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Review and Herald Publishing Association · Takoma Park Station, Washington, D.C. · Apr 1, 1909

FromReview and Herald, Vol. 86, No. 13.

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Algebra

By Mrs. H. E. Osborne

The reasons given for studying arithmetic hold true, for the most part, in the case of elementary algebra. Though of less practical value along general lines, its culture value, both as a mind developer and as a key to unlock the treasure-house of true science, is, perhaps, greater than that of arithmetic.
Its so-called “practical” value would be limited to occupations of a mechanical nature; the theory of mechanics, the computations of ship-building, of bridge-building, and of engineering rest upon the operations of elementary algebra.
Our attention has often been called to the importance of the study of the natural sciences, and to the benefits to be derived from such study in our schools. Our nature-study books give to our church-schoolchildren the elements of all the sciences which may later be studied in our training-schools. To admit the wisdom of thus continuing this study, is to accord to algebra a place in Christian education: without the equation, physics, chemistry, astronomy, as well as higher mathematics, can not be understood. By its use we are enabled to work out and establish many of the laws which the Lord in his wisdom has ordained in the operations of nature.
In algebra we must of necessity spend much time in becoming proficient in the use of our tools; and this means much drill work. Yet it is a question whether the ordinary text-book in algebra does not require too much time in the solution of numerical and literal equations in which there is no knowledge of conditions.
Would it not be better to spend more time in the statement and solution of practical problems drawn from science? A clear conception of conditions, and the ability to form equations from them,—do not these constitute the more valuable training?
As to the character of the problems, David Eugene Smith says: “The applied problems of algebra are usually even more objectionable than those of arithmetic. When the science began to find place in the schools, there had accumulated a large number of examples, which by arithmetic were puzzles, but by algebra offered little difficulty. These were incorporated in the new science, and they have remained there by the usual influence of two powerful agents: the conservatism of teachers and the various kinds of State examinations. Certain of the best teachers of a country know that time is wasted over some particular line of problems; they would like to omit them, but their hands are tied by the necessity that their pupils shall pass a certain examination. On the other hand, many examiners would gladly replace these problems by modern ones, but feel that the schools are not ready for such a change; their text-books do not prepare for it.”
It is a question how far these agents should be allowed to influence our schools. If no State requirements are to be met, we may act freely in the matter.
(Many spiritual lessons and analogies may be drawn from algebra: positive and negative quantities, the sign of the sum in addition, the subtraction of a negative quantity with the increased result, the zero factor, and the solution of the equation suggest some of these.
A student who had struggled long and patiently with “affected quadratics,” was led to seek the unknown quantity in the problem of life, when the analogy was suggested to him by the problem: Given life, brains, and manhood, how may one secure the truest happiness to himself; and bring the greatest good to others?
Let x be what he seeks. In this equation, which all must solve, let him learn first of all that of himself he can do nothing. He must have the Lord working in him on his side of the equation, while he trusts him to work on the other side, securing the results, giving the increase.
If the equation becomes “affected” by doubt, discouragement, lack of confidence in the method or in his ability to solve it, he will find that he needs but to “add” earnest prayer and faithful study of the Word to “complete the square” on his own side: while the gift of God’s Spirit and grace on the other side will preserve the equality. Without Christ the true solution is impossible; with him it is easy of solution, and the result certain. The value of x is neither “negative” nor “imaginary,” but “positive” and “real.” Solve it correctly.
MRS. H. E. OSBORNE.