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OF

ARITHMETIC,

THEORETICAL AND PRACTICAL;

ADAPTED TO THE USE OF SCHOOLS,

AND TO PRIVATE STUDY.

BY F. R. HASSLER. F. A. P. S.

NEW-YORK:

PRINTED AND PUBLISHED BY JAMES BLOOMFIELD.

UNIVERSITY
LIBRARY

SOUTHERN DISTRICT OF NEW YORK, SS.

BE IT REMEMBERED, That on the 6th day of OcL.S., tober, A. D. 1826, in the 51st year of the Independence

of the United States of America, F. R. HASSLER, of the said District, hath deposited in this office the title of a Book, the right whereof he claims as Author, in the words following, to wit:

Elements of Arithmetie, Theorelical and Practical ; adapted to the use of Schools, and to Private Study. By F. R. HASSLER, F. A. P. S.

In conformity to the Act of Congress of the United States, entitled “An Act for the encouragement of Learning, by securing the copies of Maps, Charts, and Books, to the authors and proprietors of such copies, during the time therein mentioned.” And also to an Act, entitled “An Act, supplementary to an Act, entitled an Act for the encouragement of Learning, by securing the copies of Maps, Charts, and Books, to the authors and proprietors of such copies, during the times therein mentioned, and extending the benefits thereof to the arts of designing, engraving, and etching historical and other prints.”

JAMES DILL,
Clerk of the Southern District of New-York.

INTRODUCTION.

ARITHMETIC contains the first elements of reasoning upon quantity; its principles take their rise in ideas so simple as to be adapted to the most untutored mind, and to the lowest capacity. It is at the same time so indispensable for every human being, not only in common life, but in the pursuits of the highest sciences, that it forms the most proper, and has always formed one of the principal branches of the earlier education of youth.

By its very nature it furnishes the means of de: veloping the reasoning faculties, from the time of their first beginning to expand themselves, and of habituating them to correctness and precision. It therefore gives the human mind the power and disposition to reason upon sound and correct principles.

It is therefore the duty of the faithful teacher of youth, (not the mere teacher for his own private emolument,) to take advantage of this property of arithmetic, and apply it to cultivate the mind, and enliguten the understanding of his scholars, by a proper reasoning in this elementary science; he should not make it the object of the memory alone; a method that leaves no impression upon the mind, whose results are therefore lost again as soon as the school is dismissed.

To neglect to take this advantage of the study of arithmetic, is either a proof of ignorance, or an actual dereliction of duty. This may appear strong to many people, but strength is the essential property of truth. I can safely appeal to those who

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