PREPARATORY LESSONS IN ARITHMETIC. GIVING ANALYTICAL DIVISIONS OF THE FIRST FOUR RULES, AND THE VARIOUS FORMS IN WHICH QUESTIONS CAN BE ALSO, EXERCISES IN MENTAL ARITHMETIC, AND BY J. BROWN, Author of "Classified Spelling," and "Unique Copy DEDICATED TO THE ENGLISH YOUTH THROUGHOUT THE WORLD. WHEN the author of this little book was himself a youth at school, he had a very false notion concerning the study of arithmetic. It was his impression that arithmetic was so very difficult, there was no use in his attempting to learn it. His determination to avoid the study of this most necessary branch of knowledge was so strong that he succeeded but too well in escaping the watchfulness of his master. At last, however, he began to feel ashamed of his ignorance in numbers; and as he could favourably bear comparison with his schoolfellows in other branches of study, the idea struck him that there must have been a greater obstacle in his mind not going to arithmetic than there was in arithmetic not coming to his mind. He made one bold attack upon the citadel of figures, and soon perceived he had made a breach in its walls; he afterwards continued his efforts until the whole fabric lay at his feet, and was ever after ready to yield him instant service whenever occasion required. The author thus writes in order to show boys that they must not be frightened, as Robinson Crusoe was, at seeing the print of a man's naked foot upon the sand, and then run home in terror and hide himself; but to be more courageous, and manfully look arithmetic in the face, and so prepare the way to conquer all its fancied difficulties. PREFACE. THE celebrated educationist, Mr. Stow, of Glasgow, once remarked to the author, that he considered that teacher who, in useful instruction, could engage the attention of young children-say from four to six years of age the longest, and with the least restlessness, was superior to one who could only do the same with pupils of more advanced ages; as the power the former possessed of simplifying and making attractive the elements of knowledge to the simplest understanding, was the highest point to which a trainer of youth could attain. The author considers the same remark applicable to the composing of elementary |
