Template:RQ:Barrow Mathematical Learning

1734, Isaac Barrow, translated by John Kirkby, The Usefulness of Mathematical Learning Explained and Demonstrated: Being Mathematical Lectures Read in the Publick Schools at the University of Cambridge. […], London: […] Stephen Austen, […], →OCLC:

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The following documentation is located at Template:RQ:Barrow Mathematical Learning/documentation. ^[edit]

Useful links: subpage list • links • redirects • transclusions • errors (parser/module) • sandbox

Usage

This template may be used on Wiktionary entry pages to quote from a translation of Isaac Barrow's work Lectiones Mathematicae by John Kirkby entitled The Usefulness of Mathematical Learning Explained and Demonstrated (1st edition, 1734). It can be used to create a link to an online version of the work at Google Books (archived at the Internet Archive).

Parameters

The template takes the following parameters:

• |1= or |chapter= – the name of the chapter quoted from.
• |2= or |page=, or |pages= – mandatory in some cases: the page number(s) quoted from. When quoting a range of pages, note the following:
  • Separate the first and last pages of the range with an en dash, like this: |pages=10–11.
  • You must also use |pageref= to indicate the page to be linked to (usually the page on which the Wiktionary entry appears).

This parameter must be specified to have the template link to the online version of the work.

• |3=, |text=, or |passage= – the passage to be quoted.
• |footer= – a comment on the passage quoted.
• |brackets= – use |brackets=on to surround a quotation with brackets. This indicates that the quotation either contains a mere mention of a term (for example, “some people find the word manoeuvre hard to spell”) rather than an actual use of it (for example, “we need to manoeuvre carefully to avoid causing upset”), or does not provide an actual instance of a term but provides information about related terms.

Examples

• Wikitext:
  • {{RQ:Barrow Mathematical Learning|chapter=Lecture XV. Of the Acceptation of the Words Paronymous to Measure, viz. Mensurability, Mensuration, Commensurability and Incommensurability|page=282|passage=[T]he Quantities compared with reſpect to ſuch a ''Meaſure'' are by Geometricians wont to be called ''Symmetrous'' or '''''Aſſymmetrous''''', i.e. ''Commenſurable'' or ''Incommenſurable'', and ſcarce any Thing in the Mathematics is more wonderful or more uſeful than the Contemplation of thoſe Properties, though nothing more remote from a vulgar Capacity and Conception.}}; or
  • {{RQ:Barrow Mathematical Learning|Lecture XV. Of the Acceptation of the Words Paronymous to Measure, viz. Mensurability, Mensuration, Commensurability and Incommensurability|282|[T]he Quantities compared with reſpect to ſuch a ''Meaſure'' are by Geometricians wont to be called ''Symmetrous'' or '''''Aſſymmetrous''''', i.e. ''Commenſurable'' or ''Incommenſurable'', and ſcarce any Thing in the Mathematics is more wonderful or more uſeful than the Contemplation of thoſe Properties, though nothing more remote from a vulgar Capacity and Conception.}}
• Result:
  • 1734, Isaac Barrow, “Lecture XV. Of the Acceptation of the Words Paronymous to Measure, viz. Mensurability, Mensuration, Commensurability and Incommensurability”, in John Kirkby, transl., The Usefulness of Mathematical Learning Explained and Demonstrated: Being Mathematical Lectures Read in the Publick Schools at the University of Cambridge. […], London: […] Stephen Austen, […], →OCLC, page 282:

    [T]he Quantities compared with reſpect to ſuch a Meaſure are by Geometricians wont to be called Symmetrous or Aſſymmetrous, i.e. Commenſurable or Incommenſurable, and ſcarce any Thing in the Mathematics is more wonderful or more uſeful than the Contemplation of thoſe Properties, though nothing more remote from a vulgar Capacity and Conception.

• Wikitext: {{RQ:Barrow Mathematical Learning|pages=323–324|pageref=324|passage=[I]f two Quantities repreſented by the Numbers 20 and 4 be compared, by dividing the ''Antecedent'' 20 by the ''Conſequent'' 4, the ''Quotient'' is 5; but inverting the Terms, by dividing 4 by 20 the ''Quotient'' is <math>\tfrac{4}{20}=\tfrac{1}{5}</math>. By which ''Quotients'' are declared the ''Geometrical '''Reaſons''''' of the propoſed Quantities, becauſe if the ''Quotient'' found be multiplied by the ''Conſequent'', the ''Product'' is equal to the ''Antecedent''; for in the former Compariſon <math>5\times4=20</math>, in the latter <math>\tfrac{1}{5}\times20=4</math>; as Things again are referred to ''Equality''.|chapter=Lecture XVII. Of the Names and Diversities of the Twofold Kind of Reason or Proportion, viz. Arithmetical and Geometrical}}
• Result:
  • 1734, Isaac Barrow, “Lecture XVII. Of the Names and Diversities of the Twofold Kind of Reason or Proportion, viz. Arithmetical and Geometrical”, in John Kirkby, transl., The Usefulness of Mathematical Learning Explained and Demonstrated: Being Mathematical Lectures Read in the Publick Schools at the University of Cambridge. […], London: […] Stephen Austen, […], →OCLC, pages 323–324:

    [I]f two Quantities repreſented by the Numbers 20 and 4 be compared, by dividing the Antecedent 20 by the Conſequent 4, the Quotient is 5; but inverting the Terms, by dividing 4 by 20 the Quotient is ${\tfrac {4}{20}}={\tfrac {1}{5}}$. By which Quotients are declared the Geometrical Reaſons of the propoſed Quantities, becauſe if the Quotient found be multiplied by the Conſequent, the Product is equal to the Antecedent; for in the former Compariſon $5\times 4=20$, in the latter ${\tfrac {1}{5}}\times 20=4$; as Things again are referred to Equality.