Young people should be given good support and freedom in their research. They are the greatest source of scientific creativity because they are not as committed to existing scientific orthodoxy, and they have the energy and enthusiasm to push new ideas.
While it was a very interesting period in my life, I was happy to get back to more direct contact with students in the classroom and in my research projects.
As I very much liked to draw and paint as a child, I entered a special art program in high school, which was very much like being in an art school imbedded in a regular high school curriculum.
When there were financial difficulties they still managed to provide us with music and art lessons.
I entered the Physics Department in 1950, receiving a Master's degree in 1953 and a Ph.D. in 1956. It is difficult to convey the sense of excitement that pervaded the Department at that time.
Excessive bureaucracy is distracting, time-consuming, and destructive to creativity.
The education of my brother and myself was of paramount importance to my parents, and in addition to their strong encouragement, they were prepared to make any sacrifice to further our intellectual development.
They greatly respected scholarship in itself, but they also impressed upon us that there were great opportunities available for those who were well educated. I received my primary and secondary education in Chicago.
Experimental high energy physics research is a group effort. I have been very fortunate to have had outstanding students and colleagues who have made invaluable contributions to the research with which I have been associated.
It is clear to me that under the right conditions, future technologies will be created that we cannot even imagine.
Innovation is the key to the future, but basic research is the key to future innovation.
Creativity is the basis of all innovation, and although it is doubtful that it can be taught, creativity should be nurtured in those who have it.