The mode of procedure adopted by Professor Barrett to test the faculty as possessed by the children was as…
- Date of account
- Published 1893
- Source
- How to thought-read: A manual of instruction in the strange and mystic in daily life, psychic phenomena, including hypnotic, mesmeric, and psychic states, mind and muscle reading, thought transference, psychometry, clairvoyance, and phenomenal spiritualism
- Reference
- How to thought-read: A manual of instruction in the strange and mystic in daily life, psychic phenomena, including hypnotic, mesmeric, and psychic states, mind and muscle reading, thought transference, psychometry, clairvoyance, and phenomenal spiritualism · selected passage 81
- Rights
- public_domain
- Language
- English
- Record updated
- 2026-08-24
Record summary
The mode of procedure adopted by Professor Barrett to test the faculty as possessed by the children was as follows:--“One of the children,” says Professor Barrett, “was sent into an adjoining room, the door of which I saw was closed
Published source text
Read the available text below. Archive transcriptions may contain OCR errors; later context is labelled separately. A recorded claim is not a finding that it happened.
Source passage
Source text · mention onlyThe mode of procedure adopted by Professor Barrett to test the faculty as possessed by the children was as follows:--“One of the children,” says Professor Barrett, “was sent into an adjoining room, the door of which I saw was closed. On returning to the sitting-room, and closing the door also, I thought upon some object in the house, fixed upon at random. Writing the name down, I showed it to the family present, the strictest silence being preserved throughout. We then all silently thought of the name of the thing selected. In a few seconds the door of the adjoining room was heard to open, and after a short interval the child would enter the sitting-room, generally speaking, with the object selected. No one was allowed to leave the sitting-room after the object had been fixed upon, and no communication with the child was conceivable, as her place was often changed.
Historical context
Contextual commentary · mention onlyThis source supplies historical scientific, skeptical or conventional context. Its terminology and conclusions may not reflect current scholarship.
Modern context
Contextual commentary · mention onlyLattice uses this as an alternative-explanation source, not as an automatic dismissal of testimony. Claims still need to be compared with the actual evidence and current knowledge.
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