The Mind of the Child, Part II: The Development of the Intellect, International Education; Series Edited By William T. Harris, Volume IX.Preyer, William T.
Science
The Mind of the Child, Part II: The Development of the Intellect, International Education; Series Edited By William T. Harris, Volume IX.
Preyer, William T.
Child development; Child psychology
"On the 19th the different colored pieces of card were
separately placed before his eye, and so little had he gained in
thirteen days that he could not, without counting their corners
one by one, tell their shape. This he did with great facility,
running his eye quickly along the outline, so that it was
evident he was still learning, just as a child learns to read.
He had got so far as to know the angles, when they were placed
before him, and to count the number belonging to any one object.
The reason of his making so slow a progress was, that these
figures had never been subjected to examination by touch, and
were unlike anything he had been accustomed to see. He had got
so much the habit of assisting his eyes with his hands, that
nothing but holding them could keep them from the object.
"On the 26th the experiments were again repeated on the couched
eye. It was now found that the boy, on looking at any one of the
cards in a good light, could tell the form nearly as readily as
the color."
From these two instructive cases Home concludes:
"That, where the eye, before the cataract is removed, has only
been capable of discerning light, without being able to
distinguish colors, objects after its removal will seem to touch
the eye, and there will be no knowledge of their outline, which
confirms the observations made by Chesselden.
"That where the eye has previously distinguished colors, there
must also be an imperfect knowledge of distances, but not of
outline, which, however, will be very soon acquired, as happened
in Ware's cases. This is proved by the history of the first boy,
who, before the operation had no knowledge of colors or
distances, but after it, when his eye had only arrived at the
same state that the second boy's was in before the operation, he
had learned that the objects were at a distance and of different
colors.
"That when a child has acquired a new sense, nothing but great
pain or absolute coercion will prevent him from making use of
it."
VI. THE WARDROP CASE.
James Wardrop reports ("Philosophical Transactions of the Royal Society
for 1826," iii, 529-540, London, 1826):
Public-domain text, read in full here on John Shaqi.
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