Put in the form of bills, and find the amount of each of the following:

154. Sold a lady a set of furs for $45.50; 10 yd. of silk at $2.50 per yd.; a bonnet for $7.50; a pair of gloves for $1.75; and an umbrella for $3.50. What is the amount of her bill?

155. Make out bill for the following: James Smith bought of Johnson & Co., 25 lb. of coffee sugar at 114; 5 lb. of tea at 754; a box of crackers containing 25 lb. at 64; a box of soap for $1; and 3 lb. of coffee at 354.

156. E. A. Holbrook bought of Jones & Co., 5 yd. of cloth at $1.25 a yd.; 32 yd. of flannel at 60 cents a yard; 40 yd. of muslin at 11 cents; 1 pair of gloves for $2; 20 yd. of carpet at $1.10. What is the amount of his bill?

157. Rich Brothers bought of Farmer Tuthill, 20 bbl. of potatoes at $2.75; 85 lb. of butter at $.28; 16 doz. of eggs at 22 cents; and 36 lb. of chickens, at 9 cents. What was the amount of the bill?

158. James Lewis & Co. sold to Robt. Herrick 36 lb. of sugar at 10 cts. ; 6 lb. of tea at $.75; 25 lb. of coffee at 27 cents; 4 gal. molasses at $.84; 16 lb. of ham at 14 cents; and 2 doz. cans of peaches at 30 cts. a can. Find the amount of the bill?

FISH'S ARITHMETICAL CHART,

For Memorizing the Tables, and for Other Drill Exercises.

This Chart is 26 in. by 24 in., and is intended not only to facilitate the memorizing of the various tables, but to train the eye to see results, and the mind to act promptly, and accurately. It is adapted to a great variety of easy and useful exercises, and is not dependent upon any text-book on arithmetic.

Experience has proved, that no other device can be made so efficient and useful in fixing relations of numbers in the mind of the pupil, and in securing rapidity and accuracy in the performance of work, as these drill exercises.

EXPLANATION.

The Chart should be hung in front of the class, where all can see it.

A small circle, containing on its outer edge all the numbers from 0 to 12 is fastened to the back of the Chart, and by turning this, all these numbers are presented successively in the center opening.

It will be apparent at once, that these central numbers must in turn serve as addends, subtrahends, multipliers, and divisors, according to the table to be used.

It will also be observed that the numbers on the Chart include all the products of the multiplication table, as far as 12 times 12, and these are arranged in three large squares, also in columns, and in lines, and will be referred to in the exercises as the inner square, the second square, and the outer square; also as the columns A, B, C, etc., and the lines 1, 2, 3, etc.

In all excrcises, the pupil should be trained to read rapidly and distinctly, without the use of pointer or finger, and, at sight, to give only results.

To illustrate the tables, we will use 2 as the central figure. Addition:

Promptly give, at sight, the sum of the central number and each number of the inner square, reading, first to the right, then to the left. Then read as 2 greater, each number of the second square; then of the outer square; and then of each column, and of each line. In like manner, use 3, 4, 5, to 10 inclusive, each as the central number.

Subtraction:

At sight, read the difference between the central number and each number of the inner square, first to the right, then to the left. Then regarding the central number as the subtrahend, give the difference between it and each number in the second square, regarded as a minuend. Do the same with each number in the outer square.

Then read the sum and difference of the central number and each number of the inner square; thus, sum 3, difference 1; sum 4, difference 0, etc. In like manner, practice with 3, 4, 5, to 10, each used as central numbers.

Finally, give the difference between each number of the inner square, and the adjacent number of the second square.

Multiplication:

Read rapidly the products of the central number and each number of the inner square, first to the right, thus, 2, 4, 6, etc.; then to the left, thus, 24, 22, 20, etc.

Mentally, use first the central number as the multiplier, and each number of the inner square as a multiplicand; then the

reverse.

Next, read the products each as 2 greater; thus, 2, 4; 4, 6; 6, 8, etc.; then as 3 greater, and so on to 10 greater.

Finally read the sum, difference, and product of the central number and each number of the inner square; thus, sum 3, difference 1, product 2; sum 4, difference 0, product 4, etc.; or simply name results; thus, 3, 1, 2; 4, 0, 4; 5, 1, 6, etc.

Division:

First treat each number of the inner square as a divisor, and each number of the other two squares as a dividend.

Take any one of the dividends, as 14, divide successively by each number of the inner square, commencing with 1, reading thus: 14 is 14 times 1, 7 times 2, 4 times 3 and 2 over, 3 times 4 and 2 over, etc.; or thus, 14 times 1, 7 times 2, 4 times 3 and of 3, etc.; or thus, of 14 is 7, of 14 is 4,

of 14 is 3, etc. Then read only results; thus, 14, 7, 4, 34, etc. Practice in the same way upon all the numbers used as dividends.

Next, use each of the central numbers as a divisor, and each number in the second and outer squares as a dividend, reading as above.

Then divide the numbers in the outer square in the same manner; then the columns A, B, G, and H; then the lines 1, 2, 7, and 8.

When the sums, differences, products, and quotients have been read abstractly, they may also be read as concrete numbers, viz., as dollars, cents, feet, rods, acres, quarts, gallons, pecks, bushels, etc., etc.

The sums, differences, and products may also be read as halves, thirds, and so on to tenths.

Factoring:

Exercise the pupil also in factoring. Commencing at some point, as at 45, in line 1, read rapidly two factors of each number; thus, 5 times 9, 6 times 8, 7 times 7, etc.; or, 5 and 9, 6 and 8, 7 and 7, etc. Treat in like manner the numbers in lines 2, 7, and 8; also in columns A, B, G, and H, then the numbers of the second square, and also of the outer square.

The skillful teacher can use this chart for a great variety of exercises in Fractions, Decimals, Denominate Numbers, Percentage, etc.