The Present Status of Mathematics in Grades Seven, Eight, and Nine. — These appears to be widespread dissatisfaction with the content and the organization of traditional materials of instruction in these grades. In particular, the work of these years is characterized by waste of time and effort in the teaching of insignificant subject matter. There is little defense against the charge that the conventional seventh and eighth grade mathematics devotes much time to unmotivated and unproductive reviews; that much of the social-economic arithmetic (taxes, insurance, stocks, bonds, and the like) is beyond the comprehension of the pupils of these earlier grades; that common sense estimation in solving problems does not receive adequate exercise; and that American practice has not begun to profit by the experiences of European schools in giving to pupils of these grades an outlook and an appreciation of the significance and meaning of mathematics beyond arithmetic.