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Today in Science History - Quickie Quiz
Who said: “The path towards sustainable energy sources will be long and sometimes difficult. But America cannot resist this transition, we must lead it... That is how we will preserve our planet, commanded to our care by God. That�s what will lend meaning to the creed our fathers once declared.”
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... in real life mistakes are likely to be irrevocable. Computer simulation, however, makes it economically practical to make mistakes on purpose. If you are astute, therefore, you can learn much more than they cost. Furthermore, if you are at all discreet, no one but you need ever know you made a mistake.
With co-author John Osborn, in Natural Automata and Useful Simulations edited by H. H. Pattee et al. (1966).
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’Tis a pity learned virgins ever wed
With persons of no sort of education,
Or gentlemen, who, though well born and bred,
Grow tired of scientific conversation.
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“I think I’d like to learn to fly”, I told the family casually … “Not a bad idea”, said my father just as casually. “When do you start?”
But a few days later, he said, “You really weren’t serious, were you?” In The Fun of It (1932), 25.
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“That’s another thing we’ve learned from your Nation,” said Mein Herr, “map-making. But we’ve carried it much further than you. What do you consider the largest map that would be really useful?”
“About six inches to the mile.”
“Only six inches!” exclaimed Mein Herr. “We very soon got to six yards to the mile. Then we tried a hundred yards to the mile. And then came the grandest idea of all! We actually made a map of the country, on the scale of a mile to the mile!
“Have you used it much?” I enquired.
“It has never been spread out, yet,” said Mein Herr: “the farmers objected: they said it would cover the whole country, and shut out the sunlight! So we now use the country itself, as its own map, and I assure you it does nearly as well.”
From Sylvie and Bruno Concluded (1893), 169.
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[A man] must learn to understand the motives of human beings, their illusions, and their sufferings human beings, their illusions, and their sufferings in order to acquire a proper relationship to individual fellow-men and to the community. These precious things … primarily constitutes and preserves culture. This is what I have in mind when I recommend the “humanities” as important, not just dry specialized knowledge in the fields of history and philosophy.
From interview with Benjamin Fine, 'Einstein Stresses Critical Thinking', New York Times (5 Oct 1952), 37.
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[Alexander the Great] was often extremely brutal to his captives, whom he sold into slavery, tortured to death, or forced to learn Greek.
In The Decline and Fall of Practically Everybody (1950), 42, footnote.
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[An artist] will sooner and with more certainty, establish the character of skeletons, than the most learned anatomist, whose eye has not been accustomed to seize on every peculiarity.
Asserting his (incorrect) belief that the fossil teeth of the mastodon revealed it was a carnivorous animal.]
In An Historical Disquisition on the Mammoth, or, Great American Incognitum, an Extinct, Immense, Carnivorous Animal, whose Fossil Remains Have Been Found in North America (1903), 38-39, which was published for his London exhibit of a mastodon skeleton. As cited in Michele L. Aldrich article on Peale, in Charles Coulston Gillespie, Dictionary of Scientific Biography (1978), Vol. 15-16, 472.
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[For] men to whom nothing seems great but reason ... nature ... is a cosmos, so admirable, that to penetrate to its ways seems to them the only thing that makes life worth living. These are the men whom we see possessed by a passion to learn ... Those are the natural scientific men; and they are the only men that have any real success in scientific research.
From 'Lessons from the History of Science: The Scientific Attitude' (c.1896), in Collected Papers (1931), Vol. 1, 19.
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[In mathematics] we behold the conscious logical activity of the human mind in its purest and most perfect form. Here we learn to realize the laborious nature of the process, the great care with which it must proceed, the accuracy which is necessary to determine the exact extent of the general propositions arrived at, the difficulty of forming and comprehending abstract concepts; but here we learn also to place confidence in the certainty, scope and fruitfulness of such intellectual activity.
In Ueber das Verhältnis der Naturwissenschaften zur Gesammtheit der Wissenschaft, Vorträge und Reden (1896), Bd. 1, 176. Also seen translated as “In mathematics we see the conscious logical activity of our mind in its purest and most perfect form; here is made manifest to us all the labor and the great care with which it progresses, the precision which is necessary to determine exactly the source of the established general theorems, and the difficulty with which we form and comprehend abstract conceptions; but we also learn here to have confidence in the certainty, breadth, and fruitfulness of such intellectual labor”, in Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath’s Quotation-book (1914), 20. From the original German, “Hier sehen wir die bewusste logische Thätigkeit unseres Geistes in ihrer reinsten und vollendetsten Form; wir können hier die ganze Mühe derselben kennen lernen, die grosse Vorsicht, mit der sie vorschreiten muss, die Genauigkeit, welche nöthig ist, um den Umfang der gewonnenen allgemeinen Sätze genau zu bestimmen, die Schwierigkeit, abstracte Begriffe zu bilden und zu verstehen; aber ebenso auch Vertrauen fassen lernen in die Sicherheit, Tragweite und Fruchtbarkeit solcher Gedankenarbeit.”
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[In my early youth, walking with my father,] “See that bird?” he says. “It’s a Spencer’s warbler.” (I knew he didn’t know the real name.) “Well, in Italian, it’s a Chutto Lapittida. In Portuguese, it’s a Bom da Peida. In Chinese, it’s a Chung-long-tah, and in Japanese, it’s a Katano Tekeda. You can know the name of that bird in all the languages of the world, but when you’re finished, you’ll know absolutely nothing whatever about the bird. You’ll only know about humans in different places, and what they call the bird. So let’s look at the bird and see what it’s doing—that’s what counts.” (I learned very early the difference between knowing the name of something and knowing something.)
In 'The Making of a Scientist', What Do You Care What Other People Think?": Further Adventures of a Curious Character (2001), 13-14.
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[In my home workshop,] generally I’m mending things, which is interesting because you learn a lot about why they broke.
Interview by Melanie D.G. Kaplan, 'James Dyson: Why we need to re-focus on the old economy' posted on smartplanet.com (3 Nov 2010).
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[L]et us not overlook the further great fact, that not only does science underlie sculpture, painting, music, poetry, but that science is itself poetic. The current opinion that science and poetry are opposed is a delusion. … On the contrary science opens up realms of poetry where to the unscientific all is a blank. Those engaged in scientific researches constantly show us that they realize not less vividly, but more vividly, than others, the poetry of their subjects. Whoever will dip into Hugh Miller’s works on geology, or read Mr. Lewes's “Seaside Studies,” will perceive that science excites poetry rather than extinguishes it. And whoever will contemplate the life of Goethe will see that the poet and the man of science can co-exist in equal activity. Is it not, indeed, an absurd and almost a sacrilegious belief that the more a man studies Nature the less he reveres it? Think you that a drop of water, which to the vulgar eye is but a drop of water, loses anything in the eye of the physicist who knows that its elements are held together by a force which, if suddenly liberated, would produce a flash of lightning? Think you that what is carelessly looked upon by the uninitiated as a mere snow-flake, does not suggest higher associations to one who has seen through a microscope the wondrously varied and elegant forms of snow-crystals? Think you that the rounded rock marked with parallel scratches calls up as much poetry in an ignorant mind as in the mind of a geologist, who knows that over this rock a glacier slid a million years ago? The truth is, that those who have never entered upon scientific pursuits know not a tithe of the poetry by which they are surrounded. Whoever has not in youth collected plants and insects, knows not half the halo of interest which lanes and hedge-rows can assume. Whoever has not sought for fossils, has little idea of the poetical associations that surround the places where imbedded treasures were found. Whoever at the seaside has not had a microscope and aquarium, has yet to learn what the highest pleasures of the seaside are. Sad, indeed, is it to see how men occupy themselves with trivialities, and are indifferent to the grandest phenomena—care not to understand the architecture of the Heavens, but are deeply interested in some contemptible controversy about the intrigues of Mary Queen of Scots!—are learnedly critical over a Greek ode, and pass by without a glance that grand epic written by the finger of God upon the strata of the Earth!
In Education: Intellectual, Moral, and Physical (1889), 82-83.
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[Learning is] the actual process of broadening yourself, of knowing there’s a little extra facet of the universe you know about and can think about and can understand. It seems to me that when it’s time to die, and that will come to all of us, there’ll be a certain pleasure in thinking that you had utilized your life well, that you had learned as much as you could, gathered in as much as possible of the universe, and enjoyed it. I mean, there’s only this universe and only this one lifetime to try to grasp it. And, while it is inconceivable that anyone can grasp more than a tiny portion of it, at least do that much. What a tragedy to just pass through and get nothing out of it.
'Isaac Asimov Speaks' with Bill Moyers in The Humanist (Jan/Feb 1989), 49. Reprinted in Carl Howard Freedman (ed.), Conversations with Isaac Asimov (2005), 139.
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[On research] It’s got to be fun. I don't think anybody should tell you that he’s slogged his way through 25 years on a problem and there's only one reward at the end, and that's the value of the Hubble constant. That’s a bunch of hooey. The reward is learning all the wonderful properties of the things that don’t work.
As quoted in Obituary, 'Allan Sandage, 84, Astronomer, Dies; Charted Cosmos’s Age and Expansion', New York Times (17 Nov 2010), B19.
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[On the practical applications of particle physics research with the Large Hadron Collider.] Sometimes the public says, “What's in it for Numero Uno? Am I going to get better television reception? Am I going to get better Internet reception?” Well, in some sense, yeah. … All the wonders of quantum physics were learned basically from looking at atom-smasher technology. … But let me let you in on a secret: We physicists are not driven to do this because of better color television. … That's a spin-off. We do this because we want to understand our role and our place in the universe.
As quoted in Alan Boyle, 'Discovery of Doom? Collider Stirs Debate', article (8 Sep 2008) on a msnbc.com web page. The article writer included the information that Kaku noted that past discoveries from the world of particle physics ushered in many of the innovations we enjoy today, ranging from satellite communications and handheld media players to medical PET scanners (which put antimatter to practical use)."
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[Presently, science undergraduates] do not learn to write clearly and briefly, marshalling their points in due and aesthetically satisfying order, and eliminating inessentials. They are inept at those turns of phrase or happy analogy which throw a flying bridge across a chasm of misunderstanding and make contact between mind and mind.
From essay in Thomas Rice Henn, The Apple and the Spectroscope: Being Lectures on Poetry Designed (in the Main) for Science Students (1951), 142.
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[Scientists] have learned to respect nothing but evidence, and to believe that their highest duty lies in submitting to it however it may jar against their inclinations.
From Man’s Place in Nature (1894), 109
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[Simplicio] is much puzzled and perplexed. I think I hear him say, 'To whom then should we repair for the decision of our controversies if Aristotle were removed from the choir? What other author should we follow in the schools, academies, and studies? What philosopher has written all the divisions of Natural Philosophy, and so methodically, without omitting as much as a single conclusion? Shall we then overthrow the building under which so many voyagers find shelter? Shall we destroy that sanctuary, that Prytaneum, where so many students find commodious harbour; where without exposing himself to the injuries of the air, with only the turning over of a few leaves, one may learn all the secrets of Nature.'
Dialogue on the Great World Systems (1632). Revised and Annotated by Giorgio De Santillana (1953), 66.
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[Technical courage means the] physician-scientist must be brave enough to adopt new methods. It is far too easy to learn one technique and then to repeat the same experiment over and over. In this fashion one can write many papers, receive large research grants, and remain solidly rooted in the middle of a scientific field. But the true innovator has the confidence to drop one set of experimental crutches and leap to another when he or she must move forward.
In Banquet Speech, 'The Nobel Prize in Physiology or Medicine 1985', on website nobelprize.org. Published in Les Prix Nobel, 1985: Nobel Prizes, Presentations, Biographies and Lectures (1986).
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[The screw machine] was on the principle of the guage or sliding lathe now in every workshop throughout the world; the perfection of which consists in that most faithful agent gravity, making the joint, and that almighty perfect number three, which is in harmony itself. I was young when I learned that principle. I had never seen my grandmother putting a chip under a three-legged milking-stool; but she always had to put a chip under a four-legged table, to keep it steady. I cut screws of all dimensions by this machine, and did them perfectly. (1846)
Quoted in ASME International and Heritage Committee, Landmarks in Mechanical Engineering.
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[The surplus of basic knowledge of the atomic nucleus was] largely used up [during the war with the atomic bomb as the dividend.] We must, without further delay restore this surplus in preparation for the important peacetime job for the nucleus - power production. ... Many of the proposed applications of atomic power - even for interplanetary rockets - seem to be within the realm of possibility provided the economic factor is ruled out completely, and the doubtful physical and chemical factors are weighted heavily on the optimistic side. ... The development of economic atomic power is not a simple extrapolation of knowledge gained during the bomb work. It is a new and difficult project to reach a satisfactory answer. Needless to say, it is vital that the atomic policy legislation now being considered by the congress recognizes the essential nature of this peacetime job, and that it not only permits but encourages the cooperative research-engineering effort of industrial, government and university laboratories for the task. ... We must learn how to generate the still higher energy particles of the cosmic rays - up to 1,000,000,000 volts, for they will unlock new domains in the nucleus.
Addressing the American Institute of Electrical Engineering, in New York (24 Jan 1946). In Schenectady Gazette (25 Jan 1946),
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[Two college boys on the Flambeau River in a canoe]…their first…taste of freedom … The elemental simplicities of wilderness travel were thrills not only because of their novelty, but because they represented complete freedom to make mistakes. The wilderness gave them their first taste of those rewards and penalties for wise and foolish acts which every woodsman faces daily, but against which civilization has built a thousand buffers. These boys were “on their own” in this particular sense. Perhaps every youth needs an occasional wilderness trip, in order to learn the meaning of this particular freedom.
In 'Wisconsin: Flambeau', A Sand County Almanac, and Sketches Here and There (1949, 1987), 112-113.
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[W]e have made a thing, a most terrible weapon, that has altered abruptly and profoundly the nature of the world. We have made a thing that, by all standards of the world we grew up in, is an evil thing. And by doing so, by our participation in making it possible to make these things, we have raised again the question of whether science is good for man, of whether it is good to learn about the world, to try to understand it, to try to control it, to help give to the world of men increased insight, increased power. Because we are scientists, we must say an unalterable yes to these questions; it is our faith and our commitment, seldom made explicit, even more seldom challenged, that knowledge is a good in itself, knowledge and such power as must come with it.
Speech to the American Philosophical Society (Jan 1946). 'Atomic Weapons', printed in Proceedings of the American Philosophical Society, 90(1), 7-10. In Deb Bennett-Woods, Nanotechnology: Ethics and Society (2008), 23. Identified as a speech to the society in Kai Bird, Martin J. Sherwin, American Prometheus: the Triumph and Tragedy of J. Robert Oppenheimer (2005), 323.
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[W]hen Galileo discovered he could use the tools of mathematics and mechanics to understand the motion of celestial bodies, he felt, in the words of one imminent researcher, that he had learned the language in which God recreated the universe. Today we are learning the language in which God created life. We are gaining ever more awe for the complexity, the beauty, the wonder of God's most devine and sacred gift.
From White House Announcement of the Completion of the First Survey of the Entire Human Genome Project, broadcast on the day of the publication of the first draft of the human genome. Quoted in transcript on the National Archives, Clinton White House web site, 'Text of Remarks on the Completion of the First Survey of the Entire Human Genome Project' (26 Jun 2000).
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[We] do not learn for want of time,
The sciences that should become our country.
In Henry V (1599), Act 5, Scene 2, line 59-60.
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[About reading Rachel Carson's Silent Spring, age 14, in the back seat of his parents' sedan. I almost threw up. I got physically ill when I learned that ospreys and peregrine falcons weren't raising chicks because of what people were spraying on bugs at their farms and lawns. This was the first time I learned that humans could impact the environment with chemicals. [That a corporation would create a product that didn't operate as advertised] was shocking in a way we weren't inured to.
As quoted by Eliza Griswold, in 'The Wild Life of “Silent Spring”', New York Times (23 Sep 2012), Magazine 39.
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[Instead of collecting stamps, he collected dictionaries and encyclopaedias:] Because you can learn more from them.
'Dr Linus Pauling, Atomic Architect', Science Illustrated (1948), 3, 40.
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Ac astronomye is an hard thyng,
And yvel for to knowe;
Geometrie and geomesie,
So gynful of speche,
Who so thynketh werche with tho two
Thryveth ful late,
For sorcerie is the sovereyn book
That to tho sciences bilongeth.

Now, astronomy is a difficult discipline, and the devil to learn;
And geometry and geomancy have confusing terminology:
If you wish to work in these two, you will not succeed quickly.
For sorcery is the chief study that these sciences entail.
In William Langland and B. Thomas Wright (ed.) The Vision and Creed of Piers Ploughman (1842), 186. Modern translation by Terrence Tiller in Piers Plowman (1981, 1999), 94.
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Der bis zur Vorrede, die ihn abweist, gelangte Leser hat das Buch für baares Geld gekauft und frägt, was ihn schadlos hält? – Meine letzte Zuflucht ist jetzt, ihn zu erinnern, daß er ein Buch, auch ohne es gerade zu lesen, doch auf mancherlei Art zu benutzen weiß. Es kann, so gut wie viele andere, eine Lücke seiner Bibliothek ausfüllen, wo es sich, sauber gebunden, gewiß gut ausnehmen wird. Oder auch er kann es seiner gelehrten Freundin auf die Toilette, oder den Theetisch legen. Oder endlich er kann ja, was gewiß das Beste von Allem ist und ich besonders rathe, es recensiren.
The reader who has got as far as the preface and is put off by that, has paid money for the book, and wants to know how he is to be compensated. My last refuge now is to remind him that he knows of various ways of using a book without precisely reading it. It can, like many another, fill a gap in his library, where, neatly bound, it is sure to look well. Or he can lay it on the dressing-table or tea-table of his learned lady friend. Or finally he can review it; this is assuredly the best course of all, and the one I specially advise.
In Preface, written at Dresden in August 1818, first German edition, Die Welt als Wille und Vorstellung, 4 Bücher nebst einem Anhange der die Kritik der Kentischen Philosophie (1819), xv-xvi. As translated by E.F.J. Payne in The World as Will and Representation (1958, 1969), Vol. 1, xvii. In the preface, Schopenhauer is joking that some readers of his book may find his work does not interest them.
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Every teacher certainly should know something of non-euclidean geometry. Thus, it forms one of the few parts of mathematics which, at least in scattered catch-words, is talked about in wide circles, so that any teacher may be asked about it at any moment. … Imagine a teacher of physics who is unable to say anything about Röntgen rays, or about radium. A teacher of mathematics who could give no answer to questions about non-euclidean geometry would not make a better impression.
On the other hand, I should like to advise emphatically against bringing non-euclidean into regular school instruction (i.e., beyond occasional suggestions, upon inquiry by interested pupils), as enthusiasts are always recommending. Let us be satisfied if the preceding advice is followed and if the pupils learn to really understand euclidean geometry. After all, it is in order for the teacher to know a little more than the average pupil.
In George Edward Martin, The Foundations of Geometry and the Non-Euclidean Plane (1982), 72.
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Hoc age ['do this'] is the great rule, whether you are serious or merry; whether ... learning science or duty from a folio, or floating on the Thames. Intentions must be gathered from acts.
In James Boswell, The Life of Samuel Johnson (1821), 139.
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Les médecins les plus savans en théorie sont rarement les plus habile practiciens.
The doctors most learned in theory are seldom the most skilled practitioners.
Maxim No. 281 in Maximes, Réflexions et Pensées Diverses (1819), 236.
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Mikroskopisch sehen lernen.
Learn to see microscopically.
In 'Festnummer zu Ehren Rudolf Virchow', Deutsche Medicinische Wochenschrift (1891), 42, 1166. As quoted in Erwin H. Ackerknecht, Rudolf Virchow: Doctor Statesman Anthropologist (1953), 21.
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Or any science under sonne,
The sevene artz and alle,
But thei ben lerned for oure Lordes love
Lost is al the tyme.

Every science under the sun, including the Seven Arts,
Unless learned for love of Our Lord, is only time lost.
In William Langland and B. Thomas Wright (ed.) The Vision and Creed of Piers Ploughman (1842), 212. An associated Note on p.539 lists: “The seven arts studied in the schools were very famous throughout the middle ages. They were grammar, dialectics, rhetoric, music, arithmetic, geometry, astronomy; and were included in the following memorial distich:—
“Gram, loquitur, Dia. vera docet, Rliet. verba colorat,
Mus. canit, Ar. numerat, Geo. ponderat, As. colit astra.”
Modern translation by Terrence Tiller in Piers Plowman (1981, 1999), 109.
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Une idée anticipée ou une hypothèse est donc le point de départ nécessaire de tout raisonnement expérimental. Sans cela on ne saurait faire aucune investigation ni s’instruire ; on ne pourrait qu’entasser des observations stériles. Si l’on expérimentait sans idée préconçue, on irait à l’aventure; mais d’un autre côté, ainsi que nous l’avons dit ailleurs, si l’on observait avec des idées préconçues, on ferait de mauvaises observations.
An anticipative idea or an hypothesis is, then, the necessary starting point for all experimental reasoning. Without it, we could not make any investigation at all nor learn anything; we could only pile up sterile observations. If we experimented without a preconceived idea, we should move at random.
[Also seen translated as:] A hypothesis is … the obligatory starting point of all experimental reasoning. Without it no investigation would be possible, and one would learn nothing: one could only pile up barren observations. To experiment without a preconceived idea is to wander aimlessly.
Original work in French, Introduction à l'Étude de la Médecine Expérimentale (1865). English translation by Henry Copley Green in An Introduction to the Study of Experimental Medicine (1927, 1957), 32. Alternate translation in Peter Medawar, 'Hypothesis and Imagination', collected in The Strange Case of the Spotted Mice and Other Classic Essays on Science (1974), 30.
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~~[Attributed, authorship undocumented]~~ Mathematical demonstrations are a logic of as much or more use, than that commonly learned at schools, serving to a just formation of the mind, enlarging its capacity, and strengthening it so as to render the same capable of exact reasoning, and discerning truth from falsehood in all occurrences, even in subjects not mathematical. For which reason it is said, the Egyptians, Persians, and Lacedaemonians seldom elected any new kings, but such as had some knowledge in the mathematics, imagining those, who had not, men of imperfect judgments, and unfit to rule and govern.
From an article which appeared as 'The Usefulness of Mathematics', Pennsylvania Gazette (30 Oct 1735), No. 360. Collected, despite being without clear evidence of Franklin’s authorship, in The Works of Benjamin Franklin (1809), Vol. 4, 377. Evidence of actual authorship by Ben Franklin for the newspaper article has not been ascertained, and scholars doubt it. See Franklin documents at the website founders.archives.gov. The quote is included here to attach this caution.
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~~[No known source from Adams]~~ If your actions inspire others to dream more, learn more, do more and become more, you are a leader.
No primary source seems to exist to attribute this quote to Adams. A documented source found on the quoteinvestigator website is from Dolly Parton, in 1997. See the quote that begins, “If your actions create a legacy…”, on the Dolly Parton Quotes page of this website.
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A celebrated author and divine has written to me that “he has gradually learnt to see that it is just as noble a conception of the Deity to believe that He created a few original forms capable of self-development into other and needful forms, as to believe that He required a fresh act of creation to supply the voids caused by the action of His laws.”
In Origin of Species (1860), 417.
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A child of the new generation
Refused to learn multiplication.
He said “Don’t conclude
That I’m stupid or rude;
I am simply without motivation.”
…...
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A collective learning machine achieves its feats by using five elements … (1) conformity enforcers; (2) diversity generators; (3) inner-judges; (4) resource shifters; and (5) intergroup tournaments.
In 'From Social Synapses to Social Ganglions', Global Brain: The Evolution of Mass Mind from the Big Bang to the 21st Century (2000), 42.
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A free soul ought not to pursue any study slavishly; for while bodily labors performed under constraint do not harm the body, nothing that is learned under compulsion stays with the mind.
Plato
From The Republic 7 536e, as translated by Paul Shorey (1930).
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A learned blockhead is a greater blockhead than an ignorant one.
In Poor Richard's Almanack (1734).
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A learned man is an idler who kills time with study. Beware of his false knowledge: it is more dangerous than ignorance.
In 'Maxims for Revolutionists: Education', in Man and Superman (1905), 230.
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A linguist would be shocked to learn that if a set is not closed this does not mean that it is open, or again that “E is dense in E” does not mean the same thing as “E is dense in itself”.
Given, without citation, in A Mathematician’s Miscellany (1953), reissued as Béla Bollobás (ed.), Littlewood’s Miscellany (1986), 57.
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A lucky physician is better than a learned one.
In Dwight Edwards Marvin, The Antiquity of Proverbs (1922), 238.
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A man ceases to be a beginner in any given science and becomes a master in that science when he has learned that ... he is going to be a beginner all his life.
The New Leviathan: or Man, Society, Civilization and Barbarism (1942, 1999) Pt. 1, Ch. 1, Aph. 46, 3.
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A man's own addition to what he learns is cement to bind an otherwise loose heap of stones into a structure of unity, strength, and use.
From chapter 'Jottings from a Note-Book', in Canadian Stories (1918), 180.
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A neurotic person can be most simply described as someone who, while he was growing up, learned ways of behaving that are self-defeating in his society.
In Margaret Mead and Rhoda Bubendey Métraux (ed.), Margaret Mead, Some Personal Views (1979), 216.
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A physicist learns more and more about less and less, until he knows everything about nothing; whereas a philosopher learns less and less about more and more, until he knows nothing about everything.
Anonymous
Saying.
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A quarter-horse jockey learns to think of a twenty-second race as if it were occurring across twenty minutes—in distinct parts, spaced in his consciousness. Each nuance of the ride comes to him as he builds his race. If you can do the opposite with deep time, living in it and thinking in it until the large numbers settle into place, you can sense how swiftly the initial earth packed itself together, how swiftly continents have assembled and come apart, how far and rapidly continents travel, how quickly mountains rise and how quickly they disintegrate and disappear.
Annals of the Former World
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A scientist is in a sense a learned small boy. There is something of the scientist in every small boy. Others must outgrow it. Scientists can stay that way all their lives.
Nobel banquet speech (10 Dec 1967). In Ragnar Granit (ed.), Les Prix Nobel en 1967 (1968).
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A scientist reads many books in his lifetime, and knows he still has a lot to learn. A religious man barely reads one book, and thinks he knows everything.
Anonymous
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A star is drawing on some vast reservoir of energy by means unknown to us. This reservoir can scarcely be other than the subatomic energy which, it is known exists abundantly in all matter; we sometimes dream that man will one day learn how to release it and use it for his service. The store is well nigh inexhaustible, if only it could be tapped. There is sufficient in the Sun to maintain its output of heat for 15 billion years.
Address to the British Association in Cardiff, (24 Aug 1920), in Observatory (1920), 43 353. Reprinted in Foreward to Arthur S. Eddington, The Internal Constitution of the Stars (1926, 1988), x.
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A statistician is one who has learned how to get valid evidence from statistics and how (usually) to avoid being misled by irrelevant facts. It’s too bad that we apply the same name to this kind of person that we use for those who only tabulate. It’s as if we had the same name for barbers and brain surgeons because they both work on the head.
In How to Tell the Liars from the Statisticians (1983), 1.
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A success learns how to make hay from the grass that grows under other people's feet.
Anonymous
Collected in Perry Tanksley, Of Silver and Gold: A Wealth of Thought for Someone I Treasure (1970), 72.
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A university should be a place of light, of liberty, and of learning.
Speech (11 Mar 1873) in the House of Commons, on University Education (Ireland) Bill, HC Deb 11 March 1873 vol 214 cc1814.
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A week or so after I learned that I was to receive the Miller Award, our president, Marty Morton, phoned and asked me if I would utter a few words of scientific wisdom as a part of the ceremony. Unfortunately for me, and perhaps for you, I agreed to do so. In retrospect I fear that my response was a serious error, because I do not feel wise. I do not know whether to attribute my response to foolhardiness, to conceit, to an inordinate susceptibility to flattery, to stupidity, or to some combination of these unfortunate attributes all of which I have been told are recognizable in my personality. Personally, I tend to favor stupidity, because that is a condition over which I have little control.
Bartholomew, April 1993, unpublished remarks when receiving the Miller Award from the Cooper Ornithological Society.
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A wise system of education will at least teach us how little man yet knows, how much he has still to learn.
The Pleasures of Life (Appleton, 1887), 132, or (2007), 73.
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About 85 per cent of my “thinking” time was spent getting into a position to think, to make a decision, to learn something I needed to know. Much more time went into finding or obtaining information than into digesting it. Hours went into the plotting of graphs... When the graphs were finished, the relations were obvious at once, but the plotting had to be done in order to make them so.
From article 'Man-Computer Symbiosis', in IRE Transactions on Human Factors in Electronics (Mar 1960), Vol. HFE-1, 4-11.
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Acceleration of knowledge generation also emphasizes the need for lifelong education. The trained teacher, scientist or engineer can no longer regard what they have learned at the university as supplying their needs for the rest of their lives.
In article Total Quality: Its Origins and its Future (1995), published at the Center for Quality and Productivity Improvement.
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Access to more information isn’t enough—the information needs to be correct, timely, and presented in a manner that enables the reader to learn from it. The current network is full of inaccurate, misleading, and biased information that often crowds out the valid information. People have not learned that “popular” or “available” information is not necessarily valid.
Response to the Pew Research Center survey question, “Is Google making us stupid?” Posted 19 Feb 2010 on page 'Future of the Internet IV' at pewinternet.org website.
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After a tremendous task has been begun in our time, first by Copernicus and then by many very learned mathematicians, and when the assertion that the earth moves can no longer be considered something new, would it not be much better to pull the wagon to its goal by our joint efforts, now that we have got it underway, and gradually, with powerful voices, to shout down the common herd, which really does not weigh arguments very carefully?
Letter to Galileo (13 Oct 1597). In James Bruce Ross (ed.) and Mary Martin (ed., trans.), 'Comrades in the Pursuit of Truth', The Portable Renaissance Reader (1953, 1981), 599. As quoted and cited in Merry E. Wiesner, Early Modern Europe, 1450-1789 (2013), 377.
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After that cancellation [of the Superconducting Super Collider in Texas, after $2 billion had been spent on it], we physicists learned that we have to sing for our supper. ... The Cold War is over. You can't simply say “Russia!” to Congress, and they whip out their checkbook and say, “How much?” We have to tell the people why this atom-smasher is going to benefit their lives.
As quoted in Alan Boyle, 'Discovery of Doom? Collider Stirs Debate', article (8 Sep 2008) on a msnbc.com web page.
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After the discovery of spectral analysis no one trained in physics could doubt the problem of the atom would be solved when physicists had learned to understand the language of spectra. So manifold was the enormous amount of material that has been accumulated in sixty years of spectroscopic research that it seemed at first beyond the possibility of disentanglement. An almost greater enlightenment has resulted from the seven years of Röntgen spectroscopy, inasmuch as it has attacked the problem of the atom at its very root, and illuminates the interior. What we are nowadays hearing of the language of spectra is a true 'music of the spheres' in order and harmony that becomes ever more perfect in spite of the manifold variety. The theory of spectral lines will bear the name of Bohr for all time. But yet another name will be permanently associated with it, that of Planck. All integral laws of spectral lines and of atomic theory spring originally from the quantum theory. It is the mysterious organon on which Nature plays her music of the spectra, and according to the rhythm of which she regulates the structure of the atoms and nuclei.
Atombau und Spektrallinien (1919), viii, Atomic Structure and Spectral Lines, trans. Henry L. Brose (1923), viii.
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Alexander the king of the Macedonians, began like a wretch to learn geometry, that he might know how little the earth was, whereof he had possessed very little. Thus, I say, like a wretch for this, because he was to understand that he did bear a false surname. For who can be great in so small a thing? Those things that were delivered were subtile, and to be learned by diligent attention: not which that mad man could perceive, who sent his thoughts beyond the ocean sea. Teach me, saith he, easy things. To whom his master said: These things be the same, and alike difficult unto all. Think thou that the nature of things saith this. These things whereof thou complainest, they are the same unto all: more easy things can be given unto none; but whosoever will, shall make those things more easy unto himself. How? With uprightness of mind.
In Thomas Lodge (trans.), 'Epistle 91', The Workes of Lucius Annaeus Seneca: Both Morrall and Naturall (1614), 383. Also in Robert Édouard Moritz, Memorabilia Mathematica (1914), 135.
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All of modern physics is governed by that magnificent and thoroughly confusing discipline called quantum mechanics ... It has survived all tests and there is no reason to believe that there is any flaw in it.... We all know how to use it and how to apply it to problems; and so we have learned to live with the fact that nobody can understand it.
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All Pretences of foretelling by Astrology, are Deceits; for this manifest Reason, because the Wise and Learned, who can only judge whether there be any Truth in this Science, do all unanimously agree to laugh at and despise it; and none but the poor ignorant Vulgar give it any Credit.
'An Account of the Death of Mr. Patrige' (1708), collected in The Works of Jonathan Swift (1746), Vol. 1, 124.
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Although [Charles Darwin] would patiently go on repeating experiments where there was any good to be gained, he could not endure having to repeat an experiment which ought, if complete care had been taken, to have told its story at first—and this gave him a continual anxiety that the experiment should not be wasted; he felt the experiment to be sacred, however slight a one it was. He wished to learn as much as possible from an experiment, so that he did not confine himself to observing the single point to which the experiment was directed, and his power of seeing a number of other things was wonderful. ... Any experiment done was to be of some use, and ... strongly he urged the necessity of keeping the notes of experiments which failed, and to this rule he always adhered.
In Charles Darwin: His Life Told in an Autobiographical Chapter, and in a Selected Series of his Published Letters (1908), 92.
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Although I was four years at the University [of Wisconsin], I did not take the regular course of studies, but instead picked out what I thought would be most useful to me, particularly chemistry, which opened a new world, mathematics and physics, a little Greek and Latin, botany and and geology. I was far from satisfied with what I had learned, and should have stayed longer.
[Enrolled in Feb 1861, left in 1863 without completing a degree, and began his first botanical foot journey.]
John Muir
The Story of My Boyhood and Youth (1913), 286.
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Although the ocean’s surface seems at first to be completely homogeneous, after half a month we began to differentiate various seas and even different parts of oceans by their characteristic shades. We were astonished to discover that, during an flight, you have to learn anew not only to look, but also to see. At first the finest nuances of color elude you, but gradually your vision sharpens and your color perception becomes richer, and the planet spreads out before you with all its indescribable beauty.
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Although to penetrate into the intimate mysteries of nature and thence to learn the true causes of phenomena is not allowed to us, nevertheless it can happen that a certain fictive hypothesis may suffice for explaining many phenomena.
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Among the multitude of animals which scamper, fly, burrow and swim around us, man is the only one who is not locked into his environment. His imagination, his reason, his emotional subtlety and toughness, make it possible for him not to accept the environment, but to change it. And that series of inventions, by which man from age to age has remade his environment, is a different kind of evolution—not biological, but cultural evolution. I call that brilliant sequence of cultural peaks The Ascent of Man. I use the word ascent with a precise meaning. Man is distinguished from other animals by his imaginative gifts. He makes plans, inventions, new discoveries, by putting different talents together; and his discoveries become more subtle and penetrating, as he learns to combine his talents in more complex and intimate ways. So the great discoveries of different ages and different cultures, in technique, in science, in the arts, express in their progression a richer and more intricate conjunction of human faculties, an ascending trellis of his gifts.
The Ascent of Man (1973), 19-20.
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An acquaintance of mine, a notary by profession, who, by perpetual writing, began first to complain of an excessive wariness of his whole right arm which could be removed by no medicines, and which was at last succeeded by a perfect palsy of the whole arm. … He learned to write with his left hand, which was soon thereafter seized with the same disorder.
Concerning a notary, a scribe skilled in rapid writing, in a translation published by the University of Chicago Press (1940).
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An educated person is one who has learned that information almost always turns out to be at best incomplete and very often false, misleading, fictitious, mendacious—just dead wrong.
'Sunday Observer: Terminal Education', New York Times Magazine (9 Nov 1980), 8.
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An inventor is simply a fellow who doesn’t take his education too seriously. You see, from the time a person is six years old until he graduates form college he has to take three or four examinations a year. If he flunks once, he is out. But an inventor is almost always failing. He tries and fails maybe a thousand times. It he succeeds once then he’s in. These two things are diametrically opposite. We often say that the biggest job we have is to teach a newly hired employee how to fail intelligently. We have to train him to experiment over and over and to keep on trying and failing until he learns what will work.
In 'How Can We Develop Inventors?' presented to the Annual meeting of the American Society of Society Engineers. Reprinted in Mechanical Engineering (Apr 1944). Collected in Prophet of Progress: Selections from the Speeches of Charles F. Kettering (1961), 108.
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And as I had my father’s kind of mind—which was also his mother’s—I learned that the mind is not sex-typed.
Blackberry Winter: My Earlier Years (1973), 54.
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And I do not take my medicines from the apothecaries; their shops are but foul sculleries, from which comes nothing but foul broths. As for you, you defend your kingdom with belly-crawling and flattery. How long do you think this will last? ... let me tell you this: every little hair on my neck knows more than you and all your scribes, and my shoebuckles are more learned than your Galen and Avicenna, and my beard has more experience than all your high colleges.
'Credo', in J. Jacobi (ed.), Paracelsus: Selected Writings (1951), 80.
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And when with excellent Microscopes I discern in otherwise invisible Objects the Inimitable Subtlety of Nature’s Curious Workmanship; And when, in a word, by the help of Anatomicall Knives, and the light of Chymicall Furnaces, I study the Book of Nature, and consult the Glosses of Aristotle, Epicurus, Paracelsus, Harvey, Helmont, and other learn'd Expositors of that instructive Volumne; I find my self oftentimes reduc’d to exclaim with the Psalmist, How manifold are thy works, O Lord? In wisdom hast thou made them all.
Some Motives and Incentives to the Love of God (1659), 56-7.
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And, in this case, science could learn an important lesson from the literati–who love contingency for the same basic reason that scientists tend to regard the theme with suspicion. Because, in contingency lies the power of each person, to make a difference in an unconstrained world bristling with possibilities, and nudgeable by the smallest of unpredictable inputs into markedly different channels spelling either vast improvement or potential disaster.
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Angling may be said to be so like the mathematics, that it can never be fully learnt.
In Izaak Walton and Charles Cotton, 'Walton to the Reader', The Complete Angler (1653, 1824), Vol. 1, lxv.
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Any man who says he doesn’t like applause and recognition is either a fool or a liar. You learn from mistakes, but success gives you the courage to go on and do even more.
As quoted in Lawrence K. Altman, 'Christiaan Barnard, 78, Surgeon For First Heart Transplant, Dies', New York Times (3 Sep 2001)
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Anyone who cannot cope with mathematics is not fully human. At best he is a tolerable subhuman who has learned to wear shoes, bathe and not make messes in the house
In Time Enough for Love: The Lives of Lazarus Long (1973), 265.
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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.
In Tore Frängsmyr and Jan E. Lindsten (eds.), Nobel Lectures: Physiology Or Medicine: 1981-1990 (1993), 555.
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As an antiquary of a new order, I have been obliged to learn the art of deciphering and restoring these remains, of discovering and bringing together, in their primitive arrangement, the scattered and mutilated fragments of which they are composed, of reproducing in all their original proportions and characters, the animals to which these fragments formerly belonged, and then of comparing them with those animals which still live on the surface of the earth; an art which is almost unknown, and which presupposes, what had scarcely been obtained before, an acquaintance with those laws which regulate the coexistence of the forms by which the different parts of organized being are distinguished.
'Preliminary discourse', to Recherches sur les Ossemens Fossiles (1812), trans. R. Kerr Essay on the Theory of the Earth (1813), 1-2.
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As an exercise of the reasoning faculty, pure mathematics is an admirable exercise, because it consists of reasoning alone, and does not encumber the student with an exercise of judgment: and it is well to begin with learning one thing at a time, and to defer a combination of mental exercises to a later period.
In Annotations to Bacon’s Essays (1873), Essay 1, 493.
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As geologists, we learn that it is not only the present condition of the globe that has been suited to the accommodation of myriads of living creatures, but that many former states also have been equally adapted to the organization and habits of prior races of beings. The disposition of the seas, continents, and islands, and the climates have varied; so it appears that the species have been changed, and yet they have all been so modelled, on types analogous to those of existing plants and animals, as to indicate throughout a perfect harmony of design and unity of purpose. To assume that the evidence of the beginning or end of so vast a scheme lies within the reach of our philosophical inquiries, or even of our speculations, appears to us inconsistent with a just estimate of the relations which subsist between the finite powers of man and the attributes of an Infinite and Eternal Being.
Concluding remark, Principles of Geology(1833), Vol. 3, 384-5.
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As long as museums and universities send out expeditions to bring to light new forms of living and extinct animals and new data illustrating the interrelations of organisms and their environments, as long as anatomists desire a broad comparative basis human for anatomy, as long as even a few students feel a strong curiosity to learn about the course of evolution and relationships of animals, the old problems of taxonomy, phylogeny and evolution will gradually reassert themselves even in competition with brilliant and highly fruitful laboratory studies in cytology, genetics and physiological chemistry.
'Genetics Versus Paleontology', The American Naturalist, 1917, 51, 623.
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As soon as the circumstances of an experiment are well known, we stop gathering statistics. … The effect will occur always without exception, because the cause of the phenomena is accurately defined. Only when a phenomenon includes conditions as yet undefined,Only when a phenomenon includes conditions as yet undefined, can we compile statistics. … we must learn therefore that we compile statistics only when we cannot possibly help it; for in my opinion, statistics can never yield scientific truth.
From An Introduction to the Study of Experimental Medicine (1865), as translated by Henry Copley Greene (1957), 134-137.
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As the issues are greater than men ever sought to realize before, the recriminations will be fiercer and pride more desperately hurt. It may help to recall that many recognized before the bomb ever feel that the time had already come when we must learn to live in One World.
…...
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As to the need of improvement there can be no question whilst the reign of Euclid continues. My own idea of a useful course is to begin with arithmetic, and then not Euclid but algebra. Next, not Euclid, but practical geometry, solid as well as plane; not demonstration, but to make acquaintance. Then not Euclid, but elementary vectors, conjoined with algebra, and applied to geometry. Addition first; then the scalar product. Elementary calculus should go on simultaneously, and come into vector algebraic geometry after a bit. Euclid might be an extra course for learned men, like Homer. But Euclid for children is barbarous.
Electro-Magnetic Theory (1893), Vol. 1, 148. In George Edward Martin, The Foundations of Geometry and the Non-Euclidean Plane (1982), 130.
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As we advance in life we learn the limits of our abilities.
Inaugural Address Delivered to the University of St. Andrews, March 19, 1869 (1869), 3.
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As we discern a fine line between crank and genius, so also (and unfortunately) we must acknowledge an equally graded trajectory from crank to demagogue. When people learn no tools of judgment and merely follow their hopes, the seeds of political manipulation are sown.
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As we push ever more deeply into the universe, probing its secrets, discovering its way, we must also constantly try to learn to cooperate across the frontiers that really divide earth’s surface.
In 'The President’s News Conference at the LBJ Ranch' (29 Aug 1965). Collected in Public Papers of the Presidents of the United States: Lyndon B. Johnson: 1965 (1966), 945.
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Astronomy is perhaps the science whose discoveries owe least to chance, in which human understanding appears in its whole magnitude, and through which man can best learn how small he is.
Aphorism 23 in Notebook C (1772-1773), as translated by R.J. Hollingdale in Aphorisms (1990). Reprinted as The Waste Books (2000), 35.
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At first men try with magic charms
To fertilize the earth,
To keep their flocks and herds from harm
And bring new young to birth.

Then to capricious gods they turn
To save from fire or flood;
Their smoking sacrifices burn
On altars red with blood.

Next bold philosopher and sage
A settled plan decree
And prove by thought or sacred page
What Nature ought to be.

But Nature smiles—a Sphinx-like smile
Watching their little day
She waits in patience for a while—
Their plans dissolve away.

Then come those humbler men of heart
With no completed scheme,
Content to play a modest part,
To test, observe, and dream.

Till out of chaos come in sight
Clear fragments of a Whole;
Man, learning Nature’s ways aright
Obeying, can control.
Epigraph in A History of Science and Its Relation with Philosophy & Religion (1968), vi.
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At the age of eleven, I began Euclid, with my brother as my tutor. ... I had not imagined that there was anything so delicious in the world. After I had learned the fifth proposition, my brother told me that it was generally considered difficult, but I had found no difficulty whatsoever. This was the first time it had dawned on me that I might have some intelligence.
In Autobiography: 1872-1914 (1967), Vol. 1, 37-38.
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Attaching significance to invariants is an effort to recognize what, because of its form or colour or meaning or otherwise, is important or significant in what is only trivial or ephemeral. A simple instance of failing in this is provided by the poll-man at Cambridge, who learned perfectly how to factorize a²-b² but was floored because the examiner unkindly asked for the factors of p²–q².
In 'Recent Developments in Invariant Theory', The Mathematical Gazette (Dec 1926), 13, No. 185, 217. [Note: A poll-man is a student who takes the ordinary university degree, without honours. -Webmaster]
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Babylon,
Learned and wise, hath perished utterly,
Nor leaves her speech one word to aid the sigh
That would lament her.
From poem, 'Missions And Travels', collected in The Poetical Works of William Wordsworth: Complete in One Volume (1828), 176.
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Because intelligence is our own most distinctive feature, we may incline to ascribe superior intelligence to the basic primate plan, or to the basic plan of the mammals in general, but this point requires some careful consideration. There is no question at all that most mammals of today are more intelligent than most reptiles of today. I am not going to try to define intelligence or to argue with those who deny thought or consciousness to any animal except man. It seems both common and scientific sense to admit that ability to learn, modification of action according to the situation, and other observable elements of behavior in animals reflect their degrees of intelligence and permit us, if only roughly, to compare these degrees. In spite of all difficulties and all the qualifications with which the expert (quite properly) hedges his conclusions, it also seems sensible to conclude that by and large an animal is likely to be more intelligent if it has a larger brain at a given body size and especially if its brain shows greater development of those areas and structures best developed in our own brains. After all, we know we are intelligent, even though we wish we were more so.
In The Meaning of Evolution: A Study of the History of Life and of its Significance for Man (1949), 78.
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Before the introduction of the Arabic notation, multiplication was difficult, and the division even of integers called into play the highest mathematical faculties. Probably nothing in the modern world could have more astonished a Greek mathematician than to learn that, under the influence of compulsory education, the whole population of Western Europe, from the highest to the lowest, could perform the operation of division for the largest numbers. This fact would have seemed to him a sheer impossibility. … Our modern power of easy reckoning with decimal fractions is the most miraculous result of a perfect notation.
In Introduction to Mathematics (1911), 59.
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Before the printing press, the young learned by listening, watching, doing.
In 'Classroom Without Walls', Explorations (May 1957), No. 7. Collected in Edmund Carpenter and Marshall McLuhan (eds.), Explorations in Communication, an Anthology (1960), 1.
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Berzelius' symbols are horrifying. A young student in chemistry might as soon learn Hebrew as make himself acquainted with them... They appear to me equally to perplex the adepts in science, to discourage the learner, as well as to cloud the beauty and simplicity of the atomic theory.
Quoted in H. E. Roscoe, 'Presidential Address', Reports of the British Association for the Advancement of Science, 57th report, 1887, 7.
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Better far off to leave half the ruins and nine-tenths of the churches unseen and to see well the rest; to see them not once, but again and often again; to watch them, to learn them, to live with them, to love them, till they have become a part of life and life’s recollections.
…...
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Biological evolution is a system of constant divergence without subsequent joining of branches. Lineages, once distinct, are separate forever. In human history, transmission across lineages is, perhaps, the major source of cultural change. Europeans learned about corn and potatoes from Native Americans and gave them smallpox in return.
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Borel makes the amusing supposition of a million monkeys allowed to play upon the keys of a million typewriters. What is the chance that this wanton activity should reproduce exactly all of the volumes which are contained in the library of the British Museum? It certainly is not a large chance, but it may be roughly calculated, and proves in fact to be considerably larger than the chance that a mixture of oxygen and nitrogen will separate into the two pure constituents. After we have learned to estimate such minute chances, and after we have overcome our fear of numbers which are very much larger or very much smaller than those ordinarily employed, we might proceed to calculate the chance of still more extraordinary occurrences, and even have the boldness to regard the living cell as a result of random arrangement and rearrangement of its atoms. However, we cannot but feel that this would be carrying extrapolation too far. This feeling is due not merely to a recognition of the enormous complexity of living tissue but to the conviction that the whole trend of life, the whole process of building up more and more diverse and complex structures, which we call evolution, is the very opposite of that which we might expect from the laws of chance.
The Anatomy of Science (1926), 158-9.
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Botany is the school for patience, and it’s amateurs learn resignation from daily disappointments.
In letter to Madame de Tessé (25 Apr 1788). In Thomas Jefferson Correspondence: Printed from the Originals (1916), 7. The errant apostrophe in “it’s” appears in more than one texts checked by Webmaster.
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But Chinese civilization has the overpowering beauty of the wholly other, and only the wholly other can inspire the deepest love and the profoundest desire to learn.
The Grand Titration (1969), 176.
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But come, hear my words, for truly learning causes the mind to grow. For as I said before in declaring the ends of my words … at one time there grew to be the one alone out of many, and at another time it separated so that there were many out of the one; fire and water and earth and boundless height of air, and baneful Strife apart from these, balancing each of them, and Love among them, their equal in length and breadth.
From The Fragments, Bk. 1, line 74. In Arthur Fairbanks (ed., trans.), Quotations from The First Philosophers of Greece (1898), 167-168.
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But from the time I was in college I learned that there is nothing one could imagine which is so strange and incredible that it was not said by some philosopher; and since that time, I have recognized through my travels that all those whose views are different from our own are not necessarily, for that reason, barbarians or savages, but that many of them use their reason either as much as or even more than we do. I also considered how the same person, with the same mind, who was brought up from infancy either among the French or the Germans, becomes different from what they would have been if they had always lived among the Chinese or among the cannibals, and how, even in our clothes fashions, the very thing that we liked ten years ago, and that we may like again within the next ten years, appears extravagant and ridiculous to us today. Thus our convictions result from custom and example very much more than from any knowledge that is certain... truths will be discovered by an individual rather than a whole people.
Discourse on Method in Discourse on Method and Related Writings (1637), trans. Desmond M. Clarke, Penguin edition (1999), Part 2, 14-5.
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But when great and ingenious artists behold their so inept performances, not undeservedly do they ridicule the blindness of such men; since sane judgment abhors nothing so much as a picture perpetrated with no technical knowledge, although with plenty of care and diligence. Now the sole reason why painters of this sort are not aware of their own error is that they have not learnt Geometry, without which no one can either be or become an absolute artist; but the blame for this should be laid upon their masters, who are themselves ignorant of this art.
In The Art of Measurement (1525). As quoted in Albrecht Dürer and R.T. Nichol (trans.), 'Preface', Of the Just Shaping of Letters (1965), Book 3, 1-2.
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By destroying the biological character of phenomena, the use of averages in physiology and medicine usually gives only apparent accuracy to the results. From our point of view, we may distinguish between several kinds of averages: physical averages, chemical averages and physiological and pathological averages. If, for instance, we observe the number of pulsations and the degree of blood pressure by means of the oscillations of a manometer throughout one day, and if we take the average of all our figures to get the true or average blood pressure and to learn the true or average number of pulsations, we shall simply have wrong numbers. In fact, the pulse decreases in number and intensity when we are fasting and increases during digestion or under different influences of movement and rest; all the biological characteristics of the phenomenon disappear in the average. Chemical averages are also often used. If we collect a man's urine during twenty-four hours and mix all this urine to analyze the average, we get an analysis of a urine which simply does not exist; for urine, when fasting, is different from urine during digestion. A startling instance of this kind was invented by a physiologist who took urine from a railroad station urinal where people of all nations passed, and who believed he could thus present an analysis of average European urine! Aside from physical and chemical, there are physiological averages, or what we might call average descriptions of phenomena, which are even more false. Let me assume that a physician collects a great many individual observations of a disease and that he makes an average description of symptoms observed in the individual cases; he will thus have a description that will never be matched in nature. So in physiology, we must never make average descriptions of experiments, because the true relations of phenomena disappear in the average; when dealing with complex and variable experiments, we must study their various circumstances, and then present our most perfect experiment as a type, which, however, still stands for true facts. In the cases just considered, averages must therefore be rejected, because they confuse, while aiming to unify, and distort while aiming to simplify. Averages are applicable only to reducing very slightly varying numerical data about clearly defined and absolutely simple cases.
From An Introduction to the Study of Experimental Medicine (1865), as translated by Henry Copley Greene (1957), 134-135.
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By three methods we may learn wisdom: first, by reflection, which is noblest; second, by imitation, which is easiest; and third, by experience, which is the most bitter.
Confucius
Quoted in Kim Lim (ed.), 1,001 Pearls of Spiritual Wisdom: Words to Enrich, Inspire, and Guide Your Life (2014), 109
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Cayley was singularly learned in the work of other men, and catholic in his range of knowledge. Yet he did not read a memoir completely through: his custom was to read only so much as would enable him to grasp the meaning of the symbols and understand its scope. The main result would then become to him a subject of investigation: he would establish it (or test it) by algebraic analysis and, not infrequently, develop it so to obtain other results. This faculty of grasping and testing rapidly the work of others, together with his great knowledge, made him an invaluable referee; his services in this capacity were used through a long series of years by a number of societies to which he was almost in the position of standing mathematical advisor.
In Proceedings of London Royal Society (1895), 58, 11-12.
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Chemistry and physics are experimental sciences; and those who are engaged in attempting to enlarge the boundaries of science by experiment are generally unwilling to publish speculations; for they have learned, by long experience, that it is unsafe to anticipate events. It is true, they must make certain theories and hypotheses. They must form some kind of mental picture of the relations between the phenomena which they are trying to investigate, else their experiments would be made at random, and without connection.
From 'Radium and Its Products', Harper’s Magazine (Dec 1904), 52.
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Children are told that an apple fell on Isaac Newton’s head and he was led to state the law of gravity. This, of course, is pure foolishness. What Newton discovered was that any two particles in the universe attract each other with a force that is proportional to the product of their masses and inversely proportional to the square of the distance between them. This is not learned from a falling apple, but by observing quantities of data and developing a mathematical theory that can be verified by additional data. Data gathered by Galileo on falling bodies and by Johannes Kepler on motions of the planets were invaluable aids to Newton. Unfortunately, such false impressions about science are not universally outgrown like the Santa Claus myth, and some people who don’t study much science go to their graves thinking that the human race took until the mid-seventeenth century to notice that objects fall.
In How to Tell the Liars from the Statisticians (1983), 127.
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Computers and rocket ships are examples of invention, not of understanding. … All that is needed to build machines is the knowledge that when one thing happens, another thing happens as a result. It’s an accumulation of simple patterns. A dog can learn patterns. There is no “why” in those examples. We don’t understand why electricity travels. We don’t know why light travels at a constant speed forever. All we can do is observe and record patterns.
In God's Debris: A Thought Experiment (2004), 22.
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Copernicus, the most learned man whom we are able to name other than Atlas and Ptolemy, even though he taught in a most learned manner the demonstrations and causes of motion based on observation, nevertheless fled from the job of constructing tables, so that if anyone computes from his tables, the computation is not even in agreement with his observations on which the foundation of the work rests. Therefore first I have compared the observations of Copernicus with those of Ptolemy and others as to which are the most accurate, but besides the bare observations, I have taken from Copernicus nothing other than traces of demonstrations. As for the tables of mean motion, and of prosthaphaereses and all the rest, I have constructed these anew, following absolutely no other reasoning than that which I have judged to be of maximum harmony.
Dedication to the Duke of Prussia, Prutenicae Tabulae (1551), 1585 edition, as quoted in Owen Gingerich, The Eye of Heaven: Ptolemy, Copernicus, Kepler (1993), 227.
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Cosmology does, I think, affect the way that we perceive humanity’s role in nature. One thing we’ve learnt from astronomy is that the future lying ahead is more prolonged than the past. Even our sun is less than halfway through its life.
…...
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Culture can be regarded as a constitution of recipes for behavior … which are taught and learned on various levels of awareness; not all of the individuals in any society know all these recipes; and many of the recipes are alternative to one another.
Acknowledging the significance of variation for the culture concept. In The Modal Personality Structure of the Tuscarora Indians As Revealed by the Rorschach Test (1952), 61-62.
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Daniel Bernoulli used to tell two little adventures, which he said had given him more pleasure than all the other honours he had received. Travelling with a learned stranger, who, being pleased with his conversation, asked his name; “I am Daniel Bernoulli,” answered he with great modesty; “and I,” said the stranger (who thought he meant to laugh at him) “am Isaac Newton.” Another time, having to dine with the celebrated Koenig, the mathematician, who boasted, with some degree of self-complacency, of a difficult problem he had solved with much trouble, Bernoulli went on doing the honours of his table, and when they went to drink coffee he presented Koenig with a solution of the problem more elegant than his own.
In A Philosophical and Mathematical Dictionary (1815), 1, 226.
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Doubtless the reasoning faculty, the mind, is the leading and characteristic attribute of the human race. By the exercise of this, man arrives at the properties of the natural bodies. This is science, properly and emphatically so called. It is the science of pure mathematics; and in the high branches of this science lies the truly sublime of human acquisition. If any attainment deserves that epithet, it is the knowledge, which, from the mensuration of the minutest dust of the balance, proceeds on the rising scale of material bodies, everywhere weighing, everywhere measuring, everywhere detecting and explaining the laws of force and motion, penetrating into the secret principles which hold the universe of God together, and balancing worlds against worlds, and system against system. When we seek to accompany those who pursue studies at once so high, so vast, and so exact; when we arrive at the discoveries of Newton, which pour in day on the works of God, as if a second fiat had gone forth from his own mouth; when, further, we attempt to follow those who set out where Newton paused, making his goal their starting-place, and, proceeding with demonstration upon demonstration, and discovery upon discovery, bring new worlds and new systems of worlds within the limits of the known universe, failing to learn all only because all is infinite; however we may say of man, in admiration of his physical structure, that “in form and moving he is express and admirable,” it is here, and here without irreverence, we may exclaim, “In apprehension how like a god!” The study of the pure mathematics will of course not be extensively pursued in an institution, which, like this [Boston Mechanics’ Institute], has a direct practical tendency and aim. But it is still to be remembered, that pure mathematics lie at the foundation of mechanical philosophy, and that it is ignorance only which can speak or think of that sublime science as useless research or barren speculation.
In Works (1872), Vol. 1, 180.
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During the war years I worked on the development of radar and other radio systems for the R.A.F. and, though gaining much in engineering experience and in understanding people, rapidly forgot most of the physics I had learned.
From Autobiography in Wilhelm Odelberg (ed.), Les Prix Nobel en 1974/Nobel Lectures (1975)
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Early Greek astronomers, derived their first knowledge from the Egyptians, and these from the Chaldeans, among whom the science was studied, at a very early period. Their knowledge of astronomy, which gave their learned men the name of Magi, wise men, afterwards degenerated into astrology, or the art of consulting the position of the stars to foretel events—and hence sprung the silly occupation of sooth saying, for which the Chaldeans were noted to a proverb, in later ages.
In Elements of Useful Knowledge (1806), Vol. 1, 8-9. Note “foretel” is as printed in this text.
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Earth and sky, woods and fields, lakes and rivers, the mountain and the sea, are excellent schoolmasters, and teach some of us more than we can ever learn from books.
The Use of Life (1895), 70 or (2005), 66.
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Education consists in co-operating with what is already inside a child's mind … The best way to learn geometry is to follow the road which the human race originally followed: Do things, make things, notice things, arrange things, and only then reason about things.
In Mathematician's Delight (1943), 27.
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Education is learning what you didn't even know you didn't know.
In Democracy and its Discontents: Reflections on Everyday America (1974, 1975), 51.
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Education is not learning, but the training of the mind that it may learn.
In Sir William Withey Gull and Theodore Dyke Acland (ed.), A Collection of the Published Writings of William Withey Gull (1896), lxii. (by typo, shown on the age as xlii).
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Education is what remains after one has forgotten everything he learned in school.
…...
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Education is what survives when what has been learned has been forgotten.
In 'New Methods and New Aims in Teaching', New Scientist (21 May 1964), 22, No. 392, 484. One of several articles on the theme, 'Education in 1984'.
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Education, I fear, is learning to see one thing by going blind to another.
In 'Maitoba', A Sand County Almanac, and Sketches Here and There (1949, 1987), 158.
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ENGINEERING. The finest career for a young man; he learns all the sciences.
In The Dictionary of Accepted Ideas (1881), trans. Jaques Barzun (1968), 35.
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Euler could repeat the Aeneid from the beginning to the end, and he could even tell the first and last lines in every page of the edition which he used. In one of his works there is a learned memoir on a question in mechanics, of which, as he himself informs us, a verse of Aeneid gave him the first idea. [“The anchor drops, the rushing keel is staid.”]
In Letters of Euler (1872), Vol. 1, 24.
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Euler was a believer in God, downright and straightforward. The following story is told by Thiebault, in his Souvenirs de vingt ans de séjour à Berlin, … Thiebault says that he has no personal knowledge of the truth of the story, but that it was believed throughout the whole of the north of Europe. Diderot paid a visit to the Russian Court at the invitation of the Empress. He conversed very freely, and gave the younger members of the Court circle a good deal of lively atheism. The Empress was much amused, but some of her counsellors suggested that it might be desirable to check these expositions of doctrine. The Empress did not like to put a direct muzzle on her guest’s tongue, so the following plot was contrived. Diderot was informed that a learned mathematician was in possession of an algebraical demonstration of the existence of God, and would give it him before all the Court, if he desired to hear it. Diderot gladly consented: though the name of the mathematician is not given, it was Euler. He advanced toward Diderot, and said gravely, and in a tone of perfect conviction:
Monsieur, (a + bn) / n = x, donc Dieu existe; repondez!

Diderot, to whom algebra was Hebrew, was embarrassed and disconcerted; while peals of laughter rose on all sides. He asked permission to return to France at once, which was granted.
In Budget of Paradoxes (1878), 251. [The declaration in French expresses, “therefore God exists; please answer!” This Euler-Diderot anecdote, as embellished by De Morgan, is generally regarded as entirely fictional. Diderot before he became an encyclopedist was an accomplished mathematician and fully capable of recognizing—and responding to—the absurdity of an algebraic expression in proving the existence of God. See B.H. Brown, 'The Euler-Diderot Anecdote', The American Mathematical Monthly (May 1942), 49, No. 5, 392-303. —Webmaster.]
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Even though the realms of religion and science in themselves are clearly marked off from each other, nevertheless there exist between the two strong reciprocal relationships and dependencies. Though religion may be that which determines the goal, it has, nevertheless, learned from science, in the broadest sense, what means will contribute to the attainment of the goals it has set up. But science can only be created by those who are thoroughly imbued with the aspiration toward truth and understanding. This source of feeling, however, springs from the sphere of religion. To this there also belongs the faith in the possibility that the regulations valid for the world of existence are rational, that is, comprehensible to reason. I cannot conceive of a genuine scientist without that profound faith. The situation may be expressed by an image: science without religion is lame, religion without science is blind.
From paper 'Science, Philosophy and Religion', prepared for initial meeting of the Conference on Science, Philosophy and Religion in Their Relation to the Democratic Way of Life, at the Jewish Theological Seminary of America, New York City (9-11 Sep 1940). Collected in Albert Einstein: In His Own Words (2000), 212.
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Every appearance in nature corresponds to some state of the mind, and that state of the mind can only be described by presenting that natural appearance as its picture. An enraged man is a lion, a cunning man is a fox, a firm man is a rock, a learned man is a torch. A lamb is innocence; a snake is subtle spite; flowers express to us the delicate affections. Light and darkness are our familiar expressions for knowledge and ignorance ; and heat for love. Visible distance behind and before us, is respectively our image of memory and hope.
In essay, 'Language', collected in Nature: An Essay ; And, Lectures on the Times (1844), 23-24.
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Every new theory as it arises believes in the flush of youth that it has the long sought goal; it sees no limits to its applicability, and believes that at last it is the fortunate theory to achieve the 'right' answer. This was true of electron theory—perhaps some readers will remember a book called The Electrical Theory of the Universe by de Tunzelman. It is true of general relativity theory with its belief that we can formulate a mathematical scheme that will extrapolate to all past and future time and the unfathomed depths of space. It has been true of wave mechanics, with its first enthusiastic claim a brief ten years ago that no problem had successfully resisted its attack provided the attack was properly made, and now the disillusionment of age when confronted by the problems of the proton and the neutron. When will we learn that logic, mathematics, physical theory, are all only inventions for formulating in compact and manageable form what we already know, like all inventions do not achieve complete success in accomplishing what they were designed to do, much less complete success in fields beyond the scope of the original design, and that our only justification for hoping to penetrate at all into the unknown with these inventions is our past experience that sometimes we have been fortunate enough to be able to push on a short distance by acquired momentum.
The Nature of Physical Theory (1936), 136.
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Every student who enters upon a scientific pursuit, especially if at a somewhat advanced period of life, will find not only that he has much to learn, but much also to unlearn.
Outlines of Astronomy (1871), 11th edn., 1.
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Every time we get slapped down, we can say, “Thank you Mother Nature,” because it means we’re about to learn something important.
Quoted at end of article of Michael D. Lemonick and J. Madeleine Nash, 'Unraveling Universe', Time (6 Mar 1995), 145, 84.
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Everything material which is the subject of knowledge has number, order, or position; and these are her first outlines for a sketch of the universe. If our feeble hands cannot follow out the details, still her part has been drawn with an unerring pen, and her work cannot be gainsaid. So wide is the range of mathematical sciences, so indefinitely may it extend beyond our actual powers of manipulation that at some moments we are inclined to fall down with even more than reverence before her majestic presence. But so strictly limited are her promises and powers, about so much that we might wish to know does she offer no information whatever, that at other moments we are fain to call her results but a vain thing, and to reject them as a stone where we had asked for bread. If one aspect of the subject encourages our hopes, so does the other tend to chasten our desires, and he is perhaps the wisest, and in the long run the happiest, among his fellows, who has learned not only this science, but also the larger lesson which it directly teaches, namely, to temper our aspirations to that which is possible, to moderate our desires to that which is attainable, to restrict our hopes to that of which accomplishment, if not immediately practicable, is at least distinctly within the range of conception.
From Presidential Address (Aug 1878) to the British Association, Dublin, published in the Report of the 48th Meeting of the British Association for the Advancement of Science (1878), 31.
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Everything you’ve learned in school as “obvious” becomes less and less obvious as you begin to study the universe. For example, there are no solids in the universe. There’s not even a suggestion of a solid. There are no absolute continuums. There are no surfaces. There are no straight lines.
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Evolution: At the Mind's Cinema
I turn the handle and the story starts:
Reel after reel is all astronomy,
Till life, enkindled in a niche of sky,
Leaps on the stage to play a million parts.
Life leaves the slime and through all ocean darts;
She conquers earth, and raises wings to fly;
Then spirit blooms, and learns how not to die,-
Nesting beyond the grave in others' hearts.
I turn the handle: other men like me
Have made the film: and now I sit and look
In quiet, privileged like Divinity
To read the roaring world as in a book.
If this thy past, where shall they future climb,
O Spirit, built of Elements and Time?
'Evolution: At the Mind's Cinema' (1922), in The Captive Shrew and Other Poems of a Biologist (1932), 55.
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Face this world. Learn its ways, watch it, be careful of too hasty guesses at its meaning. In the end you will find clues to it all.
In The Time Machine (1898), 90.
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Failure is so much more interesting because you learn from it. That’s what we should be teaching children at school, that being successful the first time, there’s nothing in it. There’s no interest, you learn nothing actually.
Interview with Carole Cadwalladr, The Observer (9 May 2014).
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Failure is success if we learn from it.
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Far must thy researches go
Wouldst thou learn the world to know;
Thou must tempt the dark abyss
Wouldst thou prove what Being is;
Naught but firmness gains the prize,—
Naught but fullness makes us wise,—
Buried deep truth ever lies!
In Edgar A. Bowring (trans.), The Poems of Schiller (1875), 260.
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First, it must be a pleasure to study the human body the most miraculous masterpiece of nature and to learn about the smallest vessel and the smallest fiber. But second and most important, the medical profession gives the opportunity to alleviate the troubles of the body, to ease the pain, to console a person who is in distress, and to lighten the hour of death of many a sufferer.
Reasons for his choice of medicine as a career, from essay written during his last year in the Gymnasium (high school). As quoted in Leslie Dunn, Rudolf Virchow: Now You Know His Name (2012), 8-9.
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Five centuries ago the printing press sparked a radical reshaping of the nature of education. By bringing a master’s words to those who could not hear a master’s voice, the technology of printing dissolved the notion that education must be reserved for those with the means to hire personal tutors. Today we are approaching a new technological revolution, one whose impact on education may be as far-reaching as that of the printing press: the emergence of powerful computers that are sufficiently inexpensive to be used by students for learning, play and exploration. It is our hope that these powerful but simple tools for creating and exploring richly interactive environments will dissolve the barriers to the production of knowledge as the printing press dissolved the barriers to its transmission.
As co-author with A.A. diSessa, from 'Preface', Turtle Geometry: The Computer as a Medium for Exploring Mathematics (1986), xiii.
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For a smart material to be able to send out a more complex signal it needs to be nonlinear. If you hit a tuning fork twice as hard it will ring twice as loud but still at the same frequency. That’s a linear response. If you hit a person twice as hard they’re unlikely just to shout twice as loud. That property lets you learn more about the person than the tuning fork. - When Things Start to Think, 1999.
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For behavior, men learn it, as they take diseases, one of another.
As quoted in 'Solitude and Society', The Atlantic Monthly (Dec 1857), Vol. 1, 228.
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For example, there are numbers of chemists who occupy themselves exclusively with the study of dyestuffs. They discover facts that are useful to scientific chemistry; but they do not rank as genuine scientific men. The genuine scientific chemist cares just as much to learn about erbium—the extreme rarity of which renders it commercially unimportant—as he does about iron. He is more eager to learn about erbium if the knowledge of it would do more to complete his conception of the Periodic Law, which expresses the mutual relations of the elements.
From 'Lessons from the History of Science: The Scientific Attitude' (c.1896), in Collected Papers (1931), Vol. 1, 20.
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For too much learning makes no man mad!
From poem, 'An Essay on Mind' (1826), line 584. In Elizabeth Barrett Browning and Harriet Waters Preston (ed.), 'Appendix: Juvenilia', The Complete Poetical Works of Mrs. Browning (1900), 505.
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For undemocratic reasons and for motives not of State, they arrive at their conclusions—largely inarticulate. Being void of self-expression they confide their views to none; but sometimes in a smoking room, one learns why things were done.
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For, in mathematics or symbolic logic, reason can crank out the answer from the symboled equations—even a calculating machine can often do so—but it cannot alone set up the equations. Imagination resides in the words which define and connect the symbols—subtract them from the most aridly rigorous mathematical treatise and all meaning vanishes. Was it Eddington who said that we once thought if we understood 1 we understood 2, for 1 and 1 are 2, but we have since found we must learn a good deal more about “and”?
In 'The Biological Basis of Imagination', American Thought: 1947 (1947), 81.
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Forty years ago the philosopher Alfred North Whitehead thought it self-evident that you would get a good government if you took power out of the hands of the acquisitive and gave it to the learned and the cultivated. At present, a child in kindergarten knows better than that.
In Before the Sabbath (1979), 40-41.
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From him [Wilard Bennett] I learned how different a working laboratory is from a student laboratory. The answers are not known!
[While an undergraduate, doing experimental measurements in the laboratory of his professor, at Ohio State University.]
From autobiography on Nobel Prize website.
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From my father I learned to build things, to take them apart, and to fix mechanical and electrical equipment in general. I spent vast hours in a woodworking shop he maintained in the basement of our house, building gadgets, working both with my father and alone, often late into the night. … This play with building, fixing, and designing was my favorite activity throughout my childhood, and was a wonderful preparation for my later career as an experimentalist working on the frontiers of chemistry and physics.
From 'Richard E. Smalley: Biographical', collected in Tore Frängsmyr (ed.), Les Prix Nobel: The Nobel Prizes 1996 (1997).
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From this fountain (the free will of God) it is those laws, which we call the laws of nature, have flowed, in which there appear many traces of the most wise contrivance, but not the least shadow of necessity. These therefore we must not seek from uncertain conjectures, but learn them from observations and experimental. He who is presumptuous enough to think that he can find the true principles of physics and the laws of natural things by the force alone of his own mind, and the internal light of his reason, must either suppose the world exists by necessity, and by the same necessity follows the law proposed; or if the order of Nature was established by the will of God, the [man] himself, a miserable reptile, can tell what was fittest to be done.
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General preparatory instruction must continue to be the aim in the instruction at the higher institutions of learning. Exclusive selection and treatment of subject matter with reference to specific avocations is disadvantageous.
In Resolution adopted by the German Association for the Advancement of Scientific and Mathematical Instruction, in Jahresbericht der Deutschen Mathematiker Vereinigung (1896), 41. As translated in Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath’s Quotation-Book (1914), 72.
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Geological strata are like pages in the book of time and need to be read by qualified experts to learn what happened at the Kennewick find site.
From 'Mystery of the First Americans: Claims for the Remains: C. Vance Haynes, Jr.', web page on pbs.org website.
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Get a scalpel, and practice just, say, cutting a piece of meat or something like that. You sort of learn how you want to hold your fingers, and that sort of thing, and try to become graceful when you operate.
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Goethe said that he who cannot draw on 3,000 years of learning is living hand to mouth. It could just as well be said that individuals who do tap deeply into this rich cultural legacy are wealthy indeed. Yet the paradox is that much of this wisdom is buried in a sea of lesser books or like lost treasure beneath an ocean of online ignorance and trivia. That doesn’t mean that with a little bit of diligence you can’t tap into it. Yet many people, perhaps most, never take advantage of all this human experience. They aren’t obtaining knowledge beyond what they need to know for work or to get by. As a result, their view of our amazing world is diminished and their lives greatly circumscribed.
In An Embarrassment of Riches: Tapping Into the World's Greatest Legacy of Wealth (2013), 65.
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Gradually, at various points in our childhoods, we discover different forms of conviction. There’s the rock-hard certainty of personal experience (“I put my finger in the fire and it hurt,”), which is probably the earliest kind we learn. Then there’s the logically convincing, which we probably come to first through maths, in the context of Pythagoras’s theorem or something similar, and which, if we first encounter it at exactly the right moment, bursts on our minds like sunrise with the whole universe playing a great chord of C Major.
In short essay, 'Dawkins, Fairy Tales, and Evidence', 2.
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Happy is he who has been able to learn the causes of things.
Virgil
In Georgies (36-29 B.C.).
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Has Matter more than Motion? Has it Thought,
Judgment, and Genius? Is it deeply learn’d
In Mathematics? Has it fram’d such Laws,
Which, but to guess, a Newton made immortal?—
If so, how each sage Atom laughs at me,
Who think a Clod inferior to a Man!
The Complaint: or, Night-Thoughts on Life, Death, and Immortality (1742, 1750), Night 9, 279.
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He is a learned man that understands one subject, a very learned man that understands two.
In Hialmer Day Gould, New Practical Spelling (1905), 14.
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He is not a true man of science who does not bring some sympathy to his studies, and expect to learn something by behavior as well as by application. It is childish to rest in the discovery of mere coincidences, or of partial and extraneous laws.
In A Week on the Concord and Merrimack Rivers (1862), 381.
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He that desires to learn Truth should teach himself by Facts and Experiments; by which means he will learn more in a Year than by abstract reasoning in an Age.
In Academical Lectures on the Theory of Physic (1751), Vol. 1. As quoted in Thomas Steele Hall, A Source Book in Animal Biology (1951), 485.
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He that would learn by experiments, ought to proceed from particulars to generals; but the method of instructing academically, proceeds from generals to particulars.
As quoted in Thomas Steele Hall, A Source Book in Animal Biology (1951), 486.
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He who is needed must learn to endure flattery.
Aphorism as given by the fictional character Dezhnev Senior, in Fantastic Voyage II: Destination Brain (1987), 13.
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He who is only a traveler learns things at second-hand and by the halves, and is poor authority. We are most interested when science reports what those men already know practically or instinctively, for that alone is a true humanity.
In 'Higher Laws', in Walden: Or, Life in the Woods (1854, 1899), 239.
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He who neglects learning in his youth loses the past and is dead for the future
Euripides
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He who wishes to explain Generation must take for his theme the organic body and its constituent parts, and philosophize about them; he must show how these parts originated, and how they came to be in that relation in which they stand to each other. But he who learns to know a thing not only from its phenomena, but also its reasons and causes; and who, therefore, not by the phenomena merely, but by these also, is compelled to say: “The thing must be so, and it cannot be otherwise; it is necessarily of such a character; it must have such qualities; it is impossible for it to possess others”—understands the thing not only historically but truly philosophically, and he has a philosophic knowledge of it. Our own Theory of Generation is to be such a philosphic comprehension of an organic body, a very different one from one merely historical. (1764)
Quoted as an epigraph to Chap. 2, in Ernst Haeckel, The Evolution of Man, (1886), Vol 1, 25.
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He who would know what geometry is, must venture boldly into its depths and learn to think and feel as a geometer. I believe that it is impossible to do this, and to study geometry as it admits of being studied and am conscious it can be taught, without finding the reason invigorated, the invention quickened, the sentiment of the orderly and beautiful awakened and enhanced, and reverence for truth, the foundation of all integrity of character, converted into a fixed principle of the mental and moral constitution, according to the old and expressive adage “abeunt studia in mores”.
In 'A Probationary Lecture on Geometry, in Collected Mathematical Papers (1908), Vol. 2, 9. [The Latin phrase, “abeunt studia in mores” translates as “studies pass on into character”. —Webmaster]
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Helmholtz—the physiologist who learned physics for the sake of his physiology, and mathematics for the sake of his physics, and is now in the first rank of all three.
In 'Aims and Instruments of Scientific Thought', Lectures and Essays, Vol. 1 (1901), 165.
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His [Marvin Minsky’s] basic interest seemed to be in the workings of the human mind and in making machine models of the mind. Indeed, about that time he and a friend made one of the first electronic machines that could actually teach itself to do something interesting. It monitored electronic “rats” that learned to run mazes. It was being financed by the Navy. On one notable occasion, I remember descending to the basement of Memorial Hall, while Minsky worked on it. It had an illuminated display panel that enabled one to follow the progress of the “rats.” Near the machine was a hamster in a cage. When the machine blinked, the hamster would run around its cage happily. Minsky, with his characteristic elfin grin, remarked that on a previous day the Navy contract officer had been down to see the machine. Noting the man’s interest in the hamster, Minsky had told him laconically, “The next one we build will look like a bird.”
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History shows that the human animal has always learned but progress used to be very slow. This was because learning often depended on the chance coming together of a potentially informative event on the one hand and a perceptive observer on the other. Scientific method accelerated that process.
In article Total Quality: Its Origins and its Future (1995), published at the Center for Quality and Productivity Improvement.
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How fortunate for civilization, that Beethoven, Michelangelo, Galileo and Faraday were not required by law to attend schools where their total personalities would have been operated upon to make them learn acceptable ways of participating as members of “the group.”
In speech, 'Education for Creativity in the Sciences', Conference at New York University, Washington Square. As quoted by Gene Currivan in 'I.Q. Tests Called Harmful to Pupil', New York Times (16 Jun 1963), 66.
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Humanity is about to learn that a lunatic (touched by the moon) is not a crazy man but one so sane, well-informed, well-coordinated, self-disciplined, cooperative and fearless as to be the first earthian human to have been ferried to a physical landing upon the moon, and thereafter to have been returned safely to reboard his mother space vehicle earth.
In 'Reactions to Man’s Landing on the Moon Show Broad Variations in Opinions', The New York Times (21 Jul 1969), 6.
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Humility is not a state of mind conducive to the advancement of learning.
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Hypotheses are cradle-songs by which the teacher lulls his scholars to sleep. The thoughtful and honest observer is always learning more and more of his limitations; he sees that the further knowledge spreads, the more numerous are the problems that make their appearance.
In The Maxims and Reflections of Goethe (1906), 195.
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I … began my career as a wireless amateur. After 43 years in radio, I do not mind confessing that I am still an amateur. Despite many great achievements in the science of radio and electronics, what we know today is far less than what we have still to learn.
Address at Banquet of the International Congress on Rheumatic Diseases, printed in 'Man and Science', Radio Age: Research, Manufacturing, Communications, Broadcasting, Television (Jul 1949), 8, No. 4, 3.
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I always rejoice to hear of your being still employed in experimental researches into nature, and of the success you meet with. The rapid progress true science now makes, occasions my regretting sometimes that I was born so soon: it is impossible to imagine the height to which may be carried, in a thousand years, the power of man over matter; we may perhaps learn to deprive large masses of their gravity, and give them absolute levity for the sake of easy transport. Agriculture may diminish its labour and double its produce; all diseases may by sure means be prevented or cured (not excepting even that of old age), and our lives lengthened at pleasure even beyond the antediluvian standard. Oh! that moral science were in as fair a way of improvement; that men would cease to be wolves to one another; and that human beings would at length learn what they now improperly call humanity!
Letter to Dr Priestley, 8 Feb 1780. In Memoirs of Benjamin Franklin (1845), Vol. 2, 152.
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I am always willing to learn, however I do not always like to be taught.
Speech in the House of Commons (4 Nov 1952). As quoted in Colin Coote, Sir Winston Churchill: A Self-Portrait (1954), 35.
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I am born into an environment–I know not whence I came nor whither I go nor who I am. This is my situation as yours, every single one of you. The fact that everyone always was in this same situation, and always will be, tells me nothing. Our burning question as to the whence and whither–all we can ourselves observe about it is the present environment. That is why we are eager to find out about it as much as we can. That is science, learning, knowledge; it is the true source of every spiritual endeavour of man. We try to find out as much as we can about the spatial and temporal surroundings of the place in which we find ourselves put by birth.
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I am more and more convinced that the ant colony is not so much composed of separate individuals as that the colony is a sort of individual, and each ant like a loose cell in it. Our own blood stream, for instance, contains hosts of white corpuscles which differ little from free-swimming amoebae. When bacteria invade the blood stream, the white corpuscles, like the ants defending the nest, are drawn mechanically to the infected spot, and will die defending the human cell colony. I admit that the comparison is imperfect, but the attempt to liken the individual human warrior to the individual ant in battle is even more inaccurate and misleading. The colony of ants with its component numbers stands half way, as a mechanical, intuitive, and psychical phenomenon, between our bodies as a collection of cells with separate functions and our armies made up of obedient privates. Until one learns both to deny real individual initiative to the single ant, and at the same time to divorce one's mind from the persuasion that the colony has a headquarters which directs activity … one can make nothing but pretty fallacies out of the polity of the ant heap.
In An Almanac for Moderns (1935), 121
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I am the most travelled of all my contemporaries; I have extended my field of enquiry wider than anybody else, I have seen more countries and climes, and have heard more speeches of learned men. No one has surpassed me in the composition of lines, according to demonstration, not even the Egyptian knotters of ropes, or geometers.
In Alan L. Mackay, A Dictionary of Scientific Quotations (1992, 1994), 71.
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I appeal to the contemptible speech made lately by Sir Robert Peel to an applauding House of Commons. 'Orders of merit,' said he, 'were the proper rewards of the military' (the desolators of the world in all ages). 'Men of science are better left to the applause of their own hearts.' Most learned Legislator! Most liberal cotton-spinner! Was your title the proper reward of military prowess? Pity you hold not the dungeon-keys of an English Inquisition! Perhaps Science, like creeds, would flourish best under a little persecution.
Chemical Recreations (1834), 232.
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I ask any one who has adopted the calling of an engineer, how much time he lost when he left school, because he had to devote himself to pursuits which were absolutely novel and strange, and of which he had not obtained the remotest conception from his instructors? He had to familiarize himself with ideas of the course and powers of Nature, to which his attention had never been directed during his school-life, and to learn, for the first time, that a world of facts lies outside and beyond the world of words.
From After-Dinner Speech (Apr 1869) delivered before the Liverpool Philomathic Society, 'Scientific Education', collected in Lay Sermons, Addresses, and Reviews (1870), 63. Previously published in Macmillan’s Magazine.
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I became expert at dissecting crayfish. At one point I had a crayfish claw mounted on an apparatus in such a way that I could operate the individual nerves. I could get the several-jointed claw to reach down and pick up a pencil and wave it around. I am not sure that what I was doing had much scientific value, although I did learn which nerve fiber had to be excited to inhibit the effects of another fiber so that the claw would open. And it did get me interested in robotic instrumentation, something that I have now returned to. I am trying to build better micromanipulators for surgery and the like.
In Jeremy Bernstein, 'A.I.', The New Yorker (14 Dec 1981).
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I believe in the not-too-distant future, people are going to learn to trust their information to the Net more than they now do, and be able to essentially manage very large amounts and perhaps their whole lifetime of information in the Net with the notion that they can access it securely and privately for as long as they want, and that it will persist over all the evolution and technical changes.
From transcript of interview by Steve Inskeep, 'Computing Pioneers Discuss the State of the Net', Morning Edition (22 Aug 2005) on npr.org website.
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I believe that the useful methods of mathematics are easily to be learned by quite young persons, just as languages are easily learned in youth. What a wondrous philosophy and history underlie the use of almost every word in every language—yet the child learns to use the word unconsciously. No doubt when such a word was first invented it was studied over and lectured upon, just as one might lecture now upon the idea of a rate, or the use of Cartesian co-ordinates, and we may depend upon it that children of the future will use the idea of the calculus, and use squared paper as readily as they now cipher. … When Egyptian and Chaldean philosophers spent years in difficult calculations, which would now be thought easy by young children, doubtless they had the same notions of the depth of their knowledge that Sir William Thomson might now have of his. How is it, then, that Thomson gained his immense knowledge in the time taken by a Chaldean philosopher to acquire a simple knowledge of arithmetic? The reason is plain. Thomson, when a child, was taught in a few years more than all that was known three thousand years ago of the properties of numbers. When it is found essential to a boy’s future that machinery should be given to his brain, it is given to him; he is taught to use it, and his bright memory makes the use of it a second nature to him; but it is not till after-life that he makes a close investigation of what there actually is in his brain which has enabled him to do so much. It is taken because the child has much faith. In after years he will accept nothing without careful consideration. The machinery given to the brain of children is getting more and more complicated as time goes on; but there is really no reason why it should not be taken in as early, and used as readily, as were the axioms of childish education in ancient Chaldea.
In Teaching of Mathematics (1902), 14.
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I believe that there is but one way to learn any subject, and that is through study. The very name student tells what the person so named should be doing; and with a natural science, dealing with a most complex object, extending through three dimensions of space, any other method besides studying the object is practically useless.
As quoted from a paper by Mall (1896), in Florence R. Sabin, Franklin Paine Mall: The Story of a Mind. (1934), 142.
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I belonged to a small minority of boys who were lacking in physical strength and athletic prowess. ... We found our refuge in science. ... We learned that science is a revenge of victims against oppressors, that science is a territory of freedom and friendship in the midst of tyranny and hatred.
[Referring to the science club he founded to escape bullying at his preparatory school.]
Essay 'To Teach or Not to Teach'. In From Eros to Gaia (1992), Vol. 5, 191. Partial quote in Oliver Sacks, Uncle Tungsten: Memories of a Chemical Boyhood (2001), 26. Different part of quote in Bill Swainson, Encarta Book of Quotations (2000), 299.
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I can assure you, reader, that in a very few hours, even during the first day, you will learn more natural philosophy about things contained in this book, than you could learn in fifty years by reading the theories and opinions of the ancient philosophers. Enemies of science will scoff at the astrologers: saying, where is the ladder on which they have climbed to heaven, to know the foundation of the stars? But in this respect I am exempt from such scoffing; for in proving my written reason, I satisfy sight, hearing, and touch: for this reason, defamers will have no power over me: as you will see when you come to see me in my little Academy.
The Admirable Discourses (1580), trans. Aurele La Rocque (1957), 27.
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I can see him [Sylvester] now, with his white beard and few locks of gray hair, his forehead wrinkled o’er with thoughts, writing rapidly his figures and formulae on the board, sometimes explaining as he wrote, while we, his listeners, caught the reflected sounds from the board. But stop, something is not right, he pauses, his hand goes to his forehead to help his thought, he goes over the work again, emphasizes the leading points, and finally discovers his difficulty. Perhaps it is some error in his figures, perhaps an oversight in the reasoning. Sometimes, however, the difficulty is not elucidated, and then there is not much to the rest of the lecture. But at the next lecture we would hear of some new discovery that was the outcome of that difficulty, and of some article for the Journal, which he had begun. If a text-book had been taken up at the beginning, with the intention of following it, that text-book was most likely doomed to oblivion for the rest of the term, or until the class had been made listeners to every new thought and principle that had sprung from the laboratory of his mind, in consequence of that first difficulty. Other difficulties would soon appear, so that no text-book could last more than half of the term. In this way his class listened to almost all of the work that subsequently appeared in the Journal. It seemed to be the quality of his mind that he must adhere to one subject. He would think about it, talk about it to his class, and finally write about it for the Journal. The merest accident might start him, but once started, every moment, every thought was given to it, and, as much as possible, he read what others had done in the same direction; but this last seemed to be his real point; he could not read without finding difficulties in the way of understanding the author. Thus, often his own work reproduced what had been done by others, and he did not find it out until too late.
A notable example of this is in his theory of cyclotomic functions, which he had reproduced in several foreign journals, only to find that he had been greatly anticipated by foreign authors. It was manifest, one of the critics said, that the learned professor had not read Rummer’s elementary results in the theory of ideal primes. Yet Professor Smith’s report on the theory of numbers, which contained a full synopsis of Kummer’s theory, was Professor Sylvester’s constant companion.
This weakness of Professor Sylvester, in not being able to read what others had done, is perhaps a concomitant of his peculiar genius. Other minds could pass over little difficulties and not be troubled by them, and so go on to a final understanding of the results of the author. But not so with him. A difficulty, however small, worried him, and he was sure to have difficulties until the subject had been worked over in his own way, to correspond with his own mode of thought. To read the work of others, meant therefore to him an almost independent development of it. Like the man whose pleasure in life is to pioneer the way for society into the forests, his rugged mind could derive satisfaction only in hewing out its own paths; and only when his efforts brought him into the uncleared fields of mathematics did he find his place in the Universe.
In Florian Cajori, Teaching and History of Mathematics in the United States (1890), 266-267.
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I cannot serve as an example for younger scientists to follow. What I teach cannot be learned. I have never been a “100 percent scientist.” My reading has always been shamefully nonprofessional. I do not own an attaché case, and therefore cannot carry it home at night, full of journals and papers to read. I like long vacations, and a catalogue of my activities in general would be a scandal in the ears of the apostles of cost-effectiveness. I do not play the recorder, nor do I like to attend NATO workshops on a Greek island or a Sicilian mountain top; this shows that I am not even a molecular biologist. In fact, the list of what I have not got makes up the American Dream. Readers, if any, will conclude rightly that the Gradus ad Parnassum will have to be learned at somebody else’s feet.
In Heraclitean Fire: Sketches from a Life before Nature (1978), 7.
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I cannot think of a single field in biology or medicine in which we can claim genuine understanding, and it seems to me the more we learn about living creatures, especially ourselves, the stranger life becomes.
In 'On Science and Certainty', Discover Magazine (Oct 1980).
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I completed my formal education having been one of the first students in geophysics at three great universities. By today’s standards my studies were extremely casual, but I had learned to work hard, taking courses which it turned out were often irrelevant, old-fashioned, and frequently wrong. Nevertheless, the very casualness encouraged independence in thought and action.
In 'Early Days in University Geophysics', Annual Review of Earth and Planetary Sciences (1982), 10, 7.
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I devoted myself to studying the texts—the original and commentaries—in the natural sciences and metaphysics, and the gates of knowledge began opening for me. Next I sought to know medicine, and so read the books written on it. Medicine is not one of the difficult sciences, and therefore, I excelled in it in a very short time, to the point that distinguished physicians began to read the science of medicine under me. I cared for the sick and there opened to me some of the doors of medical treatment that are indescribable and can be learned only from practice. In addition I devoted myself to jurisprudence and used to engage in legal disputations, at that time being sixteen years old.
Avicenna
W. E. Gohhnan, The Life of Ibn Sina: A Critical Edition and Annotated Translation (1974), 25-7.
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I do ... humbly conceive (tho' some possibly may think there is too much notice taken of such a trivial thing as a rotten Shell, yet) that Men do generally rally too much slight and pass over without regard these Records of Antiquity which Nature have left as Monuments and Hieroglyphick Characters of preceding Transactions in the like duration or Transactions of the Body of the Earth, which are infinitely more evident and certain tokens than any thing of Antiquity that can be fetched out of Coins or Medals, or any other way yet known, since the best of those ways may be counterfeited or made by Art and Design, as may also Books, Manuscripts and Inscriptions, as all the Learned are now sufficiently satisfied, has often been actually practised; but those Characters are not to be Counterfeited by all the Craft in the World, nor can they be doubted to be, what they appear, by anyone that will impartially examine the true appearances of them: And tho' it must be granted, that it is very difficult to read them, and to raise a Chronology out of them, and to state the intervalls of the Times wherein such, or such Catastrophies and Mutations have happened; yet 'tis not impossible, but that, by the help of those joined to ' other means and assistances of Information, much may be done even in that part of Information also.
Lectures and Discourses of Earthquakes (1668). In The Posthumous Works of Robert Hooke, containing his Cutlerian Lectures and other Discourses read at the Meetings of the Illustrious Royal Society (1705), 411.
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I do not fancy this acquiescence in second-hand hearsay knowledge; for, though we may be learned by the help of another’s knowledge, we can never be wise but by our own wisdom.
In 'Of Pedantry', collected in The Essays of Michael Seigneur de Montaigne: Translated Into English (1759), Vol. 1, 144.
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I don’t know what your Company is feeling as of today about the work of Dr. Alice Hamilton on benzol [benzene] poisoning. I know that back in the old days some of your boys used to think that she was a plain nuisance and just picking on you for luck. But I have a hunch that as you have learned more about the subject, men like your good self have grown to realize the debt that society owes her for her crusade. I am pretty sure that she has saved the lives of a great many girls in can-making plants and I would hate to think that you didn’t agree with me.
Letter to S. P. Miller, technical director of a company that sold solvents, 9 Feb 1933. Alice Hamilton papers, no. 40, Schlesinger Library, Radcliffe College. Quoted in Barbara Sicherman, Alice Hamilton: A Life in Letters (1984).
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I found that I could find the energy…that I could find the determination to keep on going. I learned that your mind can amaze your body, it you just keep telling yourself, I can do it…I can do it…I can do it!
…...
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I grew up in love with science, asking the same questions all children ask as they try to codify the world to find out what makes it work. “Who is the smartest person in the world?” and “Where is the tallest mountain in the world?” turned into questions like, “How big is the universe?” and “What is it that makes us alive?”
In Introduction to Isaac Asimov and Jason A. Shulman (eds.), Isaac Asimov’s Book of Science and Nature Quotations (1988), xix.
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I grew up to be indifferent to the distinction between literature and science, which in my teens were simply two languages for experience that I learned together.
As quoted in J. Wakeman, World Authors 1950 - 1970, (1975), 221-23.
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I have clearly recorded this: for one can learn good lessons also from what has been tried but clearly has not succeeded, when it is clear why it has not succeeded.
On Joints, 47. Trans. R. W. Sharples.
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I have had [many letters] asking me,… how to start making a hobby out of astronomy. My answer is always the same. Do some reading, learn the basic facts, and then take a star-map and go outdoors on the first clear night so that you can begin learning the various stars and constellation patterns. The old cliche that ‘an ounce of practice is worth a ton of theory’ is true in astronomy, as it is in everything else.
From 'Introduction', The Amateur Astronomer (11th Ed., 1990), 1.
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I have learned to have more faith in the scientist than he does in himself.
As quoted in Obituary, Newsweek (27 Dec 1971).
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I have learned to use the word “impossible” with the greatest caution.
…...
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I have never thought a boy should undertake abstruse or difficult sciences, such as Mathematics in general, till fifteen years of age at soonest. Before that time they are best employed in learning the languages, which is merely a matter of memory.
Letter to Ralph Izard (17 July 1788).
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I have no doubt that certain learned men, now that the novelty of the hypotheses in this work has been widely reported—for it establishes that the Earth moves, and indeed that the Sun is motionless in the middle of the universe—are extremely shocked, and think that the scholarly disciplines, rightly established once and for all, should not be upset. But if they are willing to judge the matter thoroughly, they will find that the author of this work has committed nothing which deserves censure. For it is proper for an astronomer to establish a record of the motions of the heavens with diligent and skilful observations, and then to think out and construct laws for them, or rather hypotheses, whatever their nature may be, since the true laws cannot be reached by the use of reason; and from those assumptions the motions can be correctly calculated, both for the future and for the past. Our author has shown himself outstandingly skilful in both these respects. Nor is it necessary that these hypotheses should be true, nor indeed even probable, but it is sufficient if they merely produce calculations which agree with the observations. … For it is clear enough that this subject is completely and simply ignorant of the laws which produce apparently irregular motions. And if it does work out any laws—as certainly it does work out very many—it does not do so in any way with the aim of persuading anyone that they are valid, but only to provide a correct basis for calculation. Since different hypotheses are sometimes available to explain one and the same motion (for instance eccentricity or an epicycle for the motion of the Sun) an astronomer will prefer to seize on the one which is easiest to grasp; a philosopher will perhaps look more for probability; but neither will grasp or convey anything certain, unless it has been divinely revealed to him. Let us therefore allow these new hypotheses also to become known beside the older, which are no more probable, especially since they are remarkable and easy; and let them bring with them the vast treasury of highly learned observations. And let no one expect from astronomy, as far as hypotheses are concerned, anything certain, since it cannot produce any such thing, in case if he seizes on things constructed for another other purpose as true, he departs from this discipline more foolish than he came to it.
Although this preface would have been assumed by contemporary readers to be written by Copernicus, it was unsigned. It is now believed to have been written and added at press time by Andreas Osiander (who was then overseeing the printing of the book). It suggests the earth’s motion as described was merely a mathematical device, and not to be taken as absolute reality. Text as given in 'To the Reader on the Hypotheses in this Work', Copernicus: On the Revolutions of the Heavenly Spheres (1543), translated by ‎Alistair Matheson Duncan (1976), 22-3. By adding this preface, Osiander wished to stave off criticism by theologians. See also the Andreas Osiander Quotes page of this website.
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I have no friends. The more you learn about the dignity of the gorilla, the more you want to avoid people.
From article about interview (May 1985) with Associated Press East Africa Correspondent, Barry Shlachter, at her Karisoke Research Station. Syndicated in Summer 1985. Seen, for example, in Barry Shlachter, 'Woman Fierce Protector of Gorilla Friends', Lawrence Journal-World (29 Jul 1985), 7.
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I have spent some months in England, have seen an awful lot and learned little. England is not a land of science, there is only a widely practised dilettantism, the chemists are ashamed to call themselves chemists because the pharmacists, who are despised, have assumed this name.
Liebig to Berzelius, 26 Nov 1837. Quoted in J. Carriere (ed.), Berzelius und Liebig.; ihre Briefe (1898), 134. Trans. W. H. Brock.
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I learned a lot of different things from different schools. MIT is a very good place…. It has developed for itself a spirit, so that every member of the whole place thinks that it’s the most wonderful place in the world—it’s the center, somehow, of scientific and technological development in the United States, if not the world … and while you don’t get a good sense of proportion there, you do get an excellent sense of being with it and in it, and having motivation and desire to keep on…
From Surely You’re Joking, Mr. Feynman!: Adventures of a Curious Character (1985), 51.
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I learned easily mathematics and physics, as far as these sciences were taken in consideration in the school. I found in this ready help from my father, who loved science and had to teach it himself. He enjoyed any explanation he could give us about Nature and her ways. Unhappily, he had no laboratory and could not perform experiments.
About her childhood schooling. As translated by Charlotte and Vernon Kellogg in Marie Curie, 'Autobiographical Notes', Pierre Curie (1923), 188. [Her father, Władysław Skłodowski, had studied Physics and Mathematics at the St. Petersburg University. For the early years of his career, he was a teacher in Warsaw schools. —Webmaster]]
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I learned the inebriation of research, the practice of rigor, and the art of disappointment.
In 'J. Michael Bishop: Biographical', website of nobelprize.org.
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I learned this, at least, by my experiment: that if one advances confidently in the direction of his dreams, and endeavors to live the life which he has imagined, he will meet with a success unexpected in common hours.
In Walden: or, Life in the Woods (1854, 1893), 496.
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I learned what research was all about as a research student [with] Stoppani ... Max Perutz, and ... Fred Sanger... From them, I always received an unspoken message which in my imagination I translated as “Do good experiments, and don’t worry about the rest.”
From Nobel Lecture (8 Dec 1984), collected in Tore Frängsmyr and Jan Lindsten (eds.), Nobel Lectures in Physiology Or Medicine: 1981-1990 (1993), 268.
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I learned, and later had to unlearn in order to become a scientist myself, that science is simply measurement and the answers are in print.
This View of Life: the World of an Evolutionist (1964), 27.
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I like to handle babies. You can learn a lot from the way they respond, the way they slide down your hips, the way they trust you. The first thing a child must learn is to trust.
As quoted in interview with Frances Glennon, 'Student and Teacher of Human Ways', Life (14 Sep 1959), 144.
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I must confess the language of symbols is to me
A Babylonish dialect
Which learned chemists much affect;
It is a party-coloured dress
Of patch'd and piebald languages:
'T is English cut on Greek and Latin,
Like fustian heretofore on satin.
'Additional Observations on the Use of Chemical Symbols', Philosophical Magazine, Third series (1834), 4, 251. Cited in Timothy L. Alborn, 'Negotiating Notation: Chemical Symbols and British Society, 1831-1835', Annals of Science (1989), 46, 437.
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I never allow myself to become discouraged under any circumstances. … After we had conducted thousands of experiments on a certain project without solving the problem, … we had learned something. For we had learned for a certainty that the thing couldn’t be done that way, and that we would have to try some other way. We sometimes learn a lot from our failures if we have put into the effort the best thought and work we are capable of.
As quoted from an interview by B.C. Forbes in The American Magazine (Jan 1921), 89.
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I often use the analogy of a chess game: one can learn all the rules of chess, but one doesn’t know how to play well…. The present situation in physics is as if we know chess, but we don’t know one or two rules. But in this part of the board where things are in operation, those one or two rules are not operating much and we can get along pretty well without understanding those rules. That’s the way it is, I would say, regarding the phenomena of life, consciousness and so forth.
In Superstrings: A Theory of Everything? by P. C. W. Davies and Julian Brown (1988).
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I profess to learn and to teach anatomy not from books but from dissections, not from the tenets of Philosophers but from the fabric of Nature.
De Motu Cordis (1628), The Circulation of the Blood and Other Writings, trans. Kenneth J. Franklin (1957), Dedication to Doctor Argent, 7.
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I regard sex as the central problem of life. And now that the problem of religion has practically been settled, and that the problem of labor has at least been placed on a practical foundation, the question of sex—with the racial questions that rest on it—stands before the coming generations as the chief problem for solution. Sex lies at the root of life, and we can never learn to reverence life until we know how to understand sex.
Studies in the Psychology of Sex (1897), Vol. 1, xxx.
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I remember my first look at the great treatise of Maxwell’s when I was a young man… I saw that it was great, greater and greatest, with prodigious possibilities in its power… I was determined to master the book and set to work. I was very ignorant. I had no knowledge of mathematical analysis (having learned only school algebra and trigonometry which I had largely forgotten) and thus my work was laid out for me. It took me several years before I could understand as much as I possibly could. Then I set Maxwell aside and followed my own course. And I progressed much more quickly… It will be understood that I preach the gospel according to my interpretation of Maxwell.
From translations of a letter (24 Feb 1918), cited in Paul J. Nahin, Oliver Heaviside: The Life, Work, and Times of an Electrical Genius of the Victorian Age (2002), 24. Nahin footnotes that the words are not verbatim, but are the result of two translations. Heaviside's original letter in English was quoted, translated in to French by J. Bethenode, for the obituary he wrote, "Oliver Heaviside", in Annales des Posies Telegraphs (1925), 14, 521-538. The quote was retranslated back to English in Nadin's book. Bethenode footnoted that he made the original translation "as literally as possible in order not to change the meaning." Nadin assures that the retranslation was done likewise. Heaviside studyied Maxwell's two-volume Treatise on Electricity and Magnetism.
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I spent most of a lifetime trying to be a mathematician—and what did I learn. What does it take to be one? I think I know the answer: you have to be born right, you must continually strive to become perfect, you must love mathematics more than anything else, you must work at it hard and without stop, and you must never give up.
In I Want to be a Mathematician: an Automathography (1985), 400.
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I still take failure very seriously, but I've found that the only way I could overcome the feeling is to keep on working, and trying to benefit from failures or disappointments. There are always some lessons to be learned. So I keep on working.
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I think I’ve had more failures than successes, but I don’t see the failures as mistakes because I always learned something from those experiences. I see them as having not achieved the initial goal, nothing more than that.
Quoted in Timothy L. O’Brien, 'Not Invented here: Are U.S. Innovators Losing Their Competitive Edge?', New York Times (13 Nov 2005), B6.
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I think it’s a very valuable thing for a doctor to learn how to do research, to learn how to approach research, something there isn't time to teach them in medical school. They don't really learn how to approach a problem, and yet diagnosis is a problem; and I think that year spent in research is extremely valuable to them.
On mentoring a medical student.
Quoted in interview by Mary Ellen Avery (1997)
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I think that the unity we can seek lies really in two things. One is that the knowledge which comes to us at such a terrifyingly, inhumanly rapid rate has some order in it. We are allowed to forget a great deal, as well as to learn. This order is never adequate. The mass of ununderstood things, which cannot be summarized, or wholly ordered, always grows greater; but a great deal does get understood.
The second is simply this: we can have each other to dinner. We ourselves, and with each other by our converse, can create, not an architecture of global scope, but an immense, intricate network of intimacy, illumination, and understanding. Everything cannot be connected with everything in the world we live in. Everything can be connected with anything.
Concluding paragraphs of 'The Growth of Science and the Structure of Culture', Daedalus (Winter 1958), 87, No. 1, 76.
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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.
Interview (23 May 1998), 'Creating the Code to Life', Academy of Achievement web site.
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I was always afraid of dying. Always. It was my fear that made me learn everything I could about my airplane and my emergency equipment, and kept me flying respectful of my machine and always alert in the cockpit.
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I was just going to say, when I was interrupted, that one of the many ways of classifying minds is under the heads of arithmetical and algebraical intellects. All economical and practical wisdom is an extension or variation of the following arithmetical formula: 2+2=4. Every philosophical proposition has the more general character of the expression a+b=c. We are mere operatives, empirics, and egotists, until we learn to think in letters instead of figures.
The Autocrat of the Breakfast Table (1858), 1.
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I was sitting writing at my textbook but the work did not progress; my thoughts were elsewhere. I turned my chair to the fire and dozed. Again the atoms were gambolling before my eyes. This time the smaller groups kept modestly in the background. My mental eye, rendered more acute by the repeated visions of the kind, could now distinguish larger structures of manifold confirmation: long rows, sometimes more closely fitted together all twining and twisting in snake like motion. But look! What was that? One of the snakes had seized hold of its own tail, and the form whirled mockingly before my eyes. As if by a flash of lightning I awoke; and this time also I spent the rest of the night in working out the rest of the hypothesis. Let us learn to dream, gentlemen, then perhaps we shall find the truth... But let us beware of publishing our dreams till they have been tested by waking understanding.
Kekule at Benzolfest in Berichte (1890), 23, 1302.
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I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived.
Walden (1854), 143.
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I would beg the wise and learned fathers (of the church) to consider with all diligence the difference which exists between matters of mere opinion and matters of demonstration. ... [I]t is not in the power of professors of the demonstrative sciences to alter their opinions at will, so as to be now of one way of thinking and now of another. ... [D]emonstrated conclusions about things in nature of the heavens, do not admit of being altered with the same ease as opinions to what is permissible or not, under a contract, mortgage, or bill of exchange.
Letter to Cristina di Lorena, Grand Duchess of Tuscany (the mother of his patron Cosmo), 1615. Quoted in Sedley Taylor, 'Galileo and Papal Infallibility' (Dec 1873), in Macmillan's Magazine: November 1873 to April 1874 (1874) Vol 29, 94.
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John B. Watson quote: I would rather see the behavior of one white rat observed carefully from the moment of birth until death t
I would rather see the behavior of one white rat observed carefully from the moment of birth until death than to see a large volume of accurate statistical data on how 2,000 rats learned to open a puzzle box.
Introduction to G. V. Hamilton and Kenneth Macgowan, What Is Wrong with Marriage? (1929), xx.
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I’m sure that science can’t ever explain everything and I can give you the reasons for that decision … I believe that scientific knowledge has fractal properties; that no matter how much we learn, whatever is left, however small it may seem, is just as infinitely complex as the whole was to start with. That, I think is the secret of the universe.
In It’s Been a Good Life (2009), 258, cited as from I. Asimov: A Memoir (1994), 481.
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I’ve learned that even when I have pains, I don’t have to be one.
Eighth stanza of poem 'On Turning 70'. The poem is printed in Michigan Office of Services to the Aging, Annual Report 2004 (2005), no page number.
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I’ve learned that every day you should reach out and touch someone. People love a warm hug, or just a friendly pat on the back.
Ninth stanza of poem 'On Turning 70'. The poem is printed in Michigan Office of Services to the Aging, Annual Report 2004 (2005), no page number.
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I’ve learned that I still have a lot to learn.
Tenth stanza of poem 'On Turning 70'. The poem is printed in Michigan Office of Services to the Aging, Annual Report 2004 (2005), no page number.
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I’ve learned that life sometimes gives you a second chance.
Fifth stanza of poem 'On Turning 70'. The poem is printed in Michigan Office of Services to the Aging, Annual Report 2004 (2005), no page number.
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I’ve learned that making a “living” is not the same thing as making a “life.”
Fourth stanza of poem 'On Turning 70'. The poem is printed in Michigan Office of Services to the Aging, Annual Report 2004 (2005), no page number.
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I’ve learned that no matter what happens, or how bad it seems today, life does go on, and it will be better tomorrow.
First stanza of poem 'On Turning 70'. The poem is printed in Michigan Office of Services to the Aging, Annual Report 2004 (2005), no page number.
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I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.
Concluding stanza of poem 'On Turning 70'. The poem is printed in Michigan Office of Services to the Aging, Annual Report 2004 (2005), no page number.
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I’ve learned that regardless of your relationship with your parents, you’ll miss them when they’re gone from your life.
Third stanza of poem 'On Turning 70'. The poem is printed in Michigan Office of Services to the Aging, Annual Report 2004 (2005), no page number.
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I’ve learned that whenever I decide something with an open heart, I usually make the right decision.
Seventh stanza of poem 'On Turning 70'. The poem is printed in Michigan Office of Services to the Aging, Annual Report 2004 (2005), no page number.
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I’ve learned that you can tell a lot about a person by the way he/she handles these three things: a rainy day, lost luggage, and tangled Christmas tree lights.
Second stanza of poem 'On Turning 70'. The poem is printed in Michigan Office of Services to the Aging, Annual Report 2004 (2005), no page number.
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I’ve learned that you shouldn’t go through life with a catcher’s mitt on both hands; you need to be able to throw something back.
Sixth stanza of poem 'On Turning 70'. The poem is printed in Michigan Office of Services to the Aging, Annual Report 2004 (2005), no page number.
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If a man has a science to learn he must regularly and resolutely advance.
Quoted in James Boswell, The Life of Samuel Johnson, LL.D. (1826), Vol. 3, 35.
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If any layman were to ask a number of archaeologists to give, on the spur of the moment, a definition of archaeology, I suspect that such a person might find the answers rather confusing. He would, perhaps, sympathize with Socrates who, when he hoped to learn from the poets and artisans something about the arts they practised, was forced to go away with the conviction that, though they might themselves be able to accomplish something, they certainly could give no clear account to others of what they were trying to do.
Opening statement in lecture at Columbia University (8 Jan 1908), 'Archaeology'. Published by the Columbia University Press (1908).
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If I had been taught from my youth all the truths of which I have since sought out demonstrations, and had thus learned them without labour, I should never, perhaps, have known any beyond these; at least, I should never have acquired the habit and the facility which I think I possess in always discovering new truths in proportion as I give myself to the search.
In Discours de la Méthode (1637). In English from John Veitch (trans.), A Discourse on Method (1912), 57.
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If I set out to prove something, I am no real scientist—I have to learn to follow where the facts lead me—I have to learn to whip my prejudices.
Attributed, as cited in Peter McDonald (ed.), Oxford Dictionary of Medical Quotations (2004), 95. Quoted earlier without citation as “If I want to find truth, I must have an open mind. I have to learn to follow where the facts lead me—I have to learn to whip my prejudices,” in World Order (1948), 14, 76.
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If it were customary to send daughters to school like sons, and if they were then taught the natural sciences, they would learn as thoroughly and understand the subtleties of all the arts and sciences as well as sons. And by chance there happen to be such women, for, as I touched on before, just as women have more delicate bodies than men, weaker and less able to perform many tasks, so do they have minds that are freer and sharper whenever they apply themselves.
The Book of the City of Ladies (1405), part 1, section 27. Trans. Earl Jeffrey Richards (1982), 63.
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If men of science owe anything to us, we may learn much from them that is essential. For they can show how to test proof, how to secure fulness and soundness in induction, how to restrain and to employ with safety hypothesis and analogy.
Lecture, 'The Study of History' (11 Jun 1895) delivered at Cambridge, published as A Lecture on The Study of History (1895), 54.
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If the term education may be understood in so large a sense as to include all that belongs to the improvement of the mind, either by the acquisition of the knowledge of others or by increase of it through its own exertions, we learn by them what is the kind of education science offers to man. It teaches us to be neglectful of nothing — not to despise the small beginnings, for they precede of necessity all great things in the knowledge of science, either pure or applied.
'Science as a Branch of Education', lecture to the Royal Institution, 11 Jun 1858. Reprinted in The Mechanics Magazine (1858), 49, 11.
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If there be some who, though ignorant of all mathematics, take upon them to judge of these, and dare to reprove this work, because of some passage of Scripture, which they have miserably warped to their purpose, I regard them not, and even despise their rash judgment. … What I have done in this matter, I submit principally to your Holiness, and then to the judgment of all learned mathematicians. And that I may not seem to promise your Holiness more concerning the utility of this work than I am able to perform, I pass now to the work itself.
The dedication to Pope Paul III in the Preface of De Revolutionibus Orbium Coelestium, (On the Revolutions of Heavenly Spheres), originally written in Latin. As translated and quoted in Sarah K. Bolton, Famous Men of Science (1926), 7-8. Webmaster, as yet, has not found this quotation, in these words verbatim, as part of a complete book translation of the original Latin by Copernicus. However, it is consistent with other translations.
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If there is one thing I’ve learned in my years on this planet, it’s that the happiest and most fulfilled people I’ve known are those who devoted themselves to something bigger and more profound than merely their own self interest.
From speech (3 Oct 1977) announcing he was donating his papers to Ohio State University. As quoted on the OSU website.
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If we assume that there is only one enzyme present to act as an oxidizing agent, we must assume for it as many different degrees of activity as are required to explain the occurrence of the various colors known to mendelize (three in mice, yellow, brown, and black). If we assume that a different enzyme or group of enzymes is responsible for the production of each pigment we must suppose that in mice at least three such enzymes or groups of enzymes exist. To determine which of these conditions occurs in mice is not a problem for the biologist, but for the chemist. The biologist must confine his attention to determining the number of distinct agencies at work in pigment formation irrespective of their chemical nature. These agencies, because of their physiological behavior, the biologist chooses to call 'factors,' and attempts to learn what he can about their functions in the evolution of color varieties.
Experimental Studies of the Inheritance of Color in Mice (1913), 17-18.
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If we do not learn to eliminate waste and to be more productive and more efficient in the ways we use energy, then we will fall short of this goal [for the Nation to derive 20 percent of all the energy we use from the Sun, by 2000]. But if we use our technological imagination, if we can work together to harness the light of the Sun, the power of the wind, and the strength of rushing streams, then we will succeed.
Speech, at dedication of solar panels on the White House roof, 'Solar Energy Remarks Announcing Administration Proposals' (20 Jun 1979).
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If we have learned anything at all in this century, it is that all new technologies will be put to use, sooner or later, for better or worse, as it is in our nature to do
In 'Autonomy', The Lives of a Cell: Notes of a Biology Watcher (1974), 79.
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If we have learned one thing from the history of invention and discovery, it is that, in the long run—and often in the short one—the most daring prophecies seem laughably conservative.
In The Exploration of Space (1951), 111.
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If we put together all that we have learned from anthropology and ethnography about primitive men and primitive society, we perceive that the first task of life is to live. Men begin with acts, not with thoughts.
Folkways: A Study of the Sociological Importance of Usages, Manners, Customs, Mores and Morals (1907), 2.
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If we use resources productively and take to heart the lessons learned from coping with the energy crisis, we face a future confronted only, as Pogo, once said, by insurmountable opportunities. The many crises facing us should be seen, then, not as threats, but as chances to remake the future so it serves all beings.
Utne Reader (Nov-Dec 1989).
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If you advertise to tell lies, it will ruin you, but if you advertise to tell the public the truth, and particularly to give information, it will bring you success. I learned early that to tell a man how best to use tires, and to make him want them, was far better than trying to tell him that your tire is the best in the world. If you believe that yours is, let your customer find it out.
As quoted by H.M. Davidson, in System: The Magazine of Business (Apr 1922), 41, 446.
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If you are young, then I say: Learn something about statistics as soon as you can. Don’t dismiss it through ignorance or because it calls for thought. … If you are older and already crowned with the laurels of success, see to it that those under your wing who look to you for advice are encouraged to look into this subject. In this way you will show that your arteries are not yet hardened, and you will be able to reap the benefits without doing overmuch work yourself. Whoever you are, if your work calls for the interpretation of data, you may be able to do without statistics, but you won’t do as well.
In Facts from Figures (1951), 463.
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If you look over my Scientific American columns you will see that they get progressively more sophisticated as I began reading math books and learning more about the subject. There is no better way to learn anything than to write about it!
In Kendrick Frazier, 'A Mind at Play: An Interview with Martin Gardner', Skeptical Inquirer (Mar/Apr 1998), 22, No. 2, 36.
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If you wish to go out into the world about which you hear so much…, you must provide yourself with another pair of eyes; the eyes of reading and writing. There is so much wonderful knowledge and learning in the world which you cannot get unless you can read and write.
In his words, what he recalls his mother telling him as a boy, in From Immigrant to Inventor: An Example to Young Americans (1922, 1934), 12.
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If you wish to learn from the theoretical physicist anything about the methods which he uses, I would give you the following piece of advice: Don’t listen to his words, examine his achievements. For to the discoverer in that field, the constructions of his imagination appear so necessary and so natural that he is apt to treat them not as the creations of his thoughts but as given realities.
In Herbert Spencer Lecture at Oxford (10 Jun 1933), 'On the Methods of Theoretical Physics'. Printed inPhilosophy of Science (Apr 1934), 1, No. 2, 163.
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If your actions create a legacy that inspires others to dream more, learn more, do more and become more, then, you are an excellent leader.
In Lorne A. Adrain (ed.), The Most Important Thing I Know<: Life Lessons From Colin Powell, Stephen Covey, Maya Angelou and Over 75 Other Eminent Individuals (1997), 60-61. A similar quote is found attributed to John Quincy Adams, but this is likely not authentic, as documented on the quoteinvestigator.com website.
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Imperceptibly a change had been wrought in me until I no longer felt alone in a strange, silent country. I had learned to hear the echoes of a time when every living thing upon this land and even the varied overshadowing skies had its voice, a voice that was attentively heard and devoutly heeded by the ancient people of America. Henceforth, to me the plants, the trees, the clouds and all things had become vocal with human hopes, fears and supplications.
From Preface, Indian Games and Dances with Native Songs (1915), v.
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In 1975, ... [speaking with Shiing Shen Chern], I told him I had finally learned ... the beauty of fiber-bundle theory and the profound Chern-Weil theorem. I said I found it amazing that gauge fields are exactly connections on fiber bundles, which the mathematicians developed without reference to the physical world. I added, “this is both thrilling and puzzling, since you mathematicians dreamed up these concepts out of nowhere.” He immediately protested: “No, no. These concepts were not dreamed up. They were natural and real.”
In 'Einstein's Impact on Theoretical Physics', collected in Jong-Ping Hsu, Leonard Hsu (eds.), JingShin Theoretical Physics Symposium in Honor of Professor Ta-You Wu (1998), 70. Reprinted from Physics Today (Jun 1980), 49. The article was adapted from a talk given at the Second Marcel Grossman meeting, held in Trieste, Italy (Jul 1979), in honor of the 100th anniversary of the birth of Albert Einstein.
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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.
In Mathematician's Delight (1943), 52.
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In a time of drastic change it is the learners who inherit the future. The learned usually find themselves equipped to live in a world that no longer exists.
In Reflections on the Human Condition (1973), 22.
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In all our academies we attempt far too much. ... In earlier times lectures were delivered upon chemistry and botany as branches of medicine, and the medical student learned enough of them. Now, however, chemistry and botany are become sciences of themselves, incapable of comprehension by a hasty survey, and each demanding the study of a whole life, yet we expect the medical student to understand them. He who is prudent, accordingly declines all distracting claims upon his time, and limits himself to a single branch and becomes expert in one thing.
Quoted in Johann Hermann Baas, Henry Ebenezer Handerson (trans.), Outlines of the History of Medicine and the Medical Profession (1889), 842-843.
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In all spheres of science, art, skill, and handicraft it is never doubted that, in order to master them, a considerable amount of trouble must be spent in learning and in being trained. As regards philosophy, on the contrary, there seems still an assumption prevalent that, though every one with eyes and fingers is not on that account in a position to make shoes if he only has leather and a last, yet everybody understands how to philosophize straight away, and pass judgment on philosophy, simply because he possesses the criterion for doing so in his natural reason.
From Phänomenologie des Geistes (1807) as translated by J.B. Baillie in 'Preface', The Phenomenology of Mind (1910), Vol. 1, 67.
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In any of the learned professions a vigorous constitution is equal to at least fifty per cent more brain.
In Getting on in the World; Or, Hints on Success in Life (1873), 55.
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In fact, we will have to give up taking things for granted, even the apparently simple things. We have to learn to understand nature and not merely to observe it and endure what it imposes on us. Stupidity, from being an amiable individual defect, has become a social crime.
The Origin of Life (1967), 163.
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In Heaven there'll be no algebra,
No learning dates or names,
But only playing golden harps
And reading Henry James.
Anonymous
Displayed at James’s home, Lambs House in Rye. Said to have been written by Henry James’s nephew in the guest book there, as stated in J.D. McClatchy, Sweet Theft: A Poet's Commonplace Book (2016), 212. https://books.google.com/books?isbn=1619027607 J.D. McClatchy - 2016
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In her starry shade
Of dim and solitary loveliness,
I learn the language of another world.
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In its efforts to learn as much as possible about nature, modern physics has found that certain things can never be “known” with certainty. Much of our knowledge must always remain uncertain. The most we can know is in terms of probabilities.
In The Feynman Lectures on Physics (1963), Vol. 1.
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In my work I now have the comfortable feeling that I am so to speak on my own ground and territory and almost certainly not competing in an anxious race and that I shall not suddenly read in the literature that someone else had done it all long ago. It is really at this point that the pleasure of research begins, when one is, so to speak, alone with nature and no longer worries about human opinions, views and demands. To put it in a way that is more learned than clear: the philological aspect drops out and only the philosophical remains.
In Davis Baird, R.I.G. Hughes and Alfred Nordmann, Heinrich Hertz: Classical Physicist, Modern Philosopher (1998), 157.
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In my work on Fossil Bones, I set myself the task of recognizing to which animals the fossilized remains which fill the surface strata of the earth belong. ... As a new sort of antiquarian, I had to learn to restore these memorials to past upheavals and, at the same time, to decipher their meaning. I had to collect and put together in their original order the fragments which made up these animals, to reconstruct the ancient creatures to which these fragments belonged, to create them once more with their proportions and characteristics, and finally to compare them to those alive today on the surface of the earth. This was an almost unknown art, which assumed a science hardly touched upon up until now, that of the laws which govern the coexistence of forms of the various parts in organic beings.
Discours sur les révolutions du globe, (Discourse on the Revolutions of the Surface of the Globe), originally the introduction to Recherches sur les ossemens fossiles des quadrupèdes (1812). Translated by Ian Johnston from the 1825 edition. Online at Vancouver Island University website.
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In order to pursue chemotherapy successfully we must look for substances which possess a high affinity and high lethal potency in relation to the parasites, but have a low toxicity in relation to the body, so that it becomes possible to kill the parasites without damaging the body to any great extent. We want to hit the parasites as selectively as possible. In other words, we must learn to aim and to aim in a chemical sense. The way to do this is to synthesize by chemical means as many derivatives as possible of relevant substances.
'Ueber den jetzigen Stand der Chemotherapie'. Berichte der Deutschen Chemischen Gesellschagt, 1909, 42, 17-47. Translated in B. Holmstedt and G. Liljestrand (eds.), Readings in Pharmacology (1963), 286.
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In order to see birds it is necessary to become a part of the silence. One has to sit still like a mystic and wait. One soon learns that fussing, instead of achieving things, merely prevents things from happening.
First essay collected in Solomon in All his Glory (1922), 12. Also seen reprinted titled 'Kingfisher' in The New Statesman (1921), 17, 619. “Solomon in All His Glory” refers to a kingfisher, the subject of the essay.
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In physics we deal with states of affairs much simpler than those of psychology and yet we again and again learn that our task is not to investigate the essence of things—we do not at all know what this would mean&mash;but to develop those concepts that allow us to speak with each other about the events of nature in a fruitful manner.
Letter to H.P.E. Hansen (20 Jul 1935), Niels Bohr Archive. In Jan Faye, Henry J. Folse, Niels Bohr and Contemporary Philosophy (1994), 83.
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In point of fact, no conclusive disproof of a theory can ever be produced; for it is always possible to say that the experimental results are not reliable or that the discrepancies which are asserted to exist between the experimental results and the theory are only apparent and that they will disappear with the advance of our understanding. If you insist on strict proof (or strict disproof) in the empirical sciences, you will never benefit from experience, and never learn from it how wrong you are.
The Logic of Scientific Discovery: Logik Der Forschung (1959, 2002), 28.
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In recent weeks we learned that scientists have created human embryos in test tubes solely to experiment on them. This is deeply troubling, and a warning sign that should prompt all of us to think through these issues very carefully.
'Address to the Nation on Stem Cell Research', (9 Aug 2001) in Public Papers Of The Presidents Of The United States, George W. Bush, 2001 (2004), Book 2, 955.
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In science, as in life, learning and knowledge are distinct, and the study of things, and not of books, is the source of the latter.
In 'On The Study of Zoology', Lay Sermons, Addresses, and Reviews (1870), 112.
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In science, one can learn the most by studying what seems to be the least.
John Mitchinson and John Lloyd, If Ignorance Is Bliss, Why Aren't There More Happy People?: Smart Quotes for Dumb Times (2009), 217.
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In seed time learn, in harvest teach, in winter enjoy.
In 'Proverbs', The Poems: With Specimens of the Prose Writings of William Blake (1885), 279.
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In the case of the Sun, we have a new understanding of the cosmological meaning of sacrifice. The Sun is, with each second, transforming four million tons of itself into light—giving itself over to become energy that we, with every meal, partake of. The Sun converts itself into a flow of energy that photosynthesis changes into plants that are consumed by animals. Humans have been feasting on the Sun’s energy stored in the form of wheat or maize or reindeer as each day the Sun dies as Sun and is reborn as the vitality of Earth. These solar flares are in fact the very power of the vast human enterprise. Every child of ours needs to learn the simple truth: she is the energy of the Sun. And we adults should organize things so her face shines with the same radiant joy.
In The Hidden Heart of the Cosmos: Humanity and the New Story (1996), 40-41.
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In the preface to his great History of Europe, H. A. L. Fisher wrote: “Men wiser than and more learned than I have discerned in history a plot, a rhythm, a predetermined pattern. These harmonies are concealed from me. I can see only one emergency following upon another as wave follows upon wave …” It seems to me that the same is true of the much older [geological stratigraphical] history of Europe.
In The Nature of the Stratigraphical Record (1973), 79.
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In the whole history of the world there was never a race with less liking for abstract reasoning than the Anglo-Saxon. … Common-sense and compromise are believed in, logical deductions from philosophical principles are looked upon with suspicion, not only by legislators, but by all our most learned professional men.
In Teaching of Mathematics (1902), 20-21.
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In this age of space flight, when we use the modern tools of science to advance into new regions of human activity, the Bible ... this grandiose, stirring history of the gradual revelation and unfolding of the moral law ... remains in every way an up-to-date book. Our knowledge and use of the laws of nature that enable us to fly to the Moon also enable us to destroy our home planet with the atom bomb. Science itself does not address the question whether we should use the power at our disposal for good or for evil. The guidelines of what we ought to do are furnished in the moral law of God. It is no longer enough that we pray that God may be with us on our side. We must learn again that we may be on God's side.
Quoted in Bob Phillips, Phillips' Book of Great Thoughts & Funny Sayings (1993), 42.
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In truth, we know causes only by their effects; and in order to learn the nature of the causes which modify the earth, we must study them through all ages of their action, and not select arbitrarily the period in which we live as the standard for all other epochs.
In History of the Inductive Sciences (1857), Vol. 3, 514.
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Indeed, if one understands by algebra the application of arithmetic operations to composite magnitudes of all kinds, whether they be rational or irrational number or space magnitudes, then the learned Brahmins of Hindostan are the true inventors of algebra.
In Geschichte der Mathematik im Altertum und im Mittelalter (1874), 195. As translated in Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath’s Quotation-book (1914), 284. From the original German, “Ja, wenn man unter Algebra die Anwendung arithmetischer Operationen auf zusammengesetzte Grössen aller Art, mögen sie rationale oder irrationale Zahl- oder Raumgrössen sein, versteht, so sind die gelehrten Brahmanen Hindustans die wahren Erfinder der Algebra.”
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Individual dolphins and whales are to be given the legal rights of human individuals. … Research into communication with cetaceans is no longer simply a scientific pursuit…. We must learn their needs, their ethics, their philosophy, to find out who we are on this planet, in this galaxy.
In The Rights of Cetaceans under Human Laws (1978), 138. This shows Lilly’s enthusiasm, but is definitely an over-reach. Edward O. Wilson bluntly rejects it. See the quote beginning “Lilly's writing differs…” on the Edward Wilson Quotation page on this website.
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Instead of being presented with stereotypes by age, sex, color, class, or religion, children must have the opportunity to learn that within each range, some people are loathsome and some are delightful.
In Twentieth Century Faith: Hope and Survival (1972), 61.
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Intelligence is the capacity to learn. Learning is based on the acquisition of new knowledge about the environment. Memory is its retention.
…...
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Investigators are commonly said to be engaged in a search for the truth. I think they themselves would usually state their aims less pretentiously. What the experimenter is really trying to do is to learn whether facts can be established which will be recognized as facts by others and which will support some theory that in imagination he has projected. But he must be ingenuously honest. He must face facts as they arise in the course of experimental procedure, whether they are favourable to his idea or not. In doing this he must be ready to surrender his theory at any time if the facts are adverse to it.
The Way of an Investigator: A Scientist's Experiences in Medical Research (1945), 34.
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It appears … [Descartes] has inverted the order of philosophising, … it seemed good to him not to learn from things, but to impose his own laws on things.… First he collected … truths which he thought suitable …; and then gradually advanced to particulars explicable from principles which … he had framed without consulting Nature.
As quoted in B.J.T. Dobbs, The Foundations of Newton's Alchemy (1983), 101. Cited as Osmond’s translation in Percy Herbert Osmond, Isaac Barrow, His Life and Times (1944), 30-31.
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It is admitted by all that a finished or even a competent reasoner is not the work of nature alone; the experience of every day makes it evident that education develops faculties which would otherwise never have manifested their existence. It is, therefore, as necessary to learn to reason before we can expect to be able to reason, as it is to learn to swim or fence, in order to attain either of those arts. Now, something must be reasoned upon, it matters not much what it is, provided it can be reasoned upon with certainty. The properties of mind or matter, or the study of languages, mathematics, or natural history, may be chosen for this purpose. Now of all these, it is desirable to choose the one which admits of the reasoning being verified, that is, in which we can find out by other means, such as measurement and ocular demonstration of all sorts, whether the results are true or not. When the guiding property of the loadstone was first ascertained, and it was necessary to learn how to use this new discovery, and to find out how far it might be relied on, it would have been thought advisable to make many passages between ports that were well known before attempting a voyage of discovery. So it is with our reasoning faculties: it is desirable that their powers should be exerted upon objects of such a nature, that we can tell by other means whether the results which we obtain are true or false, and this before it is safe to trust entirely to reason. Now the mathematics are peculiarly well adapted for this purpose, on the following grounds:
1. Every term is distinctly explained, and has but one meaning, and it is rarely that two words are employed to mean the same thing.
2. The first principles are self-evident, and, though derived from observation, do not require more of it than has been made by children in general.
3. The demonstration is strictly logical, taking nothing for granted except self-evident first principles, resting nothing upon probability, and entirely independent of authority and opinion.
4. When the conclusion is obtained by reasoning, its truth or falsehood can be ascertained, in geometry by actual measurement, in algebra by common arithmetical calculation. This gives confidence, and is absolutely necessary, if, as was said before, reason is not to be the instructor, but the pupil.
5. There are no words whose meanings are so much alike that the ideas which they stand for may be confounded. Between the meaning of terms there is no distinction, except a total distinction, and all adjectives and adverbs expressing difference of degrees are avoided.
In On the Study and Difficulties of Mathematics (1898), chap. 1.
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It is always the nearest, plainest and simplest principles that learned men comprehend last.
In Elbert Hubbard (ed. and publ.), The Philistine (Mar 1908), 26, No. 4, cover.
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It is both a sad and a happy fact of engineering history that disasters have been powerful instruments of change. Designers learn from failure. Industrial society did not invent grand works of engineering, and it was not the first to know design failure. What it did do was develop powerful techniques for learning from the experience of past disasters. It is extremely rare today for an apartment house in North America, Europe, or Japan to fall down. Ancient Rome had large apartment buildings too, but while its public baths, bridges and aqueducts have lasted for two thousand years, its big residential blocks collapsed with appalling regularity. Not one is left in modern Rome, even as ruin.
In Why Things Bite Back: Technology and the Revenge of Unintended Consequences (1997), 23.
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It is curious to observe how differently these great men [Plato and Bacon] estimated the value of every kind of knowledge. Take Arithmetic for example. Plato, after speaking slightly of the convenience of being able to reckon and compute in the ordinary transactions of life, passes to what he considers as a far more important advantage. The study of the properties of numbers, he tells us, habituates the mind to the contemplation of pure truth, and raises us above the material universe. He would have his disciples apply themselves to this study, not that they may be able to buy or sell, not that they may qualify themselves to be shop-keepers or travelling merchants, but that they may learn to withdraw their minds from the ever-shifting spectacle of this visible and tangible world, and to fix them on the immutable essences of things.
Bacon, on the other hand, valued this branch of knowledge only on account of its uses with reference to that visible and tangible world which Plato so much despised. He speaks with scorn of the mystical arithmetic of the later Platonists, and laments the propensity of mankind to employ, on mere matters of curiosity, powers the whole exertion of which is required for purposes of solid advantage. He advises arithmeticians to leave these trifles, and employ themselves in framing convenient expressions which may be of use in physical researches.
In 'Lord Bacon', Edinburgh Review (Jul 1837). Collected in Critical and Miscellaneous Essays: Contributed to the Edinburgh Review (1857), Vol. 1, 394.
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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.
In Die Mathematik die Fackelträgerin einer neuen Zeit (1889), 37-38. As translated in Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath’s Quotation-book (1914), 112.
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It is much better to learn the elements of geology, of botany, or ornithology and astronomy by word of mouth from a companion than dully from a book.
'Concord Walks'. The Complete Works of Ralph Waldo Emerson (1904), Vol. 12, 176.
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It is not always possible to know what one has learned, or when the dawning will arrive. You will continue to shift, sift, to shake out and to double back. The synthesis that finally occurs can be in the most unexpected place and the most unexpected time. My charge ... is to be alert to the dawnings.
…...
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It is not hard to learn more. What is hard is to unlearn when you discover yourself wrong
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It is not so very important for a person to learn facts. For that he does not really need a college. He can learn them from books. The value of an education in a liberal arts college is not the learning of many facts but the training of the mind to think something that cannot be learned from textbooks.
1921, commenting on Thomas Edison’s opinion that a college education is useless, in Einstein: His Life and Times by Philipp Frank (1953).
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It is of interest to note that while some dolphins are reported to have learned English—up to fifty words used in correct context—no human being has been reported to have learned delphinese.
This wording was quoted, without citation, as from a “news item”, in Vernon Ingraham (ed.), Survival: Readings on Environment (1971), Vol. 2, 69, but without any attribution to Carl Sagan. In The Cosmic Connection: An Extraterrestrial Perspective (1973), 136, Carl Sagan describes meeting in Winter 1963 with a researcher, John Lilly, and a dolphin called Elvar. Sagan wrote, “John believed that Elvar had learned some dozens of words of English. To the best of my knowledge, no human has ever learned a single word of delphinese.” Sagan thought he heard Elvar utter “More!”, and that “it was in context,” because he had been scratching the dolphin’s belly. Webmaster speculates the news item referred to a subsequent interview with Sagan during which this subject came up. Can you help identify the primary news source?
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It is of priceless value to the human race to know that the sun will supply the needs of the earth, as to light and heat, for millions of years; that the stars are not lanterns hung out at night, but are suns like our own; and that numbers of them probably have planets revolving around them, perhaps in many cases with inhabitants adapted to the conditions existing there. In a sentence, the main purpose of the science is to learn the truth about the stellar universe; to increase human knowledge concerning our surroundings, and to widen the limits of intellectual life.
In 'The Nature of the Astronomer’s Work', North American Review (Jun 1908), 187, No. 631, 915.
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It is only when a child has learned to hold still that it can be considered a creature of sense.
Aphorism as given by the fictional character Dezhnev Senior, in Fantastic Voyage II: Destination Brain (1987), 170.
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It is the curse of humanity that it learns to tolerate even the most horrible situations by habituation.
From the original German, “Es ist ein Fluch des Menschengeschlechtes, dass es durch Gewöhnung auch das Schrecklichste ertragen lernt,” in 'Mittheilungen über die in Oberschlesien herrschende Typhus-Epidemie', R. Virchow and B. Reinhardt, Archiv für pathologische Anatomie und Physiologie und für klinische Medicin (1848), 2, No. 2, 156. As translated in Rudolf Virchow and L.J. Rather (ed.), 'Report on the Typhus Epidemic in Upper Silesia', Collected Essays in Public Health and Epidemiology, (1985), 213, as reprinted in Social Medicine (2006), 1, No. 1, 16.
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It is the doctors who desert the dying and there is so much to be learned about pain.
Quoted in Journal of the Royal Society of Medicine (2001), 94, 430.
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It is the malady of our age that the young are so busy teaching us that they have no time left to learn.
In Reflections on the Human Condition (1973), 22.
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It is what we know already that often prevents us from learning.
As yet, Webmaster has not found a primary source for the wording in the subject quote. (Can you help?) It may be a restatement of: “An uneducated man, knowing nothing of theory, … would not prevent him from seeing new facts unperceived by a man preoccupied with an exclusive theory.” As translated from the original French: “Un homme ignorant, qui ne connaîtrait pas la théorie … ne l'empêcherait pas de voir des faits nouveaux que n'aperçoit pas celui qui est préoccupé d'une théorie exclusive.” As translated by Henry Copley Greene in An Introduction to the Study of Experimental Medicine (1927, 1957), 38, from Introduction à l'étude de la médecine expérimentale (1865), 67.
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It may be said “In research, if you know what you are doing, then you shouldn't be doing it.” In a sense, if the answer turns out to be exactly what you expected, then you have learned nothing new, although you may have had your confidence increased somewhat.
In Numerical Methods for Scientists and Engineers (1973), 704.
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It may be said of some very old places, as of some very old books, that they are destined to be forever new. The nearer we approach them, the more remote they seem: the more we study them, the more we have yet to learn. Time augments rather than diminishes their everlasting novelty; and to our descendants of a thousand years hence it may safely be predicted that they will be even more fascinating than to ourselves. This is true of many ancient lands, but of no place is it so true as of Egypt.
Opening remark in Pharaohs, Fellahs and Explorers (1891), 3.
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It seems a miracle that young children easily learn the language of any environment into which they were born. The generative approach to grammar, pioneered by Chomsky, argues that this is only explicable if certain deep, universal features of this competence are innate characteristics of the human brain. Biologically speaking, this hypothesis of an inheritable capability to learn any language means that it must somehow be encoded in the DNA of our chromosomes. Should this hypothesis one day be verified, then lingusitics would become a branch of biology.
'The Generative Grammar of the Immune System', Nobel Lecture, 8 Dec 1984. In Nobel Lectures: Physiology or Medicine 1981-1990 (1993), 223.
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It takes five years to learn when to operate and twenty years to learn when not to.
Anonymous
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It took Galileo 16 years to master the universe. You have one night. It seems unfair. The genius had all that time. While you have a few short hours to learn sun spots from your satellites before the dreaded astronomy exam. On the other hand, Vivarin [caffeine tablets] help you keep awake and mentally alert… So even when the subject matter’s dull, your mind will remain razor sharp. If Galileo had used Vivarin, maybe he could have mastered the solar system faster, too.
Advertisement by Beecham for Vivarin, student newspaper, Columbia Daily Spectator (1 Dec 1988), Vol. 112, No. 186, 5.
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It was the secrets of heaven and earth that I desired to learn.
In Frankenstein: Or, The Modern Prometheus (Rev. ed. 1831, 1839), 24. Webmaster note: This line does not appear before this edition, revised by Shelley for Colburn and Bentley’s Standard Novels Series, No. 9.
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It will be a vast boon to mankind when we learn to prophesy the precise dates when cycles of various kinds will reach definite stages.
Mainsprings of Civilization (1945), 458.
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It would be our worst enemy who would wish us to live only on the glories of the past and die off from the face of the earth in sheer passivity. By continuous achievement alone we can justify our great ancestry. We do not honour our ancestors by the false claim that they are omniscient and had nothing more to learn.
From 'Sir J.C. Bose’s Address', Benares Hindu University 1905-1935 (1936), 423. Collected in J. Lourdusamy, Science and National Consciousness in Bengal: 1870-1930 (2004), 106.
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It’s what you learn after you know it all that counts.
…...
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Journalism must find the facts, it must not prejudge things in terms of conservatism or liberalism or radicalism; it must not decide in advance that it is to be conformist or non-conformist; it cannot fly in the face of facts without courting ultimate disaster.
Journalism must focus the facts; facts are not important for their own sake; they are important only as a basis for action; journalism must focus the facts it finds upon the issues its readers face.
Journalism must filter the facts; it must with conscientious care separate the facts from admixtures of prejudice, passion, partisanship, and selfish interest; facts that are diluted, colored, or perverted are valueless as a basis for action.
Journalism must face the facts; it must learn that the energy spent in trying to find ways to get around, under, or over the facts is wasted energy; facts have a ruthless way of winning the day sooner or later.
Journalism must follow the facts; journalism must say of facts as Job said, of God: though they slay us, yet shall we trust them; if the facts threaten to upset a paper's cherished policy, it always pays the journalist to re-examine his policy; that way lies realism, and realism is the ultimate good.
From address as president of the Wisconsin local chapter of Theta Sigma Phi, at its first annual Matrix Table (9 Jan 1926). quoted in 'Journalism News and Notes', in Robert S. Crawford (ed.), The Wisconsin Alumni Magazine (Feb 1926), 27, No. 4, 101. If you know any other example of Glenn Frank speaking about his five themes on facts, please contact Webmaster.
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Just by studying mathematics we can hope to make a guess at the kind of mathematics that will come into the physics of the future ... If someone can hit on the right lines along which to make this development, it m may lead to a future advance in which people will first discover the equations and then, after examining them, gradually learn how to apply the ... My own belief is that this is a more likely line of progress than trying to guess at physical pictures.
'The Evolution of the Physicist's Picture of Nature', Scientific American, May 1963, 208, 47. In Steve Adams, Frontiers (2000), 57.
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Knowing Pains
I studied parts
of a flower
to understand
its flowering.
I learned much
about my limits.
I had forgotten
Earth and climate.
Poem, in Starting Points: Poems (1971), 38. As quoted in Arthur Lerner, 'Poetry Therapy', The American Journal of Nursing (Aug 1973), 73, No. 8, 1338.
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Knowledge and wisdom, far from being one,
Have ofttimes no connection. Knowledge dwells
In heads replete with thoughts of other men,
Wisdom in minds attentive to their own.
Knowledge is proud that he has learned so much,
Wisdom is humble that he knows no more.
The Task, Book 6, 'The Winter Walk at Noon' (published 1785). In William Cowper and Humphrey Sumner Milford (ed.), The Complete Poetical Works of William Cowper (1905), 221.
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Louis Agassiz quote: Lay aside all conceit Learn to read the book of Nature for yourself. Those who have succeeded best have fol
Lay aside all conceit. Learn to read the book of Nature for yourself. Those who have succeeded best have followed for years some slim thread which once in a while has broadened out and disclosed some treasure worth a life-long search.
Lecture at a teaching laboratory on Penikese Island, Buzzard's Bay. Quoted from the lecture notes by David Starr Jordan, Science Sketches (1911), 145.
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Learn just enough of the subject [metaphysics] to enable your mind to get rid of it.
As quoted in Geoffrey Madan’s Notebooks: A Selection (1984), 61.
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Learn the leading precognita of all things—no need to turn over leaf by leaf, but grasp the trunk hard and you will shake all the branches.
Advice cherished by Samuel Johnson that that, if one is to master any subject, one must first discover its general principles.
Advice from Rev. Cornelius Ford, a distant cousin, quoted in John P. Hardy, Samuel Johnson: A Critical Study (1979), 29.
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Learn to reverence night and to put away the vulgar fear of it, for, with the banishment of night from the experience of man, there vanishes as well a religious emotion, a poetic mood, which gives depth to the adventure of humanity. By day, space is one with the earth and with man - it is his sun that is shining, his clouds that are floating past; at night, space is his no more. When the great earth, abandoning day, rolls up the deeps of the heavens and the universe, a new door opens for the human spirit, and there are few so clownish that some awareness of the mystery of being does not touch them as they gaze. For a moment of night we have a glimpse of ourselves and of our world islanded in its stream of stars - pilgrims of mortality, voyaging between horizons across eternal seas of space and time. Fugitive though the instant be, the spirit of man is, during it, ennobled by a genuine moment of emotional dignity, and poetry makes its own both the human spirit and experience.
…...
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Learning acquired in youth arrests the evil of old age; and if you understand that old age has wisdom for its food, you will so conduct yourself in youth that your old age will not lack for nourishment.
…...
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Learning begets humility because the more a man knows, the more he discovers his ignorance.
Anonymous
In Hialmer Day Gould, New Practical Spelling (1905), 27
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Learning how to access a continuity of common sense can be one of your most efficient accomplishments in this decade. Can you imagine common sense surpassing science and technology in the quest to unravel the human stress mess? In time, society will have a new measure for confirming truth. It’s inside the people-not at the mercy of current scientific methodology. Let scientists facilitate discovery, but not invent your inner truth.
…...
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Learning how to operate a soul figures to take time.
Quoted in Kim Lim (ed.), 1,001 Pearls of Spiritual Wisdom: Words to Enrich, Inspire, and Guide Your Life (2014), 22
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Learning is by nature, curiosity.
Philo
…...
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Learning is wealth to the poor, an honor to the rich, an aid to the young, and a support and comfort to the aged.
As cited in Abram N. Coleman (ed.), Proverbial Wisdom: Proverbs, Maxims and Ethical Sentences (1903), 130. Often-seen attribution to John C. Lavater is probably erroneous. Several quote collections of the same era give the quote without citation. In Tryon Edwards, Dictionary of Thoughts (1908), 294, this quote is given without citation, followed by a blank line separator, and then an unrelated quote by Lavater. This juxtaposition is likely the source of confusion in attribution.
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Learning makes a man fit company for himself.
Anonymous
Saying, collected in Thomas Fuller (ed.), Gnomologia: Adagies and Proverbs; Wise Sentences and Witty Sayings (1732), 135. Attributed to Edward Young in Tryon Edwards (ed.), A Dictionary of Thoughts (1891), 295, and other quote collections of the period. Webmaster has not yet found a specific work by Young that includes the quote. Note that in recent use, the quote is widely attributed to Fuller, but he did not write it, just collected it. Fuller included in this compilation interesting adages he had found from books, but did not identify specific sources. Young was a contemporary.
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Learning obscures as well as illustrates; it heaps up chaff when there is no more wheat.
In 'On the Interpretation of Scripture', Essays and Reviews (1860), 337.
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Learning science, learning about nature, is more than the mere right of taxpayers; it is more than the mere responsibility of voters. It is the privilege of the human being.
In Jacques Cousteau and Susan Schiefelbein, The Human, the Orchid, and the Octopus: Exploring and Conserving Our Natural World (2007), 202.
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Learning without thought is labor lost; thought without learning is perilous.
Confucius
In Hialmer Day Gould, New Practical Spelling (1905), 14.
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Let us make education brave and preventive. Politics is an afterwork, a poor patching. We are always a little late… We shall one day learn to supercede politics by education… We must begin higher up, namely in Education.
Culture (1860). Quoted in Bruce A. Kimball, The True Professional Ideal in America: A History (1996), 198.
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Let us, then, be up and doing,
With a heart for any fate;
Still achieving, still pursuing,
Learn to labor and to wait.
Concluding stanza in 'A Psalm of Life', Poems (1856), 69.
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Liebig taught the world two great lessons. The first was that in order to teach chemistry it was necessary that students should be taken into a laboratory. The second lesson was that he who is to apply scientific thought and method to industrial problems must have a thorough knowledge of the sciences. The world learned the first lesson more readily than it learned the second.
Ira Remsen, Address to the Industrial Chemistry Society, Glasgow (1910). Quoted in Frederick Hutton Getman, The Life of Ira Remsen (1980), 121-122.
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Life is a series of experiences, each one of which makes us bigger, even though it is hard to realize this. For the world was built to develop character, and we must learn that the setbacks and griefs which we endure help us in our marching onward.
…...
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Like all things of the mind, science is a brittle thing: it becomes absurd when you look at it too closely. It is designed for few at a time, not as a mass profession. But now we have megascience: an immense apparatus discharging in a minute more bursts of knowledge than humanity is able to assimilate in a lifetime. Each of us has two eyes, two ears, and, I hope, one brain. We cannot even listen to two symphonies at the same time. How do we get out of the horrible cacophony that assails our minds day and night? We have to learn, as others did, that if science is a machine to make more science, a machine to grind out so-called facts of nature, not all facts are equally worth knowing. Students, in other words, will have to learn to forget most of what they have learned. This process of forgetting must begin after each exam, but never before. The Ph.D. is essentially a license to start unlearning.
Voices In the Labyrinth: Nature, Man, and Science (1979), 2.
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Live and learn; die and forget it all.
Anonymous
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Living with my Indian friends I found I was a stranger in my native land. As time went on, the outward aspect of nature remained the same, but change was wrought in me. I learned to hear the echoes of a time when every living thing even the sky had a voice. That voice devoutly heard by the ancient people of America I desired to make audible to others.
On the plaque over her cremated remains in the patio of the Art Museum at Sante Fe. Edited by William Henry Homes from the preface she wrote in her last book, a small collection of Indian Games and Dances (1915). As stated in concluding pages of Joan T. Mark, A Stranger in Her Native Land: Alice Fletcher and the American Indians (1988), 354-355.
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Logic does not pretend to teach the surgeon what are the symptoms which indicate a violent death. This he must learn from his own experience and observation, or from that of others, his predecessors in his peculiar science. But logic sits in judgment on the sufficiency of that observation and experience to justify his rules, and on the sufficiency of his rules to justify his conduct. It does not give him proofs, but teaches him what makes them proofs, and how he is to judge of them.
In A System of Logic, Ratiocinative and Inductive: Being a Connected View of the Principles of Evidence, and the Methods of Scientific Investigation (1843), Vol. 1, 11.
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Man can learn nothing except by going from the known to the unknown.
In An Introduction to the Study of Experimental Medicine (1927, 1957), 45, as translated by Henry Copley Greene. From the original French by Claude Bernard: “L'homme ne peut rien apprendre qu’en allant duconnu à l'inconnu.” From Introduction à l'étude de la médecine expérimentale (1865), 78.
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Man is the Reasoning Animal. Such is the claim. I think it is open to dispute. Indeed, my experiments have proven to me that he is the Unreasoning Animal. … It seems plain to me that whatever he is he is not a reasoning animal. His record is the fantastic record of a maniac. I consider that the strongest count against his intelligence is the fact that with that record back of him he blandly sets himself up as the head animal of the lot: whereas by his own standards he is the bottom one.
In truth, man is incurably foolish. Simple things which the other animals easily learn, he is incapable of learning. Among my experiments was this. In an hour I taught a cat and a dog to be friends. I put them in a cage. In another hour I taught them to be friends with a rabbit. In the course of two days I was able to add a fox, a goose, a squirrel and some doves. Finally a monkey. They lived together in peace; even affectionately.
Next, in another cage I confined an Irish Catholic from Tipperary, and as soon as he seemed tame I added a Scotch Presbyterian from Aberdeen. Next a Turk from Constantinople; a Greek Christian from Crete; an Armenian; a Methodist from the wilds of Arkansas; a Buddhist from China; a Brahman from Benares. Finally, a Salvation Army Colonel from Wapping. Then I stayed away two whole days. When I came back to note results, the cage of Higher Animals was all right, but in the other there was but a chaos of gory odds and ends of turbans and fezzes and plaids and bones and flesh—not a specimen left alive. These Reasoning Animals had disagreed on a theological detail and carried the matter to a Higher Court.
In Mark Twain and Bernard DeVoto (ed.), Letters from the Earth: Uncensored Writings (1962), 180-181. [Note: As a humorous, irreverent consideration of Man and Christianity, these essays (written c.1909) remained unpublished for over 50 years after Twain’s death (1910), because his daughter and literary executor (Clara Clemens Samossoud) felt that some of the pieces did not accurately represent her father’s beliefs, but eventually, she consented to their publication.]
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Man studied birds for centuries, trying to learn how to make a machine to fly like them. He never did do the trick; his final success came when he broke away entirely and tried new methods.
Published under the name Don A. Stuart, 'Who Goes There?', Astounding Stories (Aug 1938). In Robert Silverberg, Ben Bova and Science Fiction Writers of America, The Science Fiction Hall of Fame (1973), Vol. 2, 62.
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Many of the things that have happened in the laboratory have happened in ways it would have been impossible to foresee, but not impossible to plan for in a sense. I do not think Dr. Whitney deliberately plans his serendipity but he is built that way; he has the art—an instinctive way of preparing himself by his curiosity and by his interest in people and in all kinds of things and in nature, so that the things he learns react on one another and thereby accomplish things that would be impossible to foresee and plan.
Quoted in Guy Suits, 'Willis Rodney Whitney', National Academy of Sciences, Biographical Memoirs (1960), 355.
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Many people regard mathematicians as a race apart, possessed of almost supernatural powers. While this is very flattering for successful mathematicians, it is very bad for those who, for one reason or another, are attempting to learn the subject.
Opening paragraph in Chap. 1 of Mathematician's Delight (1943, 2012), 7.
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Many thanks for the sending me the book Biology of the Striped Skunk ... Frankly, I doubt whether I shall read it or not, unless I happen to have some intimate contact with a skunk which may induce me to learn more about him.
Undated letter to a member of the Natural History Survey. In D. S. Tarbell and A. Tarbell, Roger Adams, Scientist and Statesman (1981), 192.
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Marly 30 July 1705. From all I hear of Leibniz he must be very intelligent, and pleasant company in consequence. It is rare to find learned men who are clean, do not stink and have a sense of humour.
From Letter (30 Jul 1705), to Sophie of Hanover, in Maria Kroll (trans.), Letters from Liselotte: Elisabeth-Charlotte, Princess Palatine and Duchess of Orléans, "Madame" 1652-1722 (1970), 131. Also seen in Alan L. MacKay, A Dictionary of Scientific Quotations (1991), 175. Also seen attributed to Charles-Louis de Secondat Montesquieu, in Alan L. MacKay, Dictionary of Scientific Quotations (1977), 175, citing Letter LXVI (30 Jul 1705) in Les Lettres Persanes. However, Webmaster does not find this quote when looking at Letter LXVI in Les Lettres Persanes (1721), text prepared by André Lefèvre (1873). (Can you help).
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Mathematics, from the earliest times to which the history of human reason can reach, has followed, among that wonderful people of the Greeks, the safe way of science. But it must not be supposed that it was as easy for mathematics as for logic, in which reason is concerned with itself alone, to find, or rather to make for itself that royal road. I believe, on the contrary, that there was a long period of tentative work (chiefly still among the Egyptians), and that the change is to be ascribed to a revolution, produced by the happy thought of a single man, whose experiments pointed unmistakably to the path that had to be followed, and opened and traced out for the most distant times the safe way of a science. The history of that intellectual revolution, which was far more important than the passage round the celebrated Cape of Good Hope, and the name of its fortunate author, have not been preserved to us. … A new light flashed on the first man who demonstrated the properties of the isosceles triangle (whether his name was Thales or any other name), for he found that he had not to investigate what he saw in the figure, or the mere concepts of that figure, and thus to learn its properties; but that he had to produce (by construction) what he had himself, according to concepts a priori, placed into that figure and represented in it, so that, in order to know anything with certainty a priori, he must not attribute to that figure anything beyond what necessarily follows from what he has himself placed into it, in accordance with the concept.
In Critique of Pure Reason, Preface to the Second Edition, (1900), 690.
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Gertrude B. Elion quote: when you put white lab coats on chemists, they all look alike
Maybe I was young and 'cute' (after all, I was only twenty then), but I've learned over the years that when you put white lab coats on chemists, they all look alike!
(6 Jul 1989) recalling being denied a laboratory job in her youth, since - allegedly - her physical attractiveness would be distracting to male coworkers. quoted in Feminine Ingenuity by Anne L. MacDonald (1992)
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Medicine is essentially a learned profession. Its literature is ancient, and connects it with the most learned periods of antiquity; and its terminology continues to be Greek or Latin. You cannot name a part of the body, and scarcely a disease, without the use of a classical term. Every structure bears upon it the impress of learning, and is a silent appeal to the student to cultivate an acquaintance with the sources from which the nomenclature of his profession is derived.
From Address (Oct 1874) delivered at Guy’s Hospital, 'On The Study of Medicine', printed in British Medical journal (1874), 2, 425. Collected in Sir William Withey Gull and Theodore Dyke Acland (ed.), A Collection of the Published Writings of William Withey Gull (1896), 11.
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Medicine is the science by which we learn the various states of the human body in health and when not in health, and the means by which health is likely to be lost and, when lost, is likely to be restored back to health. In other words, it is the art whereby health is conserved and the art whereby it is restored after being lost. While some divide medicine into a theoretical and a practical [applied] science, others may assume that it is only theoretical because they see it as a pure science. But, in truth, every science has both a theoretical and a practical side.
Avicenna
'The Definition of Medicine', in The Canon of Medicine, adapted by L. Bakhtiar (1999), 9.
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Men who have had a great deal of experience learn not to lose their tempers.
Quoted without citation in Tryon Edwards, A Dictionary of Thoughts: Being a Cyclopedia of Laconic Quotations (1891), 565. Webmaster invites help pinpointing the primary source.
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Mere poets are sottish as mere drunkards are, who live in a continual mist, without seeing or judging anything clearly. A man should be learned in several sciences, and should have a reasonable, philosophical and in some measure a mathematical head, to be a complete and excellent poet.
In Notes and Observations on The Empress of Morocco (1674), 70.
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Metaphysics. The science to which ignorance goes to learn its knowledge, and knowledge to learn its ignorance. On which all men agree that it is the key, but no two upon how it is to be put into the lock.
Lest remark in letter to Dr. Whewell (25 May 1850), collected in Sophia Elizabeth De Morgan (ed.), Memoir of Augustus De Morgan (1882), 210.
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More about the selection theory: Jerne meant that the Socratic idea of learning was a fitting analogy for 'the logical basis of the selective theories of antibody formation': Can the truth (the capability to synthesize an antibody) be learned? If so, it must be assumed not to pre-exist; to be learned, it must be acquired. We are thus confronted with the difficulty to which Socrates calls attention in Meno [ ... ] namely, that it makes as little sense to search for what one does not know as to search for what one knows; what one knows, one cannot search for, since one knows it already, and what one does not know, one cannot search for, since one does not even know what to search for. Socrates resolves this difficulty by postulating that learning is nothing but recollection. The truth (the capability to synthesize an antibody) cannot be brought in, but was already inherent.
'The Natural Selection Theory', in John Cairns, Gunther S. Stent, and James D. Watson (eds.) Phage and the Origins of Molecular Biology (1966), 301.
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Moreover, I am now well-informed about that part of the country to be traversed, as I can acquire the most exact information from the Nubian leaders, who are truly well-versed in regional knowledge, and thus supported in my route I could determine positions with the greatest certainty. I could not do this before, as one only learns how to interpret the statements of the Nubians by undertaking such a journey.
In August Petermann, Petermann’s Geographische Mittheilungen (1871), 16. As quoted and cited in Kathrin Fritsch, '"You Have Everything Confused And Mixed Up…!" Georg Schweinfurth, Knowledge And Cartography Of Africa In The 19th Century', History in Africa (2009), 36, 94. Fritsch comments on his changed “acknowledgement of the quality of indigenous knowledge.”
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Most pilots learn, when they pin on their wings and go out and get in a fighter, especially, that one thing you don’t do, you don’t believe anything anybody tells you about an airplane.
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Mr. Dalton's aspect and manner were repulsive. There was no gracefulness belonging to him. His voice was harsh and brawling; his gait stiff and awkward; his style of writing and conversation dry and almost crabbed. In person he was tall, bony, and slender. He never could learn to swim: on investigating this circumstance he found that his spec. grav. as a mass was greater than that of water; and he mentioned this in his lectures on natural philosophy in illustration of the capability of different persons for attaining the art of swimming. Independence and simplicity of manner and originality were his best qualities. Though in comparatively humble circumstances he maintained the dignity of the philosophical character. As the first distinct promulgator of the doctrine that the elements of bodies unite in definite proportions to form chemical compounds, he has acquired an undying fame.
Dr John Davy's (brother of Humphry Davy) impressions of Dalton written in c.1830-31 in Malta.
John Davy
Quoted in W. C. Henry, Memoirs of the Life and Scientific Researches of John Dalton (1854), 217-8.
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Much have I learned from my teachers, more from my colleagues, but most from my students.
Talmud
…...
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My belief (is) that one should take a minimum of care and preparation over first experiments. If they are unsuccessful one is not then discouraged since many possible reasons for failure can be thought of, and improvements can be made. Much can often be learned by the repetition under different conditions, even if the desired result is not obtained. If every conceivable precaution is taken at first, one is often too discouraged to proceed at all.
Nobel Lectures in Chemistry (1999), Vol. 3, 364.
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My interest in Science had many roots. Some came from my mother … while I was in my early teens. She fell in love with science,… [from] classes on the Foundations of Physical Science. … I was infected by [her] professor second hand, through hundreds of hours of conversations at my mother’s knees. It was from my mother that I first learned of Archimedes, Leonardo da Vinci, Galileo, Kepler, Newton, and Darwin. We spent hours together collecting single-celled organisms from a local pond and watching them with a microscope.
From 'Richard E. Smalley: Biographical', collected in Tore Frängsmyr (ed.), Les Prix Nobel: The Nobel Prizes 1996 (1997).
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My mother made me a scientist without ever intending to. Every other Jewish mother in Brooklyn would ask her child after school, “So? Did you learn anything today?” But not my mother. … “Izzy,” she would say, “did you ask a good question today?” That difference - asking good questions - made me become a scientist.
In letters column of New York Times (19 Jan 1988) from Donald Sheff, who quoted what his friend, Arthur Sackler, received in answer, upon asking Rabi why he became a scientist.
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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.
As translated and quoted in Giuliano Pancaldi, Volta: Science and Culture in the Age of Enlightenment (2005), 154.
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Nature is not cruel, only pitilessly indifferent. This is one of the hardest lessons for humans to learn. We cannot admit that things might be neither good nor evil, neither cruel nor kind, but simply callous—indifferent to all suffering, lacking all purpose.
River Out of Eden: A Darwinian View of Life (1995), 112.
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Nature without learning is a blind thing, and learning without nature is an imperfect thing, and practice without both is an ineffective thing. Just as in farming, first of all the soil must be good, secondly, the husbandman skilful, and thirdly, the seed sound, so, after the same manner, nature is like to the soil, the teacher to the farmer and the verbal counsels precepts like to the seed.
Plutarch
In 'On the Education of Children', Moralia (1927), Vol 3, 9, as translated by Frank Cole Babbitt.
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Nearly every subject has a shadow, or imitation. It would, I suppose, be quite possible to teach a deaf and dumb child to play the piano. When it played a wrong note, it would see the frown of its teacher, and try again. But it would obviously have no idea of what it was doing, or why anyone should devote hours to such an extraordinary exercise. It would have learnt an imitation of music. and it would fear the piano exactly as most students fear what is supposed to be mathematics.
In Mathematician's Delight (1943), 8.
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Never fear big long words.
Big long words name little things.
All big things have little names.
Such as life and death, peace and war.
Or dawn, day, night, hope, love, home.
Learn to use little words in a big way.
It is hard to do,
But they say what you mean.
When you don't know what you mean, use big words.
That often fools little people.
Quoted in Saturday Review (1962), 45, No. 2. It was written (1936) for his son, as advice for young copy writers. - 1995
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Never regard study as a duty, but as the enviable opportunity to learn to know the liberating influence of beauty in the realm of the spirit for your own personal joy and to the profit of the community to which your later work belongs.
…...
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Night after night, among the gabled roofs,
Climbing and creeping through a world unknown
Save to the roosting stork, he learned to find
The constellations, Cassiopeia’s throne,
The Plough still pointing to the Polar Star,
The movements of the planets, hours and hours,
And wondered at the mystery of it all.
In 'Tycho Brahe', The Torch-Bearers: Watchers of the Sky (1922), Vol. 1, 40.
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No history of civilization can be tolerably complete which does not give considerable space to the explanation of scientific progress. If we had any doubts about this, it would suffice to ask ourselves what constitutes the essential difference between our and earlier civilizations. Throughout the course of history, in every period, and in almost every country, we find a small number of saints, of great artists, of men of science. The saints of to-day are not necessarily more saintly than those of a thousand years ago; our artists are not necessarily greater than those of early Greece; they are more likely to be inferior; and of course, our men of science are not necessarily more intelligent than those of old; yet one thing is certain, their knowledge is at once more extensive and more accurate. The acquisition and systematization of positive knowledge is the only human activity which is truly cumulative and progressive. Our civilization is essentially different from earlier ones, because our knowledge of the world and of ourselves is deeper, more precise, and more certain, because we have gradually learned to disentangle the forces of nature, and because we have contrived, by strict obedience to their laws, to capture them and to divert them to the gratification of our own needs.
Introduction to the History of Science (1927), Vol. 1, 3-4.
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No matter how intently one studies the hundred little dramas of the woods and meadows, one can never learn all the salient facts about any one of them.
In 'April: Sky Dance', A Sand County Almanac, and Sketches Here and There (1949, 1987), 32-33.
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No one wants to learn by mistakes, but we cannot learn enough from successes to go beyond the state of the art
To Engineer is Human: The Role of Failure in Successful Design (1992), 62.
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No place affords a more striking conviction of the vanity of human hopes than a publick library; for who can see the wall crouded on every side by mighty volumes, the works of laborious meditation, and accurate inquiry, now scarcely known but by the catalogue, and preserved only to encrease the pomp of learning, without considering how many hours have been wasted in vain endeavours, how often imagination has anticipated the praises of futurity, how many statues have risen to the eye of vanity, how many ideal converts have elevated zeal, how often wit has exulted in the eternal infamy of his antagonists, and dogmatism has delighted in the gradual advances of his authority, the immutability of his decrees, and the perpetuity of his power.
Non unquam dedit
Documenta fors majora, quam fragili loco
Starent superbi.

Seneca, Troades, II, 4-6
Insulting chance ne'er call'd with louder voice,
On swelling mortals to be proud no more.
Of the innumerable authors whose performances are thus treasured up in magnificent obscurity, most are forgotten, because they never deserved to be remembered, and owed the honours which they have once obtained, not to judgment or to genius, to labour or to art, but to the prejudice of faction, the stratagem of intrigue, or the servility of adulation.
Nothing is more common than to find men whose works are now totally neglected, mentioned with praises by their contemporaries, as the oracles of their age, and the legislators of science. Curiosity is naturally excited, their volumes after long enquiry are found, but seldom reward the labour of the search. Every period of time has produced these bubbles of artificial fame, which are kept up a while by the breath of fashion and then break at once and are annihilated. The learned often bewail the loss of ancient writers whose characters have survived their works; but perhaps if we could now retrieve them we should find them only the Granvilles, Montagus, Stepneys, and Sheffields of their time, and wonder by what infatuation or caprice they could be raised to notice.
It cannot, however, be denied, that many have sunk into oblivion, whom it were unjust to number with this despicable class. Various kinds of literary fame seem destined to various measures of duration. Some spread into exuberance with a very speedy growth, but soon wither and decay; some rise more slowly, but last long. Parnassus has its flowers of transient fragrance as well as its oaks of towering height, and its laurels of eternal verdure.
The Rambler, Number 106, 23 Mar 1751. In W. J. Bate and Albrecht B. Strauss (eds.), The Rambler (1969), Vol. 2, 200-1.
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No science is speedily learned by the noblest genius without tuition.
Isaac Watts. Quoted in Adam Wooléver (ed.), Encyclopædia of Quotations: A Treasury of Wisdom, Wit and Humor, Odd Comparisons and Proverbs (6th ed, 1876), 128.
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Not every one of our desires can be immediately gratified. We’ve got to learn to wait patiently for our dreams to come true, especially on the path we’ve chosen. But while we wait, we need to prepare symbolically a place for our hopes and dreams.
…...
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Not greatly moved with awe am I
To learn that we may spy
Five thousand firmaments beyond our own.
The best that's known
Of the heavenly bodies does them credit small.
View'd close, the Moon's fair ball
Is of ill objects worst,
A corpse in Night's highway, naked, fire-scarr'd, accurst;
And now they tell
That the Sun is plainly seen to boil and burst
Too horribly for hell.
So, judging from these two,
As we must do,
The Universe, outside our living Earth,
Was all conceiv'd in the Creator's mirth,
Forecasting at the time Man's spirit deep,
To make dirt cheap.
Put by the Telescope!
Better without it man may see,
Stretch'd awful in the hush'd midnight,
The ghost of his eternity.
'The Two Deserts' (1880-85). Poems, Introduction Basil Champneys (1906), 302.
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Nothing can he learned as to the physical world save by observation and experiment, or by mathematical deductions from data so obtained.
From Heat (1884), 1.
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Nothing enrages me more than when people criticize my criticism of school by telling me that schools are not just places to learn math and spelling, they are places where children learn a vaguely defined thing called socialization. I know. I think schools generally do an effective and terribly damaging job of teaching children to be infantile, dependent, intellectually dishonest, passive and disrespectful to their own developmental capacities. (1981)
Quoted in K.P. Yaday and Malti Sundram, Encyclopaedia Of Child And Primary Education Development, Vol. 2, 99.
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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?
This View of Life: the World of an Evolutionist (1964), 37.
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Nothing in science has any value to society if it is not communicated, and scientists are beginning to learn their social obligations.
Anne Roe
The Making of a Scientist (1953), 17.
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Nursing at its highest level encompasses the teaching of the individual to know his body and its functions for the maintenance and promotion of health and prevention of disease. Self-care can be, and is, very efficacious when people are encouraged and guided to learn to care for themselves, whenever possible.
As quoted in American Nurses’ Association, Contemporary Minority Leaders in Nursing: Afro-American, Hispanic, Native American Perspectives (1983), 92.
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On consideration and by the advice of learned men, I thought it improper to unfold the secrets of the art (alchemy) to the vulgar, as few persons are capable of using its mysteries to advantage and without detriment.
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Once you have learned how to ask relevant and appropriate questions, you have learned how to learn and no one can keep you from learning whatever you want or need to know.
[Co-author with Charles Weingartner.]
Neil Postman and Charles Weingartner, Teaching as a Subversive Activity (1971), 23.
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Once you have learned to fly your plane, it is far less fatiguing to fly than it is to drive a car. You don’t have to watch every second for cats, dogs, children, lights, road signs, ladies with baby carriages and citizens who drive out in the middle of the block against the lights... Nobody who has not been up in the sky on a glorious morning can possibly imagine the way a pilot feels in free heaven.
…...
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One can learn imitation history—kings and dates, but not the slightest idea of the motives behind it all; imitation literature—stacks of notes on Shakespeare’s phrases, and a complete destruction of the power to enjoy Shakespeare.
In Mathematician's Delight (1943), 8.
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One is constantly reminded of the infinite lavishness and fertility of Nature—inexhaustible abundance amid what seems enormous waste. And yet when we look into any of her operations that lie within reach of our minds, we learn that no particle of her material is wasted or worn out. It is eternally flowing from use to use, beauty to yet higher beauty; and we soon cease to lament waste and death, and rather rejoice and exult in the imperishable, unspendable wealth of the universe.
John Muir
In My First Summer in the Sierra (1911), 325. Based on Muir's original journals and sketches of his 1869 stay in the Sierra.
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One must learn by doing the thing; though you think you know it, you have no certainty until you try.
Sophocles
In play, 'Trachiniae', collected in George Young (trans.), The Dramas of Sophocles: Rendered in English Verse: Dramatic and Lyric (1916), 191.
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One of the first things a boy learns with a chemistry set is that he'll never get another one.
Anonymous
In Evan Esar, 20,000 Quips and Quotes, 128.
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One of the greatest gifts science has brought to the world is continuing elimination of the supernatural, and it was a lesson that my father passed on to me, that knowledge liberates mankind from superstition. We can live our lives without the constant fear that we have offended this or that deity who must be placated by incantation or sacrifice, or that we are at the mercy of devils or the Fates. With increasing knowledge, the intellectual darkness that surrounds us is illuminated and we learn more of the beauty and wonder of the natural world.
…...
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One thing I have learned in a long life: that all our science, measured against reality, is primitive and childlike—and yet is the most precious thing we have.
Epigraph in Banesh Hoffmann and Helen Dukas, Albert Einstein: Creator and Rebel (1972, 1973), vii.
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One will weave the canvas; another will fell a tree by the light of his ax. Yet another will forge nails, and there will be others who observe the stars to learn how to navigate. And yet all will be as one. Building a boat isn’t about weaving canvas, forging nails, or reading the sky. It’s about giving a shared taste for the sea, by the light of which you will see nothing contradictory but rather a community of love.
From the French, “Celui-là tissera des toiles, l’autre dans la forêt par l’éclair de sa hache couchera l’arbre. L’autre, encore, forgera des clous, et il en sera quelque part qui observeront les étoiles afin d’apprendre à gouverner. Et tous cependant ne seront qu’un. Créer le navire ce n’est point tisser les toiles, forger les clous, lire les astres, mais bien donner le goût de la mer qui est un, et à la lumière duquel il n’est plus rien qui soit contradictoire mais communauté dans l’amour.” In Citadelle (1948), Sect. 75, 687. An English edition was published as “Wisdom of the Sands.” The translation in the subject quote is given the website quoteinvestigator.com which discusses how it may have been paraphrased anonymously to yield the commonly seen quote as “If you want to build a ship, don’t recruit the men to gather the wood, divide the work and give orders. Instead, teach them to yearn for vast and endless sea.”
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Only go on working so long as the brain is quite clear. The moment you feel the ideas getting confused leave off and rest, or your penalty will be that you will never learn Mathematics at all!
From letter to Edith Rix with hints for studying (about Mar 1885), in Stuart Dodgson Collingwood, The Life and Letters of Lewis Carroll (1898), 241.
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Our aim [with poetry therapy] is to help the individual learn the art of helping himself or herself. We believe strongly with Walt Whitman, who wrote, “I am larger, better than I thought/I did not know I held so much goodness.”
As given in obituary, Myrna Oliver, 'Arthur Lerner; Promoted Use of Poetry in Therapy', Los Angeles Times (8 Apr 1998), quoting from a The Times article (1987).
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Our atom of carbon enters the leaf, colliding with other innumerable (but here useless) molecules of nitrogen and oxygen. It adheres to a large and complicated molecule that activates it, and simultaneously receives the decisive message from the sky, in the flashing form of a packet of solar light; in an instant, like an insect caught by a spider, it is separated from its oxygen, combined with hydrogen and (one thinks) phosphorus, and finally inserted in a chain, whether long or short does not matter, but it is the chain of life. All this happens swiftly, in silence, at the temperature and pressure of the atmosphere, and gratis: dear colleagues, when we learn to do likewise we will be sicut Deus [like God], and we will have also solved the problem of hunger in the world.
Levi Primo and Raymond Rosenthal (trans.), The Periodic Table (1975, 1984), 227-228. In this final section of his book, Levi imagines the life of a carbon atom. He calls this his first “literary dream”. It came to him at Auschwitz.
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Our humanity rests upon a series of learned behaviors, woven together into patterns that are infinitely fragile and never directly inherited.
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Our indirect methods have taught us a mountain of things about horses, but if you wished to learn even more, would you rather be Whirlaway in the stretch, than interview Eddie Arcaro afterwards?
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Papyra, throned upon the banks of Nile,
Spread her smooth leaf, and waved her silver style.
The storied pyramid, the laurel’d bust,
The trophy’d arch had crumbled into dust;
The sacred symbol, and the epic song (Unknown the character, forgot the tongue,)
With each unconquer’d chief, or sainted maid,
Sunk undistinguish’d in Oblivion’s shade.
Sad o’er the scatter’d ruins Genius sigh’d,
And infant Arts but learn’d to lisp, and died.
Till to astonish’d realms Papyra taught To paint in mystic colours Sound and Thought,
With Wisdom’s voice to print the page sublime,
And mark in adamant the steps of Time.
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People who are unused to learning, learn little, and that slowly, while those more accustomed do much more and do it more easily. The same thing also happens in connection with research. Those who are altogether unfamiliar with this become blinded and bewildered as soon as their minds begin to work: they readily withdraw from the inquiry, in a state of mental fatigue and exhaustion, much like people who attempt to race without having been trained. He, on the other hand, who is accustomed to research, seeks and penetrates everywhere mentally, passing constantly from one topic to another; nor does he ever give up his investigation; he pursues it not merely for a matter of days, but throughout his whole life. Also by transferring his mind to other ideas which are yet not foreign to the questions at issue, he persists till he reaches the solution.
'On Paralysis'. Quoted in A. J. Brock, Greek Medicine: Being Extracts Illustrative of Medical Writers from Hippocrates to Galen (1929), 185.
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Perhaps I can best describe my experience of doing mathematics in terms of a journey through a dark unexplored mansion. You enter the first room of the mansion and it’s completely dark. You stumble around bumping into the furniture, but gradually you learn where each piece of furniture is. Finally, after six months or so, you find the light switch, you turn it on, and suddenly it’s all illuminated. You can see exactly where you were. Then you move into the next room and spend another six months in the dark. So each of these breakthroughs, while sometimes they’re momentary, sometimes over a period of a day or two, they are the culmination of—and couldn’t exist without—the many months of stumbling around in the dark that proceed them.
Quoted in interview for website for PBS TV Nova program, 'The Proof'.
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Personally, learning about science has helped me to understand Buddhism more deeply. I agree with Einstein that if there is a religion that can go along with science, it is Buddhism. That is because Buddhism has the spirit of nonattachment to rules. You may have a view that you consider to be the truth, but if you cling to it, then that is the end of your free inquiring. You have to be aware that with the practice of looking deeply, you may see things more clearly. That is why you should not be so dogmatic about what you have found; you have to be ready to release your view in order to get a higher insight. That is very exciting.
In Melvin McLeod (ed.), 'Love without Limit: An Interview with Thich Nhat Hanh', The Best Buddhist Writing 2007 (2007), 74.
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Persons possessing great intellect and a capacity for excelling in the creative arts and also in the sciences are generally likely to have heavier brains than the ordinary individual. Arguing from this we might expect to find a corresponding lightness in the brain of the criminal, but this is not always the case ... Many criminals show not a single anomaly in their physical or mental make-up, while many persons with marked evidences of morphological aberration have never exhibited the criminal tendency.
Every attempt to prove crime to be due to a constitution peculiar only to criminals has failed signally. It is because most criminals are drawn from the ranks of the low, the degraded, the outcast, that investigators were ever deceived into attempting to set up a 'type' of criminal. The social conditions which foster the great majority of crimes are more needful of study and improvement.
From study of known normal brains we have learned that there is a certain range of variation. No two brains are exactly alike, and the greatest source of error in the assertions of Benedict and Lombroso has been the finding of this or that variation in a criminal’s brains, and maintaining such to be characteristic of the 'criminal constitution,' unmindful of the fact that like variations of structure may and do exist in the brains of normal, moral persons.
Address to the American Association for the Advancement of Science in Philadelphia (28 Dec 1904), as quoted in 'Americans of Future Will Have Best Brains', New York Times (29 Dec 1904), 6.
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Philosophers and theologians have yet to learn that a physical fact is as sacred as a moral principle. Our own nature demands from us this double allegiance.
Contributions to the Natural History of the United States of America (1857).
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Philosophers no longer write for the intelligent, only for their fellow professionals. The few thousand academic philosophers in the world do not stint themselves: they maintain more than seventy learned journals. But in the handful that cover more than one subdivision of philosophy, any given philosopher can hardly follow more than one or two articles in each issue. This hermetic condition is attributed to “technical problems” in the subject. Since William James, Russell, and Whitehead, philosophy, like history, has been confiscated by scholarship and locked away from the contamination of general use.
In The Culture We Deserve (1989), 9.
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Philosophers say, that Man is a Microcosm, or little World, resembling in Miniature every Part of the Great: And, in my Opinion, the Body Natural may be compared to the Body Politic: and if this be so, how can the Epicureans Opinion be true, that the Universe was formed by a fortuitous Concourse of Atoms; which I will no more believe, than that the accidental Jumbling of the Letters of the Alphabet, could fall by Chance into a most ingenious and learned Treatise of Philosophy. Risum teneatis Amici, Hor.
In 'A Tritical Essay Upon the Faculties of the Mind' (6 Aug 1707), collected in various volumes and editions, for example, The Works of J.S, D.D, D.S.P.D.: Volume 1: Miscellanies in Prose (1739), 173. An earlier, undated, fourth volume of Miscellanies gives the 6 Aug 1707 date the essay was written. The final Latin phrase can be translated as, “Can you help laughing, friends?” attributed to Horace. In Jonathan Swift and Temple Scott (ed.), The Prose Works of Jonathan Swift: A Tale of a Tub: the Battle of the Books, and Other Early Works (1897, reprint 1907), Vol. 1, 291, the editor footnotes that “this essay is a parody on the pseudo-philosophical essays of the time, in which all sense was lost in the maze of inconsequential quotations.” Indeed, the rest of the essay is, by design, a jumble of disjointed thoughts and makes next to no sense.
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Philosophy [the universe] is written in that great book which ever lies before our eyes ... We cannot understand it if we do not first learn the language and grasp the symbols in which it is written. The book is written in the mathematical language ... without whose help it is humanly impossible to comprehend a single word of it, and without which one wanders in vain through a dark labyrinth.
…...
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Philosophy is written in that great book that lies before our gaze—I mean the universe—but we cannot understand it if we do not first learn the language and grasp the symbols in which it is written.
In Francis Crick, The Astonishing Hypothesis: the Scientific Search for the Soul (1995), 203.
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Philosophy is written in this grand book, the universe, which stands continually open to our gaze. But the book cannot be understood unless one first learns to comprehend the language and read the letters in which it is composed. It is written in the language of mathematics, and its characters are triangles, circles, and other geometric figures without which it is humanly impossible to understand a single word of it; without these, one wanders about in a dark labyrinth.
In 'The Assayer' (1623), trans. Stillman Drake, Discoveries and Opinions of Galileo (1957), 237-8.
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Physick, says Sydenham, is not to bee learned by going to Universities, but hee is for taking apprentices; and says one had as good send a man to Oxford to learn shoemaking as practising physick.
Diary of the Rev. John Ward, M. A. (1648-1769), ed. Charles Severn (1839), 242.
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Physiology is the experimental science par excellence of all sciences; that in which there is least to be learnt by mere observation, and that which affords the greatest field for the exercise of those faculties which characterize the experimental philosopher.
In 'Educational Value of Natural History Sciences', Lay Sermons, Addresses, and Reviews (1870), 90.
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Please forget everything you have learned in school; for you haven’t learned it. … My daughters have been studying (chemistry) for several semesters already, think they have learned differential and integral calculus in school, and even today don’t know why x · y = y · x is true.
From 'Vorwort für den Lernenden', Grundlagen der Analysis (1930), vi. A later edition of the German text, published in the United States (1951, 1965), included Prefaces (only) translated into English by F. Steinhardt. In the latter text, the quote appears in English on pages 7-8, and in the original German on pages 15-16: “Bitte vergiß alles was Du auf der Schule gelernt hast; denn Du hast es nicht gelernt. … meine Töchter … schon mehrere Semester studieren (Chemie), schon auf der Schule Differential- und Integral-rechnung gelernt zu haben glauben und heute noch nicht, wissen, warum x · y = y · x ist.”
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Portable communication instruments will be developed that will enable an individual to communicate directly and promptly with anyone, anywhere in the world. As we learn more about the secrets of space, we shall increase immeasurably the number of usable frequencies until we are able to assign a separate frequency to an individual as a separate telephone number is assigned to each instrument.
In address (Fall 1946) at a dinner in New York to commemorate the 40 years of Sarnoff’s service in the radio field, 'Institute News and Radio Notes: The Past and Future of Radio', Proceedings of the Institute of Radio Engineers (I.R.E.), (May 1947), 35, No. 5, 498. [In 1946, foretelling the cell phone and a hint of the communications satellite? —Webmaster]
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Primordial communities of bacteria were elaborately interwoven by communication links. … These turned a colony into a collective processor… The resulting learning machine was so ingenious that Eshel Ben-Jacob has called its modern bacterial counterpart a “creative web.”
In 'Creative Nets in the Precambrian Era', Global Brain: The Evolution of Mass Mind from the Big Bang to the 21st Century (2000), 17.
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Probably the most important skill that children learn is how to learn. … Too often we give children answers to remember rather than problems to solve. This is a mistake.
In 'Observing the Brain Through a Cat's Eyes', Saturday Review World (1974), 2, 132.
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Professors have a tendency to think that independent, creative thinking cannot be done by non-science students, and that only advanced science majors have learned enough of the material to think critically about it. I believe this attitude is false. … [Ask] students to use their native intelligence to actually confront subtle scientific issues.
In Understanding the Universe: An Inquiry Approach to Astronomy and the Nature of Scientific Research (2013), ix.
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Remember a networked learning machine’s most basic rule: strengthen the connections to those who succeed, weaken them to those who fail.
In 'The Conformity Police', Global Brain: The Evolution of Mass Mind from the Big Bang to the 21st Century (2000), 83.
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Research has deserted the individual and entered the group. The individual worker find the problem too large, not too difficult. He must learn to work with others.
Letter to Dr. E. B. Krumhaar (11 Oct 1933), in Journal of Bacteriology (Jan 1934), 27, No. 1, 20.
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Save the trees, save the bees, save the whales, save the snails. And the supreme arrogance? Save the planet! Are these people kidding? Save the planet? We don’t even know how to take care of ourselves; we haven’t learned how to care for one another.
In Napalm and Silly Putty (2001), 133.
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Science ... must be absorbed in order to inculcate that wonderful humility before the facts of nature that comes from close attention to a textbook, and that unwillingness to learn from Authority that comes from making almost verbatim lecture notes and handing them back to the professor.
In Science is a Sacred Cow (1950), 141.
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Science and engineering students presumably are left to learn about their literature in the same way they learn about sex.
'Learning for Life', Journal of Chemical Information and Computer Sciences (1981), 21 (4), 2A.
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Science by itself produces a very badly deformed man who becomes rounded out into a useful creative being only with great difficulty and large expenditure of time. … It is a much smaller matter to both teach and learn pure science than it is to intelligently apply this science to the solution of problems as they arise in daily life.
As quoted in Gary W. Matkin, Technology Transfer and the University (1990), 24.
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Science confers power on anyone who takes the trouble to learn it.
In 'With Science on Our Side', Washington Post (9 Jan 1994).
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Science has a simple faith, which transcends utility. Nearly all men of science, all men of learning for that matter, and men of simple ways too, have it in some form and in some degree. It is the faith that it is the privilege of man to learn to understand, and that this is his mission. If we abandon that mission under stress we shall abandon it forever, for stress will not cease. Knowledge for the sake of understanding, not merely to prevail, that is the essence of our being. None can define its limits, or set its ultimate boundaries.
Science is Not Enough (1967), 191.
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Science is for those who learn; poetry for those who know.
In Meditations of a Parish Priest: Thoughts, Pt. 1, No. 71, translated from the third French edition by Isabel Florence Hapgood (1886), 43.
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Science is founded on uncertainty. Each time we learn something new and surprising, the astonishment comes with the realization that we were wrong before.
In 'On Science and Certainty', Discover Magazine (Oct 1980), 58.
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Science is the study of the admitted laws of existence, which cannot prove a universal negative about whether those laws could ever be suspended by something admittedly above them. It is as if we were to say that a lawyer was so deeply learned in the American Constitution that he knew there could never be a revolution in America..
From 'The Early Bird in History',The Thing: Why I Am Catholic (1929), 207. In Collected Works (1990), Vol. 3, 296.
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Science may be learned by rote, but Wisdom not.
(1759). From The Life and Opinions of Tristram Shandy, Gentleman, collected in Collection of Ancient and Modern British Novels and Romances (1832), Vol. 38, 311.
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Science only means knowledge; and for [Greek] ancients it did only mean knowledge. Thus the favorite science of the Greeks was Astronomy, because it was as abstract as Algebra. ... We may say that the great Greek ideal was to have no use for useful things. The Slave was he who learned useful things; the Freeman was he who learned useless things. This still remains the ideal of many noble men of science, in the sense they do desire truth as the great Greeks desired it; and their attitude is an external protest against vulgarity of utilitarianism.
'About Beliefs', in As I was Saying: A Book of Essays (1936), 65-66. Collected in G. K. Chesterton and Dale Ahlquist (ed.), In Defense of Sanity: The Best Essays of G.K. Chesterton (2011), 318.
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Science proceeds more by what it has learned to ignore than what it takes into account.
Found in David Hatcher Childress and Bill Clendenon, Atlantis & the Power System of the Gods (2002), 191. [Quote may be questionable since no major source found by Webmaster. If you have information on a primary source, please contact Webmaster.]
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Science seems to me to teach in the highest and strongest manner the great truth which is embodied in the Christian conception of entire surrender to the will of God. Sit down before fact as a little child, be prepared to give up every preconceived notion, follow humbly wherever and to whatever abysses nature leads, or you shall learn nothing. I have only begun to learn content and peace of mind since I have resolved at all risks to do this.
Letter to Charles Kingsley (23 Sep 1860). In L. Huxley, The Life and Letters of Thomas Henry Huxley (1903), Vol. 1, 316.
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Science should be taught the way mathematics is taught today. Science education should begin in kindergarten. In the first grade one would learn a little more, in the second grade, a little more, and so on. All students should get this basic science training.
From interview with Neil A. Campbell, in 'Crossing the Boundaries of Science', BioScience (Dec 1986), 36, No. 11, 738.
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Sciences may be learned by rote, but Wisdom not.
The Life and Opinions of Tristram Shandy Gentleman (1759-67), Penguin edition (1997), 324.
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Scientific method is often defined as if it were a set procedure, to be learned, like a recipe, as if anyone could like a recipe, as if anyone could become a scientist simply by learning the method. This is as absurd ... [so I shall not] discuss scientific method, but rather the methods of scientists. We proceed by common sense and ingenuity. There are no rules, only the principles of integrity and objectivity, with a complete rejection of all authority except that of fact.
In Science in the Making (1957), 8.
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scientist is a ... learned child. Others must outgrow it. Scientists can stay that way all their life.
…...
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Seeing much, suffering much, and studying much are the three pillars of learning.
In Hialmer Day Gould, New Practical Spelling (1905), 14.
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Seventeen years—quite a large slice out of a life, when you come to think about it. And yet the ways I have earned my living since—by writing newspaper articles, novels, and film scenarios—were not taught me at any of these schools and colleges. Furthermore, though I won scholarships and passed examinations, I do not think I now remember more than twenty per cent of all I learned during these seventeen years, and I do not think I could now scrape through any of the examinations I passed after the age of twelve.
In To You, Mr. Chips (1938), in Goodbye, Mr. Chips; and, To You, Mr. Chips (1995), 118.
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Since we have no choice but to be swept along by [this] vast technological surge, we might as well learn to surf.
in David Western and Mary C. Pearl, Conservation for the 21st Century (1989).
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So long as a man remains a gregarious and sociable being, he cannot cut himself off from the gratification of the instinct of imparting what he is learning, of propagating through others the ideas and impressions seething in his own brain, without stunting and atrophying his moral nature and drying up the surest sources of his future intellectual replenishment.
In Address (22 Feb 1877) for Commemoration Day at Johns Hopkins University. Published as a pamphlet, and reprinted in The Collected Mathematical Papers of James Joseph Sylvester: (1870-1883) (1909), Vol. 3, 77.
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Some drill and bore
The solid earth, and from the strata there
Extract a register, by which we learn,
That he who made it, and reveal'd its date
To Moses, was mistaken in its age.
The Task and Other Poems, Book III, The Garden (1785). In John D. Baird and Charles Ryskamp (eds.), The Poems of William Cowper (1995), Vol. 2, 1782-1785, 166-7.
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Someone who had begun to read geometry with Euclid, when he had learned the first proposition, asked Euclid, “But what shall I get by learning these things?” whereupon Euclid called his slave and said, “Give him three-pence, since he must make gain out of what he learns.”
As quoted in Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath's Quotation-Book (1914), 152-153, citing Stobaeus, Edition Wachsmuth (1884), Ecl. II.
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Sometimes I am a little unkind to all my many friends in education … by saying that from the time it learns to talk every child makes a dreadful nuisance of itself by asking “Why?.” To stop this nuisance society has invented a marvellous system called education which, for the majority of people, brings to an end their desire to ask that question. The few failures of this system are known as scientists.
'The Making of a Scientist', Journal of the Royal Society of Arts, June 1983, 403.
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Space exploration is risky. It’s hard. And actually, let me say here that I feel like we need to take on more risk than we have been in space exploration. The public doesn’t like risk, and they hate failure. But failures happen. They shouldn’t happen for stupid reasons. But if they happen when you were trying something risky, you learn. That teaches you something. At least it should. And you try harder next time.
On the failure of the Cosmos-1 solar sail (Jun 2005).
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Students should learn to study at an early stage the great works of the great masters instead of making their minds sterile through the everlasting exercises of college, which are of no use whatever, except to produce a new Arcadia where indolence is veiled under the form of useless activity. … Hard study on the great models has ever brought out the strong; and of such must be our new scientific generation if it is to be worthy of the era to which it is born and of the struggles to which it is destined.
In Giornale di matematiche, Vol. 11, 153.
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Study the science of art. Study the art of science. Develop your senses - especially learn how to see. Realize that everything connects to everything else.
…...
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Such is the substance of my faith; and if I were to sum up my credo in a single word, it would be that proud motto of Fustel de Coulanges, Quaero, I seek to learn.
From Conclusion of Presidential Address (29 Dec 1950) read at the annual dinner of the American Historical Association, Chicago, 'Faith of a Historian', The American Historical Review (Jan 1951), 56, No. 2, 261-275.
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Suppose it were perfectly certain that the life and fortune of every one of us would, one day or other, depend upon his winning or losing a game of chess. Don't you think that we should all consider it to be a primary duty to learn at least the names and the moves of the pieces; to have a notion of a gambit, and a keen eye for all the means of giving and getting out of check? Do you not think that we should look with a disapprobation amounting to scorn upon the father who allowed his son, or the state which allowed its members, to grow up without knowing a pawn from a knight?
Yet, it is a very plain and elementary truth that the life, the fortune, and the happiness of every one of us, and, more or less, of those who are connected with us, do depend upon our knowing something of the rules of a game infinitely more difficult and complicated than chess. It is a game which has been played for untold ages, every man and woman of us being one of the two players in a game of his or her own. The chess-board is the world, the pieces are the phenomena of the universe, the rules of the game are what we call the laws of nature. The player on the other side is hidden from us. We know that his play is always fair, just, and patient. But also we know, to our cost, that he never overlooks a mistake, or makes the smallest allowance for ignorance. To the man who plays well the highest stakes are paid with that sort of overflowing generosity with which the strong shows delight in strength. And one who plays ill is checkmated—without haste, but without remorse.
Address to the South London Working Men’s College. 'A Liberal Education; and Where to Find It', in David Masson, (ed.), Macmillan’s Magazine (Mar 1868), 17, 369. Also in 'A Liberal Education and Where to Find it' (1868). In Collected Essays (1893), Vol. 3, 82.
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Suppose that we are wise enough to learn and know—and yet not wise enough to control our learning and knowledge, so that we use it to destroy ourselves? Even if that is so, knowledge remains better than ignorance. It is better to know—even if the knowledge endures only for the moment that comes before destruction—than to gain eternal life at the price of a dull and swinish lack of comprehension of a universe that swirls unseen before us in all its wonder. That was the choice of Achilles, and it is mine, too.
Widely seen on the Web, but always without citation, so regard attribution as uncertain. Webmaster has not yet found reliable verification. Contact Webmaster if you know a primary print source.
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Suppose the results of a line of study are negative. It might save a lot of otherwise wasted money to know a thing won’t work. But how do you accurately evaluate negative results? ... The power plant in [the recently developed streamline trains] is a Diesel engine of a type which was tried out many [around 25] years ago and found to be a failure. … We didn’t know how to build them. The principle upon which it operated was sound. [Since then much has been] learned in metallurgy [and] the accuracy with which parts can be manufactured
When this type of engine was given another chance it was an immediate success [because now] an accuracy of a quarter of a tenth of a thousandth of an inch [prevents high-pressure oil leaks]. … If we had taken the results of past experience without questioning the reason for the first failure, we would never have had the present light-weight, high-speed Diesel engine which appears to be the spark that will revitalize the railroad business.
'Industrial Prospecting', an address to the Founder Societies of Engineers (20 May 1935). In National Research Council, Reprint and Circular Series of the National Research Council (1933), No. 107, 2-3.
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Suppose then I want to give myself a little training in the art of reasoning; suppose I want to get out of the region of conjecture and probability, free myself from the difficult task of weighing evidence, and putting instances together to arrive at general propositions, and simply desire to know how to deal with my general propositions when I get them, and how to deduce right inferences from them; it is clear that I shall obtain this sort of discipline best in those departments of thought in which the first principles are unquestionably true. For in all our thinking, if we come to erroneous conclusions, we come to them either by accepting false premises to start with—in which case our reasoning, however good, will not save us from error; or by reasoning badly, in which case the data we start from may be perfectly sound, and yet our conclusions may be false. But in the mathematical or pure sciences,—geometry, arithmetic, algebra, trigonometry, the calculus of variations or of curves,— we know at least that there is not, and cannot be, error in our first principles, and we may therefore fasten our whole attention upon the processes. As mere exercises in logic, therefore, these sciences, based as they all are on primary truths relating to space and number, have always been supposed to furnish the most exact discipline. When Plato wrote over the portal of his school. “Let no one ignorant of geometry enter here,” he did not mean that questions relating to lines and surfaces would be discussed by his disciples. On the contrary, the topics to which he directed their attention were some of the deepest problems,— social, political, moral,—on which the mind could exercise itself. Plato and his followers tried to think out together conclusions respecting the being, the duty, and the destiny of man, and the relation in which he stood to the gods and to the unseen world. What had geometry to do with these things? Simply this: That a man whose mind has not undergone a rigorous training in systematic thinking, and in the art of drawing legitimate inferences from premises, was unfitted to enter on the discussion of these high topics; and that the sort of logical discipline which he needed was most likely to be obtained from geometry—the only mathematical science which in Plato’s time had been formulated and reduced to a system. And we in this country [England] have long acted on the same principle. Our future lawyers, clergy, and statesmen are expected at the University to learn a good deal about curves, and angles, and numbers and proportions; not because these subjects have the smallest relation to the needs of their lives, but because in the very act of learning them they are likely to acquire that habit of steadfast and accurate thinking, which is indispensable to success in all the pursuits of life.
In Lectures on Teaching (1906), 891-92.
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Telescopes are in some ways like time machines. They reveal galaxies so far away that their light has taken billions of years to reach us. We in astronomy have an advantage in studying the universe, in that we can actually see the past.
We owe our existence to stars, because they make the atoms of which we are formed. So if you are romantic you can say we are literally starstuff. If you’re less romantic you can say we’re the nuclear waste from the fuel that makes stars shine.
We’ve made so many advances in our understanding. A few centuries ago, the pioneer navigators learnt the size and shape of our Earth, and the layout of the continents. We are now just learning the dimensions and ingredients of our entire cosmos, and can at last make some sense of our cosmic habitat.
…...
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That learning is most requisite which unlearns evil
In Hialmer Day Gould, New Practical Spelling (1905), 14.
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That man can interrogate as well as observe nature was a lesson slowly learned in his evolution. Of the two methods by which he can do this, the mathematical and the experimental, both have been equally fruitful—by the one he has gauged the starry heights and harnessed the cosmic forces to his will; by the other he has solved many of the problems of life and lightened many of the burdens of humanity.
In 'The Evolution of the Idea of Experiment in Medicine', in C.G. Roland, Sir William Osler, 1849-1919: A Selection for Medical Students (1982), 103. As cited in William Osler and Mark E. Silverman (ed.), The Quotable Osler (2002), 249
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That the Universe was formed by a fortuitous Concourse of Atoms, I will no more believe than that the accidental Jumbling of the Letters of the Alphabet would fall by Chance into a most ingenious and learned Treatise of Philosophy, Risum teneatis Amici, Hor.
In 'A Tritical Essay Upon the Faculties of the Mind' (6 Aug 1707), collected in various volumes and editions, for example, The Works of J.S, D.D, D.S.P.D.: Volume 1: Miscellanies in Prose (1739), 173. An earlier, undated, fourth volume of Miscellanies gives the 6 Aug 1707 date the essay was written. The final Latin phrase can be translated as, “Can you help laughing, friends?” attributed to Horace.
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That which we must learn to do, we learn by doing.
Aristotle
In Nicomachean Ethics.

The ability to learn faster than your competitors may be the only sustainable competitive advantage.
In 'Planning as Learning', Harvard Business Review (Mar-Apr 1988), 66, No. 2, 71.
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The adequate study of culture, our own and those on the opposite side of the globe, can press on to fulfillment only as we learn today from the humanities as well as from the sciences.
In An Anthropologist at Work (1959, 2011), 470.
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The Almighty lecturer, by displaying the principles of science in the structure of the universe, has invited man to study and to imitation. It is as if he had said to the inhabitants of this globe that we call ours, “I have made an earth for man to dwell upon, and I have rendered the starry heavens visible, to teach him science and the arts. He can now provide for his own comfort, and learn from my munificence to all, to be kind to all, to be kind to each other.”
In The Age of Reason: Being an Investigation of True and Fabulous Theology (27 Jan O.S. 1794), 44.
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The ancients devoted a lifetime to the study of arithmetic; it required days to extract a square root or to multiply two numbers together. Is there any harm in skipping all that, in letting the school boy learn multiplication sums, and in starting his more abstract reasoning at a more advanced point? Where would be the harm in letting the boy assume the truth of many propositions of the first four books of Euclid, letting him assume their truth partly by faith, partly by trial? Giving him the whole fifth book of Euclid by simple algebra? Letting him assume the sixth as axiomatic? Letting him, in fact, begin his severer studies where he is now in the habit of leaving off? We do much less orthodox things. Every here and there in one’s mathematical studies one makes exceedingly large assumptions, because the methodical study would be ridiculous even in the eyes of the most pedantic of teachers. I can imagine a whole year devoted to the philosophical study of many things that a student now takes in his stride without trouble. The present method of training the mind of a mathematical teacher causes it to strain at gnats and to swallow camels. Such gnats are most of the propositions of the sixth book of Euclid; propositions generally about incommensurables; the use of arithmetic in geometry; the parallelogram of forces, etc., decimals.
In Teaching of Mathematics (1904), 12.
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The ancients thought as clearly as we do, had greater skills in the arts and in architecture, but they had never learned the use of the great instrument which has given man control over nature—experiment.
Address at the opening of the new Pathological Institute of the Royal Infirmary, Glasgow (4 Oct 1911). Printed in 'The Pathological Institute of a General Hospital', Glasgow Medical Journal (1911), 76, 327.
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The Archetypal idea was manifested in the flesh, under divers such modifications, upon this planet, long prior to the existence of those animal species that actually exemplify it. To what natural laws or secondary causes the orderly succession and progression of such organic phaenomena may have been committed we as yet are ignorant. But if, without derogation of the Divine power, we may conceive the existence of such ministers, and personify them by the term 'Nature,' we learn from the past history of our globe that she has advanced with slow and stately steps, guided by the archetypal light, amidst the wreck of worlds, from the first embodiment of the Vertebrate idea under its old Ichthyic vestment, until it became arrayed in the glorious garb of the Human form.
On the Nature of Limbs (1849), 86.
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The authority of those who profess to teach is often a positive hindrance to those who desire to learn.
In De Natura Deorum: Academica (c. 45 B.C.), as translated to English (1933), 13.
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The beginning of civilisation is the discovery of some useful arts, by which men acquire property, comforts, or luxuries. The necessity or desire of preserving them leads to laws and social institutions. The discovery of peculiar arts gives superiority to particular nations ... to subjugate other nations, who learn their arts, and ultimately adopt their manners;— so that in reality the origin as well as the progress and improvement of civil society is founded in mechanical and chemical inventions.
Consolations In Travel; or, the Last Days of a Philosopher (1830), 228.
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The best way to learn to swim is to dive.
Advice to his medical students
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The books of the great scientists are gathering dust on the shelves of learned libraries. ... While the artist's communication is linked forever with its original form, that of the scientist is modified, amplified, fused with the ideas and results of others and melts into the stream of knowledge and ideas which forms our culture. The scientist has in common with the artist only this: that he can find no better retreat from the world than his work and also no stronger link with the world than his work.
From Nobel Lecture (10 Dec 1969), 'A Physicist's Renewed Look at Biology – Twenty Years Later.' in Nobel Lectures, Physiology or Medicine 1963-1970 (1972), 409.
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The brighter you are, the more you have to learn.
In Lily Splane, Quantum Consciousness (2004), 309
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The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together.
In Reflections on the Human Condition (1973), 22.
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The cowman who cleans his range of wolves does not realize that he is taking over the wolf’s job of trimming the herd to fit the range. He has not learned to think like a mountain. Hence we have dustbowls, and rivers washing the future into the sea.
In 'Thinking Like a Mountain', A Sand County Almanac, and Sketches Here and There (1949, 1987), 132.
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The dexterous management of terms and being able to fend and prove with them, I know has and does pass in the world for a great part of learning; but it is learning distinct from knowledge, for knowledge consists only in perceiving the habitudes and relations of ideas one to another, which is done without words; the intervention of sounds helps nothing to it. And hence we see that there is least use of distinction where there is most knowledge: I mean in mathematics, where men have determined ideas with known names to them; and so, there being no room for equivocations, there is no need of distinctions.
In Conduct of the Understanding, Sect. 31.
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The difference between what the most and the least learned people know is inexpressibly trivial in relation to that which is unknown.
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The doctor may also learn more about the illness from the way the patient tells the story than from the story itself.
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The essence of modernity is that progress no longer waits on genius; instead we have learned to put our faith in the organized efforts of ordinary men. Science is as old as the race, but the effective organization of science is new. Ancient science, like placer mining, was a pursuit of solitary prospectors. Nuggets of truth were found, but the total wealth of knowledge increased slowly. Modern man began to transform this world when he began to mine the hidden veins of knowledge systematically.
In School and Society (1930), 31, 581.
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The faculty for remembering is not diminished in proportion to what one has learnt, just as little as the number of moulds in which you cast sand lessens its capacity for being cast in new moulds.
Religion: a Dialogue, and Other Essays (1890), 99.
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The first concept of continental drift first came to me as far back as 1910, when considering the map of the world, under the direct impression produced by the congruence of the coast lines on either side of the Atlantic. At first I did not pay attention to the ideas because I regarded it as improbable. In the fall of 1911, I came quite accidentally upon a synoptic report in which I learned for the first time of palaeontological evidence for a former land bridge between Brazil and Africa. As a result I undertook a cursory examination of relevant research in the fields of geology and palaeontology, and this provided immediately such weighty corroboration that a conviction of the fundamental soundness of the idea took root in my mind.
In The Origins of Continents and Oceans (4th ed. 1929), trans. John Biram (1966), 1.
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The first man of science was he who looked into a thing, not to learn whether it furnished him with food, or shelter, or weapons, or tools, armaments, or playwiths but who sought to know it for the gratification of knowing.
In Samuel Taylor Coleridge and ‎Ernest Hartley Coleridge (ed.), 'Chapter IX: 1814-1818', Anima Poetæ from the Unpublished Note-books of Samuel Taylor Coleridge (1895),
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The first question which you will ask and which I must try to answer is this, “What is the use of climbing Mount Everest ?” and my answer must at once be, “It is no use.” There is not the slightest prospect of any gain whatsoever. Oh, we may learn a little about the behavior of the human body at high altitudes, and possibly medical men may turn our observation to some account for the purposes of aviation. But otherwise nothing will come of it. We shall not bring back a single bit of gold or silver, not a gem, nor any coal or iron. We shall not find a single foot of earth that can be planted with crops to raise food. It’s no use. So, if you cannot understand that there is something in man which responds to the challenge of this mountain and goes out to meet it, that the struggle is the struggle of life itself upward and forever upward, then you won’t see why we go. What we get from this adventure is just sheer joy. And joy is, after all, the end of life. We do not live to eat and make money. We eat and make money to be able to enjoy life. That is what life means and what life is for.
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The first step in all physical investigations, even in those which admit of the application of mathematical reasoning and the deductive method afterwards, is the observation of natural phenomena; and the smallest error in such observation in the beginning is sufficient to vitiate the whole investigation afterwards. The necessity of strict and minute observation, then, is the first thing which the student of the physical sciences has to learn; and it is easy to see with what great advantage the habit thus acquired may be carried into everything else afterwards.
Presidential Address to Anniversary meeting of the Royal Society (30 Nov 1859), Proceedings of the Royal Society of London (1860), 10, 164-165.
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The first step in knowledge is to learn that we are ignorant.
In Hialmer Day Gould, New Practical Spelling (1905), 15.
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The game of chess has always fascinated mathematicians, and there is reason to suppose that the possession of great powers of playing that game is in many features very much like the possession of great mathematical ability. There are the different pieces to learn, the pawns, the knights, the bishops, the castles, and the queen and king. The board possesses certain possible combinations of squares, as in rows, diagonals, etc. The pieces are subject to certain rules by which their motions are governed, and there are other rules governing the players. … One has only to increase the number of pieces, to enlarge the field of the board, and to produce new rules which are to govern either the pieces or the player, to have a pretty good idea of what mathematics consists.
In Book review, 'What is Mathematics?', Bulletin American Mathematical Society (May 1912), 18, 386-387.
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The glory of medicine is that it is constantly moving forward, that there is always more to learn. The ills of today do not cloud the horizon of tomorrow, but act as a spur to greater effort.
Address 'The Aims and Ideals of the American Medical Association', collected in Proceedings of the 66th Annual Meeting of the National Education Association of the United States (1928), 163. As cited in epigraph to Thomas M. Habermann (ed.), Mayo Clinic Internal Medicine Review (2006), Foreward.
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The great art of learning is to undertake but little at a time
In Hialmer Day Gould, New Practical Spelling (1905), 14.
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The great mathematician, like the great poet or naturalist or great administrator, is born. My contention shall be that where the mathematic endowment is found, there will usually be found associated with it, as essential implications in it, other endowments in generous measure, and that the appeal of the science is to the whole mind, direct no doubt to the central powers of thought, but indirectly through sympathy of all, rousing, enlarging, developing, emancipating all, so that the faculties of will, of intellect and feeling learn to respond, each in its appropriate order and degree, like the parts of an orchestra to the “urge and ardor” of its leader and lord.
In Lectures on Science, Philosophy and Art (1908), 22.
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The habitat of an organism is the place where it lives, or the place where one would go to find it. The ecological niche, on the other hand, is the position or status of an organism within its community and ecosystem resulting from the organism’s structural adaptations, physiological responses and specific behavior (inherited and/or learned). The ecological niche of an organism depends not only on where it lives, but also on what it does. By analogy, it may be said that the habitat is the organism’s ‘address,’ and the niche is its ‘profession,’ biologically speaking.
Fundamentals of Ecology
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The heart may give a lesson to the head,
And Learning wiser grow without his books.
In Hialmer Day Gould, New Practical Spelling (1905), 14.
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The history of men of science has one peculiar advantage, as it shows the importance of little things in producing great results. Smeaton learned his principle of constructing a lighthouse, by noticing the trunk of a tree to be diminished from a curve to a cyclinder ... and Newton, turning an old box into a water-clock, or the yard of a house into a sundial, are examples of those habits of patient observation which scientific biography attractively recommends.
Pleasures, Objects, and Advantages of Literature (1855), 129.
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The history of science, like the history of all human ideas, is a history of irresponsible dreams, of obstinacy, and of error. But science is one of the very few human activities—perhaps the only one—in which errors are systematically criticized and fairly often, in time, corrected. This is why we can say that, in science, we often learn from our mistakes, and why we can speak clearly and sensibly about making progress there. In most other fields of human endeavour there is change, but rarely progress ... And in most fields we do not even know how to evaluate change.
From Conjectures and Refutations: The Growth of Scientific Knowledge (1963), 216. Reproduced in Karl Popper, Truth, Rationality and the Growth of Scientific Knowledge (1979), 9.
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The imagination is … the most precious faculty with which a scientist can be equipped. It is a risky possession, it is true, for it leads him astray a hundred times for once that it conducts him to truth; but without it he has no chance at all of getting at the meaning of the facts he has learned or discovered.
In Respiratory Proteids: Researches in Biological Chemistry (1897), Preface, iv.
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The important thing is not so much that every child should be taught, as that every child should have the opportunity of teaching itself. What does it matter if the pupil know a little more or a little less? A boy who leaves school knowing much, but hating his lessons, will soon have forgotten all he ever learned; while another who had acquired a thirst for knowledge, even if he had learned little, would soon teach himself more than the first ever knew.
[Elementary Education, Revised New Code (1871), Resolution.] Hansard's Parliamentary Debates (19 Jul 1872), vol. 207, 1463. Also in The Pleasures of Life (2007), 71.(Appleton, 1887), 183-184, or (2007), 71.
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The improver of natural knowledge absolutely refuses to acknowledge authority as such. For him, scepticism is the highest of duties, blind faith the one unpardonable sin. The man of science has learned to believe in justification, not by faith, but by verification.
In Lecture (7 Jan 1866), a Lay Sermon delivered at St. Martin’s Hall, 'Advisableness of Improving Natural Knowledge', Lay Sermons, Addresses, and Reviews (1872), 18. Previously published in Fortnightly Review.
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The increasing technicality of the terminology employed is also a serious difficulty. It has become necessary to learn an extensive vocabulary before a book in even a limited department of science can be consulted with much profit. This change, of course, has its advantages for the initiated, in securing precision and concisement of statement; but it tends to narrow the field in which an investigator can labour, and it cannot fail to become, in the future, a serious impediment to wide inductive generalisations.
Year Book of Science (1892), preface, from review in Chemical News and Journal of Physical Science (14 Apr 1892), 65, 190.
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The indescribable pleasure—which pales the rest of life's joys—is abundant compensation for the investigator who endures the painful and persevering analytical work that precedes the appearance of the new truth, like the pain of childbirth. It is true to say that nothing for the scientific scholar is comparable to the things that he has discovered. Indeed, it would be difficult to find an investigator willing to exchange the paternity of a scientific conquest for all the gold on earth. And if there are some who look to science as a way of acquiring gold instead of applause from the learned, and the personal satisfaction associated with the very act of discovery, they have chosen the wrong profession.
From Reglas y Consejos sobre Investigacíon Cientifica: Los tónicos de la voluntad. (1897), as translated by Neely and Larry W. Swanson, in Advice for a Young Investigator (1999), 50.
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The individual feels the futility of human desires and aims and the sublimity and marvelous order which reveal themselves both in nature and in the world of thought. Individual existence impresses him as a sort of prison and he wants to experience the universe as a single significant whole. The beginnings of cosmic religious feeling already appear at an early stage of development, e.g., in many of the Psalms of David and in some of the Prophets. Buddhism, as we have learned especially from the wonderful writings of Schopenhauer, contains a much stronger element of this. The religious geniuses of all ages have been distinguished by this kind of religious feeling, which knows no dogma and no God conceived in man’s image; so that there can be no church whose central teachings are based on it. Hence it is precisely among the heretics of every age that we find men who were filled with this highest kind of religious feeling and were in many cases regarded by their contemporaries as atheists, sometimes also as saints. Looked at in this light, men like Democritus, Francis of Assisi, and Spinoza are closely akin to one another.
…...
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The industry of artificers maketh some small improvement of things invented; and chance sometimes in experimenting maketh us to stumble upon somewhat which is new; but all the disputation of the learned never brought to light one effect of nature before unknown.
In The Works of Francis Bacon (1740), Vol. 1, 69.
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The joy of suddenly learning a former secret and the joy of suddenly discovering a hitherto unknown truth are the same to me—both have the flash of enlightenment, the almost incredibly enhanced vision, and the ecstasy and euphoria of released tension.
In I Want to be a Mathematician: An Automathography (1985), 3.
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The layman is delighted to learn that after all, in spite of science being so impossibly difficult to understand, Scientists Are Human!
In What Mad Pursuit (1988), 83.
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The major gift of science to the world is a mighty increase of power. Did science then create that power? Not a bit of it! Science discovered that power in the universe and set it free. Science found out the conditions, fulfilling which, the endless dynamic forces of the cosmos are liberated. Electricity is none of man’s making, but man has learned how to fulfill the conditions that release it. Atomic energy is a force that man did not create, but that some day man may liberate. Man by himself is still a puny animal; a gorilla is much the stronger. Man's significance lies in another realm—he knows how to fulfill conditions so that universal power not his own is set free. The whole universe as man now sees it is essentially a vast system of power waiting to be released.
In 'When Prayer Means Power', collected in Living Under Tension: Sermons On Christianity Today (1941), 78-79.
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The majority of mathematical truths now possessed by us presuppose the intellectual toil of many centuries. A mathematician, therefore, who wishes today to acquire a thorough understanding of modern research in this department, must think over again in quickened tempo the mathematical labors of several centuries. This constant dependence of new truths on old ones stamps mathematics as a science of uncommon exclusiveness and renders it generally impossible to lay open to uninitiated readers a speedy path to the apprehension of the higher mathematical truths. For this reason, too, the theories and results of mathematics are rarely adapted for popular presentation … This same inaccessibility of mathematics, although it secures for it a lofty and aristocratic place among the sciences, also renders it odious to those who have never learned it, and who dread the great labor involved in acquiring an understanding of the questions of modern mathematics. Neither in the languages nor in the natural sciences are the investigations and results so closely interdependent as to make it impossible to acquaint the uninitiated student with single branches or with particular results of these sciences, without causing him to go through a long course of preliminary study.
In Mathematical Essays and Recreations (1898), 32.
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The man of science has learned to believe in justification, not by faith, but by verification.
'On the Advisableness of Improving Natural knowledge' (1866). In Collected Essays (1893), Vol. 1, 41.
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The man who is too old to learn was probably always too old to learn.
In Meditations in Wall Street (1940), 74.
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The many who believe they are the wiser for reading accounts of experiments deceive themselves. It is as impossible to learn science from hearsay as to gain wisdom from proverbs.
Said by the fictional character Lydia in Cashel Byron’s Profession (1886, 1906), 87-88.
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The mathematician requires tact and good taste at every step of his work, and he has to learn to trust to his own instinct to distinguish between what is really worthy of his efforts and what is not; he must take care not to be the slave of his symbols, but always to have before his mind the realities which they merely serve to express. For these and other reasons it seems to me of the highest importance that a mathematician should be trained in no narrow school; a wide course of reading in the first few years of his mathematical study cannot fail to influence for good the character of the whole of his subsequent work.
In Presidential Address British Association for the Advancement of Science, Section A, (1890), Nature, 42, 467.
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The mathematician requires tact and good taste at every step of his work, and he has to learn to trust to his own instinct to distinguish between what is really worthy of his efforts and what is not.
In Presidential Address to the 60th Meeting of the British Association for the Advancement of Science, Section A (Sep 1890), published in Report of the Annual Meeting (1891), 60, 725.
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The mind of this man [Adme Mariotte] was highly capable of all learning, and the works published by him attest to the highest erudition. In 1667, on the strength of a singular doctrine, he was elected to the Academy. In him, sharp inventiveness always shone forth combined with the industry to carry through, as the works referred to in the course of this treatise will testify. His cleverness in the design of experiments was almost incredible, and he carried them out with minimal expense.
Translated from the Latin in Regiae Scientiarum Academiae Historia (1698), 233.
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The more I learned about the use of pesticides, the more appalled I became. I realized that here was the material for a book. What I discovered was that everything which meant most to me as a naturalist was being threatened, and that nothing I could do would be more important.
Explaining her motivation for writing the book Silent Spring (1962), quoted in Always, Rachel: The Letters of Rachel Carson and Dorothy Freeman, 1952-1964 (1995), xxvii.
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The more intelligence mankind bestows upon technology, the less knowledge a child is required to learn. If this pattern is never changed, the generation of the future may become reduced to nothing more than lifeless drones born for nothing except pushing buttons on a machine that lives the lives of their masters.
…...
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The more we learn of science, the more we see that its wonderful mysteries are all explained by a few simple laws so connected together and so dependent upon each other, that we see the same mind animating them all.
Sermon (c. 13 Jan. 1895), Mukwonago, Wisconsin, published in Olympia Brown and Gwendolen B. Willis (ed.), Olympia Brown, An Autobiography (1960). Reprinted in Annual Journal of the Universalist Historical Society (1963), vol. 4, 103.
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The most learned are often the most narrow-minded.
In Hialmer Day Gould, New Practical Spelling (1905), 14.
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The most painful thing about mathematics is how far away you are from being able to use it after you have learned it.
In J.R. Newman (ed.), 'Commentary on The Tears of Mathematics', The World of Mathematics (1956), 1978.
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The most revolutionary aspect of technology is its mobility. Anybody can learn it. It jumps easily over barriers of race and language. … The new technology of microchips and computer software is learned much faster than the old technology of coal and iron. It took three generations of misery for the older industrial countries to master the technology of coal and iron. The new industrial countries of East Asia, South Korea, and Singapore and Taiwan, mastered the new technology and made the jump from poverty to wealth in a single generation.
Infinite in All Directions: Gifford lectures given at Aberdeen, Scotland (2004), 270.
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The national park idea, the best idea we ever had, was inevitable as soon as Americans learned to confront the wild continent not with fear and cupidity but with delight, wonder, and awe.
In Wallace Stegner and Page Stegner (ed.), 'The Best Idea We Ever Had', Marking the Sparrow’s Fall: The Making of the American West (1998, 1999), 137.
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THE OATH. I swear by Apollo [the healing God], the physician and Aesclepius [son of Apollo], and Health [Hygeia], and All-heal [Panacea], and all the gods and goddesses, that, according to my ability and judgment, I will keep this Oath and this stipulation—to reckon him who taught me this Art equally dear to me as my parents, to share my substance with him, and relieve his necessities if required; to look upon his offspring in the same footing as my own brothers, and to teach them this art, if they shall wish to learn it, without fee or stipulation; and that by precept, lecture, and every other mode of instruction, I will impart a knowledge of the Art to my own sons, and those of my teachers, and to disciples bound by a stipulation and oath according to the law of medicine, but to none others. I will follow that system of regimen which, according to my ability and judgment, I consider for the benefit of my patients, and abstain from whatever is deleterious and mischievous. I will give no deadly medicine to any one if asked, nor suggest any such counsel; and in like manner I will not give to a woman a pessary to produce abortion. With purity and with holiness I will pass my life and practice my Art. I will not cut persons laboring under the stone, but will leave this to be done by men who are practitioners of this work. Into whatever houses I enter, I will go into them for the benefit of the sick, and will abstain from every voluntary act of mischief and corruption; and, further, from the seduction of females or males, of freemen and slaves. Whatever, in connection with my professional practice or not, in connection with it, I see or hear, in the life of men, which ought not to be spoken of abroad, I will not divulge, as reckoning that all such should be kept secret. While I continue to keep this Oath unviolated, may it be granted to me to enjoy life and the practice of the art, respected by all men, in all times! But should I trespass and violate this Oath, may the reverse be my lot!
The Genuine Works of Hippocrates, trans. Francis Adams (1886), Vol. 2, 344-5.
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The only way to learn mathematics is to do mathematics.
In 'Preface', A Hilbert Space Problem Book (1974, 1982), vii.
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The opinion of Bacon on this subject [geometry] was diametrically opposed to that of the ancient philosophers. He valued geometry chiefly, if not solely, on account of those uses, which to Plato appeared so base. And it is remarkable that the longer Bacon lived the stronger this feeling became. When in 1605 he wrote the two books on the Advancement of Learning, he dwelt on the advantages which mankind derived from mixed mathematics; but he at the same time admitted that the beneficial effect produced by mathematical study on the intellect, though a collateral advantage, was “no less worthy than that which was principal and intended.” But it is evident that his views underwent a change. When near twenty years later, he published the De Augmentis, which is the Treatise on the Advancement of Learning, greatly expanded and carefully corrected, he made important alterations in the part which related to mathematics. He condemned with severity the pretensions of the mathematicians, “delidas et faslum mathematicorum.” Assuming the well-being of the human race to be the end of knowledge, he pronounced that mathematical science could claim no higher rank than that of an appendage or an auxiliary to other sciences. Mathematical science, he says, is the handmaid of natural philosophy; she ought to demean herself as such; and he declares that he cannot conceive by what ill chance it has happened that she presumes to claim precedence over her mistress.
In 'Lord Bacon', Edinburgh Review (Jul 1837). Collected in Critical and Miscellaneous Essays: Contributed to the Edinburgh Review (1857), Vol. 1, 395.
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The ordinary man (or woman) thinks he knows what time is but cannot say. The learned man, physicist or philosopher, is not sure he knows but is ready to write volumes on the subject of his speculation and ignorance.
In Revolution in Time: Clocks and the Making of the Modern World (1983), 1.
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The Pacific coral reef, as a kind of oasis in a desert, can stand as an object lesson for man who must now learn that mutualism between autotrophic and heterotrophic components, and between producers and consumers in the societal realm, coupled with efficient recycling of materials and use of energy, are the keys to maintaining prosperity in a world of limited resources.
'The Emergence of Ecology as a New Integrative Discipline', Science (1977), 195, 1290.
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The peculiar character of mathematical truth is, that it is necessarily and inevitably true; and one of the most important lessons which we learn from our mathematical studies is a knowledge that there are such truths, and a familiarity with their form and character.
This lesson is not only lost, but read backward, if the student is taught that there is no such difference, and that mathematical truths themselves are learned by experience.
In Thoughts on the Study of Mathematics. Principles of English University Education (1838).
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The process of tracing regularity in any complicated, and at first sight confused, set of appearances, is necessarily tentative; we begin by making any supposition, even a false one, to see what consequences will follow from it ; and by observing how these differ from the real phenomena, we learn what corrections to make in our assumption.
A System of Logic, Ratiocinative and Inductive (1858), 295.
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The professor may choose familiar topics as a starting point. The students collect material, work problems, observe regularities, frame hypotheses, discover and prove theorems for themselves. … the student knows what he is doing and where he is going; he is secure in his mastery of the subject, strengthened in confidence of himself. He has had the experience of discovering mathematics. He no longer thinks of mathematics as static dogma learned by rote. He sees mathematics as something growing and developing, mathematical concepts as something continually revised and enriched in the light of new knowledge. The course may have covered a very limited region, but it should leave the student ready to explore further on his own.
In A Concrete Approach to Abstract Algebra (1959), 1-2.
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The prominent reason why a mathematician can be judged by none but mathematicians, is that he uses a peculiar language. The language of mathesis is special and untranslatable. In its simplest forms it can be translated, as, for instance, we say a right angle to mean a square corner. But you go a little higher in the science of mathematics, and it is impossible to dispense with a peculiar language. It would defy all the power of Mercury himself to explain to a person ignorant of the science what is meant by the single phrase “functional exponent.” How much more impossible, if we may say so, would it be to explain a whole treatise like Hamilton’s Quaternions, in such a wise as to make it possible to judge of its value! But to one who has learned this language, it is the most precise and clear of all modes of expression. It discloses the thought exactly as conceived by the writer, with more or less beauty of form, but never with obscurity. It may be prolix, as it often is among French writers; may delight in mere verbal metamorphoses, as in the Cambridge University of England; or adopt the briefest and clearest forms, as under the pens of the geometers of our Cambridge; but it always reveals to us precisely the writer’s thought.
In North American Review (Jul 1857), 85, 224-225.
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The Question is what is The Question?
Is it all a Magic Show?
Is Reality an Illusion?
What is the framework of The Machine?
Darwin’s Puzzle: Natural Selection?
Where does Space-Time come from?
Is there any answer except that it comes from consciousness?
What is Out There?
T’is Ourselves?
Or, is IT all just a Magic Show?
Einstein told me:
“If you would learn, teach!”
Speaking at the American Physical Society, Philadelphia (Apr 2003). As quoted and cited in Jack Sarfatti, 'Wheeler's World: It From Bit?', collected in Frank H. Columbus and Volodymyr Krasnoholovets (eds.), Developments in Quantum Physics (2004), 42.
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The results of mathematics are seldom directly applied; it is the definitions that are really useful. Once you learn the concept of a differential equation, you see differential equations all over, no matter what you do. This you cannot see unless you take a course in abstract differential equations. What applies is the cultural background you get from a course in differential equations, not the specific theorems. If you want to learn French, you have to live the life of France, not just memorize thousands of words. If you want to apply mathematics, you have to live the life of differential equations. When you live this life, you can then go back to molecular biology with a new set of eyes that will see things you could not otherwise see.
In 'A Mathematician's Gossip', Indiscrete Thoughts (2008), 213.
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The rise of every man he loved to trace,
Up to the very pod O!
And, in baboons, our parent race
Was found by old Monboddo.
Their A, B, C, he made them speak.
And learn their qui, quæ, quod, O!
Till Hebrew, Latin, Welsh, and Greek
They knew as well’s Monboddo!
Anonymous
From Ballad, 'The Memory of Monboddo', in Blackwood’s Magazine (Sep 1861), 90, No. 551, 363, Verse 2 (of 6). Written to the Air, The Looking Glass. It is footnoted to explain that Lord (James Burnett) Monboddo “has written a book about the origin of language, in which he traces monkeys up to men.” The note is quoted and cited from Boswell’s Life of Johnson, Vol. 4, 73.
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The Romans would never have found time to conquer the world if they had been obliged first to learn Latin.
In Heinrich Heinne and Charles Godfrey Leland (trans.), Pictures of Travel (1871), 183.
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The sole precoccupation of this learned society was the destruction of humanity for philanthropic reasons and the perfection of weapons as instruments of civilization.
From the Earth to the Moon, translated by Walter James Miller (1978)
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The solution, as all thoughtful people recognize, must lie in properly melding the themes of inborn predisposition and shaping through life’s experiences. This fruitful joining cannot take the false form of percentages adding to 100–as in ‘intelligence is 80 percent nature and 20 percent nurture,’ or ‘homosexuality is 50 percent inborn and 50 percent learned,’ and a hundred other harmful statements in this foolish format. When two ends of such a spectrum are commingled, the result is not a separable amalgam (like shuffling two decks of cards with different backs), but an entirely new and higher entity that cannot be decomposed (just as adults cannot be separated into maternal and paternal contributions to their totality).
…...
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The spark of a genius exists in the brain of the truly creative man from the hour of his birth. True genius is always inborn and never cultivated, let alone learned.
Mein Kampf (1925-26), American Edition (1943), 212-13. In William Lawrence Shirer, The Rise and Fall of the Third Reich (1990), 110.
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The spirit of science arises from the habit of seeking food; the spirit of art arises from the habit of imitation, by which the young animal first learns to feed; the spirit of music arises from primeval speech, by means of which males and females are attracted to each other.
In The Martyrdom of Man (1876), 443.
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The study of taxonomy in its broadest sense is probably the oldest branch of biology or natural history as well as the basis for all the other branches, since the first step in obtaining any knowledge of things about us is to discriminate between them and to learn to recognize them.
From paper presented to New York Entomological Society (12 Dec 1939), 'Some Aspects of Modern Taxonomy', published in Journal of the New York Entomological Society (Sep 1940), 48, No. 3, 245.
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The sweetest and most inoffensive path of life leads through the avenues of science and learning; and whoever can either remove any obstruction in this way, or open up any new prospect, ought, so far, to be esteemed a benefactor to mankind.
…...
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The teacher who is attempting to teach without inspiring the pupil to learn is hammering on cold iron.
Thoughts Selected from the Writings of Horace Mann (1872), 225.
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The terror of the thunderstorm led primitive man to the conception of a Supreme Being whose attribute was the thunderbolt. But when Franklin brought the lightning from the clouds and showed it to he a mere electric spark, when we learned to make the lightning harmless by the lightning-rod, and when finally we harnessed electricity to do our work, naturally our reverence for the thrower of the thunderbolt decayed. So the gods of experience vanished.
In 'Religion and Modern Science', The Christian Register (16 Nov 1922), 101, 1089. The article is introduced as “the substance of an address to the Laymen’s League in All Soul’s Church (5 Nov 1922).
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The tool which serves as intermediary between theory and practice, between thought and observation, is mathematics; it is mathematics which builds the linking bridges and gives the ever more reliable forms. From this it has come about that our entire contemporary culture, inasmuch as it is based on the intellectual penetration and the exploitation of nature, has its foundations in mathematics. Already Galileo said: one can understand nature only when one has learned the language and the signs in which it speaks to us; but this language is mathematics and these signs are mathematical figures.
Radio broadcast (8 Sep 1930). As quoted in Michael Fitzgerald and Ioan James, The Mind of the Mathematician (2007), 6-7.
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The true man of science will know nature better by his finer organization; he will smell, taste, see, hear, feel, better than other men. His will be a deeper and finer experience.
In 'Natural history of Massachusetts', The Dial: A Magazine for Literature, Philosophy, and Religion (Jul 1842), 3, No. 1, 40.
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The truth is, when all is said and done, one does not teach a subject, one teaches a student how to learn it.
Begin Here: The Forgotten Conditions of Teaching and Learning (1991), 35. In Richard J. Cox, Managing Records as Evidence and Information (2001), 217.
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The universe…cannot be read until we have learnt the language and become familiar with the characters in which it is written. It is written in mathematical language, and the letters are triangles, circles and other geometrical figures, without which means it is humanly impossible to comprehend a single word.
From Opere Il Saggiatore (1623), Sec. 6. (Title in English, The Assayer.) As translated in D. D. Raphael, Hobbes: Morals and Politics (2014), Vol. 6, 19.
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The value of mathematical instruction as a preparation for those more difficult investigations, consists in the applicability not of its doctrines but of its methods. Mathematics will ever remain the past perfect type of the deductive method in general; and the applications of mathematics to the simpler branches of physics furnish the only school in which philosophers can effectually learn the most difficult and important of their art, the employment of the laws of simpler phenomena for explaining and predicting those of the more complex. These grounds are quite sufficient for deeming mathematical training an indispensable basis of real scientific education, and regarding with Plato, one who is … as wanting in one of the most essential qualifications for the successful cultivation of the higher branches of philosophy
In System of Logic, Bk. 3, chap. 24, sect. 9.
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The vulgar opinion, then, which, on health reasons, condemns vegetable food and so much praises animal food, being so ill-founded, I have always thought it well to oppose myself to it, moved both by experience and by that refined knowledge of natural things which some study and conversation with great men have given me. And perceiving now that such my constancy has been honoured by some learned and wise physicians with their authoritative adhesion (della autorevole sequela), I have thought it my duty publicly to diffuse the reasons of the Pythagorean diet, regarded as useful in medicine, and, at the same time, as full of innocence, of temperance, and of health. And it is none the less accompanied with a certain delicate pleasure, and also with a refined and splendid luxury (non è privo nemmeno d’una certa delicate voluttà e d’un lusso gentile e splendido ancora), if care and skill be applied in selection and proper supply of the best vegetable food, to which the fertility and the natural character of our beautiful country seem to invite us. For my part I have been so much the more induced to take up this subject, because I have persuaded myself that I might be of service to intending diet-reformers, there not being, to my knowledge, any book of which this is the sole subject, and which undertakes exactly to explain the origin and the reasons of it.
From Dell Vitto Pitagorico (1743), (The Pythagorean Diet: for the Use of the Medical Faculty), as translated quotes in Howard Williams, The Ethics of Diet: A Catena of Authorities Deprecatory of the Practice of Flesh-Eating (1883), 158.
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The way you learn anything is that something fails, and you figure out how not to have it fail again.
From Interview (1 Sep 2009), for the NASA Glenn History Collection, Oral History Collection, Cleveland, Ohio. As quoted an cited in Robert S. Arrighi, Pursuit of Power: NASA’s Propulsion and Systems Laboratory No. 1 and 2 (2012), 82. This quote is widely seen on the web, often incorrectly attributed to Arrighi, who was only the author of the book in which the quote by Kobak was given.
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The weeds of a seemingly learned and brilliant but actually trivial and empty philosophy of Nature which, after having been replaced some 50 years ago by the exact sciences, is now once more dug up by pseudo scientists from the lumber room of human fallacies, and like a trollop, newly attired in elegant dress and make-up, is smuggled into respectable company, to which she does not belong.
'Sign of the Times', Journal für Praktische Chemie (1877), 15, 473, trans. W. H. Brock.
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The wisest man could ask no more of fate
Than to be simple, modest, manly, true,
Safe from the many, honored by the few;
Nothing to count in world, or church, or state,
But inwardly in secret to be great;
To feel mysterious nature ever new,
To touch, if not to grasp, her endless clue,
And learn by each discovery how to wait,
To widen knowledge and escape the praise;
Wisely to teach because more wise to learn;
To toil for science, not to draw men’s gate,
But for her love of self denial stern;
That such a man could spring from our decays
Fans the soul’s nobler faith until it burn.
Elegy to Dr. Leidy for introduction to the inauguration of the Joseph Leidy Memorial Lectureship. As published in 'The Joseph Leidy Lecture: Introduction by the Provost of the University of Pennsylvania', Science (30 May 1913), 37, No. 961, 809.
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The word “mathematics” is a Greek word and, by origin, it means “something that has been learned or understood,” or perhaps “acquired knowledge,” or perhaps even, somewhat against grammar, “acquirable knowledge,” that is, “learnable knowledge,” that is, “knowledge acquirable by learning.”
'Why Mathematics Grows', Journal of the History of Ideas (Jan-Mar 1965), 26, No. 1, 4. In Salomon Bochner and Robert Clifford Gunning (ed.) Collected Papers of Salomon Bochner (1992), Vol. 4, 192.
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The world has been centuries in learning to use other metals; in learning to roll, draw, temper and polish them. Aluminum is new. but we are learning how to deal with it, how to secure the qualities of strength, hardness, ductility, lustre, etc., when required, much more rapidly than has occurred in the history of the other metals.
Conclusion of article, Chas. M. Hall, 'The Properties of Aluminum', Western Electrician (30 May 1891), 8, No. 22, 312.
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There are certain general Laws that run through the whole Chain of natural Effects: these are learned by the Observation and Study of Nature, and are by Men applied as well to the framing artificial things for the Use and Ornament of Life, as to the explaining the various Phænomena: Which Explication consists only in shewing the Conformity any particular Phænomenon hath to the general Laws of Nature, or, which is the same thing, in discovering the Uniformity there is in the production of natural Effects; as will be evident to whoever shall attend to the several Instances, wherin Philosophers pretend to account for Appearances.
A Treatise Concerning the Principles of Human Knowledge [first published 1710], (1734), 87-8.
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There are four classes of Idols which beset men’s minds. To these for distinction’s sake I have assigned names,—calling the first class Idols of the Tribe; the second, Idols of the Cave; the third, Idols of the Market Place; the fourth, Idols of the Theatre
The Idols of the Tribe have their foundation in human nature itself, and in the tribe or race of men. For it is a false assertion that the sense of man is the measure of things. On the contrary, all perceptions as well of the sense as of the mind are according to the measure of the individual and not according to the measure of the universe. And the human understanding is like a false mirror, which, receiving rays irregularly, distorts and discolours the nature of things by mingling its own nature with it.
The Idols of the Cave are the idols of the individual man. For every one (besides the errors common to human nature in general) has a cave or den of his own, which refracts and discolours the light of nature; owing either to his own proper and peculiar nature; or to his education and conversation with others; or to the reading of books, and the authority of those whom he esteems and admires; or to the differences of impressions, accordingly as they take place in a mind preoccupied and predisposed or in a mind indifferent and settled; or the like.
There are also Idols formed by the intercourse and association of men with each other, which I call Idols of the Market-place, on account of the commerce and consort of men there. For it is by discourse that men associate; and words are imposed according to the apprehension of the vulgar, and therefore the ill and unfit choice of words wonderfully obstructs the understanding. Nor do the definitions or explanations where with in some things learned men are wont to guard and defend themselves, by any means set the matter right. But words plainly force and overrule the understanding, and throw all into confusion, and lead men away into numberless empty controversies and idle fancies.
Lastly, there are Idols which have immigrated into men’s minds from the various dogmas of philosophies, and also from wrong laws of demonstration. These I call Idols of the Theatre; because in my judgment all the received systems are but so many stage-plays, representing worlds of their own creation after an unreal and scenic fashion.
From Novum Organum (1620), Book 1, Aphorisms 39, 41-44. Translated as The New Organon: Aphorisms Concerning the Interpretation of Nature and the Kingdom of Man), collected in James Spedding, Robert Ellis and Douglas Heath (eds.), The Works of Francis Bacon (1857), Vol. 4, 53-55.
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There are many things which we can afford to forget which it is yet well to learn.
Valedictory Address to the Graduating Class of the Bellevue Hospital College (2 Mar 1871), New York Medical Journal (1871), 422.
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There are no mistakes. The events we bring upon ourselves, no matter how unpleasant, are necessary in order to learn what we need to learn; whatever steps we take, they're necessary to reach the places we've chosen to go.
The Bridge across Forever (1984). In Gary Westfahl, Science Fiction Quotations: From the Inner Mind to the Outer Limits (2006), 2.
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There are three stages in the development of science: First, there is the observation of things and facts—the scientists map out and inventory the objects in each department of Nature; secondly, the interrelations are investigated, and this leads to a knowledge of forces and influences which produce or modify those objects…. This is the dynamic stage, the discovery of forces and laws connecting each fact with all other facts, and each province of Nature with all other provinces of Nature. The goal of this second stage of science is to make each fact in Nature throw light on all the other facts, and thus to illuminate each by all. … Science in its third and final stage learns to know everything in Nature as a part of a process which it studies in the history of its development. When it comes to see each thing in the perspective of its evolution, it knows it and comprehends it.
In Psychologic Foundations of Education: An Attempt to Show the Genesis of the Higher Faculties of the Mind (1907), 378.
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There is a story that once, not long after he came to Berlin, Planck forgot which room had been assigned to him for a lecture and stopped at the entrance office of the university to find out. Please tell me, he asked the elderly man in charge, “In which room does Professor Planck lecture today?” The old man patted him on the shoulder “Don't go there, young fellow,” he said “You are much too young to understand the lectures of our learned Professor Planck.”
Anonymous
In Barbara Lovett Cline, Men Who Made a New Physics: Physicists and the Quantum Theory (1987), 46.
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There is another form of temptation even more fraught with danger. This is the disease of curiosity. ... It is this which drives us on to try to discover the secrets of nature, those secrets which are beyond our understanding, which can avail us nothing and which men should not wish to learn.
In Dragons of Eden by Carl Sagan (1977).
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There is no arithmetician like him who hath learned to number his days, and to apply his heart unto wisdom.
In 'The Epistle Dedicatory, The Works of George Swinnock (1868), Vol. 1, 370.
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There is no such whetstone, to sharpen a good wit and encourage a will to learning, as is praise.
The Schoolmaster (1570)
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There is plenty of room left for exact experiment in art, and the gate has been opened for some time. What had been accomplished in music by the end of the eighteenth century has only begun in the fine arts. Mathematics and physics have given us a clue in the form of rules to be strictly observed or departed from, as the case may be. Here salutary discipline is come to grips first of all with the function of forms, and not with form as the final result … in this way we learn how to look beyond the surface and get to the root of things.
Paul Klee
Quoted in The Bulletin of the Atomic Scientists (Feb 1959), 59, citing Bauhaus-Zeitschrijt (1928).
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There isn’t one, not one, instance where it’s known what pattern of neural connectivity realizes a certain cognitive content, inate or learned, in either the infant’s nervous system or the adult’s. To be sure, our brains must somehow register the contents of our mental states. The trouble is: Nobody knows how—by what neurological means—they do so. Nobody can look at the patterns of connectivity (or of anything else) in a brain and figure out whether it belongs to somebody who knows algebra, or who speaks English, or who believes that Washington was the Father of his country.
In Critical Condition: Polemic Essays on Cognitive science and the Philosophy of the Mind (1988), 269-71. In Vinoth Ramachandra, Subverting Global Myths: Theology and the Public Issues Shaping our World (2008), 180.
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There’s a lot of scientific data that I found out as a scientist that actually show that this is really a young Earth. I believe that the Earth is about 9,000 years old. I believe that it was created in six days as we know them. That’s what the Bible says. And what I’ve come to learn is that it’s the manufacturer’s handbook, is what I call it. It ... teaches us how to run all our public policy.
[Demonstrating the uncompromising substitution of his religious ideology for centuries of scientific facts while he is responsible for setting important public policy on matters of science.]
From speech (27 Sep 2012) to a sportman's banquet at Liberty Baptist Church, Hartwell, Georgia, as quoted in Matt Pearce, 'U.S. Rep. Paul Broun: Evolution a lie ‘from the pit of hell’', Los Angeles Times (7 Oct 2012).
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There’s nothing between you and oblivion except a pressure suit, and you just can’t afford to get out there and get in a big rush and tangle yourself up where nobody can help you. … The biggest thing I’ve learned from the people that have gone in the past, you simply have to take your time, and you can’t exhaust yourself.
In AP feed newspaper articles, for example, in the Bridgewater, NJ, The Courier-News (7 Sep 1966), 8. First and last phrases quoted in John Barbour, Footprints on the Moon (1969), 110.
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Things cannot always go your way. Learn to accept in silence the minor aggravations, cultivate the gift of taciturnity and consume your own smoke with an extra draught of hard work, so that those about you may not be annoyed with the dust and soot of your complaints.
In Harvey Cushing, The Life of Sir William Osler (1926), Vol. 1, 619. 'The Master-Word in Medicine' was written for a festival (1903) for inauguration of new laboratories at the University of Toronto. It was published as No. 18 in Aequanimitas and other Addresses (1904, 1906), 385.
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Things that people learn purely out of curiosity can have a revolutionary effect on human affairs.
From interview (3 Sep 1997), published on George C. Marshall Institute web site
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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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This is all very fine, but it won’t do—Anatomy—botany—Nonsense! Sir, I know an old woman in Covent Garden, who understands botany better, and as for anatomy, my butcher can dissect a joint full as well; no, young man, all that is stuff; you must go to the bedside, it is there alone you can learn disease!
Comment to Hans Sloane on Robert Boyle’s letter of introduction describing Sloane as a “ripe scholar, a good botanist, a skilful anatomist”.
Quoted in John D. Comrie, 'Life of Thomas Sydenham, M. D.', in Comrie (ed.), Selected Works of Thomas Sydenham (1922), 2.
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This is our fifth White House Science Fair. And every year, I walk out smarter than I walked in, because … these young scientists and engineers teach us something beyond the specific topics that they’re exploring. They teach us how to question assumptions; to wonder why something is the way it is, and how we can make it better. And they remind us that there’s always something more to learn, and to try, and to discover, and to imagine—and that it’s never too early, or too late to create or discover something new.
From remarks at the fifth White House Science Fair, in Press Release (23 Mar 2015).
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Those who are good at archery learnt from the bow and not from Yi the Archer. Those who know how to manage boats learnt from boats and not from Wo (the legendary mighty boatman). Those who can think learnt for themselves and not from the sages.
Kuan-Yin
As quoted in Joseph Needham, Science and Civilisation in China: Volume 2: History of Scientific Thought (1956), 73, citing “in the Kuan Yin Tzu, a Taoist book of Thang (perhaps + 8th century).” Also in Alan L. Mackay, A Dictionary of Scientific Quotations (1991), 144, citing Needham.
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Those who knew that the judgements of many centuries had reinforced the opinion that the Earth is placed motionless in the middle of heaven, as though at its centre, if I on the contrary asserted that the Earth moves, I hesitated for a long time whether to bring my treatise, written to demonstrate its motion, into the light of day, or whether it would not be better to follow the example of the Pythagoreans and certain others, who used to pass on the mysteries of their philosophy merely to their relatives and friends, not in writing but by personal contact, as the letter of Lysis to Hipparchus bears witness. And indeed they seem to me to have done so, not as some think from a certain jealousy of communicating their doctrines, but so that their greatest splendours, discovered by the devoted research of great men, should not be exposed to the contempt of those who either find it irksome to waste effort on anything learned, unless it is profitable, or if they are stirred by the exhortations and examples of others to a high-minded enthusiasm for philosophy, are nevertheless so dull-witted that among philosophers they are like drones among bees.
'To His Holiness Pope Paul III', in Copernicus: On the Revolutions of the Heavenly Spheres (1543), trans. A. M. Duncan (1976), 24.
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Those…more fortunate in their mental equipment and eager to learn and to progress, have been chained to the dull and to the average and have been allowed to proceed only so fast as they were able to drag this burden with them. Search where we will,… there can be found few organized endeavors to facilitate the progress and early emergence of the brilliant students.
Co-author with Louis Jay Heath, in A New Basis for Social Progress (1917), 152.
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Though the world does not change with a change of paradigm, the scientist afterward works in a different world... I am convinced that we must learn to make sense of statements that at least resemble these. What occurs during a scientific revolution is not fully reducible to a re-interpretation of individual and stable data. In the first place, the data are not unequivocally stable.
The Structure of Scientific Revolutions (1962), 120.
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Through our scientific and technological genius we’ve made of this world a neighborhood. And now through our moral and ethical commitment we must make of it a brotherhood. We must all learn to live together as brothers—or we will all perish together as fools.
Commencement Address for Oberlin College, Ohio, 'Remaining Awake Through a Great Revolution' ,(Jun 1965). Oberlin College website.
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Thus I learned the single essential to qualify a dive as successful: a return.
In Jacques Cousteau and Susan Schiefelbein, The Human, the Orchid, and the Octopus: Exploring and Conserving Our Natural World (2007), 38.
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To apply tools of science, physicians must learn to think like scientists. They must acquire technical ability, taste in evaluating experiments, and a sense of creative adventure.
In Banquet Speech, 'The Nobel Prize in Physiology or Medicine 1985', on website nobelprize.org. Published in Les Prix Nobel, 1985: Nobel Prizes, Presentations, Biographies and Lectures (1986).
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To describe all the several pairs of the spinal Nerves, and to rehearse all their branchings, and to unfold the uses and actions of them, would be a work of an immense labour and trouble: and as this Neurologie cannot be learned nor understood without an exact knowledge of the Muscles, we may justly here forbear entring upon its particular institution.
In Anatomy of the Brain and Nerves (1664), trans. Samuel Pordage (1681), reprinted in William Peindel (ed.), Thomas Willis: Anatomy of the Brain and Nerves (1965), Vol. 2, 178.
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To her friends said the Bright one in chatter,
“I have learned something new about matter:
My speed was so great,
Much increased was my weight,
Yet I failed to become any fatter!”
Collected in Baring-Gould, The Lure of the Limerick: An Uninhibited History (1967), 6. As cited in John de Pillis, 777 Mathematical Conversation Starters, 277.
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To introduce something altogether new would mean to begin all over, to become ignorant again, and to run the old, old risk of failing to learn.
Isaac Asimov, Patricia S. Warrick, Martin Harry Greenberg, Machines That Think: The Best Science Fiction Stories About Robots and Computers? (1984), 2.
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To learn is to incur surprise—I mean really learning, not just refreshing our memory or adding a new fact. And to invent is to bestow surprise—I mean really inventing, not just innovating what others have done.
In How Invention Begins: Echoes of Old Voices in the Rise of New Machines (2006), 217.
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To learn the language of art, copy for ever is my rule.
Marginal note (c. 1808) written on table of contents page in his copy of The Works of Sir Joshua Reynolds (1798), beside “Much copying discountenanced”. As given in William Blake, Edwin John Ellis (ed.) and William Butler Yeats (ed.), The Works of William Blake (1893), Vol. 2, 319.
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To learn… the ordinary arrangement of the different strata of minerals in the earth, to know from their habitual colocations and proximities, where we find one mineral; whether another, for which we are seeking, may be expected to be in its neighborhood, is useful.
In The Writings of Thomas Jefferson (1854), Vol. 7, 443.
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To study men, we must look close by; to study man, we must learn to look afar; if we are to discover essential characteristics, we must first observe differences.
Essai sur l'origine des langues (1781), 384
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To sum up all, let it be known that science and religion are two identical words. The learned do not suspect this, no more do the religious. These two words express the two sides of the same fact, which is the infinite. Religion—Science, this is the future of the human mind.
In Victor Hugo and Lorenzo O'Rourke (trans.) Victor Hugo's Intellectual Autobiography: (Postscriptum de ma vie) (1907), 325.
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To teach is to learn twice.
Pensées and Letters of Joseph Joubert (1928), 122.
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To teach one who has no curiosity to learn, is to sow a field without ploughing it.
From Annotation to Essay 50, 'Of Studies', in Bacon’s Essays: With Annotations (1856), 446.
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Today we are on the eve of launching a new industry, based on imagination, on scientific research and accomplishment. … Now we add radio sight to sound. It is with a feeling of humbleness that I come to this moment of announcing the birth in this country of a new art so important in its implications that it is bound to affect all society. It is an art which shines like a torch of hope in the troubled world. It is a creative force which we must learn to utilize for the benefit of all mankind. This miracle of engineering skill which one day will bring the world to the home also brings a new American industry to serve man’s material welfare … [Television] will become an important factor in American economic life.
Address at dedication of RCA Exhibit Building, New York World Fair before unveiling the RCA television exhibit (20 Apr 1939). In RCA Review: A Technical Journal (1938), Vols 3-4, 4. As quoted in Marcy Carsey and Tom Werner, 'Father of Broadcasting: David Sarnoff (Time 100)', Time (7 Dec 1998), 152, No. 23, 88; and in Eugene Lyons, David Sarnoff: A Biography (1966), 216.
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Touch is the most fundamental sense. A baby experiences it, all over, before he is born and long before he learns to use sight, hearing, or taste, and no human ever ceases to need it.
In Time Enough for Love: The Lives of Lazarus Long (1973), 366.
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Try to learn something about everything and everything about something.
…...
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Unless the chemist learns the language of mathematics, he will become a provincial and the higher branches of chemical work, that require reason as well as skill, will gradually pass out of his hands.
Quoted in Journal of the Chemical Society, 1929, 6, 254.
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Vannevar Bush has said that there is no more thrilling experience for a man than to be able to state that he has learned something no other person in the world has ever known before him. … I have been lucky enough to be included in such an event.
From address to the 101st Meeting of the American Astronomical Society, Gainesville, Florida (27 Dec 1958). Printed in 'An Account of the Discovery of Jupiter as a Radio Source', The Astronomical Journal (Mar 1959), 64, No. 2, 37.
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Very few people realize the enormous bulk of contemporary mathematics. Probably it would be easier to learn all the languages of the world than to master all mathematics at present known. The languages could, I imagine, be learnt in a lifetime; mathematics certainly could not. Nor is the subject static.
In 'The Extent of Mathematics', Prelude to Mathematics (1955), 11.
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Watch the stars, and from them learn. To the Master’s honor all must turn, each in its track, without a sound, forever tracing Newton’s ground.
…...
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We are at the very beginning of time for the human race. It is not unreasonable that we grapple with problems. But there are tens of thousands of years in the future. Our responsibility is to do what we can, learn what we can, improve the solutions, and pass them on.
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We can learn a lot from living organisms. An organism is a pretty complicated thing, which can tolerate surgery, which can tolerate injury, which can tolerate all kinds of perturbation provided they are not too great and do not come too suddenly. There’s something we call trauma, however. We don’t really understand what it is—but organisations can suffer from it too.
From interview with Graham Chedd, 'The Lady Gets Her Way', New Scientist (5 Jul 1973), 59, No. 853, 16.
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We do not inhabit a perfected world where natural selection ruthlessly scrutinizes all organic structures and then molds them for optimal utility. Organisms inherit a body form and a style of embryonic development; these impose constraint s upon future change and adaptation. In many cases, evolutionary pathways reflect inherited patterns more than current environmental demands. These inheritances constrain, but they also provide opportunity. A potentially minor genetic change ... entails a host of complex, nonadaptive consequences ... What ‘play’ would evolution have if each structure were built for a restricted purpose and could be used for nothing else? How could humans learn to write if our brain had not evolved for hunting, social cohesion, or whatever, and could not transcend the adaptive boundaries of its original purpose?
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We do not learn by inference and deduction, and the application of mathematics to philosophy, but by direct intercourse and sympathy.
In 'Natural History of Massachusetts', The Dial: A Magazine for Literature, Philosophy, and Religion (Jul 1842), 3, No. 1, 40.
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We don't know what we are talking about. Many of us believed that string theory was a very dramatic break with our previous notions of quantum theory. But now we learn that string theory, well, is not that much of a break. The state of physics today is like it was when we were mystified by radioactivity. They were missing something absolutely fundamental. We are missing perhaps something as profound as they were back then.
Closing address to the 23rd Solvay Conference in Physics, Brussels, Belgium (Dec 2005). Quoted in Ashok Sengupta, Chaos, Nonlinearity, Complexity: The Dynamical Paradigm of Nature (2006), vii. Cite in Alfred B. Bortz, Physics: Decade by Decade (2007), 206.
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We have been forced to admit for the first time in history not only the possibility of the fact of the growth and decay of the elements of matter. With radium and with uranium we do not see anything but the decay. And yet, somewhere, somehow, it is almost certain that these elements must be continuously forming. They are probably being put together now in the laboratory of the stars. ... Can we ever learn to control the process. Why not? Only research can tell.
'The Significance of Radium,' an address delivered (in connection with the presentation of a gram of radium to Madame Curie) at the National Museum, Washington, D.C. (25 May 1921). In Science (1921), 54, No. 1383, 1921. In Rodney P. Carlisle, Scientific American Inventions and Discoveries (2004), 375.
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We have dominated and overruled nature, and from now on the earth is ours, a kitchen garden until we learn to make our own chlorophyll and float it out in the sun inside plastic mebranes. We will build Scarsdale on Mount Everest.
In The Medusa and the Snail: More Notes of a Biology Watcher (1974, 1979), 108.
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We have learned that matter is weird stuff. It is weird enough, so that it does not limit God’s freedom to make it do what he pleases.
From Gifford Lectures (Apr-Nov 1985), 'In Praise of Diversity', given at Aberdeen, Scotland. In Infinite in All Directions (1988), 8.
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We have learned that there is an endocrinology of elation and despair, a chemistry of mystical insight, and, in relation to the autonomic nervous system, a meteorology and even... an astro-physics of changing moods.
Literature and Science (1963), 90.
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We have little more personal stake in cosmic destiny than do sunflowers or butterflies. The transfiguration of the universe lies some 50 to 100 billion years in the future; snap your fingers twice and you will have consumed a greater fraction of your life than all human history is to such a span. ... We owe our lives to universal processes ... and as invited guests we might do better to learn about them than to complain about them. If the prospect of a dying universe causes us anguish, it does so only because we can forecast it, and we have as yet not the slightest idea why such forecasts are possible for us. ... Why should nature, whether hostile or benign, be in any way intelligible to us? All the mysteries of science are but palace guards to that mystery.
…...
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We learn from experience that men never learn anything from experience.
…...
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We learn wisdom from failure much more than from success. We often discover what will do, by finding out what will not do; and probably he who never made a mistake never made a discovery.
In Self-help: With Illustrations of Character and Conduct (1859, 1861), 349.
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We may best hope to understand the nature and conditions of real knowledge, by studying the nature and conditions of the most certain and stable portions of knowledge which we already possess: and we are most likely to learn the best methods of discovering truth, by examining how truths, now universally recognised, have really been discovered.
In The Philosophy of the Inductive Sciences (1840), Vol. I, 3-4.
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We may, I think, draw a yet higher and deeper teaching from the phenomena of degeneration. We seem to learn from it the absolute necessity of labour and effort, of struggle and difficulty, of discomfort and pain, as the condition of all progress, whether physical or mental, and that the lower the organism the more need there is of these ever-present stimuli, not only to effect progress, but to avoid retrogression. And if so, does not this afford us the nearest attainable solution of the great problem of the origin of evil? What we call evil is the essential condition of progress in the lower stages of the development of conscious organisms, and will only cease when the mind has become so thoroughly healthy, so well balanced, and so highly organised, that the happiness derived from mental activity, moral harmony, and the social affections, will itself be a sufficient stimulus to higher progress and to the attainment of a more perfect life.
In 'Two Darwinian Essays', Nature (1880), 22, 142.
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We may... have to relinquish the notion, explicit or implicit, that changes of paradigm carry scientists and those who learn from them closer and closer to the truth... The developmental process described in this essay has been a process of evolution from primitive beginnings—a process whose successive stages are characterized by an increasingly detailed and refined understanding of nature. But nothing that has been or will be said makes it a process of evolution toward anything.
The Structure of Scientific Revolutions (1962), 169-70.
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We modern chemists, the witnesses and workers of this “Age of Chemistry,” can learn something from the old alchemy, full as it was of errors and fantasies! … Let the Past furnish us a warning against too much phantasy in modern chemistry.
From 'What Can the Modern Chemist Learn From the Old Alchemy?', Introductory Lecture (1917), delivered at Cornell University, written in German, translated by L.F. Audrieth, and published in Salts, Acids, and Bases: Electrolytes Stereochemistry (1929), 1-2, as Vol. 4 of the George Fisher Baker Non-Resident Lectureship in Chemistry at Cornell University.
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We must conquer [the atmosphere] in our struggle for existence. Now that our aeronauts Orville and Wilbur Wright have learned to fly, we must learn to utilize the air just as the mariners have learned to utilize the winds and avoid the storms.
From Address (16 Mar 1909) at Columbia University, printed in 'Meteorology of the Future', Popular Science Monthly (Dec 1910), 78, 22.
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We must learn to think not only logically, but bio-logically.
In One Life at a Time, Please (1988), 68.
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We must not forget … that “influence” is not a simple, but on the contrary, a very complex, bilateral relation. We are not influenced by everything we read or learn. In one sense, and perhaps the deepest, we ourselves determine the influences we are submitting to; our intellectual ancestors are by no means given to, but are freely chosen by, us.
In From the Closed World to the Infinite Universe (1957) 5-6.
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We need to learn the lessons of the real cost of production. We need to ask ourselves not just why organic prices are so high, but why conventional prices are so low.
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We need to teach the highly educated man that it is not a disgrace to fail and that he must analyze every failure to find its cause. He must learn how to fail intelligently, for failing is one of the greatest arts in the world.
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We shall therefore say that a program has common sense if it automatically deduces for itself a sufficient wide class of immediate consequences of anything it is told and what it already knows. ... Our ultimate objective is to make programs that learn from their experience as effectively as humans do.
'Programs with Common Sense', (probably the first paper on AI), delivered to the Teddington Conference on the Mechanization of Thought Processes (Dec 1958). Printed in National Physical Laboratory, Mechanisation of Thought Processes: Proceedings of a Symposium Held at the National Physical Laboratory on 24th, 25th, 26th and 27th November 1958 (1959), 78. Also Summary in John McCarthy and Vladimir Lifschitz (ed.), Formalizing Common Sense: Papers by John McCarthy (1990), 9-10.
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We sound the future, and learn that after a period, long compared with the divisions of time open to our investigation, the energies of our system will decay, the glory of the sun will be dimmed and the earth, tideless and inert, will no longer tolerate the race which has for a moment disturbed its solitude. Man will go down into the pit, and all his thoughts will perish.
The Foundations of Belief: Being Notes Introductory to the Study of Theology (1895), 30-1.
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We speak erroneously of “artificial” materials, “synthetics”, and so forth. The basis for this erroneous terminology is the notion that Nature has made certain things which we call natural, and everything else is “man-made”, ergo artificial. But what one learns in chemistry is that Nature wrote all the rules of structuring; man does not invent chemical structuring rules; he only discovers the rules. All the chemist can do is find out what Nature permits, and any substances that are thus developed or discovered are inherently natural. It is very important to remember that.
From 'The Comprehensive Man', Ideas and Integrities: A Spontaneous Autobiographical Disclosure (1963), 75-76.
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We spend long hours discussing the curious situation that the two great bodies of biological knowledge, genetics and embryology, which were obviously intimately interrelated in development, had never been brought together in any revealing way. An obvious difficulty was that the most favorable organisms for genetics, Drosophila as a prime example, were not well suited for embryological study, and the classical objects of embryological study, sea urchins and frogs as examples, were not easily investigated genetically. What might we do about it? There were two obvious approaches: one to learn more about the genetics of an embryologically favourable organism, the other to better understand the development of Drosophila. We resolved to gamble up to a year of our lives on the latter approach, this in Ephrussi’s laboratory in Paris which was admirably equipped for tissue culture, tissue or organ transplantation, and related techniques.
In 'Recollections', Annual Review of Biochemistry, 1974, 43, 6.
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We thus learn that man is descended from a hairy quadruped, furnished with a tail and pointed ears, probably arboreal in its habits, and an inhabitant of the Old World.
The Descent of Man (1871), Vol. 2, 389.
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Arthur Stanley Eddington quote: We used to think that if we knew one, we knew two, because one and one are two. We are finding t
We used to think that if we knew one, we knew two, because one and one are two. We are finding that we must learn a great deal more about “and”.
As quoted in John Michael Cohen and Mark J. Cohen (eds.), The Penguin Dictionary of Modern Quotations (1971), 106.
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What has been learned in physics stays learned. People talk about scientific revolutions. The social and political connotations of revolution evoke a picture of a body of doctrine being rejected, to be replaced by another equally vulnerable to refutation. It is not like that at all. The history of physics has seen profound changes indeed in the way that physicists have thought about fundamental questions. But each change was a widening of vision, an accession of insight and understanding. The introduction, one might say the recognition, by man (led by Einstein) of relativity in the first decade of this century and the formulation of quantum mechanics in the third decade are such landmarks. The only intellectual casualty attending the discovery of quantum mechanics was the unmourned demise of the patchwork quantum theory with which certain experimental facts had been stubbornly refusing to agree. As a scientist, or as any thinking person with curiosity about the basic workings of nature, the reaction to quantum mechanics would have to be: “Ah! So that’s the way it really is!” There is no good analogy to the advent of quantum mechanics, but if a political-social analogy is to be made, it is not a revolution but the discovery of the New World.
From Physics Survey Committee, U.S. National Academy of Sciences, National Research Council, 'The Nature of Physics', in report Physics in Perspective (1973), 61-62. As cited in I. Bernard Cohen, Revolution in Science (1985), 554-555.
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What matters in learning is not to be taught, but to wake up. A spark must explode the sleeping explosives.
As quoted in Bostonia: The Boston University Alumni Magazine (1949), 22. No. 9, 12.
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What remains to be learned may indeed dwarf imagination. Nevertheless, the universe itself is closed and finite. … The uniformity of nature and the general applicability of natural laws set limits to knowledge. If there are just 100, or 105, or 110 ways in which atoms may form, then when one has identified the full range of properties of these, singly and in combination, chemical knowledge will be complete.
Presidential Address (28 Dec 1970) to the American Association for the Advancement of Science. 'Science: Endless Horizons or Golden Age?', Science (8 Jan 1971), 171, No. 3866, 24.
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What signifies Philosophy that does not apply to some Use? May we not learn from hence, that black Clothes are not so fit to wear in a hot Sunny Climate or Season, as white ones; because in such Cloaths the Body is more heated by the Sun when we walk abroad, and are at the same time heated by the Exercise, which double Heat is apt to bring on putrid dangerous Fevers? The Soldiers and Seamen, who must march and labour in the Sun, should in the East or West Indies have an Uniform of white?
Letter to Miss Mary Stevenson, 20 Sep 1761. In Albert Henry Smyth (ed.), The Writings of Benjamin Franklin (1906), Vol. 4, 115.
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What was really great about 'Star Trek' when I was growing up as a little girl is not only did they have Lt. Uhura played by Nichelle Nichols as a technical officer—she was African. ... At the same time, they had this crew that was composed of people from all around the world and they were working together to learn more about the universe. ... So that helped to fuel my whole idea that I could be involved in space exploration as well as in the sciences.
As quoted in 'Then & Now: Dr. Mae Jemison' (19 Jun 2005) on CNN web site.
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What you learn from others you can use to follow.
What you learn for yourself you can use to lead.
In The Art of Doing Science and Engineering: Learning to Learn (1975, 2005), 160.
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What, then, is it in particular that can be learned from teachers of special distinction? Above all, what they teach is high standards. We measure everything, including ourselves, by comparisons; and in the absence of someone with outstanding ability there is a risk that we easily come to believe that we are excellent and much better than the next man. Mediocre people may appear big to themselves (and to others) if they are surrounded by small circumstances. By the same token, big people feel dwarfed in the company of giants, and this is a most useful feeling. So what the giants of science teach us is to see ourselves modestly and not to overrate ourselves.
Reminiscences and Reflections (1981), 175.
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What’s the best part of being a mathematician? I'm not a religious man, but it’s almost like being in touch with God when you’re thinking about mathematics. God is keeping secrets from us, and it’s fun to try to learn some of the secrets.
From interview with Donald J. Albers. In John H. Ewing and Frederick W. Gehring, Paul Halmos Celebrating 50 Years of Mathematics (1991), 21.
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Whatever be the detail with which you cram your student, the chance of his meeting in after life exactly that detail is almost infinitesimal; and if he does meet it, he will probably have forgotten what you taught him about it. The really useful training yields a comprehension of a few general principles with a thorough grounding in the way they apply to a variety of concrete details. In subsequent practice the men will have forgotten your particular details; but they will remember by an unconscious common sense how to apply principles to immediate circumstances. Your learning is useless to you till you have lost your textbooks, burnt your lecture notes, and forgotten the minutiae which you learned by heart for the examination. What, in the way of detail, you continually require will stick in your memory as obvious facts like the sun and the moon; and what you casually require can be looked up in any work of reference. The function of a University is to enable you to shed details in favor of principles. When I speak of principles I am hardly even thinking of verbal formulations. A principle which has thoroughly soaked into you is rather a mental habit than a formal statement. It becomes the way the mind reacts to the appropriate stimulus in the form of illustrative circumstances. Nobody goes about with his knowledge clearly and consciously before him. Mental cultivation is nothing else than the satisfactory way in which the mind will function when it is poked up into activity.
In 'The Rhythm of Education', The Aims of Education: & Other Essays (1917), 41.
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Whatever we are to do when we have learnt, these we learn by doing; as by building, men become builders.
Aristotle
From Ethics, book 2, 1103a32-33. As translated in A New Translation of the Nichomachean Ethics (1819), 32, as “printed for R. Pearson.” Often seen quoted briefly as, “What we have to learn to do, we learn by doing.” There are a number of other translations. “We learn an art or craft by doing the things that we shall have to do when we have learnt it: for instance, men become builders by building houses, harpers by playing on the harp,” is given by Harris Rackham, The Nicomachean Ethics (1962), 73. Also “In the case of the arts, that which we have to be taught to do, that we learn to do by doing it. We become masons, for instance, by building; and harpers by playing upon the harp,” in Robert Williams (trans.), The Nicomachean Ethics of Aristotle (1869), 32. Notice the idea that "have to be taught" is in contrast with things that we do by nature.
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When chemists have brought their knowledge out of their special laboratories into the laboratory of the world, where chemical combinations are and have been through all time going on in such vast proportions,—when physicists study the laws of moisture, of clouds and storms, in past periods as well as in the present,—when, in short, geologists and zoologists are chemists and physicists, and vice versa,—then we shall learn more of the changes the world has undergone than is possible now that they are separately studied.
Geological Sketches (1866), 73.
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When first I applied my mind to Mathematics I read straight away most of what is usually given by the mathematical writers, and I paid special attention to Arithmetic and Geometry because they were said to be the simplest and so to speak the way to all the rest. But in neither case did I then meet with authors who fully satisfied me. I did indeed learn in their works many propositions about numbers which I found on calculation to be true. As to figures, they in a sense exhibited to my eyes a great number of truths and drew conclusions from certain consequences. But they did not seem to make it sufficiently plain to the mind itself why these things are so, and how they discovered them. Consequently I was not surprised that many people, even of talent and scholarship, should, after glancing at these sciences, have either given them up as being empty and childish or, taking them to be very difficult and intricate, been deterred at the very outset from learning them. … But when I afterwards bethought myself how it could be that the earliest pioneers of Philosophy in bygone ages refused to admit to the study of wisdom any one who was not versed in Mathematics … I was confirmed in my suspicion that they had knowledge of a species of Mathematics very different from that which passes current in our time.
In Elizabeth S. Haldane (trans.) and G.R.T. Ross (trans.), 'Rules for the Direction of the Mind', The Philosophical Works of Descartes (1911, 1973), Vol. 1, Rule 4, 11.
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When Galileo caused balls, the weights of which he had himself previously determined, to roll down an inclined plane; when Torricelli made the air carry a weight which he had calculated beforehand to be equal to that of a definite volume of water; or in more recent times, when Stahl changed metal into lime, and lime back into metal, by withdrawing something and then restoring it, a light broke upon all students of nature. They learned that reason has insight only into that which it produces after a plan of its own, and that it must not allow itself to be kept, as it were, in nature's leading-strings, but must itself show the way with principles of judgement based upon fixed laws, constraining nature to give answer to questions of reason's own determining. Accidental observations, made in obedience to no previously thought-out plan, can never be made to yield a necessary law, which alone reason is concerned to discover.
Critique of Pure Reason (1781), trans. Norman Kemp Smith (1929), 20.
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When I came back from Munich, it was September, and I was Professor of Mathematics at the Eindhoven University of Technology. Later I learned that I had been the Department’s third choice, after two numerical analysts had turned the invitation down; the decision to invite me had not been an easy one, on the one hand because I had not really studied mathematics, and on the other hand because of my sandals, my beard and my ‘arrogance’ (whatever that may be).
…...
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When I entered the field of space physics in 1956, I recall that I fell in with the crowd believing, for example, that electric fields could not exist in the highly conducting plasma of space. It was three years later that I was shamed by S. Chandrasekhar into investigating Alfvén's work objectively. My degree of shock and surprise in finding Alfvén right and his critics wrong can hardly be described. I learned that a cosmic ray acceleration mechanism basically identical to the famous mechanism suggested by Fermi in 1949 had [previously] been put forth by Alfvén.
Quoted in Anthony L. Peratt, 'Dean of the Plasma Dissidents', Washington Times, supplement: The World and I (May 1988), 195.
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When I heard the learn’d astronomer,
When the proofs, the figures, were ranged in columns before me,
When I was shown the charts and diagrams, to add, divide, and measure them,
When I sitting heard the astronomer where he lectured with much applause in the lecture-room,
How soon unaccountable I became tired and sick,
Till rising and gliding out I wander’d by myself,
In the mystical moist night-air, and from time to time,
Look’d up in perfect silence at the stars.
In Leaves of Grass (1881, 1882), 214.
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When I started my work in 1909 there was about one fatality for every 2000 miles of flight and probably a few crashes for every 100 miles. Much of the design and flight knowledge that is now taken for granted was then unknown and … had to be learned through failures and tragedies.
In address (16 Nov 1964) presented to the Wings Club, New York City, published as Recollections and Thoughts of a Pioneer (1964), 6.
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When I was eight, I played Little League. I was on first; I stole third; I went straight across. Earlier that week, I learned that the shortest distance between two points was a direct line. I took advantage of that knowledge.
In Comic Relief (1996).
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When I was in college studying science, I found the experience fundamentally unsatisfying. I was continually oppressed by the feeling that my only role was to “shut up and learn.” I felt there was nothing I could say to my instructors that they would find interesting. … As I sat in the science lecture hall, I was utterly silent. That’s not a good state to be in when you are 19 years old.
In Understanding the Universe: An Inquiry Approach to Astronomy and the Nature of Scientific Research (2013), ix.
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When rich men are thus brought to regard themselves as trustees, and poor men learn to be industrious, economical, temperate, self-denying, and diligent in the acquisition of knowledge, then the deplorable strife between capital and labor, tending to destroy their fundamental, necessary, and irrefragable harmony will cease, and the world will no longer be afflicted with such unnatural industrial conflicts as we have seen during the past century...
Address (31 May 1871) to the 12th annual commencement at the Cooper Union, honoring his 80th birthday, in New York City Mission and Tract Society, Annual report of the New York City Mission and Tract Society (1872), 69.
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When science finally locates the center of the universe, some people will be surprised to learn they're not it.
Anonymous
Source uncertain. Often identified as Anonymous. Sometimes attributed to Bernard Bailey, for example, in a chapter heading quote (without citation) in juvenile fiction by P.G. Kain, The Social Experiments of Dorie Dilts: Dumped by Popular Demand (2007), 126. Sometimes found on the web attributed to Bernard Bailey, but just as often it is Anonymous. If you can identify Bernard Bailey or know an original print source, please contact Webmaster.
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When someone says “I am thinking, therefore I am, or I exist,” he does not deduce existence from thought by means of a syllogism, but recognises it as something self-evident by a simple intuition of the mind. This is clear from the fact that if he were deducing it by means of a syllogism, he would have to have had previous knowledge of the major premiss 'Everything which thinks is, or exists'; yet in fact he learns it from experiencing in his own case that it is impossible that he should think without existing. It is in the nature of our mind to construct general propositions on the basis of our knowledge of particular ones.
Author's Replies to the Second set of Objections to Meditations on the First Philosophy (1641), in The Philosophical Writings of Descartes (1985), trans. J. Cottingham, R. Stoothoff and D. Murdoch, Vol. 2, 100.
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When we learn a new word, it is the key to untold treasures.
In Letter (29 May 1898), at age almost 18, to Mrs. Lawrence Hutton, excerpted in The Story of My Life: With her Letters (1887-1901) (1903, 1921), 242.
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When you stay awake in class, you tend to learn more. (Unless you have an uncanny talent of learning through osmosis.)
Advertisement by SmithKline Beecham for Vivarin caffeine tablets, student newspaper, Columbia Daily Spectator (3 May 1995), Vol. 119, No. 64, 6.
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When you wish to instruct, be brief; that men's minds take in quickly what you say, learn its lesson, and retain it faithfully. Every word that is unnecessary only pours over the side of a brimming mind.
In Norbert Guterman, The Anchor Book of Latin Quotations (1990), 193.
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Whenever a textbook is written of real educational worth, you may be quite certain that some reviewer will say that it will be difficult to teach from it. Of course it will be difficult to teach from it. It it were easy, the book ought to be burned; for it cannot be educational. In education as elsewhere, the broad primrose path leads to a nasty place. This evil path is represented by a book or a set of lectures which will practically enable the student to learn by heart all the questions likely to be asked at the next external examination.
In 'The Aims of Education', The Aims of Education: & Other Essays (1917), 6-7.
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Where there is much to learn, there of necessity will be much arguing, much writing, many opinions; for opinion in good men is but knowledge in the making.
In Areopagitica: A speech of Mr John Milton for the Liberty of Unlicenced printing to the Parliament of England (23 Nov 1644), 31.
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Whereas there is nothing more necessary for promoting the improvement of Philosophical Matters, than the communicating to such, as apply their Studies and Endeavours that way, such things as are discovered or put in practice by others; it is therefore thought fit to employ the Press, as the most proper way to gratifie those, whose engagement in such Studies, and delight in the advancement of Learning and profitable Discoveries, doth entitle them to the knowledge of what this Kingdom, or other parts of the World, do, from time to time, afford as well of the progress of the Studies, Labours, and attempts of the Curious and learned in things of this kind, as of their compleat Discoveries and performances: To the end, that such Productions being clearly and truly communicated, desires after solid and usefull knowledge may be further entertained, ingenious Endeavours and Undertakings cherished, and those, addicted to and conversant in such matters, may be invited and encouraged to search, try, and find out new things, impart their knowledge to one another, and contribute what they can to the Grand design of improving Natural knowledge, and perfecting all Philosophical Arts, and Sciences. All for the Glory of God, the Honour and Advantage of these Kingdoms, and the Universal Good of Mankind.
'Introduction', Philosophical Transactions (1665), 1, 1-2.
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While reading in a textbook of chemistry, … I came across the statement, “nitric acid acts upon copper.” I was getting tired of reading such absurd stuff and I determined to see what this meant. Copper was more or less familiar to me, for copper cents were then in use. I had seen a bottle marked “nitric acid” on a table in the doctor’s office where I was then “doing time.” I did not know its peculiarities, but I was getting on and likely to learn. The spirit of adventure was upon me. Having nitric acid and copper, I had only to learn what the words “act upon” meant … I put one of them [cent] on the table, opened the bottle marked “nitric acid”; poured some of the liquid on the copper; and prepared to make an observation. But what was this wonderful thing which I beheld? The cent was already changed, and it was no small change either. A greenish blue liquid foamed and fumed over the cent and over the table. The air in the neighborhood of the performance became colored dark red. A great colored cloud arose. This was disagreeable and suffocating—how should I stop this? I tried to get rid of the objectionable mess by picking it up and throwing it out of the window, which I had meanwhile opened. I learned another fact—nitric acid not only acts upon copper but it acts upon fingers. The pain led to another unpremeditated experiment. I drew my fingers across my trousers and another fact was discovered. Nitric acid acts upon trousers. Taking everything into consideration, that was the most impressive experiment, and, relatively, probably the most costly experiment I have ever performed.
In F.H. Getman, The Life of Ira Remsen (1940), 9.
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While the method of the natural sciences is... analytic, the method of the social sciences is better described as compositive or synthetic. It is the so-called wholes, the groups of elements which are structurally connected, which we learn to single out from the totality of observed phenomena... Insofar as we analyze individual thought in the social sciences the purpose is not to explain that thought, but merely to distinguish the possible types of elements with which we shall have to reckon in the construction of different patterns of social relationships. It is a mistake... to believe that their aim is to explain conscious action ... The problems which they try to answer arise only insofar as the conscious action of many men produce undesigned results... If social phenomena showed no order except insofar as they were consciously designed, there would indeed be no room for theoretical sciences of society and there would be, as is often argued, only problems of psychology. It is only insofar as some sort of order arises as a result of individual action but without being designed by any individual that a problem is raised which demands a theoretical explanation... people dominated by the scientistic prejudice are often inclined to deny the existence of any such order... it can be shown briefly and without any technical apparatus how the independent actions of individuals will produce an order which is no part of their intentions... The way in which footpaths are formed in a wild broken country is such an instance. At first everyone will seek for himself what seems to him the best path. But the fact that such a path has been used once is likely to make it easier to traverse and therefore more likely to be used again; and thus gradually more and more clearly defined tracks arise and come to be used to the exclusion of other possible ways. Human movements through the region come to conform to a definite pattern which, although the result of deliberate decision of many people, has yet not be consciously designed by anyone.
…...
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While there is still much to learn and discover through space exploration, we also need to pay attention to our unexplored world here on earth. Our next big leap into the unknown can be every bit as exciting and bold as our pioneering work in space. It possesses the same “wow” factor: alien worlds, dazzling technological feats and the mystery of the unknown.
In 'Why Exploring the Ocean is Mankind’s Next Giant Leap', contributed to CNN 'Lightyears Blog' (13 Mar 2012)
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Who could have believed that … the introduction into the human body of a small particle of matter from a cow’s udder might be the means of saving thousands of human lives? We learn from these and innumerable similar instances that the highest truths lie hid in the simplest facts; that, unlike human proclamations, nature’s teachings are not by sound of trumpet, but often in the stillest voice, by indirect hints and obscure suggestions.
From Address (Oct 1874) delivered at Guy’s Hospital, 'On The Study of Medicine', printed in British Medical journal (1874), 2, 425. Collected in Sir William Withey Gull and Theodore Dyke Acland (ed.), A Collection of the Published Writings of William Withey Gull (1896), 109.
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Who has not be amazed to learn that the function y = ex, like a phoenix rising again from its own ashes, is its own derivative?
In François Le Lionnais (ed.), Great Currents of Mathematical Thought: Mathematics in the Arts and Sciences (1971), Vol. 2, 126.
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Whoever does not try, does not learn.
…...
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Why do we do basic research? To learn about ourselves.
From interview with Anthony Liversidge, in 'Walter Gilbert', Omni (Nov 1992), 15, No. 2.
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Why does this magnificent applied science which saves work and makes life easier bring us so little happiness? … The simple answer runs: “Because we have not yet learned to make sensible use of it.”
Address to students of the California Institute of Technology, Pasadena, California (16 Feb 1931). In New York Times (17 Feb 1931), p. 6.
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Wise [persons] learn by others’ mistakes, fools by their own.
…...
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Without my attempts in natural science, I should never have learned to know mankind such as it is. In nothing else can we so closely approach pure contemplation and thought, so closely observe the errors of the senses and of the understanding, the weak and strong points of character.
Fri 13 Feb 1829. Johann Peter Eckermann, Conversations with Goethe, ed. J. K. Moorhead and trans. J. Oxenford (1971), 293.
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Women have absolutely no sense of art, though they may have of poetry. They have no natural disposition for the sciences, though they may have for philosophy. They are by no means wanting in power of speculation and intuitive perception of the infinite; they lack only power of abstraction, which is far more easy to be learned.
From Selected Aphorisms from the Lyceum (1797-1800). As translated by Luis H. Gray in Kuno Francke and Isidore Singer (eds.), The German Classics: Masterpieces of German Literature Translated Into English (1913), Vol. 4, 177.
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Wonder [admiratio astonishment, marvel] is a kind of desire for knowledge. The situation arises when one sees an effect and does not know its cause, or when the cause of the particular effect is one that exceeds his power of understanding. Hence, wonder is a cause of pleasure insofar as there is annexed the hope of attaining understanding of that which one wants to know. ... For desire is especially aroused by the awareness of ignorance, and consequently a man takes the greatest pleasure in those things which he discovers for himself or learns from the ground up.
From Summa Theologiae Question 32, 'The Causes of Pleasure,' Article 8, 'Is Pleasure Caused by Wondering.'(1a2ae 32.8). As translated in James Vincent Cunningham, Tragic Effect and Tragic Process in Some Plays of Shakespeare (1945). Also in The Collected Essays of J.V. Cunningham (1976), 72-73.
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Wonder [admiratio astonishment, marvel] is a kind of desire for knowledge. The situation arises when one sees an effect and does not know its cause, or when the cause of the particular effect is one that exceeds his power of understanding. Hence, wonder is a cause of pleasure insofar as there is annexed the hope of attaining understanding of that which one wants to know. ... For desire is especially aroused by the awareness of ignorance, and consequently a man takes the greatest pleasure in those things which he discovers for himself or learns from the ground up.
From Summa Theologiae Question 32, 'The Causes of Pleasure,' Article 8, 'Is Pleasure Caused by Wondering.'(1a2ae 32.8). As translated in James Vincent Cunningham, Tragic Effect and Tragic Process in Some Plays of Shakespeare (1945). Also in The Collected Essays of J.V. Cunningham (1976), 72-73.
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Words learned by rote a parrot may rehearse,
But talking is not always to converse;
Not more distinct from harmony divine,
The constant creaking of a country sign.
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Write with the learned, pronounce with the vulgar.
In Poor Richard's Almanack (1914), 62. https://books.google.com/books?id=o6lJAAAAIAAJ Benjamin Franklin - 1914
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You all have learned reliance
On the sacred teachings of Science,
So I hope, through life, you will never decline
In spite of philistine Defiance
To do what all good scientists do.
Experiment.
Make it your motto day and night.
Experiment.
And it will lead you to the light.
From 'Experiment', a song in the musical Nymph Errant (1933).
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You are surprised at my working simultaneously in literature and in mathematics. Many people who have never had occasion to learn what mathematics is confuse it with arithmetic and consider it a dry and arid science. In actual fact it is the science which demands the utmost imagination. One of the foremost mathematicians of our century says very justly that it is impossible to be a mathematician without also being a poet in spirit. It goes without saying that to understand the truth of this statement one must repudiate the old prejudice by which poets are supposed to fabricate what does not exist, and that imagination is the same as “making things up”. It seems to me that the poet must see what others do not see, and see more deeply than other people. And the mathematician must do the same.
In letter (1890), quoted in S. Kovalevskaya and ‎Beatrice Stillman (trans. and ed.), Sofia Kovalevskaya: A Russian Childhood (2013), 35. Translated the Russian edition of Vospominaniya detstva (1974).
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You can learn a lot about ice and still not understand water.
Transcribed from video of Four-Day Seminar (1992).
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You don’t understand anything until you learn it more than one way.
In Rebecca Herold, Managing an Information Security and Privacy Awareness and Training Program (2005), 101.
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You live and learn. Or you don’t live long.
In 'From the Notebooks of Lazarus Long', Time Enough for Love: The Lives of Lazarus Long (1973), 269.
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You must learn to talk clearly. The jargon of scientific terminology which rolls off your tongues is mental garbage
Martin H. Fischer, Howard Fabing (ed.) and Ray Marr (ed.), Fischerisms (1944).
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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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