The Science of Human Nature - William Henry Pyle (rocket ebook reader .TXT) 📗

skillful, we must have much practice not only in striking the keys indicated by the various note positions, but with the various combinations of notes. For example, a note on the second space indicates that the player must strike the key known as “A.” But “A” may occur with any of the other notes, it may precede them or it may follow them. We must therefore have practice in striking “A” in all these situations. To have skill at the piano, we must mechanize many performances. We must be able to read the notes with accuracy and ease. We must practice so much that the instant we see a certain combination of notes on the staff, our hands immediately execute the proper strokes. Not only must we learn what keys on the piano correspond to the various notes of the music, but the notes have a temporal value which we must learn. Some are to be sounded for a short time, others for a longer time. We have eighth notes, quarter notes, half notes, etc. Moreover, the signature of the music as indicated by the sharps or flats changes the whole situation. If the music is written in “A sharp” then when “A” is indicated on the staff, we must not strike the white key known as “A,” but the black key just above, known as “A sharp.”

Briefly, in piano playing, the stimulus comes from the characters printed on the staff. The movements which these characters direct are very complicated and require months and years of practice. We must emphasize the fact that practice alone gives facility, years of practice. But after these years of practice, one can play a piece of music at sight; that is, the first stimulus sets off perfectly a very complicated response. This sort of performance is one of the highest feats of skill that man accomplishes.

To get skill, then, one must practice. But mere repetition is not sufficient. For practice to be most effective, one must put his whole mind on what he is doing. If he divides his attention between the acts which he is practicing and something else, the effect of the practice in fixing and perfecting the habit is slight. It seems that when we are building up a new nerve-path which is to be the basis of a new habit, the nervous energies should not be divided; that the whole available nervous energy should be devoted to the acts which we are repeating. This is only another way of saying that when we are practicing to establish a habit, we should attend to what we are doing and to nothing else. But after the habit-connection is once firmly established, we can attend to other things while performing the habitual act. The habitual action will go on of itself. We may say, then, that in order to be able to do a thing with little or no attention, we must give much attention to it at first.

Another important factor in habit-formation is pleasure. The act which we are practicing must give us pleasure, either while we are doing it or as a result. Pleasurable results hasten habit-formation. When we practice an act in which we have no interest, we make slow progress or none at all. Now the elements of interest are attention and pleasure. If we voluntarily attend to a thing and its performance gives us pleasure, or pleasure results from it, we say we are interested in it. The secret of successful practice is interest. Repeatedly in laboratory experiments it happens that a student loses interest in the performance and subsequently makes little, if any, progress. One of the biggest problems connected with habit-formation is that of maintaining interest.

A factor which prevents the formation of habits is that of exceptions. If a stimulus, instead of going over to the appropriate response, produces some other action, there is an interference in the formation of the desired habit. The effect of an exception is greater than the mere neglect of practice. The exception opens up another path and tends to make future action uncertain. Particularly is this true in the case of moral habits. Forming moral habits is usually uphill work anyway, in that we have instincts to overcome. Allowing exceptions to enter, in the moral sphere, usually means a slipping back into an old way of acting, thereby weakening much the newly-made connection.

In any kind of practice, when we become fatigued we make errors. If we continue to practice when fatigued, we form connections which we do not wish to make and which interfere with the desired habits.

Economy of Practice. The principles which we have enumerated and illustrated are fairly general and of universal validity. There are certain other factors which we may discuss here under the head of economical procedure. To form a habit, we must practice. But how long should we practice at one time? This is an experimental problem and has been definitely solved. It has been proved by experiment that we can practice profitably for as long a time as we can maintain a high degree of attention, which is usually till we become fatigued. This time is not the same for all people. It varies with age, and in the case of the same person it varies at different times. If ordinary college students work at habit-formation at the highest point of concentration, they get the best return for a period of about a half hour. It depends somewhat on the amount of concentration required for the work and the stage of fixation of the habit, i.e. whether one has just begun to form the habit or whether it is pretty well fixed. For children, the period of successful practice is usually much less than a half hour—five, ten, fifteen, twenty minutes, depending upon the age of the child and the kind of work.

The best interval between periods of practice is the day, twenty-four hours. If one practices in the morning for a half hour, one can practice again in the afternoon with nearly as much return as he would secure the next day, but not quite. In general, practice is better, gives more return, if spread out. To practice one day as long as one can work at a high point of efficiency, and then to postpone further practice till the next day, gives one the most return for the time put in. But if one is in a hurry to form a habit, one can afford to practice more each day even if the returns from the practice do diminish proportionately.

This matter has been tried out on the typewriter. If one practices for ten half hours a day with half-hour rests between, one does not get so much return for his time as he would if he should spread it out at the rate of one or two half-hour practices a day. But by working ten half hours a day, one gets much more efficiency in the same number of days than if he should practice only one or two half hours a day. This point must not be misunderstood. We do not mean that one must not work at anything longer than a half hour a day. We mean that if one is forming a habit, his time counts for more in forming the habit if spread out at the rate of a half hour or an hour a day, than it does if put in at a faster rate. Therefore if one is in no hurry and can afford to spread out his time, he gets the best return by so doing, and the habit is more firmly fixed than if formed hurriedly. But if one is in a hurry, and has the time to devote to it, he can afford to concentrate his practice up to five hours or possibly more in a day, provided that rest intervals are interspersed between periods of practice.

There is one time in habit-formation when concentrated practice is most efficient. That is at the beginning. In a process as complicated as typewriting, so little impression is made at the beginning by a short period of practice that progress is but slight. On the first day, one should practice about four or five times to secure the best returns, a half hour each time.

What the Teacher Can Do. Now, let us see how the teacher can be of assistance to the pupil in habit-formation. The teacher should have a clear idea of the nature of the habit to be formed and should demonstrate the habit to the pupil. Suppose the habit is so simple a thing as long division. The teacher should explain each step in the process. She should go to the blackboard and actually solve a number of problems in long division, so that the pupils can see just how to do it. After this the pupils should go to the board and solve a problem themselves. The reason for this procedure is that it is most economical. If the children are left to get the method of doing long division from a book, they will not be able to do it readily and will make mistakes. A teacher can explain a process better than it can be explained in a book. By giving a full explanation and demonstration and then by requiring the children to work a few problems while she watches for mistakes, correcting them at once, the teacher secures economy of effort and time. The first step is to demonstrate the habit to the pupils; the second, to have them do the act, whatever it is, correcting their mistakes; the third, to require the pupils to practice till they have acquired skill. The teacher must make provision for practice.

What Parents Can Do. Parents can be of very great assistance to children who are forming habits.

(1) They can coöperate with the school, which is directing the child in the systematic formation of a great system of habits. The teacher should explain these habits to the parents so that they may know what the teacher is trying to do. Quite often the home and the school are working at cross purposes. The only way to prevent this is for them to work in the closest coöperation, with the fullest understanding of what is being undertaken for the child. Parents and teachers should often meet together and talk over the work of training the children of the community. Parents should have not merely a general understanding of the work of the school, but they should know the details undertaken. The school often assigns practice work to be done at home in reading, writing, arithmetic. Parents should always know of these assignments and should help the children get the necessary practice. They can do this by reminding the child of the work, by preparing a suitable place where the work may be done, and by securing quiet for the practice. Children like play and it is easy for them to forget their necessary work. Parents can be of the greatest service to childhood and youth by holding the children to their responsibilities and duties.

Few parents take any thought of whether their children are doing all possible for their school progress. Few of those who do, make definite plans and arrangements for the children to accomplish the necessary practice and study. This is the parent’s duty and responsibility. Moreover, parents are likely to feel that children have no rights, and think nothing of calling on them in the midst of their work to do some errand. Now, children should work about the house and help their parents, but there should be a time for this and a separate time for study and practice on school work.

When a child sits down for serious practice on some work, his time should be sacred and