Download Free Public School Arithmetic For Us In Grades One And Two Classic Reprint Book in PDF and EPUB Free Download. You can read online Public School Arithmetic For Us In Grades One And Two Classic Reprint and write the review.

Excerpt from Public School Arithmetic for Us in Grades One and Two The division of the work into two volumes - one for the pupil and one {or the aeolian - has proved very advantageous. It has made it possible to give to the pupil a sufficient amount of suitable exercises since it omits from his book everything that is of no use to him. It has also enabled the Authors to give in the hand-book as full a treatment of methods, devices, suggestions and directions, as they thought would be helpful to the young teacher. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from Hand-Book to the Public School Arithmetic for Grades I and II The Course of Study has been followed very closely. The work for each grade has a distinct place; in no part will the arrangement in the text be a hindrance to the teacher who aims at following closely the Course of Study. In fact every effort has been made to arrange the exercises so as to help the teacher to keep within the limits prescribed. Even Within the course for each grade, the work has been arranged in the order that was considered to be the best for the teacher and the pupils to follow. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from Essentials of Arithmetic: Primary Book This book is the first of a series of three intended to cover the essentials of arithmetic in the eight school years of the elementary course. It consists of five chapters, the first Of which reviews the work usually done In the first and second grades, the others covering the work of the successive half grades through the fourth school year. If it is introduced In Grade II, the pupils should complete Chapter I in that year; but if it is first placed in the hands of the. Class in Grade III, it will suffice to take a rapid review of Chapter I, omitting such portions as may already be perfectly familiar to the children. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from The Dominion Elementary Arithmetic for Public Schools, Vol. 1 Part II. Is designed to complete the public school course. Throughout, the principles and facts set forth ln Part I. Are reviewed such new material and extensions of the subject as are deemed necessary have been added; the exercises will be found to contain more difficult and complex problems. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from School Arithmetic: Primary Book From the concrete TO the abstract. - The child's mind must be approached through those ever open doors, the senses. Primary number teaching must be begun by the pupil's Observ ing and handling Objects, yet the mere presence of concrete things does not guarantee the presence of definite numerical ideas in the mind of the pupil. They must be so presented as to stimulate and aid the mental movement of discriminating and relating which leads to definite ideas of number. The mind must (a) recognize the like Objects as distinct individuals, and (b) group (put together) the objects into a whole. The child's own activity must conceive a whole of parts, and relate the parts in a definite whole. It is not enough that he knows our country as 45 states; he must know the 45 states as one country. He should recognize five, for example, not only as five ones, but also as one fire, considering the component ones not chiefly for their own sake, but as giving definite value to the whole the' group. By repeated acts Of such measurement or valuation the mind advances naturally and inevitably from things to relations, from facts to principles, from the concrete to the abstract. Believing that the concept of ratio - an abstract idea - must be evolved in the young mind by its own activity, and that therefore it should not be thrown at the child in the earlier stages of his progress, the authors have not explicitly stated the ratio idea until it has had time to grow into a recognizable and useful product of the pupil's mind. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from Common-Sense Arithmetic for Common Schools, Vol. 1 The first step is to teach the numbers one to ten. With their names and the figures representing them to count ten. All counting should be done with objects which the children may at least see, and, if possible, hold in their hands, the eye is aided by the hand, for what one counts with his hand, he must see. There must be no senseless repetition of one, two, three, etc. A variety of objects should be used; they may be any with which the children are familiar; as, sticks, pegs, marbles, cubes, books, apples, gun-wads, toy-money, the balls on a numeral frame, marks on the blackboard, the common measures of length and capacity, etc. The most useful objects are blocks one inch square and one inch by two inches, one half inch thick. With these a great variety of combinations may be made to show compositions, additions, subtractions, multiplications, etc. They may be found at any Kindergarten supply store. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from The Jones Spelling Book, Vol. 1: Grades Two, Three and FourIf there is any subject in the common school whose teaching has been a disappointment to teachers themselves, that subject is spelling. In spite of new and improved methods of teaching spelling, in spite of more time spent upon spelling, and in spite of efforts to reform English spelling, students throughout the eight grades of our public schools continue to disappoint us in their spelling. Then, too, the high school graduate seems as likely as ever to mar his thesis by frequent misspelling; the letters of business men are far from satisfactory in spelling; and, finally, the college graduate continues to show us that he is by no means a master of spelling. This is a formidable array of evidence against our teaching of spelling, and from every quarter comes the cry, What is the matter with our spelling teaching?The answer to this question may come from either or both of two sources; namely, (1) our spelling material, or word lists, may be at fault, and (2) our methods of teaching these lists may be bad. But when we note the different methods that have been used in teaching spelling in the last few years, and apparently with no great difference in ultimate success, it would seem that it is time for us to investigate our spelling material. Are the spelling lists which we are giving our students good or bad? Are these lists made up of words which children actually use, grade for grade, in their own free written speech? Or are they full of words which are as far beyond these children as our reading and arithmetic materials once were? It is this significant question that prompted the author of this book to conduct an eight years' research in the field of spelling material. Since this spelling book is based on the results of that research, a brief description of the same is here given.About the PublisherForgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.comThis book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
Excerpt from Elementary Arithmetic for Public Schools, Vol. 2 Part II is designed to complete the public school course. In this part there is a careful review of the work of Part I., in which the subjects treated in it are expanded and adapted to the growing mind of the learner. The new material which has been added will. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.