232 THE MONTESSORI METHOD
his attention to the tablets used for the education of the sense of weight, have him notice again the already well-known differences of weight, and then tell him to put all the dark tablets, which are the heavier ones, at the right, and all the light ones, which are the lighter, to the left. We then blindfold him and he proceeds to the game, taking each time two tablets. Sometimes he takes two of the same colour, sometimes two of different colours, but in a position opposite to that in which he must arrange them on his desk. These exercises are most exciting; when, for example, the child has in his hands two of the dark tablets and changes them from one hand to the other uncertain, and finally places them together on the right, the children watch in a state of intense eagerness, and a great sigh often expresses their final relief. The shouts of the audience when the entire game is followed without an error, gives the impression that their little friend sees with his hands the colours of the tablets.
Dimension and Form. We use games similar to the preceding one, having the child distinguish between different coins, the cubes and bricks of Eroebel, and dry seeds, such as beans and peas. But such games never awaken the intense interest aroused by the preceding ones. They are, however, useful and serve to associate with the various objects those qualities peculiar to them, and also to fix the nomenclature.
APPLICATION OP THE EDUCATION OP THE VISUAL SENSE TO THE OBSERVATION OF THE ENVIRONMENT
Nomenclature. This is one of the most important phases of education. Indeed, nomenclature prepares for an exactness in the use of language which is not always met with in our schools. Many children, for example,