Quotes About Students

Over 60 percent of the university students in Iran are female. The women in Iran are better educated than men.

Poetry is the most subtle of the literary arts, and students grow more ingenious by the year at avoiding it. If they can nip around Milton, duck under Blake and collapse gratefully into the arms of Jane Austen, a lot of them will.

Scientific research and other studies have demonstrated that arts education can enhance American students' math and language skills and improve test scores which in turn increase chances of higher education and good jobs in the future.

Generally students are the best vehicles for passing on ideas, for their thoughts are plastic and can be molded and they can adjust the ideas of old men to the shape of reality as they find it in villages and hills of China or in ghettos and suburbs of America.

The universities have got a job here as well in making sure that people actually understand that we're open for university students coming into the U.K. There's a job here not just for the government, I think there's a job for the universities as well to make sure that people know that we are open.

My school is attended by near three hundred scholars.

Rooted in the word 'history' is 'story.' And America's story is exceptional. It's amazing. Younger students should learn that we have always been and continue to be a land of immigrants - a land committed to bold new ideas.

Every day, teachers across the country excite their students with new opportunities and experiences.

There's nothing in the world like getting up in front of a high-school classroom in New York City. They won't give you a break if you don't hold them. There's no escape.

I'm grateful for the educators and administrators who have helped make charter schools available to students and parents, and look forward to their continued success in educating America's next generation of leaders.

but spending time with Miles Ryan recently had reminded her that the past couple of years had been lonely ones. In the classroom, it was usually easy to avoid such thoughts. Standing in front of the blackboard, she was able to focus completely on the students, those small faces that stared at her with wonder. She'd come to view them as her kids, and she wanted to make sure they had every opportunity for success in the world.

The tendency in K–12 is reducing education to mechanical skills, and undermining creativity and independence—both on the part of teachers and students. That's what "teaching to the test" is, "No Child Left Behind," "Race to the Top." I think these should be regarded as methods of indoctrination and control. Of course, one of the other ways to do that has been to simply reduce or eliminate free education.

Well yes. People do teach at Yale. It's highly recommended, given the students.

During the 1970s (and particularly because of Vietnam), it slowly became standard for absolutely everyone to go to college, particularly if they had no desire to get a real job. One of the results was a massive population of film school students, most of whom became waiters and valets in the 1980s. Since the vast majority of these Kubrick wannabes couldn't crack the motion picture industry, they saw opportunities to make minimovies in the world of rock 'n' roll.

Teaching history to eighth graders is like being a tour guide for people who hate their vacation.

Most schools don't do this job well at all. Instead, most children feel failure when they go to class. They could also hire athletics to do the job. For a few, sports do the job well. But for the less gifted, athletics makes students feel failure, too. So they hire electronic games to feel successful. And yet for many, even such games yield failure. So they hire friends who have feelings of failure, too—and engage in drugs and other things to feel successful.

Most universities cannot afford to offer so many subjects to such diverse types of students or to require their professors to compete in a world of research scholarship that is becoming increasingly expensive and conceptually narrow. The burden of these choices, adopted by Harvard emulators lacking the financial resources necessary to bear them, have made most American-style universities vulnerable to competitive disruption.

Another statistical survey, of 7,948 students at forty-eight colleges, was conducted by social scientists from Johns Hopkins University. Their preliminary report is part of a two-year study sponsored by the National Institute of Mental Health. Asked what they considered "very important" to them now, 16 percent of the students checked "making a lot of money"; 78 percent said their first goal was "finding a purpose and meaning to my life.

This irritated or puzzled such students of literature and their professors as were accustomed to 'serious' courses replete with 'trends ' and 'schools ' and 'myths ' and 'symbols ' and 'social comment ' and something unspeakably spooky called 'climate of thought.' Actually these 'serious' courses were quite easy ones with the students required to know not the books but about the books.

I saw one survey of over 150,000 college students where everyone—that's right, every single person—rated themselves as above average in their ability to get along with others. That means at least 75,000 of them were mildly to seriously delusional!

The various schools, dergahs, ashrams, tekkes, organizations, and holistic centers that purportedly teach paths to 'enlightenment' have some poor track records of late. To cover up their students' widespread lack of enlightenment, the teachers of these schools portray enlightenment as something that is infrequent, unusual and difficult to achieve.

I'd go to his classes so that I'd be able to speak his language, the language of science. When he took the podium, he always began by saying, "Fellow students…" He taught me the humility of knowing that we were all, always, students, and that to stop being a student was to stop living. When

Such an extreme policy will not be generally tolerated. So, to avoid the accumulation of incompetents, administrators have evolved the plan of promoting everyone, the incompetent as well as the competent. They find psychological justification for this policy by saying that it spares students the painful experience of failure.

I desire to encourage and foster an appreciation of the advantages which will result from the union of the English-speaking peoples throughout the world, and to encourage in the students from the United States of America an attachment to the country from which they have sprung without I hope withdrawing them or their sympathies from the land of their adoption or birth.