ning a figure or letter,
he may see its form through the eye, hear its sound through the ear,
make the sound and trace the form by calling various muscles into play,
and thus secure a number of muscular sensations relative to the figure
or letter. Since all these various experiences will be co-ordinated and
retained within the nervous system, the child will not only know the
object better, but will also be able to recall more easily any items of
knowledge concerning it, on account of the larger number of connections
established within the nervous system. One chief fact to be kept in mind
by the teacher, therefore, in using the method of sense perception, is
to have the pupil study the object through as many different senses as
possible, and especially through those senses in which his power of
discrimination and recall seems greatest.

=Use of Different Images in Teaching.=--The importance to the teacher of
an intimate knowledge of different types of imagery and of a further
acquaintance with the more prevailing images of particular pupils, is
evident in various ways. In the first place, different school subjects
may appeal more especially to different types of imagery. Thus a study
of plants especially involves visual, or sight, images; a study of
birds, visual and auditory images; oral reading and music, auditory
images; physical training, motor images; constructive work, visual,
tactile, and motor images; a knowledge of weights and measures, tactile
and motor images. On account of a native difference in forming images,
also, one pupil may best learn through the eye, another through the ear,
a third through the muscles, etc. In learning the spelling of words, for
example, one pupil may require especially to visualize the word, another
to hear the letters repeated in their order, and a third to articulate
the letters by the movement of the organs of speech, or to trace them in
writing. In choosing illustrations, also, the teacher will find that one
pupil best appreciates a visual illustration, a second an auditory
illustration, etc. Some young pupils, for instance, might best
appreciate a pathetic situation through an appeal to such sensory images
as hunger and thirst.

=An Illustration.=--The wide difference in people's ability to interpret
sensuous impressions is well exemplified in the case of sound stimuli.
Every one whose ear is physically perfect seems able to interpret a
sound so far as its mere quality and qua