The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1873-03-27
GOutatiOnal,
MENTAL ARITHMETIC.


mental arithmetic receive the atten
tion that it's Importance demands F?
We think not. We remember with
pride those palmy institute days of
yore, when mental arithmetic was
second to no other study. We call to
mind those spirited discussions in
which such men as, Dodge. Rice, Ora
ham, Briggs, Barnes and Hannah
grew eloquent discussing the merits
and dement's of mental arithmetic.
Why is it not so now? Have we done
. wise thing in ignoring the impor-
tance of this study. We do not ac-
cuse ourselves of an intentional
slight in that direction, but we think
we can trace the change every step
of its course. There has sprung up
among US, an idea that mental and
written arithmetics should be COM
bined, and so quietly, yet radically,
has this combination progressed, that
rather than having been united, the
latter has entirely superseded the for
mer. Now it seems to us this is all
wrong. To be sure the greater part
ofthe contents of our so-called "Writ-
ten Arithmetics," is purely mental
work, but it is difficult mental work
and unless the pupil has been proper
ly disciplined in reasonings of an cas-
Ter nature he will attempt, in vain, to
Gft the burden now imposed upon
him. Every teacher of experience
knows how frequently do pupils come
for help in the solution of some prob
lem, which would be perfectly simple
to the child, had his reasoning facul-
ties been properly strengthened and
and developed by series Of intellect
aal conflicts with problems of SINH
lar kind, but of lesser magnitude.
Nor does the injury to the pupil end
here. Even after the teacher has
wrought the problem and explained
1t to the pupil, where is the benefit !?
Entirely on the side of the teacher
who has done the thinking. And
what of the pupil? He has actually
been made weaker, because, as he
sees how simple is the problem to the
teacher, he begins to distrust his own
ability, and attacks the next problem
with still less confidence in his own
self and more in his teacher until we
lind thescholars in some schools max
ing halfdozen visits, daily, to the
teachers desk. Now we believe tina,
if an Intellectual Arithmetic is worth
studying at all, it is worth mastering,
aud that any pupil who has mastered
intellectual arithmetic will not find
dozen problems between the covers OF
the written arithmetic that he cannot
solve. And again, what is the teach
eT's duty? Is it not to develop the
thinking faculties Of the children
committed to his care? Tn what
manner can he do this best? We
know of no recitation that compels
pupils to think more rapidly and in
tensely, than one in menta arithmetic
An how few schools to-day, can the
scholars give clear, concise, logical
explanation of the problem they have
wrought upon the board. How often
do we hear 81 know but can't tell''
from these same scholars. How then
stall we proceed to remedy this state
of things? By giving more attention
20 the study of mental arithmetic.
Let the pupils originate problems for
each other. / know no reason why
pupils in mental arithmetic may not
originate problems, as well as sentenc-
IS or compositions in grammar. Let
the teachers during their summer
schools give this study the attention
that its Importance demands, and
come to the institute next fall, pre-
pared to report upon the fruits of