Classroom Quotes (11 quotes)
“On earth there is nothing great but man; and in man there is nothing great but mind.”
A favorite quote by Phavorinus which Hamilton used as a motto posted in his classroom.
A favorite quote by Phavorinus which Hamilton used as a motto posted in his classroom.
As translated from a reported quote by Phavorinus. Hamilton showed his fondness for this motto by having it painted in gold letters on a green board posted on his classroom wall, behind the chair. However, he did not originate it. He made this clear during a lecture, when he stated, “‘On earth’ says a forgotten philosopher, ‘there is nothing great but man; and in man there is nothing great but mind.’” This was in Lecture II, 'Philosophy—Its Absolute Utility (B) Objective' (1836), part of Hamilton’s Biennial Course while Chair of Logic and Mathematics, University of Edinburgh. The lectures were collected and annotated by editors Henry L. Mansel and John Veitch, in Lectures on Metaphysics and Logic (1858, 6th ed. 1877), 24. The epigraph following the title page of this book also reads, “On earth, there is nothing great but man, and in man there is nothing great but Mind.” Since the collection was published posthumously, Webmaster speculates this was the choice of the editors, as Hamilton’s motto. In the book, a footnote to the quote identifies the philosopher as “Phavorinus, quoted by Joannes Picus Mirandulanus, In Astrologiam, lib. iii p.351*, Basil, ed.” This information was found by an editor in Hamilton’s Commonplace-Book or fragmentary papers. An editor’s own addition to the footnote gives “For notice of Phavorinus, see Vossius, De Hist. Grœc, lib. ii c. 10.” Thus, although this quote is widely seen attributed to Sir William Hamilton, and although he may have been very fond of repeating it, his own notes reveal the original author was the ancient philosopher, Phavorinus. In the Latin written in Basil’s work, Mirandula stated that Phavorinus said “Nihil magnum in terra praeter hominem, nihil magnum in homine praeter mentem & animum.” A footnote points this out in Lester Frank Ward, Pure Sociology: A Treatise on the Origin and Spontaneous Development of Society (1921), 496. *Ward corrects the page number to 529, not 351, and notes the passage also occurs in an earlier 1498 edition.
[While in school, before university,] I, like almost all chemists I know, was also attracted by the smells and bangs that endowed chemistry with that slight but charismatic element of danger which is now banned from the classroom. I agree with those of us who feel that the wimpish chemistry training that schools are now forced to adopt is one possible reason that chemistry is no longer attracting as many talented and adventurous youngsters as it once did. If the decline in hands-on science education is not redressed, I doubt that we shall survive the 21st century.
Nobel laureate autobiography in Les Prix Nobel/Nobel Lectures 1996 (1997), 191.
Bringing nature into the classroom can kindle a fascination and passion for the diversity of life on earth and can motivate a sense of responsibility to safeguard it.
As quoted, without source, in Kate Ng, 'David Attenborough turns 95: His best quotes on nature, sustainability and humankind', Independent (8 May 2021).
In science “fact” can only mean “confirmed to such a degree that it would be perverse to withhold provisional assent.” I suppose that apples might start to rise tomorrow, but the possibility does not merit equal time in physics classrooms.
'Evolution as Fact and Theory', in Hen’s Teeth and Horse’s Toes: Further Reflections in Natural History (1983), 255.
It is in scientific honesty that I endorse the presentation of alternative theories for the origin of the universe, life and man in the science classroom. It would be an error to overlook the possibility that the universe was planned rather than happening by chance.
In letter to California State board of Education (14 Sep 1972).
One morning a great noise proceeded from one of the classrooms [of the Braunsberger gymnasium] and on investigation it was found that Weierstrass, who was to give the recitation, had not appeared. The director went in person to Weierstrass’ dwelling and on knocking was told to come in. There sat Weierstrass by a glimmering lamp in a darkened room though it was daylight outside. He had worked the night through and had not noticed the approach of daylight. When the director reminded him of the noisy throng of students who were waiting for him, his only reply was that he could impossibly interrupt his work; that he was about to make an important discovery which would attract attention in scientific circles.
In Karl Weierstrass: Jahrbuch der Deutschen Mathematiker Vereinigung (1897), 6), 88-89. As quoted, cited and translated in Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath’s Quotation-Book (1914), 180.
One of the big misapprehensions about mathematics that we perpetrate in our classrooms is that the teacher always seems to know the answer to any problem that is discussed. This gives students the idea that there is a book somewhere with all the right answers to all of the interesting questions, and that teachers know those answers. And if one could get hold of the book, one would have everything settled. That’s so unlike the true nature of mathematics.
As quoted in L.A. Steen and D.J. Albers (eds.), Teaching Teachers, Teaching Students (1981), 89.
One rarely hears of the mathematical recitation as a preparation for public speaking. Yet mathematics shares with these studies [foreign languages, drawing and natural science] their advantages, and has another in a higher degree than either of them.
Most readers will agree that a prime requisite for healthful experience in public speaking is that the attention of the speaker and hearers alike be drawn wholly away from the speaker and concentrated upon the thought. In perhaps no other classroom is this so easy as in the mathematical, where the close reasoning, the rigorous demonstration, the tracing of necessary conclusions from given hypotheses, commands and secures the entire mental power of the student who is explaining, and of his classmates. In what other circumstances do students feel so instinctively that manner counts for so little and mind for so much? In what other circumstances, therefore, is a simple, unaffected, easy, graceful manner so naturally and so healthfully cultivated? Mannerisms that are mere affectation or the result of bad literary habit recede to the background and finally disappear, while those peculiarities that are the expression of personality and are inseparable from its activity continually develop, where the student frequently presents, to an audience of his intellectual peers, a connected train of reasoning. …
One would almost wish that our institutions of the science and art of public speaking would put over their doors the motto that Plato had over the entrance to his school of philosophy: “Let no one who is unacquainted with geometry enter here.”
Most readers will agree that a prime requisite for healthful experience in public speaking is that the attention of the speaker and hearers alike be drawn wholly away from the speaker and concentrated upon the thought. In perhaps no other classroom is this so easy as in the mathematical, where the close reasoning, the rigorous demonstration, the tracing of necessary conclusions from given hypotheses, commands and secures the entire mental power of the student who is explaining, and of his classmates. In what other circumstances do students feel so instinctively that manner counts for so little and mind for so much? In what other circumstances, therefore, is a simple, unaffected, easy, graceful manner so naturally and so healthfully cultivated? Mannerisms that are mere affectation or the result of bad literary habit recede to the background and finally disappear, while those peculiarities that are the expression of personality and are inseparable from its activity continually develop, where the student frequently presents, to an audience of his intellectual peers, a connected train of reasoning. …
One would almost wish that our institutions of the science and art of public speaking would put over their doors the motto that Plato had over the entrance to his school of philosophy: “Let no one who is unacquainted with geometry enter here.”
In A Scrap-book of Elementary Mathematics: Notes, Recreations, Essays (1908), 210-211.
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 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).
Young writers find out what kinds of writers they are by experiment. If they choose from the outset to practice exclusively a form of writing because it is praised in the classroom or otherwise carries appealing prestige, they are vastly increasing the risk inherent in taking up writing in the first place.
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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) -- 
