Top 1200 School History Quotes & Sayings

Won't it be wonderful when black history and native American history and Jewish history and all of U.S. history is taught from one book. Just U.S. history.

All other forms of history - economic history, social history, psychological history, above all sociology - seem to me history with the history left out.

I was bused to a school in Gerritsen Beach in Brooklyn in 1972. I was one of the first black kids in the history of the school.

I do have a tendency to want to go back to school at all times in my life. Maybe I'll do the Ph.D. in art history when I'm 50, or maybe divinity school. I like teaching, too.

I'm going to teach high school. History and economics. I may even coach wrestling. Hey, Indiana Jones taught school, too.

I knew nothing of American History because I didn't pay attention to American History in school. Because I did not see myself in American History in school.

I've always been a history buff. It was one of the few subjects at school that really, really caught me. I think you'll find a lot of actors will be interested in history because it sparks your imagination so much. When you enter a period of history, your imagination just goes wild in creating the world, which is really what acting is.

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 like characters and stories that challenge the status quo. Lately, I'm really interested in history because I find that in my public school education, I didn't learn about women in history. I want to introduce the world to some great stories and incredible heroes.

Back in college, when I got kicked out of school, I was still in school, I'd just written the song that got me my record deal. If I hadn't gotten kicked out of school I wouldn't be where I am now. Three months after that, I got my record deal and the rest is history.

Since my high school years, I have been interested in history, especially in Roman history, a topic on which I have read rather extensively. The Latin that goes with this kind of interest proved useful when I had to generate a few terms and names for cell biology.

School was rough for me. I was a good student in middle school, but high school wasn't so fun. I still pulled through, though! I excelled in art, fashion, history and English literature - anything creative. Math and science I struggled a bit more in.

I like historical pieces. History was my favorite subject in school, it was the only subject I excelled in. I love the idea of history and the idea that we may have the opportunity to learn from our past mistakes.

I hated history in school.

The school at which you studied - design school, disruptive school, TRIZ school, user-centered innovation school, etc - determines the specific words you use.

I've always been a relatively big history buff. In college, I took a lot of history courses, and when I was in grad school, I liked to audit them.

When I was in high school I found literature and history interesting, but science not at all. Literature and history obviously involved thinking, but science seemed to be all about memorizing facts and doing mindless calculations.

I went to school here at the University of San Carlos for my primary and high school. I was valedictorian in grade school, and I was number one in high school, and because of that, I received free tuition in school. I thank the school for that.

A great deal of the pupils time was spent going through, once again, the History of the Communist (Bolshevik) Party of the Soviet Union. He had learnt it at elementary school; at secondary school; at his sports club; at the Komsomol; at the university; at a folk dancing course; at the chess-club.

I love history. It was the only thing I did well at in school. I'm not ashamed to admit that I was not a good student but I was great at history.

I'd studied English literature and American history, but the English literature, which I thought was going to be helpful to me in an immediate way, was the opposite. So I had to un-think a lot of things and move out of my own head, and I learned a lot. It was like graduate school, but an un-graduate school or an un-school.

I wanted to be a part of history and not just a recorder and teacher of history. So that kind of attitude towards history, history itself as a political act, has always informed my writing and my teaching.

When I was in school, all our history books were American, so we learned American history, not Canadian history.

Very few college professors want high school graduates in their history class who are simply "gung ho" and "rah-rah" with regard to everything the United States has ever done, have never thought critically in their life, don't know the meaning of the word "historiography" and have never heard of it. They think that history is something you're supposed to memorize and that's about it. That's not what high school, or what college history teachers want.

The history of the past, a hundred years from now, won't be the history of the past that we learned in school because much more will have been revealed, and adjectives we can't even imagine will have been brought to bear on what we did learn in school.

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.

I didn't think it sounded so much different than anyone else's voice until I got to the broadcasting school, and I raised my hand to ask a question of the school president, and he said, 'See me after class.' And the rest is history.

When you tell people you're in history, they give you this pained expression because that was the course they hated in high school. But history can be exciting, intellectually rigorous, and fun.

My history is pretty different from the history of most professors. I was a high school dropout. I dropped out and became a science fiction writer.

The way they taught history in schools was not appealing. They stressed wars and dates. They left the people out. I was attracted to history by the need to know about the people. In China, I went to a British school, and we just learned about kings and queens. Back in America, I had the regular social studies curriculum.

Every school boy and school girl who has arrived at the age of reflection ought to know something about the history of the art of printing.

After school, I went to Damascus to study law and history, which I didn't really like. I didn't like history, in particular. In Syria, the regime was trying to present to us a distorted version of the past. Assad was shown as the father of history. So I decided to shift to film, which was something I had always loved as a teenager.

I'm somewhat horrified because I don't think the young people today even know what history is. Some of them don't' even study History at school anymore or Geography and they don't know where one place is from another.

I am a nationalist, and a Pan-Africanist, first and foremost. I was well grounded in history before ever taking a history course. I did not spend much formal time in school - I had to work.

If you're afraid to talk to the other adults in your school it is definitely throughout history the hallmark of a failing school. When I was writing about the teachers' strike in New York City in 1968, the middle school where events triggered that strike was a place where teachers were known to hide in their classrooms.

When I was in high school, I was doing a fashion show, and my House Father would host fashion shows at the school. He was great at it. He saw me and said, 'That's my daughter.' The rest was history! We went to New York City to rehearse and go to balls, and I was in the ballroom scene until I was 17 years old.

My experience came before most of you were born. My school was a state school in Leeds and the headmaster usually sent students to Leeds University but he didn't normally send them to Oxford or Cambridge. But the headmaster happened to have been to Cambridge and decided to try and push some of us towards Oxford and Cambridge. So, half a dozen of us tried - not all of us in history - and we all eventually got in. So, to that extent, it [The History Boys] comes out of my own experience.

The reality of life in Northern Ireland is that if you were Protestant, you learned British history, and if you were Catholic, you learned Irish history in school.

The fact is that we wouldn't have found out about Manzanar except in our story-telling because it was really never told in the American history books when we attended school. So we were very, very lucky to have that part of history told.

I was in school for architecture and when you're in school for a creative discipline, so much of what you produce comes out of inspiration from other people. The more you're exposed to architecturally, the better you can develop your own language out of that history of architectural thought.

History is the school of statesmanship.

It is said that the history of peoples who have a history is the history of class struggle. It might be said with at least as much truthfulness, that the history of peoples without history is a history of their struggle against the state.

I didn't like school at all. I never liked the seven different classes system. I liked having just one, like in elementary school - less disruption. I liked history. I failed math and science and gave those teachers a hard time.

We need to teach our children history, right from the primary school level, for them to better understand the issues. In my son's school they don't teach history.

When I went to high school - that's about as far as I got - reading my U.S. history textbook, well, I got the history of the ruling class. I got the history of the generals and the industrialists and the presidents that didn't get caught. How 'bout you? I got all of the history of the people who owned the wealth of the country, but none of the history of the people that created it.

When kids don't learn about their own heritage in school, they just don't care about school... But you won't see it in the history books unless we get the power to write our own history and tell our story ourselves.

My early education was in the public school system of Omaha, where, retrospectively, I realize that my high school training served me in good stead for the basic subjects of mathematics, English, foreign languages and history.

I'm somewhat horrified because I don't think the young people today even know what history is. Some of them don't even study History at school anymore or Geography and they don't know where one place is from another.

At school, up to the age of sixteen, I found history boring, for we were studying the Industrial Revolution, which was all about Acts, Trade Unions and the factory system, and I wanted to know about people, because it is people who make history.

I'm not the creative one. I know that. If Rory Storm hadn't come along... and then The Beatles... I would have continued running around in teddyboy gangs. Today, well... I'd probably be a laborer. I'm glad I'm not, of course. It'll be nice to be part of history... some sort of history anyway. What I'd like to be is in school history books and be read by kids.

I grew up in a really horrible school system, but my parents did not let that define how we function. They gave me more work at home from them than I ever got from school. To learn about the history of myself and my people, and that armors me.

The truth is, I love history and studied it in college, with a particular focus on early American history. My love is so deep, in fact, I went to school at The College of William & Mary in Colonial Williamsburg.

I've always tried to write California history as American history. The paradox is that New England history is by definition national history, Mid-Atlantic history is national history. We're still suffering from that.

In high school, I loved history. I also loved cosmography, algebra. Mexico is so rich in culture and history, and I have always enjoyed that.

I graduated. I did History of Art, you know, all those things - American Studies - and then I went to art school, and I did Joseph Alvarez in the art school.

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.

I was a history major in school. I review the past a lot and think about music history and how culture unfolds.

Howard Zinn ran what is called the Zinn Education Project. It is a radical, radical bunch of insane lunatic leftists. And there is a project at the Zinn Educational Project: A People's History of Muslims in the United States - What School Textbooks and the Media Miss. And this program is teaching your high school student, juror junior high or middle school student.

Surrender means that the history of this heroic struggle will be written by the enemy; that our youth will be trained by Northern school teachers; will learn from Northern school books their version of the War; will be impressed by all the influences of history and education to regard our gallant dead as traitors, and our maimed veterans as fit subjects for derision.

I was born in England and went to school there. That's when I discovered my undying passion for history - not just for the Middle Ages, but all periods of history. My favorites are medieval, Elizabethan, and Georgian; however, I've written stories set in periods as early as ancient Rome, right up to the Victorian era.