“Modern experimentation is often like driving an automobile. The details and theory of the instruments being used in the experiment are not known to the experimenter except in a very general way. (…) Experimenters are taught in an explicit way, often, how to write up reports of their experiments. But the tradition here is like sports reporting. Only the results of the experiment are reported in any serious detail. The procedures are not.”

Robert Grosseteste and the Origins of Experimental Science 1100-1700 (1953)

Source: The Art of Scientific Investigation (1950), p. 65.

"NYT’s Exposé on the Lies About Burning Aid Trucks in Venezuela Shows How U.S. Government and Media Spread Pro-War Propaganda" (10 March 2019)

The Obedience of A Christian Man (1528)
Context: By grace I understand the favor of God, and also the gifts and working of his Spirit in us; as love, kindness, patience, obedience, mercifulness, despising of worldly things, peace, concord, and such like. If after thou hast heard so many masses, matins, and evensongs, and after thou hast received holy bread, holy water, and the bishop’s blessing, or a cardinal’s or the pope’s, if thou wilt be more kind to thy neighbor, and love him better than before; if thou be more obedient unto thy superiors; more merciful, more ready to forgive wrong; done unto thee, more despisest the world, and more athirst after spiritual things; if after that a priest hath taken orders he be less covetous than before; if a wife, after so many and oft pilgrimages, be more chaste, more obedient unto her husband, more kind to her maids and other servants; if gentlemen, knights, lords, and kings and emperors, after they have said so often daily service with their chaplains, know more of Christ than before, and can better skill to rule their tenants, subjects, and realms christianly than before, and be content with their duties; then do such things increase grace. If not, it is a lie. Whether it be so or no, I report me to experience. If they have any other interpretations of justifying or grace, I pray them to teach it me; for I would gladly learn it.

Ideas and Opinions (1954), pp. 238–239; quoted in "Einstein's Philosophy of Science" http://plato.stanford.edu/entries/einstein-philscience/
1950s
Context: The theory of relativity is a beautiful example of the basic character of the modern development of theory. That is to say, the hypotheses from which one starts become ever more abstract and more remote from experience. But in return one comes closer to the preeminent goal of science, that of encompassing a maximum of empirical contents through logical deduction with a minimum of hypotheses or axioms. The intellectual path from the axioms to the empirical contents or to the testable consequences becomes, thereby, ever longer and more subtle. The theoretician is forced, ever more, to allow himself to be directed by purely mathematical, formal points of view in the search for theories, because the physical experience of the experimenter is not capable of leading us up to the regions of the highest abstraction. Tentative deduction takes the place of the predominantly inductive methods appropriate to the youthful state of science. Such a theoretical structure must be quite thoroughly elaborated in order for it to lead to consequences that can be compared with experience. It is certainly the case that here, as well, the empirical fact is the all-powerful judge. But its judgment can be handed down only on the basis of great and difficult intellectual effort that first bridges the wide space between the axioms and the testable consequences. The theorist must accomplish this Herculean task with the clear understanding that this effort may only be destined to prepare the way for a death sentence for his theory. One should not reproach the theorist who undertakes such a task by calling him a fantast; instead, one must allow him his fantasizing, since for him there is no other way to his goal whatsoever. Indeed, it is no planless fantasizing, but rather a search for the logically simplest possibilities and their consequences.

Source: Philosophical Sketches (1962), Ch. 9, p. 160

Nobel Lecture http://nobelprize.org/nobel_prizes/physics/laureates/1995/perl-lecture.html, Martin L. Perl, The Nobel Prize in Physics 1995
Nobel prize lecture

Conclusion, pp. 216-217
When Elephants Weep (1994)

Conversations with Einstein by Alexander Moszkowski (1971), p. 69 http://books.google.com/books?id=_D3wAAAAIAAJ&q=%22first+lessons+should+contain+nothing+but+what%22#search_anchor. This is just Moszkowski's English translation of a statement he attributed to Einstein in his 1922 book Einstein, Einblicke in seine Gedankenwelt, p. 77 http://books.google.com/books?id=6zHPAAAAMAAJ&pg=PA77#v=onepage&q&f=false: "Was die Physik betrifft, fuhr Einstein fort, so darf für den ersten Unterricht gar nichts in Frage kommen, als das Experimentelle, anschaulich-Interessante. Ein hübsches Experiment ist schon an sich oft wertvoller, als zwanzig in der Gedankenretorte entwickelte Formeln." As Moszkowski makes clear in the original German text, this "quotation" is a paraphrasing of his conversation with Einstein.
Attributed in posthumous publications