The Province of Mathematics in Christian Education
Arithmetic
One of the best-known writers on the teaching of elementary mathematics, David Eugene Smith, has said: “For one who is preparing to teach any particular branch, and who hopes for success, the most important question is this: Why is the subject taught? More important than all methods, more important than all devices or questions of text-books or advice of the masters, is this far-reaching inquiry.”
Especially should this be true of the church-school teacher, who trains not alone for time but for eternity, and in whose mind must be constantly kept the aim of Christian education,—“to restore the image of God in the soul;” “to know God,” and by this knowledge to become like him: “and this is life eternal, that they might know thee the only true God, and Jesus Christ, whom thou hast sent.” In what way or ways may the study of arithmetic contribute to the attainment of this end? How may its study help us to know God?
It may be of interest to consider briefly some of the reasons given by the author already quoted: Arithmetic was studied at first almost purely from utilitarian reasons. In Egypt it was studied because of established custom or tradition, which demanded that it be included in regular examinations. Greek philosophers then began to appreciate its culture value, and it was studied as a means of training the mind to close thinking. Others studied it to become professional problem-solvers, and undertook arithmetical puzzles for pay. Sometimes it was studied in order to make a mere show of knowledge, as an amusement, or as a quickener of the wits. Many problems and a few subjects, which still find a place in our arithmetics, were the natural outgrowth,—the means for the accomplishment of some of these aims.
About the close of the eighteenth century the value of arithmetic in the education of all classes came to be recognized, and the reasons for its study were more carefully and scientifically considered.
Of the various reasons given for the study of arithmetic in the past, two chief ones are recognized in the educational world to-day,—first, for its utility, and second, for its culture. To these we may add a third,—as a means of investigating the works of God to obtain a knowledge of him, though possibly this is but a broadening of the other two to cover our broader aim: the practical value, in our minds, covering not merely that knowledge of numbers necessary to do the ordinary business of life, but a fitness for some branch of Christian work; while its culture value would include not only the development of mind in strength and acumen, but its higher culture,—spiritual growth, development of character. This suggests increased possibilities as to the means to be employed, both of matter and of method, in our teaching.
Dr. Smith admits that were arithmetic taught merely for its practical value, many subjects on which much time is now spent, might well be omitted, or the work greatly abbreviated. Greatest common divisor, compound proportion, cube root, much of the more complicated work in fractions,—especially complex fractions involving large numbers,—decimals of more than three places, tables of compound numbers,—such as troy and apothecaries’ weight, which belong to a training for a special profession,—present worth and true discount, equation of payments and accounts, any other than the merchants’ or United States’ rule for partial payments, series, alligation, and exchange (as taught) are little used in the life of the ordinary business man.
While this is generally conceded, yet the fact that some of them are valuable from the culture viewpoint, as exercises in logic, and that a knowledge of them is thought to be proper for one who is educated, still insures them a place in most schools. But we have in our schools a more valuable book for the development of the mind,—the Book of books,—and it seems to me that our teachers should seriously consider the omission of some of these subjects which are not practical, nor even valuable in respect to the reasoning involved. More time spent upon the subjects retained, including more drill in the solution of mental problems, the mensuration of simple figures, and especially in the simpler principles of bookkeeping,—the keeping of accounts,—familiarity with the various common forms of commercial paper, would make better and more efficient workers in every branch of our work. The Testimonies speak much of the importance of this practical knowledge of arithmetic, and in view of this instruction, our schools will so far fail unless our pupils are trained to be skilful and accurate in this kind of work.
To give this training will require frequent and thorough drill in the fundamental processes during the earlier years that arithmetic is studied, but these drills need not be entirely from combinations of abstract numbers: problems requiring thought and teaching truth furnish equally good drill work, though they may not be solved so rapidly.
It would be well if in the home the children were taught to keep the family accounts. Besides training them to habits of carefulness and economy in their own expenditures, it would deepen their interest in the home, and better enable the parents to retain the confidence of their children. If they feel that they are recognized as partners in the family firm, of which Christ is the head, they will the more readily appreciate the duty and privilege of according him the tithe, and will the more gladly render to him free-will offerings in recognition of his mercies and blessings. Thus they will be led to recognize his claim upon them for service, and will consecrate their lives to him. Nor will they count it a hardship or needless exaction later to be required to keep their own cash account, rendering regular statements to their parents, when attending one of our training-schools.