Secondary School Quotes

I, on the other hand, still might not be considered a proper adult. I had been very grown-up in primary school. But as I continued through secondary school, I in fact became less grown-up. And then as the years passed, I turned into quite a childlike person. I suppose I just wasn't able to ally myself with time.

Prison for the crime of puberty -- that was how secondary school had seemed.

Scoring well on tests is the sort of happy thing that gets the school district the greenbacks they crave. Understanding and appreciating the material are secondary.

That day, I tell myself that even if I am not getting anything in this life, I will go to school. I will finish my primary and secondary and university schooling and become teacher because I don’t just want to be having any kind voice... I want a louding voice.

...we're in English class, which for most of us is an excruciating exercise in staying awake through the great classics of literature. These works-- groundbreaking, incendiary, timeless-- have been pureed by the curriculum monsters into a digestible pabulum of themes and factoids we can spew back on a test. Scoring well on tests is the sort of happy thing that gets the school district the greenbacks they crave. Understanding and appreciating the material are secondary.

You know, you spend your childhood watching TV, assuming that at some point in the future everything you see will one day happen to you: that you too will win a Formula One race, hop a train, foil a group of terrorists, tell someone 'Give me the gun', etc. Then you start secondary school, and suddenly everyone's asking you about your career plans and your long-term goals, and by goals they don't mean the kind you are planning to score in the FA Cup. Gradually the awful truth dawns on you: that Santa Claus was just the tip of the iceberg - that your future will not be the rollercoaster ride you'd imagined,that the world occupied by your parents, the world of washing dishes, going to the dentist, weekend trips to the DIY superstore to buy floor-tiles, is actually largely what people mean when they speak of 'life'.

It does not matter that the “intentions” of individual educators were noble. Forget about intentions. What any institution, or its agents, “intend” for you is secondary. Our world is physical. Learn to play defense—ignore the head and keep your eyes on the body. Very few Americans will directly proclaim that they are in favor of black people being left to the streets. But a very large number of Americans will do all they can to preserve the Dream. No one directly proclaimed that schools were designed to sanctify failure and destruction. But a great number of educators spoke of “personal responsibility” in a country authored and sustained by a criminal irresponsibility. The point of this language of “intention” and “personal responsibility” is broad exoneration. Mistakes were made. Bodies were broken. People were enslaved. We meant well. We tried our best. “Good intention” is a hall pass through history, a sleeping pill that ensures the Dream.

Things will change more radically than you could ever imagine. Things will end up 300 miles north of your wildest predictions. Healthy people drop dead in supermarket queues. The future love of your life could be the man sitting next to you on the bus. Your secondary school math teacher and rugby coach might now go by the name of Susan. Everything will change. And it could happen any morning.

الطلبة يقفزون خارج أدوار المدرسة في الثانوية ... و يحاولون إلهاء الأمن لدخول أسوار الجامعة

Your schooling is your voice, child. It will be speaking for you even if you didn’t open your mouth to talk. It will be speaking till the day God is calling you come.” That day, I tell myself that even if I am not getting anything in this life, I will go to school. I will finish my primary and secondary and university schooling and become teacher because I don’t just want to be having any kind voice . . . I want a louding voice.

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.

In case you didn't know, in secondary school - especially in the early years of secondary school - diversity is not celebrated. In secondary school, being different is the worst crime you can commit. Actually, in secondary school, being different is pretty much the only crime you can commit.Most of the things the UN considers crimes are not considered crimes at secondary school. Being cruel is fine. Being brutal is fine. Being obnoxious is fine. Being superficial is especially fine. Explosive acts of violence are fine. taking pleasure in the humiliation of others is fine. Holding someone's head down the toilet is fine (and the weaker the someone, and the dirtier the toilet, the finer it is). None of these things will hurt your social standing. But being different - that's unforgivable. Being different is the fast-track to Pariah Town. a pariah is someone who's excluded from mainstream society. And if you know that at twelve years of age, you're probably an inhabitant of Pariah Town.

After the advent of laser surgery but before puberty, before self-consciousness, before secondary school, before money, time or gender got their teeth in. Before language was a trap, when it was a maze. Before

We shouldn’t want to force anyone to read, just as little as we should want to force people to go to the movies, listen to music, have sex, or consume alcoholic beverages. Literature doesn’t belong in a secondary school. No, it belongs more on the list of things I just mentioned. The list that includes sex and drugs, all the things that give us pleasure without any external coercion. A required reading list? How dare we!

When Kate was younger, stories were her friends when she found people challenging. She searched them out, hiding among them in the library and tucking herself into their pages. She folded herself into the shape of Hermione Granger or George from The Famous Five or Catherine Moreland from Northanger Abbey and tried to be them for a day. When she started secondary school her friends were the characters she met in the pages of her books. They sat with her in the library as she snuck mouthfuls of sandwich behind books so the librarian wouldn't see. (The librarian always saw, but pretended not to.)

I was fifteen when I left school. And what did I get to show for my ten years in the British education system? A piece of paper which said: John Osbourne attended Birchfield Road Secondary Modern. Signed, Mr Oldham (Headmaster) That was f**king it. Not a single qualification. Nothing. I had two career choices: manual labour or manual labour.

In secondary school, a boy and a girl go out, both of them teenagers with meager pocket money. Yet the boy is expected to pay the bills, always, to prove his masculinity.

If you're a boy, any display of sensitivity is gay. Compassion is gay. Crying is supergay. Reading is usually gay. Certain songs and types of music are gay. 'Enola Gay' would certainly be thought gay. Love songs are gay. Love itself is incredibly gay, as are any other heartfelt emotions. Singing is gay, but chanting is not gay. Wanking contests are not gay. Neither is all-male cuddling during specially designated periods in football matches, or communal bathing thereafter. (I didn't invent the rules of gay - I'm just telling you what they are.)

He seemed lonely too, not just alone, but lonely in his soul. That made Chloe sad. She knew full well what it was like to feel lonely. Chloe didn't like school very much. Mother had insisted on sending her to a posh all-girls secondary school, and she hadn't made any friends there. Chloe didn't like being at home much either. Wherever she was she had the feeling that she didn't quite fit in.

Wayne,” I said to Cassie, while we were getting him a Sprite and watching him pick his acne in the one-way glass. “Why didn’t his parents just tattoo ‘Nobody in my family has ever finished secondary school’ on his forehead at birth?

All these twelve years of secondary school and university, Yura had studied classics and religion, legends and poets, the sciences of the past and of nature, as if it were all the family chronicle of his own house, his own genealogy.

A liberal arts education teaches you how to think—I read that somewhere. The hard facts you learn are secondary to that. The big thing you take away from school with you is how to induct and deduct in a constructive way.

Accountability measures allow administrators to require the faculty to “teach to the test,” rather than devise the curriculum according to its own judgment. In this way, college professors can be reduced to the same subordinate status to which elementary and secondary school teachers have already been relegated.

I knew that iridium-193 was one of two stable isotopes of iridium, a very rare, very dense metal, but I didn't know that the periodic table even existed. I knew how many zeroes there were in a quintillion, but I thought that algebra lived in ponds. I'd picked up a few Latin words, and a smattering of Elvish, but my French was non-existent. I'd read more than one book of more than one thousand pages (more than once), but I wouldn't have been able to identify a metaphor if it poked me in the eye. By secondary-school standards, I was quite a dunce.

All Leningrad Orientalists of the middle and younger generation were arrested. The entire staff of the Institute of the North, except for its NKVD informers, was arrested. They even went after schoolteachers. In Sverdlovsk one case involved thirty secondary schoolteachers and the head of the Provincial Education Department, Perel. 37 One of the terrible accusations against them was that they had made arrangements to have a New Year's tree in order to burn down the school. And the club fell with the regularity of a pendulum on the heads of the engineers—who by this time were no longer "bourgeois" but a whole Soviet generation of engineers.

No one assume the strength of self-criticise till he stop criticising the others

If we consider all the Harmonic Boldnesses that BACH used - in his time -, Messiaen, Boulez or Stockhausen look like secondary school pupils.

Snub-nosed? You're a pig. Overweight? You're a hippo. Goofy teeth. You're... well, goofy. And she, with sticky-out ears? An elf. Secondary school radiates kindness from its very walls.

Fascinating ... The whole thing [the school dance] seems to work on a similar principle to a supercollider. You know, two streams of opposingly charged particles accelerated till they're just under the speed of light, and then crashed into each other? Only here alcohol, accentuated secondary sexual characteristics and primitive "rock and roll" beats take the place of velocity.

It is inevitable that a loss of faith in media would contribute to a loss of faith in the content itself. Where writing began as divine communication and literacy was the privilege of a very few, writing—and the media to promote and publish that writing—is now accessible to everyone, even to the functionally illiterate. This means that the quality of available information has been degraded considerably along with the structural weaknesses of primary and secondary school education. It is now difficult to determine between what is investigative journalism, for instance, and what is baseless conspiracy theorizing. As no demands are made on the writers of media content, the demands have correspondingly increased on the readers of that content to practice a form of what Fundamentalist Christians call “discernment,” to greater and lesser degrees of success.

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.

Yet militarism was a more general phenomenon across Europe and throughout societies. In Britain small children wore sailor suits and on the Continent schoolchildren frequently wore little uniforms; secondary schools and universities had cadet corps;

The marriage of a Jewish son is a bittersweet prospect. There is relief, always, that he has navigated the tantalizing and plentiful assemblies of non-Jewish women to whom the children of the Diaspora are inevitably exposed: from the moment he enters secondary school there is the constant anxiety that a blue-eyed Christina or Mary will lure him away from the tribe. Jewish men are widely known to be uxorious in all the most advantageous ways. And so each mother fears that, whether he be short and myopic, boorish or stupid or prone to discuss his lactose intolerance with strangers, whether he be blessed with a beard rising almost to meet his hairline, he is still within the danger zone. Somewhere out there is a shiksa with designs on her son. Jewish men make good husbands. It is the Jewish woman's blessing as a wife, and her curse as a mother.

The most necessary tool for thinking is also the simplest: the notebook. We need a notebook because we can’t contain what is important within the bandwidth of active memory. We can’t keep in view what is significant within our amnesiac, misty, temperamental consciousness. The paper has to function as a secondary memory to pool us together; it will end up knowing more of who we are than we can ourselves actively bring to mind in the moment.

As to our going on together as we were going, in a sort of friendly way, the people round us would have made it unable to continue. Their views of the relations of man and woman are limited, as is proved by their expelling me from the school. Their philosophy only recognizes relations based on animal desire. The wide field of strong attachment where desire plays, at least, only a secondary part, is ignored by them—the part of—who is it?—Venus Urania.

Often students would find themselves criticized unexpectedly. When this happened, they took revenge. In rare cases it could be lethal. On one occasion, in my final year of secondary school, a boy in my class pointed at another boy and said: '' When I went to your house I saw that you had many things you didn't have before. Where did you get the money to pay for them?'' The teacher reported the criticism to the headmaster, who reported it to the Bowibu. They investigated and found that the family had a son who escaped the country and was sending them money from South Korea. Three generations of the family were arrested as traitors.

Tum daulat ki Kya baat karte ho Maine gareeb ko aksar pur sukoon dekha hai

Epicurus founded a school of philosophy which placed great emphasis on the importance of pleasure. "Pleasure is the beginning and the goal of a happy life," he asserted, confirming what many had long thought, but philosophers had rarely accepted. Vulgar opinion at once imagined that the pleasure Epicurus had in mind involved a lot of money, sex, drink and debauchery (associations that survive in our use of the word 'Epicurean'). But true Epicureanism was more subtle. Epicurus led a very simple life, because after rational analysis, he had come to some striking conclusions about what actually made life pleasurable - and fortunately for those lacking a large income, it seemed that the essential ingredients of pleasure, however elusive, were not very expensive. The first ingredient was friendship. 'Of all the things that wisdom provides to help one live one's entire life in happiness, the greatest by far is the possession of friendship,' he wrote. So he bought a house near Athens where he lived in the company of congenial souls. The desire for riches should perhaps not always be understood as a simple hunger for a luxurious life, a more important motive might be the wish to be appreciated and treated nicely. We may seek a fortune for no greater reason than to secure the respect and attention of people who would otherwise look straight through us. Epicurus, discerning our underlying need, recognised that a handful of true friends could deliver the love and respect that even a fortune may not. Epicurus and his friends located a second secret of happiness: freedom. In order not to have to work for people they didn't like and answer to potentially humiliating whims, they removed themselves from employment in the commercial world of Athens ('We must free ourselves from the prison of everyday affairs and politics'), and began what could best have been described as a commune, accepting a simpler way of life in exchange for independence. They would have less money, but would never again have to follow the commands of odious superiors. The third ingredient of happiness was, in Epicurus's view, to lead an examined life. Epicurus was concerned that he and his friends learn to analyse their anxieties about money, illness, death and the supernatural. There are few better remedies for anxiety than thought. In writing a problem down or airing it in conversation we let its essential aspects emerge. And by knowing its character, we remove, if not the problem itself, then its secondary, aggravating characteristics: confusion, displacement, surprise. Wealth is of course unlikely ever to make anyone miserable. But the crux of Epicurus's argument is that if we have money without friends, freedom and an analysed life, we will never be truly happy. And if we have them, but are missing the fortune, we will never be unhappy.

High-quality and affordable childcare and eldercare • Paid family and medical leave for women and men • A right to request part-time or flexible work • Investment in early education comparable to our investment in elementary and secondary education • Comprehensive job protection for pregnant workers • Higher wages and training for paid caregivers • Community support structures to allow elders to live at home longer • Legal protections against discrimination for part-time workers and flexible workers • Better enforcement of existing laws against age discrimination • Financial and social support for single parents • Reform of elementary and secondary school schedules to meet the needs of a digital rather than an agricultural economy and to take advantage of what we now know about how children learn

To tell the truth, I was looking forward to school tomorrow. I was actually going to secondary school. I could make something of myself, do something with my life. Once I had a proper education behind me, no one could turn around and say, ‘You’re not smart enough or good enough.’ No one. I was on my way UP! And with a proper education behind me, nothing could stand between Sephy and me. Nothing. three.

You know, you spend your childhood watching TV, assuming that at some point in the future everything you see there will one day happen to you: that you too will win a Formula One race, hop a train, foil a group of terrorists, tell someone 'Give me the gun', etc. Then you start secondary school, and suddenly everyone's asking you about your career plans and your long-term goals, and by goals they don't mean the kind you are planning to score in the FA Cup. Gradually the awful truth dawns on you: that Santa Claus was just the tip of the iceberg — that your future will not be the rollercoaster ride you'd imagined, that the world occupied by your parents, the world of washing the dishes, going to the dentist, weekend trips to the DIY superstore to buy floor-tiles, is actually largely what people mean when they speak of 'life'. Now, with every day that passes, another door seems to close, the one marked PROFESSIONAL STUNTMAN, or FIGHT EVIL ROBOT, until as the weeks go by and the doors — GET BITTEN BY SNAKE, SAVE WORLD FROM ASTEROID, DISMANTLE BOMB WITH SECONDS TO SPARE — keep closing, you begin to hear the sound as a good thing, and start closing some yourself, even ones that didn't necessarily need to be closed.

The Head of the Charles in Cambridge, Mass., is the great American crew event, athletically and socially. It occurs the second weekend in October; secondary schools and colleges send shells in all categories in the three-mile race up the Charles River. Drunken Preps line the banks and bridges at Harvard, ready to howl with glee as a coxswain rams his shell into a stanchion of the Eliot Street Bridge (where the river narrows and curves with treacherous suddenness).

There are also generational knowledges in play, accessed and skilled within a history of televisual experiments in educational entertainment. For US academics schooled in the fifties, sixties, and seventies some old TV shows haunt this vignette as well. Two are Walter Cronkite’s You Are There (CBS, 1953–57) and Steve Allen’s Meeting of Minds (PBS, 1977–81). During the mid-century decades either or both could be found on the TV screen and in US secondary school classrooms. Even now the thoughtfully presentist You are There reenactments can be viewed on DVDs from Netflix; you can be personally addressed and included as Cronkite interviews Socrates about his choice to poison himself with hemlock rather than submit to exile after ostracism in ancient Athens. Cronkite’s interviews, scripted by blacklisted Hollywood writers, were specifically charged with messages against McCarthy-style witch hunts that were “felt” rather than spoken out.

In the mid-1950s, there were 476,000 pupils in the primary education system, but just 83,000 in secondary and vocational schools, suggesting that more than 80 per cent dropped out of formal education at fourteen, the legal school leaving age.

The doctrine that only whites can be racist is, in fact, itself an instigation to hate crimes. It is a doctrine that has already spread to the secondary schools. The week after the Shepard killing, a Seattle father called a national radio talk show on which I was a guest and told the audience that his son's class in junior high school had been discussing the hate crime concept because of the killing. During the discussion, the teacher informed the class that only heterosexual whites could be racists.

Reading a classic must also surprise us, when we compare it to the image we previously had of it. That is why we can never recommend enough a first-hand reading of the text itself, avoiding as far as possible secondary bibliography, commentaries, and other interpretations. Schools and universities should hammer home the idea that no book which discusses another book can ever say more than the original book under discussion; yet they actually do everything to make students believe the opposite. There is a reversal of values here which is very widespread, which means that the introduction, critical apparatus, and bibliography are used like a smokescreen to conceal what the text has to say and what it can only say if it is left to speak without intermediaries who claim to know more than the text itself.

A Council of Education had been established in 1954 to consider the possible reforms of second-level education, but it sat so long that its members began to die off before it could issue a report.11 When it finally did report in 1960 (the report was not published until 1962), it remarked contentedly of secondary schools that ‘The dominant purpose of their existence is the inculcation of religious ideals and values. This central influence, which gives unity and harmony to all the subjects of the curriculum, is outside the purview of the State…

TEN THINGS Your Elementary School Teacher Told You AND Your Secondary School Teacher Should Have Told You NOT to Do Anymore! 1. You have to read every word. 2. You need to sound out every word aloud or in your head. 3. Don't use your hands or fingers to help read. 4. You need to completely understand everything you read. 5. You need to remember everything you read. 6. Go for quantity — the more the better. 7. Don't skim, that's cheating. 8. Don't write in your books. 9. It doesn't matter what you read as long as you read. 10. Speed is not important.

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.

my best friend tell me that to her the concert wasn’t about the band—it was about us, it was about the fact that we were there together, that the music itself was secondary to our world, merely something that colored it, spoke to it. That’s why all those records from high school sound so good. It’s not that the songs were better—it’s that we were listening to them with our friends, drunk for the first time on liqueurs, touching sweaty palms, staring for hours at a poster on the wall, not grossed out by carpet or dirt or crumpled, oily bedsheets. These songs and albums were the best ones because of how huge adolescence felt then, and how nostalgia recasts it now.

One cannot dispute the fact that giving poor black adolescents job skills, if it is self-evident that they do not possess the academic skills to go to college, is a good thing in itself. But the business leaders who put emphasis on filling entry-level job slots are too frequently the people who, by prior lobbying and voting patterns and their impact upon social policy, have made it all but certain that few of these urban kids would get the education in their early years that would have made them look like college prospects by their secondary years. First we circumscribe their destinies and then we look at the diminished product and we say, “Let’s be pragmatic and do with them what we can.

At first, I was dubious that my mother would agree that writing letters to prisoners was morally instructive, but Mr. Peterson, who was extremely crazy, insisted that it was. He told me that most of the prisoners we'd be writing to shouldn't have been put in prison in the first place. They were good people who'd been locked away and denied their most basic human rights. They weren't allowed to act according to their consciences or even to express their opinions without fear of persecution and physical reprisals - although Mr. Peterson doubted very much that I could imagine what that was like. I told Mr. Peterson that since I went to secondary school, I thought that I could imagine it fairly well.

Dr. Deanna Adkins of Duke University School of Medicine claims that gender identity is “the only medically supported determinant of sex,” adding, “It is counter to medical science to use chromosomes, hormones, internal reproductive organs, external genitalia, or secondary sex characteristics to override gender identity for purposes of classifying someone as male or female.

The subject of reading aloud was farther discussed. The young men were the only talkers, but they, standing by the fire, talked over the too common neglect of the qualification, the total inattention to it, in the ordinary school-system for boys, the consequently natural--yet in some instances almost unnatural degree of ignorance and uncouthness of men, of sensible and well-informed men, when suddenly called to the necessity of reading aloud, which had fallen within their notice, giving instances of blunders, and failures with their secondary causes, the want of management of the voice, of proper modulation and emphasis, of foresight and judgment, all proceeding from the first cause, want of early attention and habit; and Fanny was listening again with great attention.

She reflected on the way things like juices were these days tasting exactly the way they were supposed to. No variation in gradations of sweet and tart, not like in the olden days, the olden days being those years when she was in primary and secondary school in Nigeria. Here and now, no matter the season, the time of year, the place you bought it, many things always tasted the same. The power of science. Sometimes she thought how one day even love might become like a science. Everyone saying exactly the same right words. Everyone reacting the same exact ways. Love feeling and tasting and looking exactly the way some scientists in some laboratory determined that it should. Perhaps a development like that would solve many romantic disputes, maybe even bring down divorce rates to a cool zero percent.

One of Tavistock’s chief wreckers of our way of life was Dr. Alexander King, a founder member of NATO, a favorite of the Committee and a leading member of the Club of Rome (COR). King was assigned by the COR to lower the standard of American education by taking control of the National Teachers Association and working in close conjunction with certain members of the U.S. Congress. By 1993, the National Teachers Association (NTA) had become a formidable Socialist tool in the struggle for possession of the minds of our children. Outcome Based Education (OBE) was the method whereby the wholesale socializing of American school children was being carried out. Another aspect of OBE is its heavy attention to “sex education” and pumping lesbianism and homosexuality into the minds of grade school and secondary school children

Rashid Bey Beydoun, a stylish Shia notable who wore his fez at a rakish angle and seemed free of the timidity of his people, set out to give himself and his sect a place in the city. He built a secondary school and a mosque for his people in West Beirut; he established a philanthropic association. The ambitious politician knew his city. He assembled a group of qabadayat, street toughs, who were ready to do his bidding. Such were the rules of the city: if Basta, the Sunni quarter, had its qabadayat, so would Rashid Beydoun and his people. He gave his men a grand name: talaya, the vanguard. They had more bark than bite, the boys of the talaya. But the timid men and women of the hinterland saw in Beydoun and his men and his school the beginning of their emancipation. It was in the school established by Rashid Bey Beydoun that Abbas was to enroll.

Secondary-school pupils are demanding more school, more funding, more staff, more security. Nineteenth-century demands. School is finished. All we can do is transform it into a gigantic Web cafe. In their own heads, the school students have already moved over into multimedia and the twenty-first century, as is attested by the incongruity of the demonstrations, including the incongruity of the anachronistic violence of the hooligan element.

When these children grew older and applied to college and later for their first jobs, they faced the same standards of gregariousness. University admissions officers looked not for the most exceptional candidates, but for the most extroverted. Harvard’s provost Paul Buck declared in the late 1940s that Harvard should reject the “sensitive, neurotic” type and the “intellectually over-stimulated” in favor of boys of the “healthy extrovert kind.” In 1950, Yale’s president, Alfred Whitney Griswold, declared that the ideal Yalie was not a “beetle-browed, highly specialized intellectual, but a well-rounded man.” Another dean told Whyte that “in screening applications from secondary schools he felt it was only common sense to take into account not only what the college wanted, but what, four years later, corporations’ recruiters would want. ‘They like a pretty gregarious, active type,’ he said. ‘So we find that the best man is the one who’s had an 80 or 85 average in school and plenty of extracurricular activity. We see little use for the “brilliant” introvert.’ 

It was Day Three, Freshman Year, and I was a little bit lost in the school library,looking for a bathroom that wasn't full of blindingly shiny sophomores checking their lip gloss. Day Three.Already pretty clear on the fact that I would be using secondary bathrooms for at least the next three years,until being a senior could pass for confidence.For the moment, I knew no one,and was too shy to talk to anyone. So that first sight of Edward: pale hair that looked like he'd just run his hands through it, paint-smeared white shirt,a half smile that was half wicked,and I was hooked. Since, "Hi,I'm Ella.You look like someone I'd like to spend the rest of my life with," would have been totally insane, I opted for sitting quietly and staring.Until the bell rang and I had to rush to French class,completely forgetting to pee. Edward Willing.Once I knew his name, the rest was easy.After all,we're living in the age of information. Wikipedia, iPhones, 4G ntworks, social networking that you can do from a thousand miles away.The upshot being that at any given time over the next two years, I could sit twenty feet from him in the library, not saying a word, and learn a lot about him.ENough, anyway, for me to become completely convinced that the Love at First Sight hadn't been a fluke. It's pretty simple.Edward matched four and a half of my If My Prince Does, In Fact, Come Someday,It Would Be Great If He Could Meet These Five Criteria. 1. Interested in art. For me, it's charcoal. For Edward, oil paint and bronze. That's almost enough right there. Nice lips + artist= Ella's prince. 2. Not afraid of love. He wrote, "Love is one of two things worth dying for.I have yet to decide on the second." 3.Or of telling the truth. "How can I believe that other people say if I lie to them?" 4.Hot. Why not?I can dream. 5.Daring. Mountain climbing, cliff dying, defying the parents. Him, not me. I'm terrified of an embarrassing number of things, including heights, convertibles, moths, and those comedians everyone loves who stand onstage and yell insults at the audience. 5, subsection a. Daring enough to take a chance on me.Of course, in the end, that No. 5a is the biggie. And the problem. No matter how muuch I worshipped him,no matter how good a pair we might have been,it was never, ever going to happen. To be fair to Edward,it's not like he was given an opportunity to get to know me. I'm not stupid.I know there are a few basic truths when it comes to boys and me. Truth: You have to talk to a boy-really talk,if you want him to see past the fact that you're not beautiful. Truth: I'm not beautiful. Or much of a conversationalist. Truth: I'm not entirely sure that the stuff behind the not-beautiful is going to be all that alluring, either. And one written-in-stone, heartbreaking truth about this guy. Truth:Edward Willing died in 1916.

This revolution in the role of government has been accompanied, and largely produced, by an achievement in public persuasion that must have few rivals. Ask yourself what products are currently least satisfactory and have shown the least improvement over time. Postal service, elementary and secondary schooling, railroad passenger transport would surely be high on the list. Ask yourself which products are most satisfactory and have improved the most. Household appliances, television and radio sets, hi-fi equipment, computers, and, we would add, supermarkets and shopping centers would surely come high on that list. The shoddy products are all produced by government or government-regulated industries. The outstanding products are all produced by private enterprise with little or no government involvement. Yet the public—or a large part of it—has been persuaded that private enterprises produce shoddy products, that we need ever vigilant government employees to keep business from foisting off unsafe, meretricious products at outrageous prices on ignorant, unsuspecting, vulnerable customers. That public relations campaign has succeeded so well that we are in the process of turning over to the kind of people who bring us our postal service the far more critical task of producing and distributing energy.

One year later the society claimed victory in another case which again did not fit within the parameters of the syndrome, nor did the court find on the issue. Fiona Reay, a 33 year old care assistant, accused her father of systematic sexual abuse during her childhood. The facts of her childhood were not in dispute: she had run away from home on a number of occasions and there was evidence that she had never been enrolled in secondary school. Her father said it was because she was ‘young and stupid’. He had physically assaulted Fiona on a number of occasions, one of which occurred when she was sixteen. The police had been called to the house by her boyfriend; after he had dropped her home, he heard her screaming as her father beat her with a dog chain. As before there was no evidence of repression of memory in this case. Fiona Reay had been telling the same story to different health professionals for years. Her medical records document her consistent reference to family problems from the age of 14. She finally made a clear statement in 1982 when she asked a gynaecologist if her need for a hysterectomy could be related to the fact that she had been sexually abused by her father. Five years later she was admitted to psychiatric hospital stating that one of the precipitant factors causing her breakdown had been an unexpected visit from her father. She found him stroking her daughter. There had been no therapy, no regression and no hypnosis prior to the allegations being made public. The jury took 27 minutes to find Fiona Reay’s father not guilty of rape and indecent assault. As before, the court did not hear evidence from expert witnesses stating that Fiona was suffering from false memory syndrome. The only suggestion of this was by the defence counsel, Toby Hed­worth. In his closing remarks he referred to the ‘worrying phenomenon of people coming to believe in phantom memories’. The next case which was claimed as a triumph for false memory was heard in March 1995. A father was aquitted of raping his daughter. The claims of the BFMS followed the familiar pattern of not fitting within the parameters of false memory at all. The daughter made the allegations to staff members whom she had befriended during her stay in psychiatric hospital. As before there was no evidence of memory repression or recovery during therapy and again the case failed due to lack of corrobo­rating evidence. Yet the society picked up on the defence solicitor’s statements that the daughter was a prone to ‘fantasise’ about sexual matters and had been sexually promiscuous with other patients in the hospital. ~ Trouble and Strife, Issues 37-43

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.

It was December 15, 2012, the day after twenty-year-old Adam Lanza fatally shot twenty children between six and seven years old, as well as six adult staff members, at Sandy Hook Elementary School in Newtown, Connecticut. I remember thinking, Maybe if all the mothers in the world crawled on their hands and knees toward those parents in Newtown, we could take some of the pain away. We could spread their pain across all of our hearts. I would do it. Can’t we find a way to hold some of it for them? I’ll take my share. Even if it adds sadness to all my days. My friends and I didn’t rush to start a fund that day. We didn’t storm the principal’s office at our kids’ school asking for increased security measures. We didn’t call politicians or post on Facebook. We would do all that in the days to come. But the day right after the shooting, we just sat together with nothing but the sound of occasional weeping cutting through the silence. Leaning in to our shared pain and fear comforted us. Being alone in the midst of a widely reported trauma, watching endless hours of twenty-four-hour news or reading countless articles on the Internet, is the quickest way for anxiety and fear to tiptoe into your heart and plant their roots of secondary trauma. That day after the mass killing, I chose to cry with my friends, then I headed to church to cry with strangers. I couldn’t have known then that in 2017 I would speak at a fund-raiser for the Resiliency Center of Newtown and spend time sitting with a group of parents whose children were killed at Sandy Hook. What I’ve learned through my work and what I heard that night in Newtown makes one thing clear: Not enough of us know how to sit in pain with others. Worse, our discomfort shows up in ways that can hurt people and reinforce their own isolation. I have started to believe that crying with strangers in person could save the world. Today there’s a sign that welcomes you to Newtown: WE ARE SANDY HOOK. WE CHOOSE LOVE. That day when I sat in a room with other mothers from my neighborhood and cried, I wasn’t sure what we were doing or why. Today I’m pretty sure we were choosing love in our own small way.

The principal reason that districts within states often differ markedly in per-pupil expenditures is that school funding is almost always tied to property taxes, which are in turn a direct function of local wealth. Having school funding depend on local wealth creates a situation in which poor districts must tax themselves far more heavily than wealthy ones, yet still may not be able to generate adequate income. For example, Baltimore City is one of the poorest jurisdictions in Maryland, and the Baltimore City Public Schools have the lowest per-pupil instructional expenses of any of Maryland's 24 districts. Yet Baltimore's property tax rate is twice that of the next highest jurisdiction.(FN2) Before the funding equity decision in New Jersey, the impoverished East Orange district had one of the highest tax rates in the state, but spent only $3,000 per pupil, one of the lowest per-pupil expenditures in the state.(FN3) A similar story could be told in almost any state in the U.S.(FN4) Funding formulas work systematically against children who happen to be located in high-poverty districts, but also reflect idiosyncratic local circumstances. For example, a factory closing can bankrupt a small school district. What sense does it make for children's education to suffer based on local accidents of geography or economics? To my knowledge, the U.S. is the only nation to fund elementary and secondary education based on local wealth. Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child, exactly the opposite of the situation in the U.S. where lower-class and minority children typically receive less than middle-class white children.(FN5) Regional differences in per-pupil costs may exist in other countries, but the situation in which underfunded urban or rural districts exist in close proximity to wealthy suburban districts is probably uniquely American. Of course, even equality in per-pupil costs in no way ensures equality in educational services. Not only do poor districts typically have fewer funds, they also have greater needs.

Now and then, in private, affluent suburbanites concede that certain aspects of the game may be a trifle rigged to their advantage. “Sure, it’s a bit unjust,” they may concede, “but that’s reality and that’s the way the game is played.… “In any case,” they sometimes add in a refrain that we have heard now many times, “there’s no real evidence that spending money makes much difference in the outcome of a child’s education. We have it. So we spend it. But it’s probably a secondary matter. Other factors—family and background—seem to be a great deal more important.” In these ways they fend off dangers of disturbing introspection; and this, in turn, enables them to give their children something far more precious than the simple gift of pedagogic privilege. They give them uncontaminated satisfaction in their victories.

(6) Doubt about new schools. Is this not all a pipe dream? Private schools now are almost all either parochial schools or elite academies. Will the effect of the voucher plan simply be to subsidize these, while leaving the bulk of the slum dwellers in inferior public schools? What reason is there to suppose that alternatives will really arise? The reason is that a market would develop where it does not exist today. Cities, states, and the federal government today spend close to $100 billion a year on elementary and secondary schools. That sum is a third larger than the total amount spent annually in restaurants and bars for food and liquor. The smaller sum surely provides an ample variety of restaurants and bars for people in every class and place. The larger sum, or even a fraction of it, would provide an ample variety of schools. It would open a vast market that could attract many entrants, both from public schools and from other occupations. In the course of talking to various groups about vouchers, we have been impressed by the number of persons who said something like, "I have always wanted to teach [or run a school] but I couldn't stand the educational bureaucracy, red tape, and general ossification of the public schools. Under your plan, I'd like to try my hand at starting a school." Many of the new schools would be established by nonprofit groups. Others would be established for profit. There is no way of predicting the ultimate composition of the school industry. That would be determined by competition. The one prediction that can be made is that only those schools that satisfy their customers will survive—just as only those restaurants and bars that satisfy their customers survive. Competition would see to that.

A liberal arts education teaches you how to think – I read that somewhere. The hard facts you learn are secondary to that. The big thing you take away from school with you is how to induct and deduct in a constructive way.’ ‘That’s good,’ Harold said. ‘I like that.’ Now his hand did drop on Fran’s shoulder. She didn’t shrug it away, but she was unhappily conscious of its presence. ‘But it isn’t good,’ Peri said fiercely, and in his surprise, Harold took his hand off Fran’s shoulder. She felt lighter immediately. ‘No?’ he asked, rather timidly. ‘He’s dying!’ Peri said, not loudly but in an angry, helpless way. ‘He’s dying because we’ve all been spending our time learning how to bullshit each other in dorms and the living rooms of cheap apartments in college towns. Oh, I could tell you about the Midi Indians of New Guinea, and Harold could explain the literary technique of the later English poets, but what good does any of that do my Mark?’ ‘If we had somebody from med school –’ Fran began tentatively.

For the future it will, I think, be essential to introduce a threeyear period of military service ; only by so doing can we ensure efficiency in the handling of new technical weapons. A threeyear period will be a great advantage to those who later propose to adopt a learned profession, for it will give them ample time to forget all the muck that was jammed into their heads at school; they will have time to discard everything which will not be of future use to them, and that, in itself, is most valuable. Everybody, for example, learns two or three foreign languages, which is a complete waste of time. The little one learns is not of the slightest use when one goes abroad. Everybody, I agree, should receive a basic education. But the whole method of instruction in secondary and higher schools is just so much nonsense. Instead of receiving a sound basic education, the student finds his head crammed with a mass of useless learning, and in the end is still ill-equipped to face life. Lucky are those who have the happy knack of being able to forget most of what they have been taught. Those who cannot forget are ripe to become professors—a race apart. And that is not intended as a compliment!

We aren’t simply looking at a demographically induced economic breakdown; we are looking at the end of a half millennium of economic history. At present, I see only two preexisting economic models that might work for the world we’re (d)evolving into. Both are very old-school: The first is plain ol’ imperialism. For this to work, the country in question must have a military, especially one with a powerful navy capable of large-scale amphibious assault. That military ventures forth to conquer territories and peoples, and then exploits said territories and peoples in whatever way it wishes: forcing conquered labor to craft products, stripping conquered territories of resources, treating conquered people as a captive market for its own products, etc. The British Empire at its height excelled at this, but to be honest, so did any other post-Columbus political entity that used the word “empire” in its name. If this sounds like mass slavery with some geographic and legal displacement between master and slave, you’re thinking in the right general direction. The second is something called mercantilism, an economic system in which you heavily restrict the ability of anyone to export anything to your consumer base, but in which you also ram whatever of your production you can down the throats of anyone else. Such ramming is often done with a secondary goal of wrecking local production capacity so the target market is dependent upon you in the long term. The imperial-era French engaged in mercantilism as a matter of course, but so too did any up-and-coming industrial power. The British famously product-dumped on the Germans in the early 1800s, while the Germans did the same to anyone they could reach in the late 1800s. One could argue (fairly easily) that mercantilism was more or less the standard national economic operating policy for China in the 2000s and 2010s (under American strategic cover, no less). In essence, both possible models would be implemented with an eye toward sucking other peoples dry, and transferring the pain of general economic dislocation from the invaders to the invaded. Getting a larger slice of a smaller pie, as it were. Both models might theoretically work in a poorer, more violent, more fractured world—particularly if they are married. But even together, some version of imperialist mercantilism faces a singular, overarching, likely condemning problem: Too many guns, not enough boots.

Did you ever consider how ridiculous it would be to try to cram on a farm—to forget to plant in the spring, play all summer and then cram in the fall to bring in the harvest? The farm is a natural system. The price must be paid and the process followed. You always reap what you sow; there is no shortcut. This principle is also true, ultimately, in human behavior, in human relationships. They, too, are natural systems based on the law of the harvest. In the short run, in an artificial social system such as school, you may be able to get by if you learn how to manipulate the man-made rules, to “play the game.” In most one-shot or short-lived human interactions, you can use the Personality Ethic to get by and to make favorable impressions through charm and skill and pretending to be interested in other people’s hobbies. You can pick up quick, easy techniques that may work in short-term situations. But secondary traits alone have no permanent worth in long-term relationships. Eventually, if there isn’t deep integrity and fundamental character strength, the challenges of life will cause true motives to surface and human relationship failure will replace short-term success. Many people with secondary greatness—that is, social recognition for their talents—lack primary greatness or goodness in their character. Sooner or later, you’ll see this in every long-term relationship they have, whether it is with a business associate, a spouse, a friend, or a teenage child going through an identity crisis. It is character that communicates most eloquently. As Emerson once put it, “What you are shouts so loudly in my ears I cannot hear what you say.” There are, of course, situations where people have character strength but they lack communication skills, and that undoubtedly affects the quality of relationships as well. But the effects are still secondary. In the last analysis, what we are communicates far more eloquently than anything we say or do. We all know it. There are people we trust absolutely because we know their character. Whether they’re eloquent or not, whether they have the human relations techniques or not, we trust them, and we work successfully with them. In the words of William George Jordan, “Into the hands of every individual is given a marvelous power for good or evil—the silent, unconscious, unseen influence of his life. This is simply the constant radiation of what man really is, not what he pretends to be.

One of the few perks of the shit so monumentally hitting the fan is you discover who your real tribe is. It’s the only way through. So make sure you find yours, Kit.” “Okay,” I say, and start assembling my team in my head. I think back to middle school, when we’d have to pick players for dodgeball in gym. David was always chosen last. I imagine him standing there, looking two feet above everyone else’s heads, his hands flapping at his sides—something he still does occasionally, though I’m not sure he realizes it—and I want to go back in time and hug him, whisper in his ear that he can come stand by me. Tell him if he gets tired of flapping, he can hold my hand instead. “I very much hope you’ll consider including me,” my mom says in her quietest voice, and I realize this is the closest someone like my mother gets to begging. When I don’t immediately respond, she says, “At the very least, hashtag squad goals.” I laugh. My mom loves to try to talk like a teenager. A few weeks ago, I overheard her on the phone complaining about how she was tired of adulting and the last time we watched a romantic comedy together, she wanted to ship all the secondary characters. “Yeah, we can work on that,” I say, and realize just how much I’ve missed my mom recently. How I can’t make it through without her. That there will always be room in my tribe

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.

Adolescence is a period of life when the brain is malleable, and it represents a good opportunity for learning and social development. However, according to UNICEF, 40 percent of the world’s teenagers have no access to secondary-school education. The percentage of teenage girls who lack this access is much higher, yet there is strong evidence that the education of girls in developing countries has many significant benefits for family health, population growth rates, child mortality rates, and HIV rates, as well as for women’s self-esteem and quality of life. Adolescence represents a time of brain development when teaching and training should be particularly beneficial. I worry about the lost opportunity of denying the world’s teenagers access to education.

Canadian Labor Department in 1948 rejected girls and women applying to emigrate to Canada for jobs in domestic service if there was any sign that they had education beyond secondary school.

You decide who you are. You can have something horrible happen to you and become Batman, or you can become the Joker. You can get swept up in horrible circumstances and bad choices, but you don’t need to. You can exert force on your own life. You can steer your own path. I did try to follow that, even in those special difficult times known as primary and secondary school. No matter what peers or adults were putting me through, I didn’t need to let it make me a certain way. I didn’t have to become mean, or bitter or angry. I employed

Five decades later, it’s clear that the problem isn’t about race—it is nearly universal. The works of Charles Murray, Robert Putnam, and J. D. Vance show that these tragic developments are not unique to any geographic or ethnic community. The share of white births occurring outside marriage is now roughly three in ten, which is higher than the “emergency” black rate in the 1960s. And although the teen pregnancy rate is down, the Urban Institute’s “Moynihan Report Revisited” pegs the overall share of black births now occurring outside marriage at more than seven in ten. Fourth, we have unhelpfully come to so identify our obligations to teenagers with the institution of secondary schooling that we have lost the collective memory of folks who came of age without schooling as the defining

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,

case you didn’t know, in secondary school – especially in the early years of secondary school – diversity is not celebrated. In secondary school, being different is the worst crime you can commit. Actually, in secondary school, being different is pretty much the only crime you can commit. Most of the things the UN considers crimes are not considered crimes at secondary school.

Among all my relatives there was not one to whom I could look for inspiration, to who I could turn for advice. The only ones I felt indebted to were my my father and mother, who I saw literally go without food to allow me to study after primary school. Even the money for a notebook was a worry, and my first long trousers - new corduroy ones, good for summer and winter, indispensable for secondary school - were bough my installments. Every month we would go to the shop to hand over the amount due. It is hard to imagine today, but the pleasure of putting on those trousers in I have never felt again with any other garment, not even those made to measure for me in Peking by Mao's own tailor.

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.

To stumble and fall when you are a college student is not the same as when you are in primary or secondary school. Childhood is a time for experiments, when we learn how to get back up quickly after a fall. As we get older, we learn that we are never supposed to stumble. Thus, with the passage of time, we lose the freedom even to trip.

So let’s review all the ways the Dorito Effect appears to be turning us into nutritional idiots: • Dilution. As real food becomes bland and loses its capacity to please us, we are less inclined to eat it and very often enhance it in ways that further blunt its nutrition. • Nutritional decapitation. When we take flavors from nature, we capture the experience of food but leave the nutrition—the fiber, the vitamins, the minerals, the antioxidants, the plant secondary compounds—behind. In nature, flavor compounds always appear in a nutritional context. • False variety. We naturally crave variety in food—it’s one of nature’s ways of making sure we get a diverse diet. Fake flavors make foods that are nutritionally very similar seem more different than they actually are. • Cognitive deception. Fake flavors fool the conscious mind. A mother enticed by a Dannon Strawberry Blitz Smoothie as an after-school snack for her eight-year-old child will taste it and reasonably believe the product contains strawberries, even though it contains none. • Emotional deception. Flavor technology manipulates the part of the mind that experiences feelings. Fake flavors take a previously established liking for a real food and apply it, like a sticker, to something else—usually large doses of calories—creating a heightened and nutritionally undeserved level of pleasure. • Flavor-nutrient confusion. By hijacking flavor-nutrient relationships, fake flavors, by their very nature, set a false expectation. A major aspect of obesity is an outsized desire for food, one that very often cannot be extinguished by food itself. By imposing flavors on foods without the corresponding nutrients, are we creating foods that are incapable of satiating the people who eat them? So many of the foods we overconsume—refined carbs, high-fructose corn syrup, sugar, added fat—would not be palatable without synthetic flavor. We gorge on them because they taste like something they are not.

My teachers and principal from Tanglin Secondary School were so proud of me (I was their first and only student who received the Colombo Plan scholarship), they bought me a small camera for me to take photos of life in UK. I should have taken pictures of Redhill instead. I should have taken a picture of Susi, the kueh kueh woman who always gave me free ondeh ondeh. I didn't know her name but I called her Susi because every afternoon at 3 p.m., like clockwork, she would walk through our corridor with a basket on her head, crying 'Bun Susi! Kueh chang babi!

Our educational systems need to give young people the opportunity to plug into curriculums that encourage them to rise to their full potential, take risks, embrace failure, and challenge the established norms wherever and whenever they can. The leaders of tomorrow will be so much more effective if they are taught to retain and refine that childlike curiosity for the unknown, rather than having it ‘schooled’ out of them, as seems still to be the case today in so many schools and universities. Secondary education should be encouraged to place greater emphasis on developing emotional intelligence, critical thinking, and real-life problem-solving skills – algebra and calculus don’t cut it – all of which are key traits of successful entrepreneurs and indeed successful adults in any walk of life.

This letter provided peace of mind, for Harry’s schooling was predicated on service in the Japanese Imperial Army. “Unique” among nations, diplomat historian Ulrich Straus would write, Japan had instituted requisite military training in secondary school that was led by active-duty officers. Harry served under a lieutenant colonel, warrant officer, and master sergeant. Harry, an avowed American citizen, would undergo four years of Japanese-style ROTC training, but this was not the same as serving in the Japanese army.

Michelle Phan grew up in California with her Vietnamese parents. The classic American immigrant story of the impoverished but hardworking parents who toil to create a better life for the next generation was marred, in Phan’s case, by her father’s gambling addiction. The Phan clan moved from city to city, state to state, downsizing and recapitalizing and dodging creditors and downsizing some more. Eventually, Phan found herself sleeping on a hard floor, age 16, living with her mother, who earned rent money as a nail salon worker and bought groceries with food stamps. Throughout primary and secondary school, Phan escaped from her problems through art. She loved to watch PBS, where painter Bob Ross calmly drew happy little trees. “He made everything so positive,” Phan recalls. “If you wanted to learn how to paint, and you wanted to also calm down and have a therapeutic session at home, you watched Bob Ross.” She started drawing and painting herself, often using the notes pages in the back of the telephone book as her canvas. And, imitating Ross, she started making tutorials for her friends and posting them on her blog. Drawing, making Halloween costumes, applying cosmetics—the topic didn’t matter. For three years, she blogged her problems away, fancying herself an amateur teacher of her peers and gaining a modest teenage following. This and odd jobs were her life, until a kind uncle gave her mother a few thousand dollars to buy furniture, which was used instead to send Phan to Ringling College of Art and Design. Prepared to study hard and survive on a shoestring, Phan, on her first day at Ringling, encountered a street team which was handing out free MacBook laptops, complete with front-facing webcams, from an anonymous donor. Phan later told me, with moist eyes, “If I had not gotten that laptop, I wouldn’t be here today.

College admissions have become the focus not only of secondary schooling but of contemporary American childhood writ large.

One expert has pointed out a connection between drop in home cooking and the United States’ soaring obesity rate. This is why in the United Kingdom, where obesity rates are closing in on those of Americans’, the British government recently passed a law mandating secondary-school students to attend cooking classes5.

To function as a citizen, you need to know a little bit about a lot of different sciences—a little biology, a little geology, a little physics, and so on. But universities (and, by extension, primary and secondary schools) are set up to teach one science at a time.

Education Children in Italy must go to school from age six until age fourteen. Primary school goes through age eleven, when children move to lower secondary school (like middle school in North America). About 80 percent of children continue their education through high school or go to a technical institute. Students who go to college usually attend one in their own city and live at home. Few universities have housing for students. University education in Italy began in ancient times. A school of medicine was founded in Salerno in the ninth century. The University of Bologna, founded in the eleventh century, is probably the oldest full university in Europe. It has about one hundred thousand students. The University of Rome was founded by the Catholic Church in about 1300 and remained primarily a religious institution for hundreds of years. When Rome became part of modern Italy, the university became a state university. Often called La Sapienza, meaning “Knowledge,” it is Europe’s largest university, with nearly 150,000 students.

What’s the difference?” Scroggins asked. “Kane?” Thorne put her on the spot. “In spree killing, the identity of the victims is secondary and oftentimes incidental to the act,” Kane recited. “Once they decide to go, spree killers kill who’s available, which we have seen at post offices and schools, acting in response to their anger at something beyond the individual victims in their path. For serial killers, the victims and what they represent to the killer are primary to the act, almost as if they have a relationship that’s personal.” Kane

In that strained, still second when her eyes met Christina Tomas's before she took the forms, she shrank. She shrank like a dried leaf. She had spoken English all her life, led the debating society in secondary school, and always thought the American twang inchoate; she should not have cowered and shrunk, but she did. And in the following weeks, as autumn's coolness descended, she began to practice an American accent.

Eleven-year-old Shaun Robertson’s secondary school had given a police officer who was investigating a robbery the names and addresses of every black child who attended the school. When the police officer mentioned that one of the suspects had two protruding front teeth, a school staff member let them know that Shaun had been to the orthodontist that same day. It was in this way that he became a suspect.

They went on to form NOW and, with that organization, achieve their stated goal of taking down the Patriarchy through a massive coordinated promotion of promiscuity, eroticism, prostitution, abortion and homosexuality. Their proposed method was to infiltrate every institution in the nation: the universities, the media, primary and secondary schools, PTAs, Teachers Unions, city and state governments, the library system, the executive branches of government as well as the judiciaries and legislatures. One of their most desired results was the smashing of every taboo in Western culture. Imagine that! Think of that alone! The normalizing of every taboo: polygamy, bestiality, Satanism, pornography, promiscuity, witchcraft, pedophilia—all activities which rot the human soul and city.

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am and am not in Leningrad. Am I? Of course I am! It’s as if I never left. What a lie! My heart is somewhere else. GOLDFISH I was in my second year of secondary school.

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pedagogies of the traditional school system that the needs of black and brown students become secondary to maintaining the status quo.

We do a great disservice to boys in how we raise them. We stifle the humanity of boys. We define masculinity in a very narrow way. Masculinity is a hard, small cage, and we put boys inside this cage. We teach boys to be afraid of fear, of weakness, of vulnerability. We teach them to mask their true selves, because they have to be, in Nigerian-speak, a hard man. In secondary school, a boy and a girl go out, both of them teenagers with meagre pocket money. Yet the boy is expected to pay the bills, always, to prove his masculinity. (And we wonder why boys are more likely to steal money from their parents.) What if both boys and girls were raised not to link masculinity and money? What if their attitude was not ‘the boy has to pay’, but rather, ‘whoever has more should pay’? Of course, because of their historical advantage, it is mostly men who will have more today. But if we start raising children differently, then in fifty years, in a hundred years, boys will no longer have the pressure of proving their masculinity by material means. But by far the worst thing we do to males – by making them feel they have to be hard – is that we leave them with very fragile egos. The harder a man feels compelled to be, the weaker his ego is. And then we do a much greater disservice to girls, because we raise them to cater to the fragile egos of males. We teach girls to shrink themselves, to make themselves smaller. We say to girls, ‘You can have ambition, but not too much. You should aim to be successful but not too successful, otherwise you will threaten the man. If you are the breadwinner in your relationship with a man, pretend that you are not, especially in public, otherwise you will emasculate him.