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When Augustus De Morgan died in 1871, he was described as 'one of the profoundest mathematicians in the United Kingdom' and even as 'the greatest of our mathematicians'. But he was far more than just a mathematician. Because much of his voluminous written output on various subjects was scattered throughout journals and encyclopaedias, the breadth of his interests and contributions has been underappreciated by historians. Now, renewed interest in De Morgan's life and work has coincided with the digitization of his extensive library, revealing the extent to which he pioneered and influenced the development of not merely mathematics but also logic, astronomy, the history of mathematics, education, and bibliography. This edited collection celebrates De Morgan as a polymath. Drawing together multiple elements of his activity from a range of publications and archives, its contributors re-assess his academic work, his place in his intellectual environment, and his legacy. The result offers new insight into De Morgan himself as well as the wider circles in which he moved, including his family life.
When Augustus De Morgan died in 1871, he was described as ‘one of the profoundest mathematicians in the United Kingdom’ and even as ‘the greatest of our mathematicians’. But he was far more than just a mathematician. Because much of his voluminous written output on various subjects was scattered throughout journals and encyclopaedias, the breadth of his interests and contributions has been underappreciated by historians. Now, renewed interest in De Morgan’s life and work has coincided with the digitization of his extensive library, revealing the extent to which he pioneered and influenced the development of not merely mathematics but also logic, astronomy, the history of mathematics, education, and bibliography. This edited collection celebrates De Morgan as a polymath. Drawing together multiple elements of his activity from a range of publications and archives, its contributors re-assess his academic work, his place in his intellectual environment, and his legacy. The result offers new insight into De Morgan himself as well as the wider circles in which he moved, including his family life.
Published in 1882, the Memoir of Augustus de Morgan provides an engaging introduction to one of Britain's most brilliant mathematicians.
Presents a biographical sketch of English mathematician Augustus De Morgan (1806-1871), compiled as part of the MacTutor History of Mathematics Archive of the School of Mathematics and Statistics at the University of Saint Andrews in Scotland. Notes that De Morgan was the first professor of mathematics at University College in London.
Augustus De Morgan (1806-1871) was a British mathematician and logician. He formulated De Morgan's laws and introduced the term mathematical induction. In 1823, at the age of sixteen, he entered Trinity College, Cambridge. He decided to go to the Bar, and took up residence in London, but he much preferred teaching mathematics to reading law. About this time the movement for founding London University took shape. De Morgan, then 22 years of age, was appointed Professor of Mathematics. His introductory lecture On the Study of Mathematics is a discourse upon mental education of permanent value. The best presentation of his view of algebra is found in a volume, entitled Trigonometry and Double Algebra, published in 1849; and his earlier view of formal logic is found in a volume published in 1847. His most distinctive work is styled A Budget of Paradoxes (1872); it originally appeared as letters in the columns of the Athenaeum journal; it was revised and extended by De Morgan in the last years of his life, and was published posthumously by his widow.
It is unusual for a single scholar practically to reorient an entire sub-field of study, but this is what Chris Stray has done for the history of UK classical scholarship. His remarkable combination of interests in the sociology of scholars and scholarship, in the history of the book and of publishing, and (especially) in the detailed intellectual contextualisation of classical scholarship as a form of classical reception has fundamentally changed the way the history of British classics and its study is viewed. A generation ago the history of classical scholarship still consisted largely of accounts of particular scholars and groups of scholars written by other scholars from a broadly biographical and ‘heroic individual’ perspective. In these works scholars often sought to find their own place in the great tradition, choosing to praise or blame those whose work they admired or deprecated, and to identify with particular schools or trends, and there were few attempts to provide a broader and less prosopographical perspective. Almost all the chapters in the volume originated as papers at a conference in honour of the honorand, and have been improved both by discussion there and by the rigorous peer-review process conducted by the two experienced editors. It covers various aspects of classical reception, with a particular focus on the history of scholars, their institutions, and their writings; the main focus is on the UK, but there are also substantial engagements with continental Europe and (especially) the USA; the period covered runs from the Renaissance to the present. The cast contains a number of world-famous names. Unusually, the volume also contains an essay by the honorand, but we are very keen to include this, especially as it focusses on the topic of scholarly collaboration.
This fascinating letter by William Hamilton, one of the leading mathematicians and thinkers of the Victorian era, offers a critique of Augustus De Morgan's seminal work on symbolic logic, A Budget of Paradoxes. Hamilton argues that De Morgan's work is flawed, and offers a series of counter-arguments that shed new light on this important area of mathematics. This letter is a valuable resource for anyone interested in the history of mathematics or the development of logic. This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work is in the "public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.
"If you lie awake worrying about the overnight transition from December 31, 1 b.c., to January 1, a.d. 1 (there is no year zero), then you will enjoy Duncan Steel's Marking Time."--American Scientist "No book could serve as a better guide to the cumulative invention that defines the imaginary threshold to the new millennium."--Booklist A Fascinating March through History and the Evolution of the Modern-Day Calendar . . . In this vivid, fast-moving narrative, you'll discover the surprising story of how our modern calendar came about and how it has changed dramatically through the years. Acclaimed author Duncan Steel explores each major step in creating the current calendar along with the many different systems for defining the number of days in a week, the length of a month, and the number of days in a year. From the definition of the lunar month by Meton of Athens in 432 b.c. to the roles played by Julius Caesar, William the Conqueror, and Isaac Newton to present-day proposals to reform our calendar, this entertaining read also presents "timely" tidbits that will take you across the full span of recorded history. Find out how and why comets have been used as clocks, why there is no year zero between 1 b.c. and a.d. 1, and why for centuries Britain and its colonies rang in the New Year on March 25th. Marking Time will leave you with a sense of awe at the haphazard nature of our calendar's development. Once you've read this eye-opening book, you'll never look at the calendar the same way again.