Quotes about student
page 9

“I marvel at how one role model can alter for the better the future of a young student. This experience taught me that valuable advice can sometimes come from an unexpected source, and chance events can sometimes open new doors.”

N. R. Narayana Murthy (1946) Indian businessman

Life lessons from Narayana Murthy (2013)

Chance, Future

“I personally regret the shift in literary study from reading primary texts to reading critical and theoretical texts. The major problem today among students is that they simply have not read enough literature. Consequently they do not have the necessary background to take a critical attitude towards literary theory. One needs to test every abstraction against experience.”

Dana Gioia (1950) American writer

Interview with Robert McPhillips http://www.danagioia.net/about/mcphillips.htm (December 1991), published in Verse (Summer 1992) Interviews

Literature, Problem, Study, Reading

“Academic excellency and moral of students should be achieved with integration because good morals directly will shape a conducive environment for students to achieve success.”

Abdul Halim of Kedah (1927–2017) King of Malaysia

SMJK Keat Hwa Excellence Award Day 2017 https://www.bharian.com.my/node/283525

Success

“Mahmood having reached Tahnesur before the Hindoos had time to take measures for its defence, the city was plundered, the idols broken, and the idol Jugsom was sent to Ghizny to be trodden under foot…Mahmood having refreshed his troops, and understanding that at some distance stood the rich city of Mutra [Mathura], consecrated to Krishn-Vasdew, whom the Hindoos venerate as an emanation of God, directed his march thither and entering it with little opposition from the troops of the Raja of Delhy, to whom it belonged, gave it up to plunder. He broke down or burned all the idols, and amassed a vast quantity of gold and silver, of which the idols were mostly composed. He would have destroyed the temples also, but he found the labour would have been excessive; while some say that he was averted from his purpose by their admirable beauty. He certainly extravagantly extolled the magnificence of the buildings and city in a letter to the governor of Ghizny, in which the following passage occurs: "There are here a thousand edifices as firm as the faith of the faithful; most of them of marble, besides innumerable temples; nor is it likely that this city has attained its present condition but at the expense of many millions of deenars, nor could such another be constructed under a period of two centuries."…The King tarried in Mutra 20 days; in which time the city suffered greatly from fire, beside the damage it sustained by being pillaged. At length he continued his march along the course of a stream on whose banks were seven strong fortifications, all of which fell in succession: there were also discovered some very ancient temples, which, according to the Hindoos, had existed for 4000 years. Having sacked these temples and forts, the troops were led against the fort of Munj…The King, on his return, ordered a magnificent mosque to be built of marble and granite, of such beauty as struck every beholder with astonishment, and furnished it with rich carpets, and with candelabras and other ornaments of silver and gold. This mosque was universally known by the name of the Celestial Bride. In its neighbourhood the King founded an university, supplied with a vast collection of curious books in various languages. It contained also a museum of natural curiosities. For the maintenance of this establishment he appropriated a large sum of money, besides a sufficient fund for the maintenance of the students, and proper persons to instruct youth in the arts and sciences…The King, in the year AH 410 (AD 1019), caused an account of his exploits to be written and sent to the Caliph, who ordered it to be read to the people of Bagdad, making a great festival upon the occasion, expressive of his joy at the propagation of the faith.”

Mahmud of Ghazni (971–1030) Sultan of Ghazni

Tarikh-i-Firishta, translated by John Briggs under the title History of the Rise of the Mahomedan Power in India, first published in 1829, New Delhi Reprint 1981, Vol. I, pp. 27-37.
Quotes from Muslim medieval histories

Money, God, People, Books

“On the one hand, the student has been informed by some writers that the only certain way lies in the use of the entropy-function and the thermodynamic potentials; on the other hand, he is told with equal authority that the method used by the original investigators has been the consideration of cyclic processes, and that the former method is nothing but a mathematical (perhaps unnecessary) refinement of the results obtained by the latter. These extreme attitudes appear to me to be unfortunate, and more especially when one observes the physical clearness introduced by the use of cyclic processes, but at the same time remembers that most of the results obtained by separate investigators using cyclic processes had, with a great many more, previously been found by J. Willard Gibbs by means of a purely analytical method.”

J. R. Partington (1886–1965) British chemist

A Text-Book of Thermodynamics with Special Reference to Chemistry (1913)

Way, Mathematics, Appearance, Time

“I myself was, for nearly six years, in such close touch with the Malay language that it affected my English and still affects my thinking. When I wrote a novel called A Clockwork Orange, no European reader saw that the Malay word for "man" – orang – was contained in the title (Malay students of English invariably write "orang squash"…”

Anthony Burgess (1917–1993) English writer

Non-Fiction, Joysprick: An Introduction to the Language of James Joyce (1973)

Thinking

“William Shakespeare has probably done more to damage the cultural worth of Britain than anyone else in the whole of human history. After endlessly having to study his plays on the school curriculum, generations of children have ventured into adulthood convinced that all literature is coma-inducingly dreary. I don't blame them. Portia's speech about the 'gentle rain' is in no way as stimulating as 10 minutes of Grand Theft Auto. I believe that Shakespeare, along with Milton, Donne and Chaucer, has a place in modern Britain. And that place is deep in the bowels of the British Library, where he can be studied by hardcore language students.”

Jeremy Clarkson (1960) English broadcaster, journalist and writer

Source: For Crying Out Loud! The World According to Clarkson Volume Three (2008), p. 21

Children, School, Way, History

“Negativity sells. I have been labelled a rebel. If I had been one, would I have got married at 23? Would I have been a straight student?”

Sania Mirza (1986) Indian tennis player

Source: Sharmistha Chaudhuri Successful people are targeted; I’m more careful now: Sania Mirza http://www.hindustantimes.com/sports-news/tennis/successful-people-are-targeted-i-m-more-careful-now-sania-mirza/article1-1155050.aspx, The Hindustan Times, 23 November 2013

“Reckless people have deluded themselves that this was a subprime crisis. But we have problems with credit-card debt, student-loan debt, auto loans, commercial real estate loans, home-equity loans, corporate debt and loans that financed leveraged buyouts… We have a subprime financial system, not a subprime mortgage market.”

Nouriel Roubini (1958) American economist

Quoted in Stephen Mihm, "Dr. Doom," http://www.nytimes.com/2008/08/17/magazine/17pessimist-t.html?_r=1&oref=slogin The New York Times (2008-08-15).

People, Home, Problem

“To be a student of Stuck [1898 - 1900] sounded good. In reality, however, it was not half so splendid. Instead of coming to him with a sound mind I brought a thousand pains and many prejudices. In the realm of colour I found it hard to progress. Since the tone provided by mood predominated strongly in my mastery of form, I sought to find as much profit as possible here at least. And, in this respect, a great deal really was to be gained at Stuck's. Naturally I was not the only one, at this time, to be deficient in the realm of color. Later, in his monograph, Kandinsky passed a similar judgement on this school [of Stuck].”

Paul Klee (1879–1940) German Swiss painter

Quote (1900), # 121, in The Diaries of Paul Klee, translation: Pierre B. Schneider, R. Y. Zachary and Max Knight; publisher, University of California Press, 1964
1895 - 1902

Pain, School, Color, Mood

“Standing by me and helping my work as newspaper man were the Fascisti. They were composed of revolutionary spirits who believed in intervention. They were youths—the students of the universities, the socialist syndicalists—destroying faith in Karl Marx by their ideals.”

Benito Mussolini book My Autobiography

My Autobiography, New York, C. Scribner's Sons, 1928. Reprinted in Benito Mussolini, My Rise And Fall, Volumes 1-2 Da Capo Press, 1998 (p.40).
1920s

Youth, Faith, Universe, Help

“I like to take things easy. I don't constantly think about music. I never plan concerts, practise or even hum. When I go up on the stage, music courses through me. My family members attend my concerts because they do not hear me sing at home. I have entrusted you [Prince Rama Varma] with the task of popularising my style of singing among others, especially in foreign countries. I have heard some of your foreign students sing my compositions and was surprised. They sound better than many Indian students. I want to be known more as a composer than as a musician. You are now making this happen.”

M. Balamuralikrishna (1930–2016) Carnatic vocalist, instrumentalist and playback singer

Source: Interview by Prince Rama Varma "There's no one way to teach".

Family, Music, Home, Thinking

“Alchian: Two things you [Hayek] wrote that had a personal influence on me, after your Prices and Production, were 'Individualism and Economic Order' [sic — Alchian certainly has in mind Hayek's 'Economics and Knowledge'] and 'The Use of Knowledge in Society.' These I would regard as your two best articles, best in terms of their influence on me.
Hayek: 'Economics and Knowledge' — the '37 one — which is reprinted in the volume, is the one which marks the new look at things in my way.
Alchian: It was new to you, too, then? Was it a change in your own thinking?
Hayek: Yes, it was really the beginning of my looking at things in a new light. … I was aware that I was putting down things which were fairly well known in a new form, and perhaps it was the most exciting moment in my career when I saw it [i. e. 'Economics and Knowledge'] in print.
Alchian: Well, I'm delighted to hear you say that, because I had that copy typed up to mimeograph for my students in the first course I gave here [i. e. UCLA]. And Allan Wallace … came through town one day, and I said, 'Allan, I've got a great article!" He looked at it, started to laugh, and said, "I've seen it too; it's just phenomenal!' I'm just delighted to hear you say that it was exciting, because it was to me, too … that was a very influential article, I must say.”

Armen Alchian (1914–2013) American economist

Interviewing Friedrich Hayek, 1978

Way, Knowledge, Thinking, Light

“"It's wrong to profit from the misfortune of others." I ask my students whether they'd support a law against doing so. But I caution them with some examples. An orthopedist profits from your misfortune of having broken your leg skiing. When there's news of a pending ice storm, I doubt whether it saddens the hearts of those in the collision repair business. I also tell my students that I profit from their misfortune — their ignorance of economic theory.”

Walter E. Williams (1936) American economist, commentator, and academic

1970s, Economics for the Citizen (1978)

Law, Business, Support, Heart

“Shaped by student life in England, my wife and I are aghast at this frenetic sociability before the new weeks begins, this almost philistine uncaringness for the idea of Monday morning.”

Amit Chaudhuri (1962) contemporary Indian-English novelist

Calcutta: Two Years in The City (2013)

Life, Idea

“They call us murderers, but we did not murder over two hundred fifty unarmed Black men, women, and children, or wound thousands of others in the riots they provoked during the sixties. The rulers of this country have always considered their property more important than our lives. They call us murderers, but we were not responsible for the twenty-eight brother inmates and nine hostages murdered at attica. They call us murderers, but we did not murder and wound over thirty unarmed Black students at Jackson State—or Southern State, either.”

Assata Shakur (1947) American activist who was a member of the Black Panther Party and Black Liberation Army

To My People (July 4, 1973)

Women, Men, Children, Country

“In the application of the ordinary principles of geometry and trigonometry to such Astronomical measures… it may sometimes be expedient to resolve the process into several successive steps, and these steps may perhaps require different kinds of treatment. But… all are simple and within ordinary comprehension, and the only complexity arises from the circumstance that the student may find it necessary to have a clear view of several such steps at once…”

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

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

Success

“Scientific language that is correct and serious so far as teachers and students are concerned must follow these stylistic norms:
# Be as verbally explicit and universal as possible…. The effect is to make `proper' scientific statements seem to talk only about an unchanging universal realm….
# Avoid colloquial forms of language and use, even in speech, forms close to those of written language. Certain words mark language as colloquial…, as does use of first and second person…
# Use technical terms in place of colloquial synonyms or paraphrases….
# Avoid personification and use of specifically or usually human attributes or qualities…, human agents or actors, and human types of action or process…
# Avoid metaphoric and figurative language, especially those using emotional, colorful, or value laden words, hyperboles and exaggeration, irony, and humorous or comic expressions.
# Be serious and dignified in all expression of scientific content. Avoid sensationalism.
# Avoid personalities and reference to individual human beings and their actions, including (for the most part) historical figures and events….
# Avoid reference to fiction or fantasy.
# Use causal forms of explanation and avoid narrative and dramatic accounts…. Similarly forbidden are dramatic forms, including dialogue, the development of suspense or mystery, the element of surprise, dramatic action, and so on.”

Jay Lemke (1946) American academic

Source: Talking Science: Language, Learning, and Values. 1990, p. 133-134, as cited in: Mary U. Hanrahan, "Applying CDA to the analysis of productive hybrid discourses in science classrooms." (2002).

Color, Teachers, Universe, Parting

“[A]s a graduate student at Columbia University, I remember the a priori derision of my distinguished stratigraphy professor toward a visiting Australian drifter [a supporter of the theory of continental drift]. […] Today […] my own students would dismiss with even more derision anyone who denied the evident truth of continental drift—a prophetic madman is at least amusing; a superannuated fuddy-duddy is merely pitiful.”

Stephen Jay Gould book Ever Since Darwin

"The Validation of Continental Drift", pp. 160–61
Ever Since Darwin (1977)

Truth, Support, Universe

“NRA members are in city hall, Fort Carson, NORAD, the Air Force Academy and the Olympic Training Center. And yes, NRA members are surely among the police and fire and SWAT team heroes who risked their lives to rescue the students at Columbine. "Don't come here"? We're already here. This community is our home. Every community in America is our home.”

Charlton Heston (1923–2008) American actor

NRA annual meeting opening remarks http://www.nrawinningteam.com/meeting99/hestsp1.html, Denver, Colorado, 1999-05-01 Mayor Webb asked the NRA not to hold this meeting, which fell shortly after the Columbine High School massacre on 1999-04-20. In

Home, Communication, Training

“The third and intermediate kind of instruction, which connects the first two… relates to the application of scientific principles to practical purposes. It qualifies the student to plan a structure or a machine for a given purpose, without the necessity of copying some existing example, and to adapt his designs to situations to which no existing example affords a parallel. It enables him to compute the theoretical limit of the strength or stability of a structure, or the efficiency of a machine of a particular kind—to ascertain how far an actual structure or machine fails to attain that limit—to discover the cause of such shortcomings—and to devise improvements for obviating such causes; and it enables him to judge how far an established practical rule is founded on reason, how far on mere custom, and how far on error.”

William John Macquorn Rankine (1820–1872) civil engineer

p, 125
"On the Harmony of Theory and Practice in Mechanics" (Jan. 3, 1856)

Error

“Decision theory can be pursued not only for the purposes of building foundations for political economy, or of understanding and explaining phenomena that are in themselves intrinsically interesting, but also for the purpose of offering direct advice to business and governmental decision makers. For reasons not clear to me, this territory was very sparsely settled prior to World War II. Such inhabitants as it had were mainly industrial engineers, students of public administration, and specialists in business functions, none of whom especially identified themselves with the economic sciences. Prominent pioneers included the mathematician, Charles Babbage, inventor of the digital computer, the engineer, Frederick Taylor and the administrator, Henri Fayol.
During World War II, this territory, almost abandoned, was rediscovered by scientists, mathematicians, and statisticians concerned with military management and logistics, and was renamed “operations research” or “operations analysis.””

Herbert A. Simon (1916–2001) American political scientist, economist, sociologist, and psychologist

So remote were the operations researchers from the social science community that economists wishing to enter the territory had to establish their own colony, which they called “management science”.
1960s-1970s, "Rational decision making in business organizations", Nobel Memorial Lecture 1978

War, World, Communication, Understanding

“An understandable hunger for … potential clients tempts many [career counseling therapists] to overpromise, like creative writing teachers who, out of greed or sentimentality, sometimes imply that all of their students could one day produce worthwhile literature, rather than frankly acknowledging the troubling truth, anathema to a democratic society, that the great writer, like the contented worker, remains an erratic and anomalous event, … immune to the methods of factory farming.”

Alain de Botton (1969) Swiss writer

Source: The Pleasures and Sorrows of Work (2009), pp. 126-127.

Hunger, Truth, Literature, Understanding

“Education must begin with the solution of the teacher-student contradiction, by reconciling the poles of the contradiction so that both are simultaneously teachers and students.”

Paulo Freire (1921–1997) educator and philosopher

Source: Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970), Chapter 2

Education, Teachers

“Teachers should prepare the student for the student's future, not for the teacher's past.”

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

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

Teachers, Past, Future

“It was not until my second year as a doctoral student that I began to understand that mathematics was an ever-expanding universe. My thesis advisor at Princeton was Emil Artin, one of the great algebraists of the century. Unfortunately, or perhaps fortunately, he offered me no advice in the selection of a thesis topic. I think it was a fluke that I got started at all. But once I did, a whole new world opened up, to which I would devote a vast amount of time and energy for over thirty years.”

O. Timothy O'Meara (1928–2018) American mathematician

[The Idea of a Catholic University: A Personal Perspective, Marquette Law Review, Winter 1995: Symposium on Religiously Affiliated Law Schools, 78, 2, 389–396, http://scholarship.law.marquette.edu/cgi/viewcontent.cgi?article=1579&context=mulr]

World, Mathematics, Understanding, Thinking

“I strive that in public dissection the students do as much as possible.”

Andreas Vesalius (1514–1564) early anatomist

De fabrica, quoted in O'Malley 1964, p. 144

““William Henry, when you were my student you honored me by noting down my words and philosophical maunderings. What said I on the subject of hate?”
“A strong man hates no one, is enraged with no one,” whispered William.
Spinoza continued. “He who lives under the guidance of reason endeavors as much as possible to repay hatred with love and nobleness. He who wished to avenge injuries by reciprocal hatred will live in misery. Hatred is increased by reciprocated hatred, and, on the contrary, can be demolished by love.””

Melinda M. Snodgrass (1951) American writer

Source: Queen's Gambit Declined (1989), Chapter 17 (p. 224)

Love, Hate, Strong

“I had very happy high school years; I was not a very diligent student, but I had good achievements – I was a winner of biology and chemistry national competition, which gave me a lot of points when I decided to take the entrance examination for medicine, not being completely convinced of the medical profession, since there was never a doctor in my family.”

Marek Sanak (1958) Polish scientist

Kobos, Andrzej (2012). Po drogach uczonych. 5. Polska Akademia Umiejętności. pp. 317–335. ISBN 978-83-7676-127-5.

School, Family, Happiness

“The early thirties brought what liberal economists called the Great Depression and Marxist economists described as the great crisis of capitalism. It dawned on me that the economic world order was unreliable, unstable, and, most of all, iniquitous. I sought intellectual contacts and friendship with a group of socialist students and also with a small handful of communist-oriented students and unemployed workers.”

Tjalling Koopmans (1910–1985) Dutch American economist

" Tjalling C. Koopmans - Biographical http://www.nobelprize.org/nobel_prizes/economic-sciences/laureates/1975/koopmans-bio.html". Nobelprize.org. Nobel Media AB 2013. Web. 9 Jun 2014.

Friendship, World

“I was a student at the Delhi School at the very end of its Golden Age. The departments of economics and sociology were still world-class. Amartya Sen had left for England and M. N. Srinivas had retired to Bangalore; but Sukhamoy Chakravarty and André Béteille remained. There were also other brilliant scholars on the faculty—such as A. L. Nagar and Kaushik Basu in economics, and Veena Das and J. P. S. Uberoi in sociology. Both departments had active research programmes.”

Ramachandra Guha (1958) historian and writer from India

[Guha, Ramachandra, A SALUTE TO THE COFFEE HOUSE, http://ramachandraguha.in/archives/a-salute-to-the-coffee-house.html, The Telegraph, 29th September 2007]

Age, World, School

“I served for 42 years on the board of trustees of the largest Presbyterian seminary, Princeton Theological Seminary, and we had brilliant people — teachers and students both — but they did not come up with many new concepts. They weren't invited to come up with new concepts. Anybody who had come up with a new concept would have been under suspicion for being out of step with the tradition or out of step with the teachings of the church.”

John Marks Templeton (1912–2008) stock investor, businessman and philanthropist

The Quotable Sir John

People, Teachers

“Rita: Will they sack you.
Frank: [lying flat on the floor] The sack? God no; that would involve making a decision. Pissed is all right. To get the sack, it'd have to be rape on a grand scale; and not just with students either. [Rita gets up and moves across to look at him] That would only amount to a slight misdemeanour. For dismissal it'd have to be nothing less than buggering the bursar.”

Willy Russell book Educating Rita

Pages 42-43.
Educating Rita (1980)

God, Lying, Decision

“Senators say they fear the N. R. A. and the gun lobby. But I think that fear must be nothing compared to the fear the first graders in Sandy Hook Elementary School felt as their lives ended in a hail of bullets. The fear that those children who survived the massacre must feel every time they remember their teachers stacking them into closets and bathrooms, whispering that they loved them, so that love would be the last thing the students heard if the gunman found them. On Wednesday, a minority of senators gave into fear and blocked common-sense legislation that would have made it harder for criminals and people with dangerous mental illnesses to get hold of deadly firearms — a bill that could prevent future tragedies like those in Newtown, Conn., Aurora, Colo., Blacksburg, Va., and too many communities to count.”

Gabrielle Giffords (1970) American politician

A Senate in the Gun Lobby’s Grip, The New York Times, 2013-04-18, April 17, 2013 http://www.nytimes.com/2013/04/18/opinion/a-senate-in-the-gun-lobbys-grip.html?hp&_r=0,

Love, Children, People, Fear

“I never, ever cheated [in medical school]. I don't condone cheating. But I would sometimes spread misinformation. This is a great tactic. Misinformation can be very important. We spread the rumor that we knew what was on the test and it was definitely going to be all about the liver. We tried to trick all of our competing students into over-studying for the liver.
"So, that's my advice," he concluded. "Misinformation works."”

Rand Paul (1963) American politician, ophthalmologist, and United States Senator from Kentucky

The Truthiness of Rand Paul
Jill Lawrence
2013-10-17
National Journal
http://www.nationaljournal.com/magazine/the-truthiness-of-rand-paul-20131017
2013-10-21
2010s

School, Study, Cheating

“When Galilei let balls of a particular weight, which he had determined himself, roll down an inclined plain, or Torricelli made the air carry a weight, which he had previously determined to be equal to that of a definite volume of water; or when, in later times, Stahl changed metal into lime, and lime again into metals, by withdrawing and restoring something, a new light flashed on all students of nature. They comprehended that reason has insight into that only, which she herself produces on her own plan, and that she must move forward with the principles of her judgments, according to fixed law, and compel nature to answer her questions, but not let herself be led by nature, as it were in leading strings, because otherwise accidental observations made on no previously fixed plan, will never converge towards a necessary law, which is the only thing that reason seeks and requires. Reason, holding in one hand its principles, according to which concordant phenomena alone can be admitted as laws of nature, and in the other hand the experiment, which it has devised according to those principles, must approach nature, in order to be taught by it: but not in the character of a pupil, who agrees to everything the master likes, but as an appointed judge, who compels the witnesses to answer the questions which he himself proposes. Therefore even the science of physics entirely owes the beneficial revolution in its character to the happy thought, that we ought to seek in nature (and not import into it by means of fiction) whatever reason must learn from nature, and could not know by itself, and that we must do this in accordance with what reason itself has originally placed into nature. Thus only has the study of nature entered on the secure method of a science, after having for many centuries done nothing but grope in the dark.”

Immanuel Kant book Critique of Pure Reason

Preface to 2nd edition, Tr. F. Max Müller (1905)
Critique of Pure Reason (1781; 1787)

Law, Question, Nature, Study

“This volume is an analysis of the American party system, an account of the structure, processes and significance of the political party, designed to show as clearly as possible within compact limits what the function of the political party is in the community. My purpose is to make this, as far as possible, an objective study of the organization and behavior of our political parties. It is hoped that this volume may serve as an introduction to students and others who wish to find a concise account of the party system; and also that it may serve to stimulate more intensive study of the important features and processes of the party. From time to time in the course of this discussion significant fields of inquiry have been indicated where it is believed that research would bear rich fruit. In the light of broader statistical information than we now have and with the aid of a thorough-going social and political psychology than we now have, it will be possible in the future to make much more exhaustive and conclusive studies of political parties than we are able to do at present. The objective, detailed study of political behavior will unquestionably enlarge our knowledge of the system of social and political control under which we now operate. But such inquiries will call for funds and personnel not now available to me.”

Charles Edward Merriam (1874–1953) American political scientist

Source: The American Party System, 1922, p. v; Preface lead paragraph

Hope, Behavior, Communication, Knowledge

“As a student of Franz von Stück he Kandinsky still continued for a while to paint quite naturalistically. He admitted to me that he had always loved color, even as a child, far more than subject matter. Form and color were his main interests. To me he often remarked that 'objects disturb me.”

Gabriele Münter (1877–1962) German painter

But he could paint portraits, too.
Source: Interview by Edouard Roditi (1958), p. 116

Love, Color, Painting

“In every field there is a need for writing where the main objective is to extend the reader's field of acquaintance with the complex cases of the real world. Such writing does not have to be very exact or quantitative; it does not even have to formulate or to demonstrate hypotheses. It constitutes, as it were, travel over the field of study. Travel is certainly not enough, even for a geographer, but we would feel, I imagine, that a geographer who had never travelled would be under a serious handicap. Similarly the student of organizations who has never, even vicariously through reading, been in a hospital, a bank, a research laboratory, a large corporation, a Soviet factory, a revolution, an Egyptian civil service department, and so on, has missed something. His generalizations are apt to be based on too narrow a selection of the field.”

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

Kenneth Boulding (1958) "Evidences for an Administrative Science: A review of the Administrative Science Quarterly, volumes 1 and 2". In Administrative Science Quarterly. vol. 3, no. 1, pp. 1-22.as cited in: John Van Maanen (1998) Qualitative Studies of Organizations. p.xx
1950s

World, Travel, Feeling, Imagination

“One student told us that she knew birth control wasn’t covered, and she assumed that’s how Georgetown’s insurance handled all of women’s sexual healthcare, so when she was raped, she didn’t go to the doctor even to be examined or tested for sexually transmitted infections because she thought insurance wasn’t going to cover something like that, something that was related to a woman’s reproductive health.”

Sandra Fluke (1981) American women's rights activist and lawyer

U.S. Congressional testimony (February 23, 2012)

Women, Health, Birth

“This perversion of the ethical values soon crystallized into the all-dominating slogan of the Communist Party: THE END JUSTIFIES ALL MEANS. Similarly in the past the Inquisition and the Jesuits adopted this motto and subordinated to it all morality. It avenged itself upon the Jesuits as it did upon the Russian Revolution. In the wake of this slogan followed lying, deceit, hypocrisy and treachery, murder, open and secret. It should be of utmost interest to students of social psychology that two movements as widely separated in time and ideas as Jesuitism and Bolshevism reached exactly similar results in the evolution of the principle that the end justifies all means. The historic parallel, almost entirely ignored so far, contains a most important lesson for all coming revolutions and for the whole future of mankind.”

Emma Goldman book My Disillusionment in Russia

My Disillusionment in Russia (1923)

Secret, Lying, Idea, Time

“After I asked him [a student] what he meant, he replied that freedom consisted of the unimpeded right to get rich, to use his ability, no matter what the cost to others, to win advancement. No decent society can tolerate that definition.”

Norman Thomas (1884–1968) American Presbyterian minister and socialist

"A Legacy for the Young from Norman Thomas", Life Magazine, Mar 14, 1969

Freedom

“I have not built any theory. I have only tried to build up sensitive eyes, as my book says. And I have tried to achieve that by aiming at very distinct color relationships again – like how do they influence each other? Change each other in light and in intensity, in transparency, opacity? How do they change each other in all different directions? That we make all the students aware, through experience, that color is the most relative medium in art, and that we never really see what we see. All neighboring means which occur every minute different, not only in changing light but also by our changing moods. And in the end, the study of color again is a study of ourselves.”

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

Homage to the square' (1964), Oral history interview with Josef Albers' (1968)

Books, Art, Color, Mood

“It’s very difficult to make them understand the importance of a Guruji. In India, it’s kind of more than gods and goddesses. We revere our Gurujis more than our parents, more than our family members, more than gods and goddesses. But they’ll never understand. Never understand who a Guru is. There are so many differences. But when I am teaching at Rotterdam in Netherlands (He heads the World Music Department at the Rotterdam Music Conservatory), I tell each and every student-“keep your shoe out, you have to sit down. If you want to learn Indian music, you have to treat me- not like your teacher, not like your Guru, you treat me as a friend and we share our willing.”

Hariprasad Chaurasia (1938) Indian bansuri player

On Guru-Shishya Parampara (tradition of Teacher and Student) and Modern world.
Melodies of Brindavan: Pandit Hariprasad Chourasia

God, World, Family, Music

“The dialogical character of education as the practice of freedom does not begin when the teacher-student meets with the students-teachers in pedagogical situation, but rather when the former first asks herself or himself what she or he will dialogue with the latter about.”

Paulo Freire (1921–1997) educator and philosopher

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

Education, Freedom, Teachers

“Indeed, most bright, intellectually curious college students suffer through Econ 101, are happy to pass, and then wave goodbye to the subject forever. Economics is filed away with calculus and chemistry—rigorous subjects that required a lot of memorization and have little to do with anything that will come later in life. And, of course, a lot of bright students avoid the course in the first place. This is a shame on two levels.
First, many intellectually curious people are missing a subject that is provocative, powerful, and highly relevant to almost every aspect of our lives.…Second, many of our brightest citizens are economically illiterate.”

Charles Wheelan (1966) American politician

Introduction
Naked Economics (rev. and updated ed., 2010)

Life, People, Suffering, Happiness

“Theory is taught so as to make the student believe that he or she can become a Marxist, a feminist, an Afrocentrist, or a deconstructionist with about the same effort and commitment required in choosing items from a menu.”

Edward Said book Culture and Imperialism

Culture and Imperialism (1993), Chap 4, Sect 2

Effort

“In schools, for example, there are courses in the criticism of literature, art criticism, and so forth. The arts are supposed to be 'not real.' It is quite safe, therefore, to criticize them in that regard -- to see how a story or a painting is constructed, or more importantly, to critically analyze the structure of ideas, themes, or beliefs that appear, say, in the poem or work of fiction. When children are taught science, there is no criticism allowed. They are told, 'This is how things are.' Science's reasons are given as the only true statements about reality, with which no student is expected to quarrel. Any strong intellectual explorations or counter versions of reality have appeared in science fiction, for example. Here scientists, many being science-fiction buffs, can channel their own intellectual questioning into a safe form. 'This is, after all, merely imaginative and not to be taken seriously.”

Jane Roberts (1929–1984) American Writer

Source: The God of Jane: A Psychic Manifesto (1981), p. 145-146

Children, School, Art, Imagination

“On his performance in college: "I was the one of those students who made the top half of the class possible."”

Michael Bloomberg (1942) American businessman and politician, former mayor of New York City

http://www.tufts.edu/home/feature/?p=commencement2007&p4=4
Education

“The history of mathematics may be instructive as well as agreeable; it may not only remind us of what we have, but may also teach us to increase our store. Says De Morgan, "The early history of the mind of men with regards to mathematics leads us to point out our own errors; and in this respect it is well to pay attention to the history of mathematics." It warns us against hasty conclusions; it points out the importance of a good notation upon the progress of the science; it discourages excessive specialization on the part of the investigator, by showing how apparently distinct branches have been found to possess unexpected connecting links; it saves the student from wasting time and energy upon problems which were, perhaps, solved long since; it discourages him from attacking an unsolved problem by the same method which has led other mathematicians to failure; it teaches that fortifications can be taken by other ways than by direct attack, that when repulsed from a direct assault it is well to reconnoitre and occupy the surrounding ground and to discover the secret paths by which the apparently unconquerable position can be taken.”

Florian Cajori book A History of Mathematics

Source: A History of Mathematics (1893), pp. 1-2; Cited in: Robert Edouard Moritz. Memorabilia mathematica; or, The philomath's quotation-book https://archive.org/stream/memorabiliamathe00moriiala#page/198/mode/2up, (1914) p. 90; Study and research in mathematics

Men, Secret, Way, Error

“What's the matter with the crowd I'm seeing?
"Don't you know that their out of touch?"
Should I try to be a straight 'A' student?
"If you are then you think too much.
Don't you know about the new fashion honey?
All you need are looks and a whole lotta money."
It's the next phase, new wave, dance craze, anyways
It's still rock and roll to me.
Everybody's talkin' 'bout the new sound
Funny, but it's still rock and roll to me.”

Billy Joel (1949) American singer-songwriter and pianist

It's Still Rock and Roll to Me.
Song lyrics, Glass Houses (1980)

Money, Fashion, Thinking, Dance

“The atmosphere of the home is prolonged in school, where students soon discover that (as in the home) in order to achieve some satisfaction they must adapt to the precepts which have been set from above. One of these precepts is not to think.”

Paulo Freire (1921–1997) educator and philosopher

Pedagogia do oprimido (Pedagogy of the Oppressed) (1968, English trans. 1970)

School, Home, Thinking

“There is little danger that any student, however idle or stupid, will fail to get some result; but there is great danger that he will be led astray, obsessed and overwhelmed by his results, even though it be by those which it is necessary that he should attain. Too often, moreover, he mistaketh the first resting-place for the goal, and taketh off his armour as if he were a victor ere the fight is well begun.
It is desirable that the student should never attach to any result the importance which it at first seems to possess.”

Aleister Crowley (1875–1947) poet, mountaineer, occultist

Book VI : Liber O (1909)

Stupidity, Fight

“When professors teach, they teach what they love. What they are experts in. What it is easy for them to learn. Thus, it is easy to forget what it is like to be the student who struggles in the classroom.”

Adrianne Wadewitz (1977–2014) academic and Wikipedian

Wadewitz, Adrianne. (August 12, 2013). "What I learned as the worst student in the class" http://www.hastac.org/blogs/wadewitz/2013/08/12/what-i-learned-worst-student-class. HASTAC: Humanities, Arts, Science, and Technology Alliance Collaboratory. — reprinted and cited in: "How Adrianne Wadewitz learnt to embrace failure" http://www.smh.com.au/world/how-adrianne-wadewitz-learnt-to-embrace-failure-20140425-zqzgx.html. The Sydney Morning Herald. April 25, 2014. Retrieved April 25, 2014.

Love, Learning, Forgetting

“I have always been — I think any student of history almost inevitably is — a cheerful pessimist.”

Jacques Barzun (1907–2012) Historian

Quoted in "Jacques Barzun '27: Columbia Avatar" http://www.college.columbia.edu/cct/jan06/cover.php by Thomas Vinciguerra, Columbia Today (January 2006)

History, Thinking

“…many questions about the phenomenon of Israel… Students are saying that sixty years ago such a country did not exist… I tell them to study the history of WWI and WWII. One of my students told me that during WWII, which more than tens of millions of people perished in, news about the war, was quickly disseminated by the warring parties. Each touted their victories and the most recent battlefront defeat of the other party. After the war they claimed that six million Jews had been killed. Six million people that were surely related to at least two million families. Again let us assume that these events are true. Does that logically translate into the establishment of the state of Israel in the Middle East or support for such a state? How can this phenomenon be rationalized or explained?”

Mahmoud Ahmadinejad (1956) 6th President of the Islamic Republic of Iran

Paragraphs 8, 10-12
2006, Letter to George W. Bush, 2006

War, People, Family, History

“I can no longer clothe myself, whether in good clothes or cheap, without the likelihood that my clothes are made under sweat-shop conditions. … If I send my students to pursue further study upon subjects to which I have introduced them, I must send them to receive the benefits of endowments from the hands of a besotted philanthropy, drunken and sated with the wine of life pressed from the crushed and exhausted millions who feed the modern industrial wine press.”

George D. Herron (1862–1925) American clergyman, writer and activist

Source: Between Caesar and Jesus (1899), pp. 23-24

Life, Study, Wine, Clothes

“Here, then, appeared in its fullest force, the practical difficulty in education which a mere student could never overcome; a difficulty not in theory, or knowledge, or even want of experience, but in the sheer chaos of human nature.”

Henry Adams (1838–1918) journalist, historian, academic, novelist

The Education of Henry Adams (1907)

Education, Nature, Knowledge, Appearance

“The Chicano student movement at UC Santa Barbara didn't want me there. These are the same people that sit on a multicultural committee. But they don't want me there because for them I represent a cultural perspective that they do not accept. Their version of multiculturalism is that it all be left wing, that it all be formed by a quasi-Marxist voodooism. And if anybody comes into their world that is any different from that, they can't deal with it. Because they are not multiculturalist at all. They're the most sectarian people I know.”

Richard Rodríguez (1944) American journalist and essayist

Violating the Boundaries: An Interview with Richard Rodriguez (1999)

People, World

“She was a student of history, valued the lessons of it. The worst atrocities began with half-measures, with apologies, compromising with the wrong side, shrinking from what had to be done.”

C. J. Cherryh book Downbelow Station

Book 3, Chapter 2 (p. 192)
Downbelow Station (1981)

History

“He’s a med student,” Cassidy protested. “Someone who is supposed to save lives, not take them.”

Lis Wiehl (1961) American legal scholar

Source: Heart of Ice A Triple Threat Novel with April Henry (Thomas Nelson), p. 13

“Look, having nuclear—my uncle was a great professor and scientist and engineer, Dr. John Trump at MIT; good genes, very good genes, OK, very smart, the Wharton School of Finance, very good, very smart—you know, if you're a conservative Republican, if I were a liberal, if, like, OK, if I ran as a liberal Democrat, they would say I'm one of the smartest people anywhere in the world—it's true!—but when you're a conservative Republican they try—oh, do they do a number—that's why I always start off: Went to Wharton, was a good student, went there, went there, did this, built a fortune—you know I have to give my like credentials all the time, because we're a little disadvantaged—but you look at the nuclear deal, the thing that really bothers me — it would have been so easy, and it's not as important as these lives are—nuclear is powerful; my uncle explained that to me many, many years ago, the power and that was 35 years ago; he would explain the power of what's going to happen and he was right, who would have thought?—but when you look at what's going on with the four prisoners—now it used to be three, now it's four—but when it was three and even now, I would have said it's all in the messenger; fellas, and it is fellas because, you know, they don't, they haven't figured that the women are smarter right now than the men, so, you know, it's gonna take them about another 150 years—but the Persians are great negotiators, the Iranians are great negotiators, so, and they, they just killed, they just killed us.”

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

Speech in South Carolina (19 July 2016)
2010s, 2016, July

Women, Men, People, World

“There's an element of desperation in the insistence of the graduate student's respect for knowledge — as opposed to wisdom.”

Theodore Roethke (1908–1963) American poet

Source: Poetry and Craft (1965), p. 95

Wisdom, Knowledge

“I have always found it a little strange that the majority of schools are utilizing filters. It seems to me that this is the environment where filters would not be used because the students are so carefully monitored, the activities in which they engage all go toward the same goals of education, and this is the very place where young people should be learning about information and its uses, in other words, where they should be learning information literacy.A recent National Research Center report, commissioned by Congress, clearly stated that information and media literacy are the most important things we can teach our children in order to truly protect them. Instead of placing barriers around the swimming pool, we must teach children to swim. We must teach children to find and use accurate information.”

Judith Krug (1940–2009) librarian and freedom of speech proponent

"Children's Internet Protection Act" http://discuss.washingtonpost.com/wp-srv/zforum/02/washtech_policy060302.htm by Brian Krebs, The Washington Post (June 3, 2002 )

Children, People, Education, School

“There is only one way to purify JNU. Shut down the university for four months, question every student, especially those pursuing courses in political science and sociology who are extending their stay by several years while insulting the nation.”

Subramanian Swamy (1939) Indian politician

On the sedition charges against Kanhaiya Kumar and other JNU students, as quoted in " Purify JNU by shutting it for 4 months to weed out jihadists: Swamy http://www.hindustantimes.com/india/purify-jnu-by-shutting-it-for-4-months-to-weed-out-jihadists-swamy/story-vxxTkQjkzzz7lAtFmPonHM.html", Hindustan Times (23 February 2016) 2015-Present

Way, Question, Universe, Science

“The two of us had come a long way together from our humble beginnings and the basement apartment that had been our first home as newlyweds in 1957, when I was still a law student at Laval University in Quebec City.”

Jean Chrétien (1934) 20th Prime Minister of Canada

Source: My Years As Prime Minister (2007), Chapter One, At Laurier's Desk, p. 28 ( See also: Aline Chretien)

Law, Way, Home, Universe

“He took over, and he said: 'If I have to shoot 200,000 students to save China from another 100 years of disorder, so be it.”

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

Recalling how former Chinese leader Deng Xiaoping dealt with the 1989 Tiananmen Square protests, Straits Times, Aug 17, 2004
2000s

“A very sincere and serious freshman student came to my office with a question that had clearly been troubling him deeply. He said to me, “I am a devout Christian and have never had any reason to doubt evolution, an idea that seems both exciting and well documented. But my roommate, a proselytizing evangelical, has been insisting with enormous vigor that I cannot be both a real Christian and an evolutionist. So tell me, can a person believe both in God and in evolution?” Again, I gulped hard, did my intellectual duty, and reassured him that evolution was both true and entirely compatible with Christian belief—a position that I hold sincerely, but still an odd situation for a Jewish agnostic.”

Stephen Jay Gould book Leonardo's Mountain of Clams and the Diet of Worms

"Non-Overlapping Magisteria", p. 270
Leonardo's Mountain of Clams and the Diet of Worms (1998)

God, Idea, Question, Personality

“After 200 years, the constitutional protection of the right of the individual to life, liberty, and the pursuit of happiness is virtually gone. Today’s current terminology describing rights reflects this sad change. It is commonplace for politicians and those desiring special privileges to refer to: black rights, Hispanic rights, handicap rights, employee rights, student rights, minority rights, women’s rights, gay rights, children’s rights, student rights, Asian-American rights, Jewish rights, AIDS victims’ rights, poverty rights, homeless rights, etc. Unless all the terms are dropped & we recognize that only an individual has rights, the solution to the mess in which we find ourselves will not be found. The longer we lack of definition of rights, the worse the economic and social problems will be.”

Ron Paul (1935) American politician and physician

Freedom Under Siege https://web.archive.org/web/20111229190300/http://www.buzzfeed.com/ccbaxter/22-facts-that-dont-jibe-with-ron-paul-being-a-rac-41xp (1987). 1980s

Life, Women, Children, Sadness

“John Updike is always fun. And one of my former students, Tom Pynchon. I like to read Archie Ammons, my great friend. And Harold Bloom, another former student.”

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

On his reading preferences.
Cornell Chronicle interview (1999)

Reading

“Who, according to JK Rowling, the author of the Harry Potter novels, was Harry Potter's first girlfriend? Who is the first person he kisses? That's right, Cho Chang, who is a Chinese overseas student at Hogwarts school," he said, to laughs and scattered applause. "Ladies and gents I rest my case."”

Boris Johnson (1964) British politician, historian and journalist

2010s, 2013

School, Kiss, Change, Personality

“The student of social psychology … is concerned not so much with the panaceas that may be proposed for the solution of the economic problems, but is interested rather in the possibility that under any economic system a maximum number of people should be able to grow from infantile tribal ways to self-directing maturity.”

Everett Dean Martin (1880–1941)

Source: The Conflict of the Individual and the Mass in the Modern World (1932), p. 5

People, Way, Problem

“Strong families value their extended family, particularly grandparents. In one study of college students, a majority thought their interactions with grandparents reflected high family strengths. It’s important to create continuity between generations, passing along traditions and making roots ever stronger, so the tree continues to reach for the sun.”

Joyce Brothers (1927–2013) Joyce Brothers

10 Keys to a Strong Family (2002)

Family, Tree, Study, Strong

“Lawrence O'Donnell: Mr. Cain, in fact, you were in college from 1963 to 1967, at the height of the civil rights movement, exactly when the most important demonstrations and protests were going on. You could easily, as a student at Morehouse, between 1963 and 1967, actively participated in the kinds of protests that got African Americans the rights they enjoy today. You watched from that perspective at Morehouse when you were not participating in those processes. You watch black college students from around the country and white college students from around the country come to the South and be murdered fighting for the right of African Americans. Do you regret sitting on those sidelines at that time?
Herman Cain: Lawrence, your attempt to say that I sat on the sidelines is an irrelevant comparison that you are trying to deduce from that—
Lawrence O'Donnell: It's in your book. It's in your book.
Herman Cain: Now, Lawrence, I know what's in my book. Now, let me ask you a question. Did you expect every black student and every black college in America to be out there, in the middle of every fight? The answer is no. So for you to say, why was I sitting on the sidelines, I think that that is an inaccurate deduction that you are trying to make. You didn't know, Lawrence, what I was doing with the rest of my life. You didn't know what my family situation may have been. Maybe, just maybe, I had a sick relative, which is why I might not have been sitting in, or doing the Freedom Rides. So what I'm saying, Lawrence, is, with all due respect my friend, your deduction is incorrect, and it's not logical, okay?”

Herman Cain (1945) American writer, businessman and activist

referring to "This is Herman Cain!" recounting that Herman read about sit-ins and Freedom Rides, and followed his father's advice to "stay out of trouble".

Life, Books, Family, Question

“Zeus had loved his old friend, and lifted him up, and set him among the stars as the constellation Sagittarius. Here, in the Zodiac, now above, now below the horizon, he assists in the regulation of our destinies, though in this latter time few living mortals cast their eyes respectfully toward Heaven, and fewer still sit as students to the stars.”

John Updike book The Centaur

The Centaur (1963)

Love, Star, Time

“What a terrible price students are paying now for the idea of comfort.”

Alan Charles Kors (1943) American academic

2010s, Who's too Weak to Live with Freedom? (2013)

Idea

“Historically, "public administration" has grown in large part out of the wider field of inquiry, "political science." The history of American political science during the past fifty years is a story much too lengthy to be told here, but some important general characteristics and tendencies it has communicated to or shared with public administration must be noted.
The Secular Spirit Despite: the fact that "political science" in such forms as moral philosophy and political economy had been taught in America long before the Civil War, the present curriculum, practically in its entirety, is the product of the secular, practical, empirical, and "scientific" tendencies of the past sixty or seventy years. American students dismayed at the inadequacies of the ethical approach in the Gilded Age, stimulated by their pilgrimage to German universities, and led by such figures as J. W. Burgess, E. J. James, A. B. Hart, A. L. Lowell, and F. J. Goodnow have sought to recreate political science as a true science. To this end they set about observing and analyzing "actual government." At various times and according to circumstances, they have turned to public law, foreign institutions, rural, municipal, state, and federal institutions, political parties, public opinion and pressures, and to the administrative process, in the search for the "stuff" of government. They have borrowed both ideas and examples from the natural sciences and the other social disciplines. Frequently they have been inspired by a belief that a Science of Politics will emerge when enough facts of the proper kinds are accumulated and put in the proper juxtaposition, a Science that will enable man to "predict and control" his political life. So far did they advance from the old belief that the problem of good government is the problem of moral men that they arrived at the opposite position: that morality is irrelevant, that proper institutions and expert personnel are determining.”

Dwight Waldo (1913–2000) American political scientist

Source: The Administrative State, 1948, p. 22-23

Life, Men, War, Age

“Do you know how many times, when I was a kid, going to Europe, having a Frenchman try to get on my case about Vietnam. And that wasn't the problem, do you know what it was like to have other kids, other American students go, "yeah, it's pretty bad, in Vietnam, we should, yeah". And I'd be like, 'but, mhmm, French Indochina.', and they'd be like, "Oh is that near Vietnam" (groans). We don't educate our young people, and then we send them out into the world, as ambassadors as lameness. So no, no world empire, I don't want to be responsible for the plumbing in Rwanda, but we do need to become as much of a student of them as they are of us. Because, here's the thing. Well, the problem with the global village, remember in the early 90's, with the term now, global village, well the problem with the global village is that a lot of people are waking up realizing that they are in the global villages ghetto. And now with media, we are broadcasting these images of our wealth, and our power, our society, and the people in the global village are looking up on the hill seeing that mansion, but we're not looking down into the slum, and we need to do that. There's just so many times you can drive slowly through the ghetto in a rich convertible before you get carjacked. So this is what I mean, we need to engage…”

Max Brooks (1972) American author

Lecture of Opportunity | Max Brooks: World War Z https://www.youtube.com/watch?v=-nGG5E04cog

People, World, Education, Problem

“The time [will] come when a thousand students [will] be assembled on the hill for the purpose of seeing an education.”

David Jewett Waller, Sr. (1815–1893) Pennsylvanian minister and civic leader

1875, as attributed in Preacher, Entrepreneur: Rev. D.J. Waller Sr. by William M. Ballie (2011)

Education, Time

“However much men may honestly endeavour to limit the exercise of their discretion by definite rule, there must always be room for idiosyncracy; and idiosyncracy, as the word expresses, varies with the man. But there is, besides this, that of which every student of legal history must be aware, the leaning of the Courts for a certain time in a particular direction, balanced at least, if not reversed, by the leaning of the Courts for a certain time in a direction opposite. The current of legal decision runs often to a point which is felt to be beyond the bounds of sound and sane control, and there is danger sometimes that the retrocession of the current should become itself extreme.”

John Coleridge, 1st Baron Coleridge (1820–1894) British lawyer, judge and Liberal politician

Reg. v. Labouchere (1884), 15 Cox, C. C. 425.

Men, Exercises, History, Decision

“Almost 1,000 new seats to replace the mini building and the rundown trailers will help our students learn in the environment they deserve. It will give them a better opportunity to succeed.”

Jose Peralta (1971–2018) American politician

Learning, Help

“Fears to look bad in front of other people, to say something wrong, to be laughed at - all those fears deprive us of half of our abilities. This is one of the main school problems. That teacher understands it, who can teach students to study without fear of the teacher, without fear of classmates, and, the most important, without fear of a subject.”

Simon Soloveychik (1930–1996) Russia writer and philosopher

Source: The Last Book (1999), Ch.20 (In Russian, Последняя книга,1999, ISBN 5-8246-0030-9

People, Fear, School, Understanding

“The careful student of history will discover that Christianity has been of very little value in advancing civilization, but has done a great deal toward retarding it.”

Matilda Joslyn Gage (1826–1898) American abolitionist, writer

Source: Woman, Church and State (1893), p. 539

History

“The development of American political theories has received surprisingly little attention from students of American history. Even the political ideas of the Revolutionary fathers and the tenets of such important schools as those represented by Jefferson and Adams have not been carefully analyzed or put in their proper perspective. The political theory of the controversies over slavery and the nature of the Union has generally been presented from the partisan point of view, while recent tendencies in political thought have received no adequate notice.”

Charles Edward Merriam (1874–1953) American political scientist

Source: A History of American Political Theories, 1903, p. vii; Preface, lead paragraph

School, History, Idea, Nature

“My experiences at Princeton have made me far more aware of my "Blackness" than ever before. I have found that at Princeton, no matter how liberal and open-minded some of my White professors and classmates try to be toward me, I sometimes feel like a visitor on campus; as if I really don't belong. Regardless of the circumstances under which I interact with Whites at Princeton, it often seems as if, to them, I will always be Black first and a student second.”

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

" Princeton-Educated Blacks and the Black Community http://pt.scribd.com/doc/2305083/Princeton-Educated-Blacks-and-the-Black-Community", senior thesis, Princeton University (1985), p. 14-15 quoted in "Michelle Obama thesis was on racial divide" by Jeffrey Ressner at Politico.com (23 February 2008) http://dyn.politico.com/printstory.cfm?uuid=42FC5818-3048-5C12-005E33B3C0F4E64B 1980s

Feeling

“The best chance disabled students have for productive adult lives comes from being mainstreamed among other students. My daughter Jade is living proof of that. She has a disability, but we have made sure that she has gotten the same kind of exposure as other kids her age. There are a few exceptions; there are students whose special needs are such that mainstreaming won't work for them. But in the majority of cases, mainstreaming should be supported, encouraged, and facilitated for disabled students.”

Jesse Ventura (1951) American politician and former professional wrestler

I Ain't Got Time To Bleed (1999)

Age, Support, Chance, Daughters

“In the Samoiedas literary school, the students get satisfied only with shallow literary appearances and a ordinary simulation of notoriety, sometimes because of their intellectual incapacity and some other times by a vicious and careless instruction.”

Lima Barreto book Os Bruzundangas

Os Bruzundangas (1923)

School, Appearance, Time

“The prevailing situation of criticism… has given rise to a cult of professional expertise whose effect in general is pernicious. For the intellectual class, expertise has usually been a service rendered, and sold, to the central authority of society. This is the trahison des clercs of which Julien Benda spoke in the 1920s. Expertise in foreign affairs, for example, has usually meant the legitimization of the conduct of foreign policy and, what is more to the point, a sustained investment in revalidating the role of experts in foreign affairs. The same sort of thing is true of literary critics and professional humanists, except that their expertise is based upon noninterference in what Vico grandly calls the world of nations but which prosaically might just as well be called “the world.” We tell our students and our general constituency that we defend the classics, the virtues of a liberal education, and the precious pleasures of literature even as we also show ourselves to be silent (perhaps incompetent) about the historical and social world in which all these things take place…. Humanists and intellectuals accept the idea that… cultural types are not supposed to interfere in matters for which the social system has not certified them.”

Edward Said (1935–2003) Professor of English and literature

The World, the Text, and the Critic (1983), pp. 2-3

Pleasure, World, Education, Literature

“A primary reason for my success in the classroom was that I couldn’t forget that schooling was changing me and separating me from the life I enjoyed before becoming a student.”

Richard Rodríguez (1944) American journalist and essayist

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

Life, School, Change, Success

“During the reign of my father, the ministers of religion and students of law and literature, to the number of two and three thousand, in the principal cities of the empire, were already allowed pensions from the state; and to these, in conformity with the regulations established by my father, I directed Miran Sadr Jahan (spelling normalised) one of the noblest among the Seyeds of Herat, to allot a subsistence corresponding with their situation; and this is not only to the subjects of my own realms, but to foreigners - to natives of Persia, Roum, Bokhara, and Azerbaijan, with strict charge that this class of men should not be permitted either want or inconvenience of any type.”

Jahangir (1569–1627) 4th Mughal Emperor

Tarikh-i-Salim Shahi, p. 16. quoted from Lal, K. S. (1999). Theory and practice of Muslim state in India. New Delhi: Aditya Prakashan. Chapter 5

Men, Religion, Law, Literature

“Science is a cooperative enterprise, spanning the generations. It's the passing of a torch from teacher, to student, to teacher. A community of minds reaching back to antiquity and forward to the stars. (From the first Cosmos: ASO episode, Standing Up in the Milky Way.)”

Neil deGrasse Tyson (1958) American astrophysicist and science communicator

Cosmos: A Spacetime Odyssey (2014)

Way, Star, Communication, Teachers

“Keynes is dead; dynamic programming; Keynes is still dead. That’s the way Stanford graduate economics students recently summed up what they had learned in their core graduate macroeconomics course.”

David Colander (1947) American economist

David Colander, "The Keynesian Method, Complexity, and the Training of Economists" (2009)
2000s

Way, Learning, Dead

“It is dangerous to society to have students leave school believing that science is a perfect means to absolute, objective truths, discovered by people of superhuman intelligence. Apart form the danger that scientific “findings” could be used to justify wrong social polices, an impersonal, inhuman view of science alienates many students from the subject. If we are to encourage students of all kinds to take in interest in science, and use it for their own purposes, we need to show it as it really is.”

Jay Lemke (1946) American academic

Source: Talking Science: Language, Learning, and Values. 1990, p. 175

People, Truth, School, Intelligence

“There are seven causes of inconsistencies and contradictions to be met with in a literary work. The first cause arises from the fact that the author collects the opinions of various men, each differing from the other, but neglects to mention the name of the author of any particular opinion. In such a work contradictions or inconsistencies must occur, since any two statements may belong to two different authors. Second cause: The author holds at first one opinion which he subsequently rejects: in his work, however, both his original and altered views are retained. Third cause: The passages in question are not all to be taken literally: some only are to be understood in their literal sense, while in others figurative language is employed, which includes another meaning besides the literal one: or, in the apparently inconsistent passages, figurative language is employed which, if taken literally, would seem to be contradictories or contraries. Fourth cause: The premises are not identical in both statements, but for certain reasons they are not fully stated in these passages: or two propositions with different subjects which are expressed by the same term without having the difference in meaning pointed out, occur in two passages. The contradiction is therefore only apparent, but there is no contradiction in reality. The fifth cause is traceable to the use of a certain method adopted in teaching and expounding profound problems. Namely, a difficult and obscure theorem must sometimes be mentioned and assumed as known, for the illustration of some elementary and intelligible subject which must be taught beforehand the commencement being always made with the easier thing. The teacher must therefore facilitate, in any manner which he can devise, the explanation of those theorems, which have to be assumed as known, and he must content himself with giving a general though somewhat inaccurate notion on the subject. It is, for the present, explained according to the capacity of the students, that they may comprehend it as far as they are required to understand the subject. Later on, the same subject is thoroughly treated and fully developed in its right place. Sixth cause: The contradiction is not apparent, and only becomes evident through a series of premises. The larger the number of premises necessary to prove the contradiction between the two conclusions, the greater is the chance that it will escape detection, and that the author will not perceive his own inconsistency. Only when from each conclusion, by means of suitable premises, an inference is made, and from the enunciation thus inferred, by means of proper arguments, other conclusions are formed, and after that process has been repeated many times, then it becomes clear that the original conclusions are contradictories or contraries. Even able writers are liable to overlook such inconsistencies. If, however, the contradiction between the original statements can at once be discovered, and the author, while writing the second, does not think of the first, he evinces a greater deficiency, and his words deserve no notice whatever. Seventh cause: It is sometimes necessary to introduce such metaphysical matter as may partly be disclosed, but must partly be concealed: while, therefore, on one occasion the object which the author has in view may demand that the metaphysical problem be treated as solved in one way, it may be convenient on another occasion to treat it as solved in the opposite way. The author must endeavour, by concealing the fact as much as possible, to prevent the uneducated reader from perceiving the contradiction.”

Maimónides book The Guide for the Perplexed

Guide for the Perplexed (c. 1190), Introduction

Men, Way, Intelligence, Understanding

“Torture is not tolerated by this country on the battlefield or off. Anyone who tortures or abuses a detainee tarnishes the service of every honorable student and soldier in this room today. The President has said this, and I will say it again: those who commit torture in the name of the United States government will be prosecuted. In any discussion of Guantanamo, detainees and military commissions, I think that one final fact helps put things in perspective — and that is the fact that members of al Qaeda are not merely common criminals. Some critics around the world have argued that they are “just” criminals, that their crimes somehow do not amount to war crimes. But here are the facts: al Qaeda seeks to employ weapons of mass slaughter as a means of achieving political goals against both the civilian and military capacity of the United States, Europe, and our allies throughout the world. Its members continue to fight our Armed Forces on battlefields around the world, and they will continue to do so until we stop them. Al Qaeda has committed acts on a scale that transcends mere crime, as recognized by NATO immediately after the attacks of September 11th. Their crimes are therefore nothing less than war crimes. Given the magnitude of the atrocities al Qaeda has committed, there can be no comparison between the crimes of its members and that of common civilian criminals.”

Alberto Gonzales (1955) 80th United States Attorney General

Speech regarding Civil Liberties and the War on Terrorism (November 20, 2006)

War, World, Thinking, Help

“His epistemology began from a phenomenalist base. The philosopher and physicist Ernst Mach was very important in Hayek’s development and to the atmosphere at the University of Vienna when Hayek was a student there.”

Alan O. Ebenstein (1959) American political scientist, educator and author

Hayek's Journey: The Mind of Friedrich Hayek (2003)

Universe

“The bourgeois, even the Nationalist Press, began to take fright and talk of Bolshevism and Hitler himself boasted: ‘In our movement the two extremes come together: the Communists from the Left and the officers and students from the Right. These two have always been the most active elements, and it was the greatest crime that they used to oppose each other in street fights.’… Our party has already succeeded in uniting these two utter extremes within the ranks of our storm troops. They will form the core of the great German liberation movement, in which all without distinction will stand together when the day comes to say: The Nation arises, the storm is breaking!”

Konrad Heiden (1901–1966) German journalist and historian

Source: Der Fuehrer, Hitler’s Rise to Power (1944), p. 122

Fight

“There are still some things we haven’t quite worked out, but we know enough to be sure we’re on the right track. However apparently, our teachers are supposed to tell students that whenever we haven’t figured something out yet, we should stop our research and assume God did it—as if magic counts as an explanation. If we don’t yet know exactly how the first living cells formed, that somehow negates everything we do know to be true about evolution after that. But worse, creationists want to mislead our kids into thinking that every kind of life appeared all at once, ignoring all the evident stages of progression stretched across time, and all the apparent predecessors found in earlier strata. They want to teach as fact outright falsehoods easily disproved, as well as pseudoscience already publicly exposed in a court of law.”

Aron Ra (1962) Aron Ra is an atheist activist and the host of the Ra-Men Podcast

Patheos, Orwellian Legislative Duplicity on HB 1485 http://www.patheos.com/blogs/reasonadvocates/2017/05/05/orwellian-legislative-duplicity-hb-1485/ (May 5, 2017)

Life, God, Law, Thinking

“What hope there is derives from Freud’s assumption that human nature is not so much a hierarchy of high-low, and good-bad, as his predecessors believed, but rather a jostling democracy of contending predispositions, deposited in every nature in roughly equal intensities. … Psychoanalysis is full of such mad logic; it is convincing only if the student of his own life accepts Freud’s egalitarian revision of the traditional idea of a hierarchical human nature.”

Philip Rieff (1922–2006) American sociologist

The Triumph of the Therapeutic (1966)

Life, Hope, Democracy, Idea

“Socratic trustworthiness depends upon devices of irony, both spoken and acted. … The irony of words prevents Socrates from being taken as the source of doctrines. The irony of actions prevents Socrates from being made into the literal founder of a philosophic school. … The ironic voice does not seek to possess the student, but directs him, lustlessly, to the desire of philosophy itself.”

Mark D. Jordan (1953)

Authority and persuasion in philosophy (1985)

School, Dependency

Quotes about student page 9

Quotes about student
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