If this view is correct, it is wrong to allow a pupil to reach the age of fourteen years without knowing even the alphabet of Geometry. He should be taught at least how to read it.
It certainly does seem probable, that if the youth who now leave school with so much Arithmetic, and no Geometry, were taught the first rudiments of the science, thousands of them would be led to the study of the higher mathematics in their mature years, by reason of those attractions of Geometry which Arithmetic does not possess.
TO THE PROFESSIONAL READER.
This little book is constructed for the purpose of instructing large classes, and with reference to being used also by teachers who have themselves no knowledge of Geometry.
The first statement will account for the many, and perhaps seemingly needless, repetitions; and the second, for the suggestive style of some of the questions in the lessons which develop the matter contained in the review-lessons.
Attention is respectfully directed to the following points:—
First the particular, then the general. See page [25].
Why is m n g an acute angle?
What is an acute angle?
Here the attention is directed first to this particular angle; then this is taken as an example of its kind, and the idea generalized by describing the class. See also page [29].