Elementary Quotes (23 quotes)
The supreme task of the physicist is to arrive at those universal elementary laws from which the cosmos can be built up by pure deduction. There is no logical path to these laws; only intuition, resting on sympathetic understanding of experience, can reach them. In this methodological uncertainty, one might suppose that there were any number of possible systems of theoretical physics all equally well justified; and this opinion is no doubt correct, theoretically. But the development of physics has shown that at any given moment, out of all conceivable constructions, a single one has always proved itself decidedly superior to all the rest.
[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.
[On the propulsive force of rockets] One part of fire takes up as much space as ten parts of air, and one part of air takes up the space of ten parts of water, and one part of water as much as ten parts of earth. Now powder is earth, consisting of the four elementary principles, and when the sulfur conducts the fire into the dryest part of the powder, fire, and air increase … the other elements also gird themselves for battle with each other and the rage of battle is changed by their heat and moisture into a strong wind.
But indeed, the English generally have been very stationary in latter times, and the French, on the contrary, so active and successful, particularly in preparing elementary books, in the mathematical and natural sciences, that those who wish for instruction, without caring from what nation they get it, resort universally to the latter language.
Does the evolutionary doctrine clash with religious faith? It does not. It is a blunder to mistake the Holy Scriptures for elementary textbooks of astronomy, geology, biology, and anthropology. Only if symbols are construed to mean what they are not intended to mean can there arise imaginary, insoluble conflicts. ... the blunder leads to blasphemy: the Creator is accused of systematic deceitfulness.
I believe that, as men occupied with the study and treatment of disease, we cannot have too strong a conviction that the problems presented to us are physical problems, which perhaps we may never solve, but still admitting of solution only in one way, namely, by regarding them as part of an unbroken series, running up from the lowest elementary conditions of matter to the highest composition of organic structure.
I do not believe that a real understanding of the nature of elementary particles can ever be achieved without a simultaneous deeper understanding of the nature of spacetime itself.
In recent years several new particles have been discovered which are currently assumed to be “elementary,” that is, essentially structureless. The probability that all such particles should be really elementary becomes less and less as their number increases. It is by no means certain that nucleons, mesons, electrons, neutrinos are all elementary particles.
It is a peculiar feature in the fortune of principles of such high elementary generality and simplicity as characterise the laws of motion, that when they are once firmly established, or supposed to be so, men turn with weariness and impatience from all questionings of the grounds and nature of their authority. We often feel disposed to believe that truths so clear and comprehensive are necessary conditions, rather than empirical attributes of their subjects: that they are legible by their own axiomatic light, like the first truths of geometry, rather than discovered by the blind gropings of experience.
Judging from our experience upon this planet, such a history, that begins with elementary particles, leads perhaps inevitably toward a strange and moving end: a creature that knows, a science-making animal, that turns back upon the process that generated him and attempts to understand it. Without his like, the universe could be, but not be known, and this is a poor thing. Surely this is a great part of our dignity as men, that we can know, and that through us matter can know itself; that beginning with protons and electrons, out of the womb of time and the vastnesses of space, we can begin to understand; that organized as in us, the hydrogen, the carbon, the nitrogen, the oxygen, those 16-21 elements, the water, the sunlight—all having become us, can begin to understand what they are, and how they came to be.
Men are noisy, narrow-band devices, but their nervous systems have very many parallel and simultaneously active channels. Relative to men, computing machines are very fast and very accurate, but they are constrained to perform only one or a few elementary operations at a time. Men are flexible, capable of “programming themselves contingently” on the basis of newly received information. Computing machines are single-minded, constrained by their “pre-programming.”
My view, the skeptical one, holds that we may be as far away from an understanding of elementary particles as Newton's successors were from quantum mechanics. Like them, we have two tremendous tasks ahead of us. One is to study and explore the mathematics of the existing theories. The existing quantum field-theories may or may not be correct, but they certainly conceal mathematical depths which will take the genius of an Euler or a Hamilton to plumb. Our second task is to press on with the exploration of the wide range of physical phenomena of which the existing theories take no account. This means pressing on with experiments in the fashionable area of particle physics. Outstanding among the areas of physics which have been left out of recent theories of elementary particles are gravitation and cosmology
The cause of nutrition and growth resides not in the organism as a whole but in the separate elementary parts—the cells.
The elementary parts of all tissues are formed of cells in an analogous, though very diversified manner, so that it may be asserted, that there is one universal principle of development for the elementary parts of organisms, however different, and that this principle is the formation of cells.
The mathematically formulated laws of quantum theory show clearly that our ordinary intuitive concepts cannot be unambiguously applied to the smallest particles. All the words or concepts we use to describe ordinary physical objects, such as position, velocity, color, size, and so on, become indefinite and problematic if we try to use them of elementary particles.
The method of arithmetical teaching is perhaps the best understood of any of the methods concerned with elementary studies.
The only royal road to elementary geometry is ingenuity.
The principal result of my investigation is that a uniform developmental principle controls the individual elementary units of all organisms, analogous to the finding that crystals are formed by the same laws in spite of the diversity of their forms.
The Theory of Relativity confers an absolute meaning on a magnitude which in classical theory has only a relative significance: the velocity of light. The velocity of light is to the Theory of Relativity as the elementary quantum of action is to the Quantum Theory: it is its absolute core.
There is no kind of material, no body, and no thing that can be produced or conceived of, which is not made up of elementary particles; and nature does not admit of a truthful exploration in accordance with the doctrines of the physicists without an accurate demonstration of the primary causes of things, showing how and why they are as they are.
We set out, therefore, with the supposition that an organised body is not produced by a fundamental power which is guided in its operation by a definite idea, but is developed, according to blind laws of necessity, by powers which, like those of inorganic nature, are established by the very existence of matter. As the elementary materials of organic nature are not different from those of the inorganic kingdom, the source of the organic phenomena can only reside in another combination of these materials, whether it be in a peculiar mode of union of the elementary atoms to form atoms of the second order, or in the arrangement of these conglomerate molecules when forming either the separate morphological elementary parts of organisms, or an entire organism.
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.
When the logician has resolved each demonstration into a host of elementary operations, all of them correct, he will not yet be in possession of the whole reality, that indefinable something that constitutes the unity ... Now pure logic cannot give us this view of the whole; it is to intuition that we must look for it.