Why Mathematicus?

“The Renaissance Mathematiwot?”

“Mathematicus, it’s the Latin root of the word mathematician.”

“Then why can’t you just write The Renaissance Mathematician instead of showing off and confusing people?”

“Because a mathematicus is not the same as a mathematician.”

“But you just said…”

“Words evolve over time and change their meanings, what we now understand as the occupational profile of a mathematician has some things in common with the occupational profile of a Renaissance mathematicus but an awful lot more that isn’t. I will attempt to explain.”

The word mathematician actually has its origins in the Greek word mathema, which literally meant ‘that which is learnt’, and came to mean knowledge in general or more specifically scientific knowledge or mathematical knowledge. In the Hellenistic period, when Latin became the lingua franca, so to speak, the knowledge most associated with the word mathematica was astrological knowledge. In fact the terms for the professors[1] of such knowledge, mathematicus and astrologus, were synonymous. This led to the famous historical error that St. Augustine rejected mathematics, whereas his notorious attack on the mathematici[2] was launched not against mathematicians, as we understand the term, but against astrologers.

The earliest known portrait of Saint Augustine in a 6th-century fresco, Lateran, Rome Source: Wikimedia Commons

The earliest known portrait of Saint Augustine in a 6th-century fresco, Lateran, Rome
Source: Wikimedia Commons

However St. Augustine lived in North Africa in the fourth century CE and we are concerned with the European Renaissance, which, for the purposes of this post we will define as being from roughly 1400 to 1650 CE.

The Renaissance was a period of strong revival for Greek astrology and the two hundred and fifty years that I have bracketed have been called the golden age of astrology and the principle occupation of our mathematicus is still very much the casting and interpretation of horoscopes. Mathematics had played a very minor role at the medieval universities but the Renaissance humanist universities of Northern Italy and Krakow in Poland introduced dedicated chairs for mathematics in the early fifteenth century, which were in fact chairs for astrology, whose occupants were expected to teach astrology to the medical students for their astro-medicine or as it was known iatro-mathematics. All Renaissance professors of mathematics down to and including Galileo were expected to and did teach astrology.

A Renaissance Horoscope Kepler's Horoskop für Wallenstein Source: Wikimedia Commons

A Renaissance Horoscope
Kepler’s Horoskop für Wallenstein
Source: Wikimedia Commons

Of course, to teach astrology they also had to practice and teach astronomy, which in turn required the basics of mathematics – arithmetic, geometry and trigonometry – which is what our mathematicus has in common with the modern mathematician. Throughout this period the terms Astrologus, astronomus and mathematicus – astrologer, astronomer and mathematician ­– were synonymous.

A Renaissance mathematicus was not just required to be an astronomer but to quantify and describe the entire cosmos making him a cosmographer i.e. a geographer and cartographer as well as astronomer. A Renaissance geographer/cartographer also covered much that we would now consider to be history, rather than geography.

The Renaissance mathematicus was also in general expected to produce the tools of his trade meaning conceiving, designing and manufacturing or having manufactured the mathematical instruments needed for astronomer, surveying and cartography. Many were not just cartographers but also globe makers.

Many Renaissance mathematici earned their living outside of the universities. Most of these worked at courts both secular and clerical. Here once again their primary function was usually court astrologer but they were expected to fulfil any functions considered to fall within the scope of the mathematical science much of which we would see as assignments for architects and/or engineers rather than mathematicians. Like their university colleagues they were also instrument makers a principle function being horologist, i.e. clock maker, which mostly meant the design and construction of sundials.

If we pull all of this together our Renaissance mathematicus is an astrologer, astronomer, mathematician, geographer, cartographer, surveyor, architect, engineer, instrument designer and maker, and globe maker. This long list of functions with its strong emphasis on practical applications of knowledge means that it is common historical practice to refer to Renaissance mathematici as mathematical practitioners rather than mathematicians.

This very wide range of functions fulfilled by a Renaissance mathematicus leads to a common historiographical problem in the history of Renaissance mathematics, which I will explain with reference to one of my favourite Renaissance mathematici, Johannes Schöner.

Joan Schonerus Mathematicus Source: Wikimedia Commons

Joan Schonerus Mathematicus
Source: Wikimedia Commons

Schöner who was a school professor of mathematics for twenty years was an astrologer, astronomer, geographer, cartographer, instrument maker, globe maker, textbook author, and mathematical editor and like many other mathematici such as Peter Apian, Gemma Frisius, Oronce Fine and Gerard Mercator, he regarded all of his activities as different aspects or facets of one single discipline, mathematica. From the modern standpoint almost all of activities represent a separate discipline each of which has its own discipline historians, this means that our historical picture of Schöner is a very fragmented one.

Because he produced no original mathematics historians of mathematics tend to ignore him and although they should really be looking at how the discipline evolved in this period, many just spring over it. Historians of astronomy treat him as a minor figure, whilst ignoring his astrology although it was this that played the major role in his relationship to Rheticus and thus to the publication of Copernicus’ De revolutionibus. For historians of astrology, Schöner is a major figure in Renaissance astrology although a major study of his role and influence in the discipline still has to be written. Historians of geography tend to leave him to the historians of cartography, these whilst using the maps on his globes for their studies ignore his role in the history of globe making whilst doing so. For the historians of globe making, and yes it really is a separate discipline, Schöner is a central and highly significant figure as the founder of the long tradition of printed globe pairs but they don’t tend to look outside of their own discipline to see how his globe making fits together with his other activities. I’m still looking for a serious study of his activities as an instrument maker. There is also, as far as I know no real comprehensive study of his role as textbook author and editor, areas that tend to be the neglected stepchildren of the histories of science and technology. What is glaringly missing is a historiographical approach that treats the work of Schöner or of the Renaissance mathematici as an integrated coherent whole.

Western hemisphere of the Schöner globe from 1520. Source: Wikimedia Commons

Western hemisphere of the Schöner globe from 1520.
Source: Wikimedia Commons

The world of this blog is at its core the world of the Renaissance mathematici and thus we are the Renaissance Mathematicus and not the Renaissance Mathematician.

[1] That is professor in its original meaning donated somebody who claims to possessing a particular area of knowledge.

[2] Augustinus De Genesi ad Litteram,

Quapropter bono christiano, sive mathematici, sive quilibet impie divinantium, maxime dicentes vera, cavendi sunt, ne consortio daemoniorum animam deceptam, pacto quodam societatis irretiant. II, xvii, 37



Filed under History of Astrology, History of Astronomy, History of Cartography, History of Mathematics, History of science, History of Technology, Renaissance Science

3 responses to “Why Mathematicus?

  1. Presumably “denoting” at the end, though I’m sure there are some academics who feel that they have been donated! 🙂

  2. Pingback: Whewell’s Gazette: Year 3, Vol. #23 | Whewell's Ghost

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