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THEORETICALLY AND PRACTICALLY
BY B. M. TYLER.
PRINTED AND PUBLISHED BY E. & H. CLARK.
DISTRICT OF NEW HAMPSHIRE, TO WIT:
DISTRICT CLERK'S OFFICE. BE IT REMEMBERED, That on the twenty-eighth day of November, A. D. 1826, in the fifty-first year of the Independence of the United States of America, B. M. TYLER, of the said District, has deposited in this Office the title of a Book, the right whereof he claims as Author, in the words following, to wit : “ Arithmetick, Theoretically and Practically Illustrated. Ву
B. M. Tyler.” In conformity to the Act of the 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 times 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.'
CHARLES W. CUTLER,
Clerk of the District of New Hampshire. A true Copy as of Record : Attest,
CHARLES W. CUTLER, Clerk.
Amer. Univ. 1-13-39 37.86
WHETHER knowledge be communicated verbally or by writing the first object of the instructer should be to use a language adapted to the capacities of those to whom he would impart his ideas. If words are used which the learner does not perfectly understand, he must first learn the language, and then the idea, or his perceptions of what are meant to be communicated, will be vague and indistinct; and in either case, his ambition will be checked and his progress retarded. But if a language be used with which the learner is familiar, he has but one object to pursue, and that he can obtain without encountering any other obstacles than those which nature has placed
in his way.
Another important consideration in giving instruction, is, that but one new principle should be introduced at the same time. If several be blended together, the attention of the scholar will be divided, and he must either contend with the whole at once, or give up the point as too perplexing.
Next to simplicity of arrangement, a lucid illustration of every principle should be given. The most important object to be obtained, is to fix in the mind a knowledge of general principles, and allow the student to make his own application of them. But general principles should be communicated to youth by means of sensible objects or practical examples.