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This paper wants to show how practical geometry, created to give a concretehelp to people involved in trade, in land-surveying and even in astronomy,underwent a transformation that underlined its didactical value and turned itfirst into a way of teaching via problem solving and then into anexperimental-intuitive teaching that could be an alternative to thedeductive-rational teaching of geometry. This evolution will be highlightedusing textbooks that proposed alternative presentations of geometry.

From practical geometry to the laboratory method: the search for an alternative to Euclid in the history of teaching geometry