deny without being mad, how does it come about that so many persons are here refractory?
That not every one can invent is nowise mysterious. That not every one can retain a demonstration once learned may also pass. But that not every one can understand mathematical reasoning when explained appears very surprising when we think of it. And yet those who can follow this reasoning only with difficulty are in the majority: that is undeniable, and will surely not be gainsaid by the experience of secondary-school teachers.
And further: how is error possible in mathematics? A sane mind should not be guilty of a logical fallacy, and yet there are very fine minds who do not trip in brief reasoning such as occurs in the ordinary doings of life, and who are incapable of following or repeating without error the mathematical demonstrations which are longer, but which after all are only an accumulation of brief reasonings wholly analogous to those they make so easily. Need we add that mathematicians themselves are not infallible?
The answer seems to me evident. Imagine a long series of syllogisms, and that the conclusions of the first serve as premises of the following: we shall be able to catch each of these syllogisms, and it is not in passing from premises to conclusion that we are in danger of deceiving ourselves. But between the moment in which we first meet a proposition as conclusion of one syllogism, and that in which we reencounter it as premise of another syllogism occasionally some time will elapse, several links of the chain will have unrolled; so it may happen that we have forgotten it, or worse, that we have forgotten its meaning. So it may happen that we replace it by a slightly different proposition, or that, while retaining the same enunciation, we attribute to it a slightly different meaning, and thus it is that we are exposed to error.
Often the mathematician uses a rule. Naturally he