d the main thing is to see that he does
not merely repeat a series while he handles material, but that the
series corresponds with the objects. Even this can be left alone if it
seems to annoy the little one. In the school he is on a very different
level, he has attained to the abstract, he can use signs: he can express
thoughts which he could not draw, and can communicate with those who are
absent. He can read any letter received and he is no longer dependent on
grown-ups for stories. He can count his own money and can get correct
change in small transactions, and he can probably do a variety of sums
which are of no use to him at all.

Between these two comes what Froebel called the Transition or Connecting
Class, in which the child learns the meaning of the signs which stand
for speech, and those which make calculation less arduous for weak
memories.

Much has been written as to when and how children are to be taught to
read. Some great authorities would put it off till eight or even ten.
Stanley Hall says between six and eight, while Dr. Montessori teaches
children of five and even of four. Froebel would have supported Stanley
Hall and would wait till the age of six. The strongest reason for
keeping children back from books is a physiological one. In the
_Psychology and Physiology of Reading_[30] strong arguments are adduced
against early reading as very injurious to eyesight, so it is surprising
that Dr. Montessori begins so soon. It has been said that her children
only learn to write, not to read, but it is to be supposed that they can
read what they write, and therefore can read other material.

[Footnote 30: Macmillan.]

If we agree not to begin until six years old, the next question is the
method. The alphabetic, whereby children were taught the letter names
and then memorised the spelling of each single word, has no supporters.
But controversy still goes on as to whether children shall begin with
word wholes or with the phonic sounds. It is not a matter of vital
importance, for the children who begin with words come to phonics later,
and so far as English is concerned, the children who begin with phonics
cannot go far without meeting irregularities, unless indeed they are
limited to books like those of Miss Dale.

In other languages which are phonic the difficulties are minimised.
Children in the ordinary Elementary Schools in Italy, though taught in
large classes, can write long sentences to dictation in