Apparently Euclid died about 2,300 years ago (actually 2,288 to be more precise), but the title of the question refers to the rallying cry of Dieudonné, "A bas Euclide! Mort aux triangles!" (see King of Infinite Space: Donald Coxeter, the Man Who Saved Geometry by Siobhan Roberts, p. 157), often associated in the popular mind with Bourbaki's general stance on rigorous, formalized mathematics (eschewing pictorial representations, etc.). See Dieudonné's address at the Royaumont seminar for his own articulated stance.

In brief, the suggestion was to replace Euclidean Geometry (EG) in the secondary school curriculum with more modern mathematical areas, as for example Set Theory, Abstract Algebra and (soft) Analysis. These ideas were influential, and Euclidean Geometry was gradually demoted in French secondary school education. Not totally abolished though: it is still a part of the syllabus, but without the difficult and interesting proofs and the axiomatic foundation. Analogous demotion/abolition of EG took place in most European countries during the 70s and 80s, especially in the Western European ones. (An exception is Russia!) And together with EG there was a gradual disappearance of mathematical proofs from the high school syllabus, in most European countries; the trouble being (as I understand it) that most of the proofs and notions of modern mathematical areas which replaced EG either required maturity or were not sufficiently interesting to students, and gradually most of such proofs were abandoned. About ten years later, there were general calls that geometry return, as the introduction of the alternative mathematical areas did not produce the desired results. Thus EG came back, but not in its original form.

I teach in a University (not a high school), and we keep introducing new introductory courses, for math majors, as our new students do not know what a proof is. [Cf. the rise of university courses in the US that come under the heading "Introduction to Mathematical Proofs" and the like.]

I am interested in hearing arguments both *for* and *against* the return of EG to high school curricula. Some related questions: is it necessary for high-school students to be exposed to proofs? If so, is there a more efficient mathematical subject in comparison to EG, for high school students, in order to learn what is a theorem, an axiom and a proof?

**Full disclosure**: currently I am leading a campaign for the return of EG to the syllabus of the high schools of my country (Cyprus). However, I am genuinely interested in hearing arguments both pro and con.

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