PERCEPTION
In preceding chapters we have seen that in the phase of mental activity
in which the Intellect is concerned, the processes of which are known as
"Thought" in the narrower sense of the term, there are several stages or
steps involving the use of several faculties of the mind. The first of
these steps or stages is called _Perception_.
Many persons confuse the idea of Sensation and Perception, but there is
a clear distinction between them. Sensations arise from nerve
action--from the stimulation of nerve substance--which gives rise to a
peculiar effect upon the brain, which results in an elementary form of
consciousness. An authority says: "Sensation is the peculiar property of
the nervous system in a state of activity, by which impressions are
conveyed to the brain or sensorium. When an impression is made upon any
portion of the bodily surface by contact, heat, electricity, light, or
any other agent, the mind is rendered conscious of this by sensation.
In the process there are three stages--reception of the impression at
the end of the sensory nerve, the conduction of it along the nerve trunk
to the sensorium, and _the change it excites in the sensorium itself,
through which is produced sensation_."
Just why and how this nerve action is translated into consciousness of
an elementary kind, science is unable to explain. Our knowledge is based
in a great part, or entirely, upon impressions which have been received
over the channel of the senses--sensations of sight, hearing, tasting,
smelling and touch. Many authorities hold that all of the five senses
are modifications of the sense of touch, or feeling; as for instance,
the impression upon the organs of sight is really in the nature of a
delicate touch or feeling of the light-waves as they come in contact
with the nerves of vision, etc. But, although sensations give us the raw
materials of thought, so to speak, they are not _knowledge_ in
themselves. Knowledge arises from the operation of Perception upon this
raw material of Sensation.
But yet, Sensation plays a most active part in the presentation of the
raw material for the Perceptive faculties, and must not be regarded as
merely a physiological process. It may be said to be the connecting link
between the physical and the mental activities. As Ziehen says: "It
follows that the constitution of the nervous system is an essential
factor in determining the quality of sensation. This fact reveals the
obvious error of former centuries, first refuted by Locke, though still
shared by naive thought today, that the objects about us themselves are
colored, warm, cold, etc. As external to our consciousness, we can only
assume matter, vibrating with molecular motion and permeated by
vibrating particles of ether. The nervous apparatus selects only certain
motions of matter or of ether, which they transform into that form of
nerve excitation with which they are familiar. It is only this nerve
excitation that we perceive as red, warm or hard."
Passing from Sensation to Perception, we see that the latter interprets
the reports of the former. Perception translates into consciousness the
impressions of Sensation. Perception, acting through one or more of the
mental faculties, gives us _our first bit of real knowledge_. Sensation
may give us the impression of a small moving thing--Perception
translates this into the thought of _a cat_. Sensation is a mere
_feeling_--Perception is the _thought_ arising from that feeling. A
Percept is the product of Perception, or in other words, our _idea_
gained through Perception. The majority of our percepts are complex,
being built up from a number of minor percepts; as for instance, our
percept of _a peach_ is built up from our minor percepts of the form,
shape, color, weight, degree of hardness, smell, taste, etc., of the
peach, each sense employed giving minor percepts, the whole being
combined in the conscious as the whole percept of that particular peach.
Brooks says: "All knowledge does not come directly from perception
through the senses, however. We have a knowledge of external objects,
and we have a knowledge that transcends this knowledge of external
objects. Perception is the _immediate_ source of the first kind of
knowledge, and the _indirect_ source of the second kind of knowledge.
This distinction is often expressed by the terms _cause_ and
_occasion_. Thus perception is said to be the _cause_ of our knowledge
of objects, since it is the immediate source of such knowledge.
Perception is also said to be the _occasion_ of the ideas and truths of
intuition; for, though in a sense necessary to these ideas, it is not
the source of them. Perception also furnishes the understanding with
materials out of which it derives ideas and truths beyond the field of
sense. As thus attaining a knowledge of external objects, affording
material for the operations of the understanding, and furnishing the
occasion for the activity of the intuitive power, _perception may be
said to lie at the basis of all knowledge_."
Perception is of course manifest in all persons. But it varies greatly
in degree and power. Moreover, it may be developed and cultivated to a
great degree. As Perception is an interpretation of the impression of
the senses, we often confuse the cultivation of Perception with the
development of the senses themselves. Two persons of equally perfect
sense of sight may vary greatly in their degree of Perception of sight
impressions. One may be a most careless observer, while the other may
be a very close observer and able to distinguish many points of interest
and importance in the object viewed which are not apparent to the first
observer. Cultivation of Perception is cultivation of the _mental
background of the senses_, rather than of the sense organs themselves.
The Perception accompanying each sense may be developed and cultivated
separately from that accompanying the others.
The majority of persons are very careless observers. They will _see_
things without _perceiving_ the qualities, properties, characteristics,
or parts which together make up those things. Two persons, possessed of
equal degrees of eyesight, will walk through a forest. Both of them will
_see_ trees. To one of them there will be but trees perceived; while to
the other there will be a perception of the different species of trees,
with their varying bark, leaves, shape, etc. One perceives simply a
"pile of stone," which to the perception of another will be recognized
as granite, marble, etc. Brooks says: "Very few persons can tell the
difference between the number of legs of a fly and of a spider; and I
have known farmers' boys and girls who could not tell whether the ears
of a cow are in front of her horns, above her horns, below her horns, or
behind her horns." Halleck says of a test in a schoolroom: "Fifteen
pupils were sure that they had seen cats climb trees and descend them.
There was a unanimity of opinion that the cats went up head first. When
asked whether the cats came down head or tail first, the majority were
sure that the cats descended as they were never known to do. Anyone who
had ever noticed the shape of the claws of any beast of prey could have
answered that question without seeing an actual descent. Farmers' boys,
who have often seen cows and horses lie down and rise, are seldom sure
whether the animals rise with their fore or hind feet first, or whether
the habit of the horse agrees with that of the cow in this respect."
Brooks well says: "Modern education tends to the neglect of the culture
of the perceptive powers. In ancient times people studied nature much
more than at present. Being without books, they were compelled to depend
upon their eyes and ears for knowledge; and this made their senses
active, searching and exact. At the present day, we study books for a
knowledge of external things; and we study them too much or too
exclusively, and thus neglect the cultivation of the senses. We get our
knowledge of the material world second-hand, instead of fresh from the
open pages of the book of nature. Is it not a great mistake to spend so
much time in school and yet not know the difference between the leaf of
a beech and of an oak; or not be able to distinguish between specimens
of marble, quartz, and granite? The neglect of the culture of the
perceptive powers is shown by the scholars of the present time. Very few
educated men are good observers; indeed, the most of them are sadly
deficient in this respect.... They were taught to think and remember;
but were not taught to use their eyes and ears. In modern education,
books are used too much like spectacles, and the result is the blunting
of the natural powers of perception."
The first principle in the Cultivation of Perception is the correct use
of the Attention. The intelligent control of voluntary attention is a
prerequisite to clear and distinct perception. We have called your
attention to this matter in the preceding chapter. Halleck says: "A body
may be imaged on the retina without insuring perception. There must be
an effort to concentrate the attention upon the many things which the
world presents to our senses.... Perception, to achieve satisfactory
results, must summon the will to its aid to concentrate the attention.
Only the smallest part of what falls upon our senses at any time is
actually perceived."
The sense of sight is perhaps the one of the greatest importance to us,
and accordingly the cultivation of Perception with regard to impressions
received through the eye is the most important for the ordinary
individual. As Kay says: "To see clearly is a valuable aid even to
thinking clearly. In all our mental operations we owe much to sight. To
recollect, to think, to imagine, is to see internally,--to call up more
or less visual images of things before the mind. In order to understand
a thing it is generally necessary to see it, and what a man has not seen
he cannot properly realize or image distinctly to his mind.... It is by
the habitual direction of our attention to the effects produced upon
our consciousness by the impressions made upon the eye and transmitted
to the sensorium that our sight, like our other senses, is trained."
Bain says: "Cohering trains and aggregates of the sensations of sight
make more than any other thing, perhaps more than all other things put
together, the material of thought, memory and imagination." Vinet says:
"The child, and perhaps the man as well, only knows well what is shown
him, and the image of things is the true medium between their abstract
idea and his personal experience." This being the case, advice
concerning the Cultivation of Perception must needs be directed mainly
to the cultivation of the perception of sight-impressions.
Brooks says: "We should acquire the habit of observing with attention.
Many persons look at objects with a careless, inattentive eye. We should
guard against the habit of careless looking. We should fix the mind upon
the object before us; we should concentrate the attention upon that upon
which we are looking. Attention, in respect to Perception, has been
compared to a burning glass; hold the sun-glass between the sun and a
board and the concentrated rays will burn a hole through the latter. So
attention concentrates the rays of perceptive power and enables the mind
to penetrate below the surface of things."
The best authorities agree in the idea that the Perception may be best
cultivated by acquiring the habit of examining things in detail. And,
that this examination in detail is best manifested by examining the
parts going to make up a complex thing, separately, rather than
examining the thing as a whole. Halleck says regarding this point: "To
look at things intelligently is the most difficult of all arts. The
first rule for the cultivation of accurate perception is: Do not try to
perceive the whole of a complex object at once. Take the human face for
example. A man holding an important position to which he had been
elected offended many people because he could not remember faces, and
hence failed to recognize individuals the second time he met them. His
trouble was in looking at the countenance as a whole. When he changed
his method of observation, and noticed carefully the nose, mouth, eyes,
chin and color of hair, he at once began to find recognition easier. He
was no longer in danger of mistaking A for B, since he remembered that
the shape of B's nose was different, or the color of his hair at least
three shades lighter. This example shows that another rule can be
formulated: Pay careful attention to details.... To see an object merely
as an undiscriminated mass of something in a certain place is to do no
more than a donkey accomplishes as he trots along."
Brooks says regarding the same point: "To train the powers of
observation we should practice observing minutely. We should analyze the
objects which we look at into their parts, and notice these parts.
Objects present themselves to us as wholes; our definite knowledge of
them is gained by analysis, by separating them into the elements which
compose them. We should therefore give attention to the details of
whatever we are considering; and thus cultivate the habit of observing
with minuteness.... It is related of a teacher that if, when hearing a
class, some one rapped at the door, he would look up as the visitor
entered and from a single glance could tell his appearance and dress,
the kind of hat he wore, kind of necktie, collar, vest, coat, shoes,
etc. The skillful banker, also, in counting money with wondrous
rapidity, will detect and throw from his pile of bills the counterfeits
which, to the ordinary eye, seem to be without spot or blemish."
One of the best methods of developing and cultivating the faculty of
Perception is to take up some study in which the perceptive faculties
_must be_ employed. Botany, physics, geology, natural history give
splendid exercise in Perception, providing the student engages in actual
experimental work, and actual observation, instead of confining himself
to the textbooks. A careful scientific study and examination of _any
kind of objects_, in a manner calculated to bring out the various points
of resemblance and difference, will do most to develop the Perception.
Training of this kind will develop these powers to a high degree, in the
case of small children.
Drawing is also a great help to the development of Perception. In order
to draw a thing correctly we must of necessity examine it in detail;
otherwise we will not be able to draw it correctly. In fact, many
authorities use the test of drawing to prove the degree of attention and
Perception that the student has bestowed upon an object which he has
been studying. Others place an object before the pupil for a few
minutes, and then withdraw it, the pupil then being required to draw the
object roughly but with attention to its leading peculiarities and
features. Then the object is again placed before the pupil for study,
and he is then again required to draw from memory the additional details
he has noticed in it. This process is repeated over and over again,
until the pupil has proved that he has _observed_ every possible detail
of interest in the object. This exercise has resulted in the cultivation
of a high degree of perception in many students, and its simplicity
should not detract from its importance. Any person may practice this
exercise by himself; or, better still, two or more students may combine
and endeavor to excel each other in friendly rivalry, each endeavoring
to discover the greatest number of details in the object considered. So
rapidly do students improve under this exercise, that a daily record
will show a steady advance. Simple exercises in drawing are found in
the reproduction, from memory, of geography maps, leaves of trees, etc.
Similar exercises may be found in the practice of taking a hasty look at
a person, animal or building, and then endeavoring to reproduce in
writing the particular points about the person or thing observed. This
exercise will reveal rapid progress if persisted in. Or, it may be
varied by endeavoring to write out the contents of a room through which
one has walked.
The majority of our readers remember the familiar story of Houdin, who
so cultivated the faculty of Perception that he was able to pass by a
shop-window and afterward state in detail every object in the window. He
acquired this power by gradual development, beginning with the
observation of a single article in the window, then two, then three and
so on. Others have followed his method with great success. Speaking of
Houdin's wonderful Perception, Halleck says: "A wide-awake eagle would
probably see more of a thing at one glance than would a drowsy lizard in
a quarter of an hour. Extreme rapidity of Perception, due to careful
training, was one of the factors enabling Houdin and his son to astonish
everybody and to amass a fortune. He placed a domino before the boy, and
instead of allowing him to count the spots, required him to give the sum
total at once. This exercise was continued until each could give
instantaneously the sum of the spots on a dozen dominoes. The sum was
given just as accurately as if five minutes had been consumed in
adding." Houdin, in his Memoirs relating the above facts regarding his
own methods, states with due modesty, that many women far excel him in
this respect. He says: "I can safely assert that a lady seeing another
pass at full speed in a carriage will have had time to analyze her
toilette from her bonnet to her shoes, and be able to describe not only
the fashion and quality of the stuffs, but also say if the lace be real
or only machine made."
There are a number of games played by children which tend to the
cultivation of the Perception, and which might well be adapted for the
use of older people. These games are based on the general principle of
the various participants taking a brief view of a number of objects
displayed in one's hand, on a table, in a box, etc., and then stating
what he or she has seen. There will be noticed a wonderful difference in
the degree of Perception manifested by the various participants. And,
equally interesting will be the degrees of progress noted after playing
this game over several times, allowing time for rest between the series
of games. It is a fact well known in police circles that thieves often
train boys in this way, following this course by another in which the
lads are expected to take in the contents of a room, the windows, locks,
etc., at a glance. They are then graduated into spies looking out the
details of the scenes of future robberies.
In our volume of this series, devoted to the consideration of the
Memory, we have related a number of exercises and methods, similar to
those given above, by which the Perception may be cultivated. Perception
plays a most important place in memory, for upon the clearness of the
percepts depends to a great degree the clearness of the impressions made
upon the memory. So close is the connection between Memory and
Perception that the cultivation of one tends to develop the other. For
instance, the cultivation of the Memory necessitates the sharpening of
the Perception in the direction of obtaining clear original impressions;
while the cultivation of Perception naturally develops the Memory by
reason of the fact that the latter is used in testing and proving the
clearness and degree of Perception. This being the case, those who find
that the exercises and methods given above are too arduous may
substitute the simple exercise of remembering as many details as
possible of things they see. This effort to impress the memory will
involuntarily bring into action the perceptive faculties in the
acquirement of the original impressions, so that in the end the
Perception will be found to have developed.
Teachers and those having to do with children should realize the great
value of the cultivation of Perception in the young, and thus
establishing valuable habits of observation among them. The experience
and culture thus acquired will prove of great value in their after life.
As Brooks well says on this subject: "Teachers should appreciate the
value of the culture of the perceptive powers, and endeavor to do
something to afford this culture. Let it be remembered that by training
the powers of observation of pupils, we lead them to acquire definite
ideas of things, enable them to store their minds with fresh and
interesting knowledge, lay the foundation for literary or business
success, and thus do much to enhance their happiness in life and add to
the sum of human knowledge."