The record-union., 1896-11-25
COUNTY TEACHERS.

COUNTY TEACHERS.
They Discuss Arithmetic and Various
Other Subjects.
The first subject on the programme
was Essentials of Arithmetic by
Professor j. f. Blanchard.
| IN early years we should teach the
how and not the why of arithmetic
Teach the children to add, subtract
multiply and divide accurately and
rapidly. More mistakes are made in
teaching addition than any other of the
four fundamental rules.
| The multiplication table should be
memorized thoroughly, as teachers
| have small satisfaction in teaching
multiplication and division when the
children only half know their tables.
| Give plenty of time to factoring and
cancellation. Teach fractions, decimal
fractions, percentage, and spend most
| of your time on these rather than on
the less important parts, such as arith-
| metical and geometrical progression.
There should be more work on bills,
| notes, ETC.; more oral work and more
practical examples, such as are used
| in every day life.
| In teaching mental arithmetic have
ready your problems. read them and re-
| quire class to write answers in ink; eX-
| change papers and correct answers.
You will find children have learned to
think and reason more from this kind
Of drill than any amount of written
work. Teach algebra with the arith-
metic work, but do not call it algebra.
Call it arithmetic.
A question / would ask is, Why so
many of our pupils fail in decimals?
Teach them to write the numbers first
and the point is placed afterward.
Teach one method of computing inter-
est until they understand it, and then
the several others. Review the metric
system in the ninth grade. Illustrate
each example in mensuration by draw
ing, and you will find pupils under
stand them much more readily.
In conclusion Mr.. Blanchard empha-
sized the fact that our teachers should
teach the essential part of the beauti-
| full science of numbers
| DR. WINSHIP'S IDEAS.
Dr.Winship being introduced, thanked
the teachers for their pleasant greet
ing and continued, taking UP the ques-
ton in hand. In regard to dropping
out partial payments and some of the
other things that had been proposed, he
said that they were placed in the arfth-
metic with the idea that they should
be memorized so that in after life one
should always be able to use them, but
that children should be taught to un-
derstand where to look for those things
as a reference. the same as we use the
encyclopedia and dictionary
There is a radical difference between
a problem and an example. He wanted
this made clear. If they know the pro-
cess there is no trouble in working out
the example. They should be able to
put problems into examples without
seeing the answer. and then know that
if no mistakes are made in the work
| the answers must be right.
There should be little working out of
examples. You might state ten prob
lens while you are working one. Some
children can never solve problems and
they are not stupid, they are not dull,
and it is not their fault They are per-
haps the most brilliant children in
school in regard to committing poetry
to memory. l myself could not sing a
solo for you. I do not call myself dull
| VI StupIu II Is d IllSIOIlu 1fltSUL
| join in with others in singing Amer
ica."
Some children are not born to do solo
| work in problems. They are simply
! frantic if you ask them to solve the
| simplest problem. They can join in
with the others In an "ArthmeticaI
America" all right. Train them to
| look at a thing calmly and then collect
example. One should never put a fig
ure on paper until he is sure that fig
| ure is right. If you teach the children
| to know how they are going to work the
problem before them before they touch
a pencil to paper they will learn to
solve startling problems.
DR.. Winship received hearty applause
and a general discussion Of the question
| followed
GENERAL DISCUSSION.
| Mrs. Ellison showed a device consist
| ing of stars. spheres, rectangles, etc,
cut from colored paper and pasted on
| bristol board. These are used as arith-
metic lessons, working in language
| lesson at the same time. They were
used In various ways the first three
| years.
| Mr. Riley asked that the metric sys-
tenn be discussed. He said in his opin-
| ion that as it was not in use that little
time should be devoted to 1t.
Mr.. Miller believed that the metric
system saved at least two years teach
| ing.
| Another speaker said: "Over twenty
| of the most intelligent nations of the
| world use it to-day, and have invited
US to adopt it in order to facilitate the
| commercial systems. 1t is designed to
act as a substitute for the tables of de-
nominate numbers, and is simplicity it
| SELF We should teach it in order to
| create a demand for it. Unless chill
| dren see the relative excellence of it
many years will pass before it will be
adopted" He illustrated in a clear
forcible manner all the advantages of
| this system, and urged again its use
as a great saving of time.
THE SCHOOL LIBRARY
Was the next problem. This question
was left over from last year. Mr..
| Howard spoke of the vast sum ex-
pended yearly that could be used to
| better advantage should the trustees
consult the teacher, and the teacher the
needs of the children. He wished a
committee appointed to make a list OF
twenty five books suitable for libraries
An inferior book read is better than a