TO THE TEACHER. 



There is much in modern higher arithmetic that is of but 

 little value to certain classes of pupils. Particularly is this 

 true of the subject matter of many text-books now in use 

 in rural schools — country, town, and village. These books 

 were made by city people for city children and are, for the 

 most part, admirably adapted to city schools. The prob- 

 lems deal very largely with city affairs and occupations. 

 Now, it is a fact that the fundamentals of arithmetic may 

 be stated in terms of agriculture and that such a statement 

 is much needed in rural life affairs. 



The main object to be secured in the study of arith- 

 metic is to learn to "think number" — i. e., to learn to think 

 quantitatively. After the elements of number study are 

 mastered the field opens up in distinct directions. There 

 is little use of spending many weeks on problems of cube 

 root, partial payments, bank discount, stocks and bonds, 

 merchandising, etc., in the rural and country town schools^ 

 since these subjects seldom, if ever, enter into the lives of 

 the children. 



Arithmetic may be taught in terms of agriculture. 

 The household, the soil, the dairy, the field, the crops, 

 and the animals offer wonderful opportunities for 

 the introduction of number and arithmetical problems into 

 the school work as a vital part of the life of the children. 

 Thus farm arithmetic falls directly into line with the en- 

 vironment of farm boys and girls. 



On the other hand, agriculture may be taught in term? 

 of arithmetic. When so taught the real nature of the all im- 

 portant problems with which the country youth of the 

 present and the future must deal, both in school and after 



Tii 



