A Manual for Teachers: Including Definitions, Principles, and Rules and Solutions of the More Difficult Problems (Classic Reprint)Excerpt from A Manual for Teachers: Including Definitions, Principles, and Rules and Solutions of the More Difficult Problems Counting. While the majority of children are able, upon enter ing school, to repeat the names of the first ten or more numbers, they are not always able to count things. The first duty of the teacher is to secure correct notions of the first nine numbers, and this can best be done by the employment of objects, such as beans, splints, shoe-pegs, blocks, etc. A numeral frame is very useful for this purpose. In counting, it is very important to have the child understand that the second splint is not two splints. This may be made clear to a child by having him put on his desk one bean, then near it two beans, three beans in another place, etc. After the pupil can count understandingly to nine, he should be taught the figures. The notation and numeration of numbers of two or more figures will be discussed in later chapters. Primary Arithmetic - After children have learned to count readily, experts disagree as to the best method of procedure. 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. |
