Analysis Of D. Cross Academy

White sets the tone for the piece by informing the audience of his “increasing admiration for the teacher in the country school.” This simple beginning statement puts a positive image of country schools into the readers’ minds without too harshly pushing his opinion upon them, which could in turn, result in alienation of the audience. By using this technique, White is able to begin to persuade readers without them even realizing

Within the poem “Schoolsville” by Billy Collins, the author describes his career as a teacher, highlighting the relationship with his students and how they have impacted him. Collins executes this through his creation of an imaginary town, intertwined with the reality of his profession and the real world. Through the frequent use of exaggerations, humorous imagery, and critical diction, Collins captures his weakening grasp on reality. The speaker captures himself in a dark moment where he realizes how detached he has become from his students and reveals his sense of hopelessness as a teacher.

I bolted through the clear door of a small, earth-colored high school, practically slamming the door behind me. Catching my breath, I stood in the school completely drenched and shivering. Rain pounded on the clear door behind me. I stood awkwardly on a mat in front of the doorway, trying not to get the floor wet. I gazed around the hall in front of me. I couldn’t see staff in the office, nor were any students in the hallway or in the classrooms. The entire school was empty.

“At 7:45 AM, I open the doors to a building dedicated to building, yet only breaks me down,” are the words of Malcolm London, in his poem High School Training Ground. The poem describes high school and the struggles that come along with it. This poem makes all of my feelings of school, become put into words. London’s poem The imagery, tone, and similes in Malcolm London’s poem help me to relate to the poem.

Rose’s test results got confused with another student named Rose so he was placed in the vocational track; placed in classes that meant “dead ends”. Many of his teachers did not have the desire to be role models and mentors instead they were driven to violence. “My homeroom was supervised by Brother Dill, a troubled and unstable man, when his class drifted away from him, which

At Hazelwood High School, they do things differently than at my school. At Hazelwood, most of the people worry about themselves and nobody else. Most of the school doesn’t get good grades and the school does not do anything about it. One day in English class Andy walked out when they were reading Macbeth because it was too emotional for Andy to handle. His friends were concerned and told the school counselor. They said, “But… but… it seems like… like… he needs help or somethin’.” Then the counselor said, “Well, I probably shouldn’t tell you boys this, but he is getting some outside counseling… So you boys can relax and be assured that he is getting whatever help he needs”(100). At Harrisburg High School, if someone had an issue like that, the counselors and teachers would be concerned, even if the person was getting outside help. Another thing about education that is different than mine is the school. In Ronda’s English homework, she wrote, “Our school building must have been built about a million years ago, because it was brown and tall and raggedy-looking, but it fit right in with the rest of the day”(16). At my high school, we are very fortunate to have a very new building to learn inside of. At Hazelwood High, they were not fortunate enough to have a new high school be built. Culture and education are very important pieces of people’s

At this time, school was only open during summer and winter. There was a morning session lasting from 7 a.m. to 11 a.m. in the summer and from 8 a.m. to 11 a.m. in the winter. From there, students and headmasters would get a two-hour break for lunch and play. The afternoon session would then begin at 1 p.m. and finish at 5 p.m. (“BLS History”). Contrary to this school’s set schedule, Thursdays were a bit different. The Thursday morning session ended at 10 a.m. for a church service. Afterwards, there would be an opportunity for lecture over English heritage (“BLS History”).

Rose tells us that “It took two buses to get to Our Lady of Mercy.” When placed in classes at Mercy school, “forms and releases and assessments” had to be filled out and taken, as well as “tests . . . for placement.” Rose explains that in some way his results got mixed up with another student by the last name of Rose. Rose says that “The other Rose apparently didn’t do very well” and he had to suffer the consequences of the child that had the same last name and was placed into the vocational track. Vocational track, says Rose, was “a euphemism for the bottom level.”

While presenting itself as an institution of the upmost moral character, the Devon School is really the breeding ground for broken students. As a result it is this very framework, the war and the prestige of a distinguished academy, which caused these students to break. The youth at this school were forced to put up with emotional struggle after struggle, and that reflects the harsh setting of this story.

While presenting itself as an institution of the upmost moral character, the Devon School is really the breeding ground for broken students. As a result it is this very framework, the war and the prestige of a distinguished academy, which caused these students to break. The youth at this school were forced to put up with emotional struggle after struggle, and that reflects the harsh setting of this story.

The five-minute warning bell goes off. I rush to my first class of my junior year, eager to see my classmates, who I was going to spend the rest of the 9 months with. I find myself stumbling into a classroom plastered with decorations of Denzel Washington with a Dr. Seuss book in his hand, a t and college flags galore. My AP English 11 class suddenly seemed so appealing to me. As a beautiful, curly haired short lady stood in front of me and said “Welcome to AP English 11,” I knew that I had found a treasure so much greater than just a pretty classroom. Little did I know, that short lady was going to inspire me throughout my challenge filled second-to-last year of high school.

The personal stories shared in the chapter provide a more extensive explanation as to why the state should reconsider consolidating the school. On page 52, the school’s coach describes the relationship between the school and community: “The school’s kind of a focal point; anything that happens in the community is going to happen in the cafeteria, or it’s going to occur here in the gym” (Tieken 2014). Another account describes the school’s value as “That cemetery dinner is not a school event; it’s a community event, but the school is the place to have it” (Tieken 2014, 53). The narrative provides evidence on the subject of building rapport between school systems and groups of individuals of Delight.

The school highlights the hypocrisy in the book, from the ads to the fact that it claims boys leave well-mannered and bright. It shows cruelty through their mean mannerisms and the fact that Castle’s end could easily have come about at Pencey instead of Elkton, and symbolizes adult life because it trains boys for adulthood and watches them grow up.

I’ve travelled all over this town, yet I have never seen this school before. After all, in small towns like ours, everyone knows everyone and everything about them. It’s the worst way to end my precious summer break; leaving the school I love so much along with my friends and moving to this abandoned place where all the kids fear to go. Rumour has it that the teachers here are mad. They feed off of the innocent children’s blood who dare to step foot in this dreadful place. I might be the next victim.

His cousins never failed to mention to him, the horrors of monotonous dresses and the strict discipline of a catholic high school, but he never paid any attention to them, partly because it was his parents’ decision, not his, to send him to St. Patrick’s high and he liked the idea of blending into the environment which, unfortunately, had trouble achieving in his middle school.