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“The era of appeasement must come to an end. The political and social demands that dissidents are making of the universities do not flow from sound basic educational criteria, but from strategic considerations on how to radicalize the student body, polarize the campus and extend the privileged enclaves of student power.”

“We got interested in aesthetics, and then at the end of all of it we fell off the precipice. It's almost like crawling back because so many techniques are lost, and so we're going to have a [small] reserve of teachers who can teach the vast number of interested students. We have these poor, hungry, starving people who want to learn something and no place to get it. It's a tragedy.”

“My biggest concern is always the students who are working toward a certain career - when they limit themselves to just that one option. They need to know that the world is huge - it's an ocean, and there are so many options. It's not the end of the world if they don't get to pursue an apparent childhood dream.”

“We should not value education as a means to prosperity, but prosperity as a means to education. Only then will our priorities be right. For education, unlike prosperity is an end in itself. .. power and influence come through the acquisition of useless knowledge. . . irrelevant subjects bring understanding of the human condition, by forcing the student to stand back from it.”

“And this year, when we end the cruel, defeatist practice of passing children who cannot read into fourth grade, and when our most diligent students begin to graduate from high school in 11 years, and get a head start on college costs with the dollars they earned through their hard work, others will take notice of Indiana yet again.”

“College has been oversold. It has been oversold to students who end up dropping out or graduating with degrees that don't help them very much in the job market. It also has been oversold to the taxpayers, who foot the bill for subsidies that do nothing to encourage innovation and economic growth.”

“A young man is not a proper hearer of lectures on political science; for he is inexperienced in the actions that occur in life, but its discussions start from these and are about these; and, further, since he tends to follow his passions, his study will be vain and unprofitable, because the end that is aimed at is not knowledge but action. And it makes no difference whether he is young in years or youthful in character.”

“A young professor I watched in action at one of our large eastern colleges used to stand with his back to the class and mumble explanations of blackboard problems. He was "let out" at the end of two years because students refused to attend his classes. He was given an evasive reason for his dismissal and he left with justifiable bitterness toward the administration. If someone had told him the truth he could have avoided this denouement. Sometimes professors go on for years without any conception of remediable faults which irritate their listeners.”

“I was working as a journalist for an Israeli paper in Paris, and my salary at the highest was fifty dollars a month. At the end of the month I always had palpitations; I didn't know how to pay my rent. Even after the war, I was often hungry. But that's part of the romantic condition of a student. To be a student in Paris and not be hungry is wrong.”

“The most successful teachers in low-income communities operate like successful leaders. They establish a vision of where their students will be performing at the end of the year that many believe to be unrealistic. They invest their students in working harder than they ever have to reach that vision, maximise their classroom time in a goal-oriented manner through purposeful planning and effective execution, reflect constantly on their progress to improve their performance over time, and do whatever it takes to overcome the many challenges they face.”

“Today, whether it is a student who holds a sit-in to get the army recruiters off his campus, or the mother of a dead soldier who refuses to leave the front gate of the president's ranch, we continue to be saved by brave people who risk ridicule and rejection but end up turning huge tides of public opinion in the direction of righteousness. We owe them enormous debts of gratitude. It is not easy to stand up for what is right, especially when everyone else is afraid to leave the comfortable path of conformity.”

“When I visit schools and talk to students about writing, I give them one word of advice and I give it to them quickly and loudly-FINISH! Starting something is easier than finishing it. You must have discipline to go from a few sentences, to a few paragraphs, to a piece of writing that has a beginning, a middle, and an end. Finishing something bridges the difference between someone who has talent and one who does not. My best advice? Apply the seat of your pants to the seat of your chair-and finish. FINISH!”

“The average student emerges at the end of the Ph.D. program, already middle-aged, overspecialized, poorly prepared for the world outside, and almost unemployable except in a narrow area of specialization. Large numbers of students for whom the program is inappropriate are trapped in it, because the Ph.D. has become a union card required for entry into the scientific job market.”

“If every university president said, 'The revenue producing sports: basketball, football - potentially revenue producing at most universities - maybe in a few cases women's basketball, if every one of them had a monitor that reported directly to the university president and no 'student-athlete' ever gets into this college or university who could not plausibly be admitted if we did not have a football or basketball team, end of problem. It won't happen because it's like unilaterally disarming. You know your opponent won't do it and then you'll get crushed in every game, but it's a simple thing.”

“In 1916, when Johnny Heartfield and I invented photomontage in my studio at the south end of the town at five o'clock one May morning, we had no idea of the immense possibilities, or of the thorny but successful career, that awaited the new invention. On a piece of cardboard we pasted a mishmash of advertisements for hernia belts, student song books and dog food, labels from schnaps and wine bottles, and photographs from picture papers, cut up at will in such a way as to say, in pictures, what would have been banned by the censors if we had said it in words.”

“One of my favorite tricks was taking a page and having the first student translate it from English into whatever language he or she was working on, and the next one would translate it back into English and then into the foreign language, and we'd go around the room and compare the two English versions at the end, and it would be amazing how much survived.”

“My very first venture was a national student magazine to try to campaign against the [Vietnam] War. And so I wanted to be an editor. I wanted to bring the magazine out. And in order for the magazine to survive I had to worry about the printing and the paper manufacturing and the distribution. And, you know, I had to try to, at the end of the year, have more money coming in than going out.”

“[Young people] can't do much with [student debt] other than try to figure out how to pay it down. They can't take jobs they want. They can't get the credit they would like to start a business. So we're going to refinance it, we're going move people into income-contingent repayment plans, we're going to have a date certain when their obligations end, and I'm not going to let the government harass kids.”

“The president of the University said that night, congratulations to you the students, you've won a great victory, now the war will end. And I'm certain that he believed it that night and I believed it and we went away happy. Four days later, Martin Luther King was assassinated. Two months after that, Kennedy was assassinated. Two months after that, Henry Kissinger emerged from the swamp he was living in at Harvard with a plan to expand the war.”

“Most of the time, teachers who talk about the Middle East do not know the history, culture or present context of the problems they are discussing. So they go to the media, which quote government or academic "experts" (who often are no such thing) or journalists who, by virtue of working for the media, are supposed to know what they are talking about. In the end they know little or nothing beyond a standard line that reflects the perceptions of the US government and its special-interest supporters. That is what the students get. Indeed, that is what we all get.”