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<head>1821 Dec. 22 M 2<lb/> | |||
Posology — Arithmetic</head> | |||
<note>134<lb/> | |||
Course of Instruction<lb/> | |||
Order for teaching.</note> | |||
<p>3</p> | |||
<note>8<lb/> | |||
Go next to square<lb/> | |||
and cube numbers<lb/> | |||
with ulterior powers.</note> | |||
<note>9<lb/> | |||
Then to proportionality</note> | |||
<p>6. From the four <add>elementary</add> operations proceed (<del>to the</del> if not to<lb/> | |||
<unclear>this</unclear> subject of square and cube numbers) to the <del><gap/></del> <add>idea</add> of<lb/> | |||
proportionality.</p> | |||
<note>10<lb/> | |||
To Rule of <hi rend="underline">three</hi><lb/> | |||
add Rule of four:<lb/> | |||
Uncharacteristic are<lb/> | |||
both locutions</note> | |||
<p>7. The current language is here uncharacteristic and<lb/> | |||
<sic>incompleat</sic>. If, in respect of <sic>characteristicalness</sic> <hi rend="underline">the<lb/> | |||
rule of three</hi> is apt, <del>the rule of f</del> for <sic>compleatness</sic> the<lb/> | |||
<hi rend="underline">rule of four</hi> should be added to it. The rule of three<lb/> | |||
is where one and the same number if in both pairs<lb/> | |||
of proportionable numbers</p> | |||
<note>11<lb/> | |||
<sic>Shew</sic> relation of<lb/> | |||
proportionality to<lb/> | |||
addition an division</note> | |||
<p>8. To explain the idea of proportionality bring to view<lb/> | |||
the relation it bears to the ideas of addition and division.</p> | |||
<note>12<lb/> | |||
From square numbers<lb/> | |||
and roots of<lb/> | |||
the squares <sic>shew</sic><lb/> | |||
the relation between<lb/> | |||
arithmetical and<lb/> | |||
geometrical expression</note> | |||
<p>9. When square numbers and <add>the</add> numbers that are the<lb/> | |||
roots of these square numbers come to be brought to<lb/> | |||
view then comes the occasion for explaining the relation<lb/> | |||
between arithmetical expression and geometrical<lb/> | |||
expression, between arithmetic and algebra on the one<lb/> | |||
hand and geometry on the other</p> | |||
<note>13<lb/> | |||
Correspondent the<lb/> | |||
two modes as far<lb/> | |||
as square x<hi rend="superscript">2</hi><lb/> | |||
and cube x<hi rend="superscript">3</hi>.<lb/> | |||
<del><gap/></del><lb/> | |||
There the analogy ends<lb/> | |||
To x<hi rend="superscript">4</hi> no <del><hi rend="underline">figure</hi></del><lb/> | |||
delineated figure<lb/> | |||
corresponds</note> | |||
<p>10 It will then be seen that so far as square<lb/> | |||
numbers and cube numbers are in question the<lb/> | |||
arithmetical mode of designation corresponds with and<lb/> | |||
is illustrated by a material body of a particular figure<lb/> | |||
and a geometrical designation of its boundaries. But<lb/> | |||
that when from <del><gap/></del> cube <add>x<hi rend="superscript">3</hi></add>, you proceed to biquadratic<lb/> | |||
<del><gap/></del> x<hi rend="superscript">4</hi> the analogy fails. These relations (it is believed)<lb/> | |||
have never yet been explained with sufficient clearness: explained<lb/> | |||
<gap/> ordinary language.</p> | |||
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{{Metadata:{{PAGENAME}}}} | {{Metadata:{{PAGENAME}}}}{{Completed}} | ||
1821 Dec. 22 M 2
Posology — Arithmetic
134
Course of Instruction
Order for teaching.
3
8
Go next to square
and cube numbers
with ulterior powers.
9
Then to proportionality
6. From the four elementary operations proceed (to the if not to
this subject of square and cube numbers) to the idea of
proportionality.
10
To Rule of three
add Rule of four:
Uncharacteristic are
both locutions
7. The current language is here uncharacteristic and
incompleat. If, in respect of characteristicalness the
rule of three is apt, the rule of f for compleatness the
rule of four should be added to it. The rule of three
is where one and the same number if in both pairs
of proportionable numbers
11
Shew relation of
proportionality to
addition an division
8. To explain the idea of proportionality bring to view
the relation it bears to the ideas of addition and division.
12
From square numbers
and roots of
the squares shew
the relation between
arithmetical and
geometrical expression
9. When square numbers and the numbers that are the
roots of these square numbers come to be brought to
view then comes the occasion for explaining the relation
between arithmetical expression and geometrical
expression, between arithmetic and algebra on the one
hand and geometry on the other
13
Correspondent the
two modes as far
as square x2
and cube x3.
There the analogy ends
To x4 no figure
delineated figure
corresponds
10 It will then be seen that so far as square
numbers and cube numbers are in question the
arithmetical mode of designation corresponds with and
is illustrated by a material body of a particular figure
and a geometrical designation of its boundaries. But
that when from cube x3, you proceed to biquadratic
x4 the analogy fails. These relations (it is believed)
have never yet been explained with sufficient clearness: explained
ordinary language.
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Identifier: | JB/135/295/001"JB/" can not be assigned to a declared number type with value 135. |
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|---|---|---|---|
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1821-12-22 |
8-13 |
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135 |
posology |
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295 |
posology - arithmetic |
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|
001 |
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|
text sheet |
1 |
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|
recto |
c2 / d2 / e3 / g134 |
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|
jeremy bentham |
c wilmott 1819 |
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|
andreas louriottis |
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1819 |
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46413 |
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