that the copious and well arranged rules, examples, observations, BENJ. F. HART, From Mr. Joseph Belden. Mr. T. W. Conkling, DEAR SIR,-I have perused with much pleasure and satisfaction, a treatise on Arithmetic, which you have recently published, and can cheerfully recommend it, as a work well adapted to the improvement not only of those who are taught according to the system of monitorial or mutual instruction, but of young learners universally. I have been particularly pleased with your explanatory notes, which are calculated, in an eminent degree, to facilitate the acquirement of a knowledge of Arithmetic; and also, to relieve the teacher of much labour in this branch of instruction. JOSEPH BELDEN, Teacher of N. York Public School, No. 11. From Mr. Amos W. Brown. I have examined an "Arithmetic" compiled by Mr. Conkling, of this city, and believe it to be, in some respects, preferable to any I have yet seen. The practical exposition of the tables, in the commencement of Reduction, and the familiar explanations attending almost every example under each rule, seem to be well calculated to assist the scholar in his progress through the book; and, consequently to relieve the teacher, very much, from that constant oral explanation, which is required of him by the pupil, in the application of the rules and tables. July 25, 1831. A. W. BROWN, Teacher of the senior department of G. Bro PREFACE. To attempt the publication of a new arithmetic, when there are so many extant, may seem superfluous; and therefore, require something said by way of apology, for adding another to the number already before the public; but where there is a manifest improvement in any science, a generous public will deem it sufficient; as such, this is presented to the candid examiner, with a full conviction, that upon a careful perusal, he will unite with the author in opinion, that an arithmetic upon the plan pur sued in the following pages, is not only judicious, but much need ed. To take up time and weary the patience of the reader with a long introduction, is not intended; I shall therefore, only touch upon a few outlines of the work, and submit it to the public. In the commencement, I would simply observe, that this arithmetic has been compiled for the pupil, and the great object has been to simplify it so as to meet his capacity, and thereby enable him to advance to a knowledge of numbers without that assistance from his teacher which the various methods now in use require. During a long course of years spent in the instruction of youth, I have used many systems of arithmetic, and have generally found them so far above the student's comprehension as to require a considerable part of the teacher's time, to explain to him the rules &c. not only the rules, but many questions in the same rule, though solved by the method require a process so different as to bewilder the scholar and leave him so much in the dark as to need the assistance of his teacher to help him forward. And to every person acquainted with the education of youth, it may appear evident, that the teacher, (however attentive he may be,) is not, at all times, at leisure to give the scholar that information his understanding may require; and, even if it be admitted that the teacher is at all times ready to explain and solve the many difficulties that are continually presenting themselves in some form or other to the mind of the learner, and though he does it, perhaps, in a few minutes, it is forgotten, or, may be, he did not comprehend the explanation: the consequence is, his work becomes irksome, and he concludes, that if he must be making inquiries at the commencement of each rule and perhaps, at many questions in the same rule, he never will make an arithmetician. Thus, the learner much time, makes but little progress and un derstands but little that he passes through. The system now presented is intended to remove or obviate these and many other difficulties that lie in the way to a knowledge of numbers. In the arrangement of the rules, attention has been paid to place them in the best possible manner for the regular advancement of the pupil; but, as teachers differ in opinion with regard to the rules which ought to be introduced first, no arrangement to please all, can be laid down. This difficulty can be removed; for, whoever prefers another method can make his own selection by introducing that rule first that he, in his judg ment, may deem proper. It has been one principal object of the compiler to make every part plain and easy to be understood, by giving as concise a rule as the case would admit; illustrating the same with an example worked at large with the method of doing each part of it, and the reason why it is so done. Under every question where it appeared evident that the learner would have any difficulty, he is instructed how to proceed; and it is so adapted to his capacity, that his progress becomes a pleasure, rather than a task. I would here say, that to give all the questions with their several operations, appears to be as great an error, as giving the examples above the scholar's capacity, without an explanation. To enter into a particular detail of all the rules would be tedious, and perhaps unneces sary; I shall therefore, close with a few general observations. The work is commenced with Numeration, Simple Addition, Subtraction, &c., each of which is rendered as plain as the nature of their operations seemed to admit. With Compound Addition, Federal Money is introduced, although performed like whole numbers, the reason for so doing is, its having different denominations, and will, therefore be better understood. In most of the rules examples are given, both in Federal and Sterling money, and the whole rendered so plain by explanations, &c. that a child of common abilities may progress with but little assistance from his teacher. The examples in the rules of reduction are so arranged, that the learner may work out the process without assistance, by examining the rules, tables, &c. These tables are so constructed, that the learner may in general know what to multiply or divide by, to reduce or bring one denomination into another, and also the reason why. For example suppose 34 be given to be reduced to farthings; under the question it reads thus: pounds multiplied by-are shillings; shillings multiplied by-are pence; pence multiplied by are farthings. The scholar reads pounds multiplied by -are shillings; the question immediately arises by what? If he be at a loss he refers to the table of money, and finds that ** reads, pounds multiplied by 20 are shillings, because 20 lings make a pound; shillings multiplied by 12 are pence, because &c. here the learner knows what to do, and the reason why he does it in this manner; I have passed through the rules of reduction. After reduction of money, weights, measures, &c. reduction of currencies is inserted; the reason for so doing, is, because many scholars have not time to go through all the the rules, and as it is necessary for every one to know something of them, a few examples are here given, and they are again treated of, after Decimal Fractions. The rule of Three Direct and Inverse, Practice, Tare and Trett, Interest, &c. are rendered as plain as their nature seemed to require, by notes, and explanations, which are intended to induce the learner to exercise his own judgment, or, in other words, to think and act for himself. With Simple Interest by Decimals, several methods of computing Interest on notes and obligations having indorsements are introduced. To mention all the rules is needless, as they stand for examination, and can be referred to; I will, therefore, only add that after having passed through the different rules, the whole is closed with questions for exercising the rules, to which is added some miscellaneous matter, I leave it to the candid and impartial examiner to decide upon the merit or demerit of the work; after observing that no pains has been spared to render the work easy and pleasing to the learner; using every exertion so to arrange it as to render him all the information his capacity may require, in order to comprehend the useful science of Arithmetic. To the teachers and scholars of this great American republic, this volume is presented, hoping, that it may prove an essential benefit to all; which is the ardent wish of The public's most devoted and humble servant, THOMAS W. CONKLING, New-York, 1831. |