Abstract
Geometry is intended to be a good course in logical reasoning, and yet, to many, it is a poor course in memory training. Pupils memorize theorems from a textbook (with or without previous explanation by the teacher), recite what they have memorized, but have very great difficulty doing original exercises, even though many of the originals are less difficult than the theorems which have been so glibly recited. Dissatisfied with this situation, many teachers have kept textbooks out of the hands of their pupils, and have taught each theorem as an original. Some issue a printed syllabus of the semester's work; others assign work from day to day, giving the class very little information as to the general direction in which they are going. The general intention in both cases is the same: the pupil must work out each theorem, without at any time seeing it worked iu full in a textbook. Absence of a textbook is the important feature of the syllabus method.
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