But the creative principle resides in mathematics. In a certain sense, therefore, I hold true that pure thought can grasp reality, as the ancients dreamed.
God does not care about our mathematical difficulties. He integrates empirically.
Dear Miss …I have read about sixteen pages of your manuscript ... I suffered exactly the same treatment at the hands of my teachers who disliked me for my independence and passed over me when they wanted assistants ... keep your manuscript for your sons and daughters, in order that they may derive consolation from it and not give a damn for what their teachers tell them or think of them. ... There is too much education altogether.
I want to know how God created this world. I am not interested in this or that phenomenon, in the spectrum of this or that element. I want to know His thoughts; the rest are details.
Do not worry about your problems with mathematics, I assure you mine are far greater.
During the last century, and part of the one before, it was widely held that there was an unreconcilable conflict between knowledge and belief. The opinion prevailed amoung advanced minds that it was time that belief should be replaced increasingly by kn owledge; belief that did not itself rest on knowledge was superstition, and as such had to be opposed. According to this conception, the sole function of education was to open the way to thinking and knowing, and the school, as the outstanding organ for t he people's education, must serve that end exclusively.
Education is what remains after one has forgotten everything he learned in school.
Equations are more important to me, because politics is for the present, but an equation is something for eternity.
Everything that is really great and inspiring is created by the individual who can labor in freedom.
Few people are capable of expressing with equanimity opinions which differ from the prejudices of their social environment. Most people are even incapable of forming such opinions.