I can say, if I like, that social insects behave like the working parts of an immense central nervous system: the termite colony is an enormous brain on millions of legs; the individual termite is a mobile neurone.

I suggest that the introductory courses in science, at all levels from grade school through college, be radically revised. Leave the fundamentals, the so-called basics, aside for a while, and concentrate the attention of all students on the things that are not known.

I maintain, despite the moment's evidence against the claim, that we are born and grow up with a fondness for each other, and we have genes for that. We can be talked out of it, for the genetic message is like a distant music, and some of us are hard-of-hearing. Societies are noisy affairs, drowning out the sound of ourselves and our connection.

It is the very strangeness of nature that makes science engrossing. That ought to be at the center of science teaching. There are more than seven-times-seven types of ambiguity in science, awaiting analysis. The poetry of Wallace Stevens is crystal-clear alongside the genetic code.

In the fields I know best, among the life sciences, it is required that the most expert and sophisticated minds be capable of changing course - often with a great lurch - every few years.

The earliest sensation at the onset of illness, often preceding the recognition of identifiable symptoms, is apprehension. Something has gone wrong, and a glimpse of mortality shifts somewhere deep in the mind. It is the most ancient of our fears.