[Why people buy quarter-inch drill bits.] They don't want quarter-inch bits. They want quarter-inch holes.

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!

A superficial knowledge of mathematics may lead to the belief that this subject can be taught incidentally, and that exercises akin to counting the petals of flowers or the legs of a grasshopper are mathematical. Such work ignores the fundamental idea out of which quantitative reasoning grows—the equality of magnitudes. It leaves the pupil unaware of that relativity which is the essence of mathematical science. Numerical statements are frequently required in the study of natural history, but to repeat these as a drill upon numbers will scarcely lend charm to these studies, and certainly will not result in mathematical knowledge.

A teacher of mathematics has a great opportunity. If he fills his allotted time with drilling his students in routine operations he kills their interest, hampers their intellectual development, and misuses his opportunity. But if he challenges the curiosity of his students by setting them problems proportionate to their knowledge, and helps them to solve their problems with stimulating questions, he may give them a taste for, and some means of, independent thinking.

I don’t think America can just drill itself out of its current energy situation. We don’t need to destroy the environment to meet our energy needs. We need smart, comprehensive, common-sense approaches that balance the need to increase domestic energy supplies with the need to maximize energy efficiency.

It was the German schoolhouse which destroyed Napoleon III. France, since then, is making monster cannon and drilling soldiers still, but she is also building schoolhouses.

Mathematics may be likened to a large rock whose interior composition we wish to examine. The older mathematicians appear as persevering stone cutters slowly attempting to demolish the rock from the outside with hammer and chisel. The later mathematicians resemble expert miners who seek vulnerable veins, drill into these strategic places, and then blast the rock apart with well placed internal charges.

One should drill the hole where the board is thickest.

Taking … the mathematical faculty, probably fewer than one in a hundred really possess it, the great bulk of the population having no natural ability for the study, or feeling the slightest interest in it*. And if we attempt to measure the amount of variation in the faculty itself between a first-class mathematician and the ordinary run of people who find any kind of calculation confusing and altogether devoid of interest, it is probable that the former could not be estimated at less than a hundred times the latter, and perhaps a thousand times would more nearly measure the difference between them.
[* This is the estimate furnished me by two mathematical masters in one of our great public schools of the proportion of boys who have any special taste or capacity for mathematical studies. Many more, of course, can be drilled into a fair knowledge of elementary mathematics, but only this small proportion possess the natural faculty which renders it possible for them ever to rank high as mathematicians, to take any pleasure in it, or to do any original mathematical work.]

The great companies did not know that the line between hunger and anger is a thin line. And money that might have gone to wages went for gas, for guns, for agents and spies, for blacklists, for drilling. On the highways the people moved like ants and searched for work, for food. And the anger began to ferment.

We have one of his [Newton’s] college memorandum-books, which is highly interesting. The following are some of the entries: “Drills, gravers, a hone, a hammer, and a mandril, 5s.;” “a magnet, 16s.;” “compasses, 2s.;” “glass bubbles, 4s.;” “at the tavern several other times, £1;” “spent on my cousin, 12s.;” “on other acquaintances, 10s.;” “Philosophical Intelligences, 9s. 6d.;” “lost at cards twice, 15s.;” “at the tavern twice, 3s. 6d.;” “to three prisms, £3;” “four ounces of putty, 1s. 4d.;” “Bacon’s Miscellanies, 1s. 6d.;” “a bible binding, 3s.;” “for oranges to my sister, 4s. 2d.;” “for aquafortis, sublimate, oyle pink, fine silver, antimony, vinegar, spirit of wine, white lead, salt of tartar, £2;” “Theatrum chemicum, £1 8s.”

We urgently need [the landmark National Ocean Policy] initiative, as we use our oceans heavily: Cargo ships crisscross the sea, carrying goods between continents. Commercial and recreational fishing boats chase fish just offshore. Cruise ships cruise. Oil and gas drilling continues, but hopefully we will add renewable energy projects as well. Without planning, however, these various industrial activities amount to what we call “ocean sprawl,” steamrolling the resources we rely upon for our livelihoods, food, fun, and even the air we breathe. While humankind relies on many of these industries, we also need to keep the natural riches that support them healthy and thriving. As an explorer, I know firsthand there are many places in the ocean so full of life that they should be protected.