Source identified
“So much patient perseverance could not but eventually succeed”
Smiles describes Stephenson’s progress in arithmetic as the cumulative result of study and patient persistence rather than easy aptitude.
Source note: The Life of George Stephenson and of his Son Robert Stephenson, Chapter IV, “The Stephensons at Killingworth—Education and Self-Education of Father and Son”; represented 1868 revised edition, Project Gutenberg #46229. The excerpt is Smiles’s narration of Stephenson’s patient arithmetic study under John Wigham.
Source identified
“education ought to do more for a boy”
Washington rejects an overly narrow definition of schooling and asks whether education can improve the practical conditions and responsibilities of life.
Source note: Working With the Hands, Chapter I; Project Gutenberg #64504. This short excerpt precedes Washington’s discussion of poverty, family responsibility and practical education.
Source identified
“To make each one many times was the best way to imbed it in his memory.”
Voice: Narrator voice · Narrator
The narration connects repeated practice with stronger recall, showing Marco deliberately using repetition to make a learned association more durable.
Source note: The Lost Prince; Project Gutenberg #384. The exercise involves repeatedly sketching faces connected with places for the novel’s secret mission.
Source identified
“The desire of the child to attain an end which he knows, leads him to correct himself.”
A clear goal can support self-correction because the learner can compare the result with the intended end and revise without waiting for every error to be externally identified.
Source note: Dr. Montessori's Own Handbook, discussion of self-correcting didactic material. Project Gutenberg #29635. Montessori immediately describes the child’s own intelligence, rather than the teacher, as detecting and correcting the error.
Source identified
“That you must master the secret for yourselves lay implicit in our bargain, and you were never promised that a writer's training would be easy.”
Learning to write is presented as demanding practice rather than a shortcut: difficulty belongs to the training and does not by itself signal failure.
Source note: On the Art of Writing, Lecture XII, “On Style,” Project Gutenberg #17470; excerpted from Quiller-Couch’s reminder that students must master craft for themselves.
Source identified
“The more you draw, the better. Draw everything you can.”
Voice: Fictional character · Loristan
Repeated drawing is treated as the route to improvement, making practice and quantity of attempts part of developing a useful skill.
Source note: The Lost Prince; Project Gutenberg #384. Loristan encourages Marco to strengthen a sketching ability useful to the story’s secret mission.