The problem in this investigation has a three-fold purpose: namely, (1) to determine the results of delaying formal arithmetic until the fourth grade; (2) to ascertain the results reflected in the reading abilities of children when the time ordinarily spent on drill and organized instruction in arithmetic is given to reading, the diverted time being spent in reading arithmetic stories, playing games, and in using other arithmetical processes in connection with school activities; (3) to compare the results of a behavior journal kept for each child in the experimental group and in the control group.