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THERE are two methods of teaching,—the synthetic and the analytic. In the synthetic method, the pupil is first presented with a general view of the science he is studying, and afterwards with the particulars of which it consists. The analytic method reverses this order : the pupil is first presented with the particulars, from which he is led, by certain natural and easy gradations, to those views which are more general and comprehensive.

The Scholar's Arithmetic, published in 1801, is synthetic. If that is a fault of the work, it is a fault of the times in which it appeared. The analytic or inductive method of teaching, as now applied to ele. mentary instruction, is among the improvements of later years. Its introduction is ascribed to Pestalozzi, a distinguished teacher in Switzerland. It has been applied to arithmetic, with great ingenuity, by Mr. COLBURN, in our own country.

The analytic is unquestionably the best method of acquiring know ledge; the synthetic is the best method of recapitulating, or reviewing it. In a treatise designed for school education, both methods are useful. Such is the plan of the present undertaking, which the author, occupied as he is with other objects and pursuits, would willingly have forborne, but that, the demand for the Scholar's Arithmetic still continuing, an obligation, incurred by long-continued and extended pot tronage, did not allow him to decline the labour of a revisal, which should adapt it to the present more enlightened views of teaching this science in our schools. In doing this, however, it has been necessary to make it a new work.

In the execution of this design, an analysis of each rule is first given, containing a familiar explanation of its various principles; after which follows a synthesis of these principles, with questions in form of a supplement. Nothing is taught dogmatically,

no technical term is used till it has first been defined, nor any principle inculcated without a previous developement of its truth; and the pupil is made to understand the reason of each process as he proceeds.

The examples under each rule are mostly of a practical nature, beginning with those that are very easy, and gradually advancing to those more difficult, till one is introduced containing larger numbers, and which is not easily solved in the mind; then, in a plain, familiar manner, the pupil is shown how the solution may be facilitated by figures. In this way he is made to see at once their use and their ap. plication.

At the close of the fundamental rules, it has been thought advisable to collect into one clear view the distinguishing properties of those rules, and to give a number of examples involving one or more of them. These exercises will prepare the pupil more readily to understand the

application of these to the succeeding rules; and, besides, will serve to interest him in the science, since he will find himself able, by the application of a very few principles, to solve many curious questions.

The arrangement of the subjects is that, which to the author has appeared most natural, and may be seen by the Index. Fractions have received all that consideration which their importance demands. The principles of a rule called Practice are exhibited, but its detail of cases is omitted, as unnecessary since the adoption and general use of federal money. The Rule of Three, or Proportion, is retained, and the solution of questions involving the principles of proportion, by analysis, is distinctly shown.

The articles Alligation, Arithmetical and Geometrical Progression, Annuities and Permutation, were prepared by Mr. Ira Young, a member of Dartmouth College, from whose knowledge of the subject, and experience in teaching, I have derived important aid in other parts of 'the work.

The numerical paragraphs are chiefly for the purpose of reference: these references the pupil should not be allowed to neglect. His attention also ought to be particularly directed, by his instructer, to the illustration of each particular principle, from which general rules are deduced : for this purpose, recitations by classes ought to be instituted in every school where arithmetic is taught.

The supplements to the rules, and the geometrical demonstrations of the extraction of the square and cube roots, are the only traits of the old work preserved in the new.

DANIEL ADAMS. Mont Vernon, (N. H.) Sept. 29, 1827.


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Greatest common Divisor, how found,


To divide a Fraction by a Whole Number; two ways,


To multiply a Fraction by a Whole Number; two ways,


a Whole Number by a Fraction,


one Fraction by another,


General Rule for the Multiplication of Fractions,


To divide a Whole Number by a Fraction,


one Fraction by another, .


General Rule for the Division of Fractions,


Addition and Subtraction of Fractions,


Common Denominator, how found,


Least Common Multiple, how found,


Rule for the Addition and Subtraction of Fractions,


Reduction of Fractions,


DECIMAL. Their Notation,


Addition and Subtraction of Decimal Fractions,


Multiplication of Decimal Fractions,


Division of Decimal Fractions,


To reduce Vulgar to Decimal Fractions,


Reduction of Decimal Fractions,


To reduce Shillings, &c., to the Decimal of a Pound, by Inspection, 146

the three first Decimals of a Pound to Shillings, &c., by Inspection, 157,



Barter, ex. 21–32.

| Position, ex. 89—108.

To find the Area of a Square or Parallelogram, ex. 148–154.

of a Triangle, ex. 55–159.

Hlaving the Diameter of a Circle, to find the Circumference; or, having the

Circumference, to find the Diameter, ex. 171-175.

To find the Area of a Circle, ex. 176—179.

of a Globe, ex. 180, 181.

To find the Solid Contents of a Globe, ex. 182—184.

of a Cylinder, ex. 185–187.

of a Pyranid, or Cone, ex. 188, 189.

of any Irregular Body, ex. 202, 203.
Gauging, ex. 190, 191.

| Mechanical Powers, ex. 192—201.


NUMERATION, 1 1. A SINGLE or individụal thing is called a unit, unity, or one ; one and one more are called two; two and one more are called three; three and one more are called four ; four and one more are called five; five and one more are called six; six and one more are called seven; seven and one more are called eight; eight and one more are called nine ; nine and one more are called ten, &c.

These terms, which are expressions for quantities, are called numbers. There are two methods of expressing numbers shorter than writing them out in words; one called the Roman method by letters,* and the other the Arabic method by figures. The latter is that in general use.

In the Arabic method, the nine first numbers have each an appropriate character to represent them. Thus,

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* In the Roman method by letters, I represents one ; V, five; X, ten; L, fifty; C, one hundred ; D, fire hundred; and M, one thousand.

As often as any letter is repeated, so many times its value is repeated, unless it be a letter representing a less number placed before one representing a greater ;then the less number is taken from the greater ; thus, IV represents four, IX, nine, &c., as will be seen in the following


LXXXX. or XC. Two il,

One hundred C.

Two hundred CC.

lIIl. or IV. Three hundred CCC.

Four hundred CCCC.
Five hundred

D. or 10.*

Six hundred DC.

Seven hundred DCC.

Eight hundred DCCC.

Nine hundred DCCCC.

One thousand M. or CIO.

Five thousand 155. or.

XXXX. or XL. Ten thousand CC103.or X.

Fifty thousand 1203.

Hundred thousand CCCIO39. or T.

One million M.

Two million MM. * 15 is used instead of D to represent five hundred, and for every additional ar dexed at the right hand, the number is increased ten times.

† CI5 is used to represent one thousand, and for every C and I put at each end, the number is increased ten times.

| A line over any number increases its value one thousand times.

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