|
|
Ceiling.
|
|
|
|
10
|
|
| First Wall.
|
11
|
12
|
13
|
| 14
|
15
|
16
|
| 17
|
18
|
19
|
|
|
Ceiling.
|
|
|
|
20
|
|
| Second Wall.
|
21
|
22
|
23
|
| 24
|
25
|
26
|
| 27
|
28
|
29
|
|
|
Ceiling.
|
|
|
|
30
|
|
| Third Wall.
|
31
|
32
|
33
|
| 34
|
35
|
36
|
| 37
|
38
|
39
|
| Center of
|
50
|
the Ceiling.
|
|
|
|
40
|
Ceiling.
|
| Fourth Wall.
|
41
|
42
|
43
|
|
| 44
|
45
|
46
|
|
| 47
|
48
|
49
|
|
The learners will perceive, that by this disposition of the compartments, they can have no difficulty in determining the situation of any figure in the series, as they are all numbered like the floor, from 1 to 9; for by observing the above diagrams, they will find that the Ones are all placed in the first parts of their respective walls or floor; as No. 1 commences the floor, No. 11 the first wall, No. 21 the second wall, Nos. 31 and 41 in the same situations, on the third and fourth walls: the figures 2, 12, 22, 32, and 42, occupy the second places, and thus with all the figures; the cyphers being always upon the ceiling, the fives are uniformly in the centre; by observing which, they can have no hesitation in directing their eye to any compartment that may be required, for it will be easy to impress on their minds, that the numbers after 5, must proceed regularly towards the bottom of the wall, as the numbers above 5, ascend towards the ceiling.
The learners are desired also to note, that the floor is the seat of the units; that they are therefore, sure to find any of the figures from 1 to 9 on it; that the first wall (including the ceiling part) commences with 10, and ends
