BROWN, TAGGARD & CHASE,

SUCCESSORS TO W. J. REYNOLDS & CO., No. 24 Cornhill, Boston:

ROLLO'S TOUR IN EUROPE:

BEING A NEW SERIES OF

ROLLO BOOKS,

BY REV. JACOB ABBOTT. IN SIX VOLUMES, BEAUTIFULLY ILLUSTRATED.

Eatract from the Preface. In this series of narratives we offer to the readers of the Rollo Books a continuation of the history of our little hero, by giving them an account of the adventures which such a boy may be expected to meet with in making a tour of Europe. The books are intended to be books of instruction rather than of mere amusement ; and, in perusing them, the reader may feel assured that all the information which they contain, not only in respect to the countries visited, but to the customs, usages, and modes of life that are described, and also in regard to the general character of the incidents and adventures that the young travellers ineet with, is in most strict accordance with fact. The main design of the narratives is, thus, the communication of useful knowledge ; and everything which they contain,

ept what is strictly personal, in relation to the actors in the story, may be depended upon as exactly and scrupulously true.

Notices of the Press. We know of no books that are so eagerly sought for by good boys and girls as Mr. Abbott's new series of “Rollo Books." - Hartford Christian Secretary.

Mr. Abbott has a singularly successful faculty of conveying instruction with entertain. ment, and of interesting all classes of readers, but more particularly the young. All will say that the more we have of such useful and pleasant volumes the better. Salem Register.

They give excellent lessons in Geography and History, in the most pleasing forms. They are beautifully printed, and illustrated with fine engravings. – New Haven Palladium.

There is no wonder that the “Rollo Books" are so extremely popular, for we doubt if many of us "children of a larger growth" can escape their fascination. – Salem Obserder.

A careful perusal of the volume under notice (Switzerland) will give the young reader not only as good a geographical knowledge of the country it describes as would be obtained at a term at school, but will acquaint him with the habite, manners, and characteristics of the people of Switzerland. - American Citizen.

No living man is his equal in story-telling for the young, and the book will find its way into thousands of homes. – Hartford Republican.

They contain a great deal of useful information, conveyed in a most pleasing and interesting manner. - Boston Post,

Written by one who has made the tour through which he carries his young hero, and who, from long experience, knows how to please and instruct his young readers, these yolumes possess just the qualities to attract those for whom they are intended. - Norfolk Co. Journal.

The author has admirably combined the pleasing with the instructive, so that while the youthful reader is charmed by the narrative, he also gains valuable information with regard to those far-off places famed in story and song. – Boston Olive Branch.

A correspondent of the New York National Magazine says :-" The volumes are beautifully illustrated, and written in the charming and instructive style of the author. We saw one of our New England governors, lately returned from a European tour, quite abo sorbed in the volume upon Paris, while travelling in a railway car, a short time since."

OR, LIFE ON Τ Η Ε Ο Ο Ε Α Ν. BY HAWSER MARTINGALE, (CAPT. J. S. SLEEPER.)

One large 12mo volume, 450 pages. 48 Engravings. This book contains twenty-eight stories of ocean life, told in a plain, off-hand manner by one who, for years, had his home in the forecastle ; of sketches sometimes drawn from the imagination, but generally founded on fact ; sometimes grave, sometimes humorous, and sometimes descriptive; all illustrating, in a greater or less degree, the amusements, superstitions, evils, vices and virtues of the sailor; and sprinkled with tempests, shipwrecks, hair-breadth escapes, piracies and battles, with occasional glimpses of scenes of another sort - life in the rural districts of New England.

Contents of the volume. Mother Carey's Chickens. - The Allspice Privateer. - Harpooning a Spaniard. - Oololoo. -White-headed Bill. - Three-fingered Jacks. - Widow Morrison. - Serry Marlingspike's Ride. - A Tale of a Winter's Coast. - Sea Dogs. - Popping the Question.-Whistling Jack. - The Stuttering Captain. - Rufus Armstrong. - Tom Dulany; or, the Irishman taken in Tow.-The Sailor's Revenge. - Frank Granger and Nabby Brown. - The Catamaran. - A Thanksgiving Story. – Ned Gasket's Story. - How to Raise a Breeze. Walter Grafton. -Cutting out Work for all Hands. - Jack Hopkins. - Calico Jack.Peter the Great. - Capture of an Indiaman. - Saturday Night Revels.

New Songs for the Little Ones.
HYMNS AND POEMS FOR CHILDREN.

COLBURN'S FIRST LESSONS.

INTELLECTUAL

A RITHMETIC,

UPON THE

INDUCTIVE METHOD

OY

INSTRUCTION.

BY WARREN:cÖL'BOR:N,A. M.

“Colburn's 'First Lessons, the only faultless school-book that we
have, has made a great change in the mode of teaching Arithmetic, and is
! destined to make a still greater. It should be made the basis of instruction

in this department." - THE SCHOOL AND THE SCHOOLMASTER.

BOSTON:
BROWN, TAGGARD & CHASE,

SUOCESSORS TO
W. J. REYNOLDS AND CO.

No. 24 Cornhill.

QA

103
.668

184.9
Entered according to Act of Congress in the year 1849, by

TEMPERANCE C. COLBURN, Widow of Warren Colburn,

In the Clerk's Office of the District Court of the District of Massachusetts.

24518i

ADVERTISEMENT TO THE REVISED EDITION.

The character of Colburn's First Lessons is too widely and thoroughly known to make it necessary to give, in this edition, any extended statement of its principles and method. Ideas which were new at the first publication of this work have now, through the “great change” that has taken place in elementary instruction in Arithmetic, through its influence, become the common possession of all intelligent teachers.

The careful revision of the work which has now been made has suggested very few points in which any change seemed to be required. It has been thought that a more easy and gradual introdfaction: Wouda retider the work more useful to the most youthfül beginners :

The use of the book with beginners demands of the teacher considerable babor in the way of proposing original questions, and devising Mobiles of cillustration ; and å short course of Introductory Lessons is prefixed, which the teacher may use as materials and hints in the first steps of the study.

INTRODUCTION.

corn.

The first instructions given to the child in Arithmetic, are usu. ally given on the supposition that the child is already able to.count. This indeed seems a sufficiently low requisition ; and if children were taught to count at home in a proper manner, they would have this power in a sufficient degree when they enter the primary school. But it will be found on trial that most children, when they begin to go to school, do not know well how to count. This may be proved by requiring them to count 20 beans or kernels of

Few of them will do it without mistake. The difficulty 18 they have been taught to repeat the numerical names, one, two, three, in order, without attaching ideas to them. They learn to count without counting things. This point then calls for the teacher's first attention to lead the child to apprehend the mean. ing of each numerical word by using it in connection with obJects.

The kind of objects to be employed as counters should, of course, be sin as marks on the blackboard, beans, pieces of wood, or of cork, or the. balls in a numeration frame. Provided they are similar, and large enough to be seen without effort by all the class, it is of little consequence what they are: the simpler the better, and those which the teacher devises or makes, will, other things being equal, be best of all. Not more than ten should be used or exhibited to the children in the first few lessons.

LESSON I. Let the class have their attention called to the teacher; and when he lays down a counter, when all can see it, let them say one; let the teacher lay down another, and the class say two; and so on up to ten. If any of the class become inattentive, let the teacher stop at once ; and, after the attention is fully centred on him, let him begin again.

After going through this addition a few times in this form, it may be varied thus. The teacher laying down the counters, one by one, as before, the class may be led to say, one and one are two, two and one are three, three and one are four, &c.

The above mode of adding may be shortened by leading the class to say as follows: One and one are two, and one are three, and one are four, &c.

At any time the word designating the counter may be used along with the number, as beans, balls, pieces, marks, or books, as the case may he.

At times it will be well to give some fictitious designation to