THIS book, the first in a new series of practical arithmetics, is designed to impart to the pupils a mastery of the fundamental processes in manipulating integers, familiarity with a few rudimentary fractions, and a facility in simple calculation. It is hoped that the method, and particularly the manner, of presentation will not only guide but also interest the pupils in the ordinary applications of whole numbers and simple fractions to everyday problems. The authors have never lost sight of the fact that a thorough grounding in the fundamental operations is the key to future success in arithmetical computation, and that proficiency in the use of tables and factors must be gained through drill. Accordingly the work in problems in the earlier books of the series has been subordinated to drill practice. It is hoped that sufficient and varied drill work has been provided so that abstract calculation may become almost automatic, and the pupil may acquire that accuracy and rapidity which are necessary if the thought work of the later years is to be unhampered. The fact, however, that all work in the abstract should follow as a result of a concrete and urgent need in the pupil's mind, that there must be a vital point of contact between the pupil and the new topic or process, has been kept in view and, as a rule, all drill work and new processes are approached in problem form. An effort has been made also to adapt the material to the interests and experiences of the pupils and to keep the wording of the text well within their comprehension. The authors have attempted to embody in the series the results growing out of the experience and the criticism of the most successful teachers of 609379 the past few years, and to follow the spirit of the courses of study of the most progressive cities and states, especially in the matter of the elimination of obsolete methods and topics. They have tried to reduce the explanations of formal processes to the most economical and complete forms for use in the study of new lessons. In the wording of problems and in the avoidance of any routine order of presentation or questioning, they have tried constantly to throw the pupil upon his own resources. It is of vital importance that pupils be taught as early as possible the intelligent use of a textbook, for the book is to become the chief source of knowledge when school days are over. An effective text should be planned so as not merely to supply series of exercises or problems, but also to enable a teacher to instruct pupils in the art of acquiring knowledge from the book, and in this way to foster mental independence, develop self-reliance, and promote self-instruction. |