In the late 1980’s, I had the opportunity to take a course in Baroque music under the guidance of Dr. A. Peter Brown (1944-2003) of Indiana University. Knowing Dr. Brown was a thorough and knowledgeable professor, I had anticipated the course would cover a lot of ground. I was not wrong. I kept my notes for this course, compiled on my first PC, and printed on convenient tractor-feed paper by a dot matrix printer. On the last day of class before the final exam, Dr. Brown asked if there were any questions. Of course, most questions centered on what to study, what was likely to appear on the final exam, and so on. When I sensed question time was nearly over, I ventured this question: “Dr. Brown, obviously there is a lot of material to study. You’ve given us a great deal of history to think about. However, after we all go our separate ways, and years have passed, out of everything you’ve taught us, what do you hope we would take with us?”
Dr. Brown looked at me and replied with words to this effect, “That’s the first time anyone has asked me that question, but I’m glad you asked. I suppose what I hope you all would remember is to question everything. Don’t just assume I’m right, or some article or textbook is right, or what you think you know is right. Investigate everything for yourselves. Form your own conclusions. Don’t just repeat what you’ve read or heard. Be able to provide evidence and not just your opinion. Even if you forget everything you’ve learned about Baroque music this semester, if you know how to ask questions you can learn everything you need to know.”
When I consider the most successful students I’ve known over the years, one trait stands out. The best students I had the privilege of working with took charge of their own education. At some point, they realized they couldn’t just check off a certain number of required courses and consider themselves “educated.” They understood no school, no academic program, nor any of us professors could provide everything they needed. They went “above and beyond” course requirements, found courses and teachers who could help them become the kind of people they wanted to be, and were not afraid to take advantage of experiences outside their comfort zone. They were “students,” in the best sense of that word. They sought to learn all they could about their chosen field as well as broaden their knowledge as much as possible in the four short years they attended college.
There is a lot to be said about discovering a calling – a talent to be combined with hard work that somehow doesn’t feel like hard work to those who choose it. Suffice it to say a sense of calling inspires many people to make the most of their opportunities. Even when they encounter discouragement or obstacles, they keep working. They stay true to their calling even when others give up. Dr. Brown’s advice has stayed with me for over three decades. I hope those who read this take it to heart.
MurrayWorks 