E. W. Hobson quote: “Perhaps the least inadequate description of the general scope of modern Pure Mathematics

“Symbolical algebra adopts the rules of arithmetical algebra, but removes altogether their restrictions: thus symbolical subtraction differs from the same operation in arithmetical algebra in being possible for all relations of value of the symbols or expressions employed… all the results of arithmetical algebra which are deduced by the application of its rules, and which are general in form, though particular in value, are results likewise of symbolical algebra, where they are general in value as well as in form: thus the product of a^{m} and a^{n}, which is a^{m+n} when m and n are whole numbers, and therefore general in form though particular in value, will be their product likewise when m and n are general in value as well as in form: the series for (a+b)^{n}, determined by the principles of arithmetical algebra, when n is any whole number, if it be exhibited in a general form, without reference to a final term, may be shewn, upon the same principle, to the equivalent series for (a+b)^n, when n is general both in form and value.”

George Peacock (1791–1858) Scottish mathematician

Vol. I: Arithmetical Algebra Preface, p. vi-vii
A Treatise on Algebra (1842)

“This principle, which is thus made the foundation of the operations and results of Symbolical Algebra, has been called "The principle of the permanence of equivalent forms", and may be stated as follows:
"Whatever algebraical forms are equivalent, when the symbols are general in form but specific in value, will be equivalent likewise when the symbols are general in value as well as in form."”

George Peacock (1791–1858) Scottish mathematician

Vol. II: On Symbolical Algebra and its Applications to the Geometry of Position (1845) Ch. XV, p. 59
A Treatise on Algebra (1842)

“It is known that the mathematics prescribed for the high school [Gymnasien] is essentially Euclidean, while it is modern mathematics, the theory of functions and the infinitesimal calculus, which has secured for us an insight into the mechanism and laws of nature. Euclidean mathematics is indeed, a prerequisite for the theory of functions, but just as one, though he has learned the inflections of Latin nouns and verbs, will not thereby be enabled to read a Latin author much less to appreciate the beauties of a Horace, so Euclidean mathematics, that is the mathematics of the high school, is unable to unlock nature and her laws. Euclidean mathematics assumes the completeness and invariability of mathematical forms; these forms it describes with appropriate accuracy and enumerates their inherent and related properties with perfect clearness, order, and completeness, that is, Euclidean mathematics operates on forms after the manner that anatomy operates on the dead body and its members.
On the other hand, the mathematics of variable magnitudes—function theory or analysis—considers mathematical forms in their genesis. By writing the equation of the parabola, we express its law of generation, the law according to which the variable point moves. The path, produced before the eyes of the 113 student by a point moving in accordance to this law, is the parabola.
If, then, Euclidean mathematics treats space and number forms after the manner in which anatomy treats the dead body, modern mathematics deals, as it were, with the living body, with growing and changing forms, and thus furnishes an insight, not only into nature as she is and appears, but also into nature as she generates and creates,—reveals her transition steps and in so doing creates a mind for and understanding of the laws of becoming. Thus modern mathematics bears the same relation to Euclidean mathematics that physiology or biology … bears to anatomy. But it is exactly in this respect that our view of nature is so far above that of the ancients; that we no longer look on nature as a quiescent complete whole, which compels admiration by its sublimity and wealth of forms, but that we conceive of her as a vigorous growing organism, unfolding according to definite, as delicate as far-reaching, laws; that we are able to lay hold of the permanent amidst the transitory, of law amidst fleeting phenomena, and to be able to give these their simplest and truest expression through the mathematical formulas”

Christian Heinrich von Dillmann (1829–1899) German educationist

Source: Die Mathematik die Fackelträgerin einer neuen Zeit (Stuttgart, 1889), p. 37.

“The field equations, in their most general form, contain a term multiplied by a constant, which is denoted by the Greek letter λ… sometimes called the "cosmical constant." This is a name without any meaning… We have, in fact, not the slightest inkling of what its real significance is. It is put in the equations in order to give them the greatest possible degree of mathematical generality, but, so far as its mathematical function is concerned, it is entirely undetermined: it may be positive or negative, it might also be zero.”

Willem de Sitter (1872–1934) Dutch cosmologist

Kosmos (1932), Above is Beginning Quote of the Last Chapter: Relativity and Modern Theories of the Universe -->

“It is upon the foundation of this general principle, that I purpose to establish the Calculus of Logic, and that I claim for it a place among the acknowledged forms of Mathematical Analysis,”

George Boole (1815–1864) English mathematician, philosopher and logician

Source: 1840s, The Mathematical Analysis of Logic, 1847, p. iii
Context: That to the existing forms of Analysis a quantitative interpretation is assigned, is the result of the circumstances by which those forms were determined, and is not to be construed into a universal condition of Analysis. It is upon the foundation of this general principle, that I purpose to establish the Calculus of Logic, and that I claim for it a place among the acknowledged forms of Mathematical Analysis, regardless that in its object and in its instruments it must at present stand alone.

“1. The human mind is so constructed that it must see every perception in a time-relation—in an order—and every perception of an object in a space-relation—as outside or beside our perceiving selves.
2. These necessary time-relations are reducible to Number, and they are studied in the theory of number, arithmetic and algebra.
3. These necessary space-relations are reducible to Position and Form, and they are studied in geometry.
Mathematics, therefore, studies an aspect of all knowing, and reveals to us the universe as it presents itself, in one form, to mind. To apprehend this and to be conversant with the higher developments of mathematical reasoning, are to have at hand the means of vitalizing all teaching of elementary mathematics.”

Nicholas Murray Butler (1862–1947) American philosopher, diplomat, and educator

Editor's Introduction, The Teaching of Elementary Mathematics https://books.google.com/books?id=NKoAAAAAMAAJ (1906) by David Eugene Smith

“1. The human mind is so constructed that it must see every perception in a time-relation—in an order—and every perception of an object in a space-relation—as outside or beside our perceiving selves.
2. These necessary time-relations are reducible to Number, and they are studied in the theory of number, arithmetic and algebra.
3. These necessary space-relations are reducible to Position and Form, and they are studied in geometry.
Mathematics, therefore, studies an aspect of all knowing, and reveals to us the universe as it presents itself, in one form, to mind. To apprehend this and to be conversant with the higher developments of mathematical reasoning, are to have at hand the means of vitalizing all teaching of elementary mathematics.”

David Eugene Smith (1860–1944) American mathematician

David Eugene Smith, "Editor's Introduction," in: The Teaching of Elementary Mathematics https://books.google.com/books?id=NKoAAAAAMAAJ (1906)

“The definition of random in terms of a physical operation is notoriously without effect on the mathematical operations of statistical theory because so far as these mathematical operations are concerned random is purely and simply an undefined term. The formal and abstract mathematical theory has an independent and sometimes lonely existence of its own. But when an undefined mathematical term such as random is given a definite operational meaning in physical terms, it takes on empirical and practical significance. Every mathematical theorem involving this mathematically undefined concept can then be given the following predictive form: If you do so and so, then such and such will happen.”

Walter A. Shewhart (1891–1967) American statistician

[Shewhart, Walter A., Deming, William E., Statistical Method from the Viewpoint of Quality Control, The Graduate School, The Department of Agriculture, 1939, 18]
Economic Control of Quality of Manufactured Product,1931

“Semiotic provides a basis for understanding the main forms of human activity and their interrelationship, since all these activities and relations are reflected in the signs which mediate the activities … In giving such understanding, semiotic promises to fulfil one of the tasks which traditionally has been called philosophical. Philosophy has often sinned in confusing in its own language the various functions which signs perform. But it is an old tradition that philosophy should aim to give insight into the characteristic forms of human activity and to strive for the most general and the most systematic knowledge possible. This tradition appears in a modern form in the identification of philosophy with the theory of signs and the unification of science, that is, with the more general and systematic aspects of pure and descriptive semiotic.”

Charles W. Morris (1903–1979) American philosopher

Source: "Foundations of the Theory of Signs," 1938, p. 58-59 as cited in: Adam Schaff (1962). Introduction to semantics, p. 88-89

“Pure Mathematics is the class of all propositions of the form “p implies q,” where p and q are propositions containing one or more variables, the same in the two propositions, and neither p nor q contains any constants except logical constants. And logical constants are all notions definable in terms of the following: Implication, the relation of a term to a class of which it is a member, the notion of such that, the notion of relation, and such further notions as may be involved in the general notion of propositions of the above form. In addition to these, mathematics uses a notion which is not a constituent of the propositions which it considers, namely the notion of truth.”

Bertrand Russell (1872–1970) logician, one of the first analytic philosophers and political activist

Principles of Mathematics (1903), Ch. I: Definition of Pure Mathematics, p. 3
1900s

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