Even today few scientists and perhaps even fewer nonscientists realize that science is a method and nothing else.

Scientific Method... [is] even less existent than some other non-existent subjects.

The idea of science as a method rather than as a body of knowledge is not widely appreciated outside of science, or indeed in some corridors inside of science.

Wherever there is the slightest possibility for the human mind to know, there is a legitimate problem of science. Outside the field of actual knowledge can only lie a region of the vaguest opinion and imagination, to which... men too often... pay higher respect than to knowledge.

It is therefore not unreasonable to suppose that some portion of the neglect of science in England, may be attributed to the system of education we pursue. A young man passes from our public schools to the universities, ignorant of almost every branch of useful knowledge; and at these latter establishments … classical and mathematical pursuits are nearly the sole objects proposed to the student's ambition.

We live in a society exquisitely dependent on science and technology, in which hardly anyone knows anything about science and technology.

Common sense is as rare as genius.

We live in a troubled, but wonderful time. It is our good fortune to witness and benefit from scientific advances that would have been literally unimaginable to our grandparents. However, there are dark clouds on the horizon. The rate of growth of scientific knowledge has been so great as to outstrip the ability of our society to assimilate it, the capacity of the educational system to teach it properly and the wisdom of government adequately to sustain and apply it. There is growing indifference to science among the young. Even medical science, which touches the lives of us all, is generally left to the practitioners. Whatever the reason for this disparity between the importance of science and the lack of general public understanding, it is important to address it.

The ignorance of science means the enforced ignorance of mankind.

A good many times I have been present at gatherings of people who, by the standards of the traditional culture, are thought highly educated and who have with considerable gusto been expressing their incredulity at the illiteracy of scientists. Once or twice I have been provoked and have asked the company how many of them could describe the Second Law of Thermodynamics. The response was cold: it was also negative. Yet I was asking something which is about the scientific equivalent of: Have you read a work of Shakespeare's?

It is sometimes said, common sense is very rare.

Science arouses a soaring sense of wonder. But so does pseudoscience. Sparse and poor popularizations of science abandon ecological niches that pseudoscience promptly fills. If it were widely understood that claims to knowledge require adequate evidence before they can be accepted, there would be no room for pseudoscience. But a kind of Gresham’s Law prevails in popular culture by which bad science drives out good. All over the world there are enormous numbers of smart, even gifted, people who harbor a passion for science. But that passion is unrequited. Surveys suggest that some 95 percent of Americans are “scientifically illiterate.” That’s just the same fraction as those African Americans, almost all of them slaves, who were illiterate just before the Civil War — when severe penalties were in force for anyone who taught a slave to read. Of course there’s a degree of arbitrariness about any determination of illiteracy, whether it applies to language or to science. But anything like 95 percent illiteracy is extremely serious.

The need for general scientific understanding by the public has never been larger, and the penalty for scientific illiteracy never harsher… Lack of scientific fundamentals causes people to make foolish decisions about issues such as the toxicity of chemicals, the efficacy of medicines, the changes in the global climate.

Only senators and simpletons thought science took place in neatly drawn boxes.