three from another, will put them together and place his five balls in the case corresponding with the point where the lines of two and three will meet, and will thus gradually accustom himself to the idea that two added to three are equal to five, four and two to six, etc.,
Fig. 1.
before he knows how to write the corresponding figures. As soon as he has learned how to write them he can himself make the table with figures (Fig. 2), showing that one and one make two, one and three four, etc.
This will be all the easier for him because he will only have to write the figures in their order in the lines and the columns. This furnishes an excellent writing exercise after the children have begun to write figures, and affords besides a certain method of teaching them the addition table up to nineteen at least. I insist that all this can be done even before the child knows how to write the figures by means of an arrangement like a printer's case, and that it will be as a play, rather than a study, to the child. Hardly anything more will be required than to bring the toy to the child's notice and leave him to himself after he has been started with it, and he will get along the faster the less he is bothered.
A similar process may be adopted with the multiplication table. With a case like the other, it is only necessary to tell the child that if he wants to know how much are three times four he has only to make heaps of four things each, take three of them and put them in the box at the intersection of the line three and the column four. If he can write the figures he will write 12, instead of gath-
