The Findlay Jeffersonian. [volume] (Findlay, Hancock County, Ohio) 1870-1881, 1876-01-07

'fi'N - sts- aiHtNIk y " iliS Own COUNT. . q.
Or something Of the nature and laws of
tha body rhrouLii which hi- mind and
soul have expressions, and upon the
proper care aai culture of which 30
much OF his enjoyment, usefulness and
Success d'pends.
Surely there can be a change here for
lie better, and | wish to emphasize the
assertion that in our elementary schools
arithmetic holds a more important posi-
tioa than its comparative merits justify
But IA step removed from arithmetic is
the subject of algebra For the school
year of 1864 10, 3l3 pupils, in the public
schools of Ohio, pursued this study.
Each year succeeding that there was an
increase in this number, until 1868, when
it became Is. 406. The next year it fell
to 9. $50, since which it has been between
10, ,00Oand IL, 600, with a slight decrease
each year; 50 that, although there has
been some variation in the numbers for
different years, five of those years have
shown very Dearly n constant number.
and there was difference of only sixty
three between the number in 1864 and
that in 1873 l. This includes the num-
ber in the High Schools. bat while 4, 326,
the number pursuing this branch in
Graded Schools in districts whose emu
meration is over 500, is 2 50 per cent. of
the number enrolled in such schools,
1924, the remaining number pursuing
Algebra, is / 10 per cent. of the number
enrolled in all other Public Schools in
the State. This, after making due al
lowance for all the High Schools in the
smaller towns, leaves a large number TO
be accounted for in the country schools,
and my knowledge of such schools in
the northern, southern, and eastern
parts of OHIO. leads lie to believe that
Algebra is one of the first branches, out
side the Nt denominated Common"
TO find the way into the course of study.
Indeed il is not an unheard of occur
renee for it to find its way into the care
fully elaborated course in the Grammar
School of the larger towns.
On comparing these statistics with
those of Physics and Physiology for
1851, We find there were in all the Pub
lie Schools only 4, 5S5 pursuing the form
er and 4 O39, the latter; being together
less by over 1900 than those pursuing
Algebra. But while IN the Graded
Schools mentioned, the number study
ing Algebra was 2. 50 per cent. of the Ell.
rollment, the number studying Physiol-
ogy l. Il per cent, the number studying
Physics 2 % per cent,-in the remaining
schools those studying Algebra were 1.10
per cent, those studying Physiology, pc
per cent, and those studying Physics,
.O1i per cent of the enrolment in those
schools. This shows us approximately,
how much stronger hold Algebra has up
on the ungraded schools than upon the
larger graded schools.
am an earnest advocate of the study
of Algebra, and put high value upon
the culture it gives. But shall we dis
cipIine our pupils in all the abstract
mysteries of and u. and tell them of
the beauties of the Binomial Theorem,
which will be banished from their
thoughts when the school-room doors
have closed behind them, before We show
them the key to the mysteries of every
day life, or hint to them of the tongues
in trees, books in running brooks, ser
mons in stones" before we waken their
patriotism by teaching them of Bunker
Hill and Yorktown, or direct them to the
riches of Literature of which We heard
Hast evening,
Aud what are the results attained, if
we do thus discipline them! \ few
months ago, asked, perhaps the most
eminent mathematician and teacher of
mathematics in our state, what part of
the students that complete the study of
Algebra understand the last terms work
"a very small fraction" was his reply,
and it coincided with my own opinion.
Sir Isaac New-on is reverenced as one
whose brain was not like other mems,
but was composed of such abstract ma
terial that the composition. demonstra
tion, aud solution of theorems and prob
lens, flowed from it as easily as fell the
apple to which we owe our knowledge
of the law of gravitation; yet in the
prime of fife and vigor of mental power
after he had made his name immortal,
he thonght of studying law; for he says
he found mathematical speculations at
least dry if not somewhat barren" An
arid waste, indeed, they must have
been, if lie thought OF turning 70 Black
stones Commentaries for flowers and
fruit.
But many of our elementary schools
continue TO present this kind of mental
aliment to their pupils whose bodies
may be stalwart and we'll developed, but
whose minds are feeble and immature
As we'll might the infant be fed upon
pork and hard tack, which would be
very sensible operation, if no other
nourishment more suitable TO its condi-
ton could be procured.
\ few years ago educators were cn
gagged in separating the chaff from the
grain OF Typography but, ar later d.
Rod, English Grammar was put into the
hopper, and it has hal such furious
sinking. that no one will be surprised.
If an attempt * made To jar If litfia
to day.
We hear many complaints from zach
ers about their want OF success in teach
ing tiraGmnsr and perhaps an examiua
ZION of their work would show the same
deficiency oE she part of many who do
noGknow but they are doing well. Does
this state OF things exist because teach
ers lack knowledge Of the best methods
of teaching the subject, or because they
have not mastered the subject its.lf2
Does the trouble arise from the nature
of the subject, or Is the impeachment in.
herent in the laws Of the minds which
are brought 70 bear upon it! In regard
TO met 5ods Of teaching. believe that "A
teachers confessional would show that
there IS still abundant opportunity for