Scientific Methods As Applied To Child Education In "the Children's Houses"

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remains. Speaking of this properly we say, ten less four equals six; ten less three equals seven; ten less two equals eight; ten less one equals nine.
In regard to the remaining five, it is the half of ten, and by cutting the long rod in two, that is dividing ten by two, we would have ^.ve; ten divided by two equals five. The written record of all this reads:
Once the children have mastered this exercise they multiply it spontaneously. Can we make three in two ways ? We place the one after the two and then write, in order that we may remember what we have done, 2 + 1 = 3. Can we make two rods equal to number four? 3 + 1 = 4, and 4 3 = 1; 4 1 = 3. Eod number two in its relation to rod number four is treated as was five in relation to ten; that is, we turn it over and show that it is contained in four exactly two times: 4/2= 2; 2X2=4. Another problem: let us see with how many rods we can play this same game. We can do it with three and six; and with four and eight; that is,
At this point we find that the cubes with which we played the number memory games are of help:
2 4 6 8 10
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