The true northerner. [volume] (Paw Paw, Mich.) 1855-1920, 1874-03-27
DECATUR. March 20, 1874.

WI. EDITOR ;-behevlng that your readers
have an interest in educational matters, we
send you, for publication, an account OF visit
made recently at the Decatur Union School"
We called there for the purpose OF hearing
some recitations, conducted by lady teacher,
and, having listened to recitation in Algebra,
were invited, by the Principal Of the High
School department, to hear recitation by his
Practical Arithmetic class who have pursued
the study this term for the purpose OF review
ing and finishing it. We are always interested
in Mathematics, and expected a rare treat.
The problems were on slips of paper taken,
Gas We suppose), from book like the text
book.
\ rosy checked damsel, of about sixteen
summers, not exactly comprehending her ques-
ton, was permitted by the teacher to make a
selection from some problems lying on the
desk. After discarding one or two she chose
one that seemed to suit.
After about half an hour had been occupied
with blackboard exercises, we were favored
with that part Of the recitation in which we are
usually the most interested, viZ explanation
Of problems.
One Of the younger members OF the class,
having wrought his example in neat, concise
manner, began his explanation as follows:
How many times are sc los. 1Od. contained in
597e los. 1Od?
sc los. 10d. equal 1330d
537f lOs. 1Od. equal 10000.
129O1Od divided by 139Od. equals 81. Ans.
After the conclusion OF the above explana-
ton, the teacher, by way Of further eluciddtion
put the following questions;
" Is your example in compound numbers"
Ans. I" Yes, sir"
Did you work It by simple division! Z"
Ans. - Yes, sir"
In compound numbers should you no. work
by rule for compound division ~
The pupil not understanding the gist of
teachers questions, remainedsilent. The teach
er then called on young lady pupil to give the
rule for compound division, which she gave as
follows:
Divide the highest denomination as in SIM
pie numbers aud II there be remainder reduce
it to the next lower denomination, &C."
The teacher then dismissed the consideration
OF the problem, when we. feeling that the lad
had been victimized by the questions given
him, ventured to ask II the problem under con-
sideraton could be wrought by the rule just
given?
The teacher replied, Gerry curly, "yes'm. y
We blushed and remained silent After the
mechanical explanation OF few more prob
lens the teacher assumed meditatiye air, as
though new idea had possibly occurred to
him, and Intercepted his former victim. How
many numbers did your divisor contain ?"
The pupil repeated the divlsor, after which the
teacher said ~ do no, think understood
visitors question: 4 twinkle Of merriment
was noticeable upon the countenances Of the
pupils, and the recitation was again resumed.
After explanations in Percentage, Profit and
Loss, Commission, &c, we asked young lady
pupil the following question What part Of a
thing or number Is 9$l per cent. Of it First
young lady answered why 33l per cent"
Second young lady arose and explained, "3%
per cent. OF number is times the number
and 5lof it,"
At this juncture, bright youth. remember
ing some explanations or the first page in
Percentage, gave the correct answer.
Having been informed by the teacher that
such questions were needless waste OF time,
we retired to different department. after
which the teacher treasured his pupils by say
ing, I" A fool can ask questions which wise
man cannot answer.
We think few questions by the right per-
son. at the right time, might possibly arouse
some thought and DO benefciel TO the class.
The Director OF the Sohoo! Board recently
had an interview with the same class, and gave
them the following questions
1st. What is percent?
I'd. Is per cent. or any thing besides money /?
3D. II have 400 bushels OF wheat, and lose
31s per cent. Of it by its getting wet, or in any
other way how many bushels do lose
These questions having been answered, he
complimented them highly on their acquire
ments. We think the members OF this class
will soon be able to Withstand the most formi-
dable tests, II they continue to be subje cted to
tho kind OF discipline which they now have.
We visited the Grammar school department
Of the same school last week, and heard reel
tation in Arithmetic which presented marked
contrast to the one mentioned above.
The pupils seemed to be thoroughly in ear
nest, and showed by their explanations OF
problems, and prompt answers to the numerous
questions Of their teacher, that the important
principles involved were thoroughly under
stood. We we're repeatedly solicited to ques-
ton the'class, but felt that they had acquitted
themselves honorably and that if they had not
exhausted the subject, it was merely for want
Of time and not lack OF thought or investiga-
ton. Il. M. R.
Thu IL Alls al In a II Dn m n a ~