,,how ,,to ,,study ,,by ,,george ,,fillmore ,,swain1 ,,ll4 ,d4 ,,gordon ,,mckay ,,professor ,,of ,,civil ,,engineering ,,in ,,harvard ,,university2 ,,past-,,president1 ,,am4 ,,soc4 ,c4 ,e42 ,,formerly ,,chairman ,,of ,,the ,,boston ,,transit ,,commission2 ,,consulting ,,engineer ,,first ,,edition ,,fourteenth ,,impression ,,total ,,issue1 #de1jjj ,mc,g,r,a,w-,,hill ,,book ,,company1 ,,inc4 ,,new ,,york3 #cgj ,,seventh ,,avenue ,,london3 #f #h ,,bouverie ,,st41 ,e4 ,c4 #d #aiag ,,copyright1 #aiag1 ,,by ,,the ,mc,g,r,a,w-,,hill ,,book ,,company1 ,,inc4 ,,printed ,,in ,,the ,,united ,,states ,,of ,,america v ,,preface ,the present paper has been suggested by a long experience in teaching1 in which the writer has been continually surprised at the ignorance manifested by students in the higher classes of our technical schools and universities1 or graduates from such schools1 with reference to proper methods of study4 ,if his experience is a reliable guide1 large majority of the graduates from such schools1 as well as some teachers in them1 have not acquired proper habits and methods of study1 and have devoted little or no attention to the consideration of the subject1 vital though it is4 ,it is undoubtedly true that training in the proper habits and methods of study should be inculcated by each individual teacher in the course of his work1 and exemplified by the occurrences in his class room4 ,the individual teacher can do much in this direction1 and indeed the writer may say that probably the most important part of his instruction during the past thirty-five years has been teaching his students how to study and how to think logically1 by constant reiteration of principles in the class room and by making any failure vi on the part of a student the occasion for pointing out how such failure arose from improper methods of study or reasoning4 ,nevertheless1 it has seemed to the writer desirable to formulate1 in a brief but simple manner1 certain fundamental principles which he has been in the habit of pointing out in the class room1 and that such a statement might perhaps be found useful with students of any grade as a set subject of study in itself1 occupying one or more lessons4 ,with this object in view1 the present paper has been written1 and it is hoped that it will prove useful to teachers as well as to students1 suggesting to the former directions in which they may seek to discover defects in their students and in which they may urge improvement4 ,most students desire to learn but do not know how4 ,a student will frequently answer a question correctly1 perhaps in the words of the book1 but upon further probing the teacher will very likely find that he fails entirely to understand what he is talking about4 ,the teacher should seek to discover if such is the case and should1 if practicable1 point out the cause of the trouble4 ,the writer believes that if the students in our colleges will read this paper carefully and thoughtfully1 and will endeavor to follow its precepts1 vii they will derive some benefit4 ,if such proves to be the case1 and if this paper affords help in enabling students to save time and to study more understandingly1 the aim of the writer will have been accomplished4 ix ,,contents ,,page ,,preface 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 v ,,introduction 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #a ,i4 ,,the ,,proper ,,mental ,,attitude 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #f 7a7 ,distinction between reading and understanding 4 4 4 4 #h 7b7 ,distinction between facts1 opinions1 and logical conclusions 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #i 7c7 ,importance of the questioning habit 4 4 4 4 4 4 4 4 4 #aa 7d7 ,inquiring into methods of ascertaining facts 4 4 4 4 #ad 7e7 ,studying evidence of reliability of a writer 4 4 4 4 #ae 7f7 ,importance of caution 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #ah 7g7 ,importance of the scientific attitude of mind 4 4 4 4 #ai 7h7 ,intellectual modesty 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #ai 7i7 ,wisdom rather than knowledge the aim 4 4 4 4 4 4 4 4 #ba ,,ii4 ,,studying ,,understandingly 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #bb 7a7 ,importance of definite ideas 4 4 4 4 4 4 4 4 4 4 4 4 #bd 7#a7 ,use of the dictionary 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #be 7#b7 ,practice in definition 4 4 4 4 4 4 4 4 4 4 4 4 4 #bg 7#c7 ,importance of the study of logic 4 4 4 4 4 4 4 4 #bh 7b7 ,stating a thing in different ways 4 4 4 4 4 4 4 4 4 4 #ca 7c7 ,stating a thing negatively as well as positively 4 4 #cb 7d7 ,observation of necessary qualifying words or phrases #cd 7e7 ,reflection1 illustration1 and application 4 4 4 4 4 4 #ce 7f7 ,keeping the mind active 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #ci 7g7 ,study of causes of differences of opinion 4 4 4 4 4 4 #dj 7h7 ,discrimination of mere assertion from proof 4 4 4 4 4 #dj ,,iii4 ,,system 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #db 7a7 ,importance of grasping the fundamental idea 4 4 4 4 4 #db 7b7 ,preliminary arrangement of ideas 4 4 4 4 4 4 4 4 4 4 #dd 7c7 ,classification and arrangement 4 4 4 4 4 4 4 4 4 4 4 #de x ,,iv4 ,,mental ,,initiative 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #dg 7a7 ,interest in subject of study essential 4 4 4 4 4 4 4 #dh 7b7 ,formulation of problem essential 4 4 4 4 4 4 4 4 4 4 #di 7c7 ,independent work essential 4 4 4 4 4 4 4 4 4 4 4 4 4 #di 7d7 ,drawing conclusions independent of author 4 4 4 4 4 #ea 7e7 ,independence in arriving at conclusions 4 4 4 4 4 4 #eb 7f7 ,generalizing 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #eb 7g7 ,going beyond the book 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #eb 7h7 ,visualizing results 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #ec ,v4 ,,habits ,,of ,,work 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #ed 7a7 ,selection of book 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #ed 7b7 ,proper number of subjects to be studied at once 4 4 #ee 7c7 ,haste undesirable 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #ef 7d7 ,taking studies seriously 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #ef 7e7 ,judicious skipping 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #ef 7f7 ,systematic program of work 4 4 4 4 4 4 4 4 4 4 4 4 4 #eg 7g7 ,cultivation of concentration 4 4 4 4 4 4 4 4 4 4 4 4 #eg 7h7 ,applying what is learned 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #eh 7i7 ,avoidance of indifference 4 4 4 4 4 4 4 4 4 4 4 4 4 #eh 7j7 ,thorough knowledge of a few books 4 4 4 4 4 4 4 4 4 #eh 7k7 ,list of references should be made 4 4 4 4 4 4 4 4 4 #ei 7l7 ,frequent reviews desirable 4 4 4 4 4 4 4 4 4 4 4 4 4 #ei 7m7 ,regular times for recreative study 4 4 4 4 4 4 4 4 4 #fj 7n7 ,physical exercise essential 4 4 4 4 4 4 4 4 4 4 4 4 #fj ,,suggestions ,,to ,,teachers 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #fa ,,importance ,,of ,,refusing ,,to ,,be ,,discouraged1 ,,and ,,of ,,seeking ,,the ,,work ,,one ,,can ,,do ,,best 4 4 4 4 4 4 #fc ,,references 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 4 #fe #a ,,how ,,to ,,study ,for the end of education and training is to help nature to her perfection in the complete development of all the various powers4--,richard ,mulcaster1 #aebb-afaa4 ,education is an opportunity1 nothing more4 ,it will not guarantee success1 or happiness1 or contentment1 or riches4 ,everything depends upon what development is produced by it and what use is made of it4 ,it does not mean morality or usefulness4 ,it may make a man more capable of doing harm in the world1 for an educated scoundrel is clearly more dangerous than an ignorant one4 ,properly employed1 however1 and combined with high character1 with a due regard for the rights of others1 and with simple and practicable but high ideals1 it should help a man very greatly in making himself of service in the world and so in making his life really successful in the highest sense4 ,what the student gets out of his education depends largely upon what he puts into it4 ,the student is not an empty vessel to be pumped full of learning2 he is a complex machine which education should help to run properly4 #b ,the aim of education is purely utilitarian1 and is expressed more clearly by the word power than by any other4 ,its object is to give the man power to meet the problems of life1 and to develop all his faculties to the greatest degree4 ,the word utilitarian1 however1 is to be interpreted in its broadest sense4 ,it is not simply bread-and-butter utility that is aimed at4 ,whatever makes a man more capable of legitimate enjoyment1 or helps to make him contented and happy1 or to enlarge his breadth of view1 is really useful and helps to give him power4 ,the true order of learning should be first1 what is necessary2 second1 what is useful2 and third1 what is ornamental4 ,to reverse this arrangement is like beginning to build at the top of the edifice4 ,the only way that power and strength can be developed is by effort on the part of the student4 ,the only real education is self-education4 ,the best that the teacher can do for the student is to show him what he can do for himself and how he can do it4 ,if little labor1 little are our gains2 ,man's fortunes are according to his pains4 ,but labor alone will not produce gains unless properly and intelligently directed4 ,misdirected labor1 though honest and well-intentioned1 may #c lead to naught2 just as any virtue1 such for instance1 as perseverance1 if misdirected or misapplied1 or in the wrong proportion1 may become a vice4 ,hegel's dictum that anything carried to its extreme tends to become its opposite1 has profound significance4 ,a student may work hard and earnestly in school or college and yet accomplish little or nothing4 ,he should1 therefore1 be made to see--not only the necessity for hard work1 and how to work--but also how to work effectively4 ,among the most important things1 then1 for a student to learn1 is how to study4 ,without a knowledge of this his labor may be largely in vain4 ,he may pass his examinations and yet know nothing thoroughly and have little power4 ,the importance of knowing how to study is evident when we realize that the amount of knowledge that a student can acquire in college1 compared with the whole mass of human knowledge1 even that bearing upon a single specialty1 is entirely insignificant2 and furthermore1 that a student is generally quite unable to foresee with any degree of correctness what his work in life will be4 ,unless1 therefore1 his education has enabled him to take up a new subject or a new problem and to study and master it #d himself--that is to say1 unless he has learned how to study1 how to use his mind properly and to direct it efficiently upon the subject in hand--his education may have benefited him little and may not have fitted him for the career in which he finally finds himself4 ,important as it is to learn how to study1 it is singular that most students do not learn it1 and that little effort is made to teach it4 ,it is assumed that children know how to study because they have brains4 ,probably a large majority of our college graduates today have not learned how to study properly1 and find it difficult or impossible to take up a new study and master it4 ,they have only learned how to do certain routine things in a mechanical way4 ,they have learned by rote4 ,it is with the hope of emphasizing this subject and of calling attention to some rules for proper study1 that this article has been written4 ,in its broadest sense1 the question to be considered is1 ,how to ,investigate a ,problem4 ,in doing this the first step is to get together all available information regarding the problem1 including books1 experimental data and results of experience1 and to consider and digest this material4 ,personal investigations and inquiry1 #e further experimental research1 correspondence1 travel1 etc41 may then be necessary4 ,this will be based1 however1 in general1 upon a study of books1 and with this part of the subject we are here particularly concerned4 ,let us1 therefore1 consider the elements requisite for a proper method of study4 #f ,i ,,the ,,proper ,,mental ,,attitude ,the first essential is that the student should have the proper mental attitude4 ,that attitude should not be one of subservience1 of blind believing1 but should be one of mental courage and determination4 ,his object is to understand the subject1 not simply to read a book4 ,if the book is a proper one for him to read1 that is to say1 if he has the proper preparation1 and requisite mental power1 then he is capable of mastering it4 ,he is to master the book1 the book is not to master him4 ,he is to learn what the writer of the book thinks in matters of opinion1 but he is never to accept such views blindly1 and is to believe them only when he sees them to be true4 ,many students accept blindly as truth whatever they see on a printed page that they are required to read4 ,to do this1 even if what is read be remembered1 is to study by rote2 it makes a routine1 rule-of-thumb man1 who merely imitates or copies4 ,he should realize that nothing is true simply because it is in a book1 but should accept it only when it passes the test of his own understanding4 ,mental courage1 therefore1 is essential for a proper #g method of study1 without which the student will become little more than a parrot4 ,he must possess self-confidence1 a consciousness of his power to master the subject1 and a firm determination to master it4 ,of course1 nobody should read a book that he is incapable of mastering or unprepared to understand4 ,a suitable preparation and sufficient mental power are of course essential1 and are here assumed4 ,the point is that the sense of his own power and the determination to use it should be constantly in his mind4 ,students are of course frequently1 if not generally1 limited in the time which they have available for any given lesson1 and they may not be able to follow out completely the methods recommended in this paper4 ,it may therefore be necessary for a student frequently to accept a statement which he reads1 although he is not at the time able to see the reason for it4 ,in all cases1 however1 he should endeavor to perceive whether it is a mere fact or definition1 or whether it has a reason1 and if he cannot at the time understand the reason he should accept the statement only tentatively1 making a note of it as something which he must return to and study further if he wishes thoroughly to master the subject4 #h 7a7 ,,the ,,student ,,must ,,distinguish ,,clearly ,,between ,,reading ,,and ,,understanding4--,reading alone1 no matter how extensive1 or how retentive the memory1 will not give wisdom or power4 ,who reads ,incessantly1 and to his reading brings not ,a spirit and judgment equal or superior ,uncertain and unsettled still remains1 ,deep versed in books1 and shallow in himself4 ,no doubt every one finds himself at times reading merely words or phrases without understanding them1 reflecting about them1 or translating them into terms which are intelligible to his understanding4 ,such reading is worse than useless2 it leads to actual mental injury4 ,whenever we find ourselves doing this we should therefore arouse ourselves1 make an effort of will1 and concentrate our attention upon the subject1 insisting upon understanding it4 ,if for any reason we are unable to do this1 we should close the book1 take some exercise or recreation1 or at any rate do something else1 for we are not at the moment fitted for study4 ,we might as well eat sawdust and deceive ourselves with thinking that we are taking nourishment4 ,it is not what is read or what is remembered1 but only what is understood1 that gives power1 #i ,in this quest of knowledge 444 there are two faults to be shunned--one1 the taking of unknown things for known1 and giving an assent to them too hastily1 which fault he who wishes to escape 7and all ought so to wish7 will give time and diligence to reflect on the subjects proposed for his consideration4 ,the other fault is that some bestow too great zeal and too much labor on things obscure and difficult1 and at the same time useless4--,cicero3 de ,officiis4 7b7 ,,the ,,student ,,must ,,clearly ,,distinguish ,,mere ,,facts ,,from ,,conclusions ,,or ,,opinions4--,mere facts1 some of which may be the result of laborious investigation1 may be accepted without verification1 if the authority is good4 ,when the student reads that the river ,nile rises in ,equatorial ,africa1 flows in a northerly direction through ,egypt into the ,mediterranean sea1 he cannot verify this statement nor reason out that it must be so4 ,it is a mere fact and a name1 and he simply accepts it1 perhaps looking at the map to fix the fact in his mind4 ,so1 too1 if he reads that the atomic weight of oxygen is #af1 or that a cubic foot of water weighs #fb4d pounds1 he cannot be expected to perform the experiments necessary to verify these statements4 ,if he were to do this throughout his reading1 he would have to make all the investigations made in the subject since man has studied it1 taking no advantage of the labor of others4 #aj ,very different are conclusions or opinions deduced from facts2 and logical conclusions are very different from mere opinions4 ,the facts may be sufficient to prove logically a certain conclusion4 ,on the other hand1 the facts may simply give reasonable ground1 or appear to give reasonable ground1 for a certain opinion1 though they may fall far short of demonstration4 ,the student must1 therefore1 discriminate constantly between mere statements of facts1 necessary conclusions which follow therefrom1 and mere opinions which they seem to render reasonable4 ,some conclusions also1 like those of mathematics or logic1 may be arrived at by the unaided reason without the previous accumulation of facts deduced from experiments or observation4 ,such truths or conclusions should be distinguished from those which are based upon facts1 experiments or observation4 ,if the student reads1 therefore1 that the sum of the angles of a plane triangle is equal to two right angles1 he should see that this is not a mere fact1 but an inevitable truth1 the reason for which he should perceive1 and not accept simply because he reads it4 ,the continual exercise of this discrimination1 which comes from an attitude of mental courage and independence1 is an essential of proper study4 #aa 7c7 ,,the ,,student',s ,,mind ,,should ,,be ,a ,,continual ,,interrogation ,,point4#a--;,he should always ask himself1 regarding any statement which he reads1 whether there is a reason for it1 and if there is1 whether it is inherent in the nature of things1 so that he might independently arrive at it1 or whether it follows from facts which the writer has observed4 ,for instance1 there is at first sight no reason why a cubic foot of water should weigh #fb4d pounds4 ,it simply does and that is all there is to it2 it does1 because it does4 ,but if he reads that a cubic foot of water at one point on the earth's surface weighs less than it does at another point1 or that in the ,northern ,hemisphere the wind in a storm revolves around the storm center in a direction contrary to the motion of the hands of a clock1 he should perceive that these facts1 if true1 have a reason for them1 and he should endeavor to perceive that reason4 ,it must be observed at this point that1 strictly speaking1 there must be a reason for any truth1 even for what we may term mere facts1 excepting those which are mere definitions4 ,there is some reason1 lying in the constitution and arrangement of its atoms1 why a cubic foot of water at a given #ab spot and at a given temperature weighs #fb4d pounds4 ,but there is no reason why ,new ,york is #ij miles from ,philadelphia2 those two points #ij miles apart are simply so named or defined4 ,many truths which are accepted as mere facts1 the explanation being unknown1 in the course of time are explained by the progress of science4 ,thus1 for many years the fact that a magnetic needle pointed toward the ,north was a mere unexplained fact1 but later the reason was discovered4 ,the same is true of the fact that the pollution of drinking water by sewage may cause typhoid fever4 ,the point is that the student must continually discriminate1 continually inquire1 and1 as he reads1 keep a list of points1 the reason for which he cannot then discover1 but which he perceives must have a discoverable reason4 ,he should not go too deeply into this1 but should preserve his sense of proportion2 for if he follows every possible line of inquiry back to its source he will progress but slowly4 ,thus1 if he is studying descriptive astronomy and reads that the sun is ninety-two million miles from the earth1 or that ,jupiter has nine moons1 or that the star ,sirius is moving away from the earth with a velocity of eleven miles per second1 or that the moon always turns the same half toward the #ac earth1 he should perceive that he cannot at that stage try to get back of these facts1 but he may well make a note of them as questions to be later examined1 if not as to the cause1 at least as to how the fact is ascertained4 ,it does not follow that he should never leave the subject until he has found a reason1 for it may depend upon facts or principles of which he is not at the moment informed2 but if such is the case1 he should accept the fact tentatively1 but make a mental note that it is something which clearly must have a reason which he is capable of perceiving1 and which he will look up at some future time4 ,in studying his book he may well make a list of such questions to ask the teacher or to look up later4 ,students must of course proceed in a systematic way1 and a student who has not studied physics cannot be expected to perceive reasons that depend upon the laws of physics1 and yet without a knowledge of physics he may still perceive that a statement is not of a mere fact1 but of something that must have a reason4 ,to primitive peoples nature was a closed book4 ,the simplest phenomena were beyond their understanding1 and they1 therefore1 imagined deities of whose personal activities these phenomena #ad were supposed to be manifestations4 ,with the progress of science many phenomena once mysterious and looked upon as facts have become easily explained4 ,the intelligent student1 however1 can generally distinguish between statements of the different kinds which have been described1 and he should constantly endeavor to explain or seek the reason for new statements by relating them to the body of knowledge which he has previously gained4 ,unfortunately1 the average student reads only to accept what is written1 whether fact1 conclusion1 or opinion1 perhaps memorizing it verbatim under the impression that by so doing he is learning2 he does not examine or reflect upon it1 and often even accepts as facts what are explicitly stated to be mere expressions of opinion4 ,thus palpable mistakes1 or even typographical errors1 which a careful student should detect at once1 are often accepted and believed4 ,it is for this reason that it is so easy to deceive most people1 at least for part of the time4 ,they do not think for themselves1 and all that is necessary to make them believe what you say is in some way to get them to think you are an authority4 7d7 ,,regarding ,,facts ,,which ,,he ,,does ,,not ,,then ,,investigate ,,the ,,reason ,,for1 ,,he ,,should ,,ask ,how ,,they ,,are ,,ascertained4--,this will #ae draw his attention to methods of observation and experiment1 or to the technique of the subject4 ,how1 for instance1 is it ascertained that ,new ,york is #ij miles from ,philadelphia1 or that the sun is ninety-two million miles from the earth8 ,it is always possible to ascertain1 at least in a general way1 how a fact is ascertained1 though it may not be possible to determine the reason for the fact4 ,this applies not alone to physical sciences1 but to questions of an economic1 historic or sociological character4 ,if we read that at the ,battle of ,gettysburg #cjgb ,union soldiers were killed1 we do not inquire why2 such a question is clearly meaningless2 but we may well inquire how this was ascertained1 whether by counting the dead upon the field or by the roll call1 etc42 or if we read that following the issue of large quantities of paper currency during the ,civil ,war1 the amount of gold in the country decreased1 we may in this case also inquire how it was ascertained1 and we may further perceive that this is a fact for which there must be a reason1 and we may then or later ascertain why it is true4 7e7 ,,the ,,student ,,must ,,train ,,himself ,,to ,,be ,,constantly ,,on ,,the ,,watch ,,for ,,evidence ,,of ,,reliability ,,in ,,the ,,writer ,,he ,,is ,,studying1 ,,in ,,order ,,that ,,he ,,may ,,get ,a ,,correct #af ,,impression ,,as ,,to ,,whether ,,his ,,statements ,,of ,,fact ,,may ,,be ,,accepted1 ,,as ,,well ,,as ,,his ,,conclusions ,,and ,,opinions4--,many writers are careless1 some are entirely unreliable1 and some wilfully distort4 ,not only are the opinions sometimes expressed entirely unwarranted by the facts1 but often statements of mere fact1 such as those of statistics1 may be grossly perverted1 sometimes intentionally4 ,erroneous conclusions or opinions which are the result of illogical reasoning from correct facts may be discovered by the student who himself knows how to reason1 but perversions of fact may escape detection1 if not traced back to original authorities or observations1 which the student may not have time or opportunity to do4 ,statistical results1 or statements made in books on economics1 history1 and sociology1 are particularly liable to distortion1 intentionally or unintentionally4 ,indeed by selecting certain statistics and excluding others1 almost anything depending upon statistics may be proved4 ,the importance is thus obvious of being able to detect signs of reliability and accuracy1 and of discarding a writer who cannot be depended upon4 ,it is also important to make it a rule to ask whether any result when reached appears to be reliable in the light of common sense4 #ag ,sometimes a suggestion of error will be observed if the subject is looked at in this light1 which if traced back will lead to the discovery of some mistake in observation or some error in reasoning4 ,evidence of unreliability shown by a writer may generally be discovered1 if care is exercised4 ,his temperament1 age1 environment1 training1 religion and other facts will contribute4 ,one who is dogmatic or abusive in stating what are obviously mere opinions which cannot be demonstrated1 or who is intolerant of those who reach different conclusions1 is obviously by temperament untrustworthy4 ,a writer who in a single instance can be shown to have intentionally distorted facts should1 of course1 be at once and forever rejected2#b one who has distorted facts unintentionally may perhaps be forgiven once4 ,so a writer who1 in a matter not capable of mathematical demonstration1 and to some extent a matter of opinion1 sets out to prove a preconceived idea1 shows himself in general not possessed of the qualities which should inspire confidence4 ,by these and other tests the student should constantly be on the watch to form his opinion of the credibility and reliability of a writer or experimenter whose work he is studying4 ,he #ah may thus guide himself as to the books which he should pursue carefully1 remembering the dictum of ,bacon that ,some books are to be tasted1 others to be swallowed1 and some few to be chewed and digested1 except that very few1 if any1 are to be literally swallowed without digestion4 ,by careful observance of the injunction to study constantly the credibility of a writer one may become what may be termed a discriminating student4 7f7 ,,another ,,essential ,,element ,,of ,a ,,proper ,,attitude ,,of ,,mind ,,is ,,caution4--,always realize the possibility of error both in another and in yourself4 ,be on your guard against intentional or unintentional deception4 ,as ,bacon said1 ,read not to contradict and to confute1 nor to believe and take for granted1 nor to find talk and discourse1 but to weigh and consider4#c ,the author you are reading may have made a mistake1 or may be trying to mislead you4 ,when we think of the difficulty of finding the way1 when we are most desirous to go right1 how easy to mislead those whom we wish to go wrong6 ,be1 therefore1 always suspicious of #ai your author1 and subject all his statements to the test of your own intelligence4#d 7g7 ,,study ,,with ,,an ,,open ,,mind1 ,,and ,,with ,,no ,,preconceived ,,ideas4--,cultivate the scientific attitude of mind1 which means1 first to formulate clearly a problem1 then to get together all the pertinent facts1 and then to draw the logical conclusions4 ,be ready to accept gladly any logical conclusion from the facts1 even if unpalatable4 ,truth is1 or should be1 the sole object of study4#e 7h7 ,,be ,,modest ,,intellectually1 ,,yet ,,self-,,reliant4 ,,train ,,yourself ,,to ,,love ,,correction4--,remember these sayings from wise men3 ,whoso loveth correction loveth knowledge2 ,but he that hateth reproof is brutish4 --,proverbs4 ,poverty and shame shall be to him that refuseth correction2 ,but he that regardeth reproof shall be honoured4 --,proverbs4 #bj ,the beginning of wisdom is the knowledge of one's faults4 --,epicurus4 ,he that being often reproved hardeneth his neck ,shall suddenly be broken1 and that without remedy4 --,proverbs4 ,reprove not a scorner1 lest he hate thee2 ,reprove a wise man and he will love thee4 --,proverbs4 ,be not wise in thine own eyes4--,proverbs4 ,the true beginning of wisdom is the desire of discipline4 --,wisdom of ,solomon4 ,censure and criticism never hurt anybody4 ,if false they can't hurt you unless you are wanting in manly character2 and if true1 they show a man his weak points1 and forewarn him against failure and trouble4--,gladstone4 ,if there's anything worse than knowing too little1 it's knowing too much4 ,education will broaden a narrow mind1 but there's no cure for a big head4 ,the best you can hope is that it will swell up and bust1 and then1 of course1 there's nothing left4 ,poverty never spoils a good man1 but prosperity often does4 ,it's easy to stand hard times1 because that's the only thing you can do1 but in good times the fool-killer has to do night work4--,lorimer3 ,letters from a ,self-made ,merchant to his ,son at ,college4 ,intellectual modesty is quite consistent with self-reliance and mental courage4 ,the study of books too often leads to intellectual arrogance1 which is the surest bar to real mental progress4 ,realize the limitations of your own knowledge2 see clearly what you know and what you do not know1 otherwise you will see the things you know out of #ba proportion4 ,make sure1 however1 that you know the fundamentals4 ,socrates said that a knowledge of our ignorance is the first step toward true knowledge1 and a ,persian proverb says3 ,he who knows not1 and knows not that he knows not1 is a fool2 shun him4 ,he who knows not1 and knows that he knows not1 is a child2 teach him4 ,he who knows1 and knows not that he knows1 is asleep2 wake him4 ,he who knows1 and knows that he knows1 is wise2 follow him4 ,ask yourself1 which of these classes you belong to4 7i7 ,,remember ,,that ,,the ,,object ,,of ,,study ,,should ,,be ,,to ,,gain ,,wisdom1 ,,rather ,,than ,,knowledge4--,facts are important and must be learned2 but far more important is it to gain wisdom and to train the mind and judgment so that truth may be distinguished from error4 ,as the poet says3 ,knowledge and wisdom1 far from being one1 ,have ofttimes no connection4 ,knowledge dwells ,in heads replete with thoughts of other men2 ,wisdom1 in minds attentive to their own4 ,knowledge is proud that he has learned so much1 ,wisdom is humble that he knows no more4 ,the above points all have to do with the mental attitude of the student1 and may be summarized by simply stating that the student must be possessed of mental courage1 self-reliance1 discrimination1 modesty1 and caution1 all in proper proportion4 #a ,he that questioneth much shall learn much4--,bacon4 #b ,mendax in uno praesumitur mendax in alio4 #c ,there are always people ready to assume that things are what they are called1 because it is much easier to deal with names than to examine facts4--,bryce3 ,south ,america4 #d ,a wise man knows an ignorant one1 because he has been ignorant himself1 but the ignorant cannot recognize the wise1 because he has never been wise4--,persian ,proverb4 #e ,table talk proves that nine out of ten people read what amuses them1 rather than what instructs them1 and proves also1 that the last thing they read is something which tells them disagreeable truths or dispels groundless hopes4 ,that popular education results in an extensive reading of publications which foster pleasant illusions rather than of those which insist on hard realities1 is beyond question4--,spencer3 ,the ,coming ,slavery4 #bb ,,ii ,,studying ,,understandingly ,the second essential which may be named1 connected with the first1 and already mentioned1 but now to be discussed1 is that the student should understand what he reads4 ,this may seem almost a needless injunction1 yet it is very surprising how commonly it is disregarded4 ,it is1 however1 easy to understand why this should be so4 ,a child1 as it grows up1 must gain all its knowledge either by the exercise of its own reasoning powers or from its senses4 ,how does it learn the meaning of words8 ,certain nouns like papa or cat it may easily be made to understand by pointing at the object referred to and uttering the word1 but how does it learn the meaning of abstract nouns1 or of verbs and other parts of speech which cannot be illustrated by pantomime8 ,it is almost inevitable that the child should use many words the meaning of which it does not understand1 and when young children in school recite poetry at class-day exercises1 it is almost certain that they do not understand the meaning of many of the words they use4 ,thus1 it happens that they come #bc into the habit of using words and phrases without carefully examining their meanings4 ,this tendency should be counteracted from the earliest stage4 ,the child should be continually asked the meanings of words which it uses1 and should be encouraged itself to inquire as to those meanings and to take the proper mental attitude4 ,the use of the dictionary should be insisted upon even from an early age1 the object being to avoid the formation of the habit of using words or phrases unintelligently1 which is one of the worst habits that one can acquire4 ,professor ,james1 in his interesting book1 ,talks to ,teachers1 illustrates this habit by an amusing anecdote3 ,a friend of mine visiting a school1 was asked to examine a young class in geography4 ,glancing at the book1 she said3 ',suppose you should dig a hole in the ground1 hundreds of feet deep1 how should you find it at the bottom--warmer or colder than on top8' ,none of the class replying1 the teacher said3 ',i'm sure they know1 but ,i think you don't ask the question quite rightly4 ,let me try4' ,so1 taking the book1 she asked3 ',in what condition is the interior of the globe8' and received the immediate answer from half the class at once2 ',the interior of the globe is in a condition of igneous fusion6' ,perhaps it may be thought that an incident like the foregoing would only occur in an elementary school4 ,as a matter of fact1 college students and graduates1 and indeed most of us1 #bd do this very thing more often than we realize1 even in subjects like mathematics or mechanics2 and terms like energy1 momentum1 rate of change1 period of vibration1 value1 social justice1 etc41 are often used without a clear understanding1 and sometimes without any understanding at all1 of what they mean4 7a7 ,,the ,,student ,,should ,,acquire ,,and ,,insist ,,upon ,,exercising ,,the ,,habit ,,of ,,forming ,,definite ,,ideas4--,this is one of the most important injunctions to be observed as an essential principle of intelligent study4#a ,it is self-evident that facts or things cannot be reasoned about intelligently unless a definite idea is formed of the facts or things themselves4 ,vagueness of idea not alone precludes a proper conception of the thing itself1 but may vitiate all reasoning regarding it4 ,the student must resolutely make up his mind that he must not rest satisfied with hazy1 uncertain1 half-formed ideas4 ,a half knowledge of a thing may not be useless1 but it is generally found that it is the other half that is needed4 ,if the student could learn this one precept and continually apply it1 he would have little difficulty in studying properly4 #be ,it is not easy to state just how the habit of forming definite ideas may be acquired4 ,to a certain extent it is intuitive4 ,some students have it1 while others do not2 some can cultivate it1 while others apparently cannot4 ,it is probably safe to say1 however1 that a student who cannot cultivate it should not study books1 or enter into a profession1 but should go to work with his hands instead of taking a college course4 ,such a man will be always likely to be misled1 his conclusions can never be depended upon1 and what we term education may do him harm rather than good4 ,a definite idea is one that leaves no room for ambiguity--which means just one thing4 ,the habit of forming such ideas habitually may be cultivated in several ways1 as for instance3 #a4 ,,study ,,the ,,dictionary4--,by study of the dictionary1 the student may train himself to distinguish slight differences in meaning between words1 and habitually to use precisely the word with the proper meaning to express his idea4 ,a knowledge of the derivation of words will often assist1 and such books as ,archbishop ,trench's on ,the ,study of ,words1 or a course in ,english composition under a good teacher1 accompanied by exercises in expression1 will all contribute to #bf the formation of the habit4#b ,sometimes1 however1 the dictionary may give little assistance1 for it may be found that one term is defined by means of another and on looking up that other1 it will be found to be defined by means of the first4 ,sometimes also a definition of a word will be given in terms even more difficult to understand than the one which is defined4 ,there are differences in dictionaries4 ,the study of language1 and particularly of the classics1 if properly pursued1 may be of great benefit1 because it involves translating #bg from one language into another1 and should include much practice in discovering the precise word or phrase to express an idea4 ,the reason why a study of the classics may be better than that of modern foreign languages1 is that in studying the latter the object is more often considered--by the student at least--to become able to read professional books in a modern language1 or to get a smattering which will be of use in travel or in business2 while in the study of the classics these objects are entirely absent1 and the attention is more apt to be concentrated on studying delicate shades of meaning4 ,however1 everything depends upon the teacher and the way the subject is taught4#c #b4 ,the habit of forming definite ideas may also be cultivated by each day attempting to define a certain number of common words1 and after making as good a definition as possible comparing the result with that in the dictionary4 ,if the student will practise this1 he will at first receive many surprises1 for any word may be defined in various ways1 all correct as far as they go1 but only one of which is a true definition4 ,for instance1 a cow may be defined as a #bh four-legged animal1 but this1 while correct1 obviously does not define a cow1 for the same definition would apply to many other animals that are not cows4 ,what constitutes a definition8 ,this subject is clearly allied with the discussion of the question as to what constitutes perfect knowledge2 what elements1 for instance1 go to make up what may be called a perfect conception of a thing4 ,according to ,liebnitz1 perfect knowledge is clear1 distinct1 adequate1 and intuitive4 ,the student will do well to look up the discussion of this subject in ,jevon's ,elementary ,lessons in ,logic 7,lesson ,,vii74 ,the importance of forming definite ideas1 as an essential of proper study1 and of understanding what is read1 cannot be exaggerated4 ,without it one cannot acquire more than a partial knowledge1 and one is always liable to those errors of reasoning which arise from the use of equivocal language1 which may lead us unconsciously from one meaning of a word to another--a logical error which is perhaps the most fruitful cause of fallacious reasoning4 #c4 ,,study ,,logic4--,logic is the science of correct reasoning4 ,it teaches us how to discover truth1 how to recognize it when discovered1 how to arrive at general laws from facts collected by #bi observation or experiment1 and how to deduce new facts from those already found to be true4 ,it is thus the science of sciences1 and finds its application in every branch of knowledge4 ,the training of his power of logical thought is1 therefore1 one of the things that should be constantly aimed at by the student4 ,now all thinking is concerned1 first of all1 with terms or names for things or qualities or conceptions of some sort4 ,then1 it is concerned with comparisons of things1 and the discovery of their identity or dissimilarity1 as when ,i say ,iron is a metal or all metals are elements1 each of which statements is a proposition1 the truth or falsity of which ,i must be able to discover4 ,finally1 it is concerned in deducing new propositions from old ones1 and so arriving at new truths1 as when ,i discover from the two propositions stated above1 the new truth that ,iron is an element4 ,but there are many chances for error in this process2 for instance1 ,i might say3 ,to call you an animal would be to state the truth--to which you would agree2 and1 ,to call you an ass would be to call you an animal--to which you would also agree2 from which ,i might conclude that1 ,to call you an ass would #cj be to state the truth--which you might have a vague idea was not true4 ,if you wish to be sure that this conclusion is incorrect1 you must be able to show just why it is incorrect4 ,the study of logic would enable you to see just where the error lies4 ,you must not be governed by vague ideas1 or you will be intellectually at anybody's mercy4 ,in the logical study of terms1 they are classified and distinguished1 and the importance made manifest of having in mind a clear definition of the meaning of a term before reasoning about it4 ,many terms are ambiguous1 as already explained1 and may mean many different things1 as for instance the terms bill1 church1 evil1 value1 social justice4 ,here1 then1 the importance of definite ideas will be manifest4 ,pascal laid down the essentials of logical method in the statement ,define everything and prove everything4 ,in other words1 do not attempt to think about a term until you have defined the term and have a clear idea what it means2 and insist upon proving every statement at which you arrive1 before accepting it finally and definitely2 although for want of time1 you may be obliged sometimes to accept or form a conclusion tentatively or provisionally4 ,you may be able to draw correct conclusions from stated #ca premises even though you do not understand the terms of the premises4 ,for instance1 if ,i say1 ,selenium is a dyad element and ,a dyad element is one capable of replacing two equivalents of hydrogen1 ,i can correctly draw the conclusion that1 ,selenium is capable of replacing two equivalents of hydrogen1 but ,i cannot know that the conclusion is correct unless ,i understand the meaning of the terms in the premises and so can be sure of the correctness of those premises4 ,every student should1 therefore1 in the writer's opinion1 take a systematic course in logic1 or carefully study by himself such books as ,jevons' ,elementary ,lessons in ,logic or ,john ,stuart ,mill's ,logic4#d 7b7 ,,learn ,,to ,,state ,a ,,thing ,,in ,,different ,,ways ,,or ,,from ,,different ,,points ,,of ,,view4--,almost anything may be looked at from different points of view1 or a truth stated in different ways1 #cb and it may appear very different from different viewpoints4 ,a student should practise doing this1 first stating a principle perhaps from the mathematical point of view1 and then in simple untechnical language that can be understood by one who is not a mathematician4 ,the habit of stating even technical matters in simple untechnical language should be practised continually4 ,as ,bishop ,berkeley urged1 we should think with the learned and speak with the vulgar4 ,if you clearly understand a proposition1 you can state it in clear and unambiguous language1 though perhaps not in ,addisonian ,english4 ,students frequently say ,i understand that1 but ,i cannot explain it4 ,such a student deceives himself3 he does not understand it4 ,if he understands it thoroughly1 he can explain it clearly and without ambiguity1 and so that others will understand him4 ,for this reason an acute observer can get the mental measure of a man after a few minutes' conversation4 ,inaccurate or slipshod thinking will surely show itself in speech4 7c7 ,,state ,a ,,thing ,,not ,,only ,,positively ,,but ,,negatively4--,that is to say1 state not only what it is1 but what it is not1 even if incompletely4 ,perceive not only what it includes1 but what it excludes4 ,when a result or a #cc principle is arrived at1 it is essential not only to see that it is true1 but how far the reverse is untrue4 ,the student does not really understand a thing unless he recognizes it from any point of view1 can describe it from any point of view1 can state it in language to suit the particular emergency1 and can see why the other thing is untrue4 ,as ,aristotle says3 ,we must not only state the truth1 but the cause of the untrue statement2 this is an element in our belief2 for when it is made apparent why a statement not true appears to be true1 our belief in the truth is confirmed4 ,in other words1 we must analyze every statement which is the result of reasoning1 or a statement of opinion1 and see what objections1 if any1 can be brought against it1 and then convince ourselves where the truth lies and why4 ,the lawyer has excellent practice in doing this1 for in making his own argument he is obliged to scrutinize it closely to discover what objections he would make to it1 if he were the counsel on the opposite side4 ,the lawyer1 however1 does not always limit himself to the discovery of the truth1 but often seeks to discover and bring to bear unsound but plausible arguments to refute the other side2 and by his skill in dialectics he may often deliberately make the worse appear #cd the better reason4 ,the student of mathematics1 on the other hand1 does not gain in that study much practice in weighing evidence or seeking objections to an argument1 for he deals with principles which are rigid and not open to question4 ,professor ,palmer1 in his interesting book1 ,the ,problem of ,freedom1 says3 ,until we understand the objection to any line of thought1 we do not understand that thought2 nor can we feel the full force of such objections until we have them urged upon us by one who believes them4 ,this is precisely what the advocate endeavors to do beforehand1 and in the court room he is very sure to have the objections to his line of thought urged upon him and the jury by one who at all events appears to believe them4 7d7 ,,in ,,studying ,a ,,statement1 ,,observe ,,which ,,are ,,the ,,necessary ,,words ,,and ,,whether ,,there ,,are ,,any ,,unnecessary ,,ones ,,which ,,might ,,be ,,omitted4--,for instance1 in the following sentence1 ,when a force acts upon a body1 and the point of application of the force moves in the direction of the line of action of the force1 the force is said to do work on the body1 what is the necessity and significance of the qualifying phrase in the direction of the line of action of #ce the force8 ,are these words necessary1 or could they be omitted8 ,note whether another word could be substituted for one used1 without rendering a statement incorrect1 or whether such change would improve it and make it more accurate4 ,for instance1 in the definition ,matter is that which can occupy space would it be proper to substitute does for can or occupies for can occupy8 ,note what word or words should be emphasized in order to convey the intended meaning4 ,in the sentence ,thou shalt not bear false witness against thy neighbor1 several widely different meanings may be conveyed according to the word which is emphasized4 ,students frequently seem to lack all sense of proportion and fail to acquire definite ideas because they do not see the meaning or necessity of qualifying words or phrases1 or because they do not perceive where the emphasis should be placed4 7e7 ,,reflect ,,upon ,,what ,,is ,,read3 ,,illustrate ,,and ,,apply ,a ,,result ,,after ,,reaching ,,it1 ,,before ,,passing ,,on ,,to ,,something ,,else4#e--;,apply it to cases entirely different from those #cf shown in the book1 and try to observe how generally it is applicable4 ,do not leave it in the abstract4 ,an infallible test of whether you understand what you have read is your ability to apply it1 particularly to cases entirely different from those used in the book4 ,an abstract idea or result not illustrated or applied concretely is like food undigested2 it is not assimilated1 and it soon passes from the system4 ,in illustrating1 so far as time permits1 the student should use pencil and paper1 if the case demands1 draw sketches where applicable1 write out the statement arrived at in language different from that used by the author1 study each word and the best method of expression1 and practise to be concise and to omit everything unnecessary to the exact meaning4 ,herndon in his ,life of ,lincoln says of that great man1 ,he studied to see the subject matter clearly and to express it truly and strongly2 ,i have known him to study for hours the best way of three to express an idea4 ,this kind of practice inevitably leads to a thorough grasp of a subject4 ,some of these principles may be illustrated by considering the study of the algebraical conditions under which a certain number of unknown quantities may be found from a number of #cg equations4 ,the student will perhaps find the necessary condition expressed by the statement that the number of independent equations must equal the number of unknown quantities4 ,now this statement makes little or no concrete impression upon the minds of most students4 ,they do not understand exactly what it means1 and they can easily be trapped into misapplying it4 ,to study it1 the student should ask himself what each word of the statement means1 and whether all are necessary4 ,can the word independent be omitted8 ,if not1 why not8 ,what does this word really mean in this connection8 ,must each equation contain all the unknown quantities8 ,may some of these equations contain none of the unknown quantities8 ,what would be the condition of things if there were fewer equations than unknown quantities8 ,what if there were more equations than unknown quantities8 ,this problem too1 affords a good illustration of the advantage of translation into other terms8 ,what1 for instance1 is an equation anyway8 ,is it merely a combination of letters with signs between8 ,the student should translate1 and perceive that an equation is really an intelligible sentence1 expressing some statement of fact1 #ch in which the terms are merely represented by letters4 ,an equation tells us something4 ,let the student state what it tells in ordinary non-mathematical language4 ,then again1 a certain combination of equations1 taken together1 may express some single fact or conclusion which may be stated entirely independent of the terms of the equations4 ,thus1 in mechanics the three equations sigma,h#j2 sigma,v#j2 sigma,m#j2 taken together1 merely say1 in ,english1 that a certain set of forces is in equilibrium2 they are the mathematical statement of that simple fact4 ,if the equations are fulfilled1 the forces are in equilibrium2 if not fulfilled1 the forces are not in equilibrium4 ,following this farther1 the student should perceive1 in non-mathematical language1 that an equation is independent of other equations if the fact that it expresses is not expressed by any of the others1 and cannot be deduced from the facts expressed in the others4 ,the benefit of translation into common1 everyday language1 may be shown by another mathematical illustration4 ,every student of ,algebra learns the binomial theorem1 or expression for the square of the sum of two quantities2 but he does not reflect upon it1 illustrate it1 or perceive #ci its every-day applications1 and if asked to give the square of #ba1 will fail to see that he should be able to give the answer instantly without pencil or paper1 by mental arithmetic alone4 ,any student who fully grasps the binomial theorem can give 7without hesitation7 the square of #ba1 or of #ba4e1 or any similar quantity4 ,with practice and reflection1 results which seem astonishing may be attained4 7f7 ,,keep ,,the ,,mind ,,active ,,and ,,alert4--,do not simply sit and gaze upon a book1 expecting to have ideas come to you1 but exert the mind4 ,study is active and intelligent1 not dreamy4 ,by this is not meant that haste is to be practised4 ,on the contrary1 what might perhaps be called a sort of dreamy thinking often gives time and opportunity for ideas to clarify and take shape and proportion in the mind4 ,we often learn most in hours of comparative idleness1 meditating without strenuous mental activity upon what we have read4 ,such meditation is of the greatest value1 but it is very different from the mental indolence of which the poet speaks when he says3 ',tis thus the imagination takes repose ,in indolent vacuity of thought1 ,and rests and is refreshed4 #dj ,this is beneficial to the proper extent2 but it is rest1 not study4 7g7 ,,when ,,you ,,meet ,,with ,,differences ,,of ,,opinion ,,upon ,a ,,subject1 ,,reflect ,,upon ,,the ,,reasons ,,which ,,may ,,cause ,,intelligent ,,men ,,to ,,arrive ,,at ,,different ,,conclusions4--,these reasons are3 #a4 ,one or both may fail to grasp all the pertinent facts1 or even the problem itself1 or may assume1 as true1 facts or principles which are really erroneous4 ,this should easily be ascertainable4 #b4 ,one or both may reason incorrectly even from accurate premises4 ,this also should be discoverable4 #c4 ,one or both may see facts out of proportion--may lack a true mental balance or perspective4 #d4 ,one or both may illustrate the inherent stubbornness or imperviousness of the human mind4 ,whether the student can discover the last two sources of error will depend upon his own mental characteristics4 ,he must not forget1 however1 that on many matters no definite demonstrable conclusion is possible1 and that the result must remain more or less a matter of opinion4 7h7 ,,remember ,,that ,a ,,statement ,,is ,,not ,a ,,proof4 ,,many ,,students ,,think ,,they ,,prove ,a ,,statement ,,by ,,merely ,,repeating ,,it ,,in ,,different ,,words4 ,,you ,,do ,,not ,,understand ,a ,,conclusion ,,unless ,,you ,,can ,,see ,,the ,,steps ,,in ,,its ,,logical ,,demonstration4 #da ,it is quite surprising how many students commit this error4 ,for instance1 if ,i am asked why can ,i see through glass and ,i reply1 because it is transparent1 ,i am giving no reason at all1 for transparent means what can be seen through1 so ,i am simply saying that ,i can see through glass because ,i can see through glass4 ,the same error often occurs in arguments or syllogisms4 ,for instance1 suppose ,i make the following statements3 ,no unsportsmanlike act should be done2 ,smith's act was unsportsmanlike2 ,therefore1 ,smith's act should not have been done4 ,now1 this of itself is not correct reasoning1 for the reason that the word unsportsmanlike simply means something which no sportsman should do4 ,the conclusion1 therefore1 is simply a repetition of the second statement4 ,the real thing to be proved in this case is whether ,smith's act was or was not unsportsmanlike4 #a ,general ideas and great conceit are always in a fair way to bring about terrible misfortune4--,goethe4 #b ,i tell you earnestly and authoritatively 7,i know ,i am right in this7 you must get into the habit of looking intensely at words1 and assuring yourself of their meaning1 syllable by syllable--nay1 letter by letter4--,ruskin3 ,sesame and ,lilies4 ,neither is a dictionary a bad book to read--it is full of suggestions4--,emerson4 ,benjamin ,franklin1 writing to a lady who asked him to give her advice about reading said3 ,i would advise you to read with a pen in your hand1 and enter in a little book short hints of what you find that is curious or that may be useful 444 and as many of the terms of science are such as you cannot have met with in your common reading1 and may therefore be unacquainted with1 ,i think it would be well for you to have a good dictionary at hand to consult immediately when you meet a word you do not know the precise meaning of4 ,this may at first seem troublesome and interrupting1 but it is a trouble that will daily diminish1 and you will daily find less and less occasion for your dictionary1 as you will become more acquainted with the terms2 and in the mean time you will read with more satisfaction because with more understanding4 #c ,a man who has no acquaintance with foreign languages1 knows nothing of his own4 #d ,the ,principles of ,argumentation by ,baker and ,huntington1 is another excellent book1 not treating of formal logic1 but discussing the general principles which should govern the preparation of a paper or argument1 the principles of evidence1 and the logical fallacies in reasoning4 ,it is recommended to readers4 ,this book is1 or has been1 used in the course in ,english at ,harvard ,university1 and similar books are used in other colleges4 ,a thorough training in ,english under a good teacher is a good training in logic1 for clear and logical writing requires clear and logical thinking4 ,nevertheless1 the writer strongly advocates the study of formal logic also4 #e ,it is not enough to know1 we must also apply2 it is not enough to will1 we must also do4--,goethe4 #db ,,iii ,,the ,,third ,,essential ,,for ,a ,,proper ,,method ,,of ,,study ,,is ,,system 7a7 ,,discover ,,the ,,fundamental ,,idea ,,of ,,the ,,subject4--,strip off the detail and get down to the root of the thing4 ,see the really important point4 ,then1 after this has been clearly perceived and mastered1 arrange the details in their proper relations to the fundamentals4 ,the subject will thus have a skeleton1 and upon this the details will be placed4 ,a subject of study thus viewed may be compared to the human body1 with its bony skeleton or framework1 and all the various organs and parts supported by it2 or to a tree1 with its trunk1 branches and leaves4 ,thus to consider the relative importance of facts1 to sift out the essential ones1 will train the power of mental discrimination and cultivate the judgment4 ,when this is done1 subsequent facts relating to the subject can be correlated with what is already known1 and will in this way be easily retained by the memory4 ,remember and observe ,jacotot's maxim1 ,learn something accurately1 and refer #dc the rest to that4 ,unessential facts1 or those of secondary importance1 may be passed over in the first reading1 and left for a second or later reading1 for a proper method of study always involves re-reading1 perhaps many times4 ,you cannot possibly know everything even of a single subject1 hence the importance of knowing the fundamental things about it and knowing them thoroughly4 ,even if you gain but an elementary knowledge of a subject1 that knowledge may be thorough and should include fundamentals4 ,thorough elementary knowledge must not be confused with a smattering4 ,the latter is worse than useless1 and is marked by vagueness1 uncertainty1 and failure to grasp fundamentals4 ,but elementary knowledge1 if clear and definite as far as it goes1 is valuable1 and the first step toward more complete knowledge4 ,many students deceive themselves and others into thinking that they know something of a subject1 because they have looked into it1 while their knowledge may be entirely superficial and valueless4 ,when the fundamental principle or fact is perceived1 study this carefully until it is thoroughly mastered4 ,one who knows how to study properly will thus pick out the sentence or the paragraph which contains the key to the #dd subject--the fundamental fact or principle--and will read and re-read this many times until its full meaning is clearly grasped4 ,when this is done it is sometimes remarkable how quickly the rest of the chapter or subject may be mastered1 for it will often be found to consist of discussions or illustrations1 which will be obvious once the fundamentals are clearly in the mind4 ,the ordinary student1 however1 does not do this4 ,he does not see the fundamental principle1 and each illustration is like a separate problem1 different from the others1 which has to be studied by itself1 and is never fully mastered1 because the underlying fundamental principle is not grasped4 7b7 ,,before ,,you ,,begin ,,to ,,study ,a ,,subject1 ,,think ,,it ,,over ,,carefully ,,and ,,find ,,out ,,what ,,you ,,already ,,know ,,of ,,it ,,or ,,what ,,you ,,can ,,arrive ,,at ,,by ,,your ,,unaided ,,efforts4--,try also to perceive what you expect to get out of the study of the subject1 and how it is related with what you have already studied1 and how it is to find application4#a ,the historian1 ,edward ,gibbon1 states in his autobiography that before reading any book1 he made it a rule to reflect #de upon the subject1 arranging and classifying what he already knew of it4 ,this method may be followed to different degrees1 depending on the subject4 ,a student beginning the study of a new science which he has never studied before1 can do comparatively little2 but at least he can insist upon getting a clear idea of what the subject or problem is1 its extent1 what its objects and methods are1 how it is related to other subjects1 what its uses are1 and how other studies will find their application in it4 7c7 ,,classify ,,and ,,arrange ,,what ,,you ,,have ,,learned4--,when you have finished part of a subject1 stop and think over the ground that has been covered1 and arrange the various points made4 ,draw up a topical index and compare it with the table of contents4 ,note the correlation or interdependence of facts and link them together4 ,by the principle of association the retention of facts and principles in the memory will be much facilitated4 ,note down concisely the steps of an argument in your own words1 and see if the conclusion is justified4 ,close the book from time to time and go over in your mind what you have learned4 ,the importance of systematic classification is very great4 ,the minds of many students are #df like a library without arrangement or catalogue2 the books may be there1 but cannot be found when wanted1 and so are valueless for use4#b #a ,we must keep carefully that rule of ,aristotle which teaches that the best way to learn anything well which has to be done after it is learned1 is always to be a-doing while we are a-learning4--,richard ,mulcaster4 #b ,there's a vast difference between having a carload of miscellaneous facts sloshing around loose in your head and getting all mixed up in transit1 and carrying the same assortment properly boxed and crated for convenient handling and immediate delivery4--,lorimer3 ,letters from a ,self-made ,merchant to his ,son at ,college4 #dg ,,iv ,,mental ,,initiative ,it will become evident from the foregoing that a fourth essential for proper study is mental initiative4 ,the student must have a definite purpose1 and must do what is the proper thing without it being suggested to him4 ,he must not simply do as he is told4 ,if he have not initiative and cannot develop it1 he will probably never study intelligently1 nor gain a thorough understanding of what he reads1 but will merely memorize4 ,memory is a most important faculty2 it is not1 however1 a substitute for thought1 but should be based upon it4 ,thinking is essential in order to decide what to memorize4 ,memory1 however1 is often made the sole factor in study4 ,fundamental principles should frequently be memorized1 so that by numberless repetitions they may be permanently impressed upon the consciousness1 and can be repeated verbatim as a guide in any concrete case where they are to be applied4 ,some suggestions may be useful as to the use and cultivation of mental initiative4 #dh 7a7 ,,cultivate ,,an ,,interest ,,in ,,what ,,you ,,are ,,studying1 ,,and ,,some ,,idea ,,of ,,what ,,it ,,leads ,,to4--,without interest your study will be perfunctory and of little use to you4 ,make yourself believe that for you1 at that time1 it is the most important thing in the world4 ,it is of course true that in most schools students are required to study definite subjects according to a curriculum arranged by the faculty4 ,in some of these subjects a student may take little interest2 indeed they may be so foreign to his natural tastes that he is not able to cultivate any interest in them4 ,in such a case his study of them will be of little value to him4 ,if1 relying upon the judgment of those who prescribe the curriculum as necessary or desirable for the object which he has in view1 he cannot persuade himself that they have value for him or make himself take an interest in them1 it would probably be better for him to drop them even though he may thereby become a special student in the school or lose his degree4 ,a degree which simply means slipshod1 unintelligent and uninterested study of a considerable number of subjects embraced in the curriculum1 is verily a scrap of paper not worth having4 ,if you wish to concentrate your entire attention upon certain subjects in which #di you take an active interest you may become proficient in those1 but you may become very narrow minded and altogether lacking in that all-around breadth of view which comes from the cultivation of other subjects which well informed men consider necessary4 7b7 ,,insist ,,upon ,,first ,,clearly ,,formulating ,,the ,,problem1 ,,if ,,one ,,is ,,before ,,you4--,many students literally do not know what they are doing1 because they neglect this injunction1 which is a necessary corollary of the necessity of forming definite ideas4 ,do not proceed to endeavor to solve the problem until it is clearly formulated1 no matter how long it may take4 ,see what the data of the problem are1 whether definite or not1 and what is required4 ,see also how variations of the data1 if indefinite1 would affect the result4 7c7 ,,work ,,independently ,,of ,,others4--,solve your own difficulties and welcome them4 ,do not expect things to be easy4 ,you will never gain strength by being shown1 but only by the exercise of your own unaided powers4 ,therefore1 do everything for yourself1 so far as possible4 ,seek only suggestions from your teacher1 when you need help1 except in regard to mere matters of fact1 which you could not be expected to #ej reason out4 ,let the suggestions be as slight as possible4 ,if you have problems assigned1 solve them entirely by yourself1 even if you make mistakes4 ,then1 when those mistakes are pointed out1 consider them with great care and discover the causes for them1 and remedy them1 so that you will not again make the same mistake or one analogous to it4 ,you should delight in discovering difficulties which give you an opportunity to test and increase your strength and so avoid future errors4 ,in the same way1 examinations should be welcomed1 not dreaded4 ,the teacher does not mark you--you mark yourself2 the teacher merely records the mark4 ,even if you fail in the examination1 that should indicate to you what you lack1 and so be a benefit4 ,indeed1 it is better to fail than to scrape through4#a ,there must be a line somewhere4 ,the man just above the line passes1 and the man just below the line fails4 ,the former may not be as capable as the latter1 but1 having passed1 he does not remedy his faults2 while the man who has failed is required to remedy his4 ,huxley said that the next best thing to being right is to be completely and wholesomely wrong4 #ea 7d7 ,,draw ,,your ,,own ,,conclusions1 ,,whenever ,,possible1 ,,before ,,you ,,know ,,those ,,of ,,the ,,writer ,you ,,are ,,studying4--,when you read1 ,from the above it is evident1 stop1 close the book1 and see if you can state what is evident4 ,when you have written this down1 compare with the result reached by the writer4 ,practise such exercises in whatever form they present themselves4 ,if your conclusions are different from those of the writer1 in kind or in character1 see which is right1 or whether both are right4 ,if you are right1 why did the writer not reach your conclusion8 ,was it because it was not pertinent to his problem8 ,is it simply a difference of expression8 ,the process of investigating any subject is a process of question and answer4 ,the student must first propound to himself a question1 and it must be the proper question4 ,he must be able to perceive what the proper question is1 under the circumstances4 ,then he must give to himself the proper answer out of all the possible answers that are verbally correct1 namely1 the answer that affords a new vantage ground from which another question may be asked2 and so the problem may be gradually unravelled4 ,then again1 many questions are indefinite1 and #eb can only be answered indefinitely2 but to all questions a correct answer can be given1 and the student must give the most definite answer the case admits of1 and must gain the ability to qualify his answer or classify possible cases in such manner as may be necessary4 7e7 ,,if ,,you ,,cannot ,,see ,,how ,,the ,,author ,,reaches ,a ,,stated ,,conclusion1 ,,because ,,he ,,does ,,not ,,indicate ,,the ,,process ,,which ,,he ,,follows1 ,,do ,,not ,,spend ,,too ,,much ,,time ,,trying ,,to ,,find ,,out ,,how ,,he ,,did ,,it1 ,,but ,,rather ,,see ,,if ,,you ,,can ,,come ,,to ,a ,,conclusion ,,in ,,your ,,own ,,way1 ,,thus ,,cultivating ,,your ,,own ,,power ,,and ,,initiative ,,rather ,,than ,,following ,,the ,,author4--,a good textbook should not make things too clear1 or relieve the student of the necessity of exerting himself4 7f7 ,,learn ,,to ,,generalize4--,draw the most general conclusion possible from the premises4 ,try to see if a general principle can be laid down4 ,this is a most important faculty to acquire4 ,at the same time1 avoid the prevalent fault of hasty generalization1 based on insufficient data4 7g7 ,,go ,,beyond ,,the ,,book4--,regard the book as suggestive and not final1 as the assistant to your own powers that you are for the moment employing4 ,pursue the subject as much farther #ec as you have time for4 ,in this way you may develop a faculty for independent thinking4 7h7 ,,visualize ,,your ,,results ,,so ,,far ,,as ,,possible4--,train the imagination by perceiving results in your mind1 in concrete form1 and in imagining applications of facts and principles4 ,remember that use is the object of study1 and try to see the use that may be made of what you have acquired4 ,we have seen that there are four main requisites for proper study1 viz43 7#a7 ,mental courage2 7#b7 ,understanding2 7#c7 ,system2 7#d7 ,initiative4 ,in addition to these may be mentioned 7#e7 ,proper habits and methods of work1 under which head a number of minor but important suggestions may be made4 #a ,the greatest piece of good fortune is that which corrects our deficiencies and redeems our mistakes4--,goethe4 #ed ,v ,,proper ,,habits ,,and ,,methods ,,of ,,work 7a7 ,,select ,,the ,,best ,,book ,,for ,,your ,,purposes ,,and ,,study ,,it ,,thoroughly4--,the best book for your purposes will depend upon circumstances4 ,if you are beginning a subject1 do not start with the most complete book1 but take a more elementary one4 ,remember that elementary knowledge is not the same thing as superficial knowledge1 but may be quite the reverse4 ,a knowledge of fundamental elementary principles is essential for the understanding of any subject4 ,these should be obtained first from some elementary book1 and made to form a skeleton or framework1 upon which the more elaborate portions of the subject may be hung in their proper places4 ,in large books there will be found too great detail for the beginner1 and he will be discouraged by having too many things thrust upon his attention at once4 ,elementary knowledge1 thoroughly assimilated1 is essential4 ,begin1 therefore1 with the best elementary book there is1 one which will make you #ee think1 weigh1 understand1 test and discriminate2 and get from it the kernel of the subject2 and gain1 if possible1 a stimulation to go beyond to a more elaborate treatise4 7b7 ,,do ,,not ,,study ,,too ,,many ,,subjects ,,at ,,once4--,you need not concentrate on one thing to the exclusion of everything else1 although when studying any one subject you should1 for the time being1 concentrate your entire attention upon it1 as already explained2 but the mind is rested by change of occupation which comes by passing from one study to another of a different kind4 ,the point is1 that you should not dissipate your powers by taking up too many subjects1 looking into them cursorily1 then dropping them and passing on to something else4 ,this habit of beginning many things and completing nothing1 is most demoralizing and will result in your doing nothing well4 ,do not attempt more than you can do properly4 ,select first the subjects that will be directly useful to you1 and study them thoroughly4 ,gain the power of concentrating your attention on one subject with intentness for several hours at a time4 ,in the end your mind will become tired1 and you can then change to an entirely different subject1 or even to recreation1 such as the study of good fiction4 #ef ,the mind does not need idleness1 but it does need change of occupation4 ,probably from three to five studies are as many as the student can profitably pursue at once1 but students differ greatly in this respect1 as in others4 7c7 ,,do ,,not ,,be ,,in ,a ,,hurry4--,take time to think1 so that you will not take the statements in the book for granted1 but will study them with a sense of mastership4 ,remember that here1 as elsewhere1 the more haste the less speed4 ,you may think that you have not time to think about your studies4 ,the fact is1 that you have not time not to think about them1 and that in the end you can do more in less time if you will insist upon taking pains4 7d7 ,,do ,,not ,,take ,,up ,a ,,study ,,lightly1 ,,but ,,when ,,taken ,,up ,,do ,,not ,,abandon ,,it ,,without ,,good ,,cause4--,at the beginning of your study try to get a definite idea before your mind what you want to get out of your study1 and keep this point before your mind as you progress in the subject4 7e7 ,,cultivate ,,the ,,power ,,of ,,judicious ,,skipping4--,you can do this if you study with a sense of mastery and a clear idea of what you want to get4 ,it is not necessary to read every word in the book4 ,sometimes paragraphs1 pages #eg and perhaps chapters may be skipped4 ,this1 however1 should not lead you into the habit of careless or superficial reading4 7f7 ,,be ,,systematic4--,have set times for your study of each subject1 a regular program of work4 ,gain the habit of being able to start at once on your work without frittering away your time and thinking about beginning4 ,apply yourself steadily and persistently and do not let your work consist of a series of spasmodic efforts4 ,by systematically doing one thing at a time and passing from study to study1 you can finally1 after a period of continuous application1 dependent upon your powers1 alternate with a period of relaxation or amusement4 ,your period of continuous study should not be so short as to prevent continuous effort1 nor so long as to over-fatigue your mind4 ,some students are restless1 spasmodic1 and while they seem to be continually employed1 they achieve nothing4 ,others by a steady1 continuous pull1 achieve much4 7g7 ,,cultivate ,,the ,,power1 ,,by ,,habitual ,,practice1 ,,of ,,fixing ,,your ,,mind ,,intensely ,,upon ,,one ,,thing ,,for ,a ,,considerable ,,time4--,if you can acquire this1 it will be most valuable to you4 ,it has been said that the difference between clever and ordinary men is often mainly #eh a difference in the power of directing and controlling the mind through the attention4 ,some minds go wool gathering or day dreaming1 and flit from one thing to another in a desultory manner4 ,others go straight toward the object in view4 7h7 ,,remember ,,to ,,apply ,,what ,,you ,,are ,,studying4--,study from things1 by experiment1 in the field1 rather than entirely by books4 ,in this way1 what you learn will be real to you4 ,book knowledge is of very little value in itself4 7i7 ,,be ,,interested ,,thoroughly ,,in ,,what ,,you ,,are ,,doing4--,indifference is a fatal enemy to good work4 ,every subject has its difficulties and you must not be discouraged by them4 ,if you can learn how to overcome difficulties1 you will find that doing so affords the keenest intellectual pleasure1 and that each difficulty overcome by your own unaided efforts will make you much stronger in attacking the next one4 7j7 ,,read ,,the ,,important ,,things ,,again ,,and ,,again ,,until ,,you ,,know ,,your ,,book ,,thoroughly4--,as ,herbert ,spencer says1 it is much better to know a few books thoroughly than to know many superficially4 ,the same philosopher once said that if he had read as many books as certain other persons had read he would know #ei as little as they did4 ,remember the old ,latin proverb1 ,multum legere non multa4 ,read much but not many books4 ,if you learn your small book thoroughly and then take a larger one1 you will be surprised to find how much of the latter you already know4 ,you can then direct your attention to the new material and to relating it with the old4 7k7 ,,make ,a ,,list ,,of ,,references ,,as ,,you ,,proceed4--,summarize what you learn and construct an index4 ,learn where to go to find what you do not know4 ,you cannot learn everything even about one subject1 and the next best thing to knowing it is to know where to find it or how to work it out yourself4 7l7 ,,review ,,your ,,work ,,frequently4--,review is not re-studying1 but is going quickly over the main points1 looking at them all in their proper perspective4 ,this will be assisted if you make summaries2 writing out a statement of a thing helps you to understand it clearly and to fix it in the memory4 ,as ,landon says3 ,the practice of reviewing keeps the mind in touch with the main lines of the subject2 secures freshness and exactness of knowledge2 shows what has been imperfectly learned1 and gives an opportunity for remedying the trouble2 strengthens #fj the recollection and accustoms the mind to recover and give up its stores2 saves waste of energy and the formation of bad mental habits2 and thus leads to complete assimilation of the subject4 7m7 ,,set ,,special ,,times ,,for ,,your ,,recreative ,,study4--,cultivate some hobby as a relief from your concentrated study of books4 ,music1 some games of cards1 chess1 billiards1 or other relaxations1 are admirable means of recuperation4 ,when you indulge in recreation or recreative reading1 do not let the mind worry about problems of your previous studies4 ,make your recreative reading in itself have some aim4 ,do not allow yourself to develop in a one-sided manner1 but have interests outside of your main study4 7n7 ,,in ,,connection ,,with ,,your ,,studies ,,do ,,not ,,neglect ,,proper ,,physical ,,exercise4--,remember that the preservation of your health should be your principal aim rather than to cram your head with book learning4 ,study should not be allowed to interfere with a sufficient amount of physical exercise in the open air1 but this should not be carried to the extent of severe bodily fatigue4 ,a healthy body is necessary for the fullest cultivation of the mental powers1 but #fa on the other hand1 the mind will not work when the body is exhausted4 ,moreover1 see that your studies are done under proper conditions of air1 light1 sun2 that you have a comfortable chair1 but not one which leads to somnolence4 ,the suggestions contained in this paper should be of use not only to students but to the teacher who believes1 as the writer does1 that the main object which he should have in mind is not by lectures to pump his students full of information1 but to train them1 so far as possible1 to think and study properly4 ,with a good text book a lesson should be assigned and the student should be expected to master it4 ,the lesson should not be so long that the average student cannot1 in the time allowed1 properly assimilate it4 ,then in the class-room the teacher should call up a student1 question him on the lesson1 or give him a problem to work out on the blackboard4 ,he should question the student at all points of his work to ascertain whether he really understands the subject4 ,oftentimes the student will reply to a question with entire correctness1 perhaps using the very words in the book1 from which a superficial teacher might infer that he understood what he was saying2 but if the teacher will probe more deeply1 for instance by asking the student #fb in a plausible way why some other and conflicting method or statement is not used1 he will in many cases find the student quite as ready to accept the conflicting plausible method1 showing that he had learned by rote and did not really understand4 ,if the student correctly states a certain thing to be true1 the teacher should make him explain why a conflicting statement is not true and should utilize the various suggestions in this paper1 particularly those under the second and third essentials4 ,he should also endeavor to cultivate in a student the proper attitude of mind1 above discussed as the first essential1 and while correcting unsparingly the faults of the student1 should endeavor to make him perceive that1 if he will think1 he really has the capacity to understand what he is studying4 ,if the teacher convinces himself that the student has not this capacity1 he should not be allowed to go on with the class or perhaps should be required to withdraw from the school4 ,it is an injury rather than a help to a man to endeavor to give him an education for which he is not fitted and which he cannot assimilate1 and it often results in putting a man into a position in life for which he is entirely unadapted4 ,the student should be made to realize that all labor is honorable1 and that it is far better #fc to be a successful mechanic1 laborer1 or clerk than an unsuccessful or incompetent lawyer1 physician1 or engineer4 ,for every man there is some work which he is better fitted to do than anything else1 and which he can do with reasonable success4 ,his happiness in life will largely depend upon his finding this work4 ,much time and effort are wasted in our schools in the endeavor to fit men for spheres for which they are not adapted4 ,finally1 the student should be again urged to realize the importance of not becoming discouraged4 ,many an earnest student1 after repeated failures1 assumes a sort of hopeless1 discouraged attitude of mind1 which naturally leads him into the habit of trying to learn his lessons by memorizing in the hope of being able to pass1 if only by scraping through1 and into other bad habits which have been referred to in the foregoing pages4 ,such an attitude of mind should be resolutely opposed1 and the teacher1 even when severely correcting a student1 should encourage him to see the possibilities that are within his reach if he will exercise his will and put forth his utmost powers in a proper manner4 ,success in the work of the world depends much more upon will than upon brains2 but all faculties1 #fd whether mental or moral1 can be cultivated and developed to an almost unlimited extent4 ,a study of the biographies of men who have succeeded should be urged upon the student1 and such a study will show how often success has been attained only after repeated failures4 ,it is scarcely too much to say to a student that he can attain anything he desires1 if he desires it with sufficient intensity2 that is to say1 if he possesses sufficient will power1 and if he will train himself to direct his efforts properly4 ,experience with students1 however1 will often show that a student is on the wrong track1 or trying to do work for which he is not well adapted4 ,if this can be demonstrated with reasonable certainty1 the student should be the person most eager to take advantage of it1 and should alter his course of study or his aim in life1 in such a manner that he may train himself to do that work which he is best qualified to do4 ,to put the right man in the right place should be one of the chief aims of education2 but for a student to find that he is on the wrong track and that he had better change to another1 is very different from becoming discouraged4 ,the opportunities in the world are without number1 and it is within the power of every man to be a successful1 useful1 and #fe respected member of society4 ,if a student finds himself constantly unsuccessful in his work1 he should scrutinize himself carefully with the endeavor to ascertain the cause4 ,he should not be too quick to conclude that he is on the wrong track1 but should consult friends and teachers with frankness and sincerity4 ,in no case1 however1 should he allow himself to become discouraged or disheartened1 or to lose confidence in his own ability to attain ultimate success in some direction4 ,there are three books known to the present writer on the subject of ,how to ,study1 but they do not appear to have been much used even by teachers4 ,the ordinary student knows nothing of them4 ,they are earnestly recommended to all who wish to learn how to study4 ,first in order may be mentioned ,the ,principles and ,practice of ,teaching and ,class ,management by ,joseph ,landon1 #ahid1 ,new ,york1 ,macmillan ,company4 ,this is a general book on the conduct of classes1 but on pages #ab to #bd is found the best summary of this subject known to the writer4 ,he has made much use of it in the present paper1 and here makes acknowledgment of his indebtedness4 ,second1 ,how to ,study and ,teaching ,how to ,study by ,frank ,m4 ,mc,murry1 #aiji1 ,houghton1 ,mifflin ,company4 ,this is a very suggestive little book and will be valuable to any thoughtful student4 ,third1 ,teaching ,children to ,study by ,lida ,b4 ,earhart1 #aiji1 ,riverside ,educational ,monograph1 ,houghton1 ,mifflin ,company4