Year 6 Graduation Quotes

You see twenty-six years ago, when I was in high school, my goal and mission in life was to win a New York State Wrestling Championship. I committed myself to a lifestyle, made the sacrifices, put in the time, starved myself, shaved my head, had the hunger, desire and determination, but I came up short. For many years, after I graduated it seemed like I got nothing out of my six years of total dedication to the sport. That the trade off of what I gave and what I got in return to this sport was way out of whack. I hated wrestling for it. To put every ounce of your soul into achieving something and to get nothing out of it in return was beyond my comprehension and could not be justified in my head. Until I had adversity in my life. And slowly but surely I started realizing how much the sport of wrestling actually has given back to me. Much more than I ever knew. When life throws you to your back, you need to know how not to get pinned, get off of your back and do enough to make up the difference in order to win.

After graduating early from high school, I carefully listened to the quarterback during my first play in college spring ball. My mind was on the very basics of football: alignment, assignment, and where to stand in the huddle. The quarterback broke the huddle and I ran to the line, meeting the confident eyes of a defensive end—6-foot-6, 260- pound Matt Shaughnessy. I was seventeen, a true freshman, and he was a 23-year-old fifth-year senior, a third-round draft pick. Huge difference between the two of us. Impressing the coach was not on my mind. Survival was. “Oh, Jesus,” I said. I wasn’t cursing. I was praying for help. Is anyone among you in trouble? Let them pray ( James 5:13). That day Matt came off the ball so fast. Bam! Next thing I knew, I was flat on my back, thrown to the ground. I got up and limped back to the huddle. Four years later...standing on the sidelines in my first NFL game, bouncing on my toes, waiting for my chance to go in, one of the tight ends went down. My time to shine! Where do I stand? Who do I have? I look up and meet the same eyes I met on my first play in college football. Matt Shaughnessy! ...

The Memory Business Steven Sasson is a tall man with a lantern jaw. In 1973, he was a freshly minted graduate of the Rensselaer Polytechnic Institute. His degree in electrical engineering led to a job with Kodak’s Apparatus Division research lab, where, a few months into his employment, Sasson’s supervisor, Gareth Lloyd, approached him with a “small” request. Fairchild Semiconductor had just invented the first “charge-coupled device” (or CCD)—an easy way to move an electronic charge around a transistor—and Kodak needed to know if these devices could be used for imaging.4 Could they ever. By 1975, working with a small team of talented technicians, Sasson used CCDs to create the world’s first digital still camera and digital recording device. Looking, as Fast Company once explained, “like a ’70s Polaroid crossed with a Speak-and-Spell,”5 the camera was the size of a toaster, weighed in at 8.5 pounds, had a resolution of 0.01 megapixel, and took up to thirty black-and-white digital images—a number chosen because it fell between twenty-four and thirty-six and was thus in alignment with the exposures available in Kodak’s roll film. It also stored shots on the only permanent storage device available back then—a cassette tape. Still, it was an astounding achievement and an incredible learning experience. Portrait of Steven Sasson with first digital camera, 2009 Source: Harvey Wang, From Darkroom to Daylight “When you demonstrate such a system,” Sasson later said, “that is, taking pictures without film and showing them on an electronic screen without printing them on paper, inside a company like Kodak in 1976, you have to get ready for a lot of questions. I thought people would ask me questions about the technology: How’d you do this? How’d you make that work? I didn’t get any of that. They asked me when it was going to be ready for prime time? When is it going to be realistic to use this? Why would anybody want to look at their pictures on an electronic screen?”6 In 1996, twenty years after this meeting took place, Kodak had 140,000 employees and a $28 billion market cap. They were effectively a category monopoly. In the United States, they controlled 90 percent of the film market and 85 percent of the camera market.7 But they had forgotten their business model. Kodak had started out in the chemistry and paper goods business, for sure, but they came to dominance by being in the convenience business. Even that doesn’t go far enough. There is still the question of what exactly Kodak was making more convenient. Was it just photography? Not even close. Photography was simply the medium of expression—but what was being expressed? The “Kodak Moment,” of course—our desire to document our lives, to capture the fleeting, to record the ephemeral. Kodak was in the business of recording memories. And what made recording memories more convenient than a digital camera? But that wasn’t how the Kodak Corporation of the late twentieth century saw it. They thought that the digital camera would undercut their chemical business and photographic paper business, essentially forcing the company into competing against itself. So they buried the technology. Nor did the executives understand how a low-resolution 0.01 megapixel image camera could hop on an exponential growth curve and eventually provide high-resolution images. So they ignored it. Instead of using their weighty position to corner the market, they were instead cornered by the market.

Most importantly, Payscale’s analysis finds that college is a very sound investment. Over a 30-year career, the graduates of a majority of schools will make at least $6,700 more per year than the average high-school graduate. That is more than enough extra income to make college worthwhile. In the 2013 rankings, Harvey Mudd, a private college with a science and engineering focus, ranks highest. On average, its graduates earn an extra $2.1 million over the span of their careers, which is an annual rate of return of 8.3% on the college investment. In the middle of the rankings, Georgia State alumni earn an extra $457,000 for a return on investment of 4.3%. Over half of the nearly 1,500 colleges have a return on investment of over 5%, and only 28 have negative returns. When you account for grants and financial aid, these numbers look even better.

This ancient story is good and exemplary for boys. But what about girls? What is the modern story of a Prodigal Daughter? I picture her as an honor-roll high-school graduate turned wild party-girl expelled from college. Abandoned by her first love after an abortion, she sedated herself in a downward spiral of alcohol, drugs, and promiscuity. She bounced from one job to another, had an affair with a married man, and then left the country to escape disappointment and loss. Years later, lonely, weak from an eating disorder, and painfully aware of her emotional, physical, and spiritual bankruptcy, she returned to her father’s home to ask for forgiveness.6

Sir Winston Churchill was born into the respected family of the Dukes of Marlborough. His mother Jeanette, was an attractive American-born British socialite and a member of the well known Spencer family. Winston had a military background, having graduated from Sandhurst, the British Royal Military Academy. Upon graduating he served in the Army between 1805 and 1900 and again between 1915 and 1916. As a British military officer, he saw action in India, the Anglo–Sudan War, and the Second South African Boer War. Leaving the army as a major in 1899, he became a war correspondent covering the Boer War in the Natal Colony, during which time he wrote books about his experiences. Churchill was captured and treated as a prisoner of war. Churchill had only been a prisoner for four weeks before he escaped, prying open some of the flooring he crawled out under the building and ran through some of the neighborhoods back alleys and streets. On the evening of December 12, 1899, he jumped over a wall to a neighboring property, made his way to railroad tracks and caught a freight train heading north to Lourenco Marques, the capital of Portuguese Mozambique, which is located on the Indian Ocean and freedom. For the following years, he held many political and cabinet positions including the First Lord of the Admiralty. During the First World War Churchill resumed his active army service, for a short period of time, as the commander of the 6th Battalion of the Royal Scots Fusiliers. After the war he returned to his political career as a Conservative Member of Parliament, serving as the Chancellor of the Exchequer where in 1925, he returned the pound sterling to the gold standard. This move was considered a factor to the deflationary pressure on the British Pound Sterling, during the depression. During the 1930’s Churchill was one of the first to warn about the increasing, ruthless strength of Nazi Germany and campaigned for a speedy military rearmament. At the outbreak of the Second World War, he was appointed First Lord of the Admiralty for a second time, and in May of 1940, Churchill became the Prime Minister after Neville Chamberlain’s resignation. An inspirational leader during the difficult days of 1940–1941, he led Britain until victory had been secured. In 1955 Churchill suffered a serious of strokes. Stepping down as Prime Minister he however remained a Member of Parliament until 1964. In 1965, upon his death at ninety years of age, Queen Elizabeth II granted him a state funeral, which was one of the largest gatherings of representatives and statesmen in history.

George Matheson was only a teenager when he learned that his poor eyesight was deteriorating further. Not to be denied, he continued straightaway with his plans to enroll in Glasgow University, and his determination led to his graduating at age nineteen. But as he pursued graduate studies for Christian ministry he became totally blind. His sisters joined ranks beside him, learning Greek and Hebrew to assist him in his studies, and he pressed faithfully on. But his spirit collapsed when his fiance´e, unwilling to be married to a blind man, broke their engagement and returned his ring. George never married, and the pain of that rejection never totally left him. Years later, his sister came to him, announcing her engagement. He rejoiced with her, but his mind went back to his own heartache.He consoled himself in thinking of God’s love which is never limited, never conditional, never withdrawn, and never uncertain. Out of this experience it is said he wrote the hymn, O Love That Wilt Not Let Me Go, on June 6, 1882.

The state office for statistics on Hans-Beimler street counts everything; knows everything: how many pairs of shoes I buy a year: 2.3, how many books I read a year: 3.2 and how many students graduate with perfect marks: 6,347. But there's one statistic that isn't collected there, perhaps because such numbers cause even paper-pushers pain: and that is the suicide rate.

1.​YOUR LOVE RELATIONSHIP. This is the measure of how happy you are in your current state of relationship—whether you’re single and loving it, in a relationship, or desiring one. 2.​YOUR FRIENDSHIPS. This is the measure of how strong a support network you have. Do you have at least five people who you know have your back and whom you love being around? 3.​YOUR ADVENTURES. How much time do you get to travel, experience the world, and do things that open you to new experiences and excitement? 4.​YOUR ENVIRONMENT. This is the quality of your home, your car, your work, and in general the spaces where you spend your time—even when traveling. 5.​YOUR HEALTH AND FITNESS. How would you rate your health, given your age, and any physical conditions? 6.​YOUR INTELLECTUAL LIFE. How much and how fast are you growing and learning? How many books do you read? How many seminars or courses do you take yearly? Education should not stop after you graduate from college. 7.​YOUR SKILLS. How fast are you improving the skills you have that make you unique and help you build a successful career? Are you growing toward mastery or are you stagnating? 8.​YOUR SPIRITUAL LIFE. How much time do you devote to spiritual, meditative, or contemplative practices that keep you feeling connected, balanced, and peaceful? 9.​YOUR CAREER. Are you growing, climbing the ladder, and excelling? Or do you feel you’re stuck in a rut? If you have a business, is it thriving or stagnating? 10.​YOUR CREATIVE LIFE. Do you paint, write, play musical instruments, or engage in any other activity that helps you channel your creativity? Or are you more of a consumer than a creator? 11.​YOUR FAMILY LIFE. Do you love coming home to your family after a hard day’s work? If you’re not married or a parent, define your family as your parents and siblings. 12.​YOUR COMMUNITY LIFE. Are you giving, contributing, and playing a definite role in your community?

By 1920, he was living back home with his parents while pursuing a degree at Michigan State Agricultural College.5 Specializing in chicken breeding, he proved to be so proficient that, immediately after his graduation, he received a summer school appointment as “instructor in poultry husbandry for federal students”—young veterans attending college with governmental aid.6 In addition to his academic work, the religiously committed Huyck was active in the Student Volunteer Movement, a campaign begun in 1886 to enlist college students for missionary work abroad with the ultimate goal of bringing about (as its watchword put it) “the evangelization of the world in this generation.”7 In April 1922, just prior to his graduation from Michigan State Agricultural College and three months shy of his twenty-eighth birthday, Emory accepted the position of superintendent of the Bath Consolidated School at an annual salary of $2,300. Eight months later, two days after Christmas, Emory married Ethel Newcomb of Pierson, Michigan, six years his senior; she would also join the faculty at the newly built school, teaching “vocal music” and second grade.8

Given the devoutly Catholic household in which the family was raised, it is not especially surprising that two of Philip’s daughters became nuns: Mary, who entered St. Mary’s convent in Monroe and took the name Sister Christina, and Martha, later known as Sister Clementine.5 More unusual was the path followed by Philip’s daughter Frances. After finishing high school in two years, this brilliant young woman went on to the Detroit College of Law—this when only 5 percent of all American youths went to college.6 After graduating, she became a practicing attorney—one of only two hundred female lawyers in the entire country at the time—and, later, a founding member of the Women Lawyers Association of Michigan.7

And our own beloved Carl Sandburg had this to say about the fire-belching evangelist Billy Sunday: You come along—tearing your shirt—yelling about Jesus. I want to know what the hell you know about Jesus. Jesus had a way of talking soft, and everybody except a few bankers and higher-ups among the con men of Jerusalem liked to have Jesus around because he never made any fake passes, and he helped the sick and gave people hope. You come along calling us all damn fools—so fierce the froth of your own spit slobbers over your lips—always blabbering we’re all going to hell straight off and you know all about it. I’ve read Jesus’s words. I know what he said. You don’t throw any scare into me. I’ve got your number. I know how much you know about Jesus. You tell people living in shanties Jesus is going to fix it up all right with them by giving them mansions in the skies after they’re dead and the worms have eaten ’em. You tell $6-a-week department store girls all they need is Jesus. You take a steel trust wop, dead without having lived, gray and shrunken at forty years of age, and you tell him to look at Jesus on the cross and he’ll be all right. You tell poor people they don’t need any more money on pay day, and even if it’s fierce to be out of a job, Jesus’ll fix that all right, all right—all they gotta do is take Jesus the way you say. Jesus played it different. The bankers and corporation lawyers of Jerusalem got their murderers to go after Jesus because Jesus wouldn’t play their game. I don’t want a lot of gab from a bunkshooter in my religion.

Ernest Eguasa graduated from the University of Benin with an accounting degree before continuing his education at Lagos Business School, completing their Senior Management Program. He holds multiple financial certificates as well. Mr. Eguasa has over 12 years of experience in financial management and specializes in e-commerce and e-payments for retail and pharmaceutical companies. He is a Green Belt in Lean6Sigma and the CFO for HealthPlus Limited.

In Nigeria, the Global Fund to Fight AIDS, Tuberculosis and Malaria has granted US$74 million so far for HIV, all of it for work with the ‘general population’. Nigeria gets large slabs from PEPFAR, too, US$105 million in 2006 and rising; 90 per cent of the prevention money was going to ‘general population’ interventions.4 ‘Youth’ is an especially popular focus for prevention efforts in Nigeria, even though HIV tests in several thousand recent graduates from technical college showed that just 1.2 per cent were infected–hardly a sign of an epidemic that is out of control among young people in the general population. Meanwhile, Nigeria has a vibrant sex industry. I can’t say how vibrant because the national programme has until now more or less ignored commercial sex. In a national survey in 2003, 3 per cent of men said they visited a prostitute in the last year, so that would be 1.2 million clients right there, and the probable total is a lot higher.5 There are no estimates of how many women sell sex, and there’s no routine HIV surveillance among sex workers. Sporadic studies are not encouraging. In 2003, 21 per cent of sex workers in the western city of Ibadan and 48 per cent in nearby Saki were infected with HIV.6 Of course, we don’t have a clue how much HIV is spread in sex between men in Nigeria, because no one has asked–the first studies got underway only in 2007. Scattered assessments in drug injectors in eight Nigerian cities in the early 2000s showed that they were as yet no more likely to be infected with HIV than non-injectors, which suggests that there’s still a chance to prevent a major epidemic in this group.7 But how much of the millions of dollars sloshing around for HIV prevention in Nigeria is being spent on drug injectors? As of mid-2007, none.

Anglos dominated the prisoner population in 1977 and did not lose their plurality until 1988. Meanwhile, absolute numbers grew across the board—with the total number of those incarcerated approximately doubling during each interval. African American prisoners surpassed all other groups in 1988, but by 1995, they had been overtaken by Latinos; however, Black people have the highest rate of incarceration of any racial/ethnic grouping in California, or, for that matter, in the United States (see also Bonczar and Beck 1997). TABLE 4 CDC PRISONER POPULATION BY RACE/ETHNICITY The structure of new laws, intersecting with the structure of the burgeoning relative surplus population, and the state’s concentrated use of criminal laws in the Southland, produced a remarkable racial and ethnic shift in the prison population. Los Angeles is the primary county of commitment. Most prisoners are modestly educated men in the prime of life: 88 percent are between 19 and 44 years old. Less than 45 percent graduated from high school or read at the ninth-grade level; one in four is functionally illiterate. And, finally, the percentage of prisoners who worked six months or longer for the same employer immediately before being taken into custody has declined, from 54.5 percent in 1982 to 44 percent in 2000 (CDC, Characteristics of Population, various years). TABLE 5 CDC COMMITMENTS BY CONTROLLING OFFENSE (%) At the bottom of the first and subsequent waves of new criminal legislation lurked a key contradiction. On the one hand, the political rhetoric, produced and reproduced in the media, concentrated on the need for laws and prisons to control violence. “Crime” and “violence” seemed to be identical. However, as table 5 shows, there was a significant shift in the controlling (or most serious) offenses for those committed to the CDC, from a preponderance of violent offenses in 1980 to nonviolent crimes in 1995. More to the point, the controlling offenses for more than half of 1995’s commitments were nonviolent crimes of illness or of illegal income producing activity: drug use, drug sales, burglary, motor vehicle theft. The outcome of the first two years of California’s broadly written “three strikes” law presents a similar picture: in the period March 1994–January 1996, 15 percent of controlling offenses were violent crimes, 31 percent were drug offenses, and 41 percent were crimes against property (N = 15,839) (Christoper Davis et al. 1996). The relative surplus population comes into focus in these numbers. In 1996, 43 percent of third-strike prisoners were Black, 32.4 percent Latino, and 24.6 percent Anglo. The deliberate intensification of surveillance and arrest in certain areas, combined with novel crimes of status, drops the weight of these numbers into particular places. The chair of the State Task Force on Youth Gang Violence expressed the overlap between presumptions of violence and the exigencies of everyday reproduction when he wrote: “We are talking about well-organized, drug-dealing, dangerously armed and profit-motivated young hoodlums who are engaged in the vicious crimes of murder, rape, robbery, extortion and kidnapping as a means of making a living” (Philibosian 1986: ix; emphasis added).

Some has been written about the reaction of our forces to the bombing of the “highway to death.” The criticism revolves around the lack of apparent remorse or guilt, and perhaps even bloodlust, at bombing the relatively easy targets. Everybody reacts to the stress of war and life and death decisions differently, and to narrow the image one would construct of an individual to his reaction immediately following the events of any battle is superficial and simplistic. Naval aviators are a strange mix of people—utterly homogeneous in certain respects, particularly to the casual observer, and radically different in their core and substance. Very few naval aviators show honest emotion easily; they’re not supposed to fracture the military bearing that has been instilled in them through years of training and detached experience under the stress of carrier aviation. Anger is the easiest emotion to display because it is the natural, instinctual outlet for stress and fear. But even expressions of anger might be as diverse in their reaction to a common event as physical violence or the mere raising of a voice. Most emotion comes out at the officers’ club, or on liberty in a foreign port, where the beer either softens or heightens aviators’ feelings to the edges of their flexibility, which often is not very far. Virtually all naval aviators are college graduates—some from state colleges, some from the Naval Academy, even a few Ivy Leaguers. This is their greatest obvious commonality—a college degree and mutual survival of the weeding-out process to get where they are in the navy. Many are religious, many are not, and the greatest of the values shared by the men is a trust in their comrades, a dedication to their country, and an absolute focus on their mission. It is exceedingly difficult most times for an outsider to register where a naval aviator is “coming from.” The uniform, the haircut, and the navy-speak contribute enormously to the building of a stereotype. So do the mannerisms of each individual; some express the control of emotion in reserved stoicism, others in an outburst of emotional release through inappropriate laughter or anger. Still others never express emotion at all. But the emotion is there, it has to be; despite years of training and desensitizing to hide the race of the heart and the sickening chill in the stomach, anyone who has landed on an aircraft carrier, never mind fought in a war, knows what fear and exhilarating intensity are.

The students at Sudbury Valley are “doin’ what comes natur’ly.” But they are not necessarily choosing what comes easily. A close look discovers that everyone is challenging themselves; that every kid is acutely aware of their own weaknesses and strengths, and extremely likely to be working hardest on their weaknesses. If their weaknesses are social, they are very unlikely to be stuck away in a quiet room with a book. And if athletics are hard, they are likely to be outdoors playing basketball. Along with the ebullient good spirits, there is an underlying seriousness—even the 6 year olds know that they, and only they, are responsible for their education. They have been given the gift of tremendous trust, and they understand that this gift is as big a responsibility as it is a delight. They are acutely aware that very young people are not given this much freedom or this much responsibility almost anywhere in the world. But growing up shouldering this responsibility makes for a very early confidence in your own abilities—you get, as one graduate says, a “track record.” Self-motivation is never even a question. That’s all there is.

The G.I. Bill, formally known as the Servicemen's Readjustment Act of 1944, provided many benefits for the returning World War II veterans. These benefits included cash payments of tuition and living expenses to attend a university, high school or vocational education school, provided low-cost mortgages, and supplied low-interest loans to start a business, as well as one year of unemployment compensation. About 2.2 million returning, honorably discharged veterans used the G.I. Bill in order to attend colleges or universities, and another 5.6 million used the G.I. Bill for other kinds of training programs. This program helped make the United States the best educated country and the exceptional leader of the world, for years to come. It was an exciting time in America and I had a center aisle seat to witness it.” I and many other veterans used the G.I. Bill to help pay for my education. In my case it allowed me to attend Central Connecticut State College (now a State University) to do my graduate work in education. The fact that so many people could afford to go back to school made the United States the best educated country in the years following World War II. Unfortunately during the past five years the United States has dropped by 11 points in our educational standing worldwide and now scores 17th among the 34 OECD countries. To make matters worse is that we are below average in math and science when the world depends more than ever on technology. A good part of the reason is that young people cannot afford the cost of a college education! The defense used by many of the less educated is that college is for egg heads and being a deplorable is worn as a badge of honor. If something doesn’t happen soon we will become a third world country but that opens up another topic for another day!

There are some important myths to dispel: The average college student does not live on campus—only around 15 percent of undergraduates do. Most do not attend selective institutions that accept fewer than half of their applicants. 4 Only 19 percent of full-time undergraduates in four-year public degree programs graduate on time, and it’s 5 percent for two-year programs. 5 Students from poor families who go to college will probably remain working-class—38 percent of people from low-income families will remain in the bottom two deciles regardless of their educational accomplishment. But the biggest myth is probably the one about students and wage labor. In her book Paying the Price, Sara Goldrick-Rab (herself a scholar of education policy) writes about how she assumed that a drowsy student of hers had been partying too hard and failing to take her studies seriously. When Goldrick-Rab confronted the student, the professor learned a valuable lesson: The student had been working nights at the local grocery store because the graveyard shift paid a little better. She had been attending class after an 11-p.m.-to-6-a.m. shift, taking her education very seriously. This is a good example of the difference between college student stereotypes and the reality, and the experience prompted Goldrick-Rab to take a look at how hard students are working outside the classroom:

Hamilton probably spent little more than two years at King’s and never formally graduated due to the outbreak of the Revolution. By April 6, 1776, King’s College, tarred by its earlier association with Myles Cooper, was commandeered by patriot forces and put to use as a military hospital.

a mechanic at the local garage down the street and usually finishes around 6 p.m. I know he’ll be home soon, even if it is only to check that I’m here waiting for him. He’s always had a slight possessive streak; it used to make me feel wanted and needed, but it seems to have kicked up a notch in the past six months. Beau and I met in high school in our senior year. He was a late transfer student who started with only a few months left before graduation. He pursued me fervently, and despite my parents being concerned about their somewhat sheltered daughter going out with the neighborhood’s new resident bad boy, we fell in love,

Calvin Morett, a 19 year old Saratoga Springs, NY, high school student was cited for disorderly conduct. His  conduct?  He showed up at his high school graduation dressed as a 6 foot penis.  Officials report that Morett went to court where he stood erect, manned up and pleaded guilty to the charge. For his punishment he was ordered to write a letter of apology to his school.

waiting for my boyfriend Beau to get home from work. He works as a mechanic at the local garage down the street and usually finishes around 6 p.m. I know he’ll be home soon, even if it is only to check that I’m here waiting for him. He’s always had a slight possessive streak; it used to make me feel wanted and needed, but it seems to have kicked up a notch in the past six months. Beau and I met in high school in our senior year. He was a late transfer student who started with only a few months left before graduation. He pursued me fervently, and despite my parents being concerned about their somewhat sheltered daughter going out with the neighborhood’s new resident bad boy, we fell in love,