How to Study and Teaching How to Study Part 3

THE OAK LEAF.

Greatest length......... Length of the stem....

Greatest breadth........ Color of the stem.....

Number of lobes......... Color of the leaf.....

Number of indentations.. General shape.........

The other papers closely resembled this one. Consider the worth of such knowledge! This is one way in which time is wasted in school and college. Probably the main reason for the choice of this topic was the fact that the leaves could be easily obtained. But if the teacher had been in the habit of setting up specific aims, and therefore of asking how such matter would prove valuable in life, she would have never given this lesson--unless higher authorities had required it.

One of my cla.s.ses of about seventy primary teachers in the study of education once undertook to plan subject-matter in nature study for six-year-old children in Brooklyn. They agreed that the common house cat would be a fitting topic. And on being asked to state what facts they might teach, they gave the following sub-topics in almost exactly this order and wording: the ears; food and how obtained; the tongue; paws, including cus.h.i.+ons; whiskers; teeth; action of tail; sounds; sharp hearing; sense of smell; cleanliness; eyes; looseness of the skin; quick waking; size of mouth; manner of catching prey; claws; care of young; locomotion; kinds of prey; enemies; protection by society for the prevention of cruelty to animals,--twenty-two topics in all. When I inquired if they would teach the length of the tail, or the shape of the head and ears, or the length and shape of the legs, or the number of claws or of teeth, most of them said "no" with some hesitation, and some made no reply. When asked what more needed to be done with this list before presenting the subject to the children, some suggested that those facts pertaining to the head should be grouped together, likewise those pertaining to the body and those in regard to the extremities. Some rejected this suggestion, but offered no subst.i.tute. No general agreement to omit some of the topics in the list was reached, and most of the cla.s.s saw no better plan than to present the subject, cat, under the twenty-two headings given.

Although there were college graduates present, and many capable women, it was evident that they carried no standard for judging the value of facts or for organizing them. The setting up of specific purposes seemed to offer them the aid that they needed. Since this was in Brooklyn, where the main relation of cats to children is that of pets, we took up the study of the animal with the purpose of finding to what extent cats as pets can provide for themselves, and to what extent, therefore, they need to be taken care of, and how.

Under these headings the sub-topics given, with a few omissions and additions, might be arranged as follows:

Under first aim:--

I. _Food_ (chief thing necessary).

/Birds 1. Kinds of prey...{ Mice Moles, etc.

/Eyes, that see in dark; 2. How found..... { structure.

{ Sense of smell; keenness.

Ears; keenness.

/ Approach; use of whiskers.

| Quietness of movements; | how so quiet (padded feet, | loose joints, manner of | walking).

| Action of tail.

3. How caught.....{ Catching and holding; | ability to spring; strength of | hind legs.

| Fore paws; used like hands.

| Claws; shape, sharpness, and sheaths.

II. _Shelter._ Use of covering.

Finding of warm place in coldest weather.

Under second aim:--

I. _Food_ (when prey is wanting).

Kinds and where obtained: milk; sc.r.a.ps from table; biscuit; catnip.

Observe method of drinking.

II. _Shelter_. How provide shelter.

III. _Cleanliness_. Why was.h.i.+ng unnecessary (cat's face was.h.i.+ng; aversion to getting wet).

Danger from dampness.

Need of combing and brus.h.i.+ng; method.

IV. _Enemies_. Kinds of insects; remedies.

Dogs; boys and men.

Proper treatment. Value of Society for Prevention of Cruelty to Animals; how to secure its aid.

Thus a definite purpose, that is simple, concrete, and close to the learner's experience, can be valuable as a basis for selecting and arranging subject-matter. Facts that bear no important relation to this aim, such as the length of the cat's tail and the shape of its ears, fall out; and those that are left, drop into a series in place of a mere list.

_As a promise of some practical outcome of study in conduct_

A manufacturer must do more than supply himself with motive power and manufacture a proper quality of goods; he must also provide for a market. Again, if he makes money, he is under obligations not to let it lie idle; if he h.o.a.rds it, he is condemned as a miser. He is responsible for turning whatever goods or money he collects to some account.

The student, likewise, should not be merely a collector of knowledge.

The object of study is not merely insight. As Frederick Harrison has said, "Man's business here is to know for the sake of living, not to live for the sake of knowing." "Religion that does not express itself in conduct socially useful is not true religion"; and, we may add, education that does not do the same is not true education.

It is part of one's work as a student, therefore, to plan to turn one's knowledge to some account; to plan not alone to sell it for money, but to _use_ it in various ways in daily life. If, instead of this, one aims to do nothing but collect facts, no matter how ardently, he has the spirit of a bookworm at best and stands on the same plane as the miser. Or if, notwithstanding good intentions, he leaves the effect of his knowledge on life mainly to accident, he is grossly careless in regard to the chief object of study. Yet the average student regards himself as mainly a collector of facts, a storehouse of knowledge; and his teachers also regard him in that light. Planning to turn knowledge to some account is not thought to be essential to scholars.h.i.+p.

There are, no doubt, various reasons for this, but it is not because an effect on life is not finally desired. The explanation seems to be largely found in a very peculiar theory, namely, that the fewer bearings on life a student now concerns himself with, the more he will somehow ultimately realize; and if he aims at none in particular, he will very likely hit most of them. Thus aimlessness, so far as relations of study to life are concerned, is put at a premium, and students are directly encouraged to be omnivorous absorbers without further responsibility.

Meanwhile, sensible people are convinced of the unsoundness of this theory. How often, after having read a book from no particular point of view, one feels it necessary to reexamine it in order to know how it treats some particular topic! The former reading was too defective to meet a special need, because the very general aim caused the att.i.tude to be general or non-selective. How often do young people who have been taught to have no particular aim in their reading, have no aim at all, beyond intellectual dissipation, the momentary tickle of the thought. Thus _all_ particular needs are in danger of being left unsatisfied when no particular need is fixed upon as the object.

It is the growing consciousness of the great waste in such study that has changed botany in many places into horticulture and agriculture, chemistry into the chemistry of the kitchen, and that has caused portions of many other studies to be approached from the human view- point.

This indicates the positive acceptance of specific purposes as guides in study. They are not by any means full guarantees of an outcome of knowledge in conduct, for they are only the plans by which the student hopes that his knowledge will function. Since plans often fail of accomplishment, these purposes may never be realized. But they give promise of some outcome and form one important step in a series of steps necessary for the fruition of knowledge.

_By whom and when such purposes should be conceived_

The aims set up by advanced scholars are necessarily an outgrowth of their individual experience and interests. Such aims must, therefore, vary greatly. For this reason such men must conceive their purposes for themselves; there is no one who can do it for them.

Younger students are in much the same situation, for their aims should also be individual to a large extent. Text-books might be of much help if their authors attempted this task with skill. But authors seldom attempt it at all; and, even if they do, they are under the disadvantage of writing for great numbers of persons living in widely different environments. Any aims that they propose must necessarily be of a very general character. Teachers might again be of much help; but many of them do not know how, and many more will not try. The task, therefore, falls mainly to the student himself.

As to the time of forming in mind these aims, the experimental scientist necessarily posits some sort of hypothesis in advance of his experiments; the eminent men before mentioned conceive the questions that they hope to have answered, in advance of their reading. It is natural that one should fix an aim before doing the work that is necessary for its accomplishment. If these aims are to furnish the motive for close attention and the basis for the selection and organization of facts, they certainly ought to be determined upon early. The earlier they come, too, the greater the likelihood of some practical outcome in conduct; for the want of such an outcome is very often due to their postponement.

On the other hand, the setting up of desirable ends requires mental vigor, as well as a wide and well-controlled experience. Gibbon's "solitary walk" (p. 31) Would hardly be a pleasure walk for most young people, even if they had his rich fund of knowledge to draw upon.

While it is desirable, therefore, to determine early upon one's purposes, young students will often find it impossible to do this. In such cases they will have to begin studying without such aids. They can at least keep a sharp lookout for suitable purposes, and can gradually fix upon them as they proceed. In general it should be remembered that the sooner good aims are selected, the sooner their benefits will be enjoyed.

THE FITNESS OF CHILDREN IN THE ELEMENTARY SCHOOL TO SELECT SPECIFIC PURPOSES OF STUDY

According to custom, young people are expected to acquire knowledge now and find its uses later. The preceding argument would reverse that order by having them discover their wants first and then study to satisfy them. This is the way in which man has progressed from the beginning--outside of educational inst.i.tutions--and it seems the normal order.

To what extent shall this apply to children? If the fixing of aims is difficult for adult students, it can be expected to be even more difficult for children of the elementary school age. For their experience, from which the suggestions for specific purposes must be obtained, is narrow and their command of it slight. On the other hand, they are expected to have done a large amount of studying before entering the high school, much of it alone, too. And, after leaving the elementary school, people will take it for granted that they have already learned how to study. If, therefore, the finding of specific purposes is an important factor in proper study, responsibility for acquiring that ability will fall upon the elementary school.

_Do children need the help of specific aims?_

The first question to consider is, Do children seriously need the help of such aims? They certainly do in one respect, for they resemble their elders in being afflicted with inattention and unwillingness to exert themselves in study. These are the offenses for which they are most often scolded at school, and these are their chief faults when they attempt to study alone. There is no doubt also but that the main reason why children improve very little in oral reading during the last three years in the elementary school is their lack of incentive to improve. They feel no great need of enunciating distinctly and of reading with pleasant tones loud enough to be heard by all, when all present have the same text before them. Why should they?

Good aims make children alert, just as they do older persons. I remember hearing a New York teacher in a private school say to her thirteen-year-old children in composition, one spring day: "I expect to spend my vacation at some summer resort; but I have not yet decided what one it shall be. If you have a good place in mind, I should be glad to have you tell me why you like it. It may influence my choice."

She was a very popular teacher, and each pupil longed to have her for a companion during the summer. I never saw a cla.s.s undertake a composition with more eagerness. In a certain fifth-year cla.s.s in geography a contest between the boys and girls for the best collection of articles manufactured out of flax resulted in the greatest enthusiasm. The reading or committing to memory of stories with the object of dramatizing them--such as _The Children's Hour_, in the second or third grade--seldom fails to arouse lively interest.

For several years the members of the highest two cla.s.ses in a certain school have collected many of the best cartoons and witticisms. They have also been in the habit of reading the magazines with the object of selecting such articles as might be of special interest to their own families at home, or to other cla.s.ses in the school, or to their cla.s.smates, often defending their selections before the cla.s.s. Their most valuable articles have been cla.s.sified and catalogued for use in the school; and their joke-books, formed out of humorous collections, have circulated through the school. The effect of the plan in interesting pupils in current literature has been excellent.

A certain settlement worker in New York City in charge of a club of fourteen- to eighteen-year-old boys tried to arouse an interest in literature, using one plan after another without success. Finally the cla.s.s undertook to read _Julius Caesar_ with the object of selecting the best parts and acting them out in public. This plan succeeded; and while the acting was grotesque, this purpose led to what was probably the most earnest studying that those boys had ever done.

The value of definite aims for the conduct of the recitation is now often discussed and much appreciated by teachers. If such aims are so important in cla.s.s, with the teacher present, they are surely not less needed when the child is studying alone.