(1) Arithmetic for Schools (2) Arithmetic, chiefly Examples (3) A Modern Arithmetic, with Graphic and Practical Exercises

Abstract

WE are generally accustomed to consider that the teaching of arithmetic has gained its prominent place in all modern educational systems for two reasons, viz., on account of (1) its utilitarian value, and (2) its culture value. The writer of a general text-book on arithmetic, as well as the teacher of arithmetic, should have both these ideas prominently before him, and so far as either of them fails to consider the subject from these two points of view, so far does he fail in its presentation. A little consideration shows that at different points in the study of the subject the relative importance of the two reasons for teaching it varies considerably; but generally, its utility must give way to the culture training. (1) Arithmetic for Schools. By the Rev. J. B. Lock. New edition, revised and enlarged with the assistance of V. M. Turnbull. Pp. vii + 480. (London: Macmillan and Co., Ltd., 1907.) Price 4s. 6d. (2) Arithmetic, chiefly Examples. By G. W. Palmer. Pp. x + 339 + xlii. (London: Macmillan and Co., Ltd., 1907.) Price 3s. 6d. (3) A Modern Arithmetic, with Graphic and Practical Exercises. By H. Sydney Jones. Part i. Pp. xii + 361. (London: Macmillan and Co., Ltd,, 1907.) Price 3s.