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 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 extend