Page:A history of Japanese mathematics (IA historyofjapanes00smitiala).pdf/26

14 depth of the water. The other is the problem of the broken tree that has been a stock question for four thousand years. Both of these problems are found in the early Hindu works and were among the medieval importations into Europe.

The value of π used in the “Nine Sections” is 3, as was the case generally in early times. Commentators changed this later, Liu Hui (263) giving the value $157⁄50$, which is equivalent to 3.14.

9. Chui-shu. This is usually supposed to be Tsu Ch’ung-chih's work which has been lost and is now known only by name.

This list includes all of the important Chinese classics in mathematics that had appeared before it was made, and it shows a serious attempt to introduce the best material available into the schools of Japan at the opening of the 8th century. It seemed that the country had entered upon an era of great intellectual prosperity, but it was like the period of Charlemagne, so nearly synchronous with it—a temporary beacon in a dark night. Instead of leading scholars to the study of pure mathematics, this introduction of Chinese science, at a time when the people were not fully capable of appreciating it, seemed rather to foster a study of astrology, and mathematics degenerated into mere puzzle solving, the telling of fortunes, and the casting of horoscopes. Japan itself was given up to wars and rumors of wars. The “Nine Sections” was forgotten, and a man who actually knew arithmetic was looked upon as a genius. The samurai or noble class disdained all commercial pursuits, and ability to operate with numbers was looked upon as evidence of low birth. Professor Nitobe has given us a picture of this feudal society in his charming little book entitled Bushido, The Soul of Japan. “Children,” he