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How to Study and Teaching How to Study by Frank M. (Frank Morton) McMurry
page 277 of 302 (91%)
The eight factors of study that have been treated are not to be
regarded as separate stages of advance that must follow one another
tandem fashion. The principal stages through which the learner passes
are only four in number as outlined in Chapter VIII. Yet some of the
eight factors necessarily follow others. For example, the conception
of the specific aim should, if possible, come first, while memorizing
should usually come late, partly if not wholly as the by-product of
thinking; and the actual using of knowledge should come last. On the
other hand, provision for a tentative attitude and for individuality
should be made frequently throughout one's study. Several of these
factors, therefore, may be in evidence in any one of the four chief
stages of advance described.

_The ability of children to learn to study._

We have seen that children possess the ability to undertake the kind
of work required by each of the several factors of study. In fact,
outside of school, they are continually applying their minds in the
meeting of specific needs, as adults are, thereby employing most, if
not all, these factors. There is, accordingly, no fundamental
difference between their study and that of adults, although the
relative prominence of the various phases may vary somewhat; in other
words, these factors of study are general principles like the
principles of teaching, and likewise applicable to all ages. No
assertion is here made that children know intuitively how to do this
systematic kind of studying; they merely have the qualities of mind
and the experience prerequisite to rational study, and are therefore
in a position to receive instruction on the subject with profit.

_Why young people have not been learning to study properly alone._
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