The Teaching of Geometry (Classic Reprint)

It may be written to exploit a new theory of geometry, or a new method of presenting the science as we already have it. On the other hand, it may be ultraconservative, making a plea for the ancient teaching and the ancient geometry. It may be prepared fbr the purpose of setting forth the work as it now is, or with the tempting but dangerous idea of prophecy. It may appeal to the iconoclast by its spirit of destruction, or to the disciples of laissez faire by its spirit of cbnserving what the past has bequeathed. It may be written for the few who always lead, or think they lead, or for the many who are ranked by the few as followers. And in view of these varied pathways into the joitit domain of geometry and education, a writer may well afford to pause before he sets his pen to paper, and to decide with care the route that he will take. At present in America we have a fairly well-defined body of matter in geometry, and this occupies a fairly iwrell-defined place in the curriculum. There are not wanting many earnest teachers who would change both the matter and the place in a very radical fashion. There are not wanting others, also many in number, who are content with things as they find them.
(Typographical errors above are due to OCR software and don't occur in the book.)

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