TO MY FRIENDORVILLE T. BRIGHTTHIS VOLUME IS DEDICATED, AS ATOKEN OF WARM AFFECTIONAND PROFESSIONALINDEBTEDNESS

PREFACE

Some 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.

PART I

PRESENT METHODS OF STUDY; NATURE OF STUDY AND ITS PRINCIPAL FACTORS

I. INDICATIONS THAT YOUNG PEOPLE DO NOT LEARN TO STUDY PROPERLY; THE SERIOUSNESS OF THE EVIL

II. THE NATURE OF STUDY, AND ITS PRINCIPAL FACTORS

PART II

NATURE OF THE PRINCIPAL FACTORS IN STUDY, AND THEIR RELATION TOCHILDREN

III. PROVISION FOR SPECIFIC PURPOSES, AS ONE FACTOR IN STUDY

IV. THE SUPPLEMENTING OF THOUGHT, AS A SECOND FACTOR IN STUDY

V. THE ORGANIZATION OF IDEAS, AS A THIRD FACTOR IN STUDY

VI. JUDGING OF THE SOUNDNESS AND GENERAL WORTH OF STATEMENTS, AS A FOURTH FACTOR IN STUDY

VII. MEMORIZING, AS A FIFTH FACTOR IN STUDYVIII. THE USING OF IDEAS, AS A SIXTH FACTOR IN STUDY IV. PROVISION FOE A TENTATIVE RATHER THAN A FIXED ATTITUDE TOWARD KNOWLEDGE, AS A SEVENTH FACTOR IN STUDY X. PROVISION FOR INDIVIDUALITY, AS AN EIGHTH FACTOR IN STUDY

PART III

CONCLUSIONS

XI. FULL MEANING OF STUDY; RELATION OF STUDY TO CHILDREN AND TO THE SCHOOL

INDEX

PART I

PRESENT METHODS OF STUDY; NATURE OF STUDY, AND ITS PRINCIPAL FACTORS

CHAPTER I

INDICATIONS THAT YOUNG PEOPLE DO NOT LEARN TO STUDY PROPERLY; THESERIOUSNESS OF THE EVIL

No 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 w

...

HOW TO STUDYANDTEACHING HOWTO STUDY

TO MY FRIENDORVILLE T. BRIGHTTHIS VOLUME IS DEDICATED, AS ATOKEN OF WARM AFFECTIONAND PROFESSIONALINDEBTEDNESS

PREFACE

THE AUTHOR.

CONTENTS

PART I

PRESENT METHODS OF STUDY; NATURE OF STUDY AND ITS PRINCIPAL FACTORS

I. INDICATIONS THAT YOUNG PEOPLE DO NOT LEARN TO STUDY PROPERLY; THE SERIOUSNESS OF THE EVIL

II. THE NATURE OF STUDY, AND ITS PRINCIPAL FACTORS

PART II

NATURE OF THE PRINCIPAL FACTORS IN STUDY, AND THEIR RELATION TOCHILDREN

III. PROVISION FOR SPECIFIC PURPOSES, AS ONE FACTOR IN STUDY

IV. THE SUPPLEMENTING OF THOUGHT, AS A SECOND FACTOR IN STUDY

V. THE ORGANIZATION OF IDEAS, AS A THIRD FACTOR IN STUDY

VI. JUDGING OF THE SOUNDNESS AND GENERAL WORTH OF STATEMENTS, AS A FOURTH FACTOR IN STUDY

VII. MEMORIZING, AS A FIFTH FACTOR IN STUDYVIII. THE USING OF IDEAS, AS A SIXTH FACTOR IN STUDY IV. PROVISION FOE A TENTATIVE RATHER THAN A FIXED ATTITUDE TOWARD KNOWLEDGE, AS A SEVENTH FACTOR IN STUDY X. PROVISION FOR INDIVIDUALITY, AS AN EIGHTH FACTOR IN STUDY

PART III

CONCLUSIONS

XI. FULL MEANING OF STUDY; RELATION OF STUDY TO CHILDREN AND TO THE SCHOOL

INDEX

PART I

PRESENT METHODS OF STUDY; NATURE OF STUDY, AND ITS PRINCIPAL FACTORS

CHAPTER I

INDICATIONS THAT YOUNG PEOPLE DO NOT LEARN TO STUDY PROPERLY; THESERIOUSNESS OF THE EVIL

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