Sword and shield. (Clinton, Miss.) 1885-1888, 1885-04-25
Edwards, Miss,
ySzesslENz ~
EDUCATIONAL.
NO. III.
THE COURSE OF MATHEMATICS.

In previous article, much was
said to show what mental faculties
were cultivated by mathematical
studies, and to what extent. That
the educators Of the world lay great
stress upon the educational power Of
mathematics is clearly shown by the
time devoted to this study in all the
schools and colleges of the civilized
world. In elementary schools, one
of the three principal studies is
arithmetic, requiring fully one third
Of the pupils time; and if both writ
ten and oral lessons are gwen, as is
frequently the case, One-half OF the
pupils time is given to arithmetic.
In the High Schools, arithmetic is
likewise one of the three principal
studies, and not unfrequently the
pupil studies both arithmetic and
algebra and so the proportion of
time given to mathematics is about
:he same as in Elementary Schools.
During the first two years of a Col
lege Course, fully one-t1ird of the
students time is given to algebra,
geometry, trigonometry, analytical
geometry and calculus; and if re-
spectacle course is taken in mechan-
les, astronomy, surveying and other
branches of mixed mathematics,
about one third of the remaining two
years must be devoted to these
studies. Hence, itappears that dur
ing the whole educational career,
one-half as much time, if not more,
is given to mathematics, as to read
ing, spelling, writing, geography,
grammar, history. logic, the whole
domain Of natural science, including
the physical constitution of the hui
man system, chemistry, languages,
metaphysics, political economy-all
these, and whatever else goes to make
Sp the furniture and secure the dis
ctpline of we'll cultivated mind.
The inordinate demands of arith-
metic should, perhaps. be abridged,
so that the Grammar School course
might include. at least, eighteen
months study Introductory to al ge-
bra and geometry and thus would
result such thoroughness Of prepara-
tion, that the students subsequent
course would be far more rapid and
satisfactory than at present. Asitis
now, the student enters college, hav-
ing been over the requisite amount,
tits true, but with so little Of the
real strength and knowledge which
that course should impart, that if he
does Justice to his mathematical stud
les for the first two years, nearer
half than one third of his time
must be consumed upon them. By
rigidly confning the study of ele-
mentary arithmetic to its proper do
main, giving year in the Grammar
School to Introductory algebra and a
half-year to the definitions and facts
of plane geometry, the pupil might
enter the High School so thorough
ly prepared in the elements of the
three great mathematical studies
arithmetic, algebra and geometry,
that between two and three years In
the High School would suffice for
such further proficiency in these
branches as the exigencies of the
cause require.
Even if the pupils educational
career closed with the Grammar
School, the knowledge of algebra
and geometry acquired would be of
far more value to him in after life,
both for practical uses and as a dis
cipline, than the knowledge and dis
cipline he would have gained by the
study of arithmetic exclusively.
Having followed such a course,
the student will find time in College
for the proper study of analytical
geometry and calculus, the former Of
which is usually required, but the
latter (for no good reason) made
elective. IF he omit the calculus,
the graduate will leave college with
out ever having looked into one Of
the sublimest departments of human
knowledge, or having even imbibed
the remotest conception of the Ian
guage and methods of the mechanics
and astronomy of the day, and with
out being able to read intellIgently
an advanced treatise upon any scien-
tifc subject as treated by the mod
ern mathematician. Thus the pupil
who, at his option, is allowed to ex-
clude this from his course, leaves
College a hundred years behind his
time, in one Of the leading depart
ments of human knowledge.
Throughout the course of mathe-