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L. CONANT

R. G. PARKER,
OTIS PIERCE,

JAMES ROBINSON,

Boston, May 24, 1882. The subscribers, Instructers in the public schools in the city of Boston, avail themselves of the earliest opportunity to express their approbation of Part Second, of the North American Arithmetic, by Frederick Emerson. The oral and written exercises being arranged in corresponding chapters and sections, may be taught separately or connectedly: this they deem a very great excellence. The principles are laid down in progressive order, and are illustrated by the inductive method. Fractional Arithmetic is skilfully explained-and will no longer puzzle the learner. The work is evidently written with great care and ability. The undersigned, therefore, confidently hope its merits will be as fully and freely appreciated by the enlightened friends of education, as wero those of Part First. P. MACKINTOSH, Jr. CHARLES FOX, A. ANDREWS, C. WALKER,

ABEL WHEELER, SAMUEL BARRETT, DAVID B. TÓWER,

BARNUM FIELD, (Conclusion of a letter to the Publishers.] The NORTH AMERICAN ARITHMETIC is not a mere repetition of other publications on the subject. !. is an original work;—original in its plan,-original in its execution, original in its arrangement and questions, -original in every thing, excepting the use of the inductive method. I think the author has been peculiarly happy in the unity and system of his treatise,-in the arrangement of oral and written exercises in corresponding chapters,—and, especially, in his mode of treating fractions. I am acquainted with no school-book that I could with more confidence recommend to the notice of teachers, and others interested in the subject of elementary education.

E. BAILEY. [Principal of the Young Ladies' High School, Boston.)

New York, Oct. 6, 1832. I consider Emerson's North American Arithmetic—Part First and Part Second, with the Key,—as perfect a School-book as I have ever examined. None on this branch of instruction has so well and truly illustrated the subject. It is plain and easy, and the characteristics which distinguish it as a schoolbook, are those that should prevail in every introductory work offered for the use of youth.

SAMUEL W. SETON. (Visiter for the Public School Society, New York.)

Philadelphia, Jan. 13, 1833. [Conclusion of a letter to the Author.] It gives me great satisfaction to observe the gradual introduction into our treatises for children, of the method of induction, so effectual in its developement of their intellectual resources, and so superior to the dogmatic method formerly in use. Until within a few years, the plan which you have adopted was unknown among us; and it is not perhaps remarkable, that a bigoted attachment to things familiar, and a want of power and inclination to investigate the philosophical principles on which the mind is to be cultivated, should have conspired to render the rational system slow in its advances. The addition which you have made to the class of works above mentioned, will, I trust, be eminently useful in rendering the study of Arithmetic, both easy and profitable. Your combination of intellectual and written exercises must commend itself to every teacher.

Yours truly, WALTER R. JOHNSON.

[Principal of the Philadelphia High School.] See notices on the cover. Want of room prevents the insertion of many other testimonials; among which, are, letters from the following sources.

EDWARD TURNER, Professor of Math. and Nat. Phil. in Middlebury Colloge,
JOHN ADAMS, Principal of the Phillips Academy, Andover.
GEORGE W. KEELY, Professor of Mathematics in Waterville College
A. CASWELL, Professor of Mathematics in Brown University.
AMOS EATON, Senior Professor in the Rensselaer School.
JAMES HAMILTON, Prof. Math., Nat. Phil. & Astronomy in Nashville Unia

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