Abstract
One is confronted with the necessity of choosing in a very limited way when attempting to discuss in a few minutes the training of teachers of high school arithmetic and keep in mind as a background theme the student who is not going to college. May we then assume the necessity of a broad liberal education, sound scholarship, professional training and a period of supervised teaching. This leaves us the time to bring into sharp relief a few points whose emphasis seems most likely to produce worthwhile improvement in this area of teacher training. In doing so it may be necessary in giving direction to our teacher training program to discuss somewhat in detail the aims and methods and points of view to be employed in arithmetic itself.
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