History of Hindu Mathematics: A Source Book v1.c8.s1.16

v1.c8.s1.16

This hankering after brevity, in early times, was due chiefly to the dearth of writing material, the fashion of the time and the method of instruction followed. The young student who wanted to learn *pâṭîgaṇita* was first made to commit to memory all the rules. Then he was made to apply the rules to the solution of problems (also committing the problems to memory). The calculations were made on a *pâṭî* on which dust was spread, the numbers being written on the dust with the tip of the fore-finger or by a wooden style, the figures not required being rubbed out as the calculation proceeded. Sometimes a piece of chalk or soap-stone was used to write on the *pâṭî*. Along with each step in the process of calculation the *sûtra* (rule) was repeated by the student, the teacher supervising and helping the student where he made mistakes. After the student had acquired sufficient proficiency in solving the problems contained in the text he was studying, the teacher set him other problems—a store of graded examples (probably constructed by himself or borrowed from other sources) being the stock-in-trade of every professional teacher. At this stage the student began to understand and appreciate the *rationale* of the easier rules. After this stage was reached the teacher gave proofs of the more difficult formulæ to the pupil.