Isaac Newton's Teacher

About the Book

Who was Sir Isaac Newton's teacher at Cambridge in the 1660s? The question has prompted some authors of the last 30 to 40 years to claim that Newton was self-taught. This book challenges that assertion.

The aura of genius, attached to the name Isaac Newton since the 17th century, does tend to dispel any thought that someone was capable of teaching him. However, the exalted image was not at all evident in the early 1660s. While Newton may have displayed a potential for great achievement, he did not cover himself with glory at his first graduation in 1665.

A teacher, resident in the same college, Trinity College, "discovered" the talented student. In his own right the teacher was an eminent mathematician, recognized in Italy, France, Germany, Belgium, The Netherlands and of course in England and Scotland. The teacher was the first professor of mathematics at Cambridge University, occupying the Lucasian Chair of Mathematics. He is also credited with being the first mathematician to recognize the inverse relationship between differentiation and integration in calculus.

Under the guidance of the professor, Newton advanced exceedingly rapidly and in a few years surpassed in knowledge that of his teacher, a condition readily acknowledged by the teacher. At this point, the teacher became mentor to his student and was personally involved in moves intended to enhance the career of his protégé. The two became friends and collaborators with the older man advising and encouraging the talented young man. In 1669 the professor resigned the Chair of Mathematics and recommended his protégé as successor. Indeed, Newton was appointed to the prestigious position of Lucasian Professor, an event which helped to launch his career.

In the sixteen seventies Newton's discoveries were still being received with skepticism in the scientific community. This led to controversy with other eminent scientists. In one such exchange with Robert Hook, Newton states in a letter dated 5 February 1676, "If I have seen further it is by standing on the shoulders of Giants." He did not indicate who the giants were but they would surely have included both ancient and modern mathematicians, among whom would have been his teacher and mentor.

In life, Newton and his teacher occupied the same college at Cambridge. In death, they were buried in the same exclusive Westminster Abbey in London. In memorial form, their statues occupy the ante-chapel at Trinity College, Cambridge. Both men are recognized for their contributions to scholastic excellence.

Why has the name and reputation of such an illustrious teacher not been recognized for all these years? There is a very good reason and it lies in the adulation reserved for the much higher standard bearer, Newton. The dispute over the invention of calculus, openly waged in the sixteen nineties between Newton and Leibniz, the German mathematician, is the heart of the problem. Both men claimed the invention was his. In fact, the rudiments of calculus, published and taught by Newton's teacher, were used by both Newton and Leibniz for the invention. The feud over the invention created two camps of supporters, with neither camp prepared to give credit to the illustrious Cambridge professor. That would have detracted from the claim for their man. Accordingly, the mathematical reputation of the professor has been convieniently suppressed. Even today, there are supporters of either Newton or Leibniz who guardedly avoid any reference to the professor.

While the book deals with mathematical and scientific matters, it is not a highly technical book. The reader will not encounter mathematical formulae or proofs. The narrative is primarily about the relationship between Newton and his teacher and other eminent contemporaries.

Reader's Comments

"I found the book 'Isaac Newton's Teacher' a fascinating historical introduction to individual scientists and mathematicians who shaped the theories that have evolved to enable the exploration of outer space. I was of course familiar with the names of Newton and Huygens, and later contributions from Watt (1728), Fourier (1807), Laplace (1820) and Maxwell (1868) to the evolution of engineering science. I was surprised at the absence of the name Isaac Barrow, from some of the data banks that I casually accessed, which puts into perspective the amount of effort that was required to produce Francis Cheesman's commendable work. I was also surprised at the requirements imposed by the Cambridge Colleges on the subjects of study at that time, particularly with respect to languages and theology."

"I greatly enjoyed reading 'Isaac Newton's Teacher'; I found it both fascinating and persuasive. I am afraid I do not know enough about the history of mathematics to offer any expert comments, but I was entirely convinced by your account of Barrow's mathematical work and his influence on Newton. You have assembled a great deal of valuable evidence, which throws most interesting light on the relation between the two men. Your book is clearly an important contribution to this period in the history of ideas."

About the Author

In February 2004, the author engaged in research for this book in the beautiful Trinity College Library and the Cambridge University Library. In London, he visited the British Library and the Library of the Royal Society. Back home in Vancouver, Canada the resources of the libraries of the University of British Columbia and the Vancouver Public Library were consulted. The book is the culmination of rewarding research. In an Appendix the book presents a transcript of the brief biography of the life of Newton's teacher, written by a personal friend in 1683. It is the authentic biography of a great man, a giant.

The author makes a confident claim, not delineated in the book, that he descends from the father of the distinguished teacher of Sir Isaac Newton.