Enthusiastic Student Quotes

Students will read if we give them the books, the time, and the enthusiastic encouragement to do so. If we make them wait for the one unit a year in which they are allowed to choose their own books and become readers, they may never read at all. To keep our students reading, we have to let them.

I'll always choose a teacher with enthusiasm and weak technique over one with brilliant strategies but who is just punching the clock. Why? An enthusiastic teacher can learn technique, but it is almost impossible to light a fire inside the charred heart of a burned-out teacher.

The librarians always seem more enthusiastic during J-term, when they can spend more time with books and less with frazzled students and irate faculty.

And it occurred to me that what we professors think of as a 'brilliant student' is nothing but a student who is enthusiastically converted to whatever idiotic ideas we've been teaching them.

The screams echoing through Janet's class were hard to bear. She was attempting a lecture on the Treaty of Paris while Mrs. Pachenko walked between the rows of desks insisting upon calm, raising a finger to her lips and whispering to individual students to please sit all the way down in their desks. In the back of the of the room, several kids were cheering as one of them, a young man whose shirt bore a flaming skull, stood hunched atop his desk like a motocross biker, sliding it forward in small hops. Students appear enthusiastic and are communicating well together, I wrote on the evaluation form.

He was a student - such things as happened to him, happen sometimes to students. He was a German - such things as happened to him, happen sometimes to Germans. He was young, handsome, studious, enthusiastic, metaphysical, reckless, unbelieving, heartless. And being young, handsome, and eloquent he was beloved. ("The Cold Embrace")

And then an endless instant later Arthur was kissing him back, like this was perfectly normal, like this was exactly what Arthur had been hoping for most in all the world, his large hands closing over Merlin's shoulders and sliding down over his back, strong and warm even through the fabric of his sweater, one hand pausing on his waist and the other sliding around to cup his arse and pull him in closer. Merlin made a surprised, enthusiastic sound and stopped holding back; let himself cling to Arthur and kiss him more fiercely; and then they were kissing like it was their last day on earth and they had to cram every possible moment of passion into this tiny slice of time, hands clutching at fabric, mouths pressing hungry bites onto bare skin as if they would somehow devour one another, trying to touch and taste everything at once, frantic and needy and bursting with urgent desire and the inescapable knowledge that this was finite, was stolen, was not supposed to be.

remember that showing you care has more of an effect on student motivation than your level of content knowledge. When you yourself are enthusiastic and engaged, your students will feel more excited about learning and will almost always work harder.

Similarly, Chinese high school students tell researchers that they prefer friends who are “humble” and “altruistic,” “honest” and “hardworking,” while American high school students seek out the “cheerful,” “enthusiastic,” and “sociable.” “The contrast is striking,

This is the story of two student enthusiasts of the truth, aficionados of deploying words that seem like truth, of smoking endless cigarettes, and of enclosing themselves within the violent complacency of those who believe themselves better and purer than others, than that immense and detestable group called everyone else.

You know what I was thinking? [Ruthie] got so excited when she was spouting this ahistorical countertextual nonsense, and I caught myself thinking, 'What an idiot her teacher must be,' and thinking about her teacher made me realize - the kind of excitement she was showing as she mindlessly spouted back the nonsense she learned in college, that's just like the excitement some of my own students show. And it occurred to me that what we professors think of as a 'brilliant student' is nothing but a student who is enthusiastically converted to whatever idiotic ideas we've been teaching them." "Self-knowledge is a painful thing," said Esther. "To learn that your best students are parrots after all.

Most of us didn’t feel too enthusiastic about making a collapsar jump, either. We’d been assured that we wouldn’t even feel it happen, just free fall all the way. I wasn’t convinced. As a physics student, I’d had the usual courses in general relativity and theories of gravitation. We only had a little direct data at that time — Stargate was discovered when I was in grade school — but the mathematical model seemed clear enough. The collapsar Stargate was a perfect sphere about three kilometers in radius. It was suspended forever in a state of gravitational collapse that should have meant its surface was dropping toward its center at nearly the speed of light. Relativity propped it up, at least gave it the illusion of being there … the way all reality becomes illusory and observer-oriented when you study general relativity. Or Buddhism. Or get drafted. At any rate, there would be a theoretical point in space-time when one end of our ship was just above the surface of the collapsar, and the other end was a kilometer away (in our frame of reference). In any sane universe, this would set up tidal stresses and tear the ship apart, and we would be just another million kilograms of degenerate matter on the theoretical surface, rushing headlong to nowhere for the rest of eternity or dropping to the center in the next trillionth of a second. You pays your money and you takes your frame of reference. But they were right. We blasted away from Stargate 1, made a few course corrections and then just dropped, for about an hour.

Chinese high school students tell researchers that they prefer friends who are “humble” and “altruistic,” “honest” and “hardworking,” while American high school students seek out the “cheerful,” “enthusiastic,” and “sociable.” “The contrast is striking,” writes Michael Harris Bond, a cross-cultural psychologist who focuses on China. “The Americans emphasize sociability and prize those attributes that make for easy, cheerful association. The Chinese emphasize deeper attributes, focusing on moral virtues and achievement.

The conservative policies and principles that had once defined what it meant to be a Republican were being replaced by complete allegiance to one man—who wasn’t actually a conservative. One of the clearest manifestations of this was the lack of any platform for the Republican Party in 2020. In place of the extensive policy document that each party normally adopts every four years, the Republican Party adopted a resolution that simply affirmed, “The Republican Party has and will continue to enthusiastically support the President’s America-first agenda.” I talked to Condoleezza Rice in the spring of 2021. I had served as deputy assistant secretary of state for the Near East when Condi was secretary of state, and I’d known her since she served on the National Security Council staff during George H. W. Bush’s administration. She was an expert on the Soviet Union and a student of history. We discussed the cult of personality that had captured our party. This was something America had never experienced before. I asked Condi if she could think of any historic examples of countries successfully throwing off cults of personality. “Not without great violence and upheaval,” she said.

Nixon was not entirely wrong when, in his typical fashion, he attributed the opposition to straightforward self-interest and selfishness. The students simply did not want to fight for their country—and he could point out that the demonstrations fell off after he stopped sending draftees to Vietnam. But then one had to explain why previous generations had willingly, even enthusiastically, gone off to do battle in World War I, World War II, and the Korean war while the generation opposing the Vietnam war did not. Those war supporters who followed the logic of their argument through were left complaining about a coddled and spoiled generation so different from what came to be known as the “Greatest Generation,” a growing decadence, an America gone soft, accompanied by Spenglerian laments about the decline of the West. Nixon thought that modern education was undermining the national spirit. “The more a person is educated, he becomes brighter in the head and weaker in the spine,” and he said he thanked God that there were still “uneducated people” around to support him and the war. They were “all that’s left of the character of this nation.” Abraham Lincoln would have been “ruined” if he had had more education, Nixon said.

The enthusiastic response to the growing interest in quantum computing is exemplified by Shraddha Aangiras, a 12th grade student who founded Quetzal, an e-learning company aimed at making quantum computing accessible across India. Aangiras is dedicated to educating high school and undergraduate students, thereby contributing to India’s national quantum mission and its goal of becoming a leader in quantum computing. Her initiative simplifies the complex subject for younger students, driven by her ambition for India to emerge as a quantum computing superpower. Her goal, “I want India to become a superpower in quantum computing.

Why he took Anna into analysis instead of sending her to Lou Andreas-Salomé or some other analyst is difficult to say. Some have said Freud would have compromised his authority if she had been on one of his students’ couches speaking of Freud not as the founder of psychoanalysis but as a father. They say, “Who could he have sent her to?” But the argument does not hold up well, as Freud sent his son Oliver into analysis with Franz Alexander in 1921. So why not Anna? When Anna’s analysis commenced in 1918, she also began writing poetry—that is, she was sublimating her conflicts and transforming her enthusiastic, self-absorbed daydreams into a literary art through which she could see herself from another perspective and also share her feelings with others

In a longitudinal study of college students, freshmen were evaluated for fixed mindsets or growth mindsets and then followed across their four years of enrollment. When the students with fixed mindsets encountered academic challenges such as daunting projects or low grades, they gave up, while the students with growth mindsets responded by working harder or trying new strategies. Rather than strengthening their skills and toughening their resolve, four years of college left the students with fixed mindsets feeling less confident. The feelings they most associated with school were distress, shame, and upset. Those with growth mindsets performed better in school overall and, at graduation time, they reported feeling confident, determined, enthusiastic, inspired, and strong.

The Bremen German literature conference was highly eventful. Pelletier, backed by Morini and Espinoza, went on the attack like Napoleon at Jena, assaulting the unsuspecting German Archimboldi scholars, and the downed flags of Pohl, Schwarz, and Borchmeyer were soon routed to the cafés and taverns of Bremen. The young German professors participating in the event were bewildered at first and then took the side of Pelletier and his friends, albeit cautiously. The audience, consisting mostly of university students who had traveled from Göttingen by train or in vans, was also won over by Pelletier’s fiery and uncompromising interpretations, throwing caution to the winds and enthusiastically yielding to the festive, Dionysian vision of ultimate carnival (or penultimate carnival) exegesis upheld by Pelletier and Espinoza.

One study comparing eight- to ten-year-old children in Shanghai and southern Ontario, Canada, for example, found that shy and sensitive children are shunned by their peers in Canada but make sought-after playmates in China, where they are also more likely than other children to be considered for leadership roles. Chinese children who are sensitive and reticent are said to be dongshi (understanding), a common term of praise. Similarly, Chinese high school students tell researchers that they prefer friends who are “humble” and “altruistic,” “honest” and “hardworking,” while American high school students seek out the “cheerful,” “enthusiastic,” and “sociable.” “The contrast is striking,” writes Michael Harris Bond, a cross-cultural psychologist who focuses on China. “The Americans emphasize sociability and prize those attributes that make for easy, cheerful association. The Chinese emphasize deeper attributes, focusing on moral virtues and achievement.

most students reported a state of total involvement in what was being taught, he would rate the moment “inspired.” The inspired moments of learning shared the same active ingredients: a potent combination of full attention, enthusiastic interest, and positive emotional intensity. The joy in learning comes during these moments. Such joyous moments, says University of Southern California neuroscientist Antonio Damasio, signify “optimal physiological coordination and smooth running of the operations of life.” Damasio, one of the world’s leading neuroscientists, has long been a pioneer in linking findings in brain science to human experience. Damasio argues that more than merely letting us survive the daily grind, joyous states allow us to flourish, to live well, and to feel well-being. Such upbeat states, he notes, allow a “greater ease in the capacity to act,” a greater harmony in our functioning that enhances our power and freedom in whatever we do. The field of cognitive science, Damasio notes, in studying the neural networks that run mental operations, finds similar conditions and dubs them “maximal harmonious states.

As I became older, I was given many masks to wear. I could be a laborer laying railroad tracks across the continent, with long hair in a queue to be pulled by pranksters; a gardener trimming the shrubs while secretly planting a bomb; a saboteur before the day of infamy at Pearl Harbor, signaling the Imperial Fleet; a kamikaze pilot donning his headband somberly, screaming 'Banzai' on my way to my death; a peasant with a broad-brimmed straw hat in a rice paddy on the other side of the world, stooped over to toil in the water; an obedient servant in the parlor, a houseboy too dignified for my own good; a washerman in the basement laundry, removing stains using an ancient secret; a tyrant intent on imposing my despotism on the democratic world, opposed by the free and the brave; a party cadre alongside many others, all of us clad in coordinated Mao jackets; a sniper camouflaged in the trees of the jungle, training my gunsights on G.I. Joe; a child running with a body burning from napalm, captured in an unforgettable photo; an enemy shot in the head or slaughtered by the villageful; one of the grooms in a mass wedding of couples, having met my mate the day before through our cult leader; an orphan in the last airlift out of a collapsed capital, ready to be adopted into the good life; a black belt martial artist breaking cinderblocks with his head, in an advertisement for Ginsu brand knives with the slogan 'but wait--there's more' as the commercial segued to show another free gift; a chef serving up dog stew, a trick on the unsuspecting diner; a bad driver swerving into the next lane, exactly as could be expected; a horny exchange student here for a year, eager to date the blonde cheerleader; a tourist visiting, clicking away with his camera, posing my family in front of the monuments and statues; a ping pong champion, wearing white tube socks pulled up too high and batting the ball with a wicked spin; a violin prodigy impressing the audience at Carnegie Hall, before taking a polite bow; a teen computer scientist, ready to make millions on an initial public offering before the company stock crashes; a gangster in sunglasses and a tight suit, embroiled in a turf war with the Sicilian mob; an urban greengrocer selling lunch by the pound, rudely returning change over the counter to the black patrons; a businessman with a briefcase of cash bribing a congressman, a corrupting influence on the electoral process; a salaryman on my way to work, crammed into the commuter train and loyal to the company; a shady doctor, trained in a foreign tradition with anatomical diagrams of the human body mapping the flow of life energy through a multitude of colored points; a calculus graduate student with thick glasses and a bad haircut, serving as a teaching assistant with an incomprehensible accent, scribbling on the chalkboard; an automobile enthusiast who customizes an imported car with a supercharged engine and Japanese decals in the rear window, cruising the boulevard looking for a drag race; a illegal alien crowded into the cargo hold of a smuggler's ship, defying death only to crowd into a New York City tenement and work as a slave in a sweatshop. My mother and my girl cousins were Madame Butterfly from the mail order bride catalog, dying in their service to the masculinity of the West, and the dragon lady in a kimono, taking vengeance for her sisters. They became the television newscaster, look-alikes with their flawlessly permed hair. Through these indelible images, I grew up. But when I looked in the mirror, I could not believe my own reflection because it was not like what I saw around me. Over the years, the world opened up. It has become a dizzying kaleidoscope of cultural fragments, arranged and rearranged without plan or order.

The legendary inscription above the Academy's door speaks loudly about Plato's attitude toward mathematics. In fact, most of the significant mathematical research of the fourth century BC was carried out by people associated in one way or another with the Academy. Yet Plato himself was not a mathematician of great technical dexterity, and his direct contributions to mathematical knowledge were probably minimal. Rather, he was an enthusiastic spectator, a motivating source of challenge, an intelligent critic, an an inspiring guide. The first century philosopher and historian Philodemus paints a clear picture: "At that time great progress was seen in mathematics, with Plato serving as the general architect setting out problems, and the mathematicians investigating them earnestly." To which the Neoplatonic philosopher and mathematician Proclus adds: "Plato...greatly advanced mathematics in general and geometry in particular because of his zeal for these studies. It is well known that his writings are thickly sprinkled with mathematical terms and that he everywhere tries to arouse admiration for mathematics among students of philosophy." In other words, Plato, whose mathematical knowledge was broadly up to date, could converse with the mathematicians as an equal and as a problem presenter, even though his personal mathematical achievements were not significant.

My wife and I have had the joy of working with thousands of college students and have engaged in countless conversations with them about what they’re going to do as they approach graduation. Up to that point, they had felt safe and secure knowing they were simply coming back to campus for another year of school. But now that they were being kicked out of the nest, they felt a strong need to pray, get counsel, pursue options, and make decisions. As I chat with these twenty-one to twenty-five-year olds, I love to pose an unusual question. “If you could do anything with your life, what would you want to do? Just for a moment, free your mind from school loans or parents’ wishes or boyfriend pressure. Put no constraints or parameters on it. Write down what you would love to do with your life if you got to choose.” There are many things in life that will catch your eye, but only a few will catch your heart. Pursue those! Most have never allowed their mind or heart to think that broadly or freely. They’ve been conditioned to operate under some set of exterior expectations or self-imposed limitations. A few have sat there so long staring at that blank sheet, I thought they might pass out! They finally get an inspirational thought, and begin enthusiastically scribbling something. They finish with a smile, pass it over to me, and I take a look. Nine out of ten times I pass it back to them, look deep into their eyes and quietly say, “Go do this.” There is a reason they feel so excited about the specific direction, cause, or vocation they wrote down. It’s because God is the One who put it in their heart. “Delight yourself in the LORD; and He will give you the desires of your heart” (Psalm 37:4). “Are you delighting yourself in the Lord?” I ask the graduating senior. “I am certainly seeking to,” they reply. “Well then,” I respond, “you’ve just written down the desires of your heart. So, go for it.” Too simplistic or idealistic? I probably do have a more “wide-open” view of helping a person discover God’s direction for their life, but I believe this exercise strikes at the core of understanding what each of us were designed to do.

I liked my students, who were often so eager, bright, and enthusiastic that it took me years to notice how much trouble they had in reading a fairly simple short story. Almost simultaneously, I was struck by how little attention they had been taught to pay to the language, to the actual words and sentences that a writer had used. Instead, they had been encouraged to form strong, critical, and often negative opinions of geniuses who had been read with delight for centuries before they were born. They had been instructed to prosecute or defend these authors,

If we extrapolate this position as a constant factor at work in the background character of twentieth-century culture, it is clear why a system like Steiner’s has always risked being marginalized. After all, in many ways it is the epitome of uncoolness. Coolness will have nothing to do with improving life and the world. As soon as a dogooder enters the room, the coolness enthusiasts leave. KRIES: Has that changed today? SLOTERDIJK: Today’s zeitgeist allows more scope to specific forms of uncoolness again. Many years ago I read Nietzsche’s Zarathustra with my American students. I was afraid it would be too full of pathos for them. But they simply read the whole thing right through like a rap. They didn’t find it at all bombastic and overblown. They had no trouble reading Nietzsche’s extreme flights of rhapsodic style, which are difficult for people educated in old Europe, straight off the page.

Make‘e emphasized ‘ōlelo in our functions and pushed for stronger language revitalization efforts at the university. Make‘e’s language campaign started with the university's student-run newspaper, Ka Leo O Hawai‘i. The goal was simple: provide a venue for the weekly use and exploration of ideas in Hawaiian through heavily accessed print media. Make‘e believed language revitalization required normalized use in everyday social settings like the newspaper. Exposing language enthusiasts and nonspeakers to the written word would create awareness and generate curiosity to pursue Hawaiian language. The public printing and display of Hawaiian would also provide a more functional space for its use and practice. Such an arena would help release the Hawaiian language from its less active classroom role and eliminate the stigma that Hawaiian is a novel, cute, yet dying language.

So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get. Kids can get excited about many things (baseball, for example), and it is our challenge as a society to make them want to know as much about Nobel laureates as they now know about baseball players. I am not suggesting that igniting a social passion for education is simple; but if we succeed in doing so, the value could be immense.

Most of my pedagogical excursions in my life have been with students (junior high through college) and the general public. Only rarely do I get the chance to talk to teachers, although I love nothing more. Apart from generally being an enthusiastic and friendly lot, they shape the conduit of our nation's brain trust. Along the way, they work in the trenches while the rest of us sit at home with a TV remote in our palm and bark out complaints about the state of the educational system. The nation's teachers are collectively underappreciated, underrespected, and underpaid, but they are not all created equal.

As an enthusiastic young PhD, colonized by the arrogance of science, I had been fooling myself that I was the only teacher. The land is the real teacher. All we need as students is mindfulness. Paying attention is a form of reciprocity with the living world, receiving the gifts with open eyes and open heart. My job was just to lead them into the presence and ready them to hear. On that smoky afternoon, the mountains taught the students and the students taught the teacher.

This unfortunate phenomenon happened throughout the professor’s career—the students, who could not bear natural interest in the lectures, profited off O’Hare’s passion. They rested their fangs on her neck and used her original elixir for their needs. If they did it unconsciously, then another phenomenon would occur. The students imitated their teachers. And it was the largest robbery of education. By using the vocabulary of their passionate elders, young, ambitious minds convinced themselves and the world of something they did not believe in. Articulation was so personal. It was the result of countless experiences, people, readings, and reflections. When expressing an authentic belief, some ears were fooled by the speaker’s passion, which was like a contagious trance. So those ears applied others’ articulation as their own. By seeing O’Hare speak enthusiastically about a topic, one, with enough attention, could easily think they loved the topic, too.

Thomas Esser, hailing from Jersey City, NJ, is not just a teacher but also a passionate sports advocate. With a teaching career spanning over three decades, he's left a lasting impact on countless students. Off the field, Thomas is a sports enthusiast who plays and coaches various sports and actively contributes to charity organizations.

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These are our facts: let us not forget to use them. A skeptic challenges me with the remark, "I cannot pin my faith to a book or a history; I want to see present facts." My reply is," You cannot see them, because your eyes are blinded; but the facts are there none the less. Those of us who have eyes see marvelous things, though you do not." If he ridicules my assertion, I am not at all astonished. I expected him to do so, and should have been very much surprised if he had not done so; but I demand respect to my own position as a witness to facts, and I turn upon the objector with the inquiry–"What right have you to deny my evidence? If I were a blind man, and were told by you that you possessed a faculty called sight, I should be unreasonable if I railed at you as a conceited enthusiast.

Let me describe how that same thought applies to the world of education. I recently joined a federal committee on incentives and accountability in public education. This is one aspect of social and market norms that I would like to explore in the years to come. Our task is to reexamine the “No Child Left Behind” policy, and to help find ways to motivate students, teachers, administrators, and parents. My feeling so far is that standardized testing and performance-based salaries are likely to push education from social norms to market norms. The United States already spends more money per student than any other Western society. Would it be wise to add more money? The same consideration applies to testing: we are already testing very frequently, and more testing is unlikely to improve the quality of education. I suspect that one answer lies in the realm of social norms. As we learned in our experiments, cash will take you only so far—social norms are the forces that can make a difference in the long run. Instead of focusing the attention of the teachers, parents, and kids on test scores, salaries, and competition, it might be better to instill in all of us a sense of purpose, mission, and pride in education. To do this we certainly can't take the path of market norms. The Beatles proclaimed some time ago that you “Can't Buy Me Love” and this also applies to the love of learning—you can't buy it; and if you try, you might chase it away. So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get. Kids can get excited about many things (baseball, for example), and it is our challenge as a society to make them want to know as much about Nobel laureates as they now know about baseball players. I am not suggesting that igniting a social passion for education is simple; but if we succeed in doing so, the value could be immense.

Always work enthusiastically.

If children conform to the standards set by their peers, in the seventies and eighties the peer pressure for black children to keep with their own was intense. Before desegregation, “acting white” was a phrase no one had ever heard with regard to school involvement or academics. Yet in the wake of busing, it rose to become one of the most hurtful insults one black student could level at another. Talking white, dressing white, being enthusiastic about anything “white” was forsaking one’s own. For the thirty-eight black students at Vestavia, there was the black cafeteria table and there were the other cafeteria tables, and it was one or the other. There was no going back and forth.

If I were a blind man and were told by you that you possess a faculty called sight, I should be unreasonable if I railed at you as a conceited enthusiast.

The former student wants to reminisce. She enthusiastically begins a sentence, “Remember that time we...” The rest of the sentence is never “crammed for the standardized test,” or “used all of our spelling words in a sentence.” The student’s reminiscence always concludes with a description of a project created in your classroom. Projects are what students remember long after the bell rings. Great teachers know that their highest calling is to make memories.

I were a blind man, and were told by you that you possessed a faculty called sight, I should be unreasonable if I railed at you as a conceited enthusiast. All you have a right to say is–that you know nothing about it,

soulless soul-force and that its severe discipline has made it merely mechanical. I suppose both—the critics and I—are wrong. It is, at best, a humble attempt to place at the disposal of the nation a home where men and women may have scope for free and unfettered development of character, in keeping with the national genius, and, if its controllers do not take care, the discipline that is the foundation of character may frustrate the very end in view. I would venture, therefore, to warn enthusiasts in co-operation against entertaining false hopes. With Sir Daniel Hamilton it has become a religion. On the 13th January last, he addressed the students of the Scottish Churches College and, in order to point a moral, he instanced Scotland's poverty

Kids too often change from the outside in. They see themselves being enthusiastic and start to feel enthusiastic. They see themselves lost in their work and start to think they are productive, contributing members of society and begin to believe and act accordingly more frequently.

In a recent UCLA study of 25,000 youth over 12 years of age, James Caterall found that when young people are engaged in creating art at an early age, they outperform their peers in every category, including academics as well as life skills.8 Studies of US schools that integrate the arts into learning also paint a powerful picture. Schools, teachers and communities that use arts-based learning methods have consistently positive outcomes. The social and emotional climate in schools and classrooms improves, and students become better learners. Students typically:   •  participate more in class   •  become more interested in learning   •  are more creative and self-directed   •  develop communication and complex thinking skills   •  have better relationships with teachers and other students   •  are more likely to develop connections with community members Teachers who use arts-based approaches are more creative and enthusiastic and develop higher-level thinking skills. They are more innovative, flexible, and more willing to improve their skills through professional development training.

Great question!’ She knew she’d won this exchange by engaging my curiosity. Have you ever noticed how brilliant you feel when someone says that? It happened to me at school a lot. I’d put my hand up, ask something obvious – like I was paying full attention – and the teacher would enthusiastically reply with a ‘Great question!’ Now, don’t get me wrong, I knew it wasn’t really a great question. It was a diversionary technique I’d mastered many years ago. Be proactive with questions that you control, that way the teacher will see that you’ve participated in class. And when it comes to them asking questions over which you have no control, they’ll pass you by. After all, you’ve already contributed, diligent student that you are.

I was so enthusiastic about the books I had read that I could see my students watching me and getting interested in these books too—just because I was so excited about these books that I had recently read.

The type of image you are exposed to makes a clear difference in your health. In a 2014 study led by Dr. Ellen Vincent at Clemson University’s School of Agricultural, Forest and Environmental Studies, researchers found nature images resulted in less pain and a lower diastolic blood pressure. Vincent and her team measured the amount of pain with a group of students with their hands in a bucket of ice water, then repeated the experiment with hospital patients. Nature images had the benefit of reducing pain more than no images at all. Also, nature scenes depicting hazard conditions, such as a storm, did not have a positive effect. Moreover, abstract art was found to cause stress and provided no therapeutic value. Other studies have also found that being surrounded by nature produces a balancing and healing response.

Enthusiastic teachers can build strong relationships with students because they see each child as a separate human being. They don’t teach a classroom—they teach individuals.

What are you, fifteen? That’s a good, solid marrying age for a girl.” There was enthusiastic nodding at this. It did not escape Mariam that no mention was made of her half sisters Saideh or Naheed, both her own age, both students in the Mehri School in Herat, both with plans to enroll in Kabul University. Fifteen, evidently, was not a good, solid marrying age for them.

So how can we improve the educational system? We should probably first rethink school curricula, and link them in more obvious ways to social goals (elimination of poverty and crime, elevation of human rights, etc.), technological goals (boosting energy conservation, space exploration, nanotechnology, etc.), and medical goals (cures for cancer, diabetes, obesity, etc.) that we care about as a society. This way the students, teachers, and parents might see the larger point in education and become more enthusiastic and motivated about it. We should also work hard on making education a goal in itself, and stop confusing the number of hours students spend in school with the quality of the education they get.

Only the Nazis were positioned to be all things to all men and women. They made an appeal that reached beyond narrow economic interests and narrow religious interests. The base of their support may have been among Germany’s small-town middle-class Protestants, but they also won important backing in the cities with Catholics and blue-collar workers. As more research is done on Nazi support, the wider and more diverse that support appears to have been. Indeed, anyone who had lost patience with traditional politics and was looking for a new direction was a potential Nazi. They were the “catchall party of protest,” calling for people to put aside social divisions and class differences for the sake of a larger ideal, the nation, the Volk. The message had enormous appeal to any unaffiliated (and non-Jewish) voter, and to students and the young, who provided the party with its bustling energy, it was a political elixir. There were no more enthusiastic Nazis than the idealistic young. Across the English Channel, George Orwell may have disliked what he saw, but he understood its power. Hitler, he said, “grasped the falsity of the hedonistic attitude to life.” The Nazis knew that “human beings don’t only want comfort, safety, short-working hours, hygiene, birth-control and, in general, common sense; they also, at least intermittently, want struggle and self-sacrifice, not to mention drums, flags and loyalty parades.” Or as one anti-Nazi German journalist wrote, “Hitler was able to enslave his own people because he seemed to give them something that even the traditional religions could no longer provide: the belief in a meaning to existence beyond the narrowest self-interest.

In 1872, when he was over fifty, Gustave Flaubert recalled the heady atmosphere of his youth in Rouen during the July Monarchy: "I don’t know what the dreams of today’s students are, but ours were superbly extravagant—last expansions of the romanticism reaching us and which, compressed by the provincial milieu, produced a strange effervescence in our brains . . . enthusiastic hearts longed for dramatic amours with gondolas, black masks, and highborn ladies fainting in postal carriages in the middle of Calabria.

am Thalia,” the girl said. “Daughter of Zeus.” ACKNOWLEDGMENTS Many thanks to my young beta testers, Geoffrey Cole and Travis Stoll, for reading the manuscript and making good suggestions; Egbert Bakker of Yale University for his help with Ancient Greek; Nancy Gallt for her able representation; my editor, Jennifer Besser, for her guidance and perseverance; the students at the many schools I’ve visited for their enthusiastic support; and of course Becky, Haley, and Patrick Riordan, who make my trips to Camp Half-Blood possible.

Finally, it was Evan’s turn. Showtime. He approached the front of the room like the entrance to a party, strutting confidently to show the crowd what he, Reggie, and Bobby had been working on tirelessly for the past six weeks. Confident and comfortable, Evan enthusiastically explained to the other thirty students, two professors, and half a dozen venture capitalists that not every photograph is meant to last forever. He passionately argued that people would have fun messaging via pictures. The response? Less than enthusiastic. Why would anyone use this app? “This is the dumbest thing ever,” seemed to be the sentiment underlying everyone’s tones. One of the venture capitalists suggested that Evan make the photos permanent and work with Best Buy for photos of inventory. The course’s teaching assistant, horrified, pulled Evan aside and asked him if he’d built a sexting app. The scene was reminiscent of another Stanford student’s class presentation half a century earlier. In 1962, a student in Stanford’s Graduate School of Business named Phil Knight presented a final paper to his class titled “Can Japanese Sports Shoes Do to German Sports Shoes What Japanese Cameras Did to German Cameras?” Knight’s classmates were so bored by the thesis that they didn’t even ask him a single question. That paper was the driving idea behind a company Knight founded called Nike. The VCs sitting in Evan’s classroom that day likely passed up at least a billion-dollar investment return. But it’s very easy to look at brilliant ideas with the benefit of hindsight and see that they were destined to succeed. Think about it from their perspective—Picaboo’s pitch was basically, “Send self-destructing photos to your significant other.” Impermanence had a creepy vibe to it, belonging only to government spies and perverts. With the benefit of hindsight, we can see that Facebook developed the conditions that allowed Snapchat to flourish. But it wasn’t at all obvious watching Evan’s pitch in 2011 that this was a natural rebellion against Facebook or that it would grow beyond our small Stanford social circle.

My time at Burberry Preparatory Academy is over, and with it, ends this chapter of my life. Marnye Reed, scholarship student, daughter of Charlie and Jennifer, honor roll enthusiast, lover of old architecture and boring historical facts.

Anne Kihagi For Animal Enthusiasts Looking for Off-Beaten Path Discoveries, consider: Piedras Blancas Elephant Seal Rookery The Piedras Blancas Elephant Seal Rookery stretches over six miles off of California’s Highway 1. It is a part of the non-profit organization Friends of the Elephant Seal, which strives to educate the public and protect the seals. Stop at any of the viewing areas located on the highway to see over 17,000 elephant seals that use the area for birthing, breeding, and resting. The viewing areas are open year-round and are free of charge to the public. You have the best chance of glimpsing the seals between December and March when they visit the area due to inclement weather. If you are interested in learning more about the seals, Friends of the Elephant Seal has a visitor center and gift shop. It is a short, eight-mile drive away from the rookery and located within the Plaza del Cavalier in San Simon. Other area attractions include the Piedras Blancas Light Station, Hearst Castle, and the Coastal Discover Center at San Simeon Bay. Friends of the Elephant Seal also offers tours for children in third grade and higher. The group hosts school field trips, as well as organizations like Girl and Boy Scouts. Tour instructors provide students with explanation while they are viewing the seals at the rookery. People of all ages can enjoy the live action feed of the seals located on the Friends of the Elephant Seal’s website.

Callaway Spahr is an enthusiastic student who loves to learn about the human mind and body. He has a degree in exercise science and would like to eventually work in the healthcare field. Callaway Spahr would like to gain qualifications in the endocrinological medical field.

I met with several hundred college students at a town hall that same day. The Chinese authorities, wary of my usual unscripted format, had handpicked the participants from some of Shanghai’s most elite universities—and although they were courteous and enthusiastic, their questions had little of the probing, irreverent quality that I was used to hearing from youth in other countries. (“So what measures will you take to deepen this close relationship between cities of the United States and China?” was about as tough as it got.) I couldn’t decide whether party officials had prescreened all the questions or the students just knew better than to say anything that could land them in hot water.

But our most effective public diplomacy tool came straight out of my campaign playbook: During my international trips, I made a point of hosting town hall meetings with young people. The first time we tried it, with a crowd of more than three thousand European students during the NATO summit in Strasbourg, we weren’t sure what to expect. Would I get heckled? Would I bore them with long, convoluted answers? But after an unscripted hour in which members of the audience enthusiastically questioned me on everything from climate change to fighting terrorism and offered their own good-humored observations (including the fact that “Barack” means “peach” in Hungarian), we decided to make it a regular feature of my foreign travel.

You will look like an enthusiastic child telling his parents about the new things he is learning at school, and I’m positive the experience will be unforgettable for you as it was for me.

the research and experiences of privileged American college students and wealthy, powerful business leaders seemed inappropriate. So I tried to open a dialogue. Struggling for points of common experience, I asked in a very clearly tongue-in-cheek tone, “Who here likes to do schoolwork?” I thought the seemingly universal distaste for schoolwork would bond us together. But to my shock, 95 percent of the children raised their hands and started smiling genuinely and enthusiastically. Afterward, I jokingly asked Salim why the children of Soweto were so weird. “They see schoolwork as a privilege,” he replied, “one that many of their parents did not have.” When I returned to Harvard two weeks later, I saw students complaining about the very thing the Soweto students saw as a privilege. I started to realize just how much our interpretation of reality changes our experience of that reality. The students who were so focused on the stress and the pressure—the ones who saw learning as a chore—were missing out on all the opportunities right in front of them. But those who saw attending Harvard as a privilege seemed to shine even brighter. Almost unconsciously at first, and then with ever-increasing interest, I became fascinated with what caused those high potential individuals to develop a positive mindset to excel, especially in such a competitive

I, myself, have used this approach in large “Introduction to Gender and Sexuality Studies” classes, suggesting to straight male students that if for no other reason, they should at least embrace feminism because doing so will result in better heterosexuality—more authentic relationships with women and better sex based on women’s enthusiastic interest, rather than women’s placating and ambivalent consent. But I don’t feel good about this approach; I want men to be feminists because they value women’s humanity, because they identify with women, and because they see that the gender binary is a historical, political-economic, and cultural invention that has caused no end of suffering for women and also for themselves. When men extend empathy and subjectivity to women out of self-interest, to grease the wheels of sexual access or to continue receiving women’s emotional labor, this makes no intervention into men’s profound sense of entitlement to women’s bodies and women’s love, nor does it pose any challenge to men’s unrelenting attachment to their own masculinity as the core of their identity, the foundation of their goodness, the basis on which they connect with other men, and the primary contribution they think they’re making to the world.

When prospective students tour the University of Michigan today, there is a bronze plaque at the entrance of the Michigan Union: “Here at 2:00 a.m. on October 14, 1960, John Fitzgerald Kennedy first defined the Peace Corps. He stood at the place marked by the medallion and was cheered by a large and enthusiastic student audience for the Hope and Promise his idea gave the world.