DUNBAR'S Inductive Arithmetic A Presentation of Business Methods Based By J. H. Dunbar, A. M., Claremont, N. H. Published in Four Parts, Parts I and II now ready, 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. Hartford, Vt., Aug. 8, 1894. Plain of comprehension Prof. J. H. Dunbar, Dear Sir: I have carefully examined your "Inductive Arithmetic," and find it more than interesting. 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 Comes directly to the point A new depart ure 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 mastery of this work by the student would seem to equip him for all the arithmetical problems of commercial and ordinary business life. Your treatise deserves success and will command it. (Ex-Governor of Vermont, and President J. H. Dunbar, Esq., Truly yours, Samuel E. Pingree. Bethel, Vt., June 28, 1894. 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 as well as 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. A univer sal bene fit to scholars and schools The treatment of the subject of interest is the best I have ever seen, accurate and plain. 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 receive the practical approval it deserves. (Ex-Pres. Vt. Bar Association.) Presents Mr. J. H. Dunbar, practical business Sincerely yours, Wm. B. C. Stickney. Burlington, Vt., Aug. 1, 1894. My Dear Sir: I have examined your new "Inducmethods 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 bers" and to "Interest." I congratulate you on your success in your new field. (Member of Congress from Vermont.) Very truly, Remarkable for D. J. Foster. short cuts and logi cal reasoning Mr. J. H. Dunbar, Dear Sir: Beverly, Mass., July 25, 1895. I have examined your "Inductive Arithmetic" with keen interest. It is remarkable for the clearness of its methods, its short-cuts to results, and the way in which from first to last the pupil is led to 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 which he fails to get from those arithmetics which merely frame rules for purely mechanical processes. Prin. Beverly (Mass.) Training School. Yours cordially, Isabel Chapin. Claremont, N. H., Mar. 24, 1902. Effects qnick, correct solutions Meets deboth of mand business man and teacher satisfac tory to teachers and pu During the spring of 1901, while I was a member of the Clare- Highly mont School Board, portions of Dunbar's Inductive Arithmetic, 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 methods, and which best develops thinking on the part of the pupil, equaled I heartily commend this work. C. H. Wilson. 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. Un for sup plementary work Unrivaled for awakening reasoning faculties Each ques tion is to be read, weighed, and an SHORT METHODS. 39. To Multiply by 147, 125 25 5, etc. We are to multiply a certain number by 147. We have left 14 tens by which to multiply. 77 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? 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 pupil, who thus gains practice in expres sive read ing and in clear con. ception and ex pression of ideas Give, then, a 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 ? 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 25? How, then, after obtaining the product by 25, can we obtain 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? 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 partial product? If the partial multiplier is four orders higher than the pre- Give, then, a special rule for multiplying a number |