Excerpt from On Teaching Geometry, Vol. 9
Of writing many geometries there is no end. With any of them, or without them all, the good teacher will get good results; with the best of them, the poor teacher cannot rise above mediocrity. Under both conditions, however, there is wisdom in a careful choice, for a strong book not only lessens the labors of a good teacher, but makes it possible for a class to get some value out of the work in spite of poor teaching. Yet we as teachers are inclined to ask too much of textbooks, and we expect them not only to do their own work, but also to become responsible for a large share of ours. It is the province of the textbook to present clearly, according to its established sequence, the subject matter of geometry, not to teach how to teach it, and that book is best which has in it least of anybody's method, even of the present writer's, and most of clearly expressed geometry. So, however good the book, there always remains, and wisely too, much for the teacher to do.
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