Читать книгу How to Study and Teaching How to Study - Frank M. McMurry - Страница 16

Table of Contents

1. Elimination of subject-matter that has little bearing on life

The elimination from the curriculum of such subject-matter as has no probable bearing on ordinary mortals is one important step to take in giving children definite aims in their study. There is much of this matter having little excuse for existence beyond the fact that it "exercises the mind"; for example: in arithmetic, the finding of the Greatest Common Divisor as a separate topic, the tables for Apothecaries' weight and Troy measure, Complex and Compound Fractions;[Footnote: For a more complete list of such topics, see Teachers College Record, Mathematics in the Elementary School, March, 1903, by David Eugene Smith and F. M. McMurry.] in geography, the location of many unimportant capes, bays, capitals and other towns, rivers and boundaries; in nature study, many classifications, the detailed study of leaves, and the study of many uncommon wild plants. The teaching of facts that cannot function in the lives of pupils directly encourages the mere collecting habit, and thus tends to defeat the purpose here proposed. Not that we do not wish children to collect facts; but while acquiring them we want children to carry the responsibility of discovering ways of turning them to account, and mere collecting tends to dull this sense of responsibility.

2. The example to be set by the teacher

By her own method of instruction the teacher can set an example of what she desires from her pupils in the way of concrete aims. For instance: (a) during recitation she can occasionally suggest opportunities for the application of knowledge and ability. "This is a story that you might tell to other children," she might say; or, "Here is something that you might dramatize." "You might talk with your father or mother about this." "Could you read this aloud to your family?" Again, (b) in the assignment of lessons she might set a definite problem that would bring the school work into direct touch with the outside world. In fine art, instead of having children make designs for borders, without any particular use for the design, she might suggest, "Find some object or wall surface that needs a border, and see if you can design one that will be suitable." As a task in arithmetic for a fifth-year class in a small town, she might assign the problem, "To find out as accurately as possible whether or not it pays to keep a cow." Finally, (c) as part of an examination, she can ask the class to recall purposes that they have kept in mind in the study of certain topics. By such means the teacher can make clear to a class what is meant by interesting or useful aims of study, and also impress them with the fact that she feels the need of studying under the guidance of such aims.

3. The responsibility the children should bear.

The teacher need not do a great amount of such work for her class. The children should learn to do it themselves, and they will not acquire the ability mainly by having some one else do it for them.

Therefore, after the children have come to understand the requirement fairly well, the teacher might occasionally assign a lesson by specifying only the quantity, as such and such pages, or such and such topics, in the geography or history, with the understanding that the class shall state in the next recitation one or more aims for the lesson; for example, if it is the geography of Russia, How it happens that we hear so often of famines in Russia, while we do not hear of them in other parts of Europe; or, if it is the history of Columbus, For what characteristic is Columbus to be most admired? Again, In what ways has his discovery of America proved of benefit to the world? The finding of such problems will then be a part of the study necessary in mastering the lesson.

Likewise, during the recitation and without any hint from the teacher, the children should show that they are carrying the responsibility of establishing relations of the subject-matter with life, by mentioning further bearings, or possible uses, that they discover.

Review lessons furnish excellent occasions for study of this kind. It is narrow to review lessons only from the point of view of the author. His view-point should be reviewed often enough to become well fixed, but there should be other view-points taken also.

John Fiske has admirably presented the history of the period immediately following the Revolution. The title of his book, The Critical Period of American History, makes us curious from the beginning to know how the period was so critical. This is a fine example of a specific aim governing a whole book. But other aims in review might be, Do we owe as much to Washington during this period as during the war just preceding? Or were other men equally or more prominent? How was the establishment of a firm Union made especially difficult by the want of certain modern inventions? The pupils themselves should develop the power to suggest such questions.

4. The sources to which children should look for suggestions

The teacher can teach the children where to look for suggestions in their search for specific purposes. During meals, three times a day, interesting topics of conversation are welcome; indeed, the dearth of conversation at such times, owing to lack of "something to say," is often depressing. There is often need of something to unite the family of evenings, such as a magazine article read aloud, or a good narrative, or a discussion of some timely topic. There are social gatherings where the people "don't know what to do"; there are recesses at school where there is the same difficulty; there are neighbors, brothers and sisters, and other friends who are more than ready to be entertained, or instructed, or helped. Yet children often dramatize stories at school, without ever thinking of doing the same for the entertainment of their family at home. They read good stories without expecting to tell them to any one. They collect good ideas about judging pictures, without planning to beautify their homes through them. Thus the children can be made conscious that there are wants on all sides of them, and by some study of their environment they can find many aims that will give purpose to their school work. Again, by a review of their past studies, their reading, and their experience of various kinds, they can be reminded of objects that they are desirous of accomplishing. It is, perhaps, needless to say that the teacher herself must likewise make a careful study of the home, street, and school life of her pupils, of their study and reading, if she is to guide them most effectually in their own search for desirable aims.

5. Stocking up with specific aims in advance

Finally, the teacher can lead her pupils to stock up with specific aims even in advance of their immediate needs. A teacher who visits another school with the desire of getting helpful suggestions would better write down beforehand the various things that she wishes to see. She can afford to spend considerable time and energy upon such a list of points. Otherwise, she is likely to overlook half of the things she was anxious to inquire about.

Likewise, children can be taught to jot down in a notebook various problems that they hope to solve, various wants observed in their environment that they may help to satisfy. Children who are much interested in reading, sometimes without outside suggestion make lists of good books that they have heard of and hope to read. And as they read some, they add others to their list. Keeping this list in mind, they are on the lookout for any of these books, and improve the opportunity to read one of them whenever it offers. A similar habit in regard to things one would like to know and do can be cultivated, so that one will have a rich stock of aims on hand in advance, and these will help greatly to give purpose to the work later required in the school.

6. The importance of moderation in demands made upon children.

In conclusion, it may be of importance to add that this kind of instruction can be easily overdone, and it is better to proceed too slowly than too rapidly. It is a healthy and permanent development that is wanted, and the teacher should rest satisfied if it is slow. It is by no means feasible to attempt to subordinate all study to specific aims; we cannot see our way to accomplish that now. But we can do something in that direction. Only occasional attempts with the younger children will be in place; more conscious efforts will be fitting among older pupils. By the time the elementary school is finished, a fair degree of success in discovering specific aims can be expected.

Yet, even if little more than a willingness to take time to try is established, the gain will be appreciable. When children become interested in a topic, they are impatient to "go on" and "to keep going on." This continual hurrying forward crowds out reflection. If they learn no more than to pause now and then in order to find some bearings on life, and thus do some independent thinking, they are paving the way for the invaluable habit of reflection.