There are few circumstances 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 passed 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 quantitative, can be appreciated by them. Any teacher who has tested them carefully in this respect is likely to agree to this assertion. 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.