Sword and shield. (Clinton, Miss.) 1885-1888, 1885-04-11

HaYing, in preyiou papers, dis
cussed the methods OF teaching the
branches which shoul properly be
embraced in the curr culum OF the
Public Schools, We s. lall in sUbse-
quent articles discuss topics per-
tanning to education IN general,
treating of the subjects usually
taught in our High Schools, Col
leges and Universities. Very prop
erly we begin with Mathematics, as
this branch is more universally ac-
knowledged to be an essential ele-
ment of education, than any other.
The reason usually assigned for re-
quiring the pursuit of mathematical
studies is, that they possess, IN an
eminent degree, a practical value.
We live in an age remarkable tor It's
pra cIical tendencies; and, therefore,
whatever is conceived to be of prac-
teal application, is deemed by the
many as peculiarly adapted Tor IN
PRODUCTION into the curriculum OF
schools and colleges. Mathematics
can be practically applied in reck-
oning bills, computing interest,
measuring distances, areas, volumes,
etc. To the accountant and to the
man Of business, certain amount OF
arithmetlcal knowledge is essential:
but only special few practise the
arts based upon geometry, to-wit,
surveying, civil engineering, me-
chanics. navigation and astronomy.
For the masses, very limited
amount of arithmetical knowledge
will suffice to meet all the purposes
for which they have occasion to ap-
ply it. Again, while it is indeed
necessary that the business man be
able to add, subtract, multiply, di,
vide, and compute interest, yet skill
in these operations can never form
the basis of practical success in life,
except in the case OF mere clerks.
Many Of our most sagaclOus business
men would make Wretched work
with their own ledger-columns, and
they are too we'll aware of their own
deficiencies to risk themselves In any
important numerical computations.
Indeed, the elements of practical
success in life are quite independent
of specific knowledge ofany branch
of science whatever, however lndls-
pensable a certain amount OF such
knowledge may be in particular call
ings. The important point, there
fore, is not how much mathematical
knowledge can be crammed into the
minds of our pupils, but by what
methods of teaching and study such
habits of mind can be formed, as
will make the pupils most efficient
in performing the duties Of life.
Thus we are led to observe, that
mathematical studies should be pur-
sued, even in elementary schools,
primarily as means of mental dis
cipline. Notwithstanding all that
Sir William Hamilton has said to
the contrary, it may still be claimed
that there is NJ single line of study
pursued in schools which develops
the mind in so many ways, and is SC
well adapted to every stage of men
tai growth, as mathematics. 1t has
been assel ted that the power of OBJ.
servation is not developed by math.
ematical studies while the truth is
that from the NEST elementary math-
ematical notion which arises IN the
mind of the child to the remotest
bounds to which the science and arr
Of mathematics have been pushed
this power has been brought int
constant exercise. BY the term OBJ
servation, we mean the fixing OF thu
attention upon physical or menta
objects, so as to mark resem6lances
distinguish differences, and n0t' nc,
other relations or peculiarlties. Ih'
earliest mental act Of child IN rec
ognizing the distinction betweeI
one and two, or between two ant
three, involves the exercise OF th'
faculty in question. Skill u factor
ing, whether in arithmetic o. alge
bra, depends largely upon lnspee
ton, upon observing the products Q
certain sets of factors, and BY tn
subsequent recognition OF the pro
ducts, determining their componen
factors.
So, too, the first goematrical no
tions call into exercise this facult
OF observation. TO know q rlgh
limo m diStin ouish # from q curve