psychological profile perfectly, but this is only because he knows the perfect answer. I fear that Artemis feels that the other boys are too childish. He refuses to socialize, preferring to work on his various projects during free periods. The more he works alone, the more isolated he becomes, and if he does not change his habits soon, he may isolate himself completely from anyone wishing to be his friend, and, ultimately, his family. Must try harder.

I hurried out of the lobby and turned the corner into the English hall, so I didn’t see the guy in front of me until it was too late. “Oh!” I exclaimed as we bumped shoulders. “Sorry!” Then I realized who I’d bumped into, and I immediately regretted my apologetic tone. If I’d known it was David Stark, I would have tried to hit him harder, or maybe stepped on his foot with the spiky heel of my new shoes for good measure. I did my best to smile at him, though, even as I realized my stomach was jumping all over the place. He must have scared me more than I’d thought. David scowled at me over the rims of his ridiculous hipster glasses, the kind with the thick black rims. I hate those. I mean, it’s the 21st century. There are fashionable options for eyewear. “Watch where you’re going,” he said. Then his lips twisted in a smirk. “Or could you not see through all that mascara?” I would’ve loved nothing more than the tell him to kiss my ass, but one of the responsibilities of being a student leader at The Grove is being polite to everyone, even if he is a douchebag who wrote not one, but three incredibly unflattering articles in the school paper about what a crap job you’re doing as SGA president. And you especially needed to be polite to said douchebag when he happened to be the nephew of Saylor Stark, President of the Pine Grove Junior League, head of the Pine Grove Betterment Society, Chairwoman of the Grove Academy School Board, and, most importantly, Founder and Organizer of Pine Grove’s Annual Cotillion. So I forced myself to smile even bigger at David and said, “Nope, just in a hurry. Are you, uh… are you here for the dance?” He snorted. “Um, no. I’d rather slam my testicles in a locker door. I have some work to do on the paper.

I taught how to be sociable with ink on paper. I told my students that when they were writing they should be good dates on blind dates, should show strangers good times. Alternatively, they should run really nice whorehouses, come one, come all, although they were in fact working in perfect solitude. I said I expected them to do this with nothing but idiosyncratic arrangements in horizontal lines of twenty-six phonetic symbols, ten numbers, and maybe eight punctuation marks, because it wasn't anything that hadn't been done before. In 1996, with movies and TV doing such good jobs of holding the attention of literates and illiterates alike, I have to question the value of my very strange, when you think about it, charm school. There is this: Attempted seductions with nothing but words on paper are so cheap for would-be ink-stained Don Juans or Cleopatras!They don't have to get a bankable actor or actress to commit to the project, and then a bankable director, and so on, and then raise millions and millions of buckareenies from manic-depressive experts on what most people want. Still and all, why bother? Here's my answer: Many people need desperately to receive this message: "I feel and think much as you do, care about many of the things you care about, although most people don't care about them. You are not alone.

Guess what? The Nazis didn't lose the war after all. They won it and flourished. They took over the world and wiped out every last Jew, every last Gypsy, black, East Indian, and American Indian. Then, when they were finished with that, they wiped out the Russians and the Poles and the Bohemians and the Moravians and the Bulgarians and the Serbians and the Croatians--all the Slavs. Then they started in on the Polynesians and the Koreans and the Chinese and the Japanese--all the peoples of Asia. This took a long, long time, but when it was all over, everyone in the world was one hundred percent Aryan, and they were all very, very happy. Naturally the textbooks used in the schools no longer mentioned any race but the Aryan or any language but German or any religion but Hitlerism or any political system but National Socialism. There would have been no point. After a few generations of that, no one could have put anything different into the textbooks even if they'd wanted to, because they didn't know anything different. But one day, two young students were conversing at the University of New Heidelberg in Tokyo. Both were handsome in the usual Aryan way, but one of them looked vaguely worried and unhappy. That was Kurt. His friend said, "What's wrong, Kurt? Why are you always moping around like this?" Kurt said, "I'll tell you, Hans. There is something that's troubling me--and troubling me deeply." His friend asked what it was. "It's this," Kurt said. "I cannot shake the crazy feeling that there is some small thing that we're being lied to about." And that's how the paper ended.' Ishmael nodded thoughtfully. 'And what did your teacher think of that?' 'He wanted to know if I had the same crazy feeling as Kurt. When I said I did, he wanted to know what I thought we were being lied to about. I said, 'How could I know? I'm no better off than Kurt.

Our schools will not improve if we continue to focus only on reading and mathematics while ignoring the other studies that are essential elements of a good education. Schools that expect nothing more of their students than mastery of basic skills will not produce graduates who are ready for college or the modern workplace. *** Our schools will not improve if we value only what tests measure. The tests we have now provide useful information about students' progress in reading and mathematics, but they cannot measure what matters most in education....What is tested may ultimately be less important that what is untested... *** Our schools will not improve if we continue to close neighborhood schools in the name of reform. Neighborhood schools are often the anchors of their communities, a steady presence that helps to cement the bond of community among neighbors. *** Our schools cannot improve if charter schools siphon away the most motivated students and their families in the poorest communities from the regular public schools. *** Our schools will not improve if we continue to drive away experienced principals and replace them with neophytes who have taken a leadership training course but have little or no experience as teachers. *** Our schools cannot be improved if we ignore the disadvantages associated with poverty that affect children's ability to learn. Children who have grown up in poverty need extra resources, including preschool and medical care.

Hi there, cutie." Ash turned his head to find an extremely attractive college student by his side. With black curly hair, she was dressed in jeans and a tight green top that displayed her curves to perfection. "Hi." "You want to go inside for a drink? It's on me." Ash paused as he saw her past, present, and future simultaneously in his mind. Her name was Tracy Phillips. A political science major, she was going to end up at Harvard Med School and then be one of the leading researchers to help isolate a mutated genome that the human race didn't even know existed yet. The discovery of that genome would save the life of her youngest daughter and cause her daughter to go on to medical school herself. That daughter, with the help and guidance of her mother, would one day lobby for medical reforms that would change the way the medical world and governments treated health care. The two of them would shape generations of doctors and save thousands of lives by allowing people to have groundbreaking medical treatments that they wouldn't have otherwise been able to afford. And right now, all Tracy could think about was how cute his ass was in leather pants, and how much she'd like to peel them off him. In a few seconds, she'd head into the coffee shop and meet a waitress named Gina Torres. Gina's dream was to go to college herself to be a doctor and save the lives of the working poor who couldn't afford health care, but because of family problems she wasn't able to take classes this year. Still Gina would tell Tracy how she planned to go next year on a scholarship. Late tonight, after most of the college students were headed off, the two of them would be chatting about Gina's plans and dreams. And a month from now, Gina would be dead from a freak car accident that Tracy would see on the news. That one tragic event combined with the happenstance meeting tonight would lead Tracy to her destiny. In one instant, she'd realize how shallow her life had been, and she'd seek to change that and be more aware of the people around her and of their needs. Her youngest daughter would be named Gina Tory in honor of the Gina who was currently busy wiping down tables while she imagined a better life for everyone. So in effect, Gina would achieve her dream. By dying she'd save thousands of lives and she'd bring health care to those who couldn't afford it... The human race was an amazing thing. So few people ever realized just how many lives they inadvertently touched. How the right or wrong word spoken casually could empower or destroy another's life. If Ash were to accept Tracy's invitation for coffee, her destiny would be changed and she would end up working as a well-paid bank officer. She'd decide that marriage wasn't for her and go on to live her life with a partner and never have children. Everything would change. All the lives that would have been saved would be lost. And knowing the nuance of every word spoken and every gesture made was the heaviest of all the burdens Ash carried. Smiling gently, he shook his head. "Thanks for asking, but I have to head off. You have a good night." She gave him a hot once-over. "Okay, but if you change your mind, I'll be in here studying for the next few hours." Ash watched as she left him and entered the shop. She set her backpack down at a table and started unpacking her books. Sighing from exhaustion, Gina grabbed a glass of water and made her way over to her... And as he observed them through the painted glass, the two women struck up a conversation and set their destined futures into motion. His heart heavy, he glanced in the direction Cael had vanished and hated the future that awaited his friend. But it was Cael's destiny. His fate... "Imora thea mi savur," Ash whispered under his breath in Atlantean. God save me from love.

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.

When I got to school the next morning I had stepped only one foot in the quad when he spotted me and nearly tackled me to the ground. “Jamie!” he hollered, rushing across the lawn without caring the least bit about the scene he was creating. The next thing I knew, my feet were off the ground and I was squished so tightly in Ryan’s arms that I could barely breathe. “Okay, Ryan?” I coughed in a hushed tone. “This is exactly the kind of thing that can get you killed.” “I don’t care, I’m not letting go. Don’t ever disappear like that again!” he scolded, but his voice was more relieved than angry. “It’s been days! You had your mother worried sick!” “My mother?” I questioned sarcastically. Ryan laughed as he finally set me back on my feet. “Okay, fine, me too.” He still wouldn’t let go of me, though. He was gripping my arms while he looked at me with those eyes, and that smile… You know, being all Ryan-ish. And then, when I got lost in the moment, he totally took advantage of how whipped I was and he kissed me. The jerk. He just pulled my face to his right then and there, in the middle of a crowded quad full of students, where I could have accidentally unleashed an electrical storm at any moment. And okay, maybe I liked it, and maybe I even needed it, but still! You can’t just go kissing Jamie Baker whenever you want, even if you are Ryan Miller! “Ryan!” I yelled as soon as I was able to pull away from him—which admittedly took a minute. “I’m sorry.” Ryan laughed with this big dopey grin on his face and then kissed me some more. I had to push him away from me. “Don’t be sorry, just stop!” I realized I was screaming at him when I felt a hundred different pairs of eyes on me. I tried to ignore the audience that Ryan seemed oblivious to and dropped the audio a few decibels. “I wasn’t kidding when I said this has to stop. Look, I will be your friend. I want to be your friend. But that’s it. We can’t be anything more. It’ll never work.” Ryan watched me for a minute and then whispered, “Don’t do that.” I was shocked to hear the sudden emotion in his voice. “Don’t give up.” It was hopeless. “Fine!” I snapped. “I’ll be your stupid girlfriend!” Big shocker, me giving Ryan his way, I know. But let’s face it—it’s just what I do best. I had to at least act a little tough, though. “But!” I said in the harshest voice I was capable of. “You can’t ever touch me unless I say. No more tackling me, and especially no more surprise kissing.” He actually laughed at my request. “No promises.” Stupid, cocky boyfriend. “You’re crazy. You know that, right?” Ryan got this big cheesy smile on his face and said, “Crazy about you.” “Ugh,” I groaned. “Would you be serious for a minute? Why do you insist on putting your life in danger?” “Because I like you.” His stupid grin was infectious. I wanted to be angry, but how could I with him looking at me like that? “I’m not worth it, you know,” I said stubbornly. “I have issues. I’m unstable.” “You’re cute when you’re unstable,” Ryan said, “and I like your issues.” The stupid boy was straight-up giddy now. But he was so cute that I cracked a smile despite myself. “You really are crazy,” I muttered.