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. 1890 Excerpt: ...about, above, aboard, across, after, against, along; may be conjoined with distinctive ideas as follows: --about town, above sky, aboard ship, across ocean, after rain, against rock, along road. The power, however, which we have to learn a thing by heart--by rote, if you please--by the mere force of repetition, is not ...
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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. 1890 Excerpt: ...about, above, aboard, across, after, against, along; may be conjoined with distinctive ideas as follows: --about town, above sky, aboard ship, across ocean, after rain, against rock, along road. The power, however, which we have to learn a thing by heart--by rote, if you please--by the mere force of repetition, is not by any means to be despised; for, although much misused, it may be very properly applied to the memorizing of such a thing as a list of the prepositions, taken just as they stand in the grammar. Lists of words designed to be memorized, such as a series of irregular verbs, or of words forming exceptions to a rule, are usually arranged in alphabetical order. Before presentation to the memory, however, it is better, whenever possible, to rearrange the series, grouping the ideas according to the laws of association. For instance, if we wished to remember the following series of verbs, namely, --to add, to affright, to aggrandize, to amend, to faint, to fight, to grow worse, to increase, to recover, to speak--it would be better to thoughtfully rearrange them as follows: to add, to aggrandize, to increase, to amend, to grow worse, to fight, to affright, to faint, to recover, to speak. In college, many students lose much time and instruction through the continual recurrence in lectures of terms with which they have never taken the trouble to properly associate the relative ideas. In the course of a single lecture the lecturer may make use of many different terms of whose meanings--although the words are in frequent use--the careless student has but a very misty conception. Upon the occurrence of each one of those terms the mi?ty minded student either suffers the matter to pass without thought, or stops to puzzle over the meaning while the lecturer proc.
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