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Entered according to Act of Congress, in the year 1835,
By CARTER, HENDF.E, & Co.
From the Jan. No. for 1828 of the JouRNAL OF EDUCATIOX.
« A careful examination of this valuable work will show that its author has compiled it, as all bruks for school use ought to be compiled, from the results of actual experiment and observation in the school-room. It is entirely a practical work, coinbining the merits of Colburn's sysiem with copious practice on the slato.
"Two circumstances cnhance very much the value of this book. It is very comprehensive, containing twice the usual quantity of matter in works of this class; while, by judicious attention to arrangement and prmiting, it is rendered, perhaps, the cheapest book in this depariment of ducation." The brief system of in Keeping, attached to iho Arithmetic, will be a valuable aid to mure complete instruciun in common schools, to wiich the work is, in other respects, 343 peculiarly adapted.
ri Tlacro are several very valuable peculiarities in this work, for which we cannut, in a notice, find sufficient space. We would recommend a careful esamination of the book to all teachers who are desirous of combining gud chuory will copious and rigid practice.”.
From the Reporl
, of the School-COMMITTEE CF PROVIDENCE. “ 'The books at present used in the schools are, in the opinion of ynur Committee, altogether above the range of thought of the pupils. Works of a nur. rative charter kouli he better understood, would be more interesting, and woulil, of course, teach the pupil to read with more taste anu judgment. The boy who porus, in atlas disgust, over the book which he reads in schools, will hasten home to read with avidity his story-hook. The true wiselom would then be, to introluce the story-bok into school, and thus feuiler his place of cocation the place of his amusement.
"Nevertheless, as this s'!jere is one in which time and judgment are neces sary for a selection, and as it change of this sort, through all the schools, would be Troductivo of considerable aditional expense, your Committee would recoininend that no change, at present, be made in books, cxcürting only the Arithinetic. lia school, by way of experiment, be established on tre monitoriui plan, various school books can be tried there, ani, after it for opportunity of testing the merits of several, those can be selected which seem hest adapted to accomplish the purposes or education. Your Conmiuiee are, however, of opinion, ibat it would be expedient to introduce the system of Arithmetic pul,lished by Mr. Smit! subsequently adopted into all ine Public Grammar Schools; and, also, i! at all the scholars in arithmctic be taught by classes, and aot individually, as is now the prevalent mude.”
The above Report was signed by the following named gentlemen --
Daled April 21, !328.
This work is recommended by the Slate Commissioners of Vermont to be adopted throughout that state. It is likewise introduced into the public and private schools of Hartford, Conn., by the concurrence both of comiittees and teachers, and in like manner in various other places.
ADVERTISEMENT TO THE KEY
WHXCA ACCOMPAXILS THIS ARITUMKTIG.
“ The utility, and even necessity, of a work of this description, will scarcely be questioned by those who have had any experience in teaching Arithmetic. Most young persons. after having been permaded, again and again, lo review a long arithmetical process, feel, os affect to feel, certain that they have performed it correctly, although the result, by the book, is erronevus. They then apply to their instructer ; and, unless he points out t:cir mistake, or persorms the operation for them, they become discouraged, think it useless to try' lunger, and the foundation for a habit of idleness is thus impercepiibly estab bished. Now, in a large school, ii is always inconvenient, and some. emes impossible, for the instructer to devote the time necessary to overlook or perform a very simple, much more a complex, question in Arithmetic. This is at once obviated by having at hand a Key, to which reference can be easily and specdily made. The time of the teacher will thus be saved, and the pupil will not have his ardor damped by being told that his sum is wrong,' without learning where or how.
“ This work is not designed for, and can scarcely become, a help to laziness: its object is to lighten the burden of teachers, and facililala the progress of scholars. To promote both of ihese important purposes il is now presented to the public.
“ Jamısry, 1834"