The Ely miner. [volume] (Ely, Minn.) 1895-1986, 1897-01-27
CONTINUED FROM FIRST PAGE

StL0s Al buC CoAiuOu sCLOOl course,
forwith but few exceptions, all COM
Eaodities are exchanged on a basis Of
their unit falues. This ie why il re-
ceives so much attention: but it has
another value, not of lesser import
ance, that is its value as a culture
subject This brings US to the true
method of study. 1t viii be seen that
the work in arithmetic includes three
kinds; and each should receive due
attention, yet in some cases one or
Two of those are neglected.
These three parts Of the work are
the logical process, the mechanical pro-
cess, and the problem. The difference
between the two processes lies in the
fact that in the former the mind is
compelled TO discover universal truths
each one in the process growing out
OF and depending on the preceding
one. The mind mere makes its own
rules by which it may work mechan-
icalr at leisure if it chooses; bnt it is
evident that culture does not come
from working by rule. but that it does
come from working out the truths
upon which it is based. The mechan-
icai process is working by rule; and
too often without knowing how to
make the rule. All teachers should
be rule maker not rule follower.
The majority of children study
arithmetic for its practical value,
therefore they should have great
deal OF practice in the mechanical
processes. Still this is no reason why
the child should not have both. Ii
either is neglected in the common
school it should be the mechanical,
because the purpose of the common
school is not TO make experts in any
line OF work: but it is TO lay the
foundation OF character in the
children. This can only be done by
helping them 10 see Gods truths
Arithmetical truths are universal.
They are not truths or beliefs based
upon the accumulation of more or
less examples, but they are truths
that cannot be thought any other
way. They are truths because they
are truths and not truths because
they are beliefs.
The problem is the third part of the
work and SO follows the process. The
problem consists in mastering the ap-
piication of the process to the prob
lens, i. E., seeing in the nature of the
problem why certain processes are
necessary TO the bringing about the
result; therefore the process must
precede the problem, otherwise the
problem could never be solved. The |
child should have process work till |
he understands all the processes well, |
bat this does not mean that heshould |
have no problem work until he has |
mastered ali the processes. Problems |
should be given in all grades if the /
child coInprehends them. but the |
object in the first four or five grades |
is 10 make The child familiar with |
lem Saoald receive attention.
Processes may be divided on basis |
Of unit value Is follows: Those whose !
unit value change AL JlDse whose |
unit value does not change. The former |
includes addition and subtraction up |
TO tel. and the latter The Two
divisions and multiplication. Ia
speaking OF processes We seldom use d |
simple one, but generally more than |
one ana 10 neiimeS four Or dse- Ia |
slch cases the process Is named from |
the one most prominent.
In presenting the subject OF aritn-
metic or any oOher sabjeci. common |
sense tells Us mat The arrangement of |
subject matter should be so as TO MAKE
the requirement as easy as possible.
The thinking of things and not the |
difficulty with which We think them |
gives power. Needless form should not /
be Used, but one form should be the rule /
as far as possible. Variety in form
only brings confusion. as the pupil |
thinks he is doing many things where
he really is doing The same thing over
and over again, and the only difference
there is, is that each new form gives |
the thing a different appearance OF
course when one is so familiar with
subject that lie can tear it ali into 1
pieces and put the pieces together |
again, he may use any number OF
forms if he choose, but this is no |
reason why he should needlessly |
change them when he is |
teaching children. The teacher
should bear in mind that the child's
time is limited and that the less form