Teacher's manual [&c.]. |
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Page v
... arithmetic and geography , have been enlarged - arithmetic , by the addition of numerous ques- tions calculated to test the child's intelligence ; and geo- graphy , by a description of some plans which have been found effectual in ...
... arithmetic and geography , have been enlarged - arithmetic , by the addition of numerous ques- tions calculated to test the child's intelligence ; and geo- graphy , by a description of some plans which have been found effectual in ...
Page xi
... ARITHMETIC . Two kinds of , described Two laws from names of figures 111 112 Notation and Numeration : Unit - ing system described and objected to True system simple 113 115 Teaching three places of figures True method of teaching notation.
... ARITHMETIC . Two kinds of , described Two laws from names of figures 111 112 Notation and Numeration : Unit - ing system described and objected to True system simple 113 115 Teaching three places of figures True method of teaching notation.
Page xii
... arithmetic Tables : Method of teaching addition table Teaching the other tables • In what order they are to be learned Tables to be written down Proficiency for each class Simple Rules : Carrying explained Improper methods Mechanical ...
... arithmetic Tables : Method of teaching addition table Teaching the other tables • In what order they are to be learned Tables to be written down Proficiency for each class Simple Rules : Carrying explained Improper methods Mechanical ...
Page 32
... arithmetic . But they forget that they have no right thus to jumble the elements of grammar and arithmetic together , in teaching a subject which has probably as little natural connection with either as either has with chemistry . Or ...
... arithmetic . But they forget that they have no right thus to jumble the elements of grammar and arithmetic together , in teaching a subject which has probably as little natural connection with either as either has with chemistry . Or ...
Page 33
... arithmetic , that we confine ourselves to number ! And why should we not expect that in a reading - lesson the subject - matter will form the sole ground of our remarks , and that the child will feel that this is so ? I cannot see ...
... arithmetic , that we confine ourselves to number ! And why should we not expect that in a reading - lesson the subject - matter will form the sole ground of our remarks , and that the child will feel that this is so ? I cannot see ...
Common terms and phrases
able acquired addends addition advantage adverb already answer applied arithmetic arranged attention begin called chiefly child ciphers Commissioners of National copy copybooks correct correctly Council course defects desks dictation exercise difficulty division draft duty Edition Education Education in Ireland errors explained fact fault figures frequently geography give given grammar habits home lessons imitation inspectors instance intelligent Ireland junior classes letters Long Division master means memory mental mental arithmetic method metic mind minuend monitorial system monitors multiplication table multiply neatness necessary neglect notation noun object ordinary orthography paper parsing pence penmanship practice present principle proficiency proper pupils questions repeat résumé rience rule says secure sentence Simple Rules slates spelling subtraction sufficient taught teacher tion true verb Woodcuts words writing written young children
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