To Higher Grades

GUY B. ARTHUR

When we come upon a problem in arithmetic, we are glad that we have learned the rule for solving it. If required to multiply fractions, we remember how to multiply the numerators and denominators separately and reduce the result to its lowest terms. Our teacher's assurance has been supported by numerous experiences of our own in which we have learned to respect the law that governs the procedure. Doubtless some of our attempts failed at first, but succeeded when the several steps were brought into strict obedience to the governing law.

If a pupil should progress that far—to a practical understanding of the multiplication of fractions—and should say, Well, now I can multiply fractions, and I will just stay in this grade, it would seem queer; it would be so unlike a boy or girl. We do not expect a boy or girl to stand still just because he or she has learned to do fractions. Rather would we think how well it equips one to advance to proportion and decimals and algebra. The pupil is glad because he sees the important outcome—the advance to higher grades and bigger problems.

In the same way a student of Christian Science was beginning to grasp Mrs. Eddy's meaning in the sentence, "Trials are proofs of God's care," on page 66 of "Science and Health with Key to the Scriptures." But one day he saw that he was not like a child in school. When a problem came he applied what he knew in a rather shiftless fashion, and called a practitioner for help when his own work did not succeed. He was glad when the problem was met and he was free again, but in the experience there was no urge to advancement. Each problem stood alone. Unlike the pupil, he did not connect it in orderly progress to a higher grade.

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