Abstract
The educational policy of King Otto, advised during his first years in Greece by Bavarian experts, caused considerable turmoil. Two organizational models were in use, the German one for the University and the French one for the Evelpidon Military School (Greek military academy) and the School of Technology (a forerunner of the Polytechnical School). France’s École Polytechnique remained nonetheless the basic educational model for the Greek military academy. The new educational policy created a number of scientific obstacles that did not favor the flourishing of mathematical education. The length of study at the Greek military academy Greek military academy increased to eight years and new mathematical courses were added to its program, so that its graduates would be able to take upper level technical courses. Bourdon’s <i>Arithmetic</i>, Legendre’s <i>Geometry</i> and <i>Trigonometry</i>, Francoeur’s <i>Algebra</i>, Monge’s <i>Descriptive Geometry</i>, Differential and Integral Calculus, etc, formed the basis of the cadets’ mathematical education. Mathematics was included in the subject matter so that the graduates would be in a position to understand the theoretical basis of the technology employed, as well as, crucially, to help the cadets understand upper-level technical courses. Another reason for the teaching of Mathematics was the materialization of the political goal set by the governments of the Ottonian period, that is access to Europe’s technological achievements. The introduction of additional and more difficult upper-level technical courses required the introduction of new mathematical courses to the program.
Highlights
The Greek military academy (Evelpidon Military School Στρατιωτική Σχολή Ευελπίδων) was one of the first institutions of tertiary education in liberated Greece
Mathematics at the Greek military academy (Evelpidon Military School) during the period under investigation it is necessary to answer the following questions: What was the significance of the teaching of Mathematics at the Evelpidon Military School? Which were the scientific obstacles for mathematical courses? Which were the organizational goals of tertiary technical education in Greece? What kind of educational policy was designed by the Bavarians? Was there any continuity between their choices and the Kapodistrian period (1829-1834)? The answers to these questions will allow for an understanding of the significance of the teaching of mathematics at the Greek military academy
The present study investigates the period from the introduction of the new Evelpidon Military School program by the Bavarians (1834), which altered the mathematics curriculum, to the succession of Higher Mathematics Professor Dimitrios Despotopoulos by Michael Sofianos (1854), who gave a new direction to the School’s mathematical education
Summary
The Greek military academy (Evelpidon Military School Στρατιωτική Σχολή Ευελπίδων) was one of the first institutions of tertiary education in liberated Greece. Mathematics courses formed the greater percentage of the Evelpidon Military School curriculum. Mathematics at the Greek military academy (Evelpidon Military School) during the period under investigation it is necessary to answer the following questions: What was the significance of the teaching of Mathematics at the Evelpidon Military School? The answers to these questions will allow for an understanding of the significance of the teaching of mathematics at the Greek military academy. The present study investigates the period from the introduction of the new Evelpidon Military School program by the Bavarians (1834), which altered the mathematics curriculum (new courses were added), to the succession of Higher Mathematics Professor Dimitrios Despotopoulos by Michael Sofianos (1854), who gave a new direction to the School’s mathematical education. The leading political and social goals were the unification and homogenization of the state
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