"Notice sur Halphen," Journal de l'École Polytechnique (Paris, 1890), 60ème cahier, p. 143. See also Tobias Dantzig, Henri Poincaré, Critic of Crisis: Reflections on His Universe of Discourse (1954) p. 8
Context: A scientist worthy of the name, above all a mathematician, experiences in his work the same impression as an artist; his pleasure is as great and of the same nature.... we work not only to obtain the positive results which, according to the profane, constitute our one and only affection, as to experience this esthetic emotion and to convey it to others who are capable of experiencing it.
“The men who radically altered history, the great scientists and mathematicians, are seldom mentioned, if at all.”
From a book review in The New York Times (9 May 1976) http://select.nytimes.com/gst/abstract.html?res=F40F13FC345E157493CBA9178ED85F428785F9#, also quoted in The American Mathematical Monthly (December 1994)
Context: Biographical history, as taught in our public schools, is still largely a history of boneheads: ridiculous kings and queens, paranoid political leaders, compulsive voyagers, ignorant generals — the flotsam and jetsam of historical currents. The men who radically altered history, the great scientists and mathematicians, are seldom mentioned, if at all.
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Martin Gardner 16
recreational mathematician and philosopher 1914–2010Related quotes
“Those who are making history seldom have time to record it.”
A Word to the Reader, (July 1, 1920) How Plants are Trained to Work for Man: Plant breeding (1921) Vol. 1. https://books.google.com/books?id=E0MyAQAAMAAJ
Source: Presidential Address British Association for the Advancement of Science, Section A (1910), p. 290. ; Cited in: Moritz (1914, 184): Mathematics as a fine art.
“Men seldom make passes at girls who wear glasses.”
16 August 1925
Enough Rope (1926)
“The history of the world is but the biography of great men.”
1840s, Heroes and Hero-Worship (1840), The Hero as Divinity
"Life Ahead: On Learning and the Search for Meaning" (1963), Introduction http://www.jkrishnamurti.com/krishnamurti-teachings/view-text.php?tid=38&chid=331, J.Krishnamurti Online, JKO Serial No. 261, p. 13, 2005 edition
1960s
Context: Learning in the true sense of the word is possible only in that state of attention, in which there is no outer or inner compulsion. Right thinking can come about only when the mind is not enslaved by tradition and memory. It is attention that allows silence to come upon the mind, which is the opening of the door to creation. That is why attention is of the highest importance. Knowledge is necessary at the functional level as a means of cultivating the mind, and not as an end in itself. We are concerned, not with the development of just one capacity, such as that of a mathematician, or a scientist, or a musician, but with the total development of the student as a human being. How is the state of attention to be brought about? It cannot be cultivated through persuasion, comparison, reward or punishment, all of which are forms of coercion. The elimination of fear is the beginning of attention. Fear must exist as long as there is an urge to be or to become, which is the pursuit of success, with all its frustrations and tortuous contradictions. You can teach concentration, but attention cannot be taught just as you cannot possibly teach freedom from fear; but we can begin to discover the causes that produce fear, and in understanding these causes there is the elimination of fear. So attention arises spontaneously when around the student there is an atmosphere of well-being, when he has the feeling of being secure, of being at ease, and is aware of the disinterested action that comes with love. Love does not compare, and so the envy and torture of "becoming" cease.