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?

8.  Can one study a subject even though he may dislike it?  Can one study without interest?

9.  How can you teach children what is meant by concentration of attention?

10.  How have you found it possible to develop a critical attitude toward their work upon the part of children?

11.  Of what factors in habit formation must children become conscious, if they are to study to best advantage in this field?

12.  How may we hope to have children learn to study in the fields requiring judgment?  Why will not consciousness of the technique of study make pupils equally able in studying?

13.  What exercises can you conduct which will help children to learn how to use books?

14.  How can a teacher study with a pupil and yet help him to develop independence in this field?

15.  How may small groups of children work together advantageously in studying?

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XV.  MEASURING THE ACHIEVEMENTS OF CHILDREN

The success or failure of the teacher in applying the principles which have been discussed in the preceding chapters is measured by the achievements of the children.  Of course, it is also possible that the validity of the principle which we have sought to establish may be called in question by the same sort of measurement.  We cannot be sure that our methods of work are sound, or that we are making the best use of the time during which we work with children, except as we discover the results of our instruction.  Teaching is after all the adaptation of our methods to the normal development of boys and girls, and their education can be measured only in terms of the changes which we are able to bring about in knowledge, skill, appreciation, reasoning, and the like.