The study recitations in Part Three of the first book, devoted to multiplication and division and the gradual development of long division, with illustrative examples overcoming each of the various difficulties that occur in long division, place the Harvey's Essentials of Arithmetic in a class by itself. It relieves the drudgery of teaching long division; it makes the learning of it pleasurable. Every phrase of this hitherto complicated operation is presented so agreeably and yet developed so systematically that these former obstacles become helpful stepping stones to a comprehensive mastery of the principles involved. The problems under the heading "Making Change" are delightful for the pupil; they are intensely vital in form and mirror the life around him. While they develop his imagination they are thought invoking and their content conveys just that pre-vocational knowledge needed to acquaint a child with the world's essential activities. Book I starts with an admirable presentation of the number facts grouped about the numbers from 1 to 20, with abstract problems and abundant concrete presentation of suitable material copiously illustrated. Each number has a page that by easy stages makes each new step in the process easy to comprehend. The introduction of subtraction, correlated with addition, is accompanied by drills and study recitations for its appropriate development. Each page being a unit in itself to discover and apply some basic principle and to reveal the most practical and easy method of solution stimulates the child's interest and secures thoughtful, successful work without fatigue or dislike. The abstract reasoning involved in these processes are postponed till the pupil is mature enough to comprehend them. This series is most carefully graded; there is a steady, gradual advancement. The new when taught is related to the old and the old is reviewed with different but allied associations. Any unnecessary abstract reasoning on the part of the pupil is eliminated but stress is laid on the development of self activity by asking the pupil to state the problems and to indicate the operations, to develop the diagrams and to cut out with scissors or manual tools the concrete representation necessary to show that the pupil has in reality mastered its practical application. Many problems without numbers are given to develop power to attack, skill in solving and to inculcate habits of clear, accurate reasoning and the ability to comprehend and express vividly arithmetical language. The abundant valuable suggestions throughout the book will enable teachers to secure for their pupils that mental alertness, inspired effort and increased interest so necessary to secure mathematical efficiency. TEST QUESTIONS READING 1A AND 1B. My name is Rose Cohen. I live at number 42 Humboldt street. I go to Public School Number Instead of writing these questions for children, teacher may give them orally. 2. Reproduction. Any one of the short familiar fables or folk lore stories is told' by the teacher in as simple a style as possible. Individual children called upon to reproduce the story. The following are suitable for this kind of work: The Lion and the Mouse. The Fox and the Grapes. 1. f-at, f-ather, f-an, f-ill, f-eet, f-ast. What sound did I say first each time? 2. m-ill, k-ill, s-ill, b-ill, t-ill, f-ill, w-ill. What did I say last in each word? 3. Little wind. What family do we find in the first word? In the second? Sound the first word. What does it say? Sound the second. What does that say? 4. Who can guess the little girl's name? (Teacher sounds M-ary, S-adie, F-annie, R-osie, etc. 5. Sadie is a little girl. She has a t-in p-ail. (What did Sadie have?) One day she went to the b-each. (Where did she go?) Her m-other went with her. (Who went with her?) She played in the s-and with her new p-ail. (Where did she play?) 6. Cards with sounds or families are placed on blackboard ledge. Fannie, pick out the card which says "b." Mary, find "s." Sadie, you may pick out any sound you like. What does it say? The same with at, in, etc. READING. 1. Children read silently, then act out or answer what they read: (a) Run little girl. (b) Skip to me. (c) Hop to the door. (d) What is your name? (e) Catch the ball. (f) Give the ball to me. (g) Put out your hands. (h) Where do you live? (i) Shake hands, little girl. (j) Clap your hands. (k) Can you run? (1) Have you a brother? (m) Is the door open? (n) How do you keep your teeth clean? (0) Have you clean hands? Note. This work may be given during the term, from time to time, as the necessary words occur in the regular work in reading. 2. Dramatization Test for Thought.-Note.-Any story that has occurred during term's work in reading may be used. Teacher mentions title, children dramatize story for themselves, suggesting the use of any available scenery or costumes. 3. Test for Thought.-Children read story, teacher writes questions on board relative to the story, which are answered by the children. Example: Story of the Hen and the Bag of Flour. Questions. (a) What did the hen find? (b) What did she try to do? (c) Could she carry it herself? (d) Whom did she ask to help her? (e) Did they help her? (f) What did the hen do then? (g) What did she try to make from the flower? (h) Did anyone help her? (i) Who made the bread? (j) Who wanted to eat the bread? (k) Did the hen give them any? 4. Children are presented with new reading matter in which no, or very few, new words occur. They should be able to read the new thoughts without help. If it is impossible to find new subject matter which is sufficiently simple, then the teacher may revise one of the old stories. A Series of Supplementary Ethical Readers THE A. S. BARNES CO., 381 Fourth Avenue, New York "Write the ing family on the board, Mary. Jennie, write the at family," etc. When finished, Mary sounds hers this way: "My family is ing, sing, sing; r- ing, ring; th- ing, thing." Jennie does likewise. "My family is at, h- at, hat; c- at, cat; s- at, sat; r- at, rat," etc. 11. John find the little letter that is asleep in this word, ate (on blackboard.) N. B.-Other familiar words as little may be printed on the blackboard, and different children may be asked to cross out the silent letters. 12. Who can find the family in this word? fling, that, bring, told, etc. N. B.-Familiar phonograms or sounds may be pointed out by the children in strange or new words. 13. Special attention is paid in 1A to these sounds and phonograms: a (as in ale), c (as in cat), e, f, h, k, l, m, n, o, p, r, s (so), t, v, z, ight, ing. 14. Children may be asked to sound any combination of these sounds and phonograms and others that have been taught, as ON THE SUPPLY LIST BROWN'S FIRST LESSONS in LANGUAGE and GRAMMAR No. 1680. 5A to 6B. BROWN'S INSTITUTES of ENGLISH GRAMMAR NEW YORK EDITION No. 1681. 7A to 8B. four five 4. Dictate: (1) Do you know how to sew? (2) The boy was too small to carry two chairs. (3) The girls hung their hats in the closet. (4) There are two quarts in every pint. (5) I write with my right hand. WILLIAM WOOD AND COMPANY Publishers 51 Fifth Avenue New York In making the new Course of Study in History the committee followed for the work in Indus trial History Forman's Stories of Useful Inventions From the Syllabus: Order No. 8047-Price $0.50 "In treating this subject the story method should be employed; the invention should be briefly traced back to its source, or followed to the present development, as the case may be....The matter of time and place should be treated broadly....While the mechanical side of an invention should not be neglected, its effect on the growth of the nation, on the policies of a government, on the industrial and business world, on progress and civilization, should be emphasized." If you have not already ordered this book send for an examination copy. THE CENTURY CO. ter, big? Union Square New York City 2. What sound do all these words begin with: but, baby, bet 5. Write the first stanza of "America" from memory. 6. Write the plural or arrow, niece, month, year, bough, canoe, father, nurse, queen, king, doctor, feather, secret, tongue, wigwam. 7. Write the following words the short way: Wednesday, September, Thursday, December. 8. With what kind of a letter does every sentence begin? 9. Write today's date correctly. 10. Make a list of ten nouns or name words that add s to form the plural. READING. To test thought getting. Teacher writes sentences on board, chil<dren read silently and then do what sentence says: 1. Class, stand. 2. Class, sit. 3. Take out books. 4. Put them away. 5. Stretch up. 6. Clasp hands on desks. 7. Sadie, open the door. 8. Rose, close the door. 9. Come to my desk, Ray. 10. Bring me your book, Sophie. Little Red Riding Hood, Progressive II. Questions to be read silently and answered. 1. What did Red Riding Hood's mother make for her? 2. What did she carry to her grandmother? 3. Whom did she meet in the woods? 4. What did he say? 5. Where was the grandmother? 6. What did the wolf do? 7. When Red Riding Hood reached the cottage what did she do? 8. What did the wolf say? 9. Who came in and saved the little girl? PHONICS. 1. Tell me some words that begin with p, b. 4. Tell me some words that begin with m, n. Why do we have clocks? What do we call the round white part? What do you see on the face? For what are the numbers? What are those two black pointers? Why do we call them hands? What does the clock say? Why does it tick? How shall we wind it up? To develop a story about the squirrel. What kind of coat does the squirrel wear? What kind of tail has he? Where does he live? to eat? What does he like to do? To develop a story about the policeman. What color is it? Who helps us across the street when a car is coming? What color is his suit? What does he wear pinned on his coat? Why must we always do what he tells us to? What will happen if we do not? At the end of the term the children should be able to tell a connected story about any familiar topic aided by a few questions. For example: MY PET. What pet have you at home? How do you care for him? What do you feed him? What does he like to do? When you select Eberhard Faber Lead Pencils, Penholders and Rubber Bands for use in your school, you provide the best and most serviceable obtainable. Quality First is emphasized in all of the Eberhard Faber product. The following goods have been adopted by the New York Board of Education for 1914: |