344 THE MONTESSORI METHOD
paper. Then he fills in the figures with coloured pencils, holding the pencil as he will later hold the pen in writing.
Contemporaneously the child is taught to recognise and touch some of the letters of the alphabet made in sandpaper.
Exercises in Arithmetic. At this point, repeating the sense exercises, we present the Long Stair with a different aim from that with which it has been used up to the present time. We have the child count the different pieces, according to the blue and red sections, beginning with the rod consisting of one section and continuing through that composed of ten sections. We continue such exercises and give other more complicated ones.
In Design we pass from the outlines of the gRometric insets to such outlined figures as the practice of four years has established and which will be published as models in design.
These have an educational importance, and represent in their content and in their gradations one of the most carefully studied details of the method.
They serve as a means for the continuation of the sense education and help the child to observe his surroundings. They thus add to his intellectual refinement, and, as regards writing, they prepare for the high and low strokes. After such practice it will be easy for the child to make high or low letters, and this will do away with the ruled note-boohs such as are used in Italy in the various elementary classes.
In the acquiring of the use of written language we go as far as the knowledge of the letters of the alphabet, and of composition with the movable alphabet.
In Arithmetic, as far as a knowledge of the figures. The child places the corresponding figures beside the