In preparing this book, the author had especially in mind classes in the upper grades of grammar schools, though the work will be found equally well adapted to the needs of any classes of beginners.
The ideas which have guided in the treatment of the subject are the following:
The study of algebra is a continuation of what the pupil has been doing for years, but it is expected that this new work will result in a knowledge of general truths about numbers, and an increased power of clear thinking.
All the differences between this work and that pursued in arithmetic may be traced to the introduction of two new elements, namely, negative numbers and the representation of numbers by letters. The solution of problems is one of the most valuable portions of the work, in that it serves to develop the thought-power of the pupil at the same time that it broadens his knowledge of numbers and their relations. Powers are developed and habits formed only by persistent, long-continued practice.More info →
The topics in this book are arranged for primary courses in calculus in which the formal division into differential calculus and integral calculus is deemed necessary. The book is mainly made up of matter from my Infinitesimal Calculus, Changes, however, have been made in the treatment of several topics, and some additional matter has been introduced, in particular that relating to indeterminate forms, solid geometry, and motion.
The articles on motion have been written in the belief that familiarity with the notions of velocity and acceleration, as treated by the calculus, is a great advantage to students who have to take mechanics.
Analysis of a Proposition into its Elements. Numerical and Geometrical Problems. The Theory of Inference. The Construction of Problems. And many other Curiosa Logica.
In Book I, Chapter II, I have adopted a new definition of ‘Classification’, which enables me to regard the whole Universe as a ‘Class,’ and thus to dispense with the very awkward phrase ‘a Set of Things.’More info →
It has been the author's aim to treat the subject according to the latest and most approved methods. The book is designed for the use of colleges, technical schools, normal schools, secondary schools, and for those who take up the subject without the aid of a teacher.More info →
The contemplation of the various steps by which mankind has come into possession of the vast stock of mathematical knowledge can hardly fail to interest the mathematician. He takes pride in the fact that his science, more than any other, is an exact science, and that hardly anything ever done in mathematics has proved to be useless.
The chemist smiles at the childish efforts of alchemists, but the mathematician finds the geometry of the Greeks and the arithmetic of the Hindoos as useful and admirable as any research of today. He is pleased to notice that though, in course of its development, mathematics has had periods of slow growth, yet in the main it has been pre-eminently a progressive science.More info →
THIS work here undertaken differs somewhat in its scope and design from systems of Logic which have hitherto been given to the world. The Aristotelian Logic is simply the method of deduction and, as such, it is complete. Subsequent works, in so far as they have been strictly logical, have closely copied the great master, and have confined them-selves to an exhibition of the deductive principles and processes.
Now, the deductive method comprehends merely the laws which govern inferences or conclusions from premises previously established.
These premises may, in their turn, be inferences from other premises, and so on, to certain extent and just so far this method is all sufficient. But it is evident that the evolution of premises and conclusions, and conclusions and premises, must have limit.
The study of mathematics is apt to commence in disappointment. The important applications of the science, the theoretical interest of its ideas, and the logical rigour of its methods, all generate the expectation of a speedy introduction to processes of interest. We are told that by its aid the stars are weighed and the billions of molecules in a drop of water are counted. Yet, like the ghost of Hamlet's father, this great science eludes the efforts of our mental weapons to grasp it | 'Tis here, 'tis there, 'tis gone" | and what we do see does not suggest the same excuse for illusiveness as sufficed for the ghost, that it is too noble for our gross methods. A show of violence," if ever excusable, may surely be offered" to the trivial results which occupy the pages of some elementary mathematical treatises.More info →
Vector Analysis: “An Introduction to Vector-Methods and Their Various Aplications to Physics and Mathematics”
One who has studied and labored over the applications of mathematical analysis to physical and geometrical problems, naturally has reluctance to discard the old familiar looking formulre and start anew in an unknown and radically different language.More info →
Considering how many fools can calculate, it is surprising that it should be thought either a difficult or a tedious task for any other fool to learn how to master the same tricks. Some calculus-tricks are quite easy. Some are enormously difficult. The fools who write the textbooks of advanced mathematics and they are mostly clever fools|seldom take the trouble to show you how easy the easy calculations are. On the contrary, they seem to desire to impress you with their tremendous cleverness by going about it in the most difficult way. Being myself a remarkably stupid fellow, I have had to unteach myself the difficulties, and now beg to present to my fellow fools the parts that are not hard. Master these thoroughly, and the rest will follow. What one fool can do, another can.More info →