“… not only that, but it can instruct us as to what may be the limits of desirable knowledge and risks of unbridled curiosity. This world-picture could also show that far from being a series of mindless accidents, history has directions and conceivably end-points.”

The Boyle lecture (2005)

Adopted from Wikiquote. Last update June 3, 2021. History

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Simon Conway Morris28

British palaeontologist 1951

Anantanand Rambachan (1951) Hindu studies scholar

Source: The Nature and Authority of Scripture (1995), p. 23
Context: Vivekananda followed his teacher, Ramakrishna, in attributing a low value to scriptures and in upholding the supremacy of personal experience. The adequacy of scriptures is compared to the utility of a map to a traveller, before visiting a country. The map, according to Vivekananda, can create only curiosity for first-hand knowledge of the place and can communicate only a vague conception of its reality. Maps are in no way equivalent to the direct knowledge of the country, gathered by actually being there.

“Conceive of a picture really as a series of harmonies.”

Édouard Vuillard (1868–1940) French painter

31 Aug 1890.
Private Journal - A collage of notes and images, sketches kept 1888-1895 & 1907 to 1940

“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 reconnoitre and occupy the surrounding ground and to discover the secret paths by which the apparently unconquerable position can be taken.”

Florian Cajori book A History of Mathematics

Source: A History of Mathematics (1893), pp. 1-2; Cited in: Robert Edouard Moritz. Memorabilia mathematica; or, The philomath's quotation-book https://archive.org/stream/memorabiliamathe00moriiala#page/198/mode/2up, (1914) p. 90; Study and research in mathematics

“Mankind has conceived history as a series of battles; hitherto it has considered fighting as the main thing in life.”

Anton Chekhov (1860–1904) Russian dramatist, author and physician

Note-Book of Anton Chekhov (1921)

“If we commit ourselves to reading thus increasing our knowledge, only God limits how far we can go in this world.”

Ben Carson (1951) 17th and current United States Secretary of Housing and Urban Development; American neurosurgeon

Source: Think Big: Unleashing Your Potential for Excellence

“I have only one goal and one desire, namely to give myself a practical instruction, to get to know the world and its inhabitants. There will come times when this knowledge will be of use to me.”

Leopold II of Belgium (1835–1909) King of the Belgians

https://klara.be/leopold-ii-aflevering-1-0 Prince Leopold II on his second wedding trip in a letter to his father Leopold I of Belgium in 1854.

“[A good teacher] brings knowledge and his pupil into a vital relationship; and the object of teaching is to establish that relationship on an intelligible basis. This can only be done … by appealing to two qualities which are at the bottom of all knowledge, curiosity and observation. They are born with us, every child naturally develops them, and it is the duty of the teacher to direct them to proper ends.”

Mandell Creighton (1843–1901) English historian and ecclesiastic

Thoughts on Education: Speeches and Sermons (1902)

“When… we have a series of values of a quantity which continually diminish, and in such a way, that name any quantity we may, however small, all the values, after a certain value, are severally less than that quantity, then the symbol by which the values are denoted is said to diminish without limit. And if the series of values increase in succession, so that name any quantity we may, however great, all after a certain point will be greater, then the series is said to increase without limit. It is also frequently said, when a quantity diminishes without limit, that it has nothing, zero or 0, for its limit: and that when it increases without limit it has infinity or ∞ or 1⁄0 for its limit.”

Augustus De Morgan (1806–1871) British mathematician, philosopher and university teacher (1806-1871)

Introductory Chapter, pp.9-10
The Differential and Integral Calculus (1836)

“Shakespeare, far from being careless about grammar, could depart from it in any direction only because he had first mastered it as a structure.”

Clive James (1939–2019) Australian author, critic, broadcaster, poet, translator and memoirist

Pedro Henríquez Ureña, p. 777
Essays and reviews, Cultural Amnesia: Notes in the Margin of My Time (2007)
Context: There is a consoling mythology, constantly being added to, which would have us believe that genius operates beyond donkey work. Thus we are told reassuringly that Einstein was no better at arithmetic than we are; that Mozart gaily broke the rules of composition while jotting down a stream of black dots without even looking; and that Shakespeare didn't care about grammar. Superficially, there are facts to lend substance to these illusions. But illusions they remain. There is always some autistic child in India who can speak in prime numbers, but that doesn't mean Einstein couldn't add up; Mozart would not have been able to break the rules in an interesting way unless he was able to keep them if required; and Shakespeare, far from being careless about grammar, could depart from it in any direction only because he had first mastered it as a structure.

“There is no mortality. It is only the Immortal who can die; the mortal could neither be born nor perish. There is nothing finite. It is only the Infinite who can make for Himself limits; the finite can have no beginning nor end, for the very act of conceiving its beginning and end declares its infinity.”

Sri Aurobindo (1872–1950) Indian nationalist, freedom fighter, philosopher, yogi, guru and poet

Thoughts and Aphorisms (1913), Jnana

“… not only that, but it can instruct us as to what may be the limits of desirable knowledge and risks of unbridled curiosity. This world-picture could also show that far from being a series of mindless accidents, history has directions and conceivably end-points.”

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Simon Conway Morris28

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