Duke President Richard H. Brodhead wandered through a fifth-grade classroom at E.K. Powe Elementary School on Wednesday, admiring quilt squares the students were sewing. He asked about the patterns, the fabrics they chose, how long they had known how to sew.

Principal Cheryl Fuller introduced Brodhead, eliciting cheers of "Cool!" when they heard he was in charge of the university down the road.

"If you apply to Duke, send in a picture of your quilt," Brodhead said. "I'll remember you."

As Duke students returned to class on Wednesday morning, so, too, did Brodhead. He toured several public schools that are part of the Duke-Durham Neighborhood Partnership, which supports 12 neighborhoods and seven schools close to Duke's campus.

"At first I thought he was president of the United States," one E.K. Powe student said, giggling, as Brodhead was about to leave.

"He'd have a good time if he came here," Brodhead replied.

At E.K. Powe Elementary, Lakewood Elementary and the Durham School of the Arts, Brodhead marveled at the buildings, the students' artwork and their lessons. He asked questions about class sizes, after-school programs and whether teachers integrate computers into their instruction.

He wondered whether local schools with significant Spanish-speaking populations have enough teachers and tutors who speak Spanish. Fuller said no, but mentioned a Duke class this semester that is adopting some Hispanic families.

"That's terrific," he said. "I'd like to learn more about that."

He saw E.K. Powe's new wellness center, which Duke runs. He urged a dozen would-be substitute teachers -- all with Duke connections -- to sign up at Powe. He even filmed a message to be broadcast on Powe's TV station: "Pay attention in school. Do your best."

Brodhead admired the pansies and kale in Lakewood's Edible Classroom, where students and teachers were planting and collecting seeds. He visited with retired Duke faculty members who volunteer at the school and introduced himself to Duke engineering students leading a lesson on circuits.

In a fifth-grade classroom, students were listing questions they want to research about the tsunami: How far did people have to run to escape? Did the animals know it was coming?

But before the teacher could describe how students would find the answers, Brodhead had to move to another classroom.

"I hate to leave," he told the students. "I'd like to know the answers."

At E.K. Powe, Brodhead visited Treva Fitts' science lab, where first-graders were learning about magnets. The students carefully recorded items that would stick to the magnets, such as the table leg, and items that would not, such as the table top.

To one student, Brodhead offered his car keys. The student determined the magnet wouldn't stick to the keys or to Brodhead's Duke key chain. Brodhead urged another student to hold the magnets close enough together to feel the magnetism.