Lectures To My Students Quotes

Master those books you have. Read them thoroughly. Bathe in them until they saturate you. Read and reread them…digest them. Let them go into your very self. Peruse a good book several times and make notes and analyses of it. A student will find that his mental constitution is more affected by one book thoroughly mastered than by twenty books he has merely skimmed. Little learning and much pride comes from hasty reading. Some men are disabled from thinking by their putting meditation away for the sake of much reading. In reading let your motto be ‘much not many.

Rose," Alberta said, leaning toward me. "I'm going to be blunt with you. I'm not going to give you lectures or demand any explanations. Honestly, since you aren't my student anymore, I don't have the right to ask or tell you anything." "You can lecture," I told her. "I've always respected you and want to hear what you have to say." The ghost of a smile flashed on her face. "All right, here it is. You screwed up." "Wow. You weren't kidding about bluntness." "The reasons don't matter. You shouldn't have left. You shouldn't have dropped out. Your education and training are too valuable—no matter how much you think you know—and you are too talented to risk throwing away your future." I almost laughed. "To tell you the truth? I'm not sure what my future is anymore." "Which is why you need to graduate." "But I dropped out." She snorted. "Then drop back in!" "I—what? How?" "With paperwork. Just like everything else in the world.

It would be better to be deceived a hundred times than to live a life of suspicion.

minority and underprivileged students rise to the challenge all the time—but it takes energy. It takes energy to be the only black person in a lecture hall or one of a few nonwhite people trying out for a play or joining an intramural team. It requires effort, an extra level of confidence, to speak in those settings and own your presence in the room. Which is why when my friends and I found one another at dinner each night, it was with some degree of relief. It’s why we stayed a long time and laughed as much as we could.

Far better for a man that he had never been born than that he should degrade a pulpit into a show box to exhibit himself in.

It is the tendency of deep feeling to subdue the manner rather than to render it too energetic.

It is not great talents God blesses so much as likeness to Jesus. A holy minister is an awful weapon in the hand of God.

It is not great talents God blesses so much as likeness to Jesus.

Speech is silver, but silence is golden when hearers are inattentive.

Your own opinion of your state is not worth much. Ask the Lord to search you.

Heart language is logic set on fire.

It is foolish to be lavish in words and niggardly in truth.

Many preachers are at home among books but quite at sea among men.

The fact that students passed him by in uniform and he was standing there in torn jeans and faded old concert T-shirt made me smile. The rebel in me could totally relate. I stopped in front of him. "They're not going to let you stay in school dressed like that. I got a huge lecture for wearing a black shirt the other day." He glanced my outfit, which didn't really diverge from my normal fashion, and arched an eyebrow. Black cargo pants, white tank, grey zip-up hoodie, with a blade strapped to my thigh and a dagger in my boot. "What? Pants are black. Shirt is white. Blade stays." I grinned wider. "Because I'm special.

I tell my students they can procrastinate as long as they follow three rules: 1. No going onto the computer during their procrastination time. It’s just too engrossing. 2. Before procrastinating, identify the easiest homework problem. (No solving is necessary at this point.) 3. Copy the equation or equations that are needed to solve the problem onto a small piece of paper and carry the paper around until they are ready to quit procrastinating and get back to work. “I have found this approach to be helpful because it allows the problem to linger in diffuse mode—students are working on it even while they are procrastinating.” —Elizabeth Ploughman, Lecturer of Physics, Camosun College, Victoria, British Columbia

Throw away the servility of imitation, and rise to the manliness of originality.

A student will find that he is more affected by one book which he has truly mastered than by 20 books which he has merely skimmed.

A vigorous temper is not altogether an evil. Men who are as easy as an old shoe are generally of as lttle worth .

Nonsense does not improve by being bellowed.

If you are disabled, it is probably not your fault, but it is no good blaming the world or expecting it to take pity on you. One has to have a positive attitude and must make the best of the situation that one finds oneself in; if one is physically disabled, one cannot afford to be psychologically disabled as well. In my opinion, one should concentrate on activities in which one's physical disability will not present a serious handicap. I am afraid that Olympic Games for the disabled do not appeal to me, but it is easy for me to say that because I never liked athletics anyway. On the other hand, science is a very good area for disabled people because it goes on mainly in the mind. Of course, most kinds of experimental work are probably ruled out for most such people, but theoretical work is almost ideal. My disabilities have not been a significant handicap in my field, which is theoretical physics. Indeed, they have helped me in a way by shielding me from lecturing and administrative work that I would otherwise have been involved in. I have managed, however, only because of the large amount of help I have received from my wife, children, colleagues and students. I find that people in general are very ready to help, but you should encourage them to feel that their efforts to aid you are worthwhile by doing as well as you possibly can.

Tolstoy is the greatest Russian writer of prose fiction. Leaving aside his precursors Pushkin and Lermontov, we might list the greatest artists in Russian prose thus: first, Tolstoy; second, Gogol; third, Chekhov; fourth, Turgenev. This is rather like grading students' papers and no doubt Dostoevski and Saltykov are waiting at the door of my office to discuss their low marks.

Zeal--what is it? How shall I describe it? Possess it, and you will know what it is. Be consumed with love for Christ, and let the flame burn continuously, not flaming up at public meetings and dying out in the routine work of every day.

Rose,” she said, leaning toward me. “I’m going to be blunt with you. I’m not going to give you lectures or demand any explanations. Honestly, since you aren’t my student anymore, I don’t have the right to ask or tell you anything.” It was like what Adrian had said. “You can lecture,” I told her. “I’ve always respected you and want to hear what you have to say.” The ghost of a smile flashed on her face. “All right, here it is. You screwed up.” “Wow. You weren’t kidding about bluntness.

The belief that science proceeds from observation to theory is still so widely and so firmly held that my denial of it is often met with incredulity. I have even been suspected of being insincere- of denying what nobody in his senses would doubt. But in fact the belief that we can start with pure observation alone, without anything in the nature of a theory is absurd; as may be illustrated by the story of the man who dedicated his life to natural science, wrote down everything he could observe, and bequeathed his priceless collection of observations to the Royal Society to be used as evidence. This story should show us that though beetles may profitably be collected, observations may not. Twenty-five years ago I tried to bring home the same point to a group of physics students in Vienna by beginning a lecture with the following instructions : 'Take pencil and paper; carefully observe, and write down what you have observed!' They asked, of course, what I wanted them to observe. Clearly the instruction, 'Observe!' is absurd. (It is not even idiomatic, unless the object of the transitive verb can be taken as understood.) Observation is always selective. It needs a chosen object, a definite task, an interest, a point of view, a problem. And its description presupposes a descriptive language, with property words; it presupposes similarity and classification, which in their turn presuppose interests, points of view, and problems.

Be interested yourself, and you will interest others.

Pantheists creep into the ministry, but they are generally cunning enough to concede the bredath of their minds beneath Christian phraseology.

Think it not strange if you should frequently feel yourself to have failed, nor wonder if it should turn out that at such times you have best succeeded. You must not expect to become sufficient as of yourself; no habit or exercise can render you independent of divine assistance;

Our textbooks were ridiculous propaganda. The first English sentence we learned was "Long live Chairman Mao!" But no one dared to explain the sentence grammatically. In Chinese the term for the optative mood, expressing a wish or desire, means 'something unreal." In 1966 a lecturer at Sichuan University had been beaten up for 'having the audacity to suggest that "Long live Chairman Mao!" was unreal!" One chapter was about a model youth hero who had drowned after jumping into a flood to save an electricity pole because the pole would be used to carry the word of Mao. With great difficulty, I managed to borrow some English language textbooks published before the Cultural Revolution from lecturers in my department and from Jin-ming, who sent me books from his university by post. These contained extracts from writers like Jane Austen, Charles Dickens, and Oscar Wilde, and stories from European and American history. They were a joy to read, but much of my energy went toward finding them and then trying to keep them. Whenever someone approached, I would quickly cover the books with a newspaper. This was only partly because of their 'bourgeois' content. It was also important not to appear to be studying too conscientiously, and not to arouse my fellow students' jealousy by reading something far beyond them. Although we were studying English, and were paid par fly for our propaganda value by the government to do this, we must not be seen to be too devoted to our subject: that was considered being 'white and expert." In the mad logic of the day, being good at one's profession ('expert') was automatically equated with being politically unreliable ('white').

I tried to bunked classes, I skipped lectures, I cheated in exams, I lied to my teachers and some stuff were taken for granted when I was a student before. I am not proud about it. Of course, I learned from that experience. I learned that everyone has a chance to change. It doesn't mean that if I am dumbass before and you call me the same thing now. Because now, I work hard, play the game well and strive for excellence. This is me now, a guy with a strong grit in my heart.

He will glory against the church, and say, ‘These are your holy preachers: you see what their preciseness is, and whither it will bring them.’ He will glory against Jesus Christ Himself, and say, ‘These are thy champions! I can make thy chiefest servants to abuse thee; I can make the stewards of thy house unfaithful.

Cast the burden of the present, along with the sin of the past and the fear of the future, upon the Lord, who forsaketh not His saints. Live by the day--ay, by the hour. Put no trust in frames and feelings. Care more for a grain of faith than a ton of excitement. Trust in God alone, and lean not on the needs of human help.

Which would have advanced the most at the end of a month—the boy who had made his own jackknife from the ore which he had dug and smelted, reading as much as would be necessary for this—or the boy who had attended the lectures on metallurgy at the Institute in the meanwhile, and had received a Rodgers' penknife from his father? Which would be most likely to cut his fingers?... To my astonishment I was informed on leaving college that I had studied navigation!—why, if I had taken one turn down the harbor I should have known more about it. Even the poor student studies and is taught only political economy, while that economy of living which is synonymous with philosophy is not even sincerely professed in our colleges. The consequence is, that while he is reading Adam Smith, Ricardo, and Say, he runs his father in debt irretrievably.

I always liked telling my students: "Go out and do for others what somebody did for you.

We may rifle the treasures of antiquity and make the heathen contribute to the gospel even as Hiram of Tyre served under Solomon's direction for the building of the Temple.

The minister is not always in the act of prayer, but he is always in the spirit of it.

Simulated ardor is a shameful form of lying.

Most of us think too much of speech, which is but the shell of thought.

There will be no fear of your becoming lethargic if you are continually familiar with internal realities.

God has made all things that are in the world to be our teachers.

A graceless pastor is a blind man elected to a professorship of optics.

If ever your whole manhood was engaged in anything., let it be in drawing near unto God in public.

If some talents were withheld, the Withholder knows why. He has done all things well.

It is not a brave thing to trust God. To true believers, it is a sweet necessity.

The voice of Jacob will do a little good if the hands be the hands of Essau.

If we cannot prevail with men for God, we will at least endeavor to prevail with God for men.

The best way to preach men to Christ is to preach Christ to men.

More faults are created than cured by professional teachers.

A dash of humor will only add intense gravity to the proceedings, even as a flash of lightning only makes midnight dreariness all the more impressive.

May we be thunder in our doctrine and lighten in out conversations.

Solemn silence makes noble worship.

One thought fixed upon the mind will be better than 50 thoughts flittering across the ear.

Man's fall, his need of a new birth, forgiveness through an atonement, and salvation as the result of faith, these are our battle-ax and weapons of war.

whatever "call" a man may pretend to have, if he has not been called to holiness, he certainly has not been called to the ministry.

Despondency, is not a virtue; I believe it is a vice. I am heartily ashamed of myself for falling into it, but I am sure there is no remedy for it like a holy faith in God.

I always liked telling my students: "Go out do for others what somebody did for you

There is a something in the very tone of the man who has been with Jesus which has more power to touch the heart than the most perfect oratory:

He limps in his life like the lame man in the Proverbs, whose legs were not equal, for his praying is shorter than his preaching.

Cautious reticence is, in nine cases out of ten, cowardly betrayal. The best policy is never to be politic, but to proclaim every atom of the truth so far as God has taught it to you.

We ought to preach the gospel, not as our views at all, but as the mind of God--the testimony of Jehovah concerning His own Son, and in reference to salvation for lost men. If we had been entrusted with the making of the gospel, we might have altered it to suit the taste of this modest century, but never having been employed to originate the good news, but merely to repeat it, we dare not stir beyond the record. What we have been taught of God we teach. If we do not do this, we are not fit for our position.

Q (Quiller-Couch) was all by himself my college education. I went down to the public library one day when I was seventeen looking for books on the art of writing, and found five books of lectures which Q had delivered to his students of writing at Cambridge. "Just what I need!" I congratulated myself. I hurried home with the first volume and started reading and got to page 3 and hit a snag: Q was lecturing to young men educated at Eton and Harrow. He therefore assumed his students − including me − had read Paradise Lost as a matter of course and would understand his analysis of the "Invocation to Light" in Book 9. So I said, "Wait here," and went down to the library and got Paradise Lost and took it home and started reading it and got to page 3, when I hit a snag: Milton assumed I'd read the Christian version of Isaiah and the New Testament and had learned all about Lucifer and the War in Heaven, and since I'd been reared in Judaism I hadn't. So I said, "Wait here," and borrowed a Christian Bible and read about Lucifer and so forth, and then went back to Milton and read Paradise Lost, and then finally got back to Q, page 3. On page 4 or 5, I discovered that the point of the sentence at the top of the page was in Latin and the long quotation at the bottom of the page was in Greek. So I advertised in the Saturday Review for somebody to teach me Latin and Greek, and went back to Q meanwhile, and discovered he assumed I not only knew all the plays by Shakespeare, and Boswell's Johnson, but also the Second books of Esdras, which is not in the Old Testament and not in the New Testament, it's in the Apocrypha, which is a set of books nobody had ever thought to tell me existed. So what with one thing and another and an average of three "Wait here's" a week, it took me eleven years to get through Q's five books of lectures.

We often forget that the Author of our faith must be the Preserver of it also. The lamp which was burning in the temple was never allowed to go out, but it had to be daily replenished with fresh oil; in like manner, our faith can only live by being sustained with the oil of grace,

I liked to call myself a poet and had affected a habit of reading classical texts (in translation, of course – I was a lazy student). I would ride the Greyhound for thirty-six hours down from the Midwest to Leechfield, then spend days dressed in black in the scalding heat of my mother’s front porch reading Homer (or Ovid or Virgil) and waiting for someone to ask me what I was reading. No one ever did. People asked me what I was drinking, how much I weighed, where I was living, and if I had married yet, but no one gave me a chance to deliver my lecture on Great Literature.

I have seen many phases of life; I have moved in imperial circles, I have been a Minister of State; but if I had to live my life again, I would always remain in my laboratory, for the greatest joy of my life has been to accomplish original scientific work, and, next to that, to lecture to a set of intelligent students.

At the behest of Princeton's President, all of Einstein's lectures were very technical. They included more than one hundred and twenty-five complex equations that he scribbled on the blackboard while speaking in German. As one student admitted to a reporter, "I sat in the balcony but he talked right over my head anyway.

You may ask whether I have changed my own educational practice and assessment. I have. There are no “final” exams at the end of the semester in my classes. Instead, I split my courses up into thirds so that students only have to study a handful of lectures at a time. Furthermore, none of the exams are cumulative. It’s a tried-and-true effect in the psychology of memory, described as mass versus spaced learning. As with a fine-dining experience, it is far more preferable to separate the educational meal into smaller courses, with breaks in between to allow for digestion, rather than attempt to cram all of those informational calories down in one go. In

Novelist Sinclair Lewis was supposed to deliver an hour-long lecture to a group of college students who planned to be writers. Lewis opened his talk with the question: How many of you really intend to be writers? All hands went up. In that case, said Lewis, my advice to you is to go home and write. With that, he left. Bits and Pieces-March 1997

[Paul Olum] was president of the University of Oregon when he heard of [Richard] Feynman’s death. He realized that the young genius he had met at Princeton had become a part of him, impossible to extricate. “My wife died three years ago, also of cancer,” he said. ... I think about her a lot. I have to admit I have Dick’s books and other things of Dick’s. I have all of the Feynman lectures and other stuff. And there are things that have pictures of Dick on them. The article in Science about the Challenger episode. And also some of the recent books. I get a terrible feeling every time I look at them. How could someone like Dick Feynman be dead? This great and wonderful mind. This extraordinary feeling for things and ability is in the ground and there’s nothing there anymore. It’s an awful feeling. And I feel it—— A lot of people have died and I know about it. My parents are both dead and I had a younger brother who is dead. But I have this feeling about just two people. About my wife and about Dick. I suppose, although this wasn’t quite like childhood, it was graduate students together, and I do have more—— I don’t know, romantic, or something, feelings about Dick, and I have trouble realizing that he’s dead. He was such an extraordinarily special person in the universe. Gleick, James (2011-02-22). Genius: The Life and Science of Richard Feynman (p. 145). Open Road Media. Kindle Edition.

Perhaps you think that better-educated people would do better? Or people who are more interested in the issues? I certainly thought that once, but I was wrong. I have tested audiences from all around the world and from all walks of life: medical students, teachers, university lecturers, eminent scientists, investment bankers, executives in multinational companies, journalists, activists, and even senior political decision makers. These are highly educated people who take an interest in the world. But most of them—a stunning majority of them—get most of the answers wrong. Some of these groups even score worse than the general public; some of the most appalling results came from a group of Nobel laureates and medical researchers. It is not a question of intelligence. Everyone seems to get the world devastatingly wrong. Not only devastatingly wrong, but systematically wrong. By which I mean that these test results are not random. They are worse than random: they are worse than the results I would get if the people answering my questions had no knowledge at all.

Andy, I just gave my students a two-week assignment and they came back and did stuff that, had I given them an entire semester to complete it, I would have given them all A’s. What do I do?” Andy thought for a minute and said: “OK. Here’s what you do. Go back into class tomorrow, look them in the eyes and say, ‘Guys, that was pretty good, but I know you can do better.

Speaking to a foreigner was the dream of every student, and my opportunity came at last. When I got back from my trip down the Yangtze, I learned that my year was being sent in October to a port in the south called Zhanjiang to practice our English with foreign sailors. I was thrilled. Zhanjiang was about 75 miles from Chengdu, a journey of two days and two nights by rail. It was the southernmost large port in China, and quite near the Vietnamese border. It felt like a foreign country, with turn-of-the-century colonial-style buildings, pastiche Romanesque arches, rose windows, and large verandas with colorful parasols. The local people spoke Cantonese, which was almost a foreign language. The air smelled of the unfamiliar sea, exotic tropical vegetation, and an altogether bigger world. But my excitement at being there was constantly doused by frustration. We were accompanied by a political supervisor and three lecturers, who decided that, although we were staying only a mile from the sea, we were not to be allowed anywhere near it. The harbor itself was closed to outsiders, for fear of 'sabotage' or defection. We were told that a student from Guangzhou had managed to stow away once in a cargo steamer, not realizing that the hold would be sealed for weeks, by which time he had perished. We had to restrict our movements to a clearly defined area of a few blocks around our residence. Regulations like these were part of our daily life, but they never failed to infuriate me. One day I was seized by an absolute compulsion to get out. I faked illness and got permission to go to a hospital in the middle of the city. I wandered the streets desperately trying to spot the sea, without success. The local people were unhelpful: they did not like non-Cantonese speakers, and refused to understand me. We stayed in the port for three weeks, and only once were we allowed, as a special treat, to go to an island to see the ocean. As the point of being there was to talk to the sailors, we were organized into small groups to take turns working in the two places they were allowed to frequent: the Friendship Store, which sold goods for hard currency, and the Sailors' Club, which had a bar, a restaurant, a billiards room, and a ping-pong room. There were strict rules about how we could talk to the sailors. We were not allowed to speak to them alone, except for brief exchanges over the counter of the Friendship Store. If we were asked our names and addresses, under no circumstances were we to give our real ones. We all prepared a false name and a nonexistent address. After every conversation, we had to write a detailed report of what had been said which was standard practice for anyone who had contact with foreigners. We were warned over and over again about the importance of observing 'discipline in foreign contacts' (she waifi-lu). Otherwise, we were told, not only would we get into serious trouble, other students would be banned from coming.

Dear Mama, I hope this letter finds you well. It contains all my love and affection. (It also contains all my questions about how you could ever have loved a man like Professor Miller.) You asked about where I live. I cannot believe I haven’t mentioned it, but I suppose I’m so used to it now I don’t think of it. The dorms are small and plain, but as a student I don’t need much more. (I cannot afford the dorms. I do not live in them.) The food is dreadful, all heavy meat and sauce. I miss fruit! (I am always hungry; a supper with a strange man was the fullest my stomach has been since I got here.) As I have mentioned in every letter, my professors are all interesting and I take copious notes during lectures. (If you do not bring up my father, I am certainly not going to offer you information on that louse of a man.) The course work is challenging but I am excelling. (I have to be perfect so they can find no excuse to dock my grades.) I have delivered Aunt Nani’s package to Jacabo. He was so happy to receive it, and I take tea with him once a week. It is a great comfort to speak Melenese with someone. (I live in the hotel where Jacabo works. He saved me when I realized I could not afford room and board at the school. I work long, hard hours in the evenings to earn a tiny hole of a servant’s room and whatever scraps of food are left over.) Please give everyone my love and tell them how much I am learning to bring back to the island as a teacher. (I will not fail, and I will use everything I learn here to make Melei better.) Your affectionate daughter, Jessamin

John's particular talents hadn't gone unnoticed but they weren't his artistic talents. They were his talents for having his fellow students fall about with shocked, uncontrollable laughter at his wicked, disrespectful wit. His ability to disrupt a lecture had to be seen to be believed and John's appearance was even worse than his humour. I think he was the last stronghold of the Teddy Boys - totally aggressive and anti-establishment. My first impression of John, as he slouched reluctantly into the lettering class for the first time, was one of apprehension. I felt that I had nothing in common with this individual and as far as I was concerned I never would. In fact he frightened me to death. The only thing that John and I had in common was that we were both blind as bats without our glasses.

Remember that, as the receiver is as bad as the thief, so the hearer of scandal is a sharer in the guilt of it. If there were no listening ears there would be no talebearing tongues. While you are a buyer of ill wares the demand will create the supply, and the factories of falsehood will be working full time. No one wishes to become a creator of lies, and yet he who hears slanders with pleasure and believes them with readiness will hatch many a brood into active life.

Ministers, deacons, and elders may all be wise, but if the sacred Dove departs, and the spirit of strife enters, it is all over with us. Brethren, our system will not work without the Spirit of God, and I am glad it will not, for its stoppages and breakages call our attention to the fact of His absence. Our system was never intended to promote the glory of priests and pastors, but it is calculated to educate manly Christians, who will not take their faith at second-hand.

It's like she's pulling Post-it notes out of her hair and lecturing from them, one of my peers once complained about the teaching style of my beloved teacher Mary Ann Caws. ...Ditto Eileen Myles, who tells a great story about a student at UC San Diego once complaining that her lecturing style was like 'throwing a pizza at us.' My feeling is, you should be so lucky to get a pizza in the face from Eileen Myles, or a Post-it note plucked from the nest of Mary Ann Caws's hair.

Unless the process of discovery in science grinds to a halt tonight at midnight, the vacuum of ignorance that we try to fill with a sense of agency will just keep shrinking. Which raises the question that motivates the second half of this book.[3] • • • I’m sitting at my desk during afternoon office hours; two students from my class are asking questions about topics from lectures; we wander into biological determinism, free will, the whole shebang, which is what the course is ultimately about.

I bump into a group of girls congregating around a locker. Jessica, Willow (who is notably the only Willow enrolled in our 397-student class and in our 1,579-student school), and Abby. Miney has labeled them in my notebook, in block letters and underlined with a Sharpie:THE POPULAR BITCHES. When she first used this designation, Miney had to give me a long lecture about how this wasn’t an oxymoron, how someone could be both popular, which I presumed meant that lots of people liked you, and at the same time also be a bitch, which I presumed would have the opposite outcome. Apparently popularity in the context of high school has a negative correlation with people actually liking you but a high correlation with people wanting to be your friend. After careful consideration, this makes sense, though in my case, I am both an outlier and a great example of the fact that correlation does not imply causation. I am nice to everyone but without any upside: People neither like me nor want to be my friend.

told his students in “The World Since 1914” class that there was little point in discussing the Third World when they knew so little about how their own society works: “So I told them about the USA — really very hair-raising when it is all laid out in sequence: . . . . 1. cosmic hierarchy; 2. energy; 3. agriculture; 4. food; 5. health and medical services; 6. education; 7. income flows and the worship of GROWTH; 8. inflation. . . showing how we are violating every aspect of life by turning everything into a ripoff because we. . . have adopted the view that insatiable individualistic greed must run the world.” 7 He feared “that the students will come to feel that all is hopeless, so I must. . . show them how solutions can be found by holistic methods seeking diversity, de-centralization, communities. . .etc.” 8 Pleased with the class response, he later recalled: “The students were very excited and my last lecture in which I put the whole picture together was about the best lecture I ever gave. That was 10 Dec. [1975], my last full day of teaching after 41 years.

We create models to explain nature, but the models wind u gate-crashing nature and driving away the original inhabitants. In my lecturing days most of my students believed that atoms really are solid little stellar nuclei orbited by electrons. When I tell them that nobody knows what an electron is, they look at me like I've told them that the sun is a watermelon. One of the better-read-up ones might put up their hand and say, "But Dr. Muntervary, isn't an electron a charged probability wave?" "Suppose now," I am fond of saying, "I prefer to think of it as a dance.

Einstein went on to Princeton, where he delivered a weeklong series of scientific lectures and received an honorary degree “for voyaging through strange seas of thought.” Not only did he get a nice fee for the lectures (though apparently not the $15,000 he had originally sought), he also negotiated a deal while there that Princeton could publish his lectures as a book from which he would get a 15 percent royalty.47 At the behest of Princeton’s president, all of Einstein’s lectures were very technical. They included more than 125 complex equations that he scribbled on the blackboard while speaking in German. As one student admitted to a reporter, “I sat in the balcony, but he talked right over my head anyway.

EVERY workman knows the necessity of keeping his tools in a good state of repair, for “if the iron be blunt, and he do not whet the edge, then must he put to more strength.” If the workman lose the edge from his adze, he knows that there will be a greater draught upon his energies, or his work will be badly done. Michael Angelo, the elect of the fine arts, understood so well the importance of his tools, that he always made his own brushes with his own hands, and in this he gives us an illustration of the God of grace, who with special care fashions for himself all true ministers. It is true that the Lord, like Quintin Matsys in the story of the Antwerp well-cover, can work with the faultiest kind of instrumentality, as he does when he occasionally makes very foolish preaching to be useful in conversion; and he can even work without agents, as he does when he saves men without a preacher at all, applying the word directly by his Holy Spirit; but we cannot regard God’s absolutely sovereign acts as a rule for our action. He may, in His own absoluteness, do as pleases Him best, but we must act as His plainer dispensations instruct us; and one of the facts which is clear enough is this, that the Lord usually adapts means to ends, from which the plain lesson is, that we shall be likely to accomplish most when we are in the best spiritual condition; or in other words, we shall usually do our Lord’s work best when our gifts and graces are in good order, and we shall do worst when they are most out of trim. This is a practical truth for our guidance. When the Lord makes exceptions, they do but prove the rule.

Several years ago, I was invited to deliver a lecture on art and literature to the Tinworth Historical Society. While searching in the attic for a treatise of mine written during my student days at the Sorbonne, I came upon a large, dust-and-cobweb-covered trunk bearing the initials W.W. which I had never before noticed. Inside were stacks of paper tied in neat bundles and a large quantity of fascinating memorabilia - faded flowers, old invitations, scraps of satin, velvet and lace, postage stamps, jewelry, postcards from foreign capitals. The variety was endless. As I examined several bundles of paper more carefully, I realized I was holding a collection of drawings by Amelia Woodmouse, a promising young artist and a member of the family who had lived in the house at the turn of the century. From the delightful portraits and paintings depicting the life around her, and the accumulation of personal mementos, it was obvious that the artist had begun her collection in order to compile a family album, which for some reason, sadly, she never completed.

Many college courses in the humanities focus on discussion over lecture. Students read course material ahead of time and have a discussion in class. Harvard Business School took this to the extreme by pioneering case-based learning more than a hundred years ago, and many business schools have since followed suit. There are no lectures there, not even in subjects like accounting or finance. Students read a ten-to twenty-page description of a particular company’s or person’s circumstance—called a “case”—on their own time and then participate in a discussion/debate in class (where attendance is mandatory). Professors are there to facilitate the discussion, not to dominate it. I can tell you from personal experience that despite there being eighty students in the room, you cannot zone out. Your brain is actively processing what your peers are saying while you try to come to your own conclusions so that you can contribute during the entire eighty-minute session. The time goes by faster than you want it to; students are more engaged than in any traditional classroom I’ve ever been a part of. Most importantly, the ideas that you and your peers collectively generate stick. To this day, comments and ways of thinking about a problem that my peers shared with me (or that I shared during class) nearly ten years ago come back to me as I try to help manage the growth and opportunities surrounding the Khan Academy.

She drops the singsong thing. “I do go to school, Krissy. I didn’t quit.” Ow. “You know what I think? I think you’re under a lot of pressure, with a baby coming and making your first record. Maybe it makes you want to go back to a time before you had all these stresses in your life.” She is blowing me off. “So you’re a psychology major after all.” She doesn’t laugh. “I’m going to give you some advice now.” No shit. “Don’t ever run away from your commitments. You’ll have more options open to you if you don’t run away. Does that make sense?” I say nothing. I shouldn’t have said that I ran away. I should have put it differently. ‘I’ve come to a decision’ or something dramatical like that. Then she’d be on my side, welcoming me back, not lecturing me. “We all have a snake,” Betty continues, and right now you need to -“ “What?” It’s like she slapped me. “I said we all have a snake and yours is -“ “We all have a what?” My head’s pounding along with my heart. “I don’t mean it literally. I’m just trying to say that if you don’t face -“ “Did you say we all have snakes? Why did you say that?” She sighs. “Krissy, if you’d let me finish, I could tell you.” I sit, stunned. I never told her about the snake. “I have a snake and you have a snake. We all have to face our demons some day, sweetheart, and that day’ll be the scariest you ever lived. Then you’ll wake up the next morning and realise your snake is still there, that you have to face your demons again. But it won’t be so scary this time. Once you see your shadow, you’ll realise that the rest of your life will be spent staring it down, but you know what?” “What?” “You can do it.” “Yeah. Thanks, Betty.” Christ. “Krissy, you have a calling, so make this record. If you hate it, you never have to make another record again.” She doesn’t understand. I slide to the floor. The [university student campaign] issue girls turn around to stare at me, their clipboards at their sides. “Promise?” I ask. “I promise,” says Betty. “If this record’s as bad as you think it is,” she says cheerfully, “you won’t be allowed to make another one!

The other evening, in that cafe-cabaret in the Rue de la Fontaine, where I had run aground with Tramsel and Jocard, who had taken me there to see that supposedly-fashionable singer... how could they fail to see that she was nothing but a corpse? Yes, beneath the sumptuous and heavy ballgown, which swaddled her and held her upright like a sentry-box of pink velvet trimmed and embroidered with gold - a coffin befitting the queen of Spain - there was a corpse! But the others, amused by her wan voice and her emaciated frame, found her quaint - more than that, quite 'droll'... Droll! that drab, soft and inconsistent epithet that everyone uses nowadays! The woman had, to be sure, a tiny carven head, and a kind of macabre prettiness within the furry heap of her opera-cloak. They studied her minutely, interested by the romance of her story: a petite bourgeoise thrown into the high life following the fad which had caught her up - and neither of them, nor anyone else besides in the whole of that room, had perceived what was immediately evident to my eyes. Placed flat on the white satin of her dress, the two hands of that singer were the two hands of a skeleton: two sets of knuckle-bones gloved in white suede. They might have been drawn by Albrecht Durer: the ten fingers of an evil dead woman, fitted at the ends of the two overlong and excessively thin arms of a mannequin... And while that room convulsed with laughter and thrilled with pleasure, greeting her buffoonery and her animal cries with a dolorous ovation, I became convinced that her hands no more belonged to her body than her body, with its excessively high shoulders, belonged to her head... The conviction filled me with such fear and sickness that I did not hear the singing of a living woman, but of some automaton pieced together from disparate odds and ends - or perhaps even worse, some dead woman hastily reconstructed from hospital remains: the macabre fantasy of some medical student, dreamed up on the benches of the lecture-hall... and that evening began, like some tale of Hoffmann, to turn into a vision of the lunatic asylum. Oh, how that Olympia of the concert-hall has hastened the progress of my malady!

Here, for example, is a hypothetical: A football team is going to an away game when one of their vans breaks down. So they ask the mother of one of the players if they can borrow her van to transport them. Sure, she says, but I’m not going to drive. And so she asks the assistant coach to drive the team for her. But then, as they’re driving along, something horrible happens: the van skids off the road and flips over; everyone inside dies. There is no criminal case here. The road was slippery, the driver wasn’t intoxicated. It was an accident. But then the parents of the team, the mothers and fathers of the dead players, sue the owner of the van. It was her van, they argue, but more important, it was she who appointed the driver of her van. He was only her agent, and therefore, it is she who bears the responsibility. So: What happens? Should the plaintiffs win their suit? Students don’t like this case. I don’t teach it that often—its extremity makes it more flashy than it is instructive, I believe—but whenever I did, I would always hear a voice in the auditorium say, “But it’s not fair!” And as annoying as that word is—fair—it is important that students never forget the concept. “Fair” is never an answer, I would tell them. But it is always a consideration. He never mentioned whether something was fair, however. Fairness itself seemed to hold little interest for him, which I found fascinating, as people, especially young people, are very interested in what’s fair. Fairness is a concept taught to nice children: it is the governing principle of kindergartens and summer camps and playgrounds and soccer fields. Jacob, back when he was able to go to school and learn things and think and speak, knew what fairness was and that it was important, something to be valued. Fairness is for happy people, for people who have been lucky enough to have lived a life defined more by certainties than by ambiguities. Right and wrong, however, are for—well, not unhappy people, maybe, but scarred people; scared people. Or am I just thinking this now? “So were the plaintiffs successful?” I asked. That year, his first year, I had in fact taught that case. “Yes,” he said, and he explained why: he knew instinctively why they would have been. And then, right on cue, I heard the tiny “But it’s not fair!” from the back of the room, and before I could begin my first lecture of the season—“fair” is never an answer, etc., etc.—he said, quietly, “But it’s right.

There are forty-eight physicians and surgeons, but not all are lecturers. Including yourself, there are twenty-seven students of medicine. Each clerk is apprenticed to a series of different physicians. The apprenticeships vary in length for different individuals, and so does the entire clerkship. You become a candidate for oral examination whenever the bastardly faculty decides you are ready. If you pass, they address you as Hakim. If you fail, you remain a student and must work toward another chance.” “How long have you been here?” Karim glowered, and Rob knew he had asked the wrong question. “Seven years. I’ve taken examinations twice. Last year, I failed the section on philosophy. My second attempt was three weeks ago, when I made a poor thing of questions on jurisprudence. What should I care about the history of logic or the precedents of the law? I’m already a good physician.” He sighed bitterly. “In addition to classes in medicine you must attend lectures in law, theology, and philosophy.

On Mondays, Wednesdays, and Fridays at 9: 35 a.m., I am usually in a lecture hall at the university, expounding about botany and ecology— trying, in short, to explain to my students how Skywoman’s gardens, known by some as “global ecosystems,” function.

At the end of my opening lecture in my 1998 course on global health, most students headed for the coffee machine but one remained behind. I saw her wander slowly toward the front of the room with tears in her eyes, then, when she understood that I had noticed her, she stopped, flipped her face away, and looked out the window. She was obviously moved. I expected her to share with me a sad personal problem that was going to impede her participation in the course. Before I could say anything comforting she turned around, gained control over her emotions, and in a steady voice said something completely unexpected: “My family is from Iran. What you just said about the fast improvements in health and education in Iran was the first positive thing I’ve heard anyone from Sweden ever say about the Iranian people.

Students don't learn by being lectured at; then learn by thinking hard, solving problems and dissecting proofs.

As Rowland Hill said that he could not see why Satan should have the best tunes, so neither can I see why he should have the most graceful speakers!

Then one day the entire student body was summoned to a meeting, where we were to be addressed by Bernhard Rust, the grade-school teacher who had been named Minister of Culture and Education for Prussia. We were not invited, as had always been the custom; we were commanded to appear. I had a lecture at the same hour which I very much wished to attend, the class above all that I most enjoyed, but I decided to be prudent and go to the student body meeting. My individualism did not take the form of setting myself apart from the crowd by nonconformist action; I had no taste for notoriety and I did not see any point in encountering needless trouble.

One of the biggest surprises my students always had in their exams, which made some angry and others, few, very happy, was to realize I always allow multiple correct answers, and also saw as correct many answers that I didn't predict to receive. The reason I do this, is because life works in the same way. If I do as other teachers, and only allow one correct answer, then students will never really have a chance at understanding how life works. Because it's never about the answer, it’s all about the intention in the answer, and that intention puts the teacher in a completely different position, with which most aren't comfortable. That’s why I was never surprised to hear from students, including in their final year of college, that they had never met any other teacher like me in their entire life. They also knew that they very likely never will. But very few among these students are brave enough to look at the portals to higher dimensions of conscience that open before their eyes, either they’re confronting them from one perspective or another. And I wonder if any of these students will one day present the same opportunities they got from me to others. These portals represent amazing opportunities for the ones with the courage to see them and cross them. But only a very powerful person possesses the power to open one for others. And if you think that person is what it seems, you will neglect the magician hiding behind the illusion of the teacher in front of you. You see, I was never teaching, I was always creating magic in the classroom. The ones looking for the teaching, got confused, the ones looking at the lecturer were hypnotized by the illusion, and those that really saw what was happening, were uplifted. Among thousands of them, one or two have acquired the skills to be magicians themselves. They are now performing the same kind of magic they learned from me wherever they go.

Smart entrepreneurs have grabbed this opportunity with a vengeance. Now online lesson-plan marketplaces such as Gooru Learning, Teachers Pay Teachers, and Share My Lesson allow teachers who want to devote more of their time to other tasks the ability to purchase high-quality (and many lesser-quality) lesson plans, ready to go. With sensors, data, and A.I., we can begin, even today, testing for the learning efficacy of different lectures, styles, and more. And, because humans do a poor job of incorporating massive amounts of information to make iterative decisions, in the very near future, computers will start doing more and more of the lesson planning. They will write the basic lessons and learn what works and what doesn’t for specific students. Creative teachers will continue, though, to be incredibly valuable: they will learn how to steer and curate algorithmic and heuristically updated lesson creation in ways that computers could not necessarily imagine. All of this is, of course, a somewhat bittersweet development. Teaching is an idealistic profession. You probably remember a special teacher who shaped your life, encouraged your interests, and made school exciting. The movies and pop culture are filled with paeans to unselfish, underpaid teachers fighting the good fight and helping their charges. But it is becoming clearer that teaching, like many other white-collar jobs that have resisted robots, is something that robots can do—possibly, in structured curricula, better than humans can. The

Interestingly enough, whenever I cite examples from superhero comic books in a lecture, my students never wonder when they will use this information in their "real life". Apparently they all have plans, post-graduation, that involve protecting the City from all threat while wearing spandex. As a law-abiding citizen, this notion fills me with a great sense of security, knowing as I do how many of my scientist colleagues could charitably be termed "mad".

It's an established fact that the very few naturally gifted "born teachers" are enormously more effective than the great mass of those in the teaching profession who teach with care and attention and even with good new ideas, but without the charisma and the flair that distinguish the best teachers as well as the best actors. In my ideal school of the future, children would assemble each afternoon for sports, music, and club activities that require group interaction. The mornings would be reserved for individual study, probably at home. The child would be in a private room in one-on-one interaction with a "tutor," the realistic, holographic presentation of an actual human being, one of the rare, inspiring, one-in-a-thousand superbly gifted teachers. Brief lectures, personally directed to the student, with lots of eye contact, would be aided by all possible tricks of costuming and special effects, but those lectures would have been staged as carefully as a dramatic movie

A graceless pastor is a blind man elected to a professorship of optics, philosophizing upon light and vision, discoursing upon and distinguishing to others the nice shades and delicate blendings of the prismatic colours, while he himself is absolutely in the dark! He is a dumb man elevated to the chair of music; a deaf man fluent upon symphonies and harmonies! He is a mole professing to educate eaglets; a limpet elected to preside over angels.

This year I skipped my whole introductory lecture—usually a litany of references and quotations that I prepped and practiced for well in advance—designed to cow and delight my students. This year, instead, I asked them to speak about themselves and their experiences. While I wish I could say that this decision came from a desire to get to know them, it did not. On my notes for the class I wrote: “Have them talk! (They’re only interested in what they think, anyway.)

To pursue my career, I had always lectured myself that no momentary hesitancy or stoppage should be called a writing block. One must simply determine to go on writing, period. “Apply the seat of the pants to the seat of the chair”: the mantra I learned from Sandra and recited to undergraduate and graduate students assured them that personal effort and the struggle to continue expression would win out with the reward of word following word in paragraphs and pages that reflected their thought processes and clarified themselves to themselves. But what to write about not wanting, not doing, not knowing how to get through minute by minute of this dull but fearful day, even though (thankfully) there is no pain (I try to concentrate on this), just discomfort.

Even in little things the minister should take care that his life is consistent with his ministry. He should be especially careful never to fall short of his word. This should be pushed even to scrupulosity; we cannot be too careful; truth must not only be in us, but shine from us.