Remove one from the tenth wire to add to the eleven on the eleventh wire, afterwards the remaining ball on the twelfth wire, saying, twice twelve are twenty-four.
Next proceed backwards, saying, 12 times 2 are 24, 11 times 2 are 22, 10 times 2 are 20, &c.
For _Division_, suppose you take from the 144 balls gathered together at one end, one from each row, and place the 12 at the other end, thus making a perpendicular row of ones: then make four perpendicular rows of three each and the children will see there are 4 3's in 12.

Divide the 12 into six parcels, and they will see there are.

6 2's in 12.
Leave only two out, and they will see, at your direction, that 2 is the sixth part of 12.

Take away one of these and they will see one is the twelfth part of 12, and that 12 1's are twelve.
To explain the state of the frame as it appears in the cut, we must first suppose that the twenty-four balls which appear in four lots, are gathered together at the _figured side_: when the children will see there are three perpendicular 8's, and as easily that there are 8 horizontal 3's.

If then the teacher wishes them to tell how many 6's there are in twenty-four, he moves them out as they appear in the cut, and they see there are four; and the same principle is acted on throughout.
The only remaining branch of numerical knowledge, which consists in an ability to comprehend the powers of numbers, without either visible objects or signs--is imparted as follows: _Addition_.
One of the children is placed before the gallery, and repeats aloud, in a kind of chaunt, the whole of the school repeating after him; One and one are two; two and one are three; three and one are four, &c.