One would almost wish that our institutions of the science and art of public speaking would put over their doors the motto that Plato had over the entrance to his school of philosophy: “Let no one who is unacquainted with geometry enter here.”--WHITE, W. F. _A Scrap-book of Elementary Mathematics (Chicago, 1908), p. 210._ =421.= The training which mathematics gives in working with symbols is an excellent preparation for other sciences; ... the world’s work requires constant mastery of symbols.--YOUNG, J. W. A. _The Teaching of Mathematics (New York, 1907), p. 42._ =422.= One striking peculiarity of mathematics is its unlimited power of evolving examples and problems. A student may read a book of Euclid, or a few chapters of Algebra, and within that limited range of knowledge it is possible to set him exercises as real and as interesting as the propositions themselves which he has studied; deductions which might have pleased the Greek geometers, and algebraic propositions which Pascal and Fermat would not have disdained to investigate.--TODHUNTER, ISAAC. _Private Study of Mathematics: Conflict of Studies and other Essays (London, 1873), p. 82._ =423.= Would you have a man reason well, you must use him to it betimes; exercise his mind in observing the connection between ideas, and following them in train. Nothing does this better than mathematics, which therefore, I think should be taught to all who have the time and opportunity, not so much to make them mathematicians, as to make them reasonable creatures; for though we all call ourselves so, because we are born to it if we please, yet we may truly say that nature gives us but the seeds of it, and we are carried no farther than industry and application have carried us.--LOCKE, JOHN. _Conduct of the Understanding, Sect. 6._