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THE

COMPLETE

ARITHMETIC.

ORAL AND WRITTEN.'

SECOND PART.

BY DANIEL W. FISH, A.M.,

[merged small][graphic]

IVISON, BLAKEMAN, TAYLOR & CO.,
NEW YORK AND CHICAGO.

1878.

FOCSisus
MRS. CHALLS liuweRC SANGER

FEBRUARY 19, 1936

Educt
118.78.394 ROBINSON'S

SHORTER COURSE.

FIRST BOOK IN ARITHMETIC. PRIMARY.
COMPLETE ARITHMETIC. In One volume.*
COMPLETE ALGEBRA.

ARITHMETICAL PROBLEMS. ORAL and WRITTEN.
ALGEBRAIC PROBLEMS.

KEYS to COMPLETE ARITHMETIC and PROBLEMS, and

to COMPLETE ALGEBRA and PROBLEMS,

in separate volumes, for Teachers.

Arithmetic, ORAL and WRITTEN, usually taught in
THREE books, is now offered, complete and thorough,
in ONE book, "THE COMPLETE ARITHMETIC:

* This COMPLETE ARITHMETIC is also published in two VOLUMES. PART 1.
and PART II. are each bound separately, and in CLOTH.

Copyright, 1874, by DANIEL W. FISH.

Electrotyped by SMITH & McDOUGAL, 82 Beekman St., N. Y.

[graphic][subsumed]

THE design of the author, in the preparation of the COMPLETE

- ARITHMETIC, has been to furnish a text-book on the subject of arithmetic, complete not only as a treatise, but as a comprehensive manual for the class-room, and, therefore, embodying every necessary form of illustration and exercise, both oral and written. Usually, this subject has been treated in such a way as to form the contents of three or more graded text-books, the oral exercises being placed in a separate volume. In the present treatise, however, the whole subject is presented in all its different grades ; and the oral, or mental, arithmetic, so called, has been inserted, where it logically and properly belongs, either as introductory to the enunciation of prin. ciples or to the statement of practical rules—the treatment of every topic from the beginning to the end of the book being tl_oroughly inductive.

In this way, and by carefully constructed analyses, applied to all the various processes of mental arithmetic, the pupil's mind cannot fail to become thoroughly imbued with clear and accurate ideas in respect to each particular topic before he is required to learn, or apply to written examples, any set rule whatever. The intellect of the pupil is thus addressed at every step ; and every part of the instruction is made the means of effecting that mental development which constitutes the highest aim, as well as the most important result, of every branch of education.

This mode of treatment has not only the advantage of logically training the pupil's mind, and cultivating his powers of calculation, but must also prove a source of economy, both of time and money, inasmuch as it is the means of substituting a single volume for an entire series of text-books.

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