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University Quotes

“Generally speaking, an Indian university must regard itself as one of the living organs of national reconstruction. It must discover the best means of blending together both the spiritual and the material aspects of life. It must equip its alumni irrespective of caste, creed or sex, with individual fitness, not for its own sake, not for merely adorning varied occupations and professions, but in order to teach them how to merge their individuality in the common cause of advancing the progress and prosperity of their motherland and upholding the highest traditions of human civilisation.”

“In joint scientific efforts extending over twenty years, initially in collaboration with J. C. Shaw at the RAND Corporation, and subsequently with numerous faculty and student colleagues at Carnegie-Mellon University, they have made basic contributions to artificial intelligence, the psychology of human cognition, and list processing.”

“The New York Times columnist, Thomas Friedman, cited Haqqani to make the argument that Guantánamo must be shut down. He wrote:“Husain Haqqani, a thoughtful Pakistani scholar now teaching at Boston University, remarked to me: 'When people like myself say American values must be emulated and America is a bastion of freedom, we get Guantánamo Bay thrown in our faces. When we talk about the America of Jefferson and Hamilton, people back home say to us: 'That is not the America we are dealing with. We are dealing with the America of imprisonment without trial.'”

“We have to make sure that college is accessible and affordable. Two years ago, I stood here and called upon our institutions of higher learning to develop plans for degrees that cost no more than $10,000. There were plenty of detractors at that time who insisted it couldn't be done. However, that call inspired educators at colleges and universities across our state to step up to the plate. Today, I'm proud to tell you that thirteen Texas universities have announced plans for a $10,000 degree.”

“As a Christian, a trained engineer and scientist, and a professor at Emory University, I am embarrassed by Superintendent Kathy Cox's attempt to censor and distort the education of Georgia's students.... There is no need to teach that stars can fall out of the sky and land on a flat Earth in order to defend our religious faith.”

“Having taught economics courses at private vocational schools and universities, I have always had a problem with GNP as a yardstick of prosperity. GNP is improved by increases in questionable activities such as consumption of cigarettes and the production of weapons. Moreover, a substantial increase in car accidents will favorably affect GNP because more funerals, hospital visits, car repairs, and new car purchases will result.”

“The four most dangerous words in finance are 'this time is different.' Thanks to this masterpiece by Carmen Reinhart at the University of Maryland and Kenneth Rogoff of Harvard, no one can doubt this again. . . . The authors have put an immense amount of work into collecting the data financial institutions needed if they were to have any chance of making quantitative risk management work.”

“Looking back over a decade one sees the ideal of a university become a myth, a vision, a meadow lark among the smoke stacks. Yet perhaps it is there at Princeton, only more elusive than under the skies of the Prussian Rhineland or Oxfordshire; or perhaps some men come upon it suddenly and possess it, while others wander forever outside. Even these seek in vain through middle age for any corner of the republic that preserves so much of what is fair, gracious, charming and honorable in American life.”

“We must have books for recreation and entertainment, as well as books for instruction and for business; the former are agreeable, the latter useful, and the human mind requires both. The cannon law and the codes of Justinian shall have due honor, and reign at the universities; but Homer and Virgil need not therefore be banished. We will cultivate the olive and the vine, but without eradicating the myrtle and the rose.”

“All that a university or final highest school. can do for us is still but what the first school began doing--teach us to read. We learn to read in various languages, in various sciences; we learn the alphabet and letters of all manner of books. But the place where we are to get knowledge, even theoretic knowledge, is the books themselves. It depends on what we read, after all manner of professors have done their best for us. The true university of these days is a collection of books.”

“Society,--the only field where the sexes have ever met on terms of equality, the arena where character is formed and studied, the cradle and the realm of public opinion, the crucible of ideas, the world's university, at once a school and a theater, the spur and the crown of ambition, the tribunal which unmasks pretension and stamps real merit, the power that gives government leave to be, and outruns the lazy Church in fixing the moral sense of the eye.”

“I always wanted to be a comedian. I loved comedy since I was a little kid, and while I was at university I started doing stand up shows. Once I realized that I was good at it I quit college and left although I had six months left. I went to England. I could have done the last six months but I realized that I was better at standup comedy than I was at singing opera.”

“We hear a great deal of lamentation these days about writers having all taken themselves to the colleges and universities where they live decorously instead of going out and getting firsthand information about life. The fact is that anybody who has survived his childhood has enough information about life to last him the rest of his days. If you can't make something out of a little experience, you probably won't be able to make it out of a lot. The writer's business is to contemplate experience, not to be merged in it.”

“[On affirmative action:] Universities give a boost in admissions for other factors besides race, factors that bring no social benefit, such as athletic ability, celebrity of parents, and alumni connections. It is remarkable how little agitation there is against those practices.”

“My view of university training is to unsettle the minds of young men, to widen their horizons, to inflame their intellects. It is not a hardening, or settling process. Education is not to teach men facts, theories, or laws; it is not to reform them, or amuse them, or to make them expert technicians in any field; it is to teach them to think, to think straight if possible; but to think always for themselves.”