Remembering Facts

       A group of first grade pupils had their first trip away from school. They visited a large dairy farm to watch the cattle graze, see the barns, and look at milking machines and other farm machinery. It was a trip in which to explore and have fun. They were shown some champion cows. The names of these cows amused the children greatly. One cow was called Princess Bessie of Fluff, another Belle of Blue Farms. When the group returned to school the children talked and laughed about these fancy names. They were especially fascinated with their length. The teacher wrote the names on the board. Some children copied them, eager to take them home and show them to their families. The next day, the teacher asked, "Who remembers the names of our fancy cows? I left them on the board to see if someone could remember." Snappy, sparkling repetition of the kind described here is excellent, remunerative practice. On the other hand, drilling meaningless things into the heads of bored children is a great waste of time and energy. It is also a threat to children's interest in learning. 

       Good judgment and artistry in teaching are shown in the way in which facts previously learned are recalled or reviewed. A kindergarten group had a lively discussion about snow, during the first snowfall of the season. The next morning, the teacher, referring to the important things they had discussed, asked, "What were some of the things we learned about snow yesterday?" Jubilant answers recalled, "Flakes are different," "Tiny water drops freeze into snowflakes," and "When snow melts, we say it thaws." The children added ideas acquired outside of school. "Snow gets packed hard and gets icy," "Some snow is very wet," and, of course, "Snow gets dirty." So too, at home, a lively recalling of some joyful learning, such as a snappy word, a new idea, or some important information, adds to the child's general interest in learning and remembering. Moreover, children enjoy remembering, because they love to show what they know; it adds to their consciousness of power, which is so very essential to them.

• The Reading Brain: How We Learn To Read
• What science says about how students learn to read

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