6. PROBLEMS IN INTROSPECTION AND OBSERVATION
1. Observe a reading class and try to determine whether the pupils picture the scenes and events they read about. How can you tell?
2. Similarly observe a history class. Do the pupils realize the events as actually happening, and the personages as real, living people?
3. Observe in a similar way a class in geography, and draw conclusions. A pupil in computing the cost of plastering a certain room based the figures on the room filled full of plaster. How might visual imagery have saved the error?
4. Imagine a three-inch cube. Paint it. Then saw it up into inch cubes, leaving them all standing in the original form. How many inch cubes have paint on three faces? How many on two faces? How many on one face? How many have no paint on them? Answer all these questions by referring to your imagery alone.
5. Try often to recall images in the various sensory lines; determine in what classes of images you are least proficient and try to improve in these lines.
6. How is the singing teacher able, after his class has sung through several scores, to tell that they are flatting?
7. Study your imagery carefully for a few days to see whether you can discover your predominating type of imagery.
