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Read through the most famous quotes by topic #school
In those days [high school days], we imagined ourselves as being kept in some kind of holding pen, waiting to be released into our lives. How were we to know that our lives had in any case begun, that some advantage had already been gained, some damage already inflicted? Also, that our release would only be into a larger holding pen, whose boundaries would be at first undiscernible. ↗
You show me a school with a principal behind the desk, and I'll show you a school without principal leadership. (Quoting Baruti Kafele) ↗
There are a million rules for being a girl. There are a million things you have to do to get through each day. High school has things that can trip you up, ruin you, people say one thing and mean another, and you have to know all the rules, you have to know what you can and can't do. ↗
#life #rules #teens #young-adult #life
All those people who are chained here thinking that their reputations matter and this little shit matters are so freaking shortsighted. Dude, what matters is that you're happy. What matters is your future. What matters is that we get out of here in one piece. What matters is finding the truth of our own lives, not caring about what other people think is the truth of us. ↗
High School: Oh, man. This is where boys and girls go from tweens to teens and become complicated and cruel. Girls play sick mind games; boys try to pull each other's penises off and throw them in the bushes. If you can, buy the most expensive jeans in a two-hundred-mile radius of your town and wear them on your first day. If anyone asks how you could afford them say that your father is the president of Ashton Kutcher. When they are like, 'Ashton Kutcher has a president?' answer, 'Yes.' Everyone will be in awe of you and you won't have to go through a lot of pain and cat fights. ↗
For many years I have been asking myself why intelligent children act unintelligently at school. The simple answer is, "Because they're scared." I used to suspect that children's defeatism had something to do with their bad work in school, but I thought I could clear it away with hearty cries of "Onward! You can do it!" What I now see for the first time is the mechanism by which fear destroys intelligence, the way it affects a child's whole way of looking at, thinking about, and dealing with life. So we have two problems, not one: to stop children from being afraid, and then to break them of the bad thinking habits into which their fears have driven them. What is most surprising of all is how much fear there is in school. Why is so little said about it. Perhaps most people do not recognize fear in children when they see it. They can read the grossest signs of fear; they know what the trouble is when a child clings howling to his mother; but the subtler signs of fear escaping them. It is these signs, in children's faces, voices, and gestures, in their movements and ways of working, that tell me plainly that most children in school are scared most of the time, many of them very scared. Like good soldiers, they control their fears, live with them, and adjust themselves to them. But the trouble is, and here is a vital difference between school and war, that the adjustments children make to their fears are almost wholly bad, destructive of their intelligence and capacity. The scared fighter may be the best fighter, but the scared learner is always a poor learner. ↗
Schoolboys are a merciless race, individually they are angels, but together, especially in schools, they are often merciless. ↗
The objective of learning is not necessarily to remember. It may even be salutary to forget. It is only when we forget the early pains and struggles of forming letters that we acquire the capacity for writing. The adult does not remember all the history s/he learned but s/he may hope to have acquired a standard of character and conduct, a sense of affairs and a feeling of change and development in culture. Naturally there is nothing against having a well-stocked mind provided it does not prevent the development of other capacities. But it is still more important to allow knowledge to sink into one in such a way that it becomes fruitful for life; this best done when we feel deeply all we learn. For the life of feeling is less conscious, more dream-like, than intellectual activity and leads to the subconscious life of will where the deep creative capacities of humanity have their being. It is from this sphere that knowledge can emerge again as something deeply significant for life. It is not what we remember exactly, but what we transform which is of real value to our lives. In this transformation the process of forgetting, of allowing subjects to sink into the unconscious before "re-membering" them is an important element. ↗
