Fig. 44.—Count the birds in each of the three flocks of birds.
Fig. 45.—Note the lack of clear division of the hundreds. Consider the difficulty of counting one of these columns of dots.
Fig. 46.—What do you suppose these pictures are intended to show?
Fig. 47.—Would a beginner know that after THIRTEEN he was to switch around and begin at the other end? Could you read the SIX of TWENTY-SIX if you did not already know what it ought to be? What meaning would all the brackets have for a little child in grade 2? Does this picture illustrate or obfuscate?