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DUNBAR'S
Inductive Arithmetic

A Presentation of Business Methods Based

upon Inductively Developed Principles.

By J. H. Dunbar, A. M., Claremont, N. H.

Published in Four Parts, Parts I and II now ready,

Parts III and IV in preparation.

The following are the two points of special superiority claimed for this work:

It develops arithmetical principles, in place of presenting arbitrary arithmetical rules; it thus stimulates the interest and expands the mind of the pupil.

It aims to present direct, common-sense, business-like methods, and thus to produce correct and rapid accountants.

That these claims are not without some foundation will, we think, be admitted by those who read the testimonials in this circular from prominent business men and well-known educators and school officials.

An idea of the plan followed in the development of principles may be obtained from the sample page on the back of this circular. Such development of a principle is always followed by model solutions, complete and systematic explanations, and a large number of exercises for practice.

THE HOWE PRESS, GRANTHAM, N. H.

Comes

to the

Hartford, Vt., Aug. 8, 1894. Prof. J. H. Dunbar,

Dear Sir: I have carefully examined your “InPlain of (ompre ductive Arithmetic,” and find it more than interesting. hension

It presents a method of instruction for the school room which is at once original, clear, and plain of comprehension to the student mind. Its arrangement is methodical, building on from one branch

to another in logical sequence, so as to present a truly inductive A truly inductive system of instruction. system Its propositions and definitions are terse and come directly to the

point. From the business man's standpoint it also has superior suggestions and practical methods. Its ready ways of calculation in every-day transactions, and particularly in matters of interest

computations, are quick and economize one's time. A complete directly

mastery of this work by the student would seem to equip him for point all the arithmetical problems of commercial and ordinary business life. Your treatise deserves success and will command it.

Truly yours, (Ex-Governor of Vermont, and President Samuel E. Pingree.

of White River Saving Bank ) lepart

Bethel, Vt., June 28, 1894. J. H. Dunbar, Esq.,

Dear Sir: I have recently examined a copy of your Arithmetic with much interest. It is a new departure in the Educates line of text-books. The arrangement is admirable, and the style instructs clear, simple, and logical. It seems calculated to stimulate the

mind of the pupil and suggest practical methods to the instructor; to educate as well as to instruct.

The treatment of the subject of interest is the best I have ever

seen, accurate and plain. A univer

The general adoption of the book is to be hoped for and will be

a universal benefit to scholars and schools. I have no doubt it will and receive the practical approval it deserves. schools

Sincerely yours, (Ex-Pres. Vt. Bar Association.)

Wm. B. C. Stickney.

A new

ure

sal bene. fit to scholars

Burlington, Vt., Aug. 1, 1894. Presents Mr. J. H. Dunbar, practical

My Dear Sir: I have examined your new “Inducbusiness methods tive Arithmetic,” and am much pleased with it. You seem to have

caught and confined in your book practical business methods. This is emphatically true of those portions devoted to “Compound Num

new field.

able for

bers” and to “Interest.” I congratulate you on your success in your

Very truly,

Remark (Member of Congress from Vermont.)

D. J. Foster. short cuts

and logi. cal reg

soning

Beverly, Mass., July 25, 1895.
Mr. J. H. Dunbar,

Dear Sir:
I have examined your “Inductive Arithmetic” with keen interest.
It is remarkable for the clearness of its methods, its short-cuts to

Effects

qnick, results, and the way in which from first to last the pupil is led to correct

solutions reason logically.

Because its methods thus effect quick, correct solutions, and at the same time tend to develop the reason, it meets equally the demand both of the business man and the teacher. The pupil must receive from its study that intellectual stimulus Meets cle

mund which he fails to get from those arithmetics which merely frame both of

business rules for purely mechanical processes.

mart and Yours cordially,

teacher Prin. Beverly (Mass.) Training School.

Isabel Chapin.

and pu

Claremont, N. H., Mar. 24, 1902. During the spring of 1901, while I was a member of the Clare- Highly

satisfacmont School Board, portions of Dunbar's Inductive Arithmetic, tory to

teachers Part I. and “Business Methods in Interest,” were introduced into the Claremont schools. From personal knowledge I can testify pils that both pupils and teacher were highly pleased with the books, and that the results of their use were in every way satisfactory. To those school officers who, like myself, believe that the best textbook on arithmetic is the one which presents the most business-like

Un methods, and which best develops thinking on the part of the pupil, equaled

for supI heartily commend this work.

plemen C. H. Wilson.

tary work

Lempster, N. H., Mar. 26, 1902. This is to certify that we used Dunbar's Inductive Arithmetic in three of our schools last fall and liked them very much. We never have had any book so good for supplementary work or one which awakened the reasoning faculties in children so well. I should recommend its use in any school advanced enough to use it.

Jennie L. Olmstead, Member of School Board.

In.
rivaled
for a wak
ening
reasoning
faculties

tion is to

be read,

and an

who thus

SHORT METHODS.

77 Each ques.

39. To Multiply by 147, 125 25 5, etc.
We are to multiply a certain number by 147.
We first multiply by 7 units.
We have left 14 tens by which to multiply.
How will the product by 14 compare with the product by 7?

How, then, after obtaining the product by 7 can we obtain

the product of the same multiplicand by 14? weighed, If the product by 7 is 28, what will be the product by 14 ?

If the product by 7 is 91, what will be the product by 14?
If the product by 7 is 214, what will be the product by 14 ?

How will the order of a product by tens compare with the

order of the product of the same multiplicand by units ? swered by Where, then, should the right-hand figure of the product

by the 14 tens be placed with reference to the right-hand

figure of the product by the 7 units ?
the pnpil, Give, then, å special rule for multiplying by 147.

We are to multiply a number by 125 25 5.
We first multiply by 5.

After obtaining the product by 5, how can we obtain the

product by 25 ? gains

Where shall we place the right-hand figure of the product by the 25 tens ?

How will the product by 125 compare with the product by practice

25 ?

How, then, after obtaining the product by 25, can we obin expres.

tain the product by 125 ?

How does the order of the 125 compare with the order of the 25 ?

How, then, will the order of the product by 125 compare

with the order of the product by 25 ? ing and in

Where, then, should the right-hand figure of the product by 125 be placed with reference to the product by 25?

Give, then, a special rule for multiplying by 125255.
Where should the right-hand figure of a partial product be

placed with reference to the right-hand figure of a preceding ception

partial product ?

If the partial multiplier is four orders higher than the preceding partial multiplier ?

If it is five orders higher ?
If it is six orders higher?

If it is ten orders higher? pression

Give, then, a special rule for multiplying a number
By 426.

By 600 150 30 6.
By 6 42.

By 625 125 25 5.
By 366.

By 256 128 32 8.
By 21 7.

By 210 105 155.
By 7 21.

By 3 927 81.

sive read

clear con

and ex

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