The mirror., 1923-11-29
MATHEMATICS
By Mr.. II. G.. J.

tics" AS school boy for one, intensely
disliked this subject. 1t seems that every
one has at some time or another had the
laudable ambition to personally supervise
the execution of every writer of mathe-
matical texts. In later years we become
more tolerant. Some even come to like
this science. While others maintain that
anyone who actually likes mathematics
must of necessity be mentally unbalanced.
The question naturally arises, "Why do
so many people dislike Mathematics"
Again, "what can I gain from the study
of this subject?" These questions I shall
endeavor to answer.
Why then, this dislike for subject that
Comte puts foremost as positive science?
Is it then so difficult to comprehend? Are
none but an Einstein, Newton, ETC., able
to master the principles of this great
science? How so? Are none to build
houses because they cannot build palaces?
Must man have gtnius to become a
mathematician? To become great math-
ematician, yes. But the modal intellect
can easily grasp the principles already
discovered by the genius and profit great
ly thereby. The mere fact that others who
were not geniuses have comprehended this
science indicates that any normal person
may do so. If it is not the inability of
the individual to comprehend the science,
that makes him dislike it, what then is the
cause of his dislike?
The first cause, no doubt, is that few
people like or know how to think! To
be sure, students are taught how to think?
A few, yes. The majority, no. The
worthy individuals who control modern
educational systems seem to totally disre-
gard this important factor in education.
To make or attempt study of mathema-
tics without having the ability to think
logically, means drudgery and failure.
Just as the athlete, "must 60 in training"
so must those who aspire to knowledge
of mathematics, first learn to think. By
thinking, I do not mean that popular pas
time, "day dreaming" But rather, rigid
system by which one can give logical
answers to the many problems that con-
front him. By observing and practicing
the methods of those who were past mas
ters of the art, one may perhaps learn to
think.
The second cause, is, believe, the veil
of mystery that seems to hover about math-
ematics. Very few students learn, "the
why" of mathematics 1t seems that text
writers take special pleasure in devils
ing means whereby they may perplex the
prospective mathematician: They lose
sight of the fact that the student wishes
to learn the art of numbering! Mathema-
tics is not, as some would have us believe,
a means to an end, it is an end in itself!
To be sure, pedants will inform you that
the subject matter is made difficult so that
the student will learn to think. The study
of mathematics will not teach one how to
think. One must know how to think be-
fore he may begin this study. Does one
learn blacksmithing so that he may become
a musician? No. Then why essay to
learn to think by the study of numbers.
The art of thinking is one thing, that of
numbers another.
A pupil of great mathematician once
asked his preceptor, "why should I study
mathematics, how shall it profit me?"
The preceptor, said to his servant Bring
me my purse so that may pay this youth
for what he is to learn" Nevertheless
we know mathematics to be of practical
value. Not to the engineer alone but to
every man who is mentally vigorous.
While one cannot learn to think by the
study of numbers yet many problems of
a practical nature arise, which can only