upon the principle which has already been alluded to in this book, and by which every child learns its alphabet and its multiplication table, as well as the little “piece” that it recites for the entertainment of its fond parents and the bored friends of the family. That principle consists of the learning of one line at a time, and reviewing that line; then learning a second line and reviewing that; and then reviewing the two lines together; and so on, each addition being reviewed in connection with those that went before. The child learns the sound of “A;” then it learns “B;” then it associates the sounds of “A, B” in its first review; the “C” is added and the review runs: “A, B, C.” And so on until “Z” is reached and the child is able to review the entire list from “A to Z,” inclusive. The multiplication table begins with its “twice 1 is 2,” then “twice 2 is 4,” and so on, a little at a time until the “twos” are finished and the “threes” begun. This process is kept up, by constant addition and constant review, until “12 twelves” finishes up the list, and the child is able to repeat the “tables” from first to last from memory.
