Evening star. [volume] (Washington, D.C.) 1854-1972, 1929-09-05
BACKGROUND OF EVENTS
BY PAUL Y. COLLINS.

why not apply the same principle to in
culcating interest in what abstractly is
brain-fagging?
1t is not a joke for DR.. Davis to de-
clare that mathematics e 4 be made of
thrilling and even hunioI Gus interest
First Of all, DR.. Davis said, the old
notion Of teaching children mathe-
NAUTICAL details at the outset, and then
introducing them gradually to the
study should begin by building upon
the pupils concrete experiences, lead
ing thence to qualita tive questions aris-
ing on the playground. Processes in
volved should be illustrated in tasks
performed in the classroom, utilizing
measurements of familiar objects.
The saving grace Of mathematics is
humor, DR.. Davis declared. Opportuni-
ties to inject even the slightest tinge
of merriment into the study should net
be lost, he added.
4 \ \ Il
So. let it be said in all earnestness,
We must not take life so seriously. We
must md ways to be happy even in
school, whether teaching or studying
happy in serious studies, quite apart
from athletics and sports. 1t can be
done best when science Is shown linked
closely with actual daily experiences.
There must be some essence Of the
fact in that idea as to why adults who
have had some years in business or
practical life Of any kind become apter
pupils than the boys and girls still in
their teens" If the adults return for
continuation study" 1t is testified
that middle-aged adults learn more
rapidly than do juveniles. Is it not be-
cause their own practical experience
enables them intuitively to "dramatize"
the abstract teachings which the old
style professor administers and to ind
immediate practical application of the
distractions to living problems of busi-
ness and home experiences?
If so, the key has been found for
thrilling even the young with the adj
vice OF the Psalmist who urged: Wis
dom Is the principal thing: therefore
get wisdom. And with all thy getting,
word about social prestige, through be-
ing a college graduate; he never men,
toned the desirability of becoming
college snob," as advised by Boston
professor last Summer. The Psalmist
was not modern, yet he knew what was
"the principal thing"
The modern professor urged his stu
dents to become snobs so that they
could marry the boss daughter, In place
Of some underling. Imagine him IN
debate with the Psalmist of old. who
argues, How much better is 1t TO get
wisdom than gold, and to get under
ver!"
The Be-a-snob Professor thinks
changing collars twice day Will cap
ture the boss daughter" and wedge
the graduate into the firm OF his IA
ther-in-law, but the Psaln1ist deSpSes
the "gold-digger" student and finds
true romance in wisdom, for He that
getteth wisdom loveth his own soul:
he that keepeth understanding shall
find good"
Beware of false ideals, even in school!
Wnl-o'-the-w isps!
Most inspiring ideas on this subject
were expressed In o recent address be-
fore the National Education AsSocia-
ton at Atlanta, Ga, by DR.. William
John Cooper, the United States Com
missioner of Education.
After outlining the characteristics OF
modern life in business-desire for
change and improvement, speed, power
driven machinery, Standardization OF
products and, lastly, business prof1ts
ueber alles"-he turns to the problem
Of how to adapt the schools to these
modern characteristics OF life.
He points with pride to the success
Of American engineers In handling
problems of mining, railroading, cleo
trical development, highway building.
automobile and aircraft manufacture
and structural work, but he also says
1t must be conceded that American coll
leges have not turned out men able TO
meet the economic and social problems
Of this generation, and are below Euro