The boy may place a row of his marbles on the sand, at equal distances from each other, thus—
He might then, beginning with the second, place two other marbles under each, thus—
He might then, beginning with the third, place three other marbles under each group, and so on; commencing always one group later, and making the addition one marble more each time. The several groups would stand thus arranged—
He will not fail to observe that he has thus formed a series of triangular groups, every group having an equal number of marbles in each of its three sides. Also that the side of each successive group contains one more marble than that of its preceding group.
Now an inquisitive boy would naturally count the numbers in each group and he would find them thus—
1 3 6 10 15 21
He might also want to know how many marbles the thirtieth or any other distant group might contain. Perhaps he might go to papa to obtain this information; but I much fear papa would snub him, and would tell him that it was nonsense—that it was useless—that nobody knew the number, and so forth. If the boy is told by papa, that he is not able to answer the question, then I recommend him to pay careful attention to whatever that father may at any time say, for he has overcome two of the greatest obstacles to the acquisition
e 2
