they were "such hard problems, you know." A great deal of what is now in the arithmetics under the head of percentage is of the same nature. Children of twelve and thirteen years of age go through gain and loss calculations, and various forms of bank discount so complicated that the bankers long ago dispensed with them. And when it is pointed out that business is not done this way, we hear again of "mental discipline." And yet there are plenty of real connections between the experience of children and business conditions which need to be utilized and illuminated. The child should study his commercial arithmetic and geography, not as isolated things by themselves, but in their reference to his social environment. The youth needs to become acquainted with the bank as a factor in modern life, with what it does, and how it does it; and then relevant arithmetical processes would have some meaning—quite in contradistinction to the time-absorbing and mind-killing examples in percentage, partial payments, etc., found in all our arithmetics.
The connection with the university, as indicated in this chart, I need not dwell upon. I simply wish to indicate that there ought to be a free interaction between all the parts of the school system. There is much of utter triviality of subject-matter in elementary and secondary
