I praise God for you, sir: your reasons at dinner have been sharp and sententious; pleasant without scurrility, witty without affectation, audacious without impudency, learned without opinion, and strange with-out heresy.
[Not enough is known about solid geometry] and for two reasons: in the first place, no government places value on it; this leads to a lack of energy in the pursuit of it, and it is difficult. In the second place, students cannot learn it unless they have a teacher. But then a teacher can hardly be found.
Any approach to scientific inference which seeks to legitimize it and answer in reponse to complex uncertainty is, for me, a totalitarian parody of a would-be rational learning process.
Schools have not necessarily much to do with education...they are mainly institutions of control where certain basic habits must be inculcated in the young. Education is quite different and has little place in school.
No matter how much we learn, there is always more knowledge to be gained. In this connection I am reminded of a short poem that has been in my mind over the years. It reads as follow: I used to think I knew I knew. But now I must confess. The more I know I know I know I know I know the less.
Thinking and spoken discourse are the same thing, except that what we call thinking is, precisely, the inward dialogue carried on by the mind with itself without spoken sound.