minutes, the number of words translated
being represented by the vertical spaces on the chart. Thus, on the
tenth day, twenty-five words were translated, on the twentieth day,
forty-five words.

[Illustration (graph): STUDY OF RUSSIAN]

In making an analysis of this typical curve, we note immediately an
exceeding irregularity. At one time there is extraordinary
improvement, but a later measurement registers pronounced loss. This
irregularity is very common in learning. Some days we do a great amount
of work and do it well, but perhaps the very next day shows marked
diminution in our work.

The second characteristic we note is that there is extremely rapid
progress at the beginning, the curve slanting up quite sharply. This is
common in learning, and may be accounted for in several ways. In the
first place, the easiest things come first. For example, when you are
beginning the study of German, you are given mostly monosyllabic words
to learn. These are easily remembered, hence progress is rapid. A
second reason is that at the beginning there are many different
respects in which progress can be made. For example, the beginner in
German must learn nouns, case endings, declension of adjectives, days
of the week; in short, a vast number of new things all at once. At a
later period however, the number of new things to be learned is much
smaller and improvement cannot be so rapid. A third reason why learning
proceeds more rapidly at first is that the interest is greater at this
time. You have doubtless many times experienced this fact, and you know
that when a thing has the interest of novelty you work harder upon it.

If you will examine the learning curve closely, you will note that
after the initial spurt, there is a slowing up. The curve at this point
resembles a plateau and indicates cessation of progress if not
retrogression. This period of no progress is regarded as a
characteristic of the learning curve and is a time of great
discouragement to the conscientious student, so distressing that we may
designate it "the plateau of despond." Most people describe it as a
time when they feel unable to learn more about a subject; the mind
seems to be sated; new ideas cannot be assimilated, and old ones seem
to be forgotten. The plateau may extend for a long or a short time,
depending upon the nature of the subject-matter and the length of time
over which the learning extends. In the case of professional training,
it may ext