132 METHODS IN TEACHING 



published in " Primary Education," January, 1904, that 

 part of it is here reproduced. 



" In May, 1892, a careful study of the conditions in the 

 Stockton schools was begun to determine just what results 



were being secured in each subject in the 

 Arithmetic J 



la I8ga school course, the time given to the sub- 



jects, the grade when the pupils begin to 

 leave school. Briefly, here are some of the facts shown by 

 this investigation: 



" i. From one- third to one-half of the school day was 

 given to arithmetic in grades one, two, and three. 



" 2. In the judgment of the majority of the teachers the 

 pupils were not well prepared in the work. 



" 3. The children could not read many of the problems 

 that they were expected to solve, nor could they apply with 

 a fair degree of readiness the number facts learned to sim- 

 ple problems taken from their own experiences. 



"4. In general, the training in other subjects, especially 

 in reading and language, had not kept pace with the train- 

 ing in arithmetic. 



" 5. Practically all pupils remained in school at least foui 

 years. 



" Obviously, the problem for 1893, even from the stand- 

 point of arithmetic, was to emphasize reading and 

 guage so that the pupils could grasp the thought in the 

 problems to be studied. This naturally led to the cutting 

 down of the time given arithmetic; yet, to the surprise of 

 all, the classes were better prepared in that subject at the 

 close of the year than before. 



" This happy result led to the further emphasis of read- 

 ing and language in 1894 and to a further cutting of the 



