on and
description.

The subject of formal grammar has little or no place in the grades of
the elementary school. The grammatical relations of the language are
complicated and beyond the power of the child at an early age. Nor does
the study of such relations result in efficiency in the use of language,
as is commonly supposed. Children are compelled in many schools to waste
weary years in the study of logical relations they are too young to
comprehend, when they should be reading, speaking, and writing their
mother tongue under the stimulus and guidance of a teacher who is
himself a worthy and enthusiastic model in the use of speech. Only the
simpler grammatical forms and relations should be taught in the grades,
and these should have immediate application to oral and written speech.

_Arithmetic._ Arithmetic has for more than two hundred years formed an
important part of the elementary school curriculum. It has been taught
with the double object of affording mental discipline for the child, and
of putting him into possession of an important tool of practical
knowledge. It is safe to say that a large proportion of the patrons of
the rural schools of the present look upon arithmetic as the most
important subject taught in the school after the simple mechanics of
reading. Ability to "cipher" has been thought of as constituting a large
and important part of the educational equipment of the practical man.

Without doubt, number is an essential part of the education of the
child. Yet there is nothing in the mere art of numbering things as we
meet them in daily experience that should make arithmetic require so
large a proportion of time as it has been receiving. The child is
usually started in number in the first grade, and continues it the full
eight years of the elementary course, finally devoting three or more
years of the high school course to its continued study. Thus, nearly one
fourth of the entire school time of the pupil is demanded by the various
phases of the number concept.

The only ground upon which the expenditure of this large proportion of
time upon number can be defended is that of _discipline_. And modern
psychology and experimental pedagogy have shown the folly and waste of
setting up empty discipline as an educational aim. Education time is too
short, and the amount of rich and valuable material waiting to be
mastered too great, to devote golden years to a relatively barren grind.

It is probable th