Augustus De Morgan: Subject

Augustus De Morgan was British mathematician, philosopher and university teacher (1806-1871). Explore interesting quotes on subject.
Augustus De Morgan: 82   quotes 0   likes

“Experience has convinced me that the proper way of teaching is to bring together that which is simple from all quarters, and, if I may use such a phrase, to draw upon the surface of the subject a proper mean between the line of closest connexion and the line of easiest deduction. This was the method followed by Euclid, who, fortunately for us, never dreamed of a geometry of triangles, as distinguished from a geometry of circles, or a separate application of the arithmetics of addition and subtraction; but made one help out the other as he best could.”

Augustus De Morgan

Advertisement, p.4
The Differential and Integral Calculus (1836)

Dreams , Way , Help , Drawing

“My specific… object has been to contain, within the prescribed limits, the whole of the student's course, from the confines of elementary algebra and trigonometry, to the entrance of the highest works on mathematical physics. A learner who has a good knowledge of the subjects just named, and who can master the present treatise, taking up elementary works on conic sections, application of algebra to geometry, and the theory of equations, as he wants them, will, I am perfectly sure, find himself able to conquer the difficulties of anything he may meet with; and need not close any book of Laplace, Lagrange, Legendre, Poisson, Fourier, Cauchy, Gauss, Abel, Hindenburgh and his followers. or of any one of our English mathematicians, under the idea that it is too hard for him.”

Augustus De Morgan

Preface, p. iii
The Differential and Integral Calculus (1836)

Books , Mathematics , Idea , Knowledge

“All the men who are now called discoverers, in every matter ruled by thought, have been men versed in the minds of their predecessors, and learned in what had been before them. There is not one exception. I do not say that every man has made direct acquantance with the whole of his mental ancestry… But… it is remarkable how many of the greatest names in all departments of knowledge have been real antiquaries in their several subjects.
I may cite among those… in science, Aristotle, Plato, Ptolemy, Euclid, Archimedes, Roger Bacon, Copernicus, Francis Bacon, Ramus, Tycho Brahe, Galileo, Napier, Descartes, Leibnitz, Newton, Locke.”

Augustus De Morgan

A Budget of Paradoxes (1872)

Men , Knowledge , Learning , Science

“A great many individuals ever since the rise of the mathematical method, have, each for himself, attacked its direct and indirect consequences…. I shall call each of these persons a paradoxer, and his system a paradox. I use the word in the old sense:… something which is apart from general opinion, either in subject-matter, method, or conclusion…. Thus in the sixteenth century many spoke of the earth's motion as the paradox of Copernicus, who held the ingenuity of that theory in very high esteem, and some, I think, who even inclined towards it. In the seventeenth century, the depravation of meaning took place… Phillips says paradox is "a thing which seemeth strange"—here is the old meaning…—"and absurd, and is contrary to common opinion," which is an addition due to his own time.”

Augustus De Morgan

A Budget of Paradoxes (1872)

Mathematics , Thinking , Sense , Time

“I have throughout introduced the Integral Calculus in connexion with the Differential Calculus…. Is it always proper to learn every branch of a direct subject before anything connected with the inverse relation is considered? If so why are not multiplication and involution in arithmetic made to follow addition and precede subtraction? The portion of the Integral Calculus, which properly belongs to any given portion of the Differential Calculus increases its power a hundred-fold…”

Augustus De Morgan

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The Differential and Integral Calculus (1836)

Learning

“There is a mistake into which several have fallen, and have deceived others, and perhaps themselves, by clothing some false reasoning in what they called a mathematical dress, imagining that by the application of mathematical symbols to their subject, they secured mathematical argument. This could not have happened if they had possessed a knowledge of the bounds within which the empire of mathematics is contained. That empire is sufficiently wide, and might have been better known, had the time which has been wasted in aggressions upon the domains of others, been spent in exploring the immense tracts which are yet untrodden.”

Augustus De Morgan

Source: On the Study and Difficulties of Mathematics (1831), Ch. I.

Imagination , Mathematics , Knowledge , Time

“The student of the Differential Calculus may… be brought to think it possible that the terms and ideas which that science requires may exist in his own mind in the same rude form as that of a straight line in the conceptions of a beginner in geometry. …he must be prepared to stop his course until he can form exact notions, acquire precise ideas, both of resemblance between those things which have appeared most distinct, and of distinction between those which have appeared most alike. To do this… formal definitions would be useless; for he cannot be supposed to have one single notion in that precise form which would make it worth while to attach it to a word. One reason of the great difficulty which is found in treatises on this subject… the tacit assumption that nothing is necessary previously to actually embodying the terms and rules of the science, as if mere statement of definitions could give instantaneous power of using terms rightly. We shall here attempt… a wider degree of verbal explanation than is usual with the view of enabling the student to come to the definitions in some state of previous preparation.”

Augustus De Morgan

The Differential and Integral Calculus (1836)

Idea , Thinking , Appearance , Science

“I am far from saying that this Treatise will be easy; the subject is a difficult one, as all know who have tried it.”

Augustus De Morgan

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The Differential and Integral Calculus (1836)

“The work now before the reader is the most extensive which our language contains on the subject.”

Augustus De Morgan

Preface, p. iii
The Differential and Integral Calculus (1836)

“Experience has convinced me that the proper way of teaching is to bring together that which is simple from all quarters, and, if I may use such a phrase, to draw upon the surface of the subject a proper mean between the line of closest connexion and the line of easiest deduction.”

Augustus De Morgan

This was the method followed by Euclid, who, fortunately for us, never dreamed of a geometry of triangles, as distinguished from a geometry of circles, or a separate application of the arithmetics of addition and subtraction; but made one help out the other as he best could.
The Differential and Integral Calculus (1836)

Way , Drawing

“I have throughout introduced the Integral Calculus in connexion with the Differential Calculus. …Is it always proper to learn every branch of a direct subject before anything connected with the inverse relation is considered? If so why are not multiplication and involution in arithmetic made to follow addition and precede subtraction?”

Augustus De Morgan

The portion of the Integral Calculus, which properly belongs to any given portion of the Differential Calculus increases its power a hundred-fold...
The Differential and Integral Calculus (1836)

Relation ships , Learning