Advise Quotes (7 quotes)
“What place would you advise me to visit now?” he asked. “The planet Earth,” replied the geographer. “It has a good reputation.”
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Every teacher certainly should know something of non-euclidean geometry. Thus, it forms one of the few parts of mathematics which, at least in scattered catch-words, is talked about in wide circles, so that any teacher may be asked about it at any moment. … Imagine a teacher of physics who is unable to say anything about Röntgen rays, or about radium. A teacher of mathematics who could give no answer to questions about non-euclidean geometry would not make a better impression.
On the other hand, I should like to advise emphatically against bringing non-euclidean into regular school instruction (i.e., beyond occasional suggestions, upon inquiry by interested pupils), as enthusiasts are always recommending. Let us be satisfied if the preceding advice is followed and if the pupils learn to really understand euclidean geometry. After all, it is in order for the teacher to know a little more than the average pupil.
On the other hand, I should like to advise emphatically against bringing non-euclidean into regular school instruction (i.e., beyond occasional suggestions, upon inquiry by interested pupils), as enthusiasts are always recommending. Let us be satisfied if the preceding advice is followed and if the pupils learn to really understand euclidean geometry. After all, it is in order for the teacher to know a little more than the average pupil.
In George Edward Martin, The Foundations of Geometry and the Non-Euclidean Plane (1982), 72.
A doctor can bury his mistakes but an architect can only advise his client to plant vines.
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I advise my students to listen carefully the moment they decide to take no more Mathematics courses. They might be able to hear the sound of closing doors.
From 'Everybody a Mathematician', CAIP Quarterly (Fall 1989), 2, as quoted and cited, as a space filler following article Reinhard C. Laubenbacher and Michael Siddoway, 'Great Problems of Mathematics: A Summer Workshop for High School Students', The College Mathematics Journal (Mar 1994), 25, No. 2, 114.
It is curious to observe how differently these great men [Plato and Bacon] estimated the value of every kind of knowledge. Take Arithmetic for example. Plato, after speaking slightly of the convenience of being able to reckon and compute in the ordinary transactions of life, passes to what he considers as a far more important advantage. The study of the properties of numbers, he tells us, habituates the mind to the contemplation of pure truth, and raises us above the material universe. He would have his disciples apply themselves to this study, not that they may be able to buy or sell, not that they may qualify themselves to be shop-keepers or travelling merchants, but that they may learn to withdraw their minds from the ever-shifting spectacle of this visible and tangible world, and to fix them on the immutable essences of things.
Bacon, on the other hand, valued this branch of knowledge only on account of its uses with reference to that visible and tangible world which Plato so much despised. He speaks with scorn of the mystical arithmetic of the later Platonists, and laments the propensity of mankind to employ, on mere matters of curiosity, powers the whole exertion of which is required for purposes of solid advantage. He advises arithmeticians to leave these trifles, and employ themselves in framing convenient expressions which may be of use in physical researches.
Bacon, on the other hand, valued this branch of knowledge only on account of its uses with reference to that visible and tangible world which Plato so much despised. He speaks with scorn of the mystical arithmetic of the later Platonists, and laments the propensity of mankind to employ, on mere matters of curiosity, powers the whole exertion of which is required for purposes of solid advantage. He advises arithmeticians to leave these trifles, and employ themselves in framing convenient expressions which may be of use in physical researches.
In 'Lord Bacon', Edinburgh Review (Jul 1837). Collected in Critical and Miscellaneous Essays: Contributed to the Edinburgh Review (1857), Vol. 1, 394.
Roger, Tranquility. Be advised there are lots of smiling faces in this room and all over the world. Over.
From the taped recording of Air-to-Ground Transmissions during Apollo 11 moon mission, after the Lunar Module had just landed on the moon surface. Charlie Duke was the designated Communicator at Mission Control. Also in Bob Blaisdell (ed.), Essential Documents of American History: From Reconstruction to the Twenty-First Century (2016), Vol. 2, 329
There’s a touch of the priesthood in the academic world, a sense that a scholar should not be distracted by the mundane tasks of day-to-day living. I used to have great stretches of time to work. Now I have research thoughts while making peanut butter and jelly sandwiches. Sure it’s impossible to write down ideas while reading “Curious George” to a two-year-old. On the other hand, as my husband was leaving graduate school for his first job, his thesis advisor told him, “You may wonder how a professor gets any research done when one has to teach, advise students, serve on committees, referee papers, write letters of recommendation, interview prospective faculty. Well, I take long showers.”
In 'In Her Own Words: Six Mathematicians Comment on Their Lives and Careers: Susan Landau', Notices of the AMS (Sep 1991), 38, No. 7, 704.