Abstract
Arithmetic was introduced into American schools to meet definite social situations of Colonial times. Although a fixed factor in the course of study, it has wandered far from its predestined course. Literally, we have seemed to stress addition, subtraction, multiplication and division at the expense of knowing what to add, subtract, multiply and divide. We have given the impression of emphasizing the fundamentals and their kindred abstractions to the extent of ignoring the fact that it is sometimes necessary for us to decide which of these desirable processes should be used. Sadder still, we have been accused of forgetting to mention in a functional way that one is likely to meet these fundamentals and mathematical accessories in the flesh, and clothed in raiment the like of which was never seen in text-book or classroom.
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