Part 7 (1/2)

The oral work e from the blackboard, and conversational exercises on the special topics being considered Written work on the sa of certain selections or parts of theard to the contents of lessons read In the advanced grades these written exercises become more and more extended and complicated until they aiven to correct forms of expression and to the acquirement of habits of clear and distinct enunciation The child, who from his earliest school days becomes habituated to exact pronunciations, is very liable--almost sure--to spell correctly; and, when constant use is e in written exercises, the accepted and approved fores

Now their treat, spelling, language lessons, graht in their natural order as they arise through actual use

Incidentally, vast araphy, and natural science as well as writing are included The richness of content and thoroughness of treat of courses and still le subject in lower schools nearly alwaysof forces, and disappointment in the end On the contrary, unification and close correlation result in economy of time and effort, and issue in ht are already too uards are erected the individual fields also will be broken up and their distinctive phases so divorced from one another that their cooperative tendencies and values will becoht of Norwegian is easily the preponderant study in Norway's schools, but, since it is so inclusive, it probably deserves the large a lists of supples now provided in our American schools exert a wholesome influence Their constant revision and extension furnish uarantee to the pupils sure knowledge and ability in the use of the lish literature, Aher education and professional training, and the freedo profession leave the teachers of our language without excuse The pupils studying English in Aht to expect the best One condition which frequently ainst first class work in this line is that school boards all too frequently fail to realize that being a teacher of Englishlessons so e part of the most important work must be done aside from class exercises If there be any teacher justified in asking a reduction in hours of instruction it is the teacher of the ue

_Mathematics_

_Aim_ Readiness in the four mathematical operations in whole numbers, decimal numbers, and simple fractions, written and oral Ability to independently solve various exaenerally appear in practical life, also exaether with problems of planes and solids

Course and iven in a text--Instruction in Matheen_)--followed in all essentials

_First Division_

_Class I_ (Boys five hours, girls four hours, weekly) Through constant use of illustrative material (objects about the rooers, etc) the children are taught to gradually become acquainted with the numbers to ten, twenty, thirty, and on up to one hundred; and they are afforded continuous practice in reading, writing, and explaining the nu simple solutions in the four arithmetical operations At the close of the year the children should be able to count to one hundred forward and backward They must kno toto or subtracting from any number less than one hundred, and be able, by the assistance of the tables, to answer questions in multiplication (two's to five's) and some questions in division Chief importance attaches to the ability of the children to use the numbers from one to thirty

_Class II_ (Four hours weekly) Acquaintance with and ability to read and write any number up to one million

_Mental arithun in Class I When proficient in adding and subtracting units to and from one hundred, tens and units are taken up in the same way Examples in easy multiplication, with occasional use of division, carried on throughout the year

_Tablet work_ Addition and subtraction of numbers up to one ht denominations are used, and are illustrated by coins, hts

_Class III_ (Boys four hours, girls three hours, weekly) Acquaintance with the nunumbers

_Mental operations_ Addition and subtraction of numbers up to one hundred continued Thereafter extend the numbers as far as the children can use them with certainty and rapidity Multiplication of numbers up to one hundred by units

_Tablet work_ More work in addition and subtraction going farther than to numbers with six ciphers Multiplication of nu one or more ciphers

_Second Division_

_Class IV_ (Boys four hours, girls three hours, weekly) Division with divisors having one or more ciphers Separation of nu of the least coh drill in the four arithmetical operations hole numbers--old and new exercises

_Mental and tablet exercises_ in closest relation to each other In all mental operations, here or later, rapid and positive use should be made of the easier examples before the harder ones are fumbled or handled with uncertainty

_Class V_ (Two hours weekly) After the necessary preparation, practice in the three operations with decimal numbers In connection with the consideration of plane surfaces the children should be given practice in les and les should predominate

_Mental and tablet exercises_ parallel each other and are in intimate relation

_Third Division_

_Class VI_ (Three hours weekly) Preparatory practice in coether with addition and subtraction of fractions having a common denominator and others which can easily be reduced to a co or including fractions

Further develop out of and in connection with tablet work

_Class VII_ (Three hours weekly) Percentage including interest, rebate, and discount The calculating of cubes, prisms, pyramids, circles, cylinders, cones; also shortened pyraeneral review so far as time admits