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logical geometry

Little influence of Euclid. Quintilian's estimate of

Summary showing the later influence on teaching

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UNIVERSITY

A HISTORY OF THE TEACHING OF

ELEMENTARY GEOMETRY

CHAPTER I

THE TEACHING OF GEOMETRY BEFORE EUCLID

THE BEGINNING OF GEOMETRY AMONG PRIMITIVE PEOPLE

In this attempt to trace the historic development of the teaching of elementary geometry, the word teaching will be used both in its widest sense and as restricted to methods of the school room. In the more general use of the word, we shall be concerned with the manner in which man began to formulate the science, with the additions to the subject-matter in the various epochs, and with the books written to spread this knowledge. In studying the development of the teaching of geometry1 in any epoch, four factors will be considered: 1. The contributions to the subject-matter. 2. The text-books and books read by the learned. 3. The methods of teaching geometry. 4. The place of the subject in the curriculum. The history of geometry as such will be considered only so far as is necessary for a foundation for the present study. Naturally this will form a large part of our information about the early teaching of the subject. Keeping in mind these four aspects of the matter, our subject will be treated first chronologically, bringing it down to the present time. Certain modern problems will then be considered in the light of the foregoing historic material.

Geometry as studied in the schools to-day has two values: (a) It is a study which has practical applications in mensuration and in the related fields of science. (b) It is a means of logical discipline. With respect to the general historic development of the subject-matter of geometry, we shall find: (a) That the practical side alone was recognized in pre-grecian geometry.

1 Where contradictions do not arise the term geometry will generally be employed for elementary geometry.

I

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