Pembroke School

"Upon crossing the threshold of those imposing gates, I found myself instantly confronted with an atmosphere characterized by negativity and unjust practices within the community. It became apparent that the prevailing culture failed to foster an inclusive and equitable environment, leading to a sense of disillusionment and disappointment. This pervasive negativity permeated various aspects of the school's dynamics, ranging from social interactions to academic pursuits, casting a shadow on the overall experience. Interpersonal relationships within the community exhibited marked flaws, with cliques and favoritism overshadowing the principles of fairness and equal treatment. This divisive environment not only hindered the establishment of genuine connections but also perpetuated a sense of exclusion and isolation for those who did not conform to the prevailing norms or social circles. Such an unwelcoming atmosphere can significantly impact students' emotional well-being and hinder their personal growth and development. Moreover, the educational experience at Pembroke bore the weight of systemic shortcomings. The curriculum and teaching methods often fell short of inspiring and nurturing students' intellectual curiosity. A lack of innovation and adaptability hindered the school's ability to provide a well-rounded education that adequately prepared students for the challenges of the modern world. Additionally, the limited emphasis on individuality and critical thinking stifled creativity and hindered the exploration of diverse perspectives. Furthermore, my entire experience at Pembroke was nothing short of harrowing, as I became the target of relentless bullying that stemmed from my race, male gender, and overall background. It was disheartening to witness how deeply ingrained prejudice and discrimination were within the student body. Instead of fostering an environment of acceptance and respect, the school inadvertently allowed a toxic culture to flourish, perpetuating harmful stereotypes and creating a hostile atmosphere for individuals like myself. The bullying I endured was not confined to physical encounters within the school premises; it extended to the online realm, where malicious comments and hurtful messages became a distressing part of my daily life. The anonymity of social media platforms emboldened my tormentors, enabling them to launch vicious attacks with impunity. This constant barrage of degrading remarks and derogatory slurs not only eroded my self-esteem but also affected my ability to focus on my studies and thrive academically. In concluding my observations, it is with a heavy heart that I must assert that the deficiencies within Pembroke extend far beyond a mere collection of isolated incidents. Regrettably, the school as a whole falls short of meeting the fundamental expectations and aspirations of a transformative educational institution. The pervasive negativity, unjust practices, and unresponsive administration create an environment that fails to inspire or foster growth in its students. I also left the school after having exploding diarrhea in the toilets, so you might want to check them, atleast I left my mark"

"I go here and it’s a pretty good school. Apparently famous people went here so I’ll let you know when I become famous."

"Both my wife, daughter and I are Old Scholars, our youngest daughter is in year 11"

"A spectre is haunting Europe – the spectre of communism. All the powers of old Europe have entered into a holy alliance to exorcise this spectre: Pope and Tsar, Metternich and Guizot, French Radicals and German police-spies. Where is the party in opposition that has not been decried as communistic by its opponents in power? Where is the opposition that has not hurled back the branding reproach of communism, against the more advanced opposition parties, as well as against its reactionary adversaries? Two things result from this fact: I. Communism is already acknowledged by all European powers to be itself a power. II. It is high time that Communists should openly, in the face of the whole world, publish their views, their aims, their tendencies, and meet this nursery tale of the Spectre of Communism with a manifesto of the party itself."

"The school principal ate my geography teacher and threw him into the ocean. I had to go and look for him and Prince Sidon came out of no where and ate me. Otherwise the tuckshop cookies are good."