Academic Guidance Quotes

I teach 18- to 21-year-olds - the 'Harry Potter' generation. They grew up as voracious readers, reading books in this exploding genre. But at some point, I would love for them to give Umberto Eco or A.S. Byatt a try. I hope 'A Discovery of Witches' will serve as a kind of stepping-stone.

The self taught man seldom knows anything accurately, and he does not know a tenth as much as he could have known if he had worked under teachers, and besides, he brags, and is the means of fooling other thoughtless people into going and doing as he himself has done.

I decided I wanted to go to Cambridge, and then I got introduced to Fred Sanger. I was very conscientious, and I asked him when I first got there if I should start reading up on things. But he said, 'No, I think you can just start these experiments,' so I plunged right in.

As a college coach, I felt you could make a difference in a player's life. There was an educational aspect I thought was important.

No matter how much I admire our schools, I know that no university exists that can provide an education; what a university can provide is an outline, to give the learner a direction and guidance. The rest one has to do for oneself.

After two years of undergraduate study, it was clear that I was bored by the regime of problem-solving required by the Cambridge mathematical tripos. A very sensitive mathematics don recommended that I talk to the historian of astronomy, Michael Hoskin, and the conversation led me to enroll in the History and Philosophy of Science for my final undergraduate year.

No science is speedily learned by the noblest genius without tuition.

After all manner of professors have done their best for us, the place we are to get knowledge is in books.

Some people don't need parental commitment, they will still come out great, but for others, parents can be critical in providing moral and academic guidance.

Teachers are to inspire; librarians are to fulfill.

The policy of letting the child 'do what he likes' is an insidious one, since the children are encouraged to continue always at their original superficial level, without receiving guidance in study. Furthermore, the 'three Rs,' the fundamental tools, are neglected as long as possible, with the result that the child's chance to develop his mind is greatly retarded. The policy of teaching words via pictures instead of by the alphabet tends to deprive the young child of the greatest reasoning tool of all.

I probably learned most at MIT by teaching and working with Peter Diamond, who acted like a big brother to me during my time in the department.

The key thing is, even if you only have a couple of hours a month, those two hours shoulder-to-shoulder, next to one student, concentrated attention, shining this beam of light on their work, on their thoughts and their self-expression, is going to be absolutely transformative, because so many of the students have not had that ever before.

In college, I was told the market can't be beat.

A professor can never better distinguish himself in his work than by encouraging a clever pupil, for the true discovers are among them, as comets amongst the stars.

Nico Tinbergen was my doctoral supervisor, and he was a benign, avuncular sort of influence; everybody loved him.

At the beginning of every semester, I ask my graduate students whether there is something I should read that will help me understand their work.

My whole life has been basically trying to find intelligent students or, you know, highly motivated students and giving them an opportunity to do good science.

I soon found an opportunity to be introduced to a famous professor Johann Bernoulli. ... True, he was very busy and so refused flatly to give me private lessons; but he gave me much more valuable advice to start reading more difficult mathematical books on my own and to study them as diligently as I could; if I came across some obstacle or difficulty, I was given permission to visit him freely every Sunday afternoon and he kindly explained to me everything I could not understand.

When I began my physical studies [in Munich in 1874] and sought advice from my venerable teacher Philipp von Jolly...he portrayed to me physics as a highly developed, almost fully matured science...Possibly in one or another nook there would perhaps be a dust particle or a small bubble to be examined and classified, but the system as a whole stood there fairly secured, and theoretical physics approached visibly that degree of perfection which, for example, geometry has had already for centuries.

Mentors provide professional networks, outlets for frustration, college and career counseling, general life advice, and most importantly, an extra voice telling a student they are smart enough and capable enough to cross the stage at graduation and land their first paycheck from a career pathway job.

My freshman English professor at Kent State University in 1984 told me I was a good writer, and she loved all the silly pictures I drew in my notebook. She said I should try writing children's books, and so I did.

I had several teachers who inspired me, in both the public school system and the Upward Bound program. I needed several, because I lived in such abject poverty and dysfunction. And they're still in my life today, because I consider them to be friends, actually.

Before I started (college), that's the advice my dad gave me. He said to pick classes based on the teacher whenever you can, not the subject...his point was that good teachers are priceless. They inspire you, they entertain you, and you end up learning a ton even when you don't know it.

I’d compare college tuition to paying for a personal trainer at an athletic club. We professors play the roles of trainers, giving people access to the equipment (books, labs, our expertise) and after that, it is our job to be demanding.