How to Study and Teaching how to StudyHoughton Mifflin, 1909 - 324 ページ |
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3 ページ
... remember becoming exasperated at times by one of my girl companions . She not only read her history aloud , but as she read she stopped to repeat each sentence five times with great vigor . Although the din interfered with my own work ...
... remember becoming exasperated at times by one of my girl companions . She not only read her history aloud , but as she read she stopped to repeat each sentence five times with great vigor . Although the din interfered with my own work ...
18 ページ
... remembering that thorough study requires the neglect of some things as well as the emphasis of others ? Or do all facts have much the same value , so that they should receive about equal attention , as is the case with the ...
... remembering that thorough study requires the neglect of some things as well as the emphasis of others ? Or do all facts have much the same value , so that they should receive about equal attention , as is the case with the ...
20 ページ
... remember what they say ? The scientist is greatly dependent upon his memory . So is every one else , including the young student . What suggestions , if any , can be made about the retaining of facts ? 6. Memori- zing , as a fifth ...
... remember what they say ? The scientist is greatly dependent upon his memory . So is every one else , including the young student . What suggestions , if any , can be made about the retaining of facts ? 6. Memori- zing , as a fifth ...
22 ページ
... remembering the common tendency to become dogmatic and unprogressive on that account , should the young student , in particular , regard some degree of uncertainty about his facts as the ideal state of mind for him to reach ? Or would ...
... remembering the common tendency to become dogmatic and unprogressive on that account , should the young student , in particular , regard some degree of uncertainty about his facts as the ideal state of mind for him to reach ? Or would ...
37 ページ
... remember how , in the midst of listless reading , we have sometimes awakened with a start , when we realized that what we were reading bore directly upon some vital interest . Specific purposes of the kind described insure the interest ...
... remember how , in the midst of listless reading , we have sometimes awakened with a start , when we realized that what we were reading bore directly upon some vital interest . Specific purposes of the kind described insure the interest ...
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ability adults answer asked assimilation asso attention attitude become called chapter chil child Children's Hour common cream of tartar definite desirable develop direction discussion drill elementary school energy example exer exercise expected experience extent FACTOR IN STUDY facts feeling fomites geography GEORGE Herbert Palmer habit HENRY SUZZALLO ideas important independent instruction interest James Anthony Froude John Henry Newman John Stuart Mill judge judgment Julius Cæsar kind knowl knowledge lack lesson likewise literature matter means memorizing ment merely method of study mind nature necessary neglect Noah Porter one's persons practice present principal prominent proper pupils questions reading reason recitation regard relation requires responsibility selection specific purposes spelling statements student subject-matter suggestions supplementing teacher teaching tendency things thinking thought tion topic valuable whole words worth yellow fever young
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65 ページ - 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...
68 ページ - Children's Hour 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. I hear in the chamber above me The patter of little feet, The sound of a door that is opened, And voices soft and sweet. From my study I see in the lamplight, Descending the broad hall stair, Grave Alice, and laughing Allegra, And Edith with golden hair.
63 ページ - And he said unto him, Thy brother is come; and thy father hath killed the fatted calf, because he hath received him safe and sound.
62 ページ - 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.
62 ページ - 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.
280 ページ - 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.
218 ページ - 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.
245 ページ - I conceive or apprehend a thing to be so and so; it appears to me, or I should think it so or so, for such and such reasons; or I imagine it to be so; or it is so, if I am not mistaken. This habit, I believe, has been of great advantage to me when I have had occasion to inculcate my opinions, and persuade men into measures that I have been from time to time engaged in promoting...
66 ページ - Of mine for dowry will be disallowed; Though his fair daughter's self, as I avowed At starting, is my object. Nay, we'll go Together down, sir. Notice Neptune, though, Taming a sea-horse, thought a rarity, Which Claus of Innsbruck cast in bronze for me!
208 ページ - Habits' there are some admirable practical remarks laid down. Two great maxims emerge from his treatment. The first is that in the acquisition of a new habit, or the leaving off of an old one, we must take care to launch ourselves with as strong and decided an initiative as possible.