Quotes about student
page 6

“[T]he wall of separation between public and private higher education has been eroding for the last half-century. Funding from public sources now constitutes the bulk of higher-education resources in the United States, whether in the form of government subventions for research and programs, or in the much vaster influx of government-guaranteed student loans. For all realistic purposes, the distinction between public and private higher education has ceased to exist. Further, the vast numbers of young American adults being drawn in to the college and university system (some 20.4 million, up by 25 percent from 2000 alone)—on the assumption that college degrees are virtually a sine qua non of entrance into profitable commerce or lucrative professions—has evaporated what little is left of the pretense that academe constitutes some monastic realm, beyond the orbit of civil society.”

Allen C. Guelzo (1953) American historian

2010s, Free Speech and Its Present Crisis (2018)

Education, Universe

“The fact is, people work hard and rely on Food Stamps—or SNAP Program—to be able to feed their families. When they work full-time they still live in poverty. That's wrong in our nation. Students who are losing hope because of the difficulty of finding jobs in this tough economy. What we need to do, what is best for America, is to raise wages, create jobs, and then we will move forward. Hard-working people are trying their best, but those who hold on to capital are not sharing the wealth, and there is the problem.”

Simone Campbell (1945) American Roman Catholic Religious Sister and activist

Simone Campbell, interviewed by Al Sharpton, " Nun Responds To Hannity's 'Communist' Comparison: 'Name Calling Is About All That Exists On That Side' http://www.mediamatters.org/video/2014/04/21/nun-responds-to-hannitys-communist-comparison-n/198961," Media Matters for America video, 4:12, April 21, 2014.

People, Family, Food, Hope

“Laura is a free spirit. She's also a great student and a dedicated artist – and there aren't very many people I call artists. But the entire cast of this film, they're all true artists, dedicated to their own inner truth, and they have the courage to share that. You don't find that very often.”

Sandra Seacat (1936) American acting teacher and actress

As quoted in "Laura Dern: a Hollywood old-timer at 37" http://articles.baltimoresun.com/2004-08-23/features/0408230242_1_laura-dern-blue-velvet-citizen-ruth by John Anderson, in The Baltimore Sun (August 23, 2004)

People, Truth, Courage

“[W]hat is happening is what left-wing revolutions do tend to produce, whether they’re talking about the Russian Revolution or the French Revolution, and that is students – the next generation of revolutionaries – become not only more radical than their radical professors, but they turn on them so the revolution tends to consume its own. So now people who think of themselves of impeccably left-wing will say something that offends some group of radicalized students – perhaps students that they themselves helped to radicalize – and suddenly they are the ones under fire for not conforming sufficiently to the contemporary orthodoxy.”

Robert P. George (1955) American legal scholar

2016, Interview with Bill Kristol (2016)

People, Thinking, Help

“At this point water-tight compartments of university specialization and theories founded on the selected isolation of facts easily break down. Specialized thinking is rarely a sufficient foundation for concrete decisions involving action. The social scientist cannot often form sound administrative judgments solely on the basis of elements which he has picked out simply because they relate directly to his particular specialty. The present emphasis on artificial subdivisions of knowledge and on specialized thinking and teaching in universities, technical schools, and colleges and the relative neglect of administrative problems involving action have a dangerously narrowing effect on graduates of these institutions. While we may and frequently do arouse the intellectual interest of students in a considerable variety of subjects intimately related to the civilization of which they are a part, we pay almost no attention to the web of cross ties among these subjects.”

Wallace Brett Donham (1877–1954) American academic

Source: "Training for Leadership in a Democracy", 1936, p. 65-70, as cited in: Albert Lepawsky (1949), Administration, p. 663

School, Knowledge, Problem, Thinking

“Most problems of teaching are not problems of growth but helping cultivate growth. As far as I know, and this is only from personal experience in teaching, I think about ninety percent of the problem in teaching, or maybe ninety-eight percent, is just to help the students get interested. Or what it usually amounts to is to not prevent them from being interested. Typically they come in interested, and the process of education is a way of driving that defect out of their minds. But if children['s] […] normal interest is maintained or even aroused, they can do all kinds of things in ways we don't understand.”

Noam Chomsky (1928) american linguist, philosopher and activist

conference titled "Creation & Culture" in Barcelona, Spain, November 25, 1992 https://web.archive.org/web/20031123171255/http://cognet.mit.edu/library/books/chomsky/chomsky/5/7.html. Quotes 1990s, 1990-1994

Children, Education, Way, Understanding

“Where will we be ten years from now? CRT’s will be a thing of the past, multimedia will no longer be a buzzword, pen-based and voice input will be everywhere, and university students will still be editing with emacs. Pens and touchscreens are too low-bandwidth for real interaction; voice will probably also turn out to be inadequate. (Anyway, who would want to work in an environment surrounded by people talking to their computers?) Mice are sure to be with us a while longer, so we should learn how to use them well.”

Rob Pike (1956) software engineer

Rob Pike (1991). " A Minimalist Global User Interface http://research.swtch.com/help.pdf". Proc. Summer 1991 USENIX Conference, pp. 267–279.

People, Learning, Universe, Past

“We have a crisis in higher education today. Too many of our young people cannot afford a college education and those who are leaving college are faced with crushing debt. It is a national disgrace that hundreds of thousands of young Americans today do not go to college, not because they are unqualified, but because they cannot afford it. This is absolutely counterproductive to our efforts to create a strong competitive economy and a vibrant middle class. This disgrace has got to end. In a global economy, when our young people are competing with workers from around the world, we have got to have the best educated workforce possible. And, that means that we have got to make college affordable. We have got to make sure that every qualified American in this country who wants to go to college can go to college -- regardless of income. Further, it is unacceptable that 40 million Americans are drowning in more than $1.2 trillion in student loan debt. It is unacceptable that millions of college graduates cannot afford to buy their first home or their first new car because of the high interest rates they are paying on student debt. It is unacceptable that, in many instances, interest rates on student loans are two to three times higher than on auto loans.”

Bernie Sanders (1941) American politician, senator for Vermont

Bernie Sanders Statement by Senator Bernard Sanders on the College for All Act http://www.sanders.senate.gov/download/051915-highered/?inline=file (19 May 2015) 2010s, 2015

People, World, Education, Cars

“Students’ role doesn’t end in the classroom. Student-led movements have always been a part in changing history and fulfilling peoples’ dreams of achieving freedom and dignity”

Tawakkol Karman (1979) Yemeni journalist, politician, human rights activist, and Nobel Peace Prize recipient

interview after her speech
2010s, Nobel Prize winner highlights women’s role in Arab Spring (2011)

People, Dreams, History, Freedom

“If I were back in high school and someone asked about my plans, I'd say that my first priority was to learn what the options were. You [high school students] don't need to be in a rush to choose your life's work. What you need to do is discover what you like. You have to work on stuff you like if you want to be good at what you do.”

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

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

Life, School, Learning

“When I went to college, I went to study Veterinary Medicine, which I still study. But I had to take classes with the Animal Science people in the college of Agriculture. … One class I had to take they made the students from part of the class go into a chicken coop and pick out a live chicken and slaughter it themselves. Then we were supposed to take it home and eat it. And I refused to do it. So I ended up getting a C at the class, even though I had As in everything else. … I also had to take a class where I would take care of animals, pigs and cows, and I got to know them. I actually had a cow that I took care of, raised from when she was a baby and I had her till she was about 800 pounds. She would run up to me, she knew me well, just like a dog. She was exactly like a dog. It was sort of the same with the pigs, the babies knew me. And after I had to go in and see what happened to them, it totally broke my heart and it made me sick to my stomach. … There's no way, you know, if you're human and you have a normal brain and mind and feelings, that you can see what I saw and still eat them and allow them to be slaughtered and be ok with it.”

Lauren Anderson (model) (1980) American model

"Playmate Declares War", video interview with PETA (24 August 2007) https://www.dailymotion.com/video/x2tstr.

People, Dogs, Way, Feeling

“I realize now how lucky I was, in the total absence of role models, to have only men to rebel against. Today's women students are meeting their oppressors in dangerously seductive new form, as successful congenial female professors who view themselves as victims of a rigid foreign ideology.”

Camille Paglia (1947) American writer

Source: Sex, Art and American Culture : New Essays (1992), Junk Bonds and Corporate Raiders : Academe in the Hour of the Wolf, p. 213

Women, Men, Success

“The methods of mathematics are the main topic of the course, not a long list of finished mathematical results with such highly polished proofs that the poor student can only marvel at the results, with no hope of understanding how mathematics is actually created by practicing mathematicians.”

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

Methods of Mathematics Applied to Calculus, Probability, and Statistics (1985)

Hope, Mathematics, Understanding

“A student of history, who cares little for Greek or mathematics in particular, but who likes to watch how things grow, will be able to extract from these pages a notion of the whole history of mathematical science down to Newton's time…”

James Gow (scholar) (1854–1923) scholar

Preface
A Short History of Greek Mathematics (1884)

History, Mathematics, Science, Time

“I always tell the younger film-makers and students: Do it like the painters used to…Study the old masters. Enrich your palette. Expand the canvas. There's always so much more to learn.”

Martin Scorsese (1942) American film director, screenwriter, producer and actor

Scorsese: A Personal Journey through American Movies.

Study, Learning

“As a child growing up in the precincts of wealth, and later as a college student, newspaper reporter and resident of New York's Upper East Side, I got used to listening to the talk of financial killings and sexual misalliance that animates the conversation of the rich and the familiars of the rich.”

Lewis H. Lapham (1935) American journalist

Source: Money And Class In America (1989), Chapter 4, The Romance of Crime, p. 105-106

Animals, Wealth

“No one has ever done one experiment to prove any phase of macro-evolution at all the effect that evolution has on science, I think is devastating. America is rapidly losing ground in the world market in our science students. We are turning out students that many other countries are able to beat in academic scores and academic knowledge because we waste so much class time and textbook time on this dumb idea of evolution.”

Kent Hovind (1953) American young Earth creationist

Dissertation for doctor of philosophy in christian education (May 25, 1991)

World, Idea, Knowledge, Thinking

“Miss Follett was not a “business woman,” in the sense of having actually managed any sort of business. But her lucid and illuminating ideas about organization were of priceless interest and value to the many industrial leaders and students of human relations problems, organization and politics with whom she came in contact. Her conceptions were in advance of her time. They are still in advance of current thinking. But they are a gold-mine of suggestion for anyone who is interested in the problems of establishing and maintaining human co-operation in the conduct of an enterprise. They have the added advantage of being presented with remarkable simplicity and clarity.”

Henry C. Metcalf (1867–1942) American business theorist

Source: Dynamic administration, 1942, p. xi

Idea, Business, Problem, Thinking

“Some students of philosophy have unreasonably high expectations of the subject. They expect it to provide them with a complete and detailed picture of the human predicament. They think that philosophy will reveal to them the meaning of life, and explain to them every facet of our complex existences. Now, although studying philosophy can illuminate fundamental questions about our lives, it does not provide anything like a complete picture, if indeed there could be such a thing. Studying philosophy isn’t an alternative to studying art, literature, history, psychology, anthropology, sociology, politics, and science.”

Nigel Warburton (1962) British author and lecturer

Philosophy : the basics (Fifth Edition, 2013), Introduction

Life, Art, History, Literature

“I can dimly recollect Kandinsky and Weisgerber, who were fellow students of mine... Kandinsky was quiet and mixed the colours on his palette with the greatest diligence and, so it seemed to me, with a kind of studiousness, peering very closely at what he was doing.”

Paul Klee (1879–1940) German Swiss painter

Klee in a autobiographical text for Wilhelm Hausenstein, 1919; as quoted in Klee & Kandinsky, 2015 exhibition text – exposition, Lenbachhaus und Kunstbau Munich, from 21 October 2015 to 24 January 2016: on https://www.zpk.org/en/exhibitions/review_0/2015/klee-kandinsky-969.html 1916 - 1920

“The medieval student had to be paleographer, editor, and publisher of the authors he read.”

Marshall McLuhan (1911–1980) Canadian educator, philosopher, and scholar-- a professor of English literature, a literary critic, and a …

Source: 1960s, The Gutenberg Galaxy (1962), p. 109

Reading

“I had planned to return to Lahore to join the college as an English student of MA. But something happened which changed my course. I chanced to meet a Professor who said I should migrate to Allahabad University where I could do both MA and Law in a period of two years. My father-in-law had some relatives in Agra who helped me to get admission in a college there.”

Gulzarilal Nanda (1898–1998) Prime Minister of India

In, p. 11.
Gulzarilal Nanda: A Life in the Service of the People

Law, Universe, Change, Chance

“… coincident with the explosive growth of research, the art of writing science suffered a grave setback, and the stultifying convention descended that the best scientific prose should sound like a non-human author addressing a mechanical reader. … We injure ourselves when we fail to make our discipline as clear and vibrant as we can to students - prospective scientists - and to the public who pay the taxes.”

David Mermin (1935) American physicist

Art, Suffering, Science

“Until recently, ecologists were content to describe how nature “looks” (sometimes by means of fantastic terms!) and to speculate on what she might have looked like in the past or may look like in the future. Now, an equal emphasis is being placed on what nature ‘does’, and rightly so, because the changing face of nature can never be understood unless her metabolism is also studied. This change in approach brings the small organisms into perspective with the large, and encourages the use of experimental methods to supplement the analytic. It is evident that so long as a purely descriptive viewpoint is maintained, there is very little in common between such structurally diverse organisms as sperma-tophytes, vertebrates and bacteria. In real life, however, all these are intimately linked functionally in ecological systems, according to well-defined laws. Thus the only kind of general ecology is that which I call a ‘functional ecology’, and this kind is of the greatest interest to all students of the subject, regardless of present or future specialisations.”

Eugene P. Odum (1913–2002) mathematician, ecologist, natural philosopher, and systems ecologist

Eugene Odum (1957) Fundamentals of Ecology. p. ix, cited in: Edward Goldsmith (1970-73/2013) Towards a Unified Science http://www.edwardgoldsmith.org/598/

Life, Law, Nature, Study

“One wonders at the docility of the students who evidently must be satisfied enough with the credentials to be uncaring about the lack of education.”

Jane Jacobs book Dark Age Ahead

Source: Dark Age Ahead (2004), Chapter Four, Science Abandoned, p. 79

Education

“Something dreadful happens to students between first and twelfth grades, and it's not just puberty.”

Carl Sagan (1934–1996) American astrophysicist, cosmologist, author and science educator

http://www.sciencefriday.com/segments/carl-sagan-science-is-a-way-of-thinking/
Carl Sagan: 'Science Is a Way of Thinking', Science Friday interview from May 1996
27 December 2013

“The dogma of individual differences. This is one of the basic dogmas of American education. It runs something like this: all men are different; therefore, all men require a different education; therefore, anybody who suggests that education should be in any respect the same has ignored the fact that all men are different; therefore, nobody should suggest that everybody should read some of the same books; some people should read some books, some should read others. This dogma has gained such a hold … that you will often now hear a college president boast that his college has no curriculum. Each student has a course of study framed, or "tailored" … to meet his own individual needs and interests.”

Robert Maynard Hutchins (1899–1977) philosopher and university president

Great Books: The Foundation of a Liberal Education (1954)

Men, People, Books, Education

“The first demonstration (Disq. Arith., Arts. 125-145) which is presented by Gauss in a form very repulsive to any but the most laborious students, has been resumed by Lejeune Dirichlet in a memoir in Crelle's Journal… and has been developed by him with that luminous perspicuity by which his mathematical writings are distinguished.”

Henry John Stephen Smith (1826–1883) mathematician

Report on the Theory of Numbers (1859) Part I, p. 59.
The Collected Mathematical Papers of Henry John Stephen Smith (1894) Vol. 1

Art, Mathematics

“In education … whenever a proposal is made that looks toward increased intellectual effort on the part of students, professors will always say that the students cannot so the work. My observation leads me to think that what this usually means is that the professors cannot or will not do the work … When, in spite of the opposition of the professors, the change is introduced, the students, in my experience, have always responded nobly.”

Robert Maynard Hutchins (1899–1977) philosopher and university president

Great Books: The Foundation of a Liberal Education (1954)

Education, Thinking, Effort, Change

“The zealous care with which J. M. W. Turner endeavoured to do his duty, is proved by a large existing series of drawings, exquisitely tinted, and often completely coloured, all by his own hand, of the most difficult perspective subjects—illustrating not only directions of line, but effects of light - with a care and completion which would put the work of any ordinary teacher to utter shame. In teaching generally — he would neither waste time nor spare it - he would look over a student's drawing at the Academy, point to a defective part, make a scratch on the paper at the side, say nothing. If the student saw what was wanted, and did it, Turner was delighted; but if the student could not follow. Turner left him.”

John Ruskin (1819–1900) English writer and art critic

Quote, c. 1850's; describing Turner's perspective lectures; as quoted in The life of J.M.W. Turner, Volume II, George Walter Thornbury; Hurst and Blackett Publishers, London, 1862, p. 108

Light, Teachers, Time, Parting

“Students today don’t debate whether the state should have any control over their lives, they only debate how much control it should have.”

Phillip Abbott Luce (1935–1998)

As quoted in “For Utopia, Curb State Controls”, Peggy Baker, Ames Daily Tribune (Ames, Iowa), January 23, 1970

“Full-time participant observation over an extended period of time tends to be an age-graded phenomenon. Such studies are most likely to be done by young people, in our student years. When we are established professionals, with teaching or other professional responsibilities, we are unlikely to have the time and the motivation to make such a full commitment.”

William Foote Whyte (1914–2000) American sociologist

Source: Learning from the Field, 1984, p. 63

People, Age, Motivation, Study

“.. I write you from the French front where I'am serving as a soldier in the Russian ambulance Corps. How are you feeling and what are you doing? How are your friends, Lissitsky, Libakov [also former students of Pen], Mazel, Mekler, and Chagall? Please, for God's sake, answer me. I would be so glad to hear how everyone is.
I'm in fine health, but tired of it all – it's utterly disgraceful, makes the soul turn cold. If only it [the war] would just end.
What are you working on, what are you doing? Please write me.”

Ossip Zadkine (1890–1967) French sculptor

Yours Zadkine.
Quote in a letter of Zadkine (in France) to his former art-teacher Yuri Moiseevich Pen in Vitebsk, Russia, 16 Nov. 1916 (transl. into Belorussian E.M. Kichina); as quoted in Vitebsk: The Life of Art, by Aleksandra Semenovna Shatskikh; Yale University Press, 2007, p. 19
1915 - 1940

God, War, Health, Feeling

“… nevertheless, as I never tire of pointing out to my students in Cambridge, chimpanzees do not play the piano, drink dry martinis, or erect temples to glorify the Creator.”

Simon Conway Morris (1951) British palaeontologist

Source: The Crucible of Creation (1998), p. 151.

Drink

“Students, young people, have the right to join together in order to guide their efforts towards a common goal, and they will use this right. As for their goal, it is simple: for them it is a matter of ensuring that the July revolution is not a lie; every edifice built by the Empire and the Restoration must be overthrown, and since not one single stone of this edifice is yet to fall, they will work indefatigably to demolish and destroy it. We call for the destruction of the university. We call for the destruction of the country’s most odious and harmful monopoly, of that which stifles civilization at its source and which is the cruellest insult inflicted on human intelligence.”

Louis Auguste Blanqui (1805–1881) French socialist and political activist

"Declaration of the Provisional Committee for Schools" (1831)

People, Lie, Intelligence, Effort

““I hate students,” [Zizek] said, “they are (as all people) mostly stupid and boring.
In a recent interview at this year’s Zizek Conference in Ohio, Zizek talked about his personal life before delving into his thoughts on teaching. “I hate giving classes,” Zizek said, citing office hours and grading papers as his two biggest peeves. “I did teach a class here [at the University of Cincinnati] and all of the grading was pure bluff,” he continues. “I even told students at the New School for example… if you don’t give me any of your shitty papers, you get an A. If you give me a paper I may read it and not like it and you can get a lower grade.” He received no papers that semester. But it’s office hours that are the main reason he does not want to teach.
“I can’t imagine a worse experience than some idiot comes there and starts to ask you questions, which is still tolerable. The problem is that here in the United States students tend to be so open that sooner or later, if you’re kind to them, they even start to ask you personal questions [about] private problems… What should I tell them?”
“I don’t care,” he continued. “Kill yourself. It’s not my problem,””

Slavoj Žižek (1949) Slovene philosopher

As quoted by Eugene Wolters, " Professor of the Year: 'If You Don't Give Me Any of Your Shitty Papers You Get an A http://www.critical-theory.com/professor-of-the-year-if-you-dont-give-me-any-of-your-shitty-papers-you-get-an-a/'", Critical-Theory.com, May 26 2014; square brackets and lack of accent marks as in orginal

Life, Hate, People, Stupidity

“Cicero is hardly to be reckoned … for he delighted so much more in the practice, than in the theory, of his art, that he is perpetualy drawn off from the rigid philosophical analysis of its principles, into discursive declamations, always eloquent indeed, and often highly interesting, but adverse to regularity of system, and frequently as unsatisfactory to the practical student as to the Philosopher.”

Richard Whately (1787–1863) English rhetorician, logician, economist, and theologian

Introduction, p. 19
Elements of Rhetoric (1828)

Art

“The purpose of teaching individualism, then, is not to make individualists but to find them. Rather, to help them find themselves. If a student takes readily to such values as the primacy of the individual, the free market place, or the immorality of taxation, he is an individualist; if he swallows hard, he must be counted a recruit for the other side.”

Frank Chodorov (1887–1966) American libertarian thinker

Source: One is A Crowd: Reflections of An Individualist (1952), p. 3

Help

“I was a straight-A student, baby!”

Gloria Estefan (1957) Cuban-American singer-songwriter, actress and divorciada

Estefan, laughing, as she confirmed a reporter's observation that "she is good at whatever she studies." www.allheadlinenews.com (August 12, 2008)
2007, 2008

Baby

“Effective retention is heavily dependent on recruiting students with the potential to graduate.”

Richard Cyert (1921–1998) American economist

Richard Cyert, cited in: National Academies (1979), Building the Multiplier Effect: Summary of a National Symposium, September 14-16, 1978. p. 9

Dependency

“Students often approached me about state-paid tuition while I was out campaigning. After I explained to them that if the state pays their tuition now, they will pay higher taxes to pay other people's tuition for the rest of their lives, most of them ended up agreeing with me.”

Jesse Ventura (1951) American politician and former professional wrestler

I Ain't Got Time To Bleed (1999)

People

“To misperceive the DPRK as a communist state – either of the Stalinist or indigenized kind – is therefore to misunderstand and miscalculate its behavior. I often encounter resistance to this point when lecturing to American audiences. Conservatives do not want communism let off the hook for creating this state, and liberals do not want Washington let off the hook for bullying it. Politically correct college students object to the attribution of racism to non-whites.”

Brian Reynolds Myers (1963) American professor of international studies

2010s, North Korea's State Loyalty Advantage (December 2011)

Behavior, Communication

“When I was a student at Trinity College, Cambridge, in the 1950s, Sir Isaac Newton's presence was still almost palpable.”

John Moffat book Reinventing Gravity

Source: Reinventing Gravity (2008), Chapter 1, The Greeks To Newton, p. 24

“He liked everything about the university except the students.”

Larry Niven book The Mote in God's Eye

Source: The Mote in God's Eye (1974), Chapter 19 “Channel Two’s Popularity” (p. 162)

Universe

“My book is written, as befits such easy material, in merciless telegram style ("Axiom," "Definition," "Theorem," "Proof," occasionally "Preliminary Remark")… I hope I have written this book in such a way that a normal student can read it in two days. And then (since he already knows the formal rules from school) he may forget its contents.”

Edmund Landau (1877–1938) German Jewish mathematician

Grundlagen der Analysis [Foundations of Analysis] (1930) Preface for the Teacher, as quoted by Eli Maor, Trigonometric Delights (2013)

Books, School, Hope, Way

“The Roman Catholic portrait at the reception of the Indian YMCA displayed the generic Christ, the timorous, blonde-haired, blue-eyed face upturned to the heavens, a lost middle-class student searching for guidance in an inhospitable world.”

Amit Chaudhuri (1962) contemporary Indian-English novelist

Odysseus Abroad (2014)

World, Search, Christ

“The word is, according to what I've have read, is that he was a terrible student when he went to Occidental. He then gets to Columbia and then gets to Harvard. I heard at Columbia he was not a very good student, and then he then he gets into Harvard. How do you get into Harvard if you are not a good student? Maybe that's right, maybe that's wrong, but I don't know why he doesn't he release his records. Why doesn't he release his Occidental records?”

Donald J. Trump (1946) 45th President of the United States of America

press conference, New Hampshire, 2011-04-27
Schieffer: Racism underlying Trump's assertions
2011-04-27
CBS News
http://www.cbsnews.com/8301-503544_162-20058072-503544.html
2011-05-01
https://archive.is/ryIny
2013-06-28
About Barack Obama, who transferred to Columbia from Occidental College in 1981, graduated from Columbia in 1983, and graduated magna cum laude with a Juris doctorate from Harvard Law School in 1991
2010s, 2011

Reading

“The enemy's new strategy is to finance and organize various groups under the cover of women's or student movements.”

Gholam Hossein Mohseni-Ejehei (1956) Iranian politician

Women bear brunt of crackdown on civil liberties in Iran https://archive.is/20130629123951/www.iht.com/articles/ap/2007/04/27/africa/ME-FEA-GEN-Iran-Crackdown-on-Women.php?page=1 April 26, 2007

Women

“Present-day students are often puzzled at the apparent contradictions of Southern slavery. One hears, on the one hand, of the staid and gentle patriarchy, the wide and sleepy plantations with lord and retainers, ease and happiness; on the other hand one hears of barbarous cruelty and unbridled power and wide oppression of men. Which is the true picture? The answer is simple: both are true. They are not opposite sides of the same shield; they are different shields.”

W.E.B. Du Bois book The Negro

Source: The Negro (1915), Ch. XI: The Negro in the United States

Men, Happiness

“The main contribution one can make as a student to one's country in peace or wartime is to study hard and effectively.”

Margaret Thatcher (1925–2013) British stateswoman and politician

The Path To Power (1995)

Peace, Study, Country

“If any pale student, glued to his desk, here seek an apology for a way of life whose natural fruits is that pallid and emasculate scholarship of which New England has had too many examples, it will be far better that this sketch had not been written. For the student there is, in its season, no better place than the saddle, and no better companion than the rifle or the oar.”

Francis Parkman (1823–1893) American historian

Autobiography (1868)

Life, Way, Nature, Season

“But there's no reason to wait until I'm grown up when there's so much I can do now. So many Americans take so much for granted, so it's only right to help someone who has so little. That's why I'm sponsoring a four-year-old Dalit student, so Ayisath can have a good education all the way from the start.”

AnnaSophia Robb (1993) American actress, singer, and model

How I Spent My Summer Vacation (2008)

Education, Way, Waiting, Help

“As a teacher I approach my students purely with the human desire to free them from all scholarly inhibitions, and I tell them, 'Painters must speak through paint — not through words.”

Hans Hofmann (1880–1966) American artist

As quoted in It ls., No. 3 (Winter-Spring 1959)
1950s

Teachers, Painting

“…The preferred Shofar of Redemption is the Divine call that awakens and inspires the people with holy motivations, through faith in God and the unique mission of the people of Israel. This elevated awakening corresponds to the ram's horn, a horn that recalls Abraham's supreme love of God and dedication in Akeidat Yitzchak, the Binding of Isaac. It was the call of this shofar, with its holy vision of heavenly Jerusalem united with earthly Jerusalem, that inspired Nachmanides, Rabbi Yehuda HaLevy, Rabbi Ovadia of Bartenura, the students of the Vilna Gaon, and the disciples of the Baal Shem Tov to ascend to Eretz Yisrael. It is for this "great shofar," an awakening of spiritual greatness and idealism, that we fervently pray. There exists a second Shofar of Redemption, a less optimal form of awakening. This shofar calls out to the Jewish people to return to their homeland, to the land where our ancestors, our prophets and our kings, once lived. It beckons us to live as a free people, to raise our families in a Jewish country and a Jewish culture. This is a kosher shofar, albeit not a great shofar like the first type of awakening. We may still recite a blessing over this shofar. There is, however, a third type of shofar. The least desirable shofar comes from the horn of an unclean animal. This shofar corresponds to the wake-up call that comes from the persecutions of anti-Semitic nations, warning the Jews to escape while they still can and flee to their own land. Enemies force the Jewish people to be redeemed, blasting the trumpets of war, bombarding them with deafening threats of harassment and torment, giving them no respite. The shofar of unclean beasts is thus transformed into a Shofar of Redemption. Whoever failed to hear the calls of the first two shofars will be forced to listen to the call of this last shofar. Over this shofar, however, no blessing is recited. "One does not recite a blessing over a cup of affliction."”

Abraham Isaac Kook (1865–1935) first Ashkenazi chief rabbi of the British Mandatory Palestine

1933 Sermon: The Call of the Great Shofar https://www.israelnationalnews.com/Articles/Article.aspx/13794

Love, God, War, People

“The second part of the book… contains an exposition of the first principles of the theory of complex quantities; hitherto, the very elements of this theory have not been easily accessible to the English student, except recently in Prof. Chrystal's excellent treatise on Algebra. The subject of Analytical Trigonometry has been too frequently presented to the student in the state in which it was left by Euler, before the researches of Cauchy, Abel, Gauss, and others, had placed the use of imaginary quantities, and especially the theory of infinite series and products, where real or complex quantities are involved, on a firm scientific basis. In the Chapter on the exponential theorem and logarithms, I have ventured to introduce the term "generalized logarithm" for the doubly infinite series of values of the logarithm of a quantity.”

E. W. Hobson (1856–1933) British mathematician

A Treatise on Plane Trigonometry https://books.google.com/books?id=_ktLAAAAMAAJ (1891) Preface

Books, Parting

“The elucidation of the theory of centripetal and disturbing forces is necessarily less complete. Still… a general conception of the nature of the action of those forces… sufficient to preserve the student from the gross errors… may be obtained from explanations like those here offered. The methods of ascertaining the weight of the Earth and other bodies are… more difficult of explanation; yet… something may be done even in these.”

George Biddell Airy (1801–1892) English mathematician and astronomer

Introduction
Popular Astronomy: A Series of Lectures Delivered at Ipswich (1868)

Error, Nature

“There are approximately 100,000 clerics in Iran and over 60,000 of them are in Qom. Most of them are theology students who have been studying there for many years, between 10-25 years on average…. Every student has to study a minimum of 25 years before he can attain the status of ‘ayatollah’, however most students spend 10 years studying in the hawza.”

Mohsen Kadivar (1959) Iranian philosopher

Inside Iran: Hujjat al Islam Mohsen Kadivar http://aawsat.com/english/news.asp?section=3&id=8575 April 2007

Study

“There was a seminar for advanced students in Zürich that I was teaching and von Neumann was in the class. I came to a certain theorem, and I said it is not proved and it may be difficult. Von Neumann didn't say anything but after five minutes he raised his hand. When I called on him he went to the blackboard and proceeded to write down the proof. After that I was afraid of von Neumann.”

George Pólya book How to Solve It

2nd ed. (1957), p. xv
How to Solve It (1945)

“San Diego University recently calculated that a staggering 25 percent of the population in Europe will be Muslim just 12 years from now. … Now these are just numbers. And the numbers would not be threatening if the Muslim-immigrants had a strong desire to assimilate. But there are few signs of that. The Pew Research Center reported that half of French Muslims see their loyalty to Islam as greater than their loyalty to France. One-third of French Muslims do not object to suicide attacks. The British Centre for Social Cohesion reported that one-third of British Muslim students are in favour of a worldwide caliphate.”

Geert Wilders (1963) Dutch politician

2000s, Speech at the Four Seasons, New York (25 September 2008)

Suicide, Strong, Universe, Loyalty

“I knew it long ago: I'm a compulsive teacher, but I can't teach. The godawful state of today's education system isn't what's stopping me. I lack at least two of the essential qualifications.
I cannot "suffer fools gladly." The smartest of my pupils would get all my attention, and the rest would have to fend for themselves. And I can't handle being interrupted.
Writing is the answer. Whatever I have to teach, my students will select themselves by buying the book. And nobody interrupts a printed page.”

Larry Niven book N-Space

Foreword: Playgrounds for the mind
N-Space (1989)

Books, Education, Fools, Suffering

“It’s not about where you were born, or where you come from that makes you a good scientist. What you need are good teachers, co-students, facilities, [he said]. I honestly don’t think my roots have much to do with it. I’m sure this won’t make me popular, but this is what I think.”

Venkatraman Ramakrishnan (1952) Nobel prize winning American and British structural biologist

On his childhood roots in Tamil Nadu.
Appreciate science for what it is: Venkatraman Ramakrishnan

Thinking, Teachers

“A college education was for me life-changing. It gave me a life-long passion for reading and learning. It challenged my narrowness and parochialism-really forced open my mind. It deepened my commitment to culture in general and to the higher forms of pleasure. Thus it enriched my life-permanently-by confirming me in habits of mind that would benefit me all my life long. Anyone observing could have seen that happening to me (and my fellow students) at the time. A real education is life-changing. You don't go to classes during the week and get drunk in dance bars on the weekend. You discover a higher level of life and pleasure, and you start living it. If the education takes, you keep living it the rest of your life. […] Education releases you for real joy in the midst of a culture that is abysmally cheap and shabby. The people around you pursue TV, sports, and shopping-- obey the commands of their masters to indulge themselves in every way and not to question the value of what they are fed by the media. But the educated man is critical and even self-critical: he THINKS about things-even things like pleasure. Mindless self-indulgence is no longer enough when you have learned to think.”

Donald Vroon (1942) American music critic

"Critical Convictions", American Record Guide, May/Jun 2002

Life, People, Pleasure, Education

“A fascist is a student who, seeing the representatives of a chemical industry recruiting on campus, cries, ‘Let's chase the bastard off! We have the right to free speech but he doesn't!”

John Hospers (1918–2011) American philosopher and politician

Source: Libertarianism: A Political Philosophy for Tomorrow, (1971), p. 39

“I pity the university for not giving T enough time. You know I got all duded up, got dressed, the students were all ready for me, then they gave me short time. So I pity them. So if they want to be unpitied, they'll invite me back and give me more time.”

Mr. T (1952) American actor and retired professional wrestler

Speech at UCLA, May 9, 2002.
Attributed

Universe, Time

“In their effort to misinform students, evolutionists often point out that feathers and scales are both made of the same protein, keratin. They will tell you that this proves that feathers evolved from scales. The book will use fancy terms to make it sound official such as, "dinosaurs had some avian characteristics." Well, a bicycle has certain "automotive characteristics," like a frame and tires; but this does not prove that bicycles turned into cars over millions of years!”

Kent Hovind (1953) American young Earth creationist

Source: Are you being brainwashed?: Propaganda in science textbooks (2007), p. 20

Books, Cars, Effort

“I have nothing to teach you that will help you to make a living. [as art teacher, advising his students]”

John Sloan (1871–1951) American painter

Source: Loughery, John. John Sloan: Painter and Rebel. New York: Henry Holt, 1995. , pp. 224-225

Art, Teachers, Help

“Many of us who read the literature of social science as laymen are conscious of being admitted at a door which bears the watchword “scientific objectivity” and of emerging at another door which looks out upon a variety of projects for changing, renovating, or revolutionizing society. In consequence, we feel the need of a more explicit account of how the student of society passes from facts to values or statements of policy.”

Richard M. Weaver (1910–1963) American scholar

“Concealed Rhetoric in Scientistic Sociology,” p. 139.
Language is Sermonic (1970)

Feeling, Literature, Science, Change

“Buddhism does not demand blind faith from its adherents. Here mere belief is dethroned and is substituted by confidence based on knowledge, which, in Pali, is known as Saddha. The confidence placed by a follower on the Buddha is like that of a sick person in a noted physician, or a student in his teacher.”

Narada Maha Thera (1898–1983) Sri Lankan monk and missionary

Buddhism in a Nutshell

Faith, Confidence, Knowledge, Teachers

“Statistics should be taught early so that the concepts are absorbed by the student's flexible, adaptable mind before it is too late.”

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

Methods of Mathematics Applied to Calculus, Probability, and Statistics (1985)

“I was introduced to the great philosophical systems of the past to which the Western universities have given their blessing, arranging and classifying them with the delicate care lavished on museum pieces. When once these systems were so handled, it was natural that they should be regarded as monuments of human intellection. And monuments, because they mark achievements at their particular point in history, soon become conservative in the impression which they make on posterity. I was introduced to Plato, Aristotle, Descartes, Kant, Hegel, Schopenhauer, Nietzsche, Marx and other immortals, to whom I should like to refer as the university philosophers. But these titans were expounded in such a way that a student from a colony could easily find his breast agitated by Conflicting attitudes. These attitudes can have effects which spread out over a whole society, should such a student finally pursue a political life. A colonial student does not by origin belong to the intellectual history in which the university philosophers are such impressive landmarks. The colonial student can be so seduced by these attempts to give a philosophical account of the universe, that surrenders his whole personality to them. When he does this, he loses sight of the fundamental social fact that he is a colonial subject. In this way, he omits to draw from his education and from the concern displayed by the great philosophers for human problems, anything which he might relate to the very real problem of colonial domination, which, as it happens, conditions the immediate life of every colonized African. With single-minded devotion, the colonial student meanders through the intricacies of the philosophical systems. And yet these systems did aim at providing a philosophical account ofthe world in the circumstances and conditions of their time. For even philosophical systems are facts of history. By the time, however, that they come to be accepted in the universities for exposition, they have lost the vital power which they had at their first statement, they have shed their dynamism and polemic reference. This is a result of the academic treatment which they are given. The academic treatment is the result of an attitude to philosophical systems as though there was nothing to them hut statements standing in logical relation to one another. This defective approach to scholarship was suffered hy different categories of colonial student. Many of them had heen handpicked and, so to say, carried certificates ofworthiness with them. These were considered fit to become enlightened servants of the colonial administration. The process by which this category of student became fit usually started at an early age, for not infrequently they had lost contact early in life with their traditional background. By reason of their lack of contact with their own roots, they became prone to accept some theory of universalism, provided it was expressed in vague, mellifluous terms. Armed with their universalism, they carried away from their university courses an attitude entirely at variance with the concrete reality of their people and their struggle. When they came across doctrines of a combative nature, like those of Marxism, they reduced them to arid abstractions, to common-room subtleties. In this way, through the good graces oftheir colonialist patrons, these students, now competent in the art of forming not a concrete environmental view of social political problems, but an abstract, 'liberal' outlook, began to fulfil the hopes and expectations oftheir guides and guardians.”

Kwame Nkrumah (1909–1972) Pan Africanist and First Prime Minister and President of Ghana

Source: Consciencism (1964), Introduction, pp. 2-4.

Life, People, Age, World

“Chopin absolutely was influenced by Bach. We know that before Chopin himself performed in concert, he didn’t play anything other than Bach. His own Preludes are a reference to the Well-Tempered Clavier of Bach, and all Chopin’s students had to play Bach. In whole, Chopin admired Bach most of all composers, and it was nothing less than the Well-Tempered Clavier itself that was his musical diary. I also have said that Chopin is the crowning and climax of piano-playing. It’s something so unique, all-affecting in emotionalism, musical architecture, and structure, that all past giants are present in it: Bach and Mozart. Chopin’s elegance is so singular, that again you need much experience to convey his music in the real and original style. The question of rubato is very sensitive: It’s nothing arbitrary, but much more something well calculated and well proportioned, something that is integrated in the classical strength of form, which is constructed on the profound knowledge of the polyphonic and contrapuntal structures of Bach and Mozart. Whether the Goldbergs may relate to this question? Absolutely! I again want to mention a certain and special term: jeu perlé.”

Burkard Schliessmann classical pianist

Without this you can’t play Chopin, you can’t play Mozart, and lastly absolutely not the Goldbergs.
Talkings on Bach

Music, Question, Knowledge, Past

“When I was a student, the term "Indian philosophy: was usually regarded as self-contradictory, a contradictio in adjecto, comparable to such an absurdity as "wooden steel." "Indian philosophy" was something that simply did not exist.”

Heinrich Robert Zimmer (1890–1943) German historian

Source: Philosophies of India (1951), p. 26

“As for me, seeker after truth and student of life as I am, I shall take care not to follow their example. I take from life the movements I observe, but it is not I who impose them.
Even when a subject which I am working on compels me to ask a model for a certain fixed pose, I indicate it to him, but I carefully avoid touching him to place him in the position, for I will reproduce only what reality spontaneously offers me.
I obey Nature in everything, and I never pretend to command her. My only ambition is to be servilely faithful to her.”

Auguste Rodin (1840–1917) French sculptor

Source: Art, 1912, Ch. I. Realism in Art, p. 30

Life, Truth, Faith, Nature

“Their choice of material was always very much to do with what they were thinking as architecture students. Rather unexciting people, I would've thought, primarily. I mean, anybody walking into an art school like that would've been tricked--maybe they were working their entry into an art school.”

Syd Barrett (1946–2006) English musician

Syd Barrett interview in Melody Maker, 1971-03-27

People, School, Art, Thinking

“"Groping" and "muddling through" is usually described as a solution by trial and error…. a series of trials, each of which attempts to correct the error committed by the preceding and, on the whole, the errors diminished as we proceed and the successive trials come closer and closer to the desired final result…. we may wish a better characterization…"successive trials" or "successive corrections" or "successive approximations."… You use successive approximations when… looking for a word in the dictionary… A mathematician may apply the term… to a highly sophisticated procedure… to treat some very advanced problem… that he cannot treat otherwise. The term even applies to science as a whole; the scientific theories which succeed each other, each claiming a better explanation… may appear as successive approximations to the truth.
Therefore, the teacher should not discourage his students from using trial and error—on the contrary, he should encourage the intelligent use of the fundamental method of successive approximations. Yet he should convincingly show that for… many… situations, straightforward algebra is more efficient than successive approximations.”

George Pólya (1887–1985) Hungarian mathematician

George Pólya, Mathematical Discovery: On Understanding, Learning, and Teaching Problem Solving (1962)

Truth, Error, Intelligence, Problem

“It is not necessary to conclude that the managerial groups have assumed complete domination over the concerns in which they are found, although this may be the fact in various instances, but only to reckon with the undoubted truth that the managerial factor in public and private enterprise has taken on a far more significant role than before.
This new role which has puzzled and alarmed the "owners" in industry and the policy-makers in government is not, however, primarily a power role, but a specialization of the evolving and complex character which we now confront in our civilization.
We may, of course, always raise the question-not in point of fact always raised-of what the relation of these managers is to the t! nds of the state or the ends of other groups and to the special techniques of the particular group and to its special social composition. In the complex power pattern of organization how are these managerial element-related to the organization of the consent of the governed, so vital a force in the life of every form of human association? In the struggle for advantage and mastery these larger factors may, indeed, pass unnoticed, but from the point of view of the student of politics and government, they are of supreme importance in judging the trends and possibilities of managerial evolution in modem society.”

Charles Edward Merriam (1874–1953) American political scientist

Source: Systematic Politics, 1943, p. 163-4 ; as cited in Albert Lepawsky (1949), Administration, p. 15-16

Life, Truth, Question

“Some have considered such photographs as evidence that Eakins, if not homosexual or bisexual, was at least homoerotic. But the artist would undoubtedly have done the same thing with his women students if such a thing had been possible.”

Gordon Hendricks (1917–1980) American historian

Gordon Hendricks: "The Life And Work Of Thomas Eakins", Grossman Publishers : New York 1974, ISBN 0-670-42795-0, p. 160
The photographs were studies for Eakins' painting Swimming, Hendricks was the first to connect Eakins with homosexuality.

Women

“We all learn by imitating, as children, as students, as novices in the world of business. And then we grow up and learn to blend our innate abilities with the rules or principles we have learned.”

Akio Morita (1921–1999) Japanese businessman

Source: Made in Japan (1986), p. 161.

Children, World, Business, Learning

“My aim is… to place before a young student a nucleus of well-ordered knowledge, to which he is to add intelligent notes and illustrations from his daily reading.”

James Gow (scholar) (1854–1923) scholar

Preface
A Companion to School Classics (1888)

Intelligence, Knowledge, Reading

“Lawrence O'Donnell: Where do you think black people would be sitting on the bus today if Rosa Parks had followed your father's advice?
Herman Cain: My father was not giving Rosa Parks advice. Here again, Lawrence, you are distorting the intent of what I said. I was a high school student. The college students were doing the sit-ins. The college students were doing the Freedom Rides. If I had been a college student, I probably would have been participating.”

Herman Cain (1945) American writer, businessman and activist

People, School, Thinking, Freedom

“I'm a student of the movies. I'm a student of all media. This is what I do, and I like to immerse myself in what's current and what's topical. And I find that I'm drawn to those things.”

Ian Ziering (1964) American actor

'Sharknado's' Ian Ziering: 'Maybe This Is My Pulp Fiction Moment' http://www.hollywoodreporter.com/news/sharknados-ian-ziering-maybe-is-my-pulp-fiction-moment-584659 (July 12, 2013)

“I met him Kandinsky shortly after my return to Germany from the United Sates. At first, I lived for a while in Bonn... A year later, in 1901, I decided to move to Munich, but still found very little encouragement as an artist. German painters refused to believe that a woman could have real talent, and I was even denied access, as a student, to the Munich Academy... It is significant that the first Munich artist who took the trouble to encourage me was Kandinsky, himself no German but a recent arrival from Russia.”

Gabriele Münter (1877–1962) German painter

Source: Interview by Edouard Roditi (1958), p. 115-116

“There is this great danger in student life. Now, we rest all upon what Socrates said, or what Copernicus taught; how can we dispute authority which has come down to us, all established, for ages? We must at least question it; we cannot accept anything as granted, beyond the first mathematical formulae. Question everything else.”

Maria Mitchell (1818–1889) American astronomer

Maria Mitchell: Life, Letters and Journals (illustrated) by Maria Mitchell, 1896, p. 188.

Life, Age, Mathematics, Question

“Economic history matters. Students of economics should read Charles MacKay and Charles Kindleberger, and should study the history of the Wall Street Crash as well as the theory and the mathematics required to formalize it.”

Adair Turner, Baron Turner of Ecchinswell (1955) British businessman

Source: Economics after the crisis : objectives and means (2012), Ch. 2 : Financial Markets: Efficiency, Stability, and Income Distribution

History, Mathematics, Study, Reading

“There's no switch inside you [high school students] that magically flips when you turn a certain age or graduate from some institution. You start being an adult when you decide to take responsibility for your life. You can do that at any age.”

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

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

Life, Age, School

“That HBO student has some good ideas, but he doesn't seem reliable. I think what he needs is to get laid to become a man.”

Johan Derksen (1949) football player

On VVD politician Mark Rutte, Nieuwe Revue (2007-09-03)

Idea, Thinking

“… It was (in part) Gross’s excessive enthusiasm for string theory in the mid-80s that drove me (as an impressionable grad student at Princeton) away from theoretical physics (and into astronomy). String theory may have been a beautiful idea, but it made no predictions that could be tested experimentally in the then-foreseeable future. That’s not science.  A quarter century later and the theoretical physics community has yet to wake up and realize that there is new physics right under their noses – just not the new physics they’ve been expecting (GUTs, strings, membranes, etc.). Galaxy dynamics are consistent with a single, universal force law, but this unexpected behavior has largely been ignored because it doesn’t fit with particle theorists’ dreams of super symmetric dark matter particles. That we do not understand the observed behavior makes it more interesting than the “expected” (but unobserved) new physics: who ordered this?”

Stacy McGaugh (1964) American astronomer

Law, Beauty, Dreams, Behavior

“It was the morning of April 20, 1999, and it was pretty much like any other morning in America. The Farmer did his chores. The milkman made his deliveries. The President bombed another country whose name we couldn't pronounce. Out in Fargo, North Dakota, Cary McWilliams went on his morning walk. Back in Michigan, Mrs Hughes welcomed her students for another day of school. And out in a little town in Colorado, two boys went bowling at 6 in the morning. Yes, it was a typical day in the United States of America.”

Michael Moore (1954) American filmmaker, author, social critic, and liberal activist

Bowling for Columbine (2002) [released 11 October 2002]
2002

School, Boy, Country

“Allowing, therefore, the great usefulness of the Government Schools, the Exhibitions, and the Museums both public and private, the question now arises as to what are the impediments to our future progress. The principal ones appear to me to be three.
# A want of a distinctive architecture, which is fatal to art generally.
# The want of a good costume, which is fatal to colour; and
# The want of a sufficient teaching of the figure, which is fatal to art in detail.
It will perhaps be as well to take these one by one.
The most fatal impediment of the three is undeniably the want of a distinctive architecture in the nineteenth century. Architecture is commonly called the mother of all the other arts, and these latter are all more or less affected by it in their details. In almost every age of the world except our own only one style of architecture has been in use, and consequently only one set of details. The designer had accordingly to master, 1. the figure, and the great principles of ornament; 2. those details of the architecture then practised which were necessary to his trade; and 3. the technical processes. Now what is the case in the present day? If we take a walk in the streets of London we may see at least half-a-dozen sorts of architecture, all with different details; and if we go to a museum we shall find specimens of the furniture, jewellery, &c., of these said different styles all beautifully classed and labelled. The student, instead of confining himself to one style as in former times, is expected to be master of all these said half-dozen, which is just as reasonable as asking him to write half-a-dozen poems in half-a-dozen languages, carefully preserving the idiomatic peculiarities of each. This we all know to be an impossibility, and the end is that our student, instead of thoroughly applying the principles of ornament to one style, is so bewildered by having the half-dozen on his hands, that he ends by knowing none of them as he ought to do. This is the case in almost every trade; and until the question of style gets gets settled, it is utterly hopeless to think about any great improvement in modern art.”

William Burges (1827–1881) English architect

Source: Art applied to industry: a series of lectures, 1865, p. 8-9; Partly cited in: Journal of the Royal Society of Arts. Vol. 99. 1951. p. 520

Age, World, School, Art

“Now, just think about this for a moment: For generations, in many parts of this country, it was illegal for black people to get an education. Slaves caught reading or writing could be beaten to within an inch of their lives. Anyone — black or white — who dared to teach them could be fined or thrown into jail. And yet, just two years after the Emancipation Proclamation was signed, this school was founded not just to educate African Americans, but to teach them how to educate others. It was in many ways an act of defiance, an eloquent rebuttal to the idea that black people couldn’t or shouldn’t be educated. And since then, generations of students from all backgrounds have come to this school to be challenged, inspired and empowered. And they have gone on to become leaders here in Maryland and across this country, running businesses, educating young people, leading the high-tech industries that will power our economy for decades to come.”

Michelle Obama (1964) lawyer, writer, wife of Barack Obama and former First Lady of the United States

Remarks at Bowie State University ceremony (17 May 2013) http://www.whitehouse.gov/the-press-office/2013/05/17/remarks-first-lady-bowie-state-university-commencement-ceremony 2010s

People, Education, School, Way

“Intelligence test scores and marks in school are not always true indicators of the worth of a student, nor even the power of his intellect.”

Eugene S. Wilson (1905)

Jack R, Maguire, "Editorial: The Case for the C-Average Student", The Alcalde, September 1961, p. 5 http://books.google.com/books?id=qdIDAAAAMBAJ&pg=PA5 Attributed

School, Intelligence

“The materials collected in this volume are intended to acquaint the student with economic principles as they are manifested in the tangible facts of economic life. A few extracts of primarily theoretical character have been included to represent important aspects of contemporary or historic thought; but for the most part the selections are not so much authoritative formulations of economic laws as concrete case-material embodying such laws, or affording a background of information which the systematic treatises on economics can hardly give and which the teacher certainly cannot often assume that his students will possess.”

Chester W. Wright (1879–1966) American economic historian

James A. Field, Leon C. Marshall and Chester W. Wright. Materials For the Study of Elementary Economics https://archive.org/stream/materialsforstud00mars#page/n5/mode/2up, University of Chicago Press, 1913. Preface

Life, Law, Teachers, Parting

“When I visited St Margaret's School in Loanhead … I was struck by pride that the children took in their faith, and their identification with the ethos of the school. These children were not just learning to be good students. They were learning to be good people.”

Alex Salmond (1954) Scottish National Party politician and former First Minister of Scotland

Cardinal Winning Lecture (February 2, 2008)

Children, People, School, Faith

“No serious student of the Bible in English can neglect the Revised Version without loss.”

Frederic G. Kenyon (1863–1952) British palaeographer and biblical and classical scholar

Source: The Story Of The Bible, Chapter VII, The Revision Of The Text, p. 86

Loss

“Every evening after dinner, a new life began. There was no hurry. Some walked in the garden. Others smoked. About nine o’clock we made our way alone or in twos and threes to the Study House. Outdoor shoes came off and soft shoes or moccasins were put on. We sat quietly, each on his or her own cushion, round the floor in the centre. Men sat on the right, women on the left; never together.

Some went straight on to the stage and began to practice the rhythmic exercises. On our first arrival, each of us had the right to choose his own teacher for the movements. I had chosen Vasili Ferapontoff, a young Russian, tall, with a sad studious face. He wore pince-nez, and looked the picture of the perpetual student, Trofimov, in The Cherry Orchard. He was a conscientious instructor, though not a brilliant performer. I came to value his friendship, which continued until his premature death ten years later. He told me in one of our first conversations that he expected to die young.

The exercises were much the same as those I had seen in Constantinople three years before. The new pupils, such as myself, began with the series called Six Obligatory Exercises. I found them immensely exciting, and worked hard to master them quickly so that I could join in the work of the general class.”

John G. Bennett (1897–1974) British mathematician and author

Source: Witness: the Story of a Search (1962), p. 90–91 cited in: "Gurdjieff’s Temple Dances by John G. Bennett", Gurdjieff International Review, on gurdjieff.org; About Fontainebleau 1923

Life, Death, Women, Men

“[Computers] are developing so rapidly that even computer scientists cannot keep up with them. It must be bewildering to most mathematicians and engineers… In spite of the diversity of the applications, the methods of attacking the difficult problems with computers show a great unity, and the name of Computer Sciences is being attached to the discipline as it emerges. It must be understood, however, that this is still a young field whose structure is still nebulous. The student will find a great many more problems than answers.”

George Forsythe (1917–1972) Stanford University computer scientist

George Forsythe (1961) "Engineering students must learn both computing and mathematics". J. Eng. Educ. 52 (1961), p. 177. as cited in ( Knuth, 1972 http://www.stanford.edu/dept/ICME/docs/history/forsythe_knuth.pdf) According to Donald Knuth in this quote Forsythe coined the term "computer science".

Problem, Science

“In light of knowledge obtained, the happy achievement seems almost a matter of course, and any intelligent student can grasp it without too much trouble. But the years of anxious searching in the dark, with their intense longing, their alternations of confidence and exhaustion, and final emergence into light—only those who have experienced it can understand that.”

Albert Einstein book The World as I See It

"Notes on the Origin of the General Theory of Relativity" (1934) Mein Weltbild, in Ideas and Opinions (1954) ed., Carl Seelig.
1930s

Confidence, Search, Intelligence, Understanding

“In our online descriptions and program literature we describe the cloisters as a public sphere for networked interaction, the gathering place for students, professors, and librarians engaged in planning, evaluating, or reviewing the efforts of research and study utilizing the whole range of technologies of literacy. We go further and describe the task of the cloisters as to "channel flows of research, learning and teaching between the increasingly networked world of the library and the intimacy and engagement of our classrooms and other campus spaces". There we continue to explore the "collectible object", which I tentatively described in Othermindedness in terms of maintaining an archive of "the successive choices, the errors and losses, of our own human community" and suggesting that what constitutes the collectible object is the value which suffuses our choices. It seemed to me then that electronic media are especially suited to tracking such "changing change".
I think it still seems so to me now but I do fear we have lost track of the beauty and nimbleness of new media in representing and preserving the meaning-making quotidian, the ordinary mindfulness which makes human life possible and valuable.
It is interesting, I think, that recounting and rehearsing this notion leaves this interview layered and speckled with (self) quotations, documentations, implicit genealogies, images, and traditions of continuity, change, and difference. Perhaps the most quoted line of afternoon over the years has been the sentence "There is no simple way to say this."”

Michael Joyce (1945) American academic and writer

The same is true of any attempt to describe the way in which the collectible object participates in (I use this word as a felicitous shorthand for the complex of ideas involved in what I called "representing and preserving the meaning-making quotidian" above) the library as living archive. An interview with Michael Joyce and review of Liam’s Going at Trace Online Writing Centre Archive (2 December 2002) http://tracearchive.ntu.ac.uk/review/index.cfm?article=33

Life, World, Fear, Beauty

“Effective managing therefore happens where art, craft, and science meet. But in a classroom of students without managerial experience, these have no place to meet — there is nothing to do.”

Henry Mintzberg (1939) Canadian busines theorist

p 10
Managers Not MBAs (2005)

Art, Science

“This book is written in the conviction that economics is a powerful tool for analyzing a vast range of legal questions but that most lawyers and law students-even very bright ones-have difficulty connecting economic principles to concrete legal problems.”

Richard A. Posner (1939) United States federal judge

Source: Economic Analysis of Law (7th ed., 2007), Ch. 1: The Nature of Economic Reasoning

Books, Law, Question, Problem

Quotes about student page 6

Quotes about student
page 6