mental faculties. The book may be said to consist of The logical development of principles, the systematic Teachers who desire to give a more extended drill in To facilitate references, a complete Index to the Sub- The author takes great pleasure in acknowledging his LESSON II. WRITING NUMBERS. 1 TO 10.* Write the word that tells how many houses there are in the picture. One. One is a Unit. Write the word that tells how many horses. Two. How many ones, or units, in two ? Write the word that tells how many persons there are in the carriage. Three. How many units in three? How many units, or ones, in four? In five? In six ? In seven? In eight? In nine? How many in ten? One, two, three, four, five, etc., are called numbers. A Number is one or more things of the same kind. What number tells how many girls there are on the grounds? What is the number of boys? Thus far we have used words to express numbers; we may also use Figures. The number of houses may be written one or 1; the number of horses, two or 2; the number of sail-boats, three or 3; the number of girls, four or 4; number of boats on the lake, five or 5; number of boys, six or 6; number of windows, seven or 7; number of small trees, eight or 8; number of birds, nine or 9. We use one more figure, 0. It is called naught, and standing alone expresses no number, but is used with. other figures to express numbers. These are all the figures in use. How many are there? Write the ten figures; thus, 1, 2, 3, 4, 5, 6, 7, 8, 9, 0. Read the following figures: 3, 2, 1; 4, 5, 6; 9, 8, 7, 0. Which is the least number? The greatest? *See Picture, page 7. |