This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1833 Excerpt: ...boy one league, and a little girl one degree, which would beat the end of their journey first.ifone went as fast as the other? What difference between a league and a mile? How long would it take to go one degree? How long to go one mile?&c. The children should be always allowed to ask any question on the measure, and ...
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This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1833 Excerpt: ...boy one league, and a little girl one degree, which would beat the end of their journey first.ifone went as fast as the other? What difference between a league and a mile? How long would it take to go one degree? How long to go one mile?&c. The children should be always allowed to ask any question on the measure, and indeed on every subject introduced. In teaching avoirdupois and apothecaries' weights, we should adopt nearly similar methods; I will give an outline.--Teacher. Suppose your mother was to send you for a pound of something from the druggists, and desire you to bring a pound of sugar from the grocer's, how many ounces would you have? Suppose you carried one parcel in one hand, and another in the other, would the weight be equal? If you were desired to bring a ton of coals, could you carry them in a basket? &, c. The pound, shilling, pence, and farthing tables may be carried out in the same manner. The abacus, or frame of balls, is a very useful thing, there is no end of the use we make of it; doing various sums on it, telling tales with it, doing all the tables with it, &c. and one very interesting lesson is forming, larger with lesser numbers; for instance, suppose I say, --Any 3 equal numbers to make 27; a child is called up, who says 9, when the teacher moves the 9 top balls; Child, And nine; the teacher moves 9 more; Child, And nine; all moved, the teacher observes, --Right, but how many divisions have we made?--Child. Three.--Teacher. What is the name of this division? (placing his fingers on one of the wires containing 9 balls.)--Child. One-third.--Teacher. What is the third of 27? What number forms two-thirds? How many 3's are there in 27? What part of 27 is 3? &c. Another plan is to let them make, say 107, with any three odd
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