The tendency of modern scientific teaching is to neglect the great books, to lay far too much stress upon relatively unimportant modern work, and to present masses of detail of doubtful truth and questionable weight in such a way as to obscure principles.

... no scientific worker has a fixed level of significance at which from year to year, and in all circumstances, he rejects hypotheses; he rather gives his mind to each particular case in the light of his evidence and his ideas.

The analysis of variance is not a mathematical theorem, but rather a convenient method of arranging the arithmetic.

Experimental observations are only experience carefully planned in advance, and designed to form a secure basis of new knowledge.

I believe sanity and realism can be restored to the teaching of Mathematical Statistics most easily and directly by entrusting such teaching largely to men and women who have had personal experience of research in the Natural Sciences.

The tendency of modern scientific teaching is to neglect the great books, to lay far too much stress upon relatively unimportant modern work, and to present masses of detail of doubtful truth and questionable weight in such a way as to obscure principles.

We can set no limit to human potentialities; all that is best in man can be bettered; it is not a question of producing a highly efficient machine, ... but of quickening all the distinctly human features, all that is best in man, all the different qualities, some obvious, some infinitely subtle, which we recognize as humanly excellent.