The game I play is a very interesting one. It's imagination, in a tight straightjacket.

The difficulty really is psychological and exists in the perpetual torment that results from your saying to yourself, "But how can it be like that?" which is a reflection of uncontrolled but utterly vain desire to see it in terms of something familiar. ... If you will simply admit that maybe Nature does behave like this, you will find her a delightful, entrancing thing. Do not keep saying to yourself, if you can possible avoid it, "But how can it be like that?" because you will get 'down the drain', into a blind alley from which nobody has escaped. Nobody knows how it can be like that.

What I cannot create, I do not understand.

This is not very important what I'm doing. I'm just proving something.

If you thought that science was certain - well, that is just an error on your part.

People who wish to analyze nature without using mathematics must settle for a reduced understanding.

I think, however, that there isn't any solution to this problem of education other than to realize that the best teaching can be done only when there is a direct individual relationship between a student and a good teacher - a situation in which the student discusses the ideas, thinks about the things, and talks about the things. It's impossible to learn very much by simply sitting in a lecture, or even by simply doing problems that are assigned. But in our modern times we have so many students to teach that we have to try to find some substitute for the ideal.