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One approach I have tried to get students to read the text is to have
them write down a sentence about 3 things they already knew 3 things
they learned 3 things that are confusing (or fascinating). These then
serve as a starting point for class discussions.
I think _summarizing_ is an ineffectual route to take. Any well
thought out and edited text is already quite succinct and it’s
unlikely a neophyte could summarize it into something shorter.
However, we can all extract personal meaning from text — learn the
things we are ready to learn. And reflect on those.
Each of the associates is a hook to which it [the memory] hangs, aReference:
means to fish it up when sunk below the surface. Together they form
a network of attachments by which it is woven into the entire tissue
of our thought. The 'secret of a good memory' is thus the secret of
forming diverse and multiple associations with every fact we care to
retain. But this forming of associations with a fact, — what is it
but thinking about the fact as much as possible? Briefly, then, of
two men with the same outward experiences, the one who thinks over
his experiences most, and weaves them into the most systematic
relations with each other, will be the one with the best memory.