[Especially for Young People]

To Higher Grades

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.

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