A College for Mathematics.
I would have another college devoted to the Mathematical Sciences, though I shall be opposed by some of good intelligence, who not knowing the force of these faculties because they considered them unworthy of study, as not leading to preferment, are accustomed to mock at mathematical heads. Such studies require concentration, and demand a type of mind that does not seek to make public display until after mature contemplation in solitude. It is this silent meditation on the part of the true students, or the appearance of it in those that are but counterfeits, that layeth them open to the mockery of some, who should rather forbear if they will remember in what high esteem those sciences were held by Socrates, and by Plato, who forbad anyone to enter his Academy that was ignorant of Geometry. For the men who profess these sciences and bring them into disrepute are either quite ignorant and maintain their credit by the use of certain terms and technical expressions without ever getting at the kernel, or they are such as having some knowledge occupy themselves with the trivial and sophistical and illusive parts of the subject, rather than with its true uses in the advancement of the arts. But in spite of the contempt which is thus often brought on the Mathematical Sciences, I will venture to give my opinion in defence of their value. In time all learning may be brought into one tongue, and that naturally understood by all, so that schooling for tongues may prove needless, just as once they were not needed; but it can never fall out that arts and sciences in their essential nature shall be anything but most necessary for every commonwealth that is not utterly barbarous. We attribute too much to tongues, in paying more heed to them than we do to matter, and esteem it more honourable to speak finely than to reason wisely. After all, words are praised only for the time, but wisdom wins in the end.
The Mathematical Sciences show themselves in many professions and trades which do not bear the titles of learning, whereby it is well seen that they are really profitable; they do not make much outward show, but our daily life benefits greatly by them. It is no just objection to ask, “What should merchants, carpenters, masons, shipmasters, mariners, surveyors, architects, and other such do with learning? Do they not serve the country’s needs well enough without it?” Though they may do well without it, might they not do better with it? The speaking of Latin is no necessary proof of deeper learning, but Mathematics are the first rudiments for young children, and the sure means of direction for all skilled workmen, who without such knowledge can only go by rote, but with it might reach genuine skill. The sciences that we term ‘mathematical’ from their very nature always achieve something good, intelligible even to the unlearned, by number, figure, sound, or motion. In the manner of their teaching also they plant in the mind of the learner a habit of resisting the influence of bare probabilities, of refusing to believe in light conjectures, of being moved only by infallible demonstrations. Mathematics had its place before the tongues were taught, which though they are now necessary helps, because we use foreign languages for the conveyance of knowledge, yet push us one degree further off from knowledge.