classes ::: the City of the King, Place, project, main, POW, Education, noun, the Astral Temple, favorite, Place,
children ::: the School (notes), the School (old), the School (old2)
branches ::: School

bookmarks: Instances - Definitions - Quotes - Chapters - Wordnet - Webgen


object:School
object:the School
parts ::: e-school, game dev, AI, social media, discord, goodreads, wikipedia, forum
def ::: A university (Latin: universitas, 'a whole') is an institution of higher (or tertiary) education and research, which awards academic degrees in various academic disciplines. Universities typically provide undergraduate education and postgraduate education.
   The word university is derived from the Latin universitas magistrorum et scholarium, which roughly means "community of teachers and scholars". The modern university system has roots in the European medieval university, which was created in Italy and evolved from cathedral schools for the clergy during the High Middle Ages.

--- the Principal
--- the Charter (Mission Statement)
--- the Open Library
    subjects, authors, books, dictionaries, quotes, magazines, media, tools, guides, web indexes, news?, dbs) (easy to add and take out data (esp for programmers)
    dictionaries (need for each subject and language)
    free exploration of all subjects
--- the Librarian
--- the Community Centers
    I need teachers, so this maybe needs to be first?
    Social programs?, social support,
    tons of pure fun places
    chat rooms, forums, group games, chilling areas, group adventures?
--- Analysis (Assessments, Tests, Questionares)
    why analysis
    self / student analysis (questions, why not reading Savitri?)
      recording all behaviours / movements.
      measuring progress (night assessment?)
      self-knowledge, world-knowledge
    psychometric tests
    profiles (what they want to learn, how they like to learn, where they are and where they want to be, how to get there)
--- Curriculums (Programs, Guides?, Courses)
    2x cwsa + mcw + ta
    Savitri always
    exploratory element, there should be an element of discovery. who knows, maybe there is another person who is as the jump from Ken Wilber to Sri Aurobindo. (or from self-help to spirituality etc)
--- the Archives (alllll the data including the Landfill)
    what im doing, all the time. all behaviours monitored automatically for processable data.
    psychmetrics
    profiles
--- Labs
    experimentation, tests, learning, beginning productions
--- Clubs
--- the Playground
--- the Trust (finances)
--- the OS
    (the offline school for anyone)
--- Staff
  Counsellors, Teachers?, Janitors,
  Junior / training / student staff members
--- Users (Students)
  ability to post, share, message, learn, get media, comment, collaborate
  make profile, control levels of information sharing.
--- Physical Location
  how to build a physical location
  physical components (like open Gymnasium)
--- UNSORTED
  alt names:e-school, online school, OWRPG
  object library:
  :workstations/workshops

--- unsorted:
    - online support for studying sri aurobindo.
    - study the life divine runs.
    - i already have one of these, probably in multiple places, but I kinda want the most important stuff at "home"
    IN VR GAME PLZ
      going to school, everyone having an AI / spirit partner. so good.

--- PAID PSYCHOMETRIC TESTING
    a school that takes in students and gives them tons of tests and psychometrics to create as large of a student profile as the student is willing to do. They can always do more in the future. and if they get paid to take the tests.. then we serious have a game changer.

--- QUOTES
The universities better becareful, cause they are dumping their content online as fast as they can. They are
going to make themselves completely superfluous. And some smart person, Ive been thinking about this for 20 years,
is going to take over accreditation end. Cause you know, all you would have to do, is set up a series of well
designed examinations online. And only let a minority of people pass, you have instant accreditation credibility.
Heres an entire 3 years of Psychology courses, heres the exams, you take them, only 15% of the people pass. ... It
makes the accreditation valuable. ~ Jordan Peterson, Joe Rogan Experience 877 -
Jordan Peterson, 1:40:00



--- FOOTER
class:the City of the King
class:Place
class:project
class:main
class:POW
subject class:Education
word class:noun


object:the e-school
class:the Astral Temple
class:favorite
object:TS


class:Place

see also :::

questions, comments, suggestions/feedback, take-down requests, contribute, etc
contact me @ integralyogin@gmail.com or
join the integral discord server (chatrooms)
if the page you visited was empty, it may be noted and I will try to fill it out. cheers



now begins generated list of local instances, definitions, quotes, instances in chapters, wordnet info if available and instances among weblinks


OBJECT INSTANCES [1] - TOPICS - AUTHORS - BOOKS - CHAPTERS - CLASSES - SEE ALSO - SIMILAR TITLES

TOPICS
The_Astral_Temple
the_Astral_Temple
SEE ALSO


AUTH

BOOKS
Advanced_Dungeons_and_Dragons_2E
Al-Fihrist
A_Treatise_on_Cosmic_Fire
books_(by_alpha)
Education_in_the_New_Age
Enchiridion_text
Evolution_II
Full_Circle
Heart_of_Matter
Infinite_Library
Letters_on_Occult_Meditation
Letters_On_Yoga
Letters_On_Yoga_I
Letters_On_Yoga_IV
Liber_157_-_The_Tao_Teh_King
Life_without_Death
Magick_Without_Tears
Modern_Man_in_Search_of_a_Soul
More_Answers_From_The_Mother
My_Burning_Heart
On_Education
Plotinus_-_Complete_Works_Vol_01
Process_and_Reality
Questions_And_Answers_1953
Questions_And_Answers_1955
Self_Knowledge
the_Book
The_Divine_Companion
The_Divine_Milieu
The_Essential_Songs_of_Milarepa
The_Externalization_of_the_Hierarchy
The_Imitation_of_Christ
The_Republic
The_Seals_of_Wisdom
The_Synthesis_Of_Yoga
The_Use_and_Abuse_of_History
The_Wit_and_Wisdom_of_Alfred_North_Whitehead
The_Yoga_Sutras
Toward_the_Future

IN CHAPTERS TITLE
01.03_-_Sri_Aurobindo_and_his_School
1.06_-_The_Three_Schools_of_Magick_1
1.07_-_The_Three_Schools_of_Magick_2
1.08_-_The_Three_Schools_of_Magick_3
1.10_-_The_Scolex_School
1955-03-02_-_Right_spirit,_aspiration_and_desire_-_Sleep_and_yogic_repose,_how_to_sleep_-_Remembering_dreams_-_Concentration_and_outer_activity_-_Mother_opens_the_door_inside_everyone_-_Sleep,_a_school_for_inner_knowledge_-_Source_of_energy
1956-11-14_-_Conquering_the_desire_to_appear_good_-_Self-control_and_control_of_the_life_around_-_Power_of_mastery_-_Be_a_great_yogi_to_be_a_good_teacher_-_Organisation_of_the_Ashram_school_-_Elementary_discipline_of_regularity
1.asak_-_In_the_school_of_mind_you
1.rt_-_The_Flower-School
1.wby_-_Among_School_Children
1.whitman_-_On_Old_Mans_Thought_Of_School
1.ww_-_Address_To_The_Scholars_Of_The_Village_School_Of_---
1.ww_-_A_Poet!_He_Hath_Put_His_Heart_To_School
1.ww_-_Book_First_[Introduction-Childhood_and_School_Time]
1.ww_-_Book_Second_[School-Time_Continued]
1.ww_-_Extract_From_The_Conclusion_Of_A_Poem_Composed_In_Anticipation_Of_Leaving_School
1.ww_-_Lines_Written_As_A_School_Exercise_At_Hawkshead,_Anno_Aetatis_14
1.ww_-_The_Prelude,_Book_1-_Childhood_And_School-Time

IN CHAPTERS CLASSNAME

IN CHAPTERS TEXT
0.00_-_INTRODUCTION
0.00_-_THE_GOSPEL_PREFACE
0.01_-_Life_and_Yoga
0.02_-_The_Three_Steps_of_Nature
0.03_-_The_Threefold_Life
0.04_-_The_Systems_of_Yoga
0.05_-_The_Synthesis_of_the_Systems
01.02_-_Natures_Own_Yoga
01.03_-_Sri_Aurobindo_and_his_School
01.04_-_Motives_for_Seeking_the_Divine
01.04_-_Sri_Aurobindos_Gita
01.05_-_The_Yoga_of_the_King_-_The_Yoga_of_the_Spirits_Freedom_and_Greatness
01.08_-_Walter_Hilton:_The_Scale_of_Perfection
0.10_-_Letters_to_a_Young_Captain
0_1958-11-04_-_Myths_are_True_and_Gods_exist_-_mental_formation_and_occult_faculties_-_exteriorization_-_work_in_dreams
0_1958-11-08
0_1959-06-13a
0_1960-04-14
0_1960-08-20
0_1960-10-22
0_1960-10-25
0_1961-01-10
0_1961-01-24
0_1961-03-17
0_1961-03-27
0_1961-04-25
0_1961-09-16
0_1961-10-02
0_1961-11-16a
0_1962-04-13
0_1962-05-29
0_1962-07-25
0_1963-02-23
0_1963-05-18
0_1963-08-10
0_1963-09-25
0_1963-10-19
0_1963-12-31
0_1964-03-25
0_1964-06-04
0_1964-10-14
0_1964-10-30
0_1964-11-28
0_1965-06-23
0_1966-03-19
0_1966-06-29
0_1966-08-13
0_1966-11-03
0_1966-12-17
0_1966-12-24
0_1967-02-15
0_1967-02-18
0_1967-03-22
0_1967-04-05
0_1967-04-19
0_1967-06-03
0_1967-07-22
0_1967-07-26
0_1967-11-22
0_1967-11-25
0_1967-12-16
0_1968-05-22
0_1968-05-29
0_1968-06-15
0_1968-11-06
0_1968-11-20
0_1968-11-27
0_1968-12-14
0_1969-02-01
0_1969-05-21
0_1969-06-28
0_1969-07-23
0_1969-12-10
0_1969-12-20
0_1970-01-17
0_1970-02-07
0_1970-07-29
0_1970-08-05
0_1971-01-30
0_1971-03-10
0_1971-04-17
0_1971-05-01
0_1971-05-05
0_1971-05-26
0_1971-10-27
0_1972-04-13
0_1972-07-15
0_1972-07-26
0_1972-12-26
0_1973-01-20
0_1973-02-08
0_1973-02-18
0_1973-03-14
0_1973-03-30
02.01_-_Metaphysical_Thought_and_the_Supreme_Truth
02.03_-_The_Glory_and_the_Fall_of_Life
02.06_-_Boris_Pasternak
02.06_-_The_Integral_Yoga_and_Other_Yogas
02.10_-_The_Kingdoms_and_Godheads_of_the_Little_Mind
02.11_-_Hymn_to_Darkness
02.11_-_The_Kingdoms_and_Godheads_of_the_Greater_Mind
02.12_-_The_Ideals_of_Human_Unity
02.14_-_Appendix
03.05_-_Some_Conceptions_and_Misconceptions
03.06_-_Here_or_Otherwhere
03.06_-_The_Pact_and_its_Sanction
03.07_-_Brahmacharya
03.08_-_The_Standpoint_of_Indian_Art
03.09_-_Art_and_Katharsis
03.12_-_Communism:_What_does_it_Mean?
03.14_-_From_the_Known_to_the_Unknown?
04.02_-_A_Chapter_of_Human_Evolution
04.02_-_Human_Progress
04.02_-_The_Growth_of_the_Flame
05.06_-_Physics_or_philosophy
05.07_-_The_Observer_and_the_Observed
05.14_-_The_Sanctity_of_the_Individual
05.19_-_Lone_to_the_Lone
05.26_-_The_Soul_in_Anguish
06.03_-_Types_of_Meditation
06.08_-_The_Individual_and_the_Collective
06.25_-_Individual_and_Collective_Soul
06.27_-_To_Learn_and_to_Understand
07.03_-_The_Entry_into_the_Inner_Countries
07.42_-_The_Nature_and_Destiny_of_Art
07.45_-_Specialisation
08.02_-_Order_and_Discipline
08.04_-_Doing_for_Her_Sake
08.20_-_Are_Not_The_Ascetic_Means_Helpful_At_Times?
09.02_-_Meditation
09.11_-_The_Supramental_Manifestation_and_World_Change
09.13_-_On_Teachers_and_Teaching
09.15_-_How_to_Listen
1.001_-_The_Aim_of_Yoga
10.03_-_The_Debate_of_Love_and_Death
1.00a_-_Introduction
1.00b_-_INTRODUCTION
1.00c_-_INTRODUCTION
1.00d_-_Introduction
1.00_-_Introduction_to_Alchemy_of_Happiness
1.00_-_Main
1.00_-_PREFACE_-_DESCENSUS_AD_INFERNOS
1.01_-_Adam_Kadmon_and_the_Evolution
1.01_-_An_Accomplished_Westerner
1.01_-_Economy
1.01_-_Foreward
1.01_-_Historical_Survey
1.01_-_Maitreya_inquires_of_his_teacher_(Parashara)
1.01_-_MASTER_AND_DISCIPLE
1.01_-_MAXIMS_AND_MISSILES
1.01_-_Necessity_for_knowledge_of_the_whole_human_being_for_a_genuine_education.
1.01_-_Newtonian_and_Bergsonian_Time
1.01_-_Our_Demand_and_Need_from_the_Gita
1.01_-_Principles_of_Practical_Psycho_therapy
1.01_-_Tara_the_Divine
1.01_-_The_First_Steps
1.01_-_The_Highest_Meaning_of_the_Holy_Truths
1.01_-_What_is_Magick?
1.01_-_Who_is_Tara
1.020_-_The_World_and_Our_World
1.02.2.1_-_Brahman_-_Oneness_of_God_and_the_World
10.26_-_A_True_Professor
1.02_-_Education
1.02_-_Groups_and_Statistical_Mechanics
1.02_-_IN_THE_COMPANY_OF_DEVOTEES
1.02_-_MAPS_OF_MEANING_-_THREE_LEVELS_OF_ANALYSIS
1.02_-_Meditating_on_Tara
1.02_-_On_the_Knowledge_of_God.
1.02_-_Pranayama,_Mantrayoga
1.02_-_Prayer_of_Parashara_to_Vishnu
1.02_-_SADHANA_PADA
1.02_-_Self-Consecration
1.02_-_SOCIAL_HEREDITY_AND_PROGRESS
1.02_-_Taras_Tantra
1.02_-_The_7_Habits__An_Overview
1.02_-_The_Age_of_Individualism_and_Reason
1.02_-_The_Child_as_growing_being_and_the_childs_experience_of_encountering_the_teacher.
1.02_-_The_Concept_of_the_Collective_Unconscious
1.02_-_The_Development_of_Sri_Aurobindos_Thought
1.02_-_The_Divine_Teacher
1.02_-_The_Eternal_Law
1.02_-_The_Great_Process
1.02_-_The_Philosophy_of_Ishvara
1.02_-_The_Pit
1.02_-_The_Stages_of_Initiation
1.02_-_The_Two_Negations_1_-_The_Materialist_Denial
1.02_-_THE_WITHIN_OF_THINGS
1.032_-_Our_Concept_of_God
10.35_-_The_Moral_and_the_Spiritual
1.03_-_Meeting_the_Master_-_Meeting_with_others
1.03_-_Preparing_for_the_Miraculous
1.03_-_Reading
1.03_-_The_Sunlit_Path
1.03_-_To_Layman_Ishii
1.03_-_VISIT_TO_VIDYASAGAR
1.04_-_ADVICE_TO_HOUSEHOLDERS
1.04_-_GOD_IN_THE_WORLD
1.04_-_On_blessed_and_ever-memorable_obedience
1.04_-_On_Knowledge_of_the_Future_World.
1.04_-_Pratyahara
1.04_-_Reality_Omnipresent
1.04_-_Sounds
1.04_-_The_Aims_of_Psycho_therapy
1.04_-_THE_APPEARANCE_OF_ANOMALY_-_CHALLENGE_TO_THE_SHARED_MAP
1.04_-_The_Core_of_the_Teaching
1.04_-_The_Divine_Mother_-_This_Is_She
1.04_-_The_First_Circle,_Limbo__Virtuous_Pagans_and_the_Unbaptized._The_Four_Poets,_Homer,_Horace,_Ovid,_and_Lucan._The_Noble_Castle_of_Philosophy.
1.04_-_The_Gods_of_the_Veda
1.04_-_To_the_Priest_of_Rytan-ji
1.04_-_What_Arjuna_Saw_-_the_Dark_Side_of_the_Force
1.05_-_Adam_Kadmon
1.05_-_Buddhism_and_Women
1.05_-_Computing_Machines_and_the_Nervous_System
1.05_-_Consciousness
1.05_-_Hsueh_Feng's_Grain_of_Rice
1.05_-_Mental_Education
1.05_-_Problems_of_Modern_Psycho_therapy
1.05_-_Solitude
1.05_-_Some_Results_of_Initiation
1.05_-_THE_HOSTILE_BROTHERS_-_ARCHETYPES_OF_RESPONSE_TO_THE_UNKNOWN
1.05_-_The_Magical_Control_of_the_Weather
1.05_-_THE_MASTER_AND_KESHAB
1.05_-_The_Universe__The_0_=_2_Equation
1.05_-_War_And_Politics
1.06_-_MORTIFICATION,_NON-ATTACHMENT,_RIGHT_LIVELIHOOD
1.06_-_Psycho_therapy_and_a_Philosophy_of_Life
1.06_-_THE_MASTER_WITH_THE_BRAHMO_DEVOTEES
1.06_-_The_Three_Schools_of_Magick_1
1.06_-_Yun_Men's_Every_Day_is_a_Good_Day
1.07_-_A_Song_of_Longing_for_Tara,_the_Infallible
1.07_-_Cybernetics_and_Psychopathology
1.07_-_Hui_Ch'ao_Asks_about_Buddha
1.07_-_On_Our_Knowledge_of_General_Principles
1.07_-_Savitri
1.07_-_The_Farther_Reaches_of_Human_Nature
1.07_-_The_Literal_Qabalah_(continued)
1.07_-_THE_MASTER_AND_VIJAY_GOSWAMI
1.07_-_The_Three_Schools_of_Magick_2
1.08_-_Attendants
1.08_-_Information,_Language,_and_Society
1.08_-_Introduction_to_Patanjalis_Yoga_Aphorisms
1.08_-_Psycho_therapy_Today
1.08_-_RELIGION_AND_TEMPERAMENT
1.08_-_The_Four_Austerities_and_the_Four_Liberations
1.08_-_The_Gods_of_the_Veda_-_The_Secret_of_the_Veda
1.08_-_The_Methods_of_Vedantic_Knowledge
1.08_-_The_Three_Schools_of_Magick_3
1.08_-_THINGS_THE_GERMANS_LACK
1.094_-_Understanding_the_Structure_of_Things
1.097_-_Sublimation_of_Object-Consciousness
1.09_-_ADVICE_TO_THE_BRAHMOS
1.09_-_BOOK_THE_NINTH
1.09_-_Fundamental_Questions_of_Psycho_therapy
1.09_-_Saraswati_and_Her_Consorts
1.09_-_SKIRMISHES_IN_A_WAY_WITH_THE_AGE
1.09_-_Taras_Ultimate_Nature
1.09_-_To_the_Students,_Young_and_Old
1.1.01_-_Seeking_the_Divine
1.1.01_-_The_Divine_and_Its_Aspects
1.107_-_The_Bestowal_of_a_Divine_Gift
11.08_-_Body-Energy
1.10_-_Aesthetic_and_Ethical_Culture
1.10_-_BOOK_THE_TENTH
1.10_-_Concentration_-_Its_Practice
1.10_-_Conscious_Force
1.10_-_Harmony
1.10_-_Relics_of_Tree_Worship_in_Modern_Europe
1.10_-_THE_FORMATION_OF_THE_NOOSPHERE
1.10_-_THE_MASTER_WITH_THE_BRAHMO_DEVOTEES_(II)
1.10_-_The_Revolutionary_Yogi
1.10_-_The_Roughly_Material_Plane_or_the_Material_World
1.10_-_The_Scolex_School
1.10_-_The_Secret_of_the_Veda
1.10_-_THINGS_I_OWE_TO_THE_ANCIENTS
1.11_-_The_Kalki_Avatar
1.11_-_WITH_THE_DEVOTEES_AT_DAKSHINEWAR
1.1.2.01_-_Sources_of_Inspiration_and_Variety
1.12_-_Brute_Neighbors
1.12_-_God_Departs
1.1.2_-_Intellect_and_the_Intellectual
1.12_-_Sleep_and_Dreams
1.12_-_THE_FESTIVAL_AT_PNIHTI
1.12_-_The_Sociology_of_Superman
1.13_-_Conclusion_-_He_is_here
1.13_-_Reason_and_Religion
1.13_-_THE_HUMAN_REBOUND_OF_EVOLUTION_AND_ITS_CONSEQUENCES
1.13_-_THE_MASTER_AND_M.
1.14_-_INSTRUCTION_TO_VAISHNAVS_AND_BRHMOS
1.14_-_Noise
1.15_-_The_Possibility_and_Purpose_of_Avatarhood
1.16_-_PRAYER
1.16_-_The_Suprarational_Ultimate_of_Life
1.16_-_The_Triple_Status_of_Supermind
1.16_-_WITH_THE_DEVOTEES_AT_DAKSHINESWAR
1.17_-_God
1.17_-_Legend_of_Prahlada
1.17_-_M._AT_DAKSHINEWAR
1.18_-_The_Importance_of_our_Conventional_Greetings,_etc.
1.200-1.224_Talks
1.2.01_-_The_Call_and_the_Capacity
12.09_-_The_Story_of_Dr._Faustus_Retold
1.20_-_Equality_and_Knowledge
1.20_-_RULES_FOR_HOUSEHOLDERS_AND_MONKS
1.20_-_TANTUM_RELIGIO_POTUIT_SUADERE_MALORUM
1.20_-_The_End_of_the_Curve_of_Reason
1.21_-_A_DAY_AT_DAKSHINESWAR
1.22_-_ADVICE_TO_AN_ACTOR
1.22_-_THE_END_OF_THE_SPECIES
1.2.2_-_The_Place_of_Study_in_Sadhana
1.23_-_FESTIVAL_AT_SURENDRAS_HOUSE
1.240_-_1.300_Talks
1.240_-_Talks_2
1.26_-_On_discernment_of_thoughts,_passions_and_virtues
1.27_-_AT_DAKSHINESWAR
1.28_-_Need_to_Define_God,_Self,_etc.
1.28_-_The_Killing_of_the_Tree-Spirit
1.300_-_1.400_Talks
13.02_-_A_Review_of_Sri_Aurobindos_Life
1.35_-_The_Tao_2
14.01_-_To_Read_Sri_Aurobindo
14.02_-_Occult_Experiences
14.05_-_The_Golden_Rule
14.06_-_Liberty,_Self-Control_and_Friendship
1.439
1.450_-_1.500_Talks
1.45_-_The_Corn-Mother_and_the_Corn-Maiden_in_Northern_Europe
1.48_-_Morals_of_AL_-_Hard_to_Accept,_and_Why_nevertheless_we_Must_Concur
1.49_-_Thelemic_Morality
15.08_-_Ashram_-_Inner_and_Outer
1.50_-_A.C._and_the_Masters;_Why_they_Chose_him,_etc.
1.52_-_Family_-_Public_Enemy_No._1
1.550_-_1.600_Talks
1.55_-_Money
1.58_-_Do_Angels_Ever_Cut_Themselves_Shaving?
1.62_-_The_Elastic_Mind
1.63_-_Fear,_a_Bad_Astral_Vision
1.67_-_Faith
1.71_-_Morality_2
1.72_-_Education
1.74_-_Obstacles_on_the_Path
1.76_-_The_Gods_-_How_and_Why_they_Overlap
1.78_-_Sore_Spots
1.83_-_Epistola_Ultima
1913_06_18p
1929-06-23_-_Knowledge_of_the_Yogi_-_Knowledge_and_the_Supermind_-_Methods_of_changing_the_condition_of_the_body_-_Meditation,_aspiration,_sincerity
1950-12-21_-_The_Mother_of_Dreams
1951-01-08_-_True_vision_and_understanding_of_the_world._Progress,_equilibrium._Inner_reality_-_the_psychic._Animals_and_the_psychic.
1951-01-15_-_Sincerity_-_inner_discernment_-_inner_light._Evil_and_imbalance._Consciousness_and_instruments.
1951-01-25_-_Needs_and_desires._Collaboration_of_the_vital,_mind_an_accomplice._Progress_and_sincerity_-_recognising_faults._Organising_the_body_-_illness_-_new_harmony_-_physical_beauty.
1951-02-10_-_Liberty_and_license_-_surrender_makes_you_free_-_Men_in_authority_as_representatives_of_the_divine_Truth_-_Work_as_offering_-_total_surrender_needs_time_-_Effort_and_inspiration_-_will_and_patience
1951-03-12_-_Mental_forms_-_learning_difficult_subjects_-_Mental_fortress_-_thought_-_Training_the_mind_-_Helping_the_vital_being_after_death_-_ceremonies_-_Human_stupidities
1951-03-31_-_Physical_ailment_and_mental_disorder_-_Curing_an_illness_spiritually_-_Receptivity_of_the_body_-_The_subtle-physical-_illness_accidents_-_Curing_sunstroke_and_other_disorders
1951-04-26_-_Irrevocable_transformation_-_The_divine_Shakti_-_glad_submission_-_Rejection,_integral_-_Consecration_-_total_self-forgetfulness_-_work
1953-04-08
1953-04-29
1953-05-13
1953-06-10
1953-07-15
1953-09-30
1953-10-28
1953-11-25
1953-12-09
1953-12-30
1954-02-03_-_The_senses_and_super-sense_-_Children_can_be_moulded_-_Keeping_things_in_order_-_The_shadow
1954-02-10_-_Study_a_variety_of_subjects_-_Memory_-Memory_of_past_lives_-_Getting_rid_of_unpleasant_thoughts
1954-03-03_-_Occultism_-_A_French_scientists_experiment
1954-03-24_-_Dreams_and_the_condition_of_the_stomach_-_Tobacco_and_alcohol_-_Nervousness_-_The_centres_and_the_Kundalini_-_Control_of_the_senses
1954-06-02_-_Learning_how_to_live_-_Work,_studies_and_sadhana_-_Waste_of_the_Energy_and_Consciousness
1954-07-28_-_Money_-_Ego_and_individuality_-_The_shadow
1954-08-04_-_Servant_and_worker_-_Justification_of_weakness_-_Play_of_the_Divine_-_Why_are_you_here_in_the_Ashram?
1954-12-15_-_Many_witnesses_inside_oneself_-_Children_in_the_Ashram_-_Trance_and_the_waking_consciousness_-_Ascetic_methods_-_Education,_spontaneous_effort_-_Spiritual_experience
1955-03-02_-_Right_spirit,_aspiration_and_desire_-_Sleep_and_yogic_repose,_how_to_sleep_-_Remembering_dreams_-_Concentration_and_outer_activity_-_Mother_opens_the_door_inside_everyone_-_Sleep,_a_school_for_inner_knowledge_-_Source_of_energy
1955-04-27_-_Symbolic_dreams_and_visions_-_Curing_pain_by_various_methods_-_Different_states_of_consciousness_-_Seeing_oneself_dead_in_a_dream_-_Exteriorisation
1956-05-23_-_Yoga_and_religion_-_Story_of_two_clergymen_on_a_boat_-_The_Buddha_and_the_Supramental_-_Hieroglyphs_and_phonetic_alphabets_-_A_vision_of_ancient_Egypt_-_Memory_for_sounds
1956-06-13_-_Effects_of_the_Supramental_action_-_Education_and_the_Supermind_-_Right_to_remain_ignorant_-_Concentration_of_mind_-_Reason,_not_supreme_capacity_-_Physical_education_and_studies_-_inner_discipline_-_True_usefulness_of_teachers
1956-07-25_-_A_complete_act_of_divine_love_-_How_to_listen_-_Sports_programme_same_for_boys_and_girls_-_How_to_profit_by_stay_at_Ashram_-_To_Women_about_Their_Body
1956-08-01_-_Value_of_worship_-_Spiritual_realisation_and_the_integral_yoga_-_Symbols,_translation_of_experience_into_form_-_Sincerity,_fundamental_virtue_-_Intensity_of_aspiration,_with_anguish_or_joy_-_The_divine_Grace
1956-11-14_-_Conquering_the_desire_to_appear_good_-_Self-control_and_control_of_the_life_around_-_Power_of_mastery_-_Be_a_great_yogi_to_be_a_good_teacher_-_Organisation_of_the_Ashram_school_-_Elementary_discipline_of_regularity
1956-11-21_-_Knowings_and_Knowledge_-_Reason,_summit_of_mans_mental_activities_-_Willings_and_the_true_will_-_Personal_effort_-_First_step_to_have_knowledge_-_Relativity_of_medical_knowledge_-_Mental_gymnastics_make_the_mind_supple
1957-02-07_-_Individual_and_collective_meditation
1957-03-13_-_Our_best_friend
1957-05-01_-_Sports_competitions,_their_value
1957-05-08_-_Vital_excitement,_reason,_instinct
1957-06-05_-_Questions_and_silence_-_Methods_of_meditation
1957-10-09_-_As_many_universes_as_individuals_-_Passage_to_the_higher_hemisphere
1957-10-16_-_Story_of_successive_involutions
1957-11-13_-_Superiority_of_man_over_animal_-_Consciousness_precedes_form
1958-02-26_-_The_moon_and_the_stars_-_Horoscopes_and_yoga
1958-08-13_-_Profit_by_staying_in_the_Ashram_-_What_Sri_Aurobindo_has_come_to_tell_us_-_Finding_the_Divine
1958-08-27_-_Meditation_and_imagination_-_From_thought_to_idea,_from_idea_to_principle
1960_04_07?_-_28
1963_08_10
1969_09_22
1969_09_30
1.asak_-_In_the_school_of_mind_you
1f.lovecraft_-_Deaf,_Dumb,_and_Blind
1f.lovecraft_-_Discarded_Draft_of
1f.lovecraft_-_Herbert_West-Reanimator
1f.lovecraft_-_Ibid
1f.lovecraft_-_Medusas_Coil
1f.lovecraft_-_Pickmans_Model
1f.lovecraft_-_Sweet_Ermengarde
1f.lovecraft_-_The_Call_of_Cthulhu
1f.lovecraft_-_The_Case_of_Charles_Dexter_Ward
1f.lovecraft_-_The_Colour_out_of_Space
1f.lovecraft_-_The_Dunwich_Horror
1f.lovecraft_-_The_Haunter_of_the_Dark
1f.lovecraft_-_The_Last_Test
1f.lovecraft_-_The_Picture_in_the_House
1f.lovecraft_-_The_Shadow_over_Innsmouth
1f.lovecraft_-_The_Shunned_House
1f.lovecraft_-_The_Street
1f.lovecraft_-_The_Temple
1f.lovecraft_-_The_Thing_on_the_Doorstep
1f.lovecraft_-_The_Trap
1f.lovecraft_-_The_Unnamable
1.fs_-_Genius
1.fs_-_The_Lay_Of_The_Bell
1.jk_-_Endymion_-_Book_III
1.jk_-_Endymion_-_Book_IV
1.jk_-_Isabella;_Or,_The_Pot_Of_Basil_-_A_Story_From_Boccaccio
1.jk_-_King_Stephen
1.jk_-_Sleep_And_Poetry
1.jk_-_The_Cap_And_Bells;_Or,_The_Jealousies_-_A_Faery_Tale_.._Unfinished
1.jr_-_There_Is_A_Candle
1.jr_-_Two_Kinds_Of_Intelligence
1.lb_-_A_Farewell_To_Secretary_Shuyun_At_The_Xietiao_Villa_In_Xuanzhou
1.lb_-_Farewell
1.lb_-_Farewell_to_Secretary_Shu-yun_at_the_Hsieh_Tiao_Villa_in_Hsuan-Chou
1.lovecraft_-_Psychopompos-_A_Tale_in_Rhyme
1.lovecraft_-_The_Teutons_Battle-Song
1.pbs_-_Charles_The_First
1.pbs_-_Peter_Bell_The_Third
1.pbs_-_The_Boat_On_The_Serchio
1.pbs_-_The_Revolt_Of_Islam_-_Canto_I-XII
1.pbs_-_To_Harriet_--_It_Is_Not_Blasphemy_To_Hope_That_Heaven
1.poe_-_Elizabeth
1.poe_-_Eureka_-_A_Prose_Poem
1.rb_-_An_Epistle_Containing_the_Strange_Medical_Experience_of_Kar
1.rb_-_Cleon
1.rb_-_Fra_Lippo_Lippi
1.rb_-_Paracelsus_-_Part_III_-_Paracelsus
1.rb_-_Paracelsus_-_Part_V_-_Paracelsus_Attains
1.rb_-_Pippa_Passes_-_Part_IV_-_Night
1.rb_-_Sordello_-_Book_the_Second
1.rb_-_Sordello_-_Book_the_Sixth
1.rb_-_Sordello_-_Book_the_Third
1.rt_-_Superior
1.rt_-_The_Astronomer
1.rt_-_The_Flower-School
1.rt_-_The_Homecoming
1.rt_-_The_Wicked_Postman
1.rt_-_Vocation
1.rwe_-_Boston
1.rwe_-_Boston_Hymn
1.rwe_-_Good-bye
1.rwe_-_May-Day
1.rwe_-_The_Adirondacs
1.rwe_-_Threnody
1.tm_-_The_Sowing_of_Meanings
1.wby_-_Adams_Curse
1.wby_-_All_Souls_Night
1.wby_-_Among_School_Children
1.wby_-_Another_Song_Of_A_Fool
1.wby_-_Another_Song_of_a_Fool
1.wby_-_Easter_1916
1.wby_-_Ego_Dominus_Tuus
1.wby_-_From_A_Full_Moon_In_March
1.wby_-_In_Memory_Of_Alfred_Pollexfen
1.wby_-_Michael_Robartes_And_The_Dancer
1.wby_-_Parnells_Funeral
1.wby_-_Remorse_For_Intemperate_Speech
1.wby_-_Running_To_Paradise
1.wby_-_Sailing_to_Byzantium
1.wby_-_The_Curse_Of_Cromwell
1.wby_-_The_Double_Vision_Of_Michael_Robartes
1.wby_-_The_Seven_Sages
1.wby_-_The_Song_Of_The_Happy_Shepherd
1.wby_-_The_Tower
1.wby_-_To_A_Wealthy_Man_Who_Promised_A_Second_Subscription_To_The_Dublin_Municipal_Gallery_If_It_Were_Prove
1.wby_-_To_A_Young_Beauty
1.wby_-_What_Then?
1.whitman_-_A_Paumanok_Picture
1.whitman_-_As_I_Sat_Alone_By_Blue_Ontarios_Shores
1.whitman_-_Beat!_Beat!_Drums!
1.whitman_-_Brother_Of_All,_With_Generous_Hand
1.whitman_-_Myself_And_Mine
1.whitman_-_On_Old_Mans_Thought_Of_School
1.whitman_-_Salut_Au_Monde
1.whitman_-_Song_of_Myself
1.whitman_-_Song_Of_Myself-_XLII
1.whitman_-_Song_Of_Myself-_XLVII
1.whitman_-_Song_Of_The_Broad-Axe
1.whitman_-_Song_Of_The_Open_Road
1.whitman_-_Souvenirs_Of_Democracy
1.whitman_-_Starting_From_Paumanok
1.whitman_-_The_Great_City
1.whitman_-_There_Was_A_Child_Went_Forth
1.whitman_-_Thoughts
1.whitman_-_Who_Learns_My_Lesson_Complete?
1.ww_-_1_-_I_celebrate_myself,_and_sing_myself
1.ww_-_Address_To_The_Scholars_Of_The_Village_School_Of_---
1.ww_-_Alas!_What_Boots_The_Long_Laborious_Quest
1.ww_-_An_Evening_Walk
1.ww_-_A_Poet!_He_Hath_Put_His_Heart_To_School
1.ww_-_Book_Eighth-_Retrospect--Love_Of_Nature_Leading_To_Love_Of_Man
1.ww_-_Book_Fifth-Books
1.ww_-_Book_First_[Introduction-Childhood_and_School_Time]
1.ww_-_Book_Fourteenth_[conclusion]
1.ww_-_Book_Fourth_[Summer_Vacation]
1.ww_-_Book_Ninth_[Residence_in_France]
1.ww_-_Book_Second_[School-Time_Continued]
1.ww_-_Book_Seventh_[Residence_in_London]
1.ww_-_Book_Sixth_[Cambridge_and_the_Alps]
1.ww_-_Book_Tenth_{Residence_in_France_continued]
1.ww_-_Book_Third_[Residence_at_Cambridge]
1.ww_-_Book_Thirteenth_[Imagination_And_Taste,_How_Impaired_And_Restored_Concluded]
1.ww_-_Book_Twelfth_[Imagination_And_Taste,_How_Impaired_And_Restored_]
1.ww_-_Composed_While_The_Author_Was_Engaged_In_Writing_A_Tract_Occasioned_By_The_Convention_Of_Cintra
1.ww_-_Dion_[See_Plutarch]
1.ww_-_Epitaphs_Translated_From_Chiabrera
1.ww_-_Extract_From_The_Conclusion_Of_A_Poem_Composed_In_Anticipation_Of_Leaving_School
1.ww_-_Lines_Written_As_A_School_Exercise_At_Hawkshead,_Anno_Aetatis_14
1.ww_-_Matthew
1.ww_-_Memorials_Of_A_Tour_In_Scotland
1.ww_-_Rural_Architecture
1.ww_-_The_Brothers
1.ww_-_The_Excursion-_II-_Book_First-_The_Wanderer
1.ww_-_The_Excursion-_IV-_Book_Third-_Despondency
1.ww_-_The_Excursion-_IX-_Book_Eighth-_The_Parsonage
1.ww_-_The_Excursion-_V-_Book_Fouth-_Despondency_Corrected
1.ww_-_The_Excursion-_X-_Book_Ninth-_Discourse_of_the_Wanderer,_and_an_Evening_Visit_to_the_Lake
1.ww_-_The_Highland_Broach
1.ww_-_The_Prelude,_Book_1-_Childhood_And_School-Time
1.ww_-_The_Prioresss_Tale_[from_Chaucer]
1.ww_-_The_Recluse_-_Book_First
1.ww_-_There_Was_A_Boy
1.ww_-_The_Two_April_Mornings
1.ww_-_To_Dora
1.ww_-_To_The_Cuckoo
1.ww_-_When_To_The_Attractions_Of_The_Busy_World
2.01_-_AT_THE_STAR_THEATRE
2.01_-_Habit_1__Be_Proactive
2.01_-_On_Books
2.02_-_Habit_2__Begin_with_the_End_in_Mind
2.02_-_THE_EXPANSION_OF_LIFE
2.02_-_The_Ishavasyopanishad_with_a_commentary_in_English
2.03_-_DEMETER
2.03_-_Indra_and_the_Thought-Forces
2.03_-_Karmayogin__A_Commentary_on_the_Isha_Upanishad
2.03_-_On_Medicine
2.03_-_THE_MASTER_IN_VARIOUS_MOODS
2.04_-_ADVICE_TO_ISHAN
2.04_-_On_Art
2.05_-_Apotheosis
2.05_-_Habit_3__Put_First_Things_First
2.05_-_On_Poetry
2.05_-_The_Divine_Truth_and_Way
2.05_-_VISIT_TO_THE_SINTHI_BRAMO_SAMAJ
2.06_-_The_Wand
2.06_-_WITH_VARIOUS_DEVOTEES
2.07_-_On_Congress_and_Politics
2.07_-_The_Mother__Relations_with_Others
2.08_-_AT_THE_STAR_THEATRE_(II)
2.08_-_On_Non-Violence
2.08_-_The_Sword
2.0_-_THE_ANTICHRIST
21.01_-_The_Mother_The_Nature_of_Her_Work
2.1.02_-_Combining_Work,_Meditation_and_Bhakti
2.1.02_-_Nature_The_World-Manifestation
2.10_-_THE_MASTER_AND_NARENDRA
2.11_-_On_Education
2.11_-_WITH_THE_DEVOTEES_IN_CALCUTTA
2.12_-_THE_MASTERS_REMINISCENCES
2.1.3.2_-_Study
2.1.3.3_-_Reading
2.1.3.4_-_Conduct
2.13_-_On_Psychology
2.13_-_THE_MASTER_AT_THE_HOUSES_OF_BALARM_AND_GIRISH
2.1.4.2_-_Teaching
2.1.4.3_-_Discipline
2.14_-_AT_RAMS_HOUSE
2.1.5.1_-_Study_of_Works_of_Sri_Aurobindo_and_the_Mother
2.1.5.2_-_Languages
2.15_-_CAR_FESTIVAL_AT_BALARMS_HOUSE
2.17_-_December_1938
2.18_-_January_1939
2.18_-_SRI_RAMAKRISHNA_AT_SYAMPUKUR
2.19_-_THE_MASTER_AND_DR._SARKAR
2.2.03_-_The_Science_of_Consciousness
22.08_-_The_Golden_Chain
2.20_-_ON_REDEMPTION
2.20_-_THE_MASTERS_TRAINING_OF_HIS_DISCIPLES
2.21_-_1940
2.22_-_Rebirth_and_Other_Worlds;_Karma,_the_Soul_and_Immortality
2.22_-_THE_MASTER_AT_COSSIPORE
2.23_-_THE_MASTER_AND_BUDDHA
2.24_-_The_Evolution_of_the_Spiritual_Man
2.24_-_THE_MASTERS_LOVE_FOR_HIS_DEVOTEES
2.25_-_AFTER_THE_PASSING_AWAY
2.2.7.01_-_Some_General_Remarks
2.3.06_-_The_Mind
2.3.1_-_Svetasvatara_Upanishad
30.04_-_Intuition_and_Inspiration_in_Art
3.00_-_Introduction
30.17_-_Rabindranath,_Traveller_of_the_Infinite
3.01_-_THE_BIRTH_OF_THOUGHT
3.01_-_Towards_the_Future
3.02_-_The_Great_Secret
3.02_-_The_Practice_Use_of_Dream-Analysis
3.02_-_The_Psychology_of_Rebirth
3.02_-_The_Soul_in_the_Soul_World_after_Death
3.03_-_On_Thought_-_II
3.03_-_SULPHUR
3.07_-_The_Formula_of_the_Holy_Grail
3.09_-_The_Return_of_the_Soul
3.1.02_-_A_Theory_of_the_Human_Being
3.1.02_-_Spiritual_Evolution_and_the_Supramental
3.1.04_-_Transformation_in_the_Integral_Yoga
3.11_-_Spells
3.1.24_-_In_the_Moonlight
3.1.3_-_Difficulties_of_the_Physical_Being
3.14_-_Of_the_Consecrations
3.16.1_-_Of_the_Oath
3.18_-_Of_Clairvoyance_and_the_Body_of_Light
3.2.01_-_The_Newness_of_the_Integral_Yoga
3.2.03_-_Jainism_and_Buddhism
3.2.04_-_Sankhya_and_Yoga
3.2.04_-_The_Conservative_Mind_and_Eastern_Progress
32.06_-_The_Novel_Alchemy
3.2.08_-_Bhakti_Yoga_and_Vaishnavism
33.01_-_The_Initiation_of_Swadeshi
33.05_-_Muraripukur_-_II
33.06_-_Alipore_Court
33.09_-_Shyampukur
33.11_-_Pondicherry_II
33.12_-_Pondicherry_Cyclone
33.13_-_My_Professors
33.14_-_I_Played_Football
33.15_-_My_Athletics
33.16_-_Soviet_Gymnasts
3.4.2_-_Guru_Yoga
3-5_Full_Circle
3.6.01_-_Heraclitus
3.7.1.01_-_Rebirth
3.7.1.09_-_Karma_and_Freedom
3_-_Commentaries_and_Annotated_Translations
4.01_-_Introduction
4.02_-_Humanity_in_Progress
4.04_-_Conclusion
4.04_-_In_the_Total_Christ
4.04_-_THE_REGENERATION_OF_THE_KING
4.09_-_The_Liberation_of_the_Nature
4.0_-_The_Path_of_Knowledge
4.13_-_The_Action_of_Equality
4.1_-_Jnana
5.01_-_Message
5.02_-_Perfection_of_the_Body
5.1.01.7_-_The_Book_of_the_Woman
5.2.01_-_The_Descent_of_Ahana
5.4.01_-_Notes_on_Root-Sounds
5.4.02_-_Occult_Powers_or_Siddhis
5_-_The_Phenomenology_of_the_Spirit_in_Fairytales
6.09_-_THE_THIRD_STAGE_-_THE_UNUS_MUNDUS
6.0_-_Conscious,_Unconscious,_and_Individuation
7.01_-_The_Soul_(the_Psychic)
7.02_-_Courage
7.04_-_Self-Reliance
7.10_-_Order
7.15_-_The_Family
7.4.01_-_Man_the_Enigma
7_-_Yoga_of_Sri_Aurobindo
9.99_-_Glossary
Aeneid
Appendix_4_-_Priest_Spells
Blazing_P1_-_Preconventional_consciousness
Blazing_P2_-_Map_the_Stages_of_Conventional_Consciousness
Blazing_P3_-_Explore_the_Stages_of_Postconventional_Consciousness
BOOK_I._-_Augustine_censures_the_pagans,_who_attributed_the_calamities_of_the_world,_and_especially_the_sack_of_Rome_by_the_Goths,_to_the_Christian_religion_and_its_prohibition_of_the_worship_of_the_gods
BOOK_II._-_A_review_of_the_calamities_suffered_by_the_Romans_before_the_time_of_Christ,_showing_that_their_gods_had_plunged_them_into_corruption_and_vice
BOOK_II._--_PART_I._ANTHROPOGENESIS.
BOOK_II._--_PART_III._ADDENDA._SCIENCE_AND_THE_SECRET_DOCTRINE_CONTRASTED
BOOK_II._--_PART_II._THE_ARCHAIC_SYMBOLISM_OF_THE_WORLD-RELIGIONS
BOOK_I._--_PART_I._COSMIC_EVOLUTION
BOOK_I._--_PART_III._SCIENCE_AND_THE_SECRET_DOCTRINE_CONTRASTED
BOOK_I._--_PART_II._THE_EVOLUTION_OF_SYMBOLISM_IN_ITS_APPROXIMATE_ORDER
BOOK_IX._-_Of_those_who_allege_a_distinction_among_demons,_some_being_good_and_others_evil
Book_of_Imaginary_Beings_(text)
BOOK_VIII._-_Some_account_of_the_Socratic_and_Platonic_philosophy,_and_a_refutation_of_the_doctrine_of_Apuleius_that_the_demons_should_be_worshipped_as_mediators_between_gods_and_men
BOOK_VI._-_Of_Varros_threefold_division_of_theology,_and_of_the_inability_of_the_gods_to_contri_bute_anything_to_the_happiness_of_the_future_life
BOOK_XIII._-_That_death_is_penal,_and_had_its_origin_in_Adam's_sin
BOOK_XII._-_Of_the_creation_of_angels_and_men,_and_of_the_origin_of_evil
BOOK_XIX._-_A_review_of_the_philosophical_opinions_regarding_the_Supreme_Good,_and_a_comparison_of_these_opinions_with_the_Christian_belief_regarding_happiness
BOOK_X._-_Porphyrys_doctrine_of_redemption
BOOK_XVIII._-_A_parallel_history_of_the_earthly_and_heavenly_cities_from_the_time_of_Abraham_to_the_end_of_the_world
BOOK_XXII._-_Of_the_eternal_happiness_of_the_saints,_the_resurrection_of_the_body,_and_the_miracles_of_the_early_Church
Conversations_with_Sri_Aurobindo
COSA_-_BOOK_I
COSA_-_BOOK_II
COSA_-_BOOK_III
COSA_-_BOOK_IV
COSA_-_BOOK_IX
COSA_-_BOOK_V
COSA_-_BOOK_VI
COSA_-_BOOK_VIII
ENNEAD_02.07_-_About_Mixture_to_the_Point_of_Total_Penetration.
ENNEAD_03.07_-_Of_Time_and_Eternity.
ENNEAD_06.05_-_The_One_and_Identical_Being_is_Everywhere_Present_In_Its_Entirety.345
ENNEAD_06.08_-_Of_the_Will_of_the_One.
Gorgias
Guru_Granth_Sahib_first_part
Ion
IS_-_Chapter_1
Liber_111_-_The_Book_of_Wisdom_-_LIBER_ALEPH_VEL_CXI
Liber_46_-_The_Key_of_the_Mysteries
Liber_71_-_The_Voice_of_the_Silence_-_The_Two_Paths_-_The_Seven_Portals
Meno
Phaedo
r1914_03_12
r1917_01_22
r1917_01_23a
Ragnarok
Sayings_of_Sri_Ramakrishna_(text)
Sophist
Symposium_translated_by_B_Jowett
Tablets_of_Baha_u_llah_text
Talks_125-150
Talks_500-550
Talks_600-652
Talks_With_Sri_Aurobindo_1
Talks_With_Sri_Aurobindo_2
The_Act_of_Creation_text
Theaetetus
The_Aleph
The_Anapanasati_Sutta__A_Practical_Guide_to_Mindfullness_of_Breathing_and_Tranquil_Wisdom_Meditation
The_Book_of_Certitude_-_P1
The_Book_of_Sand
The_Dream_of_a_Ridiculous_Man
The_Dwellings_of_the_Philosophers
The_Egg
the_Eternal_Wisdom
The_Great_Sense
The_Logomachy_of_Zos
The_Pilgrims_Progress
The_Riddle_of_this_World
Timaeus
Verses_of_Vemana

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SIMILAR TITLES
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the School (notes)
the School (old)
the School (old2)
The Western Canon - The Books and School of the Ages

DEFINITIONS


TERMS STARTING WITH

Schools of the Prophets “Schools established by Samuel for the training of the Nabiim (prophets). Their method was pursued on the same lines as that of a Chela or candidate for initiation into the occult sciences, i.e., the development of abnormal faculties or clairvoyance leading to Seership. Of such schools there were many in days of old in Palestine and Asia Minor. That the Hebrews worshipped Nebo, the Chaldean god of secret learning, is quite certain, since they adopted his name as an equivalent of Wisdom” (TG 294).

schoolbook ::: n. --> A book used in schools for learning lessons.

schoolboy ::: n. --> A boy belonging to, or attending, a school.

schooldame ::: n. --> A schoolmistress.

schooled ::: educated, trained (a person, his mind, powers, tastes, etc.); to render wise, skilful, or tractable by training or discipline.

schooled ::: imp. & p. p. --> of School

schoolery ::: n. --> Something taught; precepts; schooling.

schoolfellow ::: n. --> One bred at the same school; an associate in school.

schoolgirl ::: n. --> A girl belonging to, or attending, a school.

schoolhouse ::: n. --> A house appropriated for the use of a school or schools, or for instruction.

schooling ::: p. pr. & vb. n. --> of School ::: n. --> Instruction in school; tuition; education in an institution of learning; act of teaching.
Discipline; reproof; reprimand; as, he gave his son a good schooling. html{color:


schoolmaid ::: n. --> A schoolgirl.

schoolman ::: n. --> One versed in the niceties of academical disputation or of school divinity.

schoolman ::: one versed in scholastic learning or engaged in scholastic pursuits.

schoolmaster ::: n. --> The man who presides over and teaches a school; a male teacher of a school.
One who, or that which, disciplines and directs.


schoolmate ::: n. --> A pupil who attends the same school as another.

schoolmen ::: pl. --> of Schoolman

schoolmistress ::: n. --> A woman who governs and teaches a school; a female school-teacher.

school ::: n. --> A shoal; a multitude; as, a school of fish.
A place for learned intercourse and instruction; an institution for learning; an educational establishment; a place for acquiring knowledge and mental training; as, the school of the prophets.
A place of primary instruction; an establishment for the instruction of children; as, a primary school; a common school; a grammar school.


schoolroom ::: n. --> A room in which pupils are taught.

schoolship ::: n. --> A vessel employed as a nautical training school, in which naval apprentices receive their education at the expense of the state, and are trained for service as sailors. Also, a vessel used as a reform school to which boys are committed by the courts to be disciplined, and instructed as mariners.

school-teacher ::: n. --> One who teaches or instructs a school.

schoolward ::: adv. --> Toward school.


TERMS ANYWHERE

(2) From 200 to circa 450: With the catechetic school of Alexandria and in particular with Clement and Origen, the work of reconciliation between Hellenistic philosophy and the Christian religion formally begins. This period is characterized by the formulation of Christian truths in the terminology and frame work of Greek thought. It ends with the gigantic synthesis of Augustine (354-430), whose fusion of Neo-Platonic thought and Christian truth molded society and furnished the tradition, culture and mental background for Christian Europe up to the end of the 14th century.

(2) In ethics: in the narrower traditional sense, intuitionism is the view that certain actions or kinds of action may be known to be right or wrong by a direct intuition of their rightness or wrongness, without any consideration of the value of their consequences. In this sense intuitionism is opposed to utilitarian and teleological ethics, and is most recently represented by the neo-intuitionists at Oxford, H. A. Prichard, E. F. Carritt, W. D. Ross. It is sometimes said to involve the view that the organ of ethical insight is non-rational and even unique. It takes, according to Sidgwick, three forms. Perceptual intuitionism holds that only judgments relating to the rightness or wrongness of particular acts are intuitive. Dogmatic intuitionism holds that some general material propositions relating to the rightness or wrongness of kinds of acts may also be intuited, e.g. that promises ought to be kept. Philosophical intuitionism holds that it is only certain general propositions about what is right or wrong that are intuitive, and that these are few and purely formal. In the wider more recent sense, intuitionism includes all views in which ethics is made to rest on intuitions, particular or general, as to the rightness, obligatoriness, goodness, oi value of actions or objects. Taken in this sense, intuitionism is the dominant point of view in recent British ethics, and is represented in Europe by the phenomenological ethics of M. Scheler and N. Hartmann, having also proponents in America. That is, it covers not only the deontological intuitionism to be found at Oxford, but also the axiological and even teleological or utilitarian intuitionism to be found in J. Martineau, H. Sidgwick, H. Rashdall, G. E. Moore, J. Laird. Among earlier British moralists it is represented by tho Cambridge Platonists, the Moral Sense School, Clarke, Cumberland, Butler, Price, Reid, Whewell, etc.By saying that the basic propositions of ethics (i.e. of the theory of obligation, of the theory of value, or of both) are intuitive, the intuitionists mean at least that they are ultimate and underivative, primitive and uninferable, as well as synthetic, and sometimes also that they are self-evident and a priori. This implies that one or more of the basic notions of ethics (rightness, goodness, etc.) are indefinable, i.e. simple or unanalysable and unique; and that ethics is autonomous. Intuitionists also hold that rightness and goodness are objective and non-natural. Hence their view is sometimes called objectivism or non-naturalism. The views of Moore and Laird are also sometimes referred to as realistic. See Deontological ethics, Axiological ethics, Teleological ethics, Utilitarianism, Objectivism, Realism, Autonomy of ethics, Non-naturalistic ethics. -- W.K.F.

2. In psychology, the act or process of exercising the mind, the faculty of connecting judgments; the power and fact of using reason; the thought-processes of discussion, debate, argumentation or inference; the manifestation of the discursive property of the mind; the actual use of arguments with a view to convince or persuade; the art and method or proving or demonstrating; the orderly development of thought with a view to, or the attainment of a conclusion believed to be valid. -- The origin, nature and value of reasoning are debated questions, with their answers ranging from spiritualism (reasoning as the exercise of a faculty of the soul) to materialism (reasoning as an epiphenomenon depending on the brain), with all the modern schools of psychology ordering themselves between them. A few points of agreement might be mentioned here: reasoning follows judgment and apprehension, whichever of the last two thought-processes comes first in our psychological development; reasoning proceeds according to four main types, namely deductive, inductive, presumptive and deceptive; reasoning assumes a belief in its own validity undisturbed by doubt, and implies various logical habits and methods which may be organized into a logical doctrine; reasoning requires a reference to some ultimate principles to justify its progress 3. In logic, Reasoning is the process of inference, it is the process of passing from certain propositions already known or assumed to be true, to another truth distinct from them but following from them; it is a discourse or argument which infers one proposition from another, or from a group of others having some common elements between them. The inference is necessary in the case of deductive reasoning; and contingent, probable or wrong, in the case of inductive, presumptive or deceptive reasoning respectively. -- There are various types of reasoning, and proper methods for each type. The definition, discussion, development and evaluation of these types and methods form an important branch of logic and its subdivisions. The details of the application of reasoning to the various sciences, form the subject of methodology. All these types are reducible to one or the other of the two fundamental processes or reasoning, namely deduction and induction. It must be added that the logical study of reasoning is normative logic does not analyze it simply in its natural development, but with a view to guide it towards coherence, validity or truth. -- T.G.

Abailard, Peter: (1079-1142) Was born at Pallet in France; distinguished himself as a brilliant student of the trivium and quadrivium; studied logic with Roscelin and Wm. of Champeaux. He taught philosophy, with much emphasis on dialectic, at Melun, Corbeil, and the schools of St. Genevieve and Notre Dame in Paris. He was lecturing on theology in Paris c. 1113 when he was involved in the romantic and unfortunate interlude with Heloise. First condemned for heresy in 1121, he became Abbot of St. Gildas in 1125, and after returning to teach theology in Paris, his religious views were censured by the Council of Sens (1141). He died at Cluny after making his peace with God and his Church. Tactless, but very intelligent, Abailard set the course of mediaeval philosophy for two centuries with his interest in the problem of universals. He appears to have adopted a nominalistic solution, rather than the semi-realistic position attributed to him by the older historians. Chief works: Sic et Non (c. 1122), Theologia Christiana (c. 1124), Scito Teipsum (1125-1138) and several Logical Glosses (ed. B. Geyer, Abaelard's Philos. Schrift. BGPM, XXI, 1-3).

Abdera, School of: Founded by the Atomist Democritus. Important members, Metrodorus of Chios and Anaxarchus of Abdera (teacher of Pyrrho, into whose hands the school leadership fell), thus inspiring Pyrrhonism. See Democritus, Pyrrhonism. -- E.H.

academical ::: a. --> Belonging to the school or philosophy of Plato; as, the Academic sect or philosophy.
Belonging to an academy or other higher institution of learning; scholarly; literary or classical, in distinction from scientific.


Academy: (Gr. akademia) A gymnasium in the suburbs of Athens, named after the hero Academus, where Plato first taught; hence, the Platonic school of philosophy. Plato and his immediate successors are called the Old Academy; the New Academy begins with Arcesilaus (c. 315-c. 241 B.C.), and is identified with its characteristic doctrine, probabilism (q.v.). -- G.R.M.

academy ::: n. --> A garden or grove near Athens (so named from the hero Academus), where Plato and his followers held their philosophical conferences; hence, the school of philosophy of which Plato was head.
An institution for the study of higher learning; a college or a university. Popularly, a school, or seminary of learning, holding a rank between a college and a common school.
A place of training; a school.
A society of learned men united for the advancement of the


According to the common teaching of the Schoolmen, philosophy is able to demonstrate the existence of God, though any statement of his essence is at best only analogical. See Analogy. Aquinas formulated the famous five ways by which to demonstrate God's existence, as prime motor, first cause, pure act to be assumed because there has to be act for anything to come into existence at all, necessary being in which existence and essence aie one, as set over against contingent beings which may be or not be, as summit of the hierarchy of beings. A basic factor in these demonstrations is the impossibility of infinite regress. God is conceived as the first cause and as the ultimate final cause of all beings. He is pure act, ens realissimum and summum bonum. Thomism and later Scholasticism denied that any adequate statement can be made on God's essence; but earlier thinkers, especially Anselm of Canterbury indulged in a so-called "Christian Rationalism" and believed that more can be asserted of God by '"necessary reasons". Anselm's proof of God's existence has been rejected by Aquinas and Kant. See Ontologtcal argument. -- R.A.

A consistent atomistic theory of nature or even of bodily substances is hardly found in medieval texts with the exception of William of Conches' Philosophia mundi and the Mutakallemins, a Moslem school of atomists. -- R.A.

Acorn Computers Ltd. "company" A UK computer manufacturer, part of the {Acorn Computer Group} plc. Acorn was founded on 1978-12-05, on a kitchen table in a back room. Their first creation was an electronic slot machine. After the {Acorn System 1}, 2 and 3, Acorn launched the first commercial {microcomputer} - the {ATOM} in March 1980. In April 1981, Acorn won a contract from the {BBC} to provide the {PROTON}. In January 1982 Acorn launched the {BBC Microcomputer} System. At one time, 70% of microcomputers bought for UK schools were BBC Micros. The Acorn Computer Group went public on the Unlisted Securities Market in September 1983. In April 1984 Acorn won the Queen's Award for Technology for the BBC Micro and in September 1985 {Olivetti} took a controlling interest in Acorn. The {Master} 128 Series computers were launched in January 1986 and the BBC {Domesday} System in November 1986. In 1983 Acorn began to design the Acorn RISC Machine (ARM), the first low-cost, high volume {RISC} processor chip (later renamed the {Advanced RISC Machine}). In June 1987 they launched the {Archimedes} range - the first 32-bit {RISC} based {microcomputers} - which sold for under UKP 1000. In February 1989 the R140 was launched. This was the first {Unix} {workstation} under UKP 4000. In May 1989 the A3000 (the new {BBC Microcomputer}) was launched. In 1990 Acorn formed {Advanced RISC Machines} Ltd. (ARM) in partnership with {Apple Computer, Inc.} and {VLSI} to develop the ARM processor. Acorn has continued to develop {RISC} based products. With 1992 revenues of 48.2 million pounds, Acorn Computers was the premier supplier of {Information Technology} products to UK education and had been the leading provider of 32-bit RISC based {personal computers} since 1987. Acorn finally folded in the late 1990s. Their operating system, {RISC OS} was further developed by a consortium of suppliers. {Usenet} newsgroups: {news:comp.sys.acorn}, {news:comp.sys.acorn.announce}, {news:comp.sys.acorn.tech}, {news:comp.binaries.acorn}, {news:comp.sources.acorn}, {news:comp.sys.acorn.advocacy}, {news:comp.sys.acorn.games}. {Acorn's FTP server (ftp://ftp.acorn.co.uk/)}. {HENSA software archive (http://micros.hensa.ac.uk/micros/arch.html)}. {Richard Birkby's Acorn page (http://csv.warwick.ac.uk/~phudv/)}. {RiscMan's Acorn page (http://geko.com.au/riscman/)}. {Acorn On The Net (http://stir.ac.uk/~rhh01/Main.html)}. {"The Jungle" by Simon Truss (http://csc.liv.ac.uk/users/u1smt/u1smt.html)}. [Recent history?] (2000-09-26)

Adler, Alfred: (1870-1937) Originally a follower of Freud (see Psychoanalysis; Freud), he founded his own school in Vienna about 1912. In contrast to Freud, he tended to minimize the role of sexuality and to place greater emphasis on the ego. He investigated the feelings of inferiority resulting from organic abnormality and deficiency and described the unconscious attempt of the ego to compensate for such defects. (Study of Organic Inferiority and its Psychical Compensations, 1907). He extended the concept of the "inferiority complex" to include psychical as well as physical deficiencies and stressed the tendency of "compensation" to lead to over-correction. (The Neurotic Constitution, 1912; Problems of Neurosis, 1930.) -- L.W.

ADVENT "games" /ad'vent/ The prototypical computer {adventure} game, first implemented by Will Crowther for a {CDC} computer (probably the {CDC 6600}?) as an attempt at computer-refereed fantasy gaming. ADVENT was ported to the {PDP-10}, and expanded to the 350-point {Classic} puzzle-oriented version, by Don Woods of the {Stanford Artificial Intelligence Laboratory} (SAIL). The game is now better known as Adventure, but the {TOPS-10} {operating system} permitted only six-letter filenames. All the versions since are based on the SAIL port. David Long of the {University of Chicago} Graduate School of Business Computing Facility (which had two of the four {DEC20s} on campus in the late 1970s and early 1980s) was responsible for expanding the cave in a number of ways, and pushing the point count up to 500, then 501 points. Most of his work was in the data files, but he made some changes to the {parser} as well. This game defined the terse, dryly humorous style now expected in text adventure games, and popularised several tag lines that have become fixtures of hacker-speak: "A huge green fierce snake bars the way!" "I see no X here" (for some noun X). "You are in a maze of twisty little passages, all alike." "You are in a little maze of twisty passages, all different." The "magic words" {xyzzy} and {plugh} also derive from this game. Crowther, by the way, participated in the exploration of the Mammoth & Flint Ridge cave system; it actually *has* a "Colossal Cave" and a "Bedquilt" as in the game, and the "Y2" that also turns up is cavers' jargon for a map reference to a secondary entrance. See also {vadding}. [Was the original written in Fortran?] [{Jargon File}] (1996-04-01)

agnosticism ::: n. --> That doctrine which, professing ignorance, neither asserts nor denies.
The doctrine that the existence of a personal Deity, an unseen world, etc., can be neither proved nor disproved, because of the necessary limits of the human mind (as sometimes charged upon Hamilton and Mansel), or because of the insufficiency of the evidence furnished by physical and physical data, to warrant a positive conclusion (as taught by the school of Herbert Spencer); -- opposed


"Ah! Since India is the cradle of religion and since so many gods preside over her destiny, who among them will accomplish the miracle of resuscitating the city?" A. Choumel (in an article on Pondicherry in 1928) Follows response by the Mother: "Blinded by false appearances, deceived by calumnies, held back by fear and prejudice, he has passed by the side of the god whose intervention he implores and saw him not; he has walked near to the forces which will accomplish the miracle he demands and had no will to recognise them. Thus has he lost the greatest opportunity of his life—a unique opportunity of entering into contact with the mysteries and marvelswhose existence his brain has divined and to which his heart obscurely aspires. In all times the aspirant, before receiving initiation, had to pass through tests. In the schools of antiquity these tests were artificial and by that they lost the greater part of their value. But it is no longer so now. The test hides behind some very ordinary every-day circumstance and wears an innocent air of coincidence and chance which makes it still more difficult and dangerous.It is only to those who can conquer the mind’s
   references and prejudices of race and education that India reveals the mystery of her treasures. Others depart disappointed, failing to find what they seek; for they have sought it in the wrong way and would not agree to pay the price of the Divine Discovery."
   Ref: CWM Vol. 13, Page: 372-373


A kind of polemic, characterized by the use of logical subtleties and oratorical casuistry, for which the Megarian School was particularly famous. See Megarians. -- R.B.W.

Albertus, Magnus: St., O.P. (1193-1280) Count of Bollstädt, Bishop of Ratisbon, Doctor Universalis, was born at Lauingen, Bavaria, studied at Padua and Bologna, entered the Dominican Order in 1223. He taught theology at the Univ. of Paris from 1245-48, when he was sent to Cologne to organize a new course of studies for his Order; St. Thomas Aquinas was his student and assistant at this time. Later his time was given over to administrative duties and he was made Bishop of Ratisbon in 1260. In 1262 he gave up his bishopric and returned to a life of writing, teaching and controversy. Of very broad interests in science, philosophy and theology, Albert popularized a great part of the corpus of Aristotelian and Arabic philosophic writings in the 13th century. His thought incorporates elements of Augustinism, Aristotelianism, Neoplatonism, Avicennism, Boethianism into a vast synthesis which is not without internal inconsistencies. Due to the lack of critical editions of his works, a true estimate of the value of his philosophy is impossible at present. However, he must have had some influence on St. Thomas, and there was a lively Albertinian school lasting into the Renaissance. Chief works: Summa de Creaturis, Comment, in IV Lib. Sent., Philos, Commentaries on nearly all works of Aristotle, De Causis, De intellectu et intellig., Summa Theologiae (Opera Omnia, ed. Borgnet, 38 vol., Paris, 1890-99). -- V.J.B.

Alcuin: (c. 730-804) Was born in Northumbria and studied at the School of York under Egbert. In 781 he was called to head the Palatine School of Charlemagne. He died at St. Martin of Tours. It is his general influence on the revival of Christian learning that is significant in the history of philosophy. His psychology is a form of simplified Augustinianism. His treatise, De animae ratione ad Eulaliam Virginem, is extant (PL 101). -- V.J.B.

Alexandrian School: A convenient designation for the various religious philosophies that flourished at Alexandria from the first to the fourth centuries of the Christian era, such as Neo-Pythagoreanism, the Jewish Platonism of Philo, Christian Platonism, and Neo-Platonism. Common to all these schools is the attempt to state Oriental religious beliefs in terms of Greek philosophy. -- G.R.M.

Alexandrists: A term applied to a group of Aristotelians in Italy during the fifteenth and sixteenth centuries. Besides the Scholastic followers of Aristotle there were some Greeks, whose teaching was tinged with Platonism. Another group, the Averroists, followed Aristotle as interpreted by Ibn Rushd, while a third school interpreted Aristotle in the light of the commentaries of Alexander of Aphrodisias, hence were called Alexandrists. Against the Averroists who attributed a vague sort of immortality to the active intellect, common to all men, the Alexandrists, led by Pomponazzi, asserted the mortality of the individual human soul after its separation from universal reason. -- J.J.R.

"All depends on the meaning you attach to words used; it is a matter of nomenclature. Ordinarily, one says a man has intellect if he can think well; the nature and process and field of the thought do not matter. If you take intellect in that sense, then you can say that intellect has different strata, and Ford belongs to one stratum of intellect, Einstein to another — Ford has a practical and executive business intellect, Einstein a scientific discovering and theorising intellect. But Ford too in his own field theorises, invents, discovers. Yet would you call Ford an intellectual or a man of intellect? I would prefer to use for the general faculty of mind the word intelligence. Ford has a great and forceful practical intelligence, keen, quick, successful, dynamic. He has a brain that can deal with thoughts also, but even there his drive is towards practicality. He believes in rebirth (metempsychosis), for instance, not for any philosophic reason, but because it explains life as a school of experience in which one gathers more and more experience and develops by it. Einstein has, on the other hand, a great discovering scientific intellect, not, like Marconi, a powerful practical inventive intelligence for the application of scientific discovery. All men have, of course, an ‘intellect" of a kind; all, for instance, can discuss and debate (for which you say rightly intellect is needed); but it is only when one rises to the realm of ideas and moves freely in it that you say, ‘This man has an intellect".” Letters on Yoga

“All depends on the meaning you attach to words used; it is a matter of nomenclature. Ordinarily, one says a man has intellect if he can think well; the nature and process and field of the thought do not matter. If you take intellect in that sense, then you can say that intellect has different strata, and Ford belongs to one stratum of intellect, Einstein to another—Ford has a practical and executive business intellect, Einstein a scientific discovering and theorising intellect. But Ford too in his own field theorises, invents, discovers. Yet would you call Ford an intellectual or a man of intellect? I would prefer to use for the general faculty of mind the word intelligence. Ford has a great and forceful practical intelligence, keen, quick, successful, dynamic. He has a brain that can deal with thoughts also, but even there his drive is towards practicality. He believes in rebirth (metempsychosis), for instance, not for any philosophic reason, but because it explains life as a school of experience in which one gathers more and more experience and develops by it. Einstein has, on the other hand, a great discovering scientific intellect, not, like Marconi, a powerful practical inventive intelligence for the application of scientific discovery. All men have, of course, an ‘intellect’ of a kind; all, for instance, can discuss and debate (for which you say rightly intellect is needed); but it is only when one rises to the realm of ideas and moves freely in it that you say, ‘This man has an intellect’.” Letters on Yoga

alumna ::: n. fem. --> A female pupil; especially, a graduate of a school or college.

Among its members W. Dubislav (1937), K. Grelling, O. Helmer, C. G. Hempel, A. Herzberg, K.. Korsch, H. Reichenbach (q.v.), M. Strauss. Many members of the following groups may be regarded as adherents of Scientific Empiricism: the Berlin Society for Scientific Philosophy, the W arsaw School, the Cambridge School for Analytic Philosophy (q.v.), further, in U. S. A., some of the representatives of contemporary Pragmatism (q.v.), especially C. W. Morris, of Neo-Realism (q.v.), and of Operationalism (q.v.).   Among the individual adherents not belonging to the groups mentioned: E. Kaila (Finland), J. Jörgensen (Denmark), A. Ness (Norway); A. J. Ayer, J. H. Woodger (England); M. Boll (France); K. Popper (now New Zealand); E. Brunswik, H. Gomperz, Felix Kaufmann, R. V. Mises, L. Rougier, E. Zilsel (now in U. S. A.); E. Nagel, W. V. Quine, and many others (in U.S.A.). The general attitude and the views of Scientific Empiricism are in esential agreement with those of Logical Empiricism (see above, 1). Here, the unity of science is especially emphasized, in various respects   There is a logical unity of the language of science; the concepts of different branches of science are not of fundamentally different kinds but belong to one coherent system. The unity of science in this sense is closely connected with the thesis of Physicahsm (q.v.).   There is a practical task in the present stage of development, to come to a better mutual adaptation of terminologies in different branches of science.   There is today no unity of the laws of science. It is an aim of the future development of science to come, if possible, to a simple set of connected, fundamental laws from which the special laws in the different branches of science, including the social sciences, can be deduced. Here also, the analysis of language is regarded as one of the chief methods of the science of science. While logical positivism stressed chiefly the logical side of this analysis, it is here carried out from various directions, including an analysis of the biological and sociological sides of the activities of language and knowledge, as they have been emphasized earlier by Pragmatism (q.v.), especially C. S. Peirce and G. H. Mead. Thus the development leads now to a comprehensive general theory of signs or semiotic (q.v.) as a basis for philosophy The following publications and meetings may be regarded as organs of this movement.   The periodical "Erkenntnis", since 1930, now continued as "Journal of Unified Science"   The "Encyclopedia of Unified Science", its first part ("Foundations of the Unity of Science", 2 vols.) consisting of twenty monographs (eight appeared by 1940). Here, the foundations of various fields of science are discussed, especially from the point of view of the unity of science and scientific procedure, and the relations between the fields. Thus, the work intends to serve as an introduction to the science of science (q.v.).   A series of International Congresses for the Unity of Science was started by a preliminary conference in Prague 1934 (see report, Erkenntnis 5, 1935). The congresses took place at Pans in 1935 ("Actes", Pans 1936; Erkenntnis 5, 1936); at Copenhagen in 1936 (Erkenntnis 6, 1937); at Paris in 1937; at Cambridge, England, in 1938 (Erkenntnis 7, 1938); at Cambridge, Mass., in 1939 (J. Unif. Sc. 9, 1941); at Chicago in 1941.   Concerning the development and the aims of this movement, see O. Neurath and C. W. Morris (for both, see above, I D), further H. Reichenbach, Ziele and Wege der heutigen Naturphilosophie, 1931; S. S. Stevens, "Psychology and the Science of Science", Psych. Bull. 36, 1939 (with bibliography). Bibliographies in "Erkenntnis": 1, 1931, p. 315, p. 335 (Polish authors); 2, 1931, p. 151, p. 189; 5, 1935, p. 185, p. 195 (American authors), p. 199 (Polish authors), p. 409, larger bibliography: in Encycl. Unif. Science, vol. II, No. 10 (to ippetr in 1942). -- R.C.

ampersand "character" "&" {ASCII} character 38. Common names: {ITU-T}, {INTERCAL}: ampersand; amper; and. Rare: address (from {C}); reference (from C++); bitand; background (from {sh}); pretzel; amp. A common symbol for "and", used as the "address of" operator in {C}, the "reference" operator in {C++} and a {bitwise and} or {logical and} operator in several programming languages. {Visual BASIC} uses it as the {string concatenation} {operator} and to prefix {octal} and {hexadecimal} numbers. {UNIX} {shells} use the character to indicate that a task should be run in the {background} (single "&" suffix) or (following C's {lazy and}), in a {compound command} of the form "a && b" to indicate that the command b should only be run if command a terminates successfully. The ampersand is a ligature (combination) of the cursive letters "e" and "t", invented in 63 BC by Marcus Tirus [Tiro?] as shorthand for the Latin word for "and", "et". The word ampersand is a conflation (combination) of "and, per se and". Per se means "by itself", and so the phrase translates to "&, standing by itself, means 'and'". This was at the end of the alphabet as it was recited by children in old English schools. The words ran together and were associated with "&". The "ampersand" spelling dates from 1837. {Take our word for it (http://takeourword.com/Issue010.html)}. (2012-07-18)

an assistant to a schoolmaster or head-teacher; an under-master, assistant-master.

Anaximander: (6th Cent. B.C.) With Thales and Anaximenes he formed the Milesian School of Greek Philosophy; with these and the other thinkers of the cosmological period he sought the ground of the manifold processes of nature in a single world-principle or cosmic stuff which he identified with "the Infinite". He was the first to step out of the realm of experience and ascribed to his "Infinite" the attributes of eternity, imperishability and inexhaustability. Cf. Burnet, Early Greek Philosophy; Diels, Frag. d. i Vorsokr. -- M.F.

Anaximenes: (6th Cent. B.C.) With Thales and Anaximander he belongs to the Milesian School of Greek Philosophy; as an Ionian he sought a cosmic material element which would explain the manifold processes of the natural world and declared this to be air. Air, he felt, had the attribute of Infinity which would account for the varieties of nature more readily than water, which his predecessor Thales had postulated. Cf. Burnet, Early Greek Philosophy, Diels, Frag. d. Vorsokr. -- M.F.

Anglo-Catholic Philosophy: Anglo-Catholicism is the name frequently used to describe the Church of England and her sister communions, including the Episcopal Church in America. As a religious system, it may be described as the maintenance of the traditional credal, ethical and sacramental position of Catholic Christianity, with insistence on the incorporation into that general position of the new truth of philosophy, science and other fields of study and experience. Historically, the Anglo-Catholic divines (as in Hooker and the Caroline writers) took over the general Platonic-Aristotelian philosophy of the schools; their stress, however, was more on the Platonic than the Aristotelian side: "Platonism", Dr. Inge has said, "is the loving mother-nurse of Anglicanism." Statements of this position, modified by a significant agnosticism concerning areas into which reason (it is said) cannot penetrate, may be found collected in Anglicanism (edited by More and Cross). A certain empiricism has always marked Anglo-Catholic theological and philosophical speculation; this is brought out in recent writing by Taylor (Faith of a Moralist), the writers in Lux Mundi (edited by Gore) and its modern successor Essays Catholic and Critical.

Antisthenes: Of Athens (c. 444-368 B.C.) founder of the Cynic School of Greek Philosophy. See Cynics. -- M.F.

archie "tool, networking" A system to automatically gather, index and serve information on the {Internet}. The initial implementation of archie by {McGill University} School of Computer Science provided an indexed directory of filenames from all {anonymous FTP} archives on the Internet. Later versions provide other collections of information. See also {archive site}, {Gopher}, {Prospero}, {Wide Area Information Servers}. (1995-12-28)

Aristippus of Cyrene: (c. 435-366 B.C.) Originally a Sophist, then Socrates' disciple, and finally the founder of the Cyrenaic School. He taught that pleasure, understood as the sensation of gentle character, is the true end of life. All pleasures are equal in value, but differ in degree and duration; they should be controlled and moderated by reason. -- R.B.W.

Aristippus the younger: A grandson of Aristippus of Cyrene, the founder of the Cyrenaic School; author of a physiological psychology which sought to trace the origin of human feelings. See Cyrenaics. -- M.F.

Aristotelianism: The philosophy of Aristotle, (384-322 B.C.). Aristotle was born in the Greek colony of Stagira, in Macedon, the son of Nicomachus, the physician of King Amyntas of Macedon. In his eighteenth year Aristotle became a pupil of Plato at Athens and remained for nearly twenty years a member of the Academy. After the death of Plato he resided for some time at Atarneus, in the Troad, and at Mitylene, on the island of Lesbos, with friends of the Academy; then for several years he acted as tutor to the young Alexander of Macedon. In 335 he returned to Athens, where he spent the following twelve years as head of a school which he set up in the Lyceum. The school also came to be known as the Peripatetic, and its members Peripatetics, probably because of the peripatos, or covered walk, in which Aristotle lectured. As a result of the outburst of anti-Macedonian feeling at Athens in 323 after the death of Alexander, Aristotle retired to Chalcis, m Euboea, where he died a year later.

As a school of Greek and Latin philosophers, Plotinism lasted until the fifth century. Porphyry, Apuleius, Jamblichus, Julian the Apostate, Themistius, Simplicius, Macrobius and Proclus are the most important representatives. Through St. Augustine, Dionysius the Pseudo-Areopagite, John Scotus Eriugena, and the Greek Fathers, Plotinian thought has been partly incorporated into Christian intellectualism. Nearly all prominent Arabian philosophers before Averroes are influenced by Plotinus, this is particularly true of Avicenna and Algazel. In the Jewish tradition Avicebron's Fons Vitae is built on the frame of the emanation theory. Master Eckhart and Nicholas of Cusa continue the movement. It is spiritually related to some modern anti-intellectualistic and mystical currents of thought. Plotin, Enneades, (Greek text and French transl.) by E. Brehier, (Bude), 6 vol., Paris, 1930-40. Mackenna, S., The Enneads of Plotinus, London, 1917-1919. Heinemann, F., Plotin, Leipzig, 1921. Brehier, E., La philosophie de Plotin, Paris, 1928. Inge, W. R., The Philosophy of Plotinus, 2 vol., 2rd ed., London and N. Y., 1929.

Asat: (Skr.) "Non-being", a school concept dating back to Vedic (q.v.) times. It offers a theory of origination according to which being (sat; q.v.) was produced from non-being in the beginning; it was rejected by those who believe in being as the logical starting point in metaphysics. -- K.F.L.

athenaeum ::: n. --> A temple of Athene, at Athens, in which scholars and poets were accustomed to read their works and instruct students.
A school founded at Rome by Hadrian.
A literary or scientific association or club.
A building or an apartment where a library, periodicals, and newspapers are kept for use.


at ::: prep. --> Primarily, this word expresses the relations of presence, nearness in place or time, or direction toward; as, at the ninth hour; at the house; to aim at a mark. It is less definite than in or on; at the house may be in or near the house. From this original import are derived all the various uses of at.
A relation of proximity to, or of presence in or on, something; as, at the door; at your shop; at home; at school; at hand; at sea and on land.


Aufklärung: In general, this German word and its English equivalent Enlightenment denote the self-emancipation of man from mere authority, prejudice, convention and tradition, with an insistence on freer thinking about problems uncritically referred to these other agencies. According to Kant's famous definition "Enlightenment is the liberation of man from his self-caused state of minority, which is the incapacity of using one's understanding without the direction of another. This state of minority is caused when its source lies not in the lack of understanding, but in the lack of determination and courage to use it without the assistance of another" (Was ist Aufklärung? 1784). In its historical perspective, the Aufklärung refers to the cultural atmosphere and contrlbutions of the 18th century, especially in Germany, France and England [which affected also American thought with B. Franklin, T. Paine and the leaders of the Revolution]. It crystallized tendencies emphasized by the Renaissance, and quickened by modern scepticism and empiricism, and by the great scientific discoveries of the 17th century. This movement, which was represented by men of varying tendencies, gave an impetus to general learning, a more popular philosophy, empirical science, scriptural criticism, social and political thought. More especially, the word Aufklärung is applied to the German contributions to 18th century culture. In philosophy, its principal representatives are G. E. Lessing (1729-81) who believed in free speech and in a methodical criticism of religion, without being a free-thinker; H. S. Reimarus (1694-1768) who expounded a naturalistic philosophy and denied the supernatural origin of Christianity; Moses Mendelssohn (1729-86) who endeavoured to mitigate prejudices and developed a popular common-sense philosophy; Chr. Wolff (1679-1754), J. A. Eberhard (1739-1809) who followed the Leibnizian rationalism and criticized unsuccessfully Kant and Fichte; and J. G. Herder (1744-1803) who was best as an interpreter of others, but whose intuitional suggestions have borne fruit in the organic correlation of the sciences, and in questions of language in relation to human nature and to national character. The works of Kant and Goethe mark the culmination of the German Enlightenment. Cf. J. G. Hibben, Philosophy of the Enlightenment, 1910. --T.G. Augustinianism: The thought of St. Augustine of Hippo, and of his followers. Born in 354 at Tagaste in N. Africa, A. studied rhetoric in Carthage, taught that subject there and in Rome and Milan. Attracted successively to Manicheanism, Scepticism, and Neo-Platontsm, A. eventually found intellectual and moral peace with his conversion to Christianity in his thirty-fourth year. Returning to Africa, he established numerous monasteries, became a priest in 391, Bishop of Hippo in 395. Augustine wrote much: On Free Choice, Confessions, Literal Commentary on Genesis, On the Trinity, and City of God, are his most noted works. He died in 430.   St. Augustine's characteristic method, an inward empiricism which has little in common with later variants, starts from things without, proceeds within to the self, and moves upwards to God. These three poles of the Augustinian dialectic are polarized by his doctrine of moderate illuminism. An ontological illumination is required to explain the metaphysical structure of things. The truth of judgment demands a noetic illumination. A moral illumination is necessary in the order of willing; and so, too, an lllumination of art in the aesthetic order. Other illuminations which transcend the natural order do not come within the scope of philosophy; they provide the wisdoms of theology and mysticism. Every being is illuminated ontologically by number, form, unity and its derivatives, and order. A thing is what it is, in so far as it is more or less flooded by the light of these ontological constituents.   Sensation is necessary in order to know material substances. There is certainly an action of the external object on the body and a corresponding passion of the body, but, as the soul is superior to the body and can suffer nothing from its inferior, sensation must be an action, not a passion, of the soul. Sensation takes place only when the observing soul, dynamically on guard throughout the body, is vitally attentive to the changes suffered by the body. However, an adequate basis for the knowledge of intellectual truth is not found in sensation alone. In order to know, for example, that a body is multiple, the idea of unity must be present already, otherwise its multiplicity could not be recognized. If numbers are not drawn in by the bodily senses which perceive only the contingent and passing, is the mind the source of the unchanging and necessary truth of numbers? The mind of man is also contingent and mutable, and cannot give what it does not possess. As ideas are not innate, nor remembered from a previous existence of the soul, they can be accounted for only by an immutable source higher than the soul. In so far as man is endowed with an intellect, he is a being naturally illuminated by God, Who may be compared to an intelligible sun. The human intellect does not create the laws of thought; it finds them and submits to them. The immediate intuition of these normative rules does not carry any content, thus any trace of ontologism is avoided.   Things have forms because they have numbers, and they have being in so far as they possess form. The sufficient explanation of all formable, and hence changeable, things is an immutable and eternal form which is unrestricted in time and space. The forms or ideas of all things actually existing in the world are in the things themselves (as rationes seminales) and in the Divine Mind (as rationes aeternae). Nothing could exist without unity, for to be is no other than to be one. There is a unity proper to each level of being, a unity of the material individual and species, of the soul, and of that union of souls in the love of the same good, which union constitutes the city. Order, also, is ontologically imbibed by all beings. To tend to being is to tend to order; order secures being, disorder leads to non-being. Order is the distribution which allots things equal and unequal each to its own place and integrates an ensemble of parts in accordance with an end. Hence, peace is defined as the tranquillity of order. Just as things have their being from their forms, the order of parts, and their numerical relations, so too their beauty is not something superadded, but the shining out of all their intelligible co-ingredients.   S. Aurelii Augustini, Opera Omnia, Migne, PL 32-47; (a critical edition of some works will be found in the Corpus Scriptorum Ecclesiasticorum Latinorum, Vienna). Gilson, E., Introd. a l'etude de s. Augustin, (Paris, 1931) contains very good bibliography up to 1927, pp. 309-331. Pope, H., St. Augustine of Hippo, (London, 1937). Chapman, E., St. Augustine's Philos. of Beauty, (N. Y., 1939). Figgis, J. N., The Political Aspects of St. Augustine's "City of God", (London, 1921). --E.C. Authenticity: In a general sense, genuineness, truth according to its title. It involves sometimes a direct and personal characteristic (Whitehead speaks of "authentic feelings").   This word also refers to problems of fundamental criticism involving title, tradition, authorship and evidence. These problems are vital in theology, and basic in scholarship with regard to the interpretation of texts and doctrines. --T.G. Authoritarianism: That theory of knowledge which maintains that the truth of any proposition is determined by the fact of its having been asserted by a certain esteemed individual or group of individuals. Cf. H. Newman, Grammar of Assent; C. S. Peirce, "Fixation of Belief," in Chance, Love and Logic, ed. M. R. Cohen. --A.C.B. Autistic thinking: Absorption in fanciful or wishful thinking without proper control by objective or factual material; day dreaming; undisciplined imagination. --A.C.B. Automaton Theory: Theory that a living organism may be considered a mere machine. See Automatism. Automatism: (Gr. automatos, self-moving) (a) In metaphysics: Theory that animal and human organisms are automata, that is to say, are machines governed by the laws of physics and mechanics. Automatism, as propounded by Descartes, considered the lower animals to be pure automata (Letter to Henry More, 1649) and man a machine controlled by a rational soul (Treatise on Man). Pure automatism for man as well as animals is advocated by La Mettrie (Man, a Machine, 1748). During the Nineteenth century, automatism, combined with epiphenomenalism, was advanced by Hodgson, Huxley and Clifford. (Cf. W. James, The Principles of Psychology, Vol. I, ch. V.) Behaviorism, of the extreme sort, is the most recent version of automatism (See Behaviorism).   (b) In psychology: Psychological automatism is the performance of apparently purposeful actions, like automatic writing without the superintendence of the conscious mind. L. C. Rosenfield, From Beast Machine to Man Machine, N. Y., 1941. --L.W. Automatism, Conscious: The automatism of Hodgson, Huxley, and Clifford which considers man a machine to which mind or consciousness is superadded; the mind of man is, however, causally ineffectual. See Automatism; Epiphenomenalism. --L.W. Autonomy: (Gr. autonomia, independence) Freedom consisting in self-determination and independence of all external constraint. See Freedom. Kant defines autonomy of the will as subjection of the will to its own law, the categorical imperative, in contrast to heteronomy, its subjection to a law or end outside the rational will. (Fundamental Principles of the Metaphysics of Morals, § 2.) --L.W. Autonomy of ethics: A doctrine, usually propounded by intuitionists, that ethics is not a part of, and cannot be derived from, either metaphysics or any of the natural or social sciences. See Intuitionism, Metaphysical ethics, Naturalistic ethics. --W.K.F. Autonomy of the will: (in Kant's ethics) The freedom of the rational will to legislate to itself, which constitutes the basis for the autonomy of the moral law. --P.A.S. Autonymy: In the terminology introduced by Carnap, a word (phrase, symbol, expression) is autonymous if it is used as a name for itself --for the geometric shape, sound, etc. which it exemplifies, or for the word as a historical and grammatical unit. Autonymy is thus the same as the Scholastic suppositio matertalis (q. v.), although the viewpoint is different. --A.C. Autotelic: (from Gr. autos, self, and telos, end) Said of any absorbing activity engaged in for its own sake (cf. German Selbstzweck), such as higher mathematics, chess, etc. In aesthetics, applied to creative art and play which lack any conscious reference to the accomplishment of something useful. In the view of some, it may constitute something beneficent in itself of which the person following his art impulse (q.v.) or playing is unaware, thus approaching a heterotelic (q.v.) conception. --K.F.L. Avenarius, Richard: (1843-1896) German philosopher who expressed his thought in an elaborate and novel terminology in the hope of constructing a symbolic language for philosophy, like that of mathematics --the consequence of his Spinoza studies. As the most influential apostle of pure experience, the posltivistic motive reaches in him an extreme position. Insisting on the biologic and economic function of thought, he thought the true method of science is to cure speculative excesses by a return to pure experience devoid of all assumptions. Philosophy is the scientific effort to exclude from knowledge all ideas not included in the given. Its task is to expel all extraneous elements in the given. His uncritical use of the category of the given and the nominalistic view that logical relations are created rather than discovered by thought, leads him to banish not only animism but also all of the categories, substance, causality, etc., as inventions of the mind. Explaining the evolution and devolution of the problematization and deproblematization of numerous ideas, and aiming to give the natural history of problems, Avenarius sought to show physiologically, psychologically and historically under what conditions they emerge, are challenged and are solved. He hypothesized a System C, a bodily and central nervous system upon which consciousness depends. R-values are the stimuli received from the world of objects. E-values are the statements of experience. The brain changes that continually oscillate about an ideal point of balance are termed Vitalerhaltungsmaximum. The E-values are differentiated into elements, to which the sense-perceptions or the content of experience belong, and characters, to which belongs everything which psychology describes as feelings and attitudes. Avenarius describes in symbolic form a series of states from balance to balance, termed vital series, all describing a series of changes in System C. Inequalities in the vital balance give rise to vital differences. According to his theory there are two vital series. It assumes a series of brain changes because parallel series of conscious states can be observed. The independent vital series are physical, and the dependent vital series are psychological. The two together are practically covariants. In the case of a process as a dependent vital series three stages can be noted: first, the appearance of the problem, expressed as strain, restlessness, desire, fear, doubt, pain, repentance, delusion; the second, the continued effort and struggle to solve the problem; and finally, the appearance of the solution, characterized by abating anxiety, a feeling of triumph and enjoyment.   Corresponding to these three stages of the dependent series are three stages of the independent series: the appearance of the vital difference and a departure from balance in the System C, the continuance with an approximate vital difference, and lastly, the reduction of the vital difference to zero, the return to stability. By making room for dependent and independent experiences, he showed that physics regards experience as independent of the experiencing indlvidual, and psychology views experience as dependent upon the individual. He greatly influenced Mach and James (q.v.). See Avenarius, Empirio-criticism, Experience, pure. Main works: Kritik der reinen Erfahrung; Der menschliche Weltbegriff. --H.H. Averroes: (Mohammed ibn Roshd) Known to the Scholastics as The Commentator, and mentioned as the author of il gran commento by Dante (Inf. IV. 68) he was born 1126 at Cordova (Spain), studied theology, law, medicine, mathematics, and philosophy, became after having been judge in Sevilla and Cordova, physician to the khalifah Jaqub Jusuf, and charged with writing a commentary on the works of Aristotle. Al-mansur, Jusuf's successor, deprived him of his place because of accusations of unorthodoxy. He died 1198 in Morocco. Averroes is not so much an original philosopher as the author of a minute commentary on the whole works of Aristotle. His procedure was imitated later by Aquinas. In his interpretation of Aristotelian metaphysics Averroes teaches the coeternity of a universe created ex nihilo. This doctrine formed together with the notion of a numerical unity of the active intellect became one of the controversial points in the discussions between the followers of Albert-Thomas and the Latin Averroists. Averroes assumed that man possesses only a disposition for receiving the intellect coming from without; he identifies this disposition with the possible intellect which thus is not truly intellectual by nature. The notion of one intellect common to all men does away with the doctrine of personal immortality. Another doctrine which probably was emphasized more by the Latin Averroists (and by the adversaries among Averroes' contemporaries) is the famous statement about "two-fold truth", viz. that a proposition may be theologically true and philosophically false and vice versa. Averroes taught that religion expresses the (higher) philosophical truth by means of religious imagery; the "two-truth notion" came apparently into the Latin text through a misinterpretation on the part of the translators. The works of Averroes were one of the main sources of medieval Aristotelianlsm, before and even after the original texts had been translated. The interpretation the Latin Averroists found in their texts of the "Commentator" spread in spite of opposition and condemnation. See Averroism, Latin. Averroes, Opera, Venetiis, 1553. M. Horten, Die Metaphysik des Averroes, 1912. P. Mandonnet, Siger de Brabant et l'Averroisme Latin, 2d ed., Louvain, 1911. --R.A. Averroism, Latin: The commentaries on Aristotle written by Averroes (Ibn Roshd) in the 12th century became known to the Western scholars in translations by Michael Scottus, Hermannus Alemannus, and others at the beginning of the 13th century. Many works of Aristotle were also known first by such translations from Arabian texts, though there existed translations from the Greek originals at the same time (Grabmann). The Averroistic interpretation of Aristotle was held to be the true one by many; but already Albert the Great pointed out several notions which he felt to be incompatible with the principles of Christian philosophy, although he relied for the rest on the "Commentator" and apparently hardly used any other text. Aquinas, basing his studies mostly on a translation from the Greek texts, procured for him by William of Moerbecke, criticized the Averroistic interpretation in many points. But the teachings of the Commentator became the foundation for a whole school of philosophers, represented first by the Faculty of Arts at Paris. The most prominent of these scholars was Siger of Brabant. The philosophy of these men was condemned on March 7th, 1277 by Stephen Tempier, Bishop of Paris, after a first condemnation of Aristotelianism in 1210 had gradually come to be neglected. The 219 theses condemned in 1277, however, contain also some of Aquinas which later were generally recognized an orthodox. The Averroistic propositions which aroused the criticism of the ecclesiastic authorities and which had been opposed with great energy by Albert and Thomas refer mostly to the following points: The co-eternity of the created word; the numerical identity of the intellect in all men, the so-called two-fold-truth theory stating that a proposition may be philosophically true although theologically false. Regarding the first point Thomas argued that there is no philosophical proof, either for the co-eternity or against it; creation is an article of faith. The unity of intellect was rejected as incompatible with the true notion of person and with personal immortality. It is doubtful whether Averroes himself held the two-truths theory; it was, however, taught by the Latin Averroists who, notwithstanding the opposition of the Church and the Thomistic philosophers, gained a great influence and soon dominated many universities, especially in Italy. Thomas and his followers were convinced that they interpreted Aristotle correctly and that the Averroists were wrong; one has, however, to admit that certain passages in Aristotle allow for the Averroistic interpretation, especially in regard to the theory of intellect.   Lit.: P. Mandonnet, Siger de Brabant et l'Averroisme Latin au XIIIe Siecle, 2d. ed. Louvain, 1911; M. Grabmann, Forschungen über die lateinischen Aristotelesübersetzungen des XIII. Jahrhunderts, Münster 1916 (Beitr. z. Gesch. Phil. d. MA. Vol. 17, H. 5-6). --R.A. Avesta: See Zendavesta. Avicehron: (or Avencebrol, Salomon ibn Gabirol) The first Jewish philosopher in Spain, born in Malaga 1020, died about 1070, poet, philosopher, and moralist. His main work, Fons vitae, became influential and was much quoted by the Scholastics. It has been preserved only in the Latin translation by Gundissalinus. His doctrine of a spiritual substance individualizing also the pure spirits or separate forms was opposed by Aquinas already in his first treatise De ente, but found favor with the medieval Augustinians also later in the 13th century. He also teaches the necessity of a mediator between God and the created world; such a mediator he finds in the Divine Will proceeding from God and creating, conserving, and moving the world. His cosmogony shows a definitely Neo-Platonic shade and assumes a series of emanations. Cl. Baeumker, Avencebrolis Fons vitae. Beitr. z. Gesch. d. Philos. d. MA. 1892-1895, Vol. I. Joh. Wittman, Die Stellung des hl. Thomas von Aquino zu Avencebrol, ibid. 1900. Vol. III. --R.A. Avicenna: (Abu Ali al Hosain ibn Abdallah ibn Sina) Born 980 in the country of Bocchara, began to write in young years, left more than 100 works, taught in Ispahan, was physician to several Persian princes, and died at Hamadan in 1037. His fame as physician survived his influence as philosopher in the Occident. His medical works were printed still in the 17th century. His philosophy is contained in 18 vols. of a comprehensive encyclopedia, following the tradition of Al Kindi and Al Farabi. Logic, Physics, Mathematics and Metaphysics form the parts of this work. His philosophy is Aristotelian with noticeable Neo-Platonic influences. His doctrine of the universal existing ante res in God, in rebus as the universal nature of the particulars, and post res in the human mind by way of abstraction became a fundamental thesis of medieval Aristotelianism. He sharply distinguished between the logical and the ontological universal, denying to the latter the true nature of form in the composite. The principle of individuation is matter, eternally existent. Latin translations attributed to Avicenna the notion that existence is an accident to essence (see e.g. Guilelmus Parisiensis, De Universo). The process adopted by Avicenna was one of paraphrasis of the Aristotelian texts with many original thoughts interspersed. His works were translated into Latin by Dominicus Gundissalinus (Gondisalvi) with the assistance of Avendeath ibn Daud. This translation started, when it became more generally known, the "revival of Aristotle" at the end of the 12th and the beginning of the 13th century. Albert the Great and Aquinas professed, notwithstanding their critical attitude, a great admiration for Avicenna whom the Arabs used to call the "third Aristotle". But in the Orient, Avicenna's influence declined soon, overcome by the opposition of the orthodox theologians. Avicenna, Opera, Venetiis, 1495; l508; 1546. M. Horten, Das Buch der Genesung der Seele, eine philosophische Enzyklopaedie Avicenna's; XIII. Teil: Die Metaphysik. Halle a. S. 1907-1909. R. de Vaux, Notes et textes sur l'Avicennisme Latin, Bibl. Thomiste XX, Paris, 1934. --R.A. Avidya: (Skr.) Nescience; ignorance; the state of mind unaware of true reality; an equivalent of maya (q.v.); also a condition of pure awareness prior to the universal process of evolution through gradual differentiation into the elements and factors of knowledge. --K.F.L. Avyakta: (Skr.) "Unmanifest", descriptive of or standing for brahman (q.v.) in one of its or "his" aspects, symbolizing the superabundance of the creative principle, or designating the condition of the universe not yet become phenomenal (aja, unborn). --K.F.L. Awareness: Consciousness considered in its aspect of act; an act of attentive awareness such as the sensing of a color patch or the feeling of pain is distinguished from the content attended to, the sensed color patch, the felt pain. The psychologlcal theory of intentional act was advanced by F. Brentano (Psychologie vom empirischen Standpunkte) and received its epistemological development by Meinong, Husserl, Moore, Laird and Broad. See Intentionalism. --L.W. Axiological: (Ger. axiologisch) In Husserl: Of or pertaining to value or theory of value (the latter term understood as including disvalue and value-indifference). --D.C. Axiological ethics: Any ethics which makes the theory of obligation entirely dependent on the theory of value, by making the determination of the rightness of an action wholly dependent on a consideration of the value or goodness of something, e.g. the action itself, its motive, or its consequences, actual or probable. Opposed to deontological ethics. See also teleological ethics. --W.K.F. Axiologic Realism: In metaphysics, theory that value as well as logic, qualities as well as relations, have their being and exist external to the mind and independently of it. Applicable to the philosophy of many though not all realists in the history of philosophy, from Plato to G. E. Moore, A. N. Whitehead, and N, Hartmann. --J.K.F. Axiology: (Gr. axios, of like value, worthy, and logos, account, reason, theory). Modern term for theory of value (the desired, preferred, good), investigation of its nature, criteria, and metaphysical status. Had its rise in Plato's theory of Forms or Ideas (Idea of the Good); was developed in Aristotle's Organon, Ethics, Poetics, and Metaphysics (Book Lambda). Stoics and Epicureans investigated the summum bonum. Christian philosophy (St. Thomas) built on Aristotle's identification of highest value with final cause in God as "a living being, eternal, most good."   In modern thought, apart from scholasticism and the system of Spinoza (Ethica, 1677), in which values are metaphysically grounded, the various values were investigated in separate sciences, until Kant's Critiques, in which the relations of knowledge to moral, aesthetic, and religious values were examined. In Hegel's idealism, morality, art, religion, and philosophy were made the capstone of his dialectic. R. H. Lotze "sought in that which should be the ground of that which is" (Metaphysik, 1879). Nineteenth century evolutionary theory, anthropology, sociology, psychology, and economics subjected value experience to empirical analysis, and stress was again laid on the diversity and relativity of value phenomena rather than on their unity and metaphysical nature. F. Nietzsche's Also Sprach Zarathustra (1883-1885) and Zur Genealogie der Moral (1887) aroused new interest in the nature of value. F. Brentano, Vom Ursprung sittlicher Erkenntnis (1889), identified value with love.   In the twentieth century the term axiology was apparently first applied by Paul Lapie (Logique de la volonte, 1902) and E. von Hartmann (Grundriss der Axiologie, 1908). Stimulated by Ehrenfels (System der Werttheorie, 1897), Meinong (Psychologisch-ethische Untersuchungen zur Werttheorie, 1894-1899), and Simmel (Philosophie des Geldes, 1900). W. M. Urban wrote the first systematic treatment of axiology in English (Valuation, 1909), phenomenological in method under J. M. Baldwin's influence. Meanwhile H. Münsterberg wrote a neo-Fichtean system of values (The Eternal Values, 1909).   Among important recent contributions are: B. Bosanquet, The Principle of Individuality and Value (1912), a free reinterpretation of Hegelianism; W. R. Sorley, Moral Values and the Idea of God (1918, 1921), defending a metaphysical theism; S. Alexander, Space, Time, and Deity (1920), realistic and naturalistic; N. Hartmann, Ethik (1926), detailed analysis of types and laws of value; R. B. Perry's magnum opus, General Theory of Value (1926), "its meaning and basic principles construed in terms of interest"; and J. Laird, The Idea of Value (1929), noteworthy for historical exposition. A naturalistic theory has been developed by J. Dewey (Theory of Valuation, 1939), for which "not only is science itself a value . . . but it is the supreme means of the valid determination of all valuations." A. J. Ayer, Language, Truth and Logic (1936) expounds the view of logical positivism that value is "nonsense." J. Hessen, Wertphilosophie (1937), provides an account of recent German axiology from a neo-scholastic standpoint.   The problems of axiology fall into four main groups, namely, those concerning (1) the nature of value, (2) the types of value, (3) the criterion of value, and (4) the metaphysical status of value.   (1) The nature of value experience. Is valuation fulfillment of desire (voluntarism: Spinoza, Ehrenfels), pleasure (hedonism: Epicurus, Bentham, Meinong), interest (Perry), preference (Martineau), pure rational will (formalism: Stoics, Kant, Royce), apprehension of tertiary qualities (Santayana), synoptic experience of the unity of personality (personalism: T. H. Green, Bowne), any experience that contributes to enhanced life (evolutionism: Nietzsche), or "the relation of things as means to the end or consequence actually reached" (pragmatism, instrumentalism: Dewey).   (2) The types of value. Most axiologists distinguish between intrinsic (consummatory) values (ends), prized for their own sake, and instrumental (contributory) values (means), which are causes (whether as economic goods or as natural events) of intrinsic values. Most intrinsic values are also instrumental to further value experience; some instrumental values are neutral or even disvaluable intrinsically. Commonly recognized as intrinsic values are the (morally) good, the true, the beautiful, and the holy. Values of play, of work, of association, and of bodily well-being are also acknowledged. Some (with Montague) question whether the true is properly to be regarded as a value, since some truth is disvaluable, some neutral; but love of truth, regardless of consequences, seems to establish the value of truth. There is disagreement about whether the holy (religious value) is a unique type (Schleiermacher, Otto), or an attitude toward other values (Kant, Höffding), or a combination of the two (Hocking). There is also disagreement about whether the variety of values is irreducible (pluralism) or whether all values are rationally related in a hierarchy or system (Plato, Hegel, Sorley), in which values interpenetrate or coalesce into a total experience.   (3) The criterion of value. The standard for testing values is influenced by both psychological and logical theory. Hedonists find the standard in the quantity of pleasure derived by the individual (Aristippus) or society (Bentham). Intuitionists appeal to an ultimate insight into preference (Martineau, Brentano). Some idealists recognize an objective system of rational norms or ideals as criterion (Plato, Windelband), while others lay more stress on rational wholeness and coherence (Hegel, Bosanquet, Paton) or inclusiveness (T. H. Green). Naturalists find biological survival or adjustment (Dewey) to be the standard. Despite differences, there is much in common in the results of the application of these criteria.   (4) The metaphysical status of value. What is the relation of values to the facts investigated by natural science (Koehler), of Sein to Sollen (Lotze, Rickert), of human experience of value to reality independent of man (Hegel, Pringle-Pattlson, Spaulding)? There are three main answers:   subjectivism (value is entirely dependent on and relative to human experience of it: so most hedonists, naturalists, positivists);   logical objectivism (values are logical essences or subsistences, independent of their being known, yet with no existential status or action in reality);   metaphysical objectivism (values   --or norms or ideals   --are integral, objective, and active constituents of the metaphysically real: so theists, absolutists, and certain realists and naturalists like S. Alexander and Wieman). --E.S.B. Axiom: See Mathematics. Axiomatic method: That method of constructing a deductive system consisting of deducing by specified rules all statements of the system save a given few from those given few, which are regarded as axioms or postulates of the system. See Mathematics. --C.A.B. Ayam atma brahma: (Skr.) "This self is brahman", famous quotation from Brhadaranyaka Upanishad 2.5.19, one of many alluding to the central theme of the Upanishads, i.e., the identity of the human and divine or cosmic. --K.F.L.

A view of the nature of mathematics which is widely different from any of the above is held by the school of mathematical intuitionism (q. v.). According to this school, mathematics is "identical with the exact part of our thought." "No science, not even philosophy or logic, can be a presupposition for mathematics. It would be circular to apply any philosophical or logical theorem as a means of proof in mathematics, since such theorems already presuppose for their formulation the construction of mathematical concepts. If mathematics is to be in this sense presupposition-free, then there remains for it no other source than an intuition which presents mathematical concepts and inferences to us as immediately clear. . . . [This intuition] is nothing else than the ability to treat separately certain concepts and inferences which regularly occur in ordinary thinking." This is quoted in translation from Heyting, who, in the same connection, characterizes the intuitionittic doctrine as asserting the existence of mathematical objects (Gegenstände), which are immediately grasped by thought, are independent of experience, and give to mathematics more than a mere formal content. But to these mathematical objects no existence is to be ascribed independent of thought. Elsewhere Heyting speaks of a relationship to Kant in the apriority ascribed to the natural numbers, or rather to the underlying ideas of one and the process of adding one and the indefinite repetition of the latter. At least in his earlier writings, Brouwer traces the doctrine of intuitionism directly to Kant. In 1912 he speaks of "abandoning Kant's apriority of space but adhering the more resolutely to the apriority of time" and in the same paper explicitly reaffirms Kant's opinion that mathematical judgments are synthetic and a priori.

A. While Nicholas of Cusa referred to God as "the absolute," the noun form of this term came into common use through the writings of Schelling and Hegel. Its adoption spread in France through Cousin and in Britain through Hamilton. According to Kant the Ideas of Reason seek both the absolute totality of conditions and their absolutely unconditioned Ground. This Ground of the Real Fichte identified with the Absolute Ego (q.v.). For Schelling the Absolute is a primordial World Ground, a spiritual unity behind all logical and ontological oppositions, the self-differentiating source of both Mind and Nature. For Hegel, however, the Absolute is the All conceived as a timeless, perfect, organic whole of self-thinking Thought. In England the Absolute has occasionally been identified with the Real considered as unrelated or "unconditioned" and hence as the "Unknowable" (Mansel, H. Spencer). Until recently, however, it was commonly appropriated by the Absolute Idealists to connote with Hegel the complete, the whole, the perfect, i.e. the Real conceived as an all-embracing unity that complements, fulfills, or transmutes into a higher synthesis the partial, fragmentary, and "self-contradictory" experiences, thoughts, purposes, values, and achievements of finite existence. The specific emphasis given to this all-inclusive perfection varies considerably, i.e. logical wholeness or concreteness (Hegel), metaphysical completeness (Hamilton), mystical feeling (Bradley), aesthetic completeness (Bosanquet), moral perfection (Royce). The Absolute is also variously conceived by this school as an all-inclusive Person, a Society of persons, and as an impersonal whole of Experience.

(b) American New Realists: More radical in that mind tended to lose its special status in the order of things. In psychology this school moved toward behaviorism. In philosophy they were extreme pan-objectivists. Distinguished representatives: F. J. E. Woodbridge, G. S. Fullerton, E. B. McGilvary and six platformists (so-called because of their collaboration in a volume The New Realism, published 1912): E. B. Holt, W. T. Marvin, W. P. Montague, R. B. Perry, W. B. Pitkin, E. G. Spaulding. The American New Realists agreed on a general platform but differed greatly among themselves as to theories of reality and particular questions. -- V.F.

barringout ::: n. --> The act of closing the doors of a schoolroom against a schoolmaster; -- a boyish mode of rebellion in schools.

(b) Deism is a term referring collectively and somewhat loosely to a group of religious thinkers of the 17th (and 18th) century in England and France who in attempting to justify religion, particularly Christianity, began by establishing the harmony of reason and revelation and developed what, in their time, was regarded as extreme views: assaults upon traditional supernaturalism, external revelation and dogmas implying mysteries, and concluding that revelation is superfluous, that reason is the touchstone to religious validity, that religion and ethics are natural phenomena, that the traditional God need hardly be appealed to since man finds in nature the necessary guides for moral and religious living. Not all deists, so called, went toward the more extreme expressions. Among the more important English deists were Toland, Collins, Tindal, Chubb and Morgan. Voltaire (1694-1778) influenced by English thought is the notable example of deism in France. On the whole the term represents a tendency rather than a school. -- V.F.

Behaviorism: The contemporary American School of psychology which abandons the concepts of mind and consciousness, and restricts both animal and human psychology to the study of behavior. The impetus to behaviorism was given by the Russian physiologist, Pavlov, who through his investigation of the salivary reflex in dogs, developed the concept of the conditioned reflex. See Conditioned Reflex. The founder of American behaviorism is J.B. Watson, who formulated a program for psychology excluding all reference to consciousness and confining itself to behavioral responses. (Behavior: An Introduction to Comparative Psychology, 1914.) Thinking and emotion are interpreted as implicit behavior: the former is implicit or subvocal speech; the latter implicit visceral reactions. A distinction has been drawn between methodological and dogmatic behaviorism: the former ignores "consciousness" and advocates, in psychology, the objective study of behaviour; the latter denies consciousness entirely, and is, therefore, a form of metaphysical materialism. See Automatism. -- L.W.

Behaviorism ::: The school of psychology founded on the premise that behavior is measurable and can be changed through the application of various behavioral principles.

Being: In early Greek philosophy is opposed either to change, or Becoming, or to Non-Being. According to Parmenides and his disciples of the Eleatic School, everything real belongs to the category of Being, as the only possible object of thought. Essentially the same reasoning applies also to material reality in which there is nothing but Being, one and continuous, all-inclusive and eternal. Consequently, he concluded, the coming into being and passing away constituting change are illusory, for that which is-not cannot be, and that which is cannot cease to be. In rejecting Eleitic monism, the materialists (Leukippus, Democritus) asserted that the very existence of things, their corporeal nature, insofar as it is subject to change and motion, necessarily presupposes the other than Being, that is, Non-Being, or Void. Thus, instead of regarding space as a continuum, they saw in it the very source of discontinuity and the foundation of the atomic structure of substance. Plato accepted the first part of Parmenides' argument. namely, that referring to thought as distinct from matter, and maintained that, though Becoming is indeed an apparent characteristic of everything sensory, the true and ultimate reality, that of Ideas, is changeless and of the nature of Being. Aristotle achieved a compromise among all these notions and contended that, though Being, as the essence of things, is eternal in itself, nevertheless it manifests itself only in change, insofar as "ideas" or "forms" have no existence independent of, or transcendent to, the reality of things and minds. The medieval thinkers never revived the controversy as a whole, though at times they emphasized Being, as in Neo-Platonism, at times Becoming, as in Aristotelianism. With the rise of new interest in nature, beginning with F. Bacon, Hobbes and Locke, the problem grew once more in importance, especially to the rationalists, opponents of empiricism. Spinoza regarded change as a characteristic of modal existence and assumed in this connection a position distantly similar to that of Pinto. Hegel formed a new answer to the problem in declaring that nature, striving to exclude contradictions, has to "negate" them: Being and Non-Being are "moments" of the same cosmic process which, at its foundation, arises out of Being containing Non-Being within itself and leading, factually and logically, to their synthetic union in Becoming. -- R.B.W.

Bentham, Jeremy: (1748-1832) Founder of the English Utilitarian School of Philosophy. In law, he is remembered for his criticism of Blackstone's views of the English constitution, for his examination of the legal fiction and for his treatment of the subject of evidence. In politics, he is most famous for his analysis of the principles of legislation and, in ethics, for his greatest happiness principle. See Hedonic Calculus; Utilitarianism. J. Bentham, Principles of Morals and Legislation, 1789; Outline of a New System of Logic, 1827; Deontology. -- L.E.D.

(b) Epistemological: The view that the real object and the idea of it (perception or conception) are one in the knowledge relation. (e.g. the school known as New Realism; extreme mystics.) -- V.F.

Berdyayev, Nikolai Alexandrovitch: (1874-1948) Is a contemporary Russian teacher and writer on the philosophy of religion. He was born in Kiev, exiled to Vologda when twenty-five; threatened with expulsion from the Russian Orthodox Church in 1917, he became professor of philosophy at the University of Moscow. In 1922, he was expelled from the Soviet Union and he went to Berlin, where he established his Academy of Religious Philosophy. He moved his school to Paris and established a Russian review called Putj (The Way). His thought resembles that of the Christian Gnostics (see Gnosticism), and it owes a good deal to German idealism and mysticism (Boehme). He is a trenchant critic of systems as diverse as Communism and Thomistic Scholasticism. His most noted works are: Smyisl Istorii (The Meaning of History), Berlin, 1923; Novoye Srednevyekovye (transl. as The End of Our Time, N.Y., 1933), Berlin, 1924; Freedom and the Spirit, N. Y., 1935. V. J. Bourke, "The Gnosticism of N. Berdyaev", Thought, XI (1936), 409-22. -- VJ.B.

Bernard of Chartres: (died c. 1130) Has been called the "most perfect Platonist of his century'" by John of Salisbury (Metalogicus, IV, 35, PL 199, 938) but he is known only at second-hand now. He taught in the school of Chartres from 1114-1119 and was Chancellor of Chartres from 1119-1124. According to John of Salisbury, Bernard was an extreme realist in his theory of universals, but he taught that the forms of things (formae nativae) are distinct from the exemplary Ideas in the Divine Mind. A treatise, De expositione Porphyrii has been attributed to him. He is not to be confused with Bernard Silvestris of Chartres, nor with Bernard of Tours. E. Gilson. "Le platonisme de Bernard de C.", Revue Neoscolastique, XXV (1923) 5-19. -- V.J.B.

B. Generically "an absolute" or "the absolute" (pl. "absolutes") means the real (thing-in-itself) as opposed to appearance; substance, the substantival, reals (possessing aseity or self-existence) as opposed to relations; the perfect, non-comparative, complete of its kind; the primordial or uncaused; the independent or autonomous. Logic. Aristotelian logic involves such absolutes as the three laws of thought and changeless, objectively real classes or species, In Kantian logic the categories and principles of judgment are absolutes, i.e. a priori, while the Ideas of reason seek absolute totality and unity, In the organic or metaphysical logic of the Hegelian school, the Absolute is considered the ultimate terminus, referent, or subject of every judgment. Ethics and Axiology. Moral and axiological identified with the Real values, norms, principles, maxims, laws are considered absolutes when universally valid objects of acknowledgment, whether conditionally or unconditionally (e.g. the law of the best possible, the utilitarian greatest happiness principle, the Kantian categorical imperative).

(b) It may refer to any number of realists, such as those of the Scottish School, critical monism, etc. (See under proper headings.)

blackboard ::: n. --> A broad board painted black, or any black surface on which writing, drawing, or the working of mathematical problems can be done with chalk or crayons. It is much used in schools.

black monday ::: --> Easter Monday, so called from the severity of that day in 1360, which was so unusual that many of Edward III.&

Boehme, Jacob: (1575-1624) Of Gorlitz, was the son of poor parents, received little formal schooling, studied the Bible and the works of Pastor Valentine Weigel assiduously. He became noted as a mystic, theosophist, and in his own day was called the German Philosopher. He wrote in German but his early followers translated his works into Latin, hence it is difficult to distinguish his personal thought from that of his school. He thought that all reality, even God, contains a duality of good and evil, the universe and man's soul are nothing without God. He has had much influence on later German and Russian mysticism. Chief works: Aurora, Vierzig Fragen von der Seele, Mysterium Magnum, Von der Gnadenwahl. Deussen, J. Boehme, uber sein Leben u. seine Philos. (Kiel, 1897). -- V.J.B.

bookmate ::: n. --> A schoolfellow; an associate in study.

Bruno, Giordano: (1548-1600) A Dominican monk, eventually burned at the stake because of his opinions, he was converted from Christianity to a naturalistic and mystical pantheism by the Renaissance and particularly by the new Copernican astronomy. For him God and the universe were two names for one and the same Reality considered now as the creative essence of all things, now as the manifold of realized possibilities in which that essence manifests itself. As God, natura naturans, the Real is the whole, the one transcendent and ineffable. As the Real is the infinity of worlds and objects and events into which the whole divides itself and in which the one displays the infinite potentialities latent within it. The world-process is an ever-lasting going forth from itself and return into itself of the divine nature. The culmination of the outgoing creative activity is reached in the human mind, whose rational, philosophic search for the one in the many, simplicity in variety, and the changeless and eternal in the changing and temporal, marks also the reverse movement of the divine nature re-entering itself and regaining its primordial unity, homogeneity, and changelessness. The human soul, being as it were a kind of boomerang partaking of the ingrowing as well as the outgrowing process, may hope at death, not to be dissolved with the body, which is borne wholly upon the outgoing stream, but to return to God whence it came and to be reabsorbed in him. Cf. Rand, Modern Classical Philosophers, selection from Bruno's On Cause, The Principle and the One. G. Bruno: De l'infinito, universo e mundo, 1584; Spaccio della bestia trionfante, 1584; La cena delta ceneri, 1584; Deglieroici furori, 1585; De Monade, 1591. Cf. R. Honigswald, Giordano Bruno; G. Gentile, Bruno nella storia della cultura, 1907. -- B.A.G.F. Brunschvicg, Leon: (1869-) Professor of Philosophy at the Ecole Normale in Paris. Dismissed by the Nazis (1941). His philosophy is an idealistic synthesis of Spinoza, Kant and Schelling with special stress on the creative role of thought in cultural history as well as in sciences. Main works: Les etapes de la philosophie mathematique, 1913; L'experience humaine et la causalite physique, 1921; De la connaissance de soi, 1931. Buddhism: The multifarious forms, philosophic, religious, ethical and sociological, which the teachings of Gautama Buddha (q.v.) have produced. They centre around the main doctrine of the catvari arya-satyani(q.v.), the four noble truths, the last of which enables one in eight stages to reach nirvana (q.v.): Right views, right resolve, right speech, right conduct, right livelihood, right effort, right mindfulness, right concentration. In the absence of contemporary records of Buddha and Buddhistic teachings, much value was formerly attached to the palm leaf manuscripts in Pali, a Sanskrit dialect; but recently a good deal of weight has been given also the Buddhist tradition in Sanskrit, Tibetan, and Chinese. Buddhism split into Mahayanism and Hinayanism (q.v.), each of which, but particularly the former, blossomed into a variety of teachings and practices. The main philosophic schools are the Madhyamaka or Sunyavada, Yogacara, Sautrantika, and Vaibhasika (q.v.). The basic assumptions in philosophy are a causal nexus in nature and man, of which the law of karma (q.v.) is but a specific application; the impermanence of things, and the illusory notion of substance and soul. Man is viewed realistically as a conglomeration of bodily forms (rupa), sensations (vedana), ideas (sanjna), latent karma (sanskaras), and consciousness (vijnana). The basic assumptions in ethics are the universality of suffering and the belief in a remedy. There is no god; each one may become a Buddha, an enlightened one. Also in art and esthetics Buddhism has contributed much throughout the Far East. -- K.F.L.

(b) The school of Yang Chu (c 440 - c 360 B.C.) and his followers, whose main doctrines are neither hedonism as Lieh Tzu seerns to represent him, nor egoism as Mencius interpreted him, but rather the Taoist doctrines of following nature, of "preserving life and keeping the essence of our being intact and not injuring our material existence with things," of "letting life run its course freely," and of "ignoring not only riches and fame but also life and death." -- W.T.C.

cadet ::: n. --> The younger of two brothers; a younger brother or son; the youngest son.
A gentleman who carries arms in a regiment, as a volunteer, with a view of acquiring military skill and obtaining a commission.
A young man in training for military or naval service; esp. a pupil in a military or naval school, as at West Point, Annapolis, or Woolwich.


Cambridge School: A term loosely applied to English philosophers who have been influenced by the teachings of Professor G. E. Moore (mainly in unpublished lectures delivered at the Cambridge University, 1911-1939). In earlier years Moore stressed the need to accept the judgments of "common sense" on such matters as the existence of other persons, of an "external world", etc. The business of the analytical philosopher was not to criticise such judgments but to display the structure of the facts to which they referred. (Cf. "A defense of common-sense in philosophy," Contemporary British Philosophy, 2 (1925) -- Moore's only discussion of the method.) Such analysis would be directional, terminating in basic or atomic facts, all of whose constituents might be known by acquaintance. The examples discussed were taken largely from the field of epistemology, turning often about the problem of the relation of material objects to sense-data, and of indirect to direct knowledge. In this earlier period problems were often suggested by Russell's discussion of descriptions and logical constructions. The inconclusiveness of such specific discussions and an increasingly critical awareness of the functions of language in philosophical analysis has in later years tended to favor more flexible interpretations of the nature of analysis. (Cf. M. Black, "Relations Between Logical Positivism and the Cambridge School of Analysis", Journal of Unified Science (Erkenntnis), 8, 24-35 for a bibliography and list of philosophers who have been most influenced by emphasis on directional analysis.) -- M.B.

campus ::: n. --> The principal grounds of a college or school, between the buildings or within the main inclosure; as, the college campus.

Carnegie Mellon University "body, education" (CMU) A university in Pittsburgh, Pennsylvania. {School of Computer Science (http://cs.cmu.edu/Web/FrontDoor.html)}. (1997-06-23)

Carvaka (Charvak) ::: [a materialistic philosopher; his school].

(c) A special school called "Critical Realists" arose as a reactionary movement against the alleged extravagant views of another school of realists called the "New Realists" (q.v.). According to the "Critical Realists" the objective world, existing independently of the subject, is separated in the knowledge-relation by media or vehicles or essences. These intermediaries are not objects but conveyances of knowledge. The mind knows the objective world not directly (epistemological monism) but by means of a vehicle through which we perceive and think (epistemological dualism). For some, this vehicle is an immediate mental essence referring to existences, for some a datum, for some a subsistent realm mediating knowledge, and for one there is not so much a vehicle as there is a peculiar transcendental giasping of objects in cognition. In 1920 Essays in Critical Realism was published as the manifesto, the platform of this school. Its collaborators were D. Drake, A. O. Lovejoy, J. B. Pratt, A. K. Rogers, G. Santayana, R. W. Sellars, and C A. Strong. -- V.F.

Cassirer, Ernst: (1874-) Has been chiefly interested in developing the position of the neo-Kantian Philosophy of the Marburg School as it relates to scientific knowledge. Looking at the history of modern philosophy as a progressive formulation of this position, he has sought to extend it by detailed analyses of contemporary scientific developments. Of note are Cassirer's investigations in mathematics, his early consideration of chemical knowledge, and his treatment of Einstein's relativity theory. Main works: Das Erkenntntsprobleme, 3 vols. (1906); Substanz-u-Funktionsbegriff, 1910 (tr. Substance and Function); Philosophie der Symbolischen Forme (1923); Phanom. der Erkenntnis, 1929; Descartes; Leibniz. -- C.K.D.

(c) Finally the term "individual" psychologv has been appropriated by a special school of analytic psychology (see Psychoanalysts), namely that of Alfred Adler. See A. Adler, Problems of Neurosis; E. Wexberg, Individual Psychology. -- L.W.

Chalmers University of Technology "body, education" A Swedish university founded in 1829 offering master of science and doctoral degrees. Research is carried out in the main engineering sciences as well as in technology related mathematical and natural sciences. Five hundred faculty members work in more than 100 departments organised in nine schools. Chalmers collaborates with the University of Göteborg. Around 8500 people work and study on the Chalmers campus, including around 500 faculty members and some 600 teachers and doctoral students. About 4800 students follow the master degree programs. Every year 700 Masters of Science in Engineering and in Architecture graduate from Chalmers, and about 190 PhDs and licentiates are awarded. Some 40% of Sweden's engineers and architects are Chalmers graduates. About a thousand research projects are in progress and more than 1500 scientific articles and research reports are published every year. Chalmers is a partner in 80 EC research projects. {(http://chalmers.se/Home-E.html)}. Address: S-412 96 Göteborg, Sweden. (1995-02-16)

chargehouse ::: n. --> A schoolhouse.

charterhouse ::: n. --> A well known public school and charitable foundation in the building once used as a Carthusian monastery (Chartreuse) in London.

Chrysippus: (280-209 B.C.) One of the leaders of the Stoic School, whose voluminous writings have been completely lost. In many respects he deviated from the Stoic speculative course; for instance, he combined the principle of natural necessity, or determinism, with the doctrine of Providence. -- R.B.W.

classmate ::: n. --> One who is in the same class with another, as at school or college.

class ::: n. --> A group of individuals ranked together as possessing common characteristics; as, the different classes of society; the educated class; the lower classes.
A number of students in a school or college, of the same standing, or pursuing the same studies.
A comprehensive division of animate or inanimate objects, grouped together on account of their common characteristics, in any classification in natural science, and subdivided into orders,


Cleanthes: (c. 310-230 B.C.) Zeno's disciple and one of the most prominent thinkers of the Stoic School. Of his writings only a hymn to Zeus is extant. -- R.B.W.

clinic ::: n. --> One confined to the bed by sickness.
One who receives baptism on a sick bed.
A school, or a session of a school or class, in which medicine or surgery is taught by the examination and treatment of patients in the presence of the pupils. ::: v. i.


Cohen, Hermann: (1842-1918) and Paul Natorp (1854-1924) were the chief leaders of the "Marburg School" which formed a definite branch of the Neo-Kantian movement. Whereas the original founders of this movement, O. Liebmann and Fr. A. Lange, had reacted to scientific empiricism by again calling attention to the a priori elements of cognition, the Marburg school contended that all cognition was exclusively a priori. They definitely rejected not only the notion of "things-in-themselves" but even that of anything immediately "given" in experience. There is no other reality than one posited by thought and this holds good equally for the object, the subject and God. Nor is thought in its effort to "determine the object = x" limited by any empirical data but solely by the laws of thought. Since in Ethics Kant himself had already endeavored to eliminate all empirical elements, the Marburg school was perhaps closer to him in this field than in epistemology. The sole goal of conduct is fulfillment of duty, i.e., the achievement of a society organized according to moral principles and satisfying the postulates of personal dignity. The Marburg school was probably the most influential philosophic trend in Germany in the last 25 years before the First World War. The most outstanding present-day champion of their tradition is Ernst Cassirer (born 1874). Cohen and Natorp tried to re-interpret Plato as well as Kant. Following up a suggestion first made by Lotze they contended that the Ideas ought to be understood as laws or methods of thought and that the current view ascribing any kind of existence to them was based on a misunderstanding of Aristotle's. -- H.G.

Common Sense Realism: A school of Scottish thinkers founded by Thomas Reid (1710-96) which attempted to set up a theory of knowledge which would support the realistic belief of the man on the street. (See Naive Realism.) The school began a movement of protest against Locke's theory which led to an eventual subjective idealism and skepticism. -- V.F.

common ::: v. --> Belonging or relating equally, or similarly, to more than one; as, you and I have a common interest in the property.
Belonging to or shared by, affecting or serving, all the members of a class, considered together; general; public; as, properties common to all plants; the common schools; the Book of Common Prayer.
Often met with; usual; frequent; customary.
Not distinguished or exceptional; inconspicuous; ordinary;


condisciple ::: n. --> A schoolfellow; a fellow-student.

Confucianism (ju chia), on the other hand, advocated true manhood (jen) as the highest good, the superior man (chun tzu) as the ideal being, and cultivation of life (hsiu shen) as the supreme duty of man. It was toward this moralism and humanism that Confucius (551-479 B.C.) taught the doctrines of "chung," or being true to the principles of one's nature, and "shu," or the application of those principles in relation to others, as well as the doctrine of the Golden Mean (chung yung), i.e., "to find the central clue of our moral being and to be harmonious with the universe." Humanism was further strengthened by Mencius (371-289 B.C.) who insisted that man must develop his nature fully because benevolence (jen) and righteousness (i) are natural to his nature which is originally good, and again reinforced by Hsun Tzu (c. 335-286 BC) who, contending that human nature is evil, advocated the control of nature. Amid this antagonism between naturalism and humanism, however, both schools conceived reality as unceasing change (i) and incessant transformation, perpetually in progress due to the interaction of the active (yang) and passive (yin) cosmic principles.

content-free "jargon" 1. (By analogy with "context-free") Used of a message that adds nothing to the recipient's knowledge. Though this adjective is sometimes applied to {flamage}, it more usually connotes derision for communication styles that exalt form over substance or are centred on concerns irrelevant to the subject ostensibly at hand. Perhaps most used with reference to speeches by company presidents and other professional manipulators. See also {four-colour glossies}. "education" 2. Within British schools the term refers to general-purpose {software} such as a {word processor}, a {spreadsheet} or a program that tests spelling of words supplied by the teacher. This is in contrast to software designed to teach a particular topic, e.g. a plant growth simulation, an interactive periodic table or a program that tests spelling of a predetermined list of words. Content-free software can be more cost-effective as it can be reused for many lessons throughout the syllabus. [{Jargon File}] (2014-10-30)

Cornell University "body, education" A US Ivy League University founded in 1868 by businessman Ezra Cornell and respected scholar Andrew Dickson White. Cornell includes thirteen colleges and schools. On the Ithaca campus are the seven undergraduate units and four graduate and professional units. The Medical College and the Graduate School of Medical Sciences are in New York City. Cornell has 13,300 undergraduates and 6,200 graduate and professional students. See also {Concurrent ML}, {Cornell Theory Center}, {Cornell University Programming Language}, {CU-SeeMe}, {ISIS}. {(http://cornell.edu/)}. (1996-12-01)

Cousin, Victor: (1792-1867) Was among those principally responsible for producing the shift in French philosophy away from sensationalism in the direction of "spiritualism"; in his own thinking, Cousin was first influenced by Locke and Condillac, and later turned to idealism under the influence of Maine de Biran and Schelling. His most characteristic philosophical insights are contained in Fragments Philosophiques (1826), in which he advocated as the basis of metaphysics a careful observation and analysis of the facts of the conscious life. He lectured at the Sorbonne from 1815 until 1820 when he was suspended for political reasons, but he was reinstated in 1827 and continued to lecture there until 1832. He exercised a great influence on his philosophical contemporaries and founded the spiritualistic or eclectic school in French Philosophy. The members of his school devoted themselves largely to historical studies for which Cousin had provided the example in his Introduction a l'Histoire General de la Philosophie, 7th ed. 1872. -- L.W.

Cusa. Nicholas of: (1401-1464) Born in Cusa (family name: Krebs), educated in the mystical school of Deventer, and at the Universities of Heidelberg, Padua and Cologne. He became a Cardinal in 1448, Bishop of Brixen in 1450, and died at Todi. He was interested in mathematics, astronomy, philosophy and ecclesiastical policy. His thought is Neo-Platonic and mystical, he is critical of Aristotelian Scholasticism. His theories of "learned ignorance" and the "concordance of contraries" have been historically influential. Chief works: De concordantia Catholica, De docta ignorantia, De conjecturis (Opera, Paris, 1514). E. Van Steenberghe, Le Card. N. de Cuse,l'action, la pensee (Paris, 1920). -- V.J.B.

Cynics: A school of Greek Philosophy, named after the gymnasium Cynosarges, founded by Antisthenes of Athens, friend of Socrates. Man's true happiness, the Cynics taught, lies in right and intelligent living, and this constitutes for them also the concept of the virtuous life. For the Cynics, this right and virtuous life consists in a course of conduct which is as much as possible independent of all events and factors external to man. This independence can be achieved through mastery over one's desires and wants. The Cynics attempted to free man from bondage to human custom, convention and institution by reducing man's desires and appetites to such only as are indispensable to life and by renouncing those whicn are imposed by civilization. In extreme cases, such as that of Diogenes, this philosophy expressed itself in a desire to live the natural life in the midst of the civilized Greek community. -- M.F.

Cyrenaics: A school of Greek Philosophy founded by Aristippus of Cyrene. The teachings of this school are known as the philosophy of Hedonism, or the doctrine of enjoyment for its own sake. For the Cyrenaics the virtuous or the good life is that which yields the greatest amount of contentment or pleasure derived from the satisfaction of desire. Education and intelligence are necessary so as to guide one to proper enjoyment, that is to such satisfaction of desire as yields most pleasure and is least likely to cause one pain. It also aids one in being master of pleasure and not its slave. -- M.F.

dame ::: n. --> A mistress of a family, who is a lady; a woman in authority; especially, a lady.
The mistress of a family in common life, or the mistress of a common school; as, a dame&


declamation ::: n. --> The act or art of declaiming; rhetorical delivery; haranguing; loud speaking in public; especially, the public recitation of speeches as an exercise in schools and colleges; as, the practice declamation by students.
A set or harangue; declamatory discourse.
Pretentious rhetorical display, with more sound than sense; as, mere declamation.


Descriptive Statistics ::: The branch of statistics that focuses on describing in numerical format what is happening now within a population. Descriptive statistics require that all subjects in the population (the entire class, all males in a school, all professors) be tested.

Dialectical materialism: The school of philosophy founded by Marx and Engels and developed by many subsequent thinker.

Digital Library Initiative A project to research digital libraries which aims to provide real collections to real users (high school students, University researchers and students, users in public libraries). The project is sponsored jointly by three US federal funding agencies, led by the National Science Foundation. The {University of Michigan}, one of the six sites selected in 1994 to collaborate, will provide collections on earth and space sciences. The project, known there as the University of Michigan Digital Library Project (UMDL), is a large, multi-year project headed by Daniel Atkins, Dean of the School of Information and Library Studies. {UMDL (http://http2.sils.umich.edu/UMDL/HomePage.html)}. (1995-02-23)

disusered "jargon" ({Usenet}) Said of a person whose account on a computer has been removed to prevent access. Setting the DISUSER account status flag on {VMS} disables the account. "He got disusered when they found out he'd been {cracking} through the school's {Internet} access." [{Jargon File}] (1994-12-08)

doctrine ::: n. --> Teaching; instruction.
That which is taught; what is held, put forth as true, and supported by a teacher, a school, or a sect; a principle or position, or the body of principles, in any branch of knowledge; any tenet or dogma; a principle of faith; as, the doctrine of atoms; the doctrine of chances.


domination ::: n. --> The act of dominating; exercise of power in ruling; dominion; supremacy; authority; often, arbitrary or insolent sway.
A ruling party; a party in power.
A high order of angels in the celestial hierarchy; -- a meaning given by the schoolmen.


dominie ::: n. --> A schoolmaster; a pedagogue.
A clergyman. See Domine, 1.


dormitory ::: n. --> A sleeping room, or a building containing a series of sleeping rooms; a sleeping apartment capable of containing many beds; esp., one connected with a college or boarding school.
A burial place.


Dühring, Eugen Karl: (1813-1901) Dühring, a German economist and philosopher, started on a legal career which lasted until 1859. He became docent at the University of Berlin and taught there until he lost his license in 1874. He was editor of Der moderne Volkergeist and of Personalist und Emancipator. Philosophically he belonged to the positivistic school. Dühring advocated not the elimination of capitalism, but of its abuses through the medium of a strong labor movement. His literary work is strongly tinged with anti-semitism, and he is probably better known for the attack which Marx and Engels made upon him than for his own work.

Eclecticism: The principle, tendency, or practice of combining, or drawing upon, various philosophical or theological doctrines. In its passive form, it is found in many thinkers of no great originality. In its more active form, as a deliberate attempt to create unity among discordant schools of philosophy, eclecticism was practised by the Alexandrien School (q.v.), where the Oriental and Occidental thought mingled, and, more recently, by V. Cousin (q.V.). -- R.B.W.

Ehrenfels, Maria Christian Julius Leopold Karl, Freiherr von: (1859-1932) As one of the leaders of the "Brentano School", he affirmed that the fundamental factor in valuation was desire. His principal interest was to trace the way in which desires and motives generate values. He described for the most part the development, the conflict, the hierarchy, and the obsolescence of values. Having a major influence upon the analytic approach to value theory, his outlook was relativistic and evolutionary. Main works: Uber Gestaltqualitäten (1890), System der Werttheorie (1897); Sexualethik (1907). -- H.H.

eleatic ::: a. --> Of or pertaining to a certain school of Greek philosophers who taught that the only certain science is that which owes nothing to the senses, and all to the reason. ::: n. --> A philosopher of the Eleatic school.

Electronic Numerical Integrator and Computer "computer" (ENIAC) The first electronic {digital computer} and an ancestor of most computers in use today. ENIAC was developed by Dr. {John Mauchly} and {J. Presper Eckert} during World War II at the Moore School of the {University of Pennsylvania}. In 1940 Dr. {John Vincent Atanasoff} attended a lecture by Mauchly and subsequently agreed to show him his binary calculator, the {Atanasoff-Berry Computer} (ABC), which was partially built between 1937-1942. Mauchly used ideas from the ABC in the design of ENIAC, which was started in June 1943 and released publicly in 1946. ENIAC was not the first digital computer, {Konrad Zuse}'s {Z3} was released in 1941. Though, like the ABC, the Z3 was {electromechanical} rather than electronic, it was freely programmable via paper tape whereas ENIAC was only programmable by manual rewiring or switches. Z3 used binary representation like modern computers whereas ENIAC used decimal like mechanical calculators. ENIAC was underwritten and its development overseen by Lieutenant Herman Goldstine of the U.S. Army Ballistic Research Laboratory (BRL). While the prime motivation for constructing the machine was to automate the wartime production of firing and bombing tables, the very first program run on ENIAC was a highly classified computation for Los Alamos. Later applications included weather prediction, cosmic ray studies, wind tunnel design, petroleum exploration, and optics. ENIAC had 20 {registers} made entirely from {vacuum tubes}. It had no other no memory as we currently understand it. The machine performed an addition in 200 {microseconds}, a multiplication in about three {milliseconds}, and a division in about 30 milliseconds. {John von Neumann}, a world-renowned mathematician serving on the BRL Scientific Advisory Committee, soon joined the developers of ENIAC and made some critical contributions. While Mauchly, Eckert and the Penn team continued on the technological problems, he, Goldstine, and others took up the logical problems. In 1947, while working on the design for the successor machine, EDVAC, von Neumann realized that ENIAC's lack of a central control unit could be overcome to obtain a rudimentary stored program computer (see the Clippinger reference below). Modifications were undertaken that eventually led to an {instruction set} of 92 "orders". {Von Neumann} also proposed the {fetch-execute cycle}. [R. F. Clippinger, "A Logical Coding System Applied to the ENIAC", Ballistic Research Laboratory Report No. 673, Aberdeen Proving Ground, MD, September 1948. {(http://ftp.arl.mil/~mike/comphist/48eniac-coding)}]. [H. H. Goldstine, "The Computer from Pascal to von Neumann", Princeton University Press, 1972]. [K. Kempf, "Electronic Computers within the Ordnance Corps", Aberdeen Proving Ground, MD, 1961. {(http://ftp.arl.mil/~mike/comphist/61ordnance)}]. [M. H. Weik, "The ENIAC Story", J. American Ordnance Assoc., 1961. {(http://ftp.arl.mil/~mike/comphist/eniac-story.html)}]. [How "general purpose" was ENIAC, compared to Zuse's {Z3}?] (2003-10-01)

Emerson, Ralph Waldo: (1803-1882) American poet and essayist. His spirit of independence early led him to leave the pulpit for the lecture platform where he earned high rank as the leading transcendentalist and the foremost figure in the famous Concord group. His profound vision, his ringing spirit of individualism and his love of democracy place him among the New World's philosophic pantheon. His "The American Scholar," "The Over-Soul," ''Self-Reliance," "Compensation" and the Divinity School Address are perhaps the most famous of his lectures and essays. He edited The Dial, the official organ of the transcendental movement. His several trips to Europe brought him into contact with Coleridge and Wordsworth, but particularly with Carlyle.

Epictetus: (c. 60-110 A.D.) A Stoic philosopher and freed slave, who established his School in Nicopolis, Epirus; his Discourses were published by Arrian, his learned disciple, they contain sharp observations of human behavior and pithy sayings on ethical matters. -- R.B.W.

Epicurean School: Founded by Epicurus in Athens in the year 306 B.C. Epicureanism gave expression to the desire for a refined type of happiness which is the reward of the cultured man who can take pleasure in the joys of the mind over which he can have greater control than over those of a material or sensuous nature. The friendship of gifted and noble men, the peace and contentment that comes from fair conduct, good morals and aesthetic enjoyments are the ideals of the Epicurean who refuses to be perturbed by any metaphysical or religious doctrines which impose duties and thus hinder the freedom of pure enjoyment. Epicurus adopted the atomism of Democritus (q.v.) but modified its determinism by permitting chance to cause a swerve (clinamen) in the fall of the atoms. See C. W. Bailey, Epicurus. However, physics was not to be the main concern of the philosopher. See Apathia, Ataraxia, Hedonism. -- M.F.

Epicurus: (341-270 B.C.) A native of Samos, founded his School in Athens about 306 B.C., where he instructed his disciples and admirers in the art of rational living. He taught that pleasure and happiness are the natural end of life. But, contrary to later misconceptions, he did not advocate the pursuit of all or any pleasures, but only of those which are consistent with intelligence and moderation. Joys of the mind are superior to pleasures of the body. In his interpretation of nature, he accepted Democritus' atomism, but contended that the element of chance enters into atoms' motions and makes them deviate from their course. -- R.B.W.

ESP 1. Extra Simple Pascal. Subset of Pascal. 2. Econometric Software Package. Statistical analysis of time series. "Econometric Software Package, User's Manual", J.P. Cooper, Graduate School of Business, U Chicago. Sammet 1978. 3. {Extended Self-containing Prolog}. 4. An early {symbolic mathematics} system. [A. Rom, Celest Mech 3:331-345 (1971)]. (1994-12-08)

Euclid: (c. 400 B.C.) Of Megara, founder of the Megarian School. He was chiefly interested in the theory of refutation. See Megarians.

Eusebius of Caesarea: (265-340) Is one of the first great historians of the Christian Church. He was born at Caesarea, in Palestine, studied at the school of Pamphilus, became Bishop of Caesarea in 313. His works are in Greek and include a Chronicle, Ecclesiastical History, and a treatise On Theophanies (PG 19-24). His philosophical views are those of a Christian Platonist and he contributed to the development of the allegorical method of Scriptural exegesis. -- V.J. B.

Excluded middle, law of, or tertium non datur, is given by traditional logicians as "A is B or A is not B." This is usually identified with the theorem of the propositional calculus, p ∨ ∼p to which the same name is given. The general validity of the law is denied by the school of mathematical intuitiontsm (q. v.). -- A.C.

Existential Psychology: A school of introspective psychology represented in America by E. B. Titchener (1867-1927) which conceived the task of psychology to be the description, analysis and classification of the experiences of an individual mind considered as existences. Also called Existentialism. A characteristic doctrine of the school is the denial of imageless thought. -- L.M . Existential quantifier: See Quantifier. Exoteric: External; belonging to or suited for those who are not initiates or experts. The exoterikoi logoi referred to in Aristotle are popular arguments or treatises, as contrasted with strictly scientific expositions. -- G.R.M.

Fa chia: The Legalists School, the Philosophers of Law, also called hsing ming chia, who "had absolute faithfulness in reward and punishment as support for the system of correct conduct," and made no distinction between kindred and strangers and no discrimination between the honorable and the humble, but treated them as equals before the law. They emphasized the power natural to the position of a ruler (shih, especially Kuan Tzu, sixth century B.C. and Shen Tao, 350-275 B.C.?) statecraft (shu, especially Shen Pu-hai, 400-337 B.C.?), and law (fa, especially Shang Chun, 390-338 B.C.?), with Han Fei Tzu (280-233 B.C.) synthesizing all the three tendencies. -- W.T.C.

fagging ::: p. pr. & vb. n. --> of Fag ::: n. --> Laborious drudgery; esp., the acting as a drudge for another at an English school.

fag ::: n. --> A knot or coarse part in cloth. ::: v. i. --> To become weary; to tire.
To labor to wearness; to work hard; to drudge.
To act as a fag, or perform menial services or drudgery, for another, as in some English schools.


final ::: a. --> Pertaining to the end or conclusion; last; terminating; ultimate; as, the final day of a school term.
Conclusive; decisive; as, a final judgment; the battle of Waterloo brought the contest to a final issue.
Respecting an end or object to be gained; respecting the purpose or ultimate end in view.


foundationer ::: n. --> One who derives support from the funds or foundation of a college or school.

From this point the notion of Ich in the German idealistic tradition passes into voluntaristic channels, with emphasis on the dynamic will, as in Schopenhiuer, Eduard von Hartmann and Nietzsche; the pragmatic-psychologic interpretation, typified by Lotze and other post-idealists; and such reconstructions of the transcendental I as are to be found in the school of Husserl and related groups.

Fudgets "programming" (From "functional widgets") {Graphical user interface} {widgets} available as The Fudget library - a toolkit for concurrent programming of graphical user interfaces, {client/servers} and more written in {Haskell} by Thomas Hallgren "hallgren@cs.chalmers.se" and Magnus Carlsson "magnus@cs.chalmers.se". Version: h9 1995-07-04 (Baastad Spring School Release). {(http://cs.chalmers.se/Fudgets/)}. {(ftp://ftp.cs.chalmers.se/pub/haskell/chalmers)}. (1996-03-17)

Functionalism ::: The school of thought popular in the 19th century emphasizing conscious experiences as a precursor to behavior

Gay, John: (1669-1745) English schohr and clergyman, not to be confused with his contemporary, the poet and dramatist of the same name. He is important in the field of ethics for his Dissertation Concerning the Fundamental Principle of Virtue or Morality. This little work influenced David Hartley in his formulation of Associationism in Psychology and likewise sened to suggest the foundation for the later English Utilitarian School. -- L.E.D.

Gentile, Giovanni: Born in Castelvetrano (Sicily) 1875. Professor of Philosophy and History of Philosophy at universities in Palermo, Pisa, and Rome. Minister of Public Education 1922-1924. Senator since 1922. Reformed the school system of Italy.

Gestalt Psychology: (German, Gestalt, shape or form) A school of German psychology, founded about 1912 by M. Wertheimer, K. Koffka and W. Köhler. Gestalt psychology reacted against the psychic elements of analytic or associationist psychology (see Associationism) and substituted the concept of Gestalt or organized whole. The parts do not exist prior to the whole but derive their character from the structure of the whole. The Gestalt concept is applied at the physical and physiological as well as the psychological levels and in psychology both to the original sensory organization and to the higher intellectual and associative processes of mind. Configuration has been suggested as an English equivalent for Gestalt and the school is accordingly referred to as Configurationism. -- L.W.

gopher "networking, protocol" A {distributed} document retrieval system which started as a {Campus Wide Information System} at the {University of Minnesota}, and which was popular in the early 1990s. Gopher is defined in {RFC 1436}. The protocol is like a primitive form of {HTTP} (which came later). Gopher lacks the {MIME} features of HTTP, but expressed the equivalent of a document's {MIME type} with a one-character code for the "{Gopher object type}". At time of writing (2001), all Web browers should be able to access gopher servers, although few gopher servers exist anymore. Sir {Tim Berners-Lee}, in his book "Weaving The Web" (pp.72-73), related his opinion that it was not so much the protocol limitations of gopher that made people abandon it in favor of HTTP/{HTML}, but instead the legal missteps on the part of the university where it was developed: "It was just about this time, spring 1993, that the University of Minnesota decided that it would ask for a license fee from certain classes of users who wanted to use gopher. Since the gopher software being picked up so widely, the university was going to charge an annual fee. The browser, and the act of browsing, would be free, and the server software would remain free to nonprofit and educational institutions. But any other users, notably companies, would have to pay to use gopher server software. "This was an act of treason in the academic community and the Internet community. Even if the university never charged anyone a dime, the fact that the school had announced it was reserving the right to charge people for the use of the gopher protocols meant it had crossed the line. To use the technology was too risky. Industry dropped gopher like a hot potato." (2001-03-31)

gymnasium ::: n. --> A place or building where athletic exercises are performed; a school for gymnastics.
A school for the higher branches of literature and science; a preparatory school for the university; -- used esp. of German schools of this kind.


Han Fei Tzu: (d. 233 B.C.) Was a pupil of Hsun Tzu. The greatest Chinese philosopher of law (fa chia), he advocated government by law and statecraft. Delegated by his native state, he appealed to the king of Chin (Shih Huang-ti) not to invade his country. At first he was cordially entertained but later was ordered to commit suicide by the premier of Chin, his former schoolmate, Li Ssu, who became jealous of him. (Han-fei Tzu, Eng. tr. by W. K. Liao: Han Fei Tzu, Complete Works.) -- W.T.C.

Hartley, David: (1705-1757) Was an English physician most noted as the founder of the associationist school in psychology. His theory of the association of ideas was prompted by the work of John Gay to which he gave a physiological emphasis and which, in turn, influenced the Utilitarians, Bentham and the Mills. See Bentham, Gay, James Mill, John Stuart Mill and Utilitarianism.

Hence in its widest sense Scholasticism embraces all the intellectual activities, artistic, philosophical and theological, carried on in the medieval schools. Any attempt to define its narrower meaning in the field of philosophy raises serious difficulties, for in this case, though the term's comprehension is lessened, it still has to cover many centuries of many-faced thought. However, it is still possible to list several characteristics sufficient to differentiate Scholastic from non-Scholastic philosophy. While ancient philosophy was the philosophy of a people and modern thought that of individuals, Scholasticism was the philosophy of a Christian society which transcended the characteristics of individuals, nations and peoples. It was the corporate product of social thought, and as such its reasoning respected authority in the forms of tradition and revealed religion. Tradition consisted primarily in the systems of Plato and Aristotle as sifted, adapted and absorbed through many centuries. It was natural that religion, which played a paramount role in the culture of the middle ages, should bring influence to bear on the medieval, rational view of life. Revelation was held to be at once a norm and an aid to reason. Since the philosophers of the period were primarily scientific theologians, their rational interests were dominated by religious preoccupations. Hence, while in general they preserved the formal distinctions between reason and faith, and maintained the relatively autonomous character of philosophy, the choice of problems and the resources of science were controlled by theology. The most constant characteristic of Scholasticism was its method. This was formed naturally by a series of historical circumstances,   The need of a medium of communication, of a consistent body of technical language tooled to convey the recently revealed meanings of religion, God, man and the material universe led the early Christian thinkers to adopt the means most viable, most widely extant, and nearest at hand, viz. Greek scientific terminology. This, at first purely utilitarian, employment of Greek thought soon developed under Justin, Clement of Alexandria, Origin, and St. Augustine into the "Egyptian-spoils" theory; Greek thought and secular learning were held to be propaedeutic to Christianity on the principle: "Whatever things were rightly said among all men are the property of us Christians." (Justin, Second Apology, ch. XIII). Thus was established the first characteristic of the Scholastic method: philosophy is directly and immediately subordinate to theology.   Because of this subordinate position of philosophy and because of the sacred, exclusive and total nature of revealed wisdom, the interest of early Christian thinkers was focused much more on the form of Greek thought than on its content and, it might be added, much less of this content was absorbed by early Christian thought than is generally supposed. As practical consequences of this specialized interest there followed two important factors in the formation of Scholastic philosophy:     Greek logic en bloc was taken over by Christians;     from the beginning of the Christian era to the end of the XII century, no provision was made in Catholic centers of learning for the formal teaching of philosophy. There was a faculty to teach logic as part of the trivium and a faculty of theology.   For these two reasons, what philosophy there was during this long period of twelve centuries, was dominated first, as has been seen, by theology and, second, by logic. In this latter point is found rooted the second characteristic of the Scholastic method: its preoccupation with logic, deduction, system, and its literary form of syllogistic argumentation.   The third characteristic of the Scholastic method follows directly from the previous elements already indicated. It adds, however, a property of its own gained from the fact that philosophy during the medieval period became an important instrument of pedogogy. It existed in and for the schools. This new element coupled with the domination of logic, the tradition-mindedness and social-consciousness of the medieval Christians, produced opposition of authorities for or against a given problem and, finally, disputation, where a given doctrine is syllogistically defended against the adversaries' objections. This third element of the Scholastic method is its most original characteristic and accounts more than any other single factor for the forms of the works left us from this period. These are to be found as commentaries on single or collected texts; summae, where the method is dialectical or disputational in character.   The main sources of Greek thought are relatively few in number: all that was known of Plato was the Timaeus in the translation and commentary of Chalcidius. Augustine, the pseudo-Areopagite, and the Liber de Causis were the principal fonts of Neoplatonic literature. Parts of Aristotle's logical works (Categoriae and de Interpre.) and the Isagoge of Porphyry were known through the translations of Boethius. Not until 1128 did the Scholastics come to know the rest of Aristotle's logical works. The golden age of Scholasticism was heralded in the late XIIth century by the translations of the rest of his works (Physics, Ethics, Metaphysics, De Anima, etc.) from the Arabic by Gerard of Cremona, John of Spain, Gundisalvi, Michael Scot, and Hermann the German, from the Greek by Robert Grosseteste, William of Moerbeke, and Henry of Brabant. At the same time the Judae-Arabian speculation of Alkindi, Alfarabi, Avencebrol, Avicenna, Averroes, and Maimonides together with the Neoplatonic works of Proclus were made available in translation. At this same period the Scholastic attention to logic was turned to metaphysics, even psychological and ethical problems and the long-discussed question of the universals were approached from this new angle. Philosophy at last achieved a certain degree of autonomy and slowly forced the recently founded universities to accord it a separate faculty.

herring ::: n. --> One of various species of fishes of the genus Clupea, and allied genera, esp. the common round or English herring (C. harengus) of the North Atlantic. Herrings move in vast schools, coming in spring to the shores of Europe and America, where they are salted and smoked in great quantities.

Hsing ming (chia): The school which advocated government by law (which includes punishment, hsing) and insisted on the correspondence of names (ming) to reality, as represented by Shen Tzu (fourth century B.C.), Han Fei Tzu (d. 233 B.C.), etc. Another name for the Legalist School (fa chia). When hsing is interpreted in the sense of shape to which names must correspond, the term is also applied to the Sophists (ming chia). -- W.T.C.

Hsuen men: The School of Mystery, another name for the Taoist religion. -- W.T.C.

Hsun Tzu: (Hsun Ch'ing, Hsun Kuan, c. 335-286 B.C.) For thirty years travelled, offered his service to the various powerful feudal states, and succeeded in becoming a high officer of Ch'i and Ch'u. A great critic of all contemporary schools, he greatly developed Confucianism, became the greatest Confucian except Mencius. Both Han Fei, the outstanding Legalist, and Li Ssu, the premier of Ch'in who effected the first unification of China, were his pupils. (Hsun Tzu, Eng. tr. by H. H. Dubs: The Works of Hsun Tze.) -- W.T.C.

Hylotheism: (Gr. hyle matter, and theism q.v.). A synonym for either pantheism or materialism in that this doctrine identifies mattei and god, or has the one merge into the other. -- K.F.L Hylozoism: (Gr. hyle, mattei -- zoe, life) The doctrine that life is a property of matter, that matter and life are inseparable, that life is derived from matter, or that matter has spiritual properties. The conception of nature as alive or animated, of reality as alive. The original substance as bearing within itself the cause of all motion and change. The early Greek cosmologists of the Milesian school made statements which implied a belief in life for their primary substances. For Straton of Lampsacus each of the ultimate particles of matter possesses life. For the Stoics the universe as a whole is alive. For Spinoza different kinds of things possess life in different grades. -- J.K F.

iatrochemistry ::: n. --> Chemistry applied to, or used in, medicine; -- used especially with reference to the doctrines in the school of physicians in Flanders, in the 17th century, who held that health depends upon the proper chemical relations of the fluids of the body, and who endeavored to explain the conditions of health or disease by chemical principles.

iatromathematician ::: n. --> One of a school of physicians in Italy, about the middle of the 17th century, who tried to apply the laws of mechanics and mathematics to the human body, and hence were eager student of anatomy; -- opposed to the iatrochemists.

IBM 1620 "computer" A computer built by {IBM} and released in late 1959. The 1620 cost from around $85,000(?) up to hundreds of thousands of dollars(?) according to the configuration. It was billed as a "small scientific computer" to distinguish it from the business-oriented {IBM 1401}. It was regarded as inexpensive, and many schools started out with one. It was either developed for the US Navy to teach computing, or as a replacement for the very successful {IBM 650} which did quite well in the low end scientific market. Rumour has it that the Navy called this computer the CADET - Can't Add, Doesn't Even Try. The {ALU} used lookup tables to add, subtract and multiply but it could do address increments and the like without the tables. You could change the number base by adjusting the tables, which were input during the boot sequence from {Hollerith} cards. The divide instruction required additional hardware, as did {floating point} operations. The basic machine had 20,000 decimal digits of {ferrite core memory} arranged as a 100 by 100 array of 12-bit locations, each holding two digits. Each digit was stored as four numeric bits, one flag bit and one parity bit. The numeric bits stored a decimal digit (values above nine were illegal). Memory was logically divided into fields. On the high-order digit of a field the flag bit indicated the end of the field. On the low-order digit it indicated a negative number. A flag bit on the low order of the address indicated {indirect addressing} if you had that option installed. A few "illegal" bit combinations were used to store things like record marks and "numeric blanks". On a {subroutine} call it stored the {return address} in the five digits just before the entry point to the routine, so you had to build your own {stack} to do {recursion}. The enclosure was grey, and the core was about four or five inches across. The core memory was kept cool inside a temperature-controlled box. The machine took a few minutes to warm up after power on before you could use it. If it got too hot there was a thermal cut-out switch that would shut it down. Memory could be expanded up to 100,000 digits in a second cabinet. The cheapest package used {paper tape} for I/O. You could also get {punched cards} and later models could be hooked up to a 1311 {disk drive} (a two-{megabyte} {washing machine}), a 1627 {plotter}, and a 1443 {line printer}. Because the 1620 was popular with colleges, IBM ran a clearing house of software for a nominal cost such as {Snobol}, {COBOL}, chess games, etc. The model II, released about three years later, could add and subtract without tables. The {clock period} decreased from 20 to 10 microseconds, instruction fetch sped up by a few cycles and it added {index registers} of some sort. Some of the model I's options were standard on the model II, like {indirect addressing} and the {console} {teletype} changed from a model C to a {Selectric}. Later still, IBM marketed the {IBM 1710}. A favorite use was to tune a FM radio to pick up the "interference" from the lights on the console. With the right delay loops you could generate musical notes. Hackers wrote {interpreters} that played music from notation like "C44". {IBM 1620 console (img:/pub/misc/IBM1620-console.jpg)} 1620 consoles were used as props to represent {Colossus} in the film "The Forbin Project", though most of the machines had been scrapped by the time the film was made. {A fully configured 1620 (http://uranus.ee.auth.gr/TMTh/exhibit.htm)}. {IBM 1620 at Tuck School of Business, Dartmouth College, Hanover, NH, USA (/pub/misc/IBM1620-Tuck1960s.jpg)} (Thanks Victor E. McGee, pictured). ["Basic Programming Concepts and the IBM 1620 Computer", Leeson and Dimitry, Holt, Rinehart and Winston, 1962]. (2018-09-11)

Ideological: Pertaining to the school of Condidillac and his French followers of the early 19th century. Pertaining to theories determined by cultural environment or non-rational interests. Idle, unrealistic, fanciful.

II. Early Scholastics (12 cent.) St. Anselm of Canterbury (+1109) did more than anyone else in this early period to codify the spirit of Scholasticism. His motto: credo, ut tntelligam taken from St. Augustine, expressed the organic relation that existed between the supernatural and the natural during the Middle Ages and the interpretative and the directive force which faith had upon reason. In this period a new interest was taken in the problem of the universals. For the first time a clear demarcation was noted between the realistic and the nominalistic solutions to this problem. William of Champeaux (+1121) proposed the former and Roscelin (+c. 1124) the latter. A third solution, concepiualistic in character, was proposed by Abelard (+1142) who finally crystalized the Scholastic method. He was the most subtle dialectician of his age. Two schools of great importance of this period were operating at Chartres and the Parisian Abbey of St. Victor. The first, founded by Fulbert of Chartres in the late tenth century, was characterized by its leanings toward Platonism and distinguished by its humanistic tendencies coupled with a love of the natural sciences. Many of its Greek, Arabian and Jewish sources for studies in natural sciences came from the translations of Constantine the African (+c. 1087) and Adelard of Bath. Worthy to be noted as members of or sympathizers with this school are Bernard and Thierry of Chartres (+c. 1127; c. 1150); William of Conches (+1145) and Bernard Silvestris (+1167). The two most important members of the School were Gilbert de la Poiree (+1154) and John of Salisbury (+1180). The latter was a humanistic scholar of great stylistic skill and calm, balanced judgment. It is from his works, particularly the Metalogicus, that most of our knowledge of this period still derives. Juxtaposed to the dialectic, syllogistic and rationalistic tendencies of this age was a mystical movement, headed by St. Bernard of Clairvaux (+1153). This movement did not oppose itself to dialectics in the uncompromising manner of Peter Damiani, but sought rather to experience and interiorize truth through contemplation and practice. Bernard found a close follower and friend in William of St. Thierry (+1148 or 1153). An attempt to synthesize the mystic and dialectical movements is found in two outstanding members of the Victorine School: Hugh of St. Victor (+1141) who founded its spirit in his omnia disce, videbis postea nihil esse supervuum and Richard of St. Victor (+1173), his disciple, who introduced the a posteriori proof for God's existence into the Scholastic current of thought. Finally, this century gave Scholasticism its principal form of literature which was to remain dominant for some four centuries. While the method came from Abelard and the formulas and content, in great part, from the Didascalion of Hugh of St. Victor, it was Robert of Melun (+1167) and especially Peter the Lombard (+1164) who fashioned the great Summae sententiarum.

India. Intimations of advanced theism, both in a deistic and immanentistic form, are to be found in the Rig Veda. The early Upanishads in general teach variously realistic deism, immanent theism, and, more characteristically, mystical, impersonal idealism, according to which the World Ground (brahman) is identified with the universal soul (atman) which is the inner or essential self within each individual person. The Bhagavad Gita, while mixing pantheism, immanent theism, and deism, inclines towards a personahstic idealism and a corresponding ethics of bhakti (selfless devotion). Jainism is atheistic dualism, with a personalistic recognition of the reality of souls. Many of the schools of Buddhism (see Buddhism) teach idealistic doctrines. Thus a monistic immaterialism and subjectivism (the Absolute is pure consciousness) was expounded by Maitreya, Asanga, and Vasubandhu. The Lankavatarasutra combined monistic, immaterialistic idealism with non-absolutistic nihilism. Subjectivistic, phenomenalistic idealism (the view that there is neither absolute Pure Consciousness nor substantial souls) was taught by the Buddhists Santaraksita and Kamalasila. Examples of modern Vedantic idealism are the Yogavasistha (subjective monistic idealism) and the monistic spiritualism of Gaudapada (duality and plurality are illusion). The most influential Vedantic system is the monistic spiritualism of Sankara. The Absolute is pure indeterminate Being, which can only be described as pure consciousness or bliss. For the different Vedantic doctrines see Vedanta and the references there. Vedantic idealism, whether in its monistic and impersonalistic form, or in that of a more personalistic theism, is the dominant type of metaphysics in modern India. Idealism is also pronounced in the reviving doctrines of Shivaism (which see).

Indian Philosophy: General name designating a plethora of more or less systematic thinking born and cultivated in the geographic region of India among the Hindus who represent an amalgamation of adventitious and indigenous peoples, but confined at first exclusively to the caste-conscious Indo-germanic conquerors of the lands of the Indus and Ganges. Its beginnings are lost in the dim past, while a distinct emergence in tangible form is demonstrable from about 1000 B.C. Hindu idiosyncrasies are responsible for our inability to date with any degree of accuracy many of the systems, schools, and philosophers, or in some cases even to refer to the latter by name. Inasmuch as memory, not writing, has been universally favored in India, an aphoristic form (cf. sutra), subtended by copious commentaries, give Indian Philosophy its distinctive appearance. The medium is Sanskrit and the dialects derived from it. There are translations in all major Asiatic and European languages. The West became familiar with it when philologists discovered during last century the importance of Sanskrit. As a type of thinking employing unfamiliar conceptions and a terminology fluctuating in meaning (cf., e.g., rasa), it is distinct from Western speculations. Several peaks have been reached in the past, yet Indian Philosophy does not cease to act fructifyingly upon the present mind in India as elsewhere. Various factions advance conflicting claims as to the value of Indian speculation, because interpretations have not as yet become standardized. Textual criticism is now making strides, but with varying successes. Among larger histories of Indian Philosophy may be mentioned those of Deussen, Das Gupta, Bel-valkar and Ranade, and Radhakrishnan.

In Scholasticism: Until the revival of Aristotelianism in the 13th century, universals were considered by most of the Schoolmen as real "second substances." This medieval Realism (see Realism), of those who legebant in re, found but little opposition from early Nominalists, legentes in voce, like Roscellin. The latter went to the othei extreme by declaring universal names to be nothing but the breath of the voice -- flatus vocis. Extreme realism as represented by William of Champeaux, crumbled under the attacks of Abelard who taught a modified nominalism, distinguishing, howevei, sharply between the mere word, vox, as a physical phenomenon, and the meaningful word, sermo.. His interests being much more in logic than in ontology, he did not arrive at a definite solution of the problem. Aquinas summarized and synthetisized the ideas of his predecessors by stating that the universal had real existence only as creative idea in God, ante rem, whereas it existed within experienced reality only in the individual things, in re, and as a mental fact when abstracted from the particulars in the human mind, post rem. A view much like this had been proposed previously by Avicenna to whom Aquinas seems to be indebted. Later Middle-Ages saw a rebirth of nominalistic conceptions. The new school of Terminists, as they called themselves, less crude in its ideas than Roscellin, asserted that universals are only class names. Occam is usually considered as the most prominent of the Terminists. To Aquinas, the universal was still more than a mere name; it corresponded to an ontologicil fact; the definition of the universal reproduces the essence of the things. The universals are with Occam indeed natural signs which the mind cannot help forming, whereas the terms are arbitiary, signa ad placitum. But the universal is only a sign and does not correspond to anything ontological. -- R.A.

institution ::: n. --> The act or process of instituting; as: (a) Establishment; foundation; enactment; as, the institution of a school.
Instruction; education.
The act or ceremony of investing a clergyman with the spiritual part of a benefice, by which the care of souls is committed to his charge.
That which instituted or established
Established order, method, or custom; enactment;


International Olympiad in Informatics "event" (IOI) An annual competition in computing science for senior pupils at secondary schools all over the world. {(http://win.tue.nl/win/ioi/)}. (1996-12-07)

Internet Public Library (IPL) A project at the {University of Michigan} School of Information and Library Studies to provide an on-line, 24 hour public library, chaired by an assemblage of librarians and information industry professionals. The library aims to provide library services to a target audience estimated to number 1/4 of the entire American population by the end of the century. The Internet Public Library is scheduled to go on-line in March 1995. Among the first services will be on-line reference; youth services; user education; and professional services for librarians. {(http://ipl.sils.umich.edu/)}. {(telnet://ipl.sils.umich.edu/)}. Mailing list: majordomo@sils.umich.edu. (1995-07-20)

Intuitionism (mathematical): The name given to the school (of mathematics) founded by L. E. J. Brouwer (q. v.) and represented also by Hermann Weyl, Hans Freudenthal, Arend Heyting, and others. In some respects a historical forerunner of intuitionism is the mathematician Leopold Kronecker (1823-1891). Views related to intuitionism (but usually not including the rejection of the law of excluded middle) have been expressed by many recent or contemporary mathematicians, among whom are J. Richard, Th. Skolem, and the French semi-intuitionists -- as Heyting calls them -- E. Borel, H. Lebesgue, R. Baire, N. Lusin. (Lusin is Russian but has been closely associated with the French school.)

I. Vienna Circle; Logical Positivsm, Logical Empiricism. The Vienna Circle, founded by M. Schlick (q.v.) in 1924, ending with his death in 1936. Among its members: G. Bergmann, R. Carnap (q.v.), H. Feigl, Ph. Frank (q.v.), K. G&oUML;del (q.v.), H. Hahn (d. 1934), O. Neurath, F Waismann. Seen historically, the movement shows influences from three sides   the older empiricism and positivism, especially Hume, Mill, Mach;   methodology of empirical science, as developed by scientists since about the middle of the 19th century, e.g., Helmholtz, Mach, Poincare. Duhem, Boltzmann, Einstein;   symbolic logic and logical analysis of language as developed especially by Frege, Whitehead and Russell, Wittgenstein. Russell (q.v.) was the first to combine these trends and therefore had an especially strong influence. The views developed in the V. C. have been called Logical Positivism (A. E. Blumberg and H. Feigl, J. Phil. 28, 1931); many members now prefer the term "Logical Empiricism". Among the characteristic features: emphasis on scientific attitude and on co-operation, hence emphasis on intersubjective (q.v.) language and unity of science. Empiricism: every knowledge that is factual (see Meaning, Kinds of, 1), is connected with experiences in such a way that verification or direct or indirect confirmation is possible (see Verification).   The emphasis on logical analysis of language (see Semiotic) distinguishes this movement from earlier empiricism and positivism. The task of philosophy is amlysis of knowledge, especially of science; chief method: analysis of the language of science (see Semiotic; Meaning, Kinds of). Publications concerning the historical development of this movement and its chief views: Wissenschaftliche Weltauffassung: Der Wiener Kreis, Wien 1929 (with bibliography). O. Neurath, Le Developpement du Cercle de Vienne, et l'Avenir de l'Empirisme Logique, 1935. C. W. Morris, Logical Positivism, Pragmatism, and Scientific Empiricism, Paris 1937. E. Nagel, "Impressions and Appraisals of Analytic Philosophy in Europe", I, II, tic Empiricism in Germany, and the Present State of its Problems. Ibid. E. Nagel, "The Fight for Clarity: Logical Empiricism", Amer. Scholar, 1938. Many papers by members of the group have been published in "Erkenntnis" since 1930, now continued as "Journal of Unified Science".   Compare M. Black, "Relations between Logical Positivism and the Cambridge School of Analysis", J. Un. Sc. 8, 1940. II. Scientific Empiricism. A wider movement, comprising besides Logical Empiricism other groups and individuals with related views in various countries. Also called Unity of Science Movement.

Jhumur: “The light that betrays, it is not the light that comes from the sun, it is the light, the attraction, the force that man follows seeming to enter in another, greater realm but in fact is being pulled down. It comes from the ego, the lust for power, for greater knowledge—very often in certain schools of yoga and certain occult fields there is a sense of light which is not light, but the light of darkness. Darkness takes the shape of light.

John of Salisbury: (c 1115-1180) From the works of this Englishman, much can be learned about the schoolmen of his day for he presents cogent criticism of their views which he characterizes as fruitless. In his Metalogicus he advocates reform in logic. He was among the earliest adherents of absolute separation of church and state, a view which he advanced in Policraticus. He adopted a practical attitude toward knowledge, seeking the rejection of what was useless and contrary to a pious life, even though proof positive could not be advanced for what was found favorable to the true good. -- L.E.D.

Ju chiao: The teachings of the Confucian school, which are based on the Confucian classics with the chief emphasis on ethics and polity. Since the establishment of Confucianism as the state cult in the second century A.D., the term has also been used to designate the traditional system of worship of Shang Ti, ancestors, etc., which the Confucians followed. -- W.T.C.

Ju: Confucianists. Scholars who were versed in the six arts, namely, the rules of propriety, music, archery, charioteering, writing, and mathematics. Priest-teachers in the Chou period (1122-249 B.C.) who clung to the dying culture of Shang (1765-1122 B.C.), observed Shang rules of conduct, became specialists on social decorum and religious rites. --W.T.C. Ju chia: The Confucian School, which "delighted in the study of the six Classics and paid attention to matters concerning benevolence and righteousness. They regarded Yao and Shun (mythological emperors) as founders whose example is to be followed, King Wen (1184-1135 B.C.?) and King Wu (1121-1116 B.C.?) as illustrious examples, and honored Confucius (551-479 B.C.) as the exalted teacher to give authority to their teaching." "As to the forms of proper conduct which they set up for prince and minister, for father and son, or the distinctions they make between husband and wife and between old and young, in these not even the opposition of all other philosophers can make any change."

kevala advaita. ::: the pure non-dualistic school of vedanta of which the great sage Adi Shankara was an adept

kindergarten ::: n. --> A school for young children, conducted on the theory that education should be begun by gratifying and cultivating the normal aptitude for exercise, play, observation, imitation, and construction; -- a name given by Friedrich Froebel, a German educator, who introduced this method of training, in rooms opening on a garden.

lacasterian ::: a. --> Of or pertaining to the monitorial system of instruction followed by Joseph Lancaster, of England, in which advanced pupils in a school teach pupils below them.

Lambert, J. H.: (1728-1777) Was one of Kant's correspondents. He was of the Leibniz-Wolffisn school which attempted an eclectic reconciliation between rationalism and empiricism and thus laid a foundation for the later Kantian critical philosophy. As such, he is viewed as an important forerunner of Kant. -- L.E.D.

Law, Chinese School of: See Fa chia and Chinese philosophy. Law of Population: In economics, the tendency of population to encroach upon the means of subsistence. First announced by Malthus (1766-1834), the Law asserts that the increase of unchecked population is in geometric ratio while the increase of the means of subsistence is in arithmetic ratio, so that population must always press upon the limits of the means of subsistence. -- J.K.F.

l"ecole [French] ::: God who has left school.

Legal Philosophy: Deals with the philosophic principles of law and justice. The origin is to be found in ancient philosophy. The Greek Sophists criticized existing laws and customs by questioning their validity: All human rules are artificial, created by enactment or convention, as opposed to natural law, based on nature. The theory of a law of nature was further developed by Aristotle and the Stoics. According to the Stoics the natural law is based upon the eternal law of the universe; this itself is an outgrowth of universal reason, as man's mind is an offshoot of the latter. The idea of a law of nature as being innate in man was particularly stressed and popularized by Cicero who identified it with "right reason" and already contrasted it with written law that might be unjust or even tyrannical. Through Saint Augustine these ideas were transmitted to medieval philosophy and by Thomas Aquinas built into his philosophical system. Thomas considers the eternal law the reason existing in the divine mind and controlling the universe. Natural law, innate in man participates in that eternal law. A new impetus was given to Legal Philosophy by the Renaissance. Natural Jurisprudence, properly so-called, originated in the XVII. century. Hugo Grotius, Thomas Hobbes, Benedictus Spinoza, John Locke, Samuel Pufendorf were the most important representatives of that line of thought. Grotius, continuing the Scholastic tradition, particularly stressed the absoluteness of natural hw (it would exist even if God did not exist) and, following Jean Bodin, the sovereignty of the people. The idea of the social contract traced all political bodies back to a voluntary compact by which every individual gave up his right to self-government, or rather transferred it to the government, abandoning a state of nature which according to Hobbes must have been a state of perpetual war. The theory of the social compact more and more accepts the character of a "fiction" or of a regulative idea (Kant). In this sense the theory means that we ought to judge acts of government by their correspondence to the general will (Rousseau) and to the interests of the individuals who by transferring their rights to the commonwealth intended to establish their real liberty. Natural law by putting the emphasis on natural rights, takes on a revolutionary character. It played a part in shaping the bills of rights, the constitutions of the American colonies and of the Union, as well as of the French declaration of the rights of men and of citizens. Natural jurisprudence in the teachings of Christian Wolff and Thomasius undergoes a kind of petrification in the vain attempt to outline an elaborate system of natural law not only in the field of international or public law, but also in the detailed regulations of the law of property, of contract, etc. This sort of dogmatic approach towards the problems of law evoked the opposition of the Historic School (Gustav Hugo and Savigny) which stressed the natural growth of laws ind customs, originating from the mysterious "spirit of the people". On the other hand Immanuel Kant tried to overcome the old natural law by the idea of a "law of reason", meaning an a priori element in all existing or positive law. In his definition of law ("the ensemble of conditions according to which everyone's will may coexist with the will of every other in accordance with a general rule of liberty"), however, as in his legal philosophy in general, he still shares the attitude of the natural law doctrine, confusing positive law with the idea of just law. This is also true of Hegel whose panlogism seemed to lead in this very direction. Under the influence of epistemological positivism (Comte, Mill) in the later half of the nineteenth century, legal philosophy, especially in Germany, confined itself to a "general theory of law". Similarily John Austin in England considered philosophy of law concerned only with positive law, "as it necessarily is", not as it ought to be. Its main task was to analyze certain notions which pervade the science of law (Analytical Jurisprudence). In recent times the same tendency to reduce legal philosophy to logical or at least methodological tasks was further developed in attempting a pure science of law (Kelsen, Roguin). Owing to the influence of Darwinism and natural science in general the evolutionist and biological viewpoint was accepted in legal philosophy: comparative jurisprudence, sociology of law, the Freirecht movement in Germany, the study of the living law, "Realism" in American legal philosophy, all represent a tendency against rationalism. On the other hand there is a revival of older tendencies: Hegelianism, natural law -- especially in Catholic philosophy -- and Kantianism (beginning with Rudolf Stammler). From here other trends arose: the critical attitude leads to relativism (f.i. Gustav Radbruch); the antimetaphysical tendency towards positivism -- though different from epistemological positivism -- and to a pure theory of law. Different schools of recent philosophy have found their applications or repercussions in legal philosophy: Phenomenology, for example, tried to intuit the essences of legal institutions, thus coming back to a formalist position, not too far from the real meaning of analytical jurisprudence. Neo-positivism, though so far not yet explicitly applied to legal philosophy, seems to lead in the same direction. -- W.E.

Leucippus: (a. 450 B.C.) A contemporary of Empedocles and Anaxagoras and founder of the School of Abdera, developed the fruitful principle that all qualitative differences in nature may be reduced to quantitative ones. Thus Leucippus breaks up the homogeneous "Being" of Parmenides into an infinity of equally homogeneous parts or atoms and he distributes these, in an infinite variety of forms, through infinite space. These small particles of "Being" are separated from one another by that which is not-Being, i.e. by empty space. "Becoming", or the coming into being of things, is essentially the result of the motion of these atoms in space and their accidental coming together. -- M.F.

Light above, others as an infinite ocean i of Power above. If certain schools of Buddhists felt it in their experience as a limit- less Siinya, the Vedantists ou the contrary sec it as a positive

Li hsueh: The Rational Philosophy or the Reason School of the Sung dynasty (960-1279) which insisted on Reason or Law (li) as the basis of reality, including such philosophers as Chou Lien-hsi (1017-1073), Shao K'ang-chieh (1011-1077), Chang Heng-ch'u (1020-1077), Ch'eng I-ch'uan (1033-1107), Ch'eng Ming-tao (1032-1086), Chu Hsi (1130-1200), and Lu Hsiang-shan (1139-1193). It is also called Hsing-li Hsueh (Philosophy of the Nature and Reason) and Sung Hsueh (Philosophy of the Sung Dynasty). Often the term includes the idealistic philosophy of the Ming dynasty (1368-1644), including Wang Yang-ming (1473-1529), sometimes called Hsin Hsueh (Philosophy of Mind). Often it also includes the philosophy of the Ch'ing dynasty (1644-1911), called Tao Hsueh, including such philosophers as Yen Hsi-chai (1635-1704) and Tai Tung-yuan (1723-1777). For a summary of the Rational Philosophy, see Chinese philosophy. For its philosophy of Reason (li), vital force (ch'i), the Great Ultimate (T'ai Chi), the passive and active principles (yin yang), the nature of man and things (hsing), the investigation of things to the utmost (ch'iung li), the extension of knowledge (chih chih), and its ethics of true manhood or love (jen), seriousness (ching) and sincerity (ch'eng), see articles on these topics. -- W.T.C.

literator ::: n. --> One who teaches the letters or elements of knowledge; a petty schoolmaster.
A person devoted to the study of literary trifles, esp. trifles belonging to the literature of a former age.
A learned person; a literatus.


Lu Hsiang-shan: (Lu Chiu-yiian, Lu Tzu-ching, 1139-1192) Questioned Ch'eng I-ch'uan's interpretation of Confucianism when very young, later often argued with Chu Hsi, and claimed that "the six (Confucian) classics are my footnotes." This official-scholar served as transition from the Reason School (li hsueh) of Neo-Confucianism to the Mind School (hsin hsueh) of Neo-Confucianism. His complete works, Lu Hsiang-shan Ch'uan-chi, number 36 chuans in four volumes. -- W.T.C.

Lutheranism: An ecclesiastical school of thought claiming Martin Luther (1483-1546) as its source and inspiration. See Reformation. The Protestant doctrine of salvation by faith, the free grace of God, wholly without earned merit and institutional sanctions, is emphasized. The essence of the church-community is held to revolve about the pure, revealed Word of God and the sacraments of baptism and communion. Varieties of Lutheranism range from a liberal acknowledgment of the Augsburg Confession of 1530 to a more strict adherence to the several Lutheran documents collectively known as the Book of Concord. -- V.F.

lyceum ::: n. --> A place of exercise with covered walks, in the suburbs of Athens, where Aristotle taught philosophy.
A house or apartment appropriated to instruction by lectures or disquisitions.
A higher school, in Europe, which prepares youths for the university.
An association for debate and literary improvement.


Madhyamaka: Another name for the Buddhist school of Sunyavada (s.v.), so-called because it assumes a middle path (madhyama) between theories clinging to the knowableness of the noumenal and the sufficiency of the phenomenal. -- K.F.L.

madhyamika (Buddhists) ::: [the name of a school of Buddhists].

Main works: Sense and Beauty, 1896; Interpret. of Poetry and Religion, 1900; Life of Reason, 5 vols , 1905-6 (Reason in Common Sense, Reason in Society, Reason in Religion, Reason in Art, Reason in Science); Winds of Doctrine, 1913; Egotism in German Philosophy, 1915; Character and Opinion in the U. S., 1920; Skepticism and Animal Faith, 1923; Realms of Being, 4 vols., 1927-40 (Realm of Essence, Realm of Matter, Realm of Truth, Realm of Spirit). -- B.A.G.F. Sarva-darsana-sangraha: (Skr.) A work by Madhvavacarya, professing to be a collection (sangraha) of all (sarva) philosophic views (darsana) or schools. It includes systems which acknowledge and others which reject Vedic (s.v.) authority, such as the Carvaka, Buddhist and Jaina schools (which see). -- K.F.L.

Malebranche. Nicolas: (1638-1715) Was bom in Paris and, on his maturity, embraced the doctrines of the Cartesian school. Like Geulincx, he was particularly interested in the problem of mind-body relation which he interpreted in the spirit of occasionalism. Believing that the mind and body cannot possibly interact, he concluded that God enacts bodily movements "on occasion" of corresponding mental processes. In general, he believed that God works in all things and is the only real cause of events. -- R.B.W.

manege ::: n. --> Art of horsemanship, or of training horses.
A school for teaching horsemanship, and for training horses.


Many-valued logic: See propositional calculus, many-valued. Marburg School: Founded by Herman Cohen (1842-1918) and Paul Natorp (1854-1924) and supported by Ernst Cassirer (1874-), the noteworthy historian of philosophy, and Rudolf Stammler (1856-1938), the eminent legal philosopher, the school revived a specialized tendency of critical idealism. Stress is laid on the a priori, non-empirical, non-psychological and purely logical of every certain knowledge. Cohen and Natorp register an emphatic opposition to psychologism, and sought to construct a system upon pure thought on the basis of Kant and the Kantian reconstruction of Platonism. The logical and a priori in aesthetics, ethics, psychology and law is, being also independent of experience, the essential basis of these fields. Cf. Natorp, Kant u.d. Marburger Schule, 1915. -- H.H.

Marcus Aurelius: (121-180 A.D.) The Roman Emperor who as a Stoic endowed chairs in Athens for the four great philosophical schools of the Academy, the Lyceum, The Garden and the Stoa. Aurelius' Stoicism, tempered by his friend Fronto's humanism, held to a rational world-order and providence as well as to a notion of probable truth rather than of the Stoic infallibilism. In the famous 12 books of Meditations, the view is prominent that death was as natural as birth and development was the end of the individual and should elicit the fear of no one. His harsh treatment of the Christians did not coincide with his mild nature which may have reflected the changed character of Stoicism brought on by the decadence of Rome.

Marx, Karl: Was born May 5, 1818 in Trier (Treves), Germany, and was educated at the Universities of Bonn and Berlin. He received the doctorate in philosophy at Berlin in 1841, writing on The Difference between the Democritean and Epicurean Natural Philosophy, which theme he treated from the Hegelian point of view. Marx early became a Left Hegelian, then a Feuerbachian. In 1842-43 he edited the "Rheinische Zeitung," a Cologne daily of radical tendencies. In 1844, in Paris, Marx, now calling himself a communist, became a leading spirit in radical groups and a close friend of Friedrich Engels (q.v.). In 1844 he wrote articles for the "Deutsch-Französische Jahrbücher," in 1845 the Theses on Feuerbach and, together with Engels, Die Heilige Familie. In 1846, another joint work with Engels and Moses Hess, Die Deutsche Ideologie was completed (not published until 1932). 1845-47, Marx wrote for various papers including "Deutsche Brüsseler Zeitung," "Westphälisches Dampfbot," "Gesellschaftsspiegel" (Elberfeld), "La Reforme" (Paris). In 1847 he wrote (in French) Misere de la Philosophie, a reply to Proudhon's Systeme des Contradictions: econotniques, ou, Philosophie de la Misere. In 1848 he wrote, jointly with Engels, the "Manifesto of the Communist Party", delivered his "Discourse on Free Trade" in Brussels and began work on the "Neue Rheinische Zeitung" which, however, was suppressed like its predecessor and also its successor, the "Neue Rheinische Revue" (1850). For the latter Marx wrote the essays later published in book form as Class Struggles in France. In 1851 Marx did articles on foreign affairs for the "New York Tribune", published The 18th Brumaire of Louis Bonaparte and the pamphlet "Enthülungen über den Kommunistenprozess in Köln." In 1859 Marx published Zur Kritik der politischen Okonomie, the foundation of "Das Kapital", in 1860, "Herr Vogt" and in 1867 the first volume of Das Kapital. In 1871 the "Manifesto of the General Council of the International Workingmen's Association on the Paris Commune," later published as The Civil War in France and as The Paris Commune was written. In 1873 there appeared a pamphlet against Bakunin and in 1875 the critical comment on the "Gotha Program." The publication of the second volume of Capital dates from 1885, two years after Marx's death, the third volume from 1894, both edited by Engels. The essay "Value Price and Profit" is also posthumous, edited by his daughter Eleanor Marx Aveling. The most extensive collection of Marx's work is to be found in the Marx-Engels Gesamtausgabe. It is said by the Marx-Engels-Lenin Institute (Moscow) that the as yet unpublished work of Marx, including materials of exceptional theoretical significance, is equal in bulk to the published work. Marx devoted a great deal of time to practical political activity and the labor movement, taking a leading role in the founding and subsequent guiding of the International Workingmen's Association, The First International. He lived the life of a political refugee in Paris, Brussels and finally London, where he remained for more than thirty years until he died March 14, 1883. He had seven children and at times experienced the severest want. Engels was a partial supporter of the Marx household for the better part of twenty years. Marx, together with Engels, was the founder of the school of philosophy known as dialectical materialism (q.v.). In the writings of Marx and Engels this position appears in a relatively general form. While statements are made within all fields of philosophy, there is no systematic elaboration of doctrine in such fields as ethics, aesthetics or epistemology, although a methodology and a basis are laid down. The fields developed in most detail by Marx, besides economic theory, are social and political philosophy (see Historical materialism, and entry, Dialectical materialism) and, together with Engels, logical and ontological aspects of materialist dialectics. -- J.M.S.

masora ::: n. --> A Jewish critical work on the text of the Hebrew Scriptures, composed by several learned rabbis of the school of Tiberias, in the eighth and ninth centuries.

matron ::: n. --> A wife or a widow, especially, one who has borne children; a woman of staid or motherly manners.
A housekeeper; esp., a woman who manages the domestic economy of a public instution; a head nurse in a hospital; as, the matron of a school or hospital.


Matter, prime: (Scholastic) Though the notion of prime matter or hyle is not unknown to the Schoolmen previous to the 13th century, a consistent philosophical view has been developed only after the revival of Aristotelian philosophy. In accordance with the Stagirite, Aquinas considers prime matter as pure potentiality, lacking all positive characteristics. Matter becomes the principle of individuation; by being united to matter, the form is "contracted", that is narrowed from its universal and specific being to existence in a particular. Consequently, individuality is denied to the Angels who are free of matter, subsistent forms; every angel is a species of his own. The individuating principle is, however, not prime matter as such but materia signata quantitate; this means that a still indefinite relation to quantity is added. What is now commonly called matter is defined by Aquinas as materia secunda; the material thing owes its existence to the information of prime matter by a substantial form. -- R.A.

methodical ::: a. --> Arranged with regard to method; disposed in a suitable manner, or in a manner to illustrate a subject, or to facilitate practical observation; as, the methodical arrangement of arguments; a methodical treatise.
Proceeding with regard to method; systematic.
Of or pertaining to the ancient school of physicians called methodists.


methodist ::: n. --> One who observes method.
One of an ancient school of physicians who rejected observation and founded their practice on reasoning and theory.
One of a sect of Christians, the outgrowth of a small association called the "Holy Club," formed at Oxford University, A.D. 1729, of which the most conspicuous members were John Wesley and his brother Charles; -- originally so called from the methodical strictness of members of the club in all religious duties.


Micro Instrumentation and Telemetry Systems "company" (MITS) The company which made the {Altair 8800} {micrcomputer} kit. They also made instrumentation kits for model rockets and RC vehicles. Ed Roberts owned MITS for a few years until he sold out, moved to Georgia, and went to med school. Address: Albuquerque NM, USA. (2002-06-17)

Microsoft Corporation "company" The biggest supplier of {operating systems} and other software for {IBM PC} compatibles. Software products include {MS-DOS}, {Microsoft Windows}, {Windows NT}, {Microsoft Access}, {LAN Manager}, {MS Client}, {SQL Server}, {Open Data Base Connectivity} (ODBC), {MS Mail}, and {SNA Server} for Windows NT. Microsoft was founded as "Micro-soft" in 1975 by {Bill Gates} (now CEO) and his high school pal Paul Allen. Their first product was a version of {BASIC} for the new {Altair} computer [which one?]. In 1980, {IBM} chose Microsoft to supply the {operating system} for the {IBM PC}. On the UK television program "The Net" in May 1994, {Bill Gates} said he was betting his company on the {information highway}". Quarterly sales $1293M, profits $362M (Aug 1994). {(http://microsoft.com/)}. {(ftp://ftp.microsoft.com/)}. {Interesting Info and Other Microsoft WWW Servers (http://www-drg.microsoft.com/devinfo.htm)}. {Microsoft Windows Developer Information (http://www-drg.microsoft.com/devinfo.htm)}. {Microsoft Research Group Information (http://research.microsoft.com)}. {Win_News (http://microsoft.com/chicago/ms-www/ms-intro.htm)}. maintained by the Personal Operating Systems Division to distribute information on {Microsoft Windows}, {MS-DOS} and {Windows 95}. (1998-11-06)

middler ::: n. --> One of a middle or intermediate class in some schools and seminaries.

Mill, James: (1773-1836) Father of John Stuart Mill and close associate of Jeremy Bentham as a member of the Utilitarian School of Philosophy. His chief original contributions were in the field of psychology where he advanced an associational view and he is likewise remembered for his History of India. See Utilitarianism.

mimamsa. ::: "investigation"; an orthodox school of hindu philosophy whose primary enquiry is into the nature of dharma based on close hermeneutics of the Vedas &

Ming chia: Sophists or Dialecticians, also called hsing-ming chia, including Teng Hsi Tzu (545-501 B.C.?), Hui Shih (390-305 B.C.?), and Kung-sun Lung (between 400 and 250 B.C.), at first insisted on the correspondence between name and reality. The school later became a school of pure sophistry which Chuang Tzu and the Neo-Mohists strongly attacked. See Chien pai. -- W.T.C Ming (dynasty) philosophy: See Li hsueh and Chinese philosophy. Ming te: (a) Illustrious virtue; perfect virtue. (Early Confucianism.) (b) Man's clear character; the virtuous nature which man derives from Heaven. (Neo-Confucianism.) -- W.T.C.

mistress ::: n. --> A woman having power, authority, or ownership; a woman who exercises authority, is chief, etc.; the female head of a family, a school, etc.
A woman well skilled in anything, or having the mastery over it.
A woman regarded with love and devotion; she who has command over one&


M. Lombard, Peter: (c. 1100-c. 1160) Was the author of the Four Books of Sentences, i.e. a compilation of the opinions of the Fathers and early teachers of the Catholic Church concerning various points in theology. He was born at Lumello in Lombardy, studied at Bologna, Rheims and the School of St. Victor in Paris. He was made Bishop of Paris in 1159. The Libri IV Sententiarum was used as a textbook in Catholic theology for more than two centuries, hence it has been commented by all the great theologians of the 13th and I4th centuries. The Franciscans of Quaracchi have published a critical edition in 2 vols. (Quaracchi, 1916). -- V. J.

Mo che: Neo-Mohists, followers of Mo Tzu in the third century B.C., probably organized as a religious or fraternal order, who continued the utilitarian humanism of Mo Tzu wrote the Mo Ching (Mohist Canons) which now form part of Mo Tzu; developed the seven methods of argumentation, namely, the methods of possibility, hypothesis, imitation, comparison, parallel, analogy, and induction; discovered the "method of agreement," which includes "identity, generic relationship, co-existence, and partial resemblance," the "method of difference," which includes "duality, absence of generic relationship, separateness, and dissimilarity," and the "joint method of differences and similarities;" refuted the Sophists (pien che) theory of distinction of quality and substance; and became the outstanding logical school in Chinese philosophy. -- W.T.C.

Mo chia: The School of Mo Tzu (Moh Tzu, Mo Ti, between 500 and 396 B.C.) and his followers. This utilitarian and scientific minded philosopher, whose doctrines are embodied in Mo Tzu, advocated: "benefit" (li), or the promotion of general welfare and removal of evil, through the increase of population and of benevolence and righteousness toward this practical objective, the elimination of war, and the suppression of wasteful musical events and elaborate funerals; "universal love" (chien ai), or treating others, their families, and their countries as one's own, to the end that the greatest amount of benefit will be realized; agreement with the superiors (shang t'ung); a method of reasoning which involves a foundation, a survey, and application (san piao); the belief in Heaven and the spirits both as a religious sanction of governmental measures and as an effective way of promotion of peace and welfare. For the development of his teachings by his followers, see Mo che. -- W.T.C.

monitorial ::: a. --> Of or pertaining to a monitor or monitors.
Done or performed by a monitor; as, monitorial work; conducted or taught by monitors; as, a monitorial school; monitorial instruction.


monitor ::: n. --> One who admonishes; one who warns of faults, informs of duty, or gives advice and instruction by way of reproof or caution.
Hence, specifically, a pupil selected to look to the school in the absence of the instructor, to notice the absence or faults of the scholars, or to instruct a division or class.
Any large Old World lizard of the genus Varanus; esp., the Egyptian species (V. Niloticus), which is useful because it devours the eggs and young of the crocodile. It is sometimes five or six feet long.


monogenetic ::: a. --> One in genesis; resulting from one process of formation; -- used of a mountain range.
Relating to, or involving, monogenesis; as, the monogenetic school of physiologists, who admit but one cell as the source of all beings.


montem ::: n. --> A custom, formerly practiced by the scholars at Eton school, England, of going every third year, on Whittuesday, to a hillock near the Bath road, and exacting money from all passers-by, to support at the university the senior scholar of the school.

Moral Sense School, The: The phrase refers primarily to a few British moralists of the late 17th and early 18th centuries, notably Shaftesbury and Hutcheson, who held the organ of ethical insight to be, not reason, but a special "moral sense," akin to feeling in nature. -- W.K.F.

Nativism: Theory that mind has elements of knowledge not derived from sensation. Similar to the common sense theory of T. Reid (1710-1796) and the Scotch School. Introduced as a term by Helmholtz (1821-1894) for the doctrine that there are inherited items in human knowledge which are, therefore, in each and every individual independently of his experience. The doctrine of innate ideas. Opposed to: radical empiricism. See Transcendentalism. -- J.K.F.

Natural Realism: In epistemology, the doctrine that sensation and perception can be relied upon to give indubitable evidence of the real existence of the external world. Theory that realism is part of the inherent common sense of mankind. First advanced by T. Reid (1710-1796) and held by his followers of the Scotch school. Also known as the comrnon-sense philosophy. See Realism. -- J.K.F.

Neo-Confucianism developed in three phases, namely the Reason school in the Sung period (960-1279), the Mind school in the Ming period (1388-1644) and the Moral-Law school in the Ch-ing period (1644-1911). The central idea of the movement is focused on the Great Ultimate (T'ai Chi) and Reason (li). The Great Ultimate moves and generates the active principle, yang, when its activity reaches its limit, and engenders the passive principle, yin, when it becomes tranquil. The eternal oscillation of yin and yang gives rise to the material universe through their Five Agents of Water, Fire, Wood, Metal and Earth. Thus, reality is a progressively evolved and a well-coordinated system.

Neo-Idealism: Primarily a name given unofficially to the Italian school of neo-Hegelianism headed by Benedetto Croce and Giovanni Gentile, founded on a basic distinction that it proposes between two kinds of "concrete universals" (s.v.). In addition to the Hegelian concrete universal, conceived as a dialectical synthesis of two abstract opposltes, is posited a second type in which the component elements are "concretes" rather than dialectical abstracts, i.e. possess relative mutual independence and lack the characteristic of logical opposition. The living forms of Mind, both theoretical and practical, are universal in this latter sense. This implies that fine art, utility, and ethics do not comprise a dialectical series with philosophy at their head, i.e. they are not inferior forms of metaphysics. Thus neo-Idealism rejects Hegel's panlogism. It also repudiates his doctrine of the relative independence of Nature, the timeless transcendence of the Absolute with respect to the historical process, and the view that at any point of history a logically final embodiment of the Absolute Idea is achieved. -- W.L.

Neo-Mohism: Sec Mo che and Chinese philosophy. Neo-Platonism: New Platonism, i.e. a school of philosophy established perhaps by Ammonius Saccus in the second century A.D., in Alexandria, ending as a formal school with Proclus in the fifth century. See Plotinism. -- V.J.B.

neoplatonism ::: n. --> A pantheistic eclectic school of philosophy, of which Plotinus was the chief (A. D. 205-270), and which sought to reconcile the Platonic and Aristotelian systems with Oriental theosophy. It tended to mysticism and theurgy, and was the last product of Greek philosophy.

neoplatonist ::: n. --> One who held to Neoplatonism; a member of the Neoplatonic school.

Neo-Pythagoreanism: A school of thought initiated in Alexandria, according to Cicero, by Nigidius Figulus, a Roman philosopher who died in 45 B.C. It was compounded of traditional Pythagorean teachings, various Platonic, Aristotelian and Stoic doctrines, including some mystical and theosophical elements. -- J.J.R.

New Academy: Name commonly given to what is also called the Third Academy, started by Carneades (214-129 B.C.) who substituted a theory of probability for the principle of doubt which had been introduced into Plato's School by Arcesilaus, the originator of the Second or Middle Academy. The Academy later veered toward eclecticism and eventually was merged with Neo-Platonism. -- J.J.R.

newbie "jargon" /n[y]oo'bee/ (Sometimes shorted to "noob") Originally from British public-school and military slang variant of "new boy", an inexperienced user. This term surfaced in the {newsgroup} {news:talk.bizarre} but is now in wide use. Criteria for being considered a newbie vary wildly; a person can be called a newbie in one group while remaining a respected regular in another. The label "newbie" is sometimes applied as a serious insult to a person who has been around for a long time but who carefully hides all evidence of having a clue. See {BIFF}. [{Jargon File}] (2007-08-02)

New Realism: A school of thought which dates from the beginning of the twentieth century. It began as a movement of reaction against the wide influence of idealistic metaphysics. Whereas the idealists reduce everything to mind, this school reduced mind to everything. For the New Realists Nature is basic and mind is part and parcel of it. How nature was conceived (whether materialistic, neutralistic, etc.) was not the important factor. New Realists differed here among themselves. Their theory of knowledge was strictly monistic, the subject and object are one since there is no fundamental dualism. Two schools of New Realists are recognized:

New York University (NYU) Established in 1831, New York University today includes thirteen schools, colleges and divisions located in New York City's borough of Manhattan, as well as research centers and programs in the surrounding suburbs and abroad. {(http://nyu.edu/)}.

Nicolai, Friedrich: (1733-1811) Was one of the followers of Leibniz-Wolffian school which developed an eclectic reconciliation of rationalism and empiricism in a popular form that served to lay a foundation for the Kantian critical philosophy. -- L.E.D Nicomachus: Of Gerasa in Arabia, a Neo-Py-thagorean (q.v.) philosopher of the second century. -- M.F.

nomenclature ::: n. --> A name.
A vocabulary, dictionary, or glossary.
The technical names used in any particular branch of science or art, or by any school or individual; as, the nomenclature of botany or of chemistry; the nomenclature of Lavoisier and his associates.


Nominalism: critical and skeptical, this is the largest and most influential school of the period. Important members are, first, Occam's pupils Adam Wodham (+1358), Walter Chatton, and Robert Holcot (+1349), then come Gregory of Rimini (+1358), John of Mirecourt, Nicholas of Autrecourt, a medieval Hume, John Buridan (+c. 1360) and Nicholas of Oresme (+1382), two forerunners of modern physics and astronomy, Albert of Sachsen (+1390), first Rector of University of Vienna, Peter d'Ailly (+1420), John Gerson (+1429), Marsilius of Inghen (+1396), first Rector of Heidelberg, and Gabriel Biel (+1495), who introduced Luther to Occamism.

Nor is there singing school but studying

"Nothing can be more remarkable and suggestive than the extent to which modern Science confirms in the domain of Matter the conceptions and even the very formulae of language which were arrived at, by a very different method, in the Vedanta, — the original Vedanta, not of the schools of metaphysical philosophy, but of the Upanishads. And these, on the other hand, often reveal their full significance, their richer contents only when they are viewed in the new light shed by the discoveries of modern Science, — for instance, that Vedantic expression which describes things in the Cosmos as one seed arranged by the universal Energy in multitudinous forms.(1) Significant, especially, is the drive of Science towards a Monism which is consistent with multiplicity, towards the Vedic idea of the one essence with its many becomings.” The Life Divine

“Nothing can be more remarkable and suggestive than the extent to which modern Science confirms in the domain of Matter the conceptions and even the very formulae of language which were arrived at, by a very different method, in the Vedanta,—the original Vedanta, not of the schools of metaphysical philosophy, but of the Upanishads. And these, on the other hand, often reveal their full significance, their richer contents only when they are viewed in the new light shed by the discoveries of modern Science,—for instance, that Vedantic expression which describes things in the Cosmos as one seed arranged by the universal Energy in multitudinous forms.(1) Significant, especially, is the drive of Science towards a Monism which is consistent with multiplicity, towards the Vedic idea of the one essence with its many becomings.” The Life Divine

NSA line eater "messaging, tool" The National Security Agency trawling program sometimes assumed to be reading the net for the US Government's spooks. Most hackers describe it as a mythical beast, but some believe it actually exists, more aren't sure, and many believe in acting as though it exists just in case. Some netters put loaded phrases like "KGB", "Uzi", "nuclear materials", "Palestine", "cocaine", and "assassination" in their {sig blocks} to confuse and overload the creature. The {GNU} version of {Emacs} actually has a command that randomly inserts a bunch of insidious anarcho-verbiage into your edited text. There is a mainstream variant of this myth involving a "Trunk Line Monitor", which supposedly used speech recognition to extract words from telephone trunks. This one was making the rounds in the late 1970s, spread by people who had no idea of then-current technology or the storage, {signal-processing}, or {speech recognition} needs of such a project. On the basis of mass-storage costs alone it would have been cheaper to hire 50 high-school students and just let them listen in. Speech-recognition technology can't do this job even now (1993), and almost certainly won't in this millennium, either. The peak of silliness came with a letter to an alternative paper in New Haven, Connecticut, laying out the factoids of this Big Brotherly affair. The letter writer then revealed his actual agenda by offering - at an amazing low price, just this once, we take VISA and MasterCard - a scrambler guaranteed to daunt the Trunk Trawler and presumably allowing the would-be Baader-Meinhof gangs of the world to get on with their business. [{Jargon File}] (1994-12-13)

nursery school ::: a school for children usually between the ages of three and five years.

occasionalism ::: n. --> The system of occasional causes; -- a name given to certain theories of the Cartesian school of philosophers, as to the intervention of the First Cause, by which they account for the apparent reciprocal action of the soul and the body.

Oeuvres completes, ed. C. Adam et P. Tannery, 13 vols. (Paris, 1896-1911). The Philos. Works of Descartes, transl. by Haldane and Ross, 2 vols. (Cambridge, 1911-12). Fischer, K., Descartes and his School (London, 1887). Gilson, E., Le role de la pensee medievale dans la formation du systeme cartesien (Paris, 1930). Maritain, J., Le songe de Descartes (Paris, 1932). Gemelli, A. (ed.), Cartesio (symposium) (Milan, 1937). -- V.J.B.

Open University "education, body" (OU) The UK distance-learning organisation, established in 1969. It teaches degree-level courses in many subjects via BBC radio and television broadcasts and summer schools. {(http://hcrl.open.ac.uk/ou/ouhome.html)}. (1999-07-13)

Pai chia: The "Hundred Schools," referring to the various tendencies of thought in philosophy, logic, ethics, law, politics, diplomacy, economics, agriculture, military science, etc, in the third and fourth centuries B.C. with Chi Hsia as a center. -- W.T.C.

palestra ::: n. --> A wrestling school; hence, a gymnasium, or place for athletic exercise in general.
A wrestling; the exercise of wrestling.


Paley, William: (1743-1805) Was an English churchman well known for a number of works in theology. He is also widely remembered in the field of ethics. His Principles of Moral and Political Philosophy passed through many editions and served as a text book at Cambridge for many years. As an advocate of the doctrine of expediency, he gave impetus to the later Utilitarian School. He maintained that the beneficial tendency is what makes an action right. See Utilitarianism. Cf W. Paley, Horae Paulinae, 1790; View of the Evidences of Christianity, 1794; Natural Theology, 1802. -- L.E.D.

Paracelsus, Theophrastus Bombast: (1493-1541) Of Hohenheim, was a physician who endeavored to use philosophy as one of the "pillars" of medical science. His philosophy is a weird combination of Neo-Platonism, experimentalism, and superstitious magic. He rejected much of the traditional theory of Galen and the Arab physicians. His works (Labyrinthus, Opus paramirum, Die grosse Wundarznei, De natura rerum) were written in Swiss-German, translated into Latin by his followers, recent investigators make no attempt to distinguish his personal thought from that of his school. Thorndyke, L., Hist. of Magic and Experimental Science (N. Y., 1941), V, 615-651. -- V.J.B.

Parallel with these developments was the growth of Buddhism in China, a story too long to relate here. Many Buddhist doctrines, latent in India, were developed in China. The nihilism of Madhyamika (Sun-lan, c. 450-c. 1000) to the effect that reality is Void in the sense of being "devoid" of any specific character, was brought to fullness, while the idealism of Vijnaptimatravada (Yogacara, Fahsiang, 563-c. 1000), which claimed that reality in its imaginary, dependent and absolute aspects is "representation-only," was pushed to the extreme. But these philosophies failed because their extreme positions were not consonant with the Chinese Ideal of the golden mean. In the meantime, China developed her own Buddhist philosophy consistent with her general philosophical outlook. We need only mention the Hua-yen school (Avatamisaka, 508) which offered a totalistic philosophy of "all in one" and "one in all," the T'ien-t'ai school (c. 550) which believes in the identity of the Void, Transitoriness, and the Mean, and in the "immanence of 3,000 worlds in one moment of thought," and the Chin-t'u school (Pure Land, c. 500) which bases its doctrine of salvation by faith and salvation for all on the philosophy of the universality of Buddha-nature. These schools have persisted because they accepted both noumenon and phenomenon, both ens and non-ens, and this "both-and" spirit is predominantly characteristic of Chinese philosophy.

Parmenides: 6th-5th century B.C., head of the Eleatic School of Greek Philosophy, developed the conception of "Being" in opposition to the "Becoming" of Heraclitus. To think at all we must postulate something which is, that which is not cannot be thought, and cannot be. Thought without being or being without thought are impossible, and the two are therefore identical. At the same time the "Being" of Parmenides is that which fills space, non-being is empty space Empty space therefore cannot be, and if empty space or the "Void" cannot be then the plurality of individual things is equally not real since this results from the motion of the "full" in the "void". There is thus for Parmenides only one "Being" without inner differentiation; this alone really is, while the particularity of individual things is appearance, illusion. Homogeneous and unchangeable "Being" is the only reality. -- M.F.

pedagogue ::: n. --> A slave who led his master&

pedant ::: n. --> A schoolmaster; a pedagogue.
One who puts on an air of learning; one who makes a vain display of learning; a pretender to superior knowledge.


Pharisaism: The most characteristic type of Palestinian Judaism at the time of Christ. This group is to be thought of as the remnant of the traditional culture of the ancient Hebrews. Scorched by the memory of the long struggle between their fathers' and other cultures which resulted in the unhappy Captivity, these descendants took on a more militant nationalism and a more rigid loyalty to traditional customs, teaching their children in schools of their own (the Synagogue) the religion of the ancient sacred covenant. Since their ways separated sharply from their brethren in the dispersion and from the less nationalistic minded at home they acquired the party name (from the second century B.C.) "Pharisees." Their leaders were devout students of the written and oral traditions which they regarded as the Divine Will (Torah). To this tradition they added detailed codes of rigorous religious living. Popular among the masses they were comparatively few in number although powerful in influence. Pharisaism was a book-centered religion, strongly monotheistic, intensely legalistic, teaching a national and social gospel of redemption by an expectant supernatural visitation. The term "Pharisaic" unfortunately has acquired a sinister meaning, probably due to certain N.T. statements linking Pharisees with hypocrites. R. T. Herford in his Pharisaism (1912) and The Pharisees (1924) has shown thit this religious party was preeminently spiritually minded even though legalistic and not sufficiently understood by Christian traditionalists. -- V.F.

Philosopher, The: Generally used name for Aristotle by medieval authors after the "reception of Aristotle" from the early 13th century onwards. In earlier writers the name may refer to any head of a school, e.g. to Abelard in the writings of his pupils. -- R.A.

Philosophes: French 18th century philosophers, e.g. Condorcet, Condillac, Rousseau, Voltaire (q.v.). Philosopher King: In Plato's theory of the ideal state rulership would be entrusted to philosopher kings. These rulers would reach the top by sheer talent and merit after a long period of training in the school of everyday work and leadership and by a prescribed pattern of formal discipline and study. The final test of leadership lay in the ability to see the truth of the Platonic vision of a reality governed by universal ideas and ideals. -- V.F.

Philosophic speculations, heavily shrouded by "pre-logical" and symbolic language, started with the poetic, ritualistic Vedas (q.v.), luxuriating in polytheism and polyanthropoism, was then fostered by the Brahman caste in treatises called Aranyakas (q.v.) and Brahmanas (q.v.) and strongly promoted by members of the ruling caste who instituted philosophic congresses in which peripatetic teachers and women participated, and of which we know through the Upanishads (q.v.). Later, the main bulk of Indian Philosophy articulated itself organically into systems forming the nucleus for such famous schools as the Mimamsa and Vedanta, Sankhya and Yoga, Nyaya and Vaisesika, and those of Buddhism and Jainism (all of which see). Numerous other philosophic and quasi philosophic systems are found in the epic literature and elsewhere (cf., e.g., Shaktism, Shivaism, Trika, Vishnuism), or remain to be discovered. Much needs to be translated by competent philosophers.

piarist ::: n. --> One of a religious order who are the regular clerks of the Scuole Pie (religious schools), an institute of secondary education, founded at Rome in the last years of the 16th century.

Plato: (428-7 - 348-7 B.C.) Was one of the greatest of the Greek philosophers. He was born either in Athens or on the island of Aegina, and was originally known as Aristocles. Ariston, his father, traced his ancestry to the last kings of Athens. His mother, Perictione, was a descendant of the family of Solon. Plato was given the best elementary education possible and he spent eight years, from his own twentieth year to the death of Socrates, as a member of the Socratic circle. Various stories are told about his supposed masters in philosophy, and his travels in Greece, Italy, Sicily and Egypt, but all that we know for certain is that he somehow acquired a knowledge of Pythagoreanisrn, Heracleitanism, Eleaticism and othei Pre-Socratic philosophies. He founded his school of mathematics and philosophy in Athens in 387 B.C. It became known as the Academy. Here he taught with great success until his death at the age of eighty. His career as a teacher was interrupted on two occasions by trips to Sicily, where Plato tried without much success to educate and advise Dionysius the Younger. His works have been very well preserved; we have more than twenty-five authentic dialogues, certain letters, and some definitions which are probably spurious. For a list of works, bibliography and an outline of his thought, see Platonism. -- V.J.B.

platonical ::: a. --> Of or pertaining to Plato, or his philosophy, school, or opinions.
Pure, passionless; nonsexual; philosophical.


Platonism, medieval: Plato's works were not accessible to the medievil writers previous to the 13th century. They possessed only part of the Timaeus in the translation and commentary by Chalcidius. Nor were they acquainted with the writings of the Neo-Platonists. They had the logical texts by Porphyrius; little besides. St. Augustine, the greatest authority in these ages, was well acquainted with the teachings of the "Academy" of his time and became a source for Neo-Platonic influences. Furthermore, there were the writings of Pseudo-Dionysius of which first Alcuin had made a rather insufficient, later Scotus Eriugena a readible translation. Scotus himself was thoroughly Neo-Platonic in his philosophy, however "Christianized" his Platonism may have been. The medieval "Platoniststs" held, among some propositions of minor importance, that universals were existent substances (Realism, q.v.), that body and soul were two independent substances, united more or less accidentally; they assumed accordingly a "plurality of forms" in one substance. Some believed that Plato had been given a peculiar insight even in the mysteries of Christian faith. Thus they went so far as to identify the anima mundi, which they believed to be a Platonic notion, with the Holy Ghost (e.g. Abelard). Even after the revival of Aristotelian philosophy, against which the "Platonists" reacted violently, Platonism, or as they afterwards preferred to call it, Augustinianism persisted in many schools, especially in those depending on the Franciscans. -- R.A.

playground ::: n. --> A piece of ground used for recreation; as, the playground of a school.

plummet ::: n. --> A piece of lead attached to a line, used in sounding the depth of water.
A plumb bob or a plumb line. See under Plumb, n.
Hence, any weight.
A piece of lead formerly used by school children to rule paper for writing.


polytechnic ::: a. --> Comprehending, or relating to, many arts and sciences; -- applied particularly to schools in which many branches of art and science are taught with especial reference to their practical application; also to exhibitions of machinery and industrial products.

Posidonius of Rhodes: (c. 135-50 B.C.) An eclectic philosopher of the Stoic School, who incorporated into his thought many doctrines of Plato and Aristotle. -- R.B.W.

Praedicamenta: (Scholastic) The ten praedicaments are, according to Aristotle (Met. V.) and the Schoolmen substance, quantity, quality, relation, habitus, when, where, location, action, passion. -- R.A.

preceptor ::: n. --> One who gives commands, or makes rules; specifically, the master or principal of a school; a teacher; an instructor.
The head of a preceptory among the Knights Templars.


preceptress ::: n. --> A woman who is the principal of a school; a female teacher.

precinct ::: n. --> The limit or exterior line encompassing a place; a boundary; a confine; limit of jurisdiction or authority; -- often in the plural; as, the precincts of a state.
A district within certain boundaries; a minor territorial or jurisdictional division; as, an election precinct; a school precinct.
A parish or prescribed territory attached to a church, and taxed for its support.


preparatory ::: a. --> Preparing the way for anything by previous measures of adaptation; antecedent and adapted to what follows; introductory; preparative; as, a preparatory school; a preparatory condition.

preraphaelitism ::: n. --> The doctrine or practice of a school of modern painters who profess to be followers of the painters before Raphael. Its adherents advocate careful study from nature, delicacy and minuteness of workmanship, and an exalted and delicate conception of the subject.

primary ::: a. --> First in order of time or development or in intention; primitive; fundamental; original.
First in order, as being preparatory to something higher; as, primary assemblies; primary schools.
First in dignity or importance; chief; principal; as, primary planets; a matter of primary importance.
Earliest formed; fundamental.
Illustrating, possessing, or characterized by, some


Princeton University "body, education" Chartered in 1746 as the College of New Jersey, Princeton was British North America's fourth college. First located in Elizabeth, then in Newark, the College moved to Princeton in 1756. The College was housed in Nassau Hall, newly built on land donated by Nathaniel and Rebeckah FitzRandolph. Nassau Hall contained the entire College for nearly half a century. The College was officially renamed Princeton University in 1896; five years later in 1900 the Graduate School was established. Fully coeducational since 1969, Princeton now enrolls approximately 6,400 students (4,535 undergraduates and 1,866 graduate students). The ratio of full-time students to faculty members (in full-time equivalents) is eight to one. Today Princeton's main campus in Princeton Borough and Princeton Township consists of more than 5.5 million square feet of space in 160 buildings on 600 acres. The University's James Forrestal Campus in Plainsboro consists of one million square feet of space in four complexes on 340 acres. As Mercer County's largest private employer and one of the largest in the Mercer/Middlesex/Somerset County region, with approximately 4,830 permanent employees - including more than 1,000 faculty members - the University plays a major role in the educational, cultural, and economic life of the region. {(http://princeton.edu/index.html)}. (1994-01-19)

Psychic Summation: See Psychic Fusion. Psycho-analysis: The psychological method and therapeutic technique developed by Freud (see Freud, Sigmund). This method consists in the use of such procedures as free association, automatic writing and especially dream-analysis to recover forgotten memories, suppressed desires and other subconscious items which exert a disturbing influence on the conscious life of an individual. The cure of the psychic disturbances is effected by bringing the suppressed items into the full of consciousness of the individual. Psycho-analytic theory has posited a subconscious mind as a repository for the suppressed elements. Freud exaggerated the sexual origin of the suppressed desires but other psycho-analysts, notably Jung and Adler, corrected this exaggeration. The psycho-analytical school has developed its terminology in which the following are characteristic. Free association is the method of encouraging the patient to recall in random fashion experiences, particularly of childhood. A "complex" is a more or less permanent emotional system or mechjnism responsible for the mental disturbances of the patient. Libido designates the underlying sexual drive or impulse, the suppression of which is responsible for the psychic disturbance. Suppression or repression is the rejection from consciousness of desires and urges which it finds intolerable. Sublimation is the transference of a suppressed desire to a new object. These terms are only a few samples of the elaborate and at times highly mythological terminology of psycho-analysis. -- L.W.

Pudgala: (Skr. beautiful, lovely) The sou], or personal entity, admitted by some thinkers even though belonging to the schools of Buddhism (s.v.), they hold that at least a temporary individuality must be assumed as vehicle for karma (q.v.) -- K.F.L.

Pythagoras "person" (Pythagoras of Samos, Ionia; about 569-475 BC) The Greek mathematician who founded a philosophical and religious school in Croton (now Crotone) in southern Italy. Pythagoras is most famous for {Pythagoras's Theorem} but other important postulates are attributed to him, e.g. the sum of the angles of a triangle is equal to two right angles. (2004-02-12)

Pythagoreanism: The doctrines (philosophical, mathematical, moral, and religious) of Pythagoras (c. 572-497) and of his school which flourished until about the end of the 4th century B.C. The Pythagorean philosophy was a dualism which sharply distinguished thought and the senses, the soul and the body, the mathematical forms of things and their perceptible appearances. The Pythagoreans supposed that the substances of all things were numbers and that all phenomena were sensuous expressions of mathematical ratios. For them the whole universe was harmony. They made important contributions to mathematics, astronomv, and physics (acoustics) and were the first to formulate the elementary principles and methods of arithmetic and geometry as taught in the first books of Euclid. But the Pythagorean sect was not only a philosophical and mathematical school (cf. K. von Fritz, Pythagorean Politics in Southern Italy, 1941), but also a religious brotherhood and a fellowship for moral reformation. They believed in the immortality and transmigration (see Metempsychosis) of the soul which they defined as the harmony of the body. To restore harmony which was confused by the senses was the goal of their Ethics and Politics. The religious ideas were closely related to those of the Greek mysteries which sought by various rites and abstinences to purify and redeem the soul. The attempt to combine this mysticism with their mathematical philosophy, led the Pythagoreans to the development of an intricate and somewhat fantastic symbolism which collected correspondences between numbers and things and for example identified the antithesis of odd and even with that of form and matter, the number 1 with reason, 2 with the soul, etc. Through their ideas the Pythagoreans had considerable effect on the development of Plato's thought and on the theories of the later Neo-platonists.

quadrangle ::: n. --> A plane figure having four angles, and consequently four sides; any figure having four angles.
A square or quadrangular space or inclosure, such a space or court surrounded by buildings, esp. such a court in a college or public school in England.


quadrivium ::: n. --> The four "liberal arts," arithmetic, music, geometry, and astronomy; -- so called by the schoolmen. See Trivium.

Queen Mary and Westfield College (QMW) One of the largest of the multi-faculty schools of the {University of London}. QMW has some 6000 students and over 600 teaching and research staff organised into seven faculties. QMW was one of the first colleges in the University of London to develop fully the course-unit, or modular, approach to degree programmes. Cross faculty courses are encouraged and the physical proximity of all the College buildings is a major factor in enabling students to adopt an interdisciplinary approach to their studies. {(http://qmw.ac.uk/)}. (1995-01-25)

random 1. Unpredictable (closest to mathematical definition); weird. "The system's been behaving pretty randomly." 2. Assorted; undistinguished. "Who was at the conference?" "Just a bunch of random business types." 3. (pejorative) Frivolous; unproductive; undirected. "He's just a random loser." 4. Incoherent or inelegant; poorly chosen; not well organised. "The program has a random set of misfeatures." "That's a random name for that function." "Well, all the names were chosen pretty randomly." 5. In no particular order, though {deterministic}. "The I/O channels are in a pool, and when a file is opened one is chosen randomly." 6. Arbitrary. "It generates a random name for the scratch file." 7. Gratuitously wrong, i.e. poorly done and for no good apparent reason. For example, a program that handles file name defaulting in a particularly useless way, or an assembler routine that could easily have been coded using only three registers, but redundantly uses seven for values with non-overlapping lifetimes, so that no one else can invoke it without first saving four extra registers. What {randomness}! 8. A random hacker; used particularly of high-school students who soak up computer time and generally get in the way. 9. Anyone who is not a hacker (or, sometimes, anyone not known to the hacker speaking). "I went to the talk, but the audience was full of randoms asking bogus questions". 10. (occasional MIT usage) One who lives at Random Hall. See also {J. Random}, {some random X}. [{Jargon File}] (1995-12-05)

Real Programmers Don't Use Pascal "humour" Back in the good old days - the "Golden Era" of computers, it was easy to separate the men from the boys (sometimes called "Real Men" and "Quiche Eaters" in the literature). During this period, the Real Men were the ones that understood computer programming, and the Quiche Eaters were the ones that didn't. A real computer programmer said things like "DO 10 I=1,10" and "ABEND" (they actually talked in capital letters, you understand), and the rest of the world said things like "computers are too complicated for me" and "I can't relate to computers - they're so impersonal". (A previous work [1] points out that Real Men don't "relate" to anything, and aren't afraid of being impersonal.) But, as usual, times change. We are faced today with a world in which little old ladies can get computers in their microwave ovens, 12-year-old kids can blow Real Men out of the water playing Asteroids and Pac-Man, and anyone can buy and even understand their very own Personal Computer. The Real Programmer is in danger of becoming extinct, of being replaced by high-school students with {TRASH-80s}. There is a clear need to point out the differences between the typical high-school junior Pac-Man player and a Real Programmer. If this difference is made clear, it will give these kids something to aspire to -- a role model, a Father Figure. It will also help explain to the employers of Real Programmers why it would be a mistake to replace the Real Programmers on their staff with 12-year-old Pac-Man players (at a considerable salary savings). LANGUAGES The easiest way to tell a Real Programmer from the crowd is by the programming language he (or she) uses. Real Programmers use {Fortran}. Quiche Eaters use {Pascal}. Nicklaus Wirth, the designer of Pascal, gave a talk once at which he was asked how to pronounce his name. He replied, "You can either call me by name, pronouncing it 'Veert', or call me by value, 'Worth'." One can tell immediately from this comment that Nicklaus Wirth is a Quiche Eater. The only parameter passing mechanism endorsed by Real Programmers is call-by-value-return, as implemented in the {IBM 370} {Fortran-G} and H compilers. Real programmers don't need all these abstract concepts to get their jobs done - they are perfectly happy with a {keypunch}, a {Fortran IV} {compiler}, and a beer. Real Programmers do List Processing in Fortran. Real Programmers do String Manipulation in Fortran. Real Programmers do Accounting (if they do it at all) in Fortran. Real Programmers do {Artificial Intelligence} programs in Fortran. If you can't do it in Fortran, do it in {assembly language}. If you can't do it in assembly language, it isn't worth doing. STRUCTURED PROGRAMMING The academics in computer science have gotten into the "structured programming" rut over the past several years. They claim that programs are more easily understood if the programmer uses some special language constructs and techniques. They don't all agree on exactly which constructs, of course, and the examples they use to show their particular point of view invariably fit on a single page of some obscure journal or another - clearly not enough of an example to convince anyone. When I got out of school, I thought I was the best programmer in the world. I could write an unbeatable tic-tac-toe program, use five different computer languages, and create 1000-line programs that WORKED. (Really!) Then I got out into the Real World. My first task in the Real World was to read and understand a 200,000-line Fortran program, then speed it up by a factor of two. Any Real Programmer will tell you that all the Structured Coding in the world won't help you solve a problem like that - it takes actual talent. Some quick observations on Real Programmers and Structured Programming: Real Programmers aren't afraid to use {GOTOs}. Real Programmers can write five-page-long DO loops without getting confused. Real Programmers like Arithmetic IF statements - they make the code more interesting. Real Programmers write self-modifying code, especially if they can save 20 {nanoseconds} in the middle of a tight loop. Real Programmers don't need comments - the code is obvious. Since Fortran doesn't have a structured IF, REPEAT ... UNTIL, or CASE statement, Real Programmers don't have to worry about not using them. Besides, they can be simulated when necessary using {assigned GOTOs}. Data Structures have also gotten a lot of press lately. Abstract Data Types, Structures, Pointers, Lists, and Strings have become popular in certain circles. Wirth (the above-mentioned Quiche Eater) actually wrote an entire book [2] contending that you could write a program based on data structures, instead of the other way around. As all Real Programmers know, the only useful data structure is the Array. Strings, lists, structures, sets - these are all special cases of arrays and can be treated that way just as easily without messing up your programing language with all sorts of complications. The worst thing about fancy data types is that you have to declare them, and Real Programming Languages, as we all know, have implicit typing based on the first letter of the (six character) variable name. OPERATING SYSTEMS What kind of operating system is used by a Real Programmer? CP/M? God forbid - CP/M, after all, is basically a toy operating system. Even little old ladies and grade school students can understand and use CP/M. Unix is a lot more complicated of course - the typical Unix hacker never can remember what the PRINT command is called this week - but when it gets right down to it, Unix is a glorified video game. People don't do Serious Work on Unix systems: they send jokes around the world on {UUCP}-net and write adventure games and research papers. No, your Real Programmer uses OS 370. A good programmer can find and understand the description of the IJK305I error he just got in his JCL manual. A great programmer can write JCL without referring to the manual at all. A truly outstanding programmer can find bugs buried in a 6 megabyte {core dump} without using a hex calculator. (I have actually seen this done.) OS is a truly remarkable operating system. It's possible to destroy days of work with a single misplaced space, so alertness in the programming staff is encouraged. The best way to approach the system is through a keypunch. Some people claim there is a Time Sharing system that runs on OS 370, but after careful study I have come to the conclusion that they were mistaken. PROGRAMMING TOOLS What kind of tools does a Real Programmer use? In theory, a Real Programmer could run his programs by keying them into the front panel of the computer. Back in the days when computers had front panels, this was actually done occasionally. Your typical Real Programmer knew the entire bootstrap loader by memory in hex, and toggled it in whenever it got destroyed by his program. (Back then, memory was memory - it didn't go away when the power went off. Today, memory either forgets things when you don't want it to, or remembers things long after they're better forgotten.) Legend has it that {Seymore Cray}, inventor of the Cray I supercomputer and most of Control Data's computers, actually toggled the first operating system for the CDC7600 in on the front panel from memory when it was first powered on. Seymore, needless to say, is a Real Programmer. One of my favorite Real Programmers was a systems programmer for Texas Instruments. One day he got a long distance call from a user whose system had crashed in the middle of saving some important work. Jim was able to repair the damage over the phone, getting the user to toggle in disk I/O instructions at the front panel, repairing system tables in hex, reading register contents back over the phone. The moral of this story: while a Real Programmer usually includes a keypunch and lineprinter in his toolkit, he can get along with just a front panel and a telephone in emergencies. In some companies, text editing no longer consists of ten engineers standing in line to use an 029 keypunch. In fact, the building I work in doesn't contain a single keypunch. The Real Programmer in this situation has to do his work with a "text editor" program. Most systems supply several text editors to select from, and the Real Programmer must be careful to pick one that reflects his personal style. Many people believe that the best text editors in the world were written at Xerox Palo Alto Research Center for use on their Alto and Dorado computers [3]. Unfortunately, no Real Programmer would ever use a computer whose operating system is called SmallTalk, and would certainly not talk to the computer with a mouse. Some of the concepts in these Xerox editors have been incorporated into editors running on more reasonably named operating systems - {Emacs} and {VI} being two. The problem with these editors is that Real Programmers consider "what you see is what you get" to be just as bad a concept in Text Editors as it is in women. No the Real Programmer wants a "you asked for it, you got it" text editor - complicated, cryptic, powerful, unforgiving, dangerous. TECO, to be precise. It has been observed that a TECO command sequence more closely resembles transmission line noise than readable text [4]. One of the more entertaining games to play with TECO is to type your name in as a command line and try to guess what it does. Just about any possible typing error while talking with TECO will probably destroy your program, or even worse - introduce subtle and mysterious bugs in a once working subroutine. For this reason, Real Programmers are reluctant to actually edit a program that is close to working. They find it much easier to just patch the binary {object code} directly, using a wonderful program called SUPERZAP (or its equivalent on non-IBM machines). This works so well that many working programs on IBM systems bear no relation to the original Fortran code. In many cases, the original source code is no longer available. When it comes time to fix a program like this, no manager would even think of sending anything less than a Real Programmer to do the job - no Quiche Eating structured programmer would even know where to start. This is called "job security". Some programming tools NOT used by Real Programmers: Fortran preprocessors like {MORTRAN} and {RATFOR}. The Cuisinarts of programming - great for making Quiche. See comments above on structured programming. Source language debuggers. Real Programmers can read core dumps. Compilers with array bounds checking. They stifle creativity, destroy most of the interesting uses for EQUIVALENCE, and make it impossible to modify the operating system code with negative subscripts. Worst of all, bounds checking is inefficient. Source code maintenance systems. A Real Programmer keeps his code locked up in a card file, because it implies that its owner cannot leave his important programs unguarded [5]. THE REAL PROGRAMMER AT WORK Where does the typical Real Programmer work? What kind of programs are worthy of the efforts of so talented an individual? You can be sure that no Real Programmer would be caught dead writing accounts-receivable programs in {COBOL}, or sorting {mailing lists} for People magazine. A Real Programmer wants tasks of earth-shaking importance (literally!). Real Programmers work for Los Alamos National Laboratory, writing atomic bomb simulations to run on Cray I supercomputers. Real Programmers work for the National Security Agency, decoding Russian transmissions. It was largely due to the efforts of thousands of Real Programmers working for NASA that our boys got to the moon and back before the Russkies. Real Programmers are at work for Boeing designing the operating systems for cruise missiles. Some of the most awesome Real Programmers of all work at the Jet Propulsion Laboratory in California. Many of them know the entire operating system of the Pioneer and Voyager spacecraft by heart. With a combination of large ground-based Fortran programs and small spacecraft-based assembly language programs, they are able to do incredible feats of navigation and improvisation - hitting ten-kilometer wide windows at Saturn after six years in space, repairing or bypassing damaged sensor platforms, radios, and batteries. Allegedly, one Real Programmer managed to tuck a pattern-matching program into a few hundred bytes of unused memory in a Voyager spacecraft that searched for, located, and photographed a new moon of Jupiter. The current plan for the Galileo spacecraft is to use a gravity assist trajectory past Mars on the way to Jupiter. This trajectory passes within 80 +/-3 kilometers of the surface of Mars. Nobody is going to trust a Pascal program (or a Pascal programmer) for navigation to these tolerances. As you can tell, many of the world's Real Programmers work for the U.S. Government - mainly the Defense Department. This is as it should be. Recently, however, a black cloud has formed on the Real Programmer horizon. It seems that some highly placed Quiche Eaters at the Defense Department decided that all Defense programs should be written in some grand unified language called "ADA" ((C), DoD). For a while, it seemed that ADA was destined to become a language that went against all the precepts of Real Programming - a language with structure, a language with data types, {strong typing}, and semicolons. In short, a language designed to cripple the creativity of the typical Real Programmer. Fortunately, the language adopted by DoD has enough interesting features to make it approachable -- it's incredibly complex, includes methods for messing with the operating system and rearranging memory, and Edsgar Dijkstra doesn't like it [6]. (Dijkstra, as I'm sure you know, was the author of "GoTos Considered Harmful" - a landmark work in programming methodology, applauded by Pascal programmers and Quiche Eaters alike.) Besides, the determined Real Programmer can write Fortran programs in any language. The Real Programmer might compromise his principles and work on something slightly more trivial than the destruction of life as we know it, providing there's enough money in it. There are several Real Programmers building video games at Atari, for example. (But not playing them - a Real Programmer knows how to beat the machine every time: no challenge in that.) Everyone working at LucasFilm is a Real Programmer. (It would be crazy to turn down the money of fifty million Star Trek fans.) The proportion of Real Programmers in Computer Graphics is somewhat lower than the norm, mostly because nobody has found a use for computer graphics yet. On the other hand, all computer graphics is done in Fortran, so there are a fair number of people doing graphics in order to avoid having to write COBOL programs. THE REAL PROGRAMMER AT PLAY Generally, the Real Programmer plays the same way he works - with computers. He is constantly amazed that his employer actually pays him to do what he would be doing for fun anyway (although he is careful not to express this opinion out loud). Occasionally, the Real Programmer does step out of the office for a breath of fresh air and a beer or two. Some tips on recognizing Real Programmers away from the computer room: At a party, the Real Programmers are the ones in the corner talking about operating system security and how to get around it. At a football game, the Real Programmer is the one comparing the plays against his simulations printed on 11 by 14 fanfold paper. At the beach, the Real Programmer is the one drawing flowcharts in the sand. At a funeral, the Real Programmer is the one saying "Poor George, he almost had the sort routine working before the coronary." In a grocery store, the Real Programmer is the one who insists on running the cans past the laser checkout scanner himself, because he never could trust keypunch operators to get it right the first time. THE REAL PROGRAMMER'S NATURAL HABITAT What sort of environment does the Real Programmer function best in? This is an important question for the managers of Real Programmers. Considering the amount of money it costs to keep one on the staff, it's best to put him (or her) in an environment where he can get his work done. The typical Real Programmer lives in front of a computer terminal. Surrounding this terminal are: Listings of all programs the Real Programmer has ever worked on, piled in roughly chronological order on every flat surface in the office. Some half-dozen or so partly filled cups of cold coffee. Occasionally, there will be cigarette butts floating in the coffee. In some cases, the cups will contain Orange Crush. Unless he is very good, there will be copies of the OS JCL manual and the Principles of Operation open to some particularly interesting pages. Taped to the wall is a line-printer Snoopy calendar for the year 1969. Strewn about the floor are several wrappers for peanut butter filled cheese bars - the type that are made pre-stale at the bakery so they can't get any worse while waiting in the vending machine. Hiding in the top left-hand drawer of the desk is a stash of double-stuff Oreos for special occasions. Underneath the Oreos is a flowcharting template, left there by the previous occupant of the office. (Real Programmers write programs, not documentation. Leave that to the maintenance people.) The Real Programmer is capable of working 30, 40, even 50 hours at a stretch, under intense pressure. In fact, he prefers it that way. Bad response time doesn't bother the Real Programmer - it gives him a chance to catch a little sleep between compiles. If there is not enough schedule pressure on the Real Programmer, he tends to make things more challenging by working on some small but interesting part of the problem for the first nine weeks, then finishing the rest in the last week, in two or three 50-hour marathons. This not only impresses the hell out of his manager, who was despairing of ever getting the project done on time, but creates a convenient excuse for not doing the documentation. In general: No Real Programmer works 9 to 5 (unless it's the ones at night). Real Programmers don't wear neckties. Real Programmers don't wear high-heeled shoes. Real Programmers arrive at work in time for lunch [9]. A Real Programmer might or might not know his wife's name. He does, however, know the entire {ASCII} (or EBCDIC) code table. Real Programmers don't know how to cook. Grocery stores aren't open at three in the morning. Real Programmers survive on Twinkies and coffee. THE FUTURE What of the future? It is a matter of some concern to Real Programmers that the latest generation of computer programmers are not being brought up with the same outlook on life as their elders. Many of them have never seen a computer with a front panel. Hardly anyone graduating from school these days can do hex arithmetic without a calculator. College graduates these days are soft - protected from the realities of programming by source level debuggers, text editors that count parentheses, and "user friendly" operating systems. Worst of all, some of these alleged "computer scientists" manage to get degrees without ever learning Fortran! Are we destined to become an industry of Unix hackers and Pascal programmers? From my experience, I can only report that the future is bright for Real Programmers everywhere. Neither OS 370 nor Fortran show any signs of dying out, despite all the efforts of Pascal programmers the world over. Even more subtle tricks, like adding structured coding constructs to Fortran have failed. Oh sure, some computer vendors have come out with Fortran 77 compilers, but every one of them has a way of converting itself back into a Fortran 66 compiler at the drop of an option card - to compile DO loops like God meant them to be. Even Unix might not be as bad on Real Programmers as it once was. The latest release of Unix has the potential of an operating system worthy of any Real Programmer - two different and subtly incompatible user interfaces, an arcane and complicated teletype driver, virtual memory. If you ignore the fact that it's "structured", even 'C' programming can be appreciated by the Real Programmer: after all, there's no type checking, variable names are seven (ten? eight?) characters long, and the added bonus of the Pointer data type is thrown in - like having the best parts of Fortran and assembly language in one place. (Not to mention some of the more creative uses for

recess ::: n. --> A withdrawing or retiring; a moving back; retreat; as, the recess of the tides.
The state of being withdrawn; seclusion; privacy.
Remission or suspension of business or procedure; intermission, as of a legislative body, court, or school.
Part of a room formed by the receding of the wall, as an alcove, niche, etc.
A place of retirement, retreat, secrecy, or seclusion.


rector ::: n. --> A ruler or governor.
A clergyman who has the charge and cure of a parish, and has the tithes, etc.; the clergyman of a parish where the tithes are not impropriate. See the Note under Vicar.
A clergyman in charge of a parish.
The head master of a public school.
The chief elective officer of some universities, as in France and Scotland; sometimes, the head of a college; as, the Rector


regulation ::: n. --> The act of regulating, or the state of being regulated.
A rule or order prescribed for management or government; prescription; a regulating principle; a governing direction; precept; law; as, the regulations of a society or a school.


Reid, Thomas: (1710-1796) Scotch philosopher. In his An Inquiry into the Human Mind on the Principles of Common Sense, he opposed the tradition of Berkeley and Hume and emphasized the common consciousness of mankind as basic. These ideas on the importance of self-evidence were further elaborated in "Essays on the Intellectual Powers of Man" and "Essays on the Active Powers of Man." He was founder of the so-called Common Sense School, employing that term as here indicated and not in its present acceptation. -- L.E.D.

Renaissance: (Lat. re + nasci, to be born) Is a term used by historians to characterize various periods of intellectual revival, and especially that which took place in Italy and Europe during the 15th and 16th centuries. The term was coined by Michelet and developed into a historical concept by J. Burckhardt (1860) who considered individualism, the revival of classical antiquity, the "discovery" of the world and of man as the main characters of that period as opposed to the Middle Ages. The meaning, the temporal limits, and even the usefulness of the concept have been disputed ever since. For the emphasis placed by various historians on the different fields of culture and on the contribution of different countries must lead to different interpretations of the whole period, and attempts to express a complicated historical phenomenon in a simple, abstract definition are apt to fail. Historians are now inclined to admit a very considerable continuity between the "Renaissance" and the Middle Ages. Yet a sweeping rejection of the whole concept is excluded, for it expresses the view of the writers of the period itself, who considered their century a revival of ancient civilization after a penod of decay. While Burckhardt had paid no attention to philosophy, others began to speak of a "philosophy of the renaissance," regarding thought of those centuries not as an accidental accompaniment of renaissance culture, but as its characteristic philosophical manifestation. As yet this view has served as a fruitful guiding principle rather than as a verified hypothesis. Renaissance thought can be defined in a negative way as the period of transition from the medieval, theological to the modern, scientific interpretation of reality. It also displays a few common features, such as an emphasis on man and on his place in the universe, the rejection of certain medieval standards and methods of science, the increased influence of some newly discovered ancient sources, and a new style and literary form in the presentation of philosophical ideas. More obvious are the differences between the various schools and traditions which cannot easily be brought to a common denominator Humimsm, Platonism, Aristotelianism, scepticism and natural philosophy, to which may be added the group of the founders of modern science (Copernicus, Kepler, Galileo). -- P.O.K.

reservation ::: n. --> The act of reserving, or keeping back; concealment, or withholding from disclosure; reserve.
Something withheld, either not expressed or disclosed, or not given up or brought forward.
A tract of the public land reserved for some special use, as for schools, for the use of Indians, etc.
The state of being reserved, or kept in store.
A clause in an instrument by which some new thing is


Richard Hamming "person" Professor Richard Wesley Hamming (1915-02-11 - 1998-01-07). An American mathematician known for his work in {information theory} (notably {error detection and correction}), having invented the concepts of {Hamming code}, {Hamming distance}, and {Hamming window}. Richard Hamming received his B.S. from the University of Chicago in 1937, his M.A. from the University of Nebraska in 1939, and his Ph.D. in mathematics from the University of Illinois at Urbana-Champaign in 1942. In 1945 Hamming joined the Manhattan Project at Los Alamos. In 1946, after World War II, Hamming joined the {Bell Telephone Laboratories} where he worked with both {Shannon} and {John Tukey}. He worked there until 1976 when he accepted a chair of computer science at the Naval Postgraduate School at Monterey, California. Hamming's fundamental paper on error-detecting and error-correcting codes ("{Hamming codes}") appeared in 1950. His work on the {IBM 650} leading to the development in 1956 of the {L2} programming language. This never displaced the workhorse language {L1} devised by Michael V Wolontis. By 1958 the 650 had been elbowed aside by the 704. Although best known for error-correcting codes, Hamming was primarily a numerical analyst, working on integrating {differential equations} and the {Hamming spectral window} used for smoothing data before {Fourier analysis}. He wrote textbooks, propounded aphorisms ("the purpose of computing is insight, not numbers"), and was a founder of the {ACM} and a proponent of {open-shop} computing ("better to solve the right problem the wrong way than the wrong problem the right way."). In 1968 he was made a fellow of the {Institute of Electrical and Electronics Engineers} and awarded the {Turing Prize} from the {Association for Computing Machinery}. The Institute of Electrical and Electronics Engineers awarded Hamming the Emanuel R Piore Award in 1979 and a medal in 1988. {(http://www-gap.dcs.st-and.ac.uk/~history/Mathematicians/Hamming.html)}. {(http://zapata.seas.smu.edu/~gorsak/hamming.html)}. {(http://webtechniques.com/archives/1998/03/homepage/)}. [Richard Hamming. Coding and Information Theory. Prentice-Hall, 1980. ISBN 0-13-139139-9]. (2003-06-07)

Ritschlianism: A celebrated school of 19th century Christian thought inaugurated by Albrecht Ritschl (1822-89). This school argued for God upon the basis of what is called the religious value-judgment. Two kinds of judgments are said to characterize man's reaction to his world of experience: (1) dependent or concomitant, those dependent upon perceived facts, such as the natural sciences; (2) independent or religious those which affirm man's superior worth independent of the limitations of the finite world and man's dependence upon a superhuman order of reality, God. God is not reached by speculation, nor by the "evidences" in nature, nor by intuitions or mystic experience, nor by a rational a priori or intimate feeling. God is implied in the religious value judgment: "though he slay me will I trust him." That man needs God as a deliverer from his bonds is the assertion of the independent religious value-judgment; the consequences following this judgment of need and worth sustain him with courage and victory over every obstacl.e Ritschlianism is notable in the emphasis it placed upon the category of value, an emphasis which has grown stronger in contemporary theistic belief. -- V.F.

romanticism ::: n. --> A fondness for romantic characteristics or peculiarities; specifically, in modern literature, an aiming at romantic effects; -- applied to the productions of a school of writers who sought to revive certain medi/val forms and methods in opposition to the so-called classical style.

rule ::: a. --> That which is prescribed or laid down as a guide for conduct or action; a governing direction for a specific purpose; an authoritative enactment; a regulation; a prescription; a precept; as, the rules of various societies; the rules governing a school; a rule of etiquette or propriety; the rules of cricket.
Uniform or established course of things.
Systematic method or practice; as, my ule is to rise at six o&


samkhya (Sankhya) ::: the analysis, the enumeration and discriminative setting forth of the principles of our being; the abstract and analytical realisation of truth; [considered as one of the six darsanas]; [an adherent of the samkhya school].

sampradaya. ::: tradition; school; doctrine; handed-down instruction

Sat: (Skr.) Being, a metaphysical concept akin to Eleatic thinking, which a school of thinkers regards as fundamental, as in Chandogya Upanishad 6.2.1 "In the beginning . . . this world was just being, one only, without a second." It refutes the theory of non-being. (See asat). -- K.F.L.

Sautrantika: A Buddhist school of representationalism, same as Bahyanumeya-vada (q.v.). -- K.F.L.

Scheler, Max (1874-1928) was originally a disciple of Rudolf Eucken, but joined early -- at the University of Munich -- the Husserl circle of phenomenologists, of which school he became one of the leading exponents. Moving from Kantianism and Eucken-personalism into phenomenology, he later espoused successively positions which may be called a synthesis between phenomenology and Catholic philosophy, sociological dynamism, and ideo-realistic humanism. He was the psychologist, ethicist, and religious and social philosopher of the phenomenological movement. In common with other phenomenologists, Scheler's doctrine begins with the assertion of an inherent correlation of the essences of objects with the essences of intentional experience. His unique contributions lie in the comprehensiveness of his vision, in his interpretation of the value-qualities of being; of emotional experience, especially love, as the key for the disclosure of being; of a hierarchy of concrete ("material" as against formal) values; of an analysis of "resentment" as a thorough grudge (rancour) perverted emotional attitude towards the values of life; of his definition of "person" as the concrete unity of acts; of his acknowledgment of total personality beyond individual persons; of his definition of "ethos" as a preferential system of values determinative for the validity of any specific thought-form; of his development of the sociology of knowledge as a distinct discipline within cultural sociology; and of his working out of a philosophical anthropology showing man's position in and towards the whole of being. His most important works include: Die transzendentale und die psychologische Methode (1900); Der Formalismus in der Ethik und die materiale Wertethik (1916); Vom Ewigen in Menschen (1921); Wesen und Formen der Sympathie (1923); Schriften zur Soziologie und Weltanschauungslehre (3 vols., 1923-1924); Die Wissensformen und dte Gesellschaft (1926); Die Stellung des Menschen in Kosmos (1928); Philosophische Weltanschauung (1929); Zur Ethik und Erkenntnislehre (1933).

Schleiermacher, Friedrich Ernst Daniel (1768-1834): Religion, in which Schleiermacher substitutes for a theology (regarded impossible because of the unknowableness of God) the feeling of absolute dependence, is sharply delineated from science as the product of reason in which nature may ultimately attain its unity. Schleiermacher, a romanticist, exhibits Fichtean and Schellingean influence, and transcends Kant by proclaiming an ideal realism. Nature, the totality of existence, is an organism, just as knowledge is a system. Through the unity of the real and the ideal, wisdom, residing with the Absolute as the final unity, arises and is ever striven for by man. A determinism is evident in religion where sin and grace provide two poles and sin is regarded partly avoidable, partly unreal, and in ethics where freedom is admitted only soteriologically as spontaneous acknowledgment of identity with the divine in the person of Christ. However, the right to uniqueness and individuality in which each attains his real nature, is stressed. An elaborate ethics is based on four goods: State, Society, School, and Church, to which accrue virtues and duties. An absolute good is lacking, except insofar as it lies in the complete unity of reason and nature. -- K.F.L.

scholar ::: n. --> One who attends a school; one who learns of a teacher; one under the tuition of a preceptor; a pupil; a disciple; a learner; a student.
One engaged in the pursuits of learning; a learned person; one versed in any branch, or in many branches, of knowledge; a person of high literary or scientific attainments; a savant.
A man of books.
In English universities, an undergraduate who belongs to


scholastic ::: a. --> Pertaining to, or suiting, a scholar, a school, or schools; scholarlike; as, scholastic manners or pride; scholastic learning.
Of or pertaining to the schoolmen and divines of the Middle Ages (see Schoolman); as, scholastic divinity or theology; scholastic philosophy.
Hence, characterized by excessive subtilty, or needlessly minute subdivisions; pedantic; formal.


scholasticism ::: n. --> The method or subtilties of the schools of philosophy; scholastic formality; scholastic doctrines or philosophy.

Scholasticism: Scholasticism is both a method and system of thought. The name is derived from its proponents who were called doctores scholastici. This term, in turn, came from scholazein, which originally meant to have leisure or spare time but later, as in Xen. Cyr. 7. 5, 39, took the meaning to denote oneself to pupils or, conversely, to a master. The term Skolastikos is used for the first time by Theophrastus as recorded by Diog. L. 5. 37 (or V. 50 according to Ueberweg). From Roman antiquity the expression was handed down to the ninth century, when doctores scholastici came into general usage and was applied indifferently to those who taught the seven liberal arts or theology in the cloister and cathedral schools.

Scholz and Bachmann, Der wissenschaftliche Nachlass von Gottlob Frege, Actes du Congres International de Philosophie Scientifique (Pans, 1936), section VIII, pp. 24-30. Freud. Sigmund: (1856-1940) Founder of the Psvcho-analytic school (see Psycho-Analysis), studied medicine at the University of Vienna, and becoming interested in the treatment of neuroses, went to Paris in 1885 to study under Charcot and later examined the methods employed by the Nancy school. In his own practice, he employed hypnotic methods of treatment (see Hypnosis, Hypnotism) in combination with his own techniques of free association and dream interpretation. (The Interpretation of Dreams, German ed., 1900.) Psychopathology of Everyday Life, German ed., 1901.) Freud not only developed a therapeutic technique for the treatment of hysteria and neuroses but advanced an elaborate psychological theory of which the main tenets are the predominance of sex and the doctrine of the subconscious.

schoolbook ::: n. --> A book used in schools for learning lessons.

schoolboy ::: n. --> A boy belonging to, or attending, a school.

schooldame ::: n. --> A schoolmistress.

schooled ::: educated, trained (a person, his mind, powers, tastes, etc.); to render wise, skilful, or tractable by training or discipline.

schooled ::: imp. & p. p. --> of School

schoolery ::: n. --> Something taught; precepts; schooling.

schoolfellow ::: n. --> One bred at the same school; an associate in school.

schoolgirl ::: n. --> A girl belonging to, or attending, a school.

schoolhouse ::: n. --> A house appropriated for the use of a school or schools, or for instruction.

schooling ::: p. pr. & vb. n. --> of School ::: n. --> Instruction in school; tuition; education in an institution of learning; act of teaching.
Discipline; reproof; reprimand; as, he gave his son a good schooling. html{color:


schoolmaid ::: n. --> A schoolgirl.

schoolman ::: n. --> One versed in the niceties of academical disputation or of school divinity.

schoolman ::: one versed in scholastic learning or engaged in scholastic pursuits.

schoolmaster ::: n. --> The man who presides over and teaches a school; a male teacher of a school.
One who, or that which, disciplines and directs.


schoolmate ::: n. --> A pupil who attends the same school as another.

schoolmen ::: pl. --> of Schoolman

schoolmistress ::: n. --> A woman who governs and teaches a school; a female school-teacher.

school ::: n. --> A shoal; a multitude; as, a school of fish.
A place for learned intercourse and instruction; an institution for learning; an educational establishment; a place for acquiring knowledge and mental training; as, the school of the prophets.
A place of primary instruction; an establishment for the instruction of children; as, a primary school; a common school; a grammar school.


schoolroom ::: n. --> A room in which pupils are taught.

schoolship ::: n. --> A vessel employed as a nautical training school, in which naval apprentices receive their education at the expense of the state, and are trained for service as sailors. Also, a vessel used as a reform school to which boys are committed by the courts to be disciplined, and instructed as mariners.

school-teacher ::: n. --> One who teaches or instructs a school.

schoolward ::: adv. --> Toward school.

Science ::: When the ancient thinkers of India set themselves to study the soul of man in themselves and others, they, unlike any other nation or school of early thought, proceeded at once to a process which resembles exactly enough the process adopted by modern science in its study of physical phenomena. For their object was to study, arrange and utilise the forms, forces and working movements of consciousness, just as the modern physical Sciences study, arrange and utilize the forms, forces and working movements of objective Matter. The material with which they had to deal was more subtle, flexible and versatile than the most impalpable forces of which the physical Sciences have become aware; its motions were more elusive, its processes harder to fix; but once grasped and ascertained, the movements of consciousness were found by Vedic psychologists to be in their process and activity as regular, manageable and utilisable as the movements of physical forces. The powers of the soul can be as perfectly handled and as safely, methodically and puissantly directed to practical life-purposes of joy, power and light as the modern power of electricity can be used for human comfort, industrial and locomotive power and physical illumination; but the results to which they give room and effect are more wonderful and momentous than the results of motorpower and electric luminosity. For there is no difference of essential law in the physical and the psychical, but only a difference and undoubtedly a great difference of energy, instrumentation and exact process.
   Ref: CWSA Vol. 12, Page: 314


scole ::: n. --> School.

scoley ::: v. i. --> To go to school; to study.

Scotism: from the standpoints of number and influence, this was the next most important school of this period. Among the pupils of Duns Scotus, may be mentioned Anthony Andreas (+1320), Francis of Meyronnes (de Mayronis) (+1325) and John de Bassolis (+1347). Walter Burleigh (+1343) was a vigorous opponent of Nominalism; Thomas Bradwardine (+1349), a mathematician and philosopher whose determinism influenced John Wiclif (+1384), John Hus and the German reformers. In the XV cent., this school is represented by William of Vaurouillon (+1464), Nicholas of Orbelhs (+1455), John Anglicus, Thomas Bricot and the great Peter Tartaret (+1494).

Scotism: The philosophical and theological system named after John Duns Scotus (1266? -1308), Doctor Subtilis, a Franciscan student and later professor at Oxford and Paris and the most gifted of the opponents of the Thomist school. The name is almost synonymous with subtlety and the system generally is characterized by excessive criticism, due to Duns Scotus' predilection for mathematical studies -- the influence, perhaps, of his Franciscan predecessor, Roger Bacon, upon him. This spirit led Scotus to indiscriminate attack upon all his great predecessors in both Franciscan and Dominican Schools, especially St. Thomas, upon the ground of the inconclusiveness of their philosophical arguments. His own system is noted especially for its constant use of the so called Scotist or formal distinction which is considered to be on the one hand less than real, because it is not between thing and thing, and yet more than logical or virtual, because it actually exists between various thought objects or "formalities" in one and the sime individual prior to the action of the mind -- distinctio formalis actualis ex natuta rei. e g., the distinction between the essence and existence, between the animality and rationality in a man, between the principle of individuation in him and his matter and form, and between the divine attributes in God, are all formal distinctions. This undoubtedly leaves the system open to the charge of extreme realism and a tendency generally to consider the report of abstract thought with little regard for sense experience. Further by insisting also upon a formal unity of these formalities which exists apart from conception and is therefore apparently real, the system appears to lead logically to monism, e.g., the really distinct materiality in all material things is formally one apart from the abstracting and universalizing activity of the mind. By insisting that this formal unity is less than real unity, the Scotists claim to escape the charge.

sectarian ::: n. --> Pertaining to a sect, or to sects; peculiar to a sect; bigotedly attached to the tenets and interests of a denomination; as, sectarian principles or prejudices.
One of a sect; a member or adherent of a special school, denomination, or religious or philosophical party; one of a party in religion which has separated itself from established church, or which holds tenets different from those of the prevailing denomination in a state.


sect ::: n. --> A cutting; a scion.
Those following a particular leader or authority, or attached to a certain opinion; a company or set having a common belief or allegiance distinct from others; in religion, the believers in a particular creed, or upholders of a particular practice; especially, in modern times, a party dissenting from an established church; a denomination; in philosophy, the disciples of a particular master; a school; in society and the state, an order, rank, class, or party.


senior ::: a. --> More advanced than another in age; prior in age; elder; hence, more advanced in dignity, rank, or office; superior; as, senior member; senior counsel.
Belonging to the final year of the regular course in American colleges, or in professional schools. ::: n.


sententiary ::: n. --> One who read lectures, or commented, on the Sentences of Peter Lombard, Bishop of Paris (1159-1160), a school divine.

SHEEP "mathematics, tool" A package for {symbolic mathematics}, especially {tensor analysis} and General Relativity, developed by Inge Frick in Stockholm in the late 1970s to early 1980s. SHEEP was implemented in {DEC-10} {assembly language}, then in several {LISPs}. The current version runs on {Sun}-3 and is based on {Portable Standard LISP}. ["Sheep, a Computer Algebra System for General Relativity", J.E.F. Skea et al in Proc First Brazilian School on Comp Alg, W. Roque et al eds, Oxford U Press 1993, v2]. {(http://riaca.win.tue.nl/archive/can/SystemsOverview/Special/Tensoranalysis/SHEEP/index.html)}. (2002-12-28)

Shih fei: Right and wrong, with reference to both opinion and conduct, a distinction strongly stressed by the Confucians, Neo-Confucians, Mohists, Neo-Mohists, Sophists, and Legalists alike, except the Taoists who repudiated such distinction as superficial, relative, subjective, unreal in the eyes of Tao, and inconsistent with the Taoist idea of the absolute equality of things and opinions. To most of the ancient Chinese schools, correspondence of name to actuality, both in the social sense and the logical sense, served as the standard of right and wrong. The Sophists often employed the result of argumentation as the standard. The one who won was right and the one who lost was wrong. The Neo-Mohists emphasized logical consistency, whereas the Legalists insisted on law. The early Confucians emphasized conformity with the moral order. "Whiterer conforms with propriety is right and whatever does not conform with propriety is wrong " As Hsun Tzu (c 335-c 288 B.C.) put it, "Whatever conforms with the system of the sage-kings is right and whatever does not conform with the system of the sage-kings is wrong." To the Neo-Confucians, "Whatever is in accord with Reason (li) is right." "The right is the expression of justice and impartiality based on the Universal Reason, and the wrong is the expression of selfishness and partiality based on human desire." -- W.T.C.

shoals ::: schools of fish.

Show-And-Tell A visual {dataflow} language designed for use by elementary school children. ["A Visual Language for Keyboardless Programming", T. Kimura et al, TR WUCS-86-6, CS Dept Washington U, Mar 1986]. ["Show and Tell: A Visual Language", T.D. Kimura et al in Visual Programming Environments: Paradigms and Systems, E.P. Glinert ed, IEEE Comp Sci Press, 1990, pp. 397-404]. (1995-01-31)

SimCity 2000 "games" An upgraded version of the game/simulation {SimCity} by {Maxis Software}. In the new version you can raise, lower and level terrain; build roads and railways at 45-degree angles; name things in your city by planting "signs"; build raised highways, subways, and train and bus stations, schools, colleges, hospitals, electricity, water, recreational marinas and zoos. There are three levels of zoom, and the view may be rotated to look at your city from any of the four directions. A query feature which will tell you the zoning, land value, etc. of any square. You get newspapers, advice from council members, graphs, and charts. (1995-02-08)

skull ::: n. --> A school, company, or shoal.
The skeleton of the head of a vertebrate animal, including the brain case, or cranium, and the bones and cartilages of the face and mouth. See Illusts. of Carnivora, of Facial angles under Facial, and of Skeleton, in Appendix.
The head or brain; the seat of intelligence; mind.
A covering for the head; a skullcap.
A sort of oar. See Scull.


sml2c A Standard ML to C compiler. sml2c is a batch compiler and compiles only module-level declarations, i.e. signatures, structures and functors. It provides the same pervasive environment for the compilation of these programs as SML/NJ. As a result, module-level programs that run on SML/NJ can be compiled by sml2c without any changes. Based on SML/NJ version 0.67 and shares front end and most of its run-time system, but does not support SML/NJ style debugging and profiling. School of Computer Science, Carnegie Mellon University {(ftp://dravido.soar.cs.cmu.edu/usr/nemo/sml2c/sml2c.tar.Z)}. {Linux (ftp://ftp.dcs.glasgow.ac.uk/pub/linux/smlnj-0.82-linux.tar.Z)}. conformance: superset + first-class continuations, + asynchronous signal handling + separate compilation + freeze and restart programs ports: IBM-RT Decstation3100 Omron-Luna-88k Sun-3 Sun-4 386(Mach) portability: easy, easier than SML/NJ E-mail: "david.tarditi@cs.cmu.edu", "peter.lee@cs.cmu.edu" (1991-06-27)

softa ::: n. --> Any one attached to a Mohammedan mosque, esp. a student of the higher branches of theology in a mosque school.

Specifically, naturalism usually refers to the doctrines and practices of the 19th century school of realism which arose as the literary analogue of positivism, and whose great masters were Flaubert, Zola, and de Maupassant. The fundamental dogma of the movement, as expressed by Zola in "Le Roman experimental" and "Les Romanciers naturalistes", states that naturalism is "the scientific mdhod applied to literature". Zola maintains that the task of the artist is to report and explain what happens in nature, art must aim at a literal transcript of reality, and the artist attains this by making an analytic study of character, motives, and behavior. Naturalism argues that all judgments of good and bad are conventional, with no real basis in nature, so art should seek to understand, not to approve or condemn. Human behavior is regarded as largely a function of environment and circumstances, and the novelist should exhibit these in detail, with no false idealizing of character, no glossing over of the ugly, and no appeal to supposed hidden forces. -- I.J.

Stephen Kleene "person" Professor Stephen Cole Kleene (1909-01-05 - 1994-01-26) /steev'n (kohl) klay'nee/ An American mathematician whose work at the {University of Wisconsin-Madison} helped lay the foundations for modern computer science. Kleene was best known for founding the branch of {mathematical logic} known as {recursion theory} and for inventing {regular expressions}. The {Kleene star} and {Ascending Kleene Chain} are named after him. Kleene was born in Hartford, Conneticut, USA. He received his Bachelor of Arts degree from Amherst College in 1930. From 1930 to 1935, he was a graduate student and research assistant at {Princeton University} where he received his doctorate in mathematics in 1934. In 1935, he joined UW-Madison mathematics department as an instructor. He became an assistant professor in 1937. From 1939 to 1940, he was a visiting scholar at Princeton's {Institute for Advanced Study} where he laid the foundation for recursive function theory, an area that would be his lifelong research interest. In 1941 he returned to Amherst as an associate professor of mathematics. During World War II Kleene was a lieutenant commander in the United States Navy. He was an instructor of navigation at the U.S. Naval Reserve's Midshipmen's School in New York, and then a project director at the Naval Research Laboratory in Washington, D.C. In 1946, he returned to Wisconsin, eventually becoming a full professor. He was chair of mathematics, and computer sciences in 1962 and 1963 and dean of the College of Letters and Science from 1969 to 1974. In 1964 he was named the Cyrus C. MacDuffee professor of mathematics. An avid mountain climber, Kleene had a strong interest in nature and the environment and was active in many conservation causes. He led several professional organisations, serving as president of the {Association of Symbolic Logic} from 1956 to 1958. In 1961, he served as president of the International Union of the History and the Philosophy of Science. Kleene pronounced his last name /klay'nee/. /klee'nee/ and /kleen/ are extremely common mispronunciations. His first name is /steev'n/, not /stef'n/. His son, Ken Kleene "kenneth.kleene@umb.edu", wrote: "As far as I am aware this pronunciation is incorrect in all known languages. I believe that this novel pronunciation was invented by my father." {(gopher://gopher.adp.wisc.edu/00/.data/.news-rel/.9401/.940126a)}. (1999-03-03)

St. Louis School of Philosophy: Started with the first meeting between Henry Brokmeyer and Wm. Torrey Harris (q.v.) in 1858, it became one of the most important and influential movements in America to die in the early 1880's with the dispersion of the members who included among others Denton J. Snider, Adolph E. Kroeger, George H. Howison, and Thomas Davidson. It engendered the St. Louis Philosophical Society (founded in Feb., 1866) and the Journal of Speculative Philosophy. Cf. D. S. Snider, St. Louis Movement, and Charles M. Perry, St. Louts Movement in Philosophy. -- K.F.L.

stoic ::: adj. 1. Of or pertaining to the school of philosophy founded by Zeno, who taught that people should be free from passion, unmoved by joy or grief, and submit without complaint to unavoidable necessity. n. 2. A member or adherent of the Stoic school of philosophy. Stoic"s.

Stoic School: Founded by Zeno (of Citium, in Cyprus) in the year 308 B.C. in Athens. For Stoicism virtue alone is the only good and the virtuous man is the one who has attained happiness through knowledge, as Socrites had taught. The virtuous man thus finds happiness in himself and is independent of the external world which he has succeeded in overcoming by mastering himself, his passions and emotions. As for the Stoic conception of the universe as a whole, their doctrine is pantheistic. All things and all natural laws follow by a conscious determination from the basic World Reason, and it is this rational order by which, according to Stoicism, the wise man seeks to regulate his life as his highest duty. -- M.F.

Strato: of Lampsacus, head of the Peripatetic School of Greek philosophy from 287-269 B.C. -- M.F.

Structuralism ::: School of thought from the 19th century focused on the gathering of psychological information through the examination of the structure of the mind.

student ::: n. --> A person engaged in study; one who is devoted to learning; a learner; a pupil; a scholar; especially, one who attends a school, or who seeks knowledge from professional teachers or from books; as, the students of an academy, a college, or a university; a medical student; a hard student.
One who studies or examines in any manner; an attentive and systematic observer; as, a student of human nature, or of physical nature.


style ::: 1. A particular kind, sort, or type, as with reference to form, appearance, character, etc. 2. The combination of distinctive features of literary or artistic expression, execution, or performance characterizing a particular person, group, school, or era. 3. A particular, distinctive, or characteristic mode or form of construction or execution in any art or work.

Suarezianism: A school of philosophy and theology founded by Francisco Suarez, of the Society of Jesus, Spain, 1548-1617. His philosophic position is, in general, that of Christian Aristotelianism. The immediate background of his thought is to be found in Albertinism, Thomism, Scotism and Nominalism.

Sunya-vada: A Buddhist theory (vada) holding the world to be void (sunya) or unreal. Otherwise known as Madhyamaka (q.v.), this Mahayana (q.v.) school as founded by Nagarjuna and elaborated in the Madhyama-kasastra, is hardly correctly translated by nihilism. To be sure, the phenomenal world is said to have no reality, yet the world underlying it defies description, also because of our inability to grasp the thing-in-itself (svabhava). All we know is its dependence on some other condition, its co-called "dependent origination". Thus, nothing definite being able to be said about the real, it is, like the apparent, as nothing, in other words, sunya, void. -- K.F.L.

Surrealism: Spiritualistic trend of art. A recent artistic school representing dreams interpreted according to Freud's theories. -- L.V.

Sutra: (Skr. string) An aphorism, the earliest form chosen for mnemonic reasons, in which philosophic thought was couched in India, necessitating often elaborate commentaries (bhasya) which frequently differ widely in their interpretation of the original and have occasioned vanous schools. -- K.F.L.

Suzie COBOL /soo'zee koh'bol/ 1. ({IBM}, probably from Frank Zappa's "Suzy Creamcheese") A coder straight out of training school who knows everything except the value of {comments} in plain English. Also (fashionable among personkind wishing to avoid accusations of sexism) "Sammy Cobol" or (in some non-IBM circles) "Cobol Charlie". 2. (proposed) Meta-name for any {code grinder}, analogous to {J. Random Hacker}. [{Jargon File}] (1995-02-06)

Symbolic Optimum DEUCE Assembly Program "language" (SODA) The symbolic {assembler} for a {one-level storage} {virtual machine} for the {English ELectric} {DEUCE}. ["SODA Manual of Operation", R. C. Brigham and C. G. Bell, School of Elec Eng, U New S Wales, Sydney, NSW, 1958]. (1994-11-04)

tangram ::: n. --> A Chinese toy made by cutting a square of thin wood, or other suitable material, into seven pieces, as shown in the cut, these pieces being capable of combination in various ways, so as to form a great number of different figures. It is now often used in primary schools as a means of instruction.

Tao chia: The Taoist school, the followers of Lao Tzu, Chuang Tzu, Lieh Tzu, etc., who "urged men to unity of spirit, teaching that all activities should be in harmony with the unseen (Tao), with abundant liberality toward all things in nature. As to method, they accept the orderly sequence of nature from the Yin Yang school, select the good points of Confucianists and Mohists, and combine with these the important points of the Logicians and Legalists. In accordance with the changes of the seasons, they respond to the development of natural objects."

Tao Hsueh: The "Moral Law' School. See li hsueh -- W.T.C.

Taoism, however, became too mystical, and Confucianism too formalistic. "Hundred schools" grew and flourished, many in direct opposition to Taoism and Confucianism. There was Mohism (Mo, founded by Mo Tzu, between 500 and 396 B.C.) which rejected formalism in favor of "benefit" and "utility" which are to be promoted through universal love (chien ai), practical observation and application, and obedience to the will of Heaven. There was Neo-Mohism (Mo che, 300 B.C.) which, in trying to prove the thesis of Mohism, developed an intricate system of logic. There was Sophism (ming chia, 400 B.C.) which displayed much sophistry about terms and concepts, particularly about the relationship between substance and quality (chien pai). There was Legalism (fa chia, 500-200 B.C.) which advocated law, statecraft, and authority as effective instruments of government. finally, there was the Yin Yang school (400-200 B.C.) which emphasized yin and yang as the two fundamental principles, always contrasting but complementary, and underlying all conceivable objects, qualities, situations, and relationships. It was this school that provided a common ground for the fusion of ancient divergent philosophical tendencies in medieval China.

taws ::: n. --> A leather lash, or other instrument of punishment, used by a schoolmaster.

Taylor, Alfred Edward: Born in 1869, professor of philosophy at St. Andrews and Edinburgh, after teaching for many years at Oxford. Taylor's metaphysics were predominantly Hegelian and idealist (as in Elements of Metaphysics) during his early years, in later years (as in numerous essays in Mind, and his Gifford Lectures Faith of a Moralist) he has become something of a neo-scholastic, although he follows no school exclusively. In his Gifford Lectures he argues from moral experience to God; in other essays, he declares that grounds for belief are found in cosmology, in conscience and in religious experience. As an Anglo-Catholic, he has given (in volume two of his Giffords) a learned apologia for this position, on philosophical grounds. -- W.N.P.

tenured graduate student "job" One who has been in graduate school for 10 years (the usual maximum is 5 or 6): a "ten-yeared" student (get it?). Actually, this term may be used of any grad student beginning in his seventh year. Students don't really get tenure, of course, the way professors do, but a tenth-year graduate student has probably been around the university longer than any untenured professor. [{Jargon File}] (1996-09-27)

term ::: n. --> That which limits the extent of anything; limit; extremity; bound; boundary.
The time for which anything lasts; any limited time; as, a term of five years; the term of life.
In universities, schools, etc., a definite continuous period during which instruction is regularly given to students; as, the school year is divided into three terms.
A point, line, or superficies, that limits; as, a line is the


text-book ::: n. --> A book with wide spaces between the lines, to give room for notes.
A volume, as of some classical author, on which a teacher lectures or comments; hence, any manual of instruction; a schoolbook.


Thales: 6th Cent. B.C., of the Milesian School of Greek Philosophy, is said to have predicted the eclipse of 585; had probably been to Egypt and was proficient in mathematics and physics. Thales, along with the other cosmological thinkers of the Ionian school, presupposed a single elementary cosmic matter at the base of the transformations of nature and declared this to be water. -- M.F.

The Academy continued as a school of philosophy until closed by Justinian in 529 A.D. The early scholars (Speusippus, Xenocrates, Polemo, Crates) were not great philosophers, they adopted a Pythagorean interpretation of the Ideas and concentrated on practical, moral problems. Following the Older Academy (347-247 B.C.), the Middle and New Academies (Arcesilaus and Carneades were the principal teachers) became scepticil and eclectic. Aristotle (384-322 B.C. ) studied with Plato for twenty years and embodied many Platonic views in his own philosophy. Platonism was very highly regarded by the Christian Fathers (Ambrose, Augustine, John Damascene and Anselm of Canterbury, for instance) and it continued as the approved philosophy of the Christian Church until the 12th century. From the 3rd century on, Neo-Platonism (see Plotinism) developed the other-worldly mystical side of Plato's thought. The School of Chartres (Bernard, Thierry, Wm. of Conches, Gilbert of Poitiers) in the 12th century was a center of Christian Platonism, interested chiefly in the cosmological theory of the Timaeus. The Renaissance witnessed a revival of Platonism in the Florentine Academy (Marsilio Ficino and the two Pico della Mirandolas). In England, the Cambridge Platonists (H. More, Th. Gale, J. Norris) in the 17th century started an interest in Plato, which has not yet died out in the English Universities. Today, the ethical writings of A. E. Taylor, the theoiy of essences developed by G. Santayana, and the metaphysics of A. N. Whitehead, most nearly approach a contemporary Platonism. -- V.J.B.

The diversity of concepts that Husserl himself expressed by the word "phenomenology" has been a source of diverse usages among thinkeis who came under his influence and are often referred to as "the phenomenological school." Husserl himself always meant by "phenomenology" a science of the subjective and its intended objects qua intentional; this core of sense pervades the development of his own concept of phenomenology as eidetic, transcendental, constitutive. Some thinkers, appropriating only the psychological version of this central concept, have developed a descriptive intentional psychology -- sometimes empirical, sometimes eidetic -- under the title "phenomenology." On the other hand, Husserl's broader concept of eidetic science based on seeing essences and essentially necessary relations -- especially his concept of material ontology -- has been not only adopted but made central by others, who define phenomenology accordingly. Not uncommonly, these groups reject Husserl's method of transcendental-phenomenological reduction and profess a realistic metaphysics. Finally, there are those who, emphasizing Husserl's cardinal principle that evidence -- seeing something that is itself presented -- is the only ultimate source of knowledge, conceive their phenomenology more broadly and etymologically, as explication of that which shows itself, whatever may be the latter 's nature and ontologicil status. -- D.C.

The first laboratory of experimental psychology was founded at Leipzig in 1879 by Wundt, who has been called "the first professional psychologist." With such research as that of Stumpf on sound; G. E. Müller on psycho-physics, color and learning; Ebbinghaus on memory; and Kulpe and the Würzburg school on the "higher thought processes," experimental psychology made rapid strides within the next two decades. In America, the chief standard bearer of Wundtian psychology was Titchener. Among the others who were instrumental in the introduction and development of experimental psychology in America, may be mentioned James, Hall, Münsterberg, Cattell, and Watson.

The general superiority of theology in this system over the admittedly distinct discipline of philosophy, makes it impossible for unaided reason to solve certain problems which Thomism claims are quite within the province of the latter, e.g., the omnipotence of God, the immortality of the soul. Indeed the Scotist position on this latter question has been thought by some critics to come quite close to the double standard of truth of Averroes, (q.v.) namely, that which is true in theology may be false in philosophy. The univocal assertion of being in God and creatures; the doctrine of universal prime matter (q.v.) in all created substances, even angels, though characteristically there are three kinds of prime matter); the plurality of forms in substances (e.g., two in man) giving successive generic and specific determinations of the substance; all indicate the opposition of Scotistic metaphysics to that of Thomism despite the large body of ideas the two systems have in common. The denial of real distinction between the soul and its faculties; the superiority of will over intellect, the attainment of perfect happiness through a will act of love; the denial of the absolute unchangeableness of the natural law in view of its dependence on the will of God, acts being good because God commanded them; indicate the further rejection of St. Thomas who holds the opposite on each of these questions. However the opposition is not merely for itself but that of a voluntarist against an intellectualist. This has caused many students to point out the affinity of Duns Scotus with Immanuel Kant. (q.v.) But unlike the great German philosopher who relies entirely upon the supremacy of moral consciousness, Duns Scotus makes a constant appeal to revelation and its order of truth as above all philosophy. In his own age, which followed immediately upon the great constructive synthesis of Saints Albert, Bonaventure, and Thomas, this lesser light was less a philosopher because he and his School were incapable of powerful synthesis and so gave themselves to analysis and controversy. The principal Scotists were Francis of Mayron (d. 1327) and Antonio Andrea (d. 1320); and later John of Basoles, John Dumbleton, Walter Burleigh, Alexander of Alexandria, Lychetus of Brescia and Nicholas de Orbellis. The complete works with a life of Duns Scotus were published in 1639 by Luke Wadding (Lyons) and reprinted by Vives in 1891. (Paris) -- C.A.H.

The mystical school, dominated by Eckehart, and the famous Peter Pomponazzi (+1525), is represented by Tauler (+1361) and Seuse (+1366), who tried to conform the Master's teaching with the Church's dogmas, and Jan van Ruysbroeck (+1381). From this school stemmed the anonymous "Deutsche Theologie" which Luther edited (1516). Gerson belonged to this group and also Nicholas of Cusa (+1464), the first systematic philosopher of modern times.

Theophrastus: (370-287 B.C.), the most important disciple and friend of Aristotle, left voluminous writings of which only fragments are extant; they dealt with many topics of philosophy and science (notably, botany) and defended his master's philosophy against rival schools of thought, particularly against Stoics. Cf. Characters of Theophrastus. -- R.R.V.

Theosophy: (Gr., lit. "divine wisdom") is a term introduced in the third century by Ammonius Saccas, the master of Plotinus to identify a recurring tendency prompted often by renewed impulses from the Orient, but implicit in mystery schools as that of Eleusis, among the Essenes and elsewhere. Theosophy differs from speculative philosophy in allowing validity to some classes of mystical experience as regard soul and spirit, and in recognising clairvoyance and telepathy and kindred forms of perception as linking the worlds of psyche and body. Its content describes a transcendental field as the only real (approximating to Brahman, Nous, and Pleroma) from which emerge material universes in series, with properties revealing that supreme Being. Two polarities appear as the first manifesting stage, consciousness or spirit (Brahma, Chaos, Holy Ghost), and matter or energy (Siva, Logos, Father). Simultaneously, life appears clothed in matter and spirit, as form or species (Vishnu, Cosmos, Son). In a sense, life is the direct reflection of the tnnscendent supreme, hence biological thinking has a privileged place in Theosophy. Thus, cycles of life are perceived in body, psyche, soul and spirit. The lesser of these is reincarnation of impersonal soul in many personalities. A larger epoch is "the cycle of necessity", when spirit evolves over vast periods. -- F.K.

The philosophy of Aristotle was continued after his death by other members of the Peripatetic school, the most important of whom were Theophrastus, Eudemus of Rhodes, and Strato of Lampsacus. In the Alexandrian Age, particularly after the editing of Aristotle's works by Andronicus of Rhodes (about 50 B.C.), Aristotelianism was the subject of numerous expositions and commentaries, such as those of Alexander of Aphrodisias, Themistius, John Philoponus, and Simplicius. With the closing of the philosophical schools in the sixth century the knowledge of Aristotle, except for fragments of the logical doctrine, almost disappeared in the west. It was preserved, however, by Arabian and Syrian scholars; from whom, with the revival of learning in the twelfth and thirteenth centuries, it passed again to western Europe and became in Thomas Aquinas the philosophical basis of Christian theology. For the next few centuries the prestige of Aristotle was immense; he was "the philosopher," "the master of those who know." With the rise of modern science his authority has greatly declined. Yet Aristotelianism is still a force in modern thought: in Neo-Scholasticism; in recent psychology, whose behavioristic tendencies are in part a revival of Aristotelian modes of thought; in the various forms of vitalism in contemporary biology; in the dynamism of such thinkers as Bergson; and in the more catholic naturalism which has succeeded the mechanistic materialism of the last century, and which, whether by appeal to a doctrine of levels or by emphasis on immanent teleology, seems to be striving along Aristotelian lines for a conception of nature broad enough to include the religious, moral and artistic consciousness. Finally, a very large part of our technical vocabulary, both in science and in philosophy, is but the translation into modern tongues of the terms used by Aristotle, and carries with it, for better or worse, the distinctions worked out in his subtle mind. -- G.R.M.

The study of society, societal relations. Originally called Social Physics, meaning that the methods of the natural sciences were to be applied to the study of society. Whereas the pattern originally was physics and the first sociologists thought that it was possible to find laws of nature in the social realm (Quetelet, Comte, Buckle), others turned to biological considerations. The "organic" conception of society (Lilienfeld, Schaeffle) treated society as a complex organism, the evolutionists, Gumplowicz, Ratzenhofer, considered the struggle between different ethnic groups the basic factor in the evolution of social structures and institutions. Other sociologists accepted a psychological conception of society; to them psychological phenomena (imitation, according to Gabriel Tarde, consciousness of kind, according to F. H. Giddings) were the basic elements in social interrelations (see also W. McDougall, Alsworth Ross, etc.). These relations themselves were made the main object of sociological studies by G. Simmel, L. Wiese, Howard Becker. A kind of sociological realism was fostered by the French sociologist, Emile Durkheim, and his school. They considered society a reality, the group-mind an actual fact, the social phenomena "choses sociales". The new "sociology of knowledge", inaugurated by these French sociologists, has been further developed by M. Scheler, K. Mannheim and W. Jerusalem. Recently other branches of social research have separated somewhat from sociology proper: Anthropogeography, dealing with the influences of the physical environment upon society, demography, social psychology, etc. Problems of the methodology of the social sciences have also become an important topic of recent studies. -- W.E.

Thomists: John Capreolus, Thomistarum princeps, (+1444), Denis the Carthusian (+1471) and Peter Nigri (+c. 1484). Two other important schools of this period are the Latin Averroists and the Mystics. In the first group we find Peter d'Abano (+1315) who made Padua the center of this movement, John of Jandun (+1328), John Baconthorp (+1348), Averroistarum princeps, Paul of Perusio, Paul of Venice (+1429), Cajetan of Tiene (+1465).

Three senses of "Ockhamism" may be distinguished: Logical, indicating usage of the terminology and technique of logical analysis developed by Ockham in his Summa totius logicae; in particular, use of the concept of supposition (suppositio) in the significative analysis of terms. Epistemological, indicating the thesis that universality is attributable only to terms and propositions, and not to things as existing apart from discourse. Theological, indicating the thesis that no tneological doctrines, such as those of God's existence or of the immortality of the soul, are evident or demonstrable philosophically, so that religious doctrine rests solely on faith, without metaphysical or scientific support. It is in this sense that Luther is often called an Ockhamist.   Bibliography:   B. Geyer,   Ueberwegs Grundriss d. Gesch. d. Phil., Bd. II (11th ed., Berlin 1928), pp. 571-612 and 781-786; N. Abbagnano,   Guglielmo di Ockham (Lanciano, Italy, 1931); E. A. Moody,   The Logic of William of Ockham (N. Y. & London, 1935); F. Ehrle,   Peter von Candia (Muenster, 1925); G. Ritter,   Studien zur Spaetscholastik, I-II (Heidelberg, 1921-1922).     --E.A.M. Om, aum: (Skr.) Mystic, holy syllable as a symbol for the indefinable Absolute. See Aksara, Vac, Sabda. --K.F.L. Omniscience: In philosophy and theology it means the complete and perfect knowledge of God, of Himself and of all other beings, past, present, and future, or merely possible, as well as all their activities, real or possible, including the future free actions of human beings. --J.J.R. One: Philosophically, not a number but equivalent to unit, unity, individuality, in contradistinction from multiplicity and the mani-foldness of sensory experience. In metaphysics, the Supreme Idea (Plato), the absolute first principle (Neo-platonism), the universe (Parmenides), Being as such and divine in nature (Plotinus), God (Nicolaus Cusanus), the soul (Lotze). Religious philosophy and mysticism, beginning with Indian philosophy (s.v.), has favored the designation of the One for the metaphysical world-ground, the ultimate icility, the world-soul, the principle of the world conceived as reason, nous, or more personally. The One may be conceived as an independent whole or as a sum, as analytic or synthetic, as principle or ontologically. Except by mysticism, it is rarely declared a fact of sensory experience, while its transcendent or transcendental, abstract nature is stressed, e.g., in epistemology where the "I" or self is considered the unitary background of personal experience, the identity of self-consciousness, or the unity of consciousness in the synthesis of the manifoldness of ideas (Kant). --K.F.L. One-one: A relation R is one-many if for every y in the converse domain there is a unique x such that xRy. A relation R is many-one if for every x in the domain there is a unique y such that xRy. (See the article relation.) A relation is one-one, or one-to-one, if it is at the same time one-many and many-one. A one-one relation is said to be, or to determine, a one-to-one correspondence between its domain and its converse domain. --A.C. On-handedness: (Ger. Vorhandenheit) Things exist in the mode of thereness, lying- passively in a neutral space. A "deficient" form of a more basic relationship, termed at-handedness (Zuhandenheit). (Heidegger.) --H.H. Ontological argument: Name by which later authors, especially Kant, designate the alleged proof for God's existence devised by Anselm of Canterbury. Under the name of God, so the argument runs, everyone understands that greater than which nothing can be thought. Since anything being the greatest and lacking existence is less then the greatest having also existence, the former is not really the greater. The greatest, therefore, has to exist. Anselm has been reproached, already by his contemporary Gaunilo, for unduly passing from the field of logical to the field of ontological or existential reasoning. This criticism has been repeated by many authors, among them Aquinas. The argument has, however, been used, if in a somewhat modified form, by Duns Scotus, Descartes, and Leibniz. --R.A. Ontological Object: (Gr. onta, existing things + logos, science) The real or existing object of an act of knowledge as distinguished from the epistemological object. See Epistemological Object. --L.W. Ontologism: (Gr. on, being) In contrast to psychologism, is called any speculative system which starts philosophizing by positing absolute being, or deriving the existence of entities independently of experience merely on the basis of their being thought, or assuming that we have immediate and certain knowledge of the ground of being or God. Generally speaking any rationalistic, a priori metaphysical doctrine, specifically the philosophies of Rosmini-Serbati and Vincenzo Gioberti. As a philosophic method censored by skeptics and criticists alike, as a scholastic doctrine formerly strongly supported, revived in Italy and Belgium in the 19th century, but no longer countenanced. --K.F.L. Ontology: (Gr. on, being + logos, logic) The theory of being qua being. For Aristotle, the First Philosophy, the science of the essence of things. Introduced as a term into philosophy by Wolff. The science of fundamental principles, the doctrine of the categories. Ultimate philosophy; rational cosmology. Syn. with metaphysics. See Cosmology, First Principles, Metaphysics, Theology. --J.K.F. Operation: "(Lit. operari, to work) Any act, mental or physical, constituting a phase of the reflective process, and performed with a view to acquiring1 knowledge or information about a certain subject-nntter. --A.C.B.   In logic, see Operationism.   In philosophy of science, see Pragmatism, Scientific Empiricism. Operationism: The doctrine that the meaning of a concept is given by a set of operations.   1. The operational meaning of a term (word or symbol) is given by a semantical rule relating the term to some concrete process, object or event, or to a class of such processes, objectj or events.   2. Sentences formed by combining operationally defined terms into propositions are operationally meaningful when the assertions are testable by means of performable operations. Thus, under operational rules, terms have semantical significance, propositions have empirical significance.   Operationism makes explicit the distinction between formal (q.v.) and empirical sentences. Formal propositions are signs arranged according to syntactical rules but lacking operational reference. Such propositions, common in mathematics, logic and syntax, derive their sanction from convention, whereas an empirical proposition is acceptable (1) when its structure obeys syntactical rules and (2) when there exists a concrete procedure (a set of operations) for determining its truth or falsity (cf. Verification). Propositions purporting to be empirical are sometimes amenable to no operational test because they contain terms obeying no definite semantical rules. These sentences are sometimes called pseudo-propositions and are said to be operationally meaningless. They may, however, be 'meaningful" in other ways, e.g. emotionally or aesthetically (cf. Meaning).   Unlike a formal statement, the "truth" of an empirical sentence is never absolute and its operational confirmation serves only to increase the degree of its validity. Similarly, the semantical rule comprising the operational definition of a term has never absolute precision. Ordinarily a term denotes a class of operations and the precision of its definition depends upon how definite are the rules governing inclusion in the class.   The difference between Operationism and Logical Positivism (q.v.) is one of emphasis. Operationism's stress of empirical matters derives from the fact that it was first employed to purge physics of such concepts as absolute space and absolute time, when the theory of relativity had forced upon physicists the view that space and time are most profitably defined in terms of the operations by which they are measured. Although different methods of measuring length at first give rise to different concepts of length, wherever the equivalence of certain of these measures can be established by other operations, the concepts may legitimately be combined.   In psychology the operational criterion of meaningfulness is commonly associated with a behavioristic point of view. See Behaviorism. Since only those propositions which are testable by public and repeatable operations are admissible in science, the definition of such concepti as mind and sensation must rest upon observable aspects of the organism or its behavior. Operational psychology deals with experience only as it is indicated by the operation of differential behavior, including verbal report. Discriminations, or the concrete differential reactions of organisms to internal or external environmental states, are by some authors regarded as the most basic of all operations.   For a discussion of the role of operational definition in phvsics. see P. W. Bridgman, The Logic of Modern Physics, (New York, 1928) and The Nature of Physical Theory (Princeton, 1936). "The extension of operationism to psychology is discussed by C. C. Pratt in The Logic of Modem Psychology (New York. 1939.)   For a discussion and annotated bibliography relating to Operationism and Logical Positivism, see S. S. Stevens, Psychology and the Science of Science, Psychol. Bull., 36, 1939, 221-263. --S.S.S. Ophelimity: Noun derived from the Greek, ophelimos useful, employed by Vilfredo Pareto (1848-1923) in economics as the equivalent of utility, or the capacity to provide satisfaction. --J.J.R. Opinion: (Lat. opinio, from opinor, to think) An hypothesis or proposition entertained on rational grounds but concerning which doubt can reasonably exist. A belief. See Hypothesis, Certainty, Knowledge. --J.K.F- Opposition: (Lat. oppositus, pp. of oppono, to oppose) Positive actual contradiction. One of Aristotle's Post-predicaments. In logic any contrariety or contradiction, illustrated by the "Square of Opposition". Syn. with: conflict. See Logic, formal, § 4. --J.K.F. Optimism: (Lat. optimus, the best) The view inspired by wishful thinking, success, faith, or philosophic reflection, that the world as it exists is not so bad or even the best possible, life is good, and man's destiny is bright. Philosophically most persuasively propounded by Leibniz in his Theodicee, according to which God in his wisdom would have created a better world had he known or willed such a one to exist. Not even he could remove moral wrong and evil unless he destroyed the power of self-determination and hence the basis of morality. All systems of ethics that recognize a supreme good (Plato and many idealists), subscribe to the doctrines of progressivism (Turgot, Herder, Comte, and others), regard evil as a fragmentary view (Josiah Royce et al.) or illusory, or believe in indemnification (Henry David Thoreau) or melioration (Emerson), are inclined optimistically. Practically all theologies advocating a plan of creation and salvation, are optimistic though they make the good or the better dependent on moral effort, right thinking, or belief, promising it in a future existence. Metaphysical speculation is optimistic if it provides for perfection, evolution to something higher, more valuable, or makes room for harmonies or a teleology. See Pessimism. --K.F.L. Order: A class is said to be partially ordered by a dyadic relation R if it coincides with the field of R, and R is transitive and reflexive, and xRy and yRx never both hold when x and y are different. If in addition R is connected, the class is said to be ordered (or simply ordered) by R, and R is called an ordering relation.   Whitehcid and Russell apply the term serial relation to relations which are transitive, irreflexive, and connected (and, in consequence, also asymmetric). However, the use of serial relations in this sense, instead ordering relations as just defined, is awkward in connection with the notion of order for unit classes.   Examples: The relation not greater than among leal numbers is an ordering relation. The relation less than among real numbers is a serial relation. The real numbers are simply ordered by the former relation. In the algebra of classes (logic formal, § 7), the classes are partially ordered by the relation of class inclusion.   For explanation of the terminology used in making the above definitions, see the articles connexity, reflexivity, relation, symmetry, transitivity. --A.C. Order type: See relation-number. Ordinal number: A class b is well-ordered by a dyadic relation R if it is ordered by R (see order) and, for every class a such that a ⊂ b, there is a member x of a, such that xRy holds for every member y of a; and R is then called a well-ordering relation. The ordinal number of a class b well-ordered by a relation R, or of a well-ordering relation R, is defined to be the relation-number (q. v.) of R.   The ordinal numbers of finite classes (well-ordered by appropriate relations) are called finite ordinal numbers. These are 0, 1, 2, ... (to be distinguished, of course, from the finite cardinal numbers 0, 1, 2, . . .).   The first non-finite (transfinite or infinite) ordinal number is the ordinal number of the class of finite ordinal numbers, well-ordered in their natural order, 0, 1, 2, . . .; it is usually denoted by the small Greek letter omega. --A.C.   G. Cantor, Contributions to the Founding of the Theory of Transfinite Numbers, translated and with an introduction by P. E. B. Jourdain, Chicago and London, 1915. (new ed. 1941); Whitehead and Russell, Princtpia Mathematica. vol. 3. Orexis: (Gr. orexis) Striving; desire; the conative aspect of mind, as distinguished from the cognitive and emotional (Aristotle). --G.R.M.. Organicism: A theory of biology that life consists in the organization or dynamic system of the organism. Opposed to mechanism and vitalism. --J.K.F. Organism: An individual animal or plant, biologically interpreted. A. N. Whitehead uses the term to include also physical bodies and to signify anything material spreading through space and enduring in time. --R.B.W. Organismic Psychology: (Lat. organum, from Gr. organon, an instrument) A system of theoretical psychology which construes the structure of the mind in organic rather than atomistic terms. See Gestalt Psychology; Psychological Atomism. --L.W. Organization: (Lat. organum, from Gr. organon, work) A structured whole. The systematic unity of parts in a purposive whole. A dynamic system. Order in something actual. --J.K.F. Organon: (Gr. organon) The title traditionally given to the body of Aristotle's logical treatises. The designation appears to have originated among the Peripatetics after Aristotle's time, and expresses their view that logic is not a part of philosophy (as the Stoics maintained) but rather the instrument (organon) of philosophical inquiry. See Aristotelianism. --G.R.M.   In Kant. A system of principles by which pure knowledge may be acquired and established.   Cf. Fr. Bacon's Novum Organum. --O.F.K. Oriental Philosophy: A general designation used loosely to cover philosophic tradition exclusive of that grown on Greek soil and including the beginnings of philosophical speculation in Egypt, Arabia, Iran, India, and China, the elaborate systems of India, Greater India, China, and Japan, and sometimes also the religion-bound thought of all these countries with that of the complex cultures of Asia Minor, extending far into antiquity. Oriental philosophy, though by no means presenting a homogeneous picture, nevertheless shares one characteristic, i.e., the practical outlook on life (ethics linked with metaphysics) and the absence of clear-cut distinctions between pure speculation and religious motivation, and on lower levels between folklore, folk-etymology, practical wisdom, pre-scientiiic speculation, even magic, and flashes of philosophic insight. Bonds with Western, particularly Greek philosophy have no doubt existed even in ancient times. Mutual influences have often been conjectured on the basis of striking similarities, but their scientific establishment is often difficult or even impossible. Comparative philosophy (see especially the work of Masson-Oursel) provides a useful method. Yet a thorough treatment of Oriental Philosophy is possible only when the many languages in which it is deposited have been more thoroughly studied, the psychological and historical elements involved in the various cultures better investigated, and translations of the relevant documents prepared not merely from a philological point of view or out of missionary zeal, but by competent philosophers who also have some linguistic training. Much has been accomplished in this direction in Indian and Chinese Philosophy (q.v.). A great deal remains to be done however before a definitive history of Oriental Philosophy may be written. See also Arabian, and Persian Philosophy. --K.F.L. Origen: (185-254) The principal founder of Christian theology who tried to enrich the ecclesiastic thought of his day by reconciling it with the treasures of Greek philosophy. Cf. Migne PL. --R.B.W. Ormazd: (New Persian) Same as Ahura Mazdah (q.v.), the good principle in Zoroastrianism, and opposed to Ahriman (q.v.). --K.F.L. Orphic Literature: The mystic writings, extant only in fragments, of a Greek religious-philosophical movement of the 6th century B.C., allegedly started by the mythical Orpheus. In their mysteries, in which mythology and rational thinking mingled, the Orphics concerned themselves with cosmogony, theogony, man's original creation and his destiny after death which they sought to influence to the better by pure living and austerity. They taught a symbolism in which, e.g., the relationship of the One to the many was clearly enunciated, and believed in the soul as involved in reincarnation. Pythagoras, Empedocles, and Plato were influenced by them. --K.F.L. Ortega y Gasset, Jose: Born in Madrid, May 9, 1883. At present in Buenos Aires, Argentine. Son of Ortega y Munillo, the famous Spanish journalist. Studied at the College of Jesuits in Miraflores and at the Central University of Madrid. In the latter he presented his Doctor's dissertation, El Milenario, in 1904, thereby obtaining his Ph.D. degree. After studies in Leipzig, Berlin, Marburg, under the special influence of Hermann Cohen, the great exponent of Kant, who taught him the love for the scientific method and awoke in him the interest in educational philosophy, Ortega came to Spain where, after the death of Nicolas Salmeron, he occupied the professorship of metaphysics at the Central University of Madrid. The following may be considered the most important works of Ortega y Gasset:     Meditaciones del Quijote, 1914;   El Espectador, I-VIII, 1916-1935;   El Tema de Nuestro Tiempo, 1921;   España Invertebrada, 1922;   Kant, 1924;   La Deshumanizacion del Arte, 1925;   Espiritu de la Letra, 1927;   La Rebelion de las Masas, 1929;   Goethe desde Adentio, 1934;   Estudios sobre el Amor, 1939;   Ensimismamiento y Alteracion, 1939;   El Libro de las Misiones, 1940;   Ideas y Creencias, 1940;     and others.   Although brought up in the Marburg school of thought, Ortega is not exactly a neo-Kantian. At the basis of his Weltanschauung one finds a denial of the fundamental presuppositions which characterized European Rationalism. It is life and not thought which is primary. Things have a sense and a value which must be affirmed independently. Things, however, are to be conceived as the totality of situations which constitute the circumstances of a man's life. Hence, Ortega's first philosophical principle: "I am myself plus my circumstances". Life as a problem, however, is but one of the poles of his formula. Reason is the other. The two together function, not by dialectical opposition, but by necessary coexistence. Life, according to Ortega, does not consist in being, but rather, in coming to be, and as such it is of the nature of direction, program building, purpose to be achieved, value to be realized. In this sense the future as a time dimension acquires new dignity, and even the present and the past become articulate and meaning-full only in relation to the future. Even History demands a new point of departure and becomes militant with new visions. --J.A.F. Orthodoxy: Beliefs which are declared by a group to be true and normative. Heresy is a departure from and relative to a given orthodoxy. --V.S. Orthos Logos: See Right Reason. Ostensible Object: (Lat. ostendere, to show) The object envisaged by cognitive act irrespective of its actual existence. See Epistemological Object. --L.W. Ostensive: (Lat. ostendere, to show) Property of a concept or predicate by virtue of which it refers to and is clarified by reference to its instances. --A.C.B. Ostwald, Wilhelm: (1853-1932) German chemist. Winner of the Nobel prize for chemistry in 1909. In Die Uberwindung des wissenschaftlichen Materialistmus and in Naturphilosophie, his two best known works in the field of philosophy, he advocates a dynamic theory in opposition to materialism and mechanism. All properties of matter, and the psychic as well, are special forms of energy. --L.E.D. Oupnekhat: Anquetil Duperron's Latin translation of the Persian translation of 50 Upanishads (q.v.), a work praised by Schopenhauer as giving him complete consolation. --K.F.L. Outness: A term employed by Berkeley to express the experience of externality, that is the ideas of space and things placed at a distance. Hume used it in the sense of distance Hamilton understood it as the state of being outside of consciousness in a really existing world of material things. --J.J.R. Overindividual: Term used by H. Münsterberg to translate the German überindividuell. The term is applied to any cognitive or value object which transcends the individual subject. --L.W. P

throne ::: n. --> A chair of state, commonly a royal seat, but sometimes the seat of a prince, bishop, or other high dignitary.
Hence, sovereign power and dignity; also, the one who occupies a throne, or is invested with sovereign authority; an exalted or dignified personage.
A high order of angels in the celestial hierarchy; -- a meaning given by the schoolmen.


time-table ::: n. --> A tabular statement of the time at which, or within which, several things are to take place, as the recitations in a school, the departure and arrival of railroad trains or other public conveyances, the rise and fall of the tides, etc.
A plane surface divided in one direction with lines representing hours and minutes, and in the other with lines representing miles, and having diagonals (usually movable strings) representing the speed and position of various trains.


T. L. Heath, The Thirteen Books of Euclid's Elements, translated from the text of Heiberg, with introduction and commentary, 3 vols., Cambridge, England, 1908. Gerbert of Aurillac: (Pope Sylvester II, died 1003) Was one of the greatest scholars of the 10th century. He studied at Aurillac with Odo of Cluny, learned something of Arabian science during three years spent in Spain. He taught at the school of Rheims, became Abbot of Bobbio (982), Archbishop of Rheims (991), Archbishop of Ravenna (998), Pope in 999. A master of the seven liberal aits, he excelled in his knowledge of the quadrivium, i.e. logic, math., astron. and music. His works, the most important of which are on mathematics, are printed in PL 139, 57-338. -- V.J.B.

tol [Beng.] ::: [a Sanskrit school].

troubadour ::: n. --> One of a school of poets who flourished from the eleventh to the thirteenth century, principally in Provence, in the south of France, and also in the north of Italy. They invented, and especially cultivated, a kind of lyrical poetry characterized by intricacy of meter and rhyme, and usually of a romantic, amatory strain.

trouveur ::: n. --> One of a school of poets who flourished in Northern France from the eleventh to the fourteenth century.

truant ::: n. --> One who stays away from business or any duty; especially, one who stays out of school without leave; an idler; a loiterer; a shirk. ::: a. --> Wandering from business or duty; loitering; idle, and shirking duty; as, a truant boy.

Tsa chia: The "Miscellaneous" or "Mixed" School, which "drew from the Confucians and the Mohists and harmonized the Logicians and the Legalists," including Shih Tzu (fourth century B.C.), Lu Pu-wei (290?-235 B.C.), and Huai-nan Tzu (d. 122 B.C.) -- W.T.C.

Tsao Yen: Nothing is known of this founder of the Yin Yang School except that he was a scholar in the state of Ch'i in the thiid century B.C., who "inspected closely the rise and fall of the passive and active principles and wrote essays totalling more than one hundred thousand words. " His works are now lost. -- W.T.C.

tuition ::: n. --> Superintending care over a young person; the particular watch and care of a tutor or guardian over his pupil or ward; guardianship.
Especially, the act, art, or business of teaching; instruction; as, children are sent to school for tuition; his tuition was thorough.
The money paid for instruction; the price or payment for instruction.


Tung: (a) Activity; motion; "the constant feature of the active or male cosmic principle (yang)" of the universe, just as passivity is the constant feature of the passive or female cosmic principle (yin). According to Chou Lien-hsi 1017-1173), "the Great Ultimate (T'ai Chi) moves, becomes active, and generates the active principle (yang). When its activity reaches its limit, it becomes tranquil, engendering the passive principle (yin). When the Great Ultimate becomes completely tranquil, it begins to move again. Thus, movement and tranquillity alternate and become the occasion of each other, giving rise to the distinction of yin and yang, and the Two Primary Modes are thus established." To the entire Neo Confucian school, activity is potential tranquillity (ching).

T'ung: Mere identity, or sameness, especially in social institutions and standards, which is inferior to harmony (ho) in which social distinctions and differences are in complete concord. (Confucianism). Agreement, as in "agreement with the superiors" (shang t'ung). The method of agreement, which includes identity, generic relationship, co-existence, and partial resemblance. "Identity means two substances having one name. Generic relationship means inclusion in the same whole. Both being in the same room is a case of co-existence. Partial resemblance means having some points of resemblance." See Mo chi. (Neo-Mohism). --W.T.C. T'ung i: The joint method of similarities and differences, by which what is present and what is absent can be distinguished. See Mo chi. --W.T.C. Tung Chung-shu: (177-104 B.C.) was the leading Confucian of his time, premier to two feudal princes, and consultant to the Han emperor in framing national policies. Firmly believing in retribution, he strongly advocated the "science of catastrophic and anomalies," and became the founder and leader of medieval Confucianism which was extensively confused with the Yin Yang philosophy. Extremely antagonistic towards rival schools, he established Confucianism as basis of state religion and education. His best known work, Ch-un-ch'iu Fan-lu, awaits English translation. --W.T.C. Turro y Darder, Ramon: Spanish Biologist and Philosopher. Born in Malgrat, Dec. 8 1854. Died in Barcelona, June 5, 1926. As a Biologist, his conclusions about the circulation of the blood, more than half a century ago, were accepted and verified by later researchers and theorists. Among other things, he showed the insufficiency and unsatisfactoriness of the mechanistic and neomechanistic explanations of the circulatory process. He was also the first to busy himself with endocrinology and bacteriological immunity. As a philosopher Turro combated the subjectivistic and metaphysical type of psychology, and circumscribed scientific investigation to the determination of the conditions that precede the occurrence of phenomena, considering useless all attempt to reach final essences. Turro does not admit, however, that the psychical series or conscious states may be causally linked to the organic series. His formula was: Physiology and Consciousness are phenomena that occur, not in connection, but in conjunction. His most important work is Filosofia Critica, in which he has put side by side two antagonistic conceptions of the universe, the objective and the subjectne conceptions. In it he holds that, at the present crisis of science and philosophy, the business of intelligence is to realize that science works on philosophical presuppositions, but that philosophy is no better off with its chaos of endless contradictions and countless systems of thought. The task to be realized is one of coming together, to undo what has been done and get as far as the original primordial concepts with which philosophical inquiry began. --J.A.F. Tychism: A term derived from the Greek, tyche, fortune, chance, and employed by Charles Sanders Peirce (1839-1914) to express any theory which regards chance as an objective reality, operative in the cosmos. Also the hypothesis that evolution occurs owing to fortuitous variations. --J.J.R. Types, theory of: See Logic, formal, § 6; Paradoxes, logical; Ramified theory of types. Type-token ambiguity: The words token and type are used to distinguish between two senses of the word word.   Individual marks, more or less resembling each other (as "cat" resembles "cat" and "CAT") may (1) be said to be "the same word" or (2) so many "different words". The apparent contradiction therby involved is removed by speaking of the individual marks as tokens, in contrast with the one type of which they are instances. And word may then be said to be subject to type-token ambiguity. The terminology can easily be extended to apply to any kind of symbol, e.g. as in speaking of token- and type-sentences.   Reference: C. S. Peirce, Collected Papers, 4.517. --M.B. Tz'u: (a) Parental love, kindness, or affection, the ideal Confucian virtue of parents.   (b) Love, kindness in general. --W.T.C. Tzu hua: Self-transformation or spontaneous transformation without depending on any divine guidance or eternal agency, but following the thing's own principle of being, which is Tao. (Taoism). --W.T.C. Tzu jan: The natural, the natural state, the state of Tao, spontaneity as against artificiality. (Lao Tzu; Huai-nan Tzu, d. 122 B.C.). --W.T.C. U

Turing 1. {Alan Turing}. 2. R.C. Holt "holt@csri.toronto.edu" & J.R. Cordy "cordy@cs.queensu.ca", U Toronto, 1982. Descendant of Concurrent Euclid, an airtight super-Pascal. Used mainly for teaching programming at both high school and university level. Available from Holt Software Assocs, Toronto. Versions for Sun, {MS-DOS}, Mac, etc. E-mail: "distrib@turing.toronto.edu". ["Turing Language Report", R.C. Holt & J.R. Cordy, Report CSRI-153, CSRI, U Toronto, Dec 1983]. ["The Turing Programming Language", R.C. Holt & J.R. Cordy, CACM 31(12) (Dec 1988)].

turnhalle ::: n. --> A building used as a school of gymnastics.

tyranny ::: n. --> The government or authority of a tyrant; a country governed by an absolute ruler; hence, arbitrary or despotic exercise of power; exercise of power over subjects and others with a rigor not authorized by law or justice, or not requisite for the purposes of government.
Cruel government or discipline; as, the tyranny of a schoolmaster.
Severity; rigor; inclemency.


ubiquitarian ::: n. --> One of a school of Lutheran divines which held that the body of Christ is present everywhere, and especially in the eucharist, in virtue of his omnipresence. Called also ubiquitist, and ubiquitary.

undergraduate ::: n. --> A member of a university or a college who has not taken his first degree; a student in any school who has not completed his course. ::: a. --> Of or pertaining to an undergraduate, or the body of undergraduates.

Unitarianism: The mme for the theological view which emphasises the oneness of God in opposition to the Triitarian formula (q.v.). Although the term is modern, the idea underlying Unitarianism is old. In Christian theology any expression of the status of Jesus as being less than a metaphysical part of Deity is of the spirit of Unitarianism (e.g., Dynamistic Monarchianists, Adoptionists, Socinians, and many others). Unitarians hold only the highest regard for Jesus but refuse to bind that regard to a Trinitarian metaphysics. In general, their views of the religious life have been prophetic of liberal thought. Today there are numbers of liberal Christian ministers who are Unitarian in thought but not in name. The British and Foreign Unitarian Association dates formally to 1825. Manchester College, Oxford, was claimed Unitarian. Leading theologians were Joseph Priestly (1733-1804), James Martineau (1805-1900), James Drummond and J. E. Carpenter. American Unitarianism wis given expression in King's Chapel, Boston (1785), in a number of associations, in Meaddville Theological School (1844) and Harvard Divinity School (the chief seat of the movement prior to 1878). Channing (1780-1842) and Theodore Parker (1810-1860) directed the movement into wider liberal channels. -- V.F.

University of East London "body, education" (UEL) A UK University with six academic Faculties: Design and The Built Environment, East London Business School, Institute Of Health and Rehabilitation, Faculty Of Science, Social Sciences and Technology. {(http://uel.ac.uk/)}. (1994-11-29)

University of Michigan "body, education" A large cosmopolitan university in the Midwest USA. Over 50000 students are enrolled at the University of Michigan's three campuses. The students come from 50 states and over 100 foreign countries. 70% of the University's students graduated in the top 10% of their high school class. 90% rank in the top 20% of their high school class. 60% of the students receive financial aid. The main Ann Arbor Campus lies in the Huron River valley, 40 miles west of Detroit. The campus boasts 2700 acres with 200 buildings, six million volumes in 23 libraries, nine museums, seven hospitals, hundreds of laboratories and institutes, and over 18000 {microcomputers}. {(http://umich.edu/)}. (1995-02-23)

Upanishads :::which leads to the end of knowledge; there are three main schools of vedanta

Usenet "messaging" /yoos'net/ or /yooz'net/ (Or "Usenet news", from "Users' Network") A distributed {bulletin board} system and the people who post and read articles thereon. Originally implemented in 1979 - 1980 by Steve Bellovin, Jim Ellis, Tom Truscott and Steve Daniel at Duke University, and supported mainly by {Unix} machines, it swiftly grew to become international in scope and, before the advent of the {web}, probably the largest decentralised information utility in existence. Usenet encompassed government agencies, universities, high schools, businesses of all sizes and home computers of all descriptions. As of early 1993, it hosted over 1200 {newsgroups} ("groups" for short) and an average of 40 megabytes (the equivalent of several thousand paper pages) of new technical articles, news, discussion, chatter, and {flamage} every day. By November 1999, the number of groups had grown to over 37,000. To join in, you need a {Usenet provider (https://www.usenetstorm.com)}. Originally you needed a {news reader} program but there are now several web gateways, cheifly {Google Groups (http://groups.google.com/)} (originally {Deja News}). Some {web browsers} used to include news readers and {URLs} beginning "news:" referred to Usenet newsgroups. {Network News Transfer Protocol} is a {protocol} used to transfer news articles between a news {server} and a {news reader}. In the beginning, not all Usenet hosts were on the Internet. The {uucp} {protocol} was sometimes used to transfer articles between servers, though this became increasingly rare with the spread of the {Internet}. [Gene Spafford "spaf@cs.purdue.edu", "What is Usenet?", regular posting to {news:news.announce.newusers}]. (2017-09-26)

usher ::: n. --> An officer or servant who has the care of the door of a court, hall, chamber, or the like; hence, an officer whose business it is to introduce strangers, or to walk before a person of rank. Also, one who escorts persons to seats in a church, theater, etc.
An under teacher, or assistant master, in a school. ::: v. t.


us "networking" The {country code} for the United States. Usually used only by schools, libraries, and some state and local governments. Other US sites, and many international ones, use the non-national {top-level domains} .com, .edu etc. (1999-01-27)

Vaibhasika: (Skr.) A Buddist school of realism so named after a commentary (vibhasa) on one of their standard texts, same as Bahyapratyaksavada (q.v.) -- K.F.L.

valentinian ::: n. --> One of a school of Judaizing Gnostics in the second century; -- so called from Valentinus, the founder.

veterinary ::: a. --> Of or pertaining to the art of healing or treating the diseases of domestic animals, as oxen, horses, sheep, etc.; as, a veterinary writer or school.

VII. Probability as a Physical Magnitude determined by Axioms.. This theory, which is favoured mainly by the Intuitionist school of mathematics, considers probability as a physical constant of which frequencies are measures. Thus, any frequency is an approximate measure of one physical constant attached to an event and to a set of trials: this constant is the probability of that event over the set of trials. As the observed frequencies differ little for large numbers of trials from their corresponding probabilities, some obvious properties of frequencies may be extended to probabilities. This is done without proceeding to the limit, but through general approximation as in the case of physical magnitudes. These properties are not constructed (as in the axiomatization of Mises), but simply described as such, they form a set of axioms defining probability. The classical postulates involved in the treatises of Laplace, Bertrand or Poincare have been modified in this case, under the joint influence of the discovery of measure by Borei, and of the use of abstract sets. Their new form has been fully stated by Kolmogoroff and interpreted by Frechet who proposes to call this latest theory the 'modernized axiomatic definition' of probability. Its interpretation requires that it should be preceded by an inductive synthesis, and followed by numerical verifications.

vijnanavada. ::: "Doctrine of Consciousness"; one of two major schools of Mahayana buddhism which holds that Reality is consciousness only and all that exists are minds and their experiences

Vijnana-vada: (Skr.) Theory (vada) of consciousness, specifically that consciousness is of the essence of reality; also the Buddhist school of subjective idealism otherwise known as Yogacara (q.v.). -- K.F.L.

VisiCalc "application, tool, business, history" /vi'zi-calk/ The first {spreadsheet} program, conceived in 1978 by {Dan Bricklin}, while he was an MBA student at Harvard Business School. Inspired by a demonstration given by {Douglas Engelbart} of a {point-and-click} {user interface}, Bricklin set out to design an {application} that would combine the intuitiveness of pencil and paper calculations with the power of a {programmable pocket calculator}. Bricklin's design was based on the (paper) financial spreadsheet, a kind of document already used in business planning. (Some of Bricklin's notes for VisiCalc were scribbled on the back of a spreadsheet pad.) VisiCalc was probably not the first application to use a spreadsheet model, but it did have a number of original features, all of which continue to be fundamental to spreadsheet software. These include {point-and-type} editing, {range} {replication} and formulas that update automatically with changes to other {cells}. VisiCalc is widely credited with creating the sudden demand for desktop computers that helped fuel the {microcomputer} boom of the early 1980s. Thousands of business people with little or no technical expertise found that they could use VisiCalc to create sophisticated financial programs. This makes VisiCalc one of the first {killer apps}. {Dan Bricklin's Site (http://bricklin.com/visicalc.htm)}. (2003-07-05)

V. Spanish Renaissance (16-17 cent.). This renaissance took place in the Thomistic school and was remotely prepared for by such figures as Thomas del Vio (Cajetan) (+1534), Peter Crockaert (+1514), Francis de Sylvestris (+1528), Conrad Koellin (1536) and Chrysostom Javellus (+1550). It began as a concerted movement under Francis Victoria (+1566) at Salamanca and Ignatius Loyola (+1556), founder of the Society of Jesus. Dominicans of note were: Dominic Soto (1560), Melchior Cano (+1560), de Medina (+1581), and Banez (+1604). Jesuits: Francis Toledo (+1596), Fonseca (+1599), Molina (+1600), Vasquez (+1604), Lessius (+1623), de Valentia (+1603), B»llarmine (+1625), Francis Suarez (+1617), the greatest philosopher and jurist of this period, whose Disputationes Metaphysicae constitutes perhaps the greatest philosophical work produced by Scholasticism. Others worthy of mention: Cosmas de Lerma (+1642), John a S. Thoma (+1644), Goudin (+1695), Philip a SS. Trinitate (+1671), Ruiz de Montoya (+1632), Cosmas Alamannus (+1634), Hurtado de Mendoza (+1651), De Lugo (+1660), Arriaga (+1667), Sylvester Maurus (+1687).

waggery ::: n. --> The manner or action of a wag; mischievous merriment; sportive trick or gayety; good-humored sarcasm; pleasantry; jocularity; as, the waggery of a schoolboy.

WarGames "recreation" (Not "War Games") A 1983 film about a schoolboy {cracker} using a {wardialer} to try to break into a games company's computer and accidentally connecting to a {backdoor} into "Whopper", a ficticious {C3} computer at Norad (USAF). He then procedes to unwittingly initiate global thermonuclear warfare. Playing naughts and crosses finally teaches Whopper that the only way to win the game is never to play. {IMDb (http://us.imdb.com/Title?WarGames+%281983%29)}. (1999-03-08)

Wesen: (Ger. being, essence, nature) Designates essential being without which a thing has no reality. It has been conceived variously in the history of philosophy, as Ousia or constant being by Aristotle; as essenitia, real or nominal, or species, by the Schoolmen; as principle of all that which belongs to the possibility of a thing, by Kant; generally as that which is unconditionally necessary in the concept of a thing or is not dependent on external, causal, temporal or special circumstances. Its contrast is that which is unwesentlich (defined by Schuppe as that which has relation to or for something else), accidental, contingent. -- K.F.L.

Windelband, Wilhelm: Wmdelband (1848-1915) was preeminently an outstanding historian of philosophy. He has nowhere given a systematic presentation of his own views, but has expressed them only in unconnected essays and discourses. But in these he made some suggestions of great import on account of which he has been termed the founder and head of the "South-Western German School." He felt that he belonged to the tradition of German Idealism without definitely styling himself a Neo-Kantian, Neo-Fichtean or Neo-Hegelian. His fundamental position is that whereas it is for science to determine facts, it is for philosophy to determine values. Facts may be gathered from experience, but values, i.e., what "ought" to be thought, felt and done, cannot and hence must in some sense be a priori. Of particular significance was his effort -- later worked out by H. Rickert -- to point out a fundamental distinction between natural and historical science: the former aims at establishing general laws and considers particular facts only insofar as they are like others. In contrast to this "nomothetic" type of science, history is "idiographic", i.e., it is interested in the particular as such, but, of course, not equally in all particulars, but in such only as have some significance from the point of view of value. -- H.G.

Woodbridge, Frederick James Eugene: (1867-1940) Was Professor of Philosophy of Columbia University and one of the Editors of the Journal of Philosophy. He was an important member of the realist school. For him consciousness was a relation of meaning, a connection of objects and structure was a notion of greater philosophic value than substance. His best known works are Philosophy of Hobbes, The Realm of Mind and Nature and Mind. -- L.E.D.

Wu chiao: The Five Teachings. See wu ch'ang. Wu hsing: The Five Agents, Elements or Powers of Water, Fire, Wood, Metal and Earth, the interaction of which gives rise to the multiplicity of things, and which have their correspondence in the five senses, tastes, colors, tones, the five virtues, the five atmospheric conditions, the five ancient emperors, etc. Also called wu te. (The Yin Yang School in the third and fourth centuries B. C. and the Han dynasty, especially Pan Ku, 32-92 A.D., and Tung Chung-shu, 177-104 B.C.) The Five Agents which are the five vital forces (ch'i) engendered by the transformation of yang, the active cosmic principle, and its union with yin, the passive cosmic principle, each with its specific nature. When the being of the Great Ultimate (T'ai Chi) and the essence of yin and yang come into mysterious union, determinate being ensues, with the heavenly principle, yang, constituting the male element and the earthly principle, yin, constituting the female element, giving rise to the myriad things. (Chou Lien-hsi, 1017-1073). The Five Constant Virtues. See wu ch'ang.

Wu te: (a) The Five Powers, or the characteristics of the Five Agents or Elements (wu hsing) of the Yin Yang school.

Xenophanes of Colophon (c. 570- c 480 B.C.) A contemporary of Pythagoras who may have been a student of Anaximander. Usually associated with the Milesian school, his studies carried him into an examination of the phenomena of nature. He held that all living creatures had an origin, that plants and animals had natural origins. -- E.H.

Yi: Change. See: i. Yin yang: Passive and active principles, respectively, of the universe, or the female, negative force and the male, positive force, always contrasting but complimentary. Yang and yin are expressed in heaven and earth, man and woman, father and son, shine and rain, hardness and softness, good and evil, white and black, upper and lower, great and small, odd number and even number, joy and sorrow, reward and punishment, agreement and opposition, life and death, advance and retreat, love and hate, and all conceivable objects, qualities, situations, and relationships. The Two Modes (i -- --and --in trigram, or kua, symbols) of the Great Ultimate (T'ai Chi), from the interplay of which all things are engendered. A system constituted by the Five Agents or Elements (wu hsing) of Water, Fire, Wood, Metal, and Earth, which in turn constitute the Great Ultimate. (Chou Lien-hsi, 1017-1073). The two forces of ch'i, or the vital force which is the material principle of the universe. (Neo-Confucianism). Name of a school (400-200 B.C.) headed by Tsou Yen, which advocated that all events are manifestations of the passive or female force and the active or male force of the universe, and which was closely associated with popular geomancy, astrology, etc. --W.T.C. Yo: Music, or the social and cosmic principle of harmony. See: li (propriety). -- W.T.C.

Yogacara: A Mahayana (q.v.) Buddhist school which puts emphasis on Yoga (q.v.) as well is acara, ethical conduct. Believing in subjective idealism, it is also designated as Vijnana-vada (q.v.). Since we know the world never apart from the form it has in consciousness, the latter is an essential to it. All things exist in consciousness, they cannot be proven to exist otherwise. -- K.F.L.

Zeno the Stoic: (c. 340-265 B.C.) A native of Cyprus and the founder of the Stoic School in Athens. His philosophy was built on the principle that reality is a rational order in which nature is controlled by laws of Reason, interpreted in the vein of pantheism. Men's lives are guided by Providence against which it is futile to resist and to which wise men willingly submit. -- R.B.W.



QUOTES [38 / 38 - 1500 / 18742]


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   4 Sri Aurobindo
   3 R Buckminster Fuller
   2 John Lennon
   2 Albert Einstein
   1 Yahya Suhaward
   1 Stanley Kubrick
   1 Sri Bhagavan
   1 Sri Aurobindo
   1 Seymour Papert
   1 Saving of the School of Zen
   1 Saint John Bosco
   1 Ralph Waldo Emerson
   1 Peter J Carroll
   1 Noam Chomsky
   1 Neil deGrasse Tyson
   1 Muhammad Ali
   1 Miriam
   1 Mao Zedong
   1 Manly P Hall
   1 Jean Piaget
   1 Hugh of Saint Victor
   1 Howard Gardner
   1 Haemin Sunim
   1 George Bernanos
   1 Frank Zappa
   1 Dalai Lama
   1 Daily Evolver
   1 Clement of Alexandria
   1 Basil the Great
   1 Aberjhani
   1 ?

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   20 Mark Twain
   11 Anonymous
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   5 Schoolboy Q
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   5 Robert T Kiyosaki
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   5 Albert Einstein
   4 Thomas Carlyle
   4 Stephen D Krashen
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   4 Robert Frost
   4 Robert A Heinlein
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   4 John Taylor Gatto
   4 Henry Ward Beecher
   4 David Brooks

1:I have realized why corrupt politicians do nothing to improve the quality of public school education. They are terrified of educated voters. ~ Miriam,
2:The severest school of anarchism rejects all compromise with communism. ~ Sri Aurobindo, The Human Cycle, The End of the Curve of Reason,
3:Did something disappoint you?
Did something sadden you?
The school of life wanted to teach you
an important lesson through that experience. ~ Haemin Sunim,
4:When the school of God's law admits this power of reason, it cultivates it diligently, skillfully nurtures it, and with God's help brings it to perfection. ~ Basil the Great,
5:Discover John Amos Comenius famous and rare quotes. Share John Amos Comenius quotations about school, humanity and teaching. "The proper education of the young does not..." ~ ?,
6:A school without music is a school without a soul, for music aids education. It is a most effective means to obtain discipline, morality, and help good feeling. ~ Saint John Bosco,
7:Your pain is a school unto itself-- and your joy a lovely temple." ~ Aberjhani, (b.1957) historian, columnist, novelist, poet, artist, and editor," Wrote "The River of Winged Dreams," "Wikipedia.,
8:Friendship is the hardest thing in the world to explain. It's not something you learn in school. But if you haven't learned the meaning of friendship, you really haven't learned anything. ~ Muhammad Ali,
9:When I went to school, they asked me what I wanted to be when I grew up. I wrote down 'happy.' They told me I didn't understand the assignment, and I told them they didn't understand life." ~ John Lennon,
10:We as economic society are going to have to pay our whole population to go to school and pay it to stay at school. ~ R Buckminster Fuller, Education Automation: Freeing the Scholar to Return to His Studie,
11:The mind is a clear and polished mirror and our continual duty is to keep it pure and never allow dust to gather upon its face. ~ Saving of the School of Zen, the Eternal Wisdom
12:If you want others to be happy practice compassion. If you want to be happy, practice compassion." ~ Dalai Lama, (14th , b. 1935). Dalai Lamas are important monks of the Gelug school, the newest school of Tibetan Buddhism, Wikipedia.,
13:In the language of duality Alone are questions and answers. In non-duality they are not." ~ Sri Bhagavan, (b. 1949) a spiritual teacher from India, and founder of Oneness University, a spiritual school located in South India, Wikipedia.,
14:When lies have been accepted for some time, the truth always astounds with an air of novelty." ~ Clement of Alexandria, (c. 150 - c. 215), Christian theologian and philosopher who taught at the Catechetical School of Alexandria, Wikipedia.,
15:What honor I have, and my bit of courage, I inherit from the little creature [the child I used to be], so mysterious to me now, scuttling through the September rain across streaming meadows, his heart heavy at the thought of going back to school. ~ George Bernanos,
16:You are the traveler; you are the path; you are the destination. Be careful never to lose the way to yourself." ~ Yahya Suhaward, (1154-1191) Persian philosopher and founder of the Iranian school of Illuminationism, an important school in Islamic philosophy, Wikipedia.,
17:Drop out of school before your mind rots from exposure to our mediocre educational system. Forget about the Senior Prom and go to the library and educate yourself if you've got any guts. Some of you like Pep rallies and plastic robots who tell you what to read. ~ Frank Zappa,
18:Every maker of video games knows something that the makers of curriculum don't seem to understand. You'll never see a video game being advertised as being easy. Kids who do not like school will tell you it's not because it's too hard. It's because it's--boring ~ Seymour Papert,
19:I am convinced that the act of thinking logically cannot possibly be natural to the human mind. If it were, then mathematics would be everybody's easiest course at school and our species would not have taken several millennia to figure out the scientific method. ~ Neil deGrasse Tyson,
20:When I was 5 years old, my mother always told me that happiness was the key to life. When I went to school, they asked me what I wanted to be when I grew up. I wrote down 'happy'. They told me I didn't understand the assignment, and I told them they didn't understand life. ~ John Lennon,
21:Everything you've learned in school as 'obvious' becomes less and less obvious as you begin to study the universe. For example, there are no solids in the universe. There's not even a suggestion of a solid. There are no absolute continuums. There are no surfaces. There are no straight lines
   ~ R Buckminster Fuller,
22:Integral theory is a school of philosophy that seeks to integrate all of human wisdom into a new, emergent worldview that is able to accommodate the gifts of all previous worldviews, including those which have been historically at odds: science and religion, Eastern and Western schools of thought, and pre-modern, modern and post-modern worldviews. ~ Daily Evolver,
23:The book, the college, the school of art, the institution of any kind, stop with some past utterance of genius. . . . They look backward and not forward. But genius looks forward: the eyes of man are set in his forehead, not in his hindhead: man hopes: genius creates. Whatever talents may be, if the man create not, the pure efflux of the Deity is not his; - cinders and smoke there may be, but not yet flame. ~ Ralph Waldo Emerson,
24:The glory he had glimpsed must be his home. ||19.2||

A brighter heavenlier sun must soon illume
This dusk room with its dark internal stair,
The infant soul in its small nursery school
Mid objects meant for a lesson hardly learned
Outgrow its early grammar of intellect
And its imitation of Earth-Nature’s art,
Its earthly dialect to God-language change,
In living symbols study Reality
And learn the logic of the Infinite. ||19.3||

The Ideal must be Nature’s common truth,
The body illumined with the indwelling God,
The heart and mind feel one with all that is,
A conscious soul live in a conscious world. ||19.4|| ~ Sri Aurobindo, Savitri, 1:5, || 19.2 - 19.4 ||,
25:We should do away with the absolutely specious notion that everybody has to earn a living. It is a fact today that one in ten thousand of us can make a technological breakthrough capable of supporting all the rest. The youth of today are absolutely right in recognizing this nonsense of earning a living. We keep inventing jobs because of this false idea that everybody has to be employed at some kind of drudgery because, according to Malthusian Darwinian theory he must justify his right to exist. So we have inspectors of inspectors and people making instruments for inspectors to inspect inspectors. The true business of people should be to go back to school and think about whatever it was they were thinking about before somebody came along and told them they had to earn a living.
   ~ R Buckminster Fuller,
26:This is what you shall do; Love the earth and sun and the animals, despise riches, give alms to everyone that asks, stand up for the stupid and crazy, devote your income and labor to others, hate tyrants, argue not concerning God, have patience and indulgence toward the people, take off your hat to nothing known or unknown or to any man or number of men, go freely with powerful uneducated persons and with the young and with the mothers of families, read these leaves in the open air every season of every year of your life, re-examine all you have been told at school or church or in any book, dismiss whatever insults your own soul, and your very flesh shall be a great poem and have the richest fluency not only in its words but in the silent lines of its lips and face and between the lashes of your eyes and in every motion and joint of your body. ~ Walt Whitman,
27:And the first of the adepts covered His shame with a cloth, walking backwards, and was white. And the second of the adepts covered his shame with a cloth, walking sideways, and was yellow. And the third of the adepts made a mock of His nakedness, walking forwards, and was black. And these are the three great schools of the Magi, who are also the three Magi that journeyed unto Bethlehem; and because thou hast not wisdom, thou shalt not know which school prevaileth, or if the three schools be not one.*
   * This doctrine of the Three Schools is of extreme interest. Roughly, it may be said that the White is the Pure Mystic, whose attitude to God is one of reverence. The Yellow School conceals the Mysteries indeed, but examines them as it goes along. The Black School is that of pure Scepticism. We are now ready to study the philosophical bases of these three Schools.
   ~ Aleister Crowley, Magick Without Tears?, 43?,
28:She sets the hard inventions of her brain
In a pattern of eternal fixity:
Indifferent to the cosmic dumb demand,
Unconscious of too close realities,
Of the unspoken thought, the voiceless heart,
She leans to forge her credos and iron codes
And metal structures to imprison life
And mechanic models of all things that are.
For the world seen she weaves a world conceived:
She spins in stiff but unsubstantial lines
Her gossamer word-webs of abstract thought,
Her segment systems of the Infinite,
Her theodicies and cosmogonic charts
And myths by which she explains the inexplicable.
At will she spaces in thin air of mind
Like maps in the school-house of intellect hung,
Forcing wide Truth into a narrow scheme,
Her numberless warring strict philosophies;
Out of Nature's body of phenomenon
She carves with Thought's keen edge in rigid lines,
Like rails for the World-Magician's power to run, ~ Sri Aurobindo, Savitri,
29:Recommended Reading
David Foster Wallace - Infinite Jest
DH Lawrence - The Rainbow
Gabriel Garcia Marquez - Love in the Time of Cholera
Karl Ove Knausgaard - My Struggle
Virginia Woolf - To The Lighthouse
Ben Lerner - The Topeka School
Sally Rooney - Conversations With Friends
Nell Zink - The Wallcreeper
Elena Ferrante - The Days of Abandonment
Jack Kerouac - Dharma Bums
Walt Whitman - Leaves of Grass
Michael Murphy - Golf in the Kingdom
Barbara Kingsolver - Prodigal Summer
Albertine Sarrazin - Astragal
Rebecca Solnit - The Faraway Nearby
Michael Paterniti - Love and Other Ways of Dying
Rainer Maria Rilke - Book of Hours
James Baldwin - Another Country
Roberto Calasso - Ka
Translation by S. Radhakrishan - Principle Upanisads
Chogyam Trungpa - Cutting Through Spiritual Materialism
Translation by Georg Feuerstein - Yoga Sutra
Richard Freeman - The Mirror of Yoga
Translation by S. Radhakrishan - The Bhagavad Gita
Shrunyu Suzuki - Zen Mind Beginner's Mind
Heinrich Zimmer - Myths and Symbols in Indian Art and Civilization
Sogyal Rinpoche - The Tibetan Book of Living and Dying
Joseph Campbell - Myths of Light
Joseph Campbell - The Hero With A Thousand Faces
Sri Aurobindo - Savitri
Thomas Meyers - Anatomy Trains
Wendy Doniger - The Hindus ~ Jason Bowman, http://www.jasonbowmanyoga.com/recommended-reading,
30:People think of education as something that they can finish. And what's more, when they finish, it's a rite of passage. You're finished with school. You're no more a child, and therefore anything that reminds you of school - reading books, having ideas, asking questions - that's kid's stuff. Now you're an adult, you don't do that sort of thing any more.

You have everybody looking forward to no longer learning, and you make them ashamed afterward of going back to learning. If you have a system of education using computers, then anyone, any age, can learn by himself, can continue to be interested. If you enjoy learning, there's no reason why you should stop at a given age. People don't stop things they enjoy doing just because they reach a certain age.

What's exciting is the actual process of broadening yourself, of knowing there's now a little extra facet of the universe you know about and can think about and can understand. It seems to me that when it's time to die, there would be a certain pleasure in thinking that you had utilized your life well, learned as much as you could, gathered in as much as possible of the universe, and enjoyed it. There's only this one universe and only this one lifetime to try to grasp it. And while it is inconceivable that anyone can grasp more than a tiny portion of it, at least you can do that much. What a tragedy just to pass through and get nothing out of it. ~ Isaac Asimov, Carl Freedman - Conversations with Isaac Asimov-University Press of Mississippi (2005).pdf,
31:John Ruskin did not go to school. Nor did Queen Victoria, nor John Stuart Mill, George Eliot or Harriet Martineau. It would be absurd to suggest that Disraeli, Dickens, Newman or Darwin, to name four very different figures, who attended various schools for short spells in their boyhood, owed very much to their schooling. Had they been born in a later generation, school would have loomed much larger in their psychological stories, if only because they would have spent so much longer there, and found themselves preparing for public examinations. It is hard not to feel that a strong 'syllabus', or a school ethos, might have cramped the style of all four and that in their different ways - Disraeli, comparatively rich, anarchically foppish, indiscriminately bookish; Darwin, considered a dunce, but clearly - as he excitedly learned to shoot, to fish and to bird-watch - beginning his revolutionary relationship with the natural world; Newman, imagining himself an angel; Dickens, escaping the ignominy of his circumstances through theatrical and comedic internalized role-play - they were lucky to have been born before the Age of Control. For the well-meaning educational reforms of the 1860s were the ultimate extension of those Benthamite exercises in control which had begun in the 1820s and 1830s. Having exercised their sway over the poor, the criminals, the agricultural and industrial classes, the civil service and - this was next - the military, the controllers had turned to the last free spirits left, the last potential anarchists: the children. ~ A N Wilson,
32:science of consciousness, the soul and objective matter :::
   When the ancient thinkers of India set themselves to study the soul of man in themselves and others, they, unlike any other nation or school of early thought, proceeded at once to a process which resembles exactly enough the process adopted by modern science in its study of physical phenomena. For their object was to study, arrange and utilise the forms, forces and working movements of consciousness, just as the modern physical Sciences study, arrange and utilize the forms, forces and working movements of objective Matter. The material with which they had to deal was more subtle, flexible and versatile than the most impalpable forces of which the physical Sciences have become aware; its motions were more elusive, its processes harder to fix; but once grasped and ascertained, the movements of consciousness were found by Vedic psychologists to be in their process and activity as regular, manageable and utilisable as the movements of physical forces. The powers of the soul can be as perfectly handled and as safely, methodically and puissantly directed to practical life-purposes of joy, power and light as the modern power of electricity can be used for human comfort, industrial and locomotive power and physical illumination; but the results to which they give room and effect are more wonderful and momentous than the results of motorpower and electric luminosity. For there is no difference of essential law in the physical and the psychical, but only a difference and undoubtedly a great difference of energy, instrumentation and exact process. ~ Sri Aurobindo, Essays Divine And Human, Towards a True Scientific Psychology, 106,
33:Ekajaṭī or Ekajaṭā, (Sanskrit: "One Plait Woman"; Wylie: ral gcig ma: one who has one knot of hair),[1] also known as Māhacīnatārā,[2] is one of the 21 Taras. Ekajati is, along with Palden Lhamo deity, one of the most powerful and fierce goddesses of Vajrayana Buddhist mythology.[1][3] According to Tibetan legends, her right eye was pierced by the tantric master Padmasambhava so that she could much more effectively help him subjugate Tibetan demons.

Ekajati is also known as "Blue Tara", Vajra Tara or "Ugra Tara".[1][3] She is generally considered one of the three principal protectors of the Nyingma school along with Rāhula and Vajrasādhu (Wylie: rdo rje legs pa).

Often Ekajati appears as liberator in the mandala of the Green Tara. Along with that, her ascribed powers are removing the fear of enemies, spreading joy, and removing personal hindrances on the path to enlightenment.

Ekajati is the protector of secret mantras and "as the mother of the mothers of all the Buddhas" represents the ultimate unity. As such, her own mantra is also secret. She is the most important protector of the Vajrayana teachings, especially the Inner Tantras and termas. As the protector of mantra, she supports the practitioner in deciphering symbolic dakini codes and properly determines appropriate times and circumstances for revealing tantric teachings. Because she completely realizes the texts and mantras under her care, she reminds the practitioner of their preciousness and secrecy.[4] Düsum Khyenpa, 1st Karmapa Lama meditated upon her in early childhood.

According to Namkhai Norbu, Ekajati is the principal guardian of the Dzogchen teachings and is "a personification of the essentially non-dual nature of primordial energy."[5]

Dzogchen is the most closely guarded teaching in Tibetan Buddhism, of which Ekajati is a main guardian as mentioned above. It is said that Sri Singha (Sanskrit: Śrī Siṃha) himself entrusted the "Heart Essence" (Wylie: snying thig) teachings to her care. To the great master Longchenpa, who initiated the dissemination of certain Dzogchen teachings, Ekajati offered uncharacteristically personal guidance. In his thirty-second year, Ekajati appeared to Longchenpa, supervising every ritual detail of the Heart Essence of the Dakinis empowerment, insisting on the use of a peacock feather and removing unnecessary basin. When Longchenpa performed the ritual, she nodded her head in approval but corrected his pronunciation. When he recited the mantra, Ekajati admonished him, saying, "Imitate me," and sang it in a strange, harmonious melody in the dakini's language. Later she appeared at the gathering and joyously danced, proclaiming the approval of Padmasambhava and the dakinis.[6] ~ Wikipedia,
34:At it's narrowest (although this is a common and perhaps the official position; need to find ref in What is Enlightenment) "integral", "turquois" (Spiral Dynamics), and "second tier" (ditto) are all synonms, and in turn are equivalent to Wilber IV / AQAL/Wilber V "Post-metaphysical" AQAL. This is the position that "Integral = Ken Wilber". It constitutes a new philosophical school or meme-set, in the tradition of charismatic spiritual teachers of all ages, in which an articulate, brilliant, and popular figure would arise, and gather a following around him- or her-self. After the teacher passes on, their teaching remains through books and organisations dedicated to perpetuating that teaching; although without the brilliant light of the Founder, things generally become pretty stultifying, and there is often little or no original development. Even so, the books themselves continue to inspire, and many people benefit greatly from these tecahings, and can contact the original Light of the founders to be inspired by them on the subtle planes. Some late 19th, 20th, and early 21st century examples of such teachers, known and less well-known, are Blavatsky, Theon, Steiner, Aurobindo, Gurdjieff, Crowley, Alice Bailey, Carl Jung, Ann Ree Colton, and now Ken Wilber. Also, many popular gurus belong in this category. It could plausibly be suggested that the founders of the great world religions started out no different, but their teaching really caught on n a big way.

...

At its broadest then, the Integral Community includes not only Wilber but those he cites as his influences and hold universal and evolutionary views or teachings, as well as those who, while influenced by him also differ somewhat, and even those like Arthur M Young that Wilber has apparently never heard of. Nevertheless, all share a common, evolutionary, "theory of everything" position, and, whilst they may differ on many details and even on many major points, taken together they could be considered a wave front for a new paradigm, a memetic revolution. I use the term Daimon of the Integral Movement to refer to the spiritual being or personality of light that is behind and working through this broader movement.

Now, this doesn't mean that this daimon is necessarily a negative entity. I see a lot of promise, a lot of potential, in the Integral Approach. From what I feel at the moment, the Integral Deva is a force and power of good.

But, as with any new spiritual or evolutionary development, there is duality, in that there are forces that hinder and oppose and distort, as well as forces that help and aid in the evolution and ultimate divinisation of the Earth and the cosmos. Thus even where a guru does give in the dark side (as very often happens with many gurus today) there still remains an element of Mixed Light that remains (one finds this ambiguity with Sai Baba, with Da Free John, and with Rajneesh); and we find this same ambiguity with the Integral Community regarding what seems to me a certain offputting devotional attitude towards Wilber himself. The light will find its way, regardless. However, an Intregral Movement that is caught up in worship of and obedience to an authority figure, will not be able to achieve what a movement unfettered by such shackles could. ~ M Alan Kazlev, Kheper, Wilber, Integral,
35:PRATYAHARA

PRATYAHARA is the first process in the mental part of our task. The previous practices, Asana, Pranayama, Yama, and Niyama, are all acts of the body, while mantra is connected with speech: Pratyahara is purely mental.

   And what is Pratyahara? This word is used by different authors in different senses. The same word is employed to designate both the practice and the result. It means for our present purpose a process rather strategical than practical; it is introspection, a sort of general examination of the contents of the mind which we wish to control: Asana having been mastered, all immediate exciting causes have been removed, and we are free to think what we are thinking about.

   A very similar experience to that of Asana is in store for us. At first we shall very likely flatter ourselves that our minds are pretty calm; this is a defect of observation. Just as the European standing for the first time on the edge of the desert will see nothing there, while his Arab can tell him the family history of each of the fifty persons in view, because he has learnt how to look, so with practice the thoughts will become more numerous and more insistent.

   As soon as the body was accurately observed it was found to be terribly restless and painful; now that we observe the mind it is seen to be more restless and painful still. (See diagram opposite.)

   A similar curve might be plotted for the real and apparent painfulness of Asana. Conscious of this fact, we begin to try to control it: "Not quite so many thoughts, please!" "Don't think quite so fast, please!" "No more of that kind of thought, please!" It is only then that we discover that what we thought was a school of playful porpoises is really the convolutions of the sea-serpent. The attempt to repress has the effect of exciting.

   When the unsuspecting pupil first approaches his holy but wily Guru, and demands magical powers, that Wise One replies that he will confer them, points out with much caution and secrecy some particular spot on the pupil's body which has never previously attracted his attention, and says: "In order to obtain this magical power which you seek, all that is necessary is to wash seven times in the Ganges during seven days, being particularly careful to avoid thinking of that one spot." Of course the unhappy youth spends a disgusted week in thinking of little else.

   It is positively amazing with what persistence a thought, even a whole train of thoughts, returns again and again to the charge. It becomes a positive nightmare. It is intensely annoying, too, to find that one does not become conscious that one has got on to the forbidden subject until one has gone right through with it. However, one continues day after day investigating thoughts and trying to check them; and sooner or later one proceeds to the next stage, Dharana, the attempt to restrain the mind to a single object.

   Before we go on to this, however, we must consider what is meant by success in Pratyahara. This is a very extensive subject, and different authors take widely divergent views. One writer means an analysis so acute that every thought is resolved into a number of elements (see "The Psychology of Hashish," Section V, in Equinox II).

   Others take the view that success in the practice is something like the experience which Sir Humphrey Davy had as a result of taking nitrous oxide, in which he exclaimed: "The universe is composed exclusively of ideas."

   Others say that it gives Hamlet's feeling: "There's nothing good or bad but thinking makes it so," interpreted as literally as was done by Mrs. Eddy.

   However, the main point is to acquire some sort of inhibitory power over the thoughts. Fortunately there is an unfailing method of acquiring this power. It is given in Liber III. If Sections 1 and 2 are practised (if necessary with the assistance of another person to aid your vigilance) you will soon be able to master the final section. ~ Aleister Crowley, Liber ABA,
36:Education

THE EDUCATION of a human being should begin at birth and continue throughout his life.

   Indeed, if we want this education to have its maximum result, it should begin even before birth; in this case it is the mother herself who proceeds with this education by means of a twofold action: first, upon herself for her own improvement, and secondly, upon the child whom she is forming physically. For it is certain that the nature of the child to be born depends very much upon the mother who forms it, upon her aspiration and will as well as upon the material surroundings in which she lives. To see that her thoughts are always beautiful and pure, her feelings always noble and fine, her material surroundings as harmonious as possible and full of a great simplicity - this is the part of education which should apply to the mother herself. And if she has in addition a conscious and definite will to form the child according to the highest ideal she can conceive, then the very best conditions will be realised so that the child can come into the world with his utmost potentialities. How many difficult efforts and useless complications would be avoided in this way!

   Education to be complete must have five principal aspects corresponding to the five principal activities of the human being: the physical, the vital, the mental, the psychic and the spiritual. Usually, these phases of education follow chronologically the growth of the individual; this, however, does not mean that one of them should replace another, but that all must continue, completing one another until the end of his life.

   We propose to study these five aspects of education one by one and also their interrelationships. But before we enter into the details of the subject, I wish to make a recommendation to parents. Most parents, for various reasons, give very little thought to the true education which should be imparted to children. When they have brought a child into the world, provided him with food, satisfied his various material needs and looked after his health more or less carefully, they think they have fully discharged their duty. Later on, they will send him to school and hand over to the teachers the responsibility for his education.

   There are other parents who know that their children must be educated and who try to do what they can. But very few, even among those who are most serious and sincere, know that the first thing to do, in order to be able to educate a child, is to educate oneself, to become conscious and master of oneself so that one never sets a bad example to one's child. For it is above all through example that education becomes effective. To speak good words and to give wise advice to a child has very little effect if one does not oneself give him an example of what one teaches. Sincerity, honesty, straightforwardness, courage, disinterestedness, unselfishness, patience, endurance, perseverance, peace, calm, self-control are all things that are taught infinitely better by example than by beautiful speeches. Parents, have a high ideal and always act in accordance with it and you will see that little by little your child will reflect this ideal in himself and spontaneously manifest the qualities you would like to see expressed in his nature. Quite naturally a child has respect and admiration for his parents; unless they are quite unworthy, they will always appear to their child as demigods whom he will try to imitate as best he can.

   With very few exceptions, parents are not aware of the disastrous influence that their own defects, impulses, weaknesses and lack of self-control have on their children. If you wish to be respected by a child, have respect for yourself and be worthy of respect at every moment. Never be authoritarian, despotic, impatient or ill-tempered. When your child asks you a question, do not give him a stupid or silly answer under the pretext that he cannot understand you. You can always make yourself understood if you take enough trouble; and in spite of the popular saying that it is not always good to tell the truth, I affirm that it is always good to tell the truth, but that the art consists in telling it in such a way as to make it accessible to the mind of the hearer. In early life, until he is twelve or fourteen, the child's mind is hardly open to abstract notions and general ideas. And yet you can train it to understand these things by using concrete images, symbols or parables. Up to quite an advanced age and for some who mentally always remain children, a narrative, a story, a tale well told teach much more than any number of theoretical explanations.

   Another pitfall to avoid: do not scold your child without good reason and only when it is quite indispensable. A child who is too often scolded gets hardened to rebuke and no longer attaches much importance to words or severity of tone. And above all, take good care never to scold him for a fault which you yourself commit. Children are very keen and clear-sighted observers; they soon find out your weaknesses and note them without pity.

   When a child has done something wrong, see that he confesses it to you spontaneously and frankly; and when he has confessed, with kindness and affection make him understand what was wrong in his movement so that he will not repeat it, but never scold him; a fault confessed must always be forgiven. You should not allow any fear to come between you and your child; fear is a pernicious means of education: it invariably gives birth to deceit and lying. Only a discerning affection that is firm yet gentle and an adequate practical knowledge will create the bonds of trust that are indispensable for you to be able to educate your child effectively. And do not forget that you have to control yourself constantly in order to be equal to your task and truly fulfil the duty which you owe your child by the mere fact of having brought him into the world.

   Bulletin, February 1951

   ~ The Mother, On Education,
37:Mental Education

OF ALL lines of education, mental education is the most widely known and practised, yet except in a few rare cases there are gaps which make it something very incomplete and in the end quite insufficient.

   Generally speaking, schooling is considered to be all the mental education that is necessary. And when a child has been made to undergo, for a number of years, a methodical training which is more like cramming than true schooling, it is considered that whatever is necessary for his mental development has been done. Nothing of the kind. Even conceding that the training is given with due measure and discrimination and does not permanently damage the brain, it cannot impart to the human mind the faculties it needs to become a good and useful instrument. The schooling that is usually given can, at the most, serve as a system of gymnastics to increase the suppleness of the brain. From this standpoint, each branch of human learning represents a special kind of mental gymnastics, and the verbal formulations given to these various branches each constitute a special and well-defined language.

   A true mental education, which will prepare man for a higher life, has five principal phases. Normally these phases follow one after another, but in exceptional individuals they may alternate or even proceed simultaneously. These five phases, in brief, are:

   (1) Development of the power of concentration, the capacity of attention.
   (2) Development of the capacities of expansion, widening, complexity and richness.
   (3) Organisation of one's ideas around a central idea, a higher ideal or a supremely luminous idea that will serve as a guide in life.
   (4) Thought-control, rejection of undesirable thoughts, to become able to think only what one wants and when one wants.
   (5) Development of mental silence, perfect calm and a more and more total receptivity to inspirations coming from the higher regions of the being.

   It is not possible to give here all the details concerning the methods to be employed in the application of these five phases of education to different individuals. Still, a few explanations on points of detail can be given.

   Undeniably, what most impedes mental progress in children is the constant dispersion of their thoughts. Their thoughts flutter hither and thither like butterflies and they have to make a great effort to fix them. Yet this capacity is latent in them, for when you succeed in arousing their interest, they are capable of a good deal of attention. By his ingenuity, therefore, the educator will gradually help the child to become capable of a sustained effort of attention and a faculty of more and more complete absorption in the work in hand. All methods that can develop this faculty of attention from games to rewards are good and can all be utilised according to the need and the circumstances. But it is the psychological action that is most important and the sovereign method is to arouse in the child an interest in what you want to teach him, a liking for work, a will to progress. To love to learn is the most precious gift that one can give to a child: to love to learn always and everywhere, so that all circumstances, all happenings in life may be constantly renewed opportunities for learning more and always more.

   For that, to attention and concentration should be added observation, precise recording and faithfulness of memory. This faculty of observation can be developed by varied and spontaneous exercises, making use of every opportunity that presents itself to keep the child's thought wakeful, alert and prompt. The growth of the understanding should be stressed much more than that of memory. One knows well only what one has understood. Things learnt by heart, mechanically, fade away little by little and finally disappear; what is understood is never forgotten. Moreover, you must never refuse to explain to a child the how and the why of things. If you cannot do it yourself, you must direct the child to those who are qualified to answer or point out to him some books that deal with the question. In this way you will progressively awaken in the child the taste for true study and the habit of making a persistent effort to know.

   This will bring us quite naturally to the second phase of development in which the mind should be widened and enriched.

   You will gradually show the child that everything can become an interesting subject for study if it is approached in the right way. The life of every day, of every moment, is the best school of all, varied, complex, full of unexpected experiences, problems to be solved, clear and striking examples and obvious consequences. It is so easy to arouse healthy curiosity in children, if you answer with intelligence and clarity the numerous questions they ask. An interesting reply to one readily brings others in its train and so the attentive child learns without effort much more than he usually does in the classroom. By a choice made with care and insight, you should also teach him to enjoy good reading-matter which is both instructive and attractive. Do not be afraid of anything that awakens and pleases his imagination; imagination develops the creative mental faculty and through it study becomes living and the mind develops in joy.

   In order to increase the suppleness and comprehensiveness of his mind, one should see not only that he studies many varied topics, but above all that a single subject is approached in various ways, so that the child understands in a practical manner that there are many ways of facing the same intellectual problem, of considering it and solving it. This will remove all rigidity from his brain and at the same time it will make his thinking richer and more supple and prepare it for a more complex and comprehensive synthesis. In this way also the child will be imbued with the sense of the extreme relativity of mental learning and, little by little, an aspiration for a truer source of knowledge will awaken in him.

   Indeed, as the child grows older and progresses in his studies, his mind too ripens and becomes more and more capable of forming general ideas, and with them almost always comes a need for certitude, for a knowledge that is stable enough to form the basis of a mental construction which will permit all the diverse and scattered and often contradictory ideas accumulated in his brain to be organised and put in order. This ordering is indeed very necessary if one is to avoid chaos in one's thoughts. All contradictions can be transformed into complements, but for that one must discover the higher idea that will have the power to bring them harmoniously together. It is always good to consider every problem from all possible standpoints so as to avoid partiality and exclusiveness; but if the thought is to be active and creative, it must, in every case, be the natural and logical synthesis of all the points of view adopted. And if you want to make the totality of your thoughts into a dynamic and constructive force, you must also take great care as to the choice of the central idea of your mental synthesis; for upon that will depend the value of this synthesis. The higher and larger the central idea and the more universal it is, rising above time and space, the more numerous and the more complex will be the ideas, notions and thoughts which it will be able to organise and harmonise.

   It goes without saying that this work of organisation cannot be done once and for all. The mind, if it is to keep its vigour and youth, must progress constantly, revise its notions in the light of new knowledge, enlarge its frame-work to include fresh notions and constantly reclassify and reorganise its thoughts, so that each of them may find its true place in relation to the others and the whole remain harmonious and orderly.

   All that has just been said concerns the speculative mind, the mind that learns. But learning is only one aspect of mental activity; the other, which is at least equally important, is the constructive faculty, the capacity to form and thus prepare action. This very important part of mental activity has rarely been the subject of any special study or discipline. Only those who want, for some reason, to exercise a strict control over their mental activities think of observing and disciplining this faculty of formation; and as soon as they try it, they have to face difficulties so great that they appear almost insurmountable.

   And yet control over this formative activity of the mind is one of the most important aspects of self-education; one can say that without it no mental mastery is possible. As far as study is concerned, all ideas are acceptable and should be included in the synthesis, whose very function is to become more and more rich and complex; but where action is concerned, it is just the opposite. The ideas that are accepted for translation into action should be strictly controlled and only those that agree with the general trend of the central idea forming the basis of the mental synthesis should be permitted to express themselves in action. This means that every thought entering the mental consciousness should be set before the central idea; if it finds a logical place among the thoughts already grouped, it will be admitted into the synthesis; if not, it will be rejected so that it can have no influence on the action. This work of mental purification should be done very regularly in order to secure a complete control over one's actions.

   For this purpose, it is good to set apart some time every day when one can quietly go over one's thoughts and put one's synthesis in order. Once the habit is acquired, you can maintain control over your thoughts even during work and action, allowing only those which are useful for what you are doing to come to the surface. Particularly, if you have continued to cultivate the power of concentration and attention, only the thoughts that are needed will be allowed to enter the active external consciousness and they then become all the more dynamic and effective. And if, in the intensity of concentration, it becomes necessary not to think at all, all mental vibration can be stilled and an almost total silence secured. In this silence one can gradually open to the higher regions of the mind and learn to record the inspirations that come from there.

   But even before reaching this point, silence in itself is supremely useful, because in most people who have a somewhat developed and active mind, the mind is never at rest. During the day, its activity is kept under a certain control, but at night, during the sleep of the body, the control of the waking state is almost completely removed and the mind indulges in activities which are sometimes excessive and often incoherent. This creates a great stress which leads to fatigue and the diminution of the intellectual faculties.

   The fact is that like all the other parts of the human being, the mind too needs rest and it will not have this rest unless we know how to provide it. The art of resting one's mind is something to be acquired. Changing one's mental activity is certainly one way of resting; but the greatest possible rest is silence. And as far as the mental faculties are concerned a few minutes passed in the calm of silence are a more effective rest than hours of sleep.

   When one has learned to silence the mind at will and to concentrate it in receptive silence, then there will be no problem that cannot be solved, no mental difficulty whose solution cannot be found. When it is agitated, thought becomes confused and impotent; in an attentive tranquillity, the light can manifest itself and open up new horizons to man's capacity. Bulletin, November 1951

   ~ The Mother, On Education,
38:One little picture in this book, the Magic Locket, was drawn by 'Miss Alice Havers.' I did not state this on the title-page, since it seemed only due, to the artist of all these (to my mind) wonderful pictures, that his name should stand there alone.
The descriptions, of Sunday as spent by children of the last generation, are quoted verbatim from a speech made to me by a child-friend and a letter written to me by a lady-friend.
The Chapters, headed 'Fairy Sylvie' and 'Bruno's Revenge,' are a reprint, with a few alterations, of a little fairy-tale which I wrote in the year 1867, at the request of the late Mrs. Gatty, for 'Aunt Judy's Magazine,' which she was then editing.
It was in 1874, I believe, that the idea first occurred to me of making it the nucleus of a longer story.
As the years went on, I jotted down, at odd moments, all sorts of odd ideas, and fragments of dialogue, that occurred to me--who knows how?--with a transitory suddenness that left me no choice but either to record them then and there, or to abandon them to oblivion. Sometimes one could trace to their source these random flashes of thought--as being suggested by the book one was reading, or struck out from the 'flint' of one's own mind by the 'steel' of a friend's chance remark but they had also a way of their own, of occurring, a propos of nothing --specimens of that hopelessly illogical phenomenon, 'an effect without a cause.' Such, for example, was the last line of 'The Hunting of the Snark,' which came into my head (as I have already related in 'The Theatre' for April, 1887) quite suddenly, during a solitary walk: and such, again, have been passages which occurred in dreams, and which I cannot trace to any antecedent cause whatever. There are at least two instances of such dream-suggestions in this book--one, my Lady's remark, 'it often runs in families, just as a love for pastry does', the other, Eric Lindon's badinage about having been in domestic service.

And thus it came to pass that I found myself at last in possession of a huge unwieldy mass of litterature--if the reader will kindly excuse the spelling --which only needed stringing together, upon the thread of a consecutive story, to constitute the book I hoped to write. Only! The task, at first, seemed absolutely hopeless, and gave me a far clearer idea, than I ever had before, of the meaning of the word 'chaos': and I think it must have been ten years, or more, before I had succeeded in classifying these odds-and-ends sufficiently to see what sort of a story they indicated: for the story had to grow out of the incidents, not the incidents out of the story I am telling all this, in no spirit of egoism, but because I really believe that some of my readers will be interested in these details of the 'genesis' of a book, which looks so simple and straight-forward a matter, when completed, that they might suppose it to have been written straight off, page by page, as one would write a letter, beginning at the beginning; and ending at the end.

It is, no doubt, possible to write a story in that way: and, if it be not vanity to say so, I believe that I could, myself,--if I were in the unfortunate position (for I do hold it to be a real misfortune) of being obliged to produce a given amount of fiction in a given time,--that I could 'fulfil my task,' and produce my 'tale of bricks,' as other slaves have done. One thing, at any rate, I could guarantee as to the story so produced--that it should be utterly commonplace, should contain no new ideas whatever, and should be very very weary reading!
This species of literature has received the very appropriate name of 'padding' which might fitly be defined as 'that which all can write and none can read.' That the present volume contains no such writing I dare not avow: sometimes, in order to bring a picture into its proper place, it has been necessary to eke out a page with two or three extra lines : but I can honestly say I have put in no more than I was absolutely compelled to do.
My readers may perhaps like to amuse themselves by trying to detect, in a given passage, the one piece of 'padding' it contains. While arranging the 'slips' into pages, I found that the passage was 3 lines too short. I supplied the deficiency, not by interpolating a word here and a word there, but by writing in 3 consecutive lines. Now can my readers guess which they are?

A harder puzzle if a harder be desired would be to determine, as to the Gardener's Song, in which cases (if any) the stanza was adapted to the surrounding text, and in which (if any) the text was adapted to the stanza.
Perhaps the hardest thing in all literature--at least I have found it so: by no voluntary effort can I accomplish it: I have to take it as it come's is to write anything original. And perhaps the easiest is, when once an original line has been struck out, to follow it up, and to write any amount more to the same tune. I do not know if 'Alice in Wonderland' was an original story--I was, at least, no conscious imitator in writing it--but I do know that, since it came out, something like a dozen storybooks have appeared, on identically the same pattern. The path I timidly explored believing myself to be 'the first that ever burst into that silent sea'--is now a beaten high-road: all the way-side flowers have long ago been trampled into the dust: and it would be courting disaster for me to attempt that style again.

Hence it is that, in 'Sylvie and Bruno,' I have striven with I know not what success to strike out yet another new path: be it bad or good, it is the best I can do. It is written, not for money, and not for fame, but in the hope of supplying, for the children whom I love, some thoughts that may suit those hours of innocent merriment which are the very life of Childhood; and also in the hope of suggesting, to them and to others, some thoughts that may prove, I would fain hope, not wholly out of harmony with the graver cadences of Life.
If I have not already exhausted the patience of my readers, I would like to seize this opportunity perhaps the last I shall have of addressing so many friends at once of putting on record some ideas that have occurred to me, as to books desirable to be written--which I should much like to attempt, but may not ever have the time or power to carry through--in the hope that, if I should fail (and the years are gliding away very fast) to finish the task I have set myself, other hands may take it up.
First, a Child's Bible. The only real essentials of this would be, carefully selected passages, suitable for a child's reading, and pictures. One principle of selection, which I would adopt, would be that Religion should be put before a child as a revelation of love--no need to pain and puzzle the young mind with the history of crime and punishment. (On such a principle I should, for example, omit the history of the Flood.) The supplying of the pictures would involve no great difficulty: no new ones would be needed : hundreds of excellent pictures already exist, the copyright of which has long ago expired, and which simply need photo-zincography, or some similar process, for their successful reproduction. The book should be handy in size with a pretty attractive looking cover--in a clear legible type--and, above all, with abundance of pictures, pictures, pictures!
Secondly, a book of pieces selected from the Bible--not single texts, but passages of from 10 to 20 verses each--to be committed to memory. Such passages would be found useful, to repeat to one's self and to ponder over, on many occasions when reading is difficult, if not impossible: for instance, when lying awake at night--on a railway-journey --when taking a solitary walk-in old age, when eyesight is failing or wholly lost--and, best of all, when illness, while incapacitating us for reading or any other occupation, condemns us to lie awake through many weary silent hours: at such a time how keenly one may realise the truth of David's rapturous cry "O how sweet are thy words unto my throat: yea, sweeter than honey unto my mouth!"
I have said 'passages,' rather than single texts, because we have no means of recalling single texts: memory needs links, and here are none: one may have a hundred texts stored in the memory, and not be able to recall, at will, more than half-a-dozen--and those by mere chance: whereas, once get hold of any portion of a chapter that has been committed to memory, and the whole can be recovered: all hangs together.
Thirdly, a collection of passages, both prose and verse, from books other than the Bible. There is not perhaps much, in what is called 'un-inspired' literature (a misnomer, I hold: if Shakespeare was not inspired, one may well doubt if any man ever was), that will bear the process of being pondered over, a hundred times: still there are such passages--enough, I think, to make a goodly store for the memory.
These two books of sacred, and secular, passages for memory--will serve other good purposes besides merely occupying vacant hours: they will help to keep at bay many anxious thoughts, worrying thoughts, uncharitable thoughts, unholy thoughts. Let me say this, in better words than my own, by copying a passage from that most interesting book, Robertson's Lectures on the Epistles to the Corinthians, Lecture XLIX. "If a man finds himself haunted by evil desires and unholy images, which will generally be at periodical hours, let him commit to memory passages of Scripture, or passages from the best writers in verse or prose. Let him store his mind with these, as safeguards to repeat when he lies awake in some restless night, or when despairing imaginations, or gloomy, suicidal thoughts, beset him. Let these be to him the sword, turning everywhere to keep the way of the Garden of Life from the intrusion of profaner footsteps."
Fourthly, a "Shakespeare" for girls: that is, an edition in which everything, not suitable for the perusal of girls of (say) from 10 to 17, should be omitted. Few children under 10 would be likely to understand or enjoy the greatest of poets: and those, who have passed out of girlhood, may safely be left to read Shakespeare, in any edition, 'expurgated' or not, that they may prefer: but it seems a pity that so many children, in the intermediate stage, should be debarred from a great pleasure for want of an edition suitable to them. Neither Bowdler's, Chambers's, Brandram's, nor Cundell's 'Boudoir' Shakespeare, seems to me to meet the want: they are not sufficiently 'expurgated.' Bowdler's is the most extraordinary of all: looking through it, I am filled with a deep sense of wonder, considering what he has left in, that he should have cut anything out! Besides relentlessly erasing all that is unsuitable on the score of reverence or decency, I should be inclined to omit also all that seems too difficult, or not likely to interest young readers. The resulting book might be slightly fragmentary: but it would be a real treasure to all British maidens who have any taste for poetry.
If it be needful to apologize to any one for the new departure I have taken in this story--by introducing, along with what will, I hope, prove to be acceptable nonsense for children, some of the graver thoughts of human life--it must be to one who has learned the Art of keeping such thoughts wholly at a distance in hours of mirth and careless ease. To him such a mixture will seem, no doubt, ill-judged and repulsive. And that such an Art exists I do not dispute: with youth, good health, and sufficient money, it seems quite possible to lead, for years together, a life of unmixed gaiety--with the exception of one solemn fact, with which we are liable to be confronted at any moment, even in the midst of the most brilliant company or the most sparkling entertainment. A man may fix his own times for admitting serious thought, for attending public worship, for prayer, for reading the Bible: all such matters he can defer to that 'convenient season', which is so apt never to occur at all: but he cannot defer, for one single moment, the necessity of attending to a message, which may come before he has finished reading this page,' this night shalt thy soul be required of thee.'
The ever-present sense of this grim possibility has been, in all ages, 1 an incubus that men have striven to shake off. Few more interesting subjects of enquiry could be found, by a student of history, than the various weapons that have been used against this shadowy foe. Saddest of all must have been the thoughts of those who saw indeed an existence beyond the grave, but an existence far more terrible than annihilation--an existence as filmy, impalpable, all but invisible spectres, drifting about, through endless ages, in a world of shadows, with nothing to do, nothing to hope for, nothing to love! In the midst of the gay verses of that genial 'bon vivant' Horace, there stands one dreary word whose utter sadness goes to one's heart. It is the word 'exilium' in the well-known passage

Omnes eodem cogimur, omnium
Versatur urna serius ocius
Sors exitura et nos in aeternum
Exilium impositura cymbae.

Yes, to him this present life--spite of all its weariness and all its sorrow--was the only life worth having: all else was 'exile'! Does it not seem almost incredible that one, holding such a creed, should ever have smiled?
And many in this day, I fear, even though believing in an existence beyond the grave far more real than Horace ever dreamed of, yet regard it as a sort of 'exile' from all the joys of life, and so adopt Horace's theory, and say 'let us eat and drink, for to-morrow we die.'
We go to entertainments, such as the theatre--I say 'we', for I also go to the play, whenever I get a chance of seeing a really good one and keep at arm's length, if possible, the thought that we may not return alive. Yet how do you know--dear friend, whose patience has carried you through this garrulous preface that it may not be your lot, when mirth is fastest and most furious, to feel the sharp pang, or the deadly faintness, which heralds the final crisis--to see, with vague wonder, anxious friends bending over you to hear their troubled whispers perhaps yourself to shape the question, with trembling lips, "Is it serious?", and to be told "Yes: the end is near" (and oh, how different all Life will look when those words are said!)--how do you know, I say, that all this may not happen to you, this night?
And dare you, knowing this, say to yourself "Well, perhaps it is an immoral play: perhaps the situations are a little too 'risky', the dialogue a little too strong, the 'business' a little too suggestive.
I don't say that conscience is quite easy: but the piece is so clever, I must see it this once! I'll begin a stricter life to-morrow." To-morrow, and to-morrow, and tomorrow!

"Who sins in hope, who, sinning, says,
'Sorrow for sin God's judgement stays!'
Against God's Spirit he lies; quite stops Mercy with insult; dares, and drops,
Like a scorch'd fly, that spins in vain
Upon the axis of its pain,
Then takes its doom, to limp and crawl,
Blind and forgot, from fall to fall."

Let me pause for a moment to say that I believe this thought, of the possibility of death--if calmly realised, and steadily faced would be one of the best possible tests as to our going to any scene of amusement being right or wrong. If the thought of sudden death acquires, for you, a special horror when imagined as happening in a theatre, then be very sure the theatre is harmful for you, however harmless it may be for others; and that you are incurring a deadly peril in going. Be sure the safest rule is that we should not dare to live in any scene in which we dare not die.
But, once realise what the true object is in life--that it is not pleasure, not knowledge, not even fame itself, 'that last infirmity of noble minds'--but that it is the development of character, the rising to a higher, nobler, purer standard, the building-up of the perfect Man--and then, so long as we feel that this is going on, and will (we trust) go on for evermore, death has for us no terror; it is not a shadow, but a light; not an end, but a beginning!
One other matter may perhaps seem to call for apology--that I should have treated with such entire want of sympathy the British passion for 'Sport', which no doubt has been in by-gone days, and is still, in some forms of it, an excellent school for hardihood and for coolness in moments of danger.
But I am not entirely without sympathy for genuine 'Sport': I can heartily admire the courage of the man who, with severe bodily toil, and at the risk of his life, hunts down some 'man-eating' tiger: and I can heartily sympathize with him when he exults in the glorious excitement of the chase and the hand-to-hand struggle with the monster brought to bay. But I can but look with deep wonder and sorrow on the hunter who, at his ease and in safety, can find pleasure in what involves, for some defenceless creature, wild terror and a death of agony: deeper, if the hunter be one who has pledged himself to preach to men the Religion of universal Love: deepest of all, if it be one of those 'tender and delicate' beings, whose very name serves as a symbol of Love--'thy love to me was wonderful, passing the love of women'--whose mission here is surely to help and comfort all that are in pain or sorrow!

'Farewell, farewell! but this I tell
To thee, thou Wedding-Guest!
He prayeth well, who loveth well
Both man and bird and beast.
He prayeth best, who loveth best
All things both great and small;
For the dear God who loveth us,
He made and loveth all.' ~ Lewis Carroll, Sylvie and Bruno,

*** WISDOM TROVE ***

1:Treat the past as a school. ~ jim-rohn, @wisdomtrove
2:He who opens a school door, closes a prison. ~ victor-hugo, @wisdomtrove
3:I go to school the youth to learn the future. ~ robert-frost, @wisdomtrove
4:Don't Let them fool you or even try to school you ~ bob-marley, @wisdomtrove
5:I go to school - to youth - to learn the future ~ robert-frost, @wisdomtrove
6:Who, for false quantities, was whipped at school. ~ john-dryden, @wisdomtrove
7:I know so much about men because I went to night school. ~ mae-west, @wisdomtrove
8:School is a place were you go to eat your lunch ~ rodney-dangerfield, @wisdomtrove
9:We should throw the Epistle of James out of this school. ~ martin-luther, @wisdomtrove
10:A child educated only at school is an uneducated child. ~ george-santayana, @wisdomtrove
11:Defeat is a school in which truth always grows strong. ~ henry-ward-beecher, @wisdomtrove
12:I believe in teaching, but I don’t believe in going to school. ~ robert-frost, @wisdomtrove
13:The school as a means of education to me was simply a blank. ~ charles-darwin, @wisdomtrove
14:You can't learn in school what the world is going to do next year. ~ henry-ford, @wisdomtrove
15:God made the Idiot for practice, and then He made the School Board. ~ mark-twain, @wisdomtrove
16:Let's face it. No kid in high school feels as though they fit in. ~ stephen-king, @wisdomtrove
17:Example is the school of mankind, and they will learn at no other. ~ edmund-burke, @wisdomtrove
18:Whose school-hours are all the days and nights of our existence. ~ thomas-carlyle, @wisdomtrove
19:One school is finished, and the time has come for another to begin. ~ richard-bach, @wisdomtrove
20:You send a boy to school in order to make friends - the right sort. ~ virginia-woolf, @wisdomtrove
21:Any kiddie in school can love like a fool, But Hating, my boy, is an Art. ~ ogden-nash, @wisdomtrove
22:Experience is a school where a man learns what a big fool he has been. ~ josh-billings, @wisdomtrove
23:I don't know how to be happy - They didn't teach it in my school. ~ ashleigh-brilliant, @wisdomtrove
24:She was old too, when she went to school they didn't have history. ~ rodney-dangerfield, @wisdomtrove
25:Any kiddies in school can love like a fool,/ But hating, my boy, is an art. ~ ogden-nash, @wisdomtrove
26:A school should not be a preparation for life. A school should be life. ~ elbert-hubbard, @wisdomtrove
27:School was a strange place where they tried to make you into something. ~ frederick-lenz, @wisdomtrove
28:Experience is the best of school masters, only the school fees are heavy. ~ thomas-carlyle, @wisdomtrove
29:What is school for? If you're not asking that, you're wasting time and money. ~ seth-godin, @wisdomtrove
30:I did well in school. I had lots of honors, so I thought I was quite smart. ~ frederick-lenz, @wisdomtrove
31:Teaching school is but another word for sure and not very slow destruction. ~ thomas-carlyle, @wisdomtrove
32:Experience takes dreadfully high school-wages, but he teaches like no other. ~ thomas-carlyle, @wisdomtrove
33:In business school classrooms they construct wonderful models of a non- world. ~ peter-drucker, @wisdomtrove
34:School days, I believe, are the unhappiest in the whole span of human existence. ~ h-l-mencken, @wisdomtrove
35:I know I'm not sexy. In high school I was voted Most Likely to Masturbate. ~ rodney-dangerfield, @wisdomtrove
36:As far as I have seen, at school... they aimed at blotting out one's individuality. ~ franz-kafka, @wisdomtrove
37:Roses are red, And ready for plucking, You're sixteen, And ready for high school. ~ kurt-vonnegut, @wisdomtrove
38:I leaned from my friends in school. I had lots of friends; yet I was very indrawn. ~ frederick-lenz, @wisdomtrove
39:Life gets really simple once you cut out all the bulls**t they teach you in school. ~ george-carlin, @wisdomtrove
40:My school colors were clear. We used to say, &
41:A school without football is in danger of deteriorating into a medieval study hall. ~ vince-lombardi, @wisdomtrove
42:Education is what remains after one has forgotten everything he learned in school. ~ albert-einstein, @wisdomtrove
43:Life gets really simple once you cut out all the bull shit they teach you in school. ~ george-carlin, @wisdomtrove
44:Death is the Christian's vacation morning. School is out. It is time to go home. ~ henry-ward-beecher, @wisdomtrove
45:Here is an Unity Quote that we have all known since school: United we stand; divided we fall. ~ aesop, @wisdomtrove
46:This world is your body. This world is a great school, This world is your silent teacher. ~ sivananda, @wisdomtrove
47:True fops help nature's work, and go to school - to file and finish God Almighty's fool ~ john-dryden, @wisdomtrove
48:Once you leave out all the bullshit they teach you in school, life gets really simple. ~ george-carlin, @wisdomtrove
49:There is no school equal to a decent home and no teacher equal to a virtuous parent.  ~ mahatma-gandhi, @wisdomtrove
50:Success is the study of the obvious. Everyone should take Obvious 1 and Obvious 2 in school. ~ jim-rohn, @wisdomtrove
51:School takes 13 years, because that is how long it takes to break a child's spirit. ~ martin-luther-king, @wisdomtrove
52:Term, holidays, term, holidays, till we leave school, and then work, work, work till we die. ~ c-s-lewis, @wisdomtrove
53:In high school, when I played football I got no respect. I shared a locker with a mop. ~ rodney-dangerfield, @wisdomtrove
54:This earth is higher than all the heavens; this is the greatest school in the universe. ~ swami-vivekananda, @wisdomtrove
55:It's the Marilyn Monroe school of medicine where enough of any drug will cure any disease. ~ chuck-palahniuk, @wisdomtrove
56:The job of the school is to teach so well that family background is no longer an issue. ~ martin-luther-king, @wisdomtrove
57:My cousin is gay, in school while other kids were dissecting frog, he was opening flies. ~ rodney-dangerfield, @wisdomtrove
58:High school is closer to the core of the American experience than anything else I can think of. ~ kurt-vonnegut, @wisdomtrove
59:The sensory world is the school, without which the human being would never come to the spirit. ~ rudolf-steiner, @wisdomtrove
60:We of Macedon for generations past have been trained in the hard school of danger and war ~ alexander-the-great, @wisdomtrove
61:A Sunday school is a prison in which children do penance for the evil conscience of their parents. ~ h-l-mencken, @wisdomtrove
62:Being dead is one way to experience nothing, another is to attend some classes at my school. ~ ashleigh-brilliant, @wisdomtrove
63:I can remember being home from school with tonsillitis and writing stories in bed to pass the time. ~ stephen-king, @wisdomtrove
64:The only useful thing I ever learned in school was that if you spit on your eraser it erased ink. ~ dorothy-parker, @wisdomtrove
65:Would you be a poet Before you've been to school? Ah, well! I hardly thought you So absolute a fool. ~ lewis-carroll, @wisdomtrove
66:I am of the order whose purpose is not to teach the world a lesson but to explain that school is over. ~ henry-miller, @wisdomtrove
67:If you're out of school sick and you're sitting outside on the porch getting some air, that's one thing. ~ sam-harris, @wisdomtrove
68:After a fellow gets famous it doesn't take long for someone to bob up that used to sit by him in school. ~ kin-hubbard, @wisdomtrove
69:True terror is to wake up one morning and discover that your high school class is running the country. ~ kurt-vonnegut, @wisdomtrove
70:You can finish school, and even make it easy - but you never finish your education, and it's seldom easy. ~ zig-ziglar, @wisdomtrove
71:Do you not see how necessary a world of pains and troubles is to school an intelligence and make it a soul? ~ john-keats, @wisdomtrove
72:Gossip is one thing, hurtful gossip is completely another, and even in high school we weren't THAT mean. ~ nicholas-sparks, @wisdomtrove
73:I shall begin my story with an experience I had when I was ten and attended our small town's Latin school. ~ hermann-hesse, @wisdomtrove
74:The education of even a small child, therefore, does not aim at preparing him for school, but for life. ~ maria-montessori, @wisdomtrove
75:She didn't need to go to acting school to learn that the essence of acting is to act like you're not acting. ~ george-burns, @wisdomtrove
76:What they don't teach you in art school is how your whole life is about discovering who you already were. ~ chuck-palahniuk, @wisdomtrove
77:Extreme busyness, whether at school or college, kirk or market, is a symptom of deficient vitality. ~ robert-louis-stevenson, @wisdomtrove
78:Gradual school is where you go to school and you gradually find out you don't want to go to school anymore. ~ robin-williams, @wisdomtrove
79:I think the success of any school can be measured by the contribution the alumni make to our national life. ~ john-f-kennedy, @wisdomtrove
80:A man's real education begins after he has left school. True education is gained through the discipline of life. ~ henry-ford, @wisdomtrove
81:Harvard students have completed more English courses and less forward passes than any school in this generation. ~ will-rogers, @wisdomtrove
82:In school, every period ends with a bell. Every sentence ends with a period. Every crime ends with a sentence. ~ steven-wright, @wisdomtrove
83:Love is a modest and immodest teacher who will bring you through the school of existence, which is the heart. ~ frederick-lenz, @wisdomtrove
84:Through high school, college, graduate school and beyond, I had a number of relationships that were wonderful. ~ frederick-lenz, @wisdomtrove
85:When buying a new house ... Buy the house far enough away from school so your kids can't come home for lunch. ~ phyllis-diller, @wisdomtrove
86:It's easy to carry the past as a burden instead of a school. It's easy to let it overwhelm you instead of educate you. ~ jim-rohn, @wisdomtrove
87:Re-examine all that you have been told in school, or in church or in any book. Dismiss whatever insults your soul. ~ walt-whitman, @wisdomtrove
88:Until you're grown-up they send you to reform school. After you're grown-up they send you to the penitentiary. ~ ernest-hemingway, @wisdomtrove
89:You choose, you live the consequences. Every yes, no, maybe, creates the school you call your personal experience. ~ richard-bach, @wisdomtrove
90:This planet is a divine school, and daily life a classroom. Our choice of teachers depends on what we need to learn. ~ dan-millman, @wisdomtrove
91:The most important thing we learn at school is the fact that the most important things can't be learned at school. ~ haruki-murakami, @wisdomtrove
92:He that travelleth into a country before he hath some entrance into the language, goeth to school, and not to travel. ~ francis-bacon, @wisdomtrove
93:The chief reason for going to school is to get the impression fixed for life that there is a book side for everything. ~ robert-frost, @wisdomtrove
94:How Riots May Help Us Understand School Shooters. Morning Edition with David Greene, www.npr.org. October 13, 2015. ~ malcolm-gladwell, @wisdomtrove
95:In the school I went to, they asked a kid to prove the law of gravity and he threw the teacher out of the window. ~ rodney-dangerfield, @wisdomtrove
96:The members of the Mystery school, during the time of Atlantis, had psychically seen the subsequent ages of darkness. ~ frederick-lenz, @wisdomtrove
97:I was very immersed in the world. I'm very worldly. I love world. I was immersed in my career, in school, in teaching. ~ frederick-lenz, @wisdomtrove
98:I read a great deal, avoided the comapny of the children in school who seemed superfical, and fell in love with nature. ~ frederick-lenz, @wisdomtrove
99:I was kicked out of school because of my attitude. I was not assimilating. So I went to work, taking any jobs I could get. ~ richard-pryor, @wisdomtrove
100:During most of my freelancing, I made what I would have made in charge of the cafeteria at a pretty good junior-high school. ~ kurt-vonnegut, @wisdomtrove
101:Many of the most successful men and women in the world never graduated from college. They attended the school of life instead. ~ brian-tracy, @wisdomtrove
102:The Church is not a gallery for the exhibition of eminent Christians, but a school for the education of imperfect ones. ~ henry-ward-beecher, @wisdomtrove
103:When I was in school the teachers told me practice makes perfect; then they told me nobody’s perfect so I stopped practicing. ~ steven-wright, @wisdomtrove
104:Only nut cases want to be president. This was true even in high school. Only clearly disturbed people ran for class president. ~ kurt-vonnegut, @wisdomtrove
105:The world has so many lessons to teach you. I consider the world, this Earth, to be like a school and our life the classrooms. ~ oprah-winfrey, @wisdomtrove
106:As a child, my number one best friend was the librarian in my grade school. I actually believed all those books belonged to her. ~ erma-bombeck, @wisdomtrove
107:A Christian is nothing but a sinful man who has put himself to school for Christ for the honest purpose of becoming better. ~ henry-ward-beecher, @wisdomtrove
108:In high school I was drawn to the study of literature, poetry Shakespeare, contemporary fiction, drama, you name it - I read it. ~ frederick-lenz, @wisdomtrove
109:I had wanted a tape recorder since I was tiny. I thought it was a magic thing. I never got one until just before I went to art school. ~ brian-eno, @wisdomtrove
110:A writer without a sense of justice or injustice would be better off editing the yearbook for a school for exceptional children. ~ ernest-hemingway, @wisdomtrove
111:But there are advantages to being elected President. The day after I was elected, I had my high school grades classified Top Secret. ~ ronald-reagan, @wisdomtrove
112:I had been pretty well made a prisoner by school, by society. I had been given this description of the world that I couldn't accept. ~ frederick-lenz, @wisdomtrove
113:School teachers, taking them by and large, are probably the most ignorant and stupid class of men in the whole group of mental workers. ~ h-l-mencken, @wisdomtrove
114:Your mothers get mighty shocked at you girls nowadays, but in her day, her mother was just on the verge of sending her to reform school. ~ will-rogers, @wisdomtrove
115:Don't let them fool ya, or even try to school ya! Oh, no! We've got a mind of our own, so go to hell if what you're thinking is not right! ~ bob-marley, @wisdomtrove
116:If you're looking to become an entrepreneur then don't waste your time going to university or business school - just get on and do it. ~ richard-branson, @wisdomtrove
117:The problem for the King is just how strict The lack of liberty, the squeeze of the law And discipline should be in school and state... . ~ robert-frost, @wisdomtrove
118:Grandfather always said school’s a place where they take sixteen years to wear down your brain. Grandfather hardly went to school either. ~ haruki-murakami, @wisdomtrove
119:A man who has never gone to school may steal from a freight car; but if he has a university education, he may steal the whole railroad. ~ theodore-roosevelt, @wisdomtrove
120:I am often amazed at how much more capability and enthusiasm for science there is among elementary school youngsters than among college students. ~ carl-sagan, @wisdomtrove
121:Law and the Court. Speech at a dinner of the Harvard Law School Association of New York, library.law.harvard.edu. February 15, 1913. ~ oliver-wendell-holmes-jr, @wisdomtrove
122:No one can teach your child like you can. No nanny, Bible school teacher, aunt, or uncle has your authority. What a phenomenal privilege is yours. ~ max-lucado, @wisdomtrove
123:But to go to school in a summer morn, Oh, it drives all joy away! Under a cruel eye outworn, The little ones spend the day in sighing and dismay ~ william-blake, @wisdomtrove
124:But to go to school in a summer morn, O! It drives all joy away; Under a cruel eye outworn, The little ones spend the day In sighing and dismay. ~ william-blake, @wisdomtrove
125:Describing her first day back in grade school after a long absence a teacher said it was like trying to hold 35 corks under water at the same time. ~ mark-twain, @wisdomtrove
126:It's very funny. People do not want to achieve liberation or be happy. This is the basic guideline they teach you in Spiritual Training School. ~ frederick-lenz, @wisdomtrove
127:I've never studied anything formally. I was excluded from school at the age of 17, so I am an autodidact, which is a word that I have taught myself. ~ alan-moore, @wisdomtrove
128:The book of Genesis, a farrago of nonsense so wholly absurd that even Sunday-school scholars have to be threatened with Hell to make them accept it. ~ h-l-mencken, @wisdomtrove
129:Since belief determines behavior, doesn't it make sense that we should be teaching ethical, moral values in every home and in every school in America? ~ zig-ziglar, @wisdomtrove
130:One of the early signs of sophistication is not giving way to all inclinations but rather sending your emotions to school so they will learn how to behave. ~ jim-rohn, @wisdomtrove
131:Growing up in the Boroughs, I thought I must be the cleverest boy in the world, an illusion that I was able to maintain until I got to the grammar school. ~ alan-moore, @wisdomtrove
132:We seek a constitutional amendment to permit voluntary school prayer. God should never have been expelled from America's classrooms in the first place. ~ ronald-reagan, @wisdomtrove
133:An exceedingly confident student would in theory make a terrible student. Why would he take school seriously when he feels that he can outwit his teachers? ~ criss-jami, @wisdomtrove
134:For the army is a school in which the miser becomes generous, and the generous prodigal; miserly soldiers are like monsters, but very rarely seen. ~ miguel-de-cervantes, @wisdomtrove
135:The only thing I ever learned was that some people are lucky and other people aren't and not even a graduate of the Harvard Business School can say why. ~ kurt-vonnegut, @wisdomtrove
136:In any case, the most lively young people become the best old people, not those who pretend to be as wise as grandfathers while they are still at school. ~ hermann-hesse, @wisdomtrove
137:If she did experience sex-or something close to it-in high school, I'm sure it would have been less out of sexual desire or love than literary curiosity. ~ haruki-murakami, @wisdomtrove
138:The school of awareness is the school of mysticism. Mysticism is the experience of eternity, of that which lies beyond the physical phenomenal experience. ~ frederick-lenz, @wisdomtrove
139:In leadership we teach we teach;Don't send your ducks to eagle school because it wont help.Ducks finishes eagle school,sees his first rabbit, makes him a friend. ~ jim-rohn, @wisdomtrove
140:One thing I hate about school committees today is that they cut arts programs out of the curriculum because they say the arts aren't a way to make a living. ~ kurt-vonnegut, @wisdomtrove
141:The State did not own men so entirely, even when it could send them to the stake, as it sometimes does now where it can send them to the elementary school. ~ g-k-chesterton, @wisdomtrove
142:You go to school, you study about the Germans and the French, but not about your own race. I hope the time will come when you study black history too. ~ booker-t-washington, @wisdomtrove
143:If you have conflicts, everything breaks down in society. Kids can't go to school. Basic health can't be looked after. Every aspect of society falls apart. ~ richard-branson, @wisdomtrove
144:I didn't have any friends at school, didn't want any. I felt better being alone. I sat on a bench and watched the others play and they looked foolish to me. ~ charles-bukowski, @wisdomtrove
145:Rae Chorze Fwaz was a mystery school. A mystery school is an occult order comprised of people who study meditation, enlightenment and psychic and occult arts. ~ frederick-lenz, @wisdomtrove
146:When you become completely loving and kind without fear and without thought of harming others, you graudate from the Earth school. That is when reincarnation ends. ~ gary-zukav, @wisdomtrove
147:I was always the youngest boy in my class at high school. I have retained this feeling of being the youngest, even though now I am almost the oldest person I know. ~ oliver-sacks, @wisdomtrove
148:But in high school the business of irrevocable choices began. Doors slipped shut with a faint locking click that was only heared clearly in the dreams of later years. ~ stephen-king, @wisdomtrove
149:Friendship (as the ancients saw) can be a school of virtue, but also (as they did not see) a school of vice. It is ambivalent. It makes good men better and bad men worse. ~ c-s-lewis, @wisdomtrove
150:I used to play cello. My mother kept me out of school a whole year to study music and counterpoint. She thought I had ability, but I was absolutely without talent. ~ ernest-hemingway, @wisdomtrove
151:Real, sane, mature love; the kind that pays the mortgage year after year and picks up the kids after school‚ not based on infatuation but on affection and respect. ~ elizabeth-gilbert, @wisdomtrove
152:Self-education is, I firmly believe, the only kind of education there is. The only function of a school is to make self-education easier; failing that, it does nothing. ~ isaac-asimov, @wisdomtrove
153:Real, sane, mature love—the kind that pays the mortgage year after year and picks up the kids after school—is not based on infatuation but on affection and respect. ~ elizabeth-gilbert, @wisdomtrove
154:Boy is my wife stupid. It takes her and hour and a half to watch 60 minutes. My daughters no bargain either. In public school she was voted most likely to conceive. ~ rodney-dangerfield, @wisdomtrove
155:Our world is fast succumbing to the activities of men and women who would stake the future of our species on beliefs that should not survive an elementary school education. ~ sam-harris, @wisdomtrove
156:As you know from school, it's when you have not prepared for the test that you have the fear of failing. And if you have prepared, even if you fail, you've done your best. ~ alice-walker, @wisdomtrove
157:I hated school. I don't trust anybody who looks back on the years from 14 to 18 with any enjoyment. If you liked being a teenager, there's something really wrong with you. ~ stephen-king, @wisdomtrove
158:These are not bad people. All they are concerned about is to see that their sweet little girls are not required to sit in school alongside some big overgrown Negroes. ~ dwight-eisenhower, @wisdomtrove
159:In many ways, September feels like the busiest time of the year: The kids go back to school, work piles up after the summer's dog days, and Thanksgiving is suddenly upon us. ~ brene-brown, @wisdomtrove
160:We must school and train ourselves to deal personally with the unconverted. We must not excuse ourselves, but force ourselves to the irksome task until it becomes easy. ~ charles-spurgeon, @wisdomtrove
161:Most people are operating out of repetition. If you come to work or school each day with the same mind-state, you probably can't get more out of it than you did yesterday. ~ frederick-lenz, @wisdomtrove
162:Work is that which you dislike doing but perform for the sake of external rewards. At school, this takes the form of grades. In society, it means money, status, privilege. ~ abraham-maslow, @wisdomtrove
163:The first quality of a soldier is constancy in enduring fatigue and hardship. Courage is only the second. Poverty privation and want are the school of the good soldier. ~ napoleon-bonaparte, @wisdomtrove
164:Throughout life, from childhood, from school until we die, we are taught to compare ourselves with another; yet when I compare myself with another I am destroying myself. ~ jiddu-krishnamurti, @wisdomtrove
165:I had no plans to be an entrepreneur. I just wanted to be a journalist and write for a magazine. At 15, I just decided to leave school and launch a national student magazine. ~ richard-branson, @wisdomtrove
166:I worked privately, and sometimes I feel that might be better for poets than the kind of social workshop gathering. My school was the great poets: I read, and I read, and I read. ~ mary-oliver, @wisdomtrove
167:I had one or two steady girlfriends in high school, but then in college, it was three, four... I went crazy. At one point I had three separate girlfriends, running around mad. ~ robin-williams, @wisdomtrove
168:[T]hroughout the ages to be educated meant to be unproductive... . our word "school" - and its equivalent in all European languages - derives from a Greek word meaning "leisure. ~ peter-drucker, @wisdomtrove
169:Science ... in other words, knowledge-is not the enemy of religion; for, if so, then religion would mean ignorance. But it is often the antagonist of school-divinity. ~ oliver-wendell-holmes-jr, @wisdomtrove
170:Fortunately, like most children, I had learned what is most valuable, most indispensable for life before school years began, taught by apple trees, by rain and sun, river and woods. ~ hermann-hesse, @wisdomtrove
171:If you're studying Geology, which is all facts, as soon as you get out of school you forget it all, but Philosophy you remember just enough to screw you up for the rest of your life. ~ steve-martin, @wisdomtrove
172:The notion that a story has a message assumes that it can be reduced to a few abstract words, neatly summarized in a school or college examination paper or a brisk critical review. ~ ursula-k-le-guin, @wisdomtrove
173:I have scary eyes. I look like the guy in &
174:Learn to be difficult when it counts. In school as in life, having a reputation for being assertive will help you receive preferential treatment without having to beg or fight for it every time. ~ tim-ferris, @wisdomtrove
175:A boy will learn more true wisdom in a public school in a year than by a private education in five. It is not from masters, but from their equals, that youth learn a knowledge of the world. ~ oliver-goldsmith, @wisdomtrove
176:Once you become very powerful and advanced, you must be willing to go back to school and start over, and go to a wise person who will show you the way. Very few people are willing to do that. ~ frederick-lenz, @wisdomtrove
177:Another school declares that all time has already transpired and that our life is only the crepuscular and no doubt falsified and mutilated memory or reflection of an irrecoverable process. ~ jorge-luis-borges, @wisdomtrove
178:There is nothing, I think, more unfortunate than to have soft, chubby, fat-looking children who go to watch their school play basketball every Saturday and regard that as their weeks exercise. ~ john-f-kennedy, @wisdomtrove
179:In the advanced practice, the relationship between the Zen master and the student becomes very terse. The Zen master will expect things of the student because the student is in graduate school. ~ frederick-lenz, @wisdomtrove
180:I am I because my little dog knows me but, creatively speaking the little dog knowing that you are you and your recognising that he knows, that is what destroys creation. That is what makes school. ~ gertrude-stein, @wisdomtrove
181:I myself grew up when radio was very important. I'd come home from school and turn on the radio. There were funny comedians and wonderful music, and there were plays. I used to pass time with radio. ~ kurt-vonnegut, @wisdomtrove
182:Children are not deceived by fairy-tales; they are often and gravely deceived by school-stories. Adults are not deceived by science-fiction ; they can be deceived by the stories in the women's magazines. ~ c-s-lewis, @wisdomtrove
183:I found that the breakthroughs for me, as I went through school, came through sexuality, explorations of consciousness, reading, loving, friends, time in nature, and through psychedelic experiences. ~ frederick-lenz, @wisdomtrove
184:The learning we received only tended to obscure our vision. From the day we went to school we learned nothing; on the contrary, we were made obtuse, we were wrapped in a fog of words and abstractions. ~ henry-miller, @wisdomtrove
185:I got the idea [for Anthem's theme] in my school days, in Soviet Russia, when I heard all the vicious attacks on individualism, and asked myself what the world would be like if men lost the word &
186:Every city should make the common school so rich, so large, so ample, so beautiful in its endowments, and so fruitful in its results, that a private school will not be able to live under the drip of it. ~ henry-ward-beecher, @wisdomtrove
187:In poetry, and in my study in graduate school, I was drawn to a particular poet, Theodore Roethke. I did a dissertation on "The Evolution of Matter and Spirit in the Poetry of Theodore Roethke" for my Ph.D. ~ frederick-lenz, @wisdomtrove
188:I did go to school - my kind of school. When I was a kid I went out ... and you meet people. You talk to them. Anybody says something that makes sense, it stays with you, rubs off on you. That kind of school. ~ george-burns, @wisdomtrove
189:It is largely because the free-thinkers, as a school, have hardly made up their minds whether they want to be more optimist or more pessimist than Christianity that their small but sincere movement has failed. ~ g-k-chesterton, @wisdomtrove
190:I cannot but say a word and look my disapproval when I hear that my country is spending millions for war and war engines-more, I have heard, than twice as much as the entire public school system costs the nation. ~ hellen-keller, @wisdomtrove
191:In Atlantis, children who were spiritually evolved from meditative practices in their previous lives were brought to the Mystery School for training by older members of the Order who psychically recognized them. ~ frederick-lenz, @wisdomtrove
192:The person who stops studying merely because he has finished school is forever hopelessly doomed to mediocrity, no matter what may be his calling. The way of success is the way of continuous pursuit of knowledge. ~ napoleon-hill, @wisdomtrove
193:For me, that emotional payoff is what it’s all about. I want you to laugh or cry when you read a story... or do both at the same time. I want your heart, in other words. If you want to learn something, go to school. ~ stephen-king, @wisdomtrove
194:I'll go to a city, a school, and give a lecture because I can feel someone there. I inwardly see first their is someone there who is waiting. Where they'll show up or not, I don't know. That depneds upon many factors. ~ frederick-lenz, @wisdomtrove
195:To consider the school as a place where instruction is given is one point of view. But, to consider the school as a preparation for life is another. In the latter case, the school must satisfy all the needs of life. ~ maria-montessori, @wisdomtrove
196:It was still quiet in the house, and not a sound was heard from outside, either. Were it not for this silence, my reverie would probably have been disrupted by reminders of daily duties, of getting up and going to school. ~ hermann-hesse, @wisdomtrove
197:I found one day in school a boy of medium size ill-treating a smaller boy. I expostulated, but he replied: ‘The bigs hit me, so I hit the babies; that’s fair.’ In these words he epitomized the history of the human race. ~ bertrand-russell, @wisdomtrove
198:My vision of the future is no longer of people taking exams and proceeding from secondary school to University but of passing from one stage of independence to a higher, by means of their own activity and effort of will. ~ maria-montessori, @wisdomtrove
199:I have written 240 books on a wide variety of topics. . . . Some of it I based on education I received in my school, but most of it was backed by other ways of learning - chiefly in the books I obtained in the public library. ~ isaac-asimov, @wisdomtrove
200:You know, I don't think a lot about why one book connects with its readers and another doesn't. Probably because I don't want to start thinking, "Am I popular?" I spent way too much time thinking about that in high school. ~ ursula-k-le-guin, @wisdomtrove
201:I don't like that sort of school... where the bright childish imagination is utterly discouraged... where I have never seen among the pupils, whether boys or girls, anything but little parrots and small calculating machines. ~ charles-dickens, @wisdomtrove
202:If Harvard is $60,000 and University of Toronto, where I went to school, is maybe six. So you're really telling me that education is 10 times better at Harvard than it is at University of Toronto? That seems ridiculous to me. ~ malcolm-gladwell, @wisdomtrove
203:I am embarrassed to admit what drew me to psychology. I didn't want to go to medical school. I was getting good grades in psychology and I was charismatic and people in the psychology department liked me. It was as low a level as that. ~ ram-das, @wisdomtrove
204:I was an All-American in wrestling in high school, was National Champion in Chinese kickboxing in 1999 and have spent a lot of time around professional athletes, which includes my eight-plus years as CEO of a sports nutrition company. ~ tim-ferris, @wisdomtrove
205:I was in enough to get along with people. I was never socially inarticulate. Not a loner. And that saved my life, saved my sanity. That and the writing. But to this day I distrust anybody who thought school was a good time. Anybody. ~ stephen-king, @wisdomtrove
206:I never went to school more than six months in my life, but I can say this: that among my earliest recollections, I remember how, when a mere child, I used to get irritated when anybody talked to me in a way I could not understand. ~ abraham-lincoln, @wisdomtrove
207:A surfer is poised on a wave on his board, cutting quickly to the left. He'll always be there, in that moment. He's never left it. He had no birth, he didn't go to school, he didn't purchase the board; none of those things ever were. ~ frederick-lenz, @wisdomtrove
208:I'm so excited about school. I'm such a shameless student. I laid my clothes out last night, just like I did before my first day of first grade, with my patent leather shoes and my new lunch box. I hope the teacher will like me :) ~ elizabeth-gilbert, @wisdomtrove
209:One thing I learned, with permission of the school committee of Indianapolis, was that when a tyrant or a government gets in trouble it wonders what to do. Declare war! Then nothing else matters. It's like chess; when in doubt, castle. ~ kurt-vonnegut, @wisdomtrove
210:I went to high school in Indianapolis I learned how to walk around looking tough because everybody had to do that. I go out there occasionally and they're still doing it, walking around looking very tough because something might happen. ~ kurt-vonnegut, @wisdomtrove
211:What's going to happen is, very soon, we're going to run out of petroleum, and everything depends on petroleum. And there go the school buses. There go the fire engines. The food trucks will come to a halt. This is the end of the world. ~ kurt-vonnegut, @wisdomtrove
212:The only industries that function well are the industries that take responsibility for training. The Japanese, you know, assume that when you first come to work you know absolutely nothing. School isn't preparation for work and never was. ~ peter-drucker, @wisdomtrove
213:We developed at the local school district level probably the best public school system in the world. Or it was until the Federal government added Federal interference to Federal financial aid and eroded educational quality in the process. ~ ronald-reagan, @wisdomtrove
214:I was dyslexic, I had no understanding of schoolwork whatsoever. I certainly would have failed IQ tests. And it was one of the reasons I left school when I was 15 years old. And if I - if I'm not interested in something, I don't grasp it. ~ richard-branson, @wisdomtrove
215:Progress was a labyrinth ... people plunging blindly in and then rushing wildly back, shouting that they had found it ... the invisible king-the élan vital-the principle of evolution ... writing a book, starting a war, founding a school. ~ f-scott-fitzgerald, @wisdomtrove
216:They had become a fixed star in the shifting firmament of the high school's relationships, the acknowledged Romeo and Juliet. And she knew with sudden hatefulness that there was one couple like them in every white suburban high school in America. ~ stephen-king, @wisdomtrove
217:I believe that all the survivors are mad. One time or another their madness will explode. You cannot absorb that much madness and not be influenced by it. That is why the children of survivors are so tragic. I see them in school. They don't know how ~ elie-wiesel, @wisdomtrove
218:With my childhood, it's a wonder I'm not psychotic. I was the little Jewish boy in the non-Jewish neighbourhood. It was a little like being the first Negro enrolled in the all-white school. I grew up in libraries and among books, without friends. ~ abraham-maslow, @wisdomtrove
219:Christmas can be celebrated in the school room with pine trees, tinsel and reindeers, but there must be no mention of the man whose birthday is being celebrated. One wonders how a teacher would answer if a student asked why it was called Christmas. ~ ronald-reagan, @wisdomtrove
220:The tragedy is that society (your school, your boss, your government, your family) keeps drumming the genius part out. The problem is that our culture has engaged in a Faustian bargain, in which we trade our genius and artistry for apparent stability. ~ seth-godin, @wisdomtrove
221:The new school of art and thought does indeed wear an air of audacity, and breaks out everywhere into blasphemies, as if it required any courage to say a blasphemy. There is only one thing that it requires real courage to say, and that is a truism. ~ g-k-chesterton, @wisdomtrove
222:I have always been absurdly, ridiculously tall. To give you an idea- when we went on school trips to Interesting and Improving Places, the form-master wouldn't say "Meet under the clock tower," or "Meet under the War Memorial," but "Meet under Adams. ~ douglas-adams, @wisdomtrove
223:The world in books seemed so much more alive to me than anything outside. I could see things I'd never seen before. Books and music were my best friends. I had a couple of good friends at school, but never met anyone I could really speak my heart to. ~ haruki-murakami, @wisdomtrove
224:Religion is not a fractional thing that can be doled out in fixed weekly or daily measures as one among various subjects in the school syllabus. It is the truth of our complete being, the consciousness of our personal relationship with the infinite. ~ rabindranath-tagore, @wisdomtrove
225:At the time we’re stuck in it, like hostages locked in a Turkish bath, high school seems the most serious business in the world to just about all of us. It’s not until the second or third class reunion that we start realizing how absurd the whole thing was. ~ stephen-king, @wisdomtrove
226:School was the unhappiest time of my life and the worst trick it ever played on me was to pretend that it was the world in miniature. For it hindered me from discovering how lovely and delightful and kind the world can be, and how much of it is intelligible. ~ e-m-forster, @wisdomtrove
227:The cost of one modern heavy bomber is this: a modern brick school in more than 30 cities ... We pay for a single fighter with a half million bushels of wheat. We pay for a single destroyer with new homes that could have housed more than 8,000 people. ~ dwight-eisenhower, @wisdomtrove
228:Both the Winter and the Summer Solstices are expressions of love. They show us the opposition of light and dark, expansion and contraction, that characterize our experiences in the Earth school so that we can recognize our options as we move through our lives. ~ gary-zukav, @wisdomtrove
229:When we accept any discipline for ourselves, we try to avoid everything except that which is necessary for our purpose; it is this purposefulness, which belongs to the adult mind, that we force upon school children. We say, "Never keep your mind aler. ~ rabindranath-tagore, @wisdomtrove
230:All this pitting of sex against sex, of quality against quality; all this claiming of superiority and imputing of inferiority belong to the private-school stage of human existence where there are sides, and it is necessary for one side to beat another side. ~ virginia-woolf, @wisdomtrove
231:It's hard for me to talk to her. All I can do when I look at her is think about the day when I won't be able to. So I spend all my time at school thinking about her, wishing I could see her right then, but when I get to her house, I don't know what to say. ~ nicholas-sparks, @wisdomtrove
232:We were taught to be dependable, responsible, the top of our classes at school, the most organized and efficient babysitters in town, the very miniature models of our hardworking farmer/nurse mother, a pair of junior Swiss Army knives, born to multitask. ~ elizabeth-gilbert, @wisdomtrove
233:George Carlin's album, &
234:It is not that the Englishman can't feel-it is that he is afraid to feel. He has been taught at his public school that feeling is bad form. He must not express great joy or sorrow, or even open his mouth too wide when he talks-his pipe might fall out if he did. ~ e-m-forster, @wisdomtrove
235:You and your friends could plan the trip of a lifetime in 6-18 months to visit the completed school, teeming with dozens or hundreds of students who greet you with smiles and thank you letters. You'll know it's your school because your names will be on the door. ~ tim-ferris, @wisdomtrove
236:That was always my experience-a poor boy in a rich town; a poor boy in a rich boy's school; a poor boy in a rich man's club at Princeton ... . However, I have never been able to forgive the rich for being rich, and it has colored my entire life and works. ~ f-scott-fitzgerald, @wisdomtrove
237:Tis pleasing to be school'd in a strange tongue By female lips and eyes&
238:We lived in a neighborhood that was too rich for us. When I was young, I had to deliver groceries to the homes of the kids I went to school with. I had to go to the back doors to make the deliveries. It was embarrassing. That was one thing out of a hundred. ~ rodney-dangerfield, @wisdomtrove
239:Let no Christian parents fall into the delusion that Sunday School is intended to ease them of their personal duties. The first and most natural condition of things is for Christian parents to train up their own children in the nurture and admonition of the Lord. ~ charles-spurgeon, @wisdomtrove
240:The family should be a closely knit group. The home should be a self-contained shelter of security; a kind of school where life's basic lessons are taught; and a kind of church where God is honored; a place where wholesome recreation and simple pleasures are enjoyed. ~ billy-graham, @wisdomtrove
241:We've got to fight against bigness. If a school gets too large, you lose an intimacy with the students; they begin to feel they're just part of a big complex. I don't think you can create too well in a big plant. That's why I always tried to avoid bigness in the studio. ~ walt-disney, @wisdomtrove
242:I never studied science or physics at school, and yet when I read complex books on quantum physics I understood them perfectly because I wanted to understand them. The study of quantum physics helped me to have a deeper understanding of the Secret, on an energetic level. ~ rhonda-byrne, @wisdomtrove
243:It cannot reasonably be doubted, but a little miss, dressed in a new gown for a dancing-school ball, receives as complete enjoyment as the greatest orator, who triumphs in the splendour of his eloquence, while he governs the passions and resolutions of a numerous assembly. ~ david-hume, @wisdomtrove
244:School is at its best when it gives students the expectation that they will not only dream big, but dream dreams that they can work on every day until they accomplish  them-not because they were chosen by a black-box process, but because  they worked hard enough to reach them. ~ seth-godin, @wisdomtrove
245:The members of the Atlantean Mystery School were the earliest human explorers of the frontiers of inner space. Through their meditative journeys and explorations, they discovered many secret astral passageways that led to an infinite variety of other worlds and dimensions. ~ frederick-lenz, @wisdomtrove
246:Early in my school career, I turned out to be an incorrigible disciplinary problem. I could understand what the teacher was saying as fast as she could say it, I found time hanging heavy, so I would occasionally talk to my neighbor. That was my great crime, I talked in school. ~ isaac-asimov, @wisdomtrove
247:When we leave our child in nursery school for the first time, it won't be just our child's feelings about separation that we will have to cope with, but our own feelings as well-from our present and from our past, parents are extra vulnerable to new tremors from old earthquakes. ~ fred-rogers, @wisdomtrove
248:[On school uniforms] Don't these schools do enough damage making all these kids think alike, now they have to make them look alike too? It's not a new idea, either. I first saw it in old newsreels from the 1930s, but it was hard to understand because the narration was in German. ~ george-carlin, @wisdomtrove
249:A lot of us have all sorts of ideas, and we select some rather than others and give expression to those... and some works of art are more successful than others. Some languish in obscurity and are never heard of again, while others form the foundation of a whole school of art. ~ rupert-sheldrake, @wisdomtrove
250:I see men assassinated around me every day. I walk through rooms of the dead, streets of the dead, cities of the dead; men without eyes, men without voices; men with manufactured feelings and standard reactions; men with newspaper brains, television souls and high school ideas. ~ charles-bukowski, @wisdomtrove
251:One of the disadwantages of school and learning, he thought dreamily, was that the mind seemed to have the tendency too see and represent all things as though they were flat and had only two dimensions. This, somehow, seemed to render all matters of intellect shallow and worthless. ~ hermann-hesse, @wisdomtrove
252:There is nothing harder to learn than painting and nothing which most people take less trouble about learning. An art school is a place where about three people work with feverish energy and everybody else idles to a degree that I should have conceived unattainable by human nature. ~ g-k-chesterton, @wisdomtrove
253:The basis of your religion is injustice. The Son of God the pure, the immaculate, the innocent, is sacrificed for the guilty. This proves his heroism, but no more does away with man's sin than a school boy's volunteering to be flogged for another would exculpate a dunce from negligence. ~ lord-byron, @wisdomtrove
254:I loved to make people laugh in high school, and then I found I loved being on stage in front of people. I'm sure that's some kind of ego trip or a way to overcome shyness. I was very kind of shy and reserved, so there's a way to be on stage and be performing and balance your life out. ~ steve-martin, @wisdomtrove
255:&
256:Love is a word that is constantly heard, Hate is a word that is not. Love, I am told, is more precious than gold. Love, I have read, is hot. But hate is the verb that to me is superb, And Love but a drug on the mart. Any kiddie in school can love like a fool, But Hating, my boy, is an Art. ~ ogden-nash, @wisdomtrove
257:Forbid the day when vivisection shall be practised in every college and school, and when the man of science, looking forth over a world which will then own no other sway than his, shall exult in the thought that he has made of this fair earth, if not a heaven, at least a hell for animals. ~ lewis-carroll, @wisdomtrove
258:I knew I wanted to be in show business so I took the path of least resistance. I loved comedy. But you never know you are funny until people laugh. It's just what I was interested in. I could make people laugh, I guess, but doing it at school and doing it onstage are very different things. ~ steve-martin, @wisdomtrove
259:That's wrong," she declared. "Everyone must have one thing that they can excel at. It's just a matter of drawing it out, isn't it? But school doesn't know how to draw it out. It crushes the gift. It's no wonder most people never get to be what they want to be. They just get ground down. ~ haruki-murakami, @wisdomtrove
260:Today the West is awakening to its wants; and the "true self of man and spirit" is the watchword of the advanced school of Western theologians. The student of Sanskrit philosophy knows where the wind is blowing from, but it matters not whence the power comes so longs as it brings new life. ~ swami-vivekananda, @wisdomtrove
261:Your soul is that part of you that existed before you were born and will continue to exist after you die. [It] is immortal. You are a powerful and creative compassionate and loving spirit that has entered the Earth school to learn lessons and to give gifts. Your personality is a tool of your soul. ~ gary-zukav, @wisdomtrove
262:I'd be satisfied just coaching in high school. I turned down a number of colleges when I was teaching in South Bend, Indiana, before I went into the service. I honestly believe that if I hadn't enlisted in the service, I would never have left high school teaching. I'm sure I would have never left. ~ john-wooden, @wisdomtrove
263:I hope that my ideas attract a lively dialogue, even if my sentences are simple. Simple sentences have always served me well. And I don't use semicolons. It's hard to read anyway, especially for high school kids. Also, I avoid irony, too. I don't like people saying one thing and meaning the other. ~ kurt-vonnegut, @wisdomtrove
264:I've been thinking of humorous things since I was... I can't remember when. All the way through elementary school, all the way through junior high, all the way through high school, through college and after college, I was thinking of the same kinds of things that I say in front of an audience now. ~ steven-wright, @wisdomtrove
265:Do you think it's funny to be so serious when I'm not even out of high school?' she asked. &
266:Once a musician has enough ability to get into a top music school, the thing that distinguishes one performer from another is how hard he or she works. That's it. And what's more, the people at the very top don't work just harder or even much harder than everyone else. They work much, much harder. ~ malcolm-gladwell, @wisdomtrove
267:A whetstone is no carving instrument, And yet it maketh sharp the carving tool; And if you see my efforts wrongly spent, Eschew that course and learn out of my school; For thus the wise may profit by the fool, And edge his wit, and grow more keen and wary, For wisdom shines opposed to its contrary. ~ geoffrey-chaucer, @wisdomtrove
268:By the age of three, the child has already laid down the foundations of his personality as a human being, and only then does he need the help of special scholastic influences. So great are the conquests he has made that one may well say: the child who goes to school at three is already a little man. ~ maria-montessori, @wisdomtrove
269:Emotions are classes in the Earth school. Some classes are about fear, and some are about love. The Universe is your tutor, and your classroom is your life. The main course in the Earth school, Authentic Power, is the same for everyone, but different students need different courses in order to complete it. ~ gary-zukav, @wisdomtrove
270:I remember when I was in high school I didn't have a new dress for each special occasion. The girls would bring the fact to my attention, not always too delicately. The boys, however, never bothered with the subject. They were my friends, not because of the size of my wardrobe but because they liked me. ~ marilyn-monroe, @wisdomtrove
271:School is established, not in order that it should be convenient for the children to study, but that teachers should be able to teach in comfort. The children's conversations, motion, merriment are not convenient for the teacher, and so in the schools, which are built on the plan of prisons, are prohibited. ~ leo-tolstoy, @wisdomtrove
272:After I graduated from high school, one of the former workers on our farm asked if I would be willing to join him in selling Fuller brushes through the summer. It seemed like a perfect way to make some money for college. And being away from my parents and learning to make my own way gave me self confidence. ~ billy-graham, @wisdomtrove
273:The jovial party broke up next morning. Breakings-up are capital things in our school-days, but in after life they are painful enough. Death, self-interest, and fortune's changes, are every day breaking up many a happy group, and scattering them far and wide; and the boys and girls never come back again. ~ charles-dickens, @wisdomtrove
274:I was foreign and Jewish, with a funny name, and was very small and hated sport, a real problem at an English prep school. So the way to get round it was to become the school joker, which I did quite effectively - I was always fooling around to make the people who would otherwise dump me in the loo laugh. ~ alain-de-botton, @wisdomtrove
275:I liked school, but I used to dread those moments when the teacher would call me up to give an oral report. I forced myself to deal with it and not dwell on the class in front of me - to keep a straight face, give the report and concentrate on getting it right. That's normally how I perform. That's how I am. ~ steven-wright, @wisdomtrove
276:And what is called history at school, and all we learn by heart there about heroes and geniuses and great deeds and fine emotions, is all nothing but a swindle invented by the schoolmasters for educational reasons to keep children occupied for a given number of years. It has always been so and always will be. ~ hermann-hesse, @wisdomtrove
277:No man can do both effective and decent work in public life unless he is a practical politician on the one hand, and a sturdy believer in Sunday-school politics on the other. He must always strive manfully for the best, and yet, like Abraham Lincoln, must often resign himself to accept the best possible. ~ theodore-roosevelt, @wisdomtrove
278:There is nothing that teaches you more than regrouping after failure and moving on. Yet most people are stricken with fear. They fear failure so much that they fail. They are too conditioned, too used to being told what to do. It begins with the family, runs through school and goes into the business world. ~ charles-bukowski, @wisdomtrove
279:In my family we got up in the mornings around three o'clock and went out to the barns to bring the cows in and milk. In high school I milked about twenty cows every morning and about twenty in the afternoon when I got home. I have wonderful memories from those early days when my parent's influence was so strong. ~ billy-graham, @wisdomtrove
280:I didn't like anybody in that school. I think they knew that. I think that's why they disliked me. I didn't like the way they walked or looked or talked, but I didn't like my mother or father either. I still had the feeling of being surrounded by white empty space. There was always a slight nausea in my stomach. ~ charles-bukowski, @wisdomtrove
281:I don’t think people realise how vital libraries are or what a colossal danger it would be if we were to lose any more. Having had a truncated school life myself, all of my education from the age of 17 has been self-taught. I wouldn’t be the person I am today if it wasn’t for the opportunities the library gave me. ~ alan-moore, @wisdomtrove
282:I think the greatest gift we can give our children is the experience of deep quiet. If we don’t help our children cultivate contemplation, reflection, prayer, meditation, or whatever other practice of mindfulness, then they’re likely to be completely spun out of their center by the time they’re in grade school. ~ marianne-williamson, @wisdomtrove
283:The trick at every turn was to endure the test of living for as long as possible. The odds of survival were punishingly slim, for the world was naught by a school of calamity and an endless burning furnace of tribulation. But those who survived the world shaped it&
284:While one is young is the time to investigate, to experiment with everything. The school should help its young people to discover their vocations and responsibilities, and not merely cram their minds with facts and technical knowledge; it should be the soil in which they can grow without fear, happily and integrally. ~ jiddu-krishnamurti, @wisdomtrove
285:Through your love for each other, through learning the art of making one person happy, you learn to express your love for the whole of humanity and all beings. Please help us develop the curriculum for the Institute for the Happiness of One Person. Don't wait until we open the school. You can begin practicing right away. ~ thich-nhat-hanh, @wisdomtrove
286:The people with very hard problems are understood by God. He knows what wretched machines they are trying to drive. Some day he will fling them away and give those people new ones; then they may astonish everyone, for they learned their driving in a hard school. Some of the last will be first and some of the first will be last. ~ c-s-lewis, @wisdomtrove
287:I set up this magazine called Student when I was 16, and I didn't do it to make money - I did it because I wanted to edit a magazine. There wasn't a national magazine run by students, for students. I didn't like the way I was being taught at school. I didn't like what was going on in the world, and I wanted to put it right. ~ richard-branson, @wisdomtrove
288:At school I pretended I had a normal life, but I felt lonely all the time and different from everyone else. I never felt like I fit in, and I wasn't allowed to participate in after-school activities, go to sports events or parties or date boys. Many times I had to make up stories about why I couldn't do anything with my classmates. ~ joyce-meyer, @wisdomtrove
289:I come from somewhere and from specific black people in the South, including my parents, who built our first school, and rebuilt it after it was burned to the ground. And they used to bake pies and cakes to raise money to keep it going. So, I learned to struggle from a very early way in a way that was truly indigenous to the South. ~ alice-walker, @wisdomtrove
290:The president is that invisible force that makes a school of fish suddenly change direction, so that everyone &
291:The time has come for an all-out war against poverty. The rich nations must use their vast resources of wealth to develop the underdeveloped, school the unschooled, and feed the unfed. Ultimately a great nation is a compassionate nation. No individual or nation can be great if it does not have a concern for "the least of these". ~ martin-luther-king, @wisdomtrove
292:If we take in our hand any volume; of divinity or school metaphysics, for instance; let us ask, Does it contain any abstract reasoning concerning quantity or number? No. Does it contain any experimental reasoning concerning matter of fact and existence? No. Commit it then to the flames: for it can contain nothing but sophistry and illusion. ~ david-hume, @wisdomtrove
293:The single most important thing to remember about any enterprise is that results exist only on the outside.The result of a business is a satisfied customer. The result of a hospital is a satisfied patient. The result of a school is a student who has learned something and puts it to work ten years later. Inside an enterprise there are only costs. ~ peter-drucker, @wisdomtrove
294:To be so bent on Marriage - to pursue a man merely for the sake of situation - is a sort of thing that shocks me; I cannot understand it. Poverty is a great Evil, but to a woman of Education and feeling it ought not, it cannot be the greatest. I would rather be a teacher at a school (and I can think of nothing worse) than marry a man I did not like. ~ jane-austen, @wisdomtrove
295:And those handmade presents that children often bring home from school: They have so much value! The value is that the child put whatever he or she could into making them. The way we parents respond to the giving of such gifts is very important. To the child the gift is really self, and they want so much for their selves to be acceptable, to be loved. ~ fred-rogers, @wisdomtrove
296:You know, if I look at an auditorium full of high school students and the big man on campus and his girlfriend are busy talking while the lecture's going on, the rest of the room is going to do it because they're powerful sneezers. They have influence. They reach out to a whole bunch of people in a way that makes the idea of being disrespectful spread. ~ seth-godin, @wisdomtrove
297:I don't know what to do!" cried Scrooge, laughing and crying in the same breath; and making a perfect Laocoön of himself with his stockings. "I am as light as a feather, I am as happy as an angel, I am as merry as a school-boy. I am as giddy as a drunken man. A merry Christmas to every-body! A happy New Year to all the world! Hallo here! Whoop! Hallo! ~ charles-dickens, @wisdomtrove
298:I would like to dissolve the $10 billion national Department of Education created by President Carter and turn schools back to the local school districts, where we built the greatest public school system the world has ever seen. I think I can make a case that the decline in the quality of public education began when federal aid became federal interference. ~ ronald-reagan, @wisdomtrove
299:If there is a central theme to what I called "a peaceful warrior's approach to living," and to The Four Purposes of Life, it is that there may be innumerable techniques or methods one can learn (from the Eastern spiritual cultures and from the Western psychological tradition), but that above and beyond all these technologies waits the school of everyday life. ~ dan-millman, @wisdomtrove
300:The First Amendment of the Constitution was not written to protect the people from religion; that amendment was written to protect religion from government tyranny. . . But now we're told our children have no right to pray in school. Nonsense. The pendulum has swung too far toward intolerance against genuine religious freedom. It is time to redress the balance. ~ ronald-reagan, @wisdomtrove
301:Life is a creative process, not a journey of discovery or a school of learning. You're not discovering yourself, but recreating yourself. So don't try and figure out who you are, but establish who you want to be. You create your reality every minute, probably without realizing it. You can be, do, and have whatever you can imagine. Didn't I say you were gods? ~ neale-donald-walsch, @wisdomtrove
302:What I got in Sunday school ... was simply a firm conviction that the Christian faith was full of palpable absurdities, and the Christian God preposterous... . The act of worship, as carried on by Christians, seems to me to be debasing rather than ennobling. It involves groveling before a being who, if he really exists, deserves to be denounced instead of respected. ~ h-l-mencken, @wisdomtrove
303:It is extremely important that adequate provision be made for reasonable levels of income to them, for the care of the children which they must leave at home or in school, and for protection of the family unit. One of the prime objectives of the Commission on the Status of Women, which I appointed 18 months ago, is to develop a program to accomplish these purposes. ~ john-f-kennedy, @wisdomtrove
304:By habits of thrift and economy, by way of the industrial school and college, we are coming up. We are crawling up, working up, yea, bursting up-often through oppression, unjust discrimination and prejudice-but through them all we are coming up, and with proper habits, intelligence, and property, there is no power on earth than can permanently stay our progress. ~ booker-t-washington, @wisdomtrove
305:I think great businessmen are more likely made than born. I don't know if it's from your upbringing, your parental background, the struggles you go through. In my own particular situation, I left school at 15 and I was struggling to survive in the jungle and that was a great education. So I think just getting out there, hands on, learning to survive teaches you a lot. ~ richard-branson, @wisdomtrove
306:The poet, as everyone knows, must strike his individual note sometime between the ages of fifteen and twenty-five. He may hold it a long time, or a short time, but it is then that he must strike it or never. School and college have been conducted with the almost express purpose of keeping him busy with something else till the danger of his ever creating anything is past. ~ robert-frost, @wisdomtrove
307:When I was a teenager, I didn't get to do a lot of the things that other kids my age were doing because my dad was very controlling and he wouldn't allow me to go to school activities, like games and dances. So I didn't have positive expectations for my future or really dream about what I could do with my life. I was just trying to survive until I could get out on my own. ~ joyce-meyer, @wisdomtrove
308:I ask particularly that those of you who are now in school will prepare yourselves to bear the burden of leadership over the next 40 years here in the United States, and make sure that the United States - which I believe almost alone has maintained watch and ward for freedom - that the United States meet its responsibility. That is a wonderful challenge for us as a people. ~ john-f-kennedy, @wisdomtrove
309:It is very important that children learn from their fathers and mothers how to love one another- not in the school, not from the teacher, but from you. It is very important that you share with your children the joy of that smile.  There will be misunderstandings; every family has its cross, its suffering.  Always be the first to forgive with a smile.  Be cheerful, be happy. ~ mother-teresa, @wisdomtrove
310:So I believe in singing to such an extent that if I were asked to redesign the British educational system, I would start by insisting that group singing become a central part of the daily routine. I believe it builds character and, more than anything else, encourages a taste for co-operation with others. This seems to be about the most important thing a school could do for you. ~ brian-eno, @wisdomtrove
311:School days, I believe, are the unhappiest in the whole span of human existence. They are full of dull, unintelligible tasks, new and unpleasant ordinances, brutal violations of common sense and common decency. It doesn't take a reasonably bright boy long to discover that most of what is rammed into him is nonsense, and that no one really cares very much whether he learns it or not. ~ h-l-mencken, @wisdomtrove
312:At school he had done things which had formerly seemed to him very horrid and made him feel disgusted with himself when he did them; but when later on he saw that such actions were done by people of good position and that they did not regard them as wrong, he was able not exactly to regard them as right, but to forget about them entirely or not be at all troubled at remembering them. ~ leo-tolstoy, @wisdomtrove
313:I may not be much, but I'm all I've got. Maybe you need a magnifying glass to find my face in my high school graduation photo. Maybe I haven't got any family or friends. Yes, yes, I know all that. But, strange as it might seem, I'm not entirely dissatisfied with life... I feel pretty much at home with what I am. I don't want to go anywhere. I don't want any unicorns behind fences. ~ haruki-murakami, @wisdomtrove
314:Whatever their temperament, if children are part of your life, encourage them to pause for a moment at the end of the day (or at any other natural interval, such as the last minute before the school bell) to remember what went well and think about things that make them happy (e.g., a pet, their parents’ love, a goal scored in soccer). Then have those positive feelings and thoughts sink in. ~ rick-hanson, @wisdomtrove
315:And what is a good citizen? Simply one who never says, does or thinks anything that is unusual.  Schools are maintained in order to bring this uniformity up to the highest possible point.  A school is a hopper into which children are heaved while they are still young and tender; therein they are pressed into certain standard shapes and covered from head to heels with official rubber-stamps. ~ h-l-mencken, @wisdomtrove
316:Approximately one-third of all homes in 1940 did not have running water, indoor toilets, or bathtub/showers, and more than half had no central heating. If you were twenty-five years or older in 1940, you would have stood only a 40 percent chance of having completed the eighth grade, a 25 percent chance of having graduated from high school, and only a 5 percent chance of having finished college. ~ sonja-lyubomirsky, @wisdomtrove
317:But the others, those who tried to bring Jesus to life at the call of love, found it a cruel task to be honest. The critical study of the life of Jesus has been for theology a school of honesty. The world had never seen before, and will never see again, a struggle for truth so full of pain and renunciation as that of which the Lives of Jesus of the last hundred years contain the cryptic record. ~ albert-schweitzer, @wisdomtrove
318:The religious school she went to, growing up, Ms. Wright said how all the girls had to wear a scarf tied to cover their ears at all times. Based on the biblical idea that the Virgin Mary became pregnant when the Holy Spirit whispered in her ear. The idea that ears were vaginas. That, hearing just one wrong idea, you lost your innocence. One detail too many and you'd be ruined. Overdosed on information. ~ chuck-palahniuk, @wisdomtrove
319:I had come to realize the importance of the Nation, and of shared, communal, social responsibility, to be held as equally important as individual concerns. The elderly, the widowed, newly married couples, the poor, the unemployed, disbanded soldiers and children, who would be required to attend school, must be provided for from state funds. And all this support is not the nature of charity, but of a right. ~ thomas-paine, @wisdomtrove
320:Any day you had gym class was a weird school day. It started off normal. You had English, Social Studies, Geometry, then suddenly your in Lord of the Flies for 40 minutes. Your hanging from a rope, you have hardly any clothes on, teachers are yelling at you, kids are throwing dodge balls at you and snapping towels - you're trying to survive. And then it's Science,Language, and History. Now that is a weird day. ~ jerry-seinfeld, @wisdomtrove
321:You know, small children take it as a matter of course that things will change every day and grown-ups understand that things change sooner or later and their job is to keep them from changing as long as possible. It’s only kids in high school who are convinced they’re never going to change. There’s always going to be a pep rally and there’s always going to be a spectator bus, somewhere out there in their future. ~ stephen-king, @wisdomtrove
322:The Earth school is not a concept. It is an an ongoing 3-dimesional, full colour, hi-fidelity, interactive multi-media experience that does not end until your soul goes home (until you die). Every moment in the earth school offers you important opportunities to learn about yourself. Those things have to do with your soul. The Earth school operates with exquisite perfection and efficiency whether you are aware of it or not. ~ gary-zukav, @wisdomtrove
323:I wonder how it turns out that we all lead such different lives. Take you and your sister, for example. You're born to the same parents, you grow up in the same household, you're both girls. How do you end up with such wildly different personalities?... One puts on a bikini like little semaphore flags and lies by the pool looking sexy, and the other puts on her school bathing suit and swims her heart out like a dolphin. ~ haruki-murakami, @wisdomtrove
324:I received the fundamentals of my education in school, but that was not enough. My real education, the superstructure, the details, the true architecture, I got out of the public library. For an impoverished child whose family could not afford to buy books, the library was the open door to wonder and achievement, and I can never be sufficiently grateful that I had the wit to charge through that door and make the most of it. ~ isaac-asimov, @wisdomtrove
325:I know a good many men of great learning-that is, men born with an extraordinary eagerness and capacity to acquire knowledge. One and all, they tell me that they can't recall learning anything of any value in school. All that schoolmasters managed to accomplish with them was to test and determine the amount of knowledge that they had already acquired independently-and not infrequently the determination was made clumsily and inaccurately. ~ h-l-mencken, @wisdomtrove
326:Odd: I wish I could believe in reincarnation. Chief Porter: Not me. Once down the track is enough of a test. Pass me or fail me, Dear Lord, but don't make me go through high school again. Odd: If there's something we want so bad in this life but we can't have it, maybe we could get it the next time around. Chief Porter: Or maybe not getting it, accepting less without bitterness and being grateful for what we have is a part of what we're here to learn. ~ dean-koontz, @wisdomtrove
327:Reading was like an addiction; I read while I ate, on the train, in bed until late at night, in school, where I'd keep the book hidden so I could read during class. Before long I bought a small stereo and spent all my time in my room, listening to jazz records. But I had almost no desire to talk to anyone about the experience I gained through books and music. I felt happy just being me and no one else. In that sense I could be called a stack-up loner. ~ haruki-murakami, @wisdomtrove
328:If an American, because his skin is dark, cannot eat lunch in a restaurant open to the public, if he cannot send his children to the best public school available, if he cannot vote for the public officials who represent him, if, in short, he cannot enjoy the full and free life which all of us want, then who among us would be content to have the color of his skin changed and stand in his place? Who among us would then be content with the counsels of patience and delay? ~ john-f-kennedy, @wisdomtrove
329:I believe in an America where the separation of church and state is absolute - where no Catholic prelate would tell the president (should he be Catholic) how to act, and no Protestant minister would tell his parishoners for whom to vote - where no church or church school is granted any public funds or political preference - and where no man is denied public office merely because his religion differs from the president who might appoint him or the people who might elect him. ~ john-f-kennedy, @wisdomtrove
330:Accordingly, France Had Voltaire, and his school of negative thinkers, and England (or rather Scotland) had the profoundest negative thinker on record, David Hume: a man, the peculiarities of whose mind qualified him to detect failure of proof, and want of logical consistency, at a depth which French skeptics, with their comparatively feeble powers of analysis and abstractions stop far short of, and which German subtlety alone could thoroughly appreciate, or hope to rival. ~ john-stuart-mill, @wisdomtrove
331:George Berkeley was a bishop of the Church of England, who lived a.d. 1685– 1753. He was the founder of the modern school of Idealism, which system he developed largely upon the basis of Locke, Descartes, Spinoza and Leibnitz. He held that matter cannot be conceived to actually exist, the only real substance being mind; and that the material world is nothing but a complex of mental impressions which appear and disappear in accordance with established laws of nature. ~ william-walker-atkinson, @wisdomtrove
332:I could have spoken from Rhode Island where I have been staying ... But I felt that, in speaking from the house of Lincoln, of Jackson, and of Wilson, my words would better convey both the sadness I feel in the action I was compelled today to make and the firmness with which I intend to pursue this course until the orders of the federal court at Little Rock can be executed without unlawful interference." (On sending troops to enforce integration in Little Rock AR High School) ~ dwight-eisenhower, @wisdomtrove
333:When I was 15, I left school to start a magazine, and it became a success because I wouldn't take no for an answer. I remember banging on James Baldwin's door to ask for an interview when he came to England. Then I got Jean-Paul Sartre's home phone number and asked him to contribute. If I'd been 30, he might have said no, but I was a 15-year-old with passion and he was charmed. Making money was always just a side product of having a good time and creating things nobody'd seen before. ~ richard-branson, @wisdomtrove
334:I am opposed to writing about the private lives of living authors and psychoanalyzing them while they are alive. Criticism is getting all mixed up with a combination of the Junior FBI-men, discards from Freud and Jung and a sort of Columnist peep-hole and missing laundry list school. ... Every young English professor sees gold in them dirty sheets now. Imagine what they can do with the soiled sheets of four legal beds by the same writer and you can see why their tongues are slavering. ~ ernest-hemingway, @wisdomtrove
335:All that a university or final highest school. can do for us is still but what the first school began doing&
336:I imagine a school system that recognizes learning is natural, that a love of learning is normal, and that real learning is passionate learning. A school curriculum that values questions above answers... creativity above fact regurgitation... individuality above conformity.. and excellence above standardized performance... .. And we must reject all notions of &
337:I was twenty-one at the time, about to turn twenty-two. No prospect of graduating soon, and yet no reason to quit school. Caught in the most curiously depressing circumstances. For months I'd been stuck, unable to take one step in any new direction. The world kept moving on; I alone was at a standstill. In the autumn, everything took on a desolate cast, the colors swiftly fading before my eyes. The sunlight, the smell of the grass, the faintest patter of rain, everything got on my nerves. ~ haruki-murakami, @wisdomtrove
338:With any kind of physical test, I don't know what it is, I always seem to get competitive. Remember when you were in school and they'd do those hearing tests? And you'd really be listening hard, you know? I wanted to do unbelievable on the hearing test. I wanted them to come over to me after and go, &
339:Judaism, Christianity, and I'm sure other religions also, are having to deal with the fact that they may or may not have lived up at all times to the injunctions of their own mystical center. For instance, when I went to Sunday school, I remember learning more about Jewish history than about God. So, once again, that doesn't mean there's anything wrong with the Jewish religion, it just means that sometimes people are not fed the mystical food - the spiritual food - of their own religious background. ~ marianne-williamson, @wisdomtrove
340:When the students were asked to identify their race on a pretest questionnaire, that simple act was sufficient to prime them with all the negative stereotypes associated with African Americans and academic achievement. If a white student from a prestigious private high school gets a higher SAT score than a black student from an inner-city school, is it because she’s truly a better student, or is it because to be white and to attend a prestigious high school is to be constantly primed with the idea of smart? ~ malcolm-gladwell, @wisdomtrove
341:I think when we talk about corporal punishment, and we have to think about our own children, and we are rather reluctant, it seems to me, to have other people administering punishment to our own children, because we are reluctant, it puts a special obligation on us to maintain order and to send children out from our homes who accept the idea of discipline. So I would not be for corporal punishment in the school, but I would be for very strong discipline at home so we don't place an unfair burden on our teachers. ~ john-f-kennedy, @wisdomtrove
342:Is it not evident, in these last hundred years (when the Study of Philosophy has been the business of all the Virtuosi in Christendome) that almost a new Nature has been revealed to us? that more errours of the School have been detected, more useful Experiments in Philosophy have been made, more Noble Secrets in Opticks, Medicine, Anatomy, Astronomy, discover'd, than in all those credulous and doting Ages from Aristotle to us? So true it is that nothing spreads more fast than Science, when rightly and generally cultivated. ~ john-dryden, @wisdomtrove
343:Dear rulers ... I maintain that the civil authorities are under obligation to compel the people to send their children to school. ... If the government can compel such citizens as are fit for military service to bear spear and rifle, to mount ramparts, and perform other martial duties in time of war, how much more has it a right to compel the people to send their children to school, because in this case we are warring with the devil, whose object it is secretly to exhaust our cities and principalities of their strong men. ~ martin-luther, @wisdomtrove
344:Incapacity to appreciate certain types of beauty may be the condition sine qua non for the appreciation of another kind; the greatest capacity both for enjoyment and creation is highly specialized and exclusive, and hence the greatest ages of art have often been strangely intolerant. The invectives of one school against another, perverse as they are philosophically, are artistically often signs of health, because they indicate a vital appreciation of certain kinds of beauty, a love of them that has grown into a jealous passion. ~ george-santayana, @wisdomtrove
345:I suppose there is no place in the world where snobbery is quite so ever-present or where it is cultivated in such refined and subtle forms as in an English public school. Here at least one cannot say that English education’ fails to do its job. You forget your Latin and Greek within a few months of leaving school I studied Greek for eight or ten years, and now, at thirty-three, I cannot even repeat the Greek alphabet but your snobbishness, unless you persistently root it out like the bindweed it is, sticks by you till your grave. ~ george-orwell, @wisdomtrove
346:If you were an eighteen-year-old youth in a small village 5,000 years ago you’d probably think you were good-looking because there were only fifty other men in your village and most of them were either old, scarred and wrinkled, or still little kids. But if you are a teenager today you are a lot more likely to feel inadequate. Even if the other guys at school are an ugly lot, you don’t measure yourself against them but against the movie stars, athletes and supermodels you see all day on television, Facebook and giant billboards. ~ yuval-noah-harari, @wisdomtrove
347:He was resentful against all those in authority over him, and this, combined with a lazy indifference toward his work, exasperated every master in school. He grew discouraged and imagined himself a pariah; took to sulking in corners and reading after lights. With a dread of being alone he attached a few friends, but since they were not among the elite of the school, he used them simply as mirrors of himself, audiences before which he might do that posing absolutely essential to him. He was unbearably lonely, desperately unhappy. ~ f-scott-fitzgerald, @wisdomtrove
348:The conventional explanation for Jewish success, of course, is that Jews come from a literate, intellectual culture. They are famously the people of the book. There is surely something to that. But it wasn't just the children of rabbis who went to law school. It was the children of garment workers. And their critical advantage in climbing the professional ladder wasn't the intellectual rigor you get from studying the Talmud. It was the practical intelligence and savvy you get from watching your father sell aprons on Hester Street. ~ malcolm-gladwell, @wisdomtrove
349:Fathers are always so proud the first time they see their sons in uniform," she said. "I know Big John Karpinski was," I said. He is my neighbor to the north, of course. Big John's son Little John did badly in high school, and the police caught him selling dope. So he joined the Army while the Vietnam War was going on. And the first time he came home in uniform, I never saw Big John so happy, because it looked to him as though Little John was all straightened out and would amount to something. But then Little John came home in a body bag. ~ kurt-vonnegut, @wisdomtrove
350:It is doubtful whether God can bless a man greatly until he has hurt him deeply." God actually rises up storms of conflict in relationships at times in order to accomplish that deeper work in our character. We cannot love our enemies in our own strength. This is graduate-level grace. Are you willing to enter this school? Are you willing to take the test? If you pass, you can expect to be elevated to a new level in the Kingdom. For He brings us through these tests as preparation for greater use in the Kingdom. You must pass the test first. ~ aiden-wilson-tozer, @wisdomtrove
351:The slave labors, but with no cheer - it is not the road to respectability, it will honor him with no citizens' trust, it brings no bread to his family, no grain to his garner, no leisure in after-days, no books or papers to his children. It opens no school-house door, builds no church, rears for him no factory, lays no keel, fills no bank, earns no acres. With sweat and toil and ignorance he consumes his life, to pour the earnings into channels from which he does no drink, into hands that never honor him. But perpetually rob and often torment. ~ henry-ward-beecher, @wisdomtrove
352:Billy covered his head with his blanket. He always covered his head when his mother came to see him in the mental ward - always got much sicker until she went away. It wasn’t that she was ugly, or had bad breath or a bad personality. She was a perfectly nice, standard-issue, brown-haired, white woman with a high school education. She upset Billy simply by being his mother. She made him feel embarrassed and ungrateful and weak because she had gone through so much trouble to give him life, and to keep that life going, and Billy didn’t really like life at all. ~ kurt-vonnegut, @wisdomtrove
353:Nothing could have been worse for the development of my mind than Dr. Butler's school, as it was strictly classical, nothing else being taught, except a little ancient geography and history. The school as a means of education to me was simply a blank. During my whole life I have been singularly incapable of mastering any language. Especial attention was paid to versemaking, and this I could never do well. I had many friends, and got together a good collection of old verses, which by patching together, sometimes aided by other boys, I could work into any subject. ~ charles-darwin, @wisdomtrove
354:When we are fully mindful of the transience of things - an impending return home from an overseas adventure, a graduation, our child boarding the school bus for the first day of kindergarten, a close colleague changing jobs, a move to a new city - we are more likely to appreciate [be grateful for] and savor the remaining time that we do have. Although bittersweet experiences also make us sad, it is this sadness that prompts us, instead of taking it for granted, to come to appreciate the positive aspects of our vacation, colleague, or hometown; it's &
355:The world in books seemed so much more alive to me than anything outside. I could see things I'd never seen before. Books and music were my best friends. I had a couple of good friends at school, but never met anyone I could really speak my heart to. We'd just make small talk, play soccer together. When something bothered me, I didn't talk with anyone about it. I thought it over all by myself, came to a conclusion, and took action alone. Not that I really felt lonely. I thought that's just the way things are. Human beings, in the final analysis, have to survive on their own. ~ haruki-murakami, @wisdomtrove
356:The lower the family income, the higher the probability that the mother must work. Today, 1 out of 5 of these working mothers has children under 3. Two out of 5 have children of school age. Among the remainder, about 50 percent have husbands who earn less than $5,000 a year-many of them much less. I believe they bear the heaviest burden of any group in our Nation. Where the mother is the sole support of the family, she often must face the hard choice of either accepting public assistance or taking a position at a pay rate which averages less than two-thirds of the pay rate for men. ~ john-f-kennedy, @wisdomtrove
357:I'm sure everyone feels sorry for the individual who has fallen by the wayside or who can't keep up in our competitive society, but my own compassion goes beyond that to those millions of unsung men and women, who get up every morning, send the kids to school, go to work, try to keep up the payments on their house, pay exorbitant taxes to make possible compassion for the less fortunate, and as a result have to sacrifice many of their own desires and dreams and hopes. Government owes them something better than always finding a new way to make them share the fruit of their toils with others. ~ ronald-reagan, @wisdomtrove
358:The most unfair thing about life is the way it ends. I mean, life is tough. It takes up a lot of your time. What do you get at the end of it? A Death! What’s that, a bonus? I think the life cycle is all backwards. You should die first, get it out of the way. Then you live in an old age home. You get kicked out when you’re too young, you get a gold watch, you go to work. You work forty years until you’re young enough to enjoy your retirement. You do drugs, alcohol, you party, you get ready for high school. You go to grade school, you become a kid, you play, you have no responsibilities, you become a little baby, you go back into the womb, you spend your last nine months floating …and you finish off as an orgasm. ~ george-carlin, @wisdomtrove
359:If happiness is determined by expectations, then two pillars of our society – mass media and the advertising industry – may unwittingly be depleting the globe’s reservoirs of contentment. If you were an eighteen-year-old youth in a small village 5,000 years ago you’d probably think you were good-looking because there were only fifty other men in your village and most of them were either old, scarred and wrinkled, or still little kids. But if you are a teenager today you are a lot more likely to feel inadequate. Even if the other guys at school are an ugly lot, you don’t measure yourself against them but against the movie stars, athletes and supermodels you see all day on television, Facebook and giant billboards. ~ yuval-noah-harari, @wisdomtrove
360:This is what you shall do; Love the earth and sun and the animals, despise riches, give alms to everyone that asks, stand up for the stupid and crazy, devote your income and labour to others, hate tyrants, argue not concerning God, have patience and indulgence toward the people, take off your hat to nothing known or unknown or to any man or number of men, go freely with powerful uneducated persons and with the young and with the mothers of families, read these leaves in the open air every season of every year of your life, re-examine all you have been told at school or church or in any book, dismiss whatever insults your own soul, and your very flesh shall be a great poem and have the richest fluency not only in its words but in the silent lines of its lips and face and between the lashes of your eyes and in every motion and joint of your body. ~ walt-whitman, @wisdomtrove

*** NEWFULLDB 2.4M ***

1:I did drop out of school. ~ Don Was,
2:I was a dummy in school. ~ Alan Ladd,
3:Johnson Middle School, ~ Jake Maddox,
4:lower, until school ~ Betty G Birney,
5:I didn't love school. ~ Kim Kardashian,
6:Treat the past as a school. ~ Jim Rohn,
7:Foggy Bottom Law School. ~ John Grisham,
8:I swam in high school. ~ Jimmie Johnson,
9:I go to school by bus ~ Franklin W Dixon,
10:I was in choir [at school]. ~ Jon Gordon,
11:School's-out-for-summer!! ~ Alice Cooper,
12:Schwartz High School ~ A P J Abdul Kalam,
13:Tell tales out of school. ~ John Heywood,
14:Don't peak in high school. ~ Lizzy Caplan,
15:High school is the worst. ~ Jessica Brody,
16:High school sweethearts, ~ Jake Remington,
17:I hated school. Hated it. ~ Ozzy Osbourne,
18:I was going to like school. ~ R J Palacio,
19:The human heart is my school. ~ Anne Rice,
20:back to school on Monday. ~ Teresa Burrell,
21:Don't go to business school. ~ Paul Hawken,
22:I did plays in grade school. ~ Colin Hanks,
23:I was a high school throw-out. ~ Alan King,
24:Old-school as in Dark Ages. ~ Laird Barron,
25:I got PTSD from high school. ~ Tom Perrotta,
26:I'm a believer in film school. ~ Sean Durkin,
27:I'm an old-school guy. ~ LaDainian Tomlinson,
28:School is the cheapest police. ~ Horace Mann,
29:His public school scholarship had ~ Anonymous,
30:I didn't go to school a lot. ~ Victoria Abril,
31:I'd love to design a school. ~ Nolan Bushnell,
32:I'm an old-school type of guy. ~ Kevin Durant,
33:I never went to drama school. ~ Matthew Lewis,
34:well-you-did-break-school-rules ~ J K Rowling,
35:Adversity is a good school. ~ Charlotte Bronte,
36:I prefer the school of life. ~ Cassandra Clare,
37:Marriage is not a reform school. ~ Ann Landers,
38:I almost failed out of high school. ~ J D Vance,
39:I was a smart kid, but I hated school. ~ Eminem,
40:I was never very happy at school. ~ Dan Stevens,
41:I was quite naughty at school. ~ Gemma Arterton,
42:Private school girls are scary. ~ Reki Kawahara,
43:School was not a place I enjoyed. ~ Sean Harris,
44:There’s a bomb under the school. ~ Stuart Gibbs,
45:Art-school girls are very nice. ~ Anthony Mackie,
46:Comin' from the school of hard knocks, ~ Chuck D,
47:Heresie is the school of pride. ~ George Herbert,
48:I hated school with a passion. ~ Natasha Preston,
49:I loved doing problems in school. ~ Andrew Wiles,
50:I started drama in high school. ~ Daniel Cudmore,
51:I was a good student in school. ~ Kenan Thompson,
52:I was such a geek in school. ~ Katherine Jenkins,
53:I was terrible at school. ~ Kristin Scott Thomas,
54:I was very popular in high school. ~ NeNe Leakes,
55:Life is nothing but high school. ~ Kurt Vonnegut,
56:I always remember liking school. ~ Damon Lindelof,
57:I just didn't like going to school. ~ Justin Long,
58:I left school on my 15th birthday. ~ David Bailey,
59:I love school. I was a great student. ~ Joan Jett,
60:I'm too old-school to tweet. ~ Julianna Margulies,
61:In Kansas I have a chess school. ~ Anatoly Karpov,
62:Life is a school of probability. ~ Walter Bagehot,
63:School is cool. Thats why it rhymes ~ Terry Crews,
64:Solitude is the school for genius ~ Edward Gibbon,
65:We learn not in the school, but in life. ~ Seneca,
66:When it comes to problems at school, ~ Robyn Carr,
67:his school lessons had been unusually ~ Lois Lowry,
68:I like reading. I just hate school. ~ Armie Hammer,
69:I'm quite dyslexic in school. ~ Georgia May Jagger,
70:I never liked group work in school. ~ Brendan Fehr,
71:I used to like doing school plays. ~ Jamie Waylett,
72:I was a loser in high school. ~ Sean William Scott,
73:I went to school on Senior Skip Day. ~ Derek Jeter,
74:school before me, and we’d see her ~ Carolyn Brown,
75:The problem with education is school. ~ Mark Twain,
76:Time is the school in which we learn ~ Joan Didion,
77:what happened at school,” she said. ~ Barbara Park,
78:High school popularity is so fickle. ~ Kathy Reichs,
79:I treat Hollywood as my high school. ~ Charlie Puth,
80:I was a complete outsider in high school. ~ Karen O,
81:Life is a school of the spirit. ~ Stephen R Lawhead,
82:No brain, no gain. Stay in school. ~ Michael Jordan,
83:Play it cool, that's the old school rule man. ~ Nas,
84:School gets in the way of my learning. ~ Mark Twain,
85:School is pure psycology warfare. ~ Benjamin Lebert,
86:Suffering is wisdom's school teacher. ~ Lauren Kate,
87:Time is the school in which we learn. ~ Joan Didion,
88:You’re sending me to whore school, ~ Jason Matthews,
89:his old school that if there’d been ~ Jeffrey Archer,
90:I never worked on the school newspaper. ~ Jeff Bezos,
91:I was the hallway clown in high school. ~ J B Smoove,
92:I was voted most artistic in school. ~ Ryan McGinley,
93:Pranks vs school= pranks win all day ~ Justin Bieber,
94:School is the path, not the point. ~ Will Richardson,
95:School is very demanding these days. ~ Ross W Greene,
96:You’re such a school teacher. ~ Benjamin Alire S enz,
97:At school I was an anti-magnet for women. ~ Nick Cave,
98:Commerce is the school of cheating. ~ Luc de Clapiers,
99:High school was great when it ended. ~ Jennifer Stone,
100:New Dorp High School on Staten Island. ~ Andrew Gross,
101:School didn't work for me. I hated it. ~ Gary Paulsen,
102:School should be the best party in town ~ Peter Kline,
103:So far magic school was rubbish. ~ Sarah Rees Brennan,
104:Time is the school in which we learn.   ~ Joan Didion,
105:We were cruel, reptilian high school kids. ~ Otsuichi,
106:What did you ASK at school today? ~ Richard P Feynman,
107:Call school, tell them I'm lovesick. ~ Ellen Schreiber,
108:Don't do drugs, kids. Stay in school. ~ Jamie Zawinski,
109:I founded this school for the masses. ~ Atiku Abubakar,
110:I'm Jewish. Went to a Jewish school. ~ Jonathan Glazer,
111:I teach Sunday school, motherf*****. ~ Stephen Colbert,
112:London an’ buy all yer stuff fer school. ~ J K Rowling,
113:School should be the best party in town. ~ Peter Kline,
114:Skip business school. Educate yourself. ~ Josh Kaufman,
115:The first day of school is bullshit ~ Lauren Barnholdt,
116:There's no better school than real life. ~ Lisa Genova,
117:What are you? An after school special? ~ Richelle Mead,
118:Girls in my school were always prettier. ~ Bridget Hall,
119:I have always loved going to school. ~ Rudolph A Marcus,
120:I've never been to veterinary school. ~ Stephenie Meyer,
121:I was not the popular kid in school. ~ Gabriel Iglesias,
122:Love was life's hardest school of all. ~ Ivan Goncharov,
123:Lucifer is God in the public school system ~ Vinnie Paz,
124:School was finally out and I was standing ~ Jack Gantos,
125:than any other school. I spent the next few ~ J D Vance,
126:THE ADVENTURE OF THE PRIORY SCHOOL ~ Arthur Conan Doyle,
127:With the “SWAB JOB” school prank sign ~ Walter Isaacson,
128:You can pay for school, but you can't buy class ~ Jay Z,
129:If we are wise, we never leave school. ~ Horace Fletcher,
130:I hated school, didn't like the discipline. ~ Gary Gygax,
131:In every high school, there is a clique. ~ Janel Parrish,
132:I stay dipped like the first day of school. ~ Cappadonna,
133:My boarding school roommate was a mafia princess ~ Tijan,
134:Sunday school don't make you cool forever... ~ Sly Stone,
135:You never grow out of high school sadly. ~ Kate Bosworth,
136:Boarding school is a wicked thing. ~ Kristin Scott Thomas,
137:Expansion Leads To Fewer High School Dropouts ~ Anonymous,
138:High school was enough of a bitch as it was. ~ Jay McLean,
139:Hogwarts School of Witchcraft and Wizardry. ~ J K Rowling,
140:I didn’t have much school. Three years. ~ Pinetop Perkins,
141:I excelled in English while I was at school. ~ Jamie Bell,
142:I was not the hot, popular girl in school. ~ Alexis Knapp,
143:I went to art school when I was little. ~ Amanda Seyfried,
144:Part 3 BACK TO SCHOOL (THE NORMAL KIND) ~ James Patterson,
145:reviewed all the school’s security tapes. ~ Melinda Leigh,
146:To every class we have a school assign'd, ~ George Crabbe,
147:To the extent a school is like a factory, ~ Warren Berger,
148:A modern school where football is taught. ~ Ambrose Bierce,
149:He who opens a school door, closes a prison. ~ Victor Hugo,
150:I learned nothing while I was in school. ~ Lorraine Bracco,
151:I taught high school students Spanish. ~ Daniela Bobadilla,
152:I think you can go to school at any age. ~ AnnaSophia Robb,
153:It was called Nine Gates Mystery School. ~ Timothy Ferriss,
154:I used to play tenor sax in high school, man. ~ Sean Price,
155:I was never really unpopular in high school. ~ Tyler Posey,
156:Life is the most effective school ever created ~ Anonymous,
157:School doesn’t help with real life. ~ Jewell Parker Rhodes,
158:School was a drag. Honestly, when is it not? ~ N M Lambert,
159:the Massachusetts School for Idiotic Children ~ John Lloyd,
160:The Stealthy School of Criticism. ~ Dante Gabriel Rossetti,
161:to school that morning. On cue - that is, late ~ Dee Ernst,
162:When I was in high school I was 250 pounds. ~ Adam Lambert,
163:I educated myself. To me, school was boring. ~ Van Morrison,
164:I never dated much in high school or college. ~ David Spade,
165:I wasn't the most popular kid in school. ~ Daniel Radcliffe,
166:Most people had high school. I had Breaking Bad. ~ RJ Mitte,
167:Self-reflection is the school of wisdom. ~ Baltasar Gracian,
168:So far magic school was total rubbish. ~ Sarah Rees Brennan,
169:War is the only proper school of the surgeon. ~ Hippocrates,
170:Well, I believe in God. I taught Sunday school. ~ Kay Hagan,
171:Don't let school interfere with your education. ~ Mark Twain,
172:He who graduates the harshest school, succeeds. ~ Thucydides,
173:I dated the same girl all through high school. ~ Mark Hoppus,
174:I don't really know why I went to law school. ~ Emily Giffin,
175:I go to school the youth to learn the future. ~ Robert Frost,
176:In school [I wanted] to be an English teacher. ~ Nancy Grace,
177:I played sports growing up in high school. ~ Erin Heatherton,
178:I was a scam artist in high school for a while. ~ Scott Caan,
179:I wish I wasn't famous. I wish I was still in school ~ Drake,
180:School's a weird thing. I'm not sure it works. ~ Johnny Depp,
181:School should be eleven months of the year. ~ Nikki Giovanni,
182:School was pretty hard for me at the beginning. ~ Steve Jobs,
183:There is only one school: that of talent. ~ Vladimir Nabokov,
184:The stage was our school, our home, our life. ~ Lillian Gish,
185:Whether I went to school or not, I would always study. ~ RZA,
186:Being too cool for school was Jace's thing. ~ Cassandra Clare,
187:High school to went I, school High to went Y'all ~ Snoop Dogg,
188:I come from the school of That Horse is Not Dead. ~ Tom Hanks,
189:If he'd been looked like that in high school, ~ Stylo Fantome,
190:I knew school was stupid since the fifth grade. ~ Schoolboy Q,
191:In high school, I played in a Rush cover band. ~ Sam Trammell,
192:I played sports in high school and in college. ~ Jon Bernthal,
193:I read a lot of 'Spark Notes' in high school. ~ Lauren Conrad,
194:I threw all my clothes away from high school. ~ Iman Shumpert,
195:Life is nothing but high school.” —Kurt Vonnegut ~ Alice Pung,
196:Necessity is a violent school-mistress. ~ Michel de Montaigne,
197:Shoot up everything except a school or a playground ~ Birdman,
198:teacher’s class in his all-boys’ high school ~ John Lescroart,
199:This school is enough to make anyone a communist. ~ Jo Walton,
200:We believe in a whole-school approach to ICT. ~ Adrian Wilson,
201:We learn not in the school, but in life. ~ Seneca the Younger,
202:Don't Let them fool you or even try to school you ~ Bob Marley,
203:Film school was a privilege I could not afford. ~ Ava DuVernay,
204:had almost twice as far to school as Joanna. ~ Jostein Gaarder,
205:I didnt go to film school, i went to films ~ Quentin Tarantino,
206:I didn't leave business school to go bankrupt. ~ Steve Ballmer,
207:I had died and woken up in High School Musical ~ Jamie McGuire,
208:I miss school.
What’s wrong with me? ~ Wendelin Van Draanen,
209:In high school and college, I was an athlete. ~ David Duchovny,
210:I played a lot of character parts in school. ~ Matthew Ashford,
211:I still think of Heaven as a liberal-arts school. ~ Mike White,
212:It's easy to lose your soul in high school. ~ Faith Erin Hicks,
213:I went through a lot of battles in high school. ~ LeBron James,
214:I went to drama school at New York University. ~ Molly Shannon,
215:I would only date a 15 year old high school girl. ~ Seth Rogen,
216:Lovely. Imprisoned in a nursery school dungeon. ~ Rick Riordan,
217:My family and school life are important to me. ~ Anna Chlumsky,
218:The world is nothing but a school of love; ~ Swami Muktananda,
219:They didn’t have guns in school. It was ludicrous. ~ C L Stone,
220:When I was at school, I wanted to be a lawyer. ~ Frank Lampard,
221:Don't let school get in the way of your education. ~ Mark Twain,
222:Going to car racing school was phenomenal. ~ Michelle Rodriguez,
223:I don't remember one thing I learned in school. ~ Bobby Fischer,
224:If there's a Hell on Earth, it's high school. ~ Lisa Desrochers,
225:I got kicked out of every school I ever went to. ~ Shia LaBeouf,
226:I never let school get in the way of my education! ~ Mark Twain,
227:I was a good student, but I didn't like school. ~ Ashley Benson,
228:I went to public school up until junior high. ~ Kristen Stewart,
229:Public school system status quo is indefensible. ~ Barack Obama,
230:Rap is still an art, and no-one's from the Old School ~ KRS One,
231:School always makes me want to hibernate. - Emma ~ Sara Shepard,
232:School plays are fine. Theater in school is fine. ~ Ben Affleck,
233:That day at school I prayed for the world to end. ~ Dave Pelzer,
234:The school is the manufactory of humanity. ~ John Amos Comenius,
235:The world is our school for spiritual discovery. ~ Paul Brunton,
236:A happy boy at Drury's. ~ W. M. Praed, School and Schoolfellows.,
237:At school I was very shy. I wasn't funny really. ~ Michel Gondry,
238:Humor is anger that was sent to finishing school. ~ Richard Peck,
239:In high school I went on about three dates. ~ Sean William Scott,
240:I used to walk to school with my nose buried in a book. ~ Coolio,
241:I wasn't bad at school, but I was never a bookworm. ~ Idris Elba,
242:Kids flourish if we get them to school every day. ~ Connie Smith,
243:Now Elisabeth would be home from nursing school ~ Pam Mu oz Ryan,
244:Please, we're in high school. Hook up and move on. ~ Rachel Vail,
245:Poetry is so vital to us until school spoils it. ~ Russell Baker,
246:that school over the years,’ he said, pointing ~ Patricia Gibney,
247:The proper school to learn art is not life but art ~ Oscar Wilde,
248:The Psalter is the great school of prayer. ~ Dietrich Bonhoeffer,
249:They should kick it old school with the Bard.> ~ Kevin Hearne,
250:By the time I left school, I had a lot of tenacity. ~ Halle Berry,
251:I always enjoyed myself a lot in pre-school. ~ Valentino Garavani,
252:I havent really eaten breakfast since high school. ~ Domo Genesis,
253:In 1970, you went to school to find your husband. ~ Rush Limbaugh,
254:I sang in art school, just to get money to smoke. ~ Joni Mitchell,
255:I was planning on going to Yale to theater school. ~ Shia LaBeouf,
256:I went to the Goodman School of Drama in Chicago. ~ Harvey Korman,
257:I won! I won! I don't have to go to school anymore. ~ Eddy Merckx,
258:Loving long novels plays havoc with going to school ~ John Irving,
259:School taught him how much he loved being home. ~ Brian K Vaughan,
260:School - You can get all A's and still flunk life. ~ Walker Percy,
261:Somehow it always comes back to coal at school. ~ Suzanne Collins,
262:you go to school every morning and sit there for ~ David Grossman,
263:You think school ends when it ends, but it doesn't. ~ Kevin James,
264:At school my nickname is the National Anthem girl. ~ Diana DeGarmo,
265:High School is the place where poetry goes to die. ~ Billy Collins,
266:I do after-school ballet and also hip-hop and jazz. ~ Elle Fanning,
267:If you liked school, you're gonnnnna lovvvvve work! ~ Jello Biafra,
268:I love an art-school girl. I mean dont we all? ~ Theophilus London,
269:I've never let my school interfere with my education. ~ Mark Twain,
270:I was the only one at stage school who wasn't white. ~ Leona Lewis,
271:My school is very lucky. We have an Olympic-size pool. ~ R L Stine,
272:School will bring you more success than marriage. ~ Nnedi Okorafor,
273:The school of hard knocks is an accelerated curriculum. ~ Menander,
274:Back to school, to prove to Dad that I'm not a fool. ~ Adam Sandler,
275:CALUMNUS, n. A graduate of the School for Scandal. ~ Ambrose Bierce,
276:Do Kids Create Because of School—or in Spite of It? ~ George Couros,
277:Experience is a good school. But the fees are high ~ Heinrich Heine,
278:Folk can’t learn their lessons if they skip school. ~ Peter V Brett,
279:gone from the school when none here are loyal to him, ~ J K Rowling,
280:High school is a dark place; I hung out with ‘freaks.’ ~ Jared Leto,
281:Id been bumming around in bands since my school days. ~ Rick Astley,
282:I'll tell you right now. I'm for prayer in school. ~ Kinky Friedman,
283:In a lot of ways, work was my graduate school. ~ Christopher Bollen,
284:It’s like they can smell the public school on me. ~ Caroline Kepnes,
285:I was the bad kid in school. I was usually in trouble. ~ Scott Caan,
286:Music is the school and the hospital of the emotions. ~ Neel Burton,
287:My awkward stage extended well into high school. ~ Rachelle Lefevre,
288:School's out forever, school's been blown to pieces. ~ Alice Cooper,
289:Talking to him is rather like talking to a school play. ~ Zo Heller,
290:The council is old school. Really, really old school. ~ Jim Butcher,
291:The family is the school of duties - founded on love. ~ Felix Adler,
292:The first lesson in Christ's school is self-denial. ~ Matthew Henry,
293:What did school matter compared to a sister? ~ Benjamin Alire S enz,
294:Being an actress doesn't make you popular in school. ~ Kirsten Dunst,
295:Experience is a good school. But the fees are high. ~ Heinrich Heine,
296:Failure in school does not mean failure in Iife. ~ Stephen J Cannell,
297:Girls were always my biggest distraction in school. ~ Channing Tatum,
298:I haven't done improv since I was in middle school. ~ Gillian Jacobs,
299:I'm mostly self-taught. I didn't learn much in school. ~ Agnes Denes,
300:I went to a Catholic school but did not really fit in. ~ Amber Heard,
301:Love – Gunner Nash left town the day after high school ~ Erin Wright,
302:More depended on the student than on the school. ~ Robert A Heinlein,
303:School is a place were you go to eat your lunch ~ Rodney Dangerfield,
304:This ain't going to be no goddamn Sunday school picnic. ~ Kent Haruf,
305:This was middle school, the age of miracles, ~ Karen Thompson Walker,
306:What we look for in the school is unrealized potential. ~ Donna Reed,
307:When I was in middle school, I liked to make cartoons. ~ Pete Docter,
308:You can finish school as soon as you finish the GCSE's. ~ Tom Felton,
309:Elementary school children are very impressionable ~ David J Anderson,
310:Every since high school I've been drawn to magazines. ~ Robert Benton,
311:found it empty of any school materials. “It is good to ~ Sejal Badani,
312:In high school, the hardest years, she salted her bath water. ~ Dessa,
313:I was confirmed at my prep school at the age of 13. ~ Richard Dawkins,
314:Please, don’t drive a school bus blindfolded. ~ Nassim Nicholas Taleb,
315:Rocknroll and high school are kind of the same thing, ~ Imogen Binnie,
316:Sheep. I'm stuck in a boarding school filled with sheep. ~ Libba Bray,
317:These are the secrets you learn only in clown school. ~ James Hamblin,
318:Transparency in the traditional school might destroy it. ~ Seth Godin,
319:Age 10. I joined the school marching band as a drummer. ~ Adrian Belew,
320:As a teenager at high school, I felt like an outsider. ~ Shawn Ashmore,
321:Baby, high school's over. High school's never over. ~ Karen Joy Fowler,
322:Every German child learns to speak English in school. ~ Cornelia Funke,
323:I didn't get lessons of any kind I slept through school. ~ Joel Madden,
324:I didn't study Greek mythology in school and I wish I had. ~ Eric Bana,
325:I don't want to go to school and learn solemn things. ~ James M Barrie,
326:I loved school. I studied like crazy. I was a Class A nerd. ~ Maya Lin,
327:I've won. Hurray! I don't have to go to school any more. ~ Eddy Merckx,
328:I was sometimes called 'coconut' when I was at school. ~ David Oyelowo,
329:I was still in school after I dropped my first solo album. ~ Lil Wayne,
330:Life is not a fairground, but a school. -- Franz Bardon ~ Franz Bardon,
331:Mom, thanks for letting me drop out of high school. Haha! ~ Dave Grohl,
332:School might have been shit, but at least it was simple. ~ Mark Haddon,
333:Some people do piano lessons after school; I do movies. ~ Elle Fanning,
334:The New York School poets are my godfathers creatively. ~ Jim Jarmusch,
335:This isn't some after-school feel-good movie special. ~ Meagan Spooner,
336:To dance is to live. What I want is a school of life. ~ Isadora Duncan,
337:We spend our whole lives recovering from high school. ~ Paula Danziger,
338:You gotta school these young macks comin' up today... ~ Big Daddy Kane,
339:1) "school isn't where the real learning happens." (3). ~ Gloria Naylor,
340:Access to a school library results in more reading. ~ Stephen D Krashen,
341:Education is what you learn after you leave school. ~ Robert T Kiyosaki,
342:I came in on the tail end of the old school of Hollywood ~ Tom Berenger,
343:I can't even remember not wanting to go to film school. ~ Danny McBride,
344:I didn't go to film school, I went to acting school. ~ Charles S Dutton,
345:If you're going to school, you should do what you enjoy. ~ April Bowlby,
346:I go to school, but I never learn what I want to know. ~ Bill Watterson,
347:In fourth grade, I missed 82 days of school. Out of 160. ~ LeBron James,
348:I struggled academically throughout elementary school ~ Benjamin Carson,
349:I was not popular. I was the kid in school that was bullied. ~ Tom Ford,
350:I wasn't the most popular girl in school by any means. ~ Cindy Crawford,
351:John Denver I listened to when I was in elementary school. ~ Eric Close,
352:Kids who go to normal school are so teenagery, so angsty. ~ Jaden Smith,
353:Legislators could certainly do with a school of morals. ~ Simon Bolivar,
354:My kids are now the most popular kids in their school. ~ Chris Daughtry,
355:My mum is a school teacher and my dad is an electrician. ~ Jai Courtney,
356:No star fades faster than that of a high school athlete. ~ John Grisham,
357:Old School has humongous laughs all the way through it. ~ Thomas Lennon,
358:There is a lot of hype about drama school, I think. ~ Eleanor Tomlinson,
359:The school felt more mine than in all my four years there. ~ John Green,
360:years, it showed real results: the high school ~ Hillary Rodham Clinton,
361:A school without music is like a body without a soul ~ Saint John Bosco,
362:Freedom is a school of responsibility for human beings. ~ Dinesh D Souza,
363:High school is depressing enough."
I tend to agree. ~ Alecia Whitaker,
364:I dropped out of school and I never took acting classes. ~ Alice Englert,
365:If there is hell, it was modeled after junior high school. ~ Lewis Black,
366:I got eight O-levels at school...zero in every subject. ~ Paul Gascoigne,
367:I got expelled from every school I went to in Sydney. ~ Poppy Montgomery,
368:In an art school it's very hard to tell who is the best. ~ Daniel Clowes,
369:In middle school, I had an '87 Regal. That was unheard of. ~ Young Jeezy,
370:In the school of the woods, there is no graduation day. ~ Horace Kephart,
371:It's [Jail's] like being at school. Except you can't leave. ~ Boy George,
372:It was a terrible school, no matter how you looked at it. ~ J D Salinger,
373:I used to sit in school and dream about getting into films. ~ Cary Elwes,
374:I went to a private arts school. We had to wear cloaks. ~ Claire Forlani,
375:I went to boarding school at seven and cried and cried. ~ Rupert Everett,
376:I went to school on the Internet. I was not a cheerleader. ~ Emmy Rossum,
377:I went to the Conservatory of Music in school in Rome. ~ Cecilia Bartoli,
378:My mom did what school didn't. She taught me how to think. ~ Trevor Noah,
379:My school is attended by near three hundred scholars. ~ Joseph Lancaster,
380:School prepares you for the real world... which also bites. ~ Jim Benton,
381:Stay in school. Lie to your teachers, but stay in school. ~ Billy Corgan,
382:The home is the chief school of human virtues. ~ William Ellery Channing,
383:The last thing I wanted to do was blow up another school. ~ Rick Riordan,
384:The only thing they can't teach you at art school is art. ~ David Bailey,
385:We should throw the Epistle of James out of this school. ~ Martin Luther,
386:Before leaving school I consorted with The Oracle: Google. ~ Jandy Nelson,
387:book variables, student variables, and school variables. ~ Teri S Lesesne,
388:Every time you stop a school, you will have to build a jail. ~ Mark Twain,
389:he was coming while in the elementary school classroom, ~ Haruki Murakami,
390:I failed angst in high school. They let me graduate anyway. ~ John Scalzi,
391:If you're in high-school and you're not having fun, quit. ~ Doug Stanhope,
392:I like a lot of old-school R&B, soul, and classic rock. ~ Wiz Khalifa,
393:I most likely be in school, so don't tell my teacher."
-KD ~ Unknown,
394:I still had a normal childhood with my friends from school. ~ Demi Lovato,
395:I used to spend every morning in detention at my old school. ~ Jake Lloyd,
396:I visualized high school as being like ‘Saved By the Bell.’ ~ Vanessa Ray,
397:I was dyslexic, so I was put in the silly class at school. ~ David Bailey,
398:I was very unsure about what I wanted to do in high school. ~ Aaron Tveit,
399:I went to an all white school where I dealt with racism. ~ Chaske Spencer,
400:Mean girls go far in high school. Kind women go far in LIFE. ~ Mandy Hale,
401:School’s important at the moment.
Unsexiest statement ever. ~ A S King,
402:The government gave me enough money to go to acting school. ~ Tony Curtis,
403:The secret school is our silent protest,” she told us. ~ Malala Yousafzai,
404:This is the Wilderness School. 'Where the Kids are animals ~ Rick Riordan,
405:A child educated only at school is an uneducated child. ~ George Santayana,
406:Graduate school is a place to hide for a couple of years. ~ Michael Eisner,
407:I bake my daughter cupcakes for her school. I'm very hands-on. ~ Greg Bryk,
408:I hated school, but I was a good student. I made straight A's. ~ Lucy Hale,
409:I'm 18, I'm going to graduate high school in a few months. ~ Camilla Belle,
410:I'm still the fat kid from high school who never had a date. ~ Nathan Lane,
411:I never went to college - I barely got out of high school. ~ Dave Matthews,
412:In high school, I always dressed to impress the girls. ~ Theophilus London,
413:I played basketball and soccer my freshman year in high school. ~ Mia Hamm,
414:I play guitar and sing when I'm not busy with school and acting. ~ Kaitlyn,
415:I think you should fall in love at least twice in high school. ~ Jenny Han,
416:I wanted to be an elementary school teacher my whole life. ~ Steve Wozniak,
417:I was a musical theatre geek in high school and college. ~ Toks Olagundoye,
418:I was fortunate to attend a school with an excellent library ~ Syrie James,
419:I was going to go to school to become a neurological surgeon. ~ Angel Haze,
420:I was just average, I’m afraid. Too dreamy. After school, ~ Liane Moriarty,
421:Like everything else in life, it was kind of like high school. ~ Anonymous,
422:On the morning of the exorcism, I stayed home from school. ~ Paul Tremblay,
423:She had no idea how good they had it back at the school. ~ Chris Philbrook,
424:What do we mean when we say our school 'values' reading? ~ Kelly Gallagher,
425:What I know is my music gets blamed for school shootings. ~ Marilyn Manson,
426:All my high school papers were written in the rare book room. ~ Jim Sanborn,
427:All the world is my school and all humanity is my teacher. ~ George Whitman,
428:A lot of my colleagues at school became great friends of mine. ~ Jenna Bush,
429:Apparently when I went to school, I had a Glasgow accent. ~ Annalena McAfee,
430:Are the kids at school?"
"No, they're in the lake. My God. ~ Dave Eggers,
431:At drama school, I was always playing the 11-year-old boys. ~ Kit Harington,
432:Baby, high school's over.
High school's never over.. ~ Karen Joy Fowler,
433:choice school, Penn State. It wasn’t the party atmosphere ~ Jonathan Sturak,
434:Defeat is a school in which truth always grows strong. ~ Henry Ward Beecher,
435:Don't let your life outside of school dictate your future. ~ Simone Elkeles,
436:I bring truth to tha youth tear tha roof off tha ol' school. ~ Tupac Shakur,
437:I'm old school. I'm not the fastest guy or the quickest guy. ~ James Harden,
438:I started bowling when I was 14, my freshman year in high school. ~ Joe Tex,
439:I think school is a place where thinking should be taught. ~ Edward de Bono,
440:It's a completely irrational decision to drop out of school. ~ David Brooks,
441:It was high school. Evil is kind of the name of the game. ~ Jennifer Weiner,
442:I was always trying to do things to make school fun. ~ Downtown Julie Brown,
443:I went to art school actually when I was sixteen years old. ~ David Hockney,
444:school sounds a bunch more two-fisted than I’d thought. ~ Jonathan L Howard,
445:The home environment can undo a lot you try to do at school. ~ Ray Bradbury,
446:The only thing that kept me out of college was high school. ~ Uncle Kracker,
447:There is only one school of literature - that of talent. ~ Vladimir Nabokov,
448:Well, Fredde has all the best there at that school, all the ~ Anthony Doerr,
449:When I was in school, working as a team was called cheating. ~ Peter Norvig,
450:Whether I went to school or not, I would always study.” —RZA ~ Austin Kleon,
451:You mean he came to your school? The scandalous rodent-loaf! ~ Laini Taylor,
452:A community of people, that's the really what art school is. ~ Ross Bleckner,
453:And blackberry vines are running. ~ John Greenleaf Whittier, In School Days.,
454:A vacation from school should not mean hunger for our children. ~ Dina Titus,
455:Back-to-School Chats, Advice from Mothers to Their Daughters. ~ George Bradt,
456:Balancing school, acting, and a social life can be difficult. ~ Emily Osment,
457:Children enter school as question marks and leave as periods. ~ Neil Postman,
458:I did some school plays in elementary school, but that was it. ~ Jason Mewes,
459:I played football growing up in junior high and high school. ~ Ryan Merriman,
460:I pray you school yourself. [MacBeth, Act 1V, Scene 2] ~ William Shakespeare,
461:I taught myself more in the library than school taught me. ~ Terry Pratchett,
462:It's a good day when a goddess gets on the school-bus with you. ~ Barry Lyga,
463:I would really like to go back to school. I would love it now. ~ Fiona Apple,
464:Jasper's mother had died while he was a junior in high school -- ~ Nina Post,
465:Knowledge is dead; the school, however, serves the living. ~ Albert Einstein,
466:Let's go into the sanctuary or the adult Sunday school room, ~ Carolyn Brown,
467:pressure in school-age children. The NIH has funded subsequent ~ Gary Taubes,
468:Spike Lee’s School Daze and Sidney Poitier’s To Sir with Love ~ Tayari Jones,
469:When I take my kid to school, all the parents stop and stare. ~ Adam Sandler,
470:You can drag my body to school but my spirit refuses to go. ~ Bill Watterson,
471:And then, when I started to school, I found out I couldn't talk. ~ Mel Tillis,
472:A school isn’t a school until Sophie tries to destroy it. ~ Shannon Messenger,
473:Banning prayer in school in effect made God unconstitutional. ~ Rush Limbaugh,
474:Be careful or you might go to school tomorrow flushed with sex. ~ Lisa McMann,
475:By my senior year in high school, I was friends with every group ~ Shane West,
476:have been watching you at school. not in a creepy way. though ~ Julie Buxbaum,
477:I believe in teaching, but I don’t believe in going to school. ~ Robert Frost,
478:Identity politics isn't old school! It's still alive and well. ~ Grace Dunham,
479:I felt alienated at school, and I never did well with girls. ~ Burt Bacharach,
480:I never wore full-on eyeliner in high school, but I wanted to. ~ Adam Lambert,
481:I've lectured at the Harvard Business School several times. ~ Christie Hefner,
482:I was hopeless at high school - I failed everything but Latin. ~ Keanu Reeves,
483:I will never be as busy as I was in high school and college. ~ Tyler Hoechlin,
484:My father's a protector. My father's old-school. He's a cowboy. ~ Paul Walker,
485:My favourite subject at school was avoiding unnecessary work. ~ Prince Philip,
486:One year ago I left my home for school and never returned. ~ Malala Yousafzai,
487:On some level, I think everyone felt like a dork in high school. ~ Grant Show,
488:School, as you might imagine, was a terrific failure. Although ~ Markus Zusak,
489:Teaching at university isn't like teaching in an art school. ~ Barbara Kruger,
490:The school as a means of education to me was simply a blank. ~ Charles Darwin,
491:The school had a big problem with drugs... especially Class A. ~ Milton Jones,
492:Your pain is a school unto itself–– and your joy a lovely temple. ~ Aberjhani,
493:Agribusinesses should never dictate the quality of school meals. ~ Jared Polis,
494:[-] Dust tailed them so Violet could ready for school at home. ~ Katie McGarry,
495:He will only be gone from the school when none are loyal to him. ~ J K Rowling,
496:I had no plans to be ever a lawyer, a crime fighter [in school]. ~ Nancy Grace,
497:I loathed every day and regret every moment I spent in a school. ~ Woody Allen,
498:In high school, everybody rapped. You just pounded on the table. ~ Boots Riley,
499:In high school, I was the biggest procrastinator in the world. ~ Kristin Kreuk,
500:I started performing at school and drama classes when I was 7. ~ Delta Goodrem,
501:I think we've tied acquiring knowledge too much to school ~ Arno Allan Penzias,
502:I thought this kind of thing only happened at the medical school, ~ Ay e Kulin,
503:I usually feel pretty screamy when someone attacks my school. ~ Rachel Hawkins,
504:I was not the midwife of the Law School, but its fraternal twin. ~ Norman Lamm,
505:I went to great schools. Wharton School, a lot of great places. ~ Donald Trump,
506:Let us teach the young in the school of the fear of the Lord. ~ Pope Clement I,
507:Life isn't a race to win, it's a school for our higher education. ~ Guy Finley,
508:Making a record is like painting a school bus with a toothbrush ~ Quincy Jones,
509:Maybe I'm old-school, but I always thought you honor a contract. ~ Brett Favre,
510:No one who had any sense has ever liked school. ~ Robert Boothby Baron Boothby,
511:There were no spells at my school, just a smack in the mouth. ~ Michael Gambon,
512:The two of them shook hands the regular way. The old-school way. ~ Mike Lupica,
513:They never tell you how heavy a corpse is in training school. ~ Charles Stross,
514:When I came to Detroit I was just a mild-mannered Sunday-school boy. ~ Ty Cobb,
515:When I was in high school, I listened to a lot of death metal bands. ~ Amy Lee,
516:An adult friend of Lincoln's: "Life was to him a school. ~ Doris Kearns Goodwin,
517:A sense of curiosity is nature's original school of education. ~ Smiley Blanton,
518:education that stops with school stops where it is beginning. ~ Stephen Leacock,
519:Growing up poor, I didn't even have a lunch to take to school. ~ George Foreman,
520:I did math in school, obviously. And I loved all my math teachers. ~ Jayma Mays,
521:I didn't have many friends; I was kind of bullied at school. ~ Bojana Novakovic,
522:I found school pretty tough. I got the mickey taken out of me at school. ~ Mika,
523:I had never passed a single school exam, and clearly never would. ~ Mary Leakey,
524:I just motor through school in the morning and then go skating. ~ Ryan Sheckler,
525:I love being a student, if I could, I'd stay in school forever. ~ Andrea Barber,
526:In school, I could hear the leaves rustle and go on a journey. ~ Clint Eastwood,
527:it smells like grade school—boredom, paste, Lysoled vomit. I ~ Kathryn Stockett,
528:I wore a woman's antique fur jacket to my high school junior prom. ~ Lance Loud,
529:My freshman year of high school was just awkwardness all around. ~ Molly Tarlov,
530:School is not the end but only the beginning of an education. ~ Calvin Coolidge,
531:Serving in Congress is like having a second shot at high school. ~ Barney Frank,
532:They don't tell you this in school, Everybody plays the fool. ~ Smokey Robinson,
533:the years. Mike reminded Aidan of a school kid on the playground, ~ Kate Angell,
534:When I got out of Yale Drama School, I was completely broke. ~ Courtney B Vance,
535:You can't learn in school what the world is going to do next year. ~ Henry Ford,
536:You can’t teach art, so ART SCHOOL is a contradiction in terms. ~ Duane Michals,
537:You look like you spent a lot more time in prep school than prison. ~ Anonymous,
538:You’re like a little wild thing
that was never sent to school. ~ Mary Oliver,
539:and nails done, right after she visited the school nurse, ~ Rachel Ren e Russell,
540:As for acting, I took drama lessons when I was in high school. ~ Megan Gallagher,
541:French name, English accent, American school. Anna confused. ~ Stephanie Perkins,
542:God made the Idiot for practice, and then He made the School Board. ~ Mark Twain,
543:I felt like a misfit at school, and I think that's quite common. ~ Clare Balding,
544:I got expelled from my school when I was 12; I was quite bad! ~ Robert Pattinson,
545:I'll fail."
"At schoool.""Failing at school is failing at life. ~ Ned Vizzini,
546:I never completed high school and I am very rich and very successful. ~ Tre Cool,
547:I never went to a photography school, which was my saving grace. ~ Duane Michals,
548:I played tournament chess from fifth grade up into high school. ~ Chris Hardwick,
549:I was a competitive swimmer in middle school and high school. ~ Katharine McPhee,
550:Let's face it. No kid in high school feels as though they fit in. ~ Stephen King,
551:Middle School is about as bad as it gets, and then it gets better. ~ R J Palacio,
552:My chops are still up, even though I`m not still in high school. ~ Travis Barker,
553:My feeling about school was that it interfered with my reading. ~ Linda Ronstadt,
554:Newton was a judaic monotheist of the school of Maimonides ~ John Maynard Keynes,
555:Roarke called up a blueprint of Hillary Clinton High School. “Certain ~ J D Robb,
556:That got thrown out of court are what got me thrown out of school. ~ Justin Long,
557:That’s exactly what the scythedom is: high school with murder. ~ Neal Shusterman,
558:The kindest word to describe my performance in school was Sloth. ~ Harrison Ford,
559:The lessons I learned in Sunday School have kept me on track ~ Denzel Washington,
560:The most important thing I learned in school was how to touch type. ~ Joichi Ito,
561:The pathway to educational excellence lies within each school. ~ Terrence E Deal,
562:The Rosary is a school for learning true Christian perfection. ~ Pope John XXIII,
563:The stress of grad school can drive anyone temporarily mad. ~ Jonathan Kellerman,
564:To belong to a school is necessarily to espouse its prejudices. ~ Gustave Le Bon,
565:What about your school? It's defective, it's a pack of useless lies. ~ Meat Loaf,
566:When I was in high school, I was voted most likely to succeed. ~ Sheryl Sandberg,
567:When I was in school, there was no such thing as girls athletics. ~ Karen DeCrow,
568:60 percent of girls finish primary school in low-income countries. ~ Hans Rosling,
569:And it was worse because Edward Cullen wasn’t in school at all. ~ Stephenie Meyer,
570:Example is the school of mankind, and they will learn at no other. ~ Edmund Burke,
571:HIGH SCHOOL IS THE PENALTY FOR TRANSGRESSIONS YET TO BE SPECIFIED ~ Frank Portman,
572:I always try to act like I'm some old school artist from the 1960s. ~ Danny Brown,
573:I'd like to go to NYU business school and then go on to film school. ~ Alexa Vega,
574:I hate people who act too cool for school. Just own up to it, dude. ~ Wayne White,
575:I'm definitely not a science nerd. That was not my forte at school. ~ Emily Blunt,
576:I think in high school there's so many cliques. You're never safe. ~ Blake Lively,
577:It was during my time at secondary school that I abandoned religion. ~ Paul Nurse,
578:Ive never gone to culinary school, but I do love cooking. ~ Keshia Knight Pulliam,
579:I went to a school run by Catholic nuns. They were really strict. ~ Sofia Vergara,
580:I went to eight different schools my first nine years of school. ~ Vanessa Lachey,
581:I went to Samuel Ayer High School, which is now Milpitas High Schoo. ~ Grant Show,
582:My nickname in grade school was salamander because I have a lazy eye ~ Thom Yorke,
583:She's terse. I can be terse. Once, in flight school, I was laconic. ~ Joss Whedon,
584:Since he had nothing better to do well in, he did well in school. ~ Joseph Heller,
585:The list, for better or worse, did elevate her status at school. ~ Siobhan Vivian,
586:The punches came fast and hard, lying on my back in the school yard. ~ Neil Young,
587:there while waiting to take Mighty to school after he returned from ~ Imbolo Mbue,
588:The Rosary is a school of Prayer. The Rosary is a school of Faith. ~ Pope Francis,
589:Welcome to adulthood," she said. "It sucks as much as high school. ~ Sarah Dessen,
590:Whose school-hours are all the days and nights of our existence. ~ Thomas Carlyle,
591:Who wants to go to school and be asked for, like, 20 autographs? ~ Edward Furlong,
592:A mother is a school. Empower her; and you empower a great nation. ~ Hafez Ibrahim,
593:An old man at school is a contemptible and ridiculous object. ~ Seneca the Younger,
594:As a young boy, I was taught in high school that hacking was cool. ~ Kevin Mitnick,
595:At times during high school and college I wished to be a sportswriter. ~ Luke Ford,
596:Bring a sword to school. Trust me-those girls will leave you alone. ~ Chris Colfer,
597:Despite what people think, I was such a rule follower at school. ~ Kristen Stewart,
598:Education is key. I graduated from high school; everyone needs to. ~ Tracy McGrady,
599:Going to school- picking an apple Getting an education- eating it ~ E L Konigsburg,
600:High School is the penalty for transgressions yet to be specified. ~ Frank Portman,
601:High school studfents are the largest oppressed minority in America. ~ Jerry Rubin,
602:I actually built a tiny computer as a junior high school project. ~ Mitchell Kapor,
603:I'd say I've gone to grad school for comedy being on "Community." ~ Gillian Jacobs,
604:If knowledge was power I had under my possession the entire school ~ Joanne Harris,
605:I guess when you go to business school you never turn business off. ~ Mindy Kaling,
606:I hate school with all my might, but then it’s a safer place than home ~ V F Mason,
607:I majored in Shakespearean studies at a very tiny school in Georgia. ~ Nancy Grace,
608:I'm not a very good advertisement for the American school system. ~ David Brinkley,
609:I never understood why the metal heads in my school hated the punks. ~ Trevor Dunn,
610:I never went to film school, so I just sort of learned on my own. ~ Steven Sebring,
611:It is difficult because the school I go to, my friends do not attend. ~ Mila Kunis,
612:It was a tough school. The kids on the debating team took steroids! ~ Milton Berle,
613:I was a great student at a great school, Wharton School of Finance. ~ Donald Trump,
614:I was crazy for music as a high school kid and a college kid. ~ Alexandra Patsavas,
615:I was discouraged at drama school, along with most of my peers. ~ Sigourney Weaver,
616:My mother was the president of the PTA at every school I attended. ~ Vernon Jordan,
617:My school of thought is, anything goes, but I can't do that anymore. ~ David Spade,
618:Of course I acted in school plays but mostly as angels or mushrooms. ~ Maj Sj wall,
619:One school is finished, and the time has come for another to begin. ~ Richard Bach,
620:Partnership is the way. Dictatorial win-lose is so old-school. ~ Alanis Morissette,
621:School seemed unimportant, since I learned so much more on my own. ~ Shannon Tweed,
622:She went back to middle school, and tried not to touch anything dead. ~ V E Schwab,
623:The open road is the school of doubt in which man learns faith in man. ~ Pico Iyer,
624:What goes on inside the school is an interruption of education. ~ Marshall McLuhan,
625:You can acquire a lot of knowledge without ever going to school. ~ William Glasser,
626:America employs more private security guards than high school teachers. ~ Anonymous,
627:And I played in jazz band as well during all three years in school. ~ Travis Barker,
628:As a rule I had a distaste for any reading beyond my school books. ~ Mahatma Gandhi,
629:a school-vacation skier is never the equal to a north-country native. ~ John Irving,
630:Back when I was in elementary school, I didnt have many friends. ~ Israel Broussard,
631:Employers babysit parents while their children are at school. ~ Mokokoma Mokhonoana,
632:He will only be gone from the school when none here are loyal to him, ~ J K Rowling,
633:I grew up Irish Catholic with a bunch of kids at Catholic school. ~ Brigid Brannagh,
634:I'm not satisfied with the explanations I get from tv or from school. ~ Erykah Badu,
635:In an ideal world for me, school lunch would be free for everybody. ~ Tom Colicchio,
636:In high school I wanted to be a rock star and was in a lot of bands. ~ Adam Sandler,
637:Instead of being on teams at school, I was preparing for auditions. ~ Shawn Ashmore,
638:Invent nothing, deny nothing, speak up, stand up, stay out of school. ~ David Mamet,
639:I played music all through school and I kind of performed that way. ~ Ewan McGregor,
640:I said school starts tomorrow. I didn’t say I was going to be there. ~ Kim Harrison,
641:It’s like finding a magical unicorn in a high school full of cattle. ~ Sara Farizan,
642:It wasn't until school that we realised that we were abnormal. ~ Gilberto Hernandez,
643:I used to love school until everybody got old enough to point and laugh. ~ A S King,
644:I was going to engineering school but fell in love with physics. ~ Leonard Susskind,
645:I was home educated but would skip my lessons to go hang out at school. ~ Dane Cook,
646:I went to a regular school, not one of those fame academy things. ~ Alyson Hannigan,
647:Lesson #456 of high school life: Never, EVER trust an alarm clock. ~ Heather Brewer,
648:People only rooted for the underdog in movies, not in middle school. ~ David Wright,
649:Sarah Palin should not be on vacation. She should be in summer school. ~ Bill Maher,
650:The higher my GPA gets the more I realize high school is useless ~ Megan McCafferty,
651:The less literate are the first to fail and drop out of school. ~ Stephen D Krashen,
652:When I came out of school I didn't even think that modeling was a job. ~ Heidi Klum,
653:Yes, I took up the guitar when I was about 14 or 15, in high school. ~ Beau Bridges,
654:You go from high school, to the NBA, and you're thrown in the fire. ~ Dwight Howard,
655:You write for the people in high school who ignored you. We all do. ~ Carolyn Kizer,
656:Behind the parents stands the school, and behind the teacher the home. ~ Abdul Kalam,
657:I'd go to school and walk up to people. “A new leaf,” I said. ~ Patricia Reilly Giff,
658:I did spend a year in high school being obsessed with Fleetwood Mac. ~ Joanna Newsom,
659:In some states, not even 50 percent of black boys finish high school. ~ Tavis Smiley,
660:It wasn't until my senior year in high school that I started acting. ~ Steve Buscemi,
661:I was frequently told at drama school that I was thinking too much. ~ Natalie Dormer,
662:I was home-schooled. My mom wasn't a fan of public school systems. ~ Britt Robertson,
663:Middle school's amazing. It is extraordinary. An extraordinary time. ~ Michael Scott,
664:School buildings should be opened and used twenty four hours a day. ~ Nikki Giovanni,
665:School disruption comes from those children who have given up hope. ~ Albert Shanker,
666:The girls in high school who watched 90210? I was watching Seinfeld. ~ Josh Schwartz,
667:Through theater and acting school, I found a way to articulate myself. ~ Adam Driver,
668:When I was in high school, I don't know that I really had big dreams. ~ Alan Jackson,
669:When I was in high school, I had binders with pictures of tour buses. ~ Hunter Hayes,
670:Working at Pixar has been like my graduate school for screenwriting. ~ Michael Arndt,
671:Yeah school girl, cool girl. Your dress is sexy and your momma is a cougar. ~ J Cole,
672:You ever think that school dances are a form of legalized prostitution? ~ Alex Flinn,
673:You send a boy to school in order to make friends - the right sort. ~ Virginia Woolf,
674:You’ve worked hard at school and at gymnastics. That’s no easy feat! ~ Mary Casanova,
675:An animal has to suffer for us old-school Latinos to get what we want. ~ George Lopez,
676:Clint looked as shocked as a Sunday School teacher in a brothel. Good. ~ Joanna Blake,
677:Correction. You’ll let the whole school know what you find out,” I say. ~ David Estes,
678:Everything is uncomfortable for the first time: School, Smoking or Sex. ~ Aakash Deep,
679:Experience keeps a dear school, but fools will learn in no other. ~ Benjamin Franklin,
680:Going to school- picking an apple
Getting an education- eating it ~ E L Konigsburg,
681:Group projects are the exception in school, but they should be the norm. ~ Seth Godin,
682:Having a school really is the fulfillment of a longtime dream of mine. ~ Richard Rohr,
683:High school is such a shared experience in North American culture. ~ Douglas Coupland,
684:I began reading in French. I didn't read in English until high school. ~ Laila Lalami,
685:I didn't pay as much attention in school as I would have liked to. ~ Gillian Anderson,
686:If I wanted to be a doctor today I'd go to math school not med school. ~ Vinod Khosla,
687:I never learned hate at home or shame. I had to go to school for that. ~ Dick Gregory,
688:I really love school, but I'd love to continue acting jobs if I can. ~ Georgie Henley,
689:I should open a school. Danny’s Academy for Blowing Shit Up and Stuff. ~ Sam Sisavath,
690:I started out as a Cold Warrior, even my last years in grade school. ~ Alexander Haig,
691:I started out singing in high school in the choir and in a garage band. ~ Stark Sands,
692:It often strikes me that the actors in high school movies look too old. ~ Roger Ebert,
693:I toned down my accent at school; otherwise, people would pick on me. ~ Michelle Ryan,
694:I was just restless with being in school; so I went out to Los Angeles. ~ Beth Henley,
695:I wasn't hugely popular at school. In fact, I was bullied at school. ~ Sally Phillips,
696:I went to an all-boys school and hated feeling like one of the crowd. ~ Jeremy Irvine,
697:I will only truly have left this school when none here are loyal to me. ~ J K Rowling,
698:Most of my school friends and even a few of my teachers called me Duck. ~ Donald Dunn,
699:Oh my God. Oh my God, J.P. is in love with me. And we blew up the school. ~ Meg Cabot,
700:Outstanding high school writers reported extensive summer reading ~ Stephen D Krashen,
701:Public school teachers are in much the same position as prison wardens. ~ Paul Graham,
702:School prepares you for the real world but I want the fake world. TEEHEE ~ Jim Benton,
703:School shootings were invented by blacks... and stolen by the white man. ~ Chris Rock,
704:School was very easy, it turned out, if you just disconnected your heart. ~ Anne Ursu,
705:the church of those who are redeemed by high-school reading lists. She ~ David Brooks,
706:The public school has become the established church of secular society. ~ Ivan Illich,
707:There's a whole catalogue of actors that never went to acting school. ~ Dennis Farina,
708:The things that have been most valuable to me I did not learn in school. ~ Will Smith,
709:The tie's a multi purpose accessory, y'know, belt, school boy, Rambo. ~ Noel Fielding,
710:Wake up, go to school, go home. Repeat until the world ends. ~ Shaun David Hutchinson,
711:We go to school to learn what books to read for the rest of our lives. ~ Robert Frost,
712:When I was in film school I was learning more theory than practice. ~ Louis Leterrier,
713:Any kiddie in school can love like a fool, But Hating, my boy, is an Art. ~ Ogden Nash,
714:As Melissa got closer, the taste of school began to foul her mouth. ~ Scott Westerfeld,
715:Before I was ever in high school, I had dark circles under my eyes. ~ Benicio Del Toro,
716:But life is a great school. It thrashes and bangs and teaches you. ~ Nikita Khrushchev,
717:Even though I only have a high-school degree, I'm a professional student. ~ Bill Gates,
718:First day of school, make sure that you know your locker combination. ~ Jordan Francis,
719:I had my first and last so-called serious relationship back in high school ~ V F Mason,
720:I never learned hate at home, or shame. I had to go to school for that. ~ Dick Gregory,
721:In every school I've gone to, all the athletic bastards stick together. ~ J D Salinger,
722:In school all I wanted to do was build technology. That's what I loved. ~ Marc Benioff,
723:I used to go to school in Manhattan with a bunch of the City Kids. ~ Melissa Joan Hart,
724:I wasn't aiming at the school bus, but of course I got expelled anyway. ~ Rick Riordan,
725:life is just high school all over again, only with bigger bills to pay. ~ Linda Palmer,
726:Metaphor is a form of magical practice. ~ Dr. Martin Shaw (Westcountry School of Myth),
727:My nickname in high school was jack-o-lantern because I'm missing 9 teeth ~ Thom Yorke,
728:Providence School of Art students used to sneak into P Funk concerts. ~ Bernie Worrell,
729:School forces unique individuals to think, act, and, look alike. ~ Mokokoma Mokhonoana,
730:School made us 'literate' but did not teach us to read for pleasure. ~ Ambeth R Ocampo,
731:the resulting disarray was particularly pronounced in the medical school. ~ Ay e Kulin,
732:We have no school records because we’ve never set foot in a classroom. ~ Tara Westover,
733:We put so much pressure on kids to excel in school at such a young age. ~ Bruce Jenner,
734:When I left school, I wanted to be an artist, specifically a painter. ~ Jonathan Pryce,
735:When I was growing up, I went to an Irish-Christian missionary school. ~ Deepak Chopra,
736:Your school may have done away with winners and losers, but life has not. ~ Bill Gates,
737:America employs more private security guards than high school teachers. ~ Russell Brand,
738:As long as algebra is taught in school, there will be prayer in school. ~ Cokie Roberts,
739:everyone in our school has afterschool activities. mine is going home. ~ David Levithan,
740:High school games would just as big a deal to me as any major league game. ~ Jim Bouton,
741:I had always loved to write and my mom was my editor for my school papers. ~ Jenna Bush,
742:I hated school and never read a textbook. I only read entertaining books. ~ Osamu Dazai,
743:I'm a bit of a fraud, really, as I didn't study acting at a drama school. ~ Celia Imrie,
744:I'm fairly certain lonely's most natural habitat is a school cafeteria. ~ Natalie Lloyd,
745:I studied acting in school and then of course couldn't get an acting job. ~ Denis Leary,
746:I think everyone feels lost at times during their high school years. ~ Linda Cardellini,
747:I think there are school teachers who are on the exact same mission as me. ~ Kanye West,
748:It’s like I missed the day in school when they told us how to be an adult. ~ Lucy Score,
749:I was the class clown at school, but at home, my family wasn't very funny. ~ Carrot Top,
750:Last week at school Pam Struger wondered why the brilliant girls all die. ~ Chris Kraus,
751:Lesson #456 of high school life:
Never, EVER trust an alarm clock. ~ Heather Brewer,
752:Music was a way of rebelling against the whole rah-rah high school thing. ~ Adam Levine,
753:My belief is that sports in school is not an extracurricular activity. ~ Brian Kilmeade,
754:My freshman year of high school I joined the chess and math clubs. ~ Eric Allin Cornell,
755:On parochial school I was told I had an overabundance of original sin. ~ Susan Sarandon,
756:School curricula that ignore the arts produce highly educated Barbarians ~ Edward Albee,
757:She was old too, when she went to school they didn't have history. ~ Rodney Dangerfield,
758:So in my uncertainty, I went to graduate school and there it all happened. ~ Ted Nelson,
759:The role of the federal government, if any, is to create more school choice. ~ Jeb Bush,
760:The school curriculum today, particularly American history, is a shame. ~ Rush Limbaugh,
761:Until we get it right, we shall return to the earth-school time after time. ~ T F Hodge,
762:Well, I was going to school in Germany. And in my free time I was dancing. ~ Heidi Klum,
763:When I go to school, I'm always happy because it's a normal kid thing. ~ Jackie Evancho,
764:…and you’re at school, busy fighting janitors and vegetables with padlocks… ~ Adam Levin,
765:A school should not be a preparation for life. A school should be life. ~ Elbert Hubbard,
766:Being bullied is something I experienced in school, and it is not fun. ~ Bridgit Mendler,
767:Dad kept us out of school, but school comes and goes. Family is forever. ~ Charlie Sheen,
768:Everyone I’ve ever met who was worth knowing was a bit different at school. ~ Jojo Moyes,
769:Flea and Anthony are into funk, like old school Meters and stuff like that. ~ Chad Smith,
770:He didn't say school, pinhead." Pigpen interrupts. "He said her parents. ~ Katie McGarry,
771:Home is the school where we learn that love shows itself in the details. ~ Andi Ashworth,
772:How can it know if the school’s in danger if it’s a hat?” “I have no idea, ~ J K Rowling,
773:I didn't go to school much, so I taught myself what I knew from reading. ~ Doris Lessing,
774:I dropped out of high school four times between the ages of 12 to 17. ~ Philip Emeagwali,
775:I felt like the big geek in high school. And I still feel like a big geek. ~ Leslie Bibb,
776:If you want to work on the core problem, it's early school literacy. ~ James L Barksdale,
777:I graduated in 1930 and I went up to the Yale Drama School for two years. ~ Albert Maltz,
778:I had an Edinburgh, middle-class childhood and a public school education. ~ Rory Bremner,
779:I really hated school. I had the feeling I was losing a lot of time. ~ Olivier Theyskens,
780:I really want to go back to school and finish up my sociology degree. ~ Alicia Sacramone,
781:I used to make fun of the kids in school who acted or went to dance class. ~ Matt Dillon,
782:I used to skip school and paint my face with Ace Frehley Kiss make-up. ~ Dimebag Darrell,
783:I want to go to school. College. Get a degree. I want to make a difference. ~ Maya Banks,
784:I was a keen sportsman, and became school captain in soccer and cricket. ~ John E Walker,
785:I was bullied every second of every day in elementary and middle school. ~ Selena Gomez,
786:I went out with the same girl throughout all four years of high school. ~ Jesse Metcalfe,
787:I went to an all boys' school in South London and the only god was sport. ~ Lennie James,
788:I went to a segregated school; I was born a Negro, not a black man. ~ Michael Eric Dyson,
789:I went to law school. I found it interesting for the first three weeks. ~ Demetri Martin,
790:I went to school at a place that also shaped my life, Boston Latin School. ~ Nat Hentoff,
791:London audiences have this reputation for being a bit too cool for school. ~ Laura Mvula,
792:My first debate in high school--"Resolved: Girls are no good"--and I won! ~ Donald Freed,
793:Mythology is studied in the school system because most of us come from it. ~ Bel Kaufman,
794:NO PDA,school rules. And besides she's my partner dickhead." said Alex. ~ Simone Elkeles,
795:Of the six people who started PayPal, four had built bombs in high school. ~ Peter Thiel,
796:Oh, Homer! You don't have to play dumb anymore! You're not at school now. ~ John Marsden,
797:School was a strange place where they tried to make you into something. ~ Frederick Lenz,
798:Terry Gross. I would rush home from high school to listen to Terry Gross. ~ John Hodgman,
799:The more expensive a school is, the more crooks it has — I'm not kidding. ~ J D Salinger,
800:the only place more germ laden than a hospital is an elementary school. ~ Laurie Frankel,
801:To a very great degree, school is a place where children learn to be stupid. ~ John Holt,
802:Unfortunately, for many people school is the end, not the beginning. ~ Robert T Kiyosaki,
803:We all learn by experience, but some of us have to go to summer school. ~ Peter De Vries,
804:Whatever, I copied all through school, and look how well I’m doing today. ~ Adrian Young,
805:Wow. I thought I was the only person at this school faking every moment. ~ Katie McGarry,
806:You know what the problem with high school is? There is way too much of it. ~ Jay McLean,
807:As an actor, the first thing you learn in drama school is you never judge. ~ Jason Clarke,
808:Because A) you clearly didn’t go to my high school, and B) maybe I’m wrong, ~ Scott Meyer,
809:College is a place to keep warm between high school and an early marriage. ~ George Gobel,
810:Every child in American should have access to a well-stocked school library. ~ Laura Bush,
811:Extroverts never understand introverts, and it was like that in school days. ~ Neil Peart,
812:Honestly, I wasn't that girl in high school who people spread rumors about. ~ Josie Loren,
813:I attended public school with the same group of kids from K through 12. ~ Thomas Friedman,
814:I certainly didn't learn anything in school. My education was the world. ~ Diana Vreeland,
815:I loved school so much that most of my classmates considered me a dork. ~ Natalie Portman,
816:I'm at the National Theatre School, which is like the Juilliard of Canada. ~ Jake Epstein,
817:In a time hollowed out by decorum, one must school oneself in spontaneity. ~ Susan Sontag,
818:In a way I thought school would last forever. It’s come round so quickly. ~ Louise Jensen,
819:In elementary and high school, I never considered acting as a profession. ~ Rashida Jones,
820:In high school, I was kind of a loner because I had moved to a new school. ~ Jennie Garth,
821:In my first year at drama school, I did this kids' show called 'Let's See. ~ Alan Cumming,
822:I was always acting. I was doing after-school plays and stuff like that. ~ Justin Theroux,
823:I went to public school all my life and all through college and I liked it. ~ Dave Eggers,
824:Keeping our kids engaged and in school must become a national priority. ~ Cedric Richmond,
825:My school spirit is at an all time low, I'm losing my status at the school. ~ Frank Zappa,
826:Prison for the crime of puberty -- that was how secondary school had seemed. ~ David Brin,
827:School teaches you what to do with the rest of your life. I already knew. ~ Avril Lavigne,
828:The first rule we were taught in medical school was “A cadaver is not a toy. ~ Mira Grant,
829:The internet is like a gossipy girls' locker room after school, isn't it? ~ Alex Kapranos,
830:To be in the weakest camp is to be in the strongest school. ~ G. K. Chesterton, Heretics.,
831:To put me through school my morn had to work, so I was a latchkey kid. ~ Lara Flynn Boyle,
832:We live in a society where we wake up our kids for school but not Fajr. ~ Nouman Ali Khan,
833:When I was five I thought auditions were a great way to get out of school! ~ Logan Lerman,
834:WHY? Mostly because I’m the biggest DORK in the entire school. And ~ Rachel Ren e Russell,
835:Back in high school I told my dad, "I'm going to have a computer someday." ~ Steve Wozniak,
836:Behind the parents stands the school, and behind the teacher the home. ~ A P J Abdul Kalam,
837:But then, even with sex, I'm more in the school of less is more in movies. ~ Aaron Eckhart,
838:Competition is the school in which companies learn to perfect their skills ~ Gurcharan Das,
839:Eddie waited 'til he finished high school, he went to Hollywood, got a tattoo. ~ Tom Petty,
840:Experience is the best of school masters, only the school fees are heavy. ~ Thomas Carlyle,
841:Feeding a child at school is such a simple thing - but it works miracles. ~ Drew Barrymore,
842:given the proper kind of training. In the next year or two, every school ~ Milton Friedman,
843:God has a university. It's a small school. Few enroll; even fewer graduate. ~ Gene Edwards,
844:Homosexuality is like a boarding school in which there are no vacations. ~ Andrew Holleran,
845:I can not imagine my life if I didn't have a music program in my school. ~ Beyonce Knowles,
846:I didn't have any qualifications when I left school - I had three O-levels. ~ Simon Cowell,
847:I found it hard to make friends in school, because I was a cerebral person. ~ Lana Del Rey,
848:If you go by a school and the kids don't whistle, back to the drawing board. ~ Harley Earl,
849:I got in trouble in Catholic school for rolling the waist of my skirt down. ~ Nicky Hilton,
850:I got kicked out of high school, so I couldn't get into very many colleges. ~ David Talbot,
851:In high school, every last one of the passing schemes was designed for me. ~ Antonio Gates,
852:In high school, I was a total jock/extracurricular nerd/just plain nerd. ~ Mark Feuerstein,
853:I've had women come up to me and say I was the reason they went to law school. ~ Susan Dey,
854:I wanna make uniforms for my high school basketball team through brand Yeezy. ~ Kanye West,
855:I was at a public school until I was in sixth grade when I moved to New York. ~ Sami Gayle,
856:I was a weird animal in high school, doing no work and getting straight A's. ~ Ezra Miller,
857:I wasn't cocky, just confident; I went to an all black school, a white kid. ~ Shia LaBeouf,
858:I was really good in high school, so in college I was going to be really bad. ~ Rob Huebel,
859:I was using the word awesomeness while you were still in high school, popping zits. ~ Edge,
860:My parents owned a soul food diner. It inspired me to go to culinary school. ~ Flavor Flav,
861:The boy knew that escaping school was the surest sign of his election. ~ Flannery O Connor,
862:The only thing about school he seemed to like was the audience it provided. ~ Jonathan Eig,
863:The only time my education was interrupted was when I was in school. ~ George Bernard Shaw,
864:To get matured, you must have an education in the School of Solitude! ~ Mehmet Murat ildan,
865:What is school for? If you're not asking that, you're wasting time and money. ~ Seth Godin,
866:When we graduated from college and law school, we had a mountain of debt. ~ Jennifer Lopez,
867:You are not my high school crush, idiot.”
“Great. I can die happy, then. ~ Rachel Caine,
868:Bellingham Academy: everything you always wanted in a prep school and less. ~ Amber Dermont,
869:By the time I got kicked out of school, I had nothing else to do but rap. ~ Cyhi the Prynce,
870:Children are supposed to go to school, play on swing sets, skin their knees. ~ Jodi Picoult,
871:College is extra school for people too dumb to learn the first time around, ~ Tara Westover,
872:Conversation enriches the understanding, but solitude is the school of genius ~ Cal Newport,
873:Having your adolescence at an all-male boarding school is just crap. ~ Benedict Cumberbatch,
874:I first studied at the "School of Hard Knocks." I was a very good student... ~ Jos N Harris,
875:I had a number of teachers who hated me. I didn't do well in school. ~ Francis Ford Coppola,
876:I trained for three years at drama school to be an actor - not a celebrity. ~ Orlando Bloom,
877:It scares me to think that one day I'm not going to be in school anymore. ~ Natalie Portman,
878:I work with the Carl Lewis Foundation focusing on youth from high school down. ~ Carl Lewis,
879:My mom said the term heavy petting existed a lot when she was in high school. ~ Lena Dunham,
880:School is a good place - it ain't for everybody, but I think it's for most people. ~ J Cole,
881:School libraries are the foundations of our culture – not luxuries. ~ Laurie Halse Anderson,
882:There is no school or teacher more valuable than your own experiences. ~ Mehmet Murat ildan,
883:There's no use going to school unless your final destination is the library. ~ Ray Bradbury,
884:Time is the school in which we learn, time is the fire in which we burn. ~ Delmore Schwartz,
885:We’ll get her outta our school, one way or another.” And her little dog, too. ~ Kami Garcia,
886:We should all without shame enrol in the school of contemplative prayer. ~ Richard J Foster,
887:America's a hard school, I know, but hard schools make excellent graduates. ~ Oriana Fallaci,
888:Attending boarding school is how upper-middle-class girls run away, to be sure. ~ Roxane Gay,
889:At the age of nine, playing the violin at school, and then onto the mandolin. ~ Noel Redding,
890:Friends aren't any more important than breath or blood to a high school senior. ~ Betty Ford,
891:From your first day at school you are cut off from life to make theories. ~ Taisen Deshimaru,
892:Getting through high school and college was one of my greatest achievements. ~ Anne Bancroft,
893:I did well in school. I had lots of honors, so I thought I was quite smart. ~ Frederick Lenz,
894:I grew up incredibly poor and went to school and had a very average upbringing. ~ Mila Kunis,
895:I had this fascination with four-track recorders when I was in high school. ~ Patrick Carney,
896:In high school, my prom date fooled around with another guy - on prom night! ~ Matthew Perry,
897:Is this what school was like in the United States? It was like theater. ~ Cristina Henriquez,
898:I've been waiting for this for so long--something new, life after high school. ~ Nina LaCour,
899:I was the dork in high school who sang musical numbers up and down the hallways. ~ Amy Adams,
900:I worked as a secretary, a waitress and a dance teacher - all in high school. ~ Jennie Garth,
901:Larger school library collections and longer hours increase circulation. ~ Stephen D Krashen,
902:Let's just say, the American school of suburban angst is not my cup of tea. ~ Katherine Dunn,
903:My grandmother wanted me to have an education, so she kept me out of school. ~ Margaret Mead,
904:Serengeti Trek Vacation Bible School 05, where kids are wild about God!. ~ Christopher Cross,
905:Students in the school of prayer never graduate from the school of the Gospel. ~ C J Mahaney,
906:Teaching school is but another word for sure and not very slow destruction. ~ Thomas Carlyle,
907:They hit you at school, they hate you if your clever, and they despise a fool. ~ John Lennon,
908:We’re going back to high school where our survival instincts are at their finest. ~ Susan Ee,
909:What did I do in high school? I grew from 5 feet 4 inches to 6 feet 2 inches. ~ Gregory Peck,
910:You know, my children go to a local, local catholic school just down the road. ~ John Deacon,
911:A Good School deserves to be call'd, the very Salt of the Town, that hath it. ~ Cotton Mather,
912:Call school," I called to her at the door. "Tell them I'm lovesick." -Raven ~ Ellen Schreiber,
913:Every scene is a lesson. Every shot is a school. Let the learning continue. ~ Martin Scorsese,
914:Experience takes dreadfully high school-wages, but he teaches like no other. ~ Thomas Carlyle,
915:Get a crush on the best looking, most popular, rich boy in school. How original. ~ Linda Kage,
916:God. How would I cope if I went to jail? I'd never even been to boarding school. ~ J L Merrow,
917:Guy Ritchie, he thinks going to drama school is the worst thing in the world. ~ Jason Statham,
918:Having been unpopular in high school is not just cause for book publications. ~ Fran Lebowitz,
919:I consider this world to be like a school and our lives to be the classrooms. ~ Oprah Winfrey,
920:I failed public speaking in grade school, 'cause I was so nervous and scared. ~ Gary Clark Jr,
921:If I had a child of school age, I would send him to one of the Waldorf Schools. ~ Saul Bellow,
922:I had a hit single on the radio for 30 days before I graduated from high school. ~ Will Smith,
923:I just hated school. I dont like to learn. Dont teach me anything! ~ Christopher Mintz Plasse,
924:Im not supposed to be within two hundred feet of a school or a Chuck E. Cheese. ~ Alan Garner,
925:I see you've confused what you're learning in school with actual education. ~ Khaled Hosseini,
926:I think charter schools, choice, and frankly school standards need a champion. ~ David Brooks,
927:It is not who you attend school with but who controls the school you attend. ~ Nikki Giovanni,
928:It's like going back to school. You know, autumn! Time for 'Harry Potter'. ~ Robbie Coltraine,
929:I've never progressed very far from my days as a smart aleck in middle school. ~ Carl Hiaasen,
930:I would work as hard as possible at school so I could keep acting alongside. ~ Felicity Jones,
931:love is a skill to be learnt, rather than just an emotion to be felt. It ~ The School of Life,
932:Make no mistake about it: Law school is not a bastion of intellectual discourse. ~ Tucker Max,
933:Maths is totally done differently to what I was teached when I was at school. ~ David Beckham,
934:My dad said, 'In school, be a Catholic. At home, be a Hindu.' So we did both. ~ Deepak Chopra,
935:My family were all musicians. I really wasn't interested in school or anything. ~ Tommy Bolin,
936:My school colors were clear. We used to say, 'I'm not naked, I'm in the band. ~ Steven Wright,
937:Rules and school are tools for fools! I don't give two mules for rules. ~ Trenton Lee Stewart,
938:School has ruined cinema.It's official. There's nothing worth living for. ~ Stephanie Perkins,
939:Skipping school isn't a crime. It's an infraction. They're totally different. ~ Cory Doctorow,
940:So, after school, I needed to learn a trade and started to work as a tailor. ~ Desmond Dekker,
941:That was my first job after graduating (or being graduated from) high school. ~ Joseph Heller,
942:There are pretenses which are very sincere, and marriage is their school. ~ Miguel de Unamuno,
943:And in high school, people are always watching so there's always a reason to pose. ~ Jay Asher,
944:Conversation enriches the understanding, but solitude is the school of genius. ~ Edward Gibbon,
945:Everybody just wants to be loved, and nobody feels loved enough in high school. ~ Kristen Bell,
946:Everyone in my high school was a bit nerdy. We didn't even have a football team. ~ Norah Jones,
947:Flying from the United States to Tokyo takes approximately as long as law school. ~ Dave Barry,
948:Good cops make their bosses look good, and Hector was a one-man beauty school. ~ Edward Conlon,
949:I don't belong to any school. I work in my corner. I admire Degas. ~ Henri de Toulouse Lautrec,
950:I like to cook. I would probably go to culinary school in France if I had time. ~ Jessica Alba,
951:I'm not coming from film school, I learned cinema in the cinema watching films. ~ Wong Kar wai,
952:I'm not going to buy my kids an encyclopedia. Let them walk to school like I did. ~ Yogi Berra,
953:In business school classrooms they construct wonderful models of a non- world. ~ Peter Drucker,
954:It's a brave new world. I'm 42 years old. I certainly wasn't out in high school. ~ Rick Mercer,
955:I want to get away from the high school thing and do other types of roles. ~ Shannon Elizabeth,
956:I was a very repressed young person. I wasn't good at school. I didn't fit in. ~ Henry Rollins,
957:I was bullied a lot in middle school, and my bullies have since all apologized. ~ Rachel Bloom,
958:I was the daughter of teachers, so school was always very important. I liked it. ~ Amy Poehler,
959:I went to film school to make films just because you're in control of the story. ~ Julie Delpy,
960:Medical school education and post graduate education emphasize thoroughness. ~ Ezekiel Emanuel,
961:My dad was old school Jewish. Not do your taxes Jewish - steal your car Jewish. ~ Dov Davidoff,
962:My only fashion school was what I saw in the newspapers and on television ~ Jean Paul Gaultier,
963:On Career Day in high school, you don't walk around looking for the cartoon guy. ~ Gary Larson,
964:Preparing to go to school was like getting ready for extended deep sea diving. ~ Jean Shepherd,
965:Professionally, I did a couple of operas when I was in school, when I was 18. ~ Lucy Griffiths,
966:Sandy Koufax went to the same school as me. I graduated two years ahead of Sandy. ~ Larry King,
967:School days, I believe, are the unhappiest in the whole span of human existence. ~ H L Mencken,
968:That girl is a suburban dad's midlife crisis in a high school senior's body ~ Becky Albertalli,
969:That's correct, I flunked out of high school twice because I couldn't write. ~ Robert Kiyosaki,
970:THE MONASTERY IS A SCHOOL—A SCHOOL IN WHICH WE learn from God how to be happy. ~ Thomas Merton,
971:The mountains around the school became icy gray and the lake like chilled steel. ~ J K Rowling,
972:We were just a bunch of high school kids who got into the Ramones together. ~ Santiago Durango,
973:When I was 16, I started publishing all kinds of things in school magazines. ~ Margaret Atwood,
974:When I was in high school I thought I was going to university into psychology. ~ Tricia Helfer,
975:You might be a redneck if you dated your daddy's current wife in high school. ~ Jeff Foxworthy,
976:You might be a redneck if... your high school basketball game got rained out. ~ Jeff Foxworthy,
977:At boarding school there wasn't much time for much of anything except education. ~ Henry Cavill,
978:At Juilliard, I couldn't afford to have fun. I went to school and stayed home. ~ Anthony Mackie,
979:Beard,” said Patrick, which was their school slang for “I don’t believe you. ~ Lynne Reid Banks,
980:Civic education and civic responsibility should be taught in elementary school. ~ Donna Brazile,
981:Every other girl in school thinks you're the hottest thing since
the microwave. ~ Linda Kage,
982:I completed medical school at Loma Linda University School of Medicine in 1984. ~ Samuel Wilson,
983:I didn't go to a normal high school. It was for people in the performing arts. ~ Marla Sokoloff,
984:I fear the vermin that shall undermineSenate and citadel and school and shrine. ~ Edwin Markham,
985:If I was still at school, I'd be looking at Britney Spears and dying to be her. ~ Sheena Easton,
986:I floated to school on a magic carpet woven from angel feathers and unicorn manes. ~ B B Easton,
987:I know I'm not sexy. In high school I was voted Most Likely to Masturbate. ~ Rodney Dangerfield,
988:I'm considering going back to school to become a registered dance therapist. ~ Carrie Ann Inaba,
989:I never went to school. I never went to acting school because I was so scared. ~ Ursula Andress,
990:I used to buy records in high school. Mainly dancehall: Super Cat, Buju Banton. ~ Damian Marley,
991:I wanted to be a marine biologist my whole life until I graduated high school. ~ Cobie Smulders,
992:I was kind of a jock in school. Beauty wasn't something I spent a lot of time on. ~ Nina Dobrev,
993:I would rather see a school produce a happy street cleaner than a neurotic scholar. ~ A S Neill,
994:later start time high school graduation rates increased by more than 11 percent ~ Daniel H Pink,
995:My major goal is to take my bathrobe off before the kids get home from school. ~ Matthew Weiner,
996:On school culture: It's hard to eat something you've had a relationship with. ~ Andy Hargreaves,
997:Out of life's school of war: What does not destroy me, makes me stronger. ~ Friedrich Nietzsche,
998:Savannah White, the most popular girl in school, mouthing the words “you’re dead. ~ Chanda Hahn,
999:School is a joke. But go along with it, because you are very near to the punchline. ~ Matt Haig,
1000:Sometimes getting away from school is the best thing can happen to a great mind. ~ Ken Robinson,
1001:The day someone quits school he is condemning himself to a future of poverty. ~ Jaime Escalante,
1002:The lawn of Placerville High School is a very good one. It does not fuck around. ~ Stephen King,
1003:There is only one road to human greatness: through the school of hard knocks. ~ Albert Einstein,
1004:We are not a club or a Sunday school class, but a school of the woods. ~ Baden Powell de Aquino,
1005:You don't hate history, you hate the way it was taught to you in high school. ~ Stephen Ambrose,
1006:A school for the writing of nonsense and the pursuit of extraordinary activities. ~ David Almond,
1007:As far as I have seen, at school...they aimed at blotting out one's individuality. ~ Franz Kafka,
1008:At school, I basically wear one pair of jeans and sneakers for months on end. ~ Jordana Brewster,
1009:At the school of wisdom, mistake is not just a lesson but, a laboratory ~ Ernest Agyemang Yeboah,
1010:blue skies of Barcelona. I took a taxi to the school, where I expected to be ~ Carlos Ruiz Zaf n,
1011:But you never feel things so deeply—so strongly—as you do in high school. You ~ Amanda Eyre Ward,
1012:From a very early age, I've had to interrupt my education to go to school. ~ George Bernard Shaw,
1013:High school dropout rates nationally - Not enough is being done on this issue. ~ Cedric Richmond,
1014:I’d clawed my way through college to discover that the world was a high school. ~ Mishka Shubaly,
1015:I don’t want to go to school and learn solemn things. I don’t want to be a man. ~ James M Barrie,
1016:I finished high school there and then I went to Rhode Island School of Design. ~ Stephen Sprouse,
1017:If you think of a school drawing while you work, your drawing will look like one. ~ Robert Henri,
1018:I hated speaking in public. I would miss school just so I wouldn't have to do it. ~ Kristen Wiig,
1019:In school, my favorite subject was math. That's where I learned to count money. ~ French Montana,
1020:I only had a high school education and believe me, I had to cheat to get that. ~ Sparky Anderson,
1021:I think that like most girls in high school, I just mirrored what was around me. ~ Lauren Conrad,
1022:It is not easy being trapped in a school that is caught between cornfields and cows. ~ Tom Upton,
1023:I went to a public school through sixth grade, and being good at tests wasn't cool. ~ Bill Gates,
1024:Like so many creative men of his school he was hounded by an incessant restlessness. ~ Leon Uris,
1025:My mother was a high school arts teacher, so I was always surrounded by the arts ~ John Lasseter,
1026:School is tough sometimes, but it’s all about knowing who your real friends are. ~ Ariana Grande,
1027:The public school system doesn't get everybody. Every generation has its rebels. ~ Rush Limbaugh,
1028:Ultimately life is disease, death and oblivion. It's still better than high school. ~ Dan Savage,
1029:Well, there's no guarantee of failure in life like happiness in high school. ~ David Henry Hwang,
1030:What makes you imagine ... that anything of importance can be taught in a school? ~ Iris Murdoch,
1031:When I was a kid, I attended a small Catholic school in a south suburb of Chicago. ~ Diablo Cody,
1032:While I was in high school, I started working professionally and got an agent. ~ Charlene Tilton,
1033:You need to take care of your socks!" she said before sending me off to school. That ~ A J Cosmo,
1034:An art school is generated only by the intensity and heat of a common pressure. ~ William Lethaby,
1035:And I found out quickly that a fancier school did not mean fewer bullies" -Tillie ~ Tillie Walden,
1036:A school is not a factory. Its raison d'être is to provide opportunity for experience. ~ J L Carr,
1037:By using impossibly complicated language, school reformers create the impression that ~ Anonymous,
1038:elementary school. I’d worked hard to find the apartment, hoping that a nice unit, ~ Lisa Gardner,
1039:Growing up, I was always in normal public school which is very important in my eyes. ~ Tahj Mowry,
1040:Hermione behind them, wearing a well-you-did-break-school-rules sort of expression. ~ J K Rowling,
1041:I BET I CAN guess your favorite math subject in high school. It was geometry. ~ Steven H Strogatz,
1042:I don't go to school, I don't have parents, I came from the sea to be your husband. ~ Kevin Canty,
1043:I don't like modern country music. It's not what I'm into, is all. I'm old-school. ~ Shelby Lynne,
1044:I got into plays in high school then I ended up going to college for it. ~ Philip Seymour Hoffman,
1045:I had a terrible education. I attended a school for emotionally disturbed teachers. ~ Woody Allen,
1046:I just went to Hebrew school, had a bar mitzvah. No crazy weird Jewish cult. ~ Hayden Schlossberg,
1047:I'm a producer in the old-school way - not just some slacker working on Pro Tools. ~ Michael Gira,
1048:I’m fourteen now, and sometimes I feel I’ve done nothing except go to school. ~ Rosamunde Pilcher,
1049:I'm old-school. I want to be there to drop off my daughter at school and pick her up. ~ Lisa Loeb,
1050:In high school, my goal was to be a writer for SNL, then I got into the acting. ~ Illeana Douglas,
1051:I paid my dues at drama school and worked backstage in every theatre in London. ~ Richard O Brien,
1052:I've always loved punk music, since I was in my early teens, since middle school. ~ Anton Yelchin,
1053:I was lucky enough to have one of the first high school classes in the country. ~ Walter Cronkite,
1054:I went by myself to Hollywood, I spoke no English, every day I had to go to school. ~ Jackie Chan,
1055:I won vice president of my student body in high school. That doesn't mean anything. ~ Al Sharpton,
1056:Most of it was nuts, but I was determined to be a drummer as soon as I left school. ~ John Bonham,
1057:My parents regarded school teachers as higher beings, as did many immigrants. ~ Martin Lewis Perl,
1058:No, I'd rather be in school, learning nothings in a classroom full of children ~ Victoria Aveyard,
1059:One went to school, one wanted to act, one started to act, and one's still acting. ~ Maggie Smith,
1060:Poor school performance and productivity are temporary; motivation is permanent. ~ Richard Lavoie,
1061:School and home seem to recede from us and their influences upon us seemed to wane. ~ James Joyce,
1062:The best of the best were graduates of the two-year Zen-Nippon Chick Sexing School, ~ Joshua Foer,
1063:The two most joyous times of the year are Christmas morning and the end of school. ~ Alice Cooper,
1064:Gray and I talked about library school the way draft dodgers talked about Canada. ~ Rebecca Schiff,
1065:I actually went to film school, but I didnt like it. Im basically self-taught. ~ Judah Friedlander,
1066:I always quit at three when my kids come home from school so I feel pretty spoiled ~ Alice Hoffman,
1067:I didn't mind being unpopular at school, because everyone else was a heathen. ~ Jeanette Winterson,
1068:I feel the same way I did when I was in school. I'm having the same insecurities. ~ Shirley Manson,
1069:If I had a dollar for every time someone made fun of me in high school-oh wait, I do! ~ Bill Gates,
1070:if students leave school less curious than when they started, we have failed them. ~ George Couros,
1071:If you think I'm annoying and preachy now, you should have known me in grade school. ~ Dave Eggers,
1072:I'm not someone who went to acting school - I was just out of the gate, doing it. ~ Natasha Lyonne,
1073:In school nativity plays I was always the bloody little donkey, I was never Mary. ~ Geri Halliwell,
1074:In school we learn that mistakes are bad, and we are punished for making them. ~ Robert T Kiyosaki,
1075:I started in high school and then I went onto professional training after that. ~ Bruce Boxleitner,
1076:It is inappropriate (to allow parents) to design the curriculum and to run the school. ~ Rod Paige,
1077:it's back to school time. or as home-schoolers call it, stay-where-you-are time. ~ Stephen Colbert,
1078:I've got a lot of homework to do, and none of it has anything to do with school. ~ Travis Thrasher,
1079:I was home schooled in high school but was definitely the nerd in middle school. ~ Nicole Anderson,
1080:I wasn't very happy in high school: it was a confusing and sort of sad time for me. ~ Sarah Dessen,
1081:Like we're some kind of hip high school murder club without a care in the world. ~ Karen M McManus,
1082:School is at its best when it gives students the expectation that they will not only ~ Seth Godin,
1083:Since our school went MiNet blind, it’s for seriously more like 1836 than 2036. ~ Megan McCafferty,
1084:Square school pizza disproves socialism more than any political argument ever did. ~ Richard Raley,
1085:The formula for creative writing in high school or college is write what you know. ~ Toni Morrison,
1086:There's more philosophy in jiu-jitsu mats than in any Ivy League school in America. ~ Renzo Gracie,
1087:The theater is a school we shall never have done with studying and learning. ~ Robert Edmond Jones,
1088:The thing about me is I have a great little acting school. I teach about 125 students. ~ Luke Ford,
1089:The town council met at the school. That meant we knew exactly how to sneak in. ~ Kelley Armstrong,
1090:[To organize a school] looks much more difficult in theory than it does in practice. ~ Amartya Sen,
1091:We're in high school. If it didn't come from the school cafeteria, we like it. ~ S K N Hammerstone,
1092:What a curious kind of fool a girl is. Never been licked in school. What's a licking? ~ Mark Twain,
1093:When I was in high school I was a super serious athlete. I wasn't fun at all. ~ Sean William Scott,
1094:You think school is boring? A minimum-wage job makes school look like Burning Man. ~ Tommy Wallach,
1095:Any kid that never fantasized about blowing up his school never really went there. ~ Bill Watterson,
1096:Because I didn't go to film school, you learn so much from a lot of creative artists. ~ F Gary Gray,
1097:Catherine Bybee was raised in Washington State, but after graduating high school, ~ Catherine Bybee,
1098:Education is what remains after one has forgotten what one has learned in school. ~ Albert Einstein,
1099:Every child has a right to go to high school and end up with a third grade education. ~ Pat Paulsen,
1100:For me, Molly Hatchet is high school. It makes me feel like I have hair and a future. ~ Dave Attell,
1101:high school, Lisa never failed to bring back ‘the old glory days’ as she called them. ~ Marie Astor,
1102:I began to treat my belongings as if they were alive when I was a high school student. ~ Marie Kond,
1103:If his happiness were my goal, Mike, I would have gone to clown school, you know? ~ Linda Fairstein,
1104:I hate my smile. I always have, even in my school pictures when I was a little kid. ~ Kenny Chesney,
1105:I leaned from my friends in school. I had lots of friends; yet I was very indrawn. ~ Frederick Lenz,
1106:I learned about a lot of things in medical school, but mortality wasn't one of them. ~ Atul Gawande,
1107:I love seeing teachers outside of school. It's like seeing a dog walk on its hind legs. ~ Janis Ian,
1108:I'm 53. I don't care about high school students. I find them irritating and uninformed. ~ Alan Ball,
1109:I make it through the first two weeks of school without a nuclear meltdown. ~ Laurie Halse Anderson,
1110:I'm never nervous. Not in high school, not in college. That's just the way I am. ~ Chauncey Billups,
1111:I'm not going to be happy until every child in every school is physically active. ~ Richard Simmons,
1112:In high school, I dressed up as every James Bond girl. I was a teenage Pussy Galore. ~ Winona Ryder,
1113:In the first place God made idiots. This was for practice. Then he made school boards. ~ Mark Twain,
1114:I started running in high school. I found out if you run fast then you can get girls. ~ Kim Collins,
1115:I was made fun of a lot in high school because of the way I sound and the way I was. ~ Chris Colfer,
1116:I wasn't a great student. Just give me a school with no grades, and I'll be happy. ~ Alison Elliott,
1117:Life gets really simple once you cut out all the bullshit they teach you in school. ~ George Carlin,
1118:middle school and he obviously clearly remembered the tongue-lashings she’d ~ Elizabeth Spann Craig,
1119:My son's got the I.Q. Of a robot but I don't have the dough to send him to school. ~ Jonathan Dunne,
1120:Obama reminds me of the black kid at a white school that don't nobody want to play with. ~ Ice Cube,
1121:Oh, I took some night school courses in psychology,” said Bill Compton, vampire. ~ Charlaine Harris,
1122:Princeton is a sublime undergraduate university. It has a good architecture school. ~ Emilio Ambasz,
1123:She's called the secretary, but as far as I can tell she basically runs the school. ~ Rebecca Stead,
1124:She was a ship of the old school, rather small if anything; with an old-fashioned ~ Herman Melville,
1125:There's definitely an old school element to my music, but I also think it's modern. ~ Lenny Kravitz,
1126:There will always be someone being picked on at school, and it's not going to go away. ~ Alexa Vega,
1127:They were not my friends, after all. They were just the people I went to school with. ~ Neil Gaiman,
1128:We are all made of broken glass. The school grinds along on grief and anger. ~ Justine Larbalestier,
1129:When I graduated from high school, it was during the Depression and we had no money. ~ Ray Bradbury,
1130:When I was in high school, if my favorite band got too popular, I'd watch carefully. ~ Mike Shinoda,
1131:When people ask me if I went to film school I tell them, 'no, I went to films.' ~ Quentin Tarantino,
1132:a guy I was friends with in grade school, back before I had good taste in people. ~ Karen McQuestion,
1133:All kids, I think, are creative, but they get it pounded out of them in school. ~ Buffy Sainte Marie,
1134:A school without football is in danger of deteriorating into a medieval study hall. ~ Vince Lombardi,
1135:Boys do not leave their boyhood behind when they leave off their school uniform. ~ Diane Setterfield,
1136:For one thing,I have school tomorrow. Two,my right leg is still in Sasquatch mode. ~ Alecia Whitaker,
1137:Henry Wu was a young Asian guy, straight out of tooth school, or wherever they went. ~ Tarryn Fisher,
1138:I am an old school sort of syndicated cartoon watcher. I'm a big fan of Voltron, too. ~ Seamus Dever,
1139:I attended private Catholic schools in Paris and Los Angeles through high school. ~ Natalie Massenet,
1140:I can get motivated seeing a kid at my sons school overcome a learning disability. ~ Jason Alexander,
1141:I definitely used to write a lot at school. Comic poetry and drawings about people. ~ Sally Phillips,
1142:If an opportunity arises, then I won't use school as an excuse not to work. ~ Patrick Schwarzenegger,
1143:In all primary school work the principle of multiple impressions is well recognized. ~ William James,
1144:In my school, he thought, they learn bitterness and frustration and how to grow old. ~ Graham Greene,
1145:In school I was pretty quiet. Kinda shy until my junior year. But at home I was a freak. ~ Dane Cook,
1146:In the first place, God made idiots. That was for practice. Then he made school boards. ~ Mark Twain,
1147:I quit high school the first day of 10th grade because I felt like I was wasting time. ~ Bam Margera,
1148:I think, in common with a lot of novelists, I wasn't the most athletic guy at school. ~ Chris Cleave,
1149:It was hard to leave my school. I've been going to the same school since kindergarden. ~ Miley Cyrus,
1150:I've always been a draw-er, all throughout elementary school I was the "kid who draws". ~ Liz Prince,
1151:I went to high school in Lexington, Massachusetts, which in hindsight was very nice. ~ Eugene Mirman,
1152:Life gets really simple once you cut out all the bull shit they teach you in school. ~ George Carlin,
1153:She'll thank you when she's thirty and can still fit into her high school jeans. ~ Pamela Druckerman,
1154:Sometimes getting away from school is the best thing that can happen to a great mind. ~ Ken Robinson,
1155:The bruises he'd come to school with. Who has he ever had to love him?
Ever? ~ Maggie Stiefvater,
1156:The last time I threw a punch was in primary school, and that was probably a slap. ~ Martin Compston,
1157:The reason why I hated school so intensely [was that] it interfered with my freedom. ~ Sigrid Undset,
1158:We ain't have video recorders back in high school, or at least we couldn't afford them. ~ Sean Price,
1159:We don't need school to be better, we need schools to be really, really different. ~ Will Richardson,
1160:What did that mean? Where could it go? He was a death diety. I was a high school senior. ~ Meg Cabot,
1161:What prevents my life from being a sad after-school special is I don't give a shiiit. ~ Chris Colfer,
1162:What's the use of a high school education if you can't recall it when needed later on? ~ Hal Clement,
1163:When I went to school, sex education was mainly muttered warnings about the janitor. ~ Frankie Boyle,
1164:all the teachers at this school attack their students? Or are you just a raving bitch? ~ Chris Cannon,
1165:American megalomania is largely responsible for the growth of the Skyscraper School. ~ Philip Johnson,
1166:As far as R&B, I listen to a lot of old school like the Temptations and Chris Brown. ~ Jacob Latimore,
1167:Death is the Christian's vacation morning. School is out. It is time to go home. ~ Henry Ward Beecher,
1168:Everywhere seems bigger before you learn your way around. Take high school for instance. ~ Ted Naifeh,
1169:Here is an Unity Quote that we have all known since school: United we stand; divided we fall. ~ Aesop,
1170:I always thought the good thing about the guitar was that they didn't teach it in school ~ Jimmy Page,
1171:I am a former economist. I never went to photography school to learn photography. ~ Sebastiao Salgado,
1172:I CAN’T WAIT TO GO TO SCHOOL. THIS WILL PROBABLY BE A ONE-TIME-ONLY FEELING. ~ Charise Mericle Harper,
1173:I could have gone to medical school, I said. Except for all the math and stuff. ~ MaryJanice Davidson,
1174:I'd have to just say that working with other people, it's a different world from school. ~ Tom Felton,
1175:I don’t tweet or blog or order pizza with arugula on top. So, yeah, call me old school. ~ Paul Levine,
1176:If your mother still drives you to school, you are not a gangster, pull your pants up! ~ Bill Engvall,
1177:I invite even the school of violence to give this peaceful non-co-operation a trial. ~ Mahatma Gandhi,
1178:It looks like the kind of thing my daughter would bring back from school art lessons. ~ Prince Philip,
1179:I volunteer with School on Wheels in Los Angeles, and I also tutor with Koreh L.A. ~ Rachelle Lefevre,
1180:I was 11 when I was first introduced to live drawing classes and going to art school. ~ Kehinde Wiley,
1181:I was a huge nerd in high school. Sure, I socialized - but I was definitely a nerd. ~ Bella Heathcote,
1182:I was home-schooled for my entire high school experience, so I never went to prom. ~ Cameron Monaghan,
1183:I went to an all-girls private school, where we played field hockey and lacrosse. ~ Nicole Ari Parker,
1184:I went to stage school with a neighbor to build confidence because I was quite shy. ~ Alexandra Roach,
1185:My mother had been a grade-school teacher, and my father had an eighth-grade education. ~ Gordon Bell,
1186:No statues, please. School or statue? Hospital or statue? No need to explain further. ~ Chetan Bhagat,
1187:Old school feminism, coveting social power, is blind to woman's cosmic sexual power. ~ Camille Paglia,
1188:Old-school marketing is based on persuasion; new marketing is based on invitation. ~ Chris Guillebeau,
1189:People want to get back to the source. The old school. They want things they can touch. ~ Hari Kunzru,
1190:School district policies and practices have not kept pace with student and teacher needs. ~ Eli Broad,
1191:-The Lord says to forgive is devine.
-The Lord didn't go to high school with you. ~ Dakota Cassidy,
1192:There is no school equal to a decent home and no teacher equal to a virtuous parent. ~ Mahatma Gandhi,
1193:There is nothing on earth intended for innocent people so horrible as a school. ~ George Bernard Shaw,
1194:This age thinks better of a gilded fool than of a threadbare saint in wisdom’s school. ~ Ray Bradbury,
1195:This world is your body. This world is a great school, This world is your silent teacher. ~ Sivananda,
1196:To work a fell revenge a man's a fool, if not instructed in a woman's school. ~ John William Fletcher,
1197:When I see friends from school I think they've all grown old and I've stayed the same. ~ Steve Coogan,
1198:Which is more musical: a truck passing by a factory or a truck passing by a music school? ~ John Cage,
1199:You'll learn more from your accidents than anything that you could ever learn at school. ~ Billy Joel,
1200:Beauty, grace, and charm my foot. It's a school for sadists with good tea-serving skills. ~ Libba Bray,
1201:Christ, we had public sex at a school event. I’m a teacher. I’ve lost my fucking mind. ~ Mercy Celeste,
1202:Film school is a complete con, because the information is there if you want it. ~ Paul Thomas Anderson,
1203:History is the only true teacher, the revolution the best school for the proletariat. ~ Rosa Luxemburg,
1204:I always thought the good thing about the guitar was that they didn't teach it in school. ~ Jimmy Page,
1205:I cried when my school councilor told me being an ass-hole wasn’t a paying profession. ~ Morgan Blayde,
1206:I don't have a lot of friends; most of the friends I have, I've had since high school. ~ Lauren London,
1207:I find science really sexy and, at the time that I was a school kid, it certainly wasn't. ~ John Noble,
1208:If life were one long grade school, women would be the undisputed rulers of the world. ~ Carol S Dweck,
1209:I grew up and left home for college in the Twin Cities at a school called St. Thomas, ~ Cheryl Strayed,
1210:I never really studied business in school. I kind of wish I had, but how boring is that? ~ Mick Jagger,
1211:In high school, I got smacked and kicked around. Two bloody noses. It was horrible. ~ Steven Spielberg,
1212:In high school, whites are sometimes asked to think about race, but rarely about whiteness. ~ Tim Wise,
1213:In school, we're rewarded for having the answer, not for asking a good question. ~ Richard Saul Wurman,
1214:I remember being intrigued by the idea of school-in-a-box, just-add-water-and-Sam. ~ Maggie Stiefvater,
1215:I've loved you ever since that day you broke your slate over my head in school. ~ Lucy Maud Montgomery,
1216:Most comedians weren't great athletes; that was the way they got noticed in high school. ~ Judd Apatow,
1217:My parents instilled in me the value of learning and encouraged me to succeed in school. ~ Bruce Brown,
1218:Of course, the downside of attending a fictional school is that our lacrosse team sucks. ~ Ally Carter,
1219:Once you leave out all the bullshit they teach you in school, life gets really simple. ~ George Carlin,
1220:Our romantic impulses are continually renewed. We blame everything but our hopes. ~ The School of Life,
1221:Over 20 million children of conflict are out of school. Education is often forgotten. ~ Angelina Jolie,
1222:(We) fell out of love with life for having learnt too much of death. ("At School") ~ Georges Rodenbach,
1223:We obtain our education at home, at school, and, most important, from life itself. ~ Eleanor Roosevelt,
1224:When I was in high school, I earned the pimple award and every other gross-out award. ~ Jack Nicholson,
1225:Yeah. I failed R&R in school. I was too busy studying for my anal retention classes. ~ Rosanna Leo,
1226:You starving street waif! No, you're too old to be a waif! You starving high-school-aged waif! ~ CLAMP,
1227:And to fulfill the fish wish of the womb, A school of Freudians headed for the tomb. ~ Vladimir Nabokov,
1228:A success is the school teacher who is teaching because that's what she wants to do. ~ Earl Nightingale,
1229:Can I request another peer guide, One who isn't so happy to be at school at 7:30 a.m.? ~ Simone Elkeles,
1230:Every swallow tastes sour, and the closer I get to school, the closer I come to collapsing. ~ Jay Asher,
1231:From that day, I had your name and the name of your high school stamped in my brain. ~ Kazuki Kaneshiro,
1232:Hairstyles change, and skirt lengths, and slang, but high school administrations? Never. ~ Stephen King,
1233:I actually had a cockney accent before I went to drama school. It's softened up a bit. ~ Gemma Arterton,
1234:I decided to become an actor because I was failing in school and I needed the credits. ~ Dustin Hoffman,
1235:I don't do 'black music,' I don't do 'white music'...I make fight music, for high school kids. ~ Eminem,
1236:I don't know why I go to school unless for kicks, oh well might as well do dissect a frog. ~ S E Hinton,
1237:I had a teacher at school who told me once that I was a mistress of self-reinvention. I ~ Paula Hawkins,
1238:I have a practice of really not talking about the competition. I'm from the old school. ~ Rush Limbaugh,
1239:I have had a few turning points, the first day I entered a gymnastics school at age 6. ~ Nadia Comaneci,
1240:I knew what type of player I was: a free agent, a small kid who came from a small school. ~ Victor Cruz,
1241:I like science fiction. I took all the accelerated classes in school. I'm kind of a dork. ~ Anson Mount,
1242:I love everything from old-school cars to whatever the latest muscle or luxury vehicles are. ~ Ludacris,
1243:I'm a very competitive person, whether it's school, baseball or even playing video games. ~ David Price,
1244:I'm proposing a plan to provide school choice to every disadvantaged student in America. ~ Donald Trump,
1245:I spent a lot of time staring at the clock in school, so I have that kind of personality. ~ Diablo Cody,
1246:It is often easier for our children to obtain a gun than it is to find a good school. ~ Joycelyn Elders,
1247:It was like one of those dreams at high school when everyone else has clothes on except you. ~ Tom Ford,
1248:I was born in Everett; I went through grade school in Everett, high school in Seattle. ~ Dorothy Malone,
1249:I was head of the Sixth Form Centre when I left the school. ~ Estelle Morris Baroness Morris of Yardley,
1250:I went to the Rudolf Steiner School in New York, and you're not allowed to watch TV. ~ Jennifer Aniston,
1251:Jews were asked when life begins. For them it's when they finally graduate medical school. ~ Evan Sayet,
1252:Most adults have dropped out of the school of life before they reached adulthood. ~ Mokokoma Mokhonoana,
1253:Musicians tell me, if what I'm doing is right, they should never have gone to school. ~ Ornette Coleman,
1254:My mom taught me German before I knew English. And I went to French immersion school. ~ Tatiana Maslany,
1255:My narrators tend to be women with low self-esteem, so I can send them to charm school. ~ Elinor Lipman,
1256:Salvador’s brother, however, is the Indiana Jones of the Mexican school system; ~ Christopher McDougall,
1257:Success is the study of the obvious. Everyone should take Obvious 1 and Obvious 2 in school. ~ Jim Rohn,
1258:The children will go back to school. Sam and Annie can move into this house. ~ Gertrude Chandler Warner,
1259:The first half of my life I went to school, the second half of my life I got an education. ~ Mark Twain,
1260:The last time I saw African kids this excited, Madonna was at their school with a net. ~ Russell Howard,
1261:The other mothers eyed her with suspicion. Adult suburbia can be a lot like high school. ~ Harlan Coben,
1262:Turning into a vampire is bad enough – I don’t need to flunk out of school on top of it. ~ Mari Mancusi,
1263:When I was a kid, my favorite after-school snack was hominy and pickled pigs feet. ~ Cassandra Peterson,
1264:When I was little, I went to a Jewish community day school for most of elementary school. ~ Clara Mamet,
1265:When I was sent to public school, I was relieved that I could wear what I wanted to wear. ~ Davey Havok,
1266:... at thirty-two she had less dating experience than the average high school student. ~ Lacey Alexander,
1267:back.” But the path he started on led him to graduate school, where he eventually ~ Suzanne Woods Fisher,
1268:But it was still a community school. They didn’t have a lacrosse team or colorful mascot. ~ Joe Clifford,
1269:Every single kid in my group of friends at school was from a single-parent family. ~ Christina Applegate,
1270:Experience is the only teacher, and we get his lesson indifferently in any school. ~ Ralph Waldo Emerson,
1271:For a songwriter, you dont really go to songwriting school; you learn by listening to tunes. ~ Tom Waits,
1272:I almost failed drama at school. I hated it. It was all about the history of theatre. ~ Brenton Thwaites,
1273:I did not have a chance to write novels until my youngest child started school fulltime ~ Anne McCaffrey,
1274:I dropped out of high school. I really had no interest in doing any school work whatsoever. ~ Bobby Flay,
1275:I fell in love with many women at school who had no idea I existed. I'm a bit of a romantic. ~ Eric Bana,
1276:If you don't want an American flag flying at your school, why do you live in the USA? ~ Ainsley Earhardt,
1277:I had started doing theater in high school, and while I was doing that, I got my manager. ~ Michael Rady,
1278:I like acting, but I like filmmaking better. I went to film school. I want to make films. ~ Art Alexakis,
1279:I'll show you Obama's birth certificate when you show me Sarah Palin's high school diploma. ~ Bill Maher,
1280:I'm not embarrassed to be seen with younger women, except when I drop them off at school. ~ Jerry Lawler,
1281:I remembered being intrigued by the idea of school-in-a-box, just-add-water-and-Sam. ~ Maggie Stiefvater,
1282:I still have some very dear friends from school, and we get together whenever possible. ~ Dionne Warwick,
1283:I still regret that I never played soccer in high school. I chose basketball over soccer. ~ Will Ferrell,
1284:I teach musical theater three days a week at the school that my wife and I graduated from. ~ Drew Lachey,
1285:It started 25 years ago, when I was teaching elementary school in a small town in Missouri ~ Dan Simmons,
1286:It's well known that many girls have a tendency to dumb down when they're in middle school. ~ Sally Ride,
1287:It was in high school that I first became interested in acting. We put on lots of plays. ~ Blythe Danner,
1288:I was a real loner in high school, even though people assume I was the head cheerleader. ~ Kate Bosworth,
1289:I wasn't even a theater kid in high school. I studied classical piano, and I ran track. ~ Condola Rashad,
1290:I was sports editor for my high school newspaper, but I think I shied away from journalism. ~ Jenna Bush,
1291:I would ban sweets from school - but this pressure to bring in healthy food is too much. ~ Boris Johnson,
1292:Oh nookie in the stacks.Figures you're the type to have that fantasy, grad school and all. ~ Chloe Neill,
1293:People react to fear, not love; they don't teach that in Sunday School, but it's true. ~ Richard M Nixon,
1294:School did prepare a young person for life, but never in the ways parents expected. ~ Emma Jane Holloway,
1295:Searching for a boy in high school is as useless as searching for meaning in a Pauly Shore movie. ~ Cher,
1296:Shigure Sohma: singing High school girls high school girls all for me High school girls ~ Natsuki Takaya,
1297:Term, holidays, term, holidays, till we leave school, and then work, work, work till we die. ~ C S Lewis,
1298:That’s more of a note than a letter.’ ‘Got any friends at school?’ ‘No.’ ‘Can’t think why. ~ Lissa Evans,
1299:The after-school routine is just another way to divide the popular from the less than. ~ Alecia Whitaker,
1300:The more consistently Austrian School an economist is, the better a writer he will be. ~ Murray Rothbard,
1301:There wasn't a lot of discipline in my life, and I hated it being imposed on me at school. ~ Alfie Allen,
1302:They will not stop me, I will get my education, if it is in home, school or any place ~ Malala Yousafzai,
1303:This isn't high school," I said, eyeing him playfully. "You're way out of your depth. ~ Penelope Douglas,
1304:Those years between drama school and getting onto the stand-up circuit were pretty lean. ~ Graham Norton,
1305:When I was five I was touring, singing and dancing. Always gone, always out of school. ~ Michael Jackson,
1306:Why did Thor send you back to middle school?” I asked. “That seems especially cruel.” She ~ Rick Riordan,
1307:You will find that I will only truly have left this school when none here are loyal to me. ~ J K Rowling,
1308:Being on the road and doing events is like getting kids ready for school for most families. ~ David Wolfe,
1309:Buffy's high school was built on top of a vortex of evil, the Hellmouth. And whose wasn't? ~ Sarah Vowell,
1310:Experience keeps a dear school, but fools will learn in no other, and scarce in that. ~ Benjamin Franklin,
1311:Have you ever done something you regretted?'
'Does last year's school picture counts? ~ Jennifer Niven,
1312:He’d be fine. Every child went to school. They survived. They learned the rules of life. ~ Liane Moriarty,
1313:High school dropouts are forfeiting their opportunity to pursue the American Dream. ~ Kareem Abdul Jabbar,
1314:I always did workshops. I would be at theater camp, doing shows, or after-school programs. ~ Ansel Elgort,
1315:I didn't want to go to college. I wanted to move to Los Angeles right out of high school. ~ Jenna Fischer,
1316:Id never heard of a hall pass until I came to America. It sounds like something at school. ~ Nicky Whelan,
1317:If every school would hire two more music teachers, we would need two fewer police officers. ~ Kurt Masur,
1318:I just want to be able to keep my house and pay for my son's school tuition in Los Angeles. ~ Diablo Cody,
1319:I love this cornbread so much, I wanna take it behind a middle school and get it pregnant. ~ Tracy Morgan,
1320:I'm definitely not a science nerd, I'll say that. That was not my forte at school. ~ Joseph Gordon Levitt,
1321:I never studied film formally at school, but as a kid, I spent most of my time in cinemas. ~ Wong Kar wai,
1322:In school the kids thought I was freaky because I made straight A's and daydreamed a lot ~ Shelley Duvall,
1323:I was a lady gunda in school. Everyone was scared of me, and I was really short and round. ~ Bipasha Basu,
1324:I was really bored and unhappy in school, and I used to act out and do horrible things. ~ Christina Ricci,
1325:I went to art school, I think it helped me a great deal because it taught me who I am. ~ Jackie DeShannon,
1326:I went to my last three years of high school in New Jersey. I just wanted to act, you know? ~ Stacey Dash,
1327:Let's make sure that we are working for age-appropriate sex education in our school system. ~ Wendy Davis,
1328:Monday morning always found him so—because it began another week’s slow suffering in school. ~ Mark Twain,
1329:Never trust the captain who has never taken any education from the School of Storms! ~ Mehmet Murat ildan,
1330:Our school education ignores, in a thousand ways, the rules of healthy development. ~ Elizabeth Blackwell,
1331:The art school babe quotes William Blake as she rolls a joint, then I think that I'll score. ~ Ray Davies,
1332:The most important thing you learn at school is that learning only happens by being taught. ~ Ivan Illich,
1333:This is a school, not a democracy; the students have whatever rights we choose to allow them. ~ Joan Hess,
1334:We had the whole 'when you assume you make an ass out of you and me' speech in school. ~ Jonathan Maberry,
1335:When I think back on all the crap I learned in high school, it's a wonder I can think at all ~ Paul Simon,
1336:You don't want to peak in high school. If you do, the rest of your life is a disaster. ~ Candace Bushnell,
1337:All they teach you in drama school is how to do stage fights and be a pain in rehearsals. ~ Craig Ferguson,
1338:At school there was no acting to be had other than school plays which I did now and again. ~ Ewan McGregor,
1339:Basketball was not my main sport in grade school, or even the first year of high school. ~ Mike Krzyzewski,
1340:By the time I was 15 and I stepped in the high school gym, I was just stronger than everybody. ~ John Cena,
1341:Every high school has its Romeo and Juliet, one tragic couple. So does every generation. ~ Chuck Palahniuk,
1342:Evidently it took Catholic school to turn young kids into fearless, hardened apostates. ~ William Finnegan,
1343:Famous at high school is like being employee of the month at the sanitation department. ~ Orson Scott Card,
1344:Find your school satyr and get his help. You need to make it to Camp Half-Blood right away. ~ Rick Riordan,
1345:Hello, this school now comes complete with a walking buffet, and nobody gets to take abite? ~ Claudia Gray,
1346:I decided to find out how people at school might react if one of the students never came back. ~ Jay Asher,
1347:I don't want them hanging a double murder on me. It wouldn't look good on my school record. ~ John Marsden,
1348:I haven’t seen this much blood since those driver’s ed films they showed in high school. ~ Scott Nicholson,
1349:I knew when I was in high school that I wanted a job where they'd applaud if I showed up. ~ Cheryl Wheeler,
1350:I mean, I did plays in high school, but I was convinced you couldn't make a living doing it. ~ Adam Driver,
1351:I mean, I never liked being told what to do. It's one of the reasons I dropped out of school. ~ Dave Grohl,
1352:I never had a real job either. I sort of fell out of school and ended up playing guitar. ~ Vivian Campbell,
1353:I remember that I was never able to get along at school. I was at the foot of the class. ~ Thomas A Edison,
1354:I think a high school girl hitchhiking is stupid. It was dangerous then and it's dangerous now. ~ Bo Derek,
1355:I think there was always something that everybody wishes they could relive in high school. ~ Neal H Moritz,
1356:I think we have to be more proactive in the people we invite to come and speak in school. ~ Mark Schlissel,
1357:I've got a friend who is a lion tamer. He used to be a school teacher till he lost his nerve. ~ Les Dawson,
1358:I've never had formal drama-school training; I've just picked things up as I've gone along. ~ Agyness Deyn,
1359:I was born in St. Andrew's and raised in Kingston then I attended the Alpha Boy's school. ~ Desmond Dekker,
1360:I was editor of my high school literary magazine and a reporter for the school newspaper. ~ Jeffery Deaver,
1361:I was in an a cappella group in school, so it particularly helped me keep my piano chops up. ~ John Legend,
1362:I went straight out of high school, and when I was 17, all I wanted to do was play guitar. ~ John Petrucci,
1363:Just out of high school, you didn't realize you were creating drama for the sake of drama. ~ Donald Miller,
1364:Kagyu school lies in the tradition of passing instructions orally from master to ~ Yongey Mingyur Rinpoche,
1365:Law school teaches you one thing above all: how to speak while saying absolutely nothing. ~ Krysten Ritter,
1366:Mama gives you money for Sunday school, you trade yours for candy after church is through. ~ Stevie Wonder,
1367:My acting teacher in high school was really influential, and we still keep in touch. ~ Brandon Jay McLaren,
1368:My mother did all she could to control me, but at age 14 she sent me to a military school. ~ Sam Donaldson,
1369:One city, Ashland, Oregon, has an elementary school in which not a single child is vaccinated. ~ Anonymous,
1370:Presently it occurred to him that he wished he was sick; then he could stay home from school. ~ Mark Twain,
1371:Roses are red,
And ready for plucking,
You're sixteen,
And ready for high school. ~ Kurt Vonnegut,
1372:School is the advertising agency which makes you believe that you need the society as it is. ~ Ivan Illich,
1373:School is where you go between when your parents can't take you and industry can't take you. ~ John Updike,
1374:She was straight out of the Tracy Flick and Hermione Granger School for Smarty Pantsing. ~ Kate Canterbary,
1375:The lessons one learns at school are not always the ones the school thinks it's teaching. ~ Salman Rushdie,
1376:The lessons one learns at school are not always the ones the school thinks it’s teaching. ~ Salman Rushdie,
1377:Too many Christians are fighting graduate school sins with a grammar school knowledge of God. ~ John Piper,
1378:What They Should Teach in School Only two things: 1. Solve interesting problems 2. Lead SOLVE ~ Seth Godin,
1379:When I think back on all the crap I learned in high school; It's a wonder I can think at all. ~ Paul Simon,
1380:When I went to school, they asked me what I wanted to be when I grew up. I wrote down happy. ~ John Lennon,
1381:Wrestling school was probably one of the hardest things I've ever done. It just killed me. ~ Stacy Keibler,
1382:A girl fresh from a boarding school may perhaps be a virgin but no! she is never chaste. ~ Honore de Balzac,
1383:Akron, Ohio, is my home. I will always be here. I'm still working out at my old high school. ~ LeBron James,
1384:All three had been TAUGHT French at school. How deeply they now wished that they had LEARNED it! ~ E Nesbit,
1385:Children are sent to school to be civilized, to learn to be part of the social enterprise. ~ Robert Fulghum,
1386:Due to financial reasons, I dropped out of school after eight years of formal schooling. ~ Philip Emeagwali,
1387:Enjoy the little fun things - like taking your kids to school - before they're all grown up. ~ Will Ferrell,
1388:Ever since grammar school, I knew I wanted to be famous - I always wanted to be a singer. ~ Jennifer Hudson,
1389:Funny way to get to a wizards’ school, the train. Magic carpets all got punctures, have they? ~ J K Rowling,
1390:Going from college to being on national TV almost fresh outta school, it happened really fast. ~ Terrence J,
1391:Going to dancing school, or being in a play, is a very familial feeling. You're around friends. ~ Teri Garr,
1392:He will only be gone from the school when none here are loyal to him,” said Harry, smiling in ~ J K Rowling,
1393:I can pick a lock. How do you think I got into my parents' liquor cabinet in middle school? ~ Richelle Mead,
1394:I don't care how much you eat, Ender, self-cannibalism won't get you out of this school. ~ Orson Scott Card,
1395:I don't think I would have become President if it were not for my school music program. ~ William J Clinton,
1396:I gave up on everything in my life, including escaping my misery through my school-work. Upon ~ Dave Pelzer,
1397:I got problems at home, I got problems at school, I got problems walkin down the street. ~ George Pelecanos,
1398:I guess their mission in life was to keep school teachers reminded that earth isn't their home. ~ Anonymous,
1399:I have a lot of memories of Falls Church. I went to grade school in Madison Elementary School. ~ Jim Fowler,
1400:I loved my boarding school, but I didn't know what I wanted to do. I didn't have a career. ~ Lilly Pulitzer,
1401:I moved in fourth grade in the middle of the school year, and I was the new kid in school. ~ Michael Steger,
1402:I moved out to L.A. when I was 17, dropped out of high school, and pursued a career in music. ~ Skylar Grey,
1403:I'm rather kind of old school, thinking that when an artist does his work it's no longer his. ~ David Bowie,
1404:In high school, when I played football I got no respect. I shared a locker with a mop. ~ Rodney Dangerfield,
1405:I quit school and it's not because I'm lazy. I'm just not the social type and campus life is crazy. ~ Drake,
1406:I really focused on three things in high school - my company, basketball and my school work. ~ Ben Casnocha,
1407:I started acting when I was in high school, started writing when I got to New York in 1975. ~ Eric Bogosian,
1408:I still love old-school hip-hop, but there hasn't been a lot that I've taken from the new stuff. ~ Kid Rock,
1409:It's a mistake to think that once you're done with school you need never learn anything new. ~ Sophia Loren,
1410:It's easier to floss with barbed wire than admit you like someone in middle school. ~ Laurie Halse Anderson,
1411:It's frightening, the way life speeds up. When you're at school, time can't go fast enough. ~ Bruce Forsyth,
1412:I've been in dance schools since I was four. I went to the Brit school. I did adverts and plays. ~ Jessie J,
1413:I watch old school film so that I can learn so much that I just sort of miss all the new stuff. ~ Mike Epps,
1414:Making friends with other writers you respect is reason enough to go to graduate school. You ~ Ann Patchett,
1415:May we now all rise and sing the eternal school hymn: "Attack. Attack. Attack Attack Attack!" ~ Danny Baker,
1416:sarcastic. It was a crack at him being old school and set in his ways. The Metro was new ~ Michael Connelly,
1417:School takes 13 years, because that is how long it takes to break a child's spirit. ~ Martin Luther King Jr,
1418:Sudbury Valley School. Take a look at this independent school in Framingham, Massachusetts, ~ Daniel H Pink,
1419:That's why school was invented - to give your parents some peace and quiet during the day. ~ Michael Chabon,
1420:The lines marking a penalty area are a disgrace to the playing fields of a public school. ~ Christopher Fry,
1421:The most important day of a person's education is the first day of school, not Graduation Day. ~ Harry Wong,
1422:The University of Miami is not a campus with visible school spirit, just visible tan lines. ~ Lisa Birnbach,
1423:This earth is higher than all the heavens; this is the greatest school in the universe. ~ Swami Vivekananda,
1424:When I left school I was full of angst, like any teenager, and I channeled it all into comedy. ~ Matt Lucas,
1425:Yale Law School was like nerd Hollywood, and I never stopped feeling like an awestruck tourist. ~ J D Vance,
1426:You won't find another Chaplin, you won't find another Keaton, because the school is closed. ~ Jacques Tati,
1427:All my early school reports from the age of 5 were 'Daniel must learn not to distract others.' ~ Dan Stevens,
1428:By the time I had finished my studies at St. Paul's School, I knew I wanted to be an actor. ~ Alexis Denisof,
1429:He’s the hottest guy in school. I’ve fancied him for ages. I can’t wait to go out with him. ~ Tabitha Suzuma,
1430:High school football in Detroit was not easy at all. There were talented players everywhere. ~ Antonio Gates,
1431:I always felt like an outcast at school. I had good friends, but none that I truly related to. ~ Amber Heard,
1432:I didn't have a very starry school career, I was medium to above average, nothing special. ~ Richard Dawkins,
1433:I do not belong to any school, I simply want to do something that is personal to my self. ~ Edouard Vuillard,
1434:If Everybody In The World Dropped Out Of School We Would Have A Much More Intelligent Society. ~ Jaden Smith,
1435:I had grown up and gone to high school in New York, so I wanted to get out of the east coast. ~ Tod Machover,
1436:I just finished reading the Koran, and there's nothing in there I didn't hear in Sunday school. ~ Tom Clancy,
1437:In high school, American history had been a happy story; now Chihani told them the sad one. ~ Stephen Dobyns,
1438:It is easier to floss with barbed wire than admit you like someone in middle school. ~ Laurie Halse Anderson,
1439:It's the Marilyn Monroe school of medicine where enough of any drug will cure any disease. ~ Chuck Palahniuk,
1440:I've always been interested in archaeology, I guess ever since junior high or high school. ~ Michelle Stuart,
1441:I was brought up a Catholic and I was quite fervent, because I was sent to a convent school. ~ Marina Warner,
1442:I was the fastest typist in my school, and I had an obsession with spelling and memorizing. ~ Shelley Hennig,
1443:I was very involved with school by the time I was 15 and wasn't working much as a model ~ Rachael Leigh Cook,
1444:I went to four different proms in high school. I was addicted to the whole ballroom thing. ~ Amanda Seyfried,
1445:I would always be the kid that got in trouble in school, that's for sure, for joking around. ~ Matthew Perry,
1446:I wrote things for the school's newspaper, and - like all teenagers - I dabbled in poetry. ~ Stephen Colbert,
1447:Just because school’s boring so much of the time, that doesn’t mean kids don’t want to learn. ~ John Marsden,
1448:Kids drop out of school mostly because school is boring and not particularly relevant. ~ Nicholas Negroponte,
1449:Know that there are no other forms apart from these five in the School of the Two Swords. ~ Miyamoto Musashi,
1450:Middle school is for being like everyone else; middle age is for being like yourself. (430) ~ Victoria Moran,
1451:Mike's emotion took him back to the phraseology of school days.
'You are an ass! ~ P G Wodehouse,
1452:My hobby more and more is likely to be common school education, or universal education. ~ Rutherford B Hayes,
1453:School is so overwhelming - you can get lost in the idea that yes, you are going to be alone. ~ Tobias Segal,
1454:Second-grader brings gun to school. Jesus, what ever happened to just sticking out your tongue? ~ Tim Dorsey,
1455:She got on with her education. In her opinion, school kept on trying to interfere with it. ~ Terry Pratchett,
1456:She lights up the way I’ve seen girls at school do, sighting their crushes across crowded rooms. ~ Anonymous,
1457:Simply stated, earth is a school-a divine educational process custom-fit to each of us. ~ Richard Paul Evans,
1458:Sunday school: A prison in which children do penance for the evil conscience of their parents. ~ H L Mencken,
1459:That's the public-school system all over. They may kick you out, but they never let you down. ~ Evelyn Waugh,
1460:The school is the last expenditure upon which America should be willing to economize. ~ Franklin D Roosevelt,
1461:They smoked and drank as if they were already defeated, hardened, and long out of art school. ~ Naima Coster,
1462:We class schools into four grades: leading school, first-rate school, good school and school. ~ Evelyn Waugh,
1463:We emigrated to South Africa and later to Canada so I went to school in several places. ~ J Philippe Rushton,
1464:Well, I figure if you're gonna screw things up by skipping school, the day better be worth it. ~ Katie Klein,
1465:When I was at school you got an overall general education, on many things, even just basic facts. ~ Jo Brand,
1466:With all the classes they offer at school, how come they don't have one for common sense? ~ Gabriel Iglesias,
1467:Yeah,” he said. “And I don’t know how, but kids at school know about it, too. Someone’s horny ~ Blake Pierce,
1468:You're the most open girl in our whole school."
"I don't think she meant that in a good way. ~ Gwen Hayes,
1469:You should have seen me in my Catholic school girl skirt with my knees knocking together. ~ Jodi Lyn O Keefe,
1470:And so for a couple of years my life was divided between my music and my school books. ~ James Weldon Johnson,
1471:Anger is, in the Stoic analysis, caused by the violent collision of hope and reality. We ~ The School of Life,
1472:Arleen saw school as a higher-order need, something to worry about after she found a house. ~ Matthew Desmond,
1473:A school without grades must have been concocted by someone who was drunk on non-alcoholic wine. ~ Karl Kraus,
1474:Don’t skip school,” Sharp cautioned. “The monsters love the girls that color outside the lines. ~ Mary Burton,
1475:Going to school is an everyday process; it isn't something we accomplish and are all done with. ~ Bruce Vento,
1476:Have you noticed that the cleverest people at school are often not the ones who succeed in life? ~ Paul Arden,
1477:He laughed. “You’re actually kind of cute. You should totally wear that your first day of school. ~ C L Stone,
1478:He’s a guy who really hated school,” said Bannon. “And he’s not going to start liking it now. ~ Michael Wolff,
1479:Hollywood, it's just like high school. Whoever is pretty and popular, everyone wants to be with. ~ Tucker Max,
1480:I got to the point where I was sick of fashion again, like I was at the end of high school. ~ Stephen Sprouse,
1481:I hated school because I liked to daydream and the system tried to stop me from that. ~ Nassim Nicholas Taleb,
1482:I never really acted at school. It was doing small parts on TV that really got me started. ~ Freddie Highmore,
1483:In school, I was the quietest girl ever! I had a lot of trouble in school. Kids were mean to me. ~ Cher Lloyd,
1484:In the autumn of 1970 I had a job singing in the school system, playing my guitar in classrooms. ~ Don McLean,
1485:I spent a lot of time not in school, so I didn't have deep relationships with kids my own age. ~ Jodie Foster,
1486:I think the fact that we allow guns in our country is the main problem with school shootings. ~ Josh Hartnett,
1487:I was a kid who got picked on in school and got beat up by popular, athletic soccer-type people. ~ Fred Durst,
1488:I was always the guy getting kicked out of my classes at school for having an attitude problem. ~ Chevy Chase,
1489:I was in high school, trying to get out of high school. The only thing slowing me up was grades. ~ Levon Helm,
1490:I was so shy at school that I hardly ever talked, so everybody thought I was kind of a hermit. ~ Kim Basinger,
1491:I went to high school in the 1970s and was a real daydreamer and not the best student. ~ John Benjamin Hickey,
1492:Making movies is just as much of a game. They say Hollywood is like high school with money. ~ Kristen Stewart,
1493:My cousin is gay, in school while other kids were dissecting frog, he was opening flies. ~ Rodney Dangerfield,
1494:Oh teacher, I need you like a little child, you got something in you to drive a school boy wild. ~ Elton John,
1495:So the ethic I was taught in school resulted in the path I chose in my life following school. ~ Kevin Mitnick,
1496:Thank goodness I was never sent to school; it would have rubbed off some of the originality. ~ Beatrix Potter,
1497:The majority of U.S. high school students don't know within 50 years when the Civil War occurred. ~ Jim Leach,
1498:When Anna went to school, English sounded to her like pebbles dropping into shallow water. ~ Patricia Polacco,
1499:As a middle school student in Moscow, Russia, Eugene Koonin read the work of pioneering scientists ~ Anonymous,
1500:A segregated school system produces children who, when they graduate, they do with crippled minds. ~ Malcolm X,

IN CHAPTERS [300/728]



  253 Integral Yoga
  130 Poetry
   54 Yoga
   48 Occultism
   30 Christianity
   29 Philosophy
   27 Mysticism
   25 Fiction
   21 Psychology
   13 Education
   6 Philsophy
   6 Hinduism
   5 Cybernetics
   4 Science
   4 Integral Theory
   3 Sufism
   3 Buddhism
   3 Baha i Faith
   2 Theosophy
   2 Mythology
   1 Alchemy


  141 The Mother
   98 Sri Aurobindo
   87 Satprem
   62 Nolini Kanta Gupta
   43 Sri Ramakrishna
   41 William Wordsworth
   32 Aleister Crowley
   23 H P Lovecraft
   22 William Butler Yeats
   19 Walt Whitman
   17 Carl Jung
   16 Saint Augustine of Hippo
   12 A B Purani
   10 Pierre Teilhard de Chardin
   9 Robert Browning
   8 Plato
   6 Swami Krishnananda
   6 Rudolf Steiner
   6 Ralph Waldo Emerson
   6 Nirodbaran
   6 Friedrich Nietzsche
   6 Aldous Huxley
   5 Swami Vivekananda
   5 Rabindranath Tagore
   5 Norbert Wiener
   5 Henry David Thoreau
   5 George Van Vrekhem
   4 Thubten Chodron
   4 Plotinus
   4 Percy Bysshe Shelley
   4 Jorge Luis Borges
   4 Jordan Peterson
   4 John Keats
   4 James George Frazer
   3 Vyasa
   3 Sri Ramana Maharshi
   3 Li Bai
   3 Bokar Rinpoche
   3 Baha u llah
   3 Al-Ghazali
   2 Saint John of Climacus
   2 Ovid
   2 Mahendranath Gupta
   2 Jalaluddin Rumi
   2 Friedrich Schiller
   2 Franz Bardon
   2 Edgar Allan Poe


   42 The Gospel of Sri Ramakrishna
   41 Wordsworth - Poems
   24 Magick Without Tears
   23 Lovecraft - Poems
   22 Yeats - Poems
   18 Whitman - Poems
   16 The Synthesis Of Yoga
   13 Collected Works of Nolini Kanta Gupta - Vol 07
   12 On Education
   12 Evening Talks With Sri Aurobindo
   12 Collected Works of Nolini Kanta Gupta - Vol 03
   11 Questions And Answers 1957-1958
   11 Collected Works of Nolini Kanta Gupta - Vol 04
   11 City of God
   11 Agenda Vol 08
   10 Questions And Answers 1953
   9 Liber ABA
   9 Collected Works of Nolini Kanta Gupta - Vol 01
   9 Browning - Poems
   9 Agenda Vol 13
   8 The Practice of Psycho therapy
   8 Talks
   8 Questions And Answers 1950-1951
   8 Letters On Yoga II
   8 Collected Works of Nolini Kanta Gupta - Vol 02
   7 The Life Divine
   7 Savitri
   7 Questions And Answers 1954
   7 Agenda Vol 12
   7 Agenda Vol 02
   7 Agenda Vol 01
   6 Twelve Years With Sri Aurobindo
   6 The Study and Practice of Yoga
   6 The Secret Doctrine
   6 The Perennial Philosophy
   6 The Confessions of Saint Augustine
   6 The Archetypes and the Collective Unconscious
   6 Questions And Answers 1956
   6 Essays In Philosophy And Yoga
   6 Emerson - Poems
   6 Collected Works of Nolini Kanta Gupta - Vol 05
   6 Agenda Vol 10
   6 Agenda Vol 09
   6 Agenda Vol 07
   6 Agenda Vol 04
   5 Words Of Long Ago
   5 Walden
   5 Twilight of the Idols
   5 The Human Cycle
   5 Tagore - Poems
   5 Preparing for the Miraculous
   5 On the Way to Supermanhood
   5 Essays On The Gita
   5 Cybernetics
   5 Agenda Vol 05
   4 Vedic and Philological Studies
   4 The Phenomenon of Man
   4 The Golden Bough
   4 The Future of Man
   4 The Blue Cliff Records
   4 The 7 Habits of Highly Effective People
   4 Sri Aurobindo or the Adventure of Consciousness
   4 Shelley - Poems
   4 On Thoughts And Aphorisms
   4 Maps of Meaning
   4 Letters On Yoga I
   4 Keats - Poems
   4 How to Free Your Mind - Tara the Liberator
   4 Essays Divine And Human
   4 Agenda Vol 11
   4 A Garden of Pomegranates - An Outline of the Qabalah
   3 Vishnu Purana
   3 The Integral Yoga
   3 The Alchemy of Happiness
   3 Tara - The Feminine Divine
   3 Record of Yoga
   3 Raja-Yoga
   3 Questions And Answers 1955
   3 Plotinus - Complete Works Vol 03
   3 Mysterium Coniunctionis
   3 Li Bai - Poems
   3 Letters On Yoga IV
   3 Isha Upanishad
   3 Collected Poems
   3 Agenda Vol 03
   2 The Secret Of The Veda
   2 Theosophy
   2 The Ladder of Divine Ascent
   2 The Essentials of Education
   2 The Book of Certitude
   2 Schiller - Poems
   2 Rumi - Poems
   2 Poe - Poems
   2 Metamorphoses
   2 Letters On Poetry And Art
   2 Labyrinths
   2 Knowledge of the Higher Worlds
   2 Initiation Into Hermetics
   2 Hymn of the Universe
   2 Collected Works of Nolini Kanta Gupta - Vol 06
   2 Beating the Cloth Drum Letters of Zen Master Hakuin
   2 Advanced Dungeons and Dragons 2E


0.00 - INTRODUCTION, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
   Gadadhar grew up into a healthy and restless boy, full of fun and sweet mischief. He was intelligent and precocious and endowed with a prodigious memory. On his father's lap he learnt by heart the names of his ancestors and the hymns to the gods and goddesses, and at the village School he was taught to read and write. But his greatest delight was to listen to recitations of stories from Hindu mythology and the epics. These he would afterwards recount from memory, to the great joy of the villagers. Painting he enjoyed; the art of moulding images of the gods and goddesses he learnt from the potters. But arithmetic was his great aversion.
   At the age of six or seven Gadadhar had his first experience of spiritual ecstasy. One day in June or July, when he was walking along a narrow path between paddy-fields, eating the puffed rice that he carried in a basket, he looked up at the sky and saw a beautiful, dark thunder-cloud. As it spread, rapidly enveloping the whole sky, a flight of snow-white cranes passed in front of it. The beauty of the contrast overwhelmed the boy. He fell to the ground, unconscious, and the puffed rice went in all directions. Some villagers found him and carried him home in their arms. Gadadhar said later that in that state he had experienced an indescribable joy.
  --
   Gadadhar himself now organized a dramatic company with his young friends. The stage was set in the mango orchard. The themes were selected from the stories of the Ramayana and the Mahabharata. Gadadhar knew by heart almost all the roles, having heard them from professional actors. His favourite theme was the Vrindavan episode of Krishna's life, depicting those exquisite love-stories of Krishna and the milkmaids and the cowherd boys. Gadadhar would play the parts of Radha or Krishna and would often lose himself in the character he was portraying. His natural feminine grace heightened the dramatic effect. The mango orchard would ring with the loud kirtan of the boys. Lost in song and merry-making, Gadadhar became indifferent to the routine of School.
   In 1849 Ramkumar, the eldest son, went to Calcutta to improve the financial condition of the family.
  --
   The first effect of the draught on the educated Hindus was a complete effacement from their minds of the time-honoured beliefs and traditions of Hindu society. They came to believe that there was no transcendental Truth; The world perceived by the senses was all that existed. God and religion were illusions of the untutored mind. True knowledge could be derived only from the analysis of nature. So atheism and agnosticism became the fashion of the day. The youth of India, taught in English Schools, took malicious delight in openly breaking the customs and traditions of their society. They would do away with the caste-system and remove the discriminatory laws about food. Social reform, the spread of secular education, widow remarriage, abolition of early marriage — they considered these the panacea for the degenerate condition of Hindu society.
   The Christian missionaries gave the finishing touch to the process of transformation. They ridiculed as relics of a barbarous age the images and rituals of the Hindu religion. They tried to persuade India that the teachings of her saints and seers were the cause of her downfall, that her Vedas, Puranas, and other scriptures were filled with superstition. Christianity, they maintained, had given the white races position and power in this world and assurance of happiness in the next; therefore Christianity was the best of all religions. Many intelligent young Hindus became converted. The man in the street was confused. The majority of the educated grew materialistic in their mental outlook. Everyone living near Calcutta or the other strong-holds of Western culture, even those who attempted to cling to the orthodox traditions of Hindu society, became infected by the new uncertainties and the new beliefs.
  --
   By far the ablest leader of the Brahmo movement was Keshab Chandra Sen (1838-1884). Unlike Raja Rammohan Roy and Devendranath Tagore, Keshab was born of a middle-class Bengali family and had been brought up in an English School. He did not know Sanskrit and very soon broke away from the popular Hindu religion. Even at an early age he came under the spell of Christ and professed to have experienced the special favour of John the Baptist, Christ, and St. Paul. When he strove to introduce Christ to the Brahmo Samaj, a rupture became inevitable with Devendranath. In 1868 Keshab broke with the older leader and founded the Brahmo Samaj of India, Devendra retaining leadership of the first Brahmo Samaj, now called the Adi Samaj.
   Keshab possessed a complex nature. When passing through a great moral crisis, he spent much of his time in solitude and felt that he heard the voice of God, When a devotional form of worship was introduced into the Brahmo Samaj, he spent hours in singing kirtan with his followers. He visited England land in 1870 and impressed the English people with his musical voice, his simple English, and his spiritual fervour. He was entertained by Queen Victoria. Returning to India, he founded centres of the Brahmo Samaj in various parts of the country. Not unlike a professor of comparative religion in a European university, he began to discover, about the time of his first contact with Sri Ramakrishna, the harmony of religions. He became sympathetic toward the Hindu gods and goddesses, explaining them in a liberal fashion. Further, he believed that he was called by God to dictate to the world God's newly revealed law, the New Dispensation, the Navavidhan.
  --
   Mahendranath Gupta, better known as "M.", arrived at Dakshineswar in March 1882. He belonged to the Brahmo Samaj and was headmaster of the Vidyasagar High School at Syambazar, Calcutta. At the very first sight the Master recognized him as one of his "marked" disciples. Mahendra recorded in his diary Sri Ramakrishna's conversations with his devotees. These are the first directly recorded words, in the spiritual history of the world, of a man recognized as belonging in the class of Buddha and Christ. The present volume is a translation of this diary. Mahendra was instrumental, through his personal contacts, in spreading the Master's message among many young and aspiring souls.
   --- NAG MAHASHAY
  --
   Two more young men, Sarada Prasanna and Tulasi, complete the small band of the Master's disciples later to embrace the life of the wandering monk. With the exception of the elder Gopal, all of them were in their teens or slightly over. They came from middle-class Bengali families, and most of them were students in School or college. Their parents and relatives had envisaged for them bright worldly careers. They came to Sri Ramakrishna with pure bodies, vigorous minds, and uncontaminated souls. All were born with unusual spiritual attributes. Sri Ramakrishna accepted them, even at first sight, as his children, relatives, friends, and companions. His magic touch unfolded them. And later each according to his measure reflected the life of the Master, becoming a torch-bearer of his message across land and sea.
   --- WOMAN DEVOTEES

0.00 - THE GOSPEL PREFACE, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  Sri Mahendra Nath Gupta, familiary known to the readers of the Gospel by his pen name M., and to the devotees as Master Mahashay, was born on the 14th of July, 1854 as the son of Madhusudan Gupta, an officer of the Calcutta High Court, and his wife, Swarnamayi Devi. He had a brilliant scholastic career at Hare School and the Presidency College at Calcutta. The range of his studies included the best that both occidental and oriental learning had to offer. English literature, history, economics, western philosophy and law on the one hand, and Sanskrit literature and grammar, Darsanas, Puranas, Smritis, Jainism, Buddhism, astrology and Ayurveda on the other were the subjects in which he attained considerable proficiency.
  He was an educationist all his life both in a spiritual and in a secular sense. After he passed out of College, he took up work as headmaster in a number of Schools in succession Narail High School, City School, Ripon College School, Metropolitan School, Aryan School, Oriental School, Oriental Seminary and Model School. The causes of his migration from School to School were that he could not get on with some of the managements on grounds of principles and that often his spiritual mood drew him away to places of pilgrimage for long periods. He worked with some of the most noted public men of the time like Iswar Chandra Vidysgar and Surendranath Banerjee. The latter appointed him as a professor in the City and Ripon Colleges where he taught subjects like English, philosophy, history and economics. In his later days he took over the Morton School, and he spent his time in the staircase room of the third floor of it, administering the School and preaching the message of the Master. He was much respected in educational circles where he was usually referred to as Rector Mahashay. A teacher who had worked under him writes thus in warm appreciation of his teaching methods: "Only when I worked with him in School could I appreciate what a great educationist he was. He would come down to the level of his students when teaching, though he himself was so learned, so talented. Ordinarily teachers confine their instruction to what is given in books without much thought as to whether the student can accept it or not. But M., would first of all gauge how much the student could take in and by what means. He would employ aids to teaching like maps, pictures and diagrams, so that his students could learn by seeing. Thirty years ago (from 1953) when the question of imparting education through the medium of the mother tongue was being discussed, M. had already employed Bengali as the medium of instruction in the Morton School." (M The Apostle and the Evangelist by Swami Nityatmananda Part I. P. 15.)
  Imparting secular education was, however, only his profession ; his main concern was with the spiritual regeneration of man a calling for which Destiny seems to have chosen him. From his childhood he was deeply pious, and he used to be moved very much by Sdhus, temples and Durga Puja celebrations. The piety and eloquence of the great Brahmo leader of the times, Keshab Chander Sen, elicited a powerful response from the impressionable mind of Mahendra Nath, as it did in the case of many an idealistic young man of Calcutta, and prepared him to receive the great Light that was to dawn on him with the coming of Sri Ramakrishna into his life.
  --
  Sri Ramakrishna was a teacher for both the Orders of mankind, Sannysins and householders. His own life offered an ideal example for both, and he left behind disciples who followed the highest traditions he had set in respect of both these ways of life. M., along with Nag Mahashay, exemplified how a householder can rise to the highest level of sagehood. M. was married to Nikunja Devi, a distant relative of Keshab Chander Sen, even when he was reading at College, and he had four children, two sons and two daughters. The responsibility of the family, no doubt, made him dependent on his professional income, but the great devotee that he was, he never compromised with ideals and principles for this reason. Once when he was working as the headmaster in a School managed by the great Vidysgar, the results of the School at the public examination happened to be rather poor, and Vidysgar attri buted it to M's preoccupation with the Master and his consequent failure to attend adequately to the School work. M. at once resigned his post without any thought of the morrow. Within a fortnight the family was in poverty, and M. was one day pacing up and down the verandah of his house, musing how he would feed his children the next day. Just then a man came with a letter addressed to 'Mahendra Babu', and on opening it, M. found that it was a letter from his friend Sri Surendra Nath Banerjee, asking whether he would like to take up a professorship in the Ripon College. In this way three or four times he gave up the job that gave him the wherewithal to support the family, either for upholding principles or for practising spiritual Sadhanas in holy places, without any consideration of the possible dire worldly consequences; but he was always able to get over these difficulties somehow, and the interests of his family never suffered. In spite of his disregard for worldly goods, he was, towards the latter part of his life, in a fairly flourishing condition as the proprietor of the Morton School which he developed into a noted educational institution in the city. The Lord has said in the Bhagavad Git that in the case of those who think of nothing except Him, He Himself would take up all their material and spiritual responsibilities. M. was an example of the truth of the Lord's promise.
  Though his children received proper attention from him, his real family, both during the Master's lifetime and after, consisted of saints, devotees, Sannysins and spiritual aspirants. His life exemplifies the Master's teaching that an ideal householder must be like a good maidservant of a family, loving and caring properly for the children of the house, but knowing always that her real home and children are elsewhere. During the Master's lifetime he spent all his Sundays and other holidays with him and his devotees, and besides listening to the holy talks and devotional music, practised meditation both on the Personal and the Impersonal aspects of God under the direct guidance of the Master. In the pages of the Gospel the reader gets a picture of M.'s spiritual relationship with the Master how from a hazy belief in the Impersonal God of the Brahmos, he was step by step brought to accept both Personality and Impersonality as the two aspects of the same Non-dual Being, how he was convinced of the manifestation of that Being as Gods, Goddesses and as Incarnations, and how he was established in a life that was both of a Jnni and of a Bhakta. This Jnni-Bhakta outlook and way of living became so dominant a feature of his life that Swami Raghavananda, who was very closely associated with him during his last six years, remarks: "Among those who lived with M. in latter days, some felt that he always lived in this constant and conscious union with God even with open eyes (i.e., even in waking consciousness)." (Swami Raghavananda's article on M. in Prabuddha Bharata vol. XXXVII. P. 442.)
  --
  After the Master's demise, M. went on pilgrimage several times. He visited Banras, Vrindvan, Ayodhy and other places. At Banras he visited the famous Trailinga Swmi and fed him with sweets, and he had long conversations with Swami Bhaskarananda, one of the noted saintly and scholarly Sannysins of the time. In 1912 he went with the Holy Mother to Banras, and spent about a year in the company of Sannysins at Banras, Vrindvan, Hardwar, Hrishikesh and Swargashram. But he returned to Calcutta, as that city offered him the unique opportunity of associating himself with the places hallowed by the Master in his lifetime. Afterwards he does not seem to have gone to any far-off place, but stayed on in his room in the Morton School carrying on his spiritual ministry, speaking on the Master and his teachings to the large number of people who flocked to him after having read his famous Kathmrita known to English readers as The Gospel of Sri Ramakrishna.
  This brings us to the circumstances that led to the writing and publication of this monumental work, which has made M. one of the immortals in hagiographic literature.
  --
  Even as a boy of about thirteen, while he was a student in the 3rd class of the Hare School, he was in the habit of keeping a diary. "Today on rising," he wrote in his diary, "I greeted my father and mother, prostrating on the ground before them" (Swami Nityatmananda's 'M The Apostle and the Evangelist' Part I. P 29.) At another place he wrote, "Today, while on my way to School, I visited, as usual, the temples of Kli, the Mother at Tharitharia, and of Mother Sitala, and paid my obeisance to them." About twenty-five years after, when he met the Great Master in the spring of 1882, it was the same instinct of a born diary-writer that made him begin his book, 'unique in the literature of hagiography', with the memorable words: "When hearing the name of Hari or Rma once, you shed tears and your hair stands on end, then you may know for certain that you do not have to perform devotions such as Sandhya any more."
  In addition to this instinct for diary-keeping, M. had great endowments contri buting to success in this line. Writes Swami Nityatmananda who lived in close association with M., in his book entitled M - The Apostle and Evangelist: "M.'s prodigious memory combined with his extraordinary power of imagination completely annihilated the distance of time and place for him. Even after the lapse of half a century he could always visualise vividly, scenes from the life of Sri Ramakrishna. Superb too was his power to portray pictures by words."
  Besides the prompting of his inherent instinct, the main inducement for M. to keep this diary of his experiences at Dakshineswar was his desire to provide himself with a means for living in holy company at all times. Being a School teacher, he could be with the Master only on Sundays and other holidays, and it was on his diary that he depended for 'holy company' on other days. The devotional scriptures like the Bhagavata say that holy company is the first and most important means for the generation and growth of devotion. For, in such company man could hear talks on spiritual matters and listen to the glorification of Divine attri butes, charged with the fervour and conviction emanating from the hearts of great lovers of God. Such company is therefore the one certain means through which Sraddha (Faith), Rati (attachment to God) and Bhakti (loving devotion) are generated. The diary of his visits to Dakshineswar provided M. with material for re-living, through reading and contemplation, the holy company he had had earlier, even on days when he was not able to visit Dakshineswar. The wealth of details and the vivid description of men and things in the midst of which the sublime conversations are set, provide excellent material to re-live those experiences for any one with imaginative powers. It was observed by M.'s disciples and admirers that in later life also whenever he was free or alone, he would be pouring over his diary, transporting himself on the wings of imagination to the glorious days he spent at the feet of the Master.
  During the Master's lifetime M. does not seem to have revealed the contents of his diary to any one. There is an unconfirmed tradition that when the Master saw him taking notes, he expressed apprehension at the possibility of his utilising these to publicise him like Keshab Sen; for the Great Master was so full of the spirit of renunciation and humility that he disliked being lionised. It must be for this reason that no one knew about this precious diary of M. for a decade until he brought out selections from it as a pamphlet in English in 1897 with the Holy Mother's blessings and permission. The Holy Mother, being very much pleased to hear parts of the diary read to her in Bengali, wrote to M.: "When I heard the Kathmrita, (Bengali name of the book) I felt as if it was he, the Master, who was saying all that." ( Ibid Part I. P 37.)
  --
  M. was, in every respect, a true missionary of Sri Ramakrishna right from his first acquaintance with him in 1882. As a School teacher, it was a practice with him to direct to the Master such of his students as had a true spiritual disposition. Though himself prohibited by the Master to take to monastic life, he encouraged all spiritually inclined young men he came across in his later life to join the monastic Order. Swami Vijnanananda, a direct Sannysin disciple of the Master and a President of the Ramakrishna Order, once remarked to M.: "By enquiry, I have come to the conclusion that eighty percent and more of the Sannysins have embraced the monastic life after reading the Kathmrita (Bengali name of the book) and coming in contact with you." ( M
  The Apostle and the Evangelist by Swami Nityatmananda Part I, P 37.)
  In 1905 he retired from the active life of a Professor and devoted his remaining twenty-seven years exclusively to the preaching of the life and message of the Great Master. He bought the Morton Institution from its original proprietors and shifted it to a commodious four-storeyed house at 50 Amherst Street, where it flourished under his management as one of the most efficient educational institutions in Calcutta. He generally occupied a staircase room at the top of it, cooking his own meal which consisted only of milk and rice without variation, and attended to all his personal needs himself. His dress also was the simplest possible. It was his conviction that limitation of personal wants to the minimum is an important aid to holy living. About one hour in the morning he would spend in inspecting the classes of the School, and then retire to his staircase room to pour over his diary and live in the divine atmosphere of the earthly days of the Great Master, unless devotees and admirers had already gathered in his room seeking his holy company.
  In appearance, M. looked a Vedic Rishi. Tall and stately in bearing, he had a strong and well-built body, an unusually broad chest, high forehead and arms extending to the knees. His complexion was fair and his prominent eyes were always tinged with the expression of the divine love that filled his heart. Adorned with a silvery beard that flowed luxuriantly down his chest, and a shining face radiating the serenity and gravity of holiness, M. was as imposing and majestic as he was handsome and engaging in appearance. Humorous, sweet-tongued and eloquent when situations required, this great Maharishi of our age lived only to sing the glory of Sri Ramakrishna day and night.

0.01 - Life and Yoga, #The Synthesis Of Yoga, #Sri Aurobindo, #Integral Yoga
  HERE are two necessities of Nature's workings which seem always to intervene in the greater forms of human activity, whether these belong to our ordinary fields of movement or seek those exceptional spheres and fulfilments which appear to us high and divine. Every such form tends towards a harmonised complexity and totality which again breaks apart into various channels of special effort and tendency, only to unite once more in a larger and more puissant synthesis. Secondly, development into forms is an imperative rule of effective manifestation; yet all truth and practice too strictly formulated becomes old and loses much, if not all, of its virtue; it must be constantly renovated by fresh streams of the spirit revivifying the dead or dying vehicle and changing it, if it is to acquire a new life. To be perpetually reborn is the condition of a material immortality. We are in an age, full of the throes of travail, when all forms of thought and activity that have in themselves any strong power of utility or any secret virtue of persistence are being subjected to a supreme test and given their opportunity of rebirth. The world today presents the aspect of a huge cauldron of Medea in which all things are being cast, shredded into pieces, experimented on, combined and recombined either to perish and provide the scattered material of new forms or to emerge rejuvenated and changed for a fresh term of existence. Indian Yoga, in its essence a special action or formulation of certain great powers of Nature, itself specialised, divided and variously formulated, is potentially one of these dynamic elements of the future life of humanity. The child of immemorial ages, preserved by its vitality and truth into our modern times, it is now emerging from the secret Schools and ascetic retreats in which it had taken refuge and is seeking its place in the future sum of living human powers and utilities. But it has first to rediscover itself, bring to the surface
  The Conditions of the Synthesis

0.02 - The Three Steps of Nature, #The Synthesis Of Yoga, #Sri Aurobindo, #Integral Yoga
  But in order that we may be wisely guided in our effort, we must know, first, the general principle and purpose underlying this separative impulse and, next, the particular utilities upon which the method of each School of Yoga is founded. For the general principle we must interrogate the universal workings of Nature herself, recognising in her no merely specious and illusive activity of a distorting Maya, but the cosmic energy and working of God Himself in His universal being formulating and inspired by a vast, an infinite and yet a minutely selective
  Wisdom, prajna prasr.ta puran. of the Upanishad, Wisdom that went forth from the Eternal since the beginning. For the particular utilities we must cast a penetrative eye on the different methods of Yoga and distinguish among the mass of their details the governing idea which they serve and the radical force which gives birth and energy to their processes of effectuation.

0.03 - The Threefold Life, #The Synthesis Of Yoga, #Sri Aurobindo, #Integral Yoga
  Mind finds fully its force and action only when it casts itself upon life and accepts equally its possibilities and its resistances as the means of a greater self-perfection. In the struggle with the difficulties of the material world the ethical development of the individual is firmly shaped and the great Schools of conduct are formed; by contact with the facts of life Art attains to vitality, Thought assures its abstractions, the generalisations of the philosopher base themselves on a stable foundation of science and experience.
  This mixing with life may, however, be pursued for the sake of the individual mind and with an entire indifference to the forms of the material existence or the uplifting of the race. This indifference is seen at its highest in the Epicurean discipline and is not entirely absent from the Stoic; and even altruism does the works of compassion more often for its own sake than for the sake of the world it helps. But this too is a limited fulfilment. The progressive mind is seen at its noblest when it strives to elevate the whole race to its own level whether by sowing broadcast the image of its own thought and fulfilment or by changing the material life of the race into fresh forms, religious, intellectual, social or political, intended to represent more nearly that ideal of truth, beauty, justice, righteousness with which the man's own soul is illumined. Failure in such a field matters little; for the mere attempt is dynamic and creative. The struggle of Mind to elevate life is the promise and condition of the conquest of life by that which is higher even than Mind.
  --
  The Schools of Indian Yoga lent themselves to the compromise. Individual perfection or liberation was made the aim, seclusion of some kind from the ordinary activities the condition, the renunciation of life the culmination. The teacher gave his knowledge only to a small circle of disciples. Or if a wider movement was attempted, it was still the release of the individual soul that remained the aim. The pact with an immobile society was, for the most part, observed.
  The utility of the compromise in the then actual state of the world cannot be doubted. It secured in India a society which lent itself to the preservation and the worship of spirituality, a country apart in which as in a fortress the highest spiritual ideal could maintain itself in its most absolute purity unoverpowered by the siege of the forces around it. But it was a compromise, not an absolute victory. The material life lost the divine impulse to growth, the spiritual preserved by isolation its height and purity, but sacrificed its full power and serviceableness to the world. Therefore, in the divine Providence the country of the Yogins and the Sannyasins has been forced into a strict and imperative contact with the very element it had rejected, the element of the progressive Mind, so that it might recover what was now wanting to it.

0.04 - The Systems of Yoga, #The Synthesis Of Yoga, #Sri Aurobindo, #Integral Yoga
  HESE relations between the different psychological divisions of the human being and these various utilities and objects of effort founded on them, such as we have seen them in our brief survey of the natural evolution, we shall find repeated in the fundamental principles and methods of the different Schools of Yoga. And if we seek to combine and harmonise their central practices and their predominant aims, we shall find that the basis provided by Nature is still our natural basis and the condition of their synthesis.
  In one respect Yoga exceeds the normal operation of cosmic
  --
  For if, leaving aside the complexities of their particular processes, we fix our regard on the central principle of the chief Schools of Yoga still prevalent in India, we find that they arrange themselves in an ascending order which starts from the lowest rung of the ladder, the body, and ascends to the direct contact between the individual soul and the transcendent and universal
  Self. Hathayoga selects the body and the vital functionings as its instruments of perfection and realisation; its concern is with the gross body. Rajayoga selects the mental being in its different parts as its lever-power; it concentrates on the subtle body. The triple Path of Works, of Love and of Knowledge uses some part of the mental being, will, heart or intellect as a starting-point and seeks by its conversion to arrive at the liberating Truth,

0.05 - The Synthesis of the Systems, #The Synthesis Of Yoga, #Sri Aurobindo, #Integral Yoga
  Y THE very nature of the principal Yogic Schools, each covering in its operations a part of the complex human integer and attempting to bring out its highest possibilities, it will appear that a synthesis of all of them largely conceived and applied might well result in an integral Yoga. But they are so disparate in their tendencies, so highly specialised and elaborated in their forms, so long confirmed in the mutual opposition of their ideas and methods that we do not easily find how we can arrive at their right union.
  An undiscriminating combination in block would not be a synthesis, but a confusion. Nor would a successive practice of each of them in turn be easy in the short span of our human life and with our limited energies, to say nothing of the waste of labour implied in so cumbrous a process. Sometimes, indeed,
  Hathayoga and Rajayoga are thus successively practised. And in a recent unique example, in the life of Ramakrishna Paramhansa, we see a colossal spiritual capacity first driving straight to the divine realisation, taking, as it were, the kingdom of heaven by violence, and then seizing upon one Yogic method after another and extracting the substance out of it with an incredible rapidity, always to return to the heart of the whole matter, the realisation and possession of God by the power of love, by the extension of inborn spirituality into various experience and by the spontaneous play of an intuitive knowledge. Such an example cannot be generalised. Its object also was special and temporal, to exemplify in the great and decisive experience of a master-soul the truth, now most necessary to humanity, towards which a world long divided into jarring sects and Schools is with difficulty labouring, that all sects are forms and fragments of a single integral truth and all disciplines labour in their different ways towards one supreme experience. To know, be and possess
  The Conditions of the Synthesis
  --
  Nature; but it is a Yoga apart, not a synthesis of other Schools.
  This system is the way of the Tantra. Owing to certain of its developments Tantra has fallen into discredit with those who are not Tantrics; and especially owing to the developments of its left-hand path, the Vama Marga, which not content with exceeding the duality of virtue and sin and instead of replacing them by spontaneous rightness of action seemed, sometimes, to make a method of self-indulgence, a method of unrestrained social immorality. Nevertheless, in its origin, Tantra was a great and puissant system founded upon ideas which were at least partially true. Even its twofold division into the right-hand and left-hand paths, Dakshina Marga and Vama Marga, started from a certain profound perception. In the ancient symbolic sense of the words Dakshina and Vama, it was the distinction between the way of Knowledge and the way of Ananda, - Nature in man liberating itself by right discrimination in power and practice of its own energies, elements and potentialities and Nature in man
  --
  If, however, we leave aside, here also, the actual methods and practices and seek for the central principle, we find, first, that Tantra expressly differentiates itself from the Vedic methods of Yoga. In a sense, all the Schools we have hitherto examined are Vedantic in their principle; their force is in knowledge, their method is knowledge, though it is not always discernment by the intellect, but may be, instead, the knowledge of the heart expressed in love and faith or a knowledge in the will working out through action. In all of them the lord of the Yoga is the Purusha, the Conscious Soul that knows, observes, attracts, governs. But in Tantra it is rather Prakriti, the Nature-Soul, the Energy, the
  Will-in-Power executive in the universe. It was by learning and applying the intimate secrets of this Will-in-Power, its method, its Tantra, that the Tantric Yogin pursued the aims of his discipline, - mastery, perfection, liberation, beatitude. Instead of drawing back from manifested Nature and its difficulties, he confronted them, seized and conquered. But in the end, as is the general tendency of Prakriti, Tantric Yoga largely lost its principle in its machinery and became a thing of formulae and occult mechanism still powerful when rightly used but fallen from the clarity of their original intention.
  --
  But in either case it is always through something in the lower that we must rise into the higher existence, and the Schools of
  Yoga each select their own point of departure or their own gate of escape. They specialise certain activities of the lower

01.02 - Natures Own Yoga, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
   A Yoga of the Art of Life Sri Aurobindo and his School
   Other Authors Nolini Kanta Gupta Part OneNatures Own Yoga
  --
   A Yoga of the Art of Life Sri Aurobindo and his School

01.03 - Sri Aurobindo and his School, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
  object:01.03 - Sri Aurobindo and his School
  author class:Nolini Kanta Gupta
  --
   Other Authors Nolini Kanta Gupta Part OneSri Aurobindo and his School
   Sri Aurobindo and his School
   A considerable amount of vague misunderstanding and misapprehension seems to exist in the minds of a certain section of our people as to what Sri Aurobindo is doing in his retirement at Pondicherry. On the other hand, a very precise exposition, an exact formula of what he is not doing has been curiously furnished by a well-known patriot in his indictment of what he chooses to call the Pondicherry School of contemplation. But he has arrived at this formula by openly and fearlessly affirming what does not exist; for the things that Sri Aurobindo is accused of doing are just the things that he is not doing. In the first place, Sri Aurobindo is not doing peaceful contemplation; in the second place, he is not doing active propaganda either; in the third place, he is not doing prnyma or even dhyna in the ordinary sense of the word; and, lastly, he is not proclaiming or following the maxim that although action may be tolerated as good, his particular brand of Yoga is something higher and better.
   Evidently the eminent politician and his School of activism are labouring under a Himalayan confusion: when they speak of Sri Aurobindo, they really have in their mind some of the old Schools of spiritual discipline. But one of the marked aspects of Sri Aurobindo's teaching and practice has been precisely his insistence on putting aside the inert and life-shunning quietism, illusionism, asceticism and monasticism of a latter-day and decadent India. These ideals are perhaps as much obstacles in his way as in the way of the activistic School. Only Sri Aurobindo has not had the temerity to say that it is a weakness to seek refuge in contemplation or to suggest that a Buddha was a weakling or a Shankara a poltroon.
   This much as regards what Sri Aurobindo is not doing; let us now turn and try to understand what he is doing. The distinguished man of action speaks of conquering Nature and fighting her. Adopting this war-like imagery, we can affirm that Sri Aurobindo's work is just such a battle and conquest. But the question is, what is nature and what is the kind of conquest that is sought, how are we to fight and what are the required arms and implements? A good general should foresee all this, frame his plan of campaign accordingly and then only take the field. The above-mentioned leader proposes ceaseless and unselfish action as the way to fight and conquer Nature. He who speaks thus does not know and cannot mean what he says.
  --
   And, properly speaking, it is not at all a School, least of all a mere School of thought, that is growing round Sri Aurobindo. It is rather the nucleus of a new life that is to come. Quite naturally it has almost insignificant proportions at present to the outward eye, for the work is still of the nature of experiment and trial in very restricted limits, something in the nature of what is done in a laboratory when a new power has been discovered, but has still to be perfectly formulated in its process. And it is quite a mistake to suppose that there is a vigorous propaganda carried on in its behalf or that there is a large demand for recruits. Only the few, who possess the call within and are impelled by the spirit of the future, have a chance of serving this high attempt and great realisation and standing among its first instruments and pioneer workers.
   ***

01.04 - Motives for Seeking the Divine, #The Integral Yoga, #Sri Aurobindo, #Integral Yoga
  Let us look on it as a sort of infants' School for the unready.
  But of course that is not the spiritual life, it is only a sort of elementary religious approach. For the spiritual life to give and not to demand is the rule. The sadhak however can ask for the

01.04 - Sri Aurobindos Gita, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
   Sri Aurobindo and his School Our Ideal
   Other Authors Nolini Kanta Gupta Part OneSri Aurobindos Gita
  --
   The supreme secret of the Gita, rahasyam uttamam, has presented itself to diverse minds in diverse forms. All these however fall, roughly speaking, into two broad groups of which one may be termed the orthodox School and the other the modem School. The orthodox School as represented, for example, by Shankara or Sridhara, viewed the Gita in the light of the spiritual discipline more or less current in those ages, when the purpose of life was held out to be emancipation from life, whether through desireless work or knowledge or devotion or even a combination of the three. The Modern School, on the other hand, represented by Bankim in Bengal and more thoroughly developed and systematised in recent times by Tilak, is inspired by its own Time-Spirit and finds in the Gita a gospel of life-fulfilment. The older interpretation laid stress upon a spiritual and religious, which meant therefore in the end an other-worldly discipline; the newer interpretation seeks to dynamise the more or less quietistic spirituality which held the ground in India of later ages, to set a premium upon action, upon duty that is to be done in our workaday life, though with a spiritual intent and motive.
   This neo-spirituality which might claim its sanction and authority from the real old-world Indian disciplinesay, of Janaka and Yajnavalkyalabours, however, in reality, under the influence of European activism and ethicism. It was this which served as the immediate incentive to our spiritual revival and revaluation and its impress has not been thoroughly obliterated even in the best of our modern exponents. The bias of the vital urge and of the moral imperative is apparent enough in the modernist conception of a dynamic spirituality. Fundamentally the dynamism is made to reside in the lan of the ethical man,the spiritual element, as a consciousness of supreme unity in the Absolute (Brahman) or of love and delight in God, serving only as an atmosphere for the mortal activity.
  --
   Sri Aurobindo and his School Our Ideal

01.05 - The Yoga of the King - The Yoga of the Spirits Freedom and Greatness, #Savitri, #Sri Aurobindo, #Integral Yoga
  The infant soul in its small nursery School
  Mid objects meant for a lesson hardly learned

01.08 - Walter Hilton: The Scale of Perfection, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga
   Indeed, it would be interesting to compare and contrast the Eastern and Western approach to Divine Love, the Christian and the Vaishnava, for example. Indian spirituality, whatever its outer form or credal formulation, has always a background of utter unity. This unity, again, is threefold or triune and is expressed in those great Upanishadic phrases,mahvkyas,(1) the transcendental unity: the One alone exists, there is nothing else than theOneekamevdvityam; (2) the cosmic unity: all existence is one, whatever exists is that One, thereare no separate existences:sarvam khalvidam brahma neha nnsti kincaa; (3) That One is I, you too are that One:so' ham, tattvamasi; this may be called the individual unity. As I have said, all spiritual experiences in India, of whatever School or line, take for granted or are fundamentally based upon this sense of absolute unity or identity. Schools of dualism or pluralism, who do not apparently admit in their tenets this extreme monism, are still permeated in many ways with that sense and in some form or other take cognizance of the truth of it. The Christian doctrine too says indeed, 'I and my Father in Heaven are one', but this is not identity, but union; besides, the human soul is not admitted into this identity, nor the world soul. The world, we have seen, according to the Christian discipline has to be altogether abandoned, negatived, as we go inward and upward towards our spiritual status reflecting the divine image in the divine company. It is a complete rejection, a cutting off and casting away of world and life. One extreme Vedantic path seems to follow a similar line, but there it is not really rejection, but a resolution, not the rejection of what is totally foreign and extraneous, but a resolution of the external into its inner and inmost substance, of the effect into its original cause. Brahman is in the world, Brahman is the world: the world has unrolled itself out of the Brahmansi, pravttiit has to be rolled back into its, cause and substance if it is to regain its pure nature (that is the process of nivitti). Likewise, the individual being in the world, "I", is the transcendent being itself and when it withdraws, it withdraws itself and the whole world with it and merges into the Absolute. Even the Maya of the Mayavadin, although it is viewed as something not inherent in Brahman but superimposed upon Brahman, still, has been accepted as a peculiar power of Brahman itself. The Christian doctrine keeps the individual being separate practically, as an associate or at the most as an image of God. The love for one's neighbour, charity, which the Christian discipline enjoins is one's love for one's kind, because of affinity of nature and quality: it does not dissolve the two into an integral unity and absolute identity, where we love because we are one, because we are the One. The highest culmination of love, the very basis of love, according to the Indian conception, is a transcendence of love, love trans-muted into Bliss. The Upanishad says, where one has become the utter unity, who loves whom? To explain further our point, we take two examples referred to in the book we are considering. The true Christian, it is said, loves the sinner too, he is permitted to dislike sin, for he has to reject it, but he must separate from sin the sinner and love him. Why? Because the sinner too can change and become his brother in spirit, one loves the sinner because there is the possibility of his changing and becoming a true Christian. It is why the orthodox Christian, even such an enlightened and holy person as this mediaeval Canon, considers the non-Christian, the non-baptised as impure and potentially and fundamentally sinners. That is also why the Church, the physical organisation, is worshipped as Christ's very body and outside the Church lies the pagan world which has neither religion nor true spirituality nor salvation. Of course, all this may be symbolic and it is symbolic in a sense. If Christianity is taken to mean true spirituality, and the Church is equated with the collective embodiment of that spirituality, all that is claimed on their behalf stands justified. But that is an ideal, a hypothetical standpoint and can hardly be borne out by facts. However, to come back to our subject, let us ow take the second example. Of Christ himself, it is said, he not only did not dislike or had any aversion for Judas, but that he positively loved the traitor with a true and sincere love. He knew that the man would betray him and even when he was betraying and had betrayed, the Son of Man continued to love him. It was no make-believe or sham or pretence. It was genuine, as genuine as anything can be. Now, why did he love his enemy? Because, it is said, the enemy is suffered by God to do the misdeed: he has been allowed to test the faith of the faithful, he too has his utility, he too is God's servant. And who knows even a Judas would not change in the end? Many who come to scoff do remain to pray. But it can be asked, 'Does God love Satan too in the same way?' The Indian conception which is basically Vedantic is different. There is only one reality, one truth which is viewed differently. Whether a thing is considered good or evil or neutral, essentially and truly, it is that One and nothing else. God's own self is everywhere and the sage makes no difference between the Brahmin and the cow and the elephant. It is his own self he finds in every person and every objectsarvabhtsthitam yo mm bhajati ekatvamsthitah"he has taken his stand upon oneness and loves Me in all beings."2
   This will elucidate another point of difference between the Christian's and the Vaishnava's love of God, for both are characterised by an extreme intensity and sweetness and exquisiteness of that divine feeling. This Christian's, however, is the union of the soul in its absolute purity and simplicity and "privacy" with her lord and master; the soul is shred here of all earthly vesture and goes innocent and naked into the embrace of her Beloved. The Vaishnava feeling is richer and seems to possess more amplitude; it is more concrete and less ethereal. The Vaishnava in his passionate yearning seeks to carry as it were the whole world with him to his Lord: for he sees and feels Him not only in the inmost chamber of his soul, but meets Him also in and I through his senses and in and through the world and its objects around. In psychological terms one can say that the Christian realisation, at its very source, is that of the inmost soul, what we call the "psychic being" pure and simple, referred to in the book we are considering; as: "His sweet privy voice... stirreth thine heart full stilly." Whereas the Vaishnava reaches out to his Lord with his outer heart too aflame with passion; not only his inmost being but his vital being also seeks the Divine. This bears upon the occult story of man's spiritual evolution upon earth. The Divine Grace descends from the highest into the deepest and from the deepest to the outer ranges of human nature, so that the whole of it may be illumined and transformed and one day man can embody in his earthly life the integral manifestation of God, the perfect Epiphany. Each religion, each line of spiritual discipline takes up one limb of manone level or mode of his being and consciousness purifies it and suffuses it with the spiritual and divine consciousness, so that in the end the whole of man, in his integral living, is recast and remoulded: each discipline is in charge of one thread as it were, all together weave the warp and woof in the evolution of the perfect pattern of a spiritualised and divinised humanity.

0 1958-11-04 - Myths are True and Gods exist - mental formation and occult faculties - exteriorization - work in dreams, #Agenda Vol 01, #unset, #Zen
   All these zones, these planes of reality, received different names and were classified in different ways according to the occult Schools, according to the different traditions, but there is an essential similarity, and if we go back far enough into the various traditions, hardly anything but words differ, depending upon the country and the language. The descriptions are quite similar. Moreover, those who climb back up the ladderor in other words, a human being who, through his occult knowledge, goes out of one of his bodies (they are called sheaths in English) and enters into a more subtle bodyin order to ACT in a more subtle body and so forth, twelve times (you make each body come out from a more material body, leaving the more material body in its corresponding zone, and then go off through successive exteriorizations), what they have seen, what they have discovered and seen through their ascensionwhe ther they are occultists from the Occident or occultists from the Orientis for the most part analogous in description. They have put different words on it, but the experience is very analogous.
   There is the whole Chaldean tradition, and there is also the Vedic tradition, and there was very certainly a tradition anterior to both that split into two branches. Well, all these occult experiences have been the same. Only the description differs depending upon the country and the language. The story of creation is not told from a metaphysical or psychological point of view, but from an objective point of view, and this story is as real as our stories of historical periods. Of course, its not the only way of seeing, but it is just as legitimate a way as the others, and in any event, it recognizes the concrete reality of all these divine beings. Even now, the experiences of Western occultists and those of Eastern occultists exhibit great similarities. The only difference is in the way they are expressed, but the manipulation of the forces is the same.

0 1958-11-08, #Agenda Vol 01, #unset, #Zen
   And so, physically, the body followed. My body has been taught to express the inner experience to a certain extent. In the body there is the body-force or the body-form or the body-spirit (according to the different Schools, it bears a different name), and this is what leaves the body last when one dies, usually taking a period of seven days to leave.2 With special training, it can acquire a conscious lifeindependent and consciousto such a degree that not only in a state of trance (in trance, it frequently happens that one can speak and move if one is slightly trained or educated), but even in a cataleptic state it can produce sounds and even make the body move. Thus, through training, the body begins to have somnambulistic capacitiesnot an ordinary somnambulism, but it can live an autonomous life.3 This is what took place, yesterday evening it was like that I had gone out of my body, but my body was participating. And then I was pulled downwards: my hand, which had been on the arm of the chair, slipped down, then the other hand, then my head was almost touching my knees! (The consciousness was elsewhere, I saw it from outsideit was not that I didnt know what I was doing, I saw it from outside.) So I said, In any case, this has to stop somewhere because if it continues, my head (laughing) is going to be on the ground! And I thought, But what is there at the bottom of this hole?
   Scarcely had these words been formulated when there I was, at the bottom of the hole! And it was absolutely as if a tremendous, almighty spring were there, and then (Mother hits the table) vrrrm! I was cast out of the abyss into a vastness. My body immediately sat straight up, head on high, following the movement. If someone had been watching, this is what he would have seen: in a single bound, vrrrm! Straight up, to the maximum, my head on high.

0 1959-06-13a, #Agenda Vol 01, #unset, #Zen
   Another thing: we happened to talk of Sri Aurobindo and Lele.1 Concerning Lele, X told me, He was a devotee of the Bhaskaraya School; this is why there is close connection I do not know if this is so, but X seemed to know.
   For me, the inner things seem to have taken a better turn since X revealed certain things to me, but I prefer to say nothing. I dare not say anything since I know from experience that all this is as unstable as dynamite.

0 1960-04-14, #Agenda Vol 01, #unset, #Zen
   The following passage, taken from the Revue des Deux Mondes of March 1960, was part of a course taught by Dimitri Manowilski in 1931 at the Lenin School of Political Warfare in Moscow:
   Our turn will come in twenty to thirty years. To win, we need an element of surprise. The bourgeoisie should be lulled to sleep. Therefore, we must first launch the most spectacular peace movement that has ever existed, replete with inspiring proposals and extraordinary concessions. The stupid and decadent capitalist countries will cooperate joyfully in their own destruction. They will jump at this new opportunity for friendship. As soon as their guard is down, we shall crush them beneath our closed fist.

0 1960-08-20, #Agenda Vol 01, #unset, #Zen
   No, no. You see, it wasnt a studioit was a School, a School of photography, television and film. Its not at all buried.
   But L has enlarged the program. (Mother indicates the plan) This is only a small part of his extensive total program. He is planning to have a School of agriculture, a modern dairy with grazing landtheres a lot of agriculture, really a lotfruit orchards, large rice fields, many things. And then a ceramics factory. My ceramics factory will be at the far end of the lake, so as to utilize the clay the government has agreed; as they have to dig out the lake one day, we shall use the top soil for the fields. First well remove all the pebbles (you know, there are hills over there), which can be used for constructionits a mine of pebbles. After removing the pebbles, there will be holes which then well fill with earth from the lake. And below this earth is a thick and compact layer of clay which is so hard it cant be used for farmingits impossible but its wonderful for making ceramics. So right at the very end, in Indian territory,4 well have a large ceramics industry. On the other side, well have a little factory for firing clay.
   All this is huge. A tremendous program.5

0 1960-10-22, #Agenda Vol 01, #unset, #Zen
   There was this Themanlys, my brothers Schoolmate; he wrote books, but he was lazy-minded and didnt want to work! So he had passed that job on to me. But it was impossible, you couldnt do a thing with it. And what words! Theon would invent words for the subtle organs, the inner senses; he had found a word for each thinga frightful barbarism! And I took care of everything: I found the printer, corrected the proofsall the work for a long time.
   They were stories, narratives, an entire initiation in the form of stories. There was a lot in it, really a lot. She knew many things. But it was presented in such a way that it was unreadable.
  --
   All the teachers are wanting to quit the Schoolweary! Which means theyll begin the year with half the teachers gone. They live in constant tension, they dont know how to relax thats really what it is. They dont know how to act without agitation.
   I think thats what this head came to tell me, and its precisely whats wrong in the Ashrameverything here is done in agitation, absolutely everything. So its constantly a comedy of errors; someone speaks, the other doesnt listen and responds all wrong, and nothing gets done. Someone asks one thing, another answers to something elsebah! Its a dreadful con-fu-sion.

0 1960-10-25, #Agenda Vol 01, #unset, #Zen
   (No sooner had Mother finished telling this story than, by a curious coincidence, someone brought her a portrait drawn by P.K., one of the Ashram artists. Several days earlier, at about two in the morning during an uncommonly violent lightning storm, P.K. had suddenly SEEN amidst the flashes of lightning in the sky a rather terrible, demoniacal head in front of his very eyes. Having nothing else available, he hastily drew his vision in chalk on a Schoolchilds slate, which is the portrait Mother speaks of here:)
   Well, well! So P.K. is clairvoyant! Its him, for surethis is the being behind those people. Thats why they had so much power. And he came here because of tha the was furious. Quite a demon!

0 1961-01-10, #Agenda Vol 02, #The Mother, #Integral Yoga
   I have replied endlessly, I have given all sorts of explanations about the organization of the School, about World Union,4 about the true way to organize industry (its true functioning)so many things! If all that were compiled we could publish brochures! Sometimes Ive spoken three-quarters of an hour non-stop to people who listened with delight and were receptive but quite incapable of making a written report of it. At times like that we could have used one of your machines! But when things are organized in advance, it may well be that nothing comes out at allmentalizing stops the flow. If I is in front of me, I cant say anything to her because she doesnt understand. I already have trouble writing to herwhat I have to say is always brought down a bit; but if she were here in the room and I had to speak to her, nothing at all would come out!
   No, when we feel like it and when she doesnt raise any question about an aphorismat least not an impossible questionwell do this: I will speak here, its much easier for me. This way things come that I havent seen before; while when I write like that, they are usually things Ive seen on other occasions (not that I try to recall them, they are there and simply come back). But when theres a new contact, something new always comes.

0 1961-01-24, #Agenda Vol 02, #The Mother, #Integral Yoga
   There are places where it happens like that: suddenly everything stopsno more School, no more mail, no more trains. I remember a poor little village in Japan where they had a flu epidemic, the first of its kind. They didnt know what it was and the whole village fell ill. It was winter, the village was snowed in and there was no more communication with the outside (the mail came only once every fifteen days). The postman arrived and everyone was dead, buried beneath the snow.
   I was there in Japan when it happened.

0 1961-03-17, #Agenda Vol 02, #The Mother, #Integral Yoga
   The experience occurred in a place corresponding to ours [the main Ashram building], but immense: the rooms were ten times bigger, but absolutely one cant say emptythey were barren. Not that there was nothing in them, but nothing was in order, everything was just where it shouldnt be. There wasnt any furniture so things were strewn here and therea dreadful disarray! Things were being put to uses they werent made for, yet nothing needed for a particular purpose could be found. The whole section having to do with education [the Ashram School] was in almost total darkness: the lights were out with no way to switch them on, and people were wandering about and coming to me with incoherent, stupid proposals. I tried to find a comer where I could rest (not because I was tired; I simply wanted to concentrate a little and get a clear vision in the midst of it all), but it was impossible, no one would leave me alone. Finally I put a tottering armchair and a footstool end-to-end and tried to rest; but someone immediately came up (I know who, Im purposely not giving names) and said, Oh! This wont do at all! It CANT be arranged like that! Then he began making noise, commotion, disorderwell, it was awful.
   To wind it all up, I went to Sri Aurobindos rooman enormous, enormous room, but in the same state. And he appeared to be in an eternal consciousness, entirely detached from everything yet very clearly aware of our total incapacity.
  --
   Its a terrible slavery to the lower mind, and so widespread! Oh, all these goings-on at the School, my child, all the teaching, all the teachers.2 Terrible, terrible, terrible! I was trying to turn on the switches to give some light and not one of them worked!
   Of course, these scenes are slightly exaggerated because they are seen in isolation from the rest; within the whole many things crisscross and complete each other, diminishing each others importance. But in an experience like last nights, things are taken singly and shown in isolation, as through a magnifying glass. And after all its a good lesson.

0 1961-03-27, #Agenda Vol 02, #The Mother, #Integral Yoga
   It reinforces what the old Schools have always taught but Sri Aurobindo rejected it! Sri Aurobindo told us precisely that the Truth could be lived IN material life. Of course, there must be a change of consciousness, but I thought.
   (silence)

0 1961-04-25, #Agenda Vol 02, #The Mother, #Integral Yoga
   The following is the exact text referred to, an extract from one of Sri Aurobindo's letters: 'I don't believe in advertisement except for books etc., and in propaganda except for politics and patent medicines. But for serious work it is a poison. It means either a stunt or a boom and stunts and booms exhaust the thing they carry on their crest and leave it lifeless and broken high and dry on the shores of nowhereor it means a movement. A movement in the case of a work like mine means the founding of a School or a sect or some other damned nonsense. It means that hundreds or thousands of useless people join in and corrupt the work or reduce it to a pompous farce from which the Truth that was coming down recedes into secrecy and silence. It is what has happened to the "religions" and is the reason of their failure....'
   2.10.1934

0 1961-09-16, #Agenda Vol 02, #The Mother, #Integral Yoga
   Listen, here is a letter I have written to one of the teachers at the School (Mother reads):
   We are not here to do only a little better what the others do, we are here to do what the others CANNOT do, because they do not have even the idea that it can be done. We are here to open the way of the Future to children who belong to the Future. Anything else is not worth the trouble and not worthy of Sri Aurobindos help.

0 1961-10-02, #Agenda Vol 02, #The Mother, #Integral Yoga
   (As she is leaving, Mother asks for some papers left by Pavitra for her to examine: some proposals for School reforms.)
   Give me that stuff.

0 1962-04-13, #Agenda Vol 03, #The Mother, #Integral Yoga
   (After a perilous month, Mother has suddenly had the formidable, decisive experience, and she gives her first message. She is lying on her bed in the room upstairs, and has become quite thin. It is around ten in the morning. Her voice has greatly changed. Schoolchildren can be heard playing in the distance:)
   Night of April 12-13.1

0 1962-05-29, #Agenda Vol 03, #The Mother, #Integral Yoga
   Theres a little American boy here (I dont know if his mother is completely helpless or just idolizes him, but anyway she lets him run wildshes always defending him, she wont allow anyone to scold or punish him), and this child wont take any classes or accept any teacher, but just runs around the School from one classroom to anothermaking noise, hitting people, calling the teacher nameslike a whirlwind; and then off he goes! And one day he went into the Playground; hes such a maniac that hes not allowed there, but he sneaked in, and there were some girls and women doing exercises on the groundhe started running around on their stomachs! (Laughter) It was a scandal.
   Oh, what a circus! But thats the atmosphere.

0 1962-07-25, #Agenda Vol 03, #The Mother, #Integral Yoga
   Next came the period of learning and developing, but on an ordinary mental level School years.1 Curiosity made me want to learn to read. Did I tell you how it happened? When I was around seven, just under seven, my brother, who was eighteen months older, used to bring big pictures home from School with him (you know, pictures for children with captions at the bottom; theyre still used nowadays) and he gave me one of them. Whats written there? I asked. Read it! he said. Dont know how, I replied. Then learn! All right, I told him, show me the letters. He brought me an A-B-C book. I knew it within two days and on the third day I started reading. Thats how I learned. Oh-oh, they used to say, this child is backward! Seven years old and she still cant readdisgraceful! The whole family fretted about it. And then lo and behold, in about a week I knew what should have taken me years to learnit made them think twice!
   Then, School years. I was a very bright student, always for the same reason: I wanted to understand. I wasnt interested in learning things by heart like the others did I wanted to understand them. And what a memory I had, a fantastic memory for sounds and images! I had only to read a poem aloud at night, and the next morning I knew it. And after I had studied or read a book and someone mentioned a passage to me, I would say, Ah, yes thats on page so and so. I would find the page. Nothing had faded, it was all still fresh. But this is the ordinary period of development.
   Then at a very young age (about eight or ten), along with my studies I began to paint. At twelve I was already doing portraits. All aspects of art and beauty, but particularly music and painting, fascinated me. I went through a very intense vital development during that period, with, just like in my early years, the presence of a kind of inner Guide; and all centered on studies: the study of sensations, observations, the study of technique, comparative studies, even a whole spectrum of observations dealing with taste, smell and hearinga kind of classification of experiences. And this extended to all facets of life, all the experiences life can bring, all of themmiseries, joys, difficulties, sufferings, everythingoh, a whole field of studies! And always this presence within, judging, deciding, classifying, organizing and systematizing everything.

0 1963-02-23, #Agenda Vol 04, #The Mother, #Integral Yoga
   The little girl struggled as if she were drowning, you know. She went everywheretook refuge at the School, took refuge in Pavitras room, begged G. in tears to intervene. M. was absolutely desperate. Everybody is trying to dissuade them, everybody is scandalizedits their right! Brandishing their right, they grab the girl and squeeze her: Youll love us, or else!
   And they think they will succeed!

0 1963-05-18, #Agenda Vol 04, #The Mother, #Integral Yoga
   93Pain is the touch of our Mother teaching us to bear and grow in rapture. She has three stages of her Schooling, endurance first, next equality of soul, last ecstasy.
   I am still in a period of conflict.

0 1963-08-10, #Agenda Vol 04, #The Mother, #Integral Yoga
   93Pain is the touch of our Mother teaching us how to bear and grow in rapture. She has three stages of her Schooling, endurance first, next equality of soul, last ecstasy.
   As long as we are dealing with moral things, this is absolutely obvious and indisputable: all moral pain, when you know how to take it, shapes your character and leads you straight to ecstasy. But when it comes to the body

0 1963-09-25, #Agenda Vol 04, #The Mother, #Integral Yoga
   Last night was less pleasant. There were again those things collapsing. I was below, you see, trying to go back up to my room, and every time I tried to go back up, all the means to do so disappeared or were done away with. Now Ive chased it all away because it was tiring. But one thing I do remember: I was climbing up a sort of not stairs or a ladder, it was a very queer thing, like blocks of dark red stone, and they were all crumbling and coming apart. It ended up annoying me, and I had a movement not of anger, but of self-assertive will and everything vanished. You feel its adverse formations trying to harass you, until I cant say I lose patience, but something gets angry (is it angry? Asserts itself, rather: Ah, no! Enough!) and instantly, pfft! it all goes away. But then I found myself on a road I knew very well, but there was such a crowd! A crowd, a crowd: all the Schools of the world were coming there for their holidays. There were troops of kids led by matrons and teachers, myriads and myriads of them! And also children who stopped and played on the ground; but all those children knew me very well, and when I arrived, they would take their things out of the way to let me throughweeny little kids this high. Then I met a symbolic person (not a human person) whom I know very well, she was pale blue (that is to say, a being of the higher mind, a force of Nature in the higher mind), I know her very well, she is very often with me. She explained to me her difficulties and I explained to her what she should do; I told her, Ive already told you several times, its like this and like that. She stayed beside me a very long time, and she asked me, Why do I always have to leave you? I answered her, Dont worry; everything is fine now. It went on for a long time. But it was interesting, a very pleasant, very refined contact: a beautiful girl that is, a beautiful thought or a beautiful idea. A beautiful girl. And she had in her charge an innumerable amount of kids (Mother laughs), so she was somewhat worried at times, and I explained to her what she should do.
   I feel a sort of tenderness towards that person.

0 1963-10-19, #Agenda Vol 04, #The Mother, #Integral Yoga
   Another time, a fellow (there are some demented characters of that kind) had come from Australia: he was a teacher and had been given classes in the School. He started to preach unbelievable thingshe was God incarnate, you see! Until the day it began to be a pain in the neck. And he had declared he would stay here forever. People were annoyed, everyone was annoyed, they didnt know what to do. I was in my room here (it was three years ago, maybe four). I remember: I was sitting on my bed (at the time I used to work on my bed, over there), and I received a letter in which I was told in short, that it had become impossible, intolerable, that he could not be kept here. So I concentrated for a minute and Kali arrivedKali in her battling mood, a black, dancing Kali. I told her, Why dont you go on his head? (Laughing) She went and did her dance on his head the next day, he wrote he was leaving the Ashram. In this case, it was very clear: the day before, he had declared that he wouldnt budge, that he intended to stay here and continue his lessons, and that we would have to send him away forcibly for him to go (they had told me all this quite tearfully). Kalis dance convinced him he had better go!
   But all that, you see, its the play of the world. What is going on now is something else, altogether something else.

0 1963-12-31, #Agenda Vol 04, #The Mother, #Integral Yoga
   Oh, its not so good any more. And while I was writing it, some strange things happened: one day, suddenly, I feel Ive lost all control over my hand. How do you write? And all at once, I start writing, and then I see: its Sri Aurobindos handwriting! And as it is illegible, I thought, Thats no great progress! (laughter) So I really exerted myself, concentrated, wrote slowly, slowly, like a pupil in School, and it came back!
   So you may come across some passages that arent all that legible.

0 1964-03-25, #Agenda Vol 05, #The Mother, #Integral Yoga
   But one must hold out, because it has consequences: it brings a sensation of Power, a Power which very few people can feel or experience without their balance being more or less upset, because they dont have an adequate basis of peacea vast and very, very, VERY quiet peace. Everywhere, even here at the School, children are in a state of effervescence (I was informed that the best-behaved and generally most regular children had become like that). I said, There is only ONE answer, one single answer: you must be still, still, and even more still, and increasingly still. And do not try to find a solution with your head because it cannot find any. You must only be stillstill, still, immutably still. Calm and peace, calm and peace. It is the ONLY answer.
   I am not saying its the cure, but its the only answer: to endure in calm and peace, endure in calm and peace.

0 1964-06-04, #Agenda Vol 05, #The Mother, #Integral Yoga
   A charming Buddhist and a disciple of Mother, a specialist in Pali and member of the French School of the Far East: Suzanne Karpels.
   ***

0 1964-10-14, #Agenda Vol 05, #The Mother, #Integral Yoga
   They have again made a mess at the School, they are seized with such terrible whims of independence! Do you know the story? They put together a big display board on sleep for the childrens education (thats their affair), but then they put at the bottom, without asking for my permission, a quotation of mine, which I am supposed to have written in 1952 and in which I am supposed to have said that children should be in bed by 9. Now, they show films till 9:30 or 10. So I received a shower of letters, from kids asking me, What should we do? As for me, I dont understand a thing, and I ask what that quotation is. Then I learn that not only did they stick it at the bottom of their display board, but they also circulated a note of mine in which I say, Children should go to bed at 9. I said, What! I never had that circulated! Maybe I said it years ago, but I said it just like that, like a remark that it would be better. It caused quite a to-do, Ive been assailed with protests. So when Z came, I asked him to explain this affair. He told me what they had done; it seems that the teachers, seeing that poster with my quotation (probably the teachers who dont like films or who are against this one or that one and found this was a good opportunity to kick up a row), said and VOTED among themselves that it should be made into a circular! They simply forgot to ask my permission.
   I told Z, Well, really, thats going a bit too far! And he was probably upset, because suddenly something came through him: it was like black little darts (they didnt come from him directlymaybe they came from the teachers!), little black darts that rushed at my throat. I felt it: it went ztt! I said, Oh, whats that? And I struggled; but I struggled against a sore throat, and indeed it didnt happenit turned into a cold!
   In this School, they have a terrible tendency to turn everything into a system.
   Yes, systems, rules.
  --
   Thats the real evil at the School, and there is one: a tendency to turn everything into a system.
   Yes. Dogmatism.
  --
   Exactly the same story with the School.
   It is building an iron cage for yourself and getting into it.

0 1964-10-30, #Agenda Vol 05, #The Mother, #Integral Yoga
   But all the great Schools, the great Ideas, the great Realizations, the great and then the religions thats still lower down; all of it, oh, what childishness!
   And that wisdom! Its an almost cellular wisdom (its odd). For instance, I was looking at the relationship I had with all those great beings of the Overmind and higher, the perfectly objective and very familiar relationship I had with all those beings and the inner perception of being the eternal Motherall that is very well, but for me its almost ancient history! The me that exists now is HERE, its at ground level, in the body; its the body, its Matter; its at ground level; and to tell the truth, it doesnt care much about the intervention of all those beings who ultimately know nothing at all! They dont know the true problem: they live in a place where there are no problems. They dont know the true problem the true problem is here.

0 1964-11-28, #Agenda Vol 05, #The Mother, #Integral Yoga
   Its like those messages people ask me every other minute: Send me a message. Thats it: you drop two coins into the box, and out it must come! I have nothing for the first page of my magazine, send me a message, or else, My daughter is getting married, send me a message, or else, Its the anniversary of the opening of my School, send me a message. Its at the rate of three or four a day. This made me suddenly write a note the other day; I saw the image of those music boxes, you know, you dropped two coins into them and then the music would come out. So I said, For ordinary men, the sage is like a music box of Wisdom: you only have to insert two coins worth of question and automatically the answer comes out. Because, really, it has become ridiculous: Were moving into a new house, send us a message.
   But why do you let yourself get snowed under? You shouldnt send any messages!

0 1965-06-23, #Agenda Vol 06, #The Mother, #Integral Yoga
   Then in the north (thats where there is the most space, naturally), in the direction of Madras: the cultural zone. There, an auditorium (the auditorium I have dreamed of doing for a long time: plans had already been made), an auditorium with a concert hall and grand organ, the best you find now (it seems they make wonderful things). I want a grand organ. There will also be a theater stage with wings (a revolving stage and so on, the very best you can find). So, here, a magnificent auditorium. There will be a library, there will be a museum, exhibition rooms (not in the auditorium: in addition to it), there will be a cinema studio, a cinema School; there will be a gliding club: already we almost have the governments authorization and promiseanyway its already at a very advanced stage. Then, towards Madras, where there is plenty of space, a stadium. And a stadium that we want to be the most modern and the most perfect possible, with the idea (an idea Ive had for a long time) that twelve years (the Olympic games take place every four years), twelve years after 1968 (in 1968, the Olympiad will be held in Mexico), twelve years after, we would have the Olympic games in India, here. So we need space.
   In between these sections, there are intermediary zones, four intermediary zones: one for public services (the post, etc.), a zone for transportation (railway station and, if possible, an airfield), a zone for food supplies (that one would be towards the Lake and would include dairies, poultry farms, orchards, cultivation, etc.it would spread to incorporate the Lake estate3: what they wanted to do separately will be done as a part of Auroville); then a fourth zone (Ive said public services, transportation, food supplies), and the fourth zone: shops. We dont need many shops, but a few are necessary to get what we dont produce. These zones are like quarters, you see.

0 1966-03-19, #Agenda Vol 07, #The Mother, #Integral Yoga
   But then, even on that (I dont know who is responsible for it), they have launched a campaign abroad, a campaign for the poor devil starving and crying famine, in such a mean, oh, such a mean way! We get letters from everywhere, from every country (lots of letters from France), and especially from Schools, centers of education, people who write, We hear that you are starving, we are so appalled, what can we do to help? We are obliged to answer them, No, were not starving at all!
   Its pitiable.

0 1966-06-29, #Agenda Vol 07, #The Mother, #Integral Yoga
   You understand, its going to go all around the School from one class to another! (Laughing) I know whats going to happen!
   Consciousness is the breath that makes everything live.

0 1966-08-13, #Agenda Vol 07, #The Mother, #Integral Yoga
   Then I also wrote something for J. He had asked me for a message for his School (Mother hands another note):
   He who lives to serve the Truth is unaffected by any external circumstance.

0 1966-11-03, #Agenda Vol 07, #The Mother, #Integral Yoga
   Its generally fragmentsfragments of life that were individualized, and when in the present life you follow a normal development with the [various beings] gathering around the central consciousness, all those elements come back to gather together. They come back, each with its own memories. For instance, I had a memory like that (I tell you, Ive had hundreds of them) when I was very young (I must have been twenty or so). It wasnt at night, but I was lying down, resting: suddenly I felt myself riding a horse, with tremendous warlike power and the sense a will for victory and the POWER of victory. And I felt as if I was riding a horse: I saw a white horse, I saw my legs, with riding breeches, you understand, and a red velvet costume. And there I was, at a gallop. I couldnt tell what the head was like or anything, naturally! And also, the crowd, the armies, and the rising sun. It was so strong, the sense that it was the sense of the will for victory and the POWER of victory. It came just like that. Then, sometime later, I read somewhere the story of Murat (I forget I think his victory was Magenta3 I no longer remember all that), and I immediately understood that my vision was at the moment of launching the battle: he had an inner call to a Power, so there was an identification [with Mothers power], and thats what I remembered and what came back. If I said (as the Theosophists tell you), I was Murat, it would be stupid. But it was a consciousness coming back. It was so strong! The impression lasted long enough, with the sense of the battle but above all the sense of that POWER making you invincible. It was interesting, because at the time (it was just in the beginning, I was beginning to take interest in these things and I had just come across the Cosmic teaching), I was convinced that a womans psychic being was always reincarnated in a woman and a mans psychic being was always reincarnated in a man (many Schools teach that; Thon too believed so, he insisted on it). So it came as a surprise, because it wasnt in conformity with what I thought (!). Afterwards (long afterwards), I realized that naturally all those dogmas were nonsense, but
   It fits with what I told you last time: the STATES OF CONSCIOUSNESS are what reincarnate, evolving, developing, growing more perfect. Thats rather how it was, thats how that memory came. Its like that with many memories. And I know that to say states of consciousness are what reincarnate, to adopt that as the sole explanation would be incorrectits absolutely incorrect but its one way of looking at the question beyond the sense of the little personality. It broadens the consciousness: one has in oneself things far more universal and far less limited than personal experiences. Just as in life some people have an exceptional life, in the same way they also have exceptional moments in their life, when they no longer are one single little person: they are a force in action. Thats how it is.

0 1966-12-17, #Agenda Vol 07, #The Mother, #Integral Yoga
   A child from the School asked me, How can mathematics, history or sciences help me to find you?
   I found that quite amusing!
  --
   (Soon afterwards, about a child from the School who drowned during a picnic organized by the School group of his age.)
   Ive got V.s notebook.1 He writes to me (rather bluntly, as they say in English), When I learned that B. had drowned, it neither troubled nor affected me; I simply thought it wasnt true. And why? Because you knew (thats what he writes me), you knew we had all gone out for a picnic, and therefore nothing could happen. (Mother laughs) I found this delightfuldelightfully impertinent!2

0 1966-12-24, #Agenda Vol 07, #The Mother, #Integral Yoga
   (Regarding the School's pupils:)
   From every side they ask the question (they are all like that), What IS the Truth? What do you mean when you speak of the Truth?

0 1967-02-15, #Agenda Vol 08, #The Mother, #Integral Yoga
   Its a subject I found very interesting, in the beginning I even wanted to give a class1 on it, when the School had only thirty children or so: a class on religions showing the whole course, from the gods with the heads of birds or jackals to cathedrals. Oh, when I was just five, I was revolted by that God who really was a wicked character and caused bloodshed.
   So we could have a city of religions. But we would have to re-create the atmosphere.
  --
   (As late as 1960, Mother intended to give a class on the history of religions, as the following letter in answer to a question from a teacher at the School bears witness.)
   And finally, what was the occult influence of this Judaism on human evolution? The more I think about it, the more the threads of it all appear to me so tied up and entangled together that only a knowledge in overview seems capable of helping to bring out the essential. Well, Mother, I leave it all to you. I hope you will be able to tell me the way in which we here should approach the question and to give me the few major elements on which I will be able to build my exposition.

0 1967-02-18, #Agenda Vol 08, #The Mother, #Integral Yoga
   These new thoughts and new experiences, this new logic and new mathematics, are now taught in higher studies, but all the primary and secondary studies have remained in the old formula, so I have been very seriously thinking of opening primary and secondary Schools in Auroville, based on the new systemas a trial.
   But how is it done? Its a problem that interests me very much: how do you catch this new expression?

0 1967-03-22, #Agenda Vol 08, #The Mother, #Integral Yoga
   Its very common at the School.
   (silence)

0 1967-04-05, #Agenda Vol 08, #The Mother, #Integral Yoga
   Its the answer to a question. Have you heard what I said to the School teachers?1 Theyve asked me another question. This is the beginning of my answer:
   It is the division between ordinary life and spiritual life which is antiquated and obsolete.
  --
   (Mothers answer in English to the School teachers when she was told that the new special afternoon classes at the library had chosen as a first research theme Indias Spiritual History.)
   No! It wont do. It is not to be done that way. You should begin with a big BANG!
  --
   Message from Mother to the School:
   Sri Aurobindo does not belong to the past nor to history.

0 1967-04-19, #Agenda Vol 08, #The Mother, #Integral Yoga
   The universe is his mother and the future his School.
   A child to whom you must never say, Come. Thats not easy in the language if you cant tell him, Come!

0 1967-06-03, #Agenda Vol 08, #The Mother, #Integral Yoga
   Oh, I have something much more interesting. K. is giving a class (of sociology, I think), but based on what Sri Aurobindo has written. And then, you know that at the School I have AT LAST got them to agree that examinations should not be indispensable; that if a student shows interest and attention during the classes, he can move up to the higher class without needing a certificate or having to take exams.1 I have obtained that at last, after so many years! So the students have been told, Its as you like; if you want to take exams, there are exams and you can take them; but if you dont feel the need for exams, you need not take them and can just as well move up to the next class. But K., who has a simple heart, thought all those boys and girls had understood Sri Aurobindos teaching and had a total contempt for exams and the old ways. And he expected his students to tell him, Oh, then we wont take exams. And each and every one of them, with a single exception, said they preferred to take the exams so as to get a certificate.
   He was very disappointed. He said to me, How is it that after all this Well, I thought they had understood. And after having studied Sri Aurobindo, here they are following the old ideas! Then he said, I have found in a letter of Sri Aurobindo a passage that perhaps provides an explanation, and I would like to ask you if I should take notice. I told him he should.
  --
   But Z has done experiments like that. He told me the story of a girl at the School who had no imagination: when she was asked a question she could only answer what she had learned, and when she was given a problem she could never solve it. She was like that, blocked above. And he taught her to try and make contact precisely with that intuitive zone, by keeping quiet, falling silent and listening. And it seems that after some time, she had extraordinary results in that way, by falling silent and listeninganswers which were really remarkable and certainly came from the region of intuition. And thats a practical fact, he did it at the School.
   Well, thats what should be done, its much more important.
  --
   Mother sent the following note to the School on April 14, 1967: "Henceforth the existing rules concerning the Higher Course will stand modified as follows: (I) Students who wish to obtain a certificate of having successfully completed the Higher Course as 'full students' will naturally have to take all the prescribed tests and satisfy the regulations governing the full-studentship. (2) Other students will have the option either to take the tests or not to take them. There will be no compulsion with regard to tests for these students in order to pass from one year to the next. (3) All the students will, however, be treated equally in so far as the pursuit of knowledge is concerned."
   ***

0 1967-07-22, #Agenda Vol 08, #The Mother, #Integral Yoga
   Because at the School they play music every Saturday, and theyve begun quarrelling about the kind of music that should be played; then one boy said, As for me, I LOVE light music VERY MUCH, I find it VERY amusing. (Mother laughs) So they looked down on him scornfully! And they wrote to ask me. So thats what I replied!
   Light music! Of course, jazz music but even there, there are very nice passages, one cant say.
  --
   They had to hold a teachers meeting to face up to my answer! (Mother laughs) I upset the whole School!
   One of the teachers has already answered me, Its impossible to know the students progress unless exams are taken. To this I didnt exactly reply what I thought, but I thought: of course, if the teacher is an idiot, he cant judge the students progress unless he makes them take exams, but if he is an intelligent man with a psychic sense, there are a thousand ways to find out if a student has understood.
  --
   Our School professes to follow a new method, the very least it could do would be to follow it!
   (Mother gives Satprem the text of the three letters she sent to the teacher on the subject of examinations at the School:)
   The teachers question:
  --
   Thats precisely the big quarrel with the Government! The Government says, We cant recognize you as a research School because the progress of yoga cant be measured. Exactly what Sri Aurobindo says! If we published this letter, it would give the Government weapons!
   You remember, in America a society or university or whatever held a kind of contest to prove life after death,1 and they gave two or three questions to be resolved. And I was asked, Why dont you answer? I said, the questions are not properly formulated, theyre put by ignorant people, so how can one answer? (I told you that long ago, I think.) Well, its the same thing here. What they ask is ignorant, it isnt properly formulated; its formulated by people who dont understand anything, so how can one answer them!

0 1967-07-26, #Agenda Vol 08, #The Mother, #Integral Yoga
   And then, what goings-on The goings-on at the School, oh, those are priceless stories! But yesterday evening, I suddenly became indignant about a boy, the boy who had been accused of copying. He asserted he hadnt copied, and I saw he hadnt (but what I saw was almost worse!), and I said, No more examsa dreadful row everywhere! Then K., who is really a good boy, wrote to me, Should I not rather tell the boy that you decided he hadnt copied, because he must be worrying? I thought, Poor K.! But anyway, it was a nice gesture, so I said yes. Then he called the boy, told him what he had to, also that exams were abolished and the whole matter was over and done with. As soon as the boy left him, he went and told his friends a world of lies: that I had asked K. to apologize, to express regret and reinstate the boy, and a lot of fibs a series of terrible lies (and lies about me). You understand, I had had a movement of sympathy for K. for what he had done; it shows a sort of nobleness of soul in him: he was so convinced, but he accepted what I said and made that gesture because he thought the boy must have been worrying. Then the boys thoroughly disgusting reaction I had to restrain myself (inwardly): I was displeased. I had hoped, on the contrary, that that goodwill would give rise to a somewhat noble response, but all that is a sort of degradation. Yesterday, I was on the point of giving the child an inner slap I stopped myself from doing so, but he has clearly put himself in a bad spot.
   Now they write to ask me, How can we know whether the children follow if we dont have exams? I had to explain the difference between a type of individual control based on observation, on a remark, on an unexpected question, etc., which allows the teacher to situate the child, and the other method in which you are forewarned, You will have an exam in eight days and the subject will be on what you have learnedso everyone starts revising what he has learned and preparing himself, and thats that: the one with a good memory is the one who passes. I have explained all that.1
  --
   At home, my brother was studying advanced mathematics (it was to enter Polytechnique2), and he found it difficult, so my mother had engaged a tutor to coach him. I was two years younger than my brother. I used to look on, and everything would become clear: the why, the how, it all was clear. So the teacher was working hard, my brother was working hard, when suddenly I said, But its like this! Then I saw the teachers face! It seems he went and told my mother, Its your daughter who should be learning! (Mother laughs) And it was all like a picture, you understand, so funny, so funny! So I know, I remember, I know the reactions, the habits. Thats why I didnt want to look after the School here because I thought it would be a headache and everyone would fall on me! Then I was forced to because of that copying affair. But now I find it funny! (Laughing) And I tell them outrageous things!
   Its so amusing, so amusing!
   For a time I attended a private School: I didnt go to a state School because my mother considered it unfitting for a girl to be in a state School! But I was in a private School, a School of high repute at the time: their teachers were really capable people. The geography teacher, a man of renown, had written books, his books on geography were well-known. He was a fine man. So then, we were doing geography (I enjoyed maps more fully because it all had to be drawn) and one day, the teacher looked at me (he was an intelligent man), he looked at me and asked, Why are towns, the big cities, settled on rivers? I saw the students bewildered look, they were saying to themselves, Lucky the question wasnt put to me! I replied, But its very simple! Its because rivers are a natural means of communication. (Mother laughs) He too was taken aback! Thats how it was, all my studies were like that, I enjoyed myself all the timeenjoyed myself thoroughly, it was great fun!
   The teacher of literature He was an old fellow full of all the most conventional ideas imaginable. What a bore he was, oh! So all the students sat there, their noses to the grindstone. He would give subjects for essaysdo you know The Path of Later On and the Road of Tomorrow? I wrote it when I was twelve, it was my homework on his question! He had given a proverb (now I forget the words) and expected to be told all the sensible things! I told my story, that little story, it was written at the age of twelve. Afterwards he would eye me with misgivings! (Laughing) He expected me to make a scene. Oh, but I was a good girl!

0 1967-11-22, #Agenda Vol 08, #The Mother, #Integral Yoga
   Every year on December 2, all the children of the School and all the disciples taking part in sports carry out a general demonstration of physical culture.
   The turning point of March 16, 1962, culminating on April 13, 1962: the great pulsations.

0 1967-11-25, #Agenda Vol 08, #The Mother, #Integral Yoga
   On the subject of what you told me last time: that your body left to itself doesnt have any experiences. He told you why. And he told you how to do it. But that I can repeat to you; I can repeat the how to do it: he told you that your body is still in a condition in which it has to go to School, and its your inner being, your consciousness, your true self that must teach it. He said, It is still at a stage when it must be taught its lesson, and so it must learn its lesson.
   There.

0 1967-12-16, #Agenda Vol 08, #The Mother, #Integral Yoga
   Yesterday evening, Pavitra asked me for a message for the opening of the School today. I wasnt in too good a mood(!) and sent him away. This morning, at five, a message came to me, and I wrote it down. I had barely finished writing it down when three others came! So I wrote the four of them, and at seven oclock sent them to K., saying that each teacher or class should choose (they are all on the same subject and with the same idea, but shown from different angles).
   And at eight, everyone already knew! Things spread very fast. N. told me, But the messages are for different classes and they havent been selected! I said, No! Its not for me to select, but for the teacher in every class. And I added, Thats much more fun for me! And with that I sent him away!
  --
   Thats what I put to them all at the School: aspire, aspire to the Truth. I dont at all remember what I wrote (Mother tries to remember). One is, May the Truth be our master and our guide, then there were two others, and then, O Truth I dont remember.
   Thats quite a remarkable phenomenon: a second before, its absolutely blank, empty, there isnt one word, one thought, one idea, nothing, just like that: not a thought. I am asked for a message, and I reply, I have nothing to say. It comes like that, imperatively; if I can (that is, if Mother is free), I write it down and its over; if I cant (that is, if Mother is busy with people), it comes back obstinately until its written. Once its written, gone! Nothing remains. Another way to present it comes, another form: that also, gone!
  --
   Now I dont even remember what I wrote for the School. I know that one message was in the form of a wish (two or three were like that), and one was in the form of a prayer, that is, directly addressed to the Truth: O Truth
   But its very pleasant to have this empty, oh, very restful.

0 1968-05-22, #Agenda Vol 09, #The Mother, #Integral Yoga
   [Satprem reads:] It is feast day in the Vatican. St. Peters Square is jammed with people. The Popes procession begins; I have witnessed it many times, very near the Pope, next to the cardinals. But instead of the sedia gestatoria [the chair in which the Pope is carried], there is a huge elephant carrying someone. Who is this someone? Sweet Mother? No, its Pavitra. Not at all, its Satprem! No, its the Schools director. The more I try to fix my attention on him, the more his face changes, as in a kaleidoscope. In reality, I have difficulty fixing my attention, because I strain under the weight of the elephant, which is now entering St. Peters Basilica. In fact, I am in a very uncomfortable posture, for I am not the elephant: I am in his legs, in his nails, and his weight is very, very great, which is why I cant see who is sitting on him. Meanwhile, the elephant has reached Berninis Baldaquin, inside St. Peters Basilica, and finally comes up to the Popes throne, in which he sits down.
   (Mother laughs)

0 1968-06-15, #Agenda Vol 09, #The Mother, #Integral Yoga
   When Satprem tried to "tell them," they attempted to censor this Agenda and expelled Satprem through a registered letter. Today in 1995, Mother's Agenda is read in the Ashram only on the sly and is banned at the School.
   ***

0 1968-11-06, #Agenda Vol 09, #The Mother, #Integral Yoga
   Bharatidi was a specialist of Pali (used by the southern Schools of Buddhism) and Sanskrit.
   The painter who did a portrait of Sri Aurobindo in profile, standing.

0 1968-11-20, #Agenda Vol 09, #The Mother, #Integral Yoga
   And weve heard that a whole Catholic School with chaplains is coming on a visit to the Ashram. From where? I dont know. From France, I believe.
   But give these people all you can and they give you all the poison they can.

0 1968-11-27, #Agenda Vol 09, #The Mother, #Integral Yoga
   "...Pain that travails towards the touch of an unimaginable ecstasy." See also Thoughts and Aphorisms: 93"Pain is the touch of our Mother teaching us how to bear and grow in rapture. She has three stages of her Schooling, endurance first, next equality of soul, last ecstasy."
   ***

0 1968-12-14, #Agenda Vol 09, #The Mother, #Integral Yoga
   (Mother reads three different versions of a message she wants to give for the opening of the School. Then she selects the first one.)
   They came in succession. Its the experience I had at that moment:

0 1969-02-01, #Agenda Vol 10, #The Mother, #Integral Yoga
   (Then Mother listens to a series of questions about death, asked by pupils of the School.)
   The first question: What should we do in our daily life to halt the process of death?

0 1969-05-21, #Agenda Vol 10, #The Mother, #Integral Yoga
   But Pavitras case, I really believe its exceptional. Its the first time it has happened to mewith nobody, nobody else before. I told you, when Sri Aurobindo left, for hours he passed on to me the whole supramental force and consciousness he had concentrated in his body. It was immediately after he left. I felt he had called me; I stood there, near his bed, looking at him, and I saw it, you understand: he passed on to me the force, the whole supramental force he had concentrated in his body, and I felt him everywhere enter like that, with a friction. It lasted for hours. But thats quite an exceptional case, as I told you. But what took place with Pavitra is really its really Its not the same thing: he simply came out of his body deliberately (and not his psychic being: it was as material as he could), and I felt him, felt it enter and enter everywhere, all over my body And now, if I look within, I cant say I see a form, but its not completely fused. And for certain thingscertain things that have to do with people, or the School2theres a very clear personal reaction. And then, those photos I think thats quite exceptional.
   I felt something in the brain. You know that since Sri Aurobindo gave me mental silence, it has been absolutely still; it never started up again as before, and the consciousness has been there (gesture above Mother), working from there. But then after Pavitra came here, something (gesture to the forehead) impelled me to ask (I asked whats here, within), Could I get the mathematical knowledge you had? I asked him that. And his answer was, Of course, it would be easy if you set this in motion again! But that I dont want to do. Anyway
  --
   Pavitra was the School's director and the Ashram's general secretary.
   Pavitra had a very high fever before leaving his body. Might that be what Mother felt in her body?

0 1969-06-28, #Agenda Vol 10, #The Mother, #Integral Yoga
   We look to the right or to the left, we build theories, reform our Churches, invent super-machines and go out in the streets to break the Machine that stifles uswe struggle in the small sense. When the terrestrial ship is sinking, does it matter whether the passengers drown to the right or to the left, under a flag black or red, or celestial blue? Our Churches have already sunk: they are reforming their own dust. Our patriotisms are crushing us, our machines are crushing us, our Schools are crushing us, and we build more machines to break out of the Machine. We go to the moon, but we do not know our own heart nor our terrestrial destiny. And we want to improve what is but the time for improvements is past: can one improve rot?
   (Mother holds back a laugh)
  --
   It tells us that we were born so many million years agoa molecule, a gene, a quivering bit of plasma and we have produced a dinosaur, a crab, an ape. Had our eyes stopped halfway along the road, we could have said with good reason (!) that the Baboon was the summit of the creation and nothing better could be done, except perhaps to improve our simian capacities and create a United Kingdom of Apes. And we may be committing the same error today in our jungle of concrete. We have invented enormous means at the service of microscopic consciousnesses, splendid devices at the service of mediocrity, and still more devices to be cured of the Device. But is man truly the goal of all these millions of years of striving?The secondary School for all and the washing machine?
   The Great Sense, the True Sense, tells us that man is not the end. It is not the triumph of man that we want, not an improved version of the intelligent dwarfit is another man on the earth, another race in our midst.

0 1969-07-23, #Agenda Vol 10, #The Mother, #Integral Yoga
   But the children at the School here were in an extraordinary state of excitement. So I was asked to say something to them. I said, Id better not say anything, because I would say its big children having fun! (Mother laughs) It would have thrown cold water on them!
   (silence)

0 1969-12-10, #Agenda Vol 10, #The Mother, #Integral Yoga
   (Mother first writes at one go a message for the start of the new School year.)
   One must have lived

0 1969-12-20, #Agenda Vol 10, #The Mother, #Integral Yoga
   Ive asked them to start a School at Auromodle.
   Who will look after the School?
   Theres a French woman who was a primary School teacher (I was told shes nice, I havent seen her), and then an Indian woman (whom I saw) who wants to teach in Auroville, and shes fine, I mean her mental attitude is good. So the two of them will start (laughing): there are five children!
   Some interesting people have come to Auroville, people who are really seeking something . So I leave them to stew there and well see what comes out of it!

0 1970-01-17, #Agenda Vol 11, #The Mother, #Integral Yoga
   But you understand, they speak of physical work, and for physical work there are only the young ones at the Schoolall the ashramites have become old, mon petit! They are all old. There are only the young ones at the School, and those are not here to become ashramites, theyre here to be educatedits for them to choose. Many of them, many want to go to Auroville. So that would mean the Ashrams education going to Auroville there are many of them. But give me names: who can go and work with his hands?
   But, Mother, the only possibility is for you to SAY; and then, tomorrow Ill go and spend two hours in Auroville picking up baskets [of rubble]!

0 1970-02-07, #Agenda Vol 11, #The Mother, #Integral Yoga
   One of the most irritating practices in that Ashram was the compulsive habit almost everyone (at least among those who had access to Mother) had to "report" to Mother, as in a boarding School. As if they had nothing better to do. And Mother would "absorb."
   The two days of the week when Mother sees Satprem.

0 1970-07-29, #Agenda Vol 11, #The Mother, #Integral Yoga
   All is Love immense and its the same thing everywhere. So I asked her, But does Sri Aurobindo, for instance, represent something for you? She told me, Oh, no more forms, no more forms! Its the same Thing everywhere, there are no forms, I see Mothers face everywhereall is the same Thing. It is an illusion to say that in Pondicherry there is more than elsewhere. In fact, she wants to send her children [studying at the Ashram School] to Switzerland.
   Yes, I know.
  --
   As for me, as soon as she told me she wanted to send the children to a Swiss School which teaches exactly what I say
   Yes. its the same thing.
  --
   Yes, a child who wrote to me. Yesterday or the day before, I got a note in which she tells me (its a girl), Z wants me to go to the Swiss School with her children, and suddenly, she says, I am no longer happy here. It was the exact opposite before.
   Mother, I have a certain influence over Z because it was through my book that she came, and every time she comes to see me as if to get an approval or confirmationshe feels theres something above. When she came to see me, I didnt budge, said nothing, despite all the danger and falsity I felt. But do you think I should intervene? Because if I do, she will listen to me.

0 1970-08-05, #Agenda Vol 11, #The Mother, #Integral Yoga
   Its an excellent mentor for the body: its perpetually giving it lessons. I dont know if all bodies are like this, but this one feels like a very small child, and it WANTS to be in School, it wants to be shown where it goes wrong and to learn things. And its constantly learning. But what comes from outside This is very interesting: the Consciousness (the Consciousness there [gesture above]) is influenced by nothing; its a witness, it sees, but it doesnt receive. The body still receives vibrations: with some people, when they sit in front of me, suddenly there are pains, things going wrong; but now it knows (naturally it knows its in pain!), but it doesnt put the blame on others: it puts it on itself, it takes it as an indication of the points that arent yet exclusively under the divine Influence. From that point of view, its very interesting. It knows the gap between the consciousness of the being using it and itself; but it doesnt suffer from it and has perfect humility and modesty. And its not surprised or worried, because its May Your Will be done. That has become an absolute law: May Your Will be done; it doesnt concern me, I am incapable of judging, nor do I try: may Your Will be done. So then, its like this (passive, offered gesture). And when it disappears, when its wholly, completely surrendered and no longer exists by itself, then the Force going through becomes sometimes its awesome. Sometimes one can see, the witness-consciousness can see that there would be really no limits to the possibilities. But its not that yet, far from it. It comes as an example of what can be done. But before it can be spontaneous and natural
   (long silence)
  --
   The person who was to leave the Ashram and put her children in a Swiss School.
   By that absence of personal limits.

0 1971-01-30, #Agenda Vol 12, #The Mother, #Integral Yoga
   I dont believe in advertisement except for books etc., and in propaganda except for politics and patent medicines. But for serious work it is a poison. It means either a stunt or a boom and stunts and booms exhaust the thing they carry on their chest and leave it lifeless and broken high and dry on the shores of nowhereor it means a movement. A movement in the case of a work like mine means the founding of a School or a sect or some other damned nonsense. It means that hundreds or thousands of useless people join in and corrupt the work or reduce it to a pompous farce from which the Truth that was coming down recedes into secrecy or silence. It is what has happened to the religions and is the reason of their failure.
   October 2, 1934

0 1971-03-10, #Agenda Vol 12, #The Mother, #Integral Yoga
   Nothing. Someones playing a flute in the School. Someone who must have a lot of heart!
   (Mother caresses Satprems head and goes within)

0 1971-04-17, #Agenda Vol 12, #The Mother, #Integral Yoga
   Well, there seems to be one whole group of open and enthusiastic young people, who see the new Possibility, and then theres another School, which has done a lot of tapasya [austerities] and very much believes in the virtue of all sorts of disciplines, which says, That cant be it! It cant be that way!
   Oh!

0 1971-05-01, #Agenda Vol 12, #The Mother, #Integral Yoga
   Its been like that since this morning, strikes and. The School in Delhi is closed.3 And then the impression that order has to be restored BY USING THE VERY ONES WHO HAVE CREATED THE DISORDER. It came to me very strongly. Thats what I am trying to do in Delhi, by using the man who triggered the teachers strike. He came to see me, and I said to him (his dismissal from the School started the whole thing): I am putting you back in the School so you can restore order! And he accepted. I think it can be tried out. He left today.
   (Text of Mothers message to the teacher:)
  --
   The Sri Aurobindo School in Delhi, known as The Mother's School, was closed by Mother following a strike by teachers protesting the dismissal of one of them.
   ***

0 1971-05-05, #Agenda Vol 12, #The Mother, #Integral Yoga
   (Sujata suggests a young teacher in the School. silence)
   Yes, it has to be someone young.

0 1971-05-26, #Agenda Vol 12, #The Mother, #Integral Yoga
   (Mother had asked a young Indian disciple, M., a mathematics teacher in the School, to read the English translation of "Supermanhood" and to give his opinion.)
   Well then?

0 1971-10-27, #Agenda Vol 12, #The Mother, #Integral Yoga
   A students' strike, public manifestations, parades (the government has had to close all the Pondicherry Schools), protesting "Sri Aurobindo University," which was to be inaugurated for the Centenary. There were even graffiti on the walls of the Ashram tennis ground: "Sri Aurobindo, the head of thieves and scoundrels." It was in fact an expression of anger against the businessmen and shopkeepers of the Ashram. Instead of Sri Aurobindo's name ("the foreigner"), the students wanted the name of Gandhi, or a Tamil saint, or even the minister of the State of Madras (!).
   Mother's groans of pain could be heard downstairs, in the Ashram courtyard.

0 1972-04-13, #Agenda Vol 13, #The Mother, #Integral Yoga
   (Conversation with Sujata. From now on, none of the recordings made in Mother's room by her attendant will be communicated to Satprem. What follows was noted down from memory by Sujata. She first reads to Mother a letter from one of the Schoolchildren; Sujata was trying to build a bridge between Mother and the mass of anonymous people who truly loved her but had no access to her.)
   Sweet Mother,

0 1972-07-15, #Agenda Vol 13, #The Mother, #Integral Yoga
   Its for a lady who came from I dont know where and wanted to teach in a parochial School. So I replied with that.
   Theres also the message you gave All India Radio for August 15:

0 1972-07-26, #Agenda Vol 13, #The Mother, #Integral Yoga
   (In an attempt to bring the book distribution in line, Mother, on Satprem's suggestion, asked a young teacher from the School to be in charge of the copyright department. Mother first speaks of this young teacher.)
   Hes discovering skeletons!

0 1972-12-26, #Agenda Vol 13, #The Mother, #Integral Yoga
   (Mother sees some teachers from the School. Towards the end of the meeting, Pranab enters Mother's room in his customary manner, heads straight for Mother, and launches into a violent diatribe against some French television reporterswhom Mother had received the day beforebecause they filmed Sri Aurobindo's tomb "in spite of his orders." Mother tries to calm him down.)
   When they [the reporters] cannot get something from one person, they go to somebody else and it works. In any event, I wont see them anymore.

0 1973-01-20, #Agenda Vol 13, #The Mother, #Integral Yoga
   He seems to have been pleased with his visit. He was very happy to see the School and the children.
   But on the plane where I live he doesnt seem to be very conscious THERE. I dont know. I dont know, but in any case he has a very light presence, very ligh the doesnt impose himself at all.

0 1973-02-08, #Agenda Vol 13, #The Mother, #Integral Yoga
   (This is an extract from a meeting with a few teachers from the School. We owe these recordings to the kind cooperation of one of them.)
   What is the best way of preparing ourselves? For one clearly feels that all this is going to require a rather extensive preparation.

0 1973-02-18, #Agenda Vol 13, #The Mother, #Integral Yoga
   (Extracts from a meeting with the School teachers. One of them complains that the first signs of violence are showing up in the children.)
   Violence is necessary as long as men are ruled by their ego and its desires. But violence must be used only as a means of defense when you are attacked. The ideal towards which humanity is moving and which we want to realize is a state of luminous understanding in which each persons needs as well as the harmony of the whole are taken into account.

0 1973-03-14, #Agenda Vol 13, #The Mother, #Integral Yoga
   (Extracts from a meeting with the Schoolteachers. The subject is the School squabbles and rivalry among groups of teachers.)
   I cant make head or tail of these things. I can no longer be of any help, you see, because all these mental combinations dont make any sense to me anymore.
   A spirit of confusion has entered the School, I find.
   They all mean the same thing, but they use different words, and the words clash. Personally, I know they have very similar aspirations, but each one speaks in his own language, and the languages are at cross-purposes, so they quarrel over nothing. Thats the situation!

0 1973-03-30, #Agenda Vol 13, #The Mother, #Integral Yoga
   (At the end of a long and distressing conversation that exposes the grudges of a particular individual against her neighbor, then angry remarks, then finally a request for blessings for a new trucking company, with a photo of the truck on the back of which Mother is asked to write something, one of the teachers announces that an epidemic of chickenpox and mumps has broken out at the School among the students and teachers, and that one of them has typhoid fever. Mother listens to all that. This will be the last meeting with the teachers.)
   I hope youre not bringing any of that here?

02.01 - Metaphysical Thought and the Supreme Truth, #The Integral Yoga, #Sri Aurobindo, #Integral Yoga
  In the East, especially in India, the metaphysical thinkers have tried, as in the West, to determine the nature of the highest Truth by the intellect. But, in the first place, they have not given mental thinking the supreme rank as an instrument in the discovery of Truth, but only a secondary status. The first rank has always been given to spiritual intuition and illumination and spiritual experience; an intellectual conclusion that contradicts this supreme authority is held invalid. Secondly, each philosophy has armed itself with a practical way of reaching to the supreme state of consciousness, so that even when one begins with Thought, the aim is to arrive at a consciousness beyond mental thinking. Each philosophical founder (as also those who continued his work or School) has been a metaphysical thinker doubled with a Yogi. Those who were only philosophic intellectuals were respected for their learning but never took rank as truth discoverers. And the philosophies that lacked a sufficiently powerful means of spiritual experience died out and became things of the past because they were not dynamic for spiritual discovery and realisation.
  In the West it was just the opposite that came to pass.

02.03 - The Glory and the Fall of Life, #Savitri, #Sri Aurobindo, #Integral Yoga
  Obedience is his princely training's School,
  His nobility's coronet and privilege,

02.06 - Boris Pasternak, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga
   The first article of his faith thenit is not merely a faith but a deep and concrete perceptionis that the world is one. Creation forms a global unity and there is one pulsation, one throb running through all life. In this regard he is a unanimist of the School of Jules Romains. Life's single pulsation, however, he feels most in the plant world; the global unity there moves in a wonderfully perfect rhythm and harmony. Mankind in its natural, unsophisticated state shares in that rhythm and harmony and forms part of it. That is perhaps the stage of happy innocence of which many of the first great Romantics dreamed, e.g., Rousseau and Wordsworth. Viewed as such, placed as a natural phenomenon in the midst of Nature, in its totality, mankind still appears as a harmonious entity fitting into a harmonious whole. But that is a global bird's-eye view. There is a near view that isolates the human phenomenon, and then a different picture emerges. That is the second article of Pasternak's faith. Life is a rhythmic whole, but it is not static, it is a dynamic movement, it is a movement forwardtoward growth and progress. It is not merely the movement of recurrence; life does not consist in pulsation only a perpetual repetition. As I say, it means growing, advancing, progressing, as well. That is, in other words, the inevitable urge of evolution. Ay, and there's the rub. For it is that which brings in conflict and strife: together with creation comes destruction.
   Nature in her sovereign scheme of harmony accepts destruction, it is true, and has woven that element too in her rhythmic pattern and it seems quite well and good. She is creating, destroying and re-creating eternally. She denudes herself in winter, puts on a garb of bare, dismal aridity and is again all lush, verdant beauty in spring. Pain and suffering, cruelty and battle are all there. And all indeed is one harmonious whole, a symphony of celestial music.

02.06 - The Integral Yoga and Other Yogas, #The Integral Yoga, #Sri Aurobindo, #Integral Yoga
  Tantric sadhanas, the effort after a complete physical siddhi by certain Schools of Yoga, etc. etc. I have alluded to these things myself and have put forth the view that the spiritual past of the race has been a preparation of Nature not merely for attaining to the Divine beyond this world, but also for this very step forward which the evolution of the earth-consciousness has still to make.
  I do not therefore care in the least, - even though these ideals were, up to some extent parallel, yet not identical with mine,

02.10 - The Kingdoms and Godheads of the Little Mind, #Savitri, #Sri Aurobindo, #Integral Yoga
  Like maps in the School-house of intellect hung,
  Forcing wide Truth into a narrow scheme,

02.11 - Hymn to Darkness, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga
   Invocation to Darkness has, it appears, become quite fashionable among a certain group of modern poets. It is a favourite theme on which many a poet, many a good poet has played each in his way, a characteristic variation. Curiously enough, I came across about the same time the work of another poet, a French poet, also modern and almost modernist and, curio user still, in the same manner, a worshipper of Darkness. He is Yves Bonnefoy, originally belonging to the School of Jouve, an earlier modern. He speaks of two kinds of Night, one darker than the other the less dark one is our common day with its grey light. The other is on the other shore:
   Vers l' autre rive encore plus nocturne1

02.11 - The Kingdoms and Godheads of the Greater Mind, #Savitri, #Sri Aurobindo, #Integral Yoga
  Taught in her School world-making's mystic play.
  Archmasons of the eternal Thaumaturge,

02.12 - The Ideals of Human Unity, #Collected Works of Nolini Kanta Gupta - Vol 01, #Nolini Kanta Gupta, #Integral Yoga
   Anarchisma certain School of philosophical or spiritual anarchismpresages, however, an agglutinative type of humanity. That is to say, there will be no hierarchy of groupings, in fact there will be no aggregates at all, the individual will be the sole, the first and the last unit. The individual, it is said, will have so developed and perfected its self-nature that by following the law of that nature, it will automatically and spontaneously live and move harmoniously with all the rest; each will be a self-contained unit and there will be a kind of pre-established harmony among all. Even if it be so, however, a hierarchical form of groupings in human organisation need not necessarily be barred out.
   ***

02.14 - Appendix, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga
   I did not come to appreciate the poetry of Wordsworth in my School days, it happened in college, and to a large extent thanks to Professor Manmohan Ghose. In our School days, the mind and heart of Bengali students were saturated with the poetry of Tagore: .
   In the bower of my youth the love-bird sings,

03.05 - Some Conceptions and Misconceptions, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
   A question is asked, where, at what stage or level of Involution does the principle of exclusive concentration (the principle of Ignorance) come in? If, as Sri Aurobindo says, it comes subsequently at a later stage, where was it then before? Was it not in the Absolute Reality itself? There can be nothing that is not inherent in the Absolute Reality. We all know, nothing comes out of nothing. Then, if it is in the original Reality already, why should it come out at a later stage and not be active from the very beginning? This standpoint seems to have been anticipated by some Schools (Visishtadwaita Vedanta, for example) who describe in consequence the Reality (Brahman) as consisting, when viewed as a totality, of both Knowledge and Ignorancecit-acit; the Ignorance is a sort of peripheral reality not touching or affecting the Knowledge, but connected with or depending upon the nuclear reality, something like the physical body coexisting with and depending on the soul or self. One can also remember in this connection the Purusha-Prakriti relation in Sankhya. Such a standpoint, I suppose, is the precursor or philosophical background of what is well known as the Manichean principle.
   Sri Aurobindo's view is different. It is something like this I am putting the thing as simply as possible, without entering into details or mysteries that merely confuse the brain. The Absolute Reality contains all, nothing can be outside it, pain and sin and all; true. But these do not exist as such in the supreme status, they are resolved each into its ultimate and fundamental force of consciousness. When we say I all things, whatever they are, exist in the Divine Consciousness, the Absolute, we have an idea that they exist there as they do here as objects or entities; it goes without saying, they do not. Naturally we have to make a distinction between things of Knowledge and things of Ignorance. Although there is a gradation between the twoKnowledge rolls or wraps itself gradually into Ignorance and Ignorance unrolls or unfolds itself slowly into Knowledgestill in the Divine Consciousness things of Knowledge alone exist, things of Ignorance cannot be said to exist there on the same title, because, as I have said, the original truths of things alone are therenot their derivations and deformations. One can say, indeed, that in the supreme Light darkness exists as a possibility; but this is only a figure of speech. Possibility does not mean that it is there like a seedor even a chromosome rodto sprout and grow. Possibility really means just a chance of the consciousness acting in a certain way, developing in a particular direction under certain conditions.

03.06 - Here or Otherwhere, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
   "A question is often asked of us whether it is possible to do Yoga while remaining in the world. Some declare outright that it is not possible: world and Yoga are, like oil and water, absolutely different things, they do not go together. World means, to put it plainly, earning money and raising family. Well, these two are the very opposite of Yoga, for they involve, at their best, desire and attachment and, at their worst, dishonesty and deceit, lust and libertinage. There is the other School, on the contrary, that pronounces that a Yogic life must be lived in the world if it is not your intention to leave that world altogether and seek and merge in the Beyond, the otherwhere, the immutable transcendent Brahman. It is quite possible for one to be in the very midst of the worldly forces and yet remain unshaken by them. Therefore it has been said: When the causes of disturbance are there and still the mind is not disturbedhat indeed is the sign of a wise steadiness.
   It can, however, be asked, what then is meant by being in the world? If it means merely sitting quiet, suffering and observing nonchalantly the impacts of the world something in the manner described by Matthew Arnold in his famous lines on the East, well, that stoic way, the way of indifference is a way of being in the world which is not very much unlike not being in the world; for it means simply erecting a wall of separation or isolation within one's consciousness without moving away physically. It is a psychological escapism. But if by living in the world we should mean participating in the movements of the worldnot only being but becoming, not merely standing as a witness but moving out as a doer then the problem becomes different. For the question we have to ask in that case is what happens to our dutieslife in the world being a series of duties, duty to oneself (self-preservation), duty to the family (race-preservation), duty to the country, to humanity and, finally, duty to God (which last belongs properly to the life in Yoga). Now, can all these duties dwell and flourish together? The Christ is categorical on the point. He says, in effect: Leave aside all else and follow Me and look not back. Christ's God seems to be a jealous God who does not tolerate any other god to share in his sovereign exclusiveness. You have to give up, if you wish to gain. They who lose life shall find it and they who stick to life shall as surely lose it.

03.06 - The Pact and its Sanction, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga
   The government in modern times represents indeed the executive power of the nation, itself is composed of the three social elements we speak of. First of all, the high or top-ranking officials, as they are called, who can think out and initiate a policy; next, the intermediate services who form the dynamic limb of the organism; lastly, there is the rung of the subordinate services. Here too the difficulty is with the intermediate grade. It is there that the "disaffected" are born and breddisaffected not because of grievances or injustices done, but because of the urge of ideals and purposes, ideas and designs. The subordinate manpostman, railwayman, clerk, School master, daily labourerhas no ambitions, is not tortured by nostalgic notions: left to themselves, these people accommodate themselves to circumstances and take things as they come without worrying too much. But the point is that they are never left to themselves. It is told to themnot without reason, though that they do not live, they vegetate: they are dead, otherwise they would be living and kicking. The rousing of the masses has always been the sacred mission of all reformers and saviours of humanity. For they form the bulk of humanity and its future is bound up with their destiny.
   The whole difficulty centres upon the question: who rouses whom, and what is the principle that is meant to rouse. There is a slogan that incited the Red Terror of the French Revolution; there is the other one which inspired the Nazis; there is still another one rampant that had the seal and sanction of Stalin and his politburo. These have spread their dark wings and covered the saviour light. On the other hand, the voice of the Vedic Rishi that hymned the community of faith and speech and act, the kindly light that Buddha carried to suffering humanity, the love and sacrifice of Christ showing and embleming the way of redemption, the saints and sages in our own epoch who have visioned the ideal of human unity in a divine humanity, even secular leaders who labour for "one world", "a brave new world"all point to the other line of growth and development that man can follow and must and shall follow. The choice has to be made and the right direction given. In India today, there are these two voices put against each other and clear in their call: one asks for unity and harmony, wideness and truth, the other its contrary working for separativeness, disintegration, narrowness, and make-believe and falsehood. One must have the courage and the sagacity to fix one's loyalty and adhesion.

03.07 - Brahmacharya, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga
   This new approach has rectified much of the wrong handling of the problem of education to which we have been accustomed. Even this new orientation, however, is not sufficient: along with freedom and autonomy, the element of discipline and order has also to be brought in, if not quite in the old way at least in a new manner. It will not do to say simply that it must be self-discipline and self-order, but the question is how it is to be practically carried out. In ancient times it was done by living the life of an aspirant, not merely by studying and going to School, being only a student but living in the hours of the teacher, in the atmosphere of his direct presence and influence: the teacher too was not a machine issuing mechanical instruction, but a Person who loved and whom one loved, a warm embodiment of the ideal.
   In our days there has been this unhappy division between the student and the aspirant. In the student life, life and study are things apart. One may be a good student, study very seriously and attain considerable eminence in intellectual achievement, and yet in life one may remain quite the ordinary man with very normal reactions. Along with the brain we do not endeavour to educate the life instincts and body impulses. This portion of our nature we leave all alone and do not dare or care to handle it consciously. Sometimes we call that freedom; but it is more slavery than freedom, slavery to our commonplace animal nature. Because one follows one's impulses and instincts freely, without let or hindrance one feels as if he were free. Far from it.

03.08 - The Standpoint of Indian Art, #Collected Works of Nolini Kanta Gupta - Vol 01, #Nolini Kanta Gupta, #Integral Yoga
   All art is based upon this peculiar virtue of the mind that naturally and spontaneously transforms or distorts the objective world presented to its purview. The question, then, is only of the degree to which the metamorphosis has been carried. At the one end, there is the art of photography, in which the degree of metamorphosis is at its minimum; at the other, there seems to be no limit, for the mind's capacity to dissolve and recreate the world of sense-perception is infinite and many modern Schools of European art have gone even beyond the limit that the "unnatural" Indian art did not consider it necessary to transgress. Now, the classical artist selects a position as close as he can to the photographer, tries to give the mind's view of Nature and creation, as far as possible, in the style and norm of the sense-perceptions. He takes his stand upon these and from there reaches out towards whatever imaginative reconstructions are justified within the bounds laid out by them. The general ground-plan is, almost rigorously, the form given by the physical eye. The art of the East, and even, to a large extent, the art of mediaeval Europe, followed a different line. Here the scheme of the sense-perceptions was rejected, the artist sought to build on other foundations. His procedure was, first, to get a focus within the mind, to discover a psychological standpoint, and from there and in accordance with the subtler laws and conventions of an inner vision create a world that is unique and stands by itself. The aim was always to build from within, at the most, from within outwards, but not from without, not even from without inwards. This inner world has its own laws and they differ from the laws of optics which govern the physical sight; but there is no reason why it should be called unnatural. It is unnatural only in the sense that it does not copy physical Nature; it is quite natural in the 1 sense that it is a faithful reproduction of another, a psychological Nature.
   Indian art is pre-eminently and par excellence the art of this inner re-formation and revaluation. It has thrown down completely and clearly the rigid scaffolding of the physical vision. We take here a sudden leap, as it were, into another world, and sometimes the feeling is that everything is reversed; it is not exactly that we feel ourselves standing on our heads, but it is, as if, in the Vedic phrase, the foundations were above and all the rest branched out from them downwards. The artist sees with an eye, and constructs upon a plan that conveys the merest excuse of an actual visible world. There are other Schools in the East which have also moved very far away from the naturalistic view; yet they have kept, if not the form, at least, the feeling of actuality in their composition. Thus a Chinese, a Japanese, or a Persian masterpiece cannot be said to be "natural" in the sense in which a Tintoretto, or even a Raphael is natural; yet a sense of naturalness persists, though the appearance is not naturalistic. What Indian art gives is not the feeling of actuality or this sense of naturalness, but a feeling of truth, a sense of realityof the deepest reality.
   Other art shows the world of creative imagination, the world reconstructed by the mind's own formative delight; the Indian artist reveals something more than that the faculty through which he seeks to create is more properly termed vision, not imagination; it is the movement of an inner consciousness, a spiritual perception, and not that of a more or less outer sensibility. For the Indian artist is a seer or rishi; what he envisages is the mystery, the truth and beauty of another worlda real, not merely a mental or imaginative world, as real as this material creation that we see and touch; it is indeed more real, for it is the basic world, the world of fundamental truths and realities behind this universe of apparent phenomena. It is this that he contemplates, this I upon which his entire consciousness is concentrated; and all his art consists in giving a glimpse of it, bodying it forth or expressing it in significant forms and symbols.

03.09 - Art and Katharsis, #Collected Works of Nolini Kanta Gupta - Vol 01, #Nolini Kanta Gupta, #Integral Yoga
   The voice of Art is sweetly persuasivekntsmmita, as the Sanskrit rhetoricians say-it is the voice of the beloved, not that of the School-master. The education of Poetry is like the education of Nature: the poet said of the child that grew in sun and shower
   And beauty born of murmuring sound

03.12 - Communism: What does it Mean?, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga
   Communism, in India at least, has come to mean things which it was not the original or the main purpose of the word to imply. Communism meant "holding in common", that is to say, there is no private property, one can claim nothing as exclusively one's ownthings are distributed, work as well as necessities, and one receives them, each in his turn, according to his need and desert, as determined by general planning. Let alone property, there are types of communism that speak of holding in common women and children even. In any case whatever one is given one possesses and enjoys only for the moment, there is nothing like permanent possession. All have equal right to all things. This is an ideal which I do not think many would care to adopt and follow. In India it appears the word "communism" has been taken in the sense of the rgime of the common man. Not that there is any harm in this deviation of the meaning. If it is a convenient label or a battle-cry for the common man's right to exist, to have his just lebensraum, well, none can object and all should sympathise and help towards that end. But the mischief is that the common man adopted by communism has a restrictive denotation, it takes in only a section of the common man: it is used mostly, if not exclusively in connection with wage-earners and that too only of the category of peasants and workmen. A large section of the common mass, even of wage earners in a sense, is left out in the communistic scheme, at least not given the same importance as the other. School teachers, especially primary School teachers, small office-clerks, for example, are not less "common" or less unfortunate or worthy of succour. These form a genuine proletariat: only they have not yet been called upon to take part in the Dictatorship.
   Apart from this restrictive denotation, communism, in practice, has been given a restrictive connotation too which is more ominous and unhelpful. The communistic movement has become dynamic in so far as it is a movement for redressing grievances (although the methods employed at times it is alleged, are not as they should be, worthy of the civilised human being) in other words, it has been more or less negative in its work and outlook. The whole stress has been laid upon two items: (1) less hours of work, and (2) more wages I do not mention better housing, medical aid, pension etc., which are auxiliary items. When workers were considered as no more than slaves under the yoke of the blind and brutal exploiter, these demands had a meaning: but they have lost much of their point in the changed circumstances of today.

03.14 - From the Known to the Unknown?, #Collected Works of Nolini Kanta Gupta - Vol 02, #Nolini Kanta Gupta, #Integral Yoga
   It is not a blunder and it need not lead inevitably to a catastrophe if, for example, a child were given its first education not through his mother tongue, but through what is termed a foreign language. Would it, for that matter, harm a child invariably and necessarily, if he did not confine himself within the walls of his School in the midst of the known and the familiar, if he were to stir out and venture into wildshow otherwise would Alice discover her Wonderland? A foreign tongue, a foreign atmosphere would often interest a child more than things known and familiar. The very distance and imprecision and even the peculiar difficulties exert a charm and evoke greater attention in the child. This is not to say that familiarity breeds contempt, but that unfamiliarity does not repel but attracts also.
   There is some point in a system of education which seeks to pull out the child from its familiar old-world milieu and place him in the midst of conditions where he can grow freely unencumbered by ties of the past and the immediate. The Russians have been blamed for many of their revolutionary, if not scandalous changes in social life and pattern: the child not knowing its father and mother, but being brought up in a common, almost anonymous nursery where he loses his family brand but develops a consciousness that is cosmopolitan and widely human. It seems it is only when one is thrown into strange and unfamiliar and unknown surroundings that one gets the best out of oneself. If you wish to increase the stature of your being, that is the wayif not the way, at least one effective way.

04.02 - A Chapter of Human Evolution, #Collected Works of Nolini Kanta Gupta - Vol 01, #Nolini Kanta Gupta, #Integral Yoga
   In India we meet a characteristic movement. As I said the Vedas represented the Mythic Age, the age when knowledge was gained or life moulded and developed through Vision and Revelation (Sruti, direct Hearing). The Upanishadic Age followed next. Here we may say the descending light touched the higher reaches of the Mind, the mind of pure, fundamental, typical ideas. The consciousness divested itself of much of the mythic and parabolic apparel and, although supremely immediate and intuitive, yet was bathed with the light of the day, the clear sunshine of the normal wakeful state. The first burgeoning of the Rational Mind proper, the stress of intellect and intellectuality started towards the end of the Upanishadic Age with the Mahabharata, for example and the Brahmanas. It flowered in full vigour, however, in the earlier philosophical Schools, the Sankhyas perhaps, and in the great Buddhist illuminationBuddha being, we note with interest, almost a contemporary of Socrates and also of the Chinese philosopher or moralist Confuciusa triumvirate almost of mighty mental intelligence ruling over the whole globe and moulding for an entire cycle human culture and destiny. The very name Buddha is significant. It means, no doubt, the Awakened, but awakened in and through the intelligence, the mental Reason, buddhi. The Buddhist tradition is that the Buddhist cycle, the cycle over which Buddha reigns is for two thousand and five hundred years since his withdrawal which takes us, it seems, to about 1956 A.D.
   The Veda speaks of Indra who became later on the king of the gods. And Zeus too occupies the same place in Greek Pantheon. Indra is, as has been pointed out by Sri Aurobindo, the Divine Mind, the leader of thought-gods (Maruts), the creator of perfect forms, in which to clo the our truth-realisations in life. The later traditional Indra in India and the Greek Zeus seem to be formulations on a lower level of the original archetypal Indra, where the consciousness was more mentalised, intellectualised, made more rational, sense-bound, external, pragmatic. The legend of Athena being born straight out of the head of Zeus is a pointer as to the nature and character of the gods. The Roman name for Athena, Minerva, is significantly derived by scholars from Latin mens, which means, as we all know, mind.

04.02 - Human Progress, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
   This super consciousness is based upon a double movement of sublimation and integration which are precisely the two things basically aimed at by present-day psychology to meet the demands of new facts of consciousness. The rationalisation, specialisation or foreshortening of consciousness, mentioned above, is really an attempt at sublimation of the consciousness, its purification and ascension from baseranimal and vegetalconfines: only, ascension does not mean alienation, it must mean a gathering up of the lower elements also into their higher modes. Integration thus involves a descent, but it has to be pointed out, not merely or exclusively that, as Jung and his School seem to say. Certainly one has to see and recognise the aboriginal, the infra-rational elements imbedded in our nature and consciousness, the roots and foundations that lie buried under the super-structure that Evolution has erected. But that recognition must be accompanied by an upward look and sense: indeed it is healthy and fruitful only on condition that it occurs in a consciousness open to an infiltration of light coming from summits not only of the mind but above the mind. If we go back, it must be with a light that is ahead of us; that is the sense of evolution.
   A slumber did my spirit seal, Miscellaneous Poems

04.02 - The Growth of the Flame, #Savitri, #Sri Aurobindo, #Integral Yoga
  A mystic acolyte trained in Nature's School,
  Aware of the marvel of created things
  --
  Her being's early School and closed domain,
  Apprentice in the business of earth-life,
  She Schooled her heavenly strain to bear its touch,
  Content in her little garden of the gods

05.06 - Physics or philosophy, #Collected Works of Nolini Kanta Gupta - Vol 01, #Nolini Kanta Gupta, #Integral Yoga
   What is the world that we see really like? Is it mental, is it material? This is a question, we know, philosophers are familiar with, and they have answered and are still answering, each in his own way, taking up one side or other of the antinomy. There is nothing new or uncommon in that. The extraordinary novelty comes in when we see today even scientists forced to tackle the problem, give an answer to it,scientists who used to smile at philosophers, because they seemed to assault seriously the windmills of abstract notions and airy concepts, instead of reposing on the terra firmaof reality. The tables are turned now. The scientists have had to start the same business the terra firmaon which they stood as on the securest rock of ages is slipping away under their feet and fast vanishing into smoke and thin air. Not only that, it is discovered today that the scientist has always been a philosopher,' without his knowledgea crypto-philosopher,only he has become conscious of it at last. And furthermirabile dictum!many a scientist is busy demonstrating that the scientist is, in his essence, a philosopher of the Idealist School!
   Physical Science in the nineteenth century did indeed develop or presuppose a philosophy of its own; it had, that is to say, a definite outlook on the fundamental quality of things and the nature of the universe. Those were days of its youthful self-confidence and unbending assurance. The view was, as is well-known, materialistic and deterministic. That is to say, all observation and experiment, according to it, demonstrated and posited:

05.07 - The Observer and the Observed, #Collected Works of Nolini Kanta Gupta - Vol 01, #Nolini Kanta Gupta, #Integral Yoga
   Now, there are four positions possible with regard to the world and reality, depending on the relation between the observer and the observed, the subject and the object. They are:(I) subjective, (2) objective, (3) subjective objective and (4) objective subjective. The first two are extreme positions, one holding the subject as the sole or absolute reality, the object being a pure fabrication of its will and idea, an illusion, and the other considering the object as the true reality, the subject being an outcome, an epiphenomenon of the object itself, an illusion after all. The first leads to radical or as it is called monistic spirituality the type of which is Mayavada: the second is the highway of materialism, the various avataras of which are Marxism, Pragmatism, Behaviourism etc. In between lie the other two intermediate positions according to the stress or value given to either of the two extremes. The first of the intermediates is the position held generally by the idealists, by many Schools of spirituality: it is a major Vedantic position. It says that the outside world, the object, is not an illusion, a mere fabrication of the mind or consciousness of the subject, but that it exists and is as real as the subject: it is dovetailed into the subject which is a kind of linchpin, holding together and even energising the object. The object can further be considered as an expression or embodiment of the subject. Both the subject and the object are made of the same stuff of consciousness the ultimate reality being consciousness. The subject is the consciousness turned on itself and the object is consciousness turned outside or going abroad. This is pre-eminently the Upanishadic position. In Europe, Kant holds a key position in this line: and on the whole, idealists from Plato to Bradley and Bosanquet can be said more or less to belong to this category. The second intermediate position views the subject as imbedded into the object, not the object into the subject as in the first one: the subject itself is part of the object something like its self-regarding or self-recording function. In Europe apart possibly from some of the early Greek thinkers (Anaxagoras or Democritus, for example), coming to more recent times, we can say that line runs fairly well-represented from Leibnitz to Bergson. In India the Sankhyas and the Vaisheshikas move towards and approach the position; the Tantriks make a still more near approach.
   Once again, to repeat in other terms the distinction which may sometimes appear to carry no difference. First, the subjective objective in which the subject assumes the preponderant position, not denying or minimising the reality of the object. The external world, in this view, is a movement in and of the consciousness of a universal subject. It is subjective in the sense that it is essentially a function of the subject and does not exist apart from it or outside it; it is objective in the sense that it exists really and is not a figment or imaginative construction of any individual consciousness, although it exists in and through the individual consciousness in so far as that consciousness is universalised, is one with the universal consciousness (or the transcendental, the two can be taken together in the present connection). Instead of the Kantian transcendental idealism we can name it transcendental realism.

05.14 - The Sanctity of the Individual, #Collected Works of Nolini Kanta Gupta - Vol 01, #Nolini Kanta Gupta, #Integral Yoga
   The sanctity of the individual, the value of the human person is one of the cardinal articles of faith of the modern consciousness. Only it has very many avatars. One such has been the characteristic mark of the group of philosophers (and mystics) who are nowadays making a great noise under the name of Existentialists. The individual personality exists, they say, and its nature is freedom. In other words, it chooses, as it likes, its course of life, at every step, and Creates its destiny. This freedom, however, may lead man and will inevitably lead him, according to one section of the group, to the perception and realisation of God, an infinite in which the individual finite lives and moves and has his being; according to others, the same may lead to a very different consummation, to Nothingness, the Great Void, Nihil. All existence is bounded by something unknown and intangible which differs according to your luck or taste,one would almost say to your line of approach, put philosophically, according either to the positive pole or the negative, God or Non-existence. The second alternative seems to be an inevitable corollary of the particular conception of the individual that is entertained by some, viz.,the individual existing only in relation to individuals. Indeed the leader of the French School, Jean-Paul Sartrenot a negligible playwright and novelistseems to conceive the individual as nothing more than the image formed in other individuals with whom he comes in contact. Existence literally means standing out or outside (ex+sistet), coming out of one-self and living in other's consciousnessas one sees one's exact image in another's eye. It is not however the old-world mystic experience of finding one's self in other selves. For here we have an exclusively level or horizontal view of the human personality. The personality is not seen in depth or height, but in line with the normal phenomenal formation. It looks as though, to save personality from the impersonal dissolution to which all monistic idealism leads, the present conception seeks to hinge all personalities upon each other so that they may stand by and confirm each other. But the actual result seems to have been not less calamitous. When we form and fashion each other, we are not building with anything more substantial than sand. Personalities are thus mere eddies in the swirl of cosmic life, they rise up and die down, separate and melt into each other and have no consistency and no reality in the end. The freedom too which is ascribed to such individuals, even when they feel it so, is only a sham and a make-believe. Within Nature nothing is free, all is mechanical lawKarma is supreme. The Sankhya posits indeed many Purushas, free, lodged in the midst of Prakriti, but there the Purusha is hardly an active agent, it is only an inactive, passive, almost impotent, witness. The Existentialist, on the contrary, seeks to make of the individual an active agent; he is not merely being, imbedded or merged in the original Dasein, mere existence, but becoming, the entity that has come out, stood out in its will and consciousness, articulated itself in name and form and act. But the person that stands out as part and parcel of Prakriti, the cosmic movement, is, as we have said, only an instrument, a mode of that universal Nature. The true person that informs that apparent formulation is something else. .
   To be a person, it is said, one must be apart from the crowd. A person is the "single one", one who has attained his singularity, his individual wholeness. And the life's work for each individual person is to make the crowd no longer a crowd, but an association of single ones. But how can this be done? It is not simply by separating oneself from the crowd, by dwelling upon oneself that one can develop into one's true person. The individuals, even when perfect single ones, do not exist by themselves or in and through one another. The mystic or spiritual perception posits the Spirit or God, the All-self as the background and substance of all the selves. Indeed, it is only when one finds and is identified with the Divine in oneself that one is in a position to attain one's true selfhood and find oneself in other selves. And the re-creation of a crowd into such divine individuals is a cosmic work in which the individual is at best a collaborator, not the master and dispenser. Anyway, one has to come out of the human relationship, rise above the give-and-take of human individualshowever completely individual each one may beand establish oneself in the Divine's consciousness which is the golden thread upon which is strung all the assembly of individuals. It is only in and through the Divine, the Spiritual Reality and Person, that one enters into true relation and dynamic harmony with others.

05.19 - Lone to the Lone, #Collected Works of Nolini Kanta Gupta - Vol 01, #Nolini Kanta Gupta, #Integral Yoga
   Some mystics and philosophers recently come into vogue (inspired or encouraged by the Christian or the Buddhist way of Realisation) have emphasised this outlook. But it has also been counterbalanced by another way of spiritual growth and fulfilment: we may call it the modern way, for it has been a pronounced characteristic of the modern consciousness. We referred in our previous essay to the Existentialist who has attracted so much attention in these days, the linchpin of whose philosophy is the value of the individual person, especially the individual personal in relation to each other. Kierkegaard, the Danish mystic, from whom this School is supposed to originate, speaks of the Absolute as the Single One that excludes and annuls all "others", the crowd. He lays especial emphasis upon complete solitariness and total renunciation as the very condition, sine qua non, of the soul's spiritual journey and yet characterises the singlenessof the one in terms that make of it an essential whole, an integer. Man must isolate himself from his phenomenal being, certainlyas the neti netiformula enjoins but also he must first find or become his real self, realise his true individuality before he can reach God, the Divine Self, identify himself with the Transcendent. It is only a freely and truly formed individual being that can give itself to the Divine or become one with it. This true individuality is indeed a solitary being away and apart from the crowd of personalities that surround itit has been called by the Indian mystics, the Purusha in the heart, no bigger than the thumb, the Dwarf Godhead (Vmana).
   When one is a member of the crowd, he has no personality or individuality, he is an amorphous mass, moving helplessly in the current of life, driven by Nature-force as it pleases her: spiritual life begins by withdrawing oneself from this flow of Ignorance and building up or taking cognisance of one's true person and being. When one possesses oneself integrally, is settled in the armature of one's spirit self, he has most naturally turned away from the inferior personalities of his own being and the comradeship also of people in bondage and ignorance. But then one need not stop at this purely negative poise: one can move up and arrive at a positive status, a new revaluation and reaffirmation. For when the divine selfhood is attained, one is no longer sole or solitary. Indeed, the solitariness or loneliness that is attributed to the spiritual status is a human way of viewing the experience: that is the impression left on the normal mind consciousness when the Purusha soars out of it, upwards from the life of the world to the life of the Spirit. But the soul, the true spiritual being in the individual, is not and cannot be an isolated entity; the nature of the spiritual consciousness is first transcendence, no doubt, transcendence of the merely temporal and ephemeral, but it is also universalisation, that is to say, the cosmic realisation that has its classic expression in the famous mantra of the Gita, he who sees himself in other selves and other selves in his own self. In that status "own" and "other" are not distinct or contrary things, but aspects of the one and the same reality, different stresses in one rhythm.

05.26 - The Soul in Anguish, #Collected Works of Nolini Kanta Gupta - Vol 01, #Nolini Kanta Gupta, #Integral Yoga
   It seems that the School of Anguish is on the borderl and between the second and the third stage, that is to say, the vital rising into the mental or the mental still carrying an impress of the vital consciousness. It is the emergence of the Purusha consciousness, the individual being in its heart of hearts, in its pure status: for it is that that truly evolves, progresses from level to level, deploying and marshalling according to its stress and scheme the play of its outward nature. Now the Purusha consciousness, as separate from the outward nature, has certain marked characteristics which have been fairly observed and comprehended by the exponents of the School we are dealing with. Sartre, for example, characterises this beingtre en soi, as distinguished from tre pour soi which is something like dynamic purusha or purusha identified or associated with prakrtias composed of the sense of absolute freedom, of full responsibility, of unhindered choice and initiation. Indeed, Purusha is freedom, for in its own status it means liberation from all obligations to Prakriti. But such freedom brings in its train, not necessarily always but under certain conditions, a terrible sense of being all alone, of infinite loneliness. One is oneself, naked and face to face with one's singleness and unbreakable, unsharable individual unity. The others come as a product or corollary to this original sui generisentity. Along with the sense of freedom and choice or responsibility and loneness, there is added and gets ingrained into it the sense of fear and anxiety the anguish (Angst). The burden that freedom and loneliness brings seems to be too great. The Purusha that has risen completely into the mental zone becomes wholly a witness, as the Sankhyans discovered, and all the movements of his nature appear outside, as if foreign: an absolute calm and unperturbed tranquillity or indifference is his character. But it is not so with regard to the being that has still one foot imbedded in the lower region of the vital consciousness; for that indeed is the proper region of anguish, of fear and apprehension, and it is there that the soul becoming conscious of itself and separate from others feels lone, lonely, companionless, without support, as it were. The mentalised vital Purusha suffers from this peculiar night of the soul. Sartre's outlook is shot through with very many experiences of this intermediary zone of consciousness.
   The being immersed in Prakriti, as normally it is, in relation and communion with others, may entertain as a pleasure and luxury, the illusion of its separateness and freedom: it can do so at ease, because it feels it has the secret support of its environment, it is courageous because it feels itself in good company. But once it rises out of the environmental level and stands truly apart and outside itit is the mental being which can do so more or less successfully the first feeling is that of freedom, no doubt, but along with it there is also the uncanny sense of isolation, of heavy responsibility, also a certain impotence, a loss of bearings. The normal Cartesian Co-ordinates, as it were, are gone and the being does not know where to look for the higher multi-dimensional co-ordinates. That is the real meaning of the Anguish which suddenly invades a being at a certain stage of his ascending consciousness.

06.03 - Types of Meditation, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
   The first is to think on one subject in a continuous logical order. When, for example, you have to find the solution of a problem, you go step by step from one operation to another in a chain till you finally arrive at the conclusion. The thought is withdrawn from all other objects and is canalised along a single line. This is a kind of meditation, although it may not be usually known by that name. It marks a progress in the make-up of the human consciousness. For normally the mind moves at random, thoughts run about on many subjects, various, contrary and contradictory, from moment to moment. There is neither direction, consistency nor organisation: it is a confused mass of incomplete, inchoate thoughts. The control and organisation of this mass, to start with, in a limited sphere and in a definite direction, the rejection of the unnecessary and the irrelevant and the marshalling and ordering of the required elements form the first exercise towards mental growth. All high intelligence, all effective wielding of thought power needs this discipline. Under the present circumstances of the world the School-life gives the best opportunity for this development. This is a meditation that should be obligatory and universal.
   The next type we may call concentration, instead of meditation. Here we do not pursue a thought-line, but fix the thought upon one object unmoved. It means a further process of withdrawing the consciousness from its habitual outgoing and dispersive movement. The thought is held at a point and attention is focussed upon it: it is continuous and unbroken attention, for example, upon an idea, a phrase (mantra) or an image. One can concentrate also upon a physical point, say, fixing the gaze upon the tip of one's nose, or on a luminous point outside etc. In this discipline the whole mind is gathered together and focussed: or, everything else is shut out leaving only one thing upon which all the light of the consciousness is directed. It is a standstill consciousness, like a flame erect and immobile in a windless place.

06.08 - The Individual and the Collective, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
   An integral sadhana cannot be confined to the individual alone; an element of collectivity must enter into it. An individual is not an isolated being in any way. There are, of course, Schools of Yoga and philosophy that seek to isolate the individual, consider him as an entity hemmed in by his own consciousness; indeed they view the individuals as all distinct and separate, each a closed circle or sphere, they may barely touch each other but never interpenetrate or inter-communicate. Each stands as a solitary island, all together forming the vast archipelago of the universe. This is a position; no doubt, that can be acquired by a kind of discipline of the consciousness, though not to a great perfection; but it is not a natural or necessary poise. Normally, individuals do merge into each other and form one weft of give and take. A desire, an impulse, even a thought that rises in you, goes out of you, overflows you and spreads around even to the extreme limit of the earth, like a Hertzian wave. Again, any movement in any person anywhere in the world would come to you, penetrate you, raise a similar vibration in you, even though you may not so recognise it but consider it as something exclusively personal to you. You send out vibrations into the world and the world sends out vibrations into you. Individual life is the meeting-ground of these outgoing and incoming forces. It is precisely to avoid this circle or cycle of world-vibrations that the older Yogis used to leave the world, away from society, retire to mountain-tops, into the virgin forest where they hoped to find themselves alone and aloof, to be single with the Single Self. This is a way out, but it is not the only or the best solution. It is not the best solution, for although apparent-ly one is alone on the hill-top, in the desert crypt, or the forest womb, one always carries with oneself a whole world within, the normal nature with all its instincts and impulses, reactions, memories and hopes: you cut away the outside, run away from it, but what about the outside that is within you? The taste for a tasty thing does not drop with the removal of the object. Secondly, such an individual solution, even if it were possible, would still be a purely personal matter and, in the ultimate analysis, egoistic. It is why the Buddha refused to enter definitely into Nirvana and withdrew from the brink to work among men. Indeed, the real solution is else-where. It is not to withdraw or go away but to find within the orbit here a centre, a focus of consciousness which is not controlled by the outside forces but can control them, which is not coloured by them but can lend them its own luminosity. That is the soul or the psychic centre.
   And this centre is not an isolated entity in its nature: it is, as it were, a universal centre, that is to say, it links itself indissolubly in a secret sense of identity with all other centres. For this self is only one of the selves through which the One Self has multiplied itself for a varied self-objectification. The light that shines here, the fire that burns here and the delight that flows here illumine, purify and revitalise not only the individual in which it dwells, but move abroad and extend into the other individuals with which it lives in spiritual identity.

06.25 - Individual and Collective Soul, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
   The individual has a soul. Likewise a collection of individuals, a group too has a soul. When persons habitually meet together for a certain purpose, they form a set or society and gradually tend to develop a common consciousness which is the beginning of a soul. At School, they who read together, the class, they who play together, the team, all who live and move together inspired by the same or similar impulses and ideas possess a rudimentary soul. In the same way, a bigger group, the nation has also a soul, each its own according to its nature, tradition and culture. Even a continent has a soul. One can speak of the soul consciousness of Europe, of Asia or of Africa. Indeed each cell of an organism has a consciousness of its own; it may be said to be the unit individual consciousness. Many such cells combine to form the organism, the individual (who in this way may be viewed as a composite or collective being). Many individuals form the familyeach family with its group consciousness (whence the idea of kuladharma, the genius of the family or the tradition and stamp of a Royal House). Many families formed the tribe, here too each with its particular consciousness. And then families and tribes have formed the modern nation, each one a distinct and almost a well-developed soul. The grouping continues to enlarge and we have the many nations combining to form the human group as a whole; humanity too has its own consciousness and its own soul. There is no limit to the volume or dimension of the group. The earth has its soul consciousness, even as the sun or a star or any other planet. The solar system or a galactic system too is moved by its own secret consciousness.
   ***

06.27 - To Learn and to Understand, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
   It is one thing to learn (apprendre), quite another to understand (comprendre). In learning you take in a thing by your surface mind and it is a thing that comes in from outside like a foreign body; it is put into you, almost driven and thrust into you. You do not absorb it, make it wholly your own. If you are not mindful, leave it aside for sometime, it goes clean out of your memory. Understanding a thing, on the other hand, means, you absorb it, get it into the stuff of your being, you live it in your consciousness within. When you have understood a thing you never forget it; it has become an element of your consciousness. Years and years might have passed, yet the thing would be as clear and vivid as it was on the first day. Why do you forget so easily the lessons that you learnwith pain and difficultyfrom books or at School from teachers? It is because you simply learn, but do not understand. You retain in your brain the words, the outer formula or forms, you note down the information; but what they stand for, their import and inner law, the living truth escape you totally. You read Einstein, read over and over again his formulas and equations and even commit them to memorylearn by rote; but after a time, if you lose touch with them, they vanish from your mind or become very vague and misty and you have to start again. That is because you learnt Einstein simply as a lesson, whereas if you entered into the perceptions these forms embody, the inner principles that determine them, if the Einsteinian consciousness became in some way your consciousness, then you would have understood and never forgotten. It would not be a lesson but an experience. What is needed, then, is this inner awakening by which you live a thing, identify yourself with it, become one with it and not simply meet or make a mere nodding acquaintance with it. Unless there is this awakening or openness, as we say, in the consciousness, however much a lesson is thrust into you, it will not enter deeply enough. You may learn, like a parrot, but you will not understand, it will pass over your head and soon be forgotten.
   Indeed it was not very much necessary for the ancient sages and occultists to try to hide their knowledge in an obscure language, in codes and symbols and ciphers for fear of misuse by the common uninitiate; even if they had expressed their knowledge in ordinary language, ordinary people would not have understood it at all. It would be like my speaking to you in Chinese-, you would not make out anything of it. One comprehends only what one already possesses, that is to say, you must have within you something at least of what you want to know and understand, something corresponding to it, similar in nature and vibration. That is what I mean when I say that you should be open, your mind and consciousness should be turned and attuned to the object it wishes to seize; it must have some light in it in order to receive the light outside and beyond. If it is mere obscurity, the light does not light; even if it manages to come it departs soon or is engulfed in the darkness.

07.03 - The Entry into the Inner Countries, #Savitri, #Sri Aurobindo, #Integral Yoga
  A Schoolman mind had captured life's large space,
  But chose to live in bare and paltry rooms

07.42 - The Nature and Destiny of Art, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
   Here in India things are and should be a little different. In spite of the modern European invasion and in spite of certain lapses in some directions I may refer to what Sri Aurobindo calls the Ravi Varma interlude the heart of India is not anglicised or Europeanised. The Calcutta School is a signalthough their attempt is rather on a small scaleyet it is a sign that India's artistic taste, in spite of a modern education, still turns to what is essential and permanent in her culture and civilisation. You have still before you, within your reach, the old temples, the old paintings, to teach you that art creation is meant to express a faith, to give you the sense of totality and organisation. You will note in this connection another fact which is very significant. All these paintings, all these sculptures in caves and temples bear no signature. They were not done with the idea of making a name. Today you fix your name to every bit of work you do, announce the event with a great noise in the papers, so that the thing may not be forgotten. In those days the artist did what he had to do, without caring whether posterity would remember his name or not. The work was done in an urge of aspiration towards expressing a higher beauty, above all with the idea of preparing a dwelling fit for the deity whom one invokes. In Europe in the cathedrals of the Middle Ages, things were done in the same spirit. There too at that time works were anonymous and bore no signature of the author. If any name came to be preserved, it was more or less by accident.
   However, even the commercialism of today, hideous as it is, has an advantage of its own. Commercialism means the mixing together of all parts of the world. It effaces the distinction between Orient and Occident, brings the Orient near to the Occident and the Occident near to the Orient. With the exchange of goods, there happens an exchange of ideas and even of habits and manners. In ancient days Rome conquered Greece and through that conquest was herself conquered by the culture and civilisation of Greece. The thing is happening today on a much greater scale and more intensely perhaps. At one time Japan was educating herself on the American pattern; now that America has conquered Japan physically, she is being conquered by the spirit of Japan; even in objects manufactured in America, you notice the Japanese influence in some way or other.

07.45 - Specialisation, #Collected Works of Nolini Kanta Gupta - Vol 03, #Nolini Kanta Gupta, #Integral Yoga
   You have, for example, several subjects to learn at School. Well, learn as many as possible. If you study at home, read as many varieties as possible. I know you are usually asked and advised to follow a different way. You are to take as few subjects as possible and specialise. Yes, that is the general ideal: specialisation, to be an expert in one thing. If you wish to be a good philosopher, read philosophy only; if you wish to be a good chemist, do only chemistry; and even you should concentrate upon only one problem or thesis in philosophy or chemistry. In sports you are asked to do the same. Choose one item and fix your attention upon that alone. If you want to be a good tennis player, think of tennis alone. However, I am not of that opinion. My experience is different. I believe, there are general faculties in man which he should acquire and cultivate more than specialise himself. Of course, if it is your ambition to be a Monsieur or Madame Curie who wanted to discover one particular thing, to find out a new mystery of a definite kind, then you have to concentrate upon the one thing in view. But even then, once the object is gained, you can turn very well to other things. Besides, it is not an impossibility in the midst of the one-pointed pursuit to find occasions and opportunities to be interested in other pursuits.
   From my childhood I have been hearing of the same lesson; I am afraid it was taught also in the days of our fathers and grandfa thers and great grandfa thers, namely, that if you wish to be successful in something you must do that only and nothing else. I was rebuked very much because I was busy with many different things at the same time. I was told I would be in the end good for nothing. I was studying, I was painting, I was doing music and many other things. I was repeatedly warned that my painting would be worthless, my music would be worthless, my studies would be incomplete and defective if I had my way. Perhaps it was true; but I found that my way, too, had its advantagesprecisely the advantages I was speaking of at the outset, namely, it widens and enriches the mind and consciousness, makes it supple and flexible, gives it a spontaneous power to understand and handle anything new presented to it. If, however, I had wanted to become an executant of the first order and play in concerts, then of course I would have had to restrict myself. Or in painting if my aim had been to be one of the great artists of the age, I could have done only that and nothing else. One understands the position very well, but it is only a point of view. I do not see why I should become the greatest musician or the greatest painter. It seems to me to be nothing but vanity.

08.02 - Order and Discipline, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
   You are sent to School, you are asked to do exercises (both mental and physical); do you think it is just to put you to trouble? No, it is because a surrounding is absolutely necessary where you can learn to form yourself. If you tried by yourself this work of individualisation, integral formation, all alone in one corner, you would be asked nothing till you have done it; but you are not likely to do it, not a single child would do it, he would not even know how to do it or where to begin. If a child is not taught how to live, he would not be able to live, he would not know how to do anything. The most elementary movements it is not able to do unless it is taught. Therefore if every one were to go through the whole experience, unaided, in the matter of forming his individuality, he would be dead long before he could begin to exist even. That is the utility of the experiences of others, accumulated through centuries, of those who have had the experience and who tell you, "If you want to go quick, and learn in a few years what needed centuries to learnwell, do this, do that, this way, that way, read, study, attend to your lessons at School, in the playground." Once you are on the way, you can find your own method if you are a genius. But in the beginning you must know from others how to stand on your legs and walk. It is not easy to go all by oneself. That is why one needs education.
   II

08.04 - Doing for Her Sake, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
   And this seems to me to be the most elementary thing. For, to tell you the truth, I would be astonished if it were otherwise. For your presence at a place organised as it is would have no meaning if it were not for that. What would be its use? There are any number of universities and Schools in the world that are much better manned and equipped than ours. If you are here, it must be for a special reason. It is because here there is a possibility of absorbing consciousness and progress. If you do not put yourself in a state in which you receive it, you lose the chance that you are given.
   What do you think about it? Is it mere chance or simply because your parents have put you here that you are here, you might as well have been anywhere else? You should put these questions to yourselves. At thirteen one can begin questioning very well, especially if one finds himself at a place which is not quite ordinary. Why is one here, for what reasons, what is the purpose of being here?

08.20 - Are Not The Ascetic Means Helpful At Times?, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
   Here the thing is somewhat different. The principle of education or training followed here is that of liberty. Life is organised on the basis of maximum freedom; in other words, rules and regulations, injunctions and prohibitions are reduced to a minimum. If you compare our way with that followed by parents in the world with their constant admonitions: don't do this, that is forbidden, must do this but not that etc., etc., you will find the difference. At the School and the college, everywhere, there are rules infinitely more strict than are found here. So, because no absolute conditions are imposed on you for your progress, you do it when it pleases you and you don't do when it does not please you; you take things quite easily.
   Of course there are some who do make the effort spontaneously. And that from the spiritual point of view has an infinitely greater value. You make the progress, because you feel within you the need to do so, because it is an impulse that wells up from your depths, not because you are driven by a compel ling force outside. What you do spontaneously and sincerely of your own accord is something part and grain of yourself. You do a thing not because if you do it you will be rewarded and if you do not do it you will be punished. It might happen, however, sometimes that something comes to you or into you and gives you the impression that your effort is appreciated, but the effort is not due to that. Indeed, things are arranged in such a way here that the satisfaction of having done and done well is the best reward one has and one punishes oneself thoroughly by doing badly or not doing; no other punishment can be more real or more concrete. All this is immensely significant and valuable from the standpoint of spiritual growth, much more than things produced by external regulation and pressure.

09.02 - Meditation, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
   Collective meditation, of which the most external form is collective prayer, has been practised since ancient times for different reasons, in different ways, and with different purposes. Groups of persons, whether belonging to the same Church or not, come together to express a common feeling; in certain cases, it is to sing together in praise of God, to chant a hymn of gratitude, expressing love, adoration, thankfulness. In other cases,there are many historical examples of thispeople gather together for a common invocation, to ask something from the Divine in the hope that a prayer done collectively will have more effect than an individual prayer. Thus, in Europe prophets announced that in the year one thousand of grace there would be the end of the world; everywhere crowds assembled to implore the divine protection and to pray that the catastrophe might be averted. More recently in modern times, when the king of England, George VI, had an attack of pneumonia and was almost on the point of death, the British people gathered not only in churches but even in the streets in front of the royal palace, to pray in common and to ask God to save their king. This is of course a most external form, I could say, a most worldly meditation in community. Besides, in all groups of Initiation, in all spiritual Schools of ancient times and naturally in modern times also, meditation in community has always been practised; here the purpose is evidently very different. People gather together to make a collective progress, to open themselves to a force, a light and an influence; it is somewhat like that which we all try to do here. There are two ways to proceed, and both are excellent. For individual meditation, first of all, one must prepare to meditate, that is to say, after sitting down in a posture, at the same time comfortable enough not to be too cramped, and not too comfortable either lest you should fall asleep, one establishes the calm and the silence, not only externally but internally and then one gathers as far as possible one's consciousness which is generally dispersed in all kinds of thoughts and preoccupations. One brings back the consciousness as completely as one can, and concentrates it in the region of the heart, towards the solar plexus, so that all the active energies which are in the head, all which make the brain active are turned and concentrated on this point. This may be done in a few seconds, or in a few minutes. It depends upon each one; when you have prepared yourself in this way, you have the choice between two attitudes: active and passive.
   What I call an active attitude is to concentrate on the person who guides the meditation with the will to open yourself to receive what is being given to you or to the force with which you are put in contact. It is active, because here there is a will which acts and an active concentration to open yourself to someone or something.

09.11 - The Supramental Manifestation and World Change, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
   I believe you have done sufficient mathematics to know the complexity of combinations that arises when you take as your basis some elements out of a sum total. To make it clearer I shall give you an example but without using the terms you have been taught at Schoolfrom the letters of the alphabet. There are a certain number of letters. Now, if you want to calculate or know the number of combinations possible with these letters, taking all the letters together and organising them in as many ways as you can, as you have been taught, you will find that it runs into a fantastic figure.
   Similarly, take the material world and come down to the most minute particleyou know scientists have arrived at things that are absolutely invisible and incalculable and take this particle as your basis and the material world as the total and, further, imagine a Consciousness or a Will playing with these particles, making all sorts of possible combinations, never repeating the same combination. Of course, mathematically they say that the number of particles is finite and therefore the number of combinations also is finite, but this is purely theoretical, and theory does not interest us. Coming to the practical, even if you suppose that these combinations follow each other in such a manner and at such a speed that the change from one to another is hardly perceptible, it is clear that the time needed for the working out of all these combinations would be, apparently, infinite. That is to say, the number of combinations would be so immense that practically no end could be assigned to it.

09.13 - On Teachers and Teaching, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
   What about the organisation of studies at the Ashram School? If the students are given full freedom, as it is supposed you have given them, that is to say, if they are permitted to come to the classes or go away from them as they like or learn or not learn their lessons according to their choice, then how can a system or organisation work?
   But when did I say that a student is free to come and go as he likes? You must not confuse matters. I said and I repeat that if a student feels that a particular subject is foreign to him, if for example, he has a capacity for literature and poetry and a disgust or even dislike for mathematics, in that case, if the student comes and tells me, "I prefer not to follow the course of mathematics", I cannot answer him, "No, you must absolutely do it". But once a student has decided to follow a class, it is quite an elementary discipline for him to follow the class, to attend it regularly, to behave decently while he is there. Otherwise it is not becoming of him to go to the School at all. I have never encouraged people to loiter about during class hours or to come one day and be absent the next day, never, for, to begin with, if you are not able to submit yourself to this very elementary discipline, you will never succeed in having the least control over yourself; you will be always the slave of every impulse and fancy of yours.
   If you do not want to pursue a certain line of knowledge, it it is all right, you are not obliged to do so. But if you decide to do a thing in life, whatever it is, you must do it honestly in a disciplined, regular and methodical manner, without allowing yourself to be fanciful. I have never approved of a person being the plaything of his impulses and caprices. You can never get sanction for that out of me, for you are then no longer a human being but an animal.

09.15 - How to Listen, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
   I have begun to notice that many among you, perhaps a very large portion, do not listen to what I say. For not unoften you have put questions on a subject on which I had talked in detail just a moment before, as if nothing was spoken. The fact is surely this: each one of you is shut up in his own thought, exactly as, I suppose, you do in the class also at School. You repeat to yourself your own lesson, thinking of what is expected of youprovided, of course, you are at all diligent and attentive and do not listen to what your teacher asks and explains or what the other students answer. You miss in this way three-fourths of the advantage of being not all alone but in a group.
   Here the matter is more serious. For I do not give an individual or personal answer. I answer in such a way that all may profit and if, instead of listening, you continue to think what you have in your own head, you lose the opportunity to learn anything.

1.001 - The Aim of Yoga, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
  The whole of our life is a successive series of efforts whether it is the effort that I put forth, or that which someone else puts forth. All these efforts have a common background, although the efforts of human beings are variegated and there is also an apparent diversity of the aims behind the efforts. The farmer's effort is towards producing harvest in the field; the industrialist's effort is towards production of goods and such other items in his field; the effort of the Schoolmaster or the professor is in another direction; and so on and so forth. We have an apparent diversity of aims, motivated by a diversity of efforts.
  But this is a great illusion that is before us, and we live in a world of illusions which we mistake for realities. The illusion arises on account of our inability to see beyond a certain limit of the horizon of our mental perceptions. The farmer forgets that the production of the harvest in the field is not the only aim, or rather the ultimate aim, of his efforts. It has another aim altogether connected with certain others, and so on and so forth, in an endless chain which cannot easily come within the comprehension of an untutored mind. The stomach does not eat for its satisfaction. We know very well why the stomach eats. The stomach may say "I eat", but it does not eat; the eater is somebody else, though it is thrust into the stomach. The legs do not walk for their own sake. What do the legs gain by walking? They are walking for some other purpose somebody else's purpose, not their own. Nor do the eyes gain anything by seeing; the eyes see for somebody else.

10.03 - The Debate of Love and Death, #Savitri, #Sri Aurobindo, #Integral Yoga
  She teaches, an usher in utility's School.
  On the ocean surface of vast Consciousness

1.00a - Introduction, #Magick Without Tears, #Aleister Crowley, #Philosophy
  3. Now then to your old Pons Asinorum about the names of the Gods! Stand in the corner for half an hour with your face to the wall! Stay in after School and write Malka be-Tharshishim v-Ruachoth b-Schehalim 999 times!
  My dear, dear, dear sister, a name is a formula of power. How can you talk of "anachronism" when the Being is eternal? For the type of energy is eternal.

1.00b - INTRODUCTION, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
  whom the theologians of an older School called the unregenerate that is to say,
  the experience of people who have not gone very far in fulfilling the necessary

1.00c - INTRODUCTION, #Patanjali Yoga Sutras, #Swami Vivekananda, #Hinduism
  presented by several Schools, that mans destiny is to go on
  always improving, always struggling towards, and never
  --
  or is it not? The philosophers of the Yoga School answer
  emphatically that it is. They say that mans present state is a

1.00d - Introduction, #On the Way to Supermanhood, #Satprem, #Integral Yoga
  But since the terrestrial body is one, the remedy is one, like Truth, and a single point transmuted will transmute all the others. That point, however, is not to be found in the improvement of our laws, our systems or sciences, our religions, Schools of thought or many-hued isms all those are part of the old Machinery; not a single nut needs to be tightened, added or improved anywhere: we are suffocating in the extreme. Moreover, that point has nothing to do with our intelligence that is what has contrived the whole Machine in the first place or even with improving Man, which would amount only to glorifying his weaknesses and past greatness. The imperfection of Man is not the last word of Nature, said Sri Aurobindo, but his perfection too is not the last peak of the Spirit. Indeed, this point lies in a future beyond the grasp of our intelligence, but it is growing in the depths of the being like the flowers of the flame tree when all its leaves have fallen.
  But there is a handle to the future, provided we go to the heart of the thing. But where is that heart if it is not in our human standards? One day, the first reptiles out of the water sought to fly, the first primates out of the jungle cast a strange new look over the world: one and the same irresistible urge was making them contemplate another state. And perhaps all the transforming power was already contained in that simple look TOWARD something else, as if that look, that urge, that point of the unknown crying out, had the power to unlock the floodgates to the future.

1.00 - Introduction to Alchemy of Happiness, #The Alchemy of Happiness, #Al-Ghazali, #Sufism
  Mohammedan scholars of the present day still hold him in such high respect, that his name is never mentioned by them without some such distinctive epithet, as the "Scientific [6] Imaum," or "Chief witness for Islamism." His rank in the eastern world, as a philosopher and a theologian, had naturally given his name some distinction in our histories of philosophy, and it is enumerated in connection with those of Averroes (Abu Roshd) and Avicenna (Abu Sina) as illustrating the intellectual life and the philosophical Schools of the Mohammedans. Still his writings were less known than either of the two others. His principal work, The Destruction of the Philosophers, called forth in reply one of the two most important works of Averroes entitled The Destruction of the Destruction. Averroes, in his commentary upon Aristotle, extracts from Ghazzali copiously for the purpose of refuting bis views. A short treatise of his had been published at Cologne, in 1506, and Pocock had given in Latin his interpretation of the two fundamental articles of the Mohammedan creed. Von Hammer printed in 1838, at Vienna, a translation of a moral essay, Eyuha el Weled, as a new year's token for youth.
  It has been reserved to our own times to obtain a more intimate acquaintance with Ghazzali, and this chiefly by means of a translation by M. Pallia, into French, of his Confessions, wherein he announces very clearly his philosophical views; and from an essay on his writings by M. Smolders. In consequence, Mr. Lewes, who in his first edition of the Biographical History of Philosophy, found no place for Ghazzali, is induced in his last edition, from the evidenee which that treatise contains that he was one of the controlling minds of his age, to devote an entire section to an exhibition of his opinions in the same series with Abclard and Bruno, and to make him the typical figure to represent Arabian philosophy. For a full account of Ghazzali's [7] School of philosophy, we refer to his history and to the two essays, just mentioned. We would observe, very briefly however, that like most of the learned Mohammedans of his age, he was a student of Aristotle. While they regarded all the Greek philosophers as infidels, they availed themselves of their logic and their principles of philosophy to maintain, as far possible, the dogmas of the Koran. Ghazzali's mind possessed however Platonizing tendencies, and he affiliated himself to the Soofies or Mystics in his later years. He was in antagonism with men who to him appeared, like Avicenna, to exalt reason above the Koran, yet he himself went to the extreme limits of reasoning in his endeavors to find an intelligible basis for the doctrines of the Koran, and a philosophical basis for a holy rule of life. His character, and moral and intellectual rank are vividly depicted in the following extract from the writings of Tholuck, a prominent leader of the modern Evangelical School of Germany.
  "Ghazzali," says Tholuck, "if ever any man have deserved the name, was truly a divine, and he may justly he placed on a level with Origen, so remarkable was he for learning and ingenuity, and gifted with such a rare faculty for the skillful and worthy exposition of doctrine. All that is good, noble and sublime, which his great soul had compassed, he bestowed upon Mohammedanism; and he adorned the doctrines of the Koran with so much piety and learning, that, in the form given them by him, they seem in my opinion worthy the assent of Christians. Whatsoever was most excellent in the philosophy of Aristotle or in the Soofi mysticism, he discreetly adapted to the Mohammedan theology. From every School, he sought the [8] means of shedding light and honor upon religion; while his sincere piety and lofty conscientiousness imparted to all his writings a sacred majesty. He was the first of Mohammedan divines." (Bibliotheca Sacra, vi, 233).
  Sale, in the preliminary discourse to his translation of the Koran, shows that he had discovered the peculiar traits of Ghazzali's mind; for wherever he gives an explanation of the Mussulman creed, peculiarly consonant to universal reason and opposed to superstition, it will be found that he quotes from him.1
  --
  It is too narrow a view to adopt, in regard to a man of the sublime character of Ghazzali, that he obtained his ideas from any one School of thinkers, or that being in fellowship with the Soofies, that he was merely a Soofi. He was living in the centre of Aryan peoples and religions. He may have had his doctrine of the future life shaped by Zoroaster, and have been influenced by the missionaries of the Buddhists.
  The practical religion taught in these homilies will give a favorable opinion of the state of mind of the more intelligent Mussulmans. They contain not the Mohammedanism of the creed or the catechism, but of the closet and the pulpit. The tenor of the book establishes the truth of Ibn Khallikan's remark in his Biographical Dictionary that "Ghazzali's ruling passion was making public exhortations."

1.00 - Main, #The Book of Certitude, #Baha u llah, #Baha i
  Exile and imprisonment are decreed for the thief, and, on the third offence, place ye a mark upon his brow so that, thus identified, he may not be accepted in the cities of God and His countries. Beware lest, through compassion, ye neglect to carry out the statutes of the religion of God; do that which hath been bidden you by Him Who is compassionate and merciful. We School you with the rod of wisdom and laws, like unto the father who educateth his son, and this for naught but the protection of your own selves and the elevation of your stations. By My life, were ye to discover what We have desired for you in revealing Our holy laws, ye would offer up your very souls for this sacred, this mighty, and most exalted Faith.
  Whoso wisheth to make use of vessels of silver and gold is at liberty to do so. Take heed lest, when partaking of food, ye plunge your hands into the contents of bowls and platters. Adopt ye such usages as are most in keeping with refinement. He, verily, desireth to see in you the manners of the inmates of Paradise in His mighty and most sublime Kingdom. Hold ye fast unto refinement under all conditions, that your eyes may be preserved from beholding what is repugnant both to your own selves and to the dwellers of Paradise. Should anyone depart therefrom, his deed shall at that moment be rendered vain; yet should he have good reason, God will excuse him. He, in truth, is the Gracious, the Most Bountiful.
  --
  We have not entered any School, nor read any of your dissertations. Incline your ears to the words of this unlettered One, wherewith He summoneth you unto God, the Ever-Abiding. Better is this for you than all the treasures of the earth, could ye but comprehend it.
  105
  --
  O Pen of the Most High! Move Thou upon the Tablet at the bidding of Thy Lord, the Creator of the Heavens, and tell of the time when He Who is the Dayspring of Divine Unity purposed to direct His steps towards the School of Transcendent Oneness; haply the pure in heart may gain thereby a glimpse, be it as small as a needle's eye, of the mysteries of Thy Lord, the Almighty, the Omniscient, that lie concealed behind the veils. Say: We, indeed, set foot within the School of inner meaning and explanation when all created things were unaware. We saw the words sent down by Him Who is the All-Merciful, and We accepted the verses of God, the Help in Peril, the Self-Subsisting, which He+F1 presented unto Us, and hearkened unto that which He had solemnly affirmed in the Tablet. This we assuredly did behold. And We assented to His wish through Our behest, for truly We are potent to command.
  176
  O people of the Bayan! We, verily, set foot within the School of God when ye lay slumbering; and We perused the Tablet while ye were fast asleep. By the one true God! We read the Tablet ere it was revealed, while ye were unaware, and We had perfect knowledge of the Book when ye were yet unborn. These words are to your measure, not to God's. To this testifieth that which is enshrined within His knowledge, if ye be of them that comprehend; and to this the tongue of the Almighty doth bear witness, if ye be of those who understand. I swear by God, were We to lift the veil, ye would be dumbfounded.
  177
  Take heed that ye dispute not idly concerning the Almighty and His Cause, for lo! He hath appeared amongst you invested with a Revelation so great as to encompass all things, whether of the past or of the future. Were We to address Our theme by speaking in the language of the inmates of the Kingdom, We would say: "In truth, God created that School ere He created heaven and earth, and We entered it before the letters B and E were joined and knit together." Such is the language of Our servants in Our Kingdom; consider what the tongue of the dwellers of Our exalted Dominion would utter, for We have taught them Our knowledge and have revealed to them whatever had lain hidden in God's wisdom. Imagine then what the Tongue of Might and Grandeur would utter in His All-Glorious Abode!
  178

1.00 - PREFACE - DESCENSUS AD INFERNOS, #Maps of Meaning, #Jordan Peterson, #Psychology
  like the School-like atmosphere of the confirmation classes. More importantly, however, I could not
  swallow what I was being taught. I asked the minister, at one point, how he reconciled the story of Genesis
  --
  wanted to become a corporate lawyer had written the Law School Admissions Test, had taken two years
  of appropriate preliminary courses. I wanted to learn the ways of my enemies, and embark on a political

1.01 - Adam Kadmon and the Evolution, #Preparing for the Miraculous, #George Van Vrekhem, #Integral Yoga
  ble, is also the foundation story of all Schools of Gnosticism;
  according to the gnostic myths, souls (sparks of the Divine)
  --
  ascetic Schools referring back to Socrates, and Neoplaton-
  ism. Gnosticism also enriched itself with Hermetism, and

1.01 - An Accomplished Westerner, #Sri Aurobindo or the Adventure of Consciousness, #Satprem, #Integral Yoga
  but also with an English governess, Miss Pagett, and then sent off at the age of five to an Irish convent School in Darjeeling among the sons of British administrators. Two years later, the three Ghose boys would leave for England. Sri Aurobindo was seven. Not until the age of twenty would he learn his mother tongue, Bengali. He would never see his father again, who died just before his return to India, and barely his mother, who was ill and did not recognize him on his return. Hence, this is a child who grew up outside every influence of family, country, and tradition a free spirit. The first lesson Sri Aurobindo gives us is perhaps, precisely, a lesson of freedom.
  Sri Aurobindo and his two brothers were entrusted to an Anglican clergyman of Manchester, with strict instruction that they should not be allowed the acquaintance of any Indian or undergo any Indian influence.4 Dr. Ghose was indeed a peculiar man. He also ordered Pastor Drewett not to give his sons any religious instruction, so they could choose a religion themselves, if they so wished, when they came of age. He then left them to their fate for thirteen years. He believed his children should become men of character. Dr. Ghose may appear to have been a hardhearted man, but he was nothing of the kind; not only did he donate his services as a doctor but also gave his money to poor Bengali villagers (while his sons had hardly anything to eat or wear in London), and he died of shock when he was mistakenlyinformed that his favorite son, Aurobindo, had died in a shipwreck.
  --
  Paul's School, where he had enrolled, was so surprised at the aptitude of his young student that he personally coached him in Greek. Three years later, Sri Aurobindo could skip half his classes and spend most of his time engrossed in his favorite occupation:reading. Nothing seemed to escape this voracious adolescent (except cricket, which held as little interest for him as Sunday School.) Shelley and "Prometheus Unbound," the French poets, Homer, Aristophanes, and soon all of European thought for he quickly came to master enough German and Italian to read Dante and Goe the in the original peopled a solitude of which he has said nothing. He never sought to form relationships, while Manmohan, the second brother, roamed through London in the company of his friend Oscar Wilde and would make a name for himself in English poetry. Each of the three brothers led his separate life. However, there was nothing austere about Sri Aurobindo, and certainly nothing of the puritan (the prurient,8 as he called it); it was just that he was "elsewhere," and his world was 6
  Life of Sri Aurobindo, 8
  --
  Whether St. Paul's School appreciated his sense of humor we do not know, but it certainly appreciated his astonishing culture;he was awarded a scholarship to attend Cambridge (just in time; the family remittances had practically stopped), which was not enough, however,
  to relieve him from cold and hunger since his older brothers also partook heartily of the windfall. He was just eighteen. What was he going to that nursery-of-gentlemen for? For one reason, he was fulfilling his father's wishes though not for long. In his first year at King's College, he won all the prizes in Greek and Latin verse, but his heart was no longer in it. It was Joan of Arc, Mazzini, the American Revolution that haunted him in other words, the liberation of his country. India's independence, of which he would become one of the pioneers. This unforeseen political calling was to hold him for almost twenty years, even though at the time he did not exactly know what an Indian was, let alone a Hindu! But he learned fast. As with Western 9

1.01 - Economy, #Walden, and On The Duty Of Civil Disobedience, #Henry David Thoreau, #Philosophy
  We know not much about them. It is remarkable that _we_ know so much of them as we do. The same is true of the more modern reformers and benefactors of their race. None can be an impartial or wise observer of human life but from the vantage ground of what we should call voluntary poverty. Of a life of luxury the fruit is luxury, whether in agriculture, or commerce, or literature, or art. There are nowadays professors of philosophy, but not philosophers. Yet it is admirable to profess because it was once admirable to live. To be a philosopher is not merely to have subtle thoughts, nor even to found a School, but so to love wisdom as to live according to its dictates, a life of simplicity, independence, magnanimity, and trust. It is to solve some of the problems of life, not only theoretically, but practically. The success of great scholars and thinkers is commonly a courtier-like success, not kingly, not manly. They make shift to live merely by conformity, practically as their fathers did, and are in no sense the progenitors of a nobler race of men. But why do men degenerate ever?
  What makes families run out? What is the nature of the luxury which enervates and destroys nations? Are we sure that there is none of it in our own lives? The philosopher is in advance of his age even in the outward form of his life. He is not fed, sheltered, clothed, warmed, like his contemporaries. How can a man be a philosopher and not maintain his vital heat by better methods than other men?
  --
  For more than five years I maintained myself thus solely by the labor of my hands, and I found, that by working about six weeks in a year, I could meet all the expenses of living. The whole of my winters, as well as most of my summers, I had free and clear for study. I have thoroughly tried School-keeping, and found that my expenses were in proportion, or rather out of proportion, to my income, for I was obliged to dress and train, not to say think and believe, accordingly, and I lost my time into the bargain. As I did not teach for the good of my fellow-men, but simply for a livelihood, this was a failure. I have tried trade; but I found that it would take ten years to get under way in that, and that then I should probably be on my way to the devil. I was actually afraid that I might by that time be doing what is called a good business. When formerly I was looking about to see what I could do for a living, some sad experience in conforming to the wishes of friends being fresh in my mind to tax my ingenuity, I thought often and seriously of picking huckleberries; that surely I could do, and its small profits might suffice,for my greatest skill has been to want but little,so little capital it required, so little distraction from my wonted moods, I foolishly thought. While my acquaintances went unhesitatingly into trade or the professions, I contemplated this occupation as most like theirs; ranging the hills all summer to pick the berries which came in my way, and thereafter carelessly dispose of them; so, to keep the flocks of Admetus. I also dreamed that I might gather the wild herbs, or carry evergreens to such villagers as loved to be reminded of the woods, even to the city, by hay-cart loads. But I have since learned that trade curses everything it handles; and though you trade in messages from heaven, the whole curse of trade attaches to the business.
  As I preferred some things to others, and especially valued my freedom, as I could fare hard and yet succeed well, I did not wish to spend my time in earning rich carpets or other fine furniture, or delicate cookery, or a house in the Grecian or the Gothic style just yet. If there are any to whom it is no interruption to acquire these things, and who know how to use them when acquired, I relinquish to them the pursuit. Some are industrious, and appear to love labor for its own sake, or perhaps because it keeps them out of worse mischief; to such I have at present nothing to say. Those who would not know what to do with more leisure than they now enjoy, I might advise to work twice as hard as they do,work till they pay for themselves, and get their free papers. For myself I found that the occupation of a day-laborer was the most independent of any, especially as it required only thirty or forty days in a year to support one. The laborers day ends with the going down of the sun, and he is then free to devote himself to his chosen pursuit, independent of his labor; but his employer, who speculates from month to month, has no respite from one end of the year to the other.

1.01 - Foreward, #Hymns to the Mystic Fire, #Sri Aurobindo, #Integral Yoga
  Vedic times. Yaska speaks of several Schools of interpretation of
  the Veda. There was a sacrificial or ritualistic interpretation,

1.01 - Historical Survey, #A Garden of Pomegranates - An Outline of the Qabalah, #Israel Regardie, #Occultism
  Hebrew prophetic Schools. Mordell finally hazards the opinion that the Sepher Yetsirah represents the genuine fragments of Philolaus, who was the first to publish the
  Pythagorean philosophy, and that Philolaus seems to correspond in very curious ways to Joseph ben Uziel who wrote down the Sepher Yetsirah. If the latter theory can be maintained, then we may claim for the Sepher Yetsirah a pre-Talmudic origin - probably the second century prior to the Christian era.
  --
  Jewish prophetic and mystical Schools of great proficiency and possessing much recondite knowledge in Biblical times, such as that of Samuel, the Essenes, and Philo, yet the first
  Qabalistic School of which we have any accurate public record was known as the School of Gerona in Spain (the twelfth century a.d.), so-called because its founder Isaac the Blind and many of his disciples were born there. Of the founder of the School practically nothing is known.
  Two of his students were Rabbi Azariel and Rabbi Ezra.
  --
  Next in succession was the School of Segovia and its disciples, among whom was one Todras Abulafia, a physi- cian and financier occupying an important and most dis- tinguished position in the Court of Sancho IV, King of
  Castile. The characteristic predisposition of this School was its devotion to exegetical methods ; its disciples endeavour- ing to interpret the Bible and the Hagadah in accordance with the doctrinal Qabalah.
  A contemporary School believed that Judaism of that day, taken from an exclusively philosophical standpoint, did not show the "right way to the Sanctuary", and endeavoured to combine philosophy and Qabalah, illustrating their various theorems by mathematical forms.
  About 1240 a.d. was born Abraham Abulafia, who became a celebrated figure - bringing, however, a great deal of dis- repute to the name of this theosophy. He studied philo- logy* medicine, and philosophy, as well as those few books on the Qabalah which were available at the time. He soon perceived that the Pythagorean Number Philosophy was identical with that expounded in the Sepher Yetsirah, and later, becoming dissatisfied with academic research, he turned towards that aspect of Qabalah termed nbsp n'ova or the Practical Qabalah, which, to-day, we term
  --
  The Zohar is the next major development. This book combining, absorbing, and synthesizing the different features and doctrines of the previous Schools, made its dd but, creating a profound sensation in theological and philosophical circles by reason of its speculations concerning
  God, the doctrine of Emanations, the evolution of the
  --
  Luria founded a School the precise opposite to that of
  Cordovero. He himself was a zealous and brilliant student both of the Talmud and Rabbinic lore, but found that the simple retirement of a life of study did not satisfy him.
  --
  Doctrine et Rituel de la Haute Magie, in which we find clear and unmistakable symptoms of an understanding of the underlying basis of the Qabalah- its ten Sephiros and the twenty-two letters of the Hebrew Alphabet as a suitable framework for the construction of a workable system for philosophical comparison and synthesis. It is said that he published this work at a time when information on all occult matters was strictly prohibited, for various reasons of its own, by the Esoteric School to which he belonged.
  We find, then, a companion volume issued but a short while after, La Histoire de la Magie, wherein - undoubtedly to protect himself from the censure levelled at him, and throw unsuspecting enquirers off the track - he contradicts his former conclusions and theorizations.

1.01 - Maitreya inquires of his teacher (Parashara), #Vishnu Purana, #Vyasa, #Hinduism
  Maitreya said, Master! I have been instructed by you in the whole of the Vedas, and in the institutes of law and of sacred science: through your favour, other men, even though they be my foes, cannot accuse me of having been remiss in the acquirement of knowledge. I am now desirous, oh thou who art profound in piety! to hear from thee, how this world was, and how in future it will be? what is its substance, oh Brahman, and whence proceeded animate and inanimate things? into what has it been resolved, and into what will its dissolution again occur? how were the elements manifested? whence proceeded the gods and other beings? what are the situation and extent of the oceans and the mountains, the earth, the sun, and the planets? what are the families of the gods and others, the Menus, the periods called Manvantaras, those termed Kalpas, and their subdivisions, and the four ages: the events that happen at the close of a Kalpa, and the terminations of the several ages[11]: the histories, oh great Muni, of the gods, the sages, and kings; and how the Vedas were divided into branches (or Schools), after they had been arranged by Vyāsa: the duties of the Brahmans, and the other tribes, as well as of those who pass through the different orders of life? All these things I wish to hear from you, grandson of Vaśiṣṭha. Incline thy thoughts benevolently towards me, that I may, through thy favour, be informed of all I desire to know. Parāśara replied, Well inquired, pious Maitreya. You recall to my recollection that which was of old narrated by my father's father, Vaśiṣṭha. I had heard that my father had been devoured by a Rākṣas employed by Visvāmitra: violent anger seized me, and I commenced a sacrifice for the destruction of the Rākṣasas: hundreds of them were reduced to ashes by the rite, when, as they were about to be entirely extirpated, my grandfather Vaśiṣṭha thus spake to me: Enough, my child; let thy wrath be appeased: the Rākṣasas are not culpable: thy father's death was the work of destiny. Anger is the passion of fools; it becometh not a wise man. By whom, it may be asked, is any one killed? Every man reaps the consequences of his own acts. Anger, my son, is the destruction of all that man obtains by arduous exertions, of fame, and of devout austerities; and prevents the attainment of heaven or of emancipation. The chief sages always shun wrath: he not thou, my child, subject to its influence. Let no more of these unoffending spirits of darkness be consumed. Mercy is the might of the righteous[12].
  Being thus admonished by my venerable grandsire, I immediately desisted from the rite, in obedience to his injunctions, and Vaśiṣṭha, the most excellent of sages, was content with me. Then arrived Pulastya, the son of Brahmā[13], who was received by my grandfather with the customary marks of respect. The illustrious brother of Pulaha said to me; Since, in the violence of animosity, you have listened to the words of your progenitor, and have exercised clemency, therefore you shall become learned in every science: since you have forborne, even though incensed, to destroy my posterity, I will bestow upon you another boon, and, you shall become the author of a summary of the Purāṇas[14]; you shall know the true nature of the deities, as it really is; and, whether engaged in religious rites, or abstaining from their performance[15], your understanding, through my favour, shall be perfect, and exempt from). doubts. Then my grandsire Vaśiṣṭha added; Whatever has been said to thee by Pulastya, shall assuredly come to pass.
  --
  khya School.
  [5]: The three qualities, to which we shall have further occasion to advert, are, Satya, goodness or purity, knowledge, quiescence; Rajas, foulness, passion, activity; and Tamas, darkness, ignorance, inertia.

1.01 - MASTER AND DISCIPLE, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  M. had yet to learn the distinction between knowledge and ignorance. Up to this time his conception had been that one got knowledge from books and Schools. Later on he gave up this false conception. He was taught that to know God is knowledge, and not to know Him, ignorance. When Sri Ramakrishna exclaimed, "And you are a man of knowledge!", M.'s ego was again badly shocked.
  God with and without form

1.01 - MAXIMS AND MISSILES, #Twilight of the Idols, #Friedrich Nietzsche, #Philosophy
  _From the military School of life._--That which does not kill me, makes
  me stronger.

1.01 - Necessity for knowledge of the whole human being for a genuine education., #The Essentials of Education, #unset, #Zen
  These issues remind us that all education and all teaching must spring from the fountain of real knowledge of human nature. In the Waldorf Schools, we are attempting to create such an art of education, solidly based on true understanding of the human being, and this educational conference is about the educational methods of Waldorf education.
  Knowledge of human nature! I can hear people saying how far we have come in our knowledge of human nature in our time! I must reply that, although we have made extraordinary advances in our knowledge of the human physical body, human beings are really body, soul, and spirit. The worldview at the foundation of Waldorf education that is, anthroposophical spiritual science consists equally of knowledge of the human body, the human soul, and the human spirit, being careful to avoid any imbalance.
  --
  Rather than groping about in abstractions, lets just look at specifics; we shall examine one particular characteristic in human nature the temperament. Lets begin by looking not at a childs temperament, which of course offers us no choicewe have to educate each human being regardless of temperament (and well speak later about the childrens temperaments)but lets begin rather by looking at the teachers temperament. The teacher enters the School and meets the child with a very specific tem- peramentcholeric, sanguine, melancholic, or phlegmatic. The question is: As educators, what can we do to control our own temperaments; how can we perhaps educate ourselves in relation to our own temperament? To answer this question we must first look directly at the fundamental question: How does a teachers temperament affect the child, just by being what it is?
  The Choleric Temperament
  --
  If we achieve pedagogical understanding by looking at the whole human being and not just at the childwhich is much more comfortableit becomes clear that education and teaching play a central role in the course of human life. We see how often happiness or unhappiness in the spirit, soul, or physical life is related to a persons education and Schooling. Just consider this: doctors are asked by older people to correct the mistakes of their educators, when in fact the problems have sunk so deeply into the person that no more can be done. The impressions on the childs soul have been transformed into physical effects, and the psycho- logical interacts with the physical; knowing all this, we begin to pay attention in the right way, and we acquire a proper apprecia- tion for teaching methods and what is required for a viable educa- tion according to the reality of human nature.
  The Phlegmatic Temperament

1.01 - Newtonian and Bergsonian Time, #Cybernetics, or Control and Communication in the Animal and the Machine, #Norbert Wiener, #Cybernetics
  in many ways the continuator of this School, the doctrine of
  Occasionalism assumes the more reasonable form of asserting
  --
  and his School bears witness to its continued potency.
  Today we are coming to realize that the body is very far from

1.01 - Our Demand and Need from the Gita, #Essays On The Gita, #Sri Aurobindo, #Integral Yoga
  HE WORLD abounds with scriptures sacred and profane, with revelations and half-revelations, with religions and philosophies, sects and Schools and systems. To these the many minds of a half-ripe knowledge or no knowledge at all attach themselves with exclusiveness and passion and will have it that this or the other book is alone the eternal Word of
  God and all others are either impostures or at best imperfectly inspired, that this or that philosophy is the last word of the reasoning intellect and other systems are either errors or saved only by such partial truth in them as links them to the one true philosophical cult. Even the discoveries of physical Science have been elevated into a creed and in its name religion and spirituality banned as ignorance and superstition, philosophy as frippery and moonshine. And to these bigoted exclusions and vain wranglings even the wise have often lent themselves, misled by some spirit of darkness that has mingled with their light and overshadowed it with some cloud of intellectual egoism or spiritual pride. Mankind seems now indeed inclined to grow a little modester and wiser; we no longer slay our fellows in the name of God's truth or because they have minds differently trained or differently constituted from ours; we are less ready to curse and revile our neighbour because he is wicked or presumptuous enough to differ from us in opinion; we are ready even to admit that Truth is everywhere and cannot be our sole monopoly; we are beginning to look at other religions and philosophies for the truth and help they contain and no longer merely in order to damn them as false or criticise what we conceive to be their errors. But we are still apt to declare that our truth gives us the supreme knowledge which other religions or philosophies
  --
   striking speculations of a philosophic intellect, but rather enduring truths of spiritual experience, verifiable facts of our highest psychological possibilities which no attempt to read deeply the mystery of existence can afford to neglect. Whatever the system may be, it is not, as the commentators strive to make it, framed or intended to support any exclusive School of philosophical thought or to put forward predominantly the claims of any one form of Yoga. The language of the Gita, the structure of thought, the combination and balancing of ideas belong neither to the temper of a sectarian teacher nor to the spirit of a rigorous analytical dialectics cutting off one angle of the truth to exclude all the others; but rather there is a wide, undulating, encircling movement of ideas which is the manifestation of a vast synthetic mind and a rich synthetic experience. This is one of those great syntheses in which Indian spirituality has been as rich as in its creation of the more intensive, exclusive movements of knowledge and religious realisation that follow out with an absolute concentration one clue, one path to its extreme issues. It does not cleave asunder, but reconciles and unifies.
  The thought of the Gita is not pure Monism although it sees in one unchanging, pure, eternal Self the foundation of all cosmic existence, nor Mayavada although it speaks of the
  --
   comprehensiveness. Its aim is precisely the opposite to that of the polemist commentators who found this Scripture established as one of the three highest Vedantic authorities and attempted to turn it into a weapon of offence and defence against other Schools and systems. The Gita is not a weapon for dialectical warfare; it is a gate opening on the whole world of spiritual truth and experience and the view it gives us embraces all the provinces of that supreme region. It maps out, but it does not cut up or build walls or hedges to confine our vision.
  There have been other syntheses in the long history of Indian thought. We start with the Vedic synthesis of the psychological being of man in its highest flights and widest rangings of divine knowledge, power, joy, life and glory with the cosmic existence of the gods, pursued behind the symbols of the material universe into those superior planes which are hidden from the physical sense and the material mentality. The crown of this synthesis was in the experience of the Vedic Rishis something divine, transcendent and blissful in whose unity the increasing soul of man and the eternal divine fullness of the cosmic godheads meet perfectly and fulfil themselves. The Upanishads take up this crowning experience of the earlier seers and make it their starting-point for a high and profound synthesis of spiritual knowledge; they draw together into a great harmony all that had been seen and experienced by the inspired and liberated knowers of the Eternal throughout a great and fruitful period of spiritual seeking. The
  --
  We of the coming day stand at the head of a new age of development which must lead to such a new and larger synthesis. We are not called upon to be orthodox Vedantins of any of the three Schools or Tantrics or to adhere to one of the theistic religions of the past or to entrench ourselves within the four corners of the teaching of the Gita. That would be to limit ourselves and to attempt to create our spiritual life out of the being, knowledge and nature of others, of the men of the past, instead of building it out of our own being and potentialities. We do not belong to the past dawns, but to the noons of the future. A mass of new material is flowing into us; we have not only to assimilate the influences of the great theistic religions of India and of the world and a recovered sense of the meaning of Buddhism, but to take full account of the potent though limited revelations of modern knowledge and seeking; and, beyond that, the remote and dateless past which seemed to be dead is returning upon us with an effulgence of many luminous secrets long lost to the consciousness of mankind but now breaking out again from behind the veil. All this points to a new, a very rich, a very vast synthesis; a fresh and widely embracing harmonisation of our gains is both an intellectual and a spiritual necessity of the future.
  But just as the past syntheses have taken those which preceded them for their starting-point, so also must that of the future,

1.01 - Principles of Practical Psycho therapy, #The Practice of Psycho therapy, #Carl Jung, #Psychology
  observed material. Hence there grew up various Schools with
  diametrically opposed views. I would remind you of the Libeault-

1.01 - Tara the Divine, #Tara - The Feminine Divine, #unset, #Zen
  regardless of the School it is associated with. It can
  also happen, although it is not frequent, that a lama,

1.01 - The First Steps, #Raja-Yoga, #Swami Vivkenanda, #unset
  After one has learned to have a firm erect seat, one has to perform, according to certain Schools, a practice called the purifying of the nerves. This part has been rejected by some as not belonging to Raja-Yoga, but as so great an authority as the commentator Shankarchrya advises it, I think fit that it should be mentioned, and I will quote his own directions from his commentary on the Shvetshvatara Upanishad: "The mind whose dross has been cleared away by Pranayama, becomes fixed in Brahman; therefore Pranayama is declared. First the nerves are to be purified, then comes the power to practice Pranayama. Stopping the right nostril with the thumb, through the left nostril fill in air, according to capacity; then, without any interval, throw the air out through the right nostril, closing the left one. Again inhaling through the right nostril eject through the left, according to capacity; practicing this three or five times at four hours of the day, before dawn, during midday, in the evening, and at midnight, in fifteen days or a month purity of the nerves is attained; then begins Pranayama."
  Practice is absolutely necessary. You may sit down and listen to me by the hour every day, but if you do not practice, you will not get one step further. It all depends on practice. We never understand these things until we experience them. We will have to see and feel them for ourselves. Simply listening to explanations and theories will not do. There are several obstructions to practice. The first obstruction is an unhealthy body: if the body is not in a fit state, the practice will be obstructed. Therefore we have to keep the body in good health; we have to take care of what we eat and drink, and what we do. Always use a mental effort, what is usually called "Christian Science," to keep the body strong. That is all nothing further of the body. We must not forget that health is only a means to an end. If health were the end, we would be like animals; animals rarely become unhealthy.

1.01 - The Highest Meaning of the Holy Truths, #The Blue Cliff Records, #Yuanwu Keqin, #Zen
  most esoteric, most abstruse point of the doctrinal Schools.
  Hence the Emperor picked out this ultimate paradigm to ask

1.01 - What is Magick?, #Magick Without Tears, #Aleister Crowley, #Philosophy
   [AC04] i.e. except possibly in the case of logically absurd questions, such as the Schoolmen discussed in connection with "God."
  * [AC05] It is no objection that the hypocrite is himself part of Nature. He is an "endothermic" product, divided against himself, with a tendency to break up. He will see his own qualities everywhere, and thus obtain a radical misconception of phenomena. Most religions of the past have failed by expecting Nature to conform with their ideals of proper conduct.

1.01 - Who is Tara, #How to Free Your Mind - Tara the Liberator, #Thubten Chodron, #unset
  For example, one part of us may hold a child-like Sunday School conception of God as an old man in the sky, who sometimes is benevolent and at
  other times jealous and wrathful. We must be careful not to impute those

1.020 - The World and Our World, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
  The subject of our discussion is the mental cognition of objects. In the experience of an object, does the mind influence the object, or does the object influence the mind? This is the central issue in all philosophical Schools, which has led to various divergent doctrines such as idealism, realism, materialism, subjectivism, etc. There has been very little progress towards an answer to this query because, just as we cannot know whether the beauty that we see in an object is in our own mind or if it is really in the object, so there is the question is the mind influencing the object, or is the object influencing the mind? The difficulty arises on account of the position of the perceiving subject itself. To hold that the mind entirely influences the object, that it determines it in every manner, would be another way of saying that we have created the world and everything is in our hands which does not seem to be the truth of things.
  Everything does not seem to be in our hands. We cannot change the pattern of things. We cannot make the sun rise in the west merely because we think that it should be so. So there seems to be something which is outside the jurisdiction of mental operations, to which the operations of the mind should accord, and whose law the mind has to follow. We cannot suddenly imagine that a cup of milk is identical with a stone. The stone and the milk are not identical, and the mind cannot change one into the other by any amount of thought. So, the hard reality, in the form of an external something which the world presents before the mind, has led many to conclude that the mind cannot determine the objects. On the other hand, the objects have a reality of their own and they influence the mind, so that the mind subjects itself to the conditions of the object, rather than conditions the object by its own laws.

1.02.2.1 - Brahman - Oneness of God and the World, #Isha Upanishad, #unset, #Zen
  2 The positions, in inverse order, of the three principal philosophical Schools of
  Vedanta, Monism, Qualified Monism and Dualism.

10.26 - A True Professor, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
   The mother says a professor, a true professor, must be truly a yogi. That is to say, a teacher, even a Schoolteacher, one imparting what is called secular education, has to be nothing less than a yogi. The Indian term for teacher is 'guru' and 'guru' meant a teacher both spiritual and secular. This distinction of the two words is made by the modern spirit, it did not belong to the ancient culture. The secular knowledge was also considered a necessary part of the spiritual knowledge, that which prepared for it and led towards it. The 'apara vidya' or the 'vedangas' were but limbs of the supreme knowledge 'para vidya' and 'veda'.
   A teacher has to be a yogi does not mean that he is to be a paragon of moral qualities, following, for example, the ten commandments scrupulously. Not to tell a lie, not to lose temper, to be patient, impartial, to be honest and unselfish, all these more or less social qualities have their values but something else is needed for the true teacher, something of another category and quality. I said social qualities, I might say also mental qualities. The consciousness of the teacher has to be other than mental, something deeper, more abiding, more constant, less relative, something absolute. Do we then prescribe the supreme Brahma-consciousness for the teacher? Not quite. We mean the consciousness of a soul, the living light that is within every aspiring human being. It is a glad luminousness in the heart that can exist with or without the brilliant riches of a cultivated brain. And one need not go so far as the vedantic Sachchidananda consciousness.

1.02 - Education, #On Education, #The Mother, #Integral Yoga
  We propose to study these five aspects of education one by one and also their interrelationships. But before we enter into the details of the subject, I wish to make a recommendation to parents. Most parents, for various reasons, give very little thought to the true education which should be imparted to children. When they have brought a child into the world, provided him with food, satisfied his various material needs and looked after his health more or less carefully, they think they have fully discharged their duty. Later on, they will send him to School and hand over to the teachers the responsibility for his education.
  There are other parents who know that their children must be educated and who try to do what they can. But very few, even among those who are most serious and sincere, know that the first thing to do, in order to be able to educate a child, is to educate oneself, to become conscious and master of oneself so that one never sets a bad example to ones child. For it is above all through example that education becomes effective. To speak good words and to give wise advice to a child has very little effect if one does not oneself give him an example of what one teaches. Sincerity, honesty, straightforwardness, courage, disinterestedness, unselfishness, patience, endurance, perseverance, peace, calm, self-control are all things that are taught infinitely better by example than by beautiful speeches. Parents, have a high ideal and always act in accordance with it and you will see that little by little your child will reflect this ideal in himself and spontaneously manifest the qualities you would like to see expressed in his nature. Quite naturally a child has respect and admiration for his parents; unless they are quite unworthy, they will always appear to their child as demigods whom he will try to imitate as best he can.

1.02 - Groups and Statistical Mechanics, #Cybernetics, or Control and Communication in the Animal and the Machine, #Norbert Wiener, #Cybernetics
  nese School.
  The next chapter is devoted to the statistical mechanics of

1.02 - IN THE COMPANY OF DEVOTEES, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  The devotees and the Master sang and danced in a state of divine fervour. Several of them were in an ecstatic mood. Nityagopal's chest glowed with the upsurge of emotion, and Rakhal lay on the floor in ecstasy, completely unconscious of the world. The Master put his hand on Rakhal's chest and said: "Peace. Be quiet." This was Rakhal's first experience of ecstasy. He lived with his father in Calcutta and now and then visited the Master at Dakshineswar. About this time he had studied a short while in Vidyasagar's School at Syampukur.
  When the music was over, the devotees sat down for their meal. Balaram stood there humbly, like a servant. Nobody would have taken him for the master of the house. M.

1.02 - MAPS OF MEANING - THREE LEVELS OF ANALYSIS, #Maps of Meaning, #Jordan Peterson, #Psychology
  axiom of my behavior). I did well in high School. I have good marks in university, as a pre-med student. I
  take the MCAT. I fail: twentieth percentile. Suddenly and unexpectedly I am not going to be a doctor.
  --
  in the Mesopotamian and Egyptian Schools of metaphysical speculation in their rituals, images and acts of
  abstract verbal representation. The Mesopotamian creation myth, which we will consider first the Enuma

1.02 - Meditating on Tara, #How to Free Your Mind - Tara the Liberator, #Thubten Chodron, #unset
  Dharma path resembles a child going to School. When we are in kindergarten,
  we do what kindergartners are capable of. When were in rst grade, we
  --
  way we reach high School and university.
  Similarly, in learning the Dharma, we have to practice at our own level.

1.02 - On the Knowledge of God., #The Alchemy of Happiness, #Al-Ghazali, #Sufism
  Still the miserable naturalist, who ascribes effects to the influences of nature, speaks correctly. For, if natural causes had no operation, the art of medicine would have been useless, and the holy law would not have allowed to have recourse to medical treatment. The mistake which the naturalist makes, is that he contracts his sphere of vision, and is like the lame ass, that left his load at the first stopping place. He does not know that nature also is subjected to the hand of the power of God, and is a kind of humble servant, such as a shoe is to the ass. The astrologer also says, that the sun is a star, which causes heat and light upon the earth. If there had been no sun, the distinction between day and night would not have existed, and vegetables and grain could not have been produced. The moon also is a star, and if there bad been no moon, how many things connected with the requirements of the Law of the Koran, would have been impracticable, such as fasting, alms and pilgrimage, since there would have been no distinction of weeks, months and years. The colors and perfumes of herbs and fruits exist also from its influence. The sun is warm and dry; the moon is cold and moist. Saturn [52] is cold and dry, Venus is warm and moist. And the School of astrologers is to be credited in these representations; but when they ascribe all events to influences proceeding from the heavenly bodies, they are liars. They do not perceive that they all alike are subject to the almighty power of God as God says in his word: "And the sun, moon and stars are subject to his command." 1 There is also an influence exercised by the stars, which resembles the control, exercised by the nerve that comes from the brain over the finger in writing; while the force of nature is like the control exerted upon the pen by the finger....
  When the health of a person undergoes a change, and he becomes the prey of melancholy and suspicion, and the pleasures of the world become distasteful, so that from disgust with it, he withdraws from all society, his physician says, "this person is diseased with melancholy; he must take an infusion of dodder, of thyme and bark of endive as a medicine." The naturalist says: "As this person's malady is of a dry nature, it arises from a predominance of dryness, which has settled on the brain. The occasion of his having a dry temperament is the season of winter. Until spring comes, and dry weather predominates, there is no possibility of a cure." The astrologer says, "this person being under the influence of melancholy, which arises from a hurtful conjunction between Mars and Jupiter, there will be no favorable change in his health until the conjunction of Jupiter with Venus shall have reached the Trine." Now know, beloved, that the language of all these persons is correct, for they all speak and believe according to the degree and reach of their reason and understanding. However, the real and essential cause of the malady may be stated thus. When fortune is favorable to any person, and the Deity desires to guide him into the [53] possession of it, he deputes two powerful ministers to that effect, Jupiter and Mars. These in turn, control the light footed ministers, the elements, and command dryness, for example, to fasten its bridle to the neck of the person, and cause dryness to attack his head and brain. He is thus made to become weary of the world by means of the scourge of melancholy and suspicion, and so with the bridle of the will may be impelled towards the Deity. These circumstances can never be understood in this sense, either by medicine, or by nature, or by the stars. One may, however, learn to understand them by knowledge and the prophetic power combined. For they embrace the whole kingdom of the universe with its deputies and servants, and possess the knowledge of the end for which everything was created: they know to whose command all things are subjected, to what men are invited and what they are forbidden to do.

1.02 - Pranayama, Mantrayoga, #Liber ABA, #Aleister Crowley, #Philosophy
  Some Schools advocate practising a mantra with the aid of instrumental music and dancing. Certainly very remarkable effects are obtained in the way of "magic" powers; whether great spiritual results are equally common is a doubtful point. Persons wishing to study them may remember that the Sahara desert is within three days of London; and no doubt the Sidi Aissawa would be glad to accept pupils. This discussion of the parallel science of mantra-yoga has led us far indeed from the subject of Pranayama.
  Pranayama is notably useful in quieting the emotions and appetites; and, whether by reason of the mechanical pressure which it asserts, or by the thorough combustion which it assures in the lungs, it seems to be admirable from the standpoint of health. Digestive troubles in particular are very easy to remove in this way. It purifies both the body and the lower functions of the mind,

1.02 - Prayer of Parashara to Vishnu, #Vishnu Purana, #Vyasa, #Hinduism
  [4]: Aṇīyānsam aṇīyasām, 'the most atomic of the atomic;' alluding to the atomic theory of the Nyāya or logical School.
  [5]: Or Achyuta; a common name of Viṣṇu, from a, privative, and chyuta, fallen; according to our comment, 'he who does not perish with created things.' The Mahābhārata interprets it in one place to mean, 'he who is not distinct from final emancipation;' and in another to signify, 'exempt from decay'. A commentator on the Kāśikhaṇḍa of the Skānda Purāṇa explains it, 'he who never declines (or varies) from his own proper nature.'

1.02 - Self-Consecration, #The Synthesis Of Yoga, #Sri Aurobindo, #Integral Yoga
  8:The difficulty of the task has led naturally to the pursuit of easy and trenchant solutions; it has generated and fixed deeply' the tendency of religions and of Schools of Yoga to separate the life of the world from the inner life. The powers of this world and their actual activities, it is felt, either do not belong to God at all or are for some obscure and puzzling cause, Maya or another, a dark contradiction of the divine Truth. And on their own opposite side the powers of the Truth and their ideal activities are seen to belong to quite another plane of consciousness than that, obscure, ignorant and perverse in its impulses and forces, on which the life of the earth is founded. There appears at once the antinomy of a bright and pure kingdom of God and a dark and impure kingdom of the devil; we feel the opposition of our crawling earthly birth and life to an exalted spiritual God-consciousness; we become readily convinced of the incompatibility of life's subjection to Maya with the soul's concentration in pure Brahman existence. The easiest way is to turn away from all that belongs to the one and to retreat by a naked and precipitous ascent into the other. Thus arises the attraction and, it would seem, the necessity of the principle of exclusive concentration which plays so prominent a part in the specialised Schools of Yoga; for by that concentration we can arrive through an uncompromising renunciation of the world at an entire self-consecration to the One on whom we concentrate. It is no longer incumbent on us to compel all the lower activities to the difficult recognition of a new and higher spiritualised life and train them to be its agents or executive powers. It is enough to kill or quiet them and keep at most the few energies necessary, on one side, for the maintenance of the body and, on the other, for communion with the Divine.
  9:The very aim and conception of an integral Yoga debars us from adopting this simple and strenuous high-pitched process. The hope of an integral transformation forbids us to take a short cut or to make ourselves light for the race by throwing away our impediments. For we have set out to conquer all ourselves and the world for God; we are determined to give him our becoming as well as our being and not merely to bring the pure and naked spirit as a bare offering to a remote and secret Divinity in a distant heaven or abolish all we are in a holocaust to an immobile Absolute. The Divine that we adore is not only a remote extracosmic Reality, but a half-veiled Manifestation present and near to us here in the universe. Life is the field of a divine manifestation not yet complete: here, in life, on earth, in the body, -- ihaiva, as the Upanishads insist, -- we have to unveil the Godhead; here we must make its transcendent greatness, light and sweetness real to our consciousness, here possess and, as far as may be, express it. Life then we must accept in our Yoga in order utterly to transmute it; we are forbidden to shrink from the difficulties that this acceptance may add to our struggle. Our compensation is that even if the path is more rugged, the effort more complex and bafflingly arduous, yet after a point we gain an immense advantage. For once our minds are reasonably fixed in the central vision and our wills are on the whole converted to the single pursuit. Life becomes our helper. Intent, vigilant, integrally conscious, we can take every detail of its forms and every incident of its movements as food for the sacrificial Fire within us. Victorious in the struggle, we can compel Earth herself to be an aid towards our perfection and can enrich our realisation with the booty torn from the powers that oppose us.

1.02 - SOCIAL HEREDITY AND PROGRESS, #The Future of Man, #Pierre Teilhard de Chardin, #Christianity
  been so many libraries, periodicals, Schools, universities, laborato-
  ries or pupils! And it is remarkable that in this magnificent

1.02 - Taras Tantra, #Tara - The Feminine Divine, #unset, #Zen
  course of time, various philosophical Schools have
  been oppos ed to each other. Only a highe r point of

1.02 - The 7 Habits An Overview, #The 7 Habits of Highly Effective People, #Stephen Covey, #unset
   them running. Or a person endlessly going to School, never producing, living on other people's golden eggs -- the eternal student syndrome.
  To maintain the P/PC Balance, the balance between the golden egg (Production) and the health and welfare of the goose (Production Capability) is often a difficult judgment call. But I suggest it is the very essence of effectiveness. It balances short term with long term. It balances going for the grade and paying the price to get an education. It balances the desire to have a room clean and the building of a relationship in which the child is internally committed to do it -- cheerfully, willingly, without external supervision.

1.02 - The Age of Individualism and Reason, #The Human Cycle, #Sri Aurobindo, #Integral Yoga
  The individualistic age of Europe was in its beginning a revolt of reason, in its culmination a triumphal progress of physical Science. Such an evolution was historically inevitable. The dawn of individualism is always a questioning, a denial. The individual finds a religion imposed upon him which does not base its dogma and practice upon a living sense of ever verifiable spiritual Truth, but on the letter of an ancient book, the infallible dictum of a Pope, the tradition of a Church, the learned casuistry of Schoolmen and Pundits, conclaves of ecclesiastics, heads of monastic orders, doctors of all sorts, all of them unquestionable tribunals whose sole function is to judge and pronounce, but none of whom seems to think it necessary or even allowable to search, test, prove, inquire, discover. He finds that, as is inevitable under such a regime, true science and knowledge are either banned, punished and persecuted or else rendered obsolete by the habit of blind reliance on fixed authorities; even what is true in old authorities is no longer of any value, because its words are learnedly or ignorantly repeated but its real sense is no longer lived except at most by a few. In politics he finds everywhere divine rights, established privileges, sanctified tyrannies which are evidently armed with an oppressive power and justify themselves by long prescription, but seem to have no real claim or title to exist. In the social order he finds an equally stereotyped reign of convention, fixed disabilities, fixed privileges, the self-regarding arrogance of the high, the blind prostration of the low, while the old functions which might have justified at one time such a distribution of status are either not performed at all or badly performed without any sense of obligation and merely as a part of caste pride. He has to rise in revolt; on every claim of authority he has to turn the eye of a resolute inquisition; when he is told that this is the sacred truth of things or the comm and of God or the immemorial order of human life, he has to reply, But is it really so? How shall I know that this is the truth of things and not superstition and falsehood? When did God comm and it, or how do I know that this was the sense of His comm and and not your error or invention, or that the book on which you found yourself is His word at all, or that He has ever spoken His will to mankind? This immemorial order of which you speak, is it really immemorial, really a law of Nature or an imperfect result of Time and at present a most false convention? And of all you say, still I must ask, does it agree with the facts of the world, with my sense of right, with my judgment of truth, with my experience of reality? And if it does not, the revolting individual flings off the yoke, declares the truth as he sees it and in doing so strikes inevitably at the root of the religious, the social, the political, momentarily perhaps even the moral order of the community as it stands, because it stands upon the authority he discredits and the convention he destroys and not upon a living truth which can be successfully opposed to his own. The champions of the old order may be right when they seek to suppress him as a destructive agency perilous to social security, political order or religious tradition; but he stands there and can no other, because to destroy is his mission, to destroy falsehood and lay bare a new foundation of truth.
  But by what individual faculty or standard shall the innovator find out his new foundation or establish his new measures? Evidently, it will depend upon the available enlightenment of the time and the possible forms of knowledge to which he has access. At first it was in religion a personal illumination supported in the West by a theological, in the East by a philosophical reasoning. In society and politics it started with a crude primitive perception of natural right and justice which took its origin from the exasperation of suffering or from an awakened sense of general oppression, wrong, injustice and the indefensibility of the existing order when brought to any other test than that of privilege and established convention. The religious motive led at first; the social and political, moderating itself after the swift suppression of its first crude and vehement movements, took advantage of the upheaval of religious reformation, followed behind it as a useful ally and waited its time to assume the lead when the spiritual momentum had been spent and, perhaps by the very force of the secular influences it called to its aid, had missed its way. The movement of religious freedom in Europe took its stand first on a limited, then on an absolute right of the individual experience and illumined reason to determine the true sense of inspired Scripture and the true Christian ritual and order of the Church. The vehemence of its claim was measured by the vehemence of its revolt from the usurpations, pretensions and brutalities of the ecclesiastical power which claimed to withhold the Scripture from general knowledge and impose by moral authority and physical violence its own arbitrary interpretation of Sacred Writ, if not indeed another and substituted doctrine, on the recalcitrant individual conscience. In its more tepid and moderate forms the revolt engendered such compromises as the Episcopalian Churches, at a higher degree of fervour Calvinistic Puritanism, at white heat a riot of individual religious judgment and imagination in such sects as the Anabaptist, Independent, Socinian and countless others. In the East such a movement divorced from all political or any strongly iconoclastic social significance would have produced simply a series of religious reformers, illumined saints, new bodies of belief with their appropriate cultural and social practice; in the West atheism and secularism were its inevitable and predestined goal. At first questioning the conventional forms of religion, the mediation of the priesthood between God and the soul and the substitution of Papal authority for the authority of the Scripture, it could not fail to go forward and question the Scripture itself and then all supernaturalism, religious belief or suprarational truth no less than outward creed and institute.

1.02 - The Child as growing being and the childs experience of encountering the teacher., #The Essentials of Education, #unset, #Zen
  During the ages before the fourteenth century, humans perceived the world of the senses, and also comprehended with the intellect. The intelligence of the medieval monastic Schools is too often underestimated. The inner intelligence and conceptual faculty was much more highly developed than the modern and chaotic conceptual faculty, which is really driven by, and limited to, natural phenomena; anyone whos objective and impartial can observe this. In those days, anything that the intellect and senses perceived in the universe required validation from the divine, spiritual realm. The fact that sense revelation had to be sanctioned by divine revelation wasnt merely an abstract principle; it was a common, very human feeling and observation. A manifestation in the world of the senses could be considered valid only when knowledge of it could be proven and demonstrated in terms of the divine, spiritual world.
  This situation changed, gradually at first, one mode of knowledge replacing the other. Today, however, it has come to the point where we acknowledge the validity of somethingeven in the spiritual worldonly when it can be proven through the senses. Something is validated when statements about spiritual life can be confirmed by experiment and observation. What is it that someones looking for when they ask for a demonstration of matters that are really related to spirit? People ask you to make an experiment or sense observation that provides proof. Why do they ask for this?
  --
  Consequently, we can say that if Waldorf Schools educate out of spirit and soul, its not because we choose to work in an unbal- anced way with only the soul and spirit. Its because we know that this is how we physically educate the inner being in the highest sense of the word: the physical being exists within the envelope of the skin. Perhaps you recall yesterdays examples. Beginning with the model supplied by the human forces of heredity, the developing child builds a second human self, experienced in the second phase of life between the change of teeth and puberty. During the initial phase of life, we struggle to fashion a second, uninherited self out of whats present within our individuality as a result of experiences in earlier earthly lives during a purely spiritual existence between death and rebirth. During the second stage of life, between the change of teeth and puberty, the influences of the outer world likewise struggle against what our individuality wants to incorpo- rate into itself. During this second stage, external influences grow more pow- erful. The childs inner nature is streng thened, however, since at this point it no longer allows every influence in the environment to continue vibrating within the bodily organization as though it were mainly a sense organ. Sensory perception begins to be more concentrated at the surface, or periphery, of the childs constitu- tion. The senses now become more individual and autonomous, and for the first time there appears within us a way of relating to the world that isnt intellectual but rather is comparable only to an artistic view of life.
  The Teacher as Artist
  --
  Lets consider the most wonderful natural processes the description of embryonic life, for example, as portrayed in mod- ern textbooks, or as taught in Schools. Im not criticizing them, merely describing them; I know very well that they had to become the way they are and were necessary at a certain point in evo- lution. If we accept what they offer from the perspective of the spiritual force ready to reawaken today, something happens in our life of feeling that we find impossible to acknowledge, because it seems to be a sin against the maturity attained by humanity in the30 course of cosmic evolution. Difficult as it may be, it would be a good thing if people acknowledged this.
  When we read modern books on embryology, botany, or zool- ogy, we feel a sense of despair in finding ourselves immediately forced to plunge into a cold intellectuality. Although the life and the development of nature are not essentially intellectual, we have to deliberately and consciously set aside every artistic ele- ment. Once weve read a book on botany written according to strict scientific rules, our first task as teachers is to rid ourselves of everything we found there. Obviously, we have to assimilate the information about botanical processes, and the sacrifice of learn- ing from such books is necessary; but in order to educate children between the change of teeth and puberty, we have to eliminate what we found there, transforming everything into artistic, imagi- nal forms through our own artistic activity and sensibility. What- ever lives in our thoughts about nature has to fly on the wings of artistic inspiration and be transformed into images that then come before the soul of the child.
  --
  Another extreme occurs when the teacher enters the School like a little Caesar, with the self-image of a mighty Caesar, of course. In this situation, the child is always at the mercy of a teachers impulsiveness. Whereas extreme intellectualism leads to congested exhalation, the metabolic forces are thinned by overly domineering and exaggerated assertiveness in the teacher. A childs digestive organs are gradually weakened, which again may have chronic effects in later life. Both of these excesses needs to be eliminated from educationtoo much intellectualizing and extreme obstinateness.
  We can hold a balance between the two by what happens in the soul when we allow the will to pass gently into the childs own activity and by toning down the intellect so that feelings are cultivated in a way that doesnt suppress the breathing, but culti- vates feelings that turn toward imagery and express the buoyant capacity I described. When this is done, the childs development is supported between the change of teeth and puberty.34

1.02 - The Concept of the Collective Unconscious, #The Archetypes and the Collective Unconscious, #Carl Jung, #Psychology
  had been educated at a State School and been employed as a
  clerk in an office. He had no special gifts, and I myself knew
  --
  which Mithras is named. It comes from the Alexandrian School
  of mysticism and shows affinities with certain passages in the

1.02 - The Development of Sri Aurobindos Thought, #Preparing for the Miraculous, #George Van Vrekhem, #Integral Yoga
  and the post-impressionist Schools in painting destroyed
  the classical norms in the arts, as did the symbolist poets

1.02 - The Divine Teacher, #Essays On The Gita, #Sri Aurobindo, #Integral Yoga
  The Vaishnava form of Vedantism which has laid most stress upon this conception expresses the relation of God in man to man in God by the double figure of Nara-Narayana, associated historically with the origin of a religious School very similar in its doctrines to the teaching of the Gita. Nara is the human soul which, eternal companion of the Divine, finds itself only when it awakens to that companionship and begins, as the Gita would say, to live in God. Narayana is the divine Soul always present in our humanity, the secret guide, friend and helper of the human being, the "Lord who abides within the heart of creatures" of the Gita; when within us the veil of that secret sanctuary is withdrawn and man speaks face to face with God, hears the divine voice, receives the divine light, acts in the divine power, then becomes possible the supreme uplifting of the embodied human conscious-being into the unborn and eternal. He becomes capable of that dwelling in God and giving up of his whole consciousness into the Divine which the Gita upholds as the best or highest secret of things, uttamam rahasyam. When
   para bhava.
  --
  Mahabharata, we may fairly conclude that they were actually contemporaries and that the epic is to a great extent dealing with historical characters and in the war of Kurukshetra with a historical occurrence imprinted firmly on the memory of the race. We know too that Krishna and Arjuna were the object of religious worship in the pre-Christian centuries; and there is some reason to suppose that they were so in connection with a religious and philosophical tradition from which the Gita may have gathered many of its elements and even the foundation of its synthesis of knowledge, devotion and works, and perhaps also that the human Krishna was the founder, restorer or at the least one of the early teachers of this School. The Gita may well in spite of its later form represent the outcome in Indian thought of the teaching of Krishna and the connection of that teaching with the historical Krishna, with Arjuna and with the war of
  Kurukshetra may be something more than a dramatic fiction. In the Mahabharata Krishna is represented both as the historical character and the Avatar; his worship and Avatarhood must therefore have been well established by the time - apparently from the fifth to the first centuries B.C. - when the old story and poem or epic tradition of the Bharatas took its present form. There is a hint also in the poem of the story or legend of the Avatar's early life in Vrindavan which, as developed by the Puranas into an intense and powerful spiritual symbol, has exercised so profound an influence on the religious mind of

1.02 - The Eternal Law, #Sri Aurobindo or the Adventure of Consciousness, #Satprem, #Integral Yoga
  alone, all this magnificent universe." (Mundaka Upanishad II, 12) At long last, the dichotomy that is tearing this poor world apart between God and the Devil as if one always had to choose between heaven and earth, and could never be saved except when mutilated was healed for good. Yet, in practice, for the last three thousand years, the entire religious history of India has taken the view that there is a true Brahman, as it were, transcendent, immobile, forever beyond this bedlam, and a false Brahman, or rather a minor one (there are several Schools), for an intermediate and more or less questionable reality (i.e., life, the earth, our poor mess of an earth). "Abandon this world of illusion," exclaimed the great Shankara. 17 "Brahman is real, the world is a lie," says the Nirlamba Upanishad: brahman satyam jaganmithya.
  Try as we might, we just don't understand through what distortion or oversight "All is Brahman" ever became "All, except the world, is Brahman."

1.02 - The Great Process, #On the Way to Supermanhood, #Satprem, #Integral Yoga
  But the damage does not stop there. Nothing is stickier than falsehood. It sticks to the soles of our shoes even though we have turned away from the wrong path. Others had indeed seen the earthly relevance of the Great Process the Zen Buddhists, the Tantric initiates, the Sufis and others and, more and more, disconcerted minds are turning to it and to themselves: never have so many more or less esoteric Schools flourished. But the old error is holding fast (to tell the truth, we don't know whether error is ever an appropriate term, for the so-called error always turns out to be a roundabout route of the same Truth leading to a wider view of itself). It took so much effort out of the Sages of those days, and out of the lesser sages of these days, so many indispensable conditions of peace, austerity, silence and purity for them to achieve their more or less illumined goal, that our subconscious mind was as if branded by a red-hot iron with the idea that, without special conditions and special masters and somewhat special or mystical or innate gifts, it was not really possible to set out on that path, or at best the results would be meager and proportionate to the effort expended. And it was still, of course, an individual undertaking, a lofty extension of book learning. But this new dichotomy threatens to be more serious than the other one, more potentially harmful, between an unredeemed mass and an enlightened elite juggling lights about which anything can be said since there is no microscope to check it. Drugs, too, are a cheap ticket to dizzying glimpses of dazzling lights.
  But we still do not have the key, the simple key. Yet the Great Process is there, the simple process.

1.02 - The Philosophy of Ishvara, #Bhakti-Yoga, #Swami Vivekananda, #Hinduism
  We shall now try to understand what the great representative of the Advaita School has to say on the point. We shall see how the Advaita system maintains all the hopes and aspirations of the dualist intact, and at the same time propounds its own solution of the problem in consonance with the high destiny of divine humanity. Those who aspire to retain their individual mind even after liberation and to remain distinct will have ample opportunity of realising their aspirations and enjoying the blessing of the qualified Brahman. These are they who have been spoken of in the Bhgavata Purna thus: "O king, such are the, glorious qualities of the Lord that the sages whose only pleasure is in the Self, and from whom all fetters have fallen off, even they love the Omnipresent with the love that is for love's sake." These are they who are spoken of by the Snkhyas as getting merged in nature in this cycle, so that, after attaining perfection, they may come out in the next as lords of world-systems. But none of these ever becomes equal to God (Ishvara). Those who attain to that state where there is neither creation, nor created, nor creator, where there is neither knower, nor knowable, nor knowledge, where there is neither I, nor thou, nor he, where there is neither subject, nor object, nor relation, "there, who is seen by whom?" such persons have gone beyond everything to "where words cannot go nor mind", gone to that which the Shrutis declare as "Not this, not this"; but for those who cannot, or will not reach this state, there will inevitably remain the triune vision of the one undifferentiated Brahman as nature, soul, and the interpenetrating sustainer of both Ishvara. So, when Prahlda forgot himself, he found neither the universe nor its cause; all was to him one Infinite, undifferentiated by name and form; but as soon as he remembered that he was Prahlada, there was the universe before him and with it the Lord of the universe "the Repository of an infinite number of blessed qualities". So it was with the blessed Gopis. So long as they had lost sense of their own personal identity and individuality, they were all Krishnas, and when they began again to think of Him as the One to be worshipped, then they were Gopis again, and immediately Bhakti, then, can be directed towards Brahman, only in His personal aspect.
   "The way is more difficult for those whose mind is attached to the Absolute!" Bhakti has to float on smoothly with the current of our nature. True it is that we cannot have; any idea of the Brahman which is not anthropomorphic, but is it not equally true of everything we know? The greatest psychologist the world has ever known, Bhagavan Kapila, demonstrated ages ago that human consciousness is one of the elements in the make-up of all the objects of our perception and conception, internal as well as external. Beginning with our bodies and going up to Ishvara, we may see that every object of our perception is this consciousness plus something else, whatever that may be; and this unavoidable mixture is what we ordinarily think of as reality. Indeed it is, and ever will be, all of the reality that is possible for the human mind to know. Therefore to say that Ishvara is unreal, because He is anthropomorphic, is sheer nonsense. It sounds very much like the occidentals squabble on idealism and realism, which fearful-looking quarrel has for its foundation a mere play on the word "real". The idea of Ishvara covers all the ground ever denoted and connoted by the word real, and Ishvara is as real as anything else in the universe; and after all, the word real means nothing more than what has now been pointed out. Such is our philosophical conception of Ishvara.

1.02 - The Pit, #A Garden of Pomegranates - An Outline of the Qabalah, #Israel Regardie, #Occultism
  The contrary philosophical argument of the idealistic Schools is that in studying the laws of Nature, we only study the laws of our own minds; that it would be quite simple to demonstrate that, after all, we really attach very little meaning to such ideas as matter, motion, and weight, etc., other than a purely idealistic one; that they are mere phases of our thought.
  Qabalists and all the various Schools of Mystics generally begin from a still more absolute point of view, arguing that the whole controversy is a purely verbal one; for all such ontological propositions can, with a little ingenuity, be reduced to one form or another. There is in consequence of this observation in the realm of modern Philosophy what is
  THE PIT
  --
  Athena. This necessity was emphasized in the most surprising way by the result of the Michelson-Morley experiments, when Physics itself calmly and frankly offered a contradiction in terms. It was not the metaphysicians this time who were picking holes in a vacuum. It was the mathematicians and the physicists who found the ground completely cut away from under their feet. It was not enough to replace the geometry of Euclid by those of Riemann and Lobatchevsky and the mechanics of Newton by those of Einstein, so long as any of the axioms of the old thought and the definitions of its terms survived. They deliberately abandoned positivism and materialism for an indeterminate mysticism, creating a new mathematical philosophy and a new logic, wherein infinite-or rather transfinite-ideas might be made commensurable with those of ordinary thought in the forlorn hope that all might live happily ever after. In short, to use a Qabalistic nomenclature, they found it incumbent upon themselves to adopt for inclusion of terms of Ruach (intellect) concepts which are proper only to Neschamah (the organ and faculty of direct spiritual apperception and intuition). This same process took place in Philosophy years earlier. Had the dialectic of Hegel been only. half understood, the major portion of philosophical speculation from the Schoolmen to
  Kant's perception of the Antinomies of Reason would have been thrown overboard.

1.02 - The Stages of Initiation, #Knowledge of the Higher Worlds, #Rudolf Steiner, #Theosophy
   a higher strictly disciplined School bears to the incidental training. But impatient dabbling, devoid of earnest perseverance, can lead to nothing at all. The study of Spiritual Science can only be successful if the student retain what has already been indicated in the preceding chapter, and on the basis of this proceed further.
  The three stages which the above-mentioned tradition specifies, are as follows: (1) preparation; (2) enlightenment; (3) initiation. It is not altogether necessary that the first of these three stages should be completed before the second can be begun, nor that the second, in turn, be completed before the third be started. In certain respects it is possible to partake of enlightenment, and even of initiation, and in other respects still be in the preparatory stage. Yet it will be necessary to spend a certain time in the stage of preparation before any enlightenment can begin; and, at least in some respects, enlightenment must be completed before it is even possible to enter upon the stage of initiation. But in describing them it
  --
  The would-be initiate must bring with him a certain measure of courage and fearlessness. He must positively go out of his way to find opportunities for developing these virtues. His training should provide for their systematic cultivation. In this respect, life itself is a good School-possibly the best School. The student must learn to look danger calmly in the face and try to overcome difficulties unswervingly. For instance, when in the presence of some peril, he must swiftly come to the conviction that fear is of no possible use; I must not feel afraid; I must only think of what is to be done. And he must improve to the extent of feeling, upon occasions which formerly inspired him with fear, that to be frightened, to be disheartened, are things that are out of the question as far as his own inmost self is concerned. By self-discipline in this direction, quite definite qualities are develop which are necessary for initiation into the higher mysteries. Just as man requires nervous force in his physical being in order to use his physical sense, so also he
   p. 75

1.02 - The Two Negations 1 - The Materialist Denial, #The Life Divine, #Sri Aurobindo, #Integral Yoga
  17:Not only in the one final conception, but in the great line of its general results Knowledge, by whatever path it is followed, tends to become one. Nothing can be more remarkable and suggestive than the extent to which modern Science confirms in the domain of Matter the conceptions and even the very formulae of language which were arrived at, by a very different method, in the Vedanta, - the original Vedanta, not of the Schools of metaphysical philosophy, but of the Upanishads. And these, on the other hand, often reveal their full significance, their richer contents only when they are viewed in the new light shed by the discoveries of modern Science, - for instance, that Vedantic expression which describes things in the Cosmos as one seed arranged by the universal Energy in multitudinous forms.6 Significant, especially, is the drive of Science towards a Monism which is consistent with multiplicity, towards the Vedic idea of the one essence with its many becomings. Even if the dualistic appearance of Matter and Force be insisted on, it does not really stand in the way of this Monism. For it will be evident that essential Matter is a thing non-existent to the senses and only, like the Pradhana of the Sankhyas, a conceptual form of substance; and in fact the point is increasingly reached where only an arbitrary distinction in thought divides form of substance from form of energy.
  18:Matter expresses itself eventually as a formulation of some unknown Force. Life, too, that yet unfathomed mystery, begins to reveal itself as an obscure energy of sensibility imprisoned in its material formulation; and when the dividing ignorance is cured which gives us the sense of a gulf between Life and Matter, it is difficult to suppose that Mind, Life and Matter will be found to be anything else than one Energy triply formulated, the triple world of the Vedic seers. Nor will the conception then be able to endure of a brute material Force as the mother of Mind. The Energy that creates the world can be nothing else than a Will, and Will is only consciousness applying itself to a work and a result.

1.02 - THE WITHIN OF THINGS, #The Phenomenon of Man, #Pierre Teilhard de Chardin, #Christianity
  by two Schools of thought in finding a common ground. On the
  one hand the materialists insist on talking about objects as though

1.032 - Our Concept of God, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
  There is an internal dichotomy subtly pressing itself forward, even in the organic concept of God; and how can there be an unconditioned love of God, a perpetual feeling for God, when the relationship of oneself with God is not clear? "I don't understand you and, therefore, I cannot love you. So my love for you depends upon my understanding of you, and the more I understand you, the more I love you." Here, the understanding is nothing but an appreciation of the real connection that exists between oneself and the other. "I must know, first of all, what my relationship with you is, then I can tell you how much love I have for you. Are you my father? Are you my brother? Are you my boss? Are you my servant? Are you my friend? Are you my enemy? What are you? If you tell me what you are, I can tell you how much love I have for you, because your context in relation to my presence is what determines my feeling for you." Likewise, I may ask this question: "How am I related to God?" This question was completely brushed aside by certain Schools of devotion. They never wanted to answer this question at all, and kept it aside in cold storage. "We shall love God as we love anything else in this world.
  But wholly dedicating ourself for the sake of God these feelings for God, in a whole-souled fashion, though in a rarefied form of the ordinary loves in the world, are called the bhavas in bhakti yoga. A bhava is a feeling. Our feeling for God is called a bhava. Here, the basic difference that seems to be there between man and God is taken for granted, and it is not solved, because it cannot be solved so easily. If we go on trying to solve this question, our whole life will be spent in only answering this question. Therefore, the teachers of the path of devotion emphasised the necessity to love God, somehow or other, even if it be a magnified form of human love; and the answer to the difficulty as to whether human love is really divine love was that when human love gets magnified into infinity, it becomes divine love. There is a great point in this answer, because when the finite is lifted up into an unconditioned expanse to the extent possible for the mind, it loses the sting of finitude. The doctrine here is that when this human affection is expanded into the vastness of creation, though it may be true that in quality it has not changed, because of the fact that it has transformed itself into an utterly inconceivable magnitude of quantity, it will be free from the stigma of finitude of affection, and will be able to achieve certain miraculous results which finite love cannot.

10.35 - The Moral and the Spiritual, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
   The moral impulse is towards a self-exceeding but this self-exceeding, I have said, is to be done in perfect equanimity, in absolute detachment and indifference. To rise in consciousness, from the physical and animal to the divine, means, of course, abandoning the inferior, reaching the higher: but 'inferior' does not mean something low, something to be despised and reviled, but simply something to be passed over, transcended. And the ideal would be not only to surpass but to find out a secret parallelism between the two, discover the seed of the higher embedded even in the lower. The Indian discipline, including the School that advocates total rejection of the lower and enjoins simple detachment and separation, does not approve of any feeling of contempt or disgust.
   The states of being or consciousness from the animal, or down from Matter itself up to the Supremebrahmastambaconstitute what is called a hierarchy. Hierarchy means a structure rising upward tier upon tier, step by step: it is a scale, as it were, of increasing values, only the values are not moral, they indicate only a measure, a neutral measure respecting position or a kind of mass content. As in a building where brick is laid upon brick, or stone upon stone, the one laid above is not superior to the one laid below; the terms inferior and superior indicate only the simple position of the objects. Even the system of the four social orders in ancient" India was originally such a hierarchy. The higher and lower orders did not carry any moral appreciation or depreciation. The four orders placed one above the other schematically denote only the respective social functions classified according to the nature of each, even as the human body represents such a hierarchy, rising from the feet at the bottom towards the head at the top. This is to say all objects and movements in nature are right when they are confined each to its own domain, following its own dharma of that domain. Thus one can be perfectly calm and at ease witnessing the catastrophes and cataclysms in nature, for one knows it is the dharma of material nature. Man terms them disasters for he judges them according to his own convenience. Even so, one should not be perturbed at the wild behaviourman calls it wildof wild animals. Likewise the gods in their sovereign tranquillity smile at the crudeness and stupidities of human beings. One has to lift oneself up, withdraw and stand high above all that one wishes to surpass and look at it, with a benign godly smile.

1.03 - Meeting the Master - Meeting with others, #Evening Talks With Sri Aurobindo, #unset, #Zen
   Sri Aurobindo: The Universal is full of all sorts of things, true as well as false, good as well as bad, both divine and undivine. One has to get the knowledge and distinguish between them. It is not safe to open oneself to the Universal before one has the power of discrimination, because all kinds of ideas, forces, impulses, even rkshasic and paishchic rush into him. There are Schools of Yoga that consider this condition as 'freedom' or Mukti and they also take pleasure in the 'Universal manifestation', as they call it. But that is not perfection. Perfection only comes when the Transcendental Power manifests itself in human life, when the Infinite manifests itself in the finite.
   Disciple: Cannot those who attain the Universal manifest perfection?
  --
   But ordinarily, we have not to do philanthropic work from the same motives. Philanthropy has an egoistic motive, however high it may be. We have to look beyond. For instance, we need not start Schools for the Depressed Classes in order to serve humanity. We have to work as a sacrifice to God and we have therefore to go beyond mental ideals and constructions. When men begin work with these mental or ethical motives, they find them to be true and therefore they are not willing to leave them behind and go beyond. We have to take up the work from the yogic point of view. For example, it is necessary to spread our literature because it spreads the new thought. Some men may receive it correctly and some incorrectly. A movement is set up on the universal mental plane. So also in social work the whole frame is shaken by the new thought and in-as-much as it moves men out of the old groove it is useful. But we have to act from the inner motives.
   9 AUGUST 1923

1.03 - Preparing for the Miraculous, #Preparing for the Miraculous, #George Van Vrekhem, #Integral Yoga
  French classes for the students of the Ashram School. What
  The Mother: Questions and Answers, 16 April 1958.pr e par ing fo r the mi raculous

1.03 - Reading, #Walden, and On The Duty Of Civil Disobedience, #Henry David Thoreau, #Philosophy
  English books will find how many with whom he can converse about it? Or suppose he comes from reading a Greek or Latin classic in the original, whose praises are familiar even to the so called illiterate; he will find nobody at all to speak to, but must keep silence about it. Indeed, there is hardly the professor in our colleges, who, if he has mastered the difficulties of the language, has proportionally mastered the difficulties of the wit and poetry of a Greek poet, and has any sympathy to impart to the alert and heroic reader; and as for the sacred Scriptures, or Bibles of mankind, who in this town can tell me even their titles? Most men do not know that any nation but the Hebrews have had a scripture. A man, any man, will go considerably out of his way to pick up a silver dollar; but here are golden words, which the wisest men of antiquity have uttered, and whose worth the wise of every succeeding age have assured us of;and yet we learn to read only as far as Easy Reading, the primers and class-books, and when we leave School, the Little Reading, and story books, which are for boys and beginners; and our reading, our conversation and thinking, are all on a very low level, worthy only of pygmies and manikins.
  I aspire to be acquainted with wiser men than this our Concord soil has produced, whose names are hardly known here. Or shall I hear the name of Plato and never read his book? As if Plato were my townsman and I never saw him,my next neighbor and I never heard him speak or attended to the wisdom of his words. But how actually is it? His Dialogues, which contain what was immortal in him, lie on the next shelf, and yet
  --
  We boast that we belong to the nineteenth century and are making the most rapid strides of any nation. But consider how little this village does for its own culture. I do not wish to flatter my townsmen, nor to be flattered by them, for that will not advance either of us. We need to be provoked,goaded like oxen, as we are, into a trot. We have a comparatively decent system of common Schools, Schools for infants only; but excepting the half-starved Lyceum in the winter, and latterly the puny beginning of a library suggested by the state, no School for ourselves. We spend more on almost any article of bodily aliment or ailment than on our mental aliment. It is time that we had uncommon Schools, that we did not leave off our education when we begin to be men and women. It is time that villages were universities, and their elder inhabitants the fellows of universities, with leisureif they are indeed so well offto pursue liberal studies the rest of their lives.
  Shall the world be confined to one Paris or one Oxford forever? Cannot students be boarded here and get a liberal education under the skies of
  Concord? Can we not hire some Abelard to lecture to us? Alas! what with foddering the cattle and tending the store, we are kept from School too long, and our education is sadly neglected. In this country, the village should in some respects take the place of the nobleman of
  Europe. It should be the patron of the fine arts. It is rich enough. It wants only the magnanimity and refinement. It can spend money enough on such things as farmers and traders value, but it is thought Utopian to propose spending money for things which more intelligent men know to be of far more worth. This town has spent seventeen thousand dollars on a town-house, thank fortune or politics, but probably it will not spend so much on living wit, the true meat to put into that shell, in a hundred years. The one hundred and twenty-five dollars annually subscribed for a Lyceum in the winter is better spent than any other equal sum raised in the town. If we live in the nineteenth century, why should we not enjoy the advantages which the nineteenth century offers?
  --
  Redding & Co. to select our reading? As the nobleman of cultivated taste surrounds himself with whatever conduces to his culture,geniuslearningwitbookspaintingsstatuarymusic philosophical instruments, and the like; so let the village do,not stop short at a pedagogue, a parson, a sexton, a parish library, and three selectmen, because our pilgrim forefa thers got through a cold winter once on a bleak rock with these. To act collectively is according to the spirit of our institutions; and I am confident that, as our circumstances are more flourishing, our means are greater than the noblemans. New England can hire all the wise men in the world to come and teach her, and board them round the while, and not be provincial at all. That is the _uncommon_ School we want. Instead of noblemen, let us have noble villages of men. If it is necessary, omit one bridge over the river, go round a little there, and throw one arch at least over the darker gulf of ignorance which surrounds us.

1.03 - The Sunlit Path, #On the Way to Supermanhood, #Satprem, #Integral Yoga
  Then the question sinks a little deeper. In fact, it is not that it sinks or intensifies; it is as if a first breath of air enabled us to appreciate better the daily suffocation we live in and revealed deeper layers to our eyes, other, subtler coverings. We are indeed Bill Smith, a legal and national artifice, a little mechanized cog that would like to get out of the machine. But what is behind Bill Smith? There is a man walking a boulevard, going up and down the great mental roller coaster, humming with a thousand thoughts, of which none truly matters, none remedies his sorrow or desire; there is what the latest book thinks, what that billboard or those headlines scream, what the professor or Schoolmaster or friend or colleague or neighbor said a thousand passersby milling in the inner street but where is the one who does not pass, the lodger of the dwelling? There is yesterday's experience, which ties in with the accident of the day before, which ties in with... a gigantic telephone network, with switches, relays and instant communications, but which really communicates nothing, except the same rehashed and self-contained story, which keeps swelling up and swelling up and curling back onto itself and unrolling a sum of past that never makes a true present, or a future that is but the sum of a million acts adding up to zero where is the act, where? Where is the self of that addition, the minute of being that is not the result of the past, the pure touch of sunlight that escapes that machinery, even more merciless than the other one? There is what our fathers and mothers have put into us, and books, priests, partisans, grandfa ther's cancer, great-uncle's lust, the good of this one, the less good of that one; there are the Tables of the Law of iron, the thou-cannots, thou-should-nots, Newton and the churches, Mendel and the law of gestation of germ cells but what germinates in all that? Where is the Germ, the pure unexpected seed suddenly bursting open, the Thou-Can like a stroke of grace in this implacable round conditioned by the fathers of our fathers inside the mental fortress? There is this little man walking along a boulevard, going up and down the same avenue a thousand times; inside, outside, it's all the same, like nothing walking in nothing, anybody inside anything, John or Peter with only different neckties: between this lamppost and that one nothing has happened. There was nothing, not a single second of being!
  But, suddenly, on this boulevard, there is a sort of second-degree suffocation. We stop and stare. What do we stare at? We don't know, but we stare. All of a sudden we are no longer in the machine; we are no longer in it, we never were! We are no longer Bill Smith or American or New Yorker, the son of our father or the father of our son, our thought, or heart or feelings, or yesterday or tomorrow, or male or female or anything of the kind we are something else altogether. We don't know what, but it stares. We are like a window opening.

1.03 - To Layman Ishii, #Beating the Cloth Drum Letters of Zen Master Hakuin, #unset, #Zen
  "When you consider it, present-day Zen teachers act in much the same way in guiding their students. I've seen and heard how they take young people of exceptional talent-those destined to become the very pillars and ridgepoles of our School-and with their extremely ill-advised and inopportune methods, end up turning them into something half-baked and unachieved. This is the primary reason for the decline of our Zen School, why the Zen groves are withering away.
  "Now and again, you come across superior seekers of genuine ability who are devoting themselves to hidden application and secret practice. As they continue steadily forward, accumulating merit until their efforts achieve a purity that infuses them with strength, their emotions gradually cease to arise altogether. They find themselves at an impasse, unable to move forward despite the most strenuous application. It is as though they are trapped inside an invincible enclosure of diamond-like strength, or are sitting in a bottle of purest crystal-unable to move forward, unable to retreat, they become dunces, utter blockheads.
  --
  Buddha-mind School will plunge to earth forever, and its true and rigorous traditions will disappear from the ancestral groves."
  I gave a sigh, and said, "Boku, come over here. I want you to listen to what I say. In studying Zen, it is necessary to pierce completely through when you penetrate to the source. It is the same with all the workings of heaven and earth. The wonderful transformation of springtime does not take place without the winter's severity, the intense cold that makes the hundred plants and grasses fade and shrivel, the bamboo split and shatter. But with the advent of spring, the ten thousand buds and blossoms emerge, rivaling one another with their charms and beauties. Hence the saying, 'To make something grow and develop, you must cut it back. To make something flourish, you must check its progress.'
  --
  "First you have the students who, after engaging in genuine Zen practice for a long time until principles and wisdom are gradually exhausted, emotions and views eliminated, techniques and verbal resources used up, wither into a perfect and unflappable serenity, their bodies and minds completely dispassionate. Suddenly, satori comes. They are liberated. Like the phoenix that soars up from its golden cage. Like the crane that breaks free of its pen. Releasing their hands from the cliffside, they die the great death and are reborn into life anew. These are students who have thoroughly penetrated, who have bored through all forms and penetrated all sounds and can see their self-nature as clearly as if it was in the palm of their hand. After painstakingly working their way through the final barrier koans set up by the patriarchal teachers, their minds, in one single vigorous effort, abruptly transform. Such students are possessed of deep discernment and innate ability that enables them to enter liberation at a single blow from the iron hammer. They are foremost among all the outstanding seeds and buds of our School. The only thing they lack is the personal confirmation of a genuine teacher.
  "Next there are students who move forward in their koan practice until they gain strength that is almost mature. Thanks to a word or phrase of the Buddha-patriarchs or perhaps some advice from a good friend, they suddenly achieve kensh, breakthrough into satori. Let us call them "initial penetrators." Their penetration is complete in some areas, but not in others. They have a sure grasp of
  --
  "There are also students who spend much time and effort tenaciously engaged in hidden practice and secret activity until, one day, owing to the guidance of a teacher, they finally are able to reach a state of firm belief. We can call them the believers. They understand without any doubt about essential principles such as the self-nature being apart from birth-and-death and the true body transcending past and present. However, the great and essential matter of the Zen School is beyond them. They can't see it even dimly in their dreams. They are not only powerless to save others, they
   are unable to bring their own liberation to completion either.
  --
  "As the priest Nan-t'ang declared, 'You must see your self-nature as clearly as if you are looking at it in the palm of your hand, so that each and every thing becomes perfectly and unmistakably your own wondrously profound field of Dharma truth.'y It is a matter demanding the greatest care. For this reason, the Zen School declares: 'Clarifying your self but not the things before your eyes gets you only half, and clarifying the things before your eyes but not your self gets you only half as well. You must know that if you press on, the time will come when it will all be yours.'z It also says, 'If students of the Way want to confirm whether they have truly entered realization, they must examine their mind
   thoroughly both in the activities of everyday life and amid the tranquillity of zazen: In the realm of active life is the mind different from the way it is during meditation? Do they hesitate or have any trouble in penetrating the various meanings of the words of the Buddha-patriarchs? Someone who has thoroughly grasped the marrow of the Buddha-patriarchs could not possibly fail to understand their words and sayings.'aa
  --
  Hakuin's time, refers to quietist practices employed in the St School's silent illumination Zen. The
  Sung master Ta-hui speaks of "bands of miscreant shavepates who have not yet opened their own eyes, but who nonetheless strive to lead others into a state of quietistic stagnation in the realm of the blind otters" (Ta-hui's Letters, third Letter to Cheng Shih-lang). In his work Krju, the Tokugawa scholar-priest Mujaku Dch concludes that the term does not refer to an otter (he suggests instead a red-haired, wolflike animal): "Although I have been unable to discover precisely what this creature is, it is said to 'play possum,' pretending to be dead to draw people near so it can seize and devour them."

1.03 - VISIT TO VIDYASAGAR, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  that he was a teacher at Vidyasagar's School, the Master asked: "Can you take me to Vidyasagar? I should like very much to see him." M. told Iswar Chandra of Sri Ramakrishna's wish, and the pundit gladly agreed that M. should bring the Master, some Saturday afternoon at four o'clock. He only asked M. what kind of paramahamsa the Master was, saying, "Does he wear an ochre cloth?" M. answered: "No, sir. He is an unusual person. He wears a red-bordered cloth and polished slippers. He lives in a room in Rani Rasmani's temple garden. In his room there is a couch with a mattress and mosquito net. He has no outer indication of holiness. But he doesn't know anything except God. Day and night he thinks of God alone."
  On the afternoon of August 5 the Master left Dakshineswar in a hackney carriage, accompanied by Bhavanath, M., and Hazra. Vidyasagar lived in Badurbagan, in central Calcutta, about six miles from Dakshineswar. On the way Sri Ramakrishna talked with his companions; but as the carriage neared Vidyasagar's house his mood suddenly changed. He was overpowered with divine ecstasy. Not noticing this, M. pointed out the garden house where Raja Rammohan Roy had lived. The Master was annoyed and said, "I don't care about such things now." He was going into an ecstatic state.
  --
  "Suka and other sages stood on the shore of this Ocean of Brahman and saw and touched the water. According to one School of thought they never plunged into it.
  Those who do, cannot come back to the world again.

1.04 - ADVICE TO HOUSEHOLDERS, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  NARENDRA: "I have been asking M. about the boys in the Schools. The conduct of students nowadays isn't all that it should be."
  The Master became grave and said to M. rather seriously: "This kind of conversation is not good. It isn't desirable to indulge in any talk but talk of God. You are their senior, and you are intelligent. You should not have encouraged them to talk about such matters."

1.04 - GOD IN THE WORLD, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
  What is meant by the Dhyana practised by the ignorant? It is the one resorted to by the Yogins who exercise themselves in the disciplines of Sravakas and Pratyekabuddhas (contemplatives and solitary Buddhas of the Hinayana School), who perceiving that there is no ego substance, that the body is a shadow and a skeleton which is transient, impure and full of suffering, persistently cling to these notions, which are regarded as just so and not otherwise, and who, starting from them, advance by stages until they reach the cessation, where there are no thoughts. This is called the Dhyana practised by the ignorant.
  What then is the Dhyana devoted to the examination of meaning? It is the one practised by those who, having gone beyond the egolessness of things, beyond individuality and generality, beyond the untenability of such ideas as self, other and both, which are held by the philosophers, proceed to examine and follow up the meaning of the various aspects of Bodhisattvahood. This is the Dhyana devoted to the examination of meaning.
  --
  The Sravaka (literally hearer, the name given by Mahayana Buddhists to contemplatives of the Hinayana School) fails to perceive that Mind, as it is in itself, has no stages, no causation. Disciplining himself in the cause, he has attained the result and abides in the samadhi (contemplation) of Emptiness for ever so many aeons. However enlightened in this way, the Sravaka is not at all on the right track. From the point of view of the Bodhisattva, this is like suffering the torture of hell. The Sravaka has buried himself in Emptiness and does not know how to get out of his quiet contemplation, for he has no insight into the Buddha-nature itself.
  Mo Tsu

1.04 - On blessed and ever-memorable obedience, #The Ladder of Divine Ascent, #Saint John of Climacus, #unset
  Let all of us who wish to fear the Lord struggle with our whole might, so that in the School of virtue we do not acquire for ourselves malice and vice, cunning and craftiness, curiosity and anger. For it does happen, and no wonder! As long as a man is a private individual, or a seaman, or a tiller of the soil, the Kings enemies do not war so much against him. But when they see him taking the Kings colours,3 and the shield, and the dagger, and the sword, and the bow, and clad in soldiers garb, then they gnash at him with their teeth, and do all in their power to destroy him. And so, let us not slumber.
  I have seen innocent and most beautiful children come to School for the sake of wisdom, education and profit, but through contact with the other pupils they learn there nothing but cunning and vice. The intelligent will understand this.
  It is impossible for those who learn a craft whole-heartedly not to make daily advance in it. But some know their progress, while others by divine providence are ignorant of it. A good banker never fails in the evening to reckon the days profit or loss. But he cannot know this clearly unless he enters it every hour in his notebook. For the hourly account brings to light the daily account.

1.04 - On Knowledge of the Future World., #The Alchemy of Happiness, #Al-Ghazali, #Sufism
  You should know, O inquirer, that the many arguments we have adduced to prove that spiritual torment is more severe than material torment, and the many illustrations of it that we have developed, are understood by intelligent and discerning minds, but the mass of the people understand nothing about them. Suppose, for example, that the sou of a prince has begun to go to School, and he is admonished that if he do not study, his father will not give him the principality. The boy does not understand the [97] import of the warning, and continues busy in playing with tops and nuts. But, if he is told instead, if you do not learn to read and write, your master will whip you or pull your ears, from that moment, understanding the force of the admonition, he leaves his sport and play, and is diligent in his studies. Since, therefore, the commonalty cannot understand the torment of being forbidden and shut out from the vision of the beauty of God, the doctors of the law and the preachers, frighten them with serpents and scorpions, and with the fire of hell; for they are not capable of understanding anything else. In the other case, how should the "look out! take care !" from the mouth of the master, with the pain of one or two boxes on the ear, have any relation or resemblance in the mind of the boy with the loss of the principality? ...
  The heavenly pilgrim must forsake his own city, and not fix himself for permanence in the place where he happens to be. And by the word city, worldly cares and employments are designated. He must quit them, and find his home in the path of obedience, and forsake the land of tribulation: for the prophet has said, "Love of country is an article of religion."

1.04 - Pratyahara, #Liber ABA, #Aleister Crowley, #Philosophy
  6:Conscious of this fact, we begin to try to control it: "Not quite so many thoughts, please!" "Don't think quite so fast, please!" "No more of that kind of thought, please!" It is only then that we discover that what we thought was a School of playful porpoises is really the convolutions of the sea-serpent. The attempt to repress has the effect of exciting.
  7:When the unsuspecting pupil first approaches his holy but wily Guru, and demands magical powers, that Wise One replies that he will confer them, points out with much caution and secrecy some particular spot on the pupil's body which has never previously attracted his attention, and says: "In order to obtain this magical power which you seek, all that is necessary is to wash seven times in the Ganges during seven days, being particularly careful to avoid thinking of that one spot." Of course the unhappy youth spends a disgusted week in thinking of little else.

1.04 - Reality Omnipresent, #The Life Divine, #Sri Aurobindo, #Integral Yoga
  6:But, still, there is the absolute withdrawal, there is the NonBeing. Out of the Non-Being, says the ancient Scripture, Being appeared.2 Then into the Non-Being it must surely sink again. If the infinite indiscriminate Existence permits all possibilities of discrimination and multiple realisation, does not the NonBeing at least, as primal state and sole constant reality, negate and reject all possibility of a real universe? The Nihil of certain Buddhist Schools would then be the true ascetic solution; the Self, like the ego, would be only an ideative formation by an illusory phenomenal consciousness.
  7:But again we find that we are being misled by words, deceived by the trenchant oppositions of our limited mentality with its fond reliance on verbal distinctions as if they perfectly represented ultimate truths and its rendering of our supramental experiences in the sense of those intolerant distinctions. NonBeing is only a word. When we examine the fact it represents, we can no longer be sure that absolute non-existence has any better chance than the infinite Self of being more than an ideative formation of the mind. We really mean by this Nothing something beyond the last term to which we can reduce our purest conception and our most abstract or subtle experience of actual being as we know or conceive it while in this universe. This Nothing then is merely a something beyond positive conception. We erect a fiction of nothingness in order to overpass, by the method of total exclusion, all that we can know and consciously are. Actually when we examine closely the Nihil of certain philosophies, we begin to perceive that it is a zero which is All or an indefinable Infinite which appears to the mind a blank, because mind grasps only finite constructions, but is in fact the only true Existence.3

1.04 - Sounds, #Walden, and On The Duty Of Civil Disobedience, #Henry David Thoreau, #Philosophy
  Far through unfrequented woods on the confines of towns, where once only the hunter penetrated by day, in the darkest night dart these bright saloons without the knowledge of their inhabitants; this moment stopping at some brilliant station-house in town or city, where a social crowd is gathered, the next in the Dismal Swamp, scaring the owl and fox. The startings and arrivals of the cars are now the epochs in the village day. They go and come with such regularity and precision, and their whistle can be heard so far, that the farmers set their clocks by them, and thus one well conducted institution regulates a whole country. Have not men improved somewhat in punctuality since the railroad was invented? Do they not talk and think faster in the depot than they did in the stage-office? There is something electrifying in the atmosphere of the former place. I have been astonished at the miracles it has wrought; that some of my neighbors, who, I should have prophesied, once for all, would never get to Boston by so prompt a conveyance, are on hand when the bell rings. To do things railroad fashion is now the by-word; and it is worth the while to be warned so often and so sincerely by any power to get off its track. There is no stopping to read the riot act, no firing over the heads of the mob, in this case. We have constructed a fate, an _Atropos_, that never turns aside. (Let that be the name of your engine.) Men are advertised that at a certain hour and minute these bolts will be shot toward particular points of the compass; yet it interferes with no mans business, and the children go to School on the other track. We live the steadier for it. We are all educated thus to be sons of Tell. The air is full of invisible bolts. Every path but your own is the path of fate. Keep on your own track, then.
  What recommends commerce to me is its enterprise and bravery. It does not clasp its hands and pray to Jupiter. I see these men every day go about their business with more or less courage and content, doing more even than they suspect, and perchance better employed than they could have consciously devised. I am less affected by their heroism who stood up for half an hour in the front line at Buena Vista, than by the steady and cheerful valor of the men who inhabit the snow-plough for their winter quarters; who have not merely the three-o-clock in the morning courage, which Bonaparte thought was the rarest, but whose courage does not go to rest so early, who go to sleep only when the storm sleeps or the sinews of their iron steed are frozen. On this morning of the Great Snow, perchance, which is still raging and chilling mens blood, I hear the muffled tone of their engine bell from out the fog bank of their chilled breath, which announces that the cars

1.04 - The Aims of Psycho therapy, #The Practice of Psycho therapy, #Carl Jung, #Psychology
  two currents or Schools of thought have gained a special hearing, they by
  no means exhaust the number of divergent opinions that actually exist.

1.04 - THE APPEARANCE OF ANOMALY - CHALLENGE TO THE SHARED MAP, #Maps of Meaning, #Jordan Peterson, #Psychology
  dead, visited us one Sunday with an announcement of the latest discovery made at School. The discovery
  was that there is no God and that the things they were teaching us were nothing but fairy tales (this was
  --
  the family. Crises in adaptation may be brought about in childhood, at the onset of Schooling and first
  independent contact with the unmediated social world. The hormonal changes and new social demands of

1.04 - The Core of the Teaching, #Essays On The Gita, #Sri Aurobindo, #Integral Yoga
  Sakya State, or would direct a Ramakrishna to become a Pundit in a vernacular School and disinterestedly teach little boys their lessons, or bind down a Vivekananda to support his family and for that to follow dispassionately the law or medicine or journalism. The Gita does not teach the disinterested performance of duties but the following of the divine life, the abandonment of all dharmas, sarvadharman, to take refuge in the Supreme alone, and the divine activity of a Buddha, a Ramakrishna, a
  Vivekananda is perfectly in consonance with this teaching. Nay, although the Gita prefers action to inaction, it does not rule out the renunciation of works, but accepts it as one of the ways to the Divine. If that can only be attained by renouncing works and life and all duties and the call is strong within us, then into the bonfire they must go, and there is no help for it. The call of God is imperative and cannot be weighed against any other considerations.

1.04 - The Divine Mother - This Is She, #Twelve Years With Sri Aurobindo, #Nirodbaran, #Integral Yoga
  Sri Aurobindo wrote to me, "...The Mother's pressure for change is always strong even when she does not put it as force, it is there by the very nature of the Divine Energy in her." That is the indubitable, puissant impression of all those who have had anything to do with her from near or far. While one felt in Sri Aurobindo's atmosphere a wide and large freedom of nature, the Mother's contact always brought us to the hard reality of things. Whenever she came to Sri Aurobindo's room, a powerful vibration was set within the calm, passive silence of the Self and we had to be qui vive. We were no longer left to our easy movements. If chattering was going on, it would stop; a newspaper would remain unread; if anyone was leaning against the wall, he would sit upright. In a word, everyone was like a taut bow-string, certainly not out of fear but to rise to her expectations. Even Sri Aurobindo, if in the course of the evening talk, happened to see her coming, would say in a hushed voice, "The Mother is coming!" and would stop talking, while the Mother would encourage us with a smile, "Go on, go on!" Such was her dynamism, cit tapas! This does not imply that she was a stern School-mistress.
  Though all of us knew the Mother had taken charge of the Ashram and that hers was the guiding Hand, the truth and bearing of it came fully home to me after the accident when we met her face to face and saw some of her manifold activities close at hand. Then I realised to what an extent her wisdom, power and influence worked in the material field. The greatest wonder to me was the thoroughness and precision with which she had provided for all the daily physical requirements of Sri Aurobindo. He had to ask for nothing, look for nothing; everything would be in its place at the right time. Her activities were a thousand and one; yet she always found time to think of his needs, even as Sri Aurobindo always kept in mind hers. The two consciousnesses were one so that when Sri Aurobindo met with the accident, the Mother felt at once the vibration in her sleep. All things required for him were kept in stock in sufficient quantity: his writing materials, his toilet things, mosquito-coils, mosquito cream and other necessities. Several clocks were kept at various places, for Sri Aurobindo had the habit of seeing the time.[1] Hot water for his bath at midnight was prepared by one particular person, his dhotis were washed and pressed daily by another, his bed made by a third, his meals cooked by a special group. And not only would she serve him, but what dish to be prepared, in what way, what vegetables were to be grown in the field, what fruits to be ordered all came under her direct supervision. To serve and please him was her sole concern, for he was her Lord. That was how she addressed him. Dry fruits were ordered from Peshawar, and special ripe seasonal fruits from different places. When, owing to the war emergency, good vegetables were not available in the local market, the Mother had them brought from Bangalore and had a cold storage room built in order to keep them fresh. Also a refrigerator was bought separately to store other food stuff. All these details illustrate how the Mother was also an ideal home economist, if I may use that expression in this context. Once Sri Aurobindo asked for some exercise books to copy out Savitri. Instantly I went to the market and fetched two and offered them. When the Mother came to know about it, she said, "Why? I have any number of them stored for his use." Of course, being a new-comer, I was ignorant of this; besides, I had a grand occasion, I thought, to offer something.
  --
  The two major activities that she took up during this period were the Ashram School and Physical Education which together form the Sri Aurobindo International Centre of Education. Both of them, like the others, were born from tiny chromosomes and out of a compelling necessity, for the Japanese aggression had driven the children of the disciples in affected areas to seek shelter in the protecting arms of the Mother. She had now to devote much of her crowded time to the children who needed a special treatment, since they had not come for Yoga.
  It was a challenging problem suddenly thrown upon her by Nature. Our Ashram life also took a different turn; the old barriers completely broke down under this influx. No longer a hermitage of peace, silence and inner expansion and acquisition, it had to be tested in the crucible of outer life. We soon became one spiritual family. The Mother had to look after the mental, vital and physical health of the green ones, both boys and girls. Along with the necessity, means also came forward to meet the demand. Sisirkumar Mitra from Vishwabharati, with a long teaching experience, and Pranab Kumar Bhattacharya from Calcutta, an expert in physical culture, came and were given charge of the two wings of education, mental and physical. Particularly in young Pranab, the Mother found an excellent instrument for physical culture and with his help she quickly built up the centre of physical education. I don't need to discuss the place and raison d'etre of physical education in our Ashram life when Sri Aurobindo has done it so well in his essay on The Divine Body.[6] My vision being more earthly, I can see that it has served the most important purpose of keeping the inflammable material of young boys, girls and children under a strict supervision through compulsory activities from 4.30 p.m. to 7.00 p.m. or so. One can very well imagine what would have been the moral effect on them, had there not been this central control, especially when the children here are given a great freedom of movement. Those young people who have cut themselves off from these collective activities suffer much from psychological troubles. Most of the ills of the youth outside have their origin in having no occupation after college and School hours. After Sri Aurobindo's passing, the Mother gave me one sound counsel, "Be in the atmosphere," by which she meant that I should not isolate myself from the collective activities. When there was a demand for more holidays, the Mother remarked, "I have started the School so that the children may not knock about in the streets." Since then, Sisirkumar has resisted the pressure of the students for more holidays.
  The Mother now began to identify herself more and more with this new generation. In the evening when Sri Aurobindo was enjoying his solitude, the Mother, after her tennis, busied herself in the Playground meeting the children, watching their games and exercises, taking classes, etc. and through all these means, establishing an intimate contact with them. The exercises were done in cumbersome pyjamas which consequently checked free movement. One evening when I went to visit the Playground, I found the gate closed. The gate-keeper told me that the Mother did not want anyone except the group-members to enter the Playground. When it was thrown open we found, to our surprise, that the girls were doing exercises in shorts! How did this revolutionary change come about? Here, in brief, is the story from one who played an active part in it. One day, one of the girls, doing her exercises in pyjamas in the Playground, fell down and got hurt owing to the impractical dress. When the Mother was told about it, she listened quietly. After a couple of days, she called Bratati, one of the sadhikas of her intimate circle (she had such small intimate groups of young boys, girls and adults) and said, "I have solved the problem of the uniform. The girls will put on white shorts, a white shirt and a kitty-cap on the head for their hair. Prepare them and try them on yourself. Pyjamas are unwieldy. When you are ready, let me know about it." When everything was ready, she informed the Mother and a day was fixed for the rehearsal in strict privacy. The Mother was pleased with the design. Calling the girls together she gave a short impressive talk on the new experiment and the necessity for trying it. They at once fell in with the proposal and adopted the new uniform. But what was the reaction to this drastic step? Some, particularly old people, were shocked to see their daughters scantily dressed and doing exercises jointly with boys; a few conservative guardians were planning to take their wards away from such a modernised Ashram. I, personally, admired, on the one hand, the revolutionary step taken by the Mother far in advance of the time in Eastern countries, in anticipation of the modern movement in dress; on the other hand, my cautious mind, or as Sri Aurobindo would say, my coward-mind, could not but feel the risk involved in this forward venture. At the same time I knew that the Mother's very nature is to face danger, if necessary. And whenever we had tried to argue with her that we were doing things which were not done outside, she replied sharply, "Why should we follow the others? They have no ideas, we have ideas. I have come to break down old conventions and superstitions." Besides, whatever measures she adopts are not done for the sake of novelty or from mental reasons. "Mother is guided by her intuition," Sri Aurobindo reminded us very often. Also, I believe, she prepares the ground in the occult planes and manipulates the forces to her advantage before she takes any hazardous step. That is why we hear her say, "Wait, wait!" for the opportune moment, I suppose. We can realise now the wisdom of her vision in taking that revolutionary step. Further, I think it was one of the most effective means to eliminate sex-consciousness between the male and the female. We are in this respect much better than before now that shorts have become almost our normal dress.
  --
  I shall now take up a minor but important activity of which the world has not heard much. I mean the Mother's coaching in dramatics. After her return from tennis and finishing all other activities she would attend the dramatic rehearsals of our children who were being trained for the School Anniversary on the 1st of December. She herself would select the play or theme, choose the roles for different participants and coach them individually night after night till they were ready. I have been told what minute care she took to correct the movements, articulations of each actor, and how she would not spare anyone. A young participant told me laughingly that once he ran away for fear of being scolded before the others! Sometimes the Mother would give descriptions of the display to Sri Aurobindo. Once when a suitable theme was hard to find, for Sri Aurobindo's dramas had not yet come out, I suggested to the Mother in the presence of Sri Aurobindo, to stage Savitri. She accepted the idea. Thanks to her assiduous personal training and attention, our novices learnt the art of acting with beauty and refinement. Though she herself cannot attend these functions nowadays, the tradition she established is respectfully maintained by the artistes she prepared. A foreign visitor seeing the Mother in her colourful tennis dress observed that she looked like Sarah Bernhardt, the famous French actress. Curiously enough, I had the same impression when I first saw her in that costume without knowing much of the actress except her great name. The Mother's Dramatic faculty and wonderful gift of elocution gave substance to my impression.
  The picture that now emerges of the Mother's daily life is one of intense dynamism expressing itself in various ways: creative, organisational, artistic, physical, etc., etc., leaving out of account numberless small individual touches interspersed between the big activities. Except for a few hours for meals and bath and some rest at night, the wheel went round and round with hardly a stop. Even in the midst of such whirling activity she found time for teaching arithmetic to a boy and reading Prayers and Meditations in French, at midnight to some youngsters. Once a young boy was found in the streets at about 2 a.m. The French officer who was on patrol challenged him. When he saw that the boy had a flower in his hand, he asked, "This flower is from the Mother?" "Yes!" he replied, "I am coming from the Mother." "So late at night?" exclaimed the officer, utterly baffled, and let him go. The officer knew the Mother. I have seen her bestowing special attention on some young people and sending them to bed past midnight. Mysterious are her ways! I shall cite an instance of her eye for minor details. A sadhika recounted to me how the Mother remembers even the smallest details in the midst of her most busy hours. Once during the Pranam and sari distribution,[^8] when all the inmates, numbering about 500, passed in a line before the Mother and a sadhak standing by her side handed the saris to her one by one, the Mother gave the sadhika a sari with a black border. Next day when she came up to see the Mother on some business, she said, "I don't know why X handed that black-bordered sari for you. There is a heap over there, go and choose whichever you like." The sadhika replied, "It doesn't matter, Mother. Give me whichever you like." The Mother gave her a green-bordered one. She was simply staggered at her extraordinary observation and recollection of even an apparently insignificant detail in the midst of a crowded programme and was quite overwhelmed by the unexpected touch of her Divine Grace. And this is not the only instance. In those old days when our number was limited and the Mother could establish a personal contact with all of us, big or small, we all had such unexpected touches to treasure in our memory. This faculty, whatever else it might be, is certainly not human, it is a Power beyond and above the human that is all the time at work.

1.04 - The First Circle, Limbo Virtuous Pagans and the Unbaptized. The Four Poets, Homer, Horace, Ovid, and Lucan. The Noble Castle of Philosophy., #The Divine Comedy, #Dante Alighieri, #Christianity
  Thus I beheld assemble the fair School
  Of that lord of the song pre-eminent,

1.04 - The Gods of the Veda, #Vedic and Philological Studies, #Sri Aurobindo, #Integral Yoga
  Indra and Varuna are called to give victory, because both of them are samrat. The words samrat & swarat have in Veda an ascertained philosophical sense.One is swarat when, having self-mastery & self-knowledge, & being king over his whole system, physical, vital, mental & spiritual, free in his being, [one] is able to guide entirely the harmonious action of that being. Swarajya is spiritual Freedom. One is Samrat when one is master of the laws of being, ritam, rituh, vratani, and can therefore control all forces & creatures. Samrajya is divine Rule resembling the power of God over his world. Varuna especially is Samrat, master of the Law which he follows, governor of the heavens & all they contain, Raja Varuna, Varuna the King as he is often styled by Sunahshepa and other Rishis. He too, like Indra & Agni & the Visvadevas, is an upholder & supporter of mens actions, dharta charshaninam. Finally in the fifth sloka a distinction is drawn between Indra and Varuna of great importance for our purpose. The Rishi wishes, by their protection, to rise to the height of the inner Energies (yuvaku shachinam) and have the full vigour of right thoughts (yuvaku sumatinam) because they give then that fullness of inner plenty (vajadavnam) which is the first condition of enduring calm & perfection & then he says, Indrah sahasradavnam, Varunah shansyanam kratur bhavati ukthyah. Indra is the master-strength, desirable indeed, (ukthya, an object of prayer, of longing and aspiration) of one class of those boons (vara, varyani) for which the Rishis praise him, Varuna is the master-strength, equally desirable, of another class of these Vedic blessings. Those which Indra brings, give force, sahasram, the forceful being that is strong to endure & strong to overcome; those that attend the grace of Varuna are of a loftier & more ample description, they are shansya. The word shansa is frequently used; it is one of the fixed terms of Veda. Shall we translate it praise, the sense most suitable to the ritual explanation, the sense which the finally dominant ritualistic School gave to so many of the fixed terms of Veda? In that case Varuna must be urushansa, because he is widely praised, Agni narashansa because he is strongly praised or praised by men,ought not a wicked or cruel man to be nrishansa because he is praised by men?the Rishis call repeatedly on the gods to protect their praise, & Varuna here must be master of things that are praiseworthy. But these renderings can only be accepted, if we consent to the theory of the Rishis as semi-savage poets, feeble of brain, vague in speech, pointless in their style, using language for barbaric ornament rather than to express ideas. Here for instance there is a very powerful indicated contrast, indicated by the grammatical structure, the order & the rhythm, by the singular kratur bhavati, by the separation of Indra & Varuna who have hitherto been coupled, by the assignment of each governing nominative to its governed genitive and a careful balanced order of words, first giving the master Indra then his province sahasradavnam, exactly balancing them in the second half of the first line the master Varuna & then his province shansyanam, and the contrast thus pointed, in the closing pada of the Gayatri all the words that in their application are common at once to all these four separated & contrasted words in the first line. Here is no careless writer, but a style careful, full of economy, reserve, point, force, and the thought must surely correspond. But what is the contrast forced on us with such a marshalling of the stylists resources? That Indras boons are force-giving, Varunas praiseworthy, excellent, auspicious, what you will? There is not only a pointless contrast, but no contrast at all. No, shansa & shansya must be important, definite, pregnant Vedic terms expressing some prominent idea of the Vedic system. I shall show elsewhere that shansa is in its essential meaning self-expression, the bringing out of our sat or being that which is latent in it and manifesting it in our nature, in speech, in our general impulse & action. It has the connotation of self-expression, aspiration, temperament, expression of our ideas in speech; then divulgation, publication, praiseor in another direction, cursing. Varuna is urushansa because he is the master of wide self-expression, wide aspirations, a wide, calm & spacious temperament, Agni narashansa because he is master of strong self-expression, strong aspirations, a prevailing, forceful & masterful temperament;nrishansa had originally the same sense, but was afterwards diverted to express the fault to which such a temper is prone,tyranny, wrath & cruelty; the Rishis call to the gods to protect their shansa, that which by their yoga & yajna they have been able to bring out in themselves of being, faculty, power, joy,their self-expression. Similarly, shansya here means all that belongs to self-expression, all that is wide, noble, ample in the growth of a soul. It will follow from this rendering that Indra is a god of force, Varuna rather a god of being and as it appears from other epithets, of being when it is calm, noble, wide, self-knowing, self-mastering, moving freely in harmony with the Law of things because it is aware of that Law and accepts it. In that acceptance is his mighty strength; therefore is he even more than the gods of force the king, the giver of internal & external victory, rule, empire, samrajya to his votaries. This is Varuna.
  We see the results & the conditions of the action ofVaruna in the four remaining verses. By their protection we have safety from attack, sanema, safety for our shansa, our rayah, our radhas, by the force of Indra, by the protecting greatness of Varuna against which passion & disturbance cast themselves in vain, only to be destroyed. This safety & this settled ananda or delight, we use for deep meditation, ni dhimahi, we go deep into ourselves and the object we have in view in our meditation is prarechanam, the Greek katharsis, the cleansing of the system mental, bodily, vital, of all that is impure, defective, disturbing, inharmonious. Syad uta prarechanam! In this work of purification we are sure to be obstructed by the powers that oppose all healthful change; but Indra & Varuna are to give us victory, jigyushas kritam. The final result of the successful purification is described in the eighth sloka. The powers of the understanding, its various faculties & movements, dhiyah, delivered from self-will & rebellion, become obedient to Indra & Varuna; obedient to Varuna, they move according to the truth & law, the ritam; obedient to Indra they fulfil with that passivity in activity, which we seek by Yoga, all the works to which mental force can apply itself when it is in harmony with Varuna & the ritam. The result is sharma, peace. Nothing is more remarkable in the Veda than the exactness with which hymn after hymn describes with a marvellous simplicity & lucidity the physical & psychological processes through which Indian Yoga proceeds. The process, the progression, the successive movements of the soul here described are exactly what the Yogin experiences today so many thousands of years after the Veda was revealed. No wonder, it is regarded as eternal truth, not the expression of any particular mind, not paurusheya but impersonal, divine & revealed.

1.04 - To the Priest of Rytan-ji, #Beating the Cloth Drum Letters of Zen Master Hakuin, #unset, #Zen
  Ttmi Province to lecture on a Chinese Zen text, Precious Lessons of the Zen School. He was in the middle of his second decade of teaching at Shin-ji, having two years before completed a highly successful meeting that had established his reputation as one of the foremost Zen teachers in the country, and had also attracted a large assembly of trainees to the temple. Hakuin now seems more willing to accept requests from other temples to conduct lecture meetings.
  It was a convention to address letters of this type to the attendant rather than to the head priest himself. Hakuin also mentions that this is the third time he has received a letter from the attendant, alluding to a famous episode from the Three Kingdoms period of Chinese history when the warlord
  --
  Ttmi Province to lecture on Precious Lessons of the Zen School."
  But we learn from Trei's draft manuscript of the Chronological Biography that the meeting was actually held in autumn to commemorate the 650th anniversary of the temple's founding, and that "a hundred monks accompanied Hakuin on the journey to Ttmi to take part in the meeting." Precious
  Lessons of the Zen School is a late twelfth-century work Hakuin frequently used as a text for lectures.
  It is made up of words, instructions, and episodes of eminent Chinese Zen priests.

1.04 - What Arjuna Saw - the Dark Side of the Force, #Preparing for the Miraculous, #George Van Vrekhem, #Integral Yoga
  in the Ashram School notebooks: Make of us the hero-
  warriors we aspire to become. May we fight successfully

1.05 - Adam Kadmon, #A Garden of Pomegranates - An Outline of the Qabalah, #Israel Regardie, #Occultism
   are unfamiliar with the general conceptions held in mystic- ism as very strange indeed. But the idea of an inner man using a mind and body as instruments for the obtaining of experience and thus self-consciousness is inherent in every mystical system that has seen the light of the Sun. The classifications of the nature of man used by the various Schools of Mysticism are tabulated on the opposite chart, using the ten Sephiros as the basis for comparison.
  In their analysis of man, the Qabalists found that hand in hand with the physical body man had an automatic- or habit-forming or desire-consciousness, which gave him im- petus and volition in certain directions. It took care of the functions of his organism to which conscious attention was seldom directed, such as the circulation of the blood, the beating of the heart, and the involuntary motions of the diaphragm resulting in the inspiration and expiration of breath. They also noted the faculty of reason and criticism, the power whereby a man proceeds from premisses to con- clusion. And above and beyond this w r as the Spiritual entity who used this body, who used this desire and rational consciousness.
  --
  Rabbi Azariel ben Menaham already mentioned. He dis- tinguished himself as a philosopher, Qabalist and Tal- mudist, and was a pupil of Isaac the Blind, the founder of the Qabalistic School of Gerona. His commentary, men- tioned above, is written in a remarkably lucid and academic manner, and the classification is extremely satisfactory.
  His classification made of Man an entity having six

1.05 - Buddhism and Women, #Tara - The Feminine Divine, #unset, #Zen
  Shangpa School in Tibet after having received
  instructions in India for many years. Advised by
  --
  In all the Schools of Tibetan buddhism, Nyingma,
  Sakya, Kagyu, and Gelug, numerous women have
  --
  Drikung Kagyu School. She was neither a nun nor did
  she marry. She had long hair like lay people. I did not
  --
  Answer: In the Kagyupa School, there is one center
  attached to Sherab Ling, Situ Rinpoche's Monastery.
  Perhaps, there are more in other Schools.
  Question: For lay women, what was the usual way of
  --
  in the Schools in India?
  Answer: The wish of the Dalai Lama is that the
  children in all the Tibetan Schools, girls and boys,
  receive a buddhist education during their studies. To

1.05 - Computing Machines and the Nervous System, #Cybernetics, or Control and Communication in the Animal and the Machine, #Norbert Wiener, #Cybernetics
  so brilliantly developed by Godel and his School.
  A proof represents a logical process which has come to a
  --
  In the British empirical School of philosophy, from Locke to
  Hume, the content of the mind was considered to be made up of

1.05 - Consciousness, #Sri Aurobindo or the Adventure of Consciousness, #Satprem, #Integral Yoga
  depending upon the particular level of its action. Our electric current can light up a tabernacle or a bar, a Schoolroom or a restaurant; it is still the same current, though it illuminates different objects. So too,
  this Force, this Warmth, Agni, is till the same whether it animates or illuminates our inner recesses, our mental factory, our vital theater, or our material lair; depending on the level, it takes on a more or less intense light, heavier or lighter vibrations: superconscious, mental,

1.05 - Hsueh Feng's Grain of Rice, #The Blue Cliff Records, #Yuanwu Keqin, #Zen
  Whoever would uphold the teaching of our School must be a
  brave spirited fellow; only with the ability to kill a man with
  --
  came to supporting the teaching of the School and continuing
  the life of the Buddhas, they would spit out a word or half a

1.05 - Mental Education, #On Education, #The Mother, #Integral Yoga
  Generally speaking, Schooling is considered to be all the mental education that is necessary. And when a child has been made to undergo, for a number of years, a methodical training which is more like cramming than true Schooling, it is considered that whatever is necessary for his mental development has been done. Nothing of the kind. Even conceding that the training is given with due measure and discrimination and does not permanently damage the brain, it cannot impart to the human mind the faculties it needs to become a good and useful instrument. The Schooling that is usually given can, at the most, serve as a system of gymnastics to increase the suppleness of the brain. From this standpoint, each branch of human learning represents a special kind of mental gymnastics, and the verbal formulations given to these various branches each constitute a special and well-defined language.
  A true mental education, which will prepare man for a higher life, has five principal phases. Normally these phases follow one after another, but in exceptional individuals they may alternate or even proceed simultaneously. These five phases, in brief, are:
  --
  You will gradually show the child that everything can become an interesting subject for study if it is approached in the right way. The life of every day, of every moment, is the best School of all, varied, complex, full of unexpected experiences, problems to be solved, clear and striking examples and obvious consequences. It is so easy to arouse healthy curiosity in children, if you answer with intelligence and clarity the numerous questions they ask. An interesting reply to one readily brings others in its train and so the attentive child learns without effort much more than he usually does in the classroom. By a choice made with care and insight, you should also teach him to enjoy good reading-matter which is both instructive and attractive. Do not be afraid of anything that awakens and pleases his imagination; imagination develops the creative mental faculty and through it study becomes living and the mind develops in joy.
  In order to increase the suppleness and comprehensiveness of his mind, one should see not only that he studies many varied topics, but above all that a single subject is approached in various ways, so that the child understands in a practical manner that there are many ways of facing the same intellectual problem, of considering it and solving it. This will remove all rigidity from his brain and at the same time it will make his thinking richer and more supple and prepare it for a more complex and comprehensive synthesis. In this way also the child will be imbued with the sense of the extreme relativity of mental learning and, little by little, an aspiration for a truer source of knowledge will awaken in him.

1.05 - Problems of Modern Psycho therapy, #The Practice of Psycho therapy, #Carl Jung, #Psychology
  methods. Thus Adlers School must submit to being labelled
  psychoanalytic despite the fact that Adlers viewpoint and method are
  --
  sides the most violent opposition to Freud and his School. I will not speak
  of the inveterate illusionists; I would merely point out that among the
  --
  widespread social activity of the Adlerian School, but also its depreciation
  of the unconscious, which, it seems, occasionally amounts to its complete
  --
  unconscious. The educational aims of the Adlerian School begin precisely
  where Freud leaves off; consequently they meet the needs of the patient
  --
  man suddenly forced the Freudian School to deal even with questions of
  religion, so this latest advance makes an unavoidable problem of the

1.05 - Solitude, #Walden, and On The Duty Of Civil Disobedience, #Henry David Thoreau, #Philosophy
  Some of my pleasantest hours were during the long rain storms in the spring or fall, which confined me to the house for the afternoon as well as the forenoon, soothed by their ceaseless roar and pelting; when an early twilight ushered in a long evening in which many thoughts had time to take root and unfold themselves. In those driving north-east rains which tried the village houses so, when the maids stood ready with mop and pail in front entries to keep the deluge out, I sat behind my door in my little house, which was all entry, and thoroughly enjoyed its protection. In one heavy thunder shower the lightning struck a large pitch-pine across the pond, making a very conspicuous and perfectly regular spiral groove from top to bottom, an inch or more deep, and four or five inches wide, as you would groove a walking-stick. I passed it again the other day, and was struck with awe on looking up and beholding that mark, now more distinct than ever, where a terrific and resistless bolt came down out of the harmless sky eight years ago. Men frequently say to me, I should think you would feel lonesome down there, and want to be nearer to folks, rainy and snowy days and nights especially. I am tempted to reply to such,This whole earth which we inhabit is but a point in space. How far apart, think you, dwell the two most distant inhabitants of yonder star, the breadth of whose disk cannot be appreciated by our instruments? Why should I feel lonely? is not our planet in the Milky Way? This which you put seems to me not to be the most important question. What sort of space is that which separates a man from his fellows and makes him solitary? I have found that no exertion of the legs can bring two minds much nearer to one another. What do we want most to dwell near to? Not to many men surely, the depot, the post-office, the bar-room, the meeting-house, the School-house, the grocery, Beacon Hill, or the Five
  Points, where men most congregate, but to the perennial source of our life, whence in all our experience we have found that to issue, as the willow stands near the water and sends out its roots in that direction.

1.05 - Some Results of Initiation, #Knowledge of the Higher Worlds, #Rudolf Steiner, #Theosophy
   to the fact that the Schoolmaster who used to worry him many years ago wore a coat of that color. Innumerable illusions are based upon such associations. Many things leave their mark upon the soul while remaining outside the pale of consciousness. The following may occur. Someone reads in the paper about the death of a well-known person, and forthwith claims to have had a presentiment of it yesterday, although he had neither heard nor seen anything that might have given rise to such a thought. And indeed it is quite true that the thought occurred to him yesterday, as though of its own accord, that this particular person would die; only one thing escaped his attention: two or three hours before this thought occurred to him yesterday, he went to visit an acquaintance; a newspaper lay on the table; he did not actually read it, but his eyes unconsciously fell on the announcement of the dangerous illness of the person in question. He remained unconscious of the impression he had received, and yet this impression resulted in his presentiment.
  Reflection upon these matters will show how great is the source of illusion and fantasy contained

1.05 - THE HOSTILE BROTHERS - ARCHETYPES OF RESPONSE TO THE UNKNOWN, #Maps of Meaning, #Jordan Peterson, #Psychology
  belong to the same class at School and are therefore constantly playing with each other, give, when they
  are questioned separately, disparate and often entirely contradictory accounts of the rules observed in
  --
  10-12 belonging to the same class at School, when they are questioned on the rules of the game and their
  possible variations....
  --
  the high university Schools), is the exemplar of the stone which is Theanthropos, i.e., God and man
  (whom, as Scripture tells us, the builders of the Church have also rejected); and from the same, in and
  --
  My friends in graduate School thought it ironic that I had contact with a patient of this type. My peculiar
  interest in Jung, and Jungs ideas regarding the collective unconscious, were well known to them, and it

1.05 - The Magical Control of the Weather, #The Golden Bough, #James George Frazer, #Occultism
  that here in the circle of ideas and ordinances of the Vedic Schools
  there have been preserved magical practices of the most remote

1.05 - THE MASTER AND KESHAB, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  "Sambhu Mallick once talked about establishing hospitals, dispensaries, and Schools, making roads, digging public reservoirs, and so forth. I said to him: 'Don't go out of your way to look for such works. Undertake only those works that present themselves to you and are of pressing necessity-and those also in a spirit of detachment.' It is not good to become involved in many activities. That makes one forget God. Coming to the Kalighat temple, some, perhaps, spend their whole time in giving alms to the poor. They have no time to see the Mother in the inner shrine! (Laughter.) First of all manage somehow to see the image of the Divine Mother, oven by pushing through the crowd.
  Then you may or may not give alms, as you wish. You may give to the poor to your heart's content, if you feel that way. Work is only a means to the realization of God.

1.05 - The Universe The 0 = 2 Equation, #Magick Without Tears, #Aleister Crowley, #Philosophy
  H. Serious philosophy has always begun by discarding all these puerilities. It has of necessity been divided into these Schools: the Nihilist, the Monist, and the Dualist.
  I. The last of these is, on the surface, the most plausible; for almost the first thing that we notice on inspecting the Universe is what the Hindu Schools call "the Pairs of Opposites."
  This too, is very convenient, because it lends itself so readily to orthodox theology; so we have Ormuzd and Ahriman, the Devas and the Asuras, Osiris and Set, et cetera and da capo, personifications of "Good" and "Evil." The foes may be fairly matched; but more often the tale tells of a revolt in heaven. In this case, "Evil" is temporary; soon, especially with the financial help of the devout, the "devil" will be "cast into the Bottomless Pit" and "the Saints will reign with Christ in glory for ever and ever, Amen!" Often a "redeemer," a "dying God," is needed to secure victory to Omnipotence; and this is usually what little vulgar boys might call a "touching story!"
  J. The Monist (or Advaitist) School, is at once subtler and more refined; it seems to approach the ultimate reality (as opposed to the superficial examination of the Dualists) more closely.
  It seems to me that this doctrine is based upon a sorites of doubtful validity. To tell you the hideously shameful truth, I hate this doctrine so rabidly that I can hardly trust myself to present it fairly! But I will try. Meanwhile, you can study it in the Upanishads, in the Bhagavad-Gita, in Ernst Haeckel's The Riddle of the Universe, and dozens of other classics. The dogma appears to excite its dupes to dithyrambs. I have to admit the "poetry" of the idea; but there is something in me which vehemently rejects it with excruciating and vindictive violence. Possibly, this is because part of our own system runs parallel with the first equations of theirs.

1.05 - War And Politics, #Twelve Years With Sri Aurobindo, #Nirodbaran, #Integral Yoga
  "Looking at me she replied, 'That doesn't matter. Wherever people call the Divine in any form, I answer to their call. I shall tell you what happened one day. The Germans were bombing France heavily. Two children, sister and brother, had gone to School. When they returned, they could not find their house nor their parents: they were destroyed. The elder sister clasping the brother began to call her parents and the brother was trembling in fear like a leaf. Suddenly a cry to God reached me surging from the depth of the heart. I had to go immediately. Making some provision for them I returned.'"
  Let us now sum up Sri Aurobindo's vision of Hitler. Long before anyone knew much about Hitler and his aim and purpose, the Mother and Sri Aurobindo were under no illusions about him. Of course, he had spoken openly about his aim in his Mem Kampf, but no one perhaps took it seriously. Sri Aurobindo not only understood it but saw the dark occult force behind that made Hitler its effective instrument. He gave us occasional hints in our letters about Hitler and his being possessed by that force. In a letter in 1935 I wrote to him, "Since the descent of the Supermind will quicken the process, why not retrench the whole staff? We shall all flock back after the descent!"
  --
  Still there were others who dreamt of melting the heart of Hitler by non-violence. Sri Aurobindo remarked that his heart could be melted in only one way, by bombing it out of existence! Speaking about non-violence Sri Aurobindo told us in a talk on 28th October, 1940: "Gandhi has been forestalled in non-violence in Poland. The Polish (the Jews?) adopted non-violence against the Nazis and do you know the result? The Polish lady who is Ravindra's[1] friend wrote to Gandhi the account of the German oppression against the non-violent people. She cites 3 or 4 instances: 1) About 300 School-boys refused to salute Hitler. The result was that they were taken before their parents and shot down in their presence, 2) Some School-girls were taken to the soldiers' barracks and molested by them till they all died....
  Such is the outcome of non-violence towards Nazism. I hope Gandhi does not want all that to happen in India. Perhaps he will say that the Poles have no love in their heart for the Germans."

1.06 - MORTIFICATION, NON-ATTACHMENT, RIGHT LIVELIHOOD, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
  Because it was German and spelt with a K, Kultur was an object, during the first World War, of derisive contempt. All this has now been changed. In Russia, Literature, Art and Science have become the three persons of a new humanistic Trinity. Nor is the cult of Culture confined to the Soviet Union. It is practised by a majority of intellectuals in the capitalist democracies. Clever, hard-boiled journalists, who write about everything else with the condescending cynicism of people who know all about God, Man and the Universe, and have seen through the whole absurd caboodle, fairly fall over themselves when it comes to Culture. With an earnestness and enthusiasm that are, in the circumstances, unutterably ludicrous, they invite us to share their positively religious emotions in the face of High Art, as represented by the latest murals or civic centres; they insist that so long as Mrs. X. goes on writing her inimitable novels and Mr. Y. his more than Coleridgean criticism, the world, in spite of all appearances to the contrary, makes sense. The same overvaluation of Culture, the same belief that Art and Literature are ends in themselves and can flourish in isolation from a reasonable and realistic philosophy of life, have even invaded the Schools and colleges. Among advanced educationists there are many people who seem to think that all will be well, so long as adolescents are permitted to express themselves, and small children are encouraged to be creative in the art class. But, alas, plasticine and self-expression will not solve the problems of education. Nor will technology and vocational guidance; nor the classics and the Hundred Best Books. The following criticisms of education were made more than two and a half centuries ago; but they are as relevant today as they were in the seventeenth century.
  He knoweth nothing as he ought to know, who thinks he knoweth anything without seeing its place and the manner how it relateth to God, angels and men, and to all the creatures in earth, heaven and hell, time and eternity.

1.06 - Psycho therapy and a Philosophy of Life, #The Practice of Psycho therapy, #Carl Jung, #Psychology
  unembarrassed by our shortcomings as amateurs of history, to go to School
  once more with the medical philosophers of a distant past, when body and

1.06 - THE MASTER WITH THE BRAHMO DEVOTEES, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  Sri Ramakrishna, accompanied by Rakhal and several other devotees, came to Calcutta in a carriage and called for M. at the School where he was teaching. Then they all set out for the Maidan. Sri Ramakrishna wanted to see the Wilson Circus. As the carriage rolled along the crowded Chitpore Road, his joy was very great. Like a little child he leaned first out of one side of the carriage and then out of the other, talking to himself as if addressing the passers-by. To M. he said: "I find the attention of the people fixed on earthly things. They are all rushing about for the sake of their stomachs. No one is thinking of God."
  They arrived at the circus. Tickets for the cheapest seats were purchased. The devotees took the Master to a high gallery, and they all sat on a bench. He said joyfully: "Ha! This is a good place. I can see the show well from here." There were exhibitions of various feats. A horse raced around a circular track over which large iron rings were hung at intervals. The circus rider, an Englishwoman, stood on one foot on the horse's back, and as the horse passed under the rings, she jumped through them, always alighting on one foot on the horse's back. The horse raced around the entire circle, and the woman never missed the horse or lost her balance.

1.06 - The Three Schools of Magick 1, #Magick Without Tears, #Aleister Crowley, #Philosophy
  object:1.06 - The Three Schools of Magick 1
  class:chapter
  --
  The Three Schools of Magick (1)
  Cara Soror,
  --
  Here is the first section of M. Gerard Aumont's promised essay;*[AC12] it was originally called "The Three Schools of Magick." (Don't be cross, please, because it is not in the form of a personal letter!)
  There is today much misunderstanding of the meaning of the term "Magick." Many attempts have been made to define it, but perhaps the best for our present purpose of historical-ideological exposition will be this Magick is the Science of the Incommensurables.
  --
  There have always been, at least in nucleus, three main Schools of Philosophical practice. (We use the word "philosophical" in the old good broad sense, as in the phrase "Philosophical Transactions of the Royal Society for the Advancement of Knowledge.")
  It is customary to describe these three Schools as Yellow, Black, and White. The first thing necessary is to warn the reader that they must by no means be confounded with racial distinctions of colour; and they correspond still less with conventional symbols such as yellow caps, yellow robes, black magick, white witchcraft, and the like. The danger is only the greater that these analogies are often as alluring as the prove on examination to be misleading.
  These Schools represent three perfectly distinct and contrary theories of the Universe, and, therefore, practices of spiritual science. The magical formula of each is as precise as a theorem of trigonometry. Each assumes as fundamental a certain law of Nature, and the subject is complicated by the fact that each School, in a certain sense, admits the formul of the other two. It merely regards them as in some way incomplete, secondary, or illusory. Now, as will be seen later, the Yellow School stand aloof from the other two by the nature of its postulates. But the Black School and the White are always more or less in active conflict; and it is because just at this moment that conflict is approaching a climax that it is necessary to write this essay. The adepts of the White School consider the present danger to mankind so great that they are prepared to abandon their traditional policy of silence, in order to enlist in their ranks the profane of every nation.
  We are in possession of a certain mystical document*[AC13] which we may describe briefly, for convenience sake, as an Apocalypse of which we hold the keys, thanks to the intervention of the Master who has appeared at this grave conjuncture of Fate. This document consists of a series of visions, in which we hear the various Intelligences whose nature it would be hard to define, but who are at the very least endowed with knowledge and power far beyond anything that we are accustomed to regard as proper to the human race.
  --
    And the first of the adepts covered His shame with a cloth, walking backwards, and was white. And the second of the adepts covered his shame with a cloth, walking sideways, and was yellow. And the third of the adepts made a mock of His nakedness, walking forwards, and was black. And these are the three great Schools of the Magi, who are also the three Magi that journeyed unto Bethlehem; and because thou hast not wisdom, thou shalt not know which School prevaileth, or if the three Schools be not one.*[AC14]
  We are now ready to study the philosophical bases of these three Schools.
  We must, however, enter a caveat against too literal an interpretation, even of the parable. It may be suspected, for reasons which should be apparent after further investigation of the doctrines of the Three Schools, that this parable was invented by an Intelligence of the Black School, who was aware of his iniquity, and thought to transform it into righteousness by the alchemy of making a boast of it. The intelligent reader will note the insidious attempt to identify the doctrine of the Black School with the kind of black magic that is commonly called Diabolism. In other words, this parable is itself an example of an exceedingly subtle black magical operation, and the contemplation of such devices carried far enough beings us to an understanding of the astoundingly ophidian processes of Magicians. Let not the profane reader dismiss such subtleties from his mind as negligible nonsense. It is cunning of this kind that determines the price of potatoes.
  The above digression is perhaps not so inexcusable as it may seem on a first reading. Careful study of it should reveal the nature of the thought-processes which are habitually used by the secret Masters of the human race to determine its destiny.
  --
  The Yellow School of Magick considers, with complete scientific and philosophical detachment, the fact of the Universe as a fact. Being itself apart of that Universe, it realizes its impotence to alter the totality in the smallest degree. To put it vulgarly, it does not try to raise itself from the ground by pulling at its socks. It therefore opposes to the current of phenomena no reaction either of hatred or of sympathy. So far as it attempts to influence the course of events at all, it does so in the only intelligent way conceivable. It seeks to diminish internal friction.
  It remains, therefore, in a contemplative attitude. To use the terms of Western philosophy, there is in its attitude something of the stoicism of Zeno; or of the Pickwickianism, if I may use the term, of Epicurus. The ideal reaction to phenomena is that of perfect elasticity. It possesses something of the cold-bloodedness of mathematics; and for this reason it seems fair to say, for the purposes of elementary study, that Pythagoras is its most adequate exponent in European philosophy.
  Since the discovery of Asiatic thought, however, we have no need to take our ideas at second-hand. The Yellow School of Magick possesses one perfect classic. The Tao Teh King.[AC16]
  It is impossible to find any religion which adequately represents the thought of this masterpiece. Not only is religion as such repugnant to science and philosophy, but from the very nature of the tenets of the Yellow School, its adherents are not going to put themselves to any inconvenience for the enlightenment of a lot of people whom they consider to be hopeless fools.
  At the same time, the theory of religion, as such, being a tissue of falsehood, the only real strength of any religion is derived from its pilferings of Magical doctrine; and, religious persons being by defini- tion entirely unscrupulous, it follows that any given religion is likely to contain scraps of Magical doctrine, filched more or less haphazard from one School or the other as occasion serves.
  Let the reader, therefore, beware most seriously of trying to get a grasp of this subject by means of siren analogies. Taoism has as little to do with the Tao Teh King as the Catholic Church with the Gospel.
  --
  * [AC14] This doctrine of the Three Schools is of extreme interest. Roughly, it may be said that the White is the Pure Mystic, whose attitude to God is one of reverence. The Yellow School conceals the Mysteries indeed, but examines them as it goes along. The Black School is that of pure Scepticism.[9]
  * [AC15] It is interesting to note that the three greatest influences in the world today are those of Teutonic Hebrews: Marx, Hertz, and Freud.

1.06 - Yun Men's Every Day is a Good Day, #The Blue Cliff Records, #Yuanwu Keqin, #Zen
  Silence, not clamor, is in order for the Ch'an School.
  Ten thousand kinds of clever talk -how can they
  --
  Teng Yuan. They all were great masters of the School. Hsiang
  Lin served as Yun

1.07 - A Song of Longing for Tara, the Infallible, #How to Free Your Mind - Tara the Liberator, #Thubten Chodron, #unset
  learned this in Sunday School as kids. Its so important to avoid these negativities, yet many people regularly engage in them. When we live in precepts,
  everyone who encounters us will feel safe. They know that we wont harm

1.07 - Cybernetics and Psychopathology, #Cybernetics, or Control and Communication in the Animal and the Machine, #Norbert Wiener, #Cybernetics
  the child is of School age, the natural handedness and cerebral
  dominance are established for life. It used to be thought that
  --
  tools, School desks, and sports equipment primarily made for the
  right-­handed, it certainly is to some extent. In the past, more-

1.07 - Hui Ch'ao Asks about Buddha, #The Blue Cliff Records, #Yuanwu Keqin, #Zen
  can perpetuate my School. In the future kings and lords will
  honor you. I am not equal to you."

1.07 - On Our Knowledge of General Principles, #The Problems of Philosophy, #Bertrand Russell, #Philosophy
  One of the great historic controversies in philosophy is the controversy between the two Schools called respectively 'empiricists' and
  'rationalists'. The empiricists--who are best represented by the
  British philosophers, Locke, Berkeley, and Hume--maintained that all our knowledge is derived from experience; the rationalists--who are represented by the Continental philosophers of the seventeenth century, especially Descartes and Leibniz--maintained that, in addition to what we know by experience, there are certain 'innate ideas' and 'innate principles', which we know independently of experience. It has now become possible to decide with some confidence as to the truth or falsehood of these opposing Schools. It must be admitted, for the reasons already stated, that logical principles are known to us, and cannot be themselves proved by experience, since all proof presupposes them. In this, therefore, which was the most important point of the controversy, the rationalists were in the right.
  On the other hand, even that part of our knowledge which is _logically_ independent of experience (in the sense that experience cannot prove it) is yet elicited and caused by experience. It is on occasion of particular experiences that we become aware of the general laws which their connexions exemplify. It would certainly be absurd to suppose that there are innate principles in the sense that babies are born with a knowledge of everything which men know and which cannot be deduced from what is experienced. For this reason, the word 'innate' would not now be employed to describe our knowledge of logical principles. The phrase

1.07 - Savitri, #Twelve Years With Sri Aurobindo, #Nirodbaran, #Integral Yoga
  Sri Aurobindo's quotations from memory from Homer, Shakespeare, Milton and others which he said should be verified were, in most cases, correct. When I read Homer's lines trying to imitate Sri Aurobindo's intonation, but forgetting the quantitative length, he corrected me. That reminds me also of how he encouraged me indirectly to learn the Sanskrit alphabet. I didn't know it, as I learnt Pali in my School. So whenever I met with a Sanskrit word while reading correspondences to Sri Aurobindo, I had either to show it to him or get somebody's help. I thought this wouldn't do, I must learn at least the alphabet. I put my mind to it and, getting some smattering of it, began to show my learning before him. He Started taking interest. When I tried to articulate a word in part, he helped me with the rest as one does with a child. Fortunately I managed, after getting the Mother's approval, to learn French also during the break from my work. She said it would be very useful, and so it was, for when some French communications came, I could read them to him.
  This is roughly the story of the grand epic Savitri traced from the earliest conception to its final consummation. Undoubtedly the first three Books were of a much higher level of inspiration and nearer perfection than the rest, for with ample leisure, and working by himself he could devote more time and care to that end, which unfortunately could not be said about the rest of the Books. Apart from the different versions I have mentioned, there is a huge mass of manuscripts which we have left unclassified since they are in fragments[4] all of which testifies to the immense labour of a god that has gone into the building of the magnificent epic. For a future research scholar, when Savitri earns as wide a recognition as, for instance, Dante's or Homer's epic, if not more, a very interesting work remains to be done; going into the minutest detail, he would show where new lines or passages have been added, or where one line slightly changed becomes an overhead line, or how another line after various changes comes back to its original version, etc., etc. I was chosen as a scribe probably because I didn't have all these gifts, so that I could, like a passive instrument, jot down faithfully whatever was dictated while Amal would have raised doubts, argued with him or been lost in sheer admiration of the beauty and the grandeur! Dilip would have started quoting line after line in rapturous ecstasy before the poem had come out! I submit no apology, nor am I conscience-stricken for my failures, for he knew what was the worth of his instrument. I am only grateful to him for being able to serve him with the very faculty which he had evolved and developed in me.

1.07 - The Farther Reaches of Human Nature, #Sex Ecology Spirituality, #Ken Wilber, #Philosophy
  4:Recall that two of our tenets (8 and 12d) stated that increasing evolution means increasing depth and increasing relative autonomy. In the realm of human development, this particularly shows up in the fact that, according to developmental psychology (as we will see), increasing growth and development always involve increasing internalization (or increasing interiorization). And as paradoxical as it initially sounds, the more interiorized a person is, the less narcissistic his or her awareness becomes. So we need to understand why, for all Schools of developmental psychology, this equation is true: increasing development = increasing interiorization = decreasing narcissism (or decreasing egocentrism).
  5:In short, we need to understand why the more interior a person is, the less egocentric he or she becomes.

1.07 - The Literal Qabalah (continued), #A Garden of Pomegranates - An Outline of the Qabalah, #Israel Regardie, #Occultism
  From my point of view, to attend to the problem itself, there cannot possibly be the slightest connection between the two philosophic formulations which have been at the foundation of virulent controversy. Because, let me insist most strongly, the two Schools under consideration specu- late upon two entirely different topics. According to the
  Church, the various aspects of the Trinity are, severally, all

1.07 - THE MASTER AND VIJAY GOSWAMI, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  MASTER: "I felt very badly when I heard of the boy's passing away. He was a pupil in a School and he used to come here. He would often say to me that he couldn't enjoy worldly life. He had lived with some relatives in the western provinces and at that time used to meditate in solitude, in the meadows, hills, and forests. He told me he had visions of many divine forms.
  "Perhaps this was his last birth. He must have finished most of his duties in his previous birth. The little that had been left undone was perhaps finished in this one.

1.07 - The Three Schools of Magick 2, #Magick Without Tears, #Aleister Crowley, #Philosophy
  object:1.07 - The Three Schools of Magick 2
  class:chapter
  --
  The Three Schools of Magick (2)
  Cara Soror,
  --
  Hoping that you are now recovered from the devastating revelations in the matter of the Yellow School, I must ask you to brace yourself for disclosures even more formidable about the Black. Do not confuse with the Black Lodge, or the Black Brothers. The terminology is unfortunate, but it wasn't I that did it. Now then, to work!
  The Black School of Magick, which must by no means be confused with the School of Black Magick or Sorcery, which latter is a perversion of the White tradition, is distinguished fundamentally from the Yellow School in that it considers the Universe not as neutral, but as definitely a curse. Its primary theorem is the "First Noble Truth" of the Buddha "Everything is Sorrow." In the primitive classics of this School the idea of sorrow is confused with that of sin. (This idea of universal lamentation is presumably responsible for the choice of black as its symbolic colour. And yet? Is not white the Chinese hue of mourning?)
  The analysis of the philosophers of this School refers every phenomenon to the category of sorrow. It is quite useless to point out to them that certain events are accompanied with joy: they continue their ruthless calculations, and prove to your satisfaction, or rather dissatisfaction, that the more apparently pleasant an event is, the more malignantly deceptive is its fascination. There is only one way of escape even conceivable, and this way is quite simple, annihilation. (Shallow critics of Buddhism have wasted a great deal of stupid ingenuity on trying to make out that Nirvana or Nibbana means something different from what etymology, tradition and the evidence of the Classics combine to define it. The word means, quite simply, cessation: and it stands to reason that, if everything is sorrow, the only thing which is not sorrow is nothing, and that therefore to escape from sorrow is the attainment of nothingness.)
  Western philosophy has on occasion approached this doctrine. It has at least asserted that no known form of existence is exempt from sorrow. Huxley says, in his Evolution and Ethics, "Suffering is the badge of all the tribe of sentient things."
  The philosophers of this School, seeking, naturally enough, to amend the evil at the root, inquire into the cause of this existence which is sorrow, and arrive immediately at the "Second Noble Truth" of the Buddha: "The Cause of Sorrow is Desire." They follow up with the endless concatenation of causes, of which the final root is Ignorance. (I am not concerned to defend the logic of this School: I merely state their doctrine.) The practical issue of all this is that every kind of action is both unavoidable and a crime. I must digress to explain that the confusion of thought in this doctrine is constantly recurrent. That is part of the blackness of the Ignorance which they confess to be the foundation of their Universe. (And after all, everyone has surely the right to have his own Universe the way he wants it.)
  This School being debased by nature, is not so far removed from conventional religion as either the White or the Yellow. Most primitive fetishistic religions may, in fact, be considered fairly faithful representatives of this philosophy. Where animism holds sway, the "medicine-man" personifies this universal evil, and seeks to propitiate it by human sacrifice. The early forms of Judaism, and that type of Christianity which we associate with the Salvation Army, Billy Sunday and the Fundamentalists of the back-blocks of America, are sufficiently simple cases of religion whose essence is the propitiation of a malignant demon.
  When the light of intelligence begins to dawn dimly through many fogs upon these savages, we reach a second stage. Bold spirits master courage to assert that the evil which is so obvious, is, in some mysterious way, an illusion. They thus throw back the whole complexity of sorrow to a single cause; that is, the arising of the illusion aforesaid. The problem then assumes a final form: How is that illusion to be destroyed.
  --
  We may complete the whole tradition of the Indian peninsula very simply. To the Vedas, the Upanishads, and the Tripitaka of the Buddhists, we have only to add the Tantras of what are called the Vamacharya Schools. Paradoxical as it may sound the Tantrics are in reality the most advanced of the Hindus. Their theory is, in its philosophical ultimatum, a primitive stage of the White tradition, for the essence of the Tantric cults is that by the performance of certain rites of Magick, one does not only escape disaster, but obtains positive benediction. The Tantric is not obsessed by the will-to-die. It is a difficult business, no doubt, to get any fun out of existence; but at least it is not impossible. In other words, he implicitly denies the fundamental proposition that existence is sorrow, and he formulates the essential postulate of the White School of Magick, that means exist by which the universal sorrow (apparent indeed to all ordinary observation) may be unmasked, even as at the initiatory rite of Isis in the ancient days of Khem. There, a Neophyte presenting his mouth, under compulsion, to the pouting buttocks of the Goat of Mendez, found himself caressed by the chaste lips of a virginal priestess of that Goddess at the base of whose shrine is written that No man has lifted her veil.
  The basis of the Black philosophy is not impossibly mere climate, with its resulting etiolation of the native, its languid, bilious, anaemic, fever-prostrated, emasculation of the soul of man. We accordingly find few true equivalents of this School in Europe. In Greek philosophy there is no trace of any such doctrine. The poison in its foulest and most virulent form only entered with Christianity.*[AC17] But even so, few men of any real eminence were found to take the axioms of pessimism seriously. Huxley, for all of his harping on the minor key, was an eupeptic Tory. The culmination of the Black philosophy is only found in Schopenhauer, and we may regard him as having been obsessed, on the one hand, by the despair born of that false scepticism which he learnt from the bankruptcy of Hume and Kant; on the other, by the direct obsession of the Buddhist documents to which he was one of the earliest Europeans to obtain access. He was, so to speak, driven to suicide by his own vanity, a curious parallel to Kiriloff in The Possessed of Dostoiewsky.
  We have, however, examples plentiful enough of religions deriving almost exclusively from the Black tradition in the different stages. We have already mentioned the Evangelical cults with their ferocious devil-god who creates mankind for the pleasure of damning it and forcing it to crawl before him, while he yells with druken glee over the agony of his only son.[AC18] But in the same class, we must place Christian Science, so grotesquely afraid of pain, suffering and evil of every sort, that its dupes can think of nothing better than to bleat denials of its actuality, in the hope of hypnotizing themselves into anaesthesia.
  --
  The documents of the Black School of Magick have already been indicated. They are, for the most part, tedious to the last degree and repulsive to every wholesome-minded man; yet it can hardly be denied that such books as The Dhammapada and Ecclesiastes are masterpieces of literature. They represent the agony of human despair at its utmost degree of intensity, and the melancholy contemplation which is induced by their perusal is not favourable to the inception of that mood which should lead every truly courageous intelligence to the determination to escape from the ferule of the Black Schoolmaster to the outstretched arms of the White Mistress of Life.
  Let us leave the sinister figure of Schopenhauer for the mysteriously radiant shape of Spinoza! This latter philosopher, in respect at least of his Pantheism, represents fairly enough the fundamental thesis of the White tradition. Almost the first observation that we have to make is that this White tradition is hardly discoverable outside Europe. It appears first of all in the legend of Dionysus. (In this connection read carefully Browning's Apollo and the Fates.)
  The Egyptian tradition of Osiris is not dissimilar. The central idea of the White School is that, admitted that "everything is sorrow" for the profane, the Initiate has the means of transforming it to "Everything is joy." There is no question of any ostrich-ignoring of fact, as in Christian Science. There is not even any more or less sophisticated argument about the point of view altering the situation as in Vedantism. We have, on the contrary, and attitude which was perhaps first of all, historically speaking, defined by Zoroaster, "nature teaches us, and the Oracles also affirm, that even the evil germs of Matter may alike become useful and good." "Stay not on the precipice with the dross of Matter; for there is a place for thine Image in a realm ever splendid." "If thou extend the Fiery Mind to the work of piety, thou wilt preserve the fluxible body."*[AC19]
  It appears that the Levant, from Byzantium and Athens to Damascus, Jerusalem, Alexandria and Cairo, was preoccupied with the formulation of this School in a popular religion, beginning in the days of Augustus Caesar. For there are elements of this central idea in the works of the Gnostics, in certain rituals of what Frazer conveniently calls the Asiatic God, as in the remnants of the Ancient Egyptian cult. The doctrine became abominably corrupted in committee, so to speak, and the result was Christianity, which may be regarded as a White ritual overlaid by a mountainous mass of Black doctrine, like the baby of the mother that King Solomon non-suited.
  We may define the doctrine of the White School in its purity in very simple terms.
  Existence is pure joy. Sorrow is caused by failure to perceive this fact; but this is not a misfortune. We have invented sorrow, which does not matter so much after all, in order to have the exuberant satisfaction of getting rid of it. Existence is thus a sacrament.
  Adepts of the White School regard their brethren of the Black very much as the aristocratic English Sahib (of the days when England was a nation) regarded the benighted Hindu. Nietzsche expresses the philosophy of this School to that extent with considerable accuracy and vigour. The man who denounces life merely defines himself as the man who is unequal to it. The brave man rejoices in giving and taking hard knocks, and the brave man is joyous. The Scandinavian idea of Valhalla may be primitive, but it is manly. A heaven of popular concert, like the Christian; of unconscious repose, like the Buddhist; or even of sensual enjoyment, like the Moslem, excites his nausea and contempt. He understands that the only joy worth while is the joy of continual victory, and victory itself would become as tame as croquet if it were not spiced by equally continual defeat.
  The purest documents of the White School are found in the Sacred Books of Thelema. The doctrine is given in excellent perfection both in the book of the Heart Girt with the Serpent and the book of Lapis Lazuli. A single passage is adequate to explain the formula.
    Moreover I behld a vision of a river. There was a little boat thereon; and in it under purple sails was a golden woman, an image of Asi wrought in finest gold. Also the river was of blood, and the boat of shining steel. Then I loved her; and, loosing my girdle, cast myself into the stream.
  --
  We find even in profane literature this doctrine of the White School of Magick:[12]
    O Buddha! couldst thou nowhere rest
  --
  There is thus in this School no attempt to deny that Nature is, as Zoroaster said, "a fatal and evil force"; but Nature is, so to speak, "the First Matter of the Work", which is to be transmuted into gold. The joy is a function of our own part in this alchemy. For this reason we find the boldest and most skillful adepts deliberately seeking out the most repugnant elements of Nature that their triumph may be the greater. The formula is evidently one of dauntless courage. It expresses the idea of vitality and manhood in its most dynamic sense.
  The only religion which corresponds to this School at all is that of ancient Egypt; possibly also that of Chaldea. This is because those religions are Magical religions in the strict technical sense; the religious component of them is negligible. So far as it exists, it exists only for the uninitiate.
  There are, however, traces of the beginning of the influence of the School in Judaism and in Paganism. There are, too, certain documents of the pure Greek spirit which bear traces of this. It is what they called Theurgy.
  The Christian religion in its simplest essence, by that idea of overcoming evil through a Magical ceremony, the Crucifixion, seems at first sight a fair example of the White tradition; but the idea of sin and of propitiation tainted it abominably with Blackness. There have been, however, certain Christian thinkers who have taken the bold logical step of regarding evil as a device of God for exercising the joys of combat and victory. This is, of course, a perfectly White doctrine; but it is regarded as the most dangerous of heresies. (Romans VI. 1,2, et al.)
  For all that, the idea is there. The Mass itself is essentially a typical White ritual. Its purpose is to transform crude matter directly into Godhead. It is thus a cardinal operation of Talismanic Magick. But the influence of the Black School has corroded the idea with theological accretions, metaphysical on the one hand, and superstitious on the other, so completely as to mask the Truth altogether.
  At the Reformation, we find a nugatory attempt to remove the Black element. The Protestant thinkers did their best to get rid of the idea of sin, but it was soon seen that the effort could only lead to antinomianism; and they recognized that this would infallibly destroy the religious idea as such.
  --
  The most important of all the efforts of the White School, from an exoteric point of view, is Islam. In its doctrine there is some slight taint, but much less than in Christianity. It is a virile religion. It looks facts in the face, and admits their horror; but it proposes to overcome them by sheer dint of manhood. Unfortunately, the metaphysical conceptions of its quasi-profane Schools are grossly materialistic. It is only the Pantheism of the Sufis which eliminates the conception of propitiation; and, in practice, the Sufis are too closely allied to the Vedantists to retain hold of reality.
  That will be all for the present.
  --
  * [AC17] Anti-semite writers in Europe e.g. Weininger call the Black theory and practice Judaism, while by a curious confusion, the same ideas are called Christian among Anglo-Saxons. In 1936 e.v. the "Nazi" School began to observe this fact.
   [AC18] N.B. Christianity was in its first stage a Jewish Communism, hardly distinguishable from Marxism.

1.08 - Attendants, #Twelve Years With Sri Aurobindo, #Nirodbaran, #Integral Yoga
  [2] A sannyasi of the Shaiva School.
  ***

1.08 - Information, Language, and Society, #Cybernetics, or Control and Communication in the Animal and the Machine, #Norbert Wiener, #Cybernetics
  telegraph, the posts, the theater, the movies, the Schools, and
  the church. Besides their intrinsic importance as means of com-
  --
  and the radio. The School and the church are not merely refuges
  for the scholar and the saint: they are also the home of the Great

1.08 - Introduction to Patanjalis Yoga Aphorisms, #Raja-Yoga, #Swami Vivkenanda, #unset
  Before going into the Yoga aphorisms I shall try to discuss one great question, upon which rests the whole theory of religion for the Yogis. It seems the consensus of opinion of the great minds of the world, and it has been nearly demonstrated by researches into physical nature, that we are the outcome and manifestation of an absolute condition, back of our present relative condition, and are going forward, to return to that absolute. This being granted, the question is: Which is better, the absolute or this state? There are not wanting people who think that this manifested state is the highest state of man. Thinkers of great calibre are of the opinion that we are manifestations of undifferentiated being and the differentiated state is higher than the absolute. They imagine that in the absolute there cannot be any quality; that it must be insensate, dull, and lifeless; that only this life can be enjoyed, and, therefore, we must cling to it. First of all we want to inquire into other solutions of life. There was an old solution that man after death remained the same; that all his good sides, minus his evil sides, remained for ever. Logically stated, this means that man's goal is the world; this world carried a stage higher, and eliminated of its evils, is the state they call heaven. This theory, on the face of it, is absurd and puerile, because it cannot be. There cannot be good without evil, nor evil without good. To live in a world where it is all good and no evil is what Sanskrit logicians call a "dream in the air". Another theory in modern times has been presented by several Schools, that man's destiny is to go on always improving, always struggling towards, but never reaching the goal. This statement, though apparently very nice, is also absurd, because there is no such thing as motion in a straight line. Every motion is in a circle. If you can take up a stone, and project it into space, and then live long enough, that stone, if it meets with no obstruction, will come back exactly to your hand. A straight line, infinitely projected must end in a circle. Therefore, this idea that the destiny of man is progressing ever forward and forward, and never stopping, is absurd. Although extraneous to the subject, I may remark that this idea explains the ethical theory that you must not hate, and must love. Because, just as in the case of electricity the modern theory is that the power leaves the dynamo and completes the circle back to the dynamo, so with hate and love; they must come back to the source. Therefore do not hate anybody, because that hatred which comes out from you, must, in the long run, come back to you. If you love, that love will come back to you, completing the circle. It is as certain as can be, that every bit of hatred that goes out of the heart of a man comes back to him in full force, nothing can stop it; similarly every impulse of love comes back to him.
  On other and practical grounds we see that the theory of eternal progression is untenable, for destruction is the goal of everything earthly. All our struggles and hopes and fears and joys, what will they lead to? We shall all end in death. Nothing is so certain as this. Where, then, is this motion in a straight line this infinite progression? It is only going out to a distance, and coming back to the centre from which it started. See how, from nebulae, the sun, moon, and stars are produced; then they dissolve and go back to nebulae. The same is being done everywhere. The plant takes material from the earth, dissolves, and gives it back. Every form in this world is taken out of surrounding atoms and goes back to these atoms. It cannot be that the same law acts differently in different places. Law is uniform. Nothing is more certain than that. If this is the law of nature, it also applies to thought. Thought will dissolve and go back to its origin. Whether we will it or not, we shall have to return to our origin which is called God or Absolute. We all came from God, and we are all bound to go back to God. Call that by any name you like, God, Absolute, or Nature, the fact remains the same. "From whom all this universe comes out, in whom all that is born lives, and to whom all returns." This is one fact that is certain. Nature works on the same plan; what is being worked out in one sphere is repeated in millions of spheres. What you see with the planets, the same will it be with this earth, with men, and with all. The huge wave is a mighty compound of small waves, it may be of millions; the life of the whole world is a compound of millions of little lives, and the death of the whole world is the compound of the deaths of these millions of little beings.
  Now the question arises: Is going back to God the higher state, or not? The philosophers of the Yoga School emphatically answer that it is. They say that man's present state is a degeneration. There is not one religion on the face of the earth which says that man is an improvement. The idea is that his beginning is perfect and pure, that he degenerates until he cannot degenerate further, and that there must come a time when he shoots upward again to complete the circle. The circle must be described. However low he may go, he must ultimately take the upward bend and go back to the original source, which is God. Man comes from God in the beginning, in the middle he becomes man, and in the end he goes back to God. This is the method of putting it in the dualistic form. The monistic form is that man is God, and goes back to Him again. If our present state is the higher one, then why is there so much horror and misery, and why is there an end to it? If this is the higher state, why does it end? That which corrupts and degenerates cannot be the highest state. Why should it be so diabolical, so unsatisfying? It is only excusable, inasmuch as through it we are taking a higher groove; we have to pass through it in order to become regenerate again. Put a seed into the ground and it disintegrates, dissolves after a time, and out of that dissolution comes the splendid tree. Every soul must disintegrate to become God. So it follows that the sooner we get out of this state we call "man" the better for us. Is it by committing suicide that we get out of this state? Not at all. That will be making it worse. Torturing ourselves, or condemning the world, is not the way to get out. We have to pass through the Slough of Despond, and the sooner we are through, the better. It must always be remembered that man-state is not the highest state.
  The really difficult part to understand is that this state, the Absolute, which has been called the highest, is not, as some fear, that of the zoophyte or of the stone. According to them, there are only two states of existence, one of the stone, and the other of thought. What right have they to limit existence to these two? Is there not something infinitely superior to thought? The vibrations of light, when they are very low, we do not see; when they become a little more intense, they become light to us; when they become still more intense, we do not see them it is dark to us. Is the darkness in the end the same darkness as in the beginning? Certainly not; they are different as the two poles. Is the thoughtlessness of the stone the same as the thoughtlessness of God? Certainly not. God does not think; He does not reason. Why should He? Is anything unknown to Him, that He should reason? The stone cannot reason; God does not. Such is the difference. These philosophers think it is awful if we go beyond thought; they find nothing beyond thought.

1.08 - Psycho therapy Today, #The Practice of Psycho therapy, #Carl Jung, #Psychology
  child can dismiss from his mind. School, however, inexorably instils intohim the idea of objective time, of duty and the fulfilment of duty, of
  outside authority, no matter whether he likes or loathes the School and his
  teacher. And with School and the relentless advance of time, one objective
  fact after another increasingly forces its way into his personal life,

1.08 - RELIGION AND TEMPERAMENT, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
  With cerebrotonia, the temperament that is correlated with ectomorphic physique, we leave the genial world of Pickwick, the strenuously competitive world of Hotspur, and pass into an entirely different and somewhat disquieting kind of universe that of Hamlet and Ivan Karamazov. The extreme cerebrotonic is the over-alert, over-sensitive introvert, who is more concerned with what goes on behind his eyeswith the constructions of thought and imagination, with the variations of feeling and consciousness than with that external world, to which, in their different ways, the viscerotonic and the somatotonic pay their primary attention and allegiance. Cerebrotonics have little or no desire to dominate, nor do they feel the viscerotonics indiscriminate liking for people as people; on the contrary they want to live and let live, and their passion for privacy is intense. Solitary confinement, the most terrible punishment that can be inflicted on the soft, round, genial person, is, for the cerebrotonic, no punishment at all. For him the ultimate horror is the boarding School and the barracks. In company cerebrotonics are nervous and shy, tensely inhibited and unpredictably moody. (It is a significant fact that no extreme cerebrotonic has ever been a good actor or actress.) Cerebrotonics hate to slam doors or raise their voices, and suffer acutely from the unrestrained bellowing and trampling of the somatotonic. Their manner is restrained, and when it comes to expressing their feelings they are extremely reserved. The emotional gush of the viscerotonic strikes them as offensively shallow and even insincere, nor have they any patience with viscerotonic ceremoniousness and love of luxury and magnificence. They do not easily form habits and find it hard to adapt their lives to the routines, which come so naturally to somatotonics. Owing to their over-sensitiveness, cerebrotonics are often extremely, almost insanely sexual; but they are hardly ever tempted to take to drink for alcohol, which heightens the natural aggressiveness of the somatotonic and increases the relaxed amiability of the viscerotonic, merely makes them feel ill and depressed. Each in his own way, the viscerotonic and the somatotonic are well adapted to the world they live in; but the introverted cerebrotonic is in some sort incommensurable with the things and people and institutions that surround him. Consequently a remarkably high proportion of extreme cerebrotonics fail to make good as normal citizens and average pillars of society. But if many fail, many also become abnormal on the higher side of the average. In universities, monasteries and research laboratorieswherever sheltered conditions are provided for those whose small guts and feeble muscles do not permit them to eat or fight their way through the ordinary rough and tumble the percentage of outstandingly gifted and accomplished cerebrotonics will almost always be very high. Realizing the importance of this extreme, over-evolved and scarcely viable type of human being, all civilizations have provided in one way or another for its protection.
  In the light of these descriptions we can understand more clearly the Bhagavad Gitas classification of paths to salvation. The path of devotion is the path naturally followed by the person in whom the viscerotonic component is high. His inborn tendency to externalize the emotions he spontaneously feels in regard to persons can be disciplined and canalized, so that a merely animal gregariousness and a merely human kindliness become transformed into charitydevotion to the personal God and universal good will and compassion towards all sentient beings.
  --
  The way of knowledge comes most naturally to persons whose temperament is predominantly cerebrotonic. By this I do not mean that the following of this way is easy for the cerebrotonic. His specially besetting sins are just as difficult to overcome as are the sins which beset the power-loving somatotonic and the extreme viscerotonic with his gluttony for food and comfort and social approval. Rather I mean that the idea that such a way exists and can be followed (either by discrimination, or through non-attached work and one-pointed devotion) is one which spontaneously occurs to the cerebrotonic. At all levels of culture he is the natural monotheist; and this natural monotheist, as Dr. Radins examples of primitive theology clearly show, is often a monotheist of the tat tvam asi, inner-light School. Persons committed by their temperament to one or other of the two kinds of extraversion are natural polytheists. But natural polytheists can, without much difficulty, be convinced of the theoretical superiority of monotheism. The nature of human reason is such that there is an intrinsic plausibility about any hypothesis which seeks to explain the manifold in terms of unity, to reduce apparent multiplicity to essential identity. And from this theoretical monotheism the half-converted polytheist can, if he chooses, go on (through practices suitable to his own particular temperament) to the actual realization of the divine Ground of his own and all other beings. He can, I repeat, and sometimes he actually does. But very often he does not. There are many theoretical monotheists whose whole life and every action prove that in reality they are still what their temperament inclines them to bepoly theists, worshippers not of the one God they sometimes talk about, but of the many gods, nationalistic and technological, financial and familial, to whom in practice they pay all their allegiance.
  In Christian art the Saviour has almost invariably been represented as slender, small-boned, unemphatically muscled. Large, powerful Christs are a rather shocking exception to a very ancient rule. Of Rubens crucifixions William Blake contemptuously wrote:
  --
  In traditional Christian education the stress was all on restraint; with the recent rise of the progressive School it is all on activity and self-expression.
  Traditionally Christian good manners outlawed all expressions of pleasure in the satisfaction of physical appetites. You may love a screeching owl, but you must not love a roasted fowlsuch was the rhyme on which children were brought up in the nurseries of only fifty years ago. Today the young unceasingly proclaim how much they love and adore different kinds of food and drink; adolescents and adults talk about the thrills they derive from the stimulation of their sexuality. The popular philosophy of life has ceased to be based on the classics of devotion and the rules of aristocratic good breeding, and is now moulded by the writers of advertising copy, whose one idea is to persuade everybody to be as extraverted and uninhibitedly greedy as possible, since of course it is only the possessive, the restless, the distracted, who spend money on the things that advertisers want to sell. Technological progress is in part the product of the somatotonic revolution, in part the producer and sustainer of that revolution. The extraverted attention results in technological discoveries. (Significantly enough, a high degree of material civilization has always been associated with the large-scale and officially sanctioned practice of polytheism.) In their turn, technological discoveries have resulted in mass production; and mass production, it is obvious, cannot be kept going at full blast except by persuading the whole population to accept the somatotonic Weltanschauung and act accordingly.

1.08 - The Four Austerities and the Four Liberations, #On Education, #The Mother, #Integral Yoga
  This leads us quite naturally to liberation in action. For, in ones action, one must be free from all social conventions, all moral prejudices. However, this does not mean that one should lead a life of licence and dissoluteness. On the contrary, one imposes on oneself a rule that is far stricter than all social rules, for it tolerates no hypocrisy and demands a perfect sincerity. Ones entire physical activity should be organised to help the body to grow in balance and strength and beauty. For this purpose, one must abstain from all pleasure-seeking, including sexual pleasure. For every sexual act is a step towards death. That is why from the most ancient times, in the most sacred and secret Schools, this act was prohibited to every aspirant towards immortality. The sexual act is always followed by a longer or shorter period of unconsciousness that opens the door to all kinds of influences and causes a fall in consciousness. But if one wants to prepare oneself for the supramental life, one must never allow ones consciousness to slip into laxity and inconscience under the pretext of pleasure or even of rest and relaxation. One should find relaxation in force and light, not in darkness and weakness. Continence is therefore the rule for all those who aspire for progress. But especially for those who want to prepare themselves for the supramental manifestation, this continence must be replaced by a total abstinence, achieved not by coercion and suppression but by a kind of inner alchemy, as a result of which the energies that are normally used in the act of procreation are transmuted into energies for progress and integral transformation. It is obvious that for the result to be total and truly beneficial, all sexual impulses and desires must be eliminated from the mental and vital consciousness as well as from the physical will. All radical and durable transformation proceeds from within outwards, so that the external transformation is the normal, almost inevitable result of this process.
  A decisive choice has to be made between lending the body to Natures ends in obedience to her demand to perpetuate the race as it is, and preparing this same body to become a step towards the creation of the new race. For it is not possible to do both at the same time; at every moment one has to decide whether one wants to remain part of the humanity of yesterday or to belong to the superhumanity of tomorrow.

1.08 - The Gods of the Veda - The Secret of the Veda, #Vedic and Philological Studies, #Sri Aurobindo, #Integral Yoga
  The word vja, usually rendered by Sayana, food or ghee,a sense which he is swift to foist upon any word which will at all admit that construction, as well as on some which will not admit it,has in other passages another sense assigned to it, strength, bala. It is the latter significance or its basis of substance & solidity which I propose to attach to vja in every line of the Rigveda where it occursand it occurs with an abundant frequency. There are a number of words in the Veda which have to be rendered by the English strength,bala, taras, vja, sahas, avas, to mention only the most common expressions. Can it be supposed that all these vocables rejoice in one identical connotation as commentators and lexicographers would lead us to conclude, and are used in the Veda promiscuously & indifferently to express the same idea of strength? The psychology of human language is more rich and delicate. In English the words strength, force, vigour, robustness differ in their mental values; force can be used in offices of expression to which strength and vigour are ineligible. In Vedic Sanscrit, as in every living tongue, the same law holds and a literary and thoughtful appreciation of its documents, whatever may be the way of the Schools, must take account of these distinctions. In the brief list I have given, bala answers to the English strength, taras gives a shade of speed and impetuosity, sahas of violence or force, avas of flame and brilliance, vja of substance and solidity. In the philological appendix to this work there will be found detailed reasons for concluding that strength is in the history of the word vja only a secondary sense, like its other meanings, wealth and food; the basic idea is a strong sufficiency of substance or substantial energy. Vja is one of the great standing terms of the Vedic psychology. All states of being, whether matter, mind or life and all material, mental & vital activities depend upon an original flowing mass of Energy which is in the vivid phraseology of the Vedas called a flood or sea, samudra, sindhu or arnas. Our power or activity in any direction depends first on the amount & substantiality of this stream as it flows into, through or within our own limits of consciousness, secondly, on our largeness of being constituted by the wideness of those limits, thirdly, on our power of holding the divine flow and fourthly on the force and delight which enter into the use of our available Energy. The result is the self-expression, ansa or vyakti, which is the objective of Vedic Yoga. In the language of the Rishis whatever we can make permanently ours is called our holding or wealth, dhanam or in the plural dhanni; the powers which assist us in the getting, keeping or increasing of our dhanni, the yoga, s ti & vriddhi, are the gods; the powers which oppose & labour to rob us of this wealth are our enemies & plunderers, dasyus, and appear under various names, Vritras, Panis, Daityas, Rakshasas, Yatudhanas. The wealth itself may be the substance of mental light and knowledge or of vital health, delight & longevity or of material strength & beauty or it may be external possessions, cattle, progeny, empire, women. A close, symbolic and to modern ideas mystic parallelism stood established in the Vedic mind between the external & the internal wealth, as between the outer sacrifice which earned from the gods the external wealth & the inner sacrifice which brought by the aid of the gods the internal riches. In this system the word vja represents that amount & substantial energy of the stuff of force in the dhanam brought to the service of the sacrificer for the great Jivayaja, our daily & continual life-sacrifice. It is a substantial wealth, vjavad dhanam that the gods are asked to bring with them. We see then in what sense Saraswati, a goddess purely mental in her functions of speech and knowledge, can be vjebhir vjinvat. Vjin is that which is composed of vja, substantial energy; the plural vj h or vj ni the particular substantialities of various composed. For the rest, to no other purpose can a deity of speech & knowledge be vjebhir vjinvat. In what appropriateness or coherent conceivable sense can the goddess of knowledge be possessed of material wealth or full-stored with material food, ghee & butter, beef & mutton? If it be suggested that Speech of the mantras was believed by these old superstitious barbarians to bring them their ghee & butter, beef & mutton, the answer is that this is not what the language of the hymns expresses. Saraswati herself is said to be vjinvat, possessed of substance of food; she is not spoken of as being the cause of fullness of food or wealth to others.
  This explanation of vjebhir vjinvat leads at once to the figurative sense of maho arnas. Arnas or samudra is the image of the sea, flood or stream in which the Vedic seers saw the substance of being and its different states. Sometimes one great sea, sometimes seven streams of being are spoken of by the Rishis; they are the origin of the seven seas of the Purana. It cannot be doubted that the minds of the old thinkers were possessed with this image of ocean or water as the very type & nature of the flux of existence, for it occurs with a constant insistence in the Upanishads. The sole doubt is whether the image was already present to the minds of the primitive Vedic Rishis. The Europeans hold that these were the workings of a later imagination transfiguring the straightforward material expressions & physical ideas of the Veda; they admit no real parentage of Vedantic ideas in the preexistent Vedic notions, but only a fictitious derivation. I hold, on the contrary, that Vedantic ideas have a direct & true origin & even a previous existence in the religion & psychology of the Vedas. If, indeed, there were no stuff of high thinking or moral sensibility in the hymns of the Vedic sages, then I should have no foundation to stand upon and no right to see this figure in the Vedic arnas or samudra. But when these early minds,early to us, but not perhaps really so primitive in human history as we imagine,were capable of such high thoughts & perceptions as these three Riks bear on their surface, it would be ridiculous to deny them the capacity of conceiving these great philosophical images & symbols. A rich poetic imagery expressing a clear, direct & virgin perception of the facts of mind and being, is not by any means impossible, but rather natural in these bright-eyed sons of the morning not yet dominated in their vision by the dry light of the intellect or in their speech & thought by the abstractions & formalities of metaphysical thinking. Water was to them, let us hold in our hypothesis, the symbol of unformed substance of being, earth of the formed substance. They even saw a mystic identity between the thing symbolised & the symbol.

1.08 - The Methods of Vedantic Knowledge, #The Life Divine, #Sri Aurobindo, #Integral Yoga
  15:And yet the human reason demands its own method of satisfaction. Therefore when the age of rationalistic speculation began, Indian philosophers, respectful of the heritage of the past, adopted a double attitude towards the Truth they sought. They recognised in the Sruti, the earlier results of Intuition or, as they preferred to call it, of inspired Revelation, an authority superior to Reason. But at the same time they started from Reason and tested the results it gave them, holding only those conclusions to be valid which were supported by the supreme authority. In this way they avoided to a certain extent the besetting sin of metaphysics, the tendency to battle in the clouds because it deals with words as if they were imperative facts instead of symbols which have always to be carefully scrutinised and brought back constantly to the sense of that which they represent. Their speculations tended at first to keep near at the centre to the highest and profoundest experience and proceeded with the united consent of the two great authorities, Reason and Intuition. Nevertheless, the natural trend of Reason to assert its own supremacy triumphed in effect over the theory of its subordination. Hence the rise of conflicting Schools each of which founded itself in theory on the Veda and used its texts as a weapon against the others. For the highest intuitive Knowledge sees things in the whole, in the large and details only as sides of the indivisible whole; its tendency is towards immediate synthesis and the unity of knowledge. Reason, on the contrary, proceeds by analysis and division and assembles its facts to form a whole; but in the assemblage so formed there are opposites, anomalies, logical incompatibilities, and the natural tendency of Reason is to affirm some and to negate others which conflict with its chosen conclusions so that it may form a flawlessly logical system. The unity of the first intuitional knowledge was thus broken up and the ingenuity of the logicians was always able to discover devices, methods of interpretation, standards of varying value by which inconvenient texts of the Scripture could be practically annulled and an entire freedom acquired for their metaphysical speculation.
  16:Nevertheless, the main conceptions of the earlier Vedanta remained in parts in the various philosophical systems and efforts were made from time to time to recombine them into some image of the old catholicity and unity of intuitional thought. And behind the thought of all, variously presented, survived as the fundamental conception, Purusha, Atman or Sad Brahman, the pure Existent of the Upanishads, often rationalised into an idea or psychological state, but still carrying something of its old burden of inexpressible reality. What may be the relation of the movement of becoming which is what we call the world to this absolute Unity and how the ego, whether generated by the movement or cause of the movement, can return to that true Self, Divinity or Reality declared by the Vedanta, these were the questions speculative and practical which have always occupied the thought of India.

1.08 - The Three Schools of Magick 3, #Magick Without Tears, #Aleister Crowley, #Philosophy
  object:1.08 - The Three Schools of Magick 3
  class:chapter
  --
  The Three Schools of Magick (3)
  Cara Soror,
  --
  There is in history only one movement whose object has been to organize the isolated adepts of the White School of Magick, and this movement was totally unconnected with religion, except in so far as it lent its influence to the reformers of the Christian church. Its appeal was not at all to the people. It merely offered to open up relations with, and communicate certain practical secrets of wisdom to, isolated men of science through Europe. This movement is generally known by the name of Rosicrucianism.
  The word arouses all sorts of regrettable correspondences; but the adepts of the Society have never worried themselves in the least about the abuse of their name for the purposes of charlatanism, or about the attacks directed against them by envious critics. Indeed, so wisely have they concealed their activities that some modern scholars of the shallower type have declared that no such movement ever existed, that it was a kind of practical joke played upon the curiosity of the credulous Middle Ages. It is at least certain that, since the original proclamations, no official publications have been put forward. The essential secrets have been maintained inviolate. If, during the last few years, a considerable number of documents have been published by them, though not in their name, it is on account of the impending crisis to civilization, of which mention will later be made.
  --
  We have been obliged to expose, perhaps at too considerable a length, the main doctrines of the three Schools. The task, however tedious, has been necessary in order to explain with reasonable lucidity their connection with the world which their ideas direct; that is to say, the nature of their political activities.
  The Yellow School, in accordance with its doctrine of perfectly elastic reaction and non-interference, holds itself, generally speaking, entirely apart from all such questions. We can hardly imagine it sufficiently interested in any events soever to react aggressively. It feels strong enough to deal satisfactorily with anything that may turn up: and generally speaking, it feels that any conceivable action on its part would be likely to increase rather than to diminish the mischief.
  It remains somewhat contemptuously aloof from the eternal conflict of the Black School with the White. At the same time, there is a certain feeling among the Yellow adepts that should either of these Schools become annihilated, the result might well be that the victor would sooner or later turn his released energy against themselves.
  In accordance, therefore, with their general plan of non-action, as expressed in the Tao Teh King, of dealing with mischief before it has become too strong to be dangerous, they interfere gently from time to time to redress the balance.
  During the last two generations the Masters of the Yellow School have been compelled to take notice of the progressive ruin of the White adepts. Christianity, which possessed at least the semblance of a White formula, is in the agonies of decomposition, even before it is actually dead. Materialistic science has overwhelmed the faith and hope of the Christians (they never possessed any charity to overwhelm) with a demonstration of the sorrow, transitoriness and cruel futility of the Universe. A vast wave of pessimism has engulfed the fortress of Mansoul.
  It was indeed a deadly blow to the adepts of the White School when Science, their own familiar friend in whom they trusted, lifted up his heel against them. It was in this conjuncture that the Yellow adepts sent forth into the Western world a messenger, Helena Petrowna Blavatsky, with the distinct mission to destroy, on the one hand, the crude Schools of Christianity, and, on the other, to eradicate the materialism from Physical Science. She made the necessary connection with Edward Maitl and and Anna Kingsford, who were trying rather helplessly to put the exoteric formulae of the White School into the hands of students, and with the secret representatives of the Rosicrucian Brotherhood. It is not for us in this place to estimate the degree of success with which she carried out her embassy; but at least we see today that Physical Science is at last penetrating to the spiritual basis of material phenomena. The work of Henry Poincar, Einstein, Whitehead, and Bertr and Russell is sufficient evidence of this fact.
  Christianity, too, has fallen into a lower degree of contempt than ever. Realizing that it was moribund, it made a supreme and suicidal effort, and plunged into the death-spasm of the first world-war. It was too far corrupt to react to the injections of the White formula which might have saved it. We see today that Christianity is more bigoted, further divorced from reality, than ever. In some countries it has again become a persecuting church.
  With horrid glee the adepts of the Black School looked on at these atrocious paroxysms. But it did more. It marshalled its forces quietly, and prepared to clean up the debris of the battlefields. It is at present (1924 e.v.) pledged to a supreme attempt to chase the manly races from their spiritual halidom. (The spasm still [1945 e.v.] continues; note well the pro-German screams of Anglican Bishops, and the intrigues of the Vatican.)
  The Black School has always worked insidiously, by treachery. We need then not be surprised by finding that its most notable representative was the renegade follower of Blavatsky, Annie Besant, and that she was charged by her Black masters with the mission of persuading the world to accept for its Teacher a negroid Messiah.[13] To make the humiliation more complete, a wretched creature was chosen who, to the most loathsome moral qualities, added the most fatuous imbecility. And then blew up!
  . . . .
  --
  This, then, is the present state of the war of the Three Schools. We cannot suppose that humanity is so entirely base as to accept Krishnamurti; yet that such a scheme could ever have been conceived is a symptom of the almost hopeless decadence of the White School.*[AC20] The Black adepts boast openly that they have triumphed all along the line. Their formula has attained the destruction of all positive qualities. It is only one step to the stage when the annihilation of all life and thought will appear as a fatal necessity. The materialism and vital scepticism of the present time, its frenzied rush for pleasure in total disregard of any idea of building for the future, testifies to a condition of complete moral disorder, of abject spiritual anarchy.
  The White School has thus been paralysed. We are reminded of the spider described by Fabre, who injects her victims with a poison which paralyzes them without killing them, so that her own young may find fresh meat. And this is what is going to happen in Europe and America unless some- thing is done about it, and done in very short order.
  The Yellow School could not remain impassive spectators of the abominations. Madame Blavatsky was a mere forerunner. They, in conjunction with the Secret Chiefs of the White School in Europe, Chiefs who had been compelled to suspend all attempts at exoteric enlightenment by the general moral debility which had overtaken the races from which they drew their adepts, have prepared a guide for mankind. This man, of an extreme moral force and elevation, combined with a profound sense of worldly realities, has stood forth in an attempt to save the White School, to rehabilitate its formula, and to fling back from the bastions of moral freedom the howling savages of pessimism. Unless his appeal is heard, unless there comes a truly virile reaction against the creeping atrophy which is poisoning them, unless they enlist to the last man under his standard, a great decisive battle will have been lost.
  This prophet of the White School, chosen by its Masters and his brethren, to save the Theory and Practice, is armed with a sword far mightier than Excalibur. He has been entrusted with a new Magical formula, one which can be accepted by the whole human race. Its adoption will streng then the Yellow School by giving a more positive value to their Theory; while leaving the postulates of the Black School intact, it will transcend them and raise their Theory and Practice almost to the level of the Yellow. As to the White School, it will remove from them all taint of poison of the Black, and restore vigour to their central formula of spiritual alchemy by giving each man an independent ideal. It will put an end to the moral castration involved in the assumption that each man, whatever his nature, should deny himself to follow out a fantastic and impracticable ideal of goodness. Incidentally, this formula will save Physical Science itself by making negligible the despair of futility, the vital scepticism which has emasculated it in the past. It shows that the joy of existence is not in a goal, for that indeed is clearly unattainable, but in the going itself.
  This law is called the Law of Thelema. It is summarized in the four words, "Do what thou wilt."
  --
  From the deepest point of view, the greatest value of this formula is that it affords, for the first time in history, a basis of reconciliation between the three great Schools of Magick. It will tend to appease the eternal conflict by understanding that each type of thought shall go on its own way, develop its own proper qualities without seeking to inter- fere with other formulae, however (superficially) opposed to its own.
  What is true for every School is equally true for every individual. Success in life, on the basis of the Law of Thelema, implies severe self-discipline. Each being must progress, as biology teaches, by strict adaptation to the conditions of the organism. If, as the Black School continually asserts, the cause of sorrow is desire, we can still escape the conclusion by the Law of Thelema. What is necessary is not to seek after some fantastic ideal, utterly unsuited to our real needs, but to discover the true nature of those needs, to fulfill them, and rejoice therein.
  This process is what is really meant by initiation; that is to say, the going into oneself, and making one's peace, so to speak, with all the forces that one finds there.
  --
  It has been said by some that the Law of Thelema appeals only to the lite of humanity. No doubt here is this much in that assertion, that only the highest can take full advantage of the extraordinary opportuni- ties which it offers. At the same time, "the Law is for all." Each in his degree, every man may learn to realise the nature of his own being, and to develop it in freedom. It is by this means that the White School of Magick can justify its past, redeem its present, and assure its future, by guaranteeing to every human being a life of Liberty and of Love.
  Such, then, are the words of Grard Aumont. I should not like to endorse every phrase; but the whole exposition is so masterly in its terse, tense vigour, and so unrivalled by any other document at my disposal, that I thought it best to let you have it in its own original form, with only those few alterations which lapse of time has made necessary.
  --
  P.S. Our own School unites the ruby red of Blood with the gold of the Sun. It combines the best characteristics of the Yellow and the White Schools. In the light of M. Aumont's exposition, it is easy to understand.
  To us, every phenomenon is an Act of Love, every experience is necessary, is a Sacrament, is a means of Growth. Hence, "...existence is pure joy;..." (AL II, 9) "A feast every day in your hearts in the joy of my rapture! A feast every night unto Nu, and the pleasure of uttermost delight!" (AL II, 42-43).

1.08 - THINGS THE GERMANS LACK, #Twilight of the Idols, #Friedrich Nietzsche, #Philosophy
  youth of the land by public Schools and universities. With but rare
  exceptions, that which is lacking in Germany is the first prerequisite
  --
  for its foremost position in human culture What the higher Schools
  of Germany really do accomplish is this, they brutally train a vast
  --
  is the first preparatory Schooling of intellectuality. One must not
  respond immediately to a stimulus; one must acquire a comm and of the
  --
  As to learning how to think--our Schools no longer have any notion
  of such a thing. Even at the universities, among the actual scholars

1.094 - Understanding the Structure of Things, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
  As it was mentioned previously, this universe is only one of the forms which prakriti can take. In every kalpa, or age-cycle, the form of the universe changes. Kalpa means a cycle of time beginning with the manifestation of the universe and ending with its dissolution, or pralaya. Between the kalpas is a condition of equipoise called samyavastha which contains the potentialities for creation of the next kalpa. In every kalpa, prakriti takes a particular time-form for the projection of a universe determined by the potentialities existing originally in the condition of equipoise called samyavastha. All Schools of thought tell us that the nature of the universe manifested in any particular kalpa is equivalent to the requisite conditions necessary for the fulfilment of the unfulfilled desires of individuals who lay buried, unconscious, at the time of the dissolution of the world prior to this particular manifestation.
  What we are told here is that any particular object or any particular group of objects, for the matter of that do not constitute a separate entity or a reality by itself, or by themselves. On the other hand, this particular object, or a group of objects, represents merely a condition of prakriti, even as the mind itself is such a condition in a more rarefied form. The subjective manifestation of prakriti is the mind, and its objective manifestation is the object, the visaya.

1.097 - Sublimation of Object-Consciousness, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
  So is the case with these sutras. The Kaivalya Pada is a metaphysical disquisition of Patanjali, where we find his philosophical peculiarities as distinct from other Schools of thought, which of course have great relevance to the practice which he has described in the earlier sutras.

1.09 - ADVICE TO THE BRAHMOS, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  Adhar Sen arrived with several of his friends. He was a deputy magistrate, about thirty years old. This was his second visit to the Master. He was accompanied by his friend Saradacharan, who was extremely unhappy because of the death of his eldest son. A retired deputy inspector of Schools, Saradacharan devoted himself to meditation and prayer. Adhar had brought his friend to the Master for consolation in his afflicted state of mind.
  Coming down from samdhi, the Master found the eyes of the devotees fixed on him.

1.09 - BOOK THE NINTH, #Metamorphoses, #Ovid, #Poetry
  And bred together, in one School they grew.
  Thus, fatally dispos'd to mutual fires,

1.09 - Fundamental Questions of Psycho therapy, #The Practice of Psycho therapy, #Carl Jung, #Psychology
  before Charcot and his School could begin to consolidate ideas in this field.
  We have to thank Pierre Janet for a deeper and more exact knowledge of

1.09 - Saraswati and Her Consorts, #The Secret Of The Veda, #Sri Aurobindo, #Integral Yoga
  Vedic system, as in most very ancient Schools of thought. We find it recurring constantly, - the seven delights, sapta ratnani; the seven flames, tongues or rays of Agni, sapta arcis.ah., sapta jvalah.; the seven forms of the Thought-principle, sapta dhtayah.; the seven Rays or Cows, forms of the Cow unslayable, Aditi, mother of the gods, sapta gavah.; the seven rivers, the seven mothers or fostering cows, sapta matarah., sapta dhenavah., a term applied indifferently to the Rays and to the Rivers. All these sets of seven depend, it seems to me, upon the Vedic classification of the fundamental principles, the tattvas, of existence.
  The enquiry into the number of these tattvas greatly interested the speculative mind of the ancients and in Indian philosophy we find various answers ranging from the One upward and running into the twenties. In Vedic thought the basis chosen was the number of the psychological principles, because all existence was conceived by the Rishis as a movement of conscious being.

1.09 - SKIRMISHES IN A WAY WITH THE AGE, #Twilight of the Idols, #Friedrich Nietzsche, #Philosophy
  after the manner of ill-bred Schoolboys. And how cold she must have
  been inwardly all the while, this insufferable artist! She wound
  --
  higher Schooling?"--To make man into a machine. "What are the means
  employed?"--He must learn how to be bored. "How is this achieved?"--By

1.09 - Taras Ultimate Nature, #How to Free Your Mind - Tara the Liberator, #Thubten Chodron, #unset
  India into four Schools of tenets. One of the distinguishing differences
  between them is the negated object, sometimes translated as the object to
  --
  Consequence School, which is said to be the most accurate philosophical
  view. The negated object, an inherently existent self, appears to be mixed
  --
  This has been an important topic of discussion among the various Buddhist tenet Schools. Some assert that the collection of mental and physical
  aggregates is the person or that their continuum is the person. They say there
  --
  Because the Prasangika School refutes inherent existence, it says that
  there is no xed, inherently existent thing that is the carrier of karmic seeds.

1.09 - To the Students, Young and Old, #On Education, #The Mother, #Integral Yoga
  Consequently, we are not here to repeat what others have done, but to prepare ourselves for the blossoming of a new consciousness and a new life. That is why I address myself to you, the students, that is, to all who wish to learn, to learn always more and always better, so that one day you may be capable of opening yourselves to the new force and of giving it the possibility of manifesting on the physical plane. For that is our programme and we must not forget it. To understand the true reason why you are here, you must remember that we want to become instruments that are as perfect as possible, instruments that express the divine will in the world. And if the instruments are to be perfect, they must be cultivated, educated, trained. They must not be left like fallow land or a formless piece of stone. A diamond reveals all its beauty only when it is artistically cut. It is the same for you. If you want your physical being to be a perfect instrument for the manifestation of the supramental consciousness, you must cultivate it, sharpen it, refine it, give it what it lacks, perfect what it already possesses. That is why you go to School, my children, whether you are big or small, for one can learn at any ageand so you must go to your classes.
  Sometimes, if you are not in a very good mood, you say, How boring it is going to be! Yes, perhaps the teacher who is taking your class does not know how to amuse you. He may be a very good teacher, but at the same time he may not know how to entertain you, for it is not always easy. There are days when one does not feel like being entertaining. There are days, for him as for you, when one would like to be elsewhere than in School. But still, you go to your class. You go because you must, for if you obey all your fancies you will never have any control over yourselves; your fancies will control you. So you go to your class, but instead of going there and thinking, How bored I am going to be; I am sure it is not going to be interesting, you should tell yourselves, There is not a single minute in life, not one circumstance that is not an opportunity for progress. So what progress am I going to make today? The class I am going to now is on a subject that does not interest me. But perhaps that is because something is lacking in me; perhaps, in my brain, a certain number of cells are deficient and that is why I cannot find any interest in the subject. If so, I shall try, I shall listen carefully, concentrate hard and above all drive out of my mind this aimlessness, this superficial shallowness which makes me feel bored when there is something I cannot grasp. I am bored because I do not make an effort to understand, because I do not have this will for progress. When one does not progress, one feels bored, everyone, young or old; for we are here on earth to progress. How tedious life would be without progress! Life is monotonous. Most often it is not fun. It is far from being beautiful. But if you take it as a field for progress, then everything changes, everything becomes interesting and there is no longer any room for boredom. Next time your teacher seems boring to you, instead of wasting your time doing nothing, try to understand why he bores you. Then if you have a capacity of observation and if you make an effort to understand, you will soon see that a kind of miracle has occurred and that you are no longer feeling bored at all.
  This remedy is good in almost every case. Sometimes, in certain circumstances, everything seems dull, boring, stupid; this means that you are as boring as the circumstances and it clearly shows that you are not in a state of progress. It is simply a passing wave of boredom, and nothing is more contrary to the purpose of existence. At such a moment you might make an effort and ask yourself, This boredom shows that I have something to learn, some progress to make in myself, some inertia to conquer, some weakness to overcome. Boredom is a dullness of the consciousness; and if you seek the cure within yourself, you will see that it immediately dissolves. Most people, when they feel bored, instead of making an effort to rise one step higher in their consciousness, come down one step lower; they come down even lower than they were before and do stupid things, they make themselves vulgar in the hope of amusing themselves. That is why men intoxicate themselves, spoil their health, deaden their brains. If they had risen instead of falling, they would have made use of this opportunity to progress.

1.1.01 - Seeking the Divine, #Letters On Yoga II, #Sri Aurobindo, #Integral Yoga
  Let us look on it as a sort of infants' School for the unready.
  But of course that is not the spiritual life, it is only a sort of elementary religious approach. For the spiritual life to give and not to demand is the rule. The sadhak however can ask for the

1.1.01 - The Divine and Its Aspects, #Letters On Yoga I, #Sri Aurobindo, #Integral Yoga
      The distinction between the Transcendental, the Cosmic, the Individual Divine is not my invention, nor is it native to India or to Asia - it is on the contrary a recognised European teaching current in the esoteric tradition of the Catholic Church where it is the authorised explanation of the Trinity, - Father, Son and Holy Ghost, - and it is very well-known to European mystic experience. In essence it exists in all spiritual disciplines that recognise the omnipresence of the Divine - in Indian Vedantic experience and in Mahomedan Yoga (not only the Sufi, but other Schools also) - the Mahomedans even speak of not two or three but many levels of the Divine until one reaches the Supreme. As for the idea in itself, surely there is a difference between the individual, the cosmos in space and time, and something that exceeds this cosmic formula or any cosmic formula. There is a cosmic consciousness experienced by many which is quite different in its scope and action from the individual consciousness, and if there is a consciousness beyond the cosmic, infinite and essentially eternal, not merely extended in Time, that also must be different from these two. And if the Divine is or manifests Himself in these three, is it not conceivable that in aspect, in
      His working, He may differentiate Himself so much that we are driven, if we are not to confound all truth of experience, if we are not to limit ourselves to a mere static experience of something indefinable, to speak of a triple aspect of the Divine?

1.107 - The Bestowal of a Divine Gift, #The Study and Practice of Yoga, #Swami Krishnananda, #Yoga
  The sadhanas which are prescribed in the different Schools of yoga always give a warning that no stage or step in the progress should be ignored. We should not try to have a double promotion at any time. We must always see that we have passed through every stage. Otherwise, that particular step which we have not taken and jumped over will be a problem one day or the other. These are all cautions and private problems rather than social ones. Each problem is individualistic. This is a general statement of the difficulty that may arise in the case of students or seekers, but how they will come, in what manner, is peculiar to each individual and cannot be explained generally. My problem will be different from yours, and so on, according to the nature of the vrittis and the type of emotion which is prevalent or predominant in the mind of a person. That is the statement of warning in this sutra, tat cchidreu pratyayntari saskrebhya (IV.27). Hnam e kleavat uktam (IV.28): As we have dealt with the vrittis avidya, asmita, raga, dvesa, abhinivesa we deal with them. That is the way we have to face them and sublimate them.
  When we succeed in this noble attempt, we will be led to the higher realm of yoga. The lives of saints, when they are read with a critical, observant eye, provide ample food for thought in respect of the various tense situations one has to pass through in the practices. There will be onward and backward movements, and we will not know where we are; and we have to meet these situations. But when they are known and overcome, the clouds disperse.

11.08 - Body-Energy, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
   The Mother spoke once of the body being like a fortress, a strong shelter protecting you against enemy-attacks, the forces that are around roaming in the open spaces, the forces of physical and even moral disruption. The ancients used to refer to the body as a walled city the gates of which are to be carefully guarded. It is also compared to a temple, a firm structure wherein God is to dwell, which is to be kept always clean, trim and tidy. The body itself was worshipped as a holy thing almost as a Divinity by certain Schools of spiritual discipline.
   These are, so to say various dimensions of the body; one more, somewhat of a different category, may be added. The body is a battery, an accumulation of energy, of energy and consciousness, of energy-consciousness. We are all familiar with the modern concept of the material particle being concentrated energy: it is tremendously concentrated and that is why it looks as though dead solidity. In reality its stilled high potency harbours almost an immeasurable force of creation and destruction.

1.10 - Aesthetic and Ethical Culture, #The Human Cycle, #Sri Aurobindo, #Integral Yoga
  Its limitations at once appear, when we look back at its prominent examples. Early Rome and Sparta were barren of thought, art, poetry, literature, the larger mental life, all the amenity and pleasure of human existence; their art of life excluded or discouraged the delight of living. They were distrustful, as the exclusively ethical man is always distrustful, of free and flexible thought and the aesthetic impulse. The earlier spirit of republican Rome held at arms length as long as possible the Greek influences that invaded her, closed the Schools of the Greek teachers, banished the philosophers, and her most typical minds looked upon the Greek language as a peril and Greek culture as an abomination: she felt instinctively the arrival at her gates of an enemy, divined a hostile and destructive force fatal to her principle of living. Sparta, though a Hellenic city, admitted as almost the sole aesthetic element of her deliberate ethical training and education a martial music and poetry, and even then, when she wanted a poet of war, she had to import an Athenian. We have a curious example of the repercussion of this instinctive distrust even on a large and aesthetic Athenian mind in the utopian speculations of Plato who felt himself obliged in his Republic first to censure and then to banish the poets from his ideal polity. The end of these purely ethical cultures bears witness to their insufficiency. Either they pass away leaving nothing or little behind them by which the future can be attracted and satisfied, as Sparta passed, or they collapse in a revolt of the complex nature of man against an unnatural restriction and repression, as the early Roman type collapsed into the egoistic and often orgiastic licence of later republican and imperial Rome. The human mind needs to think, feel, enjoy, expand; expansion is its very nature and restriction is only useful to it in so far as it helps to steady, guide and streng then its expansion. It readily refuses the name of culture to those civilisations or periods, however noble their aim or even however beautiful in itself their order, which have not allowed an intelligent freedom of development.
  On the other hand, we are tempted to give the name of a full culture to all those periods and civilisations, whatever their defects, which have encouraged a freely human development and like ancient Athens have concentrated on thought and beauty and the delight of living. But there were in the Athenian development two distinct periods, one of art and beauty, the Athens of Phidias and Sophocles, and one of thought, the Athens of the philosophers. In the first period the sense of beauty and the need of freedom of life and the enjoyment of life are the determining forces. This Athens thought, but it thought in the terms of art and poetry, in figures of music and drama and architecture and sculpture; it delighted in intellectual discussion, but not so much with any will to arrive at truth as for the pleasure of thinking and the beauty of ideas. It had its moral order, for without that no society can exist, but it had no true ethical impulse or ethical type, only a conventional and customary morality; and when it thought about ethics, it tended to express it in the terms of beauty, to kalon, to epieikes, the beautiful, the becoming. Its very religion was a religion of beauty and an occasion for pleasant ritual and festivals and for artistic creation, an aesthetic enjoyment touched with a superficial religious sense. But without character, without some kind of high or strong discipline there is no enduring power of life. Athens exhausted its vitality within one wonderful century which left it enervated, will-less, unable to succeed in the struggle of life, uncreative. It turned indeed for a time precisely to that which had been lacking to it, the serious pursuit of truth and the evolution of systems of ethical self-discipline; but it could only think, it could not successfully practise. The later Hellenic mind and Athenian centre of culture gave to Rome the great Stoic system of ethical discipline which saved her in the midst of the orgies of her first imperial century, but could not itself be stoical in its practice; for to Athens and to the characteristic temperament of Hellas, this thought was a straining to something it had not and could not have; it was the opposite of its nature and not its fulfilment.

1.10 - BOOK THE TENTH, #Metamorphoses, #Ovid, #Poetry
  Thus cautious Venus School'd her fav'rite boy;
  But youthful heat all cautions will destroy.

1.10 - Concentration - Its Practice, #Raja-Yoga, #Swami Vivkenanda, #unset
  Those Samdhis with which we ended our last chapter are very difficult to attain; so we must take them up slowly. The first step, the preliminary step, is called Kriya-yoga. Literally this means work, working towards Yoga. The organs are the horses, the mind is the rein, the intellect is the charioteer, the soul is the rider, and the body is the chariot. The master of the household, the King, the Self of man, is sitting in this chariot. If the horses are very strong and do not obey the rein, if the charioteer, the intellect, does not know how to control the horses, then the chariot will come to grief. But if the organs, the horses, are well controlled, and if the rein, the mind, is well held in the hands of the charioteer, the intellect, the chariot reaches the goal. What is meant, therefore, by this mortification? Holding the rein firmly while guiding the body and the organs; not letting them do anything they like, but keeping them both under proper control. Study. What is meant by study in this case? No study of novels or story books, but study of those works which teach the liberation of the Soul. Then again this study does not mean controversial studies at all. The Yogi is supposed to have finished his period of controversy. He has had enough of that, and has become satisfied. He only studies to intensify his convictions. Vda and Siddhnta these are the two sorts of scriptural knowledge Vada (the argumentative) and Siddhanta (the decisive). When a man is entirely ignorant he takes up the first of these, the argumentative fighting, and reasoning pro and con; and when he has finished that he takes up the Siddhanta, the decisive, arriving at a conclusion. Simply arriving at this conclusion will not do. It must be intensified. Books are infinite in number, and time is short; therefore the secret of knowledge is to take what is essential. Take that and try to live up to it. There is an old Indian legend that if you place a cup of milk and water before a Rja-Hamsa (swan), he will take all the milk and leave the water. In that way we should take what is of value in knowledge, and leave the dross. Intellectual gymnastics are necessary at first. We must not go blindly into anything. The Yogi has passed the argumentative state, and has come to a conclusion, which is, like the rocks, immovable. The only thing he now seeks to do is to intensify that conclusion. Do not argue, he says; if one forces arguments upon you, be silent. Do not answer any argument, but go away calmly, because arguments only disturb the mind. The only thing necessary is to train the intellect, what is the use of disturbing it for nothing? The intellect is but a weak instrument, and can give us only knowledge limited by the senses. The Yogi wants to go beyond the senses, therefore intellect is of no use to him. He is certain of this and, therefore, is silent, and does not argue. Every argument throws his mind out of balance, creates a disturbance in the Chitta, and a disturbance is a drawback. Argumentations and searchings of the reason are only by the way. There are much higher things beyond them. The whole of life is not for Schoolboy fights and debating societies. "Surrendering the fruits of work to God" is to take to ourselves neither credit nor blame, but to give up both to the Lord and be at peace.
  - -

1.10 - Conscious Force, #The Life Divine, #Sri Aurobindo, #Integral Yoga
  5:Such is the explanation of things offered by the School of Indian philosophy which comes nearest to the modern materialistic ideas and which carried the idea of a mechanical or unconscious Force in Nature as far as was possible to a seriously reflective Indian mind. Whatever its defects, its main idea was so indisputable that it came to be generally accepted. However the phenomenon of consciousness may be explained, whether Nature be an inert impulse or a conscious principle, it is certainly Force; the principle of things is a formative movement of energies, all forms are born of meeting and mutual adaptation between unshaped forces, all sensation and action is a response of something in a form of Force to the contacts of other forms of Force. This is the world as we experience it and from this experience we must always start.
  6:Physical analysis of Matter by modern Science has come to the same general conclusion, even if a few last doubts still linger. Intuition and experience confirm this concord of Science and Philosophy. Pure reason finds in it the satisfaction of its own essential conceptions. For even in the view of the world as essentially an act of consciousness, an act is implied and in the act movement of Force, play of Energy. This also, when we examine from within our own experience, proves to be the fundamental nature of the world. All our activities are the play of the triple force of the old philosophies, knowledge-force, desire-force, action-force, and all these prove to be really three streams of one original and identical Power, Adya Shakti. Even our states of rest are only equable state or equilibrium of the play of her movement.

1.10 - Harmony, #On the Way to Supermanhood, #Satprem, #Integral Yoga
  But wrong thoughts, too, are a surprising source of discoveries. As a matter of fact, more and more, he realizes that this kind of distinction is meaningless. What, in the end, is not for our own good? What does not ultimately turn out to be our greater good? The wrong paths are part of the right one and pave a broader way, a larger view of our indivisible estate. The only wrong is not to see; it is the vast grayness of the terra incognita of our limited maps. And we indeed limit our maps. We have attributed those thoughts, feelings, reactions and desires to the little Mississippi flowing through our lands, to the thriving Potomac rivers lined with stone buildings and fortresses and indeed, they have got into the habit of running through those channels, cascading here or there, boiling a little farther below, or disappearing into our marshes. It is a very old habit, going back even before us or the ape, or else a scarcely more recent one going back to our Schooldays, our parents or yesterday's newspaper. We have opened paths, and the current follows them it follows them obstinately. But for the demechanized seeker, the meanders and points of entry begin to become more visible. He begins to distinguish various levels in his being, various channeling centers, and when the current passes through the solar plexus or through the throat, the reactions or effects are different. But, mostly, he discovers with surprise that it is one and the same current everywhere, above or below, right or left, and those which we call thought, desire, will or emotion are various infiltrations of the same identical thing, which is neither thought nor desire nor will nor anything of the sort, but a trickle, a drop or a cataract of the same conscious Energy entering here or there, through our little Potomac or muddy Styx, and creating a disaster or a poem, a millipede's quiver, a revolution, a gospel or a vain thought on the boulevard we could almost say at will. It all depends on the quality of our opening and its level. But the fundamental fact is that this is an Energy, in other words, a Power. And thus, very simply, quite simply, we have the all-powerful source of all possible changes in the world. It is as we will it! We can tune in either here or there, create harmony or cacophony; not a single circumstance in the world, not one fateful event, not one so-called ineluctable law, absolutely nothing can prevent us from turning the antenna one way or the other and changing this muddy and disastrous flood into a limpid stream, instantly. We just have to know where we open ourselves. At every moment of the world and every second, in the face of every dreadful circumstance, every prison we have locked ourselves alive in, we can, in one stroke, with a single cry for help, a single burst of prayer, a single true look, a single leap of the little flame inside, topple all our walls and be born again from top to bottom. Everything is possible. Because that Power is the supreme Possibility.
  But if we believe only in our little Mississippi or our little Potomac, it is clearly hopeless. And we do indeed believe passionately, millennially in the virtue of our old ways. They also hold an immense power that of habit. It is remarkable, for they seem as solid as concrete, as convincing as all the old reasons of the world, the old habits of flowing in one direction or another, as irrefutable as Newton's apple, and yet, for the eye beginning to lose its scales, as unsubstantial as a cloud one blows on them and they fall away. This is the mental Illusion, the formidable illusion that is blinding us.

1.10 - Relics of Tree Worship in Modern Europe, #The Golden Bough, #James George Frazer, #Occultism
  to provide tea for them at the Schoolhouse in the afternoon. In a
  Bohemian village near Kniggrtz on Whit-Monday the children play

1.10 - THE FORMATION OF THE NOOSPHERE, #The Future of Man, #Pierre Teilhard de Chardin, #Christianity
  There is a School of philosophy which smiles disdainfully at
  these and kindred forms of progress. "Commercial machines," we

1.10 - THE MASTER WITH THE BRAHMO DEVOTEES (II), #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  MASTER: "Once a salt doll went to the ocean to measure its depth. But it could not come back to give a report. According to one School of thought, sages like Sukadeva saw and touched the Ocean of Brahman, but did not plunge into It.
  "Once I said to Vidyasagar, 'Everything else but Brahman has been polluted, as it were, like food touched by the tongue.' In other words, no one has been able to describe what Brahman is. A thing once uttered by the tongue becomes polluted. Vidyasagar, great pundit though he was, was highly pleased with my remarks.

1.10 - The Revolutionary Yogi, #Sri Aurobindo or the Adventure of Consciousness, #Satprem, #Integral Yoga
  Bande Mataram ("I bow to Mother India"), the first newspaper to publicly advocate the goal of total independence, which would become a powerful instrument of India's awakening. He founded an Extremist Party and drew up a national action program boycott of British goods, boycott of British courts, boycott of British Schools and universities. He became the principal of the first "National College" in Calcutta and created so much commotion that less than a year later a warrant was issued for his arrest. Unfortunately for the British, Sri Aurobindo's articles and speeches were legally unassailable; he neither preached racial hatred, nor even attacked the government of Her Majesty; he simply proclaimed the right of all nations to 111
  112

1.10 - The Roughly Material Plane or the Material World, #Initiation Into Hermetics, #Franz Bardon, #Occultism
  In this chapter I will not describe the roughly material world, the kingdoms of minerals, vegetables and animals, nor will I deal with the physical processes in nature, because everybody has already learned at School that there are such things as the north and south poles, how rain originates, how storms are brought about, etc. The incipient adept might not be so very interested in these occurrences, but he will rather endeavour to know all about the material world by means of the elements and their polarities. It is needless to mention that on our planet, there are fire, water, air and earth, a fact absolutely clear to each reasonably thinking person. Notwithstanding, it will be very useful, if the adept becomes acquainted with the cause and effect of the four elements and knows how to use them correctly, according to the corresponding analogies on the other planes. How it is possible to contact higher planes through knowing the grossly material elements, will be reserved to a further chapter dealing with the practical use of magic. At the moment, it is important to know that of our earth the working of elements in the subtlest form is evolving off in exactly the same manner as in the human body. By drawing analogies to the human body, one will certainly find out how to draw the parallel to the elements, and state that the analogy with the human body seems justified. In the chapter relative to the human body we have been discussing the mode of life and the functions of the elements, with respect to the body and, if the adept succeeds in using the elements in the most subtle form, he will already be able to achieve wondrous things on his own body, and not only this, he can, in all conscience, affirm that nothing is impossible in this respect.
  The earthy element implies the four-pole magnet with its polarity and the effect of the other elements. The fiery principle, in its active form, causes the vivifying principle in nature and in the negative form the destructive and disintegrating one. The principle of water, in its negative form, is operating the contrary effect. The principle of air, with its bipolar polarity, represents the neutral, the balancing and the preserving essence in nature. The earthy element, according to its peculiarity of cohesion, has as a basis the two great fundamental elements of fire and water together with the neutralization of the airy principle. Hence it must be regarded as the most grossly material element. By the interaction of the fiery and the watery element, we have, as already mentioned in connection with the body, got the magnetic and the electric fluid, the two basic fluids originating, according to the same laws, in the body and having their mutual effects. Both these elements, with their fluids, are the cause of all that happens materially on our earth; they influence all the chemical processes inside and outside of the earth in the kingdoms of minerals, plants and animals. Hence you see that the electric fluid is to be found in the centre of the earth, whereas the magnetic one is on the surface of our earth. This magnetic fluid of the earth surface, apart from the property of the principle of water or the cohesion, attracts and holds all material and compound things.

1.10 - The Scolex School, #Magick Without Tears, #Aleister Crowley, #Philosophy
  object:1.10 - The Scolex School
  class:chapter
  --
  The Scolex School
  You actually want to know how to distinguish gold from copper pyrites[14] "fool's gold" they called it in '49 California no! I wasn't there or "absolute" alcohol and Liqueur Whisky from "alki" (commercial alcohol see Jack London's The Princess, a magnificent story don't miss it!) and Wartime Scotch as sold in most British pubs in 1944, era vulgari.

1.10 - The Secret of the Veda, #Vedic and Philological Studies, #Sri Aurobindo, #Integral Yoga
  Is this, then, the last word about the Veda? Or, and this is the idea I write to suggest, is it not rather the culmination of a long increasing & ever progressing error? The theory this book is written to enunciate & support is simply this, that our forefa thers of early Vedantic times understood the Veda, to which they were after all much nearer than ourselves, far better than Sayana, far better than Roth & Max Muller, that they were, to a great extent, in possession of the real truth about the Veda, that that truth was indeed a deep spiritual truth, karmakanda as well as jnanakanda of the Veda contains an ancient knowledge, a profound, complex & well-ordered psychology & philosophy, strange indeed to our modern conception, expressed indeed in language still stranger & remoter from our modern use of language, but not therefore either untrue or unintelligible, and that this knowledge is the real foundation of our later religious developments, & Veda, not only by historical continuity, but in real truth & substance is the parent & bedrock of all later Hinduism, of Vedanta, Sankhya, Nyaya, Yoga, of Vaishnavism & Shaivism&Shaktism, of Tantra&Purana, even, in a remoter fashion, of Buddhism & the later unorthodox religions. From this quarry all have hewn their materials or from this far-off source drawn unknowingly their waters; from some hidden seed in the Veda they have burgeoned into their wealth of branchings & foliage. The ritualism of Sayana is an error based on a false preconception popularised by the Buddhists & streng thened by the writers of the Darshanas,on the theory that the karma of the Veda was only an outward ritual & ceremony; the naturalism of the modern scholars is an error based on a false preconception encouraged by the previous misconceptions of Sayana,on the theory of the Vedas [as] not only an ancient but a primitive document, the production of semi-barbarians. The Vedantic writers of the Upanishads had alone the real key to the secret of the Vedas; not indeed that they possessed the full knowledge of a dialect even then too ancient to be well understood, but they had the knowledge of the Vedic Rishis, possessed their psychology, & many of their general ideas, even many of their particular terms & symbols. That key, less & less available to their successors owing to the difficulty of the knowledge itself & of the language in which it was couched and to the immense growth of outward ritualism, was finally lost to the Schools in the great debacle of Vedism induced by the intellectual revolutions of the centuries which immediately preceded the Christian era.
  It is therefore a Vedantic or even what would nowadays be termed a theosophic interpretation of the Veda which in this book I propose to establish. My suggestion is that the gods of the Rigveda were indeed, as the European scholars have seen, masters of the Nature-Powers, but not, as they erroneously theorise, either exclusively or even mainly masters of the visible & physical Nature-Powers. They presided over and in their nature & movement were also & more predominantly mental Nature-Powers, vital Nature-Powers, even supra-mental Nature-Powers. The religion of the Vedic Rishis I suppose on this hypothesis to have been a sort of practical & concrete Brahmavada founded on the three principles of complex existence, isotheism of the gods and parallelism of their functions on all the planes of that complex existence; the secret of their ideas, language & ritual I suppose to rest in an elaborate habit of symbolism & double meaning which tends to phrase & typify all mental phenomena in physical and concrete figures. While the European scholars suppose the Rishis to have been simple-minded barbarians capable only of a gross & obvious personification of forces, only of a confused, barbarous and primitive system of astronomical allegories and animistic metaphors, I suppose them to have been men of daring and observant minds, using a bold and vigorous if sometimes fanciful system of images to express an elaborate practical psychology and self-observation in which what we moderns regard as abstract experiences & ideas were rather perceived with the vividness of physical experiences & images & so expressed in the picturesque terms of a great primitive philosophy. Their outward sacrifice & ritual I suppose to have been partly the symbols & partly the means of material expression for certain psychological processes, the first foundations of our Hindu system of Yoga, by which they believed themselves able to attain inward & outward mastery, knowledge, joy and extended life & being.
  --
  The modern world cares little for orthodox Hindu opinion, for the opinion of its Pandits or for the ancient authority of its received guides; putting these things aside as the heavy and now useless baggage of the dead past it moves on free and unhampered to its objective, seeking ever fresh vistas of undiscovered knowledge. But a Hindu writer, still holding the faith of his ancestors, owes a certain debt to the immediate past, not so much as to hamper his free enquiry and outlook upon truth, but enough to demand from him a certain respect for whatever in it is really respectworthy and some attempt to satisfy his coreligionists that in opening out a fresh outlook on ancient knowledge he is not uprooting truths that are essential to their common religion. Nothing in those truths compels us to accept the plenary authority of Sayana or the ritualistic interpretation of the Vedas. The hymns of the Veda are, for us, inspired truth and therefore infallible; it follows that the only interpretative authority on them which can claim also to be infallible is one which itself works by the faculty of divine inspiration. The only works for which the ordinary tradition claims this equal authority are the Brahmanas, Aranyakas & Upanishads. Even among these authorities, if we accept them as all and equally inspired and authoritative, and on this point Hindus are not in entire agreement,the Brahmanas which deal with the ceremonial detail of Vedic sacrifice, are authoritative for the ritual only; for the inner sense the Upanishads are the fit authority. Sayana can lay claim to no such sanctity for his opinions. He is no ancient Rishi, nor even an inspired religious teacher, but a grammarian and scholar writing in the twelfth century after Christ several millenniums subsequent to the Rishis to whom Veda was revealed. By his virtues & defects as a scholar his interpretation must be judged. His erudition is vast, his industry colossal; he has so occupied the field that everyone who approaches the Veda must pass to it under his shadow; his commentary is a mine of knowledge about Vedic Sanscrit and full of useful hints for the interpretation of Veda. But there the tale of his merits ends. Other qualities are needed for a successful Vedic commentary which in Sayana are conspicuous by their absence; and his defects as a critic are almost as colossal as his industry and erudition. He is not a disinterested mind seeking impartially the truth of Veda but a professor of the ritualistic School of interpretation intent upon reading the traditional ceremonial sense into the sacred hymns; even so he is totally wanting in consistency, coherence and settled method. Not only is he frequently uncertain of himself, halts and qualifies his interpretation with an alternative or not having the full courage of his ritualistic rendering introduces it as a mere possibility,these would be meritorious failings,but he wavers in a much more extraordinary fashion, forcing the ritualistic sense of a word or passage where it cannot possibly hold, abandoning it unaccountably where it can well be sustained. The Vedas are masterpieces of flawless literary style and logical connection. But Sayana, like many great scholars, is guiltless of literary taste and has not the least sense of what is or is not possible to a good writer. His interpretation of any given term is seldom consistent even in similar passages of different hymns, but he will go yet farther and give two entirely different renderings to the same word though occurring in successive riks & in an obviously connected strain of thought. The rhythm and balance of a sentence is nothing to him, he will destroy it ruthlessly in order to get over a difficulty of interpretation; he will disturb the arrangement of a sentence sometimes in the most impossible manner, connecting absolutely disconnected words, breaking up inseparable connections, inserting a second and alien sentence in between the head & tail of the first, and creating a barbarous complexity & confusion where the symbolic movement of the Rishis, unequalled in its golden ease, lucidity and straightforwardness, demands an equal lucidity & straightforwardness in the commentator. A certain rough coherence of thought he attempts to keep, but his rendering makes oftenest a clumsy sense & not unoften no ascertainable sense at all; while he has no scruple in breaking up the coherence entirely in favour of his ritualism. These are, after all, faults common in a scholastic mentality, but even were they less prominent & persistent in him than I have found them to be, they liberate us from all necessity for an exaggerated deference to his authority as an interpreter. Nor, indeed, were Sayana an ideal commentator, could he possibly be relied upon to give us the true sense of Veda; for the language of these hymns, whatever the exact date of their Rishis, goes back to an immense antiquity and long before Sayana the right sense of many Vedic words and the right clue to many Vedic allusions and symbols were lost to the scholars of India. Much indeed survived in tradition, but more had been lost or disfigured, and the two master clues, intellectual & spiritual, on which we can yet rely for the recovery of these losses, a sound philology and the renewal in ourselves of the experiences which form the subject of the Vedic hymns, were the one entirely wanting, the other grown more & more inaccessible with time not only to the Pandit but to the philosopher. Even in our days the sound philology is yet wanting, though the seeds have been sown & even the first beginnings made; nor are the Vedic experiences any longer pursued in their entirety by the Indian Yogins who have learned to follow in this Kali Yuga less difficult paths and more modern systems.
  But the ritualistic interpretation of the Rigveda does not stand on the authority of Sayana alone. It is justified by Shankaracharyas rigid division of karmakanda and jnanakanda and by a long tradition dating back to the propaganda of Buddha which found in the Vedic hymns a great system of ceremonial or effective sacrifice and little or nothing more. Even the Brahmanas in their great mass & minuteness seem to bear unwavering testimony to the pure ritualism of the Veda. But the Brahmanas are in their nature rubrics of directions to the priests for the right performance of the outward Vedic sacrifice,that system of symbolic & effective offerings to the gods of Soma-wine, clarified butter or consecrated animals in which the complex religion of the Veda embodied itself for material worship,rubrics accompanied by speculative explanations of old ill-understood details & the popular myths & traditions that had sprung up from obscure allusions in the hymns. Whatever we may think of the Brahmanas, they merely affirm the side of outward ritualism which had grown in a huge & cumbrous mass round the first simple rites of the Vedic Rishis; they do not exclude the existence of deeper meanings & higher purposes in the ancient Scripture. Not only so, but they practically affirm them by including in the Aranyakas compositions of a wholly different spirit & purpose, the Upanishads, compositions professedly intended to bring out the spiritual gist and drift of the earlier Veda. It is clear therefore that to the knowledge or belief of the men of those times the Vedas had a double aspect, an aspect of outward and effective ritual, believed also to be symbolical,for the Brahmanas are continually striving to find a mystic symbolism in the most obvious details of the sacrifice, and an aspect of highest & divine truth hidden behind these symbols. The Upanishads themselves have always been known as Vedanta. This word is nowadays often used & spoken of as if it meant the end of Veda, in the sense that here historically the religious development commenced in the Rigveda culminated; but obviously it means the culmination of Veda in a very different sense, the ultimate and highest knowledge & fulfilment towards which the practices & strivings of the Vedic Rishis mounted, extricated from the voluminous mass of the Vedic poems and presented according to the inner realisation of great Rishis like Yajnavalkya & Janaka in a more modern style and language. It is used much in the sense in which Madhuchchhandas, son of Viswamitra, says of Indra, Ath te antamnm vidyma sumatnm, Then may we know something of thy ultimate right thinkings, meaning obviously not the latest, but the supreme truths, the ultimate realisations. Undoubtedly, this was what the authors of the Upanishads themselves saw in their work, statements of supreme truth of Veda, truth therefore contained in the ancient mantras. In this belief they appeal always to Vedic authority and quote the language of Veda either to justify their own statements of thought or to express that thought itself in the old solemn and sacred language. And with regard to this there are spoken these Riks.
  --
  If this traditionlet us call it mystic or esoteric for want of a less abused wordwas already formed at the time of the Brahmanas and Upanishads, when and how did it originally arise? Two possibilities present themselves. The tradition may have grown up gradually in the period between the Vedic hymns and the exegetical writings or else the esoteric sense may have already existed in the Veda itself and descended in a stream of tradition to the later mystics, developing, modifying itself, substituting new terms for oldas is the way of traditions. The former is, practically, the European theory.We are told that this spiritual revolution, this movement away from ritual Nature-worship to Brahmavada, begun in the seed in the later Vedic hymns, is found in a more developed state in the Upanishads & culminated in Buddha. In these writings and in the Brahmanas some record can be found of the speculations by which the development was managed. If it prove to be so, if these ancient writings are really the result of progressive intellectual speculation departing from crude & imperfect beginnings of philosophic thought, the European theory justifies itself to the reason and can no longer easily be disputed. But is this the true character of the Upanishads? It seems to me that in most of their dealings with our religions and our philosophical literature European scholars have erred by imposing their own familiar ideas and the limits of their own mentality on the history of an alien mentality and an alien development. Nowhere has this error been more evident than in the failure to realise the true nature of the Upanishads. In India we have never developed, but only affirmed thought by philosophical speculation, because we have never attached to the mere intellectual idea the amazingly exaggerated value which Europe has attached to it, but regarded it only as a test of the logical value to be attached to particular intellectual statements of truth. That is not truth to us which is merely well & justly thought out & can be justified by ratiocinative argument; only that is truth which has been lived & seen in the inner experience. We meditate not to get ideas, but in order to experience, to realise. When we speak of the Jnani, the knower, we do not mean a competent and logical thinker full of wise or of brilliant ideas, but a soul which has seen and lived & spoken in himself with the living truth. Ratiocination is freely used by the later philosophers, but only for the justification against opponents of the ideas already formed by their own meditation or the meditation of others, Rishis, gurus, ancient Vedantins; it is not itself a sufficient means towards the discovery of truth, but at best a help. The ideas of our great thinkers are not mere intellectual statements or even happy or great intuitions; they are based upon spiritual experiences formalised by the intellect into a philosophy. Shankaras passionate advocacy of the idea of Maya as an explanation of life was not merely the ardour of a great metaphysician enamoured of a beautiful idea or a perfect theory of life, but the passion of a man with a deep & vast spiritual experience which he believed to be the sole means of human salvation. Therefore philosophy in India, instead of tending as in Europe to ignore or combat religion, has always been itself deeply religious. In Europe Buddha and Shankara would have become the heads of metaphysical Schools & ranked with Kant or Hegel or Nietzsche1 as strong intellectual influences; in India they became, inevitably, the founders of great religious sects, immense moral & spiritual forces;inevitably because Europe has made thought its highest & noblest aim, while India seeks not after thought but soul-vision and inner experience and even in the realm of ideas believes that they can & ought to be seen & lived inwardly rather than merely thought and allowed indirectly to influence outward action. This has been the mentality of our race for ages.Was the mentality of our Vedic forefa thers entirely different from our own? Was it, as Western scholars seem to insist, a European mentality, the mentality of incursive Western savages, (it is Sergis estimate of the Aryans), changed afterwards by the contact with the cultured & reflective Dravidians into something new and strange, rationality changing to mysticism, materialism to a metaphysical spirituality? If so, the change had already been effected when the Upanishads were written. We speak of the discussions in the Upanishads; but in all truth the twelve Upanishads contain not a single genuine discussion. Only once in that not inconsiderable mass of literature, is there something of the nature of logical argument brought to the support of a philosophical truth. The nature of debate or logical reasoning is absent from the mentality of the Upanishadic thinkers. The grand question they always asked each other was not What hast thou thought out in this matter? or What are thy reasonings & conclusions? but What dost thou know? What hast thou seen in thyself? The Vedantic like the Vedic Rishi is a drashta & srota, not a manota, a kavi, not a manishi. There is question, there is answer; but solely for the comparison of inner knowledge & experience; never for ratiocinative argument, for disputation, for the battles of the logician. Always, knowledge, spiritual vision, experience are what is demanded; and often a questioner is turned back because he is not yet prepared in soul to realise the knowledge of the master. For all knowledge is within us and needs only to be awakened by the fit touch which opens the eyes of the soul or by the powerful revealing word.We find throughout the Vedic era always the same method, always the same theory of knowledge; they persist indeed in India to the present day and later habits of metaphysical debate unknown to the Vedic Brahmavadins have never been able to dethrone them from their primaeval supremacy. Let a man present never so finely reasoned a system of metaphysical philosophy, few will turn to hear, none leave his labour to receive, but let a man say as in the old Vedantic times I have experienced, my soul has seen, & hundreds in India will yet leave all to share in this new light of the eternal Truth.
  concrete visualisation & passion for his ideas & experiences which mark off the religious from the merely philosophical mind.
  --
  We ought at least to free our minds of one misconception which has a very strong hold of the average Indian mind and blocks up the way for free investigation & the formation of a strong & original School of Indian scholars better circumstanced than the Europeans for determining the truth about our past and divining its difficult secrets. The triumphant & rapid march of the physical sciences in Europe has so mastered our intellects and dazzled our eyes, that we are apt to extend the unquestioned finality which we are accustomed to attach to the discoveries & theories of modern Science, to all the results of European research & intellectual activity. Even in Europe itself, we should remember, there is no such implicit acceptance. The theories of today are there continually being combated and overthrown by the theories of tomorrow. Outside the range of the physical sciences & even in some portions of that splendid domain the whole of European knowledge is felt more & more to be a mass of uncertain results ephemeral in their superstructure, shifting in their very foundations. For the Europeans have that valuable gift of intellectual restlessness which, while it often stands in the way of mans holding on to abiding truth, helps him to emerge swiftly out of momentarily triumphant error. In India on the other hand we have fallen during the last few centuries into a fixed habit of unquestioning deference to authority. We used to hold it, & some still hold it almost an impiety to question Shankaras interpretation of the Upanishads, or Sayanas interpretation of the Veda, and now that we are being torn out of this bondage, we fall into yet more absurd error by according, if not an equal reverence, yet an almost equal sense of finality to the opinions of Roth & Max Muller. We are ready to accept all European theories, the theory of an Aryan colonisation of a Dravidian India, the theory of the Nature-worship and henotheism of the Vedic Rishis, the theory of the Upanishads as a speculative revolt against Vedic materialism & ritualism, as if these hazardous speculations were on a par in authority & certainty with the law of gravitation and the theory of evolution. We are most of us unaware that in Europe it is disputed and very reasonably disputed whether, for instance, any such entity as an Aryan race ever existed. The travail of dispute & uncertainty in which the questions of Vedic scholarship & ethnology are enveloped is hidden from us; only the over-confident statement of doubtful discoveries and ephemeral theories reaches our knowledge.
  We should realise that these so-called Sciences of Comparative Philology and Comparative Mythology on which the European interpretation of Veda is founded are not true Sciences at all. They are, rather, if Sciences at all, then pseudo-Sciences. All the European mental sciences, not excluding Psychology, though that is now proceeding within certain narrow limits by a sounder method, belong to a doubtful class of branches of research which have absorbed the outward method of Science, without its inward spirit. The true scientists in Germany, the home of both Science & Philology, accustomed to sound methods, certain results, patient inquiry, slow generalisations, have nothing but contempt for the methods of Philology, its patchiness, its haste, its guesswork, and profess no confidence in its results; the word Philologe is even, in their mouths, a slighting & discourteous expression. This contempt, itself no doubt excessive, is practically admitted to be just by the great French thinker, Renan, who spent the best part of his life in philological & kindred researches, when he described apologetically his favourite pursuits as petty conjectural sciences. Now, a Science that is conjectural, a Science that proceeds not by fixed laws and certain methods, but by ingenious inference & conjecture, & this is in truth the nature of Comparative Philology & Comparative Mythology,is no science at all; it is a branch of research, a field of inquiry & conjecture in which useful discoveries may be made; it may even contain in itself the germs of a future science, but it is not yet itself worthy of that name & its results have no right to cloak themselves falsely in the robe of authority which belongs only to the results of the true Sciences. So long as a science is conjectural, its results are also conjectural, can at any moment be challenged and ought at all times even in its most brilliant & confident results to be carefully and sceptically scrutinised.
  Among such branches of research which can even now be used in spite of new & hostile conclusions as a sort of side support to the modern theory of the Veda stand in a curious twilit corner of their own the researches of the ethnologists. There is no more glaring instance of the conjectural and unsubstantial nature of these pseudo-Sciences than the results of Ethnology which yet claims to deduce its results from fixed and certain physical tests and data. We find the philological discovery of the Aryan invasion supported by the conclusions of ethnologists like Sir Herbert Risley, who make an ethnological map of India coloured in with all shades of mixed raciality, Dravidian,Scytho-Dravidian, Mongolo-Dravidian, Scytho-Aryan. More modern Schools of ethnology assert positively on the strength of [the] same laws & the same tests that there is but one homogeneous Indo-Afghan race inhabiting the whole peninsula from theHimalayas to Cape Comorin. What are we to think of a science of which the tests are so pliant and the primary results so irreconcilable? Or how, if the more modern theory is correct, if a distinct homogeneous race inhabits India, can we fail to doubt strongly as a philological myth the whole story of the Aryan invasion & colonisation of Northern India, which has been so long one of the most successful & loudly proclaimed results of the new philology? As a result perhaps of these later conclusions we find a tendency even in philological scholarship towards the rise of new theories which dispute the whole legend of an Aryan invasion, assert an indigenous or even a southern origin for the peoples of the Vedic times and suppose Aryanism to have been a cult and not a racial distinction. These new theories destroy all fixed confidence in the old without themselves revealing any surer foundations for their own guesses; both start from conjectural philology & end in an imaginatively conjectural nation-building or culture-building. It is exceedingly doubtful whether the Vedic terms Aryan & unAryan at all refer to racial or cultural differences; they may have an entirely different and wholly religious & spiritual significance & refer to the good and evil powers & mortals influenced by them. If this prove to be the truth, and the close contiguity & probable historical connection between the Vedic Indians & the Zoroastrian Persians gives it a great likelihood, then the whole elaborate edifice built up by the scholars of an Aryan invasion and an Aryan culture begins to totter & seek the ground, there to lie in the dust amid the wrecks of other once confident beliefs and triumphant errors.
  The substance of modern philological discovery about the Vedas consists, first, in the picture of an Aryan civilisation introduced by northern invaders and, secondly, in the interpretation of the Vedic religion as a worship of Nature-powers & Vedic myths as allegorical legends of sun & moon & star & the visible phenomena of Nature. The latter generalisation rests partly on new philological renderings of Vedic words, partly on the Science of Comparative Mythology. The method of this Science can be judged from one or two examples. The Greek story of the demigod Heracles is supposed to be an evident sun myth. The two scientific proofs offered for this discovery are first that Hercules performed twelve labours and the solar year is divided into twelve months and, secondly, that Hercules burnt himself on a pyre on Mount Oeta and the sun also sets in a glory of flame behind the mountains. Such proofs seem hardly substantial enough for so strong a conclusion. By the same reasoning one could prove the emperor Napoleon a sun myth, because he was beaten & shorn of his glory by the forces of winter and because his brilliant career set in the western ocean and he passed there a long night of captivity. With the same light confidence the siege of Troy is turned by the scholars into a sun myth because the name of the Greek Helena, sister of the two Greek Aswins, Castor & Pollux, is philologically identical with the Vedic Sarama and that of her abductor Paris is not so very different from the Vedic Pani. It may be noted that in the Vedic story Sarama is not the sister of the Aswins and is not abducted by the Panis and that there is no other resemblance between the Vedic legend & the Greek tradition. So by more recent speculation even Yudhishthira and his brothers and the famous dog of theMahabharat are raised into the skies & vanish in a starry apotheosis,one knows not well upon what grounds except that sometimes the Dog Star rages in heaven. It is evident that these combinations are merely an ingenious play of fancy & prove absolutely nothing. Hercules may be the Sun but it is not proved. Helen & Paris may be Sarama & one of the Panis, but itis not proved. Yudhishthira & his brothers may be an astronomical myth, but it is not proved. For the rest, the unsubstantiality & rash presumption of the Sun myth theory has not failed to give rise in Europe to a hostile School of Comparative Mythologists who adopt other methods & seek the origins of early religious legend & tradition in a more careful and flexible study of the mentality, customs, traditions & symbolisms of primitive races. The theory of Vedic Nature-worship is better founded than these astronomical fancies. Agni is plainly the God of Fire, Surya of the Sun, Usha of the Dawn, Vayu of the Wind; Indra for Sayana is obviously the god of rain; Varuna seems to be the sky, the Greek Ouranos,et cetera. But when we have accepted these identities, the question of Vedic interpretation & the sense of Vedic worship is not settled. In the Greek religion Apollo was the god of the sun, but he was also the god of poetry & prophecy; Athene is identified with Ahana, a Vedic name of the Dawn, but for the Greeks she is the goddess of purity & wisdom; Artemis is the divinity of the moon, but also the goddess of free life & of chastity. It is therefore evident that in early Greek religion, previous to the historic or even the literary period, at an epoch therefore that might conceivably correspond with the Vedic period, many of the deities of the Greek heavens had a double character, the aspect of physical Nature-powers and the aspect of moral Nature-powers. The indications, therefore,for they are not proofs,even of Comparative Mythology would justify us in inquiring whether a similar double character did not attach to the Vedic gods in the Vedic hymns.
  The real basis of both the Aryan theory of Vedic civilisation and the astronomical theory of Aryan myth is the new interpretation given to a host of Vedic vocables by the comparative philologists. The Aryan theory rests on the ingenious assumption that anarya, dasyu or dasa in the Veda refer to the unfortunate indigenous races who by a familiar modern device were dubbed robbers & dacoits because they were guilty of defending their country against the invaders & Arya is a national term for the invaders who called themselves, according to Max Muller, the Ploughmen, and according to others, the Noble Race. The elaborate picture of an early culture & history that accompanies and supports this theory rests equally on new interpretations of Vedic words and riks in which with the progress of scholarship the authority of Sayana and Yaska has been more & more set at nought and discredited. My contention is that anarya, dasa and dasyu do not for a moment refer to the Dravidian races,I am, indeed, disposed to doubt whether there was ever any such entity in India as a separate Aryan or a separate Dravidian race,but always to Vritra, Vala & the Panis and other, primarily non-human, opponents of the gods and their worshippers. The new interpretations given to Vedic words & riks seem to me sometimes right & well grounded, often arbitrary & unfounded, but always conjectural. The whole European theory & European interpretation of the Vedas may be [not] unjustly described as a huge conjectural & uncertain generalisation built on an inadequate & shifting mass of conjectural particulars.

1.10 - THINGS I OWE TO THE ANCIENTS, #Twilight of the Idols, #Friedrich Nietzsche, #Philosophy
  Humanity has had to pay dearly for this Athenian having gone to School
  among the Egyptians (--or among the Jews in Egypt?...) In the great
  --
  life, as a reward for his public School training. His writings must be
  carefully studied line by line, and his unuttered thoughts must be read
  --
  of the Socratic Schools which was then breaking out in all directions.
  Greek philosophy is the decadence of the Greek instinct: Thucydides is
  --
  of the Socratic Schools as a key to what is fundamentally Hellenic!...
  The philosophers are of course the decadents of Hellas, the

1.11 - The Kalki Avatar, #Preparing for the Miraculous, #George Van Vrekhem, #Integral Yoga
  in the youth of the Ashram School, she worked to create a
  mentality surpassing the common sexual attitudes in order

1.11 - WITH THE DEVOTEES AT DAKSHINEWAR, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  "One or two young boys of the village were my close friends. I was very intimate with some of them; but now they are totally immersed in worldliness. A few of them visit me here now and then and say, 'Goodness! He seems to be just the same as he was in the village School!' While I was at School, arithmetic would throw me into confusion, but I could paint very well and could also model small images of the deities.
  "I loved to visit the free eating-places maintained for holy men and the poor, and would watch them for hours.
  --
  "There are two Schools of thought: the Vednta and the Purana. According to the Vednta this world is a 'framework of illusion', that is to say, it is all illusory, like a dream. But according to the Purana, the books of devotion, God Himself has become the twenty-four cosmic principles. Worship God both within and without.
  "As long as God keeps the awareness of 'I' in us, so long do sense-objects exist; and we cannot very well speak of the world as a dream. There is fire in the hearth; therefore the rice and pulse and potatoes and the other vegetables jump about in the pot. They jump about as if to say: 'We are here! We are jumping!' This body is the pot. The mind and intelligence are the water. The objects of the senses are the rice, potatoes, and other vegetables. The 'I-consciousness' identified with the senses says, 'I am jumping about.' And Satchidananda is the fire.

1.1.2.01 - Sources of Inspiration and Variety, #Letters On Poetry And Art, #Sri Aurobindo, #Integral Yoga
  If there were not different sources of inspiration, every poet would write the same thing and in the same way as every other, which would be deplorable. Each draws from a different realm and therefore a different kind and manner of inspirationexcept of course those who make a School and all write on the same lines.
  18 July 1936

1.12 - Brute Neighbors, #Walden, and On The Duty Of Civil Disobedience, #Henry David Thoreau, #Philosophy
  Walden is deeper than that. How surprised must the fishes be to see this ungainly visitor from another sphere speeding his way amid their Schools! Yet he appeared to know his course as surely under water as on the surface, and swam much faster there. Once or twice I saw a ripple where he approached the surface, just put his head out to reconnoitre, and instantly dived again. I found that it was as well for me to rest on my oars and wait his reappearing as to endeavor to calculate where he would rise; for again and again, when I was straining my eyes over the surface one way, I would suddenly be startled by his unearthly laugh behind me. But why, after displaying so much cunning, did he invariably betray himself the moment he came up by that loud laugh? Did not his white breast enough betray him? He was indeed a silly loon, I thought. I could commonly hear the splash of the water when he came up, and so also detected him. But after an hour he seemed as fresh as ever, dived as willingly and swam yet farther than at first. It was surprising to see how serenely he sailed off with unruffled breast when he came to the surface, doing all the work with his webbed feet beneath. His usual note was this demoniac laughter, yet somewhat like that of a water-fowl; but occasionally, when he had balked me most successfully and come up a long way off, he uttered a long-drawn unearthly howl, probably more like that of a wolf than any bird; as when a beast puts his muzzle to the ground and deliberately howls. This was his looning,perhaps the wildest sound that is ever heard here, making the woods ring far and wide. I concluded that he laughed in derision of my efforts, confident of his own resources. Though the sky was by this time overcast, the pond was so smooth that I could see where he broke the surface when I did not hear him. His white breast, the stillness of the air, and the smoothness of the water were all against him. At length, having come up fifty rods off, he uttered one of those prolonged howls, as if calling on the god of loons to aid him, and immediately there came a wind from the east and rippled the surface, and filled the whole air with misty rain, and I was impressed as if it were the prayer of the loon answered, and his god was angry with me; and so I left him disappearing far away on the tumultuous surface.
  For hours, in fall days, I watched the ducks cunningly tack and veer and hold the middle of the pond, far from the sportsman; tricks which they will have less need to practise in Louisiana bayous. When compelled to rise they would sometimes circle round and round and over the pond at a considerable height, from which they could easily see to other ponds and the river, like black motes in the sky; and, when I thought they had gone off thither long since, they would settle down by a slanting flight of a quarter of a mile on to a distant part which was left free; but what beside safety they got by sailing in the middle of

1.12 - God Departs, #Twelve Years With Sri Aurobindo, #Nirodbaran, #Integral Yoga
  Then came the 1st and 2nd December programmes for the School Anniversary. The entire Ashram was busy and bustling. The Mother also had no rest. Nobody suspected that a profound tragedy was being enacted in the closed chambers of Sri Aurobindo. His ailment had been kept a guarded secret. On 1st December, some improvement was noticed; the temperature was normal. He was in a more cheerful mood and even joked with Sanyal. When the doctor suggested that a detailed blood examination would be advisable, Sri Aurobindo smiled and retorted, "You doctors can think only in terms of disease and medicine, but always there is much more effectual knowledge beyond and above it. I don't need anything." We were very happy with the answer, but missed its ambiguous import and thought that it carried a consoling assurance. Next evening the temperature shot up. It had been a heavy day for the Mother because of the Annual Physical Display in the Playground where more than two hundred people took part. The function went off well. When Sri Aurobindo was informed of it, he remarked with a contented smile, "Ah, it is finished!" As soon as the activities were over, the Mother came to Sri Aurobindo's room, placed the garland from her neck at his feet and stood there quietly. Her countenance was very grave. He was indrawn with his eyes closed. Later Sanyal expressed a desire to use some drugs in order to fight the infection. The Mother warned him against the use of any violent drugs or drastic methods not only because Sri Aurobindo would not like them, but they would be, on the contrary, positively harmful. "He will work out whatever is necessary. Give some simple medicines," was her instruction.
  On 3rd December, the temperature again dropped to normal. Thinking that Sri Aurobindo was improving, Sanyal proposed to leave that evening. The Mother heard him gravely, but gave no reply. He took the hint and added quickly, "I would rather stay for a few more days, Mother." A smile lit up her face. In the afternoon the picture rapidly changed. The temperature shot up, respiratory distress showed itself for the first time. Sri Aurobindo refused to take any liquid. At the Mother's persuasion he sipped some fruit juice and immediately lapsed into a trance. Almost the whole day he remained in that condition. The Mother, owing to this set-back, did not go to the Playground.
  --
  At last the clue to a part of the enigma was found, the reason why the disease had come back and progressed. But the big mystery as to his strange attitude and non-intervention still remains. The increasing gravity of the disease was visible in three clear stages concomitant with the completion of Savitri, the Darshan and the School Anniversary, each progressive stage followed by a deeper and deeper trance. It was probably at the second stage that the Mother remarked, "Each time I enter his room, I see him pulling down the Supramental Light." Evidently, he had fixed the date of his departure and was pulling down the highest Light before the curtain fell. We misinterpreted the Mother's words to mean that the descending Light was meant to cure him. After an hour in the chair he went back to bed, serene and majestic in poise. Sanyal even held a brief talk about Bengal's pitiable plight. But the Mother knew the truth behind the appearance.
  Since midday the symptoms were on the increase, particularly the breathing difficulty; urine output definitely diminished. That was an alarming signal. We decided to make a thorough blood analysis. Sri Aurobindo consented after a great deal of reluctance. Our poor human vision! It was a Sunday; the General Hospital was closed. Dr. Nripendra and I hunted out the laboratory assistant; he took some blood from Sri Aurobindo's imperceptible vein. The punctures were painful to the sensitive body which was getting transformed. The result of the examination staggered us. All the signs of imminent kidney failure and nothing to be done! As a last resort we had to give some drugs. He was now always indrawn, and only woke up whenever he was called for a drink. That confirmed the Mother's observation that he was fully conscious within and disproved the idea that he was in uraemic coma. Throughout the entire course of the illness he was never unconscious.

1.1.2 - Intellect and the Intellectual, #Letters On Yoga IV, #Sri Aurobindo, #Integral Yoga
  All depends on the meaning you attach to words usedit is a matter of nomenclature. Ordinarily one says a man has intellect if he can think well the nature and process and field of the thought do not matter. If you take intellect in that sense, then you can say that intellect has different strata and Ford belongs to one stratum of intellect, Einstein to anotherFord has a practical and executive business intellect, Einstein a scientific discovering and theorising intellect. But Ford too in his own field theorises, invents, discovers. Yet would you call Ford an intellectual or a man of intellect? I would prefer to use for the general faculty of mind the word intelligence. Ford has a great and forceful practical intelligence, keen, quick, successful, dynamic. He has a brain that can deal with thoughts also, but even there his drive is towards practicality. He believes in rebirth (metempsychosis), for instance, not for any philosophic reason, but because it explains life as a School of experience in which one gathers more and more experience and develops by it. Einstein has on the other hand a great discovering scientific intellect, not like Marconi a powerful practical inventive intelligence for the application of scientific discovery. All men have of course an intellect of a kind, all for instance can discuss and debate (for which you say rightly intellect is needed); but it is only when one rises to the realm of ideas and moves freely in it that you say, This man has an intellect. Address an assembly of peasants, you will find if you give them scope that they can put to you points and questions which may often leave the parliamentary debater panting. But we are content to say that these peasants have much practical intelligence.
  The power to discuss and debate is, as I say, a common human faculty and habit. Perhaps it is here that man begins to diverge from the animal; for animals have much intelligencemany animals and even insectseven some rudimentary power of practical reasoning, but so far as we know, they dont meet and put their ideas about things side by side or sling them at each other in a debate,1 as even the most ignorant human can do and very animatedly does. There too is the beginning of intellect for the reasons you allege. Also for the reason that it is a common faculty of the race, it can be specialised, so much so that a man whom it is dangerous to cross in debate in the field of literature or of science or of philosophy may yet make a fool of himself and wallow contentedly in a quagmire of blunders and fallacies if he discusses politics or economy or, let us say, spirituality or Yoga. His only salvation is the blissful depth of his ignorance which prevents him from seeing what a mess he has made. Again a man may be a keen legal or political debater,the two very commonly go together,yet no intellectual. I admit that a man must have some logical intellect to debate well. But after all the object of debate is to win, to make your point and you may do that even if your point is false; success, not truth, is the aim of debate. So I admit what you say, but with reservations.

1.12 - Sleep and Dreams, #Words Of The Mother III, #The Mother, #Integral Yoga
  Sleep is the School one must pass through if one knows how to learn ones lesson there, so that the inner being may become independent of the physical form, conscious in its own right and master of its own life. There are entire parts of the being that need this immobility and semi-consciousness of the outer being, of the body, in order to be able to lead their own life independently.
  It is another School for another result, but it is still a School.
  If one wants to achieve the maximum possible progress, one must know how to make use of ones nights just as one makes use of ones days. Only, people usually have no idea how to go about it; they try to stay awake and all they achieve is a physical and vital imbalance, and sometimes a mental one too.
  --
  In the third the train is, as always, an image of the way and the journey towards the goal. The sets of people are the various groups (secret societies etc.) that have been formed for this purpose. The one you were supposed to join was the society to which you became attached composed of the boys who were with you at your first School; the image is clear, but an association which you did not feel to be definitive.
  Both of these dreams (are they only dreams?) are of a quality far superior to the former ones.

1.12 - THE FESTIVAL AT PNIHTI, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  (To Govinda) "Sometimes I say, 'Thou art verily I, and I am verily Thou.' Again I feel, 'Thou art Thou.' Then I do not find any trace of 'I'. It is akti alone that becomes flesh as God Incarnate. According to one School of thought, Rma and Krishna are but two waves in the Ocean of Absolute Bliss and Consciousness.
  Seeing God in everything

1.12 - The Sociology of Superman, #On the Way to Supermanhood, #Satprem, #Integral Yoga
  We have been so thoroughly mechanized, exteriorized, projected outside ourselves by our habit of depending on one mechanical device or another that our very first reflex is always to look for the external means, that is, an artifice, for all external means are artificial, part of the old falsehood. We will therefore be tempted to spread the idea, the Enterprise, through all the existing publicity channels, in short, to attract as many supporters of the new hope as possible which will quickly become a new religion. Here it may be appropriate to quote Sri Aurobindo and to drive home positively and forcefully his categorical statement: I don't believe in advertisement except for books etc., and in propaganda except for politics and patent medicines. But for serious work it is a poison. It means either a stunt or a boom and stunts and booms exhaust the thing they carry on their chest and leave it lifeless and broken high and dry on the shores of nowhere or it means a movement. A movement in the case of a work like mine means the founding of a School or a sect or some other damned nonsense. It means that hundreds or thousands of useless people join in and corrupt the work or reduce it to a pompous farce from which the Truth that was coming down recedes into secrecy or silence. It is what has happened to the religions and is the reason of their failure.31 True, ultimately all men, the entire earth belong to supermanhood, but the ABC's of the new consciousness, its governing principle, is diversity in Unity and to try to confine the superman in advance to a ready-made setting, a privileged environment, an allegedly unique and more enlightened location is to fall back into the old farce and once again inflate the old human ego. To be sure, the law of Harmony will work in thousands of ways and in thousands of disguises, ultimately gathering the myriad notes of its great indivisible flow into a vaster space without boundaries. The Enterprise will be born everywhere at once it is already born, whispering here and there, blindly banging against walls and will gradually unveil its true face only when men are no longer able to trap it in a system, logic or shrine when everything here below is a shrine, in every heart and every country. And men shall not even know how they were prepared for such a Marvel.
  Those who know a little, who feel, who have begun to perceive the great Wave of Truth, will therefore not fall into the trap of superman recruiting. The earth is unequally prepared; men are spiritually unequal despite all our democratic protests to the contrary though they are essentially equal and vast in the great Self, and only one body with millions of faces they have not all become the greatness that they are. They are on the way, and some dawdle while others seem to travel more swiftly, but the detours of the former are also part of the great geography of our indivisible domain, their delay or the brake they seem to apply to our motion is part of the fullness of perfection that we seek and which compels us to a greater meticulousness of truth. They too are going there, by their own way and what is outside the way, in the end, since everything is the Way? He who knows a little, who feels, knows first and foremost, from having experienced it in his own flesh, that men are never truly brought together by artifices and when they persist in their artifice, everything finally collapses and the meeting is brief; the beautiful School, the lovely sect, the little iridescent bubble of a moment's enthusiasm or faith is short-lived they are brought together through a finer and more discreet law, a tiny little searchlight across time and space, and touches a similar ray here and there, a twin frequency, a light source with the same intensity and he goes. He goes haphazardly, takes a train, a plane, travels to this country and that one, believes he is searching for this or that, that he is in quest of adventure, the exotic, drugs or philosophy he believes. He believes a lot of things. He thinks he has to have this power or that solution, this panacea or that revolution, this slogan or that one. He thinks he set out because of that thirst or revolt, that unhappy love affair or need for action, this hope or that old insoluble discord in his heart. But then, there is none of that! One day he stops, without knowing why, without planning to be there, without having looked for that place or that face, that insignificant village under the stars of one hemisphere or the other and there it is. He has arrived. He has opened his one door, found his kindred fire, that look forever known; and he is exactly at the right place, at the right time, to do the right work. The world is a fabulous clockwork, if only we knew the secret of those little fires glowing in another space, dancing on a great inner sea where our skiffs sail as if guided by an invisible beacon.
  There are ten or twenty, perhaps fifty, here or there, in one latitude or another, who yearn to till a truer plot of land, a small patch of man to grow a truer being within themselves, perhaps create together a laboratory of the superman, lay the first stone of the City of Truth on earth. They do not know, they do not know anything, except that they need something else and that there exists a Law of Harmony, a marvelous something of the Future seeking to be incarnated. They want to find the conditions of that incarnation, to lend themselves to the trial, to offer their substance for that living experiment. They know nothing except that everything must be different: in hearts, in gestures, in matter and the handling of matter. They are not seeking to create a new civilization, but another man; not a supercity among the millions of buildings of the world, but a listening post for the forces of the future, a supreme yantra of Truth, a conduit, a channel to try to capture and inscribe in matter a first note of the great Harmony, a first tangible sign of the new world. They do not pose as the champions of anything; they do not defend any liberty or attack any ism. They simply try together. They are the champions of their own pure little note, which is unlike the next person's and yet is everyone's note. They are no longer from a country, a family, a religion or a party; they belong to their own party, which is no one else's and yet is the party of the world, because what becomes true at one point becomes true for the whole world and brings the whole world together. They are from a family to be invented, from a country yet to be born. They do not try to correct others or anybody, to pour self-glorifying charities over the world, to cure the poor and the lepers; they try to cure the great poverty of smallness in themselves, the gray elf of the inner misery, to reclaim one single parcel of truth from themselves, one single ray of harmony. For if that Disease is cured in our own heart or a few hearts, the world will be that much lighter, and, through our clarity, the Law of Truth will better penetrate matter and radiate all around spontaneously. What liberation, what relief can a man who suffers in his own heart bring to the world? They do not work for themselves, though they are the primary ground of the experience, but as an offering, pure and simple, to that which they do not really know, but which shimmers at the edge of the world like the dawn of a new age. They are the prospectors of the new cycle. They have given themselves to the future, body and soul, the way one jumps into the fire, without a look back. They are the servants of the infinite in the finite, of the totality in the infinitesimal, of eternity in each second and each gesture. They create their heaven with each step and carve the new world out of the banality of the day. And they are not afraid of failure, for they have left behind the failures and success of the prison they live in the sole infallibility of a right little note.

1.13 - Conclusion - He is here, #Twelve Years With Sri Aurobindo, #Nirodbaran, #Integral Yoga
  Even the date seems to have been envisaged by him, for we have seen that the symptoms took a suddenly grave turn as soon as the School Anniversary functions were over. Evidently he was waiting for the passing of that date and then relaxed all control. The end came swiftly. We know also from the Mother's revealing account that a year earlier he had taken the decision to leave the body. The Mother had said to Dr. Sanyal, "People do not know what a tremendous sacrifice he has made for the world. About a year ago, while I was discussing things, I remarked that I felt like leaving this body of mine. He spoke out in a very firm tone, 'No, this can never be. If necessary for this transformation, I might go, you will have to fulfil our Yoga of supramental descent and transformation.'" He told us he would not explain why he was not Curing himself as we would not understand it. He called it "the dread mysterious sacrifice, offered by God's martyred body". These significant words which were the last touches to be given to Savitri suggest a clue that might disclose the meaning of the event.
  There is a message received by the Mother to the same effect. When on December 8, the Mother inwardly asked him to resuscitate himself, he clearly answered, "I have left this body purposely. I will not take it back. I shall manifest again in the first supramental body built in the supramental way." We need not probe further into the mystery, since it is of another dimension. Instead, it would be much more soul-satisfying to know that though physically he has withdrawn, his Presence is always with us. We get that illumination from the Mother's statement on December 7, 1950 during Sri Aurobindo's lying in state. It runs, "Lord, this morning Thou hast given me the assurance that Thou wouldst stay with us until Thy work is achieved, not only as a consciousness which guides and illumines but also as a dynamic Presence in action. In unmistakable terms Thou hast promised that all of Thyself would remain here and not leave the earth atmosphere until earth is transformed. Grant that we may be worthy of this marvellous Presence and that henceforth everything in us be concentrated on the one will to be more and more perfectly consecrated to the fulfilment of Thy sublime Work!"

1.13 - Reason and Religion, #The Human Cycle, #Sri Aurobindo, #Integral Yoga
  Reason has indeed a part to play in relation to this highest field of our religious being and experience, but that part is quite secondary and subordinate. It cannot lay down the law for the religious life, it cannot determine in its own right the system of divine knowledge; it cannot School and lesson the divine love and delight; it cannot set bounds to spiritual experience or lay its yoke upon the action of the spiritual man. Its sole legitimate sphere is to explain as best it can, in its own language and to the rational and intellectual parts of man, the truths, the experiences, the laws of our suprarational and spiritual existence. That has been the work of spiritual philosophy in the East andmuch more crudely and imperfectly doneof theology in the West, a work of great importance at moments like the present when the intellect of mankind after a long wandering is again turning towards the search for the Divine. Here there must inevitably enter a part of those operations proper to the intellect, logical reasoning, inferences from the data given by rational experience, analogies drawn from our knowledge of the apparent facts of existence, appeals even to the physical truths of science, all the apparatus of the intelligent mind in its ordinary workings. But this is the weakest part of spiritual philosophy. It convinces the rational mind only where the intellect is already predisposed to belief, and even if it convinces, it cannot give the true knowledge. Reason is safest when it is content to take the profound truths and experiences of the spiritual being and the spiritual life, just as they are given to it, and throw them into such form, order and language as will make them the most intelligible or the least unintelligible to the reasoning mind. Even then it is not quite safe, for it is apt to harden the order into an intellectual system and to present the form as if it were the essence. And, at best, it has to use a language which is not the very tongue of the suprarational truth but its inadequate translation and, since it is not the ordinary tongue either of the rational intelligence, it is open to non-understanding or misunderstanding by the ordinary reason of mankind. It is well-known to the experience of the spiritual seeker that even the highest philosophising cannot give a true inner knowledge, is not the spiritual light, does not open the gates of experience. All it can do is to address the consciousness of man through his intellect and, when it has done, to say, I have tried to give you the truth in a form and system which will make it intelligible and possible to you; if you are intellectually convinced or attracted, you can now seek the real knowledge, but you must seek it by other means which are beyond my province.
  But there is another level of the religious life in which reason might seem justified in interfering more independently and entitled to assume a superior role. For as there is the suprarational life in which religious aspiration finds entirely what it seeks, so too there is also the infrarational life of the instincts, impulses, sensations, crude emotions, vital activities from which all human aspiration takes its beginning. These too feel the touch of the religious sense in man, share its needs and experience, desire its satisfactions. Religion includes this satisfaction also in its scope, and in what is usually called religion it seems even to be the greater part, sometimes to an external view almost the whole; for the supreme purity of spiritual experience does not appear or is glimpsed only through this mixed and turbid current. Much impurity, ignorance, superstition, many doubtful elements must form as the result of this contact and union of our highest tendencies with our lower ignorant nature. Here it would seem that reason has its legitimate part; here surely it can intervene to enlighten, purify, rationalise the play of the instincts and impulses. It would seem that a religious reformation, a movement to substitute a pure and rational religion for one that is largely infrarational and impure, would be a distinct advance in the religious development of humanity. To a certain extent this may be, but, owing to the peculiar nature of the religious being, its entire urge towards the suprarational, not without serious qualifications, nor can the rational mind do anything here that is of a high positive value.

1.13 - THE HUMAN REBOUND OF EVOLUTION AND ITS CONSEQUENCES, #The Future of Man, #Pierre Teilhard de Chardin, #Christianity
  ist School, which still refuses to examine human biology, it is undeni-
  able that in Man the external drive of Life tends to be transformed

1.13 - THE MASTER AND M., #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  MASTER (to M.): "Self-Knowledge is discussed in the Ashtvakra Samhit. The non-dualists say, 'Soham', that is, 'I am the Supreme Self.' This is the view of the sannyasis of the Vedantic School. But this is not the right attitude for householders, who are conscious of doing everything themselves. That being so, how can they declare, 'I am That, the actionless Supreme Self'? According to the non-dualists the Self is unattached.
  Good and bad, virtue and vice, and the other pairs of opposites, cannot in any way injure the Self, though they undoubtedly afflict those who have identified themselves with their bodies. Smoke soils the wall, certainly, but it cannot in any way affect ka, space.
  --
  "According to one School of thought, God cannot be seen. Who sees whom? Is God outside you, that you can see Him? One sees only oneself. Having once entered the 'black waters' of the ocean, the ship does not come back and so cannot describe what it experiences."
  M: "It is true, sir. As you say, having climbed to the top of the monument, one becomes unaware of what is below: horses and carriages, men and women, houses, shops and offices, and so on."

1.14 - INSTRUCTION TO VAISHNAVS AND BRHMOS, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  MASTER (to M.): "How is it that you are here today? Have you no School?"
  M: "Our School closed today at half past one."
  MASTER: "Why so early?"
  M: "Vidyasagar visited the School. He owns the School. So the boys get a half holiday whenever he comes."
  Efficacy of truthfulness

1.14 - Noise, #Magick Without Tears, #Aleister Crowley, #Philosophy
  So nobody must be allowed to think at all. Down with the public Schools! Children must be drilled mentally by quarter-educated herdsmen, whose wages would stop at the first sign of disagreement with the bosses. For the rest, deafen the whole world with senseless clamour. Mechanize everything! Give nobody a chance to think. Standardize "amusement." The louder and more cacophonous, the better! Brief intervals between one din and the next can be filled with appeals, repeated 'till hypnotic power gives them the force of orders, to buy this or that product of the "Business men" who are the real power in the State. Men who betray their country as obvious routine.
  The history of the past thirty years is eloquent enough, one would think. What these sodden imbeciles never realize is that a living organism must adapt itself intelligently to its environment, or go under at the first serious change of circumstance.

1.15 - The Possibility and Purpose of Avatarhood, #Essays On The Gita, #Sri Aurobindo, #Integral Yoga
  Krishna, a Buddha, but is only the general condition of a higher aim and a more supreme and divine utility. For there are two aspects of the divine birth; one is a descent, the birth of God in humanity, the Godhead manifesting itself in the human form and nature, the eternal Avatar; the other is an ascent, the birth of man into the Godhead, man rising into the divine nature and consciousness, madbhavam agatah.; it is the being born anew in a second birth of the soul. It is that new birth which Avatarhood and the upholding of the Dharma are intended to serve. This double aspect in the Gita's doctrine of Avatarhood is apt to be missed by the cursory reader satisfied, as most are, with catching a superficial view of its profound teachings, and it is missed too by the formal commentator petrified in the rigidity of the Schools. Yet it is necessary, surely, to the whole meaning of the doctrine. Otherwise the Avatar idea would be only a dogma, a popular superstition, or an imaginative or mystic deification of historical or legendary supermen, not what the Gita makes all its teaching, a deep philosophical and religious truth and an essential part of or step to the supreme mystery of all, rahasyam uttamam.
  If there were not this rising of man into the Godhead to be helped by the descent of God into humanity, Avatarhood for the sake of the Dharma would be an otiose phenomenon, since mere Right, mere justice or standards of virtue can always be upheld by the divine omnipotence through its ordinary means, by great men or great movements, by the life and work of sages and kings and religious teachers, without any actual incarnation.

1.16 - PRAYER, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
  By prayer I do not understand petition or supplication which, according to the doctrines of the Schools, is exercised principally by the understanding, being a signification of what the person desires to receive from God. But prayer here specially meant is an offering and giving to God whatsoever He may justly require from us.
  Now prayer, in its general notion, may be defined to be an elevation of the mind to God, or more largely and expressly thus: prayer is an actuation of an intellective soul towards God, expressing, or at least implying, an entire dependence on Him as the author and fountain of all good, a will and readiness to give Him his due, which is no less than all love, all obedience, adoration, glory and worship, by humbling and annihilating the self and all creatures in His presence; and lastly, a desire and intention to aspire to an union of spirit with Him.

1.16 - The Suprarational Ultimate of Life, #The Human Cycle, #Sri Aurobindo, #Integral Yoga
  The first mark of the suprarational, when it intervenes to take up any portion of our being, is the growth of absolute ideals; and since life is Being and Force and the divine state of being is unity and the Divine in force is God as Power taking possession, the absolute vital ideals must be of that nature. Nowhere are they wanting. If we take the domestic and social life of man, we find hints of them there in several forms; but we need only note, however imperfect and dim the present shapes, the strivings of love at its own self-finding, its reachings towards its absolute the absolute love of man and woman, the absolute maternal or paternal, filial or fraternal love, the love of friends, the love of comrades, love of country, love of humanity. These ideals of which the poets have sung so persistently, are not a mere glamour and illusion, however the egoisms and discords of our instinctive, infrarational way of living may seem to contradict them. Always crossed by imperfection or opposite vital movements, they are still divine possibilities and can be made a first means of our growth into a spiritual unity of being with being. Certain religious disciplines have understood this truth, have taken up these relations boldly and applied them to our souls communion with God; and by a converse process they can, lifted out of their present social and physical formulas, become for us, not the poor earthly things they are now, but deep and beautiful and wonderful movements of God in man fulfilling himself in life. All the economic development of life itself takes on at its end the appearance of an attempt to get rid of the animal squalor and bareness which is what obligatory poverty really means, and to give to man the divine ease and leisure of the gods. It is pursued in a wrong way, no doubt, and with many ugly circumstances, but still the ideal is darkly there. Politics itself, that apparent game of strife and deceit and charlatanism, can be a large field of absolute idealisms. What of patriotism,never mind the often ugly instincts from which it starts and which it still obstinately preserves,but in its aspects of worship, self-giving, discipline, self-sacrifice? The great political ideals of man, monarchy, aristocracy, democracy, apart from the selfishnesses they serve and the rational and practical justifications with which they arm themselves, have had for their soul an ideal, some half-seen truth of the absolute and have carried with them a worship, a loyalty, a loss of self in the idea which have made men ready to suffer and die for them. War and strife themselves have been Schools of heroism; they have preserved the heroic in man, they have created the katriys tyaktajvit of the Sanskrit epic phrase, the men of power and courage who have abandoned their bodily life for a cause; for without heroism man cannot grow into the Godhead; courage, energy and strength are among the very first principles of the divine nature in action. All this great vital, political, economic life of man with its two powers of competition and cooperation is stumbling blindly forward towards some realisation of power and unity,in two divine directions, therefore. For the Divine in life is Power possessed of self-mastery, but also of mastery of His world, and man and mankind too move towards conquest of their world, their environment. And again the Divine in fulfilment here is and must be oneness, and the ideal of human unity however dim and far off is coming slowly into sight. The competitive nation-units are feeling, at times, however feebly as yet, the call to cast themselves into a greater unified cooperative life of the human race.
  No doubt all is still moving, however touched by dim lights from above, on a lower half rational half infrarational level, clumsily, coarsely, in ignorance of itself and as yet with little nobility of motive. All is being worked out very crudely by the confused clash of life-forces and the guidance of ideas that are half-lights of the intellect, and the means proposed are too mechanical and the aims too material; they miss the truth that the outer life-result can only endure if it is founded on inner realities. But so life in the past has moved always and must at first move. For life organises itself at first round the ego-motive and the instinct of ego-expansion is the earliest means by which men have come into contact with each other; the struggle for possession has been the first crude means towards union, the aggressive assertion of the smaller self the first step towards a growth into the larger self. All has been therefore a half-ordered confusion of the struggle for life corrected by the need and instinct of association, a struggle of individuals, clans, tribes, parties, nations, ideas, civilisations, cultures, ideals, religions, each affirming itself, each compelled into contact, association, strife with the others. For while Nature imposes the ego as a veil behind which she labours out the individual manifestation of the spirit, she also puts a compulsion on it to grow in being until it can at last expand or merge into a larger self in which it meets, harmonises with itself, comprehends in its own consciousness, becomes one with the rest of existence. To assist in this growth Life-Nature throws up in itself ego-enlarging, ego-exceeding, even ego-destroying instincts and movements which combat and correct the smaller self-affirming instincts and movements,she enforces on her human instrument impulses of love, sympathy, self-denial, self-effacement, self-sacrifice, altruism, the drive towards universality in mind and heart and life, glimmerings of an obscure unanimism that has not yet found thoroughly its own true light and motive-power. Because of this obscurity these powers, unable to affirm their own absolute, to take the lead or dominate, obliged to compromise with the demands of the ego, even to become themselves a form of egoism, are impotent also to bring harmony and transformation to life. Instead of peace they seem to bring rather a sword; for they increase the number and tension of conflict of the unreconciled forces, ideas, impulses of which the individual human consciousness and the life of the collectivity are the arena. The ideal and practical reason of man labours to find amidst all this the right law of life and action; it strives by a rule of moderation and accommodation, by selection and rejection or by the dominance of some chosen ideas or powers to reduce things to harmony, to do consciously what Nature through natural selection and instinct has achieved in her animal kinds, an automatically ordered and settled form and norm of their existence. But the order, the structure arrived at by the reason is always partial, precarious and temporary. It is disturbed by a pull from below and a pull from above. For these powers that life throws up to help towards the growth into a larger self, a wider being, are already reflections of something that is beyond reason, seeds of the spiritual, the absolute. There is the pressure on human life of an Infinite which will not allow it to rest too long in any formulation,not at least until it has delivered out of itself that which shall be its own self-exceeding and self-fulfilment.

1.16 - The Triple Status of Supermind, #The Life Divine, #Sri Aurobindo, #Integral Yoga
  13:It is indeed only when our human mentality lays an exclusive emphasis on one side of spiritual experience, affirms that to be the sole eternal truth and states it in the terms of our all-dividing mental logic that the necessity for mutually destructive Schools of philosophy arises. Thus, emphasising the sole truth of the unitarian consciousness, we observe the play of the divine unity, erroneously rendered by our mentality into the terms of real difference, but, not satisfied with correcting this error of the mind by the truth of a higher principle, we assert that the play itself is an illusion. Or, emphasising the play of the One in the Many, we declare a qualified unity and regard the individual soul as a soul-form of the Supreme, but would assert the eternity of this qualified existence and deny altogether the experience of a pure consciousness in an unqualified oneness. Or, again, emphasising the play of difference, we assert that the Supreme and the human soul are eternally different and reject the validity of an experience which exceeds and seems to abolish that difference. But the position that we have now firmly taken absolves us from the necessity of these negations and exclusions: we see that there is a truth behind all these affirmations, but at the same time an excess which leads to an ill-founded negation. Affirming, as we have done, the absolute absoluteness of That, not limited by our ideas of unity, not limited by our ideas of multiplicity, affirming the unity as a basis for the manifestation of the multiplicity and the multiplicity as the basis for the return to oneness and the enjoyment of unity in the divine manifestation, we need not burden our present statement with these discussions or undertake the vain labour of enslaving to our mental distinctions and definitions the absolute freedom of the Divine Infinite.

1.16 - WITH THE DEVOTEES AT DAKSHINESWAR, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  "Let me tell you the story of a boy named Jatila. He used to walk to School through the woods, and the journey frightened him; One day he told his mother of his fear. She replied: 'Why should you be afraid? Call Madhusudana.' 'Mother,' asked the boy, 'who is Madhusudana?' The mother said, 'He is your Elder Brother.' One day after this, when the boy again felt afraid in the woods, he cried out, 'O Brother Madhusudana!' But there was no response. He began to weep aloud: 'Where are You, Brother Madhusudana? Come to me. I am afraid.' Then God could no longer stay away. He appeared before the boy and said: 'Here I am. Why are you frightened?' And so, saying He took the boy out of the woods and showed him the way to School. When He took leave of the boy, God said: 'I will come whenever you call Me. Do not be afraid.' One must have this faith of a child, this yearning.
  "A brahmin used to worship his Family Deity daily with food offerings. One day he had to go away on business. As he was about to leave the house, he said to his young son: 'Give the offering to the Deity today. See that God is fed.' The boy offered food in the shrine, but the image remained silent on the altar. It would neither talk nor eat. The boy waited a long time, but still the image did not move. But the boy firmly believed that God would come down from His throne, sit on the floor, and partake of the food.

1.17 - God, #Initiation Into Hermetics, #Franz Bardon, #Occultism
  It is evident that true initiation knows neither a mystic nor a magic path. There is only one initiation linking both conceptions, in opposition to most of the mystic and spiritual Schools which are dealing with the very highest problems, through meditation or other spiritual exercises, without having gone through the first steps at first. This would be very similar to somebody starting with the university studies without having gone through the elementary classes first. The results of such a onesided training, in some cases, are disastrous, sometimes even drastic, according to the individual talents. Generally the error is to be found in the fact that most of the matter comes from the Orient, where the material as well as the astral world is regarded as maya (illusion), and consequently little attention is paid to it. It is impossible to point out the details, for this would overstep the frame of this book. Sticking to a carefully planned, step-by-step development, there will be neither a mishap nor a failure nor bad consequences, for the simple reason that ripening takes place slowly but surely. It is quite an individual matter whether the adept will choose as his idea of God, Christ, Buddha, Brahma, Allah, or someone else. All depends on the idea, in the initiation.
  The pure mystic wishes to approach his God only in the all-embracing love. The yogi, too, walks toward one single aspect of God. The bhakti- yogi keeps to the road of love and devotion, the raja and hatha yogi choose the path of self-control or volition, the jnana yogi will follow that of wisdom and cognition.

1.17 - Legend of Prahlada, #Vishnu Purana, #Vyasa, #Hinduism
  [2]: The Purāṇas teach constantly incompatible doctrines. According to this passage, the Supreme Being is not the inert cause of creation only, but exercises the p. 128 functions of an active Providence. The commentator quotes a text of the Veda in support of this view: 'Universal soul entering into men, governs their conduct.' Incongruities, however, are as frequent in the Vedas as in the Purāṇas; but apparently the most ancient parts of the Hindu ritual recognised an active ruler in the Creator of the universe; the notion of abstract deity originating with the Schools of philosophy.
  [3]: This is the purport of the sentence apparently, and is that which the comment in part confirms. Literally it is, 'A blow is the pleasure of those whose eyes are darkened by ignorance, whose limbs, exceedingly benumbed, desire pleasure by exercise: The commentator divides the sentence, however, and reads it, 'As fatigue would be like pleasure to paralyzed limbs; and a blow is enjoyment to those who are blinded by delusion; that is, by love; for to them a slap, or even a kick, from a mistress would be a favour.' It is not improbably an allusion to some such venerable pastime as blindman's buff. This interpretation, however, leaves the construction of the first half of the sentence imperfect, unless the nominative and verb apply to both portions.

1.17 - M. AT DAKSHINEWAR, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  "According to one School, the gopis of Vrindvan, like Yaoda, had believed in the formless God in their previous births; but they did not derive any satisfaction from this belief. That is why later on they enjoyed so much bliss in the company of Sri Krishna in the Vrindvan episode of His life. One day Krishna said to the gopis: 'Come along. I shall show you the Abode of the Eternal. Let us go to the Jamuna for a bath.' As they dived into the water of the river, they at once saw Goloka. Next they saw the Indivisible Light. Thereupon Yaoda exclaimed: 'O Krishna, we don't care for these things any more. We would like to see You in Your human form. I want to take You in my arms and feed You.'
  God and His devotee

1.18 - The Importance of our Conventional Greetings, etc., #Magick Without Tears, #Aleister Crowley, #Philosophy
    Aberrations of the control itself; and the result itself. (Remember the practice of some Hindu Schools: "Not that, not that!" to whatever it is the presents itself as Tat Sat reality, truth).
  Need I remind you how urgent the wish to escape will assuredly become, how fantastic are the mind's devices and excuses, amounting often to deliberate revolt? In Kandy I broke away in a fury, and dashed down to Colombo with the intention of painting the very air as red as the betel- spittle on the pavements! But after three days of futile search for satisfying debauchery I came back to my horses, and, sure enough, it was merely that I had gone stale; the relaxation soothed and steadied me; I resumed the discipline with redoubled energy, and Dhyana dawned before a week had elapsed.
  --
  It is not a concentration-practice proper; I haven't a good word for it. "Background-concentration" or "long-distance-concentration" are clumsy, and not too accurate. It is really rather like a public School education. One is not constantly "doing a better thing that one has ever done;" one is not dropping one's eye-glass every two minutes, or being a little gentleman in the act of brushing one's hair. The point is that one trains oneself to react properly at any moment of surprise. It must become "second nature" for "Do what thou wilt shall be the whole of the Law." to spring to the forefront of the mind when one is introduced to a stranger, or comes down to breakfast, or hears the telephone bell, or observes the hour of the adoration, (these are to be the superficial reactions, like instinctively rising when a lady enters the room), or, at the other end, in moments of immediate peril, or of sudden apprehension, or when in one's meditation, one approaches the deepest strata.
  One need not be dogmatic about the use of these special words. One might choose a formula to represent one's own particular True Will. It is a little like Cato, (or Scipio, was it?) who concluded every speech, whether about the Regulations of the Roman Bath or the proposal to reclaim a marsh of the Maremma, with the words: "And moreover, in my opinion, Carthage ought to be destroyed."

1.200-1.224 Talks, #Talks, #Sri Ramana Maharshi, #Hinduism
  The Advaitins of Sankaras School stop short at Self-Realisation and this is not the end, the siddhas say.
  There are also others who extol their own pet theories as the best, e.g., late Venkaswami Rao of Kumbakonam, Brahmananda Yogi of Cuddappah, etc.
  --
  Thus - you see - Devotion is nothing more than knowing oneself. The School of Qualified Monism also admits it. Still, adhering to their traditional doctrine, they persist in affirming that the individuals are part of the Supreme - his limbs as it were. Their traditional doctrine says also that the individual soul should be made pure and then surrendered to the Supreme; then the ego is lost and one goes to the regions of Vishnu after ones death; then finally there is the enjoyment of the Supreme (or the Infinite)!
  To say that one is apart from the Primal Source is itself a pretension; to add that one divested of the ego becomes pure and yet retains individuality only to enjoy or serve the Supreme, is a deceitful stratagem. What duplicity is this - first to appropriate what is really

1.2.01 - The Call and the Capacity, #Letters On Yoga II, #Sri Aurobindo, #Integral Yoga
  If your conclusion were true, the whole aim of this Yoga would be a vain thing; for we are not working for a race or a people or a continent or for a realisation of which only Indians or only Orientals are capable. Our aim is not, either, to found a religion or a School of philosophy or a School of Yoga, but to create a ground and a way of spiritual growth and experience which will bring down a greater Truth beyond the mind but not
  The Call and the Capacity

12.09 - The Story of Dr. Faustus Retold, #Collected Works of Nolini Kanta Gupta - Vol 04, #Nolini Kanta Gupta, #Integral Yoga
   Dr. Faust, as you know, you must have seen him on our School stage, was a very learned man. His ambition was to acquire all knowledge, knowledge of all subjects, of all arts and sciences. But he wanted not only to be a doctor of theories but of practice also, not only a learned man but a man of power in additionnot only to know but to control. Universal nature was his field and he sought not only to measure and survey the outside but to probe into her deeper secret mysteries. In those days there was a line of inquiry pursued by savants that was called occultism. The occultist sought to discover the secret and subtle forces of nature through which one could influence and control outer and material things and happenings. In this field there were the alchemists whose attempt was to transform lead into gold, that is to say, manipulate forces and elements in nature in such a way that mere lead would be turned into pure gold. So, our Dr. Faust, in tune with these magicians as they were commonly known, ventured into this region to possess the power over the forces of nature. This control over nature could go to the extent of producing what we know as miracles, for example, you ask for a thing, anything whatsoever, and it is there before you; you want to go some place, you will the thing and you are there like a flash of lightning. You can even make people do what you want to be done.
   One day when Dr. Faust was deeply engaged in this interesting occupation, suddenly he saw standing in front of him a figurea strange figure, black, robed in black, huge in staturehe was taken by surprise. Half in curiosity, half in fear he asked who he was. The figure answered: he was what Dr. Faust wanted, that is to say, he could give Faust whatever he wanted, he was that Power. Dr. Faust questioned him and he was answered that the person was indeed what he was claiming to be. Faust was to ask only to have the thing he wanted. Faust could have more and more knowledge, more and more power. Not only that, but something infinitely greater and more precious. Dr. Faust wanted to know what that was. "Infinite pleasure, infinite delight. You will never be sad or sorrowful, never suffer, I will give you perfect enjoyment." This ambitious greedy man swallowed the bait. Faust asked whether it was all truewhat he was professing. The person answered: "More than what I have promised, I will give you. But it is give and take, you can take only when you give." "Give! What can I give? What have I got?" Oh! it is nothing, it is just a trifle. You won't ever know that you are giving. Ready?" "Ready? Yes, quite. But just tell me what it is?" "Oh! it is indeed nothingyour soul!" "Soul?" Faust did not know what the soul was. He nodded assent, strange to say, somewhat hesitatinglyalthough so eager and ardent till now. Take it then, he said.

1.20 - RULES FOR HOUSEHOLDERS AND MONKS, #The Gospel of Sri Ramakrishna, #Sri Ramakrishna, #Hinduism
  ADHAR: "Sir, I have been busy with so many things. I had to attend a conference of the School committee and various other meetings."
  MASTER: "So you completely lost yourself in Schools and meetings and forgot everything else?"
  ADHAR: "Everything else was hidden away in a corner of my mind. How is your arm?"
  --
  After a time the Master suddenly said to Adhar: "Look here. All these are unreal-meetings, School, office, and everything else. God alone is the Substance, and all else is illusory. One should worship God with one's whole mind."
  Adhar sat without speaking a word.

1.20 - TANTUM RELIGIO POTUIT SUADERE MALORUM, #The Perennial Philosophy, #Aldous Huxley, #Philosophy
  Zen is the name given to this branch of Buddhism, which keeps itself away from the Buddha. It is also called the mystical branch, because it does not adhere to the literal meaning of the sutras. It is for this reason that those who blindly follow the steps of Buddha are sure to deride Zen, while those who have no liking for the letter are naturally inclined towards the mystical approach. The followers of the two Schools know how to shake the head at each other, but fail to realize that they are after all complementary. Is not Zen one of the six virtues of perfection? If so, how can it conflict with the teachings of the Buddha? In my view, Zen is the outcome of the Buddhas teaching, and the mystical issues from the letters. There is no reason why a man should shun Zen because of the Buddhas teaching; nor need we disregard the letters on account of the mystical teachings of Zen. Students of scriptural Buddhism run the risk of becoming sticklers for the scriptures, the real meaning of which they fail to understand. By such men ultimate reality is never grasped, and for them Zen would mean salvation. Whereas those who study Zen are too apt to run into the habit of making empty talks and practising sophistry. They fail to understand the significance of letters. To save them, the study of Buddhist scriptures is recommended. It is only when these one-sided views are mutually corrected that there is a perfect appreciation of the Buddhas teaching.
  Chiang Chih-chi

1.20 - The End of the Curve of Reason, #The Human Cycle, #Sri Aurobindo, #Integral Yoga
  This would seem to lead us either towards a free cooperative communism, a unified life where the labour and property of all is there for the benefit of all, or else to what may better be called communalism, the free consent of the individual to live in a society where the just freedom of his individuality will be recognised, but the surplus of his labour and acquisitions will be used or given by him without demur for the common good under a natural cooperative impulse. The severest School of anarchism rejects all compromise with communism. It is difficult to see how a Stateless Communism which is supposed to be the final goal of the Russian ideal, can operate on the large and complex scale necessitated by modern life. And indeed it is not clear how even a free communalism could be established or maintained without some kind of governmental force and social compulsion or how it could fail to fall away in the end either on one side into a rigorous collectivism or on the other to struggle, anarchy and disruption. For the logical mind in building its social idea takes no sufficient account of the infrarational element in man, the vital egoism to which the most active and effective part of his nature is bound: that is his most constant motive and it defeats in the end all the calculations of the idealising reason, undoes its elaborate systems or accepts only the little that it can assimilate to its own need and purpose. If that strong element, that ego-force in him is too much overshadowed, cowed and depressed too much rationalised, too much denied an outlet, then the life of man becomes artificial, top-heavy, poor in the sap of vitality, mechanical, uncreative. And on the other hand, if it is not suppressed, it tends in the end to assert itself and derange the plans of the rational side of man, because it contains in itself powers whose right satisfaction or whose final way of transformation reason cannot discover.
  If Reason were the secret highest law of the universe or if man the mental being were limited by mentality, it might be possible for him by the power of the reason to evolve out of the dominance of infrarational Nature which he inherits from the animal. He could then live securely in his best human self as a perfected rational and sympathetic being, balanced and well-ordered in all parts, the sattwic man of Indian philosophy; that would be his summit of possibility, his consummation. But his nature is rather transitional; the rational being is only a middle term of Natures evolution. A rational satisfaction cannot give him safety from the pull from below nor deliver him from the attraction from above. If it were not so, the ideal of intellectual Anarchism might be more feasible as well as acceptable as a theory of what human life might be in its reasonable perfection; but, man being what he is, we are compelled in the end to aim higher and go farther.

WORDNET



--- Overview of noun school

The noun school has 7 senses (first 5 from tagged texts)
                    
1. (125) school ::: (an educational institution; "the school was founded in 1900")
2. (12) school, schoolhouse ::: (a building where young people receive education; "the school was built in 1932"; "he walked to school every morning")
3. (6) school, schooling ::: (the process of being formally educated at a school; "what will you do when you finish school?")
4. (4) school ::: (a body of creative artists or writers or thinkers linked by a similar style or by similar teachers; "the Venetian school of painting")
5. (1) school, schooltime, school day ::: (the period of instruction in a school; the time period when school is in session; "stay after school"; "he didn't miss a single day of school"; "when the school day was done we would walk home together")
6. school ::: (an educational institution's faculty and students; "the school keeps parents informed"; "the whole school turned out for the game")
7. school, shoal ::: (a large group of fish; "a school of small glittering fish swam by")

--- Overview of verb school

The verb school has 3 senses (first 1 from tagged texts)
                    
1. (2) school ::: (educate in or as if in a school; "The children are schooled at great cost to their parents in private institutions")
2. educate, school, train, cultivate, civilize, civilise ::: (teach or refine to be discriminative in taste or judgment; "Cultivate your musical taste"; "Train your tastebuds"; "She is well schooled in poetry")
3. school ::: (swim in or form a large group of fish; "A cluster of schooling fish was attracted to the bait")


--- Synonyms/Hypernyms (Ordered by Estimated Frequency) of noun school

7 senses of school                          

Sense 1
school
   => educational institution
     => institution, establishment
       => organization, organisation
         => social group
           => group, grouping
             => abstraction, abstract entity
               => entity

Sense 2
school, schoolhouse
   => building, edifice
     => structure, construction
       => artifact, artefact
         => whole, unit
           => object, physical object
             => physical entity
               => entity

Sense 3
school, schooling
   => education
     => learning, acquisition
       => basic cognitive process
         => process, cognitive process, mental process, operation, cognitive operation
           => cognition, knowledge, noesis
             => psychological feature
               => abstraction, abstract entity
                 => entity

Sense 4
school
   => body
     => social group
       => group, grouping
         => abstraction, abstract entity
           => entity

Sense 5
school, schooltime, school day
   => time period, period of time, period
     => fundamental quantity, fundamental measure
       => measure, quantity, amount
         => abstraction, abstract entity
           => entity

Sense 6
school
   => educational institution
     => institution, establishment
       => organization, organisation
         => social group
           => group, grouping
             => abstraction, abstract entity
               => entity

Sense 7
school, shoal
   => animal group
     => biological group
       => group, grouping
         => abstraction, abstract entity
           => entity


--- Hyponyms of noun school

3 of 7 senses of school                        

Sense 1
school
   => academy
   => correspondence school
   => crammer
   => dancing school
   => direct-grant school
   => driving school
   => finishing school
   => flying school
   => graduate school, grad school
   => language school
   => nursing school, school of nursing
   => religious school
   => riding school
   => secondary school, lyceum, lycee, Gymnasium, middle school
   => secretarial school
   => technical school, tech
   => training school
   => veterinary school
   => conservatory
   => alma mater
   => public school
   => private school
   => dance school
   => day school
   => night school
   => Sunday school, Sabbath school
   => grade school, grammar school, elementary school, primary school

Sense 2
school, schoolhouse
   => conservatory, conservatoire
   => day school

Sense 4
school
   => Ashcan School, Eight
   => deconstructivism
   => historical school
   => pointillism
   => art nouveau
   => lake poets
   => secession, sezession


--- Synonyms/Hypernyms (Ordered by Estimated Frequency) of noun school

7 senses of school                          

Sense 1
school
   => educational institution

Sense 2
school, schoolhouse
   => building, edifice

Sense 3
school, schooling
   => education

Sense 4
school
   => body

Sense 5
school, schooltime, school day
   => time period, period of time, period

Sense 6
school
   => educational institution

Sense 7
school, shoal
   => animal group




--- Coordinate Terms (sisters) of noun school

7 senses of school                          

Sense 1
school
  -> educational institution
   => preschool
   => school
   => school
   => college
   => university

Sense 2
school, schoolhouse
  -> building, edifice
   => abattoir, butchery, shambles, slaughterhouse
   => apartment building, apartment house
   => architecture
   => aviary, bird sanctuary, volary
   => bathhouse, bathing machine
   => bowling alley
   => center, centre
   => chapterhouse
   => clubhouse, club
   => dormitory, dorm, residence hall, hall, student residence
   => farm building
   => feedlot
   => firetrap
   => gambling house, gambling den, gambling hell, gaming house
   => gazebo, summerhouse
   => government building
   => greenhouse, nursery, glasshouse
   => hall
   => hall
   => Hall of Fame
   => hotel
   => hotel-casino, casino-hotel
   => house
   => house
   HAS INSTANCE=> Independence Hall
   => library
   => medical building, health facility, healthcare facility
   => ministry
   => morgue, mortuary, dead room
   => observatory
   => office building, office block
   => opium den
   => outbuilding
   => packinghouse
   => place of worship, house of prayer, house of God, house of worship
   => planetarium
   => presbytery
   => restaurant, eating house, eating place, eatery
   => rest house
   => rink, skating rink
   => Roman building
   => rotunda
   => ruin
   => school, schoolhouse
   => shooting gallery
   => signal box, signal tower
   => skyscraper
   => student union
   => tavern, tap house
   => telecom hotel, telco building
   => temple
   => theater, theatre, house
   => whorehouse, brothel, bordello, bagnio, house of prostitution, house of ill repute, bawdyhouse, cathouse, sporting house
   HAS INSTANCE=> Houses of Parliament

Sense 3
school, schooling
  -> education
   => acculturation, assimilation
   => mastering
   => self-education, self-cultivation
   => school, schooling
   => special education
   => vocational training, vocational education

Sense 4
school
  -> body
   => public
   => Christendom, Christianity
   => church
   => Sacred College, College of Cardinals
   => administration, governance, governing body, establishment, brass, organization, organisation
   => corps
   => constituency
   => electoral college
   => school
   => college
   => university
   => staff, faculty
   => representation
   => colony, settlement
   => ulema, ulama
   => leadership, leaders
   => militia
   => membership, rank
   => occupational group, vocation
   => opposition
   => immigration
   => inspectorate
   => jury
   => panel
   => panel, venire
   => registration, enrollment
   => vote
   => diaspora

Sense 5
school, schooltime, school day
  -> time period, period of time, period
   => trial period, test period
   => time frame
   => hours
   => downtime
   => uptime
   => work time
   => time off
   => bout
   => hospitalization
   => travel time
   => times
   => time
   => elapsed time
   => duration, continuance
   => week, calendar week
   => midweek
   => field day
   => life, lifetime, life-time, lifespan
   => life
   => life
   => millennium, millenary
   => bimillennium, bimillenary
   => occupation
   => past
   => shelf life
   => puerperium
   => lactation
   => time of life
   => calendar day, civil day
   => festival
   => day, daytime, daylight
   => morning, morn, morning time, forenoon
   => night, nighttime, dark
   => night
   => night
   => night
   => eve
   => evening
   => week, hebdomad
   => fortnight, two weeks
   => weekend
   => Indian summer, Saint Martin's summer
   => year
   => school, schooltime, school day
   => year, twelvemonth, yr
   => year
   => semester
   => bimester
   => Olympiad
   => lustrum
   => decade, decennary, decennium
   => century
   => quadrennium
   => quinquennium
   => half-century
   => quarter-century
   => quarter
   => phase of the moon
   => day
   => calendar month, month
   => mid-January
   => mid-February
   => mid-March
   => mid-April
   => mid-May
   => mid-June
   => mid-July
   => mid-August
   => mid-September
   => mid-October
   => mid-November
   => mid-December
   => time limit
   => term
   => trimester
   => hour
   => silly season
   => Golden Age
   => silver age
   => bronze age
   HAS INSTANCE=> Bronze Age
   => iron age
   HAS INSTANCE=> Iron Age
   HAS INSTANCE=> Stone Age
   HAS INSTANCE=> Eolithic Age, Eolithic
   HAS INSTANCE=> Paleolithic Age, Paleolithic, Palaeolithic
   HAS INSTANCE=> Lower Paleolithic
   HAS INSTANCE=> Middle Paleolithic
   HAS INSTANCE=> Upper Paleolithic
   HAS INSTANCE=> Mesolithic Age, Mesolithic, Epipaleolithic
   HAS INSTANCE=> Neolithic Age, Neolithic, New Stone Age
   => great year, Platonic year
   => regulation time
   => overtime, extra time
   => season, time of year
   => dog days, canicule, canicular days
   => midwinter
   => season
   => season
   => long time, age, years
   => long run, long haul
   => drought, drouth
   => era, epoch
   => generation
   => prehistory, prehistoric culture
   => reign
   => run
   => youth, early days
   => dawn
   => evening
   => time
   => sleep, nap
   => lease, term of a contract
   => half life, half-life
   => tide, lunar time period
   => phase, stage
   => multistage
   => watch
   => peacetime
   => wartime
   => enlistment, hitch, term of enlistment, tour of duty, duty tour, tour
   => honeymoon
   => indiction
   => prohibition, prohibition era
   => incubation period
   => rainy day
   => novitiate, noviciate
   => flower, prime, peak, heyday, bloom, blossom, efflorescence, flush
   => running time
   => clotting time
   => air alert
   HAS INSTANCE=> Great Schism
   => question time
   => real time
   => real time
   => study hall
   => usance
   => window

Sense 6
school
  -> educational institution
   => preschool
   => school
   => school
   => college
   => university

Sense 7
school, shoal
  -> animal group
   => team
   => brood
   => flock
   => flock, fold
   => herd
   => herd
   => pack
   => pod
   => pride
   => clowder
   => school, shoal
   => caste
   => colony
   => warren
   => breed, strain, stock
   => drove
   => litter




--- Grep of noun school
art school
ashcan school
boarding school
business school
catholic school
charter school
choir school
church school
composite school
comprehensive school
correspondence school
dance school
dancing school
day school
dental school
direct-grant school
driving school
elementary school
engineering school
finishing school
flying school
grad school
grade school
graduate school
grammar school
high school
highschool
historical school
hudson river school
infant school
junior high school
junior school
language school
law school
medical school
middle school
music school
night school
normal school
nursery school
nursing school
old school
old school tie
parochial school
playschool
prep school
preparatory school
preschool
primary school
private school
public school
reform school
religious school
riding school
sabbath school
school
school-age child
school assignment
school bell
school board
school bus
school crossing
school day
school dictionary
school district
school newspaper
school of dentistry
school of law
school of medicine
school of music
school of nursing
school of thought
school paper
school phobia
school principal
school ship
school superintendent
school system
school teacher
school term
school text
school year
schoolbag
schoolbook
schoolboy
schoolchild
schoolcraft
schooldays
schoolfellow
schoolfriend
schoolgirl
schoolhouse
schooling
schoolma'am
schoolman
schoolmarm
schoolmaster
schoolmate
schoolmistress
schoolroom
schoolteacher
schooltime
schoolwork
schoolyard
secondary modern school
secondary school
secretarial school
senior high school
summer school
sunday school
technical school
trade school
training school
veterinary school
vocational school



IN WEBGEN [10000/14406]

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Wikipedia - Baobab College -- school in Lusaka, Zambia
Wikipedia - Baptist Boys' High School -- Secondary school in Nigeria
Wikipedia - Baptist College of Florida -- Private baptist school
Wikipedia - Baptist Girls College -- Secondary school in Abeokuta, Ogun State, Nigeria
Wikipedia - Barack Obama Green Charter High School -- Charter high school in Union County, New Jersey, United States
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Wikipedia - Bard High School Early College Newark -- High school in Essex County, New Jersey, United States
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Wikipedia - Barlby High School -- Community school in North Yorkshire, England
Wikipedia - Barnegat High School -- High school in Ocean County, New Jersey, United States
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Wikipedia - Barnstable High School -- Public school in Barnstable, Massachusetts, United States
Wikipedia - Barringer High School -- High school in Essex County, New Jersey, United States
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Wikipedia - Bartholomew County Annex building -- 1928 former school building in Columbus, Indiana
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Wikipedia - Basic Education High School No. 1 Insein -- Public high school in Yangon, Myanmar
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Wikipedia - Bedford School Boat Club -- Rowing club in Bedfordshire, England
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Wikipedia - Bound Brook High School -- High school in Somerset County, New Jersey, United States
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Wikipedia - Boyden-Hull Community School District -- School district in Lyon and Sioux Counties, Iowa, United States
Wikipedia - Boys/Girls State -- Summer leadership and citizenship programs sponsored by The American Legion and the American Legion Auxiliary for high school juniors
Wikipedia - Boys High School (Brooklyn, New York)
Wikipedia - Boys High School (Brooklyn)
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Wikipedia - Bradford Grammar School -- Independent school in Bradford, West Yorkshire, England
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Wikipedia - Braination -- Public charter school operator in Texas
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Wikipedia - Breda Academy -- Secondary school, Belfast, Northern Ireland
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Wikipedia - Brentwood School (Sandersville) -- School in Sandersville, Georgia
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Wikipedia - Brick Memorial High School -- High school in Ocean County, New Jersey, United States
Wikipedia - Brick Public Schools -- School district in Ocean County, New Jersey, United States
Wikipedia - Brick Township High School -- High school in Ocean County, New Jersey, United States
Wikipedia - Bridge City Independent School District -- In Bridge City, Texas, US
Wikipedia - Bridge House College -- Nigerian independent sixth form school
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Wikipedia - Bridgeton Public Schools -- School district in Cumberland County, New Jersey, United States
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Wikipedia - BRIT School -- School in Croydon, UK
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Wikipedia - Brockington College -- School in Leicestershire, UK
Wikipedia - Bronderslev Gymnasium og HF -- Danish secondary school
Wikipedia - Bronx High School of Science -- Specialized high school in New York City
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Wikipedia - Brooklyn Free School
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Wikipedia - Bryanston School
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Wikipedia - Budapest school
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Wikipedia - Buddhist schools
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Wikipedia - Burlington County Institute of Technology Westampton Campus -- High school in Burlington County, New Jersey, United States
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Wikipedia - Burlington Township High School -- High school in Burlington County, New Jersey, United States
Wikipedia - Burlington Township School District -- School district in Burlington County, New Jersey, United States
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Wikipedia - Business schools
Wikipedia - Business school -- University-level institution granting degrees in business administration
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Wikipedia - Cabrini High School (New Orleans)
Wikipedia - Cactus High School -- High school in Glendale, Arizona
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Wikipedia - Calasanctius College -- Co-educational secondary school, County Galway
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Wikipedia - Calcutta Girls' High School
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Wikipedia - Cathedral College, East Melbourne -- Catholic school and monastery in East Melbourne, Australia
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Wikipedia - Ellwood P. Cubberley High School
Wikipedia - Elmont Memorial Junior - Senior High School -- High school in Nassau County, New York, United States
Wikipedia - Elmwood Park Memorial High School -- High school in Bergen County, New Jersey, United States
Wikipedia - Elodie Mailloux -- Pioneering organizer of nursing schools in Quebec, Canada
Wikipedia - Emamieh school -- Iranian former school and national heritage site
Wikipedia - Emanuel County School District -- American school district
Wikipedia - Emanuel School Boat Club -- British rowing club
Wikipedia - Emanuel School
Wikipedia - Embley (school) -- Coeducational independent day and boarding school located in Embley Park in Wellow
Wikipedia - Emerald Hill School, Zimbabwe
Wikipedia - Emerson High School (Union City, New Jersey) -- Former high school in Hudson County, New Jersey, United States
Wikipedia - Emerson Jr./Sr. High School -- Place in Mercer County, New Jersey, United States
Wikipedia - Emerson School District -- School district in Bergen County, New Jersey, United States
Wikipedia - Emily Carr University of Art and Design -- Art school
Wikipedia - EMI schools -- Secondary schools in Hong Kong that use English as a medium of instruction
Wikipedia - Emory University School of Law -- American law school
Wikipedia - Empire Test Pilots' School -- British training school for test pilots and flight test engineers
Wikipedia - Empiric school -- A school of medicine in ancient Greece and Rome
Wikipedia - Emsdetten school shooting -- November 2006 school massacre attempt in Emsdetten, North Rhine-Westphalia, Germany
Wikipedia - Enam Medical College and Hospital -- Private medical school in Bangladesh
Wikipedia - Encina High School -- US public high school in Sacramento, California
Wikipedia - Englewood Cliffs Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Englewood Public School District -- School district in Bergen County, New Jersey, United States
Wikipedia - English Baccalaureate -- School performance indicator in England
Wikipedia - English historical school of economics
Wikipedia - English Madrigal School
Wikipedia - English Montreal School Board -- Largest English-speaking Quebec school board
Wikipedia - English Valleys Community School District -- school district in Iowa, US
Wikipedia - Ennio Quirino Visconti Liceo Ginnasio -- Classical lyceum in Roma in the province of Roma (Italy) [school id: RMPC080007]
Wikipedia - Enoch Brown school massacre -- School massacre in Pennsylvania, United States
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Wikipedia - Ephesian school
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Wikipedia - Erfurt school massacre -- 2002 school shooting in Germany
Wikipedia - Erica Tietze-Conrat -- Austrian art historian, one of the first women to study art history, a strong supporter of contemporary art in Vienna and an art historian specializing in Renaissance art and the Venetian school drawings.
Wikipedia - Eric Bickmore -- English cricketer and school teacher
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Wikipedia - Eric Simeon -- Indian Army officer and schoolmaster (1918-2007)
Wikipedia - Erikson Institute -- Graduate School in Chicago, Illinois, United States
Wikipedia - Ernestine Gymnasium, Gotha -- Secondary school in Germany
Wikipedia - ESC Bretagne Brest -- French business school in Brest, western France
Wikipedia - Escola da Cidade -- Private architecture school in Brazil
Wikipedia - ESCP Business School -- European business school
Wikipedia - Escuela de Artes Plasticas y DiseM-CM-1o de Puerto Rico -- School of Visual Arts and Design of Puerto Rico
Wikipedia - Escuela Nacional de Bellas Artes "San Alejandro" -- Cuban fine arts school
Wikipedia - Escuela Nacional de Pintura, Escultura y Grabado "La Esmeralda" -- Mexican art school founded in 1927 and located in Mexico City
Wikipedia - Escuela Oficial de Idiomas -- Network of language schools in Spain
Wikipedia - ESMOD -- French private fashion school
Wikipedia - Essentially Ellington High School Jazz Band Competition and Festival -- American high school jazz competition and festival
Wikipedia - Essex Catholic High School -- Defunct Catholic high school in Newark, New Jersey, United States
Wikipedia - Essex Fells School District -- School district in Essex County, New Jersey, United States
Wikipedia - Essie Mae Washington-Williams -- American school teacher and writer
Wikipedia - Estell Manor School District -- School district in Atlantic County, New Jersey, United States
Wikipedia - Estrella High School -- Charter high school in Avondale, Arizona
Wikipedia - Ethel Walker School -- Private college-prep school in Simsbury, Connecticut
Wikipedia - Ethical Culture Fieldston School -- School in New York City
Wikipedia - Eton College -- Independent boarding school for boys near Windsor, Berkshire, England
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Wikipedia - Eureka School (Hattiesburg, Mississippi) -- Historic building in Hattiesburg, Mississippi, United States
Wikipedia - European Academy of Art in Brittany -- French art school
Wikipedia - European Collegium Private School -- Private school in Kiev, Ukraine
Wikipedia - European Graduate School
Wikipedia - European Summer School in Information Retrieval
Wikipedia - Euskaltegi -- Basque language school
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Wikipedia - Evangelical Folk High School of Kitee -- Folk high school in Kitee, Finland
Wikipedia - Evangelical School for the Deaf -- School located in Luquillo, Puerto Rico
Wikipedia - Evangelical Seminary -- Graduate school and interdenominational seminary
Wikipedia - Evansville High School (Wisconsin) -- High school in Wisconsin, United States
Wikipedia - Evergreen Lutheran High School -- Wisconsin Synod Lutheran high school in Tacoma, Washington
Wikipedia - Evesham Township School District -- School district in Burlington County, New Jersey, United States
Wikipedia - Ewing High School (New Jersey) -- High school in Mercer County, New Jersey, United States
Wikipedia - Exercise book -- Type of notebook designed for writing schoolwork and study notes
Wikipedia - Exeter Township Senior High School -- Public school in Reading, Pennsylvania
Wikipedia - Experimental SRCI radio stations in Yucatan -- Low-power radio stations operating at Mayan boarding schools in the Mexican state of Yucatan
Wikipedia - Facultad de Derecho Eugenio Maria de Hostos -- Former law school located in Mayaguez, Puerto Rico
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Wikipedia - Faculty of Translation and Interpreting of the University of Geneva -- School in University of Geneva, Switzerland
Wikipedia - Fairbairn College -- Public, co-educational high school in Goodwood, Cape Town
Wikipedia - Fairfield School District -- School district in Essex County, New Jersey, United States
Wikipedia - Fair Haven Public Schools -- School district in Monmouth County, New Jersey, United States
Wikipedia - Fairhaven School (Upper Marlboro, Maryland)
Wikipedia - Fair Lawn High School -- High school in Bergen County, New Jersey, United States
Wikipedia - Fair Lawn Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Fair Pay to Play Act -- Bill to allow college athletes to profit while in school
Wikipedia - Fairview High School (Kentucky)
Wikipedia - Fairview Independent Schools (Kentucky) -- School district based in Boyd County, Kentucky
Wikipedia - Fairview Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Faith School Menace? -- 2010 film
Wikipedia - Fanshawe College -- School in London, Ontario, Canada
Wikipedia - Far Eastern Higher Combined Arms Command School -- Military academy of the Russian Armed Forces
Wikipedia - Far Eastern University Institute of Nursing -- Nursing school in Philippines
Wikipedia - Farmingdale High School -- Public high school in Farmingdale, New York, United States
Wikipedia - Farragut High School -- American public high school
Wikipedia - Far Rockaway High School -- Defunct high school in Queens, New York City, United States
Wikipedia - Fasman Yeshiva High School -- High school and yeshiva located in Skokie, Illinois
Wikipedia - Fatehpur Mehernega High School -- Secondary high school in Bangladesh
Wikipedia - Father Henry Carr Catholic Secondary School -- Catholic high school in Ontario, Canada
Wikipedia - Father Judge High School
Wikipedia - Fayan school
Wikipedia - Federal Government College Ogbomoso -- Boarding school in Ogbomoso, Oyo State, Nigeria
Wikipedia - Federal Government Girls College Bida -- Federal Secondary school in Bida, Niger State, Nigeria
Wikipedia - Fee-paying school
Wikipedia - Feirstein Graduate School of Cinema -- Film school in Brooklyn, New York
Wikipedia - Feminist school of criminology
Wikipedia - Fenelon - La Trinite School -- Jesuit school in Lyon, France
Wikipedia - Fenton Area Public Schools -- School district in Michigan
Wikipedia - Fenwick High School (Oak Park, Illinois)
Wikipedia - Fidelity Manor High School -- African-American high school in Texas
Wikipedia - Field Act -- 1933 California law on seismic proofing standards for schools
Wikipedia - Field High School -- Secondary school in Brimfield, Ohio, United States
Wikipedia - Fiji School of Medicine -- Medical school in Suvi, Fiji
Wikipedia - Fillmore Unified School District -- School district in Ventura County, California
Wikipedia - Film School Rejects -- American film blog
Wikipedia - Finchley Catholic High School -- boys' secondary school in London, England
Wikipedia - Finishing School (1934 film) -- 1934 film by George Nicholls, Jr.
Wikipedia - Finishing School (1953 film) -- 1952 French-Italian comedy film by Bernard Vorhaus
Wikipedia - Finishing school -- School for young women
Wikipedia - Fiona Hamilton-Fairley -- [[The Kids' Cookery School]]
Wikipedia - Fiorello H. LaGuardia High School -- Specialized high school in New York City
Wikipedia - First Albanian School in Pristina -- Cultural heritage monument of Kosovo
Wikipedia - First day of school -- First day of an academic year
Wikipedia - First Presbyterian Day School -- Private day school in Macon, Georgia USA
Wikipedia - First school
Wikipedia - Fishburne Military School
Wikipedia - Fitzjohn's Primary School
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Wikipedia - Flemington-Raritan Regional School District -- School district in Hunterdon County, New Jersey, United States
Wikipedia - Floating (Schoolboy Q song) -- song by Schoolboy Q featuring 21 Savage
Wikipedia - Florence Township Memorial High School -- High school in Burlington County, New Jersey, United States
Wikipedia - Florence Township School District -- School district in Burlington County, New Jersey, United States
Wikipedia - Florham Park School District -- School district in Morris County, New Jersey, United States
Wikipedia - Florida Coastal School of Law -- For-profit law school in Jacksonville, Florida
Wikipedia - Florida School for Boys -- Reform school operated by the state of Florida, USA
Wikipedia - Florida Virtual School -- American online public high school
Wikipedia - Floruit -- Certified period of time when a person, school or movement was active; not always indicative of entire active period
Wikipedia - Flushing High School -- High school in Queens, New York, United States
Wikipedia - Flushing International High School -- American public high school in New York City
Wikipedia - Folk high school
Wikipedia - Folsom Borough School District -- School district in Atlantic County, New Jersey, United States
Wikipedia - Folsom Cordova Unified School District -- School district affiliated with Folsom and Rancho Cordova, California
Wikipedia - Folweni High School -- High school in KwaZulu-Natal
Wikipedia - Fontbonne Hall Academy -- Private high school in Brooklyn, NY, USA
Wikipedia - Fontys School of Fine and Performing Arts -- Fine and performing arts school in Tilburg, Netherlands
Wikipedia - Fordham Preparatory School
Wikipedia - Forest Gate School of Music -- Music school in London, England (1885-194?)
Wikipedia - Forest Grove School District (Oklahoma) -- School district in Oklahoma
Wikipedia - Forlivese school of art -- Renaissance art movement
Wikipedia - Forrest Yoga -- A school of modern yoga
Wikipedia - Fort Bend Independent School District
Wikipedia - Fort Lee High School -- High school in Bergen County, New Jersey, United States
Wikipedia - Fort Lee School District -- School district in Bergen County, New Jersey, United States
Wikipedia - Fort White High School -- High school in Columbia County, Florida
Wikipedia - Fort Zumwalt East High School -- High school in Saint Peters, Missouri, U.S.
Wikipedia - Fort Zumwalt North High School -- Public secondary school in O'Fallon, Missouri, U.S.
Wikipedia - Fort Zumwalt South High School -- High school in Saint Peters, Missouri, U.S.
Wikipedia - Fort Zumwalt West High School -- Public high school in O'Fallon, Missouri, U.S.
Wikipedia - Fossil Ridge High School (Fort Worth, Texas) -- American public high school
Wikipedia - Foss Upper Secondary School -- Secondary school in Oslo, Norway
Wikipedia - Fox Lane High School
Wikipedia - Fox River Classic Conference -- High school athletic conference in northeastern Wisconsin
Wikipedia - Fox River Valley Conference -- Defunct high school athletic conference in Wisconsin
Wikipedia - Fox Valley Association -- High school athletic conference in northeastern Wisconsin
Wikipedia - Framingham High School -- American public high school
Wikipedia - Franciscan School of Theology -- Theological school in California, US
Wikipedia - Francis Watson (cricketer) -- New Zealand cricketer and school teacher
Wikipedia - Frankenmuth School District -- American public school district
Wikipedia - Frankfurt school
Wikipedia - Frankfurt School -- School of social theory and critical philosophy
Wikipedia - Franklin Borough School District -- School district in Sussex County, New Jersey, United States
Wikipedia - Franklin High School (New Jersey) -- High school in Somerset County, New Jersey, United States
Wikipedia - Franklin High School (Portland, Oregon)
Wikipedia - Franklin Lakes Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Franklin Regional High School -- public high school in Murrysville, Pennsylvania, U.S.
Wikipedia - Franklin Road Academy -- Private school in Nashville, Tennessee, United States
Wikipedia - Franklin School (Boise, Idaho) -- Historic building in Boise, Idaho
Wikipedia - Franklin Special School District -- Public school district in Franklin, Tennessee, United States
Wikipedia - Franklin Township Public Schools (Gloucester County, New Jersey) -- School district in Gloucester County, New Jersey, United States
Wikipedia - Franklin Township Public Schools (Somerset County, New Jersey) -- School district in Somerset County, New Jersey, United States
Wikipedia - Franklin Township School District (Hunterdon County, New Jersey) -- Place in Mercer County, New Jersey, United States
Wikipedia - Franklin Township School District (Warren County, New Jersey) -- School district in Warren County, New Jersey, United States
Wikipedia - Frassati Catholic High School
Wikipedia - Fred Castle -- English cricketer and schoolmaster
Wikipedia - Frederick Gordon Pearce -- English educationist, regarded as the founder of the Indian public school movement
Wikipedia - Frederic Meyrick-Jones -- English cricketer, clergyman, and school teacher
Wikipedia - Fredon Township School District -- School district in Sussex County, New Jersey, United States
Wikipedia - Freedom High School (Loudoun County, Virginia) -- public high school in Virginia
Wikipedia - Freedom High School (Orlando, Florida) -- High school in Orlando, Florida
Wikipedia - Freedom School -- Libertarian organizations based in the United States
Wikipedia - Freedom University -- Modern freedom school for undocumented immigrants
Wikipedia - Freehold Borough Schools -- School district in Monmouth County, New Jersey, United States
Wikipedia - Freehold High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Freehold Township High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Freehold Township Schools -- School district in Monmouth County, New Jersey, United States
Wikipedia - Free school (England)
Wikipedia - Free school movement
Wikipedia - Free School of Evanston
Wikipedia - Free School Under the Bridge -- Private school in Delhi, India
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Wikipedia - Frelinghuysen Township School District -- School district in Warren County, New Jersey, United States
Wikipedia - French Academy in Rome -- Art school in Rome, Italy
Wikipedia - French Liberal School
Wikipedia - French National School of Forestry
Wikipedia - French school of spirituality
Wikipedia - French School of the Far East -- College for study of Asian societies
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Wikipedia - Frenchtown School District -- School district in Hunterdon County, New Jersey, United States
Wikipedia - Friends' Central School -- Quaker school in Wynnewood, Pennsylvania
Wikipedia - Friendship Armstrong Academy -- NRHP-listed high school in Washington, D.C.
Wikipedia - Friends School (Japan)
Wikipedia - Frisch School -- Private high school in Bergen County, New Jersey, United States
Wikipedia - Fuke-shM-EM-+ -- School of Zen Buddhism
Wikipedia - Fukien Secondary School -- Secondary school in Kwun Tong, Hong Kong
Wikipedia - Fulneck School -- Independent school in Pudsey, West Yorkshire, England
Wikipedia - Fundacion Colegio Bilingue de Valledupar -- Bilingual school in Valledupar, Colombia
Wikipedia - Funking Conservatory -- Professional wrestling school
Wikipedia - Funk 'n Pussy -- album by Schoolly D
Wikipedia - Fuqua School of Business -- School at Duke University, North Carolina, U.S.
Wikipedia - Further Mathematics -- Certain type of mathematics from secondary school onwards
Wikipedia - Fusion Academy -- Private, alternative school founded in California, US
Wikipedia - G30 Schools -- Association of elite secondary schools
Wikipedia - Gabriel Richard Catholic High School -- High school in Riverview, Michigan
Wikipedia - Gabriel Taapopi Senior Secondary School -- High School in Windhoek, Namibia
Wikipedia - Gachua Adarsha High School -- Secondary school in Bangladesh
Wikipedia - Gadsden City High School -- American public high school
Wikipedia - Gaelcholaiste Reachrann -- School in Donaghmede, Dublin, Ireland
Wikipedia - Gaganendranath Tagore -- Indian painter and cartoonist of the Bengal school (1867-1938)
Wikipedia - Gaiety School of Acting -- Drama school in Dublin, Ireland
Wikipedia - Galena Park Independent School District
Wikipedia - Gallatin School of Individualized Study
Wikipedia - Galloway Township Public Schools -- School district in Atlantic County, New Jersey, United States
Wikipedia - Galston High School -- Public school in Sydney, Australia
Wikipedia - Galway Business School -- Irish business school
Wikipedia - Gangachara Adarsha High School -- Non-govt. school from Rangpur, Bangladesh
Wikipedia - Gareth Crwys-Williams -- Welsh cricketer and HM inspector of Schools
Wikipedia - Garfield High School (New Jersey) -- High school in Bergen County, New Jersey, United States
Wikipedia - Garfield Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Garland High School -- High school in Garland, Texas
Wikipedia - Garwood Public Schools -- School district in Union County, New Jersey, United States
Wikipedia - Gateshead Grammar School -- Former school in Gateshead, Tyne and Wear, England
Wikipedia - Gateway High School (Pennsylvania)
Wikipedia - Gateway Regional High School (New Jersey) -- High school in Gloucester County, New Jersey, United States
Wikipedia - Gateway Seminary -- Theological school affiliated with Southern Baptist Convention in the Western United States
Wikipedia - Gatorade Player of the Year awards -- Awards given annually for excellence to up and coming high school student-athletes in the United States
Wikipedia - Gautier Benitez High School -- Historic school in Caguas, Puerto Rico
Wikipedia - Gaylord High School
Wikipedia - GCE Advanced Level (United Kingdom) -- School leaving qualification in England, Wales, and Northern Ireland
Wikipedia - Geisel School of Medicine -- American medical school
Wikipedia - Geneva Business School -- Private Swiss-based business school
Wikipedia - Geneva Medical College -- Defunct American medical school
Wikipedia - Genevan School
Wikipedia - Geneva School of Business and Economics -- School in Geneva, Switzerland
Wikipedia - Geneva School of Diplomacy and International Relations -- School in Pregny-Chambesy, Switzerland
Wikipedia - Geneva School
Wikipedia - Geoffrey Lees (cricketer) -- English cricketer and school teacher
Wikipedia - George Bush High School -- American public high school
Wikipedia - George Dupuis (cricketer, born 1835) -- English cricketer, schoolmaster, and clergyman
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Wikipedia - George R. Brown School of Engineering
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Wikipedia - George S. Middleton High School -- American public high school
Wikipedia - Georgetown College (Georgetown University) -- Largest undergraduate school of Georgetown University
Wikipedia - Georgetown Preparatory School -- Jesuit college-preparatory school near Washington, D.C.
Wikipedia - Georgetown University Law Center -- Law school of Georgetown University
Wikipedia - George Washington High School (New York City)
Wikipedia - George Washington High School (San Francisco)
Wikipedia - George Washington University Law School -- Law school in Washington, D.C. USA
Wikipedia - George Washington University School of Engineering and Applied Science
Wikipedia - George Washington University School of Medicine > Health Sciences
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Wikipedia - George W. Truett Theological Seminary -- School in Waco, Texas, United States at Baylor University
Wikipedia - Georgia Institute of Technology School of Computational Science & Engineering -- School of computer science in Atlanta, Georgia
Wikipedia - Georgia Institute of Technology School of Computer Science
Wikipedia - Georgia Institute of Technology School of Interactive Computing
Wikipedia - Georgia State University College of Law -- Law school in Atlanta, Georgia
Wikipedia - Gerasimov Institute of Cinematography -- Film school in Moscow, Russia
Wikipedia - German Historical School
Wikipedia - German School London -- School in Petersham, London
Wikipedia - Gerrish-Higgins School District -- School district in Michigan, US
Wikipedia - Gertrude Hull -- Teacher of history for over 40 years at the Milwaukee school system
Wikipedia - Gethyn Hewan -- English cricketer and schoolmaster
Wikipedia - GFW Schools -- School district in Minnesota, United States
Wikipedia - Ghana Institute of Management and Public Administration -- Public university school in Greenhill, Accra, Ghana
Wikipedia - Ghana National College -- Boarding school in Cape Coast, Ghana
Wikipedia - Ghana School of Law -- Educational institution for training lawyers in Ghana
Wikipedia - Ghanashyam Hemlata Vidya Mandir, Jharsuguda -- An Indian residential private school
Wikipedia - Ghanata Senior High School -- Senior High School
Wikipedia - Gibbsboro School District -- School district in Camden County, New Jersey, United States
Wikipedia - Gibraltar School District -- School district headquartered in Brownstown Township, Michigan, U.S.
Wikipedia - Giddings High School -- Public high school
Wikipedia - Gies College of Business -- Undergraduate and graduate business school in Illinois, USA
Wikipedia - Gigantosaurus (TV series) -- CGI-animated preschool series from Paris-based Cyber Group Studios
Wikipedia - Gill Adarsh Matriculation Higher Secondary School -- Indian secondary school
Wikipedia - Gill St. Bernard's School -- Private school in Somerset County, New Jersey, United States
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Wikipedia - Givhan v. Western Line Consolidated School District -- 1979 U.S. Supreme Court case about free speech rights of public employees
Wikipedia - Glasgow School of Art -- Scottish fine art school
Wikipedia - Glassboro High School -- High school in Gloucester County, New Jersey, United States
Wikipedia - Glassboro Public Schools -- School district in Gloucester County, New Jersey, United States
Wikipedia - Glen Burnie High School -- Public secondary school in Baltimore, Maryland
Wikipedia - Glen Ridge High School -- High school in Essex County, New Jersey, United States
Wikipedia - Glen Ridge Public Schools -- School district in Essex County, New Jersey, United States
Wikipedia - Glen Rock High School -- High school in Bergen County, New Jersey, United States
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Wikipedia - Glenwood Community School District -- Public school district in Glenwood, Iowa, United States
Wikipedia - Glidden-Ralston Community School District -- Public school district in Glidden, Iowa, United States
Wikipedia - Global Alliance of Leading-Edge Schools -- International educational organization
Wikipedia - Global e-Schools and Communities Initiative -- An international not-for-profit organisation
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Wikipedia - Gloucester Catholic High School -- Private high school in Gloucester County, New Jersey, United States
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Wikipedia - Gloucester City Public Schools -- School district in Camden County, New Jersey, United States
Wikipedia - Gloucester County Christian School -- Christian school in Gloucester County, New Jersey, United States
Wikipedia - Gloucester County Institute of Technology -- Technical high school in Gloucester County, New Jersey, United States
Wikipedia - Gloucester County Special Services School District -- Special education public school district in New Jersey
Wikipedia - Gloucester Township Public Schools -- School district in Camden County, New Jersey, United States
Wikipedia - Gnomon School of Visual Effects -- College in California, USA
Wikipedia - Goa Medical College -- Government medical school in Goa, India
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Wikipedia - Golda Och Academy -- Jewish day school in Essex County, New Jersey, United States
Wikipedia - Golden Valley High School (Santa Clarita, California) -- High school in California, USA
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Wikipedia - Gonzaga College High School
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Wikipedia - Good Old Schooldays -- 1930 animated film
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Wikipedia - Gordon Institute of Business Science -- South African business school
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Wikipedia - Gormanston College -- Catholic secondary school in County Meath, Ireland
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Wikipedia - Grammar school -- Type of school in the United Kingdom and some other countries
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Wikipedia - Grand Central Academy of Art -- Art school in New York City
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Wikipedia - Great Neck Public Schools -- Public schools in Great Neck, New York, US
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Wikipedia - Greco-Roman mysteries -- Religious schools of the Greco-Roman world
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Wikipedia - Greenwich Township School District (Cumberland County, New Jersey) -- School district in Cumberland County, New Jersey, United States
Wikipedia - Greenwich Township School District (Gloucester County, New Jersey) -- School district in Gloucester County, New Jersey, United States
Wikipedia - Greenwich Township School District (Warren County, New Jersey) -- School district in Warren County, New Jersey, United States
Wikipedia - Greg Macmillan -- English cricketer, solicitor, and schoolteacher
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Wikipedia - Groves Christian College -- School in Logan City, Australia
Wikipedia - Groveton Independent School District -- School district in Texas, US
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Wikipedia - Guangxi Arts Institute -- Art school in Guangxi, China
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Wikipedia - Guild and School of Handicraft -- Arts and Crafts workshop
Wikipedia - Guildhall School of Music and Drama -- School in City of London, UK
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Wikipedia - Gunn High School
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Wikipedia - Gwalior Glory High School -- School in Gwalior, Madhya Pradesh, India
Wikipedia - Gwynedd Mercy Academy High School
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Wikipedia - Gymnasium (Germany) -- Type of secondary school
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Wikipedia - Gyosei International School -- Japanese school
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Wikipedia - James John High School -- former public high school in St. Johns, Oregon, United States
Wikipedia - James M. Baxter -- First African-American school principal in Newark, New Jersey
Wikipedia - James M. Canty -- American educator, school administrator, and businessperson
Wikipedia - James McHenry Jones -- American educator, school administrator, businessperson, and minister
Wikipedia - James M. Howard Jr. -- School teacher
Wikipedia - James Monroe High School (New York City)
Wikipedia - James Russell Lowell School (Philadelphia) -- A historic elementary school in the Olney neighborhood of Philadelphia
Wikipedia - Jamestown Public Schools (New York) -- New York
Wikipedia - Jane Austen College -- Secondary school in Norwich, England
Wikipedia - Jane Elliott -- American schoolteacher
Wikipedia - Jane Johnston Schoolcraft -- 19th century American Indian literary author
Wikipedia - Jane Pirie -- School founder (b. 1779, d. 1833)
Wikipedia - Janitor -- Street sweeper, janitor, professional who takes care of buildings such as hospitals and schools
Wikipedia - Jan Willem Spruyt -- Schoolteacher, South African civil servant, law agent
Wikipedia - Japanese School Dhaka -- Japanese international school in Baridhara, Dhaka, Bangladesh
Wikipedia - Japanese Zen -- Japanese school of Mahayana Buddhism
Wikipedia - Jarvis Stone School -- Historic one-room schoolhouse in Salem, Michigan, US
Wikipedia - Jawahar Navodaya Vidyalaya, Alappuzha -- School in Alappuzha district, Kerala, India
Wikipedia - Jawahar Navodaya Vidyalaya, Car Nicobar -- School in Car Nicobar, India
Wikipedia - Jawahar Navodaya Vidyalaya, Chamoli -- School in Uttarakhand state, India
Wikipedia - Jawahar Navodaya Vidyalaya, Dakshin Dinajpur -- School in Balurghat, India
Wikipedia - Jawahar Navodaya Vidyalaya, Daman -- School in Daman, India
Wikipedia - Jawahar Navodaya Vidyalaya, Diu -- School in Diu, India
Wikipedia - Jawahar Navodaya Vidyalaya, East Sikkim -- School in Sikkim, India
Wikipedia - Jawahar Navodaya Vidyalaya, Gomati -- School in Gomati district, Tripura, India
Wikipedia - Jawahar Navodaya Vidyalaya, Hamirpur -- School in Hamirpur district, Himachal Pradesh, India
Wikipedia - Jawahar Navodaya Vidyalaya, Idukki -- School in Idukki district, Kerala, India
Wikipedia - Jawahar Navodaya Vidyalaya, Jaffarpur Kalan -- JNV School in Delhi, India
Wikipedia - Jawahar Navodaya Vidyalaya, Kangra -- School in Kangra district, Himachal Pradesh, India
Wikipedia - Jawahar Navodaya Vidyalaya, Kanpur Dehat -- School in Uttar Pradesh, India
Wikipedia - Jawahar Navodaya Vidyalaya, Karaikal -- School in Karaikal, India
Wikipedia - Jawahar Navodaya Vidyalaya, Khawzawl -- School in Khawzawl, India
Wikipedia - Jawahar Navodaya Vidyalaya, Khowai -- School in Khowai district, India
Wikipedia - Jawahar Navodaya Vidyalaya, Kinnaur -- School in Kinnaur district, Himachal Pradesh, India
Wikipedia - Jawahar Navodaya Vidyalaya, Kothali -- School in Belgaum district, Karnataka, India
Wikipedia - Jawahar Navodaya Vidyalaya, Kothipura Bilaspur -- School in Bilaspur district, Himachal Pradesh, India
Wikipedia - Jawahar Navodaya Vidyalaya, Kottayam -- School in Kottayam district, Kerala, India
Wikipedia - Jawahar Navodaya Vidyalaya, Kozhikode -- School in Kozhikode district, Kerala, India
Wikipedia - Jawahar Navodaya Vidyalaya, Kullu -- School in Kullu district, Himachal Pradesh, India
Wikipedia - Jawahar Navodaya Vidyalaya, Lahaul and Spiti -- School in Lahaul and Spiti district, Himachal Pradesh, India
Wikipedia - Jawahar Navodaya Vidyalaya, Mahe -- School in Mahe, India
Wikipedia - Jawahar Navodaya Vidyalaya, Malappuram -- School in Malappuram district, Kerala, India
Wikipedia - Jawahar Navodaya Vidyalaya, Mandi -- School in Mandi district, Himachal Pradesh, India
Wikipedia - Jawahar Navodaya Vidyalaya, Middle Andaman -- School in Panchawati, India
Wikipedia - Jawahar Navodaya Vidyalaya, Minicoy -- School in Minicoy, India
Wikipedia - Jawahar Navodaya Vidyalaya, Mokokchung -- School in Mokokchung, India
Wikipedia - Jawahar Navodaya Vidyalaya, Mungeshpur -- JNV School in Delhi, India
Wikipedia - Jawahar Navodaya Vidyalaya, North Goa -- School in North Goa, India
Wikipedia - Jawahar Navodaya Vidyalaya, North Sikkim -- School in Sikkim, India
Wikipedia - Jawahar Navodaya Vidyalaya, North Tripura -- School in North Tripura district, Tripura, India
Wikipedia - Jawahar Navodaya Vidyalaya, Palakkad -- School in Palakkad district, Kerala, India
Wikipedia - Jawahar Navodaya Vidyalaya, Puducherry -- School in Puducherry district, India
Wikipedia - Jawahar Navodaya Vidyalaya, Silvassa -- School in Dadra and Nagar Haveli, India
Wikipedia - Jawahar Navodaya Vidyalaya, Sirmaur -- School in Sirmaur district, Himachal Pradesh, India
Wikipedia - Jawahar Navodaya Vidyalaya, Solan -- School in Solan district, Himachal Pradesh, India
Wikipedia - Jawahar Navodaya Vidyalaya, South 24 Parganas -- School in Parganas, India
Wikipedia - Jawahar Navodaya Vidyalaya, South Andaman -- School in South Andaman, India
Wikipedia - Jawahar Navodaya Vidyalaya, South Garo Hills -- School in Baghmara, India
Wikipedia - Jawahar Navodaya Vidyalaya, South Sikkim -- School in Sikkim, India
Wikipedia - Jawahar Navodaya Vidyalaya, Theog -- School in Shimla district, Himachal Pradesh, India
Wikipedia - Jawahar Navodaya Vidyalaya, Thiruvananthapuram -- School in Thiruvananthapuram district, Kerala, India
Wikipedia - Jawahar Navodaya Vidyalaya, Thrissur -- School in Thrissur district, Kerala, India
Wikipedia - Jawahar Navodaya Vidyalaya, Una -- School in Una district, Himachal Pradesh, India
Wikipedia - Jawahar Navodaya Vidyalaya, Uttar Dinajpur -- School in Dalkhola, India
Wikipedia - Jawahar Navodaya Vidyalaya, Wayanad -- School in Wayanad district, Kerala, India
Wikipedia - Jawahar Navodaya Vidyalaya, West Sikkim -- School in Sikkim, India
Wikipedia - Jawahar Navodaya Vidyalaya, Yanam -- School in Yanam district, India
Wikipedia - J.B. Speed School of Engineering
Wikipedia - Jean Ribault High School -- American public high school
Wikipedia - Jefferson Schools -- School district in Michigan, US
Wikipedia - Jefferson Township High School (New Jersey) -- High school in Morris County, New Jersey, United States
Wikipedia - Jefferson Township Public Schools -- School district in Morris County, New Jersey, United States
Wikipedia - Jello Biafra and the Guantanamo School of Medicine -- Punk rock band
Wikipedia - Jerome High School (Jerome, Arizona) -- Former high school in Jerome, Arizona, United States
Wikipedia - Jersey City Public Schools -- School district in Hudson County, New Jersey, United States
Wikipedia - Jerusalem school hypothesis -- Hypothesis for the synoptic problem, developed by Robert Lindsey, that Luke and Matthew both relied on older texts now lost
Wikipedia - Jerusalem School of Synoptic Research -- Consortium of Jewish and Christian scholars
Wikipedia - Jesse H. Jones Graduate School of Business
Wikipedia - Jesse H. Jones Graduate School of Management
Wikipedia - Jesuit High School (Tampa)
Wikipedia - Jesuit School of Theology of Santa Clara University
Wikipedia - Jewish Farm School -- American educational nonprofit
Wikipedia - J. Frank White Academy -- Private school in Harrogate, Tennessee, United States
Wikipedia - Jhenaidah Government High School -- School in Jhenaidah district, Bangladesh
Wikipedia - Jidokwan -- Taekwondo schools or kwan teaching
Wikipedia - JimJam -- Preschool television channel
Wikipedia - Jinnah Sindh Medical University -- Medical school in Karachi, Pakistan
Wikipedia - Jinseon Girls' High School -- South Korea private high school
Wikipedia - Jivamukti Yoga -- A school of modern yoga
Wikipedia - Jnkping School of Engineering
Wikipedia - Jockey Club Ti-I College -- secondary school in Hong Kong
Wikipedia - Joe Kirby (teacher) -- British school teacher
Wikipedia - Joe T. Robinson High School -- High school in Arkansas
Wikipedia - Johannesburg Institute for Advanced Study -- School
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Wikipedia - John Allibond -- Master of Magdalen College School
Wikipedia - John A. Paulson School of Engineering and Applied Sciences
Wikipedia - John B. Alexander High School -- High school in Texas, USA
Wikipedia - John Bennet (composer) -- Composer of the English madrigal school
Wikipedia - John B. Goddard School of Business & Economics -- Business school at Weber State University
Wikipedia - John Bosco Secondary School -- Catholic school in Glasgow, Scotland (1975-1997)
Wikipedia - John Coldham -- English cricketer and schoolmaster
Wikipedia - John Dale (cricketer, born 1930) -- English cricketer and school teacher
Wikipedia - John Dewey Academy of Learning -- Public charter school in Green Bay, Wisconsin
Wikipedia - John Dewey High School
Wikipedia - John E. Dwyer Technology Academy -- High school in Union County, New Jersey, United States
Wikipedia - John Eggar -- English cricketer and schoolmaster
Wikipedia - John Farmer (composer) -- Composer of the English Madrigal School
Wikipedia - John F. Kennedy Catholic High School (Somers, New York)
Wikipedia - John F. Kennedy High School (Bellmore, New York) -- High school in Bellmore, New York, United States
Wikipedia - John F. Kennedy High School (Paterson, New Jersey) -- High school in Passaic County, New Jersey, United States
Wikipedia - John F. Kennedy Memorial High School (New Jersey) -- High school in Middlesex County, New Jersey, United States
Wikipedia - John F. Kennedy Public School -- Indian private school
Wikipedia - John F. Kennedy School of Government
Wikipedia - John H. Hill -- African-American school administrator and 2nd Principal of West Virginia Colored Institute (present-day West Virginia State University)
Wikipedia - John McIntosh (educator) -- British schoolteacher (born 1946)
Wikipedia - John Molson School of Business
Wikipedia - John Paul II Catholic High School (North Carolina)
Wikipedia - John Paul II Catholic High School (Schertz, Texas)
Wikipedia - John Paul II Catholic Secondary School
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Wikipedia - John Paul II High School in Tarnw
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Wikipedia - John Paul the Great High School (disambiguation)
Wikipedia - John R. Lewis High School -- High school in Springfield, Virginia, United States
Wikipedia - John S. Burke Catholic High School
Wikipedia - Johns Hopkins School of Medicine
Wikipedia - Johns Hopkins School of Nursing -- Nursing school
Wikipedia - Johns Hopkins University School of Medicine
Wikipedia - John Stock (teacher) -- English schoolmaster
Wikipedia - John Taylor Gatto -- American author and school teacher
Wikipedia - John T. Scopes -- American schoolteacher
Wikipedia - John Willmott School -- Community secondary school in Sutton Coldfield, England
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Wikipedia - Jokela school shooting -- School shooting in Tuusula, Finland
Wikipedia - Joliette High School -- Public secondary school in Joliette, Quebec, Canada
Wikipedia - Jonang school
Wikipedia - Jonathan Crush -- South African professor at the Balsillie School of International Affairs
Wikipedia - Jon Edgar -- British sculptor of the Frink School
Wikipedia - Jordanhill School -- School in Glasgow
Wikipedia - Joseph M. Demko School -- Alberta elementary-junior high school
Wikipedia - Joseph Wood (schoolmaster) -- English clergyman and schoolmaster
Wikipedia - Journal of School Psychology
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Wikipedia - J. R. Eccles -- English schoolmaster and author
Wikipedia - J. Reuben Clark Law School -- Law school at Brigham Young University, Provo, Utah
Wikipedia - Judge Rotenberg Educational Center -- Day and residential school in Canton, Massachusetts, United States that has been condemned for torture by the United Nations Special Rapport on Torture.
Wikipedia - Juilliard School -- American performing arts conservatory in New York City
Wikipedia - Julia Morgan School for Girls -- Girls middle school in Oakland, California, U.S.
Wikipedia - Julia R. Masterman School
Wikipedia - Julie's Greenroom -- American educational pre-school television series
Wikipedia - Jung Do Kwan -- Taekwondo schools or kwan teaching
Wikipedia - Junior Cycle -- Educational programme for Irish second-level schools
Wikipedia - Junior high school
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Wikipedia - Jutta Bojsen-Moller -- Danish high school proponent and women's rights activist
Wikipedia - J. W. Hallahan Catholic Girls High School
Wikipedia - J.W. Randolph School (Pass Christian, Mississippi) -- Historic building in Pass Christian, Mississippi, United States
Wikipedia - K-12 school
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Wikipedia - Kage-ryM-EM-+ (Aizu) -- Traditional school of Japanese swordsmanship
Wikipedia - Kailyard school
Wikipedia - Kaishin First Junior High School -- Public junior high school in Tokyo, Japan
Wikipedia - Kakatiya Medical College -- Medical school located in Warangal, Telangana
Wikipedia - Kalamalka Secondary School -- High school in Canada
Wikipedia - Kalipada Ghoshal -- Indian artist and member of the Bengal school of art (1906-1995)
Wikipedia - Kampala International School -- School in Kampala, Uganda
Wikipedia - Kanada (philosopher) -- Vedic sage and founder of Vaisheshika school of Hindu philosophy
Wikipedia - Kang Duk Won -- Taekwondo schools or kwan teaching
Wikipedia - Kansas City Public Schools -- School district in Kansas City, Missouri, United States
Wikipedia - Karen J. Nichols -- osteopathic physician and former medical school dean
Wikipedia - Katharina Schroth -- Schoolteacher and rehabilitation specialist
Wikipedia - Katherine Anne Porter School -- school in Texas, US
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Wikipedia - Katie Sierra suspension controversy -- US controversy regarding political activism in school
Wikipedia - Katy Independent School District
Wikipedia - KAUG -- Radio station of the Anchorage School District in Anchorage, Alaska
Wikipedia - Kauhajoki school shooting -- School shooting in Kauhajoki, Finland, on 23 September 2008
Wikipedia - Kazan Suvorov Military School -- Russian military academy
Wikipedia - Kazim Ali High School -- Secondary school in Chittagong, Bangladesh
Wikipedia - Kazuko Watanabe -- Japanese Catholic nun, educator, school administrator
Wikipedia - KDXL -- Former radio station at St. Louis Park High School
Wikipedia - Keansburg High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Keansburg School District -- School district in Monmoutj County, New Jersey, United States
Wikipedia - Kearney High School (Kearney, Nebraska) -- Public high school in Kearney, Nebraska
Wikipedia - Kearny High School (New Jersey) -- High School in Hudson County, New Jersey, United States
Wikipedia - Keat Hwa Chinese Schools -- Group of Chinese schools in Alor Setar, Kedah, Malaysia
Wikipedia - KECG -- Radio station at El Cerrito High School in El Cerrito, California
Wikipedia - Keck Graduate Institute -- Private graduate school in Claremont, California, United States
Wikipedia - Keck School of Medicine of USC
Wikipedia - KEDGE Business School -- French Business School
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Wikipedia - Kellstadt Graduate School of Business
Wikipedia - Kempston Challenger Academy -- Secondary school and sixth form in Bedfordshire
Wikipedia - Kendrick School
Wikipedia - Kendriya Vidyalaya Karaikudi -- Co-aid education school in Tamil Nadu, India
Wikipedia - Kendriya Vidyalaya Pangode -- Secondary school in Thirumala, India
Wikipedia - Kendriya Vidyalaya Sivaganga -- Co-aid education school in Tamil Nadu, India
Wikipedia - Kenilworth Public Schools -- School district in Union County, New Jersey, United States
Wikipedia - Kenmare High School -- Catholic high school in Jersey City, New Jersey, United States
Wikipedia - Kennedy Catholic High School (Hermitage, Pennsylvania) -- Roman Catholic high school
Wikipedia - Kenneth Fisher (headmaster) -- British educationalist, headmaster at Oundle School from 1922 to 1945
Wikipedia - Kent Place School -- Private school in Union County, New Jersey, United States
Wikipedia - Kent School
Wikipedia - Kent Street Senior High School -- High school in East Victoria Park, Perth, Western Australia
Wikipedia - Kenwood High School (Maryland) -- Public high school in Essex, Maryland, United States
Wikipedia - KEOM -- High school radio station in Mesquite, Texas
Wikipedia - Kepier School -- Secondary school located in Houghton-le-Spring, England
Wikipedia - Kerala State Institute of Design -- Design school, located in Kollam, Kerala
Wikipedia - Kerala Vidhyalayam Higher Secondary School -- Secondary school in Chennai
Wikipedia - Kerch Polytechnic College massacre -- 2018 school shooting and bombing in Kerch, Crimea
Wikipedia - Kerry Home Industrial School for Protestant Boys -- Former childcare and education facility, Tralee, Ireland
Wikipedia - Keshabpur High School -- High school in West Bengal
Wikipedia - Kettering Science Academy -- School in Northamptonshire, UK
Wikipedia - Kew Cottages -- A decommissioned special development school and residential service in Melbourne, Victoria, Australia
Wikipedia - Keyport High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Keyport Public Schools -- School district in Monmouth County, New Jersey, United States
Wikipedia - Keysborough Secondary College -- Australian school
Wikipedia - Key Stage 4 -- Multi-year educational stage in many UK schools
Wikipedia - KGHP -- High school radio station in Gig Harbor, Washington
Wikipedia - Kharkov School of Psychology
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Wikipedia - KIIT School of Management -- Business school in Bhubaneswar, Orrisa, India
Wikipedia - Kilquhanity School
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Wikipedia - King City Secondary School
Wikipedia - King David High School, Manchester -- Academy in Manchester, England
Wikipedia - King Edward's School, Birmingham
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Wikipedia - King Edward VI Grammar School (Chelmsford)
Wikipedia - King Edward VI Grammar School, Louth
Wikipedia - King Edward VII School (Sheffield)
Wikipedia - King Edward VI School, Stratford-upon-Avon
Wikipedia - King Henry VIII School, Coventry -- Private day school in Coventry, England
Wikipedia - King's College, Madrid -- British curriculum school in Spain
Wikipedia - King's Norton Boys' School -- Foundation school in the West Midlands, England
Wikipedia - Kingsport City Schools -- School district in Tennessee, United States
Wikipedia - King's School Canterbury Boat Club -- Rowing club in Kent
Wikipedia - King's School, Chester
Wikipedia - King's School Worcester Boat Club -- British rowing club
Wikipedia - Kingston Grammar School Boat Club -- British rowing club
Wikipedia - Kingsway Regional High School -- High school in Gloucester County, New Jersey, United States
Wikipedia - Kingwood Township School District -- School district in Kingwood County, New Jersey, United States
Wikipedia - Kinnelon High School -- High school in Morris County, New Jersey, United States
Wikipedia - Kinnelon Public Schools -- School district in Morris County, New Jersey, United States
Wikipedia - KIPP -- Network of college-preparatory charter schools in the United States
Wikipedia - Kirk Academy -- school in Mississippi, United States
Wikipedia - Kirkdale School
Wikipedia - Kirkintilloch High School -- Co-ed secondary school in Kirkintilloch, Scotland (UK)
Wikipedia - Kirksville R-III School District -- School district in Missouri
Wikipedia - Kirtland High School -- Public high school in Ohio
Wikipedia - Kittatinny Regional High School -- High school in Sussex County, New Jersey, United States
Wikipedia - Kitzmiller v. Dover Area School District -- U.S. court case about public school teaching of intelligent design creationism
Wikipedia - Kjellbergska flickskolan -- Girls' school in Gothenburg, Sweden
Wikipedia - Klein Independent School District
Wikipedia - KMIH -- Radio station at Mercer Island High School in Mercer Island, Washington
Wikipedia - Kneeland Elementary School District -- School district in California
Wikipedia - Knight High School -- four-year public high school located in Palmdale, California
Wikipedia - Knights Ferry Elementary School District -- School district in California
Wikipedia - Knowlton Township School District -- School district in Warren County, New Jersey, United States
Wikipedia - Knox County Schools -- School district in Tennessee, United States
Wikipedia - KOHS -- Radio station of Orem High School in Orem, Utah
Wikipedia - Konrad Wolf Film University of Babelsberg -- Film school in Potsdam, Germany
Wikipedia - Korean Seon -- Zen school of Korean Buddhism
Wikipedia - Korle-Bu Nurses Training College -- Nursing training school
Wikipedia - KPGR -- Radio station at Pleasant Grove High School in Pleasant Grove, Utah
Wikipedia - KPTT Agricultural Training Center -- Jesuit-run organic farming school in Salatiga
Wikipedia - Krannert School of Management -- School of management at Purdue University, Indiana, United States
Wikipedia - Kriegsschule (Wehrmacht) -- Military school
Wikipedia - Krishnanagar Academy -- School in West Bengal
Wikipedia - Kristen Marie Griest -- One of the two first women to ever graduate from the US Army Ranger School
Wikipedia - KSRH -- Radio station at San Rafael High School in San Rafael, California
Wikipedia - KTEQ-FM -- Radio station of the South Dakota School of Mines and Technology in Rapid City, South Dakota
Wikipedia - Kundalini yoga -- School of yoga
Wikipedia - Kunjali Marakkar School of Marine Engineering -- Marine Engineering College in Kerala, India
Wikipedia - Kunstakademie Dusseldorf -- Art school in Dusseldorf, Germany
Wikipedia - Kura Kaupapa Maori -- Maori-language immersion schools
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Wikipedia - Kwan (martial arts) -- Taekwondo schools or kwan teaching
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Wikipedia - Kyoto School
Wikipedia - Kyoto school
Wikipedia - Kyoto University School of Informatics
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Wikipedia - Lacassine High School -- Public high school in Lacassine, , Louisiana, United States
Wikipedia - Lacey Township High School -- High school in Ocean County, New Jersey, United States
Wikipedia - Lacey Township School District -- School district in Ocean County, New Jersey, United States
Wikipedia - Lacordaire Academy -- Private school in Essex County, New Jersey, United States
Wikipedia - Lady Barn House School
Wikipedia - Lady Eleanor Holles School Boat Club -- British rowing club
Wikipedia - Lady Lumley's School -- Community school in Pickering, North Yorkshire, England
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Wikipedia - Lady Stanley Institute for Trained Nurses -- Nursing school in Ottawa, Ontario, Canada
Wikipedia - Lafayette Parish School System -- School district in Louisiana
Wikipedia - Lafayette School District -- Public school district in Contra Costa County, California, United States
Wikipedia - Lafayette Township School District -- School district in Sussex County, New Jersey, United States
Wikipedia - La Gaulette State Secondary School -- School in Mauritius
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Wikipedia - Lakehurst School District -- School district in Ocean County, New Jersey, United States
Wikipedia - Lakeland Athletic Conference -- U.S. high school athletic conference
Wikipedia - Lakeland Regional High School -- High school in Passaic County, New Jersey, United States
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Wikipedia - Lakeside School (Seattle, Washington)
Wikipedia - Lakeside School (Seattle)
Wikipedia - Lake Travis High School -- American public high school
Wikipedia - Lakeville Elementary School -- US elementary school
Wikipedia - Lake Washington School District -- School district in King County,, Washington, U.S.
Wikipedia - Lakewood High School (New Jersey) -- High school in Ocean County, New Jersey, United States
Wikipedia - Lakewood School District (New Jersey) -- School district in Ocean County, New Jersey, United States
Wikipedia - Lakewood Stadium -- Hight school sports stadium in Atlanta, Georgia
Wikipedia - Lamar High School (Houston) -- American public high school
Wikipedia - La Martiniere Lyon -- Non-denominational private school
Wikipedia - Lambeth School of Art
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Wikipedia - Lampeter-Strasburg School District -- School district in Pennsylvania, United States
Wikipedia - Lancaster Institute for the Contemporary Arts -- Art school of University of Lancaster in Lancaster, England
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Wikipedia - Largo High School (Maryland) -- Public school in Maryland, US
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Wikipedia - La Salle College -- Secondary school in Kowloon, Hong Kong
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Wikipedia - La Salle Parish School Board -- School district in Louisiana, US
Wikipedia - La Salle Secondary School -- High school in Kingston, Ontario, Canada
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Wikipedia - Las Virgenes Unified School District -- School district in California, United States
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Wikipedia - Latin school
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Wikipedia - Laura Spelman Rockefeller -- American philanthropist, schoolteacher
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Wikipedia - Lausanne School
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Wikipedia - Lawnside School District -- School district in Camden County, New Jersey, United States
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Wikipedia - Lawrence High School (Cedarhurst, New York) -- High school in Nassau County, New York, United States
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Wikipedia - Law school rankings in the United States -- Ranking of U.S. Law Schools
Wikipedia - Law schools in the United States
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Wikipedia - Lebanon Borough School District -- School district in Hunterdon County, New Jersey, United States
Wikipedia - Lebanon Township Schools -- School district in Hunterdon County, New Jersey, United States
Wikipedia - Lee Kuan Yew School of Public Policy -- Autonomous postgraduate school of the National University of Singapore
Wikipedia - Leesville High School -- High school in Louisiana, USA
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Wikipedia - Lemoore High School -- American public high school
Wikipedia - Lenape High School -- High school in Burlington County, New Jersey, United States
Wikipedia - Lenape Regional High School District -- School district in Burlington County, New Jersey, United States
Wikipedia - Lenape Valley Regional High School -- School district in Sussex County, New Jersey, United States
Wikipedia - Lenzie Academy -- Comprehensive school in Lenzie, Scotland
Wikipedia - Leonard Thomas Draycott -- British schoolmaster and writer
Wikipedia - Leon Hess Comprehensive Secondary School -- Secondary school in Castries, Saint Lucia
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Wikipedia - Lesmahagow High School -- School in Lesmahagow, Scotland
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Wikipedia - Lewis College of Business -- Defunct school in Michigan, US
Wikipedia - Lewis-Palmer High School -- American high school in Colorado
Wikipedia - Lewisville Independent School District -- School district in Lewisville, Texas, United States
Wikipedia - L. G. Pinkston High School -- High school in Dallas, Texas, United States
Wikipedia - Liaison Committee on Medical Education -- Accrediting body for educational programs at schools of medicine in the United States and Canada
Wikipedia - Liberty Bell Junior-Senior High School -- High school in Washington, United States
Wikipedia - Liberty High School (Bethlehem, Pennsylvania)
Wikipedia - Liberty High School (New Jersey) -- High school in Hudson County, New Jersey, United States
Wikipedia - Library school
Wikipedia - Liceo Statale NiccolM-CM-2 Machiavelli -- Secondary school in Florence, Italy
Wikipedia - Liepaja Gymnasium -- Latvian secondary school open 1865-1915
Wikipedia - Life Center Academy -- Private school in Burlington County, New Jersey, United States
Wikipedia - Lillias Rumsey Sanford -- American school founder
Wikipedia - Limerick School of Art and Design -- Art college, constituent school of Limerick Institute of Technology, Ireland
Wikipedia - Lincoln-Douglas debate format -- Form of American high school debate
Wikipedia - Lincoln High School (New Jersey) -- High school in Jersey City, New Jersey, United States
Wikipedia - Lincoln Park Public Schools (New Jersey) -- School district in Morris County, New Jersey, United States
Wikipedia - Lincoln Public Schools -- School district in Nebraska, USA
Wikipedia - Lincoln Southeast High School -- Public school in Lincoln, Nebraska
Wikipedia - Lincoln-Sudbury Regional High School
Wikipedia - Linden High School (New Jersey) -- High school in Union County, New Jersey, United States
Wikipedia - Linden Public Schools -- School district in Union County, New Jersey, United States
Wikipedia - Lindenwold High School -- High school in Camden County, New Jersey, United States
Wikipedia - Lindenwold Public Schools -- School district in Camden County, New Jersey, United States
Wikipedia - Lineage (Buddhism) -- Lines of transmission in different schools of Buddhism
Wikipedia - Lingbao School
Wikipedia - Linji school
Wikipedia - Lipton Invitational Cup -- high school sports league
Wikipedia - LISAA School of Art & Design -- French educational institution
Wikipedia - Lisbon Theatre and Film School -- Film school
Wikipedia - Lismore Comprehensive School -- school in Craigavon, Northern Ireland
Wikipedia - List College -- Undergraduate school of the Jewish Theological Seminary of America (JTS)
Wikipedia - List of Aboriginal schools in South Australia -- Wikipedia list article
Wikipedia - List of aerospace engineering schools -- Wikimedia list article
Wikipedia - List of After School Club episodes -- Wikimedia list article
Wikipedia - List of Albany Law School alumni -- Wikimedia list article
Wikipedia - List of alumni of Brisbane State High School -- Wikipedia list article
Wikipedia - List of alumni of Saint Ignatius High School (Cleveland) -- Wikipedia list article
Wikipedia - List of alumni of Saint Martin's School of Art -- Wikipedia list article
Wikipedia - List of alumni of St. Edward High School (Lakewood, Ohio) -- Wikipedia list article
Wikipedia - List of alumni of the Byam Shaw School of Art -- Wikipedia list article
Wikipedia - List of alumni of the Central School of Art and Design -- Wikipedia list article
Wikipedia - List of American high school students who have run a four-minute mile -- Wikimedia list article
Wikipedia - List of American Library Association accredited library schools -- Wikipedia list article
Wikipedia - List of Anglican schools in Australia -- Wikipedia list article
Wikipedia - List of Anglican schools in New South Wales -- Wikipedia list article
Wikipedia - List of architecture schools in Bangladesh -- Wikipedia list article
Wikipedia - List of architecture schools in Italy -- Wikipedia list article
Wikipedia - List of architecture schools in Switzerland -- Wikipedia list article
Wikipedia - List of architecture schools -- Wikipedia list article
Wikipedia - List of Arkansas state high school golf champions -- Wikipedia list article
Wikipedia - List of Arkansas state high school swimming champions -- Wikipedia list article
Wikipedia - List of Arkansas state high school tennis champions -- Wikipedia list article
Wikipedia - List of Arkansas state high school track and field champions -- Wikipedia list article
Wikipedia - List of Armenian schools in the United States -- Wikipedia list article
Wikipedia - List of art schools in Quebec -- Wikipedia list article
Wikipedia - List of art schools -- Wikimedia list article
Wikipedia - List of attacks related to post-secondary schools -- Wikimedia list article
Wikipedia - List of attacks related to primary schools -- Wikimedia list article
Wikipedia - List of attacks related to secondary schools -- Wikimedia list article
Wikipedia - List of Auburn High School people -- Wikipedia list article
Wikipedia - List of Austrian School economists -- Wikimedia list article
Wikipedia - List of aviation schools in Uganda -- Wikipedia list article
Wikipedia - List of Baptist schools in the United States -- Wikipedia list article
Wikipedia - List of Baylor School alumni -- Wikipedia list article
Wikipedia - List of Belen Jesuit Preparatory School people -- Wikipedia list article
Wikipedia - List of Berkeley High School (Berkeley, California) people -- Wikipedia list article
Wikipedia - List of Boarding School Juliet characters -- Wikimedia list article
Wikipedia - List of boarding schools in Australia -- Wikipedia list article
Wikipedia - List of boarding schools in India -- Wikipedia list article
Wikipedia - List of boarding schools in the United Kingdom -- Wikipedia list article
Wikipedia - List of boarding schools in the United States -- Wikipedia list article
Wikipedia - List of Boston Latin School alumni -- Wikipedia list article
Wikipedia - List of boys' schools in the United Kingdom -- Wikipedia list article
Wikipedia - List of boys' schools in the United States -- Wikipedia list article
Wikipedia - List of Brazilian schools in Japan -- Wikipedia list article
Wikipedia - List of Bronx High School of Science alumni -- Wikimedia list article
Wikipedia - List of business schools in Asia -- Wikimedia list article
Wikipedia - List of business schools in Bangladesh -- Wikipedia list article
Wikipedia - List of business schools in South Africa -- Wikipedia list article
Wikipedia - List of business schools in the United States -- Wikipedia list article
Wikipedia - List of business schools in Uganda -- Wikipedia list article
Wikipedia - List of Casper's Scare School characters -- Wikipedia list article
Wikipedia - List of Catholic schools in Ireland by religious order -- Wikipedia list article
Wikipedia - List of Catholic schools in New South Wales -- Wikipedia list article
Wikipedia - List of Catholic schools in New Zealand -- wikimedia list article
Wikipedia - List of Caulfield Grammar School people -- Wikipedia list article
Wikipedia - List of centenarians (educators, school administrators, social scientists and linguists) -- Wikimedia list article
Wikipedia - List of centers and institutes at the Perelman School of Medicine -- Wikipedia list article
Wikipedia - List of charter schools in Colorado -- Wikipedia list article
Wikipedia - List of charter schools in Delaware -- Wikipedia list article
Wikipedia - List of Chinese language schools in Taiwan for foreign students -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in Johor -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in Kedah -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in Kelantan -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in Malacca -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in Negeri Sembilan -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in Pahang -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in Penang -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in Perak -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in Perlis -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in Sabah -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in Sarawak -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in Selangor -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in Terengganu -- Wikipedia list article
Wikipedia - List of Chinese national-type primary schools in the Federal Territories -- Wikipedia list article
Wikipedia - List of Chinese schools in the Philippines -- Wikimedia list article
Wikipedia - List of chiropractic schools -- Wikimedia list article
Wikipedia - List of Christian schools in India -- Wikipedia list article
Wikipedia - List of Clamp School Detectives episodes -- Wikipedia list article
Wikipedia - List of closed schools in the Roman Catholic Archdiocese of New York -- Wikipedia list article
Wikipedia - List of closed secondary schools in California -- Wikipedia list article
Wikipedia - List of closed secondary schools in New York -- Wikipedia list article
Wikipedia - List of colleges and schools in Chengannur -- Wikipedia list article
Wikipedia - List of Columbia Law School alumni -- Wikipedia list article
Wikipedia - List of Columbia University Graduate School of Journalism people -- Wikipedia list article
Wikipedia - List of computing schools in Pakistan -- Wikipedia list article
Wikipedia - List of countries by median years of schooling -- Wikipedia list article
Wikipedia - List of Cranbrook Kingswood School alumni -- Wikipedia list article
Wikipedia - List of Cranbrook School, Sydney alumni -- Wikipedia list article
Wikipedia - List of Creepschool episodes -- Wikipedia list article
Wikipedia - List of Cromartie High School episodes -- Wikipedia list article
Wikipedia - List of cyberattacks on U.S. schools 2020 -- Wikipedia list article
Wikipedia - List of Daily Lives of High School Boys episodes -- Wikipedia list article
Wikipedia - List of Dallas Independent School District schools -- Wikipedia list article
Wikipedia - List of Danganronpa 3: The End of Hope's Peak High School episodes -- Wikipedia list article
Wikipedia - List of deans and notable people at the NYU School of Medicine -- Wikipedia list article
Wikipedia - List of Deans of Columbia Law School -- Wikipedia list article
Wikipedia - List of defunct dental schools in the United States -- Wikipedia list article
Wikipedia - List of defunct medical schools in the United States -- Wikipedia list article
Wikipedia - List of Delhi Public School Society schools -- Wikipedia list article
Wikipedia - List of democratic schools -- list
Wikipedia - List of demonstration schools in Thailand -- Wikipedia list article
Wikipedia - List of dental schools in Australia -- Wikipedia list article
Wikipedia - List of dental schools in Bangladesh -- Wikipedia list article
Wikipedia - List of dental schools in Pakistan -- Wikipedia list article
Wikipedia - List of dental schools in the United Kingdom -- Wikipedia list article
Wikipedia - List of dental schools in the United States -- Wikipedia list article
Wikipedia - List of Detective School Q episodes -- Wikipedia list article
Wikipedia - List of Detroit Public Schools schools -- Wikipedia list article
Wikipedia - List of direct grant grammar schools -- Wikipedia list article
Wikipedia - List of DoDDS high schools in Germany -- Wikipedia list article
Wikipedia - List of Earl Haig Secondary School people -- Wikipedia list article
Wikipedia - List of Eastman School of Music people -- Wikipedia list article
Wikipedia - List of elementary schools in Hawaii -- Wikipedia list article
Wikipedia - List of Elliott School of International Affairs people -- Wikimedia list article
Wikipedia - List of Emory University School of Law alumni -- Wikipedia list article
Wikipedia - List of engineering physics schools -- Wikimedia list article
Wikipedia - List of engineering schools in Massachusetts -- Wikipedia list article
Wikipedia - List of English and Welsh endowed schools (19th century) -- Wikipedia list article
Wikipedia - List of English-medium schools in Bangladesh -- Wikipedia list article
Wikipedia - List of English Schools Foundation schools -- Wikipedia list article
Wikipedia - List of Etobicoke School of the Arts people -- Wikipedia list article
Wikipedia - List of Evanston Township High School alumni -- Wikimedia list article
Wikipedia - List of Federal Agrotechnical Schools -- Wikipedia list article
Wikipedia - List of fee-charging schools in Ireland -- Wikipedia list article
Wikipedia - List of fictional magic schools
Wikipedia - List of film schools in the United States -- Wikipedia list article
Wikipedia - List of Fiorello H. LaGuardia High School alumni -- Wikipedia list article
Wikipedia - List of Fordham University School of Law alumni -- Wikipedia list article
Wikipedia - List of foreign-language schools in China -- Wikipedia list article
Wikipedia - List of forestry technical schools -- Wikipedia list article
Wikipedia - List of former board schools in Brighton and Hove -- Wikipedia list article
Wikipedia - List of former high schools in Louisiana -- Wikipedia list article
Wikipedia - List of former high schools in New Orleans -- Wikipedia list article
Wikipedia - List of former Jesuit secondary schools in the United States -- Wikipedia list article
Wikipedia - List of former schools in the City of London -- Wikipedia list article
Wikipedia - List of former schools in the Roman Catholic Archdiocese of Milwaukee -- Wikipedia list article
Wikipedia - List of founders of English schools and colleges -- Wikipedia list article
Wikipedia - List of free schools in England with a local authority sponsor -- Wikimedia list article
Wikipedia - List of French public schools in Eastern Ontario -- Wikipedia list article
Wikipedia - List of Friends Schools
Wikipedia - List of Friends schools -- Wikimedia list article
Wikipedia - List of George Washington University Law School alumni -- Wikimedia list article
Wikipedia - List of girls' schools in India -- Wikpmedia list article
Wikipedia - List of girls' schools in the United Kingdom -- Wikipedia list article
Wikipedia - List of girls' schools in the United States -- Wikimedia list article
Wikipedia - List of Gonzaga University School of Law alumni -- Wikipedia list article
Wikipedia - List of government schools in New South Wales: A-F -- Wikipedia list article
Wikipedia - List of government schools in New South Wales: G-P -- Wikipedia list article
Wikipedia - List of government schools in New South Wales: Q-Z -- Wikipedia list article
Wikipedia - List of government schools in New South Wales -- Wikipedia list article
Wikipedia - List of government schools in Victoria, Australia -- Wikipedia list article
Wikipedia - List of grammar schools in England -- Wikipedia list article
Wikipedia - List of grammar schools in Northern Ireland -- Wikipedia list article
Wikipedia - List of Groton School alumni -- Wikimedia list article
Wikipedia - List of Guide Dog Schools
Wikipedia - List of Haas School of Business rankings -- Wikipedia list article
Wikipedia - List of Harvard Law School alumni -- Wikipedia list article
Wikipedia - List of Haverford School people -- Wikipedia list article
Wikipedia - List of headmasters at Bristol Grammar School -- Wikipedia list article
Wikipedia - List of headmasters of the Royal Grammar School, Guildford -- Wikipedia list article
Wikipedia - List of high school athletic conferences in Indiana -- Wikipedia list article
Wikipedia - List of high school athletic conferences in Wisconsin -- Wikipedia list article
Wikipedia - List of High School DxD characters -- Wikimedia list article
Wikipedia - List of High School DxD episodes -- Wikimedia list article
Wikipedia - List of High School DxD volumes -- Wikimedia list article
Wikipedia - List of High School! Kimengumi episodes -- Wikipedia list article
Wikipedia - List of High School Musical characters -- Wikipedia list article
Wikipedia - List of Highschool of the Dead episodes -- Wikipedia list article
Wikipedia - List of high school radio stations in Canada -- Wikipedia list article
Wikipedia - List of High School Rapper contestants -- Wikimedia list article
Wikipedia - List of high schools in Alabama -- Wikipedia list article
Wikipedia - List of high schools in Alaska -- Wikipedia list article
Wikipedia - List of high schools in Albuquerque, New Mexico -- Wikipedia list article
Wikipedia - List of high schools in Alto Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Alto Parana, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Amambay, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Arizona -- Wikipedia list article
Wikipedia - List of high schools in Arkansas -- Wikipedia list article
Wikipedia - List of high schools in Asuncion, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Boqueron, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Caaguazu, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Caazapa, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in California -- Wikipedia list article
Wikipedia - List of high schools in Canindeyu, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Central, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Chlef Province -- Wikipedia list article
Wikipedia - List of high schools in Colorado -- Wikipedia list article
Wikipedia - List of high schools in Concepcion, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Connecticut -- Wikipedia list article
Wikipedia - List of high schools in Cordillera, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Croatia -- Wikipedia list article
Wikipedia - List of high schools in Delaware -- Wikipedia list article
Wikipedia - List of high schools in Ecuador -- Wikipedia list article
Wikipedia - List of high schools in Florida -- Wikipedia list article
Wikipedia - List of high schools in Greater St. Louis -- Wikipedia list article
Wikipedia - List of high schools in Guaira, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Hawaii -- Wikimedia list article
Wikipedia - List of high schools in Idaho -- Wikipedia list article
Wikipedia - List of high schools in Illinois -- Wikipedia list article
Wikipedia - List of high schools in Indiana -- Wikipedia list article
Wikipedia - List of high schools in Iowa -- Wikipedia list article
Wikipedia - List of high schools in Itapua, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Japan -- Wikipedia list article
Wikipedia - List of high schools in Kansas -- Wikipedia list article
Wikipedia - List of high schools in Kentucky -- Wikipedia list article
Wikipedia - List of high schools in Los Angeles County, California -- Wikipedia list article
Wikipedia - List of high schools in Louisiana -- Wikipedia list article
Wikipedia - List of high schools in Maine -- Wikipedia list article
Wikipedia - List of high schools in Maryland -- Wikipedia list article
Wikipedia - List of high schools in Massachusetts -- Wikipedia list article
Wikipedia - List of high schools in M-CM-^Qeembucu, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Melbourne -- Wikipedia list article
Wikipedia - List of high schools in Michigan -- list article
Wikipedia - List of high schools in Minnesota -- Wikipedia list article
Wikipedia - List of high schools in Misiones, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Mississippi -- List of Mississippi high schools
Wikipedia - List of high schools in Missouri -- Wikipedia list article
Wikipedia - List of high schools in Montana -- Wikipedia list article
Wikipedia - List of high schools in Nebraska -- Wikipedia list article
Wikipedia - List of high schools in Nevada -- Wikipedia list article
Wikipedia - List of high schools in New Hampshire -- Wikipedia list article
Wikipedia - List of high schools in New Jersey -- Wikipedia list article
Wikipedia - List of high schools in New Mexico -- Wikipedia list article
Wikipedia - List of high schools in New York City -- Wikipedia list article
Wikipedia - List of high schools in New York -- Wikipedia list article
Wikipedia - List of high schools in North Carolina -- Wikimedia list article
Wikipedia - List of high schools in North Dakota -- Wikipedia list article
Wikipedia - List of high schools in Ohio -- None
Wikipedia - List of high schools in Oklahoma -- Wikipedia list article
Wikipedia - List of high schools in Ontario -- Wikipedia list article
Wikipedia - List of high schools in Orange County, California -- Wikipedia list article
Wikipedia - List of high schools in Oregon -- Wikipedia list article
Wikipedia - List of high schools in Paraguari, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Pennsylvania -- Wikipedia list article
Wikipedia - List of high schools in Presidente Hayes, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in Puerto Rico -- Wikipedia list article
Wikipedia - List of high schools in Rhode Island -- Wikipedia list article
Wikipedia - List of high schools in San Diego County, California -- Wikipedia list article
Wikipedia - List of high schools in San Pedro, Paraguay -- Wikipedia list article
Wikipedia - List of high schools in South Africa -- Wikipedia list article
Wikipedia - List of high schools in South Carolina -- Wikipedia list article
Wikipedia - List of high schools in South Dakota -- Wikipedia list article
Wikipedia - List of high schools in Tennessee -- Wikipedia list article
Wikipedia - List of high schools in Texas -- Wikimedia list article
Wikipedia - List of high schools in the Cincinnati metropolitan area -- Wikipedia list article
Wikipedia - List of high schools in the District of Columbia -- Wikipedia list article
Wikipedia - List of high schools in the Peoria Unified School District -- Wikipedia list article
Wikipedia - List of high schools in Turkey -- Wikipedia list article
Wikipedia - List of high schools in Utah -- Wikipedia list article
Wikipedia - List of high schools in Vermont -- Wikipedia list article
Wikipedia - List of high schools in Victoria -- Wikipedia list article
Wikipedia - List of high schools in Virginia -- Wikipedia list article
Wikipedia - List of high schools in Washington -- Wikipedia list article
Wikipedia - List of high schools in West Virginia -- Wikipedia list article
Wikipedia - List of high schools in Windsor and Essex County, Ontario -- Wikipedia list article
Wikipedia - List of high schools in Wisconsin -- Wikipedia list article
Wikipedia - List of high schools in Wyoming -- Wikipedia list article
Wikipedia - List of high schools in Zagreb -- Wikipedia list article
Wikipedia - List of high schools producing multiple Olympic gold medalists -- Wikimedia list article
Wikipedia - List of historical medical schools in the United Kingdom -- Wikipedia list article
Wikipedia - List of historic schools of forestry -- Wikipedia list article
Wikipedia - List of homeschooling programmes -- Wikipedia list article
Wikipedia - List of Hopkins School people -- Wikipedia list article
Wikipedia - List of Horace Mann School alumni -- list of notable alumni of Horace Mann School in the Bronx, New York.
Wikipedia - List of hospitality management schools in Switzerland -- Wikipedia list article
Wikipedia - List of Hotchkiss School alumni -- Wikipedia list article
Wikipedia - List of Houston Independent School District elementary schools -- Wikipedia list article
Wikipedia - List of Houston Independent School District schools -- Wikipedia list article
Wikipedia - List of Hult International Business School people -- Wikipedia list article
Wikipedia - List of Hurst-Euless-Bedford Independent School District schools -- Wikipedia list article
Wikipedia - List of Idol School contestants -- Wikimedia list article
Wikipedia - List of independent Catholic schools in the United States -- Wikipedia list article
Wikipedia - List of independent schools in England -- Wikipedia list article
Wikipedia - List of independent schools in Scotland -- Wikipedia list article
Wikipedia - List of independent schools in the United Kingdom -- Wikipedia list article
Wikipedia - List of Indian residential schools in Canada -- Wikipedia list article
Wikipedia - List of Information Schools
Wikipedia - List of integrated schools in Northern Ireland -- Wikipedia list article
Wikipedia - List of intermediate school districts in Michigan -- Wikipedia list article
Wikipedia - List of international schools in China -- Wikipedia list article
Wikipedia - List of international schools in Hong Kong -- Wikipedia list article
Wikipedia - List of international schools in India -- Wikipedia list article
Wikipedia - List of international schools in Japan -- Wikipedia list article
Wikipedia - List of international schools in Metro Manila -- Wikipedia list article
Wikipedia - List of international schools in Shanghai -- Wikipedia list article
Wikipedia - List of international schools in Singapore -- wikimedia list article
Wikipedia - List of international schools in Sri Lanka -- Wikipedia list article
Wikipedia - List of international schools in Taiwan -- Wikipedia list article
Wikipedia - List of international schools in Thailand -- Wikipedia list article
Wikipedia - List of international schools in the Philippines -- Wikipedia list article
Wikipedia - List of international schools in the United States -- Wikipedia list article
Wikipedia - List of Ipswich Grammar School Old Boys -- Wikipedia list article
Wikipedia - List of Irish medium primary schools in Northern Ireland -- Wikipedia list article
Wikipedia - List of I-Schools
Wikipedia - List of Islamic schools in New South Wales -- Wikipedia list article
Wikipedia - List of Ivy League medical schools -- Wikipedia list article
Wikipedia - List of Jesuit schools in Ireland -- Wikipedia list article
Wikipedia - List of journalism schools in Africa -- Wikipedia list article
Wikipedia - List of journalism schools in Asia -- Wikipedia list article
Wikipedia - List of journalism schools in Europe -- Wikipedia list article
Wikipedia - List of journalism schools in North America -- Wikipedia list article
Wikipedia - List of journalism schools in South America -- Wikipedia list article
Wikipedia - List of Juilliard School people -- Wikipedia list article
Wikipedia - List of Kent School people -- Wikimedia list article
Wikipedia - List of Lake Brantley High School people -- Wikipedia list article
Wikipedia - List of largest high school gyms in the United States -- Wikimedia list article
Wikipedia - List of largest South Australian schools -- Wikipedia list article
Wikipedia - List of Lawrenceville School alumni -- Wikipedia list article
Wikipedia - List of law school GPA curves -- Wikipedia list article
Wikipedia - List of law schools in Austria -- Wikipedia list article
Wikipedia - List of law schools in Canada -- Wikipedia list article
Wikipedia - List of law schools in China -- Wikipedia list article
Wikipedia - List of law schools in Haryana -- List of law schools in Haryana, India
Wikipedia - List of law schools in Hong Kong -- Wikipedia list article
Wikipedia - List of law schools in India -- Wikipedia list article
Wikipedia - List of law schools in Iraq -- Wikipedia list article
Wikipedia - List of law schools in Israel -- Wikipedia list article
Wikipedia - List of law schools in Massachusetts -- Wikipedia list article
Wikipedia - List of law schools in Poland -- Wikipedia list article
Wikipedia - List of law schools in Russia -- Wikipedia list article
Wikipedia - List of law schools in Serbia -- Wikipedia list article
Wikipedia - List of law schools in South Africa -- Wikipedia list article
Wikipedia - List of law schools in Sweden -- Wikipedia list article
Wikipedia - List of law schools in Taiwan -- Wikipedia list article
Wikipedia - List of law schools in Texas -- Wikipedia list article
Wikipedia - List of law schools in the Republic of Ireland -- Wikipedia list article
Wikipedia - List of law schools in the United States -- Wikipedia list article
Wikipedia - List of law schools in Turkey -- Wikipedia list article
Wikipedia - List of law schools in Uganda -- Wikipedia list article
Wikipedia - List of law schools in Ukraine -- Wikipedia list article
Wikipedia - List of Library Science schools
Wikipedia - List of library science schools -- Wikipedia list article
Wikipedia - List of London School of Hygiene & Tropical Medicine people -- Wikipedia list article
Wikipedia - List of Loomis Chaffee School alumni -- Wikimedia list article
Wikipedia - List of Los Angeles Unified School District people -- Wikipedia list article
Wikipedia - List of Los Angeles Unified School District schools -- Wikipedia list article
Wikipedia - List of Louisiana high school athletic districts -- Wikipedia list article
Wikipedia - List of Loyola High School (Los Angeles) people -- Wikipedia list article
Wikipedia - List of Lutheran schools in Australia -- Wikipedia list article
Wikipedia - List of Lutheran schools in the United States -- Wikipedia list article
Wikipedia - List of masters of Derby School -- Wikipedia list article
Wikipedia - List of masters of Gresham's School -- Wikipedia list article
Wikipedia - List of MBA schools in India -- Wikimedia list article
Wikipedia - List of medical schools in Africa -- Wikipedia list article
Wikipedia - List of medical schools in Asia -- Wikipedia list article
Wikipedia - List of medical schools in Australia -- Wikipedia list article
Wikipedia - List of medical schools in Bahrain -- Wikipedia list article
Wikipedia - List of medical schools in Canada -- Wikipedia list article
Wikipedia - List of medical schools in China -- Wikipedia list article
Wikipedia - List of medical schools in Egypt -- Wikipedia list article
Wikipedia - List of medical schools in Europe -- Wikipedia list article
Wikipedia - List of medical schools in Indonesia -- Wikipedia list article
Wikipedia - List of medical schools in Iran -- Wikipedia list article
Wikipedia - List of medical schools in Ireland -- Wikipedia list article
Wikipedia - List of medical schools in Israel -- Wikipedia list article
Wikipedia - List of medical schools in Japan -- Wikipedia list article
Wikipedia - List of medical schools in Karachi -- Wikipedia list article
Wikipedia - List of medical schools in Malaysia -- Wikipedia list article
Wikipedia - List of medical schools in North America -- Wikipedia list article
Wikipedia - List of medical schools in Oceania -- Wikipedia list article
Wikipedia - List of medical schools in Pakistan -- Wikipedia list article
Wikipedia - List of medical schools in Russia -- Wikipedia list article
Wikipedia - List of medical schools in Rwanda -- Wikipedia list article
Wikipedia - List of medical schools in Sindh -- Wikipedia list article
Wikipedia - List of medical schools in South America -- Wikipedia list article
Wikipedia - List of medical schools in South Korea -- Wikipedia list article
Wikipedia - List of medical schools in Syria -- Wikipedia list article
Wikipedia - List of medical schools in Taiwan -- Wikipedia list article
Wikipedia - List of medical schools in Thailand -- Wikipedia list article
Wikipedia - List of medical schools in the Caribbean -- Wikipedia list article
Wikipedia - List of medical schools in the Middle East -- Wikipedia list article
Wikipedia - List of medical schools in the Philippines -- wikimedia list article
Wikipedia - List of medical schools in the United Kingdom -- Wikipedia list article
Wikipedia - List of medical schools in Uganda -- Wikipedia list article
Wikipedia - List of medical schools in Zambia -- Wikipedia list article
Wikipedia - List of medical schools -- Wikipedia list article
Wikipedia - List of Melbourne High School alumni -- Wikipedia list article
Wikipedia - List of Mfantsipim School alumni -- Wikimedia list article
Wikipedia - List of Miami-Dade County Public Schools -- Wikipedia list article
Wikipedia - List of middle schools in Alaska -- Wikipedia list article
Wikipedia - List of middle schools in Albuquerque, New Mexico -- Wikipedia list article
Wikipedia - List of middle schools in Central Virginia -- Wikipedia list article
Wikipedia - List of middle schools in England -- Wikipedia list article
Wikipedia - List of middle schools in Florida -- Wikipedia list article
Wikipedia - List of middle schools in Hawaii -- Wikipedia list article
Wikipedia - List of middle schools in Kentucky -- Wikipedia list article
Wikipedia - List of Ministry of Foreign Affairs of Russia overseas schools -- Wikipedia list article
Wikipedia - List of missionary schools in Malaysia -- Wikipedia list article
Wikipedia - List of Missouri high schools by athletic conferences -- Wikipedia list article
Wikipedia - List of Miss Porter's School alumnae -- Wikimedia list article
Wikipedia - List of Modern School alumni -- Wikipedia list article
Wikipedia - List of Mofet schools -- Wikipedia list article
Wikipedia - List of music schools in the United Kingdom -- Wikipedia list article
Wikipedia - List of Ned's Declassified School Survival Guide characters -- Wikipedia list article
Wikipedia - List of Ned's Declassified School Survival Guide episodes -- Wikipedia list article
Wikipedia - List of New School people -- Wikipedia list article
Wikipedia - List of New Trier High School alumni -- Wikipedia list article
Wikipedia - List of New York state high school league conferences -- Wikipedia list article
Wikipedia - List of Nobel laureates affiliated with the London School of Economics -- Wikipedia list article
Wikipedia - List of Nobel laureates by secondary school affiliation
Wikipedia - List of non-government schools in New South Wales -- Wikipedia list article
Wikipedia - List of non-government schools in Victoria, Australia -- Wikipedia list article
Wikipedia - List of normal schools by country -- Wikipedia list article
Wikipedia - List of Northern Secondary School alumni -- Wikipedia list article
Wikipedia - List of nursing schools in Malaysia -- Wikipedia list article
Wikipedia - List of nursing schools in the United States -- Wikipedia list article
Wikipedia - List of NYU Law School people -- Wikipedia list article
Wikipedia - List of NYU Tandon School of Engineering people -- Wikipedia list article
Wikipedia - List of NYU Tisch School of the Arts people -- Wikipedia list article
Wikipedia - List of Oakland, California elementary schools -- Wikipedia list article
Wikipedia - List of Oakland, California high schools -- Wikipedia list article
Wikipedia - List of Oakland, California middle schools -- Wikipedia list article
Wikipedia - List of Old Boys of Christ Church Grammar School -- Wikipedia list article
Wikipedia - List of Old Boys of Sydney Boys High School -- Wikipedia list article
Wikipedia - List of old boys of The King's School, Parramatta -- Wikipedia list article
Wikipedia - List of oldest schools in California -- Wikipedia list article
Wikipedia - List of oldest schools in Wiltshire -- Wikipedia list article
Wikipedia - List of oldest schools -- Wikipedia list article
Wikipedia - List of Ouran High School Host Club episodes -- Wikipedia list article
Wikipedia - List of parochial and private schools in the Washington, D.C. Metropolitan Area -- Wikipedia list article
Wikipedia - List of Parsons School of Design people -- Wikipedia list article
Wikipedia - List of Penn Law School alumni -- Wikipedia list article
Wikipedia - List of people associated with the London School of Economics -- Wikipedia list article
Wikipedia - List of people educated at The Hall School, Hampstead -- Wikipedia list article
Wikipedia - List of people educated at the Royal High School, Edinburgh -- Wikipedia list article
Wikipedia - List of people educated at Westminster School -- Wikipedia list article
Wikipedia - List of pharmacy schools in Pakistan -- Wikipedia list article
Wikipedia - List of pharmacy schools in the United Kingdom -- Wikipedia list article
Wikipedia - List of pharmacy schools in the United States -- Wikipedia list article
Wikipedia - List of pharmacy schools -- Wikipedia list article
Wikipedia - List of Phillips Academy Heads of School -- Wikipedia list article
Wikipedia - List of Posse Scholars school partnerships -- Wikipedia list article
Wikipedia - List of pre-college music schools -- Wikipedia list article
Wikipedia - List of primary schools in Essex -- Wikipedia list article
Wikipedia - List of primary schools in Hong Kong -- Wikipedia list article
Wikipedia - List of primary schools in Northern Ireland -- Wikipedia list article
Wikipedia - List of primary schools in Singapore -- wikimedia list article
Wikipedia - List of primary schools in South Africa -- Wikipedia list article
Wikipedia - List of Prince George's County Public Schools middle schools -- Wikipedia list article
Wikipedia - List of private and independent schools in Arizona -- Wikipedia list article
Wikipedia - List of private and parochial schools in Baltimore -- Wikipedia list article
Wikipedia - List of private schools in Atlanta -- Wikipedia list article
Wikipedia - List of private schools in Bacolod -- Wikipedia list article
Wikipedia - List of private schools in Iowa -- Wikipedia list article
Wikipedia - List of private schools in Mississippi -- Wikipedia list article
Wikipedia - List of private schools in Nashville, Tennessee -- Wikipedia list article
Wikipedia - List of private schools in Oklahoma -- Wikipedia list article
Wikipedia - List of professors at the Roman law school of Berytus -- List of professors at the Roman law school of Berytus
Wikipedia - List of psychological schools -- Wikipedia list article
Wikipedia - List of public elementary schools in New York City -- Wikipedia list article
Wikipedia - List of public school academy districts in Michigan -- Wikipedia list article
Wikipedia - List of public schools in Louisville, Kentucky -- Wikipedia list article
Wikipedia - List of public schools in Montgomery County, Maryland -- Wikipedia list article
Wikipedia - List of public schools in Omaha, Nebraska -- Wikipedia list article
Wikipedia - List of public schools in Raleigh, North Carolina -- Wikipedia list article
Wikipedia - List of Punahou School alumni -- Wikipedia list article
Wikipedia - List of Rhode Island School of Design people -- Wikipedia list article
Wikipedia - List of Rhode Island schools -- Wikimedia list article
Wikipedia - List of Rio de Janeiro schools, colleges, universities and research centers -- Wikipedia list article
Wikipedia - List of Rival Schools characters -- Wikipedia list article
Wikipedia - List of Rosenwald schools -- Wikipedia list article
Wikipedia - List of rowing blades - School and university -- Wikipedia list article
Wikipedia - List of Royal Air Force schools -- Wikipedia list article
Wikipedia - List of school authorities in Alberta -- Wikipedia list article
Wikipedia - List of school bus manufacturers -- Wikipedia list article
Wikipedia - List of school climate strikes -- Wikimedia list article
Wikipedia - List of School Days characters -- Wikipedia list article
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Wikipedia - List of school districts in Alabama -- Wikipedia list article
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Wikipedia - List of school districts in Arizona -- Wikipedia list article
Wikipedia - List of school districts in Arkansas -- Wikipedia list article
Wikipedia - List of school districts in British Columbia -- Wikipedia list article
Wikipedia - List of school districts in California by county -- Wikimedia list article
Wikipedia - List of school districts in California -- Wikipedia list article
Wikipedia - List of school districts in Colorado -- Wikipedia list article
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Wikipedia - List of school districts in Florida -- Wikipedia list article
Wikipedia - List of school districts in Georgia -- Wikipedia list article
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Wikipedia - List of school districts in Indiana -- Wikipedia list article
Wikipedia - List of school districts in Iowa -- Wikipedia list article
Wikipedia - List of school districts in Kentucky -- Wikipedia list article
Wikipedia - List of school districts in Los Angeles County, California -- Wikipedia list article
Wikipedia - List of school districts in Louisiana -- Wikipedia list article
Wikipedia - List of school districts in Maine -- Wikipedia list article
Wikipedia - List of school districts in Manitoba -- Wikipedia list article
Wikipedia - List of school districts in Maryland -- Wikipedia list article
Wikipedia - List of school districts in Massachusetts -- Wikipedia list article
Wikipedia - List of school districts in Michigan -- Wikipedia list article
Wikipedia - List of school districts in Minnesota -- Wikipedia list article
Wikipedia - List of school districts in Mississippi -- Wikipedia list article
Wikipedia - List of school districts in Missouri -- Wikipedia list article
Wikipedia - List of school districts in Montana -- Wikipedia list article
Wikipedia - List of school districts in Monterey County, California -- Wikipedia list article
Wikipedia - List of school districts in Nebraska -- Wikipedia list article
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Wikipedia - List of school districts in New Brunswick -- Wikipedia list article
Wikipedia - List of school districts in Newfoundland and Labrador -- Wikipedia list article
Wikipedia - List of school districts in New Hampshire -- Wikipedia list article
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Wikipedia - List of school districts in New Mexico -- Wikipedia list article
Wikipedia - List of school districts in New York -- Wikipedia list article
Wikipedia - List of school districts in North Carolina -- Wikipedia list article
Wikipedia - List of school districts in North Dakota -- Wikipedia list article
Wikipedia - List of school districts in Nova Scotia -- Wikipedia list article
Wikipedia - List of school districts in Ohio -- Wikipedia list article
Wikipedia - List of school districts in Oklahoma -- Wikipedia list article
Wikipedia - List of school districts in Ontario -- Wikipedia list article
Wikipedia - List of school districts in Orange County, California -- Wikipedia list article
Wikipedia - List of school districts in Oregon -- Wikipedia list article
Wikipedia - List of school districts in Pennsylvania -- Wikipedia list article
Wikipedia - List of school districts in Phoenix -- Wikipedia list article
Wikipedia - List of school districts in Prince Edward Island -- Wikipedia list article
Wikipedia - List of school districts in Quebec -- Wikipedia list article
Wikipedia - List of school districts in Rhode Island -- Wikimedia list article
Wikipedia - List of school districts in San Diego County, California -- Wikipedia list article
Wikipedia - List of school districts in Sonoma County, California -- Wikipedia list article
Wikipedia - List of school districts in South Carolina -- Wikipedia list article
Wikipedia - List of school districts in South Dakota -- Wikipedia list article
Wikipedia - List of school districts in Tennessee -- Wikipedia list article
Wikipedia - List of school districts in Texas -- Wikipedia list article
Wikipedia - List of school districts in the Northwest Territories -- Wikipedia list article
Wikipedia - List of school districts in the United States Virgin Islands -- Wikipedia list article
Wikipedia - List of school districts in Utah -- Wikipedia list article
Wikipedia - List of school districts in Vermont -- Wikipedia list article
Wikipedia - List of school districts in Washington -- Wikipedia list article
Wikipedia - List of school districts in West Virginia -- Wikipedia list article
Wikipedia - List of school districts in Wisconsin -- Wikipedia list article
Wikipedia - List of school districts in Wyoming -- Wikipedia list article
Wikipedia - List of school divisions in Saskatchewan -- Wikipedia list article
Wikipedia - List of school divisions in Virginia -- Wikipedia list article
Wikipedia - List of school education areas in New South Wales -- Wikipedia list article
Wikipedia - List of Schoolhouse Rock! episodes -- Wikipedia list article
Wikipedia - List of school massacres by death toll -- Wikipedia list article
Wikipedia - List of School of Rock episodes -- Wikipedia list article
Wikipedia - List of School of Visual Arts people -- Wikipedia list article
Wikipedia - List of school-related attacks -- Wikimedia list article
Wikipedia - List of School Rumble albums -- Wikipedia list article
Wikipedia - List of School Rumble chapters -- Wikimedia list article
Wikipedia - List of School Rumble character image albums -- Wikipedia list article
Wikipedia - List of School Rumble characters -- Wikimedia list article
Wikipedia - List of School Rumble episodes -- Wikipedia list article
Wikipedia - List of schools accredited by the Association of Theological Schools in the United States and Canada -- Wikipedia list article
Wikipedia - List of schools and colleges in Kancheepuram -- Wikipedia list article
Wikipedia - List of schools and colleges in Rourkela -- Wikipedia list article
Wikipedia - List of schools and libraries in Cumberland, Maryland -- Wikipedia list article
Wikipedia - List of schools by country
Wikipedia - List of School series cast members -- Wikipedia list article
Wikipedia - List of schools for quantitative psychology -- Wikipedia list article
Wikipedia - List of schools for the deaf -- Wikimedia list article
Wikipedia - List of school shootings in the United States by death toll -- Wikipedia list article
Wikipedia - List of school shootings in the United States -- Wikimedia list article
Wikipedia - List of schools in Abidjan -- Wikimedia list article
Wikipedia - List of schools in Afghanistan -- Wikipedia list article
Wikipedia - List of schools in Albania -- Wikipedia list article
Wikipedia - List of schools in Aligarh -- Wikipedia list article
Wikipedia - List of schools in Almaty -- Wikipedia list article
Wikipedia - List of schools in Anglesey -- Wikipedia list article
Wikipedia - List of schools in Angola -- Wikipedia list article
Wikipedia - List of schools in Antigua and Barbuda -- Wikipedia list article
Wikipedia - List of schools in Antwerp -- Wikipedia list article
Wikipedia - List of schools in Argentina -- Wikipedia list article
Wikipedia - List of schools in Austria -- Wikipedia list article
Wikipedia - List of schools in Ballarat -- Wikipedia list article
Wikipedia - List of schools in Bangalore -- Wikipedia list article
Wikipedia - List of schools in Bangkok -- Wikipedia list article
Wikipedia - List of schools in Bangladesh -- Wikipedia list article
Wikipedia - List of schools in Barbados -- Wikipedia list article
Wikipedia - List of schools in Barnsley -- Wikipedia list article
Wikipedia - List of schools in Basingstoke and Deane -- Wikipedia list article
Wikipedia - List of schools in Bath and North East Somerset -- Wikipedia list article
Wikipedia - List of schools in Bedford -- Wikipedia list article
Wikipedia - List of schools in Bermuda -- Wikipedia list article
Wikipedia - List of schools in Birmingham -- Wikipedia list article
Wikipedia - List of schools in Blackburn with Darwen -- Wikimedia list article
Wikipedia - List of schools in Blackpool -- Wikipedia list article
Wikipedia - List of schools in Blaenau Gwent -- Wikipedia list article
Wikipedia - List of schools in Bolton -- Wikipedia list article
Wikipedia - List of schools in Botswana -- Wikipedia list article
Wikipedia - List of schools in Bournemouth, Christchurch and Poole -- Wikipedia list article
Wikipedia - List of schools in Bracknell Forest -- Wikipedia list article
Wikipedia - List of schools in Brazil -- Wikipedia list article
Wikipedia - List of schools in Bridgend -- Wikipedia list article
Wikipedia - List of schools in Brighton and Hove -- Wikipedia list article
Wikipedia - List of schools in Bristol -- Wikimedia list article
Wikipedia - List of schools in Brunei -- Wikipedia list article
Wikipedia - List of schools in Brussels -- Wikipedia list article
Wikipedia - List of schools in Buckinghamshire -- Wikipedia list article
Wikipedia - List of schools in Bulgaria -- Wikipedia list article
Wikipedia - List of schools in Burnley -- Wikipedia list article
Wikipedia - List of schools in Bury -- Wikipedia list article
Wikipedia - List of schools in Caerphilly -- Wikipedia list article
Wikipedia - List of schools in Cagayan de Oro -- Wikipedia list article
Wikipedia - List of schools in Cambodia -- Wikipedia list article
Wikipedia - List of schools in Cambridgeshire -- Wikipedia list article
Wikipedia - List of schools in Canterbury, New Zealand -- wikimedia list article
Wikipedia - List of schools in Cardenal Caro -- Wikipedia list article
Wikipedia - List of schools in Cardiff -- Wikipedia list article
Wikipedia - List of schools in Carmarthenshire -- Wikipedia list article
Wikipedia - List of schools in Central Bedfordshire -- Wikipedia list article
Wikipedia - List of schools in Central Province, Sri Lanka -- Wikipedia list article
Wikipedia - List of schools in Central Queensland -- Wikipedia list article
Wikipedia - List of schools in Ceredigion -- Wikipedia list article
Wikipedia - List of schools in Chandigarh -- Wikipedia list article
Wikipedia - List of schools in Charleston, South Carolina -- Wikipedia list article
Wikipedia - List of schools in Charlotte, North Carolina -- Wikipedia list article
Wikipedia - List of schools in Cheltenham -- Wikipedia list article
Wikipedia - List of schools in Chennai -- Wikimedia list article
Wikipedia - List of schools in Cheshire East -- Wikipedia list article
Wikipedia - List of schools in Cheshire West and Chester -- Wikipedia list article
Wikipedia - List of schools in Chicago Public Schools -- Wikipedia list article
Wikipedia - List of schools in Chittagong -- Wikipedia list article
Wikipedia - List of schools in Christchurch -- wikimedia list article
Wikipedia - List of schools in Colombia -- Wikipedia list article
Wikipedia - List of schools in Conwy -- Wikipedia list article
Wikipedia - List of schools in Coral Springs, Florida -- Wikipedia list article
Wikipedia - List of schools in Cornwall -- Wikipedia list article
Wikipedia - List of schools in County Dublin -- Wikipedia list article
Wikipedia - List of schools in County Durham -- Wikipedia list article
Wikipedia - List of schools in Coventry -- Wikipedia list article
Wikipedia - List of schools in Croatia -- Wikipedia list article
Wikipedia - List of schools in Croydon -- Wikipedia list article
Wikipedia - List of schools in Cumbria -- Wikipedia list article
Wikipedia - List of schools in Cyprus -- Wikipedia list article
Wikipedia - List of schools in Darling Downs -- Wikipedia list article
Wikipedia - List of schools in Darlington -- Wikipedia list article
Wikipedia - List of schools in Delhi affiliated with CBSE -- Wikipedia list article
Wikipedia - List of schools in Delhi -- Wikipedia list article
Wikipedia - List of schools in Denbighshire -- Wikipedia list article
Wikipedia - List of schools in Denmark -- Wikipedia list article
Wikipedia - List of schools in Derbyshire -- Wikipedia list article
Wikipedia - List of schools in Derby -- Wikipedia list article
Wikipedia - List of schools in Devon -- Wikipedia list article
Wikipedia - List of schools in Dipolog -- Wikipedia list article
Wikipedia - List of schools in Dorset -- Wikipedia list article
Wikipedia - List of schools in Dudley -- Wikipedia list article
Wikipedia - List of schools in Dumaguete -- Wikipedia list article
Wikipedia - List of schools in Dundee -- Wikipedia list article
Wikipedia - List of schools in Dunfermline -- Wikipedia list article
Wikipedia - List of schools in Duval County, Florida -- Wikipedia list article
Wikipedia - List of schools in Eastern Province, Sri Lanka -- Wikipedia list article
Wikipedia - List of schools in East Sussex -- Wikipedia list article
Wikipedia - List of schools in Edinburgh -- Wikipedia list article
Wikipedia - List of schools in Egypt -- Wikipedia list article
Wikipedia - List of schools in Enfield -- Wikipedia list article
Wikipedia - List of schools in Ernakulam district -- Wikipedia list article
Wikipedia - List of schools in Espita Municipality, Yucatan -- Wikipedia list article
Wikipedia - List of schools in Essex -- Wikipedia list article
Wikipedia - List of schools in Estonia -- Wikipedia list article
Wikipedia - List of schools in Eswatini -- Wikipedia list article
Wikipedia - List of schools in Ethiopia -- Wikipedia list article
Wikipedia - List of schools in Far North Queensland -- Wikipedia list article
Wikipedia - List of schools in Finland -- Wikipedia list article
Wikipedia - List of schools in Flintshire -- Wikipedia list article
Wikipedia - List of schools in France -- Wikipedia list article
Wikipedia - List of schools in Gary -- Wikipedia list article
Wikipedia - List of schools in Gastonia, North Carolina -- Wikipedia list article
Wikipedia - List of schools in Gateshead -- Wikipedia list article
Wikipedia - List of schools in Geelong -- Wikipedia list article
Wikipedia - List of schools in Georgia (U.S. state) -- Wikipedia list article
Wikipedia - List of schools in Germany -- Wikipedia list article
Wikipedia - List of schools in Ghana -- Wikipedia list article
Wikipedia - List of schools in Ghent -- Wikipedia list article
Wikipedia - List of schools in Gloucestershire -- Wikimedia list article
Wikipedia - List of schools in Gold Coast, Queensland -- Wikipedia list article
Wikipedia - List of schools in Greater Brisbane -- Wikipedia list article
Wikipedia - List of schools in Greater Manchester -- Wikipedia list article
Wikipedia - List of schools in Greater Moncton -- Wikipedia list article
Wikipedia - List of schools in Greater Western Sydney -- Wikipedia list article
Wikipedia - List of schools in Greece -- Wikipedia list article
Wikipedia - List of schools in Guam -- Wikipedia list article
Wikipedia - List of schools in Guernsey -- Wikipedia list article
Wikipedia - List of schools in Guinea -- Wikipedia list article
Wikipedia - List of schools in Guyana -- Wikipedia list article
Wikipedia - List of schools in Gwynedd -- Wikipedia list article
Wikipedia - List of schools in Halton -- Wikipedia list article
Wikipedia - List of schools in Hampshire -- Wikipedia list article
Wikipedia - List of schools in Hampstead -- Wikipedia list article
Wikipedia - List of schools in Harford County, Maryland -- Wikipedia list article
Wikipedia - List of schools in Harris County, Texas -- Wikipedia list article
Wikipedia - List of schools in Hartlepool -- Wikipedia list article
Wikipedia - List of schools in Herefordshire -- Wikipedia list article
Wikipedia - List of schools in Hertfordshire -- Wikipedia list article
Wikipedia - List of schools in Hilo, Hawaii -- Wikimedia list article
Wikipedia - List of schools in Hisar -- Wikipedia list article
Wikipedia - List of schools in Honduras -- Wikipedia list article
Wikipedia - List of schools in Houston -- Wikipedia list article
Wikipedia - List of schools in Howrah -- Wikipedia list article
Wikipedia - List of schools in Hull -- Wikipedia list article
Wikipedia - List of schools in Humboldt County, California -- Wikimedia list article
Wikipedia - List of schools in Hungary -- Wikipedia list article
Wikipedia - List of schools in Hyderabad, India -- Wikipedia list article
Wikipedia - List of schools in Iceland -- Wikipedia list article
Wikipedia - List of schools in Ilagan -- Wikipedia list article
Wikipedia - List of schools in Illawarra and the South East (New South Wales) -- Wikipedia list article
Wikipedia - List of schools in India -- Wikimedia list article
Wikipedia - List of schools in Indonesia -- Wikipedia list article
Wikipedia - List of schools in Iran -- Wikipedia list article
Wikipedia - List of schools in Iraq -- Wikipedia list article
Wikipedia - List of schools in Isfahan -- Wikimedia list article
Wikipedia - List of schools in Israel -- Wikipedia list article
Wikipedia - List of schools in Itahari -- Wikipedia list article
Wikipedia - List of schools in Italy -- Wikipedia list article
Wikipedia - List of schools in Japan -- Wikipedia list article
Wikipedia - List of schools in Jersey -- Wikipedia list article
Wikipedia - List of schools in Johor -- Wikipedia list article
Wikipedia - List of schools in Jordan -- Wikipedia list article
Wikipedia - List of schools in Kabul -- Wikipedia list article
Wikipedia - List of schools in Kalibo, Aklan -- Wikipedia list article
Wikipedia - List of schools in Kannur district -- Wikipedia list article
Wikipedia - List of schools in Karachi -- Wikipedia list article
Wikipedia - List of schools in Kelantan -- Wikipedia list article
Wikipedia - List of schools in Kent -- Wikipedia list article
Wikipedia - List of schools in Kenya -- Wikimedia list article
Wikipedia - List of schools in Knowsley -- Wikipedia list article
Wikipedia - List of schools in Kolkata -- Wikipedia list article
Wikipedia - List of schools in Kollam district -- Wikipedia list article
Wikipedia - List of schools in Kuala Lumpur -- Wikipedia list article
Wikipedia - List of schools in Kuwait -- Wikipedia list article
Wikipedia - List of schools in Labuan -- Wikipedia list article
Wikipedia - List of schools in Lafayette Parish, Louisiana -- Wikipedia list article
Wikipedia - List of schools in Lagos -- Wikipedia list article
Wikipedia - List of schools in Lancashire -- Wikipedia list article
Wikipedia - List of schools in Latvia -- Wikipedia list article
Wikipedia - List of schools in Lebanon -- Wikipedia list article
Wikipedia - List of schools in Leicestershire -- Wikipedia list article
Wikipedia - List of schools in Leicester -- Wikipedia list article
Wikipedia - List of schools in Lesotho -- Wikipedia list article
Wikipedia - List of schools in Liberia -- Wikipedia list article
Wikipedia - List of schools in Libya -- Wikipedia list article
Wikipedia - List of schools in Lincolnshire -- Wikipedia list article
Wikipedia - List of schools in Lithuania -- Wikipedia list article
Wikipedia - List of schools in Liverpool -- Wikipedia list article
Wikipedia - List of schools in London, Ontario -- Wikipedia list article
Wikipedia - List of schools in Louisville, Kentucky -- Wikipedia list article
Wikipedia - List of schools in Macau -- Wikipedia list article
Wikipedia - List of schools in Maharashtra -- Wikimedia list article
Wikipedia - List of schools in Mali -- Wikipedia list article
Wikipedia - List of schools in Malta -- Wikipedia list article
Wikipedia - List of schools in ManawatM-EM-+-Whanganui -- wikimedia list article
Wikipedia - List of schools in Manchester -- Wikipedia list article
Wikipedia - List of schools in Mauritius -- Wikipedia list article
Wikipedia - List of schools in Medway -- Wikipedia list article
Wikipedia - List of schools in Merseyside -- Wikipedia list article
Wikipedia - List of schools in Merthyr Tydfil County Borough -- Wikipedia list article
Wikipedia - List of schools in Metro Manila -- Wikipedia list article
Wikipedia - List of schools in Mexico -- Wikipedia list article
Wikipedia - List of schools in Middlesbrough -- Wikipedia list article
Wikipedia - List of schools in Milton Keynes -- Wikipedia list article
Wikipedia - List of schools in Monmouthshire -- Wikipedia list article
Wikipedia - List of schools in Muntinlupa -- Wikipedia list article
Wikipedia - List of schools in Namibia -- Wikipedia list article
Wikipedia - List of schools in Neath Port Talbot -- Wikipedia list article
Wikipedia - List of schools in Negeri Sembilan -- Wikipedia list article
Wikipedia - List of schools in Nelson, New Zealand -- wikimedia list article
Wikipedia - List of schools in Nepal -- Wikipedia list article
Wikipedia - List of schools in New Brunswick -- Wikipedia list article
Wikipedia - List of schools in Newcastle upon Tyne -- Wikipedia list article
Wikipedia - List of schools in Newport -- Wikipedia list article
Wikipedia - List of schools in Nicaragua -- Wikipedia list article
Wikipedia - List of schools in Nigeria -- Wikipedia list article
Wikipedia - List of schools in Norfolk -- Wikipedia list article
Wikipedia - List of schools in Northamptonshire -- Wikipedia list article
Wikipedia - List of schools in North Charleston, South Carolina -- Wikipedia list article
Wikipedia - List of schools in Northern Cyprus -- Wikipedia list article
Wikipedia - List of schools in Northern Province, Sri Lanka -- Wikipedia list article
Wikipedia - List of schools in North Lincolnshire -- Wikipedia list article
Wikipedia - List of schools in North Queensland -- Wikipedia list article
Wikipedia - List of schools in North Somerset -- Wikipedia list article
Wikipedia - List of schools in North Tyneside -- Wikipedia list article
Wikipedia - List of schools in Northumberland -- Wikipedia list article
Wikipedia - List of schools in North Western Province, Sri Lanka -- Wikipedia list article
Wikipedia - List of schools in Norway -- Wikipedia list article
Wikipedia - List of schools in Nottinghamshire -- Wikipedia list article
Wikipedia - List of schools in Nottingham -- Wikipedia list article
Wikipedia - List of schools in Nova Scotia -- Wikipedia list article
Wikipedia - List of schools in Nunavut -- Wikipedia list article
Wikipedia - List of schools in Oakville, Ontario -- Wikipedia list article
Wikipedia - List of schools in Odisha -- Wikipedia list article
Wikipedia - List of schools in Oldham -- Wikipedia list article
Wikipedia - List of schools in Oman -- Wikipedia list article
Wikipedia - List of schools in Otago -- wikimedia list article
Wikipedia - List of schools in Ottawa -- Wikipedia list article
Wikipedia - List of schools in Oxfordshire -- Wikipedia list article
Wikipedia - List of schools in Pahang -- Wikipedia list article
Wikipedia - List of schools in Pakistan -- Wikipedia list article
Wikipedia - List of schools in Papua New Guinea -- Wikipedia list article
Wikipedia - List of schools in ParaM-CM-1aque -- Wikipedia list article
Wikipedia - List of schools in Pasig -- Wikipedia list article
Wikipedia - List of schools in Pathanamthitta district -- Wikipedia list article
Wikipedia - List of schools in Patna -- Schools in Patna city in Bihar, India
Wikipedia - List of schools in Pembrokeshire -- Wikipedia list article
Wikipedia - List of schools in Penang -- Wikipedia list article
Wikipedia - List of schools in Perak -- Wikipedia list article
Wikipedia - List of schools in Perlis -- Wikipedia list article
Wikipedia - List of schools in Peterborough -- Wikipedia list article
Wikipedia - List of schools in Plymouth -- Wikipedia list article
Wikipedia - List of schools in Poland -- Wikipedia list article
Wikipedia - List of schools in Port Harcourt -- Wikipedia list article
Wikipedia - List of schools in Portsmouth -- Wikipedia list article
Wikipedia - List of schools in Powys -- Wikipedia list article
Wikipedia - List of schools in Prince Edward Island -- Wikipedia list article
Wikipedia - List of schools in Prince George's County, Maryland -- Wikipedia list article
Wikipedia - List of schools in Punjab, Pakistan -- Wikipedia list article
Wikipedia - List of schools in Putrajaya -- List of schools in Putrajaya, Malaysia
Wikipedia - List of schools in Qatar -- Wikipedia list article
Wikipedia - List of schools in Quebec -- Wikipedia list article
Wikipedia - List of schools in Rajasthan -- Wikipedia list article
Wikipedia - List of schools in Reading, Berkshire -- Wikipedia list article
Wikipedia - List of schools in Redcar and Cleveland -- Wikipedia list article
Wikipedia - List of schools in Regina, Saskatchewan -- Wikipedia list article
Wikipedia - List of schools in Rhondda Cynon Taf -- Wikipedia list article
Wikipedia - List of schools in Riobamba -- Wikipedia list article
Wikipedia - List of schools in Rivers State -- Wikipedia list article
Wikipedia - List of schools in Rochdale -- Wikipedia list article
Wikipedia - List of schools in Rocky Mount, North Carolina -- Wikipedia list article
Wikipedia - List of schools in rural Western Australia -- Wikipedia list article
Wikipedia - List of schools in Rutland -- Wikipedia list article
Wikipedia - List of schools in Rwanda -- Wikipedia list article
Wikipedia - List of schools in Sabah -- Wikipedia list article
Wikipedia - List of schools in Sabaragamuwa Province -- Wikipedia list article
Wikipedia - List of schools in Saint Kitts and Nevis -- Wikipedia list article
Wikipedia - List of schools in Saint Lucia -- Wikipedia list article
Wikipedia - List of schools in Salem district -- Wikipedia list article
Wikipedia - List of schools in Salford -- Wikipedia list article
Wikipedia - List of schools in Sandwell -- Wikipedia list article
Wikipedia - List of schools in Sandwip -- Wikipedia list article
Wikipedia - List of schools in Santa Cruz County, California -- Wikipedia list article
Wikipedia - List of schools in Sarawak -- Wikipedia list article
Wikipedia - List of schools in Saudi Arabia -- Wikipedia list article
Wikipedia - List of schools in SavaiM-JM-;i -- Wikipedia list article
Wikipedia - List of schools in Sefton -- Wikimedia list article
Wikipedia - List of schools in Sejong City -- Wikipedia list article
Wikipedia - List of schools in Selangor -- Wikipedia list article
Wikipedia - List of schools in Shropshire -- Wikipedia list article
Wikipedia - List of schools in Singapore -- wikimedia list article
Wikipedia - List of schools in Slough -- Wikipedia list article
Wikipedia - List of schools in Solihull -- Wikipedia list article
Wikipedia - List of schools in Somalia -- Wikipedia list article
Wikipedia - List of schools in Somaliland -- Wikipedia list article
Wikipedia - List of schools in Somerset -- Wikipedia list article
Wikipedia - List of schools in Southampton -- Wikipedia list article
Wikipedia - List of schools in South Australia -- Wikimedia list article
Wikipedia - List of schools in Southend-on-Sea -- Wikipedia list article
Wikipedia - List of schools in Southern Province, Sri Lanka -- Wikipedia list article
Wikipedia - List of schools in South Gloucestershire -- Wikimedia list article
Wikipedia - List of schools in Southland, New Zealand -- wikimedia list article
Wikipedia - List of schools in South Tyneside -- Wikipedia list article
Wikipedia - List of schools in Staffordshire -- Wikipedia list article
Wikipedia - List of schools in St Helens -- Wikipedia list article
Wikipedia - List of schools in Stockport -- Wikipedia list article
Wikipedia - List of schools in Stockton-on-Tees -- Wikipedia list article
Wikipedia - List of schools in Stoke-on-Trent -- Wikipedia list article
Wikipedia - List of schools in Sudan -- Wikipedia list article
Wikipedia - List of schools in Suffolk -- Wikipedia list article
Wikipedia - List of schools in Sunderland -- Wikipedia list article
Wikipedia - List of schools in Sunshine Coast, Queensland -- Wikipedia list article
Wikipedia - List of schools in Surrey -- Wikipedia list article
Wikipedia - List of schools in Swansea -- wikimedia list article
Wikipedia - List of schools in Swindon -- Wikipedia list article
Wikipedia - List of schools in Syria -- Wikipedia list article
Wikipedia - List of schools in Taguig -- Wikipedia list article
Wikipedia - List of schools in Taipei -- Wikipedia list article
Wikipedia - List of schools in Taiwan -- Wikipedia list article
Wikipedia - List of schools in Tameside -- Wikipedia list article
Wikipedia - List of schools in Tamil Nadu -- Wikipedia list article
Wikipedia - List of schools in Tamworth, New South Wales -- Wikipedia list article
Wikipedia - List of schools in Tangalan -- Wikipedia list article
Wikipedia - List of schools in Tanzania -- Wikipedia list article
Wikipedia - List of schools in Taranaki -- wikimedia list article
Wikipedia - List of schools in Tasmania -- Wikipedia list article
Wikipedia - List of schools in Telford and Wrekin -- Wikipedia list article
Wikipedia - List of schools in Terengganu -- Wikipedia list article
Wikipedia - List of schools in Thailand -- Wikipedia list article
Wikipedia - List of schools in the Auckland Region -- wikimedia list article
Wikipedia - List of schools in the Australian Capital Territory -- Wikipedia list article
Wikipedia - List of schools in the Bay of Plenty Region -- wikimedia list article
Wikipedia - List of schools in the Cayman Islands -- Wikipedia list article
Wikipedia - List of schools in the Chatham Islands -- wikimedia list article
Wikipedia - List of schools in the City of London -- Wikipedia list article
Wikipedia - List of schools in the City of Westminster -- Wikipedia list article
Wikipedia - List of schools in the Czech Republic -- Wikipedia list article
Wikipedia - List of schools in the Dominican Republic -- Wikipedia list article
Wikipedia - List of schools in the Gambia -- Wikipedia list article
Wikipedia - List of schools in the Gisborne District -- wikimedia list article
Wikipedia - List of schools in the Hawke's Bay Region -- wikimedia list article
Wikipedia - List of schools in the Hunter and Central Coast -- Wikipedia list article
Wikipedia - List of schools in the Isle of Man -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Barking and Dagenham -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Barnet -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Bexley -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Brent -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Bromley -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Camden -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Ealing -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Hackney -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Hammersmith and Fulham -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Haringey -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Harrow -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Havering -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Hillingdon -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Hounslow -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Islington -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Lambeth -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Lewisham -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Merton -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Newham -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Redbridge -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Richmond upon Thames -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Southwark -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Sutton -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Tower Hamlets -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Waltham Forest -- Wikipedia list article
Wikipedia - List of schools in the London Borough of Wandsworth -- Wikipedia list article
Wikipedia - List of schools in the Maldives -- Wikipedia list article
Wikipedia - List of schools in the Marlborough Region -- wikimedia list article
Wikipedia - List of schools in the Netherlands -- Wikipedia list article
Wikipedia - List of schools in the Northern Rivers and Mid North Coast -- Wikipedia list article
Wikipedia - List of schools in the Northern Territory -- Wikipedia list article
Wikipedia - List of schools in the Northland Region -- wikimedia list article
Wikipedia - List of schools in the Northwest Territories -- Wikipedia list article
Wikipedia - List of schools in the Ottoman Empire -- Wikipedia list article
Wikipedia - List of schools in the Perth metropolitan area -- Wikipedia list article
Wikipedia - List of schools in the Republic of Ireland -- Wikipedia list article
Wikipedia - List of schools in the Riverina -- Wikipedia list article
Wikipedia - List of schools in the Roman Catholic Archdiocese of Baltimore -- Wikipedia list article
Wikipedia - List of schools in the Roman Catholic Archdiocese of Detroit -- Wikipedia list article
Wikipedia - List of schools in the Roman Catholic Archdiocese of Galveston-Houston -- Wikipedia list article
Wikipedia - List of schools in the Roman Catholic Archdiocese of Milwaukee -- Wikipedia list article
Wikipedia - List of schools in the Roman Catholic Archdiocese of New Orleans -- Wikipedia list article
Wikipedia - List of schools in the Roman Catholic Archdiocese of New York -- Wikipedia list article
Wikipedia - List of schools in the Roman Catholic Archdiocese of Philadelphia -- Wikipedia list article
Wikipedia - List of schools in the Roman Catholic Archdiocese of Washington -- Wikipedia list article
Wikipedia - List of schools in the Roman Catholic Diocese of Green Bay -- Wikipedia list article
Wikipedia - List of schools in the Royal Borough of Greenwich -- Wikipedia list article
Wikipedia - List of schools in the Royal Borough of Kensington and Chelsea -- Wikipedia list article
Wikipedia - List of schools in the Royal Borough of Kingston upon Thames -- Wikipedia list article
Wikipedia - List of schools in the Saginaw Intermediate School District -- Wikipedia list article
Wikipedia - List of schools in the Scarborough Board of Education -- Wikipedia list article
Wikipedia - List of schools in the Tasman District -- wikimedia list article
Wikipedia - List of schools in the Toronto Catholic District School Board -- Wikipedia list article
Wikipedia - List of schools in the United Arab Emirates -- Wikipedia list article
Wikipedia - List of schools in the Vale of Glamorgan -- Wikipedia list article
Wikipedia - List of schools in the Wellington Region -- Wikimedia list article
Wikipedia - List of schools in the West Coast, New Zealand -- wikimedia list article
Wikipedia - List of schools in Thiruvananthapuram district -- Wikipedia list article
Wikipedia - List of schools in Thurrock -- Wikipedia list article
Wikipedia - List of schools in Torbay -- Wikipedia list article
Wikipedia - List of schools in Torfaen -- Wikipedia list article
Wikipedia - List of schools in Trafford -- Wikipedia list article
Wikipedia - List of schools in Trinidad and Tobago -- wikimedia list article
Wikipedia - List of schools in Tulsa, Oklahoma -- Wikipedia list article
Wikipedia - List of schools in Tunisia -- Wikipedia list article
Wikipedia - List of schools in Uganda -- Wikipedia list article
Wikipedia - List of schools in Ukraine -- Wikipedia list article
Wikipedia - List of schools in United States territories -- Wikipedia list article
Wikipedia - List of schools in Uva Province -- Wikipedia list article
Wikipedia - List of schools in Venezuela -- Wikimedia list article
Wikipedia - List of schools in Victoria, Australia -- Wikimedia list article
Wikipedia - List of schools in Visalia, California -- Wikipedia list article
Wikipedia - List of schools in Waikato -- wikimedia list article
Wikipedia - List of schools in Walsall -- Wikipedia list article
Wikipedia - List of schools in Warrington -- Wikipedia list article
Wikipedia - List of schools in Warwickshire -- Wikipedia list article
Wikipedia - List of schools in West Berkshire -- Wikipedia list article
Wikipedia - List of schools in Western Province, Sri Lanka -- Wikipedia list article
Wikipedia - List of schools in West Flanders -- Wikipedia list article
Wikipedia - List of schools in West Moreton -- Wikipedia list article
Wikipedia - List of schools in West Sussex -- Wikipedia list article
Wikipedia - List of schools in Wide Bay-Burnett -- Wikipedia list article
Wikipedia - List of schools in Wigan -- Wikipedia list article
Wikipedia - List of schools in Wiltshire -- Wikipedia list article
Wikipedia - List of schools in Windsor and Maidenhead -- Wikipedia list article
Wikipedia - List of schools in Wirral -- Wikipedia list article
Wikipedia - List of schools in Wokingham -- Wikipedia list article
Wikipedia - List of schools in Wolverhampton -- Wikipedia list article
Wikipedia - List of schools in Worcestershire -- Wikipedia list article
Wikipedia - List of schools in Wrexham -- Wikipedia list article
Wikipedia - List of schools in Yukon -- Wikipedia list article
Wikipedia - List of schools in Zambia -- Wikipedia list article
Wikipedia - List of schools in Zimbabwe -- Wikipedia list article
Wikipedia - List of schools named after Alexander von Humboldt -- Wikipedia list article
Wikipedia - List of schools named after Francis Xavier -- Wikipedia list article
Wikipedia - List of Schools of Ambition -- Wikipedia list article
Wikipedia - List of schools of international relations in the United States -- Wikipedia list article
Wikipedia - List of schools of journalism and communication in China -- Wikimedia list article
Wikipedia - List of schools of Library and Information Science in India -- Wikipedia list article
Wikipedia - List of schools of philosophy -- Wikipedia list article
Wikipedia - List of schools of psychoanalysis -- Wikipedia list article
Wikipedia - List of schools of the Conseil des M-CM-)coles catholiques du Centre-Est -- Wikipedia list article
Wikipedia - List of schools of the Conseil des M-CM-)coles publiques de l'Est de l'Ontario -- Wikipedia list article
Wikipedia - List of schools of the Conseil scolaire Viamonde -- Wikipedia list article
Wikipedia - List of schools of the Ottawa-Carleton District School Board -- Wikipedia list article
Wikipedia - List of schools of the Ottawa Catholic School Board -- Wikipedia list article
Wikipedia - List of schools of the Roman Catholic Archdiocese of Chicago -- Wikipedia list article
Wikipedia - List of schools of the Seattle School District -- List of schools of the Seattle School District in the state of Washington in the US
Wikipedia - List of schools of veterinary medicine -- Wikipedia list article
Wikipedia - List of schools of Winnipeg -- Wikipedia list article
Wikipedia - List of school songs -- List of hymns or anthems of educational institutions
Wikipedia - List of schools on the Isle of Wight -- Wikipedia list article
Wikipedia - List of schools on the Isles of Scilly -- Wikipedia list article
Wikipedia - List of schools providing Gaelic medium education in Scotland -- Wikipedia list article
Wikipedia - List of schools
Wikipedia - List of Scindia School alumni -- Wikipedia list article
Wikipedia - List of secondary schools in Bulawayo -- Wikipedia list article
Wikipedia - List of secondary schools in Harare Province -- Wikipedia list article
Wikipedia - List of secondary schools in Hong Kong -- Wikipedia list article
Wikipedia - List of secondary schools in Luxembourg -- Wikipedia list article
Wikipedia - List of secondary schools in Mauritius -- Wikipedia list article
Wikipedia - List of secondary schools in Midlands Province -- Wikipedia list article
Wikipedia - List of secondary schools in Northern Cyprus -- Wikipedia list article
Wikipedia - List of secondary schools in Northern Ireland -- Wikipedia list article
Wikipedia - List of secondary schools in Romania -- Wikipedia list article
Wikipedia - List of secondary schools in Singapore -- wikimedia list article
Wikipedia - List of secondary schools in the Toronto District School Board -- Wikipedia list article
Wikipedia - List of secondary schools in the Western Cape -- Wikipedia list article
Wikipedia - List of secondary schools of Rupandehi district -- Wikipedia list article
Wikipedia - List of secondary school sports team names and mascots derived from indigenous peoples -- Wikipedia list article
Wikipedia - List of selective high schools in New South Wales -- Wikipedia list article
Wikipedia - List of senior high schools in Alberta -- Wikipedia list article
Wikipedia - List of senior high schools in Ghana -- Wikipedia list article
Wikipedia - List of senior high schools in the Ashanti Region -- Wikipedia list article
Wikipedia - List of Seton Hall Preparatory School alumni -- Alumni of Seton Hall Preparatory School
Wikipedia - List of Seventh-day Adventist secondary schools -- Wikipedia list article
Wikipedia - List of Shawnigan Lake School people -- Wikipedia list article
Wikipedia - List of Shuriken School characters -- Wikipedia list article
Wikipedia - List of songs about school -- Wikipedia list article
Wikipedia - List of specialist schools in Germany -- Wikipedia list article
Wikipedia - List of special schools in Hong Kong -- Wikipedia list article
Wikipedia - List of Sri Lanka Schools XI representative cricketers -- Wikimedia list article
Wikipedia - List of SR V "Schools" class locomotives -- Wikipedia list article
Wikipedia - List of Stanford Law School alumni -- Wikipedia list article
Wikipedia - List of state boarding schools in England -- Wikipedia list article
Wikipedia - List of state schools, colleges and universities in the Philippines -- wikimedia list article
Wikipedia - List of state schools in Scotland (city council areas) -- Wikipedia list article
Wikipedia - List of state schools in Scotland (council areas excluding cities, A-D) -- Wikipedia list article
Wikipedia - List of state schools in Scotland (council areas excluding cities, E-H) -- Wikipedia list article
Wikipedia - List of state schools in Scotland (council areas excluding cities, I-R) -- Wikipedia list article
Wikipedia - List of state schools in Scotland (council areas excluding cities, S-W) -- Wikipedia list article
Wikipedia - List of St. Mark's School (Massachusetts) alumni -- Wikipedia list article
Wikipedia - List of St. Paul's School alumni -- Wikimedia list article
Wikipedia - List of students at the Roman law school of Berytus -- List of students at the Roman law school of Berytus
Wikipedia - List of Stuyvesant High School people -- Wikimedia list article
Wikipedia - List of Sudbury schools -- List
Wikipedia - List of summer schools of linguistics
Wikipedia - List of Taft School alumni -- Wikipedia list article
Wikipedia - List of Tamil national-type primary schools in Johor -- Wikipedia list article
Wikipedia - List of Tamil national-type primary schools in Kedah -- Wikipedia list article
Wikipedia - List of Tamil national-type primary schools in Kuala Lumpur -- Wikipedia list article
Wikipedia - List of Tamil national-type primary schools in Malacca -- Wikipedia list article
Wikipedia - List of Tamil national-type primary schools in Negeri Sembilan -- Wikipedia list article
Wikipedia - List of Tamil national-type primary schools in Pahang -- Wikipedia list article
Wikipedia - List of Tamil national-type primary schools in Penang -- Wikipedia list article
Wikipedia - List of Tamil national-type primary schools in Perak -- Wikipedia list article
Wikipedia - List of Tamil national-type primary schools in Selangor -- Wikipedia list article
Wikipedia - List of teacher education schools in India -- Wikipedia list article
Wikipedia - List of television series about school -- Wikipedia list article
Wikipedia - List of The Doon School alumni -- Alumni of the private boarding school in India
Wikipedia - List of The Emperor's New School episodes -- Wikipedia list article
Wikipedia - List of The George Washington School of Business people -- Wikimedia list article
Wikipedia - List of The Hill School alumni -- Wikipedia list article
Wikipedia - List of The Irregular at Magic High School episodes -- Wikipedia list article
Wikipedia - List of the largest school districts in the United States by enrollment -- Wikipedia list article
Wikipedia - List of The Magic School Bus characters -- Wikipedia list article
Wikipedia - List of The Magic School Bus episodes -- Wikipedia list article
Wikipedia - List of the oldest private schools in the United States -- Wikipedia list article
Wikipedia - List of the oldest public high schools in the United States -- Wikipedia list article
Wikipedia - List of the oldest schools in Sri Lanka -- Wikipedia list article
Wikipedia - List of the oldest schools in the Philippines -- Wikipedia list article
Wikipedia - List of the oldest schools in the United Kingdom -- Wikipedia list article
Wikipedia - List of tornado-related deaths at schools -- Wikipedia list article
Wikipedia - List of Toronto District School Board elementary schools -- Wikipedia list article
Wikipedia - List of UCLA Anderson School of Management people -- Wikipedia list article
Wikipedia - List of unified school districts in Kansas -- Wikipedia list article
Wikipedia - List of university and college schools of music
Wikipedia - List of University High School (Irvine, California) alumni -- Wikipedia list article
Wikipedia - List of University High School (Los Angeles) alumni -- Wikipedia list article
Wikipedia - List of University of Chicago Laboratory Schools people -- Wikipedia list article
Wikipedia - List of University of Chicago Law School alumni -- Wikipedia list article
Wikipedia - List of University of Maryland School of Law alumni -- Wikipedia list article
Wikipedia - List of University of Miami School of Law alumni -- Wikipedia list article
Wikipedia - List of University of Michigan Law School alumni -- Wikipedia list article
Wikipedia - List of University of North Carolina School of the Arts alumni -- Wikipedia list article
Wikipedia - List of University of Texas School of Law alumni -- Wikimedia list article
Wikipedia - List of unlicensed high school radio stations -- Wikipedia list article
Wikipedia - List of unsuccessful attacks related to schools -- Wikimedia list article
Wikipedia - List of U.S. Air Force Test Pilot School alumni -- Wikipedia list article
Wikipedia - List of USC Gould School of Law alumni -- Wikimedia list article
Wikipedia - List of Utagawa school members -- Wikipedia list article
Wikipedia - List of Victoria Crosses by school -- Wikimedia list article
Wikipedia - List of virtual schools
Wikipedia - List of Waterloo Region, Ontario schools -- Wikipedia list article
Wikipedia - List of Welcome to Demon School! Iruma-kun episodes -- Wikipedia list article
Wikipedia - List of William Penn Charter School people -- Wikipedia list article
Wikipedia - List of Woodard Schools
Wikipedia - List of Woodward High School (Cincinnati, Ohio) people -- Wikimedia list article
Wikipedia - List of Yale Law School alumni -- Wikipedia list article
Wikipedia - List of yoga schools
Wikipedia - List of zilla schools of Bangladesh -- Wikipedia list article
Wikipedia - Lists of boys' schools -- Wikipedia list article
Wikipedia - Lists of Chinese national-type primary schools in Malaysia -- Wikipedia list article
Wikipedia - Lists of girls' schools -- Wikipedia list article
Wikipedia - Lists of government schools in Sri Lanka -- Wikipedia list article
Wikipedia - Lists of high schools in Paraguay -- Wikipedia list article
Wikipedia - Lists of law schools -- Wikipedia list article
Wikipedia - Lists of school districts in the United States -- Wikipedia list article
Wikipedia - Lists of schools by country -- Wikipedia list article
Wikipedia - Lists of schools in Australia -- Wikipedia list article
Wikipedia - Lists of schools in Belgium -- Wikipedia list article
Wikipedia - Lists of schools in Canada -- Wikipedia list article
Wikipedia - Lists of schools in England -- Wikipedia list article
Wikipedia - Lists of schools in Hong Kong -- Wikipedia list article
Wikipedia - Lists of schools in Malaysia -- Wikipedia list article
Wikipedia - Lists of schools in New South Wales -- Wikipedia list article
Wikipedia - Lists of schools in New Zealand -- Wikipedia list article
Wikipedia - Lists of schools in Northern Ireland -- Wikipedia list article
Wikipedia - Lists of schools in Queensland -- Wikipedia list article
Wikipedia - Lists of schools in Scotland -- Wikipedia list article
Wikipedia - Lists of schools in South Africa -- Wikipedia list article
Wikipedia - Lists of schools in Sri Lanka -- Wikipedia list article
Wikipedia - Lists of schools in the United Kingdom -- Wikipedia list article
Wikipedia - Lists of schools in the United States -- Wikipedia list article
Wikipedia - Lists of schools in Wales -- Wikipedia list article
Wikipedia - Lists of schools -- Wikipedia list article
Wikipedia - Lists of Tamil national-type primary schools in Malaysia -- Wikipedia list article
Wikipedia - Little Falls Township Public Schools -- School district in Passaic County, New Jersey, United States
Wikipedia - Little Ferry Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Little Flower Catholic High School for Girls
Wikipedia - Little Ilford School -- School in East London
Wikipedia - Little Rock Indian School -- Educational institution in Coastal Karnataka, India.
Wikipedia - Livermore Valley Joint Unified School District -- school district in Livermore, California
Wikipedia - Liverpool School of Tropical Medicine -- Tropical medicine teaching and research institution
Wikipedia - Livingston High School (Alabama) -- High school in Livingston, Alabama
Wikipedia - Livingston High School (New Jersey) -- High school in Essex County, New Jersey, United States
Wikipedia - Livonia High School (New York) -- Public high school located in Livonia, Livingston County, New York
Wikipedia - Ljubljana school of psychoanalysis
Wikipedia - Lloyd Williams (Welsh cricketer) -- Welsh cricketer and schoolmaster
Wikipedia - LM-FM-0M-FM-!ng Van Can -- Vietnamese mandarin, school administrator, independence activist and writer
Wikipedia - Local School Councils -- Local School Councils for the Chicago Public School system in Chicago, US
Wikipedia - Locke High School -- American public charter high school
Wikipedia - Locker High School -- Secondary school in Mississippi, United States
Wikipedia - Lode Heath School -- An English academy.
Wikipedia - Lodi High School (New Jersey) -- High school in Bergen County, New Jersey, United States
Wikipedia - Lodi Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Logan Elm High School -- US high school
Wikipedia - Logan-Magnolia Community School District -- Public school district in Logan, Iowa, United States
Wikipedia - Logan Township School District -- School district in Gloucester County, New Jersey, United States
Wikipedia - Logos High School -- Private school in Olivette, Missouri
Wikipedia - London Academy of Music and Dramatic Art -- Drama school in Hammersmith, London
Wikipedia - London College of Music -- Music school, part of the University of West London
Wikipedia - Londonderry High School -- Public high school in Londonderry, New Hampshire, United States
Wikipedia - London Film School -- Film school in London, England
Wikipedia - London Interdisciplinary School -- Undergraduate university in London, England
Wikipedia - London Organ School and College of Music -- London music school that merged with London Academy of Music and Dramatic Art
Wikipedia - London School of Business and Finance -- Profit private business and finance school, London
Wikipedia - London School of Economics and Political Science
Wikipedia - London School of Economics -- Public research university in London, United Kingdom
Wikipedia - London School of Hygiene & Tropical Medicine -- UK public research university
Wikipedia - London Street Primary School -- Historic listed building in Scotland
Wikipedia - Lone Oak Independent School District -- Public school district in Texas, USA
Wikipedia - Lone Star School -- Historic school building in Arkansas, US
Wikipedia - Long Branch High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Long Branch Public Schools -- School district in Monmouth County, New Jersey, United States
Wikipedia - Long Green Line -- 2008 high school sports documentary film
Wikipedia - Long Lane School -- Former juvenile prison in Connecticut, United States
Wikipedia - Longton High School -- Former school in Stoke-on-Trent, England
Wikipedia - Longy School of Music
Wikipedia - Lookout Valley Middle High School -- School in Chattanooga, Tennessee
Wikipedia - Loomis Chaffee School -- American college preparatory school
Wikipedia - Loop Independent School District -- Independent school district in Loop, Texas
Wikipedia - Lopatcong Township School District -- School district in Warren County, New Jersey, United States
Wikipedia - Lord Wandsworth College -- Independent school in Hampshire, England
Wikipedia - Loreto Abbey, Dalkey -- Secondary school for girls in Dalkey, Dublin, Ireland
Wikipedia - Loreto College, Foxrock -- Secondary school for girls in Foxrock, Dublin, Ireland
Wikipedia - Loreto College, Mullingar -- Secondary school for girls in County Westmeath, Ireland
Wikipedia - Loreto College, Swords -- Secondary school for girls in Swords, Dublin, Ireland
Wikipedia - Loreto Kirribilli -- Private girls' school in Sydney, Australia
Wikipedia - Loreto Schools, Kolkata
Wikipedia - Loreto Secondary School, Kilkenny -- Secondary school for girls in Ireland
Wikipedia - Loreto Secondary School, Navan -- Secondary school for girls in County Meath, Ireland
Wikipedia - Los Altos High School (Hacienda Heights, California) -- High school located in California, United States
Wikipedia - Los Angeles High School
Wikipedia - Los Angeles International Charter High School -- Charter school in Los Angeles, California, United States
Wikipedia - Los Angeles Normal School
Wikipedia - Los Angeles Unified School District -- California school district serving almost all of Los Angeles and surrounding areas
Wikipedia - Loudoun County Public Schools -- public school division serving Loudoun County, Virginia, United States
Wikipedia - Louisa Aldrich-Blake -- Surgeon and medical school dean
Wikipedia - Louis Bromfield High School -- former school in Perrysville, Ohio, USA
Wikipedia - Louise Doris Adams -- British mathematics educator and school inspector
Wikipedia - Louisiana Independent School Association -- Defunct Louisiana private school athletic league
Wikipedia - Louis Riel School Division -- School division in Winnipeg, Manitoba
Wikipedia - Lourdes Academy (Oshkosh, Wisconsin) -- Roman Catholic School in Oshkosh, Wisconsin
Wikipedia - Louvain School of Engineering
Wikipedia - Love Live! School Idol Project (TV series) -- Wikipedia list article
Wikipedia - Lowell School (Boise, Idaho) -- Historical building in Boise, Idaho
Wikipedia - Lower Alloways Creek Township School District -- School district in Salem County, New Jersey, United States
Wikipedia - Lower Cape May Regional High School -- High school in Cape May County, New Jersey, United States
Wikipedia - Lowndes County Public Schools (Alabama) -- School district in Alabama, United States
Wikipedia - Loyola High School (Pune)
Wikipedia - Loyola Institute of Business Administration -- Business School
Wikipedia - Loyola School (New York City)
Wikipedia - Loyola University Chicago School of Law -- Religious university in Illinois
Wikipedia - Loyola University New Orleans College of Law -- American law school in New Orleans, Louisiana, United States
Wikipedia - LSM Education -- Private business school
Wikipedia - Luang Pu Sodh Candasaro -- Thai Buddhist monk and founder of the Dhammakaya meditation school
Wikipedia - Lubavitch Senior Girls' School -- Chabad school
Wikipedia - Lucille Hunter Elementary School -- Historic elementary school in North Carolina
Wikipedia - Lucy Craft Laney High School -- School in Augusta, Georgia, US
Wikipedia - Luisenschule (Posen) -- Polish private school
Wikipedia - Lumberton Township School District -- Township in Burlington County, New Jersey, United States
Wikipedia - Lund Cathedral School
Wikipedia - Lund School of Economics and Management
Wikipedia - Lurianic Kabbalah -- School of kabbalah named after Isaac Luria (1534-1572)
Wikipedia - Lutheran University of Applied Sciences Nuremberg -- School
Wikipedia - Luther Preparatory School -- private college preparatory school in Watertown, Wisconsin, United States
Wikipedia - Luxemburg-Casco High School -- High school in Luxemburg, Wisconsin, USA
Wikipedia - Lww School of Mathematics
Wikipedia - Lyceum -- Type of school, usually a secondary school
Wikipedia - LycM-CM-)e Denis Diderot (Kenya) -- French international school in Nairobi, Kenya
Wikipedia - LycM-CM-)e Francais Charles de Gaulle -- French school in London, UK
Wikipedia - LycM-CM-)e Francais ThM-CM-)odore Monod (Mauritania) -- French international school
Wikipedia - LycM-CM-)e Franco-Mexicain -- A private French school with two campuses in Mexico City and one in Morelos
Wikipedia - LycM-CM-)e Janson-de-Sailly -- secondary school in Paris, France
Wikipedia - LycM-CM-)e Jean-Zay -- secondary school in Thiers, France
Wikipedia - LycM-CM-)e Louis-le-Grand -- Secondary school in Paris
Wikipedia - LycM-CM-)e Professionnel Paul Langevin -- State school in Beaucaire, France
Wikipedia - LycM-CM-)e Regnault -- French international school in Tangier, Morocco
Wikipedia - LycM-CM-)e Saint-Louis -- Post-secondary school in Paris
Wikipedia - Lyle School of Engineering -- School of engineering at Southern Methodist University
Wikipedia - Lyman T. Johnson -- Kentucky school teacher and desegregation pioneer
Wikipedia - Lynch School of Education
Wikipedia - Lyndhurst High School -- High school in Bergen County, New Jersey, United States
Wikipedia - Lyndhurst School District -- School district in Bergen County, New Jersey, United States
Wikipedia - Lyndon School, Solihull -- High school in Solihull, England
Wikipedia - M-149 (Michigan highway) -- State highway in Schoolcraft County, Michigan, United States
Wikipedia - M-77 (Michigan highway) -- State highway in Schoolcraft and Alger counties in Michigan, United States
Wikipedia - M-98 (Michigan highway) -- Former state highway in Schoolcraft and Luce counties in Michigan, United States
Wikipedia - Ma'ayanot Yeshiva High School -- Private high school in Bergen County, New Jersey, United States
Wikipedia - M Abdur Rahim Medical College and Hospital -- Bangladeshi medical school
Wikipedia - MacDuffie School -- Private college preparatory school in Granby, Massachusetts, US
Wikipedia - Machon Chana -- Chabad school
Wikipedia - Maconaquah High School -- American public high school
Wikipedia - Madden School -- United States historic building.
Wikipedia - Madera High School -- High school in Madera, California
Wikipedia - Madera Unified School District -- School district in Madera County, California
Wikipedia - Madhhab -- School of thought within Islamic jurisprudence
Wikipedia - Madhubani Medical College and Hospital -- Medical school/hospital in Bihar, India
Wikipedia - Madhvacharya -- Hindu philosopher who founded Dvaita Vedanta school
Wikipedia - Madhyamik Pariksha -- Secondary school exam in West Bengal
Wikipedia - Madhyanta-vibhaga-karika -- Key work in Buddhist philosophy of the Yogacara school
Wikipedia - Madison Central High School (Kentucky) -- American public high school
Wikipedia - Madison High School (New Jersey) -- High school in Morris County, New Jersey, United States
Wikipedia - Madison Public Schools -- School district in Morris County, New Jersey, United States
Wikipedia - Madrasa and tomb of Alauddin Khalji -- Historic Islamic school containing a tomb in Delhi, India
Wikipedia - Madrasa -- School or college, often providing an Islamic education
Wikipedia - Madras Medical College -- Medical school and hospital in Chennai, India
Wikipedia - Magdalen College School, Brackley
Wikipedia - Magic Valley High School -- School in Twin Falls, Idaho
Wikipedia - Magnaura School
Wikipedia - Magnetic Hill School -- Elite primary school in Lutes Mountain, New Brunswick (Canada)
Wikipedia - Magnet Schools Assistance Program -- administered federal grants program
Wikipedia - Magnet school -- Public schools with specialized courses or curricula
Wikipedia - Magura Govt. Girls' High School -- High school in Magura, Bangladesh
Wikipedia - Maharashtra Institute of Medical Science and Research, Latur -- Medical school in Maharashtra, India
Wikipedia - Maharishi Vidya Mandir Schools -- Indian school society
Wikipedia - Mahatma Gandhi High School, Sheragada -- High school in India
Wikipedia - Mahatma Gandhi Memorial High School (Fiji) -- Secondary School in Fiji
Wikipedia - Mahwah High School -- High school in Bergen County, New Jersey, United States
Wikipedia - Mahwah Township Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Maine School Administrative District 9 -- Regional school district in Franklin County, Maine
Wikipedia - Mainland Regional High School (New Jersey) -- High school in Atlantic County, New Jersey, United States
Wikipedia - MaitrM-DM-+ -- One of the ten paramM-DM-+s of the Theravada school of Buddhism
Wikipedia - Malahide Community School -- School in Malahide, Ireland
Wikipedia - Malcolm X Shabazz High School -- High school in Newark, New Jersey, United States
Wikipedia - Malet Lambert School
Wikipedia - Maliki school
Wikipedia - Maliki -- One of four major schools of madhhab of Islamic jurisprudence within Sunni Islam
Wikipedia - Malting House School
Wikipedia - Malvern College Egypt -- British international school in Cairo
Wikipedia - Malvern Preparatory School
Wikipedia - Mamie Till -- American schoolteacher and mother of Emmett Till
Wikipedia - Management Development Institute Murshidabad -- Business school in West Bengal
Wikipedia - Manak Nagar Railway Inter College -- School in India
Wikipedia - Manalapan-Englishtown Regional School District -- School district in Monmouth County, New Jersey, United States
Wikipedia - Manalapan High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Manasquan High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Manasquan Public Schools -- School district in Monmouth County, New Jersey, United States
Wikipedia - Manchester Business School
Wikipedia - Manchester Grammar School
Wikipedia - Manchester Regional High School -- High schools in Passaic County, New Jersey, United States
Wikipedia - Manchester school (anthropology)
Wikipedia - Manchester School of Architecture -- Architecture school in Manchester, England
Wikipedia - Manchester Township High School -- High school in Passaic County, New Jersey, United States
Wikipedia - Manchester Township School District -- School district in Ocean County, New Jersey, United States
Wikipedia - Manhattan Beach Unified School District -- School district in California
Wikipedia - Manishi Dey -- Indian painter of the Bengal School of Art (1909-1966)
Wikipedia - Manitoba High Schools Athletics Association -- Governing body for high school sport in Manitoba
Wikipedia - Manley Kemp -- English schoolmaster and sportsman
Wikipedia - Mannington Township School District -- School district in Salem County, New Jersey, United States
Wikipedia - Man of the Year (song) -- 2013 single by Schoolboy Q
Wikipedia - Manor House School, Raheny -- Second level school for girls in Raheny, Dublin, Ireland
Wikipedia - Mansfield Township School District -- School district in Warren County, New Jersey, United States
Wikipedia - Mantua Township School District -- School district in Gloucester County, New Jersey, United States
Wikipedia - Manville High School -- High school in Somerset County, New Jersey, United States
Wikipedia - Maple Shade High School -- High school in Burlington County, New Jersey, United States
Wikipedia - Maple Shade School District -- School district in Burlington County, New Jersey, United States
Wikipedia - Maquoketa Valley Community School District -- School district in Iowa
Wikipedia - Marburg School
Wikipedia - Marburg school
Wikipedia - Marcinelle school -- Art style
Wikipedia - Margaret A. Berger -- Professor of Law at Brooklyn Law School
Wikipedia - Margate City Schools -- School district in Mercer County, New Jersey, United States
Wikipedia - Margrethe Christiansen -- Danish folk high school teacher
Wikipedia - Maria Berushko -- Brazilian school teacher
Wikipedia - Marian Academy -- Private school in Georgetown, Guyana
Wikipedia - Marian Catholic High School (Illinois)
Wikipedia - Maria Regina High School
Wikipedia - Maria Ribbing -- Swedish schoolteacher and philanthropist
Wikipedia - Marie Kruse -- Danish schoolteacher
Wikipedia - Marine Academy of Science and Technology -- Magnet high school in Monmouth County, New Jersey, United States
Wikipedia - Marine Academy of Technology and Environmental Science -- High school in Ocean County, New Jersey, United States
Wikipedia - Marion County Schools -- School district in Alabama, United States
Wikipedia - Marist Catholic College North Shore -- Coeducational Catholic K-12 school in North Sydney, Australia
Wikipedia - Marist College Kogarah -- High school in Sydney, Australia
Wikipedia - Marist High School (New Jersey) -- Private high school in Hudson County, New Jersey, United States
Wikipedia - Marjorie Cook Education Center -- School in California
Wikipedia - Mark Allbrook -- English cricketer and school headmaster
Wikipedia - Marlboro High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Marlboro Township Public School District -- School district in Monmouth County, New Jersey, United States
Wikipedia - Marlborough High School -- High school in Zimbabwe
Wikipedia - Marnix Gymnasium -- Secondary school in Rotterdam, Netherlands
Wikipedia - Marquette High School (Missouri) -- Public secondary school in St. Louis County, Missouri, United States
Wikipedia - Marshall County High School shooting -- 2018 high school shooting in Draffenville, Kentucky, United States
Wikipedia - Marshall Metropolitan High School -- Public high school in Chicago, Illinois, United States
Wikipedia - Marshall Middle School (Pittsburgh)
Wikipedia - Marshall-University High School -- High school in Minneapolis, Minnesota closed in 1982
Wikipedia - Martin Dyson -- English cricketer and schoolmaster
Wikipedia - Martinez Unified School District -- Public school district in Contra Costa County, California, USA
Wikipedia - Martin J. Whitman School of Management -- Business school at Syracuse University in New York, U.S.
Wikipedia - Martin School -- Graduate school of Public Policy and Administration at the University of Kentucky
Wikipedia - Maru-a-Pula School -- Independent school in Gaborone, Botswana
Wikipedia - Marxist humanism -- School of Marxism that primarily focuses on Marx's earlier writings
Wikipedia - Marxist schools of thought
Wikipedia - Mary Emma Allison -- American school librarian
Wikipedia - Mary Franklin -- Coventry schoolmistress
Wikipedia - Mary Help of Christians Academy (New Jersey) -- Catholic high school in Passaic County, New Jersey, United States
Wikipedia - Maryknoll School of Lupon
Wikipedia - Maryknoll School
Wikipedia - Marylawn of the Oranges Academy -- Defunct Catholic school in Essex County, New Jersey, United States
Wikipedia - Mary Lou Fulton Institute and Graduate School of Education -- Former Arizona State University department with mission to focus on research and graduate ed programs
Wikipedia - Marymount School of New York
Wikipedia - Mary St Domitille Hickey -- NZ Catholic nun, school principal, historian
Wikipedia - Mary Whitwell Hale -- 19th-century American teacher, school founder, hymnwriter
Wikipedia - Masiphumelele High School -- High school in Cape Town, South Africa
Wikipedia - Massachusetts Institute of Technology School of Engineering
Wikipedia - Massachusetts Institute of Technology School of Science
Wikipedia - Massachusetts School of Law -- Law School in Massachusetts, USA
Wikipedia - Massaponax High School -- School in Fredericksburg, Virginia, United States
Wikipedia - Massey High School -- High school in Massey, New Zealand
Wikipedia - Massive resistance -- Strategy declared by U.S. Senator Harry F. Byrd to resist public school desegregation in Virginia
Wikipedia - Masurius Sabinus -- 1st century AD Roman jurist and leader of the Sabiniani, a school of legal thought
Wikipedia - Matawan-Aberdeen Regional School District -- School district in Monmouth County, New Jersey, United States
Wikipedia - Matawan Regional High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Mater Dei High School (New Jersey) -- Catholic school in Monmouth County, New Jersey, United States
Wikipedia - Mater Dei High School (Santa Ana, California) -- Catholic secondary school in Santa Ana, California
Wikipedia - Mather High School
Wikipedia - Maumee High School (Ohio) -- Public, coeducational high school in Maumee, Ohio, United States
Wikipedia - Maurice A. Deane School of Law -- Law school at Hofstra University
Wikipedia - Maurice River Township School District -- School district in Cumberland County, New Jersey, United States
Wikipedia - Maury County Public Schools -- School district in Tennessee, United States
Wikipedia - Maximilian Berlitz -- German-American linguist and the founder of the Berlitz Language Schools
Wikipedia - Maxwell School of Citizenship and Public Affairs -- School of Public Administration and International Relations at Syracuse University in New York, U.S.
Wikipedia - Maya Angelou Academy -- American alternative school
Wikipedia - Mayanot -- Chabad school
Wikipedia - Maybeck High School
Wikipedia - Mayfair High School -- California public school
Wikipedia - Maynooth Post Primary School -- Second-level school in Co. Kildare, Ireland
Wikipedia - Mayo Clinic Alix School of Medicine -- Research-oriented medical school based in Rochester, Minnesota, with additional campuses in Arizona and Florida.
Wikipedia - Mayo Clinic Graduate School of Biomedical Sciences -- Medical graduate training school
Wikipedia - Mayo Clinic School of Medicine
Wikipedia - Mayura School -- Non-governmental school in Jaipur, India,
Wikipedia - Maywood Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Mazama High School -- High school in Oregon, United States
Wikipedia - McBain Rural Agricultural School -- American public school
Wikipedia - McCombs School of Business
Wikipedia - McDonald High School (Ohio) -- Public high school in Ohio
Wikipedia - McDonough School of Business -- Business school of Georgetown University
Wikipedia - McGill University School of Computer Science
Wikipedia - McGovern Medical School -- Medical school in Houston, Texas, US
Wikipedia - McHenry School District 15 -- In Illinois, US
Wikipedia - MCI Management Center Innsbruck -- University-level business school located in Innsbruck, Austria
Wikipedia - McMartin preschool trial -- Day care sexual abuse case in the 1980s that overlapped with the Satanic Ritual Abuse panic
Wikipedia - McMinn Central High School -- American public high school
Wikipedia - McMinn County High School -- American public high school
Wikipedia - M-DM-0mam Hatip school -- Vocational schools in Turkey for cultivating muslim clerics
Wikipedia - M-DM-^@jM-DM-+vika -- One of the nastika or "heterodox" schools of Indian philosophy
Wikipedia - Meade Senior High School -- High school in Maryland
Wikipedia - Meadville Lombard Theological School -- Seminary in Chicago, Illinois, United States
Wikipedia - Medford Lakes School District -- School district in Burlington County, New Jersey, United States
Wikipedia - Medford Township Public Schools -- School district in Burlington County, New Jersey, United States
Wikipedia - Medical College and Hospital, Kolkata -- Medical school and hospital in Kolkata, West Bengal, India
Wikipedia - Medical College of Wisconsin -- Private medical school in Milwaukee, Wisconsin, United States
Wikipedia - Medical School Admissions: Report of a formal investigation into St. George's Hospital Medical School (1988) -- 1988 enquiry by the Commission for Racial Equality
Wikipedia - Medical school in the United States -- Four-year graduate institution with the purpose of educating physicians in the field of medicine
Wikipedia - Medical School
Wikipedia - Medical school -- Tertiary educational institution teaching and granting degrees in medicine
Wikipedia - Megarian school -- Ancient socratic school
Wikipedia - Meharry Medical College -- American medical school
Wikipedia - Mekteb-i AM-EM-^_iret-i Humayun -- Tribal school in the Ottoman Empire
Wikipedia - Memorial High School (Millville, New Jersey) -- High school in Cumberland County, New Jersey, United States
Wikipedia - Memorial High School (Tulsa, Oklahoma) -- High school in Tulsa, Oklahoma USA
Wikipedia - Memorial High School (West New York, New Jersey) -- High school in Hudson County, New Jersey, United States
Wikipedia - Menasha High School -- Public secondary school in Menasha, Wisconsin
Wikipedia - Mendham Borough Schools -- Public school district in New Jersey, USA
Wikipedia - Menifee Union School District -- Public school district in Riverside County, California
Wikipedia - Meole Brace School -- Secondary school in Shrewsbury, England
Wikipedia - Mercator School of Management -- Business school
Wikipedia - Mercer Island High School -- American public high school
Wikipedia - Merchant Taylors' School, Northwood
Wikipedia - Merchantville School District -- School district in Camden County, New Jersey, United States
Wikipedia - Mercy Career > Technical High School
Wikipedia - Merkabah mysticism -- School of early Jewish mysticism centred on Ezekiel's visions of the throne-chariot of God
Wikipedia - Mervyn Brooker -- English cricketer and school headmaster
Wikipedia - Mesa Union School District -- School district in Ventura County, California
Wikipedia - Mesivta Zichron Baruch -- Yeshiva high school in Passaic County, New Jersey, United States
Wikipedia - Methodic school -- School of medicine in ancient Greece and Rome
Wikipedia - Methodist Boys' High School, Oron -- High school in Oron, Nigeria
Wikipedia - MET Rishikul Vidyalaya -- Mumbai, India Cambridge International School
Wikipedia - Metro Athletic Conference (Ohio) -- High school athletics conference in northeastern Ohio, United States
Wikipedia - Metropolitan Interscholastic Conference -- High school athletic conference based in Central and Western Indiana
Wikipedia - Metropolitan Nashville Public Schools -- Public school district in Nashville, Tennessee, United States
Wikipedia - Metropolitan School District of Washington Township -- School district in Indiapolis, Indiana, U.S.
Wikipedia - Metuchen High School -- High school in Middlesex County, New Jersey, United States
Wikipedia - Mfantsiman Girls' Secondary School -- Girls' secondary school in Mfantsiman, Ghana
Wikipedia - Mfantsipim School -- All-boys boarding secondary school in Cape Coast, Ghana
Wikipedia - Miami-Dade County Public Schools -- Public school system of Miami-Dade County, Florida, serving Miami
Wikipedia - Mica Mountain High School -- High school in Avondale, Arizona
Wikipedia - Michael Kidson -- British schoolmaster (1929-2015)
Wikipedia - Michael Smurfit Graduate Business School -- A postgraduate division of University College Dublin, in Blackrock, Dublin
Wikipedia - Michigan Lutheran Seminary -- private college preparatory school in Saginaw, Michigan, United States
Wikipedia - Mickey in School -- 1928 film
Wikipedia - Micro-schooling -- Reinvention of the one-room school house
Wikipedia - Middleborough High School -- High school in Middleborough, Massachusetts
Wikipedia - Middleburg High School -- American public high school
Wikipedia - Middle school (North America)
Wikipedia - Middle School: The Worst Years of My Life -- 2011 novel by James Patterson
Wikipedia - Middle school -- School offering the lower levels of secondary education, in some countries, between elementary and high school
Wikipedia - Middlesex County Academy for Allied Health and Biomedical Sciences -- Vocational high school in Middlesex County, New Jersey, United States
Wikipedia - Middlesex County Academy -- Magnet high school in Middlesex County, New Jersey, United States
Wikipedia - Middlesex High School -- High school in Middlesex County, New Jersey, United States
Wikipedia - Middle States Association of Colleges and Schools -- Voluntary, peer-based, non-profit association
Wikipedia - Middletown High School North -- High school in Monmouth County, New Jersey, United States
Wikipedia - Middletown High School South -- High school in Monmouth County, New Jersey, United States
Wikipedia - Middle Township High School -- High school in Cape May County, New Jersey, United States
Wikipedia - Middle Township Public Schools -- School district in Cape May County, New Jersey, United States
Wikipedia - Middletown Township Public School District -- School district in Monmouth County, New Jersey, United States
Wikipedia - Midland Community School District -- School district in Wyoming, Iowa, United States
Wikipedia - Midland Park High School -- High school in Bergen County, New Jersey, United States
Wikipedia - Midland Park School District -- School district in Bergen County, New Jersey, United States
Wikipedia - Midleton College -- Irish co-educational day and boarding school
Wikipedia - Midtown High School (comics)
Wikipedia - Mid Valley School District -- school district in Lackawanna County, Pennsylvania, USA
Wikipedia - Mid Valley Secondary Center -- public school in Throop, Pennsylvania, USA
Wikipedia - Midwood High School
Wikipedia - Miftaahul Uloom Academy -- Private school in Hudosn County, New Jersey, United States
Wikipedia - Mihai Eminescu National College (Satu Mare) -- High school in Romania
Wikipedia - Mikagura School Suite -- Japanese light novel, manga and anime series
Wikipedia - Mike Mitchell (cricketer) -- English cricketer and schoolmaster
Wikipedia - Mike Timmons -- American school administrator and politician
Wikipedia - Milano School of Policy, Management, and Environment -- Graduate school of management in New York City
Wikipedia - Milesian School
Wikipedia - Milesian school
Wikipedia - Miles Law School -- Law School in Birmingham, Alabama, U.S.
Wikipedia - Milford Borough School District -- School district in Hunterdon County, New Jersey, United States
Wikipedia - Military Music Wing -- Music school of the Indian Armed Forces
Wikipedia - Military school
Wikipedia - Milken Institute School of Public Health -- School of public health of the George Washington University, in Washington, DC
Wikipedia - Millburn High School -- High school in Essex County, New Jersey, United States
Wikipedia - Miller Creek Elementary School District -- School district in California
Wikipedia - Millstone Township Schools -- School district in Monmouth County, New Jersey, United States
Wikipedia - Millville Public Schools -- School district in Cumberland County, New Jersey, United States
Wikipedia - Millville Senior High School -- High school in Cumberland County, New Jersey, United States
Wikipedia - Milton Abbey School
Wikipedia - Milwaukee Career College -- Technical school in Wisconsin, United States
Wikipedia - Milwaukee Lutheran High School
Wikipedia - Milwaukee Public Schools
Wikipedia - Milwaukie Academy of the Arts -- School in Oregon
Wikipedia - Minami Kamakura High School Girls Cycling Club -- Japanese manga series
Wikipedia - Mine Hill School District -- School district in Morris County, New Jersey, United States
Wikipedia - Minerva Schools at KGI
Wikipedia - Mines ParisTech -- French engineer school and a constituent college of UniversitM-CM-) PSL
Wikipedia - Ministry of Dance -- Australian dance school
Wikipedia - Minnesota State Academies -- Residential schools for disabled children
Wikipedia - Minnesota State High School League -- High school activities governing organization
Wikipedia - MINT College -- Private secondary and tertiary school in the Philippines
Wikipedia - Mirzapur Ganesh Chandra Sikshaniketan -- School in West Bengal
Wikipedia - Mission Hill School
Wikipedia - Mission School -- Art movement in 1990s & 2000s, Mission District, San Francisco, California.
Wikipedia - Mission Vista High School -- High school in California's Vista Unified School District
Wikipedia - Missouri A+ schools program -- Statewide education reform program in Missouri
Wikipedia - MIT Art, Design and Technology University -- Design school, located in Pune, Maharashtra
Wikipedia - MIT School of Architecture and Planning
Wikipedia - MIT School of Engineering
Wikipedia - MIT School of Humanities, Arts, and Social Sciences
Wikipedia - MIT School of Science
Wikipedia - MIT Sloan School of Management -- Business school of the Massachusetts Institute of Technology
Wikipedia - MKFC Stockholm College -- Adult high school in Stockholm
Wikipedia - MM-EM-+lamadhyamakakarika -- Foundational text of the Madhyamaka school of Mahayana philosophy
Wikipedia - Mobile phone use in schools -- Overview of the use of mobile phones in schools
Wikipedia - Modern Montessori School
Wikipedia - Modern School (New Delhi)
Wikipedia - Modern School (United States)
Wikipedia - Mogollon High School -- High school in Arizona, United States
Wikipedia - Mohammed Rafi Academy -- School for music in india
Wikipedia - Molinism -- Theological school which attempts to reconcile the providence of God with human free will
Wikipedia - Monarch High School (Colorado) -- American high school in Colorado
Wikipedia - Monastic school
Wikipedia - Mondale High School -- Public high school in Cape Town, South Africa
Wikipedia - Monmouth Beach School District -- School district in Monmouth County, New Jersey, United States
Wikipedia - Monmouth County Vocational School District -- Vocational school district in Monmouth County, New Jersey, United States
Wikipedia - Monmouth Regional High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Monmouth School for Girls Rowing Club -- British rowing club
Wikipedia - Monroe County Schools (Tennessee) -- School district in Monroe County, Tennessee, United States
Wikipedia - Monroe High School (Monroe, Oregon) -- High school in Monroe, Oregon
Wikipedia - Monroe Township High School -- High school in Mercer County, New Jersey, United States
Wikipedia - Monroe Township School District -- School district in Middlesex County, New Jersey, United States
Wikipedia - Monroe-Woodbury High School -- High school serving two named towns in Orange County, New York
Wikipedia - Monsignor Bonner High School
Wikipedia - Monsignor Farrell High School
Wikipedia - Monsignor Scanlan High School
Wikipedia - Monster Factory -- American professional wrestling school
Wikipedia - Montague Druitt -- Suspect in the Jack the Ripper murders, cricketer, barrister and schoolteacher
Wikipedia - Montague Township School District -- School district in Sussex County, New Jersey, United States
Wikipedia - Monta Vista High School
Wikipedia - Montclair High School (New Jersey) -- High school in Essex County, New Jersey, United States
Wikipedia - Montclair Kimberley Academy -- Private school in Essex County, New Jersey, United States
Wikipedia - Montclair Public Schools -- School district in Essex County, New Jersey, United States
Wikipedia - Montessori School
Wikipedia - Montfort Realschule Zell -- School in Germany
Wikipedia - Montgomery County Public Schools (Maryland) -- public school district serving Montgomery County, Maryland, United States
Wikipedia - Montgomery High School (New Jersey) -- High school in Somerset County, New Jersey, United States
Wikipedia - Montgomery Public Schools -- School district in Montgomery, Alabama, United States
Wikipedia - Montini Catholic High School -- Catholic high school in Illinois, United States
Wikipedia - Montvale Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Montville Township High School -- High school in Morris County, New Jersey, United States
Wikipedia - Monument Valley High School (Utah) -- High school in Utah, USA
Wikipedia - Moo Duk Kwan Taekwondo -- Taekwondo school
Wikipedia - Moonachie School District -- School district in Bergen County, New Jersey, United States
Wikipedia - Moore Catholic High School
Wikipedia - Moore School Lectures
Wikipedia - Moore School of Electrical Engineering
Wikipedia - Moore School of Engineering
Wikipedia - Moore School
Wikipedia - Moorestown Friends School -- Private school in Burlington County, New Jersey, United States
Wikipedia - Moorestown High School -- High school in Burlington County, New Jersey, United States
Wikipedia - Moorestown Township Public Schools -- School district in Burlington County, New Jersey, United States
Wikipedia - Moorpark Unified School District -- School district in Ventura County, California
Wikipedia - Moot court -- Extracurricular activity at many law schools
Wikipedia - Morales Carrion Diplomatic and Foreign Relations School -- School of international relations in Puerto Rico
Wikipedia - Mordovian State University -- School in Saransk, Russia
Wikipedia - Morehouse School of Medicine -- Medical school in Atlanta, Georgia, United States
Wikipedia - Moreno Valley Unified School District -- Public school district in Riverside County, California
Wikipedia - Morong High School -- High school in Morong, Rizal, Philippines
Wikipedia - Morris Catholic High School -- Catholic high school in Morris County, New Jersey, United States
Wikipedia - Morris County School of Technology -- High school in Morris County, New Jersey, United States
Wikipedia - Morris County USD 417 -- School district in Council Grove, Kansas
Wikipedia - Morris County Vocational School District -- School district in Morris County, New Jersey, United States
Wikipedia - Morris Hills High School -- High school in Morris County, New Jersey, United States
Wikipedia - Morris Hills Regional High School District -- School district in Morris County, New Jersey, United States
Wikipedia - Morris Knolls High School -- School district in Morris County, New Jersey, United States
Wikipedia - Morrison Academy -- International school in Taiwan
Wikipedia - Morrison's Academy -- Independent school in Perth and Kinross, Scotland
Wikipedia - Morris Plains Schools -- School district in Morris County, New Jersey, United States
Wikipedia - Morris School District -- School district in Morris County, New Jersey, United States
Wikipedia - Morristown-Beard School -- Private school in Morris County, New Jersey, United States
Wikipedia - Morristown High School -- High school in Morris County, New Jersey, United States
Wikipedia - Morrisville Middle/Senior High School -- Public school in Morrisville, Pennsylvania, United States
Wikipedia - Moscow School of Mathematics and Navigation
Wikipedia - Moscow State Academy of Choreography -- Ballet school in Moscow, Russia
Wikipedia - Moses Lake High School -- Public high school in Moses Lake, Washington
Wikipedia - Mother Cabrini High School
Wikipedia - Mother Seton Regional High School -- High school in Union County, New Jersey, United States
Wikipedia - Motobu-ryM-EM-+ -- School of karate in Japan
Wikipedia - Mount Abraham Union High School -- School in Vermont, US
Wikipedia - Mountain High School (Mountain, Wisconsin) -- High school in Mountain, Wisconsin, United States
Wikipedia - Mountain Lakes High School -- High school in Morris County, New Jersey, United States
Wikipedia - Mountain View Academy -- Private high school in Cape Town, South Africa
Wikipedia - Mount Alvernia High School (Pittsburgh) -- Private, all-female school in Pittsburgh, , Pennsylvania, United States
Wikipedia - Mount Anville Secondary School -- Private all-girls post-primary school in Goatstown, Ireland
Wikipedia - Mount Arlington School District -- Place in Mercer County, New Jersey, United States
Wikipedia - Mount Aviat Academy -- Catholic school in Maryland, United States
Wikipedia - Mount Carmel Academy (Texas) -- High school in Texas, United States
Wikipedia - Mount Ephraim Public Schools -- School district in Camden County, New Jersey, United States
Wikipedia - Mount Kelly School -- Independent School in the South West of England
Wikipedia - Mount Laurel Schools -- School district in Burlington County, New Jersey, United States
Wikipedia - Mount Litera Zee School, Moga -- School in Punjab, India
Wikipedia - Mount Olive High School (New Jersey) -- High school in Morris County, New Jersey, United States
Wikipedia - Mount Olive Township School District -- School district in Morris County, New Jersey, United States
Wikipedia - Mountrath Community School -- Secondary school in Mountrath, County Laois, Ireland
Wikipedia - Mount Saint Dominic Academy -- Catholic high school in Essex County, New Jersey, United States
Wikipedia - Mount Saint Joseph High School -- private boys' high school in Baltimore, Maryland, United States
Wikipedia - Mount Saint Mary's College Namagunga -- Ugandan all-girls boarding secondary school
Wikipedia - Mount St. Mary Academy -- Catholic high school in Somerset County, New Jersey, United States
Wikipedia - Mountview Academy of Theatre Arts -- Drama school
Wikipedia - Moyles Court School -- School in Hampshire, UK
Wikipedia - Mt. Carmel High School (San Diego) -- High school in San Diego, California
Wikipedia - Mt. Healthy City School District Board of Education v. Doyle -- 1977 U.S. Supreme Court case establishing mixed-motive test
Wikipedia - Mt. Lebanon High School
Wikipedia - Mu Kuang English School -- Secondary school in Kwun Tong, Hong Kong
Wikipedia - Mulberry High School (Mulberry, Florida)
Wikipedia - Mulholland League -- High school athletic league
Wikipedia - Mullica Township Schools -- School district in Atlantic County, New Jersey, United States
Wikipedia - Multitech Business School -- Institution of higher education in Uganda
Wikipedia - MuM-JM-?tazila -- Rationalist school of Islamic theology
Wikipedia - Munkegaard School -- school in Gentofte, Denmark
Wikipedia - Murder of Ana KriM-CM-)gel -- Murder of Russian-Irish schoolgirl, Lucan, 2018
Wikipedia - Murder of Irene Garza -- American school teacher and murder victim
Wikipedia - Murder of Mark Tildesley -- Murder of an English schoolboy.
Wikipedia - Murder of Roy Tutill -- 1968 murder of a schoolboy
Wikipedia - Murdock Middle/High School -- Public school in Winchendon, MA
Wikipedia - Murfreesboro City Schools -- School district in Murfreesboro, Tennessee, United States
Wikipedia - Muriel May -- New Zealand teacher, school principal, writer
Wikipedia - Murrieta Valley Unified School District -- Public school district in Riverside County, California
Wikipedia - Murrumbidgee Regional High School -- secondary day school in Australia
Wikipedia - Music school -- Institution specializing in music education
Wikipedia - Muskogee Public Schools -- School district in Oklahoma, United States
Wikipedia - Mustard Seed Academy -- Prep school in Tokyo, Japan
Wikipedia - Mutualism (economic theory) -- anarchist school of thought and socialist economic theory
Wikipedia - Mvara Secondary School -- Secondary school in Uganda
Wikipedia - Mweshipandeka High School -- High School in Windhoek, Namibia
Wikipedia - M. W. Gibbs High School -- High school in Little Rock, Arkansas, US
Wikipedia - Myddelton College -- Day school in Denbighshire, UK
Wikipedia - My Entire High School Sinking Into the Sea -- 2016 film
Wikipedia - My Schoolfriend -- 1960 film
Wikipedia - My School -- School performance monitoring website
Wikipedia - Mystery schools
Wikipedia - Mythological school
Wikipedia - My Weird School -- Ongoing series of children's novels
Wikipedia - Nabagram Vidyapith -- High school in Konnagar, India
Wikipedia - Nakhimov Naval School (St. Petersburg) -- Naval school
Wikipedia - Nakuru Boys High School -- Public highschool in Nakuru,Kenya.
Wikipedia - Nalanda Maha Vidyalaya, Elpitiya -- school in Elpitiya
Wikipedia - Nancy School
Wikipedia - Nandom Senior High School -- A second cycle co-educational institution in the Upper West region of Ghana
Wikipedia - Nankai -- Family of schools in China
Wikipedia - Nanna Kristensen-Randers -- Danish lawyer and folk high school proponent
Wikipedia - Nantahala School -- K-12 school in Topton, North Carolina
Wikipedia - Nanto RokushM-EM-+ -- Six Schools of Nara Buddhism
Wikipedia - Naperville Central High School -- American public high school
Wikipedia - Naperville North High School -- American public high school
Wikipedia - Narbonne High School -- Public school in Harbor City, California , United States
Wikipedia - Nashoba Regional School District -- School district in Massachusetts
Wikipedia - Nashoba Valley Technical High School -- Public regional vocational technical school in Westford, Massachusetts, USA
Wikipedia - Nashville School of Law -- American law school
Wikipedia - NASN School Nurse -- Peer-reviewed nursing journal
Wikipedia - Natchez-Adams School District -- School district in Natchez, Mississippi
Wikipedia - Nathan Clifford School -- Historic building in Portland, Maine
Wikipedia - Nathaniel Brazill -- American school shooter
Wikipedia - National Academy of Design -- professional honorary organization with a school and museum
Wikipedia - National Academy of Performing Arts -- Performing arts school in Karachi, Pakistan
Wikipedia - National Alliance of Black School Educators -- Non-profit organization
Wikipedia - National Association of Episcopal Schools -- Membership organization
Wikipedia - National Association of School Nurses -- American organization for School Nurses
Wikipedia - National Association of School Psychologists
Wikipedia - National Association of Schools of Art and Design -- US organisation for accreditation of schools, colleges and universities
Wikipedia - National Association of Schools of Music -- Association of post-secondary music school
Wikipedia - National Association of Secondary School Principals -- Other organization in Reston, United States
Wikipedia - National Association of University-Model Schools -- Associations of school
Wikipedia - National Center for History in the Schools -- Organization dedicated to enhancing teaching effectiveness and promoting K-12 student engagement
Wikipedia - National Coalition of Alternative Community Schools -- International organization based in the U.S. city of Ann Arbor, Michigan
Wikipedia - National College of Professional Technical Education -- Technical high school in Mexico
Wikipedia - National Council of Schools and Programs of Professional Psychology -- Psychology organizations based in the United States
Wikipedia - National Council on Bible Curriculum in Public Schools -- Conservative nonprofit organization
Wikipedia - National Cryptologic School
Wikipedia - National Defence College, Uganda -- Ugandan military school
Wikipedia - National Film and Television School -- Film school in Buckinghamshire, England
Wikipedia - National Film School of Denmark -- Film school
Wikipedia - National Institute of Business Management (Sri Lanka) -- Sri Lankan business school
Wikipedia - National Institute of Design, Andhra Pradesh -- Design school in Guntur , India
Wikipedia - National Institute of Design, Haryana -- Design school, located in Kurukshetra, India
Wikipedia - National Institute of Design, Madhya Pradesh -- Design school, located in Bhopal, India.
Wikipedia - National Institute of Design -- Design school, located in Ahmedabad, India.
Wikipedia - National Junior Honor Society -- International student organization for middle schoolers
Wikipedia - National Middle School Association -- Association for Middle Level Education
Wikipedia - National Outdoor Leadership School -- Non-profit outdoor education
Wikipedia - National Park School District -- School district in Gloucester County, New Jersey, United States
Wikipedia - National Passenger Services -- Canadian school bus contractor
Wikipedia - National Political Institutes of Education -- Elite secondary schools in Nazi Germany
Wikipedia - National Public School, Rajajinagar -- School in Bangalore, India
Wikipedia - National School Boards Association -- American educational organization
Wikipedia - National School of Drama -- Theatre training institute
Wikipedia - National School of Government
Wikipedia - National School Sailing Association -- NSSA promotes sailing as part of the educational experience of young people
Wikipedia - National Schools' Regatta -- Rowing regatta for junior rowers in Great Britain
Wikipedia - National Standard Examination in Biology -- Examination for secondary school students in India
Wikipedia - National Test Pilot School -- Commercial test pilot training institute in Mojave, California, United States
Wikipedia - National Trail High School -- High school in New Paris, Ohio, United States
Wikipedia - National Union of Teachers -- Former trade union for schoolteachers in England, Wales, the Channel Islands and the Isle of Man (1870-2017)
Wikipedia - National University of Computer and Emerging Sciences -- School
Wikipedia - Native schools
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Wikipedia - Navajo Mountain High School -- High school in Utah, United States
Wikipedia - Naval Postgraduate School
Wikipedia - Nazareth Academy High School
Wikipedia - Nebo School District -- Public school district in Utah County, Utah
Wikipedia - Ned's Declassified School Survival Guide -- American television comedy series
Wikipedia - Nedungayil Sankunni Narayanan Matriculation Higher Secondary School -- Higher secondary school in Chromepet, India
Wikipedia - Neeley School of Business -- business school
Wikipedia - Negros Occidental Private Schools Sports Cultural Educational Association -- Organization
Wikipedia - Neighborhood Playhouse School of the Theatre -- Acting school in New York City
Wikipedia - Neogrammarian -- School of German historical linguists
Wikipedia - Neptune City School District -- School district in Monmouth County, New Jersey, United States
Wikipedia - Neptune High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Neptune Township Schools -- School district in Monmouth County, New Jersey, United States
Wikipedia - Neston High School -- British secondary school
Wikipedia - Netcong School District -- School district in Morris County, New Jersey, United States
Wikipedia - Network for Astronomy School Education -- International Astronomical Union
Wikipedia - Neumann Preparatory School
Wikipedia - Newark Academy -- High school in Essex County, New Jersey, United States
Wikipedia - Newark Arts High School -- High school in Essex County, New Jersey, United States
Wikipedia - Newark Early College High School -- High school in Newark, New Jersey, United States
Wikipedia - Newark Public Schools -- School district in Essex County, New Jersey, United States
Wikipedia - Newark Tech High School -- Technical school in Newark, New Jersey, United States
Wikipedia - Newark Vocational High School -- Vocational high school in Newark, New Jersey, United States
Wikipedia - New Athenian School -- Greek literary movement
Wikipedia - Newbridge Heights Public School -- Public school in New South Wales, Australia
Wikipedia - New Brunswick High School -- High school in Middlesex County, New Jersey, United States
Wikipedia - New Brunswick Public Schools -- School district in Middlesex County, New Jersey, United States
Wikipedia - New Caney Independent School District
Wikipedia - Newcastle Grammar School -- School in Newcastle, Australia
Wikipedia - New Educational College -- Secondary school in Mauritius
Wikipedia - New Egypt High School -- High school in Ocean County, New Jersey, United States
Wikipedia - New England Association of Schools and Colleges
Wikipedia - New England Center for Children -- Independent private, special education residential school in Southborough, Massachusetts, United States
Wikipedia - New England Law Boston -- Law school
Wikipedia - New England School of Law
Wikipedia - New Era High School -- Private co-educational international BahaM-JM-
Wikipedia - New Eton College -- Secondary school in Mauritius
Wikipedia - Newfoundland and Labrador English School District -- English-language school district for all of Newfoundland and Labrador, Canada
Wikipedia - New German School
Wikipedia - New Haven Gymnasium -- Defunct school in Connecticut, US
Wikipedia - New Haven High School (Indiana) -- High School in Indiana
Wikipedia - New Horizons Governor's School for Science and Technology
Wikipedia - New Jersey United Christian Academy -- Private school in Monmouth County, New Jersey, United States
Wikipedia - New Kituwah Academy -- Bilingual Cherokee- and English-language immersion school in North Carolina, United States
Wikipedia - New Lincoln School
Wikipedia - New London School explosion -- Explosion at London School, New London, Texas
Wikipedia - Newlyn School
Wikipedia - Newman Central Catholic High School
Wikipedia - New Milford High School (New Jersey) -- High school in Bergen County, New Jersey, United States
Wikipedia - New Milford School District -- School district in Bergen County, New Jersey, United States
Wikipedia - New Orleans Center for Creative Arts -- High school for the arts in New Orleans, Louisiana
Wikipedia - Newpark Comprehensive School -- Mixed second-level State school in Blackrock, Dublin, Ireland
Wikipedia - New Partnership for Africa's Development E-School Program
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Wikipedia - Newport Mill Middle School -- Public school in Maryland
Wikipedia - New Providence High School -- high school in Union County, New Jersey, United States
Wikipedia - New Providence School District -- School district in Union County, New Jersey, United States
Wikipedia - New School for Social Research
Wikipedia - New School (TV series) -- Italian TV series
Wikipedia - New School University
Wikipedia - Newton High School (New Jersey) -- High school in Sussex County, New Jersey, United States
Wikipedia - Newton Public School District -- School district in Sussex County, New Jersey, United States
Wikipedia - New Unified School Council -- Organization to coordinate public education during the 2nd Spanish Republic
Wikipedia - New York City Police Department School Safety Division -- Police unit for school law enforcement
Wikipedia - New York City school boycott -- Civil rights protest, February 3, 1964
Wikipedia - New York City Teaching Fellows -- An alternative certification program in New York City public schools
Wikipedia - New York Film Academy -- For-profit film and acting school
Wikipedia - New York School (art)
Wikipedia - New York State Association of Independent Schools -- Academic organization
Wikipedia - New York Studio School of Drawing, Painting and Sculpture -- art school in Manhattan, New York
Wikipedia - New York Training School for Girls -- Former reformatory school in New York, US
Wikipedia - New York University Graduate School of Arts and Science
Wikipedia - New York University Medical School
Wikipedia - New York University Polytechnic School of Engineering
Wikipedia - New York University School of Law -- Law school of New York University in Manhattan, New York City
Wikipedia - New York University School of Medicine
Wikipedia - New York University School of Professional Studies
Wikipedia - New York University School of Social Work
Wikipedia - New York University Stern School of Business
Wikipedia - New York University Tandon School of Engineering -- School of New York University
Wikipedia - Ng'iya Girls High School -- National school in Siaya County, Kenya
Wikipedia - NIAAD -- Ugandan school
Wikipedia - Nick Buchanan (English cricketer) -- English cricketer and schoolteacher
Wikipedia - Nick Jr. -- American television channel aimed at preschoolers
Wikipedia - Nigerian Body of Benchers -- Professional body incharge of student into Law school of nigeria
Wikipedia - Nigerian College of Aviation Technology -- Nigeria aviation school
Wikipedia - Nigerian Law School -- Institute for law courses in Nigeria legal practitioner
Wikipedia - Night School (1981 film) -- 1981 film by Ken Hughes
Wikipedia - Night School (2018 film) -- 2018 comedy film directed by Malcolm D. Lee
Wikipedia - Nihonjin gakkM-EM-^M -- School outside of Japan run by the Japanese government
Wikipedia - Nikaya Buddhism -- Group of early Buddhist schools
Wikipedia - Nimitz High School (Harris County, Texas) -- American public high school
Wikipedia - Nina Schooler -- American psychologist
Wikipedia - Nine mountain schools
Wikipedia - Nine Schools of Thought
Wikipedia - Ninette de Valois -- Irish-born British dancer, teacher and choreographer, founder of The Royal Ballet and what became the Birmingham Royal Ballet, and of the Royal Ballet School
Wikipedia - Ninth grade -- Ninth post-kindergarten year of school education in some school systems
Wikipedia - Nipissing-Parry Sound Catholic District School Board -- School board in central Ontario, Canada
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Wikipedia - North Bergen School District -- School district in Hudson County, New Jersey, United States
Wikipedia - North Brunswick Township High School -- High school in Middlesex County, New Jersey, United States
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Wikipedia - North Central Association of Colleges and Schools -- Former Educational accreditation association
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Wikipedia - North Eastern Conference (Wisconsin) -- High school athletic conference in northeastern Wisconsin
Wikipedia - Northern Burlington County Regional High School -- High school in Burlington County, New Jersey, United States
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Wikipedia - Northwest Association of Secondary and Higher Schools -- Educational organizations based in the United States
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Wikipedia - Pobalscoil Neasain -- Mixed secondary school, Dublin, Ireland
Wikipedia - Pohatcong Township School District -- School district in Warren County, New Jersey, United States
Wikipedia - Point Pleasant Beach High School -- High school in Ocean County, New Jersey, United States
Wikipedia - Point Pleasant Beach School District -- School district in Bergen County, New Jersey, United States
Wikipedia - Point Pleasant Borough High School -- High school in Ocean County, New Jersey, United States
Wikipedia - Po Leung Kuk Lo Kit Sing (1983) College -- Secondary school in Tsing Yi, Hong Kong
Wikipedia - Po Leung Kuk Tsing Yi Secondary School (Skill Opportunity) -- Secondary school in Hong Kong
Wikipedia - Polish Film School -- Group of Polish film directors and screenplay writers
Wikipedia - Polish School of Posters
Wikipedia - Polk County High School (Tennessee) -- Public high school in Polk County, Tennessee, United States
Wikipedia - Poltava State Medical and Dental University -- Ukrainian medical and dental school
Wikipedia - Polytechnic Institute of Paris -- French research university of engineering schools in Paris-Saclay
Wikipedia - PolyU School of Design -- The School of Design of The Hong Kong Polytechnic University.
Wikipedia - Pomona High School (Pomona, California) -- California public school
Wikipedia - Pompton Lakes High School -- High school in Passaic County, New Jersey, United States
Wikipedia - Pompton Lakes School District -- School district in Passaic County, New Jersey, United States
Wikipedia - Ponce High School -- Historic building in Ponce, Puerto Rico
Wikipedia - Pontifical Catholic University of Puerto Rico School of Architecture -- School of architecture located in the Ponce Historic Zone in Ponce, Puerto Rico
Wikipedia - Pontifical Catholic University of Puerto Rico School of Law -- University in Ponce, Puerto Rico
Wikipedia - Poole Grammar School
Wikipedia - Poonch Medical College -- Medical school in Azad Kashmir, Pakistan
Wikipedia - Pope John Paul II Catholic High School (Louisiana)
Wikipedia - Pope John Paul II High School (Pennsylvania)
Wikipedia - Pope John Paul II High School (Royersford, Pennsylvania)
Wikipedia - Pope John Paul II High School (Tennessee)
Wikipedia - Pope John Paul II High School (Washington)
Wikipedia - Pope John XXIII Regional High School -- High school in Sussex County, New Jersey, United States
Wikipedia - Pope Paul VI College -- Secondary school in Kwai Chung, New Territories
Wikipedia - Poramadulla Central College -- Public national school in Sri Lanka
Wikipedia - Portal:Schools -- Wikipedia's portal for exploring content related to Schools
Wikipedia - Portfolio school -- Higher-level learning institution providing education for art and creative advertising
Wikipedia - Portland Public Schools (Maine) -- School district in Portland, Maine
Wikipedia - Portland Public Schools (Oregon) -- School district in Portland, Oregon, United States
Wikipedia - Port Natal High School -- High school in KwaZulu-Natal, South Africa
Wikipedia - Port Republic School District -- School district in Atlantic County, New Jersey, United States
Wikipedia - Portsmouth Public Schools -- School in Virginia
Wikipedia - Positivist school (criminology)
Wikipedia - Postmodernist school (criminology)
Wikipedia - Post Secondary Enrollment Options -- Academic option in some US states to take college level classes in high schools
Wikipedia - Post Secondary Transition for High School Students with Disabilities -- U.S. legislative framework
Wikipedia - Poynter Institute -- Non-profit journalism school in St. Petersburg, Florida
Wikipedia - Pragati school -- School located in Karnataka, India
Wikipedia - Prague School
Wikipedia - Prague school
Wikipedia - Prahran College -- Art school in Melbourne closed 1992
Wikipedia - Prairie School -- Architectural style
Wikipedia - Prakash Nair -- school architect
Wikipedia - Praxis School
Wikipedia - Praxis school
Wikipedia - Pre-algebra -- Common name for a course in middle school mathematics
Wikipedia - Preble High School -- Public secondary school in Green Bay, Wisconsin
Wikipedia - Precious International School of Davao -- Private school in Davao City, Philippines
Wikipedia - Prempeh College -- Public high school in Kumasi, Ghana
Wikipedia - Preparatoria Federal (Mexico) -- Chain of Mexican high schools
Wikipedia - Preparatory school (United Kingdom) -- In the UK, school preparing children for secondary level
Wikipedia - Presbyterian Boys' Senior High School -- Boarding secondary high school for boys
Wikipedia - Preschool education
Wikipedia - Pre-school
Wikipedia - Preschool -- Educational establishment offering early childhood education to children
Wikipedia - Presidio Graduate School -- Graduate school in California, USA
Wikipedia - Preslav Literary School
Wikipedia - Preston High School (New York City)
Wikipedia - Preston Hollow Elementary School -- Public, primary school
Wikipedia - Prestonsburg, Kentucky bus crash -- 1958 accident involving a school bus and the drowning deaths of twenty six children
Wikipedia - Pretoria Boys High School
Wikipedia - Primary One Admission System -- School admissions system in Hong Kong
Wikipedia - Primary School
Wikipedia - Primary school -- School in which children receive primary or elementary education from the age of about 5 to 12
Wikipedia - Prince of Wales Public School (Peterborough, ON) -- Elementary school in Peterborough, Ontario
Wikipedia - Princeton Day School -- Private school in Mercer County, New Jersey, United States
Wikipedia - Princeton High School (New Jersey) -- High school in Mercer County, New Jersey, United States
Wikipedia - Princeton Public Schools -- School district in Mercer County, New Jersey, United States
Wikipedia - Princeton School of Public and International Affairs -- Professional public policy school
Wikipedia - Prince William School -- Secondary school in Northamptonshire, England (UK)
Wikipedia - Principles and Standards for School Mathematics -- Guidelines produced by the National Council of Teachers of Mathematics
Wikipedia - Prior Park College -- High school in Bath, UK
Wikipedia - Prior's Field School -- private school in Surrey, UK
Wikipedia - Prison School -- Manga by Akira Hiramoto
Wikipedia - Pritzker School of Medicine
Wikipedia - Private School (film) -- 1983 film by Noel Black
Wikipedia - Private schools
Wikipedia - Private school (United Kingdom)
Wikipedia - Private school
Wikipedia - Professional Children's School -- Not-for-profit prep school in New York City
Wikipedia - Professional Performing Arts School -- New York City performing arts school for grades 6-12
Wikipedia - Professional school
Wikipedia - Prometheus School -- Primary and secondary schools in India
Wikipedia - Prom -- formal dance or gathering of students at the end of the high school academic year
Wikipedia - Prospect Hill Academy Charter School
Wikipedia - Prospect Park School District -- School district in Passaic County, New Jersey, United States
Wikipedia - Prosper Independent School District -- US school district in Prosper, Texas
Wikipedia - Providence Country Day School -- Private middle and high school in Rhode Island, U.S.
Wikipedia - PSAT/NMSQT -- High school standardized test
Wikipedia - Psychoanalytic school
Wikipedia - Psychology in the Schools
Wikipedia - Public school (government funded)
Wikipedia - Public Schools Club -- Former London gentlemen's club
Wikipedia - Public school (United Kingdom) -- Type of independent school in England and Wales
Wikipedia - Pui Ching Middle Schools -- Baptist School chain in Guangzhou, China
Wikipedia - Pulse! Radio -- Radio station of the London School of Economics
Wikipedia - Punahou School -- Private college-prep high school in Honolulu
Wikipedia - Pure Land Buddhism -- A school of Mahayana Buddhism
Wikipedia - Purulia Government Medical College and Hospital -- Medical School and Hospital in Purulia, West Bengal
Wikipedia - Putney High School -- All girls school in London
Wikipedia - Pyrrhonism -- School of philosophical skepticism founded by Pyrrho, in Greece, 4th century, BCE
Wikipedia - Qin schools
Wikipedia - Quakertown Community School District -- school district in Pennsylvania
Wikipedia - Quanzhen School -- School of Taoism
Wikipedia - Queen Creek High School -- High school in Queen Creek, Arizona
Wikipedia - Queen Creek Unified School District -- Unified school district in Queen Creek, Arizona
Wikipedia - Queen Elizabeth High School Rowing Club -- British rowing club
Wikipedia - Queen Elizabeth's School, Wimborne Minster -- Secondary school in England
Wikipedia - Queen Mary's Grammar School
Wikipedia - Queen of Peace High School (Illinois)
Wikipedia - Queen of Peace High School (New Jersey) -- Defunct Catholic high school in Bergen County, New Jersey, United States
Wikipedia - Queens High School for the Sciences -- Specialized high school in New York City
Wikipedia - Queen's Park High School (Cape Town) -- High School in Cape Town, South Africa
Wikipedia - Queer anarchism -- Anarchist school of thought
Wikipedia - Quincy Senior High School -- School in Illinois, US
Wikipedia - Quinton Township School District -- School district in Salem County, New Jersey, United States
Wikipedia - Quitman Independent School District -- A school district in Wood County, Texas
Wikipedia - Rabbi Jacob Joseph School -- Orthodox day school, founded 1903
Wikipedia - Rabbi Pesach Raymon Yeshiva -- Private school in Middlesex County, New Jersey, United States
Wikipedia - Radical orthodoxy -- Christian theological and philosophical school of thought
Wikipedia - Radley College -- Boarding school near Radley, England
Wikipedia - Radnor House Sevenoaks School -- Co-ed independent school in Kent, England (UK)
Wikipedia - Rady School of Management -- Business school at UC San Diego
Wikipedia - Rafael Balseiro Maceira School -- Building listed on the U.S. National Register of Historic Places, located in Barceloneta, Puerto Rico
Wikipedia - Ragged school -- 19th-century charitable schools in Britain
Wikipedia - Rahway High School -- High school in Union County, New Jersey, United States
Wikipedia - Railway Mixed High School (E.M.) Kazipet -- High school in Kazipet, India
Wikipedia - Railway Schools in India -- Schools administered by Ministry of Railways in India
Wikipedia - Rainbow District School Board -- School board in Ontario, Canada
Wikipedia - Rainham Mark Grammar School -- Grammar School in Rainham, United Kingdom
Wikipedia - Raising of school leaving age in England and Wales -- Overview of the raising of school leaving age in England and Wales
Wikipedia - Raising of school leaving age -- Act brought into force when the legal age a child is allowed to leave compulsory education increases
Wikipedia - Rajarshi Memorial Higher Secondary School, Vadavucode -- Senior secondary school in Vadavucode, Kerala, India
Wikipedia - Rajasthan State Open School -- Open School(Secondary And Senior Sec. Education) Examination Board in Jaipur, Rajasthan state, India
Wikipedia - Rajiv Gandhi National University of Law -- Public law school in Punjab, India
Wikipedia - Raleigh Academy -- 19th c. school in Raleigh, N. Carolina, US
Wikipedia - Ralph L. Fike High School -- high school in Wilson, North Carolina, in the USA.
Wikipedia - Ramaiah Institute of Technology -- Engineering school in Bangalore, India
Wikipedia - Ramanuja -- Hindu philosopher, exegete of Vishishtadvaita Vedanta school
Wikipedia - Ramapo High School (New Jersey) -- High school in Bergen County, New Jersey, United States
Wikipedia - Ramapo High School (New York) -- High school in New York
Wikipedia - Ramapo Indian Hills Regional High School District -- School district in Bergen County, New Jersey, United States
Wikipedia - Ramaz School -- Private school in New York City, United States
Wikipedia - Ramsey High School (New Jersey) -- High school in Bergen County, New Jersey, United States
Wikipedia - Ramtha's School of Enlightenment
Wikipedia - Ranch school
Wikipedia - Rancocas Valley Regional High School -- High school in Burlington County, New Jersey, United States
Wikipedia - Randall K. Cooper High School -- School located in Union, Kentucky
Wikipedia - Randolph High School (New Jersey) -- High school in Morris County, New Jersey, United States
Wikipedia - Rangeview High School -- American high school in Colorado
Wikipedia - Ranney School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Raritan High School -- High school in Somerset County, New Jersey, United States
Wikipedia - Rav Teitz Mesivta Academy -- Yeshiva high school in Union County, New Jersey, United States
Wikipedia - Raymond Butt -- British schoolteacher
Wikipedia - Raymond S. Kellis High School -- High school in Glendale, Arizona
Wikipedia - Raytown South High School
Wikipedia - Razi School -- School in New York, U.S.A.
Wikipedia - R.B.K. Project High School (Deo) -- College in Deo, Bihar
Wikipedia - Reach for the Top -- Canadian high school quizbowl
Wikipedia - Reader Rabbit Preschool: Sparkle Star Rescue -- 2001 educational video game
Wikipedia - Reading School -- Grade II listed grammar school in the United Kingdom
Wikipedia - Readington Township Public Schools -- School district in Hunterdon County, New Jersey, United States
Wikipedia - Real Academia de Bellas Artes de San Fernando -- Spanish art school, museum and gallery in Madrid, Spain
Wikipedia - Really Free School -- Collective organising squatted free schools in London in 2011
Wikipedia - REAL School Gardens -- 501(c)(3) nonprofit organization
Wikipedia - Realschule -- Type of secondary school in Germany, Switzerland, Liechtenstein and Estonia
Wikipedia - Reavis High School -- High school in Burbank, Illinois
Wikipedia - Recess: School's Out -- 2001 animated Disney film directed by Chuck Sheetz
Wikipedia - Record of School Achievement -- Australian educational qualification
Wikipedia - Red Bank Borough Public Schools -- School district in Monmouth County, New Jersey, United States
Wikipedia - Red Bank Catholic High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Red Bank Regional High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Red Cliffs Secondary College -- High school in Red Cliffs, Victoria, Australia
Wikipedia - Red Deer Public School District -- Alberta, Canada school district
Wikipedia - Red Hill School -- Primary school in Canberra, Australia
Wikipedia - Redlands High School -- High school in Redlands, California
Wikipedia - Red Lion Area School District -- public school system in York, Pennsylvania
Wikipedia - Red Oak Community School District -- Public school in Red Oak, Iowa, United States
Wikipedia - Regina Dominican High School
Wikipedia - Regina Pacis Catholic Secondary School -- Catholic high school in University Heights, Toronto, Ontario, Canada
Wikipedia - Regine Ulmann -- Austrian school director and feminist
Wikipedia - Regino Garcia-Badell -- Spanish politician and high school teacher
Wikipedia - Regional School Unit 16 -- School district in Maine
Wikipedia - Regis High School (New York City)
Wikipedia - Regulation school
Wikipedia - Renaissance School of Medicine at Stony Brook University -- Medical school in Stony Brook, Long Island, NY
Wikipedia - Renzo Gracie Academy -- Martial arts school
Wikipedia - Residential Center of Educative Opportunities of Mayaguez -- Magnet high school, in Mayaguez, Puerto Rico
Wikipedia - Retford Oaks Academy -- Secondary school in Retford, England
Wikipedia - Revere Local School District -- School district in Ohio
Wikipedia - Revisionist school of Islamic studies -- movement in Islamic studies
Wikipedia - RGS Worcester and The Alice Ottley School
Wikipedia - Rhea County Schools -- School district in Tennessee, United States
Wikipedia - Rhee Taekwon-Do -- Taekwondo school in Australia
Wikipedia - Rhode Island School for the Deaf -- American school for deaf children
Wikipedia - Rhode Island School of Design -- Private art and design college in Providence, Rhode Island
Wikipedia - Rhosnesni High School -- School in Wales
Wikipedia - Rialto High School -- public high school in San Bernardino, California
Wikipedia - Rias Gremory -- Fictional character in the High School DxD universe
Wikipedia - Ricardo Independent School District -- School district in Texas
Wikipedia - Rice School of Social Sciences
Wikipedia - Rice University School of Architecture
Wikipedia - Rice University School of Humanities
Wikipedia - Rice University School of Social Sciences
Wikipedia - Richard A. Henson -- American test pilot, flight school operator
Wikipedia - Richard Green (chancellor) -- New York City Schools Chancellor
Wikipedia - Richard Milburn Academy -- Charter school in Florida
Wikipedia - Richard Smyth (cricketer, born 1951) -- English cricketer and school headmaster
Wikipedia - Richmond County School System -- School district in Augusta, Georgia, U.S.
Wikipedia - Richmond School
Wikipedia - Richwoods High School -- American public high school
Wikipedia - Rideau High School -- High school in Ottawa, Ontario, Canada
Wikipedia - Ridge Church School -- Preparatory day school located in Accra, Ghana
Wikipedia - Ridgefield Memorial High School -- High school in Bergen County, New Jersey, United States
Wikipedia - Ridgefield Park High School -- High school in Bergen County, New Jersey, United States
Wikipedia - Ridgefield School District (Connecticut) -- Public school district
Wikipedia - Ridgefield School District (New Jersey) -- School district in Bergen County, New Jersey, United States
Wikipedia - Ridge High School -- High school in Somerset County, New Jersey, United States
Wikipedia - Ridgeview High School (Redmond, Oregon) -- High school in Redmond, Oregon, United States.
Wikipedia - Ridgewood High School (New Jersey) -- High school in Bergen County, New Jersey, United States
Wikipedia - Ridgewood Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Ridley School District -- School district in Delaware County, Pennsylvania, U.S.
Wikipedia - Riga Higher Military Political School -- Soviet military academy in Riga
Wikipedia - Rights Respecting Schools Award -- ChildrenM-bM-^@M-^Ys rights initiative
Wikipedia - Rinzai school -- Sect of Japanese Zen Buddhism
Wikipedia - Rio de Janeiro school shooting -- Mass murder
Wikipedia - R. Iris Bahar -- Professor at the school of engineering, Brown University
Wikipedia - RIS Swiss Section -- Swiss and German international school in Bangkok, Thailand
Wikipedia - Rival Schools (band) -- American punk band
Wikipedia - River City Science Academy -- A public charter school in Jacksonville, FL (USA)
Wikipedia - Riverdale High School (Port Byron, Illinois) -- Comprehensive public high school in Port Byron, Rock Island County, Illinois, USA
Wikipedia - Riverdale School District (New Jersey) -- School district in Morris County, New Jersey, United States
Wikipedia - Riverdale School District (Wisconsin) -- School district in Wisconsin
Wikipedia - River Dell Regional High School -- High school in Bergen County, New Jersey, United States
Wikipedia - River Edge Elementary School District -- School district in Bergen County, New Jersey, United States
Wikipedia - Riverside Academy (Louisiana) -- Private school in Reserve, Louisiana
Wikipedia - Riverside Community School District -- Public school district in Carson, Iowa, United States
Wikipedia - Riverside High School (New Jersey) -- High school in Burlington County, New Jersey, United States
Wikipedia - Riverside High School (Wyoming) -- Public school in Basin, Wyoming, US
Wikipedia - Riverside School District (New Jersey) -- School district in Burlington County, New Jersey, United States
Wikipedia - Riverside Unified School District -- public school district in Riverside County, California
Wikipedia - River Vale Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - River Valley High School (Bidwell, Ohio) -- Public high school near Bidwell, Ohio (USA)
Wikipedia - Rivington and Blackrod High School -- voluntary controlled comprehensive and sixth form school in England
Wikipedia - R.J. High School (Deo) -- College in Deo, Bihar
Wikipedia - RM-EM-^Mnin (student) -- Student who failed school entrance exams and is studying to retake them
Wikipedia - RMIT School of Art -- Art school in Australia
Wikipedia - Robbinsdale Area Schools -- Public school district in Minnesota
Wikipedia - Robbinsville High School (New Jersey) -- High school in Mercer County, New Jersey, United States
Wikipedia - Robbinsville Public School District -- School district in Mercer County, New Jersey, United States
Wikipedia - Robbins v. Lower Merion School District -- Federal class action lawsuit
Wikipedia - Robert Bairamian -- English cricketer and schoolmaster
Wikipedia - Robert College -- Private high school in Istanbul, Turkey
Wikipedia - Robert F. Wagner Graduate School of Public Service
Wikipedia - Robert H. Smith School of Business -- Business school in University of Maryland
Wikipedia - Robert Lee (teacher) -- New Zealand teacher, school inspector and educationalist
Wikipedia - Robert Lynam (writer) -- English cleric, schoolteacher, writer and editor (1796-1845)
Wikipedia - Roberto Clemente Community Academy -- High School in Chicago, Illinois
Wikipedia - Roberto Sanchez Vilella School of Public Administration -- Graduate school of the University of Puerto Rico, Rio Piedras Campus
Wikipedia - Roby Consolidated Independent School District -- School district in Roby, Texas, United States
Wikipedia - Rochelle Park School District -- School district in Bergen County, New Jersey, United States
Wikipedia - Rochester Free Academy -- American secondary school
Wikipedia - Rockaway Township Public Schools -- School district in Morris County, New Jersey, United States
Wikipedia - Rockford West High School -- High school in Rockford, Illinois
Wikipedia - Rockhurst High School
Wikipedia - Rock 'n' Roll High School Forever -- 1991 film directed by Deborah Brock
Wikipedia - Rock School -- British reality television series
Wikipedia - Rockvale High School -- Public high school in Rutherford County, Tennessee, United States
Wikipedia - Rockvale Middle School -- Public middle school in Rutherford County, Tennessee, United States
Wikipedia - Rodolfo Olgiati -- Swiss school teacher and educationist (1905-1986)
Wikipedia - Roedean School (South Africa)
Wikipedia - Roger Cholmeley -- English judge; founder of Highgate School
Wikipedia - Roger Knight -- English cricketer, administrator, and schoolmaster
Wikipedia - Rogers High School (Rhode Island) -- Public high school in Newport, Rhode Island
Wikipedia - ROH Dojo -- Professional wrestling school
Wikipedia - Rohit Bakshi (neurologist) -- Professor of Neurology and Radiology at Harvard Medical School
Wikipedia - Roman Catholic High School
Wikipedia - Roman School (history of religion) -- History of religion methodology
Wikipedia - Roman school
Wikipedia - Romoland School District -- Public school district in Riverside County, California
Wikipedia - Romy and Michele's High School Reunion -- 1997 American film by David Mirkin
Wikipedia - Ronald Fisher -- British statistician, evolutionary biologist, geneticist, eugenicist and high school teacher
Wikipedia - Ronald S. Sullivan Jr. -- Professor of Law at Harvard Law School
Wikipedia - Ronan Moore -- Irish politician, author and school teacher
Wikipedia - Roncalli High School (Aberdeen, South Dakota)
Wikipedia - Roncalli High School (Indiana)
Wikipedia - Ron Clark Academy -- Non-profit middle school
Wikipedia - Rondebosch Boys' High School -- Public school for boys in Cape Town, Western Cape, South Africa
Wikipedia - Ron Jones (teacher) -- American writer and schoolteacher
Wikipedia - Roosevelt High School (Minnesota) -- High school in Minneapolis, Minnesota
Wikipedia - Roosevelt Public School District -- school district in Monmouth County, New Jersey, United States
Wikipedia - Rosalind Brown -- British headmistress at Oxford High School
Wikipedia - Rosa L. Parks School of Fine and Performing Arts -- High school in Passaic County, New Jersey, United States
Wikipedia - Rosa Martinez and Eliana Martinez -- US court case of HIV-infected child to be allowed in the public school
Wikipedia - Rosary High School (Aurora, Illinois)
Wikipedia - Rosaryhill School
Wikipedia - Roseland School District -- School district in Essex County, New Jersey, United States
Wikipedia - Roseland University Prep -- College preparatory high school in Santa Rosa, California
Wikipedia - Roselle Catholic High School -- Catholic high school in Union County, New Jersey, United States
Wikipedia - Roselle Park High School -- High school in Mercer County, New Jersey, United States
Wikipedia - Roselle Park School District -- School district in Union County, New Jersey, United States
Wikipedia - Roselle Public Schools -- School district in Union County, New Jersey, United States
Wikipedia - Roslyn Elementary School
Wikipedia - Ross School (East Hampton, New York)
Wikipedia - Ross School of Business
Wikipedia - Ross University School of Medicine -- Caribbean medical school in Barbados
Wikipedia - Rotterdam School of Management, Erasmus University
Wikipedia - Rowen House School
Wikipedia - Roxburgh College -- Secondary school in Victoria, Australia
Wikipedia - Roxbury High School (New Jersey) -- High school in Morris County, New Jersey, United States
Wikipedia - Roxbury Latin School
Wikipedia - Roxbury School District -- School district in Morris County, New Jersey, United States
Wikipedia - Royal Academy of Dramatic Art -- Drama school located in London, England
Wikipedia - Royal Australian Navy School of Underwater Medicine -- Unit based in Sydney, Australia.
Wikipedia - Royal College, Colombo -- Public school in Sri Lanka
Wikipedia - Royal Grammar School, Newcastle upon Tyne -- Selective British independent (private) school
Wikipedia - Royal Hospital School
Wikipedia - Royal School of Church Music -- Christian music education organisation
Wikipedia - Royal School of Military Engineering -- British military training institution
Wikipedia - Royal School of Mines
Wikipedia - Royal School of Needlework -- British school dedicated to the art of needlework
Wikipedia - Royal Shrewsbury School Boat Club -- British rowing club
Wikipedia - Royal Veterinary College -- Veterinary school in London, college of the University of London
Wikipedia - R P S Inter College -- Senior secondary school in Rura, Uttar Pradesh, India
Wikipedia - R.R. Moton High School
Wikipedia - Rugby School
Wikipedia - Rumson-Fair Haven Regional High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Rumson School District -- School district in Monmouth County, New Jersey, United States
Wikipedia - Runnemede Public School District -- School district in Camden County, New Jersey, United States
Wikipedia - Rupert House School -- School in Henley-on-Thames, Oxfordshire, England
Wikipedia - Ruskin School of Art
Wikipedia - Russefeiring -- Traditional celebration for Norwegian high school students
Wikipedia - Russell Military Academy -- Mid-1800s college/military preparatory school
Wikipedia - Rutgers Law School -- Law school in New Jersey
Wikipedia - Rutgers Medical School
Wikipedia - Rutgers Preparatory School -- High school in Somerset County, New Jersey, United States
Wikipedia - Rutgers School of Environmental and Biological Sciences -- Constituent school within Rutgers
Wikipedia - Ruth Bird -- English historian and schoolteacher
Wikipedia - Rutherford County Schools (Tennessee) -- School district in Murfreesboro, Tennessee, United States
Wikipedia - Rutherford High School (New Jersey) -- High school in Bergen County, New Jersey, United States
Wikipedia - Ruth MacMillan Centre -- Mental health needs school in Northern Ontario, Canada
Wikipedia - Ruxmaniben Deepchand Gardi Medical College -- Indian medical school in Madhya Pradesh
Wikipedia - R.V. College of Engineering -- Engineering school in Bangalore, India
Wikipedia - Ryan's Mystery Playdate -- American preschool television series
Wikipedia - Ryde Secondary College -- secondary school in New South Wales, Australia
Wikipedia - Sachem High School East -- school in New York, US
Wikipedia - Sachkhere Mountain Training School -- Military training school
Wikipedia - Sacramento New Technology High School -- Charter school in South Sacramento, California
Wikipedia - Sacred Heart Academy Bryn Mawr -- Private, all-female school in Pennsylvania, United States
Wikipedia - Sacred Heart Catholic College -- Secondary school in Sefton, UK
Wikipedia - Sacred Heart Catholic School, Camberwell -- Roman Catholic secondary school located in Camberwell, England
Wikipedia - Sacred Heart High School (California)
Wikipedia - Sacred Heart High School (New Jersey) -- Defunct Catholic high school in Cape May County, New Jersey, United States
Wikipedia - Sacred Heart High School (Yonkers, New York)
Wikipedia - Sacred Heart School in Tokyo -- Private girls school in Tokyo, Japan
Wikipedia - Sacred Heart School (Lombard, Illinois) -- Roman Catholic elementary school in Lombard, Illinois, USA
Wikipedia - Saddle Brook High/Middle School -- High school in Bergen County, New Jersey, United States
Wikipedia - Saddle Brook Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Saddle River Day School -- Private school in Bergen County, New Jersey, United States
Wikipedia - Saddle River School District -- School district in Bergen County, New Jersey, United States
Wikipedia - Sadiq Public School
Wikipedia - Saginaw High School -- American public high school
Wikipedia - SAIL High School -- Public secondary school in Tallahassee, Florida, United States
Wikipedia - Sainik School, Kapurthala -- School in Kapurthala, India
Wikipedia - Sainik School, Purulia
Wikipedia - Saint Ann's School (Brooklyn) -- Independent day school in Brooklyn, New York City
Wikipedia - Saint Augustine School, Tanza -- Member of the Diocesan Catholic School in the Diocese of Imus Catholic Educational System Inc.(DICES)
Wikipedia - Saint Frances Cabrini School (Brooklyn)
Wikipedia - Saint Francis Central Coast Catholic High School
Wikipedia - Saint Francis High School (Athol Springs, New York) -- Catholic private high school
Wikipedia - Saint Francis School (Hawaii)
Wikipedia - Saint Ignatius High School (Cleveland)
Wikipedia - Saint John Neumann High School (Pennsylvania)
Wikipedia - Saint John Paul the Great Catholic High School (Virginia)
Wikipedia - Saint John Paul the Great Catholic High School -- Catholic high school in Dumfries, Virginia
Wikipedia - Saint Joseph of the Palisades High School -- Defunct Catholic high school in Hudson County, New Jersey, United States
Wikipedia - Saint Joseph Regional High School -- Catholic high school in Bergen County, New Jersey, United States
Wikipedia - Saint Joseph's Preparatory School
Wikipedia - Saint Louis School
Wikipedia - Saint Martial school
Wikipedia - Saint Martin de Porres High School (Detroit) -- American private high school
Wikipedia - Saint Martin's School of Art -- Art college in London, UK
Wikipedia - Saint Mary's Academy and College -- Private school in St. Marys,Kansas, U.S.
Wikipedia - Saint Patrick School (New Jersey) -- Catholic school in Chatham, New Jersey
Wikipedia - Saint Sava National College -- High school in Bucharest, Romania
Wikipedia - Saints John Neumann and Maria Goretti Catholic High School
Wikipedia - Saint Vincent Academy -- Catholic high school in Newark, New Jersey, United States
Wikipedia - Saint Vincent of Quebiawan Integrated School -- School in San Fernando, Philippines
Wikipedia - Sakha-Korean School -- School in Yakutsk
Wikipedia - Sakya -- One of four major schools of Tibetan Buddhism
Wikipedia - Sal Castro -- American schoolteacher
Wikipedia - Salem County Career and Technical High School -- High school in Salem County, New Jersey, United States
Wikipedia - Salem High School (New Jersey) -- High school in Salem County, New Jersey, United States
Wikipedia - SALEM-Immanuel Lutheran College -- Secondary school in Hong Kong
Wikipedia - Salem School, Osu -- Middle boarding school for boys
Wikipedia - Salesian English School
Wikipedia - Salesian High School (Los Angeles)
Wikipedia - Salesian High School (New York)
Wikipedia - Salesian High School (South Korea)
Wikipedia - Salesian School, Chertsey
Wikipedia - Salesianum School
Wikipedia - Salome High School -- public school in Arizona
Wikipedia - SaM-CM-/d Business School -- Business school in the University of Oxford
Wikipedia - Sam Houston Elementary School (McAllen, Texas) -- Public elementary school in McAllen, Texas.
Wikipedia - Samkhya -- One of six astika schools of Hindu philosophy
Wikipedia - Sammamish High School -- Public school in Bellevue, Washington, US
Wikipedia - Samuel Ayer High School -- Former high school in Milpitas, California
Wikipedia - Samuel Butler (schoolmaster)
Wikipedia - Samuel Jackman Prescod Institute of Technology -- Tertiary school in Pine Hill, Bridgetown, Barbados
Wikipedia - Samuel Smith (schoolmaster) -- English priest and educator
Wikipedia - San Bernardino City Unified School District -- School district in California, USA
Wikipedia - San Dieguito Academy -- Public school in Encinitas, California, US
Wikipedia - Sandra Day O'Connor College of Law -- Graduate school at Arizona State University
Wikipedia - Sands School
Wikipedia - Sandy Hook Elementary School shooting conspiracy theories -- Claims the school shooting was a false flag government attack
Wikipedia - Sandy Hook Elementary School shooting -- 2012 school shooting in Newtown, Connecticut, United States
Wikipedia - Sandyston-Walpack Consolidated School District -- School district in Sussex County, New Jersey, United States
Wikipedia - Sanford School of Public Policy
Wikipedia - San Gabriel Mission High School
Wikipedia - San Jacinto Unified School District -- Public school district in Riverside County, California
Wikipedia - San Joaquin Memorial High School
Wikipedia - San Juan Bautista School of Medicine -- Private medical school in Caguas, Puerto Rico
Wikipedia - San Juan Unified School District -- School district in California
Wikipedia - Sankt-Ansgar-Schule -- Secondary school in Hamburg, Germany
Wikipedia - San Luis Obispo High School -- American public high school
Wikipedia - San Marcos High School (Santa Barbara, California) -- High school in Santa Barbara, California
Wikipedia - Sanskrit Collegiate School -- School in Kolkata, West Bengal, India
Wikipedia - Santa Catalina School
Wikipedia - Santa Clara High School (Oxnard, California) -- Private Catholic high school in Oxnard, California
Wikipedia - Santa Fe High School shooting -- Mass shooting in Santa Fe, Texas, United States
Wikipedia - San Tan Foothills High School -- High school in San Tan Valley, Arizona
Wikipedia - Santa Paula Elementary School District -- School district in Ventura County, California
Wikipedia - Santa Paula Union High School District -- School district in Ventura County, California
Wikipedia - Santragachi Kedarnath Institution, Howrah -- High school in Howrah, India
Wikipedia - Sara Jane Ho -- Chinese businesswoman, founder of two finishing schools in China
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Wikipedia - Sarasota School of Architecture -- Architectural style
Wikipedia - Saratoga Central Catholic High School -- Catholic middle and high school in Saratoga Springs, New York, U.S.
Wikipedia - Sartell High School -- Public high school in Sartell, Minnesota
Wikipedia - Sarvastivada -- Early school of Buddhism
Wikipedia - Saskatoon Technical Collegiate -- Vocational secondary school in Canada
Wikipedia - Satyajit Ray Film and Television Institute -- Flim School in Kolkata, India
Wikipedia - Saugus High School shooting -- A November 14, 2019, school shooting at Saugus High School in Santa Clarita, California
Wikipedia - Savio Preparatory High School
Wikipedia - Saxony Lutheran High School -- private high school in Jackson, Missouri, USA
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Wikipedia - Sayreville War Memorial High School -- High school in Middlesex County, New Jersey, United States
Wikipedia - SBI Graduate School -- Higher education institution in Tokyo
Wikipedia - Scandal at the Girls' School -- 1953 film
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Wikipedia - Schauspielschule Bochum -- Drama school in Bochum, Germany
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Wikipedia - School accreditation
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Wikipedia - School Begins -- 1928 film
Wikipedia - School belonging
Wikipedia - Schoolboy Crush (film) -- 2004 gay pornographic film
Wikipedia - Schoolboy Q -- German-American rapper from California
Wikipedia - Schoolboy Records -- American record label
Wikipedia - School bullying -- Type of bullying that occurs in an educational setting. Usually causes either physical or emotional pain.
Wikipedia - School bus -- Bus operated by a school or school district for student transport
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Wikipedia - Schoolchildren
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Wikipedia - School colors
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Wikipedia - School counselor
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Wikipedia - School Days (1920 film) -- 1920 silent film
Wikipedia - School Days (1921 film) -- 1921 film
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Wikipedia - School Days (visual novel)
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Wikipedia - School discipline
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Wikipedia - School District 48 Sea to Sky -- School district in British Columbia, Canada
Wikipedia - School District 73 Kamloops/Thompson -- School district in Kamloops, British Columbia, Canada
Wikipedia - School district drug policies
Wikipedia - School District of Clayton -- City school district
Wikipedia - School District of Philadelphia -- Public school system of Philadelphia, Pennsylvania
Wikipedia - School District of Washington -- School district in Washington, Missouri, U.S.
Wikipedia - School district -- Special-purpose district for local public primary and secondary schools
Wikipedia - Schooled (TV series) -- American television series
Wikipedia - School feeding in low-income countries -- Social safety net
Wikipedia - School for Girls -- 1934 film directed by William Nigh
Wikipedia - School for Love -- 1955 film by Marc AllM-CM-)gret
Wikipedia - School for Marriage -- 1954 film
Wikipedia - School for Models -- 1949 film
Wikipedia - School for Scoundrels (2006 film) -- 2006 comedy film directed by Todd Phillips
Wikipedia - School for Sex -- 1969 film by Pete Walker
Wikipedia - School for Stars -- 1935 film
Wikipedia - School for Suicide -- 1964 film
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Wikipedia - School for Wives (film) -- 1925 film
Wikipedia - School Ghost Stories 3 -- 1997 film by ShM-EM-+suke Kaneko
Wikipedia - Schoolgirl Diary -- 1941 film
Wikipedia - Schoolgirl Strikers -- 2014 video game
Wikipedia - Schoolhouse Blizzard -- January 1888 blizzard in the USA
Wikipedia - Schoolhouse Rock! (soundtrack) -- 1996 soundtrack album
Wikipedia - Schoolhouse Rock! -- American animated musical television series
Wikipedia - School hygiene
Wikipedia - School Improvement Network -- Frontline Education
Wikipedia - School in the Mailbox -- 1947 film
Wikipedia - School Is Out -- Song written by Gary U.S. Bonds and Gene Barge
Wikipedia - School Is Over -- 2010 film
Wikipedia - School Judgment: Gakkyu Hotei -- Japanese manga series
Wikipedia - School Lake (Brown County, Minnesota) -- Lake in Brown County, Minnesota
Wikipedia - School-leaving age -- Minimum age a person is legally allowed to cease attendance at a compulsory secondary education institute
Wikipedia - School Librarian -- British magazine on children's books
Wikipedia - School Library Journal -- US monthly magazine
Wikipedia - School library -- Library within a school
Wikipedia - School life expectancy -- UNESCO development statistic
Wikipedia - School-Live! -- Japanese manga series and its adaptations
Wikipedia - School Master (1959 film) -- 1959 film by B. R. Panthulu
Wikipedia - School Master (1973 film) -- 1973 film by B. R. Panthulu
Wikipedia - School meal -- Meal provided to students at school
Wikipedia - School NAD-UQAC -- University campus in Montreal, Canada
Wikipedia - School nursing
Wikipedia - School of Abdera
Wikipedia - School of Advanced Studies -- Russian academic institute, University of Tyumen
Wikipedia - School of Advanced Study
Wikipedia - School of Agrarianism
Wikipedia - School of Antioch
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Wikipedia - School of Athens
Wikipedia - School of Brentano
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Wikipedia - School of Canon Law
Wikipedia - School of Chartres
Wikipedia - School of chess
Wikipedia - School of Clinical Medicine, University of Cambridge -- Medical school of the University of Cambridge
Wikipedia - School of Continuing Education, Hong Kong Baptist University -- Faculty in the Hong Kong Baptist University
Wikipedia - School of Culinary Arts, Hospitality and Tourism -- Magnet high school in Passaic County, New Jersey, United States
Wikipedia - School of Diplomacy
Wikipedia - School of Ecclesiastic Music
Wikipedia - School of Economic Science
Wikipedia - School of Education and Training -- Magnet high school in Passaic County, New Jersey, United States
Wikipedia - School of education
Wikipedia - School of Electronics and Computer Science, University of Southampton
Wikipedia - School of Facility Management Groningen -- Facility Management college in the Netherlands
Wikipedia - School of Fascist Mysticism
Wikipedia - School of Fontainebleau
Wikipedia - School of Foreign Service -- School of international affairs at Georgetown University
Wikipedia - School of Government and Public Administration -- Magnet high school in Passaic County, New Jersey, United States
Wikipedia - School of Illumination
Wikipedia - School of Informatics, University of Edinburgh
Wikipedia - School of Information Technology (New Jersey) -- Magnet high school in Passaic County, New Jersey, United States
Wikipedia - School of Isfahan -- Religious, Philosophical school of thought
Wikipedia - School of Jazz (The New School) -- New York City music school
Wikipedia - School of Law and Social Sciences, University of East London -- school at the University of East London
Wikipedia - School of Leadership and Development -- College in Pennsylvania
Wikipedia - School of Life -- 2005 made-for-television drama film directed by William Dear
Wikipedia - School of Mathematics, University of Manchester
Wikipedia - School of names
Wikipedia - School of Names -- Ancient Chine philosophical school
Wikipedia - School of Naturalists
Wikipedia - School of Natural Philosophy -- Science textbook
Wikipedia - School of Oriental and African Studies
Wikipedia - School of Paris (Middle Ages) -- Period of manuscript illumination
Wikipedia - School of Paris -- loose term for painters and artistic movements based in Paris during the early 20th century
Wikipedia - School of Philosophy and Economic Science -- Global organisation providing courses for adults, primarily in Practical Philosophy, Economics with Justice and Mantra Meditation
Wikipedia - School of philosophy
Wikipedia - School of Practice -- United States Army's institute for musical training before and during the American Civil War
Wikipedia - School of psychology
Wikipedia - School of Resentment
Wikipedia - School of Rock -- 2003 film directed by Richard Linklater
Wikipedia - School of Saint Victor
Wikipedia - School of Salamanca
Wikipedia - School of Science, Technology, Engineering and Mathematics -- Magnet high school in Passaic County, New Jersey, United States
Wikipedia - School of Scottish Studies -- A constituent school of the University of Edinburgh
Wikipedia - School of Slavonic > Eastern European Studies
Wikipedia - School of Social Ecology
Wikipedia - School of the Americas Assassins -- 1994 film
Wikipedia - School of the Art Institute of Chicago -- University and independent school of art and design
Wikipedia - School of the Holy Beast -- 1974 film by Noribumi Suzuki
Wikipedia - School of the Holy Child
Wikipedia - School of the Holy Spirit
Wikipedia - School of the Museum of Fine Arts at Tufts
Wikipedia - School of the Museum of Fine Arts, Boston
Wikipedia - School of the Sextii
Wikipedia - School of thought -- Group of people sharing common outlook on an academic issue or field
Wikipedia - School of Tropical Medicine (Puerto Rico) -- Historic place in San Juan, Puerto Rico
Wikipedia - School of Visual Arts -- art school in New York
Wikipedia - School of Yin Yang
Wikipedia - Schoology -- Learning management system
Wikipedia - School organizational models -- Methods of structuring the curriculum, functions, and facilities for schools, colleges, and universities
Wikipedia - School phobia
Wikipedia - School Prayer Amendment -- Proposed U.S. Constitutional amendment to grant students the exclusive privilege to pray in public schools.
Wikipedia - School prayer
Wikipedia - School prefect
Wikipedia - School principal
Wikipedia - School Psychological Examiner
Wikipedia - School psychologist
Wikipedia - School Psychology International
Wikipedia - School Psychology Quarterly
Wikipedia - School psychology
Wikipedia - School Rangers -- Thai television show
Wikipedia - School reform
Wikipedia - School refusal
Wikipedia - School Rumble -- Japanese media franchise based on manga of the same name
Wikipedia - Schools Catalogue Information Service -- Australian cataloguing service created for school libraries
Wikipedia - Schools Consent Project -- -- Schools Consent Project --
Wikipedia - School segregation in the United States
Wikipedia - Schools for the deaf -- School specialising in educating deaf students
Wikipedia - School shooting -- Occurrence in which gun violence takes place at an educational institution
Wikipedia - Schools in Comilla -- Wikipedia list article
Wikipedia - Schools Interoperability Framework
Wikipedia - School Sisters of Notre Dame
Wikipedia - School Sisters of St. Francis
Wikipedia - School Social Worker
Wikipedia - Schools of Buddhism -- Institutional and doctrinal divisions of Buddhism
Wikipedia - Schools of economic thought -- Group of economic thinkers who share or shared a common perspective on the way economies work
Wikipedia - Schools of Islamic theology -- Set of beliefs associated with the Islamic faith
Wikipedia - Schools of Ninjutsu
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Wikipedia - Schools of thought
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Wikipedia - School's Out (1930 film) -- 1930 film
Wikipedia - School's Out (2018 film) -- 2018 French social drama film
Wikipedia - School Spirit -- 1985 film by Alan Holleb
Wikipedia - School stories
Wikipedia - School strike for climate -- International youth movement for climate action
Wikipedia - Schoolteacher
Wikipedia - School Ties -- 1992 American sports drama film by Robert Mandel
Wikipedia - SchoolTool -- Student information system
Wikipedia - School-to-prison pipeline -- Disproportionate tendency of minors and young adults from disadvantaged backgrounds to become incarcerated
Wikipedia - SchoolTube
Wikipedia - School uniforms by country -- School uniforms described by country
Wikipedia - School uniforms in Japan -- School uniforms used in Japan
Wikipedia - School uniform
Wikipedia - School violence
Wikipedia - School website
Wikipedia - School -- Institution for the education of students by teachers
Wikipedia - Schoolwork (Apple) -- IOS app for education
Wikipedia - Schule fur Gestaltung Basel -- SwitzerlandM-bM-^@M-^Ys school of design which shaped international design
Wikipedia - Schulich School of Medicine & Dentistry -- medical and dental school of the University of Western Ontario
Wikipedia - Schulich School of Music
Wikipedia - Science Park High School (New Jersey) -- Magnet high school in Newark, New Jersey, United States
Wikipedia - Sciences Po Law School -- Law school in Paris, France
Wikipedia - Scientia Secondary School -- Secondary school in Ho Man Tin, Hong Kong
Wikipedia - SCMS Cochin School of Business -- Business school in Kochi, India
Wikipedia - Scotch Plains-Fanwood High School -- High school in Union County, New Jersey, United States
Wikipedia - Scotch Plains-Fanwood Regional School District -- School district in Union County, New Jersey, United States
Wikipedia - Scotism -- Philosophical and theological system or school named after John Duns Scotus
Wikipedia - Scotland Road Free School
Wikipedia - Scotlandville Magnet High School -- American public high school
Wikipedia - Scottish Church Collegiate School
Wikipedia - Scottish School of Common Sense
Wikipedia - Scottsboro City Schools -- Public school district in Scottsboro, Alabama
Wikipedia - Scottsdale High School -- Former high school in Scottsdale, Arizona, United States
Wikipedia - Scuba Schools International -- Recreational scuba and freediving training and certification agency
Wikipedia - Seaford Secondary College -- Secondary school in Seaford, Australia
Wikipedia - Sea Girt School District -- School district in Monmouth County, New Jersey, United States
Wikipedia - Seaham High School -- Secondary school located in Seaham, County Durham, England
Wikipedia - Seahaven Academy -- Secondary school in Newhaven, East Sussex, England
Wikipedia - Seal of Biliteracy -- United States high school educational award
Wikipedia - Secaucus High School -- High school in Hudson County, New Jersey, United States
Wikipedia - Secondary School Leaving Certificate -- Certification of completion issued by Indian secondary schools
Wikipedia - Secondary school -- Institution and/or building where secondary education is provided
Wikipedia - Secondary technical school -- Former type of English secondary school
Wikipedia - Second Viennese School -- Group of composers comprising A. Schonberg and his pupils and associates in early 20th century Vienna
Wikipedia - Secretariat of Public Education (Mexico) -- Mexican federal government authority with Cabinet representation; responsibility for overseeing development and implementation of national educational policy and school standards
Wikipedia - Sedan High School -- Public high school in Sedan, Kansas
Wikipedia - Sedbergh School -- School in Cumbria, UK
Wikipedia - Seekonk Public Schools -- School district in Massachusetts, United States
Wikipedia - Seiha English Academy -- Private eikaiwa English conversation school in Japan
Wikipedia - Sekolah Berasrama Penuh -- Malaysian boarding school
Wikipedia - Sekondi College -- Secondary school in Sekondi, Ghana
Wikipedia - Selective school
Wikipedia - Seneca Falls Central School District -- School district in Seneca Falls, New York
Wikipedia - Seneca High School (New Jersey) -- High school in Burlington County, New Jersey, United States
Wikipedia - Seney National Wildlife Refuge -- Protected area in Schoolcraft County, MI
Wikipedia - Seoul Arts High School -- High school in Seoul, South Korea
Wikipedia - Separate school -- Type of school in some Canadian provinces
Wikipedia - Sequoia Charter School -- Charter school in Mesa, Arizona
Wikipedia - Sequoia High School (Redwood City, California)
Wikipedia - Sequoyah High School (Tennessee) -- American public high school
Wikipedia - Serampore Girl's High School -- High school in West Bengal, India
Wikipedia - Setnor School of Music -- Music School of Syracuse University in Syracuse, New York, United States
Wikipedia - Seton Catholic Preparatory -- High school in Chandler, Arizona, United States
Wikipedia - Seton Hall Preparatory School -- Private high school in Essex County, New Jersey, United States
Wikipedia - Seton School (Manassas, Virginia)
Wikipedia - Sevenoaks School
Wikipedia - Sevenoaks Senior College -- Public high school in Cannington, Western Australia
Wikipedia - Seventh-day Adventist education -- Christian school system
Wikipedia - Sevier County High School -- Public school in Sevierville, Tennessee, US
Wikipedia - Shaanika Nashilongo Secondary School -- School in Okahao in Namibia
Wikipedia - Shadow Ridge High School (Arizona) -- High school in Waddell-Surprise, Arizona
Wikipedia - Shady Side Academy -- Private high school in Pittsburgh, Pennsylvania
Wikipedia - Shafii school
Wikipedia - ShafiM-JM-=i school -- The school of Islamic Jurisprudence
Wikipedia - Shahab al-Din Yahya ibn Habash Suhrawardi -- Persian philosopher and founder of the school of Illuminationism
Wikipedia - Shaheed Tajuddin Ahmad Medical College -- Bangladeshi government medical school
Wikipedia - Shaheen Academy School and College -- Secondary school in Bangladesh
Wikipedia - Shaker Heights High School -- Public high school in Shaker Heights, Ohio
Wikipedia - Shakespeare Schools Festival -- educational theatre festival in the UK
Wikipedia - Shamong Township School District -- School district in BurlingtonCounty, New Jersey, United States
Wikipedia - Shangqing School
Wikipedia - Sharjah Indian School -- Secondary school in UAE
Wikipedia - Sharur Turkish High School -- Former Azerbaijani high school
Wikipedia - Sha Tin College -- Hong Kong secondary school
Wikipedia - Shawnee High School (New Jersey) -- High school in Burlington County, New Jersey, United States
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Wikipedia - Shawnee Mission North High School
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Wikipedia - Shaykh Ahmad -- Founder of the Shaykhi school of Twelver Shiism in the 19th century
Wikipedia - Sheffield Medical School -- Medical school in Sheffield, South Yorkshire, England
Wikipedia - Sheldon Independent School District
Wikipedia - Shepard Broad College of Law -- US law school associated with Nova Southeastern University
Wikipedia - Shepherd School of Music -- Music school in Texas
Wikipedia - Sherborne School
Wikipedia - Sheridan School District (Colorado) -- School district in the United States
Wikipedia - Sheridan Technical College and High School -- High school in Florida, United States
Wikipedia - Sherwood Academy, Gedling -- Defunct secondary school with academy status in Gedling, Nottinghamshire, England
Wikipedia - Sherwood College -- Private school in Uttarakhand, India
Wikipedia - Sherwood Oaks Film School -- Film School in California, USA
Wikipedia - Sheth Chimanlal Nagindas Vidyalaya -- A High School in Ahmedabad, India
Wikipedia - Shimer College -- American democratic school
Wikipedia - Shimizu Higashi High School -- Japanese high school
Wikipedia - Shinil High School -- High School's in Gangbuk-gu, Seoul, South Korea
Wikipedia - Shinkage-ryM-EM-+ -- Traditional school of Japanese martial arts
Wikipedia - ShintM-EM-^M MusM-EM-^M-ryM-EM-+ -- Traditional school of jM-EM-^Mjutsu
Wikipedia - Shinto sects and schools -- Shinto sects and schools
Wikipedia - Shishu Niketan Higher Secondary School -- Secondary school in Tripura, India
Wikipedia - ShM-EM-+dM-EM-^Mkan -- Japanese school of karate developed by Kanken Toyama
Wikipedia - Shoaling and schooling -- In biology, any group of fish that stay together for social reasons
Wikipedia - Shoeburyness High School -- School in Southend-on-Sea, Essex
Wikipedia - Shonphi Dashain Higher Secondary School -- High school in Mahottari District of Nepal
Wikipedia - Shore Regional High School -- High school in Monmouth County, New Jersey, United States
Wikipedia - Shorinjiryu Koshinkai Karatedo -- School of karate
Wikipedia - Showa Women's University Junior-Senior High School -- School in Setagaya, Tokyo
Wikipedia - Shree Gyanodaya Secondary School -- School in Nepal
Wikipedia - Shrewsbury Borough School District -- School district in Monmouth County, New Jersey, United States
Wikipedia - Shri Keshavraj Vidyalaya, Latur -- School in Latur, Maharashtra, India
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Wikipedia - Sibley East Public Schools -- School district in Minnesota, United States
Wikipedia - Sicilian School
Wikipedia - Siegel High School -- Public high school in Murfreesboro, Tennessee
Wikipedia - Siemens Competition -- Science competition for US high school students
Wikipedia - Sierra Blanca Independent School District -- School district in Sierra Blanca, Texas
Wikipedia - Sihwei Elementary School metro station -- Future metro station in Taichung, Taiwan
Wikipedia - Simi Valley Unified School District -- School district in Ventura County, California
Wikipedia - Simon Bruce-Lockhart -- Scottish-Canadian schoolmaster
Wikipedia - Sinenjongo High School -- Public high school in Joe Slovo Park, Milnerton, Cape Town, South Africa
Wikipedia - S. I. Newhouse School of Public Communications -- Communications school at Syracuse University offering programs in print and broadcast journalism; music business; graphic design; advertising; public relations; and television radio, and film
Wikipedia - Singapore School Manila -- Singaporean school in the Philippines
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Wikipedia - Sir Alexander Mackenzie Elementary School (St. Albert) -- Alberta elementary school
Wikipedia - Sir Isaac Newton Sixth Form -- Sixth form free school in Norwich, England
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Wikipedia - Sir William Borlase's Grammar School Boat Club -- British rowing club
Wikipedia - Sir William Dunn School of Pathology
Wikipedia - Sir William Perkins's School Boat Club -- British rowing club
Wikipedia - SIUE School of Engineering -- Unit of Southern Illinois University Edwardsville
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Wikipedia - Ski School 2 -- 1994 Canadian film
Wikipedia - Ski School (film) -- 1991 comedy film directed by Damian Lee
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Wikipedia - Skyline Blues -- High school a cappella
Wikipedia - Slade School of Fine Art -- Art school of University College London, England
Wikipedia - Small schools movement
Wikipedia - Smith-Green Community Schools -- School district in Indiana, U.S.
Wikipedia - Smithsburg High School -- High school in Smithsburg, Maryland
Wikipedia - Smith School of Enterprise and the Environment
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Wikipedia - SMT Alor Setar -- Secondary technical school in Kedah, Malaysia
Wikipedia - Snohomish High School
Wikipedia - Snow Hill school bus collision -- 1985 multi-vehicle collision in North Carolina
Wikipedia - Socastee High School -- A high school
Wikipedia - Soda Springs High School -- Public high school in Soda Springs, Idaho, United States
Wikipedia - Soddy Daisy High School -- Public high school in Soddy-Daisy, Tennessee, United States
Wikipedia - Solomon Mead -- 1st Principal of Storrs Agricultural School, later the University of Connecticut (1881-1882)
Wikipedia - Somerset County Vocational and Technical High School -- High school in Somerset County, New Jersey, United States
Wikipedia - Somerset High School (Bellflower, California) -- American school
Wikipedia - Somers Point Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Somerville High School (New Jersey) -- High school in Somerset County, New Jersey, United States
Wikipedia - Somerville Public Schools -- School district in Somerset County, New Jersey, United States
Wikipedia - Somerville School, Noida -- Private school in Noida, Uttar Pradesh, India
Wikipedia - Somis Union School District -- School district in Ventura County, California
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Wikipedia - South Amboy Middle High School -- High school in Middlesex County, New Jersey, United States
Wikipedia - Southampton Township Schools -- School district in Burlington County, New Jersey, United States
Wikipedia - South Australian School of Design -- School in Australia
Wikipedia - South Bound Brook School District -- School district in Somerset County, New Jersey, United States
Wikipedia - Southbridge District High School -- Secondary school in New Zealand
Wikipedia - South Brunswick High School (New Jersey) -- High school in Middlesex County, New Jersey, United States
Wikipedia - South Brunswick Public Schools -- School district in Middlesex County, New Jersey, United States
Wikipedia - South Carolina High School League -- Organization that rules and regulates school athletics in the state of South Carolina
Wikipedia - South Choctaw Academy -- High school in Alabama, United States
Wikipedia - South Colonie Central School District -- Public school district in New York, US
Wikipedia - South Dakota School of Mines and Technology
Wikipedia - South East Asia Student Activities Conference -- Association of international schools in and around Southeast Asia
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Wikipedia - Southern Association of Colleges and Schools
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Wikipedia - South Hunterdon Regional High School -- High school in Hunterdon County, New Jersey, United States
Wikipedia - South Hunterdon Regional School District -- School district in Hunterdon County, New Jersey, United States
Wikipedia - South Orange-Maplewood School District -- School district in Essex County, New Jersey, United States
Wikipedia - South Plainfield High School -- High school in Middlesex County, New Jersey, United States
Wikipedia - South Point School
Wikipedia - South River High School (New Jersey) -- High school in Middlesex County, New Jersey, United States
Wikipedia - South Shore Regional Centre for Education -- Public school board in Nova Scotia, Canada
Wikipedia - South Spencer High School -- public high school in Reo, Indiana
Wikipedia - South Texas College of Law Houston -- Private law school in Houston, Texas, USA
Wikipedia - Southwestern Educational Society -- College preparatory school in Mayaguez, Puerto Rico
Wikipedia - Southwestern Law School -- Private law school is Los Angeles, California
Wikipedia - Southwest High School (Minnesota) -- High school in Minneapolis, Minnesota
Wikipedia - Southwest R-1 School District -- School district in Missouri
Wikipedia - Southwest Valley High School -- Public secondary school in Corning, Iowa, United States
Wikipedia - South Wigston High School -- Highschool located in South Wigston, Leicester, UK
Wikipedia - Sparta High School (New Jersey) -- High school in Sussex County, New Jersey, United States
Wikipedia - Sparta Township Public School District -- School district in Sussex County, New Jersey, United States
Wikipedia - Special district (United States) -- Independent special-purpose governmental units, other than school districts
Wikipedia - Specialist in School Psychology
Wikipedia - Specialized High Schools Admissions Test -- New York City admission test for elite high schools
Wikipedia - Special school (Netherlands) -- Category of schools in the Netherlands
Wikipedia - Special school
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Wikipedia - Spencer-Sharples Local School District -- Former public school district in Holland, Ohio
Wikipedia - Spes Bona High School -- School in Cape Town, South Africa
Wikipedia - Spiegelberg Stadium -- High school sports stadium in Oregon, U.S.
Wikipedia - Splendora Independent School District -- Public school district based in Splendora, Texas
Wikipedia - Spotswood High School (New Jersey) -- High school in Middlesex County, New Jersey, United States
Wikipedia - Spray School District -- single-school public school district
Wikipedia - Spring Branch Independent School District
Wikipedia - Spring break -- A recess in early spring at universities and schools in various countries around the world
Wikipedia - Springfield Public Schools (New Jersey) -- School district in Union County, New Jersey, United States
Wikipedia - Springfield School District (Oregon) -- Public school district in Oregon
Wikipedia - Spring Hill High School (South Carolina) -- High school in South Carolina, United States
Wikipedia - Spring Independent School District
Wikipedia - Spring Lake Heights School District -- School district in Monmouth County, New Jersey, United States
Wikipedia - Spring Lake School District -- School district in Monmouth County, New Jersey, United States
Wikipedia - Sprowston Community Academy -- Secondary school in Norwich, England
Wikipedia - Sree Narayana Central School -- School in Kerala, India
Wikipedia - Sri Aurobindo International School
Wikipedia - Sri Aurobindo School, Sambalpur -- School, located in Sambalpur, Odisha, India
Wikipedia - Sri Chaitanya Techno School, Eluru -- Private school in Eluru, Andhra Pradesh, India
Wikipedia - Ss John Fisher and Thomas More Roman Catholic High School
Wikipedia - Stacy: Attack of the Schoolgirl Zombies -- 2001 film by Naoyuki Tomomatsu
Wikipedia - Stafford Municipal School District
Wikipedia - Stafford Township School District -- School district in Ocean County, New Jersey, United States
Wikipedia - Stage School (TV series) -- British reality series
Wikipedia - St. Albans School (Washington, D.C.)
Wikipedia - St. Albert Public Schools -- Alberta School District
Wikipedia - St. Aloysius College Nyapea -- Ugandan boys' school
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Wikipedia - St. Ambrose Academy -- School located in Wisconsin, U.S.A.
Wikipedia - St Andrew High School -- Public school in Kingston, Jamaica
Wikipedia - St Andrew's College, Christchurch -- New Zealand private co-educational school
Wikipedia - St Andrew's College, Dublin -- Secondary school in Blackrock, Dublin, Ireland
Wikipedia - Stanford Graduate School of Business -- Professional school of Stanford University, in Stanford, California
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Wikipedia - Stanford University Medical School
Wikipedia - Stanford University School of Engineering
Wikipedia - Stanford University School of Medicine
Wikipedia - Stanhope Public Schools -- School district in Sussex County, New Jersey, United States
Wikipedia - Stanley School-District No. 2 -- Historic building in Indiana, US
Wikipedia - St. Anne's Indian Residential School -- Defunct Canadian Residential School
Wikipedia - Stansbury High School -- Public school in Stansbury Park, Utah, US
Wikipedia - St. Anthony High School (New Jersey) -- Defunct Catholic high school in Hudson County, New Jersey, United States
Wikipedia - St. Anthony School (Wailuku, Hawaii)
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Wikipedia - Stanton Independent School District -- American public school district
Wikipedia - Stargate School -- charter school in Thornton, Colorado
Wikipedia - Starr King School for the Ministry
Wikipedia - State-integrated school -- Type of school in New Zealand
Wikipedia - State school -- Type of school funded in whole or in part by taxation
Wikipedia - State Technical College of Missouri -- Public technical school in Linn, Missouri, U.S.
Wikipedia - State University of Music and Performing Arts Stuttgart -- German music school in Stuttgart
Wikipedia - State University of New York Upstate Medical University -- Medical school
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Wikipedia - St. Barnabas High School
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Wikipedia - St. Benedict's Preparatory School -- Private K-12 school in Newark, New Jersey, United States
Wikipedia - St. Benedict the Moor School
Wikipedia - St Bernard's Catholic Grammar School -- Roman Catholic grammar school in Berkshire, England
Wikipedia - St Bernard's College, Lower Hutt -- Catholic secondary school for boys in Wellington, New Zealand
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Wikipedia - St. Bonaventure High School
Wikipedia - St Bonaventure's Catholic School
Wikipedia - St Bonaventure's High School
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Wikipedia - St. Catherine's School, Richmond, Virginia
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Wikipedia - St Chad's Catholic and Church of England High School -- Voluntary aided school in Runcorn, Cheshire, England
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Wikipedia - St Clare's School (disambiguation)
Wikipedia - St Colman's College, Fermoy -- Secondary school in Ireland
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Wikipedia - St. Columba's School, Delhi
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Wikipedia - Stephen Rigaud -- English clergyman and schoolmaster
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Wikipedia - St. Francis DeSales High School (Columbus, Ohio)
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Wikipedia - Stockholm School of Economics
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Wikipedia - Template talk:Ancient Greek schools of philosophy
Wikipedia - Template talk:Darmstadt School
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Wikipedia - Toms River High School East -- High school in Ocean County, New Jersey, United States
Wikipedia - Toms River High School North -- High school in Ocean County, New Jersey, United States
Wikipedia - Toms River High School South -- High school in Ocean County, New Jersey, United States
Wikipedia - Toms River Regional Schools -- school district in Ocean County, New Jersey, United States
Wikipedia - Tonbridge School -- School in Kent, UK
Wikipedia - Tongbeiquan -- School of martial arts
Wikipedia - Tonopah Valley High School -- High school in Tonopah, Arizona
Wikipedia - Toowoomba East State School -- School in Queensland, Australia
Wikipedia - Torah Academy of Bergen County -- Yeshiva high school in Bergen County, New Jersey, United States
Wikipedia - Toronto Catholic District School Board
Wikipedia - Torquay Boys' Grammar School
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Wikipedia - Totino-Grace High School -- private Catholic high school in Fridley, Minnesota, USA
Wikipedia - Tot Nut van het Algemeen -- Dutch-medium school in Cape Town from 1804 to 1870
Wikipedia - Totowa Borough Public Schools -- School district in Passaic County, New Jersey, United States
Wikipedia - Touro University California -- Health professions graduate school
Wikipedia - Towns County High School -- High school in Georgia, USA
Wikipedia - Townsend Harris High School
Wikipedia - Townsville Central State School -- State school in Australia
Wikipedia - Traditionalist school
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Wikipedia - Transition Year -- Optional one-year school programme in Ireland
Wikipedia - Transpartisan -- School of political thought
Wikipedia - Treasure Valley Christian School -- School in Oregon, US
Wikipedia - Trent College -- Anglican coeducational independent day and boarding school in Long Eaton, Derbyshire, England
Wikipedia - Trenton Catholic Academy -- Catholic high school in Mercer County, New Jersey, United States
Wikipedia - Trenton Central High School -- High school in Mercer County, New Jersey, United States
Wikipedia - Trenton Public Schools -- School district in Mercer County, New Jersey, United States
Wikipedia - Treynor Community School District -- Public school district in Treynor, Iowa, United States
Wikipedia - Tri-Center Community School District -- Public school district in Neola, Iowa, United States
Wikipedia - Trillium Charter School -- K-12 school in Portland, Oregon, United States
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Wikipedia - Trinity All Saints CE Primary School -- Primary school in Bingley, West Yorkshire, England
Wikipedia - Trinity Christian School (New Jersey) -- Christian school in Morris County, New Jersey, United States
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Wikipedia - Trinity High School (Garfield Heights, Ohio)
Wikipedia - Trinity High School (River Forest, Illinois)
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Wikipedia - Tristram Jones-Parry -- Head Master of Westminster School
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Wikipedia - Troup County School District -- Public school district
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Wikipedia - Tuck School of Business -- Graduate business school of Dartmouth College, in New Hampshire, US
Wikipedia - Tucson High School
Wikipedia - Tucson Unified School District -- School district in Arizona, U.S.
Wikipedia - Tuition payments -- A sum of money charged for teaching or instruction by a school, college, or university
Wikipedia - Tukwila School -- Historic building in Washington, USA
Wikipedia - Tulane University Law School -- Law school of Tulane University in New Orleans, United States
Wikipedia - Tulane University School of Medicine -- Educational establishment in New Orleans, Louisiana
Wikipedia - Twelfth grade -- Twelfth post-kindergarten year of school education in some school systems
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Wikipedia - Twin Rivers Unified School District -- School district in California, United States
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Wikipedia - Tyler Independent School District -- Independent school district based in Tyler, Texas
Wikipedia - Tyler School of Art and Architecture -- School at Temple University
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Wikipedia - UC Berkeley Graduate School of Journalism
Wikipedia - UC Berkeley School of Information
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Wikipedia - UC Berkeley School of Social Welfare
Wikipedia - UCLA Graduate School of Education and Information Studies -- One of the professional graduate schools at UCLA
Wikipedia - UCLA School of Medicine
Wikipedia - UCLA School of the Arts and Architecture -- School of the Arts and Architecture
Wikipedia - UCL Institute of Education -- Education school of University College London, England
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Wikipedia - UCSF School of Medicine -- Medical school of the University of California, San Francisco
Wikipedia - Udayagiriya Vidyalaya -- Ancient provincial school in Sri Lanka
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Wikipedia - Union County Magnet High School -- High school in Union County, New Jersey, United States
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Wikipedia - Union County Vocational-Technical High School -- High school in Union County, New Jersey, United States
Wikipedia - Union High School (New Jersey) -- High school in Union County, New Jersey, United States
Wikipedia - Union Hill High School -- Defunct high school in Hudson County, New Jersey, United States
Wikipedia - Union Public School District -- School district in Union County, New Jersey, United States
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Wikipedia - Unique Reference Number -- Identifier of UK schools
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Wikipedia - University Laboratory High School (Urbana, Illinois) -- High school in Urbana, Illinois
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Wikipedia - University of Chicago Booth School of Business -- Business school of the University of Chicago
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Wikipedia - University of Chicago Law School -- Law school in Chicago, USA
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Wikipedia - University of Ghana Medical School -- Medical school in Ghana
Wikipedia - University of Houston College of Medicine -- Medical school in Houston, Texas, US
Wikipedia - University of Iowa College of Pharmacy -- Pharmacy school
Wikipedia - University of Kentucky College of Dentistry -- Dental School of the University of Kentucky in Lexington, KY, USA
Wikipedia - University of Kentucky College of Engineering -- ABET accredited, public engineering school located on the campus of the University of Kentucky
Wikipedia - University of Kentucky College of Law -- Law school of the University of Kentucky in Lexington, KY, USA
Wikipedia - University of Kentucky College of Medicine -- Medical School of the University of Kentucky in Lexington, KY, USA
Wikipedia - University of Maryland School of Dentistry
Wikipedia - University of Maryland School of Medicine
Wikipedia - University of Maryland School of Music -- Music school at the University of Maryland
Wikipedia - University of Massachusetts Medical School
Wikipedia - University of Michigan Law School -- Public law school in Ann Arbor, Michigan
Wikipedia - University of Michigan Medical School
Wikipedia - University of Michigan School of Information
Wikipedia - University of Missouri-Kansas City School of Law -- Public law school
Wikipedia - University of Missouri School of Music -- School of Music within the University of Missouri in Columbia, Missouri
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Wikipedia - University of North Texas at Dallas College of Law -- Law school
Wikipedia - University of North Texas Health Science Center -- Public medical school in Fort Worth, Texas
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Wikipedia - University of Pennsylvania Law School
Wikipedia - University of Pennsylvania School of Arts and Sciences
Wikipedia - University of Pennsylvania School of Engineering and Applied Science -- School of engineering at the University of Pennsylvania
Wikipedia - University of Pennsylvania School of Medicine
Wikipedia - University of Puerto Rico, Medical Sciences Campus -- Medical school in San Juan, Puerto Rico
Wikipedia - University of Puerto Rico School of Dental Medicine -- Dental school of the University of Puerto Rico
Wikipedia - University of Puerto Rico School of Law -- Graduate school program of University of Puerto Rico, Rio Piedras Campus
Wikipedia - University of Puerto Rico School of Medicine -- In San Juan, Puerto Rico
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Wikipedia - University of Toronto Faculty of Law -- Canadian law school
Wikipedia - University of Toronto Schools
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Wikipedia - University of Virginia School of Continuing and Professional Studies -- adult continuing education and distance learning program
Wikipedia - University of Virginia School of Law -- Public law school in Charlottesville, Virginia
Wikipedia - University of Washington Information School
Wikipedia - University of Washington School of Drama -- American drama school is Seattle, Washington
Wikipedia - University of Washington School of Law -- Law school in the United States
Wikipedia - University of Washington School of Medicine
Wikipedia - University of Waterloo School of Optometry and Vision Science -- School of Optometry in Canada
Wikipedia - University of Waterloo Stratford School of Interaction Design and Business -- Satellite campus of the University of Waterloo
Wikipedia - University of Wisconsin Medical School
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Wikipedia - University of Wisconsin School of Medicine and Public Health
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Wikipedia - University-preparatory school
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Wikipedia - UNSW School of Computer Science and Engineering
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Wikipedia - Upper Saddle River School District -- School district in Bergen County, New Jersey, United States
Wikipedia - Upper school
Wikipedia - Uppingham School
Wikipedia - UP School of Library and Information Studies
Wikipedia - Urasenke -- One of the main schools of Japanese tea ceremony
Wikipedia - Urbana High School (Illinois) -- Public high school in Urbana, Illinois
Wikipedia - Urmia University of Medical Sciences -- Medical school in Urmia, Iran
Wikipedia - U.S. Air Force Test Pilot School -- US Air Force's advanced flight training school
Wikipedia - USC Marshall School of Business -- business school
Wikipedia - USC School of Cinematic Arts
Wikipedia - USC School of Philosophy -- division of University of Southern California
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Wikipedia - Utkal Sangeet Mahavidyalaya -- Music school in Bhubaneswar, Odisha, India
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Wikipedia - UWA Law School -- Law school in Perth, Western Australia
Wikipedia - Vail Academy and High School -- K-12 school in Vail, Arizona
Wikipedia - Vail Unified School District -- School district in Arizona, United States
Wikipedia - Vai-Vai -- Popular samba school from Sao Paulo, Brazil
Wikipedia - Valley Christian High School (Arizona) -- Christian high school in Chandler, Arizona
Wikipedia - Valley High School (Winchester, Nevada) -- American public high school
Wikipedia - Valley Lutheran High School (Michigan) -- Missouri Synod Lutheran high school in Saginaw, Michigan
Wikipedia - Valley Torah High School -- Orthodox Jewish high school in Valley Village, California
Wikipedia - Vallivue School District -- School district in Idaho, United States
Wikipedia - Valparaiso Community Schools -- School district in Valparaiso, Indiana, U.S.
Wikipedia - Val Verde Unified School District -- Public school district in Riverside County, California
Wikipedia - Van Buren County Schools -- School district in Tennessee, United States
Wikipedia - Vancouver School Board -- Public school district in British Columbia, Canada
Wikipedia - Van Junior-Senior High School -- School in Van, West Virginia
Wikipedia - Van Nuys High School
Wikipedia - Vauxhall School
Wikipedia - VCU School of Medicine -- Medical school in Virginia, United States
Wikipedia - VCU School of Pharmacy -- Pharmacy school in Virginia, US
Wikipedia - Vedanta -- One of six schools of Hindu philosophy
Wikipedia - Vegan school meal
Wikipedia - Venetian School (music) -- Group of composers working in Venice during the Renaissance
Wikipedia - Venice High School (Venice, Florida) -- American public high school
Wikipedia - Ventnor City School District -- School district in Atlantic County, New Jersey, United States
Wikipedia - Ventura High School -- Public school in Ventura County, southern California
Wikipedia - Ventura Unified School District -- School district in Ventura County, California
Wikipedia - Vera Varsonofieva -- Russian geologist and school teacher (1890-1976)
Wikipedia - Vernon Township High School -- High school in Sussex County, New Jersey, United States
Wikipedia - Vernon Township School District -- School district in Sussex County, New Jersey, United States
Wikipedia - Verona High School (New Jersey) -- High school in Essex County, New Jersey, United States
Wikipedia - Verona Public Schools -- School district in Essex County, New Jersey, United States
Wikipedia - Victor Elementary School District -- School district in Victorville, California, United States
Wikipedia - Victoria College, Jersey -- Boy's school in Jersey, Channel Islands
Wikipedia - Victoria School of the Arts -- School in Edmonton, Alberta, Canada
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Wikipedia - Ville Platte High School -- Public high school in Ville Platte, Louisiana
Wikipedia - Vincent of Scarning -- Headmaster of Norwich School in the 13th-century
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Wikipedia - Vineland Public Schools -- School district in Cumberland County, New Jersey, United States
Wikipedia - Vinod Gupta School of Management -- Public Business School in West Bengal, India
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Wikipedia - Virginia school of political economy
Wikipedia - Virtual school libraries in the United States
Wikipedia - Virtual school library
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Wikipedia - Vocal school -- Type of children's primary school at some remote rural places in North America in the early to mid 19th century
Wikipedia - Vocational school -- Higher-level learning institution providing education needed for specific occupations
Wikipedia - Voluntary aided school
Wikipedia - Voorhees High School -- High school in Middlesex County, New Jersey, United States
Wikipedia - Vow of allegiance of the Professors of the German Universities and High-Schools to Adolf Hitler and the National Socialistic State
Wikipedia - Vryburg High School -- School in Vryburg, North West Province, South Africa
Wikipedia - W3Schools -- Web development information website
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Wikipedia - Waco High School -- Waco, Texas high school
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Wikipedia - WAES -- Radio station at Adlai E. Stevenson High School in Lincolnshire, Illinois
Wikipedia - Wahl-Coates Elementary School
Wikipedia - WAHS -- Radio station at Avondale High School in Auburn Hills, Michigan
Wikipedia - Walden School (New York City) -- Defunct private day school in Manhattan
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Wikipedia - Waldorf schools
Wikipedia - Waldwick High School -- High school in Bergen County, New Jersey, United States
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Wikipedia - Waller Independent School District
Wikipedia - Wall High School (New Jersey) -- High school in Monmouth County, New Jersey, United States
Wikipedia - Wallington High School -- High school in Bergen County, New Jersey, United States
Wikipedia - Wallington Public Schools -- School district in Bergen County, New Jersey, United States
Wikipedia - Wallkill Valley Regional High School -- High school in Sussex County, New Jersey, United States
Wikipedia - Wall Township Public Schools -- School district in Monmouth County, New Jersey, United States
Wikipedia - Walney School -- Secondary school in Barrow-in-Furness, Cumbria, England
Wikipedia - Walnut Grove School (Osage, Iowa) -- Historic one-room schoolhouse in Iowa
Wikipedia - Walnutwood High School -- Alternative school in Rancho Cordova, California, United States
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Wikipedia - Walthamstow College of Art -- School in London
Wikipedia - Walt Whitman Community School
Wikipedia - Walt Whitman High School (Bethesda, Maryland)
Wikipedia - Walt Whitman High School (Huntington Station, New York)
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Wikipedia - W. A. Porter Collegiate Institute -- Secondary school located in Scarborough, Toronto, Canada
Wikipedia - Wardlaw-Hartridge School -- Private school in Middlesex County, New Jersey, United States
Wikipedia - Ware High School (Augusta, Georgia) -- School for African American students in Augusta, Georgia
Wikipedia - Wariyapola Sri Sumangala College -- school in Kandy, Sri Lanka
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Wikipedia - Warren Anatomical Museum -- Museum at Harvard Medical School
Wikipedia - Warren Hills Regional High School -- High school in Warren County, New Jersey, United States
Wikipedia - Warren Hills Regional School District -- School district in Warren County, New Jersey, United States
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Wikipedia - Warsaw School of Mathematics
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Wikipedia - Washington Borough Public Schools -- School district in Warren County, New Jersey, United States
Wikipedia - Washington-Liberty High School -- public high school in Arlington, Virginia
Wikipedia - Washington School District (Arkansas) -- Forner school district in Arkansas, U.S.
Wikipedia - Washington School District (Pennsylvania) -- School district in Washington County, Pennsylvania, U.S.
Wikipedia - Washington School Information Processing Cooperative -- Public non-profit cooperative
Wikipedia - Washington State University College of Nursing -- American nursing school
Wikipedia - Washington Township High School (New Jersey) -- High school in Gloucester County, New Jersey, United States
Wikipedia - Washington Township Public School District -- School district in Gloucester County, New Jersey, United States
Wikipedia - Washington Township School District (Warren County, New Jersey) -- School district in Warren County, New Jersey, United States
Wikipedia - Washington Township Schools -- Public school district in New Jersey, USA
Wikipedia - Washington University (medical school)
Wikipedia - Washington University School of Medicine -- Medical school in St. Louis, Missouri
Wikipedia - Watchung Hills Regional High School -- High school in Somerset County, New Jersey, United States
Wikipedia - Waterford Township School District -- School district in Camden County, New Jersey, United States
Wikipedia - Waterkloof House Preparatory School
Wikipedia - Waupaca High School -- High school in Waupaca, Wisconsin
Wikipedia - Wayland High School -- Massachusetts high school
Wikipedia - Wayne County Schools (Tennessee) -- School district in Tennessee, United States
Wikipedia - Wayne High School (Utah) -- Public high school in Utah
Wikipedia - Wayne Hills High School -- High school in Passaic County, New Jersey, United States
Wikipedia - Wayne Lo -- School shooter
Wikipedia - Wayne Public Schools -- School district in Passaic County, New Jersey, United States
Wikipedia - Wayne Valley High School -- High school in Passaic County, New Jersey, United States
Wikipedia - WBGD -- Former high school radio station in Brick, New Jersey
Wikipedia - WCW Power Plant -- American professional wrestling school
Wikipedia - WDGC-FM -- High school radio station in Downers Grove, Illinois, United States
Wikipedia - Weather High School Jailbreaks
Wikipedia - Weber High School -- High school in Pleasant View, Utah
Wikipedia - Weber School District -- School district in Weber County, Utah
Wikipedia - Web for Schools
Wikipedia - Webster City Community School District -- School district in Webster City, Iowa, United States
Wikipedia - Wechsler Preschool and Primary Scale of Intelligence
Wikipedia - WEDM -- High school radio station in Indianapolis, Indiana
Wikipedia - Weehawken High School -- High school in Hudson County, New Jersey, United States
Wikipedia - Weehawken School District -- School district in Hudson County, New Jersey, United States
Wikipedia - Weequahic High School -- High school in Newark, New Jersey, United States
Wikipedia - Welcome to Demon School! Iruma-kun
Wikipedia - Welham Girls' School -- Girls' boarding school in Dehradun, India
Wikipedia - WELH -- Rhode Island Public Radio station at The Wheeler School
Wikipedia - Wenhua Senior High School metro station -- Future metro station in Taichung, Taiwan
Wikipedia - Wenonah School District -- School district in Gloucester County, New Jersey, United States
Wikipedia - Wentworth Primary School -- school in Dartford, Kent, England
Wikipedia - WEPS -- High school radio station in Elgin, Illinois
Wikipedia - Wesleyan Christian Academy (Cayman Islands) -- School in the Cayman Islands
Wikipedia - Wesley Grammar School -- Senior High School
Wikipedia - Wessobrunner School -- Group of Baroque stucco-workers from the Benedictine Wessobrunn Abbey in Bavaria, Germany
Wikipedia - West Africa Advanced School of Theology -- Bible college in LomM-CM-), Togo
Wikipedia - West African Baptist Advanced School of Theology -- College in LomM-CM-), Togo
Wikipedia - West Allegheny School District -- Public school district in PA. USA
Wikipedia - West Ashley High School -- High school in Charleston, South Carolina, USA
Wikipedia - Westbury High School (Houston) -- High school in Brays Oaks, Texas
Wikipedia - West Caldwell Tech -- High School in Essex County, New Jersey, United States
Wikipedia - West Catholic Athletic League -- High school athletic conference
Wikipedia - West Coast School
Wikipedia - West Covina High School -- American public high school
Wikipedia - West Deptford High School -- School district in Gloucester County, New Jersey, United States
Wikipedia - West Deptford Public Schools -- School district in Gloucester County, New Jersey, United States
Wikipedia - West End High School (Dhaka, Bangladesh) -- Public school in Dhaka, Bangladesh
Wikipedia - Westerford High School -- Public boarding school in Cape Town, Western Cape, South Africa
Wikipedia - Western Association of Schools and Colleges
Wikipedia - Western Catholic Education Association -- accreditation agency for US Roman Catholic schools
Wikipedia - Western Christian High School (Upland, California) -- Co-educational private Christian high school in California
Wikipedia - Western Indiana Conference -- Indiana high school athletic conference
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Wikipedia - Western Michigan University Cooley Law School -- American law school
Wikipedia - Western Reserve Conference -- High school athletics conference in northeast Ohio, United States
Wikipedia - Western School Board -- Former school district in Prince Edward Island, Canada
Wikipedia - Western University of Health Sciences -- Private medical graduate school in California and Oregon
Wikipedia - West Essex High School -- High school in Essex County, New Jersey, United States
Wikipedia - West Essex Regional School District -- School district in Essex County, New Jersey, United States
Wikipedia - Westfield High School (New Jersey) -- High school in Union County, New Jersey, United States
Wikipedia - Westfield Public Schools -- School district in Union County, New Jersey, United States
Wikipedia - West Hancock Community School District -- Public school district in Britt, Iowa, United States
Wikipedia - West Harvey-Dixmoor Public School District 147 -- Public school district in Illinois, US
Wikipedia - West Hatch High School -- School in Chigwell, Essex, England
Wikipedia - West High School (Akron, Ohio) -- High school in Akron, Ohio
Wikipedia - West High School (Minneapolis, Minnesota) -- High school in Minneapolis, Minnesota closed in 1982
Wikipedia - West Hill Secondary School -- Canadian secondary school
Wikipedia - West Iron County Schools -- School district in Michigan, US
Wikipedia - Westlake High School (California) -- public secondary school in Thousand Oaks, southern California, USA
Wikipedia - West Long Branch Public Schools -- School district in Monmouth County, New Jersey, United States
Wikipedia - West Mesquite High School -- Public high school in the United States
Wikipedia - West Milford High School -- High school in Passaic County, New Jersey, United States
Wikipedia - West Milford Township Public Schools -- School district in Passaic County, New Jersey, United States
Wikipedia - Westminster School District -- Public school district in Orange County, California (USA)
Wikipedia - Westminster School -- School in Westminster, England
Wikipedia - Westmoreland High School -- Public high school in Westmoreland, Tennessee, United States
Wikipedia - West Morris Central High School -- High school in Morris County, New Jersey, United States
Wikipedia - West Morris Mendham High School -- High school in Morris County, New Jersey, United States
Wikipedia - West Morris Regional High School District -- School district in Morris County, New Jersey, United States
Wikipedia - Westmount High School
Wikipedia - Weston High School shooting -- 2006 school shooting in Cazenovia, Wisconsin
Wikipedia - West Orange High School (New Jersey) -- High school in Essex County, New Jersey, United States
Wikipedia - West Orange-Stark High School -- American public high school
Wikipedia - West Point High School (Arizona) -- High school in Avondale, Arizona
Wikipedia - West Side High School (New Jersey) -- High school in Newark, New Jersey, United States
Wikipedia - West Tallahatchie School District -- School district in Mississippi, United States
Wikipedia - West Tennessee School for the Deaf -- Public school for the deaf in Jackson, Tennessee
Wikipedia - West Town Academy -- public high school in Chicago, Illinois
Wikipedia - West Windsor-Plainsboro High School North -- High school in Middlesex County, New Jersey, United States
Wikipedia - West Windsor-Plainsboro High School South -- High school in Mercer County, New Jersey, United States
Wikipedia - West Windsor-Plainsboro Regional School District -- School district in Mercer County, New Jersey, United States
Wikipedia - Westwood Regional High School -- High school in Bergen County, New Jersey, United States
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Annie Besant ::: Born: October 1, 1847; Died: September 20, 1933; Occupation: Member of the London School Board;
Jane Elliott ::: Born: May 27, 1933; Occupation: Schoolteacher;
Schoolboy Q ::: Born: October 26, 1986; Occupation: Hip-hop artist;
Johann Lamont ::: Born: July 11, 1957; Occupation: Schoolteacher;
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Kheper - schools -- 69
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wiki.auroville - Deepanam_School
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wiki.auroville - Fraternity_School
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wiki.auroville - Ilaignarkal_School
wiki.auroville - Isai_Ambalam_School
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wiki.auroville - The_beginnings_of_Udavi_School
wiki.auroville - The_Mother's_International_School
wiki.auroville - Transition_School
wiki.auroville - Transition_School_-_some_memories_of_the_beginnings
wiki.auroville - Udavi_School
Dharmapedia - Category:Schools_of_Buddhism
Dharmapedia - Huayan_school
Dharmapedia - Traditionalist_School
Psychology Wiki - Category:Philosophical_schools_and_traditions
Psychology Wiki - Category:Psychological_schools
Psychology Wiki - Critical_theory_(Frankfurt_School)
Psychology Wiki - Early_Buddhist_schools
Psychology Wiki - File:School_girls_in_Bhaktapur.jpg
Psychology Wiki - List_of_yoga_schools
Psychology Wiki - New_School_for_Social_Research
Psychology Wiki - Schools_of_Buddhism
Psychology Wiki - Vedanta#Sub-schools_of_Vedanta
Stanford Encyclopedia of Philosophy - dialectical-school
Stanford Encyclopedia of Philosophy - kokugaku-school
Stanford Encyclopedia of Philosophy - kyoto-school
Stanford Encyclopedia of Philosophy - school-names
Stanford Encyclopedia of Philosophy - school-salamanca
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https://tvtropes.org/pmwiki/pmwiki.php/Series/PlaySchool
https://tvtropes.org/pmwiki/pmwiki.php/Series/SchoolOfComedy
https://tvtropes.org/pmwiki/pmwiki.php/Series/TheSchoolNurseFiles
https://tvtropes.org/pmwiki/pmwiki.php/Series/VetSchool
https://tvtropes.org/pmwiki/pmwiki.php/TabletopGame/HighSchoolGirlsRPG
https://tvtropes.org/pmwiki/pmwiki.php/TabletopGame/MiskatonicSchoolForGirls
https://tvtropes.org/pmwiki/pmwiki.php/Theatre/TheSchoolForScandal
https://tvtropes.org/pmwiki/pmwiki.php/UsefulNotes/SchoolSystems
https://tvtropes.org/pmwiki/pmwiki.php/VideoGame/BattleGirlHighSchool
https://tvtropes.org/pmwiki/pmwiki.php/VideoGame/LoveLiveSchoolIdolFestival
https://tvtropes.org/pmwiki/pmwiki.php/VideoGame/LoveLiveSchoolIdolFestivalALLSTARS
https://tvtropes.org/pmwiki/pmwiki.php/VideoGame/LoveLiveSchoolIdolFestivalAllStars
https://tvtropes.org/pmwiki/pmwiki.php/VideoGame/LunarWalkingSchool
https://tvtropes.org/pmwiki/pmwiki.php/VideoGame/OldSchoolMusical
https://tvtropes.org/pmwiki/pmwiki.php/VideoGame/RiddleSchool
https://tvtropes.org/pmwiki/pmwiki.php/VideoGame/RivalSchools
https://tvtropes.org/pmwiki/pmwiki.php/VideoGame/SonicsSchoolhouse
https://tvtropes.org/pmwiki/pmwiki.php/VideoGame/TheAdventureOfHouraiHighSchool
https://tvtropes.org/pmwiki/pmwiki.php/VideoGame/TheMagicSchoolBus
https://tvtropes.org/pmwiki/pmwiki.php/VideoGame/TokyoAfterschoolSummoners
https://tvtropes.org/pmwiki/pmwiki.php/VideoGame/WhiteDayALabyrinthNamedSchool
https://tvtropes.org/pmwiki/pmwiki.php/VisualNovel/HighschoolRomance
https://tvtropes.org/pmwiki/pmwiki.php/VisualNovel/HighSchoolStory
https://tvtropes.org/pmwiki/pmwiki.php/VisualNovel/JohnCenasSexyHighSchoolAdventure
https://tvtropes.org/pmwiki/pmwiki.php/VisualNovel/SchoolDays
https://tvtropes.org/pmwiki/pmwiki.php/WebAnimation/KawaiiSchoolgirl
https://tvtropes.org/pmwiki/pmwiki.php/WebAnimation/MagicalGirlSchool
https://tvtropes.org/pmwiki/pmwiki.php/WebAnimation/MonsterSchool
https://tvtropes.org/pmwiki/pmwiki.php/WebAnimation/SchoolSpirit
https://tvtropes.org/pmwiki/pmwiki.php/WebAnimation/TheMostPopularGirlsInSchool
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/DisneyHighSchool
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/FarStarSummerSchool
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/HighSchoolChangedMe
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/HighSchoolOfTheDAndD
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/HighSchoolOfTheGods
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/KonohaHighSchool
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/NewSchoolKids
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/OldSchoolNewRevolution
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/ScalieSchoolie
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/SchoolBites
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/SchoolOfMages
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/StrangeSchool
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/TheGodOfHighSchool
https://tvtropes.org/pmwiki/pmwiki.php/Webcomic/WizardSchool
https://tvtropes.org/pmwiki/pmwiki.php/WebOriginal/ImATherapistAndMyPatientIsGoingToBeTheNextSchoolShooter
https://tvtropes.org/pmwiki/pmwiki.php/WebVideo/ElliotGoesToSchool
https://tvtropes.org/pmwiki/pmwiki.php/WebVideo/VideoGameHighSchool
https://tvtropes.org/pmwiki/pmwiki.php/WebVideo/WatchmenTheHighSchoolYears
https://tvtropes.org/pmwiki/pmwiki.php/WebVideo/YandereHighSchool
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/BarbiePrincessCharmSchool
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/CaspersScareSchool
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/CreepSchool
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/HighSchoolUSA
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/LittlePrincessSchool
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/MiddleSchoolMoguls
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/RecessSchoolsOut
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/SchoolForVampires
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/SchoolhouseRock
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/SchoolsOutTheMusical
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/ScoobyDooAndTheGhoulSchool
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/ShurikenSchool
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/TheEmperorsNewSchool
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/TheMagicSchoolBus
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/TheMagicSchoolBusRidesAgain
https://tvtropes.org/pmwiki/pmwiki.php/WesternAnimation/TimothyGoesToSchool
https://tvtropes.org/pmwiki/pmwiki.php/WMG/HighSchoolDXD
http://tvtropes.org/pmwiki/pmwiki.php/Film/NightSchool
http://tvtropes.org/pmwiki/pmwiki.php/Tropers/HairSecuritySchool
https://en.wikiquote.org/wiki/Assassination_of_a_High_School_President
https://en.wikiquote.org/wiki/Back_to_School
https://en.wikiquote.org/wiki/Barbizon_school
https://en.wikiquote.org/wiki/Beslan_school_hostage_crisis
https://en.wikiquote.org/wiki/Carnegie_School
https://en.wikiquote.org/wiki/Category:1990s_American_high_school_TV_shows
https://en.wikiquote.org/wiki/Category:2000s_American_high_school_TV_shows
https://en.wikiquote.org/wiki/Category:Films_set_in_schools
https://en.wikiquote.org/wiki/Category:Schools
https://en.wikiquote.org/wiki/Category:School_TV_shows
https://en.wikiquote.org/wiki/File:%22The_School_of_Athens%22_by_Raffaello_Sanzio_da_Urbino.jpg
https://en.wikiquote.org/wiki/File:33_Central_Park_West_(Ethical_Culture_School)_front.jpg
https://en.wikiquote.org/wiki/File:Amsterdam_-_Ontruiming_Schoolstraat_(7878).jpg
https://en.wikiquote.org/wiki/File:AnneFrankSchoolPhoto.jpg
https://en.wikiquote.org/wiki/File:Art_school_in_Elektrostal_14.jpg
https://en.wikiquote.org/wiki/File:A_STUDENT_AT_THE_WESTINGHOUSE_INDUSTRIAL_VOCATION_SCHOOL_ON_CHICAGO%27S_WEST_SIDE._SHE_IS_ONE_OF_NEARLY_1.2_MILLION..._-_NARA_-_556143.jpg
https://en.wikiquote.org/wiki/File:A_STUDENT_AT_THE_WESTINGHOUSE_INDUSTRIAL_VOCATION_SCHOOL_ON_CHICAGO'S_WEST_SIDE._SHE_IS_ONE_OF_NEARLY_1.2_MILLION..._-_NARA_-_556143.jpg
https://en.wikiquote.org/wiki/File:Beacon_School.jpg
https://en.wikiquote.org/wiki/File:Catholic_school_uniforms.jpg
https://en.wikiquote.org/wiki/File:Eleanor_Roosevelt_in_school_portrait.gif
https://en.wikiquote.org/wiki/File:Evstafiev-barocoa-school.jpg
https://en.wikiquote.org/wiki/File:High-school_students_Wikidata_workhsop_at_WMIL_offices.jpg
https://en.wikiquote.org/wiki/File:Jan_Steen_school_class_with_a_sleeping_schoolmaster,_1672.jpg
https://en.wikiquote.org/wiki/File:National_Schools_Sevens_2016,_U13A_Final._After_the_first_try.jpg
https://en.wikiquote.org/wiki/File:Quappelle-indian-school-sask.jpg
https://en.wikiquote.org/wiki/File:Raphael_School_of_Athens.jpg
https://en.wikiquote.org/wiki/File:Schoolgirls_in_Bamozai.JPG
https://en.wikiquote.org/wiki/File:School_of_Rembrandt_-_Susanna_at_the_Bath.jpg
https://en.wikiquote.org/wiki/File:School_of_Rembrandt_-_Young_Woman_with_a_Carnation.jpg
https://en.wikiquote.org/wiki/File:Students_of_Nan_Hua_High_School,_Singapore,_in_the_school_hall_-_20060127.jpg
https://en.wikiquote.org/wiki/File:The_School_of_Aristotle_(The_Lyceum)_(7263511120).jpg
https://en.wikiquote.org/wiki/File:The_School_of_Aristotle_(The_Lyceum)_(7263536048).jpg
https://en.wikiquote.org/wiki/File:"The_School_of_Athens"_by_Raffaello_Sanzio_da_Urbino.jpg
https://en.wikiquote.org/wiki/File:University-of-chicago-business_school.JPG
https://en.wikiquote.org/wiki/High_school
https://en.wikiquote.org/wiki/High_School_DxD_(season_1)
https://en.wikiquote.org/wiki/High_School_Musical
https://en.wikiquote.org/wiki/Ken_Schoolland
https://en.wikiquote.org/wiki/Middle_School:_The_Worst_Years_of_My_Life_(film)
https://en.wikiquote.org/wiki/Ned's_Declassified_School_Survival_Guide
https://en.wikiquote.org/wiki/Sandy_Hook_Elementary_School_shooting
https://en.wikiquote.org/wiki/School
https://en.wikiquote.org/wiki/Schooled_(TV_series)
https://en.wikiquote.org/wiki/Schoolhouse_Rock!
https://en.wikiquote.org/wiki/Schoolmaster
https://en.wikiquote.org/wiki/School_of_Rock
https://en.wikiquote.org/wiki/Schools
https://en.wikiquote.org/wiki/School_strike_for_climate
https://en.wikiquote.org/wiki/Special:GlobalUsage/AnneFrankSchoolPhoto.jpg
https://en.wikiquote.org/wiki/Special:GlobalUsage/"The_School_of_Athens"_by_Raffaello_Sanzio_da_Urbino.jpg
https://en.wikiquote.org/wiki/Stoneman_Douglas_High_School_shooting
https://en.wikiquote.org/wiki/Sunday_school
https://en.wikiquote.org/wiki/The_Doon_School
https://en.wikiquote.org/wiki/The_Emperor's_New_School
https://en.wikiquote.org/wiki/The_Magic_School_Bus_(TV_series)
https://en.wikiquote.org/wiki/Timothy_Goes_to_School
https://en.wikiquote.org/wiki/Tom_Brown's_School_Days
https://allpoetry.com/De-Schoolmeester-{Gerrit-van-de-Linde}
Sailor Moon (1992 - 1997) - It Follows Each Of The Sailor Senshi's Lives Until They Are In High School And That They Fought The Greatest Battles That They Ever Had From Evil Forces Invading Earth From Stealing Energy, Snatching Hearts And Stealing Dreams, Together They Will Bring Peace On Earth And Save The Universe As A Team.
Beetlejuice (1989 - 1991) - This show is about a little goth girl named Lydia who isnt like her happy-faced school girl peers, and is sick of her tortured and boring life so she summons a freelance bio-exorcist ghost with the most named Beetlejuice! And her boring life soon becomes filled with fun and danger. Beetlejuice can...
Aaahh!!! Real Monsters (1994 - 1997) - The show takes us through the struggles of life as a child monster. 3 monster friends are studying how to scare humans in school. Often their attempts don't work out as planned.
Boy Meets World (1993 - 2000) - From middle school through college and beyond, this is story of Corey Matthews. His life, his love, and oh yeah, all the stupid stuff he does.The people and places that he thinks of as home are slowly pulled away from him one by one, leaving him to consider just what his life is about when things ar...
Married ... with Children (1987 - 1997) - Married with Children was a show about the lives of the disfunctional Bundys. Al Bundy is a middle aged shoe salesman who works at Gary's Shoes and Accessories for Today's Woman. The highlight of Al's life is scoring 4 touchdowns in one game for Polk High when his team won the High School Champio...
The Magic School Bus (1994 - 1997) - Based on the series of children's books by Joanna Cole and Bruce Degen, The Magic School Bus is an animated series about a group of school kids and their teacher Ms. Frizzle. In each episode Ms. Frizzle would take the kids (and their mute class pet Liz, a lizard) on bizarre field trips to learn abou...
The Fairly OddParents (2001 - 2017) - The hit animated series about two fairies from Fairy World, Cosmo and Wanda, and their fairy godchild Timmy Turner, all started on Oh Yeah! cartoons, from 1998 - 2001 Timmy Turner is an average 10-year-old boy who gets beat up by school bully Francis, and tortured by his babysitter Vicky and teache...
Rocket Power (1999 - 2004) - the show revolves around the day to day adventures of middle-school age extreme sports enthusiasts who live in the fictitious Southern California beach resort town of Ocean Shores, where they enjoy surfing, roller skating, skateboarding, bicycling, street hockey, and other active pastimes
Daria (1997 - 2002) - The people of Lawndale just don't get Daria Morgendorffer. She's cool with that. See, Daria was born alienated, and now she's just trying to make it through high school with as little human contact as possible. Popularity, friends, activities... whatever. Daria lacks enthusiasm, but she makes up for...
Recess (1997 - 2001) - Recess is an American animated television series created by Paul Germain and Joe Ansolabehere (credited as "Paul and Joe") and produced by Walt Disney Television Animation. The series focuses on six elementary school students and their interaction with other classmates and teachers. The title refers...
Yu-Gi-Oh! (1998 - 2006) - Yugi Moto is a high school student with a passion for all kinds of games, especially the card game Duel Monsters in which 2 opponents summon monsters to battle each other. One day his grandfather gives him the mystical Millenium Puzzle, an ancient Egyptian artifact with magic powers. By solving the...
Angela Anaconda (1999 - 2001) - Angela Anaconda was a show about a girl who didnt fit in very well. You know the type the one that is ffriends with all the people that the snobs hate and find geeky or lame.This show first aired on Fox Family.She hates the biggest snob in the school who they call "Ninney Poo".
Schoolhouse Rock! (1973 - 1996) - In my opinion, this is one of the cartoons that was great at teaching kids how to learn. Even though each episode was five minutes, it was a good educational show for people to watch.
Bananas in Pajamas (1992 - 2012) - Preschoolers flip for this Australian show starring two bananas in blue-and-white striped pajamas, B1 and B2, who do goofy things. Pretty simple concept, really.
Caillou (1997 - 2010) - Based on the books by Christine L'Heureux, the show centers on a 4-year-old named Caillou, a bratty preschooler who is upset by the world around him. He has many crying tantrums with his family and friends and uses his whining in every episode, but in the end he's just as curious as any four-year-ol...
Goof Troop (1992 - 1993) - Goofy, now as a widower, moves back to his hometown of Spoonerville with his 11-year-old son Max. As it happens, Goofy and Max end up moving in next door to Goofy's high school friend: Pete, a used car salesman and owner of Honest Pete's Used Cars; Pete's wife Peg, a real estate agent; and their two...
100 Deeds for Eddie McDowd (1999 - 2002) - A school bully named Eddie was turned into a dog for his crimes. Now he must complete 100 good deeds in order to turn back to human. The only person who can understand him is the boy in which he last bullied. The show was apparently cancelled before the plot was acomplished, with Eddie having 76 mor...
Whatever Happened to Robot Jones (2002 - 2003) - A show taking place in the late 80s early 90s about a Robot named Robot Jones that is always picked on and hangs out with nerdy kids and attends 6th grade at polyneuix middle school.
Ouran High School Host Club (2006 - 2006) - One day Haruhi Fujioka searching through the vast campus for a quiet place to study since the libraries are filled with gossiping students, Haruhi finds the technically unused Third Music Room, taken over by the Host Club - a group of six attractive male students who spend their time charming and en...
Degrassi Junior High (1986 - 1991) - Degrassi Junior High is a Canadian CBC Television teen drama series that was produced from 1987 to 1989 as part of the Degrassi series. The show followed the lives of a group of students attending the titular fictional school. Many episodes tackled difficult topics such as drug use, child abuse, tee...
The Facts of life (1979 - 1988) - In this series which was originally a spin off o Diffrent strokes, Mrs. Garrett has become the warming housemother at an expensive all girls school called Eastland academy. The first season brought in horrible ratings and morbid critic reviews so several members of the original cast including a youn...
Superhuman Samurai Syber-Squad (1994 - 1994) - Based on a show from Japan called Grid Man, the English version lasted a few more episodes. The story revolves around Sam Collins, a highschool student with a knack for programming games who gets sucked into his computer by some freak power surge, transforming into one of his own creations: Servo....
Smart Guy (1997 - 1999) - Smart Guy is an American sitcom centering on the exploits of child genius T.J. Henderson (Tahj Mowry), who moves from being an elementary school student in the fourth grade to a high school student in the tenth grade, attending the same school as his two elder siblings Yvette and Marcus. Created by...
Galaxy High (1986 - 1986) - Two kids are chosen from Earth to go to school at the intergalactic Galaxy High. Aimee, the nerd becomes the most popular girl at school for her smarts, while Doyle, the popular jock back on Earth becomes the school loser, and is routinely picked on by a gang of alien bullies while he tries to work...
Saved by the Bell: The New Class (1993 - 2000) - A new group of students are now making their way through the halls of Bayside High School. Mr. Belding is still the principal, and Screech is now his assistant.
ABC Afterschool Specials (1972 - 1998) - "ABC Afterschool Specials" was the umbrella show name for various educational shows that were shown in the afternoon, occationally. Each episode was produced by a seperate company.
Sweet Valley High (1994 - 1998) - Based on the hit book series created by Francine Pascal, the show follows the lives of popular high school students, identical twins, Jessica and Elizabeth Wakefield and their best friends, Lila Fowler, Enid Rollins and Todd Wilkins.
Welcome Freshmen (1991 - 1993) - basically Nickelodeon's version of Saved by the bell. The show took place at Hawthorne High School with a group of high school students and a bumbling vice principal. Game shows like Get the Picture and Nick Arcade had celebrity episodes starring some of the cast of Welcome Freshmen and Clarissa Exp...
Life with Louie (1995 - 1998) - The show follows the younger days of comic Louie Anderson. The show was aired on Fox and won several children television awards. The plot is centered around Louie's relationship with his dad, younger brother and the kids at school.
My So-Called Life (1995 - 1995) - My So-Called Life is the award winning dramatic series, which chronicled the life of teenager Angela Chase and her struggle to find her identity. The show followed Angela and her friends through the highs and lows of adolescence. It touched on very real topics such as hand guns in school, illiterac...
The Letter People (1982 - 1988) - It was the muppet with letters. It help my reading alot when i started school. So you cant say you couldnt wait for Mr. M come and do his song
King Arthur and the Knights of Justice (1992 - 1993) - When the real King Arthur and his knights are captured by the evil sorceress, Morgana, Merlin is forced to use his magic to find suitable replacements. The group he finds is a day of modern day highschool football players, known as the Knights. With his magical might, he transports these young men...
Fifteen (1991 - 1993) - Nickelodeon's high-school soap. Originally aired in Canada as "Hillside".
The Greatest American Hero (1981 - 1983) - Ralph Hinkley, a high school teacher, is chosen by aliens to fight evil with superhuman powers via a bright red suit and an instruction manual. Unfortunately Ralph manages to lose the instructions in the middle of nowhere and he's stuck with powers he has no idea to control. Now, with the help of...
Flash Forward (1996 - 1997) - Tucker and Becca are close friends. So close that they live next door to one another with facing second story windows and share a birthday. Tucker is at times an absent minded goof-off while Becca tends to be opinated and in a hurry to grow up. Now in middle school, they find themselves caught in ev...
Ready or Not (1993 - 1997) - Follow the ups and downs of life with best friends Amanda Zimm and Busy Ramone as they deal with adolescence, boys, family, school and friends. The series began with the girls in the seventh grade but later progressed to the eighth and the ninth grades.
Detective Conan/Case Closed (1996 - 2004) - Shinichi/Jimmy Kudo is a seventeen year-old high school detective whom people call the "Modern Sherlock Holmes." However, one night after a date with his childhood sweetheart, Ran/Rachel, Shinichi/Jimmy witnessed an illegal trade and, caught off his guard, was knocked unconscious and fed a drug that...
Stickin' Around (1996 - 1999) - Winner of the 1998 Gemini Award for Best Animated Series, Stickin' Around uses the advanced computer graphics of "Boiler Paint," virtually convincing us that kids are creating their own animated series. Follow best friends Stacy and Bradley as they navigate their way through their elementary school...
Big Wolf on Campus (1999 - 2002) - The week before he returns to school for his senior year, popular High School jock Tommy Dawkins is bitten and turned into a werewolf. The only person Tommy Dawkins can turn to for help is the school nerd and Goth Fantasy Guild President Merton J Dingle. Now Tommy & Merton while still looking for a...
The Little Lulu Show (1995 - 1999) - Based on the 1940's Paramount cartoons, Little Lulu is the first-ever animated stand-up comic. Her best friend Annie is always there for her, and Lulu always has arguments with Tubby and the boys in his club. They are always tricking each other and get into crazy adventures in school, in the neighbo...
My Life as a Teenage Robot (2003 - 2009) - My Life as a Teenage Robot (MLAATR as abbreviated) stars a 16-year-old 6-foot-6-inch (2.0 m) -tall robot girl named XJ-9 (who prefers to be known simply as Jenny). Jenny lives in the town of Tremorton, Ohio in the (presumed) year of 2072. Jenny likes to go to the mall, fit in at high school, and han...
Hangin' with Mr. Cooper (1992 - 1997) - Popular comedian Mark Curry plays Mr. Mark Cooper, a single high school teacher and basketball coach living in Oakland, California. Between coaching, teaching, dealing with neighborhood struggles and living with two beautiful female roommates (played by Holly Robinson Peete and Dawnn Lewis), Mr. Coo...
Life Goes On (1989 - 1993) - A TV-series about the life of the Thatchers, especially "Corky", that has Down syndrome but goes to ordinary school ("mainstreaming). We get into their problems and joys. Drew Thatcher's dream comes true when he is able to open his own restaurant, but it's a hard business, and he often run into prob...
Fruits Basket (2001 - 2001) - The enigmatic Sohma family shares a great secret, its members are possessed by spirits of the Chinese Zodiac, and when they are hugged by members of the opposite sex, they transform into their Zodiac animal! Tohru Honda, an orphaned high school freshman, is given lodging in the Sohma household in ex...
Student Bodies (1997 - 1999) - Student Bodies followed a group of students at Thomas A. Edison High School, who created their own student newspaper entitled Student Bodies. Each episode blends the real-life happenings at school with cartoons of how Cody, who illustrates Student Bodies, humorously sees the events
Welcome Back Kotter (1975 - 1979) - Gabriel Kotter returns to Brooklyn to teach history at the very high school from which he graduated ten years prior. When the "Sweathogs" (a nickname earned by the underachieving students of Buchanan High) give him a hard time, Mr. Kotter fires back with his own unending wit, and before long, they a...
Child's Toy/Kodomo No Omocha/Kodocha (1996 - 1997) - Sana Kurata has a charmed life. Not only is her mother is a famous, award-winning writer, but she's the star of the hit TV comedy "Child's Toy" while still in the fifth grade. But Sana's biggest concern is Akito Hayama, a pint-sized hellion who's organized the boys in their grade-school class into a...
The Partridge Family (1970 - 1974) - The Partridges were a fatherless family of six who decided, in the premier episode, to form a rock band and tour the country in a psychedelically-painted school bus. Most episodes began at the family home in California. Under the leadership of 70s supermom Shirley Partridge (Shirley Jones), the five...
Taina (2001 - 2002) - Taina Morales has dreams that someday she will be a star, but finds out that the road to being a star is a hard one. Taina attends Manhattan School of the Arts with her best friend, Renee Jones and her other friends Daniel McDaniel and Lamar Johnson. But of course, her arch nemesis Maritza Hogge, wh...
Fame (1982 - 1987) - The Art School was always their dream.They want to dance, they want to sing, to play music, to act but above all they want to live their lives while they are still young and full of energy. Coco, Leroy, Danny, Jesse, Chris, and all the others try hard because they know that they've got a long way to...
In Search of..... (1976 - 1982) - This series explored various phenomena, legends, and mysteries and still holds up 20 years after it left the air. I just loved this show as a grade schooler in the seventies, because I was heavy into monsters and ghost stories and the show frequently profiled legends like vampires, werewolves, Bigfo...
The New Archies (1987 - 1988) - This series follows the adventures of Archie Andrews and his friends as pre-teens in middle school.
Disney's Hercules: The TV Series (1998 - 1999) - Teenage Hercules trains to be a hero and battles Hades, the ruler of the Underworld while attending high school.
The Head (1994 - 1996) - The Head is the story of Jim, a grade-school student, who awakens one morning to find that his cranium has enlarged to mammoth proportions. A week later, out bursts Roy, an little blue alien with an odd sense of humor, who's taken up residence in Jim's head. Turns out Roy needed a place to stay to a...
Breaker High (1997 - 1998) - Join the students of Breaker High, a high school on a cruise ship, while they experience fun and adventure, love and heartache, with good times and bad as they explore the high seas and get an education.
The Kids from Room 402 (1999 - 2001) - This show is about real kids, doing real things and suffering real consequences at "Harding Elementary School in Anytown U.S.A.". Their problems are not imagined or fantasized. Being kids they see even the most trivial occurrences as life or death struggles. Simple issues become magnified into co...
Spellbinder (1995 - 1997) - When a prank on a school trip goes drastically wrong, 15-year-old Paul Reynolds is blasted into an alternative reality where the advanced ideas of science are thought to be heretical magic, and outlawed. The regressive heirachic society is ruled by the Spellbinders, enforcers and politicians who wie...
Head of the Class (1986 - 1991) - A group of gifted high-school students are placed together into an "enrichment" class. Although brilliant, they have much to learn about each other and themselves.
Twin Peaks (1990 - 1991) - From the strange mind of director David Lynch came Twin Peaks, a murder mystery with his signature surreal and deranged twists detailing FBI Special Agent Dale Cooper's (Kyle MacLachlan) search for the killer of high school homecoming queen Laura Palmer (Sheryl Lee) in the quirky town of Twin Peaks....
Weird Science (1994 - 1997) - This televison series based off of the popular 80's movie of the same name. Gary (a blue collar and slacker) and Wyatt (rich and overly cautious) are two geeks with a big problem...girls, and sometimes Wyatt's older brother Chett a military school graduate who doesn't seem to show any intension of g...
Bionic Woman (1976 - 1978) - Starring Lindsay Wagner as Jamie Sommers. A retired pro tennis player turned Californian middle school teacher experiences a parachute failure and the accident renders her a tomato. The government takes the opportunity to turn her into a government project and replaces her most damaged limbs and p...
Flying Rhino Junior High (1998 - 2000) - This series follows four friends at Rhino Junior High using their brains and brawn to deal with problems created by their nemesis Earl P. Sidebottom A.K.A The Phantom, who can transpose the school to faraway places and drop students into strange situations. Focusing episodically on the different mem...
Hang Time (1995 - 2000) - a bunch of kids on a high school basket ball team
Initial D (1998 - 2006) - High school student Takumi Fujiwara works as a gas station attendant during the day and a delivery boy for his father's tofu shop during late nights. Little does he know that his precise driving skills and his father's modified Toyota Sprinter AE86 Trueno make him the best amateur road racer on Mt....
Bone Chillers (1996 - 1996) - Bone Chillers is about four high school freshmen at Edgar Allan Poe High. Aside from the normal pressures of high school, these kids deal with the "weirdness" of the haunted school like mutant flies, monsters with parts falling off, etc. Like the similar series "Goosebumps", it was based on a series...
Make the Grade (1989 - 1991) - Nickelodeon game show where contestants had to answer school questions for points and "graduate school" by winning the game. Contestants sat at red, green, and blue desks and had to answer question on a 7x7 game board. Grade levels from elementary school and grades 7-12 ran across the top and six ba...
Room 222 (1969 - 1974) - Room 222 was a drama series that took place in a fictional Los Angeles high school, Walt Whitman High that ran on ABC from 1969-1974. This show is about the daily lives of the teachers & pupils of the school.
The Steve Harvey Show (1996 - 2002) - Steve Hightower (Steve Harvey) is a has-been 1970s funk legend who is now a music teacher/Vice-principal at Booker T. Washington High School on Chicago's West Side. Budget cutbacks meant Steve also had to teach drama and art, much to his surprise. Cedric Robinson (Cedric the Entertainer) is a coach...
Radioactive (1998 - 2001) - This series deals a bunch of teenagers in High School (should be in Grade 12 by the end of the third season), who runs a Radio Broadcasts about news around the school, and contains edutainment shows and factors and music. In all three seasons, George Goodwin, Morgan Leigh, Tanya Panda, Blaire Resnic...
Freaks and Geeks (1999 - 2000) - The universal experience of teenagehood as lived by the regular old freaks and geeks in a Michigan high school, circa 1980, is the subject of this wistful comedy-drama executive-produced by Emmy-winner Judd Apatow and series creator Paul Feig.
Boys Over Flowers (1996 - 1997) - Makino Tsukushi: a girl who comes from a poor family just wants to get through her 2 last years at Eitoku Gakuen, quietly. But once she makes herself known by standing up for her friend to the F4, the 4 most popular, powerful and rich boys at the school. She gets the red card: F4's way of a "Declara...
Square Pegs (1982 - 1983) - Two ackward, but lovable school girls enter high school hoping to finally become popular
Kid Super Power Hour With Shazam! (1981 - 1982) - This series tells the stories of the students of Hero High, a high school specializing in the education of young superheroes. They have all the typical teenage activities, rivalries and events, but modified for their powers and skills. The companion series is of the adventures of the Marvel Family....
Hannah Montana (2006 - 2011) - Hannah Montana, also known as Hannah Montana Forever for the fourth season, is an American musical comedy series created by Michael Poryes, Rich Correll, and Barry O'Brien which focused on Miley Stewart (portrayed by Miley Cyrus), a teenager living a double life as an average schoolgirl by day and a...
Otaku no Video (1991 - 1991) - A comedy anime and documentary OVA series about an everyday Japanese guy named, Ken Kubo. He is in college, a member of the tennis team and even has a girlfriend. Then one day he comes across his old friend from high school, Tanaka. Tanaka induces Kubo to his otaku friends, all being experts in thie...
Learning the Ropes (1988 - 1988) - Robert Randall is a single father and a dedicated teacher at an exclusive prep school. When his family falls on hard times he decides to moonlight as the wrestler "The Masked Maniac". Things are okay until his kids find out about his double life. Now Robert and his kids try to keep this secret fr...
Kung Fu (1972 - 1975) - This series follows the adventures of Kwai Chang Caine, a Shaolin priest, in the American West. Caine was an orphan of a Chinese-American marriage, and was schooled in a Shaolin monastery, by his mentors, Masters Po and Kan. Through his life's journeys, he remembers the lessons and philosophy they i...
Ned's Declassified School Survival Guide (2004 - 2007) - Ned's Declassified School Survival Guide follows three middle school students, Ned Bigby, Simon Cook(Cookie) and Jennifer Mosley(Moze) and their day-to-day lives at the fictional James K. Polk Middle School. To assist him and his friends(and those viewers watching) through middle school, Ned creates...
Victorious (2010 - 2013) - Tori Vega is a teenage girl who is accepted into Hollywood Arts, a performing arts high school for talented teens. The show follows Tori and her friends as she finds her place within Hollywood Arts, completing school projects that usually involve musical and theatrical performances, and overcoming u...
PJ Masks (2015 - Current) - Three children become superheroes at night. During the school day a problem arises, and during the night the culprit is found by the PJ Masks and the problem gets solved by sharing ideas, recognizing strengths and weaknesses, and the ability of working together to get the problem solved. Everything...
Gamers! (2017 - 2017) - Keita Amano is a typical high school gamer living out an average student's life. One day, however, he has an unexpected meeting with the cutest girl in school that makes him want to disappear without a trace!
Hull High (1990 - 1990) - It was supposed to be a sort of young, hip "hip-hop high school" show, tackling new, sometimes controversial subjects that "the kids could really relate to". Unlike real life, though, the show was narrated by a group of rappers, called the "Hull High Devils", modeled after a sort of Greek Chorus....
Grange Hill (1978 - 2008) - Childrens TV show set in a London High School. Acters would start on this show then some would later move onto other UK shows. Show tane a years break in the mid 90`s before coming back. In 2005 Mersey TV productions tane over making the show from the BBC and the show is now filmed in Liverpool inst...
Jubei-chan (1999 - 1999) - Jiyu Nanohana is an ordinary schoolgirl at Hontsuru Junior High, until she stumbles upon a mysterious item. Unaware of it, Jiyu is the reincarnation of a master swordsman named Yagyu Jubei. His loyal servant, Koinusuke, has spent the last 300 years looking for the person destined to inherit the "Lov...
Death Note (2006 - 2007) - Death Note (Japanese: Hepburn: Desu Nto) is a Japanese manga series written by Tsugumi Ohba and illustrated by Takeshi Obata. The story follows Light Yagami, a high school student who discovers a supernatural notebook from a Shinigami named Ryuk that grants its user the ability to kill anyone...
Wow Wow Wubbzy (2006 - 2010) - Wow Wow Wubbzy! was a preschool children's show that aired on Nick Jr. It follows Wubbzy and his friends Widget, Walden, and Daizy in fun adventures. The series was created by Bob Boyle and lasted from 2006-2010 on Nick Jr.
Class of '96 (1993 - 1993) - a highschool show like 90210 that came out in 92 but they would graduate in 1996. dindt last that long.
Drexell's Class (1991 - 1992) - An executive(Dabney Coleman)is arrested for tax evasion.He is offered probation by agreeing to teach at an elementary school,until his back taxeas are paid.
90210 (1990 - 2000) - Originally based around the lives of a group of high school students living in the wealthy Beverly Hills neighborhood, then later moving on to their college days as they got older. The kids become friends and enemies, fall in and out of love, and go through an endless series of crises as this small...
Ghost Stories (2000 - 2001) - Ghost Stories (Gakkou no Kaidan, lit. "School Ghost Stories") is an anime series created in 2000 by animation studio Pierrot and Aniplex for Fuji Television. The show was directed by Noriyuki Abe (who also directed YuYu Hakusho for Pierrot, and would later go on to helm Bleach), with music by Kaoru...
Kim Possible (2002 - 2007) - A teenage crime fighter who has the task of dealing with worldwide, family, and school issues every day. Kim possible is not just an ordinary girl. She is a cheerleader and she saves the world, even on school nights. With her sidekick, best friend and now boyfriend Ron Stoppable and his naked mole r...
WordGirl (2007 - 2015) - A young superhero fights crime with her superpowers, which include super strength, flight, and a colossal vocabulary. In her adventures, she is accompanied by her monkey sidekick, Captain Huggyface. When they are not on the lookout for villains, they are schoolgirl Becky Botsford and her pet monkey,...
Maxie's World (1987 - 1987) - The series takes place in the fictional seaside town of "Surfside" and follows the adventures of teenager Maxie and her circle of friends. Maxie attends Surfside High School where she is a popular straight "A" student, cheerleader and surfer girl, while after school, she serves as host and investiga...
Nick Jr. (1988 - Current) - Nick Jr. was a block of programming for preschoolers on Nickelodeon which would air weekdays from 9:00 AM to 2:00 PM. The block first began in 1988 and the very first show it aired was Pinwheel, the very program to put Nickelodeon on the map. In its first few years, the block aired mostly foreign an...
Vision of Escaflowne (1996 - 1996) - High school student Hitomi is transported from Earth to the magical world of Gaea, where she meets boy prince Van Fanel, and is caught up in his quest to unite the countries of Gaea against the ominous Zaibach empire. On the way, she discovers an hidden ability and strives to unravel layers of myste...
Vampire Knight (2008 - 2008) - Cross Academy is an elite boarding school with two separate, isolated classes: the Day Class and the Night Class. On the surface, Yuuki Cross and Zero Kiryuu are prefects of the academy, and attempt to keep order between the students as classes rotate in the evenings. As the Night Class is full of u...
Tweenies (1999 - 2003) - The Tweenies was a show for preschool children that was aired on BBC and CBBC. It features four preschool children, Bella, Milo, and Fizz at the play group center. Max and Judy are the teachers at the play group center. Doodles was the first dog in the play group center, but then was replaced by Izz...
Dark Season (1991 - 1991) - Dark Season is a British science-fiction television serial for children, screened on BBC1 in late 1991. Comprised of six twenty-five minute episodes, the two linked three-part stories tell the adventures of three teenagers and their battle to save their school and their classmates from the actions o...
Davis Rules (1991 - 1992) - A widowed,elementary school,principal raises 3 boys,with help from his silly father.The show ran for one season on ABC,and a second season on CBS.Starred Randy Quaid and Jonathan Winters.
WordWorld (2007 - 2011) - Preschool show about animals shaped like the words they represent
Degrassi: The Next Generation (2001 - 2015) - This canadian television teen serial drama is set in the Degrassi universe. This series has a generation of students of Degrassi Community School.
Attack on Titan: Junior High (2015 - 2015) - The parody/spinoff re-imagines Eren, Mikasa, Armin, and other characters from the original manga as students and teachers at Titan Junior High School.
Bakuman. (2010 - Current) - Moritaka Mashiro, a junior high school student, content to live out a relatively normal life as any other does, is persuaded by his classmate, Akito Takagi, to become an aspiring mangaka when the latter realizes his natural talent as an artist. However, Moritaka is reluctant to pursue his dream as h...
School for Little Vampires (2006 - 2010) - A group of child vampires who live in a boarding school for vampires.
High School of the Dead (2010 - 2010) - It happened suddenly: The dead began to rise and Japan was thrown into total chaos. As these monsters begin terrorizing a high school, Takashi Kimuro is forced to kill his best friend when he gets bitten and joins the ranks of the walking dead. Vowing to protect Rei Miyamoto, the girlfriend of the m...
Let's Go Quintuplets! (2001 - 2002) - This anime series shows the life of quintuplets who are "in the same 1st grade in the same school". Most popular in the Netherlands, Italy and New Zealand. Dubbed in English in Canada.
Dennis the Menace and Gnasher (2009 - Current) - Dennis and Gnasher is an Australian/British animated television series currently being aired on CBBC Channel. Based on the original comic strips from The Beano, it features the adventures of the rebellious schoolboy Dennis the Menace and his dog Gnasher.
This Art Club has a Problem! (2016 - 2016) - Kono Bijutsubu ni wa Mondai ga Aru! focuses on an art club in a certain middle school, and its members: Subaru Uchimaki, who is a genius at drawing faces, but only wants to draw the perfect 2D wife; Colette, a rich troublemaker who never stops making mischief; and the club president, who sleeps thro...
Valvrave the Liberator (2013 - Current) - High school student Haruto Tokishima lives a normal life until the Dorssian military invades.
New Game! (2016 - Current) - The main character Suzukaze Aoba graduates from high school and joins a game company. The person who made the game that Aoba loved as a grade-schooler just happens to be Aoba's senior at the company. The story follows girls who work and aspire at the Eaglejump company. (From season 1)
Nichijou - My Ordinary Life (2011 - 2011) - Nichijou primarily focuses on the daily antics of a trio of childhood friendshigh school girls Mio Naganohara, Yuuko Aioi and Mai Minakamiwhose stories soon intertwine with the young genius Hakase Shinonome, her robot caretaker Nano, and their talking cat Sakamoto. With every passing day, the live...
Dragon Crisis! (2011 - 2011) - A normal high school boy Kisaragi Ryuji's peaceful life is turned into an adventure by the return of his second cousin Eriko. Ryuji and Eriko seize a relic box from a black broker. In the box, they find a red dragon girl Rose. In order to protect Rose from the black organization, Ryuji decides to fi...
Science Court (1997 - 2000) - The half-hour program mixed courtroom drama, science experiments, and humor to teach fundamental concepts in elementary and middle school science such as the water cycle, work, matter, gravity, flight, and energy. As each case unfolded, the characters in the trial used humor to highlight scientific...
Warner Bros. Animation and Roz's High School Daze (2014 - 2015) - Warner Bros. Television Animation and Roz are Have fun at High School!
A.N.T. Farm (2011 - 2014) - Disney Channel original sitcom about prodigies in a gifted program called The A.N.T. (Advanced Natural Talents) Program at their local high school in San Francisco.
Wayside (2007 - 2008) - Wayside, an animated series based on Louis Sachars bestselling book series. Follow the comically-absurd tales of students on the top floor of Wayside, a quirky grammar school that was accidentally built 30-stories high. The original plans called for 30 classrooms on the ground floor, but the builde...
Cedric (2001 - Current) - The adventures of a young rascal, his family and his school. A hero close to the hearts of all children, funny yet tender at the same time. It is hard, very hard to be a little boy... between the mistress, the school shrink, nosy parents, rowdy pals, an odious niece, and a temperamental girl friend,...
Woofy (2004 - 2005) - In a household where no pets are allowed, a dog, in cahoots with his little boy master, passes himself off as a stuffed animal. Formerly a stray, Woofy and Antoine have forged a special bond which has led to Antoine taking the dog home and claiming to have won a stuffed animal at school. From that...
Creepschool (2004 - 2004) - Welcome to the school where your fears and nightmares become a hilariously creepy reality! Ghouls in the classroom! Giant octopuses in the swimming-pool! Elsa, Josh and the other kids have personal dilemmas and everyday problems just like the rest of us. But in the twilight zone of Creepschool nothi...
Betsy's Kindergarten Adventures (2008 - 2009) - The show follows a girl named Betsy as she starts out her school years. The series premiere shows Betsy facing the uncertainty of her first day of school and the adjustments she must make as she meets her new teacher and classmates, encounters unfamiliar rules and routines, and finds herself in an e...
Soul Eater (2008 - 2009) - Set in the Shinigami technical school for weapon meisters, the series revolves around 3 groups of each a weapon meister and a human weapon. Trying to make the latter a "Death Scythe" and thus fit for use by the Shinigami, they must collect the souls of 99 evil humans and 1 witch.
Danganronpa: The Animation (2013 - 2013) - In an adapted anime series based upon a video game "Danganronpa: Trigger Happy Havoc", group of 15 elite high school students are gathered at a very special, high class high school. To graduate from this high school essentially means you'll succeed in life, but graduating is very difficult. The scho...
Lucky Star (2007 - 2007) - Portrays the lives of several school girls attending a Japanese high school with a very loose humor tone. The main heroine is Konata Izumi, an athletic and intelligent girl who, despite these attributes, is not in a sports club, and her grades remain low. Her laziness at school is due to her love fo...
Our Miss Brooks (1952 - 1956) - Our Miss Brooks is an American situation comedy starring Eve Arden as a sardonic high school English teacher.
Azuki_Chan (1995 - 1998) - Azuki-chan (Japanese: ?) is an anime series about a young schoolgirl named Azusa Noyama, nicknamed Azuki-chan because when she was younger she was accidentally called Azuki. This Blackie Ponytail Girl look like kimiko from xialion showdown
What Really Happened To the Class Of '65? (1977 - 1978) - A dramatic anthology series based on the book of the same title. A former student who later returns to his old high school as a teacher & tells stories about his former classmates who have moved on with their lives. The show ran briefly on NBC.
Saint Tail (1995 - 1996) - "Saint Tail" is a 43-episode anime about a schoolgirl named Meimi Haneoka, who transforms into a magical girl named Saint Tail, who takes back items that were previously stolen dishonestly and returns them to their proper place.
Julie's Greenroom (2017 - Current) - an American educational pre-school television series that was released on Netflix in March 17, 2017.
Air Gear (2006) (2006 - 2011) - A new fad by the name of 'Air Treks' (a futuristic evolution of aggressive skating) has swept the nation's youth and all over gangs are being formed that compete in various events using their A-T's. Ikki is a middle-school boy who is the toughest street-fighting punk on the east side of town part of...
Doodle Do (2006 - 2010) - a British television programme designed for pre-school children. It aired on the CBeebies channel between 2006 and 2010. [1] The programme features three "Doodle Doers" puppets called "Dib-Dab", "Scribble" and "Stick" who interact with a human presenter, Chris (played by Chris Corcoran, a Welsh...
Big & Small (2008 - Current) - a British/Canadian children's television series aimed at preschoolers. Big & Small is a co-production between Kindle Entertainment and 3J's Productions produced in association with the BBC, Treehouse TV, and Studio 100.[1] The first series was deemed a success worldwide and a second series was commi...
Aoki Densetsu Shoot! (1993 - 1994) - lit. "Blue Legend Shoot!") is a Japanese anime produced by Toei Animation between November 7, 1993 and December 25, 1994 on the Fuji TV television network; there were fifty-eight episodes. The story revolves around a boy named Toshihiko Tanaka, who has just started at Kakegawa High School in order t...
Puni Puni Poemy (2001 - 2001) - Poemi Watanabe (a.k.a. Kobayashi) is a 10-year-old girl with aspirations of being a famous voice actress. Unfortunately, her school grades are bad and her voice acting is even worse. But when a mysterious alien kills her parents and wreaks havoc all over Tokyo, Poemi grabs a talking fish, skins it i...
Rimba's Island (1994 - Current) - a preschool children's television series featuring costumed characters living in a rain forest. It aired on Fox Kids as part of The Fox Cubhouse starting in 1994.
Ever after high (2015 - Current) - a series of animated shorts on YouTube.[106] In June 2014, Netflix announced it was developing a series of episodes based on the webisodes[107][108] - which was released on February 6, 2015.s a boarding school located in the Fairy Tale World. It is attended by the teenage children of fairy tale char...
Bunsen Is a Beast (2017 - 2018) - an American animated television series created by Butch Hartman for Nickelodeon. It revolves around a small eccentric monster named Bunsen who begins attending a middle school that previously only admitted humans. In spite of prejudice against beasts, Bunsen befriends a human boy named Mikey Munroe...
Hikari no Densetsu (1986 - Current) - lit. Legend of Light,the manga series was adapted into a nineteen episode anime series on MBS (Mainichi Broadcasting System) by Tatsunoko Productions studio and directed by Tomomi Mochizuki. is primarily a love story that it is set in the late 80s junior high school atmosphere. The plot revolves aro...
The Song of Tentomushi (1974 - 1976) - (lit. "The Ladybug's Song") is manga series by Noboru Kawasaki published from 1973 to 1975 by Shogakukan in their elementary school study magazines in the Shogakukan no Gakush Zasshi series. The manga was collected in four volumes. An anime series adapted from the manga was created by Tatsunoko Pro...
Animal Mechanicals (2008 - 2011) - a Canadian animated television preschool series that was created by Jeff Rosen. Produced by Halifax Film, a DHX Media company, in association with The Canadian Broadcasting Corporation and distributed by Decode Entertainment, the series premiered in Canada on CBC Television as part of the Kids' CBC...
The Fresh Beat Band (2009 - 2013) - (formerly The JumpArounds) is an American live action musical preschool television series created by Scott Kraftand Nadine van der Velde for Nickelodeon and Treehouse TV. The show stars the "Fresh Beats" (Twist, Kiki, Shout and Marina), described as four best friends in a band who go to music school...
Maria Holic (2009 - 2011) - The first anime adaptation animated by Shaft aired in Japan between January and March 2009. A second anime season, MariaHolic: Alive, premiered on April 8, 2011. Both seasons of the anime series have been licensed by Sentai Filmworks.revolves around a high school girl named Kanako Miyamae, who is s...
Lizzie the Lizard (1989 - 1991) - a children's television show[1] airing from 1989-1991 on ITV.[2] Four series were commissioned. Half of the series featured Lizzie and her pals (Patrick the Pig and Geoffrey the Donkey) discovering an item and then researching it. The other half featured the gang's normal life in school, at home and...
Hiatari Ryk! (1982 - 1988) - a live-action television drama series,[2] an anime television series,[1] and an anime film sequel to the television series.[1] The title translates roughly as Sunlight All Around!The story focuses on the relationships of Kasumi Kishimoto, a high school student. When she enters Myj High School, she...
Maid Sama! (2010 - 2010) - "Kaichou wa Maid Sama" is a Japanese anime series adapted from the manga of the same title by Hiro Fujiwara. Maid Sama! follows the relationship and romance between Misaki Ayuzawa, the female student council president of Seika High school which was once all-boys now co-ed school but is still male do...
The Emperor's New School (2006 - 2008) - an American animated television series created by Mark Dindal for Disney Channel that aired from January 27, 2006 to November 20, 2008. Based on the 2000 film The Emperor's New Groove, the series follows the adventures of a temporarily-dethroned Kuzco as he completes his education in order to return...
Sensual Phrase (1999 - 2000) - a 44-episode anime television series by Studio Hibari, and as a series of novels. The series tells the story of Aine Yukimura, a high school student who becomes the lyricist for a Japanese rock band, and her relationship with the band's lead singer, Sakuya Ookochi.To promote the anime, a real-life b...
Hi Opie! (2014 - 2016) - a Canadian preschool show that premiered on September 1, 2014 on TVOKids and also airs on Knowledge Network and City Saskatchewan.The series was renewed in 2015 for a second season.[1] Season 2 began airing September 7, 2015 on TVO and City. It premiered on Knowledge Network on September 28, 2015....
Ready Set Learn (1992) (1992 - 2010) - a preschool block that aired on TLC from December 28, 1992 to September 26, 2008, and Discovery Kids from 1998 to October 8, 2010.The block was initially hosted by children's entertainer Rory Zuckerman, who was billed as simply "Rory". In 1996, Discovery Kids began to air its shows in its schedule u...
Milkshake! (1997) (1997 - Current) - a British preschool television programming block on Channel 5, aimed at children two to seven years old. The block debuted in 1997 and is broadcast on weekdays from 06:00 to 09:15 and weekends from 06:00 to 10:00. The block has a number of presenters, and features a range of children's programming....
Miss Peach of the Kelly School (1980 - 1982) - a short-lived puppet television series that is based on the comic strip Miss Peach by Mell Lazarus. It features Miss Peach (played by Deborah Grover), who is teaching students at the Kelly School. The show was taped at Toronto, Canada in 1980.[1] In 1982, it was released on home video and was distri...
Megamaths (1996 - 2002) - a BBC educational television series for primary schools that was originally aired on BBC Two from 16 September 1996 to 4 February 2002. For its first four series, it was set in a castle on top of Table Mountain, populated by the four card suits (Kings, Queens and Jacks/Jackies, and a Joker who looke...
Battle Girl High School (2017 - Current) - ( Batorugru Haisukru) is a Japanese social network game released by COLOPL. An anime adaptation was green-lit,[1] to celebrate the one year anniversary of the game.[2] The anime adaptation, which was later revealed to be a television series, aired in Japan from July 2[3][4] to Septemb...
Saki (2009) (2009 - 2014) - an ongoing Japanese manga series written and illustrated by Ritz Kobayashi. The story revolves around a first-year high school girl named Saki Miyanaga who is brought into the competitive world of mahjong by another first-year, Nodoka Haramura. The manga has been serialized in Square Enix's Young Ga...
Silver Spoon (2013 - 2014) - a Japanese coming-of-age[2] manga series written and illustrated by Hiromu Arakawa, serialized in Shogakukan's Weekly Shnen Sunday since April 2011. The story is set in the fictional Ooezo Agricultural High School in Hokkaido, and depicts the daily life of Yuugo Hachiken, a high school student from...
Earth Maiden Arjuna (2001 - Current) - a Japanese animated television series created by Shoji Kawamori. The series follows Juna Ariyoshi, a high school girl chosen to be the "Avatar of Time" and entrusted with saving the dying Earth.Arjuna" refers to the legendary archer Arjuna from the Hindu epic Mahbhrata, which explains why Juna's w...
Young Sheldon (2017 - Current) - (stylized as young Sheldon) is an American comedy television series on CBS created by Chuck Lorre and Steven Molaro. The series is a spin-off prequel to The Big Bang Theory and begins with the character Sheldon Cooper at the age of nine, living with his family in East Texas and going to high school....
Cardcaptor Sakura: Clear Card (2018 - Current) - a Japanese shjo manga series written and illustrated by the manga group Clamp. It is a sequel to Clamp's manga Cardcaptor Sakura and focuses on Sakura Kinomoto in junior high school. The manga began serialization in Kodansha's Nakayoshi magazine with the July 2016 issue. A 22-episode anime televisi...
Sound! Euphonium (2015 - 2016) - a Japanese novel series by Ayano Takeda. The story takes place in Uji, Kyoto, and focuses on the Kitauji High School Music Club, which is steadily improving thanks to the newly appointed adviser's strict instruction.[1] A manga adaptation illustrated by Hami was serialized on the Kono Manga ga Sugoi...
Butterbeans Cafe (2018 - Current) - an animated preschool fantasy television series created by Jonny Belt and Robert Scull, the creators of Bubble Guppies,[1] ordered by Nickelodeon. The series follows Butterbean, a fairy who runs a neighborhood caf with her friends. The series involves "creative cooking, a farm-to-table philosophy,...
Witchcraft Works (2014 - Current) - a Japanese manga series written and illustrated by Ry Mizunagi. The plot revolves around Honoka Takamiya, an average student who somehow becomes infatuated with and protected by the most popular girl in school, Ayaka Kagari. An anime television series adaptation by J.C.Staff aired in Japan from Jan...
Kill Me Baby (2012 - Current) - a Japanese four-panel manga series written and illustrated by Kaduho which began serialization in Houbunsha's Manga Time Kirara Carat from July 2008. It follows the school lives of a high school girl Yasuna Oribe, along with her friends Sonya, a female assassin, and Agiri Goshiki, a female ninja. An...
Big Time Rush (2009 - 2013) - Big Time Rush is an American musical comedy television series that originally aired on Nickelodeon from November 28, 2009, until July 25, 2013. It was created by Scott Fellows (also the creator of Ned's Declassified School Survival Guide and Johnny Test and the head writer of The Fairly OddParents)....
Chitose Get You!! (2012 - Current) - a Japanese yonkoma manga series written and illustrated by Etsuya Mashima. A 26-episode anime television series by Silver Link aired between July 1, 2012 and December 24, 2012.an elementary school girl who has a crush on Hiroshi after he allegedly rescued her. She is incredibly strong and athletic f...
Rainbow (2010 - 2010) - Japan, 1955: Mario Minakami has just arrived at Shounan Special Reform School along with five other teenagers who have been arrested on serious criminal charges. All assigned to the same cell, they meet older inmate Rokurouta Sakuragia former boxerwith whom they establish a close bond. Under his g...
Cleo & Cuquin (2018 - Current) - known in Latin America as Cleo & Cuquin: Familia Telerin, is a Spanish-Mexican preschool animated television series produced by nima Kitchent in cooperation with Televisa. A reboot of the classic Familia Telern series, it debuted in Spain on Clan on January 7, 2018.Cleo and Cuquin follows the misa...
Ninja Nonsense (2004 - 2004) - Kaede is a normal school girl who was studying for her exams for school when suddenly she is interrupted by Shinobu, a girl who is a ninja-in-training, attempting to complete her exam. The problem is, in order for her to successfully complete her exam, she must steal one of Kaede's panties!
Sakigake!! Otokojuku (1988 - 1988) - Charge!! Men's Private School. Otokojuku: a private school for juvenile delinquents that were previously expelled from normal schools. At this school, Japanese chivalry is taught through feudal and military fundamentals. Similar to an action film, the classes are overwhelmed by violence. Only those...
Clarissa Explains It All (1991 - 1994) - Clarissa Darling, played by Melissa Joan Hart, is a teenager who addresses the audience directly to describe the things that are happening in her life, dealing with typical adolescent concerns such as school, boys, pimples, wearing her first training bra and an annoying little brother.
Senran Kagura: Ninja Flash (2013 - 2013) - The Hanzo Academy is a prestigious prep school with a secret known only to a select few. Behind its walls is a training course for shinobi; trained spies and assassins that centuries ago had served the shoguns for their political and military needs. Today the tradition continues with five young fema...
My-Otome (2005 - 2006) - Arika Yumemiya has traveled far in search of her goal: the prestigious Gualderobe Academy. This is the school where young girls are trained to become Otomes, protectors of royal leaders throughout the lands. Here, Arika makes plenty of friends, but some enemies know something about her past that she...
Full Metal Panic? Fumoffu (2003 - 2003) - It's back-to-school mayhem with Kaname Chidori and her war-freak classmate Sousuke Sagara as they encounter more misadventures in and out of Jindai High School. But when Kaname gets into some serious trouble, Sousuke takes the guise of Bonta-kunthe gun-wielding, butt-kicking mascot. And while he st...
Playbox (1987 - 1992) - One of the earlier TV programmes by Ragdoll Productions (famous for "Teletubbies" and "Tots TV"); "Playbox" is a 14-minute preschool series involving a Dog and a Cat who live in a box, and would draw pictures and tell stories, among other activities.
The Familiar of Zero (2006 - 2012) - Louise Franoise Le Blanc de La Vallire is a self-absorbed mage in a world of wands, cloaks, and royalty. Although she studies at Tristain Academy, a prestigious school for magicians, she has a major problem: Louise is unable to cast magic properly, earning her the nickname of "Louise the Zero" fro...
Gosick (2011 - 2011) - Kazuya Kujou is a foreign student at Saint Marguerite Academy, a luxurious boarding school in the Southern European country of Sauville. Originally from Japan, his jet-black hair and dark brown eyes cause his peers to shun him and give him the nickname "Black Reaper," based on a popular urban legend...
Little Einsteins (2005 - 2009) - Leo, Annie, Quincy and June are the Little Einsteins. This preschool series is full of adventures that introduce kids to nature, world cultures and the arts. Each episode has a mission and journey of discovery that incorporates a celebrated piece of classical music and a renowned work of art or worl...
School Days (2007 - 2007) - High school student Makoto Itou first notices Kotonoha Katsura at the start of his second semester, freshman year. Immediately, he becomes entranced by her beauty, but his bashfulness doesn't allow him to approach her, even though they ride the same train every day. Instead, he snaps a photo of her...
Negima! (2005 - 2005) - 10-year-old Negi Springfield is a wizard-in-training, and needs only to pass one more test in order to become a Master Wizard. Unfortunately, his final task is a bizarre oneto become a English teacher at an all-females boarding school. As soon as he arrives, he completely embarrasses one of his stu...
Nobunagun (2014 - 2014) - Shio Ogura is a Japanese high school student, who is visiting Taiwan on a school trip when she is suddenly attacked by monsters. Shio Ogura is a Japanese high school student, who is visiting Taiwan on a school trip when she is suddenly attacked by monsters. Agents known as "E-Gene Holders" from the...
Puella Magi Madoka Magica (2011 - 2011) - Madoka Kaname and Sayaka Miki are regular middle school girls with regular lives, but all that changes when they encounter Kyuubey, a cat-like magical familiar, and Homura Akemi, the new transfer student.
Great Teacher Onizuka (1999 - 2000) - Onizuka is a reformed biker gang leader who has his sights set on an honorable new ambition: to become the world's greatest teacher... for the purpose of meeting sexy high school girls. Okay, so he's mostly reformed.
Rosario + Vampire (2008 - 2008) - Youkai Academy is a seemingly normal boarding school, except that its pupils are monsters learning to coexist with humans. All students attend in human form and take normal academic subjects, such as literature, gym, foreign language, and mathematics. However, there is one golden rule at Youkai Acad...
Ushio & Tora (2015) (2015 - 2016) - While cleaning out his family's Shinto temple, middle-school student Ushio Aotsuki stumbles upon a hidden cellar which houses a dangerous yokai. The yokai, pinned by a legendary weapon called the Beast Spear for 500 years, attracts many other supernatural creatures to the premises. Ushio is forced t...
Gantz (2004 - 2004) - Kei Kurono is a typical high school student in a selfish world, not caring about anyone other than himself. However when, by chance, he was forced to help out his childhood friend, Katou Masaru, rescue a drunkard who fell into subway tracks, both he and Katou were killed... Or not. After being run o...
Those Who Hunt Elves (1996 - 1997) - An actor, a martial artist, a gun-crazy high school student, and their tank are transported from earth to a world of elves and magic. However, the spell to return them home was botched resulting in fragments of the spell being magicly imprinted onto their skin. Their solution: run around looking for...
Tsudure children (2017 - Current) - An anime adaptation by Studio Gokumi aired from July 4[4][5] to September 19, 2017. Funimation has licensed the series in North America.tells various romantic stories about how it is so hard to say "I love you", between young male and female students attending the same high school, in an omnibus for...
Hotch Potch House (1996 - 2002) - a 1996 BBC television series aimed at preschool children. It starred Richard Coombs as Raggs, Francis Wright (Art Attack) as Shelley and Rebecca Nagan (Rosie and Jim) as Woolie. It was directed by Vivienne Cozens and shot at Grip House Studios. The stated aim was to "have the puppets teach children...
Phantom Thief Jeanne (1999 - 2000) - Kamikaze Kait Jannu, lit. "Divine Wind Phantom Thief Jeanne") is a fantasy shjo manga series written and illustrated by Arina Tanemura. The story is about the adventures of a high school girl, Maron Kusakabe, who is the reincarnation of Jeanne D'Arc and transforms into a phantom thief-magical girl...
Baka & Test - Summon the Beasts (2010 - 2010) - The story centers around Akihisa Yoshii, the "baka" of the title. His academy rigidly divides up the student body into classes based on the results of tests. The prodigies are in the A class with reclining seats complete with air conditioning, but Akihisa is in F class, the lowest rung of the school...
Ready Jet Go! (2016 - Current) - a preschool CGI animated television series produced by Wind Dancer Films. The series premiered on PBS Kids on February 15, 2016. It was created by animator Craig Bartlett,[1] and is produced in cooperation with NASA's Jet Propulsion Laboratory. The show is aimed at kids ages 3 to 8. On August 17, 20...
Da Capo (2003 - 2013) - Circus described Da Capo as a "ticklish school romance adventure" ( kosobayui gakuen renai adobench). A sequel set 53 years after the end of Da Capo, Da Capo II, was released on May 26, 2006 and features a new cast of characters living two generations after the original. Da Capo is...
Beyond the Boundary (2013 - 2014) - Hepburn: Kykai no Kanata. An anime television series adaptation, produced by Kyoto Animation, aired in Japan between October and December 2013. An original video animation episode was released in July 2014. A two-part anime film project premiered in March and April 2015.One day, high school student...
Gakuen Utopia Manabi Straight! (2007 - Current) - often shortened to Manabi Straight!) is a Japanese multimedia project co-developed by the animation studio Ufotable and MediaWorks. The project revolves around a group of high school girls in the year 2035 when the birth rate has dropped dramatically. It launched in August 2004 in MediaWorks' Dengek...
Cromartie High School (2003 - 2004) - Takashi Kamiyama is your typical mild-mannered high school studentpolite, aloof, and pacifistic, with a slightly above-average IQ. But would your average high school student really enroll himself at the infamous Cromartie High School, known as a breeding ground for the toughest delinquents out ther...
Wing-Man (1984 - 1985) - is the story of Kenta Hirono, a fan of superheroes and sentai television shows to the point where he dreams of becoming such a hero himself. To that end, he creates a superhero of his own called "Wingman," and, much to the chagrin of his teachers, acts out his fantasies of being Wingman at school. W...
Super Yo-Yo (1998 - 1999) - a 22-episode anime television series produced by Xebec, it ran from November 1998 to September 1999. The television series has been dubbed into English in Singapore by Odex[5] and released in 2003.Shunichi Domoto is a 5th grade boy. He usually helps the sport teams in his school due to his talent in...
Bludgeoning Angel Dokuro-Chan (2005 - 2007) - tells the story of 13-year-old junior high schooler Sakura Kusakabe, who twenty years in the future develops a technology that causes all women to stop physically aging after they reach twelve years old in an attempt to create a "Pedophile's World". However, this act accidentally creates immortality...
Please twins (2003 - 2004) - Onegai Twins!) is an anime television series scripted by Ysuke Kuroda and produced by Bandai Visual, which was later adapted into a light novel and one-volume manga series. It centers on a family of three teenagers in high school all living together who are unsure which two of them are related to...
Bubble guppies (2011 - 2016) - a preschool children's television series produced for Nickelodeon and created by Jonny Belt and Robert Scull.[2] The series is produced by using Autodesk Maya 3D software and revolves around the underwater adventures of a group of merperson preschoolers.[3] The program premiered on January 24, 2011...
Suzumiya haruhi (2006 - 2009) - Kyon is a cynical and incredulous student of North High School in Nishinomiya. He is dragged along by his classmate, the eponymous protagonist Haruhi Suzumiya, an eccentric girl who is seeking supernatural phenomena and figures such as aliens, time travelers, and espers. With Kyon's reluctant help,...
Doki Doki School Hours (2004 - 2005) - A 13 episode anime television series adaptation was created by J.C.Staff. It was aired on TV Tokyo from April 4, 2004 to June 27, 2004, A 7 episode OVA, Sensei no Ojikan Gold ( ), was also produced by J.C.Staff. These episodes were released onto the DVDs of the TV series, one episode for...
Strawberry panic (2006 - 2007) - An anime television series was produced in 2006 by Madhouse and is licensed by Media Blasters,revolves around the lives of the adolescents who attend one of three affiliated all-girl schools which share a campus and dormitories. The schools are: St. Miator's Girls' Academy, St. Spica's Girls' Instit...
Peach girl (2005 - 2005) - Momo Adachi is a former member of the high school swim team. She tans easily and her hair is bleached out; unfortunately, she is stereotyped by her ignorant classmates and is forced to endure rumors about being an "easy girl" who has had many sexual relationships. Her only friend is Sae, who is actu...
Clannad (anime) (2007 - 2009) - story revolves around Tomoya Okazaki, a third year high school student who dislikes his life. Tomoya's mother (Atsuko) died when Tomoya was young, leaving his father (Naoyuki) to raise him. After the accident, Tomoya's father turned to alcohol and gambling, and had frequent fights with his son. One...
Monthly Girls' Nozaki-kun (2014 - 2015) - High school student Chiyo Sakura has a crush on schoolmate Umetar Nozaki. When she confesses her love to him, he mistakes her for a fan and gives her an autograph. When she says she wants to be with him, he invites her to his house and has her help on some drawings. Sakura discovers that Nozaki is...
Kisssis (2008 - 2015) - Keita Suminoe is a third-year Japanese middle school student living with his father, stepmother, and older twin stepsisters, Ako and Riko.
Shuffle! (2005 - 2006) - In present times, Gods and Demons coexist together with Humans after the door between each of these worlds had opened. Tsuchimi Rin is a normal young high school student attending Verbena Academy, spending his days living peacefully with his childhood friend Kaede. Unexpectedly, one day the King of...
Strawberry 100% (2005 - 2005) - One day, Manaka Junpei walks to the roof of his school and encounters a beautiful girl falling down from above him and accidentally exposing her strawberry panties. The embarrassed girl runs away before Junpei can find out whom she is. He wishes to become a filmmaker, and this whole experience seeme...
Gakuen Alice (2004 - 2005) - also known as Alice Academy or Alice School,It was adapted into an anime series produced by Aniplex and Group TAC which originally premiered on NHK BS-2. It spanned twenty-six episodes that aired between October 30, 2004 and May 14, 2005. The anime was translated and dubbed into English by the anime...
Jack's Big Music Show (2005 - 2008) - an American musical children's television series originally airing on Noggin and on the Nick Jr. television network. The show was produced by Spiffy Pictures, and was nominated for a 2008 Emmy award for Outstanding Pre-school Television Series.
Blend S (2017 - Current) - A 12-episode anime television series adaptation by A-1 Pictures aired from October to December 2017.High school girl Maika Sakuranomiya has trouble finding a part-time job because of how scary she looks when smiling. However, she is scouted one day by an Italian man who is also the manager of Stile,...
Larry Smith Puppets (1969 - 1974) - (or The Larry Smith Show) was a long-running afternoon television program, seen from 1969 to 1974 on WXIX-TV in Cincinnati, Ohio, geared toward the elementary school aged crowd. It was one of many TV puppet shows created by TV personality Larry Smith and was a favorite of children in the so-called "...
Barbie Dreamtopia (2017 - 2018) - a media franchise produced by Mattel Creations and animated by Snowball Studios, an Israeli animation company that makes media aimed at preschoolers and children aged 511.[4] The series was created and developed by Julia Pistor, one of Mattel's executive producers. The series follows Chelsea Robert...
School rumble (2004 - 2008) - TV Tokyo broadcast a 26-episode anime program between October 2004 and April 2005. In December 2005, a two-part original video animation (OVA) entitled School Rumble: Extra Class was released. A second season, School Rumble: 2nd Semester, aired between April and September 2006. Finally, two more epi...
Lunar Legend Tsukihime (2003 - 2003) - Shiki Toono sustained a life threatening injury as a child, and due to that incident he was sent away from the Toono household and was given to a relative to be raised. Years later, when Shiki is in high school, the head of the Toono householdhis fatherdies, and he is ordered to move back in by hi...
Heaven's Memo Pad (2011 - 2011) - Narumi Fujishima isn't your typical high school student. He's never really fit in and has become increasingly more isolated from his fellow classmates. But he's not alone, and when Ayaka, the sole member of the Gardening Club, introduces him to the reclusive girl who lives above the ramen shop, Naru...
Onegai My Melody (2006 - 2009) - lit. Please My Melody) is a Japanese anime series produced by Hal Film Maker and Studio Comet, based on the Sanrio character My Melody. The anime is directed by Makoto Moriwaki, who directed High School! Kimengumi The Movie and produced by Hideyuki Kachi and Kazuya Watanabe. The series was written b...
Super Doll Licca-chan (1998 - 1999) - an anime television series which ran on TV Tokyo in 19981999. Kodansha also serialized a manga based on the anime series in its monthly manga magazine Nakayoshi. The story follows an ordinary elementary school girl named Licca Kayama[1][2] and the strange circumstances surrounding her origins, as w...
Dragon Drive (2002 - 2003) - An anime adaptation directed by Toshifumi Kawase began airing on TV Tokyo on July 4, 2002, running a total of 38 episodes, the last episode aired March 27, 2003. In 2004, the anime series was released by Bandai Entertainment in North America.. follows lazy junior high school student Reiji Ozora who...
Galaxy High School (1986 - 1986) - Doyle and Aimee, two Earthling students, are chosen to attend a high school in outer space (Aimee the #1 honors student, Doyle the Star Jock). Their lives change around as Doyle becomes educated, and Aimee becomes popular. The two students be-friend alien classmates and learn to get along despite th...
Sorcerous Stabber Orphen (1998 - 2012) - Orphen is former student of the prestigious magic school known as the Tower of Fang. Orphen has left the order to save his friend Azalie has been turned into a monstrous dragon known as the the Bloody August. The Tower of Fang is determined to destroy the dragon at all cost however Orphen refuse to...
Puddle Lane (1985 - 1989) - Puddle Lane (or Tales from Puddle Lane) was a 1980s British pre-school children's television programme written by Rick Vanes with animated stories written by Sheila McCullagh, author of Tim and the Hidden People. A long series of books based on said stories was produced by Ladybird Books, also under...
Starship Troopers OVA (1988 - 1988) - A young high school student named Johnny Rico join the Federation military in gain the attention of a girl named Carmen however Johnny is suddenly thrown into cold harsh reality of an intergalactic war. He goes through harsh training and devastating loses to become a soldier,  
System Crash (1999 - 2001) - This show is about a high school where the kids have their own closed circuit tv show. They perform skits, have commercials, and different segments, etc.
Superstars of Dance (1986 - 1987) - Hanna-Barbera's Superstars, ten full-length animated features, is produced for television syndication, with the titles: The Good, the Bad and the Huckleberry, Rockin' with Judy Jetson, Scooby-Doo and the Ghoul School, The Jetsons Meet the Flintstones, Scooby-Doo and the Reluctant Werewolf, Scooby-Do...
Good Morning, Miss Bliss (1987 - 1989) - Good Morning Miss Bliss stars Hayley Mills as a middle school teacher. Aired on Disney Channel for one season in 1988, it was cancelled then picked up by NBC who dumped Hayley Mills and other cast members and decided to do a spin off series based around the Character Zack Morris that spin off was Sa...
Slam Dunk (1993 - 1996) - Hanamichi's reputation in high school is either as a delinquent or as a loser.He spends most of his time either getting into trouble,or getting regected by his most recent infatuation.When he falls in love with Haruko,things begin to change.He joins the basketball team just to impress her,but soon f...
Mucha Lucha (2002 - 2005) - The show is set in a town centered around Lucha libre (nearly everyone in the town has a mask and costume and a signature move) and is essentially about the adventures of three children, Rikochet, Buena Girl, and The Flea, as they struggle through the world-famous school of wrestling where they stud...
i'm with her (2003 - 2004) - a high school teacher falls with a movie star
Timothy Goes to School (2000 - 2001) - A young raccoon, Timothy, who attends a fictional primary school. It explores the experiences and feelings of children in kindergarten. Based on a series of children's books by acclaimed author/illustrator Rosemary Wells, the charming animated television program aims to assuage kid's fears about sta...
Unfabulous (2004 - 2007) - Unfabulous is an American children's television series that aired on Nickelodeon. The series is about an "unfabulous" 7th Grade middle school student (8th Grade in season 3) named Addie Singer, played by Emma Roberts. The show, which debuted in late summer 2004, was one of the most-watched programs...
Lunch Box (1988 - 1997) - Lunch Box was a preschooler block on The Disney Channel. It features cartoons adaptations of Children's books (Such as Spot the Dog, Paddington Bear, and other kids books).
Parpar Nechmad (1982 - 2009) - The long-running Israeli children's television program, aimed mainly at pre-schoolers. This show uses some elements from other shows like "Mister Rogers Neighborhood", "Reading Rainbow" and "Captain Kangaroo"
Ultimate Book of Spells (2001 - 2002) - Cassy, Verne & Gus are three gifted students who go to an enchanted school where they learn about magic and how to use it. One day they receive a strange talking book in the mail. The book says his name is UBOS (Ultimate Book of Spells) and together they must journey to the center of the Earth to st...
The Principal's Office (2008 - 2013) - Cameras go inside America's high schools and show real-life encounters between principals and students. Cases include truancy, fights, and disruptive behavior in class.
Fillmore! (2002 - 2004) - 12-year old Cornelius Fillmore, a juvenile delinquent with a record, was caught raiding the school's new chalk shipment. He was arrested and given a choice by the safety patrol officer who caught him, either help him solve another case or spend the rest of middle school in detention. Fillmore decide...
Centerville (1999 - 1999) - A short lived spinoff of Mrs. Munger's Class but not in a yearbook setting. It features kids who attend a school in the fictional town of Centerville.
Power Rangers Super S.P.D. (2006 - 2006) - Power Rangers S.P.D. is a parody fan-fictional remake of Power Rangers SPD, one of the best COKPFCG seasons of the United States. It's based on Liberty High School and Poinciana High School.
You & Me (2011 - Current) - You and Me is a return to classic children's television inviting preschoolers to take part in the ultimate play date, all set in a place where people, puppets and animation coexist in perfect harmony.
The Magic School Bus Rides Again (2017 - 2018) - In the sequel to The Magic School Bus, the flagship Ms. Valerie Frizzle (now Professor Frizzle) retires from teaching and passes the keys of the Magic School Bus over to her younger sister, Ms. Fiona Frizzle, to embark on new adventures with her class. As they journey on their exciting new field-tri...
DC Super Hero Girls (2019 - Current) - The series follows the adventures of teenage versions of Wonder Woman, Supergirl, Bumblebee, Batgirl, Zatanna, and Green Lantern who are students at Metropolis High School.
The Prince of Tennis (2001 - 2005) - The world of tennis is harsh and highly competitive. Numerous schools from Japan battle it out to determine the best of the best.
Dokonj Gaeru (1972 - 1982) - Dokonj Gaeru (, English: The Gutsy Frog) is a comedy manga published and serialized in Shueishas Weekly Shonen Jump by Yasumi Yoshizawa between 1970 to 1976. It follows Pyonkichi the frog who was later squashed after middle school boy Hiroshi tripped over, becoming an animated shirt imprin...
Wally Down Under (1977 - 1978) - Wally Down Under is a Canadian preschool series that was created in 1977. It was produced by Hammocks Animation. It is about a kangaroo named Wally.
El Hazard: The Wanderers (1995 - 1996) - High school science-whiz Makoto Mizuhara is working on his newest project in preparation for the school festival, alongside his best friend Nanami Jinnai. Nanami's brother and Makoto's lifelong rival, the unscrupulous student council president Katsuhiko Jinnai, is under scrutiny for mishandling the...
Gabby's Dollhouse (2020 - Current) - A Brand-New Preschool Hybrid series from DreamWorks Animation Television and Netflix, from the co-creators of Blue's Clues.
Math Monsters (2003 - 2004) - In this all-CGI series that was distributed to schools via video but also aired on PBS, the titular Math Monsters Mina, Multiplex, Split, and Addison apply math skills to task they are currently performing with fun songs and catchy rhymes along the way. Every episode of the series ended with a live-...
The Beeps (2007 - 2008) - The Beeps is an animated pre-school children's television series of 65 x 11-minute episodes, produced by Impossible TV Limited using computer-generated imagery CGI for the United Kingdom television network, Channel Five Broadcasting Ltd.
A Goofy Movie(1995) - A Goofy Movie chronicles a wacky summer vacation between Goofy and his teenage son Max. Goofy still treats Max like a little kid, but Max just wants him to leave him alone. He has a big plan to impress the girl of his dreams, Roxanne, for the last day of school. It works, but is caught by Principal...
Ferris Bueller's Day Off(1986) - Ferris is a street-wise kid who knows all the tricks. Today he decides to take the day off school. When Ferris takes the day off, so must his best friends, Cameron and Sloane. Cameron is reluctantly persuaded to borrow his father's Ferrari, and together they hatch a plan to get Sloane out of class....
Bill & Ted's Excellent Adventure(1989) - Bill and Ted have spent so much time forming their rock band, The Wyld Stallyns, that they're flunking history. When Ted's dad threatens to send him away to military school, Bill and Ted realize it could mean the most heinous end of The Stallyns! Luckly, a guide from the future, Rufus, has come to...
South Park: Bigger, Longer & Uncut(1999) - After seeing ''Assess Of Fire'' starring foul-mouthed Canadians Terrance and Phillip, Eric Cartman, Kyle, Stan, and Kenny McCormick get in trouble at school for swearing in class, but the parents want the foul-mouthed comedians to be held accountable for poisoning the children of South Park, CO and...
Sixteen Candles(1984) - Samantha's life is going downhill fast. The fifteen-year-old has a crush on the most popular boy in school, and the geekiest boy in school has a crush on her. Her sister's getting married, and with all the excitement the rest of her family forgets her birthday! Add all this to a pair of horrendously...
Tiny Toon Adventures: How I Spent My Vacation(1992) - As the first day of summer arrives after the last day of school at Acme Acres, Buster, Babs, and the rest of the gang go on their own different vacation and adventures. Babs and Buster turn a water gun fight into a raft trip to the Deep South, Fi Fi Lafume goes on a date with his favorite movie star...
Kazaam(1996) - Being a young boy in the 'hood', twelve-year-old Max Connor fools a gang of bullies who cornered him at school and finds out there was no jewlery at the teachers' supply closet. Max was chased by the bullies and leads them to an old warehouse where old antiques are dusted and broken. he bumps into a...
Big Daddy(1999) - Sonny Koufax graduated from law school years ago but chose not to take the bar exam. Instead he works as a toll booth collector, and spends his day loafing around. One day his grilfriend decides that she has had enough, and tells Sonny that things have to change or else it's over. When Sonny's roomm...
Cry-Baby(1990) - Walker (Depp) is the coolest, toughest hood in his Baltimore high school. His ability to shed one single tear drives all the girls wild, especially Allison Vernon-Williams (Amy Locane). A beautiful, rich "square," Allison finds herself drawn into the world of Cry-Baby and his "drape" pals. Soon she...
Teen Witch(1989) - Louise is not very popular at her highschool. Then she learns that she's descended from the witches of Salem and has inherited their powers. At first she uses them to get back at the girls and teachers who teased her and to win the heart of the handsome footballer's captain. But soon she has doubts...
Mallrats(1995) - T.S. and Brodie are two suburban high-school friends, both of whom are dumped by their respective girlfriends on the same day. They then go to the local mall to commiserate and hang out, as they often do. Meeting up with punk troublemakers Jay and Silent Bob, they collectively hatch a plan to wreak...
Major Payne(1995) - Major Benson Winifred Payne is being discharged from the Marines. Payne is a killin' machine, but the wars of the world are no longer fought on the battlefield. A career Marine, he has no idea what to do as a civilian, so his commander finds him a job - commanding officer of a local school's JROTC p...
Detroit Rock City(1999) - Four members of a high school band called Mystery do everything they can to attend a KISS concert in Detroit. In order to make it to the show they must steal, cheat, strip, deal with an anti-rock mom, and generally do whatever it takes to see the band that has inspired them to be musicians. It plays...
My Pet Monster: The Movie(1986) - Max and Melanie and the rest of their school class take a field trip to a museum where Max meet's his destiny on becoming a powerful monster after looking into the eyes of one of three different monste
Child's Play 3(1991) - It's been eight years since the events in the second film, we now see that Andy is a teenager who has been enrolled in a military school. Play Pals Toy Company decides to re-release its Good Guys line, feeling that after all this time, the bad publicity has died down. As they re-used old materials,...
A Little Princess(1995) - When her father enlists to fight for the British in WWI, young Sara Crewe goes to New York to attend the same boarding school her late mother attended. She soon clashes with the severe headmistress, Miss Minchin, who attempts to stifle her creativity and sense of self- worth. Her belief that "every...
Back To The Future Part III(1990) - The final installment of the Back to the Future trilogy finds Marty digging the trusty DeLorean out of a mineshaft and looking up Doc in the Wild West of 1885. But when their time machine breaks down, the travelers are stranded in a land of spurs. More problems arise when Doc falls for pretty school...
Teen Wolf(1985) - Scott is a young boy on a struggling basketball team. He is desperately seeking another girl who just doesn't seem to notice him, until he begins turning into a wolf. Once this change occurs and it is accepted at school and social events, Scott turns into the most liked and talked about person in to...
Just One of the Guys(1985) - Terry Griffith's convinced that her teachers and peers don't take her seriously as a journalist because she's a girl. When she fails to secure an internship at a local paper, she decides to switch sides, literally! Posing as a boy at her brother's school, she's out to prove that the system's biase...
American Pie(1999) - At a high-school party, four friends (Jim, Kevin, Finch, and Oz) find that losing their collective virginity isn't as easy as they had thought. But they still believe that they need to do so before college. To motivate themselves, they enter a pact to try to be the first to "score." And of course, t...
Rock 'n' Roll High School(1979) - A perky young "Rock n' Roller" whose rebellous additude is causing her and her friends to get in trouble at school with their mean principal, recruit the famous rock group, The Ramones, to turn the school upside-down!
Starship Troopers(1997) - The time is the future. Johnny Rico joins the military after graduation to become a citizen and for the love of his high school sweetheart. In the war against the bug aliens of Klendathu, the military is a very dangerous place to be. Johnny works his way through several battles and with the help of...
Christine(1983) - Arnie Cunningham exists on the bottom of the high school food chain. Even his friendship with the high school Quarterback doesn't seem to earn him cool points. And what's worse is Arnies domineering mother who get's upset if he say
Dazed and Confused(1993) - It's the last day of school at a high school in a small town in Texas in 1976. The upperclassmen are hazing the incoming freshmen, and everyone is trying to get stoned, drunk, or laid, even the football players that signed a pledge not to. The film launched several prominent film careers including,...
Pooh's Grand Adventure: The Search for Christopher Robin(1997) - Winnie the Pooh and Christopher Robin are best friends who wish they could be together forever. However Christopher Robin needs to go to school. Christopher Robin has trouble telling Pooh that they will be separated, so he leaves him a note. Pooh, misunderstanding and believing that Christopher Robi...
Generation X(1996) - Students at Xavier's School for Gifted Youngsters battle a mad scientist (Matt Frewer), who's discovered a way to travel into other people's dreams, in this made-for-TV spin-off of the popular X-Men comics. The film served as the pilot for a TV series, but it debuted before the late '90s superhero...
Jack(1996) - Jack is a boy born with an unusual medical condition which makes him age four times faster than other children. When he finally goes to a normal school to start fifth grade, he acts like a child, but he looks like a 40-year-old man.
Kindergarten Cop(1990) - LAPD Detective John Kimble (Arnold Schwarzenegger) is on the trail of drug lord Cullen Crisp (Richard Tyson). In order to convict Crisp, the police need the testimony of his ex-wife (Penelope Ann Miller). They track her to an elementary school in Oregon, and when John's partner falls ill, he is fo...
My Boyfriends Back(1993) - Actor Bob Balaban directed this black comedy for Disney concerning a young zombie's love for a pretty high school girl. Johnny Dingle (Andrew Lowery) is a sweet-natured soul who has been in love with Missy McCloud (Traci Lind) ever since first grade, but he's always been reluctant to ask her out, fe...
Happy Gilmore(1996) - Adam Sandler stars in one of his most funniest movies. Happy Gilmore has wanted to play hockey since he was a kid, but has a real anger issue. (He holds two records on his high school hockey team:Most Time Spent In The Penalty Box and The First Person To Take Off Their Skate And Try To Stab Someone...
Dead Poets Society(1989) - Painfully shy Todd Anderson has been sent to the school where his popular older brother was valedictorian. His room-mate, Neil, although exceedingly bright and popular, is very much under the thumb of his overbearing father. The two, along with their other friends, meet Professor Keating, their new...
I Know What You Did Last Summer(1997) - Adaptation of Lois Duncan's thriller about four teenagers trying to cover up a hit-and-run. Julie, a high school senior who goes trip with her friends and accidently hits a fisherman. They think he is dead and dump him into the waters. But later they get a strange letter that says "I know what you d...
The Toxic Avenger(1984) - Lovely Tromaville, land of hazardous waste and nerdy janitors. Nerdy until they leap from second story windows and land in a drum of toxic waste. (They go together, they just don't GO together - remember back to your high school dating scene, you'll understand.) And so Melvin became the Toxic Aveng...
American Graffiti(1973) - A bunch of high school graduates have one last night of fun before going off to college. On that night friendships will be formed, relationships will be tested, and self-discovery wil
Lucas(1986) - A young nerdy boy hopes to gain acceptance in a high school by not backing down against the school bullies, attempting to make the football team and by befriending a new popular girl. His life is complicated when he falls in love with her while she falls in love with his protector, the school footba...
Cool As Ice(1991) - Vanilla Ice stars in his first motion picture in this exciting film featuring hot action and chart topping music. Vanilla Ice portrays Johnny, a freewheeling, motorcycle-riding musican who rools into a small town with his band. There he meets Kathy, (Kristen Minter), a high school honor student wh...
Angus(1995) - Angus is a large, pathetic 14 year old whose thoughts are most often filled with the image of one Melissa Lefevre. Angus is shy and thinks that he has no chance of ever 'getting' her. Being especially uncool, he is incredibly surprised (along with the rest of the school) that he is chosen to dance w...
Lady in White(1988) - Locked in a school closet during Halloween 1962, young Frank witnesses the ghost of a young girl and the man who murdered her years ago. Shortly afterward he finds himself stalked by the killer and is soon drawn to an old house where a mysterious Lady In White lives. As he discovers the secret of th...
But I'm a Cheerleader(1999) - But I'm a Cheerleader is a 1999 American satirical romantic comedy film directed by Jamie Babbit and written by Brian Wayne Peterson. Natasha Lyonne stars as Megan Bloomfield, a high school cheerleader whose parents send her to a residential inpatient conversion therapy camp to cure her lesbianism....
Frosty the Snowman(1969) - A discarded silk tophat becomes the focus of a struggle between a washed-up stage magician and a group of schoolchildren after it magically brings a snowman to life. Realizing that newly-living Frosty will melt in spring unless he takes refuge in a colder climate, Frosty and a young girl who he befr...
Romy and Michele's High School Reunion(1997) - Two dimwitted pals attempt to fib their way through their high school reunion with disastrous results in this bubbly comedy from David Mirkin, frequent director of the cult TV sitcom "Get a Life!". Los Angeles dim-bulbs Romy (Mira Sorvino) and Michele (Lisa Kudrow) have been best friends since child...
Lean on Me(1989) - When a school in Paterson, New Jersey has a less than average basic skills test scores, it faces the possibility of being taken over by the state. So the mayor asks the school superintendent for help, he suggests that they appoint the controversial Joe Clark as the school principal. Clark begrudging...
The Craft(1996) - After killing her mother in childbirth, growing up in San Francisco with her father and stepmother, attempting suicide, and moving to Los Angeles, Sarah (Robin Tunney) makes a brief stab at popularity at her new Catholic high school. Ostracized due to the untrue kiss-and-tell tales of football playe...
Jawbreaker(1999) - At Ronald Reagan High School, the power elite clique consists of Courtney Shane (Rose McGowan), Julie Freeman (Rebecca Gayheart), Marcie Fox (Julie Benz), and Liz Purr (Charlotte Roldan). The four girls control the school through a combination of beauty, sex, and intimidation. Of the four, only Liz...
Can't Buy Me Love(1987) - To try and get out of his nerdy set, Ronald offers Cindy, cheerleader and school's most popular girl, a deal. She urgently needs $1,000 which he will let her have if she dates him for a month. Being desperate she grudgingly accepts, and soon starts to actually like him. But she finds his plan of bec...
Revenge of the Nerds(1984) - Louis and Gilbert are worried that college will be just the same as highschool in the sense that they will be made fun of for being themselfs whic hin the public eyes are nerds, when they get to college they find ou
Pretty in Pink(1986) - Andie Walsh (Molly Ringwald) is just your average high schooler. She's a good student and she has a job at a music store with a cool co-worker named Iona (Annie Potts), but her love life is a little rough. She has a quirky friend named Phil "Duckie" Dale (Jon Cryer) who wants more than friendship, b...
For Keeps(1988) - Young, ambitious high school students Darcy Elliot (Molly Ringwald) and Stan Bobrucz (Randal Batinkoff) have a hitch thrown into their plans to attend college and pursue professional careers when they discover that Darcy is pregnant. Deciding against abortion or adoption, the couple decides to carry...
Never Been Kissed(1999) - Josie Geller, at 25 the youngest Chicago Sun-Times copy editor, really is good at her job, which requires brain more than writing skills. The owner of the paper now wants her and no other to report undercover about today's high schools. Josie enrolls and quickly falls back into her own school habits...
Heathers(1989) - A deliciously nasty black comedy, Heathers is set at a cliquish high school in Ohio. The most exclusive of those cliques is the Heathers, comprised of the prettiest and most popular girls in town. The group's leader is the manipulative Kim Walker, who orchestrates the humiliation of anyone who fails...
The Karate Kid, Part III(1989) - Kreese, his life in tatters after his karate schools was defeated by Daniel and Mr Miyagi, visits Terry, a friend from Vietnam. Terry is a ruthless business man and a martial arts expert, and he vows to help Kresse take revenge on Daniel and Mr Miyagi.
Not Quite Human(1987) - Dr. Jonas Carson (Alan Thicke, "Growing Pains") creates an android, and wants to see if he can pass it off as a human being. So he quits his job, relocates and sends "teenage" android Chip (Jay Underwood, THE BOY WHO COULD FLY) to school with his daughter (Robyn Lively, TEEN WITCH). His scheme goe...
Three O'Clock High(1987) - Preppy high school reporter Jerry Mitchell is asked to write a story on a tough new kid named Buddy Revell, a boy rumored to have a violent past. Jerry tries to call off the story, but in the process he infuriates Buddy, who challenges him to a parking lot brawl immediately after school that same da...
Lord of the Flies(1990) - Adapted from William Golding's novel of the same name, this is the story of a group of prep school boys who become stranded on an island. With no adult supervision, they develop their own society, with frightening and powerfu
Sister Act 2: Back in the Habit(1993) - The sisters come back to Delores's show to get her back as Sister Mary Clarence to teach music to a group of students in their parochial school which is doomed for closure. One of the girls, who is the most talented of the bunch, is forbidden to sing by her mother, although the choir has made it to...
Toy Soldiers(1991) - Billy Tepper is the leader of a group of rebellious guys at The Regis School. He has already been expelled from three prominent private schools. His best friend, Joey Trotta, is the son of the Head of the New York Mafia; Billy, all their friends and many other kids at the school have equally influen...
Warriors of Virtue(1997) - A young man, Ryan, suffering from a disability, wishes to join the other kids from his schools football team. During an initiation rite, Ryan is swept away through a whirlpool to the land of Tao. There he is hunted by the evil Lord Komodo, who desires the boy as a key to enter the real world. Ryan i...
Sidekicks(1992) - Barry is an asthmatic kid having trouble in life. He lives with his father, a computer programmer, in Texas. Barry is struggling to get by in life, dealing with his rough school life, bullies, as well as his health. Barry's only source of enjoyment is fantasizing that he is with Chuck Norris. Barry...
Big Bully(2012) - In this comedy, a writer's triumphant return to his home town turns out to have a very long string attached. As a child, small and timid David Leary grew up in Hastings, Minnesota, where he lived in mortal fear of the school bully, Roscoe Bigger, aka "Fang." Fang loved nothing more than making David...
The Worst Witch(1986) - Mildred Hubble (Fairuza Balk) is the flunk-out of the Witch's Academy--that is until she gets her big chance to show everyone just how much magic she can make! The school's headmistress Agatha (Charlotte Rae) has an evil twin, who is plotting to cause havoc just before the big Halloween celebration...
Shriek If You Know What I Did Last Friday The 13th(2000) - Several of the biggest teen horror hits of the 1990s get slashed in this satiric comedy. Hagitha Utslay (Tiffani Amber Thiessen) is a television reporter with Empty-V News who is covering a series of murders that have the students of Bulimia Falls High School quaking in their boots. The school's pri...
Summer School(1987) - A high-school gym teacher has big plans for the summer, but is forced to cancel them to teach a "bonehead" English class for misfit goof-off students. Fortunately, his unconventional brand of teaching fun field trips begins to connect with them, and even inspires ardor i
Election(1999) - In this satirical comedy, a hotly contested high school election becomes a metaphor for the current state of American politics. Jim McAllister (Matthew Broderick) is a popular and well-respected instructor at George Washington Carver High School in Omaha, Nebraska, but lately he's been unhappy in bo...
The Rage: Carrie 2(1999) - The Rage: Carrie 2 is set in a small town high school, where the members of the football team set the social order. Emulating the "Spur Posse" from Lakewood, California, the boys on the team compete to see who can seduce the most girls, rating them on a point system, and then discarding them as path...
Happy Birthday to Me(1981) - Virginia is proud that she belongs to a clique. The best students at a private school. But before her 18th birthday, a grueling set of murders take place and her friends are the ones who are falling prey. Could it be her? She suffers from blackouts due to a freak accident one yea
Twilight(2008) - When Bella Swan (Kristen Stewart) moves to a small town in the Pacific Northwest to live with her father, she starts school and meets the reclusive Edward Cullen (Robert Pattinson), a mysterious classmate who reveals himself to be a 108-year-old vampire. Despite Edward's repeated cautions, Bella can...
Why Charlie Brown, Why?(1991) - Janice, a friend and classmate of Charlie Brown and Linus, has not been feeling well lately; she is always tired and has a constant fever, and her bruises are not healing. One day at school, Janice becomes so ill that she has to go home, and her classmates soon find out that she is in the hospital....
There's Nothing Out There (1992) - During Spring Break, seven high school teens go out to the woods in remote cabin lack house. However the ultimate horror fan Mike starts to notice the striking parallels between this setting the thousands of Horror movies he has ever watched. The others dismiss Mike's words of caution only to find o...
Chicken Little(2005) - In the small town of Oakey Oaks, a small school bird named Chicken Little brings the whole town to a frenzy when he cries out that the sky is falling and an octagonal piece hit him on the head. The townsfolk are unable to find the piece and his father, Big Cluck assumes it was just an acorn. One yea...
The Faculty(1998) - Miramax Films darlings Robert Rodriguez and screenwriter Kevin Williamson teamed up for a high-school alien-horror film that they described as The Breakfast Club meets Invasion of the Body Snatchers. Dilapidated Herrington High is the location for a story about a school faculty taken over by outer-s...
Can't Buy Me Love(1987) - Ronald Miller is tired of being a nerd, and makes a deal with one of the most popular girls in school to help him break into the "cool" clic. He offers her a thousand dollars to pretend to be his girlfriend for a month. It succeeds, but he soon learns that the price of popularity may be higher than...
Madeline(1998) - Redheaded young girl Madeline is very good at getting into trouble, but she's also fantastic in solving problems as well, and her school-mistress Miss Clavel is not too approving of her. The biggest problem comes up when Lord Covington decides to sell the Madeline's school.
Student Bodies(1981) - Less than two decades before Scary Movie spoofed horror, there was a little slasher movie satire called Student Bodies. It's a big day for the students and teachers of Lamab High School and everything is happening from the big parade to the big football game to the big dance. But the happy events...
My Best Friend Is a Vampire(1988) - This '80s teen comedy involves a youth (Robert Leonard), who is seduced by a sexy schoolgirl and then transforms into a blood-sucking vampire. Instead of fighting his affliction, he tries to cope with the change.
Billy Jack(1971) - Ex-Green Beret hapkido expert saves wild horses from being slaughtered for dog food and helps protect a desert "freedom school" for runaway.
Only the Strong(1993) - Luis Stevens returns from a four-year stint as a Green Beret in Brazil to find that his old high school in Miami has turned into a breeding zone for violence and drugs. Determined to do all in his power to turn Lincoln High -- and its students -- around, Luis proposes a program to the principal and...
The Midnight Hour(1985) - A small group of high school students have an idea on how to come up with their new outfits for Halloween. Break into the local witch museum and "borrow them". They also come across a scroll which weilds a power none of them are prepared to handle. After reading the strange language of the scroll in...
Once Bitten(1985) - Over the course of the centuries, the countess has collected a stable of young men and women who will accompany her on her journey through eternal night. While the high school prepares for a Halloween dance, she sets her sights on the teenager that will give her the additional years of life that she...
Joysticks(1983) - There's trouble in town and it's video games. High school students spend so much time with the electronic monsters that there's no time for schoolwork. Shucks.
In & Out(1997) - Life is sweet for high-school English teacher and sports coach Howard Brackett (Kevin Kline); he's still living where he grew up, he has a good relationship with his father (Wilford Brimley) and mother (Debbie Reynolds), he's respected by his community, and he's about to marry Emily (Joan Cusack), h...
Breaking Away(1979) - The Stollers only child has graduated high school and (along with three friends) must decide what to do with his life. He won a bike in the year before opening scene and has become very good at racing, winning all the local trophies. His heroes are the Cinzano racing team from Italy. He begins liste...
Peggy Sue Got Married(1986) - Peggy Sue faints at her high school reunion, and when she re-awakens she is in the nurse's office, in her graduating year in high school. With her post-life memories intact, Peggy Sue attempts to change her future, especially with her high school sweet-heart, to whom she is in a failing marriage. Bu...
Shocker(1989) - Serial killer Horace Pinker gets the electric chair and comes back as an evil force that murders people via electricity, and shares a strange connection with a high school football player who got him convicted.
Tuff Turf(1985) - At the start of his senior year in high school, Morgan's father has lost his company, so the family moves from Connecticut, where they've been in the yacht club, to an apartment in the San Fernando Valley. Morgan has grown up in the shadow of his high-achieving older brother, and he seems to have a...
Cooley High(1975) - In the mid-1960's, a group of high school friends who live on the Near North Side of Chicago enjoy life to the fullest...parties, hanging out, meeting new friends. Then life changes for two of the guys when they meet a pair of career criminals and get falsely arrested in connection with stealing a C...
Getting lucky(1990) - Getting Lucky is a low-budget feature film by Michael Paul Girard. The film stars Steven Cooke as Bill Higgins, a high school senior who discovers an alcoholic leprechaun in a beer bottle who must grant him three wishes before he is allowed to return to Ireland. The leprechaun, named Lepke...
Night of the Demons 2(1994) - Angela, the universe's most unpleasant party crasher, returns! Angela's sister, Mouse, is taken by her bullying Catholic school classmates to a party at Angela's favorite haunt, and before long, everybody's being turned into demons and only a butt-kickin' nun, who wields her ruler like a mighty swor...
Reform School Girls(1986) - "Reform School Girls" is a spoof of women-in-prison movies. It centers around a young woman named Jenny, who has been sent to Pridemore (a women's prison) for her part in a crime, despite the fact that she was framed. Along the way, she meets a young woman named Lisa (Sherri Stoner), who has a stuff...
Girls Just Want To Have Fun(1985) - Janey Glenn (Sarah Jessica Parker) is an Army Brat who loves to dance. When she moves to a new town, she meets a fellow dance enthusiast named Lynne Stone (Helen Hunt) at the parochial school she attends. Although they have many difficulties with authority figures and other teenage issues, they achi...
House Party 4: Down to the Last Minute(2001) - High school student Jon Jon Harris (Marques "Batman" Houston) sees a ripe opportunity for a major party when he snags the job house-sitting for his rich Uncle Charles (David Roberson). The mansion comes with a white Mercedes, and although Uncle Charles has told him not to drive the car or have peopl...
Wheels of Terror(1990) - A demonic black sedan terrorizes a single mother driving a school bus in her small Arizona town in this action thriller.
Ghoul School(1990) - The debut feature from writer/director Timothy O'Rawe, this campy horror film centers on a high-school overrun by cannibalistic zombies. Starring William Friedman and Scott Gordon, Ghoul School finds a ragtag group of nerds and headbangers banding together to put an end to the carnage before the gho...
Black Belt Jones(1974) - The Mafia learns that a new civic center will be built, and they buy all of the land for the site of the buildingall except for one place: a karate school owned by Pop Byrd (Scatman Crothers). They arrange to have Pinky (Malik Carter) come by to force Pop to sell his land, but he is killed by them...
Say Anything...(1989) - Ione Skye plays a high-school valedictorian on the verge of heading to England on a prestigious scholarship. This is especially thrilling to Skye's divorced father John Mahoney, who has always shared a special relationship with the girl, less father/ daughter than friend/ friend. When Skye begins da...
Corvette Summer(1978) - Ken loves to design and build exotic cars. When the High School shop class project car, a fully tricked out dream Corvette, is stolen, he begins searching for it. His search leads him to Las Vegas, where Vanessa, a teenaged prostitute wannabe, helps him try to track it down.
Class Act(1992) - Kid N' Play (Christopher Reid and Christopher Martin) star in this role-reversal comedy that plays like a badly done sitcom without the laughs. The switcheroo occurs when two inner-city high school students one a straight-A whiz-kid and the other an angry criminal type have to switch identitie...
Rock 'n' Roll High School Forever(1991) - Those rambunctious kids are back in school and back in trouble in a smash sequel to the 1978 worldwide hit. Corey Feldman leads a rock and roll rally at Ronald Reagon High, but must triumph over the evil plans of the school's fascist principal, Vadar, who wants to halt the school dance and run their...
Class of 1999(1990) - This is a cool, less known sci-fi movie. The year is 1999 and well drugs and voilence is high, and of course gangs. Well that's about to change. The school board has a program to reopen the schools. Enter ex-gangmember Cody Culp, he is orderd by the courts to attend high school. Now he has to deal...
Satisfaction(1988) - When a young rock group called The Mystery gets its first gig at a club, it's an opportunity to see what life is all about! Fresh out of high school, the rockers are hired by an exclusive beach resort thanks to a faded '60s songwriter. There, they meet with romance and adventure. But street-smart l...
Just Cause(1995) - The novel by John Katzenbach becomes this legal thriller starring Sean Connery as Harvard Law School professor Paul Armstrong. A legal expert whose days of trying cases are long behind him, Armstrong is moved by a plea he receives from a Florida death row inmate, Bobby Earl (Blair Underwood). It see...
Scooby-Doo and The Ghoul School(1988) - Part of a series of Hanna-Barbera TV movies created in the late 80s, it featured popular franchises like Scooby-Doo, Yogi Bear and Th
The Principal(1987) - Rick Latimer is a teacher who gets a job as the principal of a school with a very bad reputation. In fact, his transfer there is a kind of punishment because he beat his wife's boyfriend. So, Rick finds himself in a school where drugs, knives and guns are very usua
Ski School(1991) - A group of beer drinking, girl loving skiing partiers knowns as "Section 8" compete against there rivals, whose captain is a very stuck up expert skier named "Derek Stevens" is about to marry the owner of the mountains daughter, but only so he can gain control of the mountain and finaly get rid of...
If Looks Could Kill(1991) - When Michael Corben, along with the rest of his high-school French class, set out for a trip to France, he runs headlong into international intrigue: Agent Michael Corbin has just been disposed of by the evil forces of Augustus Steranko. When it's learned that Michael Corbin is alive and well, and s...
Angels in the Endzone(1997) - Wonderful World of Disney's follow-up to ANGELS IN THE OUTFIELD. This time around, Christopher Lloyd and the angels return to help out a school's football team. Also stars Paul Dooley and Matthew Lawrence.
Bachelor Party(1984) - Rick, a slobbish school bus driver, is ready to commit to the rich and beautiful Debbie. A shock to his friends and ever more to her family and her ex-boyfriend. So in true spirit of friendship, his long time pals throw him a bachelor party with "all the things in life that worth living for": Drugs,...
Snowboard Academy(1997) - This goofy low-budget comedy follows a group of maverick misanthropes as they try to save the struggling title school from financial ruin.
When the Whales Came (1989)(1989) - "It has been 70 years since the people of Samson Island preyed upon a school of Narwhal Whales, only to be destroyed by a mysterious curse. If the last survivor is to be spared, it will be up to two trusting children to learn his ancient secrets
Archie: To Riverdale and Back Again(1990) - A live-action update of the characters from Archie Comics, the film found the gang convening for their 15th high school reunion. But as the festivities were underway, Reggie evicts Pop Tate with plans to expand his gym into Tate's Mal
The Slumber Party Massacre(1982) - An 18-year-old high school girl is left at home by her parents and decides to have a slumber party. Meanwhile, a mass murderer with a propensity for power tools has escaped from prison, and eventually makes his way to the party where the guests begin dropping off one by one.
Cabin Boy(1994) - A foul-mouthed finishing school graduate mistakenly winds up on an ill-fated fishing boat, and faces the wrath of a crew that considers him bad luck.
An Officer and a Gentleman(1982) - Zack Mayo is a young man who has signed up for Navy Flight School. He is a Navy brat who ha
Suspiria(1977) - A newcomer to a fancy ballet academy gradually comes to realize that the staff of the school are actually a coven of witches bent on chaos and destruction.
Juice(1992) - 4 Harlem teens, Q, Bishop, Raheem and Steel, are out skipping school one day when they find out an old friend was killed in a shootout at a bar. After this, Bishop tells his friends that they have no respect, or juice. To get some, they rob a corner grocery store, but the lunatic Bishop intentionall...
The Other Sister(1999) - When Carla Tate, now a young woman, is 'graduated' out of the training school where she has resided for many years because she is mentally challenged, her hope is that she will be accepted for all that she can now do for herself. But Carla's family is wealthy which permits her mother, already blinde...
Frankenweenie(1984) - This short 30 minute movie was a Disney movie made in 1984 by Tim Burton. It is about young Victor Frankenstein and his dog Sparky. One day, Sparky is hit by a car and is killed. After learning about electricity at school, Victor digs up his dog and brings him back to life. Unfortunately, everyone e...
The Long Kiss Good Night(1996) - Small Town Schoolteacher Samantha Caine Has Had Amnesia For About 8 Years But After A Major Car Accident Her Memories Begin Flooding Back Mainly Of Once Being An Assassin For The C.I.A.
House Arrest(1996) - High-schooler Grover Beindorf and his younger sister Stacy decide that their parents, Janet and Ned, are acting childishly when they decide to divorce after 18 years of marriage, so they lock them up in the basement until they can sort out their problems. Their schoolfriends also decide to do the sa...
Secret Admirer(1985) - In the brief flower of his teen idolhood, C. Thomas Howell starred in this unexpectedly mature teen comedy. High school loser Michael (Howell) receives an unsigned love note and hopes it's from the queen of the social scene, Debbie (Kelly Preston). When Debbie brushes him off, his best friend Toni (...
Back To School(1986) - Thornton Melon (Rodney Dangerfield) achieved great success without ever going to college. When his son Jason (Keith Gordon) thinks about dropping out, Thornton helps him out in an unusual manner...By going to college himself. Along the way, Thornton falls in love with one of the members of the schoo...
Introducing... Janet (Rubberface)(1983) - Adah Glassbourg plays Janet in this 40 minute long made for TV movie. Janet is an over-weight girl who has a knack for making the other children in school laugh...by making fun of her own weight. In seeing the other kids reaction, she feels that she might have what it takes to be a comedian. She vis...
Hoosiers(1986) - Based on a true story of a small-town Indiana team that made the state finals in 1954, this movie chronicles the attemps of a coach with a spotty past, and the town's basketball-loving drunk to lead their high school team to victory.
Ernest Goes To School(1994) - Ernest (Jim Varney) works as a janitor at Chickasaw Falls High School, which is facing closure due to the School Board's decision to merge other schools in the area. There is also a new rule: All employees are required to have graduated. Ernest neve
School Ties(1992) - David Green is brought into a prestigious 1950s school to help their football team to beat the school's old rivals. David, however, is from a working class background, so he isn't really "one of them", but he's very successful at making friends. David is a Jew, and has to keep this a secret from his...
Blue Ridge Fall(1999) - A teenager finds himself torn between his loyalty to his friends and possibly destroying his own future in this drama. Danny (Peter Facinelli) is a high school senior who has been offered a chance to play football for a college scholarship; while the offer is tempting, at the same time he doesn't wa...
The Ice Storm(1997) - Set on Thanksgiving weekend of 1973, The Ice Storm looks into the lives of a wealthy Connecticut family who are calm and civil on the outside, but whose lives are quietly falling into chaos. 16-year-old Paul Hood (Tobey Maguire) is home for the holidays from prep school; he'd just as soon have staye...
The Firm(1993) - In this drama, based on the best-selling novel by John Grisham, Mitch McDeer (Tom Cruise) is a young man from a poor Southern family who has struggled through Harvard Law School to graduate fifth in his class. Mitch is entertaining offers from major firms in New York and Chicago, but when Memphis-ba...
Summer Fling(1996) - The debut feature from writer/director David Keating, The Last of the High Kings is the coming-of-age story of Frankie Griffin (Jared Leto), a 17-year-old virgin in 1977 Dublin. Convinced he is about to flunk out of school and forlorn over the recent death of Elvis Presley, Frankie decides to throw...
Bloodfist VIII: Hard Way Out(1996) - Originally titled Bloodfist VIII: Trained to Kill, but released as Hard Way Out, this low-budget, martial arts actioner was filmed entirely in Ireland. It is the story of a quiet high school math teacher whose milque-toast demeanor masked a secret profession as a CIA agent that for 15 years took him...
Dill Scallion(1999) - is a mock-documentary that chronicles the fast rise and even faster fall of a country singer whose IQ appears to equal the waist measurement of his jeans. Billy Burke plays a school bus driver in a small Texas town who becomes a Country and Western superstar overnight thanks to songs like "I Found L...
Flirtiing(1991) - Australian filmmaker John Duigan followed up his captivating The Year My Voice Broke with Flirting. Noah Taylor repeats his "Danny" characterization from the earlier film, while Thandie Newton plays a Ugandan exchange student who attends an Australian girls boarding school. Billeted at a nearby boy'...
Candyman: Farewell to the Flesh(1995) - The Candyman moves on to New Orleans and starts his horrific murders once more. This time, his intended victim is a school teacher. Her father was killed by the Candyman, and brother wrongly accused of the murders.
Prom Night IV: Deliver Us from Evil(1992) - Carrying on the Prom Night tradition, this film begins back at Hamilton High School on Prom Night in 1957. As a young couple are enjoying a romantic moment together in the back seat of a car, they are interrupted by Father Jonas, a priest who slashes and immolates the lovers. Thirty years later, Jon...
Like Father Like Son(1987) - Dr. Jack Hammond has best chances to become medical superintendent in the clinic. So he's completely absorbed in his work and has no understanding for his teenage son Chris' problems with school. By accident one of them drinks a brain-exchanging serum, and it switches their identities. This leads of...
Prom Night III: The Last Kiss(1990) - Mary Lou, the prom queen burned to death by her boyfriend back in the fifties, has escaped from hell and is once again walking the hallways of Hamilton High School, looking for blood. She chooses as her escort in world of the living Alex, an average depressed student with dreams of one day becoming...
National Lampoon's Senior Trip(1995) - In this over-the-top comedy, a group of rowdy high school students -- whose idea of a good time is throwing a wild party at the home of Principal Moss (Matt Frewer) while he's busy at school -- winds up in detention. As punishment, they're instructed to write an essay on what's wrong with America's...
October Sky(1999) - NASA engineer Homer H. Hickam, Jr.'s autobiography provided the basis for this drama about a teenager coming of age at the dawn of the space race. In 1957, Homer Hickam (Jake Gyllenhaal) is a high school student in Coalwood, West Virginia when the Soviet Union launches Sputnik, the first man-made sa...
Blue Chips(1994) - Blue Chips examines greed, cheating, and "winning at all costs" in the world of college basketball. Nick Nolte plays the stressed-out coach on the verge of his first losing season, who hits the road in search of new players not already signed by a bigger school. He finds three prospects: a precision...
Mr. Holland's Opus(1996) - A music teacher gets a teaching job at a high school that goes from the sixties into the nintees. The film follows his life, triumphs, and turmoil.
Stand and Deliver(1988) - Jaime Escalante is a mathematics teacher in a school in a hispanic neighbourhood. Convinced that his students have potential, he adopts unconventional teaching methods to try and turn gang members and no-hopers into some of the country's top algebra and calculu
Treehouse Hostage(1998) - Jim Varney stars in this comedy as Carl Banks, a famous counterfeiter who has escaped from prison. However, while he eludes the Police, the FBI and the Mafia, he manages to get caught in a trap 10-year-old Timmy Taylor has set in back yard. Figuring it would be a lot more exciting than summer school...
Mad Love(1995) - A lonely teenager thinks that he's found love, but it turns out to be more than he bargained for. Matt Leland (Chris O'Donnell) is an intelligent but awkward high school student who is in the market for a girlfriend but not having much luck finding one. One night, while looking at the stars through...
Animal Room(1995) - A high school student enters a new, highly controversial drug treatment program, with violent results.
Family Tree(1999) - A lonely young boy, overshadowed by his older brother, picked on by other boys at school and ignored by his businessman father, finds strength and companionship from a stately old oak tree. When his father, a real-estate developer, plans to demolish the old tree in order to make way for a factory, t...
My Date with the President's Daughter(1998) - Duncan Fletcher is an average teenager in search of a date to his school's spring dance. While at the mall with his friends, he meets a girl, Hallie, who just happens to be the daughter of the President of the United States, George Richmond. Duncan, not realizing this, asks her to his school's dance...
Thank God It's Friday(1978) - After a long week of work and school we all need a break and Friday night has finally arrived and everybody is headed to the big dance contest at the hottest disco in town: The Zoo. Among the contests, a pair of underage girls who need to find a way inside and a man in leather who can dance his way...
Overnight Delivery(1998) - Wyatt Trips is adjusting to life as a college freshman and being a thousand miles away from his high school sweetheart, Kim. But 2 days before Valentine's Day, he finds that she's cheating on him with someone called "The Ricker" leaving poor Trips devastated. With the help of a kind-hearted studen...
Never Too Young To Die(1986) - High school gymast Lance Hargrove (John Stamos) teams up with beautiful spy Danja Deerling (Vanity) to go after the villainous Van Ragnar (Gene Simmons), a villain with a penchant for cross-dressing. Von Ragner murdered Lance's father Drew (George Lazenby), so it's time for an all-out fight.
Robin of Locksley(1996) - After his parents win the lottery Robin McAllister is sent to the prestigious Locksley Hall. There he experiences how the sons of the school's benefactors, John Prince and his associates Warner and Gibson, are treated like royalty. Robin can't join archery club, he gets in trouble when he stands up...
Rushmore(1998) - Max Fischer (Jason Schwartzman, THE DARJEELING LIMITED, SHOPGIRL) is a precocious 15-year-old whose reason for living is his attendance at Rushmore, a private school where he's not doing well in any of his classes, but where he's the king of extracurricular activities - from being in the beekeeping...
The Substitute(1996) - After he did some jobs for CIA, ex-marine John Shale (Tom Berenger, MAJOR LEAGUE, TV's "October Road") is visiting his high school love Jane (Diane Verona, THE JACKAL). She's now a teacher in Columbus High School in Miami. Soon after his arriving Jane has her knee cap broken while jogging. After tha...
Heavenly Creatures(1994) - Pauline Parker and Juliet Hulme are two schoolgirls and best friends who during 1953 and 1954, share a love for literature, music and a fantasy land that they share thinking that no one could understand real beauty. But, when they stray further away their respected families and other around them, Ju...
Without a Trace(1983) - It started like an ordinary morning for six-year-old Alex Selky. He got out of bed, got dressed, didn't eat his breakfast (he gave it to the family dog), said goodbye to his mother, and headed off to school. But somewhere along the short two-block walk, the young boy disappeared. Now, his mom, Su...
Good Guys Wear Black(1978) - An early lead action role for Chuck Norris in which he plays John T. Booker, a former green beret and member of a group called Black Tigers. Booker is later drawn into a chain of events where members of the Black Tigers are killed off which leads to Booker quitting his job as a school teacher, and w...
A Simple Twist of Fate(1994) - High school music teacher Michael McCann is a lonesome man who feels no pity for anyone else at the divorce of his wife, until a child crawls into his life and turns it upside down. Finally achieving happiness in his life with his new adopted daughter, a crooked politician is determined to take back...
The Legend of Sleepy Hollow(1980) - A new schoolmaster, Ichabod Crane, has recently moved into the small town of Sleepy Hollow. He is met with mixed reaction due to his clumsiness and his skepticism about the various local superstitions. He slowly grows on one of the local women, Katrina van Tassel, however another man named Brom Bone...
Fifteen and Pregnant(1998) - They say that the birth of a baby is a blessing, but what if that baby's mother is still just a baby herself? Tina Spangler is just an average teenage girl in her final year of junior high. Aside from school, soccer practice, the church choir, and of course, boys, nothing is as it seems with the r...
Gross Anatomy(1989) - They say it takes hard work, commitment, and discipline to make it through medical school...but then again there are those, like Joe Slovak, who have a different approach. Brilliant and nonconforming, he enters into his first year of med school and enrolls into the toughest course of them all: gros...
Wild Things(1998) - In this erotic thriller, high school guidance counselor Sam Lombardo (Matt Dillon) falls under the fire of accusations of raping students Kelly Van Ryan (Denise Richards) and Suzie Toller (Neve Campbell). What follows is a string of twists, turns and acts of vengeance. From director John McNaughton...
Aspen Extreme(1993) - T.J. and his friend Dexter quit their jobs in Detroit to become ski-instructors in Aspen. While T.J. advances to the most popular instructor of the school during the season, he has to take care for Dexter, who's future is less bright and who's eventually thinking about jobbing as drug courier - brin...
Playing For Keeps(1986) - A gang of high school graduates come across the deed to a large house. They decide to take advantage of this find and create their own hotel. Needless to say, there are complication along the way.
Screwballs(1983) - Taft & Adams High School (or T&A High, for short) is your typical high school in the way that everybody is thinking about sex. The object of 5 young men's desires is named Purity Busch (Linda Speciale). Even though she got them in trouble, they lust after her anyway, and try to get her naked as payb...
The Buddy System(1984) - A quiet school truant officer, Joe, uncovers a young boy's attempt to fake a residential address, and subsequently gets involved romantically with the boy's mother. The truant officer waffles between a sadistic relationship with his on-again, off-again girlfriend and the mother. When one of the offi...
Sunset Park(1996) - Sunset Park is a 1996 American basketball film directed by Steve Gomer, based upon a screenplay by Seth Zvi and Kathleen McGhee-Anderson and starring Rhea Perlman as the head coach of a high school boys' basketball team from the Sunset Park neighborhood in New York City. The film also stars rapper F...
Female Trouble(1974) - A spoiled schoolgirl runs away from home, gets pregnant while hitchhiking, and ends up as a fashion model for a pair of beauticians who like to photograph women committing crimes.
My Bodyguard(1980) - Clifford Peache is the new kid at a Chicago high school who find himself the main target of the schools resident bullies. While attempting to defend himself he is saved by Ricky Linderman the school outcast who's rumored to have killed his own brother in cold blood. The bullying stops and the unlike...
Best of the Best 3: No Turning Back(1995) - A martial arts instructor comes to the defense of a schoolteacher who has taken a stand against a local white supremacist organization.
Hamburger: The Motion Picture(1986) - Russell has been expelled from several schools for lewd, crude and nude conduct. Busterburger University is his last chance at education and satisfying hi
Morgan Stewart's Coming Home(1987) - After seven years in boarding school, Morgan Stewart is finally coming home. He discovers it's not the same happy home it used to be....
Crazy From The Heart(1991) - A high school principal(Christine Lahti),tired of waiting for her coach boyfriend to purpose,falls in love and marries the school's janitor(Ruben Blades).
Bad Medicine(1985) - Steve Guttenberg,Julie Haggerty,Curtis Armstrong,Bill Macy,and Alan Arkin,star in this moderately funny, comedy,about a group of students,studying medicine in a third rate,medical school in Latin America.Jeff Marx(Guttenberg),comes from a family of prominent physicians,unfortunately Jeff's grades ar...
Hiding Out(1987) - A very successful stock broker is called to court to testify against a mob boss who was into some inside trading. Andrew Morenski must become Max Hauser and go back to high school for protection from the mob.
Jersey Girl(1992) - Toby Mastallone (Jami Gertz) wants to trade her local diner for upmarket dates in Manhattan. But what is a New Jersey schoolteacher who longs to look 'like a city girl' to do? Ever resourceful, she decides to collide her battered VW into the brand new Mercedes belonging to Sal (McDermott). Will her...
ml(1998) - Show Me Love (a.k.a. F---ing ml) is a coming-of-age comedy set in a sleepy little Swedish town called ml -- the most boring place on earth according to adolescent Agnes, who moved there a year and a half ago. Agnes is not able to make friends at school; the fact she has to sit next t...
Vision Quest(1985) - In this coming-of-age story, Louden Swain is a high school wrestler who has just turned eighteen and decided that he needs to do something truly meaningful in his life. Against the wishes of those around him, he embarks on a mission to drop two weight classes in order to challenge the toughest oppon...
Private School(1983) - Christine (Phoebe Cates), a student at an exclusive all-girls private school, is in love with Jim, who attends an academy for boys nearby. Christine's arch rival Jordan also has her eye on Jim, and she is willing to do whatever she can to steal him away. Jim's uber-slob buddy Bubba is going with Bet...
Class of 1984(1982) - A new music teacher ,Andrew Norris, gets a new job at a inner city school. However the school is far from normal controlled by punks and gangs where the teachers turn a blind eye to the drug dealing and the beatings of the pupils. Andrew Norris confronts the gangs leader, Peter Stegman, giving new h...
Combat Academy(1986) - "Police Academy"-style comedy set in a military school. Two errant high-school students are ordered by a judge to spend a year at a prestigious military academy, where one of the cadets finds out who is responsible for a spate of midnight thefts. Written by Mar
Horror High(1974) - Vernon Potts is the local high school nerd is picked on by everybody from students to the teachers. His only salvation is in his science experiments, his most recent one involving a new formula which transforms his pet guinea pig in a enraged monster. One night while staying late at the school on hi...
Wildcats(1986) - Molly McGrath (Goldie Hawn) is a track teacher at a high school. She also really enjoys football as well. When the football coach's job becomes vacant, Molly decides to sign up and give it a go. Of course, things go wrong, but eventually they righ
Illegally Yours(1988) - Richard Dice (Rob Lowe) faces something that annoys many of us: Jury duty. Things get interesting when the murder case he's assigned to involves a woman named Molly Gilbert (Colleen Camp), whom he pined for back in his school days. Dice feels something is askew about the whole case, and takes it upo...
White Wolves II: Legend of the Wild (1995)(1995) - "When a few troubled teenagers go on a conservation outreach program to rescue a pair of juvenile wolves in order to improve their school records they encounter unexpected challenges
Windrunner (1995)(1995) - "A high school boy unwillingly moves to Southern Utah with his mother in this inspirational family feature. In Utah, the boy visits his imprisoned father, he meets a girl, he makes the school football team, and most significantly, he meets Wa To Huck. Wa To Huck is a Native American Indian who is sa...
Light It up(1999) - Noted R&B artist and producer Kenneth (Babyface) Edmonds served as executive producer for this tough urban drama. After a shooting incident in a neglected inner-city school leaves a police officer wounded, a group of students holds the cop hostage, in a desperate effort to force improvements to thei...
Made in America(1993) - Richard Benjamin directed this farce that plays like "Guess Who's Coming for Insemination?" Whoopi Goldberg stars as Sarah Matthews, who runs an African-American oriented bookstore in Oakland. She is raising her daughter, a beautiful high school student named Zora (Nia Long), on her own after her hu...
Lotto Land(1995) - The lives of four hardworking people living in modern Brooklyn provide the basis of this upbeat drama. Hank is the only high school graduate on his basketball team; he works for Flo in a neighborhood liquor store and is dating Joy, Flo's step daughter. Joy and Hank are 18-year old virgins who are gi...
The Freshman(1990) - In this farcical comedy, Matthew Broderick plays Clark Kellogg, an aspiring director who arrives in New York City to attend film school. However, moments after he arrives in the city, he's robbed by Victor Ray (Bruno Kirby), leaving him no money for the $700 in books required by his instructor, Arth...
Grosse Pointe Blank(1997) - Martin Blank is a freelance hitman who starts to develop a conscience, which causes him to muff a couple of routine assignments. On the advice of his secretary and his psychiatrist, he attends his 10th year High School reunion in Grosse Pointe, Michigan.
The Best of Times(1986) - In an attempt to see what his life would be like if he hadn't fumbled the ball during a critical game in high school, a former "could have been" athletic star arranges to play on the team once more -- in a game against the sam
Kuffs(1992) - Christian Slater plays a witty and handsome high school-drop named George Kuffs. George visits his older brother Brad in search of a loan since he lost his job and cannot support his pregnant girlfriend (played the lovely Milla Jovovich). Sadly, Brad is ambushed and killed by a crime lord he was hun...
Breaking Up(1997) - Based on a two-character play by Michael Cristofer (who also wrote the screenplay), Breaking Up is an odd sort of love story about a couple who aren't sure what to do about their relationship. Steve (Russell Crowe) is a photographer and Monica (Salma Hayek) is a schoolteacher. They're in love, but t...
High School USA(1983) - a class clown competes with a class president,for the love of a beautiful girl.The rivalry eventually culminates in a drag race.Starring Michael J.Fox,Anthony Edwards,and Nancy McKeon.
Stewardess School(1986) - A group of misfits join a school to become flight attendants.Starring Brett Cullen,Donald Most,Judy Landers,Sandahl Bergman,and Wendie Jo Sperber.
The Brotherhood of Justice(1986) - A group of high school students, led by a rich boy Derek, is sick of shool violence and decides to become underground vigilantes named "Brotherhood of Justice". It starts with the idea "watching people", but things quickly get out of control. "Brotherhood of Justice" turns out another gang of violen...
Bustin' Loose(1981) - Richard Pryor plays Joe Braxton,a paroled thief who violates his parole.Joe's parole officer decides to give him a second chance.Unfortunately for Joe,this second chance involves taking a school teacher(Cicely Tyson),and her,rowdy, special needs students on a cross country bus trip.
Lace(1984) - An oft-questioned actress named Lili (Phoebe Cates) gathers together 3 old and older schoolmates to find out which one is her mother.
Daddy(1987) - High school senior Bobby Burnette has many plans for his future including his girlfriend Stacy, playing his guitar, and going to college out in Boston. But his plans come to a halt when they discovers that she is pregnant after their first sexual encounter. Bobby wants her to have an abortion, but...
No One Would Tell(1996) - Always feeling shy, sweet sixteen-year-old Stacy Collins has never been in a relationship or felt like a part of any major teenage crowd. But then she finds herself surprised to find that Bobby Tennison, the star athlete and most popular guy in school is interested in her. At first, Stacy feels fl...
Young Sherlock Holmes(1985) - From producer Steven Spielberg and director Berry Levinson, comes the untold story of Sherlock Holmes when he and Dr. Watson first met as Schoolboys and solved their first mystery together. There had been mysterous deaths happening all over London, England caused by hallucination and Sherlock and Wa...
Death of a Cheerleader(1994) - Bright and ambitious teenager Angela Delvecchio just transferred to Santa Mira High School where she strides to three things: to be the best in life, become a writer like Danielle Steel, and to be friends with Stacy Lockwood, the most popular girl in the sophomore class. Stacy is beautiful and ric...
It's Your First Kiss, Charlie Brown(1977) - At the school homecoming, Charlie Brown learns that he is be the escort at the banquet for the red headed girl that he has pined for all his life. With that added pressure, he hopes to put in a good showing at the football where he is placekicker. Unfortunately, Lucy is supposed to hold the ball for...
Welcome to the Dollhouse(1995) - For many adolescents, junior high school is no fun...and for Dawn Wiener, a geeky seventh grader, it's a living hell. Neither pretty nor smart, she is constantly picked on by her cruel classmates (calling her mean names like Wienerdog and Ugly) as well as her teachers. At home, things are much worse...
Magnificent Butcher(1990) - A plump butcher student of Wong Fei Hung, Lam Sai-Wing (Sammo) gets into trouble with a rival kung-fu school known as Five Dragons and is accused of raping the head of that school's goddaughter and killing his son. Now Ko, the head of five dragons, wants revenge.
Garfield Gets a Life(1991) - Jon now recognizes that he needs a life, an escape from his boring existence as the guy who arranges his sock drawer. He tries to find some girls around town, but none of them are impressed and find him to be a dweeb. So one night, he sees an ad on TV about "Lorenzo's School For The Personality Impa...
Madeline: Lost in Paris(1999) - Madeline is the smallest of twelve girls in a boarding school, in an old house in Paris. When long lost Uncle Horst pays a surprise visit to Madeline, promising to move her to a new home in Vienna, her longing for a family seems to be fulfilled. Madeline becomes suspicious when her new Uncle loses h...
Calendar Girl(1993) - A trio of high school pals take off for the bright lights of Hollywood in hopes of meeting their object of desire, Marilyn Monroe, in 1962(4 days before sh
Take Down(1979) - A snooty English teacher(Edward Herrmann)is forced to coach a high school wrestling team.One of the wrestlers(Lorenzo Lamas)shows great potential.
To Sir with Love(1967) - An American engineer(Sidney Poitier)becomes a teacher to a group of troubled students in a tough London school.
The Loneliness of the Long Distance Runner(1962) - An angry young man(Tom Courtenay)runs cross country,on his own terms,at a British reform school.
Marty(1955) - A lonely butcher(Ernest Borgnine)finds a soulmate in a shy school teacher(Betsy Blair)
Crash Course(1988) - This made for tv movie revolves around a group of high schoolers taking a drivers education class.The film stars many popular sitcom stars of the 1980s(Alyssa Milano,Tina Yothers,Jackee,Rob Stone,Charles Robinson and Edie McClurg).
The Whoopee Boys(1986) - Two obnoxious and dim-witted misfits attempt to save a school for needy children by attempting to sneak into the wealthy high society of Palm Beach to get the money needed for their cause.
The Lizzie Mcquire movie(2003) - Lizzie McGuire has graduated from middle school and takes a trip to Rome, Italy with her class. And what was supposed to be only a normal trip, becomes a teenager's dream come true
Varsity Blues(1999) - Varsity Blues is a 1999 American coming-of-age sports comedy-drama film directed by Brian Robbins that follows a small-town high school football team and their overbearing coach through a tumultuous season. The players must deal with the pressures of adolescence and their football-obsessed community...
Wolf Children(2012) - Hana marries a wolf man and raises their two children alone after he dies. They move to the countryside and the children have adventures in the woods and at school.
Superbad(2007) - Superbad is a 2007 American teen comedy film directed by Greg Mottola and produced by Judd Apatow. The film stars Jonah Hill and Michael Cera as Seth and Evan, two teenagers about to graduate high-school.
One Fine Day(1996) - Melanie Parker, an architect and mother of Sammy, and Jack Taylor, a newspaper columnist and father of Maggie, are both divorced. They meet one morning when overwhelmed Jack is left unexpectedly with Maggie and forgets that Melanie was to take her to school. As a result, both children miss their sch...
The Twilight Saga: Eclipse(2010) - In the third chapter of the saga, a string of mysterious killings grips Seattle and a ravenous vampire is seeking revenge. Amidst the horrors, Bella -- who is set to graduate from high school -- finds herself torn between true love Edward and best friend Jacob which could spark further conflict betw...
Marilyn Hotchkiss' Ballroom Dancing & Charm School(2005) - A widowed man's life turns upside down when he embarks on a journey to find a dying man's long lost love.
The Beach Girls(1982) - School is out, and three girls head to the beach for vacation. Two of the girls are world-wise party-goers who attempt to loosen up their naive, virginal friend, whose uncle has allowed the girls to stay at his beach house. When the near-sighted, drug smuggling Captain Bly dumps his cargo of marijua...
Abbott & Costello Meet The invisible Man(1951)(1951) - After graduating from"Dugan's Detective School"..inept private investigators:Bud"Alexander"(Bud Abbott) and Lou"Francis"(Lou Costello)agree to help prove that former boxer"Tommy Nelson"(Arthur Franz)..who becomes invisible with the aide of a serum created by his girlfriend's uncle"Dr.Phil Grey(Gavin...
Porky's(1982) - Set in 1954, a group of Florida high schoolers seek out to help a buddy lose his virginity, which leads them to seek revenge on a sleazy nightclub owner and his redneck sheriff brother for harassing them.
The Pom Pom Girls(1976) - High-school seniors try to score on and off the field in this raunchy teen comedy set in the 1970's.
Wadjda(2012) - An enterprising Saudi girl signs on for her school's Koran recitation competition as a way to raise the remaining funds she needs in order to buy the green bicycle that has captured her interest.
Porky's Revenge!(1985) - As graduation nears for the class of 1955 at Angel Beach High, the gang once again faces off against their old enemy, Porky, who wants them to throw the school's championship basketball game because he's betting on the opposing team.
Crazy/Beautiful(2001) - The Romeo and Juliet story has been modernized to a high school setting previously, but this romance from director John Stockwell turns the tale inside out. Jay Hernandez stars as Carlos Nunez, a poor but athletically gifted Latino teenager who endures a two-hour bus ride every day from East L.A. to...
Hoot(2006) - Three kids have an unexpected adventure as they try to protect some rare birds in this comedy drama based on a book for young adults by Carl Hiaasen. Roy Eberhardt is a 14-year-old whose family has moved so often he's literally lost count of the number of times he's changed schools in the last ten y...
Ice Princess(2005) - A teenager is torn between her desire to please her mother and following her own ambitions in this family-friendly comedy drama. Casey Carlyle is a high-school student who has a keen mind for math and looks to be on the fast track to Harvard, which is just the way her mother want it. However, Casey...
Poison Ivy(1992) - The always challenging transition from adorable child performer to sexy adult star was achieved flamboyantly by actress Drew Barrymore with this erotic drama that unfolds like a paranoia-drenched "Lolita" (1962). Sylvie Cooper is a misanthropic student at a private high school for children of the pr...
Godzilla(2014) - The king of all monsters returns in this Warner Bros./Legendary Pictures production helmed by Gareth Edwards. As the story opens in Japan, we find dedicated nuclear power-plant manager Joe Brody so caught up in his work that he forgets it's his birthday. Sending his young son Ford off to school befo...
Loving Annabelle(2006) - Annabelle is the wise-beyond-her-years newcomer to an exclusive Catholic girls school. Having been expelled from her first two schools she's bound to stir some trouble. Sparks fly between her and her teacher, Simone Bradley. Annabelle pursues Simone relentlessly until Simone must make a choice betwe...
North Shore(1987) - Before entering art school next autumn, Rick sets out to spend the summer surfing at Hawaii. He knows nothing about the local habits, what causes him some starting problems, but by chance he gets a room in the house of guru Chandler. He teaches him the difference between 'soul surfers' and those who...
Evangelion: 2.0 You Can (Not) Advance(2009) - High-school students pilot giant robots to defend the world from destructive machines.
Elephant(2003) - Elephant is a 2003 drama film edited, written and directed by Gus Van Sant. It takes place in the fictional Watt High School, in the suburbs of Portland, Oregon, and chronicles the events surrounding a school shooting, based in part on the 1999 Columbine High School massacre. The film begins a short...
The Prankster(2010) - The Pranksters are a secret society that rights the wrongs of high school. Its leader, Chris, longs for more with graduation looming. Under the guidance of his eccentric Uncle Nick, Chris embarks on a challenging path of self-discovery and romance.
Children Of A Lesser God(1986) - James is a new speech teacher at a school for the deaf. He falls for Sarah, a pupil who decided to stay on at the school rather than venture into the big bad world. She shuns him at first, refusing to read his lips and only using signs. Will her feelings change over time?
The Sandpiper(1965) - A free-spirited single mother forms a connection with the wed headmaster of an Episcopal boarding school in California.
Final Destination 3(2006) - Six years after the explosion of Flight 180, and five years after the pileup on Route 23, Wendy Christensen, a high school student, visits an amusement park for grad night with her friends Kevin Fischer, Jason Wise (Jesse Moss), and Carrie Dreyer. As Wendy and her friends board the Devil's Flight ro...
The Miracle Worker(1962) - A movie about Helen Keller (who is blind and deaf). As a student of Perkins School for the Blind, Her teacher is Anne Sullivan.
Spider-Man(2002) - On a high school field trip, high school student Peter Parker is bitten by a radioactive spider. He wakes up the next morning with incredible superpowers. After witnessing the death of Uncle Ben, Peter Parker decides to put his new skills to use in order to get rid of evil But someone else has other...
Precious(2009) - In New York City's Harlem circa 1987, an overweight, abused, illiterate teen who is pregnant with her second child is invited to enroll in an alternative school in hopes that her life can head in a new direction.
The Dangerous Lives of Altar Boys(2002) - A group of Catholic school friends, after being caught drawing an obscene comic book, plan a heist that will outdo their previous prank and make them local legends.
As the Gods Will(2014) - Shun Takahata is an ordinary high school student leading a boring life until one day he and his classmates are forced to play a game of death. With no knowledge of who's behind the games, his only option is to continue winning to stay alive.
Screwball Hotel(1988) - Three boys drop out of military school. They get jobs working at a hotel, but it's about to go under. They decide to help the owner raise enough money to stay in business. They prove that sex sells by holding "Miss Purity Pageant" starring some of the females staying at th
Malibu High(1979) - California teenagers continue their summer romantic rivalries after the school year begins.
The Cat Returns(2002) - High school student Haru (Chizuru Ikewaki) rescues a cat that was about to be run over by a truck and discovers the cat is actually a prince named Lune. Out of gratitude, Lune's father, the Cat King, asks her to marry Lune. Haru is brought to the Cat Kingdom, where she starts to develop feline featu...
Boys(1996) - Patty Vare falls off a horse and is found unconscious by preparatory school student John Baker. He takes her to his dormitory. As he quickly discovers, she is hiding from something. For John this becomes a road to maturity and for Patty, it's a way back to love and tenderness.
The Girl from Mars(1991) - Dee-Dee is a 13 year old girl who claims herself to be from Mars. She has had a rough time with her own mother passing away, so she ends up living with her older sister as well as her dad. She focuses her attention on controlling her own flying saucer which distracts students in school. She also mee...
Solo: A Star Wars Story(2018) - Flight school flunkie and petty criminal Han Solo gets recruited by Tobias Beckett for an intergalactic mission backed by gangster Dryden Vos. He teams up with his future Wookiee co-pilot Chewbacca, his childhood friend QiRa and suave smuggler Lando Calrissian, owner of the Millenium Falcon. Thandi...
Goodbye Mr. Chips(1939) - An aged teacher and former headmaster of a boarding school recalls his career and his personal life over th
The Karate Kid(1984) - Daniel LaRusso, a high school senior, moves with his mother from Newark, New Jersey to Reseda, a neighborhood in the San Fernando Valley region of Los Angeles, California. Their apartment's handyman is an eccentric but kindly and humble Okinawan immigrant named Keisuk
Texasville(1990) - Summer, 1984: 30 years after Duane captained the high school football team and Jacy was homecoming queen, this Texas town near Wichita Falls prepares for its centennial. Oil prices are down, banks are failing, and Duane's $12 million in debt. His wife Karla drinks too much, his children are always i...
The Last Picture Show(1971) - A group of 50's high schoolers come of age in a bleak, isolated, atrophied West Texas town that is slowly dying, both economically and culturally.
You're Not Elected, Charlie Brown(1972) - Sally seems to have a problem at school, she is too small to reach her locker, and is too frustrated about it to go back to school. With her show-and-tell project stuck inside, Sally decides to use Charlie Brown as her project. After an embarrassing ordeal for him, he notices that student body elect...
Yours, Mine And Ours(1968) - When a widower with 10 children marries a widow with 8, can the 20 of them ever come together as one big happy family? From finding a house big enough for all of them and learning to make 18 school lunches, to coping with a son going off to war and an unexpected addition to the family, Yours, Mine a...
The Redeemer: Son Of Satan!(1978) - Six people are trapped within the confines of their old high school during their 10th high school reunion with a psychotic, masked preacher who kills them off for their sinful lives they have made for themselves.
Jeremy(1973) - Jeremy Jones is learning Cello at an arts school in New York. At school he spots Susan Rollins, who practices for a ballet audition, and he falls in love on first sight. He's very diffident in nearing her, so he gets some help of his experienced friend Ralph. Susan's first impression isn't great, un...
The Happening(2008) - A Strange But Horrible And Unprecedented Crisis Begins In Central Park, A High School Science Teacher And His Wife Can Do What They Can Do To Survive It.
Child Bride(1938) - A school teacher in a rural community campaigns to stop the practice of older men marrying young, underage girls.
Delinquent School Girls(1975) - Three mental patients (a bad impersonator, a baseball player, and a gay fashion designer) escape their asylum and sexually assault their way into a girl's private school. The girls education includes wrestling and karate, so the three mad men will find stern opposition when they least expected.
Invitation To Ruin(1968) - Pick-up artist Jerry Sloane is hired by mobster Ernie Pulaski to lure girls for his white slavery ring. Once Ernie gets his claws on them, the victims are turned over to mute Mama Lupo (she lost her tongue after tattling on some fellow schoolgirls), who tortures them in her dungeon and addicts them...
Legally Blonde(2001) - When a blonde sorority queen is dumped by her boyfriend, she decides to follow him to law school to get him back and, once there, learns she has more legal savvy than she ever imagined.
Max Keeble's Big Move(2001) - Max Keeble, the victim of his 7th grade class, has to put up day-to-day antics of bullies Troy McGinty and Dobbs, and his corrupt school principal Elliot T. Jindrake. After he learns his father has gotten a promotion and they will be moving to Chicago, he plots to get revenge against the bullies and...
Click(2006) - Architect Michael Newman is married to his high school sweetheart Donna and their children Ben and Samantha. Despite his loving nature, his boss Mr. Ammer is always pushing him over and he always sacrifices family time to make extra money for lavish possessions. One day, on a trip to a Bed Bath & Be...
The Great American Girl Robbery(1979) - A busload containing three cheerleading teams from 3 different schools who are heading to compete against each other is hijacked by terrorists and the girls are kidnapped.
The Princess Diaries 2: Royal Engagement(2004) - It has been five years since Mia Thermopolis has first been told to take the throne of Genovia. She has just graduated from Princeton University's Woodrow Wilson School and is returning to Genovia, where she will wait for her grandmother to abdicate the throne so she can take it. Upon turning 21, M...
Sugar & Spice(2001) - A popular high school cheerleader becomes pregnant with the star quarterback's child, only to find herself turning to crime to support the lifestyle she wants to live.
Recess: School's Out(2001) - It is the end of the school year at Third Street School, and T.J. is excited to be out of school and spend the whole summer with his friends. Unfortunately everybody else is going to various camps for the summer to look ahead at the future. Soon afterward, T.J. notices strange people hanging out ins...
Mad Hot Ballroom(2005) - A documentary movie about eleven New York City public school kids who dream of ballroom dancing. The movie gives an in-depth look at the students' lives through their point of views and shows how they all get along, despite their different cultures, as they make their way up to the city competition.
Yours, Mine, and Ours(2005) - A remake of the classic 1968 film. High school sweethearts Frank Beardsley, a widowed Coast Guard Admiral and Helen White, a widowed handbag designer, get re-united after Frank and his family of eight kids move into the neighborhood. Even with Helen and her ten kids, some biological and some adopted...
Our Time(1974) - Penfield was a New England girls school in 1955. The curriculum ranged from Latin to Etiquette .. From Shakespeare to Field Hockey. There were a few things the school didn't teach. That's what this movie is about.
The Wild Thornberrys Movie(2002) - Based directly on characters from Nickelodeon's animated developed-for-TV series. Eliza Thornberry is sent to a British boarding school by her grandmother after an attempt to rescue a cheetah cub from a group of poachers makes her grandma fear for her safety. Darwin comes along with Eliza by hiding...
Snow Day(2000) - Natalie Brandston and her friends are in for an exciting day! It's a snow day and all they want to do is have fun in the snow! Their plans may get thwarted though by a snowplow driver who wants to plow out the roads and free up the path to school. Meanwhile, Natalie's older brother Hal is trying to...
Fame(1980) - At the New York City High School for the Performing Arts, students get specialized training that often leads to success as actors, singers, etc. This movie follows six students from the time when they audition to get into the school, through graduation. They are the brazen Coco Hernandez, shy Doris...
I Love You, Beth Cooper(2009) - A nerdy valedictorian proclaims his love for the hottest and most popular girl in school - Beth Cooper - during his graduation speech. Much to his surprise, Beth shows up at his door that very night and decides to show him the best night of his life.
House (Hausu)(1977) - A young Japanese schoolgirl nicknamed Gorgeous, after having problems at home decides to visit her Aunt. Gorgeous also invites her friends Prof, Melody, Kung Fu, Mac, Sweet and Fantasy ro her Aunts old house as well for their summer vacation. As soon as the girls arrive at the old house the girls a...
Teachers(1984) - A well meaning but burned-out high school teacher tries to maintain order against the backdrop of a pending lawsuit against his school district when it comes to light they gave a diploma to an illiterate student.
Radio(2003) - "Radio", a 23-year-old young man living with intellectual disability, pushes a shopping car along the streets. He is attracted by a high school football team, but after the team's coach (Coach Jones) - taking pity on Radio, both for his disability and his enthusiasm - asks him to help, the team memb...
The Cat in The Hat(2003) - Troublemaker Conrad and control freak Sally live with their mother Joan in a house in Anville. Joan works for neat-freak Hank Humberfloob at his real-estate company and she is invited to host a party at her house. Her boyfriend Larry Quinn wants to ship Conrad to a military school. One day, she leav...
Finding Nemo(2003) - The movie takes place in and around the Great Barrier Reef near Australia, and centers on a neurotic clownfish named Marlin. After losing his mate and all but one of their 400+ eggs, Marlin becomes overprotective of his remaining son, Nemo. On his first day of school, Nemo gets fed up with Marlin's...
The Girl Who Leapt Through Time(2006) - A young Japanese school girl named Makoto Konno, one day after school she falls on a small price of awkward metal. Soon she discovers she can travel through time or time leap She uses her at first for mundane and simple things however she learns that what she changes in the past can drastically ch...
The Best Little Girl in the World(1981) - Casey Powell is a young teenage girl who is secretly suffering from anorexia nervosa, a mental and physical illness of deliberately starving herself or self-induced vomiting, because of her troubled home life and problems at school in which her bickering parents and her unwed, pregnant sister must p...
Shrek the Third(2007) - Princess Fiona's father King Harold is passing away and Shrek is next in line as ruler of Far Far Away. Believing that an ogre for a king is a bad idea, Shrek, Donkey, and Puss head out to find another heir, Arthur Pendragon, a 16-year-old scrawny high-schooler attending a boarding school while Fion...
Earth vs. the Spider(1958) - A teenage couple finds a giant spider in cave after convincing the locals that there is a monstrous spider the sheriff then decides to kill the beast with DDT. Convinced the creature is dead they leave the lifeless body in the local high school gym however it turns out the spider is still alive and...
Girls School Screamers(1986) - Seven college girls spend the weekend at an elegant estate which begins as a fun filled adventure but ends in a nightmare of gut-wrenching terror.
Summer School Teachers(1974) - This was a Roger Corman-produced sex comedy with dramatic and thriller elements.
The Beguiled(1971) - While imprisoned in a Confederate girls boarding school, a Union soldier cons his way into each of the lonely women's hearts.
Captain January(1936) - Shirley Temple plays a girl who lives with a lighthouse keeper, much to the chagrin of a truant officer, who feels she would be better off in boarding school.
The Witches (1966)(1966) - An English school teacher outposted in Africa has a run in with the local witch doctor and suffers a nervous breakdown. After recovering back in England she takes a job teaching in a small country town hoping to make a new start for herself. All goes well at first, until she starts to hear some dist...
Enter The Ninja(1981) - After just completing his training at a ninja school, an army vet travels to the Phillippines and finds himself battling a land grabber who wants his war-buddy's property. He must also fight his rival.
Harry Potter And The Half-Blood Prince(2009) - As Harry Potter begins his 6th year at Hogwarts School of Witchcraft and Wizardry, he discovers an old book marked mysteriously "This book is the property of the Half-Blood Prince" and begins to learn more about Lord Voldemort's dark past.
It Came From Outer Space(1953) - A spaceship from another world crashes in the Arizona desert, and only an amateur stargazer and a schoolteacher suspect alien influence when the local townsfolk begin to act strange.
The Bad Seed(1956) - A mother named Christine Penmark lives with her husband (currently away on military duty) and their daughter, Rhoda. Rhoda is a well, proper and sweetheart, Later it turns out a young boy has drowned at Rhona's school, Christine start to unravel that Rhoda may not be the good girl everyone think she...
High School Hellcats(1958) - The Hellcats are an all-female gang bent on bucking authority and terrorizing the schools by doing things like having a bad attitude toward their teachers and parents. When Joyce, a new student, moves into the neighborhood, she draws the attention of The Hellcats. Desperate for acceptance and unhapp...
All You've Got(2006) - Three privileged female volleyball players transfer to the barrio high school of rivals when their private campus burns down.
The Haunting Of Molly Hartley(2008) - Molly Hartley looks to put her troubled past behind her with a fresh start at a new school, where she sparks with one of the most popular students. But can her secrets stay buried, especially as she learns more about the horrific truth that awaits her once she turns 18?
The Perfect Score(2004) - Six high school seniors decide to break into the Princeton Testing Center so they can steal the answers to their upcoming SAT tests and all get perfect scores.
The Battle Of Shaker Heights(2003) - A young war reenactor makes a friend on the battlefield who helps him use strategy to take on his high school enemy. Driven by newfound confidence, he seduces the friend's fetching older sister and risks the friendship. Reality intervenes when the illness of his ex-addict father forces the anger his...
Conviction(2010) - A working mother puts herself through law school in an effort to represent her brother, who has been wrongfully convicted of murder and has exhausted his chances to appeal his conviction through public defenders.
Mean Girls(2004) - Cady Heron is a hit with The Plastics, the A-list girl clique at her new school, until she makes the mistake of falling for Aaron Samuels, the ex-boyfriend of alpha Plastic Regina George.
The House That Screamed(1969) - Sra. Forneau owns and runs a school for wayward girls in France. Her absolute discipline has fostered a social order among the girls with rampant sex, lesbianism and torture the norm. Palmer also has an adolescent son she tries to keep isolated from the young women lest he be tainted by sexual relat...
Dumb and Dumberer: When Harry Met Lloyd(2003) - Dumb and Dumberer: When Harry Met Lloyd is a 2003 American comedy film and the prequel to Dumb and Dumber (1994). The film was directed by Troy Miller and based on the characters created by the Farrelly brothers from the original film. The film follows Lloyd Christmas in high school before he became...
The Instructor(1983) - A karate expert (Bob Chaney) grows tired of having his self-defense school continually considered second-best to a rival school in this martial arts adventure. The conflict between the two schools steadily escalates, finally culminating in a winner-takes-all battle for supremacy between the schools'...
The Hot Flashes(2013) - An unlikely basketball team of unappreciated middle-aged Texas women, all former high school champs, challenge the current arrogant high school girls' state champs to a series of games to raise money for breast cancer prevention. Sparks fly as these marginalized women go to comic extremes to prove t...
Kick-Ass(2010) - Dave Lizewski is an unnoticed high school student and comic book fan who one day decides to become a super-hero, even though he has no powers, training or meaningful reason to do so.
Bachelorette(2012) - Regan, Gena, Katie, and Becky have been best friends since high school. On the eve of Becky's wedding they reunite for one last bachelorette bacchanal. But the bride chooses not to partake so the iresponsible & capricious bridesmaids decide to have a little fun of their own. They unintentionally mak...
You're the Greatest, Charlie Brown(1979) - Charlie Brown decides to enter the Junior Olympics at his school after it is revealed he is not going on vacation like he thought he would. The decathlon is the only thing left open, and Charlie Brown accepts the challenge (of course after everyone else there refused to take on such a tough event be...
Bowling for Columbine(2002) - Bowling for Columbine is a 2002 American documentary film written, directed and narrated by Michael Moore. The film explores what Moore suggests are the causes for the Columbine High School massacre in 1999 and other acts of violence with guns. Moore focuses on the background and environment in whic...
It's Your First Kiss, Charlie Brown(1977) - It's homecoming at Charlie Brown's school, and Charlie Brown and Linus are among the escorts for the Homecoming Queen and her court. During the Homecoming Parade, Linus tells Charlie Brown that he will be the escort for the Queen, but Charlie Brown is shocked when he sees the Queen is none other tha...
There's No Time for Love, Charlie Brown(1973) - There are three months of school left and all of the Peanuts gang are under pressure from too many tests and homework assignments. They now have to make preparations to write a report on a field trip to an ar
It Was a Short Summer, Charlie Brown(1969) - School is out for the summer and Charlie Brown, Linus, Schroeder and Pig Pen are planning to spend it reading every comic book, watching television, playing baseball, and playing classical music. However, Lucy tells them that she signed them up for camp. The girls are eager to go, but the boys hate...
You're in Love, Charlie Brown(1967) - As the last day of school approaches, Charlie Brown is upset about how the whole past years has turned out. He soon decides to make his summer by finally earning the love of his crush, the Little Red-Haired Girl.
The Luck of the Irish(2001) - The Luck of the Irish is a 2001 Disney Channel Original Movie. Kyle Johnson is a popular basketball player in junior high school who is known for being lucky. He is always finding money on the street, so he doesn't have to bring lunch money; he never misses a shot when playing basketball; and when h...
Notes On A Scandal(2006) - A veteran high school teacher befriends a younger art teacher, who is having an affair with one of her 15-year-old students. However, her intentions with this new "friend" also go well beyond platonic friendship.
Chronicle(2012) - Whilst attending a party, three high school friends gain superpowers after making an incredible discovery underground. Soon, though, they find their lives spinning out of control and their bond tested as they embrace their darker sides.
American Reunion(2012) - Jim, Michelle, Stifler, and their friends reunite in East Great Falls, Michigan for their high school reunion.
Late Bloomers(1996) - High School basketball coach, Dinah Groshardt, falls for the school secretary, Carly Lumpkin, and upsets the entire school in the process.
Edge Of Seventeen(1998) - A teenager copes with his sexuality on the last day of school in 1984. It shows him coping with being gay and being with friends.
Prom(2011) - A group of teenagers get ready for their high school prom.
The Children's Hour(1961) - A troublemaking student at a girls' school accuses two teachers of being lesbians.
The Stepfather (2009)(2009) - Michael returns home from military school to find his mother happily in love and living with her new boyfriend. As the two men get to know each other, he becomes more and more suspicious of the man who is always there with a helpful hand.
Grown Ups(2010) - After their high school basketball coach passes away, five good friends and former teammates reunite for a Fourth of July holiday weekend.
Gym Teacher: The Movie(2008) - Dave Stewie (Christopher Meloni) is a middle school PE teacher who sees a forthcoming award as a way to redeem himself of his greatest regret, a failure to make the 1988 US Olympic Team. Meanwhile, Roland Waffle (Nathan Kress) is a new transfer student who is completely non-athletic and wears a helm...
Agent Cody Banks(2003) - Cody Banks, a 15-year-old high school student, applies for a junior position for the Central Intelligence Agency after completing his summer camp for CIA agents. Answering to his handler Agent Ronica Miles, Cody is called upon a mission to find information about a scientist named Dr. Albert Connors....
Superhero Movie(2008) - Rick Riker Is An Unpopular High School Student, He Lives With His Uncle And Aunt, He Has One Friend, Trey, His Crush Is Jill Johnson, During A High School Field Trip At An Animal Research Lab When A Mutated Dragonfly Bites Rick On The Neck.
School of Rock(2003) - When rock singer Dewey Finn is removed from his rock band, No Vacancy because of his arrogance, he decides to get a new job as a fifth-grade teacher. Despite his lack of knowledge to be a teacher he soon discovers that his class is musically talented and decides to make a rock band out of them.
The Lizzie McGuire Movie(2003) - Based on the Disney Channel Original Series, Lizzie and her friends are going on a trip to Rome for their junior high school graduation with their strict new principal Ms. Ungermeyer. In Rome Lizzie falls in love with an Italian pop star and must run away from her class for a shot at fame.
Akeelah and the Bee(2006) - Akeelah Anderson attends Crenshaw Middle School, a predominantly black school in South Los Angeles. Akeelah is a bright 11-year-old and never makes errors on her spelling tests and doesn't really seem to fit in. She lives with her widowed mother, Tanya, her three siblings Kiana, Devon, and Terrence,...
The Last Man(2000) - Apocalyptic comedy finds a socially-challenged grad school student as one of the last two men on Earth with a beautiful woman. However, the other remaining man is his superior in every sense.
The American Mall(2008) - Produced by the same team behind Disney's High School Musical film series, The American Mall is conceptually very similar, as it focuses on several teenage characters and their daily struggles, with comic elements and musical numbers. The central plot thread of the film is that the two main characte...
X2(2003) - The X-Men Are Against The Genocidal William Stryker Who Leads An Assault On Professor Xavier's School Of Mutants To Build His Own Version Of Professor Xavier's Mutant Tracking Computer Cerebro In Order To Destroy Every Mutant On Earth.
How to Eat Fried Worms(2006) - Billy Forrester is the new kid in town who is beginning a new life in a new school. He is quickly taken advantage of by the school bully and a few of his friends because of his weak stomach and tendency to easily vomit. After pulling a prank on the school bully, he is forced into a bet where he must...
Just My Luck(2006) - Ashley Albright is the most popular and luck girl in high school. It seems everywhere she goes she has the greatest strokes of luck and everything goes her way. This is in contrast to her boyfriend Jake Hardin who seems eternally plagued by bad luck and misfortune. During a masquerade party, Ashley...
17 Again(2009) - In 1989, 17-year-old Mike O'Donnell learns from his girlfriend Scarlet Porter that she is pregnant during the start of his high school championship basketball game. Moments after the game begins, he leaves the game and goes after Scarlet, abandoning his hopes of playing college and professional bask...
Beethoven's 4th(2001) - The fourth installment in the film series. Beethoven is loved by the kids of the family who own him despite their parents hating his sloppy behavior and threatening to send him off to obedience school. Meanwhile, the rich Sedgewick family own an identical Saint Bernard named Michelangelo who is well...
The Original Kings Of Comedy(2000) - February 26 and 27, 2000, the Original Kings of Comedy play Charlotte, NC. The themes are Blacks and Whites, men and women, old-school and hip-hop. Steve Harvey emcees, celebrates '70s music and lyrics of love, and pokes at folks in the front row. D.L. Hughley mines racial differences and talks abou...
Sky High(2005) - Will Stronghold is the son of the world's most famous superheroes The Commander and Jetstream. He is now set to begin his freshmen year at Sky High, a high school for teens with super powers. Having no superpowers, Will is moved to a class for sidekicks, as taught by The Commander's former sidekick,...
The Brides Of Dracula(1960) - Vampire hunter Van Helsing returns to Transylvania to destroy handsome bloodsucker Baron Meinster, who has designs on beautiful young schoolteacher Marianne.
Werewolf In A Girl's Dormitory(1961) - At a girl's school, several students are murdered by a snarling, wolf-man-like creature. Suspicion falls upon a newly arrived teacher.
Heaven Help Us(1985) - A new transfer student to St. Basil's Boys' Prep School tries to fit in while romantically pursuing a troubled young girl.
Bedtime Stories(2008) - Hotel Handyman Skeeter Bronson promises to his sister Wendy, a school principal to keep her two children company and reads them stories from a magical book where it seems the stories come true after they have been read. He plans to use this occurance to his advantage to help him build a new hotel wh...
Superstar(1999) - SNL's Molly Shannon appears as her popular TV character Mary Katherine Gallagher, an Irish school girl who just wants to be a super star. She has a job working as the rewinder at the local video rental store and attends a Catholic high school where she is the social outcast. After she is placed in s...
Napoleon Dynamite(2004) - Napoleon Dynamite is a high school student from Preston, Idaho who lives with his grandmother, his older brother Kip, and their pet llama, Tina. Kip, 32, is currently unemployed and boasts of spending hours in Internet chat rooms with "babes" and training to be a cage fighter; their grandmother lead...
Pinocchio(2002) - After a magical log of wood lands outside the shop of a woodcarver named Geppetto, he carves the block out into a puppet which he names Pinocchio. The puppet comes to live and begins acting mischievously. He refuses to go to school instead going on naughty adventures such as burying his money in the...
College Road Trip(2008) - Melanie Porter is about to graduate high school and wants to attend Georgetown University. Over-protective Chicago suburb father does not want her to leave so far and wants to make her attend Northwestern University. She also gets annoyed by her real-estate agent mom, her younger brother Trey and th...
Scary Movie 2(2001) - A blatant knock-off of possession and spirit movies from the same guys who brought you the first Scary Movie. The group from the first movie is still alive somehow, and a year after the first movie they are trying to find new lives. A weird school professor announces that he is studying paranormal a...
Admission(2013) - A Princeton admissions officer who is up for a major promotion takes a professional risk after she meets a college-bound alternative school kid who just might be the son she gave up years ago in a secret adoption.
Dear Lemon Lima(2009) - Vanessa gets a dose of reality when Philip, her one true love, ends their relationship, again. The quirky teen enrolls in his school to win him back, but ends up making matters worse. Downgraded to social outcast, Vanessa struggles to reclaim Phillip's affection. Luckily, when Vanessa is declared a...
Daddy Day Care(2003) - Charlie Hinton is a hardworking father whose wife Kim has just gone back to work as a lawyer. They enroll their child, Ben, in Chapman Academy, a very academic pre-school headed by Miss Harridan. Soon after, Charlie is laid off. In need of money, he opens up a day care center, Daddy Day Care, with t...
Friday Night Lights(2004) - Based on H.G. Bissinger's book, which profiled the economically depressed town of Odessa, Texas and their heroic high school football team, The Permian High Panthers.
Coach Carter(2005) - Controversy surrounds high school basketball coach Ken Carter after he benches his entire team for breaking their academic contract with him.
Drumline(2002) - A young drummer from New York, played by Nick Cannon enters the fictional Atlanta A&T University and bumps heads with the leader of his new school's drum section.
21 & Over(2013) - The night before his big medical school interview, a promising student celebrates his 21st birthday with his two best friends.
She's the Man(2006) - Viola Hastings is a high school soccer player at Cornwall, which has just cut its girls' soccer team. After her request to join the boys team is refused by the misogynistic coach, she finds a way to play for Cornwall's rival, Illyria. Viola's twin brother, Sebastian is supposed to enter Illyria as a...
The New Guy(2002) - A high school senior branded uncool in the ninth grade gets himself expelled so he changes his image to cool kid at the town's other high school.
The Fast & the Furious: Tokyo Drift(2006) - After totaling his car in an illegal street race, Sean Boswell is sent to live with his father, who is stationed as a U.S. Navy officer in Tokyo, Japan, to avoid juvy or even jail. While in school, he befriends Twinkie, a "military brat", who introduces him to the world of racing in Japan. Though fo...
Night Of The Living Dorks(2004) - Three not-so-cool school friends decide to try a old voodoo ritual. Later, they die in a car accident, but live on as zombies. But being a zombie has advantages, too...
High School Musical 3: Senior Year(2008) - The third and final part of Disney's High School Musical trilogy and the only part released to theaters. This latest sequel follows high school seniors Troy, Gabriella, Sharpay, Ryan, Chad, and Taylor as they are faced with the challenging prospect of being separated after graduating from high schoo...
High School Musical 2(2007) - In the second installment of the trilogy, high school student Troy Bolton stresses over getting a job, with the price of college expenses looming on his mind, as well as trying to make sure he and Gabriella Montez are able to stay together all summer. This situation attracts the attention of Sharpay...
Bratz: The Movie(2007) - Based on the series of dolls of the same name. The four friends: Cloe, Yasmin, Sasha, and Jade, are about to start high school. Head girl Meredith Baxter Dimly (Chelsea Kane) wants everyone to belong to a clique, and goes about organizing people. She does not like the independent spirit of the four...
High School Musical(2006) - High School Musical is a story about two high school juniors from rival cliques Troy Bolton, captain of the basketball team, and Gabriella Montez, a beautiful and shy transfer student who excels in math and science. Together, they try out for the lead parts in their high school musical, and as a r...
Hope Ranch(2002) - Some young men from a reform school must work on a ranch or risk heading back to the school.
Wake in Fright(1971) - A schoolteacher looks up the outback mining town of Bundanyabbah on his way to Sydney to see his girlfriend only to become entangled in a self-destructive downward spiral after loosing all his money in a game of two-up.
School Spirit(1985) - The only thing keeping Billy Batson from the girl of his dreams is one little condom -- or rather the lack of one. Lucky Billy finds one at an all-night roadhouse -- but speeding back to his girl, he is killed in a head-on collision with a truck. Now invisible, Billy must find his sweetheart and rek...
Picnic at Hanging Rock(1975) - The story of the mystery in which during a girls school picnic at Hanging Rock in Victoria, Australia on St Valentines Day in 1900, three girls as well as their teacher climb the rock and vanish.
Nine Deaths Of The Ninja(1985) - Two anti-terrorist agents are assigned to free a busload of American schoolchildren in the Philippines who are taken hostage by terrorists.
True Colors(1991) - Best friends from law school to election night, their friendship is sorely tested when one learns of another's betrayal.
Strangers With Candy(2005) - A prequel to the critically acclaimed series featuring Jerri Blank, a forty-six-year-old ex-junkie, ex-con who returns to high school in a bid to start her life over.
Lassie Come Home(1943) - This Metro-Goldwyn-Mayer Technicolor feature film is a story about the profound bond between Yorkshire schoolboy Joe Carraclough (Roddy McDowall) and his rough collie, Lassie (Pal).
American High School(2009) - Small lives begin at the end of high school for this surreal society. A senior who married young must contend with her life, love, and pursuit of individuality and femininity in a narcissistic, misogynistic world of irony. Gwen Adams, her husband Holden, and school rival Hilary complete the love tri...
Lifeguard(1976) - Rick is in his 30s, but still works full-time as a lifeguard on the beaches of Los Angeles, California. He enjoys the fun of it, but even more, the silent moments. However, when he meets his divorced high school girlfriend and her five-year-old son at their fifteen year class reunion, he considers s...
The Big Picture(1989) - Film school grad Nick Chapman thought his career was made after his award winning short film, but discovered Hollywood wasn't as easy as it seems.
St. Trinian's(2007) - In order to save their bankrupt school, a group of troublesome girls stage a robbery with a group of geniuses on their backs
Big Trouble (2002)(2002) - The lives of several Miami denizens, from ad agents to gunrunners to street thugs to law enforcement to school-children, intersect with humorous and dangerous results.
The Dead Zone(1983) - Schoolteacher John Smith, ends up in a coma after a car accident. He wakes up five years later with his life undone having his love Sarah married and a mother. As John tries to rebuild his life, he also discovers that he has psychi
Walking The Halls(2012) - High school senior Casey finds herself seduced into the fast lifestyle of a call girl ring run by a campus police officer and must pull herself out before she loses all self-control.
Hoop Dreams(1994) - Hoop Dreams is a 1994 American documentary film directed and produced by Steve James, Frederick Marx, and Peter Gilbert, with Kartemquin Films. It follows the story of two African-American high school students in Chicago and their dream of becoming professional basketbal
Underclassman(2005) - A young detective (Nick Cannon) goes undercover at an elite private school to destroy an international stolen car ring.
Absolution(1978) - At a Catholic public school, Benjamin "Benjie" Stanfield (Dominic Guard) is tired of being the teacher's pet and decides to play a practical joke on his form master Father Goddard (Richard Burton). In confession, Stanfield tells Goddard that he has accidentally murdered his friend Blakey (Sir Billy...
Frog and Toad Together(1987) - Frog and Toad are best friendsthey do everything together. When Toad admires the flowers in Frog's garden, Frog gives him seeds to grow a garden of his own. When Toad bakes cookies, Frog helps him eat them. And when both Frog and Toad are scared, they are brave together. The School and Library Jour...
Accepted(2006) - Accepted is a 2006 American comedy film directed by Steve Pink and written by Adam Cooper, Bill Collage and Mark Perez. The plot follows a group of high school graduates who create their own fake college after being rejected from the colleges to which they applied. The story takes place in Wickliffe...
No Deposit, No Return(1976) - During school-break, two kids are to stay with their rich Grandpa but they would rather join their mother overseas, so, in need of plane-ticket cash, they convince two petty-criminals to fake-kidnap them for a ransom they could all share.
School Daze(1988) - A not so popular young man wants to pledge to a popular fraternity at his historically black college.
I Want a Dog for Christmas, Charlie Brown(2003) - After unfair treatment by his older siblings Linus and Lucy and getting in trouble at school, Rerun thinks that having a pet dog will cheer him up. He writes a letter to Santa Claus asking for a dog, but is later discouraged by the expensive costs of owning a pet and his mother's objections. Watchin...
Monster Trucks(2016) - A High school student looking for a new coming befriends a mysterious creature unearthed by a fracking operation and quickly makes it the power source of his new monster truck, much to the pushback of the oil company running the operation who wants the monster killed.
Cherry Hill High(1977) - Five sexy high school graduates try to lose their virginity in a creative manner.
A Madea Christmas(2013) - Madea takes on a new job at her great niece Eileen's local store in a small rural town but loses the job on her first day. Meanwhile EIleen's daughter Lacey who is a teacher at the town's small school says the school does not have the money this year to hold the annual Christmas jubilee and she also...
Saving Christmas(2017) - Danny is a middle school student who lives in the town of Norpole, Maine with his mother Elizabeth and his sister Jennifer. Sadly, Danny's father has died, and this will be the family's first Christmas without him. When Jennifer says that she doesn't believe in Santa Claus any more, Danny decides to...
How I Got Into College(1989) - Marlon has a crush on Jessica (running for high school senior class president). Jessica wants to attend Ramsey College. Marlon wants to go wherever Jessica is going. Problem: low SAT score.
Nativity Rocks!(2018) - Doru, a child refugee from Syria, is separated from his father as he arrives in the United Kingdom. He is moved to Coventry by social worker Miss Shelly, and joins St Bernadette's Primary School, where he meets new teaching assistant Jerry Poppy, who assists him in his search for his father, amid an...
Prancer Returns(2001) - Preteen siblings from a broken marriage live with their mother, Denise, in a rural town called Three Oaks in Michigan. Ryan, the oldest, wants to go live with their father in Chicago. This confuses shy Charlie, the youngest, who is also the butt of bigger school kids' often mean pranks. Then he find...
Soul(2020) - Joe Gardner, a middle school music teacher, has long dreamed of performing jazz music onstage, and finally gets a chance after impressing other jazz musicians during an opening act at the Half Note Club. However, an untimely accident causes Gardner's soul to be separated from his body and begin to p...
Dora and the Lost City of Gold(2019) - Based on the iconic preschool series "Dora the Explorer" this film begins with six-year-old Dora Marquez and her parents trying to find the legendary Incan city of Parapata. After ten years of searching the parents find the city and send Dora home to Los Angeles to live with her cousin Diego. One da...
Lambada(1990) - Kevin Laird is a Beverly Hills school teacher by day and a mystery man by night. Using his lambada dance moves to first earn the kid's respect and acceptance, Kevin then teaches them academics. But when a jealous student exposes Kevin's double life, his two worlds collide, threatening his job and re...
Detective School Dropouts(1986) - Two bumbling private detectives get themselves hired to find a missing person. They find themselves in the middle of a mob war when it turns out that the missing person is somebody the mob wants to stay missing.
Diary of a Wimpy Kid(2010) - Based on the mega-popular novel by Jeff Kinney eleven-year-old Greg Heffley is just starting middle school along with his best fried Rowley Jefferson. Despite constantly being picked on by his older brother Rodrick and bickering with his younger brother Manny, Greg believes that he will be famous an...
Manny's Orphans(1978) - Manny coaches soccer for the fashionable Creighton Hall school, but is relieved of duty because he is 'not a good match' for the school. He finds a job at a Catholic home for orphans, where he forms a new soccer team, with the help of one very good player Pepe who turns out to be a girl. 'Pepe' is t...
Fist Fight(2017) - Fierce teacher Ron Strickland is the single most feared teacher in school who is able to intimidate his students into always behaving, even up to the last day of the year before summer vacation. Meanwhile fellow teacher Andy Campbell is the only other faculty member that know of Strickland's behavio...
April Fools(2007) - While pulling an April Fools' Day prank on a nerdy classmate named Melvin, a group of high school friends (Missy, DeAnna, Eva, Diego, Malik, and Marlin) accidentally kill him when Marlin hits Melvin with a football, causing him to fall on and he is impaled by a piece of rebar as a result. Panicking,...
Best Player(2011) - "Q" is the best gamer around, until a new online game called Black Hole offers a competition prize of $175,000 and "Q" keeps losing to another player, known as "Prodigy", who turns out to be a local schoolgirl.
Fred 2: Night of the Living Fred(2011) - In the seuqel to the original film, Fred thinks that his new music teacher Mr. Devlin may be a vampire, and he sets out to prove it to the world! After seeing some of Mr. Devlin's weird habits and getting them one video, he proves to the school that Mr. Devlin MAY actually be a vampire. However afte...
Fred 3: Camp Fred(2012) - Following the last day of school, Fred Figglehorn reveals his hopes to attend a very popular and luxurious summer camp named Camp Superior, but his dreams are dashed when he learns his mother is sending him to Camp Iwannapeepee (as Superior was too expensive), a camp Fred finds horrible. Upon arriva...
Rurouni Kenshin: The Final(2021) - Kenshin Himura (Takeru Satoh) is a legendary swordsman. After the Meiji Restoration, he has stopped killing with the sword. He tries to live a peaceful life with Kaoru Kamiya who runs a swordsmanship school in the village. Things change. Akabeko Restaurant, which is Kenshin Himuras favorite place t...
https://myanimelist.net/anime/10029/Coquelicot-zaka_kara -- Historical, Romance, School, Shoujo
https://myanimelist.net/anime/10067/Angel_Beats__Another_Epilogue -- Supernatural, Drama, School
https://myanimelist.net/anime/1006/Tenchi_Muyou_in_Love -- Action, Comedy, Romance, School, Sci-Fi, Shounen, Space
https://myanimelist.net/anime/10079/Hoshizora_e_Kakaru_Hashi -- Comedy, Ecchi, Harem, Romance, School
https://myanimelist.net/anime/10109/Softenni -- Comedy, Sports, Ecchi, School
https://myanimelist.net/anime/10110/Mayo_Chiki -- Harem, Comedy, Romance, Ecchi, School
https://myanimelist.net/anime/10119/Seitokai_Yakuindomo_OVA -- Comedy, School, Shounen, Slice of Life
https://myanimelist.net/anime/1012/Sexy_Commando_Gaiden__Sugoi_yo_Masaru-san_Specials -- Comedy, Martial Arts, School, Shounen
https://myanimelist.net/anime/10156/Sacred_Seven -- Action, Sci-Fi, Super Power, School
https://myanimelist.net/anime/10165/Nichijou -- Slice of Life, Comedy, School, Shounen
https://myanimelist.net/anime/10191/Katte_ni_Kaizou -- Comedy, Parody, School, Sci-Fi, Shounen
https://myanimelist.net/anime/1019/Honoo_no_Mirage -- Action, Historical, Supernatural, Drama, Romance, School, Shounen Ai
https://myanimelist.net/anime/10213/Maji_de_Watashi_ni_Koi_Shinasai -- Harem, Comedy, Super Power, Romance, Ecchi, Martial Arts, School
https://myanimelist.net/anime/10297/Shin_KoihimeMusou__Otome_Tairan_-_Gakuensai_da_yo_Zenin_Shuugou_no_Koto -- Comedy, School
https://myanimelist.net/anime/10298/Kaichou_wa_Maid-sama__Goshujinsama_to_Asonjao -- Comedy, School, Shoujo
https://myanimelist.net/anime/10321/Uta_noPrince-sama_Maji_Love_1000 -- Harem, Music, Comedy, Romance, School, Shoujo
https://myanimelist.net/anime/10338/Honto_ni_Atta_Reibai_Sensei -- Comedy, School, Shounen, Supernatural
https://myanimelist.net/anime/10384/Sono_Hanabira_ni_Kuchizuke_wo__Reo_x_Mai_Diaries -- Comedy, Romance, School, Shoujo Ai
https://myanimelist.net/anime/10397/Mashiro-iro_Symphony__The_Color_of_Lovers -- Harem, Drama, Romance, School
https://myanimelist.net/anime/1040/Mizuiro_Jidai -- Slice of Life, Drama, Romance, School, Shoujo
https://myanimelist.net/anime/10460/Kimi_to_Boku -- Comedy, Drama, Romance, School, Shounen, Slice of Life
https://myanimelist.net/anime/10464/Seitokai_no_Ichizon_Lv2 -- Harem, Comedy, Parody, School
https://myanimelist.net/anime/10479/Beelzebub_Specials -- Action, Comedy, Supernatural, Demons, School, Shounen
https://myanimelist.net/anime/10934/Itsuka_Tenma_no_Kuro_Usagi__Kokoro_Utsuri_no_Toukoubi_-_School_Attendance_Day -- Comedy, Supernatural, Romance, Ecchi, Vampire, Shounen
https://myanimelist.net/anime/10935/Hourou_Musuko_Specials -- Drama, School
https://myanimelist.net/anime/10958/High_Score -- Slice of Life, Comedy, School, Shoujo
https://myanimelist.net/anime/1098/Samurai_Girl_Real_Bout_High_School -- Adventure, Comedy, Fantasy, Shounen
https://myanimelist.net/anime/11005/Holy_Knight -- Ecchi, Fantasy, Supernatural, School, Vampire, Seinen
https://myanimelist.net/anime/11079/Kill_Me_Baby -- Comedy, School, Seinen
https://myanimelist.net/anime/11111/Another -- Mystery, Horror, Supernatural, Thriller, School
https://myanimelist.net/anime/11161/Hoshizora_e_Kakaru_Hashi__Kakaru_ka_Gakuensai_ni_Koi_no_Hashi -- Comedy, Romance, Ecchi, School
https://myanimelist.net/anime/11209/Maken-Ki_OVA -- Action, Ecchi, Harem, Martial Arts, School, Super Power
https://myanimelist.net/anime/11235/Amagami_SS__Plus -- Slice of Life, Comedy, Romance, School
https://myanimelist.net/anime/11237/Hidamari_Sketch_x_SP -- Slice of Life, Comedy, School, Seinen
https://myanimelist.net/anime/11239/Hidamari_Sketch_x_Honeycomb -- Slice of Life, Comedy, School, Seinen
https://myanimelist.net/anime/11255/Ikkitousen__Shuugaku_Toushi_Keppuuroku -- Action, Ecchi, Martial Arts, Super Power, School
https://myanimelist.net/anime/11285/Black -- Action, Drama, School, Slice of Life
https://myanimelist.net/anime/11313/Kimi_no_Iru_Machi__Tasogare_Kousaten -- Drama, Romance, School, Shounen
https://myanimelist.net/anime/11339/A-Channel_smile -- Comedy, School, Seinen, Slice of Life
https://myanimelist.net/anime/11491/Recorder_to_Randoseru_Do -- Comedy, School, Seinen, Slice of Life
https://myanimelist.net/anime/114/Sakigake_Cromartie_Koukou -- Comedy, School, Shounen
https://myanimelist.net/anime/11553/Toradora__Bentou_no_Gokui -- Slice of Life, Comedy, Romance, School
https://myanimelist.net/anime/11595/Perman_1983 -- Kids, Comedy, Super Power, School
https://myanimelist.net/anime/11615/Morita-san_wa_Mukuchi_2 -- Comedy, School, Slice of Life
https://myanimelist.net/anime/11617/High_School_DxD -- Comedy, Demons, Ecchi, Harem, Romance, School
https://myanimelist.net/anime/11635/Sacred_Seven__Shirogane_no_Tsubasa -- Action, School, Sci-Fi, Super Power
https://myanimelist.net/anime/11697/Area_no_Kishi -- Comedy, School, Shounen, Sports
https://myanimelist.net/anime/11703/Code_Breaker -- Action, Comedy, Super Power, Supernatural, School, Shounen
https://myanimelist.net/anime/11739/Kimi_to_Boku_2 -- Comedy, Drama, Romance, School, Shounen, Slice of Life
https://myanimelist.net/anime/11759/Accel_World -- Action, Game, Sci-Fi, Romance, School
https://myanimelist.net/anime/11761/Medaka_Box -- Action, Comedy, Ecchi, Martial Arts, School, Shounen, Super Power
https://myanimelist.net/anime/11769/Gokujo__Gokurakuin_Joshikou_Ryou_Monogatari -- Comedy, Ecchi, School, Seinen, Shoujo Ai
https://myanimelist.net/anime/11771/Kuroko_no_Basket -- Comedy, School, Shounen, Sports
https://myanimelist.net/anime/1177/Alien_9 -- Sci-Fi, Horror, Psychological, School
https://myanimelist.net/anime/11813/Shijou_Saikyou_no_Deshi_Kenichi_OVA -- Action, Martial Arts, Comedy, School, Shounen
https://myanimelist.net/anime/11843/Danshi_Koukousei_no_Nichijou -- Slice of Life, Comedy, School
https://myanimelist.net/anime/1186/Battle_Athletess_Daiundoukai_TV -- Action, Sci-Fi, Adventure, Comedy, Sports, Drama, School, Shounen
https://myanimelist.net/anime/11887/Kokoro_Connect -- Slice of Life, Comedy, Supernatural, Drama, Romance, School
https://myanimelist.net/anime/1193/Happy_Seven__The_TV_Manga -- Comedy, Magic, Fantasy, School
https://myanimelist.net/anime/1195/Zero_no_Tsukaima -- Action, Adventure, Harem, Comedy, Magic, Romance, Ecchi, Fantasy, School
https://myanimelist.net/anime/1198/Tsuyokiss -- Comedy, Romance, School, Slice of Life
https://myanimelist.net/anime/12119/Natsu-iro_Kiseki -- School, Slice of Life, Supernatural
https://myanimelist.net/anime/12175/Koi_to_Senkyo_to_Chocolate -- Drama, Romance, School
https://myanimelist.net/anime/12189/Hyouka -- Mystery, School, Slice of Life
https://myanimelist.net/anime/1218/Tonagura -- Comedy, Drama, Ecchi, Romance, School
https://myanimelist.net/anime/1221/Demashita_Powerpuff_Girls_Z -- Action, Comedy, Magic, School, Sci-Fi, Shoujo, Slice of Life, Super Power
https://myanimelist.net/anime/12291/Acchi_Kocchi_TV -- Slice of Life, Comedy, Romance, School
https://myanimelist.net/anime/12403/Yuru_Yuri -- Slice of Life, Comedy, School, Shoujo Ai
https://myanimelist.net/anime/12445/Tasogare_Otome_x_Amnesia -- Horror, Mystery, Romance, School, Shounen, Supernatural
https://myanimelist.net/anime/12467/Nazo_no_Kanojo_X -- Romance, School, Seinen
https://myanimelist.net/anime/12505/C__Rikan_Gakkou_Confusion -- Action, Comedy, Supernatural, Ecchi, School
https://myanimelist.net/anime/12531/Sakamichi_no_Apollon -- Drama, Josei, Music, Romance, School
https://myanimelist.net/anime/12569/Himitsu_no_Akko-chan_Movie -- Magic, School, Shoujo
https://myanimelist.net/anime/12581/Asa_made_Jugyou_Chu -- Comedy, Ecchi, Romance, School
https://myanimelist.net/anime/125/Futakoi -- Comedy, Romance, School
https://myanimelist.net/anime/12711/Uta_noPrince-sama_Maji_Love_2000 -- Comedy, Harem, Music, Romance, School, Shoujo
https://myanimelist.net/anime/1271/Kyoukasho_ni_Nai -- Comedy, Romance, Ecchi, School
https://myanimelist.net/anime/12729/High_School_DxD_OVA -- Comedy, Demons, Ecchi, Romance, School
https://myanimelist.net/anime/12795/Yajikita_Gakuen_Douchuuki -- Adventure, Martial Arts, School, Shoujo
https://myanimelist.net/anime/12893/Danshi_Koukousei_no_Nichijou_Specials -- Comedy, School, Shounen, Slice of Life
https://myanimelist.net/anime/12921/Morita-san_wa_Mukuchi_Specials -- Comedy, School, Slice of Life
https://myanimelist.net/anime/12991/Katte_ni_Kaizou_Specials -- Comedy, Parody, School, Sci-Fi, Shounen
https://myanimelist.net/anime/13139/Gakkatsu -- Comedy, School
https://myanimelist.net/anime/13159/Kuromajo-san_ga_Tooru -- Comedy, Magic, School, Slice of Life
https://myanimelist.net/anime/1316/Idaten_Jump -- Game, School, Sports
https://myanimelist.net/anime/13175/Shiranpuri_Movie -- Drama, School
https://myanimelist.net/anime/1327/Aoki_Densetsu_Shoot -- Action, Comedy, Drama, Romance, School, Shounen, Sports
https://myanimelist.net/anime/13299/Houkago_no_Tinker_Bell -- Comedy, Drama, Mystery, Romance, School, Slice of Life
https://myanimelist.net/anime/13333/Tari_Tari -- Music, Slice of Life, School
https://myanimelist.net/anime/13357/High_School_DxD_Specials -- Ecchi, Comedy, Harem, Romance, Demons, School
https://myanimelist.net/anime/13367/Kono_Naka_ni_Hitori_Imouto_ga_Iru -- Comedy, Ecchi, Harem, Mystery, Romance, School
https://myanimelist.net/anime/13377/Recorder_to_Randoseru_Re -- Comedy, School, Seinen, Slice of Life
https://myanimelist.net/anime/133/Green_Green -- Comedy, Ecchi, Romance, School, Slice of Life
https://myanimelist.net/anime/13409/Moyashimon_Returns -- Comedy, Supernatural, School, Seinen
https://myanimelist.net/anime/13469/Hyouka__Motsubeki_Mono_wa -- Mystery, School, Slice of Life
https://myanimelist.net/anime/13587/Persona_4_the_Animation__No_One_is_Alone -- Sci-Fi, Adventure, Mystery, Super Power, Supernatural, School
https://myanimelist.net/anime/13599/Robotics_Notes -- Sci-Fi, Mystery, Drama, Mecha, School
https://myanimelist.net/anime/13619/Sayonara_Zetsubou_Sensei_Special_Omake -- Comedy, Parody, School
https://myanimelist.net/anime/13655/Little_Busters -- Slice of Life, Comedy, Supernatural, Drama, School
https://myanimelist.net/anime/13663/To_LOVE-Ru_Darkness -- Comedy, Ecchi, Harem, Romance, School, Sci-Fi, Shounen
https://myanimelist.net/anime/13727/Rinne_no_Lagrange__Kamogawa_Days -- Slice of Life, Comedy, School, Sci-Fi
https://myanimelist.net/anime/13759/Sakura-sou_no_Pet_na_Kanojo -- Slice of Life, Comedy, Drama, Romance, School
https://myanimelist.net/anime/1375/Watashi_no_Ashinaga_Ojisan -- Comedy, Historical, Romance, School, Shoujo, Slice of Life
https://myanimelist.net/anime/13807/Corpse_Party__Missing_Footage -- Horror, School
https://myanimelist.net/anime/13851/To_LOVE-Ru_Darkness_OVA -- Sci-Fi, Harem, Comedy, Romance, Ecchi, School, Shounen
https://myanimelist.net/anime/13927/Sacred_Seven__Shirogane_no_Tsubasa_Picture_Drama -- Action, Comedy, School, Sci-Fi, Super Power
https://myanimelist.net/anime/13939/Accel_World_EX -- Action, Game, Sci-Fi, Romance, School
https://myanimelist.net/anime/14027/Boku_wa_Tomodachi_ga_Sukunai__Relay_Shousetsu_wa_Ketsumatsu_ga_Hanpanai -- Harem, Slice of Life, Comedy, Romance, School
https://myanimelist.net/anime/14073/Ebiten__Kouritsu_Ebisugawa_Koukou_Tenmonbu -- Comedy, Ecchi, Parody, School, Shounen
https://myanimelist.net/anime/14117/Blood-C__Special_Edition -- Action, Horror, School, Supernatural, Vampire
https://myanimelist.net/anime/14131/Girls___Panzer -- Action, Sports, Military, School
https://myanimelist.net/anime/14173/Upotte__Miatte_Waratte -- Military, Comedy, Ecchi, School, Seinen
https://myanimelist.net/anime/14189/Tasogare_Otome_x_Amnesia__Taima_Otome -- Horror, Mystery, Romance, School, Shounen, Supernatural
https://myanimelist.net/anime/14199/Oniichan_dakedo_Ai_sae_Areba_Kankeinai_yo_ne -- Comedy, Ecchi, Harem, Romance, School
https://myanimelist.net/anime/14227/Tonari_no_Kaibutsu-kun -- Slice of Life, Comedy, Romance, School, Shoujo
https://myanimelist.net/anime/14267/Persona_4_the_Animation__The_Factor_of_Hope -- Adventure, Mystery, Super Power, Supernatural, School
https://myanimelist.net/anime/14277/Chitose_Get_You -- Comedy, Romance, School, Seinen, Slice of Life
https://myanimelist.net/anime/14289/Sukitte_Ii_na_yo -- Drama, Romance, School, Shoujo
https://myanimelist.net/anime/14293/Nerawareta_Gakuen -- Romance, School, Sci-Fi
https://myanimelist.net/anime/14349/Little_Witch_Academia -- Adventure, Comedy, Magic, Fantasy, School
https://myanimelist.net/anime/14397/Chihayafuru_2 -- Drama, Game, Josei, School, Slice of Life, Sports
https://myanimelist.net/anime/14511/Minami-ke_Tadaima -- Comedy, School, Slice of Life
https://myanimelist.net/anime/14527/Medaka_Box_Abnormal -- Action, Comedy, Ecchi, Martial Arts, School, Shounen, Super Power
https://myanimelist.net/anime/1452/The_Samurai -- Comedy, Romance, School, Shounen
https://myanimelist.net/anime/145/Kareshi_Kanojo_no_Jijou -- Comedy, Drama, Romance, School, Shoujo, Slice of Life
https://myanimelist.net/anime/14627/Recorder_to_Randoseru -- Comedy, School, Seinen, Slice of Life
https://myanimelist.net/anime/1465/Hakaima_Sadamitsu -- Action, Mecha, School, Sci-Fi, Seinen
https://myanimelist.net/anime/14669/Aura__Maryuuin_Kouga_Saigo_no_Tatakai -- Supernatural, Drama, Romance, School
https://myanimelist.net/anime/14741/Chuunibyou_demo_Koi_ga_Shitai -- Slice of Life, Comedy, Drama, Romance, School
https://myanimelist.net/anime/14749/Ore_no_Kanojo_to_Osananajimi_ga_Shuraba_Sugiru -- Comedy, Harem, Romance, School
https://myanimelist.net/anime/14753/Hori-san_to_Miyamura-kun -- Comedy, Romance, School, Shounen
https://myanimelist.net/anime/14811/GJ-bu -- Comedy, School, Slice of Life
https://myanimelist.net/anime/14813/Yahari_Ore_no_Seishun_Love_Comedy_wa_Machigatteiru -- Slice of Life, Comedy, Drama, Romance, School
https://myanimelist.net/anime/14827/DCIII__Da_Capo_III -- Ecchi, Romance, School, Drama
https://myanimelist.net/anime/14889/Ebiten__Kouritsu_Ebisugawa_Koukou_Tenmonbu_OVA -- Comedy, Ecchi, Parody, School, Shounen
https://myanimelist.net/anime/1493/Project_ARMS__The_2nd_Chapter -- Action, Fantasy, Martial Arts, Super Power, School
https://myanimelist.net/anime/14967/Boku_wa_Tomodachi_ga_Sukunai_Next -- Harem, Slice of Life, Comedy, Romance, School
https://myanimelist.net/anime/15051/Love_Live_School_Idol_Project -- Music, Slice of Life, School
https://myanimelist.net/anime/15061/Aikatsu -- Music, School, Shoujo, Slice of Life
https://myanimelist.net/anime/15119/Senran_Kagura -- Action, Comedy, Ecchi, School
https://myanimelist.net/anime/15125/Teekyuu -- Comedy, School, Shounen, Sports
https://myanimelist.net/anime/15225/Hentai_Ouji_to_Warawanai_Neko -- Harem, Comedy, Supernatural, Romance, School
https://myanimelist.net/anime/1524/Fuujin_Monogatari -- Slice of Life, Fantasy, Supernatural, School, Drama
https://myanimelist.net/anime/1536/Busou_Renkin -- Action, Fantasy, Supernatural, Comedy, School, Shounen
https://myanimelist.net/anime/15377/Hyakka_Ryouran__Samurai_Bride -- Action, Ecchi, Comedy, Harem, Samurai, School
https://myanimelist.net/anime/15379/Kotoura-san -- Comedy, Drama, Romance, School
https://myanimelist.net/anime/15391/Kagaku_na_Yatsura -- Sci-Fi, Comedy, Romance, Ecchi, School, Seinen
https://myanimelist.net/anime/1543/Yoake_Mae_yori_Ruriiro_na__Crescent_Love -- Comedy, Romance, School, Sci-Fi
https://myanimelist.net/anime/15451/High_School_DxD_New -- Action, Harem, Comedy, Demons, Romance, Ecchi, School
https://myanimelist.net/anime/1546/Negima -- Adventure, Harem, Comedy, Supernatural, Magic, Romance, Ecchi, Fantasy, School
https://myanimelist.net/anime/15487/Kuroko_no_Basket_NG-shuu -- Comedy, School, Shounen, Sports
https://myanimelist.net/anime/1555/Tokimeki_Memorial__Only_Love -- Comedy, Harem, Romance, School
https://myanimelist.net/anime/15565/Maken-Ki_Two -- Action, Harem, Super Power, Ecchi, Martial Arts, School
https://myanimelist.net/anime/15583/Date_A_Live -- Sci-Fi, Harem, Comedy, Romance, Mecha, School
https://myanimelist.net/anime/1559/Shijou_Saikyou_no_Deshi_Kenichi -- Action, Comedy, Martial Arts, School, Shounen
https://myanimelist.net/anime/15609/Kono_Naka_ni_Hitori_Imouto_ga_Iru__Ani_Imouto_Koibito -- Harem, Comedy, Romance, Ecchi, School
https://myanimelist.net/anime/15633/Code_Breaker_OVA -- Action, Ecchi, Comedy, Super Power, Supernatural, School, Shounen
https://myanimelist.net/anime/15687/Chuunibyou_demo_Koi_ga_Shitai_Lite -- Comedy, School
https://myanimelist.net/anime/1569/Otome_wa_Boku_ni_Koishiteru -- Comedy, Drama, Romance, School
https://myanimelist.net/anime/1570/Happiness -- Comedy, Harem, Magic, Romance, School
https://myanimelist.net/anime/15711/Bakuman__Deraman -- Comedy, School, Shounen
https://myanimelist.net/anime/1575/Code_Geass__Hangyaku_no_Lelouch -- Action, Military, Sci-Fi, Super Power, Drama, Mecha, School
https://myanimelist.net/anime/1579/Kiniro_no_Corda__Primo_Passo -- Harem, Music, Comedy, Drama, Magic, Romance, School, Shoujo
https://myanimelist.net/anime/157/Mahou_Sensei_Negima -- Comedy, Ecchi, Fantasy, Harem, Magic, Romance, School, Shounen, Super Power, Supernatural
https://myanimelist.net/anime/15807/Ro-Kyu-Bu__Tomoka_no_Ichigo_Sundae -- Ecchi, Sports, Comedy, School
https://myanimelist.net/anime/15811/Girls___Panzer_Specials -- Military, School
https://myanimelist.net/anime/1581/Gift__Eternal_Rainbow -- Comedy, Drama, Harem, Magic, Romance, School
https://myanimelist.net/anime/15863/Ginga_Kikoutai_Majestic_Prince -- Action, Mecha, School, Sci-Fi, Seinen, Space
https://myanimelist.net/anime/1588/Mamoru-kun_ni_Megami_no_Shukufuku_wo -- Comedy, Romance, School
https://myanimelist.net/anime/15895/Hiyokoi_2012 -- Romance, School, Shoujo
https://myanimelist.net/anime/15911/Yuyushiki -- Slice of Life, Comedy, School, Seinen
https://myanimelist.net/anime/1591/KujibikiUnbalance -- Comedy, Romance, School
https://myanimelist.net/anime/1593/Azumanga_Web_Daioh -- Comedy, School, Slice of Life
https://myanimelist.net/anime/15961/Shakotan -- Action, Cars, Comedy, School, Seinen
https://myanimelist.net/anime/15963/Seitokai_no_Ichizon_Lv2__Watasu_Seitokai -- Harem, Comedy, Parody, School
https://myanimelist.net/anime/15989/Saki_Achiga-hen__Episode_of_Side-A_Specials -- Game, Slice of Life, School
https://myanimelist.net/anime/16001/Kokoro_Connect__Michi_Random -- Comedy, Drama, Romance, School, Slice of Life, Supernatural
https://myanimelist.net/anime/16011/Tokyo_Ravens -- Action, Comedy, Supernatural, Magic, Romance, School
https://myanimelist.net/anime/16051/Ro-Kyu-Bu_SS -- Comedy, Ecchi, School, Sports
https://myanimelist.net/anime/16123/Saki_Zenkoku-hen -- Game, Slice of Life, School
https://myanimelist.net/anime/16199/Girls___Panzer__Shoukai_Shimasu -- Military, School
https://myanimelist.net/anime/16201/Aku_no_Hana -- Psychological, Drama, Romance, School, Shounen
https://myanimelist.net/anime/1623/G-On_Riders -- Action, Sci-Fi, Comedy, School
https://myanimelist.net/anime/1624/To_Heart_2_Special -- Romance, School, Drama
https://myanimelist.net/anime/16273/Acchi_Kocchi_TV__Place_Princess -- Slice of Life, Comedy, Romance, School
https://myanimelist.net/anime/162/Pita_Ten -- Comedy, Fantasy, Kids, Romance, School, Shounen
https://myanimelist.net/anime/16317/Ishida_to_Asakura -- Comedy, School, Seinen
https://myanimelist.net/anime/16319/Asako_Get_You -- Comedy, Romance, School, Seinen, Slice of Life
https://myanimelist.net/anime/16353/Love_Lab -- Comedy, Romance, School
https://myanimelist.net/anime/16395/SKET_Dance__Imouto_no_Nayami_ni_Nayamu_Ani_ni_Nayamu_Imouto_to_Sono_Nakama-tachi -- Comedy, School, Shounen
https://myanimelist.net/anime/16397/Photokano -- Ecchi, Romance, School
https://myanimelist.net/anime/16508/Ebiten__Kouritsu_Ebisugawa_Koukou_Tenmonbu_Specials -- Comedy, Ecchi, Parody, School, Shounen
https://myanimelist.net/anime/1654/Kashimashi__Girl_Meets_Girl_-_Shoujo_wa_Shoujo_ni_Koi_wo_Shita -- Slice of Life, Comedy, Drama, Romance, School, Shoujo Ai
https://myanimelist.net/anime/16592/Danganronpa__Kibou_no_Gakuen_to_Zetsubou_no_Koukousei_The_Animation -- Mystery, Horror, Psychological, School
https://myanimelist.net/anime/1661/Cutey_Honey -- Action, Sci-Fi, School
https://myanimelist.net/anime/16636/Kotoura-san__Haruka_no_Heya -- Comedy, School
https://myanimelist.net/anime/16718/SKET_Dance__SD_Character_Flash_Anime -- Comedy, School, Shounen
https://myanimelist.net/anime/16732/Kiniro_Mosaic -- Slice of Life, Comedy, School, Seinen
https://myanimelist.net/anime/16740/Hanamaru_Youchien_Special_Preview -- Comedy, School
https://myanimelist.net/anime/16742/Watashi_ga_Motenai_no_wa_Dou_Kangaetemo_Omaera_ga_Warui -- Slice of Life, Comedy, School
https://myanimelist.net/anime/16868/Sukitte_Ii_na_yo__Dareka_ga -- Romance, School, Shoujo
https://myanimelist.net/anime/1688/Nanatsu-iro -- Magic, Romance, School
https://myanimelist.net/anime/16890/Makai_Ouji__Devils_and_Realist -- Mystery, Comedy, Historical, Demons, Supernatural, Fantasy, School, Josei
https://myanimelist.net/anime/16894/Kuroko_no_Basket_2nd_Season -- Comedy, Sports, School, Shounen
https://myanimelist.net/anime/16916/Kuroko_no_Basket__Tip_Off -- Sports, Comedy, School, Shounen
https://myanimelist.net/anime/16918/Gin_no_Saji -- Comedy, School, Shounen, Slice of Life
https://myanimelist.net/anime/16934/Chuunibyou_demo_Koi_ga_Shitai__Kirameki_no_Slapstick_Noel -- Comedy, Drama, Romance, School, Slice of Life
https://myanimelist.net/anime/17020/DCIII__Da_Capo_III_Special -- Romance, Music, School, Drama
https://myanimelist.net/anime/17082/Aiura -- Comedy, School, Shounen, Slice of Life
https://myanimelist.net/anime/170/Slam_Dunk -- Comedy, Drama, School, Shounen, Sports
https://myanimelist.net/anime/17147/Gakkatsu_2nd_Season -- Comedy, School
https://myanimelist.net/anime/1720/To_Heart_2_OVA -- Comedy, Drama, Harem, Romance, School
https://myanimelist.net/anime/1721/Hitohira -- Drama, Romance, School, Seinen, Slice of Life
https://myanimelist.net/anime/1723/Clannad_Movie -- Drama, Romance, Fantasy, School
https://myanimelist.net/anime/17247/Machine-Doll_wa_Kizutsukanai -- Action, Ecchi, Fantasy, School
https://myanimelist.net/anime/17259/Kuroko_no_Basket__Oshaberi_Shiyokka -- Comedy, School, Sports, Shounen
https://myanimelist.net/anime/17277/Code_Geass__Soubou_no_Oz_Picture_Drama -- Action, Drama, Mecha, Military, School, Supernatural
https://myanimelist.net/anime/1727/Shinkyoku_Soukai_Polyphonica -- Drama, Fantasy, Music, Romance, School
https://myanimelist.net/anime/1729/Maria-sama_ga_Miteru_3rd -- Drama, School, Shoujo Ai, Slice of Life
https://myanimelist.net/anime/1734/Ajimu__Kaigan_Monogatari -- Comedy, Drama, Romance, School
https://myanimelist.net/anime/17397/Cyclops_Shoujo_Saipuu -- Ecchi, Comedy, School, Slice of Life
https://myanimelist.net/anime/17409/Sukitte_Ii_na_yo__Mei_and_Marshmallow -- Romance, School, Shoujo
https://myanimelist.net/anime/1744/WagamamaFairy_Mirumo_de_Pon -- Kids, Adventure, Fantasy, Magic, Comedy, Romance, School, Drama, Shoujo
https://myanimelist.net/anime/174/Tenjou_Tenge -- Action, Ecchi, Martial Arts, Comedy, Super Power, School, Shounen
https://myanimelist.net/anime/17549/Non_Non_Biyori -- Comedy, School, Seinen, Slice of Life
https://myanimelist.net/anime/17585/Myself___Yourself_Specials -- Drama, Romance, School
https://myanimelist.net/anime/17641/Date_A_Live__Date_to_Date -- Sci-Fi, Harem, Comedy, Romance, School
https://myanimelist.net/anime/17643/Little_Busters__Sekai_no_Saitou_wa_Ore_ga_Mamoru -- Slice of Life, Comedy, School
https://myanimelist.net/anime/1764/Slam_Dunk_Movie -- Comedy, Drama, School, Shounen, Slice of Life, Sports
https://myanimelist.net/anime/17729/Grisaia_no_Kajitsu -- Drama, Harem, Psychological, Romance, School
https://myanimelist.net/anime/17739/Hidamari_Sketch__Sae_Hiro_Sotsugyou-hen -- Slice of Life, Comedy, School, Seinen
https://myanimelist.net/anime/17821/Stella_Jogakuin_Koutou-ka_C-bu -- Military, School, Sports
https://myanimelist.net/anime/17827/Daitoshokan_no_Hitsujikai -- Harem, Romance, School
https://myanimelist.net/anime/1786/Sprite__Between_Two_Worlds -- Comedy, Ecchi, Romance, School
https://myanimelist.net/anime/17871/Yonhyaku-nijuu_Renpai_Girl -- Comedy, Romance, School
https://myanimelist.net/anime/178/Ultra_Maniac -- Comedy, Magic, Romance, School, Shoujo
https://myanimelist.net/anime/179/Ultra_Maniac_OVA -- Comedy, Magic, Romance, School
https://myanimelist.net/anime/18045/Koi_to_Senkyo_to_Chocolate__Koi_Imouto -- Drama, Romance, School
https://myanimelist.net/anime/18053/Koi_to_Senkyo_to_Chocolate__Ikenai_Hazuki-sensei -- Drama, Romance, School
https://myanimelist.net/anime/1808/Kamichama_Karin -- Comedy, Fantasy, Magic, Romance, School, Shoujo
https://myanimelist.net/anime/18095/Nourin -- Comedy, Parody, Romance, Ecchi, School
https://myanimelist.net/anime/18099/Recorder_to_Randoseru_Mi -- Comedy, School, Seinen, Slice of Life
https://myanimelist.net/anime/18121/Teekyuu_2 -- Comedy, School, Shounen, Sports
https://myanimelist.net/anime/18139/Tonari_no_Seki-kun -- Comedy, School, Seinen
https://myanimelist.net/anime/18195/Little_Busters__Refrain -- Slice of Life, Comedy, Supernatural, Drama, Romance, School
https://myanimelist.net/anime/18277/Strike_the_Blood -- Action, Harem, Supernatural, Ecchi, Vampire, Fantasy, School
https://myanimelist.net/anime/18343/Girls___Panzer__Fushou_Akiyama_Yukari_no_Sensha_Kouza -- Military, School
https://myanimelist.net/anime/1836/Shuffle_Memories -- Comedy, Drama, Ecchi, Fantasy, Harem, Magic, Romance, School, Seinen
https://myanimelist.net/anime/1838/Mitsu_x_Mitsu_Drops -- Drama, Romance, School, Shoujo
https://myanimelist.net/anime/183/Whistle -- School, Shounen, Sports
https://myanimelist.net/anime/1840/Zero_no_Tsukaima__Futatsuki_no_Kishi -- Action, Adventure, Harem, Comedy, Magic, Romance, Ecchi, Fantasy, School
https://myanimelist.net/anime/18495/Kitakubu_Katsudou_Kiroku -- Comedy, School, Slice of Life
https://myanimelist.net/anime/18507/Free -- Slice of Life, Comedy, Sports, Drama, School
https://myanimelist.net/anime/1852/Hidamari_Sketch -- Comedy, School, Seinen, Slice of Life
https://myanimelist.net/anime/18557/High_School_Agent -- Action, Drama, Military
https://myanimelist.net/anime/1858/Gakuen_Utopia_Manabi_Straight -- Slice of Life, Comedy, School
https://myanimelist.net/anime/1860/Tokyo_Majin_Gakuen_Kenpucho__Tou -- Action, Horror, Supernatural, Drama, Martial Arts, Fantasy, School
https://myanimelist.net/anime/18617/Girls___Panzer_Movie -- Military, School, Sports
https://myanimelist.net/anime/18619/Girls___Panzer__Kore_ga_Hontou_no_Anzio-sen_Desu -- Military, School, Sports
https://myanimelist.net/anime/1861/Slam_Dunk__Zenkoku_Seiha_Da_-_Sakuragi_Hanamichi -- Slice of Life, Comedy, Sports, Drama, School, Shounen
https://myanimelist.net/anime/18671/Chuunibyou_demo_Koi_ga_Shitai_Ren -- Comedy, Drama, Romance, School, Slice of Life
https://myanimelist.net/anime/18679/Kill_la_Kill -- Action, Comedy, Super Power, Ecchi, School
https://myanimelist.net/anime/18689/Diamond_no_Ace -- Comedy, School, Shounen, Sports
https://myanimelist.net/anime/18729/Marginal_Prince__Gekkeiju_no_Ouji-tachi_-_Tokyo_Merry-Go-Round -- Romance, School, Shounen Ai
https://myanimelist.net/anime/1873/Plawres_Sanshirou -- Adventure, Sports, Mecha, School, Sci-Fi, Shounen
https://myanimelist.net/anime/18745/Chihayafuru_2__Waga_Miyo_ni_Furu_Nagame_Shima_ni -- Slice of Life, Comedy, School, Josei
https://myanimelist.net/anime/18753/Yahari_Ore_no_Seishun_Love_Comedy_wa_Machigatteiru_OVA -- Comedy, Romance, School
https://myanimelist.net/anime/1881/Sasami__Mahou_Shoujo_Club -- Fantasy, Magic, School
https://myanimelist.net/anime/1882/Sasami__Mahou_Shoujo_Club_2 -- Fantasy, Magic, School
https://myanimelist.net/anime/1887/LuckyStar -- Slice of Life, Comedy, Parody, School
https://myanimelist.net/anime/18881/Code_Geass__Hangyaku_no_Lelouch_-_Kiseki_no_Birthday_Omake_Flash -- Supernatural, School
https://myanimelist.net/anime/1888/Ichigo_Mashimaro_OVA -- Comedy, School, Slice of Life
https://myanimelist.net/anime/18897/Nisekoi -- Harem, Comedy, Romance, School, Shounen
https://myanimelist.net/anime/1897/Zettai_Muteki_Raijin-Oh -- Adventure, Mecha, School, Sci-Fi
https://myanimelist.net/anime/19021/Takanashi_Rikka_Kai__Chuunibyou_demo_Koi_ga_Shitai_Movie -- Comedy, Drama, Romance, School, Slice of Life
https://myanimelist.net/anime/19111/Love_Live_School_Idol_Project_2nd_Season -- Music, School, Slice of Life
https://myanimelist.net/anime/1912/Marginal_Prince__Gekkeiju_no_Ouji-tachi -- Romance, School, Shounen Ai
https://myanimelist.net/anime/1913/Shonan_Junai_Gumi -- Action, Comedy, School
https://myanimelist.net/anime/19151/Walkure_Romanze -- Action, Ecchi, Romance, Harem, School, Sports
https://myanimelist.net/anime/19163/Date_A_Live_II -- Comedy, Harem, Mecha, Romance, School, Sci-Fi
https://myanimelist.net/anime/19221/Ore_no_Nounai_Sentakushi_ga_Gakuen_Love_Comedy_wo_Zenryoku_de_Jama_Shiteiru -- Harem, Comedy, Romance, School
https://myanimelist.net/anime/19251/Uta_noPrince-sama_Maji_Love_2000__Shining_Star_Xmas -- Comedy, Harem, Music, Romance, School, Shoujo
https://myanimelist.net/anime/19257/Meganebu -- Comedy, School, Slice of Life
https://myanimelist.net/anime/1927/Gakuen_Tokusou_Hikaruon -- Action, Super Power, Martial Arts, School
https://myanimelist.net/anime/1932/Yes_Precure_5 -- Action, Fantasy, Magic, School, Shoujo
https://myanimelist.net/anime/19351/NijiiroPrism_Girl -- Comedy, Romance, School, Shoujo
https://myanimelist.net/anime/19363/Gin_no_Saji_2nd_Season -- Comedy, School, Shounen, Slice of Life
https://myanimelist.net/anime/20745/Love_Live_School_Idol_Project_OVA --
https://myanimelist.net/anime/21055/Mission_School --
https://myanimelist.net/anime/21853/Love_Live_School_Idol_Project_Recap --
https://myanimelist.net/anime/24703/High_School_DxD_BorN --
https://myanimelist.net/anime/2476/School_Days --
https://myanimelist.net/anime/24997/Love_Live_The_School_Idol_Movie --
https://myanimelist.net/anime/24/School_Rumble --
https://myanimelist.net/anime/25897/Love_Live_School_Idol_Project__s_NEXT_LoveLive_2014_-_Endless_Parade_Makuai_Drama --
https://myanimelist.net/anime/2646/Dorami___Doraemons__Robot_Schools_Seven_Mysteries --
https://myanimelist.net/anime/28963/Nekota_no_Koto_ga_Kininatte_Shikatanai -- School, Shoujo
https://myanimelist.net/anime/28979/To_LOVE-Ru_Darkness_2nd -- Comedy, Ecchi, Harem, Romance, School, Sci-Fi, Shounen
https://myanimelist.net/anime/28999/Charlotte -- Drama, School, Super Power
https://myanimelist.net/anime/2903/Sakigake_Otokojuku -- Action, Comedy, Martial Arts, School, Shounen
https://myanimelist.net/anime/2905/Ikkitousen__Dragon_Destiny_Specials -- Super Power, Ecchi, Martial Arts, School
https://myanimelist.net/anime/29087/Wangpai_Yushi -- Comedy, Fantasy, School, Shounen, Supernatural
https://myanimelist.net/anime/29129/Ookami_Shoujo_to_Kuro_Ouji_Recap -- Comedy, Romance, School, Shoujo
https://myanimelist.net/anime/2923/Shugo_Chara -- Comedy, Magic, School, Shoujo
https://myanimelist.net/anime/2926/Myself__Yourself -- Drama, Romance, School
https://myanimelist.net/anime/2927/KimiKiss_Pure_Rouge -- Drama, Romance, School
https://myanimelist.net/anime/29513/Aki_no_Kanade -- Slice of Life, Music, School
https://myanimelist.net/anime/29583/Kuroko_no_Basket__Oshaberi_Demo_Shimasen_ka -- Comedy, Sports, School, Shounen
https://myanimelist.net/anime/29589/Denpa_Kyoushi_TV -- Comedy, Romance, School, Shounen
https://myanimelist.net/anime/2963/Minami-ke -- Slice of Life, Comedy, School
https://myanimelist.net/anime/29697/Tennis_no_Ouji-sama__Message_in_a_Bottle -- Comedy, Sports, School, Shounen
https://myanimelist.net/anime/296/Dragon_Drive -- Action, Sci-Fi, Adventure, Comedy, Fantasy, School, Shounen
https://myanimelist.net/anime/29755/Haikyuu_Movie_1__Owari_to_Hajimari -- Comedy, Sports, Drama, School, Shounen
https://myanimelist.net/anime/29785/Jitsu_wa_Watashi_wa -- Comedy, Supernatural, Romance, Vampire, Fantasy, School, Shounen
https://myanimelist.net/anime/29786/Shimoneta_to_Iu_Gainen_ga_Sonzai_Shinai_Taikutsu_na_Sekai -- Comedy, Ecchi, School
https://myanimelist.net/anime/29853/Girls___Panzer_Heartful_Tank_Disc__Fushou_Akiyama_Yukari_no_Sensha_Kouza -- Military, School
https://myanimelist.net/anime/2986/Bamboo_Blade -- Comedy, School, Seinen, Sports
https://myanimelist.net/anime/29876/Chu_Feng__BEE -- Action, Sci-Fi, Comedy, Romance, Fantasy, Mecha, School
https://myanimelist.net/anime/2993/Rosario_to_Vampire -- Harem, Comedy, Romance, Ecchi, Vampire, Fantasy, School, Shounen
https://myanimelist.net/anime/29974/Diabolik_Lovers_MoreBlood -- Harem, School, Shoujo, Vampire
https://myanimelist.net/anime/30015/ReLIFE -- Slice of Life, Romance, School
https://myanimelist.net/anime/3001/Moyashimon -- Comedy, School, Seinen, Supernatural
https://myanimelist.net/anime/30058/Hong_Ling_Jin_Xia -- Action, School
https://myanimelist.net/anime/3011/Yotsunoha -- Romance, School
https://myanimelist.net/anime/30166/Wangpai_Yushi_Di_0_Ji -- Comedy, Fantasy, School, Shounen, Supernatural
https://myanimelist.net/anime/30196/Tsubasa_to_Hotaru_2015 -- Romance, School, Shoujo
https://myanimelist.net/anime/3020/Gu-Gu_Ganmo -- Comedy, School, Shounen, Slice of Life
https://myanimelist.net/anime/3021/Yume_Senshi_Wingman -- Action, Comedy, Super Power, Romance, School
https://myanimelist.net/anime/3022/Haai_Step_Jun -- Action, Romance, School, Sci-Fi
https://myanimelist.net/anime/30230/Diamond_no_Ace__Second_Season -- Comedy, Sports, School, Shounen
https://myanimelist.net/anime/3023/Esper_Mami -- Comedy, Ecchi, Magic, School, Super Power, Supernatural
https://myanimelist.net/anime/30240/Prison_School -- Comedy, Ecchi, Romance, School, Seinen
https://myanimelist.net/anime/30250/Triage_X__Recollection_XOXO -- Action, Ecchi, School, Shounen
https://myanimelist.net/anime/30279/Yuru_Yuri_SanHai -- Comedy, School, Shoujo Ai, Slice of Life
https://myanimelist.net/anime/30291/Mini_Hama__Minimum_Hamatora -- Comedy, Mystery, School, Shounen, Super Power
https://myanimelist.net/anime/30292/Saki_Achiga-hen__Episode_of_Side-A_-_Kuro_no_Tanjoubi -- Game, School, Slice of Life
https://myanimelist.net/anime/30296/Rakudai_Kishi_no_Cavalry -- Action, Romance, Ecchi, Fantasy, School
https://myanimelist.net/anime/30300/High_School_DxD_New__Oppai_Tsutsumimasu -- Comedy, Demons, Ecchi, Romance, School
https://myanimelist.net/anime/30321/Strike_the_Blood__Valkyria_no_Oukoku-hen -- Action, Supernatural, Ecchi, Vampire, Fantasy, School, Shounen
https://myanimelist.net/anime/30346/Doukyuusei_Movie -- Slice of Life, Romance, School, Shounen Ai
https://myanimelist.net/anime/30355/WakabaGirl -- Comedy, School, Slice of Life
https://myanimelist.net/anime/30358/Turnover -- Slice of Life, School
https://myanimelist.net/anime/30364/Haikyuu_Movie_2__Shousha_to_Haisha -- Comedy, Sports, Drama, School, Shounen
https://myanimelist.net/anime/30375/Starmyu -- Music, School, Slice of Life
https://myanimelist.net/anime/30376/Isshuukan_Friends__Tomodachi_to_no_Omoide -- Comedy, School, Slice of Life
https://myanimelist.net/anime/30383/ClassroomCrisis -- Drama, Romance, School, Sci-Fi
https://myanimelist.net/anime/30390/Sengoku_Musou__Sengoku_Musou_High_School -- Comedy, Samurai, School
https://myanimelist.net/anime/30415/HighSpeed__Free_Starting_Days -- Comedy, Drama, School, Slice of Life, Sports
https://myanimelist.net/anime/30458/Tokyo_Ghoul__Jack -- Action, Horror, Supernatural, Drama, School, Seinen
https://myanimelist.net/anime/30489/Minna_Atsumare_Falcom_Gakuen_SC_Special -- Parody, Comedy, School, Seinen
https://myanimelist.net/anime/30531/Gakuen_Handsome_The_Animation -- Comedy, Parody, School, Shounen Ai
https://myanimelist.net/anime/30544/Gakusen_Toshi_Asterisk -- Action, Comedy, Ecchi, Fantasy, Harem, Romance, School, Sci-Fi, Supernatural
https://myanimelist.net/anime/30585/Taifuu_no_Noruda -- Drama, School, Sci-Fi, Supernatural
https://myanimelist.net/anime/30625/Princess_Princess_Specials -- Comedy, School, Shoujo
https://myanimelist.net/anime/30641/Yankee-kun_na_Yamada-kun_to_Megane-chan_to_Majo -- Comedy, School, Shounen
https://myanimelist.net/anime/30654/Ansatsu_Kyoushitsu_2nd_Season -- Action, Comedy, School, Shounen
https://myanimelist.net/anime/30727/Saenai_Heroine_no_Sodatekata_ -- Harem, Comedy, Romance, Ecchi, School
https://myanimelist.net/anime/30749/Saijaku_Muhai_no_Bahamut -- Action, Harem, Supernatural, Romance, Ecchi, Fantasy, Mecha, School
https://myanimelist.net/anime/30813/Youkoso_Jitsuryoku_Shijou_Shugi_no_Kyoushitsu_e -- Comedy, Romance, School
https://myanimelist.net/anime/30829/30-pun_de_Wakaru_Kore_made_no_Love_Live -- Music, Slice of Life, School
https://myanimelist.net/anime/30842/Nekota_no_Koto_ga_Kininatte_Shikatanai_ONA -- School, Shoujo
https://myanimelist.net/anime/30895/HaruChika__Haruta_to_Chika_wa_Seishun_suru -- Music, Slice of Life, Mystery, Romance, School
https://myanimelist.net/anime/30896/Love_Live_School_Idol_Project__s_NEXT_LoveLive_2014_-_Endless_Parade_Encore_Animation -- Comedy
https://myanimelist.net/anime/30924/Mikagura_Gakuen_Kumikyoku -- Music, Psychological, School
https://myanimelist.net/anime/30991/Himouto_Umaru-chan_OVA -- Slice of Life, Comedy, School, Seinen
https://myanimelist.net/anime/31018/DD_Hokuto_no_Ken_2_Ichigo_Aji_ -- Comedy, Parody, School, Seinen
https://myanimelist.net/anime/31051/Kuroko_no_Basket__Saikou_no_Present_Desu -- Action, School, Shounen, Sports
https://myanimelist.net/anime/31055/Tobidasu_PriPara__Minna_de_Mezase_IdolGrand_Prix -- Music, Slice of Life, School, Shoujo
https://myanimelist.net/anime/31080/Anne_Happy -- Slice of Life, Comedy, School
https://myanimelist.net/anime/31091/Komori-san_wa_Kotowarenai -- Slice of Life, Comedy, School
https://myanimelist.net/anime/31096/Hibike_Euphonium__Suisougaku-bu_no_Nichijou -- Comedy, Music, School
https://myanimelist.net/anime/31109/Hatsukoi_Monster -- Comedy, Romance, School, Shoujo
https://myanimelist.net/anime/31156/Kuusen_Madoushi_Kouhosei_no_Kyoukan__Lecty_no_Ikimonogatari -- Action, Drama, Magic, Fantasy, School
https://myanimelist.net/anime/311/Ace_wo_Nerae -- Sports, Drama, Romance, School, Shoujo
https://myanimelist.net/anime/31202/Chibi_Maruko-chan_Movie__Italia_kara_Kita_Shounen -- Slice of Life, Comedy, Kids, School
https://myanimelist.net/anime/3121/Kodomo_no_Jikan_OVA -- Comedy, Ecchi, School
https://myanimelist.net/anime/31221/Tantei_Team_KZ_Jiken_Note -- Mystery, School
https://myanimelist.net/anime/31223/Phantasy_Star_Online_2_The_Animation -- Action, Game, Sci-Fi, School
https://myanimelist.net/anime/31245/Zutto_Mae_kara_Suki_deshita__Kokuhaku_Jikkou_Iinkai -- Romance, School
https://myanimelist.net/anime/31298/Baka_to_Test_to_Shoukanjuu__Matsuri_-_Sentakushi_Ikou_nomi -- Comedy, School
https://myanimelist.net/anime/31319/12-sai_2nd_Season -- Romance, School, Shoujo
https://myanimelist.net/anime/31326/High_School_DxD_BorN__Ishibumi_Ichiei_Kanzen_Kanshuu_Mousou_Bakuyou_Kaijo_Original_Video -- Comedy, Ecchi
https://myanimelist.net/anime/31327/Shokugeki_no_Souma_OVA -- Ecchi, School, Shounen
https://myanimelist.net/anime/31338/Hundred -- Action, Sci-Fi, Harem, Romance, Ecchi, Mecha, School
https://myanimelist.net/anime/31374/Shingeki_Kyojin_Chuugakkou -- Comedy, Parody, School, Shounen
https://myanimelist.net/anime/31380/To_LOVE-Ru_Darkness_2nd_OVA -- Sci-Fi, Harem, Comedy, Romance, Ecchi, School, Shounen
https://myanimelist.net/anime/313/Ace_wo_Nerae_1979 -- Sports, Drama, Romance, School, Shoujo
https://myanimelist.net/anime/31404/Netoge_no_Yome_wa_Onnanoko_ja_Nai_to_Omotta -- Game, Comedy, Romance, Ecchi, School
https://myanimelist.net/anime/31414/Nijiiro_Days -- Comedy, Romance, School, Shoujo, Slice of Life
https://myanimelist.net/anime/31417/Binan_Koukou_Chikyuu_Boueibu_LOVE_LOVE -- Slice of Life, Comedy, Parody, Magic, School
https://myanimelist.net/anime/31422/Minami_Kamakura_Koukou_Joshi_Jitenshabu -- Sports, School, Shounen
https://myanimelist.net/anime/31485/Aikatsu_Stars_Movie -- Music, School, Shoujo, Slice of Life
https://myanimelist.net/anime/31498/Pan_de_Peace -- Slice of Life, Comedy, School
https://myanimelist.net/anime/31500/High_School_Fleet -- Action, Military, School
https://myanimelist.net/anime/31530/ClassroomCrisis__Tabi_no_Haji_wa_Uwanuri -- Sci-Fi, School
https://myanimelist.net/anime/31553/Charlotte__Tsuyoimono-tachi -- Super Power, Drama, School
https://myanimelist.net/anime/31559/Prince_of_Stride__Alternative -- Sports, Drama, School
https://myanimelist.net/anime/31564/Sansha_Sanyou -- Slice of Life, Comedy, School
https://myanimelist.net/anime/31588/All_Out -- School, Seinen, Sports
https://myanimelist.net/anime/3159/The_Kabocha_Wine -- Slice of Life, Comedy, Romance, School
https://myanimelist.net/anime/31608/Teekyuu_4_Specials -- Comedy, School, Shounen, Sports
https://myanimelist.net/anime/31610/Kyoukai_no_Rinne_TV_2nd_Season -- Comedy, Supernatural, Romance, School, Shounen
https://myanimelist.net/anime/31618/Kanojo_ga_Kanji_wo_Suki_na_Riyuu -- School, Slice of Life
https://myanimelist.net/anime/31658/Kuroko_no_Basket_Movie_4__Last_Game -- Sports, School, Shounen
https://myanimelist.net/anime/3165/Hidamari_Sketch_Specials -- Slice of Life, Comedy, School, Seinen
https://myanimelist.net/anime/31665/Hibike_Euphonium__Kakedasu_Monaka -- Music, Drama, School
https://myanimelist.net/anime/31668/Teekyuu_5_Specials -- Comedy, Sports, School, Shounen
https://myanimelist.net/anime/31711/To_LOVE-Ru_Darkness_2nd_Specials -- Comedy, Ecchi, Harem, Romance, School, Sci-Fi, Shounen
https://myanimelist.net/anime/31716/Rewrite -- Action, Comedy, Supernatural, Romance, School
https://myanimelist.net/anime/31737/Gakusen_Toshi_Asterisk_2nd_Season -- Sci-Fi, Harem, Comedy, Supernatural, Romance, Ecchi, Fantasy, School
https://myanimelist.net/anime/31738/Nanairo_Kakumei -- Comedy, School, Shoujo
https://myanimelist.net/anime/31763/Accel_World__InfiniteBurst -- Action, Game, Sci-Fi, Romance, School
https://myanimelist.net/anime/31771/Amanchu -- Slice of Life, Comedy, School, Shounen
https://myanimelist.net/anime/31797/Ore_ga_Ojousama_Gakkou_ni_Shomin_Sample_Toshite_GetsSareta_Ken_Specials -- Comedy, Ecchi, Harem, Romance, School
https://myanimelist.net/anime/31845/Masou_Gakuen_HxH -- Action, Sci-Fi, Harem, Comedy, Romance, Ecchi, Fantasy, School
https://myanimelist.net/anime/31846/Puzzle___Dragons_CM -- Game, School
https://myanimelist.net/anime/31865/Kare_Baka__Wagahai_no_Kare_wa_Baka_de_R -- Comedy, Romance, School
https://myanimelist.net/anime/31867/Shoujo-tachi_wa_Kouya_wo_Mezasu__Iubeki_Monokashira -- School
https://myanimelist.net/anime/31884/Mahoutsukai_Precure -- Action, Slice of Life, Magic, Fantasy, School, Shoujo
https://myanimelist.net/anime/31914/Shoujo-tachi_wa_Kouya_wo_Mezasu -- School
https://myanimelist.net/anime/31919/PriPara_Movie__Minna_no_Akogare_Lets_GoPrix_Paris -- Music, Slice of Life, School, Shoujo
https://myanimelist.net/anime/31923/Mini_Hama__Minimum_Hamatora_Movies -- Comedy, Mystery, School, Super Power
https://myanimelist.net/anime/31952/Kono_Bijutsubu_ni_wa_Mondai_ga_Aru -- Comedy, Romance, School, Seinen
https://myanimelist.net/anime/31964/Boku_no_Hero_Academia -- Action, Comedy, School, Shounen, Super Power
https://myanimelist.net/anime/31988/Hibike_Euphonium_2 -- Music, School, Drama
https://myanimelist.net/anime/31989/Hibike_Euphonium_Movie_1__Kitauji_Koukou_Suisougaku-bu_e_Youkoso -- Music, School
https://myanimelist.net/anime/32013/Oshiete_Galko-chan -- Slice of Life, Comedy, School
https://myanimelist.net/anime/3203/Chibi_Maruko-chan_Movie -- Comedy, School, Shoujo
https://myanimelist.net/anime/32093/Tanaka-kun_wa_Itsumo_Kedaruge -- Slice of Life, Comedy, School
https://myanimelist.net/anime/32171/Ange_Vierge -- Adventure, Magic, Fantasy, School
https://myanimelist.net/anime/3219/Gakuen_Utopia_Manabi_Straight__Natsu_da_Manabi_da_Kyouka_Gasshuku_da -- Sci-Fi, Slice of Life, Comedy, School
https://myanimelist.net/anime/32202/Kimi_ni_Maji_Kyun -- Magic, Music, Romance, School
https://myanimelist.net/anime/32212/Ensemble_Stars -- Music, School
https://myanimelist.net/anime/32215/High_School_DxD_BorN__Yomigaeranai_Fushichou -- Action, Ecchi, Comedy, Harem, Romance, Demons, School
https://myanimelist.net/anime/32256/Mahou_no_Tenshi_Creamy_Mami__Zutto_Kitto_Motto -- Fantasy, Magic, Music, Romance, School, Sci-Fi, Shoujo
https://myanimelist.net/anime/3225/Minami-ke_Okawari -- Comedy, School, Slice of Life
https://myanimelist.net/anime/32262/Renai_Boukun -- Harem, Comedy, Supernatural, Romance, Ecchi, School
https://myanimelist.net/anime/32281/Kimi_no_Na_wa -- Romance, Supernatural, School, Drama
https://myanimelist.net/anime/32282/Shokugeki_no_Souma__Ni_no_Sara -- Ecchi, School, Shounen
https://myanimelist.net/anime/3228/Zoku_Sayonara_Zetsubou_Sensei -- Comedy, Parody, School, Shounen
https://myanimelist.net/anime/32323/Aishen_Qiaokeli-ing -- Harem, Comedy, Romance, School
https://myanimelist.net/anime/32422/Joukyuusei -- Music, Kids, Romance, School
https://myanimelist.net/anime/32476/Love_Live_The_School_Idol_Movie__Gekijou_Manner_CM -- Comedy
https://myanimelist.net/anime/32483/Cheer_Danshi -- Sports, Drama, School
https://myanimelist.net/anime/32485/Prison_School__Mad_Wax -- Comedy, Romance, Ecchi, School, Seinen
https://myanimelist.net/anime/32494/Days_TV -- Sports, School, Shounen
https://myanimelist.net/anime/32526/Love_Live_Sunshine -- Music, Slice of Life, School
https://myanimelist.net/anime/32542/Sakamoto_Desu_ga -- Slice of Life, Comedy, School, Seinen
https://myanimelist.net/anime/32547/Non_Non_Biyori_Repeat__Hotaru_ga_Tanoshinda -- Comedy, School, Seinen, Slice of Life
https://myanimelist.net/anime/32555/Stella_no_Mahou -- Game, Slice of Life, Comedy, School
https://myanimelist.net/anime/325/Peach_Girl -- Slice of Life, Drama, Romance, School, Shoujo
https://myanimelist.net/anime/32601/12-sai__Chicchana_Mune_no_Tokimeki -- Romance, School, Shoujo
https://myanimelist.net/anime/32603/Okusama_ga_Seitokaichou_ -- Comedy, Romance, Ecchi, School, Shounen
https://myanimelist.net/anime/32668/Noblesse__Awakening -- Action, Supernatural, Vampire, School
https://myanimelist.net/anime/32684/Suki_na_Mono_wa_Suki_Dakara_Shou_ga_Nai__Onsen_ni_Ikou -- Comedy, School, Shoujo, Shounen Ai, Slice of Life
https://myanimelist.net/anime/32717/Aikatsu_Stars -- Music, School, Shoujo, Slice of Life
https://myanimelist.net/anime/32729/Orange -- Sci-Fi, Drama, Romance, School, Shoujo
https://myanimelist.net/anime/32740/Girls___Panzer_Movie_Specials -- Military, School
https://myanimelist.net/anime/32806/Aikatsu__Nerawareta_Mahou_no_Aikatsu_Card -- Music, Slice of Life, School, Shoujo
https://myanimelist.net/anime/3285/Himitsu_no_Akko-chan -- Magic, School, Shoujo
https://myanimelist.net/anime/32863/Ansatsu_Kyoushitsu_2nd_Season__Kagaijugyou-hen -- Action, Comedy, School, Shounen
https://myanimelist.net/anime/32869/Kuroko_no_Basket_Movie_1__Winter_Cup_-_Kage_to_Hikari -- Sports, School, Shounen
https://myanimelist.net/anime/32870/Kuroko_no_Basket_Movie_2__Winter_Cup_-_Namida_no_Saki_e -- Sports, School, Shounen
https://myanimelist.net/anime/32899/Watashi_ga_Motete_Dousunda -- Harem, Comedy, Romance, School, Shoujo
https://myanimelist.net/anime/3292/Potemayo_Specials -- Comedy, School, Seinen
https://myanimelist.net/anime/32935/Haikyuu__Karasuno_Koukou_vs_Shiratorizawa_Gakuen_Koukou -- Comedy, Sports, Drama, School, Shounen
https://myanimelist.net/anime/32949/Kuzu_no_Honkai -- Drama, Romance, School, Seinen
https://myanimelist.net/anime/32951/Rokudenashi_Majutsu_Koushi_to_Akashic_Records -- Action, Magic, Fantasy, School
https://myanimelist.net/anime/3299/H2O__Footprints_in_the_Sand -- Harem, Romance, School
https://myanimelist.net/anime/33004/Tanaka-kun_wa_Kyou_mo_Kedaruge -- Comedy, School
https://myanimelist.net/anime/33024/Ginga_Kikoutai_Majestic_Prince__Mirai_e_no_Tsubasa -- Action, Sci-Fi, Space, Mecha, School, Seinen
https://myanimelist.net/anime/33025/Ginga_Kikoutai_Majestic_Prince_Movie__Kakusei_no_Idenshi -- Action, Sci-Fi, Space, Mecha, School, Seinen
https://myanimelist.net/anime/33028/Danganronpa_3__The_End_of_Kibougamine_Gakuen_-_Zetsubou-hen -- Action, Mystery, Horror, Psychological, School
https://myanimelist.net/anime/33033/Starmyu_OVA -- Music, Slice of Life, School
https://myanimelist.net/anime/33034/Kiniro_Mosaic__Pretty_Days -- Slice of Life, Comedy, School, Seinen
https://myanimelist.net/anime/33035/Yuyushiki__Komarasetari_Komarasaretari -- Slice of Life, Comedy, School
https://myanimelist.net/anime/33036/Suki_ni_Naru_Sono_Shunkan_wo__Kokuhaku_Jikkou_Iinkai -- Comedy, Drama, Romance, School
https://myanimelist.net/anime/33149/Detective_Conan__The_Internet_-_The_Mysterious_E-mail_Case -- Mystery, Kids, School
https://myanimelist.net/anime/33152/Detective_Conan__City_Exploration_Get_the_Animal_Mark -- Mystery, Kids, School
https://myanimelist.net/anime/33155/Code_Geass__Hangyaku_no_Lelouch_Picture_Drama_-_Hajimari_no_Zenya -- Action, School
https://myanimelist.net/anime/33156/Code_Geass__Hangyaku_no_Lelouch_R2_Picture_Drama_-_Last_Moratorium -- Comedy, School, Slice of Life
https://myanimelist.net/anime/33157/Tanaka-kun_wa_Itsumo_Kedaruge_Specials -- Comedy, School, Slice of Life
https://myanimelist.net/anime/33161/Yahari_Ore_no_Seishun_Love_Comedy_wa_Machigatteiru_Zoku_OVA -- Comedy, Romance, School
https://myanimelist.net/anime/33173/Sansha_Sanyou_Specials -- Comedy, School, Slice of Life
https://myanimelist.net/anime/33181/Nijiiro_Days_OVA -- Comedy, Romance, School, Shoujo, Slice of Life
https://myanimelist.net/anime/33183/Mahoutsukai_Precure_Movie__Kiseki_no_Henshin_Cure_Mofurun -- Action, Slice of Life, Magic, Fantasy, School, Shoujo
https://myanimelist.net/anime/33184/Battle_Girl_High_School -- Action, Sci-Fi, School
https://myanimelist.net/anime/33203/Fukumenkei_Noise -- Music, Drama, Romance, School, Shoujo
https://myanimelist.net/anime/33222/Fudanshi_Koukou_Seikatsu -- Slice of Life, Comedy, School, Shoujo
https://myanimelist.net/anime/33247/Tsubasa_to_Hotaru_2016 -- Romance, School, Shoujo
https://myanimelist.net/anime/33255/Saiki_Kusuo_no_-nan -- Comedy, School, Shounen, Slice of Life, Supernatural
https://myanimelist.net/anime/3328/School_Days__Magical_Heart_Kokoro-chan -- Comedy, Parody, Magic, Ecchi
https://myanimelist.net/anime/33299/Magic-Kyun_Renaissance -- Music, Magic, Romance, School
https://myanimelist.net/anime/33362/Starmyu_2nd_Season -- Music, Slice of Life, School
https://myanimelist.net/anime/33392/Gakuen_Handsome -- Comedy, Parody, School, Shounen Ai
https://myanimelist.net/anime/33419/12-sai__Chicchana_Mune_no_Tokimeki_2nd_Season -- Romance, School, Shoujo
https://myanimelist.net/anime/33457/Gakuen_Handsome_Special -- Comedy, Parody, School, Shounen Ai
https://myanimelist.net/anime/33462/Bernard-jou_Iwaku -- Comedy, School
https://myanimelist.net/anime/33475/Busou_Shoujo_Machiavellianism -- Action, Comedy, School, Shounen
https://myanimelist.net/anime/33486/Boku_no_Hero_Academia_2nd_Season -- Action, Comedy, Super Power, School, Shounen
https://myanimelist.net/anime/33487/Masamune-kun_no_Revenge -- Comedy, Harem, Romance, School, Shounen
https://myanimelist.net/anime/33489/Little_Witch_Academia_TV -- Adventure, Comedy, Fantasy, Magic, School
https://myanimelist.net/anime/33513/Ansatsu_Kyoushitsu__365-nichi_no_Jikan -- Action, Comedy, School, Shounen
https://myanimelist.net/anime/33524/Sakamoto_Desu_ga_Special -- Slice of Life, Comedy, School, Seinen
https://myanimelist.net/anime/33542/Mameshiba_Gakuen -- Comedy, School
https://myanimelist.net/anime/3356/Mahoutsukai_Sally -- Magic, Fantasy, School, Shoujo
https://myanimelist.net/anime/33581/Trinity_Seven_Movie_1__Eternity_Library_to_Alchemic_Girl -- Action, Comedy, Ecchi, Fantasy, Harem, Magic, Romance, School, Shounen
https://myanimelist.net/anime/33618/Ozmafia_Special -- Historical, School, Shoujo
https://myanimelist.net/anime/33654/Hitorijime_My_Hero -- Drama, Romance, School, Shounen Ai, Slice of Life
https://myanimelist.net/anime/33658/Girls___Panzer__Kore_ga_Hontou_no_Anzio-sen_Desu_-_Fushou_Akiyama_Yukari_no_Sensha_Kouza -- Military, School
https://myanimelist.net/anime/33669/Cure_Miracle_to_Mofurun_no_Mahou_Lesson -- Action, Slice of Life, Magic, Fantasy, School, Shoujo
https://myanimelist.net/anime/33839/Alice_in_Deadly_School --
https://myanimelist.net/anime/34125/High_School_Fleet_OVA --
https://myanimelist.net/anime/34281/High_School_DxD_Hero --
https://myanimelist.net/anime/34289/Schoolgirl_Strikers__Animation_Channel --
https://myanimelist.net/anime/34784/Kuroko_no_Basket__Oshaberi_Shiyou_ka -- Comedy, Sports, School, Shounen
https://myanimelist.net/anime/34787/Idol_Time_PriPara -- Music, School, Shoujo
https://myanimelist.net/anime/34800/Action_Heroine_Cheer_Fruits -- Comedy, School, Slice of Life
https://myanimelist.net/anime/34822/Tsuki_ga_Kirei -- Romance, School
https://myanimelist.net/anime/3482/Madonna -- Sports, Comedy, School
https://myanimelist.net/anime/34834/Hina_Logi__From_Luck___Logic -- Action, Comedy, Fantasy, School
https://myanimelist.net/anime/34839/Sanrio_Danshi -- Slice of Life, Drama, School
https://myanimelist.net/anime/34855/Gabriel_DropOut_Specials -- Comedy, Demons, Supernatural, School, Shounen
https://myanimelist.net/anime/34881/Aho_Girl -- Comedy, Romance, School, Shounen
https://myanimelist.net/anime/34902/Tsurezure_Children -- Comedy, Romance, School, Shounen
https://myanimelist.net/anime/34903/RoboMasters_the_Animated_Series -- Action, Mecha, School
https://myanimelist.net/anime/34933/Kakegurui -- Game, Mystery, Psychological, Drama, School, Shounen
https://myanimelist.net/anime/34934/Koi_to_Uso -- Drama, Romance, School
https://myanimelist.net/anime/34943/T7S_Longing_for_Summer_Again_and_Again__Harukaze -- Music, School
https://myanimelist.net/anime/34973/Love_Live_Sunshine_2nd_Season -- Music, School, Slice of Life
https://myanimelist.net/anime/35000/To_LOVE-Ru__Multiplication_-_Mae_kara_Ushiro_kara -- Comedy, Ecchi, Harem, Romance, School, Sci-Fi, Shounen
https://myanimelist.net/anime/35015/Ani_ni_Tsukeru_Kusuri_wa_Nai -- Slice of Life, Comedy, School
https://myanimelist.net/anime/3503/Kanokon -- Comedy, Ecchi, Harem, Romance, School, Shounen, Slice of Life, Supernatural
https://myanimelist.net/anime/3505/Yuusha_Shirei_Dagwon -- Action, Adventure, Martial Arts, Mecha, Super Power, School
https://myanimelist.net/anime/3507/Survival -- Dementia, Drama, Music, Psychological, School, Supernatural
https://myanimelist.net/anime/35082/Hibike_Euphonium_Movie_2__Todoketai_Melody -- Drama, Music, School
https://myanimelist.net/anime/35110/Haikyuu_Movie_3__Sainou_to_Sense -- Comedy, Drama, School, Shounen, Sports
https://myanimelist.net/anime/35111/Haikyuu_Movie_4__Concept_no_Tatakai -- Comedy, Drama, School, Shounen, Sports
https://myanimelist.net/anime/35159/Kimi_no_Hikari__Asagao_to_Kase-san -- Music, Romance, School, Shoujo Ai
https://myanimelist.net/anime/35182/Binan_Koukou_Chikyuu_Boueibu_LOVE_LOVE_LOVE -- Slice of Life, Comedy, Parody, Magic, School
https://myanimelist.net/anime/35191/Free_Movie_2__Timeless_Medley_-_Yakusoku -- School, Slice of Life, Sports
https://myanimelist.net/anime/35198/Free__Take_Your_Marks -- School, Slice of Life, Sports
https://myanimelist.net/anime/35222/Gakuen_Babysitters -- Comedy, School, Shoujo, Slice of Life
https://myanimelist.net/anime/35237/Hajimete_no_Gal__Hajimete_no_Bunkasai -- Comedy, Romance, Ecchi, School, Shounen
https://myanimelist.net/anime/35285/A-Channel__Nabe_wo_Tabeyou -- Comedy, School, Seinen, Slice of Life
https://myanimelist.net/anime/35314/Busou_Shoujo_Machiavellianism__Doki_Goken-darake_no_Ian_Ryokou -- Action, School, Shounen
https://myanimelist.net/anime/35321/Haikyuu__Tokushuu_Haru-kou_Volley_ni_Kaketa_Seishun -- School, Shounen, Sports
https://myanimelist.net/anime/35338/Saenai_Heroine_no_Sodatekata___Koi_to_Junjou_no_Service-kai -- Harem, Comedy, Romance, Ecchi, School
https://myanimelist.net/anime/35376/Himouto_Umaru-chan_R -- Comedy, School, Seinen, Slice of Life
https://myanimelist.net/anime/35416/Kabuki-bu__Oogiri_Chiyocolate-gassen -- School
https://myanimelist.net/anime/35427/Animegataris -- Comedy, Parody, School
https://myanimelist.net/anime/35459/Boku_no_Hero_Academia__Training_of_the_Dead -- Action, Comedy, Super Power, School, Shounen
https://myanimelist.net/anime/35466/ReLIFE__Kanketsu-hen -- Romance, School, Slice of Life
https://myanimelist.net/anime/35480/Karadasagashi -- Horror, School, Shounen
https://myanimelist.net/anime/35503/ShoujoKageki_Revue_Starlight -- Music, School
https://myanimelist.net/anime/35507/Youkoso_Jitsuryoku_Shijou_Shugi_no_Kyoushitsu_e_TV -- Slice of Life, Psychological, Drama, School
https://myanimelist.net/anime/35522/Stella_no_Mahou_Specials -- Slice of Life, Comedy, School
https://myanimelist.net/anime/35540/Slow_Start -- Comedy, School, Slice of Life
https://myanimelist.net/anime/355/Shakugan_no_Shana -- Action, Drama, Fantasy, Romance, School, Supernatural
https://myanimelist.net/anime/35602/Tsuki_ga_Kirei__Michinori -- Romance, School
https://myanimelist.net/anime/35608/Chuunibyou_demo_Koi_ga_Shitai_Movie__Take_On_Me -- Comedy, Drama, Romance, School, Slice of Life
https://myanimelist.net/anime/35639/Just_Because -- Slice of Life, Drama, Romance, School
https://myanimelist.net/anime/35677/Liz_to_Aoi_Tori -- Drama, Music, School
https://myanimelist.net/anime/35678/Hibike_Euphonium_Movie_3__Chikai_no_Finale -- Music, Drama, School
https://myanimelist.net/anime/35712/Boku_no_Kanojo_ga_Majimesugiru_Sho-bitch_na_Ken -- Harem, Comedy, Romance, Ecchi, School
https://myanimelist.net/anime/35788/Shokugeki_no_Souma__San_no_Sara -- Ecchi, School, Shounen
https://myanimelist.net/anime/35823/Demi-chan_wa_Kataritai__Demi-chan_no_Natsuyasumi -- Comedy, Vampire, Fantasy, School, Seinen
https://myanimelist.net/anime/35860/Karakai_Jouzu_no_Takagi-san -- Slice of Life, Comedy, Romance, School, Shounen
https://myanimelist.net/anime/35868/Grisaia__Phantom_Trigger_The_Animation -- Action, School
https://myanimelist.net/anime/35960/Kud_Wafter -- Comedy, Romance, School
https://myanimelist.net/anime/359/Ill_CKBC -- Action, Sports, School, Shounen
https://myanimelist.net/anime/36037/Senran_Kagura_Shinovi_Master__Tokyo_Youma-hen -- Action, Comedy, Ecchi, School
https://myanimelist.net/anime/3604/Hidamari_Sketch_x_365 -- Slice of Life, Comedy, School, Seinen
https://myanimelist.net/anime/36124/Itou_Junji__Collection -- Mystery, Comedy, Horror, Demons, Psychological, Supernatural, Drama, Thriller, School
https://myanimelist.net/anime/36185/Lan_Mo_de_Hua -- Magic, Romance, School
https://myanimelist.net/anime/36198/Omiai_Aite_wa_Oshiego_Tsuyoki_na_Mondaiji -- Ecchi, Romance, School
https://myanimelist.net/anime/36214/Asagao_to_Kase-san -- Romance, School, Shoujo Ai
https://myanimelist.net/anime/36220/Itsudatte_Bokura_no_Koi_wa_10_cm_Datta -- Comedy, Drama, Romance, School
https://myanimelist.net/anime/36245/Evil_or_Live -- Psychological, School
https://myanimelist.net/anime/36250/Baka_to_Test_to_Shoukanjuu_Mini_Anime -- Comedy, School, Super Power
https://myanimelist.net/anime/3625/Battle_Royal_High_School -- Action, Horror, Super Power, Demons, Supernatural, Martial Arts
https://myanimelist.net/anime/36305/Zutto_Mae_kara_Suki_deshita__Kokuhaku_Jikkou_Iinkai_-_Kinyoubi_no_Ohayou -- Romance, School
https://myanimelist.net/anime/36309/Butlers__Chitose_Momotose_Monogatari -- Comedy, School, Supernatural
https://myanimelist.net/anime/36318/Quanzhi_Fashi_II -- Action, Magic, Fantasy, School
https://myanimelist.net/anime/3641/Naisho_no_Tsubomi -- Kids, Romance, School, Shoujo, Slice of Life, Supernatural
https://myanimelist.net/anime/36456/Boku_no_Hero_Academia_3rd_Season -- Action, Comedy, Super Power, School, Shounen
https://myanimelist.net/anime/36468/Shoujo_Shuumatsu_Jugyou -- Comedy, Parody, School
https://myanimelist.net/anime/36493/Esoragoto_Spiral -- Music, Psychological, School
https://myanimelist.net/anime/36528/Kakyuusei_TV__Hajimemashite_Tina -- Sci-Fi, Romance, School
https://myanimelist.net/anime/36536/Starmyu_3rd_Season -- Music, Slice of Life, School
https://myanimelist.net/anime/36537/Starmyu_in_Halloween -- Music, Slice of Life, School
https://myanimelist.net/anime/36539/Tsuki_ga_Kirei_Special -- Comedy, Romance, School
https://myanimelist.net/anime/3654/Macademi_Wasshoi -- Comedy, Ecchi, Fantasy, Romance, School, Supernatural
https://myanimelist.net/anime/36560/Boku_no_Kanojo_ga_Majimesugiru_Sho-bitch_na_Ken_OVA -- Comedy, Romance, Ecchi, School
https://myanimelist.net/anime/36629/Fudanshi_Koukou_Seikatsu__Sports_no_Aki_Bonnou_no_Aki -- Slice of Life, Comedy, School, Shoujo
https://myanimelist.net/anime/36633/Date_A_Live_III -- Sci-Fi, Harem, Comedy, Romance, Mecha, School
https://myanimelist.net/anime/36652/Piano_no_Mori_TV -- Adventure, Music, Comedy, Drama, School, Seinen
https://myanimelist.net/anime/36653/Tsurune__Kazemai_Koukou_Kyuudoubu -- Sports, Drama, School
https://myanimelist.net/anime/3668/Telepathy_Shoujo_Ran -- Fantasy, School
https://myanimelist.net/anime/36704/Free__Dive_to_the_Future -- Comedy, Drama, School, Slice of Life, Sports
https://myanimelist.net/anime/3674/Sayonara_Zetsubou_Sensei_Jo__Zetsubou_Shoujo_Senshuu -- Comedy, Parody, School
https://myanimelist.net/anime/36783/Girls___Panzer__Dai_63-kai_Senshadou_Zenkoku_Koukousei_Taikai_Recap -- Action, Military, School
https://myanimelist.net/anime/36793/3D_Kanojo__Real_Girl -- Romance, School, Shoujo
https://myanimelist.net/anime/36800/Amanchu_Advance -- Slice of Life, Comedy, School, Shounen
https://myanimelist.net/anime/36840/25-sai_no_Joshikousei -- Romance, Ecchi, School
https://myanimelist.net/anime/36848/Aishen_Qiaokeli-ingII -- Harem, Comedy, Romance, School
https://myanimelist.net/anime/36864/Akkun_to_Kanojo -- Comedy, Josei, Romance, School
https://myanimelist.net/anime/3686/Tokimeki_Memorial__Only_Love_Specials -- Comedy, School
https://myanimelist.net/anime/36885/Saenai_Heroine_no_Sodatekata_Fine -- Harem, Comedy, Romance, Ecchi, School
https://myanimelist.net/anime/36914/Fate_Grand_Order__Himuro_no_Tenchi_-_7-nin_no_Saikyou_Ijin-hen -- Comedy, School
https://myanimelist.net/anime/3692/Yes_Precure_5_GoGo -- Action, Magic, Fantasy, School, Shoujo
https://myanimelist.net/anime/36949/Shokugeki_no_Souma__San_no_Sara_-_Tootsuki_Ressha-hen -- Ecchi, School, Shounen
https://myanimelist.net/anime/37027/Love_Live_Sunshine_The_School_Idol_Movie__Over_the_Rainbow -- Music, School, Slice of Life
https://myanimelist.net/anime/37036/Binan_Koukou_Chikyuu_Boueibu_Happy_Kiss -- Comedy, Magic, Parody, School, Slice of Life
https://myanimelist.net/anime/37044/Guomin_Laogong_Dai_Huijia_2nd_season -- Drama, Romance, School
https://myanimelist.net/anime/37086/Kakegurui -- Drama, Game, Mystery, Psychological, School, Shounen
https://myanimelist.net/anime/3712/Zero_no_Tsukaima__Princesses_no_Rondo -- Action, Adventure, Harem, Comedy, Magic, Romance, Ecchi, Fantasy, School
https://myanimelist.net/anime/37171/Asobi_Asobase -- Comedy, School
https://myanimelist.net/anime/37204/Aikatsu_Friends -- Music, Slice of Life, School, Shoujo
https://myanimelist.net/anime/37206/Anima_Yell -- Comedy, School, Sports
https://myanimelist.net/anime/37207/Zuori_Qing_Kong -- Drama, Romance, School, Slice of Life
https://myanimelist.net/anime/37221/Release_the_Spyce -- Action, School
https://myanimelist.net/anime/37268/Z_X__Code_Reunion -- Sci-Fi, Fantasy, School, Shounen
https://myanimelist.net/anime/37272/Kujira_no_Kora_wa_Sajou_ni_Manabu -- Mystery, Comedy, Drama, Fantasy, School, Shoujo
https://myanimelist.net/anime/3735/Ryuuseiki_Gakusaver -- Action, Sci-Fi, Space, Comedy, Parody, Mecha, School
https://myanimelist.net/anime/37377/Masamune-kun_no_Revenge_OVA -- Harem, Comedy, Romance, School, Shounen
https://myanimelist.net/anime/37379/Chihayafuru_3 -- Game, Slice of Life, Sports, Drama, School, Josei
https://myanimelist.net/anime/37403/Ahiru_no_Sora -- Comedy, Sports, Drama, School, Shounen
https://myanimelist.net/anime/37450/Seishun_Buta_Yarou_wa_Bunny_Girl_Senpai_no_Yume_wo_Minai -- Comedy, Supernatural, Drama, Romance, School
https://myanimelist.net/anime/37475/Kishuku_Gakkou_no_Juliet -- Action, Comedy, Romance, School, Shounen
https://myanimelist.net/anime/37497/Irozuku_Sekai_no_Ashita_kara -- Drama, Magic, Romance, School
https://myanimelist.net/anime/3750/Maria-sama_ga_Miteru_4th -- School, Shoujo, Shoujo Ai, Slice of Life
https://myanimelist.net/anime/37561/Akanesasu_Shoujo -- Action, School, Sci-Fi
https://myanimelist.net/anime/3759/School_Days__Valentine_Days -- Comedy, Romance, School
https://myanimelist.net/anime/37614/Hitoribocchi_no_Marumaru_Seikatsu -- Comedy, School, Shounen, Slice of Life
https://myanimelist.net/anime/37619/CMFU_Xueyuan__Wangzi_Peng_Peng_Qiu -- Romance, School, Sports
https://myanimelist.net/anime/37657/Gakuen_Basara -- Action, Comedy, School
https://myanimelist.net/anime/37704/High_School_Fleet_Movie -- Action, Military, School
https://myanimelist.net/anime/37711/Koi_to_Uso_OVA -- Drama, Romance, School
https://myanimelist.net/anime/37719/High_School_DxD_Hero__Taiikukan-ura_no_Holy -- Action, Comedy, Demons, Ecchi, Harem, Romance, School
https://myanimelist.net/anime/37736/Rang_Wo_Men_Shao_Ba -- Comedy, Psychological, Magic, School
https://myanimelist.net/anime/37740/Bai_Ye_Ling_Long -- Magic, Romance, School, Shoujo
https://myanimelist.net/anime/3776/Go_Go_Itsutsugo_Land -- School
https://myanimelist.net/anime/37773/Yuru_Yuri -- Slice of Life, Comedy, School, Shoujo Ai
https://myanimelist.net/anime/37786/Yagate_Kimi_ni_Naru -- Romance, School, Shoujo Ai
https://myanimelist.net/anime/3778/Yuukan_Club -- Mystery, Comedy, School, Shoujo
https://myanimelist.net/anime/37924/Ani_ni_Tsukeru_Kusuri_wa_Nai_2 -- Comedy, School, Slice of Life
https://myanimelist.net/anime/37934/Mahou_Shoujo_Lyrical_Nanoha_StrikerS_Picture_Drama -- Comedy, Magic, Parody, School
https://myanimelist.net/anime/37940/Yatogame-chan_Kansatsu_Nikki -- Slice of Life, Comedy, School, Shounen
https://myanimelist.net/anime/37956/3D_Kanojo__Real_Girl_2nd_Season -- Romance, School, Shoujo
https://myanimelist.net/anime/37963/Caramel_Honey -- Comedy, School, Shounen Ai
https://myanimelist.net/anime/37972/Hoshiai_no_Sora -- Slice of Life, Sports, Drama, School
https://myanimelist.net/anime/37973/Mrchen_Mdchen_Specials -- Magic, Fantasy, School
https://myanimelist.net/anime/37975/Piano_no_Mori_TV_2nd_Season -- Comedy, Drama, Music, School, Seinen
https://myanimelist.net/anime/37982/Domestic_na_Kanojo -- Drama, Romance, School, Shounen
https://myanimelist.net/anime/37996/Asobi_Asobase_OVA -- Comedy, Drama, School
https://myanimelist.net/anime/37999/Kaguya-sama_wa_Kokurasetai__Tensai-tachi_no_Renai_Zunousen -- Comedy, Psychological, Romance, School, Seinen
https://myanimelist.net/anime/38009/Re_Stage_Dream_Days -- Music, School, Slice of Life
https://myanimelist.net/anime/38027/Free__Dive_to_the_Future_Episode_0 -- School, Slice of Life, Sports
https://myanimelist.net/anime/38063/Oshiego_ni_Kyouhaku_Sareru_no_wa_Hanzai_Desu_ka -- School
https://myanimelist.net/anime/38080/Kono_Oto_Tomare -- Drama, Music, Romance, School, Shounen
https://myanimelist.net/anime/38081/Girls___Panzer__Saishuushou_Part_2 -- Military, School
https://myanimelist.net/anime/38091/Hachigatsu_no_Cinderella_Nine_TV -- School, Sports
https://myanimelist.net/anime/38098/Mix -- Drama, Romance, School, Shounen, Sports
https://myanimelist.net/anime/38101/5-toubun_no_Hanayome -- Harem, Comedy, Romance, School, Shounen
https://myanimelist.net/anime/38157/Circlet_Princess -- Action, School, Sci-Fi, Sports
https://myanimelist.net/anime/38186/Bokutachi_wa_Benkyou_ga_Dekinai -- Harem, Comedy, Romance, School, Shounen
https://myanimelist.net/anime/38249/Saiki_Kusuo_no_-nan__Kanketsu-hen -- Comedy, School, Shounen, Slice of Life, Supernatural
https://myanimelist.net/anime/38250/Xiao_Lu_He_Xiao_Lan -- Game, Sci-Fi, Slice of Life, Comedy, Drama, Magic, School, Shounen Ai
https://myanimelist.net/anime/3825/Dokaben -- Action, Sports, School, Shounen
https://myanimelist.net/anime/38276/Houkago_Saikoro_Club -- Game, Comedy, School, Shounen
https://myanimelist.net/anime/38285/Zuori_Qing_Kong_Pilot -- Drama, Romance, School, Slice of Life
https://myanimelist.net/anime/38295/Joshikausei -- Comedy, School, Slice of Life
https://myanimelist.net/anime/38302/Boku_no_Tonari_ni_Ankoku_Hakaishin_ga_Imasu -- Slice of Life, Comedy, School, Josei
https://myanimelist.net/anime/38329/Seishun_Buta_Yarou_wa_Yumemiru_Shoujo_no_Yume_wo_Minai -- Supernatural, Drama, Romance, School
https://myanimelist.net/anime/3835/Ai_no_Gakkou_Cuore_Monogatari -- Slice of Life, Historical, Drama, School
https://myanimelist.net/anime/3838/Himitsu_no_Akko-chan_2 -- Magic, School, Shoujo
https://myanimelist.net/anime/38390/Chuubyou_Gekihatsu_Boy -- Comedy, School
https://myanimelist.net/anime/38397/Nande_Koko_ni_Sensei_ga -- Comedy, Ecchi, School, Seinen
https://myanimelist.net/anime/3839/Himitsu_no_Akko-chan_3 -- Magic, School, Shoujo
https://myanimelist.net/anime/38408/Boku_no_Hero_Academia_4th_Season -- Action, Comedy, Super Power, School, Shounen
https://myanimelist.net/anime/38422/High_Score_Girl__Extra_Stage -- Comedy, Game, Romance, School, Seinen
https://myanimelist.net/anime/38425/Ikkitousen__Western_Wolves -- Action, Ecchi, Martial Arts, School, Seinen, Super Power
https://myanimelist.net/anime/38429/Girls___Panzer__Fushou_Akiyama_Yukari_no_Sensha_Kouza_-_Extra -- Military, School
https://myanimelist.net/anime/38431/Persona_5_the_Animation_TV_Specials -- Action, Supernatural, Fantasy, School
https://myanimelist.net/anime/38480/Toaru_Kagaku_no_Accelerator -- Super Power, Supernatural, Fantasy, School
https://myanimelist.net/anime/38483/Ore_wo_Suki_nano_wa_Omae_dake_ka_yo -- Harem, Comedy, Romance, School
https://myanimelist.net/anime/38528/Quanzhi_Fashi_III -- Action, Magic, Fantasy, School
https://myanimelist.net/anime/38529/Rifle_Is_Beautiful -- Slice of Life, Comedy, School
https://myanimelist.net/anime/38555/Otome_Game_no_Hametsu_Flag_shika_Nai_Akuyaku_Reijou_ni_Tensei_shiteshimatta -- Comedy, Drama, Romance, Fantasy, School
https://myanimelist.net/anime/38610/Tejina-senpai -- Comedy, Ecchi, School, Seinen
https://myanimelist.net/anime/38619/Joshikousei_no_Mudazukai -- Comedy, School
https://myanimelist.net/anime/38670/Actors__Songs_Connection -- Music, School
https://myanimelist.net/anime/38731/Diamond_no_Ace__Act_II -- Comedy, Sports, School, Shounen
https://myanimelist.net/anime/38753/Araburu_Kisetsu_no_Otome-domo_yo -- Comedy, Drama, Romance, School, Shounen
https://myanimelist.net/anime/38787/Senryuu_Shoujo -- Slice of Life, Comedy, School, Shounen
https://myanimelist.net/anime/38803/Anima_Yell_Ouen_Douga -- Comedy, School
https://myanimelist.net/anime/38837/Puso_Ni_Comi -- Action, Game, Sci-Fi, Comedy, Parody, School
https://myanimelist.net/anime/38883/Haikyuu__To_the_Top -- Comedy, Sports, Drama, School, Shounen
https://myanimelist.net/anime/38889/Kono_Oto_Tomare_2nd_Season -- Drama, Music, Romance, School, Shounen
https://myanimelist.net/anime/38891/Sora_no_Method__Mou_Hitotsu_no_Negai -- Slice of Life, Comedy, Fantasy, School
https://myanimelist.net/anime/38921/Tsurune__Kazemai_Koukou_Kyuudoubu_-_Yabai -- Sports, Drama, School
https://myanimelist.net/anime/38935/Miru_Tights -- Ecchi, School



convenience portal:
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Savitri -- Savitri extended toc
Savitri Section Map -- 1 2 3 4 5 6 7 8 9 10 11 12
authors -- Crowley - Peterson - Borges - Wilber - Teresa - Aurobindo - Ramakrishna - Maharshi - Mother
places -- Garden - Inf. Art Gallery - Inf. Building - Inf. Library - Labyrinth - Library - School - Temple - Tower - Tower of MEM
powers -- Aspiration - Beauty - Concentration - Effort - Faith - Force - Grace - inspiration - Presence - Purity - Sincerity - surrender
difficulties -- cowardice - depres. - distract. - distress - dryness - evil - fear - forget - habits - impulse - incapacity - irritation - lost - mistakes - obscur. - problem - resist - sadness - self-deception - shame - sin - suffering
practices -- Lucid Dreaming - meditation - project - programming - Prayer - read Savitri - study
subjects -- CS - Cybernetics - Game Dev - Integral Theory - Integral Yoga - Kabbalah - Language - Philosophy - Poetry - Zen
6.01 books -- KC - ABA - Null - Savitri - SA O TAOC - SICP - The Gospel of SRK - TIC - The Library of Babel - TLD - TSOY - TTYODAS - TSZ - WOTM II
8 unsorted / add here -- Always - Everyday - Verbs


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last updated: 2022-05-06 17:59:49
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