SECTION II.

ADDITION.

LESSON I.

1. How many little boys are there in this class ?* 2. How many little girls are there?

3. How many little girls and boys are there, counted together?

4. Will each of you show me your right hand? Now if you put your left hand by the side of it, how many hands will each one show me? Why?

Ans. Because one and one more make two.

5. If you show me two fingers on your left hand and one on your right, how many fingers will you show me? Why?

Ans. Because two and one more make three.

6. If you open three fingers on your left hand and one on your right, how many fingers will you have open? Why?

7. How many fingers have you on your right hand? How many thumbs? How many fingers and thumbs counted together, are there on your right

hand?

*When a general question is asked which is not designed to be answered in concert, it is an excellent way to have all who think they know, raise a hand; then call upon some one promiscuously to answer it. This method prevents much confusion and secures the attention, while it effectually avoids the temptation to learn the answers to certain questions which will fall to each, if the teacher always begins at the same end of the class and proceeds through it in regular rotation.

8. If I move out five balls on the lower wire of my Numerical Frame and one on the next, how many will they all make? Why?

9. If I move out six on the lower wire and one on the next, how many will they make? Why? 10. If I move out seven on the lower and one on the next, how many will they make? Why? 11. If I move out eight on the lower the next, how many will they make ?

and one on

12. If I move out nine on the lower and one on the next, how many will they make ?

Note.-As soon as a child learns a principle in Arithmetic, it is important for him to see its application, and begin to practice it. For this reason, it is recommended to let the class study the next eight lessons in connection with the corresponding parts of the Table below. Thus, as soon as they learn to add twos, let them take lesson second which contains exercises in adding two; as soon as they learn to add threes, let them take lesson third, &c. In this way the Table is kept together, which is essential for reference and review, and at the same time we secure all the advantages of studying it in connection with examples which put it into practice, as fast as it is learned.

LESSON II.

1. If a pear costs two cents, and an apple costs one cent, how many cents will they both cost ?— Why ?*

2. Charles had two books, and his father gave him two more: how many books did he then have ?— Why?

3. Robert brought in three sticks of wood and George two sticks: how many sticks did both boys bring in. Why?

4. Let each one in the class open all his fingers on his left hand and two on his right: how many fingers has each one open? How many are four and two?

5. Sarah had five dresses, and on her birthday her aunt gave her two more: how many dresses had she then? Why?

6. In this class there are two girls and six boys: how many scholars does the class contain ?.

7. John has seven brothers and two sisters: how many brothers and sisters has he together?

8. A little boy gave a blind man eight cents and his sister gave him two cents: how many cents did they both give him?

9. William has two mårbles in his hand and nine in his pocket: how many marbles has he in all ? 10. Mary recited two perfect lessons last week and

*The process of adding and the structure of the Table may be easily illustrated by the Numerical Frame. Thus, to show that five and four make nine, move out five balls on one wire and four on another, and let the pupil count them together. But as soon as the pupil understands the principle of the operation, he should then learn to perform it without the assistance of visible objects. Nothing is more deleterious to mental growth and discipline, than the habit of solving questions by counters, by the fingers, marks upon a slate, &c. &c.

ten this week: how many perfect lessons has she recited in two weeks?

LESSON III.

1. If you pay three cents for a pint of nuts and one cent for an apple, how many cents do you pay for both? Why?

2. Henry has three young doves and two old ones how many doves has he? Why?

3. A beggar met some generous little boys, one of whom gave him four cents and another gave him three cents: how many cents did they both give him? Why?

4. Susan bought three yards of blue ribbon and three yards of white : how many yards of ribbon did she buy in all? Why?

5. Harriet gave her teacher five pinks and three roses: how many flowers did she give her teacher? Why?

6. Matthew sold a quart of chestnuts for six cents and a pint of beechnuts for three cents: how much did his nuts come to ?

7. Henry picked three ripe peaches from one tree and seven from another: how many peaches did he pick from both trees?

8. Frank has nine walnuts in his pocket, and he lost three coming to school: how many had he when he started from home?

9. How many are eight and three?

10. Jane read ten pages of history in the morning and three in the afternoon: how many pages did she read during the day?

Note. It is advisable to have the class review the preceding part of the table, and thus continue to do at every recitation, till they get through it..