260  Science  of  Education

is  responsible  for  large  contributions  through  speech,
direct  instruction,  lectures,  sermons,  home  and  social
intercourse,  etc.  Among  sensory  images  in  the  mind,
those  of  the  auditory  type  seem  to  be  far  less  common
than  of  the  visual.  Galton,  in  his  "  Inquiries  into
Human  Faculty,"  *  discusses  images,  mental  imagery
and  visionaries,  through  two  chapters,  without  mention
of  auditory  images,  except,  perhaps,  where  he  digresses
to  characterize  the  "  daimon  of  Socrates  as  an  audible,
not  a  visual  appearance."  Of  the  auditory  type  are
those  writers  who,  in  their  composing,  have  hearers,
not  readers,  in  mind ;  musicians  who  play  "  by  ear  "
rather  than  by  note;  most  readers,  effective  preachers
and  jury  lawyers;  teachers,  as  teachers,  who  have  the
recitation  in  mind.  The  auditive  pupil  studying,  com-
ing to  a  difficulty  in  his  book  lesson,  is  likely  to  go
through  the  motions  of  reading  it  aloud.  But  few  of
these  impulses  carry  images  with  them.  In  the  born
orator  and  musician  they  are  most  likely  to  do  so.
Learning  by  hearing  is  primitive  and  generic;  rela-
tively far  more  prominent  in  the  early  experience  of  the
race  than  now.  "  For  untold  barbaric  ages  man  had  ob-
tained, through  the  medium  of  the  ear,  almost  all  the
knowledge  that  came  to  him  second-hand.  The  news-
paper and  the  book  did  not  exist  for  him  to  interpret
their  meaning  by  the  eye."  f  And  even  to-day  among
visualists  the  eye-born  images  are  often  given  vivid-
ness through  the  influence  of  hearing.
*  Pages  83-114  and  155-177.
f  Halleck.    "  The  Education  of  the  Central  Nerrous  System,"  p.  62.
The  Special  Senses  261

Of  all  the  senses,  the  sensations  of  sight  are  given
first  place  in  respect  to  refinement  and  definiteness.
