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“Among Negroes of my generation there was not only little direct acquaintance or consciously inherited knowledge of Africa, but much distaste and recoil because of what the white world taught them about the Dark Continent. There arose resentment that a group like ours, born and bred in the United States for centuries, should be regarded as Africans at all. They were, as most of them began gradually to assert, Americans. My father's father was particularly bitter about this. He would not accept an invitation to a 'Negro' picnic. He would not segregate himself in any way.”

“I don't know what acting is, but I enjoy it. I think we ask too many questions of ourselves. We make too much importance of stuff. But I do say to actors when I have taught in classes, or when I sometimes do a talk to a group. I'll say, “If I never acted again, the world wouldn't stop, nor would it stop if I didn't stop acting. That's how important it is. I know it [seems] important when you're young. But I say, “Lighten up. Don't take it all so seriously.” All the gurus and teachers will take your money and run.”

“The range of individuality in children is infinite, but every class of children seemed to have the same groups. And there was a chief girl and a chief boy - a girl that all the other girls of that age looked up to and imitated and a boy that all the boys looked up to and imitated. I realized that if I got them on my side and exclusively taught them for a couple of weeks, maybe for the first full term, then I wouldn't have any trouble. Teachers often make the mistake of thinking they're the boss of the class; they're not. The boss of the class is sitting down there somewhere.”

“One absolutely crucial change is that feminist film theory is today an academic subject to be studied and taught. "Visual Pleasure and Narrative Cinema" was a political intervention, primarily influenced by the Women's Liberation Movement and, in my specific case, a Women's Liberation study group, in which we read Freud and realised the usefulness of psychoanalytic theory for a feminist project.”

“Bismarck had cunningly taught the parties not to aim at national appeal but to represent interests. They remained class or sectional pressure-groups under the Republic. This was fatal, for it made the party system, and with it democratic parliamentarianism, seem a divisive rather than a unifying factor. Worse: it meant the parties never produced a leader who appealed beyond the narrow limits of his own following.”