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How to Study - Frank McMurry

How to Study - Frank McMurry

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The Project Gutenberg EBook of How To Study and Teaching How To Studyby F. M. McMurryCopyright laws are changing all over the world. Be sure to check thecopyright laws for your country before downloading or redistributingthis or any other Project Gutenberg eBook.This header should be the first thing seen when viewing this ProjectGutenberg file. Please do not remove it. Do not change or edit theheader without written permission.Please read the "legal small print," and other information about theeBook and Project Gutenberg at the bottom of this file. Included isimportant information about your specific rights and restrictions inhow the file may be used. You can also find out about how to make adonation to Project Gutenberg, and how to get involved.**Welcome To The World of Free Plain Vanilla Electronic Texts****eBooks Readable By Both Humans and By Computers, Since 1971*******These eBooks Were Prepared By Thousands of Volunteers!*****Title: How To Study and Teaching How To StudyAuthor: F. M. McMurryRelease Date: July, 2004 [EBook #6109][Yes, we are more than one year ahead of schedule][This file was first posted on November 7, 2002]Edition: 10Language: EnglishCharacter set encoding: ASCII*** START OF THE PROJECT GUTENBERG EBOOK, HOW TO STUDY AND TEACHING HOW TO STUDY***Juliet Sutherland, Charles Franks and the Online Distributed ProofreadingTeam.HOW TO STUDYANDTEACHING HOWTO STUDYBY F. M. McMURRYProfessor of Elementary Education inTeachers College, Columbia University
 
TO MY FRIENDORVILLE T. BRIGHTTHIS VOLUME IS DEDICATED, AS ATOKEN OF WARM AFFECTIONAND PROFESSIONALINDEBTEDNESSPREFACESome seven or eight years ago the question, of how to teach childrento study happened to be included in a list of topics that I hastilyprepared for discussion with one of my classes. On my laterexamination of this problem I was much surprised, both at itsdifficulty and scope, and also at the extent to which it had beenneglected by teachers. Ever since that time the two questions, Howadults should study, and How children should be taught to study, havetogether been my chief hobby.The following ideas are partly the result of reading; but since thereis a meagre quantity of literature bearing on this general theme, theyare largely the result of observation, experiment, and discussion withmy students. Many of the latter will recognize their own contributionsin these pages, for I have endeavored to preserve and use every goodsuggestion that came from them; and I am glad to acknowledge here myindebtedness to them.In addition I must express my thanks for valuable criticisms to mycolleague, Dr. George D. Strayer, and also to Dr. Lida B. Earhart,whose suggestive monograph on the same general subject has justpreceded this publication.THE AUTHOR. _Teachers College_, May 6,1909.CONTENTSPART IPRESENT METHODS OF STUDY; NATURE OF STUDY AND ITS PRINCIPAL FACTORSI. INDICATIONS THAT YOUNG PEOPLE DO NOT LEARN TO STUDY PROPERLY;THE SERIOUSNESS OF THE EVILII. THE NATURE OF STUDY, AND ITS PRINCIPAL FACTORS
 
PART IINATURE OF THE PRINCIPAL FACTORS IN STUDY, AND THEIR RELATION TOCHILDRENIII. PROVISION FOR SPECIFIC PURPOSES, AS ONE FACTOR IN STUDYIV. THE SUPPLEMENTING OF THOUGHT, AS A SECOND FACTOR IN STUDYV. THE ORGANIZATION OF IDEAS, AS A THIRD FACTOR IN STUDYVI. JUDGING OF THE SOUNDNESS AND GENERAL WORTH OF STATEMENTS, AS AFOURTH FACTOR IN STUDYVII. MEMORIZING, AS A FIFTH FACTOR IN STUDYVIII. THE USING OF IDEAS, AS A SIXTH FACTOR IN STUDYIV. PROVISION FOE A TENTATIVE RATHER THAN A FIXED ATTITUDE TOWARDKNOWLEDGE, AS A SEVENTH FACTOR IN STUDYX. PROVISION FOR INDIVIDUALITY, AS AN EIGHTH FACTOR IN STUDYPART IIICONCLUSIONSXI. FULL MEANING OF STUDY; RELATION OF STUDY TO CHILDREN AND TO THESCHOOLINDEXPART IPRESENT METHODS OF STUDY; NATURE OF STUDY, AND ITS PRINCIPAL FACTORSCHAPTER IINDICATIONS THAT YOUNG PEOPLE DO NOT LEARN TO STUDY PROPERLY; THESERIOUSNESS OF THE EVILNo doubt every one can recall peculiar methods of study that he orsome one else has at some time followed. During my attendance at highschool I often studied aloud at home, along with several othertemporary or permanent members of the family. I remember becomingexasperated at times by one of my girl companions. She not only readher history aloud, but as she read she stopped to repeat each sentencefive times with great vigor. Although the din interfered with my ownwork, I could not help but admire her endurance; for the physicallabor of mastering a lesson was certainly equal to that of a good farmhand, for the same period of time.This way of studying history seemed extremely ridiculous. But themethod pursued by myself and several others in beginning algebra at

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