The Teaching of Shorthand: Some Suggestions to Young Teachers and Other AddressesGregg Publishing Company, 1916 - 134 頁 |
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78 words 80 words ability accomplished accuracy acquire applied believe best results binations blackboard championship speed common words contest continuous dictation copybook method correct day school degree of skill dents direct effect efficient stenographer energy examinations exercises explain give given GREGG habit hand handling Herbert Spencer ical illustrations importance impression increased instruction interest keep knowl knowledge lutely method of teach mind motion studies night school notebook outlines penmanship drill possible practice principles of shorthand profession pupils quick and concentrated rapid rapid transitions repetition require rule Russell Sage Foundation secure self-reliance shorthand form shorthand teacher shorthand writing speaker speed in execution stenog stenographer's stim study of shorthand style of writing teaching of penmanship teaching of shorthand teaching shorthand tence text-book thing thor tion to-day trade tricks won the Novice words a minute words we write writer of shorthand written in accordance YOUNG TEACHERS
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第 53 頁 - ... from the end of one line to the beginning of the next, but writes them just below the rest of the word and draws a loop around them.
第 5 頁 - Children should be led to make their own investigations, and to draw their own inferences. They should be told as little as possible, and induced to discover as much as possible.
第 21 頁 - The next thing which education for efficiency should attend to is the imparting of the habit of quick and concentrated attention. Without this habit there can be no true economy of time. A prolonged attention is not natural to children, and should not be demanded of them; but quick and concentrated attention may be reasonably expected for brief intervals from every child, and as the age increases the possible period of close attention will grow longer and longer. The difference between adults in...
第 37 頁 - ... Fifth, all these mental operations are carried on while the pen or pencil is from two or three words to an entire sentence behind the speaker — this of course in rapid speaking — thereby complicating the situation by compelling memory to keep pace with attention. In other words, while the scribe is writing the predicate of one sentence and analyzing an unfamiliar word in the subject of the next, he is at the same time giving his auditory attention to the predicate of the second sentence then...
第 44 頁 - It is my opinion that in the past we have laid too great stress on accuracy, and paid too little attention to the development of speed from a scientific point of view. It is a common fallacy that "speed will come with practice.
第 36 頁 - Fourth, these relatively uncommon words must be put on paper according to the principles of the system employed. This one operation involves many subordinate and infinitely swift efforts of recollection, association, and decision.
第 22 頁 - ... of the habit of quick and concentrated attention. Without this habit there can be no true economy of time. A prolonged attention is not natural to children, and should not be demanded of them; but quick and concentrated attention may be reasonably expected for brief intervals from every child, and as the age increases the possible period of close attention will grow longer and longer. The difference between adults in mental efficiency is chiefly a difference in this very power of concentrated...
第 101 頁 - These are probably the, and, of, to, I, a, in, that, you, for. With their repetitioi they constitute more than one-fourth of all the words we write.
第 18 頁 - Do not expect too much precision of form at first; and above all things avoid being hypercritical or "fussy." When the student has gained control of his shorthand and has a little more familiarity with the forms, you will have plenty of opportunity to enforce exactness of form, and your explanations will then be better understood and become more effective.
第 29 頁 - Too many teachers, especially the younger and inexperienced, are apt to feel that they are not fulfilling their mission unless they put themselves in the attitude of critics. There can be no greater mistake. You at once antagonize the student, and all that confidence and freedom of expression, and...