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The Province of Mathematics in Christian Education

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Review and Herald Publishing Association · Takoma Park Station, Washington, D. C. · Mar 4, 1909

FromReview and Herald, Vol. 86, No. 9.

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The Province of Mathematics in Christian Education

(Concluded)
THE culture value of the study of arithmetic seems equally important and practical with that which we ordinarily term “practical.” Geometry has long been recognized as the branch of mathematics whose study best develops the reasoning faculties; but these faculties would not be found so undeveloped when geometry is taken up, had the possibilities of arithmetic along this line been recognized and made use of in our teaching. If there were less memorizing of rules and formulas, less mechanical and more thought work,—more time taken to develop a subject, more encouragement offered to original solutions, more questions as to the “why” as well as the “how” of the operation involved,—we should see our pupils gain in mental strength more rapidly. “Could we banish half the definitions, most of the rules, and all the answers from our books, much would be gained.”
A clear and concise explanation of every concrete problem solved, with due recognition of original and varied solutions, makes the class hour much more interesting and educative than a recitation of definitions and rules, with the excuse for an explanation, “You add, and then divide, . . . and then you get the answer.” Too often the “answer” was all we wished, and all we got, its connection with the data of the problem, its causes and effects, being wholly lost.
Let us remember, too, that the idea should come first, the definition afterward. When the subject has been developed, and the idea grasped, the mind readily acquires and retains an expression of the same in the fewest words, which may be the author’s definition, the teacher’s definition, or perhaps the pupil’s own. The last is sometimes best, and trains in the concise and accurate use of words. Thus the recitation in arithmetic may also be made a drill in oral language, and in no subject is accuracy of expression more needful.
Attention has often been called to the fact that the moral effect of the study of arithmetic is very good, but much is lost in the accomplishment of this end because of carelessness in teaching. Absolute truthfulness of statement should be insisted upon, not only in oral work, but also in all written work. On this point, one writer has said: “To let a child say that 2 + 3 × 2 is 10 (instead of 8) is to sow tares which will grow up and choke the good wheat. To let him see such forms as, 2 ft. × 3 ft. = 6 sq. ft.; 45° ÷ 15 = 3 hrs.; or to let him hear the expressions, ‘As many times as 2 is contained in $10,’ etc., is to take away a large part of the value that mathematics should possess.”
“Figures will not lie,” is an old adage; and the recognition of the unchanging laws of number and quantity, must be of great value to the pupil at the age when he is apt to be perplexed by the changing, doubtful character of many things about him. Here is something really true, upon which he may depend. Will this not lead him, if properly taught, to recognize the divine origin of the laws of mathematics?—a part of God’s thought, and like him, unchanging!
As problems drawn from God’s works are studied, introducing such subjects of elementary science as are adapted to the pupil’s age and to the work in hand, he will see how the Creator recognizes the laws of number in his works,—that they are but another expression of his character; and the fact that the Lord is a “God of order” will be evident.
Will not the mental development, or culture, obtained from the solution of problems which give us a knowledge of the works of God be greater than that obtained from many problems which still find a place in our text-books? These problems can not be said to be practical. Of what educative value are the problems in which we find the length of the fish from known relations between the lengths of different parts of his anatomy? What matters it, how soon “the hound will catch the fox,” or “the minute-hand overtake the hour-hand” between two consecutive hours? Of what value, save as a mental gymnastic, is the solution of such problems? Shall we not concentrate our energies upon the learning of truth, and upon a preparation for usefulness?
Our text-books in arithmetic may not teach error, but should they not speak positively of him whose thoughts are written in earth, sea, and sky? Should not our teaching of arithmetic positively declare, “Behold the Lamb of God, which taketh away the sin of the world”?