. The American educator; completely remodelled and rewritten from original text of the New practical reference library, with new plans and additional material. men-jj tal Grades. Children have more orless knowledge of number when they enterschool. This is manifested by their tendencyto count and to measure. A test will proba-bly show that most of them know number asfar as five and that all have the idea ofmagnitude. The work in these grades shouldproceed along the following lines: (1) Obtaining a knowledge of magnitudeand magnitude relation. This should be doneby measurement,
. The American educator; completely remodelled and rewritten from original text of the New practical reference library, with new plans and additional material. men-jj tal Grades. Children have more orless knowledge of number when they enterschool. This is manifested by their tendencyto count and to measure. A test will proba-bly show that most of them know number asfar as five and that all have the idea ofmagnitude. The work in these grades shouldproceed along the following lines: (1) Obtaining a knowledge of magnitudeand magnitude relation. This should be doneby measurement, since measurement is thefoundation of all number work. Pupils shouldat first be given objects of different sizes,such as blocks of different lengths, and en-couraged to compare them. They will expressthe result of their comparisons in such termsas larger and smaller, longer and shorter. (2) Counting. Pupils should* be led tocount by noticing the number of objects indifferent groups, as three marbles, four blocks,five flowers. A serious mistake is often madein teaching children to count by single objects,as by pointing to each of a series of blocks afad. NUMBER 2620 NUMBER counting one, two, three, four. Unless thechild already knows what two, three and fourare, he gets the idea that these words arenames of the different blocks, rather thangroups of objects. (3) Perfecting the idea of magnitude. Theideas first obtained are vague, as expressed incomparisons, such as larger, smaller. Thepupils should soon be led to form definite ideasof such dimensions as foot, inch, yard, pound,pint and other units of measure in commonuse. This should be done by using themeasures. In primary grades this work willproceed very slowly and in connection withother lessons. In many well-graded schools,lessons in number are not given any separateperiod during the first year, but are given in-cidentally in connection with other lessons,such as nature study and language. (4) Obtaining an idea of proporti
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