I don't believe I can really do without teaching. The reason is, I have to have something so that when I don't have any ideas and I'm not getting anywhere, I can say to myself, "At least I'm living; at least I'm doing something. I'm making some contribution." It's just psychological.

Any schemes - such as 'think of symmetry laws', or 'put the information in mathematical form', or 'guess equations'- are known to everybody now, and they are all tried all the time. When you are stuck, the answer cannot be one of these, because you will have tried these right away...The next scheme, the new discovery, is going to be made in a completely different way.

When it came time for me to give my talk on the subject, I started off by drawing an outline of the cat and began to name the various muscles. The other students in the class interrupt me: "We *know* all that!" "Oh," I say, "you *do*? Then no *wonder* I can catch up with you so fast after you've had four years of biology." They had wasted all their time memorizing stuff like that, when it could be looked up in fifteen minutes.

We find that the statements of science are not of what is true and what is not true, but statements of what is known with different degrees of certainty: "It is very much more likely that so and so is true than that it is not true".

The unanswerable mysteries... the attitude that all is uncertain... to summarize it - the humility of the intellect.

There is a computer disease that anybody who works with computers knows about. It's a very serious disease and it interferes completely with the work. The trouble with computers is that you 'play' with them!

I would rather have questions that can't be answered than answers that can't be questioned.