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A SYSTEM OF PRACTICAL ARITHMETIC:
THE SEVERAL RULES OF THAT USEFUL SCIENCE ARE
ILLUSTRATED BY A VARIETY OF EXAMPLES
A LARGE PROPORTION OF WHICH ARE IN
THE WHOLE DESIGNED
TO IBRIDGE THE LABOUR OF TEACHERS, AND TO
FACILITATE THE INSTRUCTION OF YOUTH.
A NEW EDITION, WITH CORRECTIONS AND ADDITIONS BY THE AUTHOR.
NO. 171 MARKET STREET.
MAY 2 1933
Princeton University Library
ENTERED according to Act of Congress, in the year 1838, by
M-CARTY & DAVIS,
District of Pennsylvania.
EXPLANATION OF CHARACTERS.
proportionality; as, 2 : 4 :: 6 : 12. ✓or Square Root; as, %6438.
3 Cube Root; as, 764=4.
Fourth Root; as, 716=2, &c.
The design of the following work is to furnish the several rules of Arithmetic concisely expressed, together with a variety of applicative examples, arranged in such order that the learner may advance, by gradations, from what is simple to what is more abstruse, and be unobstructed in his progress by ignorance of particulars that he should previously have known.
The compiler is aware that a number of works of a similar nature is already in use, and that most of them are possessed of considerable merit; yet he believes he has in several respects improved upon them. Whether he has or not, after making a few remarks, he will submit to the judicious to determine.
Under each of the rules in the TEACHERS' ASSISTANT, one or more wrought examples are given, which afford an opportunity of explaining and illustrating them. Of the examples for the application of the several rules, the easiest occur first ; such as are similar mostly succeed each other; and all are delivered in as familiar terms as could readily be employed. Federal money, as far as the five primary rules are concerned, is treated of separately, and agreeably to the manner in which it is used in trade, mills being mostly rejected. Before entering upon Compound Addition, a portion of Reduction is introduced, which appears necessary, in order to explain that rule, as well as Compound Multiplication and Compound Division.
Besides the foregoing particulars, a number more might be adduced that are conceived to be worthy of attention ; such as the arrangement of the rules and examples in Practice, Simple Interest, Tare and Tret, &c.; but these, with the whole work, are referred to teachers and others interested in the subject.
Philadelphia, Sept. 23. AGREABLY to your request, I have examined Mr. Pike's Treatise of Arithmetic, and am much pleased with it. His mode of exemplifying the rules is, I think, extremely well accommodated to the comprehension of juvenile pupils; while the general arrangement, extent, and scientific execution of the work ronder it worthy of adoption in both public and private seminaries.
JAMES ABERCROMBIE, D.D.
Director of the Philadelphia Academy. Messrs. Johnson & Warner.
Philadelphia, Ninth mo. 26, I HAVE examined the System of Arithmetic compiled by S. PIKE, and am of opinion that it is well calculated for conveying to youth, in a short time, a general knowledge of that science.
The commendable attention which the compiler has paid to a clear elucidation of his subject, as well as his careful exclusion of any thing which would unnecessarily perplex, entitles him to the thanks of those who are engaged in the laborious task of imparting knowledge to youth.
Philadelphia, Sept. 16. AFTER a careful inspection of Mr. S. Pike's System of Arithmetic, I give it a decided preference to every other I have yet seen, and shall be glad of the publication of a work that, in my opinion, will deduct from the labour of teaching, and conduce to the advantage of learners.
Philadelphia, Sept. 30. I bave no hesitation in declaring my belief, in concurrence with the gentlemen who have already recommended S. Pike's System of Arithmetic, that its publication will conduce to the public and private utility of the arithmetical student.
Yours, &c. Messrs. Johnson & Warner.
SAMUEL B. WILIE.
The System of Arithmetic compiled by 8. Pike is, in my opinion, a very judicious performance. The arrangement of the parts, the perspicuity of the rules, and the appropriate and familiar nature of the examples, are peculiarly calculated to facilitate the progress of the learner. I therefore give the work a decided preference to any other on the subject, with which I am acquainted.
John GUMMERE, Principal and Teacher of Burlington Boarding-school