Pride of the right sort does not go before a fall; pride of accomplishment leads to greater accomplishment.
Little things become submerged when great things are dominant.
Battles and campaigns are not won by staying on the defensive…
It is right to be taught even by an enemy.
Innovations are very likely to appear outside the organization that could find them useful …
The inventor who works alone, who is isolated from the current trend of thought, and who hence does not grasp where the real opportunities lie, seldom makes a worthwhile invention.
Other criteria for a worthy hobby, I believe, are that it should require work and study, have novelty, and be all-absorbing while it is being pursued.
If a hobby can be mastered offhand, it can not last.
The teacher's task, whether in kindergarten or graduate school, is not primarily to impart information. It is to guide the student mind in its search for knowledge-the gathering of information, the understanding of its implications and applications, the consequent growth of knowledge, and, it is to be hoped, the ultimate growth of wisdom.
The basis on which I believe he was a good teacher is that he radiated an atmosphere of success; he inspired students to set their objectives high. If a teacher does that, what matters a bit of irregularity?
But we can take a more restricted view as we examine why we teach in our colleges. There are two reasons. First, the practical one: so that the man educated may contribute to the public welfare to the best of his ability, and, in the process of doing so, achieve a good standard of living. Second, so that he may find pleasure and satisfaction as he does so. The respect bestowed by the public on colleges and their teachers should be in accordance with how well these criteria are met. Influence in the community, leadership in this sense, should follow on the heels of respect.
In short, the essence of teaching is that simple fundamentals should not be lost in a maze of intricacy.
The task of teaching in colleges is not merely to provide student with the skills necessary for a professional career and to prepare them fo the bases on which informal collaboration with their fellows is facilitated but to go beyond these and provide the foundations for associative relationships that may become worthy, not merely trivial, and which confer genuine satisfaction upon those who participate.