3. Why are long sums mischievous?
4. What mental exercise should a problem offer?
5. What caution must be observed?
6. How may arithmetic become an elementary training in mathematics?
7. How should a child demonstrate 4 × 7 = 28?
8. How would you use buttons, beans, etc.?
9. Show how you would teach a child to work out an addition and subtraction table with each of the digits.
10. When would you introduce multiplication and division tables?
11. How would you teach division?
12. What is the step between working with things and with abstract numbers?