.. 

REF ID:A70383e 

Patented Oct 23, 1934 1,977,842 

UNITED ST A TES PA TENT OFFICE 

1,977,842 

COUNTING AND CALCULATING DEVICE 

Saul Badanes, Brooklyn, N Y 

Apphcation November 18, 1932, Serial No 643,253 

6 Claims (Cl 35-2) 

Tlus mvent,on relates to an educat10n device 

to teach cluldren to count and calculate from 

1 to 20 Wlth ease and certamty 

The general pm pose of thlS device is to help J the teache1 cairy out the m1tial steps of the 

learmng process in a11thmet1c as a t1 ue educat10nal process and not as a xrere piocess of dullmg cluldren m fixed conclus ans The special 

purpose of the device is to help children learn 

10 to understand through their own self-activity the 

process of countmg and calculatmg Wlth numbers from 1 to 20 

I have found that the child at the begmnmg 

develops a number concept at first formmg its 

15 concept of one then two then three etc proceedmg upward number by number This con- cept lS at first and best formed by e&tabl slung a connection between a quantity or a number of 

obJects and the spaces 01 places the numbers oc- 20 cupy m a se11es For instance 5 occupies a larger 

place on the countmg device than 3 or 4 _ Child1en get a clea1 picture of a number alld see the number more vividly when they comprehend 

each smgle number as a member of a totality 

"25 and not as a mere isolated fact 

In developmg the idea of numbei m tne mmd 

of the ch ld the dommat ng ideas should be first 

the group idea up to 5 secondly the idea of suc- cess10n up to 10 without neglectmg the help of 

30 the group idea and lastly the idea of the decimal 

system without ignormg the group and succession ideas 

In consti uctmg the countmg device I had in 

mrnd an obJective device that should help to 

35 develop these three attributes 111 the mmd of 

the child 

The shdmg cover and shdmg pomte1 enable 

the child to see each dot m a I ow of ten as a separate and d1stmct umt or as part of a fixed 

4.0 totallty of a row of ten After considerable p1 ac- t1ce with thlS pomter and cover the child acqmres a mental picture of the number scale as a 1 nea1 

series 

The counting device helps develop m the mmd 

45 of the child the most important attubute of a numbe1 concept namely its serial nature 

While the child IS m the stage or learmng to 

count from 1 to 10 a row of the counting device 

helps hrm to acqmre a mental pictm e of the 

50 11umbe1 scale Children cannot calculate unless 

they have a mental picture of the number scale 

By means of the countmg device I am able to 

provide a transitional stage bet'Neen countmg and 

calculatmg I establish tlus connect10n between 

pi; counting and calculatmg by addmg and sub" 

tracting first m smgle steps by means of ord nals 

This countmg and calculatmg device helps the 

pupils understand the actual process of addmg 

and subtractmg In workmg add!t10n and subtiact10n with the help of of this device the pupil 60 

is able to iecogmze the pioblem the solut on or process of obta nmg the answer This is made 

possible by the iemovable pegs With the help 

of the pegs the pupil is mt1oduced to the plan 

of ihe structure of our decimal system In this 65 

way he lS taught to uew 10 as a new unit for 

countrng and calculatmg The pegs help to sepa1ate and ~omplete and compare every numbe1 

from 1 to 10 and helps the child to understand 

and memo11zc all the add t10n and subtract10n 70 

compmat10ns 

The cons•ru.ct10n of the device has been gmded 

by ce1 tam undei lymg fea tm es The smgle umts 

of the deuca are arranged mto distmct and separate groups of five umts each and the place 75 

of each un11; from 1 to 10 can be perceived at a glance 

When the pupils first become acquainted Wlth 

the countmg device they become conscious of 

the above chaiacteristics The teacher helps 80 

the pupil m tlus way She draws attent10n 

to the first group of the five pegs and pomts out 

the place of one group at the begmmng and five 

at the end of the group The teache1 does the same with the second group Constant practice 85 m recogmzmg on the coulltmg device each umt 

of the first ten at a glance will follow 

The countmg device conSlsts of two rows of 

ten removable pegs ai ranged on a hmged backmg each row of which is a11 anged mto two dis- 90 

tmctive and sepaiate gioups of five umts or pegs 

Each row of ten can be peiceived at a glance and 

each row provides a rehable VlSUal memory 

image The advantage m usmg the countmg device may be summed up as follows First it is a 95 

device for g1ouprng the pegs rn such a way that 

their total may be cleaily iecogmzed without 

counirng Second this countmg device which 

is a dlStmct concrete lmear series is an imp01 tant step m the development of the number 100 

scale m the abstract Thn d it helps the pupil 

to an ms1ght mto the actual p1ocess of calculat10n One of its most important funct10ns 

is to give io the pupil an msight mto the meanrng of the arithmetical operat10ns of add1t1on 105 

and substract10n hence its easily divIS1ble and 

movable parts Fmally it mtroduces the pupil 

by gradual steps to our decrmal system one of 

the mam characteristics of wluch is the comprehension of ten defimte umts as one umt of a 110 
REF ID:A70383 ~ 

1,977,842 

lugher order Thus the counting card helps 

the pupil at every stage where obJect1ve is needed 

The employment of the counting card is not 

only a help m developing number concepts but 

5 is also md1spensible m teaching add1t1on and subtiact1on The counting device is used ~olely as an ins ti ument to help the pupil to think out the 

process and to get an msight mto the process 

Ultunately U1e pupils learn to get along without 

IO the counting card 

For a more geneial unde1standmg of the m- vent10n attent10n 1s now called to the diawmg 

In the d1awing 

Figure 1 is a f1ont view of the countmg and 

15 calculatmg device shown folded up 

Figure 2 lS a view of the device shown m an extended position 

Figure 3 is a top view of the device as shown 

in Figme 1 

20 Figm e 4 is a sect10n on line 4-4 of Figure 1 

Figme 5 is a view of one of the pegs 

Referung now to the drawing m detail nu- meral 1 designates the backing compnsing two 

st1ips of llght material such as wood 2 and 3 

l5 and hinged together at one end by the hmge 4 

Cut m each of the strips are ten holes 5 and 6 

adapted to hold iemovable pegs 7 and 8 The 

ten pegs or holes on each stnp are dlv1ded into 

two g1oups of five each The spaces 9 between 

30 each group of pegs is ielat1vely wider than the 

othe1 spaces between the pegs One series of 

ten pegs is of a contiastmg color tiP the other 

series of pegs For instance the pegs used on the st11p 2 may be colored ied and the pegs on 

35 strip 3 may be green 

Above and below each of the pegs m the series 

a1e 1oman and A1abic numerals frorq one to 

ten Means are p10vided to keep the strips 2 

and 3 m alignment when folded up as shown in 

40 Figure 1 Said means consists of a tdngue 10 

founed on the edge of stup 2 wl11ch fits m a groove 11 in strip 3 Also the outward end 12 

of the tongue is sllghtly inclined mwardly and 

latches with the mclmed end 13 of the groove 

45 The hmge 2 1S made of llght material and has 

sufficient elast1c1ty to be displaced shghtly so that the end 12 of the tongue can enter or leave 

the inclined end 13 of the groove with very sllght 

pressme This 1s for the purpose of keeping 

50 the st11ps together when folded up as shown m F1gme 1 

The pegs of each strip are supposed to iepresent U1e series of numbe1s 1 to 10 These num- bers occupy a very impo1 tant place m our dec1-

55 mal system of numerat10n because they are the 

elements of which higher numbers a1e com- posed The art of calculat10n consISts of breakmg up the seues and recombmmg some of its 

members 01 in other wmds it consists of ascend60 ing and descending the number scale 

The use of the device may be begun by first 

pullmg out all the pegs 'The pupil IS then taught 

to count for instance by mserting fust one peg 

rep1esentmg the numeral 1 Then one 01 two 

db additional pegs a1e mserted in the holes and the 

1estl.lt added Aftei that a few more pegs may 

be inserted and the result lea1ned Likewise the 

pupil can learn subtiaction by removmg one or two pegs fiom a gioup and figuring up the re-

'W suit The pupil may be taught to associate the 

pegs with other obJects and va11ous calculat1ons 

of the said obJects may be solved on the device 

Fm instance a quest10n may be asked "A boy 

picked five apples from a tree and two pears from 

"C another t1ee How many did he pick?" In 

solving this problem the pupil mserts five pegs m the first group of five holes and then mserts 

two pegs m the next group of holes and adds 

the result and obtams the answer 7 

In begmnmg to study numbers above 10, the 80 

pupil c1 asses the first threshold of the decimal 

system of enumerat10n The pupil is here mtroduced to a new idea, namely that of cons1dermg a series of ten units as a single group The 

pupil is to learn that the contents of each num- 85 

ber fiom now on is determmed not only by its 

place m the se11es but also by its place m our number system This knowledge the pupil needs 

m order to be able to perform calcu1a~1ons with 

numbers above ten especially with large num- 90 

bers 

The pupil may be mtroduced to the second 

decade m two ways (1) He may add -successively 

1 to each number begmmng with a ten and m tlus way contmue the number series beyond ten 95 

10 plus 1 equals 11 11 plus 1 equals 12 12 plus 

1 equals 13 13 plus 1 equals 14 etc Countmg 1s 

then still the mode of formmg numbe"s Or (2) 

he may cons1de1 ten as a hlgher untt and develop each new number of the second decade by 100 

addmg successively to its collective umt ten 

every membe1 of the pnmary series from 1 to 

10 thus 10 plus 1 equals 11 10 plus 2 equals 12 

10 plus 3 equals 13 10 plus 4 equals 14 10 plus 

5 equals 15 10 plus 6 equals 16 etc The second 105 

method is by fa1 preferable because the pupil 

must giasp the decnnal compos1t10n of numbers 

In the second way only then each new numbe1 

from 11 to 20 lS first conceived as possessmg an attribute whlch the first ten cardmals lack no 

namely each number is made up of a decade and one 01 more units That is the essence of the 

decimal system 

Here the countmg deV!ce renders a valuable 

service By means of the one-ten peg system of 115 

the device the pupil comprehends numbers from 

ten to twenty not only as of a se11es but as a plm ahty made up of a ten and an already fam1har 

numbe1 14 1s not only 1 after 13 but it lS also 

10 plus 4 By means of the countmg deV1ce the :1.20 

pupll sees obJect1vely the mergmg of the numbe1 

scale and the decimal system of numeiation into one In the same manner we use the countmg card 

to help the pupil see that the basic ope1at1ons 125 are earned over to the second decade For instance we wish the pupil to see that 16 plus 3 

equals 19 because 6 plus 3 equals 9 With the 

help of the counting deV!ce the teacher shows 

the pupil that 16 1s bUilt from 10 and 6 units 130 

therefore m order to add 3 units to 16 we simply 

let the 6 units grow mto 9 by adding to them 3 

umts the ten-group remammg unchanged 

Also by folding over the devwe as illustrated m F1gm e 1 the pupil sees that the ten pegs of the 135 

first decade equals the ten pegs of the second 

decade The pupil must soon learn to transfer 

the basic operations thoughtfully and without any 

obJective aids The success of add1t1on and subt1act1on w1thm the higher decades depends on 140 

gettmg the pupil to work thoughtfully with the 

second decade rather than merely using obJective aids to get answe1s without ms1ght into 

the process of the tiansfer of basic operat10ns 

It will thus be seen that I have provided an 145 

apparatus for a method of teaching children the 

thoughtful p10cess of countmg The counting 

devwe is dehberately planned to help the pupil 

to remembe1 the number scale with clearness 

and certamty The pupil substitutes this num- 150 
• 

• 

REF ID:A70383e 

1,977,842 3 

ber scale for the groups of concrete objects to be 

added or subtracted and thus takes an important 

step toward the power to perform the anthmetical process mentally i e without the helps 

5 of obJects The countmg card places m the hand 

of every pup:tl a concrete picture of the number 

scale It is constructed so as to make each umt 

from 1 to 10 not only VlSlble and movable but also 

visible at a glance The exercises m separatmg 

10 co·nparison and complet10n further help the pupil to work conceptually with numbers 

Having described my mvent1on I claim 

1 A countmg device comprismg a pair of strips 

of the same correspondmg d1mens1ons the edges 

15 of said strips bemg narrower than the width a 

lunge connectmg the strips together at one end 

whei eby the strips may be swung mto longitudinal ahgnment to each othe1 and to parallel relation to each by meetmg of the narrow edges of 

20 each strip each strip havmg on its wide face a 

row of ten spaced holes pegs adapted to be mserted m said holes and means to latch the nar1 ow edges of said strips together 

2 A countmg device comprismg a pair of strips 

25 of tne same cor1 espondmg d1mens10ns the edges 

of said strips bemg narrower than the width a hmge connectmg the strips together at one end 

vrhereby the strips may be swung mto longitudinal alignment to each other and to parallel rela30 t10n to each other by the meetmg of the narrow 

edges of each strip each strip havmg on its wide 

face a row of ten spaced holes pegs adapted to be 

m5erted 111 said holes one of said strips havmg 

a long1tudmal tongue and the other of said st11ps 

35 havmg a long1tudmal gioove said tongue adapted 

to enter said groove to keep said strips m alignment when folded together 

3 A countmg device compr1smg a pair of strips 

of the same correspondmg dimensions, the edges 

40 of said strips bemg narrower than the width a 

hmge connectmg the strips together at one end 

wheieby the st11ps may be swung mto long1tud1-

nal allgnment to each other and to parallel relation to each othe1 by the meetmg of the narrow 

45 edges of each strip each st11p havmg on its wide 

face a i ow of ten spaced holes peg::. adapted to 

be insei ted m said holes one of said strips ha vmg a long1tudmal tongue and the other of said strips 

havmg a long1tudmal groove said tongue adapted 

50 

55 

60 

65 

70 

75 

to enter said groove to keep said strips m allgnment v.hen folded together and means to latch 

said strips together 

4 A countmg device comprismg a pair of strips 

of the same correspondmg drmens10ns the edges 80 

of said strips bemg narrower than the width a 

lunge connectmg the stups together at one end 

whereby the strips may be swung mto longitudmal 

ahgnment to each othei and to parallel relat10n 

to each other by the meetmg of the narrow edges 85 

of each stnp each strip havmg on its wide face 

a i ow of ten spaced holes pegs adapted to be mserted m i,aid holes one of said strips havmg a longitudmal tongue and the other of said strips 

havmg a long1tudmal groove said tongue adapted 9t!-

to enter said g1oove to keep said strips m allgnment when folded together the face of the outward end of said tongue bemg mclmed the end 

of said gioove bemg mclmed to match the mclmed end of said tongue so that the strips can 95 

be latched together by sllghtly displacmg said 

hmge and causmg the mclmed ends of said tongue 

and groove to come together 

5 In a countmg device for teachmg children 

to count comprismg a pair of strips of the same !O!! 

correspondmg dimens10ns placed edge to edge 

the width of said strips bemg greater than the 

thickness a hmge at one end of said strips hmgmg said st11ps together the pmtle of said hmge 

bemg on line with the meetmg surface of said _oo: 

strips a series of ten pegs arranged m two gioups 

p1 otrudmg from each of said strips said pegs 

bemg opposite each other and numerals above 

and below each peg the numei al of the upper i ow 

bemg m reverse du ect10n to the numerals of the 11(. 

lower pegs 

6 In a countmg device for teachmg children 

to count comprismg a pair of strips of the same correspondmg dimens10ns placed edge to edge 

the width of said strips bemg gieatei than the _15 

thickness a hmge at one end of said strips hmgmg said strips together the pmtle of said hmge 

bemg substantially on lme with the meetmg surf ace of sa d strips a series of ten pegs arranged 

m two groups prot1 udmg from each of said strips 120 

said pegs bemg opposite each other and numerals 

above and below each peg 

SAUL BADANES 

125 

130 

135 

140 

145 

150 
e REF ID:A70383 e 

Oct. 23, 1934. 

.f.O 

S BADANES 

COUNTING AND CALCULATING DEVICE 

Filed Nov lB 1932 

J-£4 z . 

1,977,842 

E: m m :ix: x 0 --~ -1I- 111- 11Z- y- ~ W-llII x 

0 (!) (if> G]) G]) 

6 7 8 9 10 

0@@&@ @@@& 

I 2 .3 4 5 6 7 8 9 10 

3 

a -.1-2 

?, 2 

6 

.9 a 

clwuc~ 

.Saul JJa..da nes 
t 

REF ID:A7038. 

UNITED STATES PATENT OFFICE. • 

I 

ll'BA:NCES .A.'JBEB BODDY, OJ!' NEW YOB.K, 111' "!' I ~ 

ED11C.A.Tml!l'.U. , __ _ DB'Vl:CE 

1, 1Rr;,oqr, t Spe01:ficl'l.tion of Letters Patent Patente'l Jnlv 19, 1921, I 

ApplloatJ.on :filed October 11 18&0 Berfal ll'o 418,'88 

To t.Ul wlwm zf 111ng co11u 1 n 

ll<.' it J~no\\ 11 thclt I, 11 n \:?t.(..I:S .\.umq Rom>1, 

a r1t11rn or tlu. li1utul Stc1.teb, mtl lCbllllnt 

ol lhl JJu1011~~ 0£ lftdllllt lll1 lll'\, l.Otml;)t 

6 'lncl ~lttl of Ne" Yu1k, h1\e nn<..nt.ul c.e1 

t 1111 ne\'\" md usetul I1np10' ement".b m Fduc'ltlon tl De\ lees, or \\ 1111 h the followmg IS 

'l spct'tfir '\hon 

}fl mrenbon iel tit& to ed11t.'lt1onctl de10 'llC<:. md ha-i f 01 lts oh1cl t to 1>10ude 1 

dt. ur e of no' el c om>h u1.. tion 'lncl 'lll mge 

lllClll \fhe1eJJ1 kno\\ lt.<.lge or e}unent.i1' 

ch n 1lle11shls m'l' bl. impu ttJ to Llllllhen 

m '\ s1mpll" '11111. mte1er;tmg mn11ne1 lI) m13 ' entiou l ontem 1.Jh tl.s ct eo11st1 ur t1011 '' h1d1 

m'lJ bt inll1l3 set up :Co1 use 'lnd wluch m 1' 

lie e tSd) cllltl l omp'lt'th folcled "hen not 

m tts.e Oth\,1 mo1e spec1fil obJeds of Dl) 

m' e11t10n "tll 'l ppe'l 1 f 101n tl1L llescu pt1on 

20 lluematte1 md the fe1tu1es o:C no' elt"\ \Hll 

be pomtltl out in the. appll1clec.l rl'lims 

rn the cllCOmp'lDU~ dta'\\lngs which 

illu ... b"l.te m e~'ln1ple of mJ m'enhon with 

out llefimng its bm1ts, Figures 1 .mc.l 2 'lle 

26 s1cle md f1ont 'ie" s respectn eh or the de 

nee m 'l folded concl1bon, Ftgs 3 11ncl 4 'll e 

sim1l u 'iews iespec tn elJ, showIDg the de-

' ice m 'lll unfolllec.l position lC'lth fo1 use, 

'ln<l lt,1gs 5 to '3 me lnsn e 11J11st1 1te ev1mpler; 

so o.f the membe1s 01 blocks which lOnsbt.ut.e 

" J>'l l t o:C the dev1l"e 

As slto\\ n m the illusti 'lted e"nmple the 

clc' lle is consb uctecl m t.hc. fo1m o.f t fold 

'lble :ll 1me 01 l'ldcle1 l.OnSit1hng of t"o sec 

85 tions 10 1nll 11 lungec.l togethe1 'lt 12 'llld 

p10'\"uled with l p1op 1 ~ o.f c;u1hble :Co1m 

mll lOnshm hon lunged tf. U: to the sel.t1on 

10 "h...i eh' the J Hlde1 is s11pp01 tecl m 'ln 

oper1tnc _pos1hon, p1efe1 thlJ mt.hnell, 'lS 

40 sho\\ n ID l 1gi:. 3 '\Dd 4 Ont. 01 mo1e, 'lllll 

p1efe1 tbh a p1111 o:C lat.dies 15, mny bt. m 

dmlcll in the con&tlltl t1on fo1 fhmg the sel 

ttonc; 10 'lnd 11 m then un:Colded opei 1tn e 

pos1hons A plmahh of 1Ungs 16, prefe1-

45 'lbh though not necessanl) of c' lmtlncal 

c1oss sechou, o.ie ll).Q11nted upon the selhons 

10 'lnd 11 m sp'lcell }l'll'lllel iehhon c1.nrl 

so 'ls to be 1e1uo\'lblc 'lt will, anJ lomement 

ml" m~ bung p1m i<'l.ed fo1 m'lmt unmg the 

60 umgs 16 tg unst nnintenhon'll 1emo' 'll .f1om 

the r;ecbons 10 and 11 or f11d1011'll engtge 

ment of the p'll ts 'llone being rehed upon 

io pie' ent the s'lme The sections 10 'lnd 11 

c.omp11se Jomtell sule ml'mbe1s 'lnd the iunbrs 

66 rn, 01 some o:C them, coni:.htnte h ms' e1se 

membeib v;lmh lOope1c1.te \\ith s'lu.l Sldo 

membe1s to hold th0 S'lme m sp'lced relation 

to euh otl1L1 To .Ctuhtate 111'ln1pnl 1bon, 

the i pngs lG mc1.1 bt. 111 ule o.C sufhuent len1rth 

tu p1 OJect be' onll eithe1 one 01 both sic.le eo 

m.em.uus. or the sections 10 11nll 11, :Co1 m 

stmce, ts illushateJ m the di l\\mgs The 

de\ Ile comprises furthei a plu1c1.ht) o:C p1eteiabJ3 cubil'll blo<,ks or mcmbe11o 1i hnH11g 

'lputu1cs 18 e"tendmg the1etluough, \The1e 65 

1.iy S'lld biol.ks OJ membus n1e 1daptec.l lo1 

mounting upon the i ungs lG Thoi:.e facer; 

or the <.U1'1llll JJloc ks 11 \Vhlch e"-tc.nU pal tl 

lei to the a.pe1tu1es 18 aie p1ouc.lec.1. 1\lth 

lette1s of the 'llphabet, nume1als, p1cto11cJ.l 70 

lep1esentnbons o:C 'auous kinds, sulh, fo1 

mst1111ce, t& are commonh nssouated w1t.h 

"ell luio"n nmBeJ.y ih)mes or 'ln' othe1 

de' ices 01 c.lesign.'lhons, nll of wluch may be 

p1od11ced upon sud sutfac.es m anv com en 75 

1e11t nnd "ell kno" n " IJJ The bloll~s or 

membezs li, '\\hen mounted or strnng upon 

the rungs 16 n1e shd'lble length" ise the1eof 

and iotahble theieon, but p1efe1nbh en 

g1ge saicl rnngs with sufficient fuction to 80 

iem un, fixed m 'lny por;1tlon to \\luch the,> 

ml;) be llCl]usted 

In uhhilmg the deuce it 18 brought f1om 

the folded pomtJ.on shown m Figs 1 nnd 2 

to the unfolded poSit1on illustrated m Figs 86 

3 'lnd 4 and set up, as shown, ID anv con-

' ement location so as to be withm easy 

ieach The deVIce may be used fo1 tea.clu~ 

the lettcl"b of the alphabet and nume1~or 

consh m ting sentences, fo1 word butl 90 

:Cor fam1hnuz1ng the chtld with the we 

kno\\n nursel') ihymes and fo1 dUl1eCtecl 

lllct111es That IS to sa' the blocks 11 may 

be c:h mig 01 mounted upon the 1 ungs 16 

etthe1 mdn1dua.lly 01 collect1vel3 to provide 96 

m3 deSlrcd comliinahon of letteis, numernb 01 p1rtor1nl ~oups For instance, as 

sho"n 111 Fig 4, three blocks 17, with let 

te1i:. of the 11lpho.bet thereon, may be arzanged in houzontal ~uence upon a rung 100 

16 to spell the '\\Ord "cat," SJ.m.tl111ly three 

blocks 17 also with letters of the alphabet 

thereon m'l1 be 'lir'lnged mdividually upon 

ldJ 1cent i u.ngs 16 m 'erbcal sequence to 

spell the "ord ''ta.1 " The t.e1mmal or a.nv 10& 

othe1 of the houzonttl gi.onp of blocks mav 

be uhhzed for combIDabon with the ve1 tJ.cal 

g1oup of bJocks to complete 'l. word so that 

the two wo1ds are formed as md.1cated for 

mc;t'lnce. in Fig 4 .Any other wo;d, or 110 

wo1 <ls 01 ~ups of words may be smularly 

consh uc.teJ. by Slmply a1 Mngmg the blockB 
REF ID:A70383 

1,ssts,Ol!6 

m p1opC'l sequence, groups of numerals may 

lil.. fu1mctl m tl1l.. c;amp W'l.Y The blocks 17 

m ty be also 'luanged m p1rto11al groups, 

fo1 rnst 1111 ~, block::. pm traymg vauous types 

5 Of sohhe1S ID'ly be arranged 'lS lil FJ.g 61 

"lule tlu .. iepHS<'nt'lhon of '1. locomutne and 

ti uu of (''ll s lll'lY be set up hy arr'lngmg the 

p1 opl.'1 bloc.ks as m Fig 7 The well known 

nnr&'l '\ th, mes ma) be 'ii:,uahzecl by strmg10 mg thl' piopci blodcs li upon 't tung 16, for 

msllrnrc, '\<; tllush atocl m Fig 8 and hke-

" ise ' u ions othN combmatious may be 

cffc.t tc~l m 'l mannu "Inch is mb .. rcstmg to 

the. dulcl uul winch come,s the knowledge 

15 m a s1mpk manne1 eas) to unJ.erstanu, the 

de\ ic.e hi.. mg rapable of use by the children 

thtm')('h cc; 1s a toy 

'l he m' ent1011 p1 O\ ide::. rn ulucat1011al de-

' t<'c oi a Ill'l'Cimum <leg1ee of usefulness m 

2 o I ... 11111<•1 ~ u ll!n~ a,n<l cfop1cnt tr\ schools and 1s 

paihc.u1•ul\ adapted ior use by clnldren as 

l1l c.lluc'lhon tl to\ n, constructing the cle-

'1c.o as sho" n it may ho folded compactly \\hen not 111 use 'lntl thus reachly stored m 

25 'l Sin tll spa<'e 

\¥11101ts changes m the specific. £01m 

sho\\ n and descubc.<l. may be macle w1thm 

tl1l scope of tho cl ums without deputmg 

f1 om thc spn 1t of m) un enhon 

so T daun 

1 An cdut''lhotnl deu(!e m the f01m of 

n to\ fo1 snnll dnhhcn compusmg t" o sec 

t 1011~ !old ihlj 1 onncdeu 'lnd ad'lptl'd to be 'lllJu~tul to rm e'\.tended position to form 

85 t'ontumahons of c'lch othe1, 1 plm ll1t, of 1 nll'->'l:. 'l.cmo' nhl} mol\nb,u upon s111d sec 

holb 111d Joe. 'ltecl nt sp'lccd mter \ 'll::. length-

" 150 thereof, ape1t111ea membus haHng clc.S1~1ahons pro\luced thueon and ndaptec.l 

40 tu uc sh ung upon S'ltd plm aht) of rungs, 

c;a ul u.pN t urcd membe1::. he mg ndJ ustable on 

said plurality of rungs tu groUJ.> sllld des1g 

nat10ns m predetermmed combmat1ons and 

means fo1 supportmg the extended sections 

m an upright pos1t19:p 45 

2 ..A.n education tl device m the fouu of 

a toy for small dnldien compusmg pa1,11lel, 

side membe1s, hansverse memhe1::. cooper1tmg "1th said side members to hol<l the snme 

m spaeerl ielation with each other, S'lld r,o 

side members betng 3omted, md m conJUmt1on \v1th sud trans,eise memLe1s, con 

stituh:o.g f olcl lbk i:.elt1011s 'l<lapted to be td 

311sted to an e\.tendecl position to io1111 c..ontmuations of e'leh otbc1, saul ll lllS\ e1::.e 55 

members comp11smg a plurality of I tmgs 

iemo\ 1blv connech.'Cl. with ::.a1d sICle memhe1s 'tnd loc.atell at bp'l<'l'cl mtc1v1ls length-

" ise the1 co£ and a pertm e<l. bloc.ks h,n mg 

designations p1odut'cd therton and id,1ptul 60 

to be shung upon &aid iungs, said apotml'tl 

hloclu. hemg '1.clJnst thle on ::.a1u 1 u11gs tu 

groul? said dt-;1gn'lhons m predete1mmNl 

c.ombmahops 

3 An edut' ttion'll lallcle1 m thl- foun of 65 

a to) ~01 sm ill duhhen compllsmg 1n1 'l llc.l 

an<l. spaeed. side membe1s, each c.onSistmcr 

of t" o aections lunged together and 'ld 1ptl'~ to he. allJusted to e'\.ten<l.e<.1 position .. to iouu 

e'\.tens1ons of ead1 othe1, 'l lat<-h \\hueby 70 

the sec.hons 0£ sllld side membeis ire 1heu 

m their e:\.tenlled pos1tlons, 'l ph11 'lhty of 

rungs lemo' ahl) c.oni1ectlll "ith bud side 

members 'lDd loc lt~d nt sp tt'cd mte1' il-.. 

length\\ise thereof, apeitmed c.ub1c.,1l hlo<:>k::. 75 

llcl\ mg designations pro<lnted on thu faces 

theicof m\]. 'ldaph.•d to Lie sh ung upon s•ud 

rnngs S'ltu blocks hemg auJ11st thle upon s utl 

nmgs to groul? sud design thous m p1ellt 

tummed romlimahon::. and t pt op pn ot illy so 

connerted "1th ~aid &I.de membe1s foi u,um 

tammg tht. e"ttencled l ul<l.e1 m m upi 1ghL, m~mcd pos1t1on 

In te&tuuou.y "hereof I Im\ e he1eunto set 

my hand FR~CES AYRES RODDY 
1,385,096. 

15 

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If. 

REF ID:A70383 e 

F A RODDY 

EDUCATIONAL DEVICE 

APPLICATION FILED OCT 21 1 1920 

12 0 0 

o I o 

0 0 

0 0 13 0 0 

0 0 10 0 0 10 0 0 

0 

0 f/j 

0 

0 0 

Patented July 19, 1921. 2 SHEETS-SHEET I 

((i 

\ 
• REF ID:A70383 e 

F A RODDY 

EDUCATIONAL DEVICE 

APPLICATION FILED OCT 21, 1920 

1,,385,096. Patien1ied July 19, 1921. 1 2 SHEETS-SHEET 2 

. 

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