Students Quotes
-
As to whether Marcos is gay: Marcos is gay in San Francisco, black in South Africa, an Asian in Europe, a Chicano in San Ysidro, an anarchist in Spain, a Palestinian in Israel, a Mayan Indian in the streets of San Cristobal, a Jew in Germany, a Gypsy in Poland, a Mohawk in Quebec, a pacifist in Bosnia, a single woman on the Metro at 10pm, a peasant without land, a gang member in the slums, an unemployed worker, an unhappy student and, of course, a Zapatista in the mountains.
Subcomandante Marcos
-
I prefer really often to talk to high school students, mostly because I think they're the future for us.
Rainer Weiss
-
The question of the size of the postwar population of the Soviet Union is not the least of the enigmas which have been baffling students of Russian affairs. Hardly any estimate or evaluation of an economic, sociological or military character for the U.S.S.R. can be made meaningful without an accurate knowledge of the demographic base.
Eugene M. Kulischer
-
What is the student but a lover courting a fickle mistress who ever eludes his grasp?
William Osler
-
I guess it's the age group of students; You are questioning life. Then there are those who actually see their problems reflected in it.
Trisha Goddard
-
I found early on in teaching, if you're too blunt an instrument, the students discredit you and think you're just being mean. They're not interested in what you have to say.
Tim Gunn
-
I find that teaching and the students keep life going, and I would never accept any position in which somebody has invented a happy situation for me where I don't have to teach. Never.
Richard Feynman
-
On May 15, 1957 Linus Pauling made an extraordinary speech to the students of Washington University. ... It was at this time that the idea of the scientists' petition against nuclear weapons tests was born. That evening we discussed it at length after dinner at my house and various ones of those present were scribbling and suggesting paragraphs. But it was Linus Pauling himself who contributed the simple prose of the petition that was much superior to any of the suggestions we were making.
Edward Condon
-
The intelligent student, after studying vedic texts, is solely intent on acquiring wisdom and realization. He should discard the texts altogether, as the man who seeks rice discards the husk.
Chidananda Saraswati
-
I tell my students, if you're interested in marine biology or llama farming, follow that string. Yes, it will probably take you a longer time to write that book, but it's not a race. That's another great thing about being a writer: you don't age out.
Debra Dean
-
So when you enjoy the beats, the rock music - maybe even toned down with an orchestra - you are enjoying the spirit of the black race. And that's what I emphasize to the students.
Warren Jeffs
-
Today I said to the calculus students, "I know, you're looking at this series and you don't see what I'm warning you about. You look and it and you think, 'I trust this series. I would take candy from this series. I would get in a car with this series.' But I'm going to warn you, this series is out to get you. Always remember: The harmonic series diverges. Never forget it."
Alexandre Borovik
-
I believe you can have discipline without fear. I believe that you can have a cohesive and inclusive band where students and parents feel welcome to express their concerns or opinions.
David Sharp
-
Students from other E.U. countries are worth billions to our economy and help drive it through their hard work and innovation.
Anna Soubry
-
Physics is an organized body of knowledge about nature, and a student of it says that he is learning physics, not nature. Art, like nature, has to be distinguished from the systematic study of it, which is criticism.
Northrop Frye
-
I place a lot of emphasis on process and revision because I believe that all of my students can become better writers through hard work.
Cate Marvin
-
I remember, when I was in college, an anonymous donor gave Stanford students a year of 'Yahoo Music Engine'.
Mike Krieger
-
Everything we know has its origin in questions. Questions, we might say, are the principal intellectual instruments available to human beings. Then how is it possible that no more than one in one hundred students has ever been exposed to an extended and systematic study of the art and science of question-asking? How come Alan Bloom did not mention this, or E. D. Hirsh, Jr., or so many others who have written books on how to improve our schools? Did they simply fail to notice that the principal intellectual instrument available to human beings is not examined in school?
Alfred A. Knopf
