IN A SERIES OF MENTAL AND WRITTEN EXERCISES, IN PART FIRST, ILLUSTRATED BY ENGRAVINGS AND NOTES, CONTAINING THE PART SECOND, A PRACTICAL COURSE OF MENTAL AND WRITTEN ARITHMETIC, NEW-YORK: PUBLISHED BY DANIEL BURGESS & CO.. 60 JOHN STREET. 1855. EdueT 118155.797 Entered according to Act of Congress, in the year One Thousand Eight BY DANIEL BURGESS & CO., In the Clerk's Office of the District Court of the Southern District of WE cannot better explain the general plan of this work, than to quote the language of an experienced Teacher, who has critically examined its pages: "The plan of this Arithmetic is entirely new; it having been made (as every school book should be made) interesting, instructive and comprehensive. It ought to be in the hands of every pupil in our schools." The illustrations, by cuts and notes, page 89-96, are the groundwork of practical examples, not of abstract questions, but of such as are experienced in every-day life. Many of the tables are new, and some of the old ones, (which have been wrong for half a century or more,) have been corrected. See page 69. For the new, see pages 53, 54, 74, 76, 77, 78, 81, 82. For remarks on Drill Tables, see pages 11, 101, 102. For those on solution of questions, see page 46. MODE OF USING THE WORK.-After the pupil has proceeded thoroughly as far as page 42, in Part I, let him commence with the mental and written exercises in Part II., thus continuing the lessons in both parts at the same time, combining theory and practice; for the one is deficient without the other, as 7-9ths of 135 is 7-16ths of how many times 8? This example may be promptly answered by a pupil, that may be unable to work out a question in Long Division, which has been repeatedly stated to the author of this work. It may be asked-"Why not learn principles without the names of terms, and why have pictures to illustrate such a work!" We answer by the following supposition: If a teacher should take three classes of his pupils to the Crystal Palace, and one class go through the different divisions having the principles of the different articles explained, without giving their names, we should think it absurd. If the second should take the same round, and learn the names of the various articles, with an analysis of them thus. And the third class should receive the same explanations, and seeing the machinery in operation, from the directions being given, learn the uses of every part, including the paintings and engravings illustrating the same. We leave the public to judge which of these classes will receive the most practical information. The latter is the principle upon which this book is based, and which includes sufficient instruction for the ordinary purposes of life. All we ask of those who examine this book, is, to give it a fair trial. 1. Here we see the children playing before the school commences this morning (as it is the first day of the term ;) all are in good spirits, having purchased Smith's Inductive Arithmetic, and are ready to take their places in the class. 1. How many little fingers have you on your right hand? How many on your left? How many on both? 2. If you have two of Smith's Inductive Arithmetics in one hand, and one in the other, how many would you have in both? How many are two and one? 3. If you have two knives in one hand, and two in the other, how many will you have in both? 4. If you have three chestnuts in one hand, and James gives you two more, how many will you then have? |