f. Pack of “three” combination cards.
Prince’s Arithmetic, Book III, Sects. III to VI, inclusive.
Speer’s Elementary Arithmetic, pp. 56-104.
Shelves: See II a.
Combination Cards: large and small. The cards should contain all the facts of the multiplication tables 11 and 12, also the most difficult combinations from the other multiplication tables. As:—
| 12 × 1 | 12 ÷ 1 | 24 ÷ 2 |
| 1 × 12 | 12 ÷ 12 | 24 ÷ 12, etc. |
| 12 × 2 | 12 ÷ 2 | |
| 2 × 12 | 12 ÷ 3 |
For use of cards, see directions in I B.
Wheels for Multiplication and Division:
See directions under II A.
Chart for Adding and Subtracting:
For directions, see II B and II A.
Add and subtract 6’s, 7’s, 8’s, 13’s, 14’s, 16’s, 17’s, 18’s, and 19’s.
Review other numbers under 20.
Chart for Fractions shows all fractions already assigned.
Miscellaneous Drill Cards:
For directions, see I A.
From the system ranking best in concreteness.
Mathematics: If the children are actually doing work which has social value, they must gain accurate knowledge of the activities in which they are engaged. They will keep a record of all expenses for materials used in the school, and will do simple bookkeeping in connection with the store which has charge of this material. In cooking, weights and measures will be learned. The children will also keep accounts of the cost of ingredients. Proportions will be worked out in the cooking recipes. When the children dramatize the life of the trader, in connection with history, they have opportunity to use all standards of measurements. Number is demanded in almost all experimental science work; for instance, the amount of water contained in the different kinds of fruit, or the amount of water evaporated from fruits under different conditions (in drying fruits). All plans for wood work will be worked to a scale and demand use of fractions. When the children have encountered many problems which they must solve in order to proceed with their work, they are ready to be drilled on the processes involved until they gain facility in the use of these. The children should be able to think through the problems which arise in their daily work, and have automatic use of easy numbers, addition, subtraction, multiplication, short division, and easy fractions.
As one reads these two samples of excellence he must find that each is so excellent in its one strong feature that it is not good; that work according to either must suffer; that what each needs is what the other has. Such a synthesis is represented in the next illustration.
A Combination of Excellences