Excerpt from Myers Arithmetic: For Grammar Schools This book continues the work of the Myers Elementary Arithmetic and covers comprehensively the work of the last four years 'of the elementary school. It is a topical treatment of the subject and is thus in itself a complete arithmetic. The educational reason for arithmetic as a school subject is that it is a type of the organization of experience that the world deems useful in daily life. The experiences which arithmetic should organize are sensations of measur ing and numbering. In order that this measuring and numbering experience may be organized into the most efficient practical knowledge, the work must be done in harmony with the mind's way of construing these sensa tions into relationships. Nothing is more fundamentally important than that the pupil actually have the experiences that are to be organized. The ready-made experiences of others cannot be substituted for those of the learner himself. Furthermore, the pupil should organize as well as experience these sensations. The requirement that the sensations to be organized shall be the pupil's own can be met only by the plentiful use of concrete material. The objects, pictures, real prob lems, and other concrete materials must be not merely talked about by the teacher, the pupil passively listening and looking on. The pupil must handle the objects, draw the sketches, examine them and even make verbal problems. He must be allowed to make discoveries for himself. The concrete material used may be very simple indeed, as sticks, blocks, dots, marks, squares, oblongs. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.

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This textbook is designed to aid teachers by putting the teaching of arithmetic on a rational basis. The text has four main purposes: To present a pedagogical development of elementary mathematics as both a tool for use and as an elementary science; to use subject-matter representing real conditions; to present mathematics--its wide range and variety of uses in common affairs--to pupils to build number sense; to provide training in attacking common problems arithmetically and some power to analyze quantitative problems. Each teacher should select such topics and problems as have a particular interest for their school.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant.