Suppose then the only figure inserted is the 7 in the second space from the top: now were the children asked what it was, they would all say, without instruction, "It is one." If, however, you tell them that an object of such a form stands instead of seven ones, and place seven balls together on a wire, they will at once see the use and power of the number.

Place a 3 next the seven, merely ask what it is, and they will reply, "We don't know;" but if you put out three balls on a wire, they will say instantly, "O it is three ones, or three;" and that they may have the proper name they may be told that they have before them _figure 7_ and _figure 3_.

Put a 9 to these figures, and their attention will be arrested: say, Do you think you can tell me what this is?
and, while you are speaking, move the balls gently out, and, as soon as they see them, they will immediately cry out "Nine;" and in this way they may acquire a knowledge of all the figures separately.
Then you may proceed thus: Units 7, tens 3; place three balls on the top wire and seven on the second, and say, Thirty-seven, as you point to the figures, and thirty-seven as you point to the balls.

Then go on, units 7, tens, 3, hundreds 9, place nine balls on the top wire, three on the second, and seven on the third, and say, pointing to each, Nine hundred and thirty-seven.

And so onwards.
To assist the understanding and exercise the judgment, slide a figure in the frame, and say, Figure 8.