Page 493 - The model orator, or, Young folks' speaker : containing the choicest recitations and readings from the best authors for schools, public entertainments, social gatherings, Sunday schools, etc. : including recitals in prose and verse ...

(Class all laugh and sufficiently arouse Bessie to catch this word)
T kach hr.— Mary, you may give Jonas the term applied to parts
exactly alike.
Mart,— Kqua.1 parts.
T eacher.— Wow, how many parts of anything may be taken,
Marcus ?
M arcus.-— I know what you're after, teacher, but you can’t get it
asking that way.
T e a c h e r (sternly).— Reply to ray question,
M arcus {jubilantly').— ■Wei), it depends on how many you can get
hold of.
T eaciiek {very emphatically),— Marcus, I mean exactly th is: how
many parts of anything is it possible to consider?
M arcus.— Oaic or more parts.
T eacher.— N ow, children, what do wc call one or m ore of the
equal parts of any thine; >
JotfA?.— Do you mean in arithmetic, tcacher?
T e a c h e r [beginning to look discouraged).— Y es, in arithmetic or
out of it.
J on as,— W ell, [f it is out of the arithmetic, I reckon I ’m mixed up.
T kaches .— W ho can tell? Sally, can you ?
S ally,— A. fraction.
T kachee.-— Now, Jonas, you may tell me what a fraction is,
Jonas {good-naturedly).— Oh, a fraction has one number written
above a lit tit; straight Hne— or you could slant that 'ere line if you
wanted to, teacher— and another number under it. I knew that all
the time, teacher, 1 could have told vou that before.
■ ■wf
T e a ch e r (beginning to look desperate).— jane ?
J axe,— T he parts of anything are a fraction of it.
T e a ch e r.— That is not the whole definition, however. Sum up in
your definition all the points 1 have discussed with you. {Marcus,
Mary, Softy* Janies promptly raise hands) No, I am sure you know.
I want those who have not paid such close attention to answer,
Johnny Simpkins?