After
reading Jeffery N. Lucas’ column, “Traversing the Law: Math isn’t the answer;
it’s the problem” (July 2010), it has taken me this length of time to simmer
down and respond. Mathematics
is not the problem. Mathematics is the language used to describe physical
phenomena and provide insight into the interactions of the phenomena’s physical
components.
After
reading Jeffery N. Lucas’ column, “Traversing the Law: Math isn’t the answer;
it’s the problem” (July 2010), it has taken me this length of time to simmer
down and respond. Mathematics is not the problem. Mathematics is the language
used to describe physical phenomena and provide insight into the interactions
of the phenomena’s physical components. Ever since the publication of early
surveying textbooks (16th century), mathematics has been “dumbed down” because
the reader has been unable or unwilling to make an effort to understand its
intrinsic aspects. If the land surveyor has a good fundamental education in
algebra, trigonometry, calculus and statistics, the individual should have
developed sound analytical skills to evaluate found evidence and identify
possible locations for referenced calls and accessories. Before employing all
the sophisticated technologies, the surveyor should use simpler tools to solve
the problem (called education) and understand the interrelationship of the
various components used in retracing a boundary.
The examples described by Mr. Lucas are appropriate. The real problem is that
our education system (primary, secondary and post-secondary institutions) have
compartmentalized academic disciplines and courses rather than marrying them
into useful bodies of knowledge.
--Herbert
W. Stoughton, PhD, PE, PLS, CP, Geodetic Engineer, Cheyenne, Wyo.