The Fourth Dimension Simply Explained

Henry P. Manning

• Publisher: Dover Publications
• Year: 2012
• ISBN:
  9780486165974
• Topic: Mathematics
• Subtopic: Geometry
• Index: Mathematics

To remove the contents of an egg without puncturing its shell or to drink the liquor in a bottle without removing the cork is clearly unthinkable — or is it? Understanding the world of Einstein and curved space requires a logical conception of the fourth dimension.
This readable, informative volume provides an excellent introduction to that world, with 22 essays that employ a minimum of mathematics. Originally written for a contest sponsored by Scientific American, these essays are so well reasoned and lucidly written that they were judged to merit publication in book form. Their easily understood explanations cover such topics as how the fourth dimension may be studied, the relationship of non-Euclidean geometry to the fourth dimension, analogues to three-dimensional space, some four-dimensional absurdities and curiosities, possible measurements and forms in the fourth dimension, and extensive considerations of four-dimensional space's simpler properties.
Since each essay is independently conceived, all of the writers offer fresh viewpoints and original examples. Because of this, some of the most important principles relating to the fourth dimension are viewed from several different angles at once — an invaluable aid to visualizing these abstruse but fascinating ideas. New Introduction by Thomas F. Banchoff, Brown University. 82 figures.

INTRODUCTION

BY HENRY P. MANNING, ASSOCIATE PROFESSOR OF MATHEMATICS IN BROWN UNIVERSITY.

I.

THE geometry studied in the schools is divided into two parts, Plane Geometry, or Geometry of Two Dimensions, and Solid Geometry, or Geometry of Three Dimensions, and the study of these geometries suggests an extension to geometry of four or more dimensions. In a plane, for example, one line may be perpendicular to another, and the position of any point can be determined by starting from a known point and measuring in two given perpendicular directions. In Solid Geometry there may be three mutually perpendicular lines, and the position of any point can be determined by starting from a known point and measuring in three given perpendicular directions. Thus the question arises: Why may there not be a geometry with four mutually perpendicular lines, in which the position of a point is determined by measuring in four perpendicular directions? Again, the area of a rectangle is expressed as the product of its base and altitude, and in Plane Geometry the things that are studied are made up of straight or curved lines or are bounded by such lines. The volume of a rectangular solid is expressed as the product of its three dimensions, and the things that are studied in Solid Geometry are mostly made up of flat or curved surfaces or are bounded by such surfaces. Why then may there not be rectangular figures of four dimensions and a study of things which we may call flat or curved spaces?

The Geometry of Three Dimensions is more extensive than Plane Geometry, yet nearly everything in it is more or less analogous to something in the plane; and so the Geometry of Four Dimensions would be still more extensive, yet related to the three-dimensional geometry as the three-dimensional geometry is related to the two-dimensional, so that it would seem almost possible to tell at once what the details of such a geometry would be.

These suggestions come more readily when the real subject matter of geometry and the nature of geometrical reasoning are understood. Geometry does not deal with material things like a string or sheet of paper, but with abstract lines and surfaces. Nor does geometry deal with actual facts. It only shows what would be true if certain other things were true. We apply some statement of geometry to a string or to a sheet of paper whenever the conditions of the statement seem to be fulfilled, and the correctness of the result depends upon whether the conditions are fulfilled.

Even the axioms of geometry, formerly regarded as self-evident truths, are now understood to be merely hypotheses. The mathematician does not say that the axioms are true. He develops a set of propositions that follow necessarily from the axioms and are involved in the axioms themselves, but the axioms themselves he can change, and by taking different sets of axioms he can build up different geometries, each geometry mathematically true, true in that it is a set of statements (theorems) necessarily involved in the set of axioms upon which it is built. It is necessary that the axioms chosen for a geometry shall be consistent; they must not contradict one another. They ought also to be independent; no statement should be taken as an axiom if it necessarily follows from the other axioms. Finally, the set of axioms should be complete, so that the geometry is completely determined without requiring additional axioms.

We choose, then, one of these geometries and apply it to our lives. We choose that geometry whose axioms and resulting theorems seem best to express the conditions of our existence, but this choice is not a part of mathematical reasoning; it is a matter of experiment and of experience.

Finally, the mathematician may go still further and leave undefined the subject matter of his geometry. He takes certain elements, calling them points and lines, and certain relations which he calls relations of position and magnitude. Without defining the elements or the relations he assumes that the elements have these relations. The statements that the elements have the relations are his axioms. From the axioms he derives other relations which necessarily follow. The statements of these relations are his theorems.

This is abstract geometry.³ The terms used are meaningless, whether they are the words point, line, intersect, etc., borrowed from the ordinary geometry, or new words invented for the purpose. It is easier, of course, to assign meanings to the terms at the beginning and give to the geometry a concrete form as it develops, especially if the concrete form is not too difficult for us to picture in our minds, but it is possible to construct the geometry abstractly and then to apply it by giving concrete meanings to its terms. By changing the meanings of the terms we can give to the same geometry more than one interpretation even when the geometry is first constructed in concrete form.

When the student gets this view of geometry fixed in his mind he is more ready to entertain the notion of a geometry of four or more dimensions. He sees no difficulty in assuming a set of axioms which includes the hypothesis that there are points outside of a given space of three dimensions when points and space are themselves words without meaning. The difficulty which he meets in contemplating such a geometry or any geometry comes when he attempts to apply it to our existence or to some imagined existence where its application seems to contradict or to transcend our experience.

We have said that the same geometry can have more than one interpretation. Thus we shall see presently that a certain two-dimensional geometry may be interpreted as spherical geometry if we make the term straight line mean great circle. With a proper definition of length or distance our ordinary geometry may be interpreted as a geometry in which the circles through a certain fixed point are taken for straight lines. And so we might give other illustrations. Now the abstract geometry of four dimensions may be realized as a concrete geometry by letting the word point mean straight line in our space. It takes four numbers to determine the position of a straight line, and all the relations of the Geometry of Four Dimensions are represented by relations of these lines and by figures formed of them.⁴

But these interpretations seem far-fetched, and the abstract geometry itself is of interest chiefly to those few even among mathematicians who have made the theories of geometry their special study. The geometry of straight lines in space, for example, is of interest and value in itself, but that which especially interests us now is the interpretation of Geometry of Four Dimensions in its most natural way, where points mean points and straight lines mean straight lines and the relations considered are the same as those which we have in applying two-dimensional and three-dimensional geometry to our actual existence. Even when the mathematician makes use of this geometry in the study of some other branch of mathematics it is in this natural interpretation that he wants it.

The most notable of the geometries developed from different sets of axioms are two, commonly called non-Euclidean geometries. These geometries are quite fully explained in the second essay of this collection.⁵ Neither Lobachevsky nor Bolyai thought of geometry in the abstract way that we have indicated, but the Hyperbolic Geometry, which they discovered, was one which would seem to fit very well with our experience if we confined our attention to a small portion of a plane or to a small region of space. The same is true of the Elliptic Geometry. We cannot even say that the geometry of our space is Euclidean and not one of these two. Now the non-Euclidean geometries of two dimensions can be applied to certain curved surfaces in ordinary space (the space of Euclidean Geometry) if we interpret the term straight line to mean geodesic or straightest line. Some writers have taken this as an explanation of the non-Euclidean geometry and supposed that the plane of this geometry is not a plane and that the straight line is not a straight line.

In the same way that we have curved surfaces in ordinary space to which we can apply the non-Euclidean geometries of two dimensions, so in space of four dimensions we have curved spaces or hypersurfaces to which we can apply the non-Euclidean geometries of three dimensions, and some have taken this fact as completing the explanation of these geometries, erroneously supposing that they assume our space to be a curved space in space of four dimensions. Some have even thought that the Geometry of Four Dimensions was invented for the purpose of explaining the non-Euclidean geometries. The non-Euclidean geometries do not themselves assume that space is curved, nor do the non-Euclidean geometries of two and three dimensions make any assumption in regard to a fourth dimension. In fact, we may suppose that space of four dimensions, if there is such a space, is itself non-Euclidean, elliptic or hyperbolic as the case may be, and that our space is a three-dimensional space of the same kind without any curvature whatever. The notion of a geometry of four dimensions does not owe its origin to the non-Euclidean geometries. We have the same breaking away from tradition in both and both grow out of modern theories of the general nature of geometry, but the geometries of higher dimensions owe their origin to a natural extension from two and three dimensions and the mathematician has other uses for them equally as important as is their relation to the non-Euclidean geometries.

The notion of geometries of higher dimensions takes on its chief importance in Mathematics from the parallelism between Algebra and Geometry, Algebra had been used to some extent in the proofs of theorems which involve proportion and other relations of magnitude, but the study of Algebra and Geometry together was first systemized in Analytic Geometry and became thereafter the basis of a great part of Mathematics. Now certain forms of Algebra correspond to Plane Geometry and certain other forms to Solid Geometry. Besides these there are also what might be called one-dimensional forms, and no difficulty is found in realizing the corresponding geometry as a geometry of points on a line, although this geometry would hardly have attracted attention had it not been for the needs of Algebra.

This combination of Algebra and Geometry, which appears at first sight to serve chiefly as an aid to Geometry, turns out to be of greater service to Algebra. This happens in two ways. The language of Geometry furnishes a number of convenient terms for things which would otherwise have to be awkwardly described, and the visual conceptions of Geometry applied to the forms of Algebra make them seem less abstract and easier to understand. We have these advantages for the forms of Algebra which correspond to geometries of one, two, and three dimensions. Yet there is no reason in Algebra for the distinction between these forms and other forms, and when we have become accustomed to apply geometrical terms in Algebra we begin to use them in connection with all algebraic forms and thus to secure the first of the two advantages mentioned as derived from the combination of Algebra and Geometry.⁶

But it is from the visual conceptions of Geometry that the mathematician gets his chief assistance when he applies Geometry to Algebra, and since the geometries of higher dimensions are necessary to the complete parallelism of the two, he seeks to acquire these conceptions here also by trying to imagine our existence in a space to which these geometries apply. This is especially true of the Four-Dimensional Geometry to which correspond some of the most important forms of Algebra.

We find, then, two ways in which the geometry of four or more dimensions is of importance to the mathematician. The notion of such a geometry as a logical system of theorems involved in a set of axioms is important to the student of abstract geometry, and the conception of space to which these geometries apply is of great assistance in the application of geometry to other mathematics. No one can consider himself completely equipped as a mathematician without some knowledge of the geometries of higher dimensions.

II.

The notion of geometries of n dimensions began to suggest itself to mathematicians about the middle of the last century. Cayley, Grassmann, Riemann, Clifford, and some others introduced it into their mathematical investigations. Then from time to time different mathematicians took it up in different ways. Thus the first volume of the American Journal of Mathematics begins with an article in which Professor Newcomb shows that a sphere may be turned inside out in space of four dimensions without tearing, and in the third volume of the same journal Professor Stringham has given us a full account of the regular figures in space of four dimensions corresponding to the regular polyhedrons of our three-dimensional space. Others have written on the theory of rotations and on the intersections and projections of different figures. The great Italian geometer Veronese has an extensive work on Geometry of n Dimensions with theorems and proofs like those of the text-books studied in our schools. In the last few years there have been many articles in the popular magazines, and some books have been published to explain more particularly what the fourth dimension is.⁷ The fourth dimension is the first of the higher dimensions and in this book it alone is considered.

Geometry of Four Dimensions is not only of importance to the mathematician, but it is also of interest in certain other lines of study. Thus it involves questions of space which concern the philosopher; efforts to understand it call into exercise our space perceptions and so attract the attention of the psychologist; and attempts to utilize the theories of hyperspace in the explanation of physical and other phenomena serve to bring the subject under the notice of those working in other branches of science. Moreover, the many curious forms and relations that appear in its development excite popular interest; for example, the relation of symmetrical forms as one of position only, a form being changeable into its symmetrical by mere rotation; the plane as an axis of rotation, and the possibility that two complete planes may have only a point in common; the possibility that a flexible sphere may be turned inside out without tearing, that an object may be passed out of a closed box or room without penetrating the walls, that a knot in a cord may be untied without moving the ends of the cord, and that the links of a chain may be separated unbroken.

These curious features of space of four dimensions, while exciting our interest, baffle us in our study. Not only the possibility of such things but the facts themselves seem beyond our comprehension. In Plane and Solid Geometry we can draw figures and construct models; we are constantly seeing the things themselves and therefore, even when they are complicated, we can readily picture them in our minds. Geometry of Four Dimensions, however, in its ordinary application, deals with things which no one has known in experience or can imagine. Its very words seem to have no meaning. This is especially true at first, and any facility in perceiving the relations of these words, if acquired at all, must come slowly and of itself. In our efforts to understand the subject we naturally desire a perception of these things at the beginning. All that we should try to do, however, is to remember the various relations and to become familiar with them. In time they may perhaps acquire some of the vividness of the conceptions of three dimensional geometry. If we expect too much when we begin this study we shall be disappointed and discouraged. If we understand at the outset how little we should expect, we shall be in an attitude toward the subject that will be most conducive to success in its mastery.

It follows that we shall not find this subject an easy one to understand. It is something that we have to read a little at a time, to read repeatedly and to think over. We have to look at it from different points of view and to examine different ways of expressing it. Thus there are distinct advantages in having the subject presented in several short essays by different writers. There are advantages in the repetition, in the different points of view, and in having brief independent chapters that can be taken up and studied each by itself.

The essays in this book are all non-mathematical or popular in their treatment. It will assist us, therefore, if we understand the limitations of this form of presentation. From a comparison of the lower dimensional geometries we derive analogies for the Geometry of Four Dimensions and the analogies are so complete that the subject can be very fully explained in a non-mathematical way. The analogies are a guide, even to the mathematician, but the geometry does not depend on these analogies. As a system of theorems and proofs it is built up from its axioms by a process of logical reasoning just as the lower geometries are built up. If we wish to be convinced of the consistency of this geometry, of its truth as a mathematical system, we should study it mathematically. A non-mathematical exposition should be received solely as an explanation of the geometry itself, and the reader should understand clearly that it is designed not to convince him even of the possibility of such a geometry, but only to show him what it is.

The adoption of such an attitude on the part of the reader will be a long step toward accomplishing all that can be achieved through a non-mathematical treatment of the subject. If, however, the analogies are viewed as arguments, a person of skeptical mind will be apt to suspect that there is some fatal defect beneath their plausible exterior. Even if a philosophical writer wishes to use the analogies as well as the consistency of this geometry as an argument for the...

Table of contents

• Title Page
• Copyright Page
• INTRODUCTION TO THE DOVER EDITION - BY THOMAS F. BANCHOFF, BROWN UNIVERSITY
• PREFACE
• Table of Contents
• INTRODUCTION - BY HENRY P. MANNING, ASSOCIATE PROFESSOR OF MATHEMATICS IN BROWN UNIVERSITY.
• I. - AN ELUCIDATION OF THE FOURTH DIMENSION.
• II. - NON-EUCLIDEAN GEOMETRY OF THE FOURTH DIMENSION.
• III. - FOURTH DIMENSION ABSURDITIES.
• IV. - THE BOUNDARY OF THE FOUR-DIMENSIONAL UNIT AND OTHER FEATURES OF FOUR-DIMENSIONAL SPACE.
• V. - HOW THE FOURTH DIMENSION MAY BE STUDIED.
• VI. - SPACE AND HYPERSPACE.
• VII. - AN INTERPRETATION OF THE FOURTH DIMENSION.
• VIII. - LENGTH, BREADTH, THICKNESS. AND THEN WHAT?
• IX. - THE FOURTH DIMENSION ALGEBRAICALLY CONSIDERED.
• X. - DIFFICULTIES IN IMAGINING THE FOURTH DIMENSION.
• XI. - SOME FOURTH-DIMENSION CURIOSITIES.
• XII. - CHARACTERISTICS OF THE FOURTH DIMENSION
• XIII. - THE FOURTH DIMENSION THE PLAYGROUND OF MATHEMATICS.
• XIV. - THE TRUE AND FALSE IN THE THEORY OF FOUR DIMENSIONS.
• XV. - THE ASCENDING SERIES OF DIMENSIONS.
• XVI. - THE MIND’S EYE AND THE FOURTH DIMENSION.
• XVII. - OTHER DIMENSIONS THAN OURS.
• XVIII. - THE MEANING OF THE TERM “ FOURTH DIMENSION.”
• XIX. - A PUPIL IN GEOMETRY QUIZZES HIS TEACHER ABOUT THE FOURTH DIMENSION.
• XX. - POSSIBLE MOVEMENTS AND FORMS IN A SYSTEM OF FOUR DIMENSIONS.
• XXI. - THE FAIRYLAND OF THE FOURTH DIMENSION.
• XXII. - THE PROPERTIES OF FOUR-DIMENSIONAL SPACE.
• A CATALOG OF SELECTED DOVER BOOKS IN SCIENCE AND MATHEMATICS