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THE

NORTH AMERICAN

ARITHMETIC.

PART FIRST,

CONTAINING

ELEMENTARY LESSONS.

BY FREDERICK EMERSON,

PRINCIPAL OF THE DEPARTMENT OF WRITING AND ARITHMETIC
BOYLSTON SCHOOL, BOSTON.

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DISTRICT OF MASSACHUSETTS, to wit: DISTRICT CLERK'S OFFICE. BE IT REMEMBERED, that on the twenty-eighth day of August, a. D. 1829, in the fifty-fourth year of the Independence of the UNITED STATES OF AMERICA, Lincoln & Edmands of the said District, have deposited in this office, the title of a book, the right whereof they claim as proprietors, in the words following, to wit: "Emerson's First Part. The North American Arithmetic. Part First, containing Elementary Lessons." By Frederick Emerson, Principal of the Department of Writing and Arithmetic, Boylston School, Boston.

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." JOHN W. DAVIS,

Clerk of the District of Massachusetts,

PREFACE TO PART FIRST.

In a systematic course of general education, Arithmetic claims a place among the primary objects. Its elementary exercises, when rationally conducted, are adapted to the capacities of children at a very early age. Its influence on the character of children, in developing the reasoning faculties, and habituating the mind to investigation, is highly conducive to progress in every other branch of knowledge. Notwithstanding the obvious truth of the above remark, the practice of postponing arithmetic till pupils arrive at the age of nine or ten years, still prevails in a great part of our country, and calls for the attention of those, to whom the concerns of popular education are intrusted.

The purpose of this Manual is, to facilitate the instruction of the younger classes in common schools. It contains the first part of a Course of Exercises in Arithmetic, which is to be published in three parts. The plan of the lessons accords with the method of instruction practised in the school at Stantz, by the celebrated Pestalozzi. The method of illustration, by the use of cuts, and the location of unit marks under questions, it is hoped, will be found to be an improvement.

PART FIRST has been confined to the simple elements of arithmetic, with a view of rendering it a suitable introduction to the subsequent study of the science from books, which are already in use, and which are thought to be deficient in elementary exercises.

The slate and pencil are not required, in the performance of the lessons contained in Part First. On the title page, will be seen, a drawing of an improved structure of the Abacus. It is a convenient apparatus for illustrating the combinations of numbers, and may be used in connexion with these lessons, although it is not indispensable.

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ARITHMETIC.

NUMERATION.

Note to Teachers. All the lessons in Numeration, are designed to be performed while the learners have their books open.

LESSON I.

Here is the picture of some apples: count them. One, two, three, four, five, six, seven, eight, nine, ten.

LESSON II.

Count the stars in each line across this page.

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LESSON III.

How many stars are one star and one star ?

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How many stars are two stars and one star?

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How many stars are three stars and one star : ***

How many stars are four stars and one star?

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How many stars are five stars and one star?

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How

many stars are six stars and one star? ******

How many stars are seven stars and one star ?

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How many stars are eight stars and one star?

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Note to Teachers. The design of the preceding lessons has been, to teach the names, and the comparative magnitude of numbers, from one to ten. The teacher should now inform the pupils, that numbers are represented by FIGURES. He may direct them, to obtain the names of the figures by counting the unit marks, (from left to right,) which stand against the figures severally, in the following table. As this exercise will tend to fix a mental association of each figure with the number of units, which it represents, the lesson should not be omitted, even by children, who are already able to read figures.

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