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COLVIN, S. S., The Learning Process (New York, Macmillan Co., 1921), Chaps. iii, iv.

DEWEY, John, Human Nature and Conduct (New York, Henry Holt & Co., 1922).

EDWARDS, A. S., Psychology of Elementary Education (Boston, Houghton Mifflin Co., 1920), Chaps. v, vi.

FREEMAN, F. N., How Children Learn (Boston, Houghton Mifflin Co., 1917), Chaps. viii-x.

GATES, A. I., Psychology for Students of Education (New York, Macmillan Co., 1924), Chaps. xii.

JAMES, William, Principles of Psychology (New York, Henry Holt & Co., 1890), Vol. I, Chap. iv.

-, Talks to Teachers (New York, Henry Holt & Co., 1915), Chap. on "Habit.”

JUDD, C. H., Psychology (Boston, Ginn & Co., 1907), Chap. ix. PILLSBURY, W. B., Essentials of Psychology (New York, Macmillan Co., 1920), Chap. iii.

SANDIFORD, Peter, Mental and Physical Life of School Children, (New York, Longmans, Green & Co., 1913), Chap. ix. THORNDIKE, E. L., Elements of Psychology (New York, A. G. Seiler, 1907), p. 205.

CHAPTER XI

HOW TO STUDY

It is just as essential to teach pupils how to study as what to study. They must be taught how to approach the reading of a book; what to do when reading; what to read for; what to do with the author's statements; how to treat his conclusions; what to do in order to arrive at a definite tangible outcome; and what to do to fix the results of study in the mind. Again pupils need to learn how to secure information from outdoor observation and the laboratory. The teacher must know what to do to make laboratory work effective from the viewpoint of acquiring effective methods of work; in approaching the laboratory experiment; in planning for setting up the apparatus; in carrying out the plans of procedure made; in noting the results; in verifying the results and in writing the account of the experiment.

The pupils must learn how to take notes effectively; what material to put into notes; how to rewrite the notes; how to organize the notes for further use, etc.

The teacher must also know what is to be done in teaching the pupils where the aim is appreciation, information or instruction; what to do when thinking is the outcome desired; what to do where expression is to be the outcome; what to do where memorization is sought; and what to do where application of knowledge or habit is desired. She must know how to secure and keep attention and what physical condition to control in order to secure the most effective work.

The readings given in this chapter and other chapters will help furnish basic principles for the solution of the problems raised. The student of education is advised to read both Hall-Quest's Supervised Study in Elementary Schools, and Miller's Directed Study for information on the subject of supervised or directed learning. The books by Kitson, Korn

hauser, Dearborn, Sandwick, Whipple, Lyman, and McMurry are especially fertile in suggestions bearing on economical learning.

The reading selected from the work of Kornhauser (2) gives in a nutshell the best suggestions for economical study on the part of the pupil. There is no magic connected with the rules. They must be practiced day after day in order to become effective.

1. Study Suggestions

[Courtesy of Benjamin Floyd Stalcup, New York University.] Broadly speaking, there are three types of studying done by school children and students in general. These types are not mutually exclusive. They overlap in many respects. The greater part of the studying in both the elementary and high schools and colleges consists essentially in reading. Training the student to do this kind of studying more efficiently means that he must be trained to read better. The laboratory type of study is required in certain studies. It involves such specific activities as learning to manipulate apparatus, recording of observations, handling experimental data, and interpretation of these data. Directing the child's learning along this line consists in aiding him to discover his own problems, determining what apparatus to use, what techniques to use, how to report his findings, what activities to routinize, etc. A third type of studying is the analytical or reasoning kind where the amount of reading is relatively small, but in which the task consists in a thorough mastery of a relatively small amount of material. Such studying is obviously involved in much of the work in mathematics, astronomy, and metaphysics.

CUMULATIVE SUGGESTIONS DERIVED FROM A STUDY OF 1,000 STUDENTS AT THE STATE TEACHERS COLLEGE, Winona,

MINN.

General-The Atmosphere for Study

1. Health-keep your body fit.

2. Physical-quiet room, suitable table and chair, proper ventilation and temperature

3. Do not worry or complain about the kind or size of the piece of work

4. Take an attitude of study

5. Set a motive

6. Begin promptly

7. Concentrate

8. Think that you can do it

9. Do the work for yourself

10. Ask for as little help as possible

11. Keep an open mind

12. Get the materials needed about you in so far as it is possible

COMPOSITE REPORT ON INSTRUCTION OF 48 STUDENTS IN CLASS IN "TEACHING OF HISTORY," SCHOOL OF EDUCATION, UNIVERSITY OF CHICAGO, 1923

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COMPOSITE REPORT ON SUGGESTIONS FOR STUDY OF 84 TEACHERS OF HISTORY, SCHOOL OF EDUCATION, UNIVERSITY OF

CHICAGO, 1922

1. Read the assignment as a unit

2. Have a definite place and time for study

3. Do intensive work

4. Have a definite aim

5. Rely upon yourself

6. Find the meaning of new words

7. Get into attitude of study

8. Recite to yourself the summary of the lesson

9. Get a clear idea of the main divisions of the assignment

10. Study maps carefully

11. Read critically for details

12. Learn to concentrate and overcome difficulties of your surroundings

2. Summary of Rules for Effective Study

[KORNHAUSER, Arthur W., How to Study, pp. 38-42. University of Chicago Press, 1925.]

The more important rules and suggestions contained in the preceding chapters are briefly restated here. Stop and think carefully of each point. When you come to a rule that you have not been applying, take special note of it and refer to the chapter where it was discussed. Remember, above everything, that the rules are useful only as you persistently apply them day after day. Forming good habits of study takes time; you must hammer away steadily to produce results.

The rules follow:

1. Feel intensely the desire to master your studies and resolve that you will master them. Build up definite ambitions; appreciate your duties and responsibilities; recognize the consequences of poor work and the rewards of good work.

2. Carry your resolutions into practice. The following methods will help:

(a) Think frankly of the larger consequences of success or failure in the task before you.

(b) Make your task definite and keep this one job clearly before you.

(c) Begin work! Get set for study. Go through the motions. (d) Concentrate on the subject. Check every tendency to daydream. Guard against mind-wandering and pull yourself back sharply on every occasion.

3. Develop interest in your subjects of study. To do this, (a) Acquire information about the subject.

(b) Tie the new information to old matters of interest.

(c) Make the new material personal. Relate it to matters of concern to you.

(d) Use the new knowledge.

4. Avoid all distractions that interfere with your studying— noises, glare of lights, uncomfortable feelings, strains, too great relaxation, and so on.

5. Arrange a fixed daily program of study. Plan your work. Cultivate systematic habits as regards the time and the place for your studies.

6. Develop effective methods of reading.

(a) Think about the topic of study before beginning to read. Prepare your mind. Review your notes from the day before.

(b) Obtain a preliminary impression of a book or reading by referring to the preface, table of contents, etc.

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