that it was the science which teaches the method of making exact figures, and of finding out the proportions between them. He commanded him at the same time neither to speak nor think on the subject more. But Blaise was too inquiring and too earnest to submit to this rule. He spent every moment of leisure in meditation upon the properties of mathematical figures. He drew triangles and circles with charcoal on the walls of his playroom, giving them such names as occurred to him as proper, and thus began to teach himself geometry, seeking to discover, without previous instruction, all the combinations of lines and curves, making definitions and axioms for himself, and then proceeding to demonstration: and thus, alone and untaught, he compared the properties of figures and the relative position of lines with mathematical precision. One day his father came by chance into the room, and found his son busy drawing triangles, parallelograms, and circles: the boy was so intent on his work that he did not hear his father enter; and the latter observed him for some time in silence: when at last he spoke, Blaise felt a sort of terror at being discovered at this forbidden occupation, which equalled his father's wonder at perceiving the objects of his attention. But the surprise of the latter increased, when, asking him what he was about, Blaise explained in language invented by himself, but which showed that he was employed in solving the thirty-second proposition of Euclid. His father asked him, how he came to think of such a question: Blaise replied, that it arose from another he had proposed to himself; and so going back step by step as to the figures that had excited his inquiry, he showed that he had established a chain of propositions deduced from axioms and definitions of his own adoption, which conducted him to the proposition in question (that the three angles of every possible triangle are equal to two right angles). The father was struck almost with fear at this exhibition of inborn genius; and, without speaking to the boy, hurried off to his intimate friend M. le Pailleur; but when he reached his house he was unable to utter a single word, and he stood with tears in his eyes, till his friend, fancying some misfortune had occurred, questioned him anxiously, and at length the happy parent found tongue to declare that he wept for joy, not sorrow. M. le Pailleur was not less astonished when the circumstances narrated were explained to him, and of course advised the father to give every facility for the acquirement of knowledge to one so richly gifted by nature. Euclid, accordingly, was put into the boy's hands as an amusement for his leisure hours. Blaise went through it by himself, and understood it without any explanation from others.[53] From this time he was allowed to be present at all the scientific meetings, and was behind none of the learned men present in bringing new discoveries and