
986.028
In respect to those definitions I was taught, between
1905 and 1913 at the
private preparatory school then most highly regarded
by Harvard, that "the properties of a
point" are nonexistent^{__}that a point is nondimensional
or infradimensional, weightless,
and timeless. The teacher had opened the day's lesson
by making a white chalk mark on
the cleanly washedoff blackboard and saying, "This
is a point." I was next taught that a
line is one dimensional and consists of a "straight"
row of nondimensional points^{__}and I
am informed that today, in 1978, all schoolchildren
around the world are as yet being so
taught. Since such a line lacks threedimensionality,
it too is nonexistent to the second
power or to "the square root of nonexistence." We were
told by our mathematics teacher
that the plane is a raft of tangentially parallel rows
of nonexistent lines^{__}ergo, either a
third power or a "cube root of nonexistence"^{__}while the
supposedly "real" cube of three
dimensions is a rectilinear stack of those nonexistent
planes and therefore must be either a
fourth power or a fourth root of nonexistence. Since
the cube lacked weight, temperature,
or duration in time, and since its empty 12edged frame
of nonexistent lines would not
hold its shape, it was preposterously nondemonstrable^{__}ergo,
a treacherous device for
students and useful only in playing the game of deliberate
selfdeception. Since it was
arbitrarily compounded of avowedly nonexistent points,
the socially accepted three
dimensional reality of the academic system was not "derived
from observation and
study"^{__}ergo, was to me utterly unscientific.
