

H 



throughout nil tin' <-!i. '-. down the whole turn of the 



. aid column. Thus: 



Adding tli- units, 8 and 6 are II. Tl.-v ' N - down 4 

 and add 1 < tho tons column. 



1 inn! t and 7 are 1 1. '! n. : . f.ro write down 

 te hundred* column. 



Adding tl: 1 ninl .'t and ( J are 1:!. Therefore write 



down .'! ;ind :idd 1 t" the limn :inds eolum; . 

 Adding tin- tt ' and S ur ['.',. 



Tin- s:ime rnlo :;,j.lie< Li tllCrO OTO mi>: 



ITS* to IK- added t<>"cther. 



Thoro aro various methods by which 

 ti -s of tin- priK-ess of nddition Kaay bo li 



1'erha.ps tho most convenient test i.: to add tho number* 

 r in tho reverse order; that is, to commence wit.li the 

 top lino instead of tho bottom. If t':c; second result bo tho 

 Bamo as tho first, tho work may In- pn ,nied to bo right; for it 

 is highly improbable that the sauie err . will have been mado in 

 performing tho operation in two different orders. 



EXERCISE 4. 

 1. Add together the following seta of numbers : 



1. 75234441015 + 19075+176. 



2. 85064 + 9035 + 72358 + 919. 



3. 1500267 + 45085 + 4652 + 

 4780400 + 90276 + 89760841. 



4. 40702135 + 87070420 + 

 670856 + 4230825 + 750642 + 

 8790845. 



5. 756 + 819 + 934 + 680 + 

 720 + 843 + 657689 + 989876498 

 + 8045685 + 807266780. 



6. 43278902 + 310046734 + 

 2167005 + 327861 + 293000428. 



will afFord i*trcn exercise* on larger number* than UMM in UM 

 preceding square : 



7. 493742 + 56710607 + 

 23461 + 400072 + 6811004 + 

 8999003 + 26501. 



8. 16075 * 250763 + 7561 + 

 830654 + 293106 + 2537104 + 

 31 725. 



9. 142857 + 428571 + 285714 

 + 857142 + 571428 + 714285 

 + 142857. 



10. 9034781 + 57 + 4897 + 

 309 + 587896 + 369875625 + 

 1876 + 398 + 79 + 8. 



2. Add together the following numbers : 



Twenty-threo thousand three hundred and forty-nine ; eevea thou- 

 sand two hundred and seven ; three hundred and twenty-five ; fivo 

 millions two hundred and fifty-three ; fifty-six billions three hundred 

 and nine millions fivo hundred and thirty-one thousand six hundred 

 and nine; four thousand and seventeen millions; four thousand and 

 four. 



3. Find fho sum of all tho numbers from 1 to 100. 



4. Ajrango tho nine digits in tho form of a square, that is, 

 in three rows of three figures each, so that when tho columns 

 are added vertically (up and down), horizontally (from sido to 

 side), or diagonally (from corner to corner), they will still pro- 

 duce tho same sum. 



5. In tho following square, taken from Professor Do Mor- 

 gan's "Elements of Arithmetic," the columns added vertically, 

 horizontally, or diagonally, will all produce tho same sum, thus 

 affording twenty -four different exercises in addition : 



Tho following is another example of the same kind, which 



I I> N' BOTANY. I. 



INTRODUCTION. 



AT tho outset wo may an well state that by tho term BOTAHY 

 - mean tin- -<-ie, !( . c vhich teaches oil about plants; such as 

 their form, their a-<pe<,t, tho number and structure of their 

 their needs, and, in short, all that in any way relate* 

 to them. Tho word botany is derived from tho Greek, in which 

 language ^oravrj > Minifies a plant. Our friends tin 



Germans call the study pjlanxtnlchre, plant-teaching; and, in 

 onr opinion, they are quito right to find a name for thin and 

 many other sciences out of their own language. We Englixlv 

 might with great propriety do the same on many occasions, bnt 

 it is not the custom. 



Botany is a very interesting, no less than a very useful study, 

 and it possesses over many others the advantage of being 

 attended with no expense. 



Inasmuch as botany is the science which teaches all about 

 plants, the learner will agree that it is necessary to set out with 

 precise notions as to what a plant is. Nothing would appear 

 to be more easy than this ; and easy enough it is when we take 

 extreme cases : thus, for instance, no one would over take an 

 oak-tree for an animal, or a horse or an elephant for a vegetable ; 

 but there are certain beings whose characteristics are BO little 

 marked, that philosophers are to this day not agreed as to the 

 division of nature to which they ought to bo referred ; in other 

 cases, again, beings have been taken out of one classification 

 and inserted under another ; this remark applies to the sponge, 

 which, although it grows attached to rocks under the sea, is 

 now universally considered to bo an animal, or, more properly 

 speaking, tho skeleton of an animal, the soft portions of which 

 have been dissolved away. 



The great Swedish naturalist Linne, better known by tho 

 Latin form of his name Liunsens, adopted the following pithy 

 designation of minerals, vegetables, and animals. 



"Minerals," he said, " grow ; plants grow and live ; but animals 

 grow, live, and feel." A very neatly turned expression this i*, 

 wo must all allow, and tho task would not bo easy in few words 

 to show wherein it is insuHiciont. Naturalists of tho present 

 day, however, do not consider it quite correct, and, what i 

 more, naturalists own that their ingenuity has been unablo to 

 find a distinction which is quito correct : however, the following 

 is perhaps more nearly correct than any other. Animals are 

 those living beings which derive their nutriment from an in- 

 ternal cavity (tho stomach), and vegetables are those living 

 beings which absorb their nutriment from without. 



SECTION I. OK THE PRINCIPLES WHICH SERVE TOK THB 



CLASSIFICATION OF 1'LAN 



Whatever may bo the subject of our study it require* to b 



d, classification being tho very key-stone of order 

 out which our ideas heroine obscure and confused: thrroforo it 

 is that even tho least botanical amongst us, when spea! 

 vegetables, make a rough sort of classification for ourselves*, 

 usually dividing them into herbs, plant*, bushes, or shrubs and 

 trees. And for many common purposes this rough and ready 

 distinction is sufficient ; bnt it is not very correct, and therefore 

 will not answer tho purposes of a botanist. 



To prove that the distinction is not correct, we will n 

 two cases in point, and we are sure the learner will accede to 

 tho jiuticc of the r-:n:i:-k. TVl:r\' would the reader term a : 



