IN THESE days of the scientific study of school curricula, we discover that many topics in arithmetic have gained or lost in importance because of recent social and industrial developments.

With the beginnings of experimental education and research in educational psychology a movement started which has had considerable influence on the teaching of arithmetic.1 Out of this movement grew the standardized tests in arithmetic as we find them to-day.

ARE these computations correct? Thousands of times each day this question arises among men in the business and technical world. The contractor asks it before he submits his bid; the manufacturer asks it in determining his costs; the business man asks it in figuring his profits; and the navigator asks it in finding his position at sea.

THE method of checking computations by casting out 9's, which JL was explained in the preceding part of this article, was found to be a thoroughly dependable and rapid means of finding errors in multiplication and division except those errors which are multiples of 9.

WHAT training is necessary to prepare high school graduates to teach arithmetic and other subjects in the modern elementary school? This question has come to be a very important one in every normal school and particularly in those normal schools which still have a two-year course at the end of which the students accept positions to teach.

The aim of this article is to present in a new light certain facts about systematic saving and investment, an important element of thrift.

Introductory Note The following lesson was given to a class of twenty-two pupils (boys and girls together) in a period of forty minutes. Previous to this lesson the class had studied algebra eleven months, five times a week, and had covered the subject through quadratic equations. As they had never taken up graphic solutions, this was the first of a series of six lessons on that topic, which included the plotting of quadratic and cubic functions of one variable as well as simultaneous linear equations.

THIRD YEAR IN FIVE-YEAR COURSE Introductory Note This is the second of a series of four lessons on the ballad, the object of which was to furnish a background for the study of “The Rime of the Ancient Mariner” and other narrative poems. It was not the intention to study any one of the poems in detail, but to build up an appreciation of the objective popular appeal of the old ballads, the sympathetic and personal note of the later ones, and an understanding of the simpler details of the ballad form. The four lessons were as follows:

Third Year High School INTRODUCTORY NOTE The lesson observed was the second in a series of three devoted to the subject of bread-making. The majority of the class had taken domestic science in both the first-year class and the seventh grade, but a number of them were new students. The work therefore was to some extent review for a part of the class. In the fall a series of lessons was given on the subject of canning and preserving. The majority of the class had taken domestic science in both the first-year class and the seventh grade, but a number of them were new students. The work therefore was to some extent review for a part of the class.