The normal; or, Methods of teaching the common branches, orthoepy, orthography, grammar, geography, arithmetic and elocution .. . * 344 THEORETICAL ARITHMETIC. 97. ARITHMETICAL PROGRESSION. « IT- i. 1 e • • ?{ Common difference—, ) | Number of terms=n.(. Sum of series=s.(a.,1 Given, -(n. Required 1. Rule, a-f d(n—1)= Given, -(1. Required a. Rule, 1—d(n—l)=n»Id. a. i_a Cases, { 3 Given, -In. Required d. Rule, -—j=d. %. 1—a 4 Given, h. Required n. Rule, —r^4-l= ^ 5 Given, -<l. Required s. Rule, —r—=S, n. 98. GEOMETRICAL PROGRESSION. Geometrical Series, j descending. CFirs
The normal; or, Methods of teaching the common branches, orthoepy, orthography, grammar, geography, arithmetic and elocution .. . * 344 THEORETICAL ARITHMETIC. 97. ARITHMETICAL PROGRESSION. « IT- i. 1 e • • ?{ Common difference—, ) | Number of terms=n.(. Sum of series=s.(a.,1 Given, -(n. Required 1. Rule, a-f d(n—1)= Given, -(1. Required a. Rule, 1—d(n—l)=n»Id. a. i_a Cases, { 3 Given, -In. Required d. Rule, -—j=d. %. 1—a 4 Given, h. Required n. Rule, —r^4-l= ^ 5 Given, -<l. Required s. Rule, —r—=S, n. 98. GEOMETRICAL PROGRESSION. Geometrical Series, j descending. CFirst term— | Last term= ?{ Common llatio= | Number of terms= Sum of serie3=^1 Given, -^r. Required 1. Rule, aXr^-l= I. I 2 Given, -^r. Required a. Rule, ——=^»n. ^^ Cases, ?{ 3 Given, -^a. Required r. Rule, n-1 V -=r. TV/J. ^ 4 Given, -(a. Required s. Rule, -^^-=S.^5 Given, -|r. Required s. ?———=S. READING AND SPEAKING INTRODUCTION. It is universally conceded, that no branch is somucli neo;lected in our common schools as readins:.Resulting from this abuse there is more, vastlymore, disagreeable reading and speaking, evenamong professional men, whose habits, in this par-ticular, are for the most part fixed in their primaryinstruction, than illogical thinking or false reason-ing. Yet there is less being done by leadingEducators, or by those guardians of our publicschools, the School Examiners, either in the wayof scrutiny or remonstrance, in this branch, thanin any other of the common branches. It becomes the true Teacher, and especiallysuch an one as may have the training of Teachers,to give his best efforts to this subject. I shall en-deavor to do so. Amid the avalanches of books forreading and declamation that overwhelm us, notone that I have examined presents a just andappropriate arrangement of the subject, and muchless a systematic plan of teaching it, e. i., so simpleas to be
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