I walk around the school hallways and look at the people. I look at the teachers and wonder why they're here. If they like their jobs. Or us. And I wonder how smart they were when they were fifteen. Not in a mean way. In a curious way. It's like looking at all the students and wondering who's had their heart broken that day, and how they are able to cope with having three quizzes and a book report due on top of that. Or wondering who did the heart breaking. And wondering why.
Interpretation
This quote reflects the author's curiosity about people's experiences and emotions within the school environment.
In this quote, Stephen Chbosky expresses a deep sense of curiosity about the lives of both students and teachers in a school setting. He contemplates not just their professional roles but also their personal feelings and histories, highlighting the complexities of youth and the shared experiences of heartache and academic pressure that many face. By doing so, he invites us to consider the interconnectedness of individual struggles and the importance of empathy in understanding one another.
In practice
In a speech about the importance of understanding each other in school, this quote emphasizes empathy.
"I hate you." My sister said it different than she said it to my dad. She meant it with me.She really did. "I love you," was all I could say in return. "You're a freak, you know that? Everyone says so. They always have." "I'm trying not to be.” Then, I turned around and walked to my room and closed my door and put my head under my pillow and let the quiet put things where they are supposed to be.
So, I looked up, and we were in this giant dome like a glass snowball, and Mark said that the amazing white stars were really only holes in the black glass of the dome, and when you went to heaven, the glass broke away, and there was nothing but a whole sheet of star white, which is brighter than anything but doesn't hurt your eyes. It was vast and open and thinly quiet, and I felt so small.
If you care about somebody, you should want them to be happy. Even if you wind up being left out.
I don’t know if you’ve ever felt like that. That you wanted to sleep for a thousand years. Or just not exist. Or just not be aware that you do exist. Or something like that. I think wanting that is very morbid, but I want it when I get like this. That’s why I’m trying not to think. I just want it all to stop spinning.
So, tomorrow, I’m leaving. And I’m not going to let that happen again with anyone else. I’m going to do what I want to do. I’m going to be who I really am. And I’m going to figure out what that is.
She wasn't bitter. She was sad, though. But it was a hopeful kind of sad. The kind of sad that just takes time.
I have learned more [from Balzac] than from all the professional historians, economists, and statisticians put together.
When I first started in this field there were all kinds of stereotypes about autism, as if these were children from another planet, or children who had been brought up by wolves, that they weren't part of our population and were somehow separate.
Without the concepts, methods and results found and developed by previous generations right down to Greek antiquity one cannot understand either the aims or achievements of mathematics in the last 50 years. [Said in 1950]
Like all readers, I want my limits to be drawn by my own sensibilities, not by my melanin count.
I think picture books should stretch children. I think they should be full of wonderful, amazing words.
I did all of my learning on 'My Fair Lady.'
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