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School Quotes (119 quotes)

Ces détails scientifiques qui effarouchent les fabricans d’un certain âge, ne seront qu’un jeu pour leurs enfans, quand ils auront apprit dans leurs collèges un peu plus de mathématiques et un peu moins de Latin; un peu plus de Chimie, et un peu moins de Grec!
The scientific details which now terrify the adult manufacturer will be mere trifles to his children when they shall be taught at school, a little more Mathematics and a little less Latin, a little more Chemistry, and a little less Greek.
As quoted in 'Sketches From Life of Some Eminent Foreign Scientific Lecturers: Dumas', Magazine of Popular Science, and Journal of the Useful Arts (1836). Vol. 1, 177.
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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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Ron Hutcheson, a Knight-Ridder reporter: [Mr. President, what are your] personal views [about the theory of] intelligent design?
President George W. Bush: [Laughing. You're] doing a fine job of dragging me back to the past [days as governor of Texas]. ... Then, I said that, first of all, that decision should be made to local school districts, but I felt like both sides ought to be properly taught...”
Hutcheson: Both sides ought to be properly taught?
President: Yes ... so people can understand what the debate is about.
Hutcheson: So the answer accepts the validity of “intelligent design” as an alternative to evolution?
President: I think that part of education is to expose people to different schools of thought, and I'm not suggesting—you're asking me whether or not people ought to be exposed to different ideas, and the answer is yes.
Hutcheson: So we've got to give these groups—...
President: [interrupting] Very interesting question, Hutch. [Laughter from other reporters]
From conversation with reporters at the White House (1 Aug 2005), as quoted by Matthew Cooper in 'Fanning the Controversy Over “Intelligent Design”', Time (3 Aug 2005). The Time writer stated, “The president has gone farther in questioning the widely-taught theories of evolution and natural selection than any president since Ronald Reagan, who advocated teaching creationism in public schools alongside evolution.” Just a few months later, in the nation's first case on that point, on 20 Dec 2005, “a federal judge [John E. Jones] ruled it was unconstitutional for a Pennsylvania school district to present intelligent design as an alternative in high school biology courses, because it is a religious viewpoint,” as reported by Laurie Goodstein in 'Judge Rejects Teaching Intelligent Design', New York Times (21 Dec 2005). Goodstein also wrote “Judge Jones, a Republican appointed by President Bush, concluded that intelligent design was not science,” and that “the evidence in the trial proved that intelligent design was 'creationism relabeled.' The Supreme Court has already ruled that creationism ... cannot be taught as science in a public school.”
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A school is a building which has four walls and tomorrow inside.
Anonymous
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A school teacher probably never enjoys anything she reads, she is so intently looking for errors.
In Sinner Sermons: A Selection of the Best Paragraphs of E. W. Howe (1926), 38.
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All schools, all colleges have two great functions: to confer, and to conceal valuable knowledge.
(5 Nov 1908). 'More Maxims of Mark,' Mark Twain Collected Tales, Sketches, Speeches, & Essays, 1891-1910 (1992), 941. In Mark Twain and Brian Collins (ed.), When in Doubt, Tell the Truth: and Other Quotations from Mark Twain (1996), 43.
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Although it be a known thing subscribed by all, that the foetus assumes its origin and birth from the male and female, and consequently that the egge is produced by the cock and henne, and the chicken out of the egge, yet neither the schools of physicians nor Aristotle’s discerning brain have disclosed the manner how the cock and its seed doth mint and coin the chicken out of the egge.
As quoted in John Arthur Thomson, The Science of Life: An Outline of the History of Biology and Its Recent Advances (1899), 126.
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Another great and special excellence of mathematics is that it demands earnest voluntary exertion. It is simply impossible for a person to become a good mathematician by the happy accident of having been sent to a good school; this may give him a preparation and a start, but by his own individual efforts alone can he reach an eminent position.
In Conflict of Studies (1873), 2.
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Arithmetic, as we shall see by and by, is overdone, in a certain sense, in our schools; just so far as the teaching is based upon the concrete, so far is it profitable; but when the book-makers begin to make it too abstract, as they very often do, it becomes a torture to both teacher and learners, or, at best, a branch of imaginary knowledge unconnected with real life.
From 'Introduction', Mathematical Teaching and its Modern Methods (1886), 10.
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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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Creationists have also changed their name ... to intelligent design theorists who study 'irreducible complexity' and the 'abrupt appearance' of life—yet more jargon for 'God did it.' ... Notice that they have no interest in replacing evolution with native American creation myths or including the Code of Hammarabi alongside the posting of the Ten Commandments in public schools.
'75 Years and Still No Peace'. Humanist (Sep 2000)
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During the school period the student has been mentally bending over his desk; at the University he should stand up and look around. For this reason it is fatal if the first year at the University be frittered away in going over the old work in the old spirit. At school the boy painfully rises from the particular towards glimpses at general ideas; at the University he should start from general ideas and study their applications to concrete cases.
In 'The Rhythm of Education', The Aims of Education and Other Essays (1929), 26.
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Early in my school career, I turned out to be an incorrigible disciplinary problem. I could understand what the teacher was saying as fast as she could say it, I found time hanging heavy, so I would occasionally talk to my neighbor. That was my great crime, I talked in school.
In In Memory Yet Green: the Autobiography of Isaac Asimov, 1920-1954 (1979), 73.
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Early in my school days a boy had a copy of the “Wonders of the World,” which I often read, and disputed with other boys about the veracity of some of the statements; and I believe that this book first gave me a wish to travel in remote countries, which was ultimately fulfilled by the voyage of the Beagle.
In Charles Darwin and Francis Darwin (ed.), 'Autobiography', The Life and Letters of Charles Darwin (1887, 1896), Vol. 1, 31.
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Education is a private matter between the person and the world of knowledge and experience, and has little to do with school or college.
…...
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Education is what remains after one has forgotten everything he learned in school.
…...
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Engineering stimulates the mind. Kids get bored easily. They have got to get out and get their hands dirty: make things, dismantle things, fix things. When schools can offer that, you’ll have an engineer for life.
As quoted on imdb.com biography page for Bruce Dickinson. Webmaster has not yet found a primary source for this quote. Can you help?
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Every discipline must be honored for reason other than its utility, otherwise it yields no enthusiasm for industry.
For both reasons, I consider mathematics the chief subject for the common school. No more highly honored exercise for the mind can be found; the buoyancy [Spannkraft] which it produces is even greater than that produced by the ancient languages, while its utility is unquestioned.
In 'Mathematischer Lehrplan für Realschulen' Werke [Kehrbach] (1890), Bd. 5, 167. (Mathematics Curriculum for Secondary Schools). As quoted, cited and translated in Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath’s Quotation-Book (1914), 61.
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Every utterance from government - from justifying 90-day detention to invading other countries [and] to curtailing civil liberties - is about the dangers of religious division and fundamentalism. Yet New Labour is approving new faith schools hand over fist. We have had the grotesque spectacle of a British prime minister, on the floor of the House of Commons, defending - like some medieval crusader - the teaching of creationism in the science curriculum at a sponsor-run school whose running costs are wholly met from the public purse.
In The Guardian (10 Apr 2006).
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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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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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Faraday, who had no narrow views in regard to education, deplored the future of our youth in the competition of the world, because, as he said with sadness, “ our school-boys, when they come out of school, are ignorant of their ignorance at the end of all that education.”
In Inaugural Presidential Address (9 Sep 1885) to the British Association for the Advancement of Science, Aberdeen, Scotland, 'Relations of Science to the Public Weal', Report to the Fifty-Fifth Meeting of the British Association (1886), 11.
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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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I am afraid that education is conceived more in terms of indoctrination by most school officials than in terms of enlightenment.
As quoted, without citation, in Ronald William Clark, The Life of Bertrand Russell (1976), 423.
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I approached the bulk of my schoolwork as a chore rather than an intellectual adventure. The tedium was relieved by a few courses that seem to be qualitatively different. Geometry was the first exciting course I remember. Instead of memorizing facts, we were asked to think in clear, logical steps. Beginning from a few intuitive postulates, far reaching consequences could be derived, and I took immediately to the sport of proving theorems.
Autobiography in Gösta Ekspong (ed.), Nobel Lectures: Physics 1996-2000 (2002), 115.
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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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Srinivasa Ramanujan quote: I beg to introduce myself to you as a clerk in the Accounts Department of the Port Trust Office at Ma
I beg to introduce myself to you as a clerk in the Accounts Department of the Port Trust Office at Madras on a salary of only £20 per annum. I am now about 23 years of age. … After leaving school I have been employing the spare time at my disposal to work at Mathematics.
Opening lines of first letter to G.H. Hardy (16 Jan 1913). In Collected Papers of Srinivasa Ramanujan (1927), xxiii. Hardy notes he did “seem to remember his telling me that his friends had given him some assistance” in writing the letter because Ramanujan's “knowledge of English, at that stage of his life, could scarcely have been sufficient.”
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I do not intend to go deeply into the question how far mathematical studies, as the representatives of conscious logical reasoning, should take a more important place in school education. But it is, in reality, one of the questions of the day. In proportion as the range of science extends, its system and organization must be improved, and it must inevitably come about that individual students will find themselves compelled to go through a stricter course of training than grammar is in a position to supply. What strikes me in my own experience with students who pass from our classical schools to scientific and medical studies, is first, a certain laxity in the application of strictly universal laws. The grammatical rules, in which they have been exercised, are for the most part followed by long lists of exceptions; accordingly they are not in the habit of relying implicitly on the certainty of a legitimate deduction from a strictly universal law. Secondly, I find them for the most part too much inclined to trust to authority, even in cases where they might form an independent judgment. In fact, in philological studies, inasmuch as it is seldom possible to take in the whole of the premises at a glance, and inasmuch as the decision of disputed questions often depends on an aesthetic feeling for beauty of expression, or for the genius of the language, attainable only by long training, it must often happen that the student is referred to authorities even by the best teachers. Both faults are traceable to certain indolence and vagueness of thought, the sad effects of which are not confined to subsequent scientific studies. But certainly the best remedy for both is to be found in mathematics, where there is absolute certainty in the reasoning, and no authority is recognized but that of one’s own intelligence.
In 'On the Relation of Natural Science to Science in general', Popular Lectures on Scientific Subjects, translated by E. Atkinson (1900), 25-26.
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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 know a good many men of great learning—that is, men born with an extraordinary eagerness and capacity to acquire knowledge. One and all, they tell me that they can't recall learning anything of any value in school. All that schoolmasters managed to accomplish with them was to test and determine the amount of knowledge that they had already acquired independently—and not infrequently the determination was made clumsily and inaccurately.
In Prejudices: third series (1922), 261.
For a longer excerpt, see H. L. Mencken's Recollections of School Algebra.
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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 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 started studying law, but this I could stand just for one semester. I couldn’t stand more. Then I studied languages and literature for two years. After two years I passed an examination with the result I have a teaching certificate for Latin and Hungarian for the lower classes of the gymnasium, for kids from 10 to 14. I never made use of this teaching certificate. And then I came to philosophy, physics, and mathematics. In fact, I came to mathematics indirectly. I was really more interested in physics and philosophy and thought about those. It is a little shortened but not quite wrong to say: I thought I am not good enough for physics and I am too good for philosophy. Mathematics is in between.
From interview on his 90th birthday. In D J Albers and G L Alexanderson (eds.), Mathematical People: Profiles and Interviews (1985), 245-254.
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I wanted to be a scientist from my earliest school days. The crystallizing moment came when I first caught on that stars are mighty suns, and how staggeringly far away they must be to appear to us as mere points of light. I’m not sure I even knew the word science then, but I was gripped by the prospect of understanding how things work, of helping to uncover deep mysteries, of exploring new worlds.
In 'With Science on Our Side', Washington Post (9 Jan 1994).
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I was pretty good in science. But again, because of the small budget, in science class we couldn’t do experiments in order to prove theories. We just believed everything. Actually I think that class was call Religion. Religion was always an easy class. All you had to do was suspend the logic and reasoning you were taught in all the other classes.
In autobiography, Brain Droppings (1998), 227.
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If a child left school at ten, knowing nothing of detailed information, but knowing the pleasure that comes from agreeable music, from reading, from making things, from finding things out, it would be better off than a man who left university at twenty-two, full of facts but without any desire to enquire further into such dry domains.
In Mathematician's Delight (1943), 9.
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If basketball was going to enable Bradley to make friends, to prove that a banker’s son is as good as the next fellow, to prove that he could do without being the greatest-end-ever at Missouri, to prove that he was not chicken, and to live up to his mother’s championship standards, and if he was going to have some moments left over to savor his delight in the game, he obviously needed considerable practice, so he borrowed keys to the gym and set a schedule for himself that he adhereded to for four full years—in the school year, three and a half hours every day after school, nine to five on Saturday, one-thirty to five on Sunday, and, in the summer, about three hours a day.
A Sense of Where You Are: Bill Bradley at Princeton
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Imagine the people who believe such things and who are not ashamed to ignore, totally, all the patient findings of thinking minds through all the centuries since the Bible was written. And it is these ignorant people, the most uneducated, the most unimaginative, the most unthinking among us, who would make themselves the guides and leaders of us all; who would force their feeble and childish beliefs on us; who would invade our schools and libraries and homes. I personally resent it bitterly.
In The Roving Mind (1983), 26.
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In fact, the thickness of the Earth's atmosphere, compared with the size of the Earth, is in about the same ratio as the thickness of a coat of shellac on a schoolroom globe is to the diameter of the globe. That's the air that nurtures us and almost all other life on Earth, that protects us from deadly ultraviolet light from the sun, that through the greenhouse effect brings the surface temperature above the freezing point. (Without the greenhouse effect, the entire Earth would plunge below the freezing point of water and we'd all be dead.) Now that atmosphere, so thin and fragile, is under assault by our technology. We are pumping all kinds of stuff into it. You know about the concern that chlorofluorocarbons are depleting the ozone layer; and that carbon dioxide and methane and other greenhouse gases are producing global warming, a steady trend amidst fluctuations produced by volcanic eruptions and other sources. Who knows what other challenges we are posing to this vulnerable layer of air that we haven't been wise enough to foresee?
In 'Wonder and Skepticism', Skeptical Enquirer (Jan-Feb 1995), 19, No. 1.
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In order that the relations between science and the age may be what they ought to be, the world at large must be made to feel that science is, in the fullest sense, a ministry of good to all, not the private possession and luxury of a few, that it is the best expression of human intelligence and not the abracadabra of a school, that it is a guiding light and not a dazzling fog.
'Hindrances to Scientific Progress', The Popular Science Monthly (Nov 1890), 38, 121.
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In school we had a name for guys trying to get in touch with themselves.
Quoted, without source, in Des MacHale, Wit (1999, 2003), 36.
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In the history of science and throughout the whole course of its progress we see certain epochs following one another more or less rapidly. Some important view is expressed, it may be original or only revived; sooner or later it receives recognition; fellow-Workers spring up; the outcome of it finds its way into the schools; it is taught and handed down; and we observe, unhappily, that it does not in the least matter whether the view be true or false. In either case its course is the same; in either case it comes in the end to he a mere phrase, a lifeless word stamped on the memory.
In The Maxims and Reflections of Goethe (1906), 184.
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It appears that the extremely important papers that trigger a revolution may not receive a proportionately large number of citations. The normal procedures of referencing are not used for folklore. A real scientific revolution, like any other revolution, is news. The Origin of Species sold out as fast as it could be printed and was denounced from the pulpit almost immediately. Sea-floor spreading has been explained, perhaps not well, in leading newspapers, magazines, books, and most recently in a color motion picture. When your elementary school children talk about something at dinner, you rarely continue to cite it.
'Citations in a Scientific Revolution', in R. Shagam et al., Studies in Earth and Space Sciences: A Memoir in Honor of Harry Hammond Hess (1972), 4.
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It is a serious question whether America, following England’s lead, has not gone into problem-solving too extensively. Certain it is that we are producing no text-books in which the theory is presented in the delightful style which characterizes many of the French works … , or those of the recent Italian school, or, indeed, those of the continental writers in general.
In The Teaching of Elementary Mathematics (1902), 219.
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It is curious to reflect on how history repeats itself the world over. Why, I remember the same thing was done when I was a boy on the Mississippi River. There was a proposition in a township there to discontinue public schools because they were too expensive. An old farmer spoke up and said if they stopped the schools they would not save anything, because every time a school was closed a jail had to be built.
It's like feeding a dog on his own tail. He'll never get fat. I believe it is better to support schools than jails.
Address at a meeting of the Berkeley Lyceum, New York (23 Nov 1900). Mark Twain's Speeches (2006), 69-70.
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It is impossible for us adequately to conceive the boldness of the measure which aimed at universal education through the establishment of free schools. ... it had no precedent in the world's history ... But time has ratified its soundness. Two centuries proclaim it to be as wise as it was courageous, as beneficient as it was disinterested. ... The establishment of free schools was one of those grand mental and moral experiments whose effects could not be developed and made manifest in a single generation. ... The sincerity of our gratitude must be tested by our efforts to perpetuate and improve what they established. The gratitude of the lips only is an unholy offering.
Tenth Report of the Secretary of the Massachusetts Board of Education (1946). Life and Works of Horace Mann (1891), Vol. 4, 111-112.
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It is in scientific honesty that I endorse the presentation of alternative theories for the origin of the universe, life and man in the science classroom. It would be an error to overlook the possibility that the universe was planned rather than happening by chance.
In letter to California State board of Education (14 Sep 1972).
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It is the inefficiency and sham of … our schools … that save us from being dashed on the rocks of false doctrine instead of drifting down the midstream of mere ignorance.
Back to Methuselah: A Metabiological Pentateuch (1921), xii-xiii.
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It is worthy of note that nearly all that has been done for the improvement of the steam engine has been accomplished, not by men educated in colleges or technical schools, but by laborers, mechanics, and engine-men. There seem to be instances where the mechanical instinct takes precedence over the higher powers of the mind, in efficiency in harnessing the forces of nature and causing them to do our work.
In paper 'Stephenson and Transportation' (1916), collected in Francis Edgar Stanley, Theories Worth Having and Other Papers (1919), 66-67.
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Let it be understood that the University is a preparatory school: it is life that gives you the “finals”—not college.
Aphorism in The Philistine (Dec 1904), 20, No. 1, 30.
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Let me suggest to you a simple test one can apply to scientific activities to determine whether or not they can constitute the practice of physics. Is what you are doing beautiful? Many beautiful things are created without the use of physical knowledge, but I know of no really worthwhile physics that isn’t beautiful. Indeed, one of the most distressing symptoms of scientific illiteracy is the impression so often given to school children that science is a mechanistic activity subject to algorithmic description.
In 'Physics and the APS in 1979', Physics Today (Apr 1980), 33, No. 4, 50.
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Life is a school of probability.
In R.H. Hutton (ed.), 'Thomas Babington Macaulay', Literary Studies: By the Late Walter Bagehot (1879), Vol. 2, 257.
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Mathematics is the language of languages, the best school for sharpening thought and expression, is applicable to all processes in nature; and Germany needs mathematical gymnasia. Mathematics is God’s form of speech, and simplifies all things organic and inorganic. As knowledge becomes real, complete and great it approximates mathematical forms. It mediates between the worlds of mind and of matter.
Summarizing the ideas presented by Christian Heinrich Dillmann in Die Mathematik die Fackelträgerin einer neuen Zeit (1889). From book review, 'Recent Literature on Arithmetic and Arithmetical Teaching', in Granville Stanley Hall (ed.), The Pedagogical Seminary (1892), 2, 168. Dillmann’s book title translates as “Mathematics the Torchbearer of a New Era”. (However, Conant concluded that it was a “loosely-written, vague and incoherent book, which belies every anticipation awakened by its attractive title.”)
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Mathematics will not be properly esteemed in wider circles until more than the a b c of it is taught in the schools, and until the unfortunate impression is gotten rid of that mathematics serves no other purpose in instruction than the formal training of the mind. The aim of mathematics is its content, its form is a secondary consideration and need not necessarily be that historic form which is due to the circumstance that mathematics took permanent shape under the influence of Greek logic.
In Die Entivickelung der Mathematik in den letzten Jahrhunderten (1884), 6.
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Mathematics, among all school subjects, is especially adapted to further clearness, definite brevity and precision in expression, although it offers no exercise in flights of rhetoric. This is due in the first place to the logical rigour with which it develops thought, avoiding every departure from the shortest, most direct way, never allowing empty phrases to enter. Other subjects excel in the development of expression in other respects: translation from foreign languages into the mother tongue gives exercise in finding the proper word for the given foreign word and gives knowledge of laws of syntax, the study of poetry and prose furnish fit patterns for connected presentation and elegant form of expression, composition is to exercise the pupil in a like presentation of his own or borrowed thoughtsand their development, the natural sciences teach description of natural objects, apparatus and processes, as well as the statement of laws on the grounds of immediate sense-perception. But all these aids for exercise in the use of the mother tongue, each in its way valuable and indispensable, do not guarantee, in the same manner as mathematical training, the exclusion of words whose concepts, if not entirely wanting, are not sufficiently clear. They do not furnish in the same measure that which the mathematician demands particularly as regards precision of expression.
In Anleitung zum mathematischen Unterricht in höheren Schulen (1906), 17.
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My greatest hope for a future without another Deepwater Horizon disaster lies in our schools, living rooms and community centers, not in boardrooms, political chambers and big industry. If this happens again, we won’t have the luxury of the unknown to shield us from answering “Why?”
In 'Gulf Dispatch: Time to Tap Power of Teens', CNN Blog (23 Jul 2010).
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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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Mythology is wondrous, a balm for the soul. But its problems cannot be ignored. At worst, it buys inspiration at the price of physical impossibility ... At best, it purveys the same myopic view of history that made this most fascinating subject so boring and misleading in grade school as a sequential take of monarchs and battles.
…...
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No school subject so readily furnishes tasks whose purpose can be made so clear, so immediate and so appealing to the sober second-thought of the immature learner as the right sort of elementary school mathematics.
In Arithmetic in Public Education (1909), 8. As quoted and cited in Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath’s Quotation-book (1914), 50.
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Nothing could have been worse for the development of my mind than Dr. Butler's school, as it was strictly classical, nothing else being taught, except a little ancient geography and history. The school as a means of education to me was simply a blank. During my whole life I have been singularly incapable of mastering any language. Especial attention was paid to versemaking, and this I could never do well. I had many friends, and got together a good collection of old verses, which by patching together, sometimes aided by other boys, I could work into any subject.
In Charles Darwin and Francis Darwin (ed.), Charles Darwin: His Life Told in an Autobiographical Chapter, and in a Selected Series of His Published Letters (1892), 8.
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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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Objections … inspired Kronecker and others to attack Weierstrass’ “sequential” definition of irrationals. Nevertheless, right or wrong, Weierstrass and his school made the theory work. The most useful results they obtained have not yet been questioned, at least on the ground of their great utility in mathematical analysis and its implications, by any competent judge in his right mind. This does not mean that objections cannot be well taken: it merely calls attention to the fact that in mathematics, as in everything else, this earth is not yet to be confused with the Kingdom of Heaven, that perfection is a chimaera, and that, in the words of Crelle, we can only hope for closer and closer approximations to mathematical truth—whatever that may be, if anything—precisely as in the Weierstrassian theory of convergent sequences of rationals defining irrationals.
In Men of Mathematics (1937), 431-432.
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On graduating from school, a studious young man who would withstand the tedium and monotony of his duties has no choice but to lose himself in some branch of science or literature completely irrelevant to his assignment.
From memorandum 'Mémoire sur le service des officiers du Corps du Génie' (1776) to the minister of war, the comte de Saint-Germain. Reproduced as Appendix C in C. Stewart Gillmor, Coulomb and the Evolution of Physics and Engineering in Eighteenth Century France (1971), 255-261. Coulomb proposed (unsuccessfully) that the corps of military engineers in peacetime engage their skills in construction of public works. As cited in Charles Coulston Gillispie, Science and Polity in France: The End of the Old Regime (1980, 2004), 530.
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One should guard against inculcating a young man with the idea that success is the aim of life, for a successful man normally receives from his peers an incomparably greater portion than the services he has been able to render them deserve. The value of a man resides in what he gives and not in what he is capable of receiving. The most important motive for study at school, at the university, and in life is the pleasure of working and thereby obtaining results which will serve the community. The most important task for our educators is to awaken and encourage these psychological forces in a young man {or woman}. Such a basis alone can lead to the joy of possessing one of the most precious assets in the world - knowledge or artistic skill.
…...
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One should guard against preaching to the young man success in the customary sense as the aim in life. ... The most important motive for work in school and in life is pleasure in work, pleasure in its result, and the knowledge of the value of the result to the community.
'On Education', address at the State University of New York, Albany (15 Oct 1936) in celebration of the Tercentenary of Higher Education in America, translation prepared by Lina Arronet. In Albert Einstein, The Einstein Reader (2006), 30.
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Originally a pupil of Liebig, I became a pupil of Dumas, Gerhardt and Williamson: I no longer belonged to any school.
J. R. Partington, A History of Chemistry (1970), Vol. 4, 533.
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Our school curricula, by stripping mathematics of its cultural content and leaving a bare skeleton of technicalities, have repelled many a fine mind.
In Number, the Language of Science: A Critical Survey Written for the Cultured Non-mathematician (1930), vii.
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Our school education ignores, in a thousand ways, the rules of healthy development; and the results … are gained very generally at the cost of physical and mental health.
Lecture (2 Dec 1959) delivered in Clinton Hall, New York City. Published in 'Medicine as a Profession for Women', The English Woman’s Journal (1 May 1860), 5, No. 27, 148. (Prepared together with Emily Blackwell.) The Blackwells recognized the connection between health and learning. They also wanted that teachers (of whom 90% were women) should “diffuse among women the physiological and sanitary knowledge which they will need.”
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Physicist Isador Isaac Rabi, who won a Nobel Prize for inventing a technique that permitted scientists to probe the structure of atoms and molecules in the 1930s, attributed his success to the way his mother used to greet him when he came home from school each day. “Did you ask any good questions today, Isaac?” she would say.
Thomas J. Peters, Liberation Management: Necessary Disorganization for the Nanosecond Nineties (1992).
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Saturated with that speculative spirit then pervading the Greek mind, he [Pythagoras] endeavoured to discover some principle of homogeneity in the universe. Before him, the philosophers of the Ionic school had sought it in the matter of things; Pythagoras looked for it in the structure of things. He observed the various numerical relations or analogies between numbers and the phenomena of the universe. Being convinced that it was in numbers and their relations that he was to find the foundation to true philosophy, he proceeded to trace the origin of all things to numbers. Thus he observed that musical strings of equal lengths stretched by weights having the proportion of 1/2, 2/3, 3/4, produced intervals which were an octave, a fifth and a fourth. Harmony, therefore, depends on musical proportion; it is nothing but a mysterious numerical relation. Where harmony is, there are numbers. Hence the order and beauty of the universe have their origin in numbers. There are seven intervals in the musical scale, and also seven planets crossing the heavens. The same numerical relations which underlie the former must underlie the latter. But where number is, there is harmony. Hence his spiritual ear discerned in the planetary motions a wonderful “Harmony of spheres.”
In History of Mathematics (1893), 67.
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She knew only that if she did or said thus-and-so, men would unerringly respond with the complimentary thus-and-so. It was like a mathematical formula and no more difficult, for mathematics was the one subject that had come easy to Scarlett in her schooldays.
In Gone With the Wind (1936), 60.
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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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Teaching a school is but another word for sure and not very slow destruction.
In Thomas Carlyle and ‎Charles Eliot Norton (ed.), Early Letters of Thomas Carlyle (1886), Vol. 1, 281.
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That the great majority of those who leave school should have some idea of the kind of evidence required to substantiate given types of belief does not seem unreasonable. Nor is it absurd to expect that they should go forth with a lively interest in the ways in which knowledge is improved and a marked distaste for all conclusions reached in disharmony with the methods of scientific inquiry.
Address to Section L, Education, of the American Association for the Advancement of Science, at Boston (1909), 'Science as Subject-Matter and as Method'. Published in Science (28 Jan 1910), N.S. Vol. 31, No. 787, 126.
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The century after the Civil War was to be an Age of Revolution—of countless, little-noticed revolutions, which occurred not in the halls of legislatures or on battlefields or on the barricades but in homes and farms and factories and schools and stores, across the landscape and in the air—so little noticed because they came so swiftly, because they touched Americans everywhere and every day. Not merely the continent but human experience itself, the very meaning of community, of time and space, of present and future, was being revised again and again, a new democratic world was being invented and was being discovered by Americans wherever they lived.
In The Americans: The Democratic Experience (1973, 1974), ix.
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The explosive component in the contemporary scene is not the clamor of the masses but the self-righteous claims of a multitude of graduates from schools and universities. This army of scribes is clamoring for a society in which planning, regulation, and supervision are paramount and the prerogative of the educated. They hanker for the scribe’s golden age, for a return to something like the scribe-dominated societies of ancient Egypt, China, and Europe of the Middle Ages. There is little doubt that the present trend in the new and renovated countries toward social regimentation stems partly from the need to create adequate employment for a large number of scribes. And since the tempo of the production of the literate is continually increasing, the prospect is of ever-swelling bureaucracies.
In 'Scribe, Writer, and Rebel', The Ordeal of Change (1963), 109.
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The great horde of physicians are always servile imitators, who can neither perceive nor correct the faults of their system, and are always ready to growl at and even to worry the ingenious person that could attempt it. Thus was the system of Galen secured in the possession of the schools of physic.
In Lectures Introductory to the Practice of Physic, Collected in The Works of William Cullen: Containing his Physiology, Nosology, and first lines of the practice of physic (1827), Vol. 1, 386.
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The great purpose of school can be realized better in dark, airless, ugly places … It is to master the physical self, to transcend the beauty of nature. School should develop the power to withdraw from the external world.
As quoted in various 21st century books, each time cited only as from the The Philosophy of Education (1906), with no page number. For example, in John Taylor Gatto, A Different Kind of Teacher: Solving the Crisis of American Schooling (2000), 61. Note: Webmaster is suspicious of the attribution of this quote. The Library of Congress lists no such title by Harris in 1906. The LOC does catalog this title by Harris for 1893, which is a 9-page pamphlet printing the text of a series of five lectures. These lectures do not contain this quote. William Torrey Harris was editor of the International Education Series of books, of which Vol. 1 was the translation by Anna Callender Bracket of The Philosophy of Education by Johann Karl Friedrich Rosenkranz (2nd ed. rev. 1886). The translation was previously published in The Journal of Speculative Philosophy (1872, -73, -74), Vols vi-viii. Webmaster does not find the quote in that book, either. Webmaster has so far been unable to verify this quote, in these words, or even find the quote in any 19th or 20th century publication (which causes more suspicion). If you have access to the primary source for this quote, please contact Webmaster.
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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 only sure foundations of medicine are, an intimate knowledge of the human body, and observation on the effects of medicinal substances on that. The anatomical and clinical schools, therefore, are those in which the young physician should be formed. If he enters with innocence that of the theory of medicine, it is scarcely possible he should come out untainted with error. His mind must be strong indeed, if, rising above juvenile credulity, it can maintain a wise infidelity against the authority of his instructors, and the bewitching delusions of their theories.
In letter to Caspar Wistar (21 Jun 1807), collected in Thomas Jefferson Randolph (ed.), Memoir, Correspondence, And Miscellanies, From The Papers Of Thomas Jefferson (1829), Vol. 4, 93.
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The school of Plato has advanced the interests of the race as much through geometry as through philosophy. The modern engineer, the navigator, the astronomer, built on the truths which those early Greeks discovered in their purely speculative investigations. And if the poetry, statesmanship, oratory, and philosophy of our day owe much to Plato’s divine Dialogues, our commerce, our manufactures, and our science are equally indebted to his Conic Sections. Later instances may be abundantly quoted, to show that the labors of the mathematician have outlasted those of the statesman, and wrought mightier changes in the condition of the world. Not that we would rank the geometer above the patriot, but we claim that he is worthy of equal honor.
In 'Imagination in Mathematics', North American Review, 85, 228.
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The science fair has long been a favorite educational tool in the American school system, and for a good reason: Your teachers hate you.
'Science: It’s just not fair', Miami Herald (22 Mar 1998)
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The science of the modern school … is in effect … the acquisition of imperfectly analyzed misstatements about entrails, elements, and electricity…
Mankind in the Making (1903), 206.
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The theoretical side of physical chemistry is and will probably remain the dominant one; it is by this peculiarity that it has exerted such a great influence upon the neighboring sciences, pure and applied, and on this ground physical chemistry may be regarded as an excellent school of exact reasoning for all students of the natural sciences.
In Theories of Solutions (1912), xx.
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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 world is only saved by the breath of the school children.
Talmud
Louis Klopsch, Many Thoughts of Many Minds (1896), 77.
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The world is your school.
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The worst primary school scolding I ever received was for ridiculing a classmate who asked, ‘What’s an atom?’ To my third grader’s mind, the question betrayed a level of ignorance more befitting a preschooler, but the teacher disagreed and banned me from recess for a week. I had forgotten the incident until a few years ago, while sitting in on a quantum mechanics class taught by a Nobel Prizewinning physicist. Midway through a brutally abstract lecture on the hydrogen atom, a plucky sophomore raised his hand and asked the very same question. To the astonishment of all, our speaker fell silent. He stared out the window for what seemed like an eternity before answering, ‘I don’t know.’
'The Secret Life of Atoms'. Discover (Jun 2007), 28:6, 52.
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The year 1918 was the time of the great influenza epidemic, the schools were closed. And this was when, as far as I can remember, the first explicitly strong interest in astronomy developed ... I took a piece of bamboo, and sawed a piece in the middle of each end, to put a couple of spectacle lenses in it. Well, the Pleiades looked nice because the stars were big. I thought I was looking at stars magnified. Well, they weren’t. It was a little thing with two lenses at random on each end, and all you got were extra focal images, big things, but I thought I was looking at star surfaces. I was 12 years old.
'Oral History Transcript: Dr. William Wilson Morgan' (8 Aug 1978) in the Niels Bohr Library & Archives.
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There are three schools of magic. One: State a tautology, then ring the changes on its corollaries; that's philosophy. Two: Record many facts. Try to find a pattern. Then make a wrong guess at the next fact; that's science. Three: Be aware that you live in a malevolent Universe controlled by Murphy's Law, sometimes offset by Brewster's Factor; that's engineering.
Anonymous
Circulated as an e-mail 'fortune cookie', an interesting remark included with the signature.
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There is nothing on earth, intended for innocent people, so horrible as a school. It is in some respects more cruel than a prison. In a prison for example, you are not forced to read books written by the warders and the governor.
In 'School', Misalliance: A Debate in One Sitting (1914, 1957), 24.
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There’s a touch of the priesthood in the academic world, a sense that a scholar should not be distracted by the mundane tasks of day-to-day living. I used to have great stretches of time to work. Now I have research thoughts while making peanut butter and jelly sandwiches. Sure it’s impossible to write down ideas while reading “Curious George” to a two-year-old. On the other hand, as my husband was leaving graduate school for his first job, his thesis advisor told him, “You may wonder how a professor gets any research done when one has to teach, advise students, serve on committees, referee papers, write letters of recommendation, interview prospective faculty. Well, I take long showers.”
In 'In Her Own Words: Six Mathematicians Comment on Their Lives and Careers: Susan Landau', Notices of the AMS (Sep 1991), 38, No. 7, 704.
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This [the fact that the pursuit of mathematics brings into harmonious action all the faculties of the human mind] accounts for the extraordinary longevity of all the greatest masters of the Analytic art, the Dii Majores of the mathematical Pantheon. Leibnitz lived to the age of 70; Euler to 76; Lagrange to 77; Laplace to 78; Gauss to 78; Plato, the supposed inventor of the conic sections, who made mathematics his study and delight, who called them the handles or aids to philosophy, the medicine of the soul, and is said never to have let a day go by without inventing some new theorems, lived to 82; Newton, the crown and glory of his race, to 85; Archimedes, the nearest akin, probably, to Newton in genius, was 75, and might have lived on to be 100, for aught we can guess to the contrary, when he was slain by the impatient and ill mannered sergeant, sent to bring him before the Roman general, in the full vigour of his faculties, and in the very act of working out a problem; Pythagoras, in whose school, I believe, the word mathematician (used, however, in a somewhat wider than its present sense) originated, the second founder of geometry, the inventor of the matchless theorem which goes by his name, the pre-cognizer of the undoubtedly mis-called Copernican theory, the discoverer of the regular solids and the musical canon who stands at the very apex of this pyramid of fame, (if we may credit the tradition) after spending 22 years studying in Egypt, and 12 in Babylon, opened school when 56 or 57 years old in Magna Græcia, married a young wife when past 60, and died, carrying on his work with energy unspent to the last, at the age of 99. The mathematician lives long and lives young; the wings of his soul do not early drop off, nor do its pores become clogged with the earthy particles blown from the dusty highways of vulgar life.
In Presidential Address to the British Association, Collected Mathematical Papers, Vol. 2 (1908), 658.
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To behold is not necessarily to observe, and the power of comparing and combining is only to be obtained by education. It is much to be regretted that habits of exact observation are not cultivated in our schools; to this deficiency may be traced much of the fallacious reasoning, the false philosophy which prevails.
As quoted in Inaugural Address, Edward C.C. Stanford, 'Glasgow Philosophical Meeting' (8 Dec 1873), The Chemical News and Journal of Physical Science (2 Jan 1874), 7.
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Train yourselves. Don't wait to be fed knowledge out of a book. Get out and seek it. Make explorations. Do your own research work. Train your hands and your mind. Become curious. Invent your own problems and solve them. You can see things going on all about you. Inquire into them. Seek out answers to your own questions. There are many phenomena going on in nature the explanation of which cannot be found in books. Find out why these phenomena take place. Information a boy gets by himself is enormously more valuable than that which is taught to him in school.
In 'Dr. Irving Langmuir', Boys' Life (Jul 1941), 12.
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We are in the presence of a recruiting drive systematically and deliberately undertaken by American business, by American universities, and to a lesser extent, American government, often initiated by talent scouts specially sent over here to buy British brains and preempt them for service of the U.S.A. … I look forward earnestly to the day when some reform of the American system of school education enables them to produce their own scientists so that, in an amiable free trade of talent, there may be adequate interchange between our country and theirs, and not a one-way traffic.
Speaking as Britain's Minister of Science in the House of Lords (27 Feb 1963). In 'The Manhunters: British Minister Blames American Recruiters for Emigration of Scientists', Science Magazine (8 Mar 1963), 893. See also the reply from the leader of the Labour Party, Harold Wilson, by using the link below.
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We cannot hope to fill the schools with persons of high intelligence, for persons of high intelligence simply refuse to spend their lives teaching such banal things as spelling and arithmetic. Among the teachers male we may safely assume that 95% are of low mentality, el se they would depart for more appetizing pastures. And even among the teachers female the best are inevitably weeded out by marriage, and only the worst (with a few romantic exceptions) survive.
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We have never had another man like him [Charles Kettering] in America. He is the most willing man to do things I have ever seen. Benjamin Franklin was a little like him. Both had horse sense and love of fun. If a fellow goes to school long enough he gets frozen in his thinking. He is not free any more. But Ket has always been free.
In book review, T.A. Boyd, 'Charles F. Kettering: Prophet of Progress', Science (30 Jan 1959), 256.
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We tried to transform Tarmac playgrounds into places with pools, and earth where children could grow things. Now the Government is saying we need more classroom space so the schools are building them on the very nature habitats we’ve been working to provide.
Despairing at the loss of green spaces at schools. He was patron of the charity Learning Through Landscapes which worked to create green spaces. As reported by Adam Lusher in 'Sir David Attenborough', Daily Mail (28 Feb 2014).
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We will build the roads and bridges, the electric grids and digital lines that feed our commerce and bind us together. We'll restore science to its rightful place, and wield technology's wonders to raise health care's quality and lower its cost. We will harness the sun and the winds and the soil to fuel our cars and run our factories. And we will transform our schools and colleges and universities to meet the demands of a new age. All this we can do. All this we will do.
From First Inaugural Address (20 Jan 2009)
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What I am going to tell you about is what we teach our physics students in the third or fourth year of graduate school… It is my task to convince you not to turn away because you don’t understand it. You see my physics students don’t understand it… That is because I don’t understand it. Nobody does.
From Lecture, the first in the first series of Alix G. Mauntner Lectures, trascribed and editted by Ralph Leighton, 'Introduction', QED, The Strange Theory of Light and Matter (1985, 1988), 9.
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When I was a little over eight years old,… I was sent to a day-school…. [By this time] my taste for natural history, and more especially for collecting, was well developed. I tried to make out the names of plants, and collected all sorts of things, shells, seals, franks, coins, and minerals. The passion for collecting which leads a man to be a systematic naturalist, a virtuoso, or a miser, was very strong in me.
In Charles Darwin and Francis Darwin (ed.), 'Autobiography', The Life and Letters of Charles Darwin (1887, 1896), Vol. 1, 26.
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When the child outgrows the narrow circle of family life … then comes the period of the school, whose object is to initiate him into the technicalities of intercommunication with his fellow-men, and to familiarize him with the ideas that underlie his civilization, and which he must use as tools of thought if he would observe and understand the phases of human life around him; for these … are invisible to the human being who has not the aid of elementary ideas with which to see them.
In Psychologic Foundations of Education: An Attempt to Show the Genesis of the Higher Faculties of the Mind (1907), 265.
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While religion prescribes brotherly love in the relations among the individuals and groups, the actual spectacle more resembles a battlefield than an orchestra. Everywhere, in economic as well as in political life, the guiding principle is one of ruthless striving for success at the expense of one’s fellow men. This competitive spirit prevails even in school and, destroying all feelings of human fraternity and cooperation, conceives of achievement not as derived from the love for productive and thoughtful work, but as springing from personal ambition and fear of rejection.
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Wisdom is not a product of schooling but of the lifelong attempt to acquire it.
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Without undervaluing any other human agency, it may be safely affirmed that the Common School, improved and energized, as it can easily be, may become the most effective and benignant of all the forces of civilization. Two reasons sustain this position. In the first place, there is a universality in its operation, which can be affirmed of no other institution whatever... And, in the second place, the materials upon which it operates are so pliant and ductile as to be susceptible of assuming a greater variety of forms than any other earthly work of the Creator.
Twelfth Report of the Secretary of the Massachusetts Board of Education (1948). Life and Works of Horace Mann (1891), Vol. 4, 232-233.
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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’re aware the boy failed my grade school math class, I take it? And not that many years later he’s teaching college. Now I ask you: Is that the sorriest indictment of the American educational system you ever heard? [pauses to light cigarette.] No aptitude at all for long division, but never mind. It’s him they ask to split the atom. How he talked his way into the Nobel prize is beyond me. But then, I suppose it’s like the man says, it’s not what you know...
Karl Arbeiter (former teacher of Albert Einstein)
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[American] Motherhood is like being a crack tennis player or ballet dancer—it lasts just so long, then it’s over. We’ve made an abortive effort to turn women into people. We’ve sent them to school and put them in slacks. But we’ve focused on wifehood and reproductivity with no clue about what to do with mother after the children have left home. We’ve found no way of using the resources of women in the 25 years of post-menopausal zest. As a result many women seem to feel they should live on the recognition and care of society.
As quoted in Frances Glennon, 'Student and Teacher of Human Ways', Life (14 Sep 1959), 147.
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[At my secondary school] if you were very bright, you did classics; if you were pretty thick, you did woodwork; and if you were neither of those poles, you did science. The number of kids in my school who did science because they were excited by the notion of science was pretty small. You were allocated to those things, you weren’t asked. This was in the late 1930s/early 1940s … Science was seen as something more remote and less to do with everyday life.
From interview with Brian Cox and Robert Ince, in 'A Life Measured in Heartbeats', New Statesman (21 Dec 2012), 141, No. 5138, 32.
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[Before college] I was almost more interested in literature and history than in the exact sciences; I was equally good in all subjects including the classical languages.
As quoted in Paul Forman and Armin Hermann, 'Sommerfeld, Arnold (Johannes Wilhelm)', Biography in Dictionary of Scientific Biography (1975), Vol. 12, 526. Cited from 'Autobiographische Skizze', Gesammelte Schriften, Vol 4, 673–682.
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[In geology,] As in history, the material in hand remains silent if no questions are asked. The nature of these questions depends on the “school” to which the geologist belongs and on the objectivity of his investigations. Hans Cloos called this way of interrogation “the dialogue with the earth,” “das Gesprach mit der Erde.”
In 'The Scientific Character of Geology', The Journal of Geology (Jul 1961), 69, No. 4, 456.
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[In junior high school] I liked math—that was my favorite subject—and I was very interested in astronomy and in physical science.
Interview conducted on Scholastic website (20 Nov 1998).
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[Receiving a university scholarship] was fundamentally important to me, to be able to afford going to school, and I still believe so strongly in the value of public education and state-funded universities.
As quoted in Anna Azvolinsky, 'Fearless About Folding', The Scientist (Jan 2016).
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[The object of education is] to train the mind to ascertain the sequence of a particular conclusion from certain premises, to detect a fallacy, to correct undue generalisation, to prevent the growth of mistakes in reasoning. Everything in these must depend on the spirit and the manner in which the instruction itself is conveyed and honoured. If you teach scientific knowledge without honouring scientific knowledge as it is applied, you do more harm than good. I do think that the study of natural science is so glorious a school for the mind, that with the laws impressed on all these things by the Creator, and the wonderful unity and stability of matter, and the forces of matter, there cannot be a better school for the education of the mind.
Giving Evidence (18 Nov 1862) to the Public Schools Commission. As quoted in John L. Lewis, 125 Years: The Physical Society & The Institute of Physics (1999), 168-169.
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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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~~[Attributed]~~ A man who has never gone to school may steal from a freight car; but if he has a university education, he may steal the whole railroad.
As quoted, without citation, in William Joseph Grace, Art of Communicating Ideas (1952), 389. Sadly, much searching produces no primary source. Can you help?
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…indeed what reason may not go to Schoole to the wisdome of Bees, Aunts, and Spiders? what wise hand teacheth them to doe what reason cannot teach us? Ruder heads stand amazed at those prodigious pieces of nature, Whales, Elephants, Dromidaries and Camels; these I confesse, are the Colossus and Majestick pieces of her hand; but in these narrow Engines there is more curious Mathematicks, and the civilitie of these little Citizens more neatly sets forth the wisedome of their Maker.
In Religio Medici and Other Writings (1909), 17.
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“Whom are you?” He said, for he had been to night school.
From 'The Steel Box', The Chicago Record (16 Mar 1898). Collected in Bang! Bang!: A Collection of Stories Intended to Recall Memories of the Nickel Library Days When Boys Were Supermen and Murder a Fine Art (1928).
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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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