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    Vision: 12th Grade Reading Comprehension

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    Vision: 12th Grade Reading Comprehension

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    Vision: 12th Grade Reading Comprehension

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    lee

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    Name 12th Grade Reading Comprehension

    VISION
    From The Practice and Science of Drawing by Harold Speed

    An act of vision is not so simple a matter as the student who asked her master if
    she should "paint nature as she saw nature" would seem to have thought. And
    his answer, "Yes, madam, provided you don't see nature as you paint nature,"
    expressed the first difficulty the student of painting has to face: the difficulty of
    learning to see. Let us roughly examine what we know of vision...

    The fact that we have two flat pictures on our two retinas to help us, and that
    we can focus at different planes, would not suffice to account for our
    knowledge of the solidity and shape of the objective world, were these senses
    not associated with another sense all important in ideas of form, the sense of
    touch. This sense is very highly developed in us, and the earlier period of our
    existence is largely given over to feeling for the objective world outside
    ourselves. Who has not watched the little baby hands feeling for everything
    within reach, and without its reach, for the matter of that; for the infant has no
    knowledge yet of what is and what is not within its reach. Who has not offered
    some bright object to a young child and watched its clumsy attempts to feel for
    it, almost as clumsy at first as if it were blind, as it has not yet learned to focus
    distances. And when he has at last got hold of it, how eagerly he feels it all over,
    looking intently at it all the time; thus learning early to associate the "feel of an
    object" with its appearance. In this way by degrees he acquires those ideas of
    roughness and smoothness, hardness and softness, solidity, etc., which later on
    he will be able to distinguish by vision alone, and without touching the object.

    Our survival depends so much on this sense of touch, that it is of the first
    importance to us. We must know whether the ground is hard enough for us to
    walk on, or whether there is a hole in front of us; and masses of colour rays
    striking the retina, which is what vision amounts to, will not of themselves tell us.
    But associated with the knowledge accumulated in our early years, by
    connecting touch with sight, we do know when certain combinations of colour
    rays strike the eye that there is a road for us to walk on, and that when certain
    other combinations occur there is a hole in front of us, or the edge of a
    precipice. And likewise with hardness and softness, the child who strikes his
    head against the bed-post is forcibly reminded by nature that such things are to
    be avoided, and feeling that it is hard and that hardness has a certain look, it

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