Secondary Physics with Mathematics

As soon as we venture on the paths of the physicist, we learn to weigh and measure, to deal with time and space and mass and their related concepts, and to find more and more our knowledge expressed and our needs satisfied through the concept of number, as in the dreams of Plato and Pythagoras.

By relieving the brain of all unnecessary work, a good notation sets it free to concentrate on more advanced problems, and in effect increases... mental power... Probably nothing in the modern world would have more astonished a Greek mathematician than to learn that, under the influence of compulsory education, the whole population of Western Europe, from the highest to the lowest, could perform the operation of division for the largest numbers. This fact would have seemed to him a sheer impossibility.

Mathematical development in England was at a low ebb in the early decades of the nineteenth century, with Cambridge stagnating in the shadow of Newton, who had produced his mathematics nearly a century and a half earlier. This dead hand of tradition, which stifled much initiative and originality, was in sharp contrast to the situation in France.