164 METHODS IN TEACHING 



Little stress is laid upon the various terms, insurance, com- 

 mission, profit and loss ; the pupil who has been well taught 

 in fractions and decimals handles any of these topics with- 

 out further help. Simple problems are given, and empha- 

 sis is laid upon the fact that per cent, means hundredths, 

 or a fraction with 100 for a denominator. The pupil is 

 trained to ask himself of what the per cent, is to be taken. 

 This is, of course, largely a matter of language. Making 

 use of aliquot parts connects percentage with fractions eas- 

 ily, and helps prevent falling into rote methods. 



In mental arithmetic the aim is to cover the same work 

 done in written arithmetic, fixing the principles by short, 



simple, practical examples. Part of every 

 Arithmetic period for recitation is devoted to oral 



analyses. Every day from five to ten ex- 

 amples are given by the teacher, the pupils writing only 

 the answers. 



As there is nothing beyond the intelligence of the average 

 child in the application of simple algebraic formulas to the 



solution of problems, the use of the equa- 



Til A 



E uation t * on * s ^ ten required. It is always em- 



ployed in a simple manner, and the pupils 

 soon learn to enjoy its use and to appreciate the greater 

 ease of solution thus made possible. 



EIGHTH YEAR GRADE 



The chief work of this grade is a thorough review of all 



the subjects and processes of the preceding grades, laying 



special stress on the fundamental operations 

 Course 



with integers, common fractions, such of 



the tables as are in frequent use, and percentage. Abund- 

 ant drill is given in problems, both oral and written, for the 



