160 ~ INTERNATIONAL CONGRESS OF EDUCATION. 
(1) What per cent. of people are eye-minded in reading, and what per 
cent. are ear-minded ? 
(2) To what extent do eye-mindedness and ear-mindedness in reading 
accompany eye-mindedness and ear-mindedness in other respects ? 
(3) To what extent are eye-mindedness and ear-mindedness in reading 
lue to methods of education ? 
(4) Are the well-known disturbances of other speech centers which so 
often accompany auditory aphasia due to faulty methods of teaching 
language, by means of which wrong association tracks were first estab- 
lished ? 
(5) What per cent. of persons who have occasion to write much are ear- 
minded in spelling, what per cent. are eye-minded, and what per cent. 
are motor-minded ? 
(6) To what extent is this determined by ear-mindedness, eye-minded- 
ness, and motor-mindedness in other respects. and to what extent is it due 
fo education ? 
(7) Whats light can be thrown on the problems of teaching language by 
1 study of the facts of aphasia as they present themselves in deaf-mutes, 
in whose case some association tracks which exist in hearing persons can- 
not be opened ? 
(8) What effect has eye-mindedness in reading on the reader’s apprecia- 
sion of beauty of style and on his oral reading ? 
(9) What effect has motor-mindedness in spelling on the writer's style ? 
DISCUSSION. 
Proressor Bryan: It has been shown by recent investigations in aphasia, not that 
there is a separate center for sounds and the words of which those sounds are the 
2lements, but that there is at any rate a separate psychical function. In one very 
nteresting case reported within the last few months, a patient was found who was able 
0 recognize certain of the letters and sounds of the alphabet and not to recognize 
others; but in many cases where he could recognize every sound that made up a word, 
1e could not tell what word it meant. He could give the separate sounds, but not the 
vord ; and the reporter of this case holds not that there are separate centers, but that 
there are at any rate separate functions for those. Now the question I wish to ask 
Superintendent Balliet is, whether it would follow from the general line of his paper 
hat the sounds should not be taught separately 
SUPERINTENDENT BALLIET : My impression is that there are a great many reasons 
why that should not be done. Years ago we began by a sort of histology of the English 
alphabet, did microscopic work in reading. We taught the elements, and then com- 
oined the elements into principles, and the principles into letters, and so on. We have 
now given that all up. The next step was to teach children to write by writing entire 
letters. The result was that the connecting lines between one letter and another, and 
making up a whole word, made the muscular movement seem different from what the 
muscular movement was in making a separate letter, and we have given that up. 
Children now write the entire word, and are drilled on the technical work of making 
the letters strictly accurate until after they have been trained to make entire words, 
The same thing applies to reading. I think phonies in pronunciation ought to be 
taught by pronouncing entire words, and if a child makes a sound imperfectly, that 
sound ought to be prominent in some word, but ought not to be singled out. There are