Objects should be grouped by tens and units, in showing numbers above
_ten_. Ten should be the basis of all our reckoning, and if the children
know ten, and the numbers which precede it, they can soon be taught the
rest. Little children should not have “sums” given them to do on their
slates, for “sums” are made up of _abstract_ figures, and children of
tender years cannot grasp the abstract.
NUMBER TO ONE HUNDRED.--When the children are conversant with numbers up
to ten, it is very easy to teach them one hundred.