Keowee courier. [volume] (Pickens Court House, S.C.) 1849-current, 1908-01-29
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, MArrERs PERTAINING TO 8
, EDUCATION. o
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\ Arithmetic.
6Paper read in Teachers Meeting Of
h the Westminster High SCHOOL,
Arithmetic

I
Paper read In Teachers Meeting OF
the Westminster High School.)
Arithmetic is the science OF num-
bers and the art Of computing by
them. 1t treats OF the principles,
4 properties and relations OF numbers
and tho art of computing by them.
There are two processes of solution
IN arithmetic: First. that in which
words alone are used In the solu-
tion, which is called oral arithmetic; |;
and, second, thnt in which figures
are used, which is called written
arithmetic
Some arguments have been given
IN favor of having separate books
for oral and written arithmetic. 1t
has been very successfully proven to
be the best plan to carry the two on
together, for time Is economical aud
fewer text books are needed; In fact,
oral solutions are simply prepara-
tory to written work. The simple
problems under each rule may be
taught orally, and as the work gets
harder it should be written.
In teaching arithmetic to beg,u-
ners 1t should be taught by objects.
it Is best to have the objects present,
such as blocks. sticks or beads, SO
the child can handle these. Gradu-
The first lessons should be oral
The child can be taught great deal
OF arithmetic before he Is able to
read text book. Always let the
process precede the rule. After pu-
pills have solved several promble-ns
nnder given rule, and understand
them thoroughly, then they will be
able to understand the rule. Often
a child has memorized n whole set
80 a T.. l.
apply them. 1t is not infrequently
the case that the pupils can make
their own rules after they under
stand the principles. Especially in
primary work should the "how" pre-
cede the why" Arithmetic should
by all means aim to be practical
Aside from It's disciplinary value it
is study which has an important
bearing on the work Of everyday
life. Few branches Of study enter
SO largely into the business affairs
of life. Problems should, therefore,
aim to be practical. Besides the reg
ular lesson in the book, give some
original examples, selected from the
actual business operations Of life,
and encourage the pupils to think
for themselves and give original so
lutions for these. Often you can
give an example which combines sew
eral rules, and these will compel the
pupil to think out his own method of
solution. Also have the pupils make
some examples under certain rules
that they have been studying. This
will not only give them practice, but
themselves, and not merely memo
rized the rule and worked for the
answer.
Some things should be borne in
miEi in teaching arithmetic, which
I will bring under
General Suggestions.
Bear In mind the fact that many
pupils leave school before complet-
ing any text book on arithmetic.
They should be taught that which
will be of practical value to them in
after life.
Give thoroughly drills on the four
fundamental rules, for all others are
based on these.
Great stress should also be placed
on fractions and percentage, as these
enter into the practical business
matters Of life and need much at
tention.
Make haste slowly. Let pupils
understand as thoroughly as possi-
BILE each principle and each pro-
cess before they attempt to master
the next in order.
See to it that all written work
whether on the board or on the tab
let, is neat and put in proper order;
also that pupils give all their solu-
tions, analyses and explanations
whether written or oral, in a clear
and correct way, using good langu-
age.
Do not try to have pupils under
stand demonstrations which they
are not able to comprehend. Post
pone the more difficult part Of arith-
metic until the reasoning powers of
the pupils are developed more. In
the high school department they are
able to reason out things, so that
you can require more explanation,
and more practical or original ex-
amples.
(Miss) Anna B. Rushton,
Teacher Fifth and Sixth Grades.
Honor Roll.
First Grade-Eleanor Reese 90,
Bertie O'Kelley 81, Mollie Voyles