Studying, especially unsupervised, may be done in groups or individually. The former is a stepping-stone to the latter. There is a greater chance for suggestions, for getting the problem worded, for arousing interest and checking results, when a group of children are working together than when a child is by himself. Two things must be looked after. First, that the children in the group be taught not to waste time, and second, that the personnel of the group be right. It is not very helpful if one child does all the work, nor if one is so far below the level of the group that he is always tagging along behind. More opportunities for group study in the grammar grades would be advantageous.
When it comes to individual study, the student then assumes all responsibility for his methods of study. He should be taught the influence of physical conditions or mental reactions. He will therefore be responsible for choosing in the home and in the school the best possible conditions for his study. He will see to it that, in so far as possible, the air and light are good, that there are no unnecessary distractions, and that he is as comfortable bodily as can be. He must think not only in terms of the goal to be reached, but also with respect to the methods to be employed. He should be asked by the teacher to report his methods of work as well as his results.
QUESTIONS
1. Are children always primarily engaged in thinking when they study?
2. What type of study is involved in learning a multiplication table, a list of words in spelling, a conjugation in French?
3. How would you teach a pupil to study his spelling lesson?
4. In what sense may one study in learning to write? In acquiring skill in swimming?
5. How would you teach your pupils to memorize?
6. Show how ability to study may be developed over a period of years in some subject with which you are familiar. Reading? Geography? History? Latin translation?
7. Is the boy who reads over and over again his lesson necessarily studying?