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Today in Science History - Quickie Quiz
Who said: “The path towards sustainable energy sources will be long and sometimes difficult. But America cannot resist this transition, we must lead it... That is how we will preserve our planet, commanded to our care by God. That’s what will lend meaning to the creed our fathers once declared.”
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Teach Quotes (102 quotes)

Lyveris to-forn us
Useden to marke
For selkouthes that thei seighen,
Hir sones for to teche;
And helden it an heigh science
Hir wittes to knowe.
Ac thorugh hir science soothly
Was nevere no soule y-saved,
Ne broght by hir bokes
To blisse ne to joye;
For alle hir kynde knowynges
Come but of diverse sightes.
Patriarkes and prophetes
Repreveden hir science,
And seiden hir wordes and hir wisdomes
Nas but a folye
And to the clergie of Crist
Counted it but a trufle.

Our ancestors in olden days used to record
The strange things they saw, and teach them to their sons;
And they held it a high science, to have knowledge of such things.
But no soul was ever saved by all that science,
Nor brought by books into eternal bliss;
Their science was only a series of sundry observations.
So patriarchs and prophets disapproved of their science,
And said their so-called words of wisdom were but folly—
And compared with Christian philosophy, a contemptible thing.
In William Langland and B. Thomas Wright (ed.) The Vision and Creed of Piers Ploughman (1842), 235-236. Modern translation by Terrence Tiller in Piers Plowman (1981, 1999), 123.
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Ron Hutcheson, a Knight-Ridder reporter: [Mr. President, what are your] personal views [about the theory of] intelligent design?
President George W. Bush: [Laughing. You're] doing a fine job of dragging me back to the past [days as governor of Texas]. ... Then, I said that, first of all, that decision should be made to local school districts, but I felt like both sides ought to be properly taught...”
Hutcheson: Both sides ought to be properly taught?
President: Yes ... so people can understand what the debate is about.
Hutcheson: So the answer accepts the validity of “intelligent design” as an alternative to evolution?
President: I think that part of education is to expose people to different schools of thought, and I'm not suggesting—you're asking me whether or not people ought to be exposed to different ideas, and the answer is yes.
Hutcheson: So we've got to give these groups—...
President: [interrupting] Very interesting question, Hutch. [Laughter from other reporters]
From conversation with reporters at the White House (1 Aug 2005), as quoted by Matthew Cooper in 'Fanning the Controversy Over “Intelligent Design”', Time (3 Aug 2005). The Time writer stated, “The president has gone farther in questioning the widely-taught theories of evolution and natural selection than any president since Ronald Reagan, who advocated teaching creationism in public schools alongside evolution.” Just a few months later, in the nation's first case on that point, on 20 Dec 2005, “a federal judge [John E. Jones] ruled it was unconstitutional for a Pennsylvania school district to present intelligent design as an alternative in high school biology courses, because it is a religious viewpoint,” as reported by Laurie Goodstein in 'Judge Rejects Teaching Intelligent Design', New York Times (21 Dec 2005). Goodstein also wrote “Judge Jones, a Republican appointed by President Bush, concluded that intelligent design was not science,” and that “the evidence in the trial proved that intelligent design was 'creationism relabeled.' The Supreme Court has already ruled that creationism ... cannot be taught as science in a public school.”
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A science cannot be played with. If an hypothesis is advanced that obviously brings into direct sequence of cause and effect all the phenomena of human history, we must accept it, and if we accept it, we must teach it.
In The Degradation of the Democratic Dogma (1919), 131.
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After 16 months of teaching, consulting, fellowship, and special project activities on matters ranging from conservation to healthcare to international trade, Gov. Ventura appointed me to the Minnesota Court of Appeals.
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All versions written for nonscientists speak of fused males as the curious tale of the anglerfish–just as we so often hear about the monkey swinging through the trees, or the worm burrowing through soil. But if nature teaches us any lesson, it loudly proclaims life’s diversity. There ain’t no such abstraction as the clam, the fly, or the anglerfish. Ceratioid anglerfishes come in nearly 100 species, and each has its own peculiarity.
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An ignorant or half-informed teacher may present science as an accumulation of unconnected facts. … To teach in that fashion is like going to the tree of science with its glorious fruit in order to pick up a handful of the dry fallen leaves from the ground.
In Inaugural Presidential Address (9 Sep 1885) to the British Association for the Advancement of Science, Aberdeen, Scotland, 'Relations of Science to the Public Weal', Report to the Fifty-Fifth Meeting of the British Association (1886), 11.
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And yet I think that the Full House model does teach us to treasure variety for its own sake–for tough reasons of evolutionary theory and nature’s ontology, and not from a lamentable failure of thought that accepts all beliefs on the absurd rationale that disagreement must imply disrespect. Excellence is a range of differences, not a spot. Each location on the range can be occupied by an excellent or an inadequate representative– and we must struggle for excellence at each of these varied locations. In a society driven, of ten unconsciously, to impose a uniform mediocrity upon a former richness of excellence–where McDonald’s drives out the local diner, and the mega-Stop & Shop eliminates the corner Mom and Pop–an understanding and defense of full ranges as natural reality might help to stem the tide and preserve the rich raw material of any evolving system: variation itself.
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Because basic learning takes place so early—as…the classic musical South Pacific reminds us, “You've got to be taught before it’s too late, before you are six or seven or eight; you’ve got to be carefully taught,”—we must strengthen our pre-school program, especially Headstart, Kindergarten and Day Care.
In address, to the Economic Club of Detroit (14 Jan 1990), 'Where Do We Go From Here?' on the massiechairs.com website.
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Bias has to be taught. If you hear your parents downgrading women or people of different backgrounds, why, you are going to do that.
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Blessings on Science! When the earth seem’d old, When Faith grew doting, and the Reason cold, ‘Twas she discover’d that the world was young, And taught a language to its lisping tongue: ‘Twas she disclosed a future to its view, And made old knowledge pale before the new.
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But psychoanalysis has taught that the dead—a dead parent, for example—can be more alive for us, more powerful, more scary, than the living. It is the question of ghosts.
Quoted in 'Jacques Derrida,' by Mitchell Stephens, New York Times Magazine (January 23, 1994).
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Cats are intended to teach us that not everything in nature has a purpose.
As quoted in Hy Bender, Essential Software for Writers: A Complete Guide for Everyone Who Write With a PC (1994), 64.
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Children must be taught how to think, not what to think.
In 'Education for Choice', Coming of Age in Samoa (1928, 1961), 246.
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Each of the major sciences has contributed an essential ingredient in our long retreat from an initial belief in our own cosmic importance. Astronomy defined our home as a small planet tucked away in one corner of an average galaxy among millions; biology took away our status as paragons created in the image of God; geology gave us the immensity of time and taught us how little of it our own species has occupied.
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Education is not a matter of getting facts and sowing them within brains, but that it is an attitude of mind that you teach children to find out for themselves
Interview with David Barrett, 'Attenborough: Children Don’t Know Enough About Nature', Daily Telegraph (17 Apr 2011).
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Experience teaches nothing without theory.
In On the Management of Statistical Techniques for Quality and Productivity (1981), 86.
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First let a man teach himself, and then he will be taught by others.
In The Maxims and Reflections of Goethe (1906), 184.

For me, the first challenge for computing science is to discover how to maintain order in a finite, but very large, discrete universe that is intricately intertwined. And a second, but not less important challenge is how to mould what you have achieved in solving the first problem, into a teachable discipline: it does not suffice to hone your own intellect (that will join you in your grave), you must teach others how to hone theirs. The more you concentrate on these two challenges, the clearer you will see that they are only two sides of the same coin: teaching yourself is discovering what is teachable.
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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.
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Genius must be born, and never can be taught.
Louis Klopsch, Many Thoughts of Many Minds (1896), 106.
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He that desires to learn Truth should teach himself by Facts and Experiments; by which means he will learn more in a Year than by abstract reasoning in an Age.
In Academical Lectures on the Theory of Physic (1751), Vol. 1. As quoted in Thomas Steele Hall, A Source Book in Animal Biology (1951), 485.
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Holding then to science with one hand—the left hand—we give the right hand to religion, and cry: ‘Open Thou mine eyes, that I may behold wondrous things, more wondrous than the shining worlds can tell.’ Obedient to the promise, religion does awaken faculties within us, does teach our eyes to the beholding of more wonderful things. Those great worlds blazing like suns die like feeble stars in the glory of the morning, in the presence of this new light. The soul knows that an infinite sea of love is all about it, throbbing through it, everlasting arms of affection lift it, and it bathes itself in the clear consciousness of a Father’s love.
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However far modern science and technics have fallen short of their inherent possibilities, they have taught mankind at least one lesson: Nothing is impossible.
Technics and Civilization (1934), 435.
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I confess that Magic teacheth many superfluous things, and curious prodigies for ostentation; leave them as empty things, yet be not ignorant of their causes. But those things which are for the profit of men—for the turning away of evil events, for the destroying of sorceries, for the curing of diseases, for the exterminating of phantasms, for the preserving of life, honor, or fortune—may be done without offense to God or injury to religion, because they are, as profitable, so necessary.
In De Occulta Philosophia (1533), Vol. 1. Translation by J.F. (1651) reprinted as The Philosophy of Natural Magic (1913), 28.
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I had a Meccano set with which I “played” endlessly. Meccano which was invented by Frank Hornby around 1900, is called Erector Set in the US. New toys (mainly Lego) have led to the extinction of Meccano and this has been a major disaster as far as the education of our young engineers and scientists is concerned. Lego is a technically trivial plaything and kids love it partly because it is so simple and partly because it is seductively coloured. However it is only a toy, whereas Meccano is a real engineering kit and it teaches one skill which I consider to be the most important that anyone can acquire: This is the sensitive touch needed to thread a nut on a bolt and tighten them with a screwdriver and spanner just enough that they stay locked, but not so tightly that the thread is stripped or they cannot be unscrewed. On those occasions (usually during a party at your house) when the handbasin tap is closed so tightly that you cannot turn it back on, you know the last person to use the washroom never had a Meccano set.
Nobel laureate autobiography in Les Prix Nobel/Nobel Lectures 1996 (1997), 189.
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I know that most men, including those at ease with problems of the greatest complexity, can seldom accept even the simplest and most obvious truth if it be such as would oblige them to admit the falsity of conclusions which they have delighted in explaining to colleagues, which they have proudly taught to others, and which they have woven, thread by thread, into the fabric of their lives.
Attributed. Quoted in James GleickChaos (1988), 38. Contact webmaster if you know a primary print source.
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I realize that Galen called an earth which contained metallic particles a mixed earth when actually it is a composite earth. But it behooves one who teaches others to give exact names to everything.
As translated by Mark Chance Bandy and Jean A. Bandy from the first Latin Edition of 1546 in De Natura Fossilium: (Textbook of Mineralogy) (2004), 19. Originally published by Geological Society of America as a Special Paper (1955). There are other translations with different wording.
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I would say here something that was heard from an ecclesiastic of the most eminent degree: 'That the intention of the Holy Ghost is to teach us how one goes to heaven, not how heaven goes.
Letter to Cristina di Lorena, Grand Duchess of Tuscany (the mother of his patron Cosmo), 1615. Translation as given in the Galilean Library web page www.galilean-library.org/manuscript.php?postid=43841.
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If one purges the Judaism of the Prophets and Christianity as Jesus Christ taught it of all subsequent additions, especially those of the priests, one is left with a teaching which is capable of curing all the social ills of humanity.
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If the study of all these sciences which we have enumerated, should ever bring us to their mutual association and relationship, and teach us the nature of the ties which bind them together, I believe that the diligent treatment of them will forward the objects which we have in view, and that the labor, which otherwise would be fruitless, will be well bestowed.
Plato
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If you want to build a ship, don’t recruit the men to gather the wood, divide the work and give orders. Instead, teach them to yearn for vast and endless sea.
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In 1925 [state legislators] prohibited by law the teaching of evolution in Tennessee. … Anti-evolutionists feared that a scientific idea would undermine religious belief. In the present…, pro-evolutionists fear that a religious idea will undermine scientific belief. The former had insufficient confidence in religion; the latter, insufficient confidence in science.
In Building a Bridge to the 18th Century: How the Past Can Improve Our Future (1999), 167.
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In addition to instructing them in the holy Scriptures, they also taught their pupils poetry, astronomy, and the calculation of the church calendar.
Bede
Referring to the teaching methods of Theodore, Archbishop of Canterbury, and Hadrian, abbot of Canterbury (A.D. 669).
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In seed time learn, in harvest teach, in winter enjoy.
In 'Proverbs', The Poems: With Specimens of the Prose Writings of William Blake (1885), 279.
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In teaching man, experimental science results in lessening his pride more and more by proving to him every day that primary causes, like the objective reality of things, will be hidden from him forever and that he can only know relations.
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In the end, we conserve only what we love. We will love only what we understand. We will understand only what we are taught.
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In the history of science and throughout the whole course of its progress we see certain epochs following one another more or less rapidly. Some important view is expressed, it may be original or only revived; sooner or later it receives recognition; fellow-Workers spring up; the outcome of it finds its way into the schools; it is taught and handed down; and we observe, unhappily, that it does not in the least matter whether the view be true or false. In either case its course is the same; in either case it comes in the end to he a mere phrase, a lifeless word stamped on the memory.
In The Maxims and Reflections of Goethe (1906), 184.
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In the information age, you don’t teach philosophy as they did after feudalism. You perform it. If Aristotle were alive today he’d have a talk show.
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Introductory physics courses are taught at three levels: physics with calculus, physics without calculus, and physics without physics.
Anonymous
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It is almost a miracle that modern teaching methods have not yet entirely strangled the holy curiousity of inquiry; for what this delicate little plant needs more than anything, besides stimulation, is freedom.
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It is noble to teach oneself, but still nobler to teach others and less trouble.
Attributed (doubtfully?) to Max Planck. Widely seen on the web, but always without citation. Webmaster has not yet found any evidence in print that this is a valid Planck quote, and must be skeptical that it is. Contact Webmaster if you know a primary source.
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It is the duty of every man of good will to strive steadfastly in his own little world to make this teaching of pure humanity a living force, so far as he can. If he makes an honest attempt in this direction without being crushed and trampled under foot by his contemporaries, he may consider himself and the community to which he belongs lucky.
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It is the malady of our age that the young are so busy teaching us that they have no time left to learn.
In Reflections on the Human Condition (1973), 22.
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It’s always been true that whatever pleases teaches more efficiently.
In 'Classroom Without Walls', Explorations (May 1957), No. 7. Collected in Edmund Carpenter and Marshall McLuhan (eds.), Explorations in Communication, an Anthology (1960), 3.
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Logic does not pretend to teach the surgeon what are the symptoms which indicate a violent death. This he must learn from his own experience and observation, or from that of others, his predecessors in his peculiar science. But logic sits in judgment on the sufficiency of that observation and experience to justify his rules, and on the sufficiency of his rules to justify his conduct. It does not give him proofs, but teaches him what makes them proofs, and how he is to judge of them.
In A System of Logic, Ratiocinative and Inductive: Being a Connected View of the Principles of Evidence, and the Methods of Scientific Investigation (1843), Vol. 1, 11.
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Logic teaches us that on such and such a road we are sure of not meeting an obstacle; it does not tell us which is the road that leads to the desired end. For this, it is necessary to see the end from afar, and the faculty which teaches us to see is intuition. Without it, the geometrician would be like a writer well up in grammar but destitute of ideas.
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Maybe the situation is hopeless. Television is just the wrong medium, at least in prime time, to teach science. I think it is hopeless if it insists on behaving like television… The people who produce these programs always respond to such complaints by insisting that no one would watch a program consisting of real scientists giving real lectures to real students. If they are right, then this sort of program is just another form of entertainment.
(1986).
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Men of science, fit to teach, hardly exist. There is no demand for such men. The sciences make up life; they are important to life. The highly educated man fails to understand the simplest things of science, and has no peculiar aptitude for grasping them. I find the grown-up mind coming back to me with the same questions over and over again.
Giving Evidence (18 Nov 1862) to the Public Schools Commission. As quoted in John L. Lewis, 125 Years: The Physical Society & The Institute of Physics (1999), 168.
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Modern anthropology has taught us, through comparative investigation of so-called primitive cultures, that the social behavior of human beings may differ greatly, depending upon prevailing cultural patterns and the types of organisation which predominate in society. It is on this that those who are striving to improve the lot of man may ground their hopes: human beings are not condemned, because of their biological constitution, to annihilate each other or to be at the mercy of a cruel, self-inflicted fate.
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Modern Physics impresses us particularly with the truth of the old doctrine which teaches that there are realities existing apart from our sense-perceptions, and that there are problems and conflicts where these realities are of greater value for us than the richest treasures of the world of experience.
In The Universe in the Light of Modern Physics (1931), 107.
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Negative facts when considered alone never teach us anything.
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No collateral science had profited so much by palæontology as that which teaches the structure and mode of formation of the earth’s crust, with the relative position, time, and order of formation of its constituent stratified and unstratified parts. Geology has left her old hand-maiden mineralogy to rest almost wholly on the broad shoulders of her young and vigorous offspring, the science of organic remains.
In article 'Palæontology' contributed to Encyclopædia Britannica (8th ed., 1859), Vol. 17, 91.
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No! What we need are not prohibitory marriage laws, but a reformed society, an educated public opinion which will teach individual duty in these matters. And it is to the women of the future that I look for the needed reformation. Educate and train women so that they are rendered independent of marriage as a means of gaining a home and a living, and you will bring about natural selection in marriage, which will operate most beneficially upon humanity. When all women are placed in a position that they are independent of marriage, I am inclined to think that large numbers will elect to remain unmarried—in some cases, for life, in others, until they encounter the man of their ideal. I want to see women the selective agents in marriage; as things are, they have practically little choice. The only basis for marriage should be a disinterested love. I believe that the unfit will be gradually eliminated from the race, and human progress secured, by giving to the pure instincts of women the selective power in marriage. You can never have that so long as women are driven to marry for a livelihood.
In 'Heredity and Pre-Natal Influences. An Interview With Dr. Alfred Russel Wallace', Humanitarian (1894), 4, 87.
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Not only did he teach by accomplishment, but he taught by the inspiration of a marvelous imagination that refused to accept the permanence of what appeared to others to be insuperable difficulties: an imagination of the goals of which, in a number of instances, are still in the realms of speculation.
Testimonial on Tesla’s 75th birthday, Tesla Museum, Belgrade, Serbia. In Margaret Cheney, Tesla: Man Out of Time (2001), 86.
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Not to teach a class, but to conduct it: I punch the tickets and call out the stops along the way.
Anonymous
As quoted in Carol Edgarian and Tom Jenks (eds.), The Writer’s Life: Intimate Thoughts on Work, Love, Inspiration, and Fame from the Diaries of the World's Great Writers (1997), 16.
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Now, what I want is, Facts. Teach these boys and girls nothing but Facts. Facts alone are wanted in life. Plant nothing else. And root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them. This is the principle on which I bring up my own children, and this is the principle on which I bring up these children. Stick to Facts, sir! ... In this life, we want nothing but Facts, sir: nothing but Facts!
Spoken by fictional character Thomas Gringrind, first paragraph, chap. 1, Hard Times, published in Household Words (1 Apr 1854), Vol. 36, 1.
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One of the grandest figures that ever frequented Eastern Yorkshire was William Smith, the distinguished Father of English Geology. My boyish reminiscence of the old engineer, as he sketched a triangle on the flags of our yard, and taught me how to measure it, is very vivid. The drab knee-breeches and grey worsted stockings, the deep waistcoat, with its pockets well furnished with snuff—of which ample quantities continually disappeared within the finely chiselled nostril—and the dark coat with its rounded outline and somewhat quakerish cut, are all clearly present to my memory.
From Reminiscences of a Yorkshire Naturalist (1896), 13.
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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.
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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.
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Our indirect methods have taught us a mountain of things about horses, but if you wished to learn even more, would you rather be Whirlaway in the stretch, than interview Eddie Arcaro afterwards?
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Overwhelming evidences of an intelligence and benevolent intention surround us, show us the whole of nature through the work of a free will and teach us that all alive beings depend on an eternal creator-ruler.
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Physical science has taught us to associate Deity with the normal rather than with the abnormal.
In James Wood, Dictionary of Quotations from Ancient and Modern, English and Foreign Sources (1893), 348.
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Realistic thinking accrues only after mistake making, which is the cosmic wisdom's most cogent way of teaching each of us how to carry on.
In Buckminster Fuller and Answar Dil, Humans in Universe (1983), 218.
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Relativity teaches us the connection between the different descriptions of one and the same reality.
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Science by itself produces a very badly deformed man who becomes rounded out into a useful creative being only with great difficulty and large expenditure of time. … It is a much smaller matter to both teach and learn pure science than it is to intelligently apply this science to the solution of problems as they arise in daily life.
As quoted in Gary W. Matkin, Technology Transfer and the University (1990), 24.
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Science has not yet taught us if madness is or is not the sublimity of intelligence.
In Giancarlo Livraghi, The Power of Stupidity (2009), 179, but without further citation, and not yet found by Webmaster in a work before 2009. Please contact Webmaster if you know a primary source. Perhaps it is a short restatement of the quotation which begins, “Men have called me mad… ” (also on this page).
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Science is teaching man to know and reverence truth, and to believe that only so far as he knows and loves it can he live worthily on earth, and vindicate the dignity of his spirit.
In Where are We and Whither Tending?: Three Lectures on the Reality and Worth of Human Progress (1886), 26.
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Science is the key to our future, and if you don’t believe in science, then you’re holding everybody back. And it’s fine if you as an adult want to run around pretending or claiming that you don’t believe in evolution, but if we educate a generation of people who don’t believe in science, that’s a recipe for disaster. … The main idea in all of biology is evolution. To not teach it to our young people is wrong.
Bill Nye
As quoted in Sarah Fecht, 'Science Guy Bill Nye Explains Why Evolution Belongs in Science Education', Popular Mechanics (4 Feb 2011).
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Science makes people reach selflessly for truth and objectivity; it teaches people to accept reality, with wonder and admiration, not to mention the deep awe and joy that the natural order of things brings to the true scientist.
Lecture, Austrian UNESCO Commision (30 Mar 1953), in Atomenergie und Frieden: Lise Meitner und Otto Hahn (1953), 23-4. Trans. Ruth Sime, Lise Meitner: A Life in Physics (1996), 375.
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Sex is a natural function. You can’t make it happen, but you can teach people to let it happen.
NY Times 29 Oct 84
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Since my first discussions of ecological problems with Professor John Day around 1950 and since reading Konrad Lorenz's “King Solomon's Ring,” I have become increasingly interested in the study of animals for what they might teach us about man, and the study of man as an animal. I have become increasingly disenchanted with what the thinkers of the so-called Age of Enlightenment tell us about the nature of man, and with what the formal religions and doctrinaire political theorists tell us about the same subject.
'Autobiography of Allan M. Cormack,' Les Prix Nobel/Nobel Lectures 1979, editted by Wilhelm Odelberg.
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Some persons have contended that mathematics ought to be taught by making the illustrations obvious to the senses. Nothing can be more absurd or injurious: it ought to be our never-ceasing effort to make people think, not feel.
Seven Lectures on Shakespeare and Milton (1856) 24.
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Space exploration is risky. It’s hard. And actually, let me say here that I feel like we need to take on more risk than we have been in space exploration. The public doesn’t like risk, and they hate failure. But failures happen. They shouldn’t happen for stupid reasons. But if they happen when you were trying something risky, you learn. That teaches you something. At least it should. And you try harder next time.
On the failure of the Cosmos-1 solar sail (Jun 2005).
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Statistical accounts are to be referred to as a dictionary by men of riper years, and by young men as a grammar, to teach them the relations and proportions of different statistical subjects, and to imprint them on the mind at a time when the memory is capable of being impressed in a lasting and durable manner, thereby laying the foundation for accurate and valuable knowledge.
In The Statistical Breviary: Shewing, on a Principle Entirely New, the Resources of Every State and Kingdom in Europe (1801), 5-6.
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Surely the immutable laws of the universe can teach more impressive and exalted lessons than the holy books of all the religions on earth.
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The issue is not to teach [a child] the sciences, but to give him the taste for loving them.
Émile, or, On Education, new translation by Alan Bloom (1979), 172.
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The psychoanalysis of individual human beings, however, teaches us with quite special insistence that the god of each of them is formed in the likeness of his father, that his personal relation to God depends on his relation to his father in the flesh and oscillates and changes along with that relation, and that at bottom God is nothing other than an exalted father.
(Originally published 1913). Totem and Taboo, vol. 13, pt. 4, sct. 6, Complete Works, Standard Edition, eds. James Strachey and Anna Freud (1953).
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The Question is what is The Question?
Is it all a Magic Show?
Is Reality an Illusion?
What is the framework of The Machine?
Darwin’s Puzzle: Natural Selection?
Where does Space-Time come from?
Is there any answer except that it comes from consciousness?
What is Out There?
T’is Ourselves?
Or, is IT all just a Magic Show?
Einstein told me:
“If you would learn, teach!”
Speaking at the American Physical Society, Philadelphia (Apr 2003). As quoted and cited in Jack Sarfatti, 'Wheeler's World: It From Bit?', collected in Frank H. Columbus and Volodymyr Krasnoholovets (eds.), Developments in Quantum Physics (2004), 42.
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The science of constructing a commonwealth, or renovating it, or reforming it, is, like every other experimental science, not to be taught a priori. Nor is it a short experience that can instruct us in that practical science, because the real effects of moral causes are not always immediate.
Reflections on the Revolution in France, p. 53, ed. Pocock (1790).
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The universe is one great kindergarten for man. Everything that exists has brought with it its own peculiar lesson. The mountain teaches stability and grandeur; the ocean immensity and change. Forests, lakes, and rivers, clouds and winds, stars and flowers, stupendous glaciers and crystal snowflakes—every form of animate or inanimate existence, leaves its impress upon the soul of man.
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The world is so full of wonderful things we should all, if we were taught how to appreciate it, be far richer than kings.
In Growing Young (1989), 120.
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The worst primary school scolding I ever received was for ridiculing a classmate who asked, ‘What’s an atom?’ To my third grader’s mind, the question betrayed a level of ignorance more befitting a preschooler, but the teacher disagreed and banned me from recess for a week. I had forgotten the incident until a few years ago, while sitting in on a quantum mechanics class taught by a Nobel Prizewinning physicist. Midway through a brutally abstract lecture on the hydrogen atom, a plucky sophomore raised his hand and asked the very same question. To the astonishment of all, our speaker fell silent. He stared out the window for what seemed like an eternity before answering, ‘I don’t know.’
'The Secret Life of Atoms'. Discover (Jun 2007), 28:6, 52.
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Theory is a window into the world. Theory leads to prediction. Without prediction, experience and examples teach nothing.
In The New Economics for Industry, Government, Education (1993), 103.
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To discover and to teach are distinct functions; they are also distinct gifts, and are not commonly found united in the same person.
Discourses on the Scope and Nature of University Education. Addressed to the Catholics of Dublin (1852), Preface, xii.
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To teach one who has no curiosity to learn, is to sow a field without ploughing it.
From Annotation to Essay 50, 'Of Studies', in Bacon’s Essays: With Annotations (1856), 446.
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To teach vain Wits that Science little known,
T' admire Superior Sense, and doubt their own!
In An Essay on Criticism (1711), 13.
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True science teaches us to doubt and, in ignorance, to refrain.
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Truth can only be found by the human intellect, exercised in perfect freedom, and trained to submit itself to the facts of nature. This is the essence of the Scientific Method, which is the exact opposite of the Theological Method. Science teaches men to think with absolute independence of all arbitrary authority, but to submit all their thoughts to the test of actual experiences of Nature. Christianity teaches them to think only according to its own foregone dogmatic conclusions, and to stick to these dogmatic conclusion in defiance of all possible experience.
Leading article in Francis Ellingwood Abbot (ed.), The Index (1 Jan 1880), Volume 11, No. 523, 1.
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We cannot hope to fill the schools with persons of high intelligence, for persons of high intelligence simply refuse to spend their lives teaching such banal things as spelling and arithmetic. Among the teachers male we may safely assume that 95% are of low mentality, el se they would depart for more appetizing pastures. And even among the teachers female the best are inevitably weeded out by marriage, and only the worst (with a few romantic exceptions) survive.
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We 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.
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We live in a capitalist economy, and I have no particular objection to honorable self-interest. We cannot hope to make the needed, drastic improvement in primary and secondary education without a dramatic restructuring of salaries. In my opinion, you cannot pay a good teacher enough money to recompense the value of talent applied to the education of young children. I teach an hour or two a day to tolerably well-behaved near-adults–and I come home exhausted. By what possible argument are my services worth more in salary than those of a secondary-school teacher with six classes a day, little prestige, less support, massive problems of discipline, and a fundamental role in shaping minds. (In comparison, I only tinker with intellects already largely formed.)
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We may conclude that from what science teaches us, there is in nature an order independent of man's existence, a meaningful order to which nature and man are subordinate.
Anonymous
Sometimes seen attributed (doubtfully?) to Max Planck. Widely seen on the web, but always without citation. Webmaster has not yet found any evidence in print that this is a valid Planck quote, and must be skeptical that it is. Contact Webmaster if you know a primary source.
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What a master a man would be in his own subject if he taught nothing useless!
In The Maxims and Reflections of Goethe (1906), 196.
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What I am going to tell you about is what we teach our physics students in the third or fourth year of graduate school... It is my task to convince you not to turn away because you don’t understand it. You see my physics students don’t understand it... That is because I don’t understand it. Nobody does.
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What is education? Teaching a man what his powers and relations are, and how he can best extend, strengthen, and employ them.
In Sir William Withey Gull and Theodore Dyke Acland (ed.), A Collection of the Published Writings of William Withey Gull (1896), lxi.
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When scientists discovered that liquid water, which brought forth life on Earth, exists nowhere else in great quantities in the solar system, the most significant lesson they taught was not that water, or the life that depends on it, is necessarily the result of some chemical accident in space; their most important revelation was that water is rare in infinity, that we should prize it, preserve it, conserve it.
In Jacques Cousteau and Susan Schiefelbein, The Human, the Orchid, and the Octopus: Exploring and Conserving Our Natural World (2007), 201-202.
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Yes, Shakespeare foremost and forever (Darwin too). But also teach about the excellence of pygmy bushcraft and Fuegian survival in the world’s harshest climate. Dignity and inspiration come in many guises. Would anyone choose the tinhorn patriotism of George Armstrong Custer over the eloquence of Chief Joseph in defeat?
…...
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You cannot teach a man anything; you can only help him find it within himself.
Unverified (even though seen attributed—without citation—to Galileo Galilei). Notably, Webmaster has, so far, been unable to found it in any old books of quotations. The earliest use Webmaster found was in a weekly paper, Benjamin Franklin Underwood (ed.), The Index (6 Apr 1881), New Series Vol. 2, 476. Webmaster found no primary evidence that it came from Galileo.
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You have to grow from the inside out. None can teach you, none can make you spiritual. There is no other teacher but your own soul.
Quoted in Kim Lim (ed.), 1,001 Pearls of Spiritual Wisdom: Words to Enrich, Inspire, and Guide Your Life (2014), 247
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You’re aware the boy failed my grade school math class, I take it? And not that many years later he’s teaching college. Now I ask you: Is that the sorriest indictment of the American educational system you ever heard? [pauses to light cigarette.] No aptitude at all for long division, but never mind. It’s him they ask to split the atom. How he talked his way into the Nobel prize is beyond me. But then, I suppose it’s like the man says, it’s not what you know...
Karl Arbeiter (former teacher of Albert Einstein)
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[The object of education is] to train the mind to ascertain the sequence of a particular conclusion from certain premises, to detect a fallacy, to correct undue generalisation, to prevent the growth of mistakes in reasoning. Everything in these must depend on the spirit and the manner in which the instruction itself is conveyed and honoured. If you teach scientific knowledge without honouring scientific knowledge as it is applied, you do more harm than good. I do think that the study of natural science is so glorious a school for the mind, that with the laws impressed on all these things by the Creator, and the wonderful unity and stability of matter, and the forces of matter, there cannot be a better school for the education of the mind.
Giving Evidence (18 Nov 1862) to the Public Schools Commission. As quoted in John L. Lewis, 125 Years: The Physical Society & The Institute of Physics (1999), 168-169.
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[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.
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Carl Sagan Thumbnail In science it often happens that scientists say, 'You know that's a really good argument; my position is mistaken,' and then they would actually change their minds and you never hear that old view from them again. They really do it. It doesn't happen as often as it should, because scientists are human and change is sometimes painful. But it happens every day. I cannot recall the last time something like that happened in politics or religion. (1987) -- Carl Sagan
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- 90 -
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- 80 -
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- 70 -
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- 60 -
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- 50 -
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- 40 -
Pierre Fermat
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- 30 -
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- 20 -
Carl Sagan
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