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The First Lessons contain only examples of vrumbers so small, that they can be solved without The use of a slate. The Sequel commences with mall and simple combinations, and proceeds gralually to the more extensive and varied, and the scholar will rarely have occasion for a principle in arithmetic, which is not fully illustrated in this work.

Colburn's Introduction to Algebra.

THOSE who are competent to decide on the merits of this work, consider it equal, at least, to rather of the others composed by the same au thor.

The publishers cannot desire that it should have a higher commendation. The science of Alge bra is so much simplified, that children may pro(eed with ease and advantage to the study of it, ils soon as they have finished the preceding trearises on arithmetic. The same method is pursued in this as in the author's other works; every thing is made plain as he proceeds with his subject.

The uses which are performed by this science, give it a high claim to more general attention. Few of the more abstract mathematical investigacions can be conducted without it; and a great proportion of those, for which arithmetic is used, would be performed with much greater facility and accuracy by an algebraic process.

The study of Algebra is singularly adapted to discipline the mind, and give it direct and simple

In order to study this work to advantage, the learner should solve every question in course, and do it algebraically. If he finds a question which he can solve as easily without the aid of algebra as with it, he may be assured, this is what the author expected. If he first solves a question, which involves no difficulty, he will understand perfectly what he is about, and he will thereby be enabled to encounter those, which are difficult.

When the learner is directed to turn back and clo in a new way, something he has done before, let him not fail to do it, for it will be necessary to , his future progress ; and it will be much better to trace the new principle in what he has done be. fore than to have a new example for it.

The author has heard it objected to his arith metics by some, that they are too easy. Perhaps the same objection will be made to this treatise on algebra. But in both cases, if they are too easy, it is the fault of the subject, and not of the book. For in the First Lessons, there is no explanation; and in the Sequel there is probably less than in any other books, which explain at all. As easy however as they are, the author believes that whoever undertakes to teach them, will fin the intellects of his scholars more exercised studying them, than in studying the most diffi treatise he can put into their hands.

nodes of reasoning, and it is universally regarded as one of the most pleasing studies in which the mind can be engaged.

The Author's Prefuce.

The first object of the author of the following treatise has been to make the transition from arithmetic to algebra as gradual as possible. The book, therefore, commences with practical questions in simple equations, such as the learner might readily solve without the aid of algebra. This requires the explanation of only the signs plus and minus, the mode of expressing multiplivation and division, and the sign of equality ; together with the use of a letter to express the unknown quantity. These may be understood by any one who has a tolerable knowledge of arithmetic. All of them, except the use of the letter have been explained in arithmetic. To reduce such an equation, requires only the application of the ordinary rules of arithmetic; and these are applied so simply, that scarcely any one can mistake them, if left entirely to himself. One or two questions are solved first with little explanation in order to give the learner an idea of what is wanted, and he is then left to solve several by himself.

The most simple combinations are given first, then those which are more difficult. The learner is expected to derive most of his knowledge by solving the examples himself; therefore care has been taken to make the explanations as few and as brief as is consistent with giving an idea of what is required

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