Celebrating 18 Years on the Web
TODAY IN SCIENCE HISTORY ®
Find science on or your birthday

Today in Science History - Quickie Quiz
Who said: “I seem to have been only like a boy playing on the seashore, ... finding a smoother pebble or a prettier shell ... whilst the great ocean of truth lay all undiscovered before me.”
more quiz questions >>
Home > Category Index for Science Quotations > Category Index S > Category: Student

Student Quotes (198 quotes)

Nun wie gehts?
How goes it?
[Werner’s perennial salutation to research students, hence his nickname, Professor Nunwiegehts.]
Quoted in Ralph Oesper, The Human Side of Scientists (1975), 188.
Science quotes on:  |  Nickname (2)  |  Professor (54)  |  Research (583)

[Elementary student, laying a cocoon on the teacher's desk:] That is serendipity. The caterpillar thinks it is dying but it is really being born.
Anonymous
As quoted, without citation, by Marcus Bach, 'Serendiptiy in the Business World', in The Rotarian (Oct 1981), 139, No. 4, 40.
Science quotes on:  |  Birth (92)  |  Caterpillar (3)  |  Cocoon (3)  |  Death (297)  |  Desk (13)  |  Elementary (45)  |  Reality (184)  |  Serendipity (15)  |  Teacher (117)  |  Thinking (228)

[Students or readers about teachers or authors.] They will listen with both ears to what is said by the men just a step or two ahead of them, who stand nearest to them, and within arm’s reach. A guide ceases to be of any use when he strides so far ahead as to be hidden by the curvature of the earth.
From Lecture (5 Apr 1917) at Hackley School, Tarrytown, N.Y., 'Choosing Books', collected in Canadian Stories (1918), 150.
Science quotes on:  |  Author (58)  |  Cease (37)  |  Curvature (4)  |  Earth (632)  |  Far (154)  |  Guide (62)  |  Hidden (42)  |  Listen (38)  |  Nearest (4)  |  Reader (37)  |  Stand (106)  |  Step (108)  |  Stride (9)  |  Teacher (117)

A century ago astronomers, geologists, chemists, physicists, each had an island of his own, separate and distinct from that of every other student of Nature; the whole field of research was then an archipelago of unconnected units. To-day all the provinces of study have risen together to form a continent without either a ferry or a bridge.
From chapter 'Jottings from a Note-book', in Canadian Stories (1918), 182-183.
Science quotes on:  |  Archipelago (4)  |  Astronomer (68)  |  Bridge (30)  |  Century (130)  |  Chemist (88)  |  Continent (52)  |  Distinct (44)  |  Ferry (4)  |  Field (170)  |  Form (305)  |  Geologist (47)  |  Island (24)  |  Nature (1199)  |  Physicist (159)  |  Province (14)  |  Research (583)  |  Rise (70)  |  Separate (69)  |  Study (456)  |  Today (115)  |  Together (75)  |  Unconnected (4)  |  Unit (30)  |  Whole (186)

A favourite piece of advice [by William Gull] to his students was, “never disregard what a mother says;” he knew the mother’s instinct, and her perception, quickened by love, would make her a keen observer.
Stated in Sir William Withey Gull and Theodore Dyke Acland (ed.), A Collection of the Published Writings of William Withey Gull (1896), xxiii.
Science quotes on:  |  Advice (39)  |  Disregard (8)  |  Favourite (6)  |  Sir William Withey Gull (39)  |  Instinct (63)  |  Mother (69)  |  Observer (42)

A lecture is a process by which the notes of the professor become the notes of the student without passing through the minds of either.
Quoted, without source, in Des MacHale, Wit (1999, 2003), 30.
Science quotes on:  |  Lecture (67)  |  Mind (733)  |  Note (33)  |  Pass (90)  |  Process (259)  |  Professor (54)

A professor … may be to produce a perfect mathematical work of art, having every axiom stated, every conclusion drawn with flawless logic, the whole syllabus covered. This sounds excellent, but in practice the result is often that the class does not have the faintest idea of what is going on. … The framework is lacking; students do not know where the subject fits in, and this has a paralyzing effect on the mind.
In A Concrete Approach to Abstract Algebra (1959), 1-2.
Science quotes on:  |  Axiom (52)  |  Class (83)  |  Conclusion (156)  |  Excellent (25)  |  Faint (7)  |  Framework (20)  |  Idea (573)  |  Know (536)  |  Lack (77)  |  Logic (244)  |  Mathematics (1130)  |  Mind (733)  |  Paralyze (2)  |  Perfect (80)  |  Practice (90)  |  Professor (54)  |  Result (361)  |  Subject (231)

A taxonomy of abilities, like a taxonomy anywhere else in science, is apt to strike a certain type of impatient student as a gratuitous orgy of pedantry. Doubtless, compulsions to intellectual tidiness express themselves prematurely at times, and excessively at others, but a good descriptive taxonomy, as Darwin found in developing his theory, and as Newton found in the work of Kepler, is the mother of laws and theories.
From Intelligence: Its Structure, Growth and Action: Its Structure, Growth and Action (1987), 61.
Science quotes on:  |  Ability (104)  |  Compulsion (12)  |  Charles Darwin (300)  |  Descriptive (3)  |  Express (62)  |  Gratuitous (2)  |  Impatient (3)  |  Intellectual (116)  |  Johannes Kepler (90)  |  Law (511)  |  Mother (69)  |  Sir Isaac Newton (327)  |  Orgy (3)  |  Pedantry (5)  |  Premature (20)  |  Taxonomy (17)  |  Theory (687)  |  Tidiness (2)

A teacher of mathematics has a great opportunity. If he fills his allotted time with drilling his students in routine operations he kills their interest, hampers their intellectual development, and misuses his opportunity. But if he challenges the curiosity of his students by setting them problems proportionate to their knowledge, and helps them to solve their problems with stimulating questions, he may give them a taste for, and some means of, independent thinking.
In How to Solve It (1948), Preface.
Science quotes on:  |  Challenge (59)  |  Curiosity (105)  |  Development (270)  |  Drill (10)  |  Fill (58)  |  Give (197)  |  Great (517)  |  Hamper (4)  |  Help (99)  |  Independent (65)  |  Intellectual (116)  |  Interest (234)  |  Kill (51)  |  Knowledge (1275)  |  Mathematics (1130)  |  Means (167)  |  Misuse (10)  |  Operation (118)  |  Opportunity (61)  |  Problem (483)  |  Proportionate (4)  |  Question (399)  |  Routine (19)  |  Solve (74)  |  Stimulate (18)  |  Taste (48)  |  Teacher (117)  |  Thinking (228)  |  Time (586)

A very sincere and serious freshman student came to my office with a question that had clearly been troubling him deeply. He said to me, ‘I am a devout Christian and have never had any reason to doubt evolution, an idea that seems both exciting and well documented. But my roommate, a proselytizing evangelical, has been insisting with enormous vigor that I cannot be both a real Christian and an evolutionist. So tell me, can a person believe both in God and in evolution?’ Again, I gulped hard, did my intellectual duty, a nd reassured him that evolution was both true and entirely compatible with Christian belief –a position that I hold sincerely, but still an odd situation for a Jewish agnostic.
…...
Science quotes on:  |  Agnostic (7)  |  Belief (500)  |  Both (81)  |  Christian (21)  |  Clearly (41)  |  Compatible (4)  |  Deeply (17)  |  Devout (5)  |  Document (7)  |  Doubt (158)  |  Duty (67)  |  Enormous (40)  |  Entirely (32)  |  Evolution (530)  |  Evolutionist (7)  |  Exciting (17)  |  Freshman (3)  |  God (528)  |  Gulp (3)  |  Hard (98)  |  Hold (90)  |  Idea (573)  |  Insist (18)  |  Intellectual (116)  |  Jewish (10)  |  Nd (2)  |  Odd (13)  |  Office (22)  |  Person (152)  |  Position (75)  |  Question (399)  |  Real (144)  |  Reason (449)  |  Reassure (7)  |  Roommate (2)  |  Say (226)  |  Seem (140)  |  Serious (50)  |  Sincere (4)  |  Sincerely (3)  |  Situation (51)  |  Tell (108)  |  Trouble (71)  |  True (192)  |  Vigor (7)

A wonderful exhilaration comes from holding in the mind the deepest questions we can ask. Such questions animate all scientists. Many students of science were first attracted to the field as children by popular accounts of important unsolved problems. They have been waiting ever since to begin working on a mystery. [With co-author Arthur Zajonc]
In George Greenstein and Arthur Zajonc, The Quantum Challenge: Modern Research on the Foundations of Quantum Mechanics (2006), xii.
Science quotes on:  |  Account (67)  |  Animate (6)  |  Ask (156)  |  Attract (19)  |  Begin (104)  |  Child (244)  |  Exhilaration (5)  |  Field (170)  |  First (306)  |  Important (200)  |  Mind (733)  |  Mystery (150)  |  Popular (28)  |  Problem (483)  |  Question (399)  |  Science (2017)  |  Scientist (511)  |  Unsolved (10)  |  Wait (57)  |  Wonderful (58)  |  Work (615)

Although my Aachen colleagues and students at first regarded the “pure mathematician” with suspicion, I soon had the satisfaction of being accepted a useful member not merely in teaching but also engineering practice; thus I was requested to render expert opinions and to participate in the Ingenieurverein [engineering association].
As quoted in Paul Forman and Armin Hermann, 'Sommerfeld, Arnold (Johannes Wilhelm)', Biography in Dictionary of Scientific Biography (1975), Vol. 12, 527. Cited from 'Autobiographische Skizze', Gesammelte Schriften, Vol 4, 673–682.
Science quotes on:  |  Accept (64)  |  Association (20)  |  Colleague (23)  |  Engineering (126)  |  Expert (49)  |  Mathematician (361)  |  Member (39)  |  Mere (74)  |  Opinion (173)  |  Participate (7)  |  Practice (90)  |  Regard (91)  |  Render (30)  |  Request (7)  |  Satisfaction (56)  |  Suspicion (28)  |  Teaching (107)  |  Useful (97)

An author has always great difficulty in avoiding unnecessary and tedious detail on the one hand; while, on the other, he must notice such a number of facts as may convince a student, that he is not wandering in a wilderness of crude hypotheses or unsupported assumptions.
In A Geological Manual (1832), Preface, iii.
Science quotes on:  |  Assumption (57)  |  Author (58)  |  Avoid (50)  |  Convince (23)  |  Crude (17)  |  Detail (84)  |  Difficulty (142)  |  Fact (717)  |  Hypothesis (249)  |  Notice (34)  |  Tedious (9)  |  Unnecessary (15)  |  Unsupported (3)  |  Wander (20)  |  Wilderness (39)

And science, we should insist, better than other discipline, can hold up to its students and followers an ideal of patient devotion to the search to objective truth, with vision unclouded by personal or political motive, not tolerating any lapse from precision or neglect of any anomaly, fearing only prejudice and preconception, accepting nature’s answers humbly and with courage, and giving them to the world with an unflinching fidelity. The world cannot afford to lose such a contribution to the moral framework of its civilisation.
Concluding statements of Pilgrim Trust Lecture (22 Oct 1946) delivered at National Academy of Science Washington, DC. Published in 'The Freedom of Science', Proceedings of the American Philosophical Society (25 Feb 1947), 91, No. 1, 72.
Science quotes on:  |  Better (185)  |  Devotion (25)  |  Discipline (52)  |  Follower (10)  |  Hold (90)  |  Ideal (69)  |  Insist (18)  |  Motive (33)  |  Objective (60)  |  Patient (125)  |  Personal (65)  |  Political (36)  |  Science (2017)  |  Search (103)  |  Truth (901)  |  Vision (93)

As a graduate student at Columbia University, I remember the a priori derision of my distinguished stratigraphy professor toward a visiting Australian drifter ... Today my own students would dismiss with even more derision anyone who denied the evident truth of continental drift–a prophetic madman is at least amusing; a superannuated fuddy-duddy is merely pitiful.
…...
Science quotes on:  |  A Priori (22)  |  Amusing (2)  |  Anyone (35)  |  Australian (2)  |  Columbia (2)  |  Continental Drift (9)  |  Deny (40)  |  Derision (7)  |  Dismiss (10)  |  Distinguish (58)  |  Evident (25)  |  Graduate Student (4)  |  Least (72)  |  Madman (5)  |  Merely (78)  |  Pitiful (4)  |  Professor (54)  |  Prophetic (4)  |  Remember (79)  |  Stratigraphy (6)  |  Today (115)  |  Toward (45)  |  Truth (901)  |  University (80)  |  Visit (25)

As a second year high school chemistry student, I still have a vivid memory of my excitement when I first saw a chart of the periodic table of elements. The order in the universe seemed miraculous, and I wanted to study and learn as much as possible about the natural sciences.
In Tore Frängsmyr and Jan E. Lindsten (eds.), Nobel Lectures: Physiology Or Medicine: 1981-1990 (1993), 555.
Science quotes on:  |  Biography (231)  |  Chart (6)  |  Chemistry (250)  |  Element (162)  |  Excitement (39)  |  First (306)  |  High School (11)  |  Learn (277)  |  Memory (105)  |  Miraculous (10)  |  Natural Science (87)  |  Order (238)  |  Periodic (3)  |  Seemed (2)  |  Study (456)  |  Table (35)  |  Universe (678)  |  Vivid (17)

As an exercise of the reasoning faculty, pure mathematics is an admirable exercise, because it consists of reasoning alone, and does not encumber the student with an exercise of judgment: and it is well to begin with learning one thing at a time, and to defer a combination of mental exercises to a later period.
In Annotations to Bacon’s Essays (1873), Essay 1, 493.
Science quotes on:  |  Admirable (19)  |  Alone (100)  |  Begin (104)  |  Combination (88)  |  Consist (45)  |  Encumber (4)  |  Exercise (63)  |  Faculty (64)  |  Judgment (96)  |  Late (50)  |  Learn (277)  |  Mental (77)  |  Period (63)  |  Pure Mathematics (63)  |  Reason (449)  |  Time (586)  |  Value Of Mathematics (51)

Attaching significance to invariants is an effort to recognize what, because of its form or colour or meaning or otherwise, is important or significant in what is only trivial or ephemeral. A simple instance of failing in this is provided by the poll-man at Cambridge, who learned perfectly how to factorize a²-b² but was floored because the examiner unkindly asked for the factors of p²–q².
In 'Recent Developments in Invariant Theory', The Mathematical Gazette (Dec 1926), 13, No. 185, 217. [Note: A poll-man is a student who takes the ordinary university degree, without honours. -Webmaster]
Science quotes on:  |  Ask (156)  |  Color (98)  |  Ephemeral (4)  |  Examiner (4)  |  Factor (45)  |  Fail (58)  |  Form (305)  |  Important (200)  |  Instance (32)  |  Invariant (7)  |  Learn (277)  |  Meaning (110)  |  Provide (64)  |  Recognize (64)  |  Significance (71)  |  Significant (35)  |  Simple (169)  |  Trivial (40)

Besides accustoming the student to demand, complete proof, and to know when he has not obtained it, mathematical studies are of immense benefit to his education by habituating him to precision. It is one of the peculiar excellencies of mathematical discipline, that the mathematician is never satisfied with à peu près. He requires the exact truth. Hardly any of the non-mathematical sciences, except chemistry, has this advantage. One of the commonest modes of loose thought, and sources of error both in opinion and in practice, is to overlook the importance of quantities. Mathematicians and chemists are taught by the whole course of their studies, that the most fundamental difference of quality depends on some very slight difference in proportional quantity; and that from the qualities of the influencing elements, without careful attention to their quantities, false expectation would constantly be formed as to the very nature and essential character of the result produced.
In An Examination of Sir William Hamilton’s Philosophy (1878), 611. [The French phrase, à peu près means “approximately”. —Webmaster]
Science quotes on:  |  Accustom (9)  |  Advantage (73)  |  Approximate (10)  |  Attention (113)  |  Benefit (72)  |  Careful (24)  |  Character (113)  |  Chemist (88)  |  Chemistry (250)  |  Complete (81)  |  Constantly (27)  |  Course (83)  |  Demand (72)  |  Depend (85)  |  Difference (242)  |  Discipline (52)  |  Education (328)  |  Element (162)  |  Essential (114)  |  Exact (63)  |  Excellence (32)  |  Expectation (54)  |  False (96)  |  Form (305)  |  Fundamental (153)  |  Habituate (3)  |  Hardly (19)  |  Immense (42)  |  Importance (213)  |  Influence (136)  |  Know (536)  |  Loose (14)  |  Mathematician (361)  |  Mathematics (1130)  |  Mode (39)  |  Nature (1199)  |  Obtain (45)  |  Opinion (173)  |  Overlook (12)  |  Peculiar (43)  |  Practice (90)  |  Precision (49)  |  Produce (98)  |  Proof (242)  |  Proportional (4)  |  Quality (92)  |  Quantity (64)  |  Require (78)  |  Result (361)  |  Satisfied (23)  |  Science (2017)  |  Slight (30)  |  Source Of Error (2)  |  Study (456)  |  Teach (177)  |  Thought (531)  |  Truth (901)  |  Value Of Mathematics (51)  |  Whole (186)

Biological disciplines tend to guide research into certain channels. One consequence is that disciplines are apt to become parochial, or at least to develop blind spots, for example, to treat some questions as “interesting” and to dismiss others as “uninteresting.” As a consequence, readily accessible but unworked areas of genuine biological interest often lie in plain sight but untouched within one discipline while being heavily worked in another. For example, historically insect physiologists have paid relatively little attention to the behavioral and physiological control of body temperature and its energetic and ecological consequences, whereas many students of the comparative physiology of terrestrial vertebrates have been virtually fixated on that topic. For the past 10 years, several of my students and I have exploited this situation by taking the standard questions and techniques from comparative vertebrate physiology and applying them to insects. It is surprising that this pattern of innovation is not more deliberately employed.
In 'Scientific innovation and creativity: a zoologist’s point of view', American Zoologist (1982), 22, 233.
Science quotes on:  |  Accessible (16)  |  Apply (71)  |  Apt (9)  |  Area (29)  |  Attention (113)  |  Become (173)  |  Behavioral (4)  |  Biological (35)  |  Blind Spot (2)  |  Body (240)  |  Certain (121)  |  Channel (21)  |  Comparative (13)  |  Consequence (108)  |  Control (111)  |  Deliberately (6)  |  Develop (102)  |  Discipline (52)  |  Dismiss (10)  |  Ecological (7)  |  Employ (35)  |  Energetic (6)  |  Example (92)  |  Exploit (12)  |  Genuine (26)  |  Guide (62)  |  Heavily (4)  |  Historically (3)  |  Innovation (40)  |  Insect (64)  |  Interest (234)  |  Least (72)  |  Lie (114)  |  Little (182)  |  Often (106)  |  Past (150)  |  Pattern (78)  |  Pay (42)  |  Physiological (17)  |  Physiologist (17)  |  Physiology (83)  |  Plain (31)  |  Question (399)  |  Readily (10)  |  Relatively (6)  |  Research (583)  |  Several (31)  |  Sight (46)  |  Situation (51)  |  Standard (55)  |  Surprise (70)  |  Technique (48)  |  Temperature (46)  |  Tend (36)  |  Terrestrial (24)  |  Topic (12)  |  Treat (33)  |  Uninteresting (6)  |  Untouched (3)  |  Unworked (2)  |  Vertebrate (16)  |  Virtually (6)  |  Work (615)  |  Year (297)

Biology as a discipline would benefit enormously if we could bring together the scientists working at the opposite ends of the biological spectrum. Students of organisms who know natural history have abundant questions to offer the students of molecules and cells. And molecular and cellular biologists with their armory of techniques and special insights have much to offer students of organisms and ecology.
In 'The role of natural history in contemporary biology', BioScience (1986), 36, 328-329.
Science quotes on:  |  Abundant (6)  |  Armory (3)  |  Benefit (72)  |  Biological (35)  |  Biologist (41)  |  Biology (167)  |  Bring (89)  |  Cell (136)  |  Cellular (2)  |  Discipline (52)  |  Ecology (68)  |  End (194)  |  Enormously (4)  |  Insight (69)  |  Know (536)  |  Molecular (7)  |  Molecule (131)  |  Natural History (49)  |  Offer (40)  |  Opposite (50)  |  Organism (148)  |  Question (399)  |  Scientist (511)  |  Special (73)  |  Spectrum (24)  |  Technique (48)  |  Together (75)  |  Work (615)

But for the persistence of a student of this university in urging upon me his desire to study with me the modern algebra I should never have been led into this investigation; and the new facts and principles which I have discovered in regard to it (important facts, I believe), would, so far as I am concerned, have remained still hidden in the womb of time. In vain I represented to this inquisitive student that he would do better to take up some other subject lying less off the beaten track of study, such as the higher parts of the calculus or elliptic functions, or the theory of substitutions, or I wot not what besides. He stuck with perfect respectfulness, but with invincible pertinacity, to his point. He would have the new algebra (Heaven knows where he had heard about it, for it is almost unknown in this continent), that or nothing. I was obliged to yield, and what was the consequence? In trying to throw light upon an obscure explanation in our text-book, my brain took fire, I plunged with re-quickened zeal into a subject which I had for years abandoned, and found food for thoughts which have engaged my attention for a considerable time past, and will probably occupy all my powers of contemplation advantageously for several months to come.
In Johns Hopkins Commemoration Day Address, Collected Mathematical Papers, Vol. 3, 76.
Science quotes on:  |  Abandon (48)  |  Advantageous (4)  |  Algebra (92)  |  Attention (113)  |  Beaten Track (4)  |  Belief (500)  |  Better (185)  |  Brain (209)  |  Calculus (48)  |  Concern (106)  |  Consequence (108)  |  Considerable (20)  |  Contemplation (51)  |  Continent (52)  |  Desire (139)  |  Discover (190)  |  Ellipse (6)  |  Engage (25)  |  Explanation (177)  |  Fact (717)  |  Far (154)  |  Find (400)  |  Fire (132)  |  Food (150)  |  Function (127)  |  Hear (60)  |  Heaven (150)  |  Hide (51)  |  High (150)  |  Important (200)  |  In Vain (7)  |  Inquisitive (5)  |  Investigation (170)  |  Invincible (5)  |  Know (536)  |  Lead (158)  |  Less (101)  |  Lie (114)  |  Light (345)  |  Mathematicians and Anecdotes (120)  |  Modern (156)  |  Month (31)  |  New (477)  |  Nothing (376)  |  Obliged (6)  |  Obscure (30)  |  Occupy (27)  |  Part (216)  |  Past (150)  |  Perfect (80)  |  Persistence (20)  |  Pertinacity (2)  |  Plunge (9)  |  Point (122)  |  Power (355)  |  Principle (279)  |  Probably (47)  |  Quicken (7)  |  Regard (91)  |  Remain (109)  |  Represent (41)  |  Several (31)  |  Stick (24)  |  Study (456)  |  Subject (231)  |  Substitution (12)  |  Text-Book (5)  |  Theory (687)  |  Thought (531)  |  Throw (43)  |  Time (586)  |  Try (139)  |  University (80)  |  Unknown (104)  |  Urge (16)  |  Womb (13)  |  Year (297)  |  Yield (35)  |  Zeal (11)

But it is precisely mathematics, and the pure science generally, from which the general educated public and independent students have been debarred, and into which they have only rarely attained more than a very meagre insight. The reason of this is twofold. In the first place, the ascendant and consecutive character of mathematical knowledge renders its results absolutely insusceptible of presentation to persons who are unacquainted with what has gone before, and so necessitates on the part of its devotees a thorough and patient exploration of the field from the very beginning, as distinguished from those sciences which may, so to speak, be begun at the end, and which are consequently cultivated with the greatest zeal. The second reason is that, partly through the exigencies of academic instruction, but mainly through the martinet traditions of antiquity and the influence of mediaeval logic-mongers, the great bulk of the elementary text-books of mathematics have unconsciously assumed a very repellant form,—something similar to what is termed in the theory of protective mimicry in biology “the terrifying form.” And it is mainly to this formidableness and touch-me-not character of exterior, concealing withal a harmless body, that the undue neglect of typical mathematical studies is to be attributed.
In Editor’s Preface to Augustus De Morgan and Thomas J. McCormack (ed.), Elementary Illustrations of the Differential and Integral Calculus (1899), v.
Science quotes on:  |  Absolute (96)  |  Academic (18)  |  Antiquity (17)  |  Ascendant (2)  |  Assume (35)  |  Attain (41)  |  Attribute (37)  |  Begin (104)  |  Biology (167)  |  Body (240)  |  Bulk (11)  |  Character (113)  |  Conceal (17)  |  Consecutive (2)  |  Consequent (4)  |  Cultivate (19)  |  Debar (2)  |  Devotee (5)  |  Distinguish (58)  |  Educated (11)  |  Elementary (45)  |  End (194)  |  Exigency (2)  |  Exploration (122)  |  Exterior (6)  |  Field (170)  |  Form (305)  |  Formidable (7)  |  General (154)  |  Harmless (8)  |  Independent (65)  |  Influence (136)  |  Insight (69)  |  Instruction (70)  |  Knowledge (1275)  |  Logic (244)  |  Mathematics (1130)  |  Meager (2)  |  Medieval (9)  |  Nature Of Mathematics (72)  |  Necessity (141)  |  Neglect (33)  |  Part (216)  |  Patient (125)  |  Person (152)  |  Precisely (23)  |  Presentation (15)  |  Protective (5)  |  Public (93)  |  Pure Science (23)  |  Rarely (20)  |  Reason (449)  |  Render (30)  |  Repellent (4)  |  Result (361)  |  Science (2017)  |  Study (456)  |  Terrify (11)  |  Textbook (27)  |  Thorough (17)  |  Tradition (49)  |  Typical (13)  |  Unacquainted (2)  |  Unconscious (17)  |  Undue (4)  |  Zeal (11)

By the year 2070 we cannot say, or it would be imbecile to do so, that any man alive could understand Shakespearean experience better than Shakespeare, whereas any decent eighteen-year-old student of physics will know more physics than Newton.
'The Case of Leavis and the Serious Case’, Times Literary Supplement (9 Jul 1970), 737-740. Collected in Public Affairs (1971), 95.
Science quotes on:  |  Better (185)  |  Experience (329)  |  Knowledge (1275)  |  Newton (10)  |  Physics (342)  |  William Shakespeare (101)  |  Understanding (325)

Certain students of genetics inferred that the Mendelian units responsible for the selected character were genes producing only a single effect. This was careless logic. It took a good deal of hammering to get rid of this erroneous idea. As facts accumulated it became evident that each gene produces not a single effect, but in some cases a multitude of effects on the characters of the individual. It is true that in most genetic work only one of these character-effects is selected for study—the one that is most sharply defined and separable from its contrasted character—but in most cases minor differences also are recognizable that are just as much the product of the same gene as is the major effect.
'The Relation of Genetics to Physiology and Medicine', Nobel Lecture (4 Jun 1934). In Nobel Lectures, Physiology or Medicine 1922-1941 (1965), 317.
Science quotes on:  |  Character (113)  |  Difference (242)  |  Effect (164)  |  Evidence (179)  |  Fact (717)  |  Gene (72)  |  Genetics (101)  |  Inference (31)  |  Gregor Mendel (21)  |  Recognize (64)  |  Study (456)

Connected by innumerable ties with abstract science, Physiology is yet in the most intimate relation with humanity; and by teaching us that law and order, and a definite scheme of development, regulate even the strangest and wildest manifestations of individual life, she prepares the student to look for a goal even amidst the erratic wanderings of mankind, and to believe that history offers something more than an entertaining chaos—a journal of a toilsome, tragi-comic march nowither.
In 'Educational Value of Natural History Sciences', Lay Sermons, Addresses, and Reviews (1870), 97.
Science quotes on:  |  Abstract (79)  |  Belief (500)  |  Chaos (76)  |  Comic (4)  |  Development (270)  |  Entertaining (3)  |  Erratic (3)  |  Goal (100)  |  History (366)  |  Humanity (123)  |  Individual (215)  |  Intimate (14)  |  Journal (18)  |  Law And Order (4)  |  Life (1113)  |  Manifestation (33)  |  Mankind (238)  |  Physiology (83)  |  Prepare (34)  |  Science (2017)  |  Strange (89)  |  Teaching (107)  |  Toil (16)  |  Tragic (10)  |  Wild (48)

Consider the plight of a scientist of my age. I graduated from the University of California at Berkeley in 1940. In the 41 years since then the amount of biological information has increased 16 fold; during these 4 decades my capacity to absorb new information has declined at an accelerating rate and now is at least 50% less than when I was a graduate student. If one defines ignorance as the ratio of what is available to be known to what is known, there seems no alternative to the conclusion that my ignorance is at least 25 times as extensive as it was when I got my bachelor’s degree. Although I am sure that my unfortunate condition comes as no surprise to my students and younger colleagues, I personally find it somewhat depressing. My depression is tempered, however, by the fact that all biologists, young or old, developing or senescing, face the same melancholy situation because of an interlocking set of circumstances.
In 'Scientific innovation and creativity: a zoologist’s point of view', American Zoologist (1982), 22, 228.
Science quotes on:  |  Absorb (16)  |  Accelerate (8)  |  Age (174)  |  Alternative (29)  |  Amount (30)  |  Available (25)  |  Bachelor (3)  |  Berkeley (3)  |  Biological (35)  |  Biologist (41)  |  Capacity (62)  |  Circumstance (64)  |  Colleague (23)  |  Conclusion (156)  |  Condition (157)  |  Consider (79)  |  Decade (31)  |  Decline (17)  |  Define (49)  |  Degree (79)  |  Depressing (3)  |  Depression (19)  |  Develop (102)  |  Extensive (18)  |  Face (108)  |  Fact (717)  |  Find (400)  |  Fold (8)  |  Graduate (13)  |  Graduate Student (4)  |  Ignorance (213)  |  Increase (143)  |  Information (117)  |  Interlocking (2)  |  Know (536)  |  Least (72)  |  Less (101)  |  Melancholy (9)  |  New (477)  |  Old (143)  |  Personally (7)  |  Plight (3)  |  Rate (29)  |  Ratio (19)  |  Same (154)  |  Scientist (511)  |  Seem (140)  |  Set (97)  |  Situation (51)  |  Surprise (70)  |  Temper (9)  |  Time (586)  |  Unfortunate (13)  |  University Of California (2)  |  Year (297)  |  Young (97)

Doubly galling was the fact that at the same time my roommate was taking a history course … filled with excitement over a class discussion. … I was busy with Ampere’s law. We never had any fascinating class discussions about this law. No one, teacher or student, ever asked me what I thought about it.
In Understanding the Universe: An Inquiry Approach to Astronomy and the Nature of Scientific Research (2013), ix.
Science quotes on:  |  Ask (156)  |  Class (83)  |  Course (83)  |  Discussion (47)  |  Excitement (39)  |  Fascination (28)  |  History (366)  |  Roommate (2)  |  Teacher (117)  |  Think (338)

Euclidean mathematics assumes the completeness and invariability of mathematical forms; these forms it describes with appropriate accuracy and enumerates their inherent and related properties with perfect clearness, order, and completeness, that is, Euclidean mathematics operates on forms after the manner that anatomy operates on the dead body and its members. On the other hand, the mathematics of variable magnitudes—function theory or analysis—considers mathematical forms in their genesis. By writing the equation of the parabola, we express its law of generation, the law according to which the variable point moves. The path, produced before the eyes of the student by a point moving in accordance to this law, is the parabola.
If, then, Euclidean mathematics treats space and number forms after the manner in which anatomy treats the dead body, modern mathematics deals, as it were, with the living body, with growing and changing forms, and thus furnishes an insight, not only into nature as she is and appears, but also into nature as she generates and creates,—reveals her transition steps and in so doing creates a mind for and understanding of the laws of becoming. Thus modern mathematics bears the same relation to Euclidean mathematics that physiology or biology … bears to anatomy.
In Die Mathematik die Fackelträgerin einer neuen Zeit (1889), 38. As translated in Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath’s Quotation-book (1914), 112-113.
Science quotes on:  |  Accord (36)  |  Accordance (10)  |  Accuracy (60)  |  Analysis (158)  |  Anatomy (63)  |  Appear (113)  |  Appropriate (25)  |  Bear (66)  |  Become (173)  |  Biology (167)  |  Body (240)  |  Change (358)  |  Clearness (9)  |  Completeness (14)  |  Consider (79)  |  Create (146)  |  Dead (57)  |  Deal (47)  |  Describe (55)  |  Enumerate (3)  |  Equation (91)  |  Euclid (52)  |  Express (62)  |  Eye (215)  |  Form (305)  |  Furnish (39)  |  Generate (14)  |  Generation (134)  |  Genesis (17)  |  Grow (97)  |  Inherent (30)  |  Invariability (5)  |  Living Body (3)  |  Magnitude (41)  |  Manner (56)  |  Member (39)  |  Mind (733)  |  Move (92)  |  Number (275)  |  On The Other Hand (32)  |  Operate (17)  |  Order (238)  |  Parabola (2)  |  Path (83)  |  Perfect (80)  |  Physiology (83)  |  Point (122)  |  Produce (98)  |  Property (122)  |  Relate (19)  |  Relation (146)  |  Reveal (50)  |  Same (154)  |  Space (256)  |  Step (108)  |  Transition (18)  |  Treat (33)  |  Understand (320)  |  Variable (16)  |  Write (150)

Even fairly good students, when they have obtained the solution of the problem and written down neatly the argument, shut their books and look for something else. Doing so, they miss an important and instructive phase of the work. ... A good teacher should understand and impress on his students the view that no problem whatever is completely exhausted.
In How to Solve It: A New Aspect of Mathematical Method (2004), 14.
Science quotes on:  |  Argument (80)  |  Book (255)  |  Completeness (14)  |  Exhaustion (13)  |  Good (336)  |  Importance (213)  |  Impress (16)  |  Instruction (70)  |  Look (52)  |  Miss (26)  |  Obtain (45)  |  Phase (16)  |  Problem (483)  |  Shut (9)  |  Solution (208)  |  Teacher (117)  |  Understanding (325)  |  View (169)  |  Work (615)  |  Writing (76)

Evolutionists sometimes take as haughty an attitude toward the next level up the conventional ladder of disciplines: the human sciences. They decry the supposed atheoretical particularism of their anthropological colleagues and argue that all would be well if only the students of humanity regarded their subject as yet another animal and therefore yielded explanatory control to evolutionary biologists.
From book review, 'The Ghost of Protagoras', The New York Review of Books (22 Jan 1981), 27, No. 21 & 22. Collected in An Urchin in the Storm: Essays about Books and Ideas (1987, 2010), 64. The article reviewed two books: John Tyler Bonner, The Evolution of Culture and Peter J. Wilson, The Promising Primate.
Science quotes on:  |  Animal (351)  |  Anthropological (2)  |  Argue (22)  |  Atheoretical (2)  |  Attitude (58)  |  Biologist (41)  |  Colleague (23)  |  Control (111)  |  Conventional (18)  |  Discipline (52)  |  Evolutionary (23)  |  Evolutionist (7)  |  Explanation (177)  |  Haughty (2)  |  Human (544)  |  Humanity (123)  |  Ladder (11)  |  Level (66)  |  Next (35)  |  Regard (91)  |  Science (2017)  |  Sometimes (42)  |  Subject (231)  |  Suppose (48)  |  Toward (45)  |  Yield (35)

First, as concerns the success of teaching mathematics. No instruction in the high schools is as difficult as that of mathematics, since the large majority of students are at first decidedly disinclined to be harnessed into the rigid framework of logical conclusions. The interest of young people is won much more easily, if sense-objects are made the starting point and the transition to abstract formulation is brought about gradually. For this reason it is psychologically quite correct to follow this course.
Not less to be recommended is this course if we inquire into the essential purpose of mathematical instruction. Formerly it was too exclusively held that this purpose is to sharpen the understanding. Surely another important end is to implant in the student the conviction that correct thinking based on true premises secures mastery over the outer world. To accomplish this the outer world must receive its share of attention from the very beginning.
Doubtless this is true but there is a danger which needs pointing out. It is as in the case of language teaching where the modern tendency is to secure in addition to grammar also an understanding of the authors. The danger lies in grammar being completely set aside leaving the subject without its indispensable solid basis. Just so in Teaching of Mathematics it is possible to accumulate interesting applications to such an extent as to stunt the essential logical development. This should in no wise be permitted, for thus the kernel of the whole matter is lost. Therefore: We do want throughout a quickening of mathematical instruction by the introduction of applications, but we do not want that the pendulum, which in former decades may have inclined too much toward the abstract side, should now swing to the other extreme; we would rather pursue the proper middle course.
In Ueber den Mathematischen Unterricht an den hoheren Schulen; Jahresbericht der Deutschen Mathematiker Vereinigung, Bd. 11, 131.
Science quotes on:  |  Abstract (79)  |  Accomplishment (79)  |  Accumulate (25)  |  Addition (28)  |  Application (164)  |  Attention (113)  |  Author (58)  |  Base (70)  |  Basis (87)  |  Begin (104)  |  Bring (89)  |  Case (98)  |  Completely (32)  |  Conclusion (156)  |  Conviction (69)  |  Correct (79)  |  Course (83)  |  Danger (77)  |  Decade (31)  |  Development (270)  |  Difficult (114)  |  End (194)  |  Essential (114)  |  Exclusive (16)  |  Extent (49)  |  Extreme (53)  |  Follow (121)  |  Former (25)  |  Formerly (5)  |  Formulation (25)  |  Framework (20)  |  Gradual (26)  |  Grammar (13)  |  Harness (18)  |  High School (11)  |  Hold (90)  |  Implant (3)  |  Important (200)  |  Inclined (12)  |  Indispensable (24)  |  Inquire (9)  |  Instruction (70)  |  Interest (234)  |  Introduction (34)  |  Kernel (4)  |  Language (214)  |  Leave (126)  |  Logic (244)  |  Lose (91)  |  Majority (40)  |  Mastery (26)  |  Mathematics (1130)  |  Matter (336)  |  Middle (15)  |  Modern (156)  |  Need (275)  |  Outer (13)  |  Pendulum (15)  |  Permit (29)  |  Point (122)  |  Possible (152)  |  Premise (25)  |  Proper (35)  |  Psychological (12)  |  Purpose (188)  |  Pursue (21)  |  Quicken (7)  |  Reason (449)  |  Receive (58)  |  Recommend (7)  |  Rigid (12)  |  Secure (20)  |  Sense (310)  |  Set Aside (4)  |  Share (47)  |  Sharpen (15)  |  Side (51)  |  Solid (50)  |  Starting Point (13)  |  Stunt (3)  |  Subject (231)  |  Success (245)  |  Swing (10)  |  Teach (177)  |  Teaching of Mathematics (29)  |  Tendency (54)  |  Think (338)  |  Transition (18)  |  True (192)  |  Understand (320)  |  Want (173)  |  Whole (186)  |  Wise (58)  |  World (877)  |  Young (97)

Five centuries ago the printing press sparked a radical reshaping of the nature of education. By bringing a master’s words to those who could not hear a master’s voice, the technology of printing dissolved the notion that education must be reserved for those with the means to hire personal tutors. Today we are approaching a new technological revolution, one whose impact on education may be as far-reaching as that of the printing press: the emergence of powerful computers that are sufficiently inexpensive to be used by students for learning, play and exploration. It is our hope that these powerful but simple tools for creating and exploring richly interactive environments will dissolve the barriers to the production of knowledge as the printing press dissolved the barriers to its transmission.
As co-author with A.A. diSessa, from 'Preface', Turtle Geometry: The Computer as a Medium for Exploring Mathematics (1986), xiii.
Science quotes on:  |  Approach (53)  |  Barrier (23)  |  Bring (89)  |  Century (130)  |  Computer (103)  |  Create (146)  |  Dissolve (13)  |  Education (328)  |  Emergence (24)  |  Environment (178)  |  Exploration (122)  |  Far-Reaching (8)  |  Hear (60)  |  Hire (6)  |  Hope (174)  |  Impact (26)  |  Knowledge (1275)  |  Learn (277)  |  Master (93)  |  Means (167)  |  Nature (1199)  |  New (477)  |  Notion (56)  |  Personal (65)  |  Play (109)  |  Powerful (65)  |  Print (16)  |  Printing Press (3)  |  Production (114)  |  Radical (18)  |  Reserve (15)  |  Reshape (4)  |  Revolution (69)  |  Rich (61)  |  Simple (169)  |  Spark (22)  |  Sufficient (39)  |  Technology (216)  |  Today (115)  |  Tool (85)  |  Transmission (25)  |  Tutor (3)  |  Voice (50)  |  Word (296)

FORTRAN —’the infantile disorder’—, by now nearly 20 years old, is hopelessly inadequate for whatever computer application you have in mind today: it is now too clumsy, too risky, and too expensive to use. PL/I —’the fatal disease’— belongs more to the problem set than to the solution set. It is practically impossible to teach good programming to students that have had a prior exposure to BASIC: as potential programmers they are mentally mutilated beyond hope of regeneration. The use of COBOL cripples the mind; its teaching should, therefore, be regarded as a criminal offence. APL is a mistake, carried through to perfection. It is the language of the future for the programming techniques of the past: it creates a new generation of coding bums.
…...
Science quotes on:  |  Application (164)  |  Basic (66)  |  Belong (53)  |  Beyond (104)  |  Bum (3)  |  Carry (58)  |  Clumsy (6)  |  Code (14)  |  Computer (103)  |  Create (146)  |  Criminal (15)  |  Cripple (2)  |  Disease (275)  |  Disorder (22)  |  Expensive (9)  |  Exposure (6)  |  Fatal (12)  |  Fortran (3)  |  Future (283)  |  Generation (134)  |  Good (336)  |  Hope (174)  |  Hopelessly (3)  |  Impossible (106)  |  Inadequate (13)  |  Infantile (4)  |  Language (214)  |  Mentally (3)  |  Mind (733)  |  Mistake (128)  |  Mutilated (2)  |  Nearly (25)  |  New (477)  |  Offence (4)  |  Old (143)  |  Past (150)  |  Perfection (87)  |  Potential (39)  |  Practically (10)  |  Prior (5)  |  Problem (483)  |  Program (49)  |  Programmer (4)  |  Regard (91)  |  Regeneration (4)  |  Risky (4)  |  Set (97)  |  Solution (208)  |  Teach (177)  |  Technique (48)  |  Today (115)  |  Year (297)

From him [Wilard Bennett] I learned how different a working laboratory is from a student laboratory. The answers are not known!
[While an undergraduate, doing experimental measurements in the laboratory of his professor, at Ohio State University.]
From autobiography on Nobel Prize website.
Science quotes on:  |  Answer (243)  |  Experiment (596)  |  Laboratory (131)  |  Measurement (161)

From the physician, as emphatically the student of Nature, is expected not only an inquiry into cause, but an investigation of the whole empire of Nature and a determination of the applicability of every species of knowledge to the improvement of his art.
In 'An Inquiry, Analogical and Experimental, into the Different Electrical conditions of Arterial and Venous Blood', New Orleans Medical and Surgical Journal (1853-4), 10, 584-602 & 738-757. As cited in George B. Roth, 'Dr. John Gorrie—Inventor of Artificial Ice and Mechanical Refrigeration', The Scientific Monthly (May 1936) 42 No. 5, 464-469.
Science quotes on:  |  Applicability (6)  |  Art (280)  |  Cause (283)  |  Determination (57)  |  Emphatically (3)  |  Empire (14)  |  Improvement (73)  |  Inquiry (40)  |  Investigation (170)  |  Knowledge (1275)  |  Nature (1199)  |  Physician (240)  |  Species (217)

From the point of view of the pure morphologist the recapitulation theory is an instrument of research enabling him to reconstruct probable lines of descent; from the standpoint of the student of development and heredity the fact of recapitulation is a difficult problem whose solution would perhaps give the key to a true understanding of the real nature of heredity.
Form and Function: A Contribution to the History of Animal Morphology (1916), 312-3.
Science quotes on:  |  Descent (15)  |  Development (270)  |  Difficulty (142)  |  Fact (717)  |  Heredity (53)  |  Instrument (90)  |  Key (49)  |  Line (88)  |  Morphology (18)  |  Nature (1199)  |  Probability (105)  |  Problem (483)  |  Reality (184)  |  Recapitulation (2)  |  Reconstruction (13)  |  Research (583)  |  Solution (208)  |  Standpoint (10)  |  Theory (687)  |  Truth (901)  |  Understanding (325)  |  View (169)

Geology ... offers always some material for observation. ... [When] spring and summer come round, how easily may the hammer be buckled round the waist, and the student emerge from the dust of town into the joyous air of the country, for a few delightful hours among the rocks.
In The Story of a Boulder: or, Gleanings from the Note-book of a Field Geologist (1858), viii.
Science quotes on:  |  Buckle (4)  |  Count (48)  |  Delight (64)  |  Dust (49)  |  Ease (34)  |  Emergence (24)  |  Geology (199)  |  Hammer (21)  |  Hour (70)  |  Joy (88)  |  Material (153)  |  Observation (444)  |  Rock (125)  |  Season (26)  |  Spring (69)  |  Summer (32)  |  Town (24)  |  Waist (2)  |  Year (297)

He never got drunk, he never got tired, and he never perspired.
[Harvard chemistry students’ axioms.]
Anonymous
As attributed in John D. Roberts, The Right Place at the Right Time (1990), 52.
Science quotes on:  |  Axiom (52)  |  Chemistry (250)  |  Drunk (3)  |  Harvard (6)  |  Tired (13)

He who would lead a Christ-like life is he who is perfectly and absolutely himself. He may be a great poet, or a great man of science, or a young student at the University, or one who watches sheep upon a moor, or a maker of dramas like Shakespeare, or a thinker about God, like Spinoza. or a child who plays in a garden, or a fisherman who throws his nets into the sea. It does not matter what he is as long as he realises the perfection of the soul that is within him.
In 'The Critic As Artist', Oscariana: Epigrams (1907), 27-28
Science quotes on:  |  Absolute (96)  |  Child (244)  |  Dramatist (2)  |  Fisherman (5)  |  Garden (33)  |  God (528)  |  Great (517)  |  Moor (2)  |  Net (11)  |  Perfection (87)  |  Play (109)  |  Poet (78)  |  Realize (90)  |  Science (2017)  |  Sea (186)  |  Shakespeare (5)  |  Shepherd (6)  |  Soul (163)  |  Baruch Spinoza (7)  |  Thinker (18)  |  University (80)  |  Young (97)

His [J.J. Sylvester’s] lectures were generally the result of his thought for the preceding day or two, and often were suggested by ideas that came to him while talking. The one great advantage that this method had for his students was that everything was fresh, and we saw, as it were, the very genesis of his ideas. One could not help being inspired by such teaching.
As quoted by Florian Cajori, in Teaching and History of Mathematics in the United States (1890), 267-268.
Science quotes on:  |  Advantage (73)  |  Everything (178)  |  Fresh (30)  |  Genesis (17)  |  Great (517)  |  Idea (573)  |  Inspire (49)  |  Lecture (67)  |  Method (225)  |  See (368)  |  Suggest (31)  |  James Joseph Sylvester (48)  |  Talk (97)  |  Teaching (107)  |  Thought (531)

Histology is an exotic meal, but can be as repulsive as a dose of medicine for students who are obliged to study it, and little loved by doctors who have finished their study of it all too hastily. Taken compulsorily in large doses it is impossible to digest, but after repeated tastings in small draughts it becomes completely agreeable and even addictive. Whoever possesses a refined sensitivity for artistic manifestations will appreciate that, in the science of histology, there exists an inherent focus of aesthetic emotions.
Opening remarks of paper, 'Art and Artifice in the Science of Histology' (1933), reprinted in Histopathology (1993), 22, 515-525. Quoted in Ross, Pawlina and Barnash, Atlas of Descriptive Histology (2009).
Science quotes on:  |  Aesthetic (33)  |  Agreeable (8)  |  Appreciate (28)  |  Artistic (15)  |  Completely (32)  |  Compulsory (6)  |  Digest (8)  |  Doctor (101)  |  Dose (13)  |  Draught (2)  |  Emotion (77)  |  Exist (144)  |  Exotic (6)  |  Finished (4)  |  Focus (27)  |  Histology (2)  |  Impossible (106)  |  Inherent (30)  |  Large (129)  |  Little (182)  |  Manifestation (33)  |  Meal (16)  |  Medicine (340)  |  Obliged (6)  |  Possess (48)  |  Refined (7)  |  Repeated (5)  |  Repulsive (7)  |  Science (2017)  |  Sensitivity (6)  |  Small (160)  |  Study (456)

History without the history of science, to alter slightly an apothegm of Lord Bacon, resembles a statue of Polyphemus without his eye—that very feature being left out which most marks the spirit and life of the person. My own thesis is complementary: science taught ... without a sense of history is robbed of those very qualities that make it worth teaching to the student of the humanities and the social sciences.
'The History of Science and the Teaching of Science', in I. Bernard Cohen and Fletcher G. Watson (eds.), General Education in Science (1952), 71.
Science quotes on:  |  Alter (23)  |  Sir Francis Bacon (179)  |  Complementary (8)  |  Feature (42)  |  History (366)  |  History Of Science (58)  |  Humanities (17)  |  Life (1113)  |  Mark (42)  |  Person (152)  |  Quality (92)  |  Resemble (25)  |  Sense (310)  |  Social Science (31)  |  Spirit (152)  |  Statue (11)  |  Teaching (107)  |  Thesis (11)  |  Worth (95)

How to tell students what to look for without telling them what to see is the dilemma of teaching.
…...
Science quotes on:  |  Dilemma (7)  |  See (368)  |  Teach (177)  |  Tell (108)

I advise my students to listen carefully the moment they decide to take no more Mathematics courses. They might be able to hear the sound of closing doors.
From 'Everybody a Mathematician', CAIP Quarterly (Fall 1989), 2, as quoted and cited, as a space filler following article Reinhard C. Laubenbacher and Michael Siddoway, 'Great Problems of Mathematics: A Summer Workshop for High School Students', The College Mathematics Journal (Mar 1994), 25, No. 2, 114.
Science quotes on:  |  Advise (7)  |  Careful (24)  |  Closed (11)  |  Course (83)  |  Decide (39)  |  Door (38)  |  Hear (60)  |  Listen (38)  |  Mathematics (1130)  |  Moment (103)  |  Sound (86)

I am ashamed to say that C. P. Snow's “two cultures” debate smoulders away. It is an embarrassing and sterile debate, but at least it introduced us to Medawar's essays. Afterwards, not even the most bigoted aesthete doubted that a scientist could be every inch as cultivated and intellectually endowed as a student of the humanities.
The Times
From 'Words of Hope', The Times (17 May 1988). Quoted in Neil Calver, 'Sir Peter Medawar: Science, Creativity and the Popularization of Karl Popper', Notes and Records of the Royal Society (May 2013), 67, 303.
Science quotes on:  |  Bigot (4)  |  Cultivated (7)  |  Culture (101)  |  Debate (23)  |  Doubt (158)  |  Embarrassing (3)  |  Endowed (3)  |  Essay (13)  |  Humanities (17)  |  Inch (9)  |  Intellectual (116)  |  Introduce (41)  |  Sir Peter B. Medawar (57)  |  Scientist (511)  |  Baron C.P. Snow (20)  |  Sterile (11)

I am convinced that this is the only means of advancing science, of clearing the mind from a confused heap of contradictory observations, that do but perplex and puzzle the Student, when he compares them, or misguide him if he gives himself up to their authority; but bringing them under one general head, can alone give rest and satisfaction to an inquisitive mind.
From 'A Discourse Delivered to the Students of the Royal Academy, on the Distribution of Prizes' (11 Dec 1770), in Seven Discourses Delivered in the Royal Academy (1778), 98.
Science quotes on:  |  Advancement (39)  |  Authority (63)  |  Compare (37)  |  Confusion (41)  |  Contradiction (51)  |  General (154)  |  Head (79)  |  Heap (14)  |  Inquisitiveness (4)  |  Mind (733)  |  Observation (444)  |  Perplex (4)  |  Puzzle (35)  |  Rest (92)  |  Satisfaction (56)  |  Science (2017)

I am told that the wall paintings which we had the happiness of admiring in all their beauty and freshness [in the chapel she discovered at Abu Simbel] are already much injured. Such is the fate of every Egyptian monument, great or small. The tourist carves it over with names and dates, and in some instances with caricatures. The student of Egyptology, by taking wet paper “squeezes” sponges away every vestige of the original colour. The “Collector” buys and carries off everything of value that he can, and the Arab steals it for him. The work of destruction, meanwhile goes on apace. The Museums of Berlin, of Turin, of Florence are rich in spoils which tell their lamentable tale. When science leads the way, is it wonderful that ignorance should follow?
Quoted in Margaret S. Drower, The Early Years, in T.G.H. James, (ed.), Excavating in Egypt: The Egypt Exploration Society, 1882-1982 (1982), 10. As cited in Wendy M.K. Shaw, Possessors and Possessed: Museums, Archaeology, and the Visualization of History in the Late Ottoman Empire (2003), 37. Also quoted in Margaret S. Drower, Flinders Petrie: A Life in Archaeology (1995), 57.
Science quotes on:  |  Arab (3)  |  Beauty (236)  |  Berlin (10)  |  Buy (18)  |  Caricature (6)  |  Carry (58)  |  Carve (5)  |  Collector (9)  |  Color (98)  |  Date (11)  |  Destruction (85)  |  Egypt (22)  |  Egyptology (3)  |  Fate (46)  |  Follow (121)  |  Freshness (6)  |  Ignorance (213)  |  Injure (3)  |  Instance (32)  |  Lamentable (3)  |  Lead (158)  |  Monument (26)  |  Museum (24)  |  Name (164)  |  Original (54)  |  Painting (41)  |  Science (2017)  |  Sponge (9)  |  Steal (13)  |  Tale (15)  |  Tourist (6)  |  Turin (2)  |  Value (234)  |  Vestige (5)  |  Wonderful (58)

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.
Science quotes on:  |  Absolute (96)  |  Accordingly (5)  |  Aesthetic (33)  |  Application (164)  |  Attainable (3)  |  Authority (63)  |  Beauty (236)  |  Best (166)  |  Both (81)  |  Case (98)  |  Certain (121)  |  Certainly (31)  |  Certainty (128)  |  Classical (16)  |  Compel (20)  |  Confine (24)  |  Conscious (40)  |  Course (83)  |  Decision (72)  |  Deduction (67)  |  Deeply (17)  |  Depend (85)  |  Dispute (22)  |  Education (328)  |  Effect (164)  |  Exception (39)  |  Exercise (63)  |  Experience (329)  |  Expression (103)  |  Extend (40)  |  Fact (717)  |  Far (154)  |  Fault (33)  |  Feel (164)  |  Find (400)  |  First (306)  |  Follow (121)  |  Form (305)  |  Genius (230)  |  Glance (19)  |  Grammar (13)  |  Grammatical (2)  |  Habit (104)  |  Happen (82)  |  Important (200)  |  Improve (51)  |  Inasmuch (5)  |  Inclined (12)  |  Independent (65)  |  Individual (215)  |  Indolence (7)  |  Inevitably (6)  |  Intelligence (164)  |  Intend (16)  |  Judgment (96)  |  Language (214)  |  Legitimate (14)  |  List (10)  |  Logical (51)  |  Long (167)  |  Mathematics (1130)  |  Medical (24)  |  Often (106)  |  Organization (84)  |  Part (216)  |  Pass (90)  |  Philological (3)  |  Place (171)  |  Position (75)  |  Possible (152)  |  Premise (25)  |  Proportion (70)  |  Question (399)  |  Range (57)  |  Reality (184)  |  Reason (449)  |  Recognize (64)  |  Refer (13)  |  Rely (11)  |  Remedy (54)  |  Representative (12)  |  Rule (170)  |  Sadness (34)  |  School (115)  |  Science (2017)  |  Scientific (230)  |  Seldom (28)  |  Strict (15)  |  Strictly (13)  |  Strike (37)  |  Study (456)  |  Subsequent (19)  |  Supply (41)  |  System (190)  |  Teacher (117)  |  Thought (531)  |  Traceable (2)  |  Training (62)  |  Trust (49)  |  Universal Law (3)  |  Vagueness (10)  |  Value Of Mathematics (51)  |  Whole (186)

I find four great classes of students: The dumb who stay dumb. The dumb who become wise. The wise who go dumb. The wise who remain wise.
Science quotes on:  |  Dumb (9)  |  Wise (58)

I have lived much of my life among molecules. They are good company. I tell my students to try to know molecules, so well that when they have some question involving molecules, they can ask themselves, What would I do if I were that molecule? I tell them, Try to feel like a molecule; and if you work hard, who knows? Some day you may get to feel like a big molecule!
Nobel banquet speech (10 Dec 1967). In Ragnar Granit (ed.), Les Prix Nobel en 1967 (1968).
Science quotes on:  |  Ask (156)  |  Big (48)  |  Company (30)  |  Feel (164)  |  Good (336)  |  Hard (98)  |  Involvement (4)  |  Knowledge (1275)  |  Life (1113)  |  Molecule (131)  |  Question (399)  |  Try (139)  |  Work (615)

I learned what research was all about as a research student [with] Stoppani ... Max Perutz, and ... Fred Sanger... From them, I always received an unspoken message which in my imagination I translated as “Do good experiments, and don’t worry about the rest.”
From Nobel Lecture (8 Dec 1984), collected in Tore Frängsmyr and Jan Lindsten (eds.), Nobel Lectures in Physiology Or Medicine: 1981-1990 (1993), 268.
Science quotes on:  |  Experiment (596)  |  Good (336)  |  Imagination (268)  |  Message (35)  |  Max Ferdinand Perutz (14)  |  Receive (58)  |  Research (583)  |  Rest (92)  |  Translation (14)  |  Worry (33)

I like to find mavericks, students who don’t know what they’re looking for, who are sensitive and vulnerable and have unusual pasts. If you do enough work with these students you can often transform their level of contribution. After all, the real breakthroughs come from the mavericks.
As quoted in Frances Glennon, 'Student and Teacher of Human Ways', Life (14 Sep 1959), 143. Mead attributes her own pioneering approach to being educated at home by her grandmother, a retired schoolteacher, whom she said “was about 50 years ahead of her time—for instance, she taught me algebra before arithmetic.”
Science quotes on:  |  Breakthrough (13)  |  Contribution (60)  |  Find (400)  |  Know (536)  |  Look (52)  |  Past (150)  |  Real (144)  |  Sensitive (13)  |  Transform (35)  |  Unusual (16)  |  Vulnerable (5)  |  Work (615)

I like to tell students that the jobs I took [at NASA] after my Ph.D. were not in existence only a few years before. New opportunities can open up for you in this ever changing field.
From interview, 'Happy 90th Birthday, Nancy', on NASA website (30 May 2017).
Science quotes on:  |  Changing (7)  |  Exist (144)  |  Field (170)  |  Job (42)  |  NASA (11)  |  Opportunity (61)  |  PhD (8)

I once knew an otherwise excellent teacher who compelled his students to perform all their demonstrations with incorrect figures, on the theory that it was the logical connection of the concepts, not the figure, that was essential.
In Ernst Mach and Thomas Joseph McCormack, Space and Geometry (1906), 93.
Science quotes on:  |  Compel (20)  |  Concept (142)  |  Connection (106)  |  Demonstration (81)  |  Essential (114)  |  Excellent (25)  |  Incorrect (6)  |  Logic (244)  |  Perform (32)  |  Teacher (117)  |  Theory (687)

I should like to draw attention to the inexhaustible variety of the problems and exercises which it [mathematics] furnishes; these may be graduated to precisely the amount of attainment which may be possessed, while yet retaining an interest and value. It seems to me that no other branch of study at all compares with mathematics in this. When we propose a deduction to a beginner we give him an exercise in many cases that would have been admired in the vigorous days of Greek geometry. Although grammatical exercises are well suited to insure the great benefits connected with the study of languages, yet these exercises seem to me stiff and artificial in comparison with the problems of mathematics. It is not absurd to maintain that Euclid and Apollonius would have regarded with interest many of the elegant deductions which are invented for the use of our students in geometry; but it seems scarcely conceivable that the great masters in any other line of study could condescend to give a moment’s attention to the elementary books of the beginner.
In Conflict of Studies (1873), 10-11.
Science quotes on:  |  Absurd (28)  |  Admire (17)  |  Amount (30)  |  Apollonius (5)  |  Artificial (31)  |  Attainment (40)  |  Attention (113)  |  Beginner (8)  |  Benefit (72)  |  Book (255)  |  Branch (100)  |  Case (98)  |  Compare (37)  |  Comparison (61)  |  Conceivable (5)  |  Condescend (2)  |  Connect (29)  |  Deduction (67)  |  Draw (53)  |  Elegant (15)  |  Elementary (45)  |  Euclid (52)  |  Exercise (63)  |  Furnish (39)  |  Geometry (213)  |  Give (197)  |  Graduate (13)  |  Grammatical (2)  |  Great (517)  |  Greek (69)  |  Inexhaustible (13)  |  Insure (3)  |  Interest (234)  |  Invent (49)  |  Language (214)  |  Line (88)  |  Maintain (32)  |  Master (93)  |  Mathematics (1130)  |  Moment (103)  |  Possess (48)  |  Precisely (23)  |  Problem (483)  |  Propose (23)  |  Regard (91)  |  Retain (19)  |  Scarcely (13)  |  Seem (140)  |  Stiff (3)  |  Study (456)  |  Suit (10)  |  Value (234)  |  Variety (69)  |  Vigorous (20)

I should rejoice to see... Euclid honourably shelved or buried ‘deeper than did ever plummet sound’ out of the schoolboys’ reach; morphology introduced into the elements of algebra; projection, correlation, and motion accepted as aids to geometry; the mind of the student quickened and elevated and his faith awakened by early initiation into the ruling ideas of polarity, continuity, infinity, and familiarization with the doctrines of the imaginary and inconceivable.
In George Edward Martin, The Foundations of Geometry and the Non-Euclidean Plane (1982), 93.
Science quotes on:  |  Accept (64)  |  Aid (39)  |  Algebra (92)  |  Awaken (15)  |  Bury (14)  |  Continuity (29)  |  Correlation (11)  |  Deep (119)  |  Doctrine (74)  |  Early (60)  |  Element (162)  |  Elevate (11)  |  Euclid (52)  |  Faith (156)  |  Familiarization (2)  |  Geometry (213)  |  Idea (573)  |  Imaginary (16)  |  Inconceivable (12)  |  Infinity (72)  |  Initiation (5)  |  Introduce (41)  |  Mind (733)  |  Morphology (18)  |  Motion (157)  |  Plummet (2)  |  Polarity (3)  |  Projection (4)  |  Quicken (7)  |  Reach (119)  |  Rejoice (10)  |  Rule (170)  |  Schoolboy (9)  |  See (368)  |  Shelve (2)  |  Sound (86)

I strive that in public dissection the students do as much as possible so that if even the least trained of them must dissect a cadaver before a group of spectators, he will be able to perform it accurately with his own hands; and by comparing their studies one with another they will properly understand, this part of medicine.
In De Humani Corporis Fabrica Libri Septem [Seven Books on the Structure of the Human Body] (1543), 547. Quoted and trans. in Charles Donald O'Malley, Andreas Vesalius of Brussels, 1514-1564 (1964), 144.
Science quotes on:  |  Accurately (7)  |  Cadaver (2)  |  Dissection (28)  |  Group (72)  |  Hand (140)  |  Least (72)  |  Medicine (340)  |  Part (216)  |  Perform (32)  |  Possible (152)  |  Properly (20)  |  Public (93)  |  Spectator (9)  |  Strive (41)  |  Study (456)  |  Trained (5)  |  Understand (320)

I tell [medical students] that they are the luckiest persons on earth to be in medical school, and to forget all this worry about H.M.O.’s and keep your eye on helping the patient. It’s the best time ever to be a doctor because you can heal and treat conditions that were untreatable even a couple of years ago.
From Cornelia Dean, 'A Conversation with Joseph E. Murray', New York Times (25 Sep 2001), F5.
Science quotes on:  |  Advice (39)  |  Best (166)  |  Condition (157)  |  Doctor (101)  |  Forget (61)  |  Heal (6)  |  Help (99)  |  Luck (28)  |  Medical School (2)  |  Patient (125)  |  Time (586)  |  Treat (33)  |  Worry (33)

I think I know what is bothering the students. I think that what we are up against is a generation that is by no means sure that it has a future.
From speech given at an anti-war teach-in at the Massachusetts Institute of Technology, (4 Mar 1969) 'A Generation in Search of a Future', as edited by Ron Dorfman for Chicago Journalism Review, (May 1969).
Science quotes on:  |  Future (283)  |  Generation (134)  |  Sure (14)

I venture to maintain, that, if the general culture obtained in the Faculty of Arts were what it ought to be, the student would have quite as much knowledge of the fundamental principles of Physics, of Chemistry, and of Biology, as he needs, before he commenced his special medical studies. Moreover, I would urge, that a thorough study of Human Physiology is, in itself, an education broader and more comprehensive than much that passes under that name. There is no side of the intellect which it does not call into play, no region of human knowledge into which either its roots, or its branches, do not extend; like the Atlantic between the Old and the New Worlds, its waves wash the shores of the two worlds of matter and of mind; its tributary streams flow from both; through its waters, as yet unfurrowed by the keel of any Columbus, lies the road, if such there be, from the one to the other; far away from that Northwest Passage of mere speculation, in which so many brave souls have been hopelessly frozen up.
'Universities: Actual and Ideal' (1874). In Collected Essays (1893), Vol. 3, 220.
Science quotes on:  |  Biology (167)  |  Chemistry (250)  |  Culture (101)  |  Education (328)  |  Knowledge (1275)  |  Physics (342)  |  Physiology (83)  |  Principle (279)  |  Speculation (102)  |  Study (456)

I was a reasonably good student in college ... My chief interests were scientific. When I entered college, I was devoted to out-of-doors natural history, and my ambition was to be a scientific man of the Audubon, or Wilson, or Baird, or Coues type—a man like Hart Merriam, or Frank Chapman, or Hornaday, to-day.
In Theodore Roosevelt: An Autobiography (1913), 23.
Science quotes on:  |  Ambition (34)  |  John James Audubon (9)  |  College (35)  |  Interest (234)  |  Natural History (49)

If any student comes to me and says he wants to be useful to mankind and go into research to alleviate human suffering, I advise him to go into charity instead. Research wants real egotists who seek their own pleasure and satisfaction, but find it in solving the puzzles of nature.
In Science Today (May 1980), 35. In Vladimir Burdyuzha, The Future of Life and the Future of Our Civilization (2006), 374.
Science quotes on:  |  Advice (39)  |  Alleviate (4)  |  Charity (9)  |  Mankind (238)  |  Nature (1199)  |  Pleasure (130)  |  Puzzle (35)  |  Research (583)  |  Satisfaction (56)  |  Solution (208)  |  Suffering (27)  |  Useful (97)

In all our academies we attempt far too much. ... In earlier times lectures were delivered upon chemistry and botany as branches of medicine, and the medical student learned enough of them. Now, however, chemistry and botany are become sciences of themselves, incapable of comprehension by a hasty survey, and each demanding the study of a whole life, yet we expect the medical student to understand them. He who is prudent, accordingly declines all distracting claims upon his time, and limits himself to a single branch and becomes expert in one thing.
Quoted in Johann Hermann Baas, Henry Ebenezer Handerson (trans.), Outlines of the History of Medicine and the Medical Profession (1889), 842-843.
Science quotes on:  |  Academy (13)  |  Botany (51)  |  Chemistry (250)  |  Comprehension (57)  |  Education (328)  |  Lecture (67)  |  Medicine (340)  |  Study (456)

In every case the awakening touch has been the mathematical spirit, the attempt to count, to measure, or to calculate. What to the poet or the seer may appear to be the very death of all his poetry and all his visions—the cold touch of the calculating mind,—this has proved to be the spell by which knowledge has been born, by which new sciences have been created, and hundreds of definite problems put before the minds and into the hands of diligent students. It is the geometrical figure, the dry algebraical formula, which transforms the vague reasoning of the philosopher into a tangible and manageable conception; which represents, though it does not fully describe, which corresponds to, though it does not explain, the things and processes of nature: this clothes the fruitful, but otherwise indefinite, ideas in such a form that the strict logical methods of thought can be applied, that the human mind can in its inner chamber evolve a train of reasoning the result of which corresponds to the phenomena of the outer world.
In A History of European Thought in the Nineteenth Century (1896), Vol. 1, 314.
Science quotes on:  |  Algebra (92)  |  Appear (113)  |  Apply (71)  |  Attempt (119)  |  Awaken (15)  |  Born (30)  |  Calculate (31)  |  Chamber (7)  |  Cold (58)  |  Conception (87)  |  Correspond (9)  |  Count (48)  |  Create (146)  |  Death (297)  |  Definite (42)  |  Describe (55)  |  Diligent (7)  |  Dry (21)  |  Estimates of Mathematics (29)  |  Evolution (530)  |  Explain (104)  |  Figure (67)  |  Form (305)  |  Formula (78)  |  Fruitful (42)  |  Geometry (213)  |  Human Mind (80)  |  Idea (573)  |  Indefinite (8)  |  Inner (39)  |  Knowledge (1275)  |  Logical (51)  |  Mathematics (1130)  |  Measure (100)  |  Method (225)  |  Mind (733)  |  Nature (1199)  |  New (477)  |  Otherwise (23)  |  Phenomenon (274)  |  Philosopher (163)  |  Poet (78)  |  Poetry (119)  |  Problem (483)  |  Process (259)  |  Prove (107)  |  Reasoning (92)  |  Represent (41)  |  Result (361)  |  Science (2017)  |  Seer (4)  |  Spell (9)  |  Spirit (152)  |  Strict (15)  |  Tangible (8)  |  Thought (531)  |  Train (42)  |  Transform (35)  |  Vague (25)  |  Vision (93)

In my life as an architect, I found that the single thing which inhibits young professionals, new students most severely, is their acceptance of standards that are too low.
In 'Foreword' written for Richard P. Gabriel, Patterns of Software: Tales from the Software Community (1996), vii.
Science quotes on:  |  Acceptance (45)  |  Architect (20)  |  Inhibit (4)  |  Life (1113)  |  Low (24)  |  New (477)  |  Professional (37)  |  Severe (16)  |  Standard (55)  |  Young (97)

In the light of knowledge attained, the happy achievement seems almost a matter of course, and any intelligent student can grasp it without too much trouble. But the years of anxious searching in the dark, with their intense longing, their alternations of confidence and exhaustion, and the final emergence into the light—only those who have experienced it can understand that.
Quoted in Banesh Hoffmann and Helen Dukas, Albert Einstein: Creator and Rebel (1972), 124.
Science quotes on:  |  Achievement (149)  |  Alternation (5)  |  Anxious (3)  |  Confidence (39)  |  Dark (75)  |  Emergence (24)  |  Exhaustion (13)  |  Experience (329)  |  Final (47)  |  Grasp (59)  |  Intelligent (47)  |  Intense (19)  |  Knowledge (1275)  |  Light (345)  |  Long (167)  |  Search (103)  |  Understand (320)  |  Year (297)

Instead of adjusting students to docile membership in whatever group they happen to be placed, we should equip them to cope with their environment, not be adjusted to it, to be willing to stand alone, if necessary, for what is right and true.
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.
Science quotes on:  |  Adjustment (14)  |  Alone (100)  |  Cope (5)  |  Docile (2)  |  Environment (178)  |  Group (72)  |  Membership (5)  |  Necessary (142)  |  Right (192)  |  Stand (106)  |  True (192)  |  Will (31)

It is a misfortune to pass at once from observation to conclusion, and to regard both as of equal value; but it befalls many a student.
In The Maxims and Reflections of Goethe (1906), 183.
Science quotes on:  |  Befall (2)  |  Conclusion (156)  |  Equal (76)  |  Misfortune (8)  |  Observation (444)  |  Pass (90)  |  Regard (91)  |  Value (234)

It is above all the duty of the methodical text-book to adapt itself to the pupil’s power of comprehension, only challenging his higher efforts with the increasing development of his imagination, his logical power and the ability of abstraction. This indeed constitutes a test of the art of teaching, it is here where pedagogic tact becomes manifest. In reference to the axioms, caution is necessary. It should be pointed out comparatively early, in how far the mathematical body differs from the material body. Furthermore, since mathematical bodies are really portions of space, this space is to be conceived as mathematical space and to be clearly distinguished from real or physical space. Gradually the student will become conscious that the portion of the real space which lies beyond the visible stellar universe is not cognizable through the senses, that we know nothing of its properties and consequently have no basis for judgments concerning it. Mathematical space, on the other hand, may be subjected to conditions, for instance, we may condition its properties at infinity, and these conditions constitute the axioms, say the Euclidean axioms. But every student will require years before the conviction of the truth of this last statement will force itself upon him.
In Methodisches Lehrbuch der Elementar-Mathemalik (1904), Teil I, Vorwort, 4-5.
Science quotes on:  |  Ability (104)  |  Abstraction (38)  |  Adapt (26)  |  Art (280)  |  Axiom (52)  |  Basis (87)  |  Become (173)  |  Beyond (104)  |  Body (240)  |  Caution (20)  |  Challenge (59)  |  Clearly (41)  |  Comparatively (8)  |  Comprehension (57)  |  Conceive (36)  |  Concern (106)  |  Condition (157)  |  Conscious (40)  |  Consequently (5)  |  Constitute (29)  |  Conviction (69)  |  Development (270)  |  Differ (22)  |  Distinguish (58)  |  Duty (67)  |  Early (60)  |  Effort (143)  |  Euclidean (3)  |  Far (154)  |  Force (248)  |  Furthermore (2)  |  Gradually (21)  |  High (150)  |  Imagination (268)  |  Increase (143)  |  Infinity (72)  |  Instance (32)  |  Judgment (96)  |  Know (536)  |  Lie (114)  |  Logical (51)  |  Manifest (20)  |  Material (153)  |  Mathematics (1130)  |  Methodical (6)  |  Necessary (142)  |  Nothing (376)  |  On The Other Hand (32)  |  Pedagogy (2)  |  Physical (127)  |  Point (122)  |  Portion (24)  |  Power (355)  |  Property (122)  |  Pupil (29)  |  Real (144)  |  Really (78)  |  Reference (32)  |  Require (78)  |  Say (226)  |  Sense (310)  |  Space (256)  |  Statement (71)  |  Stellar (4)  |  Subject (231)  |  Tact (6)  |  Teach (177)  |  Teaching of Mathematics (29)  |  Test (122)  |  Text-Book (5)  |  Truth (901)  |  Universe (678)  |  Visible (37)  |  Year (297)

It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.
The Ascent of Man (1973), 360.
Science quotes on:  |  Barefoot (2)  |  Importance (213)  |  Irreverence (3)  |  Knowledge (1275)  |  Question (399)  |  Ragamuffin (2)  |  Study (456)  |  Worship (24)

It is impossible not to feel stirred at the thought of the emotions of man at certain historic moments of adventure and discovery—Columbus when he first saw the Western shore, Pizarro when he stared at the Pacific Ocean, Franklin when the electric spark came from the string of his kite, Galileo when he first turned his telescope to the heavens. Such moments are also granted to students in the abstract regions of thought, and high among them must be placed the morning when Descartes lay in bed and invented the method of co-ordinate geometry.
Quoted in James Roy Newman, The World of Mathematics (2000), Vol. 1, 239.
Science quotes on:  |  Abstract (79)  |  Adventure (47)  |  Christopher Columbus (15)  |  Coordinate Geometry (2)  |  René Descartes (80)  |  Discovery (675)  |  Electricity (135)  |  Emotion (77)  |  Benjamin Franklin (90)  |  Galileo Galilei (121)  |  Heaven (150)  |  Invention (316)  |  Kite (4)  |  Moment (103)  |  Pacific Ocean (4)  |  Shore (24)  |  Spark (22)  |  String (19)  |  Telescope (82)  |  Thought (531)

It is not always the truth that tells us where to look for new knowledge. We don’t search for the penny under the lamp post where the light is. We know we are more likely to find it out there in the darkness. My favorite way of expressing this notion to graduate students who are trying to do very hard experiments is to remind them that “God loves the noise as much as he does the signal.”
In 'Physics and the APS in 1979', Physics Today (Apr 1980), 33, No. 4, 50.
Science quotes on:  |  Darkness (43)  |  Experiment (596)  |  Expression (103)  |  Favorite (23)  |  Find (400)  |  God (528)  |  Graduate (13)  |  Hard (98)  |  Knowledge (1275)  |  Light (345)  |  Love (214)  |  New (477)  |  Noise (31)  |  Notion (56)  |  Penny (4)  |  Reminder (13)  |  Search (103)  |  Signal (18)  |  Truth (901)  |  Trying (19)  |  Under (7)

It is not easy to imagine how little interested a scientist usually is in the work of any other, with the possible exception of the teacher who backs him or the student who honors him.
Pensées d'un Biologiste (1939). Translated in The Substance of Man (1962), 195.
Science quotes on:  |  Ease (34)  |  Exception (39)  |  Honour (25)  |  Imagination (268)  |  Interest (234)  |  Possibility (115)  |  Scientist (511)  |  Teacher (117)  |  Work (615)

It is not enough to teach man a specialty. Through it he may become a kind of useful machine, but not a harmoniously developed personality. It is essential that the student acquire an understanding of and a lively feeling for values. He must acquire a vivid sense of the beautiful and of the morally good. Otherwise he—with his specialized knowledge—more closely resembles a well-trained dog than a harmoniously developed person.
From interview with Benjamin Fine, 'Einstein Stresses Critical Thinking', New York Times (5 Oct 1952), 37.
Science quotes on:  |  Acquire (37)  |  Beautiful (137)  |  Become (173)  |  Developed (11)  |  Dog (44)  |  Essential (114)  |  Feel (164)  |  Good (336)  |  Harmonious (9)  |  Kind (137)  |  Knowledge (1275)  |  Lively (7)  |  Machine (154)  |  Moral (121)  |  Otherwise (23)  |  Person (152)  |  Personality (47)  |  Resemble (25)  |  Sense (310)  |  Specialized (8)  |  Specialty (10)  |  Teach (177)  |  Understanding (325)  |  Useful (97)  |  Value (234)  |  Vivid (17)

It is of great advantage to the student of any subject to read the original memoirs on that subject, for science is always most completely assimilated when it is in the nascent state.
A Treatise on Electricity and Magnetism (1873), Vol. 1, Preface, xiii-xiv.
Science quotes on:  |  Advantage (73)  |  Assimilate (8)  |  Memoir (11)  |  Nascent (2)  |  Read (141)  |  Science (2017)

It is still true, even at the graduate level, that students study to avoid the consequences of not studying.
In 'B.F. Skinner Addresses Standing-Room-Only Crowd at Conference', Engineering Education News (Aug 1980), 7, No. 2, 3.
Science quotes on:  |  Avoid (50)  |  Consequence (108)  |  Education (328)  |  Graduate (13)  |  Study (456)

It is very desirable to have a word to express the Availability for work of the heat in a given magazine; a term for that possession, the waste of which is called Dissipation. Unfortunately the excellent word Entropy, which Clausius has introduced in this connexion, is applied by him to the negative of the idea we most naturally wish to express. It would only confuse the student if we were to endeavour to invent another term for our purpose. But the necessity for some such term will be obvious from the beautiful examples which follow. And we take the liberty of using the term Entropy in this altered sense ... The entropy of the universe tends continually to zero.
Sketch of Thermodynamics (1868), 100-2.
Science quotes on:  |  Alteration (25)  |  Application (164)  |  Availability (10)  |  Beautiful (137)  |  Rudolf Clausius (8)  |  Confusion (41)  |  Connection (106)  |  Continuity (29)  |  Desire (139)  |  Dissipation (2)  |  Endeavour (25)  |  Entropy (41)  |  Example (92)  |  Excellence (32)  |  Expression (103)  |  Follow (121)  |  Heat (100)  |  Idea (573)  |  Introduce (41)  |  Invention (316)  |  Liberty (25)  |  Magazine (24)  |  Necessity (141)  |  Negative (33)  |  Nomenclature (138)  |  Obvious (77)  |  Possession (45)  |  Purpose (188)  |  Sense (310)  |  Term (119)  |  Unfortunately (18)  |  Universe (678)  |  Waste (64)  |  Word (296)  |  Work (615)  |  Zero (19)

It must happen that in some cases the author is not understood, or is very imperfectly understood; and the question is what is to be done. After giving a reasonable amount of attention to the passage, let the student pass on, reserving the obscurity for future efforts. … The natural tendency of solitary students, I believe, is not to hurry away prematurely from a hard passage, but to hang far too long over it; the just pride that does not like to acknowledge defeat, and the strong will that cannot endure to be thwarted, both urge to a continuance of effort even when success seems hopeless. It is only by experience we gain the conviction that when the mind is thoroughly fatigued it has neither the power to continue with advantage its course in .an assigned direction, nor elasticity to strike out a new path; but that, on the other hand, after being withdrawn for a time from the pursuit, it may return and gain the desired end.
In 'Private Study of Mathematics', Conflict of Studies and other Essays (1873), 68.
Science quotes on:  |  Acknowledge (15)  |  Advantage (73)  |  Amount (30)  |  Assign (13)  |  Attention (113)  |  Author (58)  |  Belief (500)  |  Both (81)  |  Case (98)  |  Continuance (2)  |  Continue (62)  |  Conviction (69)  |  Course (83)  |  Defeat (18)  |  Desire (139)  |  Direction (73)  |  Effort (143)  |  Elasticity (5)  |  End (194)  |  Endure (20)  |  Experience (329)  |  Far (154)  |  Fatigue (8)  |  Future (283)  |  Gain (66)  |  Give (197)  |  Hang (24)  |  Happen (82)  |  Hard (98)  |  Hopeless (14)  |  Hurry (9)  |  Imperfectly (2)  |  Let (61)  |  Long (167)  |  Mind (733)  |  Natural (161)  |  New (477)  |  Obscurity (25)  |  On The Other Hand (32)  |  Pass (90)  |  Passage (20)  |  Path (83)  |  Power (355)  |  Premature (20)  |  Pride (64)  |  Pursuit (76)  |  Question (399)  |  Reasonable (26)  |  Reserve (15)  |  Return (54)  |  Seem (140)  |  Solitary (15)  |  Strike (37)  |  Strong (71)  |  Study And Research In Mathematics (55)  |  Success (245)  |  Tendency (54)  |  Thoroughly (14)  |  Time (586)  |  Understand (320)  |  Urge (16)  |  Withdraw (9)

It seems to me that the older subjects, classics and mathematics, are strongly to be recommended on the ground of the accuracy with which we can compare the relative performance of the students. In fact the definiteness of these subjects is obvious, and is commonly admitted. There is however another advantage, which I think belongs in general to these subjects, that the examinations can be brought to bear on what is really most valuable in these subjects.
In Conflict of Studies and other Essays (1873), 6-7.
Science quotes on:  |  Accuracy (60)  |  Admit (44)  |  Advantage (73)  |  Bear (66)  |  Belong (53)  |  Bring (89)  |  Classic (9)  |  Commonly (9)  |  Compare (37)  |  Definiteness (3)  |  Examination (65)  |  Fact (717)  |  General (154)  |  Ground (88)  |  Mathematics (1130)  |  Obvious (77)  |  Old (143)  |  Performance (33)  |  Really (78)  |  Recommend (7)  |  Relative (37)  |  Seem (140)  |  Strongly (9)  |  Subject (231)  |  Think (338)  |  Value (234)  |  Value Of Mathematics (51)

It’s important for students to be put in touch with real-world problems. The curriculum should include computer science. Mathematics should include statistics. The curriculums should really adjust.
From address at a conference on Google campus, co-hosted with Common Sense Media and the Joan Ganz Cooney Center at Sesame Workshop 'Breakthrough Learning in the Digital Age'. As quoted in Technology blog report by Dan Fost, 'Google co-founder Sergey Brin wants more computers in schools', Los Angeles Times (28 Oct 2009). On latimesblogs.latimes.com website. As quoted, without citation, in Can Akdeniz, Fast MBA (2014), 280.
Science quotes on:  |  Adjust (7)  |  Computer Science (10)  |  Curriculum (10)  |  Importance (213)  |  Mathematics (1130)  |  Problem (483)  |  Statistics (147)

Knowledge does not keep any better than fish. You may be dealing with knowledge of the old species, with some old truth; but somehow or other it must come to the students, as it were, just drawn out of the sea and with the freshness of its immediate importance.
In 'Universities and Their Function', The Aims of Education and Other Essays (1929), 98.
Science quotes on:  |  Education (328)  |  Fish (95)  |  Freshness (6)  |  Importance (213)  |  Keeping (9)  |  Knowledge (1275)  |  Old (143)  |  Sea (186)  |  Truth (901)

Let every student of nature take this as his rule, that whatever the mind seizes upon with particular satisfaction is to be held in suspicion.
Novum Organum (1620). In Jerome Kagan, Three Seductive Ideas (1998).
Science quotes on:  |  Mind (733)  |  Nature (1199)  |  Particular (74)  |  Rule (170)  |  Satisfaction (56)  |  Seize (13)  |  Suspicion (28)

Liebig was not a teacher in the ordinary sense of the word. Scientifically productive himself in an unusual degree, and rich in chemical ideas, he imparted the latter to his advanced pupils, to be put by them to experimental proof; he thus brought his pupils gradually to think for themselves, besides showing and explaining to them the methods by which chemical problems might be solved experimentally.
As quoted in G. H. Getman, The Life of Ira Remsen (1980), 18-19.
Science quotes on:  |  Experiment (596)  |  Justus von Liebig (38)  |  Problem (483)  |  Proof (242)  |  Teacher (117)  |  Thinking (228)

Like so many aging college people, Pnin had long ceased to notice the existence of students on the campus.
In Pnin (1957), 53
Science quotes on:  |  Age (174)  |  Campus (3)  |  Cease (37)  |  College (35)  |  Existence (294)  |  Long (167)  |  Notice (34)  |  People (382)

Mathematics gives the young man a clear idea of demonstration and habituates him to form long trains of thought and reasoning methodically connected and sustained by the final certainty of the result; and it has the further advantage, from a purely moral point of view, of inspiring an absolute and fanatical respect for truth. In addition to all this, mathematics, and chiefly algebra and infinitesimal calculus, excite to a high degree the conception of the signs and symbols—necessary instruments to extend the power and reach of the human mind by summarizing an aggregate of relations in a condensed form and in a kind of mechanical way. These auxiliaries are of special value in mathematics because they are there adequate to their definitions, a characteristic which they do not possess to the same degree in the physical and mathematical [natural?] sciences.
There are, in fact, a mass of mental and moral faculties that can be put in full play only by instruction in mathematics; and they would be made still more available if the teaching was directed so as to leave free play to the personal work of the student.
In 'Science as an Instrument of Education', Popular Science Monthly (1897), 253.
Science quotes on:  |  Absolute (96)  |  Addition (28)  |  Adequate (24)  |  Advantage (73)  |  Aggregate (14)  |  Algebra (92)  |  Auxiliary (6)  |  Available (25)  |  Calculus (48)  |  Certainty (128)  |  Characteristic (92)  |  Chiefly (12)  |  Clear (96)  |  Conception (87)  |  Condense (11)  |  Connect (29)  |  Definition (190)  |  Degree (79)  |  Demonstration (81)  |  Direct (81)  |  Excite (15)  |  Extend (40)  |  Fact (717)  |  Faculty (64)  |  Fanatical (3)  |  Far (154)  |  Final (47)  |  Form (305)  |  Free (88)  |  Full (63)  |  Give (197)  |  Habituate (3)  |  High (150)  |  Human Mind (80)  |  Idea (573)  |  Infinitesimal (15)  |  Inspire (49)  |  Instruction (70)  |  Instrument (90)  |  Kind (137)  |  Leave (126)  |  Long (167)  |  Mass (76)  |  Mathematics (1130)  |  Mechanical (46)  |  Mental (77)  |  Methodically (2)  |  Moral (121)  |  Natural (161)  |  Necessary (142)  |  Personal (65)  |  Physical (127)  |  Play (109)  |  Point Of View (40)  |  Possess (48)  |  Power (355)  |  Purely (28)  |  Reach (119)  |  Reason (449)  |  Relation (146)  |  Respect (82)  |  Result (361)  |  Same (154)  |  Science (2017)  |  Sign (55)  |  Special (73)  |  Summarize (10)  |  Sustain (23)  |  Symbol (65)  |  Teach (177)  |  Thought (531)  |  Train (42)  |  Truth (901)  |  Value (234)  |  Value Of Mathematics (51)  |  Work (615)  |  Young (97)

Mathematics is indeed dangerous in that it absorbs students to such a degree that it dulls their senses to everything else.
While a student, an observation made about his teacher, Professor Karl Schellbach. Quoted, without citation, in Howard W. Eves, Mathematical Circles Adieu, (1977).
Science quotes on:  |  Absorb (16)  |  Dangerous (59)  |  Degree (79)  |  Dull (31)  |  Everything (178)  |  Mathematics (1130)  |  Sense (310)

Mathematics … above all other subjects, makes the student lust after knowledge, fills him, as it were, with a longing to fathom the cause of things and to employ his own powers independently; it collects his mental forces and concentrates them on a single point and thus awakens the spirit of individual inquiry, self-confidence and the joy of doing; it fascinates because of the view-points which it offers and creates certainty and assurance, owing to the universal validity of its methods. Thus, both what he receives and what he himself contributes toward the proper conception and solution of a problem, combine to mature the student and to make him skillful, to lead him away from the surface of things and to exercise him in the perception of their essence. A student thus prepared thirsts after knowledge and is ready for the university and its sciences. Thus it appears, that higher mathematics is the best guide to philosophy and to the philosophic conception of the world (considered as a self-contained whole) and of one’s own being.
In Die Mathematik die Fackelträgerin einer neuen Zeit (1889), 40. As translated in Robert Édouard Moritz, Memorabilia Mathematica; Or, The Philomath’s Quotation-book (1914), 49.
Science quotes on:  |  Appear (113)  |  Assurance (11)  |  Awaken (15)  |  Best (166)  |  Both (81)  |  Cause (283)  |  Certainty (128)  |  Collect (16)  |  Concentrate (18)  |  Conception (87)  |  Consider (79)  |  Contribute (25)  |  Create (146)  |  Employ (35)  |  Exercise (63)  |  Fascinate (12)  |  Fathom (8)  |  Fill (58)  |  Force (248)  |  Guide (62)  |  Independently (6)  |  Individual (215)  |  Inquiry (40)  |  Joy (88)  |  Knowledge (1275)  |  Lead (158)  |  Long (167)  |  Lust (5)  |  Mathematics (1130)  |  Mature (10)  |  Mental (77)  |  Method (225)  |  Offer (40)  |  Owe (22)  |  Philosophic (4)  |  Philosophy (251)  |  Power (355)  |  Prepare (34)  |  Problem (483)  |  Proper (35)  |  Ready (37)  |  Receive (58)  |  Science (2017)  |  Self-Contained (3)  |  Single (118)  |  Skillful (6)  |  Solution (208)  |  Spirit (152)  |  Thirst (11)  |  Universal (99)  |  University (80)  |  Validity (31)  |  Value Of Mathematics (51)  |  Whole (186)  |  World (877)

Medical education does not exist to provide student with a way of making a living, but to ensure the health of the community.
Epigraph, without citation, in Robert Perlman, Evolution and Medicine (2013), xiii. Webmaster has not yet found the primary source; can you help?
Science quotes on:  |  Community (81)  |  Education (328)  |  Exist (144)  |  Health (151)  |  Living (56)  |  Medical (24)  |  Medical Education (2)  |  Provide (64)

Medicine is essentially a learned profession. Its literature is ancient, and connects it with the most learned periods of antiquity; and its terminology continues to be Greek or Latin. You cannot name a part of the body, and scarcely a disease, without the use of a classical term. Every structure bears upon it the impress of learning, and is a silent appeal to the student to cultivate an acquaintance with the sources from which the nomenclature of his profession is derived.
From Address (Oct 1874) delivered at Guy’s Hospital, 'On The Study of Medicine', printed in British Medical journal (1874), 2, 425. Collected in Sir William Withey Gull and Theodore Dyke Acland (ed.), A Collection of the Published Writings of William Withey Gull (1896), 11.
Science quotes on:  |  Acquaintance (21)  |  Ancient (102)  |  Antiquity (17)  |  Body (240)  |  Classical (16)  |  Cultivate (19)  |  Disease (275)  |  Greek (69)  |  Latin (33)  |  Learned (24)  |  Literature (79)  |  Medicine (340)  |  Name (164)  |  Nomenclature (138)  |  Profession (59)  |  Source (89)  |  Structure (219)  |  Term (119)  |  Terminology (8)

Most students treat knowledge as a liquid to be swallowed rather than as a solid to be chewed, and then wonder why it provides so little nourishment.
Seen around the web, but without citation. Webmaster has so far been unable to authenticate. Please contact Webmaster if you know the primary source.
Science quotes on:  |  Chew (2)  |  Knowledge (1275)  |  Liquid (25)  |  Little (182)  |  Nourishment (18)  |  Provide (64)  |  Solid (50)  |  Swallow (20)  |  Treat (33)  |  Wonder (168)

Most writing online is devolving toward SMS and tweets that involve quick, throwaway notes with abbreviations and threaded references. This is not a form of lasting communication. In 2020 there is unlikely to be a list of classic tweets and blog posts that every student and educated citizen should have read.
Written response to the Pew Research Center and Elon University's 'Imagining the Internet' research initiative asking their survey question (2010), “Share your view of the Internet’s influence on the future of knowledge-sharing in 2020.” From 'Imagining the Internet' on elon.edu website.
Science quotes on:  |  Citizen (30)  |  Classic (9)  |  Communication (75)  |  Educated (11)  |  Form (305)  |  Involve (46)  |  List (10)  |  Note (33)  |  Online (4)  |  Post (6)  |  Quick (13)  |  Read (141)  |  Reference (32)  |  Thread (18)  |  Toward (45)  |  Unlikely (13)  |  Write (150)

Much have I learned from my teachers, more from my colleagues, but most from my students.
Talmud
…...
Science quotes on:  |  Colleague (23)  |  Learn (277)  |  Teacher (117)

My interest in chemistry was started by reading Robert Kennedy Duncan’s popular books while a high school student in Des Moines, Iowa, so that after some delay when it was possible for me to go to college I had definitely decided to specialize in chemistry.
Letter (4 Apr 1932) to Pauline G. Beery. Hagley Museum and Library Collection, Wilmington, Delaware. 1784.) As cited in Matthew E. Hermes, Enough for One Lifetime: Wallace Carothers, Inventor of Nylon (1996), 13.
Science quotes on:  |  Autobiography (55)  |  Book (255)  |  Chemistry (250)  |  College (35)  |  Robert Kennedy Duncan (3)  |  High School (11)  |  Interest (234)  |  Motivation (26)  |  Specialize (3)  |  University (80)

Nearly every subject has a shadow, or imitation. It would, I suppose, be quite possible to teach a deaf and dumb child to play the piano. When it played a wrong note, it would see the frown of its teacher, and try again. But it would obviously have no idea of what it was doing, or why anyone should devote hours to such an extraordinary exercise. It would have learnt an imitation of music. and it would fear the piano exactly as most students fear what is supposed to be mathematics.
In Mathematician's Delight (1943), 8.
Science quotes on:  |  Child (244)  |  Deaf (4)  |  Devote (34)  |  Dumb (9)  |  Exactly (13)  |  Exercise (63)  |  Extraordinary (43)  |  Fear (140)  |  Frown (5)  |  Hour (70)  |  Idea (573)  |  Imitation (21)  |  Learn (277)  |  Mathematics (1130)  |  Music (95)  |  Note (33)  |  Obvious (77)  |  Piano (12)  |  Play (109)  |  Possible (152)  |  See (368)  |  Shadow (52)  |  Subject (231)  |  Teach (177)  |  Teacher (117)  |  Try (139)  |  Wrong (137)

Newton lectured now and then to the few students who chose to hear him; and it is recorded that very frequently he came to the lecture-room and found it empty. On such occasions he would remain fifteen minutes, and then, if no one came, return to his apartments.
In 'Sir Isaac Newton', People’s Book of Biography: Or, Short Lives of the Most Interesting Persons of All Ages and Countries (1868), 250.
Science quotes on:  |  Apartment (4)  |  Choose (57)  |  Empty (39)  |  Frequent (18)  |  Hear (60)  |  Lecture (67)  |  Mathematicians and Anecdotes (120)  |  Minute (42)  |  Sir Isaac Newton (327)  |  Occasion (22)  |  Record (67)  |  Remain (109)  |  Return (54)

Ninety-nine [students] out of a hundred are automata, careful to walk in prescribed paths, careful to follow the prescribed custom. This is not an accident but the result of substantial education, which, scientifically defined, is the subsumption of the individual.
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.
Science quotes on:  |  Accident (65)  |  Automaton (10)  |  Custom (28)  |  Definition (190)  |  Education (328)  |  Individual (215)  |  Path (83)  |  Prescribed (3)  |  Substantial (14)  |  Subsumption (3)

No scientist or student of science, need ever read an original work of the past. As a general rule, he does not think of doing so. Rutherford was one of the greatest experimental physicists, but no nuclear scientist today would study his researches of fifty years ago. Their substance has all been infused into the common agreement, the textbooks, the contemporary papers, the living present.
Attempting to distinguish between science and the humanities in which original works like Shakespeare's must be studied verbatim. 'The Case of Leavis and the Serious Case', (1970), reprinted in Public Affairs (1971), 94.
Science quotes on:  |  Agreement (38)  |  Common (117)  |  Contemporary (30)  |  Experiment (596)  |  Experimental Physicist (8)  |  Greatest (62)  |  Nuclear (27)  |  Original (54)  |  Paper (81)  |  Past (150)  |  Physicist (159)  |  Present (173)  |  Reading (52)  |  Research (583)  |  Sir Ernest Rutherford (53)  |  Scientist (511)  |  Study (456)  |  Substance (84)  |  Textbook (27)  |  Today (115)  |  Work (615)

No serious student of human behavior denies the potent influence of evolved biology upon our cultural lives. Our struggle is to figure out how biology affects us, not whether it does.
In An Urchin in the Storm: Essays about Books and Ideas (1988, 2010), 152.
Science quotes on:  |  Affect (17)  |  Biology (167)  |  Cultural (23)  |  Deny (40)  |  Evolution (530)  |  Figure Out (5)  |  Human Behavior (4)  |  Influence (136)  |  Life (1113)  |  Potent (4)  |  Serious (50)  |  Struggle (76)

No video, no photographs, no verbal descriptions, no lectures can provide the enchantment that a few minutes out-of-doors can: watch a spider construct a web; observe a caterpillar systematically ravaging the edge of a leaf; close your eyes, cup your hands behind your ears, and listen to aspen leaves rustle or a stream muse about its pools and eddies. Nothing can replace plucking a cluster of pine needles and rolling them in your fingers to feel how they’re put together, or discovering that “sedges have edges and grasses are round,” The firsthand, right-and-left-brain experience of being in the out-of-doors involves all the senses including some we’ve forgotten about, like smelling water a mile away. No teacher, no student, can help but sense and absorb the larger ecological rhythms at work here, and the intertwining of intricate, varied and complex strands that characterize a rich, healthy natural world.
Into the Field: A Guide to Locally Focused Teaching
Science quotes on:  |  Absorb (16)  |  Behind (38)  |  Caterpillar (3)  |  Characterize (17)  |  Close (66)  |  Cluster (13)  |  Complex (94)  |  Construct (40)  |  Cup (7)  |  Description (81)  |  Discover (190)  |  Ear (25)  |  Ecological (7)  |  Eddy (4)  |  Edge (22)  |  Enchantment (8)  |  Experience (329)  |  Eye (215)  |  Feel (164)  |  Finger (43)  |  Firsthand (2)  |  Forget (61)  |  Grass (35)  |  Hand (140)  |  Healthy (25)  |  Help (99)  |  Include (39)  |  Intricate (21)  |  Involve (46)  |  Large (129)  |  Leaf (49)  |  Leave (126)  |  Lecture (67)  |  Listen (38)  |  Mile (38)  |  Minute (42)  |  Muse (5)  |  Natural World (25)  |  Needle (5)  |  Nothing (376)  |  Observe (75)  |  Photograph (19)  |  Pine (9)  |  Pluck (5)  |  Pool (13)  |  Provide (64)  |  Ravage (6)  |  Replace (30)  |  Rhythm (18)  |  Rich (61)  |  Roll (16)  |  Round (26)  |  Rustle (2)  |  Sense (310)  |  Smell (18)  |  Spider (11)  |  Strand (5)  |  Stream (40)  |  Systematically (7)  |  Teacher (117)  |  Together (75)  |  Vary (24)  |  Verbal (8)  |  Video (2)  |  Watch (63)  |  Water (289)  |  Web (15)  |  Weve (13)  |  Work (615)

Nothing can be more fatal to progress than a too confident reliance upon mathematical symbols; for the student is only too apt to take the easier course, and consider the formula and not the fact as the physical reality.
In William Thomson and Peter Guthrie Tait, Treatise on Natural Philosophy (1867), Vol. 1, viii.
Science quotes on:  |  Confident (9)  |  Consider (79)  |  Easy (95)  |  Fact (717)  |  Formula (78)  |  Mathematics (1130)  |  Physical (127)  |  Progress (360)  |  Reality (184)  |  Reliance (10)  |  Symbol (65)

On May 15, 1957 Linus Pauling made an extraordinary speech to the students of Washington University. ... It was at this time that the idea of the scientists' petition against nuclear weapons tests was born. That evening we discussed it at length after dinner at my house and various ones of those present were scribbling and suggesting paragraphs. But it was Linus Pauling himself who contributed the simple prose of the petition that was much superior to any of the suggestions we were making.
Speech, "The 1962 Nobel Peace Prize," at Unitarian Church, Boulder, Colorado (20 Oct 1963). On Oregon State University Library website.
Science quotes on:  |  Birth (92)  |  Dinner (14)  |  Discussion (47)  |  Evening (12)  |  Extraordinary (43)  |  Idea (573)  |  Paragraph (3)  |  Linus Pauling (58)  |  Petition (4)  |  Prose (10)  |  Scientist (511)  |  Scribble (5)  |  Speech (46)  |  Suggestion (30)  |  Superior (40)

On my tests I used to always give as my first question, define chemistry, because I thought every student should know what they were taking. I do this quite often.
In address, to the Economic Club of Detroit (14 Jan 1990), 'Where Do We Go From Here?' on the massiechairs.com website.
Science quotes on:  |  Chemistry (250)  |  Define (49)  |  Knowledge (1275)  |  Question (399)  |  Test (122)

One could say you can't do any experiment which exceeds the lifetime of a Ph.D. student.
In transcript of video interview story No. 45, 'Evolution experiments' on webofstories.com website.
Science quotes on:  |  Experiment (596)  |  Lifetime (28)  |  PhD (8)

One of the big misapprehensions about mathematics that we perpetrate in our classrooms is that the teacher always seems to know the answer to any problem that is discussed. This gives students the idea that there is a book somewhere with all the right answers to all of the interesting questions, and that teachers know those answers. And if one could get hold of the book, one would have everything settled. That’s so unlike the true nature of mathematics.
As quoted in L.A. Steen and D.J. Albers (eds.), Teaching Teachers, Teaching Students (1981), 89.
Science quotes on:  |  Answer (243)  |  Book (255)  |  Classroom (7)  |  Discuss (22)  |  Everything (178)  |  Idea (573)  |  Interest (234)  |  Know (536)  |  Mathematics (1130)  |  Misapprehension (2)  |  Nature Of Mathematics (72)  |  Perpetrate (3)  |  Problem (483)  |  Question (399)  |  Right (192)  |  Seem (140)  |  Settle (18)  |  Teacher (117)  |  True (192)  |  Unlike (8)

One of the first and foremost duties of the teacher is not to give his students the impression that mathematical problems have little connection with each other, and no connection at all with anything else. We have a natural opportunity to investigate the connections of a problem when looking back at its solution.
In How to Solve It: A New Aspect of Mathematical Method (2004), 15.
Science quotes on:  |  Back (103)  |  Connection (106)  |  Duty (67)  |  First (306)  |  Foremost (11)  |  Giving (11)  |  Impression (68)  |  Investigation (170)  |  Look (52)  |  Mathematics (1130)  |  Natural (161)  |  Opportunity (61)  |  Problem (483)  |  Solution (208)  |  Teacher (117)

One rarely hears of the mathematical recitation as a preparation for public speaking. Yet mathematics shares with these studies [foreign languages, drawing and natural science] their advantages, and has another in a higher degree than either of them.
Most readers will agree that a prime requisite for healthful experience in public speaking is that the attention of the speaker and hearers alike be drawn wholly away from the speaker and concentrated upon the thought. In perhaps no other classroom is this so easy as in the mathematical, where the close reasoning, the rigorous demonstration, the tracing of necessary conclusions from given hypotheses, commands and secures the entire mental power of the student who is explaining, and of his classmates. In what other circumstances do students feel so instinctively that manner counts for so little and mind for so much? In what other circumstances, therefore, is a simple, unaffected, easy, graceful manner so naturally and so healthfully cultivated? Mannerisms that are mere affectation or the result of bad literary habit recede to the background and finally disappear, while those peculiarities that are the expression of personality and are inseparable from its activity continually develop, where the student frequently presents, to an audience of his intellectual peers, a connected train of reasoning. …
One would almost wish that our institutions of the science and art of public speaking would put over their doors the motto that Plato had over the entrance to his school of philosophy: “Let no one who is unacquainted with geometry enter here.”
In A Scrap-book of Elementary Mathematics: Notes, Recreations, Essays (1908), 210-211.
Science quotes on:  |  Attention (113)  |  Classroom (7)  |  Concentrate (18)  |  Drawing (21)  |  Geometry (213)  |  Language (214)  |  Listener (5)  |  Mathematics (1130)  |  Natural Science (87)  |  Peer (11)  |  Plato (73)  |  Recitation (2)  |  Speaker (6)  |  Thought (531)  |  Value Of Mathematics (51)

One striking peculiarity of mathematics is its unlimited power of evolving examples and problems. A student may read a book of Euclid, or a few chapters of Algebra, and within that limited range of knowledge it is possible to set him exercises as real and as interesting as the propositions themselves which he has studied; deductions which might have pleased the Greek geometers, and algebraic propositions which Pascal and Fermat would not have disdained to investigate.
In 'Private Study of Mathematics', Conflict of Studies and other Essays (1873), 82.
Science quotes on:  |  Algebra (92)  |  Algebraic (5)  |  Book (255)  |  Chapter (9)  |  Deduction (67)  |  Disdain (6)  |  Euclid (52)  |  Evolution (530)  |  Example (92)  |  Exercise (63)  |  Pierre de Fermat (15)  |  Geometer (21)  |  Greek (69)  |  Interest (234)  |  Investigate (64)  |  Knowledge (1275)  |  Limit (121)  |  Mathematics (1130)  |  Pascal (2)  |  Peculiarity (19)  |  Please (22)  |  Possible (152)  |  Power (355)  |  Problem (483)  |  Proposition (78)  |  Range (57)  |  Read (141)  |  Real (144)  |  Set (97)  |  Strike (37)  |  Study (456)  |  Unlimited (12)  |  Value Of Mathematics (51)

One word characterises the most strenuous of the efforts for the advancement of science that I have made perseveringly during fifty-five years; that word is failure. I know no more of electric and magnetic force, or of the relation between ether, electricity and ponderable matter, or of chemical affinity, than I knew and tried to teach to my students of natural philosophy fifty years ago in my first session as Professor.
Address (16 Jun 1896), at Celebration for his Jubilee as Professor, at Glasgow University. Printed in The Electrician (19 Jun 1896), 37, 247.
Science quotes on:  |  Advancement (39)  |  Chemical Affinity (2)  |  Effort (143)  |  Electric (15)  |  Electricity (135)  |  Ether (24)  |  Failure (136)  |  Force (248)  |  Know (536)  |  Magnetic (10)  |  Matter (336)  |  Natural Philosophy (28)  |  Persevere (5)  |  Professor (54)  |  Relation (146)  |  Science (2017)  |  Teach (177)  |  Word (296)

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.
Science quotes on:  |  Jean-Baptiste-André Dumas (9)  |  Charles Gerhardt (3)  |  Justus von Liebig (38)  |  Pupil (29)  |  School (115)  |  Alexander William Williamson (2)

Our abiding belief is that just as the workmen in the tunnel of St. Gothard, working from either end, met at last to shake hands in the very central root of the mountain, so students of nature and students of Christianity will yet join hands in the unity of reason and faith, in the heart of their deepest mysteries.
…...
Science quotes on:  |  Abide (11)  |  Belief (500)  |  Central (33)  |  Christianity (11)  |  Deep (119)  |  End (194)  |  Faith (156)  |  Hand (140)  |  Heart (137)  |  Join (25)  |  Meet (29)  |  Mountain (144)  |  Mystery (150)  |  Nature (1199)  |  Reason (449)  |  Root (58)  |  Shake (29)  |  St (2)  |  Tunnel (8)  |  Unity (53)  |  Work (615)  |  Workman (13)

Our failure to discern a universal good does not record any lack of insight or ingenuity, but merely demonstrates that nature contains no moral messages framed in human terms. Morality is a subject for philosophers, theologians, students of the humanities, indeed for all thinking people. The answers will not be read passively from nature; they do not, and cannot, arise from the data of science. The factual state of the world does not teach us how we, with our powers for good and evil, should alter or preserve it in the most ethical manner.
…...
Science quotes on:  |  Alter (23)  |  Answer (243)  |  Arise (47)  |  Contain (67)  |  Data (119)  |  Demonstrate (49)  |  Discern (13)  |  Ethical (13)  |  Factual (8)  |  Failure (136)  |  Frame (25)  |  Good (336)  |  Good And Evil (3)  |  Human (544)  |  Humanities (17)  |  Ingenuity (27)  |  Insight (69)  |  Lack (77)  |  Manner (56)  |  Merely (78)  |  Message (35)  |  Moral (121)  |  Morality (42)  |  Nature (1199)  |  Passively (3)  |  People (382)  |  Philosopher (163)  |  Power (355)  |  Preserve (50)  |  Read (141)  |  Record (67)  |  Science (2017)  |  State (132)  |  Subject (231)  |  Teach (177)  |  Term (119)  |  Theologian (15)  |  Think (338)  |  Universal (99)  |  World (877)

Over the years it has become clear that adjustments to the physical environment are behavioral as well as physiological and are inextricably intertwined with ecology and evolution. Consequently, a student of the physiology of adaptation should not only be a technically competent physiologist, but also be familiar with the evolutionary and ecological setting of the phenomenon that he or she is studying.
From 'Interspecific comparison as a tool for ecological physiologists', collected in M.E. Feder, A.F. Bennett, W.W. Burggren, and R.B. Huey, (eds.), New Directions in Ecological Physiology (1987), 17.
Science quotes on:  |  Adaptation (49)  |  Adjustment (14)  |  Become (173)  |  Behavioral (4)  |  Clear (96)  |  Competent (18)  |  Consequently (5)  |  Ecological (7)  |  Ecology (68)  |  Environment (178)  |  Evolution (530)  |  Evolutionary (23)  |  Familiar (41)  |  Inextricably (2)  |  Intertwine (4)  |  Phenomenon (274)  |  Physical (127)  |  Physiological (17)  |  Physiologist (17)  |  Physiology (83)  |  Set (97)  |  Study (456)  |  Technically (5)  |  Year (297)

Plainly, then, these are the causes, and this is how many they are. They are four, and the student of nature should know them all, and it will be his method, when stating on account of what, to get back to them all: the matter, the form, the thing which effects the change, and what the thing is for.
Aristotle
From Physics, Book II, Part 7, 198a21-26. As quoted in Stephen Everson, 'Aristotle on the Foundations of the State', Political Studies (1988), 36, 89-101. Reprinted in Lloyd P. Gerson (ed.), Aristotle: Politics, Rhetoric and Aesthetics (1999), 74.
Science quotes on:  |  Cause (283)  |  Change (358)  |  Effect (164)  |  Explain (104)  |  Form (305)  |  Know (536)  |  Matter (336)  |  Method (225)  |  Nature (1199)  |  Scientific Method (164)

Poor is the pupil who does not surpass his master.
'Aphorisms', in The Notebooks of Leonardo da Vinci, trans. E. MacCurdy (1938 ), Vol. 1, 98.
Science quotes on:  |  Pupil (29)  |  Teacher (117)

Professor Sylvester’s first high class at the new university Johns Hopkins consisted of only one student, G. B. Halsted, who had persisted in urging Sylvester to lecture on the modem algebra. The attempt to lecture on this subject led him into new investigations in quantics.
In Teaching and History of Mathematics in the United States (1890), 264.
Science quotes on:  |  Algebra (92)  |  Attempt (119)  |  Class (83)  |  Consist (45)  |  First (306)  |  George B. Halsted (7)  |  High (150)  |  Investigation (170)  |  Johns Hopkins (3)  |  Lead (158)  |  Lecture (67)  |  Mathematicians and Anecdotes (120)  |  Modem (3)  |  New (477)  |  Persist (11)  |  Professor (54)  |  Subject (231)  |  James Joseph Sylvester (48)  |  University (80)  |  Urge (16)

Professors have a tendency to think that independent, creative thinking cannot be done by non-science students, and that only advanced science majors have learned enough of the material to think critically about it. I believe this attitude is false. … [Ask] students to use their native intelligence to actually confront subtle scientific issues.
In Understanding the Universe: An Inquiry Approach to Astronomy and the Nature of Scientific Research (2013), ix.
Science quotes on:  |  Advanced (11)  |  Attitude (58)  |  Confront (17)  |  Creative (57)  |  Critical Thinking (2)  |  False (96)  |  Independent (65)  |  Intelligence (164)  |  Issue (41)  |  Non-Science (2)  |  Professor (54)  |  Science Education (11)

Quite distinct from the theoretical question of the manner in which mathematics will rescue itself from the perils to which it is exposed by its own prolific nature is the practical problem of finding means of rendering available for the student the results which have been already accumulated, and making it possible for the learner to obtain some idea of the present state of the various departments of mathematics. … The great mass of mathematical literature will be always contained in Journals and Transactions, but there is no reason why it should not be rendered far more useful and accessible than at present by means of treatises or higher text-books. The whole science suffers from want of avenues of approach, and many beautiful branches of mathematics are regarded as difficult and technical merely because they are not easily accessible. … I feel very strongly that any introduction to a new subject written by a competent person confers a real benefit on the whole science. The number of excellent text-books of an elementary kind that are published in this country makes it all the more to be regretted that we have so few that are intended for the advanced student. As an example of the higher kind of text-book, the want of which is so badly felt in many subjects, I may mention the second part of Prof. Chrystal’s Algebra published last year, which in a small compass gives a great mass of valuable and fundamental knowledge that has hitherto been beyond the reach of an ordinary student, though in reality lying so close at hand. I may add that in any treatise or higher text-book it is always desirable that references to the original memoirs should be given, and, if possible, short historic notices also. I am sure that no subject loses more than mathematics by any attempt to dissociate it from its history.
In Presidential Address British Association for the Advancement of Science, Section A (1890), Nature, 42, 466.
Science quotes on:  |  Accessible (16)  |  Accumulate (25)  |  Add (40)  |  Advance (158)  |  Algebra (92)  |  Already (28)  |  Approach (53)  |  At Hand (4)  |  Attempt (119)  |  Available (25)  |  Avenue (6)  |  Badly (15)  |  Beautiful (137)  |  Benefit (72)  |  Beyond (104)  |  Branch (100)  |  George Chrystal (7)  |  Close (66)  |  Compass (24)  |  Competent (18)  |  Confer (11)  |  Contain (67)  |  Country (142)  |  Department (46)  |  Desirable (11)  |  Difficult (114)  |  Distinct (44)  |  Easily (35)  |  Elementary (45)  |  Example (92)  |  Excellent (25)  |  Expose (16)  |  Far (154)  |  Feel (164)  |  Find (400)  |  Fundamental (153)  |  Give (197)  |  Great (517)  |  High (150)  |  Historic (7)  |  History (366)  |  Hitherto (6)  |  Idea (573)  |  Intend (16)  |  Introduction (34)  |  Journal (18)  |  Kind (137)  |  Knowledge (1275)  |  Learner (10)  |  Lie (114)  |  Literature (79)  |  Lose (91)  |  Manner (56)  |  Mass (76)  |  Mathematics (1130)  |  Means (167)  |  Memoir (11)  |  Mention (23)  |  Merely (78)  |  Nature (1199)  |  New (477)  |  Notice (34)  |  Number (275)  |  Obtain (45)  |  Ordinary (67)  |  Original (54)  |  Part (216)  |  Peril (9)  |  Person (152)  |  Possible (152)  |  Practical (123)  |  Present (173)  |  Problem (483)  |  Prof (2)  |  Prolific (5)  |  Publish (32)  |  Question (399)  |  Reach (119)  |  Real (144)  |  Reality (184)  |  Reason (449)  |  Reference (32)  |  Regard (91)  |  Regret (19)  |  Render (30)  |  Rescue (10)  |  Result (361)  |  Science (2017)  |  Second (57)  |  Short (46)  |  Small (160)  |  State (132)  |  Strongly (9)  |  Study And Research In Mathematics (55)  |  Subject (231)  |  Suffer (40)  |  Technical (40)  |  Textbook (27)  |  Theory (687)  |  Transaction (6)  |  Treatise (31)  |  Useful (97)  |  Value (234)  |  Various (46)  |  Want (173)  |  Whole (186)  |  Write (150)  |  Year (297)

Science and engineering students presumably are left to learn about their literature in the same way they learn about sex.
'Learning for Life', Journal of Chemical Information and Computer Sciences (1981), 21 (4), 2A.
Science quotes on:  |  Engineering (126)  |  Learning (177)  |  Literature (79)  |  Presumption (13)  |  Science (2017)  |  Sex (49)

Science is able to make cooperate catholics and mechanics, students and Nobel prize winners, because a common faith distributes the functions of workmanship despite all differences of rational formulation.
In 'The Scientific Grammar of Michael Faraday’s Diaries', Part I, 'The Classic of Science', A Classic and a Founder (1937), collected in Rosenstock-Huessy Papers (1981), Vol. 1, 8.
Science quotes on:  |  Catholic (8)  |  Common (117)  |  Cooperate (4)  |  Despite (7)  |  Difference (242)  |  Distribute (9)  |  Faith (156)  |  Formulation (25)  |  Function (127)  |  Mechanic (22)  |  Nobel Prize (28)  |  Rational (54)  |  Science (2017)  |  Winner (3)  |  Workmanship (4)

Scientists and particularly the professional students of evolution are often accused of a bias toward mechanism or materialism, even though believers in vitalism and in finalism are not lacking among them. Such bias as may exist is inherent in the method of science. The most successful scientific investigation has generally involved treating phenomena as if they were purely materialistic, rejecting any metaphysical hypothesis as long as a physical hypothesis seems possible. The method works. The restriction is necessary because science is confined to physical means of investigation and so it would stultify its own efforts to postulate that its subject is not physical and so not susceptible to its methods.
The Meaning of Evolution: A Study of the History of Life and of its Significance for Man (1949), 127.
Science quotes on:  |  Accusation (6)  |  Belief (500)  |  Bias (16)  |  Confinement (4)  |  Effort (143)  |  Evolution (530)  |  Hypothesis (249)  |  Inherent (30)  |  Investigation (170)  |  Lacking (2)  |  Materialism (7)  |  Means (167)  |  Mechanism (51)  |  Metaphysics (34)  |  Method (225)  |  Necessity (141)  |  Phenomenon (274)  |  Physical (127)  |  Postulate (31)  |  Professional (37)  |  Rejection (26)  |  Restriction (9)  |  Scientific Method (164)  |  Scientist (511)  |  Stultify (4)  |  Subject (231)  |  Success (245)  |  Treatment (100)  |  Vitalism (5)

Some of the men stood talking in this room, and at the right of the door a little knot had formed round a small table, the center of which was the mathematics student, who was eagerly talking. He had made the assertion that one could draw through a given point more than one parallel to a straight line; Frau Hagenström had cried out that this was impossible, and he had gone on to prove it so conclusively that his hearers were constrained to behave as though they understood.
In Little Herr Friedemann (1961), 25.
Science quotes on:  |  Assertion (31)  |  Behave (17)  |  Conclusive (6)  |  Constrain (8)  |  Draw (53)  |  Eager (15)  |  Given (5)  |  Impossible (106)  |  Mathematics (1130)  |  Parallel (17)  |  Point (122)  |  Prove (107)  |  Straight Line (17)  |  Understand (320)

Students of the heavens are separable into astronomers and astrologers as readily as the minor domestic ruminants into sheep and goats, but the separation of philosophers into sages and cranks seems to be more sensitive to frames of reference.
Theories and Things (1981), 192.
Science quotes on:  |  Astrologer (10)  |  Astronomer (68)  |  Crank (13)  |  Domestic (13)  |  Frame of Reference (4)  |  Goat (5)  |  Heaven (150)  |  Minor (10)  |  Philosopher (163)  |  Sage (15)  |  Separation (36)  |  Sheep (11)

Students should learn to study at an early stage the great works of the great masters instead of making their minds sterile through the everlasting exercises of college, which are of no use whatever, except to produce a new Arcadia where indolence is veiled under the form of useless activity. … Hard study on the great models has ever brought out the strong; and of such must be our new scientific generation if it is to be worthy of the era to which it is born and of the struggles to which it is destined.
In Giornale di matematiche, Vol. 11, 153.
Science quotes on:  |  Activity (127)  |  Born (30)  |  College (35)  |  Destined (11)  |  Early (60)  |  Era (17)  |  Everlasting (8)  |  Exercise (63)  |  Form (305)  |  Generation (134)  |  Great (517)  |  Hard (98)  |  Indolence (7)  |  Learn (277)  |  Master (93)  |  Mind (733)  |  Model (79)  |  New (477)  |  Produce (98)  |  Scientific (230)  |  Stage (53)  |  Sterile (11)  |  Strong (71)  |  Struggle (76)  |  Study (456)  |  Study And Research In Mathematics (55)  |  Useless (31)  |  Veil (17)  |  Work (615)  |  Worthy (33)

Students using astrophysical textbooks remain essentially ignorant of even the existence of plasma concepts, despite the fact that some of them have been known for half a century. The conclusion is that astrophysics is too important to be left in the hands of astrophysicists who have gotten their main knowledge from these textbooks. Earthbound and space telescope data must be treated by scientists who are familiar with laboratory and magnetospheric physics and circuit theory, and of course with modern plasma theory.
[Lamenting the traditional neglect of plasma physics]
Quoted in Anthony L. Peratt, 'Dean of the Plasma Dissidents', Washington Times, supplement: The World and I (May 1988),197.
Science quotes on:  |  Astrophysicist (7)  |  Astrophysics (14)  |  Circuit (14)  |  Concept (142)  |  Data (119)  |  Existence (294)  |  Fact (717)  |  Ignorant (35)  |  Knowledge (1275)  |  Laboratory (131)  |  Neglect (33)  |  Plasma (7)  |  Telescope (82)  |  Textbook (27)  |  Theory (687)

Students who have attended my [medical] lectures may remember that I try not only to teach them what we know, but also to realise how little this is: in every direction we seem to travel but a very short way before we are brought to a stop; our eyes are opened to see that our path is beset with doubts, and that even our best-made knowledge comes but too soon to an end.
In Notes on the Composition of Scientific Papers (1904), 3.
Science quotes on:  |  Best (166)  |  Direction (73)  |  Doubt (158)  |  End (194)  |  Eye (215)  |  Know (536)  |  Knowledge (1275)  |  Lecture (67)  |  Little (182)  |  Opening (15)  |  Path (83)  |  Realize (90)  |  Remembering (7)  |  Short (46)  |  Stop (73)  |  Teaching (107)  |  Travelling (3)  |  Trying (19)

Sufficient knowledge and a solid background in the basic sciences are essential for all medical students. But that is not enough. A physician is not only a scientist or a good technician. He must be more than that—he must have good human qualities. He has to have a personal understanding and sympathy for the suffering of human beings.
From interview with Benjamin Fine, 'Einstein Stresses Critical Thinking', New York Times (5 Oct 1952), 37.
Science quotes on:  |  Background (30)  |  Basic (66)  |  Essential (114)  |  Human (544)  |  Human Being (72)  |  Knowledge (1275)  |  Medical (24)  |  Personal (65)  |  Physician (240)  |  Quality (92)  |  Science (2017)  |  Scientist (511)  |  Solid (50)  |  Suffering (27)  |  Sufficient (39)  |  Sympathy (23)  |  Technician (7)  |  Understanding (325)

The advanced course in physics began with Rutherford’s lectures. I was the only woman student who attended them and the regulations required that women should sit by themselves in the front row. There had been a time when a chaperone was necessary but mercifully that day was past. At every lecture Rutherford would gaze at me pointedly, as I sat by myself under his very nose, and would begin in his stentorian voice: “Ladies and Gentlemen”. All the boys regularly greeted this witticism with thunderous applause, stamping with their feet in the traditional manner, and at every lecture I wished I could sink into the earth. To this day I instinctively take my place as far back as possible in a lecture room.
In Cecilia Payne-Gaposchkin: An Autobiography and Other Recollections (1996), 118.
Science quotes on:  |  Applause (9)  |  Back (103)  |  Earth (632)  |  Foot (57)  |  Front (14)  |  Gaze (16)  |  Gentleman (18)  |  Lady (11)  |  Lecture (67)  |  Manner (56)  |  Regulation (20)  |  Row (9)  |  Sir Ernest Rutherford (53)  |  Sink (20)  |  Stamp (15)  |  Traditional (15)  |  Voice (50)  |  Wish (91)  |  Witticism (2)  |  Woman (107)

The ancients devoted a lifetime to the study of arithmetic; it required days to extract a square root or to multiply two numbers together. Is there any harm in skipping all that, in letting the school boy learn multiplication sums, and in starting his more abstract reasoning at a more advanced point? Where would be the harm in letting the boy assume the truth of many propositions of the first four books of Euclid, letting him assume their truth partly by faith, partly by trial? Giving him the whole fifth book of Euclid by simple algebra? Letting him assume the sixth as axiomatic? Letting him, in fact, begin his severer studies where he is now in the habit of leaving off? We do much less orthodox things. Every here and there in one’s mathematical studies one makes exceedingly large assumptions, because the methodical study would be ridiculous even in the eyes of the most pedantic of teachers. I can imagine a whole year devoted to the philosophical study of many things that a student now takes in his stride without trouble. The present method of training the mind of a mathematical teacher causes it to strain at gnats and to swallow camels. Such gnats are most of the propositions of the sixth book of Euclid; propositions generally about incommensurables; the use of arithmetic in geometry; the parallelogram of forces, etc., decimals.
In Teaching of Mathematics (1904), 12.
Science quotes on:  |  Abstract (79)  |  Advance (158)  |  Algebra (92)  |  Ancient (102)  |  Arithmetic (114)  |  Assume (35)  |  Assumption (57)  |  Axiomatic (2)  |  Begin (104)  |  Book (255)  |  Camel (11)  |  Cause (283)  |  Decimal (14)  |  Devote (34)  |  Euclid (52)  |  Extract (17)  |  Eye (215)  |  Fact (717)  |  Faith (156)  |  First (306)  |  Generally (15)  |  Geometry (213)  |  Give (197)  |  Gnat (7)  |  Habit (104)  |  Harm (37)  |  Imagine (74)  |  Incommensurable (2)  |  Large (129)  |  Learn (277)  |  Leave (126)  |  Lifetime (28)  |  Mathematics (1130)  |  Method (225)  |  Methodical (6)  |  Mind (733)  |  Multiplication (22)  |  Multiply (18)  |  Number (275)  |  Orthodox (4)  |  Partly (5)  |  Pedantic (3)  |  Philosophical (23)  |  Point (122)  |  Present (173)  |  Proposition (78)  |  Reason (449)  |  Require (78)  |  Ridiculous (12)  |  Schoolboy (9)  |  Severe (16)  |  Simple (169)  |  Skip (4)  |  Square Root (8)  |  Start (97)  |  Strain (11)  |  Stride (9)  |  Study (456)  |  Sum (41)  |  Swallow (20)  |  Teacher (117)  |  Teaching of Mathematics (29)  |  Together (75)  |  Training (62)  |  Trial (28)  |  Trouble (71)  |  Truth (901)  |  Whole (186)  |  Year (297)

The authors of literary works may not have intended all the subtleties, complexities, undertones, and overtones that are attributed to them by critics and by students writing doctoral theses.” That’s what God says about geologists, I told him...
Basin and Range
Science quotes on:  |  Attribute (37)  |  Author (58)  |  Complexity (90)  |  Critic (19)  |  Geologist (47)  |  God (528)  |  Intend (16)  |  Literary (12)  |  Overtone (2)  |  Say (226)  |  Subtlety (11)  |  Tell (108)  |  Thesis (11)  |  Undertone (2)  |  Work (615)  |  Write (150)

The average English author [of mathematical texts] leaves one under the impression that he has made a bargain with his reader to put before him the truth, the greater part of the truth, and nothing but the truth; and that if he has put the facts of his subject into his book, however difficult it may be to unearth them, he has fulfilled his contract with his reader. This is a very much mistaken view, because effective teaching requires a great deal more than a bare recitation of facts, even if these are duly set forth in logical order—as in English books they often are not. The probable difficulties which will occur to the student, the objections which the intelligent student will naturally and necessarily raise to some statement of fact or theory—these things our authors seldom or never notice, and yet a recognition and anticipation of them by the author would be often of priceless value to the student. Again, a touch of humour (strange as the contention may seem) in mathematical works is not only possible with perfect propriety, but very helpful; and I could give instances of this even from the pure mathematics of Salmon and the physics of Clerk Maxwell.
In Perry, Teaching of Mathematics (1902), 59-61.
Science quotes on:  |  Anticipation (14)  |  Author (58)  |  Average (41)  |  Bare (11)  |  Bargain (4)  |  Book (255)  |  Contention (10)  |  Contract (11)  |  Deal (47)  |  Difficult (114)  |  Difficulty (142)  |  Effective (29)  |  English (33)  |  Fact (717)  |  Forth (13)  |  Fulfill (19)  |  Great (517)  |  Helpful (15)  |  Humour (103)  |  Impression (68)  |  Instance (32)  |  Intelligent (47)  |  Leave (126)  |  Logical (51)  |  Mathematics (1130)  |  James Clerk Maxwell (82)  |  Mistake (128)  |  Naturally (10)  |  Necessarily (30)  |  Nothing (376)  |  Notice (34)  |  Objection (18)  |  Occur (43)  |  Often (106)  |  Order (238)  |  Part (216)  |  Perfect (80)  |  Physics (342)  |  Possible (152)  |  Priceless (5)  |  Probable (19)  |  Propriety (4)  |  Pure Mathematics (63)  |  Raise (34)  |  Reader (37)  |  Recitation (2)  |  Recognition (70)  |  Require (78)  |  Salmon (6)  |  Seem (140)  |  Seldom (28)  |  Set (97)  |  Statement (71)  |  Strange (89)  |  Subject (231)  |  Teach (177)  |  Teaching of Mathematics (29)  |  Text (14)  |  Theory (687)  |  Touch (76)  |  Truth (901)  |  Unearth (2)  |  Value (234)  |  View (169)  |  Work (615)

The best part of working at a university is the students. They come in fresh, enthusiastic, open to ideas, unscarred by the battles of life. They don't realize it, but they're the recipients of the best our society can offer. If a mind is ever free to be creative, that's the time. They come in believing textbooks are authoritative but eventually they figure out that textbooks and professors don't know everything, and then they start to think on their own. Then, I begin learning from them.
As quoted in autobiography of Stephen Chu in Gösta Ekspong (ed.), Nobel Lectures: Physics 1996-2000 (2002), 120.
Science quotes on:  |  Idea (573)  |  Learning (177)  |  Professor (54)  |  Textbook (27)  |  University (80)

The central task of education is to implant a will and facility for learning; it should produce not learned but learning people. The truly human society is a learning society, where grandparents, parents, and children are students together.
In Reflections on the Human Condition (1973), 22.
Science quotes on:  |  Central (33)  |  Child (244)  |  Education (328)  |  Facility (11)  |  Human (544)  |  Implant (3)  |  Learning (177)  |  Parent (45)  |  Produce (98)  |  Society (224)  |  Task (82)

The contributions of physiological knowledge to an understanding of distribution are necessarily inferential. Distribution is a historical phenomenon, and the data ordinarily obtained by students of physiology are essentially instantaneous. However, every organism has a line of ancestors which extends back to the beginning of life on earth and which, during this immensity of time, has invariably been able to avoid, to adapt to, or to compensate for environmental changes.
From 'The role of physiology in the distribution of terrestrial vertebrates', collected in C.L. Hubbs (ed.), Zoogeography: Publ. 51 (1958), 84.
Science quotes on:  |  Adapt (26)  |  Ancestor (40)  |  Avoid (50)  |  Back (103)  |  Begin (104)  |  Change (358)  |  Compensate (3)  |  Contribution (60)  |  Data (119)  |  Distribution (29)  |  Environment (178)  |  Essentially (14)  |  Extend (40)  |  Historical (14)  |  Immensity (21)  |  Inferential (2)  |  Instantaneous (2)  |  Invariably (9)  |  Knowledge (1275)  |  Life On Earth (9)  |  Line (88)  |  Necessarily (30)  |  Obtain (45)  |  Organism (148)  |  Phenomenon (274)  |  Physiological (17)  |  Physiology (83)  |  Time (586)  |  Understand (320)

The crippling of individuals I consider the worst evil of capitalism. Our whole educational system suffers from this evil. An exaggerated competitive attitude is inculcated into the student, who is trained to worship acquisitive success as a preparation for his future career.
…...
Science quotes on:  |  Acquisitive (2)  |  Attitude (58)  |  Bad (97)  |  Capitalism (7)  |  Career (57)  |  Competitive (8)  |  Consider (79)  |  Cripple (2)  |  Educational (7)  |  Evil (78)  |  Exaggerate (6)  |  Future (283)  |  Inculcate (6)  |  Individual (215)  |  Preparation (41)  |  Success (245)  |  Suffer (40)  |  System (190)  |  Train (42)  |  Whole (186)  |  Worship (24)

The dispute between evolutionists and creation scientists offers textbook writers and teachers a wonderful opportunity to provide students with insights into the philosophy and methods of science. … What students really need to know is … how scientists judge the merit of a theory. Suppose students were taught the criteria of scientific theory evaluation and then were asked to apply these criteria … to the two theories in question. Wouldn’t such a task qualify as authentic science education? … I suspect that when these two theories are put side by side, and students are given the freedom to judge their merit as science, creation theory will fail ignominiously (although natural selection is far from faultless). … It is not only bad science to allow disputes over theory to go unexamined, but also bad education.
In Building a Bridge to the 18th Century: How the Past Can Improve Our Future (1999), 168.
Science quotes on:  |  Allow (43)  |  Authentic (4)  |  Bad Science (5)  |  Creationist (15)  |  Criterion (17)  |  Dispute (22)  |  Education (328)  |  Evaluation (7)  |  Evolutionist (7)  |  Examine (44)  |  Fail (58)  |  Fault (33)  |  Freedom (100)  |  Insight (69)  |  Judge (60)  |  Merit (32)  |  Natural Selection (88)  |  Opportunity (61)  |  Philosophy (251)  |  Science And Education (15)  |  Scientific Method (164)  |  Scientific Theory (24)  |  Teacher (117)  |  Textbook (27)  |  Theory (687)  |  Writer (44)

The examples which a beginner should choose for practice should be simple and should not contain very large numbers. The powers of the mind cannot be directed to two things at once; if the complexity of the numbers used requires all the student’s attention, he cannot observe the principle of the rule which he is following.
In Study and Difficulties of Mathematics (1902), chap. 3.
Science quotes on:  |  Attention (113)  |  Beginner (8)  |  Choose (57)  |  Complexity (90)  |  Contain (67)  |  Direct (81)  |  Example (92)  |  Follow (121)  |  Large (129)  |  Mind (733)  |  Number (275)  |  Observe (75)  |  Power (355)  |  Practice (90)  |  Principle (279)  |  Require (78)  |  Rule (170)  |  Simple (169)  |  Study And Research In Mathematics (55)

The first business of a teacher … should be to excite … curiosity. … This process saves a student from being (as many are) intellectually damaged by having a very good memory.
From Annotation to Essay 50, 'Of Studies', in Bacon’s Essays: With Annotations (1856), 446.
Science quotes on:  |  Curiosity (105)  |  Damage (28)  |  Excite (15)  |  Intellect (187)  |  Memory (105)  |  Process (259)  |  Save (56)  |  Teacher (117)

The first principle for the student to recognise, and one to which in after life he will often have to recur, is that his work lies not in the fluctuating balance of men’s opinion, but with the unchangeable facts of nature.
From Address (Oct 1874) delivered at Guy’s Hospital, 'On The Study of Medicine', printed in British Medical journal (1874), 2, 425. Collected in Sir William Withey Gull and Theodore Dyke Acland (ed.), A Collection of the Published Writings of William Withey Gull (1896), 4.
Science quotes on:  |  Balance (54)  |  Fact (717)  |  Nature (1199)  |  Opinion (173)  |  Principle (279)  |  Recognise (9)  |  Unchangeable (10)  |  Work (615)

The first step in all physical investigations, even in those which admit of the application of mathematical reasoning and the deductive method afterwards, is the observation of natural phenomena; and the smallest error in such observation in the beginning is sufficient to vitiate the whole investigation afterwards. The necessity of strict and minute observation, then, is the first thing which the student of the physical sciences has to learn; and it is easy to see with what great advantage the habit thus acquired may be carried into everything else afterwards.
Presidential Address to Anniversary meeting of the Royal Society (30 Nov 1859), Proceedings of the Royal Society of London (1860), 10, 164-165.
Science quotes on:  |  Advantage (73)  |  Error (272)  |  Habit (104)  |  Investigation (170)  |  Observation (444)

The genius of Laplace was a perfect sledge hammer in bursting purely mathematical obstacles; but, like that useful instrument, it gave neither finish nor beauty to the results. In truth, in truism if the reader please, Laplace was neither Lagrange nor Euler, as every student is made to feel. The second is power and symmetry, the third power and simplicity; the first is power without either symmetry or simplicity. But, nevertheless, Laplace never attempted investigation of a subject without leaving upon it the marks of difficulties conquered: sometimes clumsily, sometimes indirectly, always without minuteness of design or arrangement of detail; but still, his end is obtained and the difficulty is conquered.
In 'Review of “Théorie Analytique des Probabilites” par M. le Marquis de Laplace, 3eme edition. Paris. 1820', Dublin Review (1837), 2, 348.
Science quotes on:  |  Beauty (236)  |  Clumsiness (2)  |  Design (110)  |  Detail (84)  |  Difficulty (142)  |  Leonhard Euler (33)  |  Genius (230)  |  Instrument (90)  |  Investigation (170)  |  Count Joseph-Louis de Lagrange (24)  |  Pierre-Simon Laplace (61)  |  Mathematics (1130)  |  Obstacle (31)  |  Power (355)  |  Result (361)  |  Simplicity (145)  |  Sledge Hammer (2)  |  Symmetry (37)

The Good Spirit never cared for the colleges, and though all men and boys were now drilled in Greek, Latin, and Mathematics, it had quite left these shells high on the beach, and was creating and feeding other matters [science] at other ends of the world.
The Prose Works of Ralph Waldo Emerson (1870), 553.
Science quotes on:  |  Beach (16)  |  College (35)  |  Education (328)  |  Europe (42)  |  Greek (69)  |  Latin (33)  |  Mathematics (1130)  |  Science (2017)  |  Shell (41)

The history of mathematics may be instructive as well as agreeable; it may not only remind us of what we have, but may also teach us to increase our store. Says De Morgan, “The early history of the mind of men with regards to mathematics leads us to point out our own errors; and in this respect it is well to pay attention to the history of mathematics.” It warns us against hasty conclusions; it points out the importance of a good notation upon the progress of the science; it discourages excessive specialization on the part of the investigator, by showing how apparently distinct branches have been found to possess unexpected connecting links; it saves the student from wasting time and energy upon problems which were, perhaps, solved long since; it discourages him from attacking an unsolved problem by the same method which has led other mathematicians to failure; it teaches that fortifications can be taken by other ways than by direct attack, that when repulsed from a direct assault it is well to reconnoiter and occupy the surrounding ground and to discover the secret paths by which the apparently unconquerable position can be taken.
In History of Mathematics (1897), 1-2.
Science quotes on:  |  Agreeable (8)  |  Apparently (19)  |  Assault (11)  |  Attack (39)  |  Attention (113)  |  Branch (100)  |  Conclusion (156)  |  Connect (29)  |  Augustus De Morgan (44)  |  Direct (81)  |  Discourage (8)  |  Discover (190)  |  Distinct (44)  |  Early (60)  |  Energy (214)  |  Error (272)  |  Excessive (9)  |  Failure (136)  |  Find (400)  |  Fortification (6)  |  Good (336)  |  Ground (88)  |  Hasty (6)  |  History (366)  |  History Of Mathematics (7)  |  Importance (213)  |  Increase (143)  |  Instruction (70)  |  Investigator (33)  |  Lead (158)  |  Link (41)  |  Long (167)  |  Mathematician (361)  |  Mathematics (1130)  |  Method (225)  |  Mind (733)  |  Notation (19)  |  Occupy (27)  |  Part (216)  |  Path (83)  |  Pay (42)  |  Point (122)  |  Point Out (8)  |  Position (75)  |  Possess (48)  |  Problem (483)  |  Progress (360)  |  Reconnoitre (2)  |  Regard (91)  |  Remind (13)  |  Repulse (2)  |  Respect (82)  |  Save (56)  |  Say (226)  |  Science (2017)  |  Secret (129)  |  Show (90)  |  Solve (74)  |  Specialization (17)  |  Store (19)  |  Study And Research In Mathematics (55)  |  Surround (29)  |  Teach (177)  |  Time (586)  |  Unconquerable (3)  |  Unexpected (35)  |  Unsolved (10)  |  Warn (5)  |  Waste (64)

The laboratory work was the province of Dr Searle, an explosive, bearded Nemesis who struck terror into my heart. If one made a blunder one was sent to ‘stand in the corner’ like a naughty child. He had no patience with the women students. He said they disturbed the magnetic equipment, and more than once I heard him shout ‘Go and take off your corsets!’ for most girls wore these garments then, and steel was beginning to replace whalebone as a stiffening agent. For all his eccentricities, he gave us excellent training in all types of precise measurement and in the correct handling of data.
In Cecilia Payne-Gaposchkin: An Autobiography and Other Recollections (1996), 116.
Science quotes on:  |  Blunder (16)  |  Child (244)  |  Corner (29)  |  Correct (79)  |  Data (119)  |  Disturb (10)  |  Eccentricity (2)  |  Equipment (29)  |  Excellent (25)  |  Handling (7)  |  Laboratory (131)  |  Magnetic (10)  |  Measurement (161)  |  Patience (39)  |  Precise (33)  |  Stand (106)  |  Terror (18)  |  Training (62)  |  Woman (107)

The leading idea which is present in all our [geological] researches, and which accompanies every fresh observation, the sound of which to the ear of the student of Nature seems echoed from every part of her works, is—Time!—Time!—Time!
The Geology and Extinct Volcanoes of Central France (2nd ed., 1858), 208-9.
Science quotes on:  |  Accompany (21)  |  Echo (9)  |  Fresh (30)  |  Geology (199)  |  Idea (573)  |  Lead (158)  |  Nature (1199)  |  Observation (444)  |  Present (173)  |  Research (583)  |  Time (586)  |  Work (615)

The main difficulty the student of groups meets is not that of following the argument, which is nearly always straightforward, but of grasping the purpose of the investigation.
In 'On Groups', Prelude to Mathematics (1955), 201.
Science quotes on:  |  Argument (80)  |  Difficulty (142)  |  Follow (121)  |  Grasp (59)  |  Group (72)  |  Investigation (170)  |  Main (27)  |  Meet (29)  |  Purpose (188)  |  Straightforward (7)

The modern physicist is a quantum theorist on Monday, Wednesday, and Friday and a student of gravitational relativity theory on Tuesday, Thursday, and Saturday. On Sunday he is neither, but is praying to his God that someone, preferably himself, will find the reconciliation between the two views.
In I Am a Mathematician, the Later Life of a Prodigy (1956), 109.
Science quotes on:  |  Find (400)  |  God (528)  |  Gravitation (38)  |  Modern (156)  |  Monday (3)  |  Physicist (159)  |  Pray (16)  |  Quantum Theory (57)  |  Reconciliation (10)  |  Saturday (5)  |  Sunday (7)  |  Theory Of Relativity (14)  |  Tuesday (3)  |  View (169)  |  Wednesday (2)

The number of mathematical students … would be much augmented if those who hold the highest rank in science would condescend to give more effective assistance in clearing the elements of the difficulties which they present.
In Study and Difficulties of Mathematics (1902), Preface.
Science quotes on:  |  Assistance (10)  |  Augment (5)  |  Clear (96)  |  Condescend (2)  |  Difficulty (142)  |  Effective (29)  |  Element (162)  |  Give (197)  |  Highest (18)  |  Hold (90)  |  Mathematics (1130)  |  Number (275)  |  Present (173)  |  Rank (32)  |  Science (2017)  |  Teaching of Mathematics (29)

The one who stays in my mind as the ideal man of science is, not Huxley or Tyndall, Hooker or Lubbock, still less my friend, philosopher and guide Herbert Spencer, but Francis Galton, whom I used to observe and listen to—I regret to add, without the least reciprocity—with rapt attention. Even to-day. I can conjure up, from memory’s misty deep, that tall figure with its attitude of perfect physical and mental poise; the clean-shaven face, the thin, compressed mouth with its enigmatical smile; the long upper lip and firm chin, and, as if presiding over the whole personality of the man, the prominent dark eyebrows from beneath which gleamed, with penetrating humour, contemplative grey eyes. Fascinating to me was Francis Galton’s all-embracing but apparently impersonal beneficence. But, to a recent and enthusiastic convert to the scientific method, the most relevant of Galton’s many gifts was the unique contribution of three separate and distinct processes of the intellect; a continuous curiosity about, and rapid apprehension of individual facts, whether common or uncommon; the faculty for ingenious trains of reasoning; and, more admirable than either of these, because the talent was wholly beyond my reach, the capacity for correcting and verifying his own hypotheses, by the statistical handling of masses of data, whether collected by himself or supplied by other students of the problem.
In My Apprenticeship (1926), 134-135.
Science quotes on:  |  Admirable (19)  |  Apprehension (14)  |  Attention (113)  |  Attitude (58)  |  Beneficence (3)  |  Capacity (62)  |  Collected (2)  |  Compressed (3)  |  Conjuring (3)  |  Continuous (38)  |  Contribution (60)  |  Convert (22)  |  Curiosity (105)  |  Data (119)  |  Deep (119)  |  Distinct (44)  |  Enigma (10)  |  Enthusiastic (5)  |  Eye (215)  |  Eyebrow (2)  |  Face (108)  |  Fact (717)  |  Faculty (64)  |  Fascinating (22)  |  Figure (67)  |  Firm (24)  |  Friend (84)  |  Sir Francis Galton (18)  |  Gift (60)  |  Grey (9)  |  Guide (62)  |  Handling (7)  |  Sir Joseph Dalton Hooker (12)  |  Humour (103)  |  Thomas Henry Huxley (126)  |  Hypothesis (249)  |  Ideal (69)  |  Impersonal (5)  |  Individual (215)  |  Ingenious (25)  |  Intellect (187)  |  Lip (4)  |  Listen (38)  |  John Lubbock (Lord Avebury) (26)  |  Memory (105)  |  Men Of Science (130)  |  Mental (77)  |  Method (225)  |  Misty (5)  |  Mouth (21)  |  Observation (444)  |  Penetrating (3)  |  Perfect (80)  |  Personality (47)  |  Philosopher (163)  |  Physical (127)  |  Poise (4)  |  Problem (483)  |  Process (259)  |  Prominent (5)  |  Rapid (30)  |  Rapt (5)  |  Reach (119)  |  Reasoning (92)  |  Reciprocity (2)  |  Regret (19)  |  Relevant (5)  |  Scientific (230)  |  Separate (69)  |  Smile (19)  |  Herbert Spencer (36)  |  Statistics (147)  |  Talent (61)  |  Tall (9)  |  Thin (16)  |  Train (42)  |  Uncommon (8)  |  Unique (40)  |  Upper (4)

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).
Science quotes on:  |  Backward (9)  |  Character (113)  |  Difference (242)  |  Experience (329)  |  Familiarity (16)  |  Form (305)  |  Important (200)  |  Inevitably (6)  |  Knowledge (1275)  |  Learn (277)  |  Lesson (41)  |  Lose (91)  |  Mathematics (1130)  |  Nature Of Mathematics (72)  |  Necessarily (30)  |  Peculiar (43)  |  Read (141)  |  Study (456)  |  Teach (177)  |  True (192)  |  Truth (901)

The present state of electrical science seems peculiarly unfavorable to speculation … to appreciate the requirements of the science, the student must make himself familiar with a considerable body of most intricate mathematics, the mere retention of which in the memory materially interferes with further progress. The first process therefore in the effectual study of the science, must be one of simplification and reduction of the results of previous investigation to a form in which the mind can grasp them.
First sentence of Maxwell’s first paper (read 10 Dec 1855), 'On Faraday’s Lines of Force', Transactions of the Cambridge Philosophical Society (1857), Vol. X, part I. Collected in William Davidson Niven (ed.), The Scientific Papers of James Clerk Maxwell (1890), Vol. 1, 155.
Science quotes on:  |  Appreciate (28)  |  Body (240)  |  Considerable (20)  |  Effective (29)  |  Electricity (135)  |  Familiar (41)  |  Form (305)  |  Grasp (59)  |  Interfere (11)  |  Intricate (21)  |  Investigation (170)  |  Mathematics (1130)  |  Memory (105)  |  Mind (733)  |  Process (259)  |  Progress (360)  |  Reduction (41)  |  Requirement (46)  |  Result (361)  |  Retention (5)  |  Science (2017)  |  Science And Education (15)  |  Simplification (15)  |  Speculation (102)  |  State (132)  |  Study (456)  |  Unfavorable (3)

The problem for a writer of a text-book has come now, in fact, to be this—to write a book so neatly trimmed and compacted that no coach, on looking through it, can mark a single passage which the candidate for a minimum pass can safely omit. Some of these text-books I have seen, where the scientific matter has been, like the lady’s waist in the nursery song, compressed “so gent and sma’,” that the thickness barely, if at all, surpasses what is devoted to the publisher’s advertisements. We shall return, I verily believe, to the Compendium of Martianus Capella. The result of all this is that science, in the hands of specialists, soars higher and higher into the light of day, while educators and the educated are left more and more to wander in primeval darkness.
In Presidential Address British Association for the Advancement of Science (1885), Nature, 32, 448. [Martianus Capella, who flourished c.410-320, wrote a compendium of the seven liberal arts. —Webmaster]
Science quotes on:  |  Advertisement (13)  |  Barely (4)  |  Book (255)  |  Candidate (3)  |  Coach (5)  |  Compact (5)  |  Compress (2)  |  Darkness (43)  |  Devote (34)  |  Educator (4)  |  Fact (717)  |  Higher (36)  |  Lady (11)  |  Light (345)  |  Mark (42)  |  Matter (336)  |  Minimum (12)  |  Neat (5)  |  Nursery (4)  |  Omit (7)  |  Pass (90)  |  Passage (20)  |  Primeval (10)  |  Problem (483)  |  Publisher (3)  |  Result (361)  |  Safely (8)  |  Science (2017)  |  Scientific (230)  |  Single (118)  |  Soar (15)  |  Song (27)  |  Specialist (25)  |  Surpass (19)  |  Teaching of Mathematics (29)  |  Text-Book (5)  |  Thickness (5)  |  Trim (2)  |  Waist (2)  |  Wander (20)  |  Write (150)  |  Writer (44)

The professor may choose familiar topics as a starting point. The students collect material, work problems, observe regularities, frame hypotheses, discover and prove theorems for themselves. … the student knows what he is doing and where he is going; he is secure in his mastery of the subject, strengthened in confidence of himself. He has had the experience of discovering mathematics. He no longer thinks of mathematics as static dogma learned by rote. He sees mathematics as something growing and developing, mathematical concepts as something continually revised and enriched in the light of new knowledge. The course may have covered a very limited region, but it should leave the student ready to explore further on his own.
In A Concrete Approach to Abstract Algebra (1959), 1-2.
Science quotes on:  |  Collect (16)  |  Concept (142)  |  Confidence (39)  |  Develop (102)  |  Discover (190)  |  Dogma (31)  |  Enrich (11)  |  Experience (329)  |  Exploration (122)  |  Familiar (41)  |  Frame (25)  |  Hypothesis (249)  |  Know (536)  |  Knowledge (1275)  |  Learn (277)  |  Limited (18)  |  Mastery (26)  |  Material (153)  |  Mathematics (1130)  |  New (477)  |  Observe (75)  |  Problem (483)  |  Prove (107)  |  Ready (37)  |  Regularity (29)  |  Revise (6)  |  Rote (4)  |  Secure (20)  |  Starting Point (13)  |  Static (8)  |  Strengthen (19)  |  Subject (231)  |  Theorem (88)  |  Think (338)  |  Topic (12)  |  Work (615)

The rigid career path of a professor at a modern university is that One Must Build the Big Research Group, recruit doctoral students more vigorously than the head football coach, bombard the federal agencies with grant applications more numerous than the pollen falling from the heavens in spring, and leave the paper writing and the research to the postdocs, research associates, and students who do all the bench work and all the computer programming. A professor is chained to his previous topics by his Big Group, his network of contacts built up laboriously over decades, and the impossibility of large funding except in areas where the grantee has grown the group from a corner of the building to an entire floor. The senior tenure-track faculty at a research university–the “silverbacks” in anthropological jargon–are bound by invisible chains stronger than the strongest steel to a narrow range of what the Prevailing Consensus agrees are Very Important Problems. The aspiring scientist is confronted with the reality that his mentors are all business managers.
In his Foreword to Cornelius Lanczos, Discourse on Fourier Series, ix-x.
Science quotes on:  |  Business (82)  |  Career (57)  |  Coach (5)  |  Department (46)  |  Football (7)  |  Funding (13)  |  Grant (32)  |  Manager (6)  |  Mentor (3)  |  Postgraduate (2)  |  Professor (54)  |  Research (583)  |  Silverback (2)  |  Tenure (7)  |  University (80)

The safest thing for a patient is to be in the hands of a man engaged in teaching medicine. In order to be a teacher of medicine the doctor must always be a student.
Proceedings of the Staff Meetings of the Mayo Clinic (1927).
Science quotes on:  |  Doctor (101)  |  Medicine (340)  |  Safety (43)  |  Teacher (117)

The story is told of Lord Kelvin, a famous Scotch physicist of the last century, that after he had given a lecture on atoms and molecules, one of his students came to him with the question, “Professor, what is your idea of the structure of the atom.”
“What,” said Kelvin, “The structure of the atom? Why, don’t you know, the very word ‘atom’ means the thing that can’t be cut. How then can it have a structure?”
“That,” remarked the facetious young man, “shows the disadvantage of knowing Greek.”
As described in 'Assault on Atoms' (Read 23 Apr 1931 at Symposium—The Changing World) Proceedings of the American Philosophical Society (1931), 70, No. 3, 219.
Science quotes on:  |  Atom (280)  |  Century (130)  |  Cut (39)  |  Disadvantage (9)  |  Facetious (2)  |  Greek (69)  |  Idea (573)  |  Baron William Thomson Kelvin (64)  |  Know (536)  |  Lecture (67)  |  Molecule (131)  |  Physicist (159)  |  Professor (54)  |  Question (399)  |  Scottish (2)  |  Story (72)  |  Structure (219)  |  Word (296)

The student of biology is often struck with the feeling that historians, when dealing with the rise and fall of nations, do not generally view the phenomena from a sufficiently high biological standpoint. To me, at least, they seem to attach too much importance to individual rulers and soldiers, and to particular wars, policies, religions, and customs; while at the same time they make little attempt to extract the fundamental causes of national success or failure.
Introduction written by Ross for William Henry Samuel Jones, Malaria, a Neglected Factor in the History of Greece and Rome (1907), 1.
Science quotes on:  |  Biology (167)  |  Cause (283)  |  Custom (28)  |  Failure (136)  |  Fall (118)  |  Feeling (91)  |  Fundamental (153)  |  Historian (33)  |  Nation (132)  |  Policy (24)  |  Religion (235)  |  Rise (70)  |  Ruler (15)  |  Soldier (15)  |  Standpoint (10)  |  Striking (5)  |  Success (245)  |  War (161)

The student of mathematics often finds it hard to throw off the uncomfortable feeling that his science, in the person of his pencil, surpasses him in intelligence,—an impression which the great Euler confessed he often could not get rid of. This feeling finds a sort of justification when we reflect that the majority of the ideas we deal with were conceived by others, often centuries ago. In a great measure it is really the intelligence of other people that confronts us in science.
In Popular Scientific Lectures (1910), 196.
Science quotes on:  |  Century (130)  |  Conceive (36)  |  Confess (14)  |  Confront (17)  |  Deal (47)  |  Leonhard Euler (33)  |  Feel (164)  |  Find (400)  |  Get Rid (4)  |  Great (517)  |  Hard (98)  |  Idea (573)  |  Impression (68)  |  Intelligence (164)  |  Justification (38)  |  Majority (40)  |  Mathematics (1130)  |  Measure (100)  |  Often (106)  |  Pencil (17)  |  People (382)  |  Person (152)  |  Really (78)  |  Reflect (31)  |  Science (2017)  |  Sort (46)  |  Study And Research In Mathematics (55)  |  Surpass (19)  |  Throw (43)  |  Uncomfortable (6)

The student of medicine can no more hope to advance in the mastery of his subject with a loose and careless mind than the student of mathematics. If the laws of abstract truth require such rigid precision from those who study them, we cannot believe the laws of nature require less. On the contrary, they would seem to require more; for the facts are obscure, the means of inquiry imperfect, and in every exercise of the mind there are peculiar facilities to err.
From Address (Oct 1874) delivered at Guy’s Hospital, 'On The Study of Medicine', printed in British Medical journal (1874), 2, 425. Collected in Sir William Withey Gull and Theodore Dyke Acland (ed.), A Collection of the Published Writings of William Withey Gull (1896), 6.
Science quotes on:  |  Careless (5)  |  Error (272)  |  Exercise (63)  |  Imperfect (18)  |  Inquiry (40)  |  Law Of Nature (64)  |  Mastery (26)  |  Mathematics (1130)  |  Medicine (340)  |  Mind (733)  |  Precision (49)  |  Rigid (12)  |  Study (456)  |  Truth (901)

The student should not lose any opportunity of exercising himself in numerical calculation and particularly in the use of logarithmic tables. His power of applying mathematics to questions of practical utility is in direct proportion to the facility which he possesses in computation.
In Study and Difficulties of Mathematics (1902), chap. 12.
Science quotes on:  |  Apply (71)  |  Calculation (98)  |  Computation (18)  |  Direct (81)  |  Exercise (63)  |  Facility (11)  |  Logarithmic (5)  |  Lose (91)  |  Mathematics (1130)  |  Numerical (13)  |  Opportunity (61)  |  Particularly (20)  |  Possess (48)  |  Power (355)  |  Practical (123)  |  Proportion (70)  |  Question (399)  |  Study And Research In Mathematics (55)  |  Table (35)  |  Utility (33)

The student should read his author with the most sustained attention, in order to discover the meaning of every sentence. If the book is well written, it will endure and repay his close attention: the text ought to be fairly intelligible, even without illustrative examples. Often, far too often, a reader hurries over the text without any sincere and vigorous effort to understand it; and rushes to some example to clear up what ought not to have been obscure, if it had been adequately considered. The habit of scrupulously investigating the text seems to me important on several grounds. The close scrutiny of language is a very valuable exercise both for studious and practical life. In the higher departments of mathematics the habit is indispensable: in the long investigations which occur there it would be impossible to interpose illustrative examples at every stage, the student must therefore encounter and master, sentence by sentence, an extensive and complicated argument.
In 'Private Study of Mathematics', Conflict of Studies and other Essays (1873), 67.
Science quotes on:  |  Adequately (3)  |  Argument (80)  |  Attention (113)  |  Author (58)  |  Book (255)  |  Both (81)  |  Clear (96)  |  Close (66)  |  Complicated (61)  |  Consider (79)  |  Department (46)  |  Discover (190)  |  Effort (143)  |  Encounter (22)  |  Endure (20)  |  Example (92)  |  Exercise (63)  |  Extensive (18)  |  Fairly (4)  |  Far (154)  |  Ground (88)  |  Habit (104)  |  High (150)  |  Hurry (9)  |  Important (200)  |  Impossible (106)  |  Indispensable (24)  |  Intelligible (18)  |  Investigate (64)  |  Investigation (170)  |  Language (214)  |  Life (1113)  |  Long (167)  |  Master (93)  |  Mathematics (1130)  |  Mean (101)  |  Obscure (30)  |  Occur (43)  |  Often (106)  |  Order (238)  |  Practical (123)  |  Read (141)  |  Reader (37)  |  Repay (3)  |  Rush (17)  |  Scrupulous (5)  |  Scrutiny (14)  |  Seem (140)  |  Sentence (28)  |  Several (31)  |  Sincere (4)  |  Stage (53)  |  Studious (2)  |  Study And Research In Mathematics (55)  |  Sustain (23)  |  Text (14)  |  Understand (320)  |  Value (234)  |  Vigorous (20)  |  Write (150)

The student skit at Christmas contained a plaintive line: “Give us Master’s exams that our faculty can pass, or give us a faculty that can pass our Master’s exams.”
In I Want to be a Mathematician: An Automathography (1985), 146.
Science quotes on:  |  Exam (5)  |  Faculty (64)  |  Pass (90)

The teacher can seldom afford to miss the questions: What is the unknown? What are the data? What is the condition? The student should consider the principal parts of the problem attentively, repeatedly, and from various sides.
In How to Solve It: A New Aspect of Mathematical Method (2004), 77
Science quotes on:  |  Attention (113)  |  Condition (157)  |  Data (119)  |  Part (216)  |  Principal (28)  |  Problem (483)  |  Question (399)  |  Repeat (40)  |  Seldom (28)  |  Side (51)  |  Teacher (117)  |  Unknown (104)  |  Various (46)

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.
Science quotes on:  |  Applied (16)  |  Dominant (14)  |  Excellence (32)  |  Exertion (12)  |  Influence (136)  |  Natural Science (87)  |  Neighbor (11)  |  Peculiarity (19)  |  Physical Chemistry (5)  |  Pure (97)  |  Reasoning (92)  |  Regard (91)  |  Remain (109)  |  School (115)  |  Science (2017)  |  Theory (687)

The traditional method of confronting the student not with the problem but with the finished solution means depriving him of all excitement, to shut off the creative impulse, to reduce the adventure of mankind to a dusty heap of theorems.
In The Act of Creation (1964), 266.
Science quotes on:  |  Adventure (47)  |  Confront (17)  |  Creative (57)  |  Deprived (2)  |  Dusty (8)  |  Excitement (39)  |  Heap (14)  |  Impulse (33)  |  Mankind (238)  |  Method (225)  |  Problem (483)  |  Reduce (52)  |  Solution (208)  |  Theorem (88)  |  Traditional (15)

The truth is, when all is said and done, one does not teach a subject, one teaches a student how to learn it.
Begin Here: The Forgotten Conditions of Teaching and Learning (1991), 35. In Richard J. Cox, Managing Records as Evidence and Information (2001), 217.
Science quotes on:  |  Learn (277)  |  Subject (231)  |  Teacher (117)  |  Truth (901)

The University is a Mecca to which students come with something less than perfect faith. It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.
From The Ascent of Man (1973,2011), 275.
Science quotes on:  |  Barefoot (2)  |  Bring (89)  |  Certain (121)  |  Faith (156)  |  Importance (213)  |  Irreverence (3)  |  Knowledge (1275)  |  Mecca (2)  |  Perfection (87)  |  Question (399)  |  Ragamuffin (2)  |  Study (456)  |  University (80)  |  Worship (24)

There are no better terms available to describe the difference between the approach of the natural and the social sciences than to call the former ‘objective’ and the latter ‘subjective.’ ... While for the natural scientist the contrast between objective facts and subjective opinions is a simple one, the distinction cannot as readily be applied to the object of the social sciences. The reason for this is that the object, the ‘facts’ of the social sciences are also opinions—not opinions of the student of the social phenomena, of course, but opinions of those whose actions produce the object of the social scientist.
…...
Science quotes on:  |  Action (184)  |  Apply (71)  |  Approach (53)  |  Available (25)  |  Better (185)  |  Call (126)  |  Contrast (27)  |  Describe (55)  |  Difference (242)  |  Distinction (44)  |  Fact (717)  |  Former (25)  |  Latter (20)  |  Natural (161)  |  Natural Scientist (5)  |  Object (167)  |  Objective (60)  |  Of Course (20)  |  Opinion (173)  |  Phenomenon (274)  |  Produce (98)  |  Readily (10)  |  Reason (449)  |  Simple (169)  |  Social (107)  |  Social Science (31)  |  Social Scientist (3)  |  Subjective (11)  |  Term (119)

There can be but one opinion as to the beauty and utility of this analysis of Laplace; but the manner in which it has been hitherto presented has seemed repulsive to the ablest mathematicians, and difficult to ordinary mathematical students.[Co-author with Peter Guthrie Tait.]
In William Thomson Baron Kelvin, Peter Guthrie Tait, Treatise on Natural Philosophy (1879), Vol. 1, Preface, vii.
Science quotes on:  |  Ability (104)  |  Analysis (158)  |  Beauty (236)  |  Difficult (114)  |  Pierre-Simon Laplace (61)  |  Mathematician (361)  |  Mathematics (1130)  |  Opinion (173)  |  Ordinary (67)  |  Repulsive (7)  |  Utility (33)

There is no such thing as chemistry for medical students! Chemistry is chemistry!
In G. B. Kauffman, Alfred Werner (1966), 60.
Science quotes on:  |  Chemistry (250)  |  Medicine (340)

There was a golden period that I look back upon with great regret, in which the cheapest of experimental animals were medical students. Graduate students were even better. In the old days, if you offered a graduate student a thiamine-deficient diet, he gladly went on it, for that was the only way he could eat. Science is getting to be more and more difficult.
In talk, 'Origin of Death' (1970).
Science quotes on:  |  Diet (44)  |  Difficulty (142)  |  Eating (21)  |  Experiment (596)  |  Graduate (13)

There was a seminar for advanced students in Zürich that I was teaching and von Neumann was in the class. I came to a certain theorem, and I said it is not proved and it may be difficult. Von Neumann didn’t say anything but after five minutes he raised his hand. When I called on him he went to the blackboard and proceeded to write down the proof. After that I was afraid of von Neumann.
In George Pólya and Gerald L. Alexanderson (ed.) The Pólya Picture Album: Encounters of a Mathematician (1987), 154. Also footnoted in Matti Tedre, The Development of Computer Science: a Sociocultural Perspective (2006), 198, cited as from How to Solve It: A New Aspect of Mathematical Method (1957), xv.
Science quotes on:  |  Afraid (21)  |  Blackboard (8)  |  Difficulty (142)  |  Proof (242)  |  Teaching (107)  |  Theorem (88)  |  John von Neumann (28)  |  Writing (76)

Therefore O students study mathematics and do not build without foundations.
…...
Science quotes on:  |  Build (113)  |  Foundation (105)  |  Mathematics (1130)  |  Study (456)

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.
Science quotes on:  |  Advise (7)  |  Advisor (3)  |  Child (244)  |  Committee (15)  |  Distract (4)  |  Down (86)  |  Faculty (64)  |  First (306)  |  Graduate (13)  |  Husband (13)  |  Idea (573)  |  Impossible (106)  |  Interview (5)  |  Jelly (4)  |  Job (42)  |  Letter (50)  |  Living (56)  |  Long (167)  |  Mundane (2)  |  On The Other Hand (32)  |  Paper (81)  |  Priesthood (2)  |  Professor (54)  |  Prospective (5)  |  Read (141)  |  Recommendation (12)  |  Referee (6)  |  Research (583)  |  Scholar (37)  |  School (115)  |  Serve (56)  |  Shower (6)  |  Task (82)  |  Teach (177)  |  Thesis (11)  |  Thought (531)  |  Time (586)  |  Wonder (168)  |  Work (615)  |  Write (150)

They tend to be suspicious, bristly, paranoid-type people with huge egos they push around like some elephantiasis victim with his distended testicles in a wheelbarrow terrified no doubt that some skulking ingrate of a clone student will sneak into his very brain and steal his genius work.
…...
Science quotes on:  |  Brain (209)  |  Clone (7)  |  Doubt (158)  |  Ego (15)  |  Genius (230)  |  Huge (25)  |  People (382)  |  Push (29)  |  Skulk (2)  |  Sneak (3)  |  Steal (13)  |  Suspicious (3)  |  Tend (36)  |  Terrified (4)  |  Testicle (2)  |  Victim (13)  |  Wheelbarrow (2)  |  Work (615)

This science, Geometry, is one of indispensable use and constant reference, for every student of the laws of nature; for the relations of space and number are the alphabet in which those laws are written. But besides the interest and importance of this kind which geometry possesses, it has a great and peculiar value for all who wish to understand the foundations of human knowledge, and the methods by which it is acquired. For the student of geometry acquires, with a degree of insight and clearness which the unmathematical reader can but feebly imagine, a conviction that there are necessary truths, many of them of a very complex and striking character; and that a few of the most simple and self-evident truths which it is possible for the mind of man to apprehend, may, by systematic deduction, lead to the most remote and unexpected results.
In The Philosophy of the Inductive Sciences Part 1, Bk. 2, chap. 4, sect. 8 (1868).
Science quotes on:  |  Acquire (37)  |  Alphabet (8)  |  Apprehend (5)  |  Character (113)  |  Clearness (9)  |  Complex (94)  |  Constant (56)  |  Conviction (69)  |  Deduction (67)  |  Degree (79)  |  Feeble (27)  |  Foundation (105)  |  Geometry (213)  |  Great (517)  |  Human (544)  |  Imagine (74)  |  Importance (213)  |  Indispensable (24)  |  Insight (69)  |  Interest (234)  |  Kind (137)  |  Knowledge (1275)  |  Law (511)  |  Lead (158)  |  Method (225)  |  Mind Of Man (7)  |  Nature (1199)  |  Necessary (142)  |  Number (275)  |  Peculiar (43)  |  Possess (48)  |  Possible (152)  |  Reader (37)  |  Reference (32)  |  Relation (146)  |  Remote (39)  |  Result (361)  |  Science (2017)  |  Self-Evident (12)  |  Simple (169)  |  Space (256)  |  Strike (37)  |  Systematic (31)  |  Truth (901)  |  Understand (320)  |  Unexpected (35)  |  Value (234)  |  Value Of Mathematics (51)  |  Wish (91)  |  Write (150)

To educate means to influence the whole personality of the student.
Quoted as an epigraph, without citation, in Stanley Gudder, A Mathematical Journey (1976), xi.
Science quotes on:  |  Educate (11)  |  Influence (136)  |  Personality (47)  |  Whole (186)

To eliminate the discrepancy between men's plans and the results achieved, a new approach is necessary. Morphological thinking suggests that this new approach cannot be realized through increased teaching of specialized knowledge. This morphological analysis suggests that the essential fact has been overlooked that every human is potentially a genius. Education and dissemination of knowledge must assume a form which allows each student to absorb whatever develops his own genius, lest he become frustrated. The same outlook applies to the genius of the peoples as a whole.
Halley Lecture for 1948, delivered at Oxford (12 May 1948). In "Morphological Astronomy", The Observatory (1948), 68, 143.
Science quotes on:  |  Achievement (149)  |  Analysis (158)  |  Approach (53)  |  Discrepancy (5)  |  Dissemination (2)  |  Education (328)  |  Elimination (18)  |  Essential (114)  |  Fact (717)  |  Frustration (9)  |  Genius (230)  |  Knowledge (1275)  |  Necessity (141)  |  New (477)  |  Outlook (14)  |  Overlooking (3)  |  People (382)  |  Plan (87)  |  Potential (39)  |  Realization (37)  |  Result (361)  |  Specialization (17)

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.
Science quotes on:  |  Advice (39)  |  Answer (243)  |  Boy (46)  |  Curiosity (105)  |  Enormous (40)  |  Enquiry (76)  |  Exploration (122)  |  Finding (30)  |  Hand (140)  |  Information (117)  |  Invention (316)  |  Knowledge (1275)  |  Learning (177)  |  Mind (733)  |  Phenomenon (274)  |  Problem (483)  |  Question (399)  |  Research (583)  |  School (115)  |  Seek (101)  |  Solution (208)  |  Teaching (107)  |  Train (42)  |  Value (234)

We don’t teach our students enough of the intellectual content of experiments—their novelty and their capacity for opening new fields… . My own view is that you take these things personally. You do an experiment because your own philosophy makes you want to know the result. It’s too hard, and life is too short, to spend your time doing something because someone else has said it’s important. You must feel the thing yourself—feel that it will change your outlook and your way of life.
In Bernstein, 'Profiles: Physicists: I', The New Yorker (13 Oct 1975), 108.
Science quotes on:  |  Change (358)  |  Content (62)  |  Experiment (596)  |  Field (170)  |  Hard (98)  |  Important (200)  |  Intellect (187)  |  Know (536)  |  Life (1113)  |  New (477)  |  Novelty (23)  |  Outlook (14)  |  Philosophy (251)  |  Result (361)  |  Science And Education (15)  |  Short (46)  |  Teach (177)  |  Want (173)

We must not only prepare [students] in sciences, we must prepare them in other areas. For example, I teach Chemistry but on every test I give I have an English question. And I give a simple question. I say, “Discuss your understanding of this topic.”
In address, to the Economic Club of Detroit (14 Jan 1990), 'Where Do We Go From Here?' on the massiechairs.com website.
Science quotes on:  |  Chemistry (250)  |  Discuss (22)  |  English (33)  |  Preparation (41)  |  Question (399)  |  Science (2017)  |  Teacher (117)  |  Test (122)  |  Understanding (325)

We pass with admiration along the great series of mathematicians, by whom the science of theoretical mechanics has been cultivated, from the time of Newton to our own. There is no group of men of science whose fame is higher or brighter. The great discoveries of Copernicus, Galileo, Newton, had fixed all eyes on those portions of human knowledge on which their successors employed their labors. The certainty belonging to this line of speculation seemed to elevate mathematicians above the students of other subjects; and the beauty of mathematical relations and the subtlety of intellect which may be shown in dealing with them, were fitted to win unbounded applause. The successors of Newton and the Bernoullis, as Euler, Clairaut, D’Alembert, Lagrange, Laplace, not to introduce living names, have been some of the most remarkable men of talent which the world has seen.
In History of the Inductive Sciences, Vol. 1, Bk. 4, chap. 6, sect. 6.
Science quotes on:  |  Admiration (43)  |  Applause (9)  |  Beauty (236)  |  Belong (53)  |  Jacob Bernoulli (5)  |  Bright (42)  |  Certainty (128)  |  Alexis Claude Clairaut (2)  |  Nicolaus Copernicus (48)  |  Cultivate (19)  |  Jean le Rond D’Alembert (10)  |  Deal (47)  |  Discovery (675)  |  Elevate (11)  |  Employ (35)  |  Leonhard Euler (33)  |  Eye (215)  |  Fame (37)  |  Fit (46)  |  Fix (24)  |  Galileo Galilei (121)  |  Great (517)  |  Group (72)  |  High (150)  |  Human (544)  |  Intellect (187)  |  Introduce (41)  |  Knowledge (1275)  |  Labor (68)  |  Count Joseph-Louis de Lagrange (24)  |  Pierre-Simon Laplace (61)  |  Line (88)  |  Live (266)  |  Mathematician (361)  |  Mathematics (1130)  |  Mechanic (22)  |  Men Of Science (130)  |  Name (164)  |  Sir Isaac Newton (327)  |  Pass (90)  |  Portion (24)  |  Relation (146)  |  Remarkable (48)  |  Science (2017)  |  See (368)  |  Seem (140)  |  Series (50)  |  Show (90)  |  Speculation (102)  |  Subject (231)  |  Subtlety (11)  |  Successor (9)  |  Talent (61)  |  Theoretical (19)  |  Time (586)  |  Unbounded (5)  |  Win (35)  |  World (877)

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.
Science quotes on:  |  Convince (23)  |  Fourth (7)  |  Graduate (13)  |  Nobody (47)  |  Physics (342)  |  School (115)  |  See (368)  |  Task (82)  |  Teach (177)  |  Tell (108)  |  Third (14)  |  Turn (118)  |  Understand (320)  |  Year (297)

What made von Liebig and his students “different” from other chemists was their effort to apply their fundamental discoveries to the development of specific chemical processes and products.
In 'The Origins of Academic Chemical Engineering', collected in Nicholas A. Peppas (ed.), One Hundred Years of Chemical Engineering: From Lewis M. Norton (M.I.T. 1888) to Present (2012), 2.
Science quotes on:  |  Apply (71)  |  Chemical (79)  |  Chemist (88)  |  Development (270)  |  Difference (242)  |  Discovery (675)  |  Fundamental (153)  |  Justus von Liebig (38)  |  Process (259)  |  Product (82)  |  Specific (35)

Whatever be the detail with which you cram your student, the chance of his meeting in after life exactly that detail is almost infinitesimal; and if he does meet it, he will probably have forgotten what you taught him about it. The really useful training yields a comprehension of a few general principles with a thorough grounding in the way they apply to a variety of concrete details. In subsequent practice the men will have forgotten your particular details; but they will remember by an unconscious common sense how to apply principles to immediate circumstances. Your learning is useless to you till you have lost your textbooks, burnt your lecture notes, and forgotten the minutiae which you learned by heart for the examination. What, in the way of detail, you continually require will stick in your memory as obvious facts like the sun and the moon; and what you casually require can be looked up in any work of reference. The function of a University is to enable you to shed details in favor of principles. When I speak of principles I am hardly even thinking of verbal formulations. A principle which has thoroughly soaked into you is rather a mental habit than a formal statement. It becomes the way the mind reacts to the appropriate stimulus in the form of illustrative circumstances. Nobody goes about with his knowledge clearly and consciously before him. Mental cultivation is nothing else than the satisfactory way in which the mind will function when it is poked up into activity.
In 'The Rhythm of Education', The Aims of Education: & Other Essays (1917), 41.
Science quotes on:  |  Common Sense (74)  |  Comprehension (57)  |  Cram (5)  |  Detail (84)  |  Education (328)  |  Examination (65)  |  Generality (33)  |  Knowledge (1275)  |  Learning (177)  |  Lecture (67)  |  Principle (279)  |  Stimulus (19)  |  Textbook (27)  |  Training (62)  |  Usefulness (77)

When students hear the story of Andrew J. Wiles’ proof of Fermat’s Last Theorem, it is not the result itself that stirs their emotions, but the revelation that a mathematician was driven by the same passion as any creative artist.
In 'Loving Math Infinitely', The Chronicle of Higher Education (19 Jan 2001).
Science quotes on:  |  Artist (60)  |  Creative (57)  |  Drive (54)  |  Emotion (77)  |  Fermat’s Last Theorem (3)  |  Pierre de Fermat (15)  |  Hear (60)  |  Mathematician (361)  |  Passion (70)  |  Proof (242)  |  Result (361)  |  Revelation (34)  |  Same (154)  |  Stir (14)  |  Story (72)

Where there are three students of nature, there are two atheists.
Epigraph in Ludwig Büchner, Force and Matter: Or, Principles of the Natural Order of the Universe (1891), 1. It is given in parentheses, without attribution, but in the Preface Buchner states that if the name of a “poet” is not given, it is a contribution by the author.
Science quotes on:  |  Atheist (15)  |  Nature (1199)

Whoever ceases to be a student has never been a student.
From chapter 'Jottings from a Note-Book', in Canadian Stories (1918), 169.
Science quotes on:  |  Cease (37)  |  Never (26)  |  Whoever (12)

You can prepare yourself for work. The paintings of the great masters, the compositions of great musicians, the sermons of great preachers, the policies of great statesmen, and the campaigns of great generals, do not spring full bloom from barren rock. … If you are a true student you will be more dissatisfied with yourself when you graduate than you are now.
From Cameron Prize Lecture (1928), delivered before the University of Edinburgh. As quoted in J.B. Collip 'Frederick Grant Banting, Discoverer of Insulin', The Scientific Monthly (May 1941), 52, No. 5, 473-474.
Science quotes on:  |  Barren (15)  |  Bloom (9)  |  Campaign (6)  |  Composition (54)  |  Dissatisfaction (6)  |  Full (63)  |  General (154)  |  Graduate (13)  |  Great (517)  |  Master (93)  |  Musician (15)  |  Painting (41)  |  Policy (24)  |  Preacher (10)  |  Prepare (34)  |  Rock (125)  |  Sermon (6)  |  Spring (69)  |  Statesman (18)  |  True (192)  |  Work (615)

You can recognize truth by its beauty and simplicity. When you get it right, it is obvious that it is right—at least if you have any experience—because usually what happens is that more comes out than goes in. … The inexperienced, the crackpots, and people like that, make guesses that are simple, but you can immediately see that they are wrong, so that does not count. Others, the inexperienced students, make guesses that are very complicated, and it sort of looks as if it is all right, but I know it is not true because the truth always turns out to be simpler than you thought.
In The Character of Physical Law (1965), 171.
Science quotes on:  |  Beauty (236)  |  Complicated (61)  |  Experience (329)  |  Guess (48)  |  Immediately (21)  |  Inexperienced (2)  |  Obvious (77)  |  Recognize (64)  |  Right (192)  |  Simplicity (145)  |  Truth (901)

Young children were sooner allured by love, than driven by beating, to attain good learning.
The Scholemaster (1570), Book 1, Preface.
Science quotes on:  |  Beating (4)  |  Child (244)  |  Learning (177)  |  Love (214)

Young men, trust those certain and powerful methods, only the first secrets of which we yet know. And all of you, whatever your career, … do not allow yourselves to be discouraged by the gloom of certain hours which pass a nation.
Advice in Speech (27 Dec 1892) to young scientists at the Golden Jubilee celebration for Pasteur's 70th birthday. As translated in Nature (1893), 47, 205. Also translated as “Young men, have faith in those powerful and safe methods, of which we do not yet know all the secrets. And, whatever your career may be, do not let yourselves be discouraged by the sadness of certain hours which pass over nations.” By René J. Dubos, quoted and cited in Maurice B. Strauss, Familiar Medical Quotations (1968), 526.
Science quotes on:  |  Career (57)  |  Discouraged (2)  |  Gloom (9)  |  Nation (132)  |  Scientific Method (164)  |  Trust (49)  |  Young (97)

Your aim is no better than your knowledge of chemistry.
[On being shot at by a Polish student whom Werner had failed in an examination.]
In G. B. Kauffman, Alfred Werner (1966), 59.
Science quotes on:  |  Aim (85)  |  Better (185)  |  Chemistry (250)  |  Examination (65)  |  Failure (136)  |  Knowledge (1275)  |  Shooting (6)

[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.
Science quotes on:  |  Allocated (2)  |  Excited (8)  |  Intelligent (47)  |  Remote (39)  |  School (115)  |  Science (2017)  |  Woodwork (2)

[Certain students] suppose that because science has penetrated the structure of the atom it can solve all the problems of the universe. ... They are known in every ... college as the most insufferable, cocksure know-it-alls. If you want to talk to them about poetry, they are likely to reply that the "emotive response" to poetry is only a conditioned reflex .... If they go on to be professional scientists, their sharp corners are rubbed down, but they undergo no fundamental change. They most decidedly are not set apart from the others by their intellectual integrity and faith, and their patient humility in front of the facts of nature.... They are uneducated, in the fullest sense of the word, and they certainly are no advertisement for the claims of science teachers.
In Science is a Sacred Cow (1950), 18-19.
Science quotes on:  |  Advertisement (13)  |  Atom (280)  |  Change (358)  |  Claim (67)  |  Cocksure (2)  |  College (35)  |  Emotion (77)  |  Faith (156)  |  Fundamental (153)  |  Humility (23)  |  Insufferable (2)  |  Integrity (13)  |  Intellect (187)  |  Nature (1199)  |  Patience (39)  |  Pentration (2)  |  Poetry (119)  |  Problem (483)  |  Profession (59)  |  Response (28)  |  Rub (3)  |  Sense Of The Word (4)  |  Solution (208)  |  Structure (219)  |  Supposition (36)  |  Uneducated (5)

[De Morgan relates that some person had made up 800 anagrams on his name, of which he had seen about 650. Commenting on these he says:]
Two of these I have joined in the title-page:
[Ut agendo surgamus arguendo gustamus.]
A few of the others are personal remarks.
Great gun! do us a sum!
is a sneer at my pursuit; but,
Go! great sum! [integral of a to the power u to the power n with respect to u] is more dignified. …
Adsum, nugator, suge!
is addressed to a student who continues talking after the lecture has commenced: …
Graduatus sum! nego
applies to one who declined to subscribe for an M.A. degree.
In Budget of Paradoxes (1872), 82. [The Latin phrases translate as, respectively, “Such action will start arguing with taste”, “Here babbler suck!” and “I graduate! I reject.” —Webmaster]
Science quotes on:  |  Address (12)  |  Anagram (9)  |  Apply (71)  |  Argue (22)  |  Babble (2)  |  Commence (5)  |  Comment (11)  |  Continue (62)  |  Decline (17)  |  Degree (79)  |  Augustus De Morgan (44)  |  Dignified (4)  |  Graduate (13)  |  Great (517)  |  Gun (9)  |  Integral (13)  |  Join (25)  |  Lecture (67)  |  Mathematicians and Anecdotes (120)  |  Name (164)  |  Page (27)  |  Person (152)  |  Personal (65)  |  Power (355)  |  Pursuit (76)  |  Relate (19)  |  Remark (26)  |  Say (226)  |  See (368)  |  Sneer (6)  |  Subscribe (2)  |  Suck (5)  |  Sum (41)  |  Talk (97)  |  Title (18)

[William Gull] sought to teach his students not to think they could cure disease. “The best of all remedies,” he would say, “is a warm bed.” “ I can tell you something of how you get ill, but I cannot tell you how you get well.” “ Healing is accomplished ‘By an operation more divine Than tongue or pen can give expression to.’” “Remedies act best when there is a tendency to get well.”
Stated in Sir William Withey Gull and Theodore Dyke Acland (ed.), A Collection of the Published Writings of William Withey Gull (1896), xxvi.
Science quotes on:  |  Accomplishment (79)  |  Bed (22)  |  Cure (95)  |  Disease (275)  |  Divine (60)  |  Sir William Withey Gull (39)  |  Healing (18)  |  Operation (118)  |  Pen (12)  |  Remedy (54)  |  Teach (177)  |  Tendency (54)  |  Tongue (19)  |  Warm (33)

… just as the astronomer, the physicist, the geologist, or other student of objective science looks about in the world of sense, so, not metaphorically speaking but literally, the mind of the mathematician goes forth in the universe of logic in quest of the things that are there; exploring the heights and depths for facts—ideas, classes, relationships, implications, and the rest; observing the minute and elusive with the powerful microscope of his Infinitesimal Analysis; observing the elusive and vast with the limitless telescope of his Calculus of the Infinite; making guesses regarding the order and internal harmony of the data observed and collocated; testing the hypotheses, not merely by the complete induction peculiar to mathematics, but, like his colleagues of the outer world, resorting also to experimental tests and incomplete induction; frequently finding it necessary, in view of unforeseen disclosures, to abandon one hopeful hypothesis or to transform it by retrenchment or by enlargement:—thus, in his own domain, matching, point for point, the processes, methods and experience familiar to the devotee of natural science.
In Lectures on Science, Philosophy and Art (1908), 26
Science quotes on:  |  Abandon (48)  |  Analysis (158)  |  Astronomer (68)  |  Calculus (48)  |  Class (83)  |  Colleague (23)  |  Complete (81)  |  Data (119)  |  Depth (49)  |  Devotee (5)  |  Disclosure (5)  |  Domain (39)  |  Elusive (7)  |  Enlargement (7)  |  Experience (329)  |  Experimental (19)  |  Exploration (122)  |  Fact (717)  |  Familiar (41)  |  Find (400)  |  Forth (13)  |  Frequently (21)  |  Geologist (47)  |  Guess (48)  |  Harmony (69)  |  Height (32)  |  Hopeful (2)  |  Hypothesis (249)  |  Idea (573)  |  Implication (22)  |  Incomplete (15)  |  Induction (58)  |  Infinite (128)  |  Infinitesimal (15)  |  Internal (22)  |  Limitless (8)  |  Literally (8)  |  Located (2)  |  Logic (244)  |  Match (16)  |  Mathematician (361)  |  Mathematics (1130)  |  Merely (78)  |  Metaphor (25)  |  Method (225)  |  Microscope (73)  |  Mind (733)  |  Minute (42)  |  Natural Science (87)  |  Nature Of Mathematics (72)  |  Necessary (142)  |  Objective (60)  |  Observe (75)  |  Order (238)  |  Outer (13)  |  Peculiar (43)  |  Physicist (159)  |  Point (122)  |  Powerful (65)  |  Process (259)  |  Quest (32)  |  Regard (91)  |  Relationship (71)  |  Resort (8)  |  Rest (92)  |  Science (2017)  |  Sense (310)  |  Speak (87)  |  Telescope (82)  |  Test (122)  |  Transform (35)  |  Unforeseen (6)  |  Universe (678)  |  Vast (88)  |  View (169)  |  World (877)


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
Quotations by:Albert EinsteinIsaac NewtonLord KelvinCharles DarwinSrinivasa RamanujanCarl SaganFlorence NightingaleThomas EdisonAristotleMarie CurieBenjamin FranklinWinston ChurchillGalileo GalileiSigmund FreudRobert BunsenLouis PasteurTheodore RooseveltAbraham LincolnRonald ReaganLeonardo DaVinciMichio KakuKarl PopperJohann GoetheRobert OppenheimerCharles Kettering  ... (more people)

Quotations about:Atomic  BombBiologyChemistryDeforestationEngineeringAnatomyAstronomyBacteriaBiochemistryBotanyConservationDinosaurEnvironmentFractalGeneticsGeologyHistory of ScienceInventionJupiterKnowledgeLoveMathematicsMeasurementMedicineNatural ResourceOrganic ChemistryPhysicsPhysicianQuantum TheoryResearchScience and ArtTeacherTechnologyUniverseVolcanoVirusWind PowerWomen ScientistsX-RaysYouthZoology  ... (more topics)
Sitewide search within all Today In Science History pages:
Visit our Science and Scientist Quotations index for more Science Quotes from archaeologists, biologists, chemists, geologists, inventors and inventions, mathematicians, physicists, pioneers in medicine, science events and technology.

Names index: | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z |

Categories index: | 1 | 2 | A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z |

- 100 -
Sophie Germain
Gertrude Elion
Ernest Rutherford
James Chadwick
Marcel Proust
William Harvey
Johann Goethe
John Keynes
Carl Gauss
Paul Feyerabend
- 90 -
Antoine Lavoisier
Lise Meitner
Charles Babbage
Ibn Khaldun
Euclid
Ralph Emerson
Robert Bunsen
Frederick Banting
Andre Ampere
Winston Churchill
- 80 -
John Locke
Bronislaw Malinowski
Bible
Thomas Huxley
Alessandro Volta
Erwin Schrodinger
Wilhelm Roentgen
Louis Pasteur
Bertrand Russell
Jean Lamarck
- 70 -
Samuel Morse
John Wheeler
Nicolaus Copernicus
Robert Fulton
Pierre Laplace
Humphry Davy
Thomas Edison
Lord Kelvin
Theodore Roosevelt
Carolus Linnaeus
- 60 -
Francis Galton
Linus Pauling
Immanuel Kant
Martin Fischer
Robert Boyle
Karl Popper
Paul Dirac
Avicenna
James Watson
William Shakespeare
- 50 -
Stephen Hawking
Niels Bohr
Nikola Tesla
Rachel Carson
Max Planck
Henry Adams
Richard Dawkins
Werner Heisenberg
Alfred Wegener
John Dalton
- 40 -
Pierre Fermat
Edward Wilson
Johannes Kepler
Gustave Eiffel
Giordano Bruno
JJ Thomson
Thomas Kuhn
Leonardo DaVinci
Archimedes
David Hume
- 30 -
Andreas Vesalius
Rudolf Virchow
Richard Feynman
James Hutton
Alexander Fleming
Emile Durkheim
Benjamin Franklin
Robert Oppenheimer
Robert Hooke
Charles Kettering
- 20 -
Carl Sagan
James Maxwell
Marie Curie
Rene Descartes
Francis Crick
Hippocrates
Michael Faraday
Srinivasa Ramanujan
Francis Bacon
Galileo Galilei
- 10 -
Aristotle
John Watson
Rosalind Franklin
Michio Kaku
Isaac Asimov
Charles Darwin
Sigmund Freud
Albert Einstein
Florence Nightingale
Isaac Newton



who invites your feedback
Thank you for sharing.
Today in Science History
Sign up for Newsletter
with quiz, quotes and more.