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A. E. Housman

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A man who possesses common sense and the use of reason must not expect to learn from treatises or lectures on textual criticism anything that he could not, with leisure and industry, find out for himself. What the lectures and treatises can do for him is to save him time and trouble by presenting to him immediately considerations which would in any case occur to him sooner or later.

 
A. E. Housman

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Benjamin Peirce's lectures dealt, to be sure, with the higher mathematics, but also with theories of the universe and the infinities of nature, and with man's power to deal with infinities and infinitesimals alike. His University Lectures were many a time way over the heads of his audience, but his aspect, his manner, and his whole personality held and delighted them.

 
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I will be discussing what happened in economics in England, but these were times when, to a very considerable extent, this was what happened in economics. The first episode I will discuss is local, but the economists involved were among the best in the world. In February 1931, Friedrich Hayek gave a series of public lectures entitled 'Prices and Production' at the London School of Economics … They were undoubtably the most successful set of public lectures given at LSE during my time there, even surpassing the brilliant lectures Jacob Viner gave on international trade theory. The audience, notwithstanding the difficulties of understanding Hayek, was enthralled. What was said seemed to us of great importance and made us see things of which we had previously been unaware. After hearing these lectures, we knew why there was a depression. Most students of economics at LSE and many members of the staff became Hayekians or, at any rate, incorporated elements of Hayek's approach in their own thinking. With the arrogance of youth, I myself expounded the Hayekian analysis to the faculty and students at Columbia University in the fall of 1931.

 
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Aristotle, as a philosopher, is in many ways very different from all his predecessors. He is the first to write like a professor: his treatises are systematic, his discussions are divided into heads, he is a professional teacher, not an inspired prophet. His work is critical, careful, pedestrian, without any trace of Bacchic enthusiasm. The Orphic elements in Plato are watered down in Aristotle, and mixed with a strong dose of common sense; where he is Platonic, one feels that his natural temperament has been overpowered by the teaching to which he has been subjected. He is not passionate, or in any profound sense religious. The errors of his predecessors were the glorious errors of youth attempting the impossible; his errors are those of age which cannot free itself of habitual prejudices. He is best in detail and in criticism; he fails in large construction, for lack of fundamental clarity and Titanic fire.

 
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The treatises are, without exception, monuments of mathematical exposition; the gradual revelation of the plan of attack, the masterly ordering of the propositions, the stern elimination of everything not immediately relevant to the purpose, the finish of the whole, are so impressive in their perfection as to create a feeling akin to awe in the mind of the reader.

 
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