W0RDg+;?P+^UPBE^. mm ..,.^,«00K id.B Fe^-^P^iMi^^Y^gcpaiig. J£3 i(tf<3£r IsSttI 23 PnWItEY ^T^EET. q^ LIBRARY OF CONGRESS. UNITED STATES OF AMERICA. WORDS AIII IVMBmS. LESSON-BOOK FOR PRIMARY SCHOOLS. BY HENRY E. SAWYER, A.M., ASSOCIATE PRINCIPAL, STATE NORMAL SCHOOL, NEW BRITAIN, CONN. **The Beginning is Half t/te Whole." BOSTO^^;:^^ V/a: - THOMPSON, BROWN, & COMPANY. 1880. 9r .^"^ coptkight, 1879, By henry E. sawyer. ElectrotyPed and Printed By Rand, Avery, &= Company, 117 Franklin Street, Boston. PEEFACE. This manual was originally prepared for the primary schools at one time under the author's supervision, and was used in them for two or three 3'ears in manuscript. At the request of teachers who have used it, and of school-officers who have examined it and seen something of the method and the results of its use, it is pubUshed. It is designed for the second 3'ear in the primary school, that is, for children who have read a Primer or First Reader ; and, with the exception of a Reader, is the only book they will need in school that 3'ear. On each page the work for one week is prescribed. This consists of: — 1. A motto or sentiment to be learned and recited. This also serves as the copy for writing-lessons through the week. 2. Four short spelling-lessons. These are not always of short words, but always of words with which the chil- dren are familiar, or which they have occasion to use. 3. Tables in addition, subtraction, multiplication, or division. 4. A large number of carefully graded examples for slate-work in the fundamental operations of arithmetic. 3 4 PREFACE. 5. Four topics for oral lessons on behavior, morals, hj'giene, plants, animals, points of the compass, place, geography, measures, or natural phenomena. A few pages of hints, suggestions, and models for oral lessons, have been added for the benefit of those teachers who have had but httle experience, and little or no special preparation for their work. If any such, upon whom so often the tremendous responsibility of training little chil- dren is laid, shall be helped by this book to a better apprehension and performance of their important duties, the object for which it was prepared will be attained. Connecticut Normal School, 1879. DIRECTIONS TO TEACHERS. 1. At the beginning of each week explain and illustrate the motto and see that the pupils commit it to memory. Require them, singly or in concert, to repeat it every day. It will be well to relate each day some anecdote or incident illustrating the application of the motto to daily life. As you advance require the mottoes of previous weeks to be recited as reviews. 2. The pupils are to copy the motto on slates each day, from three to ten times, according to circumstances. From the very outset script forms are to be used, and the forms given in the book must be carefully copied. Before requiring pupils to write a word or a letter show them just how to do it, that is, where to begin, and in what direction to make each mark. Pursue the same course with regard to figures, punctuation- marks, and drawing. See that the pupils hold their pencils properly, and that their bodies, heads, arms, and slates are in correct position. This is very important, as the habits formed now will influence the whole life. The pencils should be sharp, and the slates ruled with fine permanent lines drawn with a sharp steel point. One side of the slate should be covered with such lines drawn in pairs, five millimeters (three-sixteenths of an inch) apart. The distance between one pair and the next should be two centimeters (three-fourths of an inch). 3. Each column of five words is the spelling-lesson for one day. Do not assign more than this for an advance lesson. 5 6 DIRECTIONS TO TEACHERS. The last lesson of each week is to be a review of the four pre- ceding lessons. Try to secure the thorough learning of each lesson, and to make it permanent by frequent reviews, extend- ing as far back as practicable. Advance slowly and thorough- ly; review constantly and abundantly. Have some written spelling every day, even if not more than one or two words at first. 4. If the tables to be learned do not furnish work enough of this kind for the week fill up the time with reviews of those previously learned, varying the manner of recitation to keep up the interest. It is only by much repetition that such things are fastened in the minds of most children. 5. Do not give rules for the slate-work, but show the chil- dren how to do it, and then let them learn by practice. If necessary give additional examples, but do not make them more difficult than those in the book. 6. Do not neglect the oral lessons. These, more than any other part of the work, will tax your resources and ingenuity. The suggestions and models in the last part of the book will be of service in indicating methods of procedure and sources of information. The lessons are arranged on the supposition that the book will be begun by classes about the first of September. If it should be taken up first at the beginning of a spring or winter term some of the lessons on plants, holidays, and phenomena of the seasons would properly be given out of the order in which they are placed, so as to bring them at the appropriate time in the year. FIRST WEEK. I will try. -^^ T 2. 3. 4. 4 four five six seven 6 The school : order, punctuality, positions, movements. Review the development of numbers to three. This book : parts, care, how to use. Development of numbers to four. Behavior towards teachers in school, out of school. Development of numbers to five. Orderly arrangement of books, playthings, and other articles. Development of numbers to six. Review of such of the lessons as most need it. 7 1 2 3 school book table teacher slate schola: scholar desk desks one chair three two ruler study COPY AND READ 1 2 3 4 5 OKAI, LESSONS. WOBDS AND NUMBERS, SECOND WEEK. I will do my best. -^.^^ -7^^^^ 12 3 pencil eight spell pointer nine ten crayon learn eleven order recite 4 lesson platform blackboard reading eraser number read sx^elling twelve 6 COPY AND READ 7 8 9 10 11 12 OKAIi LESSONS. 1. Truthfulness : what it is, and its importance. Development of numbers to seven. 2. Care of books, slates, and furniture. Development of numbers to eight. 3. How to tell time by the clock. Development of numbers to nine. 4. Behavior on the street. Development of numbers to ten. 5. Review. WORDS AND NUMBERS. THIRD ^WEEK. Do as you would be done by. ^^^^ t^:^ ^€^^^ ^Z^l^-M.^i^ ^-e- t/t^^^^-e- ^y. 1 2 3 4 write plant bud tree writing root flower bush pen stem seed herb paper branch bark shrub "knife twig TABLES TO 1 wood 3E LEARNED grass 1 and are 1 1 from 1 leaves 1 and 1 are 2 1 from 2 leaves 1 1 and 2 are 3 1 from 3 leaves 2 1 and 3 are 4 1 from 4 leaves 3 1 and 4 are 5 1 from 5 leaves 4 EXAMPLES FOR SLATE WORK. 1 2 3 4 5 1 2 3 4 5 Add 2 1 1 3 From 1 5 4 3 2 and 1 4 1 1 1 take 1 1 1 1 1 ORAL LESSONS. 1. Treatment of schoolmates ; the Golden Rule. 2. Plants : parts named and distinguished. 3. Plants distinguished as herbs, shrubs, or trees. 4. Cardinal points, how found ; sunrise and sunset. 5. Review. 10 WOBDS AND NUMBERS. FOURTH WEEK. Obey your parents. M^^ ti^^ ^t^V ^^ ^t^i^-e-^ ^^^. 1 2 3 4 father leaf point snnrise mother petiole east morning jparent base west snnset parents blade north evening obey apex south night TABLES. and are 1 1 less 1 is 1 and are 2 2 less 1 is 1 2 and are 3 3 less 1 is 2 3 and are 4 4 less 1 is 3 4 and are 5 5 less 1 is 4 12 3 4 5 Add 3 14 12 and 12 13 1 SLATE WORK. 12 3 4 5 From 3 4 15 2 take 2 3 14 1 ORAL LESSONS. 1. Meaning and methods of honoring parents. 2. Leaves : parts and common forms. 3. Leaves : veins, and their different arrangements. 4. Semi-cardinal points. WOBDS AND NUMBERS. 11 FIFTH WEEK. A place for every thing. ©//. -^^^ ^^^ -e-^^i^T^ -l^-t^^yi^. 1 2 3 4 right stalk toothed seeds left leaves notched pnlp before margin apple blossom behind entire skin green around wavy core ripe TABLES. 2 and are 2 2 from 2 leaves 2 and 1 are 3 2 from 3 leaves 1 2 and 2 are 4 2 from 4 leaves 2 2 and 3 are 5 2 from 5 leaves 3 2 and 4 are 6 2 from 6 leaves 4 SLATE WORK. 1 2 2 4. 5 12 3 4 5 Add 3 4 2 12 From 2 4 3 6 6 and 2 2 3 2 4 take 2 2 2 2 2 ORAL LESSONS. 1. Advantages of system and order. 2. Leaves : varieties of margin. 3. The apple : parts, uses; should not be eaten green. 4. Relative positions, as right, left, above, under, etc. 12 WORDS AND NUMBERS. SIXTH WEEK. Every thing in its place. (Q^^'i^ "t^h^^^^yiy^ -^^^ ^ '^a- ^^oe^. 1 2 3 4 fruit cherries above sing stone plum below scale peach red beside staff peaches blue under note cherry yellow between bar TABLES. and 2 are 2 2 less 2 is 1 and 2 are 3 3 less 2 is 1 2 and 2 are 4 4 less 2 is 2 3 and 2 are 5 5 less 2 is 3 4 and 2 are 6 SLATE 6 WORK. less 2 is 4 1 2 3 4 5 12 3 4 5 Add 3 4 1 2 2 From 6 5 6 5 4 and 1 2 5 3 2 take 4 2 2 3 2 ORAL LESSONS. 1. Illustrate and enforce the motto. 2. Structure of stone-fruits. 3. Apple and peach : how like, and how unlike. 4. Personal cleanliness : why desirable ; ' how secured. WORDS AND NUMBEBS. 13 SEVENTH WEEK. Thou shalt not steal. 1 steal 2 nut 3 walnut 4 tooth rob shell chestnut teeth hurt meat acorn bite injure burr filbert chew destroy shuck almond speak TABLES. 3 and 3 and 3 and 3 and 3 and 1 2 3 4 are 3 are 4 are» 5 are 6 are 7 SLATE 3 from 3 from 3 from 3 from 3 from WORK. 3 4 5 6 7 leaves leaves 1 leaves 2 leaves 3 leaves 4 1 Add 3 and 2 2 4 3 3 4 5 3 3 2 3 4 3 1 From 6 take 3 2 5 2 3 4 5 7 5 7 3 3 4 ORAL LESSONS. 1. Right of property : how it may be violated. 2. Nuts : names and uses of different parts. 3. Nuts and stone-fruits compared. 4. The teeth : number, growth, loss, care. 14 WORDS AND NUMBEB8. EIGHTH WEEK. Health is better than wealth. health ^\realth riches good ^ -^^-^/^-^ T.-tZ'^yz^ 'Z^^t^ 2 corn ^v\^heat rye oats 3 potato turnip beans squash 4 bell brush tumbler map better barley pumx3kin ]3i^"t^^^*^ and TABLES. and 3 are 3 3 less 3 is 1 and 3 are 4 4 less 3 is 1 2 and 3 are 5 5 •less 3 is 2 3 and 3 are 6 6 less 3 is 3 are less IS SLATE WORK. 12 3 4 6 12 3 4 6 Add 4 2 5 2 3 From 7 5 4 7 6 and 3 2 13 4 take 4 3 2 3 3 ORAL LESSONS. 1. Explain and illustrate the motto. 2. Plants furnishing food. 3. Importance of regularity and deliberation in eating. 4. Study of some object with reference to form, parts, material, and obvious qualities. WOBDS AND NUMBERS. 15 NINTH ^WEEK. Speak, act, think the truth. 1 lie cheat deceive 2 grain berry pod 3 grind parch roast 4 subtract plus minus action kernel add equals think husk count thirteen TABLES . 4 and 4 and 4 and 4 and 4 and are 1 are 2 are 3 are 4 are 4 5 6 7 8 4 5 6 7 8 less less less less less 4 4 4 4 4 is is 1 is 2 is 3 is 4 SLATE WORK. Add 3 and 2 4 3 4 4 4 2 3 3 2 4 4 1 2 3 2 1 2 4 From 4 take 1 8 6 4 2 5 3 7 4 5 1 4 8 4 7 6 3 4 ORAL LESSONS. 1. Explain and illustrate the motto : acting lies. 2. Object-lesson on different kinds of fruits and seeds. 3. The nails: use, growth, care. 4. Name and use of +, — , and =. 16 WORDS AND NUMBERS. TENTH WEEK. Blessed are the meek. spiteful proud angry wrong wicked 2 3 4 door floor fourteen ^\rindo^vNr multiply fifteen wall divide cipher ceiling product adding room quotient sign + 4- + + + TABLES. 5 5 6 6 7 7 8 8 9 9 10 10 Add 2 and 1 and 3 SLATE WORK. 345 123453 4 3 2 5 3 12 13 123344323 From 10 9 6 7 9 8 7 8 7 6 take ^ 4 5 3 5 4 5 3 4 J. ORAL LESSONS. 1. Revenge: what it is ; why wrong; better way. 2. Boundaries of the schoolroom, with map. 3. Multiplication taught by means of objects. 4. Division taught by means of objects. WORDS AND NUMBERS. IT ELEVENTH WEEK. "T^T^U^d- / -^ -C-l^^^ 1 2 3 4 early day once cliurch. IDunctual late noon t\\^ice breakfast times pew pulpit tardy dinner sixteen altar truant supper seventeen aisle TABLES. 2 nothing 2 ones 2 twos 2 threes 2 fours 2 fives s are are 2 2 are 4 4 are 6 6 are 8 8 are 10 10 SLATE WORK. is is is is is is no twos. 1 two. 2 twos. 3 twos. 4 twos. 5 twos. Multiply by 3 5 14 2 2 2 2 2 2 5 2 2 Add 5 3 and 4 5 4 5 From 4 6 take 10 5 8 9 9 8 3 5 4 5 ORAL LESSONS. 1. Evils of tardiness in business and in school. 2. Boundaries and map of the school-yard. 3. How to use public property. 4. Behavior in church. 18 WORDS AND NUMBERS. TV7ELFTH WEEK. 1 2 3 4 pure uncle points hyphen clean aunt marks mterrogation sweet coushi comma exclamation white nephew period semicolon loving niece colon dash TABLES. 6 4- = 6 6 — 6 = 6 + 1 = 7 7 — 6 = 1 6 + 2 = 8 8 — 6 = 2 6 + 3 :=: 9 9 — 6 = 3 6 + 4 = 10 10 — 6 = 4 6 + 5 = 11 11 — 6 = 5 SLATE WORK. Add 6 4 5 2 1 3 2 3 4 1 and 2 5 3 4 6 5 2 4 4 6 and 2 J. 3 5 4 1 2 3 ^ 5 From 9 10 8 10 11 9 11 10 9 8 take 3 _Q 5 A b_ 4 JS b 6 3 oraij lessons. 1. Meanness and wickedness of profanity and obscenity. 2. Map of school-yard and adjoining streets. 3. Use of . , — , ? . Names of other points. 4. Name and use of x . WOBDS AND NUMBEBS. 19 THIRTEENTH WEEK. /i.^^y2y^ ^-e^t^i 12 3 Annie stove hair Henry register black Tlionias ventilator broA\^n recess Monday singing comb "wardrobe Tuesday playing vacation 4 gray auburn December TABLES. 3x0=0 O is no threes. 3x1=3 3isl three. 3x2=6 6 is 2 threes. 3x3=9 9 is 3 threes. 3 X 4 = 12 12 is 4 threes. 3 X 5 = 15 15 is 5 threes. SLATE WORK. Multiply 4532543 133 by 3254322334 Add 6 4 5 5 6 From 11 10 11 9 8 and 5 6 5 6 4 take 5 6 6 4 5 ORAL LESSONS. 1. School arrangements and duties. 2. Origin and meaning of Thanksgiving Day. 3. The hair : uses, colors, growth, loss, care. 4. Care of health in play. WOBDS AND NUMBERS. FOURTEENTH WEEK. <^^^?^^ -^^^^^^^-^^^ ^ €^^^. 1 idle lazy busy happy 2 3 name clock Thursday Mary face Friday Lucy hands Saturday John pendulum w^eek indolent James Wednesday Sunday TABLES. 7 7 8 8 9 9 10 10 11 11 12 12 SLATE WORK. Add 5427624513 and 3 5 3 14 7 3 17 3 and 4273 124325 ^'rom 1 1 9 11 10 9 11 12 11 12 10 take 6 5 ^ 5_ 4 2 ^ b J _6 ORAL LESSONS. 1. Industry and idleness contrasted. 2. Capitals at beginning of sentences and of proper names. 3. How to tell time by the clock. 4. Boundaries of the town, with map. WOBDS AND NU3IBEBS, 21 FIFTEENTH WEEK. ^:^'(^'yiyc^ d^^^yj^ -^yz^t^-t/t^T^^'O^t^T^d', 1 2 3 4 little snow cover town small flake protect river trifle crystal earth city trifling form ground state minute regular sleigh capital TABLES. 4x0 = 4 in no time. 4 X 1 = 4 4 in 4 once. 4x2 = 8 4 in 8 twice. 4x3 = 12 4 in 12 3 times. 4x4 = 16 4 in 16 4 times. 4x6 = 20 4 in 20 5 times. SLATE WORK. Multiply 4 5 4 3 5 4 3 5 1 by 4 3 5 4 4 3 5 2 5 4 Add 7 4 Q b b From 12 11 ] L2 11 12 and 5 7 5 7 5 take 5 4 7 ^ ^ ORAL LESSONS. 1. Illustrate the importance of little things. 2. Forms of crystals in snow-flakes. 3. Uses of snow. 4. Boundaries, capital, principal rivers of the State. WOBDS AND NUMBERS. SIXTEENTH WEEK. -^^ -^^^-^ ^^i^^'C', ^^^ ^ ^^ 12 3 4 peace manger seasons year ilocks Christmas spring shadow sheep shex3herds summer eighteen feast festival autumn nineteen angels Betlilehem winter twenty TABLES. 8 + = 8 8 — 8 = 8 + 1 = 9 9 — 8 = 1 8 + 2 = 10 10 — 8 = 2 8 -f* 3 = 11 11 — 8 = 3 8 + 4 = 12 12 — 8 = 4 8 + 5 = 13 13 — 8 = 5 SLATE WORK. Add 4 5 3 5 6 2 3 4 4 3 and 4 6 3 3 2 5 3 3 4 5 and 3 2 4 6 4 3 3 4 4 3 From 13 12 13 11 12 11 12 10 12 9 take 8553784684 ORAL LESSONS. 1. The story of Christmas. 2. Comities in the State. 3. Length of day ; length of shadow at noon. 4. Name and use of -^. WOBDS AND NUMBERS. 23 SEVENTEENTH WEEK. /©C '2A/-^t^i' ^yiy^ ■^ -^-^ -C^ 1 2 3 4 s^vear January county long profane February counties division curse month city divisor cursing months answer dividend strike cold result short TABLES. 5 X = - - 5 = 5 X 1 = 5 5 - - 5 = 1 5 X 2 = 10 10 - - 5 = 2 5 X 3 = 15 15 - - 5 = 3 5 X 4 = 20 20 - - 5 = 4 5 X 5 = 25 25 - - 5 = 5 SLATE WORK. Multiply 5354434503 by 4553534254 Add 8 7 8 4 3 and 5 4 3 8 7 4 6 5 8 7 5 6 3 8 From 13 12 13 11 11 take 8 4 5 6 4 10 12 _8 10 _7 12 _7 9 9 only. ORAL LESSONS. 1. Explain and enforce the motto. 2. New- Year's Day ; days in a year ; the seasons. 3. Towns in the county, arranged alphabetically. 4. Teach " long division," using numbers from the tables 24 WORDS AND NUMBERS, EIGHTEENTH WEEK. ^W^t^r^^ ^\ g^^t^^W ^^2^^^ 1 2^ € 4 sled eye lid harness coast eyes lash runners slide pupil brow shafts sliding iris wink seat skate ball shut dasher TABLES. 9 + : = 9 9 - 9 = 9 + 1 : = 10 10 - 9 = 1 9 + 2 : = 11 11 - 9 = 2 9 + 3 : = 12 12 - 9 = 3 9 + 4 : = 13 13 - 9 = 4 9 + 5 : = 14 SLATE 14 - : WORK. 9 = 5 Add 6 3 6 4 2 7 1 3 5 8 and 3 7 1 2 8 2 5 7 4 2 and 4 1 6 7 3 2 4 4 5 4 From 14 12 13 14 11 14 13 10 12 14 take 9 ^ 4 5 3 4 8 ^ 8 10 3)12( 5)15( 3)9( 4)20( ORAL LESSONS. 1. Explain and enforce the motto. 2. The eyes : parts, use, care. 3. How to walk : not heavily ; not on the toes. 4. Snow-huts of the Esquimaux. WOBDS AND NUMBERS. 25 NINETEENTH WEEK. '^.^^ ^ ^'^^^ €^^^7^ i^^/zy^i). 1 wise 2 street 3 mouth 4 hard rich house nose soft learning knowledg Ce hit hreak lungs throat sap heart wisdom frighten breathe pith X X X X X X CD CD CD CD CD CD 1 2 3 4 6 = TABLES. 6 12 18 24 30 - 6 - 12 - 18 - 24 - 30 - - 6 - 6 - 6 - 6 - 6 - 6 = = 1 = 2 = 3 = 4 = 5 Multiply by 6 1 5 6 SLATE 6 4 4 5 WORK. 6 3 f 3 5 ^ ) 6 t 5 4 6 2 2 Add and 9 4 5 9 8 4 6 9 7 5 6 e 6 c ) 3 5 8 5 4 8 7 From take 14 _5 8 4 11 10 ^ _1 13 9 15 9 J 5 7 \ 14 6 OKAL LESSONS. 1. Why snowballing in the streets is improper. 2. Why the lips should be closed when out of doors. 3. How to turn out when meeting people. 4. Structure of wood : sap, heart, pith, bark. 26 WOBDS AND NUMBERS. TWENTIETH WEEK. t'^yi-'^ ^My^t^-'lt^ t^^ "T^yi^-M^^ t^O- J. 1 2 3 4 liorse tattle kind foot cow tattling kindness feet dog whisiDcr cruel shoes cat whispering cruelty hoots kitt( 311 miscliief truth. socks TABLES. 10 + = 10 10 - 10 = O 10 + 1 = 11 11 - 10 = 1 10 + 2 = 12 12 - 10 = 2 10 + 3 = 13 13 - 10 = 3 10 + 4 = 14 14 - 10 = 4 10 + 5 = 15 SLATE ' 15 - WORK. 10 = 5 Add 3 5 4 6 2 4 6 5 7 3 and 5 5 2 4 5 4 1 2 3 3 and 4 5 6 2 4 4 2 2 1 3 From 15 12 14 11 13 10 13 1 1 14 12 take 10^j410^^10_110 10 4)12( 5)20( 4)16( 6)12( 6)30( ORAL LESSONS. 1. Kindness to animals. 2. Telling tales : what it is ; why wrong. 3. Lesson on some animal named above. 4. Danger of sitting with wet feet. WOBDS AND NUMBEBS. 27 TWENTY-FIRST WEEK. -a^^ (Qy-'iy/c^/ -^^-^ ^ -e^ 1 2 3 4 place line rain ]3ai •allel here straight hail inclined there curved frost np w^here broken ice down yonder direction icy ijerpendicular TABLES. 7 X = - -7 = 7 X 1 = 7 7 - -7=1 7 X 2 = 14 14 - -7 = 2 7 X 3 = 21 21 - -7 = 3 7 X 4 = 28 28 - -7 = 4 7 X 5 = 35 35 - -7 = 5 SLATE WORK. Multiply 7 5 6 4 7 3 6 5 5 7 6 by 1 7 5 7 2 7^ 14 3 2 Add 9 6 8 5 7 and 4 5 3 9 4 From 14 12 15 13 1 1 take 9 9 10 8 7 6)24( 7)35( 6)18( 7)28( 7)14 ( ORAL LESSONS. 1. Explain and enforce the motto. 2. Kinds of lines : straight, curved, broken. 3. Wood and bark compared. 4. Eolation of lines : parallel, inclined, perpendicular. 28 WOBDS AND NUMBEBS. TWENTY-SECOND WEEK. /^ ^ 'Uf -^^^^f^^?^ ^ ty/z^-e-'O^'r, 1 2 3 4 honesty horizontal pme angle honest vertical oak opening dishonest oblique elm equal dishonesty slanting maple corner cheating horizon cedar incline TABLES. + = 11 11 — = + 1 = 12 12 — \ = 1 + 2 = 13 13 — = 2 + 3 = 14 14 — = 3 + 4 = 15 15 = 4 + 5 ^^ 16 . 16 SLATE WORK. ~ ' = 5 Add 3 5 4 2 13 2 5 1 4 and 5 6 8 15 2 7 4 3 4 and 4 3 2 9 6 9 4 6 8 7 From 13 16 12 14 11 15 16 10 12 15 take n 11 10 ^ _9 11 _5 _7 ^ 4 ORAIi LESSONS. 1. Lesson on honesty. 2. Positions of lines : vertical, horizontal, oblique. 3. Two or more kinds of wood compared. 4. Definition of angle, and of right angle. WOBDS AND NUMBEES. 29 TWENTY-THIRD WEEK. 3 -^ . begin acute fir triangle begun obtuse spruce linden beginning blnnt hemlock larch do doing birch beech done sharp hickory ash 8x0 8 X 1 8x2 8x3 8x4 8x5 TABLES. = - = 8 8 - =16 16 - = 24 24 - = 32 32 - = 40 40 - -8 = - is = 1 -8 = 2 -8 = 3 -8 = 4 -8 = 5 SLATE WORK. Multiply 8 by 2 4 6 3 8 2 8 7 5 e 4 8 ^ 5 7 5 6 15 5 4 Add 9 116 5 4 From 16 15 12 10 14 and 5 4 6 11 10 take 5 11 3 7 8 6)30( 5)20( 7)21( 4)28( 7)14( ORAL LESSONS. * 1. Importance of beginning right in any work. 2. Definition of acute angle ; of obtuse angle. 3. Kinds of wood and their uses. 4. Definition of triangle ; of equilateral triangle. 30 WORDS AND NUMBERS. TWENTY-FOURTH WEEK. 12 3 4 trees boards joists square fuel planks shingles rectangle timber beams clapboards scalene lumber posts laths unequal dyestuff braces furniture lame 12 + 12 + 12 + 12 + 12 + 12 + Add 3 5 and 6 5 and 6 5 TABLES. : 12 12 : 13 13 : 14 14 : 15 15 : 16 16 : 17 17 SLATE WORK. 2 4 3 1 7 8 3 2 5 4 9 10 12 12 12 12 12 12 From 16 14 17 15 16 17 13 11 15 12 take 12^_512j412_l^_312 7)28 ( 2)14( 3)18( 5)15( 3)21( ORAL LESSONS. 1. Regard for the rights of all persons. 2. Isosceles and scalene triangles. 3. Lesson on direction : cardinal and semi-cardinal points. 4. Quadrilateral, square, and rectangle. WOBDS AND NUMBERS. 31 TWENTY-FIFTH WEEK. i ^t^-e- -^ 3 // 1 2 4 brave thirty noise loud bold forty harsh pleasant dare fifty rough gentle courag 'e March. music George coward April smooth William TABLES. 9 X = - -9 = 9 X 1 = 9 9 - -9=1 9 X 2 = 18 18 - -9 = 2 9 X 3 = 27 27 - -9 = 3 9 X 4 = 36 36 - -9 = 4 9 X 5 = 45 SLATE 45 - WORK. -9 = 5 Multipl}" 4 9 5 9 3 9 8 B 7 6 7 by 9 4 9 5 7 3 t ) 4 4 5 Add 1 1 4 5 8 12 From 15 r 1 16 14 17 and 5 12 9 3 _5 take 1 1 1^ 2 11 10 14 8)40( 7)35( 8)32( 5)4 cO ( 8 ) 32 ( 9)18( 6)45( 9)36( 3)2 7( 9)45( ORAL LESSONS. 1. Meaning of courage, physical and moral. 2. Parallelogram and rhombus. 3. Sounds : difference between noise and musical tone. 4. Trapezoid and trapezium. 32 WOBDS AND NUMBERS. TWENTY-SIXTH WEEK. (^^/^/ -^-^^ ^^T^T^'e- (^tz^'i^^d ^PT^^j^-e. 1 2 3 4 stitch hem hnm circle sew needle buzz ellipse mend thread ring rhombus patch wax rattle thimble darn scissors jingle ' cloth 6 + 6 + 6 + 6 + 6 + 6 = 7 = 8 = 9 = 10 = TABLES. 12 12 13 13 14 14 15 15 16 16 — cot^oooo II II II II II CO CO CO CO CO SLATE WORK. Add and and 6 5 3 4 2 6 3 4 5 7 5 3 6 2 4 8 5 2 3 7 2 1 5 4 2 5 4 8 5 4 From 12 14 13 15 16 14 12 15 11 16 take ^ ^ 1? _9 10 _6 _7 ^ _5 ^ Multiply 3 9 7 6 9 8 4 5 7 9 by 7 4 5 4 5 2 6 9 4 3 ORAL LESSONS. 1. Explain and illustrate the motto. 2. Pentagon and hexagon. 3. Sounds differing in quality and name. 4. Circle and ellipse. WORDS AND NUMBERS. 35 TWENTY-SEVENTH WEEK. ^ijf4.^^i -^i^ (^>4^'^^^^€''7^ ^ ^ 1 z' 4 confusion quiet spherical ^^^ system waste liemispliere oval disorder cube pyramid round careful spliere figures cone careless globe numbers pointed 10 X 10 X 1 10 X 2 10 X 3 10 X 4 10 X 5 TABLES. = - = 10 10 - = 20 20 - =30 30 - =40 40 - =50 60 - SLATE WORK. - 10 = - 10 = 1 - 10 = 2 - 10 = 3 - 10 = 4 - 10 = 5 Multiply 10 by _3 8 6 9 7 10 4 5 4 5^ 5 6 9 3 10 3 5 7 Add 6 10 and 8 5 7 6 7 From 9 3 10 5 take 7 11 12 7 8 3 8 5 7 10)20( 9)36( 8)24( 9) 45 ( 7)28( ORAL LESSONS. 1. Importance of order in movements and behavior. 2. Cube, sphere, and hemisphere. 3. Sounds differing in length. 4. Pyramid and cone. 34 WOBDS AND NUMBERS. TWENTY-EIGHTH WEEK. '-'^U^t^'c/ -^f^^-^ 1 labor work method easy easier cylinder eat prism sleep lighten run easiest May play June TABLES. 7 4- 7 + 7 4- 7 + 7 + Add 4 and 6 and 4 7 8 9 10 13 14 15 16 17 13 14 15 16 17 SLATE WORK. 7 6 5 4 7 3 4 3 3 6 5 7 -e^rzy(^ '^^^^'^. sx3heroid oblate prolate July August 6 2 2 6 8 3 6 7 8 9 10 From 13 17 12 16 11 10 15 13 9 12 subtract ^ 10 b_ _9 ^ _7 ^ 6 2 10 Multiply 9 10 7 6 8 9 7 4 9 3 by 5 4 3 4 2 3 2 5 4 8 ORAIi LESSONS. 1. Meaning of the motto. 2. Prism and cylinder. 3. Seeds : varieties and uses. 4. Spheroid : oblate and prolate. WORDS AND NUMBEBS, 35 TWENTY-NINTH WEEK. 1 just fair fairly justice justly ^ ^^i^d'^t, 3 civil civility rude rudeness generous manly noble polite politeness rudely TABLES. 6 = 12 12 7 = 14 14 8 = 16 16 9 = 18 18 10 = 20 20 SLATE WORK. 4 bat hoop marble doll running 6 7 8 9 10 Multiply 9 by 5 7 10 2 ^ 8 3 6 4 5 3 7 9 4 8 2 3 9 Add 23 and 11 31 22 45 31 17 21 26 33 42 43 From 36 take 21 74 62 28 16 49 26 53 21 67 64 OKAIi LESSONS. 1. Meaning of justice : how to be just in play. 2. Shape of the earth. 3. Germination shown in corn, beans, acorns, etc. 4. Sounds differing in loudness. 36 WOBDS AND NUMBERS, THIRTIETH WEEK. -^-^^ / 'T^^^ ^^. 3 4 defraud robber sixty sound nei2:bbor axis seventy pitch public rotate private turn eighty September ninety October tliief revolve hundred ISToveniber 8+6 8+7 8+8 8+9 8 + 10 TABLES. 14 14 - 8 = 6 15 15 - 8 = 7 16 16 - 8 = 8 17 17 - 8 = 9 18 18 - 8 = 10 SLATE WORK. Add 27 and 31 42 23 74 25 86 12 34 44 51 27 32 67 From 47 take 27 86 23 25 13 46 31 58 23 37 34 69 21 Multiply 6 by 4 8 2 4 5 3 8 5 3 4 3 7 4 9 6 2 5 3 9 ORAL LESSONS. Wrong of injuring private or public property. Rotation of earth : day and night. Circulation of sap in plants. Sounds differing in pitch. WOBDS AND NUMBEBS, 37 THIRTY-FIRST WEEK. ^ t^ e^^ ^ 'T^t^^yyi^e', 12 3 4 reiDutation w^ash obedient cap praise \\^ater reseioctful hat blame basin faithful gloves commend soap studious mittens upright towel truthful umbrella TABLES. 3 X 6 = 18 18 - - 3 = 6 3 X 7 = 21 21 - - 3 = 7 3 X 8 = 24 24 - - 3 = 8 3 X 9 = 27 27 - - 3 = 9 3 X 10 = 30 30 - - 3 = 10 SLATE WORK. Multi] ply 23' 41 34 31 43 32 by 3 _2 2 3 2 4 Add 245 451 618 562 348 and 323 527 361 327 621 From 785 697 876 654 795 take 342 481 634 • 234 293 ORAL LESSONS. 1. How a good name may be honestly gained. 2. Personal appearance : hands, face, hair. 3. Sleep and waking of plants. 4. Orderly arrangement of books, toys, clothing, etc. 38 WOBDS AND NUMBEBS. THIRTY-SECOND WEEK. ^ 'T^ ■^^ ^i^€^^ ^^^-^ 1i/^^ 'rz^'e4^. 1 shall 2 3 4 walk rosin sugar ^tness sail tar sirup false travel turpentine molasses lying s^m sprout gum shalt fly grow rubber 9 + 9 + + + + 10 = TABLES. 15 15 16 16 17 17 18 18 19 19 6 7 8 9 10 SLATE WORK. Add 74 27 84 6 16 and 63 91 53 8 8 16 26 36 18 18 28 From 647 532 796 981 take 317 521 396 901 427 310 780 430 Multiply 42 32 51 42 by 2 3 3 4 52 4 63 3 ORAL LESSONS. 1. Meaning of bearing false witness. 2. Systematic distribution of time. 3. Substances made from sap : sugar, rosin, caoutchouc, etc. 4. Short division. WOBDS AND NUMBEBS. 39 THIRTY-THIRD WEEK, ©£,^^ -^^^/W^^^^^ ^^^^ ^^^^ryz^-^. 1 2 3^ 4 talk high rose tulip talking deep pink crocus gossip wide aster lilac story broad violet pansy stories thick daisy dandelion TABLES. 4x6 = 24 24 - -4=6 4x7 = 28 28 - -4=7 4x8 = 32 32 - -4=8 4x9 = 36 36 - -4=9 4 X 10 = 40 40 - - 4 = 10 SLATE WORK. Add 837 943 720 435 632 and 321 834 568 22 743 and 530 61 941 880 944 4)36 7)28 4)24 9)36 4)28 8)32 ORAL LESSONS. 1. Evils of tattling, gossip, and slander. 2. How to measure length. 3. Flowers : forms, colors, uses, habits. 4. Meaning of generosity : illustrations. 40 WOEDS AND NUMBERS. THIRTY-FOURTH WEEK. 1 wish desire covet make earn 10 + 10 + 10 + 10 + 10 + measure length breadth height dexDth ■.r •^^^^ ^o-^e / 3 floAvers parts calyx sepals corolla 6 7 8 9 10 4 jDetals stamens pistil ovary pollen Add 2431 and 5342 and 4153 TABLES. 16 16 17 17 18 18 19 19 20 20 SLATE WORK. 6475 5042 804 7208 7218 970 10 10 10 10 10 6 7 8 9 19 7396 4152 8291 Multiply 523 by 3 644 2 822 4 65 2 78 3 ORAL LESSONS. 1. Meaning of covet : proper and improper desire. 2. Measures of capacity. 3. Flowers : parts studied and named. 4. How to be polite at home, in school, at play. WORDS AND NUMBERS. 41 THIRTY-FIFTH WEEK. f:^'7^7^'Ci/^ 'fe^ti^'H^d' d^^^yiyH^ d^^-t^ui-. 1 2 ship inch boat foot schooner yard barge rod steamboat mile 3 4 filament pint anther quart style bushel stigma pound carx^el ounce TABLES. 5x6 = 30 30 ^5=6 5x7 = 35 35 ^5=7 5x8 = 40 40 -5-5=8 5x9 = 45 45 ^5=9 5 X 10 = 50 50 -5- 5 = 10 SLATE WORK. Add 6372 7296 5040 4276 1234 and 5493 341 4516 638 5678 and 3141 8009 7293 27 9123 5)455 8)408 7)217 4)248 6)186 ORAL LESSONS. 1. Explain and illustrate the motto. 2. Why we need to measure. 3. Flowers : varieties of inflorescence. 4. Benevolence and kindness the basis of true politeness. 42 WORDS AND NUMBERS. THIRTY-SIXTH WEEK. 12 3 4 move movenient ox^posite Samuel gently graceful alternate Alice promptly meter ^vhorled Ellen quietly decimeter Charles Emma pronijpt centimeter David Sarah TABLES. 6 X 6 36 36 - - 6 = 6 6 X 7 = 42 42 - - 6 = 7 6 X 8 = 48 48 - - 6 = 8 6 X 9 = 54 54 - - 6 = 9 6 X 10 = 60 60 - - 6 = 10 SLATE WORK. Add 243 321 510 423 143 and 312 232 342 234 431 and 521 411 135 313 314 3)72( 4)96( 2 54( 5)365( 4)72( DEAL LESSONS. 1. Movements should be gentle, prompt, quiet, graceful. 2. The meter and its divisions and multiples. 3. Arrangement of leaves : opposite, alternate, whorled. 4. Marking on fences and sidewalks. WOBDS AND NUMBEBS. 43 THIRTY-SEVENTH WEEK. 3 4 stem fence branches gate branclied picket simple garden 1 2 ]3romise liter agree milk perform oil persevere vinegar thorough molasses divided orchard TABLES. 7x6 = 7x7 = 7x8 = 7x9 = 7 X 10 = 42 49 56 63 70 42 - 49 - 56 - 63 - 70 - - 7 = - 7 = - 7 = - 7 = - 7 = 6 7 8 9 10 SLATE WORK. Add 341 and 213 and 524 462 321 205 234 162 351 532 326 461 643 526 350 Multiply 324 by 7 241 9 412 237 8 7 261 8 314 9 ORAL LESSONS. 1. Perseverance : what it is, and its advantages. 2. How to measure capacity. 3. Plant-stems: simple, branched. 4. Throwing stones in streets and public places. 44 WORDS AND NUMBERS. THIRTY-EIGHTH WEEK. ^hy'M^'T^ ^tZ^-t^ 3 4 climb concert disturb erect lecture trouble stand climbing crowd annoy standing slender push outside stiff limber laugh without stout pliant TABLES. 6 = 48 48 -^ 8 = 6 7 = 56 56 -^ 8 = 7 8 = 64 64 -J- 8 = 8 9 = 72 72 ^ 8 = 9 10 = 80 80 ^ 8 = 10 SLATE WORK. Add 5316 2134 3050 4607 1725 and 2471 3507 5734 2051 3612 and 3237 4073 7016 6742 5273 8 X 8 X 8 X 8 X 8 X 6)372( 8)336( 7)238( 8)264( 7)378( ORAL LESSONS. 1. Behavior in public places. 2. The liter and its divisions and multiples. 3. Plant-stems : erect, prostrate, climbing. 4. Cleanliness of dress and person. WORDS AND NUMBERS, 45 THIRTY-NINTH WEEK. 6 yj^d^^-o^ ^^^-^ ' t^^€'t/. 1 sun 2 3 above wind 4 vine moon nortli-east twist grape stars north-west t^vine liop from towards south-east twining south-west tendril ivy pea TABLES. 9x6 9x7 9x8 9x9 9 X 10 = 54 54 = 63 63 = 72 72 = 81 81 = 90 90 - - 9 - 9 - 9 - 9 - 9 = 6 = 7 = 8 = 9 = 10 SLATE WORK. Add 7143 and 491 and 76 5029 6704 47 5093 684 8250 37 465 7408 27 391 6547 Multiply 519 925 2356 by 6 8 5 872 7 546 9 ORAL LESSONS. 1. Deference to authority, and respect for age. 2. Position of the sun at noon : days long, shadows short. 3. How plants climb : bean, pea, ivy. 4. Danger of drinking ice-water when heated. 46 WORDS AND NUMBEBS, FORTIETH WEEK. 12 3 4 sinners damp bee term entice ^^ret ^\rasp vacation tempt chilly bng dismiss consent ^vait moth good-by danger loiter butterfly farewell 10 X 10 X 10 X 10 X 10 X 6 = 7 = 8 = 9 = 10 = TABLES. 60 60 70 70 80 80 90 90 100 100 10 10 10 10 10 6 7 8 9 10 Add 25342 and 36078 and 8506 SLATE WORK. 7843 72054 819 795 6428 53247 69728 479 8304 7)364 6)252 8)496 9)297 ORAL LESSONS. 1. Explain and enforce the motto. 2. Danger of sitting in a cold draught when heated. 3. How seeds are developed from flowers. 4. How cowardice leads to wrong-doing. SUGGESTIONS AND MODELS, 47 SUGGESTIONS AND MODELS. Teachers in primary schools should be careful not to underestimate the importance of their posi- tion. Here children have their first experience of school-life. The impressions made on them here are likely to be lasting. These impressions and experi- ences should be so pleasant that pupils will learn to love knowledge, and the place and methods of its acquisition. To make them so, a teacher needs wis- dom, tact, and patience. From thirty to fifty chil- dren, gathered from different homes into one room, depend on her for care, training, occupation, and instruction. She will find use for the highest cul- ture, the most careful thought, and enthusiastic endeavor. The purpose with reference to which all the exer- cises should be arranged and shaped is to give the children control of themselves and of the means of communication and culture, and to lead them to acquire useful knowledge. Children learn by observing and doing, rather than by studying. Heading, writing, drawing, and cipher- ing are arts ; and skill in any art is acquired only by careful practice under proper guidance. Habits of quiet movement, correct position, prompt obedience, 48 SUGGESTIONS AND MODELS. neatness, civility, honesty, and truthfulness, imply control of body, attention, and inclination ; and these habits are formed not by teaching but by training. Training is addressed to the will through the under- standing. Before children are required to take a position, make a sound, arrange blocks, or perform any other exercise, they should be shown by example and directed in words just what to do. Then they must do it carefully, with appropriate criticism and encouragement, and often enough to make its doing easy. The discipline should be quiet and pleasant in manner, tender and motherly in spirit. It should draw the children in right ways by an attraction which they can neither understand nor resist, rather than drive them by force. But, from the first, chil- dren should be trained to habits of prompt, exact, and cheerful obedience. FIRST WEEK. Review the Development of Numbers. — It is as- sumed that the pupils have studied numbers as far as 10 before taking this book, and consequently the lessons for the first two weeks are called reviews. In giving these lessons, use visible objects for illustra- tion. Tangible objects, like pencils, sticks, or ker- nels of corn, are better than marks or dots, which are perceived only by sight. Next apply the lesson to objects not present, but sufficiently familiar to be readily conceived by the pupil. Lastly, use the ab- SUGGESTIONS AND MODELS. 49' stract numbers. Addition, subtraction, multiplica^ tion, and division should not be separately studied at this stage ; but all the processes and combinations possible within the limits of a number should be learned before proceeding to the next higher num- ber. Those who have not had opportunity to be- come familiar with this method of treating numbers may gain an idea of it from the following : — / MODEL LESSON ON 3. 1. Using Objects. — How many pencils have I in my left hand ? One. How many pencils in my right hand ? One. I put that with the other : how many in my left hand now? Two. And how many in my right hand now ? One. I put that with the other two : how many pencils in my left hand now ? How many times one pencil in three pencils ? I have three pencils in my hand, and take away one pencil : how mau}^ pencils remain ? I take away one pencil again : how many pencils are left ? Again I take away one pencil: how many pencils remain? Out of three pencils how many times can I take one pencil? One pencil is contained in tliree pen- cils how many times? Into how many parts can I divide three pencils if I put one pencil in each part? One pencil is a third part of three pencils. How many pencils in my left hand now? Two. And how many pencils in m}^ right hand ? One. Put one pencil with two pencils, and how many pen- cils are there? From three pencils take away one 50 SUGGESTIONS AND MODELS. pencil : how many remain ? Put two pencils with one pencil: how many pencils will there be? From three pencils take away two pencils : how many pen- cils remain ? How many times can I take two pen- cils out of three pencils? How many times are two pencils contained in three pencils? and how many pencils remain? One pencil is what part of three pencils ? Two pencils are what part of three pencils ? 2. Using Conceptions. — One horse and one horse and one horse are how many horses ? Two lamps and one lamp are how many lamps? One wagon and two wagons are how many wagons ? Mary had three plums : she gave one to Sarah and one to Ellen. How many plums had she left? John found three apples, and gave two to his mother : how many had he left ? One dollar is what part of three dollars ? Two peaches are what part of three peaches? How could I divide three cents among two boys? Three times one kitten are how many kittens ? If I had three roses, how many times could I give away one rose? 3. Using Abstract Numbers. — 1 and 1 and 1 are how many ? 2 and 1 are how many ? 1 and 2 are how many ? 1 from 3 leaves how many "^ 2 from 3 leaves how many? How many ones in 3? 3 ones are how many ? What is one-third of 3 ? 1 is what part of 3 ? 2 is what part of 3 ? How many twos in 3 ? Take 1, add 1, add 1 : how many ? Take 2, add 1, take away 2, add 1, add 1 : how many ? From 8 take 1, take 1, add 2, take away 1, add 1, take away 2, add 1, add 1 : how many ? SUGGESTIONS AND MODELS. 51 This Book. — An object-lesson, to be followed by directions for preserving the book from defacement and injury, and explanations of the way in which it is to be used. The aim of object-lessons at this stage should be to cultivate the perceptive and observing faculties, to enlarge the vocabular}^ and to communicate use- ful knowledge. Several excellent treatises on object- lessons, whose titles may be found in the advertising columns of educational journals, are accessible to any who may wish to learn the principles in accordance with which they should be given, or to find methods and models. Behavior. — This is best taught by the quiet, con- stant force of example. But, in addition to bringing this force to bear on their pupils, teachers will take advantage of fit occasions furnished by occurrences in school to inculcate by hint, suggestion, question, anecdote, or argument, some principle of morality or rule of politeness. Regular lessons, carefully pre- pared beforehand, should also be given. Instruction in behavior should be definite and particular. Gen- eral exhortations to be polite are of little value. Cowdery's " Moral Lessons " and Gow's " Good Morals and Gentle Manners" will be found helpful in teaching these subjects. 52 SUGGESTIONS AND MODELS. THIRD WEEK. Plants. — The words in the spelling-lessons will furnish hints of what is to be done. The necessary information may be derived from any good text-book of botany ; and teachers not familiar with this delightful science will find such books as Wood's " Object-Lessons in Botany " or Miss Youman's " First Lessons in Botany " of much service. If practicable, the lessons on plants should be given in the open air, and on herbs, shrubs, and trees growing in their natural positions. Cartiiual Points. — This lesson should be given in the open air on or near the 21st of September. Choose a clear day, and take the school, if practica- ble, to a spot where the horizon, especially towards the east and the west, is visible. Call attention to the sun, the grandest object visible ; to its apparent motion and path through the sky ; the point where it first appears in the morning, or rises, called east ; and that where it disappears, or sets, called west. Then, as you face the sun at noon, your left hand is toward the east, and your right hand toward the west. The point directly in front of you on the horizon is called south ; and that directly behind you, north. MODEL. Look around you and above you, and tell me what is the brightest and most wonderful thing you see. What is there wonderful about it? What does it give us ? Can you look at it ? Why not ? Why is SUGGESTIONS AND MODELS. 53 it not safe to try to look at the sun ? Point towards it. Is it always there? Where was it when you first saw it this morning? Where did it seem to come from ? What do we say the sun does when it seems to come up from behind the earth ? Point to where the sun rises. What do we call the point where the sun rises ? What, then, is the east ? Point to where the sun seems to go down behind the earth at night. What do we say the sun does then ? What do we call the place where the sun sets? What is the west? Stand with your faces toward where the sun is at noon, and stretch out your left hands. Which way do they point? Stretch out your right hands. Which way do they point ? Now the point directly before you is called south. Which way are you facing? And the point directly behind you is called north. Towards what point are your backs ? North, south, east, and west are called points of the compass, or cardinal points. Name the cardinal points. Point towards the north ; towards the east ; towards the south ; towards the west. If you were in a place where you had never been before, how would you find north ? TENTH WEEK. Slate Work. — " Add 5 and 2 and 3." Let the re- sult be treated and written as a single expression. Say nothing about " carrying for ten." Continue the same course for the present. "From 10 take 5." In performing this example 54 SUGGESTIONS AND MODELS. treat the minuend as a single expression, making no distinction between tens and units. In the examples in subtraction given in this book there will be no necessity for the reduction frequently, but improp- erly, called "borrowing ten." Consequently no at- tempt should be made to explain it, and no allusion need be made to it. SIXTEENTH WEEK. LESSON 3. This lesson should be given, just before noon on a clear day, as near as practicable to the winter solstice. If the schoolroom has a southerly window, call atten- tion to the slant of the sunshine through it, and to the position and size of the illuminated space on the floor. Mark the edge of the sunshine which is most distant from the w^indow by reference to some fixed object, as a desk, post, or stove, or by driving a nail into the floor. The mark should be a permanent one so that it can be seen and referred t6 at any time in the course of the year. If you have no window into which the sun shines at noon, take the pupils out of doors, or at least let them look out, and ob- serve the shadow of the schoolhouse, marking its length by some permanent mark which can be recog- nized without difficulty. Now lead to the observa- tion and inference that the slant of the sunshine and the length of the shadows are due to the low place of the sun in the sky. Ascertain if the pupils can tell at what points on SUGGESTIONS AND MODELS. 55 the horizon the sun rises and sets at this time of the year. If they cannot, suspend the lesson, and ask them to observe and to report the next day. When they are able to tell, compare these points with those at which the sun rises and sets at the equinox. (See " Suggestions and Models " for Third Week.) Notice that the sun rises and sets far toward the south, and climbs but a little way up in the sky at noon, thus making a comparatively short journey above the horizon. Now compare the days at this time of the year with those in summer, with reference to the length of daylight before and after school. Finally give the term " solstice," and its derivation, meaning, and application. SEVENTEENTH WEEK. LESSON 4. The essential difference between '' long division " and " short division " is not that the divisor is larger in one than in the other, but that in the former the work is completely written out, and in the latter only in part. With equal divisors the abbreviated pro- cess involves greater mental effort ; for it requires the retention in the mind of the results of the successive steps, which in the complete form are indicated by figures as soon as reached. Hence the complete form should first be taught ; and, when pupils have become familiar with this, they should be shown how it can be abbreviated conveniently with small divi- sors. The error of teaching the abbreviated before ■56 SUGGESTIONS AND MODELS. the complete form has doubtless arisen from a misap- prehension of the essential difference between the two mentioned above. It would seem to be a sound principle in teaching, and in accordance with the laws of mental development, to teach complete forms first, that the successive steps in the reasoning pro- cess may be clearly understood and easily taken ; and afterward abbreviated forms, for the sake of conven- ience and economy. TWENTY-FIRST WEEK. LESSON 2. [For admirable examples of scientific yet simple lessons on lines, angles, plane figures, and solids, see " First Lessons in Geometry," by Rev. Thomas Hill, D.D.] The things to be learned about lines are grouped in a compact and convenient form in the following synopsis : — LINES. 1. Definition. 2. Kinds : a, straight ; 5, broken ; c, curved. 3. Relation : a, parallel ; 5, inclined ; c, perpendic- ular. 4. Position: a, horizontal; 5, vertical; c, oblique. Do not at present attempt to teach the definition of a line. The idea of " length without breadth or thickness " is too abstract for the apprehension of children. Draw on the board a straight, a broken, and a SUGGESTIONS AND MODELS. 57 curved line. By questions, and not by telling, lead the pupils to compare them with reference to kind or character. Place the tip of a pointer on one end of the straight line and move it along the line to the other end. Compare the direction in which it moves while passing over any one part of the line with that in which it moves while passing over any other part of the line. For how much of its length has this line the same direction? Statement. — A line which has the same direction through its whole length is a straight line. Definition. — A straight line is one whose direc- tion is the same throughout. Trace the broken line with a pointer. Note that the pointer travels in one direction for a while, and then, without being taken from the board, turns, and moves in a different direction ; and so on. So this line is made up or formed of different straight lines joined at their ends. Statement. — A line formed of different straight lines is a broken line. Definition. — A broken line is a line formed of dif- ferent straight lines. By a similar process lead the pupils to see that the other line on the board changes its direction con- stantly. Statement. — A line whose direction is constantly changing is a curved line. Definition. — A curved line is one whose direction is constantly changing. 58 SUGGESTIONS AND MODELS. Draw several lines of different kinds and in vari- ous positions, and require the pupils to name them. Then let them draw different kinds of lines from dictation. It might add to the interest and so to the effective- ness of this lesson to draw the lines on the floor or on the ground, and let the pupils walk on them, noticing how, in walking along one line or another, thej did or did not change their direction. LESSON 4. The suggestions for the preceding lesson, in which lines were compared in reference to character, will indicate the methods to be pursued in this, in which lines are to be compared in reference to direction. Lines which have the same direction are parallel. Lines which have not the same direction are in- clined to each other. When one line meets another in such a way as to make the difference in direction on one side equal to that on the other, the two lines are perpendicular to each other. Definitions. — Parallel lines are lines which have the same direction. Inclined lines are lines which have not the same direction. Perpendicular lines are lines which differ in direc- tion as much on one side as on the other. , SUGGESTIONS AND MODELS. 59 TWENTY-SECOND WEEK. LESSON 2. Apparatus. — A vessel of water with a large sur- face and a plumb-line, which can be made by suspend- ing some heavy body at the end of a string. Deflnitions. — A horizontal line is a line parallel to the ■ surface of still water. A vertical line is one which is perpendicular to the surface of still water. An oblique line is one which is neither horizontal nor vertical. Cautions. — Do not allow " straight " or " straight up and down " to be used instead of vertical. Do not use "perpendicular" as synonymous with verti- cal. Try to have it clearly understood and vividly ap- prehended that " an angle is the difference in direc- tion of two lines." Consequently the size of an angle depends, not on the length of the lines by which it is formed, but on the difference of their directions. TWENTY-FIFTH WEEK. LESSON 3. The high rank which hearing holds among the senses indicates that special attention should be given to its culture. Notwithstanding this, how- ever, the cultivation of this sense is almost entirely neglected. To hear well enough to enable one to distinguish articulate words, and so catch the mean- ing of spoken language, seems to be considered suffi- 60 SUGGESTIONS AND MODELS. cient for all the purposes of life. But, from noises and inarticulate sounds, one whose hearing has been properly cultivated will gain much important, prac- tical information, and derive pure and refining pleas- ure. Unpleasant and harsh tones in conversation, and inability to sing or to understand or enjoy music, result, in a majority of cases, from the lack of a well- trained ear, rather than from defects in the vocal organs, or from natural inaptitude. Accustom pupils to listen to the sounds produced by blows on different substances ; by carriages, bells, and musical instruments ; by winds, waters, and thun- der ; by insects, birds, and other animals ; and espe- cially to their own voices in conversation, reading, or singing. Lead them to compare, different sounds, to classify them as pleasing or disagreeable, and to draw inferences from them as to distance and direction ; the state of the atmosphere ; the material or animal by which the sound is produced ; and the feelings indicated by different tones of voice. Show by examples the difference between a noise and a musical sound. By experiment show that mere noise is produced by a single blow, or b}^ a series of irregular or infre- quent blows, given to the air by the vibration of some solid ; and musical sound, by a regular and rapid suc- cession of blows, or by a rapid and regular succes- sion of puffs, causing the air to vibrate. SUGGESTIONS AND MODELS. 61 THIRTY-SECOND WEEK. SLATE WORK. Such expressions as " carrying for ten," and " carry the tens to the column of tens," should be avoided. They are misleading. There is no " carrying," or transference, involved in the processes to Avhich such expressions are sometimes applied. The pupils are already familiar with examples in which two figures are required to express the sum of the numbers written in a single column. Consequently, they should readily perform the first four examples given this week. They will add 6 and 8, and write the result, 14, without difficulty. If now in the next example, " add 16 and 8," they add the 8 to the 6 which is written directl}^ above it, and write the re- sult, 14, properly, they will see that the 1 in 14 stands directly below the 1 in 16. They can also see that they have used only 6 of the 16, and that the 10 of the 16 and the 10 of the partial sum 14, repre- sented by the two I's in the second column, should be added, giving 2 to be written instead of 1 in the result. Having learned this, they will be easily taught to add to the second column the tens found in the sum of the first column without writing the figure which expresses them. The above suggestions are made on the supposition that the pupils know only so much of Notation and Numeration as may enable them to read " by rote " numbers less than one million. But before this time they may well have learned something of the theory 62 SUGGESTIONS AND MODELS. of Notation, and the names of six or more places. If this should be the case, the explanation of the pro- cesses involved in such examples as those given this week will be much more readily apprehended. THIRTY-THIRD WEEK. LESSON 2. The following model lessons on measuring and the measures of the decimal metric system are taken, with slight alterations, from the '' Metric Manual for Schools," published by the American Metric Bu- reau : — Apparatus. — Some straight sticks, not graduated, cut off square at the ends, and twenty, thirty, or fifty centimeters (eight to twenty inches) long, and some pieces of inelastic cord two or three meters (six to ten feet) long. Method. — Holding before the pupils a stick of suitable length, proceed substantially as follows : You may look at this stick which I hold in my hand, and tell me something about it. Is it just as long as my desk ? Is it longer or shorter than the desk ? Is it longer or shorter than one of your desks ? Than your slate ? Than your Readei ? Than this pencil ? Than the pointer? Than the blackboard? Than the width of the window? Now watch me closely, and see just what I do. You see that I put the stick on the edge of the desk, so that one end of it shall come just exactly even with the end. Then I put my pencil close to the SUGGESTIONS AND MODELS. 63 other end of the stick, and keep it in the same place while I move the stick along. I will do this as many times as I can before I come to the other end of the desk ; and we will all count how many times I move the stick along. We call this measuring; and the stick which we have used is the measure. The desk is how many times as long as the stick? What have we been doing? What shall we call the stick we have used ? Here are some sticks of different lengths. Some of the scholars may each take one of these sticks, and measure the width of the desk, then of the doors, windows, etc. ; and, after they have done it, some others may take the sticks, and measure ; and so on, till we have all learned how to do it. We have been measuring with these sticks some things that were not very long. Now I would like to measure the length of the schoolroom. Do you think one of these sticks would be a good thing to do it with ? Should we have to move it along a great many times ? Then do you think it would be better to use a longer measure ? Well, we will use this string. James may hold one end of it just in the corner of the room on this side, and William may take the other end, and hold it on the wall, as far as it will reach toward me. Keep it straight, and hold one end just as high as the other. Now move it along exactly one length, and keep doing so till you have measured the whole side of the room. Then two others may take the string, and measure some- thing else. 64 SUGGESTIONS AND MODELS. Now we have learned to measure the length of some things. Next week we will try to learn how to measure something else. THIRTY-FOURTH TATEEK. LESSON 2. Apparatus. — A cup or tumbler, some boxes, a basin or pitcher, some grain or dry sand, and some water. Method. — Name some things which we measured last week. With what did we measure them? What did we learn about them? If we wished to measure water or corn, could we do it with sticks and strings ? Why not ? What kind of measures must we use for such things ? There is some water in this pitcher. Do you know how much ? How can we find out how much there is ? With what shall we measure it? One of you may take this cup, and ascertain how much water there is in the pitcher ; and we will all count the cupfuls as they are taken out. Now another of you may measure the grain which is in this crayon-box. Use this pen-box as a measure, and we will all count as before. In our previous lessons we have learned to find out how long a thing is ; that is, to measure length. The sticks and strings which we used might be called measures of length. We have now learned to meas- ure any thing like water or grain to find out how much there is of it. We may call the cup and the SUGGESTIONS AND MODELS. 65 pen-box which we used for that purpose measures of capacity. You may now try to find out what is the use of measuring, or why we need to measure ; and next week we will talk about it. THIRTY-FIFTH WEEK. LESSON 2. We have already learned how to measure some things. Now let us see if we can find out what use there is in measuring. If I wanted a piece of cloth just large enough to cover the top of my desk, would it be convenient to carry the desk to the store, and have the cloth cut to fit it there? Do you think it Avould be convenient for the merchant to bring his cloth here, and cut off a piece just large enough? Can you think of a more convenient way? Do you remember that we meas- ured the desk with this stick? How many times as long as the stick is the desk ? And the width of the desk is how many times the length of the stick? Then, if I should carry this stick to the store, could I measure off with it a piece of cloth just long enough and just wide enough to cover the desk? Would that be any easier than it would to carry the desk to the store, or bring the cloth here? Can you tell me how I could pick out at a store some curtains of just the right size for these win- dows ? How ? If you were going to feed a horse with grain, would 66 SUGGESTIONS ANI> MODELS. it make any difference how much you gave him? How could you measure it so as to know when you were giving him just enough ? Can you name any other cases in which we might need to measure length, height, breadth, or capacity ? THIRTY-SIXTH WEEK. LESSON 2. Do you remember what you thought would be a convenient way to let a merchant know just how long and how wide a piece of cloth would be needed to cover this desk ? What was it ? But suppose I must have the cloth very soon, and so had to send to a distant city for it by telegraph : could I send the stick with which we measured the desk? What could I do then? Could I measure the desk with my hands? I will do it now; and you may count, and tell me how many hand-breadths long the desk is. How many is it ? Now, if I should telegraph for a piece of cloth just so many hand-breadths long, do you think it would be of exactly the right length? Why not? Are all people's hands of the same breadth. If the clerk who measured the cloth should have a hand wider or narrower than mine, would he make the cloth of the right length ? Is it necessary that the measures used by different people, and in different stores and shops and towns, should be of the same length ? Why ? If all the people in the country should agree to use a stick just as long as this (^showing a meter) in meas- SUGGESTIONS AND MODELS, 67 uring lengths, and should call it a measure^ would they then understand each other ? If you knew that everybody called a stick as long as this " one measure," and 1 should tell you that my room at home was five measures long, could you find out, without seeing it, just how long it is? Do you think all people should use the same kind of measures ? Why ? THIRTY-SEVENTH WEEK. LESSON 2. Apparatus. — One " school meter " and several metric rules or tapes. It would be well for the teacher to be provided with several meters of differ- ent forms, and for each pupil to have a thirty-centi- meter desk-rule. Method. — Can you tell me to-day why the meas- ures which different people use should be of the same length ? What advantages would there be in having the same measures used by people of differ- ent countries? Now the people of a great many countries, and a great many people in this country, use a measure just as long as this one which I hold in my iiand (show the clear face^ for a measure of length, and they call it a meter. Meter means measure. A gas- meter is a machine for measuring gas; How many of you have ever seen one ? What is this ? (point- ing to the the7'mometer.} What is it for? Then a thermometer is an instrument for measuring heat. 68 SUGGESTIONS AND MODELS. Now remember that meter means measure. Pro- nounce the word meter. Spell it in concert. Write it on your slates three times. For short distances we need a measure shorter than a meter. Notice how it is made. Do you see these differently colored divisions on this side of the meter? (^Show the face graduated to decimeters.') Count them. How many are there? Each one of these is a decimeter (des-i-meter^. Pronounce it. Spell it. How many decimeters in a meter? Sometimes we need a measure even shorter than a decimeter. Notice that on this side of the meter (^show the face graduated to centimeters) each decimeter is di- vided into parts. Count the parts of one decimeter. How many are there ? Each of these ten parts of a decimeter is a centimeter (^seii-tl-meter). Pronounce the word. Spell it in concert. How many centime- ters in a decimeter? How many decimeters in a meter ? THIRTY-EIGHTH WEEK. LESSON 2. Apparatus. — Liter, deciliter, and centiliter of tin ; liter and deciliter of wood ; and as many other meas- ures of capacity as can be procured readily. Method. — For measuring such things as meal, grain, and seed, and all liquids, — as water, milk, oil, or vinegar, — we may use a dish like this (^shoiirmg the tin liter'). It is called a liter (lee-ter). Pro- nounce the word. Spell it in concert. It is not ne- cessary to make it of the same shape as this, nor of SUGGESTIONS AND MODELS. 69 the same material ; but it must hold just as much as this does. Here is a wooden liter. You see it has not the same shape as the one made of tin. One of you ma}^ come here and fill the tin liter with sand, and then pour the sand into the wooden one. You see that the one holds just as much as the other. If we wished to find out how much water a small bottle would hold, a liter would be too large to meas- ure it in. Then we might use a measure like this, and we call it a deciliter (^des-i-leeter). Pronounce the word. Spell it in concert. Now one of you may find how many deciliters of sand it will take to fill the liter. How many? How many decimeters are there in a meter? How many deciliters in a liter? THIRTY-NINTH WEEK. LESSON 2. See '* Suggestions " for the sixteeenth week. If frequently in the course of the year the attention of pupils is called at noon to the position of the sun, and the length of shadows, they will early gain valu- able knowledge, while forming still more valuable habits of observation. FORTIETH WEEK. LESSON 4. Dare to do right ! dare to be true I For you have a work no other can do ; Do it so bravely, so kindly, so well, Angels will hasten the story to tell. W0^Dg+;«]S[D+ ^ fe ESSON-MOOK ^' Ee^-fP^iM^i^Y-fgcpeii^. 1 i/i/,kj^ ^^ B03TON: f K0MP30N, B^ewN, 4 CejflP^NY. 25 P^WLEY Street.