education, and by means of statistical investigations of learning we
may hope to discover some of the factors operative in good learning.

Progress in learning is best observable when we represent our
measurements graphically, when they take the form of a curve, variously
called "the curve of efficiency," "practice curve," "learning curve."
We shall take a sample curve for the basis of our discussion, showing
the progress of a beginner in the Russian language for sixty-five days
(indicated in the figure by horizontal divisions). The student studied
industriously for thirty minutes each day and then translated as
rapidly as possible for fifteen 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