Euclid — "Give him threepence, since he must make a gain out of what he learns."
Give him threepence, since he must make a gain out of what he learns.
Give him threepence, since he must make a gain out of what he learns.
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"Similar triangles are to one another in the duplicate ratio of their corresponding sides."
"The extremities of a line are points."
"To draw a straight line from any point to any point."
"If two triangles have two sides equal to two sides respectively, and have the angles contained by the equal straight lines equal, they will also have the base equal to the base, the triangle will be e…"
"A plane angle is the inclination to one another of two lines in a plane which meet one another and do not lie in a straight line."
Reputed remark to his servant when a student, after learning the first proposition, inquired, 'What do I get by learning these things?'
Date: c. 300 BCE
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When a student asked what he would gain from studying geometry, Euclid sarcastically ordered a servant to pay the student three coins — implying that anyone who learns only for material reward fundamentally misunderstands education. Knowledge is intrinsically valuable. Learning has worth beyond career or profit. Those who cannot appreciate a subject without monetary motivation are missing the entire point of intellectual pursuit.
Euclid's entire career embodied knowledge pursued for logical perfection, not utility. His Elements — thirteen books of rigorous proofs — was structured for mathematical elegance, not practical engineering. When King Ptolemy I reportedly asked for a shortcut to geometry, Euclid famously replied there is no royal road. This quote mirrors that same conviction: neither wealth nor rank excuses someone from genuine engagement. Euclid measured students solely by their love of truth.
Around 300 BCE in Alexandria, Ptolemy I built the great Library and Mouseion, attracting scholars with royal patronage. Greek philosophical tradition — especially Plato — held that mathematics was the purest form of reasoning, divorced from material concerns. Yet as education became more institutional under Ptolemaic support, students increasingly sought practical returns. Euclid's quip pushed back against this transactional attitude, defending the ideal that geometry trains the mind toward eternal, abstract truth.
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