N8AS 
 \Si5 
 
 TWELVE LESSONS 
 
 0=1 ' ' 'N 
 
 9=c READING, WRITING, AND ARITHMETIC 
 
 DESIGNED FOR USE DURING 
 
 MOONLIGHT SCHOOL MONTH 
 
 IN 
 
 NORTH CAROLINA 
 
 TEACHERS' EDITION 
 
 issued from the office of 
 
 State Supekintendekt op Public Instruction 
 
 Raleigh, N. C. 
 
 1915
 
 TWELVE LESSONS 
 
 IN 
 
 READING, WRITING, AND ARITHMETIC 
 
 DESIGNED FOR USE DURING 
 
 MOONLIGHT SCHOOL MONTH 
 
 IN 
 
 NORTH CAROLINA 
 
 LOS ANGELES 
 STATE NORMAL SCHOOL 
 
 TEACHERS' EDITION 
 
 issued from the oftice of 
 
 Statk Superintekdext of Public Instruction 
 
 Raleioh. N. C. 
 
 1915 
 
 118174
 
 Raleigh, N. C. 
 
 Edwaeds & Beoughton Feinting Co. 
 
 State Peintees and Bindees 
 
 1915
 
 
 PREFACE 
 
 Grateful acknowledgment is hereby made to the members of the State 
 Department of Education and others who have so heartily and unself- 
 ishly collaborated in the preparation of this bulletin, and sincere thanks 
 are hereby expressed to the American Book Company and the B. F. 
 Johnson Publishing Company for their kind permission to use in the 
 bulletin stories from their copyrighted publications. 
 
 J. Y. JOYNEK, 
 
 State Superintendent of Public Instruction.
 
 MOONLIGHT SCHOOLS 
 
 LETTER TO SITEKIXTEXDENTS AND TEACHERS 
 
 BY THE 
 
 State Superinteudeut of Public Instruftion 
 
 To Superintendents and Teachers: 
 
 I have been greatly gratified and deeply touched by the enthusiastic 
 and unselfish response of the superintendents and teachers of the State 
 to the call to volunteer for extra service in organizing and conducting 
 Moonlight Schools to teach our too long neglected adult illiterates to 
 read and write. When this bulletin went to press five thousand teachers 
 had already voluntarily pledged themselves in writing to teach without 
 compensation for at least one month in the moonlight schools of the 
 State. I have no doubt that if others shall be needed for the work, they 
 too Avill readily respond. Such a record should make every teacher 
 of the State prouder of his profession and should challenge the admira- 
 tion, as it merits the gratitude, of every good citizen. 
 
 This is educational work the success of which is necessarily dependent 
 mainly upon the active leadership and wise direction of superintendents 
 and teachers. The newspapers of the State, the fraternal and civic 
 organizations of every sort, like the Fanners' Union, the Junior Order of 
 United American Mechanics, the Women's Clubs, have pledged their 
 active and enthusiastic support to this commendable campaign for the 
 reduction and elimination of illiteracy. Rally all of these agencies to 
 your assistance in organizing and directing the moonlight schools in your 
 counties and school districts, and especially in interesting and enrolling 
 in your schools the men and women who can not read and write. 
 
 I beg to make the following suggestions : 
 
 Suggestions. 
 
 1. Get from the census the names and addresses of all illiterates in 
 the school district. With the aid of the school committee, and others 
 Avell acquainted with the residents of the district, verify, and if neces- 
 sary, correct and complete this list. 
 
 2. See to it that every one of them receives a sympathetic, tactful, 
 and earnest personal invitation to attend. Select the right person to 
 give this personal invitation to each — some neighbor, some friend, some 
 fellow-member of church or fraternal order, some one that has the confi- 
 dence and friendship of the person invited and knows how to approach 
 him. 
 
 3. Many illiterates are naturally sensitive over their inability to read 
 and write. Respect their feelings. Let the invitations be extended, and 
 all the other Avork of the schools for them, be conducted in a spirit of 
 sympathetic brotherhood, good fellowship and democratic equality. In 
 word and act, avoid everything that may smack of condescension, pity, 
 smug superiority. These are our brothers and fellow-citizens — in the
 
 6 
 
 eyes of God and tlie State as good as Ave are — suffering under the 
 handicap of illiteracy for which most of them are not responsible be- 
 cause in childhood they had no opportunity to go to school or had 
 nobody in authority over them sufHciently appreciative of its importance 
 to make them use the opportunity to go to school. It is our duty and 
 our privilege to help them help themselves to remove this handicap for 
 their own sake and for the State's sake, before it is forever too late. 
 In this spirit should this work for them and with them be done. 
 
 4. By resolution adopted unanimously by the North Carolina Press 
 Association at its recent meeting, the newspapers of the State pledged 
 themselves to print a week in advance, the lessons in reading and arith- 
 metic for each week and to send free to each pupil of a moonlight school 
 in the county for a month a copy of the county paper containing these 
 lessons. They also agreed to print weekly a brief news letter from each 
 neighborhood in which a moonlight school is taught containing interest- 
 ing items about the school and other news of the neighborhood, expressed 
 in words and sentences comprehensible to adult beginners in reading. 
 
 The county superintendent and the teacher of each school should 
 furnish the editor of the county paper the names and addresses of all 
 pupils enrolled and should make arrangements with some reliable person 
 in each district to send this letter to the paper each week. The pupils 
 should be instructed to bring the paper with them to school each night 
 that it may be used for reading the lessons, the news letters, and 
 for general supplementary reading. 
 
 Bulletins containing the lessons have been printed and furnished the 
 county superintendent for free distribution through the teachers, upon 
 application, to each pupil of a moonlight school, but these can not take 
 the place of the county paper. It is important that the county paper 
 should be placed in their hands from the first to interest them, to stimu- 
 late their desire to learn to read, that they may read their home paper 
 like other folks and keep up with what is going on in their county and 
 in the world, to cultivate from the first the useful habit of reading 
 their home paper, to furnish, as they begin to learn to read, an abundant 
 supply each week of the best and most interesting material for supple- 
 mentary reading. Most of them as soon as they begin to acquire the 
 power to read, will read each week everything in the paper that they 
 can read. Each night extracts from the paper should be read aloud to 
 the pupils by the teacher and as soon as possible by the pupils them- 
 selves. Most of the pupils learning to read will become permanent 
 subscribers to the county paper and keep up their practice in reading. 
 So far as I know, North Carolina is the only State in which this co- 
 operative plan with the county newspapers in teaching illiterates to read 
 has been suggested or in which this generous offer has been made by the 
 papers. I am exceedingly anxious that it shall have a fair trial because 
 I am confident that it will contribute greatly to the success and to the 
 permanency of this work. 
 
 5. Upon application to the State Superintendent, bulletins containing 
 twelve lessons — three a week for four weeks — in reading, in arithmetic 
 and in writing, prepared especially by the State Department of Public 
 Instruction, with the aid and criticism of some of the most experienced 
 and successful primary teachers of the State, some of whom had had
 
 experience in teaching adults, will be furnished county superintendents 
 in sufficient number to supply each pupil enrolled with one copy. 
 Superintendents are urged to order at once the number needed but not to 
 order more than will be needed. 
 
 6. Copies of the bulletin containing the lessons by weeks will also be 
 sent to the editor of each county newspaper but the county superin- 
 tendent is expected and urged to see the editor personally, explain the 
 plan to him, and arrange for him separately by weeks, with the date 
 of the publication of each, the lessons to be published each week. 
 
 7. The county superintendent and teacher, in cooperation with the 
 school committee, the various community organizations and others 
 interested, are urged to arrange some social entertainments in connection 
 with the moonlight schools, participated in by the pupils and by other 
 citizens, to add to the interest and happiness of the pupils, and to afford 
 an opportunity for all to get together and for an expression of interest 
 and encouragement from outsiders. The pupils of these schools should 
 be made to feel at home from the first and also to feel that they are a 
 part of the community in whom the other part of the community are 
 deeply interested. 
 
 8. ]Srovember has been designated as Moonlight School Month in 
 ISTorth Carolina, because that seemed to be the most convenient month 
 for the majority of the counties of the State. If, however, some other 
 month is more convenient for your county, and the roads are in good 
 condition, select that month. Be sure, however, to select a month when 
 the weather is likely to be pleasant and the roads in good condition. • 
 During ISTovember or such other month as may be selected, concentrate 
 public interest and effort upon this one work of teaching the adults of 
 your county to read and write. Rally to the work your newspapers, all 
 organizations that have pledged their aid and all other agencies that 
 can be enlisted for service. Have the papers full of it every week. See 
 that they are furnished with the facts and the news about the schools. 
 Publish before the schools open, the number, but not the names, of adult 
 illiterates by school districts. Publish each week the number, but not 
 the names, of those enrolled in each school. As soon as possible, for the 
 encouragement of others, publish from week to week the number, and by 
 their pemiission, the names of those that have learned to read and 
 write and cipher. Most of this news can be supplied weekly through 
 the ncAvs letter from each school and should also be reported to the 
 county superintendent by the teacher. The superintendent and the 
 teachers should keep in close touch with the paper and see that the 
 weekly material is promptly supplied. 
 
 9. Superintendents are urged to call a joint meeting of the County 
 Teachers' Association and the County Committee on Community Service, 
 consisting of the county superintendent, the county fann demonstration 
 agent, the home demonstration agents, the president or secretary of the 
 county Farmers' Union, editors of the county newspapers, the mayor 
 of the county seat, one representative each of the Junior Order and of 
 the Women's Clubs of the county, two weeks before the beginning of 
 Moonlight School Month in the county, to ascertain the facts about the 
 adult illiteracy of the county by districts as reported by superintendent 
 and teachers, and to complete the organization and plans for pushing the
 
 8 
 
 campai^ and the work for its elimination. A suggested program for 
 this meeting will be found in the bulletin, Community Service and 
 North Carolina Day, issued by the State Department of Education. 
 
 10. The program for Community Service and I^orth Carolina Day 
 this year centers around the moonlight school and the elimination of 
 illiteracy in every school district as the one most important community 
 service to be concentrated upon this year. It is suggested that this day 
 be observed in each county, on the Friday before the opening of the 
 moonlight schools, and that on that day at each schoolhouse all the de- 
 tails for opening and successfully conducting the school be completed. - 
 
 11. Because of their onerous duties in the day schools and their inade- 
 quate salaries, I did not feel that I ought to ask or that the community 
 ought to expect of the public school teachers, more than one month's 
 extra service at night without compensation. It is hoped and expected, 
 however, that before the close of the month, sufficient interest will be 
 aroused and sufficient success attained in many of the moonlight schools 
 to warrant extending the term, and that citizens and interested organiza- 
 tions and orders in the community will arrange for such extension and 
 for payment of the teacher or some other person to continue the school 
 and also to provide, where feasible, instruction for other adults, besides 
 illiterates, desiring additional instruction. 
 
 Very truly yours, J. Y. Joyner, 
 
 State Superintendent of Public Instruction. 
 Raleigh, N. C, October, 1915.
 
 LESSONS IN READING AND WRITING 
 
 Note — Exercises in writing will, of course, have to be furnished by the 
 teacher in addition to the few lines of script in these lessons. These lines of 
 script should be copied on the blackboard by the teacher, then written with 
 pencils by the pupils on their tablets, the teacher making but little, if any, 
 comment on "awkwardness." 
 
 The first lesson in writing should consist, perhaps, in each one writing 
 his own name and address, if he can; if he cannot, then certainly that should 
 be the first thing to be learned. 
 
 Some have found it best, at first, to have the pupils write each sentence 
 of the reading lessons. It does not seem advisable, in the light of our 
 meager experience, to spend much time, if any, drilling in preliminary 
 "movements". A few minutes at the blackboard drawing circles and other 
 figures with full-arm movements is, perhaps, as much of this sort of exercise 
 as will be found helpful. It may be found best to let the grown-up make 
 his first efforts in writing on the blackboard. All this is left to the judgment 
 of the teacher. 
 
 I read 
 
 want can 
 
 to you 
 
 I want to read. 
 Can you teach me to read? 
 Will you teach me to read? 
 Will you read to me? 
 I will read to you. 
 
 teach 
 
 me 
 
 will 
 
 -r- 
 
 II 
 
 write 
 E want to write. 
 Can you teach me to write? 
 Will you teach me to write? 
 Will you write to me ? 
 I will write to vou. 
 
 .A^
 
 10 
 
 III 
 
 and my name 
 
 I can read and write. 
 
 I can read my name. 
 
 Will you write my name? 
 
 I can write my name. 
 
 I can read and write my name. 
 
 / 
 
 IV 
 
 like do paper 
 
 book let Bible 
 
 Do you like to read? 
 I like to read and write. 
 I can read my book. 
 Let me read to you. 
 Let me read the paper. 
 I can read my Bible. 
 
 live brother letter 
 
 on town he 
 
 farm 
 
 I live on the fainu. 
 
 Do you live on the farm? 
 
 I like to live on the fann. 
 
 My brother lives in town. 
 
 I will write a letter to my brother. 
 
 He will read my letter.
 
 11 
 
 VI 
 
 we plow deep 
 
 raise soil plant 
 
 crops 
 
 We raise crops on the farm. 
 
 We plow the soil deep. 
 
 We plant good seed. 
 
 We raise good crops. 
 
 Plow the soil deep. 
 
 Plant good seed. 
 
 You can raise good crops. 
 
 f ^C^-<A.^ ^.^tJn...cy ,xL'-(^--cJy cO-^J-T^ O^.^i-^'C^/.At^^cl^^c^ c^^ 
 
 Til 
 
 our 
 
 home 
 
 is 
 
 mother 
 
 flowers 
 
 keeps 
 
 neat 
 
 fruit 
 
 clean 
 
 i^ 
 
 Our home is on the farm. 
 
 It is a good home. 
 
 We like our home. 
 
 We have fruit and flowers. 
 
 Mother keeps our home neat and clean. 
 
 yni 
 
 school have help 
 
 must teacher house 
 
 We want a good school. 
 
 We must have a good teacher. 
 
 A^ood school will help me and my brother. 
 
 We like our school. 
 
 We like our teacher. 
 
 We keep our schoolhouse neat and clean.
 
 12 
 
 IX 
 
 roads 
 
 cost 
 
 community 
 
 bad 
 
 churcli 
 
 
 less 
 than 
 
 "We want good roads. 
 Good roads will help our coramunitv. 
 We want a good road to school. 
 We want a good road to church. 
 We want a good road to town. 
 Our community must have good roads and a good 
 school. 
 
 Good roads cost our community less than had roads. 
 
 -^^^^^-v--t{y A^j--U..-'t:^LLy CUh-^CO ^^.4^-<Ly,:tJia..^rLy..yO^^ 
 
 well 
 long 
 he 
 
 happy 
 
 bodies 
 
 eat 
 
 food 
 
 cleanliness 
 
 next 
 
 godliness 
 
 Keep well and you will live long. 
 
 Keep well and you will be happy. 
 
 Keep clean and you will keep well. 
 
 To keep well: 
 
 we must keep our bodies clean, 
 we must keep our homes clean, 
 we must keep our community clean, 
 we must eat clean food. 
 
 "Cleanliness is next to godliness."
 
 13 
 
 XI 
 
 citizen its thee 
 
 also flag liberty 
 
 State of sing 
 country 
 
 I must be a good citizen, 
 A good citizen loves his community. 
 He also loves his State. 
 
 A good citizen loves his country and respects its 
 flag. 
 
 "My Country, 'tis of thee, 
 Sweet land of liberty, 
 Of thee I sing." 
 
 xn 
 
 Blessed are the poor in spirit : for theirs is the kingdom of heaven. 
 
 Blessed are they that mourn : for they shall be comforted. 
 
 Blessed are the meek : for they shall inherit the earth. 
 
 Blessed are they vrhich do hunger and thirst after righteousness : for 
 they shall h£ filled. 
 
 Blessed ave the merciful : for they shall obtain mercy. 
 
 Blessed are the pure in heart : for they shall see God. 
 
 Blessed are the peacemakers : for they shall be called the children of 
 God.— 3/a«. Y.
 
 TEACHING SOME COMMON SOUNDS, EAR TRAINING 
 
 EXEECISE I 
 
 ]!*^OTE. Let the teacher spell by sound the following words, pausing 
 at the end of each word for its pronunciation by the class. 
 
 no 
 
 low 
 
 see 
 
 bee 
 
 lay 
 
 go 
 
 row 
 
 Lee 
 
 bay 
 
 may 
 
 Joe 
 
 bow 
 
 we 
 
 day 
 
 nay 
 
 so 
 
 mow 
 
 ye 
 
 gay 
 
 pay 
 
 hoe 
 
 me 
 
 fee 
 
 jay 
 
 say 
 
 toe 
 
 he 
 
 tea 
 
 hay 
 
 ray 
 
 XoTE. Let the teacher now have the class spell the above words by 
 sound. The teacher should pronounce each word slowly and then have 
 the class give in concert and singly the several sounds of the word and 
 finally pronounce the word distinctly after it has been spelled. The fol- 
 lowing thirteen exercises should be treated in the same manner as the 
 above exercise. About fifteen minutes should be devoted to each one 
 of these exercises, using one each night. 
 
 
 
 EXERCISE II 
 
 
 
 by 
 
 high 
 
 pie 
 
 few 
 
 new 
 
 sigh 
 
 he 
 
 rye 
 
 hew 
 
 pew 
 
 die 
 
 my 
 
 tie 
 
 Jew 
 
 view 
 
 guy 
 
 nigh 
 
 dew 
 EXEECISE m 
 
 mew 
 
 cat 
 
 pat 
 
 bat 
 
 hat 
 
 gap 
 
 dab 
 
 sat 
 
 rat 
 
 cap 
 
 lap 
 
 cab 
 
 mat 
 
 cat 
 
 sap 
 
 nap 
 
 gab 
 
 fat 
 
 vat 
 
 tap 
 
 map 
 
 cats 
 
 
 
 EXERCISE IV (Review) 
 
 
 hoe 
 
 my 
 
 ray 
 
 row 
 
 mew 
 
 see 
 
 toe 
 
 vat 
 
 few 
 
 Joe 
 
 die 
 
 hat 
 
 tie 
 
 cab 
 
 tea 
 
 dew 
 
 fat 
 
 pew 
 
 mat 
 
 lie 
 
 sat 
 
 new 
 
 say 
 EXERCISE V 
 
 by 
 
 sap 
 
 mad 
 
 had 
 
 hag 
 
 gag 
 
 pan 
 
 lad 
 
 mag 
 
 jag 
 
 sag 
 
 man 
 
 pad 
 
 tag 
 
 nag 
 
 tan 
 
 fan 
 
 sad 
 
 bag 
 
 rag 
 
 can 
 
 Dan 
 
 bad 
 
 fag 
 
 w^ag 
 
 ran 
 
 ISTan
 
 15 
 
 
 
 EXERCISE VI 
 
 (Rerii 
 
 ew) 
 
 
 Joe 
 
 wag 
 
 bad 
 
 
 fag 
 
 Tea 
 
 Nat 
 
 Nan 
 
 new 
 
 
 my 
 
 cats 
 
 pad 
 
 we 
 
 can 
 
 
 rat 
 
 hats 
 
 Jew 
 
 ye 
 
 sat 
 
 
 man 
 
 pads 
 
 mow 
 
 tan 
 
 rap 
 EXERCISE 
 
 VII 
 
 high 
 
 rats 
 
 dam 
 
 jam 
 
 lot 
 
 
 lots 
 
 hot 
 
 Sam 
 
 tax 
 
 sot 
 
 
 jot 
 
 not 
 
 ram 
 
 Max 
 
 rot 
 
 
 dot 
 
 top 
 
 ham 
 
 wax 
 
 pot 
 
 
 cot 
 
 pop 
 
 hams 
 
 rams 
 
 pots 
 EXERCISE 
 
 VIII 
 
 dots 
 
 got 
 
 pod 
 
 bob 
 
 rob 
 
 
 fog 
 
 jobs 
 
 rod 
 
 sob 
 
 fob 
 
 
 jog 
 
 on 
 
 sod 
 
 cob 
 
 dog 
 
 
 pods 
 
 fogs 
 
 nod 
 
 mob 
 
 log 
 
 
 sobs 
 
 rods 
 
 God 
 
 job 
 
 hog 
 
 
 mob 
 
 nods 
 
 
 
 EXERCISE IX 
 
 (ReTi 
 
 ew) 
 
 
 ham 
 
 high 
 
 mad 
 
 
 ray 
 
 gag 
 
 rod 
 
 new 
 
 hat 
 
 
 vat 
 
 rob 
 
 rat 
 
 hat 
 
 map 
 
 
 tax 
 
 bad 
 
 sot 
 
 log 
 
 Nan 
 
 
 wax 
 
 we 
 
 man 
 
 nod 
 
 can 
 
 
 tan 
 
 pats 
 
 
 
 EXERCISE X 
 
 
 
 nut 
 
 tug 
 
 hug 
 
 
 gum 
 
 gun 
 
 hut 
 
 hub 
 
 jug 
 
 
 hum 
 
 run 
 
 cut 
 
 bug 
 
 tug 
 
 
 sum 
 
 bun 
 
 but 
 
 pug 
 
 dug 
 
 
 rum 
 
 fun 
 
 rut 
 
 nuts 
 
 rug 
 
 
 sun 
 
 suns 
 
 
 
 EXERCISE XI 
 
 
 
 let 
 
 wet 
 
 Ned 
 
 
 web 
 
 lit 
 
 met 
 
 net 
 
 bed 
 
 
 hit 
 
 sit 
 
 g:et 
 
 pet 
 
 fed 
 
 
 fit 
 
 wit 
 
 bet 
 
 yet 
 
 led 
 
 
 pit 
 
 beds 
 
 set 
 
 yes 
 
 wed 
 
 
 bit 
 
 hits 
 
 
 
 EXERCISE XII 
 
 
 
 tin 
 
 kin 
 
 Tim 
 
 
 bid 
 
 big 
 
 pin 
 
 win 
 
 Jim 
 
 
 lid 
 
 pig 
 
 fin 
 
 him 
 
 rib 
 
 
 did 
 
 fiff 
 
 sin 
 
 dim 
 
 bib 
 
 
 hid 
 
 jig 
 
 bin 
 
 rim 
 
 fib 
 
 
 kid 
 
 dig
 
 16 
 
 
 
 EXERCISE XIII 
 
 
 
 gig 
 
 hip 
 
 hull 
 
 yell 
 
 fill 
 
 rig 
 
 dip 
 
 gull 
 
 well 
 
 mill 
 
 Up 
 
 sip 
 
 dell 
 
 sell 
 
 pill 
 
 tip 
 
 nip 
 
 fell 
 
 bell 
 
 rill 
 
 rip 
 
 dull 
 
 tell 
 
 Nell 
 
 sill 
 
 
 
 EXERCISE XIV (Reriew) 
 
 
 nigh 
 
 fan 
 
 tub 
 
 gag 
 
 we 
 
 tea 
 
 hit 
 
 gum 
 
 well 
 
 yes 
 
 nut 
 
 vat 
 
 yet 
 
 hull 
 
 Avax 
 
 dig 
 
 fun 
 
 Ned 
 
 yell 
 
 mob 
 
 sod 
 
 wit 
 
 run 
 
 sun 
 
 did 
 
 mow 
 
 tax 
 
 rid 
 
 bug 
 
 well
 
 STORIES FOR READING 
 
 Note. — The following Fables have been read in "Webster's Blue Back 
 Speller" and enjoyed by so many generations, that they deserve to be 
 considered a part of the folk-lore of the United States. We feel sure 
 that our grown-up friends of the moonlight schools will enjoy reading 
 them for themselves, and Avill appreciate the kindness of the publishers 
 in permitting us to print them in this bulletin. 
 
 THE BOY THAT STOLE APPLES 
 
 (From Webster's Elementary Spelling Book, copyright 1880 and 1908 by G. and C. Merriam. Re- 
 printed by arrangement with the American Book Company, publishers.) 
 
 An old man found a rude boy upon one of his trees stealing apples, and 
 desired him to come down; but the young saucebox told him plainly 
 he would not. "Won't you?" said the old man, "then I will fetch you 
 down" ; so he pulled up some turf or grass and threw at him ; but this 
 only made the youngster laugh, to think the old man should pretend to 
 beat him down from the tree Avith grass only. 
 
 "Well, well," said the old man, "if neither words nor grass will do, 
 I must try what virtue there is in stones" ; so the old man pelted him 
 heartily with stones, which soon made the young chap hasten down from 
 the tree and beg the old man's pardon. 
 
 THE COUNTEY MAID A^D HER MILK PAIL 
 
 (From Webster's Elementary Spelling Book, copyright 1880 and 1908 by G. and C. Merriam. Re- 
 printed by arrangement with the American Book Company, publishers.) 
 
 A country maid was walking very deliberately with a pail of milk 
 upon her head, when she fell into the following train of reflections: 
 "The money for which I shall sell this milk will enable me to increase 
 my stock of eggs to three hundred. These eggs, allowing for what may 
 prove addle, and what may be destroyed by vermin, will produce at 
 least two hundred and fifty chickens. The chickens will be fit to carry 
 to market about Christmas, when poultry always bears a good price; 
 so that by May Day I can not fail of having money enough to purchase 
 a new gown. Green ! — let me consider — yes, green becomes my com- 
 plexion best, and green it shall be. In this dress I will go to the fair, 
 Avhere all the young fellows will strive to have me for a partner; but I 
 shall perhaps refuse every one of them, and, with an air of disdain, 
 toss from them." Transported with this triumphant thought, she could 
 not forbear acting with her head what thus passed in her imagination, 
 when down came the pail of milk, and with it all her imaginary hap- 
 piness. 
 
 THE TWO DOGS 
 
 (From Webster's Elementarj' Spelling Book, copyright ISSO and 1908 by G. and C. Merriam. Re- 
 printed by arrangement with the American Book Company, publishers.) 
 
 A good-natured Spaniel overtook a surly Mastiff, as he was traveling 
 upon the highroad. Tray, although an entire stranger to Tiger, very
 
 18 
 
 civilly accosted him; and if it would be no interruption, lie said, he 
 should be glad to bear him company on his way. Tiger, who happened 
 not to be altogether in so growling a mood as usual, accepted the pro- 
 posal; and they very amicably pursued their journey together. In the 
 midst of their conversation, they arrived at the next village, where Tiger 
 began to display his malignant disposition, by an unprovoked attack 
 upon every dog he met. The villagers immediately sallied forth with 
 great indignation to rescue their respective favorites; and falling upon 
 our two friends, Avithout distinction or mercy, poor Tray was most cruelly 
 treated, for no other reason than his being found in bad company. 
 
 THE PARTIAL JUDGE 
 
 (From Webster's Elementary Spelling Book, copyright 1880 and 1908 by G. and C. Merriam. Re- 
 printed by arrangement with the American Book Company, publishers.) 
 
 A farmer came to a neighboring lawyer, expressing great concern for 
 an accident which he said had just happened. "One of your oxen," con- 
 tinued he, "has been gored by an unlucky bull of mine, and I should be 
 glad to know how I am to make you reparation." "Thou art a very 
 honest fellow," replied the lawyer, "and wilt not think it unreasonable 
 that I expect one of thy oxen in return." "It is no more than justice," 
 quoth the farmer, "to be sure; but what did I say? — I mistake — it is 
 your bull that has killed one of my oxen." "Indeed !" says the lawyer, 
 "that alters the case: I must inquire into the affair; and if — " "And 
 if!" said the farmer; "the business I find would have been concluded 
 without an if, had you been as ready to do justice to others as to exact 
 it from them." 
 
 THE MICE AND THE CAT 
 
 (Courtesy B. F. Johnson Publishing Co., from Graded Clas.sics. Copyright.) 
 
 An old cat was fast killing all the mice in a house. The mice met 
 one night to see what they could do to make the cat leave the house. 
 Each mouse would get up and tell of some way. A little mouse said, 
 "I will tell you what to do ; hang a bell on the cat so we can know when 
 she is coming and get out of her way." 
 
 "Good, good!" said the mice, and some of them began to dance, and 
 some ran to get a bell. 
 
 "ISTow who will hang the bell on the cat ?" said an old mouse. 
 
 "N"ot I, not I," said all the mice at once. 
 
 THE LARK AND THE FARMER 
 
 (Courtesy B. F. Johnson Publishing Co., from Graded Classics. Copyright.) 
 
 A meadow-lark built her nest in a field of wheat. She had a happy 
 time raising her family, for no one came near her nest. 
 
 There were four little larks in her family, and they were now nearly 
 large enough to fly. 
 
 The wheat was ripe and the mother knew that men might come to the 
 field any day to reap ; so she said to her little ones, "I am going out to 
 get your breakfast. You must keep your ears and eyes wide open while 
 I am gone ; if you see or hear anything strange, you must tell me about 
 it when I come back."
 
 19 
 
 ''AH right, mother," said the young larks, "we shall do as you tell us." 
 
 The mother had been gone but a few minutes when the faiTaer who 
 owned the field and his son came out to look at the wheat. 
 
 "This grain is ready to cut," said the farmer to his son. "This even- 
 ing go to our neighbor, Mr. While, and ask him to cut it for us 
 tomorrow." 
 
 The little larks were much frightened. They could hardly wait for 
 their mother to get home. 
 
 "Oh, mother!" they called out as soon as they saw her; "do take us 
 away from this field. The fanner has sent for Mr. White to cut this 
 wheat tomorrow." 
 
 "If that is so," said the mother, "you need have no fear. If he waits 
 for his neighbor to do his work, his wheat will not be cut." 
 
 Late the next afternoon while the mother lark was away, the farmer 
 and his son came to the field again. 
 
 "Did you ask Mr. White to reap the grain ?" said the farmer. 
 
 "Yes," replied his son, "and he promised to come." 
 
 "But he has not come," said the farmer, "and it is so late that I know 
 he will not come today. The wheat will spoil if it is not cut. If our 
 neighbors will not help us, we shall have to call upon our relatives. Go 
 out this afternoon and ask your Uncle John and his sons to cut the 
 wheat for us tomorrow." 
 
 As soon as the mother came home, the little birds said, "The wheat 
 will surely be cut tomorrow, for the farmer has sent for his relatives to 
 cut it. Please take us away tonight, mother." 
 
 "Don't worry," said the mother; "there is no danger so long as the 
 farmer waits for his relatives to do the work. We will stay right here 
 tonight." 
 
 About noon the next day, the farmer and his son came to the field 
 again. "This grain is still standing," said the father. "I told you to 
 get your Uncle John and his sons to cut it today. Why has nothing 
 been done?" 
 
 "I called upon them and asked them to cut the wheat. They said 
 that they would be here this morning. I do not know why they did 
 not come. 
 
 "This grain must not stand aiiother day," said the farmer. "It is 
 shelling out now. You and I will come out here early tomorrow and 
 cut it ourselves." 
 
 When the mother lark heard that the farmer had made up his mind to 
 cut the wheat himself, she said to her little ones, "Get ready to fly away. 
 If the farmer is to do the work himself, it will be done at once."
 
 ARITHMETIC 
 
 Purpose of the Outline 
 
 The purpose of tliis outline is two-fold; (1) To indicate the amonut 
 of work to be undertaken on each of the twelve nights set apart for this 
 work; and (2) To suggest in a very general way a method of doing the 
 work. As those to be taught are more or less mature in mind, and 
 understand fairly well the meaning of tens, hundreds, and thousands, it 
 will be unnecessary to use the same amount of detail in developing these 
 number ideas through the use of objects that would be necessary in 
 teaching children number ideas in the lower grades. Therefore the 
 first and the most natural step will be taken in teaching the class to 
 write the figures for the number ideas they are already familiar with. 
 
 LESSON I 
 
 (1) By a few definite questions find what the class already knows 
 about writing numbers, and begin where their knowledge of writing 
 numbers ends. Do not waste the time of class in having them spend 
 unnecessary time in writing numbers they already know how to write 
 accurately. 
 
 If your tests show that class can write to 10 with accuracy and 
 rapidity, then call out and have class write either on their tablet or on 
 the blackboard different numbers from 1 to 100. Five or six minutes 
 will be long enough to make this test. If class can write any number 
 from 1 to 100 with accuracy and rapidity, then call out and have class 
 Avrite either on their tablet or blackboard different numbers from 100 
 to 1,000. Continue in this way till you reach the limit of their knowl- 
 edge of writing numbers. As soon as you reach the limit of their 
 understanding in writing numbers, then begin, and lay the foundation 
 carefully for further work. If, however, your first tests show that the 
 pupils do not know how to write accurately the numbers from zero to 9, 
 then your starting point will be to teach the class to write numbers 
 from zero to 9. 
 
 (2) Writmg Numhers from Zero to 9. Teacher : I am going to write 
 the figure 1 on the board, and ask you to notice how I write it. "Now 
 all copy this on your tablet (or have them write it on the blackboard). 
 Continue in this way to 9. As you proceed, examine the work of your 
 pupils to see that they are writing the figures accurately and neatly. 
 
 (3) Writing the Number 10. Teacher holds up 1 bundle of ten 
 splints in her left hand. How many splints in my left hand ? Ten 
 ones or 1 ten. How many splints in my right hand? How many ones 
 or units in my right hand? How shall we write 1 ten and no ones or 
 units? Write on the board the figure that stands for the number of 
 tens in my left hand, write to the right of this figure the figure that 
 stands for no ones or units. I am going to write the number 10 and ask 
 you to notice how I write it. What stands for the number ones or 
 units ? What stands for the 1 ten ? Write on your tablet 1 ten, and no 
 units, or the number 10.
 
 21 
 
 (4) Writing by lO's to 90. If the class clearly understands how to 
 write 1 ten and no units, they may now be able to write accurately and 
 rapidly 2 tens and no units, or 20 ; three tens and no units or 30 — to nine 
 tens and no units or 90, and may be able to do this without the use of 
 splints. Give them a chance to write these numbers for themselves. 
 
 (5) Writing Numhers from 1 to 99. Teacher holds up 1 ten bundle 
 of splints in her left hand and 8 splints in her right hand. How many 
 ones or units in my right hand? What number is 1 ten and 8 ones? 
 How shall we write 1 ten and 8 ones, or 18? What figure shall I put 
 down to shoAv the number of tens in my left hand ? What figure shall I 
 put down to the right of it to show the number of ones or units in my 
 right hand? In this number 18 what figure stands for the 8 units in 
 my right hand? What figure stands for the 1 ten in my left hand? 
 Write on your tablet 1 ten and 8 ones. 
 
 Have member of class hold up 1 ten and 9 ones, or 19. Have class 
 write 19. 
 
 If the class clearly understands how to write 1 ten and 8 ones, 1 ten 
 and 9 ones, they may now be able to write accurately and rapidly 2 tens 
 and 8 ones, 2 tens and 9 ones, 3 tens and 8 ones, 3 tens and 9 ones — to 9 
 tens and 9 ones or 99. 
 
 (6) Writing the Number 100. Teacher holds up in her left hand 
 ten bundles of splints with ten splints in each bundle with a rubber band 
 around the 10 tens. How many ten bundles in this large bundle ? Ten. 
 How many tens left over? How many ones left over? What number 
 do we call 10 tens? How shall we write 10 tens or 100? What figure 
 shall we write to show the number of hundreds in my left hand? 1. 
 What shall we write to the right of it to show I had no tens in my right 
 hand ? Zero. Yf hat shall I write down to the right of this to show 
 that I had no ones or units in my right hand? I am going to write the 
 number 100 and ask .you to notice how it is written. What figure stands 
 for the number of hundreds ITiad in my left hand ? What shows I had 
 no tens? What shows I had no ones or units? Have class write the 
 number 100 on their tablet. Hoav many figures do we have to use in 
 Avriting 100? How many did we use in writing 10? 
 
 (7) Writing Numbers by 100' s to 900. If class clearly understands 
 how to write 1 hundred no tens and no units, they may now be able to 
 Avrite accurately and rapidly 2 hundreds, no tens and no units, 3 hundreds, 
 no tens and no units — to 900. 
 
 (8) Notation and Ntimeration of Numbers to 900. How many fig- 
 ures do we have to use in writing hundreds? In writing the number 
 200 what figure shows how many hundreds we have? What figure 
 shows we have no tens? What figure shows we have no ones? How 
 can you always be sure you have written just the number I have asked 
 you to write ? In reading or numerating numbers where do we begin ? At 
 the right and read toward the left. In the number 200 here, what place 
 does the first zero occupy? Units place. What place does the second, 
 the third figure or the 2 occupy? Hundreds place. ISTow read this 
 number beginning at the right and reading toward the left. Xo units, 
 no tens and 2 hundreds. Look at the number 400 here, what place does 
 the first zero oceu])y? The second? The 4? iSTow read this number
 
 22 
 
 beginning at the right. JNTo units, no tens, and 4 hundreds. Have chiss 
 continue in this way reading or numerating 500, 600, 700, 800 and 900. 
 
 (9) Writing Numbers From 100 to 999. Call out and have class 
 write on their tablet or blackboard several different numbers from 100 
 to 999 to make sure they can write any number between 100 and 999 
 with accuracy and rapidity. Have class write 1 hundred, no tens, and 
 1 unit, or 101 ; 2 hundreds, no tens and 1 unit, or 201 ; 3 hundreds, no 
 tens, and 1 unit, or 301 ; 401 ; 501 ; etc. Have class write rapidly 2 
 hundreds, 1 ten and 1 unit, or 311, 411, 511, etc.; 2 hundreds, 2 tens, 
 and 2 units, or 222, 322, 422, 522, etc. ; 298, 398, 498, 598, 698, 798, 
 898, 998, Associate the writing of these numbers with a few practical 
 problems. For example, if your bale of cotton weighs 511 pounds, how 
 would you show this in figures? 
 
 Drill class on numerating or reading numbers they write. This habit 
 will enable pupils to discover for themselves whether they have written 
 the number you called. 
 
 (10) \Vriti7ig 1,000. Suppose last spring you used one thousand 
 pounds of guano to the acre on your tobacco land, how would you show 
 in figures the amount used on each acre? Give them a chance to write 
 this number for themselves. Have them numerate what they have 
 written to see if they have written 1,000. If they seem unable to write 
 1,000, then it may be well to use splints. Teacher holds up bundle of 
 splints, made of ten bundles with one hundred in each bundle, and follow 
 the method suggested in teaching class to write 100. After teaching 
 class to write 1,000, and after having had them write 1,000 on their 
 tablet or blackboard, then have them count the number of fig-ures neces- 
 sary in writing 1,000. Have them compare the number used in writing 
 1,000 with the number used in writing 100, and in writing 10. Let them 
 see that in going from 10 to 100 they made the bundle ten times larger, 
 that in going from 100 to 1,000 they made the bundle ten times larger. 
 Let them see how the increase in the size of the bundle or the number 
 was shown by adding on another zero or cipher. 
 
 Have class numerate or read one thousand beginning at the right and 
 reading toward the left. 
 
 Sngg'cstions 
 
 (1) Your class may not do quite so much or they may do more than 
 has been outlined for the first lesson, depending upon the knowledge and 
 ability of the class, and the length of your lesson period. If your 
 class can do more than has been outlined for the first lesson, then con- 
 tinue on in the work outlined for the second lesson. If your class cannot 
 do the work outlined in Lesson I in one lesson period, then begin the 
 second night w^here you left off the first night in Lesson I. But follow 
 the outline of work as suggested, beginning at the point in the outline 
 where your tests of your pupils' knowledge of writing numbers show 
 that you must begin. 
 
 (2) At whatever point in this outline of work the needs of your class 
 indicate that you should begin, there lay the foundation for further 
 work carefully and thoroughly. 
 
 (3) Be sure your class understands clearly each step you take. 
 
 (4) Throw your soul into the work. Make it interesting for the 
 class. Create an atmosphere of enthusiasm. Arouse a friendly and a
 
 23 
 
 spirited competition among the members of the class in accuracy, rapid- 
 ity and neatness of work. 
 
 (5) Do not allow the slow and backward pupil to become sensitive or 
 discouraged. Have an encouraging word for him. Inspire him with 
 confidence in himself. 
 
 (6) With the writing of different numbers associate practical prob- 
 lems that are common in their daily life and work on the farm and in 
 the home, in the mill or in the store. 
 
 (7) Have a note book in which you jot down from time to time these 
 practical problems that 3^ou wish your class to work. 
 
 (8) At the close of each lesson assign definite work for the members 
 to do before they return on the following night. 
 
 LESSON II 
 
 (1) Review and drill on the points that seemed difficult for class to 
 understand on the previous night. 
 
 (2) Just where you shall begin your review on this second night, and 
 the length of time necessary for the review, will be determined by your 
 own judgment as to the needs of your class. 
 
 (3) But be sure to review the important steps taken on the previous 
 night. 
 
 New Work 
 
 (1) Writing Numbers hy 1,000 to 9,000. Write '2,000, 3,000, 4,000, 
 etc., to 9,000. 
 
 Drill class on numerating or reading numbers from right to left. 
 
 (2) Writing Numbers from 1,000 to 9,999. How shall we write 1 
 thousand, no hundreds, no tens and 1 unit, or one thousand and one? 
 Lead them to write this number for themselves and without the use of 
 splints if they can. After writing the number, have class numerate to 
 make sure they have written it accurately. After they clearly under- 
 stand how to write 1,001, then proceed: write on your tablet 3,001, 
 4,001, 5,001, 6,001, 7,001, 8,001, 9,001. Write on your tablet 2 thou- 
 sands, no hundreds, 1 ten and 1 unit, or two thousand and eleven, 3,011 
 4,011, 5,011, 6,011, 7,011, 8,011, 9,011. Write on your tablet 2 thou- 
 sands, 1 hundred, 1 ten and 1 unit or two thousand, one hundred and 
 eleven, 3,111, 4,111, 5,111, 6,111. Write on your tablet 2 thousands, 2 
 hundreds, 2 tens and 2 units or two thousand, 2 hundred and twenty-two, 
 3,222, 4,222, 5,222, 6,222, 7,222, 8,222, 9,222, etc. 
 
 Have class write population of the following cities as given in the cen- 
 sus of 1910: Elizabeth City, 8,142; Favetteville, 7,045; Gastonia, 5,759; 
 Kinston, 6,995; Mount Airy, 3,844; :N'ew Bern, 9,961; Salisbury, 7,153; 
 Statesville, 4,599; Tarboro, 4,129; Washington (K C), 6,211.' 
 
 (3) Writing 10,000. How shall we write 10,000? Give the class a 
 chance to write it for themselves. Have them numerate or read what 
 they have written (beginning at the right) to make sure they have 
 written accurately the number you called. Lead them to renew the 
 steps taken in going from 10 to 100; from 100 to 1,000. Let them see 
 they have been going by steps of tens each time, and each step taken was 
 indicated by an additional zero or cipher.
 
 24 
 
 (4) Writing Numbers hij 10,000's to 100,000. Follow the method 
 suggested for writing numbers by 1,000's to 9,000. 
 
 Have class read or numerate each number written that they may 
 know for themselves whether they have written accurately the number 
 called. 
 
 (5) Writing Numbers from 10,000 to 99,000. Follow the method 
 suggested for writing numbers from 1,000 to 9,999. 
 
 Suggestions 
 
 (1) If your class cannot do in two nights all the work outlined in 
 Lessons I and II, be sure they clearly understand the work gone over. 
 
 (2) Avoid the mistake of going so slow that the interest of the class 
 lags and the members drop out. 
 
 (3) Avoid the mistake of going so rapidly that the class cannot fol- 
 low you, and become discouraged and drop out. 
 
 (4) Associate the numbers written with practical problems common 
 in their daily work. 
 
 (5) Accuracy, rapidity and neatness of work should constantly be 
 striven for. 
 
 (6) Develop self activity, self reliance in your pupils. Do not do for 
 them what you can lead them to do for themselves. 
 
 (7) After taking your class through the work outlined in Lessons 
 1 and II they should have no difficulty in writing accurately and numer- 
 ating correctly numbers to 100,000 or 1,000,000. 
 
 (8) Even if it should require three nights to do well the work 
 outlined in Lessons I and II, Ave believe you would be justified in taking 
 that much time to lay the foundation thoroughly before addition and 
 subtraction are begun. 
 
 LESSOJf ni 
 
 (1) Rapid review" of the most important steps taken in Lessons I 
 and II. 
 
 (2) Fix thoroughly in the minds of your pupils the points most diffi- 
 cult for them to understand on the previous night. 
 
 Addition "Without "Careying" 
 (A) Adding Units and Tens. 
 
 (1) Have a number of practical problems Avritten down in your note 
 book before you come to class, that illustrate the principle you Avish to 
 teach that night. Let these be problems that are common in the daily 
 life and work of your pupils. For example, if one member of your 
 class buys a primer for his little boy for 25 cents and a reader for his 
 little girl for 32 cents, then haA^e the class soh^e the problem to find the 
 cost of both. Do not work this problem for the class. Give the mem- 
 bers a chance to work it for themseh^es. If they do not know how to 
 proceed, a question or tAvo from you will probably set them to Avork 
 along the right line. Let the class work this j)roblem on their tablets 
 or on the blackboard and without the use of splints if they can. But 
 if the use of splints will make it clearer, then use the splints. 
 
 Have one member to state the problem. Let them see that units are 
 A\a'itten under units, that tens are Avritten under tens. HaA^e one member
 
 25 
 
 to state the first step to be taken. In adding quantities where do we 
 begin? Have another member of class to state the second step to be 
 taken. Have another member to read the answer, calling the number of 
 tens, and the number of ones or units. Give enough practical problems 
 in adding units and tens to insure accuracy and rapidity in adding 
 units and tens. 
 
 (2) Eapid drill on adding units and tens: 23 67 45 7-i. 
 
 54 32 24 25 
 
 (B) Adding Units, Tens and Hundreds. 
 
 (1) A farmer pays $175 for a mule and $220 for a horse. How much 
 does he pay for both ? Have class Avork this problem, following method 
 suggested in working the previous problem. 
 
 (2) On one ten-acre field a farmer raises 575 bushels of corn, and on 
 another ten-acre field he raises 424 bushels. How many bushels of com 
 does he raise on both ten-acre fields ? 
 
 (3) B-aTpid drill on adding units, tens and hundreds: Add: 
 
 375 898 658 948 
 224 101 241 151 
 
 (C) Adding Units, Tens, Hundreds and Thousands. 
 
 (1) A farmer pays $2,753 for one tract of land, and $1,325 for an 
 adjoining farm. How much docs he pay for both farms? 
 
 (2) A man pays $1,250 for a town lot and builds a house on it for 
 $2,125. HoAv much money does he pay for both? Have class work 
 these problems on their tablets or blackboard, following the method sug- 
 gested in adding units and tens. 
 
 (3) Rapid drill on adding units, tens, hundreds and thousands: Add: 
 
 9842 3458 S265 
 1516 5441 1734 
 
 LESSOR IT 
 
 (1) Eapid review of writing and reading numbers to 1,000. 
 
 (2) Rapid review of writing and reading numbers from 1,000 to 
 10,000. 
 
 (3) Rapid review of writing and reading numbers from 10,000 to 
 100,000. 
 
 (4) Rapid review of adding units and tens; units, tens and hundreds; 
 units, tens, hundreds and thousands. 
 
 New "Work 
 
 Additiox With "Carkyixg." 
 (A) Adding Units and Tens. 
 
 (1) A man pays $59 for a two-horse wagon and $19 for a set of 
 harness. How much does he pay for both? Give the class a chance 
 to Avork this for themselves, and without the use of splints. If they 
 haA'e dlfficultv in doing this, then have each member of class work out
 
 26 
 
 this problem with splints, after which have them work it on their tab- 
 lets, or blackboard. 
 
 Teacher : How many dollars did the farmer pay for his wagon? $59. 
 How many tens in $59. 5 tens. How many ones? 9 ones. Hold up 
 5 tens and 9 ones of splints. Put your 5 tens of splints to your left on 
 the desk. Put down your 9 splints or ones to your right. 
 
 How much did the harness cost? $19. How many tens in $19? 
 How many ones or units over? What did we wish to find out? The 
 cost of wagon and harness. How are you going to find out ? Adding the 
 cost of wagon and harness. Now that we have put down the cost of 
 wagon represented in 5 tens and 9 ones of splints, hold up the number 
 of splints representing the cost of the harness. Where shall we put this 
 1 ten and 9 splints? Now that we have 1 ten and 9 ones under 5 tens 
 and 9 ones, what shall we say first? Where do we begin adding quanti- 
 ties? 9 ones and 9 ones, are how many ones? IS ones. What shall 
 we put down under "ones"? How many bundles with ten in a bundle 
 can we get out of 18 ones? 1 ten. How many ones left over? What 
 shall we do with these 8 "ones" ? Put them down in ones place. What 
 shall we do with the 1 ten? Carry it to tens place. What do you say 
 next ? 1 ten and 5 tens make 6 tens, and the 1 ten we brought over from 
 the one's place makes 7 tens. Read your answer. How many tens? 
 How many ones? If then the farmer paid $59 for his wagon and $19 
 for his harness, how much did both cost? Have class now work this 
 problem on their tablets or on the blackboard without the use of splints. 
 
 (2) If a parent huys an arithmetic for 36 cents, and a grammar for 
 problem on their tablets or on the blackboard without the use of splints, 
 if they can. If they cannot, then use splints as suggested in the problem 
 above. 
 
 (3) Rapid drill in adding units and teiis: Add: 65 58 48 68 78. 
 
 29 29 49 28 19 
 
 (B) Adding Units, Tens and Hundreds. 
 
 (1) A farmer pays $175 apiece for a pair of mules. What does the 
 pair cost him? Have class work this by themselves on their tablets 
 without the use of splints if they can. But if it is too difficult, then 
 have them work the problem with splints first, following the method 
 suggested in finding the cost of the wagon and the harness. Then have 
 class work problem on their tablets or on the blackboard. 
 
 (2) Rapid drill on adding units, tens and hundreds: Add: 
 
 165 178 189 587 685 729 489 
 148 135 275 326 227 181 496 
 
 (C) Adding Units, Tens, Hundreds and- Thousands. 
 
 (1) If a farmer raises 1,675 pounds of tobacco on one piece of land, 
 and 2,898 pounds on another piece, how many pounds of tobacco does he 
 raise on both pieces of land? Let class work this for themselves on 
 their tablets without the use of splints if they can. But if it is too 
 difficult, then have them work it first with splints, and afterwards with 
 figures on the board or on their tablets.
 
 27 
 
 (2) Rapid drill on adding units, tens, hundreds and thousands: Add: 
 
 2685 4898 8769 9899 
 7896 7659 6538 1999 
 
 LESSOR y 
 
 (1) Rapid review of writing and reading numbers from 1,000 to 
 10,000; from 10,000 to 100,000. 
 
 (2) Rapid drill on adding units and tens; units, tens and hundreds ; 
 units, tens, hundreds and thousands, without "carrying." 
 
 (3) Rapid drill on adding units and tens; units, tens and hundreds; 
 units, tens, hundreds and thousands, with "carrying." 
 
 (4) Let this review be spirited. It should not require more than 
 twenty minutes to make the review called for above, if you have care- 
 fully fixed in the minds of the pupils each step taken. 
 
 (5) Insist upon accuracy, rapidity, and neatness of work in this 
 review. 
 
 New Work 
 
 Subtraction Without "Bokkowing." 
 (A) Subtracting Units and Tens. 
 
 (1) If one of you had $78 in the bank and took out $52, how much 
 money would you have left in the bank ? Have class work this problem 
 for themselves on their tablets without the use of splints, if they can. 
 But if they do not understand how to work it without splints, then have 
 them work it first using the splints, and then have each one work it out 
 on his tablet, using figures. 
 
 Teacher: How many dollars have you in the bank? $78. How- 
 many ten dollar bills in $78? 7. How many one dollars over? 8. 
 How many dollars did he take out? $52. How many ten dollar bills 
 in $52? 5. How many one dollars over? 2. Hold up the number 
 of tens and ones of splints, representing the amount John had in the 
 bank. How many one dollars did John take out of his 8 dollars? 2. 
 Do this. How many ones of dollars have you left ? 6. How many tens 
 of dollars has John in bank ? 7 tens. How many tens did he take out ? 
 5 tens. Do this. How many tens of dollars has John in bank now? 
 How many tens and ones of dollars has he now left in bank? 2 tens 
 and 6 ones. How many dollars in 2 tens and 6 ones? 2Q dollars. K^ow 
 work this problem with figures on your tablets. 
 
 How many dollars did John have in bank? $78. "Write this. How 
 many dollars did he take out? $52. Where do you write this $52? 
 How are you going to find out how many dollars he had left after taking 
 out $52 ? By subtraction. Where do you begin when you add quanti- 
 ties? Where are you going to begin in subtracting quantities? Wliat 
 do you say first? 2 ones from 8 ones leave 6 ones. What do you say 
 next? 5 tens from 7 tens leave 2 tens. Read your answer. $26. 
 
 (2) Rapid drill on subtracting units and tens from units and tens: 
 
 Subtract: 98 96 89 65 75 49 
 52 43 55 32 25 27
 
 28 
 
 (B) Subtracting Units, Tens and Hundreds from Units, Tens and 
 Hundreds. 
 
 (1) A man having $878 in the bank buys a town lot for $522. How- 
 much money does he have left in the bank ? 
 
 Have class work this on their tablets for themselves without the use of 
 splints if they can. But if this seems too difficult, then use splints first, 
 following the method suggested above in subtracting units and tens from 
 units and tens. 
 
 (2) Rapid drill on subtracting units, tens and hundreds from units, 
 tens and hundreds: Subtract: 989 878 999. 
 
 375 667 899 
 
 (C) Subtracting Units, Tens, Hundreds and Thousands from Units, 
 Tens, Hundreds and Thousands. 
 
 (1) If Tom pays $7,888 for one piece of land, and $5,222 for another 
 piece of land, how much more money does he pay for the first piece of 
 land than he pays for the second piece? 
 
 If you have carefully fixed in the minds of your pupils each step gone 
 over before taking up the next step, then your class should have no 
 difficulty in working the above problem without the use of splints. Give 
 them a trial without splints, but if the use of splints is necessary to a 
 clear understanding of the process, don't hesitate to use splints. 
 
 (2) Rapid drill on subtracting units, tens, hundreds and thousands 
 from units, tens, hundreds and thousands: Subtract: 
 
 6785 7876 8987 9899 
 4473 6754 6765 8789 
 
 LESSOX VI 
 
 (1) Short and rapid review of writing and reading numbers from 
 10,000 to 100,000, to 1,000,000. 
 
 (2) Short and rapid drill in adding units and tens; units, tens and 
 hundreds; units, tens, hundreds^and thousands, without "carrying." 
 
 (3) Short and rapid drill in adding units and tens; units, tens and 
 hundreds; units, tens, hundreds and thousands, with "carrying." 
 
 (4) Short and rapid drill in subtracting units and tens; units, tens, 
 and hundreds; units, tens, hundreds and thousands, Avithout "borrowing." 
 
 (5) In this review insist upon accuracy, rapidity and neatness in 
 work. 
 
 (6) Do not let this review drag. Make it spirited and interesting. 
 
 (7) If each step taken has been thoroughly grasped by your class, 
 then it should not require more than twenty or twenty-five minutes to 
 make the review called for above. 
 
 New ^York 
 
 Subtraction With "Borrowing" 
 
 (A) Subtracting Units and. Tens from Units and Tens. 
 
 (1) If one of you have $78 in the bank and buy a two-horse wagon for 
 $59, how much money will you have left in bank?
 
 29 
 
 Give the class a chance to Avork this out for themselves on their 
 tablets without the use of splints, if they can. But if the process of 
 "borrowing" now brought in for the first time, seems difficult for them 
 to grasp, have class work it first with splints, and then have them work 
 it on their tablets using figures. 
 
 Teacher: How much money did you have in bank? $78. How 
 many tens and ones in $78? 7 tens and 8 ones. Hold up the number 
 of tens and ones of splints representing the amount of money you had in 
 bank. How many dollars did you take out of the bank to pay for the 
 wagon? $59. What do you want to know? The amount you have left. 
 How shall we find out? Subtract $59 from $78. In your 7 tens and 
 8 ones of splints that represent the amount of money you had in bank, 
 how many ones have you? 8 ones. In the $59 you paid for the 
 wagon how many ones have you? 9 ones. Can you take out 9 ones 
 when you have but 8 ones ? What are you going to do. Borrow one of 
 your tens from your 7 tens, remove the rubber band, break this ten 
 bundle into ones, and put these ten ones over in ones place with your 
 8 ones. Hoav many ones will you then have in ones place? 18 ones. 
 Do this. Can you take 9 ones from 18 ones? Do this. How many 
 ones will that leave you in ones place? 9 ones. When you borrowed the 
 one ten from your 7 tens to put in ones place, how many tens did you 
 then have in tens place? 6 tens. What do you say next? 5 tens from 6 
 tens leave how many tens? 1 ten. How many tens and ones have you 
 left? 1 ten and 9 ones, or 19. How many dollars have you left, after 
 paying out $59 for a wagon? $19. 
 
 Xow work this on your tablets. How any dollars did you have in 
 bank? $78. Write this. How many dollars did you pay for the 
 wagon? $59. Where shall we write the $59? We can write our prob- 
 lem thus: $78. What do Ave want to know? How much money you 
 —$59 
 
 had left. How shall we find out. Subtract $59, what you paid 
 for the wagon, from $78, the amount you had in the bank. Where do we 
 begin in subtraction? With units. What shall we say first? 9 ones 
 from 8 ones ; but we found we cannot take 9 ones from 8 ones, so what 
 did we do with our splints in order to subtract 9 ones from 8 ones ? Bor- 
 rowed 1 ten bundle from our 7 tens, broke it up into ones, and put these 
 ten ones over into ones place with out 8 ones. How many ones have we 
 now in ones place? 18 ones. ISTow what do you say? 9 ones from 
 18 ones leave 9 ones. What do you do? Put down the 9 ones left in 
 ones place. We may represent Avhat we do thus: 
 
 6 10 
 
 $T 8 
 — $5 9 
 
 $1 9 
 
 How many tens did you ha^-e left Avhen you borrowed 1 ten from your 
 7 tens? 6 tens. What do you say next? 5 tens from 6 tens leaves 1 
 ten. What do you do now? Put down the 1 ten left, in tens place. Read 
 your answer. How many tens left? 1 ten. How many ones left? 9
 
 30 
 
 ones. How many dollars left out of your $78 when you buy a wagon 
 for $59? $19. 
 
 (2) Rapid drill in subtracting units and tens: Subtract: 
 
 58 61 75 77 84 92 93 97 98 
 29 28 28 49 36 75 66 58 49 
 
 (B) Subtracting Units, Tens and Hundreds from Units, Tens and 
 Hundreds. 
 
 (1) Brown has $788 but buys a town lot for $599. How much money 
 does he have left in bank ? Have class work this on their tablets without 
 the use of splints if they can. If they cannot, have them work it first 
 with the use of splints, following the method suggested in working the 
 problem above. 
 
 (2) Rapid drill in subtracting units, tens and hundreds: Subtract: 
 
 688 728 812 922 925 917 952 900 
 499 599 675 784 786 798 798 899 
 
 (C) Subtracting Units, Tens, Hundreds and Thousands from Units, 
 Tens, Hundreds and Thousands. 
 
 (1) A farmer having $7,888, buys a fai-m for $5,999. How much 
 mone.y has he left for equipment ? 
 
 The class should be able to Avork this problem without the use of splints, 
 if you have carefully followed this outline. Give them a chance to work 
 this for themselves without splints. But if the use of splints is necessary 
 to a clear vinderstanding of the process, don't hesitate to use splints. 
 
 (2) If the population of Elizabeth City in 1910 was 8,142, and the 
 population of Fayetteville was 7,045, how many more people lived in 
 Elizabeth City than in Fayetteville? 
 
 If the population of Kinston in 1910 was 6,995 and the population of 
 Washington (JST. C), was 6,211, how many more people lived in Kinston 
 than in Washington? 
 
 In 1910 the population of Asheville was 18,762, and the population 
 of Raleigh w^as 19,218. How many more people lived in Raleigh than 
 in Asheville? 
 
 (3) Rapid drill in subtracting units, tens, hundreds and thousands: 
 
 Subtract: 5888 6888 8888 9225 9754 9275 9000 
 3999 4999 5999 4896 6896 7899 8999 
 
 LESSON VII 
 
 (1) Short and rapid revicM' of writing and reading numbers from 
 1,000 to 10,000 ; from 10,000 to 100,000, to 1,000,000. 
 
 (2) Short and rapid drill in adding short columns of figures, of units 
 and tens; of units, tens and hundreds; of units, tens, hundreds and 
 thousands. 
 
 (3) Short and rapid drill in subtracting units and tens; units, tens 
 and hundreds ; units, tens, hundreds and thousands, without "borrowing."
 
 31 
 
 (4) Short and rapid drill in subtracting units and tens; units, tens 
 and hundreds ; units, tens, hundreds and thousands, with "borrowing." 
 
 (5) Make this review spirited. Create an atmosphere of enthusiasm 
 and friendly competition in accuracy, rapidity and neatness of work. 
 
 (6) Twenty or twenty-five minutes should be sufficient to do well 
 the review work called for above. If you have followed the outline of 
 work closely it may not require more than fifteen or twenty minutes 
 to make the review. 
 
 (7) But be sure the work in writing and reading numbers in addition 
 and subtraction is thoroughly grasped by the class before taking up the 
 subject of multiplication. 
 
 New Work 
 
 Multiplication 
 
 (1) Call attention to processes already studied. Do not leave the 
 class to feel that in multiplication they are taking up a subject entirely 
 unrelated to the work in arithmetic they have already been doing. 
 
 Teacher: What have we been doing with quantities during the past 
 few lessons? Adding and subtracting quantities. Tonight we are 
 going to take up another subject in arithmetic. What is it ? Multipli- 
 cation. 
 
 (2) As a preparation for this new work it may be well to spend a few 
 minutes in having class count by lO's to 100; by 5's to 100 ; by 2's to 100. 
 
 (3) Oral problems. If com is selling for $5 a barrel, how much will 
 3 barrels bring? 5 barrels? 6 barrels? 7 barrels? etc. If one 500- 
 pound bale of cotton brings $50, how much money will 5 500-pound 
 bales bring? If you buy 5 acres of land at $60 an acre, how much 
 money will you have to pay ? 
 
 (A) Multiplying Quantities by One Figure. 
 
 (1) If a farmer buys a pair of mules at $14-4 apiece, how much does 
 he pay for the pair? 
 
 How shall we find out how much he paid for both mules? Multiply 
 $144 by 2. How would you show what we want to do, with figures? 
 We can write it thus : 
 
 $144 X 2, or $144 
 X2 
 
 In multiplying $144 by 2, where shall we begin? With what did we 
 begin in addition and subtraction? With units. With what shall we 
 begin in multiplication? Units. What shall we say first? 4 ones 
 multiplied by 2, or 2 times 4 ones are 8 ones. Where shall we write the 
 8 ones? In ones place. What do we say next? 4 tens multiplied by 
 2, or 2 times 4 tens are 8 tens. Where do we write the 8 tens? In 
 tens place. What do we say next? 2 times one hundred are 2 hun- 
 dred. Where do we write the 2 hundred? In hundreds place. Eead 
 your answer. Two hundred, eight tens, and eight ones, or $288. What 
 was our problem? How did you find what the mules brought ? What 
 did you say first? second? third?
 
 32 
 
 (2) Short and rapid drill in mnltiplying quantities by one figure. 
 
 Multiply: 124 134 143 111 122 133 121 122 111 125 135 
 
 X2 X2 X2 X3 X3 X3 X4 X4 X5 X2 X2 
 
 145 136 125 127 128 119 
 
 X2 X2 X3 X3 X4 X5 
 
 (3) Assign for the following night the first ten lines of the multiplica- 
 tion table. 
 
 LESSON VIII 
 
 (1) Short and rapid drill in adding short columns of figures of units 
 and tens; of units, tens and hundreds; of units, tens, hundreds and 
 thousands. 
 
 (2) Short and rapid drill in subtracting units and tens; units, tens 
 and hundreds; units, tens, hundreds and thousands. 
 
 (3) Short and rapid drill on the first ten lines of the multiplication 
 table. 
 
 (4) Short and rapid drill in multiplying quantities by any figure 
 from 1 to 9. 
 
 (5) Fifteen or twenty minutes should be sufficient to make the review 
 called for above. 
 
 New Work 
 
 (A) Written Worh — Multiplying hy 10. 
 
 (1) If one barrel of corn is worth $5, how much will 10 barrels bring? 
 If a barrel of flour cost $7, what will 10 barrels cost ? 
 
 Work these on your tablet. Look over the first problem you have 
 written out. Read your answer. What figure after the $5 changed 
 it to $50? Zero. Read your answer in the second problem. What 
 figure after the $7 changed it to $70 ? In multiplying 5, and 7, by 10, 
 what figure did you add to your $5, to your $7? What figure do you 
 always add to the number you multiply, or the multiplicand, in multiply- 
 ing it by 10. 
 
 (2) Short and rapid drill in multiplying quantities by 10. Multiply: 
 
 7 X 10 : 8 X 10 ; 9 X 10 ; 17 X 10 ; 18 X 10 ; 19 X 10 ; 117 X 10 ; 118 X 
 10; 119 X 10; 127 X 10; 128 X 10; 136 X 10. 
 
 (B) Multiply Quantities hy 100. 
 
 (1) What Avill a farm of 175 acres cost at $100 an acre? 
 
 If your class thoroughly understands how to multiply any quantity 
 by 10 it will not be difficult for them to see that in multiplying a 
 quantity by 100, you simply add two ciphers to the multiplicand. 
 
 (2) Short and rapid drill in multiplying quantities by 100. Multiply: 
 185 X 100; 195 X 100; 275 X 100; 375 X 100; 875 X 100; 975 X 100. 
 
 (C) Multiplying Quantities hy 1,000. 
 
 (1) Rapid drill in multiplying quantities by 1,000. Multiply: 
 2,785 X 1.000; 3,895 X 1,000; 5,898 X 1,000; 9,875 X 1,000.
 
 33 
 
 If your pupils clearly understand how to multiply quantities by any 
 figure to 9, and how to multiply quantities by 10, 100 or 1,000, it 
 should not be difficult for them to understand how to multiply quantities 
 by units and tens. 
 
 (D) Multiplying Quantities hy Units and Tens. 
 
 (1) If a farmer buys a farm of 69 acres at $33 an acre, how much 
 does the farm cost him? How can you show this on your tablet or 
 blackboard? Instead of writing $33X69, we write it thus: $33 
 
 X60 
 
 What is our first multiplier? What do we say first? How many tens 
 in 27 units? How many ones over? Where do we write the ones? 
 What shall we do with our 2 tens ? What do we say next? What larger 
 unit in 29 tens? How many hundreds? How many tens over? Where 
 do you write the tens? Where the hundreds? Read the number of 
 hundreds, tens, and ones you get in multiplying $33 by 9. How many 
 ones or units in 2 hundred, 9 tens and 7 ones? $33 
 
 X69 
 
 (1) 9 times $33 = $297. 
 
 What is our next multiplier? What do you say first? Where do you 
 write it? What do you say next? Where do you write it? When we 
 multiply $33 by 6 tens, how many tens do we have? We can write our 
 second step thus : $33 
 X69 
 
 (1)9 times $33 = 297 ones. 
 
 (2) 6 tens times $33 = 198 tens. 
 
 How can we change our 198 tens to units? How many units in 1 ten? 
 How many in 198 tens? What change do we make in the multiplicand 
 in multiplying it by 10? What do we get when we do that? We can 
 now write out all that we have done thus : $33 
 
 X69 
 
 (1)9 times $33 = $297 or ones. 
 
 (2) 6 tens times $33 = $1,980 or ones. 
 
 (3) 69 times $33 = $2,277 or ones. 
 
 How much money then does a farm of 69 acres, at $33 an acre, cost ? 
 
 (2) Short and rapid drill in multiplying quantities by units and 
 tens. Multiply: 25 X 12 ; 26 X 22; 46 X 44; 58 X 55 ; 66 X 66; 70 
 
 X 59 ; 89 X 89 ; 99 X 99. 
 
 For a helpful suggestion in multiplying a quantity by 10, or multiple 
 of ten, and by units and tens, see Milne's Progressive Arithmetic, Book I, 
 pages 132-137 ; 172-174. 
 
 (E) Multiplying Quantities hy Units, Tens and Hundreds. 
 
 If class clearly understands how to multiply quantities by units, by 
 units and tens, they are ready to take up the multiplication of quantities 
 by units, tens and hundreds.
 
 34 
 
 (1) A farm of 125 acres sold for $115 an acre. How much did the 
 farm bring? 
 
 (2) Drill on multiplying quantities by units, tens and hundreds. 
 Multiply: 125 X 112; 145 X 113; 165 x'll4; 185 X US; 195 X 116; 
 125 X 212; 145 X 213; 365 X 214; 895 X 334. 
 
 LESSON IX 
 
 (1) Review multiplying quantities by one figure. Such as: 
 
 (a) A man grows 2 bales of cotton on 1 acre. How many bales 
 could be grown on 4 such acres? 4 multiplied by 2 equals how many? 
 4 times 2=? 4X2 = 8. 2X4 = 8. 
 
 (&) Teach the inverse problem: If 8 bales of cotton can be grown 
 on 4 acres, how many bales will 1 acre produce ? How do we work this ? 
 Is this problem to be worked by a new process ? Have we had anything 
 like it before in our class ? We will see. 
 
 Note.— -If the class can work this orally give several other simple 
 problems like it calling for quick answers. Begin each problem with 
 the multiplication idea, then give the inverse, but do not call the process 
 division now unless some members of the class do. In that case make 
 some appropriate comment on the ability of class members to grasp new 
 principles in arithmetic. 
 
 (c) Drill: 2 times 4 = ? 4 times 2 = ? In 8 there are how many 
 2's? In 8 there are how many 4's? 3X4=? 4X3=? 12 -^ 3 
 = ? 12 -f- 4 = ? How many 3's in 12 ? How many 4's in 12 ? 4X4 
 = ? 4X5=? In 20 there are how many 5's. How many 4's? 
 20-^5=? 20-^4=? 
 
 Note. — Press this rapid combination multiplication-division drill un- 
 til the class begins to grasp the division idea — to see that it is the 
 inverse of multiplication. 
 
 (2) SJiort Division. Dividing quantities by one figure, with all even 
 numbers and no remainders : A farmer sold 2 young horses for $424. 
 What was the value of each? Does this problem mean that the farmer 
 received one-half of $424 for each of his young horses? How shall we 
 write this problem to work it on tablet or blackboard? Sometimes such 
 problems are written this way : $424 ^- 2 ; but we can work it better 
 by writing it thus : 
 
 Here we have 4 hundreds, 2 tens and 4 ones to be 
 
 2 ) $424 divided by 2. Where shall we begin? What is the 
 
 $212 2 called? 'Divisor. What is the 424 called. Dividend. 
 
 2 is contained in 4 hundreds, 2 hundred times. Write 
 
 2 under the 4 hundreds. 2 is contained in 2 tens 1 ten times. Write 1 
 
 under the 2 tens. 2 is contained in 4 ones 2 ones times. Write 2 under 
 
 the 4 ones. What then is your answer? $212. How much did the 
 
 farmer receive for each of his young horses? Explain how you worked 
 
 this problem. 
 
 Drill: 846^2; 688 -f- 4; 6846^2. Apply these figures to local 
 values and work each problem, requiring the class to explain each step.
 
 35 
 
 LESSOJf X 
 
 (1) Eeview "carrying" in addition. Use a few familiar examples to 
 illustrate the principle. 
 
 (2) Review "borrowing" in subtraction. Subtract 2345 from 3236; 
 678 from 965; 8956 — 7987. Write these on the board and have class 
 work on their tablets. 
 
 (3) Eeview multiplying units, tens and hundreds — and units, tens, 
 hundreds and thousands — by units and tens. 345X24; 728X^6; 
 3422 X 27. 
 
 (4) Review first lesson in short division — all even numbers and no 
 remainders. 2X4=? 4X2=? y2oi4:= ( 4^2=? 2)4=? 
 
 New Work 
 
 (5) Short Division. Dividing quantities by one figure, using both 
 even and odd numbers, and dividends that will show remainders. 
 
 A farmer sowed 275 bushels of oats and sowed 2 bushels per acre. 
 How many acres did he sow? Shall we multiply or divide to find the 
 number of acres? Work this on tablets and on the blackboard. Plave 
 we had a form for working problems in division ? What is it ? 
 
 Divide: 2 is contained in 2 hundreds 1 hun- 
 
 2 ) 275 dred times. Write 1 in the hundreds place under 
 
 137^ acres the 2 hundreds. 2 is not contained in 7 tens an 
 
 even number of times. What do we do? 2 is 
 
 contained in 7 tens 3 tens times and 1 ten over. Write 3 in the tens 
 
 place under the 7 tens. Now we have 1 ten over and the 5 ones to be 
 
 added and divided by 2. How many ones in 1 ten and 5 ones? 15. 
 
 2 is contained in 15 ones 7 times with 1 over. Write the 7 in the ones 
 
 place under the 5 ones. What can we do with the 1 one left over? 
 
 What is it, anyway? 1 bushel of oats. How many bushels were sowed 
 
 on 1 acre? 2. Then what part of an acre will 1 bushel sow? ]A an 
 
 acre. Write the ^ at the right of the 7 ones. 
 
 How many acres did the farmer sow in oats? 137^'2- -^sk some 
 member of the class to explain this problem from the blackboard. Call 
 for volunteers. 
 
 Last 3'ear 8 tomato club girls put up 5768 cans of tomatoes. If each 
 girl put up the same number of cans, how many did each can ? Work 
 this on tablets and blackboard. Explain carefully the first step : that 
 8 is not contained in the first figure, 5, but that you must use the first 
 two figures in the dividend, 57. Then proceed Avith the problem as in 
 the preceding one. 
 
 jS'ote. — You will probably find that many in the class can solve these 
 problems "in their head" as they say, and will hesitate to work them 
 out on paper. In that event suggest that it is well to work them on 
 paper so each one will learn the Avritten process, and by practice will be 
 able later to work more difiicult problems and many such which are too 
 long and complicated to be "worked in their heads." 
 
 If there is time enough give several similar problems based on com- 
 munity interests and activities.
 
 36 
 
 (6) Sho7't Division. Dividing quantities by 10 or a multiple of 10. 
 If 10 horses eat 550 lbs. of hay a week, how many lbs. will 1 horse eat? 
 
 W ) 550 
 55 
 
 This example has 1 ten as a divisor and 55 tens as a dividend. Then 
 cut off, or cancel, the last figure, which is zero in each case, and divide. 
 55 -^- 1 = 55. The quotient is 55 lbs. of hay each week for each horse. 
 
 Divide: 20 ) 860; 30 ) 930; 50 ) 1050. Drill on like examples. 
 
 LESSON XI 
 
 (1) Brief review, again, of "carrying" in addition and ''borrowing" 
 in subtraction. 
 
 (2) Give a brief drill on short division with even numbers, odd num- 
 bers, remainders in fractional forms, and the like. 
 
 (3) Drill on dividing quantities by 10 and multiples of 10. 
 
 In all our division so far we have used only one figure as a divisor. 
 Do we ever need to use more than one figure as divisor? We do. We 
 must use a longer form in longer problems. Then we call the new form 
 what? Lo7}g Division. 
 
 (4) Dividing hy Units and Tens. 
 
 If 21 members of a Farmers' Union sold their potatoes together for 
 $2,583, how much was the equal share of each ? 
 
 Can you Avork this on your tablets? To work this problem let us 
 write it thus : 
 
 <h-<o3 First. Divide: We see that the 25 in the dividend 
 
 21 "1 ifi258S contains 21, the divisor, 1 time with a remainder. 
 ^ — — — Second. Write quotient figure 1 above 5 in the 
 
 — dividend. 
 
 48 Third. Multiply 21 in the divisor by 1 in the quo- 
 
 4^ tient and write the product under 25 in the dividend. 
 
 63 Fourth. Subtract the 21 from 25. We find the re- 
 
 63 mainder to be 4. 
 
 Fifth. Bring down the next figure in the dividend, 
 8. What is 48 ? A new dividend. Proceed with this as you did in the 
 case of the 25. 21 is contained in 48 twice with a remainder. Write 
 the 2 in the quotient over 8. Multiply 21 by 2, and write the product 
 under 48. Subtract, and bring down the next figure in the quotient, 3. 
 Is 63 a new dividend? How now shall we proceed? Members of the 
 class will probably suggest that 21 is contained in 63, 3 times, and tell 
 you to write 3 in the quotient above 3 in the dividend, then to multiply 
 21 by 3 and write the product under 63. Are there any other steps to 
 take ? Is the problem solved ? If so, what is the ansAver ? How much 
 money did each man receive for his potatoes? 
 
 Give several other problems of local interest. Let them include frac- 
 tions in the quotients.
 
 37 
 
 (5) Dividing hy Units, Tens and Hundreds. 
 
 If a man raises 97,356 pounds of lint cotton on 244 acres of land, what 
 is the average yield on each acre? 
 
 Work this on hlackboard and on tablets. If the class understands the 
 preceding problems, this can be Avorked Avith a little help from the 
 teacher. 
 
 XoTE. — Be sure to impress upon the class the f-ve formal steps in 
 dividing in long division. Call attention to the fact that long division 
 includes drill in subtraction and multiplication. 
 
 LESSON XII 
 
 JNToTE. — Lesson XII is divided into three distinct sections. You may 
 be able to use only one section — the one which, in your judgment, is 
 best ada])ted to your class at this time, or you may have time to use 
 two sections, or all three, as your judgment dictates. 
 
 (1) Discuss and review rapidly Avith the class the four fundamental 
 operations AA'hich have been studied in the preceding lessons. If you 
 think it best you might do well to spend all the time for this lesson on 
 this section. In that event prepare in advance a number of simple 
 problems involving the four processes, and drill, drill, drill on these 
 so the class can tell quickly by the statement of the problem or the sign 
 given Avhat process is to be used. Incidentally you could have the 
 problems you use include some fractions and money calculations. 
 
 (2) Introduce a fcAv fractional forms — those most likely to be used 
 in the homes of the community. 
 
 (a) Discuss fractions, define, and give illustrations of their useful- 
 ness in everyday life. Teach how to write fractions: %, %, ^4> 
 y^) Vdi %> /4o> 6tc. If necessary teach these by using objects, or draw- 
 ings on the blackboard. 
 
 (b) A lady in town ordered 1 bushel of tomatoes from a gardener, 
 agreeing to pay $1.40 for them. The gardener could deliver only % of 
 a bushel. What were they Avorth ? 
 
 How many pecks in a bushel? What part of a bushel is a peck? How 
 many fourths then in a bushel? 
 
 If % or a whole bushel cost $1.40, 
 
 % of a bushel, or 1 peck, would cost ^ of $1.40 = $ .35. 
 
 If Yi bushel cost $.35, 
 
 Then % bushel Avould cost $.35 X 3 = $1.05. 
 
 How much, then, did the gardener receive ? 
 
 (c) If a farm contains 275 acres, and % of it is in cultivation, hoAV 
 many acres are in cultivation ? 
 
 State the problem clearly. What do you Avant to know? Is Y^ more 
 or less than the Avhole farm ? Hoav many fifths in the whole farm ? 
 In any whole object? Illustrate by drawing on the blackboard, or Avith 
 a string. Hoav shall Ave Avork this? There is 1 fann. In any whole 
 thing there are five-fifths — %. 
 
 If % = the whole farm of 275 acres, 
 Vs ^= /5 of 275 acres = 55 acres, 
 Yr, = 55 acres. 
 Then % = 55 X ^ = 220 acres. 
 
 118174
 
 38 
 
 (d) Drill on fractions, such as: 
 
 If y, my land is 25 acres, how miicli land have I? If % = 40, what 
 will %"be? 1/4 = 10, find %, etc. 
 
 (3) Give a few problems in United States money, showing how to 
 add, subtract, multiply and divide dollars and cents. 
 
 (a) Suppose four men gave you money as follows: $250.16, $440.32, 
 $850.06, $325.91. How much would you then have? How shall we 
 work this? Just as we did in addition, being careful to put dollars under 
 dollars and cents under cents. The little dot or period between the 
 dollars and cents is called the decimal point and is used to show the 
 division betAveen whole things and parts — such as dollars and parts of 
 dollars. 
 
 (h) A farmer sold 452.25 bushels of peas at $2.25 a bushel. How 
 much did he receive for them. 
 
 ISToTE. — For the method to be employed in multiplying quantities by 
 units, tens and hundreds see Lesson VIII. However, in the problem 
 above it will, of course, be necessary to explain that the class in working 
 the problem must point off in the product to the right of the decimal 
 point as many figures as there are to the right of the decimal point in 
 both the multiplicand and the multiplier. 
 
 (c) If a land dealer sold 9.5 acres of land for $459.35, how much did 
 he receive for 1 acre? 
 
 ]^OTE. — The method for solving this problem will be found in Lesson 
 XI. Teach how to deal with the decimal point. The class must point 
 off in the quotient to the right of the decimal point as many figures as 
 the figures to the right of the decimal point in the dividend exceed, or 
 are more than, those to the right of the decimal point in the divisor. 
 
 (d) Drill. If you can do so, give a number of simple problems based 
 upon community interests. Drill especially on money problems in- 
 volving multiplication and division.
 
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 This book is DUE on the last date stamped below 
 
 JAN 2 4 133b 
 JAN 2 6 1952 
 
 Form L-9-10m-5,'28 
 
 eNlVERSITY of CALIFORNH 
 
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 LOS ANGELES 
 
 UBRARY
 
 UCLA-Young Research Library 
 
 LB1561.N8 A5 1915 
 
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 ■OS ANGELES 
 NORMAL SCHOOL