All Thinkers

Leonardo da Vinci

Leonardo da Vinci was an Italian artist, scientist, and inventor. He was born in 1452 in the small town of Vinci, near Florence, in what is now Italy. His name means 'Leonardo from Vinci'. He was the son of a young woman named Caterina, who was probably a peasant or servant, and a wealthy notary named Ser Piero. His parents never married. Leonardo grew up in his father's family but was treated as a separate, somewhat outside figure. He showed great talent young. As a teenager he was apprenticed to the artist Andrea del Verrocchio in Florence. He learned painting, sculpture, and many practical crafts. Around the age of 30, he moved to Milan to work for the Duke, Ludovico Sforza. He stayed in Milan for nearly 20 years. He painted, designed weapons, planned buildings, and filled notebooks with ideas. When French armies invaded Milan, Leonardo moved on. He worked in Florence, Rome, and other Italian cities. He served various rulers, including Cesare Borgia and the Medici. In 1516, the king of France, Francis I, invited him to come and live in France. Leonardo accepted. He spent his last three years in a small castle near the king's palace at Amboise. He died there in 1519, aged 67. He never married and had no children. He was probably gay, though the evidence is indirect. He was vegetarian, unusual for his time. He left thousands of notebook pages full of drawings and ideas, most of which were not read for centuries.

Origin
Florence and Milan, Italy
Lifespan
1452 - 1519
Era
Renaissance / Early Modern Italy
Subjects
Renaissance Art Anatomy Engineering Natural Philosophy Italian Culture
Why They Matter

Leonardo matters for three reasons. First, he was one of the greatest painters in history. The Mona Lisa, painted around 1503-1519, is the most famous painting in the world. The Last Supper, painted in Milan in the 1490s, is one of the most studied. Only about 15 to 20 of his finished paintings survive.

Each is a masterwork

Second, he treated art and science as a single activity. He studied human anatomy by dissecting bodies. He studied water, light, plants, and birds in detail. He drew what he saw with extraordinary accuracy. He believed that painting required deep knowledge of how things actually work. His curiosity ranged across almost every field of his time.

Third, his notebooks contain designs for machines and ideas centuries ahead of his time. He sketched flying machines, parachutes, armoured vehicles, and many other inventions.

Most were never built

His notebooks were also written in mirror writing, from right to left, and were scattered after his death. Most were not properly studied until the 19th and 20th centuries. Leonardo became the model of the 'Renaissance man', a person who pursues many fields with passion and skill. The label has become a way of describing exceptional human curiosity. Leonardo set the standard.

Key Ideas
1
What Was the Renaissance?
2
The Mona Lisa
3
The Notebooks
Key Quotations
"Learning never exhausts the mind."
— Widely attributed to Leonardo, exact source disputed
This is one of the most quoted lines attributed to Leonardo. It captures his lifelong love of learning. The exact source is unclear. The line may be paraphrased from his notebooks or may be a later summary of his attitudes. Even if the words are not precisely his, the idea fits him perfectly. He was still studying anatomy, drawing plans, and thinking about new problems in his sixties. He never seemed to finish learning. For students, this line is a useful reminder. Learning, unlike physical effort, does not tire the mind in a permanent way. The more you learn, the more you can learn. This is true at any age and in any field.
"Iron rusts from disuse, and water that does not flow becomes stagnant. So too does inaction sap the vigour of the mind."
— Paraphrased from Leonardo's notebooks
Leonardo wrote this thought in one of his notebooks. The image is from physical things he had studied closely. Iron rusts when it sits unused. Water becomes foul when it does not move. He extends this to the mind. A mind that is not used loses its strength. The observation is simple. It is also psychologically real. Modern research on aging brains says similar things. Mental activity helps keep the mind sharp. Leonardo arrived at this conclusion 500 years ago by careful observation of how things work. For students, the line is a good example of Leonardo's habit of moving from physical to mental things, from how iron behaves to how minds behave.
Using This Thinker in the Classroom
Creative Expression When introducing students to the idea of an artist as a thinker
How to introduce
Show students a high-quality reproduction of the Mona Lisa or the Last Supper. Then show them a page from Leonardo's anatomical notebooks. Same hand, same eye. The artist who painted the most famous portrait in the world also dissected human bodies and drew the muscles in fine detail. Tell students this. Leonardo treated painting and science as a single activity. For students just starting to think about creative work, this is a powerful idea. The artist is not just feeling. The artist is also looking, studying, and thinking carefully.
Scientific Thinking When teaching students about observation and curiosity
How to introduce
Show students a few of Leonardo's notebook pages. Pages of swirling water. Pages of bird wings. Pages of human muscle. Notice how he draws what he actually sees. He does not just draw what books said water or wings or muscles look like. He draws from his own careful observation. For students, this is a foundational lesson in scientific thinking. Look closely. Draw what you see. Compare your drawing with reality. Adjust. Look again. Leonardo did this for nearly 50 years. The notebooks are the result.
Problem-Solving When teaching students about being curious about how things work
How to introduce
Show students Leonardo's drawings of inventions. The flying machine. The parachute. The armoured vehicle. The diving suit. These were drawn 500 years before they would actually be built and flown. Leonardo looked at birds and asked how they fly. He looked at falling things and asked if a person could fall safely with a special device. He asked questions that nobody around him was asking. Most of his designs would not have worked exactly as drawn. But he was thinking. He was trying to solve real problems. For students, this is an inspiring example of curious problem-solving.
Further Reading

For a first introduction, Walter Isaacson's Leonardo da Vinci (2017) is a clear, readable biography for general readers. Martin Kemp's Leonardo (2004) is a shorter scholarly introduction. The British Royal Collection holds many of Leonardo's anatomical drawings, with a fine online catalogue and free-to-browse high-resolution images. The Louvre's online resources on the Mona Lisa are also excellent. For children, James Mayhew's Katie and the Mona Lisa (1998) is a charming way in.

Key Ideas
1
Art and Science as One
2
The Engineer and Inventor
3
The Last Supper
Key Quotations
"The painter who has acquired knowledge of the structure of nerves, muscles, and tendons will know exactly how, in moving a limb, only certain nerves contract, and which muscles cause this contraction."
— From Leonardo's notes on painting, c. 1490s-1510s
This passage shows what Leonardo meant by uniting art and science. A painter, he says, needs to know anatomy in detail. Otherwise the figures will look wrong, even if the painter cannot say why. Knowing how a real arm works lets you paint a believable arm. Knowing how a real face moves lets you paint a believable smile. Leonardo was not the first painter to study anatomy. But he took it further than almost anyone before. His notebooks include hundreds of detailed anatomical drawings. For students, this passage is a good way into Leonardo's working method. He did not just draw what he saw. He studied what was beneath what he saw, and then drew with that knowledge in mind.
"Simplicity is the ultimate sophistication."
— Widely attributed to Leonardo, attribution unclear and possibly modern
This famous line is often quoted as Leonardo's. The truth is that the exact source in his writings has never been found. It may be a later paraphrase, or it may be a modern saying mistakenly attributed to him. The thought, however, is in keeping with his approach. Leonardo's drawings often achieve their effect with very few lines. His paintings, while built up of many layers, look natural and uncluttered. A simple-looking result can hide an enormous amount of work and skill. For students, the case is also a useful one in critical reading. Many quotations attributed to famous figures online are not actually from them. Always check sources. The principle holds even for figures as well documented as Leonardo.
Using This Thinker in the Classroom
Research Skills When teaching students about how knowledge is preserved or lost
How to introduce
Tell students that after Leonardo's death his notebooks were scattered. Pages were sold, lost, cut up, given as gifts. They were not properly read until centuries later. Tell them that his anatomical work could have helped medicine, but no one knew about it. The story is a reminder. Knowing something is not the same as sharing it. For students, this connects to modern questions. How do we make sure our discoveries actually reach others? How do we preserve and organise what we learn? Leonardo, for all his genius, did not solve this problem. His brilliance partly went to waste because of it.
Creative Expression When teaching students about technique and patience in art
How to introduce
Show students how Leonardo built up the Mona Lisa. He used a technique called sfumato, painting in many thin layers. The face was built up over years. There are no hard edges. The smile seems to shift. Compare this with a quick sketch. The Mona Lisa is the opposite of quick. Leonardo worked on it for around 16 years. Discuss with students what kind of patience and skill this requires. Many great works of art are not produced in a flash of inspiration. They are produced by long, careful, patient work. Leonardo's slow method is a valuable counter-example to the romantic idea of sudden genius.
Further Reading

For deeper reading, Martin Kemp's Leonardo da Vinci: The Marvellous Works of Nature and Man (1981, revised 2006) is a major scholarly book that is still readable.

Charles Nicholl's Leonardo da Vinci

The Flights of the Mind (2004) is a rich biography focused on Leonardo's psychology and notebooks.

Martin Clayton's Leonardo da Vinci

Anatomist (2012) is a fine catalogue of the anatomical work. For the historical context, Lauro Martines's Power and Imagination: City-States in Renaissance Italy (1979) is excellent.

Key Ideas
1
How Many Paintings Did He Finish?
2
What His Anatomy Work Did and Did Not Achieve
3
The Myth of the Renaissance Man
Key Quotations
"Although nature commences with reason and ends in experience, it is necessary for us to do the opposite, that is, to commence with experience and from this to proceed to investigate the reason."
— From the Codex Atlanticus, Leonardo's notebooks
Here Leonardo states a method. We should start from experience and observation. Then we work back from what we observe to find the reasons behind it. This is close to what would later be called the experimental or empirical method. Leonardo was not alone in moving in this direction. Other Renaissance thinkers were also turning to observation. But Leonardo states the principle clearly. He uses it. His notebooks are full of careful observations of water, light, and bodies, followed by attempts to explain what he sees. For advanced students, this is one of the moments when Leonardo seems to anticipate modern science. The method of starting with experience and reasoning back became a foundation of the scientific revolution that followed in the 16th and 17th centuries.
"I have offended God and mankind because my work did not reach the quality it should have."
— Reported as Leonardo's words near death, attributed by his early biographer Vasari
This is reported by Giorgio Vasari, the 16th-century Italian artist and writer who wrote the first major biography of Italian Renaissance artists. According to Vasari, Leonardo said this on his deathbed. He felt he had not achieved what he should have achieved. He had left too many things unfinished. He had let opportunities pass. The quotation may not be exact. Vasari was writing decades after Leonardo's death and could be embellishing. But the sentiment fits a man who started the Mona Lisa around 1503 and was still working on it in 1519. For advanced students, this is a sobering moment. One of the greatest artists who ever lived felt at the end that he had fallen short. Greatness often comes with this feeling. The standards a great artist sets for themselves are usually higher than what they actually achieve.
Using This Thinker in the Classroom
Critical Thinking When teaching students about how famous figures become legends
How to introduce
Discuss the label 'Renaissance man'. The label gets attached to Leonardo above all others. It paints him as a universal genius standing alone. The reality is more complicated. Many Renaissance figures worked across multiple fields. Leonardo was outstanding but not unique in his breadth. The 19th-century writer Walter Pater wrote a famous essay about Leonardo that turned him into a romantic legend. The legend has shaped how we see him. For advanced students, this is a useful case study. Famous figures often come down to us through layers of romanticisation. Stripping these layers away to find the real person is hard but valuable work.
Critical Thinking When teaching students about quotations and verification
How to introduce
Many quotations attributed to Leonardo online are not in his notebooks. 'Simplicity is the ultimate sophistication' is a famous example. The exact source has never been found. Some lines may be paraphrases. Some may be modern inventions. Discuss with students how to check whether a famous quotation actually came from the person it is attached to. This is a serious research skill. Quoting people accurately matters. Misquoting them, even with good intentions, spreads misinformation. The exercise teaches students to be careful with sources, even when the sources concern famous and well-documented figures like Leonardo.
Common Misconceptions
Common misconception

Leonardo was mainly a painter who also dabbled in other things.

What to teach instead

He was not. For most of his career, his main paid work was as a military engineer, court designer, and planner. Painting was important to him but often took second place. When he wrote to the Duke of Milan in 1482 listing his skills, painting was almost an afterthought near the end of the letter. Most of the letter described his engineering and military design abilities. He worked as a war engineer for Cesare Borgia. He designed weapons and fortifications. He planned canals and city projects. The painter Leonardo of popular imagination is partly a later invention. The historical Leonardo was a multi-skilled professional who saw painting as one important activity among many.

Common misconception

Most of Leonardo's inventions actually worked.

What to teach instead

Most were never built, and many would not have worked as drawn. His flying machines, modelled on bird wings, would not have generated enough lift for a human. His tank could not be steered well. Several of his clever-looking devices have practical problems that he did not solve. This does not lessen his importance. He was thinking about problems centuries ahead of his time. He was sketching possibilities. Many of his ideas anticipated later working inventions, even when his specific designs were flawed. Reading Leonardo as a working engineer means accepting that his sketches were exploratory rather than ready-to-build. The myth of him as a man who 'invented everything' is a romanticisation.

Common misconception

The Mona Lisa was always considered the world's most famous painting.

What to teach instead

It was not. For most of its history, the Mona Lisa was a respected but not specially famous portrait. It became globally famous after a strange event. In 1911, an Italian workman stole it from the Louvre in Paris. He kept it for two years before being caught. The newspapers covered the theft and recovery in great detail. Photographs of the painting appeared in papers around the world. The Mona Lisa became famous partly because of the theft. After it was returned, crowds came to see it. The fame grew over the 20th century. Today it is the most visited painting in the world. The story is a useful lesson. Fame often has historical accidents in its background, not just artistic merit.

Common misconception

Leonardo wrote in mirror writing because he wanted to keep his work secret.

What to teach instead

This is a popular theory but probably wrong. Leonardo was left-handed. Mirror writing is easier for many left-handed writers. They can pull the pen from right to left without smudging the ink, the way right-handed writers pull from left to right. Leonardo did not seem to make any serious effort to hide his notebooks during his life. He showed them to colleagues and students. He sometimes wrote letters in normal left-to-right script when needed. The mirror writing was probably just a comfortable personal habit. The 'secret code' theory is more dramatic but does not fit the evidence. Sometimes the simple explanation is the right one.

Intellectual Connections
Complements
Hokusai
Hokusai, the great Japanese artist of the early 19th century, shared with Leonardo a habit of drawing everything he saw. Both filled notebook after notebook with sketches of people, plants, animals, water, and weather. Both treated drawing as a way of studying the world. Both worked into old age, getting better at their craft year by year. Reading them together gives students a sense of how artists from very different cultures can share a deep similarity of method. The discipline of looking carefully and drawing what you see is universal.
Complements
Al-Jazari
Al-Jazari was a 12th-century Arab engineer from what is now Turkey. Like Leonardo, he designed machines and wrote and illustrated a book about them. His Book of Knowledge of Ingenious Mechanical Devices, written around 1206, is a wonderful precursor to Leonardo's notebook designs. Al-Jazari designed working pumps, clocks, and automatic machines. Reading them together shows that the tradition of artist-engineers crossing art, design, and mechanics did not start with Leonardo. It runs through Islamic culture and earlier.
Anticipates
Isaac Newton
Newton, working over a century after Leonardo, brought the experimental study of nature to its first great modern climax. The path Leonardo opened, of careful observation followed by reasoning back to causes, is the path Newton walked further. Leonardo did not have the mathematical tools Newton would develop. But he had the spirit. Reading them together gives students a sense of how the scientific revolution had Renaissance roots. Leonardo is not yet a modern scientist, but he is on the way.
Complements
Aristotle
Leonardo lived in a culture where Aristotle's natural philosophy was still the standard view of the world. He read Aristotelian writers and absorbed many of their ideas. He also pushed beyond them by trusting direct observation more than ancient authority. Reading them together gives students a good sense of how Renaissance science worked. Aristotle's framework was the starting point. Renaissance thinkers like Leonardo were testing it, sometimes confirming it, sometimes correcting it. The break from Aristotle was gradual, not sudden.
In Dialogue With
Dante Alighieri
Dante, the great Florentine poet, died in 1321, more than a century before Leonardo was born. But both are central figures of Italian culture. Dante shaped how Italians thought about heaven, hell, love, and political life. Leonardo shaped how Italians thought about art, nature, and craftsmanship. Both wrote or worked in the Tuscan dialect that became modern Italian. Reading them together gives students a strong sense of two great Florentine intellectual traditions, separated by 150 years but connected by language and culture.
Anticipates
Charles Darwin
Darwin, working in the 19th century, would change how humans understood their place in nature. Leonardo, three centuries earlier, had already begun looking at humans as a part of nature rather than separate from it. He compared human and animal anatomy. He studied bones and muscles across species. He was struck by how similar humans and other animals are. Leonardo did not have the theory of evolution. He could not. But his careful comparisons were part of a way of looking at nature that helped make later evolutionary thinking possible. Reading them together shows a long, slow shift in how humans saw themselves in the natural world.
Further Reading

For research-level engagement, Carlo Pedretti's many works on the notebooks, including Leonardo da Vinci: Studies for the World (multiple volumes), are essential. The journal Achademia Leonardi Vinci publishes specialist scholarship. The Florence-based Museo Leonardiano and the Codex Leicester (in the Bill Gates collection) have significant digital resources for advanced study. For the engineering side, Paolo Galluzzi's The Art of Invention: Leonardo and Renaissance Engineers (1996) is excellent. Alessandro Vezzosi and Agnese Sabato have led recent work on Leonardo's family and origins.