Procreare iucundum, sed parturire molestum. (Gauss, sec. Eisenstein) The plan of this book was first conceived eight years ago. The manuscript developed slowly through several versions until it attained its present form in 1979. It would be inappropriate to list the names of all the friends and advisors with whom I discussed my various drafts but I should like to mention the name of Mr. Gary Cornell who, besides discussing with me numerous details of the manuscript, revised it stylistically. There is much interest among mathematicians to know more about Gauss's life, and the generous help I received has certainly more to do with this than with any individual, positive or negative, aspect of my manuscript. Any mistakes, errors of judgement, or other inadequacies are, of course, the author's responsi bility. The most incisive and, in a way, easiest decisions I had to make were those of personal taste in the choice and treatment of topics. Much had to be omitted or could only be discussed in a cursory way."

This book arose from a course of lectures given by the first author during the winter term 1977/1978 at the University of Munster (West Germany). The course was primarily addressed to future high school teachers of mathematics; it was not meant as a systematic introduction to number theory but rather as a historically motivated invitation to the subject, designed to interest the audience in number-theoretical questions and developments. This is also the objective of this book, which is certainly not meant to replace any of the existing excellent texts in number theory. Our selection of topics and examples tries to show how, in the historical development, the investigation of obvious or natural questions has led to more and more comprehensive and profound theories, how again and again, surprising connections between seemingly unrelated problems were discovered, and how the introduction of new methods and concepts led to the solution of hitherto unassailable questions. All this means that we do not present the student with polished proofs (which in turn are the fruit of a long historical development); rather, we try to show how these theorems are the necessary consequences of natural questions. Two examples might illustrate our objectives."

Procreare iucundum, sed parturire molestum. (Gauss, sec. Eisenstein) The plan of this book was first conceived eight years ago. The manuscript developed slowly through several versions until it attained its present form in 1979. It would be inappropriate to list the names of all the friends and advisors with whom I discussed my various drafts but I should like to mention the name of Mr. Gary Cornell who, besides discussing with me numerous details of the manuscript, revised it stylistically. There is much interest among mathematicians to know more about Gauss's life, and the generous help I received has certainly more to do with this than with any individual, positive or negative, aspect of my manuscript. Any mistakes, errors of judgement, or other inadequacies are, of course, the author's responsi bility. The most incisive and, in a way, easiest decisions I had to make were those of personal taste in the choice and treatment of topics. Much had to be omitted or could only be discussed in a cursory way."

This book arose from a course of lectures given by the first author during the winter term 1977/1978 at the University of Munster (West Germany). The course was primarily addressed to future high school teachers of mathematics; it was not meant as a systematic introduction to number theory but rather as a historically motivated invitation to the subject, designed to interest the audience in number-theoretical questions and developments. This is also the objective of this book, which is certainly not meant to replace any of the existing excellent texts in number theory. Our selection of topics and examples tries to show how, in the historical development, the investigation of obvious or natural questions has led to more and more comprehensive and profound theories, how again and again, surprising connections between seemingly unrelated problems were discovered, and how the introduction of new methods and concepts led to the solution of hitherto unassailable questions. All this means that we do not present the student with polished proofs (which in turn are the fruit of a long historical development); rather, we try to show how these theorems are the necessary consequences of natural questions. Two examples might illustrate our objectives."