Here, then, is the result of several years of labor by a somewhat radical organization, fostered by excellent mathematicians, and carried on in a country where elementary geometry is held in highest esteem, and where Euclid was thought unsuited to the needs of the beginner. The number of propositions remains substantially the same as in Euclid, and the introduction of some unusable logic tends to counterbalance the improvement in sequence of the propositions. The report provoked thought; it shook the Euclid stronghold; it was probably instrumental in bringing about the present upheaval in geometry in England, but as a working syllabus it has not appealed to the world as the great improvement upon Euclid's "Elements" that was hoped by many of its early advocates. The same association published later, and republished in 1905, a "Report on the Teaching of Geometry," in which it returned to Euclid, modifying the "Elements" by omitting certain propositions, changing the order and proof of others, and introducing a few new theorems. It seems to reduce the propositions to be proved in plane geometry to about one hundred fifteen, and it recommends the omission of the incommensurable case. This number is, however, somewhat misleading, for Euclid frequently puts in one proposition what we in America, for educational reasons, find it better to treat in two, or even three, propositions. This report, therefore, reaches about the same conclusion as to the geometric facts to be mastered as is reached by our later textbook writers in America. It is not extreme, and it stands for good mathematics. In the United States the influence of our early wars with England, and the sympathy of France at that time, turned the attention of our scholars of a century ago from Cambridge to Paris as a mathematical center. The influx of French mathematics brought with it such works as Legendre's geometry (1794) and Bourdon's algebra, and made known the texts of Lacroix, Bertrand, and Bezout. Legendre's geometry was the result of the efforts of a great mathematician at syllabus-making, a natural thing in a country that had early broken away from Euclid. Legendre changed the Greek sequence, sought to select only propositions that are necessary to a good understanding of the subject, and added a good course in solid geometry. His arrangement, with the number of propositions as given in the Davies translation, is as follows: Book I. Rectilinear figures 31 Book II. Ratio and proportion 14 Book III. The circle 48 Book IV. Proportions of figures and areas 51 Book V. Polygons and circles 17 ---- Total for plane geometry 161