St. Tammany farmer. [volume] (Covington, La.) 1874-current, 1910-02-19

advantage r
Is, however distinct hindrance apDreciaton of cu1
ture and art. If wish train our children To think
accurately ana aDstractiy We must them as the
SCHOOLS evidently are training them in the direc.
ton OF verbal imagery If, however we wish tn do
Veiop artists poets of letters inventors and those
with technical skill in various professions we nust
see to it that this concrete imagery not lost for If
this loss takes PLACES will mean tremendous waste and
disaster for many
The experiments further showed that these children
WHO thought To visual terms best able to mem
orze material with visual and that those who
thought in auditory terms were best able TO
learn material with auditory motor content This
OF course meaas as far the application results to
school work In concerned that the material which the
child learns must be in way adapted to his idea
t1onal type ii the best results to be accomplished
This, perhaps. so vital fact with the average
child who has many ways, it may be, in which he can
imagine his experience but there always in every
schoolroom numbers of exceptional children who are
slow to get In certain fields and who neverhe
less far from being mental detectives To take
concrete Illustration there children who have great
difficulty in learning to read and yet who often
bright in other school subjects 1t is probable that such
children have not developed the type verbalvisual
imagery. The printed word fails to carry it's proper
significance. Guch child. obviously, must be treated
differently from the average 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 hila words and having him grasp them as
visual signs Will be hopeless method of procedure in
his case. Further, the child MAY be aided by sys-
tematic attempt to strengthen his verbavisual imagery
There is ample evidence that children be trained
in type OF imagery and is the business of
ton to that those who defective in essential
type trained to overcome this defect.
We cannot think for moment of demanding the
of thing from the child whose eyesight is poor
that demand from the child of normal visual acuty
1t just foolish to the child who is defective
in certain ideaonal type to do the work of normal
child it is to expect the child who is defective
visual sensbiity to accomplish the under
the same conditions that the child of normal sensbity
accomplishes
Another important problem which has been under
taken by the psychological laboratory at the university
is to discover the advantageous conditions besides
those relating to the ideaona1 type under which
tain kinds of school material may be memoriZed. At
the outset of such investigation the psychologist Is
confronted with the difficulty Of selecting the Of
material for memorzing which will be sufficiently uni
fern to be tried many children and the child
at various times It is quite evident that If the
ordinary materials of the schooroom such the child
has had in his reading geography and history ROOM
that this material 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 is certain syllables which could be and
which yet had significance; syllables, for example,
like nec-doz-hux. Here have relatively uniform
material that has, for the most part little signif
canoe.
Using this kind of material several thousand school