INTRODUCTION, Contents. PAGE 13 Exercises with Blocks to teach Number, Exercises with Beans to teach Number, Exercises with Cards to teach Roman Number, Exercises with Sticks to teach Roman Number, Exercises with Pins to teach Number, Exercises with Shoe Pegs to teach Number, Exercises with Flags to teach Number, . Exercises with Sticks to teach Numeration, Exercises with Toy Money to teach Subtraction, . 28 Exercises with Cards to teach Mental Arithmetic, . 33 WEIGHTS AND MEASURES. Exercises with Measures to teach Liquid Measure, 46 FORM AND GEOGRAPHY. Exercises with Blocks to teach Position, Exercises with Sticks to teach Position of Lines, Exercises with Sticks to teach Angles, Exercises with Wire to teach Curved Lines, Exercises with Sticks to teach Plane Figures, Exercises with Paper to teach Form, Exercises with Shoe Pegs in teaching Form and Exercises with Blocks in teaching Solid Figures, Exercises with the Moulding-board to teach Exercises with Gelatine Papers to teach Color, Exercises with Worsted to teach Color, Exercises with Flags to teach Color, BUSY WORK. Busy-work to aid in Reading, Writing and Speaking Busy-work in Language to teach Correct Use of Tert Busy-work in Language to teach Correct Tse of AutoCue. Basy-work. Cmimed Words. Busy-work. Oppostles, Basy-work. Comparisons. Basy-work. Dedzimes. Busy-work Preferences. Busy-work in Drawing, Busy-work in Drawing and Coloring, Busy-work, Questions. MISCELLANEOUS. 福 915 Cempations Exercises with Card-board, Paper, ekt. 95 Introduction. It is the purpose of this little book to show some of the many ways, and suggest others, in which young children may be kept pleasantly and profitably employed in schools and families. How to keep little ones happy, busy and orderly, has been a problem hard to solve. Happy, because childhood should be the embodiment of happiness; busy, because little fingers and bodies were made to be busy; and orderly, because order is essential to progress. It is the part of wisdom to direct, not to suppress, the activities of nature. Children, if well and strong, are full of animal life. How shall we use this life to advance education? When left to themselves they are continually seeking occupation; their vivid imaginations give life to everything. People have come to acknowledge that the methods nature adopts must be the best. A Being of Infinite wisdom and love cannot err in His plans. The Kindergarten acknowledges this principle, and very beautifully provides for it. It is an elaborate system, requires special training, is expensive, and demands an increased force of teachers; and is therefore impracticable in ungraded schools, or in large classes. But cannot an approximation to the Kindergarten be attained in our schools! Children must be taught, not only to see, but to use all their senses; to bring in a store of knowledge through all the outer channels. They need to make, select, and combine for and by themselves, really to learn and retain the knowledge gained. Constant repetition is also necessary in primary teaching, but this often leads to monotony. In order to keep up the interest and have the old story fresh and attractive, it is necessary to change its clothing often. For these reasons, it is not only expedient to introduce as great a variety of objects in primary teaching as possible, but also to use as great a variety as possible in teaching one truth. Sticks, blocks, beans, papers, wires, shoe-pegs, pictures, sand, and many other inexpensive objects are easily obtained in large quantities, and may be put to good use in teaching by using them in a systematic, instructive and orderly way. It is an acknowledged fact that children who enfor business young, become very expert in whatever artment they are placed. They are sharp, quick, now much more practically than those who |