Desk Quotes (13 quotes)
[Elementary student, laying a cocoon on the teacher's desk:] That is serendipity. The caterpillar thinks it is dying but it is really being born.
Buffon said unreservedly, "Genius is simply patience carried to the extreme." To those who asked how he achieved fame he replied: "By spending forty years of my life bent over my writing desk.”
First, the chief character, who is supposed to be a professional astronomer, spends his time fund raising and doing calculations at his desk, rather than observing the sky. Second, the driving force of a scientific project is institutional self-aggrandizement rather than intellectual curiosity.
[About the state of affairs in academia.]
[About the state of affairs in academia.]
I do not maintain that the chief value of the study of arithmetic consists in the lessons of morality that arise from this study. I claim only that, to be impressed from day to day, that there is something that is right as an answer to the questions with which one is able to grapple, and that there is a wrong answer—that there are ways in which the right answer can be established as right, that these ways automatically reject error and slovenliness, and that the learner is able himself to manipulate these ways and to arrive at the establishment of the true as opposed to the untrue, this relentless hewing to the line and stopping at the line, must color distinctly the thought life of the pupil with more than a tinge of morality. … To be neighborly with truth, to feel one’s self somewhat facile in ways of recognizing and establishing what is right, what is correct, to find the wrong persistently and unfailingly rejected as of no value, to feel that one can apply these ways for himself, that one can think and work independently, have a real, a positive, and a purifying effect upon moral character. They are the quiet, steady undertones of the work that always appeal to the learner for the sanction of his best judgment, and these are the really significant matters in school work. It is not the noise and bluster, not even the dramatics or the polemics from the teacher’s desk, that abide longest and leave the deepest and stablest imprint upon character. It is these still, small voices that speak unmistakably for the right and against the wrong and the erroneous that really form human character. When the school subjects are arranged on the basis of the degree to which they contribute to the moral upbuilding of human character good arithmetic will be well up the list.
I find sitting at a specially equipped desk in front of some pretty ugly plastics and staring at a little window is a very unnatural event.
I went to the trash pile at Tuskegee Institute and started my laboratory with bottles, old fruit jars and any other thing I found I could use. … [The early efforts were] worked out almost wholly on top of my flat topped writing desk and with teacups, glasses, bottles and reagents I made myself.
If there is no solace in the fruits of our research, there is at least some consolation in the research itself. Men and women are not content to comfort themselves with tales of gods and giants, or to confine their thoughts to the daily affairs of life; they also build telescopes and satellites and accelerators and sit at their desks for endless hours working out the meaning of the data they gather.
In a class I was taking there was one boy who was much older than the rest. He clearly had no motive to work. I told him that, if he could produce for me, accurately to scale, drawings of the pieces of wood required to make a desk like the one he was sitting at, I would try to persuade the Headmaster to let him do woodwork during the mathematics hours—in the course of which, no doubt, he would learn something about measurement and numbers. Next day, he turned up with this task completed to perfection. This I have often found with pupils; it is not so much that they cannot do the work, as that they see no purpose in it.
Inspiration plays no less a role in science than it does in the realm of art. It is a childish notion to think that a mathematician attains any scientifically valuable results by sitting at his desk with a ruler, calculating machines or other mechanical means. The mathematical imagination of a Weierstrass is naturally quite differently oriented in meaning and result than is the imagination of an artist, and differs basically in quality. But the psychological processes do not differ. Both are frenzy (in the sense of Plato’s “mania”) and “inspiration.”
My Volta is always busy. What an industrious scholar he is! When he is not paying visits to museums or learned men, he devotes himself to experiments. He touches, investigates, reflects, takes notes on everything. I regret to say that everywhere, inside the coach as on any desk, I am faced with his handkerchief, which he uses to wipe indifferently his hands, nose and instruments.
This is often the way it is in physics—our mistake is not that we take our theories too seriously, but that we do not take them seriously enough. It is always hard to realize that these numbers and equations we play with at our desks have something to do with the real world.
When [Erwin Schrödinger] went to the Solvay conferences in Brussels, he would walk from the station to the hotel where the delegates stayed, carrying all his luggage in a rucksack and looking so like a tramp that it needed a great deal of argument at the reception desk before he could claim a room.
When you can dump a load of bricks on a corner lot, and let me watch them arrange themselves into a house — when you can empty a handful of springs and wheels and screws on my desk, and let me see them gather themselves together into a watch — it will be easier for me to believe that all these thousands of worlds could have been created, balanced, and set to moving in their separate orbits, all without any directing intelligence at all.