RECOMMENDATIONS. New-Salem, Sept. 14th, 1801. HAVING attentively examined « The Scholar's Arithmetic," I cheerfully give it as my opinion that it is well calculated for the instruction of youth, and that it will abridge much of the time now necessary to be spent in the communication and attainment of such Arithmetical knowledge as is proper for the discharge of business. WARREN PIERCE. Preceptor of Neio-Salem Academy. Groton Academy, Sept. 2, 1801. SIR.....I have perused with attention "The Scholar's Arithmetic," which you transmitted to me some time since. It is in my opinion, better calculated to lead students in our Schools and Academies into a complete knowledge of all that is useful in that branch of literature, than any other work of the kind I have seen. With great sincerity I wish you success in your exertions for the promotion of useful learning; and I am confident that to be generally approved your work needs only to be generally known. WILLIAM M. RICHARDSON, Extract of a Letter from the Hon. JoHN WHEELOCK, LL. D. President of Dartmouth College, to the Author. "The Scholar's Arithmetic is an improvement on former productions of the same nature. Its distinctive order and supplement will help the learner in his progress; the part on Federal Money makes it more useful; and I have no doubt but the whole will be a new fund of profit in our country." September 7th, 1807. The Scholar's Arithmetic contains most of the important Rules of the Art, and something, also, of the curious and entertaining kind. The subjects are handled in a simple and concise manner. While the questions are few, they exhibit a considerable variety. While they are generally easy, some of them afford scope for the exercise of the Scholar's judgment. It is a good quality of the Book, that it has so much to do with Federal Money. The plan of showing the reasons of the operations in the extraction of the Square and Cube Roots is good. DANIEL HARDY, JUN. Preceptor of Chesterfield Academy. Extract of a Letter from the Rev. LABAN AINSWORTH of Jaffrey, to the publisher of the fourth Edition, dated August 3, 1807. "The superiority of the Scholar's Arithmetic to any book of the kind in my knowledge, clearly appears from its good effect in the schools I annually visit.-Previous to its introduction, Arithmetic was learned and performed mechanically; since, scholars are able to give a rational account of the several operations in Arithmetic, which is the best proof of their having learned to good purpose." pence to cents and mills do. Division Demonstration of the reason and nature of the various steps in the operation of extracting the Demonstration of the reason and nature of the various steps in PROBLEMS 1st. To find the circumference of a circle, the diameter being given 2d. To find the area of a circle, the diameter being given 3d. To measure the solidity of an irregular body THE SCHOLAR'S ARITHMETIC. INTRODUCTION. ARITHMETIC is the art or science which treats of numbers. It is of two kinds, theoretical and practical. The THEORY of Arithmetic explains the nature and quality of numbers, and demonstrates the reason of practical operations. Considered in this sense, Arithmetic is a Science. PRACTICAL ARITHMETIC shews the method of working by numbers, so as to be most useful and expeditious for business. In this sense Arithmetic is an Art. DIRECTIONS TO THE SCHOLAR. DEEPLY impress your mind with a sense of the importance of arithmetical knowledge. The great concerns of life can in no way be conducted without it. Do not, therefore, think any pains too great to be bestowed for so noble an end. Drive far from you idleness and sloth; they are great enemies to improvement. Remember that youth, like the morning, will soon be past, and that opportunities once neglected, can never be regained. First of all things, there must be implanted in your mind a fixed delight in study; make it your inclination; "A desire accomplished is sweet to the soul." Be not in a hurry to get through your book too soon. Much instruction may be given in these few words, UNDERSTAND EVERY THING AS YOU GO ALONG.— Each rule is first to be committed to memory; afterwards, 'the examples in illustration, and every remark is to be perused with care. There is not a word inserted in this Treatise, but with a design that it should be studied by the Scholar. As much as possible, endeavour to do every thing of yourself; one thing found out by your own thought and reflection, will be of more real use to you, than twenty things told you by an Instructor. Be not overcome by little seeming difficulties, but rather strive to overcome such by patience and application; so shall your progress be easy and the object of your endeavours sure. On entering upon this most useful study, the first thing which the Scholar has to regard, is NOTATION. NOTATION is the art of expressing numbers by certain characters or figures of which there are two methods. 1. The Roman method, by Letters. 2. The Arabic method, by Figures. The latter is that of general use. 1 In the Arabic method all numbers are expressed by these ten characters or figures. 1 2 3 4 5 Unit; or one 8 9 0 6 7 two; three; four; five; six; seven; eight; nine; cypher The nine first are called significant figures, or digits, each of which [or nothing. standing by itself or alone, invariably expresses a particular or certain number; thus, 1 signifies one, 2 signifies two, 3 signifies three, and so of the rest, until you come to nine, but for any number more than nine, it will always require two or more of those figures set together in order to express that number. This will be more particularly taught by NUMERATION. Numeration teaches how to read or write any sum or number by figures. In setting down numbers for arithmetical operations,, especially with beginners, it is usual to begin at the right hand, and proceed towards the left. EXAMPLE. If you wish to write the sum or number 537, begin by setting down the seven, or right hand figure, thus 7, next set down the three, at the left hand of the seven, thus 37, and lastly the five, at the left hand of the three, thus 537, which is the number proposed to be written. In this sum thus written you are next to observe that there are three places, meaning the situations of the three different figures, and that each of these places has an appropriated name. The first place, or that of the right hand figure, or the place of the 7, is called unit's place; the second place, or that of the figure standing next to the right hand figure, in this the place of the 3, is called ten's place; the third place, or next towards the left hand, or place of the 5, is called hundred's place; the next or fourth place, for we may suppose more figures to be connected, is thousand's place; the next to this tens of thousand's place, and so on to what length we please, there being particular names for each place. Now every figure signifies differently, accordingly as it may happen to occupy one or the other of these places. The value of the first or right hand figure, or of the figure standing in the place of units, in any sum or number, is just what the figure expresses standing alone or by itself; but every other figure in the sum or number, or those to the left hand of the first figure, have a different signification from their true or natural meaning; for the next figure from the right hand towards the left, or that figure in the place of tens, expresses so many times ten, as the same figure signifies units or ones when standing alone, that is, it is ten times its simple primitive value; and so on, every removal from the right band figure, making the figure thus removed ten times the value of the same figure when standing in the place immediately preceding it. Hund. Tens. Units. EXAMPLE. Take the sum 3 3 3, made by the same figure three times repeated. The first or right hand figure, or the figure in the place of units, has its natural meaning or the same meaning as if standing alone, and signifies three units or ones; but the same figure again towards the left hand in the second place, or place of tens, signifies not three units, but three tens, that is thirty, its value being increased in a tenfold proportion; proceeding on still further towards the left hand, the next figure or that in the third place, or place of hundreds signifies neither three nor thirty, but three hundred, which is ten times the value of that figure, in the place immediately preceding it, or that in the place of tens. So you might proseed and add the figure 3, fifty or an hundred times, and every time the figure was added, it would signify ten times more than it did the last time. A CYPHER standing alone is no signification, yet placed at the right hand of another figure it increases the value of that figure in the same tenfold proportion, as if it had been preceded by any other figure. Thus 3, standing slone, signifies three; place a cypher before (30) and it no longer signifies three, but thirty; and another cypher (300) and it signifies three hundred. The value of figures in conjunction, and how to read any sum or number agreeably to the foregoing observations, may be fully understood by the following TABLE. THE words at the head of the Table shew the signification of the figures against which they stand; and the figures shew how many of that signification are meant. Thus Units in the first place signify ones, and 6 standing against it, shews that six ones or individuals are here meant; tens in the second place shew that every figure in this place means so many tens, and 3 standing against it, shews that three tens are here meant, equal to thir2 3 5 4 2 18 3 6 ty, what the figure really signifies. Hundreds Billions. Hund. of Thous. of Mill. Tens of Thous. of Mill. Millions. Hundreds of Thousands. Tens of Thousands. Tens. 3 4 0 7 6 2 1 4 6 3 1 2 in the third place shew the meaning of fig1 3 0 2 5 0 3 7 6 4 5 ures in this place to be Hundreds, and 8 4 1 3 9 8 2 1 0 6 4 shews that eight hundreds are meant. In 2 7 0 2 1 3 6 7 5 the same manner the value of each of the re4 6 3 2 7 2 9 1 maining figures in the table is known. Hav1 2 3 4 6 3 2 ing proceeded through in this way, the sum 2 3 4 5 6 7 of the first line of figures or those immedi8 9 0 9 9 ately against the words, will be found to be 7 6 5 4 Two Billions, one hundred sixty seven thou1 2 3 sands, two hundred and thirty-five Millions ; 4 5 four hundred twenty-one thousands; eight hun7 dred and thirty-six. In the like manner may be read all the remaining numbers in the Table. Those words at the head of the Table are applicable to any sum or number, and must be committed perfectly to memory so as to be readily applied on any occasion. For the greater ease of reckoning, it is convenient and often practised in public offices, and by men of business, to divide any number into periods and half periods, as in the following manner: 5.3 7 9,6 3 4. 5 2 1,7 6 8.5 3 2, 4 67 'TRILLIONS. Hundreds thous. of bill. Thousand billions Ten billions BILLIONS. Thousands Hundred thous. of mill. Thousand millions → Ten thousands co Hundred thousands Tens → Units B |