The Virginia enterprise. [volume] (Virginia, St. Louis County, Minn.) 1893-19??, 1910-02-04

AAA' 80
u.s. however distinct hndrance appreciation Of cul
ture and art If wish train our children to thiuL
accurately and abstracty must train them ,s TO-
.;a ns Ss1 are now training them. in drec
uon OF verbal imagery. IT, however, we wish to de-
velop artists poets of letters inventors and thos
with technical skill in the various professions we must
see to it that this imagery is mt lost for
tns loss taxes place 1t will tremendous waste and
disaster for ~ ~
The experiments further showed that those children
who thought in visual terms were best able tn nom
orze material with visual content and that those who
thought in auditory motor terms best able to
learn material with auditory motor content This
OF course means as far as the application results to
school work is concerned that the material which the
child learns must be in way adapted to his idea
t1ona type If the best results be accomplished
This perhaps, is not so vital fact with average
child who has many ways, it be, in which he can
imagine his experience there are always in everv
schoolroom numbers of exceptional children who are
very slow to get in certain fields and who neverhe
less far from being mental detectives To take
concrete illustration there are children who have great
difficulty in learning to read and yet who often
bright in other school subjects probable that such
children have developed type of verbalvisual
imagery The printed word fails to carry it's proper
significance. Such child, obviously, must be treated
differently from the individual In the first
place. he may be helped in his reading by being in
structed to spell and pronounce words. The method
of showing him words and having him grasp them as
visual signs will be hopeless method Of procedure in
his Further, the child may be aided by a sys
tematc attempt to strengthen his verbavisua imagery
There is ample evidence that children can be trained
in type of imagery and it is the business educa
ton that those who defective an essential
type trained to overcome this defect.
We cannot think for moment of demanding the
of thing from the child whose eyesght poor
that demand from the child of visual acuity
It just as foolish expect the is defective
in certain ideational type to do the
child it expect the child who is defective
visual sensibty accomplish the same results under
the same conditions that the child of sensibiy
accomplishes.
Another important problem which has been under.
taken by psychological laboratory the university
is to discover the most advantageous conditions besides
those relating to the deationa type, under which
tain kinds of school material may be memorized. At
the outset investigation the psychologist
confronted with difficulty of selecting the of
material for memorizing which will be sufficiently uni
form tried many children and the child
various times. 1t is quite evident that the
ordinary of the schoolroom such the child
has had in his reading, geography and history
that will not be of the uniformity desired
1t to avoid this difficulty that the psychologist Eb
bnghaus nearly rs years ago, tried memory expert
that certain sylables which could be and
which yet had no significance; syllables for example,
like nec-doz-hux. Here have a relatively uniform
that has, the most part little signh
canoe.
Using this kind of material. several thousand school