Inquiries into Human Faculty and Its Development Part 7

This has led to a wide correspondence and to a much-increased store of information, which enables me to arrive at the following conclusions. The answers I received whenever I have pushed my questions, have been straightforward and precise. I have not unfrequently procured a second sketch of the Form even after more than two years' interval, and found it to agree closely with the first one. I have also questioned many of my own friends in general terms as to whether they visualise numbers in any particular way.

The large majority are unable to do so. But every now and then I meet with persons who possess the faculty, and I have become familiar with the quick look of intelligence with which they receive my question. It is as though some chord had been struck which had not been struck before, and the verbal answers they give me are precisely of the same type as those written ones of which I have now so many. I cannot doubt of the authenticity of independent statements which closely confirm one another, nor of the general accuracy of the accompanying sketches, because I find now that my collection is large enough for cla.s.sification, that they might be arranged in an approximately continuous series. I am often told that the peculiarity is common to the speaker and to some near relative, and that they had found such to be the case by accident. I have the strongest evidence of its hereditary character after allowing, and over-allowing, for all conceivable influences of education and family tradition.

Last of all, I took advantage of the opportunity afforded by a meeting of the Anthropological Inst.i.tute to read a memoir there on the subject, and to bring with me many gentlemen well known in the scientific world, who have this habit of seeing numerals in Forms, and whose diagrams were suspended on the walls. Amongst them are Mr. G. Bidder, Q.C., the Rev. Mr. G. Henslow, the botanist; Prof. Schuster, F.R.S., the physicist; Mr. Roget, Mr. Woodd Smith, and Colonel Yule, C.B., the geographer. These diagrams are given in Plate I. Figs. 20-24. I wished that some of my foreign correspondents could also have been present, such as M. Antoine d'Abbadie, the well-known French traveller and Membre de l'Inst.i.tut, and Baron v. Osten Sacken, the Russian diplomatist and entomologist, for they had given and procured me much information.

I feel sure that I have now said enough to remove doubts as to the authenticity of my data. Their trustworthiness will, I trust, be still more apparent as I proceed; it has been abundantly manifest to myself from the internal evidences in a large ma.s.s of correspondence, to which I can unfortunately do no adequate justice in a brief memoir.

It remains to treat the data in the same way as any other scientific facts and to extract as much meaning from them as possible.

The peculiarity in question is found, speaking very roughly, in about 1 out of every 30 adult males or 15 females. It consists in the sudden and automatic appearance of a vivid and invariable "Form" in the mental field of view, whenever a numeral is thought of, in which each numeral has its own definite place. This Form may consist of a mere line of any shape, of a peculiarly arranged row or rows of figures, or of a shaded s.p.a.ce.

I give woodcuts of representative specimens of these Forms, and very brief descriptions of them extracted from the letters of my correspondents. Sixty-three other diagrams on a smaller scale will be found in Plates I., II. and III., and two more which are coloured are given in Plate IV.

[Ill.u.s.tration: ]

D.A. "From the very first I have seen numerals up to nearly 200, range themselves always in a particular manner, and in thinking of a number it always takes its place in the figure. The more attention I give to the properties of numbers and their interpretations, the less I am troubled with this clumsy framework for them, but it is indelible in my mind's eye even when for a long time less consciously so. The higher numbers are to me quite abstract and unconnected with a shape. This rough and untidy [8] production is the best I can do towards representing what I see. There was a little difficulty in the performance, because it is only by catching oneself at unawares, so to speak, that one is quite sure that what one sees is not affected by temporary imagination. But it does not seem much like, chiefly because the mental picture never seems _on_ the flat but _in_ a thick, dark gray atmosphere deepening in certain parts, especially where 1 emerges, and about 20. How I get from 100 to 120 I hardly know, though if I could require these figures a few times without thinking of them on purpose, I should soon notice. About 200 I lose all framework. I do not see the actual figures very distinctly, but what there is of them is distinguished from the dark by a thin whitish tracing. It is the place they take and the shape they make collectively which is invariable. Nothing more definitely takes its place than a person's age. The person is usually there so long as his age is in mind."

[Footnote 8: The engraver took much pains to interpret the meaning of the rather faint but carefully made drawing, by strengthening some of the shades. The result was very very satisfactory, judging from the author's own view of it, which is as follows:--"Certainly if the engraver has been as successful with all the other representations as with that of my shape and its accompaniments, your article must be entirely correct."]

T. M. "The representation I carry in my mind of the numerical series is quite distinct to me, so much so that I cannot think of any number but I at once see it (as it were) in its peculiar place in the diagram. My remembrance of dates is also nearly entirely dependent on a clear mental vision of their _loci_ in the diagram.

This, as nearly as I can draw it, is the following:--"

[Ill.u.s.tration: ]

"It is only approximately correct (if the term 'correct' be at all applicable). The numbers seem to approach more closely as I ascend from 10 to 20, 30, 40, etc. The lines embracing a hundred numbers also seem to approach as I go on to 400, 500, to 1000. Beyond 1000 I have only the sense of an infinite line in the direction of the arrow, losing itself in darkness towards the millions. Any special number of thousands returns in my mind to its position in the parallel lines from 1 to 1000. The diagram was present in my mind from early childhood; I remember that I learnt the multiplication table by reference to it at the age of seven or eight. I need hardly say that the impression is not that of perfectly straight lines, I have therefore used no ruler in drawing it."

J.S. "The figures are about a quarter of an inch in length, and in ordinary type. They are black on a white ground. The numeral 200 generally takes the place of 100 and obliterates it. There is no light or shade, and the picture is invariable."

[Ill.u.s.tration: ]

etc. etc.

120+--------------- 110 30 40 50 60 70 80 90 / 20 10 1

In some cases, the mental eye has to travel along the faintly-marked and blank paths of a Form, to the place where the numeral that is wanted is known to reside, and then the figure starts into sight. In other cases all the numerals, as far as 100 or more, are faintly seen at once, but the figure that is wanted grows more vivid than its neighbours; in one of the cases there is, as it were, a chain, and the particular link rises as if an unseen hand had lifted it. The Forms are sometimes variously coloured, occasionally very brilliantly (see Plate IV.). In all of these the definition and illumination vary much in different parts. Usually the Forms fade away into indistinctness after 100; sometimes they come to a dead stop. The higher numbers very rarely fill so large a s.p.a.ce in the Forms as the lower ones, and the diminution of s.p.a.ce occupied by them is so increasingly rapid that I thought it not impossible they might diminish according to some geometrical law, such as that which governs sensitivity. I took many careful measurements and averaged them, but the result did not justify the supposition.

It is beyond dispute that these forms originate at an early age; they are subsequently often developed in boyhood and youth so as to include the higher numbers, and, among mathematical students, the negative values.

Nearly all of my correspondents speak with confidence of their Forms having been in existence as far back as they recollect. One states that he knows he possessed it at the age of four; another, that he learnt his multiplication table by the aid of the elaborate mental diagram he still uses. Not one in ten is able to suggest any clue as to their origin. They cannot be due to anything written or printed, because they do not simulate what is found in ordinary writings or books.

About one-third of the figures are curved to the left, two-thirds to the right; they run more often upward than downward. They do not commonly lie in a single plane. Sometimes a Form has twists as well as bends, sometimes it is turned upside down, sometimes it plunges into an abyss of immeasurable depth, or it rises and disappears in the sky. My correspondents are often in difficulties when trying to draw them in perspective. One sent me a stereoscopic picture photographed from a wire that had been bent into the proper shape.

In one case the Form proceeds at first straightforward, then it makes a backward sweep high above head, and finally recurves into the pocket, of all places! It is often sloped upwards at a slight inclination from a little below the level of the eye, just as objects on a table would appear to a child whose chin was barely above it.

It may seem strange that children should have such bold conceptions as of curves sweeping loftily upward or downward to immeasurable depths, but I think it may be accounted for by their much larger personal experience of the vertical dimension of s.p.a.ce than adults.

They are lifted, tossed and swung, but adults pa.s.s their lives very much on a level, and only judge of heights by inference from the picture on their retina. Whenever a man first ventures up in a balloon, or is let, like a gatherer of sea-birds' eggs, over the face of a precipice, he is conscious of having acquired a much extended experience of the third dimension of s.p.a.ce.

The character of the forms under which historical dates are visualised contrast strongly with the ordinary Number-Forms. They are sometimes copied from the numerical ones, but they are more commonly based both clearly and consciously on the diagrams used in the schoolroom or on some recollected fancy.

The months of the year are usually perceived as ovals, and they as often follow one another in a reverse direction to those of the figures on the clock, as in the same direction. It is a common peculiarity that the months do not occupy equal s.p.a.ces, but those that are most important to the child extend more widely than the rest.

There are many varieties as to the topmost month; it is by no means always January.

The Forms of the letters of the alphabet, when imaged, as they sometimes are, in that way, are equally easy to be accounted for, therefore the ordinary Number-Form is the oldest of all, and consequently the most interesting. I suppose that it first came into existence when the child was learning to count, and was used by him as a natural mnemonic diagram, to which he referred the spoken words "one," "two," "three," etc. Also, that as soon as he began to read, the visual symbol figures supplanted their verbal sounds, and permanently established themselves on the Form. It therefore existed at an earlier date than that at which the child began to learn to read; it represents his mental processes at a time of which no other record remains; it persists in vigorous activity, and offers itself freely to our examination.

The teachers of many schools and colleges, some in America, have kindly questioned their pupils for me; the results are given in the two first columns of Plate I. It appears that the proportion of young people who see numerals in Forms is greater than that of adults.

But for the most part their Forms are neither well defined nor complicated. I conclude that when they are too faint to be of service they are gradually neglected, and become wholly forgotten; while if they are vivid and useful, they increase in vividness and definition by the effect of habitual use. Hence, in adults, the two cla.s.ses of seers and non-seers are rather sharply defined, the connecting link of intermediate cases which is observable in childhood having disappeared.

These Forms are the most remarkable existing instances of what is called "topical" memory, the essence of which appears to lie in the establishment of a more exact system of division of labour in the different parts of the brain, than is usually carried on. Topical aids to memory are of the greatest service to many persons, and teachers of mnemonics make large use of them, as by advising a speaker to mentally a.s.sociate the corners, etc., of a room with the chief divisions of the speech he is about to deliver. Those who feel the advantage of these aids most strongly are the most likely to cultivate the use of numerical forms. I have read many books on mnemonics, and cannot doubt their utility to some persons; to myself the system is of no avail whatever, but simply a stumbling-block, nevertheless I am well aware that many of my early a.s.sociations are fanciful and silly.

The question remains, why do the lines of the Forms run in such strange and peculiar ways? the reply is, that different persons have natural fancies for different lines and curves. Their handwriting shows this, for handwriting is by no means solely dependent on the balance of the muscles of the hand, causing such and such strokes to be made with greater facility than others. Handwriting is greatly modified by the fashion of the time. It is in reality a compromise between what the writer most likes to produce, and what he can produce with the greatest ease to himself. I am sure, too, that I can trace a connection between the general look of the handwritings of my various correspondents and the lines of their Forms. If a spider were to visualise numerals, we might expect he would do so in some web-shaped fashion, and a bee in hexagons. The definite domestic architecture of all animals as seen in their nests and holes shows the universal tendency of each species to pursue their work according to certain definite lines and shapes, which are to them instinctive and in no way, we may presume, logical. The same is seen in the groups and formations of flocks of gregarious animals and in the flights of gregarious birds, among which the wedge-shaped phalanx of wild ducks and the huge globe of soaring storks are as remarkable as any.

I used to be much amused during past travels in watching the different lines of search that were pursued by different persons in looking for objects lost on the ground, when the encampment was being broken up. Different persons had decided idiosyncracies, so much so that if their travelling line of sight could have scored a mark on the ground, I think the system of each person would have been as characteristic as his Number-Form.

Children learn their figures to some extent by those on the clock. I cannot, however, trace the influence of the clock on the Forms in more than a few cases. In two of them the clock-face actually appears, in others it has evidently had a strong influence, and in the rest its influence is indicated, but nothing more. I suppose that the complex Roman numerals in the clock do not fit in sufficiently well with the simpler ideas based upon the Arabic ones.

The other traces of the origin of the Forms that appear here and there, are dominoes, cards, counters, an abacus, the fingers, counting by coins, feet and inches (a yellow carpenter's rule appears in one case with 56 in large figures upon it), the country surrounding the child's home, with its hills and dales, objects in the garden (one scientific man sees the old garden walk and the numeral 7 at a tub sunk in the ground where his father filled his watering-pot). Some a.s.sociations seem connected with the objects spoken of in the doggerel verses by which children are often taught their numbers.

But the paramount influence proceeds from the names of the numerals.

Our nomenclature is perfectly barbarous, and that of other civilised nations is not better than ours, and frequently worse, as the French "quatre-vingt dix-huit," or "four score, ten and eight," instead of ninety-eight. We speak of ten, eleven, twelve, thirteen, etc., in defiance of the beautiful system of decimal notation in which we write those numbers. What we see is one-naught, one-one, one-two, etc., and we should p.r.o.nounce on that principle, with this proviso, that the word for the "one" having to show both the place and the value, should have a sound suggestive of "one" but not identical with it.

Let us suppose it to be the letter _o_ p.r.o.nounced short as in "on," then instead of ten, eleven, twelve, thirteen, etc., we might say _on-naught, on-one, on-two, on-three_, etc.

The conflict between the two systems creates a perplexity, to which conclusive testimony is borne by these numerical forms. In most of them there is a marked hitch at the 12, and this repeats itself at the 120. The run of the lines between 1 and 20 is rarely a.n.a.logous to that between 20 and 100, where it usually first becomes regular.

The 'teens frequently occupy a larger s.p.a.ce than their due. It is not easy to define in words the variety of traces of the difficulty and annoyance caused by our unscientific nomenclature, that are portrayed vividly, and, so to speak, painfully in these pictures.

They are indelible scars that testify to the effort and ingenuity with which a sort of compromise was struggled for and has finally been effected between the verbal and decimal systems. I am sure that this difficulty is more serious and abiding than has been suspected, not only from the persistency of these twists, which would have long since been smoothed away if they did not continue to subserve some useful purpose, but also from experiments on my own mind. I find I can deal mentally with simple sums with much less strain if I audibly conceive the figures as on-naught, on-one, etc., and I can both dictate and write from dictation with much less trouble when that system or some similar one is adopted. I have little doubt that our nomenclature is a serious though unsuspected hindrance to the ready adoption by the public of a decimal system of weights and measures. Three quarters of the Forms bear a duodecimal impress.

I will now give brief explanations of the Number-Forms drawn in Plates I., II., and III., and in the two front figures in Plate IV.

DESCRIPTION OF PLATE I.

Fig. 1 is by Mr. Walter Larden, science-master of Cheltenham College, who sent me a very interesting and elaborate account of his own case, which by itself would make a memoir; and he has collected other information for me. The Number-Forms of one of his colleagues and of that gentleman's sister are given in Figs. 53, 54, Plate III. I extract the following from Mr. Larden's letter--it is all for which I can find s.p.a.ce:--

[Ill.u.s.tration: PLATE I. _Examples of Number-Forms_.]

"All numbers are to me as images of figures in general; I see them in ordinary Arabic type (except in some special cases), and they have definite positions in s.p.a.ce (as shown in the Fig.). Beyond 100 I am conscious of coming down a dotted line to the position of 1 again, and of going over the same cycle exactly as before, _e.g._ with 120 in the place of 20, and so on up to 140 or 150. With higher numbers the imagery is less definite; thus, for 1140, I can only say that there are no new positions, I do not see the entire number in the place of 40; but if I think of it as 11 hundred and 40, I see 40 in its place, 11 in its place, and 100 in its place; the picture is not single though the ideas combine. I seem to stand near 1. I have to turn somewhat to see from 30-40, and more and more to see from 40-100; 100 lies high up to my right and behind me. I see no shading nor colour in the figures."

Figs. 2 to 6 are from returns collected for me by the Rev. A.D. Hill, science-master of Winchester College, who sent me replies from 135 boys of an average age of 14-15. He says, speaking of their replies to my numerous questions on visualising generally, that they "represent fairly those who could answer anything; the boys certainly seemed interested in the subject; the others, who had no such faculty either attempting and failing, or not finding any response in their minds, took no interest in the inquiry." A very remarkable case of hereditary colour a.s.sociation was sent to me by Mr. Hill, to which I shall refer later. The only five good cases of Number-Forms among the 135 boys are those shown in the Figs. I need only describe Fig. 2. The boy says:--"Numbers, except the first twenty, appear in waves; the two crossing-lines, 60-70, 140-150, never appear at the _same time_. The first twelve are the image of a clock, and 13-20 a continuation of them."

Figs. 7, 8, are sent me by Mr. Henry F. Osborn of Princeton in the United States, who has given cordial a.s.sistance in obtaining information as regards visualising generally. These two are the only Forms included in sixty returns that he sent, 34 of which were from Princeton College, and the remaining 26 from Va.s.sar (female) College.

Figs. 9-19 and Fig. 28 are from returns communicated by Mr. W.H.

Poole, science-master of Charterhouse College, which are very valuable to me as regards visualising power generally. He read my questions before a meeting of about 60 boys, who all consented to reply, and he had several subsequent volunteers. All the answers were short, straightforward, and often amusing. Subsequently the inquiry extended, and I have 168 returns from him in all, containing 12 good Number-Forms, shown in Figs. 9-19, and in Fig. 28. The first Fig. is that of Mr. Poole himself; he says, "The line only represents position; it does not exist in my mind. After 100, I return to my old starting-place, _e.g._ 140 occupies the same position as 40."

The gross statistical result from the schoolboys is as follows: --Total returns, 337: viz. Winchester 135, Princeton 34, Charterhouse 168; the number of these that contained well-defined Number-Forms are 5, 1, and 12 respectively, or total 18--that is, one in twenty.

It may justly be said that the masters should not be counted, because it was owing to the accident of their seeing the Number-Forms themselves that they became interested in the inquiry; if this objection be allowed, the proportion would become 16 in 337, or one in twenty-one. Again, some boys who had no visualising faculty at all could make no sense out of the questions, and wholly refrained from answering; this would again diminish the proportion. The shyness in some would help in a statistical return to neutralise the tendency to exaggeration in others, but I do not think there is much room for correction on either head. Neither do I think it requisite to make much allowance for inaccurate answers, as the tone of the replies is simple and straightforward. Those from Princeton, where the students are older and had been specially warned, are remarkable for indications of self-restraint. The result of personal inquiries among adults, quite independent of and prior to these, gave me the proportion of 1 in 30 as a provisional result for adults. This is as well confirmed by the present returns of 1 in 21 among boys and youths as I could have expected.

I have not a sufficient number of returns from girls for useful comparison with the above, though I am much indebted to Miss Lewis for 33 reports, to Miss Cooper of Edgbaston for 10 reports from the female teachers at her school, and to a few other schoolmistresses, such as Miss Stones of Carmarthen, whose returns I have utilised in other ways. The tendency to see Number-Forms is certainly higher in girls than in boys.

Fig. 20 is the Form of Mr. George Bidder, Q.C.; it is of much interest to myself, because it was, as I have already mentioned, through the receipt of it and an accompanying explanation that my attention was first drawn to the subject. Mr. G. Bidder is son of the late well-known engineer, the famous "calculating boy" of the bygone generation, whose marvellous feats in mental arithmetic were a standing wonder. The faculty is hereditary. Mr. G. Bidder himself has multiplied mentally fifteen figures by another fifteen figures, but with less facility than his father. It has been again transmitted, though in an again reduced degree, to the third generation. He says: --

"One of the most curious peculiarities in my own case is the arrangement of the arithmetical numerals. I have sketched this to the best of my ability. Every number (at least within the first thousand, and afterwards thousands take the place of units) is always thought of by me in its own definite place in the series, where it has, if I may say so, a home and an individuality. I should, however, qualify this by saying that when I am multiplying together two large numbers, my mind is engrossed in the operation, and the idea of locality in the series for the moment sinks out of prominence."

Fig. 21 is that of Prof. Schuster, F.R.S., whose visualising powers are of a very high order, and who has given me valuable information, but want of s.p.a.ce compels me to extract very briefly. He says to the effect:--