attempted by placing them at one end of the room, but it was found
inconvenient; then parallel lines were chalked across the floor, and
they sat down in order on these; but though attention was gained, the
posture was unsuitable. Cords were then stretched across to keep them
in proper rank, and various experiments tried with seats, until they
ended in the construction of a permanently fixed gallery of regularly
ascending seats. This implement or structure has now come into almost
universal use in infant schools, and, in fact, they are considered
incomplete without one; and also they are in much request in schools
for children of every age. To give an idea of number through the eye,
I had recourse at first to buttons strung on strings across a frame,
and this led to the substitution of wooden balls on wires, and other
improvements through experience, until the arithmeticon, hereafter
described, was fully formed. It having been found a useful instrument,
the credit of contriving it has been impugned, by liking it to the
Roman Abacus and Chinese Swanpan; but were those instruments like in
structure, or designed especially to teach the multiplication table?
if not, they are no more similar than "a hawk to a hand-saw." The
former I have never seen, and the first time I saw one of the Chinese
instruments was some five or six years ago in the Museum at Hull. The
clapping of hands, the moving of arms, marching in order, and
various other motions, all of which are now become the especial
characteristics of an infant-school, were gradually introduced as
circumstances or nature dictated, partly to obtain simultaneous action
and obedience, and partly to provide that physical exercise which
beings so young perpetually require, and which they are constantly
taking when left free and unrestrained. It is not requisite to make
mention here of the swing--the play grounds--the flower borders--and
various other matters which are fully treated of in the following
portions of this work, further than to add, that they are now
generally adopted in schools, and especially in some of the principal
training establishments in the British Empire. As these plans and
instruments are used by a certain religious infant-school society,
which professes to have imported its system from Switzerland,
where such things never had their origin, I feel it necessary most
emphatically to repeat, that they are entirely of my own invention.

After the severe berea