ead the entire assignment through--look up difficult words and
references, master the content, whether prose or poetry, whether the
learning is to be verbatim or not, before doing anything further.
Second, he will need to know the value of the modified whole method of
learning, as well as its difficulties. If in the supervised periods of
study and in class work, this method has been followed, it is very easy
to make him conscious of it and willing to adopt it when he comes to do
independent study. Third, he must be taught to distribute his time so
that he does not devote too long a stretch to one subject. The value of
going over work in the morning, after having studied the night or two
nights before, should be emphasized. Also the value of beginning on
assignments some time ahead, even if there is not time to finish them.
Fourth, the child should be taught not to stop his work the minute he
can give it perfectly. The need for overlearning, for permanent
retention, must be made clear. How much overlearning is necessary, each
child should find out for himself. Fifth, the value of outlining
material as a means of aiding memory must be stressed. Sixth, the child
should be taught to search for associations, connections of all types,
in order to help himself remember facts. He might even be encouraged to
make up some mnemonic device as an aid if these measures fail. If
instead of simply trying to hammer material in by mere repetition
children had been taught in their study to consciously make use of the
other elements in a good memory, much time would be saved. But the
responsibility should rest finally on the child to make use of these
helps. The teacher must make him conscious of them, sometimes from their
value by experiment, and then teach him to use them himself.

Much less can be done as a matter of conscious technique when the
occasion of study is to further appreciation. A few suggestions might be
offered. First, the child should be taught the value of associating with
those who do appreciate in the line in which he is striving for
improvement. He should be encouraged to consciously associate with them
when opportunities for appreciation come. Second, he should know the
need for coming in contact with the objects of appreciation if true
feeling is to be developed. It is only by mingling with people, reading
books, listening to music, that appreciation in those fields can be
developed. Third, the value of concrete imag