-
Notifications
You must be signed in to change notification settings - Fork 105
/
byrne-en-latex.tex
13086 lines (11378 loc) · 557 KB
/
byrne-en-latex.tex
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
208
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
226
227
228
229
230
231
232
233
234
235
236
237
238
239
240
241
242
243
244
245
246
247
248
249
250
251
252
253
254
255
256
257
258
259
260
261
262
263
264
265
266
267
268
269
270
271
272
273
274
275
276
277
278
279
280
281
282
283
284
285
286
287
288
289
290
291
292
293
294
295
296
297
298
299
300
301
302
303
304
305
306
307
308
309
310
311
312
313
314
315
316
317
318
319
320
321
322
323
324
325
326
327
328
329
330
331
332
333
334
335
336
337
338
339
340
341
342
343
344
345
346
347
348
349
350
351
352
353
354
355
356
357
358
359
360
361
362
363
364
365
366
367
368
369
370
371
372
373
374
375
376
377
378
379
380
381
382
383
384
385
386
387
388
389
390
391
392
393
394
395
396
397
398
399
400
401
402
403
404
405
406
407
408
409
410
411
412
413
414
415
416
417
418
419
420
421
422
423
424
425
426
427
428
429
430
431
432
433
434
435
436
437
438
439
440
441
442
443
444
445
446
447
448
449
450
451
452
453
454
455
456
457
458
459
460
461
462
463
464
465
466
467
468
469
470
471
472
473
474
475
476
477
478
479
480
481
482
483
484
485
486
487
488
489
490
491
492
493
494
495
496
497
498
499
500
501
502
503
504
505
506
507
508
509
510
511
512
513
514
515
516
517
518
519
520
521
522
523
524
525
526
527
528
529
530
531
532
533
534
535
536
537
538
539
540
541
542
543
544
545
546
547
548
549
550
551
552
553
554
555
556
557
558
559
560
561
562
563
564
565
566
567
568
569
570
571
572
573
574
575
576
577
578
579
580
581
582
583
584
585
586
587
588
589
590
591
592
593
594
595
596
597
598
599
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625
626
627
628
629
630
631
632
633
634
635
636
637
638
639
640
641
642
643
644
645
646
647
648
649
650
651
652
653
654
655
656
657
658
659
660
661
662
663
664
665
666
667
668
669
670
671
672
673
674
675
676
677
678
679
680
681
682
683
684
685
686
687
688
689
690
691
692
693
694
695
696
697
698
699
700
701
702
703
704
705
706
707
708
709
710
711
712
713
714
715
716
717
718
719
720
721
722
723
724
725
726
727
728
729
730
731
732
733
734
735
736
737
738
739
740
741
742
743
744
745
746
747
748
749
750
751
752
753
754
755
756
757
758
759
760
761
762
763
764
765
766
767
768
769
770
771
772
773
774
775
776
777
778
779
780
781
782
783
784
785
786
787
788
789
790
791
792
793
794
795
796
797
798
799
800
801
802
803
804
805
806
807
808
809
810
811
812
813
814
815
816
817
818
819
820
821
822
823
824
825
826
827
828
829
830
831
832
833
834
835
836
837
838
839
840
841
842
843
844
845
846
847
848
849
850
851
852
853
854
855
856
857
858
859
860
861
862
863
864
865
866
867
868
869
870
871
872
873
874
875
876
877
878
879
880
881
882
883
884
885
886
887
888
889
890
891
892
893
894
895
896
897
898
899
900
901
902
903
904
905
906
907
908
909
910
911
912
913
914
915
916
917
918
919
920
921
922
923
924
925
926
927
928
929
930
931
932
933
934
935
936
937
938
939
940
941
942
943
944
945
946
947
948
949
950
951
952
953
954
955
956
957
958
959
960
961
962
963
964
965
966
967
968
969
970
971
972
973
974
975
976
977
978
979
980
981
982
983
984
985
986
987
988
989
990
991
992
993
994
995
996
997
998
999
1000
\documentclass[booklanguage=english]{byrnebook}
%\usepackage{lua-visual-debug}
\begin{document}
\thispagestyle{empty}
\begin{center}
\Large \uppercase{The first six books of}
\LARGE \uppercase{The elements of Euclid}
\vskip 0.5\baselineskip
\normalsize \uppercase{in which coloured diagrams and symbols are used instead of letters for the greater ease of learners}
\vskip 0.75\baselineskip
\Large \uppercase{By Oliver Byrne}
%{\uppercase{SURVEYOR OF HER MAJESTY'S SETTLEMENTS IN THE FALKLAND ISLANDS AND AUTHOR OF NUMEROUS MATHEMATICAL WORKS}}
\defineNewPicture{
textLabels := false;
scaleFactor := 7/6;
angleScale := 4/3;
pair A, B, C, D, E, F, G, H, I, J, K, L, M, d[];
A := (0, 0);
B := A shifted (-7/10u, -8/7u);
C = whatever[A, A shifted ((A-B) rotated 90)] = whatever[B, B shifted dir(0)];
d1 := (B-A) rotated -90;
D := A shifted d1;
E := B shifted d1;
d2 := (A-C) rotated -90;
F := C shifted d2;
G := A shifted d2;
d3 := (C-B) rotated -90;
H := B shifted d3;
I := C shifted d3;
J = whatever[A, A shifted dir(90)];
J = whatever[B, C];
K = whatever[A, A shifted dir(90)];
K = whatever[H, I];
L = whatever[B, F];
L = whatever[A, C];
M = whatever[A, I];
M = whatever[B, C];
draw byPolygon(A,B,E,D)(byblack);
draw byPolygon(L,A,G,F)(byred);
draw byPolygon(C,L,F)(byred);
draw byPolygon(J,M,I,K)(byyellow);
draw byPolygon (M,C,I)(byyellow);
draw byPolygon(B,J,K,H)(byblue);
byAngleDefine(F, C, A, byyellow, SOLID_SECTOR);
byAngleDefine(B, C, I, byblue, SOLID_SECTOR);
byAngleDefine(A, C, B, byblack, SOLID_SECTOR);
draw byNamedAngleResized();
draw byLineFull(A, K, byred, 1, 0)(I, I, 1, 1, -1);
draw byLineFull(B, F, byblack, 0, 0)(G, G, 1, 1, -1);
draw byLineFull(A, I, byblack, 0, 0)(K, K, 1, 1, 1);
byLineDefine(C, F, byblue, DASHED_LINE, REGULAR_WIDTH);
byLineDefine(C, I, byblack, DASHED_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(CF,CI);
byLineDefine(A, B, byyellow, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, C, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, A, byblue, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(1)(AB,BC,CA);
byLineDefine.CAb(C, A, byblack, SOLID_LINE, REGULAR_WIDTH);
byLineStylize (M, M, 1, 0, -1) (CAb);
byLineDefine.AMb(A, M, byblack, SOLID_LINE, REGULAR_WIDTH);
byLineStylize (C, C, 0, 1, -1) (AMb);
byLineDefine.BCb(B, C, byblack, SOLID_LINE, REGULAR_WIDTH);
byLineStylize (L, L, 0, 1, -1) (BCb);
byLineDefine.BLb(L, B, byblack, SOLID_LINE, REGULAR_WIDTH);
byLineStylize (C, C, 1, 0, -1) (BLb);
draw byLabelsOnPolygon(B, E, D, A, G, F, C, I, K, H)(ALL_LABELS, -1);
draw byLabelsOnPolygon(A, J, C)(OMIT_FIRST_LABEL+OMIT_LAST_LABEL, 1);
}
\vfill\vfill
~\hfill\drawCurrentPicture\hfill~
\vfill\vfill\vfill
\large github.com/jemmybutton
\vskip 0.25\baselineskip
\Large 2024 ed.\,0.8-latex-alpha
\vskip \baselineskip
\ccbysa
\vskip 0.25\baselineskip
\footnotesize This rendition of Oliver Byrne's \emph{The first six books of the Elements of Euclid} is made by Slyusarev Sergey and is distributed under CC-BY-SA~4.0 license
\vskip -\baselineskip
\normalsize
\end{center}
\pagebreak
\part*{Introduction}
\charspacing{-2}{\regularLettrine{T}{he} arts and sciences have become so extensive, that to facilitate their acquirement is of as much importance as to extend their boundaries. Illustration, if it does not shorten the time of study, will at least make it more agreeable. This Work has a greater aim than mere illustration; we do not introduce colors for the purpose of entertainment, or to amuse \emph{by certain combinations of tint and form}, % don't know where this is from
but to assist the mind in its researches after truth, to increase the facilities of introduction, and to diffuse permanent knowledge. If we wanted authorities to prove the importance and usefulness of geometry, we might quote every philosopher since the day of Plato. Among the Greeks, in ancient, as in the school of Pestalozzi and others in recent times, geometry was adopted as the best gymnastic of the mind. In fact, Euclid's Elements have become, by common consent, the basis of mathematical science all over the civilized globe. But this will not appear extraordinary, if we consider that this sublime science is not only better calculated than any other to call forth the spirit of inquiry, to elevate the mind, and to strengthen the reasoning faculties, but also it forms the best introduction to most of the useful and important vocations of human life. Arithmetic, land-surveying, hydrostatics, pneumatics, optics, physical astronomy, \&c.\ are all dependent on the propositions of geometry.}
\charspacing{-1}{Much however depends on the first communication of any science to a learner, though the best and most easy methods are seldom adopted. Propositions are placed before a student, who though having a sufficient understanding, is told just as much about them on entering at the very threshold of the science, as given him a prepossession most unfavorable to his future study of this delightful subject; or \enquote{the formalities and paraphernalia of rigour are so ostentatiously put forward, as almost to hide the reality. Endless and perplexing repetitions, which do not confer greater exactitude on the reasoning, render the demonstrations involved and obscure, and conceal from the view of the student the consecution of evidence.} % quotation seems to be from The First Six Books of the Elements of Euclid by Dionysius Lardner https://books.google.ru/books?id=YnkAAAAAMAAJ
Thus an aversion is created in the mind of the pupil, and a subject so calculated to improve the reasoning powers, and give the habit of close thinking, is degraded by a dry and rigid course of instruction into an uninteresting exercise of the memory. To rise the curiosity, and to awaken the listless and dormant powers of younger minds should be the aim of every teacher; but where examples of excellence are wanting, the attempts to attain it are but few, while eminence excites attention and produces imitation. The object of this Work is to introduce a method of teaching geometry, which has been much approved of by many scientific men in this country, as well as in France and America. The plan here adopted forcibly appeals to the eye, the most sensitive and the most comprehensive of our external organs, and its pre-eminence to imprint its subject on the mind is supported by the incontrovertible maxim expressed in the well known words of Horace:—}
\begin{center}
\emph{Segnius irritant animos demissa per aurem\\
Quam quae sunt oculis subjecta fidelibus}\\
\vskip 0.5\baselineskip
A feebler impress through the ear is made,\\
Than what is by the faithful eye conveyed.
\end{center}
\charspacing{-1}{All language consists of representative signs, and those signs are the best which effect their purposes with the greatest precision and dispatch. Such for all common purposes are the audible signs called words, which are still considered as audible, whether addressed immediately to the ear, or through the medium of letters to the eye. Geometrical diagrams are not signs, but the materials of geometrical science, the object of which is to show the relative quantities of their parts by a process of reasoning called Demonstration. This reasoning has been generally carried on by words, letters, and black or uncoloured diagrams; but as the use of coloured symbols, signs, and diagrams in the linear arts and sciences, renders the process of reasoning more precise, and the attainment more expeditious, they have been in this instance accordingly adopted.}
Such is the expedition of this enticing mode of communicating knowledge, that the Elements of Euclid can be acquired in less that one third of the time usually employed, and the retention by the memory is much more permanent; these facts have been ascertained by numerous experiments made by the inventor, and several others who have adopted his plans. The particulars of which are few and obvious; the letters annexed to points, lines, or other parts of a diagram are in fact but arbitrary names, and represent them in the demonstration; instead of these, the parts being differently coloured, are made to name themselves, for their forms in corresponding colours represent them in the demonstration.
In order to give a better idea of this system, and of advantages gained by its adoption, let us take a right angled triangle, and express some of its properties both by colours and the method generally employed.
\defineNewPicture{
pair A, B, C;
B := (0, 0);
A := B shifted (dir(-145)*3u);
C = whatever[A, A shifted (1,0)] = whatever[B, B shifted dir(-145+90)];
byAngleDefine(A, B, C, byyellow, SOLID_SECTOR);
byAngleDefine(B, C, A, byblue, SOLID_SECTOR);
byAngleDefine(C, A, B, byred, SOLID_SECTOR);
draw byNamedAngleResized();
byLineDefine(A, B, byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, C, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, A, byyellow, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(AB,BC,CA);
label.top(btex B etex, B);
label.rt(btex C etex, C);
label.lft(btex A etex, A);
angleScale := 4/5;
}
\begin{center}
\drawCurrentPictureInMargin \emph{Some of the properties of the right angled triangle ABC, expressed by the method generally employed:}
\end{center}
\vskip 0.5\baselineskip
\begin{enumerate}
\item The angle BAC, together with the angles BCA and ABC are equal to two right angles, or twice the angle ABC.
\item The angle CAB added to the angle ACB will be equal to the angle ABC.
\item The angle ABC is greater than either of the angles BAC or BCA.
\item The angle BCA or the angle CAB is less than the angle ABC.
\item If from the angle ABC, there be taken the angle BAC, the remainder will be equal to the angle ACB.
\item The square of AC is equal to the sum of the squares of AB and BC.
\end{enumerate}
\vskip 0.5\baselineskip
\begin{center}
\emph{The same properties expressed by colouring the different parts:}
\end{center}
\vskip 0.5\baselineskip
\begin{enumerate}
\item $\drawAngle{A} + \drawAngle{B} + \drawAngle{C} = 2 \drawAngle{B} = \drawTwoRightAngles$. \\ That is, the red angle added to the yellow angle added to the blue angle, equal twice the yellow angle, equal two right angles.
\item $\drawAngle{A} + \drawAngle{C} = \drawAngle{B}$. \\ Or in words, the red angle added to the blue angle, equal the yellow angle.
\item $\drawAngle{B} > \drawAngle{A} \mbox{ or } > \drawAngle{C}$. \\ The yellow angle is greater than either the red or blue angle.
\item $\drawAngle{A} \mbox{ or } \drawAngle{C} < \drawAngle{B}$. \\ Either the red or blue angle is less that the yellow angle.
\item $\drawAngle{B} - \drawAngle{C} = \drawAngle{A}$. \\ In other terms, the yellow angle made less be the blue angle equal red angle. %\mbox{ minus }
\item $\drawUnitLine{CA}^2 = \drawUnitLine{AB}^2 + \drawUnitLine{BC}^2$. \\ That is, the square of the yellow line is equal to the sum of the squares of the blue and red lines.
\end{enumerate}
In oral demonstrations we gain with colours this important advantage, the eye and the ear can be addressed at the same moment, so that for teaching geometry, and other linear arts and sciences, in classes, the system is best ever proposed, this is apparent from the examples given.
\charspacing{-2}{Whence it is evident that a reference from the text to the diagram is more rapid and sure, by giving the forms and colours of the parts, or by naming the parts and their colours, than naming the parts and letters on the diagram. Besides the superior simplicity, this system is likewise conspicuous for concentration, and wholly excludes the injurious though prevalent practice of allowing the student to commit the demonstration to memory; until reason, and fact, and proof only make impressions of the understanding.}
Again, when lecturing on the principles or properties of figures, if we mention the colour of the part or parts referred to, as in saying, the red angle, the blue line, or lines, \&c, the part or parts thus named will be immediately seen by all the class at the same instant; not so if we say the angle ABC, the triangle PFQ, the figure EGKt, and so on; for the letters must be traced one by one before students arrange in their minds the particular magnitude referred to, which often occasions confusion and error, as well as loss of time. Also if the parts which are given as equal, have the same colours in any diagram, the mind will not wander from the object before it; that is, such an arrangement presents an ocular demonstration of the parts to be proved equal, and the learner retains the data throughout the whole of reasoning. But whatever may be the advantages of the present plan, if it be not substituted for, it can always be made a powerful auxiliary to the other methods, for the purpose of introduction, or of a more speedy reminiscence, or of more permanent retention by the memory.
\charspacing{-2.5}{The experience of all who have formed systems to impress facts on the understanding, agree in proving that coloured representations, as pictures, cuts, diagrams, \&c.\ are more easily fixed in the mind than mere sentences unmarked by any peculiarity. Curious as it may appear, poets seem to be aware of this fact more than mathematicians; many modern poets allude to this visible system of communicating knowledge, one of them has thus expressed himself:}
\vskip 0.5\baselineskip
\begin{center} % Once again, the same verse by Horace, this time translated by Isaac Watts https://archive.org/stream/improvementofmin00wattuoft#page/198/mode/2up
Sounds which address the ear are lost and die\\
In one short hour, but these which strike the eye,\\
Live long upon the mind, the faithful sight\\
Engraves the knowledge with a beam of light.
% I'd put something like this instead:
% For man loves knowledge, and the beams of Truth
% More welcome touch his understanding's eye,
% Than all the blandishments of sound his ear,
% Than all of taste his tongue...
% from The Pleasures Of Imagination by Mark Akenside (1721–1770) https://archive.org/stream/pleasuresofimagi00aken#page/50/mode/2up
\end{center}
\vskip 0.5\baselineskip
This perhaps may be reckoned the only improvement which plain geometry has received since the days of Euclid, and if there were any geometers of note before that time, Euclid's success has quite eclipsed their memory, and even occasioned all good things of that kind to be assigned to him; like \AE sop among the writers of Fables. It may also be worthy of remark, as tangible diagrams afford the only medium through which geometry and other linear arts can be taught to the blind, the visible system is no less adapted to the exigencies of the deaf and dumb.
\charspacing{-1}{Care must be taken to show that colour has nothing to do with the lines, angles, or magnitudes, except merely to name them. A mathematical line, which is length without breadth, cannot possess colour, yet the junction of two colours on the same plane gives a good idea of what is meant by a mathematical line; recollect we are speaking familiarly, such a junction is to be understood and not the colour, when we say the black line, the red line or lines, \&c.}
Colours and coloured diagrams may at first appear a clumsy method to convey proper notions of the properties and parts of mathematical figures and magnitudes, however they will be found to afford a means more refined and extensive than any that has hitherto proposed.
We shall here define a point a line, and a surface, and demonstrate a proposition in order to show the truth of this assertion.
A point is that which has position, but not magnitude; or a point is position only, abstracted from the consideration of length, breadth, and thickness. Perhaps the following description is better calculated to explain the nature of mathematical point to those who have not acquired the idea, than the above specious definition.
\defineNewPicture{
angleScale := 2;
pair O, A, B, C;
O := (0, 0);
A := dir(0) scaled 3u;
B := dir(120) scaled 3u;
C := dir(240) scaled 3u;
draw byAngle(A, O, B, byred, SOLID_SECTOR);
draw byAngle(B, O, C, byblue, SOLID_SECTOR);
draw byAngle(C, O, A, byyellow, SOLID_SECTOR);
}
Let three colours \drawCurrentPictureInMargin meet and cover a portion of the paper, where they meet is not blue, nor is it yellow, nor is it red, as it occupies no portion of the plane, for if it did, it would belong to the blue, the red, or the yellow part; yet it exists, and has position without magnitude, so that with a little reflection, this junction of three colours on a plane, gives a good idea of a mathematical point.
A line is length without breadth. With the assistance of colours, nearly in the same manner as before, an idea of a line may be thus given:—
\defineNewPicture{
pair A, B, C, D, E, F;
A := (0, 0);
B := (5/2u, ypart(A));
C := (xpart(A), -2u);
D := (xpart(B), ypart(C));
E := 1/2[A, C];
F := 1/2[B, D];
draw byPolygon(A,B,F,E)(byred);
draw byPolygon(C,D,F,E)(byblue);
}
\drawCurrentPictureInMargin
Let two colours meet and cover a portion of paper; where they meet is not red, nor is it blue; therefore the junction occupies no portion of the plane, and therefore it cannot have breadth, but only length: from which we can readily form an idea of what is meant by a mathematical line. For the purpose of illustration, one colour differing from the colour of the paper, or plane upon which it is drawn, would have been sufficient; hence in future, if we say the red line, the blue line or lines, \&c.\ it is the junctions with the plane upon which they are drawn are to be understood.
\defineNewPicture{
pair A', A'', A''', B', B'', B''', C', C'', C''', D', D'', D''', d[];
d1 := (3/2u, 0);
d2 := (-3/4u, -2/3u);
d3 := (0, -3/2u);
A' := (0, 0);
B' := A' shifted d1;
C' := A' shifted d2;
D' := C' shifted d1;
A'' := A' shifted d3;
B'' := B' shifted d3;
C'' := C' shifted d3;
D'' := D' shifted d3;
A''' := A'' shifted d3;
B''' := B'' shifted d3;
C''' := C'' shifted d3;
D''' := D'' shifted d3;
draw byPolygon(A',B',B'',A'',C'',C')(byred);
draw byPolygon(A'',B'',D'',C'')(byblue);
draw byPolygon(C'',D'',B'',B''',D''',C''')(byyellow);
draw byLine(A''', B''', white, SOLID_LINE, 2);
draw byLine(A''', C''', white, SOLID_LINE, 2);
draw byLine(A''', A', white, SOLID_LINE, 2);
draw byLine(D', C', white, SOLID_LINE, THIN_WIDTH);
draw byLine(D', B', white, SOLID_LINE, THIN_WIDTH);
draw byLine(D', D''', white, SOLID_LINE, THIN_WIDTH);
label.lft(btex P etex, C');
label.lft(btex R etex, C'');
label.rt(btex S etex, B'');
label.rt(btex Q etex, B''');
}
\drawCurrentPictureInMargin
Surface if that which has length and breadth without thickness.
When we consider a solid body (PQ), we perceive at once that it has three dimensions, namely :— length, breadth, and thickness; suppose one part of this solid (PS) to be red, and the other part (QR) yellow, and that the colours be distinct without commingling, the blue surface (RS) which separates these parts, or which is the same thing, that which divides the solid without loss of material, must be without thickness, and only possesses length and breadth; this plainly appears from reasoning, similar to that just employed in defining, or rather describing a point and a line.
The proposition which we have selected to elucidate the manner in which the principles are applied, is the fifth of the first Book.
\defineNewPicture[1/4]{
angleScale := 5/6;
pair A, B, C, D, E;
A := (0, 0);
B := A shifted (u, -2u);
C := B xscaled -1;
D := 9/5[A,B];
E := 9/5[A,C];
byAngleDefine(B, A, C, byblack, SOLID_SECTOR);
byAngleDefine(A, B, C, byblue, SOLID_SECTOR);
byAngleDefine(B, C, A, byblue, SOLID_SECTOR);
byAngleDefine(C, B, E, byyellow, SOLID_SECTOR);
byAngleDefine(D, C, B, byyellow, SOLID_SECTOR);
byAngleDefine(B, D, C, byred, SOLID_SECTOR);
byAngleDefine(C, E, B, byred, SOLID_SECTOR);
byAngleDefine(E, B, D, byblack, ARC_SECTOR);
byAngleDefine(D, C, E, byblack, ARC_SECTOR);
draw byNamedAngleResized(BAC,ABC,BCA,CBE,DCB,BDC,CEB);
byLineDefine(B, D, byyellow, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, E, byyellow, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, E, byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, D, byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(A, B, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(A, C, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, C, byblack, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(CD,noLine,BC,noLine,BE,CE,AC,AB,BD);
label.top(btex A etex, A);
label.lft(btex C etex, C);
label.rt(btex B etex, B);
label.lft(btex E etex, E);
label.rt(btex D etex, D);
}
In an isosceles triangle ABC, the internal angles at the base ABC, ACB are equal, and when the sides AB, AC are produced, the external angles at the base BCE, CBD are also equal.
\begin{center}
\drawCurrentPictureInMargin Produce \drawUnitLine{AB} and \drawUnitLine{AC},\\
make $\drawUnitLine{BD} = \drawUnitLine{CE}$, draw \drawUnitLine{BE} and \drawUnitLine{CD}.\\
In
\drawFromCurrentPicture{
draw byNamedAngle(BAC);
startAutoLabeling;
draw byNamedLineSeq(0)(BE,CE,AC,AB);
stopAutoLabeling;
}
and
\drawFromCurrentPicture{
draw byNamedAngle(BAC);
startAutoLabeling;
draw byNamedLineSeq(0)(BD,CD,AC,AB);
stopAutoLabeling;
}\\
we have $\drawUnitLine{AB,BD} = \drawUnitLine{AC,CE}$,\\
\drawAngle{BAC} common and $\drawUnitLine{AB} = \drawUnitLine{AC}$:\\
$\therefore \drawAngle{BCA,DCB} = \drawAngle{ABC,CBE}$, $\drawUnitLine{BE} = \drawUnitLine{CD}$\\
and $\drawAngle{CEB} = \drawAngle{BDC}$ \byref{prop:I.IV}.\\
Again in \drawLine{BC,BE,CE} and \drawLine{BC,BD,CD},\\
$\drawUnitLine{BD} = \drawUnitLine{CE}$, $\drawAngle{CEB} = \drawAngle{BDC}$\\
and $\drawUnitLine{BE} = \drawUnitLine{CD}$;\\
$\therefore \drawAngle{DCE,DCB} = \drawAngle{EBD,CBE}$
and $\drawAngle{DCB} = \drawAngle{CBE}$ \byref{prop:I.IV}\\
But $\drawAngle{BCA,DCB} = \drawAngle{ABC,CBE}$, $\therefore \drawAngle{BCA} = \drawAngle{ABC}$.
\end{center}
\qedNB
\begin{center}
\emph{By annexing Letters to the Diagram.}
\end{center}
Let the equal sides AB and AC be produced through the extremities BC, of the third side, and in the produced part BD of either, let any point D be assumed, and from the other let AE be cut off equal to AD \byref{prop:I.III}. Let points E and D, so taken in the produced sides, be connected by straight lines DC and BE with the alternate extremities of the third side of the triangle.
In the triangles DAC and EAB the sides DA and AC are respectively equal to EA and AB, and the included angle A is common to both triangles. Hence \byref{prop:I.IV} the line DC is equal to BE, the angle ADC to the angle AEB, and the angle ACD to the angle ABE; if from the equal lines AD and AE the equal sides AB and AC be taken, the remainders BD and CE will be equal. Hence in the triangles BDC and CEB, the sides BD and DC are respectively equal to CE and EB, and the angles D and E included by those sides are also equal. Hence \byref{prop:I.IV} the angles DBC and ECB, which are those included by the third side BC and the productions of the equal sides AB and AC are equal. Also the angles DCB and EBC are equal if those equals be taken from the angles DCA and EBA before proved equal, the remainders, which are the angles ABC and ACB opposite to the equal sides, will be equal.
\emph{Therefore in an isosceles triangle,} \&c.
\qedNB
\charspacing{-2}{Our object in this place being to introduce system rather than to teach any particular set of propositions, we have therefore selected the foregoing out of the regular course. For schools and other public places of instruction, dyed chalks will answer to describe the diagrams, \&c.\ for private use coloured pencils will be found very convenient.}
We are happy to find that the Elements of Mathematics now forms a considerable part of every sound female education, therefore we call the attention to those interested or engaged in the education of ladies to this very attractive mode of communicating knowledge, and to the succeeding work for its future developement.
\charspacing{-2.5}{We shall for the present conclude by observing, as the senses of sight and hearing can be so forcibly and instantaneously addressed alike with one thousand as with one, \emph{the million} might be taught geometry and other branches of mathematics with great ease, this would advance the purpose of education more than any thing \emph{might} be named, for it would teach the people how to think, and not what to think; it is in this particular the great error of education originates.}
\chapter*{Elucidations}
Geometry has for its principal objects the exposition and explanation of the properties of \emph{figure}, and figure is defined to be the relation which subsists between the boundaries of space. Space or magnitude is of three kinds, \emph{linear}, \emph{superficial}, and \emph{solid}.
\defineNewPicture{
pair A, B, C;
numeric s;
s := 3/2u;
A := (0, s);
B := (1/2s, 0);
C := B xscaled -1;
draw byAngle.A(B, A, C, byyellow, SOLID_SECTOR);
byLineDefine(B, A, byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, A, byred, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(CA,BA);
label.urt(btex A etex, A);
}\drawCurrentPictureInMargin
Angles might properly be considered as a fourth species of magnitude. Angular magnitude evidently consists of parts, and must therefore be admitted to be a species of quantity. The student must not suppose that the magnitude of an angle is affected by the length of the straight lines which include it and of whose mutual divergence it is the measure. The \emph{vertex} of an angle is the point the \emph{sides} of the \emph{legs} of the angle meet, as A.
\defineNewPicture{
pair B, C, D, E, F, G, H;
numeric s;
s := 5/4u;
C := (0, 0);
B := dir(0)*s;
D := dir(50)*s;
E := dir(-30)*s;
F := E scaled -1;
G := D scaled -1;
H := B scaled -1;
angleScale := 4/3;
draw byAngle(E, C, B, byyellow, SOLID_SECTOR);
draw byAngle(B, C, D, byblack, SOLID_SECTOR);
draw byAngle(D, C, F, byblue, SOLID_SECTOR);
draw byAngle(F, C, H, byred, SOLID_SECTOR);
draw byAngle(H, C, G, byyellow, ARC_SECTOR);
draw byAngle(G, C, E, byblue, ARC_SECTOR);
draw byLine(B, H, byblue, SOLID_LINE, REGULAR_WIDTH);
draw byLine(D, G, byred, SOLID_LINE, REGULAR_WIDTH);
draw byLine(E, F, byblack, SOLID_LINE, REGULAR_WIDTH);
label.bot(btex C etex, C shifted (0, -3pt));
label.bot(btex B etex, B);
label.lrt(btex D etex, D);
label.llft(btex F etex, F);
label.bot(btex H etex, H);
label.lrt(btex G etex, G);
label.llft(btex E etex, E);
}
\drawCurrentPictureInMargin
\charspacing{-2}{An angle is often designated by a single letter when its legs are the only lines which meet together at its vertex. Thus the red and blue lines form the yellow angle, which in other systems would be called angle A. But when more than two lines meet in the same point, it was necessary by former methods, in order to avoid confusion, to employ three letters to designate an angle about that point, the letter which marked the vertex of the angle being always placed in the middle. Thus the black and red lines meeting together at C, form the blue angle, and has been usually denominated the angle FCD or DCF. The lines FC and CD are the legs of the angle; the point C is its vertex. In like manner the black angle would be designated the angle DCB or BCD. The red and blue angles added together, or the angle HCF added to FCD, make the angle HCD; and so of other angles.}
When the legs of an angle are produced or prolonged beyond its vertex, the angles made by them on both sides of the vertex are said to be \emph{vertically opposite} to each other: thus the red and yellow angles are said to be vertically opposite angles.
\charspacing{-2}{\emph{Superposition} is the process by which one magnitude may be conceived to be placed upon another, so as exactly to cover it, or so that every part of each shall exactly coincide.}
A line is said to be \emph{produced}, when it is extended, prolonged, or it has length increased, and the increase of length which it receives is called \emph{produced part}, or its \emph{production}.
\charspacing{-2.5}{The entire length of the line or lines which enclose a figure, is called its \emph{perimeter}. The first six books of Euclid treat of plain figures only. A line drawn from the centre of a circle to its circumference, is called a \emph{radius}. That side of a right angled triangle, which is opposite to the right angle, is called the \emph{hypotenuse}. An oblong is defined in the second book, and called a \emph{rectangle}. All lines which are considered in the first six books of the Elements are supposed to be in the same plane.}
\charspacing{-3}{The \emph{straight-edge} and \emph{compasses} are the only instruments, the use of which is permitted in Euclid, or plain Geometry. To declare this restriction is the object of the \emph{postulates.}}
The \emph{Axioms} of geometry are certain general propositions, the truth of which is taken to be self-evident and incapable of being established by demonstration.
\emph{Propositions} are those results which are obtained in geometry by a process of reasoning. There are two species of propositions in geometry, \emph{problems} and \emph{theorems}.
A \emph{Problem} is a proposition in which something is proposed to be done; as a line to be drawn under some given conditions, a circle to be described, some figure to be constructed, \&c.
The \emph{solution} of the problem consists in showing how the thing required may be done by the aid of the rule or straight-edge and compasses.
The \emph{demonstration} consists in proving that the process indicated in the solution attains the required end.
A \emph{Theorem} is a proposition in which the truth of some principle is asserted. This principle must be deduced from the axioms and definitions, or other truths previously and independently established. To show this is the object of demonstration.
A \emph{Problem} is analogous to a postulate.
A \emph{Theorem} resembles an axiom.
A \emph{Postulate} is a problem, the solution to which is assumed.
An \emph{Axiom} is a theorem, the truth of which is granted without demonstration.
A \emph{Corollary} is an inference deduced immediately from a proposition.
A \emph{Scholium} is a note or observation on a proposition not containing an inference of sufficient importance to entitle it to the name of \emph{corollary}.
\charspacing{-2}{A \emph{Lemma} is a proposition merely introduced for the purpose of establishing some more important proposition.}
\chapter*{Symbols and abbreviations}
\symb{$\therefore$}
expresses the word \emph{therefore}.
\symb{$\because$}
expresses the word \emph{because}.
\symb{$=$}
expresses the word \emph{equal}. This sign of equality may be read \emph{equal to}, or \emph{is equal to}, or \emph{are equal to}; but the discrepancy in regard to the introduction of the auxiliary verbs \emph{is}, \emph{are}, \&c.\ cannot affect the geometrical rigour.
\symb{$\neq$}
means the same as if the words \emph{‘not equal’} were written.
\symb{$>$}
signifies \emph{greater than}.
\symb{$<$}
signifies \emph{less than}.
\symb{$\ngtr$}
signifies \emph{not greater than}.
\symb{$\nless$}
signifies \emph{not less than}.
\symb{$+$}
is read \emph{plus} (\emph{more}), the sign of addition; when interposed between two or more magnitudes, signifies their sum.
\symb{$-$}
is read \emph{minus} (\emph{less}), signifies subtraction; and when placed between two quantities denotes that the latter is taken from the former.
\symb{$\times$}
this sign expresses the product of two or more numbers when placed between them in arithmetic and algebra; but in geometry it is generally used to express a \emph{rectangle}, when placed between \enquote{two straight lines which contain one of its right angles.} A \emph{rectangle} may also be represented by placing a point between two of its conterminous sides.
\symb{$:\ ::\ :$}
expresses an \emph{analogy} or \emph{proportion}; thus if A, B, C and D represent four magnitudes, and A has to B the same ratio that C has to D, the proportion is thus briefly written
$A : B :: C : D$, $A : B = C : D$, or $\dfrac{A}{B} = \dfrac{C}{D}$.
This equality or sameness of ratio is read,
as A is to B, so is C to D;
or A is to B, as C is to D.
\symb{$\parallel$}
signifies \emph{parallel to}.
\symb{$\perp$}
signifies \emph{perpendicular to}.
\defineNewPicture{
pair A, B, C, D;
numeric s;
s := 3/2u;
A := (0, 0);
B := dir(0)*s;
C := dir(50)*s;
D := dir(90)*s;
byAngleDefine(B, A, C, byblack, ARC_SECTOR);
byAngleDefine(B, A, D, byblack, ARC_SECTOR);
byPointLabelRemove(A,B,C,D);
}
\symb{\drawAngle{BAC}}
signifies \emph{angle}.
\symb{\drawAngle{BAD}}
signifies \emph{right angle}.
\symb{\drawTwoRightAngles}
signifies \emph{two right angles}.
\defineNewPicture{
pair A, B, C, D;
A := (0, -1/4u);
B := (u, 0);
C := (-u, 0);
D := (0, u);
byLineDefine (A, D, byblack, SOLID_LINE, REGULAR_WIDTH);
byLineDefine (B, D, byblack, SOLID_LINE, REGULAR_WIDTH);
byLineDefine (C, D, byblack, SOLID_LINE, REGULAR_WIDTH);
byPointLabelRemove(A,D);
}
\symb{\drawFromCurrentPicture{
draw byNamedLine(AD);
draw byNamedLineSeq(0)(BD,CD);
}
or
\drawFromCurrentPicture{
draw byNamedLineSeq(0)(AD,BD);
}}
briefly designates a \emph{point}.
The square described on a line is concisely written thus, $\drawUnitLine{AD}^2$.
In the same manner twice the square of, is expressed by $2 \cdot \drawUnitLine{AD}^2$.
\symb{\indefstr}
signifies \emph{definition}.
\symb{\inpoststr}
signifies \emph{postulate}.
\symb{\inaxstr}
signifies \emph{axiom}.
\symb{hyp.}
signifies \emph{hypothesis}. It may be necessary here to remark, that \emph{hypothesis} is the condition assumed or taken for granted. Thus, the hypothesis of the proposition given in the Introduction, is that the triangle is isosceles, or that its legs are equal.
\symb{\conststr}
signifies \emph{construction}. The \emph{construction} is the change made in the original figure, by drawing lines, making angles, describing circles, \&c.\ in order to adapt it to the argument of the demonstration or the solution of the problem. The conditions under which these changes are made, are as indisputable as those contained in the hypothesis. For instance, if we make an angle equal to a given angle, these two angles are equal by construction.
\symb{\qedstr}
signifies \emph{Quod erat demonstrandum}. Which was to be demonstrated.
\part{Book I}
\chapter*{Definitions}
\startdefinition{}\label{def:I.I}
\begin{center}
A \emph{point} is that which has no parts.
\end{center}
\startdefinition{}\label{def:I.II}
\begin{center}
A \emph{line} is length without breadth.
\end{center}
\startdefinition{}\label{def:I.III}
\begin{center}
The extremities of a line are points.
\end{center}
\startdefinition{}\label{def:I.IV}
\begin{center}
The straight or right line is that which lies evenly between its extremities.
\end{center}
\startdefinition{}\label{def:I.V}
\begin{center}
A surface is that which has length and breadth only.
\end{center}
\startdefinition{}\label{def:I.VI}
\begin{center}
The extremities of a surface are lines.
\end{center}
\startdefinition{}\label{def:I.VII}
\begin{center}
A plane surface is that which lies evenly between its extremities.
\end{center}
\startdefinition{}\label{def:I.VIII}
\begin{center}
A plane angle is the inclination of two lines to one another, in a plane, which meet together, but are not in the same direction.
\end{center}
\defineNewPicture{
pair A, B, C;
A := (0, 0);
B := (2/3u, 2/3u);
C := (u, ypart(A));
byAngleDefine(B, A, C, byyellow, SOLID_SECTOR);
draw byNamedAngleResized();
byLineDefine(A, B, byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(A, C, byred, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(AC,AB);
}
\startdefinition{}\label{def:I.IX}
\begin{center}
\drawCurrentPictureInMargin[inside] A plane rectilinear angle is the inclination of two straight lines to one another, which meet together, but are not in the same straight line.
\end{center}
\defineNewPicture{
pair A, B, C, D;
A := (0, 0);
B := (u, 0);
C := (0, 2/3u);
D := (-u, 0);
byAngleDefine(B, A, C, byblack, ARC_SECTOR);
byAngleDefine(D, A, C, byblack, ARC_SECTOR);
draw byNamedAngleResized();
draw byLine(D, B, byblack, SOLID_LINE, REGULAR_WIDTH);
draw byLine(A, C, byblack, SOLID_LINE, REGULAR_WIDTH);
}
\startdefinition{}\label{def:I.X}
\begin{center}
\drawCurrentPictureInMargin[inside] When one straight line standing on another straight line makes the adjacent angles equal, each of these angles is called a \emph{right angle}, and each of these lines is said to be \emph{perpendicular} to one another.
\end{center}
\defineNewPicture{
pair A, B, C;
A := (0, 0);
B := (-2/3u, 2/3u);
C := (u, ypart(A));
byAngleDefine(B, A, C, byred, SOLID_SECTOR);
draw byNamedAngleResized();
byLineDefine(A, B, byyellow, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(A, C, byblue, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(AC,AB);
}
\startdefinition{}\label{def:I.XI}
\begin{center}
\drawCurrentPictureInMargin[inside] An obtuse angle is an angle greater than a right angle
\end{center}
\defineNewPicture{
pair A, B, C;
A := (0, 0);
B := (2/3u, 2/3u);
C := (u, ypart(A));
byAngleDefine(B, A, C, byblue, SOLID_SECTOR);
draw byNamedAngleResized();
byLineDefine(A, B, byyellow, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(A, C, byred, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(AC,AB);
}
\startdefinition{}\label{def:I.XII}
\begin{center}
\drawCurrentPictureInMargin[inside] An acute angle is an angle less than a right angle.
\end{center}
\startdefinition{}\label{def:I.XIII}
\begin{center}
A term or boundary is the extremity of any thing.
\end{center}
\startdefinition{}\label{def:I.XIV}
\begin{center}
A figure is a surface enclosed on all sides by a line or lines.
\end{center}
\defineNewPicture{
pair O, A, B, C, D, E;
numeric r;
r := 1/2u;
O := (0, 0);
A := dir(0) scaled r;
B := dir(60) scaled r;
C := dir(130) scaled r;
D := dir(180) scaled r;
E := dir(-60) scaled r;
draw byLine(O, B)(byblack, SOLID_LINE, REGULAR_WIDTH);
draw byLine(O, C)(byred, SOLID_LINE, REGULAR_WIDTH);
draw byLine(O, E)(byyellow, SOLID_LINE, REGULAR_WIDTH);
draw byLine(D, A)(byblue, SOLID_LINE, REGULAR_WIDTH);
draw byCircleR(O, r, byred, 0, 0, 0);
}
\startdefinition{}\label{def:I.XV}
\begin{center}
\drawCurrentPictureInMargin[inside] A circle is a plane figure, bounded by one continued line, called its circumference or periphery; and having a certain point within it, from which all straight lines drawn to its circumference are equal.
\end{center}
\startdefinition{}\label{def:I.XVI}
\begin{center}
This point (from which the equal lines are drawn) is called the centre of the circle.
\end{center}
\defineNewPicture{
pair O, A, B;
numeric r;
r := 1/2u;
O := (0, 0);
A := dir(0) scaled r;
B := dir(180) scaled r;
draw byLine(A, B)(byyellow, SOLID_LINE, REGULAR_WIDTH);
draw byCircleR(O, r, byred, 0, 0, 0);
}
\startdefinition{}\label{def:I.XVII}
\begin{center}
\drawCurrentPictureInMargin[inside] A diameter of a circle is a straight line drawn through the centre, terminated both ways in the circumference.
\end{center}
\defineNewPicture{
pair O, A, B;
numeric r;
r := 1/2u;
O := (0, 0);
A := dir(0) scaled r;
B := dir(180) scaled r;
draw byLine(A, B)(byblue, SOLID_LINE, REGULAR_WIDTH);
draw byArc(O, A, B)(r, byyellow, 0, 0, 0, 0);
draw byArc(O, B, A)(r, byyellow, 1, 0, 0, 0);
}
\startdefinition{}\label{def:I.XVIII}
\begin{center}
\drawCurrentPictureInMargin[inside] A semicircle is the figure contained by the diameter, and the part of the circle cut off by the diameter.
\end{center}
\defineNewPicture{
pair O, A, B;
path P;
numeric r;
r := 1/2u;
P := fullcircle scaled 2r;
O := (0, 0);
A := point 1 of P;
B := point 3 of P;
draw byLine(A, B)(byred, SOLID_LINE, REGULAR_WIDTH);
draw byArc(O, A, B)(r, byblue, 0, 0, 0, 0);
draw byArc(O, B, A)(r, byblue, 1, 0, 0, 0);
}
\startdefinition{}\label{def:I.XIX}
\begin{center}
\drawCurrentPictureInMargin[inside] A segment of a circle is a figure contained by straight line and the part of the circumference which it cuts off.
\end{center}
\startdefinition{}\label{def:I.XX}
\begin{center}
A figure contained by straight lines only, is called a rectilinear figure.
\end{center}
\startdefinition{}\label{def:I.XXI}
\begin{center}
A triangle is a rectilinear figure included by three sides.
\end{center}
\defineNewPicture{
pair A, B, C, D;
A := (0, 0);
B := (u, 1/2u);
C := (-1/2u, -4/3u);
D := (4/3u, -u);
draw byLine(C, B)(byred, SOLID_LINE, REGULAR_WIDTH);
draw byLine(A, D)(byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(A, B, byyellow, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(A, C, byyellow, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, D, byyellow, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, D, byblack, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(BD,CD,AC,AB);
draw byLabelsOnPolygon(A, B, D, C)(ALL_LABELS, 0);
}
\startdefinition{}\label{def:I.XXII}
\begin{center}
\drawCurrentPictureInMargin[inside] A quadrilateral figure is one which is bounded by four sides. The straight lines \drawUnitLine{AD} and \drawUnitLine{CB} connecting the vertices of the opposite angles of a quadrilateral figure, are called its diagonals.
\end{center}
\startdefinition{}\label{def:I.XXIII}
\begin{center}
A polygon is a rectilinear figure bounded by more than four sides.
\end{center}
\defineNewPicture{
pair A, B, C;
A := dir(-30) scaled 1/2u;
B := dir(-150) scaled 1/2u;
C := dir(90) scaled 1/2u;
byLineDefine(A, B, byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, C, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, A, byyellow, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(AB,BC,CA);
}
\startdefinition{}\label{def:I.XXIV}
\begin{center}
\drawCurrentPictureInMargin[inside] A triangle whose sides are equal, is said to be equilateral.
\end{center}
\defineNewPicture{
pair A, B, C;
A := dir(-60) scaled 1/2u;
B := dir(-120) scaled 1/2u;
C := dir(90) scaled 1/2u;
byLineDefine(A, B, byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, C, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, A, byred, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(AB,BC,CA);
}
\startdefinition{}\label{def:I.XXV}
\begin{center}
\drawCurrentPictureInMargin[inside] A triangle which has only two sides equal is called an isosceles triangles.
\end{center}
\startdefinition{}\label{def:I.XXVI}
\begin{center}
A scalene triangle is one which has no two sides equal.
\end{center}
\defineNewPicture{
pair A, B, C;
A := (0, 0);
B := (-u, 0);
C := (0, 3/4u);
byLineDefine(A, B, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, C, byyellow, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, A, byblue, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(AB,BC,CA);
}
\startdefinition{}\label{def:I.XXVII}
\begin{center}
\drawCurrentPictureInMargin[inside]A right angled triangle is that which has a right angle.
\end{center}
\vskip \baselineskip
\defineNewPicture{
pair A, B, C;
A := (-1/4u, 0);
B := (-u, 0);
C := (0, 3/4u);
byLineDefine(A, B, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, C, byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, A, byyellow, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(AB,BC,CA);
}
\startdefinition{}\label{def:I.XXVIII}
\begin{center}
\drawCurrentPictureInMargin[inside] An obtuse angled triangle is that which has an obtuse angle.
\end{center}
\defineNewPicture{
pair A, B, C;
A := (0, 0);
B := (-u, 0);
C := (-1/4u, 3/4u);
byLineDefine(A, B, byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, C, byyellow, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, A, byred, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(AB,BC,CA);
}
\startdefinition{}\label{def:I.XXIX}
\begin{center}
\drawCurrentPictureInMargin[inside] An acute angled triangle is that which has three acute angles.
\end{center}
\defineNewPicture{
pair A, B, C, D;
numeric s;
s := u;
A := (0, 0);
B := (s, 0);
C := (0, s);
D := (s, s);
byLineDefine(A, B, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(A, C, byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, D, byyellow, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, D, byblack, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(AB,AC,CD,BD);
}
\startdefinition{}\label{def:I.XXX}
\begin{center}
\drawCurrentPictureInMargin[inside] Of four-sided figures, a square is that which has all its sides equal, and all its angles right angles.
\end{center}
\defineNewPicture{
pair A, B, C, D;
numeric s;
s := u;
A := (0, 0);
B := (s, 0);
C := A shifted (dir(80) scaled s);
D := B shifted (dir(80) scaled s);
byLineDefine(A, B, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(A, C, byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, D, byyellow, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, D, byblack, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(AB,AC,CD,BD);
}
\startdefinition{}\label{def:I.XXXI}
\begin{center}
\drawCurrentPictureInMargin[inside] A rhombus is that which has all its sides equal, but its angles are not right angles.
\end{center}
\defineNewPicture{
pair A,B,C,D;
numeric s;
s := u;
A := (0, 0);
B := (4/3s, 0);
C := (0, 3/4s);
D := (4/3s, 3/4s);
byLineDefine(A, B, byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(A, C, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, D, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, D, byblue, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(AB,AC,CD,BD);
}
\startdefinition{}\label{def:I.XXXII}
\begin{center}
\drawCurrentPictureInMargin[inside] An oblong is that which has all its angles right angles, but has not all its sides equal.
\end{center}
\defineNewPicture{
pair A, B, C, D;
numeric s;
s := u;
A := (0, 0);
B := (s, 0);
C := (1/4s, 3/4s);
D := (s + 1/4s, 3/4s);
byLineDefine(A, B, byblue, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(A, C, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(B, D, byred, SOLID_LINE, REGULAR_WIDTH);
byLineDefine(C, D, byblue, SOLID_LINE, REGULAR_WIDTH);
draw byNamedLineSeq(0)(AB,AC,CD,BD);
}
\startdefinition{}\label{def:I.XXXIII}
\begin{center}
\drawCurrentPictureInMargin[inside] A rhomboid is that which has its opposite sides equal to one another, but all its sides are not equal nor its angles right angles.
\end{center}
\startdefinition{}\label{def:I.XXXIV}
\begin{center}
All other quadrilateral figures are called trapeziums.
\end{center}
\defineNewPicture{
pair A, B, C, D;
numeric s;
s := u;
A := (0, 0);
B := (4/3s, 0);
C := (0, 1/2s);
D := (4/3s, 1/2s);
draw byLine(A, B, byred, SOLID_LINE, REGULAR_WIDTH);
draw byLine(C, D, byyellow, SOLID_LINE, REGULAR_WIDTH);
}
\startdefinition{}\label{def:I.XXXV}
\begin{center}
\drawCurrentPictureInMargin[inside] Parallel straight lines are such as are in the same plane, and which being produced continually in both directions would never meet.
\end{center}
\chapter*{Postulates}
\startpostulate{}\label{post:I.I}
Let it be granted that a straight line may be drawn from any one point to any other point.
\startpostulate{}\label{post:I.II}
Let it be granted that a finite straight line may be produced to any length in a straight line.
\startpostulate{}\label{post:I.III}
Let it be granted that a circle may be described with any centre at any distance from that centre.
\chapter*{Axioms}
\startaxiom{}\label{ax:I.I}
Magnitudes which are equal to the same are equal to each other.
\startaxiom{}\label{ax:I.II}
If equals be added to equals the sums will be equal.
\startaxiom{}\label{ax:I.III}
If equals be taken away from equals the remainders will be equal.
\startaxiom{}\label{ax:I.IV}
If equals be added to unequals the sums will be unequal.
\startaxiom{}\label{ax:I.V}