# LCMS Convention Proceedings_St. Louis Missouri_1944_S527
# Machine transcription, uncorrected — CHI Digital Archive (demonstration)

526 Report of Board for Higher Education

high school physics equipment is at hand, it could be tra
ferred to the college division’s Physical science survey co
4. In general, wherever equipment for individual laboratory ‘wor
exists (i.e., duplication of Pieces used by students), the e
ment should be transferred by sale or exchange to such institu
tions as require it for the non-theological student, ;
5. Synod should make available the basic equipment for survey’
type courses. Equipment should be acquired after the necessa
‘studies of each individual institution’s needs have been mad

and it should be purchased under specific supervision of
Board.

ve

estimate can be given at this time concerning the cost 6
chemical equipment for the high school couse, since the loca
tion of the laboratory room, the size of the class, and other fac
tors are undetermined. Ordinarily standard lab
for individual work for thirty-two students, instructor’s table
and the necessary chemicals and supplies would amount ta;
about $2,500 per school. Three schools lack chemistr
tories at present: Austin, Concordia, Milwaukee.

Mathematics

The 1937 curriculum restricts the teaching of mathematics to the
first two years in the high school. Customarily, elementary algebta
and plane geometry are given. No mathematics is Provided. in t
college division except a four- to six-week lecture course included
the physical science survey. The intention was to introduce
student to the concept of the calculus and other higher mathema’

It is clear that the student’s mathematical knowledge when h

In fact, a great deficiency exists in performing elementary algebra
operations, to say nothing of quantitative thinking ability. In mani
cases, even the rudiments of decimals, fractions, and other arithmetic:
Processes are missing. In part, of course, this may be ascribed ta*
. the practice of giving ‘mathematics instruction to an assistant in-
structor in the lower high school classes. Irrespective of the teacher
employed, it’ is a common failure to disregard the single: available,
unifying ‘element of the first two years. of mathematics instruction
te, the function concept. . Furthermore, with the stress on th
social studies in grade school and corresponding flabbiness in mathe:
matical training, increasing numbers of students entering our lowe
division are ignorant of basic arithmetic skills. A good deal of ‘pres
liminary instruction in arithmetic, therefore, becomes necessary ir
the algebra course. All too frequently the algebra. instructor finds
no time for the required remedial instruction. ¢ Eventually the studen

‘