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diff --git a/old/54814-h/54814-h.htm b/old/54814-h/54814-h.htm deleted file mode 100644 index abc7f75..0000000 --- a/old/54814-h/54814-h.htm +++ /dev/null @@ -1,4385 +0,0 @@ -<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Strict//EN" - "http://www.w3.org/TR/xhtml1/DTD/xhtml1-strict.dtd"> -<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en"> - <head> - <meta http-equiv="Content-Type" content="text/html;charset=us-ascii" /> - <meta http-equiv="Content-Style-Type" content="text/css" /> - <title> - The Project Gutenberg eBook of Miller's Mind Training for Children, by William E. Miller. - </title> - <link rel="coverpage" href="images/cover.jpg" /> - <style type="text/css"> - -body {margin-left: 10%; margin-right: 10%;} - - h1,h2,h3 {text-align: center; /* all headings centered */ clear: both;} - -.ph2, .ph3 { text-align: center; text-indent: 0em; font-weight: bold; } - .ph2 { font-size: x-large; margin: .75em auto; } -.ph3 { font-size: large; margin: .83em auto; } - -div.chapter {page-break-before: always;} -h2.nobreak {page-break-before: avoid;} - -p {margin-top: .51em; text-align: justify; margin-bottom: .49em;} - -hr { - width: 33%; - margin-top: 2em; - margin-bottom: 2em; - margin-left: 33.5%; - margin-right: 33.5%; - clear: both; -} - -hr.chap {width: 65%; margin-left: 17.5%; margin-right: 17.5%;} - -.aligned-text {font-family: monospace; word-spacing: .2em;} -.aligned-text2 {font-family: monospace; word-spacing: .64em;} -.aligned-text3 {font-family: monospace; word-spacing: .005em;} - -.block-center {text-align: left; width: 35em; margin: auto;} - -table {margin-left: auto; margin-right: auto;} - -.indent {padding-left: 2em;} - -.pagenum {position: absolute; left: 92%; font-size: smaller; text-align: right;} - -.right {text-align: right;} - -.smcap {font-variant: small-caps;} - -.caption {text-align: center;} - -.gap-20 {width:100%; height:20px;} - -.figcenter {margin: auto; text-align: center;} - -.transnote {background-color: #E6E6FA; - color: black; text-align: center; - font-size:smaller; - padding:0.5em; - margin-bottom:5em; - font-family:sans-serif, serif; } - </style> - </head> - - -<body> - - -<pre> - -The Project Gutenberg EBook of Miller's Mind training for children Book 1, by -William E. Miller - -This eBook is for the use of anyone anywhere at no cost and with -almost no restrictions whatsoever. You may copy it, give it away or -re-use it under the terms of the Project Gutenberg License included -with this eBook or online at www.gutenberg.org/license - - -Title: Miller's Mind training for children Book 1 - A practical training for successful living; Educational - games that train the senses - -Author: William E. Miller - -Release Date: May 30, 2017 [EBook #54814] - -Language: English - -Character set encoding: ASCII - -*** START OF THIS PROJECT GUTENBERG EBOOK MILLER'S MIND TRAINING *** - - - - -Produced by MFR, David E. Brown and the Online Distributed -Proofreading Team at http://www.pgdp.net (This book was -produced from images made available by the HathiTrust -Digital Library.) - - - - - - -</pre> - -<div class="figcenter"><img src="images/cover.jpg" alt="" /></div> - - -<hr class="chap" /> - -<p><span class="pagenum"><a name="Page_1" id="Page_1">[Pg 1]</a></span></p> - - - -<h1> -MILLER'S<br/> -MIND TRAINING<br/> -<i>for</i><br/> -CHILDREN</h1> - -<p class="ph2"><i>A Practical Training<br/> -for Successful<br/> -Living</i></p> - -<p class="ph2"><i>Educational Games<br/> -That Train<br/> -the Senses</i></p> - -<p class="ph3"><span class="smcap">William E. Miller</span><br/> -<i>AUTHOR AND PUBLISHER</i><br/> -Alhambra, California.</p> - -<hr class="chap" /> - -<p><span class="pagenum"><a name="Page_2" id="Page_2">[Pg 2]</a></span></p> - - - -<div class="chapter"> -<p class="ph3"> -BY<br /> -WILLIAM E. MILLER<br /> -ALHAMBRA, CALIFORNIA<br /> -<br /> -AUTHOR OF<br /> -<i>The Natural Method of Memory Training</i><br /> -<br /> -<span class="smcap">Copyright 1920</span><br /> -<span class="smcap">Copyright 1921</span><br /> -<br /> -WILLIAM E. MILLER<br /> -<br /> -ALL RIGHTS RESERVED<br /> -INCLUDING FOREIGN COPYRIGHTS -</p> -</div> - -<hr class="chap" /> - - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_3" id="Page_3">[Pg 3]</a></span> -<h2 class="nobreak">CONTENTS—BOOK ONE</h2> -</div> - -<table border="0" cellpadding="1" cellspacing="1" summary="table"> - -<tr><td></td><td align="right">Page</td></tr> -<tr><td> </td><td> </td></tr> -<tr><td>A First Word to Readers</td><td align="right"><a href="#Page_7">7</a></td></tr> -<tr><td> </td><td> </td></tr> -<tr><td>Training the Senses</td><td align="right"><a href="#Page_9">9</a></td></tr> -<tr><td> </td><td> </td></tr> -<tr><td>Game of Hide the Watch</td><td align="right"><a href="#Page_11">11</a></td></tr> -<tr><td> </td><td> </td></tr> -<tr><td>Results of Sense Training</td><td align="right"><a href="#Page_12">12</a></td></tr> -<tr><td> </td><td> </td></tr> -<tr><td>To Develop the Sense of Touch</td><td align="right"><a href="#Page_16">16</a></td></tr> -<tr><td><span class="indent">The Game of the Button Bag</span></td><td align="right"><a href="#Page_17">17</a></td></tr> -<tr><td><span class="indent">The Game of Matching Cards</span></td><td align="right"><a href="#Page_18">18</a></td></tr> -<tr><td><span class="indent">The Game of Insets</span></td><td align="right"><a href="#Page_18">18</a></td></tr> -<tr><td><span class="indent">The Game of the Rag Bag</span></td><td align="right"><a href="#Page_19">19</a></td></tr> -<tr><td><span class="indent">The Game of the Dry Goods Clerk</span></td><td align="right"><a href="#Page_19">19</a></td></tr> -<tr><td><span class="indent">The Game of Who Is It?</span></td><td align="right"><a href="#Page_20">20</a></td></tr> -<tr><td><span class="indent">The Game of Weighing</span></td><td align="right"><a href="#Page_20">20</a></td></tr> -<tr><td><span class="indent">Measuring</span></td><td align="right"><a href="#Page_21">21</a></td></tr> -<tr><td> </td><td> </td></tr> -<tr><td>Training the Ear</td><td align="right"><a href="#Page_22">22</a></td></tr> -<tr><td><span class="indent">The Game of Whispering</span></td><td align="right"><a href="#Page_23">23</a></td></tr> -<tr><td><span class="indent">The Game of Tapping</span></td><td align="right"><a href="#Page_23">23</a></td></tr> -<tr><td><span class="indent">The Game Speak and I'll Name You</span></td><td align="right"><a href="#Page_23">23</a></td></tr> -<tr><td><span class="indent">The Game of Silence</span></td><td align="right"><a href="#Page_24">24</a></td></tr> -<tr><td><span class="indent">The Game of Drop It</span></td><td align="right"><a href="#Page_24">24</a></td></tr> -<tr><td><span class="indent">A Musical Exercise</span></td><td align="right"><a href="#Page_25">25</a></td></tr> -<tr><td><span class="indent">The Game of Blind Man's Ears</span></td><td align="right"><a href="#Page_25">25</a></td></tr> -<tr><td><span class="indent">The Game of Telephoning</span></td><td align="right"><a href="#Page_26">26</a></td></tr> -<tr><td><span class="indent">The Bell Game</span></td><td align="right"><a href="#Page_27">27</a></td></tr> -<tr><td><span class="indent">The Game of Stop Thief</span></td><td align="right"><a href="#Page_27">27</a></td></tr> -<tr><td><span class="indent">The Table Game</span></td><td align="right"><a href="#Page_28">28</a></td></tr> -<tr><td><span class="indent">Care of the Ears</span></td><td align="right"><a href="#Page_28">28</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>Training the Sense of Sight</td><td align="right"><a href="#Page_29">29</a></td></tr> -<tr><td><span class="indent">Strive for More Detail</span></td><td align="right"><a href="#Page_30">30</a></td></tr> -<tr><td><span class="indent">Training the Eye to Measure</span></td><td align="right"><a href="#Page_32">32</a></td></tr> -<tr><td><span class="indent">The Game of Measuring</span></td><td align="right"><a href="#Page_33">33</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>The Sense of Taste and Smell</td><td align="right"><a href="#Page_37">37</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>Using Two of the Senses</td><td align="right"><a href="#Page_38">38</a></td></tr> -<tr><td><span class="indent">Exercise for Two Senses</span></td><td align="right"><a href="#Page_38">38</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>Improvement from Conscious Effort</td><td align="right"><a href="#Page_40">40</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>The Faculty of Visualization</td><td align="right"><a href="#Page_41">41</a></td></tr> -<tr><td><span class="indent">A Visual Test</span></td><td align="right"><a href="#Page_41">41</a></td></tr> - <tr><td> </td><td> </td></tr> - -<tr><td>Visual Process Natural</td><td align="right"><a href="#Page_42">42</a><span class="pagenum"><a name="Page_4" id="Page_4">[Pg 4]</a></span></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>Training the Mind's Eye</td><td align="right"><a href="#Page_43">43</a></td></tr> -<tr><td><span class="indent">The Picture Test</span></td><td align="right"><a href="#Page_43">43</a></td></tr> -<tr><td><span class="indent">Test for Quick Reaction</span></td><td align="right"><a href="#Page_43">43</a></td></tr> -<tr><td><span class="indent">Test for Color Reaction</span></td><td align="right"><a href="#Page_44">44</a></td></tr> -<tr><td><span class="indent">Test for Order</span></td><td align="right"><a href="#Page_44">44</a></td></tr> -<tr><td><span class="indent">The Letter Game</span></td><td align="right"><a href="#Page_45">45</a></td></tr> -<tr><td><span class="indent">The Number Game</span></td><td align="right"><a href="#Page_47">47</a></td></tr> -<tr><td><span class="indent">Practice with Geometrical Figures</span></td><td align="right"><a href="#Page_48">48</a></td></tr> -<tr><td><span class="indent">Out of Door Game</span></td><td align="right"><a href="#Page_49">49</a></td></tr> -<tr><td><span class="indent">Immediate Visualization</span></td><td align="right"><a href="#Page_50">50</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>Training of Younger Children</td><td align="right"><a href="#Page_51">51</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>Developing the Observation</td><td align="right"><a href="#Page_52">52</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>Value of Observation</td><td align="right"><a href="#Page_55">55</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>The Neglected Faculty</td><td align="right"><a href="#Page_56">56</a></td></tr> -<tr><td><span class="indent">Picture Cards for Observation</span></td><td align="right"><a href="#Page_59">59</a></td></tr> -<tr><td><span class="indent">Counting from Mind's Eye Pictures</span></td><td align="right"><a href="#Page_59">59</a></td></tr> -<tr><td><span class="indent">The Game of Quick Counting </span></td><td align="right"><a href="#Page_61">61</a></td></tr> -<tr><td><span class="indent">The Game of Visual Counting</span></td><td align="right"><a href="#Page_62">62</a></td></tr> -<tr><td><span class="indent">Reproducing the Visual Picture</span></td><td align="right"><a href="#Page_63">63</a></td></tr> -<tr><td><span class="indent">The Game of Color Cards</span></td><td align="right"><a href="#Page_63">63</a></td></tr> -<tr><td><span class="indent">The Game of Picture Cards</span></td><td align="right"><a href="#Page_64">64</a></td></tr> -<tr><td><span class="indent">The Seeing Game</span></td><td align="right"><a href="#Page_65">65</a></td></tr> -<tr><td><span class="indent">The Game of Detective</span></td><td align="right"><a href="#Page_66">66</a></td></tr> -<tr><td><span class="indent">A Game at the Dining Table</span></td><td align="right"><a href="#Page_66">66</a></td></tr> -<tr><td><span class="indent">The Change About Game</span></td><td align="right"><a href="#Page_67">67</a></td></tr> -<tr><td><span class="indent">The Game of Observation</span></td><td align="right"><a href="#Page_67">67</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>Training the Sense of Location</td><td align="right"><a href="#Page_68">68</a></td></tr> -<tr><td><span class="indent">The Game of Guide</span></td><td align="right"><a href="#Page_69">69</a></td></tr> -<tr><td><span class="indent">The Game of Guiding Home</span></td><td align="right"><a href="#Page_69">69</a></td></tr> -<tr><td><span class="indent">Make Play Profitable</span></td><td align="right"><a href="#Page_70">70</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>Attention and Concentration</td><td align="right"><a href="#Page_72">72</a></td></tr> -<tr><td><span class="indent">Exercise for Prolonging Attention</span></td><td align="right"><a href="#Page_73">73</a></td></tr> -<tr><td><span class="indent">Divided Attention</span></td><td align="right"><a href="#Page_75">75</a></td></tr> -<tr><td><span class="indent">The Degree of Attention</span></td><td align="right"><a href="#Page_76">77</a></td></tr> -<tr><td><span class="indent">Expectant Attention</span></td><td align="right"><a href="#Page_77">77</a></td></tr> -<tr><td><span class="indent">Cure for Diverted Attention</span></td><td align="right"><a href="#Page_78">78</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>Parent Is Child's Interpreter</td><td align="right"><a href="#Page_79">79</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>What Is Concentration?</td><td align="right"><a href="#Page_80">80</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>Exercise for Concentration</td><td align="right"><a href="#Page_80">80</a><span class="pagenum"><a name="Page_5" id="Page_5">[Pg 5]</a></span></td></tr> -<tr><td><span class="indent">The Construction of a Home</span></td><td align="right"><a href="#Page_81">81</a></td></tr> -<tr><td><span class="indent">The Farmer and His Farm</span></td><td align="right"><a href="#Page_82">82</a></td></tr> -<tr><td><span class="indent">The Farmer and His Crop</span></td><td align="right"><a href="#Page_83">83</a></td></tr> -<tr><td><span class="indent">The Growing Plant</span></td><td align="right"><a href="#Page_83">83</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>The Imagination</td><td align="right"><a href="#Page_85">85</a></td></tr> -<tr><td><span class="indent">Test for Visual Reproduction</span></td><td align="right"><a href="#Page_86">86</a></td></tr> -<tr><td><span class="indent">A Universally Useful Faculty</span></td><td align="right"><a href="#Page_87">87</a></td></tr> -<tr><td><span class="indent">Children's Falsehoods</span></td><td align="right"><a href="#Page_88">88</a></td></tr> -<tr><td><span class="indent">Reality of Illusions</span></td><td align="right"><a href="#Page_89">89</a></td></tr> -<tr><td><span class="indent">Imagination a Curse or Blessing</span></td><td align="right"><a href="#Page_90">90</a></td></tr> -<tr><td><span class="indent">Dissipating the Imagination</span></td><td align="right"><a href="#Page_90">90</a></td></tr> -<tr><td><span class="indent">Exercises for the Imagination</span></td><td align="right"><a href="#Page_91">91</a></td></tr> -<tr><td><span class="indent">The Story Games</span></td><td align="right"><a href="#Page_91">91</a></td></tr> -<tr><td><span class="indent">The Game of Creation</span></td><td align="right"><a href="#Page_92">92</a></td></tr> -<tr><td><span class="indent">The Picture Gallery</span></td><td align="right"><a href="#Page_94">94</a></td></tr> -<tr><td> </td><td> </td></tr> -<tr><td>The Power of Suggestion</td><td align="right"><a href="#Page_97">97</a></td></tr> -<tr><td><span class="indent">Indirect Suggestion</span></td><td align="right"><a href="#Page_101">101</a></td></tr> -<tr><td><span class="indent">Indirect Positive Suggestion</span></td><td align="right"><a href="#Page_101">101</a></td></tr> - <tr><td> </td><td> </td></tr> -<tr><td>Health Habits</td><td align="right"><a href="#Page_105">105</a></td></tr> -<tr><td><span class="indent">Deep Breathing</span></td><td align="right"><a href="#Page_106">106</a></td></tr> -<tr><td><span class="indent">Drinking Water</span></td><td align="right"><a href="#Page_107">107</a></td></tr> -<tr><td><span class="indent">Rest and Sleep</span></td><td align="right"><a href="#Page_108">108</a></td></tr> -<tr><td><span class="indent">Thinking Health</span></td><td align="right"><a href="#Page_109">109</a></td></tr> -<tr><td><span class="indent">Ambition Pulls</span></td><td align="right"><a href="#Page_111">111</a></td></tr></table> - - -<p><span class="pagenum"><a name="Page_6" id="Page_6">[Pg 6]</a></span></p> - -<hr class="chap" /> - - - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_7" id="Page_7">[Pg 7]</a></span> -<h2 class="nobreak">A FIRST WORD TO READERS</h2> -</div> - -<p>Many requests from parents for a simple method -of training children to think and remember have -prompted this series of books on "Mind Training for -Children."</p> - -<p>Play is the child's great objective and this is capitalized -in the methods used in presenting this subject. -There are over fifty interesting games and as -many exercises, all of which are based upon scientific -principles. These will not only interest and -amuse the children, but will result in the development -of their senses and faculties. This will lead -naturally to the improvement of the memory.</p> - -<p>In the last book all this advancement is applied to -the child's studies and school problems. Parents -should read these books and use the ideas according -to the ages of the children. Older children can -read and apply the principles for themselves, but -should be encouraged and guided by the parents.</p> - -<p><span class="pagenum"><a name="Page_8" id="Page_8">[Pg 8]</a></span>Here is a great boon to mothers who need assistance -in entertaining the children in the house or out -of doors. For rainy days and children's parties -there is a never-ending source of pleasure and continual -profit in these Mind Training Games.</p> - -<p>No equipment is required. All games and exercises -are so planned that they are easily made of materials -already in the home. The making of the -games will interest the children for hours.</p> - -<p>Sense training is fundamental to profitable education.</p> - -<p>Memory is the storehouse of all knowledge—see -that your child has a good one.</p> - -<p>You can give your children a wonderful advantage -by playing these games with them. They have -the indorsement of educators. They are scientific, -but simple and "lots of fun."</p> - -<p class="right">THE AUTHOR.</p> - - - -<hr class="chap" /> - -<div class="chapter"> -<span class="pagenum"><a name="Page_9" id="Page_9">[Pg 9]</a></span> -<h2 class="nobreak">TRAINING THE SENSES</h2> -</div> - -<p>All through life you are accumulating knowledge, -and storing it away for future usefulness. This -knowledge becomes yours through one process, -which is a series of impressions carried to your brain -by the nerves connecting it with the sense organs of -your body.</p> - -<p>The future value of this knowledge will depend -largely upon the accuracy of the first sense impression. -If the sense impression is dim and indefinite -the resulting knowledge will be uncertain and useless. -If the sense impression is inaccurate the resulting -knowledge will be an error and cause a mistake -in judgment. The senses are the tools, by the -use of which the mind accumulates the knowledge -which it uses in memory, thought, judgment, imagination, -and all the mental operations.</p> - -<p>Professor W. Prior says: "The foundation of all -mental development is the activity of the senses."</p> - -<p>The first step in mental growth is the making of -impressions on the brain by the senses. The senses -are the instruments by the use of which all knowledge -is acquired.</p> - -<p><span class="pagenum"><a name="Page_10" id="Page_10">[Pg 10]</a></span></p> - -<blockquote><p><b>Sense training is the logical beginning of all -Education.</b></p></blockquote> - -<p>You give your child an education to help him to -succeed in life. First give him sharp tools—keen -senses—that he may get the best results from the -time spent in study.</p> - -<p>An understanding of the proper use of the senses -will enable you to make these impressions lasting—instead -of fleeting.</p> - -<blockquote><p><b>Lack of ability to properly use the senses is a -handicap in life and a subtle foe to success.</b></p></blockquote> - -<p>In the beginning all the brain does is to store the -simple sense impressions. The baby sees his mother -many times before he recognizes her. The eye nerve -carries to the brain the picture of the mother's face -and stores it there. Soon the brain perceives the -similarity and the child recognizes her. The fact -that in some way the brain retains the first, second, -third, etc., impressions becomes the foundation of -recognition.</p> - -<p>If the sense nerve failed to carry the image of the -face there would be no comparison and no recognition. -Without sense impression there can be no -knowledge. Imperfect sense impressions can only -result in imperfect knowledge.</p> - -<p>Each set of sense nerves carries its impressions to -a different area of the brain. Each set has a distinct -and localized memory. The ear memory is the auditory -memory. There is the gustatory memory of<span class="pagenum"><a name="Page_11" id="Page_11">[Pg 11]</a></span> -taste; the olfactory memory of smell, and the tactual -memory of touch.</p> - -<p>The visual memory is the most accurate and lasting. -The nerves connecting the eyes with the brain -are many times larger than those of the other sense -organs. Psychological tests have also proven the -eye to be the most accurate of all the senses. Next -to the eye comes the ear in both strength and -exactness.</p> - - -<h3>Sense Training Games</h3> - -<p>The training of the senses, important and necessary -as it is, can be accomplished in a most entertaining -and pleasant manner. The playing of games, -so necessary in the life of children, can in most cases -be used as the agency to gain this result.</p> - - -<h3>Game of Hide the Watch</h3> - -<p>You can entertain your children for an hour with -this game and at the same time, even without their -knowledge, be training one of their most important -senses.</p> - -<p>Go into a quiet room and hide a watch where it -will be out of sight but in a place where the ticking -will be plainly audible. If the children are small it -will be well to start with a small clock, or a watch -which ticks loudly. Now let the children come into -the room and, standing perfectly still, try to locate -the watch by hearing it tick. Let them move around, -but very quietly, so as not to disturb the others; or -let all move at one time.</p> - -<p><span class="pagenum"><a name="Page_12" id="Page_12">[Pg 12]</a></span></p> - -<p>When one of them has located the watch allow -that child to remain and assist you in hiding it for -the others. A record can be kept to see who finds -the watch the most often. One child must not be -allowed to move noisily, or in any way disturb the -efforts of the others. See to it that they use their -ears and not their eyes; it will even be well to blindfold -them.</p> - - -<h3>Results of Sense Training</h3> - -<p>That the senses can be trained every one will at -once admit. The world is full of examples, as the -Indian savage with his keen sight and hearing. You -may think this a natural born ability but there are -many examples to prove the contrary. The American -scouts, some of whom have gone into the Indian -country when they were grown men, have become -almost as proficient as the Indians themselves.</p> - -<p>This fact of the unusual ability of the Indian is -true today as well as in the story periods of the past. -On a recent camping and canoeing trip through the -lakes of Canada, it was a common occurrence for -the Indian guide to say, "Washkeesh," meaning deer. -No one in the party could see the animal, but the -Indian would point out the exact spot, and as the -party canoed silently along the shores the deer would -soon become visible to all.</p> - -<p>This training of the Indian was brought about -largely by necessity. It was required for the preservation -of his life. The same is true of the white -man who has gone into the Indian's country. If we<span class="pagenum"><a name="Page_13" id="Page_13">[Pg 13]</a></span> -were all driven by the same necessity we would have -the same keenly developed senses.</p> - -<p>Prof. Magnusson says: "There is affecting our -senses what may be called the disease of civilization. -Civilized man does not have to use his senses." Let -the realization of the importance of the ability spur -you to conscious effort to secure this result for your -children. It can be done by playing the games which -are to follow—it is of great value.</p> - -<p>Prof. Gates has demonstrated that by exercising -one of the senses we actually build up brain matter. -A child who is helped to cultivate the sense of sight -will not only make more brain cells in the visual -areas but will also make more brain generally; for -the sense of sight correlates with all other areas of -the brain. This is a result well worth striving for.</p> - -<p>There are many other examples in the different -trades of today. The Tea and Wine tasters have a -very fine sense of taste and smell. The jeweler has -a well developed sense of hearing so that he can -detect irregularities in the ticking of a clock that -are imperceptible to most of us. Makers of telescope -lenses complete the smoothing of the surface by -rubbing them with the fingers, being able in this -way to detect the slightest roughness. The blind -have a very fine sense of feeling and hearing. Deaf -people often have a keen sense of sight.</p> - -<blockquote><p><b>Necessity and Desire are the parents of all -progress and development.</b></p></blockquote> - -<p>You<span class="pagenum"><a name="Page_14" id="Page_14">[Pg 14]</a></span> will notice that in all of these cases there -are these two impelling motives which have caused -this great improvement. Create in the child the desire -to be unusual in this regard. Show him that -the highest success of life necessitates this development. -Also that in every case it comes as the result -of individual effort. The one possessing this unusual -capacity acquired it only as the result of his -own continued practice. The senses cannot be developed -in a day. They CAN be developed, however, -if you will make any reasonable effort.</p> - -<blockquote><p><b>The child will attach most value to that which -gives him the greatest pleasure.</b></p></blockquote> - -<p>This is a fact which you must keep in mind -throughout all your efforts in child training. Whenever -possible make the exercises into games and -make them interesting. Do not work so long with -one idea that it becomes tiresome or tedious to the -child. Add anything that suggests itself to you that -will give variety. When the child seems to be losing -interest or paying only partial attention, vary the -game or change to some other. In all the exercises -it is helpful to note the results and keep careful -watch of the progress made. Have competitive trials -and championship records; always keep some incentive -for further effort before him.</p> - - -<h3>Encourage Individualism</h3> - -<p>Each child should be a rule unto himself. Do not -encourage or strive for uniformity of desire or result<span class="pagenum"><a name="Page_15" id="Page_15">[Pg 15]</a></span> -in your children. Let them reveal those distinctive -characteristics with which they are endowed and -then encourage and assist them in their development.</p> - -<p>A child will excel in some things and possibly be -deficient in others. He will naturally wish to play -most often that game in which he does best. Do not -deny this game, but use it as a reward, when the -child does well the thing he most needs. Use the -promise to play it as an inducement to get him to -do the more necessary or difficult exercise first.</p> - -<p>Even in cases where the children are old enough -to use these books themselves, parents should keep -an oversight of the games used, to see that all of -their senses, and especially the eye and the ear, are -developed.</p> - -<p>An all around development is most necessary. -When parents join the game let it be an opportunity -to introduce and encourage the most needed exercises.</p> - -<blockquote><p><b>Training the senses will result in greater ability -in all mental operations throughout life.</b></p> - -<p><b>A few moments' daily use of the games and -exercises in these books will attain the result.</b></p></blockquote> - -<p>There is one principal instruction, that is—MAKE -AN EFFORT—TRY.</p> - -<p>Then persist, try again, let failure spur you to -greater effort. Only he who continues to try, after -others have tried and given up, will win the prize of -success.</p> - -<hr class="chap" /> - - - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_16" id="Page_16">[Pg 16]</a></span> -<h2 class="nobreak">TO DEVELOP THE SENSE OF TOUCH</h2> -</div> - -<p>The child should be taught to determine the degree -of smoothness, size, shape, quality (of cloth), -and many other things of value by touch. You can -give an experienced dry goods clerk a piece of cloth -and he can tell without looking at it what kind it is, -and about what grade. This is entirely a matter of -development upon the part of the clerk. When he -began this work he could not tell muslin from long-cloth.</p> - -<p>Parents will get a good idea of what is going on -in the child's mind, and the training he is receiving -by watching the little fingers work in all these exercises -for the development of the sense of touch. Try -the exercises yourself and see what is required to do -them accurately. In this way you will be better able -to help the child. Washing the hands in tepid water -before the exercises of touch will increase the sensitiveness -of the fingers. Have the child touch lightly -with the pads at the ends of the fingers. Increase -the difficulty of the exercises as he progresses.</p> - -<p><b>Exercise</b>—Blindfold the child and hand him -articles which are somewhat familiar and have him<span class="pagenum"><a name="Page_17" id="Page_17">[Pg 17]</a></span> -tell, by feeling, what they are. Have him describe -them. If a knife, what kind of a knife it is. If a -box, what kind of a box it is—about how long? how -wide? how high? If you ask the child to give these -estimates in inches after removing the blindfold -have him make the actual measurements. Have the -child describe the article, giving all the details possible, -and find any peculiarities or irregularities by -feeling.</p> - -<p><b>Exercise</b>—Give the child an article with which he -is not familiar and have him describe it. See how -much he can learn by touch alone. Then let him -see if he can learn any more by sound, by knocking -the article against something to determine what it -is made of, whether solid or hollow, etc.</p> - -<p><b>Exercise</b>—Give the child, while blindfolded, a -book which he has recently read and see if he can -identify it by the size, shape, thickness, and quality -of paper.</p> - - -<h3>The Game of the Button Bag</h3> - -<p>From your button bag select a number of different -buttons, two of each kind. Let the child sort out the -pairs and thus become somewhat familiar with the -sizes and shapes. Then mix the buttons, blindfold -the child, and let him match the pairs entirely by -feeling. Have him lay them out in pairs as he -matches them. Then take off the blindfold and let -him see them just as he has matched them, and count -for himself how many are right and how many -wrong.</p> - -<p><span class="pagenum"><a name="Page_18" id="Page_18">[Pg 18]</a></span></p> - - -<h3>Game of Matching Cards</h3> - -<p>Take a piece of cardboard and cut it into many -shapes, as suggested by the illustration below. Make -two pieces of each figure exactly alike. Let the -child match them and see that there are two of each -kind. Then mix them, blindfold him and have him -pick out the pairs by feeling. There should be at -least 12 sets—more if desired.</p> - -<div class="figcenter"><img src="images/i_018.jpg" alt="" /></div> - - -<h3>Animal Cookies</h3> - -<p>A similar game to the one above can be played -with a box of animal cookies. Pour the cookies out -on a large plate. Blindfold the children and let -them select pairs of animals or as many of a kind as -possible. Let them name the animals by feeling.</p> - - -<h3>Game of Insets</h3> - -<p>The expensive Insets used by the Montessori -School can be satisfactorily made out of heavy cardboard -and accomplish the desired result. Take a -piece of cardboard of good thickness and draw on -it some of the figures illustrated above. After they -are cut out with a sharp knife, smooth the edges so -that they will fit easily into the places from which<span class="pagenum"><a name="Page_19" id="Page_19">[Pg 19]</a></span> -they came. The cardboard from which they are cut -may be fastened to another or tacked to a thin board. -The game is to blindfold the child, give him the cutouts -and by the sense of touch let him find the proper -hole and fit the piece into it. As the pieces are fitted -into their places they may be left there until the -board is filled. This exercise is a little more difficult -than most of the others. Encourage the child to -keep at it.</p> - - -<h3>The Game of the Rag Bag</h3> - -<p>Cut a number of pieces of different kinds of cloth. -Show them to the child and have him feel of them -and become acquainted with the pieces so as to know -them by name. Blindfold him and give him one of -the pieces of cloth and have him tell by feeling what -kind it is. Put all the pieces in the rag bag (any -large bag will do). Blindfold the child again and -let him pick out the kind of cloth you name. See -how many he can get correctly. Have him choose -velvet, silk, satin, calico, muslin, broadcloth, etc., -using all the common varieties of cloth. Children -need not be blindfolded if the bag is held so they -cannot see. Blindfolding increases the curiosity and -thus the interest in the games.</p> - - -<h3>The Game of Dry Goods Clerk</h3> - -<p>Cut from the scraps in your rag bag two pieces -each of all the different kinds of cloth that can be -found there. Make the pieces about two by four -inches and have them all of one size and shape. Let<span class="pagenum"><a name="Page_20" id="Page_20">[Pg 20]</a></span> -the child examine them and match them in pairs. -Have him feel of them and see that they all feel different. -Do not have more than two pieces of any -one kind of cloth. Pay no attention to color. Now -mix the pieces in a pile on the table, blindfold the -child and seat him in front of them. Have him match -the pieces by feeling and lay each aside. When finished, -have the child look at the pairs as matched, -counting for himself the points won.</p> - - -<h3>The Game of—Who Is It?</h3> - -<p>Blindfold two or three children. Silently select -one of the others to be identified by the blindfolded -children by means of touch. Let the blindfolded -ones feel of the child—his hair, face, clothes and -shoes. In this way see which one will first be able -to name him. To win this game depends a great deal -on the child's observation of what the other children -are wearing. The game of Blind Man's Buff is -similar and good, but usually has a good deal of -sound to assist the one guessing.</p> - - -<h3>The Game of—Weighing</h3> - -<p>Get a pair of scales and let the child weigh anything -he wishes. Let him learn to accurately judge -a pound, then to estimate the weight of an article -before placing it upon the scales. Teach the child -comparative weights by lifting articles and determining -which is the heavier. Encourage him to make -a pair of balances with which he can balance one -object against the other after he has compared them<span class="pagenum"><a name="Page_21" id="Page_21">[Pg 21]</a></span> -by holding one in each hand. Many variations can -be easily made of these ideas, to help the child to -become accurate in estimating weights. All practice -will be more interesting if there is a record made, -and the spirit of competition is introduced.</p> - - -<h3>Measuring</h3> - -<p>Give the child a measure—quart or pint—and let -him learn to estimate the capacity of the different -utensils of the kitchen. He should in this manner -become able to judge accurately the contents of different -containers. The child should learn to estimate -in pecks, bushels, etc. This is good exercise -and a valuable ability for later life.</p> - -<p>Let the games given here suggest new ones to be -used; any factor which will vary or add to the game -is valuable. Keep always in mind the fact that the -highest usefulness of the games is training the senses -to be more accurate.</p> - -<hr class="chap" /> - - - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_22" id="Page_22">[Pg 22]</a></span> -<h2 class="nobreak">TRAINING THE EAR</h2> -</div> - -<p>This is a very important sense; consider its relation -to memory and how your decisions and judgments -are based upon things you have heard or -thought you heard.</p> - -<p>Psychological tests have revealed the fact that the -ear of the average person is mistaken thirty-four -per cent of the time. Think of it—one-third of -your ear impressions are mistaken. The resulting -memory, judgment and action must suffer. This is -true largely because of lack of a conscious effort to -develop this important sense.</p> - - -<h3>A Test Exercise</h3> - -<p>Have the child stand across the room and listen -for the tick of a watch which you hold in your hand. -If he cannot hear the tick, advance slowly toward -him and keep track of the distance at which the -child first distinguishes the ticking. It will be interesting -to test each ear separately. Any physical -defect in the child's hearing can be found by this -test. Encourage him to make a deliberate effort to -hear the watch. Do not be too hasty in moving -towards him as he will have to concentrate his attention -before the tick can be heard. This exercise is<span class="pagenum"><a name="Page_23" id="Page_23">[Pg 23]</a></span> -a good one for the development of attention. Practice -with this yourself. You will find as your attention -wanders that you will lose the consciousness of -the ticking of the watch.</p> - - -<h3>The Game of Whispering</h3> - -<p>Have the child stand across the room or several -feet away. Whisper a word and see if he can repeat -it. Encourage him to try a little more and to be -more quiet; then whisper the same word but no -louder. Work with this exercise, increasing the tone -gradually until the child distinguishes what is said. -Then whisper other words and sentences. This exercise -can be lengthened and is excellent for the development -of attention and memory as well as of -hearing.</p> - - -<h3>The Game of Tapping</h3> - -<p>Sit at a table and with a pencil or your finger tap -upon it a certain number of times, during which -there are irregular intervals, for example—four -taps—interval—two taps—interval—five taps—interval—one -tap.</p> - -<p>Now see if the child can reproduce the correct -number of taps and intervals. This can be varied in -innumerable ways. For older children tap a familiar -tune and see who can recognize it. Let the winner -tap a tune for the others to recognize.</p> - - -<h3>The Game—Speak and I'll Name You</h3> - -<p>Blindfold one child and have the others sit or -stand around him in a circle. Turn the blindfolded<span class="pagenum"><a name="Page_24" id="Page_24">[Pg 24]</a></span> -one around a few times and let him point to anyone, -saying: "Speak and I'll name you." The child -designated, in a natural voice says, "Yes, sir." The -one blindfolded has two chances to guess from the -sound of the voice who the person is. If he guesses -correctly he is released, if not, he must pay a forfeit. -The person pointed out must be blindfolded and take -the next turn. Forfeits may be redeemed in any -manner desired. The game "Ruth and Jacob," -familiar to everyone, is a good game of sound.</p> - - -<h3>The Game of Silence</h3> - -<p>For developing self-control and relaxation, have -the children practice silence. Have them relax and -show them that the movement of a foot or a hand -makes a slight noise. Have them listen to their -breathing, and then breathe just as quietly as they -can. Drop a pin and have those who heard it put -up their hands. Let them become perfectly quiet -again and drop several pins for them to count. See -who is the most accurate. In all your instructions -to them only whisper. Do not allow them to talk or -whisper at all during this exercise. As you use it -prolong the periods of silence and attention to one -sound or idea. This is a wonderful exercise for the -development of the power of concentration and -should be played often.</p> - - -<h3>The Game of Drop It</h3> - -<p>Have the children sit quietly in a room; have several -different articles in your hands and drop them<span class="pagenum"><a name="Page_25" id="Page_25">[Pg 25]</a></span> -one at a time, on the table. Have the children sitting -with their backs to the table and determine by -the sound what you have dropped. For this exercise -you can use a bunch of keys, coins, pencil, knife, -books, ball—anything that is available.</p> - -<p>After they have become somewhat acquainted -with the articles by sound, drop the different objects -in different places, moving quietly about so that the -children can only determine from the sound what -you have dropped, and where you dropped it. For -example, drop the book on the rug, the keys on the -floor, the pencil on the tiles of the hearth, the coin -on the table, the keys on the mantel. After each -object is dropped, see which child can tell what -was dropped and where. This will teach them to -recognize the object and its location by sound. Do -not overlook the value of competition—keep a score.</p> - - -<h3>A Musical Exercise</h3> - -<p>The child should be taught to recognize tones, and -the spaces between tones of the scale. Have him -stand with his back to the piano and learn to tell the -difference in the tones that are played. First, use the -octave, then the one-five-eight. Next the one-three-five -eight; then the one-two three, etc. Then introduce -the half-tones. This exercise can be made -more difficult according to age and musical ability.</p> - - -<h3>The Game of Blind Man's Ears</h3> - -<p>Have the child blindfolded and sitting quietly on -the porch and tell all the sounds he hears. The<span class="pagenum"><a name="Page_26" id="Page_26">[Pg 26]</a></span> -blindfold will add to the interest and fun, at the same -time insure his dependence upon the sense of hearing. -Let him tell what is approaching; if persons -are walking, how many? If a vehicle is coming, -how many horses, and what kind of a vehicle? Let -him learn to distinguish automobiles by sound, large -cars from small ones, trucks from pleasure cars.</p> - -<p>Strive for recognition of the slightest sound, a distant -bird, etc. Try to estimate the distance from -which the sound is coming.</p> - -<p>Take the child into the woods, teach him to distinguish -the sounds of the different animals, and if possible -to locate the distance and to estimate the location. -On the ground, in a bush, or up a tree?</p> - -<p>Anything which stimulates the child to hear keenly -and accurately is of value. Let the exercise be -adapted to the time and place. When he remarks -"How quiet it is here," it is a good time for him -to realize how many sounds are actually going on -around him.</p> - - -<h3>The Game of Telephoning</h3> - -<p>Give each child a pencil and paper and have them -sit in a row or in different parts of the room equally -distant from the spot selected for the "operator."</p> - -<p>Make a list of words; later on short sentences can -be used; have the operator take these and sit about -twelve feet from the children. Let the operator whisper -"Hello," just loud enough for the children to -hear distinctly. The children can raise their hands -when they "get the connection," or hear the "Hello,"<span class="pagenum"><a name="Page_27" id="Page_27">[Pg 27]</a></span> -but should not be allowed to speak during the game.</p> - -<p>The operator will then whisper the words in the -list slowly, using the same volume of sound as in the -"Hello," giving time between words for each child -to write them. At the conclusion correct the lists, -each child being scored for the number of words -heard correctly. During this game all instructions -should be given in whisper, and perfect quiet maintained -among the children.</p> - - -<h3>The Bell Game</h3> - -<p>Have all the children sit quietly in one room while -some one takes a small bell and goes to some other -room, hall or any other part of the house and rings -the bell softly, just loud enough to be heard in the -room where the children are seated. See which -child can tell most accurately the location where -the bell was rung. Allow the child making the -closest guess to go out and ring the bell.</p> - - -<h3>The Game of Stop Thief</h3> - -<p>Place a table in the center of the room, preferably -one with doors on two sides, or at least more -than one door. On the table place a bell, bunch of -keys or other article difficult to pick up without -making a noise.</p> - -<p>Have all but one of the children blindfolded and -seated at the end of the room farthest from the -doors. The child not blindfolded is the Thief and -leaves the room. When everything is perfectly quiet -the Thief tries to enter the room, get the article from<span class="pagenum"><a name="Page_28" id="Page_28">[Pg 28]</a></span> -the table and get out without being heard.</p> - -<p>If a child hears the Thief, he calls "Stop Thief," -and if he accurately locates the position of the thief -he takes his place.</p> - -<p>This game will teach the children to move quietly -as well as to improve their hearing.</p> - - -<h3>The Table Game</h3> - -<p>After the meal and while enjoying a few minutes -around the table have the children close their eyes -while you take a spoon or fork and tap softly upon -some dish or article on the table. See who can tell -by hearing what the article is and where it is. See -who is most accurate in locating the spot where the -sound is made.</p> - -<p>Other interesting games to be played at the table -will be found under the sense of Sight and faculty -of Observation.</p> - -<p>Remember it is the effort that counts—just to -listen will tend to sharpen the sense of hearing. -Well developed senses are the result of repeated -efforts upon the part of their possessor. Try—keep -on trying.</p> - - -<h3>Care of the Ears</h3> - -<p>Teach the child to respect and value the sense organs -as possessions of great worth and to care for -them properly. Do not allow any kind of abuse, especially -of the ears and eyes. Do not try to wash -too far into the ears, the inner ear is fully protected -by nature and does not need cleansing. Wash as -far as the child's finger will reach and no farther.</p> - -<hr class="chap" /> - - - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_29" id="Page_29">[Pg 29]</a></span> -<h2 class="nobreak">TRAINING THE SENSE OF SIGHT</h2> -</div> - -<p>This sense has been endowed by nature with special -ability and capacity. The nerves connecting -the eye with the brain are eighteen times larger than -those of any other sense. Their capacity to impress -the brain is therefore many times greater. At the -same time nature has duplicated the sense of sight -and we have the mind's eye, or the faculty of visualization, -by which we can reproduce the visual impression, -or picture, of the thing which we have -seen. This faculty is one of the important foundations -of memory development as you will see in -future chapters.</p> - -<p>We are probably more conscious of defects in the -operation of the sense of sight because of the many -opportunities for comparison with others. Children -may differ considerably in their vision but any unusual -condition should prompt a consultation with a -specialist.</p> - -<p>Because of the movement possible in this sense -organ and the delicate muscles which control it, -there is the possibility of improvement by muscular -exercise which does not exist in the other senses.<span class="pagenum"><a name="Page_30" id="Page_30">[Pg 30]</a></span> -The following exercises will strengthen the eye -muscles. They should be practiced by persons of -all ages. It has been found during operations that -some of the eye muscles have been exercised so -little that they have become almost incapable of use.</p> - -<p>These exercises are simple, and can be practiced -at odd moments, that would otherwise be wasted.</p> - -<p>First—Move the eye horizontally as far as you -can to the left and then to the right. Continue this -until there is a feeling of fatigue. No physical exercise -should be continued beyond that point.</p> - -<p>Second—Move the eyes vertically as far as you -can, up and then down, trying to extend the range -of vision. Continue this alternately until you feel -fatigue.</p> - -<p>Third—Roll the eyes from right to left and then -from left to right in as large a circle as possible.</p> - -<p>These exercises will keep the eye muscles in a -healthy condition. See to it that the child does not -abuse his eyes; that he does not strain them; always -has plenty of light and that it falls upon the page, -or work, that he is doing. Do not overlook indications -of eye trouble, eye pains, inflamed lids, continued -recurrence of styes, blood-shot eyeballs, or -pain back of the eyes, all should have the attention -of a doctor. "A stitch in time saves nine."</p> - - -<h3>Strive for More Detail</h3> - -<p>There is the greatest difference in the amount of -detail which the eyes of different persons gather -from a glance at an object. Some will only see a<span class="pagenum"><a name="Page_31" id="Page_31">[Pg 31]</a></span> -tree; others in the same time will see a tree with -spreading branches, small irregularly shaped leaves, -with small black berries and a rough vertically -marked bark. Children should be trained to notice -as much detail as possible. Development along this -line becomes a basis for many other mental operations -which will be discussed later on.</p> - - -<h3>Exercise for Detail</h3> - -<p>Place yourself with the child where you can look -out on the landscape. Pick out some object, tell him -what it is, and have him look until he finds it. Then -let the child pick out some object that he thinks will -be difficult for you to find. It may be a bird, a red -flower, or a hoop. As he develops pick objects -farther away, smaller or partially hidden.</p> - - -<h3>Another Good Exercise</h3> - -<p>Have the child look at a house and give you all -the detail that he can see. Call the child's attention -to the things missed so that he sees the reason for -making an additional effort. The same exercise can -be followed with any object, a tree, an automobile, -or an animal. When in the house use a picture on -the wall, a table, a book case or a coin. You will -find that the longer the child looks at the object the -more detail he will see. The aim is to get him to -notice and mention the details as quickly as possible. -After some practice he will be able to mention them -as rapidly as he can speak. This can be made into -a competitive game when there are several children.<span class="pagenum"><a name="Page_32" id="Page_32">[Pg 32]</a></span> -Keep score of the number of the details each can -write on a slip of paper in a given length of time.</p> - - -<h3>Training the Eye to Measure</h3> - -<p>The ability to accurately measure with the eye is -a thing that a great many people find very difficult, -if not almost impossible. You are continuously finding -opportunity to use such an ability. A little conscious -effort will work wonders in this regard and -children should not be allowed to grow up without -being trained to intelligently estimate measurements. -In this training begin with larger measurements and -from that work to the finer ones as rapidly as the -child can progress.</p> - - -<h3>First Exercise</h3> - -<p>Have the child determine which of two trees in -the distance is the closest or use any other objects -in the landscape. Walk towards the trees to prove -the matter. Point out things of interest to encourage -the child's observation of nature.</p> - - -<h3>Second Exercise</h3> - -<p>Give the child a foot rule and let him become acquainted -with its length. Then with his fingers on -the table have him indicate the distance which he -believes to equal that of the length of the rule. Lay -it between the child's fingers. Practice until he -knows accurately how long a foot is. At the same -time and for variety he can practice with a half foot -and an inch. Have him compare objects with a foot -rule and determine whether they are longer or<span class="pagenum"><a name="Page_33" id="Page_33">[Pg 33]</a></span> -shorter. Then let him measure the objects. Allow -the child to check the measurements himself, this -will increase his definite conception of the length of -a foot.</p> - - -<h3>The Game of Measuring</h3> - -<p>Let the child with his eye, and without a rule, -measure the length of the table, of the book case, the -side of the room, or the height of a door. Have him -do this by eye measurement and not by guess work. -Teach him to start at one end and select a point -which he judges to be one foot from the end and -then to advance the eye to a point one foot from that -and so on, counting as he goes, "one, two, three and -a half"—whatever he believes is right. Then have -him take the foot rule and check his measurements -accurately.</p> - -<p>In the same manner the child should be taught to -know and to be able to measure with the yard stick. -With it, of course, measure larger objects, as the -length of the house, the width of the porch, the distance -from the house to the sidewalk, the width of -the street, the height of the shed, etc. Teach the -child to recognize the distance of a block, a half -mile or a mile, and the size of an acre.</p> - -<p>Unless you have had some practice in work of this -kind, you will find yourself busy keeping ahead of -the child. You can get excellent practice and development -which will be of value to you, by entering -into these exercises. Make it a point to become -thoroughly interested in the work yourself, as it will<span class="pagenum"><a name="Page_34" id="Page_34">[Pg 34]</a></span> -insure continuation and increased good for the child. -Remember the interest increasing value of competition.</p> - -<p>While training the child's eye to measure, excellent -practice will be found in determining comparative -length of lines. The illustrations below will -show some of the ways in which the lines can be -made confusing. The child should be given enough -drill in this exercise so that he learns to judge the -things as they are, and not as they seem.</p> - -<p>Have him look at Figure 1 and decide which is the -longer line, a side of the square B or the diameter of -the circle A. Then have him measure carefully.</p> - -<p>In like manner compare the height of the two rectangles -in Figure 2. Which line is longest in Figure -3—AB, CB, or BD? Which vertical lines are tallest -in Figure 4—those between AB or BC?</p> - -<p>In Figure 5 which line is longest, A, B or C?</p> - -<div class="figcenter"><img src="images/i_034.jpg" alt="" /></div> - -<p><span class="pagenum"><a name="Page_35" id="Page_35">[Pg 35]</a></span></p> - -<p>Good practice can be had in judging the size of -boxes by comparing the length of one box with the -width of another, or any similar measurements. In -each case the measurements should actually be made -so that all error can be corrected.</p> - -<p>In the same way practice with size and thickness -of books. Let the child estimate them by inches so -that he learns to determine accurately the difference -in thickness. The carpenter can readily tell the full -inch board from the seven-eights boards by looking -at it or by feeling. His ability to do this is the result -of practice.</p> - -<p>The size of type is a good thing to practice with, -as the irregular outlines of the type make it quite -confusing. A sample book of type can be gotten -from any printer. From this the child can also be -taught to become familiar with the common type -faces. This knowledge he can use to good advantage -in later years.</p> - -<p>The child should be taught a definite length of step -for the purpose of measurement. In proportion to -his size he can learn to step off two feet or a yard. -He should also know the length in inches of his shoe -for the purpose of checking shorter measurements.</p> - -<p>Have the child know his height and estimate the -height of trees, buildings, etc. These estimates can -be checked by computing the proportion of the -length of the shadow thrown by the tree and using -the proportion.</p> - -<p><span class="pagenum"><a name="Page_36" id="Page_36">[Pg 36]</a></span></p> - -<p><b>Example</b>—If the child is five feet tall and his -shadow measures three feet, the shadow is three-fifths -of his height. If the shadow of the tree measures -fifteen feet, the height of the tree is twenty-five -feet.</p> - - -<h3>Further Development of Sight</h3> - -<p>There are two important faculties which are dependent -upon the operation of the eye for usefulness -and accuracy. They are Visualization and Perception. -The games which are given later for the improvement -of these important mental operations will -also develop the sense of sight.</p> - -<p>It will be better to use these later exercises where -double results can be accomplished. Give all the -time possible to the games on pages 59 to 69.</p> - -<hr class="chap" /> - - - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_37" id="Page_37">[Pg 37]</a></span> -<h2 class="nobreak">THE SENSES OF TASTE AND SMELL</h2> -</div> - -<p>For most of the mental operations the three senses -already treated are the more important ones. There -are some trades in which the senses of taste and smell -are also important. These can be cultivated readily by -exercises of any nature that stimulate an effort on the -part of the children. Many ideas will suggest themselves -to you from those given for the other senses.</p> - -<p>It is advisable to do a good deal of the practice blindfolded -so as to separate entirely the sense of sight, and -force dependence upon the senses of taste and smell.</p> - -<p>These two senses are very closely allied. Try the experiment -of determining the difference in tea, coffee, -milk and water while the eyes are covered and the nose -held tightly closed.</p> - -<p>The degree to which these two senses can be developed -is illustrated by the proficiency which is shown by -experts and testers who grade tea, coffee and tobacco.</p> - -<p>The usefulness of their development is to a large degree -only of value to those engaged in these lines of -trade. The opportunity for their development comes -rarely except in connection with work in the trades, and -for that reason will not be dealt with at any length here.</p> - -<p><span class="pagenum"><a name="Page_38" id="Page_38">[Pg 38]</a></span></p> - - -<h3>Using Two of the Senses</h3> - -<p>There are times when the ability to use two of the -senses with reasonable accuracy at the same time will -be of value. It is not possible for either of the senses to -produce perfect attention while working in conjunction -with one another. We can attend to only one thing at a -time and do it well, but "Divided Attention" is possible. -Under the chapter on Attention and Concentration, on -page 75, you will find an explanation of "Divided Attention," -which should be read before going farther with -these exercises.</p> - - -<h3>Exercises for Two Senses</h3> - -<p>Combine any of the previous exercises for Eye and -Ear, Ear and Feeling, Eye and Feeling, etc., but do not -attempt two exercises of the same sense or use two of -the same order.</p> - -<p>At first the attention will alternate between the two -exercises, but by persistence the child can learn to -carry on two exercises at the same time.</p> - -<p>Watch an operator in the central phone stations, she -listens to the party calling, watches the board over -which other conversations are passing, and pulls and -shifts the plugs, all at the same time. Operators of -many machines in factories learn to carry on two and -more separate operations at one time.</p> - -<p>Combine the Insets for the sense of feeling on page -18 with the Number Game or the Letter Game on page -45, or with the exercises for visual counting on page -59. Let the Insets be held close to the body so as not<span class="pagenum"><a name="Page_39" id="Page_39">[Pg 39]</a></span> -to be easily seen, or have them worked under the table, -or covered by a cloth.</p> - -<p>Use a similar combination of any of the sense exercises -or games. Try many variations of the idea given -on page 75 under Divided Attention, using different -verses and problems to suit the age of the child.</p> - -<p>Have the child write a familiar verse while listening -to the reading of a story and see how much he can -tell after the verse is finished. See that the writing -continues during the reading, that is, that he does not -stop writing to listen, then write again.</p> - -<p>Take the letter cards of the Letter Game, page 45, -and arrange a series of six, having these covered. Give -the child a paper and pencil, uncover the series of letters -and simultaneously read an equal series of digits. -After the reading cover the letters and have him write -as many as possible, first the letters and immediately -following the digits. Next time write the digits first -and the letters second. The result of this test will reveal -the comparative quality of the child's eye and ear -memory, as memory must of course enter into this exercise. -If the sounds of the digits are lost before the -pictures of the letters, the eye memory is strongest. -This is usually the case, but some children will retain -the sounds easily and lose the picture of the letters.</p> - -<p>The sense which proves most useful should be depended -upon for accuracy, but there should be a continuous -effort to develop and strengthen the weaker one.</p> - -<p><span class="pagenum"><a name="Page_40" id="Page_40">[Pg 40]</a></span></p> - - -<h3>Improvement From Conscious Effort</h3> - -<p>The child may be normal in all his senses and able -to gain an average success in life without much conscious -effort given to improving them. It will require -very little effort, however, to greatly develop the capacity -of the different senses and thus increase the -success which he will gain, and greatly reduce the -effort necessary to attain it. While effort and use -develop, neglect causes disintegration.</p> - -<p>The fact that the eye, for example, needs development -is illustrated by the limited usefulness of this -organ in infants. Professor Compayre tells us that -babies see only objects in front of them, not to the right -or to the left, and only objects that are at short range.</p> - -<p>Your present capacity in the use of this sense organ, -and the accuracy with which you use it, is the result -of the development of past years. Conscious effort upon -the part of your children will lead them to more rapid -development, and to the possibility of far greater power -and usefulness.</p> - -<p>The value of this improvement is apparent to you, -but not to the child. The benefits to be derived will be -largely dependent upon your leadership and encouragement -in making the effort. While the children are seeking -amusement, see that they combine it with these -games and exercises which will accomplish some improvement -that will be permanent and valuable to them -later on.</p> - -<p><span class="pagenum"><a name="Page_41" id="Page_41">[Pg 41]</a></span></p> - - -<h3>The Faculty of Visualization</h3> - -<p>The sense of sight has been wonderfully endowed -with a duplicate power which we have come to call the -mind's eye. With this visual faculty we produce some -very important mental operations. We must first become -conscious of this faculty and learn to use it intelligently -and then to broaden its scope and increase its -power to deal with details.</p> - -<blockquote><p><b>Visualization is the mind's eye reproduction of -an impression made by the sense of sight.</b></p></blockquote> - -<p>When the name of Abraham Lincoln is mentioned -you can see his face in your mind's eye. Hesitate a moment -and become really conscious of this reproduction -of Lincoln's face in your mind. See the details of the -picture, the deep set eyes, the furrowed skin, the sad -expression, etc.</p> - - -<h3>Another Visual Test</h3> - -<p>In the same manner your mind can reproduce an unlimited -number of pictures. Anything which you have -once seen with the physical eye can be reproduced again -in the mind's eye.</p> - -<p>Make a few tests of this fact, if it is not well known -to you. For example,—</p> - -<p>See a pasture with a creek flowing through, willows -hanging over the water, the green grass on the banks, -and the stock grazing there. See several different -kinds and sizes of animals, note their color, what they -are doing. Add to the detail of the picture.</p> - -<p><span class="pagenum"><a name="Page_42" id="Page_42">[Pg 42]</a></span></p> - -<p>To close the eyes and thus to eliminate the more distinct -impressions of the physical eye, will assist you in -visualizing any picture.</p> - - -<h3>Visual Process Natural</h3> - -<p>We are all born with this ability to visualize or see -imaginary mental reproductions of things which we -have seen before. By the use of the imagination we -combine parts of these pictures into new ones and thus -are able to construct a mind's eye picture which may -never have existed in fact.</p> - -<p>Children possess this faculty in a marked degree; -they use it continuously and unconsciously. They can -also see their visual picture much more clearly than -their parents can, unless they have continued to use the -faculty consciously. Many children amuse themselves -by the hour in playing with imaginary playmates, and -will talk to them as interestedly as if they were really -present. To the child they are present, he actually -sees them and also visualizes the conditions under which -he is playing.</p> - -<p>The child should be given a conscious understanding -of the mind's eye picture and what is meant by visualization. -Teach him that when you ask him to visualize, -you mean for him to see clearly the mind's eye picture -of the thing referred to. The first exercises in visualization -are for the purpose of developing a clear visual -picture.</p> - -<p><span class="pagenum"><a name="Page_43" id="Page_43">[Pg 43]</a></span></p> - - -<h3>Training the Mind's Eye</h3> - -<p>The following tests and games will reveal the lack -of speed and accuracy in the operation of the visual faculty. -The repetition of the tests will result in an improved -ability; vary and continue them and you can -quickly experience improvement in the availability of -the faculty.</p> - -<p>Exercises which tend to quicken the action, broaden -the range of vision, and increase the amount of detail -retained, are most valuable.</p> - - -<h3>The Picture Test</h3> - -<p>Select a good sized picture which is strange to the -child, in which there are several persons surrounded by -the furniture of a room, or any similar setting where -there are a number of objects. Allow him to give one -quick glance at the picture and then see whether he -can recall definitely just how many persons were in the -picture? Whether they were men, women or children; -and locate definitely the position of each person. The -first glance should not exceed one second. Now let him -look at the picture again for not more than five seconds. -See how many objects he can name, check them -up to see that he is accurate. Also notice how many -objects are mentioned which are not in the picture.</p> - - -<h3>Test for Quick Reaction</h3> - -<p>Prepare a strip of cardboard about three inches wide -and fourteen inches long. Get as many colors of paper -as possible, cut them into strips of unequal width and<span class="pagenum"><a name="Page_44" id="Page_44">[Pg 44]</a></span> -paste them on the cardboard so that each color will be -from one to three inches wide, according to the number -secured.</p> - -<p>Stand across the room holding the back of the strip -towards the children, then turn it over so that they get -one clear glance. This glance should not exceed the -length of time it takes you to count rapidly one-half the -number of colors. There should not be less than six colors -on the slip, in which case you count from one to -three. After this first quick glance see who can tell -accurately HOW MANY colors there are on the slip. -Let each write down the number his mind registered -without checking up to see if he is correct.</p> - - -<h3>A Test for Color Reaction</h3> - -<p>Now turn the paper over again so that they see the -colors about twice as long as the first test. Then have -them write a list of the colors that are on the paper. -After they have written all the colors that they saw, -have them take the following tests, before checking up -the lists.</p> - - -<h3>A Test for Order</h3> - -<p>Allow a third glance at the color strip while you -count ten, and have each begin at the left hand end of -the strip, noting the arrangement of the colors, and see -if they can write accurately the order in which the -colors appear on the card.</p> - -<p>The first test is for quick reaction of the mind. The -amount that they are able to observe in a given length -of time will depend upon the rapidity with which their<span class="pagenum"><a name="Page_45" id="Page_45">[Pg 45]</a></span> -minds react. This test is designed to determine the -rapidity of the mental reaction. About thirty-five per -cent of those who take it are able to get the correct -number, where the number of colors is not more than -seven.</p> - -<p>The second test is designed to determine the ability -of the mind to hold the color impressions. About -twenty-five per cent are able to retain the impression -of the seven colors.</p> - -<p>The third test combines the power to retain the color -impression with the ability to retain the correct order. -Experience shows that not over ten per cent are able -to give the order accurately.</p> - -<p>Similar tests repeated will give a great amount of -exercise and soon result in a perceptible increase in -the power to accomplish the desired results.</p> - - -<h3>The Letter Game</h3> - -<p>Prepare a series of white cards about 2 X 3 inches, -larger for larger groups, on which are painted the letters -of the alphabet in large black type.</p> - -<p>For this test select a convenient spot, such as the -mantel, window sill, or table edge, and place six letters -upright and side by side, but do not have the letters -spell a word.</p> - -<p>Each child should be supplied with paper and pencil. -All should hold the pencil above their heads. Upon a -signal allow the children a five-second glance at the -letters. When the five seconds have elapsed give the -command "Write," at which each child will write the<span class="pagenum"><a name="Page_46" id="Page_46">[Pg 46]</a></span> -letters in proper sequence. When they have had ten -seconds in which to write, give the command "stop." -During the time for writing the letters the cards should -be covered. Now the cover can be removed and each -allowed to check the result.</p> - -<p>Begin with the arrangement of about six letters and -gradually increase the number and complexity of arrangement -so as always to give the child something to -strive for.</p> - -<blockquote><p><b>Only that which requires effort results in -growth. Those things for which we strive are -of most value to us.</b></p></blockquote> - -<p>A few examples for the letter game—</p> - -<div class="block-center"> -<div class="aligned-text">M D L T R X</div> -<div class="aligned-text">X O M E R S</div> -<div class="aligned-text">E A M N R T V</div> -<div class="aligned-text">T E X R L O S</div> -<div class="aligned-text">A X M E V A L R</div> -<div class="aligned-text">Y A C O P T E L</div> -</div> - -<p>Later arrange some double line combinations, and -increase the complexity as the ability develops.</p> - - -<div class="block-center"> -<div class="aligned-text">Y—E—O—P X—O—J—R M—P—S—Q</div> - -<div class="aligned-text">E—M—T—A B—Z—Y—E R—E—T—W</div> - -<div class="aligned-text"> L—V—D—H</div> -</div> - -<p>In some combinations use letters which make the -semblance of a word and later some which spell a word. -Notice how quickly and easily the combination is re<span class="pagenum"><a name="Page_47" id="Page_47">[Pg 47]</a></span>membered -when it conveys sense or something definite -which the mind can grasp. For example—</p> - -<div class="block-center"> -<div class="aligned-text">T—E—X—O A—M—I—T C—O—C—O</div> - -<div class="aligned-text">B—R—A—S C—R—E—P J—U—B—S</div> - -<div class="aligned-text"> F—I—N—O</div> -</div> - -<h3>The Number Game</h3> - -<p>In the same manner in which you made the cards for -the Letter Game prepare a set on which are numbers -instead of letters. Follow the same rules for the -Number Game, using rows of numbers instead of -letters.</p> - -<p>First use a row of single digits, increasing it until -you have used nine or ten. Then change and arrange a -column of two digits, as illustrated below.</p> - -<p>Later for variety you can combine letters and numbers. -In some arrangements leave blank spaces requiring -the child to leave the blank in its proper location -when reproducing his mental picture.</p> - -<h3>A Few Examples for Guidance</h3> - - -<div class="block-center"> -<div class="aligned-text">23 50 2 5 1 7 2 906 4</div> -<div class="aligned-text">46 27 9 6 8 1 4 5 27 16</div> -<div class="aligned-text">19 48 3 7 4 6 1 2 0 010 372</div> -<div class="aligned-text">43 14 0 5 1 9 3 5 4 6 9 5680</div> -<div class="gap-20"></div> -<div class="aligned-text">X 7 3 7 6 A 9 E X 5 0 T4 AX</div> -<div class="aligned-text">9 E 4 B A 7 X 6 4 B C 1 6E 96</div> -<div class="aligned-text">1 O B X T O M 1 4 9 2 10 D7</div> -</div> - -<p><span class="pagenum"><a name="Page_48" id="Page_48">[Pg 48]</a></span></p> - - -<p>A series of squares, circles, triangles, etc., can be -used. These exercises can be varied in any manner -and made as long and as complicated as is necessary -to keep the child striving to make an effort to accomplish -more. Keep a time limit, remember the value -of competition, championship scores, etc.</p> - - -<h3>The Colors of a Room</h3> - -<p>Have the child look at one side of the room, then -look away and tell all the colors he saw there in pictures, -draperies, etc. Have him look at a certain picture -for about five seconds and turn away and see how -many of the colors in it he can recall.</p> - -<p>Use a row of books on the shelf for another test. -Have the child tell how many colors he saw in the row, -and, if possible, how many books.</p> - - -<h3>Practice With Geometrical Figures</h3> - -<p>First secure some geometrical figures. Take for example -a five-pointed star, have the child look at it carefully, -then close his eyes and reproduce its form and -size in a clear, visual picture. Let him look at the drawing -and see if he can improve the clearness and definite -proportion of his mind's eye picture. Now have him -take a sheet of paper and draw this picture as he sees -it in his mind, and when complete compare it with the -original for accuracy in size and proportion. Let him -close his eyes several times and get just as definite a -mind's eye picture as possible before he attempts the<span class="pagenum"><a name="Page_49" id="Page_49">[Pg 49]</a></span> -drawing of the figure. Practice with figures of this -kind, gradually increasing their complexity.</p> - - -<h3>Use Other Simple Objects</h3> - -<p>Instead of the geometrical figures of the previous exercise, -take some simple object, such as a coin, a key, a -watch charm, or a book. Follow the same plan as above. -Have the child make a complete mind's eye picture, -then try to draw it.</p> - - -<h3>Color Practice Valuable</h3> - -<p>Secure a number of colored objects, such as sheets -of paper, or book covers, or candy boxes, anything which -is colored. Let the child study the color carefully, then -reproduce it in his mind's eye. First he must work with -single colors, then combine two or three in a group, and -reproduce them in his mind's eye. In following this -exercise he will develop an accurate color memory.</p> - - -<h3>Out-of-Door Games</h3> - -<p>Select a certain tree and let the child look at it intently -for a few seconds, then ask him to close his eyes, -or look away, and describe the tree to you. Try to get -him to see clearly all the detail in his mind's eye picture, -as you did in the former exercises for the physical eye.</p> - - -<h3>Use Entire Landscape</h3> - -<p>In the same way have the child visualize the landscape. -Let him look at it intently for a few moments, -and then, with his eyes closed, describe it. The descrip<span class="pagenum"><a name="Page_50" id="Page_50">[Pg 50]</a></span>tion -which the child gives will reveal the amount of detail -in his mind's eye picture. Try again, and see how -much he can add at the second trial.</p> - - -<h3>Immediate Visualization</h3> - -<p>The rapidity of visualization can be greatly increased -by effort and training. There is great value in this ability, -and it can be attained by shortening the interval -during which the object or exercise is visible to the eye.</p> - -<p>After the children have learned to form a definite, -accurate picture, try to shorten the time in which they -see the objects. Strive until they can take in the whole -at a glance. The detail will continue to develop after -the eyes are closed. In the Letter and Number Games -gradually shorten the time given until they can reproduce -the entire row at a glance. Such effort will -quicken the action of the brain area of sight.</p> - -<p>The story is told of a woman who so developed this -ability that she could secure a picture of the page of a -letter in one glance and read it from the visual image. -She became a well-known government agent in a foreign -country, an internationally known spy.</p> - -<p>All of the exercise given for the development of the -sense of sight can be used for visualization and later -for observation. These two important faculties are -closely related to each other and both dependent upon -the eye. Later on you will see that the most used of all -the faculties—Memory—is in turn largely dependent -upon all three.</p> - -<p><span class="pagenum"><a name="Page_51" id="Page_51">[Pg 51]</a></span></p> - - -<h3>Training of Younger Children</h3> - -<p>Up to eight years of age the child should be trained -principally in the use of his senses and in making clear -mind's eye pictures. The parent should have the definite -aim in mind of increasing the child's stock of -knowledge, and of the later value of these efforts. -Show him everything you can, and take time to explain. -Things are new to the child, even though they are very -common to you. This is the age when he acquires his -knowledge of things without being so much interested -in their relationship to each other.</p> - -<p>A great deal which is explained to children is forgotten, -because they did not sense it—that is, they do -not impress it upon the mind by many and varied sense -impressions. Simply to hear the answer to the question -is not sufficient. You can tell a child what a rectangle -is, but he is very apt to forget. If, after you have explained -a rectangle to the child, you have him go around -the room and find all the rectangles that he can—such -as windows, doors, books, etc., and then draw different -sizes of them, he will never forget.</p> - -<hr class="chap" /> - - - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_52" id="Page_52">[Pg 52]</a></span> -<h2 class="nobreak">DEVELOPING THE OBSERVATION</h2> -</div> - -<p>The next step of development, after forming clear -visual impressions, and closely allied to it, is the development -of the faculty of observation. The eyes see, -but the brain perceives. The sense organs bring a -sensation to the brain where, by the act of perception, -it is classified or identified as being like certain other -objects and filed away in its proper place.</p> - -<p>Recognition goes a step farther and places this object -alongside of one particular mental image, which it -resembles.</p> - -<p>Standing by the gate in the twilight you see an object -coming down the road. As it approaches you Perceive -that it is a cow. As it comes closer you Recognize it as -Neighbor Jones' cow. You Perceive that it is a cow, -but you Recognize her as a certain cow, different from -all others.</p> - -<p>It is a fact that the eye may be perfect, and the nerve -connecting it with the brain may be in good working -order, and yet no impression may be received by the -brain. Injury to that area of the brain which receives -the impression from the eye may cause total blindness;<span class="pagenum"><a name="Page_53" id="Page_53">[Pg 53]</a></span> -at the same time the eye and nerves connecting it with -the brain may be physically perfect.</p> - -<p>When the brain is not injured, the same result is -brought about by lack of Attention. The eye can look -straight at an object and you do not perceive it. The -brain does not accept any impression of it.</p> - -<p>Attention is necessary that the sense impressions -may be properly perceived and recognized; and this -completed mental operation is commonly called Observation. -Trained senses that react quickly make possible -quick perception and recognition. The result is -quick, accurate, and complete observation. Observation -requires knowledge and it develops definite knowledge, -but most people are poor observers. Help your children -to be definite in their knowledge and to know what -they know. How many can tell the different trees by -name? How many legs has a spider, a fly, a bee, a -butterfly?</p> - -<p>It is a strange fact that the poorly educated are the -best observers. Do not lose sight of the necessity of -helping the child to form the habit of observation. It -is the basis of common sense. Do not let him grow up -ignorant of the common knowledge and experiences.</p> - -<p>The faculty of observation is also the basis of science -and of the success of specialists in every line. The story -is told of a young man, who, having made up his mind -to become a naturalist, went to a celebrated teacher in -that line of study. The professor set the young man at -work drawing a picture of a fish. The picture was soon<span class="pagenum"><a name="Page_54" id="Page_54">[Pg 54]</a></span> -finished and carried to the teacher for inspection, who, -without looking up, said: "Draw it again." This seemed -foolish to the young man, but he sat down and drew a -new and better picture, which he again carried to the -teacher for approval. This time the professor told him -to go back and improve it and to wait until he should -come to inspect it. The young scholar returned, did -some more work on the picture and then pushed it -back and waited. The professor did not come and -so he started wandering restlessly around the room, -thinking he had been forgotten.</p> - -<p>Soon he became interested in studying the fish he -had been drawing; he noticed several peculiarities of -the eye which he added to his picture. This led him to a -more careful study, and other details were noted and -added. He then decided he could draw a better picture, -so started all over again. After days had passed, the -professor came in and glanced at the picture which the -young man then realized was still only partially complete. -For one year this young scholar was kept busy -studying and drawing the fish, then the old professor -told him: "You have learned the greatest lesson of the -scientist, observation." This young man was Agassiz, -who became America's foremost naturalist.</p> - -<p>Observation usually occurs where there is a motive. -Do not ask the child to develop it, but induce him to -play games and to strive to excel in contests which -require observation.</p> - -<p><span class="pagenum"><a name="Page_55" id="Page_55">[Pg 55]</a></span></p> - - -<h3>Value of Observation</h3> - -<p>This is one of the faculties which we use continuously, -but have given very little thought to its conscious -improvement. Every judgment rendered in business -life is largely dependent for accuracy upon this -faculty.</p> - -<p>You may intend investing money in a piece of real -estate. You go out to look at it. What you see on this -trip of inspection is a large factor in your decision. -Your ability to observe all existing conditions will go -a long way towards determining whether or not your -judgment in buying this property is correct. If the -surrounding land is higher, and you do not observe this -fact, you will probably discover, when winter comes, -that you have purchased a mud hole.</p> - -<p>Two men go to inspect a piece of mining property. -Mr. A decides to invest, while Mr. B decides not to. In -talking over the situation later on A inquires of B why -he did not invest, and finds that B saw many things -about the location of the property which he did not -see at all.</p> - -<p>In every decision of life we depend largely upon our -observation; upon the things we see. A keen observation -is of great help to the salesman in finding a point -of contact with the prospective buyer. When he enters -the man's office his eyes are keen and alert. He sees -the golf bag or tennis racquet in the corner, or a book -on the man's desk, the title of which he can read at a<span class="pagenum"><a name="Page_56" id="Page_56">[Pg 56]</a></span> -glance. These things reveal to him the things in which -this man is interested.</p> - -<p>If all faces look alike to you you will of course call -them all by the same name. Your friends are all different -in their appearance. It is your observation -which detects this difference. You may have thought -that Mr. Jones and Mr. Smith look very much alike, but -when you see the two side by side you are surprised -that you ever thought they resembled each other. Such -cases are not at all rare, and show that the observation -has not been as keen and accurate as it should have -been.</p> - - -<h3>The Neglected Faculty</h3> - -<p>Observation can be improved easily and quickly. This -is one of the faculties which is used so habitually that -we have overlooked its importance and almost entirely -neglected its improvement. The following pages will -give some tests by which you can determine the child's -power of observation and which will convince you of -the need of its development, and also suggest some -simple games by means of which you and your children -can improve this important mental faculty.</p> - -<p>It is a great aid to observation to have the ability -to place upon the brain a physical eye picture which is -so clear and distinct that later, when you reproduce the -picture in the mind's eye, you still see the details accurately. -To develop this power of visualization will help -to develop the ability to observe. The exercises in the -development of observation which follow will also improve -the visual power of the mind's eye.</p> - -<p><span class="pagenum"><a name="Page_57" id="Page_57">[Pg 57]</a></span></p> - - -<h3>Method of Developing Observation</h3> - -<p>The story is told how the French magician Houdin -trained the observation of his son. They would go -down the street together and stop in front of a shop -window. The father and son would both take a good -look at the contents of the window, and then walk on a -little farther and stop and write on a pad all the objects -they could recall. Then they would go back to the window -and compare the lists, and go on to a second window -and do the same thing. This exercise was followed -until the boy had developed an unusual ability to remember -what he saw.</p> - -<p>When the father was performing his magical feats -on the stage of Paris he would ask people from the -audience to come up onto the stage and deposit any -articles which they chose upon the table until there -were forty in all. The boy, blindfolded, was then -brought onto the stage, led up to the table, and, after -the blindfold was removed, allowed one glance. He was -then blindfolded again and led to the front of the stage -with his back to the table. He would without hesitation -name each of the forty objects. This was considered -magic, mental telepathy, etc. It <i>was</i> magic—the -magic of practice.</p> - -<p>Practice will work wonders for you and your children. -The method followed by this magician is one of -the best exercises for developing this faculty. The time -you put in walking the streets is mostly wasted as far -as mental development is concerned. As you and the<span class="pagenum"><a name="Page_58" id="Page_58">[Pg 58]</a></span> -children pass a store window look closely at the articles -in it and as you walk along see how many each of you -can recall definitely. At first you will not be able to -name very many. Practice in this way several times a -day will soon enable you to recall the majority of things -that you see. Continual practice will result in your becoming -an adept.</p> - -<p>The same kind of practice can be indulged in on -streets where there are no store windows. Look at -the front of a house and see how definitely you can describe -it after you are by. How many windows has it? -Can you see the color, trimmings, the style of windows, -doors, porches, and all the details clearly? Practice until -all can do this. Then observe the yard until you can -describe the approximate size, the arrangement of the -shrubbery, walks, flower beds and trees. While walking -with the children continuously use these ideas. Call -their attention to a certain house and when you have -passed ask questions regarding what they have observed.</p> - -<p>An excellent method of developing observation is to -recall the definite location of the furniture in the different -rooms of the home, the articles that are on the -top of the dresser or library table.</p> - -<p>In going to the home or office of a friend look around -the room once carefully, then look out of the window -or at the floor, and recall the furniture and other details -of the furnishings. How many pictures are on -the walls, where are they and what are they?</p> - -<p><span class="pagenum"><a name="Page_59" id="Page_59">[Pg 59]</a></span></p> - - -<h3>Picture Cards for Observation</h3> - -<p>Secure a group of pictures which have considerable -detail and a variety of objects such as often -appear on calendars, large magazine pictures, and -advertisements, etc.</p> - -<p>Put a single picture upon the wall for observation -for a period of a few seconds. Let each child write the -answers to a series of questions, each being numbered. -They can be answered verbally if the group is small.</p> - -<p>Have the list of questions prepared and numbered. If -the picture is of a house and yard have questions like -the following: How many chimneys? How many -windows upstairs, downstairs? How many porches? -What color is the house? the trimmings? How -many trees, bushes, flower beds? Is there a fence? -Is the door open or closed? Is there any person in -the picture? Any animal?</p> - - -<h3>Counting From Mind's Eye Pictures</h3> - -<div class="figcenter"><img src="images/i_059.jpg" alt="GROUP 1." /></div> - -<p class="caption">GROUP 1.</p> - -<p>Take a piece of paper, or a child's slate, place a simple -group of small circles, as illustrated in -Group One. Let the child look at this -group for five seconds. Turn the slate -over and have him count from his mind's -eye picture and tell how many circles -are in the group. Then have the child -draw on the other side of the slate or on<span class="pagenum"><a name="Page_60" id="Page_60">[Pg 60]</a></span> -another piece of paper the circles as -nearly in the same position as possible.</p> - -<p>See that he gets the advantage of two -tests from this exercise, one the counting -from his mind's eye picture and the -other to be able to reproduce the group -in the same positions as shown on the -other side of the slate.</p> - -<div class="figcenter"><img src="images/i_060a.jpg" alt="GROUP 2." /></div> -<p class="caption">GROUP 2.</p> - -<p>Make another group of mixed crosses -and circles as shown in Group Two. -After looking at it for five seconds, have -the child tell you how many circles and -how many crosses there are. Have him -draw a picture of them.</p> - -<div class="figcenter"><img src="images/i_060b.jpg" alt="GROUP 3." /></div> -<p class="caption">GROUP 3.</p> - -<p>Use a group of combined circles and -squares as illustrated in Groups Three -and Four. As the child becomes able -to count and reproduce accurately, increase -the difficulty and complexity of -the exercises. For variety use triangles, -rectangles, octagons, stars, etc., -as in Group Four.</p> - -<div class="figcenter"><img src="images/i_060c.jpg" alt="GROUP 4." /></div> -<p class="caption">GROUP 4.</p> - - -<h3>For Visual Reproduction</h3> - -<p>Divide a slate or a sheet of paper into four, six, nine -or twelve sections. Beginning with four and increasing -the number as the child progresses. Draw in each -section some picture, number, letter or object, as illus<span class="pagenum"><a name="Page_61" id="Page_61">[Pg 61]</a></span>trated. -Let the child look at -those which you have arranged -and then close his eyes and look -away and tell what is in each of -the squares. If he is old enough, -let him take a piece of paper and -reproduce the squares and their -contents. For variety the -squares can contain all letters, -all numbers, or all objects.</p> - -<div class="figcenter"><img src="images/i_061.jpg" alt="" /></div> - - -<h3>The Game of Quick Counting</h3> - -<p>Have a handful of small sticks or matches and lay -a number in a row on the table. Let the children stand -with their backs to the table and a few feet away from -it. After you have arranged the sticks go several feet -away from the table and say, "Ready!" The children -then go to the table, count the sticks, run to you and -whisper their answer. The object in your being away -from the table is to keep the others from repeating the -answer of the first child when they have not finished -the count for themselves. From a simple beginning of -a straight row of a few sticks, the game can be developed -to any degree of complexity, so that it will tax -the powers of the most alert and developed mind. -The children will soon be able to glance at the group -of sticks and count them from their mind's eye picture -while they are coming to you and not have to -stand at the table while counting them.</p> - -<p><span class="pagenum"><a name="Page_62" id="Page_62">[Pg 62]</a></span></p> - -<p>Lay the sticks in groups, make them into figures, -into small piles, double lines of different length, etc. A -few different groups are illustrated below—use -matches, tooth picks, or any small articles.</p> - -<div class="figcenter"><img src="images/i_062.jpg" alt="" /></div> - - -<h3>The Game of Visual Counting</h3> - -<p>Take the same game described above for Quick -Counting and have the children see the figure or pile of -sticks for just a moment, then cover them and let them -count from their visual picture and tell the number, -rather than by the actual count as before. They can -also have a handful of sticks in their hands and each -try to arrange a group of sticks which is the duplicate -of the one they have been observing.</p> - -<p>The game of dominoes is good for small children in -helping them to count quickly and accurately. Use a -row of dominoes instead of sticks and have the children -count the number of spots from their mind's eye picture.</p> - -<p>For variety use any objects, let the child look at a -flag and count the stars. Have him count the number -of squares in a colonial window; the number of books -on a shelf; the number of sections in the radiator. Anything -of this kind can be easily used. Give him only a<span class="pagenum"><a name="Page_63" id="Page_63">[Pg 63]</a></span> -glance, do not allow time enough for an actual count. -In each case let the time allowed for each exercise be -less than required to count the objects.</p> - - -<h3>Reproducing the Visual Picture</h3> - -<p>Show the child a vase, or the picture of one that is -odd in shape, a water pitcher, or an Egyptian water -bottle. Let him have a good look at the object, then -take it away and let him describe it in detail, or, better -still, have him draw it. Drawing is an excellent -exercise for the development of muscular control -and will-power.</p> - -<p>In the same way let children observe the decorations -of a building, the design of the windows, the design -and style of the caps and bases of the pillars, and then -draw them.</p> - -<p>Older girls should be taught to observe so as to be -able to describe accurately, and to draw in detail, suits -and dresses; draperies and furnishings. This is also an -excellent opportunity for color study. Boys can observe, -describe and draw the outlines of boats, automobiles, -and furniture, and anything that interests -them. An excellent book to help the child in learning to -draw is one entitled, "When Mother Lets Us Draw," -by E. R. Lee Thayer.</p> - - -<h3>The Game of Color Cards</h3> - -<p>To develop Observation and Memory of location, and -relation of objects, get eight cards of any size, from one -to three inches square, each of a different color. Colors<span class="pagenum"><a name="Page_64" id="Page_64">[Pg 64]</a></span> -of decided contrast are best. Number the cards on the -back from one to eight. While the child is not looking -arrange the cards in a double row, writing the number -of each card on a slip of paper. The numbers should be -in two rows and in the exact order in which the color -cards are to be arranged. Call the child and let him -look twenty seconds at these cards. The time can be -shortened as the ability develops. Now mix the cards -and let him try to arrange them as they were.</p> - -<p>The one taking the test should do this by making a -picture of the colors as they appear, holding them in -mind as he arranges the cards. This is excellent practice -for persons of all ages. Some can do it accurately -at the first trial, others will have a poor record at the -beginning, but as usual <i>persistence</i> will win and the -ability will grow rapidly.</p> - -<p>The Score.—The numbers, as you have previously -written them on the slip, will give the original order. -After they have been arranged by the one taking the -test, turn the cards and check by the numbers. Each -card in its correct place entitles him to one point. Any -number can be decided upon as a game. The first one -reaching that number of points by correct arrangement -wins.</p> - -<p>If colored cardboard is not handy the cards can -easily be made by painting one side with a child's -water color paints or by using crayolas.</p> - - -<h3>The Game of Picture Cards</h3> - -<p>This game will develop observation and location. -Make a series of eight, ten, or twelve cards about 2x3<span class="pagenum"><a name="Page_65" id="Page_65">[Pg 65]</a></span> -inches in size, on one side number them as in the color -game, and on the other side draw the outlines of simple -objects, as a hat, tea kettle, shears, box, fan, book, owl, -hen, dog, etc. These pictures can be cut from a paper -and pasted on the cards; small picture cards, or picture -postals may be used.</p> - -<p>Arrange the cards in two rows. You can begin with -four or six cards and later, after these have been used -with comparative accuracy, add more. Keep a record -of the arrangement by the numbers on the back of the -cards as in the Color Game. Allow about twenty seconds -for the observation of the cards and their positions, -then shuffle them and arrange them in the original -position if possible. Score the same as in the -Color Game.</p> - - -<h3>The Seeing Game</h3> - -<p>Take the child into some room with which he is -not familiar, and let him walk through the room slowly, -then go out and make a list of everything he can remember. -Now let him look through again and see -what he can add to the list.</p> - -<p>Walk a block down the street and have him make -a list or tell you of as many of the things which he saw -as possible. Whenever possible return for a second -look so that the child may see and realize the many -things that he has omitted.</p> - -<p>The story of the experience of the magician Houdin -and the method which he used for developing the observation -of his son can easily suggest a number of in<span class="pagenum"><a name="Page_66" id="Page_66">[Pg 66]</a></span>teresting, -and as you have learned, very profitable -games.</p> - - -<h3>The Game of Detective</h3> - -<p>Place a dozen objects on a table and let the child -look at the table from twenty to thirty seconds and -then leave the room. While gone change the position -of two objects. Have him return and tell what changes -were made. Where there are two or more children let -the one who first observes the change remain and make -the change for the others. The number of objects -changed can be varied. But those out of the room -should know how many changes are being made. At -first the objects changed should be returned to their -original positions, before the second change, so that the -mental picture is the same each time. Later they can -remain in the position to which they were changed so -that there is a new relationship to be retained in mind -each time.</p> - - -<h3>A Game at the Dining Table</h3> - -<p>After a meal, while sitting at the table, let the children -take a careful look at what is upon it and then -close their eyes. Ask the location of different things -and see how many they can remember accurately. -While their eyes are closed take something off the table -and hide it. See which one can first tell what is removed. -Return it and next remove some other article. -Let the child first telling what was removed be the one -to remove the next article, and so on, or take turns -around the table.</p> - -<p><span class="pagenum"><a name="Page_67" id="Page_67">[Pg 67]</a></span></p> - - -<h3>The Change About Game</h3> - -<p>Let all the persons playing the game look over the -furnishings of the room and then all, but one, go out. -The person remaining can change the location of one -article but nothing must be removed. When the alteration -is made the others may return. The first one to detect -the change must remain and make the change for -the others. At first the changes should be made of -larger articles as the chairs, pictures, pillows, etc. -Later smaller ones can be used as vases, doilies, books, -bric-a-brac.</p> - -<p>A time limit can be placed upon the observation -of the room and also upon the time allowed for detecting -the change made. A score can be kept among -smaller children rather than to allow them to make the -changes.</p> - - -<h3>The Game of Observation</h3> - -<p>Gather a group of small articles and place them on -a table. Begin with not less than twenty articles and -increase the number as those making the test become -accurate. Have the children gather around the table -and look intently at the objects upon it, striving to make -a picture of the group in their minds. After they have -looked at the table for thirty seconds cover it and have -them write a list of all the articles they can recall from -their mental impression. The one writing the longest -list is the winner.</p> - -<p><span class="pagenum"><a name="Page_68" id="Page_68">[Pg 68]</a></span></p> - -<p>It is well to allow them a second observation of -twenty seconds after they have written the first list -and see how many more they can add to it. After the -child has written all that he thinks he can, have him -close his eyes and see the mind's eye picture of the top -of the table and in this way concentrate on the picture. -You will find that in most cases this will recall to mind -other objects, they will gradually become definite in the -picture and can be added to the list. Few people are -able to write more than twenty objects from a one minute -observation of a table containing thirty, but there -are some who can do much better at the first trial. -These are usually persons who have been engaged in -some line of effort which causes the development of the -faculty.</p> - -<p>This is an excellent mental exercise and should be -repeated as often as you can induce the children to play -it, adding to the articles and changing some for variety. -Play this at the children's parties. Older persons -enjoy it as well as the younger ones, especially after -they see how difficult it is.</p> - - -<h3>Training the Sense of Location</h3> - -<p>One valuable application of the habit of attention and -observation is that it develops the memory for places. -The keen, observing woodsman is not easily lost. Some -people can be lost a few blocks from home simply because -they do not observe where they go, the objects -which they pass, or the relation of one building or -corner to another. Impress the importance of this ap<span class="pagenum"><a name="Page_69" id="Page_69">[Pg 69]</a></span>plication -of observation upon the child. Teach him to -pick landmarks. Show him how the Indian or woodsman -blazes a trail as he goes through an unknown -country. Teach the child to notice the roads, fences, -trees, houses and buildings as he walks. Teach him the -directions and how to find them.</p> - - -<h3>The Game of Guide</h3> - -<p>Take the child for a walk. Tell him that the next -day you are going to see if he can take you for the -same walk. Have him observe the different places -you go. After you have been home for an hour or -so let the child go over the walk in his mind and review -it visually so that he will be able to take you -the next day. Review is necessary for a permanent -memory, and this act will help the child to realize -the importance of forming the review habit.</p> - - -<h3>The Game of Guiding Home</h3> - -<p>Take the child for a walk and double back over your -track and see if he will recognize the fact that he has -been there before. Take him to the same place by different -roads and let him guide you back home. When -you are ready to go home after a walk let the child play -the game of taking you home. He will enjoy this and it -will develop independence and the ability to get home -alone if such a necessity should arise. Occasionally ask -him what direction you are traveling and in which direction -his home is located. When the corner is turned -have him tell the new direction.</p> - -<p><span class="pagenum"><a name="Page_70" id="Page_70">[Pg 70]</a></span></p> - - -<h3>Make Play Profitable</h3> - -<p>In your play with the child make it a point to choose -some game which will develop his senses and faculties. -You can amuse him as easily and at the same time be -accomplishing a great good. Do not put this matter off -"until you have more time." Use a little time each day, -if only five minutes. You are bound to experience to -some extent the same result as a friend who said: "I -started in with this thing for the good of the kids, but -I find the kid who gets the most out of it is dad."</p> - -<p>Rudyard Kipling, in his book "Kim," gives an instance -of the Observation Game played by Kim and a -trained native youth. Lurgan Sahib exposes to the -sight of the two boys a tray filled with jewels and -gems, allowing them to gaze upon it a few moments -before it is withdrawn from sight. Then the competition -begins, as follows: "There are under that -paper five blue stones, one big, one smaller, and -three small," said Kim in all haste. "There are four -green stones, and one with a hole in it; there is one -yellow stone that I can see through, and one like a -pipe stem. There are two red stones, and—and—give -me time."</p> - -<p>But Kim had reached the limit of his powers. -Then came the turn of the native child.</p> - -<p>"First are two flawed sapphires, one of two ruttees -and one of four, as I should judge. The four -ruttees sapphire is chipped at the edge. There is one -Turkestan turquoise, plain with green veins, and<span class="pagenum"><a name="Page_71" id="Page_71">[Pg 71]</a></span> -there are two inscribed—one with the name of God -in gilt and the other being cracked across, for it came -out of an old ring, I cannot read. We have not the -five blue stones; four flamed emeralds there are, but -one is drilled in two places, and one is a little -carven."</p> - -<p>"Their weight?" said Lurgan Sahib, impassively.</p> - -<p>"Three, five, five and four ruttees, as I judge it. -There is one piece of old greenish amber, and a cheap -cut topaz from Europe. There is one ruby of Burma, -one of two ruttees, without a flaw. And there is a -Ballas ruby, flawed, of two ruttees. There is a carved -ivory from China representing a rat sucking an egg; -and there is last—ah ha! a ball of crystal as big as a -bean set in a gold leaf."</p> - -<p>"Kim is mortified at his bad beating, and asks the -secret." The answer is: "By doing it many times -over, till it is done perfectly, for it is worth doing."</p> - -<blockquote><p><b>Conscious and accurate sense impressions are -essential for definite knowledge.</b></p> - -<p><b>"He who knows and knows that he knows, he is -wise, follow him."</b></p></blockquote> - - - - - -<hr class="chap" /> - -<div class="chapter"> -<span class="pagenum"><a name="Page_72" id="Page_72">[Pg 72]</a></span> -<h2 class="nobreak">ATTENTION AND CONCENTRATION</h2> -</div> - -<p>There is no greater heritage which you can give -your child to aid in his mental development, character -building, and success winning than a trained -ability to control his attention and concentration. In -fact, to the degree in which he is able to do this, will -he be able to control himself and later to control -others. The ability to do these two things is a part of -the capacity of every successful man. Every effort -that you will put forth to aid the child in the development -of these faculties will repay you in many -ways.</p> - -<p>Attention is the application of the senses to the -subject in mind. Attention controlled and prolonged -is Concentration.</p> - -<p>The opposite, absent-mindedness, is simply involuntary -or uncontrolled attention.</p> - -<p>The principal aid you can give the child is to teach -him how to induce and control attention and to know -its enemies and how to avoid them. Attention may -be discussed under several different heads, but we -shall confine ourselves to aids in inducing it. It must<span class="pagenum"><a name="Page_73" id="Page_73">[Pg 73]</a></span> -be led, not compelled or driven by will force. You -may exert all the force you possess to center your -attention upon one object for a prolonged period, -but in spite of all you can do it will soon wander.</p> - -<p>It is said that the longest period of time in which -a mind will attend, without rest, to one subject, is a -few seconds. At the end of that time there must -come consciously or unconsciously, a period of relaxation.</p> - -<p>William James, the psychologist, says that "doing -work which requires concentration is like driving a -hungry horse along a road lined on both sides with -green grass. If left to himself the horse will stop -to nibble. It is only by continual jerking and urging -that he can be kept moving forward."</p> - -<p>"In the same way the mind is inclined to wander. -There must be conscious ability upon the part of the -individual to urge it along and keep it busy at the -task in hand."</p> - -<p>The first stimulus to the attention is change. Prof. -James says: "No one can possibly attend consciously -to an object that does not change." A continual -and unvarying sound soon makes no impression, -you become used to it so that your mind no -longer pays any attention to it. A picture may be -very interesting but if you gaze at one object in it -steadily you will soon go to sleep.</p> - - -<h3>Exercise for Prolonging the Attention</h3> - -<p>Take a sheet of paper and draw a heavy square -upon it. Pin this upon the wall in front of you.<span class="pagenum"><a name="Page_74" id="Page_74">[Pg 74]</a></span> -Gaze steadily upon the square and see how long -you can keep your mind upon it. Do this several -times and you can become acquainted with the -period of time during which you can hold your attention -without change. The knowledge of the -length of this cycle can be a guide of how rapidly -to introduce change as a stimulus.</p> - -<p>Now gaze at the square again, introducing a -change before your attention has wandered. Look -at the square, then at the different sides, the corners -and the space inside. See it in different colors, see -the square frame of one color and the center of another, -change the combinations. Let the center be -formed of irregular shaped discs of different colors -and see them change places, forming new figures. -See the frame as a picture frame and with imaginary -pictures in it. See the pictures change and the -objects moving. Let it be a moving picture screen -and imagine the pictures moving there.</p> - -<p>Let the square be the fence of a farm, set it all -laid out in fields with the buildings, the stock and -all the work that is going on there. While doing -this make a continual change and attend to the different -details of the picture at different times.</p> - -<p>Keep up this exercise as long as you can hold your -attention without wandering. Then start again and -try to prolong the period in which you can control -the attention. Let the movement of the conscious -attention be more rapid if necessary to hold it fixed -upon the picture.</p> - -<p><span class="pagenum"><a name="Page_75" id="Page_75">[Pg 75]</a></span></p> - -<p>Practice with the pictures on the wall and direct -your attention from one detail to another, always -changing before the attention wanders, keeping it -absolutely under your control.</p> - -<p>Attention to be perfect must be directed to one -thing at a time. It must be centered and not scattered. -Perfect attention is a rifle, not a shotgun. -You can best stimulate attention by use of one sense -at a time. At the same time see to it that the other -senses are relaxed and at rest.</p> - - -<h3>Divided Attention</h3> - -<p>It is possible to divide the attention but then it -can not be of the highest quality. Try the experiment -of doing a simple problem in arithmetic and -at the same time say a familiar verse, as "Humpty-Dumpty." -Again try to write the lines of "Mary -had a little lamb," while you say aloud the lines of -"Humpty-Dumpty." While you did succeed in doing -the first you do not succeed in doing the second. -This experiment should be tried by all children to -show them the effect of dividing the attention and -of how it may be done when necessary, but only to -a certain degree. The difficulty of the verse and -problem can be accommodated to the age of the -child.</p> - -<p>The attention may be divided between two objects -or acts if they call for the use of two different -senses or are different in their order. You can not -divide your attention between two acts of the same<span class="pagenum"><a name="Page_76" id="Page_76">[Pg 76]</a></span> -order, as two arithmetic problems, one mental and -the other written, or between two operations of the -same sense. You can not listen to two quartets -singing at the same time, but you can attend to one -and smell some flowers at the same time and do -both fairly well. While using one of the senses for -fixed attention train the others to relax.</p> - - -<h3>The Degree of Attention</h3> - -<p>This will depend upon the strength of the stimulus -or force which excites it. The sense of sight is -the strongest of all the senses and therefore can -exert the strongest stimulus, and should be used in -all possible cases. In the exercises with the square -the changes are all visual and they continue the -strongest stimulus.</p> - -<p>Another strong stimulus can be induced by the -feelings of either pleasure or displeasure. Happy, -joyful anticipation or fear, horror, or disgust will -arouse the attention.</p> - -<p>Familiarity also aids the attention because of the -feelings which it incites. Visual pictures which -contain familiar scenes are better and all changes -introduced should be of familiar ideas in order to -take advantage of this fact.</p> - -<p>The more you embrace in the attention the less -penetrating it will be. Do not try to take in the -whole picture or object all the time, but change from -one detail to another, centering the attention on -one at a time and thus building the perfect whole.</p> - -<p><span class="pagenum"><a name="Page_77" id="Page_77">[Pg 77]</a></span></p> - - -<h3>Arouse Your Interest</h3> - -<p>Always become interested in the thing to which -you are striving to direct your attention. Boys have -no difficulty in paying close attention and remembering -the ball score and the batting average of -the players but to ask them to pay as strict attention -to a lecture on an uninteresting subject is asking -the impossible. The compelling element of interest -has been taken away.</p> - -<p>This is a great lesson for all parents and teachers; -if the results of fixed attention are to be expected, -the interest must be supplied and maintained, by -natural or imaginary means.</p> - - -<h3>Expectant Attention</h3> - -<p>Prolonged expectancy is a great aid to holding -the attention. The element of curiosity is a great -impelling force in the child and even in adult life. -This can be taken advantage of in prolonging the -attention.</p> - -<p>The element of expectancy also affects the results -of attention. The thing you expect is the thing most -easily found. If you wish to aid a friend who is -searching for a lost article you first learn as nearly -as possible just what it looks like, so that you may -know what you are expected to find.</p> - -<p><b>Exercise.</b>—In the following lines count all the 5s.</p> - - -<div class="aligned-text2">5 0 3 4 2 6 5 7 4 6 7 8 9 8 0 7 6 8 7 5 4 3 5 7 6 5 4 3 7</div> -<div class="aligned-text3">9 3 7 5 8 4 3 2 6 5 7 3 7 4 5 9 6 8 7 0 2 3 4 2 6 5 8 3 4 9 8 5 6 7 2 2 3 0 9 8 6 5 7 4</div> - -<p>Notice how readily the other digits pass before your<span class="pagenum"><a name="Page_78" id="Page_78">[Pg 78]</a></span> -eyes in more or less indistinct rows, but the 5s stand -out more clearly. This is caused by your expectancy, -your attention is fixed upon this one digit and -cares nothing for others. Count the 9s and note the -change of expectancy. Use any selected letter in -this paragraph for additional practice.</p> - - -<h3>Cure for Diverted Attention</h3> - -<p>It is not the easiest thing to learn to control and -to prolong the attention, but it is one of the most -important. Great results are never easily accomplished. -Easily diverted attention is a contributing -cause of failure in every undertaking and if allowed -to continue, will become habitual absent-mindedness. -See to it that your child does not acquire this -unfortunate handicap.</p> - -<p>The cure for diverted attention is to enter whole-heartedly -and wholly into everything that you do, -no matter how trivial it may be, do not change or -lose your enthusiasm over it until fully completed. -If you discover something more desirable, put it -aside for the time being and attend to the thing -started, until you have finished.</p> - -<p>Learn to use better judgment about what you -start, and when started, never change. It is the tendency -to change which you are striving to overcome.</p> - -<p>When one thing is finished go directly and enthusiastically -to the next, without hesitation or indecision. -If uncertain, learn to make a decision and -go through with it to the end, and then do the better<span class="pagenum"><a name="Page_79" id="Page_79">[Pg 79]</a></span> -things which may have suggested themselves after -starting.</p> - - -<h3>Parent Is Child's Interpreter</h3> - -<p>These are immensely valuable lessons for children. -Younger children, whose habits are more -easily formed can not realize the importance of it -so that the responsibility must rest upon you, the -parents. See to it that right habits are formed and -wrong ones avoided or corrected if they now exist. -They will thank you for it many times in later years. -Repeat any of the exercises given for sense training -and prolong them for development of attention and -concentration.</p> - -<p>An unusually successful physician tells how his -mother developed his conscious attention. Each -time she told him to do something or sent him upon -an errand she would require him to repeat to her -just what she had told him to do. If he could not -he had to stand and think it over, and if he had not -paid good attention he was punished.</p> - -<p>Sometimes he was given instructions and when he -had left the house was called back and required -to repeat in detail where he was going and what -he was to do and say. By this method he learned -to pay attention and thereby to remember well. In -the practice of his profession he used this idea, requiring -the parent or nurse to repeat his instructions -for the care of the patient and the use of the medicine, -in this way avoiding omissions and improving -the result.</p> - -<p><span class="pagenum"><a name="Page_80" id="Page_80">[Pg 80]</a></span></p> - -<p>Follow this plan and help your children to learn -to pay attention and to remember when told once.</p> - - -<h3>What Is Concentration?</h3> - -<p>An uninterrupted continuation of the flow of -thought and undivided attention is concentration. -It is the result of a well-regulated and controlled -thought process. It is accomplished by patient and -persistent effort. It is a reward of the highest value. -There is no real effort connected with it, but you -become so engrossed and interested in your thought -that you are conscious of nothing else. Everything -else is excluded and your whole consciousness is concentered -upon one thought.</p> - -<p>One moment's complete concentration will go farther -toward the mastery of a lesson or solution of -your problem than much time spent in idle, disconnected -thought.</p> - -<p>This is a faculty not easily mastered, but when -once harnessed and under your control has the greatest -constructive power.</p> - - -<h3>Exercise for Concentration</h3> - -<p>The following exercises are valuable for prolonged -periods of concentration, for developing the -visual faculty, and exercising the productive imagination. -They will prove of great worth to adults -in helping with the construction and definite visualization -of their life ideals and business problems. -By this process you can easily learn to direct con<span class="pagenum"><a name="Page_81" id="Page_81">[Pg 81]</a></span>centrated -thought power to the bringing about of -your plans and ideals.</p> - - -<h3>The Construction of a Home</h3> - -<p>Visualize a forest, into which some lumbermen -are coming. See them cutting the trees, sawing -them into mill lengths, and donkey engines drawing -them to the railroad. They are loaded and hauled -to the mill, where they are converted into lumber. -See as much detail as you know of the mill processes.</p> - -<p>The lumber is loaded on cars, shipped to the city, -unloaded in a lumber yard, sold and hauled to the -spot in the city where a house is to be erected. Follow -the erection of the house, watch all the details -of its construction until fully completed and the occupants -have moved in and established their home. -Furnish the house, each room separately, and arrange -and cultivate the grounds.</p> - -<p>This exercise can be continued as far as you desire -to prolong the period of concentration. Add all -possible detail which will depend upon the amount -of knowledge which you possess along these lines. -Some parts of the work you will be able to follow -in detail, others you may know little about. If there -is some other kind of construction that you are more -familiar with you can use it in order to make the -visualization definite.</p> - -<p>See to it that your concentration is complete, do -not allow your mind to wander. Keep this picture -moving so as to hold the complete attention, become<span class="pagenum"><a name="Page_82" id="Page_82">[Pg 82]</a></span> -interested in the development of each process. Prolong -the period of concentration as far as possible.</p> - -<p>This and the following exercises may be too complicated -for your children, according to their age, -but some of the simpler ones should be begun as -early as eight years. The length and detail increasing -with the ability and knowledge.</p> - -<p>Remember that the children should be gathering -knowledge by sensations. Those parts of the former -picture, of the Construction of a Home, with which -they are unfamiliar, should be brought to their attention. -Describing the processes to them is good, -but far better for them to get the original sensations -for themselves. Take them to the forest, to the mill -and lumber yard. Let them go where a house is -being built and spend as much time there as possible. -Parents should be purposefully adding to -their children's stock of knowledge.</p> - - -<h3>The Farmer and His Farm</h3> - -<p>See a settler going into an unsettled country and -beginning the construction of a farm. Watch him -build his cabin, clear the land, break the virgin soil -and put in the crops. See the development of the -home, the well, the fences, barn, sheds, enlargement -of fields, bringing on of stock, the harvesting -of crops, building of greater barns, the new home, -settling of the community. Continue the development -of the farm as much in detail and as far as -you can.</p> - -<p><span class="pagenum"><a name="Page_83" id="Page_83">[Pg 83]</a></span></p> - - -<h3>The Farmer and His Crop</h3> - -<p>Visualize the first breaking of the field in the -spring, the preparation of the soil for sowing, bringing -of the seed corn from winter storage, the planting, -cultivating, and growth of the crop. Watch -the ripening, the cutting, shocking, husking, hauling -and storing into barns.</p> - -<p>Now follow the corn to the mill and through the -processes of manufacture until it arrives on the -table as corn flakes, syrup or corn bread.</p> - -<p>Do this with the other crops. Follow the wheat -until it is bread. The buckwheat to the steaming -hot cakes. The same can be done with the stock -on stock farms. The different kinds of farming can -be used for variety. The great wheat farms present -different pictures from the usual diversified ones.</p> - -<p>The fruit orchard presents an interesting picture -to work with. The spraying, the cultivating, irrigating, -and all the process from the blossoming to -the picking, sorting, packing, transportation and -sale.</p> - -<p>This same plan can be followed with all industries -and manufacture of any article. Take the ore from -the mine to the steel in the building or battleship. -The oil from the well to gasoline in the auto tank. -The automobile from metal, wood, leather and rubber -to the picnic in the woods.</p> - - -<h3>The Growing Plant</h3> - -<p>To visualize the growth of a seed or plant is interesting -and helpful. Prepare the soil, plant the<span class="pagenum"><a name="Page_84" id="Page_84">[Pg 84]</a></span> -seed, see the little hair roots start out from the seed, -the first green sprout, the breaking of the soil, the -gradual growth, the leafing, branching, budding, -and flowering. Hold your mind upon all pictures -which you are visualizing. Direct it consciously, do -not let it wander. Use motion, color, vividness of -detail, everything that will aid concentration.</p> - -<p>For this exercise younger children can use the -making of a kite, building of a sand castle or doll -house; a Hallowe'en party; a trip to the woods. Let -him start with the well-known and familiar and -lead him up to the unknown, which will develop a -desire upon his part for more definite knowledge -of the subject.</p> - -<p>The chief factor in observation and in acquiring -knowledge is Attention and Concentration. These -can be produced by curiosity and the desire to excel, -which is found in the love of competition and the -game spirit. A good example of concentration is -found in the juggler or acrobat on the vaudeville -stage or in the circus. The ability to concentrate -will grow with the doing of the exercises and playing -games such as are mentioned here.</p> - -<p>Any exercises or games which will result in improved -ability to concentrate and pay attention are -valuable. Play the games with the child, use any -method or idea which suggests itself if it gets results. -Give the child a conscious realization of the -possession and value of this power. See to it that -he continues to develop it.</p> - -<hr class="chap" /> - - - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_85" id="Page_85">[Pg 85]</a></span> -<h2 class="nobreak">THE IMAGINATION</h2> -</div> - -<p>Even in the simple exercises for the development -of the senses you have been continuously required to -draw upon the child's imagination. Most children -are blessed with a vivid, active imagination and use -it continuously in their play and self-entertainment. -The reason that this wonderful faculty is so useless -to the average adult is largely caused by a misunderstanding -of the faculty on the part of the parent -and perhaps the teacher.</p> - -<blockquote><p><b>Imagination is the reproduction, in mental -images, of those sensations which have previously -been experienced.</b></p></blockquote> - -<p>Most children use both reproductive and the productive -imagination easily. There is, however, considerable -difference in the amount of use and benefit -which they derive from it.</p> - -<blockquote><p><b>Reproductive imagination is reproducing the literal -copy of the sensations.</b></p> - -<p><b>Productive imagination is the forming of a -new image made up of elements from previous -images.</b></p></blockquote> - -<p><span class="pagenum"><a name="Page_86" id="Page_86">[Pg 86]</a></span></p> - -<p>There is natural individuality in imagination and -a difference in method and in inclination to use the -faculty. Some children reproduce vivid images -which are to them real and impressive and by the -use of which they amuse themselves for hours. -Others reproduce indistinct images which have no -attractiveness, are dim, uncertain, and of little value -or consequence.</p> - -<p>Do not expect the imagination of two children -necessarily to operate in the same way, and above -all, do not insist upon the same results. If you wish -to know what the difference is in this faculty of -visual reproduction you can use some definite test, -such as the one following.</p> - - -<h3>Test for Visual Reproduction</h3> - -<p>The Preparation—Take particular care in the arrangement -of the breakfast table in certain known -order, so that you will later be able to know exactly -what was on it and where it stood. Put on the table -some article of distinct color. If there is any question -of your being able to check accurately the arrangement -leave the table as it is for an hour or so -after the meal.</p> - -<p>The Test—Some time after the family have left -the table, not less than an hour and preferably -longer, ask each child separately, and not in the -hearing of the others, how the breakfast table looked -that morning. Let the child tell in detail what he -can of the appearance of the table, or if old enough<span class="pagenum"><a name="Page_87" id="Page_87">[Pg 87]</a></span> -let each write a description. The ease with which -this is done, the amount of definiteness displayed, -and the vividness with which the child reproduces -the table will be an accurate indication of the quality -of images used in his imagination.</p> - - -<h3>A Universally Useful Faculty</h3> - -<p>Some have held the notion that imagination is a -faculty useful only to actors, artists or poets. This -is untrue. Some parents have discouraged and even -killed the imaginative faculty in their children, because -they did not wish them to follow either of -the above professions.</p> - -<p>Your child will be the greatest credit and satisfaction -to you if he becomes that for which his natural -endowment and inclination is strongest. It is -a great mistake for parents to drive a child to grow -up according to some previously conceived plan or -professional choice of their own. Parental wisdom -and duty are to find out what the child is especially -endowed for and to guide him in taking advantage -of these natural gifts, and at the same time inducing -a general development in other lines.</p> - -<p>Because of past misunderstanding or lack of understanding -of its importance in every line of effort, -including science, engineering, and every business -development, many parents have discouraged their -children in the use of their imagination. Every -leader in commercial and industrial life is a man -who has learned to use this faculty. Without it he<span class="pagenum"><a name="Page_88" id="Page_88">[Pg 88]</a></span> -could not make great progress. Other men as brilliant -as he have lagged behind because they have -never cultivated their imagination or allowed themselves -to be led by it. You should do everything -possible to encourage and to guide your children in -the conscious use of this faculty.</p> - - -<h3>Children's Falsehoods</h3> - -<p>Many parents are distressed because of the tendency -on the part of young children to tell untruths, -"stories" about what they have seen or heard. This -tendency is more marked in some children and occurs -in the younger years before the senses and faculties -are thoroughly under control. There is nothing -dangerous about this, it is more often than not -the result of a vivid imagination in which the visualizations -appear real. The fusion of ideas and -illusions sometimes cause the story to be "so awful."</p> - -<p>In most cases the child will outgrow this tendency -and if carefully and wisely watched over nothing -detrimental will come of it. It is an indication of -a strong imaginative faculty which, if guided and -trained, will later be of immense value to him. Children -who have a tendency to this "story telling" -should not be punished for it. They should be given -to understand that these are imaginary stories -and should not be told as the truth. They will, of -course, appear real to the child, but he will gradually -learn to distinguish between the real and the -imaginary.</p> - -<p>Two children, both with vivid imaginations, were<span class="pagenum"><a name="Page_89" id="Page_89">[Pg 89]</a></span> -allowed and encouraged in telling all kinds of imaginary -stories, and playing imaginary games, but -were taught to discriminate between these and the -truth by the use of the word "really." If one began -to wonder if the things the other was telling -were true and actually happened, he would ask, -"Was it really, sister?" "Oh, no, not really," was -the reply, and the game or story proceeded. In this -way the children developed the faculty and were -taught to respect the truth.</p> - - -<h3>Reality of Illusions</h3> - -<p>There may be many individual peculiarities about -your child's imagination and his "story telling inclination," -but these should not induce you to be -severe or to forbid them unless you have studied -the subject of the imagination carefully, or secured -competent advice.</p> - -<p>You attend the entertainment of a magician, and -during the whole evening your senses are deceived. -The magician uses the inclination of the mind to -illusions in making his tricks possible. He throws -a ball into the air a couple of feet and catches it. -Then he throws it higher and does the same several -times, the last time he goes through the same motion -without the ball and nine-tenths of the audience -will swear that they saw it actually disappear in -the air. If we with years of experience in sensation -and thought are so easily deceived can you -justly punish a child for yielding to the same mental -tendencies?</p> - -<p><span class="pagenum"><a name="Page_90" id="Page_90">[Pg 90]</a></span></p> - - -<h3>Imagination a Curse or Blessing</h3> - -<p>All normal children possess the faculty and its -use will bring them blessing and success if properly -guided. The direct opposite is true. If the child is -allowed to form the habit of using his imagination -carelessly and negatively it will be harmful to an -extreme degree.</p> - -<p>Positive imagination which suggests happy, cheerful -and successful thoughts and actions should be -praised and encouraged.</p> - -<p>Negative imagination which suggests danger, accident, -sickness, loss and failure, should be discouraged -and immediately replaced by thoughts which -are positive in quality. Imagination allowed to -dwell upon morbid, revengeful, ethically forbidden, -or immoral ideas is harmful physically as well as -morally. "He who has imagined an action 'has -committed it in his heart.'"</p> - -<blockquote><p><b>There is no greater truth than—"As a man -thinketh in his heart so is he."</b></p></blockquote> - -<p>Imagination is the fountain head of thought and -therefore the source of words, action, personality -and character. Help your child to control the whole -trend of his life by carefully governing the operations -of his imagination.</p> - - -<h3>Dissipating the Imagination</h3> - -<p>Here is a danger point, "Day dreaming, idle flights -of imagination, building air castles are of little value, -and dangerous in that they tend to develop the<span class="pagenum"><a name="Page_91" id="Page_91">[Pg 91]</a></span> -habit." If indulged in to excess they constitute a -foolish waste of time. Occasional flights of this -kind should not be dealt with harshly, but any tendency -to persist in them should be stopped.</p> - -<p>Reading of books which are wild flights of imagination -often constitute a harmless form of recreation -for persons who are confined for long hours -at routine work, or engaged in hard physical labor. -Children do not need this extreme class of reading -and should not be allowed to indulge in much of it.</p> - - -<h3>Exercises for the Imagination</h3> - -<p>First strive for clearness in the reproduction and -ability to keep the images separate. The reproduction -of letters and figures in the exercises for visualization -on page 46 will accomplish this result.</p> - -<p>Problems in mental arithmetic, if visualized, are -of great value in that the correct solving of them -requires vivid and separate images. Work for fullness -of detail, the picture frame suggested on page -74 offers an excellent opportunity to do this while -exercising the constructive imagination. While fixing -the attention upon the square you keep the element -of change going by use of the imagination in -picture making. Put into this picture all the detail -possible, add everything you can think of and then -strive to create still more.</p> - - -<h3>The Story Games</h3> - -<p>Read the child a story or description of some well-known -object, then have him tell it as nearly as he<span class="pagenum"><a name="Page_92" id="Page_92">[Pg 92]</a></span> -can reproduce it. Now have him tell it again and -add every bit of detail, every new circumstance and -condition which he can create for himself.</p> - -<p>Read half of a story to the child and have him go -on from where you leave off, making his own imaginary -ending for it. Then read the conclusion to -show him how the author's imagination differed -from his.</p> - -<p>Most of the exercises and games given for the development -of Visualization and Attention call the -imagination into action. These three faculties are -so closely related that they can not be treated entirely -separate. Any exercise previously given for -the first two will develop the imagination as well.</p> - -<p>These faculties of Visualization, Attention and -Imagination combine in the operation of the great -faculty of Memory, which is to be the subject of -the Second Book. Exercises given there will result -in further development of the imagination.</p> - - -<h3>The Game of Creation</h3> - -<p>Prof. Gates is credited with being the first to use -the following idea for guiding the constructive imagination -in producing new ideas. He has in the -past few years used it so effectively that there are -more than one hundred articles now manufactured -under the protection of patents by the United States -Government, and scores of others are being perfected.</p> - -<p>Make a list of all the things in the room, then<span class="pagenum"><a name="Page_93" id="Page_93">[Pg 93]</a></span> -select one object and combine it with the rest of -the list and see how many new ideas will result. -This is using the constructive imagination, creating -a new whole from familiar parts. Example—</p> - -<p>Floor, table, ceiling, wall, window, glass, casing, -frame, stove, pipe, damper, oilcloth, cover, rug, -boards, paint, plaster, paper, picture, frame, bench, -chair, couch, morris chair, curtain, rod, lace, book, -paper, magazine, Victrola, plant, flag, etc.</p> - -<p>Select table, and by combining it with the other -objects we will see how some new combinations -have been created, and perhaps we will create some -ourselves.</p> - -<blockquote><p>Table—wall, suggests a table disappearing into -the wall, as used in small apartments.</p> - -<p>Table—oilcloth, a common article.</p> - -<p>Table—cover, also common.</p> - -<p>Table—rug, Oriental rugs are often used for table -covers.</p> - -<p>Table—boards, the extension dining table.</p> - -<p>Table—chair, the combination used in dairy -lunches.</p> - -<p>Table—book, the library table.</p> - -<p>Table—Victrola, a combination manufactured by -the Columbia Company.</p> - -<p>Table—flag, suggests the flag as a table cover.</p></blockquote> - -<p>The longer the list the greater the possibility of -finding some new and useful idea. Business men<span class="pagenum"><a name="Page_94" id="Page_94">[Pg 94]</a></span> -use this idea constructively. Woolworth combined -the 5c and store, and made his fortune. Ingersol -combined the Dollar and Watch. A boat, paddles, -and a steam engine resulted in the first steamboat.</p> - -<p>There is no limit to the illustration, it is everywhere -apparent and in many things that you use. -Every new invention or short-cut in business will -result from a new combination of existing concepts. -We are now manufacturing alcohol from sawdust, -rubber from wheat. When shall we stop?</p> - -<p>Play this game with the children. They will enjoy -it and learn how progress has been made and -gain new and valuable ideas. An active lad was -confined to the house with a broken leg. His mother -started him playing this game and by its use he has -discovered many new games. This time it suggested -kite—window, and soon, with the assistance of a -neighbor boy, he was flying his kite out of a window.</p> - - -<h3>The Picture Gallery</h3> - -<p>In the great home of the mind there is a room of -unusual importance which can be known as the picture -gallery. Here the great artist Imagination -hangs the products of his efforts. Picture after picture -is painted by this wonderful faculty and hung -in this gallery. Each of these pictures becomes a -force exerted upon the individual in whose mind it -is hung. Thought and Desire wander in this gallery -incessantly, and gaze upon the pictures there, using -them as patterns for their efforts in future. From<span class="pagenum"><a name="Page_95" id="Page_95">[Pg 95]</a></span> -these pictures they get their incentive and inspiration.</p> - -<p>The young child's picture gallery is a wonderful -room with clean, white walls waiting for the artist -to take up the task of painting and hanging the -pictures. This artist is young and inexperienced -and easily influenced and guided by one older and -more accurate.</p> - -<p>The parents should realize that this gallery is going -to be rapidly filled with pictures, and that the -choice of these pictures can be almost entirely under -their control. You can help your child's imagination -paint clean, wholesome pictures that will result -in helpful and constructive influence upon his -life. But remember that these pictures ARE BEING -HUNG, whether YOU take time to help in the -work or not.</p> - -<p>If the pictures are negative in influence, or -those suggested by wrong companions and vulgar -thoughts, the result will show itself sometime in -the future. The life will sooner or later reproduce -these pictures in personal character and action.</p> - -<p>Pictures which are objectionable can be replaced, -or covered over by attractive ones, which will be -helpful and lead Thought into right paths and create -Desire that will be a future blessing. Remember, -it is far more difficult to replace a negative picture -than to paint a helpful one before the other has -made its impression. It is very important that you -place your picture first.</p> - -<p><span class="pagenum"><a name="Page_96" id="Page_96">[Pg 96]</a></span></p> - -<p>Imagination is the architect and his plans are -hung upon the walls of this picture gallery, where -other faculties use them for building the character -and personality of the child. His future circumstances, -success, or failure, will be the result of this -law of nature. The contents of this picture gallery -are great and powerful causes which help bring -about the desired result.</p> - -<p>If this truth can be sufficiently impressed upon -the mind of parent and child, both will co-operate -in an effort to hang the right kind of pictures in the -gallery and the result will be a finer and more successful -life.</p> - -<p>Every parent should make it a duty to hang in -this gallery beautiful pictures of all the ideals which -they wish to see fulfilled by their child. Besides -the ideals of growth, character, purity, etc., there -should be such pictures as a home; a life of useful -service; financial independence, and a happy old -age. The details are a matter of individual choice -and should be filled in as the years pass by the -growing understanding and ambition of the child.</p> - -<hr class="chap" /> - - - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_97" id="Page_97">[Pg 97]</a></span> -<h2 class="nobreak">THE POWER OF SUGGESTION</h2> -</div> - -<p>Everything that the child experiences exerts an -influence upon his future. It suggests a tendency -to thought or action. Once the thought or act is indulged -in, it has started the formation of habit. -One act will not create a habit, but one act will tend -to induce the child to act again in the same manner -rather than go contrary to it or to vary the method. -Repeated action forms a habit, for habit is defined -as a tendency of the mind to do again what it has -done before.</p> - -<p>Habits, of course, vary in their strength, but you -must realize the importance of the fact that the first -repetitions are the important factors, because they -are the habit's beginning. If the child's tendency -is wrong do not delay changing it. Tomorrow may -be too late. There is no certain age at which child -training should begin. It is never too soon. The -earlier you begin the easier it will be, and the more -pleasure and satisfaction you will derive from your -children.</p> - -<p>The story is told of an anxious parent who went -with a six-year child to the Bishop. The mother told<span class="pagenum"><a name="Page_98" id="Page_98">[Pg 98]</a></span> -at great length of the difficulty she was having with -the child and asked what the proper age was to -begin training him. The Bishop's reply was: "My -dear woman, you are six years late."</p> - -<p>Parents who procrastinate or delay correcting -wrong tendencies and instilling right ones because -"the child is too young to know better," or "it's too -soon to train him yet," will awaken to find that they -have formed a wrong habit and that the child will -soon be trying to train and rule them.</p> - -<p>There is no method of child training as helpful as -that of Suggestion. Inducing the child by directly -spoken words to think and believe that he is, and -that he does, what you wish him to be and to do. -This is known as Direct Suggestion. This is the -most difficult form to use, as it may arouse antagonism, -in which case no favorable result will be secured. -It is better to postpone the use of Direct -Suggestion until some time when you can sit down -quietly and talk to the child, holding him in your -lap and first preparing his mind by story or quiet -talk of positive and constructive nature. Then make -the Direct Suggestion in a clear, definite statement. -Do not stop to argue or to impress the suggestion -by moralizing. Prepare the soil of the child's mind, -plant the seed (the Direct Suggestion), cover it -over and leave it to germinate there. You do this -by once clearly stating the ideal and then passing -on to some other talk or story. Do not allow the -child to argue the statement of the Suggestion.<span class="pagenum"><a name="Page_99" id="Page_99">[Pg 99]</a></span> -This is fatal to its germination. Have him in a passive -mood in which he is listening to all that you -say, and after you have given the Direct Suggestion -and planted the seed, pass on to something else before -he starts a train of contrary thoughts in his -mind.</p> - -<p>If he resists and denies your statement before you -can lead his mind on, the soil was not properly prepared. -Do not be discouraged, try again. Never -be discouraged or give up, if you expect to gain results -by the use of Suggestion.</p> - -<p>After you have succeeded in planting this seed-thought -in the child's mind, cultivate it. Do not -neglect it, but return to it and emphasize the thought -at another time, and gradually induce him to think -of it in a positive manner. Tell an imaginary story -which depicts the positive side of your seed-thought, -and let him know it is of him you are thinking.</p> - -<p>Always be positive—never negative. Always -state the thing you want as it <b>now</b> is. Make it -present tense—not even future. In suggestion there -is no place for don't, can't or any other negative -statement. Do not refer to the negative condition -which you are striving to overcome. Do not say, -"Your headache is better." Leave out the headache -and say only, "You are better." A transitory -term as—is becoming, or a future term as—you will -be, or a questionable effort as—try to do, should -not be used. Make your statement always positive, -present tense, and completed. As for example:<span class="pagenum"><a name="Page_100" id="Page_100">[Pg 100]</a></span> -"This is mama's big, strong boy." "My boy always -tells the truth." "My boy is strong and he is always -kind." "John is a gentleman, he is kind to his sister." -"Sarah loves her kitty and is kind and gentle -with it."</p> - -<p>The story of the Scotch wife will illustrate the -effect of making negative statements. The husband -was starting off on Saturday night to the village. -John had a weakness, and knowing this the wife -stood on the doorstep calling after him, "John, don't -go near the saloon." "John, don't go near the saloon." -"John, don't go near the saloon." With -the best of intentions she kept repeating this as long -as she could make him hear. John needed help, -but if you will stop to think a moment you will see -that the wife had continuously impressed upon his -mind "the saloon," and, true to her fears, John returned -home at a very late hour and in a sad condition.</p> - -<p>Suggestion to be of value must get beyond the -critical and analytical activity of the conscious mind -and become placed in the sub-conscious. If the -conscious mind denies the statement, either audibly -or to itself, the sub-conscious is not influenced. The -most profitable time to plant these positive seed-thoughts -is just before the child "drops off to sleep."</p> - -<p>The sub-conscious mind, which is influenced by -the suggestion, never rests. It is the mind which -controls the breathing, heart beat and other "sub-conscious -action" of the body. It is working all -the night through. If you fall asleep thinking in<span class="pagenum"><a name="Page_101" id="Page_101">[Pg 101]</a></span> -happy anticipation of some pleasure tomorrow you -will awaken in the same happy, buoyant condition -of mind. Often you have to think a moment to ascertain -the reason for your happy mental condition, -then you remember, "This is the day of the picnic." -This shows how the sub-conscious has retained all -through the night the thought which was placed -there just before the conscious mind sleeps.</p> - -<p>Take advantage of this fact and strive to place a -positive, constructive thought upon the sub-conscious -mind of your child just before sleep. It will -be held and built into character and physical development -all through the night.</p> - - -<h3>Indirect Suggestion</h3> - -<p>This method is usually most effective because it is -applied at times and in a manner which tends to -overcome any tendency to negative influence of the -conscious mind. All have seen the pitifully bashful -child whose mother takes every opportunity to tell -the visitors, <b>in the child's hearing</b>, how bashful she -is. To the child she says: "My, you are the most -bashful child I ever saw." The former statement -made to the visitor, is a negative indirect suggestion; -the latter, the statement to the child, is negative -Direct Suggestion. Both of these tend to increase -the child's bashfulness. They will never -overcome it.</p> - - -<h3>Indirect Positive Suggestions</h3> - -<p>Two parents are sitting in a living room talking; -the child is playing in the next room, or even on<span class="pagenum"><a name="Page_102" id="Page_102">[Pg 102]</a></span> -the floor of this one. Without paying any attention -and with the apparent intention of the child not -hearing, the mother, in an undertone, says to the -father: "Have you noticed how improved Sarah is -of late; she is kind and thoughtful of her kitty, she -loves it more and is so kind and gentle with it?" -Father replies: "Isn't that nice; she is a dear, kind, -gentle child." The parents go on talking about -other things not noticing the little girl.</p> - -<p>If you were where you could observe you would -see the child stop her play at the mention of her -name, listening intently, and thinking about what -has been said. Most likely she would find her kitty -and come back loving it and demonstrating the result -of mother's suggestion.</p> - -<p>This indirect method of sowing seed-thoughts is -most effective, and will correct errors and form -right habits and character, much more rapidly than -correction, argument, or punishment. The possibilities -of the use of suggestions in child training are -limitless. There are many cases where miraculous -results have been secured by intelligent, devoted -mothers.</p> - -<p>In the matter of health and overcoming of detrimental -habits there is no greater power than that -of positive Suggestion intelligently used. Every -up-to-date and thoroughly progressive physician -realizes the power of the positive thought over the -human body. During the epidemic of Influenza -which swept through the Army Camps where the<span class="pagenum"><a name="Page_103" id="Page_103">[Pg 103]</a></span> -boys were being trained for overseas service, all -the available ministers were called into a large hospital -to minister to the sick and dying. Before being -allowed to go among the sick soldiers they were -gathered together and given a talk by one of the -head surgeons. One of the instructions was this: -In all talking with the sick there must not, under -any circumstances, be any mention or reference to -death, the possibility of death, or of any condition -after death. Every thought and word must be of -health, recovery and what they are going to do after -recovery. This must be followed in conversation, -letter writing for the sick, and in prayer with them. -This is an example of the modern acceptance of the -value of positive suggestion in cases of sickness.</p> - -<p>In matters of Child Training it is of the utmost -value. Dr. Stanley Krebbs, in his book, "The Law -of Suggestion," which every parent should read, -tells many interesting examples of its use. "A little -girl had formed the habit of telling lies in order to -attract attention. When this fact was learned it -was made the key of her recovery. It was lodged -in her mind that her lies caused people to avoid -her, to dislike her; but that if she were truthful she -would make people like her, would make friends -and attract a great deal more attention than in any -other way. Simple! but successful."</p> - -<p>Quoting again from Dr. Krebbs, "Take an extreme -case, Belford Russell Lawrence, the boy criminal, -testified at twelve years of age, that among other<span class="pagenum"><a name="Page_104" id="Page_104">[Pg 104]</a></span> -things, his mother had often said to neighbors, referring -to him: 'That devil will hang yet.'</p> - -<p>"As a general rule children are what their elders -expect them to be.</p> - -<p>"As a general rule we adults are what our fellows -expect us to be."</p> - -<p>The story is told of a boy who was no student and -hated school, he even disliked to read. One time -when there were guests at dinner there arose a discussion -of a certain point of history. The boy had -just studied this fact in school and was able to set -the entire group right. On several occasions later -his mother repeated this fact to friends, in the boy's -hearing, always ending with the statement: "You -know Johnny is quite a historian." Up to that time -he had had no interest in the study, but believing -that others considered him an authority on the subject -he got busy and studied up on it. He afterward -became a historian and a professor in one of -the large universities. He just had to make good, -to keep up with his mother's expectation, and he did.</p> - -<p>Take every opportunity to tell others about the -good points of your children and the characteristics -that you want them to have. Do this when the children -can hear you. Tell it to others and the child -will not disappoint you.</p> - -<p>The subject should be studied by every parent. -There is no attempt made to cover it in these pages, -but merely to give a hint of its possibilities in the -hope that the parent will learn to use this power -constructively and wisely.</p> - -<hr class="chap" /> - - - - - -<div class="chapter"> -<span class="pagenum"><a name="Page_105" id="Page_105">[Pg 105]</a></span> -<h2 class="nobreak">HEALTH HABITS</h2> -</div> - -<p>Habits are a great part of life. The forming of -proper ones should have more attention than is -usually given to them. Habits is a tendency of mind -to do that which it has done before. When considered -in this simple way habit becomes one of the -great forces in our lives. It is by taking advantage -of this fact that we are able to develop rapidity and -efficiency in movement. This shows itself in playing -games or musical instruments and in later life -in the operation of machines in office and factory.</p> - -<p>Every child begins to form habits with his first -actions. He has his individual way of dressing, -which is simply the result of having repeated this -method several times. Each repetition adds to the -strength of the habit.</p> - -<p>To correct a habit it will be necessary for you to -suggest a new method and see to it that it is repeated -a sufficient number of times to become the -stronger tendency. No habit is or can be formed -without the element of repetition.</p> - -<p>Realizing that children are forming habits which -will follow them through life should suggest to the -parent the importance of consciously guiding the -child in their formation. Do not allow careless, in<span class="pagenum"><a name="Page_106" id="Page_106">[Pg 106]</a></span>efficient, -dawdling methods to become fixed. Of -course, these may in later years be changed to more -efficient methods by the child himself, but it will be -at the expense of considerable effort and loss of -time. On the other hand, many children will not -correct the habits and will be handicapped by them -all through life.</p> - -<p>There are certain simple regulations of health -that are of vital importance to the life success of -every one and the parent should attend to their -becoming habits while the child is small.</p> - -<p>Mental efficiency and accuracy are quickly influenced -by bodily conditions. Poor health or physical -inability are never accompanied with 100% -mental efficiency. You may at once think of some -examples of men of high mental caliber who were -deficient and handicapped by physical disability. -This is sometimes the case, but it is an exception, -and an illustration of success won, in spite of difficulty. -Think of what such an indomitable spirit -could have accomplished in a more perfect physical -body.</p> - - -<h3>Deep Breathing</h3> - -<p>One of the strong influences on health is that of -purifying the blood in the lungs. Plenty of fresh -air is necessary for this purifying, and insufficient -or impure air supply in the lungs will send the blood -back to the heart only partially cleansed.</p> - -<p>Teach the child to stand erect, to consider his -position when sitting, and at all times to demand<span class="pagenum"><a name="Page_107" id="Page_107">[Pg 107]</a></span> -fresh air. Do not be afraid of an open window, always -have good ventilation, especially in sleeping -rooms. Give the child a simple exercise for deep -breathing and help him to use it until he has formed -the habit of taking several deep breaths of fresh -air immediately upon arising in the morning; each -time he goes out of a building into the open air; -and many times during the day. Singing, running, -skipping, jumping rope, etc., are all good exercises -to stimulate deep breathing. See to it that the -child breathes through the nose.</p> - - -<h3>Drinking Water</h3> - -<p>Many chronic troubles result from the simple -neglect to supply the body with sufficient water. An -average grown person should have two quarts of -water a day and more in warmer weather. The -lack of any habitual time for drinking this water -usually results in not getting it at all. Continued -disregard of the craving of the body for water, because -"it is not convenient to get it" at the time, -will result in the cessation of this natural demand. -Many persons have said, "I don't require that much -water; I never drink but a glass or two." Inquiry -will reveal the fact that these persons are usually -sufferers from constipation or some other chronic -trouble. Drinking a proper amount of water will -cure many cases of constipation.</p> - -<p>To be sure that the child gets sufficient water -adopt some systematic time for drinking. A glass<span class="pagenum"><a name="Page_108" id="Page_108">[Pg 108]</a></span> -before meals is beneficial to digestion. It stimulates -the flow of the digestive juices. Drinking during -meals is not injurious under one condition, that -is that no water is taken while you have any food -in the mouth. Clear the mouth of food and then -drink, do not wash your food down. Be careful not -to take cold water soon after eating hot food, there -is danger of cracking the enamel of the teeth. A -habit should be formed of drinking a glass of water -when washing in the morning; wash the stomach as -well as the face and hands.</p> - -<p>An average meal requires moisture equal to about -five glasses. This is drawn from the system if not -supplied with the meal. A glass of water before -and one after each meal is an aid to digestion rather -than a detriment. Make this a habit. It is a convenient -time to furnish the amount of water required -by the body, and more than the two glasses is better -than less.</p> - -<p>If the child is troubled with constipation or an -approach to it see to it that he gets a copious supply -of water and you will find the trouble relieved.</p> - - -<h3>Rest and Sleep</h3> - -<p>As long as you can continue the practice do not -allow the children to get "too old" for an afternoon -rest. Even if he can not sleep, to lie down and relax -will be of very definite value to health and bodily -resistance of disease. If you are encouraging the -cultivation of "the silence" and periods of construc<span class="pagenum"><a name="Page_109" id="Page_109">[Pg 109]</a></span>tive -thought this can be combined with the rest -period.</p> - -<p>Rest and relaxation should be synonymous. To -be able to relax thoroughly is of great value in the -strenuous years of later life and should be cultivated -and become habitual when young. In order -that the child's sleep shall be of utmost value teach -him to practice relaxation upon lying down and -always doing so before falling asleep. This, coupled -with a positive mental attitude, will make his sleep -most profitable.</p> - -<p>Never allow the child to go to sleep in anger or -fright. Take time to change all negative mental -conditions to positive ones before you leave him. -Unless unavoidable he should not be punished before -retiring. The mental attitude in which he falls -asleep will continue through the night. Experiments -have proven that fear, worry, hate, etc., produce -an actual poison in the blood and it affects the -bodily condition, of course. Blood taken from a -man while in a fit of anger and injected into a rabbit -will kill the rabbit almost immediately. These facts -are not new but they need to be taken more into -consideration in training children.</p> - - -<h3>Thinking Health</h3> - -<p>There is no doubt in anyone's mind in these days -that conditions of mind influence conditions of the -body. Positive and constructive thinking will aid -health. Your study of the subject of suggestion<span class="pagenum"><a name="Page_110" id="Page_110">[Pg 110]</a></span> -shows this to be true and the results are beyond -doubt.</p> - -<p>In cases of sickness suggestion will be found of -great help. To suggest that the child will be "better -in the morning"; to suggest that he "is better, he -looks better, he acts better," etc. All these positive -thoughts are helpful. This is a deep subject and -parents should give it some careful thought and -investigation.</p> - -<p>In cases of epidemics do not allow the child to -think that he must be taken by it. Suggest the opposite -and induce him to think that he is not going -to be sick, this mixed with a generous amount of -common sense in general health conditions and reasonable -caution will prove helpful to say the least.</p> - -<p>All of these subjects together with those of foods -and right eating, which are very important, have -been thoroughly covered by many experts and -should have the careful attention of parents. Use -the best methods possible to improve the child's -physical condition, which will in turn increase his -mental efficiency.</p> - -<p>Unusual conditions of mind or body which are not -understood by the parent should not be allowed to -"drift along" or to see if "they may not be outgrown." -Seek the advice of a reputable physician -and save the possibility of regret.</p> - -<p>That, "A stitch in time saves nine" is doubly true -of a child's health.</p> - -<p><span class="pagenum"><a name="Page_111" id="Page_111">[Pg 111]</a></span></p> - - -<h3>Ambition Pulls</h3> - -<p>From his earliest years your child is shaping his -career. What he does today wields a strong influence -on what he will do tomorrow. The sooner you -realize this the better his chances of final success.</p> - -<p>Ambition is a great impelling force, encourage its -development in your children. With strong ambition -they can get farther than with greater ability -but lacking in ambition.</p> - -<p>A boy sat on a fence holding a kite but not watching -it as boys usually do. A gentleman, in passing, -was attracted to the boy and noticed that he was -blind. This aroused his curiosity as to what pleasure -a blind boy could get flying a kite, so he asked -him: "Do you enjoy flying the kite?" "Yes, sir," -was the prompt reply. "But you cannot see it." -"No, sir; but say, mister, I can feel 'er pull."</p> - -<p>So is ambition, you can't see it, but "you can feel -'er pull."</p> - -<hr class="chap" /> - -<p class="transnote">TRANSCRIBER'S NOTES:<br /> -<br /> -Obvious spelling and punctuation errors have been standardized.<br/> -<br /> -There are inconsistencies in the Table of Contents regarding chapters and sections. The Table of Contents is presented as it appears in the original.</p> - - - - - - - - - -<pre> - - - - - -End of the Project Gutenberg EBook of Miller's Mind training for children -Book 1, by William E. Miller - -*** END OF THIS PROJECT GUTENBERG EBOOK MILLER'S MIND TRAINING *** - -***** This file should be named 54814-h.htm or 54814-h.zip ***** -This and all associated files of various formats will be found in: - http://www.gutenberg.org/5/4/8/1/54814/ - -Produced by MFR, David E. Brown and the Online Distributed -Proofreading Team at http://www.pgdp.net (This book was -produced from images made available by the HathiTrust -Digital Library.) - - -Updated editions will replace the previous one--the old editions -will be renamed. - -Creating the works from public domain print editions means that no -one owns a United States copyright in these works, so the Foundation -(and you!) can copy and distribute it in the United States without -permission and without paying copyright royalties. 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