Students

Students are people who are engaged in learning, particularly those who attend an educational institution. In some nations, the English term (or its cognate in another language) is reserved for those who attend university, while a schoolchild under the age of eighteen is called a pupil in English (or an equivalent in other languages). In its widest use, student is used for anyone who is learning.

C

 * The value of students' questions has been emphasized by several authors (e.g. Biddulph, Symington, & Osborne, 1986; Fisher, 1990; Penick, Crow, & Bonnsteter, 1996). Questions raised by students activate their prior knowledge, focus their learning efforts, and help them elaborate on their knowledge (Schmidt, 1993). The act of ‘composing questions’ focuses the attention of students on content, main ideas, and checking if content is understood (Rosenshine, Meister, & Chapman, 1996). The ability to ask good thinking questions is also an important component of scientific literacy, where the goal of making individuals critical consumers of scientific knowledge (Millar & Osborne, 1998) requires such a facility.
 * Christine Chin & Jonathan Osborne, “Students' questions: a potential resource for teaching and learning science”, Studies in Science Education, pp. 1-39, (Published online: 18 Feb 2008).

D

 * Q:What’s the update on repatriated students from Ukraine?
 * A:Many of them are doing well now, for example in Canada there is a university that gave admission to 62 of them and they cut down the fees for them, also the Netherlands was fantastic as they gave a lot of our people support. Some of them have returned home and are trying to get into schools.
 * Abike Dabiri Mass Emigration: Nigeria needs multi agency collaboration on awareness – Dabiri-Erewa (By Gbemi Faminu on October 10, 2022)


 * It is necessary to be particularly on your guard with regard to the young ladies, into whose company you are introduced - it is perfectly well understood in society that ladies may shew to youths in the position of Private Pupils a sort of kindness and attention, which they would not think of shewing if these youths were a little older and more out of the world.
 * Charles Dodgson Letters to Skeffington Dodgson from his Father (1990) p. 11

L

 * Where should the scholar live? In solitude, or in society? in the green stillness of the country, where he can hear the heart of Nature beat, or in the dark, gray town where he can hear and feel the throbbing heart of man?
 * Henry Wadsworth Longfellow, Hyperion (1839), Book I, Chapter VIII.

R

 * Here’s a fact that may not surprise you: the children of the rich perform better in school, on average, than children from middle-class or poor families. Students growing up in richer families have better grades and higher scores, on average, than poorer students; they also have higher rates of participation in extracurricular activities and school leadership positions, higher graduation rates and higher rates of college enrollment and completion. Whether you think it deeply unjust, lamentable but inevitable, or obvious and unproblematic, this is hardly news. It is true in most societies and has been true in the United States for at least as long as we have thought to ask the question and had sufficient data to verify the answer. What is news is that in the United States over the last few decades these differences in educational success between high- and lower-income students have grown substantially.
 * Sean Reardon, No Rich Child Left Behind (April 27, 2013), 

S

 * And then the whining schoolboy, with his satchel And shining morning face, creeping like snail Unwillingly to school.
 * William Shakespeare, As You Like It (c.1599-1600), Act II, scene 7, line 145.


 * He was a scholar, and a ripe and good one; Exceeding wise, fair-spoken, and persuading; Lofty and sour to them that lov'd him not; But to those men that sought him sweet as summer.
 * William Shakespeare, Henry VIII (c. 1613), Act IV, scene 2, line 51.


 * And with unwearied fingers drawing out The lines of life, from living knowledge hid.
 * Edmund Spenser, The Faerie Queene (1589-96), Book IV, Canto II, Stanza 48.

W

 * When teaching beginners, you should always try to say the same thing several times in slightly different ways. Connections that are obvious to a pro might not come automatically to the beginner. And those students who see you belaboring the obvious won't mind. Very few people get offended when you make them feel clever.
 * Frank Wilczek,

Hoyt's New Cyclopedia Of Practical Quotations

 * Quotes reported in Hoyt's New Cyclopedia Of Practical Quotations (1922), p. 756-57.


 * Rocking on a lazy billow With roaming eyes, Cushioned on a dreamy pillow,  Thou art now wise. Wake the power within thee slumbering, Trim the plot that's in thy keeping, Thou wilt bless the task when reaping  Sweet labour's prize.
 * John Stuart Blackie, Address to the Edinburgh Students. Quoted by Lord Iddlesleigh, Desultory Reading.


 * Strange to the world, he wore a bashful look, The fields his study, nature was his book.
 * Robert Bloomfield, Farmer's Boy, Spring, line 31.


 * Experience is the best of schoolmasters, only the school-fees are heavy.
 * Thomas Carlyle, Miscellaneous Essays, I, 137 (Ed. 1888). Same idea in Benjamin Franklin, Preliminary Address to the Pennsylvania Almanac for 1758.


 * The scholar who cherishes the love of comfort, is not fit to be deemed a scholar.
 * Confucius, Analects, Book XIV, Chapter III.


 * The studious class are their own victims; they are thin and pale, their feet are cold, their heads are hot, the night is without sleep, the day a fear of interruption,—pallor, squalor, hunger, and egotism. If you come near them and see what conceits they entertain—they are abstractionists, and spend their days and nights in dreaming some dream; in expecting the homage of society to some precious scheme built on a truth, but destitute of proportion in its presentment, of justness in its application, and of all energy of will in the schemer to embody and vitalize it.
 * Ralph Waldo Emerson, Representative Men, Montaigne.


 * The world's great men have not commonly been great scholars, nor its great scholars great men.
 * Oliver Wendell Holmes, Sr., The Autocrat of the Breakfast Table (1858), VI.


 * Ah, pensive scholar, what is fame? A fitful tongue of leaping flame; A giddy whirlwind's fickle gust, That lifts a pinch of mortal dust; A few swift years, and who can show Which dust was Bill, and which was Joe?
 * Oliver Wendell Holmes, Sr., Poems of the Class of '29, Bill and Joe, Stanza 7.