the musical scale; and so it is with a child's brain; when he is generating type-form, some relation is being established between the brain and the laws which govern the generating of curves.
Lastly—and this is probably the most important preparation for future living comprehension of mathematical ideas—there is the cultivation of the geometric imagination. At the same age at which the child begins to realize that a tadpole grows into a frog, a boy into a man, a seedling into a flowering plant, let him have the opportunity of watching also how one geometrical type-form grows out of, or flows into, another. A common night-light placed in the bottom of a deep round jar in a dark room throws on a sheet of cardboard held over it patterns of conic sections, which pass into each other as you change the position of the card-board. Children very early learn to love watching figures thrown in light; and there is no age at which this amusement can hurt them, provided that the motion is slow, and that no one excites them by trying to explain things. A variety of other methods for training the geometric imagination at a later stage will be dealt with in a future chapter.
I am happy to be able to inform busy mothers that at early stages the needle and thread has
