5. The meaning of fourteen? Of fifteen? Sixteen? Seventeen? Eighteen? Nineteen?

6. Count from twenty to thirty three times in concert; as twenty-one, twenty-two, twenty-three, etc. 7. Count from thirty to forty in like manner. 8. Count from forty to fifty.

9. From fifty to sixty.

10. From sixty to seventy. 11. From seventy to eighty. 12. From eighty to ninety.

13. From ninety to a hundred?

14. What is the second ten called? The third? The next ten? The next? The next?

15. What does the word twenty literally denote?

Ans. The first syllable twen, signifies two, and the last syllable ty, signifies ten. Hence, the word twenty denotes two-tens.

16. What does thirty denote? Ans. Three tens. 17. What does thirty-seven denote?

Ans. Three tens, and seven units or ones. 18. What does forty denote? Forty-two? Forty-five? 19. What does fifty denote? Fifty-three? Fifty-eight? 20. What does sixty denote? Sixty-six? Sixty-seven? 21. What does seventy denote? Seventy-three?

Seventy-eight?

22. What does eighty denote? Eighty-four? Eightyone?

23. What does ninety-nine denote? 24. How many tens in a hundred? Ans. Ten tens.

1. Write the figures denoting the numbers from twenty to thirty.

2. What do the figures in 23 denote?

3. What do the figures in 25 denote? In 24? In 27? 4. Write the figures from thirty to forty. Write those from forty to fifty.

5. Write from fifty to sixty. From seventy to eighty. 6. Write from ninety to a hundred.

7. What is the greatest number that can be expressed by two figures?

Ans. Ninety-nine.

Write the following numbers in figures:

24. How is a hundred expressed?

Ans. By writing 1 in the third place with two

ciphers on the right; as 100.

25. What do figures express when standing in the first three places?

Ans. Standing in the first place on the right, they denote units; in the second place, tens; in the third place, hundreds.

26. Write one hundred and twenty-three.

27. Write two hundred and thirty-six.

28. How is a thousand expressed?

By I with three ciphers on the right; as 1000. 29. Write one thousand and two hundred.

LESSON VII.

TO TEACHERS.-The object of this Lesson is to develop the idea of reading small numbers expressed by figures. The exercises should be varied if needs be, so as to meet the capacity of every pupil.

1. What does the figure 7 standing alone denote ? Ans. Seven units or ones.

2. What do the figures 16 standing together denote ? Ans. One ten and six units, or sixteen. 3. What do the figures 27 standing together denote? Ans. Two tens and seven units, or twenty-seven.

4. How read the figures 38? 5. How read the figures 45?

Ans. Thirty-eight.
Ans. Forty-five.

Of all the departments of Education, there is no one in which oral instruction is more important than in teaching children the first steps in numbers. To meet their wants and secure rapid progress in this direction, every written exercise, however happy and appropriate, requires to be varied and supplemented by the living voice.

ADDITION.

LESSON I.

TO TEACHERS.-This Lesson is designed to familiarize the class with adding to each of the digits. It passes from familiar objects that are present, to those that are absent.

1. The teacher holding up a book, asks, How many books have I in my hand? "One book." 2. How many in the other hand?

"None."

66

3. How many are 1 book and o books? One book." 4. Taking a book in each hand, How many books do I now show? "Two books."

5. How many are 1 book and I book? "Two books." 6. If I lay down 1 book, how many shall I have? 7. Taking 2 books in one hand and I in the other, How many books do you see? "Three books." 8. Two books and 1 book are how many?

books."

Ι

"Three

9. If I have 3 books, and give you 1, how many shall I have left? "Two books."

10. If I have 3 apples in one hand and I in the other, how many apples have I in both hands? "Four apples."

Show this with your fingers.

II. Three apples and 1 apple are how many?

12. If I have 4 apples and give you 1, how many shall I have?

Show this with your fingers?

13. How many are 4 pencils and I pencil?

TO TEACHERS.-The formation of the Addition Table should now be cxplained by counters, or the blackboard, using any convenient unit marks; as, stars, circles, straight lines, etc., and the class be taught to pass from concrete to abstract numbers. Thus,

Let the class copy and complete the Table upon their slates,

1. How many are 3 stars and I star? 2. How many are 3 and 1? "Four."

"Four stars."

3. Four what? (The teacher will explain.)

4. When numbers refer to some object, what are they called?

Ans. Concrete Numbers.

5. When numbers do not refer to any object, what are they called?

Ans. Abstract Numbers.

6. When I say, "3 chairs, 5 oranges, 7 hats," what kind of numbers are these? Why?

7. Hold up 4 fingers on one hand and I finger on the other: how many are 4 fingers and 1 finger? 8. Is the answer abstract or concrete? Why? 9. How many are 5 and 1? "Six." 10. Is the answer abstract or concrete? Why? 11. How many are 9 and 1?