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The mere grouping of ideas round some topic does not satisfy this requirement, for such a reciting of paragraphs or chapters may amount simply to memorization and nothing more.
While special teaching must be given in connection with each habit to be formed, the supplemental work and the lesson constitute the principal subjects of instruction. Supplemental Work. Scripture for memorization in this period should be chosen primarily to help the children in habit formation. Information about the Bible and storing for future use belong in the next period of "Golden memory."
Give examples which prove your contention. What are the important elements to be found in all thinking? Show how these elements may be involved in a first-grade lesson in nature study. In an eighth-grade lesson in geography. In the teaching of any high school subject. When may habit formation involve thinking? Memorization?
Then, one after another, their faces were shown in closeup, while Tortha Karf asked for close attention and memorization. "We believe that these men were Fifth Level Proles; we think that they were under hypnotic influence or obeying posthypnotic commands when they made their suicidal attack. If any of you have ever seen any of these men before, it is your duty to inform the Paratime Police."
Experimental psychology, however, has discovered that this is uneconomical. The selection, if of moderate length, should be impressed as a whole. If too long for this, it should be broken up as little as possible. In order to see the necessity for this let us examine your experiences with the memorization of poems in your early school days.
Give the reasons why the method of recall is the best method of memorization. If you were teaching a poem of four stanzas, would you use the method of memorization by wholes or by parts? Indicate clearly the degree to which the one or the other method should be used or the nature of the combination of methods for the particular selection which you use for the purposes of illustration.
How long do children in your classes seem to be able to work hard at verbatim memorization? Under what conditions may the writing of the material being memorized actually interfere with the process? When may it help? Why may it not be wise to attempt to teach "their" and "there" at the same time?
According to Boyer's idea, and it was the prevailing idea everywhere then, and is yet in some sections, memorization was the one thing desirable. If the subject were Plato, and the master had forgotten his book, he called on Coleridge to recite. And the tall, fair-haired boy, with the big dreamy eyes, would rise and give page after page, "verbatim et literatim."
Numerous references to the use of the Bible in the home in this volume. Patterson Dubois, The Natural Way, sec. iv. Revell, $1.25. III. Methods and Materials "Passages of Bible for Memorization," Religious Education, August, 1906. Louise S. Houghton, Telling Bible Stories. Scribner, $1.25. Johnson, The Narrative Bible. Baker & Taylor Co., $1.50. Hall and Wood, The Bible Story, 5 vols.
The memorization of definitions is an excellent practice, not as an end in itself, but as a means to the end of effective reasoning. Throughout your study, then, pay much attention to definitions. Some you will find in your texts, but others you will have to make for yourself.
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