MILLER'S
MIND TRAINING
for
CHILDREN

A Practical Training
for Successful
Living

Educational Games
That Train
the Senses

William E. Miller
AUTHOR AND PUBLISHER
Alhambra, California.

BY
WILLIAM E. MILLER
ALHAMBRA, CALIFORNIA
AUTHOR OF
The Natural Method of Memory Training
Copyright 1920
Copyright 1921
WILLIAM E. MILLER
ALL RIGHTS RESERVED
INCLUDING FOREIGN COPYRIGHTS

HELPING YOUR CHILDREN IN SCHOOL

CONTENTS—BOOK THREE.

HELPING YOUR CHILDREN IN SCHOOL

The principles given in books one and two, leading to the development of the child's faculties find their greatest usefulness in school work. They will apply to every part of the child's work and aid in solving any of his problems.

This is the demonstration ground and the time and efforts spent in the preceding games and exercises will manifest themselves in progress in school.

It is best for the child to make his own applications. You can, of course, suggest and aid, but he should make his own picture wherever possible. The one making the effort receives the reward—which is development. The child will recall the idea which he works out for himself more easily than those worked out for him, even though the latter may seem better.

The following pages will be given over to suggestive ideas as to how the principles may be applied to different lessons. Only a certain few concrete illustrations will be given, as the working out of the details would rob the child of the opportunity and development to be gained by doing the work himself.

Children always learn the alphabet by pictures. Alphabetical books and blocks are made this way. This is because the child learns easily and quickly by this method. What is true in the early years is true in the later ones as well. Do not allow him to get away from this principle of learning by pictures. Follow the plan of teaching every thing possible by sight. Go out of your way if necessary to show him the thing he is reading about.

The suggestions under "The Mind's Eye and The Story" in Book Two should be continued. When the child has learned to read have him pause and visually review what he has read, that is, to stop and see a mind's eye picture while the book is closed.

To Remember What You Read

The inability to remember what we read is without doubt a general failing and the greatest handicap to students.

Two of the objects to be gained by time spent in study are a thorough understanding of the subject matter and to so fix the thought in mind that it will be available for future use. It is well to realize that the scanning of the modern newspaper and careless or rapid reading causes many adults to forget what they read. We can so educate the physical eye that it can read an entire paragraph, or page while the brain is dormant and does not accept the impressions intended by the author. Often the physical action of turning the page awakens you to a realization of the fact that you have read the page but have absolutely no knowledge of its contents.

Eye and Brain Must Work Together

This habit of careless reading must be avoided and for successful study the child should be aided in forming the visualizing habit.

"Thought Leads to Knowledge"

We cannot gain knowledge merely by reading. The value of reading is in the thought that it stimulates in the mind. We exercise muscles to get strength. You must aid the child in exercising his mental muscles by thinking in order to get mental strength. It is not what he reads, but what he thinks concerning what he reads that becomes his, and contributes to his education. Reading which stimulates no thought is a waste of time.

The disappointment felt in the lack of progress after time spent in study is not that we forget, but that we do not really "GET." This lack can be largely avoided in the child's training if you are willing to help in forming right habits.

Visualization the Greatest Aid

The principle of visualization, as discussed in the first book, will prove of the greatest aid, because it is the natural method of using the mind.

To visualize the thought of the author will stimulate thinking, will increase the understanding of the subject matter, and at the same time make the strongest impression upon the brain and thus help him to remember.

The Mississippi Captain

An excellent illustration of the use and value of visualization in learning and remembering was given by an old captain of a Mississippi River steamer. "Do you know how I learned the river," he asked; "well I just lay in bed nights and made a picture in my mind of the river and the course I had to steer. Then I would go over the picture and see every detail of it and review it several times. I'd sail up and down that river several times each night, I'd see every landmark and every danger point on each trip. That's the way I learned it and I became a captain when I was younger than many men who had sailed the river longer than I had."

The Artist's Picture

When an artist seats himself before a new canvas he knows definitely what he is going to place upon it. He either has a model before him, or in his mind's eye sees a beautiful picture. He will give weeks, months, or even years of effort in order to place upon that canvas a picture equal in perfection and beauty to the one which he sees.

Notice that a mind's eye picture is often the starting point of the artist. He strives to place upon the canvas the reproduction of the idea which he sees in his mind. He finishes and exhibits his work; you look upon the picture with your physical eye and through its agency the result of the artist's effort becomes a picture-impression upon your brain. You see what he saw, and the longer you gaze at the painting and the greater amount of detail you perceive, the more vivid it becomes and the stronger the impression upon your mind, therefore, the more perfect the memory of the picture. This is true of your own mind's eye picture for memory purposes.

The more detail you see in your memory pictures and the longer you continue to visualize them, the stronger their impression.

The Author Is an Artist

In a similar manner an author sits down with his paper and ink. He sees in his mind a picture which he strives to paint. He endeavors by his mastery of words to induce you to see what he sees. He also is an artist, his canvas is your brain, and if he succeeds it is there he must impress a picture. The words on the printed page and the function of your eye are simply agencies through which he must work.

Words are vehicles of thought and they are the author's colors; their function is to reproduce objects and conditions; by their use the author conveys to your brain the impressions of size, color, form, arrangement and every detail of his thought. A very few words will create a wonderful picture, which would require hours for the artist to paint.

When you look at the artist's painting your brain sees a picture. The writer, however, is using a code requiring translation by the reader. Words do not form pictures, they are merely agencies by the use of which you can guide your mind's eye in the formation of a real mental impression. The author succeeds in his effort just in proportion as you succeed in forming a picture of what he is describing. When you rob the canvas of your brain of the impression the author strives to place there, by letting your eyes pass over the words so rapidly that your mind's eye forms no picture, then the author has failed. The mere reading of words makes no lasting impression upon the mind, but the forming of visual pictures does. You remember best those books which have consciously or unconsciously formed picture impressions on your brain. What you can now recall of what you have read is largely the recollection of these pictures.

Keep this illustration and these facts in mind in helping your children. Urge them to properly use the visual faculties and train their mind's eye to work with the physical eye.

Must Read Slowly

Words are vehicles of thought and are used by the author to convey pictures to the mind, but at first the mind's eye is unable to picture the thought as rapidly as the physical eye can read. The first essential to remembering what you are reading is to read slowly, hesitating occasionally, to be sure that a picture is being formed.

The Dead Line

Never read more than a single paragraph without stopping to test your understanding of what you have read. At the end of each paragraph there should be a dead line; in fact there is a dead line and he who reads carelessly and quickly beyond this line need not expect to remember. Put your finger between the pages, close the book, and review the thought of the paragraph. Now make a definite effort to visualize the picture in the author's mind. It is true that some passages make an easier mind's eye picture than others, but all will make one which can be used to help in formulating a definite understanding of the author's thought.

You cannot visualize a thing which you do not understand. The aim of your study is to comprehend the author. To visualize the thought of the paragraph will test your understanding. Making of a definite picture will increase your knowledge of the essentials. Form the habit of visualizing what you read. Do not be handicapped by doubt. Make an effort to formulate the main facts of the paragraph into an expression of your own. If you are by yourself, where you can do so, state your thought audibly, not in the words of the author, but express the thought and the facts accurately in your own words.

No knowledge is yours until you can tell it to some one else.

Use this test and tell it to some one, or if no one is handy tell it to yourself, but do it audibly. This forces a definite expression which can only come from a definite understanding. Parents should question their children and encourage them in telling what they are reading and studying about. The audible expression demands definite knowledge.

The Student's Review Sheet

If the child is reading something which he will wish to review, as in studying a lesson, a good plan to follow is to have a pad of paper by the side of the book. After reading the paragraph write down upon the pad the expressions and thoughts which the paragraph conveys to you. This is an excellent plan in all cases where the audible expression is not practicable. After the lesson has been gone over in this manner, preserve the review sheets containing the synopsis of the paragraph. Then for review, before the examination, a quick reading of these written expressions of thoughts, which the chapter contains, will eliminate the necessity of a further reading of the entire text.

Apply These Methods

For a test read the following from "Brain and Personality" by W. Hanna Thompson. Follow the idea just suggested. Make a test, read slowly, form a mind's eye picture, think about it, and then tell the thought as nearly as possible to some one. All this may take some time and effort at first but the use of these ideas will quickly form the mental habit. Once reading a lesson in this manner will give better results than many careless repetitions.

"In some fishes, such as the carp, when the ganglia, which corresponds to the cerebral hemispheres (brain) are experimentally removed, they do not seem to mind it at all, for even then there is little, if anything, to distinguish them from perfectly normal animals. They maintain their natural attitude and use their tails and fins in swimming with the same vigor and precision as before. They not only see, but are able to find their food. If worms are thrown into the water where they are swimming they immediately pounce upon them. If a piece of string similar in size to a worm is thrown in, they are able to detect the difference and they drop it after having seized it. They even, to some extent, distinguish colors for when some red and some white wafers are thrown into the water the fish almost invariably select the red in preference to the white.

"It is much the same with a frog. If care be taken to keep the frogs alive after the removal of their cerebral lobes until they are quite recovered from the injury, brainless frogs will behave just like full brained frogs under like circumstances. They will crawl under stones, or bury themselves in the earth at beginning of winter, and after the period of hibernation is over, they will come out and diligently catch flies which are buzzing about in the vessels in which they are kept."

Longfellow's Picture "Evangeline"

Use this wonderful picture of Longfellow's. Let each word perform its intended function and each sentence form a complete picture.

"Firmly builded with rafters of oak, the house of the farmer

Stood on the side of a hill commanding the sea; and a shady

Sycamore stood by the door, with a woodbine wreathing around it.

Rudely carved was the porch, with seats beneath; and a foot-path

Led through the orchard wide, and disappeared in the meadow.

Under the sycamore tree were hives overhung by a pent-house,

Such as a traveler sees in regions remote by the road side,

Built o'er a box for the poor, or the blessed image of Mary.

Far down, on the slope of the hill, was the well with its moss-grown

Bucket, fastened with iron, and near it a trough for the horses."

Read again the first three lines, have the child describe the picture. An artist would spend hours to paint this picture, yet we with our wonderful mental faculties can see it in an instant. Add to this picture, and when finished have the child give a prose description of it. Other examples for younger children are given in the Second Book on The Memory.

Application of Visualization Limitless

By clear visualizations you can carry any amount of detail in your memory. This faculty can be applied to all kinds of information and study. All ideas do not suggest simple pictures, some are more difficult to visualize than others. Some pictures are inspired by a single word, some may be the result of a paragraph or even pages of description.

Helps for Learning Verbatim

To learn prose or poetry should not be difficult for children who have been trained in visualization. In some schools they will be urged to use the fallacious method of repetition, some of it is always necessary, of course, but most of it can be eliminated by the use of visualization and the additional helps following.

It is the parents' duty to see to it that the child uses the methods suggested in these books in all his school work. Help him at home to apply them to his lessons so as to get results. At school he will, of course, have to follow the teacher's instructions, and can silently add the aids that you have given him.

Alliteration and Alphabetical Sequence

These are two guides for the mind which are often wonderfully helpful although sometimes they do not apply, but use them where possible. Notice the Alphabetical Sequence and the Repetitions in the following example of the first verse of Walter D. Wintel's "Thinking":

"Thinking"

If you think you are beaten, you are;

If you think you dare not, you don't.

If you'd like to win, but think you can't,

It's almost a cinch you won't.

Notice that the first two lines are half repeated, also that each line begins with "If" except the last one which changes to "It's."

In the first lines you have an example of reversed Alphabetical Sequence in the "b" of beaten preceding the "a" of are, b-a instead of a-b.

Alphabetical repetition occurs as a guide in the second line in the "d" of "dare" and "don't". Again in the next lines of the "w" of "win" and "won't."

Note the alphabetical arrangement of the guide letters of each line. Write in front of each line its guide letter; first line "b" of "beaten", second "d" of "dare"; third "w" of "win", fourth the "won" of "won't", these can be used as guide letters, and if noted will help.

Take your pencil and mark the verse as suggested and use the words and letters as guides, go over it a couple of times noting these helps and you will be able to say it word for word.

Do the same with the other verses; if practical have the child learn this poem. See that he gets its true lesson:

"Thinking"

If you think you are beaten, you are;

If you think you dare not, you don't.

If you'd like to win, but think you can't,

It's almost a cinch you won't.

If you think you'll lose, you're lost;

For out in the world we find

Success begins with a fellow's will;

It's all in the state of mind.

If you think you're outclassed, you are;

You've got to think high to rise;

You've got to be sure of yourself before

You can ever win a prize.

Life's battles don't always go

To the stronger or faster man;

But soon or late the man who wins

Is the one who thinks he can.

Poetry Easier Than Prose

To quote poetry is usually easier than to quote prose because in the former you have the added helps of rhyme and rhythm. See the pictures painted by Robert Loveman in the following verses; note the repetition, alliteration and the help of the rhyme and see how easily you can learn a few verses of this poem:

"April Rain"

It isn't raining rain for me,

It's raining daffodils;

In every dimpled drop I see

Wild flowers on distant hills.

The clouds of gray engulf the day

And overwhelm the town;

It isn't raining rain to me—

It's raining roses down.

It isn't raining rain to me,

But fields of clover bloom

When any buccaneering bee

May find a bed and room.

A health unto the happy,

A fig for him who frets;

It isn't raining rain to me,

It's raining violets.

See a man in the rain who points out the fact that it isn't raining rain, "but daffodils". See the daffodils. See big "dimpled drops" and paint upon them the "wild flowers on distant hills."

Repeat the picture a couple of times and then say the verse. Do the same with the other verses. Do not learn this by repetition. Be true to the method, make a picture and see it each time you review.

If a single word is omitted or substituted, put special auditory emphasis on it, speak it louder than the other words of the line, and you will have no trouble with it after that.

Bridging the Gaps

The greatest difficulty which is experienced in memorizing poetry is to get from the end of one line to the beginning of the other, or from one verse to the other. In prose, when you start a paragraph it is not difficult to follow through to the end, because all of its sentences are associated in thought. But the new paragraph begins with a new thought and there is no association between the old thought and the new one, consequently there is a gap between thoughts across which the mind does not easily travel.

The natural tendency of the mind is to follow thoughts which are associated in their ideas. One thought leads to a second which is suggested by its close relationship to the first. By retracing the processes you can discover the connecting thought, or bridge, over which the mind naturally travels in order to connect two unrelated thoughts.

In memorizing, when coming to the end of a thought, form a bridge which will connect it and the following thought and thus guide the mind to the next line or paragraph. This is a most helpful principle in memorizing either poetry or prose. If you seek for it you can find some similarity or contrast, a visual association, or some sequence, or repetition, which can be used as the necessary bridge, or connecting link between the two lines or paragraphs.

Always connect the last thought, the last word, or phrase of the line, sentence or paragraph with the first word in the succeeding thought. The process is much shorter and simpler than its explanation, as you will learn by practice. Try this plan once or twice and it will be well nigh impossible for you to memorize without it.

Examples of Bridging the Gap

From "The Buccaneer" by R. H. Dana the last line of the second verse, and the first line of the third verse are easily connected by one word, Sand, thus—

"And silver waves go noiseless up the beach."
(Sand)
"And inland rests the green, warm dell;"

The last word "beach" naturally suggests sand, drop the s and you have the first word of the next verse, "and", also the "beach", sand, and "inland" suggest a natural sequence. Sand here becomes a bridge of thought over which your mind will easily travel. It is not always easy to find one word for a bridge, but a visual picture, a thought, a word, or repeated letter can be found to aid you.

The poem "Things Divine" by Jean Brooks Burke is used by students of elocution as ideal for practice because of the difficulty which it presents. The thoughts cover a wide range with apparently no relation one with the other. Often two thoughts are expressed in one line, and to get them all well fixed in mind so as to repeat them makes the poem difficult, to say the least, yet you, who know how to apply your memory intelligently, may learn it with comparative ease. Read slowly and note the visual pictures and then go back and "bridge" them together. This is an excellent example of a difficult poem to practice upon. It will be an opportunity to use all of the principles given in this chapter.

The Things Divine

These are the things I hold divine;

A trusting child's hand laid in mine,

Rich brown earth and wind-tossed trees,

The taste of grapes and the drone of bees,

A rhythmic gallop, long June days,

A rose-hedged lane and lover's lays,

The welcome smile on neighbors' faces,

Cool, wide hills and open places,

Breeze-blown fields of silver rye,

The wild, sweet notes of the plover's cry,

Fresh spring showers and scent of box,

The soft pale tint of the garden flox,

Lilacs blooming, a drowsy noon,

A flight of geese and an autumn moon,

Rolling meadows and storm-washed heights,

A fountain murmur on summer nights,

A dappled fawn in the forest hush,

Simple words and the song of a thrush,

Rose-red dawns and a mate to share

With comrade soul my gypsy fare,

A waiting fire when the twilight ends,

A gallant heart and the voice of friends.

To link the second line with the first, think of the natural association of thought between the words "Divine" and "trusting." Form the definite visual picture of the "trusting child's hand laid in mine."

Your thought will quickly pass to the duplex meaning of the word "mine." It means possession, my own, and also a mine in the earth. When we start a mine the first thing to come out is "rich brown earth" and that is the next thought. Let the word "mine" of the second line suggest the picture of the opening to the mine and the pile of "rich brown earth" beside it.

Behind a pile of rich brown earth, see the "wind-tossed trees", the next thought. Hanging on the "trees" see huge bunches of grapes, you pick and taste one, this is the next thought, "the taste of grapes." Around the grapes flies a swarm of bees, hear their "drone," the next thought, "the drone of bees." Let the drone of the bees suggest to you a rhythm and this will bridge your mind over to the thought of a "rhythmic gallop"; the answer to the question, "When do you like to gallop?" suggests "Long June days" the next thought.

June is the time of roses, suggesting "A rose-hedged lane"—the natural place for "lovers' lays." You can easily construct a "bridge" which will bind all the independent thoughts together. Visualize each thought, and watch for alliteration and alphabetical repetition.

Remembering What You Hear

It is also important that the child be trained to remember what he hears. Ear impressions are comparatively light and easily lost. If these ear impressions are quickly transferred into mind's eye pictures they will be far more lasting.

Instructions, lectures, sermons, talks, can all be pictures in the mind, just as you picture what you read. The act of visualization will concentrate the attention and prolong it, so that the memory of what is said will be greatly increased. The visual impressions will also be much stronger than the auditory ones.

The attempt to visualize the thought of the speaker is the best method of directing your attention to his subject.

Use the Hitching Post

When listening to instructions, or a lecture, in which there are different points which you wish to carry away and later recall accurately, use the Hitching Post idea. Run over a series of words so as to be sure that they will come readily when wanted. When a point is made which you wish to remember, transfer the thought into a quick visual impression, and Hitch it to the first object of your list. When a second important point is made, make a visual impression with the next object. Make your picture strong by exaggeration and motion, and be sure that you photograph each one.

In this manner you can file away any number of points. As soon as the lecture is over review the pictures, see each clearly a second time. If you have trouble recalling one make the picture stronger so that you will recall it more easily next time. Review the entire list of points visualized with the different Hitching Posts. If you wish to fix them in mind review them several times in the next few days, so that you make a permanent impression of them.

Transfer to Note-Book

A great many prefer the idea of transferring these points into a classified note book, where they are available for use at any future time.

One student tells of having written fifteen pages of notes from four talks which he heard at a convention, and that some of these notes were not transferred from his mind to the note-book for at least ten days after the talks were heard.

Form the habit of letting the lecturer make you SEE what he describes. The visual impression which you make will increase your understanding of anything you hear or read, and at the same time very materially assist you in remembering it.

Taking Instructions

When a person is giving you instructions about the things which he would like to have you do, follow the same plan. Simply transfer the words of the speaker into an exaggerated moving picture and the impression will stay with you. Another student told me this experience: "My employer often used to say to me, after having given some instruction, 'Do you see?' I realize now that the reason that I made so many mistakes was because I did not SEE. Now I make it a point to SEE the things he asks me to do and my reply, 'Yes, I see,' has a very different meaning. The results are also different."

Mastering Difficult Lists

In the child's studies there are often lists of different kinds which need to be committed to memory and which present considerable difficulty to say nothing of the time required. Following are aids and illustrations which will show how these lists can be mastered with comparatively small effort and little time.

Fix in Mind by Initialing

Take the initial letter of each of the words which you wish to remember and use these as the first letter of simple words which will combine into an expression which has a meaning. This is very helpful, and is sometimes called "initialing." We have all learned the sentence:

E G B D F
Every Good Boy Deserves Food,

in order to remember the names of the lines of the treble clef; the letters of the word F A C E are the spaces. In a similar way the lines of the bass clef can be remembered by the following:

G B D F A
Good Bees Deserve Faithful Attention,

and the spaces by:

A C E G
All Can Eat Goose.

These are simple examples of a principle which can with a little ingenuity and imagination be applied to any list to be learned.

Elevated Stations

The following illustration shows how a student learned the stations on the Northwestern elevated road in Chicago, and will give you a further example of the use of this principle:

I can see Chicago's Oak, divided between Schiller and
Kinzie, Chicago, Oak, Division, Schiller
Sedgewick for luring a bee to Halstead's willow
Sedgewick, Larrabee, Halstead willow,
center, Webster, Fullerton, writes Diversey that
Center, Webster, Fullerton, Wrightwood, Diversey,
Wellington Belmont is the clerk to add three days'
Wellington, Belmont Clark, Addison
grace to Sheridan's bill for Wilson.
Grace, to Sheridan, Buena, Wilson.

Here only the principal words of the story are used as the names to be remembered. The story simplifies the work of preparing and learning.

Learning the Presidents

A further plan is the following combination of the Reminder Picture and the Visual Story used to learn the names of the Presidents of the United States in the order of their term of service. Go over the following Story Picture, visualize it clearly and then from the picture repeat the capitalized words in their order. When you can say the list readily, either forward or backward, go over it again slowly, seeing the object and speaking the name of the President for which it is a reminder.

The Picture

See some WASHING hanging on a line. See ADAM looking wonderingly at the washing. Then see Little JEFF, of "Mutt and Jeff", come up behind Adam. Jeff turns away, and falls over a MAT. Under it see some MONEY. Pick up the money and you find an AD. Take the ad and paste on a SHACK. See a moving VAN back up to the shack, and when the driver jumps down from his seat you recognize HARRY (a friend of yours by that name). Harry takes off his TIE and hangs it on a POLE, the pole falls over and hits the TAILOR who runs up on a FILL, from which he sees a PIER extending into the water. On the pier is a BIG CANNON from behind which jumps a LYNX and almost catches JOHN, who runs away, and climbs on a piece of GRANITE. On the other side of the granite is a pile of HAY, and rolling off the hay is a GARFISH. There stands an ARTIST with a CLEAVER in his hand, which he throws at HARRIS (a friend by that name). Harris picks some CLOVER, and pins it on his MACKINTOSH, and it turns into a large red ROSE. In the rose he finds some TAFFY, which he throws into a WILLOW.

From this story the capitalized words are reminders for the names of the Presidents, as follows:

Do this for practice and see how easily you can learn the names of the Presidents in their proper order and say them backwards and forwards.

Studying Anatomy

Initialing has been used by medical students with splendid results and has reduced the labor of learning to a minimum. The branches of the external carrotid arteries can be remembered by the following sentence:

For practice make a sentence of your own from the initials of the twelve pair of Cranial Nerves, which are Olefactory, Optic, Motor Oculi, Pathetic, Trifacial, Abducent, Facial, Auditory, Glosso-Pharyngeal, Pneumogastric, Spinal Accessory, Hypoglossal. For example, Oh! Out Motoring Papa Took A Friend and Got Paul Some Heather. Others can be made, but the one which the child makes for himself he will remember easiest.

BECOMING A GOOD SPELLER

Poor spelling is largely a matter of inattention. Continual inattention becomes a habit and the child soon finds himself decidedly handicapped by his inability to spell correctly. This is largely caused by uncertainty. He has no definite knowledge to resort to, the result being doubt as to whether the word is properly spelled, and therefore uncertainty as to what change to make. To read a word carefully and to study the letters as they appear in the proper sequence will usually be sufficient to fix the word in mind.

When you find that certain letters, or combinations, are bothersome, use the principle of exaggeration. Have the child write the word and exaggerate the letters that are causing trouble, making them three or four times larger than the rest of the letters of the word. For example, the word PRIVILEGE, often incorrectly spelled PRIVELEGE. Write the word correctly and enlarge the "I," making it several times the size of the other letters; now have him form the visual picture of the word spelled in his way:

In writing the word hereafter you will find that the visual picture of the word with the exaggerated letter will come back to his mind and give the correct spelling.

In cases where it is a question of a single, or double consonant, for example, the word "fulfil" write it "full" and mark a large X through the second "L."

This will impress upon his mind that one "L" is correct.

Rules in spelling as a general thing, are not as helpful as a little care, observation and commonsense. The most troublesome is the "I"-"E," and this one rule should be clearly fixed in mind:

"I" always comes before "E," except when following "C," or when sounded as "A," as in "Neighbor" and "Weigh."

Notice the word "Alice." Keeping this one word in mind will serve largely to overcome this difficulty. "I" follows all letters except "C," which is followed by "E" as it is in "Alice." To fix in mind the "E" following "C" it will be helpful to show the child the similarity of motion and appearance in writing "C" and "E." Many examples could be given of this "I"-"E" rule. It will serve very largely to fix it in mind, however, if you will have the child hunt out these examples for himself and make a list of them.

Use Visualization

Teach the child to visualize the words which he studies each day in his spelling lesson. You may not be able to visualize them yourself, but if you have started early in training him, he will have little difficulty in doing so. Exaggeration should be used as an aid in spelling. It will be easier to see the words printed in letters from three to six feet high on the wall of the room, than to see them in pica type on the paper. If your child has difficulty in visualizing the words in the spelling lesson have him exaggerate and color them in his mind's eye picture.

Have the child take a piece of scratch paper and colored crayons and print the difficult words in large letters, using two colors, one for consonants and the other for vowels. If the child has difficulty in learning the sequence of "ie" and "ei" have him follow the plan of using two strong colors, such as red and blue for the two vowels. Have him print all the words with which he has difficulty, using red for the "e" and blue for the "i." This color impression combined with the enlarged letter, will overcome the difficulty.

Spelling Exercise

In order to help the child to become sure of himself write a list of words spelled incorrectly. Have him go over them and correct them, or tell what the error is.

Spelling rules should be learned by making visual pictures of the word to which the rule applies, and not by simply learning a group of words, the meaning of which sometimes is not fully appreciated.

An Example

Rule—Final "y," when preceded by a consonant, is changed to "i" before any suffix not beginning with "i."

To learn this rule have the child print out a few examples, as follows, enlarging and striking out the important letters:

Rule—Final "y" preceded by a vowel is not changed to "i" before any suffix beginning with a vowel.

plAy-ed delAy-ed

Have the child print these examples and enlarge them. All rules should be illustrated in graphic form.

The Spelling Cards

For younger children the brightly colored A, B, C, blocks and picture books have always been helpful in teaching the alphabet and simple words. These spelling cards have the advantage of self-instruction with no possibility of mistake, so that the child teaches himself accurately and uses the visual sense in doing so.

These spelling cards consist of a series of simple pictures on cardboard with irregularly shaped holes cut beneath, a hole for each letter in the name of the object in the picture.

The needed letters of the alphabet can be made from cardboard, each on a card of separate shape, so that it will not fit into any hole except where it belongs to properly spell the word illustrated. The holes in the picture will correspond to the shape of the cards which spell the name. In this way there can be no error. The child can take the picture cards and find the proper letter cards to fit the holes under the picture and thus learn to spell the name. These Spelling cards can be made by pasting pictures of common objects on cards about 4×6 inches. Then cut the odd shaped pieces for the principal letters of the alphabet, using the same shape for the same letters, mark the proper shapes for the letters spelling the name of the object on the card, and cut them out with a sharp knife.

The shapes for the letter cards can be similar to those suggested in the Game of Matching Cards in Book One.

Suggested objects for the picture cards:

Cat, Rat, Boat, Apple, Boy, Girl, Fan, Pig, Car, Dog, Bird, Rose, Bee, Egg, Spoon, Horn, Frog, Man, Cow, Ball, Baby, Chair, Watch, Saw, Hammer, Nail, Coat, etc.

The Game of Word Making

This game was at one time quite popular and should be revived and used often. It teaches spelling and increases the vocabulary.

The only equipment is a series of cards of any size larger than an inch square. On these print letters of the alphabet or cut large black letters from the headlines of the newspapers and paste them on. There should be about six of each of the vowels, two of all the consonants, and three or four more of those most used.

Turn all the cards face down on the table and mix them thoroughly. The first player picks up a card and lays it face up in the center of the table, the next player does the same, and so on. The first child to make a word of the letters turned up speaks the word, selects the letters to properly spell it and lays them side by side, spelling the word. If it is properly spelled he gets one point, but if he has not spelled it correctly he loses one point, and the letters go back into the draw pile.

Each properly spelled word counts a point for the child first calling it. A limit of points can be set and the first one reaching that score wins. If older persons wish to play the game a limit may be set on the size of the words spelled, as no word of less than 6, 8 or 10 letters, whichever figure is decided upon.

The Game of Salvaging Words

Pick a large word to pieces and see how many smaller ones can be made from the letters contained in it. This is a good exercise for persons of any age and is often played at parties.

Give each player a paper and pencil, select some long word and let each write it at the top of his paper. Determine on a time limit usually five minutes, and see who will make the most words from the letters of the larger word.

After the time is up the one having the longest list wins. It will be interesting and helpful to have the long list read, each checking the words on their list. Then let each one read the words which they made and which no one else has read. It will be surprising how many different words there will be. Use words like:

The Game "The Camels Are Coming"

This game should never be allowed to grow old. It is "lots of fun" at parties and helpful in vocabulary building, because it requires an effort, and every time you induce yourself, or your child, to make an effort good is accomplished.

Have the group sit around the room and then begin by selecting a letter and a suffix, as B-ing. The one starting says to the one on his left "The camels are coming." He replies "How are they coming?" The beginner must then reply using one word beginning with B and ending with "ing". For example: Buzzing—Bleating—Braying—Blushing—. Each player must think of a word to give as his answer. All must remember the words that have been given and must answer inside the limit of ten seconds after the other has said, "How are they coming?" Any word that is in the dictionary can be used. If a player cannot answer in ten seconds he must sit on the floor of the room and pay a forfeit to the timekeeper.

This game can be varied in a great many ways, the words can begin with any letter and end with any suffix or begin with any prefix.

Learning Synonyms

To help the child remember synonyms and to increase his vocabulary write a list of words and have him write opposite them as many words of similar meaning as he can. For example:

HOUSE—residence—building—dwelling—abode.

TRAVEL—journey—trip—tour.

THE STUDY OF GEOGRAPHY

Most children will like the study of geography if it is given to them in stories and pictures as much as possible. Note how the more modern geographies are literally picture-books compared with those of several years ago.

Teach the child to make the pictures in the book his permanent knowledge through visual reviews. When he is studying about an isthmus, and there is no picture of one in the geography, find one elsewhere. Have the child notice clearly that "An isthmus is a narrow strip of land connecting two larger bodies." Take the outline maps and have the child go over them and point out all the examples of the isthmus. Now have him take a pencil and paper and draw one. Have him repeat the definition as the teacher wishes it to be learned, but be sure that he can SEE and explain it in his own words.

Fix one definite illustration of each geographical division in the child's mind. Use the Isthmus of Panama for the isthmus, explaining to him that this location was selected for the Panama Canal because it was a narrow strip of land, etc. Make it interesting by stories.

In your walks with the children through the country take every opportunity to explain the different geographical formations. Find an illustration for an isthmus even if it is only a small puddle, or if you have to make one in the back yard with a shovel and a pail of water. The sand-box method, because it is visual, has always been a successful one for teaching geography.

Visualize the Map

See clearly the outline of the country being studied, and note its peculiarities. Put the map at arm's length and let your imagination transform the contour of the country into the picture of some object.

Note that the continent of South America is very similar in shape to the head and trunk of an elephant, the projection on the Northeast corner being the ear. Note the similarity in shape between the outlines of France, Spain and Portugal to a hog's head eating from a bucket. The continent of Australia easily becomes the shape of two animals' heads, back to back.

To study any country follow the plan outlined in the next two paragraphs for the study of the states of Illinois and Indiana. Note carefully the outline of the state, and see just the shape which it forms. Note the location of the principal cities and get their relationship to each other.

Illinois

Take your pencil and draw an outline of this state, then a line from Chicago to Rock Island, from Rock Island to East St. Louis, from East St. Louis to Springfield and from Springfield back to Chicago. Notice that the line connecting these cities forms a triangle. Get the visual impression of the triangle in mind. Now close your eyes and see if you can see the outline of the state clearly and upon it the line joining the principal cities.

Indiana

In like manner note the state of Indiana, its outline and the triangle formed by the line running from Indianapolis to Fort Wayne to South Bend, to La Fayette, to Evansville, and back to Indianapolis. Any state may be studied in this way, or any country or continent. Its size, shape and the location of the principal cities may be indelibly fixed in mind.

You will find that impressions made upon the mind in this visual manner are lasting, and that you can gather knowledge of geographical locations which hitherto may have been difficult for you to retain.

After you have once impressed these pictures upon your mind, close your eyes again and let your mind's eye see them. The location of cities, mountain ranges, rivers, etc., need simply to be visually impressed in this manner. Draw a line from one principal city to another. Notice the length and direction of the line and the figure made by joining them. Draw the lines with your eyes closed until you have a clear mind's eye impression of the exact locations.

Follow this plan in teaching the child to visualize the map which he is studying. Do it with each state, and each continent, island, or country.

Draw a plain outline map of the continent being studied, let the child draw in the principal rivers and mountain ranges, writing the name of each. Explain how these mountain ranges and large rivers, because of the natural defence offered, have become the natural boundaries between nations. Now have the child draw each country on a blank map, writing the name of each and placing a dot where the capital of the country is located, and naming it.

Of course it is not likely that the child will be able to do all this without reference to the map. The map of the continent should be visualized by a definite effort. Let him go over a section at a time noticing the mountains and rivers, their use as boundaries and the countries which they separate. After this detail study have the child observe the map as a whole, and build its visual picture in his mind. From this visual picture have him draw all the details possible on the blank map. Let him go back to the map of the continent, study the points missed, revisualize the picture, close the book, and add as much as possible to the map he is drawing.

Do the same with the map of the United States. Have the child become familiar with the outline, the rivers, mountains and Great Lakes. Next have him become familiar with the groups of states, as the New England States; the Middle Atlantic States; the Southern States, eastern and western divisions, etc. Each of these divisions can be visualized separately, the outlines of the states and the location of the capital learned, so that an outline map of the group can be drawn as was done in the case of the continent and its countries. If this process is continued a very little study of the United States as a whole will enable the child to draw the entire country and locate all the states and their capitals, a thing which only a very few grown people can do.

Learning the Groups of States

The use of initialing will help in learning the names of the states in their different geographical groups. Use the initial of the states in the group and make a sentence using these initials as the first letter of each succeeding word. Fix the sentence in mind and when you wish to name the states let the initial or name act as a guide and suggest the name of the state. Use the sentences following, or make others of your own.

New England States

Middle Atlantic States

Central States—Eastern

Central States—Western

Southern States—Eastern

Southern States—Western

Western States—South

Western States—North

In order that there be no omission of any sentence it is only necessary to note that there are eight groups and four pairs: New England and Middle Atlantic; Central East and West; Southern East and West, and Western North and South. As a further check for accuracy notice the groups as in pairs above; the first pair has 6 and 7 states; the second has the same, 6 and 7; the Southern has 7 and 4, and the Western has 6 and 5. The first two groups have 13 each and the second two groups have 11 each.

Puzzle Maps

The common jig-saw puzzle maps have value if accurately cut. A splendid game for learning the states of the United States, their shape, size and relative position, can be made at home. Lay a map of the United States on a piece of good cardboard, trace the outline of each state and then cut them out on the state lines with a sharp knife. Have the child first learn to name the states by seeing the blank pieces of irregularly shaped cardboard. Then let him learn to put the pieces together, naming the states as he does so. This plan can be followed in studying the counties in your state or the countries in a continent.

The Blank Map

Another helpful method is to draw an outline map of the United States on blank paper, drawing in each state. This can best be done by using impression paper. Now have the child take the map with the outlines of the states and write in the name of each.

The Geography Game

Have cards cut on the lines of the different states of the United States. You can use the ones made for the puzzle map above. On each state card place three spots in the location of the capital and two principal cities. Prepare a series of three cards about 2×3 inches for each of the states, and on each print the name of one of the three cities mentioned so that for each state there is a book of four cards, the plain outline card of the state, a card bearing the name of the capital, and a card for each of the two principal cities. Below the name of the city can be drawn an object, or a word which will indicate the approximate population of the city, by the Number Code. Make a similar set of four cards for each state, the state cards to be cut on the map outline, but not to have the name of the state on them; nothing but three spots in the location of the cities mentioned.

Some states can best be made in a group because of their comparative size. Vermont and New Hampshire can be on one card; Massachusetts, Connecticut and Rhode Island on another, and Maryland and Delaware another. Only three cities should be marked on the cards of these groups, always using the capitals of the states.

The state cards and the city cards should be shuffled separately, the state cards laid to one side as a draw pile, and the city cards divided among the players. The first player draws a state card and lays it on the table and has the first opportunity to play with it any city card he holds. The player to the left has the next turn, and so on, until someone has laid down the last of the three city cards belonging to this state card and takes the book. The one playing the last city card is entitled to the book and has the privilege of drawing the next state card. The one securing the largest number of books wins.

Any player playing a wrong city card on a state card must forfeit the card to the one who started with the state card.

This game requires that the players recognize the state by its outline and know the name of the capital and the two principal cities of the state, and of course, in which state each city card belongs.

The same game can be arranged for the countries of Europe, South America or any other continent. The card can bear the names of the capital, the principal river and mountain range, or the capital and two principal cities.

Following the Travelers

Have the child follow the travelers in the following stories by actually seeing the geographical formations as they are named. Then have him repeat the itinerary by referring to the picture of the geographical formations. You will find that he can visualize the isthmus, plateau, etc., only after having clear knowledge of what each is. This repeated visualization will make a lasting impression upon his mind.

The Story

A man and a boy were out sailing when a strong wind blew them ashore on a POINT, opposite a small ISLAND. They dragged their boat across an ISTHMUS and soon reached the PENINSULA, where they landed in a BAY. They started out in opposite directions looking for drinking water. The boy followed up a RAVINE and found himself on a PLATEAU. He became lost in a SWAMP and came out on a PRAIRIE, and inquired at a village where he found that he could return by following a RIVER through the VALLEY. He made a raft and floated down the river until he was stranded on a DELTA. He waded ashore and was soon back at his boat.

The man climbed a MOUNTAIN and looked out over the DESERT, where he saw an OASIS. Then he climbed over a CLIFF and followed a CANYON back to the BAY.

The Travel Game

Give the child the blank outline of the country in which you are going to tell the story of your travel. Have him locate on the blank map each city you visit and draw a line from one to the other showing the route which was followed.

An example: England. I went to England and landed at Liverpool. I went by rail from there to London, stopping one day at Gloucester. From London I went by water to Portsmouth.

In this story you can ask the child to tell you what kind of houses the inhabitants live in. You can take a ship and be collecting a cargo at the ports. Ask the child what local products are most easily found, and other questions which will show what these people export. Also the customs and commerce of the country in which the story is located can be discussed.

STUDYING HISTORY

The study of history is largely a matter of Remembering What You Read. Children who have difficulty in remembering what they read, as a rule, do not like to study history. The lesson made into a visual picture will fix the points in mind with one reading, but this reading must not be careless or hasty. Help the child to read slowly and to pause long enough to make a mind's eye picture of each circumstance and change. It will be helpful to take a piece of paper and draw the scene of the battle. Mark in roughly the hills, mountains and rivers. Show the positions of the opposing armies, then roughly sketch the changes which take place. This drawing will help you to make a definite picture impression.

Take advantage of the pictures on the page of the book. The child's mind will naturally associate with the picture the many circumstances happening before and after, if he hears or reads them while the picture is visible.

For example, the picture of the landing of the Pilgrims on the shores of Massachusetts will bring to mind the facts which led to their making the journey. It will also suggest circumstances after the landing.

Those stories and facts which the child hears, while looking at the picture, are joined with it in the mind by the law of association, and the operation of the same natural law will tend to recall them whenever the child sees the picture.

A series of large pictures, which all of the class can see while the history lesson is being studied and recited, would help in fixing the facts in the minds of the children. Children who are taught to visualize can form their own pictures and have a wonderful advantage.

Remembering History Dates

This troublesome matter is easily mastered when the child understands the use of the number code as given in the book on Memory. This principle can be applied in every case. As a rule, the century in which the date occurs is not confusing, and the effort can be confined to the particular year. For example, in order to remember the date of the Battle of Bunker Hill, it is only necessary to remember '75, for the year, as every student will know that it was in 1775 and not 1875, or 1675.

A boy twelve years of age learned more history dates in one week after knowing how to use the Number Code than he had learned in weeks before. The knowledge of how to visualize the lesson and how to remember the dates will overcome any prejudice or any difficulty which the child may have with history lessons.

The following are samples of how the Number Code has been applied to remembering history dates:

Landing of the English at Jamestown, 1607. During the first year there was much sickness and the word SICK is '07. The picture of the Jamestown settlers "sick on the beach" will fix the year in mind.

The following dates were in one lesson, and are the word-pictures which a child used in remembering them. Marquette and Joliet explored the Mississippi River in 1673. The word COMB is '73. They were "combing" the river.

LaSalle reached the mouth of the Mississippi River in 1682. He planted the French flag and had a celebration. FUN is '82, they had fun when they planted the flag.

New Orleans was settled by Bienville in 1718. He had a hard time finding a good place for the city, TOUGH (tuf) is '18, they had a tough time.

Washington and the Virginian troops drove the French troops from Fort DuQuesne in 1754. He drove them from their LAIR, '54.

General Braddock was defeated and killed in 1755. He was buried in the woods of Pennsylvania. '55 is LILY, see a lily on his grave.

Some other examples follow: Alaska was purchased in 1867. 18 may be DOVE and '67 CHECK, a picture of a DOVE flying to Russia with the CHECK. Or if you prefer you can use the two words, STOVE-SHACK, or TOUGH-JOKE, it was a tough joke on Russia to sell it for so little.

The Battle of Bunker Hill was June 17th, 1775. This can be remembered by the association SHOOTING KILL. Sh is 6; TING is 17; KILL is '75. 6-17-'75 is the date and it is in the two words SHOOTING KILL, which is easily remembered with Bunker Hill.

The Battle of Bull Run, July 21st, '61. This is 7-21-'61. CAN'T SHOOT (because they ran so fast they couldn't shoot) and the two words CAN'T SHOOT stand for 7-21-'61.

Peary reached the North Pole April 6th, 1909. This can be represented by URGES UP. This is 4-6-'09. He urges his men up to the pole.

Panama Canal was officially opened August 15th, 1914. This is 8-15-'14. VITAL DOOR will represent these numbers. The canal is a VITAL DOOR between the two great oceans.

Examples of the dates of the reigns of the English kings at the end of feudalism. The War of Roses.

Here the Code word TIE stands for I, the first king—Henry hear, for Henry fourth; "them pipe" is 1399; "their doom" is 1413. The whole can easily be visualized into a picture of Henry using the TIE to make an ear trumpet to HEAR THEM PIPE THEIR DOOM. A peculiar idea, perhaps, but it will accomplish the purpose. Use the same plan for other similar lists and make strong picture associations and they will aid you greatly. They can be recalled when the numbers can not.

The following are examples of dates of Greek and Roman History:

Draco codifies Laws of Athens, 621. Joined—He joined the laws.

Peloponnesian War, 431-404. Remote—Razor.

Corinthian War, 395-387. Mabel—Moving.

Alexander King of Macedonia, 336-323. May homage—My name.

Founding of Rome, 753-(?). Column.

Rome supreme in Italy, 264. New Chair.

Sack of Rome by the Gauls, 390. Mobs.

Great Latin War, 340-338. Mars—May move.

Peace between Rome and Carthage, 201. Nice Tie.

Julian Emperors, 27 B. C.-41 A. D. INK Bottle Can—RIDE After Dark.

Claudian and Flavian Emperors, 41-96. Red—Badge.

Good Emperors, 96-180. Push—Thieves.

Invasion of Barbarians, 337-376. May make—My cash.

Charles the Great crowned Emperor of the Romans, 800 Vices.

The History Game

Secure pictures of the principal events in history and paste them on a series of cards. Have nothing on the cards but the picture, no printing, or names. Take three blank cards about 2×3 inches and on the first place the date of the event; on the second the names of the leaders; if a battle, the opposing generals; on the third put the name of the peoples concerned.