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Who said: “Every body perseveres in its state of being at rest or of moving uniformly straight forward, except insofar as it is compelled to change its state by forces impressed.”
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Home > Category Index for Science Quotations > Category Index L > Category: Lesson

Lesson Quotes (57 quotes)

Le lezioni non si dànno, si prendono.
Lessons are not given. They are taken.
Diary entry for 18th Aug 1946, In Il mestiere di vivere (1947), 303. Translated as The Burning Brand: Diaries 1935-1950 (1961), 296.
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A central lesson of science is that to understand complex issues (or even simple ones), we must try to free our minds of dogma and to guarantee the freedom to publish, to contradict, and to experiment. Arguments from authority are unacceptable.
Billions and Billions: Thoughts on Life and Death at the Brink of the Millenium (1998), 190.
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A great swindle of our time is the assumption that science has made religion obsolete. All science has damaged is the story of Adam and Eve and the story of Jonah and the Whale. Everything else holds up pretty well, particularly lessons about fairness and gentleness. People who find those lessons irrelevant in the twentieth century are simply using science as an excuse for greed and harshness. Science has nothing to do with it, friends.
Through the Looking Glass. In Carl Sagan, Broca's Brain (1986), 206.
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All versions written for nonscientists speak of fused males as the curious tale of the anglerfish–just as we so often hear about the monkey swinging through the trees, or the worm burrowing through soil. But if nature teaches us any lesson, it loudly proclaims life’s diversity. There ain’t no such abstraction as the clam, the fly, or the anglerfish. Ceratioid anglerfishes come in nearly 100 species, and each has its own peculiarity.
…...
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And this is the ultimate lesson that our knowledge of the mode of transmission of typhus has taught us: Man carries on his skin a parasite, the louse. Civilization rids him of it. Should man regress, should he allow himself to resemble a primitive beast, the louse begins to multiply again and treats man as he deserves, as a brute beast. This conclusion would have endeared itself to the warm heart of Alfred Nobel. My contribution to it makes me feel less unworthy of the honour which you have conferred upon me in his name.
'Investigations on Typhus', Nobel Lecture, 1928. In Nobel Lectures: Physiology or Medicine 1922-1941 (1965), 187.
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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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As a boy I had liked both drawing and physics, and I always abhorred the role of being a spectator. In 1908, when I was 15, I designed, built and flew a toy model airplane which won the then-famous James Gordon Bennett Cup. By 16 I had discovered that design could be fun and profitable, and this lesson has never been lost on me.
On the official Raymond Loewry website.
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At Gabriel College there was a very holy object on the high altar of the Oratory, covered with a black velvet cloth... At the height of the invocation the Intercessor lifted the cloth to reveal in the dimness a glass dome inside which there was something too distant to see, until he pulled a string attached to a shutter above, letting a ray of sunlight through to strike the dome exactly. Then it became clear: a little thing like a weathervane, with four sails black on one side and white on the other, began to whirl around as the light struck it. It illustrated a moral lesson, the Intercessor explained, for the black of ignorance fled from the light, whereas the wisdom of white rushed to embrace it.
[Alluding to Crookes's radiometer.]
Northern Lights (2001), 149.
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Every work of science great enough to be well remembered for a few generations affords some exemplification of the defective state of the art of reasoning of the time when it was written; and each chief step in science has been a lesson in logic.
'The Fixation of Belief (1877). In Justus Buchler, The Philosophy of Pierce (1940), 6.
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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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For a modern ruler the laws of conservation and transformation of energy, when the vivifing stream takes its source, the ways it wends its course in nature, and how, under wisdom and knowledge, it may be intertwined with human destiny, instead of careering headlong to the ocean, are a study at least as pregnant with consequences to life as any lesson taught by the long unscientific history of man.
Science and Life (1920), 5.
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He neither drank, smoked, nor rode a bicycle. Living frugally, saving his money, he died early, surrounded by greedy relatives. It was a great lesson to me.
The Stage (Jan 1941).
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However far modern science and technics have fallen short of their inherent possibilities, they have taught mankind at least one lesson: Nothing is impossible.
Technics and Civilization (1934), 435.
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I cannot find anything showing early aptitude for acquiring languages; but that he [Clifford] had it and was fond of exercising it in later life is certain. One practical reason for it was the desire of being able to read mathematical papers in foreign journals; but this would not account for his taking up Spanish, of which he acquired a competent knowledge in the course of a tour to the Pyrenees. When he was at Algiers in 1876 he began Arabic, and made progress enough to follow in a general way a course of lessons given in that language. He read modern Greek fluently, and at one time he was furious about Sanskrit. He even spent some time on hieroglyphics. A new language is a riddle before it is conquered, a power in the hand afterwards: to Clifford every riddle was a challenge, and every chance of new power a divine opportunity to be seized. Hence he was likewise interested in the various modes of conveying and expressing language invented for special purposes, such as the Morse alphabet and shorthand. … I have forgotten to mention his command of French and German, the former of which he knew very well, and the latter quite sufficiently; …
In paper, 'William Kingdon Clifford', The Fortnightly Review (1879), 31, 671. Published in advance of Leslie Stephen and Frederick Pollock (eds.), Clifford’s Lectures and Essays (1879), Vol. 1, Introduction, 9. The 'Introduction' was written by Pollock.
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I do not maintain that the chief value of the study of arithmetic consists in the lessons of morality that arise from this study. I claim only that, to be impressed from day to day, that there is something that is right as an answer to the questions with which one is able to grapple, and that there is a wrong answer—that there are ways in which the right answer can be established as right, that these ways automatically reject error and slovenliness, and that the learner is able himself to manipulate these ways and to arrive at the establishment of the true as opposed to the untrue, this relentless hewing to the line and stopping at the line, must color distinctly the thought life of the pupil with more than a tinge of morality. … To be neighborly with truth, to feel one’s self somewhat facile in ways of recognizing and establishing what is right, what is correct, to find the wrong persistently and unfailingly rejected as of no value, to feel that one can apply these ways for himself, that one can think and work independently, have a real, a positive, and a purifying effect upon moral character. They are the quiet, steady undertones of the work that always appeal to the learner for the sanction of his best judgment, and these are the really significant matters in school work. It is not the noise and bluster, not even the dramatics or the polemics from the teacher’s desk, that abide longest and leave the deepest and stablest imprint upon character. It is these still, small voices that speak unmistakably for the right and against the wrong and the erroneous that really form human character. When the school subjects are arranged on the basis of the degree to which they contribute to the moral upbuilding of human character good arithmetic will be well up the list.
In Arithmetic in Public Education (1909), 18. As quoted and cited in Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath’s Quotation-book (1914), 69.
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I had a dislike for [mathematics], and ... was hopelessly short in algebra. ... [One extraordinary teacher of mathematics] got the whole year's course into me in exactly six [after-school] lessons of half an hour each. And how? More accurately, why? Simply because he was an algebra fanatic—because he believed that algebra was not only a science of the utmost importance, but also one of the greatest fascination. ... [H]e convinced me in twenty minutes that ignorance of algebra was as calamitous, socially and intellectually, as ignorance of table manners—That acquiring its elements was as necessary as washing behind the ears. So I fell upon the book and gulped it voraciously. ... To this day I comprehend the binomial theorem.
In Prejudices: third series (1922), 261-262.
For a longer excerpt, see H. L. Mencken's Recollections of School Algebra.
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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 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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If there is a lesson in our story it is that the manipulation, according to strictly self-consistent rules, of a set of symbols representing one single aspect of the phenomena may produce correct, verifiable predictions, and yet completely ignore all other aspects whose ensemble constitutes reality.
In 'Epilogue', The Sleepwalkers: A History of Man’s Changing Vision of the Universe (1959, 1968), 533.
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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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In no subject is there a rule, compliance with which will lead to new knowledge or better understanding. Skilful observations, ingenious ideas, cunning tricks, daring suggestions, laborious calculations, all these may be required to advance a subject. Occasionally the conventional approach in a subject has to be studiously followed; on other occasions it has to be ruthlessly disregarded. Which of these methods, or in what order they should be employed is generally unpredictable. Analogies drawn from the history of science are frequently claimed to be a guide; but, as with forecasting the next game of roulette, the existence of the best analogy to the present is no guide whatever to the future. The most valuable lesson to be learnt from the history of scientific progress is how misleading and strangling such analogies have been, and how success has come to those who ignored them.
'Cosmology', in Arthur Beer (ed.), Vistas in Astronomy (1956), Vol. 2, 1722.
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In the matter of physics, the first lessons should contain nothing but what is experimental and interesting to see. A pretty experiment is in itself often more valuable than twenty formulae extracted from our minds.
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It is better to teach the child arithmetic and Latin grammar than rhetoric and moral philosophy, because they require exactitude of performance it is made certain that the lesson is mastered, and that power of performance is worth more than knowledge.
In Lecture on 'Education'. Collected in J.E. Cabot (ed.), The Complete Works of Ralph Waldo Emerson: Lectures and Biographical Sketches (1883), 145.
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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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Making out an income tax is a lesson in mathematics: addition, division, multiplication and extraction.
Anonymous
In Evan Esar, 20,000 Quips and Quotes, 419.
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Modern science has been a voyage into the unknown, with a lesson in humility waiting at every stop. Many passengers would rather have stayed home.
Pale Blue Dot: A Vision of the Human Future in Space (1994), 23.
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Modern warfare is in every respect so horrifying, that scientific people will only regret that it draws its means from the progress of the sciences. I hope that the present war [World War I] will teach the peoples of Europe a lasting lesson and bring the friends of peace into power. Otherwise the present ruling classes will really deserve to be swept away by socialism.
Fischer to Margaret Oppenheim, 14 Dec 1917. Fischer Papers, Bancroft Library, University of California. Quotation supplied by W. H. Brock.
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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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No man who has not a decently skeptical mind can claim to be civilized. Euclid taught me that without assumptions there is no proof. Therefore, in any argument, examine the assumptions. Then, in the alleged proof, be alert for inexplicit assumptions. Euclid’s notorious oversights drove this lesson home. Thanks to him, I am (I hope!) immune to all propaganda, including that of mathematics itself.
In 'What Mathematics Has Meant to Me', Mathematics Magazine (Jan-Feb 1951), 24, 161.
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Nothing is constant but change! All existence is a perpetual flux of “being and becoming!” That is the broad lesson of the evolution of the world.
As translated by Joseph McCabe in Haeckel's The Wonders of Life: a Popular Study of Biological Philosophy (1904), 100.
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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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Perseus and St. George. These dragon-slayers did not take lessons in dragon-slaying, nor do leaders of forlorn hopes generally rehearse their parts beforehand. Small things may be rehearsed, but the greatest are always do-or-die, neck-or-nothing matters.
Samuel Butler, Henry Festing Jones (ed.), The Note-Books of Samuel Butler (1917), 222.
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Surely the immutable laws of the universe can teach more impressive and exalted lessons than the holy books of all the religions on earth.
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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 mathematics “do not cultivate the power of generalization,”; … will be admitted by no person of competent knowledge, except in a very qualified sense. The generalizations of mathematics, are, no doubt, a different thing from the generalizations of physical science; but in the difficulty of seizing them, and the mental tension they require, they are no contemptible preparation for the most arduous efforts of the scientific mind. Even the fundamental notions of the higher mathematics, from those of the differential calculus upwards are products of a very high abstraction. … To perceive the mathematical laws common to the results of many mathematical operations, even in so simple a case as that of the binomial theorem, involves a vigorous exercise of the same faculty which gave us Kepler’s laws, and rose through those laws to the theory of universal gravitation. Every process of what has been called Universal Geometry—the great creation of Descartes and his successors, in which a single train of reasoning solves whole classes of problems at once, and others common to large groups of them—is a practical lesson in the management of wide generalizations, and abstraction of the points of agreement from those of difference among objects of great and confusing diversity, to which the purely inductive sciences cannot furnish many superior. Even so elementary an operation as that of abstracting from the particular configuration of the triangles or other figures, and the relative situation of the particular lines or points, in the diagram which aids the apprehension of a common geometrical demonstration, is a very useful, and far from being always an easy, exercise of the faculty of generalization so strangely imagined to have no place or part in the processes of mathematics.
In An Examination of Sir William Hamilton’s Philosophy (1878), 612-13.
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The following lesson is of great and important significance, worthy of committing to memory, namely, in arranging the composition of medications one should pay careful attention and direct one’s willpower, because many times antagonistic medicines become mixed in which are useless and inappropriate for their intended use.
As quoted in Fred Rosner, The Medical Legacy of Moses Maimonides (1998), 51.
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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 science teaches only too plainly the lesson that no single method is absolutely to be relied upon, that sources of error lurk where they are least expected, and that they may escape the notice of the most experienced and conscientious worker.
Transactions of the Sections', Reports of the British Association for the Advancement of Science (1883), 438.
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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 lessons of science should be experimental also. The sight of a planet through a telescope is worth all the course on astronomy; the shock of the electric spark in the elbow outvalues all theories; the taste of the nitrous oxide, the firing of an artificial volcano, are better than volumes of chemistry.
The Prose Works of Ralph Waldo Emerson (1870), 552.
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The one lesson that comes out of all our theorizing and experimenting is that there is only one really scientific progressive method; and that is the method of trial and error.
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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 shortest and surest way of arriving at real knowledge is to unlearn the lessons we have been taught, to remount to first principles, and take no body’s word about them.
In Letters, on the Spirit of Patriotism: On the Idea of a Patriot King (1749), 78.
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The story of a theory’s failure often strikes readers as sad and unsatisfying. Since science thrives on self-correction, we who practice this most challenging of human arts do not share such a feeling. We may be unhappy if a favored hypothesis loses or chagrined if theories that we proposed prove inadequate. But refutation almost always contains positive lessons that overwhelm disappointment, even when no new and comprehensive theory has yet filled the void.
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The universe is one great kindergarten for man. Everything that exists has brought with it its own peculiar lesson. The mountain teaches stability and grandeur; the ocean immensity and change. Forests, lakes, and rivers, clouds and winds, stars and flowers, stupendous glaciers and crystal snowflakes—every form of animate or inanimate existence, leaves its impress upon the soul of man.
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Time ends. That is the lesson of the “big bang”. It is also the lesson of the black hole, closer at hand and more immediate object of study. The black hole is a completely collapsed object. It is mass without matter. The Cheshire cat in Alice in Wonderland faded away leaving behind only its grin. A star that falls into an already existing black hole, or that collapses to make a new black hole, fades away. Of the star, of its matter and of its sunspots and solar prominences, all trace disappears. There remains behind only gravitational attraction, the attraction of disembodied mass.
In 'The Lesson of the Black Hole', Proceedings of the American Philosophical Society (1981), 125, 25.
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We may be sure, that if Lyell were now living he would frankly recognize new facts, as soon as they were established, and would not shrink from any modification of his theory which these might demand. Great as were his services to geology, this, perhaps, is even greater—for the lesson applies to all sciences and to all seekers alter knowledge—that his career, from first to lost, was the manifestation of a judicial mind, of a noble spirit, raised far above all party passions and petty considerations, of an intellect great in itself, but greater still in its grand humility; that he was a man to whom truth was as the “pearl of price,” worthy of the devotion and, if need be, the sacrifice of a life.
Conclusion in Charles Lyell and Modern Geology (1895), 213.
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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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When a learner, in the fullness of his powers, comes to great truths unstaled by premature familiarity, he rejoices in the lateness of his lessons.
From chapter 'Jottings from a Note-Book', in Canadian Stories (1918), 168.
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When angry, take a lesson from modern science:
Always count down before blasting off.
Anonymous
In Bob Phillips, Phillips' Treasury of Humorous Quotations (2004), 13.
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When scientists discovered that liquid water, which brought forth life on Earth, exists nowhere else in great quantities in the solar system, the most significant lesson they taught was not that water, or the life that depends on it, is necessarily the result of some chemical accident in space; their most important revelation was that water is rare in infinity, that we should prize it, preserve it, conserve it.
In Jacques Cousteau and Susan Schiefelbein, The Human, the Orchid, and the Octopus: Exploring and Conserving Our Natural World (2007), 201-202.
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When you make a mistake, don’t look back at it long. Take the reason of the thing into your mind, and then look forward. Mistakes are lessons of wisdom. The past cannot be changed. The future is yet in your power.
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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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Yet I also appreciate that we cannot win this battle to save species and environments without forging an emotional bond between ourselves and nature as well–for we will not fight to save what we do not love (but only appreciate in some abstract sense). So let them all continue–the films, the books, the television programs, the zoos, the little half acre of ecological preserve in any community, the primary school lessons, the museum demonstrations, even ... the 6:00 A.M. bird walks. Let them continue and expand because we must have visceral contact in order to love. We really must make room for nature in our hearts.
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You too can be a toxicologist in two easy lessons, each of ten years.
(c.1955). As quoted in epigraph, in Louis J. Casarett, ‎Curtis D. Klaassen, ‎Mary O. Amdur, Casarett and Doull’s Toxicology: The Basic Science of Poisons (1996), 9.
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“And how many hours a day did you do lessons?” said Alice, in a hurry to change the subject.
“Ten hours the first day,” said the Mock Turtle: “nine the next, and so on.”
“What a curious plan!” exclaimed Alice.
“That's the reason they’re called lessons,” the Gryphon remarked: “because they lessen from day to day.”
Alice's Adventures in Wonderland (1865, 1869), 145.
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Carl Sagan Thumbnail In science it often happens that scientists say, 'You know that's a really good argument; my position is mistaken,' and then they would actually change their minds and you never hear that old view from them again. They really do it. It doesn't happen as often as it should, because scientists are human and change is sometimes painful. But it happens every day. I cannot recall the last time something like that happened in politics or religion. (1987) -- Carl Sagan
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- 90 -
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- 80 -
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- 70 -
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- 60 -
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- 50 -
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- 40 -
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- 30 -
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- 20 -
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