[Pavel Yablochkov’s electric lamp is] the starting point for the creation of a new branch of industry.

As the prerogative of Natural Science is to cultivate a taste for observation, so that of Mathematics is, almost from the starting point, to stimulate the faculty of invention.

Astronomy was thus the cradle of the natural sciences and the starting point of geometrical theories. The stars themselves gave rise to the concept of a ‘point’; triangles, quadrangles and other geometrical figures appeared in the constellations; the circle was realized by the disc of the sun and the moon. Thus in an essentially intuitive fashion the elements of geometrical thinking came into existence.

Creating a new theory is not like destroying an old barn and erecting a skyscraper in its place. It is rather like climbing a mountain, gaining new and wider views, discovering unexpected connections between our starting point and its rich environment. But the point from which we started out still exists and can be seen, although it appears smaller and forms a tiny part of our broad view gained by the mastery of the obstacles on our adventurous way up.

Doubtless the reasoning faculty, the mind, is the leading and characteristic attribute of the human race. By the exercise of this, man arrives at the properties of the natural bodies. This is science, properly and emphatically so called. It is the science of pure mathematics; and in the high branches of this science lies the truly sublime of human acquisition. If any attainment deserves that epithet, it is the knowledge, which, from the mensuration of the minutest dust of the balance, proceeds on the rising scale of material bodies, everywhere weighing, everywhere measuring, everywhere detecting and explaining the laws of force and motion, penetrating into the secret principles which hold the universe of God together, and balancing worlds against worlds, and system against system. When we seek to accompany those who pursue studies at once so high, so vast, and so exact; when we arrive at the discoveries of Newton, which pour in day on the works of God, as if a second fiat had gone forth from his own mouth; when, further, we attempt to follow those who set out where Newton paused, making his goal their starting-place, and, proceeding with demonstration upon demonstration, and discovery upon discovery, bring new worlds and new systems of worlds within the limits of the known universe, failing to learn all only because all is infinite; however we may say of man, in admiration of his physical structure, that “in form and moving he is express and admirable,” it is here, and here without irreverence, we may exclaim, “In apprehension how like a god!” The study of the pure mathematics will of course not be extensively pursued in an institution, which, like this [Boston Mechanics’ Institute], has a direct practical tendency and aim. But it is still to be remembered, that pure mathematics lie at the foundation of mechanical philosophy, and that it is ignorance only which can speak or think of that sublime science as useless research or barren speculation.

First, as concerns the success of teaching mathematics. No instruction in the high schools is as difficult as that of mathematics, since the large majority of students are at first decidedly disinclined to be harnessed into the rigid framework of logical conclusions. The interest of young people is won much more easily, if sense-objects are made the starting point and the transition to abstract formulation is brought about gradually. For this reason it is psychologically quite correct to follow this course.
Not less to be recommended is this course if we inquire into the essential purpose of mathematical instruction. Formerly it was too exclusively held that this purpose is to sharpen the understanding. Surely another important end is to implant in the student the conviction that correct thinking based on true premises secures mastery over the outer world. To accomplish this the outer world must receive its share of attention from the very beginning.
Doubtless this is true but there is a danger which needs pointing out. It is as in the case of language teaching where the modern tendency is to secure in addition to grammar also an understanding of the authors. The danger lies in grammar being completely set aside leaving the subject without its indispensable solid basis. Just so in Teaching of Mathematics it is possible to accumulate interesting applications to such an extent as to stunt the essential logical development. This should in no wise be permitted, for thus the kernel of the whole matter is lost. Therefore: We do want throughout a quickening of mathematical instruction by the introduction of applications, but we do not want that the pendulum, which in former decades may have inclined too much toward the abstract side, should now swing to the other extreme; we would rather pursue the proper middle course.

I have said that the investigation for which the teeth of the shark had furnished an opportunity, was very near an end... But thereafter, while I was examining more carefully these details of both places and bodies [sedimentary deposits and shells], these day by day presented points of doubt to me as they followed one another in indissoluble connection, so that I saw myself again and again brought back to the starting-place, as it were, when I thought I was nearest the goal. I might compare those doubts to the heads of the Lernean Hydra, since when one of them had been got rid of, numberless others were born; at any rate, I saw that I was wandering about in a sort of labyrinth, where the nearer one approaches the exit, the wider circuits does one tread.

If we consider the nature of a deductive proof, we recognize at once that there must be a hypothesis. It is clear, then, that the starting point of any mathematical science must be a set of one or more propositions which remain entirely unproved. This is essential: without it a vicious circle is unavoidable.

Strong, deeply rooted desire is the starting point of all achievement. Just as the electron is the last unit of matter discernible to the scientist. DESIRE is the seed of all achievement; the starting place, back of which there is nothing, or at least there is nothing of which we have any knowledge.

The business of concrete mathematics is to discover the equations which express the mathematical laws of the phenomenon under consideration; and these equations are the starting-point of the calculus, which must obtain from them certain quantities by means of others.

The moment you encounter string theory and realise that almost all of the major developments in physics over the last hundred years emerge—and emerge with such elegance—from such a simple starting point, you realise that this incredibly compelling theory is in a class of its own.

The professor may choose familiar topics as a starting point. The students collect material, work problems, observe regularities, frame hypotheses, discover and prove theorems for themselves. … the student knows what he is doing and where he is going; he is secure in his mastery of the subject, strengthened in confidence of himself. He has had the experience of discovering mathematics. He no longer thinks of mathematics as static dogma learned by rote. He sees mathematics as something growing and developing, mathematical concepts as something continually revised and enriched in the light of new knowledge. The course may have covered a very limited region, but it should leave the student ready to explore further on his own.

The starting point of Darwin’s theory of evolution is precisely the existence of those differences between individual members of a race or species which morphologists for the most part rightly neglect. The first condition necessary, in order that any process of Natural Selection may begin among a race, or species, is the existence of differences among its members; and the first step in an enquiry into the possible effect of a selective process upon any character of a race must be an estimate of the frequency with which individuals, exhibiting any given degree of abnormality with respect to that, character, occur. The unit, with which such an enquiry must deal, is not an individual but a race, or a statistically representative sample of a race; and the result must take the form of a numerical statement, showing the relative frequency with which the various kinds of individuals composing the race occur.

The starting-point for all systems of æsthetics must be the personal experience of a peculiar emotion. The objects that provoke this emotion we call works of art.

Voluntary attention is … a habit, an imitation of natural attention, which … serves, at the same time, as its point of departure and point of support. … Attention … creates nothing; and if the brain be sterile, if the associations are poor, it will act its part in vain.

When we speak of the picture of nature in the exact science of our age, we do not mean a picture of nature so much as a picture of our relationships with nature. The old division of the world into objective processes in space and time and the mind in which these processes are mirrored … is no longer a suitable starting point for our understanding of modern science. Science, we find, is now focused on the network of relationships between man and nature, on the framework which makes us as living beings dependent parts of nature, and which we as human beings have simultaneously made the object of our thoughts and actions. Science no longer confronts nature as an objective observer, but sees itself as an actor in this interplay between man and nature. The scientific method of analysing, explaining and classifying has become conscious of its limitations, which arise out of the fact that by its intervention science alters and refashions the object of investigation. In other words, method and object can no longer be separated. The scientific world view has ceased to be a scientific view in the true sense of the word.