Juliet Sutherland, Charles Franks and the Online Distributed Proofreading Team.

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