A Quote by Olivia De Havilland

I wanted to be what my high-school civics and history teacher thought of as a good American. That automatically involved taking an interest in government. — © Olivia De Havilland
I wanted to be what my high-school civics and history teacher thought of as a good American. That automatically involved taking an interest in government.
I always wanted to read. I always thought I was going to be a historian. I would go to school and study history and then end up in law school, once, I ran out of loot trying to be a history high school teacher. But my dream was always to place myself in a situation where I was always surrounded by books.
If I wasn't serving in Congress, I've always wanted to be a high school teacher. Specifically, I want to teach a course on modern American history and use Garry Trudeau's Doonesbury as a primary text.
I had a teacher senior year in high school. He was a theater teacher, and he basically was a little bit like 'High School Musical.' He kind of encouraged the jocks to get involved with the plays. I did it as kind of a senior year lark.
I was a high school student like Picasso. I was a little eccentric, but I had high ideals. I wanted to get along well with girl, but when I met them face-to-face, I acted cold toward them. I was always in the art room drawing, I wanted to attract someone's interest. I thought that if I got good at drawing I might be able to establish a connection with the world.
Half the states have stopped making civics and government a requirement for high school. Half.
I was a homecoming king in high school! I was involved. I was a good member of the community, I thought.
I wasn't raised to make history. In high school and family, no one around me was politically involved, and few of my friends planned to attend college or even thought about it.
I started playing piano with a little band in high school. I was terrible. I thought I had absolutely no talent. I couldn't keep time. I only got into McGill, which was a lousy music school, because they were taking American music students.
As a former public high school teacher, I will support whatever is in the best interest of Texas education only after careful evaluation of the Permanent School Fund.
My high school science teacher once told me that much of Genesis is false. But since my high school teacher did not prove he was God by rising from the dead, I'm going to believe Jesus instead.
I became a teacher all right. I wanted to become a teacher because I had a misconception about it. I didn't know that I'd be going into - when I first became a high school teacher in New York, that I'd be going into a battle zone, and no one prepared me for that.
It's funny: I always, as a high school teacher and particularly as a high school yearbook teacher, because yearbook staffs are 90 percent female, I got to sit in and overhear teenage girl talk for many years. I like teenage girls; I like their drama, their foibles. And I think, 'I'll be good with a teenage daughter!'
For those of us who got into good colleges or the professions, did we stand up to that high school history teacher who told us some ridiculous lie about American history and say, "That's a ridiculous lie. You're an idiot"? No. We said, "All right, I'll keep quiet, and I'll write it in the exam and I'll think, yes, he's an idiot." And it's easy to say and believe things that improve your self-image and your career and that are in other ways beneficial to yourselves.
I learned a lot about American history though jazz, and that's why I loved American history when I was in high school. I could hear different stories - the story that they would tell in school, and then the story that I would hear in the music.
I'm a high school history teacher who got lucky.
I have to throw in on a personal note that I didn't like history when I was in high school. I didn't study history when I was in college, none at all, and only started to do graduate study when my children were going to graduate school. What first intrigued me was this desire to understand my family and put it in the context of American history. That makes history so appealing and so central to what I am trying to do.
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