School Quotes
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The day after my high school graduation in 1952, I headed to Alaska. I was 17. I started out greasing equipment, then became a heavy-crane operator. I made and saved good money there for two years.
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When I was in high school, I had a gambling problem.
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I had a great love affair in high school and let myself have that love affair and tried to keep it to myself.
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I knew I was good at sports, and I knew I loved acting and performing, so I really dove into that, and school always became secondary.
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I had been on the junior Olympic team in high school for trampoline; I could do twenty-six back flips in a row.
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I went to England for five months when I was in high school, by myself, so I did experience a bit of being the fish out of water.
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When I was doing 'Neighbours,' I was aiming to go to university, then go to med school, but I realised I could make a better living from acting.
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I really don't know the Chicago School. You see, I never walk. I always take taxis back and forth to work. I rarely see the city.
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I don't believe environment has the slightest bit to do with anything - I only believe in ancestral influence. It would have made no difference whether I'd been brought up in a reform school, or on the island of Lesbos.
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I travel often, so my routine is always getting scrambled. But on a standard sort of day, I get up at 6, pack lunches, hustle the kids off to school, then brew a pot of coffee and head downstairs to the dungeon, as I call it: my cobwebby office in the basement.
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So many people say they went to school on 'The Larry Sanders Show.'
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We can pay teachers a hundred thousand dollars a year, and we'll do nothing to improve our schools as long as we keep the A, B, C, D, F grading system.
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I was lucky to get into drama school and become a professional actor. No-one ever mentioned the colour of my skin. It's only when I came out of RADA - the Royal Academy of Dramatic Art - that I suddenly realised people started to refer to me as a black actor.
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I don't think I have ever done anything for this age of children before, a pre-school audience. Generally speaking, we don't have vivid memories of that age and what influenced us, yet clearly they are hugely formative years and it's really important that we can create television of a high quality for that audience.
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If you're with a good band and everybody's from the old school, it's different. When you're in your element, you're in your element and things just come. You don't have to drag them out or force them out. They just happen.
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My high-school friends and I felt part of a community of smart, forward-looking space and technology freaks.
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I was something of a problem kid. I was emotional, wild, rebellious at school. I'm very touched by kids who don't have advantages; they are much more interesting than kids who have everything. They have a lot of passion and emotion, such a strong will.
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I wrote 'The Hate U Give' as a short story while I was in college at a mostly white school in conservative Mississippi.
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I grew up in a very westernised environment and went to a private American school. But my personality was shy and quiet, and I wanted to wear the hijab but didn't have the courage, as I knew my friends would talk me out of it.
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I don't belong to any school or clique or ghetto. I don't have any preconceived ideas. I'm trying to serve a story and not a genre or a style.
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I got kicked out in grade school because I staged a riot because I wanted more library time.
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I'd heard Joyce Grenfell on the radio, and when Mum gave me a book of her comic routines, I just loved it. Me and my sister shared a bedroom, and every night I'd drive her mad with my version of 'George, Don't Do That' about people we knew at school.
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My plan was I just knew, I think the first time I was in a high school play, and I liked the feeling of that. Getting on the stage and entertaining and audience. Eventually, I went to New York and studied my craft, and I was in school for two years in the same class with Joanne Woodward and Steve McQueen.
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Research shows that children do better in school and are less likely to drop out when fathers are involved. Engaged parents can strengthen communities, mentor and tutor students, and demonstrate through their actions how much they value their children's education.
