Too minute questioning
(b) Assignment of too short lessons when accompanied (as it usually is in order to pass the time of the recitation period) by minute "analytic" questioning has the same effect. This evil is usually at its height in such subjects as history and literature, where not infrequently the material is so minutely subdivided as to break up the unity of meaning belonging to a given portion of the matter, to destroy perspective, and in effect to reduce the whole topic to an accumulation of disconnected details all upon the same level. More often than the teacher is aware, his mind carries and supplies the background of unity of meaning against which pupils project isolated scraps.
Making avoidance of error the aim
(c) Insistence upon avoiding error instead of attaining power tends also to interruption of continuous discourse and thought. Children who begin with something to say and with intellectual eagerness to say it are sometimes made so conscious of minor errors in substance and form that the energy that should go into constructive thinking is diverted into anxiety not to make mistakes, and even, in extreme cases, into passive quiescence as the best method of minimizing error. This tendency is especially marked in connection with the writing of compositions, essays, and themes. It has even been gravely recommended that little children should always write on trivial subjects and in short sentences because in that way they are less likely to make mistakes, while the teaching of writing to high school and college students occasionally reduces itself to a technique for detecting and designating mistakes. The resulting self-consciousness and constraint are only part of the evil that comes from a negative ideal.
CHAPTER FOURTEEN
OBSERVATION AND INFORMATION IN THE TRAINING OF MIND
No thinking without acquaintance with facts
Thinking is an ordering of subject-matter with reference to discovering what it signifies or indicates. Thinking no more exists apart from this arranging of subject-matter than digestion occurs apart from the assimilating of food. The way in which the subject-matter is furnished marks, therefore, a fundamental point. If the subject-matter is provided in too scanty or too profuse fashion, if it comes in disordered array or in isolated scraps, the effect upon habits of thought is detrimental. If personal observation and communication of information by others (whether in books or speech) are rightly conducted, half the logical battle is won, for they are the channels of obtaining subject-matter.
§ 1. The Nature and Value of Observation