THOMSON'S NEW CARITHMETICA 1. FIRST LESSONS IN ARITHMET Oral and Written. Illustrated. (For Primary Schools.) II. COMPLETE GRADED ARITHME Oral and Written. In one Volume. For Schools and Academies. THOMSON'S MATHEMATICAL S ILLUSTRATED TABLE-BOOK. NEW RUDIMENTS OF ARITHMETIC. NEW PRACTICAL ARITHMETIC. KEY TO PRACTICAL ARITHM HIGHER ARITHMETIC. KEY TO HIGHER AR SMITH & MCDOUGAL. ELECTROTYPERS. REFACE. CHIL YHILDREN obtain their first idea of numbers from the around them. In accordance with this law of developm growth of the young mind, the "object" method is freely use following pages. 1. The first ten numbers and their simple combinations a trated by pictures of visible objects. 2. The pupil from the first is taught to make figures, and trate small numbers by unit marks. 3. As soon as a fact or principle is learned, he is taught its tion and begins to practice it. 4. Oral and Slate Exercises are combined throughout the b 5. Addition and Subtraction are taught in connection; be verse, the one is suggested by the other. For the same reason, cation and Division are presented together. This is believed t best and most approved method of teaching these subjects. 6. The work is divided into Six Sections, and each Sect Twenty Lessons. The respective sections cover the ground for promotion to corresponding Grades in the Primary Schools York, Brooklyn, and other large cities. These and other features of the book, it is hoped, will aid in their work, and facilitate the progress of pupils in ga practical knowledge of this important study. J. 1 1. The requisites for success in teaching are a kn subject, a love for the employment, and an aptitude to te 2. Beginners should be furnished with suitable to blackboards, numeral-frames, counters, etc. 3. Special pains should be taken to lead them to for observation. 4. Do not attempt to teach too many things at one red 5. The language used in explanations should be s point, giving just help enough to enable the learne thing himself. More than this is not only useless but hu 6. The simple Tables should be carefully illustrat thoroughly committed to memory. 7. It is of the first importance to secure the attention during Recitation. To do this, two things are necessa exercise must be conducted with animation; 2d. Every be kept busy. 8. Avoid superficial habits. Accuracy first, then rapi 9. Make the mind of each pupil a careful study, and 1 what he knows, lead him to discover that which he does n 10. Carelessness in making figures, or in the arrangeme exercises on the slate, should never be allowed. 11. Every recitation should be supplemented by dictat 12. Thoroughness should be the motto of every teacher 1. What do you see in this picture? 2. What has the milk-maid in her hand? 3. What is a single thing called? 4. Point to one chair. One door. 5. Name other single things, or ones. One book. 6. How many cows in the picture? How many pails? 7. Spell one. Write it on your slate. 8. How many heads have you ? 9. Hold up one hand. Hold up one finger. One thumb. 10. What is the figure in the middle of the picture called? 11. Write the figure one on your slate; thus, 1. 1. What do you see in this picture ? 2. How many are one boy and one boy? 3. How many hands have you? How many 4. How many boys are in the picture? 5. If one falls, how many will be standing? 6. Make one mark upon your slate. Make a 7. How many are one mark and one mark? 8. Rub out one of the marks, how many are 9. One apple from two apples leaves how ma 10. How many are one dog and one dog? 11. If you have two cents and spend one, ho be left ? 12. Spell two. Write it on your slate twice. 13. Hold up two fingers. Two thumbs. 14. If you shut one thumb how many will be 15. How many ones make two? 16. Two are how many more than one? 17. How many letters in the word ax? In ox 18. How many are 2 pears less 1 pear? 19. What figure is in the middle of the pictur |