The citizen. [volume] (Berea, Ky.) 1899-1958, 1906-07-05
Practical Arithmetic for
the Rural Schools

BIZ Prol. ChafIes D. Lewis

The work for the second and third years should
be about the in character that OF the FIRST.
The care have statements and solutions
fully clearly and neatly made should be continued and
emphasized. The scope should be increased, but care
taken go too fast Much oral work in unit ana
ysis should be given during these years. the object be-
ing make it easy for the child to clearly and rapidly
grasp the conditions of problem and reason through
the required result Many simple problems like the
following are good use to accomplish this result:
Willie got 80 cts. for doz. eggs. How much would
he have received if he had taken doz to the store
The children in the third year of school, second
reader grade should be able TO give the following sou-
ton with the greatest elf doz eggs sold for 30
cts. and doz would sell for l-3 of 80 cts II
cts, and doz would sell for times IL cts or 60 cts
So il doz eggs sell for 80 cts doz will sell for 60
cts" The written statement of such problem should
be as follows
l. l-3 of 30 cts. - II cts, price OF doz eggs
2 tx ~ cts. - 80 cts, price of doz. eggs
This solution is all that should be put the board
paper, for il be written down too little thought
win be required. This principle will hold in all arh-
metic work.
With the average school it may be that this work
be done by third year children but each teacher
should teach his first and secondyear children that
they do it their third year.
All of the work thus far should be without a text
book, so much if not all Of this foundation work will
depend upon the teacher. The and value of the
work may be greatly increased by remembering little
in quantity much in quality Never lose sight OF the
fact that in each lesson you making marring
character.
The fourth year a book may we'll be used, but do
think that the responsibility be shifted TO it. The
book only gives problems and few facts. The teacher
must teach. This year must be spent the sub
jccts, only going deeper and doing better work than
before Do be drawn into anything but the simpl
est compound numbers and far possible,
weights, measures, etc, ito illustrate your teaching.
Drill for rapdity in all operations, especially addition
and multiplication
Never weary OF oral analysis. Make fresh prob
lens 'ou OF your head" which admit simple and clear
solution c. e. There are 10 boys in school today II
23 of them go home for dinner how many will stay1
At the end OF this the children should be able
write any number and solve with problems involv
ing addition, subtraction, multiplication, division,
simple fractions and simple compound numbers orally
and in writing. And of when say "solve" l
mean give clear analysis and explanation for prob
lem is solved without both.
The fifth year, fourth-reader grade, should devote
the whole six months to factors including simple divi
sors and mutples fractions and compound
numbers. Increase il possible the given to
lyss and form, both oral and written, and give large
number Of simple problems. Omit the difficult
problems in such book Ray, and supplement the
work by many problems, not too difficult 'homc made
or taken from some other book.
The sixth year should give strong work in common
fractions decimal fractions, and percentage, while the
years which follow should take up the proportion,
square and cube root and mensuraton.
The grades, have spoken of them, cannot
always be clearly distinguished but the work be
given in the order have placed if does
years OF work.
will pass to another phase of the subject, that of
methods and forms.
CONTINUED WEEK