These Exponents they call Logarithms, which are Artificial Numbers, so answering to the Natural Numbers, as that the addition and Subtraction of thes… - John Wallis

At Christmass 1631, (a season of the year when Boys use to have a vacancy from School,) I was, for about a fortnight, at home with my Mother at Ashford. I there found that a younger Brother of mine (in Order to a Trade) had, for about 3 Months, been learning (as they call'd it) to Write and Cipher, or Cast account, (and he was a good proficient for that time,) When I had been there a few days; I was inquisitive to know what it was, they so called. And (to satisfie my curiosity) my Brother did (during the Remainder of my stay there before I return'd to School) shew me what he had been Learning in those 3 Months. Which was (besides the writing a fair hand) the Practical part of Common Arithmetick in Numeration, Addition, Substraction, Multiplication, Division, The Rule of Three (Direct and Inverse) the Rule of Fellowship (with and without, Time) the Pule of False-Position, Rules of Practise and Reduction of Coins, and some other little things. Which when he had shewed me by steps, in the same method that he had learned them; and I had wrought over all the Examples which he before had done in his book; I found no difficulty to understand it, and I was very well pleased with it: and thought it ten days or a fortnight well spent. This was my first insight into Mathematicks; and all the Teaching I had.

I... began... with simple series... of quantities in arithmetic proportion, or... their squares, cubes, etc. and then... their square roots, cube roots, etc. and powers composed of these... square roots of cubes etc. or... whatever... composites, whether the power was rational or... irrational. ...Whence a general theorem emerged... Proposition 64. But also... the quadrature... of the simple parabola... of all higher parabolas, and their complements, which no-one before... achieved. I... had enlarged geometry; for... there may now be taught by a single proposition the quadrature or all higher of infinitely many kinds... by one general method. ...I felt it would be welcome ...to the mathematical world ...also I saw ...the same doctrine widened ...I have related everything, whether conoids or pyramids, either erect or inclined, to cylinders and prisms. ...I saw ...as a direct consequence an almost completed teaching of spirals; and indeed I have taught the comparison with a circle... But also that teaching... was capable of extension...

It was always my affectation even from a child, in all pieces of Learning or Knowledge, not merely to learn by rote, which is soon forgotten, but to know the grounds or reasons of what I learn; to inform my Judgement, as well as furnish my Memory; and thereby, make a better Impression on both.