How to Study and Teaching How to Study Part 11

There is certainly a valuable truth in these maxims, and some people, therefore, accept them at their face value. Calling to mind that many of the greatest discoveries have hinged on seemingly insignificant facts, and that the world-renowned German scientists are distinguished by infinite pains in regard to details, they conceive that the student is primarily concerned with trifles. Knowing that the dollars will take care of themselves if the dimes are carefully saved, they reason that knowledge is properly mastered if the little things receive close attention. It becomes their ambition, therefore, to let nothing that is little escape them. In this spirit the conscientious student, largely identifying conscientiousness with thoroughness, keeps a special watch for little things, feeling that the smaller an item is the more fully it tests his thoroughness, and the more meritorious he is if he attends to it.

The influence of this notion of thoroughness upon practice has been marked in some schools. And since spelling furnishes excellent material for testing care for details, that subject has often been given high rank partly for that special reason. I have known one large training school for teachers in which for twenty years and more probably more time and energy on the part of both faculty and students were expended on spelling than on any other single subject. It was unpardonable not to cross the _t_ or dot the _i_, not to insert the hyphen or the period. Having written a word in spelling, it was a heinous offense to change it after second thought, and a dozen misspelled words per term seriously endangered one's diploma at the end of the three-year course.

No one can deny great merit to such strenuousness. So definite an aim, applied to all subjects and relentlessly pursued by a whole faculty,--as was the case in this school,--compelled students to work till they overworked, and the school was therefore regarded as excellent. Yet this conception makes thoroughness a purely _quant.i.tative_ matter; it accepts _thoroughness_ as meaning _throughness_ or completeness, signifying the inclusion of everything from "beginning to end," or from "cover to cover."

_2. The correct notion of thoroughness._

This notion of thoroughness, however, is certainly wrong in opposing all neglect; and the above-quoted maxims show themselves, in their disregard for relative values, to be only half truths, In the school just mentioned there was small emphasis of relative worths and of the use of judgment in the choice of objects to receive one's attention.

As thoroughness consisted in attention to details, little things became _per se_ worthy of study, and comparative worth was on that account overlooked.

But, as we have seen, there is no hope of mastering _all_ the ideas connected with any topic, so that the student must be reconciled to the exercise of judgment in making selection. This choice must be exercised, too, among the details themselves; it is not confined to a selection of the large thoughts in distinction from the details.

Details vary infinitely among themselves in value; some, like the horseshoe nail, easily bear a vital relation to large results; others, like the use of a hyphen in a word, in all probability bear no important relation to anything. Those that have this vital relation are essential and need careful attention; the others are non-essential and deserve for that reason to be neglected. In other words, thoroughness is a _qualitative_ rather than a quant.i.tative matter; it is qualitative because it involves careful selection in accordance with the nature and relation of the details. The student, to whom thoroughness is a question of _allness_ needs mental endurance as a chief virtue; the real student, on the other hand, requires constant exercise of judgment. In brief, the proper kind of thoroughness calls for a good degree of good sense.

The thoroughness that is here advocated implies no underestimate of little things; it only condemns want of discrimination among them.

Even the painstaking German scientist is no devotee to all things that are little. Carrying on his investigation with reference to some definite problem, he is concerned only with such details as are closely related to it. If he is uncertain just what so-called little things do relate to it,--as has been the case, for instance, in the investigation of the cause of yellow fever,--he carefully investigates one thing after another. But in so doing he discriminates very sharply among details, throwing many aside without hesitation, briefly examining some, and finally settling on certain ones for exhaustive study.

It is only those little things that are thus related to something of real value that deserve attention. The mathematician is a stickler for little things. He insists that figures should be plainly made, and that 1 + 1 should never be allowed to equal 3. He is wholly in the right, because the slightest error in reading a number, in placing a decimal point, or in finding a sum must vitiate the whole result.

Little things of that sort are called little, but they are in reality big.

It is unfortunate that such matters are often called trifles, for a trifle is usually supposed to be something that is of very little account; the name thus misleads. Such details are essential; other details are non-essential. It would be well if people would more generally divide details into these two cla.s.ses, and apply the term trifles only to the latter sort. By neglecting non-essentials one could find more time for the details that are essential. Neglect of some things, therefore, instead of being opposed to thoroughness, is a direct and necessary means to it.

One cannot deny that this notion of thoroughness has its dangers, for it places the responsibility upon the student of using his own judgment. That is always dangerous. If the student lacks earnestness, or insight, or balance, he is bound to make mistakes. He is likely to make them anyway; and he may merely pick and choose according to comfort or whim, and do the most desultory, careless studying. It would be easier for him to "look out for all the little things" than to discriminate among them, for intelligent selection requires more real thinking.

_The dangers in these conceptions, and the conclusion.

1. The danger in this conception of thoroughness._

On the other hand, it should be remembered that neglect of details in general has not been advocated; it is only a judicious selection among them. And such selection calls for no more energy or ability than selection among larger facts. If we can trust students at all to distinguish values among the larger thoughts--as every one knows that we must--there is the same reason for trusting them to distinguish the relative worths of details.

_2. The danger in the alternative plan._

The dangers of the alternative plan should also be borne in mind.

Suppose that a capable student is taught to let no trifles escape him.

The danger then is that, to the extent that he is earnest, he will fall in love with little things, until his vision for larger things becomes clouded. He may always be intending to pa.s.s beyond these to the larger issues; but he is in danger of failing so regularly that he will come in time to value details in themselves, not for what they lead to; the details become the large things, and the really large matters are forgotten.

A former professor in a large normal school ill.u.s.trated this tendency exactly. At sixty years of age he was an unusually well-informed, cultured man, but he had developed a mania for little things. He had charge of the practice department, and each fall term it was customary to receive applications from about two hundred students for the practice teaching for that term. Each applicant filled out a blank, giving his name, age, preferred study to teach, preferred age of children, and experience in teaching. These papers had to be briefly examined; then at four o'clock in the afternoon of the same first day all these applicants were to be called together in one group for instructions about their teaching. By this arrangement the practice teaching could be started off very promptly.

On one occasion in the writer's knowledge, however, this gentleman could not resist the temptation to blue-pencil every mistake in spelling, punctuation, grammar, etc., that he could find in this entire set of papers, which must have occupied nearly two hours.

Meanwhile, this task was so hugely absorbing, he entirely forgot to notify the two hundred applicants that they were wanted at four o'clock, and thus one day out of a year of less than two hundred was largely lost for the practice teaching.

The main fault of half of the good teachers in the elementary schools to-day is over-conscientiousness about little things. Believing that every mistake in written work should be corrected, that the blackboard should be kept thoroughly clean, that each day's lessons should be carefully planned, that, in short, every little duty should be well performed, they putter away at such tasks until there is no time left for much larger duties, such as physical exercise, sociability, and general reading. As a result they become habitually tired, unsympathetic, and narrow, and therefore _schoolish_. It is a strange commentary on education when conscientiousness means particular care for little things, as it very often does among teachers. It is desirable that a teacher prepare each day's lessons in full, and that she do a hundred other things each day, as well. But when she cannot do all these--and she never can--it is highly important that she apportion her time according to relative values; for instance, it is far better that she omit some of her preparation of lessons for the sake of recreation, if recreation would otherwise be omitted. People are unfitted for the work of life until they view it in fair perspective. One of the important objects of abundant and broad educational theory for teachers is to help them preserve the proper balance between large and small things; and, owing to the common tendency to neglect the larger things for the smaller, one of the prominent duties of school princ.i.p.als and supervisors is to remind both teachers and students of the larger values in life in general and in study in particular.

_3. The conclusion._

It is evident that grave dangers are at hand, whether one slights some details or attempts to master them all. But no matter what the dangers are, there is one right thing for the student to do, that is, to develop the habit of weighing worths, of sensing the relative values of the facts that he meets. Good judgment consists largely in the proper appreciation of relative values; and since that is one of the very prominent factors in successful living, as well as in study, it is one of the most important abilities for the student to cultivate.

Not only the equal valuation of all details, but the treatment of various rules and virtues as absolute, is likewise directly hostile to this habit of mind. Young people who are taught to be always economical, or always punctual, or always regular, are thereby tempted to subst.i.tute thoughtless obedience for exercise of judgment. It is not always wise to be saving. A certain college boy owned three pairs of gloves; one pair was so old and soiled that it was suitable only for use in the care of the furnace; the other two pairs were quite new. However, having been taught to be always saving, he wore the old pair to college during much of his senior year, and saved the other two. He was true to his early teaching at the expense of good sense.

There are few circ.u.mstances in life that can be properly treated by rule of thumb. Good judgment is called for at every turn; and the habit of considering relative values in regard to all affairs is one that the student should constantly cultivate, no matter what dangers have to be encountered.

ABILITY OF CHILDREN TO NEGLECT UNIMPORTANT DETAILS

This ability is so intimately related to the ability that is necessary in grouping related facts that the one can hardly exist without the other. Yet it is well to observe what a demand there is for neglect in ordinary school work, and how this demand is met by children. Mistakes in beginning reading are very common, such as saying _a_ for _an_, _the_ for _thu_, not pausing for a comma, leaving out a word, putting in a word, etc. When fairy tales are related, slight omissions, mistakes in grammar, too frequent use of _and_, etc. are to be expected. In the pupil's board work, penmanship, and written composition minor errors are innumerable. What is to be done with all these? Certainly many of them must be entirely pa.s.sed over, or more important things will never be reached.

In their literature and in their reference books many little difficulties are met with that must likewise be overlooked. Take for instance the following typical paragraph from Hawthorne's _Gorgon's Head:_

"Well, then," continued the king, still with a _cunning_ smile on his lips, "I have a little _adventure_ to propose to you; and, as you are a brave and _enterprising_ youth, you will doubtless look upon it as a great piece of good luck to have so rare an opportunity of _distinguishing_ yourself. You must know, my good Perseus, I think of getting married to the beautiful Princess Hippodamia; and it is _customary_, on these occasions, to make the bride a present of some _far-fetched_ and _elegant curiosity_. I have been a little _perplexed_, I must honestly confess, where to obtain anything likely to please a princess of her _exquisite_ taste. But, this morning, I _flatter_ myself, I have thought of _precisely_ the article."

Here is an adult's vocabulary, as well as an adult's ideas, with perhaps a dozen new words, and anything like mathematical thoroughness in the study of this paragraph would destroy its attractiveness. It is well for teachers to consider what would be a thorough treatment of such a section. Encyclopedias and other reference works also present many strange words and difficult paragraphs that children cannot stop to examine with care. In their ordinary school work, therefore, children find many details that must be overlooked; the more important things cannot be accomplished unless these less important ones are ignored.

It would be strange if children were quite incapable of doing what is so plainly required of them. It is true that they can be taught to reach the extreme of foolishness in the insignificance of the details that they mention. But it is also true that a fair amount of wise guidance will lead them to exercise good judgment in their selection.

In other words, thoroughness as a relative and qualitative matter, rather than only quant.i.tative, can be appreciated by them. Any teacher who has tested them carefully in this respect is likely to agree to this a.s.sertion. It is as natural for a lot of children to condemn the mention of useless detail, because of its waste of time, as it is for them to condemn selfish or immoral conduct.

PRACTICAL SUGGESTIONS FOR TEACHING CHILDREN TO NEGLECT RELATIVELY UNIMPORTANT DETAILS

_1. Placing responsibility upon children._

The responsibility of deciding what shall be neglected should very often be left with the children, no matter how many mistakes and how much loss of time it may temporarily cause. Criticisms and suggestions from the teacher would be in place later. Many parents as well as teachers refuse to place this responsibility upon children for fear of the mistakes that they will make. On account of this fear they make it as nearly as possible unnecessary for children to judge freely, by giving them arbitrary rules to follow, or by directing them exactly what they shall do each moment. This cultivates poor judgment by depriving children of the very practice that will make their judgments reliable; it prevents the school requirements from corresponding to those in life outside.

Confidence in the general and growing good sense of children is a presupposition in the sensible parent and teacher. Having such confidence, their mission is to let these young people alone much of the time; to direct, not to control the selections that they make, a.s.suming the role of advisers and critics but not dictators.

This training toward independent judgment should begin even in the first year of school. If Johnny raises his hand in beginning reading to state that Mary said _a_ for _the_, the teacher need not either accept or reject the criticism. She may merely turn to the whole cla.s.s and ask whether that is a helpful correction to make. A similar course may be pursued with many corrections and suggestions in later years.

In this way a cla.s.s sense of what is fitting or valuable in the way of neglect can be developed.

It should be remembered, however, that children cannot judge the worth of details without a basis of some sort. Unless, therefore, they helplessly rely upon the direction of the teacher in each case, they must be taught what the reading or other subject is for. They must gradually get a fair idea, for instance, of what good reading is, and realize that it includes pleasant tones, a careful grouping of words, much inflection of voice, and clear enunciation of final consonants.

As they become acquainted with this standard in reading, they will readily learn to overlook such details as have little to do with its attainment.

It is true that it saves much time for the teacher herself to determine what shall or shall not receive attention, or at least for her to accept or reject a child's suggestion dogmatically, rather than to allow him or the whole cla.s.s to pa.s.s upon its worth. Also, the constant demand for "more facts" tempts teachers to save time in this way. But again, it behooves the teacher as well as the pupil to use judgment, and not sacrifice one of the main objects of an education in order to save some time.

_2. Cla.s.s study of printed articles._

Children who use reference works might now and then study an encyclopedic article together merely to see what parts should be slighted. When looking for a certain fact they will discover, from the way the paragraphs begin, that one paragraph after another can be discarded without being read in full. In the same spirit newspapers might be studied by the older children, to determine from the headings what articles need not be read at all, what ones in a cursory manner, and what ones carefully, if any. Similar study of some magazines might be in place. It is a duty of the school thus to accustom pupils to proper methods of reading common kinds of printed matter.

_3. Reduction of reproductions._

Pupils might occasionally be asked to reproduce a story or any other line of thought as fully as they wish. Suppose that it occupies six pages. Then they might be requested to reduce it to three pages, and perhaps, finally, to one page, eliminating each time what is of least importance. Such an exercise compels a very careful study of relative values.

_4. Holding and carrying a point._

Having decided upon a definite problem for consideration, all grades of learners might be held responsible for detecting beginning wanderings of thought. They might accustom themselves to the responsibility of rising to a point of order at such times, stating the main question and asking the suspected person to show the relevancy of his remarks. There is no reason why the teacher should carry this responsibility alone; indeed, it is an imposition on the children, checking their growth in judgment and power of initiative.

Again, at times students in all grades might be allowed full freedom, in order to show how quickly they will engage in discussion, and even become excited, with no definite question before them. They may not realize their error, however, until asked to state what they are considering. It should be remembered that the question at issue may be as much neglected in the reading of books as in partic.i.p.ation in discussion; on this account the method of reading might be tested in a similar manner.