The L'Anse sentinel. (L'Anse, L.S., Mich.) 18??-current, 1910-02-12

lfe This is great advantage in abstract thinking II
is however distinct hindrance appreciation of cu-
ture and art II we wish to train children to think
accurately and abstractly train them as the
schools evidently training them In The direc-
ton of verbal imagery. II, however, wish to de-
velop artists poets men of letters inventors
with technical skill in the various professions we must
to 1t that this concrete imagery lost for II
this loss takes place It will tremendous waste and
disaster for many.
The experiments further showed that those children
who thought In visual terms best able to mem
orize material with content and that those who
thought in auditory motor best able to
learn material with auditory content This
OF course means far the application
school work is concerned that the material which
child learns must be in way adapted his idea
tonal type, II the best results are to be accomplished
This perhaps is not vital fact with the average
child who has many ways, 1t may be- in which he
imagine his experience but there always In every
schoolroom numbers of exceptional children who
slow to get In certain fields and who neverthe
less are far from being mental detectives To take
concrete illustration there children who great
difficulty in learning to read and yet who are often
bright in other school subjects 1t is probable that such
children have not developed the type OF verbavisual
imagery The printed word fails to carry its proper
significance. Such child obviously, be treated
differently from the average individual In the first
place, he 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
visual signs will be hopeless method Of procedure in
his case. Further. the child may be aided by
tematic attempt to strengthen his verbavisual imagery
evidence trained
in any 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
sort Of thing from the child whose eyesght is
that demand from the child of normal visual acuity
II is just foolish to expect the child who Is defective
in certain ideatonal type to do the work Of normal
child 1t Is to expect the child who is defective in his
visual sensibty to accomplish the results under
the conditions that the child Of normal sensibiy
accompanies.
Another important problem which has been under
taken by the psychological laboratory at the university
s discover the most advantageous conditions besides
those relating the deationa type, under which
tain kinds Of school material may be memorized. At
the Of such investigation the psychologist IL
confronted with the dicuy Of selecting the sort of
material for memorizing which will be sufficiently uni
form be tried many children and the child
various times. 1t Is quite evident that the
ordinary materials of the schoolroom such the child
has had in his reading. geography and history ROOM
that this material will be Of the uniformity desired
It to avoid this dicuy that the psychologist Eb
binghaus nearly rs years ago. tried memory expert
men In which he used for material nonsense syabIes
that H. certain syables which could be pronounced and
which yet had signncanco; syllables for example,
like nsc-loEhux Here We have 3 relatively uniform
ne< het has toF ~ noat psrt littis O. 70 sienin
usns AZ ia 4 rpstsrsd, ssvsr.l heaaaad sehoo,