Undergraduate Quotes - page 3
As a result of its generous stand [Robert Maynard Hutchins' controversial policy of admitting students after their second year of high-school], the University of Chicago's undergraduate college acts as the greatest magnet for neurotic juveniles since the Children's Crusade, with Robert Maynard Hutchins...playing the role of Stephen the Shepherd Boy.
A. J. Liebling
A report of the Carnegie Foundation recommended the abolition of the undergraduate bachelor of science degree in education leading to the state certification of teachers. Schools of education should become research institutions at the graduate level of the university and not places for the training of schoolteachers. Those planning to enter the profession of teaching should have four years of general, liberal education at the college level, and then three years of practice teaching under supervision... the best teacher is one who learns in the process of teaching.
Mortimer Adler
I am willing to admit that some people might live there for years, or even a lifetime, so protected that they never sense the sweet stench of corruption that is all around them -- the keen, thin scent of decay that pervades everything and accuses with a terrible accusation the superficial youthfulness, the abounding undergraduate noise, that fills those ancient buildings.
Thomas Merton
Even in physics, there is no infallible procedure for generating reliable knowledge. The calm order and perfection of well-established theories, accredited by innumerable items of evidence from a thousand different hands, eyes and brains, is not characteristic of the front-line of research, where controversy, conjecture, contradiction and confusion are rife. The physics of undergraduate text-books is 90% true; the contents of the primary research journals of physics is 90% false. The scientific system is as much involved in distilling the former out of the latter as it is in creating and transferring more and more bits of data and items of 'information'.
John Ziman
We know only too well that all over the world, from wayward undergraduate to B. B. C. producer to publisher's reader there are people, otherwise sensible and sane, people who would not believe in six-headed cats and blood-curdling spectral monsters, who yet read some folly about Noah's ark or Atlantis or cataclysmic world-tides, and say, with a contented sigh, "There may be something in it, you know."
Glyn Daniel
Don't live in this place. If you're a grad student or if you have a few more courses to pick up, fine. But if you're still hanging out in Orono or Old Town three years from now, living like an undergraduate in some sleazy apartment or trailer park, there's something wrong with you. This is not Never-Neverland. Peter Pan graduated back in '73 and now has a nice little farm in Bethel. You are not the Lost Boys and Lost Girls, but if you stay here too long, you will grow the equivalent of donkey ears. For most of you, it's time to move on. If you didn't have a better time here than you did in high school, you're weird. If you want to stay here and keep being an undergraduate, you're very weird.
Stephen King
Twenty years ago, Dwight Macdonald published a series of articles in Politics on the responsibility of peoples and, specifically, the responsibility of intellectuals. I read them as an undergraduate, in the years just after the war, and had occasion to read them again a few months ago. They seem to me to have lost none of their power or persuasiveness. Macdonald is concerned with the question of war guilt . He asks the question: To what extent were the German or Japanese people responsible for the atrocities committed by their governments? And, quite properly, he turns the question back to us: To what extent are the British or American people responsible for the vicious terror bombings of civilians, perfected as a technique of warfare by the Western democracies and reaching their culmination in Hiroshima and Nagasaki, surely among the most unspeakable crimes in history.
Noam Chomsky
Despite Newton's belated appreciation of Euclid's geometry, he set it aside as an undergraduate and immediately turned to Descartes' Geometrie, a much more difficult text. Newton read a few pages... and immediately got stuck. ...The second time through, he progressed a page or two further before running into more difficulties. Again, he read it from the beginning, this time getting further still. He continued this process until he mastered Descartes' text. Had Newton mastered Euclid first, Descartes' analytic geometry would have been much easier to understand. Newton later advised others not to make the same mistake.
But Descartes had ignited Newton's interest in mathematics, an interest that bordered on obsession.
René Descartes
