Thomas Huxley Quotes

Pure mathematics consists entirely of assertions to the effect that, if such and such a proposition is true of anything, then suchand such another proposition is true of that thing.... Thus mathematics may be defined as the subject in which we never know what we are talking about, nor whether what we are saying is true.

For hundreds of pages the closely-reasoned arguments unroll, axioms and theorems interlock. And what remains with us in the end? A general sense that the world can be expressed in closely-reasoned arguments, in interlocking axioms and theorems.

To reason logically is so to link one's propositions that each should contain the reason for the one succeeding it, and should itself be demonstrated by the one preceding it. Or at any rate, whatever the order adopted in the construction of one's own exposition, it is to demonstrate judgments by each other.

Formal logic is mathematics, and there are philosophers like Wittgenstein that are very mathematical, but what they're really doing is mathematics - it's not talking about things that have affected computer science; it's mathematical logic.

Attention to detail - Sherlock certainly has that, and my memory is pretty good - but not as good as his.

I love camping out, I love teaching tennis.

I taught up in Maine a couple of times and wasn't able to take a single picture. All that blue sky! Ugh. Sparkling clear air, just terrible. I couldn't do it.

So much of what we do is shame-based, and when you're teaching, you have the opportunity to answer to the best parts of your nature, so I'm always grateful for that chance.

What makes 'The Lorax' such a powerful fable is partly its shamelessness. It pulls no punches; it wears its teacher heart on its sleeve.

I tell ya, if I hadn't chosen the career of being a performer, I think linguistics would have been a natural area that I'd have loved - to teach it, probably, Language has always fascinated me. There's a genetic inheritance there a good language gene, which I inherited [from my mother and grandfather] and she fostered that in me as he fostered that in her.

It is the very strangeness of nature that makes science engrossing. That ought to be at the center of science teaching. There are more than seven-times-seven types of ambiguity in science, awaiting analysis. The poetry of Wallace Stevens is crystal-clear alongside the genetic code.

Mathematics is a logical method. . . . Mathematical propositions express no thoughts. In life it is never a mathematical proposition which we need, but we use mathematical propositions only in order to infer from propositions which do not belong to mathematics to others which equally do not belong to mathematics.

As in everything, nature is the best instructor.

More and more as we come closer and closer in touch with nature and its teachings are we able to see the Divine and are therefore fitted to interpret correctly the various languages spoken by all forms of nature about us.

Teaching is the perpetual end and office of all things. Teaching, instruction is the main design that shines through the sky and earth.

Mathematics, in its widest significance, is the development of all types of formal, necessary, deductive reasoning.

The first steps in Agriculture, Astronomy, Zoology, (those first steps which the farmer, the hunter, and the sailor take,) teach that nature's dice are always loaded; that in her heaps and rubbish are concealed sure and useful results.

I'm a shy, nervous person, and I don't like teaching with "terms." I didn't teach them, like, "This is first person, this is second person, this is foreshadowing," or whatever, so no one probably felt like they were learning anything. But I feel like teaching in that way reduces the concept to a term.

Mathematical proofs, like diamonds, are hard and clear, and will be touched with nothing but strict reasoning.

I am obliged to interpolate some remarks on a very difficult subject: proof and its importance in mathematics. All physicists, and a good many quite respectable mathematicians, are contemptuous about proof. I have heard Professor Eddington, for example, maintain that proof, as pure mathematicians understand it, is really quite uninteresting and unimportant, and that no one who is really certain that he has found something good should waste his time looking for proof.

Of these austerer virtues the love of truth is the chief, and in mathematics, more than elsewhere, the love of truth may find encouragement for waning faith. Every great study is not only an end in itself, but also a means of creating and sustaining a lofty habit of mind; and this purpose should be kept always in view throughout the teaching and learning of mathematics.

Nature is the best instructor.

Nature is an admirable schoolmistress.

The Old Religion, as we call it, is closer in spirit to Native American traditions or to shamanism of the Arctic. It is not based on dogma or a set of beliefs, nor on scriptures or a sacred book revealed by a great man. Witchcraft takes it's teachings from nature, and reads inspiration in the movements of the sun, moon, and stars, the flight of birds, the slow growth of trees, and the cycles of the seasons.