How to Study and Teaching How to Study

by Frank M. McMurry

2. Recognition of individual characteristics.

Every person has many peculiarities that are important factors in his study and that should be noted by all concerned with great care. For example, aside from the desirable rate of advance for each person, which has already been mentioned, a student maybe eye-minded, or ear- minded, or motor-minded. That is, he may be peculiarly dependent upon his eyes, needing to see a statement in print rather than to hear it read, and inclined to visualize or image even the most abstract thought. Or he may learn best through the ear, wanting to hear statements read, rather than see them. Or he may be peculiarly dependent on motor activity, preferring to write his spelling lesson, rather than to see the words only or to spell them orally; such a person will need to gesticulate freely, to imitate movements and act out scenes, rather than see or hear only verbal descriptions. Some persons are naturally regular and systematic in their work, following a definite program each day and arranging facts as well as furniture in an orderly way. Others are pained by regularity and system, and find it impossible to reform themselves. They can work well only when they feel like it, and therefore by spurts. Some do their best thinking under the stimulus of discussion and opposition, others are disturbed by such conditions and can think best in private. Some are especially devoted to facts, being scientifically minded and interested in the objects about them. Others are idea-lovers, caring little for the concrete world of nature, but attracted to literature, history, and music. Others, still, are particularly strong in execution, rarely considering theory apart from practice.[Footnote: See President Hadley's article in Harper's Magazine, June, 1905.]

Some of the peculiarities that we discover in ourselves are weaknesses that should be discouraged and combated to the utmost; others require more or less modification. But there is no choice concerning most of them; their sum constitutes our nature, and we must accept them. They are our original capital, our source of strength on which all increase of strength must be grafted. And we should become well acquainted with them, just as the engineer should know the properties of steam.

Full acquaintance is impossible, and even approximate knowledge of the extent of one's powers cannot be reached, until one has become deeply interested in some project and loaded with responsibility in regard to it. But by humbly and diligently observing one's better tendencies, and by giving full expression to them, one may attain a fair degree of self-knowledge. One of the special duties of teachers and parents is to come to the assistance of young people in such study, helping them to recognize their strong and weak points and to understand themselves without getting discouraged or excited. If we fail to enjoy a book or musical concert that arouses the enthusiasm of others, we may well admit the fact to ourselves, and perhaps to others, with neither pride nor shame, but as a fact. Such facts reveal us to ourselves, and should be noted with the consciousness that, if strength is not found in one direction, it is likely to be discovered in some other.

3. Responsibility for initiative.

It is obvious from preceding statements that both children and older students must become far more accustomed to taking the initiative during instruction, if they are to take it in private study. The way to prepare for leadership, whether of self or of others, is to undertake such leadership under wise guidance.

There are two degrees of responsibility in recitation that are somewhat common. Suppose, for example, that a class in manual training is to make a tile out of clay, to be placed under a coffee pot. After proposing this task the teacher (1) might further state that the tile must be six inches square and one-half inch thick; that it must have a level surface; that a ball of clay of a certain size will be needed in order to make a tile of the desired size; that it must be pressed into shape mainly by the use of the thumbs; that careful measuring will be necessary to secure the proper dimensions; that square corners can be obtained by placing some square-cornered object directly over the corners of the tile, for comparison; and that a level surface can best be obtained by sighting carefully across the surface, so as to detect any irregularities. After these and perhaps other instructions have been given by the teacher, the children may be directed to begin work.

Or, after the task has been proposed, the teacher (2) might simply ask the main questions that need to be considered, letting the pupils find the solutions for the same as far as possible. For example: How large should the tile be made? What should be its shape? What kind of surface must it have? How must the clay be worked into the desired shape? How make sure of the dimensions? Of square corners? Of a level surface?

The first plan shows practically the lecture method in operation. The teacher presents all of the ideas, and the children have the position of listeners or followers. That method places the minimum degree of responsibility upon pupils, the responsibility for attention, and is quite common in the poorer schools and in colleges.

The second plan allows the children to join actively with the teacher in producing the ideas involved in the solution of the problem. It shows the development method in operation, which places much more responsibility upon the class. But the teacher even here takes practically all of the initial steps. She is the one who breaks the large problem up into its parts; who determines the wording of the questions and the order in which they shall be considered. The children follow her cue; they are subject to her constant direction, and merely make response to her specific biddings. The reaching of new thought by them under such immediate stimulus and suggestion involves responsibility for thinking, to be sure, but very little responsibility for the initial thinking or for initiative. Neither of these methods, therefore, plainly develops the power of self- direction.