2. Consult first the bibliography of your texts, then 3. Consult Hart, Channing and Turner, Guide to the 4. Use the subject and author card indexes of the libra- 5. Whenever you find a reference to a book, consult its bibliography, if it has one, for further leads and follow them up. 6. Consult good encyclopedias. They have good bibliographies at the close of articles. 7. Write up each reference on a separate bibliography (1) The topic of your paper. (3) Publisher and years. (4) Title of the book (Volume if more than one) Pages if noted. (5) Classification of book, general history, period (6) Bibliographer's comment, if any found. III. Hand in your bibliography cards not later than the next to the last class period of your first term in the course. The number of references (and so cards) will vary with the topic selected but should represent many classes of material and the available material in a good reference library. IV. Read your references. 1. Make notes of useful material as you read each ref erence. Most writers find it economical to make notes on separate cards or slips of uniform size, in some such form as the following: (1) Sub-topic of paper. (2) Author. (If more than one book by the same author is used give abbreviated title of the book.) (3) Page or pages. (Volume if more than one.) (4) Note. (In your own language invariably, unless a quotation is to be used in your paper.) 2. Decide on the organization of the paper, subtopics and their order. 3. Sort your note cards into groups by subtopics as basis and guide. V. Write your paper. 1. Follow the usual rules for the preparation of good manuscript as to margins, use of ink or typewriter, etc. 2. The paper should give your own thought as informed by your reading. 3. Brief quotations are allowable and even occasionally desirable but must not be a considerable part of the paper. They must be indicated by quotation marks and reference in margin or footnote unless the text indicates the fact clearly. 4. Statements of historical fact, opinions of others and quotations must be accompanied by references giving author, title, and page. Reference notes may be in the margin, if wide, or at the foot of the page with reference number which appears also at the proper place in the page above it. VI. Hand in your paper and bibliography cards (not note cards) not later than one week before the last class period of your second term, earlier if ready. The work outlined above is designed: 1. To stimulate, if possible, your interest in historical reading and serious studies. 2. To develop a scientific attitude in investigation and reading. 3. To have you gain an acquaintance with the general character and intent of the various forms of historical writings. 4. To have you learn something of: (1) The details of a limited topic. (2) The sources upon which historical statements are based. (3) The diversity of opinion among historical writers, even among "authorities." 5. To add to your skill in finding, evaluating and organizing in an economical way, historical and other library material. QUESTIONS AND PROBLEMS 1. What rules should be observed in studying to make probable a satisfactory recitation? 2. What is supervised study? Distinguish between wise and unwise supervision of study. 3. Distinguish between recitation periods and thinking periods in general practice. 4. Apply the rules for effective study to your pupils. Note if they show any marked improvement. 5. Develop inductively with the pupils a set of rules for study. 6. Give arguments for and against a formalized method of directing study. 7. What rules should be observed when studying in an assembly room? 8. Give examples where the work of pupils was greatly improved through wise direction of their work. 9. Do bright or slow pupils need more direction in their work? 10. A leading educator maintains that each chapter of a book and even each paragraph should be introduced by a problem. What advantages and disadvantages do you see to this plan? 11. Thorndike says that textbooks frequently give the results of reasoning without stimulating similar mental activity on the part of the reader. What problem does this present to the teacher? Make a list of five similar criticisms against textbooks and show in each case what you would do to make the pupils' study more effective. 12. The freshman class is asked: Organize in outline from the subject-matter of each lesson in history during the first semester of the freshman year. How would you justify this procedure? What instructions would you give to a class that was doing this type of work? 13. A certain teacher spends the first day that a new text is introduced into his class discussing the various parts from preface to last page. What value do you attach to this practice? What other devices have you used or seen used to secure similar results? 14. Would you train pupils to use all books alike? Explain clearly your position on this point. 15. What methods might a teacher use in conducting a recitation which will (a) encourage the most effective use of texts and (b) discourage the effective use of books? 16. What advantage does the study of supplementary texts have as a means of training pupils how to use books effectively? What disadvantages or limitations? REFERENCES DEARBORN, G. V. N., How to Learn Easily (Boston, Little Brown & Co., 1916), Chaps. i, ii, vi. EARHART, L. B., Teaching Children to Study (Boston, Houghton Mifflin Co., 1909), Chaps. i. ii. HALL-QUEST, A. L., Supervised Study (New York, Macmillan Co., 1916). JONES, Olive M., and others, Teaching Children to Study: The Group System Applied (New York, Macmillan Co., 1910). KITSON, Harry, How to Use Your Mind (Philadelphia, J. B. Lippincott Co., 1916). LYMAN, R. L., The Mind at Work (Chicago, Scott Foresman Co., 1924). MCMURRY, F. M., How to Study and Teaching to Study (New York, Macmillan Co., 1909). MILLER, H. L., Directing Study (New York, Charles Scribner's Sons, 1922). THOMAS, F. W., Training for Effective Study (Boston, Houghton Mifflin Co., 1922). WHIPPLE, G. M., How to Study Effectively (Bloomington, Public School Publishing Co., 1916). CHAPTER XII APPERCEPTION AND PERCEPTION The readings emphasize the need of interpreting new experiences in terms of the old. Securing good impressions and controlling the character of perceptions are absolutely fundamental in the educational process. Reading is a good illustration of perception (8). Educational implications may be drawn from the readings from Dewey (9,13) Hall, (10) Bolton, (11) Norsworthy and Whitley, (12) and Thorndike (19). Apperception has received considerable attention from the Herbartians both in America and on the Continent. Just now the discussion is somewhat eclipsed by attention given to mind-set, purpose and motive. The Herbartian conception involved two processes: concentration and absorption, or the taking in of new material; and reflection, the organization of new material with reference to the whole body of ideas in the mind of the learner. The instinct motor theory of apperception set forth in Monroe's Cyclopedia of Education holds that, "Apperception is incidental to the functioning of instinctive activities. When these activities meet a check, that is, when they fail to gain in an automatic manner the results for which they exist, then dissatisfaction is aroused, attention is drawn to the situation, its characteristics are analyzed, and eventually their significance is so interpreted that a satisfactory learned reaction is substituted for the original instinctive one. Thus apperception is a mental activity aroused by the need of readjustment, and operative only on those factors that must be distinguished and interpreted in order to get results." This view implies: 1. à problem vital to the pupil 2. The solution of the problem by the pupil 3. The verification of the conclusion by acting upon it |