Stony Brook Quotes

It was my teacher's genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks. My teacher is so near to me that I scarcely think of myself apart from her. How much of my delight in all beautiful things is innate, and how much is due to her influence, I can never tell. I feel that her being is inseparable from my own, and that the footsteps of my life are in hers. All the best of me belongs to her--there is not a talent, or an aspiration or a joy in me that has not been awakened by her loving touch.

And it suggests, says Jadzia Jagiellowicz, the lead scientist at Stony Brook, that sensitive types think in an unusually complex fashion. It may also help explain why they’re so bored by small talk. “If you’re thinking in more complicated ways,” she told me, “then talking about the weather or where you went for the holidays is not quite as interesting as talking about values or morality.

Lipton, a professor of history at SUNY Stony Brook, concluded, “In the face of recent revelations about the reckless and self-indulgent sexual conduct of so many of our elected officials, it may be worth recalling that sexual restraint rather than sexual prowess was once the measure of a man.

For most of Western history, the primary and most valued characteristic of manhood was self-mastery. . . . A man who indulged in excessive eating, drinking, sleeping or sex—who failed to ‘rule himself’—was considered unfit to rule his household, much less a polity. . . .” Lipton, a professor of history at SUNY Stony Brook, concluded, “In the face of recent revelations about the reckless and self-indulgent sexual conduct of so many of our elected officials, it may be worth recalling that sexual restraint rather than sexual prowess was once the measure of a man.”33

In 1986, a student at the State University of New York at Stony Brook named Lita Proctor decided to look for viruses in seawater—which was considered a highly eccentric thing to do because it was universally assumed that the oceans have no viruses except perhaps for a transient few introduced through sewage outfall pipes and the like. So it was a slight astonishment when Proctor found that the average quart of seawater contains up to 100 billion viruses.

She realized that a child's mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower.

This scroll, five hundred years old and more, had been inspired by her favorite, the great Wang Wei, master of landscape art, who had painted the scenes from his own home, where he lived for thirty years before he died. Now behind the palace walls on this winter’s day, where she could see only sky and falling snow, Tzu His gazed upon the green landscapes of continuing spring. One landscape melted into another as slowly she unrolled the scroll, so that she might dwell upon every detail of tree and brook and distant hillside. So did she, in imagination, pass beyond the high walls which enclosed her, and she traveled through a delectable country, beside flowing brooks and spreading lakes, and following the ever-flowing river she crossed over wooden bridges and climbed the stony pathways upon a high mountainside and thence looked down a gorge to see a torrent fed by still higher springs, and breaking into waterfalls as it traveled toward the plains. Down from the mountain again she came, past small villages nestling in pine forests and into the warmer valleys among bamboo groves, and she paused in a poet’s pavilion, and so reached at last the shore where the river lost itself in a bay. There among the reeds a fisherman’s boat rose and fell upon the rising tide. Here the river ended, its horizon the open sea and the misted mountains of infinity. This scroll, Lady Miao had once told her, was the artist’s picture of the human soul, passing through the pleasantest scenes of earth to the last view of the unknown future, far beyond.

This study is very new, and its conclusions still need to be replicated and explored in other contexts. But it echoes Jerome Kagan’s findings that high-reactive first graders spend more time than other children comparing choices when they play matching games or reading unfamiliar words. And it suggests, says Jadzia Jagiellowicz, the lead scientist at Stony Brook, that sensitive types think in an unusually complex fashion. It may also help explain why they’re so bored by small talk. “If you’re thinking in more complicated ways,” she told me, “then talking about the weather or where you went for the holidays is not quite as interesting as talking about values or morality.

Thus I learned from life itself. At the beginning I was only a little mass of possibilities. It was my teacher who unfolded and developed them. When she came, everything about me breathed of love and joy and was full of meaning. She has never since let pass an opportunity to point out the beauty that is in everything, nor has she ceased trying in thought and action and example to make my life sweet and useful. It was my teacher’s genius, her quick sympathy, her loving tact which made the first years of my education so beautiful. It was because she seized the right moment to impart knowledge that made it so pleasant and acceptable to me. She realized that a child’s mind is like a shallow brook which ripples and dances merrily over the stony course of its education and reflects here a flower, there a bush, yonder a fleecy cloud; and she attempted to guide my mind on its way, knowing that like a brook it should be fed by mountain streams and hidden springs, until it broadened out into a deep river, capable of reflecting in its placid surface, billowy hills, the luminous shadows of trees and the blue heavens, as well as the sweet face of a little flower. Any teacher can take a child to the classroom, but not every teacher can make him learn. He will not work joyously unless he feels that liberty is his, whether he is busy or at rest; he must feel the flush of victory and the heart-sinking of disappointment before he takes with a will the tasks distasteful to him and resolves to dance his way bravely through a dull routine of textbooks.

The Brook Alfred Tennyson By Alfred Tennyson more Alfred Tennyson I come from haunts of coot and hern, I make a sudden sally And sparkle out among the fern, To bicker down a valley. By thirty hills I hurry down, Or slip between the ridges, By twenty thorpes, a little town, And half a hundred bridges. Till last by Philip's farm I flow To join the brimming river, For men may come and men may go, But I go on for ever. I chatter over stony ways, In little sharps and trebles, I bubble into eddying bays, I babble on the pebbles. With many a curve my banks I fret By many a field and fallow, And many a fairy foreland set With willow-weed and mallow. I chatter, chatter, as I flow To join the brimming river, For men may come and men may go, But I go on for ever. I wind about, and in and out, With here a blossom sailing, And here and there a lusty trout, And here and there a grayling, And here and there a foamy flake Upon me, as I travel With many a silvery waterbreak Above the golden gravel, And draw them all along, and flow To join the brimming river For men may come and men may go, But I go on for ever. I steal by lawns and grassy plots, I slide by hazel covers; I move the sweet forget-me-nots That grow for happy lovers. I slip, I slide, I gloom, I glance, Among my skimming swallows; I make the netted sunbeam dance Against my sandy shallows. I murmur under moon and stars In brambly wildernesses; I linger by my shingly bars; I loiter round my cresses; And out again I curve and flow To join the brimming river, For men may come and men may go, But I go on for ever.

Edward Casey, a professor of philosophy at Stony Brook University, argues that “the encroachment of an indifferent sameness-of-place on a global scale” is eating away at our sense of self and “makes the human subject long for a diversity of places.

Peregrines bathe every day. They prefer running water, six to nine inches deep; nothing less than two inches or more than twelve inches is acceptable to them. The bed of the stream must be stony or firm, with a shallow incline sloping gradually down from the bank. They favour those places where the colour of the stream-bed resembles the colour of their own plumage. They like to be concealed by steep banks or overhanging bushes. Shallow streams, brooks, or deep ditches, are preferred to rivers. Salt water is seldom used. Dykes lined with concrete are sometimes chosen, but only if the concrete has been discoloured. Shallow fords, where brown-mottled country lanes are crossed by a fast-running brook, are favourite places. For warning of human approach they rely on their remarkably keen hearing and on the alarm calls of other birds. The search for a suitable bathing place is one of the peregrine’s main daily activities, and their hunting and roosting places are located in relation to this search.

Stony Brook, on Long Island,

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Psychologist Howard Rachlin of the State University of New York at Stony Brook has shown that one of the best first steps toward quitting tobacco is to try smoking the same number of cigarettes each day—and that offers a hint for us. Fewer opportunities for greed, plus less variability in the amount of satisfaction you can look forward to, will equal more self-control.

Ogni anno, a un certo punto del suo corso di evoluzione, Massimo Pigliucci chiede agli studenti della State University di New York a Stony Brook come farebbero a dimostrare che nell’aula non è presente un cavallo immateriale invisibile. Gli studenti escogitano varie soluzioni, spesso ingegnose, fra cui la più brillante mi sembra l’idea di riempire l’aula d’acqua fino al soffitto. Se il volume dell’acqua risultasse inferiore a quello teorico, ottenuto moltiplicando fra loro i lati della stanza, quello che manca sarebbe il volume del cavallo invisibile. Però, ahimè, neanche questo trucco funziona, perché il cavallo, oltre che invisibile, è immateriale, e dunque per lui non vale il principio dell’impenetrabilità dei corpi. Alla fine della lezione, gli studenti in genere si convincono che non è detto che qualunque domanda ammetta una risposta scientifica. La scienza si occupa di trovare soluzioni dimostrabili sperimentalmente: l’esistenza di un cavallo immateriale invisibile, non solo in quell’aula ma ovunque, non può essere provata scientificamente, e così pure la sua inesistenza. Lo stesso vale per l’esistenza o l’inesistenza dell’anima.

Psychologist Arthur Aron of SUNY Stony Brook discovered that asking participants in an experiment to share their deepest feelings and beliefs for a single hour could generate the same sense of trust and intimacy that typically takes weeks, months, or years to form.

BUILD TRUST BY OPENING UP. Learning what an employee cares about helps build a relationship of trust. Psychologist Arthur Aron of SUNY Stony Brook discovered that asking participants in an experiment to share their deepest feelings and beliefs for a single hour could generate the same sense of trust and intimacy that typically takes weeks, months, or years to form.6 Direct questions like “Who’s the best coworker you ever worked with?” and “What is your proudest career moment?” help break down emotional distance.

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