The Lafayette advertiser. [volume] (Vermilionville [i.e. Lafayette], La.) 1865-19??, 1906-08-29

OnO year, as d Tulc.
Note 3. ThorOughness must be had
in dealing with numbers between II
and 20 because it is at the base of all
future addition and subtraction. eva
riety is the spice of life"
III. Develop fractional parts from
II to 20, as: One-half, one-third, one
fifth, etc: as / of Is, Is: I of II. 16, 20.
Here the concrete illustration is in
dispeDsable.
l. Two processes:
a. Division of mi object, as / of
an apple, I of IN apple, 1 of an or
ange etc.
b. Division of a group into equal
parts, as One-third of ID.
=. Practical problems should be
given the same as in the first year.
w. Ratios of numbers from II to
20.
/. Observe the same rule as in frac-
tional parts above.
2. Practical problems:
a. Same as in first year, and multi
plication added.
b. Denominate numbers to be used
under practical problems, as the
nickel, dime, time-hour, day, week,
month, year. Common measures, as
the foot, dry measure, liquid measure,
the clock.
V. Abstract work:
1. BY counting by 2, 3, 4 and so on,
using a number of other digits, up to
a certain stake, say to nea 80, vary
ing according to the advancement of
the class at a certain time of the term,
and the ability of the class.
,. Read and write numbers to four
places.
3. Addition of combined columns in
which carrying must be done, as 479
642
SOB
1854
But do not require two figures to be
added whose sum exceeds any COM
bination that has not been previously
taught. If ! plus 3 has not been
drilled into the memory las it has not
been during the first part of the term
do not require pupils to make that adj
dition.
4. Subtraction just for drill as in
the first year, unless possibly you have
time to teach the carrying method in
the second year.
GRADE III.
1. Use text book.
l. AS a relief to the teacher of much
routine work..
2. 1t relieves pupils of work of
copying, which is often hard on the
eyes.
3. For the greater variety of prob
lens to be had from a good text than
the teacher has time Or patience to
provide.
4. Next to the reader, the arithme-
tic is the best book for thought getting.
II. Exercises of the book should be
supplemented by problems of the same
sort furnished by the teacher-not for
home work, but for immediate use in
the class, SO as to get problems orally
as we'll as from the book. All for the
sake of rapidity and accuracy.
L. In the third year the child must
master the multiplication table. If he
does not, he is unfit for the fourth
grade, and should not be permitted to
60 there.
2. Tables of denominate numbers,
some t a limited extent, but complete
some.
w. No attempt to be made at
formal logical analysis.
v. No formal instructions in frac-
tions. If the book calls for such in
structions, regard the advice. Give
occasional glimpses into the work of
fractions, just as pupils get from
hearing the work in upper grades in
the ~ungraded school.
vi. Drill in reading and writing
numbers to millions, but do not give
the analysis of the process beyond a
careful explanation of rule for read
ing units.
GRADES ~ AND v.
Be guided by the text for the subject
matter. In the first three years en-
phasize the art of numbers. Present
few definitions and principles. Def
nitions and principles should be pre-
sented inductively. No attempt should