. Une étude de l'enfant. e. Theseterms semblait tenir sa fantaisie, et souvent il askedabout leur ordre ; et un jour il est venu à moi andexclaimed : je pouvais compter à quadrillions si j'avais, je n'timeenough ? Un quadrillion a quinze ciphers.C'était avant qu'il n'avait que six ans." Le Dr Preyer pensé que l'enfant s'est trompé dans le nombre de chiffres, et a écrit : Si l'enfant s'écrie atthis age qu'un quadrillion a quinze, thiswrong ciphers déclaration ne doit pas être mentionné. ... Si hehad calculé par trois, alors il aurait quatre-foundtwenty ; un million de chiffrements ayant six, un thousandmillions neuf

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. A study of a child. e. Theseterms seemed to take his fancy, and he often askedabout their order; and one day he came to me andexclaimed: I could count to quadrillions if I had timeenough, couldnt I ? A quadrillion has fifteen ciphers.This was before he was six years old.„ Dr. Preyer thought the child was mistaken in thenumber of ciphers, and wrote: If the child exclaims atthis age that A quadrillion has fifteen ciphers, thiswrong statement should not be mentioned. ... If hehad worked it out by threes, then he would have foundtwenty-four ciphers ; a million having six, a thousandmillions nine, a billion twelve, a thousand billions fifteen, a trillion eighteen, a thousand trillions twenty - one, aquadrillion twenty-four. It would have been ratherremarkable if he had found this by himself. Dr. Harris explains, however, that the child was right, for Dr. Preyer counted by the Continental method, andthe child referred to in the record had his questionsanswered according to American counting. (The record 170 ru. i ? .P.R.R ;:: y~k 1895 ENGINE DRAWINGS FIVE YEARS OLD FIFTH YEAR also shows how at six years of age he found out for him-self that he could count to hundreds on the type-writerby using the figures 1 to 9 and the letter o.) He took up printed letters in the same easy way thathe worked out numbers, and thus learned the alphabet, as may be seen from the various illustrations relating tothis phase, learning to read and spell, eventually, by theaid of memory and by comparison of the words he knewfrom memory with the printed words before him. (Seeillustrations facing p. 166.) His illustrated books of pigs, cats, and dogs, etc., furnished him with sufficient materialfor this sort of work, and his interest was kept up by theillustrations, and sufficient admixture of out-door play tocreate a desire for in-door amusement. His efforts at figure-drawing (free-hand) in his fifthyear show steady improvement, as may be seen fromillustrations facing p. 168. His continued interes

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