Secondary School Graduation Quotes

Even after Sonja graduated secondary school at the top of her class and matriculated to the city university biology department, their parents found more to love in Natasha. Sonja's gifts were too complex to be understood, and therefore less desirable.

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

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

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

Though it’s best not to be born a chicken at all, it is especially bad luck to be born a cockerel. From the perspective of the poultry farmer, male chickens are useless. They can’t lay eggs, their meat is stringy, and they’re ornery to the hens that do all the hard work of putting food on our tables. Commercial hatcheries tend to treat male chicks like fabric cutoffs or scrap metal: the wasteful but necessary by-product of an industrial process. The sooner they can be disposed of—often they’re ground into animal feed—the better. But a costly problem has vexed egg farmers for millennia: It’s virtually impossible to tell the difference between male and female chickens until they’re four to six weeks old, when they begin to grow distinctive feathers and secondary sex characteristics like the rooster’s comb. Until then, they’re all just indistinguishable fluff balls that have to be housed and fed—at considerable expense. Somehow it took until the 1920s before anyone figured out a solution to this costly dilemma. The momentous discovery was made by a group of Japanese veterinary scientists, who realized that just inside the chick’s rear end there is a constellation of folds, marks, spots, and bumps that to the untrained eye appear arbitrary, but when properly read, can divulge the sex of a day-old bird. When this discovery was unveiled at the 1927 World Poultry Congress in Ottawa, it revolutionized the global hatchery industry and eventually lowered the price of eggs worldwide. The professional chicken sexer, equipped with a skill that took years to master, became one of the most valuable workers in agriculture. The best of the best were graduates of the two-year Zen-Nippon Chick Sexing School, whose standards were so rigorous that only 5 to 10 percent of students received accreditation. But those who did graduate earned as much as five hundred dollars a day and were shuttled around the world from hatchery to hatchery like top-flight business consultants. A diaspora of Japanese chicken sexers spilled across the globe. Chicken sexing is a delicate art, requiring Zen-like concentration and a brain surgeon’s dexterity. The bird is cradled in the left hand and given a gentle squeeze that causes it to evacuate its intestines (too tight and the intestines will turn inside out, killing the bird and rendering its gender irrelevant). With his thumb and forefinger, the sexer flips the bird over and parts a small flap on its hindquarters to expose the cloaca, a tiny vent where both the genitals and anus are situated, and peers deep inside. To do this properly, his fingernails have to be precisely trimmed. In the simple cases—the ones that the sexer can actually explain—he’s looking for a barely perceptible protuberance called the “bead,” about the size of a pinhead. If the bead is convex, the bird is a boy, and gets thrown to the left; concave or flat and it’s a girl, sent down a chute to the right.

. . . Much was made of the fact that Yuri Gagarin was an ordinary citizen of the Soviet Union. He was born in the Gzhatsk District of Smolensk and entered secondary school in 1941. But his studies were interrupted by the German invasion. After World War Two Gagarin's family moved back to Gzhatsk, where Yuri resumed his studies. In 1951 he graduated with honours from a vocational school in the town of Lyubersy, near Moscow. He received a foundryman's certificate. He then studied at an industrial technical school in Saratov, on the Volga, from which he graduated with honours in 1955. It was while attending the industrial school that the man who would be the first to fly in space took his first steps in aviation, when he commenced a course of training at the Saratov Aero Club in 1955 . . .

Someone taught them, to be sure, but they were not products of a school system, and not one of them was ever “graduated” from a secondary school. Throughout most of American history, kids generally didn’t go to high school, yet the unschooled rose to be admirals, like –Farragut; inventors, like Edison; captains of industry, like Carnegie and Rockefeller; writers, like Melville and Twain and Conrad; and even scholars, like Margaret Mead. In fact, until pretty recently people who reached the age of thirteen weren’t looked upon as children at all. Ariel Durant, who co-wrote an enormous, and very good, multi–volume history of the world with her husband Will, was happily married at fifteen, and who could reasonably claim Ariel Durant was an uneducated person?

45. Remember that advanced placement doesn’t necessarily have to mean early graduation. Our two older children were talented in math and science, and easily completed more than the required number of secondary credits in sciences and humanities well before their peers. We drove our oldest son two hours away to live in a dorm at a state university the week before his 18th birthday, and our second-born graduated from high school when she was 15. Her college adviser mapped a plan where she could have finished her PhD in nursing by the time she was 21! Academically, they were fine. But socially and emotionally, it was tough to transition to the rigors of full-time college life (even junior college) one or two years before their traditionally-schooled friends. Because of that, their younger brother, a scholar in his own right, was not given the option to graduate early. Although he was frustrated with this limitation, it has alleviated a lot of pressure the other kids were forced to deal with before they had reached appropriate emotional maturity.

Everyone knew Sonja was destined for great things, but no one knew what to do with her until then. Even in academia, her natural habitat, she was an exotic species. Though her Russianness gave her certain dispensations, the idea that a young woman of any ethnicity could so excel in the hard sciences was a far-fetched fantasy. Their parents encouraged her at a distance. Neither understood the molecular formulas, electromagnetic fields, or anatomical minutiae that so captivated her, and so their support came by way of well-intentioned, inadequate generalities. Even after Sonja graduated secondary school at the top of her class and matriculated to the city university biology department, their parents found more to love in Natasha. Sonja’s gifts were too complex to be understood, and therefore less desirable. Natasha was beautiful and charming. They didn’t need MDs to know how to be proud of her.

and beyond. Some of this evolution toward more secular, bureaucratic schooling followed necessarily from the Supreme Court decisions prohibiting school prayer and religious instruction in the 1960s. Regardless of whether you believe children should have prayer or study religion in school, the removal of those activities had the unintended consequence of removing existential questions about how the individual fits into the bigger, cosmic picture; about our life’s purpose. The moral hollowing of schooling is also attributable to the erosion of secondary education’s previously secure place and purpose in preparing kids for steady jobs right after graduation. Education historian Paula Fass traces the drift toward the “warehousing” of our young to schools’ loss of their tangible, culminating purpose—to prepare the emerging generation for conclusive entry into adult productivity. Instead, “going to high school became a stop-over during the teen years, with very little to offer beyond academic selection for those who would go on to college . . .” When a diploma was no longer a predictable ticket to a full-time, middle-class job and a set of expectations about adulthood, high schools began to fray. Peer culture metastasized to fill the vacuum of purpose. Instead of learning how to behave from their teachers, who no longer really saw their jobs as moral instruction and instilling wisdom acquired through age and experience, kids were learning how to behave from other kids, with predictable results. Fifth, the protest era of the 1960s saw an atypical amount of conflict about what America means, about whether our experiment in self-governance was really all that special. Some of the struggles—chiefly civil rights—were essential to America’s finally living up to the Declaration of Independence’s vision of universal,

It is true that Harvard and Yale, as well as other upper-class institutions, offer free tuition, some cash scholarships, and nominal paid employment to the highest-ranking graduates of accredited secondary schools, without regard for the social class origins of these students. One can, it is true, meet a coal miner's or a farmer's son at Harvard, although it is a rare experience. The task of Yale and Harvard, however, is to mold these bright youngsters into unconscious servitors of the ruling class—as lawyers, as corporate scientists, as civil servants, as brokers, bankers, and clergymen. The enforced "democratic" mingling effected by the new house plans assures this result more positively now than ever, for in the past, many students were made to feel like pariahs by their exclusion from the quasi-aristocratic clubs.

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【V信83113305】：York University, located in Toronto, Canada, is one of the country's largest and most diverse post-secondary institutions. Founded in 1959, it has grown into a globally recognized university with over 55,000 students and 7,000 faculty and staff. Known for its strong emphasis on interdisciplinary research and innovation, York offers more than 200 undergraduate and graduate programs across 11 faculties, including the renowned Schulich School of Business and Osgoode Hall Law School. The university fosters a vibrant, inclusive community, with students from over 170 countries. Its Keele and Glendon campuses provide state-of-the-art facilities, while its commitment to social justice and sustainability sets it apart. York’s partnerships with industry and community organizations further enhance its reputation as a leader in education and research.，原版York约克大学毕业证办理流程, York毕业证成绩单原版定制, 约克大学毕业证办理, Offer(York成绩单)York约克大学如何办理?, 约克大学毕业证York毕业证书, 加拿大大学文凭购买, 【加拿大篇】约克大学毕业证成绩单, 哪里买约克大学毕业证|York成绩单, 原版York毕业证书办理流程

【V信83113305】：Aichi University of Education (AUE) stands as a prominent national institution dedicated to shaping future educators in Japan. Located in the city of Kariya, Aichi Prefecture, its core mission is the advancement of teaching methodologies and educational research. While it is highly regarded for its rigorous teacher training programs, producing countless skilled teachers for primary and secondary schools, AUE also offers a diverse range of undergraduate and graduate studies in humanities, sciences, and arts. The university fosters a unique, collaborative environment where students gain profound theoretical knowledge and practical hands-on experience. As a center for pedagogical innovation, AUE plays a crucial role in shaping the educational landscape of Japan and beyond.，做今年新版愛知教育大学毕业证, 优质渠道办理愛知教育大学毕业证成绩单学历认证, 高端原版爱知教育大学毕业证办理流程, 办理日本愛知教育大学本科学历, 办理爱知教育大学文凭, 学历证书!愛知教育大学学历证书爱知教育大学学历证书愛知教育大学假文凭, 爱知教育大学毕业证成绩单-高端定制愛知教育大学毕业证, Offer(愛知教育大学成绩单)爱知教育大学如何办理?

【V信83113305】：Tezukayama Gakuin University, located in Osaka, Japan, is a private institution with a rich history dating back to its founding in 1916. It operates on the founding spirit of fostering individuals with both profound knowledge and a strong moral character. The university offers a range of undergraduate and graduate programs, with a particular focus on the humanities, such as literature, psychology, and contemporary society studies. Its educational philosophy emphasizes small-class-size instruction, ensuring close student-faculty interaction and personalized guidance. The serene campus provides a conducive environment for academic pursuit and personal growth. As a comprehensive educational institution that also includes secondary schools, it is dedicated to nurturing well-rounded graduates who can contribute thoughtfully to the global community.，办理帝塚山学院大学毕业证文凭, 帝塚山学院大学留学成绩单毕业证, 极速办帝塚山学院大学帝塚山学院大学毕业证帝塚山学院大学文凭学历制作, 高仿原版帝塚山学院大学毕业证帝塚山学院大学毕业证书外壳offer制作, 帝塚山学院大学毕业证最稳最快办理方式, 帝塚山学院大学毕业证怎么办理-加钱加急, 帝塚山学院大学帝塚山学院大学毕业证书加急制作, 办帝塚山学院大学毕业证帝塚山学院大学-Diploma, 日本学历购买

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