Part 3

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.

=Visualization is the mind's eye reproduction of an impression made by the sense of sight.=

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.

Another Visual Test

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.

Make a few tests of this fact, if it is not well known to you. For example,--

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.

To close the eyes and thus to eliminate the more distinct impressions of the physical eye, will assist you in visualizing any picture.

Visual Process Natural

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.

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.

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.

Training the Mind's Eye

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.

Exercises which tend to quicken the action, broaden the range of vision, and increase the amount of detail retained, are most valuable.

The Picture Test

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.

Test for Quick Reaction

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 paste them on the cardboard so that each color will be from one to three inches wide, according to the number secured.

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.

A Test for Color Reaction

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.

A Test for Order

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.

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 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.

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.

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.

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.

The Letter Game

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.

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.

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 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.

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.

=Only that which requires effort results in growth. Those things for which we strive are of most value to us.=

A few examples for the letter game--

M D L T R X X O M E R S E A M N R T V T E X R L O S A X M E V A L R Y A C O P T E L

Later arrange some double line combinations, and increase the complexity as the ability develops.

Y--E--O--P X--O--J--R M--P--S--Q

E--M--T--A B--Z--Y--E R--E--T--W

L--V--D--H

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 remembered when it conveys sense or something definite which the mind can grasp. For example--

T--E--X--O A--M--I--T C--O--C--O

B--R--A--S C--R--E--P J--U--B--S

F--I--N--O

The Number Game

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.

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.

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.

A Few Examples for Guidance

23 50 2 5 1 7 2 906 4 46 27 9 6 8 1 4 5 27 16 19 48 3 7 4 6 1 2 0 010 372 43 14 0 5 1 9 3 5 4 6 9 5680

X 7 3 7 6 A 9 E X 5 0 T4 AX 9 E 4 B A 7 X 6 4 B C 1 6E 96 1 O B X T O M 1 4 9 2 10 D7

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.

The Colors of a Room

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.

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.

Practice With Geometrical Figures

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 drawing of the figure. Practice with figures of this kind, gradually increasing their complexity.

Use Other Simple Objects

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.

Color Practice Valuable

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.

Out-of-Door Games

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.

Use Entire Landscape

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 description 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.

Immediate Visualization

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.

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.

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.

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.

Training of Younger Children

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.

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.

DEVELOPING THE OBSERVATION

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.

Recognition goes a step farther and places this object alongside of one particular mental image, which it resembles.

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.

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; at the same time the eye and nerves connecting it with the brain may be physically perfect.

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.

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?

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.

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 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.

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.

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.

Value of Observation

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.

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.

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.

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 glance. These things reveal to him the things in which this man is interested.

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.

The Neglected Faculty

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.

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.

Method of Developing Observation

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.

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 _was_ magic--the magic of practice.

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 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.

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.

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.

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?

Picture Cards for Observation

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.