The kind of lecture which I have been so kindly invited to give, and which now appears in book form, gives one a rare opportunity to allow the bees in one's bonnet to buzz even more noisily than usual.

[Newton's calculations] entered the marrow of what we know without knowing how we know it.

All science is full of statements where you put your best face on your ignorance, where you say: ... we know awfully little about this, but more or less irrespective of the stuff we don't know about, we can make certain useful deductions.

The test of science is not whether you are reasonable—there would not be much of physics if that was the case—the test is whether it works. And the great point about Newton’s theory of gravitation was that it worked, that you could actually say something about the motion of the moon without knowing very much about the constitution of the Earth.

The kind of lecture which I have been so kindly invited to give, and which now appears in book form, gives one a rare opportunity to allow the bees in one's bonnet to buzz even more noisily than usual.

Sometimes I am a little unkind to all my many friends in education ... by saying that from the time it learns to talk every child makes a dreadful nuisance of itself by asking 'Why?'. To stop this nuisance society has invented a marvellous system called education which, for the majority of people, brings to an end their desire to ask that question. The few failures of this system are known as scientists.

On the most usual assumption, the universe is homogeneous on the large scale, i.e. down to regions containing each an appreciable number of nebulae. The homogeneity assumption may then be put in the form: An observer situated in a nebula and moving with the nebula will observe the same properties of the universe as any other similarly situated observer at any time.