A Critique of the Committee of Seven's Investigations on the Grade Placement of Arithmetic Topics

The person who challenges "reforms" now being made in arithmetic instruction in the name of "readiness" invites unhappy consequences. He may be accused of bias arising from vested interests. He may be charged with being a traditionalist, an educational reactionary. He may be condemned for inhumanity toward children and even for ignorance of child psychology. Nevertheless, it is high time, I think, to examine critically the research basis claimed for the "reforms" to which allusion has been made.