While reading Walter Isaacson’s new book, The Code Breaker, I was particularly struck by some seemingly minor details. The book is a fascinating look into the modern process of scientific discovery, and there was some discussion of how a discovery written in a lab book and then signed by witnesses in order to document the dates of the discovery. When do scientists learn to do this?
I took AP biology, and AP physics in high school, as well as physics, chemistry and organic chemistry in college and no one every taught me how to properly use a lab book. Indeed, what was implied, at least at that level, was that what the teaching assistants and grad students who led the labs really wanted was nice, neat copy in our lab books with clear results that were easy to grade. I remember many of my fellow students had two lab books: the one they worked stuff out in, and the one they turned in after everything was cleaned up. I couldn’t spend the money on two lab books, so mine were messy.
It seems to me that the mechanics of a lab book–its true purpose and how it is used the real world–is a practical lesson that any burgeoning scientist should learn. But who teaches this? Are there upper division chemistry classes that focus on this? Certainly o-chem didn’t.
This got me thinking about other practical lessons that I would have benefited from, but was never formally taught. How to read a newspaper is one example that I’ve written about before. What about keeping a diary or journal? I don’t ever remember this being taught in school. I don’t ever remember a class in which the pros and cons of journals were discussed. I would have found these things very useful. Instead, I learned how to keep a journal by following (initially) the example Isaac Asimov described for himself in his autobiography.
Lab books are useful tools outside of the laboratory. For the first half of my career, I didn’t keep any kind of notes about the code I was writing. If I had to recreate something, therefore, it was often hard work. At some point, it occurred to me to keep notes as I worked. When I do something particularly complicated, I often list it out in my notes in high level steps, and then fill in the details as I work. I keep one simple idea in mind: a person new to the organization should be able to take my notes and reproduce my work. Technical debt is a big problem in I.T. People come and go and leave behind lots of undocumented code in their wake. You’d think lessons in keeping good notes would be part of the training process, but I’ve never seen it.
For that matter, how about something as simple as keeping a to-do list? I was never taught this in any of my classes.
There was one class I had–a 7th grade science class–in which our teacher spent quite a bit of time teaching us how to organize our work. We learned how to keep our science folder, and how to keep our notes and assignments organized in the folder. It was practical information that served me well through the rest of my pre-college schooling. Beyond that, most of the practical things I learned from books.
I can’t remember a teacher teaching how to take notes: how to identify the important points, and highlight them; what to leave in and what to exclude from the notes; tricks of shorthand to capture information more succinctly. All of this I had to figure out on my own. I read a book between my sophomore and junior years in college, and one chapter was all about note-taking. It changed the way I take notes and I use that method to this day.
I try to pass on some of these practical lessons to my kids. The Little Miss keeps a journal and I encourage that, and allow her to look at my journals in order to take ideas, but mainly so that she understands she can make it whatever she wants it to be. The Little Man could benefit from a daily to-do list, and I’ve tried on a couple of occasions to suggest it, even offering to help him get started by reviewing it together. He resists it, but he is at the age where he doesn’t think he needs it. (He does.)
It seems to me that in addition to classes in science and math and reading and English and history and art and physical education, there should be some practical classes on topics like these. Better yet, practical lessons could be merged into the existing classes.
- In science, you could learn how to keep a lab book while you do your experiments. The lessons would be about the purpose–not to show you got the right answer, but to be able to reproduce your results, whatever they were.
- In English, there could be a section on the literature of diaries and journals. There are plenty to choose from: John Adams, Samuel Pepys, Henry David Thoreau, Anne Frank just to name a few. Discussions could ensue about why to keep a journal, the practical value, and the literature can provide examples of what other people have done.
- In home room, you might learn how to better organize your day, keep track of your work, and manage stress.
We need more practical lessons. I certainly would have benefited from them earlier than I did.