The Penn's Grove record., 1910-12-09
pupil is led to see the reason for the a
ious processes and encouraged to formu-

| pupil is led to see the reason for the var.
! ious processes and encouraged to formu-
late lis own methods OF operation"
What pupil 10 and ii yearsold is math-
ematical genius enough to work out their
| own methods in arithmetic? The old
| common sense way is to show the meth
dds with full definitions and explanations
| which have been worked out by adult
mathematical geniuses like Prof. Stone
and his predecessor.
The Southworth and Stone arithmetics
now being used in Salem and Penn's
Grove schools are Of the spiral inductiye
| method, but not spiral as some other
books. Prof. Stone in his address, ! n his
| own book and in conversation admits the
spiral method has proved a failure. He
| advocates clear topical teaching which
not advocate his book, nor its methods
| and considers it out of date.
Three months experience with it in
Penn 8 Grove Schools has proved it a
| failure. The pupils do not like it nor do
| they get a clear knowledge from it.
| Neither do parents who have some knowl-
7th and Sth grades do not depend entirely
/ uDOu ~ dllo UdtO v kltO &AANS
| explanations from other books, in order
to teach mathematical principles SO pupils
will have a better understanding, and be
more likely to pass.
According to Prof. Stones address the
| prime object is to learn to do the useful
| and practical in a tropical, concrete way,
which is contrary the spiral inductive
books o used. How to convince men,
bers of the Boards of Education such
should be done is another problem.
When Prof. Stone has come to the
| conclusion that the book he helped COM
pile is not what pupils need others should
be. convinced.
Prof. Stone said he wished to make the
teachers discontinued with their present
teaching Of arithmetic. In different parts
of the country many parents and teachers
and the pupils themselves who have been
gradues;d in recent wears see where they
have fled to get the knowledge OF arith-
metic Fey should. Why is it?
No osler reason can be given but for
the fact that the pupils III recent years
have hfd to study the spiral inductive
method books, and depend too much on
the teachers because they do not have
books which fully and clearly explained
mathematical terms and methods.
In those regions where Brooks arith-
metics have been used the lack of math-
ematical knowledge is not 80 lacking.
DIR. Brooks books give full and clear deli
nitions of terms. The methods are clearly
explained and illustrated and the topics
are such that it is a ready reference book
for any one who wishes to use it.
The efforts to make children mathe-
NAUTICAL gymnasts by spinning their minds
on spiral methods; the efforts to make
small children mathematical acrobats by
teaching two opposite things at the same
time, the efforts to ssinduce" children to
form rules and methods which only deep
mathematical students and geniuses have
discovered, have proved a big failure in
giving an adequate knowledge OF arith-
metic. <ws
The teacher who said, 1.-THE soone we
get back to the old books and ways OF
teaching, would be better for teachers
and pupils" had a wise. if not an old
head. We were pleased to hear Prof.
Stone and learn that the drift of his talk
was a plea to return to the old practical
topical method.