Logical Quotes (54 quotes)

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*general course*in mathematics should be required of all officers for its practical value, but no less for its educational value in training the mind to logical forms of thought, in developing the sense of absolute truthfulness, together with a confidence in the accomplishment of definite results by definite means.
A noble, logical diagram once recorded will never die, but long after we are gone be a living thing, asserting itself with ever-growing insistency. Remember that our sons and our grandsons are going to do things that would stagger us.

A principle of induction would be a statement with the help of which we could put inductive inferences into a logically acceptable form. In the eyes of the upholders of inductive logic, a principle of induction is of supreme importance for scientific method: “... this principle”, says Reichenbach, “determines the truth of scientific theories. To eliminate it from science would mean nothing less than to deprive science of the power to decide the truth or falsity of its theories. Without it, clearly, science would no longer have the right to distinguish its theories from the fanciful and arbitrary creations of the poet’s mind.” Now this principle of induction cannot be a purely logical truth like a tautology or an analytic statement. Indeed, if there were such a thing as a purely logical principle of induction, there would be no problem of induction; for in this case, all inductive inferences would have to be regarded as purely logical or tautological transformations, just like inferences in inductive logic. Thus the principle of induction must be a synthetic statement; that is, a statement whose negation is not self-contradictory but logically possible. So the question arises why such a principle should be accepted at all, and how we can justify its acceptance on rational grounds.

An essential [of an inventor] is a logical mind that sees analogies. No! No! not mathematical. No man of a mathematical habit of mind ever invented anything that amounted to much. He hasn’t the imagination to do it. He sticks too close to the rules, and to the things he is mathematically sure he knows, to create anything new.

Any conception which is definitely and completely determined by means of a finite number of specifications, say by assigning a finite number of elements, is a mathematical conception. Mathematics has for its function to develop the consequences involved in the definition of a group of mathematical conceptions. Interdependence and mutual logical consistency among the members of the group are postulated, otherwise the group would either have to be treated as several distinct groups, or would lie beyond the sphere of mathematics.

Bernard Bolzano dispelled the clouds that throughout all the foregone centuries had enveloped the notion of Infinitude in darkness, completely sheared the great term of its vagueness without shearing it of its strength, and thus rendered it forever available for the purposes of logical discourse.

Ever since I was a boy, I've been fascinated by crazy science and such things as perpetual motion machines and logical paradoxes. I’ve always enjoyed keeping up with those ideas. I suppose I didn’t get into it seriously until I wrote my first book,

*Fads and Fallacies in the Name of Science*. I was influenced by the Dianetics movement, now called Scientology, which was then promoted by John Campbell in*Astounding Science Fiction*. I was astonished at how rapidly the thing had become a cult.
Every definition implies an axiom, since it asserts the existence of the object defined. The definition then will not be justified, from the purely logical point of view, until we have ‘proved’ that it involves no contradiction either in its terms or with the truths previously admitted.

I do not intend to go deeply into the question how far mathematical studies, as the representatives of conscious logical reasoning, should take a more important place in school education. But it is, in reality, one of the questions of the day. In proportion as the range of science extends, its system and organization must be improved, and it must inevitably come about that individual students will find themselves compelled to go through a stricter course of training than grammar is in a position to supply. What strikes me in my own experience with students who pass from our classical schools to scientific and medical studies, is first, a certain laxity in the application of strictly universal laws. The grammatical rules, in which they have been exercised, are for the most part followed by long lists of exceptions; accordingly they are not in the habit of relying implicitly on the certainty of a legitimate deduction from a strictly universal law. Secondly, I find them for the most part too much inclined to trust to authority, even in cases where they might form an independent judgment. In fact, in philological studies, inasmuch as it is seldom possible to take in the whole of the premises at a glance, and inasmuch as the decision of disputed questions often depends on an aesthetic feeling for beauty of expression, or for the genius of the language, attainable only by long training, it must often happen that the student is referred to authorities even by the best teachers. Both faults are traceable to certain indolence and vagueness of thought, the sad effects of which are not confined to subsequent scientific studies. But certainly the best remedy for both is to be found in mathematics, where there is absolute certainty in the reasoning, and no authority is recognized but that of one’s own intelligence.

I found out that the main ability to have was a visual, and also an almost tactile, way to imagine the physical situations, rather than a merely logical picture of the problems. … Very soon I discovered that if one gets a feeling for no more than a dozen … radiation and nuclear constants, one can imagine the subatomic world almost tangibly, and manipulate the picture dimensionally and qualitatively, before calculating more precise relationships.

In every case the awakening touch has been the mathematical spirit, the attempt to count, to measure, or to calculate. What to the poet or the seer may appear to be the very death of all his poetry and all his visions—the cold touch of the calculating mind,—this has proved to be the spell by which knowledge has been born, by which new sciences have been created, and hundreds of definite problems put before the minds and into the hands of diligent students. It is the geometrical figure, the dry algebraical formula, which transforms the vague reasoning of the philosopher into a tangible and manageable conception; which represents, though it does not fully describe, which corresponds to, though it does not explain, the things and processes of nature: this clothes the fruitful, but otherwise indefinite, ideas in such a form that the strict logical methods of thought can be applied, that the human mind can in its inner chamber evolve a train of reasoning the result of which corresponds to the phenomena of the outer world.

In mathematics ... we find two tendencies present. On the one hand, the tendency towards abstraction seeks to crystallise the logical relations inherent in the maze of materials ... being studied, and to correlate the material in a systematic and orderly

In the secondary schools mathematics should be a part of general culture and not contributory to technical training of any kind; it should cultivate space intuition, logical thinking, the power to rephrase in clear language thoughts recognized as correct, and ethical and esthetic effects; so treated, mathematics is a quite indispensable factor of general education in so far as the latter shows its traces in the comprehension of the development of civilization and the ability to participate in the further tasks of civilization.

In the whole history of the world there was never a race with less liking for abstract reasoning than the Anglo-Saxon. … Common-sense and compromise are believed in, logical deductions from philosophical principles are looked upon with suspicion, not only by legislators, but by all our most learned professional men.

Innovation is not the product of logical thought, even though the final product is tied to a logical structure.

It is above all the duty of the methodical text-book to adapt itself to the pupil’s power of comprehension, only challenging his higher efforts with the increasing development of his imagination, his logical power and the ability of abstraction. This indeed constitutes a test of the art of teaching, it is here where pedagogic tact becomes manifest. In reference to the axioms, caution is necessary. It should be pointed out comparatively early, in how far the mathematical body differs from the material body. Furthermore, since mathematical bodies are really portions of space, this space is to be conceived as mathematical space and to be clearly distinguished from real or physical space. Gradually the student will become conscious that the portion of the real space which lies beyond the visible stellar universe is not cognizable through the senses, that we know nothing of its properties and consequently have no basis for judgments concerning it. Mathematical space, on the other hand, may be subjected to conditions, for instance, we may condition its properties at infinity, and these conditions constitute the axioms, say the Euclidean axioms. But every student will require years before the conviction of the truth of this last statement will force itself upon him.

It is admitted by all that a finished or even a competent reasoner is not the work of nature alone; the experience of every day makes it evident that education develops faculties which would otherwise never have manifested their existence. It is, therefore, as necessary to

1. Every term is distinctly explained, and has but one meaning, and it is rarely that two words are employed to mean the same thing.

2. The first principles are self-evident, and, though derived from observation, do not require more of it than has been made by children in general.

3. The demonstration is strictly logical, taking nothing for granted except self-evident first principles, resting nothing upon probability, and entirely independent of authority and opinion.

4. When the conclusion is obtained by reasoning, its truth or falsehood can be ascertained, in geometry by actual measurement, in algebra by common arithmetical calculation. This gives confidence, and is absolutely necessary, if, as was said before, reason is not to be the instructor, but the pupil.

5. There are no words whose meanings are so much alike that the ideas which they stand for may be confounded. Between the meaning of terms there is no distinction, except a total distinction, and all adjectives and adverbs expressing difference of degrees are avoided.

*learn to reason*before we can expect to be able to reason, as it is to learn to swim or fence, in order to attain either of those arts. Now, something must be reasoned upon, it matters not much what it is, provided it can be reasoned upon with certainty. The properties of mind or matter, or the study of languages, mathematics, or natural history, may be chosen for this purpose. Now of all these, it is desirable to choose the one which admits of the reasoning being verified, that is, in which we can find out by other means, such as measurement and ocular demonstration of all sorts, whether the results are true or not. When the guiding property of the loadstone was first ascertained, and it was necessary to learn how to use this new discovery, and to find out how far it might be relied on, it would have been thought advisable to make many passages between ports that were well known before attempting a voyage of discovery. So it is with our reasoning faculties: it is desirable that their powers should be exerted upon objects of such a nature, that we can tell by other means whether the results which we obtain are true or false, and this before it is safe to trust entirely to reason. Now the mathematics are peculiarly well adapted for this purpose, on the following grounds:1. Every term is distinctly explained, and has but one meaning, and it is rarely that two words are employed to mean the same thing.

2. The first principles are self-evident, and, though derived from observation, do not require more of it than has been made by children in general.

3. The demonstration is strictly logical, taking nothing for granted except self-evident first principles, resting nothing upon probability, and entirely independent of authority and opinion.

4. When the conclusion is obtained by reasoning, its truth or falsehood can be ascertained, in geometry by actual measurement, in algebra by common arithmetical calculation. This gives confidence, and is absolutely necessary, if, as was said before, reason is not to be the instructor, but the pupil.

5. There are no words whose meanings are so much alike that the ideas which they stand for may be confounded. Between the meaning of terms there is no distinction, except a total distinction, and all adjectives and adverbs expressing difference of degrees are avoided.

It is not surprising, in view of the polydynamic constitution of the genuinely mathematical mind, that many of the major heros of the science, men like Desargues and Pascal, Descartes and Leibnitz, Newton, Gauss and Bolzano, Helmholtz and Clifford, Riemann and Salmon and Plücker and Poincaré, have attained to high distinction in other fields not only of science but of philosophy and letters too. And when we reflect that the very greatest mathematical achievements have been due, not alone to the peering, microscopic, histologic vision of men like Weierstrass, illuminating the hidden recesses, the minute and intimate structure of logical reality, but to the larger vision also of men like Klein who survey the kingdoms of geometry and analysis for the endless variety of things that flourish there, as the eye of Darwin ranged over the flora and fauna of the world, or as a commercial monarch contemplates its industry, or as a statesman beholds an empire; when we reflect not only that the Calculus of Probability is a creation of mathematics but that the master mathematician is constantly required to exercise judgment—judgment, that is, in matters not admitting of certainty—balancing probabilities not yet reduced nor even reducible perhaps to calculation; when we reflect that he is called upon to exercise a function analogous to that of the comparative anatomist like Cuvier, comparing theories and doctrines of every degree of similarity and dissimilarity of structure; when, finally, we reflect that he seldom deals with a single idea at a tune, but is for the most part engaged in wielding organized hosts of them, as a general wields at once the division of an army or as a great civil administrator directs from his central office diverse and scattered but related groups of interests and operations; then, I say, the current opinion that devotion to mathematics unfits the devotee for practical affairs should be known for false on

*a priori*grounds. And one should be thus prepared to find that as a fact Gaspard Monge, creator of descriptive geometry, author of the classic*Applications de l’analyse à la géométrie*; Lazare Carnot, author of the celebrated works,*Géométrie de position*, and*Réflections sur la Métaphysique du Calcul infinitesimal*; Fourier, immortal creator of the*Théorie analytique de la chaleur*; Arago, rightful inheritor of Monge’s chair of geometry; Poncelet, creator of pure projective geometry; one should not be surprised, I say, to find that these and other mathematicians in a land sagacious enough to invoke their aid, rendered, alike in peace and in war, eminent public service.
It is now necessary to indicate more definitely the reason why mathematics not only carries conviction in itself, but also transmits conviction to the objects to which it is applied. The reason is found, first of all, in the perfect precision with which the elementary mathematical concepts are determined; in this respect each science must look to its own salvation .... But this is not all. As soon as human thought attempts long chains of conclusions, or difficult matters generally, there arises not only the danger of error but also the suspicion of error, because since all details cannot be surveyed with clearness at the same instant one must in the end be satisfied with a belief that nothing has been overlooked from the beginning. Every one knows how much this is the case even in arithmetic, the most elementary use of mathematics. No one would imagine that the higher parts of mathematics fare better in this respect; on the contrary, in more complicated conclusions the uncertainty and suspicion of hidden errors increases in rapid progression. How does mathematics manage to rid itself of this inconvenience which attaches to it in the highest degree? By making proofs more rigorous? By giving new rules according to which the old rules shall be applied? Not in the least. A very great uncertainty continues to attach to the result of each single computation. But there are checks. In the realm of mathematics each point may be reached by a hundred different ways; and if each of a hundred ways leads to the same point, one may be sure that the right point has been reached. A calculation without a check is as good as none. Just so it is with every isolated proof in any speculative science whatever; the proof may be ever so ingenious, and ever so perfectly true and correct, it will still fail to convince permanently. He will therefore be much deceived, who, in metaphysics, or in psychology which depends on metaphysics, hopes to see his greatest care in the precise determination of the concepts and in the logical conclusions rewarded by conviction, much less by success in transmitting conviction to others. Not only must the conclusions support each other, without coercion or suspicion of subreption, but in all matters originating in experience, or judging concerning experience, the results of speculation must be verified by experience, not only superficially, but in countless special cases.

It was his [Leibnitz’s] love of method and order, and the conviction that such order and harmony existed in the real world, and that our success in understanding it depended upon the degree and order which we could attain in our own thoughts, that originally was probably nothing more than a habit which by degrees grew into a formal rule.* This habit was acquired by early occupation with legal and mathematical questions. We have seen how the theory of combinations and arrangements of elements had a special interest for him. We also saw how mathematical calculations served him as a type and model of clear and orderly reasoning, and how he tried to introduce method and system into logical discussions, by reducing to a small number of terms the multitude of compound notions he had to deal with. This tendency increased in strength, and even in those early years he elaborated the idea of a general arithmetic, with a universal language of symbols, or a characteristic which would be applicable to all reasoning processes, and reduce philosophical investigations to that simplicity and certainty which the use of algebraic symbols had introduced into mathematics.

A mental attitude such as this is always highly favorable for mathematical as well as for philosophical investigations. Wherever progress depends upon precision and clearness of thought, and wherever such can be gained by reducing a variety of investigations to a general method, by bringing a multitude of notions under a common term or symbol, it proves inestimable. It necessarily imports the special qualities of number—viz., their continuity, infinity and infinite divisibility—like mathematical quantities—and destroys the notion that irreconcilable contrasts exist in nature, or gaps which cannot be bridged over. Thus, in his letter to Arnaud, Leibnitz expresses it as his opinion that geometry, or the philosophy of space, forms a step to the philosophy of motion—i.e., of corporeal things—and the philosophy of motion a step to the philosophy of mind.

A mental attitude such as this is always highly favorable for mathematical as well as for philosophical investigations. Wherever progress depends upon precision and clearness of thought, and wherever such can be gained by reducing a variety of investigations to a general method, by bringing a multitude of notions under a common term or symbol, it proves inestimable. It necessarily imports the special qualities of number—viz., their continuity, infinity and infinite divisibility—like mathematical quantities—and destroys the notion that irreconcilable contrasts exist in nature, or gaps which cannot be bridged over. Thus, in his letter to Arnaud, Leibnitz expresses it as his opinion that geometry, or the philosophy of space, forms a step to the philosophy of motion—i.e., of corporeal things—and the philosophy of motion a step to the philosophy of mind.

*[* This sentence has been reworded for the purpose of this quotation.]*
Mathematical knowledge, therefore, appears to us of value not only in so far as it serves as means to other ends, but for its own sake as well, and we behold, both in its systematic external and internal development, the most complete and purest logical mind-activity, the embodiment of the highest intellect-esthetics.

Mathematical science is in my opinion an indivisible whole, an organism whose vitality is conditioned upon the connection of its parts. For with all the variety of mathematical knowledge, we are still clearly conscious of the similarity of the logical devices, the relationship of the ideas in mathematics as a whole and the numerous analogies in its different departments.

Mathematicians assume the right to choose, within the limits of logical contradiction, what path they please in reaching their results.

Mathematics is not arithmetic. Though mathematics may have arisen from the practices of counting and measuring it really deals with logical reasoning in which theorems—general and specific statements—can be deduced from the starting assumptions. It is, perhaps, the purest and most rigorous of intellectual activities, and is often thought of as queen of the sciences.

Mathematics, among all school subjects, is especially adapted to further clearness, definite brevity and precision in expression, although it offers no exercise in flights of rhetoric. This is due in the first place to the logical rigour with which it develops thought, avoiding every departure from the shortest, most direct way, never allowing empty phrases to enter. Other subjects excel in the development of expression in other respects: translation from foreign languages into the mother tongue gives exercise in finding the proper word for the given foreign word and gives knowledge of laws of syntax, the study of poetry and prose furnish fit patterns for connected presentation and elegant form of expression, composition is to exercise the pupil in a like presentation of his own or borrowed thoughtsand their development, the natural sciences teach description of natural objects, apparatus and processes, as well as the statement of laws on the grounds of immediate sense-perception. But all these aids for exercise in the use of the mother tongue, each in its way valuable and indispensable, do not guarantee, in the same manner as mathematical training, the exclusion of words whose concepts, if not entirely wanting, are not sufficiently clear. They do not furnish in the same measure that which the mathematician demands particularly as regards precision of expression.

Mathematics… is the set of all possible

*self-consistent structures*, and there are vastly more logical structures than physical principles.
My “"thinking”" time was devoted mainly to activities that were essentially clerical or mechanical: searching, calculating, plotting, transforming, determining the logical or dynamic consequences of a set of assumptions or hypotheses, preparing the way for a decision or an insight. Moreover ... the operations that fill most of the time allegedly devoted to technical thinking are operations that can be performed more effectively by machines than by men.

Quantum mechanics and relativity, taken together, are extraordinarily restrictive, and they therefore provide us with a great logical machine. We can explore with our minds any number of possible universes consisting of all kinds of mythical particles and interactions, but all except a very few can be rejected on a priori grounds because they are not simultaneously consistent with special relativity and quantum mechanics. Hopefully in the end we will find that only one theory is consistent with both and that theory will determine the nature of our particular universe.

Returning to the moon is an important step for our space program. Establishing an extended human presence on the moon could vastly reduce the costs of further space exploration, making possible ever more ambitious missions. Lifting heavy spacecraft and fuel out of the Earth’s gravity is expensive. Spacecraft assembled and provisioned on the moon could escape its far lower gravity using far less energy, and thus, far less cost. Also, the moon is home to abundant resources. Its soil contains raw materials that might be harvested and processed into rocket fuel or breathable air. We can use our time on the moon to develop and test new approaches and technologies and systems that will allow us to function in other, more challenging environments. The moon is a logical step toward further progress and achievement.

Science, in its ultimate ideal, consists of a set of propositions arranged in a hierarchy, the lowest level of the hierarchy being concerned with particular facts, and the highest with some general law, governing everything in the universe. The various levels in the hierarchy have a two-fold logical connection, travelling one up, one down; the upward connection proceeds by induction, the downward by deduction.

Science’s defenders have identified five hallmark moves of pseudoscientists. They argue that the scientific consensus emerges from a conspiracy to suppress dissenting views. They produce fake experts, who have views contrary to established knowledge but do not actually have a credible scientific track record. They cherry-pick the data and papers that challenge the dominant view as a means of discrediting an entire field. They deploy false analogies and other logical fallacies. And they set impossible expectations of research: when scientists produce one level of certainty, the pseudoscientists insist they achieve another.

Suppose then I want to give myself a little training in the art of reasoning; suppose I want to get out of the region of conjecture and probability, free myself from the difficult task of weighing evidence, and putting instances together to arrive at general propositions, and simply desire to know how to deal with my general propositions when I get them, and how to deduce right inferences from them; it is clear that I shall obtain this sort of discipline best in those departments of thought in which the first principles are unquestionably true. For in all our thinking, if we come to erroneous conclusions, we come to them either by accepting false premises to start with—in which case our reasoning, however good, will not save us from error; or by reasoning badly, in which case the data we start from may be perfectly sound, and yet our conclusions may be false. But in the mathematical or pure sciences,—geometry, arithmetic, algebra, trigonometry, the calculus of variations or of curves,— we know at least that there is not, and cannot be, error in our first principles, and we may therefore fasten our whole attention upon the processes. As mere exercises in logic, therefore, these sciences, based as they all are on primary truths relating to space and number, have always been supposed to furnish the most exact discipline. When Plato wrote over the portal of his school. “Let no one ignorant of geometry enter here,” he did not mean that questions relating to lines and surfaces would be discussed by his disciples. On the contrary, the topics to which he directed their attention were some of the deepest problems,— social, political, moral,—on which the mind could exercise itself. Plato and his followers tried to think out together conclusions respecting the being, the duty, and the destiny of man, and the relation in which he stood to the gods and to the unseen world. What had geometry to do with these things? Simply this: That a man whose mind has not undergone a rigorous training in systematic thinking, and in the art of drawing legitimate inferences from premises, was unfitted to enter on the discussion of these high topics; and that the sort of logical discipline which he needed was most likely to be obtained from geometry—the only mathematical science which in Plato’s time had been formulated and reduced to a system. And we in this country [England] have long acted on the same principle. Our future lawyers, clergy, and statesmen are expected at the University to learn a good deal about curves, and angles, and numbers and proportions; not because these subjects have the smallest relation to the needs of their lives, but because in the very act of learning them they are likely to acquire that habit of steadfast and accurate thinking, which is indispensable to success in all the pursuits of life.

The average English author [of mathematical texts] leaves one under the impression that he has made a bargain with his reader to put before him the truth, the greater part of the truth, and nothing but the truth; and that if he has put the facts of his subject into his book, however difficult it may be to unearth them, he has fulfilled his contract with his reader. This is a very much mistaken view, because effective teaching requires a great deal more than a bare recitation of facts, even if these are duly set forth in logical order—as in English books they often are not. The probable difficulties which will occur to the student, the objections which the intelligent student will naturally and necessarily raise to some statement of fact or theory—these things our authors seldom or never notice, and yet a recognition and anticipation of them by the author would be often of priceless value to the student. Again, a touch of humour (strange as the contention may seem) in mathematical works is not only possible with perfect propriety, but very helpful; and I could give instances of this even from the pure mathematics of Salmon and the physics of Clerk Maxwell.

The calculus was the first achievement of modern mathematics and it is difficult to overestimate its importance. I think it defines more unequivocally than anything else the inception of modern mathematics; and the system of mathematical analysis, which is its logical development, still constitutes the greatest technical advance in exact thinking.

The degree of exactness of the intuition of space may be different in different individuals, perhaps even in different races. It would seem as if a strong naive space-intuition were an attribute pre-eminently of the Teutonic race, while the critical, purely logical sense is more fully developed in the Latin and Hebrew races. A full investigation of this subject, somewhat on the lines suggested by Francis Gallon in his researches on heredity, might be interesting.

The development of mathematics is largely a natural, not a purely logical one: mathematicians are continually answering questions suggested by astronomers or physicists; many essential mathematical theories are but the reflex outgrowth from physical puzzles.

The great science [mathematics] occupies itself at least just as much with the power of imagination as with the power of logical conclusion.

The iron labor of conscious logical reasoning demands great perseverance and great caution; it moves on but slowly, and is rarely illuminated by brilliant flashes of genius. It knows little of that facility with which the most varied instances come thronging into the memory of the philologist or historian. Rather is it an essential condition of the methodical progress of mathematical reasoning that the mind should remain concentrated on a single point, undisturbed alike by collateral ideas on the one hand, and by wishes and hopes on the other, and moving on steadily in the direction it has deliberately chosen.

The physicist, in his study of natural phenomena, has two methods of making progress: (1) the method of experiment and observation, and (2) the method of mathematical reasoning. The former is just the collection of selected data; the latter enables one to infer results about experiments that have not been performed. There is no logical reason why the second method should be possible at all, but one has found in practice that it does work and meets with reasonable success.

The scientific method is one and the same in all branches, and that method is the method of all logically trained minds.

The study of mathematics cannot be replaced by any other activity that will train and develop man’s purely logical faculties to the same level of rationality.

The virtue of a logical proof is not that it compels belief but that it suggests doubts.

The word “definition” has come to have a dangerously reassuring sound, owing no doubt to its frequent occurrence in logical and mathematical writings.

There are diverse views as to what makes a science, but three constituents will be judged essential by most, viz: (1) intellectual content, (2) organization into an understandable form, (3) reliance upon the test of experience as the ultimate standard of validity. By these tests, mathematics is not a science, since its ultimate standard of validity is an agreed-upon sort of logical consistency and provability.

Through purely logical thinking we can attain no knowledge whatsoever of the empirical world.

To say that science is logical is like saying that a painting is paint.

Two extreme views have always been held as to the use of mathematics. To some, mathematics is only measuring and calculating instruments, and their interest ceases as soon as discussions arise which cannot benefit those who use the instruments for the purposes of application in mechanics, astronomy, physics, statistics, and other sciences. At the other extreme we have those who are animated exclusively by the love of pure science. To them pure mathematics, with the theory of numbers at the head, is the only real and genuine science, and the applications have only an interest in so far as they contain or suggest problems in pure mathematics.

Of the two greatest mathematicians of modern tunes, Newton and Gauss, the former can be considered as a representative of the first, the latter of the second class; neither of them was exclusively so, and Newton’s inventions in the science of pure mathematics were probably equal to Gauss’s work in applied mathematics. Newton’s reluctance to publish the method of fluxions invented and used by him may perhaps be attributed to the fact that he was not satisfied with the logical foundations of the Calculus; and Gauss is known to have abandoned his electro-dynamic speculations, as he could not find a satisfying physical basis. …

Newton’s greatest work, the

The country of Newton is still pre-eminent for its culture of mathematical physics, that of Gauss for the most abstract work in mathematics.

Of the two greatest mathematicians of modern tunes, Newton and Gauss, the former can be considered as a representative of the first, the latter of the second class; neither of them was exclusively so, and Newton’s inventions in the science of pure mathematics were probably equal to Gauss’s work in applied mathematics. Newton’s reluctance to publish the method of fluxions invented and used by him may perhaps be attributed to the fact that he was not satisfied with the logical foundations of the Calculus; and Gauss is known to have abandoned his electro-dynamic speculations, as he could not find a satisfying physical basis. …

Newton’s greatest work, the

*Principia*, laid the foundation of mathematical physics; Gauss’s greatest work, the*Disquisitiones Arithmeticae*, that of higher arithmetic as distinguished from algebra. Both works, written in the synthetic style of the ancients, are difficult, if not deterrent, in their form, neither of them leading the reader by easy steps to the results. It took twenty or more years before either of these works received due recognition; neither found favour at once before that great tribunal of mathematical thought, the Paris Academy of Sciences. …The country of Newton is still pre-eminent for its culture of mathematical physics, that of Gauss for the most abstract work in mathematics.

We must learn to think not only logically, but bio-logically.

When the first mathematical, logical, and natural uniformities, the first

*laws*, were discovered, men were so carried away by the clearness, beauty and simplification that resulted, that they believed themselves to have deciphered authentically the eternal thoughts of the Almighty.
When the intensity of emotional conviction subsides, a man who is in the habit of reasoning will search for logical grounds in favor of the belief which he finds in himself.

[A crowd] thinks in images, and the image itself calls up a series of other images, having no logical connection with the first … A crowd scarcely distinguishes between the subjective and the objective. It accepts as real the images invoked in its mind, though they most often have only a very distant relation with the observed facts. * * * Crowds being only capable of thinking in images are only to be impressed by images. It is only images that terrify or attract them and become motives of action.

[An outsider views a scientist] as a type of unscrupulous opportunist: he appears as a

*realist*, insofar as he seeks to describe the world independent of the act of perception; as*idealist*insofar as he looks upon the concepts and theories as the free inventions of the human spirit (not logically derivable from that which is empirically given); as*positivist*insofar as he considers his concepts and theories justified only to the extent to which they furnish a logical representation of relations among sense experiences. He may even appear as*Platonist*or*Pythagorean*insofar as he considers the viewpoint of logical simplicity as an indispensable and effective tool of his research.
[In mathematics] we behold the conscious logical activity of the human mind in its purest and most perfect form. Here we learn to realize the laborious nature of the process, the great care with which it must proceed, the accuracy which is necessary to determine the exact extent of the general propositions arrived at, the difficulty of forming and comprehending abstract concepts; but here we learn also to place confidence in the certainty, scope and fruitfulness of such intellectual activity.

… the reasoning process [employed in mathematics] is not different from that of any other branch of knowledge, … but there is required, and in a great degree, that attention of mind which is in some part necessary for the acquisition of all knowledge, and in this branch is indispensably necessary. This must be given in its fullest intensity; … the other elements especially characteristic of a mathematical mind are quickness in perceiving logical sequence, love of order, methodical arrangement and harmony, distinctness of conception.