“[His work is addressed]… not to the learned and experienced mathematicians who are already, or should be, better acquainted with them… [and most of whom] have studied mechanics more as a subject of curiosity and a hobby, than with any view of service to the public. The people we had in mind were rather the mechanic, handicraftsman and the like, who, without education or knowledge of foreign languages have no access to many sources of information…”

— Jacob Leupold

Jacob Leupold (1724-39) Theatrium machinarum, as quoted in: Biography of Jacob Leupold (1674–1727) http://history-computer.com/People/LeupoldBio.html on history-computer.com, 2013

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Jacob Leupold 3

German multidisciplinary scientist 1674–1727

Epeli Ganilau (1951) Fijian politician

Views on the chiefly system

“Not many years had elapsed after the first edition of this work, when it became known to all with whom Mr. Malthus had the opportunity of communicating on the subject, or who were acquainted with his last publications, that his opinions on the subject of value had undergone some change.”

Thomas Robert Malthus Principles of Political Economy

Advertisement to the Second Edition, p. vii
Principles of Political Economy (Second Edition 1836)

“It would seem at first sight as if the rapid expansion of the region of mathematics must be a source of danger to its future progress. Not only does the area widen but the subjects of study increase rapidly in number, and the work of the mathematician tends to become more and more specialized. It is, of course, merely a brilliant exaggeration to say that no mathematician is able to understand the work of any other mathematician, but it is certainly true that it is daily becoming more and more difficult for a mathematician to keep himself acquainted, even in a general way, with the progress of any of the branches of mathematics except those which form the field of his own labours. I believe, however, that the increasing extent of the territory of mathematics will always be counteracted by increased facilities in the means of communication. Additional knowledge opens to us new principles and methods which may conduct us with the greatest ease to results which previously were most difficult of access; and improvements in notation may exercise the most powerful effects both in the simplification and accessibility of a subject. It rests with the worker in mathematics not only to explore new truths, but to devise the language by which they may be discovered and expressed; and the genius of a great mathematician displays itself no less in the notation he invents for deciphering his subject than in the results attained…. I have great faith in the power of well-chosen notation to simplify complicated theories and to bring remote ones near and I think it is safe to predict that the increased knowledge of principles and the resulting improvements in the symbolic language of mathematics will always enable us to grapple satisfactorily with the difficulties arising from the mere extent of the subject”

James Whitbread Lee Glaisher (1848–1928) English mathematician and astronomer

Source: "Presidential Address British Association for the Advancement of Science," 1890, p. 466 : On the expansion of the field of mathematics, and on the importance of a well-chosen notation

“[Mathematics were] scarce looked upon as Academical studies but rather Mechanical… And among more than two hundred students (at that time) in our college, I do not know of any two (perhaps not any) who had more of Mathematicks than I, (if so much) which was then but little; and but very few, in that whole university. For the study of Mathematicks was at that time more cultivated in London than in the universities.”

John Wallis (1616–1703) English mathematician

(1635) as quoted by W. W. Rouse Ball, A History of the Study of Mathematics at Cambridge https://books.google.com/books?id=Pl32YkKFIhsC (1889) pp. 41-42.

“It has often occurred to my mind in digesting my thoughts on this subject, what a pity it is that this most useful science should be so generally neglected in the modern methods of education; and that preceptors and tutors, both in public and private seminaries of learning, should forget that the forming the manners is more necessary to a finished education than furnishing the minds of youth. Socrates, who made all his philosophy subservient to morality, was of this sentiment: and took more pains to rectify the tempers than replenish the understandings of his pupils; and looked upon all knowledge as useless speculation that was not brought to this end, to make us wiser and better men. And, without doubt, if in the academy the youth has once happily learned the great art of managing his temper, governing his passions, and guarding his foibles, he will find a more solid advantage from it in afterlife, than he could expect from the best acquaintance with all the systems of ancient and modern philosophy.”

John Mason (1706–1763) English Independent minister and author

A Treatise on Self-Knowledge (1745)

“The mechanical engineer today is carrying forward, under the direction of science, the work that was begun by the mechanic who first learned to chip flint or make a fire; and it is he alone that can lead the mechanic of today to a better understanding of his problems, and the capitalist to a better appreciation of their solution.”

Henry Gantt (1861–1919) American engineer

Source: Work, Wages, and Profits: Their Influence on the Cost of Living. 1910, p. 5.

“Probably the greatest difference among men is this difference in habits of thought. There are some minds which behave merely like the mechanic who having learned his trade in a certain way never can function in any other.”

Everett Dean Martin (1880–1941)

Source: Psychology: What it has to Teach You about Yourself and Your World (1924), p. 83

“No one gets angry at a mathematician or a physicist whom he or she doesn't understand at all, or at someone who speaks a foreign language, but rather at someone who tampers with your own language, with this 'relation,' precisely, which is yours.”

Jacques Derrida (1930–2004) French philosopher (1930-2004)

Derrida Jacques, Elisabeth Weber (1995), Points...: Interviews, 1974-1994. p. 115

“I hold that we have a very imperfect knowledge of the works of nature till we view them as works of God,— not only as works of mechanism, but works of intelligence, not only as under laws, but under a Lawgiver, wise and good.”

James McCosh (1811–1894) British philosopher

Source: Dictionary of Burning Words of Brilliant Writers (1895), P. 429.

“They are emblematic, have many meanings, are simple and inexhaustible, like products of Nature; and nothing more unsuitable could be said of them than that they are works of Art, in that narrow mechanical acceptation of the word.”

Novalis (1772–1801) German poet and writer

Novalis (1829)
Context: When we speak of the aim and Art observable in Shakespeare's works, we must not forget that Art belongs to Nature; that it is, so to speak, self-viewing, self-imitating, self-fashioning Nature. The Art of a well-developed genius is far different from the Artfulness of the Understanding, of the merely reasoning mind. Shakspeare was no calculator, no learned thinker; he was a mighty, many-gifted soul, whose feelings and works, like products of Nature, bear the stamp of the same spirit; and in which the last and deepest of observers will still find new harmonies with the infinite structure of the Universe; concurrences with later ideas, affinities with the higher powers and senses of man. They are emblematic, have many meanings, are simple and inexhaustible, like products of Nature; and nothing more unsuitable could be said of them than that they are works of Art, in that narrow mechanical acceptation of the word.

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