These blocks or bottles may be utilized in developing the appreciation of weight by pressure-sense. The exercises should be the same as those above mentioned, except that instead of grasping and lifting the objects, they should be placed upon the upturned palm. In these exercises the back of the hand should rest upon the table, in order to eliminate as far as possible muscle-sense, which under ordinary circumstances is combined with pressure- sense in the estimation of weight.
For training more extensive muscle-groups with heavier weights, tightly covered baskets, alike in every respect, but differently weighted with pebbles, may be employed. For example, the pupil may be directed to select the heaviest basket from a group of three and carry it to the teacher.
Stereognostic-sense may be brought to an excellent degree of development by placing in the black bag above mentioned several small objects which the pupil is required to recognize by introducing the hand into the bag and examining the shape of the object with the fingers. It is best at first to select geometric forms, such as the sphere, cube, cylinder, etc., using only three or four at a time. Later common objects of many kinds may be employed with advantage. The game in which the children are blindfolded and made to name various large objects, such as the furniture in the room. etc., is also a useful exercise in stereognosis.
The apparatus for the exercise of temperature-sense consists of six or eight vessels of similar form and color. Ordinary white enamel pint cups serve the purpose well. These vessels are to be filled with water of different temperature. Two vessels should be used at first, one containing hot water, the other cold. When these have been made familiar to the pupil a third may be introduced containing lukewarm water, and finally the cups may be filled in pairs and the child directed to group them properly according to their temperature.
The possibility of the pupil recognizing the difference in the vessels by their appearance, position or the amount of water in them should be carefully guarded against, so that temperature-sense will be the only sense available.
It is to be understood that in all the exercises described above, where the hand is employed, first one hand and then the other is to be exercised. When possible both hands may be brought into play.
The exercises here described afford but an imperfect idea of the scope and varied usefulness of motor and sensor training in the development of the mentally subnormal child. Some physicians have thought such training a foolish waste of time and energy; but this has been because they were not in a position to observe results. It is difficult to believe that a years persistent and systematic application of the exercises here described can so fully arouse the sluggish and uncertain mental faculties of almost any one of these children.
Interest awakens, perception becomes sharpened, memory grows active, association broadens, voluntary control on every plane begins to assert itself. The impulse to make something, to perform some deed, to win some goal, to accomplish something worth while–the great push and urge toward constructive activity–all these may be seen stirring into life under the hand of thorough training. Nor is the training difficult. The application of a few general principles, if properly made, will enable any physician to work out exercises, applicable to his case, that can be performed under his direction by a teacher or relative in any home not actually poverty-stricken.
Of course, miracles are not to be expected. Many cases improve so slowly, and some so little, that great achievements can not be claimed for them. But the majority of cases–and there are thousands scattered over the land–can be brought to a level of activity and usefulness by such training not only above the expectation of the physician, but beyond the hope of the parents.
