# The Mount Vernon Arithmetic ...

Saxton and Miles, Collins & brother, 1846 - Arithmetic

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### Contents

 Section 1 v Section 2 15 Section 3 31 Section 4 76 Section 5 92 Section 6 95
 Section 7 126 Section 8 127 Section 9 132 Section 10 135 Section 11 138

### Popular passages

Page 103 - When the multiplier is 10, 100, 1000, or 1 with any number of ciphers annexed, annex as many ciphers to the multiplicand as there are ciphers in the multiplier, and the multiplicand, so increased, will be the product required.
Page 125 - When the multiplier is 10, 100, 1000, &c., the multiplication may be performed by simply removing the decimal point as many places towards the right, as there are ciphers in the multiplier. (Arts.
Page 129 - Explain to the pupil that the square of any number is the product obtained by multiplying that number by itself. Thus 9 is the square of 3, because 3 multiplied by 3 gives the product 9.
Page v - Jonas" books, &c.,) thus express their opinion on this subject: "It is generally the object, in textbooks on arithmetic, to give a sufficient number of problems, under each rule, to exemplify and illustrate the process, so that it may be fully understood by the pupil. But experience in teaching arithmetic shows us that much more than this is required. It is not enough that the pupil understands an arithmetical process, nor that he is simply able to perform it.
Page 124 - When the divisor is 10, 100, 1000, &c., cut off from the right hand of the dividend as many figures as there are ciphers in the divisor...
Page 117 - The number to be divided is called the dividend. The number by which we divide is called the divisor. The number of times which the dividend contains the divisor is called the quotient. Besides these three parts there is sometimes a remainder, which is of the same name as the dividend*, since it is a part of it. The sign usually employed to indicate division is -<-. Thus, 12-^3, denotes that 12 is to be divided by 3.
Page 17 - Common knowledge comes next; the number of hours in a day, days in a week, weeks in a month...
Page v - Hut experience in teaching arithmetic shows us that much more than this is required. It is not enough that the pupil understands an arithmetical process, nor that he is simply able to perform it. He must become thoroughly accustomed to the performance of it by means of longcontinued practice, until the principles involved and the methods to be pursued, tn ull the various modifications which may arise, become completely and permanently familiarized to the mind.