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On the wooden board, round s.p.a.ces are cut out corresponding to the notes. Inside each of the s.p.a.ces there is a figure.
On one side of each of the discs is written a number and on the other the name of the note. They are fitted by the child into the corresponding places.]
[Ill.u.s.tration: FIG. 34.
The child next arranged the discs in the notes cut out on the staff, but there are no longer numbers written to help him find the places. Instead, he must try to remember the place of the note on the staff. If he is not sure he consults the numbered board (Fig. 33).]
[Ill.u.s.tration: FIG. 35.
The child arranged on the staff the semitones in the s.p.a.ces which remain where the discs are far apart: do-re, re-mi, fah-soh, soh-la, la-ti. The discs for the semitones have the sharp on one side and the flat on the other, e.g., re[sharp]-mi[flat] are written on the opposite sides of the same disc.]
[Ill.u.s.tration: FIG. 36.
The children take a large number of discs and arrange them on the staff, leaving uppermost the side which is blank, i.e., the side on which the name of the note is not written. Then they verify their work by turning the discs over and reading the name.]
[Ill.u.s.tration: FIG. 37.
The double staff is formed by putting the two staves together. The children arrange the notes in the form of a rhombus.]
[Ill.u.s.tration: FIG. 38.
The two boards are then separated and the notes remain arranged according to the treble and ba.s.s clefs. The corresponding key signatures are then placed upon the two different staves.]
The children possess all the instinctive knowledge necessary as a preparation for clear ideas on numeration. The idea of quant.i.ty was inherent in all the material for the education of the senses: longer, shorter, darker, lighter. The conception of ident.i.ty and of difference formed part of the actual technique of the education of the senses, which began with the recognition of identical objects, and continued with the arrangement in gradation of similar objects. I will make a special ill.u.s.tration of the first exercise with the solid insets, which can be done even by a child of two and a half. When he makes a mistake by putting a cylinder in a hole too large for it, and so leaves _one_ cylinder without a place, he instinctively absorbs the idea of the absence of _one_ from a continuous series. The child's mind is not prepared for number "by certain preliminary ideas," given in haste by the teacher, but has been prepared for it by a process of formation, by a slow building up of itself.
To enter directly upon the teaching of arithmetic, we must turn to the same didactic material used for the education of the senses.
Let us look at the three sets of material which are presented after the exercises with the solid insets, _i.e._, the material for teaching _size_ (the pink cubes), _thickness_ (the brown prisms), and _length_ (the green rods). There is a definite relation between the ten pieces of each series. In the material for length the shortest piece is a _unit of measurement_ for all the rest; the second piece is double the first, the third is three times the first, etc., and, whilst the scale of length increases by ten centimeters for each piece, the other dimensions remain constant (_i.e._, the rods all have the same section).
The pieces then stand in the same relation to one another as the natural series of the numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
In the second series, namely, that which shows _thickness_, whilst the length remains constant, the square section of the prisms varies. The result is that the sides of the square sections vary according to the series of natural numbers, _i.e._, in the first prism, the square of the section has sides of one centimeter, in the second of two centimeters, in the third of three centimeters, etc., and so on until the tenth, in which the square of the section has sides of ten centimeters. The prisms therefore are in the same proportion to one another as the numbers of the series of squares (1, 4, 9, etc.), for it would take four prisms of the first size to make the second, nine to make the third, etc. The pieces which make up the series for teaching thickness are therefore in the following proportion: 1 : 4 : 9 : 16 : 25 : 36 : 49 : 64 : 81 : 100.
In the case of the pink cubes the edge increases according to the numerical series, _i.e._, the first cube has an edge of one centimeter, the second of two centimeters, the third of three centimeters, and so on, to the tenth cube, which has an edge of ten centimeters. Hence the relation in volume between them is that of the cubes of the series of numbers from one to ten, _i.e._, 1 : 8: 27 : 64: 125 : 216 : 343 : 512 : 729 : 1000. In fact, to make up the volume of the second pink cube, eight of the first little cubes would be required; to make up the volume of the third, twenty-seven would be required, and so on.
===== =====----- =====-----===== A =====-----=====----- B =====-----=====-----===== =====-----=====-----=====----- =====-----=====-----=====-----===== =====-----=====-----=====-----=====----- =====-----=====-----=====-----=====-----===== =====-----=====-----=====-----=====-----=====----- 1 1 2 1 2 3 1 2 3 4 1 2 3 4 5 1 2 3 4 5 6 1 2 3 4 5 6 7 1 2 3 4 5 6 7 8 1 2 3 4 5 6 7 8 9 1 2 3 4 5 6 7 8 9 10
FIG. 40.--DIAGRAM ILl.u.s.tRATING USE OF NUMERICAL RODS.]
The children have an intuitive knowledge of this difference, for they realize that the exercise with the pink cubes is the _easiest_ of all three and that with the rods the most difficult. When we begin the direct teaching of number, we choose the long rods, modifying them, however, by dividing them into ten s.p.a.ces, each ten centimeters in length, colored alternately red and blue. For example, the rod which is four times as long as the first is clearly seen to be composed of four equal lengths, red and blue; and similarly with all the rest.
When the rods have been placed in order of gradation, we teach the child the numbers: one, two, three, etc., by touching the rods in succession, from the first up to ten. Then, to help him to gain a clear idea of number, we proceed to the recognition of separate rods by means of the customary lesson in three periods.
We lay the three first rods in front of the child, and pointing to them or taking them in the hand in turn, in order to show them to him we say: "This is _one_." "This is _two_." "This is _three_." We point out with the finger the divisions in each rod, counting them so as to make sure, "One, two: this is _two_." "One, two, three: this is _three_." Then we say to the child: "Give me _two_." "Give me _one_."
"Give me _three_." Finally, pointing to a rod, we say, "What is this?"
The child answers, "Three," and we count together: "One, two, three."
In the same way we teach all the other rods in their order, adding always one or two more according to the responsiveness of the child.
The importance of this didactic material is that it gives a clear idea of _number_. For when a number is named it exists as an object, a unity in itself. When we say that a man possesses a million, we mean that he has a _fortune_ which is worth so many units of measure of values, and these units all belong to one person.
So, if we add 7 to 8 (7 + 8), we add a _number to a number_, and these numbers for a _definite_ reason represent in themselves groups of h.o.m.ogeneous units.
Again, when the child shows us the 9, he is handling a rod which is inflexible--an object complete in itself, yet composed of _nine equal parts_ which can be counted. And when he comes to add 8 to 2, he will place next to one another, two rods, two objects, one of which has eight equal lengths and the other two. When, on the other hand, in ordinary schools, to make the calculation easier, they present the child with different objects to count, such as beans, marbles, etc., and when, to take the case I have quoted (8 + 2), he takes a group of eight marbles and adds two more marbles to it, the natural impression in his mind is not that he has added 8 to 2, but that he has added 1 + 1 + 1 + 1 + 1 + 1 + 1 + 1 to 1 + 1. The result is not so clear, and the child is required to make the effort of holding in his mind the idea of a group of eight objects as _one united whole_, corresponding to a single number, 8.
This effort often puts the child back, and delays his understanding of number by months or even years.
The addition and subtraction of numbers under ten are made very much simpler by the use of the didactic material for teaching lengths. Let the child be presented with the attractive problem of arranging the pieces in such a way as to have a set of rods, all as long as the longest. He first arranges the rods in their right order (the long stair); he then takes the last rod (1) and lays it next to the 9.
Similarly, he takes the last rod but one (2) and lays it next to the 8, and so on up to the 5.
This very simple game represents the addition of numbers within the ten: 9 + 1, 8 + 2, 7 + 3, 6 + 4. Then, when he puts the rods back in their places, he must first take away the 4 and put it back under the 5, and then take away in their turn the 3, the 2, the 1. By this action he has put the rods back again in their right gradation, but he has also performed a series of arithmetical subtractions, 10 - 4, 10 - 3, 10 - 2, 10 - 1.
The teaching of the actual figures marks an advance from the rods to the process of counting with separate units. When the figures are known, they will serve the very purpose in the abstract which the rods serve in the concrete; that is, they will stand for the _uniting into one whole_ of a certain number of separate units.
The _synthetic_ function of language and the wide field of work which it opens out for the intelligence is _demonstrated_, we might say, by the function of the _figure_, which now can be subst.i.tuted for the concrete rods.
The use of the actual rods only would limit arithmetic to the small operations within the ten or numbers a little higher, and, in the construction of the mind, these operations would advance very little farther than the limits of the first simple and elementary education of the senses.
The figure, which is a word, a graphic sign, will permit of that unlimited progress which the mathematical mind of man has been able to make in the course of its evolution.
In the material there is a box containing smooth cards, on which are gummed the figures from one to nine, cut out in sandpaper. These are a.n.a.logous to the cards on which are gummed the sandpaper letters of the alphabet. The method of teaching is always the same. The child is _made to touch_ the figures in the direction in which they are written, and to name them at the same time.
In this case he does more than when he learned the letters; he is shown how to place each figure upon the corresponding rod. When all the figures have been learned in this way, one of the first exercises will be to place the number cards upon the rods arranged in gradation.
So arranged, they form a succession of steps on which it is a pleasure to place the cards, and the children remain for a long time repeating this intelligent game.
After this exercise comes what we may call the "emanc.i.p.ation" of the child. He carried his own figures with him, and now _using them_ he will know how to group units together.
[Ill.u.s.tration: FIG. 41.--COUNTING BOXES.]
For this purpose we have in the didactic material a series of wooden pegs, but in addition to these we give the children all sorts of small objects--sticks, tiny cubes, counters, etc.
The exercise will consist in placing opposite a figure the number of objects that it indicates. The child for this purpose can use the box which is included in the material. (Fig. 41.) This box is divided into compartments, above each of which is printed a figure and the child places in the compartment the corresponding number of pegs.
Another exercise is to lay all the figures on the table and place below them the corresponding number of cubes, counters, etc.
This is only the first step, and it would be impossible here to speak of the succeeding lessons in zero, in tens and in other arithmetical processes--for the development of which my larger works must be consulted. The didactic material itself, however, can give some idea.
In the box containing the pegs there is one compartment over which the 0 is printed. Inside this compartment "nothing must be put," and then we begin with _one_.
Zero is nothing, but it is placed next to one to enable us to count when we pa.s.s beyond 9--thus, 10.
[Ill.u.s.tration: FIG. 42.--ARITHMETIC FRAME.]