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Chapter - 06

“Why? Learning Isn’t One Of My Subjects”

Yes, learning how to learn is the most important of all subjects for it makes success possible in the others and it lasts throughout your whole life. Study and learning are the parts of education which parents and child can understand, see the reasons for, the results of, and the tremendous effort that is required in learning. Study is hard work, irrespective of the doctrine that "learning must be fun for the self-developing child," and it has always been hard work. It is part of the "public thinking" that the day will come when capsule vitamins or chemical stimuli will eliminate study. That day would produce a highly effective ant-like civilization of specialists, but we need not be disturbed at the moment, for there are no positive signs which indicate that the sweat and tears will be removed from learning in the near future. People have objected to study for a long time. Clay tablets dug up in the Nile Valley reveal an Egyptian prince's objection, and since it is natural for human beings to be lazy, as well as to have pride in a job well done, the objections are probably as old as man.

The road to learning is study, and it is a hard, steep, rough road. Study requires that the mind use its three functions of feeling, willing, and thinking, to generate and keep alive all the good habits, determined purposes, and enforced practices that must be used in order to learn. Learning to recognize and use the tools of learning in elementary school can determine the whole future of a child.

Those habits which have made study unpleasant and burdensome must be replaced by habits and ideas which make study a really constructive and dedicated force—providing not only immediate rewards in grades and a sense of accomplishment, but also giving a sense of direction to life. A sense of direction comes from the continuing effect of knowing how to study. This is no seasonal or term subject but is part of all subjects and indeed of life. Now school lessons require study, but human destiny will require study for the rest of the child's life—for success or failure, of product-consumer charts or building plans, of medical case histories or service to community. The details of history and algebra will be forgotten, but out of the discipline of ordering the mind to learn will grow that intangible and unpredictable something which we call education. The person who has learned to study will have left of his formal schooling the ability to recognize, analyze, and solve life's problems by the wisdom of his decisions—whether these problems be on a drafting board or within the lonely recesses of his own soul. The person who has learned to study stands a fair chance of escaping the world of indecision, half truths, and misapplication, and enjoying to a degree the fulfillment of the talents which separate man "from the beasts of the field."

That work is the only answer to the immediate needs of education contains another important application for life that is not to be taken lightly. Next to man's sense of survival there is nothing more basic to man's life than his attitude toward work. In an age of struggle for the lion's share of the total product of a society's work, of cutthroat competition, of getting the most for the least if possible, it is hard for us to realize that work and worship were once inseparable in the mind of man. That man has lost his sense of consecration to the part of creation in which he works and has his being is perhaps to a degree responsible for this "era without motivation for learning." It is doubtful that a parent could bestow upon a child a greater gift than a sense of respect for work which becomes basic to himself and his world. If a child can be given a faith in the purpose and goodness of the hard work that must go into his becoming a person, he will have aim and motivation in learning to learn.

The time and effort put into study is indeed real and startling enough to produce a bad case of educational jitters. The whole job of formal learning is divided into three parts: elementary, secondary, college or advanced learning—which when finished have used up about one third of the allotted life-span. These hours and years can be spent using the tools of learning with a degree of understanding and mastery, or they may be spent in profitless indifference and resentment. The parent who is willing to teach the child the truth about study, that it is hard work but carries with it the great sense of satisfaction which comes from achievement, is preparing the child for a successful school life. The fundamental ideas implanted in the young mind at home will help a little in the courses at school, and the courses at school will help a little to bring about the by-products of schooling—the by-products being those things which cannot be taught—like citizenship and loyalty, reverence for truth, respect for the individual's worth, who I am and where I am going, the price of happiness and the rewards of failure, when to stand alone and when to follow the crowd—these are the things that grow out of teaching, learning, school, and school subjects, and become finally that priceless something which we call education. But these things come ultimately from within the person and we are never sure where or by whom the seeds are planted from which they grow. But the hope of the child and a nation's tomorrow rests in the planting of seeds which will grow.

One of the simplest ways of teaching the child that learning to learn is very real is to have him learn and apply the three basic skills of learning: (1) the skill of finding what you want, (2) the skill of fixing it in your mind, and (3) the skill of organizing it for use. With these learned, the child can be taught to apply them to all his school work. He reads a story to find excitement, interest, etc. There is a description of a tree-hut and it is what he wants. He fixes its image in his mind, and tomorrow he can gather materials and tools and organize for use—plan his own tree-hut.

The three skills can be applied to reading a paragraph just as successfully as they can be used in the library for the preparation of a ten thousand word research theme. In the paragraph the child wants to find the topic sentence. To fix it in his mind he studies what is said about the topic. To organize it for use he can question what importance it has for recitation. Later he will organize it as experience to apply to his life. For example, we read Ernest Hemingway's Old Man and the Sea, and apply the old man's acceptance of defeat to our own experience. For the old man is everyman, and some day we will need his experience. Arithmetic offers a rich field for the practice of the three skills, as do many of the other school subjects. In arithmetic the skill of finding what is wanted can be started at third or fourth grade level. As homework assignments take on more importance, the skills can be applied in all subjects as the way to study.

Finding what is wanted can be practice for the proper approach to each assignment. The first thing to be done is to check carefully to be sure the right assignment is being done. A preliminary survey should then be made. This is finding what the over-all picture of the assignment is. In a reading or social studies assignment it will be finding the main topic and its parts by looking over chapter title, section headings, and paragraph beginnings. In language, arithmetic, and science the survey would also include rules, examples, and words which would establish what is to be learned. This beginning survey should always be tied to what has been learned before. The child can be taught always to ask himself if this assignment is related to yesterday's. Tests at all grade levels from fourth through tenth have shown that by using the skill of finding what is wanted for five or ten minutes, more is actually learned about a given piece of work than if four to six times that amount is used for a whole aimless reading or doing all the problems or sentences without studying rules and examples.

The second skill in learning, the skill of fixing in the mind what is to be learned, can be the child's greatest time saver and self-developer, or it can be a great barrier and obstacle to the normal development of self-confidence which is so necessary to the child's self-respect. If the child has been taught to read intensively and underline important material, the first important step has been accomplished. The second step is to look away from the rule, the paragraph, the list or whatever is being studied, and see it in the mind's eye. This can be an exciting practice where the parent's hand covering the page can be likened to the shutter on a camera which is taking pictures for the child's mind. Of course, a great part of fixing in one's mind is concerned with memorizing (a word to be used sparingly, for children react negatively to it). A child can be told that "a whole rule has to be learned" or "it must be learned as it is written in the book" and there is no reaction. But say, "This has to be memorized," and a shudder goes from head to toe. However, several things can be done to help the child fix things in his mind exactly as they are in the book: (1) Establish the importance of the thing to be learned. (The explanation is necessary for understanding the problems; it is a beautiful poem, and sometimes when we see beautiful things around us, we like to have something beautiful in our minds that we can say; and on and on—there is always an explanation to provide motivation.) (2) Put the thing which is to be learned in simple terms so that its meaning is clearly understood. (To have a child memorize something meaningless is for him like being lost in a jungle.) (3) Concentrate on the thing to he learned. (Explain that to concentrate means literally to go to the center of something, to be completely surrounded by it. And so to memorize something we have to put our minds at the center of it and draw the curtains so nothing else can get in.) (4) To hear and to see is better than just seeing, so if possible the thing to be memorized should be studied aloud. (5) Study periods for memorization should be brief; four fifteen-minute periods are much more profitable than a single one-hour period. (6) When the memorization is complete there is one question always remaining: "How long can I remember this?" This can be answered in confidence if the practice of association is used. Tie the thing to be remembered to something that is already well known. (This can be used more successfully with a child who has been trained to be observant and catalogue experiences.)

The third skill of learning will present no problem to the younger student. Once he has been trained to find what is to be learned and fix it in his mind, he will be eager to organize it for use by showing off what he has learned on a test or before the class. At about sixth grade level the skill of organizing for use can be broadened to include: (1) Organizing by use of oral summary, (2) Organizing by use of outline, (3) Organizing by finding important questions. These are directed, of course, toward successful recitations and satisfactory results at test and examination time. By the time the child reaches the seventh grade the skill of organizing for use should take on its final significance which goes one step beyond immediate use. What is learned is organized finally as experience, and at this point it is changed from information (what is learned) into wisdom (what is applied). By this transformation static facts become active, working parts of experience.
Closely associated with the three basic skills of learning are the three reasons for learning: (1) Perception, (2) Thought, and (3) Communication. We learn in order that we may be able to see what there is (what is available to know). When we know what is available, we choose and decide what is best for us (thinking wisely). And finally, we want to tell our own story because we are individuals (communication). And the third reason for learning is the one thing that all the great who have walked the earth have had in common—the ability to communicate their ideas clearly to all men.

Most children are eager to learn about the nature of learning as well as the "why of learning." For this the home surely occupies a greater vantage point than the school. The parents can teach the child that almost all school work consists of, or certainly should consist of, some kind of problem solving, and that the first step in acquiring skill in study is to be able to see the problem, its nature, and that there is a way to solve it, perhaps more than one way. The problem is the assignment or the story, the work to be done. To really see the problem is to ask a question, "What am I to do with this experience— What am I to learn?" A formula, Survey Q3R*, provides a slightly different approach to the skills of learning. It seems to be preferred by the sophisticated eighth grader who is introduced to methods of learning for the first time and whose first reaction is: "But learning isn't one of my subjects." Translated the formula becomes:

Q = Question: What am I supposed to learn from this assignment?

3R = Read, Recite and Review.

We ask the question, read to answer it, recite to test ourselves on what we know, and then review to fill in our weak spots.

This is the common sense of education. There is no parent who cannot do this with a child. What will be the effect upon the child in the fourth grade, or the eighth, or perhaps (tragically because it had not already been learned) in high school, if parent and child go about the reading or the arithmetic or the language with this formula for acquiring skill. There will be such a change that the teacher will call to see what has happened. The results will be astounding.

This is so practical as to seem easy, and even unimportant, but it is not easy because it requires a change from habits of confusion to habits of order. There are also other fundamental and common sense practices for acquiring an appreciation of work and skill in study.

* F. P. Robinson, Effective Study, Harper and Bros., 1946.

Not least among these is to have the child keep a notebook in which is written the work to be done. How many parents whose children are lucky enough to be assigned homework have not listened to the frantic telephone call to a friend down the street to find out what the homework is? (Not to mention the fact that for lack of working schedule this call was made during the toothpaste ad between "Frontier Town" and "Red Malone, Private Detective,' and that the homework will be mixed with "Red Malone"—"because I can study better when something is going on." Poppycock.) The notebook habit takes time and perseverance. One parent had the child walk a mile back to school each day until the habit of forgetting the notebook was broken. This practice presupposes a sense of respect for authority already instilled in the child. One mother of a nine-year-old admitted frankly that she did not believe she could require such of her child. Teachers, too, sometimes have to be convinced of the value of writing down assignments. One parent appeared regularly before a fifth grade teacher's desk at school closing time each Monday, asking for assignments for his child, until the teacher in sheer desperation began to organize the week's work so that both she and parents and children began to have some idea of what they were supposed to be doing. The child who is taught to use the homework notebook will never stop once he has experienced the sense of order it brings. It will be a part of his learning throughout his school life, and after school it will be evidenced in that inner sense of knowing how to plan one's life to do more and enjoy more enrichment and satisfaction.

Good study habits are as easy to follow as bad ones, and are made with only a little more effort and time. But the difficulty lies in getting rid of the bad habits. We like to do things without thinking, for thinking is work. So the child with his books will drag from assignment to assignment without thought of direction or purpose. And if there is no self-assurance that the job is being done properly, it will probably not be done properly. The child without direction, without the question, "What am I to learn?" does not see the problem when he starts to study, wastes time and effort until he stumbles upon it, if ever, and then perhaps loses his way before he solves it. If school work is not hard, if it does not present a problem, a perplexity, a doubt, a difficulty for the child, it has no value and is not a process of learning. The child who is guided into thinking sees the problem or purpose of the assignment, follows a well-thought-out plan of attack, and knows what has been accomplished when he has finished.

"Nothing succeeds like success," and if a child can once taste of success that results from new habits and practices in study, he will continue to improve from that day forth. There are many easily overlooked common sense practices which may aid greatly in acquiring skill in study but are so obvious as to be sometimes passed by. The important thing about acquiring skill in study is patience. The parent cannot hope to give the wrist and pencil new positions and expect the handwriting to be forever improved; the child will slip unconsciously into the old habit again and again. But for patience and encouragement there are no substitutes. True and honest encouragement can probably get more results in the development of study habits than all the promises of sailboats or threats of punishment that can come from floundering and confused parents.

It is wise to start with one or two good habits, studying at the same time each day, improving the appearance of written work, or keeping an assignment book, and follow these until they are a part of the daily routine before new ones are attempted. By improving slowly and making sure that old habits are being put away for all time, the chances of improvement are greater, success in study is more evident, and there is less possibility of the new practices taking on the nature of punishment.

And here a word of caution seems necessary. The immature mind is confined to a more narrow gauge of achievement than the adult mind, so it is wise to speak very carefully about improvement or lack of improvement. What might seem like a tremendous stride forward to the child may well seem as little or no progress to an adult. It is well to remember also that the quickest way to destroy progress or desire to improve is to be continually nagging the child for more improvement. The child is trying to understand his world; teach him the ways and rewards of work, and all other answers he will find through willingness to search.

Skill in study can become contagious and infectious; it can be acquired by association. Your child should be encouraged to get: constructive criticism from his teacher. There are many areas, alien to the average person regarding a particular subject, of which the teacher probably has knowledge from years of experience. The teacher, for example, knows whether all the steps in an arithmetic problem in fractions should be written on the paper, or whether it is good for the child to do simple reducing by memory. The teacher knows whether it is better to write the spelling words five times, or go over them orally ten times. Sometimes the child simply does not use the teacher because the questions to ask do not occur to him. The parent can help make the teacher a more valuable tool for learning by helping the child frame the questions to be asked the teacher. At the same time the teacher is helped by knowing what the child needs to know in order to improve.

Association with students who get higher grades (if the child is fortunate enough to be in a school where grades are given and made public) is to be encouraged. Have your child find out if the written work of the person who gets a higher score is neater than his. Along with a little encouragement, general conversation about school work can become as natural as talk about hobbies or how to improve in one's favorite sport. School and learning are more important than measles and mumps and other childhood diseases, and it is somebody's job to be sure that they mean more in the mind of the child than something which has to be gone through because it is part of growing up.

There are many little things in learning which add up to the big job of education. Unless a child is made aware of their definite and particular part in his learning, he may well go through his whole educational process with little more than the playground and gutter attitude toward study, "Why do we have to do this?" Education is a great task, and it is only sensible that parents should want to give as many great answers to the question "why" as possible. An understanding of the parts of learning can make the whole process both satisfying and incalculably valuable. But the child is destined to growing pains in learning as much as in any other part of living, and pain is not pleasant.

However, education without some sore muscles isn't worth much. Aristotle, long ago, used the word "painful" to describe the process of learning; painful because it alters the stability of the moment, and we are happiest with things as they are. But there is no learning without strain on our present, comfortable state of mind.

Classroom efficiency is hard. Learning to listen is one of the most demanding of all the learning processes. Taking notes requires the use of almost every fiber in the body, and note-taking presupposes some knowledge of outlining, and all require concentration which is more than little wheels turning in proper order. These are the things that make up the hard work and sore muscles so necessary for learning.

Just what is classroom efficiency and what can the parent teach a child about how to perform under some one else's direction? Classroom efficiency grows out of respect for learning, and unless respect for learning comes from the home, the child will probably never really know its inner pull upward. The child should be taught that the three L's (Look, Listen, and Learn) should be the three helper-sprites (or precepts) for working in the classroom. Granted, the discipline in some classrooms makes a mockery of the very idea of one's being able to listen, or to have anything to which to listen, but if the attitude of the three precepts came from enough homes, the classroom would be revolutionized by demands from the students.

One important fact to be remembered is that only the education (cultural pattern) which is sustained by the family survives in a civilization. But most classrooms are conducive to the use of the three L's. Teachers are impressed by classroom manners, and there are good classroom manners just as there are good afternoon tea manners. The way a pupil enters a classroom, the way books are carried and handled, the way they are put on the desk, the posture of the child in class, the attentive-ness during recitation, the way a child leaves a classroom—all these actions and impressions help create or destroy classroom efficiency, and also reveal much to the teacher.

The child can also be taught to act like the students who maintain a high standard of classroom efficiency. The child becomes aware of lack of such on the part of fellow pupils very early. As a matter of fact, from the first day of school the parent hears about the people who do not behave. Does the parent by skillful guidance direct the child to watch more closely those people who do behave? (Lots of learning habits start early.)

In the upper grades and high school one notes that the good students maintain a high standard of classroom efficiency. They are aware of the many hours spent in the classroom. And somewhere, by someone, they have been awakened to the fact that only the careless, untamed savage will waste precious time. The good student looks and listens, and uses the classroom as a place to learn. He knows what is going on at all times; and most important of all, the very sense of an awareness to learn generates a knowledge of learning.

Learning to listen is an art as well as a process of learning which few people ever master. "Now to learn to think while being taught presupposes the other difficult art of paying attention. Nothing is more rare: listening seems to be the hardest thing in the world and misunderstanding the easiest, for we tend to hear what we think we are going to hear, and too often we make it so. In a lifetime one is lucky to meet six or seven people who know how to listen; the rest, some of whom believe themselves well-bred and highly educated, have for the most part fidgety ears; their span of attention is as short as the mating of a fly. They seem afraid to lend their mind to another's thought, as if it would come back to them bruised and bent. This fear is of Course fatal to sociability, and Lord Chesterfield was right when he wrote his son that the power of attention was the mark of a civilized man. The baby cannot attend; the savage and the boor will not. It is the boorishness of inattention that makes pleasant discussion turn into stupid repetitive argument, and that doubles the errors and mishaps of daily life."*

At first glance it seems strange and indeed somewhat startling that something which we have taken for granted should be so difficult to achieve. The nature of listening is more complex and requires more practice than any other learning process.

* Jacques Barzun, Teacher in America, Little, Brown and Company, 1945.

Reading, thinking, and writing one does alone, but listening requires not only the coordination of the mind objectively, but the added coordination of one mind responding subjectively to another. If we are to hear, our minds must be attuned to the mind of the person who is speaking to us. We have all experienced the embarrassment of catching only the end of a statement made directly to us which required a definite answer. We thought we were listening, but something turned the mind away from the speaker to an auditory vision from somewhere in our experience, for sound is as much a part of memory as vision,, To listen correctly requires that the mind be disciplined for the present, and this requires rigid, extensive, and conscious practice.

The problem of teaching children to listen is made doubly difficult by the fact that we ourselves are sometimes only half convinced that listening is an art and a progression rather than simply a state of mind. It is part of the American public philosophy of "being" rather than "becoming." We say we "are" good listeners rather than that we "become" good listeners, and our children repeat after us. Not to listen is to be disorderly mentally, since there is laziness in all of us, we must exert the required energy to achieve mental orderliness.

This mental jitteriness is also noticeable in writing—the well-developed thought unit paragraph is alien to most student writing. Instead, there is a jigsaw puzzle collection of one or two sentence idea groupings which must be pieced together by the reader. Recent tests show that people spend three times as much time listening as reading, the other important means for acquiring information. Lucky the child who is encouraged to become a good listener. Even an awareness of the problem could prove an important first step for parent and child.

Tests have made some disturbing revelations in regard to the person who presumably thinks he knows how to listen. Tests given after talks, lectures, discussions and classroom recitations show that a great majority of listeners remember little more than half of what they hear immediately after they hear it, even if they have been alerted that they will be tested. What has been heard has been so poorly heard that tests after a two week's period show that only about a fourth of what was heard is remembered. On the basis of these tests—showing that many students could never retain sufficient lecture material to pass—many schools now have listening courses. Contrary to long standing belief, these courses are proving that listening can be taught. Results have been amazing. Young students have shown that a twenty-five per cent increase in listening efficiency can be accomplished in a rather short period. Older students and adults improve even faster. As important as the results is the fact that listening is being recognized as an active learning process, demanding much more than the opening of the ears to receive ideas.

Learning to listen is learning to keep pace with and follow a leader. Continuous concentration is required to keep pace because the mind can think four times as fast as a speaker can speak, thus providing much free time for distracting thoughts. This time that must be controlled accounts for the questions that suddenly burst forth (four in a minute) as we read a child the story of Washington's Army at Valley Forge: "What do Eskimos eat? Couldn't Washington's men shoot deer? How long have guns been invented? Why didn't they go to Philadelphia so they could keep warm?" However, the good listener does control his mind and uses the free time to anticipate the speaker's next point, summarize what has been said, question the accuracy of what is said—or even attain mastery of the art by "listening between the lines" for thoughts that may not be put into words. But notice carefully that the listener keeps his mind with the speaker. He does not, as the child, jump through time and space with meteoric speed.

The child who is taught to listen will quickly be noticed for other good classroom attributes. He will be readily responsive to questions; his approach to getting information will be more determined. And above all, there will be an awareness that the classroom is the place to learn. The student who listens is the student who learns, for listening above everything else makes the task of acquiring knowledge easier. There are indeed few parents who cannot work out exercises in questions and answers and reading aloud to improve their child's listening ability. Questions on what has been read aloud are good, but any conversation—at the dinner table, riding in the car, walking together—can provide this valuable practice. At the dinner table name a list of things—people on the train, clients in your office, pieces of machinery brought on the job, five local officials who are running for re-election—then ask the child to name them as they were listed. This is the same type training that is being given in a listening course for all freshmen at Michigan State University each year. How much better for your child to learn to listen now and make his school life easier and more rewarding for all the years between now and when he goes to college. The possibilities for practice are unlimited: lists of different kinds of birds, flowers, stones, building materials, great men in different fields in history, games dealing with lists to be repeated . . . the things needed for a camping trip, etc. Parents have reported astounding results—starting with three things children have developed the listening power to name back in order ten or twelve items. The same parents also report amazing improvements in their own ability to remember—a byproduct of the same practice.

Closely associated with listening is the necessary task of taking notes which the child encounters in the last years of high school and in college. But note-taking like listening cannot be learned too soon, and some fundamental practice in writing down what is said should begin not later than fourth grade level. This practice may be nothing more than having the child write down what the assignments are. Examination of college students shows a tragic lack in any knowledge of note-taking. Sixty per cent of college freshmen have had no experience, and a great majority of the other forty per cent have been exposed to only a parrot-type dictation which is almost void of thinking. Since most public school systems deprive the pupil of owning his books, a well-kept notebook with tabular dividers for spelling, arithmetic, language, etc., might well become a treasured possession. With proper guidance from the home, and actual exercises in note-taking if the classroom affords no opportunity, the child can start high school with a sound appreciation of the value of a notebook, and a reasonable knowledge of how to put other's thoughts on paper.

Taking notes is an inseparable part of the whole process of learning. It forces us to be alert, to take part in what is being said, or what we are reading if the notes are being made on reading material. The work of writing brings the material closer to us, and it becomes personal and easy to remember rather than remaining apart and impersonal. Tests have shown that we remember much better the things which we actually do rather than merely observe. But perhaps the greatest value of taking notes is the thinking it requires. The superb mental training "for choosing the important" is found no where else in school. Rephrasing and condensing the teacher's statements or the chapter or story increases the ability to think, it improves the working vocabulary, and develops a sense of value and judgment. The ability to put into concise language what one has to remember or say is an ability for life as well as for school.

Home Helps For Learning to Learn

1. Tell the child the truth about learning—that it is hard work, but the most exciting and rewarding work in the whole world.


2. Have the child memorize the three skills of learning and begin each assignment by seeing how they can be applied.


3. The approach to all homework should be to make a preliminary survey of what is to be done—"What am I supposed to learn?" is the most important question about any assignment.


4. Have the child memorize and use the six simple aids to fixing material to be learned exactly in one's mind.


5. Do not be afraid to make your child face up to organizing what he has learned by: (1) oral summary, (2)use of outline, or  (3)  finding important questions. We have bent over backward too long to make things easy for our children. They will choose a challenge before boredom every time.


6. Do not be afraid that the child's mind will tear if it is stretched. Have the child come to grips with the reasons for learning, and the meaning of these reasons.


7. Have  the  child  memorize and  understand  the formula Survey Q3R for skill in study.


8. Explain the meaning of classroom manners, class room efficiency. Help the child to use the three L's—Look, Listen, and Learn. Explain that what others do and think is not important to his own behavior.


9. Teach your child to listen to what is being said. Devise simple conversational games to master the art of listening—that most difficult of all learning processes.


10. Teach your child to keep a well-organized notebook for assignments, and also one with a section set aside for each subject. Convince him that you are extremely interested in some of the important things his teacher says regarding the different subjects, as well as the homework assignments, and ask him to write them in his notebook. This can be the beginning of selective note-taking, a valuable aid to all learning.
    

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