"Few will deny that even in the first scientific instruction in mathematics the most rigorous method is to be given preference over all others. Especially will every teacher prefer a consistent proof to one which is based on fallacies or proceeds in a vicious circle, indeed it will be morally impossible for the teacher to present a proof of the latter kind consciously and thus in a sense deceive his pupils. Notwithstanding these objectionable so-called proofs, so far as the foundation and the development of the system is concerned, predominate in our textbooks to the present time. Perhaps it will be answered, that rigorous proof is found too difficult for the pupil’s power of comprehension. Should this be anywhere the case, - which would only indicate some defect in the plan or treatment of the whole, - the only remedy would be to merely state the theorem in a historic way, and forego a proof with the frank confession that no proof has been found which could be comprehended by the pupil; a remedy which is ever doubtful and should only be applied in the case of extreme necessity. But this remedy is to be preferred to a proof which is no proof, and is therefore either wholly unintelligible to the pupil, or deceives him with an appearance of knowledge which opens the door to all superficiality and lack of scientific method." (Hermann G Grassmann, "Stücke aus dem Lehrbuche der Arithmetik", 1861)
"Consider an arbitrary figure in general position, indeterminate in the sense that it can be chosen from all such figures without upsetting the laws, conditions, and connections among the different parts of the system; suppose that given these data we have found one or more relations or properties, metric or descriptive, of that figure using the usual obvious inference (i.e., in a way regarded in certain cases as the only rigorous argument). Is it not obvious that if, preserving these very data, one begins to change the initial figure by insensible steps, or applies to some parts of the figure an arbitrary continuous motion, then is it not obvious that the properties and relations established for the initial system remain applicable to subsequent states of this system provided that one is mindful of particular changes, when, say, certain magnitudes vanish, change direction or sign, and so on - changes which one can always anticipate a priori on the basis of reliable rules." (Jean V Poncelet,"Treatise on Projective Properties of Figures", 1865)
"If one would see how a science can be constructed and developed to its minutest details from a very small number of intuitively perceived axioms, postulates, and plain definitions, by means of rigorous, one would almost say chaste, syllogism, which nowhere makes use of surreptitious or foreign aids, if one would see how a science may thus be constructed one must turn to the elements of Euclid." (Hermann Hankel, Theorie der Complexen Zahlensysteme", 1867)
"[...] very often the laws derived by physicists from a large number of observations are not rigorous, but approximate." (Augustin-Louis Cauchy, "Sept leçons de physique" ["Seven lessons of Physics"], Bureau du Journal Les Mondes, 1868)
"As in the experimental sciences, truth cannot be distinguished from error as long as firm principles have not been established through the rigorous observation of facts." (Louis Pasteur, "Étude sur la maladie des vers à soie", 1870)
"The leading characteristic of algebra is that of operation on relations. This also is the leading characteristic of Thought. Algebra cannot exist without values, nor Thought without Feelings. The operations are so many blank forms till the values are assigned. Words are vacant sounds, ideas are blank forms, unless they symbolize images and sensations which are their values. Nevertheless it is rigorously true, and of the greatest importance, that analysts carry on very extensive operations with blank forms, never pausing to supply the symbols with values until the calculation is completed; and ordinary men, no less than philosophers, carry on long trains of thought without pausing to translate their ideas (words) into images." (George H Lewes "Problems of Life and Mind", 1873)
No comments:
Post a Comment