obtain full marks? Again, it may be asked, why printed books alone are to be accepted; and why a student who has gone through a manuscript course of geometry should be precluded from following it? The regulation might be made that he should submit a copy of his manuscript course to the examiner in order that it might be ascertained whether he had reproduced it accurately. As I have already intimated, the only plan which can be adopted is to choose able and impartial men for examiners, and trust them to appreciate the merits of the papers submitted by the candidate to them.
The examiners will find many perplexing cases I have no doubt; one great source of trouble seems to me to consist in the fact that what may be a sound demonstration to one person with adequate preliminary study is not a demonstration to another person who has not gone through the discipline. To take a very simple example: let the proposition be, The angles at the base of an isosceles triangle are equal. Suppose a candidate dismisses this briefly with the words, this is evident from symmetry; the question will be, what amount of credit is to be assigned to him. It is quite possible that a well-trained mathematician may hold himself convinced of the truth of the proposition by the consideration of symmetry, but it does not follow that the statement would really be a demonstration for an early student. Or suppose that another imbued with "the doctrine of the imaginary and inconceivable" says as briefly "the proposition is true, for the inequality of the angles is inconceivable and therefore false;" then is the examiner to award full marks, even if he himself belongs to the school of metaphysics which denies that the inconceivable is necessarily the false?
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It has been urged as an objection against Euclid that the number of his propositions is too great. Thus it has been said that the 173 propositions of the six books might be reduced to 120, and taught in very little more than half the time required
