Rutland weekly herald. [volume] (Rutland, Vt.) 1859-1877, 1872-03-07

Franklin TuXbury, their qualification
and their deep Indebtedness to him 70
his very able, instructive and tinishc,
address, III which some of the jewels 0
our Creators handiWOrk, were made t,
shine with new brightness and assume
rich value, by means of tie clear anC
sharp cutting, and the beautiful and rev
crcnt setting which he gave them.
Rey0lced, That a copy of the forCgO
ing resolution, signed by our Prcsiden
and secretary, he presented to Rev Mr.
TuHbury,
DISCUSSION on ARITHMETIC.
The discussion, ou 4ritAmctic was thcl
opened by o. 5. johnson Of tic Val
lingford Graded school;
3Ir Johnson said There are some
important questions which might bt
raised in regard to arithmetic, and, first
upon the list, | V ould ask-Docs arith
mctiC deserve the important !}larc it OC-
Cupics in our common schools: an
swcr, yes, If accuracy IS desired, arith-
metic is the study. If we desire that
which has truth and sOlillity, arithmetic
is the study.
At what time in the course shall it be
pursued? All the time.
What are the best methods of teach
ing arithmetic? 1t is a serious fault to
explain it before It is learned. First,
shave the rules committed, and then
give the examples and explanation,
Are our textbooks adapted to the
work answer that they are dtfeC-
tive in their arrangements. The cX-
ampIcs are given with the rules, but
would have ii little manual giving the
/ principles, and but few examples, and a
: larger work full of examples, and not a
rule in the book. Such a work would
be adapted to any class or school.
should arrange a book in this order:
1>t. definitions; 2d, enumeration; 81.
| nOtation 4th, addition 9th. multiple
/ cation; 9th, subtraction; 18th, division :;
! Sth, properties of numbers; Jth, com
/ mon fractions; 10th, decimal fractions;
/ 11th, ratio; 18th, percentage; 18th, in
/ ttrtat; 14th. taxes 18th, exchange
/ 10TH, proportion; nth, the covers.
The remaining principles, duodrci-
mails inyOlutiOn, evolution, etc, would
arrange in a separate work. In closing
these scattered thoughts ] would say
develop accuracy i'll all your work. Let
accuracy be first and last
Rev W. T, uerrick, of Clarendon.
said | used to teach arithmetic from
the books but | agree with the gentle
man opening this discussion that we
have too many textbooks in arithmetic.
1t is prime thing to lead the pupil to
distinguish clearly between knowing a
thing and not knowing it. \ pupil
kNo,cS arithmetic if he knows it, Arith-
metic is good for nothing unless it leads
to accuracy.
Mr Williams of Custlcton Normal
Sch0ol-I have a theory as we'll as others
in regard to arithmetic. | would have
arithmetic commence with the first day
of school and close with the last day in
school. not to the exclusion of other
studies hut in connection with them,
Now arithmetic occupies nearly all the
time for the reason that parents geurr-
ally think that the only thing Of real
true value to their children is sarithmetic,
Two days in the week is perhaps sutiici-
ent.
Mr. EnOS Gould, of Bennington--l
agreG in some respects with Mr.. Will
ans but not in all 1t is true that too
much time is given to arithmetic but
this is true Of ali other atudies, The
great trouble is that we pass over too
much ground | do not agree with the
idea of studying arithmetic through the
entire course. 1t will not take more
than two Orthree years for young schOl-
ars to become familiar with the simple
principles and then a comparatively
short time is needed for those more adj
vanced. Finish them and take other
work rather than waste time in constant /
review. do not agree with the thought F..
Of first learning the text before the cx-
planation. | would not let scholar F.
have book in the class.
Prof. Sanborn of Middlebury-l agree |.
T,,.o ~. tI,roo tn,,,s s,4i"ian+ oftor
thc first Drincinlrs are learned
Mr.. Williams-I am perhaps misun-
derstood. l would use no more time i'll
the study on arithmetic than III any othef .
I.uuS Iar:S ,roeIy 1NT( '''o'' 'n"'' '"0 u 'i''''
prof. Sanborn-I would do the work
at once. and notsrun through a series of
years.
Kev. H. A. AuStln, or Mancnester-I
l't,n " +n 0llo n"ul' - ConritlTl,u, r;4Lnt;5
At the beginnin~ of the course, and il is
time wasted, wait until the pupil is ten
or twelve years old before commencing
ana III three terms nc VIII 1'nish IT, lhlS