Nobel Laureates From The United States

"Feynman's IQ was measured at 124 when he was young — well above average, but far from genius level. So how'd he become fluent in differential equations by the age of 15? Feynman's fascination with the inner workings of the mechanical objects around him couldn't have hurt his left-brain power. As a kid living in Queens, he took apart everything from radios to wagon wheels. This wide-eyed fascination stuck with him; for his entire life, Feynman's colleagues cited his "childlike" approach to physics problems, which bore great results. In fact, a fellow physicist once said that the “Feynman Problem Solving Algorithm” contained three steps: 1. Write down the problem. 2. Think very hard. 3. Write down the answer."

"In science, as well as in other fields of human endeavor, there are two kinds of geniuses: the “ordinary” and the “magicians.” An ordinary genius is a fellow that you and I would be just as good as, if we were only many times better. There is no mystery as to how his mind works. Once we understand what he has done, we feel certain that we, too, could have done it. It is different with the magicians. They are, to use mathematical jargon, in the orthogonal complement of where we are and the working of their minds is for all intents and purposes incomprehensible. Even after we understand what they have done, the process by which they have done it is completely dark. They seldom, if ever, have students because they cannot be emulated and it must be terribly frustrating for a brilliant young mind to cope with the mysterious ways in which the magician's mind works. Richard Feynman is a magician of the highest caliber. Hans Bethe, whom Dyson considers to be his teacher, is an “ordinary genius”; so much so that one may gain the erroneous impression that he is not a genius at all. But it was Feynman, only slightly older than Dyson, who captured the young man's imagination."

"In the hall, there were 183 new freshmen and a bowling ball hanging from the three-story ceiling to just above the floor. Feynman walked in and, without a word, grabbed the ball and backed against the wall with the ball touching his nose. He let go, and the ball swung slowly 60 feet across the room and back — stopping naturally just short of crushing his face. Then he took the ball again, stepped forward, and said: "I wanted to show you that I believe in what I'm going to teach you over the next two years.""

"Feynman was fond of saying that all of quantum mechanics can be gleaned from carefully thinking through the implications of this single experiment, so it's well worth discussing."

"Feynman's grasp of the big picture, coupled with his love for knowing first-hand of practical details — from low-level programming to lock-picking — gave him an almost unique perspective on any subject he chose to study. It was this mastery, both of the minutiae of a subject and of its overall intellectual framework, that gave him the seemingly effortless ability to move back and forth between the two levels at will, without getting lost in the detail or losing the overall plot."

"Once I asked him to explain to me, so that I can understand it, why spin-1/2 particles obey Fermi-Dirac statistics. Gauging his audience perfectly, he said, "I'll prepare a freshman lecture on it." But a few days later he came to me and said: "You know, I couldn't do it. I couldn't reduce it to the freshman level. That means we really don't understand it.""

"Several conversations that Feynman and I had involved the remarkable abilities of other physicists. In one of these conversations, I remarked to Feynman that I was impressed by Stephen Hawking's ability to do path integration in his head. "Ahh, that's not so great", Feynman replied. "It's much more interesting to come up with the technique like I did, rather than to be able to do the mechanics in your head." Feynman wasn't being immodest, he was quite right. The true secret to genius is in creativity, not in technical mechanics."

"Architect of quantum theories, brash young group leader on the atomic bomb project, inventor of the ubiquitous Feynman diagram, ebullient bongo player and storyteller, Richard Phillips Feynman was the most brilliant, iconoclastic, and influential physicist of modern times. He took the half-made conceptions of waves and particles in the 1940s and shaped them into tools that ordinary physicists could use and understand. He had a lightning ability to see into the heart of the problems nature posed."

"Shortly before midnight on February 15, 1988, his body gasped for air that the oxygen tube could not provide, and his space in the world closed. An imprint remained: what he knew, how he knew."

"Even when Richard didn't understand, he always seemed to understand better than the rest of us. And whatever he understood, he could make others understand as well. Richard made people feel like children do when a grown-up first treats them as adults. He was never afraid to tell the truth, and however foolish your question was, he never made you feel like a fool."

"A [physics student] ... discovers unpublished lecture notes by Richard Feynman, circulating samizdat style. He asks Gell-Mann about them. Gell-Mann says no, Dick's methods are not the same as the methods used here. The student asks, well, what are Feynman's methods? Gell-Mann leans coyly against the blackboard and says, Dick's method is this. You write down the problem. You think very hard. (He shuts his eyes and presses his knuckles parodically to his forehead.) Then you write down the answer."

"He does not write about professional scientists or professional scientists or professional religious thinkers. He writes about students who come to college from homes where religious belief is strong, and then find that exposure to modern science is calling their beliefs into question. ...He does not claim to have a cure for their anguish. He sees a genuine conflict between the old-fashioned family religion that commands the students to believe without question, and the ethic of science that commands them to question everything."

"Just as science can live without certainty, religion can live without dogma, and the two can live together without conflict. This is the solution that Feynman recommends to his students."

"Feynman has no interest in scholastic arguments. He is concerned only with human problems. He has a deep respect for religion, because he sees it as helping people to behave well toward one another and to be brave in facing tragedy. He respects religion as an important part of human nature. He does not himself believe in God, but he has no wish to destroy other people's belief."

"Thirty-one years ago [1948], Dick Feynman told me about his "sum over histories" version of quantum mechanics. "The electron does anything it likes," he said. "It just goes in any direction at any speed, forward or backward in time, however it likes, and then you add up the amplitudes and it gives you the wave-function." I said to him, "You're crazy." But he wasn't."

"Why should we care about Feynman? What was so special about him? Why did he become a public icon, standing with Albert Einstein and Stephen Hawking as the Holy Trinity of twentieth-century physics? The public has demonstrated remarkably good taste in choosing its icons. All three of them are genuinely great scientists, with flashes of true genius as well as solid accomplishments to their credit. But to become an icon, it is not enough to be a great scientist. There are many other scientists, not so great as Einstein but greater than Hawking and Feynman, who did not become icons. ... Scientists who become icons must not only be geniuses but also performers, playing to the crowd and enjoying public acclaim. Einstein and Feynman both grumbled about the newspaper and radio reporters who invaded their privacy, but both gave the reporters what the public wanted, sharp and witty remarks that would make good headlines. Hawking in his unique way also enjoys the public adulation that his triumph over physical obstacles has earned for him. I will never forget the joyful morning in Tokyo when Hawking went on a tour of the streets in his wheelchair and the Japanese crowds streamed after him, stretching out their hands to touch his chair. Einstein, Hawking, and Feynman shared an ability to break through the barriers that separated them from ordinary people. The public responded to them because they were regular guys, jokers as well as geniuses. The third quality that is needed for a scientist to become a public icon is wisdom. Besides being a famous joker and a famous genius, Feynman was also a wise human being whose answers to serious questions made sense. To me and to hundreds of other students who came to him for advice, he spoke truth. Like Einstein and Hawking, he had come through times of great suffering, nursing Arline through her illness and watching her die, and emerged stronger. Behind his enormous zest and enjoyment of life was an awareness of tragedy, a knowledge that our time on earth is short and precarious. The public made him into an icon because he was not only a great scientist and a great clown but also a great human being and a guide in time of trouble. Other Feynman books have portrayed him as a scientific wizard and as a storyteller. This collection of letters shows us for the first time the son caring for his father and mother, the father caring for his wife and children, the teacher caring for his students, the writer replying to people throughout the world who wrote to him about their problems and received his full and undivided attention."

"Weinberg had a remarkable feel for the workings of nature. Always beginning with experimentally well-established principles, he had an uncanny ability to set out regularities in the natural world and to use them to account for a wide range of measurements and observations. He loved mathematics, he told me, but it was only ever a tool for him: more than anything else, he wanted ‘to explain the world’, a phrase he used as the title of one of his popular books. In many ways, his approach was similar to that of Richard Feynman, and for many years I was puzzled by the many rumours I heard that they did not get on. Weinberg confirmed to me only relatively recently that the stories were true. ‘I didn’t like [Feynman] very much’, he admitted. The main reason was that whenever Weinberg gave a talk at Caltech, Feynman harried him mercilessly, to the point of cruelty. Several witnesses to these encounters told me that Feynman appeared to be jealous of Weinberg’s ascent to pre-eminence and could never resist trying to take him down a peg or two. Feynman’s brilliant colleague Murray Gell-Mann, also famous for his aggression, was a much more reasonable critic, Weinberg said: ‘If you set out a good argument, in a bullet-proof way, Murray would leave you alone’."

"As soon as I arrived at Cornell, I became aware of Dick as the liveliest personality in our department. In many ways he reminded me of Frank Thompson. Dick was no poet and certainly no Communist. But he was like Frank in his loud voice, his quick mind, his intense interest in all kinds of things and people, his crazy jokes, and his disrespect for authority. I had a room in a student dormitory and sometimes around two o'clock in the morning I would wake up to the sound of a strange rhythm pulsating over the silent campus. That was Dick playing his bongo drums. Dick was also a profoundly original scientist. He refused to take anybody's word for anything. This meant that he was forced to rediscover or reinvent for himself almost the whole of physics. It took him five years of concentrated work to reinvent quantum mechanics. He said that he couldn't understand the official version of quantum mechanics that was taught in textbooks, and so he had to begin afresh from the beginning."

"Feynman uses Dirac's notation to describe the quantum mechanics of stimulated emission. ... He applies that physics to several physical systems, including dye molecules. ... In this regard, Feynman could have predicted the existence of the tunable laser. Furthermore, Feynman made accessible Dirac's quantum notation via his thought experiments on two-slit interference with electrons."

"Feynman is the young American professor, half genius and half buffoon, who keeps all physicists and their children amused with his effervescent vitality. He has, however, as I have recently learned, a great deal more to him than that, and you may be interested in his story. The part of it with which I am concerned began when he arrived at Los Alamos; there he found and fell in love with a brilliant and beautiful girl, who was tubercular and had been exiled to New Mexico in the hope of stopping the disease. When Feynman arrived, things had got so bad that the doctors gave her only a year to live, but he determined to marry her and marry her he did; and for a year and a half, while working at full pressure on the Project, he nursed her and made her days cheerful. She died just before the end of the war."

"Richard Feynman has related that at a meeting of the American Physical Society, likely sometime in 1956, he was chatting with Onsager when a wild-eyed young man came up to them and said that he had solved the problem of superconductivity. ... As Feyman relates, he could not understand what the young man was saying and concluded that the fellow was probably crazy. ... Feynman believed that the young man was me. I am not sure whether or not this meeting actually occurred, but it might have."

"If that's the world's smartest man, God help us."

"Richard Feynman became so exasperated [at the National Academy of Sciences] that he resigned his membership, saying that he saw no point in belonging to an organization that spent most of its time deciding who to let in."

"This verse is for Richard Feynman. He was not a simple simon."

"A truer description would have said that Feynman was all genius and all buffoon. The deep thinking and the joyful clowning were not separate parts of a split personality. He did not do his thinking on Monday and his clowning on Tuesday. He was thinking and clowning simultaneously."

"People often ask me why I became an economist. In college and before that, I tended toward mathematics and science. As a physics major at Caltech in the early 1960s, I was lucky to take the two-year sequence taught to freshmen and sophomores the one and only time by the great Richard Feynman. (To prove this, I have a signed and leather-bound copy of the notes from his course.) Feynman's approach was to skip the standard topics in physics and use with frontier material. That was partly why many of the faculty and graduate students attended the course. It also meant that I learned early on what it would mean to be an actual physicist, and I decided pretty quickly that I would not be a great one. In retrospect, it was fortunate that I learned this so soon, rather than having to wait until my senior year or, perhaps, even to graduate school."

"Shut up and calculate!"

"Do not read so much, look about you and think of what you see there."

"The worthwhile problems are the ones you can really solve or help solve, the ones you can really contribute something to. … No problem is too small or too trivial if we can really do something about it. You say you are a nameless man. You are not to your wife and to your child. You will not long remain so to your immediate colleagues if you can answer their simple questions when they come into your office. You are not nameless to me. Do not remain nameless to yourself — it is too sad a way to be. Know your place in the world and evaluate yourself fairly, not in terms of the naïve ideals of your own youth, nor in terms of what you erroneously imagine your teacher's ideals are."

"Physics is like sex: sure, it may give some practical results, but that's not why we do it."

"I don't know anything, but I do know that everything is interesting if you go into it deeply enough."

"D’Arline,I adore you, sweetheart. I know how much you like to hear that—but I don’t only write it because you like it—I write it because it makes me warm all over inside to write it to you. It is such a terribly long time since I last wrote to you—almost two years but I know you’ll excuse me because you understand how I am, stubborn and realistic; and I thought there was no sense to writing. But now I know my darling wife that it is right to do what I have delayed in doing, and what I have done so much in the past. I want to tell you I love you. I want to love you—I always will love you. I find it hard to understand in my mind what it means to love you after you are dead—but I still want to comfort and take care of you—and I want you to love me and care for me. I want to have problems to discuss with you—I want to do little projects with you. I never thought until just now that we can do that together. What should we do. We started to learn to make clothes together—or learn Chinese—or getting a movie projector. Can’t I do something now. No. I am alone without you and you were the "idea-woman" and general instigator of all our wild adventures. When you were sick you worried because you could not give me something that you wanted to and thought I needed. You needn't have worried. Just as I told you then there was no real need because I loved you in so many ways so much. And now it is clearly even more true—you can give me nothing now yet I love you so that you stand in my way of loving anyone else—but I want to stand there. You, dead, are so much better than anyone else alive. I know you will assure me that I am foolish and that you want me to have full happiness and don’t want to be in my way. I’ll bet that you are surprised that I don’t even have a girlfriend (except you, sweetheart) after two years. But you can’t help it, darling, nor can I—I don’t understand it, for I have met many girls and very nice ones and I don’t want to remain alone—but in two or three meetings they all seem ashes. You only are left to me. You are real.My darling wife, I do adore you.I love my wife. My wife is dead.RichP.S. Please excuse my not mailing this—but I don’t know your new address."

"...In that same period there was Newton, there was Harvey studying the circulation of the blood, there were people with methods of analysis by which progress was being made! You can take every one of Spinoza's propositions and take the contrary propositions and look at the world--and you can't tell which is right. Sure, people were awed because he had the courage to take on these great questions, but it doesn't do any good to have the courage if you can't get anywhere with the question..."

"The philosophy of science is as useful to scientists as ornithology is to birds."

"We absolutely must leave room for doubt or there is no progress and no learning. There is no learning without having to pose a question. And a question requires doubt. People search for certainty. But there is no certainty. People are terrified — how can you live and not know? It is not odd at all. You only think you know, as a matter of fact. And most of your actions are based on incomplete knowledge and you really don't know what it is all about, or what the purpose of the world is, or know a great deal of other things. It is possible to live and not know."

"...I don't believe in the idea that there are a few peculiar people capable of understanding math and the rest of the world is normal. Math is a human discovery, and it's no more complicated than humans can understand. I had a calculus book once that said, "What one fool can do, another fool can." What we've been able to work out about nature may look abstract and threatening to someone who hasn't studied it, but it was fools who did it, and in the next generation, all the fools will understand it. There's a tendency to pomposity in all this, to make it all deep and profound..."

"The remark which I read somewhere, that science is all right as long as it doesn't attack religion, was the clue I needed to understand the problem. As long as it doesn't attack religion it need not be paid attention to and nobody has to learn anything. So it can be cut off from society except for its applications, and thus be isolated. And then we have this terrible struggle to try to explain things to people who have no reason to want to know. But if they want to defend their own point of view, they will have to learn what yours is a little bit. So I suggest, maybe correctly and perhaps wrongly, that we are too polite."

"[S]tudy hard what interests you the most in the most undisciplined, irreverent and original manner possible."

"It's a great game to try to look at the past, at an unscientific era, look at something there, and say have we got the same thing now, and where is it? So I would like to amuse myself with this game. First, we take witch doctors. The witch doctor says he knows how to cure. There are spirits inside which are trying to get out. ... Put a snakeskin on and take quinine from the bark of a tree. The quinine works. He doesn't know he's got the wrong theory of what happens. If I'm in the tribe and I'm sick, I go to the witch doctor. He knows more about it than anyone else. But I keep trying to tell him he doesn't know what he's doing and that someday when people investigate the thing freely and get free of all his complicated ideas they'll learn much better ways of doing it. Who are the witch doctors? Psychoanalysts and psychiatrists, of course."

"If the professors of English will complain to me that the students who come to the universities, after all those years of study, still cannot spell "friend," I say to them that something's the matter with the way you spell friend."

"Anyway, I have to argue about flying saucers on the beach with people, you know. And I was interested in this: they keep arguing that it is possible. And that's true. It is possible. They do not appreciate that the problem is not to demonstrate whether it's possible or not but whether it's going on or not."

"I believe in limited government. I believe that government should be limited in many ways, and what I am going to emphasize is only an intellectual thing. I don't want to talk about everything at the same time. Let's take a small piece, an intellectual thing.No government has the right to decide on the truth of scientific principles, nor to prescribe in any way the character of the questions investigated. Neither may a government determine the aesthetic value of artistic creations, nor limit the forms of literary or artistic expression. Nor should it pronounce on the validity of economic, historic, religious, or philosophical doctrines. Instead it has a duty to its citizens to maintain the freedom, to let those citizens contribute to the further adventure and the development of the human race."

"The first one has to do with whether a man knows what he is talking about, whether what he says has some basis or not. And my trick that I use is very easy. If you ask him intelligent questions — that is, penetrating, interested, honest, frank, direct questions on the subject, and no trick questions — then he quickly gets stuck. It is like a child asking naive questions. If you ask naive but relevant questions, then almost immediately the person doesn't know the answer, if he is an honest man."

"The fact that you are not sure means that it is possible that there is another way someday."

"Suppose two politicians are running for president, and one goes through the farm section and is asked, "What are you going to do about the farm question?" And he knows right away - bang, bang, bang. Now he goes to the next campaigner who comes through. "What are you going to do on the farm problem?" "Well, I don't know. I used to be a general, and I don't know anything about farming. But it seems to me it must be a very difficult problem, because for twelve, fifteen, twenty years people have been struggling with it, and people say that they know how to solve the farm problem. And it must be a hard problem. So the way I intend to solve the farm problem is to gather around me a lot of people who know something about it, to look at all the experience that we have had with this problem before, to take a certain amount of time at it, and then to come to some conclusion in a reasonable way about it. Now, I can't tell you ahead of time what solution, but I can give you some of the principles I'll try to use - not to make things difficult for individual farmers, if there are any special problems we will have to have some way to take care of them," etc., etc., etc. Now such a man would never get anywhere in this country, I think. It's never been tried, anyway. This is in the attitude of mind of the populace, that they have to have an answer and that a man who gives an answer is better than a man who gives no answer, when the real fact of the matter is, in most cases, it is the other way around. And the result of this of course is that the politician must give an answer. And the result of this is that political promises can never be kept. It is a mechanical fact; it is impossible. The result of that is that nobody believes campaign promises. And the result of that is a general disparaging of politics, a general lack of respect for the people who are trying to solve problems, and so forth. It's all generated from the very beginning (maybe - this is a simple analysis). It's all generated, maybe, by the fact that the attitude of the populace is to try to find the answer instead of trying to find a man who has a way of getting at the answer."

"Looking back at the worst times, it always seems that they were times in which there were people who believed with absolute faith and absolute dogmatism in something. And they were so serious in this matter that they insisted that the rest of the world agree with them. And then they would do things that were directly inconsistent with their own beliefs in order to maintain that what they said was true."

"It is in the admission of ignorance and the admission of uncertainty that there is a hope for the continuous motion of human beings in some direction that doesn't get confined, permanently blocked, as it has so many times before in various periods in the history of man."

"Some people say, "How can you live without knowing?" I do not know what they mean. I always live without knowing. That is easy. How you get to know is what I want to know."

"I've always been rather very one-sided about the science, and when I was younger, I concentrated almost all my effort on it. I didn't have time to learn, and I didn't have much patience for what's called the humanities; even though in the university there were humanities that you had to take, I tried my best to avoid somehow to learn anything and to work on it. It's only afterwards, when I've gotten older and more relaxed that I've spread out a little bit — I've learned to draw, and I read a little bit, but I'm really still a very one-sided person and don't know a great deal. I have a limited intelligence and I've used it in a particular direction."

"Jiry, don't worry about anything. Go out and have a good time."