The Teaching of Geometry Part 3

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The most noteworthy advance in geometry in modern times was made by the great French philosopher Descartes, who published a small work ent.i.tled "La Geometrie" in 1637. From this springs the modern a.n.a.lytic geometry, a subject that has revolutionized the methods of all mathematics. Most of the subsequent discoveries in mathematics have been in higher branches. To the great Swiss mathematician Euler (1707-1783) is due, however, one proposition that has found its way into elementary geometry, the one showing the relation between the number of edges, vertices, and faces of a polyhedron.

There has of late arisen a modern elementary geometry devoted chiefly to special points and lines relating to the triangle and the circle, and many interesting propositions have been discovered. The subject is so extensive that it cannot find any place in our crowded curriculum, and must necessarily be left to the specialist.[22] Some idea of the nature of the work may be obtained from a mention of a few propositions:

The medians of a triangle are concurrent in the centroid, or center of gravity of the triangle.

The bisectors of the various interior and exterior angles of a triangle are concurrent by threes in the incenter or in one of the three excenters of the triangle.

The common chord of two intersecting circles is a special case of their radical axis, and tangents to the circles from any point on the radical axis are equal.

If _O_ is the orthocenter of the triangle _ABC_, and _X_, _Y_, _Z_ are the feet of the perpendiculars from _A_, _B_, _C_ respectively, and _P_, _Q_, _R_ are the mid-points of _a_, _b_, _c_ respectively, and _L_, _M_, _N_ are the mid-points of _OA_, _OB_, _OC_ respectively; then the points _L_, _M_, _N_; _P_, _Q_, _R_; _X_, _Y_, _Z_ all lie on a circle, the "nine points circle."

In the teaching of geometry it adds a human interest to the subject to mention occasionally some of the historical facts connected with it. For this reason this brief sketch will be supplemented by many notes upon the various important propositions as they occur in the several books described in the later chapters of this work.

FOOTNOTES:

[16] It was published in German translation by A. Eisenlohr, "Ein mathematisches Handbuch der alten Aegypter," Leipzig, 1877, and in facsimile by the British Museum, under the t.i.tle, "The Rhind Papyrus,"

in 1898.

[17] Generally known as Rameses II. He reigned in Egypt about 1350 B.C.

[18] Two excellent works on Thales and his successors, and indeed the best in English, are the following: G. J. Allman, "Greek Geometry from Thales to Euclid," Dublin, 1889; J. Gow, "A History of Greek Mathematics," Cambridge, 1884. On all mathematical subjects the best general history is that of M. Cantor, "Geschichte der Mathematik," 4 vols, Leipzig, 1880-1908.

[19] Another good work on Greek geometry, with considerable material on Pythagoras, is by C. A. Bretschneider, "Die Geometrie und die Geometer vor Eukleides," Leipzig, 1870.

[20] Smith and Karpinski, "The Hindu-Arabic Numerals," Boston, 1911.

[21] For a sketch of his life see Smith and Karpinski, loc. cit.

[22] Those who care for a brief description of this phase of the subject may consult J. Casey, "A Sequel to Euclid," Dublin, fifth edition, 1888; W. J. M'Clelland, "A Treatise on the Geometry of the Circle," New York, 1891; M. Simon, "uber die Entwicklung der Elementar-Geometrie im XIX.

Jahrhundert," Leipzig, 1906.

CHAPTER IV

DEVELOPMENT OF THE TEACHING OF GEOMETRY

We know little of the teaching of geometry in very ancient times, but we can infer its nature from the teaching that is still seen in the native schools of the East. Here a man, learned in any science, will have a group of voluntary students sitting about him, and to them he will expound the truth. Such schools may still be seen in India, Persia, and China, the master sitting on a mat placed on the ground or on the floor of a veranda, and the pupils reading aloud or listening to his words of exposition.

In Egypt geometry seems to have been in early times mere mensuration, confined largely to the priestly caste. It was taught to novices who gave promise of success in this subject, and not to others, the idea of general culture, of training in logic, of the cultivation of exact expression, and of coming in contact with truth being wholly wanting.

In Greece it was taught in the schools of philosophy, often as a general preparation for philosophic study. Thus Thales introduced it into his Ionic school, Pythagoras made it very prominent in his great school at Crotona in southern Italy (Magna Graecia), and Plato placed above the door of his _Academia_ the words, "Let no one ignorant of geometry enter here,"--a kind of entrance examination for his school of philosophy. In these gatherings of students it is probable that geometry was taught in much the way already mentioned for the schools of the East, a small group of students being instructed by a master. Printing was unknown, papyrus was dear, parchment was only in process of invention. Paper such as we know had not yet appeared, so that instruction was largely oral, and geometric figures were drawn by a pointed stick on a board covered with fine sand, or on a tablet of wax.

But with these crude materials there went an abundance of time, so that a number of great results were accomplished in spite of the difficulties attending the study of the subject. It is said that Hippocrates of Chios (_ca._ 440 B.C.) wrote the first elementary textbook on mathematics and invented the method of geometric reduction, the replacing of a proposition to be proved by another which, when proved, allows the first one to be demonstrated. A little later Eudoxus of Cnidus (_ca._ 375 B.C.), a pupil of Plato's, used the _reductio ad absurdum_, and Plato is said to have invented the method of proof by a.n.a.lysis, an elaboration of the plan used by Hippocrates. Thus these early philosophers taught their pupils not facts alone, but methods of proof, giving them power as well as knowledge. Furthermore, they taught them how to discuss their problems, investigating the conditions under which they are capable of solution. This feature of the work they called the _diorismus_, and it seems to have started with Leon, a follower of Plato.

Between the time of Plato (_ca._ 400 B.C.) and Euclid (_ca._ 300 B.C.) several attempts were made to arrange the acc.u.mulated material of elementary geometry in a textbook. Plato had laid the foundations for the science, in the form of axioms, postulates, and definitions, and he had limited the instruments to the straightedge and the compa.s.ses.

Aristotle (_ca._ 350 B.C.) had paid special attention to the history of the subject, thus finding out what had already been accomplished, and had also made much of the applications of geometry. The world was therefore ready for a good teacher who should gather the material and arrange it scientifically. After several attempts to find the man for such a task, he was discovered in Euclid, and to his work the next chapter is devoted.

After Euclid, Archimedes (_ca._ 250 B.C.) made his great contributions.

He was not a teacher like his ill.u.s.trious predecessor, but he was a great discoverer. He has left us, however, a statement of his methods of investigation which is helpful to those who teach. These methods were largely experimental, even extending to the weighing of geometric forms to discover certain relations, the proof being given later. Here was born, perhaps, what has been called the laboratory method of the present.

Of the other Greek teachers we have but little information as to methods of imparting instruction. It is not until the Middle Ages that there is much known in this line. Whatever of geometry was taught seems to have been imparted by word of mouth in the way of expounding Euclid, and this was done in the ancient fas.h.i.+on.

The early Church leaders usually paid no attention to geometry, but as time progressed the _quadrivium_, or four sciences of arithmetic, music, geometry, and astronomy, came to rank with the _trivium_ (grammar, rhetoric, dialectics), the two making up the "seven liberal arts." All that there was of geometry in the first thousand years of Christianity, however, at least in the great majority of Church schools, was summed up in a few definitions and rules of mensuration. Gerbert, who became Pope Sylvester II in 999 A.D., gave a new impetus to geometry by discovering a ma.n.u.script of the old Roman surveyors and a copy of the geometry of Boethius, who paraphrased Euclid about 500 A.D. He thereupon wrote a brief geometry, and his elevation to the papal chair tended to bring the study of mathematics again into prominence.

Geometry now began to have some place in the Church schools, naturally the only schools of high rank in the Middle Ages. The study of the subject, however, seems to have been merely a matter of memorizing.

Geometry received another impetus in the book written by Leonardo of Pisa in 1220, the "Practica Geometriae." Euclid was also translated into Latin about this time (strangely enough, as already stated, from the Arabic instead of the Greek), and thus the treasury of elementary geometry was opened to scholars in Europe. From now on, until the invention of printing (_ca._ 1450), numerous writers on geometry appear, but, so far as we know, the method of instruction remained much as it had always been. The universities began to appear about the thirteenth century, and Sacrobosco, a well-known medieval mathematician, taught mathematics about 1250 in the University of Paris. In 1336 this university decreed that mathematics should be required for a degree. In the thirteenth century Oxford required six books of Euclid for one who was to teach, but this amount of work seems to have been merely nominal, for in 1450 only two books were actually read. The universities of Prague (founded in 1350) and Vienna (statutes of 1389) required most of plane geometry for the teacher's license, although Vienna demanded but one book for the bachelor's degree. So, in general, the universities of the thirteenth, fourteenth, and fifteenth centuries required less for the degree of master of arts than we now require from a pupil in our American high schools. On the other hand, the university students were younger than now, and were really doing only high school work.

The invention of printing made possible the study of geometry in a new fas.h.i.+on. It now became possible for any one to study from a book, whereas before this time instruction was chiefly by word of mouth, consisting of an explanation of Euclid. The first Euclid was printed in 1482, at Venice, and new editions and variations of this text came out frequently in the next century. Practical geometries became very popular, and the reaction against the idea of mental discipline threatened to abolish the old style of text. It was argued that geometry was uninteresting, that it was not sufficient in itself, that boys needed to see the practical uses of the subject, that only those propositions that were capable of application should be retained, that there must be a fusion between the demands of culture and the demands of business, and that every man who stood for mathematical ideals represented an obsolete type. Such writers as Finaeus (1556), Bartoli (1589), Belli (1569), and Cataneo (1567), in the sixteenth century, and Capra (1678), Gargiolli (1655), and many others in the seventeenth century, either directly or inferentially, took this att.i.tude towards the subject,--exactly the att.i.tude that is being taken at the present time by a number of teachers in the United States. As is always the case, to such an extreme did this movement lead that there was a reaction that brought the Euclid type of book again to the front, and it has maintained its prominence even to the present.

The study of geometry in the high schools is relatively recent. The Gymnasium (cla.s.sical school preparatory to the university) at Nurnberg, founded in 1526, and the Cathedral school at Wurttemberg (as shown by the curriculum of 1556) seem to have had no geometry before 1600, although the Gymnasium at Stra.s.sburg included some of this branch of mathematics in 1578, and an elective course in geometry was offered at Zwickau, in Saxony, in 1521. In the seventeenth century geometry is found in a considerable number of secondary schools, as at Coburg (1605), Kurfalz (1615, elective), Erfurt (1643), Gotha (1605), Giessen (1605), and numerous other places in Germany, although it appeared but rarely in the secondary schools of France before the eighteenth century.

In Germany the Realschulen--schools with more science and less cla.s.sics than are found in the Gymnasium--came into being in the eighteenth century, and considerable effort was made to construct a course in geometry that should be more practical than that of the modified Euclid.

At the opening of the nineteenth century the Prussian schools were reorganized, and from that time on geometry has had a firm position in the secondary schools of all Germany. In the eighteenth century some excellent textbooks on geometry appeared in France, among the best being that of Legendre (1794), which influenced in such a marked degree the geometries of America. Soon after the opening of the nineteenth century the _lycees_ of France became strong inst.i.tutions, and geometry, chiefly based on Legendre, was well taught in the mathematical divisions. A worthy rival of Legendre's geometry was the work of Lacroix, who called attention continually to the a.n.a.logy between the theorems of plane and solid geometry, and even went so far as to suggest treating the related propositions together in certain cases.

In England the preparatory schools, such as Rugby, Harrow, and Eton, did not commonly teach geometry until quite recently, leaving this work for the universities. In Christ's Hospital, London, however, geometry was taught as early as 1681, from a work written by several teachers of prominence. The highest cla.s.s at Harrow studied "Euclid and vulgar fractions" one period a week in 1829, but geometry was not seriously studied before 1837. In the Edinburgh Academy as early as 1885, and in Rugby by 1839, plane geometry was completed.

Not until 1844 did Harvard require any plane geometry for entrance. In 1855 Yale required only two books of Euclid. It was therefore from 1850 to 1875 that plane geometry took a definite place in the American high school. Solid geometry has not been generally required for entrance to any eastern college, although in the West this is not the case. The East teaches plane geometry more thoroughly, but allows a pupil to enter college or to go into business with no solid geometry. Given a year to the subject, it is possible to do little more than cover plane geometry; with a year and a half the solid geometry ought easily to be covered also.

=Bibliography.= Stamper, A History of the Teaching of Elementary Geometry, New York, 1909, with a very full bibliography of the subject; Cajori, The Teaching of Mathematics in the United States, Was.h.i.+ngton, 1890; Cantor, Geschichte der Mathematik, Vol. IV, p. 321, Leipzig, 1908; Schotten, Inhalt und Methode des planimetrischen Unterrichts, Leipzig, 1890.

CHAPTER V

EUCLID

It is fitting that a chapter in a book upon the teaching of this subject should be devoted to the life and labors of the greatest of all textbook writers, Euclid,--a man whose name has been, for more than two thousand years, a synonym for elementary plane geometry wherever the subject has been studied. And yet when an effort is made to pick up the scattered fragments of his biography, we are surprised to find how little is known of one whose fame is so universal. Although more editions of his work have been printed than of any other book save the Bible,[23] we do not know when he was born, or in what city, or even in what country, nor do we know his race, his parentage, or the time of his death. We should not feel that we knew much of the life of a man who lived when the Magna Charta was wrested from King John, if our first and only source of information was a paragraph in the works of some historian of to-day; and yet this is about the situation in respect to Euclid. Proclus of Alexandria, philosopher, teacher, and mathematician, lived from 410 to 485 A.D., and wrote a commentary on the works of Euclid. In his writings, which seem to set forth in amplified form his lectures to the students in the Neoplatonist School of Alexandria, Proclus makes this statement, and of Euclid's life we have little else:

Not much younger than these[24] is Euclid, who put together the "Elements," collecting many of the theorems of Eudoxus, perfecting many of those of Theaetetus, and also demonstrating with perfect certainty what his predecessors had but insufficiently proved. He flourished in the time of the first Ptolemy, for Archimedes, who closely followed this ruler,[25]

speaks of Euclid. Furthermore it is related that Ptolemy one time demanded of him if there was in geometry no shorter way than that of the "Elements," to whom he replied that there was no royal road to geometry.[26] He was therefore younger than the pupils of Plato, but older than Eratosthenes and Archimedes; for the latter were contemporary with one another, as Eratosthenes somewhere says.[27]

Thus we have in a few lines, from one who lived perhaps seven or eight hundred years after Euclid, nearly all that is known of the most famous teacher of geometry that ever lived. Nevertheless, even this little tells us about when he flourished, for Hermotimus and Philippus were pupils of Plato, who died in 347 B.C., whereas Archimedes was born about 287 B.C. and was writing about 250 B.C. Furthermore, since Ptolemy I reigned from 306 to 283 B.C., Euclid must have been teaching about 300 B.C., and this is the date that is generally a.s.signed to him.

Euclid probably studied at Athens, for until he himself a.s.sisted in transferring the center of mathematical culture to Alexandria, it had long been in the Grecian capital, indeed since the time of Pythagoras.

Moreover, numerous attempts had been made at Athens to do exactly what Euclid succeeded in doing,--to construct a logical sequence of propositions; in other words, to write a textbook on plane geometry. It was at Athens, therefore, that he could best have received the inspiration to compose his "Elements."[28] After finis.h.i.+ng his education at Athens it is quite probable that he, like other savants of the period, was called to Alexandria by Ptolemy Soter, the king, to a.s.sist in establis.h.i.+ng the great school which made that city the center of the world's learning for several centuries. In this school he taught, and here he wrote the "Elements" and numerous other works, perhaps ten in all.

Although the Greek writers who may have known something of the life of Euclid have little to say of him, the Arab writers, who could have known nothing save from Greek sources, have allowed their imaginations the usual lat.i.tude in speaking of him and of his labors. Thus Al-Qif[t.][=i], who wrote in the thirteenth century, has this to say in his biographical treatise "Ta'r[=i]kh al-[H.]ukam[=a]":

Euclid, son of Naucrates, grandson of Zenarchus, called the author of geometry, a Greek by nationality, domiciled at Damascus, born at Tyre, most learned in the science of geometry, published a most excellent and most useful work ent.i.tled "The Foundation or Elements of Geometry," a subject in which no more general treatise existed before among the Greeks; nay, there was no one even of later date who did not walk in his footsteps and frankly profess his doctrine.

This is rather a specimen of the Arab tendency to manufacture history than a serious contribution to the biography of Euclid, of whose personal history we have only the information given by Proclus.

[Ill.u.s.tration: EUCLID