Yale University Faculty

"A small, but interesting, portion of baseball can be understood on the basis of physical principles. The flight of balls, the liveliness of balls, the structure of bats, and the character of the collisions of balls and bats are a natural province of physics and physicists."

"The American ash from which bats are made has an unusually high strength-to-weight ratio. Ash was celebrated in medieval times as the only proper wood from which to construct the lances of knights errant; an ash lance was light enough to carry and wield and strong enough to impale the opposition."

"To hit a baseball with dispatch, one needs both to step into the ball and to rotate."

"We not that those players with weaker arms might be better off throwing at a lower angle to get the ball to the plate on the bounce. If the surface is Astroturf, the 90-mph player can gain as much as 0.2 seconds, or 6 feet, on the runner by throwing on the bounce. But if his team is playing on grass and his groundskeeper has kept the grass long and well watered to help his team (which relies on singles, speed, and baserunning), the ball may lose so much speed at the bounce that nothing will be gained."

"Every 3 feet of lead is worth about one-tenth of a second, and a rolling start is worth a good half second. Indeed, the difference between the runner having his weight mainly on his front foot and mainly on his back foot (but don't let the pitcher catch you leaning!) must be worth more than one-tenth of a second."

"Balls curve as a consequence of asymmetries in the resistance of the air through which they pass."

"Control pitchers hit corners with an uncertainty of about 3". One must be a fairly good shot to shoot a pistol with that accuracy."

"Almost all of fluid dynamics follows from a differential equation called the Navier-Stokes equation. But this general equation has not, in practice, led to solutions of real problems of any complexity. In this sense, the curve of a baseball is not understood; the Navier-Stokes equation applied to a base ball has not been solved."

"The maximum Magnus force on a ball spinning at a rate of 1800 rpm is seen to be about one-third of the weight of the ball, so we cannot expect a ball spinning at that rate to curve more than one third of the distance it will fall under gravity."

"Much of the subtlety of baseball is derived from the fact that so much of the game is played in the region between definitely smooth flow and definitely turbulent flow, at ball velocities greater than 50 mph and smaller than 120 mph."

"Note that the ball falls at a rather large angle at the end of its flight; the trajectories are not symmetric."

"Could it be argued that if the Chinese revolution seems to be a response to the needs of rural society, whereas the Russian is an urbanized phenomenon, this difference corresponds to that which exists between the users of two different forms of written communication, the one archaic, the other alphabetic?"

"What our story, however, has demonstrated is the astonishingly checkered, not to say hazardous, career of a reading device which we in the West now take so much for granted. Historians have acclaimed the "triumph of the alphabet," but the triumph was often compromised, sometimes bitterly contested, and to this day is only half won."

"A scholar like myself who is not a Sinologist and yet ventures the proposition that Chinese languages should be rewritten in the Greek alphabet (or "Romanized", to use the current term) is treading on uncharted territory (for him) and does so at his peril."

"Speech is an acoustic reality, writing a visual one. Performance of the former has been perfected through a million years of natural selection in the evolutionary process. The latter is a trick which we began to learn only yesterday (in terms of evolutionary time). To "hear" language (and to "say" it) is programmed in our genes; to "see" it (and "read" it) is not."

"Over the years, I have become convinced that Hellenism as a culture represents not a static condition of uniform sublimity mysteriously achieved and maintained as an effect of some racial advantage. Rather it should be understood as an evolving process, governed by a dynamic of change, as both language and thought underwent transformational alteration caused by a transition from orality to literacy. The instrument of change is discerned to be the invention of the Greek alphabet, at a quite late stage in the history of developing cultures."

"It may also be pertinent to ask whether a greater effort in the less expensive basic stages of research may not lead to reductions of effort in the far costlier stages of development and prototype construction."

"The national research effort, upon which so much depends, will remain healthy only so long as there is sound core of disinterested search for new knowledge and an adequate number of men and women trained for carrying on such research and for teaching young scientists."

"Effective science teaching calls for active contact with research and that teachers need to mingle with other scientists and to know what is going on in the field."

"It is the natural desire of each nation to use the other as an instrument of its own purposes and policies. By dint of our mutual dependence, your influence is amplified by our power. Our power is made more responsible and more effective by your influence."

"Perhaps the most fundamental value of a liberal education is that it makes life more interesting. It allows you to think things which do not occur to the less learned ... it makes it less likely that you will be bored with life."

"I’m very curious to know what the hell they’re saying on the phone, but I’d be more worried if they weren’t talking."

"Judgment is more than skill. It sets forth on intellectual seas beyond the shores of hard indisputable factual information."

"We all live in a televised goldfish bowl."

"Incomprehensible jargon is the hallmark of a profession."

"The function of a briefing paper is to prevent the ambassador from saying something dreadfully indiscreet. I sometimes think its true object is to prevent the ambassador from saying anything at all."

"It is satisfying for the descendant of a dissident refugee from Elizabeth I to present his credentials to Elizabeth II."

"None of these strictures, however, should inhibit any one of us, in his individual capacity, from declaring himself on the issues of the trial and its fairness … So in spite of my insistence on the limits of my official capacity, I personally want to say that I am appalled and ashamed that things should have come to such a pass in this country that I am skeptical of the ability of black revolutionaries to achieve a fair trial anywhere in the United States. In large part this atmosphere has been created by police actions and prosecutions against the Panthers in many parts of the country. It is also one more inheritance from centuries of racial discrimination and oppression…. The first contribution to the fairness of the trial which anyone can make is to cool rather than heat up the atmosphere in which the trial will be held."

"There is no greater challenge than to have someone relying upon you; no greater satisfaction than to vindicate his expectation."

"Maybe you are the “cool” generation … If coolness means a capacity to stay calm and use your head in the service of ends passionately believed in, then it has my admiration."

"You and I know that there is a correlation between the creative and the screwball. So we must suffer the screwball gladly."

"While the spoken word can travel faster, you can’t take it home in your hand. Only the written word can be absorbed wholly at the convenience of the reader."

"The newspaper fits the reader’s program while the listener must fit the broadcaster’s program."

"Universities should be safe havens where ruthless examination of realities will not be distorted by the aim to please or inhibited by the risk of displeasure."

"If I take refuge in ambiguity, I assure you that it’s quite conscious."

"Unangenehme Seher werden meistens als Narren abgeschrieben [Visionaries of uncomfortable truths are mostly dismissed as fools]"

"We do not know what life is, and yet we manipulate it as if it were an inorganic salt solution..."

"Now one could say, at the risk of some superficiality, that there exist principally two types of scientists. The ones, and they are rare, wish to understand the world, to know nature; the others, far more frequent, wish to explain it. The first are searching for truth, often with knowledge that they will not attain it; the second strive for plausibility, for the achievement of an intellectually consistent, and hence successful, view of the world."

"What I see coming is a gigantic slaughterhouse, a molecular Auschwitz, in which valuable enzymes, hormones, and so on will be extracted instead of gold teeth."

"In 1945, therefore, I proved a sentimental fool; and Mr. Truman could safely have classified me among the whimpering idiots he did not wish admitted to the presidential office. For I felt that no man has the right to decree so much suffering, and that science, in providing and sharpening the knife and in upholding the ram, had incurred a guilt of which it will never get rid. It was at that time that the nexus between science and murder became clear to me. For several years after the somber event, between 1947 and 1952, I tried desperately to find a position in what then appeared to me as a bucolic Switzerland,—but I had no success."

"Outside his own ever-narrowing field of specialization, a scientist is a layman. What members of an academy of science have in common is a certain form of semiparasitic living."

"The great books ... afford us the best examples of man's efforts to seek the truth, both about the nature of things and about human conduct, by methods other than those of experimental science; and because these examples are presented in the context of equally striking examples of man's efforts to learn by experiment ... the great books provide us with the best materials for judging whether the experimental method is or is not the only acceptable method of inquiry into all things."

"The facts are indispensable; they are not sufficient. To solve a problem it is necessary to think. It is necessary to think even to decide what facts to collect. Even the experimental scientist cannot avoid being a liberal artist, and the best of them, as the great books show are men of imagination and of theory as well as patient observers of particular facts. ... critics have themselves frequently misunderstood the scientific method and have confused it with the aimless accumulation of facts."

"Recall the dictum of Rousseau: "It matters little to me whether my pupil is intended for the army, the church, or law. Before his parents chose a calling for him, nature called him to be a man. ... When he leaves me, he will be neither a magistrate, a soldier, nor a priest; he will be a man.""

"If any common program is impossible, if there is no such thing as an education that everybody ought to have, then we must admit that any community is impossible. All men are different; but they are also the same. As we must all become specialists, so we must all become men. ... The West needs an education that draws out our common humanity rather than our individuality. Individual differences can be taken into account in the methods that are employed and in the opportunities for specialization that may come later."

"So Bertrand Russell once said to me that the pupil in school should study whatever he liked. I asked whether this was not a crime against the pupil. ... Should he be allowed to grow up without knowing Shakespeare? ... Lord Russell replied that he would require a boy to read one play of Shakespeare; if he did not like it, he should not be compelled to read any more."

"Is there any such thing as "an education"? The answer that is made by the devotees of the dogma of individual differences is No; there are as many different educations as there are different individuals; it is "authoritarian" to say that there is any education that is necessary, or even suitable, for every individual."

"Educators ought to know better than their pupils what an education is. If the educators do not, they have wasted their lives. The art of teaching consists in large part of interesting people in things that ought to interest them, but do not. The task of educators is to discover what an education is and then to invent the methods of interesting their students in it."

"The dogma of individual differences. This is one of the basic dogmas of American education. It runs something like this: all men are different; therefore, all men require a different education; therefore, anybody who suggests that education should be in any respect the same has ignored the fact that all men are different; therefore, nobody should suggest that everybody should read some of the same books; some people should read some books, some should read others. This dogma has gained such a hold ... that you will often now hear a college president boast that his college has no curriculum. Each student has a course of study framed, or "tailored" ... to meet his own individual needs and interests."

"If only the specialist is to be allowed access to these books, on the ground that it is impossible to understand them without "scholarship," ... then we shall be compelled to shut out the majority of mankind from some of the finest creations of the human mind. This is aristocracy with a vengeance."