Ligonier Banner., Volume 44, Number 47, Ligonier, Noble County, 10 February 1910 — Page 6

P PROF, STEPHE | | <= I ‘ LI ED SHELDON COLVIN v/ A \l + SYCHOLOGY 2.2 Sl 4 i s o ! ' y = | e LY i Ny~ / 1‘ y ;‘ % \ | _ \- S . “/4 .::,.. ‘-—-—j -z" /i T 3‘E v g j IV i'y 5 3; P # . 4:; .:<2/’:l3 ‘“ Y L ‘v 3 ‘ ("___ § ‘ ok Bkg \ ; ? R 7 e S e Y “" i ) ’ - = , :e : 47“,"‘*""‘"‘““ :i!,> 2 s" s 5 :;§ ’i § ?'; " £i4 l:. . — x \"' {4 } ‘,« et ‘\ \/ jP % % s ‘k eST ‘ &‘” e ' . g . f P - ":"‘ . io R - 5 ,‘7‘: " g : g - ~¢‘~ ¥ ,”;‘ | foop ) “;I//»)h‘._’ &,{:‘, ;-4? ‘. . 4;; = ‘” »; 0: *:Ai A ’,;" SA% ‘ : e» - .¢4% ‘. ?.‘; : .\.., - | S :Z«» £'} ALI jin £ i ‘gﬁ\ e| g s’» ¥ T g,‘ w\ T e 0 iN LT N A e . o Al : i e ! o /;,/ /s; , eSN (Y il , . B e T ¥ . A2= 0 “o IR R N p s . :/) A o ’&_:\, %>- £ ; A :. £ SR ¢ . y o ; x"( )i ¥ Ro, \ ; . & P $ - N, NN 2, * 07, IR oo 7 W= . . PRI o é,}%\, ‘i Eﬁﬁ , /;//T‘; (14 \ e . : 4 ‘ i ’W‘%w o o : ’:(;»; ”[ // .é"a—e L' o / v W 1 / < — ¢ J : o S\ Uy T | L e bd” . W L

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miany others imeu-'rs:h:x.M.':xh' it & In 8 poxition o make - delipnite 1,-}’;-.1':!‘,’:«%,«‘7-\_ The time bhas now ar rived when it s sitempting to anply its facts and pripciples to the wolution of some of the moal impopr " tant problems of our daily life - ‘ St s 8 mmatler of common knowledge that during the last few yoars thefe has been an ever growing attempt g e digeases both of the mind and ©of the l»-n!_\', througd the trefendons power of suggesiion i Munsterberg, in this country and others abraad, throueh experimonts and practical appiications, have conchy sively abown that our knowledge of the lawa of mind may be usged fto-relfeve human e of some of {tx greal est Hix. Probably no disecvery in physical science prom- "~ imes 1o be of as great and lusting benefit to the world as the discavery of the power of sugpesticn sx 2 law governing a large part of the life of every individual The time ig soon i:e‘%:z;'m;: when no reputable phyvsician will dare to practice medicine withoul some knowlesdge of the [acts of psychotherapensis " Reeently, and very largely under the leadership of Frof Willlam Sterm., of the University of Rreslau, ex tenzive Investigations have been ecarried on in regard to the psyvehology of testimony These Investigations ha=e thrown important light upon & vital phade ol court proveédure and have sliown s great weakness in many particulars. Boon this new fleld of appiled psvchology will he able to lay down definfte laws in the conduct of -the examination of the withess The time is not prob ably. far distant when every court aill have sonie offlcer attached (o It who I 8 an expert in the psychology of tes- . timony and who will be adble to correct many misunder sm‘nding«'s that are now current in regard to the essential’ slements of the witnesses' report and the extent of ita baolief. o - o In Zurich Dr. Jung has devised a methed for digcoy ering some of the wost impoertant facts in regard to the mental makeup of an Individual This procedure he calls the “‘diagnostical association’s method.” He gives to the subject to be tested. in sucression, a list of 100 words, (o which the subject {8 to respond with the first asgoclation that comes into his mind after the presen - tation of the griginal word The character of the associations formed and the time whic¢h intervenes between the presentation of the stimulus word and the response are important elements in diagnosing the mental condition of the individual and in discovering essential facts in his previous history. This method has been used with marked success In the discovery of crime and it promises to be of great importance in the diagnosis of nervous diseases and in the -detection of the criminal. - While the application of psychology to the treatment of diseases, to the discovery of truth and to the detection of the criminal is tremendously important, another - field of {ts application, while less spectacular and while not calculated to excite - immediately so gr_"o:gt popular {nterest, promises to be .of more far-reaching consequence in the regulation of our daily life. This last named field is in the psychology of learning and applies to the work of our entire school system, from the kindergarten through the university. The leader in this movement iz Prof Meumann, of the University of Halle. During the last decade Meumann and his pupils have _been attempting to discover the most direct and economical methods of the acquisition of knowledge and a large amount of material has been brought together. many facts have been established and conclusions of practical value obtained. It is in this phase of the work of applied psychology that the University of Illinois is - particularly interested. For the last four years experiments have been carried on under the direction of the psvchological laboratory at Illinois, in regard to determining some of the most important faects concerning memory and kindred topies. the thought being that if the department of psychology were to be of maximum

IS LANGUAGE OF COMMERCE

English Tongue, Therefore, Seems " Deastined to Be the First in importance. At tbe beginning of the eighteenth ceuntury the English language was £peken by 20,000,000 people. At the beginuing of the twentieth century that tongne was spoken by 150,000,000 people: and it Is vot extravagant to predict that English will be the lan-

serates 1o the etate in which 1t s situated and to wnich B owes ity stifpport, it shouid be abie th show how the theareticsi work «of the laboratory eoan be appied to the bettering of buman conditions 2 The sericultural and the engineering experiment statlons at the university have been attempting ta give the practical men of the state information in regard to the best means of preventing wastes and of oblalping the- - efMeiency in the various fields of their endeavor A sinilar attewipt 18 belng made by the department of paycholopy of the utiversity to show ia the schoolmen of the siate how they can save time apd how thiey can #0 fegulate the environmen! of the gchoo! as 10 .get the grontest resalts with the least possible expenditure of CLETRY : th : o ! All knowlédge is based fundamentsily upon memory and it is quite obvious that {f the modl economical meth ods of learning are discovered and applied tremendous wastes (n the schonlroom will be saved. It is. a striking fuct that most students who comie to the university do “not know how to properly memorize their material They losa & very large amount of time that might be saved greatiy to their advantage, if they had the slmpie knowl - edge of how (o go about their work before them. What 8 trie of the university student i undoubledly true | even to a greater degree of the puplls in the pubiic schools. It is clear that if the teachers knew what was the bhest method by which the pupil could memorize a vertain material and could train that pupll in such meth: ods of memory highly beneficial results would be accompiighed. . : Working along. this lne, some years ago the department of psvehology st Jlilinois instituted a serles of experiments to determine as far as possibie the exact facts concerning what {s technically know as the idea- - tionund types of school children and the relation of these types to the memorizing of different kinds of material. By the ideational type the psychologist understands the sort of mental imagery in which a person thinks—for | example, it a child recalls in imagination a bird he may do g 0 by having & mental picture of the bird as a visible object or he may recall the bird in terms of the song that it sings. It is further possible that he may not, in thinking of the bird, see It mentally or recall its song, but that he may merely see the word, bird, written or hear it spoken, or attempt to pronounce it himself If he actually sees the bird in his mind's eve he is said to have concrete visual {magery. If he hears the song that it sings mentally, he i{s sald to have concrete auditory imagery. 1f he sees not the bird dut the word he is said to have verbal-visionary imagery, and if i{nstead of seeing the word or hearing it he simply has the men tal imagery of pronouncing the word, he is said to have verbal-motor imagery » o It {s then possible for the person In his ordinary thinking to employ either concrete imagery, in which he recalls the actual object as presented through some of his senses or to employ verbal imagery, in which latter case he does not recall the object at all, but in which he recalls the printed symbol for that object either in vigual, aullitory or motor terms. It is possible also to have not only concrete visual and auditory imagery but to have concrete motor imagery as well. A person, for example, in mentally recalling a foot race, may think of the runner as he appears ready for the starting sig.nal, or he may think of the starting signal, or, finally, he may think of the muscular sensations wkich come in running the race. In this iatter case he would think of the runner in terms of concrete motor imagery. Prohably the football player, in recalling the experiences of the game in which he has taken a part, does not see the plays as the spectator does from the grandstand, but recalls them in terms of the movements which he makes in executing them. v ' ,

| guage of more than hal! of the then . existing Caucasfan race upon the ad- | vent of the twenty-first century, | An accomplished linguist made re- ' mark that if he could court his lady glove he wonld speak the Tltalian, ‘ when praying to God he would employ the Spanish, when conversing with lmsnds he would use French, and when making a trade there was noth- | ing like the English. An that is the

secret of the marvelous expansion of the use of the English tongue. 7This is the age of commerce, and there is a directness in our language _that is found in no other ; and candor is the soul of all legitimate trade. When the Plantagenets first reigned in England Chancer was not yet born, nor did he arrive until the War of the Roses. He found the Latin the tongue of polite speech, and even Racon wrote his masterpleces in that language. Elizabeth spoke {t. It was the tongue of the court and of diplomacy and

-.A‘lﬁ [ 5‘,& %fa L 4 L. 7 3 - e P ; ™ | ’4 e Rl <TR , /’ e ,-ul'w /—’"‘ R - S It doubtiens makes & good deal f difference Yust what sort of im AR T tha sch ! 114 uses in mem:orizing his maleria as - U whether the Yest resuils PR he oblatned or pot &6d 1t s ¥ i &R i g ery ¥ « - t Y 1 . ‘e . * . - * . . # ¥y W 5Dt i& Te Loi# expeTin e tH bis ¢ ey t v ) B oy st ¥ ¥ i * ’ Y , vy ¥ that 1 : - ildran i Ihe bepls ning Erades of the sol thiink . b ut i *3 v v £ * € ids N ey i HiRAN Lerels magery and prob hiv, 4 eriain extent, uls 1 * . iy T | A. » - " y X wel i &Iy 1 L AReTY 'o%v'-¢ . w 4 , i . i 5 £ Of W is an Lt experience behind these sords becomes din and obscyre Thi i ' pr il is o muake their learning a thing of baook atd not a thing of vital. p iting

HHfe. This is u great advantage in abstract m;‘;gmng It fs, however. a distinct bindrance in appreciation of eul ture and art. 1f we wish to train our children to think accurately and abstractly we must train them. as the schools evidently are now tralning them. in the direc. tion Jof verbal imagery. If. however. we wish to de. velbp artists, poets, men of letters, inventors and thoss wiNi technical sklll fn the various professions, we must see Mo it that this concrete (magery {s not lost: for if thiz loss takes place it will mean tremendods waste and disaster for many . : The experiments further showed that those ehildren who thought In visual terms were best able to mens orize material with a visual content and that those who thought I suditory or moter terms were best able o lenrn material with an auditory or motor content. Thia of course, means as far us the application of results to schoal work is concersed that the material which the chiid learns must be in worhe way adapied to his ideational type, if the best results are to be accomplished This, perhaps, 18 not so vital a fact with the average child who has many ways, it may be, In which he can fmagine his experience, but there are always In every schoolroom numbers of exceptional c¢hildren who are very slow to get on In certain fields and who, neverthe legs are far from belng mental defectives. To take a concrete lllustration, there are children who have great difftcully in learning to read and yet who mre often bright in other school subjects. It is probable that such children have not developed the type of verbal-visual tmagery. The printed word fails to carry its proper significance . Such m child. obviously, must be treated differently from the average individual. In the first piace, he max be helped in his reading by being instructed to spell and proncunce words. The method of showing him words and having him grasp them as visual signs will be a hopeless method of procedure in his case. Further, the child may be alded by a sys tematic attempt to strengthen his verbal-visual {magery. There is ample evidence that children can be trained in any type of imagery and it is the business of education to see that those who are defective In an essential type are trained to overcome this defect . We cannot think for a moment of demanding the same sort of thing from the child whose evesight is poor that we demand from the child of normal visual acuity. It is just as foolish to expect the child who is defective in a certain ideational type to do the work of a norma! child as it 18 to expect the child who ils defective in his visual sensibili'y to accomplish the same resulta under the same conditions that the child of normal sensibility accomplishes. : : ; Another important problem which has been under taken by the psychological laboratory at the university is to discover the most advantageous conditions, besides those relating to the ideational type, under which cer tain kinds of school material may be memorized. At the outset of such an investigation the psychologist is confronted with the difficulty of selecting the sort of material for memorizing which will be sufficiently uniferm to be tried on many children and on the same child at various times. It Is quita evident that if we use the ordinary materiala of the s-hoolroom, such as the child has had in bis reading, geography and history room, ‘that this material will not be of the uniformity desired. It was to aveid this difficulty that the psychologist, Ebbinghaus, nearly 25 years ago, tried a memory -experiment, in which he used for material nonserse syllables, that is, certain syllables which could be prenounced and which yet had no significance; syllables, for example, like nec-doz-hux. Here we have a relatively unif>rm material that has, for the most part, little or no significance. : : e Using this kind of material, several thousand school

Isnch it remained until supplanted by itbe French, which s yet, perhaps, the 'lang\mgevof diplomacy in congresses of the “powers.” But this is a 2 very different age from that when Louis XIV, reigned, when Bolingbroke was & minister, when Vol?taire was the first man of lstters in ithe world. It is the age of trade, and I the English tongue hag taken its place as the dominant speech of the world. - ' And why not? Shakespeare wrote it, as did Milton. Chatham spoke lt.li

5 /" 4 »” % ’ T l { | { R ——— e — ATEST TO DISTINGUISH & e AIET OF NON-SENSE CAARACTERS rolß TESTING VISUAL JITAGERY

B B SRR SRR R TR e oT o R {nterval hSetween learning and recail can be most ad vantageously ﬁi‘.ﬂll then the arrapngescent of the }v!:mﬂ program of studieas can be worked out on a pavcholog feal basix and not on the mare or less haphazard basis which seems to be the present pian Among other problems in this fleid of pplied pay chology which the department has undertaken or proposes to ecarry ot in the near future miay be mentioned the following: : 1. What are some of the most advaniageous condd tiona of learning to spell correctiy? ¥ In learning. is 1t better to give all of the time 0 8 study of the subject matter o be learoed, or is it better to devate a portion of the time in the attempt o recall material that has already been mastered? 2 Is 1t better in learning, 0 altempl o memaoriye the material by commencing at the beginping and rup ning through to the end consecytively and by repeating this process until the whole has been mastered or fs it better to learn & part and then another part, and so on? : 4. What method of presentation s more advanta geous in learning? By this & mesnt specificaliy, is ¢ better to present to the child material o learn oralliy or visually, and is !t better to present the malerisl simul tanecusly or successively—that s shonld the whole thing that he Is to learn be glven at once or is he 19 study one part and then the next and sa on? : In considering the first of thesé probiems !t may be sald that resuits at lilinois clearly point 1o the fact that the method of teaching children to spell by giving the word as a whole and not breaklog !t up into syilabies ‘IB not the psychological method and that the old methad of syllabication with some of ity obvious faults had dis tinct adsantages over some of the extreme methods of ol ‘ e Apropos the second problem It 15 clearly established hy experiments at lilinols that there is great advaniage tn mot spending the entire period of learning on studying the material presented, byt that 1t s of very great ‘advantage to spend part of this time i 3 attempting to recall what has been shown. Train the pupil to look at the page that he is trying to memorige for a period and then to turn his gaze away and in bdis mind's eye recall the printed matter : _ It is generally held by investigators that the best method of memorizing s to learn the malerial by com~menecing at the beginning and running th®ugh the whole process to the end. The lllinols expefiments brought out this fact, that in such consecutive lesyning there are certain parts that are mastered zncrp qgafckly than others and that it is advantageous to fifst g 0 over the whole material consecutively until the more €asily acquired material is mastered and then to spend some time in learning those parts that are more dificLl? and to finally relearn the whole consecutively. : Now, in attempting fo answer the fourth question, experiments have been carried on at Ilinols which show rather clearly that the mos! advantageous way to present material to lttle children §s visually ard in succession. The reason for this in part at least, is because successive preseniation secures better attention than simultansous presentation and that the word when seen, eapecially If 1t {s difficuit, can be better comprehended than if it is merely heard. . The foregoing account gives a statement of some of ‘the most typical and important experimental investigations now in progress in the psychological laboratory at the University of Illinois. As has already been said, the main emphasis is being placed upon the psychology of learning, more specifically on technique and econcmy in our processes of acquisition. At the same time ample scope is glven for the theoretical aspects of the subject so that the field in a general way may be covered and that those who wish to obtain higher degrees in the subject may find ample opportunity for research in the direction which interests them meost: 2

P N o SN A faa a!{;urke, Dryden and Pope, Swift iﬁnz'n'l Addison employed it. It #s the j richest language In the world, having izﬁthe.‘ed its inexhaustible storeg trom | every other tongue it could lay nands {on. It is the language of bisrory and | 'of poetsy. ef debate, and of eloquent . declamarion, but above ail it is the glanguag'e of commerce, and bargains | | are struck by means of {t. While thef . “first senate of the world” hung on the ' splendid periods of “the grand old | gman," -Chinese merchants were = ex- | lchanging tea for cotton fabries upon |

children 1o Urbana Champalign Bloogington, Dastilie and is some of the norwal schools of the state Lave - been tested o determine certain cun C ditions under which they learn wmow! advantagecusly Ou# of the questiohs asked {n these luvestigations has been this’ Suppowe the child is given same thing to jearn and s asked to recsil 1 ister on, utder what canditions during the interval between joarting and re call will ble memory be most relen _tive? The data obtained bas been s 0 extetisive that i has pot been oo . pletely worked over as yel Bome very isteresting conclustone how. ~ ever, have boeh reached - among thene this, that writiog serses ns 3 great distraction and that the child can re call material better when the interval is Siled with stch & strenuous activity as pumber work, than when i s filled with the writing of worme famid far phrase. a 8 "My Country, “tis of Thee ” The greater Gislraciing lendency of writing than of pther sohoal ' gecupations shows isel! parttoniarly tn the lower grades 1t Las also been foupd out that when young children are required to lears by Neeping pen tectly still thev are at diendvantage 1f you wish to have the child learn un der the moat dissdsantagenns eondh tlons, require that child W keep per foctly xtiil ; . The sxperiments a! the University of lilinats clearly show that orsl com. posftion s the most satisfaciory method of developiug real power of txp!& sion in young children, 1 it s Bnally determined how the

’terms expressed in the “tongue that {Sbakespeare spake.” — Washington ; Post. ; ; Value of Black Locust. . The tree that gives the best results with liftle care after planting is the black locust. It does well on any [ soll, wet or dry. It is a quick grower ' and when planted thick—say six feet each way—the trees will grow tall _with but little top, and will at the end of five years be ready for the firw } thinniog out.

Who and What the Deposed Forester Is. Aot . O cial Mecant'y Ousted by the Presh dent Ma~ of Weaith Wrg Dig Cike Woerk Betsuse Ma Liked 18 - - : Wasklsgios Giffurd Piochot, re cenly vustied a 3 furesle? f. Ite Lrited Sia‘en by Prewidest Tall fs o wesilby an« fast bow wegithy 't has £ Loed sialexlowmi ik the Few f fGrenter ing YoLrd REe ot Leraise e sOught Dower or needed ihe mon &1, Byl erEuse Torestiry wgs bhis epe tisi ol #ld B pe siaw. in pariiw iy wasted the The forestr™ &) vision of the departizent ¢ agricsl tiure ISen corslsted of Pischa! dod 1 sssietante asd e sn: ial sgprepris 2 ; # BETCRE Waw 3(‘ ; ) HaVing notiing oise i Prrc bt ey . 2 2 - ity liite pr e G Gselßtavie woe exiesdsd aa fast as La T S A sigtratlon f g Witk Liw winhes ngd e Foml s 8 1 Ner praciics :‘:~n.;.~=‘ orpnt w7y .‘c,l"..‘e“.e‘rf N i s -j,?c-l-‘*, 3 f Ihe rutinr's = “A‘;<‘:‘"!'3t'\' Lende ! the scatiered fotes!t sohoals % > sed the lugpicg intersat of gox ernlnent Pcials and hHe kig LR F s entlosiasm frßanized = i¢ rarinent int %} ,ng' § M tive budy of pubile servanta The #ion V." farestiry bacaree the % £ foresiry™ and was succeeded s Y 965 By be forésl setvice ndgn cotisol of the Ilettor deuhrtinen LU the Laramaticn .l‘ o forpat e O il S ; ﬁrﬁ?ﬁb#l . 2‘ % . MR . B ‘. i Gifford Pinchot ‘ feld work 'hat ¢ ¥- g ¢ Psm . £ % R "'. ' % e-»,u‘ s ‘ - W .*'». 4 pirh- Byt Gne “}A‘ 2 i g thie pimcing "v« i Adfnerics 3 L 8520 saile Niglr piane they LRV resctied, after Y ORTS ¢ staking sre, in Germany ' Hesulas were what ke winted and bLe P do't carn-how he gt them. He was backed by Pres dent Roosevelt I hia «forts to put the forests of the nallo 33 ;.rl( ;*‘_ Fovernmental « tred and he became g mwmber of that sItéBuDuUR - PTECY tive's “teniils cabinet ™At the end of the Rooseveil administration Pinchot sas al the bend " army of 1.4 mety mmanding a ".«‘z'\ appropria tinn of $3l ioand while nomisglly in & stbordinate position he \‘ more Influence in his own special feld s did the 'n‘:l.'c‘;zf’; of the interior himuell | | Piebot - had boen .a‘f yer of -the trecs from childhond and in 1885 afier his graduation from Yale, had gone U Eurcope to acguire the best possibkie in farmation 1o regard to - forests and thelr pragervatior He attended the ¥eole Nallonale Foreatiere at ,‘j-f,’.‘l'\" France, and then took up fleld work n the Frenct Alps. | Aftér farther Atudy in .\‘».ut,;.r:’,.‘-,i‘ Germany and sustris he returned o the ‘T- ’:%?v:! States and spent a 4 year in travel in the western states and Canada In. December, 1831 he opened an office In New York as copsuiting forester snd the next month took charge of the Vanderhiit forestry experiment st Riltmore N " -the first systematic forest work done in "!i cauntry.” He was a _member of the commissien appointed by the National Acad emy of Sclepce in 1898, atthe request of the secretary of the interior, to formulate a rational forest poliey for American public lands, as a result of whose report 11 weslern reserves, totaling 21,000 040 acres, were.created Mr. Ballinger, when he pecame secretary of the interior, gm‘i\\ Mr. Pinchot to understand that he (Ballinger) was boss. They differed materi&lly over methods of proceduré in western forest and Alaska coal land cages, with the resuits that finally rx:m!nued in Mr. Pinchot's open defiance of President Taft’s orders—in writing a letter to Senator Dolliver to he read in the senate—and his dismlssal from the government service after a conference of cabinet ministers had decided that he was an Incorrigible enthusiast. - Mr. Pinchot is 43 years old. He s the author of several books on. forestry and has recelved several hono rary degrees from American educational institutions, among them that of Se. D. from Michigah Agricuitural colleze, in 1907, upon the occasion of kis visit, with President Roosevelt, to that school when it observed fhe fiftieth anniversary of its existence. It was due to the efforts of Gifford Pinchot and the generosity of his family that the Yale schiool of forestry was founded.

Sorry He Spoke. = Mr. Dubbs (with: newspaper)—lt tells here, my dear, how. a progressive New York woman makes her social cails by telephone. : - Mrs. = Dubbs—Progressive. Huh! She’s probably like .me, not a decent thing to wear. : . e v - Hard to Suit. “Miss, Uglamugge says you are the poorest ‘photographer. in town.” ' “You can never size up a woman: That old maid’s pictures did not look a bit like her and stil she was dip pleased with them.” i e b

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