Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

Unlike some other reproductions of classic texts (1) We have not used OCR(Optical Character Recognition), as this leads to bad quality books with introduced typos. (2) In books where there are images such as portraits, maps, sketches etc We have endeavoured to keep the quality of these images, so they represent accurately the original artefact. Although occasionally there may be certain imperfections with these old texts, we feel they deserve to be made available for future generations to enjoy.

First published in 2012. Routledge is an imprint of Taylor & Francis, an informa company.

Originally published in 1986, designed for teachers and those concerned with the education of primary and secondary school pupils, Learning Strategies presented a new approach to 'learning to learn'. Its aim was to encourage teachers to start thinking about different approaches to harnessing the potential of young learners. It was also relevant to adult learners, and to those who teach them. Thus, although about learning, the book is also very much about teaching. Learning Strategies presents a critical view of the study skills courses offered in schools at the time, and assesses in non-technical language what contributions could be made to the learning debate by recent developments in cognitive psychology. The traditional curriculum concentrated on 'information' and developing skills in reading, writing, mathematics and specialist subjects, while the more general strategies of how to learn, to solve problems, and to select appropriate methods of working, were too often neglected. Learning to learn involves strategies like planning ahead, monitoring one's performance, checking and self-testing. Strategies like these are taught in schools, but children do not learn to apply them beyond specific applications in narrowly defined tasks. The book examines the broader notion of learning strategies, and the means by which we can control and regulate our use of skills in learning. It also shows how these ideas can be translated into classroom practice. The final chapter reviews the place of learning strategies in the curriculum.

John Evelyn (1620 1706), intellectual, diarist, gardener and founder member of the Royal Society, is best known for his Diary, the great journal of his life and times, encompassing a momentous period in British history. A lifelong collector of books, like his contemporary Pepys, Evelyn amassed over 4,000 items in his library. This work, originally published in 1664, was the first English-language treatise on forestry. Intended for the gentry, it aimed to encourage tree-planting after the ravages of the Civil War and to ensure a supply of timber for Britain's fast-developing navy. The first work sponsored officially by the Royal Society, it was an offshoot of Evelyn's unpublished manuscript Elysium Britannicum, a compendium of gardens and gardening. This is the 1908 two-volume reprint of the fourth edition, published in the year of Evelyn's death. Volume 1 describes different species of tree, deciduous and evergreen, and includes an introductory biography of Evelyn by John Nisbet (1858 1914).

John Evelyn (1620 1706), intellectual, diarist, gardener and founder member of the Royal Society, is best known for his Diary, the great journal of his life and times, encompassing a momentous period in British history. A lifelong collector of books, like his contemporary Pepys, Evelyn amassed over 4,000 items in his library. This work, originally published in 1664, was the first English-language treatise on forestry. Intended for the gentry, it aimed to encourage tree-planting after the ravages of the Civil War and to ensure a supply of timber for Britain's fast-developing navy. The first work sponsored officially by the Royal Society, it was an offshoot of Evelyn's unpublished manuscript Elysium Britannicum, a compendium of gardens and gardening. This is the 1908 two-volume reprint of the fourth edition, published in the year of Evelyn's death. Volume 2 covers practical aspects of forestry and the use of trees in landscaping.

Originally published in 1986, designed for teachers and those concerned with the education of primary and secondary school pupils, Learning Strategies presented a new approach to 'learning to learn'. Its aim was to encourage teachers to start thinking about different approaches to harnessing the potential of young learners. It was also relevant to adult learners, and to those who teach them. Thus, although about learning, the book is also very much about teaching. Learning Strategies presents a critical view of the study skills courses offered in schools at the time, and assesses in non-technical language what contributions could be made to the learning debate by recent developments in cognitive psychology. The traditional curriculum concentrated on 'information' and developing skills in reading, writing, mathematics and specialist subjects, while the more general strategies of how to learn, to solve problems, and to select appropriate methods of working, were too often neglected. Learning to learn involves strategies like planning ahead, monitoring one's performance, checking and self-testing. Strategies like these are taught in schools, but children do not learn to apply them beyond specific applications in narrowly defined tasks. The book examines the broader notion of learning strategies, and the means by which we can control and regulate our use of skills in learning. It also shows how these ideas can be translated into classroom practice. The final chapter reviews the place of learning strategies in the curriculum.