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Write a response in which you discuss the extent to which you agree ordisagree with the statement and explain your reasoning for the position youtake. In developing and supporting your position, you should consider ways inwhich the statement might or might not hold true and explain how theseconsiderations shape your position.

This statement imposes a responsibility to educational institutions sayingthat they are supposed to instruct students about their future and dissuadethem from fields that are not likely to succeed. Surely we can tell thateducational systems should maximize everyone's potential as well as try todistribute each person to the proper position in the society, but I cannottotally concur with the speaker's claim. For the students who can be easily toldwhere they are more prone to succeed, we should help them with stepping on theright way. Nevertheless, we cannot have access to the likely-successful fieldfor most of the students, and we are not able to instruct them properly.

To explicit it, I admit that sometimes we can tell the befitting field forsome students. For instance, the fact that most of the universities or collegesallow students to make students themselves' choices when they enter the schoolis an indirect way for educational institutions to make students successful. Ahypothesis student who is not good at memorizing things verbatim is not likelyto be an accomplished pharmacist, because many medical practitioners arerequired to memorizing thick and prosaic pharmacopeias. In this case, somefields that don't expect memorizing too much and require some logicalinferences seem more suitable to him. Conversely, if we don't give him thechance to choose a major away from memorizing stuffs, his life will be rife withmiseries about doing things he don't want to do. As a consequence, he may gettired of learning things or even be driven crazy. Therefore, guide students dothings they want to do is a great way to encourage students doing well.

However, the assumption of this statement is that we can identify what ispromising to students. And it's impossible for this to happen to every studentin the society. For a simple example, Einstein wasn't recognized as smart whenhe was in high school, and sometimes he was even regarded as idiots. But whenhe grew up, he became the most brilliant and prestigious scientist in theworld. His teachers as well as parents or classmates must have no idea abouthis future, so educational institutions can do nothing about it. Imagine he wasinterfered by some silly educational institution advisors, we can predict thatthe whole human society is likely to lose one outstanding scientist.

Taking them together, it seems a pretty good idea to combine the two sidesand allow educational institutions give some reasonable suggestions to studentsif they agree to accept some. In this sense, potential of students who havespecific goals can be effectively made use by the society. Ones who are notquite clear about the fields they like still have time to explore the world. Bythis means, the resources in the whole society, especially human resources canbe well managed and exploited. People like Einstein won't be wasted and all thepeople in the society will perform what they really like and can do.

A better and brighter future is no doubt needed by the whole society, andfully making use of the resources of students is quite an essential part ofachieving it. But whether educational institution should really have a hand instudents' pursuing fields of study needs to be further evaluated. The best wayto maximize students' potential is simply giving them some hints about whatthey should do, but we should also avoid overly instructing or misguidingstudents from walking one the wrong way which makes them stay away from a promisingfuture.