EDUCATION OF THE SENSES 177
was exceedingly fond of the colour exercises. But when I asked the name of the white colour spool, he hesitated for a long time before replying uncertainly " white." Now a child of such intelligence should have been able, even without the special intervention of the teacher, to learn the name of each colour.
The directress told me that having noticed that the child had great difficulty in retaining the nomenclature of the colours, she had up until that time left him to exercise himself freely with the games for the colour sense. At the same time he had developed rapidly a power over written language, which in my method is presented through a series of problems to be solved. These problems are presented as sense exercises. This child was, therefore, most intelligent. In him the discriminative sensory perceptions kept pace with great intellectual activities — attention and judgment. But his memory for names was inferior.
The directress had thought best not to interfere, as yet, in the teaching of the child. Certainly, the education of the child was a little disordered, and the directress had left the spontaneous explanation of his mental activities excessively free. However desirable it may be to furnish a sense education as a basis for intellectual ideas, it is nevertheless advisable at the same time to associate the language with these perceptions.
In this connection I have found excellent for use with normal children the three periods of which the lesson according to Seguin consists:
First Period. The association of the sensory perception with the name.
For example, we present to the child, two colours, red and blue. Presenting the red, we say simply, " This is