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Compound Fellowship-by Analysis-by Ratio,,................ ..................................216

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To find the Solid Contents of a Globe,........................................................................................

To find the Solid Contents of a Cylinder,.

To find the Solid Contents of a Pyramid,..

To find the Solid Contents of a Cone,.......................................................

Arithmetical Questions,...............

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SUGGESTIONS TO TEACHERS

ON THE METHOD OF USING THIS WORK.

For a course of Mental Arithmetic, adapted to the capacities of very young pupils, they may take the Mental Exercises in each rule, as far as the first Example for the Skate. This course is not meant to include any of the exercises styled" Questions on the foregoing."

This course embraces the whole of the first 27 pages, together with the Arithmetical Tables, extending to the Appendix. The necessity of impressing wese Tables on the minds of pupils at an early age is sufficiently obvious. When the pupil is perfect master of this course, as will, most probably, be the case after one or two reviews, the teacher will find no diffenity in making him understand the Operations by Slate. He may then take the whole in course.

In every school, it would be well to institute classes; and as there are seldora any answers given to the mental questions, the pupils may be allowed to read sa their turns the questions from the book; thus giving the teacher no further trouble than occasional corrections. By this, the reader will perceive, that the work may be used to advantage in monitorial schools, as the former editions have been. In large schools, these corrections may be made by an advarced scholar, instead of the teacher. Whenever an advanced scholar takes up the book with a view of profiting from it, he should omit nothing as he progresses, but make it his practice to qualify himself to answer any question, in the mental exercises, rules, or respecting the reason of the operations.

Teachers will find it to be a useful occupation for their scholars, to assign them a morning lesson, to be recited as soon as they come into school. With little exertion on the part of teachers, pupils in this way may be made assiduous and ambitious, very much to their advantage, and to the credit of theis

teachers.

T'he mental questions, under the head of “ Questions on the foregoing,” will, intelligently answered, furnish to committees un admirable test of the pupil's knowledge of this subject.

The Appendix is designed for those who have time and opportunity to devote to the study of the more abstruse parts of Mathematics.

Note.-L.est some may mistake the object of the figures annexed to the ques Bios, it may here be remarked, that these figures are separate answers, left without assigning any value to them, reserving this particular for the discretion of the pupil, which he must necessarily exercise, in order to obtain the answer which follows, that being the aggregate of the whole.

The above directions are those which seem the best to the author; but as overy intelligent teacher has a way of his own, which, though not intrinsically the best, is, perhaps, the best for him, the subject is tanectfully submitted to his own choiLAS

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