Pupils should be called upon promiscuously, and not in rotation, to take part in the recitation. Class Drills should not be employed as a regular method of recitation, but simply to fix in the minds of pupils such tabular facts as can more readily be learned by concert recitation, to enliven the exercises, to give animation to the class, and confidence to the timid pupils. Combinations of figures in the Tables should be thoroughly learned by the pupil, and both rapidity and accuracy should characterize his operations in Addition before he is required to study other parts of the subject. As aids to this result, exercises such as the following may be made: the teacher may give out the number 6, and require each member of the class to write on his slate the various combinations of two numbers, with the proper signs, that will produce the given number. Most pupils will at first perform this exercise in an irregular manner, and the teacher should instruct them, by forming the proper arrangement on the blackboard and explaining it. Similar exercises may be had on Subtraction, Multiplication, and Division, with the appropriate signs. Every combination of this arrangement may be illustrated with objects, such as pebbles, grains of corn, beans, so that the class may clearly understand each. A pupil thoroughly drilled in the fundamental operations of Arithmetic, will not only be able to perform them with facility and accuracy, but will have made great progress toward an easy and complete mastery of the Science of Numbers. The advantages of this exercise are, that it insures a thorough knowledge of the Tables; it teaches to write figures and signs properly; it gives pleasant employment to the bodies and minds of pupils, and therefore helps to secure good order. More explanations on Methods of Teaching Intellectual Arithmetic are presented in the new Key to this work, which book may be a valuable assistant to those who have found difficulties in using Stoddard's Intellectual Arithmetic. ARITHMETIC. ADDITION. Addition is the process of uniting like numbers into one sum. The Sum, or Amount, is a number equal to all the numbers added. LESSON I. how many? I. 2 and 1 are how ANALYSIS.-Two and one are three. 2 and 2 are how many? 2 and 3 are ? many? 2. 3. how many how how many? how many? how many ? and 2 are how how many? how many? 12. 3 and 4 are how many? are how many? 14. 3 and 6 are how many? how many? how many? how many? 18. 4 and 3 are how many? how many ? how many & 21. 4 and 6 are how how 22. 23. 4 and 7 are how 4 and 8 are how many how many? 4 and 9 are how many? 25. James killed 2 birds, and John killed 1 bird; how many birds did both kill? ANALYSIS.-If James killed 2 birds and John 1, they together killed 2 birds and 1 bird, which are 3 birds. 26. I gave 2 cents to Henry, and 2 cents to Harvey: how many cents did both receive? 27. Hiram had 2 cents, and his brother gave him 3 cents more; how many cents had he then? 28. George gave me 2 apples, and Mary gave me 4 apples; how many apples did both give me? 29. A man had 2 cows, and he purchased 5 cows more; how many cows had he then? 30. John's father gave him 2 oranges, and his mother gave him 6; how many did he receive? 31. Philo bought 2 peaches, and his brother gave him 7; how many peaches had he then? 32. Philip gave me 2 plums, and Myron gave me 8; how many plums did they together give me? 33. A farmer had 2 horses, and bought 9 more; how many horses had he then? 34. William had 3 oranges, and Moses gave him 2 more; how many had he then? 35. John bought 3 apples, and I gave him 3; how many had he then? 36. Philip paid 3 cents for some nuts, and 4 cents for some candy; how many cents did he pay for both? 37. I paid 5 cents for some paper, and 3 cents for a stamp; how much did I pay for both? 38. A merchant bought 3 barrels of sugar and 6 bar rels of molasses; how many barrels did he buy? 39. Ralph is 3 years old, and Edward is 7; what is the sum of their ages? 40. A lemon cost 3 cents, and a pine-apple cost 8; what sum did both cost? 41. James solved 3 questions in arithmetic, and Oliver 9; how many did both solve? 42. If it take 4 yards of cloth for a coat, and 1 yard of cloth for a vest, how many yards will it take for both? 43. Samuel bought 4 marbles, and found 4; how many marbles had he then? 44. Isaac bought 4 sheets of paper, and I gave him 5; how many had he then? 45. A man bought an apple for 4 cents, and a pear· for 6 cents; how much did the apple and pear together cost? 46. If Mary has 4 books, and her father should give her 7, how many books would she then have? 47. William has 4 marbles in his hand, and 8 in his pocket; how many marbles has he in all? 48. Charles walked 4 miles, and rode 9; how many miles did he go? 49. In a certain class there are 5 boys, and 4 girls; how many pupils are in the class? how many? 24. 25. 9 and 11 are how many ? 26. Mary answered 5 questions correctly, and 4 in. correctly; how many questions did she answer? 27. A beggar met two boys; one gave him 5 cents, and the other gave him 6 cents; how many cents did both give him? 28. A man bought a hat for 5 dollars, and a pair of boots for 6 dollars; how much did he pay? 29. There are 9 boys on one bench, and 8 on another; how many are on both? 30. Maria gave her teacher 5 pinks and 7 roses; how many flowers did she give him? 31. Harry caught 5 squirrels, and Henry caught 8; how many were caught by both ? 32. If we learn 5 pages this week, and 9 next, how many shall we learn in the two weeks? 33. Frank sold a melon for 6 cents, and an orange for 5 cents; for how many cents did he sell both? 34. John bought 6 whips, and Joseph gave him 6; how many had John then? 35. George had 6 chestnuts, and Richard gave him 7; how many had George then? 36. Henry bought 6 figs, and Sarah bought 8; how many were bought by both? 37. Rebecca has 6 oranges, and Catherine has 9; how many oranges have both? 38. A boy bought 7 apples, and his father gave him 6; how many had he then? |