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Who said: “The conservation of natural resources is the fundamental problem. Unless we solve that problem it will avail us little to solve all others.”
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Home > Category Index for Science Quotations > Category Index G > Category: Glow

Glow Quotes (15 quotes)

Firefly meteorites blazed against a dark background, and sometimes the lightning was frighteningly brilliant. Like a boy, I gazed open-mouthed at the fireworks, and suddenly, before my eyes, something magical occurred. A greenish radiance poured from Earth directly up to the station, a radiance resembling gigantic phosphorescent organ pipes, whose ends were glowing crimson, and overlapped by waves of swirling green mist.
“Consider yourself very lucky, Vladimir,” I said to myself, “to have watched the northern lights.”
…...
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Frost is but slender weeks away,
Tonight the sunset glow will stay,
Swing to the north and burn up higher
And Northern Lights wall earth with fire.
Nothing is lost yet, nothing broken,
And yet the cold blue word is spoken:
Say goodbye to the sun.
The days of love and leaves are done.
Apples by Ocean (1950), 10.
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Heat is a universal solvent, melting out of things their power of resistance, and sucking away and removing their natural strength with its fiery exhalations so that they grow soft, and hence weak, under its glow.
Vitruvius
In De Architectura, Book 1, Chap 4, Sec. 3. As translated in Morris Hicky Morgan (trans.), Vitruvius: The Ten Books on Architecture (1914), 18.
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I would rather be ashes than dust!
I would rather that my spark should burn out in a brilliant blaze than it should be stifled by dry-rot.
I would rather be a superb meteor, every atom of me in magnificent glow, than a sleepy and permanent planet.
The proper function of man is to live, not to exist.
I shall not waste my days in trying to prolong them.
I shall use my time.
'Jack London Credo' quoted, without citing a source, in Irving Shepard (ed.), Jack London’s Tales of Adventure (1956), Introduction, vii. (Irving Shepard was London's literary executor.) This sentiment, expressed two months before his death, was quoted by journalist Ernest J. Hopkins in the San Francisco Bulletin (2 Dec 1916), Pt. 2, 1. No direct source in London's writings has been found, though he wrote “I would rather be ashes than dust&rdquo. as an inscription in an autograph book. Biographer Clarice Stasz cautions that although Hopkins had visited the ranch just weeks before London's death, the journalist's quote (as was not uncommon in his time) is not necessarily reliable, or may be his own invention. See this comment in 'Apocrypha' appended to Jack London, The Call Of The Wild (eBookEden.com).
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Life has found ways to flourish in boiling hot springs and on icy mountain tops, to fly, glow in the dark, put forth leaves in a rainless desert, or plumb the ocean, reproducing and adapting, reincarnating itself in new forms in defiance of time and death.
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Mars tugs at the human imagination like no other planet. With a force mightier than gravity, it attracts the eye to its shimmering red presence in the clear night sky. It is like a glowing ember in a field of ethereal lights, projecting energy and promise. It inspires visions of an approachable world. The mind vaults to thoughts of what might have been (if Mars were a litter closer to the warming Sun) and of what could be (if humans were one day to plant colonies there). Mysterious Mars, alluring Mars, fourth planet from the Sun: so far away and yet, on a cosmic scale, so very near.
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One of our joys was to go into our workroom at night; we then perceived on all sides the feebly luminous silhouettes of the bottles or capsules containing our products. It was really a lovely sight and one always new to us. The glowing tubes looked like faint, fairy lights.
As translated by Charlotte and Vernon Kellogg in Marie Curie, Pierre Curie (1923), 188.
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Painting the desert, sun-setting the tone
Starving backstage, morning-stars are jaded
The moonshine murmur still shivers alone
Curved slice of sliver, shear breath shadows stone
Suspending twilight shiny and shaded
Painting the desert, sun-setting the tone
Carving solace into silver in June
On horizons’ glow from forgotten gold
The moonshine’s’ shilling delivers alone
Gleaming duels of knights, pierce deathly silence
Steel tines of starlight, clashing swords they hold
Painting the desert, sun-setting the tone
Dimples aware, sparkle sand on the dune
Winking at comets, after tails are told
The moon-sand whispers, sift rivers alone
Sharpness they hone, filing skills onto stone
Starlight dazzles, its own space created
Painting the desert, sun-setting the tone
From owls’ talon, moonlight shimmers alone
…...
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That ability to impart knowledge … what does it consist of? … a deep belief in the interest and importance of the thing taught, a concern about it amounting to a sort of passion. A man who knows a subject thoroughly, a man so soaked in it that he eats it, sleeps it and dreams it—this man can always teach it with success, no matter how little he knows of technical pedagogy. That is because there is enthusiasm in him, and because enthusiasm is almost as contagious as fear or the barber’s itch. An enthusiast is willing to go to any trouble to impart the glad news bubbling within him. He thinks that it is important and valuable for to know; given the slightest glow of interest in a pupil to start with, he will fan that glow to a flame. No hollow formalism cripples him and slows him down. He drags his best pupils along as fast as they can go, and he is so full of the thing that he never tires of expounding its elements to the dullest.
This passion, so unordered and yet so potent, explains the capacity for teaching that one frequently observes in scientific men of high attainments in their specialties—for example, Huxley, Ostwald, Karl Ludwig, Virchow, Billroth, Jowett, William G. Sumner, Halsted and Osler—men who knew nothing whatever about the so-called science of pedagogy, and would have derided its alleged principles if they had heard them stated.
In Prejudices: third series (1922), 241-2.
For a longer excerpt, see H.L. Mencken on Teaching, Enthusiasm and Pedagogy.
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The evening was calm, the calmest we had known above the North Col. The smooth, outward dipping slabs glowed in the fast setting sun and, at an immense distance beneath, clouds concealed the valleys and lesser peaks. There was nothing to obstruct the tremendous prospect. Seen from Everest, great peaks that dominate the climber as he toils along the East Rongbuk Glacier, and up the slopes of the North Col, show like insignificant ripples at the base of a great ocean roller. Even the North Peak was but a stepping-stone to quick-footed vision.
…...
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The vast spread
Of darkness
That speaks of mystery
The darkness that reveals
The beauty that lies beneath
In the form of glittering
Stars, a countless beauty
That seemed to conceal
A million stories
That can make the mankind
Take a new look at life
And the majestic moon
That silently looks at mankind
Wondering how its serenity
Was disturbed by the little steps
Of a man from the beautiful earth
Yet softly smiling back
And let the world sleep
In its magical glow
A glow that soothes
The world’s senses
And forget the pain of reality
…...
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There was a loudspeaker that reported on the time left before the blast: “T-minus ten minutes”—something like that. The last few seconds were counted off one by one. We had all turned away. At zero there was the flash. I counted and then turned around. The first thing I saw was a yellow-orange fireball that kept getting larger. As it grew, it turned more orange and then red. A mushroom-shaped cloud of glowing magenta began to rise over the desert where the explosion had been. My first thought was, “My God, that is beautiful!”
(1982).
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Thinking is merely the comparing of ideas, discerning relations of likeness and of difference between ideas, and drawing inferences. It is seizing general truths on the basis of clearly apprehended particulars. It is but generalizing and particularizing. Who will deny that a child can deal profitably with sequences of ideas like: How many marbles are 2 marbles and 3 marbles? 2 pencils and 3 pencils? 2 balls and 3 balls? 2 children and 3 children? 2 inches and 3 inches? 2 feet and 3 feet? 2 and 3? Who has not seen the countenance of some little learner light up at the end of such a series of questions with the exclamation, “Why it’s always that way. Isn’t it?” This is the glow of pleasure that the generalizing step always affords him who takes the step himself. This is the genuine life-giving joy which comes from feeling that one can successfully take this step. The reality of such a discovery is as great, and the lasting effect upon the mind of him that makes it is as sure as was that by which the great Newton hit upon the generalization of the law of gravitation. It is through these thrills of discovery that love to learn and intellectual pleasure are begotten and fostered. Good arithmetic teaching abounds in such opportunities.
In Arithmetic in Public Education (1909), 13. As quoted and cited in Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath’s Quotation-book (1914), 68.
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Two lights for guidance. The first, our little glowing atom of community, with all that it signifies. The second, the cold light of the stars, symbol of the hypercosmical reality, with its crystal ecstasy. Strange that in this light, in which even the dearest love is frostily asserted, and even the possible defeat of our half-waking world is contemplated without remission of praise, the human crisis does not lose but gains significance. Strange, that it seems more, not less, urgent to play some part in this struggle, this brief effort of animalcules striving to win for their race some increase of lucidity before the ultimate darkness.
…...
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Underneath his sweetness and gentleness was the heat of a volcano. [Michael Faraday] was a man of excitable and fiery nature; but through high self-discipline he had converted the fire into a central glow and motive power of life, instead of permitting it to waste itself in useless passion.
In Faraday as a Discoverer (1868), 37.
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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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Charles Babbage
Ibn Khaldun
Euclid
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Andre Ampere
Winston Churchill
- 80 -
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- 70 -
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Thomas Edison
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- 60 -
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- 50 -
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- 40 -
Pierre Fermat
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Archimedes
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- 30 -
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- 20 -
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- 10 -
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