ATTRACTIVE TEACHING. 125
they had learned before and they have now fixed the looks of all four of the words in their minds. They have learned to substitute written words for pictures. They are not told anything; they find out by their own thinking. Each one is required to "tell a story;" he must form a complete sentence, however short it may be.
IN LEARNING TO COUNT, actual wooden blocks
or other objects are used. Take a class of six young pupils who have learned to count as far as five. The teacher begins, " I have five blocks, two and two and one," separating them into those numbers. " Now I hold one more. How many have I now? " Several hands are raised. "Well, May ? " "Seven," answers the confident May. " How many of you think that May is right? None Well, Georgie, tell us about it." " I have five blocks and I add one and have six." "Six what?" "Six blocks."
"How many noses have we around the table?" "Well, Willie?" "Eight." "No, we will not count our visitor. Tell me something about it." " I see seven noses." "Now we'll all go to sleep." The little heads all bend down and the teacher removes two blocks. "Wake up and find something." Every eye is on the blocks. " Tell us about it, Jamie." There were six blocks and two have been taken away." " How many are left, May ? " " There are four blocks left."
Thus the lesson proceeds with concrete numbers. The children SEE the numbers. They do not merely hear words, the objects are there before the words are. They have embodied each new-found idea in the words of their own. Though quickly acquired it is,