It is the very strangeness of nature that makes science engrossing. That ought to be at the center of science teaching. There are more than seven-times-seven types of ambiguity in science, awaiting analysis. The poetry of Wallace Stevens is crystal-clear alongside the genetic code.

Viewed from the distance of the moon, the astonishing thing about the earth, catching the breath, is that it is alive. The photographs show the dry, pounded surface of the moon in the foreground, dry as an old bone. Aloft, floating free beneath the moist, gleaming, membrane of bright blue sky, is the rising earth, the only exuberant thing in this part of the cosmos.

I don't want to be reincarnated, that's for sure. When you've had rewarding experiences in your life - a loving family, friends - you don't need additional reassurances that you're going to do something with a new cast of characters. I'd just as soon pass.

Cats - a standing rebuke to behavioural scientists . . . least human of all creatures.

I would send the complete works of Johann Sebastian Bach into outer space on the Voyager spacecraft. But that would be boasting.

I suggest that the introductory courses in science, at all levels from grade school through college, be radically revised. Leave the fundamentals, the so-called basics, aside for a while, and concentrate the attention of all students on the things that are not known.

We are a spectacular, splendid manifestation of life. We have language. . . . We have affection. We have genes for usefulness, and usefulness is about as close to a 'common goal' of nature as I can guess at.