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There are different descriptions of this piece of apparatus. For instruction in the lowest classes, it is desirable that it should contain ten wires, and that each wire should have ten balls; black and white should alternate.

When the pupils have acquired distinct ideas of numbers as far as a hundred, a knowledge of their names, and the ability to count readily, they are prepared to learn the signs of numbers or figures.

As before, the names of numbers have been all along associated with sensible objects; now the signs should in like manner be taught in connection with real things, only one sign or figure being presented at a time.

I imagine that a model teacher would proceed to teach her pupils [if she has the fourth class] to write numbers in a way not very different from the following:

You see in my hand one pencil.

I will make the figure that stands for one.

Make the figure on your slates.

When I point to it [on the board], say figure one.
How many balls?

Two balls.

Yes. You see this figure; it stands for two.
Make it on your slates.

[Pointing to the tablet of numbers.] You see the figures on this tablet. Who will come and point out figure one? two?

How many straight lines on the board?

Three straight lines.

Make the same on your slates.

Now we make the figure that stands for three.

You may make it on your slates.

Thus proceed to nine.

It would be found best, probably, to extend the training indicated above over three or four lessons, multiplying the illustrations.

Arrange marks and figures on the board as follows:

123

4

5

6

7

8

9

Pointing to a row of marks ask, How many marks?

Then point to the figure opposite, and ask, What figure?

It is, of course, a very simple thing to teach the writing of numbers up to nine.

Let us see now how to teach the writing of numbers above nine in an intelligent way, by the aid of the Numeral Frame.

How many balls on this wire?

Ten balls.

That is, here is once ten, pointing to the row of balls on one wire. I will now write the figures for ten.

You see I write the figure one, and then put the zero on the right of it, to show that the figure one is to stand for once ten balls, and not for one single ball.

You may count ten.

Make ten horizontal straight marks on your slates.

What figures stand for ten?

Figure one and zero on the right of it.

Hold up the right hand.

How many balls on this wire?

Ten balls.

And how many on this?

Ten balls.

How many on both?

Twenty balls [this had been previously well learned in the

counting exercises].

Twenty are how many tens?

Twenty are two tens.

I will make the figures for twenty. I make the figure two, and then put a zero at the right of it, to show that the figure two stands for two tens, or twice ten balls, and not for two balls.

What stands for twenty?

The figure two, and a zero at the right of it.

What does the figure two stand for when there is a zero at the right of it?

The figure two stands for two tens, or twenty, when it has a zero at the right of it.

How many are twice ten?

Twice ten are twenty.

So proceed with the tens up to a hundred. Thus it is seen that the writing of tens by the help of the Numeral Frame is a very simple process. The child easily comprehends that a figure with a zero at the right of it does not stand for so many units, but so many tens, or the balls on so many wires. Only one more step is necessary in order to understand fully how to write all numbers below a hundred. Let us see how the pupils may be led to take this step.

How many balls on this wire?

Ten balls.

What figures stand for ten?

The figure one with a zero at the right of it.

Here are ten balls on this wire, and I pass out one on the next wire.

Ten and one are how many ?

Ten and one are eleven.

I will write the figures for ten and one, or eleven.

I write the figure one for once ten balls, and the figure one at the right of it for one ball.

What figures stand for eleven?

The figure one, and the figure one on the right of it.

What does this figure stand for?

It stands for once ten.

And this?

It stands for one.

How many are ten and one?

Ten and one are eleven.

Write the figures for eleven.

I now pass out two balls on the second wire. The balls on the first wire and two more are how many?

Count, ten, eleven, twelve.

Ten balls and two balls are twelve balls.

I will make the figures for ten and two, or twelve. I make the figure one for the ten, and then put the figure two at the right for the two.

Write the figures for twelve.

Thus proceed to one hundred. While learning by this method the Arabic notation of numbers to one hundred, much knowledge of numbers will be incidentally acquired. Besides, it cannot fail to be interesting, because it can be understood.

It is important that the tables in addition, subtraction, multiplication and division should be thoroughly committed to memory, so that the results of the operations which they involve may be given without stopping to make the calculation. But the minds of the pupils should be prepared for this at each step by numerous exercises in calculation upon sensible objects, and upon practical questions, such as are found in the text of the primary arithmetic.

TEACH SUBJECTS AND AWAKEN THOUGHTS.

[From the Annual Report of the School Committee of Providence.]

THERE can be no equality in our schools so long as teachers differ so widely in talent, in attainment, in spirit, in methods, in energy, in devotion, in government, and in professional skill. Teachers must and should differ in methods of teaching and influencing children. To this there can be no objection, provided their methods are right in themselves, and tend to secure the end to be accomplished. That teacher is censurable, who, with the means at command, falls into a thoughtless routine, and contents himself with simply keeping school, hearing lessons, and dismissing. Any

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lack of earnestness on the part of the teacher is instantly felt throughout the whole school. He who would attract the attention. of children must present something to command attention; he must awaken curiosity, and then promptly satisfy the cravings of excited interest. In this respect there is a wide difference among our teachers. That teacher is not eminently qualified for the work who cannot, on occasion, stand before a class, without text-book or notes, and discuss in a clear and consecutive manner any of the topics that are to occupy the attention of the children. Such is not the habit of some of our teachers. Too often do they sit inactively at the desk, content to put, in consecutive order, the questions of the text-book, and receive from the children the abstract answers which follow, making here and there, if need be, a verbal correction. It is no wonder that such a school falls into a thoughtless way of reading, studying, and reciting. Exclusively oral instruction is undesirable, and equally so is an exclusive use of the text-book. A proper mixture of the two is the true desideratum. A teacher who cannot stand before a class with a bit of linen cloth, and trace its history back through the several processes, from its present state to the sowing of the flax-seed eliciting all the children's knowledge upon the subject as he goes, is not in command of an awakened school. We have those who teach subjects rather than books, and who use books in order to teach subjects; and, it is to be feared, those who teach books and not subjects, words and not thoughts. Hence the great disparity so often observed in our classes in geography. Let any one who desires a confirmation of these statements enter some of our Grammar or Intermediate Schools at any hour, and call for a class in geography. He will see the whole class, without book, or question, or hint from the teacher, produce in outline upon the black-boards well proportioned maps of any country whose geography they have studied, and that with a promptness truly surprising; and at the call of the teacher, or otherwise, these outlines will be filled with accurate locations of the principal rivers, mountains, lakes, towns, and other prominent features. All this is done with such a promptness and accuracy as to show that the pupils are relying upon their own conceptions

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