ADDITION 



41 



ADDITION 





He began to write for the Taller in 1709, 

 and for its successor, the Spectator, in 1711. 

 and in 1713 produced the tragedy of Cato, 

 which met with great success. His marriage to 

 the dowager Countess of Warwick occurred in 

 1716, but he gained little happiness from the 

 union. 



Of Addison's poetry one or two sacred pieces 

 will endure as long as the language; but it is 

 by his essays in the Spectator that he is beet 

 known. For humor and poetic grace, for ele- 

 gance of style and for good-humored satin. 

 K essays remain unsurpassed. Addison had 

 a serious purpose in writing these papers, light 

 as many of them are ; for in them he attacked 

 certain abuses and absurdities in the manners 

 and morals of his day, and in many instances 



eded in correcting them. The best- 

 known of the Spectator papers is the delightful 

 series on Sir Roger de Coverley, with its ex- 

 cellent character-drawing, regarded by critics 

 as a step in the development of the novel. In 

 his own day Addison was no more admired for 

 his genius than beloved and respected for the 

 kindness, gentleness and uprightness of his 

 character. L.H. 



ADDITION. Addition follows close upon 

 counting, is related to it; indeed, it is a short 

 method of counting. Arithmetic begins with 

 counting and measuring. Counting in a broad 



'is really measuring. 



The lowest tribes perform the operation of 

 counting, and children will be delighted with 



os from naturalists tending to show that 



aals count (see ARITHMETIC). They will 

 be more interested to know that observers 

 among the tribes of South America, Australia 

 and various islands report many tribes who 

 have names for numbers only to two or thn 

 or five, their highest number being the word 

 for plenty or many or heap. This seems to 

 indicate that they become mentally confused 



n the number of objects exceeds 2 or 3 or 

 4. The Tasmanians count "parmery, prica, 

 cardia," or "/, 2, more than 8"; or "1, f, 



ty." The New Hollanders have no name 

 for numbers beyond 2. The Watchandic count 



', many, very many," and if pressed i 

 will add the counts "+/, +*/' thus reaching 



In Queensland a traveler finds the tribes 

 "ganar, burla, burla-ganar, burht- 

 burla, korumbo," that is, "1, , +/, t+9, 

 much" or "great." Another tribe improves 

 upon this by having a 3, and so count "/, t, 3, 

 8+1, 8+f, 8+3," reaching 6. In this sim- 



count is seen the beginning of addition. 



The child counts first after the manner of the 

 savage. He says, "/, , 5, 6"; "1, 2, 3, 4, 10"; 

 or "7, 2, 3, a lot," showing that his mind grasps 

 the 1, 2, 3 or 1. 2. 3. 4. and then is indefinite. 

 Later he makes the combinations, seeing 2+1. 

 3+2, 3+3 and so on. 



\Yiun the child first counts objects he may 

 think of "one" as the name of the first ob- 

 ject, "two," the name of the second, and so on. 

 Being asked for two, he gives the one object 

 which he called "2" in counting. Asked fco 

 show 3, or 4, he points to the one object which 

 he called "three" or "four" in counting. This 

 state of mind in early counting is very com- 

 mon. It often escapes the attention of the 

 teacher or the parent who is teaching the 

 child; it escapes her because of the simpl. 

 of the counting process to the adult. The 

 error often persists through the early months 

 of school life and confuses the child in his 

 first steps in counting, and, indeed, in his 

 early number thought in general. The teacher 

 at school must meet this difficulty and < 

 come it, and the mother in her play-counting 

 at home with the child can do much to clear 

 the little one's path of such misconception. 



Exercises such as the following are exceed- 

 ingly helpful at this stage: 



COUNTING PENNIES 



rhi- child is counting pennies; the 

 teacher or mother says, "Give me one penny; 

 give me another penny. Now I have two pen- 

 nies; give me another one. Now I have two 

 pennies and 1 penny; that is 3 pennies," and 

 so on. The teacher and child may Alternate 

 in counting, or two children may count in this 

 way while the teacher and other children ob- 



OB tb tobtt to 



(2) Place a group of 



