Woodworking mathematics; a continuum of philosophy and history.

Finding translations of Euclid and Pythagoras isn’t always easy. Additionally, I myself once chose a copy of Newton’s Principia based on the image of a falling apple on the cover. Initially, the premises set forth in Euclidean geometry and Pythagorean trigonometry textbooks are useful in quantifying forms including circles, triangles and squares which can then be extrapolated into additional forms. These ideas then transfer into utile functions apparent in jigs and finished work. Newton’s scholiums then elaborate into multifarious curves and ellipses that can be added to those most useful lines and angles. In fact, all of the postulations of Euclid, Pythagoras and Newton combine to be possible functions in two and three dimensions; with variably acute or obtuse descriptive variations producing utile combinations of real linear aspects.

Euclid and Pythagoras were Buds. So, Euclidean geometry and Pythagorean trigonometry are nearly one and the same and should probably be taught concurrently.

I want to take these photographs again with my “henge kit” and set my transit at the origin of the circle I drew on the easel graph paper.

Another topic for this shop demonstration: 1/4” plywood blanks can be cut and stood as half round and angular elements of our curricular continuum equation; thereby becoming exemplary of inclination aspects when placed upon the easel graph paper schematic. These demonstration jig forms will then be explicit additions of third dimension inclinations via their demonstrative capacity.

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