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How to Study and Teaching How to Study By: Frank M. (Frank Morton) McMurry (1862-1936) |
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HOW TO STUDY
AND
TEACHING HOW
TO STUDY BY F. M. McMURRY Professor of Elementary Education in
Teachers College, Columbia University TO MY FRIEND
ORVILLE T. BRIGHT
THIS VOLUME IS DEDICATED, AS A
TOKEN OF WARM AFFECTION
AND PROFESSIONAL
INDEBTEDNESS
PREFACE 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 meagre 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. In addition I must express my thanks for valuable criticisms to my
colleague, Dr. George D. Strayer, and also to Dr. Lida B. Earhart,
whose suggestive monograph on the same general subject has just
preceded this publication. THE AUTHOR. Teachers College , May 6,1909.
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 TO
CHILDREN 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 STUDY
VIII. 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; THE
SERIOUSNESS OF THE EVIL No doubt every one can recall peculiar methods of study that he or
some one else has at some time followed. During my attendance at high
school I often studied aloud at home, along with several other
temporary or permanent members of the family. I 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, I could not help but admire her endurance; for the physical
labor of mastering a lesson was certainly equal to that of a good farm
hand, for the same period of time. This way of studying history seemed extremely ridiculous. But the
method pursued by myself and several others in beginning algebra at
about the same time was not greatly superior. Our text book contained
several long sets of problems which were the terror of the class, and
scarcely one of which we were able to solve alone. We had several
friends, however, who could solve them, and, by calling upon them for
help, we obtained the "statement" for each one. All these statements I
memorized, and in that way I was able to "pass off" the subject. A few years later, when a school principal, I had a fifteen year old
boy in my school who was intolerably lazy... Continue reading book >>
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