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diagram.</p> | diagram.</p> | ||
<p>Do the like by Conic Sections</p> | <p>Do the like by Conic Sections</p> | ||
If these were imprinted in the memory were without regard to<lb/> | <p>If these were imprinted in the memory were without regard to<lb/> | ||
the demonstrations, such a knowledge of them as this would<lb/> | the demonstrations, such a knowledge of them as this would<lb/> | ||
answer the purposes of calculation in <gap/>ed mathematics<lb/> | answer the purposes of calculation in <gap/>ed mathematics<lb/> | ||
| Line 19: | Line 19: | ||
to one another in various orders it would then be an<lb/> | to one another in various orders it would then be an<lb/> | ||
easy matter to go back and from the consideration of some<lb/> | easy matter to go back and from the consideration of some<lb/> | ||
of them, to form oneself a demonstration of another.<lb/> | |||
If some artificial <del>help</del><add>method</add> could be applied to imprint them in<lb/> | |||
the memory, such as that given in Gray's <hi rend="underline">Memoria technica</hi><lb/> | |||
it might be of use</p> | |||
<p>If you know <del>the</del> two <add>Euclid B.1. Prop. 5</add> boundaries of a triangle to be equal<lb/> | |||
to one another you know <add>two</add> angles of it to be also equal to one<lb/> | |||
another: viz those which are <add>respectively</add> made with the third boundary<lb/> | |||
by the <del>two</del> diverging ends of the two first.<lb/> | |||
Thus whether the substance of this could not be put into some<lb/> | |||
kind of doggerel verse — and so of the rest.</p> | |||
<p>If we could come at every body and part of a body we wanted<lb/> | |||
to measure — if we could come at it I say and measure it<lb/> | |||
as we can a book or a walking stick — pure mathematics<lb/> | |||
would be of no use</p> | |||
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{{Metadata:{{PAGENAME}}}} | {{Metadata:{{PAGENAME}}}} | ||
Mathematics
The only use use is called pure Mathematics is of in
by applying it to mixt.
Draw out all the Propositions in Euclid without regard
to the demonstrations - taking care only to express them fully
clearly, and generally i:e: without reference to any particular
diagram.
Do the like by Conic Sections
If these were imprinted in the memory were without regard to
the demonstrations, such a knowledge of them as this would
answer the purposes of calculation in ed mathematics
and in process of time when they became familiar, and associated
to one another in various orders it would then be an
easy matter to go back and from the consideration of some
of them, to form oneself a demonstration of another.
If some artificial helpmethod could be applied to imprint them in
the memory, such as that given in Gray's Memoria technica
it might be of use
If you know the two Euclid B.1. Prop. 5 boundaries of a triangle to be equal
to one another you know two angles of it to be also equal to one
another: viz those which are respectively made with the third boundary
by the two diverging ends of the two first.
Thus whether the substance of this could not be put into some
kind of doggerel verse — and so of the rest.
If we could come at every body and part of a body we wanted
to measure — if we could come at it I say and measure it
as we can a book or a walking stick — pure mathematics
would be of no use
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Identifier: | JB/135/064/001"JB/" can not be assigned to a declared number type with value 135. |
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135 |
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064 |
mathematics |
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001 |
style / algebra |
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copy/fair copy sheet |
2 |
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recto |
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sir samuel bentham |
[[watermarks::gr [with crown]]] |
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46182 |
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