Vermont telegraph. [volume] (Brandon [Vt.]) 1828-1843, 1836-11-02
From the Common School Assistant.
STUDY OF ARITMHMET1c--No. 2.

STUDY OF ARITMRMETIC-.No. 2.
The teacher requires the scholar to com
NIT the rules to memory, but never gives
or demands a single reason for one of
them. The pupil has not understood the
examples-knows nothing about the facts
upon which the rules are founded and
of coulse does not understand the rule, or
see any diree ton or application in it. The
teacher is peremptory for the memorlter
recitation Of the rule, and the scholar, aE-
ter many accusations of his memory, and
much protracted labor, is able, from the
mere association of words, (for he has
not, during the hundred readings, got an
idea) to repeat the rule without the book.
have frequently met with some ofthe
larger scholars who could promptly and
accurate y repeat every rule in the arith-
metic, and yet they were not able to apply
in practical life the most simple one, nor
did they know one reason for any ofthem.
How can they expect that such knowl-
ed &c Will be of any use? The greatthlng
aimed at with teachers, seems to be the
ready recitation ofthe rule from memory,
rather than the ready GppIieGtiO" Of 1T
to practical purposes.
The tables also, which ought 10 be
Committed before any progress is attempt
ed, are either entirely overlooked, or less
than half learned. The child is at work
IN the rule Of multiplication, aud does not
know how many four multiplied by four
make Every time be multiplies he is
sent to the multiplication table. This
constant reference to that which he ought
to know, interrupts his ~operations-he
forgeis the last step he took, and on exam
NATION the sum is wrong. In this man.
uer he goes through the rule; still ignor-
ant Of the table.
He is, perhaps, ciphering in the COM
pound rules, but he does aot know one oil
the tables Of weights and measuresl II
any thing is done, there must be a con-
slant turning back to the tables and
there thcy should keep till theyknoeO them
Inevery-day transactions of business. these
tables are required, but the pupils have
never learned them, and thus are compel
led to spend considerable time in hunting
up book that will inform them, or tc
make confession of their ignorance, anc
beg the knowIed ge from some Of the com
pany--a shameful resort, indeed, for one
who has had the opportunity Of acquiring
this necessary knowIed ge.
! Ifthe tables had been thoroughly learn
ed at first, there would not have been th
delay and embarrassment in working the
sum In the school-room, or out OF 1t II
/, transacting the necessary business OF lite
But few scholars graduate at our dIstric
schools, who are able to recite the one
twentieth part Of the tables. They ar
consequently unprerared for the mos
common transactions in practical life.
There is another defect found in near
w every school, The scholar has beef
laboring on sum for some time, bot can
not get|it right. He carries it to theteach
f or, who takes the slate to himself an
does the sum, the scholar at the same tim
looking at something else. The slate
, returned with the sum done out, and tn
boy takes his seat Does he now exam
) inc the work Of the teacher, and see Wha
was done to obtain the answer Not q
all.
: Why? Did the teacher explain it t
e him4 No. Has he any more know
!, edge Of the sum now than he had betor
: he went to the instructor! No. Whf
e does he do theme Why, he rubs out tn
g sum and proceeds TO the next. He ha
got Deer it, he has gained so much tc
wards the end of the book; whether h
can do the sum or not is Of no const
d quence to him or trouble to the teache
p Such, it is frequently seen, is the ind
: ference of the teacher, and the superficial
e ity Of the scholar.
}, STARTING CHILDREN IN THE WoRL1
! Many an unwise parent labors hard an
lives sparingiy all his life for the purpo:
st of leaveing enough to give his children
n start, In the world, as it is called. Settln
5, a young man affoat with money left hi
= by his relatives, is like tying bIadde
4, under the arms Of one who cannot sw1
ID ten chances to one he will lose his bIa
s. ders and go 10 the bottom. Teach him
swim andthen he will never need the bla
deIs Give your child sound educatlo
Oh and you have done enough for him. s.
= to II that his morals are pure, his r1nlr
" cultivated, and his whole nature made su
~ servlent to the laws which govern ma
- and you have given him what will be
more value than the wealth Of the Indie
e, You have given him a start which l
B. misfortune can deprive him of. The ca
IS, lier you teach him to depend upon his oe
resources the bete.