Apparatus for Teaching Reading and Reckoning.
Year: 1897

page_text: Date of Application, 7th May, 1897-Accepted, 10th July, 1897
Apparatus for Teaching Reading and Reckoning.
We, FRITZ GINDLER, of Schmargendorf, near Berlin, in the German Empire, School
teacher, and HERMANN KUHNE of Steglitz near Berlin in the German Empire,
Engineer do hereby declare the nature of this invention and in what manner the
same is to be performed, to be particularly described and ascertained in and by the
following statement:-
Our invention has for its object an improved teaching-apparatus which imparts to
the child from the very commencement of the instruction, a real comprehension of
that, which is to be learned i.e. reading and reckoning.
The contrivances up till now in use for teaching children to read and count possess
the drawbacks, firstly that the material for teaching at the disposal of the instructor
is definite and limited; and secondly, by reason of this deficiency of material, the
child is unable readily to enter into the spirit of what it is being taught; and it is
consequently only with the greatest trouble both on the part of teacher and child
that the latter finally learns how to read.
In order to obvinte these drawbacks and to attain the desired success, the present
inventors prepare small cards a or the like (Figs. 1-6) which contain the whole of the
letters of the alphabet, printed or written, in capitals or small letters, according to
the instruction. These single phonetic signs are arranged according to the phonetic
combinations by means of the appropriate arrangement of which as syllables and
words the language is formed.
The phonetic signs are arranged in five groups consisting of prefixes, first sound,
intermediate sound and suffix methodically ordered in such manner that whilst
affording to the teacher the means of indicating the course of the instruction, allow
him, at the same time, the greatest freedom in the selection of the standard words to
be formed. In order to enable the teacher quickly and readily to transform writing
from one to any other desired style, we arrange all the cards indicating a particular
sign together in a small pack, whereby the operation becomes a purely mechanical
one.
Fig. 7 shows the method of forming such a pack b, the sign-cards being connected
together in book form at their upper edges. The cards in this way open out
somewhat and so exert an elastic or jamming action, if such a little pack is
introduced into some suitable stand or holder. This action is a special consideration.
e (Figs. 8 & 9) indicates such stands or boxes, each having a series of grooves d in
its inner walls, each pair of these grooves being adapted for the reception of one of
the small packs of cards b. By reason of the above mentioned elastic action of the
cards forming the pack against the sides of the grooves, the pack is firmly maintained
in position.
The phonetic signs being arranged in five groups, five boxes c are necessary. These
are of oblong form with the grooves d in the longitudinal sides. The distance of
the grooves apart is determined by the size and thickness of the cards or packs. The
boxes slide longitudinally in their base e in the manner shown in Figs. 8-10 or in
other suitable way. On the top of the right hand side of the box is a removable
index of the sign contained.

page_text: Instead of the single cards or packs 6 being placed upright in vertical grooves d, they
may, as shown in Figs. 10,b,c, be held by small clutches or blocks t, sliding by means of
pins 8 8, running in grooves formed in each side of the box. A card or pack b is
inserted between every two such sliding blocks, which are pressed together by spring,
screw or other suitable arrangement; the cards or packs are thus held in constant
tension, so that a card when drawn from the box retains its raised position.
Otherwise the action is the same as with the arrangement previously described. The
clamping screw etc. serves at the same time as regulating screw to keep up uniform
tension, which in case of the cards slipping can be adjusted again. The phonetic
signs are marked on the upper side of each clutch-block, so that a further index can
be dispensed with.
"
The operation and effect of this mechanical A B C book is as follows:-The teacher
begins the instruction by drawing a pack with some phonetic sign-for instance with
the letter "o," (Fig. 11)-from the middle box, and leaves the pack in its raised
position. After the pupil has thoroughly learned and comprehended this sign, the
teacher proceeds to form syllables and words by drawing out further packs. He may
for instance draw out the sign "n" from the following box, thus forming the
word " on (Fig. 12). By drawing out "s" from the preceding box, the word
is formed (Fig. 13). Thus by three simple manipulations the pupil has
already learned four letters of the alphabet and three complete words. The teacher
may now continue the formation of such words, e.g. by substituting the letter "t" for
"s," thus forming the word "ton" (Fig. 14). Should now the suffix "
es be drawn
out, the word "tones "is produced (Fig. 15). By replacing this suffix by the
suffix "ed "the pupil now learns the word "toned" (Fig. 16). By the addition of
the prefix "in the word "intoned" is learned (Fig. 17).
<<
son
"
"
On the addition of each new sign, or forming of a new word, the box in
question is pulled out in such manner that all the packs in raised position are in
line, and form a uniform representation, as shown in perspective in Fig. 10. By
this system of ocular demonstration the teacher is able, in the shortest space of
time, not only to make his pupil acquainted with 7 letters of the alphabet, but
to impart to him a knowledge of 3 prefixes and suffixes formed therefrom, and
of complete words. From the very commencement of the instruction the child
is thus introduced to the English language, not in a merely mechanical and
monotonous manner, but in a way at once interesting and pleasing him.
The special advantages of this mechanical teaching contrivance are:-simple
construction and easy manipulation; clear survey of the whole of the teaching-
material; avoidance of all loss of time in changing the signs; no necessity for
preliminary preparations or mechanical operations on the part of the teacher ;
maintenance of interest on the part of the pupil; and finally, rapidity of progress
in learning consequent on teaching by means of ocular demonstration.
The latter circumstance particularly renders the apparatus also applicable for
foreign languages. As an example, the various changes in conjugating the French
verb parler may be taken :-

page_text: In a modified form, the apparatus serves as n means of teaching how to
calculate. As shown in Figs. 18 and 19 only two boxes c, placed in cross position
are used, in which the cards may be substituted by rods, pins, tubes or the like.
The arrangement of two boxes or rows of pins is in accordance with the
arithmetical task; addition, subtraction and inultiplication-x+x, x-x, XXX.
The first row g contains a number of gaps in sets of 10, for reception of the
pins representing the numbers in the calculation, on the principle of the decimal
system. In the drawing Figs. 18 & 19, three of these sets A B C are shown.
Each pin i receives guidance in one of the gaps. The pin forms the number,
and like the cards of the reading apparatus is under constant tension, to enable
it to be held firmly in the gaps on being raised. In order to be able to readily
distinguish one half of each set of 10 pins from the other half, and thus enable
the child to have a rapid survey and master the material, every five pins may be
made in another colour, a set of ten being thus represented in two colours e.g. black
and white. The second row consists of only one set of 10 gaps and lies behind
the second or middle set of the first row of figures.
In consequence of the peculiar construction of the calculating apparatus; of the
sets of ten standing in line; and of the set of ten in the second box, the pupils
sec consecutively the exercise to be solved, the procedure of solving, and the result.
For instance supposing the exercise be given of adding 7+6:-7 pins are exhibited
by the teacher in one set of 10 gaps; and in the adjoining set, separated from the
preceding by a gap, 6 pins are exhibited. The procedure of calculating is as
follows: Since the 7 pins must be added to the 6, the teacher takes away 4 from
the 7, these four being now set to the 6. The original 7 and 6 are consequently
now changed into a round 10 and a 3 = 13.
If the exercise is one of subtraction 15-7, the child is shown 10+5=15
pins together in a row all at the saine height. 7 are now to be subtracted. The
teacher presses 7 pins, therefore, a little lower down, whereby the exercise 15-7 is
illustrated. The 15 pins are thus separated into two groups of 7 and 8. The child
has thus the exercise, procedure and result placed before it.
In the case of multiplication e.g. 4x7, the row of 7 being shown at different
heights, the child sees in the same manner, exercise, procedure and result. 4 rows
of 7 are two full tens and 8=28. The second row of figures serves the purpose of
showing the child the difference in the value of the figures. Suppose for instance 7
pins in one of the sets of 10 gaps, 3 being pushed down; the minus in the set
of 10-that is 3-is noted on the second row; the child thus understands at once
that 7 is of one value and 3 of another, the second row thus serving to show the
different values of the two numbers.
Having now particularly described and ascertained the nature of our said Inven-
tion and in what manner the same is to be performed, we declare that what we
claim is
1. An apparatus for teaching reading, forming a mechanical A B C book, and
consisting of a series of groups of cards or their equivalent, logically and methodically
ordered, and each bearing the phonetic signs, said cards either singly, or in packs
having an elastic or pressing action, being held under constant pressure, and
adjustable as to height, in boxes or stands of any suitable kind, sliding in

page_text: longitudinal direction and fitted with indexes, all substantially as herein shewn and
described.
2. A modification of the apparatus claimed in Claim 1, arranged for teaching
reckoning, the two boxes or stands for receiving the indicators of the numerical
values, divided into decades and semi-decades, sliding in the direction of their breadth,
substantially as herein shewn and described.
Dated this 7th day of May 1897.
WHEATLEY & MACKENZIE,
40 Chancery Lane, London, W.C., Agents.