I will always practice good citizenship and patriotism.
I will work hard to improve my mind and strengthen my body.
I find Hermann Hesseâs book, Narcissus and Goldmund, intellectually exciting. After reading the book last year, I remember putting it down and sighing contentedly. I had, after a sleepless night, finally finished. What I reveled in was not the fact that I could sleep, but that I had come away with an inexplicable something. It was not an understanding which could be pinpointed and explained. Rather, it was a sense I felt in the depths of my soul. And yet, what delighted me more was that I knew that I had only begun to understand the book; that there remained countless messages which I could only sense but not grasp. Here, finally, I had a book which could be re-read. And every time I finished, I would come away with a new understanding of something I could not put into words.
Georgetown, Saudi International Relations
For students who think they won't be able to pay for the field trip, it is important to let them know that there are scholarships available. One way to do this is to include a box on the field trip form stating, "I need a scholarship." Many families are embarrassed or uncomfortable asking for money, though, so encourage students to turn in their permission slip even if they don't have the money. If they don't turn in money by the day of the field trip, then grant them the scholarship. Sometimes teachers may know which students have economic need, but given the current economic climate, there are more students who may need the support, and teachers may be unaware of the change in status. My experience has been that families don't take advantage of this process, and if a family doesn't turn in the money it is most likely due to need.
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My major social concerns all revolve around the future. In other words, Iâm concerned about what prevents people from rising above their disadvantages. Specifically, I am most concerned with the handicapped, education, and crime.
• I plan to visit art museums when I am an adult.
The improvement in tolerance for students who went on a tour of Crystal Bridges can be illustrated by the responses to one of the items within the tolerance scale. When asked about the statement, “Artists whose work is critical of America should not be allowed to have their work shown in art museums,” 35 percent of the control-group students express agreement. But for students randomly assigned to receive a school tour of the art museum, only 32 percent agree with censoring art critical of America. Among rural students, 34 percent of the control group would censor art compared to 30 percent for the treatment group. In high-poverty schools, 37 percent of the control-group students would censor compared to 32 percent of the treatment-group students. These differences are not huge, but neither is the intervention. These changes represent the realistic improvement in tolerance that results from a half-day experience at an art museum.