Saturday press. [volume] (Honolulu, H.I.) 1880-1885, 1885-01-10

-, before the lief, side put is divisions
?, 1. 4, o and -, and these are all there
arc. Upon the right Gas mul,lplcs OF
is) you could put isx,, or ; OF 4, or
by what is practically an inhnitudc Of
numbers.
When We enter upon fractions, ! say
still intent upon tracing rcscmblanccs
TAKE any fraction, like 4, and
tell me II there is any resemblance be
tween it and the sign Of division
The answcrwill be, "rhc two horizon
tai lines are alike OF course" Is there
no other resemblance F.? There is a
figure above and one below in one
case, and dot above, and one below
in the other Very well, then that dot
above stands as the representative OF a
numcmtor, and the dot below as the
representative OF n dcnominator A
fraction is always an unpcrformcd di
vision. The quoticnt is the value Of
the fraction when II has been reduced
to It's lowest Terms and It's simplest OK.
preston and here point out that the
individual whom we called crstwhilc
product, and dividend, has now gotten
for himself third name, that Of MI.
mcralor. and our old friend the division
has now became denomination In
reducing complex fractions to simple
ones, have devised a process which
cannot be indicated by the types at our
command. Ed
In dccimals, in order to make a novice
see how one can readily change n deri
nal to common fraction, write a
decimal like jAs6 and then ! say the
dcnominator may always be formed by
lcngthening the decimal point into l,
and then writing cipher below each
figure Of the decimal, all Of which is
only another version Of the rule that the
denominator understood to every deoi
NAL is / with as many ciphers an.
ncxed as there are figures in the deci
NAL.
Though art is long," time is fleet
ing" and must bring my discourse
upon this art to conclusion. To wha
have par,icularized ! desire to add {
few general remarks.
/ find pupils who consider themselves
proficient in arithmetic much avcrse L
reviews of the fundamental rules ant
fractions. But ii is theory of min,
that no pupil should quit subject I'm
til it is SO thoroughly mastered that thu
learner could teach it, and l woult
recommend to any one who wishes t.
digest the accumulations of schoo
days, that he or she teach for a few
years. There will surely take place
mental sorting, setting to rights, ant
; pigeon-holing of items properly la
belled that shall conduce to menta
clearness and tidiness for all ones life t
come. insist therefore upon review
upon these very rules which are right
named fundamental without the al
prehension of which arithmetic become
a dreary, trackless waste instead Of
rise to higher planes of thought.
do no teach primary pupils all tn
nice distinctions that may be made
Many of the points upon which hay
touched keep for pupils till they tax
their last review before quitting aritl
: metic. Other points teach constant,
+ | believe that to pupil skilful in tn
S four great rules and in the manipul;
ton Of fractions all thing are possible
\ ). a mathematical way.
In my opinion, arithmetic and il
: great and fascinating family of math'
e mates constitute the backbone of
liberal education. To the question fir,
: quently asked me in return for my az
; vocacy of this theory "Of what use al
! Mathematics" | reply: "They stint
: late the imagination and cultivate
: F.! habit Of exaetitude in thought an
: speech whose outcome must be hab
:, of speaking the truth" l would Away
: like to quote some words of DR.. Ba
rows ; but they are too long for r.
;, ply in general. will, however, cit
>, them here as the conclusion of m
" theme.
Mathematics effectually exercis,
> but never vainly delude, nor vexatiousl
torment studious minds with obscur
= subtilties but plainly demonstrate ever
thing within their reach, draw certai
!, conclusions, instruct by profitable rule
= and unfold pleasant questions. Viii
:, they inure the mind to constant dill
:, gence in study, they deliver US from
! eredulous simplicity, fortify us, and pc
fectly subject us to the government
right reason. While the mind is a
: stracted and elevated from sensib
= matter, it distinctly views pure form
- . conceives the beauty of ideas, and i
=. = vestigates the harmony of proportio
The manners themselves are sensib
:; corrected and improved; the affection
- composed and recti6ed the fame
:; calmed and settled the understands
= raised and excited TO more divine co
temptations Nothing expands Il
:, mind more than the acquisition of
- mathematical truth, law obeyt
- throughout the universe"