High School Quotes (15 quotes)

High Schools Quotes

High Schools Quotes

[In high school,] I continued interest in experiments in physics related to astronomy and spectroscopy. I remember building various gadgets involved with the spectrograph in country houses that we rented in the summer, well before going to college. About 1923 our school radio club erected a giant-antenna and communicated with Australia by voice, which was I think early for radio amateurs. I had an early interest in radio. I remember back in summer camp hearing radio stations with an old crystal detector with coils I had wound when I was only nine or ten. Thus, I had an interest in radio at the beginning of radio astronomy in the United States [1933].

As a second year high school chemistry student, I still have a vivid memory of my excitement when I first saw a chart of the periodic table of elements. The order in the universe seemed miraculous, and I wanted to study and learn as much as possible about the natural sciences.

First, as concerns the

Not less to be recommended is this course if we inquire into the essential purpose of mathematical instruction. Formerly it was too exclusively held that this purpose is to sharpen the understanding. Surely another important end is to implant in the student the conviction that

Doubtless this is true but there is a danger which needs pointing out. It is as in the case of language teaching where the modern tendency is to secure in addition to grammar also an understanding of the authors. The danger lies in grammar being completely set aside leaving the subject without its indispensable solid basis. Just so in Teaching of Mathematics it is possible to accumulate interesting applications to such an extent as to stunt the essential logical development. This should in no wise be permitted, for thus the kernel of the whole matter is lost. Therefore: We do want throughout a quickening of mathematical instruction by the introduction of applications, but we do not want that the pendulum, which in former decades may have inclined too much toward the abstract side, should now swing to the other extreme; we would rather pursue the proper middle course.

*success*of teaching mathematics. No instruction in the high schools is as difficult as that of mathematics, since the large majority of students are at first decidedly disinclined to be harnessed into the rigid framework of logical conclusions. The interest of young people is won much more easily, if sense-objects are made the starting point and the transition to abstract formulation is brought about gradually. For this reason it is psychologically quite correct to follow this course.Not less to be recommended is this course if we inquire into the essential purpose of mathematical instruction. Formerly it was too exclusively held that this purpose is to sharpen the understanding. Surely another important end is to implant in the student the conviction that

*correct thinking based on true premises secures mastery over the outer world*. To accomplish this the outer world must receive its share of attention from the very beginning.Doubtless this is true but there is a danger which needs pointing out. It is as in the case of language teaching where the modern tendency is to secure in addition to grammar also an understanding of the authors. The danger lies in grammar being completely set aside leaving the subject without its indispensable solid basis. Just so in Teaching of Mathematics it is possible to accumulate interesting applications to such an extent as to stunt the essential logical development. This should in no wise be permitted, for thus the kernel of the whole matter is lost. Therefore: We do want throughout a quickening of mathematical instruction by the introduction of applications, but we do not want that the pendulum, which in former decades may have inclined too much toward the abstract side, should now swing to the other extreme; we would rather pursue the proper middle course.

He was not a mathematician–he never even took a maths class after high school–yet Martin Gardner, who has died aged 95, was arguably the most influential and inspirational figure in mathematics in the second half of the last century.

High school counselors would try to railroad Hispanic students into the AD nursing programs. I’m proud of the fact that we’ve [National Association of Hispanic Nurses] been able to push more of our nurses on to earn doctoral degrees. We now have a number of Hispanic doctoral nurses who are very good at research and have been recognized worldwide for their studies. For example, Mary Lou de Leon Siantz has done work with Mexican migrant families that was truly ground-breaking.

I am of the decided opinion, that mathematical instruction must have for its first aim a deep penetration and complete command of abstract mathematical theory together with a clear insight into the structure of the system, and doubt not that the instruction which accomplishes this is valuable and interesting even if it neglects practical applications. If the instruction sharpens the understanding, if it arouses the scientific interest, whether mathematical or philosophical, if finally it calls into life an esthetic feeling for the beauty of a scientific edifice, the instruction will take on an ethical value as well, provided that with the interest it awakens also the impulse toward scientific activity. I contend, therefore, that even without reference to its applications mathematics in the high schools has a value equal to that of the other subjects of instruction.

I remember chemistry, which I never took again, a good high school chemistry course. I passed first in New York in the College Entrance Board examination in chemistry that year, almost broke into tears because I didn’t get a hundred percent. I only got ninety-eight point six, or whatever it was, something very high. But not perfect, and therefore disturbing.

I took biology in high school and didn't like it at all. It was focused on memorization. ... I didn't appreciate that biology also had principles and logic ... [rather than dealing with a] messy thing called life. It just wasn't organized, and I wanted to stick with the nice pristine sciences of chemistry and physics, where everything made sense. I wish I had learned sooner that biology could be fun as well.

In high school, when I first heard of entropy, I was attracted to it immediately. They said that in nature all systems are breaking down, and I thought, What a wonderful thing; perhaps I can make some small contribution to this process, myself. And, of course, it’s not just true of nature, it’s true of society as well. If you look carefully, you can see that the social structure is just beginning to break down, just beginning to come apart at the seams.

It is known that the mathematics prescribed for the high school [Gymnasien] is essentially Euclidean, while it is modern mathematics, the theory of functions and the infinitesimal calculus, which has secured for us an insight into the mechanism and laws of nature. Euclidean mathematics is indeed, a prerequisite for the theory of functions, but just as one, though he has learned the inflections of Latin nouns and verbs, will not thereby be enabled to read a Latin author much less to appreciate the beauties of a Horace, so Euclidean mathematics, that is the mathematics of the high school, is unable to unlock nature and her laws.

Junior high school seemed like a fine idea when we invented it but it turned out to be an invention of the devil. We’re catching our boys in a net in which they’re socially unprepared. We put them in junior high school with girls who are two years ahead of them. There isn’t a thing they should have to do with girls at this age except growl at them.

Mathematics because of its nature and structure is peculiarly fitted for high school instruction [Gymnasiallehrfach]. Especially the higher mathematics, even if presented only in its elements, combines within itself all those qualities which are demanded of a secondary subject.

My interest in chemistry was started by reading Robert Kennedy Duncan’s popular books while a high school student in Des Moines, Iowa, so that after some delay when it was possible for me to go to college I had definitely decided to specialize in chemistry.

My interest in the sciences started with mathematics in the very beginning, and later with chemistry in early high school and the proverbial home chemistry set.

Nothing I then learned [in high school] had any bearing at all on the big and real questions. Who am I? What am I doing here? What is the world? What is my relationship to it?