THE STONE-MILLIS ARITHMETICS ADVANCED BY JOHN C. STONE, A.M. HEAD OF THE DEPARTMENT OF MATHEMATICS, STATE NORMAL SCHOOL, AND JAMES F. MILLIS, A.M. HEAD OF THE DEPARTMENT OF MATHEMATICS, FRANCIS W. PARKER FåneT 119.11.810 Harvard University MAY 18 19 Harvard Col og Library Dec. 20, 1918. Education Library. COPYRIGHT, 1910 AND 1911, BY JOHN C. STONE AND JAMES F. MILLIS PREFACE THE Stone-Millis Arithmetics have been prepared with a view to adapting the teaching of arithmetic more adequately to the interests and to the needs of children of the present day. The adaptation to children's interests is secured through the use of the play instinct in the primary grades, and through the use, in all grades, of problem material relating to the various activities of children in and out of school, and to facts touching their experiences more or less directly. The adult point of view and the interests of adults have not been unduly obtruded into the work. In the second and third grades, especially, numerous games have been introduced that have been found, by actual use in the schoolroom, to be of intense interest to children, and to provide excellent drill work. Much problem material correlated with the hand work or industrial arts work of the modern school has been given. Many groups of problems relating to the common phases of community life with which the child comes into daily contact, have been used, such as collecting the mail, getting the coal supply, problems of the fruit vender, the parks, railroad traffic, etc. Underlying this attempt more adequately to adapt the teaching of arithmetic to the interests of children, is the authors' belief in the fundamental principles of education: I. All mental growth comes through the self-activity of the individual pupil in solving situations that to him are concrete and vital. iii II. For school work to be educative there must be genuine legitimate motive or purpose underlying it; there must accompany it the feeling the positive conviction - upon the part of the pupil, that the knowledge gained is going to further his present or future interests in some way. In adapting arithmetic to the needs of children, all topics that do not enter at some time or other into the everyday life of the average citizen, and all obsolete topics that represent business practices that have been abandoned, have been wholly eliminated. The authors are thorough believers in adequate drill, and the abundant drill exercises and the plentiful provision for motivated drill throughout these books, should prove a strong feature of the series. The advanced book covers the work recommended for the seventh and eighth grades. Part one, for the seventh grade, is arranged in four divisions. The first division reviews the denominate numbers treated in lower grades, and extends the subject to include angle and arc measure, etc. The second division reviews mensuration and extends it to include the circle and the right cylinder. The third division contains a brief treatment of proportion, with its applications to similar figures and simple machines. The fourth division reviews percentage and extends it to include profit and loss, commission, trade discount, simple interest (time in years, months, and days), and promissory notes. Part two, for the eighth grade, is arranged in four divisions. The first division treats square root with its applications to the right triangle. The second division extends mensuration to include pyramids, cones, and spheres. The third division extends the applications of percentage to include property insurance, taxes and tariffs, successive discounts, bank dis counts, short methods of finding interest, stock investments, and bonds, and discusses an excellent way to make the different methods of cancelling indebtedness, concrete and practical. This division also discusses the "indirect problems in percentage." The fourth division takes up the metric system, and then gives a miscellaneous set of problems for review work and a set of problems compiled from recent eighth grade examinations. While many of the problems for the upper grades are of the kinds encountered in adult life, they are kept well within the comprehension of the pupil. Many suggestions are given for making the applications of arithmetic to business realistic to the pupil. These have been tried in the schoolroom under the direction of the authors, and have been found to work admirably. With the exception of section 64 on the "indirect problems of percentage," and some of the following miscellaneous problems which are inserted to meet the requirements of certain schools, the problems are all real. That is, they are problems that people have to solve in doing the world's work. In the preparation of this series of arithmetics, the authors have had the constant and most efficient aid of Gordon A. Southworth, co-author of the popular Southworth-Stone Arithmetics. Every page of manuscript and proof has had his critical reading and intelligent criticism. JOHN C. STONE. JAMES F. MILLIS. MARCH, 1911. |