[332]. The school of Plato has advanced the interests of the race as much through geometry as through philosophy. The modern engineer, the navigator, the astronomer, built on the truths which those early Greeks discovered in their purely speculative investigations. And if the poetry, statesmanship, oratory, and philosophy of our day owe much to Plato’s divine Dialogues, our commerce, our manufactures, and our science are equally indebted to his Conic Sections. Later instances may be abundantly quoted, to show that the labors of the mathematician have outlasted those of the statesman, and wrought mightier changes in the condition of the world. Not that we would rank the geometer above the patriot, but we claim that he is worthy of equal honor.—Hill,Thomas.
Imagination in Mathematics; North American Review, Vol. 85, p. 228.
[333]. The discoveries of Newton have done more for England and for the race, than has been done by whole dynasties of British monarchs; and we doubt not that in the great mathematical birth of 1853, the Quaternions of Hamilton, there is as much real promise of benefit to mankind as in any event of Victoria’s reign.—Hill, Thomas.
Imagination in Mathematics; North American Review, Vol. 85, p. 228.
[334]. Geometrical and Mechanical phenomena are the most general, the most simple, the most abstract of all,—the most irreducible to others. It follows that the study of them is an indispensable preliminary to that of all others. Therefore must Mathematics hold the first place in the hierarchy of the sciences, and be the point of departure of all Education, whether general or special.—Comte, A.
Positive Philosophy [Martineau], Introduction, chap. 2.
CHAPTER IV
THE VALUE OF MATHEMATICS
[401]. Mathematics because of its nature and structure is peculiarly fitted for high school instruction [Gymnasiallehrfach]. Especially the higher mathematics, even if presented only in its elements, combines within itself all those qualities which are demanded of a secondary subject. It engages, it fructifies, it quickens, compels attention, is as circumspect as inventive, induces courage and self-confidence as well as modesty and submission to truth. It yields the essence and kernel of all things, is brief in form and overflows with its wealth of content. It discloses the depth and breadth of the law and spiritual element behind the surface of phenomena; it impels from point to point and carries within itself the incentive toward progress; it stimulates the artistic perception, good taste in judgment and execution, as well as the scientific comprehension of things. Mathematics, therefore, above all other subjects, makes the student lust after knowledge, fills him, as it were, with a longing to fathom the cause of things and to employ his own powers independently; it collects his mental forces and concentrates them on a single point and thus awakens the spirit of individual inquiry, self-confidence and the joy of doing; it fascinates because of the view-points which it offers and creates certainty and assurance, owing to the universal validity of its methods. Thus, both what he receives and what he himself contributes toward the proper conception and solution of a problem, combine to mature the student and to make him skillful, to lead him away from the surface of things and to exercise him in the perception of their essence. A student thus prepared thirsts after knowledge and is ready for the university and its sciences. Thus it appears, that higher mathematics is the best guide to philosophy and to the philosophic conception of the world (considered as a self-contained whole) and of one’s own being.—Dillmann, E.