Scholarship Essay Quotes

It is usually unbearably painful to read a book by an author who knows way less than you do, unless the book is a novel.

[E]very community insists on what Professor G. J. Renier calls "the Story that must be told" about its own past, and where scholarship decays, myth will crowd in.

Any historian of warfare knows that it is in good part a comedy of errors and a museum of incompetence; but if for every error and every act of incompetence one can substitute an act of treason, we can see how many points of fascinating interpretation are open to the paranoid imagination: treason in high places can be found at almost every turning -- and in the end the real mystery, for one who reads the primary works of paranoid scholarship, is not how the United States has been brought to its present dangerous position, but how it has managed to survive at all.

For years i had been resolved - unconsciously at first, but consciously later on - that when once my scholarship was won i would 'slack off' and cram no longer. This resolve, by the way, was so fully carried out that between the ages of thirteen and twenty-two or three i hardly ever did a stroke of avoidable work.

But he was sometimes willing to sacrifice financial profit to scholastic prestige. Occasionally, by special arrangement, he would take at greatly reduced fees some boy who seemed likely to win scholarships and thus bring credit on the school. It was on these terms that I was at Crossgates myself: otherwise my parents could not have afforded to send me to so expensive a school.

I was Pittsburgh Young, Black, and Successful. Pittsburgh Young, Black, and Successful meant Friday evenings downstairs at Savoy in the Strip District, and perhaps a table upstairs if it was your birthday. It meant Alpha and Que boat rides, NEED Scholarship dinners, and Ronald H. Brown Leadership Awards galas. It meant a stint on the Urban League Young Professionals executive board. It meant brunches at the LeMont on Mother’s Day and the Grand Concourse when you wanted to stunt. It meant frequent pictures in the Post-Gazette and the City Paper

bought one of the software programs, and worked the system. That particular software covered more than 300,000 available scholarships. She narrowed the database search until she had 1,000 scholarships to apply for. She spent the whole summer filling out applications and writing essays. She literally applied for 1,000 scholarships. Denise was turned down by 970, but she got 30, and those 30 scholarships paid her $38,000. She went to school for free while her next-door neighbor sat and whined that no money was available for school and eventually got a student loan.

There were a few exotics among them—some South American boys, sons of Argentine beef barons, one or two Russians, and even a Siamese prince, or someone who was described as a prince. Sim had two great ambitions. One was to attract titled boys to the school, and the other was to train up pupils to win scholarships at public schools, above all Eton. He did, towards the end of my time, succeed in getting hold of two boys with real English titles. One of them, I remember, was a wretched little creature, almost an albino, peering upwards out of weak eyes, with a long nose at the end of which a dew drop always seemed to be trembling. Sam always gave these boys their titles when mentioning them

And yet curiously enough I was also tormented by an almost irresistible impulse not to work. There were days when my heart sickened at the labours ahead of me, and I stood stupid as an animal before the most elementary difficulties. In the holidays, also, I could not work. Some of the scholarship boys received extra tuition from a certain Mr. Batchelor, a likeable, very hairy man who wore shaggy suits and lived in a typical bachelor’s “den”—booklined walls, overwhelming stench of tobacco—somewhere in the town. During the holidays Mr. Batchelor used to send us extracts from Latin authors to translate, and we were supposed to send back a wad of work once a week. Somehow I could not do it. The empty paper and the black Latin dictionary lying on the table, the consciousness of a plain duty shirked, poisoned my leisure, but somehow I could not start, and by the end of the holidays I would only have sent Mr. Batchelor fifty or a hundred lines. Undoubtedly part of the reason was that Sim and his cane were far away. But in term time, also, I would go through periods of idleness and stupidity when I would sink deeper and deeper into disgrace and even achieve a sort of feeble defiance, fully conscious of my guilt and yet unable or unwilling—I could not be sure which—to do any better.

Probably my favorite method of funding school, other than saving for it, is scholarships. There is a dispute as to how many scholarships go unclaimed every year. Certainly there are people on the Web who will hype you on this subject. However, legitimately there are hundreds of millions of dollars in scholarships given out every year. These scholarships are not academic or athletic scholarships either. They are of small- to medium-sized dollar amounts from organizations like community clubs. The Rotary Club, the Lions Club, or the Jaycees many times have $250 or $500 per year they award to some good young citizen. Some of these scholarships are based on race or sex or religion. For instance, they might be designed to help someone with Native American heritage get an education. The lists of these scholarships can be bought online, and there are even a few software programs you can purchase. Denise, a listener to my show, took my advice, bought one of the software programs, and worked the system. That particular software covered more than 300,000 available scholarships. She narrowed the database search until she had 1,000 scholarships to apply for. She spent the whole summer filling out applications and writing essays. She literally applied for 1,000 scholarships. Denise was turned down by 970, but she got 30, and those 30 scholarships paid her $38,000. She went to school for free while her next-door neighbor sat and whined that no money was available for school and eventually got a student loan.

Boswell, like Lecky (to get back to the point of this footnote), and Gibbon before him, loved footnotes. They knew that the outer surface of truth is not smooth, welling and gathering from paragraph to shapely paragraph, but is encrusted with a rough protective bark of citations, quotations marks, italics, and foreign languages, a whole variorum crust of "ibid.'s" and "compare's" and "see's" that are the shield for the pure flow of argument as it lives for a moment in one mind. They knew the anticipatory pleasure of sensing with peripheral vision, as they turned the page, gray silt of further example and qualification waiting in tiny type at the bottom. (They were aware, more generally, of the usefulness of tiny type in enhancing the glee of reading works of obscure scholarship: typographical density forces you to crouch like Robert Hooke or Henry Gray over the busyness and intricacy of recorded truth.) They liked deciding as they read whether they would bother to consult a certain footnote or not, and whether they would read it in context, or read it before the text it hung from, as an hors d'oeuvre. The muscles of the eye, they knew, want vertical itineraries; the rectus externus and internus grow dazed waggling back and forth in the Zs taught in grade school: the footnote functions as a switch, offering the model-railroader's satisfaction of catching the march of thought with a superscripted "1" and routing it, sometimes at length, through abandoned stations and submerged, leaching tunnels. Digression—a movement away from the gradus, or upward escalation, of the argument—is sometimes the only way to be thorough, and footnotes are the only form of graphic digression sanctioned by centuries of typesetters. And yet the MLA Style Sheet I owned in college warned against lengthy, "essay-like" footnotes. Were they nuts? Where is scholarship going?

Still, when Harvard said I wasn’t eligible for financial aid, and another university offered me a full scholarship, I thought I should go there. My mother became furious and said I was always sabotaging myself. She was proud of being able to borrow money at a loss from her own retirement fund, and give it to Harvard. I felt proud of her, too. But I did not feel proud of myself. It made the college application process feel, in retrospect, somehow hurtful and insulting: all the essays and interviews and supplements and letters seemed to be about you, about your specialness—but actually it was all about shaking your parents down for money. — Harvard seemed really proud of its own attitude toward financial aid. You were always hearing about how “merit-based aid,” which was fine for other schools, didn’t work here, where everyone was so full of merit. When your parents paid full tuition, part of what they were paying for was the benefit you derived from being exposed to people who were more diverse than you. “My parents are paying for him to be here, so I can learn from him,” my friend Leora said once, about a homeschooled guy from Arkansas in her history section who started talking about how the Jews killed Jesus. Leora had been my best friend when we were little, and then we went to different middle schools and high schools, but now we were at college together. She already thought every single person on earth was anti-Semitic, so she definitely hadn’t learned anything from that guy. To me, the part of financial aid that made the least sense was that all the international students got full scholarships, regardless of how much money their parents had. The son of the prince of Nepal was in our class, and didn’t pay tuition. Ivan had once caused me pain by saying something deprecating about “people whose parents paid a hundred thousand dollars for them to be here.” Did he not know that my parents were paying a hundred thousand dollars for me to be there? The thought that really made me crazy was that my parents had paid for Ivan to be there. It was another experience they had paid for me to have.

I prefer solitude to companions, since there are so few men who are trustworthy, and almost none truly learned. I do not say this because I demand scholarship in all men—although the sum total of men’s learning is small enough; but I question whether we should allow anyone to waste our time. The wasting of time is an abomination.

Hellenistic scholarship began in earnest with Zenodotus of Ephesus (c. 325-c. 234 B.C.), the first recorded librarian of the Great Library of Alexandria.

The fourteenth-century court artists of Ife made bronze sculptures using a complicated casting process lost to Europe since antiquity, and which was not rediscovered there until the Renaissance. Ife sculptures are equal to the works of Ghiberti or Donatello. From their precision and formal sumptuousness we can extrapolate the contours of a great monarchy, a network of sophisticated ateliers, and a cosmopolitan world of trade and knowledge. And it was not only Ife. All of West Africa was a cultural ferment. From the egalitarian government of the Igbo to the goldwork of the Ashanti courts, the brass sculpture of Benin, the military achievement of the Mandinka Empire and the musical virtuosi who praised those war heroes, this was a region of the world too deeply invested in art and life to simply be reduced to a caricature of “watching the conquerors arrive.” We know better now. We know it with a stack of corroborating scholarship and we know it implicitly, so that even making a list of the accomplishments feels faintly tedious, and is helpful mainly as a counter to Eurocentrism. There

From the period of development to the present, Reformed theologians have debated the finer points (particularly the relation of the Sinai covenant to the covenant of grace). Nevertheless, a consensus emerged (evident, for example, in the Westminster Confession) affirming the three covenants I have mentioned: the eternal covenant of redemption; the covenant of works; and the covenant of grace. With these last two covenants, Reformed theology affirmed (with Lutheranism) the crucial distinction between law and gospel, but within a more concrete biblical-historical framework...Ironically, just at the moment when so much Protestant biblical scholarship is rejecting a sharp distinction between law and gospel, Ancient Near Eastern scholars from Jewish and Roman Catholic traditions have demonstrated the accuracy of that seminal distinction between covenant of law and covenants of promise. P.13

The account presented below is patterned after the work of Christia Mercer of Columbia University. Her book Leibniz’s Metaphysics: Its Origins and Development, published in 2001 by Cambridge University Press, is a formidable work of forensic scholarship that can in no way be improved by my attempts to summarize

The second obstacle to liberal education is our condition as heirs of intellectual traditions. Here again, it is man’s own rational nature that brings this obstacle about. Animals do not pass on their skills to their progeny in such a way that those skills can accumulate and grow. Man, and only man, does precisely that. His skills and knowledges are many-storied edifices. Each generation adds something to what has been previously built and preserved. We are proud of this fact and call it progress. And, indeed, such progress does exist in definite areas. But this very fact confronts us with the ever-present danger of sedimentation, fossilisation, or petrification of our knowledge. We are fond of pointing to the European universities of the fifteenth and sixteenth centuries which exhibit those petrifying tendencies rather clearly and are prone to exalt the fresh wind of the Renaissance and Humanism that blew all the accumulated dust away. But it behooves us to look at our own institutions of higher learning and to discern these same tendencies among us. We are not immune. This danger is inherent in all learning and all scholarship, and liberal education can never ignore it.

A string of city histories appeared, some in the elegiac vein pioneered by Abram Dayton’s Last Days of Knickerbocker New York (1882), others works of substantial scholarship, much though not all of it written by women. Martha Lamb’s History of the City of New York was published beginning in 1877; in 1884, Benson J. Lossing published his two-volume History of New York City; and Mariana Griswold Van Rensselaer penned historical essays for Century Magazine, which prefigured her later two-volume study of the seventeenth-century city.

Thomas Sowell was born in North Carolina and grew up in Harlem. He moved out from home at an early age and did not finish high school. After a few tough years … read morehe joined the Marine Corps and became a photographer in the Korean War. After leaving the service, Sowell entered Harvard University, worked a part-time job as a photographer and studied the science that would become his passion and profession: economics. Sowell received his bachelor’s degree in economics (magna cum laude) from Harvard in 1958. He went on to receive his master’s in economics from Columbia University in 1959, and a Ph.D. in economics from the University of Chicago in 1968. In the early ’60s, Sowell held jobs as an economist with the Department of Labor and AT&T. But his real interest was in teaching and scholarship. In 1965, at Cornell University, Sowell began the first of many professorships. His other teaching assignments have included Rutgers, Amherst, Brandeis and the UCLA. In addition, Sowell was project director at the Urban Institute, 1972-1974; a fellow at the Center for Advanced Study in the Behavioral Sciences at Stanford University, 1976–77; and was an adjunct scholar of the American Enterprise Institute, 1975-76. Dr. Sowell has published a large volume of writing, much of which is considered ground-breaking. His has written over 30 books and hundreds of articles and essays. His work covers a wide range of topics, Including: classic economic theory, judicial activism, social policy, ethnicity, civil rights, education, and the history of ideas to name only a few. Sowell has earned international acclaim for his unmatched reputation for academic integrity. His scholarship places him as one of the greatest thinkers of the second half of the twenty century. Thomas Sowell began contributing to newspapers in the late ’70s, and he became a nationally syndicated newspaper columnist 1984. Sowell has brought common sense economic thinking to the masses by his ability to write for the general public with a voice that get to the heart of issues in plain English. Today his columns appear in more than 150 newspapers. In 2003, Thomas Sowell received the Bradley Prize for intellectual achievement. Sowell was awarded the National Humanities Medal in 2002. In 1990, he won the prestigious Francis Boyer Award, presented by The American Enterprise Institute. Currently, Thomas Sowell is the Rose and Milton Friedman Senior Fellow on Public Policy at the Hoover Institution at Stanford University in Palo Alto, California. —Dean Kalahar

Class in most places is about making the differences visible," say novelist Richard Flanagan, who grew up in a working-class mining community before receiving a Rhodes Scholarship to Oxford. "Class in Australia is about making the differences invisible".

In his essay on the hazards of historical consciousness, 'On the Use and Abuse of History,' one of the four 'untimely meditations' he published in 1874, Friedrich Nietzsche asserted that Europe was 'suffering from a debilitating historical fever.' Things would get worse before they got better. The machinery of academic scholarship was only beginning to bulk up in the 1870s. In the preceding decades the number of full professors (Ordinarien) in all disciplines, in all German universities, had risen only about 10 percent between 1796 and 1864, from 650 to 725. Then between 1864 and 1890 the sum increases by 50 percent; and then again by 50 percent between 1890 and 1920. The student population, meanwhile, reached 12,000 in 1835 and stayed at this level until the late 1860s. From this point on the number of students rose precipitously. By 1902 there 35,500 students; by the start of World War One 61,000. (Today the number of students enrolled in German universities is about two million; the population of Germany is only double what it was in the 1870s)

The scholarship is to be created not by compulsion, but by awakening a pure interest in knowledge

the ‘anti-essentialists’ are quite heterogeneous and in open conflict on certain issues. On the one hand, there are those constituting what Allan Silverman has labelled a new anti-essentialist “orthodoxy”, e.g. Fine, Annas, Moravcsik, McCabe et al.[99] Also classifiable as ‘anti-essentialist’ is a growing body of scholarship that displaces forms as such from a central place in Plato’s ‘ontology’ in favor of unities such as souls and minds (see, e.g., Lloyd Gerson, Knowing Persons; Gerd van Riel, Plato’s Gods). And where in this picture ought one to place the so-called Tübingen school, which displaces the theory of forms in the interest of a doctrine of principles (archai) drawn from the testimonia and careful reading of the dialogues?

During the Vietnam War, a new generation of scholars such as William Appleman Williams and Gabriel Kolko challenged long-standing legends about the workings of US foreign policy. Social and cultural historians in the 1970s and 1980s wrote new histories of the nation from the bottom up, expanding our view to include long-overlooked perspectives on gender, race, and ethnic identities and, in the process, showing that narrow narratives focused solely on political leaders at the top obscured more than they revealed. Despite the fact that the term revisionist history is often thrown around by nonhistorians as an insult, in truth all good historical work is at heart “revisionist” in that it uses new findings from the archives or new perspectives from historians to improve, to perfect—and, yes, to revise—our understanding of the past. Today, yet another generation of historians is working once again to bring historical scholarship out of academic circles, this time to push back against misinformation in the public sphere. Writing op-eds and essays for general audiences; engaging the public through appearances on television, radio, and podcasts; and being active on social media sites such as Facebook, Twitter, and Substack, hundreds if not thousands of historians have been working to provide a counterbalance and corrections to the misinformation distorting our national dialogue. Such work has incredible value, yet historians still do their best work in the longer written forms of books, articles, and edited collections that allow us both to express our thoughts with precision in the text and provide ample evidence in the endnotes. This volume has brought together historians who have been actively engaging the general public through the short forms of modern media and has provided them a platform where they might expand those engagements into fuller essays that reflect the best scholarly traditions of the profession.

It’s so weird watching rappers becoming elder statesmen. “I’m out for presidents to represent me.” Well, now they do—and not only on dollar bills. Heavy responsibility lands on the shoulders of these unacknowledged legislators whose poetry is only, after all, four decades young. Jay-Z’s ready for it. He has his admirable Shawn Carter Scholarship Foundation, putting disadvantaged kids through college. He’s spoken in support of gay rights. He’s curating music festivals and investing in environmental technologies.