The Teaching of Shorthand: Some Suggestions to Young Teachers and Other AddressesGregg Publishing Company, 1916 - 134 頁 |
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常見字詞
ability accomplished accuracy acquire applied attained attention believe blackboard brick bricklayer bricklaying classroom continuous dictation correct course day school degree of skill demand dents development of speed edge effect efficiency principles efficient stenographer employer energy examination exercises explain faculty familiar Frank Gilbreth Gilbreth give graduation test GREGG GREGG SHORTHAND habit hand handling Herbert Spencer ical illustrations importance impression increased instruction interest keep knowl knowledge lesson lutely methods mind mortar movement necessary night school notebooks outlines penmanship drill possible practice principles of shorthand profession pupils quick and concentrated rapher rapid require rule scientific management secure self-reliance shorthand form shorthand teacher shorthand writing speaker speed in execution stenog stenographer's style of writing TEACHING OF SHORTHAND teaching shorthand tence text-book thing thor tion to-day trade tricks UNIVERSITY OF CALIFORNIA utter words a minute workman writer of shorthand writing shorthand YOUNG TEACHERS
熱門章節
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 106 頁 - He developed the exact position which each of the feet of the bricklayer should occupy with relation to the wall, the mortar box, and the pile of bricks, and so made it unnecessary for him to take a step or two toward the pile of bricks and back again each time a brick is laid.
第 107 頁 - ... (as Mr. Gilbreth calls his loaded wooden frames) is placed by the helper in its proper position on the adjustable scaffold close to the mortar box. We have all been used to seeing bricklayers tap each brick after it is placed on its bed of mortar several times with the end of the handle of the trowel so as to secure the right thickness for the joint. Mr. Gilbreth found that by tempering the mortar just right, the bricks could be readily bedded to the proper depth by a downward pressure of the...
第 4 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 97 頁 - Envelope is because the cash is held back to pay some one else for looking after them, laying out the work, and holding them to their tasks. I know lots of men who pay seven dollars a day for supervision. The less supervision, the more pay ; the more supervision, the less pay.
第 106 頁 - ... of mortar and then straightening up again. Think of the waste of effort that has gone on through all these years, with each bricklayer lowering his body, weighing, say, 150 pounds, down two feet and raising it up again every time a brick (weighing about 5 pounds) is laid in the wall! And this each bricklayer did about one thousand times a day.
第 107 頁 - ... up on a simple wooden frame, constructed so as to enable him to take hold of each brick in the quickest time and in the most advantageous position. In this way the bricklayer avoids either having to turn the brick over or end for end to examine it before laying it, and he saves also the time taken in deciding which is the best edge and end to place on the outside of the wall. In most cases, also, he saves the time taken in disentangling the brick from a disorderly pile on the...
第 106 頁 - ... by this means the bricklayer is saved the exertion of stooping down to the level of his feet for each brick and each trowelful of mortar and then straightening up again. Think of the waste...
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...