Teaching of Numeration; Introduction to Arithmetic
Children of three years already know how to count as far as two or three when they enter our schools. They therefore very easily learn numeration, which consists in counting objects. A dozen different ways may serve toward this end, and daily life presents many opportunities; when the mother says, for instance, " There are two buttons missing from your apron," or " We need three more plates at table."
One of the first means used by me, is that of counting with money. I obtain new money, and if it were possible I should have good reproductions made in cardboard. I have seen such money used in a school for deficients in London.
The making of change is a form of numeration so attractive as to hold the attention of the child. I present the one, two, and four centime pieces and the children, in this way learn to count to ten.
No form of instruction is more practical than that tending to make children familiar with the coins in common use, and no exercise is more useful than that of making change. It is so closely related to daily life that it interests all children intensely.
Having taught numeration in this empiric mode, I pass to more methodical exercises, having as didactic material