I vowed to myself that when I grew up and became a theoretical physicist, in addition to doing research, I would write books that I would have liked to have read as a child. So whenever I write, I imagine myself, as a youth, reading my books, being thrilled by the incredible advances being made in physics and science.

It is the duty of all teachers, and of teachers of mathematics in particular, to expose their students to problems much more than to facts.

Given the choice between trivial material brilliantly told versus profound material badly told, an audience will always choose the trivial told brilliantly.

In order to dream so far, is it enough to read? Isn't it necessary to write? Write as in our schoolboy past, in those days when, as Bonnoure says, the letters wrote themselves one by one, either in their gibbosity or else in their pretentious elegance? In those days, spelling was a drama, our drama of culture at work in the interior of a word.

In education, we are striving not to teach youth to make a living, but to make a life.

When we want a book exactly like the one we just finished reading, what we really want is to recreate that pleasurable experience--the headlong rush to the last page, the falling into a character's life, the deeper understanding we've gotten of a place or a time, or the feeling of reading words that are put together in a way that causes us to look at the world differently. We need to start thinking about what it is about a book that draws us in, rather than what the book is about.