GENERAL AIMS 14! 



with addition. This is frequently done with the more dif- 

 ficult combinations in addition. For in- 

 Addition stance . 



w *th 2 X -f- 7 ' ' 



Multiplication 



3X9 + 7= etc. 



In real life a large part, in the schoolroom most, of our 

 multiplication is combined with addition. There is econ- 

 omy both of time and effort in such training, as well as 

 excellent preparation for the work in long multiplication. 



" A thorough drill is given on inexact divisions, not only 

 for the thought involved, but as a preparation for short 

 division. As soon as the table of 2's is completed the work 

 is begun with short multiplication and short division. 



" In the application of the number facts learned, the com- 

 mon measuring units are kept before the children. 



Through estimates and measurements of 

 Applied f . . t . , 



Arithmetic hnes, surfaces, solids, and other magni- 



tudes coming within the experiences of the 

 pupils, they are trained in seeing relations, both integral 

 and fractional. When the measuring unit can not be 

 handled by the pupils, they are given a clear mental picture 

 of it. For instance, it is a mile from the Court House to 

 East Street. John has walked the mile between these 

 points in thirteen minutes; Henry has covered it on his 

 bicycle in six minutes. In giving any problem involving 

 miles, it is always related to some particular mile taken as 

 a unit. 



" Children like to draw, to make things. This construc- 

 tive faculty is made use of, not only in the third school year, 



