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Home > Category Index for Science Quotations > Category Index U > Category: Undergraduate

Undergraduate Quotes (17 quotes)

[I can] scarcely write upon mathematics or mathematicians. Oh for words to express my abomination of the science.
Lamenting mathematics whilst an undergraduate at Cambridge, 1818.
Quoted in John Gascoigne, Cambridge in the Age of Enlightenment (1989), 272.
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[I] learnt, for the first time, the joys of substituting hard, disciplined study for the indulgence of day-dreaming.
[Comment on his successful undergraduate studies at the University of St. Andrews.]
As quoted in Obituary, The Times (24 Mar 2010)
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[Presently, science undergraduates] do not learn to write clearly and briefly, marshalling their points in due and aesthetically satisfying order, and eliminating inessentials. They are inept at those turns of phrase or happy analogy which throw a flying bridge across a chasm of misunderstanding and make contact between mind and mind.
From essay in Thomas Rice Henn, The Apple and the Spectroscope: Being Lectures on Poetry Designed (in the Main) for Science Students (1951), 142.
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[The enigmatical motto of Marischal College, Aberdeen: They say; what say they; let them say.] It expresses the three stages of an undergraduate’s career. “They say”—in his first year he accepts everything he is told as if it were inspired. “What say they”—in his second year he is skeptical and asks that question. “Let them say” expresses the attitude of contempt characteristic of his third year.
As quoted, without citation, in Alexander Macfarlane, 'Henry John Stephen Smith', Lectures on Ten British Mathematicians of the Nineteenth Century (1916), 100-101.
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A formative influence on my undergraduate self was the response of a respected elder statesmen of the Oxford Zoology Department when an American visitor had just publicly disproved his favourite theory. The old man strode to the front of the lecture hall, shook the American warmly by the hand and declared in ringing, emotional tones: “My dear fellow, I wish to thank you. I have been wrong these fifteen years.” And we clapped our hands red. Can you imagine a Government Minister being cheered in the House of Commons for a similar admission? “Resign, Resign” is a much more likely response!
From a talk, 'Science, Delusion and the Appetite for Wonder', (21 Dec 1996), published on edge.org website.
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As an undergraduate who believed himself destined to be a mathematician I happened upon “Man and Superman” and as I read it at a library table I felt like Saul of Tarsus when the light broke. “If literature,” I said to myself, “can be like this then literature is the stuff for me.” And to this day I never see a differential equation written out without breathing a prayer of thanks.
In 'An Open Letter to George Bernard Shaw', Saturday Review (21 Jul 1956), 39, 12. ollected in If You Don't Mind My Saying So: Essays on Man and Nature (1964), 391.
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Doubtless many can recall certain books which have greatly influenced their lives, and in my own case one stands out especially—a translation of Hofmeister's epoch-making treatise on the comparative morphology of plants. This book, studied while an undergraduate at the University of Michigan, was undoubtedly the most important factor in determining the trend of my botanical investigation for many years.
D.H. Campbell, 'The Centenary of Wilhelm Hofmeister', Science (1925), 62, No. 1597, 127-128. Cited in William C. Steere, Obituary, 'Douglas Houghton Campbell', American Bryological and Lichenological Society, The Bryologist (1953), 127. The book to which Cambell refers is W. Hofmeister, On the Germination, Development, and Fructification of the Higher Cryptogamia, and on the Fructification of the Coniferae, trans. by Frederick Currey (1862).
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From him [Wilard Bennett] I learned how different a working laboratory is from a student laboratory. The answers are not known!
[While an undergraduate, doing experimental measurements in the laboratory of his professor, at Ohio State University.]
From autobiography on Nobel Prize website.
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I have deeply regretted that I did not proceed far enough [as a Cambridge undergraduate] at least to understand something of the great leading principles of mathematics; for men thus endowed seem to have an extra sense.
In Charles Darwin and Francis Darwin (ed.), 'Autobiography', The Life and Letters of Charles Darwin (1887, 1896), Vol. 1, 40.
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My decision to begin research in radio astronomy was influenced both by my wartime experience with electronics and antennas and by one of my teachers, Jack Ratcliffe, who had given an excellent course on electromagnetic theory during my final undergraduate year.
From Autobiography in Wilhelm Odelberg (ed.), Les Prix Nobel en 1974/Nobel Lectures (1975)
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On all levels primary, and secondary and undergraduate - mathematics is taught as an isolated subject with few, if any, ties to the real world. To students, mathematics appears to deal almost entirely with things whlch are of no concern at all to man.
In editorial in Focus, a Journal of the Mathematical Association of America (1986), quoted in obituary by Eric Pace, New York Times (11 Jun 1992).
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The final results [of work on the theory of relativity] appear almost simple; any intelligent undergraduate can understand them without much trouble. But the years of searching in the dark for a truth that one feels, but cannot express; the intense effort and the alternations of confidence and misgiving, until one breaks through to clarity and understanding, are only known to him who has himself experienced them.
Concluding remark of George Gibson lecture at the University of Glasgow, 'The Origins of the General Theory of Relativity', (20 Jun 1933). Published by Glasgow University as The Origins of the General Theory of Relativity: Being the First Lecture on the George A. Gibson Foundation in the University of Glasgow, Delivered on June 20th, 1933 (1933), 11. Also quoted in 'No Hitching Posts' The Atlantic (1936), 157, 251.
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The physics of undergraduate text-books is 90% true; the contents of the primary research journals of physics is 90% false.
In Reliable Knowledge: An Exploration of the Grounds for Belief in Science (1978, 1991), 40.
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These were errors in thinking which caused me two years of hard work before at last, in 1915, I recognised them as such. … The final results appear almost simple; any intelligent undergraduate can understand them without much trouble. But the years of searching in the dark for a truth that one feels, but cannot express; the intense desire and the alternations of confidence and misgiving, until one breaks through to clarity and understanding, are only known to him who has himself experienced them.
From address, 'Notes on the Origin of the General Theory of Relativity', part of the collection of essays in Mein Weltbild (1934), translated from the original German. This translation as quoted in W.I.B. Beveridge, The Art of Scientific Investigation (1957), 60. Another translation is given on this web page, beginning: “These were errors of thought…”.
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Those of us who were familiar with the state of inorganic chemistry in universities twenty to thirty years ago will recall that at that time it was widely regarded as a dull and uninteresting part of the undergraduate course. Usually, it was taught almost entirely in the early years of the course and then chiefly as a collection of largely unconnected facts. On the whole, students concluded that, apart from some relationships dependent upon the Periodic table, there was no system in inorganic chemistry comparable with that to be found in organic chemistry, and none of the rigour and logic which characterised physical chemistry. It was widely believed that the opportunities for research in inorganic chemistry were few, and that in any case the problems were dull and uninspiring; as a result, relatively few people specialized in the subject... So long as inorganic chemistry is regarded as, in years gone by, as consisting simply of the preparations and analysis of elements and compounds, its lack of appeal is only to be expected. The stage is now past and for the purpose of our discussion we shall define inorganic chemistry today as the integrated study of the formation, composition, structure and reactions of the chemical elements and compounds, excepting most of those of carbon.
Inaugural Lecture delivered at University College, London (1 Mar 1956). In The Renaissance of Inorganic Chemistry (1956), 4-5.
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When I was an undergraduate, I went to the professor of geology and said, “Would you talk to us about the way that continents are drifting?” And he said, “The moment we can demonstrate that continents are moving by a millimetre, I will consider it, but until then it’s sheer moonshine, dear boy.” And within five years of me leaving Cambridge, it was confirmed, and all the problems disappeared—why Australian animals were different—that one thing changed our understanding and made sense of everything.
From 'Interview: Of Mind and Matter: David Attenborough Meets Richard Dawkins', The Guardian (11 Sep 2010).
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When we look back beyond one hundred years over the long trails of history, we see immediately why the age we live in differs from all other ages in human annals. … It remained stationary in India and in China for thousands of years. But now it is moving very fast. … A priest from Thebes would probably have felt more at home at the council of Trent, two thousand years after Thebes had vanished, than Sir Isaac Newton at a modern undergraduate physical society, or George Stephenson in the Institute of Electrical Engineers. The changes have have been so sudden and so gigantic, that no period in history can be compared with the last century. The past no longer enables us even dimly to measure the future.
From 'Fifty Years Hence', Strand Magazine (Dec 1931). Reprinted in Popular Mechanics (Mar 1932), 57, No. 3, 393.
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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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