ISBN: 9780217155465

This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustra… More...

This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1884. Excerpt: ... CHAPTER VII. Training.--Continued. Memory.--The Representative Powers, in the form of Memory and Imagination, awaken in the child almost as soon as the Perceptives. The child a few months old knows his mother''s face from that of any other woman, which, of course, can be possible only as he remembers. In the years of childhood, from infancy to the age of twelve or fourteen, Memory is the characteristic faculty. It not only receives readily at this age, but it retains with astonishing tenacity. Let any one in advanced life compare the readiness with which he can recall what was committed to memory at this age with the difficulty he has in recalling what he has recently committed. This is the period, then, for storing the mind. Memory is the faculty to be especially trained and exercised at this age. In order to train the Memory, the child must be made responsible for its use. He must be held to remember what he is told in the way of command or direction; to remember it exactly, and to observe it accordingly. He must be held to remember the instruction given to him in oral form, as well as that gained from the book. So tenacious is Memory at this period that it easily seizes and retains mere words, although they make no appeal to the understanding. Here is the root of the most glaring evil in our school work, especially with careless and ill-trained teachers. Mere words are caught and repeated by the pupils; and they are glibly recited, giving an appearance of knowledge where none exists. Of course, this evil should be avoided, but the opposite extreme of requiring nothing to be committed in exact form is still worse. Special exercises to train the memory are valuble; for instance, read a short, pithy sentence, and require the exact repetition of it; tell... Edwin Crawford Hewett, Books, History, A Treatise on Pedagogy for Young Teachers Books>History This is an OCR edition without illustrations or index. It may have numerous typos or missing text. However, purchasers can download a free scanned copy of the original rare book from GeneralBooksClub.com. You can also preview excerpts from the book there. Purchasers are also entitled to a free trial membership in the General Books Club where they can select from more than a million books without charge. Original Published by: Van Antwerp, Bragg in 1884 in 15220018 pages; Subjects: Teaching; Education / General; Education / History; Education / Special Education / General; Education / Teaching Methods & Materials / General; Education / Philosophy & Social Aspects; History / General;<

ISBN: 9780217155465

This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustra… More...

This historic book may have numerous typos and missing text. Purchasers can download a free scanned copy of the original book (without typos) from the publisher. Not indexed. Not illustrated. 1884. Excerpt: ... CHAPTER VII. Training.--Continued. Memory.--The Representative Powers, in the form of Memory and Imagination, awaken in the child almost as soon as the Perceptives. The child a few months old knows his mother''s face from that of any other woman, which, of course, can be possible only as he remembers. In the years of childhood, from infancy to the age of twelve or fourteen, Memory is the characteristic faculty. It not only receives readily at this age, but it retains with astonishing tenacity. Let any one in advanced life compare the readiness with which he can recall what was committed to memory at this age with the difficulty he has in recalling what he has recently committed. This is the period, then, for storing the mind. Memory is the faculty to be especially trained and exercised at this age. In order to train the Memory, the child must be made responsible for its use. He must be held to remember what he is told in the way of command or direction; to remember it exactly, and to observe it accordingly. He must be held to remember the instruction given to him in oral form, as well as that gained from the book. So tenacious is Memory at this period that it easily seizes and retains mere words, although they make no appeal to the understanding. Here is the root of the most glaring evil in our school work, especially with careless and ill-trained teachers. Mere words are caught and repeated by the pupils; and they are glibly recited, giving an appearance of knowledge where none exists. Of course, this evil should be avoided, but the opposite extreme of requiring nothing to be committed in exact form is still worse. Special exercises to train the memory are valuble; for instance, read a short, pithy sentence, and require the exact repetition of it; tell... Edwin Crawford Hewett, Books, History, A Treatise on Pedagogy for Young Teachers Books>History, General Books LLC<