Quotes of All Topics . Occasions . Authors
I was scheduled to graduate from high school in 1943, but I was in a course that was supposed to give us four years of high school plus a year of college in our four years. So by the end of my junior year, I would have had enough credits to graduate from high school.
I went to graduate school with zero expectation. I kind of backed into it. I wanted to go back to school because I felt gaps in my literary background. I studied mostly twentieth-century English literature in college, so I thought, 'Maybe I'll go back for my writing.'
I'd applied to graduate school for playwriting, and I got rejected by every school. I felt that theatre was closed but that, when it came to film, the door was very slightly ajar. If I have any virtues, it's that I'm good at walking through doors that are slightly ajar.
I had been offered fellowships to enter as a graduate student at either Harvard or Princeton. But the Princeton fellowship was somewhat more generous, since I had not actually won the Putnam competition... Thus Princeton became the choice for my graduate study location.
Every year, I have my graduate students read the great works of history, from classical times to the present. They gamely tackle Tacitus, ponder Plutarch, plow through Gibbon. Then they get to Thomas Carlyle and feel like Dorothy when she touched down in Technicolor Oz.
I was going to go to college and graduate and move to New York and do the Broadway thing. That's where a lot of my influences vocally and writing come from. Then I did some covers, and towards the end of college, I saw it was a path I could take. I wrote more pop music.
Dubois was the first black American to graduate from Harvard. He was accepted within the northern white intellectual circles as one of the 'best of his race.' As an avowed socialist, he was the only black member of the original 19 wealthy socialist founders of the NAACP.
I am a first-generation college graduate, and I'm proud to say that most of my other siblings have college degrees as well. Our parents taught us to work hard and never forget our family roots, where we came from, and how much effort it took to get to where we are today.
An intense temperament has convinced me to teach not only from books but from what I have learned from experience. So I try to impress upon young doctors and graduate students that tumultuousness, if coupled to discipline and a cool mind, is not such a bad sort of thing.
If you want to be an anthropologist, you need to study physical anthropology specialized in bones. If you want to be a forensic chemist, get a degree in chemistry. Do you want to do DNA work? Get a degree in microbiology. And do well. Study hard and go to graduate school.
If a student takes the whole series of my folklore courses including the graduate seminars, he or she should learn something about fieldwork, something about bibliography, something about how to carry out library research, and something about how to publish that research.
I teach one semester a year, and this year I'm just teaching one course during that semester, a writing workshop for older students in their late 20s and early 30s, people in our graduate program who are already working on a manuscript and trying to bring it to completion.
When I was leaving college, getting ready to graduate with a degree in finance, I had job interviews for months and months - and nothing really was moving like a real opportunity. Meanwhile, a lot of my wrestling teammates at Oklahoma had started getting into MMA training.
I didn't know much about Texas when I moved there for graduate school. In my first or second semester, I took a class in life and literature of the Southwest, and that's where I first heard about these events along the border in 1915-1918, what Anglos called the Bandit Wars.
My story is similar to every ordinary Indian boy's tale. My father wanted me to become an engineer or a professional but I was sure that I have to be in the Hindi film industry. I joined college through the quota for extra curricular activities but I am still not a graduate.
My work was fairly theoretical. It was in recursive function theory. And in particular, hierarchies of functions in terms of computational complexity. I got involved in real computers and programming mainly by being - well, I was interested even as I came to graduate school.
For me, I was always the only woman in my cohort, first as a mechanical engineering undergraduate student, then as a chemical engineering graduate student. There were very few women getting degrees in those fields at the time. My role models were men - great men role models.
My scientific pursuits have led to many opportunities and responsibilities beyond those of simply doing research. For example, as a beginning graduate student, it never occurred to me that the life of a scientist could involve so much travel, something that I have always loved.
Since 1975, when I entered the Wharton Graduate School, I have belonged to a small group of economists who believe that the world does not contain a limited amount of physical resources. Quite the contrary, I believe that the world is a virtual cornucopia of physical resources.
When teachers would say, 'When you all graduate, you won't have anywhere to go' - I'm the type of person playing chess and thinking ahead. I thought that was a good question. Am I going to be winging it? I didn't want to be in that position, so I set myself up to go to college.
For a while I thought I would work in museums, so my first job after college was an internship at the 9/11 Museum. I quickly found out that I did not want to do that. So I signed up for culinary school, and directly following culinary school, I went to graduate school at McGill.
I came to the University of Chicago on the morning of January 2, 1932. I wasn't yet a graduate of high school for another few months. And that was about the low point of the Herbert Hoover/Andrew Mellon phase after October of 1929. That's quite a number of years to have inaction.
As for facial hair, I think I decided it was a good look after graduate school. I always shave it myself and trim my own beard. I change the look depending on the role. For 'Million Dollar Baby,' I had no facial hair. For 'Men in Black 3,' I had no facial hair but did wear a wig.
As a graduate student at Oxford in 1963, I began writing about books in revolutionary France, helping to found the discipline of book history. I was in my academic corner writing about Enlightenment ideals when the Internet exploded the world of academic communication in the 1990s.
I sort of fell in love with it when I was in high school doing theater. And so, as sometimes happens when kids - they graduate high school, and people turn to them and say, 'So what are you going to do with your life?' I thought, 'Well, I like being onstage. I like being an actor.'
When it came time to take a job, I had the distinction of joining the smallest company of any graduate in my class. I left to become only the fifth full-time employee of HAL, and when I told my father this, you can imagine, it was not the happiest moment in the history of my family.
As a therapist, I've worked with many high-achieving people who don't feel worthy of their success. Whether it was a recent college graduate who had landed a high-paying job or a mature adult who had just received another promotion, all of these people suffer from impostor syndrome.
The critics mostly review the budgets when they go to see a big-budget movie. They are out to get a big-budget movie. On the other hand, if they review a picture that is done as a graduate thesis by some college film student for $25,000, it is almost sure to be admired and respected.
My parents started with very little and were the only ones in their families to graduate from college. As parents, they focused on education, but did not stop at academics - they made sure that we knew music, saw art and theatre and traveled - even though it meant budgeting like crazy.
I became interested in structure when I was in graduate school. How is it that the brain perceives structure in a sometimes disorganized and chaotic world? How and why do we categorize things? Why can things be categorized in so many different ways, all of which can seem equally valid?
I have managed to infuriate the bank bosses; acquire a fatwa from the revolutionary guards of the trades union movement; frighten the 'Daily Telegraph' with a progressive graduate payment; and upset very rich people who are trying to dodge British taxes. I must be doing something right.
I decided to pursue graduate study in molecular biology and was accepted by Professor Itaru Watanabe's laboratory at the Institute for Virus Research at the University of Kyoto, one of a few laboratories in Japan where U.S.-trained molecular biologists were actively engaged in research.
I arrived at Princeton as a graduate student from the University of Manitoba in 1958. To my great good fortune, I fell into work with Bob Dicke, a truly great physicist who decided a few years before that that gravity is too important to ignore, as it had been in recent years in physics.
I studied Japanese language and culture in college and graduate school, and afterward went to work in Tokyo, where I met a young man whose father was a famous businessman and whose mother was a geisha. He and I never discussed his parentage, which was an open secret, but it fascinated me.
I probably learned, being in 'Taxi Driver' before I made my first film, I would come to the set every day just to watch how that film came about. It's like a graduate course: it's terrific. You talk to the cinematographer during the breaks. You ask the electrician why they are doing this.
It was definitely a very appealing prospect to be in a company, especially as an art student: we had it hammered into us that the odds of us finding a job, especially fresh out of school, was very slim, and we could expect to work as a bartender for the next three years after we graduate.
Because I didn't go to graduate school or have mentorship out of college, meeting other playwrights and developing those friendships as a result of being a 'grown up' playwright - that's become an essential community for me. My contemporaries are all my mentors whether they know it or not.
The most important thing is to recognize that research is our seed corn. It's a national security priority. It's not just a way to have enough going on that graduate students can do their Ph.D.s and scientists can publish. We have to do research, or we'll fall behind the rest of the world.
Colleges and universities, for all the benefits they bring, accomplish far less for their students than they should. Many students graduate without being able to write well enough to satisfy their employers... reason clearly or perform competently in analyzing complex, non-technical problems.
I was always very aware of the nature of the place where I was growing up in Gulfport, Mississippi, how that place was shaping my experience of the world. I had to go to the Northeast for graduate school because I felt like I had to get far away from my South, be outside it, to understand it.
Many of our young people spend four years getting very expensive college degrees. But our universities fail them and the nation if they continue to graduate students with expertise in biochemistry, mathematics or history without teaching them to think about what problems are important and why.
I was a promising graduate student. I landed a position as a professor before I even started to write my dissertation. While I prepared to start my new job, I decided that I would begin by studying the brine that bleeds sideways within the rocks that underlie the inner Aegean region of Turkey.
I've always been interested, since graduate school, in why some children wilt and shrink back from challenges and give up in the face of obstacles, while others avidly seek challenges and become even more invested in the face of obstacles. So this has been my primary question for over 40 years.
A graduate student who is still learning courses is not really taking a maximum advantage of a research university's offerings. He should already be finished with course-taking, as he would then be able to shape his own taste about what is a good subject for research work in the graduate school.
Imagine if baseball were taught the way science is taught in most inner-city schools. Schoolchildren would get lectures about the history of the World Series. High school students would occasionally reproduce famous plays of the past. Nobody would get in the game themselves until graduate school.
I obtained a Woodrow Wilson Doctoral Fellowship and entered the graduate program in History at the University of California. With no Greek or French and minimal Latin and German, I was in no position to pursue my classical interests, so I began work at Berkeley with little more than an open mind.
When I was an impoverished graduate student, I would sometimes spend $20 or $30 on a T-shirt or accessory I didn't need or even particularly want. What I craved was the purchase, not the thing itself. Of course, a sense of not being deprived may fill an emotional void without ruinous consequences.
I had to move out of my home in New York when I was 13. I left all my friends, family, my dogs, and summer camp... all that stuff behind. I moved out to L.A. with my mom and brother. That was difficult for me. I think the hardest part was seeing all my friends graduate without me and go to college.
I started doing science when I was effectively 20, a graduate student of Salvador Luria at Indiana University. And that was - you know, it took me about two years, you know, being a graduate student with Luria deciding I wanted to find the structure of DNA; that is, DNA was going to be my objective.
I read everything I could find in English - Twain, Henry James, Hemingway, really everything. And then after a while I started writing shorter pieces in English, and one of them got published in a literary magazine and that's how it got started. After that, graduate school didn't seem very important.