Abstract
THE Report on the Teaching of Geometry in Schools prepared by a Committee of the Mathematical Association is, up to a point, a restatement, most welcome for its freshness and the authoritative character of the source from which it comes, of doctrine that is now more or less thoroughly understood. This perhaps we may sum up as follows: by the time a boy is through his Fifth Form, or School Certificate work, he should not merely know the more interesting theorems of Euclid I.—IV. and VI., but should also have systematised or organised his knowledge at least back to the fundamental propositions, i.e. Euclid I. 4, 8, 26, 27-29. Special emphasis is laid on this systematising; and this is unquestionably the point which needs the attention of teachers at the present time: “the average boy should be submitted to Euclidean rigour at the right time and not before. … The Euclidean discipline was ineffective in the old days because it was given too soon; perhaps the danger at the present day is that it may not be given at all.”
The Teaching of Geometry in Schools: a Report prepared for the Mathematical Association.
Pp. 74. (London: G. Bell and Sons, Ltd., 1923.) 2s. net.
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Geometry in Schools. Nature 113, 230–232 (1924). https://doi.org/10.1038/113230a0
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DOI: https://doi.org/10.1038/113230a0
