Quotes about student
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“It's not so important what you [high school students] work on, so long as you're not wasting your time. Work on things that interest you and increase your options, and worry later about which you'll take.”

Paul Graham (1964) English programmer, venture capitalist, and essayist

"What You'll Wish You'd Known", January 2005

School, Time

“You know, my dear Lahousen, the students of history will not need to trouble their heads after this war, as they did after the last, to determine who was guilty of starting it. The case is, however, different when we consider guilt for prolonging the war. I believe that the other side have now disarmed us of the last weapon with which we could have ended it. 'Unconditional surrender', no, our generals will not swallow that. Now I cannot see any solution.”

Wilhelm Canaris (1887–1945) German admiral, head of military intelligence service

To General Erwin Lahousen. Quoted in "Admiral Canaris - Chief of Intelligence" - Page 163 by Ian Colvin - 2007

War, History

“I had never met a poet in my life before winning the Pulitzer in 1945. Well, that’s not strictly true; when I went to Johns Hopkins in 1939, W. H. Auden gave a private reading to a group of special literature students, and I was one. I shook hands with him. As it happened, at that time he was my idol, above all others as a modern poet, and that experience was a very sustaining one. But I could hardly say I “knew” him.”

Karl Shapiro (1913–2000) Poet, essayist

Paris Review interview (1986)

Life, Literature, Time, Reading

“Can a geology teacher blithely tell his students that the earth is flat, or a European history professor that the Holocaust didn’t happen? That’s not academic freedom, but dereliction of duty.”

Jerry Coyne (1949) American biologist

" More creationism sneaks into public schools http://whyevolutionistrue.wordpress.com/2013/04/29/more-creationism-sneaks-into-public-schools/" April 29, 2013

History, Freedom, Teachers

“Physics is at present a mass of partial theories which no man has yet been able to render truly and clearly consistent. It has been well said that the modern physicist is a quantum theorist on Monday, Wednesday, and Friday and a student of gravitational relativity theory on Tuesday, Thursday, and Saturday. On Sunday he is praying... that someone will find the reconciliation between the two views.”

Norbert Wiener (1894–1964) American mathematician

Source: I am a mathematician, the later life of a prodigy (1953), p. 109

“Books are still being written defaming H. P. B. and Mrs. Besant and one wonders what their writers hope to achieve. As far as I can ascertain the modern generation of investigating students are not the least interested in the pros or cons of their characters… What they are interested in is the teaching and the truth. This is wholesome and right. I wish these modern writers who spend months in raking up dirt and endeavoring to prove someone was vile would realise the stupidity of their activities. They do not touch the truth; they do not change the loyalties of those who know; they do not change the trend towards occult realisation and they hurt nobody but themselves.”

Alice A. Bailey (1880–1949) esoteric, theosophist, writer

Source: The Unfinished Autobiography (1951), Chapter V - Part 1

Truth, Books, Stupidity, Hope

“If every student was like me in college, we'd still be in Vietnam.”

Larry David (1947) American comedian, writer, actor, and television producer

September 13, 2005 http://www.usatoday.com/life/people/2005-09-13-larry-david_x.htm?POE=LIFISVA

“After a while the other students in class began to notice I had become Ms. Burnett's favorite, but no one resented me for it. I was the shy, quiet kid in the back who had arrived from México a few years before and who turned out to be an accomplished speller. I became the school Spelling Bee champion, beating out the eighth graders as well, with the word “lapidary.””

Rigoberto González (1970) American writer

Butterfly Boy: Memories of a Chicano Mariposa (2006)

School, Bee

“Laura and I have come to Blacksburg today with hearts full of sorrow. This is a day of mourning for the Virginia Tech community -- and it is a day of sadness for our entire nation. We've come to express our sympathy. In this time of anguish, I hope you know that people all over this country are thinking about you, and asking God to provide comfort for all who have been affected.Yesterday began like any other day. Students woke up, and they grabbed their backpacks and they headed for class. And soon the day took a dark turn, with students and faculty barricading themselves in classrooms and dormitories -- confused, terrified, and deeply worried. By the end of the morning, it was the worst day of violence on a college campus in American history -- and for many of you here today, it was the worst day of your lives.It's impossible to make sense of such violence and suffering. Those whose lives were taken did nothing to deserve their fate. They were simply in the wrong place at the wrong time. Now they're gone -- and they leave behind grieving families, and grieving classmates, and a grieving nation.”

George W. Bush (1946) 43rd President of the United States

Remarks by the President at Virginia Tech Memorial Convocation http://georgewbush-whitehouse.archives.gov/news/releases/2007/04/20070417-1.html (April 17, 2007) 2000s, 2007

God, Fate, People, Sadness

“Now one may ask, How could a Christian philosophy have something over a non-Christian philosophy, if it does not reach to a higher level of solutions, if it cannot get handy answers, if the problems and questions are still there? Well, perhaps a greater truth could be present in its ability to see the world in its truly mysterious character, in its inexhaustablity. It could even be the case that here, in the very experience of being as a mystery, that it is not to be grasped in the hand as a "well-rounded truth" — herein is reality more deeply and truly grasped than in any transparent system that may charm the mind of the student with its clarity and simplicity. And this is the claim of Christian philosophy: to be truer, precisely because of its recognition of the mysterious character of the world.
In no way, then, does philosophy become easier. Plato appears to have discovered and felt that too — if a certain interpretation of Plato is correct, maintaining that Plato understood philosophy to be something tragic for this reason, that it must constantly have recourse to mythos, since the teaching of philosophy can never close itself into a system.”

Josef Pieper (1904–1997) German philosopher

Source: Leisure, the Basis of Culture (1948), The Philosophical Act, pp. 127–128
The "interpretation of Plato" referred to is that of Gerhard Krüger, Einsicht und Leidenschaft (Frankfurt, 1939), p. 301.

Truth, World, Way, Question

“When the economy is in a depression, scarcity ceases to rule. Productive resources sit idle, so that it is possible to have more of some things without having less of others; free lunches are all around. As a result, all the usual rules of economics are stood on their head; we enter a looking-glass world in which virtue is vice and prudence is folly. Thrift hurts our future prospects; sound money makes us poorer. Moreover, that's the kind of world we have been living in for the past several years, which means that it is a kind of world that students should understand. […] Depression economics is marked by paradoxes, in which seemingly virtuous actions have perverse, harmful effects. Two paradoxes in particular stand out: the paradox of thrift, in which the attempt to save more actually leads to the nation as a whole saving less, and the less-well-known paradox of flexibility, in which the willingness of workers to protect their jobs by accepting lower wages actually reduces total employment. […] In times of depression, the rules are different. Conventionally sound policy – balanced budgets, a firm commitment to price stability – helps to keep the economy depressed. Once again, this is not normal. Most of the time we are not in a depression. But sometimes we are – and 2013, when this chapter was written, was one of those times.”

Paul Krugman (1953) American economist

“Depressions are Different”, in Robert M. Solow, ed. Economics for the Curious: Inside the Minds of 12 Nobel Laureates. 2014.

Money, World, Understanding, Time

“Students coming from father-present families score higher in math and science even when they come from weaker schools.”

Warren Farrell (1943) author, spokesperson, expert witness, political candidate

Source: Father and Child Reunion (2001), p. 31.

School, Family, Science

“Stella is theatrical royalty who instills in her students a sense of the nobility of acting. She dares her students to act, to lift their bodies and their voices, to be larger than themselves, to love language and ideas.”

Stella Adler (1901–1992) American actress and teaching coach

Foster Hirsch, "A Method to Their Madness" (1984), quoted in http://www.nytimes.com/1992/12/22/obituaries/stella-adler-91-an-actress-and-teacher-of-the-method.html?pagewanted=all&src=pm About

Love, Idea, Sense

“School failed me, and I failed the school. It bored me. The teachers behaved like Feldwebel (sergeants). I wanted to learn what I wanted to know, but they wanted me to learn for the exam. What I hated most was the competitive system there, and especially sports. Because of this, I wasn't worth anything, and several times they suggested I leave. This was a Catholic School in Munich. I felt that my thirst for knowledge was being strangled by my teachers; grades were their only measurement. How can a teacher understand youth with such a system?... from the age of twelve I began to suspect authority and distrust teachers. I learned mostly at home, first from my uncle and then from a student who came to eat with us once a week. He would give me books on physics and astronomy. The more I read, the more puzzled I was by the order of the universe and the disorder of the human mind, by the scientists who didn't agree on the how, the when, or the why of creation. Then one day this student brought me Kant's Critique of Pure Reason. Reading Kant, I began to suspect everything I was taught. I no longer believed in the known God of the Bible, but rather in the mysterious God expressed in nature.”

Albert Einstein (1879–1955) German-born physicist and founder of the theory of relativity

Source: William Hermanns, Einstein and the Poet: In Search of the Cosmic Man (1983), First conversation, p. 8

God, Hate, Books, Youth

“I was the student at Stanford who remembered to notice the Mexican-American janitors and gardeners working on campus.”

Richard Rodríguez (1944) American journalist and essayist

Hunger of Memory: The Education of Richard Rodriguez (1982)

“The masses had already confused the meanings of Tasawwuf and it was believed that Sufis are those miserable failures in the world, who escape reality and pass their time as recluses in dark corners of oratories or mosques and that, they are incapable of self-sustenance and cannot courageously face the rigors of practical life. But this concept is not correct. The real Tasawwuf was taught by the Holy Prophet-SAW himself to his students, the Companions.”

Ameer Muhammad Akram Awan (1934–2017) Pakistani Sufi leader

Life, World, Failure, Courage

“I believe that there are very few scientists who deliberately falsify their work, cheat on their colleagues, or steal from their students. On the other hand, I am afraid that a great many scientists deceive themselves from time to time in their treatment of data, gloss over problems involving systematic errors, or understate the contributions of others. These are the 'honest mistakes' of science. The scientific equivalent of the 'little white lie' of social discourse. The scientific community has no way to protect itself from sloppy or deceptive literature except to learn whose work is suspect as unreliable.”

Lewis M. Branscomb (1926) physicist and science policy advisor

(1994, p. 44) cited in: Leonard Brand (1997) Faith, reason, and earth history
Integrity in Science (1985)

Lie, Way, Error, Communication

“District lines assure that the student population is somewhat homogeneous, and that there can be some schools that create an actual learning environment.”

Jeffrey Tucker (1963) American writer

Source: "Jack Kemp, American Socialist" by Jeffrey Tucker, The Rothbard-Rockwell Report, September 1996, UNZ.org, 2016-05-22 http://www.unz.org/Pub/RothbardRockwellReport-1996sep-00001,

School, Learning

“Solomon: Your entry in Wikipedia says that your work has inspired many students to begin careers in computing and artificial intelligence.
Hofstadter: I have no interest in computers. The entry is filled with inaccuracies, and it kind of depresses me.
Solomon: So fix it.
Hofstadter: The next day someone will fix it back.”

Douglas Hofstadter (1945) American professor of cognitive science

Quoted in Deborah Solomon, "The Mind Reader," http://www.nytimes.com/2007/04/01/magazine/01wwlnQ4.t.html New York Times (2007-04-01)

Intelligence

“Education in Chile has been modeled as a "consumer good" and this was accepted with much resignation by a broad layer of society for many years, they believed that education and health were to be treated like any other topic…. For this reason we cannot fail to recognize the intervention that the student movement made on the consciousness of thousands of Chileans who today are dissatisfied with the reality of today's education model, to whom a change of the outdated constitution makes sense, who understand the need to reform the taxation system, who no longer put up with the overexploitation of our natural resources, to benefit foreign capital, i. e. Chile awoke and once again came to believe in the possibility of building a different country. One which is more just, a country where education and health are guaranteed, a country where workers have dignified working conditions, where young people are not exploited nor ill-treated in their work-place, where women are integrated with rights and equal opportunities, a country where the environment is protected, where natural resources are exploited to improve the living condition of its people, a country were culture develops freely, where there is access to literature, a country where children don't suffer discrimination because they don't have any money, a country where a walk down your street doesn't mean constant fear of being assaulted, a country where the most disadvantaged youth don't have to resort to drugs or delinquency to give sense to their lives, a country where grandparents are not made to feel as burdens, a country where the development of knowledge becomes a task of society as a whole, where advances in science are placed at the service of the people. We are once again beginning to dream of this beautiful country …because we are not the same that we were a year ago, hope has resurfaced despite the elaborate effort of those who foster neoliberal ideology and who are trying to eternalize capitalism in a process of permanent auto-reproduction, excluding all possibility of a social revolution.”

Karol Cariola (1987) Chilean politician

Ser un joven comunista, por Karol Cariola, La Jota de Ingenieria, November 2011, 2013-10-03 http://www.jotainjenieria.cl/ser-un-joven-comunista-por-karol-cariola, Ser un joven comunista, por Karol Cariola, Oceansur.com, November 2011, 2013-10-03 http://www.oceansur.com/media/uploads/documents/files/prologo-karol.pdf, Original: La educación en Chile ha sido modelada como un “bien de consumo”, hecho que fue aceptado por un amplio sector de la sociedad, con mucha resignación durante años, ellos creyeron que la Educación y la Salud debían ser tratados como cualquier otro tema.... Por esto no podemos dejar de reconocer el gran acierto del movimiento estudiantil al intervenir en las conciencias de miles de chilenos que hoy , ya no se conforman con la realidad del actual modelo de educación, que le hace sentido el cambio de esta añeja constitución, que entendieron necesaria una reforma tributaria, que ya no aguantan la sobre explotación de nuestros recursos naturales en beneficio de capitales extranjeros, es decir, Chile despertó y volvió a creer en la posibilidad de construir un país distinto, un país más justo, un país donde la educación y la salud estén garantizadas, un país donde los trabajadores tengan condiciones laborales dignas, donde los jóvenes no sean explotados ni mal tratados en su fuente laboral, donde las mujeres sean integradas con igualdad de derechos y oportunidades, un país donde se proteja el medio ambiente, en que los recursos naturales sean explotados para mejorar las condiciones de su pueblo, un país donde la cultura se desarrolle libremente, un país en el que haya acceso a la literatura, un país donde los niños no sufran la discriminación desde que nacen por no tener dinero, un país donde caminar por las calles no sean un temor constante de ser asaltados, un país donde los jóvenes más desposeídos no tengan que recurrir a las drogas y la delincuencia para dar sentido a sus vidas, un país donde los abuelos no se sientan un estorbo, un país donde el desarrollo del conocimiento sea una tarea de la sociedad en su conjunto, un país donde el avance de la ciencia se ponga al servicio del pueblo, ese hermoso país es el que hoy estamos volviendo a soñar, porque con emoción lo vuelvo a mencionar, Chile está cambiando, hoy no somos los mismos que hace un año atrás, las esperanzas han resurgido a pesar del esmero de aquellos que propician la ideología neoliberal y que pretenden eternizar el capitalismo en un proceso de auto reproducción permanente, excluyendo toda posibilidad de una revolución social.

Women, Money, Children, People

“Rarely will you meet anyone so jealous as a teacher. Year after year students tumble along like the waters of a river. They flow away, and only the teacher is left behind, like some deeply buried rock at the bottom of the current. Although he may tell others of his hopes, he doesn't dream of them himself. He thinks of himself as worthless and either falls into masochistic loneliness or, failing that, ultimately becomes suspicious and pious, forever denouncing the eccentricities of others. He longs so much for freedom and action that he can only hate people.”

Kóbó Abe book The Woman in the Dunes

Part 2, Ch. 11
The Woman in the Dunes (1962)

Hate, People, Dreams, Hope

“It is widely supposed that the naked human body is in itself an object upon which the eye dwells with pleasure and which we are glad to see depicted. But anyone who has frequented art schools and seen the shapeless, pitiful model that the students are industriously drawing will know this is an illusion. The body is not one of those objects which can be made into art by direct transcription — like a tiger or a snowy landscape. Often in looking at the natural and animal world we joyfully identify ourselves with what we see and from this happy union create a work of art. This is the process students of aesthetics call empathy, and it is at the opposite pole of creative activity to the state of mind that has produced the nude. A mass of naked figures does not move us to empathy, but to disillusion and dismay.”

Kenneth Clark (1903–1983) Art historian, broadcaster and museum director

Source: The Nude: A Study in Ideal Form (1951), Ch. 1: The Naked and the Nude

Pleasure, World, School, Art

“In academia much bogus knowledge is tolerated in the name of academic freedom – which is like allowing for the sale of contaminated food in the name of free enterprise. I submit that such tolerance is suicidal: that the serious students must be protected against the “anything goes” crowd.”

Mario Bunge (1919) Argentine philosopher and physicist

Matter and Mind (2010), p. 264.
2010s

Food, Knowledge, Suicide, Freedom

“A male student makes vulgar remarks about your breasts? Don't slink off to whimper with the campus shrinking violets. Deal with it. On the spot. Say, "Shut up, you jerk! And crawl back to the barnyard where you belong!" In general, women who project this take-charge attitude towards life get harassed less often. I see too many dopey, immature, self-pitying young women walking around like melting sticks of butter.”

Camille Paglia (1947) American writer

Source: Sex, Art and American Culture : New Essays (1992), Rape and Modern Sex War, p. 53

Life, Women, Jerk

“[This book] is intended as a text from which the student can learn and the teacher can teach the methods and results of economic analysis. It also seeks to be a contribution to the development and systematization of the body of economic analysis itself. These purposes are not separate. The task of presenting a systematic, orderly, and accurate account of economic analysis is identical with the task of preparing the material for teaching. It must be emphasized, however, that the purpose of this work is not primarily to entertain the student, or to enable him to regurgitate appropriate material into examination books, or to learn a few pat phrases, or to indoctrinate him with an abstract discipline which he will never use. Economics is like photography in this respect, that under-exposure is less desirable than no exposure at all.”

Kenneth E. Boulding (1910–1993) British-American economist

Source: 1940s, Economic Analysis, 1941, p. xv

Books, Learning, Teachers

“Her point of view about student work was that of a social worker teaching finger-painting to children or the insane.
I was impressed with how common such an attitude was at Benton: the faculty—insofar as they were real Benton faculty, and not just nomadic barbarians—reasoned with the students, “appreciated their point of view”, used Socratic methods on them, made allowances for them, kept looking into the oven to see if they were done; but there was one allowance they never under any circumstances made—that the students might be right about something, and they wrong. Education, to them, was a psychiatric process: the sign under which they conquered had embroidered at the bottom, in small letters, Canst thou not minister to a mind diseased?—and half of them gave it its Babu paraphrase of Can you wait upon a lunatic? One expected them to refer to former students as psychonanalysts do: “Oh, she’s an old analysand of mine.” They felt that the mind was a delicate plant which, carefully nurtured, judiciously left alone, must inevitably adopt for itself even the slightest of their own beliefs.
One Benton student, a girl noted for her beadth of reading and absence of coöperation, described things in a queer, exaggerated, plausible way. According to her, a professor at an ordinary school tells you “what’s so”, you admit that it is on examination, and what you really believe or come to believe has “that obscurity which is the privilege of young things”. But at Benton, where education was as democratic as in “that book about America by that French writer—de, de—you know the one I mean”; she meant de Tocqueville; there at Benton they wanted you really to believe everything they did, especially if they hadn’t told you what it was. You gave them the facts, the opinions of authorities, what you hoped was their own opinion; but they replied, “That’s not the point. What do you yourself really believe?” If it wasn’t what your professors believed, you and they could go on searching for your real belief forever—unless you stumbled at last upon that primal scene which is, by definition, at the root of anything….
When she said primal scene there was so much youth and knowledge in her face, so much of our first joy in created things, that I could not think of Benton for thinking of life. I suppose she was right: it is as hard to satisfy our elders’ demands of Independence as of Dependence. Harder: how much more complicated and indefinite a rationalization the first usually is!—and in both cases, it is their demands that must be satisfied, not our own. The faculty of Benton had for their students great expectations, and the students shook, sometimes gave, beneath the weight of them. If the intellectual demands were not so great as they might have been, the emotional demands made up for it. Many a girl, about to deliver to one of her teachers a final report on a year’s not-quite-completed project, had wanted to cry out like a child, “Whip me, whip me, Mother, just don’t be Reasonable!””

Randall Jarrell book Pictures from an Institution

Source: Pictures from an Institution (1954) [novel], Chapter 3, pp. 81–83

Life, Children, Books, Youth

“A critical sense of style and of poetic form is not easy to attain, nor is it of first importance for the younger, or, indeed, for any student of Virgil. Wide open to anyone who is willing to learn is the richer knowledge of Virgil as a poet who loved his country and who loved also that humanity which existed before Rome, exists today within ourselves, and will exist long after our own civilization, like that of Virgil's Rome, has become a matter of "ancient history." It is true that the longer one has lived the better one can appreciate a poem which is concerned with life. But the gain that comes to us with the years depends, partly at least, upon the riches we have been willing to extract from literature, which is the experience of other men and women written out. In youth's search for this treasure the Aeneid will be at once a fair haven and a port of departure.”

John Conington (1825–1869) British classical scholar

Introduction to The Aeneid of Virgil (Chicago and New York: Scott Foresman and Company, 1916), p. 45; partially quoted in School and Home Education, Vol. 35 (1916), p. 172

Love, Life, Women, Men

“If you stand up to people, they'll respect you for it. I had an e-mail from a Cambridge University American law student, and he said, 'You are an evil f------ man,' so I called him up - he put his telephone number on it - and I said, 'I'm going to call the police if I have any more messages like this from you. This is an abusive, threatening letter.' And he invited me to give a lecture. I couldn't do it, but I would have done it if I'd had the time.”

Robert Fisk (1946) English writer and journalist

A reporter who thinks objective journalism is a synonym for government mouthpiece http://www.sfgate.com/cgi-bin/article.cgi?file=/chronicle/archive/2003/11/02/INGRU2KJHA1.DTL, November 2, 2003 2003

People, Law, Universe, Evil

“Physics is an organized body of knowledge about nature, and a student of it says that he is learning physics, not nature. Art, like nature, has to be distinguished from the systematic study of it, which is criticism.”

Northrop Frye (1912–1991) Canadian literary critic and literary theorist

"Quotes", Anatomy of Criticism: Four Essays (1957), Polemical Introduction

Art, Nature, Knowledge, Study

“Some students at BYU perceive general education as an unfortunate burden that does little for them professionally. I was rudely awakened to this perception the first time that I taught Biology 100. Having loved biology my entire life, I assumed that all 250 students in my class would be as enthusiastic as I was to study biology. I quickly learned that most of my students dreaded having to take the course and had little interest in the sciences. My challenge was to help them learn to reverently admire the intricate wonders of God's creation that are evident when we study life. General education is especially important at BYU, for here a thoughtful study of the arts and sciences can be, in President Kimball's words, "bathed in the light and color of the restored gospel."”

Daniel J. Fairbanks (1956) American artist

Let me share with you a few of my own experiences.
The quoted line is taken from "Education for Eternity" (12 Septemebr 1967), by Spencer W. Kimball, p. 11, preschool address to BYU faculty and staff.
The Arts, the Sciences, and the Light of the Gospel (2000)

Love, Life, God, Education

“Teachers of science in schools and colleges must be masters of the tools for ensuring integrity in science and must instill them in their students.”

Lewis M. Branscomb (1926) physicist and science policy advisor

1994, p. 45
Integrity in Science (1985)

School, Teachers, Science

“I know I shall be called heterodox, and that unseen lightning flashes and unheard thunderbolts will be playing around my head, when I say that women will never be profound students in any other department except music while they give four hours a day to the practice of music. I should by all means encourage every woman who is born with musical gifts to study music; but study it as a science and an art, and not as an accomplishment; and to every woman who is not musical, I should say, 'Don't study it at all;' you cannot afford four hours a day, out of some years of your life, just to be agreeable in company upon possible occasions. If for four hours a day you studied, year after year, the science of language, for instance, do you suppose you would not be a linguist? Do you put the mere pleasing of some social party, and the reception of a few compliments, against the mental development of four hours a day of study of something for which you were born? When I see that girls who are required by their parents to go through with the irksome practising really become respectable performers, I wonder what four hours a day at something which they loved, and for which God designed them, would do for them. I should think that to a real scientist in music there would be something mortifying in this rush of all women into music; as there would be to me if I saw every girl learning the constellations, and then thinking she was an astronomer!”

Maria Mitchell (1818–1889) American astronomer

Maria Mitchell: Life, Letters and Journals (illustrated) by Maria Mitchell, 1896, p. 189.

Love, Life, Women, God

“I knew that the stupidest students, the silliest professors, and the worst bull courses are concentrated in schools of education.”

Robert A. Heinlein book The Number of the Beast

Source: The Number of the Beast (1980), Chapter IX : Most males have an unhealthy tendency to obey laws., p. 82

Education, School

“At the time of Indian independence, I was a student in London and we the students, Indian students, celebrated the moment with great joy. I was exhilarated, no doubt, but the shadow of two events fell upon the jollifications. First, a sense of disappointment that the imperialist objective of dividing India has been achieved. And second, the communal carnage which took place in India cast another shadow on it.”

K. R. Narayanan (1920–2005) 9th Vice President and the 10th President of India

Shri K. R. Narayanan President of India in Conversation with N. Ram on Doordarshan and All India Radio

Disappointment, Communication, Sense, Time

“Too often secondary school counselors seem to press academically talented students toward an early vocational choice. We believe more mistakes are made by an early vocational decision than a delayed decision, especially by students who are intellectually gifted and who possess wide interests.”

Eugene S. Wilson (1905)

"We're Pushing Out Kids Too Hard", Kiplinger's Personal Finance, March 1968, p. 27 http://books.google.com/books?id=fgAEAAAAMBAJ&pg=PA27 Attributed

School, Decision

“…and it's a story that might bore you but you don't have to listen, she told me, because she always knew it was going to be like that, and it was, she thinks, her first year, or actually weekend, really a Friday, in September, at Camden, and this was three or four years ago, and she got so drunk that she ended up in bed, lost her virginity (late, she was eighteen) in Lorna Slavin's room, because she was a Freshman and had a roommate and Lorna was, she remembers, a Senior or Junior and usually somestimes at her boyfriend's place off-campus, to who she thought was a Sophomore Ceramics major but who was actually either some guy from N. Y. U., a film student, and up in New Hampshire just for The Dressed to Get Screwed party, or a townie.”

Bret Easton Ellis The Rules of Attraction

The Rules of Attraction (1987)

Guy, Thinking

“Dr Koenraad Elst, in his two-volume book titled The Saffron Swastika, marshals an incontrovertible array of facts to debunk slanderous attacks on the BJP by a section of the media. About the Rath Yatra, he writes: ‘But what about Advani’s bloody Rath Yatra (car procession) from Somnath to Ayodhya in October 1990? Very simple: it is not at all that the Rath Yatra was a bloody affair. While in the same period, there was a lot of rioting in several parts of the country (particularly Hyderabad, Karnataka and Uttar Pradesh), killing about 600 people in total, there were no riots at all along the Rath Yatra trail. Well, there was one: upper-caste students pelted stones at Advani because he had disappointed them by not supporting their agitation against the caste-based reservations which V. P. Singh was promoting. Even then, no one was killed or seriously wounded. It is a measure of the quality of the Indian English-language media that they have managed to turn an entirely peaceful procession, an island of orderliness in a riot-torn country, into a proverbial bloody event (“Advani’s blood yatra”). And it was quite a sight how the pressmen in their editorials blamed Advani for communal riots of which the actual, non-Advanirelated causes were given on a different page of the same paper. Whether Advani with his Rath Yatra was at 500 miles distance from a riot (as with the riot in Gonda in UP), or under arrest, or back home after the high tide of the Ayodhya agitation, every riot in India in the second half of 1990 was blamed on him’.”

L. K. Advani book My Country My Life

L.K. Advani, My Country My Life (2008). ISBN 978-81-291-1363-4, quoting Koenraad Elst, The Saffron Swastika (2001)

People, Books, Peace, Disappointment

“Many of the greatest masters of the mathematical sciences were first attracted to mathematical inquiry by problems relating to numbers, and no one can glance at the periodicals of the present day which contain questions for solution without noticing how singular a charm such problems still continue to exert. The interest in numbers seems implanted in the human mind, and it is a pity that it should not have freer scope in this country. The methods of the theory of numbers 271 are peculiar to itself, and are not readily acquired by a student whose mind has for years been familiarized with the very different treatment which is appropriate to the theory of continuous magnitude; it is therefore extremely desirable that some portion of the theory should be included in the ordinary course of mathematical instruction at our University. From the moment that Gauss, in his wonderful treatise of 1801, laid down the true lines of the theory, it entered upon a new day, and no one is likely to be able to do useful work in any part of the subject who is unacquainted with the principles and conceptions with which he endowed it.”

James Whitbread Lee Glaisher (1848–1928) English mathematician and astronomer

Source: "Presidential Address British Association for the Advancement of Science," 1890, p. 467 : On the theory of numbers

Mathematics, Question, Problem, Universe

“Happily for us, students have not tried to overthrow the Government of the United States, but they certainly are making their views felt in public affairs. I think especially of the participation of American students in the great struggle to advance civil and human rights in America. Indeed, even a jail sentence is no longer a dishonor but a proud achievement.”

Adlai Stevenson (1900–1965) mid-20th-century Governor of Illinois and Ambassador to the UN

Commencement address at Colby College, Waterville, Maine (June 7, 1964), reported in The Papers of Adlai E. Stevenson (1979), vol. 8, p. 567

Thinking

“Once again, my family and I find ourselves being assaulted by the obscenity that is Mumia Abu-Jamal. On Sunday October 5th, my husband's killer will once again air his voice from what masquerades as a prison, and spew his thoughts and ideas at another college commencement. Mumia Abu-Jamal will be heard and honored as a victim and a hero by a pack of adolescent sycophants at Goddard College in Vermont. Despite the fact that 33 years ago, he loaded his gun with special high-velocity ammunition designed to kill in the most devastating fashion, then used that gun to rip my husband's freedom from him--today, Mumia Abu-Jamal will be lauded as a freedom fighter. Undoubtedly the administrators at Goddard who first accepted, then enthusiastically supported Abu-Jamal as their speaker will be moved by his "important message" when, if one distills that message to its basic meaning, it amounts to nothing more than the same worn out hatred for this country and everyone in law enforcement that Mumia Abu-Jamal has harbored his entire life. Many at Goddard College have said that this is a matter of Abu-Jamal's First Amendment right to speak and be heard. What a convenient way to dodge their responsibility to take a moral position on this situation. This is not a matter of First Amendment rights -- it's a matter of right and wrong. Across the country, people have been voicing their disgust with the wrong that the college is about to commit by allowing a convicted cop-killer to speak to them. Is this the message to be heard? How could they allow him to speak when Danny no longer has a voice? It is my opinion that all murderers should forfeit their right to free speech when they take the life of an innocent person. I have repeatedly seen college administrators deny conservative and religious speakers access to their campuses when even the tiniest minority feel their message is in some way offensive. What could be more offensive than having a person who violently took the life of another imparting his "unique perspective" on your students? Let's be honest. The instructors, administrators and graduates at Goddard College embrace having this killer as their commencement speaker not despite the fact that he brutally murdered a cop, but because he brutally murdered a cop. Otherwise, like so many other speakers that have been denied access to college campuses across the country, Goddard's administration would have lived up to their moral responsibility and pulled the plug on this travesty long ago. Shame on Goddard College and all associated with that school for choosing to honor an arrogant remorseless killer as their commencement speaker. Unfortunately, this is something that I am certain they will be proud of for the rest of their lives.”

Mumia Abu-Jamal (1954) Prisoner, Journalist, Broadcaster, Author, Activist

Statement http://6abc.com/news/mumia-abu-jamal-speech-met-with-vigil-for-slain-officer/337357/ by Maureen Faulkner, widow of Daniel Faulkner, upon Abu-Jamal's delivering the Commencement Address at Goddard College in 2014 About

Life, People, School, Family

“Comrades of the 'Boys in Blue' and fellow-citizens of New York. I cannot look upon this great assemblage and these old veterans that have marched past us, and listen to the words of welcome from our comrade who has just spoken, without remembering how great a thing it is to live in this Union and be a part of it. [Applause. ] This is New York; and yonder, toward the Battery, more than a hundred years ago, a young student of Columbia College was arguing the ideas of the American Revolution and American union against the un-American loyalty to monarchy, of his college president and professors. By and by, he went into the patriot army, was placed on the staff of Washington, [cheers] to fight the battles of his country, [cheers] and while in camp, before he was twenty-one years old, upon a drum-head he wrote a letter which contained every germ of the Constitution of the United States. [Applause. ] That student, soldier, statesman, and great leader of thought, Alexander Hamilton, of New York, made this Republic glorious by his thinking, and left his lasting impress upon this the foremost State of the Union. [Applause. ] And here on this island, the scene of his early triumphs, we gather tonight, soldiers of the new war, representing the same ideas of union, having added strength and glory to the monument reared by the heroes of the Revolution.”

James A. Garfield (1831–1881) American politician, 20th President of the United States (in office in 1881)

1880s, Speech to the 'Boys in Blue' (1880)

War, Boy, Idea, Thinking

“During the 1980s, widespread dissatisfaction with America’s schools gave rise to a powerful movement for educational change, and the nation’s political institutions responded with aggressive reforms. Chubb and Moe argue that these reforms are destined to fail because they do not get to the root of the problem. The fundamental causes of poor academic performance, they claim, are not to be found in the schools, but rather in the institutions of direct democratic control by which the schools have traditionally been governed. Reformers fail to solve the problem-when the institutions ARE the problem. The authors recommend a new system of public education, built around parent-student choice and school competition, that would promote school autonomy—thus providing a firm foundation for genuine school improvement and superior student achievement.”

Terry M. Moe (1949) American political scientist

John E. Chubb, and Terry M. Moe (1990). Politics, markets, and America's schools. Brookings Institution Press; Book abstract

Education, School, Problem, Parent

“Prince Bismarck once said that one-third of the students of German universities broke down from overwork; another third broke down from dissipation, and the other third ruled Germany.”

John F. Kennedy (1917–1963) 35th president of the United States of America

"Address in Berkeley at the University of California (109)" (23 March 1962) http://www.jfklibrary.org/Research/Research-Aids/Ready-Reference/JFK-Quotations.aspx 1963, Address at the Free University of Berlin Variant: And Prince Bismarck was even more specific. One third, he said, of the students of German universities broke down from overwork, another third broked down from dissipation, and the other third ruled Germany.

Universe

“Apparently an "art"—which almost by definition cannot be put into words—is probably best communicated by approaching it from many sides and doing so repeatedly, hoping thereby students will finally master enough of the art, or if you wish, style, to significantly increase their future contributions to society.”

Richard Hamming (1915–1998) American mathematician and information theorist

The Art of Doing Science and Engineering: Learning to Learn (1991)

Hope, Art, Communication, Future

“No student knows his subject: the most he knows is where and how to find out the things he does not know.”

Woodrow Wilson (1856–1924) American politician, 28th president of the United States (in office from 1913 to 1921)

Section V: “The Parliament of the People”, p. 100 http://books.google.com/books?id=MW8SAAAAIAAJ&pg=PA100&dq=%22No+student+knows+his+subject%22 1910s, The New Freedom (1913)

“As I said, I am grateful that you do take notes, but I do wish that you take them accurately and not misrepresent my rather complex theories and reasoning. After all, I am a philosopher and a student, and my thoughts may be complex. If at any time you don't follow me, please interrupt and I will explain further. I have to smile when some of the defendants say in court that they never read my books or works, because it is a reflection on their inabilities to follow a philosophic trend of thought, which to the common man is much too deep and profound. It is difficult for one to express important opinions and theories scientifically and at the same time use simple construction. However, I have always tried to be as lucid as possible and I never strived to make my work or writings beyond the comprehension of the normally intelligent man.”

Alfred Rosenberg (1893–1946) German architect and politician

To Leon Goldensohn, June 8, 1946, from "The Nuremberg Interviews" by Leon Goldensohn, Robert Gellately - History - 2004.

Books, Smile, Intelligence, Time

“I have always been proud of my association with Temple University. I have always wanted to do what would be in the best interests of the university and its students. As a result, I have tendered my resignation from the Temple University Board of Trustees.”

Bill Cosby (1937) American actor, comedian, author, producer, musician, activist

The Hollywood Reporter, Bill Cosby Resigns From Temple University Board of Trustees, THR Staff, December 1, 2014, December 1, 2014, December 1, 2014, https://web.archive.org/web/20141201220716/http://www.hollywoodreporter.com/news/bill-cosby-resigns-temple-university-753043 http://www.hollywoodreporter.com/news/bill-cosby-resigns-temple-university-753043,

Universe

“The tomato hit Brother Leon on his left cheek, a ripe tomato that exploded in juicy fury, splattering his shirt and his hair and smearing his face with what looked like blood. Nobody said anything. Nobody moved. Nobody cheered or booed. Everybody sat there in a profound silence as Brother Leon, mouth agape, wiped the tomato from his face, still silent as he stalked from the stage, leaving an assembly hall full of students who sat stunned, silent for a few minutes, then quietly filed out of the hall. Broher Leon never learned the culprit's name. He, in fact, never made an effort to do so. Nobody else ever mentioned the incident. But Henry Malloran was elected president of the senior class at the next day's election and nobody ran against him.”

Robert Cormier book Beyond the Chocolate War

Source: Beyond the Chocolate War (1985), p. 273

Effort, Silence, Learning

“Europe is no longer Europe, it is Eurabia, a colony of Islam, where the Islamic invasion does not proceed only in a physical sense, but also in a mental and cultural sense… I am an atheist, and if an atheist and a pope think the same things, there must be something true. There must be some human truth that is beyond religion… I am disgusted by the anti-Semitism of many Italians, of many Europeans… Look at the school system of the West today. Students do not know history! They don't know who Churchill was! In Italy, they don't even know who Cavour was!… Servility to the invaders has poisoned democracy, with obvious consequences for the freedom of thought, and for the concept itself of liberty… State-run television stations contribute to the resurgent anti-Semitism, crying only over Palestinian deaths while playing down Israeli deaths, glossing over them in unwilling tones… The increased presence of Muslims in Italy and in Europe is directly proportional to our loss of freedom… The Muslims refuse our culture and try to impose their culture on us. I reject them, and this is not only my duty toward my culture-it is toward my values, my principles, my civilization… The struggle for freedom does not include the submission to a religion which, like the Muslim religion, wants to annihilate other religions… The West reveals a hatred of itself, which is strange and can only be considered pathological; it now sees only what is deplorable and destructive… These charlatans care about the Palestinians as much as I care about the charlatans. That is not at all… When I was given the news, I laughed. The trial is nothing else but a demonstration that everything I've written is true… President Bush has said, 'We refuse to live in fear.'…Beautiful sentence, very beautiful. I loved it! But inexact, Mr. President, because the West does live in fear. People are afraid to speak against the Islamic world. Afraid to offend, and to be punished for offending, the sons of Allah. You can insult the Christians, the Buddhists, the Hindus, the Jews. You can slander the Catholics, you can spit on the Madonna and Jesus Christ. But, woe betide the citizen who pronounces a word against the Islamic religion.”

Oriana Fallaci (1929–2006) Italian writer

A Sermon for the West">From "A Sermon for the West" By Oriana Fallaci - Oct. 22, 2002 Address to an audience at the American Enterprise Institute

Love, Death, People, Truth

“It doesn't matter how motivated students are; what matters is how students are motivated”

Alfie Kohn (1957) American author and lecturer

"The Dangerous Myth of Grade Inflation," Chronicle of Higher Education

Motivation

“What I don't like today is, to put it coarsely, the phony Hasidism, the phony mysticism. Many students say, "Teach me mysticism."”

Elie Wiesel (1928–2016) writer, professor, political activist, Nobel Laureate, and Holocaust survivor

It's a joke.
In a 1978 interview with John S. Friedman, published in The Paris Review 26 (Spring 1984); and in Elie Wiesel : Conversations (2002) edited by Robert Franciosi, p. 86

“At present there is an extremely exaggerated formation of groups (students on the School of Art in Vitebsk) around 'trend'; there are 1. young people following Malevich and 2. young people following me. We both belong to the left-wing artistic movement, although we have different ideas about ends and means. Obviously it would take too long to talk about this problem now… But there is one thing I will tell you: Although I was born in Russia - and what is more: in the "settlement territory" – I was trained abroad and am all the more sensitive to everything that is taking place here in the field of art (the fine arts). The memory of the splendour of the original is much to painful for me.. [to live – crossed out]”

Marc Chagall (1887–1985) French artist and painter

Quote in Chagall's letter to Pavel Davidovitch Ettering, 2 April, 1920, as quoted in Marc Chagall - the Russian years 1906 – 1922, editor Christoph Vitali, exhibition catalogue, Schirn Kunsthalle Frankfurt, 1991, p. 73
1920's

Pain, People, School, Art

“Young, blond fags with powder-blue eyes and soft shoes skipped along arm-in-arm. Chinese girls with long hair and black stockings carried metal pots into Ernie’s Delicatessen for bean cake, barbequed duck, Chinese curds and steamed rice. Art students from the Art Institute, draftsmen from Heald’s College and law students from S. F. Law School walked by in carefree abandon, none of them in pain, all with beautiful girls in red slippers. They had leather, beads and books and pipes and scabs of hair on their interesting faces. Polk Street at night was always Christmas Eve for lonely men such as myself.”

Oscar Zeta Acosta book Autobiography of a Brown Buffalo

Source: Autobiography of a Brown Buffalo (1972), p. 51.

Men, Pain, Books, School

“Every campus, of course, also has its rabble of young "liberals," who are forever making a din as they "demonstrate" for "world peash," "snivel rights," and the like, and who, if we may judge from their appearance and their yammering, are as afraid of war as they are of soap. I am sure that every student here present fully understands the importance of staying on the good side of the young "intellectuals" -- I mean the windward side, of course.”

Revilo P. Oliver (1908–1994) American philologist

"Can 'Liberals' be Educated?", speech (January 7, 1966) published in National Vanguard http://www.nationalvanguard.org/story.php?id=5442 (July 8, 2005) 1960s

War, World, Understanding, Appearance

“In Erlangen, for instance, in January 1946 he spoke of meeting a German Jew who had lost everything — parents, brothers, and sisters too. 'I could not help myself', said Niemöller, 'I had to tell him, "Dear brother, fellow man, Jew, before you say anything, I say to you: I acknowledge my guilt and beg you to forgive me and my people for this sin."' Niemöller's stance was by no means entirely welcome to the 1,200 students to whom he was preaching. They shouted and jeered as he preached that Germany must accept responsibility for the five or six million murdered Jews. Students in Marburg and Göttingen similarly heckled him. But Niemöller insisted that "We must openly declare that we are not innocent of the Nazi murders, of the murder of German communists, Poles, Jews, and the people in German-occupied countries. No doubt others made mistakes too, but the wave of crime started here and here it reached its highest peak. The guilt exists, there is no doubt about that — even if there were no other guilt than that of the six million clay urns containing the ashes of incinerated Jews from all over Europe. And this guilt lies heavily upon the German people and the German name, even upon Christendom. For in our world and in our name have these things been done."”

Martin Niemöller (1892–1984) German anti-Nazi theologian and Lutheran pastor

Sermons in Erlangen, Marburg, Göttingen and Frankfurt (January 1946), as quoted in Martin Niemöller, 1892-1984 (1984) by James Bentley, p. 177

People, World, Forgiveness, Parent

“For professional musicians, musicologists, and serious students, knowledge of the psychology of music is extremely valuable but sometimes hard to come by. In this practical and authoritative study which pulls together information from musicology, physics, physiology, psychology, and aesthetics the distinguished Hungarian psychologist Geza Revesz (1878 1955) offers a comprehensive view of the subject, including an overview of his own extensive, often revolutionary research in both music psychology and acoustics.”

Géza Révész (1878–1955) Hungarian psychologist and musicologist

Géza Révész, Introduction to the psychology of music. Courier Corporation, 1954. Abstract

Music, Knowledge, Study

“I didn't speak any English when I arrived here [but] I was very good at drinking. [It was my] third day in the U. S., so I talked to the other students, 'Let's have a drink.' They said, 'How can you get the drinks? We are not allowed?' And I said, 'I can buy it in Chinatown.' So I bought it and we drank in my room and we get crazy all night long and they don't have enough tolerance for that, so they all starting throwing up. Suddenly there came four or five ambulances and they kept asking, 'Hey, why, did you do that?”

Psy (1977) South Korean singer

My English was really horrible, so the only words I had were, 'Not me!
Ibid.

Drink, Night

“The probity in a public life is a must for improvement of country’s economy vis-à-vis the living conditions of common man. To mould the perceptions of students he wrote biographies of three great men.”

D. V. Gundappa (1887–1975) Indian writer

In page=22
D.V. Gundappa,Sahitya Akademi

Life, Men, Country

“The question to address is that of the conscious unity of student life … the will to submit to a principle, to identify completely with an idea. The concept of "science" or scholarly discipline serves primarily to conceal a deep-rooted bourgeois indifference.”

Walter Benjamin (1892–1940) German literary critic, philosopher and social critic (1892-1940)

An das Leben der Studenten tritt die Frage nach seiner bewußten Einheit heran. ... Das Auszeichnende im Studentenleben ist in der Tat der Gegenwille, sich einem Prinzip zu unterwerfen, mit der Idee sich zu durchdringen. Der Name der Wissenschaft dient vorzüglich, eine tiefeingesessene, verbürgerte Indifferenz zu verbergen.
The Life of Students (1915)

Life, Idea, Question, Science

“Most students who take introductory economics seem to leave the course without really having learned even the most important basic economic principles.”

Robert H. Frank (1945) economist

"The economic naturalist writing assignment", Journal of Economic Education (2006)

Learning

“The majority of students studying for the master's degree in business are enrolled in makeshift programs which are generally unsatisfactory… Business administration gets a much larger portion of poor students and a smaller percentage of the best students than do the traditional professional fields.”

Robert Aaron Gordon (1908–1978) American economist

Robert A. Gordon and James E. Howell. Higher education for business. 1959

Business, Study

“Nations are divided into "good"and "bad"-the enemy is all bad, one's own nation is of spotless virtue. Wars are either acts of God or acts of the other nations, which always catch us completely by surprise. To a student of international systems the national image even of respectable, intellectual, and powerful people seems naive and untrue. The patriotism of the sophisticated cannot be a simple faith. There is, however, in the course of human history a powerful and probably irreversible movement toward sophistication. We can wise up, but we cannot wise down, except at enormous cost in the breakdown of civilizations, and not even a major breakdown results in much loss of knowledge.”

Kenneth E. Boulding (1910–1993) British-American economist

Source: 1950s, National images and international systems, 1959, p. 131

God, War, People, Faith

“Resist the radical element on campus who advocates "mass action" and violent demonstrations. These are usually the tools of Communist agitators. They get students to demonstrate, and this usually provokes a fight. When the police try to restore order, the Communists slip away in an effort to let the students take the blame. When Communist agitators got the students to wreck the Congressional hearings at San Francisco during May of 1960, the judge decided to release them because he felt the students could already see how they had been duped into fronting for professional anti-Americans.”

W. Cleon Skousen book The Naked Communist

The Naked Communist (1958)

Effort, Fight

“Along with a dozen other students I had dissected a human cadaver and sorted its contents by size, color, function, and weight. There was nothing pleasant about the experience. Its only consolation was its truth and its only virtue was its utility.”

Robert Charles Wilson book Spin

Source: Spin (2005), p. 59

Truth, Color

“I have rejected as idolatrous the Religion of Modern Medicine and its fundamental sacrament – vivisection. For years I have encouraged my medical students to surreptitiously photograph animal conditions in their laboratories, to keep diaries, to leak the truth to the media. This sabotage serves not only to inform the public, but also helps save the integrity – indeed, the souls – of the students. For myself, I cling to the Sabbath commandment prohibiting even animals from being worked seven days a week. Every human being whose religion is derived from the Old Testament (and Eastern religions as well) knows the laws protecting animals. Only Modern Medicine, in its arrogant idolatry, sanctions cruelty to animals as the norm.”

Robert S. Mendelsohn (1926–1988) American pediatrician

Foreword to Slaughter of the Innocent, 1982, by Hans Ruesch.

Truth, Religion, Law, Soul

“Craft is something you learn by studying models. When a student asks, what is a good book about traditional iambic verse, The Collected Poems of Ben Jonson. What is an excellent book about free verse? The Collected Poems of William Carlos Williams. What is a good book about short line in ballad metre? The Collected Poems of Emily Dickinson.”

Robert Pinsky (1940) American poet, editor, literary critic, academic.

Interview at Skidmore College Aug 1995,published 'Paris Review' no 144 Fall 1997
The Art of Poetry - interview 1995 with Downing & Kunitz

Books, Study, Learning

“The last 20 years have· seen an enormous growth of institutions devoted to anthropological enterprises, membership within the discipline, and students, text books, and paraphernalia. From a tiny scholarly group that could easily be fitted into a couple of buses, and most of whom knew each other, we have grown into a group of tremendous, anonymous milling crowds, meeting at large hotels where there are so many sessions that people do well to find those of their colleagues who are interested in the same specialty. Today we look something like the other social science disciplines, suffering some of the same malaise, and becoming cynical about slave markets and worried when grants and jobs seem to be declining.”

Margaret Mead (1901–1978) American anthropologist

Source: 1970s, Changing Styles of Anthropological Work, 1973, p. 1

People, Books, Suffering, Science

“That accounts for a truly crazy cycle in which students repeat the worst stylistic excesses the journals contain, learn that those very excesses are what makes their work different from what every damn fool knows and says, write more articles like those they learned from, submit them to journals whose editors publish them because nothing better is available (and because academic journals cannot afford expensive copy editing) and thus provide the raw material for another generation to learn bad habits from.”

Howard S. Becker (1928) American sociologist

Source: Writing for Social Scientists (1986), p. 41.

Fools, Learning

“To be sure, the moment the study passes beyond bare description the student must leave the landscape itself, must go beneath it, even to state what its form represents — to translate the outer foliage of a forest into the forest, the outer surface of buildings into different kinds of buildings, etc…. Our interest in houses, factories, and forests cannot be confined to their surface form; only in the limited field of aesthetic geography could such a restriction be justified. Our very use of such words as house, barn, factory, office building, etc., indicates that we are primarily concerned with the internal functions within these structures, the external form is a secondary aspect which we use simply as a handy means to detect the internal function - and should use only insofar as it is a reliable means for that purpose.”

Richard Hartshorne (1899–1992) American Geographer

Source: The Nature of Geography (1939), p. 215-216; as cited in: John A. Agnew, James S. Duncan (2011) The Wiley-Blackwell Companion to Human Geography. p. 122

Study, Housing

“I bent over a chair and was given three of the best with my trousers on. I did not think he lightened his strokes. I have never understood why Western educationists are so much against corporal punishment. It did my fellow students and me no harm.”

Lee Kuan Yew (1923–2015) First Prime Minister of Singapore

The Singapore Story: Memoirs of Lee Kuan Yew, 1998
1990s

Thinking

“Her general drift was clear enough: we were all very special, being Hailsham students, and so it was all the more disappointing when we behaved badly.”

Kazuo Ishiguro book Never Let Me Go

Source: Never Let Me Go (2005), Chapter 4, p. 43

Disappointment

“The chief object of the present work is, as its title indicates, to furnish to the student examples by which to illustrate the processes of the Differential and Integral Calculus. In this respect it will be seen to agree with Professor Peacock's Collection of Examples; and indeed if a second edition of that excellent work had been published I should not have undertaken the task of making this compilation. But as Professor Peacock informed me that he had not leisure to superintend the publication of a second edition of his "Examples" which had been long out of print, I thought that I should do a service to students by preparing a work on a similar plan, but with such modifications as seemed called for by the increased cultivation of Analysis in this University.”

Duncan Gregory (1813–1844) British mathematician

p. iii http://books.google.com/books?id=h7JT-QDuAHoC&pg=PR3; Lead paragraph of the Preface; Highlighted section cited in: Patricia R. Allaire and Robert E. Bradley. " Symbolical algebra as a foundation for calculus: DF Gregory's contribution http://poncelet.math.nthu.edu.tw/disk5/js/history/gregory.pdf." Historia Mathematica 29.4 (2002): p. 408 Examples of the processes of the differential and integral calculus, (1841)

Universe

“Today medical school is attended by mobs, not students; a mob receives its degree, a Doctor-Mob practises the medical profession. We learn to distrust it immediately; this mob may even be armed, may even be equipped with powerful weapons. Whoever wishes to become a doctor should reflect before entering the profession; enter only if you are determined to be different and to adopt different principles and teachings. Otherwise do not enter.”

Guido Ceronetti (1927–2018) Italian poet, writer, journalist and translator

The Silence of the Body: Materials for the Study of Medicine (II silenzio del corpo: Materiali per studio di medicina, 1979), translated by Michael Moore, in The Body in the Library: A Literary Anthology of Modern Medicine, London and New York: Verso, 2003, p. 296 https://books.google.it/books?id=iFRwpEpgCKUC&pg=PA296.

School, Learning

“Like blaming evil, the copycat rationale is so empty that it doesn't even qualify as a convenient explanation… dismissing this rash of murder and sympathy- across the country, across a wide variety of students- as simply copycat shooters assumes that kids operate at about the same intelligence level as sardines.”

Mark Ames (1965) American writer and journalist

Part V: More Rage. More Rage., page 178.
Going Postal: Rage, Murder, and Rebellion, From Reagan's Workplaces to Clinton's Columbine and Beyond (2005)

Intelligence, Evil, Country

“In 1891 a student in Paris, I found myself face to face with a beautiful development of landscape painting, which was quite new to me. "Impressionism," together with its numerous progeny of eccentric offshoots, was at the time causing a great furore in the schools. Curiously enough I had been charged with copying Monet's style long before I had seen his actual work, so that my conversion into an enthusiastic Impressionist was short, in fact, an instantaneous process.”

Wynford Dewhurst (1864–1941) British artist

Source: Impressionist Painting: its genesis and development. (1904), p. vii; Preface.

School, Beauty, Time, Painting

“I wanted to learn Go, so I paid a go school and started to attend classes once a week with a pro. He was mean, and never let the students win the teaching games. This was frustrating to me, because I was thinking "Why am I paying to lose all the time?" I wished that I had a guardian angel or a ghost that could help me beat him really bad. It was at that moment that Hikaru no Go was born.”

Yumi Hotta (1957) Japanese manga artist

Interview http://tigersmouth.org/articles.php?article_id=50 at the International Go Symposium, 5 August 2012.

School, Angels, Game, Thinking

“1948 Black Mountain College N. C. Disciplined by Albers. Learned photography. Worked hard but poorly for Albers. Made contact with music and modern dance. Felt too isolated, Sue [Weil, they married soon, then] and I moved to NYC. Went to Art Students League. Vytlacil & Kantor. Best work made at home. Wht. Painting with no.'s best example. Summer 1950, Outer Island Conn. Married Sue Weil. Christoher (son) Born July 16, 1951 in NYC. First one man show Betty Parsons's”

Robert Rauschenberg (1925–2008) American artist

Source: 1980's, Off the Wall: Robert Rauschenberg and the Art world of Our Time, 1980, pp. 55-56 : Autobiographic notes

Art, Music, Home, Mountain

“There [is]… a list of five tests which any body of doctrine which aspires to the name of economic theory must be able to meet:
1. Economic theory should unify economic science. - The task of a general body of theory in any subject is to give unity to its investigations…
2. Economic theory should be relevant to the modern problem of control. - Students of economics should spend their efforts upon subjects worth investigation…
3. The proper subject-matter of economic theory is institutions. - The demand that economic theory relate to institutions is implicit in the plea for its relevancy…
4. Economic theory is concerned with matters of process. - If economic theory is to treat of institutions it must know both the kinds of things institutions are and the kinds of things they are not…
5. Economic theory must be based upon an acceptable theory of human behavior.”

Walton Hale Hamilton (1881–1958) Yale Law Professor

After all control and institutions and processes are immediate things. They can all be translated into terms of human conduct...
Source: The Institutional Approach to Economic Theory, 1919, p. 311-6

Behavior, Problem, Effort, Science

“… of all the minorities in America, the blacks have undertaken assimilation as first-class citizens under the greatest number of handicaps. Many early political leaders of the United States, including Abraham Lincoln, were fearful the blacks might never achieve complete adjustment because of the slavery culture in which the first few generations were raised. Nevertheless, freedom and education brought a whole new horizon of hope to the blacks within three generations. Tens of thousands of them hurdled the culture gap, and soon the blacks in other countries saw their ethnic cousins in the United States enjoying a higher standard of living than blacks in any part of the world. In fact, by 1970 a black high school student in Alabama or Mississippi had a better opportunity to get a college education than a white student in England.”

W. Cleon Skousen (1913–2006) ex FBI agent, conservative United States author and faith-based political theorist

The 5,000 Year Leap (1981)

World, Education, Fear, School

“Cynics and physics students put it like this:
:1. You can't win.
:2. You can't break even.
:3. You can't get out of the game.
:* Presenting a standard humorous summary of the three principal laws of thermodynamics in Lonely Hearts of the Cosmos : The Scientific Quest for the Secret of the Universe (1991), p. 106”

Dennis Overbye (1944) American writer

Secret, Law, Game, Universe

“Already at the age of 21 I played the complete organ works of Bach - and this by memory. As a child and youngster I had been taught by one of the last master-students of the legendary Helmut Walcha, and I completely had been affected by this style of insight into Bach and the internal structures. This method of regarding the independent coherence of all the voices gave me a special comprehension of Bach and his philosophy. Lastly one can say that I have been growing up with Bach, even to this day. If you understand the free organ works (preludes, toccatas, fugues), the chorales, and especially the trio sonatas, you have an insight into Bach that others don’t have. Especially the soloistic and independent leadings of the three voices of the trio sonatas is artistically the major aim of an organist; and already the Orgelbüchlein, the part 5 of the Peters Edition, shows Bach in all his structural and emotional effects. Albert Schweitzer described the Orgelbüchlein as something where the tonal speech of Bach is unbeatable. The comprehension of the organ-Bach is an understanding of the counterpoint and the polyphonic structures, and the coherence of Bach himself.”

Burkard Schliessmann classical pianist

Talkings on Bach

Age, Understanding, Memory, Parting

“President Clinton has made a few feeble swipes at addressing this issue [school violence], but one can only gape at the unintentionally comic spectacle of this man chastising the gun-lobby and America's love of violent movies while he rains bombs on Yugoslavia, where at least twenty noncombatants have already died for every innocent student at Columbine High. It is like listening to a man with a crack-pipe in his hand lecture children about the evils of drugs.”

Stephen King (1947) American author

Keynote Address, Vermont Library Conference, VEMA Annual Meeting, (26 May 1999)

Love, Children, School, Evil

“One of the joys of teaching with the anthology is to watch the excitement grow as students, who may think the past dull and irrelevant, find how fresh and new and powerful are the kinds of writings that are hundreds of years old.”

M. H. Abrams (1912–2015) American literary theorist

The New York Times dialogue with S. Greenblatt (2012)

Thinking, Past, Joy

“I did not teach painting but seeing. I concentrated on the basic courses for beginners. I taught drawing (purposely without nudes), color (without any painting as such) and design (as 'structural organization'). And so the graduate students came 'down' to the basic courses for beginners.”

Josef Albers (1888–1976) German-American artist and educator

Source: Homage to the square' (1964), A conversation with Josef Albers' (1970), p. 459

Color, Drawing, Painting

“Professor Sylvester's first high class at the new university Johns Hopkins consisted of only one student, G. B. Halsted, who had persisted in urging Sylvester to lecture on the modern algebra. The attempt to lecture on this subject led him into new investigations in quantics.”

Florian Cajori (1859–1930) American mathematician

F. Cajori's Teaching and History of Mathematics in the U. S. (Washington, 1890), p. 265; Cited in: Robert Edouard Moritz. Memorabilia mathematica; or, The philomath's quotation-book https://archive.org/stream/memorabiliamathe00moriiala#page/198/mode/2up, (1914) p. 171; Persons and anecdotes.

Universe

“But how does it come about, step by step, that some complex Systems actually function? This question, to which we as students of General Systemantics attach the highest importance, has not yet yielded to intensive modern methods of investigation and analysis. As of this writing, only a limited and partial breakthrough can be reported, as follows: A COMPLEX SYSTEM THAT WORKS IS INVARIABLY FOUND TO HAVE EVOLVED FROM A SIMPLE SYSTEM THAT WORKED”

John Gall (1925–2014) American physician

Source: Systemantics: the underground text of systems lore, 1986, p. 65 cited in "Quotes from Systemantics – Funny, But Scary Too" Posted on agileadvice.com March 3, 2006 by Mishkin Berteig. This quote was mentioned in General systemantics (1975, p. 71)

Question

“[Students] have to learn that ideas do not exist until they have been incorporated into words. Until that point you don’t know whether you are pregnant or just have gas on the stomach.”

Northrop Frye (1912–1991) Canadian literary critic and literary theorist

Source: "Quotes", Interviews with Northrop Frye (2008), p. 746

Idea, Learning

“I was a student at Berkeley in the late Reagan years. We had a lot of ideas back then, big dreams about getting famous and destroying the "Beigeocracy" that we thought stifled and controlled American Letters. Everything seemed possible then: world war, literary fame … Anyway, something Really Big, with us at the center of it all.”

Mark Ames (1965) American writer and journalist

The Exile: Sex, Drugs, and Libel in the New Russia (2000)

War, World, Dreams, Idea

“There is a difference between the ordinary person who may discuss these things occasionally over a pint of beer at the local pub, or worry about them for a while before dropping off to sleep, and the person who makes a serious lifelong commitment to struggling with them and turns that commitment into a part of his or her very self-definition. For one cannot say, I’ve finished theology; now I’ll move on to another subject. There is a sense in which one might say something similar of Akkadian grammar or the family tree of the Hapsburg dynasty, but one cannot reasonably assert it of exploration into God’s revelation, which is, by definition infinite in its implications for human understanding. To be a theological student in the full sense of those words cannot be a temporary state or a preamble to something else, such as the ministerial priesthood or an all-round education. Rather, it is a solemn engagement to developing over a lifetime the gift of Christian wonder or curiosity, which is the specifically theological mode of faith. As theologians, then, we commit ourselves to the lifelong study and reflection which the satisfaction of such curiosity will need. Our faith is from now on, in St. Anselm’s words, fides quaerens intellectum, “a faith that quests for understanding.””

Aidan Nichols (1948) British theologian

The Shape of Catholic Theology (1991), pp. 18-19.

God, Education, Family, Faith

“I think the movement contributed to this nation a sense of universal freedom. Precisely because women saw our movement in the sixties, stimulated them to want their rights. The fact that students saw the movement of the sixties created a student movement in this country. The fact that the people were against the war in Vietnam, saw us go into the street and win, made it possible for them to have the courage to go into the street and win, and the lesson that I would like to see from this is, that we must now find a way to deal with the problem of full employment, and as surely as we were able to bring about the Civil Rights Act, the voter rights act--the Voting Rights Act, I mean the education act, and the housing act, so is it possible for all of us now to combine our forces in a coalition, including Catholic, Protestant, Jew and labor and blacks and Puerto Ricans and Mexican-Americans and all other minorities, to bring about the one thing that will bring peace internally to the United States. And that is that any man who wants a job, or any woman who wants a job, shall not be left unemployed.”

Bayard Rustin (1912–1987) American civil rights activist and gay rights activist

Eyes on the Prize interview http://digital.wustl.edu/cgi/t/text/text-idx?c=eop;cc=eop;rgn=main;view=text;idno=rus0015.0145.091, Interview with Bayard Rustin, conducted by Blackside, Inc. in 1979, for Eyes on the Prize: America's Civil Rights Years (1954-1965). Washington University Libraries, Film and Media Archive, Henry Hampton Collection. (1979)

Women, War, People, Education

“Albers [on Black Mountain College ] was a beautiful teacher and an impossible person. He wasn't easy to talk to, and I found his criticism so excruciating and so devastating that I never asked for it. Years later, though, I'm still learning what he taught me, because what he taught me had to do with the entire visual world. He didn't teach you how to 'do art'. The focus was always on your personal sense of looking… I consider Albers the most important teacher I've ever had, and I'm sure that he considers me one of his poorest students.”

Robert Rauschenberg (1925–2008) American artist

Source: 1960's, The Bride and the Bachelors, (1962), p. 198

World, Beauty, Art, Mountain

“I believe that we probably have lost the culture war. That doesn't mean the war is not going to continue, and that it isn't going to be fought on other fronts. But in terms of society in general, we have lost. This is why, even when we win in politics, our victories fail to translate into the kind of policies we believe are important.Therefore, what seems to me a legitimate strategy for us to follow is to look at ways to separate ourselves from the institutions that have been captured by the ideology of Political Correctness, or by other enemies of our traditional culture. I would point out to you that the word "holy" means "set apart," and that it is not against our tradition to be, in fact, "set apart." You can look in the Old Testament, you can look at Christian history. You will see that there were times when those who had our beliefs were definitely in the minority and it was a band of hardy monks who preserved the culture while the surrounding society disintegrated.What I mean by separation is, for example, what the homeschoolers have done. Faced with public school systems that no longer educate but instead "condition" students with the attitudes demanded by Political Correctness, they have seceded. They have separated themselves from public schools and have created new institutions, new schools, in their homes.”

Paul Weyrich (1942–2008) American political activist

Letter to Amy Ridenour, National Center for Public Policy Research http://www.nationalcenter.org/Weyrich299.html (1999-02-16)

War, Education, School, Way

“This is a difficult goal to present to teachers, coming as it does at a time when education is under attack from many quarters. But our society is changing rapidly and the difficulties of foreseeing what kinds of skills future generations will require are increasing. Although we have so far depended on the rational, left half of the human brain to plan our children's future and to solve the problems they might encounter on the way to that future, the onslaught of profound change is shaking our confidence in technological thinking and in the old methdods of education. Without abandoning training in tradtional verbal and computational skills, concerned teachers are looking for teaching techniques that will enchance children's intuitive and creative powers, thus preparing students to meet new challenges with flexibility, inventiveness, and imagination and with the ability to grasp complex arrays of interconnected ideas and facts, to perceive underlying patterns of events, and to see old problems in new ways.”

Betty Edwards (1926) American artist

Source: The New Drawing on the Right Side of the Brain (1979), p.196

Children, Education, Way, Confidence

“The tri-coloured play with music begins' (in Deutsch: Das Drei Farben Singespiel beginnt..)
the cast is as follows
Dr. and MRS. Knarre, a married couple
Franziska and Charlotte, their daughters
Dr. Kahn, a physician
Charlotte Kahn, his daughter
Paulinka Bimbam, a singer
Dr. Singsong, a versatile person
Professor Klingklang, a famous conductor
An Art teacher
Professor and Students at an art academy
and Chorus..
.. The action takes places during the years 1913 to 1940 in Germany, later in Nice, France”

Charlotte Salomon (1917–1943) German painter

Charlotte's 3rd introduction page, related to image JHM no. 4155-3 https://charlotte.jck.nl/detail/M004155-c/part/character/theme/keyword: 'The tri-coloured play with music begins..', p. 43 the quote is written in brush, over the whole page of the painting, with a rough painted gate above Charlotte Salomon - Life? or Theater?

Art, Music, Teachers, Personality