ARITHMETIC IN SCHOOLS. TO THE EDITOR.

Otago Witness, Issue 1640, 28 April 1883, Page 14

ARITHMETIC IN SCHOOLS. TO THE EDITOR.

Sir, — I have been a good deal amused at the strlc tures pronounced by the liibpectors of ihc Otago schools on the teaching of arithmetic. They seem to forget that, even in a simple addition or multiplication sum, the fitial result ia seiiously vitiated by the smallest slip of the memory or eye during the operation ; and that, the most perfect health and keonne-s of the organs of sense, as well as thorough training, are required to enable a child to pass ni9 Standard easily. To these learned gentlemen 1 dare say the little bits of reasoning required in the arithmetical solutions seem absurdly easy, but it should never be forgotten that between the graduate and the Standard pupil there exists a gulf perhaps as great as between the average graduate and a Newton. The reasoning required In tho Sandard arithmetic is ju-tt us mathematical and abstract as the reasoni'iy required in Euclid's Fifth Book or in Trigonometry. The average pupil in any of the Standards solves the problems set him (or her) rather by following the routine he has been accustomed to, than by a rational insight into the nature of the operations ho performs. Much of the time spent in attempting to force the reasoning faculty of children into nctivity is, I thi k, misspent, and tends only to an imita'.ive application of methods, not to any clear conception of principles.

Theae remarks are not intended to reflect in any waj on the Inspectors, but to bring under the notice of such of your readers as may be interested in the subject the difference between a child's mind and an Inspector's : the former is imitative, the latter analytic—l have, &c,

Nbwcome.

Wrey's Bush, Southland, April 19th