OCR Text |
Show COURSE OF STUDY. 427 marks on the bard, 10 vertical marks, then 1 mark. Show that the one. the unit, is expressed by writing it 1, and the ten is expressed by writing1 at theleft of the first 1. In 25, 5 represents five units and 2 represents two tens. There should be drill on this, and later m hundreds and thousands. Introduce fractions like one-half and one-third, etc., where they can be brought in naturally and teach by the nse of objects. Teach the'pht and quart with actual measyres; also the inch, foot, and yard. Where sewing material is given the achoo1,lt is well to have each childmeasure his required quantity and then lsbel it, giving the qnantity and his name. Every schoolroom should be furnished with foot rules, yardsticks, and snrvey-or's chain, the common measure for liquids and.for grain, and a palr oE scales. Great nse may be made of the ruler for the exerclse of judgment. Thirayear.-Review work of the previous year, telling at sight the forty-five primary combinations. Experience seems toshow that the Indian child readily picks np a "series idea," as counting by adding 2s; counting by adding 3% etc. Thestudy of ratio maynow b3profitably pnrsnedassupplemental work. Having placed on the board lines of different lengths-for instance, s 12.inch line and a &inch line-then ask the ratio of the shorter line to the longer line. Answer. 1. Then ask of the longer line to the shorter line. Answer. 2. Teaoh linear measure. by using problems suggested by sewing materisl and cutting of garments for children, Teach United States money, wlth actnal money or toy money. Fonrth year,--Review the work of last year, in constant addition. The teaoher mast bear in ~ i n wdh at a child learns in the second, third, and fou.th years of number work is what he wlll use chiefly in after life, and see the nsarl o.f- th orou- zh teachme. 0 ~ - ~~~ Teaoh p- up- ils to tell thelime. Fifth ym.-Mnltiplication and division.-Show the child that mnltiplication is the same as "constant addition." The table of 2 in multiphcation is the same as the series made by adding 2. Illnstrate. Teach the terms multiplicand. multiplier, and product. - As in addition, the child should make the tables, using objects and writing the results. After calling to mind the serles made by constant addltion of 2 he can repeat: One two, 2; t!vo twos. 4; three twos, 6; four twos, 8; five twos, 10. Thoronghly memonze the tables. Division can be tanght as reverse mnltiplication! It can be shown that 4 con-tains 2 two times, since two timen 2 are 4; 6 conta~ns2 three times, since three times 2 are 6. Multiplication and divisionshonld be taught together, or nearly simultanmnsiy. sixth year.-Do not attempt much ~ncmorir~nofg rules: whero rhe prrnciplcs are anderarood. the role will La of little lr8lclical use. All tcarhiug ehould be nf a nature ; x i will best tir the cllild tocopo with his cnvironmeut. Muka nseof problpnjs drawn from dally llfec~f the lndlan man an11 womnn. Tearh the bovs how to invest sumaof money in rorvs or nhrel,: horn to astlmate tho nhmber df yards of wire re.,uil.ed to fpucea Geld; n~lmol r s iuare feet ilk a ral,lo or door; how many yardsol carpetinc would be required to carpet a flour, tile dimermions of the Hoor boing givo~~bo:w much wall pqper i s nrrded to paper a ro~ru:le ach girls such problems as they wil! meet ntrh in going to stdres wlth notterr or vewraLle~m hirlr they exchang-e for calica,. -m ocerics. etc. A ~xamples-: How many yards of fence will it take to inclose a field that is 30 yards on one aids. 25 yards on another side, 40 yards on another, and 45 yards on the remain-ing stdc:' 11 rablo is 3 feet Ion: and? feet wi8lc. How many sqliare feet in the table? l l + ~&~t.a~blepr ien whcwl r~m:I tow I U B I ~ YS I U ~ I Wfe el: Sunnose the tioor is ci feot one war an11 I ? feot the i,rher way.,. how manv. sn-j uare feet iri the floor? How many yards of carpeting will it require if the carpeting is 1 yard wide? TRE BAKERY. This important department of the school is established to supply the school tables with wholesome, appetiring bread, and to teach the pupils how to make bread of all kinds for family use. No girl should he allowed toleave school nntil she understands the art thor- |