The movement by mathematicians to buildintricate representations of exotic mathematical destinations was paralleled bya wider 19th century educational movement to promote the use of muchsimpler models in the universities and public schools. Some of the currents in19th century mathematics education reform that led to thisdevelopment have been documented by Kidwell . In the United States, forexample, sets of geometric solids were sold to the newly established commonschools in order to codify the impression of a common curriculum. The marketfor these models was maintained well into the early parts of the 20thcentury with fervent calls for, successively, "Object-OrientedInstruction", "Technical Training", "Art Education",and "Exact Thinking". The business eventually diversified into muchmore lucrative catalogues of "Mathematical Apparatus", which includedeverything from finely-crafted orreries and tellurians to the latest in elegant"Pointing Rods".
This paper is the second part of work in progress dealing with the relations between the arts, especially architecture, and mathematics during the Renaissance. Following an earlier study devoted to the place of mathematics within the field of operation of architecture, the author reverses his perspective to examine the influence architecture, through its use of mathematics, may have exerted on the constitution of mathematics itself, suggesting that Renaissance architecture acquired the role of a metamathematics. 2b1af7f3a8