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Who said: “Truth is ever to be found in simplicity, and not in the multiplicity and confusion of things.”
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Home > Category Index for Science Quotations > Category Index C > Category: Child

Child Quotes (208 quotes)

Chatino child playing in river sand by RIGOYRBK at Pixabay CC0
Chatino child playing in river sand. (source)

... every step of the upward way is strewn with wreckage of body, mind, and morals.
Adolescence: Its Psychology and Its Relations to Physiology (1904), Vol. 1, xiv.

Ces détails scientifiques qui effarouchent les fabricans d’un certain âge, ne seront qu’un jeu pour leurs enfans, quand ils auront apprit dans leurs collèges un peu plus de mathématiques et un peu moins de Latin; un peu plus de Chimie, et un peu moins de Grec!
The scientific details which now terrify the adult manufacturer will be mere trifles to his children when they shall be taught at school, a little more Mathematics and a little less Latin, a little more Chemistry, and a little less Greek.
As quoted in 'Sketches From Life of Some Eminent Foreign Scientific Lecturers: Dumas', Magazine of Popular Science, and Journal of the Useful Arts (1836). Vol. 1, 177.
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La determination de la relation & de la dépendance mutuelle de ces données dans certains cas particuliers, doit être le premier but du Physicien; & pour cet effet, il falloit one mesure exacte qui indiquât d’une manière invariable & égale dans tous les lieux de la terre, le degré de l'électricité au moyen duquel les expéiences ont été faites… Aussi, l'histoire de l'électricité prouve une vérité suffisamment reconnue; c'est que le Physicien sans mesure ne fait que jouer, & qu'il ne diffère en cela des enfans, que par la nature de son jeu & la construction de ses jouets.
The determination of the relationship and mutual dependence of the facts in particular cases must be the first goal of the Physicist; and for this purpose he requires that an exact measurement may be taken in an equally invariable manner anywhere in the world… Also, the history of electricity yields a well-known truth—that the physicist shirking measurement only plays, different from children only in the nature of his game and the construction of his toys.
'Mémoire sur la mesure de force de l'électricité', Journal de Physique (1782), 21, 191. English version by Google Translate tweaked by Webmaster.
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L’art d’enseigner n’est que l’art d’éveiller la curiosité des jeunes âmes pour la satisfaire ensuite.
The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.
The Crime of Sylvestre Bonnard (1894) translated by Lafcadio Hearn, in The Works of Anatole France in an English Translation (1920), 198.
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[On Typhoid Fever] How often have I seen in past days, in the single narrow chamber of the day-labourer’s cottage, the father in the coffin, the mother in the sick-bed in muttering delirium, and nothing to relieve the desolation of the children but the devotion of some poor neighbour, who in too many cases paid the penalty of her kindness in becoming herself the victim of the same disorder.
As quoted by John Tyndall in Lecture (19 Oct 1876) to Glasgow Science Lectures Association. Printed in 'Address Delivered Before The British Association Assembled at Belfast', The Fortnightly Review (1 Nov 1876), 26 N.S., No. 119, 572.
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A child of the new generation
Refused to learn multiplication.
He said “Don’t conclude
That I’m stupid or rude;
I am simply without motivation.”
…...
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A child’s world is fresh and new and beautiful, full of wonder and excitement. It is our misfortune that for most of us that clear-eyed vision, that true instinct for what is beautiful and awe-inspiring, is dimmed and even lost before we reach adulthood.
In The Sense of Wonder (1956, 1998), 54.

A crystal is like a class of children arranged for drill, but standing at ease, so that while the class as a whole has regularity both in time and space, each individual child is a little fidgety!
In Crystals and X-Rays (1948), 22.
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A fair number of people who go on to major in astronomy have decided on it certainly by the time they leave junior high, if not during junior high. I think it’s somewhat unusual that way. I think most children pick their field quite a bit later, but astronomy seems to catch early, and if it does, it sticks.
From interview by Rebecca Wright, 'Oral History Transcript' (15 Sep 2000), on NASA website.
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A first step in the study of civilization is to dissect it into details, and to classify these in their proper groups. Thus, in examining weapons, they are to be classed under spear, club, sling, bow and arrow, and so forth; among textile arts are to be ranged matting, netting, and several grades of making and weaving threads; myths are divided under such headings as myths of sunrise and sunset, eclipse-myths, earthquake-myths, local myths which account for the names of places by some fanciful tale, eponymic myths which account for the parentage of a tribe by turning its name into the name of an imaginary ancestor; under rites and ceremonies occur such practices as the various kinds of sacrifice to the ghosts of the dead and to other spiritual beings, the turning to the east in worship, the purification of ceremonial or moral uncleanness by means of water or fire. Such are a few miscellaneous examples from a list of hundreds … To the ethnographer, the bow and arrow is the species, the habit of flattening children’s skulls is a species, the practice of reckoning numbers by tens is a species. The geographical distribution of these things, and their transmission from region to region, have to be studied as the naturalist studies the geography of his botanical and zoological species.
In Primitive Culture (1871), Vol. 1, 7.
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A wonderful exhilaration comes from holding in the mind the deepest questions we can ask. Such questions animate all scientists. Many students of science were first attracted to the field as children by popular accounts of important unsolved problems. They have been waiting ever since to begin working on a mystery. [With co-author Arthur Zajonc]
In George Greenstein and Arthur Zajonc, The Quantum Challenge: Modern Research on the Foundations of Quantum Mechanics (2006), xii.
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A world that did not lift a finger when Hitler was wiping out six million Jewish men, women, and children is now saying that the Jewish state of Israel will not survive if it does not come to terms with the Arabs. My feeling is that no one in this universe has the right and the competence to tell Israel what it has to do in order to survive. On the contrary, it is Israel that can tell us what to do. It can tell us that we shall not survive if we do not cultivate and celebrate courage, if we coddle traitors and deserters, bargain with terrorists, court enemies, and scorn friends.
In Before the Sabbath (1979), 6.
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All my life through, the new sights of Nature made me rejoice like a child.
In Pierre Curie (1923), 162.
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America has never been united by blood or birth or soil. We are bound by ideals that move us beyond our backgrounds, lift us above our interests and teach us what it means to be citizens. Every child must be taught these principles. Every citizen must uphold them. And every immigrant, by embracing these ideals, makes our country more, not less, American.
…...
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An extraterrestrial being, newly arrived on Earth - scrutinizing what we mainly present to our children in television, radio, movies, newspapers, magazines, the comics, and many books - might easily conclude that we are intent on teaching them murder, rape, cruelty, superstition, credulity and consumerism.
…...
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Aristotle, in spite of his reputation, is full of absurdities. He says that children should be conceived in the Winter, when the wind is in the North, and that if people marry too young the children will be female. He tells us that the blood of females is blacker then that of males; that the pig is the only animal liable to measles; that an elephant suffering from insomnia should have its shoulders rubbed with salt, olive-oil, and warm water; that women have fewer teeth than men, and so on. Nevertheless, he is considered by the great majority of philosophers a paragon of wisdom.
From An Outline of Intellectual Rubbish (1937, 1943), 19. Collected in The Basic Writings of Bertrand Russell (2009), 63.
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As a child, I received instruction both in the Bible and in the Talmud. I am a Jew, but I am enthralled by the luminous figure of the Nazarene.
…...
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As to the need of improvement there can be no question whilst the reign of Euclid continues. My own idea of a useful course is to begin with arithmetic, and then not Euclid but algebra. Next, not Euclid, but practical geometry, solid as well as plane; not demonstration, but to make acquaintance. Then not Euclid, but elementary vectors, conjoined with algebra, and applied to geometry. Addition first; then the scalar product. Elementary calculus should go on simultaneously, and come into vector algebraic geometry after a bit. Euclid might be an extra course for learned men, like Homer. But Euclid for children is barbarous.
Electro-Magnetic Theory (1893), Vol. 1, 148. In George Edward Martin, The Foundations of Geometry and the Non-Euclidean Plane (1982), 130.
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At the present time all property is personal; the man owns his own ponies and other belongings he has personally acquired; the woman owns her horses, dogs, and all the lodge equipments; children own their own articles; and parents do not control the possessions of their children. There is no family property as we use the term. A wife is as independent as the most independent man in our midst. If she chooses to give away or sell all of her property, there is no one to gainsay her.
Speech on 'The Legal Conditions of Indian Women', delivered to Evening Session (Thur 29 Mar 1888), collected in Report of the International Council of Women: Assembled by the National Woman Suffrage Association, Washington, D.C., U.S. of America, March 25 to April 1, 1888 (1888), Vol. 1, 239-240.
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Because a child of one doubles its age after the passage of a single year, it can be said to be aging rapidly.
Speech at the Nobel Banquet (10 Dec 1983) for his Nobel Prize in Chemistry. In Wilhelm Odelberg (ed.), Les Prix Nobel: The Nobel Prizes (1984), 43.
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Because of the way it came into existence, the solar system has only one-way traffic—like Piccadilly Circus. … If we want to make a model to scale, we must take a very tiny object, such as a pea, to represent the sun. On the same scale the nine planets will be small seeds, grains of sand and specks of dust. Even so, Piccadilly Circus is only just big enough to contain the orbit of Pluto. … The whole of Piccadilly Circus was needed to represent the space of the solar system, but a child can carry the whole substance of the model in its hand. All the rest is empty space.
In The Stars in Their Courses (1931, 1954), 49-50 & 89.
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Being an only child is a disease in itself.
As quoted in Dorothy Stein, People who Count: Population and Politics, Women and Children (1995), 111, citing T.L. Smith (ed.) Aspects of Childhood Life and Education (1907).

But for us, it’s different. Look again at that dot. That’s here. That’s home. That’s us. On it everyone you love, everyone you know, everyone you ever heard of, every human being who ever was, lived out their lives. The aggregate of our joy and suffering, thousands of confident religions, ideologies, and economic doctrines, every hunter and forager, every hero and coward, every creator and destroyer of civilization, every king and peasant, every young couple in love, every mother and father, hopeful child, inventor and explorer, every teacher of morals, every corrupt politician, every “superstar,” every “supreme leader,” every saint and sinner in the history of our species lived there - on a mote of dust suspended in a sunbeam.
…...
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But poverty, though it does not prevent the generation, is extremely unfavourable to the rearing of children. The tender plant is produced, but in so cold a soil, and so severe a climate, soon withers and dies.
An Inquiry Into the Nature and Causes of the Wealth of Nations (1776). In The Works of Adam Smith (1812), Vol. 2, 120.
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Chemistry works with an enormous number of substances, but cares only for some few of their properties; it is an extensive science. Physics on the other hand works with rather few substances, such as mercury, water, alcohol, glass, air, but analyses the experimental results very thoroughly; it is an intensive science. Physical chemistry is the child of these two sciences; it has inherited the extensive character from chemistry. Upon this depends its all-embracing feature, which has attracted so great admiration. But on the other hand it has its profound quantitative character from the science of physics.
In Theories of Solutions (1912), xix.
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Cherish you visions and your dreams as they are the children of your soul; the blue prints of your ultimate achievements.
…...
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Children must be taught how to think, not what to think.
In 'Education for Choice', Coming of Age in Samoa (1928, 1961), 246.
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Children [are] born with a zest for knowledge, aware that they must live in a future molded by science, but so often convinced by their culture that science is not for them.
In 'With Science on Our Side', Washington Post (9 Jan 1994).
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Climate change threatens every corner of our country, every sector of our economy and the health and future of every child. We are already seeing its impacts and we know the poorest and most vulnerable people in the United States and around the world will suffer most of all.
In Hillary Clinton, 'Hillary Clinton: America Must Lead at Paris Climate Talks', Time (29 Nov 2015).
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Complaint was made in 1901 that 'Not so much attention is paid to our children's minds as is paid to their feet.'
Anonymous
Quoted by A.V. Neale in The Advancement of Child Health (1964), 171.
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Constant muscular activity was natural for the child, and, therefore, the immense effort of the drillmaster teachers to make children sit still was harmful and useless.
Quoted in Bill McKibben, Maybe One: A Personal and Enviromental Argument for Single-Child Families (1998), 19.
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Domesticated biotechnology, once it gets into the hands of housewives and children, will give us an explosion of diversity of new living creatures … New lineages will proliferate to replace those that monoculture farming and deforestation have destroyed. Designing genomes will be a personal thing, a new art form as creative as painting or sculpture. Few of the new creations will be masterpieces, but a great many will bring joy to their creators and variety to our fauna and flora.
In 'Our Biotech Future', The New York Review of Books (2007). As quoted and cited in Kenneth Brower, 'The Danger of Cosmic Genius', The Atlantic (Dec 2010).
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Education enlarges the child’s survey of the world in which he lives. Education stimulates and develops a child’s individuality. Education should harmonize the individual will and the institutional will.
As quoted, without citation, in 'What Is Education?', The Journal of Education (28 Sep 1905), 62, No. 13, 354.
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Education is not a matter of getting facts and sowing them within brains, but that it is an attitude of mind that you teach children to find out for themselves
Interview with David Barrett, 'Attenborough: Children Don’t Know Enough About Nature', Daily Telegraph (17 Apr 2011).
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Every kid starts out as a natural-born scientist, and then we beat it out of them. A few trickle through the system with their wonder and enthusiasm for science intact.
Quoted in interview with magazine staff, Psychology Today (Jan 1996).
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Evolution is a hard, inescapable mistress. There is just no room for compassion or good sportsmanship. Too many organisms are born, so, quite simply, a lot of them are going to have to die because there isn't enough food and space to go around. You can be beautiful, fast and strong, but it might not matter. The only thing that does matter is, whether you leave more children carrying your genes than the next person leaves. It’s true whether you’re a prince, a frog, or an American elm.
From The Center of Life: A Natural History of the Cell (1977, 1978), 37.
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Failure is so much more interesting because you learn from it. That’s what we should be teaching children at school, that being successful the first time, there’s nothing in it. There’s no interest, you learn nothing actually.
Interview with Carole Cadwalladr, The Observer (9 May 2014).
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For nothing is fixed, forever and forever and forever, it is not fixed; the earth is always shifting, the light is always changing, the sea does not cease to grind down rock. Generations do not cease to be born, and we are responsible to them because we are the only witnesses they have. The sea rises, the light fails, lovers cling to each other, and children cling to us. The moment we cease to hold each other, the sea engulfs us and the light goes out.
…...
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Forty years ago the philosopher Alfred North Whitehead thought it self-evident that you would get a good government if you took power out of the hands of the acquisitive and gave it to the learned and the cultivated. At present, a child in kindergarten knows better than that.
In Before the Sabbath (1979), 40-41.
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From the freedom to explore comes the joy of learning. From knowledge acquired by personal initiative arises the desire for more knowledge. And from mastery of the novel and beautiful world awaiting every child comes self-confidence.
In The Creation: An Appeal to Save Life on Earth (2010), 147.
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Habit is thus the enormous fly-wheel of society, its most precious conservative agent. It alone is what keeps us all within the bounds of ordinance, and saves the children of fortune from the envious uprisings of the poor. It alone prevents the hardest and most repulsive walks of life from being deserted by those brought up to tread therein.
'The Laws of Habit', The Popular Science Monthly (Feb 1887), 447.
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Here is this vast, savage, howling mother of ours, Nature, lying all around, with such beauty, and such affection for her children, as the leopard; and yet we are so early weaned from her breast to society, to that, culture which is exclusively an interaction of man on man.
Remarking how society becomes divorces individuals from nature. In essay, Walking (1862). Collected in The Writings of Henry David Thoreau (1893), Vol. 9, 291.
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I can remember … starting to gather all sorts of things like rocks and beetles when I was about nine years old. There was no parental encouragement—nor discouragement either—nor any outside influence that I can remember in these early stages. By about the age of twelve, I had settled pretty definitely on butterflies, largely I think because the rocks around my home were limited to limestone, while the butterflies were varied, exciting, and fairly easy to preserve with household moth-balls. … I was fourteen, I remember, when … I decided to be scientific, caught in some net of emulation, and resolutely threw away all of my “childish” specimens, mounted haphazard on “common pins” and without “proper labels.” The purge cost me a great inward struggle, still one of my most vivid memories, and must have been forced by a conflict between a love of my specimens and a love for orderliness, for having everything just exactly right according to what happened to be my current standards.
In The Nature of Natural History (1950, 1990), 255.
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I despise Birth-Control first because it is ... an entirely meaningless word; and is used so as to curry favour even with those who would first recoil from its real meaning. The proceeding these quack doctors recommend does not control any birth. ... But these people know perfectly well that they dare not write the plain word Birth-Prevention, in any one of the hundred places where they write the hypocritical word Birth-Control. They know as well as I do that the very word Birth-Prevention would strike a chill into the public... Therefore they use a conventional and unmeaning word, which may make the quack medicine sound more innocuous. ... A child is the very sign and sacrament of personal freedom. He is a fresh will added to the wills of the world; he is something that his parents have freely chosen to produce ... he is their own creative contribution to creation.
In 'Babies and Distributism', The Well and the Shadows (1935). Collected in G. K. Chesterton and Dale Ahlquist (ed.), In Defense of Sanity: The Best Essays of G.K. Chesterton (2011), 272.
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I grew up in Brooklyn, New York … a city neighborhood that included houses, lampposts, walls, and bushes. But with an early bedtime in the winter, I could look out my window and see the stars, and the stars were not like anything else in my neighborhood. [At age 5] I didn’t know what they were.
[At age 9] my mother … said to me, “You have a library card now, and you know how to read. Take the streetcar to the library and get a book on stars.” … I stepped up to the big librarian and asked for a book on stars. … I sat down and found out the answer, which was something really stunning.
I found out that the stars are glowing balls of gas. I also found out that the Sun is a star but really close and that the stars are all suns except really far away I didn’t know any physics or mathematics at that time, but I could imagine how far you’d have to move the Sun away from us till it was only as bright as a star. It was in that library, reading that book, that the scale of the universe opened up to me. There was something beautiful about it.
At that young age, I already knew that I’d be very happy if I could devote my life to finding out more about the stars and the planets that go around them. And it’s been my great good fortune to do just that.
Quoted in interview with Jack Rightmyer, in 'Stars in His Eyes', Highlights For Children (1 Jan 1997). Ages as given in Tom Head (ed.), Conversations with Carl Sagan (2006), x.
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I grew up in Japan and Hong Kong and then came to the States. Japan was a huge influence on me because, as a child, I would hear the oxcarts come and collect our sewage at night out of our house from the latrine and then take it off to the farms as fertilizer. And then the food would come back in oxcarts during the day. I always had this sort of “our poop became food” mental model. The idea of “waste equals food” was pretty inculcated, that everything was precious and the systems were coherent and cyclical.
In interview with Kerry A. Dolan, 'William McDonough On Cradle-to-Cradle Design', Forbes (4 Aug 2010)
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I grew up in love with science, asking the same questions all children ask as they try to codify the world to find out what makes it work. “Who is the smartest person in the world?” and “Where is the tallest mountain in the world?” turned into questions like, “How big is the universe?” and “What is it that makes us alive?”
In Introduction to Isaac Asimov and Jason A. Shulman (eds.), Isaac Asimov’s Book of Science and Nature Quotations (1988), xix.
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I had this experience at the age of eight. My parents gave me a microscope. I don’t recall why, but no matter. I then found my own little world, completely wild and unconstrained, no plastic, no teacher, no books, no anything predictable. At first I did not know the names of the water-drop denizens or what they were doing. But neither did the pioneer microscopists. Like them, I graduated to looking at butterfly scales and other miscellaneous objects. I never thought of what I was doing in such a way, but it was pure science. As true as could be of any child so engaged, I was kin to Leeuwenhoek, who said that his work “was not pursued in order to gain the praise I now enjoy, but chiefly from a craving after knowledge, which I notice resides in me more that most other men.”
In The Creation: An Appeal to Save Life on Earth (2010), 143-144.
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I kind of like scientists, in a funny way. … I'm kind of interested in genetics though. I think I would have liked to have met Gregor Mendel. Because he was a monk who just sort of figured this stuff out on his own. That's a higher mind, that’s a mind that's connected. … But I would like to know about Mendel, because I remember going to the Philippines and thinking “this is like Mendel’s garden” because it had been invaded by so many different countries over the years, and you could see the children shared the genetic traits of all their invaders over the years, and it made for this beautiful varietal garden.
Answering question: “If you could go back in time and have a conversation with one person, who would it be and why?” by Anniedog03 during an Internet Reddit AMA (Ask Me Anything) online session (17 Jan 2014).
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I like to handle babies. You can learn a lot from the way they respond, the way they slide down your hips, the way they trust you. The first thing a child must learn is to trust.
As quoted in Frances Glennon, 'Student and Teacher of Human Ways', Life (14 Sep 1959), 144.
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I really see no harm which can come of giving our children a little knowledge of physiology. ... The instruction must be real, based upon observation, eked out by good explanatory diagrams and models, and conveyed by a teacher whose own knowledge has been acquired by a study of the facts; and not the mere catechismal parrot-work which too often usurps the place of elementary teaching.
Science and Culture (1882), 92.
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I said, that Superstition was the child of Fear, and Fear the child of Ignorance; and you might expect me to say antithetically, that Science was the child of Courage, and Courage the child of Knowledge.
Opening of 'Science', a lecture delivered at the Royal Institution, published in Fraser's Magazine (Jul 1866), 74, 15.
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I think every child born on this planet up to the age of about four or five is fascinated by the natural world. If they aren’t it’s because we deprive them of the opportunity. Over half the world’s population is urbanised and the thought that some children may grow up not looking at a pond or knowing how plants grow is a terrible thing. If you lose that delight and joy and intoxication, you’ve lost something hugely precious.
From interview with Alice Roberts, 'Attenborough: My Life on Earth', The Biologist (Aug 2015), 62, No. 4, 14.
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I won’t let anyone take us backward, deny our economy the benefits of harnessing a clean energy future, or force our children to endure the catastrophe that would result from unchecked climate change.
In Hillary Clinton, 'Hillary Clinton: America Must Lead at Paris Climate Talks', Time (29 Nov 2015)
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I'm convinced that before the year 2000 is over, the first child will have been born on the moon.
Taped TV interview, broadcast on WMAL, Washington, (7 Jan 1972), as reported in 'Birth of Child on Moon Foreseen by von Braun', New York Times (7 Jan 1972), 14.
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If a child is constantly sick, it is due to overfeeding.
Chinese proverb.
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If a child is to keep alive his inborn sense of wonder, he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement and mystery of the world we live in.
The Sense of Wonder, Harper & Row (1965)

If coal plants release mercury—and mercury is a neurotoxin that damages children's brains—then reducing the amount of mercury in emissions doesn’t stop that. It just says, “We’ll tell you at what rate you can dispense death.”
In interview article, 'Designing For The Future', Newsweek (15 May 2005).
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If I had influence with the good fairy who is supposed to preside over the christening of all children, I should ask that her gift to each child in the world be a sense of wonder so indestructible that it would last throughout life, as an unfailing antidote against the boredom and disenchantment of later years, the sterile preoccupation with things that are artificial, the alienation from the sources of our strength.
In The Sense of Wonder (1956, 1998), 54.

If nature had arranged that husbands and wives should have children alternatively, there would never be more than three in a family.
Attributed without further citation. In Edmund Fuller, Thesaurus of Quotations (1941), 154.
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If there be an order in which the human race has mastered its various kinds of knowledge, there will arise in every child an aptitude to acquire these kinds of knowledge in the same order. So that even were the order intrinsically indifferent, it would facilitate education to lead the individual mind through the steps traversed by the general mind. But the order is not intrinsically indifferent; and hence the fundamental reason why education should be a repetition of civilization in little.
Education: Intellectual, Moral and Physical (1861), 76.
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If there is anything that we wish to change in a child, we should first examine it and see whether it is not something that could be better changed in ourselves.
Carl Jung
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If you talk to your children, you can help them to keep their lives together. If you talk to them skillfully, you can help them to build future dreams.
Jim Rohn
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If you want your children to be intelligent, read them fairy tales. If you want them to be more intelligent, read them more fairy tales.
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In our way of life … with every decision we make, we always keep in mind the seventh generation of children to come. … When we walk upon Mother Earth, we always plant our feet carefully, because we know that the faces of future generations are looking up at us from beneath the ground. We never forget them.
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In the beginning was the myth. God, in his search for self-expression, invested the souls of Hindus, Greeks, and Germans with poetic shapes and continues to invest each child’s soul with poetry every day.
Quoted in Kim Lim (ed.), 1,001 Pearls of Spiritual Wisdom: Words to Enrich, Inspire, and Guide Your Life (2014), 8
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In the case of a Christian clergyman, the tragic-comical is found in this: that the Christian religion demands love from the faithful, even love for the enemy. This demand, because it is indeed superhuman, he is unable to fulfill. Thus intolerance and hatred ring through the oily words of the clergyman. The love, which on the Christian side is the basis for the conciliatory attempt towards Judaism is the same as the love of a child for a cake. That means that it contains the hope that the object of the love will be eaten up.
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Instead of being presented with stereotypes by age, sex, color, class, or religion, children must have the opportunity to learn that within each range, some people are loathsome and some are delightful.
In Twentieth Century Faith: Hope and Survival (1972), 61.
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Is this your triumph—this your proud applause,
Children of Truth, and champions of her cause?
For this has Science search’d, on weary wing,
By shore and sea—each mute and living thing!
'Pleasures of Hope', Part 2. In Samuel Rogers, Thomas Campbell, et al, The Poetical Works of Rogers, Campbell, J. Montgomery, Lamb, and Kirke White (1830), 121.
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It is as natural to die as to be born; and to a little infant, perhaps, the one is as painful as the other.
‘Of Death’, Essays.
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It is clear that we cannot go up another two orders of magnitude as we have climbed the last five. If we did, we should have two scientists for every man, woman, child, and dog in the population, and we should spend on them twice as much money as we had. Scientific doomsday is therefore less than a century distant.
Little Science, Big Science (1963), 19.
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It is evident, therefore, that one of the most fundamental problems of psychology is that of investigating the laws of mental growth. When these laws are known, the door of the future will in a measure be opened; determination of the child's present status will enable us to forecast what manner of adult he will become.
In The Intelligence of School Children: How Children Differ in Ability, the Use of Mental Tests in School Grading and the Proper Education of Exceptional Children (1919), 136
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It is good to realize that if love and peace can prevail on Earth, and if we can teach our children to honor nature’s gifts, the joys and beauties of the outdoors will be here forever.
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It is impossible for the strength of an elderly person to be great. Some physicians think that children also do not have great strength, but they are mistaken in their opinion.
As quoted in Robert Taylor, White Coat Tales: Medicine's Heroes, Heritage, and Misadventures (2010), 125.
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It is not enough to say that we cannot know or judge because all the information is not in. The process of gathering knowledge does not lead to knowing. A child's world spreads only a little beyond his understanding while that of a great scientist thrusts outward immeasurably. An answer is invariably the parent of a great family of new questions. So we draw worlds and fit them like tracings against the world about us, and crumple them when we find they do not fit and draw new ones.
In John Steinbeck and Edward Flanders Ricketts, Sea of Cortez: a Leisurely Journal of Travel and Research (1941), 165-66.
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President Clinton at podium + Quote “our children's children will know the term cancer only as a constellation of stars”
President Clinton at the Human Genome Announcement at the White House (20 Jun 2000), with Francis S. Collins (left) and Craig Ventner. (source)
It is now conceivable that our children's children will know the term cancer only as a constellation of stars. [Speaking on the Human Genome Project's progress.]
From White House Announcement of the Completion of the First Survey of the Entire Human Genome Project, broadcast on the day of the publication of the first draft of the human genome. Quoted in transcript on the National Archives, Clinton White House web site, 'Text of Remarks on the Completion of the First Survey of the Entire Human Genome Project' (26 Jun 2000).
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It is still believed, apparently, that there is some thing mysteriously laudable about achieving viable offspring. I have searched the sacred and profane scriptures, for many years, but have yet to find any ground for this notion. To have a child is no more creditable than to have rheumatism–and no more discreditable. Ethically, it is absolutely meaningless. And practically, it is mainly a matter of chance.
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It must not be forgotten that although a high standard of morality gives a slight or no advantage to each individual man and his children over the other men of the same tribe, yet an advancement in the standard of morality will certainly give an immense advantage to one tribe over another.
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It often seems to me as if History was like a child’s box of letters, with which we can spell any word we please. We have only to pick out such letters as we want, arrange them as we like, and say nothing about those which do not suit our purpose.
Lecture delivered to the Royal Institution (5 Feb 1864), 'On the Science of History'. Collected in Notices of the Proceedings at the Meetings of the Members of the Royal Institution of Great Britain with Abstracts of the Discourses (1866), Vol. 4, 180.
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It seems a miracle that young children easily learn the language of any environment into which they were born. The generative approach to grammar, pioneered by Chomsky, argues that this is only explicable if certain deep, universal features of this competence are innate characteristics of the human brain. Biologically speaking, this hypothesis of an inheritable capability to learn any language means that it must somehow be encoded in the DNA of our chromosomes. Should this hypothesis one day be verified, then lingusitics would become a branch of biology.
'The Generative Grammar of the Immune System', Nobel Lecture, 8 Dec 1984. In Nobel Lectures: Physiology or Medicine 1981-1990 (1993), 223.
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It’s easier for a woman to go into a strange village than a man. If a strange man wanders in, the natives are afraid he’ll take their wives away, but a woman can work with the mothers and children.
Explaining her ability in observing Pacific Island cultures. As quoted in Frances Glennon, 'Student and Teacher of Human Ways', Life (14 Sep 1959), 143.
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I’m not an atheist and I don’t think I can call myself a pantheist. We are in the position of a little child entering a huge library filled with books in many different languages. The child knows someone must have written those books. It doe s not know how. The child dimly suspects a mysterious order in the arrangement of the books but doesn’t know what it is. That, it seems to me, is the attitude of even the most intelligent human being toward God.
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Jupiter is the largest of all the solar system’s planets, more than ten times bigger and three hundred times as massive as Earth. Jupiter is so immense it could swallow all the other planets easily. Its Great Red Spot, a storm that has raged for centuries, is itself wider than Earth. And the Spot is merely one feature visible among the innumerable vortexes and streams of Jupiter’s frenetically racing cloud tops. Yet Jupiter is composed mainly of the lightest elements, hydrogen and helium, more like a star than a planet. All that size and mass, yet Jupiter spins on its axis in less than ten hours, so fast that the planet is clearly not spherical: Its poles are noticeably flattened. Jupiter looks like a big, colorfully striped beach ball that’s squashed down as if some invisible child were sitting on it. Spinning that fast, Jupiter’s deep, deep atmosphere is swirled into bands and ribbons of multihued clouds: pale yellow, saffron orange, white, tawny yellow-brown, dark brown, bluish, pink and red. Titanic winds push the clouds across the face of Jupiter at hundreds of kilometers per hour.
Ben Bova
Jupiter
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Kids like their fossils. I’ve taken my godson fossil-hunting and there’s nothing more magical than finding a shiny shell and knowing you’re the first person to have seen it for 150 million years.
As reported by Adam Lusher in 'Sir David Attenborough', Daily Mail (28 Feb 2014).
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Knowledge is like a knife. In the hands of a well-balanced adult it is an instrument for good of inestimable value; but in the hands of a child, an idiot, a criminal, a drunkard or an insane man, it may cause havoc, misery, suffering and crime. Science and religion have this in common, that their noble aims, their power for good, have often, with wrong men, deteriorated into a boomerang to the human race.
In 'Applied Chemistry', Science (22 Oct 1915), New Series, 42, No. 1086, 548.
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Late children, early orphans.
Anonymous

Leo Szilard’s Ten Commandments:
1. Recognize the connections of things and the laws of conduct of men, so that you may know what you are doing.
2. Let your acts be directed towards a worthy goal, but do not ask if they will reach it; they are to be models and examples, not means to an end.
3. Speak to all men as you do to yourself, with no concern for the effect you make, so that you do not shut them out from your world; lest in isolation the meaning of life slips out of sight and you lose the belief in the perfection of the creation.
4. Do not destroy what you cannot create.
5. Touch no dish, except that you are hungry.
6. Do not covet what you cannot have.
7. Do not lie without need.
8. Honor children. Listen reverently to their words and speak to them with infinite love.
9. Do your work for six years; but in the seventh, go into solitude or among strangers, so that the memory of your friends does not hinder you from being what you have become.
10. Lead your life with a gentle hand and be ready to leave whenever you are called.
Circulated by Mrs. Szilard in July 1964, in a letter to their friends (translated by Dr. Jacob Bronowski). As printed in Robert J. Levine, Ethics and Regulation of Clinical Research (1988), 431.
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Life thus forms a long, unbroken chain of generations, in which the child becomes the mother, and the effect becomes the cause.
In 'On the Mechanistic Interpretation of Life' (1858), Rudolf Virchow and Lelland J. Rather (trans.) , Disease, Life, and Man: Selected Essays by Rudolf Virchow (1958), 116.
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Man’s unconscious… contains all the patterns of life and behaviour inherited from his ancestors, so that every human child, prior to consciousness, is possessed of a potential system of adapted psychic functioning.
Carl Jung
The Basic Postulates of Analytical Psychology (1931), 186.
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Mathematics is like childhood diseases. The younger you get it, the better.
Quoted by Dudley Herschbach in 'Einstein as a Student', collected in Peter Galison (ed.), Gerald James Holton (ed.), Silvan S. Schweber (ed.), Einstein for the 21st Century: His Legacy in Science, Srt, and Modern Culture (2008), 236. The remark quoted was footnoted as heard by Dudley Herschbach many years earlier in a class by George Polya, but not found in print.
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Memory is a child walking along a seashore. You never can tell what small pebble it will pick up and store away among its treasured things.
In Marilyn R. Zuckerman, Incredibly American: Releasing the Heart of Quality (1992), 25.
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Men fear Death, as children fear to go in the dark; and as that natural fear in children is increased with tales, so is the other.
Essays.
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Men go into space to see whether it is the kind of place where other men, and their families and their children, can eventually follow them. A disturbingly high proportion of the intelligent young are discontented because they find the life before them intolerably confining. The moon offers a new frontier. It is as simple and splendid as that.
Magazine
Editorial on the moon landing, The Economist (1969).
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Men in most cases continue to be sexually competent until they are sixty years old, and if that limit be overpassed then until seventy years; and men have been actually known to procreate children at seventy years of age.
Aristotle
In The Works of Aristotle: Historia Animalium (350 BC), (The History of Animals), Book VII, Part 6, 585b5 translated in William David Ross and John Alexander Smith (eds.), D’Arcy Wentworth Thompson (trans.), (1910), Vol. 4, 4
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Most children have a bug period, and I never grew out of mine.
In Naturalist (1994, 2006), 53.
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Mostly, I spend my time being a mother to my two children, working in my organic garden, raising masses of sweet peas, being passionately involved in conservation, recycling and solar energy.
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My grandfather opened the first chapter of his story, A Smile of the Walrus, with an old nursery rhyme, “Did you ever see a walrus smile all these many years? Why yes I’ve seen a walrus smile, but it was hidden by his tears.” As we open this new chapter in the battle against climate change, I fear that if we do not take action, then the smiles of our children, like the walrus, will be hidden by the tears they shed as they pay the consequences of our inaction, our apathy and our greed.
In 'What do the Arctic, a Thermostat and COP15 Have in Common?', Huffington Post (18 Mar 2010).
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My interest in science was excited at age nine by an article on astronomy in National Geographic; the author was Donald Menzel of the Harvard Observatory. For the next few years, I regularly made star maps and snuck out at night to make observations from a locust tree in our back yard.
In Wilhelm Odelberg (ed.), Les Prix Nobel. The Nobel Prizes 1986 (1987).
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My mother made me a scientist without ever intending to. Every other Jewish mother in Brooklyn would ask her child after school, ‘So? Did you learn anything today?’ But not my mother. ‘Izzy,’ she would say, ‘did you ask a good question today?’ That difference - asking good questions - made me become a scientist.
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My mother, my dad and I left Cuba when I was two [January, 1959]. Castro had taken control by then, and life for many ordinary people had become very difficult. My dad had worked [as a personal bodyguard for the wife of Cuban president Batista], so he was a marked man. We moved to Miami, which is about as close to Cuba as you can get without being there. It’s a Cuba-centric society. I think a lot of Cubans moved to the US thinking everything would be perfect. Personally, I have to say that those early years were not particularly happy. A lot of people didn’t want us around, and I can remember seeing signs that said: “No children. No pets. No Cubans.” Things were not made easier by the fact that Dad had begun working for the US government. At the time he couldn’t really tell us what he was doing, because it was some sort of top-secret operation. He just said he wanted to fight against what was happening back at home. [Estefan’s father was one of the many Cuban exiles taking part in the ill-fated, anti-Castro Bay of Pigs invasion to overthrow dictator Fidel Castro.] One night, Dad disappered. I think he was so worried about telling my mother he was going that he just left her a note. There were rumours something was happening back home, but we didn’t really know where Dad had gone. It was a scary time for many Cubans. A lot of men were involved—lots of families were left without sons and fathers. By the time we found out what my dad had been doing, the attempted coup had taken place, on April 17, 1961. Intitially he’d been training in Central America, but after the coup attempt he was captured and spent the next wo years as a political prisoner in Cuba. That was probably the worst time for my mother and me. Not knowing what was going to happen to Dad. I was only a kid, but I had worked out where my dad was. My mother was trying to keep it a secret, so she used to tell me Dad was on a farm. Of course, I thought that she didn’t know what had really happened to him, so I used to keep up the pretence that Dad really was working on a farm. We used to do this whole pretending thing every day, trying to protect each other. Those two years had a terrible effect on my mother. She was very nervous, just going from church to church. Always carrying her rosary beads, praying her little heart out. She had her religion, and I had my music. Music was in our family. My mother was a singer, and on my father’s side there was a violinist and a pianist. My grandmother was a poet.
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Nature does nothing without a purpose. In children may be observed the traces and seeds of what will one day be settled psychological habits, though psychologically a child hardly differs for the time being from an animal.
Aristotle
In D. W. Thompson (trans.), Historia Animalium, VIII, 1. Another translation of the first sentence is, “Nature does nothing uselessly.”
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No woman wants an abortion. Either she wants a child or she wishes to avoid pregnancy.
Anonymous
Letter to the Lancet
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Normal children often pass through stages of passionate cruelty, laziness, lying and thievery.
Adolescence (1904)

Not to know what has been transacted in former times is to be always a child. If no use is made of the labors of past ages, the world must remain always in the infancy of knowledge.
In Samuel Johnson and Arthur Murphy, The works of Samuel Johnson (1837), 237.
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Nothing enrages me more than when people criticize my criticism of school by telling me that schools are not just places to learn math and spelling, they are places where children learn a vaguely defined thing called socialization. I know. I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities. (1981)
Quoted in K.P. Yaday and Malti Sundram, Encyclopaedia Of Child And Primary Education Development, Vol. 2, 99.
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Nurses that attend lying-in women ought to have provided, and in order, every thing that may be necessary for the woman, accoucheur, midwife, and child; such as linnen and cloaths, well aired and warm, for the woman and the bed, which she must know how to prepare when there is occasion; together with nutmeg, sugar, spirit of hartshorn, vinegar, Hungary water, white or brown caudle ready made, and a glyster-pipe fitted.
In A Treatise on the Theory and Practice of Midwifery (1766), 444
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Of all my inventions, I liked the phonograph best. Life’s most soothing things are sweet music and a child’s goodnight.
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Old age is but a second childhood.
In Aristophanes and Thomas Mitchell (trans.), 'The Clouds', The Comedies of Aristophanes (1822), 148.
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Once you have learned to fly your plane, it is far less fatiguing to fly than it is to drive a car. You don’t have to watch every second for cats, dogs, children, lights, road signs, ladies with baby carriages and citizens who drive out in the middle of the block against the lights... Nobody who has not been up in the sky on a glorious morning can possibly imagine the way a pilot feels in free heaven.
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One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.
Carl Jung
From The Gifted Child collected in Collected Works (1954, 1971), Vol. 17, 144. Translated from 'Der Begabt', Psychologie und Erziehung (1946).
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One of the earliest questions asked by an intelligent child is: “What is this made of?” “What is that made of?” And the answer is generally more or less satisfactory. For example, if the question relates to butter, the reply may be, “From cream.” It may be explained, besides, that when cream is beaten up, or churned, the butter separates, leaving skim-milk behind. But the question has not been answered. The child may ask, “Was the butter in the milk before it was churned? or has it been made out of the milk by the churning?” Possibly the person to whom the question is addressed may know that the milk contained the butter in the state of fine globules, and that the process of churning breaks up the globules, and causes them to stick together. The original question has not really been answered; and indeed it is not an easy one to reply to. Precisely such questions suggested themselves to the people of old, and they led to many speculations.
Opening paragraph of Modern Chemistry (1900, rev. 1907), 1.
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One stops being a child when one realizes that telling one’s trouble does not make it better.
Diary entry for 31 Oct 1937, The Burning Brand: Diaries 1935-1950 (1961), 66.
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Our great mistake in education is ... the worship of book-learning—the confusion of instruction and education. We strain the memory instead of cultivating the mind. … We ought to follow exactly the opposite course with children—to give them a wholesome variety of mental food, and endeavour to cultivate their tastes, rather than to fill their minds with dry facts.
The Pleasures of Life (Appleton, 1887), 183-184, or (2007), 71.
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Our purpose is to be able to measure the intellectual capacity of a child who is brought to us in order to know whether he is normal or retarded. ... We do not attempt to establish or prepare a prognosis and we leave unanswered the question of whether this retardation is curable, or even improveable. We shall limit ourselves to ascertaining the truth in regard to his present mental state.
Alfred Binet and Theodore Simon (1873-1961, French psychologist) 'New Methods for the Diagnosis of the Intellectual Level of Subnormals' (1905), in The Development of Intelligence in Children, trans. Elizabeth Kite (1916), 37.
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People like you and I, though mortal of course like everyone else, do not grow old no matter how long we live...[We] never cease to stand like curious children before the great mystery into which we were born.
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People usually consider walking on water or in thin air a miracle. But I think the real miracle is not to walk either on water or in thin air, but to walk on earth. Every day we are engaged in a miracle which we don’t even recognize: a blue sky, white clouds, green leaves, the black, curious eyes of a child - our own two eyes. All is a miracle.
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Probably the most important skill that children learn is how to learn. … Too often we give children answers to remember rather than problems to solve. This is a mistake.
In 'Observing the Brain Through a Cat's Eyes', Saturday Review World (1974), 2, 132.
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Quantum field theory, which was born just fifty years ago from the marriage of quantum mechanics with relativity, is a beautiful but not very robust child.
In Nobel Lecture (8 Dec 1989), 'Conceptual Foundations of the Unified Theory of Weak and Electromagnetic Interactions.'
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Raising children is a creative endeavor, an art rather than a science.
A Good Enough Parent (1988), 14.
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Recollections [his autobiographical work] might possibly interest my children or their children. I know that it would have interested me greatly to have read even so short and dull a sketch of the mind of my grandfather, written by himself, and what he thought and did, and how he worked. I have attempted to write the following account of myself as if I were a dead man in another world looking back at my own life. Nor have I found this difficult, for life is nearly over with me.
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Samoa culture demonstrates how much the tragic or the easy solution of the Oedipus situation depends upon the inter-relationship between parents and children, and is not created out of whole cloth by the young child’s biological impulses.
Male and Female: A Study of the Sexes in a Changing World (1949), 119.
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scientist is a ... learned child. Others must outgrow it. Scientists can stay that way all their life.
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Scientists are the easiest to fool. ... They think in straight, predictable, directable, and therefore misdirectable, lines. The only world they know is the one where everything has a logical explanation and things are what they appear to be. Children and conjurors—they terrify me. Scientists are no problem; against them I feel quite confident.
Code of the Lifemaker (1983, 2000),Chapter 1.
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Some of my youthful readers are developing wonderful imaginations. This pleases me. Imagination has brought mankind through the Dark Ages to its present state of civilization. Imagination led Columbus to discover America. Imagination led Franklin to discover electricity. Imagination has given us the steam engine, the telephone, the talking-machine and the automobile, for these things had to be dreamed of before they became realities. So I believe that dreams—day dreams, you know, with your eyes wide open and your brain-machinery whizzing—are likely to lead to the betterment of the world. The imaginative child will become the imaginative man or woman most apt to create, to invent, and therefore to foster civilization. A prominent educator tells me that fairy tales are of untold value in developing imagination in the young. I believe it.
Opening paragraph of preface, 'To My Readers', The Lost Princess of Oz (1917), 13.
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Study and, in general, the pursuit of truth and beauty is a sphere of activity in which we are permitted to remain children all of our lives.
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Surely no child, and few adults, have ever watched a bird in flight without envy.
Isaac Asimov and Jason A. Shulman, Isaac Asimov’s Book of Science and Nature Quotations (1988), 3.
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Thanks to the sharp eyes of a Minnesota man, it is possible that two identical snowflakes may finally have been observed. While out snowmobiling, Oley Skotchgaard noticed a snowflake that looked familiar to him. Searching his memory, he realized it was identical to a snowflake he had seen as a child in Vermont. Weather experts, while excited, caution that the match-up will be difficult to verify.
In Napalm and Silly Putty (2002), 105.
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That’s the news from Lake Wobegon, where all the women are strong, all the men are good-looking, and all the children are above average.
Closing words of many monologues on NPR program, A Prairie Home Companion. As quoted in Sarah Begley, 'Garrison Keillor to Say So Long to Lake Wobegon', Time (20 Jul 2015).
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The aim of education should be to preserve and nurture the yearning for learning that a child is born with. Grades and gold stars destroy this yearning for learning.
Letter to David Bayless (6 Feb 1992).
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The anatomy of a little child, representing all parts thereof, is accounted a greater rarity than the skeleton of a man in full stature.
In The Church History of Britain (1842), Vol. 1, 165. Fuller’s context was to compare being studious in antiquity with after-ages when perfected.
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The architect should be equipped with knowledge of many branches of study and varied kinds of learning, for it is by his judgement that all work done by the other arts is put to test. This knowledge is the child of practice and theory.
Vitruvius
In De Architectura, Book 1, Chap 1, Sec. 1. As translated in Morris Hicky Morgan (trans.), Vitruvius: The Ten Books on Architecture (1914), 3.
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The argument of the ‘long view’ may be correct in some meaninglessly abstract sense, but it represents a fundamental mistake in categories and time scales. Our only legitimate long view extends to our children and our children’s children’s children–hundreds or a few thousands of years down the road. If we let the slaughter continue, they will share a bleak world with rats, dogs, cockroaches, pigeons, and mosquitoes. A potential recovery millions of years later has no meaning at our appropriate scale.
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The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together.
In Reflections on the Human Condition (1973), 22.
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The child asks, “What is the moon, and why does it shine?” “What is this water and where does it run?” “What is this wind?” “What makes the waves of the sea?” “Where does this animal live, and what is the use of this plant?” And if not snubbed and stunted by being told not to ask foolish questions, there is no limit to the intellectual craving of a young child; nor any bounds to the slow, but solid, accretion of knowledge and development of the thinking faculty in this way. To all such questions, answers which are necessarily incomplete, though true as far as they go, may be given by any teacher whose ideas represent real knowledge and not mere book learning; and a panoramic view of Nature, accompanied by a strong infusion of the scientific habit of mind, may thus be placed within the reach of every child of nine or ten.
In 'Scientific Education', Lay Sermons, Addresses, and Reviews (1870), 71. https://books.google.com/books?id=13cJAAAAIAAJ Thomas Henry Huxley - 1870
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The child which overbalances itself in learning to walk is experimenting on the law of gravity.
In ‘Experimental Legislation’, Popular Science (Apr 1880), 16, 754.
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The demand for certainty is one which is natural to man, but is nevertheless an intellectual vice. If you take your children for a picnic on a doubtful day, they will demand a dogmatic answer as to whether it will be fine or wet, and be disappointed in you when you cannot be sure.
From 'Philosophy For Laymen', collected in Unpopular Essays (1950, 1996), 38. This idea may be summarized as “What men want is not knowledge, but certainty” — a widely circulated aphorism attributed to Russell, but for which Webmaster has so far found no citation. (Perhaps it is a summary, never expressed in those exact words, but if you know the primary source, please contact Webmaster.)
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The Doctrine of Evolution states the fact that the present is the child of the past and the parent of the future.
In Outline of Science: A Plain Story Simply Told (1922), Vol. 1, 185.
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The external world of physics has … become a world of shadows. In removing our illusions we have removed the substance, for indeed we have seen that substance is one of the greatest of our illusions. Later perhaps we may inquire whether in our zeal to cut out all that is unreal we may not have used the knife too ruthlessly. Perhaps, indeed, reality is a child which cannot survive without its nurse illusion. But if so, that is of little concern to the scientist, who has good and sufficient reasons for pursuing his investigations in the world of shadows and is content to leave to the philosopher the determination of its exact status in regard to reality.
In Introduction to The Nature of the Physical World (1928), xiv.
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The fact that all normal children acquire essentially comparable grammars of great complexity with remarkable rapidity suggests that human beings are somehow specially designed to do this, with data-handling or 'hypothesis-formulating' ability of unknown character and complexity.
A review of B. F. Skinner, Verbal Behavior (1957). In Language: Journal of the Linguistic Society of America, 1959, 35, 57.
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The first experiment a child makes is a physical experiment: the suction-pump is but an imitation of the first act of every new-born infant.
Lecture 'On the Study of Physics', Royal Institution of Great Britain (Spring 1854). Collected in Fragments of Science for Unscientific People: A Series of Detached Essays, Lectures, and Reviews (1892), Vol. 1, 283.
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The fundamental hypothesis of genetic epistemology is that there is a parallelism between the progress made in the logical and rational organization of knowledge and the corresponding formative psychological processes. With that hypothesis, the most fruitful, most obvious field of study would be the reconstituting of human history—the history of human thinking in prehistoric man. Unfortunately, we are not very well informed in the psychology of primitive man, but there are children all around us, and it is in studying children that we have the best chance of studying the development of logical knowledge, physical knowledge, and so forth.
'Genetic Epistemology', Columbia Forum (1969), 12, 4.
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The further away the chronic abdominal pain in a child is from the umbilicus the more likely an organic cause.
Attributed
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The great heroes and heroines of our society are of course the teachers, and in particular the teachers of kids in their first years. Once a child has been shown what the natural world is, it will live with them forever.
As quoted in Alexandra Pope, 'Attenborough Awarded RCGS Gold', Canadian Geographic, (May 2017), 137, No. 3, 73.
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The human mind is not capable of grasping the Universe. We are like a little child entering a huge library. The walls are covered to the ceilings with books in many different tongues. The child knows that someone must have written these books. It does not know who or how. It does not understand the languages in which they are written. But the child notes a definite plan in the arrangement of the books—a mysterious order which it does not comprehend, but only dimly suspects.
…...
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The human mind needs nature in order to think most deeply. Pretending to be other creatures, children practise metaphor and empathy alike.
In 'Fifty Years On, the Silence of Rachel Carson’s Spring Consumes Us', The Guardian (25 Sep 2012),
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The idiot, the Indian, the child and unschooled farmer’s boy stand nearer to the light by which nature is to be read, than the dissector or the antiquary.
Concluding sentence in 'History', collected in The Complete Works of Ralph Waldo Emerson (1903), 41.
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The important thing is not so much that every child should be taught, as that every child should have the opportunity of teaching itself. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.
[Elementary Education, Revised New Code (1871), Resolution.] Hansard's Parliamentary Debates (19 Jul 1872), vol. 207, 1463. Also in The Pleasures of Life (2007), 71.(Appleton, 1887), 183-184, or (2007), 71.
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The issue is not to teach [a child] the sciences, but to give him the taste for loving them.
Émile, or, On Education, new translation by Alan Bloom (1979), 172.
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The laboratory work was the province of Dr Searle, an explosive, bearded Nemesis who struck terror into my heart. If one made a blunder one was sent to ‘stand in the corner’ like a naughty child. He had no patience with the women students. He said they disturbed the magnetic equipment, and more than once I heard him shout ‘Go and take off your corsets!’ for most girls wore these garments then, and steel was beginning to replace whalebone as a stiffening agent. For all his eccentricities, he gave us excellent training in all types of precise measurement and in the correct handling of data.
In Cecilia Payne-Gaposchkin: An Autobiography and Other Recollections (1996), 116.
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The monstrous evils of the twentieth century have shown us that the greediest money grubbers are gentle doves compared with money-hating wolves like Lenin, Stalin, and Hitler, who in less than three decades killed or maimed nearly a hundred million men, women, and children and brought untold suffering to a large portion of mankind.
In 'Money', In Our Time (1976), 37.
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The more intelligence mankind bestows upon technology, the less knowledge a child is required to learn. If this pattern is never changed, the generation of the future may become reduced to nothing more than lifeless drones born for nothing except pushing buttons on a machine that lives the lives of their masters.
Devin Dye
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The object of teaching a child is to enable him to get along without his teacher.
Used as epigraph on cover of Harry Persons Taber and Elbert Hubbard, The Philistine: A Periodical of Protest (Apr 1902), Vol. 14, 128.
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The person who observes a clock, sees in it not only the pendulum swinging to and fro, and the dial-plate, and the hands moving, for a child can see all this; but he sees also the parts of the clock, and in what connexion the suspended weight stands to the wheel-work, and the pendulum to the moving hands.
'The Study of the Natural Sciences: An Introductory Lecture to the Course of Experimental Chemistry in the University of Munich, for the Winter Session of 1852-53,' as translated and republished in The Medical Times and Gazette (22 Jan 1853), N.S. Vol. 6, 82.
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The right that must become paramount is not the right to procreate, but rather the right of every child to be born with a sound physical and mental constitution, based on a sound genotype. No parents will in that future time have the right to burden society with a malformed or mentally incompetent child. Just as every child must have the right to full educational opportunity and a sound nutrition, so every child has the inalienable right to a sound heritage.
Expressing concern that in a coming overpopulated world, “sacred rights of man must alter.” Presidential Address (28 Dec 1970) to the American Association for the Advancement of Science. 'Science: Endless Horizons or Golden Age?', Science (8 Jan 1971), 171, No. 3866, 24. As quoted in obituary by Douglas Martin, New York Times (20 Jan 2005).
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The situation with regard to insulin is particularly clear. In many parts of the world diabetic children still die from lack of this hormone. ... [T]hose of us who search for new biological facts and for new and better therapeutic weapons should appreciate that one of the central problems of the world is the more equitable distribution and use of the medical and nutritional advances which have already been established. The observations which I have recently made in parts of Africa and South America have brought this fact very forcible to my attention.
'Studies on Diabetes and Cirrhosis', Proceedings, American Philosophical Society (1952) 96, No. 1, 29.
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The stimulus of competition, when applied at an early age to real thought processes, is injurious both to nerve-power and to scientific insight.
In The Preparation of the Child for Science (1904), 44.
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The symbol A is not the counterpart of anything in familiar life. To the child the letter A would seem horribly abstract; so we give him a familiar conception along with it. “A was an Archer who shot at a frog.” This tides over his immediate difficulty; but he cannot make serious progress with word-building so long as Archers, Butchers, Captains, dance round the letters. The letters are abstract, and sooner or later he has to realise it. In physics we have outgrown archer and apple-pie definitions of the fundamental symbols. To a request to explain what an electron really is supposed to be we can only answer, “It is part of the A B C of physics”.
In Introduction to The Nature of the Physical World (1928), xiv.
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The teens are emotionally unstable and pathic. It is a natural impulse to experience hot and perfervid psychic states, and it is characterized by emotionalism. We see here the instability and fluctuations now so characteristic. The emotions develop by contrast and reaction into the opposite.
Hall, GS (1904b). Adolescence: Its psychology and its relations to physiology, anthropology, sociology, sex, crime, religion and education (1904), Vol. 2, 74-75.
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The thing about electronic games is that they are basically repetitive. After a while, the children get bored. They need something different. [Meccano construction toy kits] offer creativity, a notion of mechanics, discovery of the world around you.
As quoted in by Hugh Schofield in web article 'Meccano Revives French Production' (23 Dec 2010).
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The understanding of atomic physics is child’s play, compared with the understanding of child’s play.
…...
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The use of the atomic bomb with its indiscriminate killing of women and children, revolts my soul.
Letter (8 Aug 1945) to Colonel John Callan O’Laughlin, publisher of Army an Navy Journal, as quoted in Gar Alperovitz, The Decision to Use the Atomic Bomb (1996), 459. Cited as O’Laughlin Correspondence File, Box 171, Post-Presidential Papers, Herbert Hoover Presidential Library.
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The way a child discovers the world constantly replicates the way science began. You start to notice what’s around you, and you get very curious about how things work. How things interrelate. It’s as simple as seeing a bug that intrigues you. You want to know where it goes at night; who its friends are; what it eats.
In David Chronenberg and Chris Rodley (ed.), Chronenberg on Chronenberg (1992), 5.
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The wisest decision I ever made with regard to science, I made as a child. In the summer of 1932, shortly after my thirteenth birthday, I decided to become a zoologist, because I thought it would be fascinating to visit distant parts of the world and study exotic animals. I was right. It has been.
In 'Integrative Biology: An Organismic Biologist’s Point of View', Integrative and Comparative Biology (2005), 45, 332.
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The world is only saved by the breath of the school children.
Talmud
Louis Klopsch, Many Thoughts of Many Minds (1896), 77.
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There are children playing in the street who could solve some of my top problems in physics, because they have modes of sensory perception that I lost long ago.
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There is no more wild, free, vigorous growth of the forest, but everything is in pots or rows like a rococo garden... The pupil is in the age of spontaneous variation which at no period of life is so great. He does not want a standardized, overpeptonized mental diet. It palls on his appetite.
Hall, GS (1904b). Adolescence: Its psychology and its relations to physiology, anthropology, sociology, sex, crime, religion and education (1904), Vol. 2, 509.
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There is no part of the country where in the summer you cannot get a sufficient supply of the best specimens. Teach your children to bring them in for themselves. Take your text from the brooks, not from the booksellers.
Lecture at a teaching laboratory on Penikese Island, Buzzard's Bay. Quoted from the lecture notes by David Starr Jordan, Science Sketches (1911), 146-147.
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There may be frugality which is not economy. A community, that withholds the means of education from its children, withholds the bread of life and starves their souls.
In Rush Welter, American Writings on Popular Education: The Nineteenth Century (1971), 76.
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This speaker reminds me of my childhood in Budapest. There were gypsy magicians who came to town to entertain us children. But as I recollect, there was one important difference: the gypsy only seemed to violate the laws of nature, he never really violated them!
As quoted by William R. Sears in 'Some Recollections of Theodore von Kármán', Address to the Symposium in Memory of Theodore von Kármán, Society for Industrial and Applied Mathematics, National Meeting (13-14 May 1964), Washington, D.C. Printed in Journal of the Society for Industrial and Applied Mathematics (Mar 1965), 13>, No. 1, 178. These are likely not verbatim words of Karman, but as recollected by Sears giving an example of von Kármán’s biting anecdotes at public meetings when criticizing a paper he thought really misleading “pseudoscience.”
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This work should commence with the conception of man, and should describe the nature of the womb, and how the child inhabits it, and in what stage it dwells there, and the manner of its quickening and feeding, and its growth, and what interval there is between one stage of growth and another, and what thing drives it forth from the body of the mother, and for what reason it sometimes emerges from the belly of its mother before the due time.
'Anatomy', in The Notebooks of Leonardo da Vinci, trans. E. MacCurdy (1938), Vol. 1, 139.
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Time is awake when all things sleep.
Time stands straight when all things fall.
Time shuts in all and will not be shut.
Is, was, and shall be are Time’s children.
O Reason! be witness! be stable!
Vyasa
In The Mahabarata (1968), Vol. 1, 31, v. 247-248
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Touch a scientist and you touch a child.
In Los Angeles Times (9 Aug 1976). As cited in Bill Swainson (ed.) Encarta Book of Quotations (200), 131.
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True Agnosticism will not forget that existence, motion, and law-abiding operation in nature are more stupendous miracles than any recounted by the mythologies, and that there may be things, not only in the heavens and earth, but beyond the intelligible universe, which “are not dreamt of in our philosophy.” The theological “gnosis” would have us believe that the world is a conjurer’s house; the anti-theological “gnosis” talks as if it were a “dirt-pie,” made by the two blind children, Law and Force. Agnosticism simply says that we know nothing of what may be behind phenomena.
In Life and Letters of Thomas Henry Huxley (1913), Vol. 3, 98, footnote 3.
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True majorities, in a TV-dominated and anti-intellectual age, may need sound bites and flashing lights–and I am not against supplying such lures if they draw children into even a transient concern with science. But every classroom has one [Oliver] Sacks, one [Eric] Korn, or one [Jonathan] Miller, usually a lonely child with a passionate curiosity about nature, and a zeal that overcomes pressures for conformity. Do not the one in fifty deserve their institutions as well–magic places, like cabinet museums, that can spark the rare flames of genius?
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We are rather like children, who must take a watch to pieces to see how it works.
Explaining to a Daily Herald reporter why he wanted to disintegrate nuclei, as quoted in Freeman Dyson, 'Seeing the Unseen', The New York Review of Books (24 Feb 2005), collected in The Scientist as Rebel (2006), 249.
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We are the children of a technological age. We have found streamlined ways of doing much of our routine work. Printing is no longer the only way of reproducing books. Reading them, however, has not changed...
…...
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We have not known a single great scientist who could not discourse freely and interestingly with a child. Can it be that haters of clarity have nothing to say, have observed nothing, have no clear picture of even their own fields?
In John Steinbeck and Edward Flanders Ricketts, Sea of Cortez: a Leisurely Journal of Travel and Research (1941), 73.
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We have refused to recognize the creativity of youth. We don’t want our children to write poetry or go to the stars. We want them to go steady, get married and have four children.
As quoted in Frances Glennon, 'Student and Teacher of Human Ways', Life (14 Sep 1959), 147.
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We have to keep in practice like musicians. Besides, there are still potentialities to be realized in color film. To us, it’s just like bringing up a child. You don’t stop after you’ve had it.
On product improvement research. As Quoted in Alix Kerr, 'What It Took: Intuition, Goo,' Life (25 Jan 1963), 54, No. 4, 86.
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We live in a capitalist economy, and I have no particular objection to honorable self-interest. We cannot hope to make the needed, drastic improvement in primary and secondary education without a dramatic restructuring of salaries. In my opinion, you cannot pay a good teacher enough money to recompense the value of talent applied to the education of young children. I teach an hour or two a day to tolerably well-behaved near-adults–and I come home exhausted. By what possible argument are my services worth more in salary than those of a secondary-school teacher with six classes a day, little prestige, less support, massive problems of discipline, and a fundamental role in shaping minds. (In comparison, I only tinker with intellects already largely formed.)
…...
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We should have positive expectations of what is in the universe, not fears and dreads. We are made with the realization that we’re not Earthbound, and that our acceptance of the universe offers us room to explore and extend outward. It’s like being in a dark room and imagining all sorts of terrors. But when we turn on the light – technology - suddenly it’s just a room where we can stretch out and explore. If the resources here on Earth are limited, they are not limited in the universe. We are not constrained by the limitations of our planet. As children have to leave the security of family and home life to insure growth into mature adults, so also must humankind leave the security and familiarity of Earth to reach maturity and obtain the highest attainment possible for the human race.
…...
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We tried to transform Tarmac playgrounds into places with pools, and earth where children could grow things. Now the Government is saying we need more classroom space so the schools are building them on the very nature habitats we’ve been working to provide.
Despairing at the loss of green spaces at schools. He was patron of the charity Learning Through Landscapes which worked to create green spaces. As reported by Adam Lusher in 'Sir David Attenborough', Daily Mail (28 Feb 2014).
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We were flying over America and suddenly I saw snow, the first snow we ever saw from orbit. I have never visited America, but I imagined that the arrival of autumn and winter is the same there as in other places, and the process of getting ready for them is the same. And then it struck me that we are all children of our Earth.
As quoted in Kevin W. Kelley (ed.), The Home Planet (1988). Source cited as “submitted by Lev Demin”.
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What a type of happy family is the family of the Sun! With what order, with what harmony, with what blessed peace, do his children the planets move around him, shining with light which they drink in from their parent’s in at once upon him and on one another!
…...
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What shall we say of the intelligence, not to say religion, of those who are so particular to distinguish between fishes and reptiles and birds, but put a man with an immortal soul in the same circle with the wolf, the hyena, and the skunk? What must be the impression made upon children by such a degradation of man?
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What we want is to see the child in pursuit of knowledge, and not knowledge in pursuit of the child.
…...
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When I was a boy, I could cycle out of town and be in fields in ten minutes. I knew where the birds’ nests and badger setts were. Now children’s mothers would tell them they need someone to go with them, to make sure they weren’t molested by a sexual deviant.
Commenting on today’s increased anxiety with health and safety culture. As reported by Adam Lusher in 'Sir David Attenborough', Daily Mail (28 Feb 2014).
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When I was a child, I spoke as a child, I understood as a child, I thought as a child: but when I became a man, I put away childish things.
Bible
(circa 325 A.D.)
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When I was about 13, I cycled from Leicester to the Lake District and back again, collecting fossils and staying in youth hostels. I was away for three weeks, and my mother and father didn’t know where I was. I doubt many parents would let children do that now.
It is about 200 miles each way between his hometown (Leicester) and the Lake District. As reported by Adam Lusher in 'Sir David Attenborough', Daily Mail (28 Feb 2014).
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When men are engaged in war and conquest, the tools of science become as dangerous as a razor in the hands of a child of three. We must not condemn man because his inventiveness and patient conquest of the forces of nature are being exploited for false and destructive purposes. Rather, we should remember that the fate of mankind hinges entirely upon man’s moral development.
In 'I Am an American' (22 Jun 1940), Einstein Archives 29-092. Excerpted in David E. Rowe and Robert J. Schulmann, Einstein on Politics: His Private Thoughts and Public Stands on Nationalism, Zionism, War, Peace, and the Bomb (2007), 470. The British Library Sound Archive holds a recording of this statement by Einstein. It was during a radio broadcast for the Immigration and Naturalization Service, interviewed by a State Department Official. Einstein spoke following an examination on his application for American citizenship in Trenton, New Jersey. The attack on Pearl Harbor and America’s declaration of war on Japan was still over a year in the future.
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When some portion of the biosphere is rather unpopular with the human race–a crocodile, a dandelion, a stony valley, a snowstorm, an odd-shaped flint–there are three sorts of human being who are particularly likely still to see point in it and befriend it. They are poets, scientists and children. Inside each of us, I suggest, representatives of all these groups can be found.
Animals and Why They Matter; A Journey Around the Species Barrier (1983), 145.
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When the child outgrows the narrow circle of family life … then comes the period of the school, whose object is to initiate him into the technicalities of intercommunication with his fellow-men, and to familiarize him with the ideas that underlie his civilization, and which he must use as tools of thought if he would observe and understand the phases of human life around him; for these … are invisible to the human being who has not the aid of elementary ideas with which to see them.
In Psychologic Foundations of Education: An Attempt to Show the Genesis of the Higher Faculties of the Mind (1907), 265.
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When you inoculate children with polio vaccine, you don’t sleep well for two or three months.
As quoted without citation in Greer Williams, Virus Hunters (1959), 289. Webmaster found on the web that, allegedly, the quote is as told to reporters (11 Oct 1954) and reported for the Associated Press from Pittsburgh by Saul Pett—but Webmaster has not found such a print story for verification. The quote appears widely duplicated and circulated, but none found have a citation to a primary print source. Some specify weeks, others say months. Please contact Webmaster if you have a definitive reference to a newspaper article.
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When you say, “The burned child dreads the fire, “ you mean that he is already a master of induction.
Epigraph in Isaac Asimov’s Book of Science and Nature Quotations (1988), 132.
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Who—aside from certain big children who are indeed found in the natural sciences—still believes that the findings of astronomy, biology, physics, or chemistry could teach us anything about the meaning of the world?
Max Weber
In 'Wissenschart aIs Berur', Gessammelte Aufslitze zur Wlssenschaftslehre (1922), 524-525. Originally a Speech at Munich University. Translated as 'Science as a Vocation', reprinted in H. H. Gerlh and C. Wright-Mills (eds.), Max Weber (1974), 142.
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You will be astonished to find how the whole mental disposition of your children changes with advancing years. A young child and the same when nearly grown, sometimes differ almost as much as do a caterpillar and butterfly.
Letter to E. Haeckel (19 Nov 1868). In Charles Darwin and Francis Darwin, The Life and Letters of Charles Darwin (1887), 104.

Young children were sooner allured by love, than driven by beating, to attain good learning.
The Scholemaster (1570), Book 1, Preface.
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[American] Fathers are spending too much time taking care of babies. No other civilization ever let responsible and important men spend their time in this way. They should not be involved in household details. They should take the children on trips, explore with them and talk things over. Men today have lost something by turning towards the home instead of going out of it.
As quoted in Frances Glennon, 'Student and Teacher of Human Ways', Life (14 Sep 1959), 147.
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[American] Motherhood is like being a crack tennis player or ballet dancer—it lasts just so long, then it’s over. We’ve made an abortive effort to turn women into people. We’ve sent them to school and put them in slacks. But we’ve focused on wifehood and reproductivity with no clue about what to do with mother after the children have left home. We’ve found no way of using the resources of women in the 25 years of post-menopausal zest. As a result many women seem to feel they should live on the recognition and care of society.
As quoted in Frances Glennon, 'Student and Teacher of Human Ways', Life (14 Sep 1959), 147.
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[A]s you know, scientific education is fabulously neglected … This is an evil that is inherited, passed on from generation to generation. The majority of educated persons are not interested in science, and are not aware that scientific knowledge forms part of the idealistic background of human life. Many believe—in their complete ignorance of what science really is—that it has mainly the ancillary task of inventing new machinery, or helping to invent it, for improving our conditions of life. They are prepared to leave this task to the specialists, as they leave the repairing of their pipes to the plumber. If persons with this outlook decide upon the curriculum of our children, the result is necessarily such as I have just described it.
Opening remarks of the second of four public lectures for the Dublin Institute for Advanced Studies at University College, Dublin (Feb 1950), The Practical Achievements of Science Tending to Obliterate its True Import', collected in Science and Humanism: Physics in Our Time (1951). Reprinted in 'Nature and the Greeks' and 'Science and Humanism' (1996), 113.
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[Concerning] the usual contempt with which an orthodox analytic group treats all outsiders and strangers ... I urge you to think of the young psychoanalysts as your colleagues, collaborators and partners and not as spies, traitors and wayward children. You can never develop a science that way, only an orthodox church.
Letter to a colleague (Nov 1960). In Colin Wilson, New Pathways in Psychology: Maslow and the Post-Freudian Revolution (1972, 2001), 154.
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[Haunted by the statistic that the best predictor of SAT scores is family income:] Where you were born, into what family you are born, what their resources are, are to a large extent are going to determine the quality of education you receive, beginning in preschool and moving all the way up through college.
And what this is going to create in America is a different kind of aristocracy that's going to be self-perpetuating, unless we find ways to break that juggernaut.
... I think what that really reflects is the fact that resources, and not wealth necessarily, but just good middle-class resources, can buy quality of experience for children.
In a segment from PBS TV program, Newshour (9 Sep 2013).
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[I]magine you want to know the sex of your unborn child. There are several approaches. You could, for example, do what the late film star ... Cary Grant did before he was an actor: In a carnival or fair or consulting room, you suspend a watch or a plumb bob above the abdomen of the expectant mother; if it swings left-right it's a boy, and if it swings forward-back it's a girl. The method works one time in two. Of course he was out of there before the baby was born, so he never heard from customers who complained he got it wrong. ... But if you really want to know, then you go to amniocentesis, or to sonograms; and there your chance of being right is 99 out of 100. ... If you really want to know, you go to science.
In 'Wonder and Skepticism', Skeptical Enquirer (Jan-Feb 1995), 19, No. 1.
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[On mediocrity] What we have today is a retreat into low-level goodness. Men are all working hard building barbecues, being devoted to their wives and spending time with their children. Many of us feel, “We never had it so good!” After three wars and a depression, we’re impressed by the rising curve. All we want is it not to blow up.
As quoted in Frances Glennon, 'Student and Teacher of Human Ways', Life (14 Sep 1959), 147.
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[On suburbia] We’re bringing up our children in one-class areas. When they grow up and move to a city or go abroad, they’re not accustomed to variety and they get uncertain and insecure. We should bring up our children where they’re exposed to all types of people.
As quoted in Frances Glennon, 'Student and Teacher of Human Ways', Life (14 Sep 1959), 147.
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[Penguins] are extraordinarily like children, these little people of the Antarctic world, either like children, or like old men, full of their own importance and late for dinner, in their black tail-coats and white shirt-fronts — and rather portly withal.
In The Worst Journey in the World (1922), 64.
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[Physicists] feel that the field of bacterial viruses is a fine playground for serious children who ask ambitious questions.
From 'Experiments with Bacterial Viruses (Bacteriophages)', Harvey Lecture (1946), 41, 161. As cited in Robert Olby, The Path of the Double Helix: The Discovery of DNA (1974, 1994), 237.
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[The teaching of Nature] is harsh and wasteful in its operation. Ignorance is visited as sharply as wilful disobedience—incapacity meets with the same punishment as crime. Nature’s discipline is not even a word and a blow, and the blow first; but the blow without the word. It is left to you to find out why your ears are boxed.
The object of what we commonly call education—that education in which man intervenes, and which I shall distinguish as artificial education—is to make good these defects in Nature’s methods; to prepare the child to receive Nature’s education, neither incapably, nor ignorantly, nor with wilful disobedience; and to understand the preliminary symptoms of her displeasure, without waiting for the box on the ear. In short, all artificial education ought to he an anticipation of natural education. And a liberal education is an artificial education, which has not only prepared a man to escape the great evils of disobedience to natural laws, but has trained him to appreciate and to seize upon the rewards, which Nature scatters with as free a hand as her penalties.
From Inaugural Address as Principal, South London Working Men’s College, in 'A Liberal Education; and Where to Find it', Macmillan's Magazine (Mar 1868), 17, 370.
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Carl Sagan Thumbnail In science it often happens that scientists say, 'You know that's a really good argument; my position is mistaken,' and then they would actually change their minds and you never hear that old view from them again. They really do it. It doesn't happen as often as it should, because scientists are human and change is sometimes painful. But it happens every day. I cannot recall the last time something like that happened in politics or religion. (1987) -- Carl Sagan
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- 90 -
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- 40 -
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