5. The child must not be required to read questions that are difficult for him to read, or to solve problems that are difficult for him to analyze. The intention is to put this book into the hands of young pupils, but only for them to copy and do the numerical exercises. The other examples, usually called clothed examples by way of distinction, must be read by the Teacher, and only the answers be required of pupils. No child can become interested or successful in arithmetic if his mind is distracted between the reading of a problem and the numerical calculation required for its solution. He can learn the simple processes of arithmetic while quite young; he can learn to be accurate and reasonably rapid in these processes; he can learn to be neat and orderly in the arrangement of his work; and his interest will constantly increase, provided he is kept master of his field of operations. At this early stage he cannot be exercised in logical analysis, and it is a great mistake to put problems before him that require too great an exercise of the reasoning faculty. Later he will form the habit of close attention, learn the meaning of logical inference, and acquire the power of sustained and continuous thought. Arithmetic rightly taught furnishes the very essence of intellectual training, and deserves the name of "The Logic of the People." EXETER, N.H. G. A. WENTWORTH. TABLE FOR VARYING QUESTIONS. Animals.... Birds. Clothes Flowers .... ..... ..... Fowls Garden. House Insects. .... Dog, Puppy, Cat, Kitten, Rabbit, Cow, Calf, Pig, Horse, Robin, Sparrow, Swallow, Canary, Parrot, Crow, Blue- Apple, Pear, Quince, Orange, Lemon, Peach, Grape, Fig. Room, Door, Window, Chair, Table, Picture, Carpet, Cup, School Store . Tea, Coffee, Sugar, Starch, Soap, Candles, Matches, Eggs, Axe, Rake, Pail, Spade, Hoe, Saw, Nails. Toy-Store... Doll, Top, Ball, Whip, Basket, Marbles, Whistle. Tradesmen.. Baker, Butcher, Grocer, Milkman, Blacksmith. Trees... Apple, Oak, Cherry, Plum, Ash, Birch, Beech. Vehicles Train, Car, Coach, Hack, Buggy, Wagon, Gig, Sleigh, ... Sled, Barge, Bus. ELEMENTARY ARITHMETIC. Part I. Part I. is intended as a guide to teachers in oral and blackboard work for children before they can read. After they can read, a rapid review will help fix their knowledge of simple arithmetical processes. THINGS NEEDED. 1. Objects for Counters. Such as cents, blocks, buttons, spools, pencils, nails, little tin plates, cups and saucers, inch-squares of pasteboard, foot-rules, yard-sticks, a set of tin measures for liquids, a set of wooden measures for dry articles, and a set of weights. 2. A Counting-Board. This is of great assistance in teaching arithmetical processes with small numbers. It is simply a smooth board with 100 holes about an inch apart, arranged in 10 rows of 10 holes each. Nails or wooden pins can be used for counters. Another way of making the counting-board is to drive 100 nails in 10 rows of 10 nails each through a piece of board, at suitable distances from each other, until they project about an inch, and use spools for counters, slipping them on the ends of the nails. LESSON 1. THE NUMBER ONE. Show me one finger; one block; one button. How many suns do we see by day? How many moons by night? We write the figure 1 for one. NOTE. The introduction of figures may be postponed until after the number six is taught. In that case some variation in the language will be required. 1 THE NUMBER TWO. How many fingers are one finger and one finger? Hold up two fingers; two hands. We write the figure 2 for two. NOTE. Pictures of balls, cups, tops, blocks, etc., are introduced in places where it is expected the Teacher will show objects of some kind. How many dolls are 1 doll and 1 doll? How many horses are 1 horse and 1 horse? Here are two blocks, . Take away How many are left? 1 apple from 2 apples leaves how many? 1 from 2 leaves how many? How many more pears are than ? How many more dolls are 2 dolls than 1 doll? How many rings must you put with O to have OO? How many apples must you put with 1 apple to have 2 apples? NOTE. The following plan is recommended to the Teacher, for the number-work of Part I.: 1. Show objects, and secure the desired result from them. 2. Draw pictures of blocks, squares, etc., on the board, and obtain the same result from the pictures. 3. Ask the same question on familiar but unseen objects. 4. Finish with abstract numbers. The Teacher can vary the questions at pleasure by using different objects and different pictures, and by using the table of familiar objects given opposite the first page. |