Classical Math Evokes Higher Learning

For some, arithmetic has never been a favorite subject. However, most of us have enough understanding of it to get along in life. While it is true that many current educational systems use the modern methods of teaching and learning math, the focus is mainly on applied math. In the past, the study of math was not always limited to the application of the concepts, but was dedicated to the study of the math philosophy of the great mathematical minds such as Nicomachus, Euclid and others. There are a handful of schools and universities that are becoming successful in returning to the age-old way of learning—with the classics. This method of study seems to evoke an unquenchable desire for more knowledge. The following are considered to be two reasons why classical math may contribute to a greater desire for learning.

Many human beings, with or without realizing it, search for a higher power whether it is God or some other being. When educational studies recognize that higher being, it seems to strike a familiar chord within and creates a significant increase of learning. Classical math philosophy recognizes a supreme creator. Nicomachus of Gerasa (100 A.D.) explains in his two-volume book, An Introduction to Arithmetic, that the patterns in math are conceived “by divine nature, [and] not by [man’s] convention or agreement.” He further expounds that everything existing in nature that has a systematic method “seems both in part and as a whole to have been determined and ordered in accordance with number, by…him that created all things; for the pattern was fixed, like a preliminary sketch, by the domination of number preexistent in the mind of the world-creating God…so that with reference to it, as to an artistic plan, should be created all these things, time, motion, the heavens, the stars, all sorts of revolutions.” In essence he is reminding us that numbers have existed infinitely and eternally and are an integral part the knowledge of God, which is an inspiring prospect

Another aspect is man’s desire for truth. Truth is something that does not change over time, but stays the same uniformly and as Nicomachus says, “never departs even briefly from its existence.” Those that search for the truth and apply it are known to be full of wisdom. Pythagoras (580-490 BC) defined wisdom as the knowledge of the truth as it applies to the knowledge and comprehension of reality—and this he said is the only wisdom.

Plato describes the way to become wise in the mathematical realm when he says, “Every diagram, system of numbers, every scheme of harmony, and every law of the movement of the stars, ought to appear [as] one to him who studies rightly.” He then recommends his reader to study all things regarding them as one principle all bonded together in one great whole. Then he gives this warning to those seeking for an easier way of study, “if only one attempts philosophy in any other way he must call on Fortune to assist him. For there is never a path without these; this is the way, these the studies, be they hard or easy; by this course must one go, and not neglect it. The one who has attained all these things…I for my part call wisest, and this I maintain through thick and thin” As math is a difficult subject to comprehend for some and is often avoided, it is definitely enhanced with the classics. Classical math philosophy is a powerful supplement to applied math as it assists man in his search for truth.

It is not at a desk with a math workbook where one usually feels inspired. However, coupled with the text of one or two of the great mathematicians, one is certain to find insights into the magnificent mathematical world and have a clearer vision of how everything works as a whole. Education is meant to be inspiring and should serve as an avenue to acquire knowledge of God and man. The classic works combined with math concepts will achieve that goal.
—Julie Greenman


Nicomachus of Gerasa, Introduction to Arithmetic, Great Books of the Western World, Ed. R.M. Hutchins, (Chicago: ENCYCLOPÆDIA BRITANNICA, INC., 1952)

A Lesson for Mothers from Moses and the Children of Israel

Moses led the children of Israel from Egyptian bondage. His goal was to take them to the Promised Land. The length of trip undoubtedly exceeded his expectations since they wandered for 40 years. What took them so long? They would have arrived dozens of years before had it not been for their rebellion and disobedience to God. It was during this time that the Lord had to instigate a lesser law suitable for them to understand. The lesser law consisted of a set of laws for almost every action with a consequence for disobedience. It seemed that the Children of Israel could not be counted upon to make their own decisions and had to rely on the strong Mosaic Law to force them to comply.
Paul teaches in Galatians that the lesser law was instituted to help the Israelites proceed closer to the higher law—that of acceptance and faith in Christ. Parenting is similar to the way God dealt with the children of Israel: Just as the children of Israel lived under the lesser law, our children also live a lesser law. Our children live under many rules and consequences given by parents. Little by little they are taught and can understand the higher law and their own knowledge guides them—as this transformation takes place, they no longer need the lesser law or their parent’s constant guidance, they will begin to live the higher law and guide themselves.
Faith is eventually developed and becomes the guiding force for the individual to live the higher law. Paul teaches, “But before faith came, we were kept under the law, shut up unto the faith which should afterwards be revealed. Wherefore the [Mosaic] law was our schoolmaster to bring us unto Christ, that we might be justified by faith. But after that faith is come, we are no longer under a schoolmaster.” (Galatians 3:23-25) Our motherly task, therefore, should be to instill the powerful principle of faith into the hearts of our children.
In another part of the world we contemplate youth that are guided by faith. It was Helaman’s two thousand stripling warriors who “had been taught by their mothers, that if they did not doubt, God would deliver them.” Their faith was so great that they were freed from death in the great battles against the Lamanite people.
The vision that is created by studying the story of Moses and the Children of Israel is one of hope to modern mothers. The metaphor descriptively chronicles the different stages of youth and gives a perspective of what to work towards. By understanding Moses’ patience, long-suffering and constant guidance towards his people, a mother can learn to develop essential qualities needed to guide her children.
Rebels or not, all children need guidance from faithful mothers who are not concerned about the repetitive teaching and reminding. At times young mothers or mothers of teenagers lose hope and vision because their children fail to live up to their seemingly high expectations. They are expecting their children to live the higher law prematurely. Repetition and reminders are principles employed constantly in the story of Ancient Israel and eventually will lead a child to find the faith required to live the higher law. Meanwhile a mother should develop the essential qualities to live the higher law as an effective example in guiding her children.
The process of guiding a child to the higher law may seldom be a forty-year plan, but many agree that it is longer than expected. With a given set of rules and consequences coupled with a patient mother who knows the importance of quality teaching and gentle reminding, the youth of today will arrive at the promised destination of a faith-filled life.


—Julie Greenman