Similar discoveries were made in many places in the world.
Holders of this practical knowledge were held in high esteem, and the knowledge was transferred to future generations through secret cults.
These early surveyors laid the foundation for the development of geometry (“earth measurement” in Greek) by Pythagoras and Euclid and their colleagues around 350 BC.
Geometry is a precise language for talking about space. (Euclid’s has been used in this way for more than 2000 years.) It makes the children smarter, by giving them ways of expressing knowledge about arrangements in space and time.
For example, one often hears a student or teacher complain that the student knows the “theory” of the material but cannot effectively solve problems.
We should not be surprised: the student has no formal way to learn technique.
We can create “frozen action to be thawed when needed,” and the action can be conditional on the state of the world.
We close with one of the oldest attempts among computer scientists to define computer science.
However, it is not easy to teach the techniques of circuit analysis.
The problem is that for most interesting circuits there are many equations and the equations are quite complicated.