How to Study and Teaching how to Study
Houghton Mifflin, 1909 - 324 pages
"Some seven or eight years ago the question of how to teach children to study happened to be included in a list of topics that I hastily prepared for discussion with one of my classes. On my later examination of this problem I was much surprised, both at its difficulty and scope, and also at the extent to which it had been neglected by teachers. Ever since that time the two questions, How adults should study, and How children should be taught to study, have together been my chief hobby. The following ideas are partly the result of reading; but since there is a meager quantity of literature bearing on this general theme, they are largely the result of observation, experiment, and discussion with my students. Many of the latter will recognize their own contributions in these pages, for I have endeavored to preserve and use every good suggestion that came from them; and I am glad to acknowledge here my indebtedness to them"--Preface. (PsycINFO Database Record (c) 2005 APA, all rights reserved)
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ability adults aims answer asked association attention attitude become beginning better called carry chapter close common considered definite desirable develop direction discussion drill example exercise expected experience extent factors facts feeling finally further give given habit hand ideas important independent individual instance instruction interest judge judgment kind knowledge lack least less lesson literature lives matter means memorizing merely method method of study mind nature necessary neglect never object one's period persons possible practice present principal probably problem proper pupils questions reached reading reason recitation regard relation remember requires responsibility result seems selection specific spelling statements student suggestions task teacher teaching things thinking thought tion topic true whole worth young
Page 63 - Fra Pandolf" by design, for never read Strangers like you that pictured countenance, The depth and passion of its earnest glance, But to myself they turned (since none puts by The curtain I have drawn for you, but I...
Page 249 - There is a time in every man's education when he arrives at the conviction that envy is ignorance ; that imitation is suicide ; that he must take himself for better, for worse, as his portion ; that though the wide universe is full of good, no kernel of nourishing corn can come to him but through his toil bestowed on that plot of ground which is given to him to till.
Page 66 - Between the dark and the daylight, When the night is beginning to lower, Comes a pause in the day's occupations, That is known as the Children's Hour.
Page 60 - And he arose, and came to his father. But when he was yet a great way off, his father saw him, and had compassion, and ran, and fell on his neck, and kissed him.
Page 61 - But the father said to his servants, Bring forth the best robe, and put it on him; and put a ring on his hand, and shoes on his feet...
Page 60 - A certain man had two sons : And the younger of them said to his father, Father, give me the. portion of goods that falleth to me. And he divided unto them his living.
Page 278 - A man should learn to detect and watch that gleam of light which flashes across his mind -- from within, more than the lustre of the firmament of bards and sages.
Page 216 - Friend : but before you come to that, certain it is, that whosoever hath his mind fraught with many thoughts, his wits and understanding do clarify and break up in the communicating and- discoursing with another ; he tosseth his thoughts more easily, he marshalleth them more orderly, he seeth how they look when they are turned into words. Finally, he waxeth wiser than himself; and that more by mi hour's discourse, than by a day's meditation.
Page 261 - It does not occur to them to have any inclination, except for what is customary. Thus the mind itself is bowed to the yoke : even in what people do for pleasure, conformity is the first thing thought of; they like in crowds; they exercise choice only among things commonly done: peculiarity of taste, eccentricity of conduct, are shunned equally with crimes: until by dint of not following their own nature, they have no nature to follow...
Page 64 - E'en then would be some stooping ; and I choose Never to stoop. Oh sir, she smiled, no doubt, Whene'er I passed her ; but who passed without Much the same smile ? This grew ; I gave commands ; Then all smiles stopped together. There she stands As if alive. Will 't please you rise ? We '11 meet The company below, then. I repeat, The Count your master's known munificence Is ample warrant that no just pretence Of mine for dowry will be disallowed ; Though his fair daughter's self, as I avowed At starting,...