FOOTNOTES:
[9] Reprinted from the Independent Review, December, 1903.
IV[ToC]
THE STUDY OF MATHEMATICS
In regard to every form of human activity it is necessary that the question should be asked from time to time, What is its purpose and ideal? In what way does it contribute to the beauty of human existence? As respects those pursuits which contribute only remotely, by providing the mechanism of life, it is well to be reminded that not the mere fact of living is to be desired, but the art of living in the contemplation of great things. Still more in regard to those avocations which have no end outside themselves, which are to be justified, if at all, as actually adding to the sum of the world's permanent possessions, it is necessary to keep alive a knowledge of their aims, a clear prefiguring vision of the temple in which creative imagination is to be embodied.
The fulfilment of this need, in what concerns the studies forming the material upon which custom has decided to train the youthful mind, is indeed sadly remote—so remote as to make the mere statement of such a claim appear preposterous. Great men, fully alive to the beauty of the contemplations to whose service their lives are devoted, desiring that others may share in their joys, persuade mankind to impart to the successive generations the mechanical knowledge without which it is impossible to cross the threshold. Dry pedants possess themselves of the privilege of instilling this knowledge: they forget that it is to serve but as a key to open the doors of the temple; though they spend their lives on the steps leading up to those sacred doors, they turn their backs upon the temple so resolutely that its very existence is forgotten, and the eager youth, who would press forward to be initiated to its domes and arches, is bidden to turn back and count the steps.
Mathematics, perhaps more even than the study of Greece and Rome, has suffered from this oblivion of its due place in civilisation. Although tradition has decreed that the great bulk of educated men shall know at least the elements of the subject, the reasons for which the tradition arose are forgotten, buried beneath a great rubbish-heap of pedantries and trivialities. To those who inquire as to the purpose of mathematics, the usual answer will be that it facilitates the making of machines, the travelling from place to place, and the victory over foreign nations, whether in war or commerce. If it be objected that these ends—all of which are of doubtful value—are not furthered by the merely elementary study imposed upon those who do not become expert mathematicians, the reply, it is true, will probably be that mathematics trains the reasoning faculties. Yet the very men who make this reply are, for the most part, unwilling to abandon the teaching of definite fallacies, known to be such, and instinctively rejected by the unsophisticated mind of every intelligent learner. And the reasoning faculty itself is generally conceived, by those who urge its cultivation, as merely a means for the avoidance of pitfalls and a help in the discovery of rules for the guidance of practical life. All these are undeniably important achievements to the credit of mathematics; yet it is none of these that entitles mathematics to a place in every liberal education. Plato, we know, regarded the contemplation of mathematical truths as worthy of the Deity; and Plato realised, more perhaps than any other single man, what those elements are in human life which merit a place in heaven. There is in mathematics, he says, "something which is necessary and cannot be set aside ... and, if I mistake not, of divine necessity; for as to the human necessities of which the Many talk in this connection, nothing can be more ridiculous than such an application of the words. Cleinias. And what are these necessities of knowledge, Stranger, which are divine and not human? Athenian. Those things without some use or knowledge of which a man cannot become a God to the world, nor a spirit, nor yet a hero, nor able earnestly to think and care for man" (Laws, p. 818).[10] Such was Plato's judgment of mathematics; but the mathematicians do not read Plato, while those who read him know no mathematics, and regard his opinion upon this question as merely a curious aberration.