How to Study and Teaching How to Study

Renew：Part 25
Author：Frank M. McMurry
Update：08-15-2023
Tags：Education Reference
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Chapter List

Chapter 4.]
Chapter 2
Chapter 3
Chapter 4
Chapter 5
Chapter 6
Chapter 7
Chapter 8
Chapter 9
Chapter 10
Chapter 11
Chapter 12
Chapter 13
Chapter III.
Chapter 15
Chapter 16
Chapter 17
Chapter IV, "Habit."]
Chapter I.]
Chapter II.]
Chapter III.]
Chapter III] Such people cannot perform the hard tasks required in study, because they have lost their native power to react on the ideas presented.
Chapter VIII. Yet some of the eight factors necessarily follow others. For example, the conception of the specific aim should, if possible, come first, while memorizing should usually come late, partly if not wholly as the by-product of thinking; and the actual using of knowledge should come last. On the other hand, provision for a tentative att.i.tude and for individuality should be made frequently throughout one"s study. Several of these factors, therefore, may be in evidence in any one of the four chief stages of advance described.
Chapter I. It is not customary, for example, for teachers to set up specific objects in their instruction, which shall furnish motive and be guides in study. Indeed, it is rare except among some primary teachers. While the supplementing of text is somewhat common in some subjects, such as literature, any clear notion as to what should be understood by thoroughness is rare indeed; and consequently the whole matter of relative values and of organization is poorly comprehended. Children, and even older students, are not infrequently reprimanded for presuming to judge the merits of subject- matter, a fact that plainly indicates how little the importance of pa.s.sing on the general worth of ideas is appreciated. Manual training and a few kindred branches recognize the actual using of ideas as their endpoint; but no one will a.s.sert that they are regarded as types of other subjects in that respect. Any one will admit that special provision for the development of a tentative att.i.tude toward facts is very exceptional; and students are so commonly submerged by their studies, that there is hardly need to affirm that conscious provision for the preservation and development of individuality is rare.
Chapter 25