I4 2 METHODS IN TEACHING 



but in the first and second as well. In the third year rect- 

 angles are drawn by measurements in developing the multi- 



plication tables. Many simple problems are 

 Constructive 



given for blackboard and seat work, that can 



be solved by means of diagrams. Simple 

 exercises in drawing to scale are given. Pupils are encour- 

 aged to make things from paper, pasteboard, wood, accord- 

 ing to definite measurements. 



"Through similar constructive work the pupils are led 

 to add, subtract, multiply, and divide fractions, no attention 



whatever being given to processes. Here 

 Fractions 



is the way four such questions, given as 



busy work, were solved by a pupil during the second school 

 month of the third grade, the telling being preceded by 

 drawings in each case: 



" I. I drew a line 2.\ inches long. I added to it a line 

 ij inches long. My line is 3} inches long. 



" 2. I drew a line I J inches long. I drew another twice 

 as long. My last line is 3 inches long. 



"3. I drew a line 2j inches long. I cut off ij inches. 

 My line is now ij inches long. 



"4. I drew a line 5 inches long. I divided it into half 

 inches. There are ten half-inches in the line. 



" Such exercises develop not only observation and 

 thought, but what is of equal importance, expression. 



" Only simple problems are given. In so far as possible 

 they are drawn from the experience of the children. Be- 



ginning with the second year simple prob- 

 Problems 



lems are given as a part of many reading 



lessons. No part of the arithmetic work has a greater 

 value than this. In reading problems, the children are 



