1. education
2. homework and study tips

STUDY
TO
HOW
AND
TO
WHAT
STUDY
BY
PRINCIPAL
DEERFIELD-SHIELDS
HIGHLAND
D.
C.
BOSTON
\^
SANDWICK
L.
RICHARD
PARK,
HEATH
"
NEW
HIGH
SCHOOL
ILLINOIS
CO., PUBLISHERS
CHICAGO
YORK
ft
Copyright,
By
D.
C.
.^V^'
Heath
IJ5
^0
5,
191
io-'
"
Co.
CONTENTS
I
PART
I
Principles of Efective Study
The
PAGE
Work
Your
That
I. Know
Worth
is
Doing
5
.
II.
That
Confidence
Have
Can
You
Do
It
16
.
III.
in
Hours
Fixed
Have
When
Study
for
Comes
Hour
the
Plunge
and
i
.21
.
.
V.
Begin
What
Recalling
by
.
Already
You
28
Know
"/. First
0
Study
Go
Then
Lesson
the
Back
to
Whole
a
as
;
Difficulties
.
.
VI.
Aloud
Study
or
Lips
with
Moving
^.
.
VII.
Recall
Practice
Drill
as
You
Study;
Repeat
Work
32
.
37
.
and
in
Increasing
at
Intervals
VIII.
Make
42
Synopsis
a
It
Visualize
and
.
IX.
Learn
When
and
How
Read
to
.47
.
Rapidly
.
X.
Your
Stimulate
Thought
Efforts
with
.
XL
Conserve
the
Competition
of
Your
Energies
PART
.
.
.67
.
.
Study
for
56
73
II
^
What
I. Why
Study
to
and
Study
History?
"
.
How
to
How
Study History
.
.
.
.
.
.87
91
iv
CONTENTS
11. Why
Study
How
III. Why
to
Study
Latin?
93
Study Latin
94
English?
97
Why
Study EnglishLiterature?
.
.
Why
Study EnglishGrammar?
.
.
Why Study Compositionand
How
to
Study English
How
to
Study Spelling
to
Study
Grammar
How
to
Study
Rhetoric
IV. Why
Study
.
.
.
.
and
Study
V. Why
How
VI.
to
Why
to
Study
Study
a
Languages?
ForeignLanguage
.
Mathematics?
Study
Mathematics
.
.
.
.109
.110
1
.112
115
Chemistry
115
Physics
117
Biology
.118
PhysicalGeography
How
106
11
Sciences?
THE
.104
Composition
.
How
100
105
Modern
the
98
103
.
How
Rhetoric?
97
to
Study
121
Science
123
VII.
Why
Study
Economics?
127
VIII.
Why
Study
Psychology?
128
IX.
Why
Study
Drawing?
130
Studies
132
X.
Vocational
Stenography
132
Bookkeeping
133
Salesmanship
134
Scientific
Farming
136
Domestic
Art and
Science
.
.
.
.137
CONTENTS
Vocational
V
Studies
Continued
"
Manual
The
Training
Professional
138
Engineers
.138
.
Engineering
and
Building
.
.
Trades
.140
.
XL
XII.
Older
The
What
Professions
142
The
Physician
The
Dentist
The
Pharmacist
146
The
Lawyer
148
IS
Efficiency?
Mental
Social
Initiative
Power
Power
142
145
152
153
154
157
Appendix
A
165
Appendix
B
168
PART
THE
I
PRINCIPLES
OF
STUDY
EFFECTIVE
TO
FOREWORD
belief
It is my
much
and
from
books
how
will
they receive
as
dance,
to
students
that
expert coaching
as
how
or
much
process
thought
perhaps
the
are
in
for
in the
with
pace
people.
young
many
help
attractions
only
talks
the
that
the
itself
in school
I have
and
given
as
as
games,
are
ingly
seem-
college life
found
I have
as
so
interest,
have
classes
slowly developing
of
in school
like,that
My
fact,the
vital
a
students
the
They
subject
activities,such
dramatics, initiations,and
the
In
help.
made
holding
extra-scholastic
else.
anything
become
to
as
potent
as
be
may
as
play football,
to
such
to
lessons
study
to
how
on
right
a
how
do
to
I
have
on
generally be grateful for
learning
PART
literature
kept
of
cational
edu-
psychology.
The
purpose
of
will have
The
effective
is to
place before
book
with
study;
if it
its
helps
readers, it
fulfilled its mission.
authors
this
me
this little book
students, in simple form, the general principles
y(/ anger
of
of
starred
when
in
below
read
the
manuscript
form
criticisms,suggestions, and
greater
and
part
helped
encouragement.
Authorities
The
The
Psychology
Learning
The
of
High
School
Subjects
Process
Principles
of
Charles
.
Sheldon
Stephen
Teaching
Based
Brief
Course
in the
Teaching
Judd
Colvin
*
*
Psychology
on
Edward
A
H.
.
L.
Geo.
Process.
.
.
.
Thorndike
D.
Strayer
TO
HOW
4
The
Educative
The
Economy
STUDY
and
Introduction
of
Training
Watt
J.
Robert
Education
*
Bagley
Henry
Memory
Experimental
to
Chandler
Wm.
Process
Rusk
R.
....
The
and
Mental
of
Manual
and
Attention
in
Interest
and
in
Studies
to
in
of
Practical
Principles
of
Educational
The
How
to
and
Study
Kirkpatrick
Partridge
E.
John
Elmer
Teaching
Teaching
Bryan
Klapper
Paul
W.
How
Dewey
Barrett
Practice
Education
of
Principles
A.
G.
Education
Garmo
De
Theory
Basis
The
E.
Making
of
Logical
Arnold
Ostermann
Charles
the
to
Study.
F.
Hall
Stanley
Wilhelm
Pedagogy
Education
Philosophy
Genetic
G.
Felix
Relation
Individual
The
Whipple
M.
Interest
its
Interest
G.
Tests
Adolescence
of
Psychology
Physical
Franklin
M.
Jones
*
McMurry
.
The
School
High
Charles
Education
School
High
H.
Johnston
and
Others
Irving
Age
Wilham
Psychology
Human
Increasing
Efficiency
in
.Walter
Business.
King
James
Dill
Scott
.
Mental
Fatigue
Mental
Fatigue
La
Food
Fatigue
and
et
Hygiene
Psychology
Offner
Max
Aral
Tsuro
le
Repos
Ferdinand
Wm.
Values
of
Dr.
Robert
Dietetics
Educational
The
Dr.
the
Mind
Thomas
LaGrange
M.
Hutchison,
Bagley
Chandler
Smith
Charles
D.
*
Clouston
H.
Judd
*
PRINCIPLES
THE
OF
EFFECTIVE
STUDY
I.
Know
No
and
great
when
the
Work
Your
that
work
enduring
heart
is not
in
Worth
is
it.
will
The
Doing
ever
be
done
harder
the
work
Intellectual
work
,
of
,
1
the
and
study;
There
in
a
requires
School
work
a
nothing
begins
about
self into
In
the
order
to
of all the
and
1
must
good
^
^
subject
hard
of
in
time
with
n
all
"
to
different
of
centres
but
little
which
launches
or
he
him"
effort.
effort
study
mal
nor-
is to
attention;
hence
great
hearty
for
the
matter
and
the
life, when
relations, knows
subject
tion
atten-
instruction
Later
for
energy.
for
such
a
1
be
hold
reasons
control
of
and
work
make
expenditure
develops
his
new
forced
knowledge
no
focus
interest
along many
the
devote
to
lacks
as
by
cannot
acquired
attract
study,
time; and
a
thought.
been
youth, seeing
that
cult.
work.
continued
will
necessity
of
acquired
that
at
Every
has
lines, the
the
of
field
knowledge
The
great
must
new
interest
too
mind.
young
him
seconds
few
be
cannot
subject
any
in
true
is
is hard
sort
some
beings.
upon
than
of
it
minds
that
think
must
you
find,
can
you
^^f^
right
1-
"
inclination
dim-
.
-r
statement,
young
it
else, or
human
attention
for
interest
everything
rational
,
the
is
study
be
must
more
.
true
clearly
more
toward
,
.
of
emo-
,,
idleness
tional
tone
HOW
TO
STUDY
pleasure. A great deal depends upon your emotional
The rightemotional tone is a happytone.
toward your work.
earnest
You
will attain
feeling
this in proportionas you respect and value
your
or
studies.
it requires
Fortunately
onlya littleserious thought
Easy
to
see
tage ot
make
^q
the
learning.
the average
young
importance of study.
of
education
can
realize
had
the leisure for it!"
that
man
So
or
woman
realize
vantage
apparent is the ad-
even
the
uneducated
it; and often the cry goes up from those
who come
to their senses
too late,"Oh, why did I
devote more
time to study at an age when I
not
A
proofof what the generalpublicthinks of high
votedschool and
deWealth
of
universityeducation is the amount
to
voted in public taxes to support it. This
cation.
money
higher eduincreases by leapsand bounds.
amount
In 191 2-13
than $59,000,000was
raised by taxation to
more
support publichigh schools;and $212,582from public
appropriatons, besides $11,484,000from other
sources, was
spent in rhaintaining
privateschools
of the same
grade. Consider also,in addition to
the public taxes, the giftsand benefactions from
privateindividuals who decide that the best way
in which their money
do good is by providing
can
for the young
to study and
opportunities
secure
education.
In 191 2-13, $25,000,000
bestowed
was
for this purpose
on
collegesand universities.
For the
same
1,283,009students
year there were
in public and
private high schools and over
in colleges.The foregoing
200,000
figuresdo not
include the students in evening schools,business
IS
STUDY
WORTH
WHILE
7
normal
schools,and other professional
colleges,
schools and specialinstitutions.
all this
All this wealth, devoted
to study,and
of students who have passedthe years of comshows value
army
facts; they put upon it.
pulsoryeducation are very significant
but one
have
value
can
meaning: the enormous
put upon the work of schools and colleges in other
For in the last analysisthere
words,upon study.
is no such thingas education without studyand effort
the part of the one who is beingeducated.
on
If this array of figures
lect
appealsonly to the intel"
still leaves
and
work,
take
I-
...
.
1
Education
widens
the
-11
you
study will interests and
the high- promotes
,.
,
understanding
in
actual
and
happiness,
.
,
in
experiences.With study,your interests,
rich human
so
your
what
possibleto
.
"
est, happiest lite,lullest
now
1
think
to
It will make
.
toward
"
1
"
1
little time
a
do for you.
,
cold
you
narrow,
that surrounds
will widen
you, both
in every
direction.
and
All
far, the world
of nature, the earth,plantsand animals,the past,
the future, will be filled
the present, yes, even
near
"
"
and you
significance;
thousand
thingsto which now
with
interest has
the
atomic
a
will become
you
child in the tombs
theory, or
are
of the
in Mendel's
alive to
dead.
a
What
Pharaohs, in
law?
What
interest have you in these thingsif you never
studied
them?
"Not
to have
studied," said Cicero two
thousand
years
ago,
"is to remain
always a child."
Power, position,
reputation,and honor are all
within the grasp of the diligent
student.
This is ^^ increases
true
when
Solomon
as
today as it was
wrote, a bihties in
^^^^"
thousand
years before Christ,"Happy is the man
that findeth wisdom, and the man
that getteth
8
HOW
TO
STUDY
understanding.
Length of days is in her right
hand, in her left hand riches and honor."
In order to get the rightattitude toward
school
.
Value
of
in-
spirational
books to the
student.
work
,
should
you
.
,
.
,
,
.
.
have
by
,
,
biographicalsketches
been
Smiles's
won.
stimulated
to
a
many
his books.
a
you
book
,
that
Students
of
an
have
two
of short
,
how
snow
help and
Self
man
or
success
the Proverbs
earlier time
found
to
Orison
has
have
stick
Swett
Marden's
Value
of bi-
ography.
books
valuable, especially
inspirational
These
his Pushing to the Front.
books are full of
who, under tryingcircumstances,
examples of men
often without school or teacher,in a narrow
margin
of leisure time have acquiredrich stores of knowledge
by use of which they have risen to distinction.
To
student
himself,the efforts of the average
seem
paltryand feeble when he reads Milton's words,
"From
the twelfth year of my
ever
age I scarcely
from my
lessons to bed before midnight;" or
went
he picturesto himself
when
Lincoln
Abraham
stretched by the firelight,
working out the problems
of geometry
a self-imposed
task;or when he reads
of Cobden, the poor clerk,
rising
earlyto study while
his companions slept,
and layingthe foundation
of
that eminence to which Brightreferred when he said,
"
"There
that
is not
has
through
Burritt's
not
in Great
a
Richard
Britain
a
poor
bigger,better,and
Cobden's
man's
home
cheaper loaf
efforts." Read
Elihu
day,
diary and know what effort is: "MonJune 1 8, headache, 40 pages Cuvier's Theory
of the Earth, 64 pages French, 11 hours forging.
Tuesday, June 19, 60 lines Hebrew, 30 lines Danish,
lines Boheriiian,
of stars,
10
9 lines Polish,15 names
IS
STUDY
WORTH
WHILE
9
forging." Is it strange that Elihu Burritt
eminent
lecturer and
became
as
an
distinguished
philanthropist?It was he who organizedthe first
international Peace Congress and to his efforts are
Tribunal
and the Paris Bering
traced the Geneva
Such biographyis fit to put "pep,"
Sea Tribunal.
it
into the studies of a half-wit;certainly
if possible,
scholars of dullards.
should help to make
If there are any who
are
unwillingto work for
Scholarship
their own
selfish advancement, they should conhours
10
^
.
.
,
,
,
sider the mcreased
-1
r
for
power
such self-advancement
^
to others
service
gives. Those
'
which
^
Sign Of
good stock,
students whose
pride is not self-centered must still rejoiceto see
how
cess
grade-marks,symbolizingtheir scholastic sucwith other young people,
in competition
gladden
the hearts of those at home.
brighten,and
eyes
stock in which
"when
The
a
strong
in the
man
but
it
"
is
"There
what
has
been
of
the
tunity
oppor-
^
^
^
^
the
most
generalsare
country's
services of her
scholars.
accomplishedby German
scholarship,
vigorous and thorough. History is
that Germany's preeminencein
very clear on this
"
Scholarship
^^d
^
our
say,
delightto honor
We
questionablewhether
services
distingu'shed
to be compared with
Think
cheered.
family,"parents
their country.
serve
..
courage,
and
upon us."
years of weak old age come
unselfish can
in study an
most
see
to
glad
are
of the
heartened
consequence
will be
sisters
and
father's
and
tion.
distincfamily has won
and
old instinctively
know
that
indications of good
are
intelligence
they,too, have a share; and all are
Young
industryand
in
brothers
the student
because
Mother's
patri-
otism.
HOW
lO
SO
lines of
many
good
of
have
hold
her
scholars
thing
one's
abilityamong
place
and
scientists
lead
to
even
the
way
invention.
small
no
of German
to
make
classmates.
for
reputation
a
In
instances
most
tations
repu-
will
there
among
classmates.
such
his
of
worth
what
in
success
your
before
will be
today
; and
could
Where
industry.
show
to
opportunity
an
the
to
to
in
the
you
tations.
what
of
eyes
the
to
your
On
filled out
have
your
school
placed
searched.
tion
devo-
have
many
path
upward
make
to
old
"
have
nized
recog-
good
record
Especially when
instructors.
record
life,employers
is.
The
you
aspireand
in you,
the
more
scores
of times
the
will your
following page
is
a
for young
is upon
their school
record.
will
inquire
important
more
which
the
a
positions of responsibility.Notice
stress
good
unselfish
will
mar
or
If with
and
your
importance
in business
positionto
be
make
can
college friends, who
less
no
first start
school repu-
along
of tomorrow
women
come.
of heart
mates
class-
worth.
your
of
all
and
schoolmates
It is of
to
chance
These
and
men
say of you
days
better
a
many?
so
interests, you
common
helpers
eager
find
one
the
they
scholarshipgo bigness
Commercial
be
again
never
acquire so easilya reputationfor ability,
intelligence,
and
value
result
thorough-going stamp
same
is
It
is the
is to
must
discovery and
to
Value
industry
industry, she
of the
STUDY
If America
scholarship.
in
TO
more
trust
record
form
men
how
be
that
I
ing
seekmuch
HOW
12
and
7. Where
since you have
STUDY
TO
has he been
by whom
employed
engaged
or
him?
known
mestic
door
acquainted with the appHcant's home
where
he has been
If so, please state
conditions?
diate
givingany information you may have of his immeresiding,
familysurroundings
8. Are
The
you
information
hereon
is givenin confidence
is assumed
responsibility
Business
Date
Address
The
tion
educaof a
savage.
that I have
address
or
by
known
ever
Doctor
iary
pecun-
occupation
convincingproof of
most
no
by the undersigned.
Signature
The
and
Carlos
of education
the value
came
Montezuma
to
me
in
before
an
a
is a
Chicago. Doctor Montezuma
full-blooded Apache Indian who was
captured,when
from an Indian villagein Arizona and who
a child,
continued to be held as a slave long after negro
ness
slaveryceased in the South. With singularvividhe told the story of this early
and
charm
episode and of his subsequent life: how he was
sold for thirtydollars to a Chicago artist who happened
the frontier;how he was
on
to be traveling
brought East and sent to school; how he, formerly
a nameless
young savage, passedthrough the grades
entered college,
of the elementary and high schools,
of
and, after graduating there, finished a course
school.
medicine in a professional
The
government at Washington then engaged
men's
He
meets
his step-
club
in
his services to visit the
mother.
upon
very
their condition.
tribe from
captive.
There
western
tribes and
visited,
among
He
which
as
he
found
a
boy
his
he had
report
others,the
been
taken
people still living
STUDY
IS
WORTH
WHILE
primitiveconditions
huts that he
grass-thatched
had known
His attention
an
in the
under
and
was
unkempt,
before
her
called to
w^ho
hut,
amid
a
swarm
education
height of his superior
man's
schools,he gazed upon
that she
saw
unclean; and
was
wretched
little
in childhood.
Indian
cooking at
was
13
dirty
woman,
fire of sticks
a
of flies. From
gained in
her.
the
the white
he
Outwardly
he knew
that within
the prey to fears and dark superstitions
the ignorantvictim of her unsanitarysurroundings.
she
was
She
"
"
so
was
wretched
an
objectto
look
dently
upon, eviand cultured
lackingin feminine tastes
that as he stood there he found
himself
feelings,
had a soul.
wondering whether this woman
Presentlyhe learned that she was his own
stepmother.
Then
o
f
for
his
a feeling
pity
people,such
so
as
he
had
not
realized at
known
that
before,came
over
him.
He
their
highestgood could be
attained only by their enteringinto the culture of
the whites,by learning
learned the lessons
as he had
of civilization
taught in their schools.
Doctor
once
Montezuma
ended
the
address
with
a
that
pleathat the Indian reservations be abolished,
their lazy,idle life at government
expense
cease;
that they be no
but that their
longersegregated,
children be put into school side by side with the
white children,
where
they could get from books
and studies and teachers the experience
of past ages
with which
to regulatetheir conduct
and ennoble
their lives.
The
speakerwas
squat of
typicalIndian
stature, with high cheek
a
of the far
West,
bones, swarthy
^
realizes
tages of the
white man's
HOW
14
What
cation
done
hi"^-
eduhas
for
complexion, and
,
,
TO
coarse,
.
,
spoke, the
wonder
of
STUDY
thatch-like hair.
.
it
oi
As
.
to
came
us
,
and
agam
he
.
agam.
gutturalIndian tongue, scant in
vocabularyand piecedout with signsand gestures,
cultured English,
enriched as it is
he used the most
by additions from the noblest languages of ancient
ence
audiand modern
Europe. It was a distinguished
of the
that he addressed,representing
many
but
best families of a wealthy residence district;
Instead
the
whether
it is doubtful
spoken
have
what
see
had
education
probably
was
than
better
of
one
his hearers
could
he.
They marvelled to
His body
done for him.
little different from
what
it would
primitivehome.
how
different were
and soul
But his mind
they!
his attitude toward
different his outlook on life,
How
the world, his sympathies,tastes, and prejudices!
to this
With his scientificstudies,there had come
truth that
Indian physiciana love of demonstrable
have
been
in his
if he had remained
"
made
ridiculous
the
of his native
man
He
''I
am
might have
a
pocus of the medicine
tribe.
said
with
Tennyson's Ulysses,
met."
part of all that I have
in his books
his soul
hocus
the master
minds
their thoughts and
He
had
of all time; and
feelingshad
met
into
passed.
Perhaps it was in spiteof himself that the lessons
had
in sanitation,
learned in school and in hospital,
so
changed him as to make the filth of an Indian
of the tenderness
disgusting.Perhaps some
camp
of Gray and Burns
and Goldsmith had made Indian
cruelty a hateful thing. Perhaps the songs of
Mendelssohn
and
Schubert
and
the orchestrations
STUDY
of
had
Wagner
afforded
by
when
architect
animals,
had
the
through
wind.
gifts
that
three
things;
As
a
Think
your
Read
their
own
put
for
we
are
much
the
all
truths;
authors
and
teachings.
mean
that
good
and
avoid
your
reasons
highest interest,
the
back
they
know
student,
his
your
of
into
of
are
harnessing
he
It
and
the
on
wanted
is
said
without
savagery.
sometimes
and
to
such
of
that
education
us.
is
work
you
erect
men
flying
schools
as
children.
study,
that
home,
worth
doing.
for studying:
have
biographies
every
the
people.
schools
to
abode
and
think
to
used
so
how
of
all
us
like
strange
without
while
worth
forget
is not
It
to
space,
work,
education
would
is
their
generations
teachers
It
of
of
the
seen
learned
of
result
that
things:
play-house
reaches
do
of
the
the
as
look
the
had
He
have
tepee
like
vast
to
the
these
how,
seen
cataract
wings
we
least
at
or
the
than
material
of
use
builder
make
15
enjoyment
shouting.
the
and
that
dwellings
talking
in
WHILE
nobler
a
and
training
of
WORTH
taught
tom-tom
effect
He
IS
your
that
suggestion
country.
emphasize
contrary
to
Summary.
II.
only
Not
Enfeebling
Confidence
Have
mind
must
gain the full
you
proposition that
the
to
despair.
worth
is
doing,
that you
do it.
can
tone
is one
of
that
your
work
hands
close, and
is almost
But
hope and
pleasure.
The
The
brow
a
position
far
so
up,
less
more
or
the
body
as
is
be,
may
the
follows
mind
corners
stoops, the
form
into
mind
of
condition
a
whole
that
shut
it were;
as
spent in
together, the
bend
arms
In
influence.
such
In
the
attitude.
guard,
outside
effect
the
mouth
cannot
be
to
exhausts.
drop down,
of the
on
and
draw
like
dis-
cannot
despairs of acquiring.
or
shoulders
know
it,you
has
energy
If you
you
do
can
confidence
right emotional
doing
you
dislikes
one
the
defensive
that
depresses
Displeasure
contracts,
worth
Enormous
what
studying
ing
know
of it.
despair
Invigorat-
is well
student
a
have
the
:
it
of your
as
happy-earnest confidence.
If you
it.
Remember
do
consent
also
must
you
"
can
work
your
pleasure
effect of disand
You
that
to
body.
body, learning
and
impossible.
right emotional
the
smooths
confidence
of
tone
the
out
happy-earnest
in the
wrinkles
brow,
of
lifts the
of
corners
deep breathing
to
whole
then
body
alert
the
and
strong
ready
The
action.
heart
receive
to
chest
the
opens
The
receptive.
becomes
and
mouth,
mind
suggestion
is
and
stimulation.^
Now
the
confidence?
^
See
Scott's
question is, how
Lincoln
Increasing
sustained
Human
may
we
himself
acquire
in the
Efficiencyin Business,
this
years
p.
182.
of self-directed
study with
before,man
taining thought for
has
OF
CONFIDENT
BE
done
SUCCESS
the
do
can
17
beUef, "What
It is
again."
Generations
you.
man
a
sus-
of students
Confidence
the
"^
thought
others'
success.
this
mastered
have
which
over
physics,
schools
Others
sigh.
you
in
in your
energy
and
endurance
work.
What
bear
to
all these have
the stress
done
do.
doingsuccessfully
you can
Not only should the thought of others
but
you,
.
the
f
education
m
place that
.
1
defective.
thousand
a
haps
mastering these studies today. Perclass are others far less equipped than
are
you with
of mental
mathematics, this Latin, this
,,
should
Have
have
you
-^
encourage
reached
already
^
that
you
that
won
you
are
,
to
prove
and
are
you
place by
no
sheer
^J ^]^^
,
thought of
your
own
hard-won
success.
force of
industry? Then
be your
breeds
race
deserved
is not
Grant
self-reliance.
the best and
ever
much
so
always
to
mediocre
the greater must
Hard-won
success
sturdiest confidence.
the
swift.
student
The
Remember
that
and
Wellingtonslow
which slow minds
to learn.
Perhaps the persistency
must
than
developto hold a place in school more
makes
up for the lack of brilliance and quicknessof
a
was
intellect.
Lack
of
need
money
Scholarshipthrives best
dinner
of
cornmeal
follows,such
Never
was
education.
as
it
What
cent
so
schools
it costs
others
are
the
student.
plain fare. After a Indigence
milk, no sleepy dullness scholarship,
on
halts the
easy
Thousands
through high
every
and
daunt
not
studies
for the
are
and
of the
poor
to
overfed.
acquirean
working their
colleges.Many
way
earn
them.
doing you
can
do.
Only
do not
i8
Advice to
those who
work their
way.
HOW
think
your
TO
must
you
carry
Sometimes
way.
and
impracticable,
that
full work
while
If
Advice
to
those who
learn with
have
it understood
than
he
have
to
earn
people attempt the
disappointedat failures
necessary,
six years to carry a four-years'
course.
will have no
in holding a
difficulty
scholarship.
In urging you
you
young
are
inevitable.
were
STUDY
take
Then
good
confidence,I
that you
five
rank
would
or
you
in
not
urged to take more
work than you can
do well.
Just as one does not
dithculty. thrive physically
thrive
so no
one
can
by overeating,
mental
food
mentallyby tryingto take in more
is
a
can
wide
make
a
are
part of his thinking. There
difference in the power
of individuals to
assimilate
to
learning,just as in their power
assimilate
food.
Physical differences are easily
recognized by young
people. They rea^y see
that one
of their number
is sue feet two in height,
while another is barelyfive feet. They see that one
man
can
easilythrow an iron ball forty-five
young
throw
feet,while another of the same
age cannot
it twenty feet,though he tries ever
hard.
But
so
ences.
people are slow to recognizemental differyoung
They usuallyascribe differences in marks
to differences in effort or in previous study,or to
some
external
grades
that
circumstance.
fosters this
effort there
The
belief;and
lock- step of the
the
especially
fact
as
usually counts for as much
actual accomplishmentin securingpromotion from
grade to grade.
Even while urgingyou to have confidence,
I would
also urge you to become
acquaintedwith your own
HOW
20
writing
and
out
after
ii
bed,
sick
too
cculd
sit
not
weak
his
hold
rise
the
spirit
the
life
of
of
them
than
short
a
to
daunt
that
day
by
medicine
a
he
fidence
con-
proved
that
pain
every
cures
that
could
be
is
Success
exertions.
much
and
hope
Nothing
cut
the
bandage
a
cannot
was
frail
so
Good
It
men.
of
was
all ills.
in
wrote
without
erect.
to
these
one
more
his
that
accompanies
work.
hard
Summary.
desk
body
superior
intellectual
often
his
at
French
Stevenson
Pope
tories,
his-
fascinating
the
on
Louis
sit up.
to
those
volume,
Robert
World.
STUDY
dictating
or
volume
New
TO
Have
confidence
Lack
of
been
I
barriers
no
great
to
of
health, slowness
ill
money,
achievement
in
intellect
the
case
have
of
others.
Think
mind
have
of
to
the
Try
earnest
you
rich
world
confidence
Undertake
to
no
do
have
what
that
of thought
you
can
impossible
what
confidence,
is
go
already
won;
still
open
before
your
you
and
it.
conquer
task.
reasonable;
forward
and
and
do
it.
with
happy-
III.
Plunge
Nothing
be
can
time.
will
study
be
anything
who
has
else.
fixed
no
every
energy
getting
the
risks
but
of every
cigar, the
beginning
of
a
which
matters
any
to
there
the
to
such
of my
one
set
be
matter
of
to
the
every
exist
daily
for
so
his
duties
readers, let him
right."
able
miser-
more
the
lighting
cup,
the
time
day,
and
the
half
or
the
of
press
ex-
time
of
regretting, of
ingrained in him
consciousness
not
is
nothing
subjects
are
Full
be
This
irksome.
no
every
he
especially of
whom
work,
and
work, and
whom
deciding,
to
study
of class
prepared.
is
in
bed
make
^^^y-
comes,
of time
work
"There
to
bit
ought
practicallynot
If
mental
deliberation.
goes
outside
in his
for
appointed
hour
amount
and
steps in
^^
?^^5^
hand, the student
study
one
of
long enough,
study
drinking of
every
man
up
the
students, and
than
going
volitional
such
all
indecison,
and
kept
launched
says,
being
rising
of
still find
habitual
at
other
than
preparation
task
inadequately
of
James
the
the
the
student
fixed, habit
enormous
being
human
of
is
himself
who
William
habit
On
an
is true
young,
begin
the
and
Comes
the
to
for
are
program
day
wastes
statement
hours
easier, when
than
always
to
fact, if the
In
Hour
the
If hours
Study
for
helpful
definite
it easy
makes
when
more
studies.
definite
and
in
certain
set
to
Hours
Fixed
Have
at
as
all.
yet ingrained in
begin
this very
hour
^J^^PP^.
decision,
HOW
22
Did
Habits
of
your
you
at
STUDY
the effect of fixed habits upon
months
For seven
I rose
every
note
Hfe?
own
morning
ever
TO
4:30.
At
the
end
of that
time, the
ored
necessityfor earlyrisinghaving passed,I endeavbut found I could not
to sleeptillsix o'clock,
hour
for rising. It
sleep after the accustomed
weeks to acquirethe new
habit.
A friend
took me
forced for nearlytwo
of mine, while in college,
was
after 9:00
all his collegework
months
to prepare
at 6:30.
He retired at two o'clock and arose
P.M.
it aga4n became
When
possiblefor him to work
but was
by day, he not only found study difficult,
in the morning.
unable to go to sleepbefore two
his collegework
had
from
He
to break
away
altogetherfor a time, in order to acquireagain a
normal
habit of sleep.
I There
The
effect of
are
students who
jj^g3^^ -^q fixed hour.
If
sleepon
study.
excitement
some
irregular
habits of
in the habit of retir-
are
"
"
i
n
attracts,
1
is dull,they retire
they are up late. If the evenmg
they get sleepy.
early. They go to bed whenever
As a result,they find it almost impossibleto do
any effective studying in the evening. They are
handicapped by somnolence at an hour when their
If such students,
best evening work should be done.
by
whatever
possiblemeans,
fix the habit of
retiring
ing
ten-thirty
every night,they will find evensistent
hours an excellent time for quietstudy. Perthe earlysleepiness.
habit will soon
break
Nine hours of sleepare enough for boys and girls
in high school; eight,for collegestudents.
hours that nature
of irregular
It is the curse
can
at ten
never
or
be relied upon
to
hold
a
man's
mind
efficient
FIXED
HAVE
HOURS
FOR
STUDY
23
is wanted.
The young
who is
man
efficiency
two
at night until one
or
o'clock,and goes to
nine to make
the next night at eight-thirty
or
succeed as a student.
his sleep,can
never
He
that sleepiness
be sure
will not overtake
never
earlyon the third nightas well.
when
out
bed
up
can
him
Of
all know
course
of those who
what
get accustomed
slaves bad
to
habits make
lying,
usingslangor
Idleness
a
tobacco or liquor,
But did you ever
etc.
profanity,
industrya
realize that industryis a habit and idleness as well? good one.
teachers and classmates
Many a student passes among
as
a
mentalityw^hen he is
person of weak
reallyonly a habitual loafer. It has been my good
fortune to create a crisisin the lives of some
of these,
as a result of which
they broke the habit of idleness
and launched the habit of industry. In such cases
I have seen
and giveway
a record of failures cease
in the school.
to the highest marks
Habits
are
either cruel masters
or
powerfulallies,
accordingas
men
carelessly
yieldto vicious ones or thoughtfully
themselves
accustom
to those which
are
helpful.
The loafer is not happierthan the industrious man;
he may
be an idler simply because
he has become
fixed in that bad habit,and is quiteuncarelessly
conscious
that he is indulgingin one
of the seven
deadly sins.
The first thing that you as a student should do
^^^^s
is to habituate yourselfto fixed hours of study, ^j^^^
Have
definite hours
let the hour
a
few weeks
when
the
go
you
hour
for definite work
and
don't
of
by'unemployed. In the course
do anythingbut study
can
scarcely
comes.
Haphazard students,who
'
make^for
success
and
HOW
24
lesson
study a
TO
STUDY
day at one hour and another
day at another, frequentlyfail to study at all.
For them it is justas hard to settle down
to work
at the last
as
easier; they
worried
by
one
it was
at
unfinished
and
:oo
gets
no
work.
completeprogram
at the beginningof
a
study hours
Suppose that in high school there
periods,for five of which you
for instance,the following:
9
work
always behindhand, hurried,and
are
It is well to fillout
Typical
study program.
the first. The
A.M.
are
are
seven
of recitation
the term.
tion
recita-
in class,as,
Algebra
"
9:4s
"
English
10:30
''
11:15
The
periodshould be devoted to the study
of algebra. Just after the recitation the explanations
will be remembered
and the assignment clear.
Interest will be at a higherpitchand the work can
be done with less efi"ortthan at a subsequenttime.
For the same
the 11:15 period should be
reasons
given to the study of English in preparationfor
the following
day's recitation. If there are library
references to be looked up in history,this work
should be done directly
after school hours.
A good program
of home studywould be as follows:
9:45
7
: 30-
8
8
: 10-
8 :3o,
8
: 40-
9
9
:
40-10
: 00,
:
30,
:oo,
Latin.
Complete the Algebra preparation.
History
Latin.
morning
following
The
8
:
30-
:
definite
fixed and
be
Fixed
recitations,
of
"
"
.
to
made
just as
of
1
will be
obiection
schedule
your
adhered
be
should
History,English,and Latin.
study hours should
as
25
"
50, Review
of
schedule
Your
and
8
STUDY
FOR
HOURS
FIXED
HAVE
just
that
rr^i
11
rigidly.The
as
it does
always
not
hours
study and
irregular
^ssignments.
1
,
requirethe
lessons in
much
a
1
r
of
length
same
some
givensubject,
less than the average
"
to
time
1
the
prepare
requiring
preparations
time and others
more.
requiresless time, there will be
more
opportunityto review or to look ahead in
the morrow.
of a longer lesson on
anticipation
When
a
longer lesson has been assignedthan the
student can
get in the reasonable time assignedfor
study, he should feel free to tell his instructor
franklythat he had not time to prepare it because
the assignmentwas
too long.
Further
objectionmay be made to the program
the lesson
When
of home
work
the ground that it keeps the stu-
on
dividual
circum-
dent up
too
late
lamplight. If
be done
.
or
it is
necessitates
one
preferred,
in the afternoon.
In that
much
Ill
work
hour's work
case
the
by
may
stances
should
gov-
evening study pro-
completed by nine o'clock. If the gram,
familyhas an earlybreakfast,an hour may be taken
from the eveningstudy and added
to the morning
is to take
before school.
Yet another
possibility
four hours on Saturdayfor preparingin some
subject
entire week's work in advance; in history,
an
English,
translation this can
or
easilybe done. A few
minutes' review each day will then be all that is
required. Thus the individual program may vary
work
will be
too
HOW
26
in many
TO
with
accord
to
ways
STUDY
individual
ences.
prefer-
important points are that a liberal
allowance of time be given,and that the program
made
be rigidly
est
followed,at least until interonce
The
reenforces
habit
If
other
strict hours
makes
or
less
business
requirespunctual
and regularattention,why should not the important
business of studying?
has a week's program
of
Suppose a collegeman
necessary.
lectures and
recitations
Monday
g-io
lo-ii
3-4
Wednesday
Tuesday
German
German
German
German
Mathematics
Math.
Math.
Math.
Math.
Economics
History
Economics
MilitaryD.
Phys. Tr.
M.
periods of study
assignedas follows:
and
The
1 1 : oo-i
2 :
oo,
2 : oo-
3 : oo,
7 : 30-
8 : 30,
8:30-
9:30,
9:30-10:30,
The
Further
comment
course
this
study
program.
Study History and Economics.
there will be
ten
time
time
tween
studies.
^i ^i\ q^
^.
be
"
to
on
..
preparationmay
Study History or Economics.
Study Mathematics.
Study German.
9:00,
from
relaxation
History
Phys. Tr.
Drill
Study German.
Study Mathematics.
followingmorning
8:00-
Of
Friday
Thursday
German
History
Phys. Tr.
1-2
follows:
as
and
.
.
This
minutes
program
of rest
and
especiallybe.
anticipatesno
Saturday. If six or eighthours
are
,
study
devoted
study on Saturday,the program of work during
be considerably
the five days may
shortened,and
be highly desirable.
in most
instances this would
demands
Mental
complete rest one day
efficiency
to
"^^
Begin
IV.
Value
tive mass."
and
ideas
New
there
which
upon
what
with
difficultygive
is
which
It is
knowledge.
that
education
Such
expansion
further
the
to
adult
the
ignorant.
should
y^^
The
lesson.
have
can
hand.
For
previous
what
how
of
you
"
i
will become
direction.
of interest
and
is
add
still
in
stronger
learned
the
than
in
easily
more
knowledge
have
recall
out
by recallmg
subject
active.
what
in class.
events
are
You
in
n-
the
on
and
certain
of
have
to
extension
and
on
liberal
a
acquiring
to
back
turn
will get
will
out.
a
you
in
the
to
studied
you
You
i
what
lesson
or
go
be,
may
/
easily begm
brought
of
every
instance, in history, first
lesson
was
wonder
of what
use
before
learned
in
know,
stock
your
-i
you
more,
stock
comes
in the
we
grip
no
knowledge.
previous
^^
mind
can
material
present
attention
young;
more
make
get
Attention
more
slender
However
the
in the
acquire
we
the
bearing
no
advantages
knowledge
interest.
than
the
can
of
We
thought
our
interest
strengthen
to
act
Recalling
and
new.
has
can
to
expanding
knowledge
some
it
facts
fact, the mind
to
of the
one
the
which
for
other
the
to
In
relate
not
mind
related
attention
wholly novel;
does
the
know.
already
we
which
that
in
that
assimilate
readily
easily grasped unless
not
are
less
or
more
are
cannot
facts
already present
are
you
KnOW
ALREADY
of the
What
Recalling
by
and
begin
to
ity
Curios-
purpose
for
WHAT
RECALL
YOU
KNOW
29
going further,a live interest. The purpose
further reading far more
make
as
effective,
easier and more
as
pleasant.
It is well to look at the generaltopicsof the
then recall whether
lesson and
anything from
these
out, about
vious lesson and
have
you
imagine the general content
for study; think what it will
lesson,think what events
read
you alreadyknov"r. Now
This
method
theoretical.
of work
Some
of the
be
emment
and
satisfy
your
fanciful
,
to
the lesson
material
new
mind.
among
-
,
scholars
have
it.
what
merely
nor
of the greatest minds
statesmen
or
tory
about; in the his-
to
is not
ISI
Recalling
learned
ever
will result from
^,
most
new
lightof the pre- topic,
learned elsewhere,
the
topics. In
of what
well
whatever, in school
source
any
have
you
will
the
^.
Y^lue of
this method,
,
practiced
Strafford,
John Morley, Daniel Webster, Lord
and Noah
Porter are
examples. They had a way
of recalling
the related old before readingthe new
which the known
of psychology
a way
principles
"
now
a
approve,
interest and
attention.
for it makes
recall
certain.
It
thoughtswhich
you
more
it almost
recall
then
great
as
A, and
you
mind
the
1
always
tends
other.
It
of
ease
1
be
associated
to
recall the
Facts
in your
If you
mind
with
exists unrelated.
introduced
"
1
recurrence.
can
A,
also.
the mind
is there has been
"n
the memory;
strengthens
of the new
material quickerand
the
fastens
new
thought to
and givesto
can
alreadyrecall,
recall B
can
result in increased
must
is associated
B
Nothing in
will
which
way
that
Whatever
by something else that
"
1
with
one
have
"
it
new
"
1
in
1
thought.
thing when
the
Relate the
rr^i
The
it recalls
greatest number
old.
to
the
of associationsare
that
are
most
Memory
It is not
Controlling should
STUDY
TO
HOW
30
readilyrecalled. Those
the most
isolated
are
most
difficultto
the association
demands
for the sake
of memory
ber.
remem-
of ideas.
alone
that you
previouslylearned
before undertaking to read or study further on the
ness. same subject. Efforts to recall will help to give
of your inner life,
of yourself,
stream
command
or
recall what
you
the stream
of conscious-
of consciousness.
Often
ideas will rise and
have
other
take the
and
ing
interest-
more
placeof
that which
study or hold before your mind.
between
Thoughts of other things will come
you
In such
and the difficultreadingyou wish to do.
the will.
be placed upon
little reliance can
cases
trol
Voluntary attention,as has been said,gives conyou
wish
to
power
recall and
only a few seconds at a time and at the cost
become
of exhaustingeffort. You
disgustedwith
and are likely
to lose conwork done so painfully,
fidence
such a period of
in yourself.But when
such a warming-up process as has been
recalling,
then the mind
described above,precedesthe reading,
fixed upon the
be held much
more
can
attentively
There is a gain in mental control.
in hand.
work
before reading
the practiceof recalling
When
shall have been kept up for some
time, you will
which
have
marvel at the facility
acquired.
you
consequent
At firstwithout
for
in
Growth
of
value
the stimulus
of teacher
and
class it
of
studies.
the previous
impossibleto remember
will find yourselfstealinga look
You
As days go
text in order to get started.
and more
of the previous
will recall more
The subjectmatter, instead of being car-
will be almost
lesson.
into the
by
you
lessons.
RECALL
ried to the
WHAT
threshold
off into the limbo
will
KNOW
of memory
of
alive;it will become
you will ponder in
YOU
and
you
is
It
necessary in
then
forgottenthings,will
of thought on
a subject
leisure hours
speak when
31
walk
and
and
pushed
become
which
of which
talk with
you
friends.
study to have generalpurposes
that spur one
the first efforts.
to make
seriously
have such good reasons
You
for study as were
must
"in
purposes
study,
the caption,''Know
that your
considered under
work is worth while." ^ It is quiteas necessary to
have immediate
objectsand purposes in preparing
each specific
assignment. You may know in general
that you ought to study,yet fail to do so because
you
lack
immediate
an
purpose.
what
recalling
will be secured
by
reading further; and
before
your
own.
It may
come
problem,suggestedby
for which
further
mind
and
In
you
purpose
you in the form
natural curiosity a
to
of
a
problem
solution by
"
will desire to find
you
a
you alreadyknow
this purpose
will be
study. Again,a questionmay
which
Aimless
Such
will desire to
answer
study is about the weakest
Purposefulstudy is the parent
a
arise in your
by readingon.
thing imaginable.
of all progress
invention.
order to put
in fullpossession
yourself
of your
Summary.
when you beginto study,
warm
faculties
up to your work
what you alreadyknow on the subject.
hy recalling
will make
the work more
and
Recalling
purposeful
will increase your power of attention,
and
interesting,
will helpyou both to understand and to remember what
you read.
^
See pages
5-10.
y
V.
Study
First
THEN
Much
Useful
a
GO
time
Lesson
the
may
as
Whole;
a
DIFFICULTIES
BACK
TO
be
gained
lesson if it is first studied
as
in the
preparation of
whole.
a
Knowledge
knowledge
is related.
does
exist
not
regarded
thought
mind
store
and
losing many
destroying
that
be
may
The
be
may
You
a
be
cannot
time.
a
solitaires;they
not
are
at
one
Facts
pebbles
string of pearls.
in your
them
mind,
rather, to
to
distinct
many
the
into
dropped
of
so
as
separate units.
as
jewels
likened,
cannot
attempt
one
by
the
beauty
without
one,
and
nifican
sig-
of all.
the
Observe
It
is
more
how,
when
membered
if which
the
tions
rela-
think
you
easilyre-
is in
of your
workings
some
of
If the
it
to
mind.
facts
studied, they
idea
presently
comes
relationshipis clear
into your
Notice
thing, another
one
related
way
mind.
own
when
the
are
seen.
are
Each
fact
related
cause
to
and
are
idea
with
whole
Examples of
become
others
the
it.
relations
Contrasts, similarities,
effect,of
more
rather
thought
The
and
and
for
of
time
connect
wdll
assignment
by parts;
be
place
relations that
usual
if the
than
in
nearness
be
"
one
more
is studied
only
so
can
as
the
seen.
the government
clearer
to
you
another.
connecting relations
Thus
remember
help
easily remembered
a
easily remembered.
will
the
these
will be
more
and
the social life of Athens
easilyremembered
by
trasting
con-
this.
them
with
those
of
Sparta.
The
flora and
THE
STUDY
of any
fauna
LESSON
regionare
more
with those of other
conditions.
climatic
far
becomes
if we
recall,
as
the chain
The
a
In earth
WHOLE
its
of events
S3
parison
easily
graspedby comregionsthat have similar
The
know
American
and
causes
that
Revolution
details easier
results
brought it
historical events
that
to
as
well
sion.
conclu-
a
preceded and
tended
at-
literary
periodgivemeaning to that period.
study,the gorge and the waterfall can be
easilyunderstood
studied
A
and its
significant
more
to
AS
the
when
other
effects of erosion
are
time.
fits
Examples of the beneof association of ideas by first studying the
whole may
be multiplied
in every school subject.
The
at
same
recollection of
one
of these associated
ideas will
bring to mind the other related facts and ah will
gain in clearness by the association.
To
study without
understanding is to learn
words, not thoughts. When the relations are seen, Learning
the thought is understood.
Every one has seen
sentence
children poring over
and
then difficuh and
a
sentence
young
repeatingit word by word, over and over again,to able^"
mernorize it. This is an
borious
exceedingly
long and laknowledge. It takes very
w^ay of acquiring
much
than
longerto learn by repeatingsentences
it does by repeatingthe whole assignment. And
when
the assignmenthas been memorized
sentence
by sentence, there is very great danger that it will
not be in the least understood; in which
the
case
is worse
than useless.
learning
Furthermore,learningsentence by sentence takes ^^ \^^^^S^^
of the whole
-
no
Some
account
of
1
the
singlesentences
,
,
unequal values
have
the
r
of
sentences,
thought of
a
whole
values
^^^^-
are
STUDY
TO
HOW
34
Others
are
merely
paragraphpacked into them.
and serve
transitional or introductory,
only as sign
the really
posts to point the thought on toward
thingwhich is coming in a later sentence.
significant
Some
sentences
merely repeat in other words or sum
said in a previoussentence or sentences.
up what was
of values is
In the lightof the whole, the inequality
clearlyseen; and then the mind hurries over the
unimportant and dwells on that which is truly
significant.
When
the
whole
has
once
been
read, a second
full of meaning. The
thought
reading becomes
plays over and around each sentence as you read,
bringinglightfrom the whole lesson with which to
illumine and explaineach part. You read between
the similarithe lines,reflecting
as
you read upon
f ties and
and
effect.
givespower
memory."
In
the
the relations of cause
upon
All this work adds to the interest and
contrasts
of
and
attention,which
translation of
an
"is the mother
assignment of
work
of
in
foreignlanguage, your first step after recalling
of the previous lesson should be to
the content
endeavor
to get the author's drift by reading the
whole assignmentor a considerable part of it at sight.
In the lightof the whole, go back and look up the
words.
You will quicklysee the special
meaning
new
word when
of a new
you have the generalthought
Without
of the passage to guide you.
a firstrapid
likelyto choose the
survey of the whole, you are
word
has widely
for many
a
translation,
wrong
divergentmeanings; and your progress will be slow,
a
HOW
36
the whole
over
go
which
to
to
What
is true
laws, and
ahead
to
get
ing
Readis
of what
of
returns
than
general
to
interrelated.
are
rich
rather
related
are
bird's-eyeview
a
render
will often
of the sciences.
wholes
as
the data
of the laws
many
of
of each
equally true
science
In
readilyoccur
the questions
in the
also be mastered
should
parts.
solutions
tions
ques-
given time.
language,literature,
history,and
of
is
mathematics
as
and
answered
been
first the
answer
larger portion
a
will have
These
and
paper
answers
Thus
you.
STUDY
TO
ing
com-
insight and
interest.
In
memorizing
a
of
poem
two
even
three pages
or
Learning by [^
time can
be saved by repeatingthe
length,much
wasted
from
beginning to end, and much
poem
by repeatingindividual stanzas
mistakes in the first reading,for
later
repetitions
may
To
Summary.
and
early care
of
should
Care
repeat itself.
to
every
be taken
be the faster and
no
mistake
tends
to go
slowly;
surer
because
accuracy.
up, endeavor
sum
Make
lines.
or
follow the
knowledge as
to
of associa-
law
qJ ideas; try to relate
you acquireit.
In order to furtherthis end, study by wholes rather
Hq^
than
by parts.
Go
the
back
to
lightof the
Then
go
over
and
specialdifficulties
in
whole.
the lesson
into every part the
generalsurvey.
solve them
again as
a
whole
givenit by
significance
the
and
read
previous
If
Aloud
Study
VI.
of
one
students
our
would
school, he
laugh
Lips
with
or
hear
to
enter
to
were
Moving
Chinese
a
pupils studying
at
Chinese
schools
.
ri.
the
of
top
their
the
makes
in
may
voices
that
is
lipsmoving
in the
degree
some
it is true
student
such
to
11-
method
a
in
louder
the
^"^s-
fusion
consame
Certainly
or
to
the
he
should
with
?
young
not
.
others.
annoy
All
mind
a
runs
on
from
less
succession.
through
passes
The
consciousness.
of
stream
there
hours
during waking
the
thought
"^^^
stream
jected
at
related
one
by
once
the
stream
of
back
again
and
a
strain
again,
of
music,
pictures of things
Often
spoken
called
words
one
heard
thought images
they repeat
things felt.
chosen
are
thoughts
are
while
the
in
of
a
popular
and
in
of
within
or
him.
mental
things perceived by
come
the
stream
sometimes
song;
sometimes
conscious
those
uninteresting can
Sometimes
seen;
is
re-
ings.
feel-
mere
of
succession
a
All
these
imagery,
eye
and
are
whether
ear,
or
of
conscious^^ss."
are
Interesting thoughts
us.
attention.
scarcely get
others
end-
m
Especially recurrent
consciousness
interest
1-1
another
images
will,while
the
consideration.
that
to
thought
further
things
thing
Many
for
is
not
soridicu-
less
gain, neverthe-
advantage
in difficult work.
the
undertone
an
voice
the
at
room
not
is
though
same
offset
study
decided
a
^
and
deeper impression;
of other
time
But
justification.The
scientific
without
-r.
voices.
STUDY
of consciousness
this stream
Now
It tends to
flow in inde-
TO
HOW
3^
goes
when
on
study. If you have a body of knowledge or
pendent
experiencerelated to that about which you are
channels in
will play about
the author's
reading,the stream
hard reading.
trating
thought, expanding, explaining,testing,or illusit; in this way, of course, you are greatly
aided in understandingwhat
study. So we
you
what
insist that you begin your study by recalling
have
already learned. But very often with
you
ready
students there is no body of knowledge alyoung
present in the mind to flow along as directed
by the reading; and when such knowledge is lacking
you
is great likelihood
there
and
and
come
backed
by
between
a
and
you
pronounce the words
agery,
im-
remember
can
reason
better what
visual, of consciousness
motor.
as
the
has
been
said that
work.
on
In
rise
that
the text when
readingaloud:
for
read.
you
described above
activityof
may
aloud.
tory,
audi-
and
your
it is far easier to hold attention
is another
ent
insist-
thoughts,more
vigorousmemory,
you
will
completelyshut
case
There
Mental
other
Thus
the author.
out
and
independentchannels
flow in
consciousness
that
is
a
memory
stream
recognized
It is clear from
memory.
there
will be
The
you
what
for sounds.
pecially
minds, espredominatein some
in that of the actor, clergyman,or public
speaker,much of whose consciousness is likelyto
The
of spoken words.
be haunted
by the memory
musician's mind, by the same
token,will be haunted
architect,
The builder,artist,
by the sound of tunes.
sciousness
or
engineermay find that his stream of conWhile
made
is largely
up of thingsseen.
This
may
come
to
STUDYING
speak
all who
sing or
or
etc.,
throat, fingers,
of
from
hands
the
This last form
thingsdone.
with
muscles
reflex,which
motor
a
39
their
use
in sensations
skill will have
memory
ALOUD
of
is the
of memory,
imagery, is quiteas important as any
act more
cally,
automatiof the others; though it may
called motor
that
so
are
we
as
result less conscious of it.
a
the execution
pianistmemorizes
of long and difficult compositions.Memory acts so
and repeats difficult
powerfullythat he remembers
without conscious effort. Not less wonderful
fingering
the
how
Consider
of tensions
is the memory
acquiredby trained singers.
By studyingaloud
while
memory,
1
1
1
r
tor
channels
at
words
or
areas
time
same
of the motor
use
makino; Studying
are
you
aloud
"
subject
matter
to
tracts
the outer
on
impulses
Different
A
few
multipleimagery.
tain
Cer-
surface of the brain
from
receive
areas
gives
-1
with
connect
the
for
centers
organs.
make
can
chords
auditorymemory-tracts.
explanationmay be necessary here.
of
are
the
1
the
the visual and
you
in the vocal
certain
'and
external
send
out
impulses. Thus there is a
with organs
that connects
of sight,another
center
with organs of hearingsand there is a third center
for motor
and
touch
impulses. Associated with
each is a regionthat retains,
works over, and gets
specialsense
ideas from
these
Sometimes
another
dent
or
center
in the
as
that
when
he
a
is
more
brain.
same
disease takes
center;
sensations.
impulsesor
one
than
words
motor
or
away
person,
all
highly efficient
Sometimes
from
efficiency
a
still able to understand
hears,loses the power
to
of
acci- Effect
get ideas
agery
on
memory,
TO
HOW
40
from
the words
the
visual center
said
minded
on
sees
is
motor-minded.
or
When
printedpage.
a
the
highly efficient,
eye-minded. Other persons
be
to
he
STUDY
It is seldom
person
are
if ever
is
ear-
true
eye-minded,ear-minded,
peopleare exclusively
motor-minded.
Memory acts by all these paths
or
to us.
accordingas the originalsensation comes
increased
The ability
to recall a thing will he greatly
the visual,auditory,
if all three forms of imagery
and motor
are
employed.
In the study of foreignlanguages, ancient as
Especially well as modern, it is especially
important to study
valuable in
and
In fact, the development of motor
aloud.
learninga
In
foreign
auditoryimagery is often the key to success.
that
"
"
tongue.
the
for words
acts
language the memory
through sound channels than through
naturally
of
case
more
sight. It has been well said that the
is the spoken word; and that its real
true word
be learned except through
never
can
significance
of speech. Appreciationof styleas
the medium
the
revealed by rhythm is impossiblewithout
sound.
Therefore,in learninga language,it should
be read aloud.
Again and again read aloud in -the
of
those
foreigntongue.
the
Whatever
Studying
aloud
pares
pre-
best
an
tations.
for oral reci-
students
oral one,
to read
subject,if
helpful
especially
the study of a passage
will find it
the lesson aloud.
of Latin
recitation is to be
the
End
doubly sure.
rhetoric,science,any subject
translation
in class
"
oral recitation
learned
It will make
it aloud.
by translating
is to
follow
by studyingit aloud
History,English,
if hard
will be
"
or
with
more
or
if
an
easily
lipsmoving.
STUDYING
To
up:
sum
order
(/)
to
upon
the
work
memory
hy
Study
ALOUD
aloud
attention
strengthen
in
providing
or
hand,
more
and
mediums
41
with
lips
and
(2)
hold
to
for
in
moving
the
strengthen
recall.
mind
the
Summary.
VII.
Work
Drill
of
learned
the
at
Increasing
at
the
seen
Study;
you
as
Repeat
have
You
Recall
Recall
Practice
value
of
in
Intervals
what
recalHng
recitation
previous
and
and
was
elsewhere
previous
topic assigned, before
the
on
lesson.
the
topic
(i) to
purposes,
fasten
to
mind
to
and
be
Recall
the
create
recall
this material
use
a
for
purpose
for
allow
the
ity
curios-
study through
the
two
which
on
to
of
study
was
(2)
that
interest,so
the
hooks
as
and
knowledge,
new
natural
attention
will
stronger.
time
From
ing
dur-
This
assignment.
or
begin
you
there
time
to
should
be
the
during
brief
periods
of
process
of recall
study
which
at
the
study.
material
The
the
of
of
purpose
first
second
securely in
This
gives
are
being
quickly
two-fold:
is also
the
the
test
to
you
reviewed.
it
for
helps
efficiency
reading, by
asking
future
and
what
make
to
you
in
use
by fixing
find
out
in
you
it
more
the memory.
is
There
period
during
place,
available
is
really gettingthe thought;
are
you
a
read
enables
attention
whether
study
just
such
place, it
your
the
have
you
better
no
way
their
without
seen
to
whether
thought
words
content,
or
understand-
ing
and
con-
than
meaning,
centration.
recall the
recall
and
No
thought.
the
effort should
without
by pausing
be
regard
calls for
effort
wording.
exact
made
to
to
frame
his words.
vigor
time
from
should
Instead,
the
Such
of intellect.
to
be
a
author's
a
test
time
made
to
to
conscious
thought
ing
is search-
It will be
found
HOW
44
for the
much
So
difficultreadingas
STUDY
a
of
means
reason
the
thought more
firmlyin
by fixingit more
to
Value
of
rightmemo
rizing.
written
and
there
late years
Of
of
method
Another
of attention.
make
TO
has
againstwhat
frequentrecall in
testingthe efficiency
for this practiceis
available
for future
use
the memory.
been
a
good deal said
is called ''mere
ing."
memoriz-
it,however, that the quarrel is not
reallywith memorizing as such,but with the method
I take
of memorizing. It is the habit of memorizing mere
words without masteringthe meaning back of them
that educators
decry when they speak of "mere
stand
memorizing." They insist upon learningto underrather than
anythingis the
it; nor
as
to be best
A
Where
drill
is any
to remember.
best and
truth of
so
Yet
to
understand
way of remembering
littlevalue to the student
surest
forgotten.
part of the work done in high
learncollegeis of a sort that demands
considerable
school and
is needeci.
ing by heart.
Of
this process
course
is most
sary
neces-
Memory drill alone can
table,the rules
adequately fix the multiplication
and the spelling
of
and forms of Englishgrammar,
of
The
difficult words.
foreignlanguage courses
make
a like appealfor memory
high school and college
in earlier education.
drill.
Even
in
a
course
like geometry, which
supposed to train the reasoningpowers almost
if the theorems,axioms, and postulates
exclusively,
work
is
not
are
memorized, the attack on new
weakened.
Memory brings up the ammunition
which
without
to
new
problems will not succumb
is the
attack. It has been justlysaid, "Memory
is
RECALL
PRACTICE
reason."
of
purveyor
AS
YOU
STUDY
furnishes the
It
45
materials
thought here and everywhere.
Thus
a
knowledge of the best methods
will always
needed facts in the memory
of
11
able
well
1
1
student,
the
to
1
T-"
recall will be found
as
instance,suppose
and
wish
to
learn it
it
thoroughlyby spelling
as
to
other pure
memory
intervals,
the
master
will not
you
aloud
or
ing
writ-
will
by repeating
morning, twice in the
you
spelling
say twice in the
twice on
afternoon,twice on the morrow,
day, and twice on the tenth day. The
the
at
increasing
intervals.
increasing
difficultword:
it ten consecutive times
In drillwork
repeat
.
In memoriz-
a
so
valu-
"
of
spelling
new
be
1
necessary.
you
fixing
work, repetitionas
other drillwork, repeatat
ing or
For
-n
drill
ror
of
processes,
the
the fourth
law
applies
such as learning
foreignlanguage.
vocabularyof a
much
effective for
are
more
Frequent short sittings
drillthan one longone ; and if these short sittings
are
the retention of the
intervals,
repeatedat increasing
a
poem
matter
Each
interest
or
studied will be far
more
sure
and
enduring.
at a given time occurs
with less
repetition
and
with
attention,and in consequence
for
of
intervals.
Reason
increase
^
weakened
interval
^
rr
etiect
the
i
effect of
"
the
upon
a
mind.
i
-r.
But
r
after
repetitionwill again
an
be
heightened. Fatigue and ennui are both fatal to
efficient study. To avoid these in drih work, have
rather than a single
frequentshort sittings
long one,
and
of all
repeat at increasingintervals. Out
proportionto the time requiredfor such reviews
is the value received.
And
nearly every subject
has some
of such prime importance as
principles
to warrant
fixingthem in the mind by drill.
"
To
Summary,
TO
HOW
46
time
time
to
what
recall
In
repeat
have
This
difficult
natural
just
will
read
also
and
reading
your
passages,
of
pauses
to
help
see
to
if
fix
to
compel
pause
from
thought
you
in
are
and
getting
mind
what
reading.
are
you
the
at
you
thought.
the
in
attention
right
the
efficiency of
the
test
STUDY
drill
at
work
increasing
make
frequent
intervals.
short
sittings
and
Make
VIII.
in
McMurry,
How
How
Visualize
and
and
Study
to
calls
Study,
to
Synopsis
a
attention
Others
Teaching
the
to
it
fact
that
the
^
,
Peaks
_
-
-
-
field
a
of
thought
like
first and
last
mountain
the
out
all the
lesser
details
relative
have
done
taught
of
emphasis
to
have
the
for you
words
upon
those
to
you
and
helped
keep
in each
and
what
what
is
to
sentence,
is
the
right
tion
rela-
oral
and
in mind
to
and
time
stress
relatively
are
will
subject
is
of
closely related
within
accuracy
of Latin
of
your
relations
will
have
translations
have
thought
in
the
pas-
They
and
grammar
what
will
place greater
thoughts.
that
ready
al-
school
high
reading
to
less
the
see
will
is subordinate
independent
main
and
loosely related, what
Teachers
test
give
of
and
in
to
mind
sentences
sentences
Teachers
the
in the
the
important
unimportant.
you
of
longer
contain
taught
that
when
dwell
voice
that
sages
will
you
of
student,
importance, much
teachers
to
end
another.
one
Good
chief
grouped
are
ideas
of related
the
see
thought.
importance.
of the
to
like
more
masses
be
of
,.i
but
lesser
prominently
discerning
reached.
have
to
been
of
peaks,
1
important
business
stand
and
plain,
should
do
them
.
1
supported by
the
to
is
is
1
which
those
It
thoughts
In
in
above
peaks
level
a
its base.
discern
that
never
at
details
study,
is
peaks
of the
Each
1
mountains
of
range
rise
.
,
,
taught
and
the
tence.
sen-
you
by demand-
to
Previous
the
"^^nt
discernof im-
points,
HOW
48
ing that
meaning
every
TO
STUDY
shall
sentence
of its own,
well
as
yield up
show
as
sensible
a
clear and
a
definite relation to other sentences.
Teachers
Help from
your
in
j^g^p yQ^
^
training
of
iq
in
rhetoric
the
gee
the
high school will
within
relations
a
"^
para-
^
.
.
tional,
topic sentence, the transithe illustrative,
the summarizing sentences
English, graph; to pick out
the
of great value in discoveringthe peaks of
ability
thought. In all your reading,sentence study will
help you to see the important thoughts of the
paragraph and to discern the relations of other
ture
In your work in Englishliterato these.
sentences
the
you will learn to see the plot in fiction,
forces contesting
the episodesthat
for supremacy,
develop the plot,and the relation of each episode
all such learning
to the ultimate solution,
bringing
"
increase to your
Value of the
outhne
opinionthe
in my
But
student
powers.
valuable
most
traininga
receives,that which will help him
most
in
or
,
synopsis.
the
.
r
n
i
preparation of nearlyall
"
i
his
^
work,
-
^
the
is
ing
train-
outliningby synopsisthe thought of an
author like Burke or like Macaulay.
outline of Burke's
Below is part of a synoptical
in
Outline of
Burke
Speech
on
Notice
Conciliation.
how
the
moun-
s
speech.
thought are brought out under the
nate
A and B; how subordiheadings in capitalletters,
tam
peaks
of
headings of
under
weight come
subordinate
to
these
numerals, which in
under
are
set
small
lesser
the
are
turn
though
pointsunder
other
letters.
important
numerals; while
Roman
may
still
have
The
Arabic
subordinate
peaks
of
tails
de-
thought
further to the left. It is essential,
also,to
OF
VALUE
A
SYNOPSIS
49
thought in such an outline to arrange
in a vertical column
headingswhich are coordinate
in thought,so that one
will come
directlyunder
another.
ings,
It is also importantthat coordinate headbeing parallelin thought, be made parallel
in wording and in construction,as, for example,
through the device of using the same
introductory
word
for the sentences, or by having coordinate
forms.
sentence
thoughtscast in the same
clearness of
Bueke's
Speech
Conciliation
on
Introduction
A.
Burke
Why
T
1.
rr.,
"
.
*
Ihe
the American
speaks on
American
"
question
,
is
questionat this time. Burke's
speech on
worthy
r
.
,
of the
atten-
serious
tion of Parhament.
regarded it as serious when
Parhament
1.
took
his
first
seat.
has been
Parhament
2.
Burke
of
the method
in opinionregarding
fluctuating
treatingAmerica, while Burke has
not.
3. Parliament
has taken
effective
no
dealing
measures
with America.
II. Burke
feels called upon
1.
His party must
2.
His
own
it of
B.
Burke's
I.
peace
I.
for the
opposition.
its hand.
peace
it does not
secure
peace
differs from
propose
an
by divesting
by reconciliation.
Lord
North's.
auction
of finance.
proposalresembles Lord North's.
Because
III. This
speak
aid his cause
insignificance
may
all personalconsideration.
proposalof
Because
II. His
I.
show
propositionis to
I. His
to
North's is based upon
and reconciliation.
proposalof
Because
peace
should
come
the
same
from
England is the superiorpower.
of
principle
England.
conciliation
HOW
50
IV.
Argument
STUDY
why and how England should concede
based not on theory but on the nature and
to
as
should be
TO
of America.
circumstances
BriefProper
A.
England ought
I.
Because
great
1.
Her
2.
Her
conciliate the colonies.
to
populationand wealth of America
be disregarded.
the
to
great and
growing populationmake
is
commerce
extensive
and
are
too
her formidable.
important
to
England.
agricultural
products support England.
Her fisheriesexhibit the vigorof a free people.
Force
for preserving the
is not the best means
3. Her
4.
5.
since
colonies,
Force
a.
is but temporary.
h. Force
is uncertain.
Force
impairs the
c.
very
d. Force is not backed
II. Because
preserve.
by experience.
the temper and character of Americans
render
formidable.
them
1.
objectit would
Their
from
descent
EngUshmen
fosters
a
of
spirit
freedom.
a.
As such
h. As
such
as
2.
Their
they are
form
devoted
to freedom.
they regard the
the mark
power
of
selves
taxing them-
of freedom.
of government
fosters a
of freedom.
spirit
3. Their
4.
fosters this spirit.
religion
Their institution of slaveryfosters it.
5. Their education
fosters it.
6. Their distance from
III. Because
I.
coercion has been found
It is hard
a.
England fosters it.
to
remove
It is unwise
to
and wealth.
causes
check
of
unwise
by experience.
trouble,since
the growth in population
HOW
52
or
7
to have
seems
STUDY
TO
9, it should
8 and
bearing on
no
in the outline.
disregarded
In the study of history,
keep this principlein
that events
mind:
are
a
never
kaleidoscopic
ble,
jum-
be
Historical
effect.
and
be
relation to
bear
but
ranged with
proper
relation
to
As
one
as
a
heading
the events
of time
sequence
cause
and
may
in
be
orderly
another.
rule there will be found
a
of
every
which
under
as
period of historythere can
some
trait,
unitingprinciple,
distinguishing
In
some
seen
another
one
highlyimportantpointsto
it below
relates. Notice
in
in every
topicsome
which every other point
the two topical
outlines,
In
terms.
presidential
of
the provisions
upon
and
studyingwars
the former, all pointsbear
the treaty of peace; in the latter,all bear upon
and
especiallyupon dential
presiimportant legislation,
in
used
and
measures
Topical
influences.
Outline
for
Name
1.
Dates.
2.
Causes.
h.
Primary causes.
Secondary causes.
c.
cause.
Precipitating
a.
3.
Countries
the
Study
of War
engaged.
4. Leaders.
5. Chief battles and
6.
Turning pointsof
7. Efforts toward
8.
results of each.
peace.
Treaty.
a.
Place.
h. Commissioners.
c.
the
Provisions.
war.
of
a
War
OF
VALUE
Outline
Topical
for
the
Name
of
SYNOPSIS
A
Study
Term
Presidential
a
of
53
of President
term.
presidential
1.
Dates
2.
Prevdous
3.
Opponents
experienceand trainingof the president.
in the election.
4. Votes.
Electoral.
a.
h.
Popular.
of importance.
of importance.
Legislation
5. Events
6.
7. Presidential
measures
and
influence
legislation.
on
outline,similar to the one above,
generalized
be used in studying the reignsof kings. In Variety in
may
of historyit outlines,
coveringthe events and movements
different synopses as possible.
is wise to use as many
Some
synopticalforms will show details,others
will note
An
only the most
important matters.
example of the latter form would be an outline of
and
movements
important events
by centuries.
A
Some
outhnes
will be devoted
to
leaders in statesmanship,
or
literature,
science,
industry;others
will be devoted
to causes
leadingto some
great
war,
movement
or
event; stillothers
to
a
chain of related
The
outline of a single
chronological
brief periodof history,
such for instance as may be
covered in the class discussion of a day or a week,
should be only the beginningof development in important
events,
etc.
work
of this kind.
suited to the
History is a subject especially
of study, but it is not the only Synopses
synopticalmethod
.
nn^
one.
i
student
nere
is
will not
,
.1
scarcely
be
a
.
subject
.
,
m
.
which
,
/
the
helped by making outlines,
and the sciences
Grammar, rhetoric,
will be found
valuable
the
m
study of
^^^y
^^^'
TO
HOW
54
STUDY
wonderfullysuited to study by synopsis;and such
standing.
study will yieldrich returns in learningand underin mathematics, reviews and preEven
views
which
valuable.
outline
is
Here
demonstration
the
a
of any
work
in synopses
will be
generalizedoutline for the
in geometry:
proposition
of the
Statement
proposition.
Construction of the figure.
Data with reference to the figure.
Conclusion with reference to the figure.
if any.
Auxihary constructions,
1.
2.
3.
4.
5.
6. Proof
with
in full.
reasons
7. Conclusion.
of work covered in any
typical
departmentof the subject. Failure to keep in mind
the propositions
proved is often a cause of failure to
demonstrations.
make
original
is
Below
outline
an
Congruent
having given two
I. Those
one
to
equal respectively
two
Triangles
angle of
sides and the included angle of
sides and
the included
the other.
1.
Construction Unes needed,if any.
2.
Method
of
3.
proof.
Previous theorems,axioms, or postulates
necessary
proof.
4.
Corollaries.
having two angles and the included side of
to two
anglesand the included side of
equal respectively
II. Those
to
one
the
other.
1.
Construction
2.
Method
of
3. Previous
lines
needed,if any.
proof.
theorems, axioms, or postulatesnecessary
proof.
4. Corollaries.
to
VALUE
Those
III.
of
sides
three
the
1.
Construction
2.
Method
3.
of
sides
three
having
SYNOPSIS
A
OF
55
equal
one
respectively
to
other.
lines
any.
proof.
of
Previous
if
needed,
theorems,
axioms,
postulates
or
to
necessary
proof.
4.
Corollaries.
the
In
same
outlines
way
materials;
solving
of
equations,
the
Of
three
and
skht,
rules,
touch
admit
types
of
the
most
"
of
cases
all
be
may
made
of
methods
factoring,
of
braic
alge-
outline.
imagery
mental
is
enduring
sound,
"
that
of
sis^ht.
Permanence
of
,
_
desire
you
Points
do
fix
to
easy
under
clearer
you
stand
a
with
headings
after
page
not
out
certain
a
each.
study
of it,
you
clearly
but
of
also
make
not
the
or
in
a
should
order
synopsis
to
Few
it
But
three
number
only for
of
the
heads
sub-
sake
you
is
main
of
a
make
remember
and
imagery.
matter.
enough.
two
text
it.
reading
definite
Thus,
should
of
page
visual
1
the
m
visualize
and
"
1
permanently
containing
page
understanding
outline
"
1
anythmg
synopsis
a
visualize
can
r
fix
to
make
memory,
an
.
,
When
visualize
what
it.
apply
slowpro-^
tedious.
found
be
in
and
time
found
be
usually
will
like
progressive studies
of
The
cost
first
appears
mastering
is
in the
recurs
down
salted
of
methods
in the
effort
of
ing
at
j^q^
^q
know
time's,
fifty or
in
days
yet the
And
Need
study
a
history
student
to
hundred
that
some
remembers
it
time
the
the
again
in
will
it
and
long
save
couragemen
dis-
of
So
time
or
learned,
hours
save
it
as
algebra
thoroughly
more
in
is
better
of
hours
come.
also
needs
slow, careful
skim
and
course.
work:
student
abandon
how
is
the
today
to
when
of
formula
it will
in
on
student's
the
of
mathematics.
word
again
today's
keep,"
to
later
much
it up
in geometry
today's theorem
"
If
text.
of
true
incidentally by thumbing
looking
and
vocabulary
this
fraction
small
a
it
learn
to
necessary
but
day
to
economical
is
Latin
new
a
day
and
languages
it
though
most
Especially
energy.
it will
in,
from
the
far
by
on
learning is
tedious
preparation
of
be, thoroughness
given
attack
enters
and
slow
Yet,
the
to
drill
when
and
necessarily slow;
cess.
far
so
Thorough
material.
difficult
and
new
study
and
learning
Rapidly
Read
to
effective
of
thorough
to
How
and
principles
The
Thorough
When
Learn
IX.
pages
of
matter
having
learn
reading;
lightly
very
to
and
It
text.
is referred
met
in
he
when
needs
rapidly
often
to
and
to
over
happens
which
the
previous reading,
HOW
READ
WHEN
AND
he
wishes to refresh his mind
and
now
TO
RAPIDLY
concerningit.
thorough understandingof
this freshening
him demands
up.
Often
a
before
to examine
necessary
hundred
a
is
point in question.Here
reading.
the
passage
It may
be
of text to find
pages
the
need
a
57
for
in the second
year of algebraor
of the physicsclass the student may
Likewise
w^ork
rapid
in the
in his
problem be halted till he runs back
his first year algebraand finds the necessary
over
principleswhich had slipped from his memory.
Here is another placefor rapidreading.
The
will always be formulating
alert student
questions from his text
questions which the
author does not clear up sufficiently.
Answers
single
to these questionscall for the rapid consultation
solution
of
a
"
of other books.
sure
his memory
freshen
To
of
for statements
authority
in the preparation
of this
make
that
and
make
he wished
brief book
to
for the
hundreds
to run
over
press, the writer has had
of pages
of authors previouslyread.
All writers,
workers
speakers,debaters,and literary
need for rapidreadingof this sort.
It is not
exceedinglyvaluable
n/r
1
students
Many
faster
But
a
than
read
1
go
is the
11
further
art
of
to
much
how
demanded.
rapid reading. Pace
.
at all times
1
pace not much
through oral reading.
that
two
stant
con-
show
at
a
acquired
done
readingto be economically
pace from
To
to
necessary
find
to four times
as
fast
as
demands
oral
reading.
read
groups
learn to
fast it is necessary
to read
sentence
rather than individual words.
You
must
leap from
one
sentence
to
the
next,
not
How
to
^"^
^l^^f^^^
HOW
58
stopping to dwell
learn to
TO
upon
STUDY
word
every
and
phrase.
fillin the
thought from two or
in a line; and with no
three salient words
second
to later sentences
glanceyou must press on, trusting
to clear up
meanings that you do not instantly
You
must
catch.
Practice
where
The
of
knack
rapid
reading.
with
reviews
with
or
easy
tives
narra-
the
subject-matter
presents no special
difficulties. In readingby sentences, give special
attention to the beginningand end of each sentence.
By purposefulpracticein this art you can make
to read rapidly. Suppose,
great progress in ability
for instance,after having studied a historyassignment
in the regulartext followed in the class-room,
effort in rapid
up for a ten-minute
you key yourself
other historythat covers
much
readingfrom some
the same
ground. One minute to the page would
be a reasonablyattainable speed in this,or ten
pages in the ten minutes, w^hile to read ten pages
aloud or silently
word by word might requirefrom
twenty to thirtyminutes.
such
will perhaps get little from
At first you
rapid reading. There is a knack in it that must
learn
be acquired,
but by practiceyou will soon
In the historywork
need.
to get all that you
referred to above, for instance,
you will get enough
by rapidreadingto enable you to compare the two
authors,to see wherein they agree and wherein they
of fact,as well as in the relative
differ in matters
that they assignto their
importance and significance
facts.
In
consultingauthorities,
reading often
be done
at
a
very
high speed.
At
the
rate
has
of
to
one
6o
HOW
TO
STUDY
the last sentence.
glance at
Of
will pause
warrants, you
course,
when
long enough
sion
occa-
to
velop
de-
topic still further by reading whatever
to bear vitally
are
seen
interveningsentences
upon
the subject.
A still more
rapid way to make a book yieldup
j|-g]^ernel of thought is to read only the first parathe
Where
to
for
look
the
,
gistof a
chapter.
graph
}^q^
1
the
[^ ^j^jg book
thought in
have
We
They
Summary.
,
and
two
or
last
submit
^;
,
T
m
each
chapter.
paragraph sums
.
Notice
up
the
chapter.
had
now
are
last
of rapid reading.
principles
the
follows:
as
rapidreadingdo
In
I-
each
the
.
,
them
not
halt
words
over
at
one
a
inward
hearing.
In reading by sentence
2.
units,regardespecially
The subject
the beginningand the end of sentences.
the beginning.
is usuallynear
reading by paragraph units, give special
J. In
attention to the firstor second and the last sentences;
here usually are found the topicand summary
of the
paragraph.
tion
atten4. In readingby chapterunits,pay special
last paragraphs of the chapter.
to the firstand
veloped
In the firstthe subjectof the chapteris usually detime
or
the last
to
usuallycontains
a
summary
or
an
importantconclusion.
5. Learn
to
indexes
use
the
helpin locating
Let
one
us
apply
of Addison's
material
and
tables
that you
of
contents
to
want.
principleof rapid reading to
Essays :
the
The
Spectator
Ut sit mens
A
sana
READ
TO
HOW
AND
WHEN
healthy body and
Exercise
on
in corpore
a
mind
6i
RAPIDLY
sano.
at
"
Jxjvenal.
ease.
kinds,either that which a man
submits to for his livehhood,or that which he undergoes for
his pleasure. The latter of them generallychanges the name
but differs only from ordinary
of labour for that of exercise,
[i] Bodily labour
labour
as
is of two
it rises from
another
motive.
labour,and
for that reason
a
gives a man
greater stock of health,and
perfectenjoyment of himself,than any
consequentlya more
of Hfe. I consider the body as a system of tubes
other way
and glands,or, to use a more
rustic phrase,a bundle of pipes
[2]
A country lifeabounds
fitted to
strainers,
and
one
in both these kinds of
another after so wonderful
a
manner
engine for the soul to work with. This
does not only comprehend the bowels,bones, tendons,
description
but every
muscle and every
veins,nerves, and arteries,
perceptible
imwhich is a compositionof fibres that are so many
ligature,
tubes or pipes,
interwoven
allsides with invisible
on
glandsor strainers.
[3] This generalidea of a human body, without considering
it in its niceties of anatomy, lets us see how absolutelynecessary
labour is for the rightpreservation
of it. There must
be
and separate
to mix, digest,
frequentmotions and agitations,
as
to
make
a
proper
juicescontained in it,as well as to clear and cleanse that
infinitude of pipes and strainers of which
it is composed, and
firm and lasting
Labour
to give their solid parts a more
tone.
the
humours, casts them into their proper
in those
channels,throws off redundancies,and helps nature
secret distributions,
without which the body cannot
subsist in
its vigour,nor the soul act with cheerfulness.
[4] I might here mention the effects which this has upon all
or
exercise ferments
the
the faculties of the
the
mind, by keeping the understandingclear,
those spirits
that are
imaginationuntroubled,and refining
for the proper
exertion
of
intellectual
faculties,
during the present laws of union betv^ en soul and body. It
that we
is to a neglectin this particular
ust ascribe the spleen,
necessary
our
,
HOW
62
well
as
frequentin
is so
which
STUDY
of studious and
men
the vapours,
as
TO
to
sedentarytempers,
which
those of the other
been
absolutelynecessary
sex
are
so
subject.
often
[5] Had
exercise
not
for
our
would not have made the body so proper for
nature
well-being,
it,by givingsuch an activityto the limbs,and such a pliancy
sions,
to every
produce those compressions,extenpart as necessarily
and all other kinds of motions
dilatations,
contortions,
of such a system of tubes
for the preservation
that are necessary
And that we might
and glands as has been before mentioned.
not
inducements
want
body
valuable
and
can
be
in such
us
food and raiment
the toil of the hands
and
sweat
Not
not
are
exercise of the
an
ordered
so
it.
procuredwithout
honour,even
furnishes
engage
for its welfare,
it is
is proper
as
to
to
that
mention
Providence
should work
we
riches
out
at with-
to be come
of the brows.
but expects that
materials,
nothing
them
up
gives its
increase;and when it is forced into its several products,how
hands must
they pass through before they are fit for
many
use!
Manufactures, trade, and agriculturenaturallyemploy
than nineteen parts of the speciesin twenty; and as for
more
those who are not obhged to labour, by the condition in which
ourselves.
The
earth
be
must
laboured
before
it
miserable than the rest of mankind,
born, they are more
unless they indulgethemselves in that voluntary labour
of exercise.
which goes by the name
in
man
[6] My friend Sir Roger has been an indefatigable
they
are
kind,and has hung several parts of his house
The walls of his great
the trophiesof his former labours.
business of this
with
hall
covered with the horns
are
of several kinds of deer that he
ture
chase,which he thinks the most valuable furnihis house,as they afford him frequenttopicsof discourse
has killed in the
of
and
show
that he has
not
been idle.
At
the lower end
of the
largeotter's skin stuffed with hay, which his mother
and the knight looks
ordered to be hung up in that manner,
it seems
because
he was
but
it with great satisfaction,
upon
A Uttle room
his dog killed him.
nine years old when
ing
adjoin-
hall is a
to
the haU
sizes and
is
a
kinr
of arsenal filled with
inventions,/ith
which
the
guns
of several
knight has made
great
and
partridges,
with
Sir Roger showed
down.
RAPIDLY
of the
me
are
pheasants,
patched
hunting
knight'sown
that for distinction's
of them
one
63
of
thousand
His stable doors
woodcocks.
belonged to foxes
that
noses
READ
TO
destroyed many
woods, and
in the
havoc
HOW
AND
WHEN
through it,which cost him about
carried him through half a dozen counties,
fifteen hours' riding,
killed him a brace of geldings,and lost above half his dogs.
sake has
his
looks
knight
the
This
brass nail struck
a
life. The
as
upon
widow,
perverse
of the greatest
one
whom
have
I
exploitsof
given
some
foxes; for Sir Roger has
of his amours
he patched the western
told me that in the course
the widow
door of his stable. Whenever
was
cruel,the foxes
for it. In proportionas his passion for the
to pay
sure
were
widow
abated, and old age came
on, he left off fox-hunting;
but
hare
a
of several
the death
of,was
account
is
yet safe that sits within
not
of his
miles
ten
house.
[^7]There
readers of both
to my
which
sexes
this of
as
I would
so
recommend
is
riding,as there
none
dated
health,and is every way accommothe body, accordingto the idea which I have given of
Sydenham is very lavish in its praises; and if the
much
so
to
it.
kind of exercise which
is no
Dr.
conduces
EngUsh reader will see
length,he
since,under
at
part, when
to
the mechanical
find them
may
in
a
book
the title of Medicina
I
for
in town,
am
want
effects of it described
publishednot
many
years
Gymnastica. For my own
I
of these opportunities,
that
myself an hour every morning upon a dumb-bell
of my
and
is placed in a corner
pleasesme the more
room,
because it does everythingI requireof it in the most
profound
silence. My landladyand her daughtersare so well acquainted
into my
that they never
with my
hours of exercise,
come
exercise
room
to
[8]
disturb
When
I used to
I
a
some
of two
a
ringing.
am
years
a
younger
more
than
laborious
I
am
at
present,
diversion,which
Latin treatise of exercises that is written
erudition:
fightingwith
with
was
whilst I
employ myself in
I learned from
great
me
it is there
man's
own
short sticks
plugs of lead
at
called
shadow, and
grasped in
either end.
This
the
a-Kiofxaxia,or
consists
each
opens
in the
hand, and
the
with
the
dishing
bran-
loaden
chest,exer-
HOW
64
limbs, and gives a
cises the
all the
man
I could
the blows.
without
STUDY
TO
wish
pleasureof boxing,
that several
learned
men
lay out that time which they employ in controversies
of fightingwith
and disputesabout nothing,in this method
It might conduce very much
their own
shadows.
to evaporate
Would
the
spleen,which
makes
them
to
uneasy
the
well
publicas
as
themselves.
to
conclude,as I am a compound
myself as obliged to a double
To
of soul and
sider
body, I conscheme
of duties; and
I do
think I have not fulfilled the business of the day, when
in labour and exercise,
well as the
not thus employ the one
as
other in
study and contemplation.
the first place notice how
In
whole
thought
paragraphs.
take
is contained
in
the
of the
first and
last
paragraphs and see how
of the thought may
be gleaned by a rapid
much
the beginning and
reading that notices especially
the end of each paragraph and only enough words
in the sentence
catch the author's meaning.
to
Observe that the beginningand end of the sentence
are
usuallyimportant and that the semicolon must
be treated as a period. Instead of periodsvertical
Now
lines
any
used
are
[2] A
the
large a part
to
other
indicate
country hfe
other
|
I
consider
glandsl interwoven
strainers]
This generalidea
[[3]
full stops.
than
perfectenjoyment
of tubes
the body
and
system
all sides with invisible glands or
on
a
of
more
a
human
body
necessary
labor
be frequentmotions
rightpreservationof it| must
firm and
to mix
lastingtone]
give sohd parts more
Labor
exercise ferments the humors, casts them into their
or
which
subsist
without
channels
body cannot
proper
soul act with cheerfulness]
in its vigor,nor
is for the
"
[4]
1
clear
other
RAPIDLY
effects
spleen
in
65
mind, understanding
men
exercise been
not
not
made
body
not
want
inducements
proper
so
nature
it|
for
And
those
miserable
kind,
horns
deer
"
nine
kind
Roger"
show
"
killed him
woodcocks]
foxes | Sir Roger
This
of the
one
widow
the
door of his
labor
to
of
His
of
thousands
many
stable
showed
doors
me
are
one
geldingsand lost above half his dogs|
of his life]The perverse
greatest exploits
of
brace
a
nineteen
obhged
not
destroyed
guns
noses
fit for
indefatigablein business
with
the trophies
| walls
pheasants,partridgesand
patched with
up
idle| otter's skin stuffed
dog killed himj Little room
when
of arsenal
them
been
not
old
years
"
house
hung
the
exercise |
unless
friend Sir
[63 My
of
sweat
work
furnishes
materials
brows| Providence
before
be labored
The
earth must
ourselves]
use| Manufactures, trade and agricultureemploy
parts of the speciesin twenty;
that
nothing valuable
riches,honor, food, raiment
itj
without
absolutelynecessary
have
might
this
of
vapors
1
[5] Had
we
READ
TO
mention
neglect
sex
would
here
might
I
HOW
AND
WHEN
of
death
several
stable] Whenever
foxes]- -patched
"
the widow
was
western
cruel the foxes
] In proportionas his passionfor the widow abated
left off fox hunting]but a hare is not yet safe
1
[7] There is no kind of exercise I would so recommend
paid
]Dr. Sydenham
riding
as
lavish in its
is very
1 exercise
1 For my own
part
1 My landlady and her daughters
whilst I am
ringing]
me
[8]
When
I
called
of two
opens
blows]I
of
to
a
the
evaporate
pubhc
as
well
as
own
men
shadows]
the
spleen,which
to
themselves]
disturb
shadow
at
hmbs
could wish several learned
their
lead
dumb-bell
never
laborious
more
man's
plugs of
chest,exercises
fightingwith
much
the
fightingwith
short sticks
the
a
younger
a
upon
praises
diversion]
brandishing
either
end]
This
boxing without
would
It
this method
might
makes
the
conduce
them
very
uneasy
to
Sight read-
learns
pianist
of
ji^es
f^yg
qj-
and
,
read
to
bass,
rapidly
words
at
glance
especially
counterpoint,
his
attention
the
rapid
that
St value
advanced
to
yalue
to
the
university
a
it
read
to
power
find
will
as
reference
young
of
the
scholar
rapid reading
more
student
without
should
the
tions.
posi-
Just
so
dominant
repetitions and
statements
at.
relatively little
is of
but
pupil ;
as
he
scarcely
Practice
begin
in
the
In
the
distinction
win
in
he
advances
assistance.
more
will
it.
of
concentrate
the
and
words
way:
parts
theme.
the
rapidly
and
this
settled
to
of
The
which
catch
to
feat
easy.
easier
order
must
easily be guessed
may
The
read-
in
relatively unimportant
the
line
notes
dominant
of words
reader
those
guesses
the
upon
without
thought
Rapid
he
these
At
whole
comparatively
fix in
harmony
of
laws
a
in
the
of
some
i.
parts
Such
musician
the
by
neglects
performer
the
a
these
comparatively
seem
accomplished
is
in
takes
that
alto,
i-i.
ofr
more
or
accompaniment.
an
rapid reading
task
two
any
four
sight
at
soprano,
^
or
makes
a
without
here
even
representing
notes
,
with
together
narration;
most
ing in music.
tenor,
ing
hav-
as
words.
seeing all the
The
of
thought
the
follow
can
you
that
difficultythan
greater
but
purposely chosen
is
sketch
Sir Roger
The
STUDY
TO
HOW
66
the
high
art
school.
of
HOW
68
of this law
of
have
followed
been
TO
being. Now,
our
for ages
instinctive in us;
become
STUDY
by
and
^
habits
race
have
ancestors
our
which
all activity
prompted
is
highly pleasurable. For countless
followed hunting and fishing
as
a means
ages men
of livelihood.
Their descendants
now
instinctively
follow these occupations
countless
as pastime. For
Football
men
fought in personal combat.
ages
of the old fighting
is an expression
and it reproduces
spirit
the sensations
of battle. That
is why
It is well that the instinct
boys like it so much.
finds expression
in play. G. StanleyHall says that
when
this is
boys are less likelyto fightin reality
the case.
The fighting
instinct is present in nearly
instinct
by
all
and
the
more
war,
the
more
them.
take
Games
games.
our
the
form
closelythey follow
the
their young
devoted
of contests;
elements
followers
are
of
to
Football, baseball,tennis,basketball,all
embody the
elements
of
a
contest
"
the
fightfor
supremacy.
Nor
Chess
a
war
is fighting
confined to athletic contests.
gi^er the hours
Con-
vigorousmental activitythat are
given to chess,checkers,and whist. Hard mental
It is the contest
effort here becomes
delightful.
Chess is decidedly
in
that makes it so.
a war
game;
it superiorstrategy wins.
Kings and bishopsand
in battle. The
the
are
knights engage
pawns
common
soldiers,as the name
implies,and the
fortified placesto be taken or lost in
castles are
^
This
is G.
objectto it.
of the
But
of
Stanley Hall's theory. Colvin
it
seems
playinstinct.
to
the author
a
and
reasonable
others
tion
explana-
STIMULUS
THE
OF
fight. So, too,
the
cards
contests
are
When
trade, for social
strugglethe
down
come
us
as
love
the
they
supremacy
first they strug- Competi-
of
this
The
ten
to
best
athlete
a
requires
seconds.
make
efforts
basic
The
"
made
are
his best time.
"
such
business.
the
saying
rivalry.
the hundred
have
in
pacemaker
can
chess-player
give
when planningmoves
must
The
to
under
rival to make
miler
world-old
competitionhas
in nearly
principle
play. It giveszest to work and
"Competition is the life of trade," as
Our
lates.
of
all our
goes.
with
place,for wealth, for
Out
instinctive
to
At
for
esteem.
and
strategy.
existence.
afterward
gled for food;
69
checkers
for
fighting
not
for
struggling
were
with
games
of skill and
were
men
COMPETITION
a
unflaggingattention
alone as he giveswhen
an
opponent faces him.
So the instincts to fight,
to compete, to rival,
to
imitate
all of which
related
are
are
powerful Playing
ing
ones.
Why not make use of these great stimulatinstincts to further yourselfin your studies
in those studies which you find hard and
especially
dry? It can be done to the student's advantage
if he plays the game in the rightspirit.If rivalry
with another member
of the class developshatred
no
"
"
"
or
even
then
unfriendliness,
In
rightspirit.
that
Good-will
friendshipare
and
case
it is not
done
in the
rather let the
cease.
rivalry
greater things than
be
scholarship.But I believe that there may
friendly
rivalry rivalrywhich forbids your gloating
over
or
misfortunes,
your opponent'smistakes
and bids you be glad when
the competitorcompels
does not make
you to exert yourself.Such rivalry
"
the
HOW
70
a
school
sports.
STUDY
his rival
tage,
gainsthe advanthat rival is surpassed.
developingjust such bigWhy should not our work
competitorbitter when
or
overbearingwhen
school
Our
Healthy
rivalryin
TO
sports are
rivalryas that.
still friends after
are
develop it? Young men
opposing each other to the limit in the games;
just as lawyers on oppositesides struggleto win,
of the other, but when
the
each at the expense
is settled they are good friends still. Probably
case
in the vigorousatmosphereof strenuous
competition
not onlyis the best work done,but also the best and
strongestcharacter is developed. We have thought
for thinking
the playground; there is no reason
on
so
hearted
otherwise in the class-room.
develop a spiritof competitionin
pacestudy. Others all around you are performing the
maker.
tasks.
same
Every recitation is a chance for you
with theirs. Every reportto match
your ability
standards that make
card is graded by competitive
swords intellectually
for you to measure
it possible
It is easy
The
with
out
you
and
your
a
classmates
and
who
is
classmate
in the
Competing
Bogey.
know
doing
it is
without
if after considerable
so, if you
find your
effort of
will you
nature
cannot
a
him
equal or
possiblefor
cannot
for love of the game
But
to
studies,use
same
if you
see
I believe
with
to
who
wins.
little better
a
as
even
than
pacemaker,
surpass
students
Pick
to
him.
compete
friendship.
sacrificing
trial you find it is not
with an
is such that even
compete
with
another
all thought
then abandon
bitterness,
with what
of such rivalry.Compete with yourself,
call Bogey. Compare your efforts day
the golfers
student
without
STIMULUS
THE
OF
COMPETITION
71
to show
day. Plot a curve
your
progress.
How
long does it take you to translate ten lines
today,how long tomorrow, how long day after day?
will show a record of improvement
See if your curve
like this of a Virgilstudent :
after
40
35
30
25
1 20
=
15
^10
There
is another
excellent way
in class while
attention
to
increase
give battle
you
to
your
Bogey.
questionsasked in a recitation.
each to yourself.Put down
Answer
for each
a one
that you get rightand a zero
for each you have
Mark
yourselfafter class on the scale of
wrong.
tab
Keep
Plot
100%.
day
to
a
curve
day. Try
curve
your
all
of
will go
a
show
your
to beat
progress
Bogey in this
upward. Here is the
historystudent
twenty days:
by
to
who
tried
way.
curve
this method
from
See if
made
for
HOW
72
order
In
Summary,
^^^j
to
This
love
of
do
to
member
Be
into
ill
Try
curves
By
hard
of
in
careful
in
compete
standing
higher
behind
hard
dry,
make
endeavor,
putting
by
into
a
of
game
the
it
work
it.
instinctive
contest.
Endeavor
some
STUDY
of play
zest
best
your
can
you
the
put
stimulate
TO
the
class
recitation
is
who
than
yourself.
such
emulation
and
usually
that
it
with
grades
of
does
somewhat
develop
not
feeling.
also
of
these
work
efficiency.
to
with
compete
efficiency
your
means
without
you
ennui
Bogey,
in
study
will
be
and
and
to
and
end
keep
recitation.
carried
with
this
through
a
maximum
dry,
of
Conserve
XI.
is
Study
of
should
or
school
high
Energies
Your
be
usually for
work;
is hard
it
age
Study
for
students
requires fatigue
It
work.
?r
fatal
"
1
of
sort
of
similar.
for
is
the
the
make
work
that
there
is
day
not
is
It
study,
as
effect
is
muscular
makes
soon
quickly reduce
so
both
effective
any
well
as
hard
of
to
1
do
to
their
way
does
forms
of
important
fatigue
know
to
impression upon
permanent
no
mind
after
day
ineffective.
study
one
nevertheless
but
weight,
it does
as
expenditure
thin, mental
man
in
hours
long
^
fatigue of
and
body;
While
energy
a
There
work.
fatigue
'
study effectively,just
to
energy
.
1
mind
a
fatigued.
is
Bodily fatigue
is mental
other
acid
The
fatigue.
members
fatal
as
which
potassium phosphate
If
some
the
the
with
pass
blood
of
of
fresh
one,
a
of
symptoms
In
subjected
"
tive
tired
formed
wearied
the
horse
is
latter
the
it is the
strain,that
bodily fatigue.
is
as
impossible
exhaustion
as
it is in
It follows
from
what
a
has
in
muscles
state
been
system.
the
body, particularly
11.,
w^eary.
activity
disturbances
event,
state
of mental
said
Muscular
most
any
a
the
injected into
seems
In
in
action,
former.
mental
serious
and
will exhibit
"
however,
from
study
to
acid
all parts of the
fatigue as
1
Sometimes,
result
a
physical exhaustion
the part
o
to
of the
veins
same
blood
the
as
fatigue of Fatigue
lactic
are
from
study
the
The
body.
body by fatigue overflow
and
shares
brain
the
of
effective
to
that
of
effec-
physical
exhaustion.
it does
not
does
not
rest
the
due
HOW
74
TO
STUDY
in violent
physicalactivity.
There is a common
misconceptionon this point. A
of exercise is absolutely
amount
moderate
requisite
But the best remedy for mental
to good health.
fatigueis rest of both mind and body; and 'the
for an eveningof hard study is
poorestpreparation
rest
an
The
the mind
afternoon
to engage
of exercise
violent that it leaves
so
one
exhausted.
physically
work and hard mental work cannot
Hard physical
unduly j^^ done in the same
twenty-fourhours except by
"strenuous
very
lead
extraordmary men.
strenuous
a
.
".
,.
life."
i he
^
^
persistentattempt
to
lifein both these directions accounts
of
prostration,
which
staleness and
overtrainingare preliminary
ical
by physsymptoms, is brought on quite as much
exhaustion
as
by too much mental strain. Of
for many
course,
to
from
case
breakdown.
lack of ambition
sloth
Nervous
and
man's
keep nine-tenths
ency
inherent tend-
of the young
men
danger of overwork in either direction. In the
what usuallyhappens
of the ambitious athlete,
is that
over
a
physicalweariness
easilyputs
Remember
this,that
his books.
him
as
to
a
sleep
rule the
expenditureof great physicalenergy precludesthe
effective expenditureof mental
energy in the same
day. The rare exceptionsonly prove the rule. It
ful
few men
is true that some
are
possessedof wonderrecuperative
ability.They will be found to be
tion
and eliminahuge eaters,whose powers of digestion
so
are
great that they easilyrepairthe w^aste
in both brain and body, and permit largeexpenditure
of energy
through long hours. The average
cannot
man
so eat or so digest.
HOW
76
Danger in
scrimmages.
Qf g^^^j^neglectthan
football and
tremblingon the
altogetherfatal
climbers
ascent
who
cannot
the top, and
view
Signsof
fatigue.
STUDY
there is of too violent
activity.
To keep the mind fresh,
of healthya certain amount
play is of great importance; but long scrimmages
at
mental
TO
for
basketball,that leave the muscles
of
completeexhaustion,are
to
good scholarship.Mountain
have exhausted
their energiesin the
mental
pictureat
get an interesting
are
which
verge
sometimes
they
unable
had
toiled
to remember
the
hard.
Boys
who
to their studies in the eveningutterly
come
tired out will be unable the next morning to remember
anythingthey studied the night before.
Mental
sooner
fatiguefrom hard study comes
in high school years than in college.It is not
always easy to detect mental fatigue. There is wide
difference
in
its effect
on
so
different
minds, and
infrequent. The
usual symptoms
of mental
more
fatigueare (i) a
fallingoff in the qualityof the work, owing to the
off
of mistakes made, (2) a falling
greater number
in the quantityof work done in a given time, and
that is to
(3) a greater tendency to be distracted,
in holdingattention on the work
difficulty
say, more
first
mental
in hand.
With
fatiguethere come
pathologicalconditions
indifference
come
and
and
languor and
are
not
disinclination
a
a
to
work;
then
cravingfor sleep. Headache
restlessness follow.
Then
come
excitement
and
to noises; nervousness,
especially
heightenedsensitiveness,
outbreaks and
with passionate
irritability,
It sometimes
the last symptoms.
hysteria are
from such a state.
months
to recover
requires
AND
STUDY
who
Students
study, who
do
spend
not
time
much
too
1
77
their
conserve
:
1
FATIGUE
.
energiesfor
in social Hfe from
,
.
.
.
,
Those
who
break
down,
.
ties
day, m novel readmg, and m outside activitime
are
tempted to overwork at examination
from exhaustion,
be forced to leave college
and may
harder w^orkers continue to
while steady and really
day
to
progress.
The
to
Often
detect.
where
vividness
better
to
spent in work
actual
When
passes
the other
On
judge of
than by
exhilaration
difficultto get back
fatiguenot
always appa-rent.
It
fatigueby
feelings.
it is very
comes,
form; but five
to
own
your
Mental
and
brain.
mental
exhaustion
nervous
when
hand, over-
of ideas to the over-stimulated
will be much
the time
is present
1
soon
mental
causes
hard
"
rr^i
to work.
sometimes
work
"
r
fatigue. This
no
is
fatigueare
feelingof weariness
a
.
1
there
settles down
one
of mental
first symptoms
ten
or
minutes
complete rest introduced into the work every
haustion
forty or fiftyminutes will guard againstsuch exand keep the mind
fresh for vivid impressions.
Such periodical
time-savers
rests will prove
of
in the end.
This
work.
period of
rest
should
is stimulation
There
not
be
change
a
in change of work
.
to
serves
is not
keep
A
rest.
will prove
one
of
mum
of
but
walk
restful;but when
difficult,
perhaps the
completerelaxation
that
,
going;
short
of
change
of five
or
the work
of
occupation
ten
and
change of
occupation
is not
a
rest.
minutes
is
especially
most
helpfulaid is a period
of mind and body.
If you desire to do your school work with a maxiof ease
and efficiency
you will avoid the use
stimulants
^
narcotics.
Especiallyshould
Effect of
adokscen^
HOW
78
TO
STUDY
high school
During this period of rapid growth the
years.
and irregularity.
All its
heart is Hable to weakness
of coffee and
beware
you
is needed
power
of it at this time
work
and
tissue
new
demands
nature
it.
overtax
to
puts
it. It thus robs the system of
on
into
that
almost
seems
the heart
weakens
in the
force the blood
to
The
capillaries.
and
tobacco
added
an
bacco
To-
strain
increases
vitality,
and givesthe face an ashen
and laziness,
inactivity
and unhealthylook.
of schools and colleges
in a number
Investigations
^^ct
on
have
that
shown
per cent
of
lose from
smokers
Boys
efficiency.
of
to
ten
fifteen
onlyordinaryability
they take up the
failures when
usually become
think that the smoker's
habit of smoking. Some
poor showing is due not to the narcotic,but to a
ing,
generaldeterioration of character of which the smoklike the low grades,is a symptom, not a cause.
it not that students who
This might hold true were
of
with the full consent
smoke
openly at home
thought of wrongdoing are
parents and without
the
almost as badly affected by the habit as are
The
conscious
recreants.
grades of these, just
of the other young
tracting
as
smokers, fall off upon conthe habit and rise upon breaking it.
Coffee
Effect of
is
stimulant.
a
effect students
can
keep
on
Under
its
immediate
fatigued,
working when
caffeine.
-r^
,
.
For
that
Like
tobacco,it
very
the stomach
away
is to
the
reason
and
taxes
"
i
stimulant
is
i
dangerous.
usuallyaffects
takes
and soon
injuriously,
the heart.
liver
"
It
the immediate
While
healthy tone.
the
stimulate the cerebrum, increasing
effect
reason-
AND
STUDY
ing powers
of caffeine is to
deaden
in condition
keep
the
imagination,
the
and
FATIGUE
on
ultimate effect
No
the mind.
coffee and
79
athlete
can
Neither
tobacco.
Growing youths especially
and tobacco.
should abjuretea, coffee,
Very much can be done to conserve
your energies
for study by watching the diet. Eat your hearty Thestu^^^^'^ ^^^"
student.
the young
can
have an hour or more
you can
it. The system needs at least one
following
when
meal
meal
a
have
day and
it requires
energy
noticed how
in the
to
of rest
hearty
digestit.
of sickness the
case
orders abstention from
all
You
sician
phy-
heartyfoods
and
prescribesa diet of broth,milk, or thin gruel. He
that the system must
have strength and
knows
energy
with
which
recuperate, and
to
off the
throw
that this energy
disease and
should not be used
food.
Besides,the patientoften
digesting
lacks strengthto digestthe heartyfood. When
you
up
in
want
demands
energy for other work, lessen your
the stomach.
eat
Those who
a
heartymidday
on
meal
should
o'clock in the
not
begin
work
If
afternoon.
again before
you
wish
energy
two
for
study in the middle of the day, you must avoid a
heartylunch.
Most people find it difficultto do mental work
after eating beef. Rare
beef requiresless energy Effect of
Joo"!^
is thoroughly
that which
for its digestionthan
cooked; lamb and mutton
requireless than veal,
good
pork,or beef. Fish is regarded as particularly
for brain workers
because it is so easilydigested.
of food," says
"The
Hutchison, ''is
digestibility
of far greater
concern
to
a
brain worker
than
its
HOW
8o
TO
STUDY
ing,
composition." The practiceof overeator
gluttony,produces weariness similar to
from
uric
actual fatigue. Such weariness comes
poisoning,the effect of which is incapacityfor
chemical
mental
work.
Here
How
to
are
health hints that will add
some
to your
student.
as
a
happinessand efficiency
keep
"^^
j^
slowly of the foods that agree with
sparinglybefore heavy exercise,study, or
you
overtired
or
cited.
exrecitation,
sparinglywhen
very
"
ing,
glassof water on risingand on retirbetween
meals.
and plentifully
for five
3. Breathe deeplybefore an open window
and ventilate
ten minutes
or
on
risingand on retiring,
both nightand day.
your room
enjoy it to the full.
4. Exercise regularlyand
finish quietly,stopping
Warm
up graduallyand
short of fatigue.
exercise. Begin with
after moderate
5. Bathe
and end with a dash of cool. Apply
water
warm
the coarse
towel vigorously.
6. Sleepregularly,
at least eight hours in twentyfour.
When
nervouslytired and unable to sleep,
bath before retiring.
take a warm
2.
Drink
7. Rest
the
body.
a
at
The
age and with
of the work.
to
strengthas
or
an
well
freshmen
Most
ten
attention.
to relax after
of rest needed
amount
relax for five
of strained
intervals the mind
proper
hour.
as
in
minutes
Most
with
as
well
as
varies with
the
difficulty
high
school
after
a
need
half hour
collegestudents need
a
is
impression
no
upon
Summary.
fatigued.
miftd
intervals
Take
and
hour,
there
for
of fatigue,
short
Stop
8i
FATIGUE
AND
STUDY
of
minutes
least
ten
after
finishing
when
the
at
especially
for
in
rest
lesson
a
every
unit
or
of study.
Do
a
not
hearty
try
study
to
stimulants
If
would
frequent
And
maximum
is
fatigued
after
or
meal.
Avoid
you
body
and
give yourself
social
functions
finally,
regulate
of
narcotics.
energy
when
to
of
an
elective
exciting
diet
your
you
study,
need
so
that
it.
avoid
too
character.
it
will
give
a
TO
FOREWORD
A
generation
what
part of the curriculum.
because
graduated
the
the
work
the
In
college had
or
all the
complete
to
take
work
require
work
them.
than
more
offered
in
a
of
one
least
at
in
offered
all
ten
modern
a
school.
high
From
the
elective
a
choose
wisely
should
of
know
When
from
not
subject-matter
student
doubt
its value
taking
subject
So
to
has
no
for
haunted
a
in each
at
the
by
As
Latin,
tempted
and
the
a
Will
begins
he
easier
drift
smattering
that
today,
that
he
is much
to
fear
it is
sees
all; and
drawing
another, taking
general
study
himself, especiallywhen
are
to
you.
right course.
Latin
must
carrying exactly
was
elected
mechanical
students
in advance
it offers
was
the
who
is
Latin.
one
chosen
Smith
Smith's
value
have
You
alternatives, and
the
what
John Jones,
many
offered, the
necessity.
should
every
had
a
studies
you
studies, no
same
of
becomes
course
knowledge
number
great
system
choose
that
the
complete
to
students
offer
to
;
large
a
about
completed
great universities; it would
years
he
school
had
as
limited
was
years' time
In four
they
academies,
comprised
present generation it would
lifetime
the
course
mathematics
and
Latin, Greek,
in
little choice
very
The
studied.
they
II
students
ago
colleges had
and
high schools,
to
two
or
PART
from
of this
to
sees
than
one
and
a
getting
strong
no
grasp
anything.
of
A
are
they
few
hints
given
in
may
of
choice
a
choice
with
the
brief
in
and
that,
of
smattering
HOW
AND
STUDY
TO
WHAT
86
the
you
studies,
or
of
discussion
secure
as
to
the
various
in
pages
arriving
strengthen
already
has
to
in
of
value
following
guide
suggestions
order
the
to
as
been
made.
some
subjects
proper
best
methods
results.
hope
the
at
your
subjects
that
reasonable
a
when
purpose
connection
In
there
of
are
also
studying
TO
WHAT
it is
That
brain
add
and
him
enables
In
All
of others.
to
people
thus
can
him
his
him
to
short, he
profit
can
education
of
can
guide
come
ence
others,
of words
Other
He
fj[g^^"^f
mere
a
medium
the
senses.
ovm
experience
that
principlesthat
and
his
by
than
page.
advice.
for his
man
more
is
through
printed
their
of
advantage
is based
this fact.
upon
doing
which
lives.
earliest
their
From
what
they
learn
and
such
car,
They
avoid
the
one
who
in consequence
Some
one
mandrakes
into
In
the
the
situations
of
run
was
are
woods
more
that
and
danger
died
good
find
the
involve
of
eat;
They
poisonous
and
wild
hear
and
and
the
mushroom.
the
fruit
child
of
goes
fruits.
situations
proper
a
badly injured.
cars.
apples
^ ^j^^^^"
fraining
re-
eating toadstools;
these
complex
that
their
preserve
or
street
thorn
to
do
got in front
killed
from
avoid
that
to
of
not
who
one
some
over,
they
says
could
from
such
Without
pleasurable.
acting they
hear
They
some
is
and
harmful,
be
to
refrain
children
years
learn
they
street
of
wise."
men
development
the
ideas
by
bnverified
the
the
by
conduct
uy
greatly to
from
even
help
make
knowledge
his
to
History?
"Histories
It is this
truism.
Study
highly developed
be
to
AND
Why
I.
HOW
STUDY
of
social
later
life,
conduct,
"
^^
"
youth.
TO
WHAT
88
AND
STUDY
HOW
constantlyhear young peoplemaking over the
of others into guidelines for themselves.
experiences
"Jenniedid thus and so; and see what happened
we
in her case."
impossiblething,and
had his trouble for his pains."
thus that John made
"It was
a fool of himself."
"Everyone is talking about Henry and how
splendidhe is; in such and such a situation he
acted in this commendable
way."
of others,judgAnd
from all these experiences
ments
of conduct are formed
made and principles
are
that guide the youth into wiser behavior and enable
him to shun follyand misfortune.
History is largelythe study of behavior. From
tried to do
"William
History ento
profit
from
the
trying situations that
time
of individuals.
^j^^n
;
.
,
the
,
learn how
can
complex and
The
arisen.
have
the
down
men
in the
themselves
conducted
have
ages
experience
of nations
and
the student
j^-gpages
some
of
test
"
i
.
"
.
passed a justersentence upon their actions
the transient conduct of
be passed upon
has
can
,
student
.
,
s
associates;and
1
1
the
r
1
1
iield
""
oi
"
"
action
is
vastlyenlarged. From historythe teachable youth
to guide his own
cannot
help gatheringwisdom
conduct
in similar situations that arise as history
For
repeats itself in various Hnes of behavior.
instance,it is hard to imagine a historical-minded
who
man
too
well
would
the
bolt and
consequences
besides,nobler ideas have
as
in battle.
action.
of such
been
set
He
before
knows
And,
him
"
or
unconsciouslymust rule
consciously
conduct.
Treachery would be as impossible
ideas
his
run
that
uncontrolled cowardice.
It is of
no
consequence
HISTORY
he recalls
whether
history. The
his
89
instances
specific
facts may
have
of either from
been
forgotten
is concerned.
But they
so far as conscious memory
if not
remain, subconsciously,
consciously,the
basis for everyday judgments and
decisions as to
personalconduct.
the
On
is
1
historian's
put to the
seen
1
1
r
spread beiore
treachery,and
-
-.
lost
a
the
test ;
1
the
could
conduct, especially,
and
its results
TT
student.
cowardice
,,
who
kmg
moral
page
,1
Here
as
beheaded
at
wm
back
the
wis-
to
rightpersonal
or
in
The
.-,,
enemy
princeloses his kingdom ;
pleasure-loving
cruel tyrant gets his return
imparts
1
..
friend,gets himself
^^^ history
sloth, cruelty,dom
their rewards.
reap
forgivean
not
are
con-
duct.
last;
and
the
hate,and falls by the
of history contain
avenger's knife. The
pages
examplesalso of the deeds of the good and the true.
The courageous
Leonidas
by his own devoted death
teaches
victorious heroism
Great
the
apply them
tirelessand
studies
the
to
the
of
other
Greeks; Peter
kingdoms to
to his own;
the persistent
Washington,
hopefulto the last,finally
wringsvictory
arts
defeat.
from
Men
like bees and ants, they live
gregarious;
and
work
of the race
is
together. The success
largelydue to cooperationin industry,in government,
in education,
in effort of various kinds.
All
historyenforces this truth.
All the social,
and economic
political,
religious,
are
institutions of the present day have
^
,
-
^
the
past;
know
of
and
grown
out
of
unless
,1
we
know
the past, or
^^}^fP?^^]
and
-
,
political
at least conduct.
something of the origin and development
these institutions,
cannot
we
fullyunderstand
WHAT
go
The
them.
STUDY
TO
relations of
country with another,
one
time
the situation existingat any
or
of
w^hether
or
war
HOW
AND
between
be
cannot
peace,
tions,
na-
ciated
appre-
acquainted
The
with the historyof nations.
probable effect
movement
of any political
measure
or
legislative
who
be known
at home
can
only by the statesman
is acquaintedwith the historical bias of his people.
or
Such
regardedboth
be
enforce it. We
of
how
home
at
help
historymay
Conciliation has done
on
measure
a
may
abroad; and what
He
statesman.
a
His
Revolution.
the American
to avert
one
appliedto carry and
edge
how greatly
a knowl-
be
in Burke
see
how
and
must
arguments
or
means
except by
in advance
will know
one
a
understood
even
to
more
speech
the British
keep
than
War
Empire together since the American
England'sarmies and warshipshave done.
valuable in
Historical study is especially
Value of histoncal study
to
the prac-
tical re-
in which
like ours,
governinff republic
i
"
must
be
rational
to
extent
some
judgments
a
statesman,
,
man
to
lorm
To
the
man
former.
.
i
,
with
.
i
historical
no
working
alone
.
of blind
sees
reasons
,
ti
",
i
background, events
The
chance.
for what
.
able
publicmatters.
on
,
self-
a
every
^
saw
student
happens, and
i
like the
seem
of
history
he alone
to put his shoulder to the wheel
intelligently
tions.
it in desirable direcprogress and help to move
of historical study he can become
By reason
is able
of
a
effective social worker
more
for social
makes
its broad
There
high
and
and
efficiency
reformer.
for wisdom
tory
Hisin
sense.
are
usuallyfour
schools.
Ancient
historyoffered in
first;then
historycomes
years of
whetting
read
Now
g^i
likenesses,
1whole.
(i)
to
the
lesson
In
and
i^S-
outlin-
as
graph
the
details.
the
second
reading
paragraph,
to
conveyed,
the
or
historical
the
details
under
the
they support.
at
and
a
later
fill in
judgment
your
history
by recalling
only suggested.
in
Visualize
from
para-
thought
characters
conduct
the
make
outline
an
lesser
lesson, grouping
important
time, perhaps
ciate
appre-
the
on
Finally,
over
and
the
and
you
remember
to
upon
this
outline
just
before
greater
the
which
headings
with
going
detail
outline.
of
the
of
enable
recall
reflect
able
be
light
will
to
narrated,
more
Run
the
hence
stop
exist;
will
understand
to
to
actors.
the
of
synopsis
and
events
portrayed, passing
of
(2)
and
better,
in
and
connections
the
get
results,
significance
reading
continuous
This
to
stop
may
you
and
each
see
not
causes,
later
value
you
Do
relations
details
true
because
detail
each
Recalling
the
appreciate
to
assignment
link
thus
read
you
old.
topic.
whatever
"
the
fillingin
in
and
contrasts
the
will
You
the
whole
the
of
outline
end.
the
before
with
ideas
new
what
retain
(2) it
and
interest;
and
through
on
complete
^
and
grasp
the
associating
by
by
to
you
HOW
AND
STUDY
curiosity
your
enable
will
Studying
TO
WHAT
92
what
your
eye
to
class,
is here
II.
great value
has
Latin
of
^
Latin?
Study
Why
as
A
English vocabulary.
an
in the
help
a
ment
develop^^tin
of
large part
in-
tne
creases
.
from
English vocabulary comes
directly or indirectly through
our
Latm
either
medium
the
^^^^^^^
of Nor-
"'
1
The
and
The
method
study
of
the
It
the
English
great
IS
learning
.
"
and
select from
a
half-dozen
of words
and
such
who
become
the
student
and
a
study
practice
of
more
proves
or
acquire
accurate
choice
meanings
in their
writers
to
1-1
a
nice
of
speakers.
a
composition,
IT
the
public
translating
synonyms
the
word
shades
of
requires
meaning,
value
to
Latin
Thus
those
helps
largerEnglish vocabulary
and
discriminating use
of
words.
1
About
the best
is that
years
of
of H.
brief for Latin
Rushton
that has
appeared
Fairclough, "The
Latin," Classical Journal, December,
in recent
Practical
1914.
a
good form
recently "^ English
To
Latin
be
that
of words.
and
immense
may
,
.
Only
in
right English equivalent for
study
.
Translation
speak
composition
taught
skill in the
English
and
.
been
less
ing.
mean-
into
write
m
1
The
England.
gives accuracy
more
English.
Latin
to
English.
roundabout
a
received.
writers
English composition
of
.
only trammg
"
...
schools
a
thus
difficult
read
exact
more
is
are
,
Anglo-Saxon.
expression of
and
Latin
of
of
English.
has
the
than
narrower
method
language
our
thought, because, being
learningto
direct
a
r
of
practiceof translatingfrom
The
is
of
are
1
for the
valuable
difhcult
used, they
words
unusual
are
and
subtle
.
Latm
more
words
Such
'
understand
man-French.
longer
to
power
ing
Bear-
WHAT
94
TO
knowledge of
A
STUDY
AND
HOW
this
language is of advantage in
Latin help- several
other
directions.
It helps in acquiring
modern
more
languages,
particularly
French,Spanish,
ing,modern
languages, ^^d Italian,
which are derived from it. It is a deand
histhe spellmg of many
cided help m
torical inEnglish words
terpretation.
^f Latin origin. Such blunders as come
from confusing
m
.
,
,
,
,
.
ible and
able
from
writingdiscnhe for
c?e5cribeare'Vot likely
to be made
by Latin scholars.
Finally,Latin gives a clearer understandingand
of the historyand civilization of the
appreciation
Roman
people. Its value will readilybe perceived
when
that only by contrast
to know
and
come
we
we
can
comparison with the ancient civilizations,
the significant
reallysee and understand
thingsin
modern
life.
How
To
or
learn Latin
Study
TO
requiresin
great deal of memory
Latin
the first year
or
two
drill. The
learningof forms
and paradigms and the building
up of a vocabulary
necessitate a great deal of repetition.Here are a
few rules which apply to drill work.
a
Principles
ofDrill
1.
Distribute
than
2.
one
Repeat
0
bam
i
eram
(Most
3.
4.
over
repetitions
several short
sittingsrather
long one.
in
rhythm,
as
in the
synopticalverb endings:
bo
era
forms
and rules
be
rhythmicallychanted).
and
all activityfor five or
cease
fatigue;
Stop
ten minutes after completingan
assignment,lest the new
work inhibit fixing
the old.
intervals.
Practice at increasing
short of
can
LATIN
95
slowlyat firstto avoid mistakes.
Every mistake in
recall lengthensthe time requiredto memorize.
Memorize
by wholes rather than by sections to establish
all the associations;
but go back to special
difficulties.
connections.
Establish all possible
for comparison.
Recall your Englishgrammar
a.
h. Recall EngUsh derivatives in learningvocabularies.
Study aloud or with lipsmoving.
Use multipleimagery; i.e.,
write the forms,say the forms,
and see the forms which you are memorizing.
5. Go
6.
7.
8.
9.
Besides
the
of the
drill work
first year
or
two
^^^^ ^^
to be done from Latin
translating
j^^^.
authors.
Caesar,Cicero, and Virgil,perhaps also UteraltransNepos and Ovid, will be read in the secondary lations.
school.
Here let us post a warning. Students are
sometimes
tions
tempted to make use of literal translaAvoid
this
in the preparationof their work.
Discontinue
the study if you
are
error.
unwilling
to translate for yourself.
to do the work
necessary
The
"cribber"
is doomed
to early failure in the
study of Latin.
Notwithstandingwhat has been said of the folly
there will be much
the
of usin? literal translations,
use
of
a
Proper use
free trans-
of frCe
1
"
1
lation
"
"
r
such, for mstance,
"
the classics
publishedby
of much
be
may
"
as
r
found
is
Vincent
value.
1-1
r
m
Parke
If you
that set of
and
translations,
pany
Com-
will read
rapidlya free and spiritedtranslation of Caesar,
vacation previous
Cicero,or Virgilin the summer
to the study of the author, you will increase your
and power.
interest,
understanding,
Before
"
recall
1
the
assignment of translation,Method
beginniner an
,
,
thought
translate at
^
of
,
the
.
previous
passage;
sightto get the generaldrift
next
of the
of
workmpreparing an
assignment.
96
author's
thought.
words,
new
the
other
the
turning
to
study
of
whole
subject.
grammar
AND
As
get
to
connected
is
the
of
waste
up
sistent
con-
preparation,
Learn
avoid
Keep
a
final
the
up
whether
and
aloud.
passage
vocabulary.
a
look
judging
itself
sense
sentences.
to
and
by
accuracy
thoroughly
the
HOW
back
go
good
whole
words
common
for
makes
sentence
translate
STUDY
Now
testing
with
in
TO
WHAT
a
time
systematic
view
of
the
III.
English
usually grouped as
subjects. They are
are
related
five different
as
many
head
the
Under
English?
Study
Why
Variety of
"^
work
.
,
,
these
spelling. To
and
rhetoric, heading
grammar,
often
are
under
,
English literature,composition,
added
of
E^nghsh.
oral read-
ing and public speaking. Thus the question,"Why
us
complicated. Let
study English?" becomes
first ask
"
Study
Why
This
than
Literature?
question has been
very
hard-headed
by
once
English
asked
students
of
who
me
more
find
can
no
^^^ artistic
'
element
...
.
.
the
utilitym
who
persons
.
,.
to
who
another.
from
expect from
at
them
of the
do
minds
note
a
noise.
at
There
those
like poetry of
Artistic
any
kind
be
appreciated
equally by
^^^"
of
fect
de-
appreciation
no
are
and
cannot
we
unaccountable
There
literature
color
little appreciationof the work
artistic in literature.
it.
.
color-blind;and
some
in
rr^,
from
only
have
not
like
,
also who
are
1
distinguishone
cannot
great painters. Through
there
is
call them
We
,
pitch
one
these,music
To
.
1
purely ideal. There are
deaf, and consequently unable
note
a
also persons
are
,
.
1
distinguish
another.
and
tone
are
.
.
artistic
people
who
will
never
expression,conveying
to
who
most
the
subtleties of rhythm, mood, and
delightful
happilychosen words, conveys nothing but bald fact
to them.
the utility
of literature.
see
They cannot
Happily
every
students
further
these
course
find
reason
unfortunate
in
new
for
literature
ones
the
are
very
great
few.
majority
springs of delight and
studying it. Such pure
need
In
of
no
pleasure
Ethical
in-
literature,
98
WHAT
is its own
to
excuse
make
true
"
STUDY
AND
for
being.
It is the
beautiful
the
make
them
to
his.
inspiredthan
Nowhere
TO
in the
good, the
aheunt
Literature
school
in
poet'sfunction
heroic,the ideally-
desirable
proverbbe quoted with
Studia
HOW
course
ennobles
the
confidence
more
mores
thus
can
visions
to
(Studiespass
old
less
life.
Latin
of its truth:
over
into
character)
.
Novel
Good
novels
of human
behavior,
and
tive
effec-
models
of expres-
sion.
reading,if
j^^g^ybecome
the
imitate
speech
of those
about
us.
But
in
time
is
generalthe
given to it,
good novels
standing
They give a better underof human
nature, engender higher ideals,
afford a study of human
behavior
and, like history,
that becomes the subconscious basis of wiser personal
conduct.
Good novels employingthe sterling
w^ords
of everyday life are especially
helpfulin improving
the student's own
of English. Foreign-born
students
use
from homes where no Englishis spoken often
acquirestyleand vocabulary from the good authors
that they read in school; and as a result they speak
polishedEnglish. Observant teachers of English
compositioncan nearlyalways see in their students'
themes
the good effect of some
Englishauthor that
is being studied and imitated at the time.
Study
English
Grammar?
forming habits of speech imitation,as a rule,
is more
powerfulthan precept. With ease we fall
of the language of those about
into the use
us;
with difficulty
correct
we
our
scious
speech through constudy and effort. If those about us use good
English,we use good English. If their Englishis
In
to
vice.
much
highly valuable.
are
Why
Tendency
a
too
WHAT
lOO
TO
STUDY
AND
HOW
dependent clauses,expressing
various subordinate relations as in English,v It is
far easier to learn a foreignlanguage if you have
thoroughlymastered English grammar.
includes
The
practice in
study of grammar
Grammar
Analysis is a sure
analyzing English sentences.
leads to
help to the reader in gettingthe thought from
thought
analysisand difficult passages.
The
cape
thought can- scarcelyeshelps in the
has learned to see quickly the
reader who
a
of puncuse
tuation.
substantive
subject,the verb, and predicateof a
sentence, and to discern the subordinate elements,
either grouped as phrasesand clauses,
or
modifying
Punctuation,
singly as adjectivesand adverbs.
and
infinitives,
too, becomes
knows
its
a
grammar;
valuable
and
aid
it is
to
the
reader
equallyvaluable
who
to
the
writer.
Summary.
that
the
frequentlyneglected
is reallyvital to the
subjectof English grammar
student.
interests of every
By it he is enabled
better impressionand
to express
a
(i) to make
himself more
clearlythe
clearly;(2) to see more
he reads, and
the sentences
relations within
so
more
readilyunderstand the thought; (3)to acquire
a
knowledge of the universal science of grammar
learn a foreign
that he can, if occasion arises,
so
language with comparativeease.
Thus
Why
we
see
Study
too
Composition
and
Rhetoric?
Compositionand rhetoric include the practiceand
theory of writing effective English. Only a very
make
few of the students in high school will ever
a
livingas authors; but all will find these studies
ENGLISH
loi
to
the
personal
to the pleasureof
business efficiency,
enable him
satisfaction,
to
add
student's
will add
They
useful.
others,and increase his social and
No
handled
art
appreciate
can
one
so
fullyas
himself.
artist's brush
the
follow.
vocation he may
what
matter
no
he who
No
one
has
has
can
'^^^^g^'
himself
elation and
enjoy music so much as the one who
to sing. Simi- [j!^^'^J
or
instrument
learned to play some
larly,in regardto literature,if you are to get a else of the
'''"
writers,""^^^^^
of enjoyment out of the master
maximum
make
some
progress as a writer yourself.
you must
There is also great satisfaction in having expressed
something wxll. For the reward of composition,
of personal
like that of all creative work, is a sense
enjoyment
satisfaction and
to be
the purest and noblest
"
found.
that skill
personalgratification
add greatlyto the
in composition
brings. It can
happinessof others as well. I call frequentlyon
for the
So much
parents whose
son
is
a
missionary in
China.
^J^^^/''
add
The
greatly
p^^^^g^f
specialothers,
laid upon
English compositionand
emphasis was
writes home
long letters on his
rhetoric. He
now
His parents
in that far-away land.
life and work
read again and again these clear and interesting
in to enjoy them.
letters. The
neighbors come
Their publication
would, of course, greatlyenlarge
son
has had
a
of
the number
of the
universitytrainingin which
home
readers;but
and
immediate
they are decidedlyworth
that
any
in the littlecircle
friends of the
while.
family
It is inconceivable
good English expression
through life without adding by his
person
should go
even
trained
in
WHAT
I02
TO
to
papers
the clubs
belongs,even
There
Importance of the
of
a
good
if he
bought
tell how
should
and
sum
refuse to
associations
to
of their
contribute
which
he
writes for
publication.
is an important field for good English expression
in the business world today. A largepart
business of the world is done by correspondence.
never
worth
Merchandise
business
letter.
he
that
HOW
relatives to the
letters to friends and
happiness;or
AND
STUDY
millions
of
dollars
is
sold every year by letter only. Letters
it is to be shipped,
when, where, to whom,
and
and by what express companies or
prices,
railways. Letters make complaintsalso,and clear
in the wording
up misunderstandings.Carelessness
of these letters
lack of clearness and precision
sometimes
results in heavy losses to merchants
and
in filling
shippers;for if mistakes are made
at
what
"
"
orders customers
are
dissatisfied and
their patronage
is lost.
handle
correspondencethousands
Business
of young
and women
men
are
employed in our large
correspondence
cities. They must
know how to write clear,
concise,
opens
wide
field
a
courteous, grammaticalletters,
properlyspelledand
of usefulstate
punctuated. The letters must
clearlyjust
what
is meant, so
that no
costlymistakes shall
and also to conserve
To insure clearness,
occur.
the standing of the firm,the spelling
and grammar
be correct.
must
People do not trust ignorant
business men;
they preferto do business with those
whose correspondencereflects credit on their education
The letters must
be precise,
and intelligence.
ness
which
short and
to the point; for busimeans
men
are
always in a hurry,and have not time
To
this vast
ENGLISH
read
to
singleword
a
of
good-will
than
more
is necessary.
in order to
be courteous
the letters must
the
103
with
those
whom
the
firm
nally
Fi-
keep
does
business; otherwise trade will fall off. In fact,the
should reveal the high
of the correspondence
spirit
business
It follows
men.
qualitiesof honorable
those
that
trusted
young
write
to
and
men
good
w^ho
women
business
letters
are
can
be
greatly
in demand.
How
TO
Study
English
The
question"Why study literature,
grammar,
spelHng, composition,and rhetoric?" has been
1
"
n
brieny answered.
study
1
TS.T
Mow
of these
the
to
answer
read
each
1
the
comes
branches
question,"How
might well be this:
and enjoy it. Attitude
A
sense
"
question.
..TT
How
Mood
in
which to enjoy litera-
English?" The ^^^^"
ture?"
study EnglishliteraDon't
study it; just
of
of mind
of leisure is
is most
needed;
a
mood
portant.
imof
enjoyment, of abstraction from other things,so
that the mind
be given fullyto the reading.
can
Let the mind picturethe setting
and see the characters;
give the imaginationfull play.
It is well for the enthusiast earlyto form a companionship
with some
one
equallyfond of litera- Literary
that each may read aloud to the other those
ships,
that
each
finds
most
delightful.
passages
Appreciation
ture
so
will be
by
such
stimulated
jointvoyages
of
and
pleasureenhanced
discoveryinto the lands of
literature.
There
made
remains
of the points
only to repeat some
in Part I, To enjoy the rhythm, emotional
When
read
to
TO
WHAT
I04
of artistic prose,
of poetry and
mood, and rhyme
HOW
AND
STUDY
aloud.
hear
It is well also to
Such
can.
meanings that
beauties and
in your
will often
one
a
reading.
own
whole
the
view, read
if you
singlesitting
the
sitting.Mark
reveal to you new
realized
had never
to
get
you
connected
a
at
story
or
a
long for that,
If it is too
can.
whenever
reader
play, poem,
reading what
recall before
you
order
In
read aloud.
own,
trained
a
author's
the
wish
to influence your
styleand diction
you
if you
Again,
it aloud.
read
read
at
noteworthy passages
previous
a
for further
readingand consideration.
How
acquiredalmost wholly by pure
rules are
of memorizing. Few
helpful;but
In
be thoroughly learned.
should
at
once
Spellingis
Where
rors
er-
feats
occur.
these
to be
that
of
possibiHties
of
error
we
do
Guarding
against
error
by
noting
where
may
errors
do
wiiiy;nor
unaccented
the
same
many
^^^^^^
The
word
the
vowels
and
c
and
in
where
evident,
that of the e's.
combinations
in the
There
of
long
^.j^^-^f
receive,and
-^ ^^^^^^^^^^ j.^^^
^
student
will be
nor
pity
in many
the I has
of vowels
sound
s,
the /'s in
as
discriminate the vowels
we
as
of
more
soft
double letters
pronouncedalike,as
occur.
a
as
syllables,
sound
spellingtests
greater the number
discriminate between
singleand
between
or
be
arise from
not
all
frequently
misspelled.These possibilities
the fact that in pronunciation
in
error
word
the
about
are
of
study
the
that
fact
the
reveals
applied. A
be
can
drill
rules for memory
addition,the
win
Spelling
Study
TO
also
are
that
e
are
which
marine.
helped by knowing these
ENGLISH
frequentvowels
more
represent identical
105
vowel
and
that
in
spelling.He will
in a word,
of error
then be able to detect possibilities
Besides
and
can
fortifyhimself against them.
noted above, he should watch
for i
the e sound
which appears in h/t,h"'mn,bwsy, W(}men,
pretty,
in male, eight,straight,
etc.; for a which appears
etc.; for
sounds
combinations
which
appears in met, bwry,
in
dead,sa/d,Geaffrey,
etc.; for e which occurs
great, may,
any,
e
her, pearl,myrrh, sir,hurt, warse, etc.;
sound of u in wp, C(?me, daes,blaad; the a
obscure
vowel
which
is very much
for
the
and
the
like it in
portable,
credible,callect,
agent, etc.; for 0 in show, beaz^,
sew, dawgh, hae,yeaman,
etc.; for 0 in waif,wawld,
fwll,and baak; for a in mave,
faad,grew, trwce,
etc.; for I in mz'ght,aisle,hez'ght,
1/e,etc.; for u
in flwte,
brwte,crwde,suit,etc.
The
prinWe repeat here a few of the most
important rules ^'P^^^"^
spellmg
lor
1.
memory
drill.
drill.
Use
multiple imagery (i.e.pronounce
carefully,
spell
by syllable,
write,and vocalize the word, observing
the possibilities
of error).
review tomorrow,
Repeat at increasingintervals (i.e.
and
week
and review,skip a
skip a day
review,skip a
month
and review).
Associate the spelling
of as many
words
as
as
possible,
aloud
2.
3.
when
the ie in believe is associated
How
The
TO
Study
science of grammar
with the ie in lie.
Grammar
is
organized
suiSciently
to admit
fact or
associatingone
principle with ^J^^^^se
of the prmanother
at every
step. Associate the independentcipleof
Asso- association.
elements,subject,
verb, and predicateword.
^1
*.,.,,
io6
TO
WHAT
STUDY
HOW
AND
dependent elements,both those that may
stand alone (as adjective,
adverb, and possessive),
in groups as phrases(preposiand those that occur
tional,
and as clauses.
infinitive),
participial,
the
date
Along with the association should
the
Employ
of
method
discriminawith
association.
tion
go
tion.
discrimina-
yourselfsuch questionsas these : Howis it unlike
adverb
like an
is an
adjective?How
an
adjective?How is a phraselike a clause? How
is a predicatenoun
like a
How
unlike a clause?
unlike a direct object? How
direct object? How
unlike an
infinitive? How
like an
is a participle
Ask
infinitive?
ground make
you cover
synopsisthat associates the related
fast
As
The
sis
synop-
should be
employed
studying
in
For each part of
in your
grammar
the fewest
under
Association
them.
similarities and
by
material
is of such
How
cations
appli- ^q
of
TO
have
i
rants
war-
full.
Composition
and
,.
,i
of
to page
given in
drill are
study which
.
is the easiest
this turn
For
Rhetoric
of
nation
discrimi-
importance that it
apply equally well
grammar
f
Study
methods
The
Find
of
principles
the
where
ample
ex-
regardingthe parts
drill to drive it home.
94
and
contrasts
clear ideas
way to arrive at
the sentence.
The
an
organizethe materials of
mind
by groupingall the details
main heads is the easiest
possible
remember
to
way
have
illustrate. To
to
grammar.
or
thingsstudied.
construction
speechor
outline
an
as
been
applied
Rhe-
rhetoric.
to
"
i
generally studied with composition.
in j^ furnishes the
principles
theory and ''rules of the game."
readyour
An excellent practiceis that of endeavoring to dising.
rhetorical
tone
^
now
IS
"
.
.
,
r
^
"
.^
j-
Test
your
aloud
written.
^-^g
what
writing,
go
order
to
in
get
Last
again.
best
back
possible
check
the
up
to
the
of
use
HOW
and
swing,
read
and
After
into
all
of
the
be
swing
sure
dictionary.
of
that
of
doubtful
a
have
you
knowledge
your
spelling
what
have
of
words
in
pause
written,
and
thought
you
will
style
your
throughout.
consistent
more
AND
STUDY
and
rhythm
same
be
reading
TO
WHAT
io8
style
the
made
punctuation;
by
ence
refer-
modern
By
before
they did
ship;
and
yield
to
here
said
frequent
means
are
no
rail
to
of
steam-
continue
smaller.
to
transportation.
longer separatedfrom
commonplaces
fact
the
stress
that
and
another,
are
foreign
still closer and
into
one
by
or
must
These
old.
with
contact
more
that
there
languages.
study of modern
trade and foreigntravel demand
of the
need
necessities of
be
foreign tongues
^
in
brought
be
to
more
The
that
of
order
in
peoples are
will be
of distance
of the earth
as
^"^^^
^^^
than
nearer
seem
journey by
improvement
another
now
of space
grows
barriers
the
nations
one
Places
could
we
barriers
travel,the
of
means
Languages?
Modern
the
conquered.
^
been
have
The
Study
Why
IV.
mastered.
such
Moreover
lan-
Foreign
^
are
guages
,
.
will increase
study
tion
become
to
us
there
is
light and
of
source
a
really
great
"^
of
may
in
read
what
a
a
Moliere, Hugo,
and
that
genius of
reflect the
appreciatedthey
The
in the
fully abreast
Balzac!
of
a
professions.If
of the
times
he
will wish
nals
to
follow
the
of scientific progress.
^
will have
a
growing
^J ^'
erary
mspi-
be
To
in the
in any
art
-^
fully
original.
means
man
or
is useful
keep European
profession, language
to
^
German
As
exist
translations
a
ration.
Goethe, Schiller,
or
necessary-
French
.
jour-
for leader-
^^^P
'^
for Spanish, Ameri-
^
cans
new
^^^^^
exhausted,
European language
"^
.
Shakespeare
masters.
read
literature
been
to
No
such
be
must
knowledge
to leaders
have
be able to turn
delightto
and
trade
may
"
When
years.
since his time
the masters
and
few
sciences
need
in
useful
inspiration,afford
English
"
be
.
apprecia-
literature
foreign peoples. Foreign
of
What
understanding and
our
of
.
.
acquiring
^^^
and
,
.
this
professions.
language
South
with
they
as
spiteof the
languages, many
Necessityof
serious
purpose in
order to
acquirea
language.
in the
purpose
French
seems
for the
students
a
to
are
With
work.
of serious intention.
or
relations
countries.
real need
foreignlanguageis
HOW
into closer trade
come
American
In
AND
STUDY
TO
WHAT
no
the
study
of
a
of fashion rather than
a
say
them
sufficient
without
some
matter
To
study of foreign
a
few words
badge
of
in German
distinction;
they carry away after years spent in
of
sort
classes studying these languages. Such
study should be discouraged.The fact is that it
difficultto learn to speak and write
is exceedingly
One
resident in America.
a foreignlanguage while
and
must
put his whole heart into it,going over
and
over
you
that is all
pressions.
again the forms, sentences, and idiomatic exundertake the task unless
By no means
fullyexpect to make use of the language.
How
Use
direct
The
method.
get
TO
Study
a
the direct method.
the
thought from
Foreign
Language
to
aloud, striving
the foreign idiom
direct,
Read
Englishw^ords. Apply
day to picturesand objectsabout you the
every
words acquired. Use the language in this way
new
but twenty times a day; use it as you walk
not once
from school,as you sit at the table,as you
to and
talk with classmates,as you wake from sleep. On
the foreigntongue;
every occasion read aloud in
in it; seek opportunities
go to hear plays and addresses
tive
to
speak with foreignersin their nalanguage. Study carefullythe rules for
without
the interference
of
MATHEMATICS
drill
memory
given under
V.
Study
Why
high
most
elective but
not
the
study of
Latin
and
here.
apply them
In
iii
Mathematics?
schools
algebraand geometry are
requiredsubjects.The student, ^^^7%^^!-
has no choice but
therefore,
then, is it incumbent
more,
to take
upon
the
make
of the
work
clear the value
very
them.
All the
schools
in numbers.
to
offered in
these
subjects.It is not a difficulttask to make
such a showing,for number
and quantity relations
into the everyday thinkingof
enter
necessarily
almost
all
Quantitiesof money
of goods and services: this
paid for quantities
are
is the great
The
women.
fact
practical
thinkingupon
engineer,builder,and
largelyin numbers.
think
u
overneard
behind
J
the
in
me
"
.
^1,
f
talk
was
and
values
that forces mathematical
everyone.
contractor,
man
,
and
men
of
railwaycoach;
a
.,
.
long
^
-
.
I Occupa-
ago
"^
.
^
of
conversation
two
for two
,
who
men
.
sat
hours
.
their
,
,
expressedin
numbers.
ing
They are buildtrainingin mathematics
Mathematics
indispensable.
is also essential to
grasp and use of the sciences. It is the
of mathematics
to science that has given
application
a
proper
take
industrial progress.
physicsand chemistryin the
your
course,
us
our
modern
you
should master
If you
are
to
later years of
algebraand geometry
in advance.
"The
needs
ultimate
of
tionswhereneed
such
skill
?^
is para-
in the
quantities,weights,sizes, strains,loads, mount.
contractors, to whom
is
Not
business
the
needs
of
child must
societyand
the present
the
selection of
govern
TO
WHAT
112
A statement
work
ski.
school.
in the
STUDY
high school
varied
How
well
as
is the
by the
reasoningis shown
alongmathematical
HOW
AND
in the
as
of mathematical
need
developments
numerous
lines in other
elementary
rics,
fields,
e.g., biomet-
chemistry, and mathematical
of
physics. Analyticaland graphicaltreatment
statistics is employed by the economist, the philanthro
mathematical
business
the
the
even
valuable
expert, the actuary, and
surprisingly
physician,with the most
results;while symboliclanguageinvolving
methods
mathematical
has
a
part of well-
The
handling of pigiron does not
to offer any
seem
opportunityfor
mathematical
lytical
application.Yet graphicaland anaof the data from long-continued
treatment
experiments with this material at Bethlehem,
Pennsylvania,resulted in the discoveryof the law
tion
that fatiguevaries in proportionto a certain relathe load and
the periods of rest.
between
Practical
applicationof this law increased the
from twelve and a
handled
amount
by each man
half to forty-seven
tons
per day. Such a study
have
been
would
impossiblewithout preliminary
acquaintancewith the simple invariable elements
nigh
large business.
become
every
^
of mathematics."
How
Take
time
TO
Study
Mathematics
guess-work. Leisure is
the study of mathematics.
Avoid
nervous^'for
haste is fatal
^ime
work,
jectare
to
1
think.
due
to
Johnston
Many
haste.
et
of the
a
prime requisite
Give
yourself
failures in this sub-
Students
are
in too
al.,High School Education,p.
great a
134.
MATHEMATICS
hurry
read
to
them; and
what
They
are
in
think
out
how
the
know
do
not
of
today's
quired.
previouslyacprinciples
operationand
trust
right; they do not
^
step that the solution
Sit every
solution.
they
solution
,
to
that
,
to
take
out
come
before
they fail to grasp all
justwhat is given in
hurry
a
apply in
into the
rush
that it will
to
problem
is called for in the
great
so
see
mathematical
problem the
They
fail to
They
and
the
understand
and
in consequence
the details.
the data
113
luck
time
?^^^^^"J^
wasteful
IS
.
must
come
of time
and
right. Often they are satisfied if the result energy.
of an algebraic
solution is a whole number; if it is
a
fraction,
they work it out again by perhapsan
entirelydifferent process. The important thing
is to proceedslowlyand deliberately,
letting
thought
and reason
the penciland direct the work.
outrun
out
So much
that pupils are
tion
mathematics.
to
process
is the
method
in school is memory
work
likelyto endeavor to apply the same
of the work
mental
of trial and
.
But
process
this
m
most
study reflec-
necessary.
in much
error, used
The
Reason, not
memory,
is
the
^"
faculty
guide.
practical
is out of place in mathematics.
In
investigation,
this subjectone
should
not
employ the experimental
process of the puzzle or of the scientific
problem.
In algebratake time to think out an
accurate
statement;
1
cesses
twice
by
then
be
.
,
over
going
unless you
Do
accuracy.
that failsflyto
of your
sure
1-
arithmetical
.
additions
and
1
,
.
,.
pro.
of your
are
firstand when
not try multiplication
I have
known
some
poor
^^^^
your
multiplicationsas
thoroughlyconfident
as
division,
^^
you
^e^*^-
^J
work
pro-
114
WHAT
students
do.
the
In
Be
to
sure
all
data
the
ceeding
whether
to
figure
satisfies
work
a
solution.
theorem.
you
be
may
and
of the
best
work
that
the
The
for
of
all
of
in their
success
carefully
data
or
independent
solution
the
the
all; and
at
conditions
an
known,
of
reading
the
constructing
own
in geometry
book
no
to
Later
if your
done
factor
large
a
book.
see
out
is
conditions
use
necessity
thoroughly
data
who
classes
understanding
required
to
the
sure
from
comes
book
finding
theorem
the
of
well
Some
of
the
equally
by those
is done
the
in
of
learned.
method
figure independently
^}^g
^-^j-j^ ^q
review
frequent
understood,
have
HOW
previously
excellent
an
you
the
draw
understand
formulas
geometry
of
is need
There
and
cases
AND
STUDY
TO
figure.
generally
follows.
In
Friendly
is
a
more
in-
solve
the
has
the
can
the
in
of
number
Each
Who
puzzle.
a
be
competition
mathematics.
of
fascination
greatest
of
principle
applied than
happily
problem
source
of added
study
no
them?
There
can
are
few
terest
who
students
such
the
work
most
have
excites.
the
concentration
carries
of after-life.
and
gained
the
in
into
keen
has
interest
not
invigorating
affords.
school
over
who
He
stimulating
that
felt
not
an
many
Surely
alert
a
class
has
missed
mental
the
in
practical
that
cipline
dis-
power
of
matics
mathesituation
TO
WHAT
ii6
in
necessary
STUDY
AND
HOW
production of dyestuffs,soap,
glass,
paper, ink,drugs,and fertilizers.
the
paint,sugar,
of
The inspection
food and
is intrusted to the
water
chemist.
There
A
field open
ery.
are
\^q solved.
Young
touch
these
with
in
on
problems
many
and
men
chemistry yet
who
women
into
come
likelyto keep
scientific discovery. A
of
student
of years ago a young
of the need of separatingaluminium
number
in Ohio
read
its
from
ore
At the age of twenty-two he
costlyway.
the use
of
had solved this problem. He gave
us
example aluminum
At his death, a short time ago,
ware.
in
An
to
problems earlyare
great work
the
in
a
less
columns
devoted
to this noted
man,
papers
tune
died
He
Charles Martin Hall.
leavinga great forthe
the wealth
; but
fraction of the wealth
the cost
a
pound
This
Duncan's
eighteencents.
an
by no means
in
ducing
re-
ninety dollars
from
of aluminum
small
only a
the world
that he gave
various
manufacturers
of rnoney to enable young
while working on
related to
industry. The
example of the
In the University
have given sums
isolated
discoveries of chemists.
University of Kansas
of Kansas,
acquiredwas
to
is
valuable
he
students
some
to
selves
support them-
chemical
problem
results of this work
are
and chemist.
to both manufacturer
gratifying
The student of chemistrycan
hope to apply his
knowledge in the home, shop, factory,and farm
in
a
useful ways;
of followingthe
hundred
and
he
can
have
the
advantage
progress of the world
ous
by reading with interest and understanding numerscientific articles and
books.
SCIENCES
THE
117
Physics
years ago a student of mine was
change of climate for his health.
Some
seek
a
obligedto
He
went
to
Where
"
and
Hawaii
a
knowledge
found
work
as
a
laborer
upon
a
largeof physics
plantation.Two years later he paid a visit Proved
ger
manaAmerica, having become in the meantime
will be glad to read
of the plantation. You
val-
sugar
to
the story he told of his success.
Soon after he reached Hawaii,
the
erected
was
cane
mill for
a
crushing
place. The erection of
task beyond the ability
of
the
on
this
machinery proved a
and foreman; and
no
expert machinist
manager
at hand.
was
My young friend had studied physics
in the high school,and his limited knowledge of
mechanics, derived from that study, was
enough
to
enable
him
to
understand
and
direct the work.
thus
reputationfor ability
his promotion from day laborer to
other highlysuccessful men
Two
earned
the
To
manager.
who
in electrical manufacturing business
111.
author
them
that
c
their successful
the
by
wonderful
study
work
of
of Edison
^
careers
high
he owed
are
have
engaged
told the
opened to
physics. The
were
school
has been
Physics and
the
inven-
tive
faculty.
in the domains
can
physicsand chemistry. The characteristic Ameriand
traits of inquisitiveness
invention have
here.
splendidopportunities
Aside
from
vocational
value that physics
any
of
may
have, it is the key
to
the interpretationof
a
Some
phe-
nomena
1
r
of
11
rr^i
"
which physeveryday happenmgs. The swmg
of the pendulum, the projectionand
fall of the ^^^ explains.
the rainbow's hues, the flash of the lightning
bullet,
vast
number
.
ii8
TO
WHAT
STUDY
AND
HOW
thunder, the steam-engine,the
the microscope,the telephoneand telegraph,
telescope,
the X-ray,boilthe phonograph,the wireless,
ing
and
crash of
the
ice
water, congealing
in ways
too
manifestations
"
here
mention
to
numerous
of energy
are
"
all
beautifully
explainedin the laws of physics. This
has accomplishedgreat things
study,like chemistry,
for the comfort,health,and happinessof mankind.
Biology
Botany and
Biologyis the study of livingthings. It is usually
is
: botany,which
pursued as two separate subjects
the study of plant life,
and zoology,which is the
himself is an
animal
study of animal life. Man
and subject to the same
laws of life that govern
other
animals.
In recent
years the study of
rich returns
to
very
Biological j^g^smade
study has
and happmess of mankmd.
helped in
the fight
diseases are caused
,
disease.
.
.
.
botany and zoology
the health,wealth,
.
_
It has
been
found
that
developmentwithin
life. A
of minute
forms
of parasitic
knowledge of these has already gone far toward
wiping out yellow fever,hookworm, malaria, and
other human
diseases. The
cination
practicaluse of vacthe
as
by Jenner is regarded by some
many
the system
to the
greatest contribution
the
welfare of the
race
that
During the eighteenth
century fiftymillion Europeans died of smallpox.
Vaccination has put a stop to this scourge.
Plagues
any
that
man
has
by
ever
made.
frequentlyattack livestock
of dollars worth
years been
checked
by
of farm
the
and
animals
lions
destroy milhave
biologists.
in late
THE
Pasteur,the
SCIENCES
eminent
119
French
saved
scientist,
his
by his discoveries. He ^^^ "^^^^ o^
saved cattle and sheepfrom a plaguecalled anthrax,
jenner exhit)itsthis,
from
chickens
and
human
from
cholera,
beings
hydrophobia. In the plantworld Pasteur saved the
untold
countrymen
vines and
wines
that threatened
Just now
a
wealth
of France
from
diseased conditions
ruin to this great
fatal
which
disease,
industry.
attacks the hoofs
of cattle threatens to carry off millions
of livestock.
of dollars worth
A great American
and
mouths
Dr.
scientist,
New
Institute,
Simon
Flexner, of the Rockefeller
York,
has been
called to the
Chicago
be able to
stockyardsin the hope that he may
discover the biologyof this fatal disease and save
the herds.
Entomology treats
insects destroy about
of
insects. It is said that
billion dollars
a
worth
of ^^^
^^^f
caused
1
crops
every
wonderful
could
be
Not
read
young
the
United
1
r^
"ri
States.
What
a
by
insect pests.
savingmight be effected if every farmer
observer of these pests!
an
intelligent
less valuable
Every
the
m
year
"
XT
is the work
student
life of
Luther
should
of eminent
be
botanists.
encouraged to
Through the
Burbank.
J^^Y^^'
u
of Luther
has Burbank.
breedingand selection of plants,this one man
added
vastlyto the wealth of all the world. He
has improved old varieties of fruits,
flowers,
grasses,
and
has
"wild
trees,
or
vegetables;
merged
rate
degenetypes of plantlifewith tame or cultivated ones,
in order that the union
be of service to both";
may
and has actuallycreated "new
forms of life,
known
un-
1
^
to the world
before."
Harwood,
Creations in Plant
New
As
a
young
man
Life,p.
24.
he
WHAT
I20
created
a
became
this
TO
and
new
known
the
has
dollars to the wealth
Here
and
New
improved
speciesof
plants.
AND
HOW
improved varietyof potato
as
success
one
STUDY
Burbank.
added
which
It is said
that
twenty miUions
over
of
of the country.
of the
thingsthat this wonderful
botanist has done.
He has developed a thornless
which is a food for man
and beast,and may
cactus
be grown
in the desert.
He has made
a new
berry,
called the primusberry,a union of the blackberry
and the raspberry. From
the apricotand the plum
he has made a new
called the plumcot. Other
fruit,
creations from the plum are (i)a plum with no pit,
(2) a plum with the flavor of a Bartlett pear, and
(3)one having a rare fragrance. He has taken the
some
are
bitter taste
of tannin
the meat;
has
from
made
the
walnut
skin
that
fast-growing
tree, a
daisy with a six-inch blossom, a dahlia with the
odor of magnolia blossoms,a lily
with the fragrance
of violets,a chestnut tree that bears in eighteen
months
from the time of seed planting,
a delicious
with a ten-inch blossom,
white blackberry,
a poppy
and a twelve-inch calla. He has greatlyimproved
these is a prune
speciesof fruits; among
many
three or four times as largeas the ordinaryFrench
covers
a
prune.
The
The
of
study
botany
is
work
still
number
Burbanks.
of
only
a
has
done, great
beginning. It has
as
blessed
it
is,
and
immeasurably; still it is only
lated
his example shall have stimuWhen
pioneerwork.
nists
a whole
generationof ambitious young botaintroduced
to the subjectin our
high schools,
rapid.
progress in this field should be stillmore
crease enriched
should inthe
that Burbank
mankind
Geography
Physical
subject of physicalgeography
physical sciences as applied to the
The
study
nature
reference
with
earth.
inanimate
to
of the
treats
is The
It
nature,
ani-
subject
physical
geography
Biology treats of livingthings plants and
mals.
Physiography treats of the forces and laws interesting
^^^ useful,
of nature
as
applied to material things, such as
soils,rocks, mountains, valleys,rivers,lakes, and
as
It explains also such phenomena
winds,
seas.
"
frost,and
tides,heat, cold, rain, ice,snow,
waves,
dew.
There
of this
study
:
from
to add
to one's
to
earn
profitin the pursuitof
To
gifted with
one
wealth
of
to
seen
physiography
this
is
seen
pleasure and
study.
curiositythere
natural
satisfaction
side.
enjoyment. From
add to one's capacity
there is both
living. Thus
a
the economic
noble
capacityfor
side it is
the economic
side
cultural
the value
to view
the cultural side and
the
Viewed
which
sides from
two
are
learning why
in
so
is
a
many
K^^^.^^^
The inquiringmind
the
to
thingsabout us are as they are.
see
significance
to a large
finds in physiography interesting
answers
number
of questionsconcerning the physicalworld,
things.
The
As
subjectgives interest
fact after fact is
law, Yve
no
longer inhabit
the
river,the
to
tell.
not
the
under
Here
is
ravine
Even
a
feet
huge
blind
become
one
everything about
to fall under
of
our
wind
chance.
eloquent
dropped
from
one
eye
and
The
of
some
or
us.
another
hill,the lake,
The
chaos.
that catches
changes
effect of
our
seen
to
has
a
weather
very
world
vast
story
are
stones
history.
glacier.
WHAT
122
Here
is
TO
STUDY
that has been
sharp one
a
"power of frost.
AND
Here
is
HOW
shattered
by
the
fused
by volcanic heat.
Here is one that has been rolled and polished
by the
Here is one, pickedup in northern
action of waves.
Michigan,where long ago the coral polypsfashioned
it,when this land was covered with a summer
sea,
Thus
new
stretchingfrom the Gulf of Mexico.
to common
come
beauty and significance
thingsas
them
in the light of this
learn to understand
we
science. Thought and conversation are enriched proportionat
; and
we
are
and
understandingly
the topictouches upon
So
Industrial
this scien:e.
much
Qf ^j^g
to
one
able
grasp
The
makes
what
to
we
read
more
hear
when
this science of
for the cultural
study.
Trainingwhich
both
or
profitside
men
more
physiography.
side
pleasure-giving
is just as apparent.
observant
of their
possiblefor them to take
All
otherwise unseen.
advantage of opportunities
ment.
occupationsare conditioned by physicalenvironthan
The
student of physiography,more
what
else,can tell the peopleof a locality
any one
where
He knows
occupationsthey should pursue.
environment
to
go
to
makes
get the best
line.
it
returns
for his labor in
the environmental
a
ticular
par-
conditions
Knowing
of a givenplace,
he can judgehow great a population
exist there,what animals and plantswill thrive,
can
and for what industries the placeis best suited.
In many
cases
physicalgeography is given as
in science requiredof
a part of the generalcourse
all students in the freshman
year of high school.
that
be seen
From
what has been said it can readily
The
the requirementis made
with good reason.
Application
Applying
the
tific
scien-
method.
of
I. Statement
II.
STUDY
TO
WHAT
124
HOW
Outline
Foregoing
the
of
AND
problem : What
the dew?
causes
Varietyof data.
1.
first-hand observations
From
on
conditions
weather
and
made
night and morning
by a high school
dew
student.
after
cloudy nights.
after clear,
stillnights.
b. Dew
No dew after windy nights.
c.
dew in valleythan on hilltops.
d. More
dew
a.
No
e.
Little dew
/.
dew
Much
tops; much
tree
on
ax
on
on
blade,little
grass.
on
helve; ax
blade
feelscolder than helve.
nightsthan on hot.
h. No dew on winter nights; frost in springand fall.
First-hand observations made by day on other deposits
dew
g. More
2.
cool
on
of moisture.
a.
does
not
when
blade sweats
b. Hatchet
not
c.
filled with
when
sweat
sweats
on
warm
cold water;
warm.
brought
brought from
when
Cellar wall
filled with
when
pitchersweats
Water
from
tor;
refrigera-
oven.
springday; feels cold
to
touch.
the
falls when
d. Rain
wind
changes and
a
cooler
breeze strikes the clouds.
e.
evaporates into the air; hence
Water
there
must
be
moisture in the air.
/.
Moisture
is
warmer
III. Observation
a.
on
panes
on
cool
day, when
house
than air outside.
of data.
Unfavorable
tree
window
to
dew:
tops; wind, warm
and
high placeslike hilltops
nights,winter nights,cloudy
nights.
b. Favorable
to
dew:
surfaces;summer
c.
cool clear
nights,low places,cool
weather.
depositsof moisture : cold water
pitcher,cold hatchet blade,cold cellar wall,cool
from).
window-panes. Cool breeze (rainfall
Favorable
to
other
SCIENCES
THE
and fancies.
Theories
IV.
1.
The
The
dew
sky like a very fine mist.
in,children;the dew is falling.")
of the ground as it does from a
falls from
dew
"
(Mother says,
2.
125
the
Come
out
sweats
pitcherof icewater.
dew
3. The
and
from
is moisture
4. Dev/
in contact
how
settles
with
observed
that
the
and
dew
The
mist.
thingsjustas moisture
window-panes.
the air givesup when it comes
settles on
on
which
cooler surface.
a
recorded.
falls from
The
the
sky
first
like
theory is
a
very
is that there is no
firstfact observed
cloudy nights. A fine
the sky to be
cause
would
and of animals
men
take up each of the theories in turn and see
it squares
with the data or facts that have
been
after
of
the breath
and
steam
in the house
Now
from
comes
mist
is
a
overcast.
fine
dew
fog,which
Thus
the
very firstfact is inconsistent with the theory. The
second fact also refutes this theory; for there is
after
dew
clear, still nights. Furthermore,
theorythat
that
there
dew
is
no
falls does not
dew
on
account
the
for the fact
windy nights. Again, if
sky,as much would fall on hills
and tree tops as on valleys
much
and low places;
as
the ax helve as on the blade,etc.
This firsttheory
on
does not account
for one
of the facts given.
The second theory is based on
false assumpa
tion;
for the water
ture
pitcherdoes not gather moisthan does the cool
by sweating,any more
hatchet blade.
Neither the pitcher
the hatchet
nor
has a system of sweat
glands. Furthermore,it
dew
fell from
does not
The
ig, 2a,
the
account
third
for any
theorydoes
2b, 2C,
of the facts.
not
account
for la,
id, i/,
126
TO
WHAT
STUDY
AND
HOW
for practically
all of
theoryaccounts
There
is no
the phenomena observed.
dew
after
cloudynightsbecause the clouds act as a blanket to
prevent the earth's surface from coolingto the dew
point as it does on clear nights. Place your hand
the ground on such a night and see if it is not
on
fourth
The
than
warmer
clear nights. Winds
on
long enough
the air to remain
and
giveup
places,as on
them
air on
warm
the cool earth
the clouds
it
to
tops,acts
reduce
to
the
cooler than
is moisture
Dew
in
The
their moisture
condenses
comes
give up its moisture justas
the dew.
causes
Therefore:
when
place to cool
moving air of windy
one
depositedthere. The cold ax blade,
cellar walls,and window-panes cause
pitcher,
water
V.
tree
allow
of dew
amount
the
The
its moisture.
hills and
in
do not
contact
which
cool wind
into
on
raindrops.
air
the
gives up
with the surface of something
air.
the
polishedmetal beaker half full
of lukewarm
water.
a thermometer,adding bits
the temperature gradually
Notice how
of ice the while.
drops tillthe beaker is cool enough to make the air deposit
VI.
Verification.
Fill a
"
Stir it with
moisture
its
on
Skill in the
Vocational
skill in
scientific
procedure.
Even
use.
above
am
of the scientificmethod
commercial
any
or
will carry
industrial
I less successful in
?
a
use
problem.
today progress is largelydependent upon its
follow the method
See if you can
as
applied
this problem: Why
and work out for yourself
to
over
value of
polishedsurface.
student.
In the second blank
In
the
first blank
than
is my
fillin the
fill in
a
friend
name
of
study or
a problem
accomplishmentof any kind; or use such
that of winningfriendsor of earningmoney.
as
VII.
Economics
Why
of the
treats
production,distribution,
It is concerned
of wealth.
consumption
and
Economics?
Study
with
^^^
subject
matter
...
efforts
s
man
to
secure
human
institution
is
of
true
its
of
background
the
side.
attention
subject; but
the
student's
modern
These
a
are
in
course
of
some
the
economics:
efforts to
ing.
the
as
of
people
for
deration.
consi-
topicsusually studied
in
organization of labor, ^^.,^"Y^,^^
^
the
Wldc
11
and
occupations
the
trade-unions,the
"
T
"
r
division
problems
man's
cerns
industry
in
locality,come
own
This
govern-
the productive efforts
also,and particularly
in
every
especiallyof
history receives
con-
1
Nearly
economic
and
education,
Industrial
ment.
has
T.T
hvmg.
a
^
of
1
labor,
of labor
and
hcM
of
'
rr
einciency,
practical
matters,
comcapital,
petition,
competitiveprices,monopoly and monopoly
ing,
and
prices,interest,profits,money
coinage, banktariff and
internal
of
control
or
utilities such
ship
taxes, public owner-
revenue,
of
means
production, public
railways,gas, water, telephone and
the
various
forms
of
telegraph companies, and
collective
A
and
economics
c
ject
citizen
"n
will
i_
be
should
individual
enumeration
mere
oi
as
is
1
not
These
interested.
^
a
in industrial and
and
matters
are
The
,
of
to
mold
commercial
of
should
^^
}^ "^
,
value
to
the
voter
and
,
every
""
but
be
reformer
well
as
the
man
as
to
1
he
public opinion,and
life he
and
sub-
economics
intelligentvoter,
more
force
.
which
.11.
a
that
important
m
student
action
capable of intelligent
business.
topics shows
.
1
only
also be
live
rr^i
study.
is
these
of
decidedly
a
of wealth.
use
more
cessful
organizingsuc-
engaged
living,
in
of
treats
the
is
Psychology
Psychology
Study
Why
VIII.
Psychology?
science
of
mental
life.
It
sonings
feelings,sensations, understandings, rea-
of the
treats
decisions, and
and
life.
mental
conduct.
to
processes
the
It
relation
of
mental
investigates memory,
will, attention, interest,suggestion, fatigue,habit,
of
association
which
The
world
the
and
ideas,
becomes
physiologicalparts
the
which
acts
or
sense
and
taste.
If it is worth
It is
as
ful
use-
and
of
organs
intimately
also
processes
brain,
ceive
re-
and
nerves,
sight, hearing, smell, touch,
for
while
in order
hygiene
by
consciousness.
most
are
attention; especiallythe
the
phenomena
subject to
mental
with
connected
all
study physiology
to
men
understand
to
their
physical
is
as
physiology.
functions
and
best
and
how
and
usefulness.
to
is
bodies
certainly worth
the
a
to
mind
it in full
preserve
in
while
understand
to
and
use
their
preserve
in order
study psychology
in Part
and
use
it
efficiency,
of
state
to
vigor
principlesof effective study
The
I of this book
based
are
principlesof
upon
psychology.
the
At
The
subject psychology and
is much
there
time
present
wide
no
is wide
knowledge
interest
of
its
in
truths.
cussed
disand
little understood.
Hence
of
are
many
misled
being
pseudo-scientistsand
charlatans.
Especially
explored realms
great deal
is
this
subconscious
of
being
is
the
written
suggestion,the
power
by the pretensions
wild
true
utterances
in
the
phenomena.
and
read
of
mind
about
over
of
halfA
tism,
hypnomatter,
PSYCHOLOGY
clairvoyance,etc., that
129
has
scientific foundation
no
in fact.
A
few
days
book
a
The
^
book
learned
but
had
his
had
write
opinion of
the
fraud.
put him
The
serious
without
and
he
had
of
of
study
and
a
whole
large part
of
life.
Their
made
I
get their
to
"
it to
professors
"
the
replies
that
he
victim
of
would
psychology
have
beginning.
mental
the
inform
to
consistent
been
in the
guard
interest
it
book.
so
duped.
are
brought
philosophy
the
and
is not
phenomena
knowledge
gained
is of
Practical
^alu6
"
1
value
"
T
m
psychology
is
All-
directions.
many
helping
to
Among
an
other
of
how
to
others; and
his advertisements
influence
even
to
and
the
understanding
minds
of
de-
the business
in
conduct
and
man
in
sellinghis goods.
of
a
things, knowledge
linquency and crime; it is useful to the physician
in the handling of certain types of nervous
diseases;
the
to
in knowing
clergyman and social worker
better
^^^
wildest
it, committed
universities
study
his
on
The
author
that
readily saw
his
three
at
unfavorable
so
who
unquestioned scholars
to
"
mnumer-
not
making
was
of
and
thinking
him
were
and
written
of
?^"^
is followed
name
fellow
firm.
Ignorant
is full of the
was
much
memory,
psychology
a
work
underlined
to
pages
of
The
sell; yet the dear
to
me
of
author's
evidently it
statements;
Chicago
passed through
the
with
me
1
have
titles.
to
came
well-known
a
1
to
editions, and
able
by
"
clamis
man
young
by
published
t
1
rr^i
a
ago
writing
"^
psychol-
IX.
There
all
Not
school
high
value
Why
certain
are
which
of
elucidation.
Physiology and
the
detail
continued
in
that
attention
it
seems
advanced
1
them
to
and
grades
with
1
here.
These
examples.
are
the
an
jects
sub-
continued
in
form, usually with
emphasis
more
and
earlier
be
art
grades.
increasing the
the
upon
also
are
Their
of
powers
and
stimulating taste
school
great culture
observation
the
appreciation for
pointed
before
long
out
subjects
and
ful,
beauti-
the
high
is entered.
Perhaps
yoca-
in
from
in
call
drawing
should
to
known
side.
Free-hand
value
in
and
experimental
vocational
this is the
value
of
place
call attention
to
and
drawing
One
art.
the
to
does
value
drawing
and
subject-matter and
"
n
hygiene
school
high
more
art
giving
the
well
so
to
taught
are
of
studies
are
scarcely necessary
tional
Drawing?
sub-
jects need
The
Study
in
have
not
these
...
be
to
artist
an
Studies.
in
useful
Every
order
make
to
of
use
object of merchandise
value
industrial
products.
.
will find
price if
a
it has
embellished
with
are
bought
if
houses,
added
value
in any
line
and
primarily
they
can
in lines of
attractive
plows, hoes,
Even
.
will sell at
a
coloring.
Pieces
also
win
from
steam
for
and
of
article
automobiles,
and
wagons,
higher
beauty
carpets, dresses, hats, every
apparel, also
all receive
fashioned
been
furniture, rugs,
of
sale and
ready
more
symmetry
and
grace.
engines,articles which
use,
please the
larger returns
will
eye.
give
The
if he has
more
faction
satis-
producer
cultivated
Studies
Vocational
X.
Stenography
Commercial
A
good
stone
to pre-
ferment.
rectlyto
many
avenues
of
business
the
is
contrary,
work
no
Young
the
that
of
province
affords
a
of
course
each
the
of
the
better
the
opportunity
Not
long
conversation
it
Chicago.
revealed
was
his
begun
down
sat
in
to
four
ago
service
Club
had
into
On
women.
Traffic
four
di-
often feel that
railroad
together at the
leads
afterward
men
managerial positions.
dinner
In
high school
openings,and
high places in
filling
men
to
the
promotion.
stenography
rise to
in
work
career
as
a
stenographer.
The
The
private
capable
ently
private secretary
a
here
the
with
a
of that
duties
to
an
official.
official.
worth
and
power
it
to
win
also
not
relations
only
opportunity to show
the
confidence
generally lies
of
lent
excel-
his
own
in whose
one
recommend
to
preslearns
He
Intimate
strong superiorwill give him
but
training,
to
stenographer becomes
young
promote
or
positionsof responsibility.
What
also
is true
true
education
and
coupled
with
that
a
A
business
and
office.
The
railroadingis
wider
the
secretary has, the
good technical
ing
trainmore
education,
literaryskill,is especiallyvaluable
offices of industrial
of
every
respect of
business.
his services.
valuable
in the
of other
this
in
corporations.
law, commercial
commercial
arithmetic
A
edge
knowl-
keeping,
geography, bookare
valuable
in
STUDIES
VOCATIONAL
Many
of
people are
for
responsible
this
to
as
the amount
^^
by stenographers.Largely ^^^^
needed
education
business
misinformed
133
condition
collegeswith
the
are
their six-months'
^
so-called education
to
courses
^"^
stenog,
"
rapners.
school
graduates.
they attract
grammar
understand
the
who cannot
The young stenographer
dictation will not be
she is taking from
matter
able to read her notes when they become
cold; much
less will she be able to paragraph,punctuate, and
in these
must
spellthem correctly.Such a one
days of competitionexpect in most instances to be
dismissed
from
one
positionafter another, until,
mation
perchance,she has picked up enough generalinforand enough English to earn
fiftydollars a
the other
month
and satisfyher employer. On
found who
of education and ability
are
hand, women
have been promoted to positions
as
taries
privatesecreat salaries as high as three and four thousand
which
a
year.
Bookkeeping
Bookkeeping
men
desiring to
is also
enter
a
good opening for young
commercial
lines.
the
To
^
possessor
of
Possibilities
01
.
real mathematical
.
,
talent,orgamzmg
keepers
such posithere are open
tions
experience,
as those of head bookkeeper,
auditor,and comptroller
of great business enterprises.
Certified public
have
accountants
are
expert bookkeepers who
passed certain state examinations.
Many of them
employed
go into business for themselves,and are
by public and private corporationsto examine
and
ability,
their books
promo-
tion for
book-
of accounts
and
make
a
report
to
the
WHAT
134
public or
their accuracy
on
of the
corporation.
remain
in the subordinate positionof
who
Men
^
bookkeeper soon reach the limit of their earning
capacityat a salaryof from fifteen to twenty dollars
the public,do not
week.
a
They do not meet
direct the work of others,or assume
bility.
largeresponsiif they remain too long at
In consequence,
to be incapacithe bookkeepingdesk they are likely
tated
and
Disadvan-
stockholders
the
to
HOW
AND
STUDY
TO
the financial state
on
which involve broader duties and
positions
and
Yet
managers
many
greater responsibilities.
employers have been developed from alert young
for
learned
much
the
about
bookkeepers who
have
details of business.
where
largebanks and offices,
division of labor,a bookkeeper
there is
minute
a
less than
will learn
to
manages
set
In
of books
be
to
smaller
in
transferred from
The
another.
offices unless
one
and
desk
expert who
he
one
becomes
the
or
auditor,publicaccountant, comptroller,
like,can rise to a salaryof three to five thousand
an
dollars
a
year, and
in
cases
some
to
even
more.
Salesmanship
The
Why
the
work
p^id than
highlypaid, and
of
that
a
salesman
highly
usuallymore
employees such
of other
bookkeepers. The
is
as
life of th6 business
clerks
mediatel
is im-
dependent upon the sale of goods. The
ness,
travelingsalesman who can go out and get busiand thus enlarge the profitsof the concern
a good
to demand
is in a position
for which he sells,
salary. The salesman behind a counter, to whom
customers
come,
will
earn
less than
the
traveling
VOCATIONAL
STUDIES
salesman; but
success
increased pay.
Tlie clerk
duties
routine
after
here
even
135
is rewarded
bookkeeper who
or
which
fixed
are
by
looks
and
easily
capacityof average men, has littlechance
and ability,
and to increase his
to displayenergy
earnings. The salesman is not so confined; the
the
within
he
more
sell the
can
Salesmanshipis
well
as
a
part upon
m
one
art
an
giftwhich
he
more
can
which
be learned
may
is inborn.
s
earn.
will
Success
knowledge
of
human
as
depend
nature,
Traits
of
a
good salesman.
knowledge of the goods he is selling
and
of competing goods. But
in large measure
of character will determine
one's earning
qualities
In the firstplacethe ability
capacityas a salesman.
and deal with men
is all-important.
to meet
Boys
who are poor students because they like peoplemore
than they like books, and preferalways to be in
and
upon
one's
the company
of others rather than
make
excellent
alone with
their
salesmen.
They are
popular in school; they make friends easily;they
embarrassed
in conversation; and they
are
never
all,
quickly win the confidence of others. Above
studies,may
the salesman
win
must
confidence.
If he is honest
and
will indicate honesty
upright,his personality
and
uprightnessand will inspireconfidence. If
he likes other people,others will like and trust him.
and good sense
of course
elements
are
Intelligence
of success
in the work of a salesman as in everything
else.
College men
marked
salesmanship with
wide and intimate knowledge Collegemen
going
are
The
success.
into
as
"
r
of
men,
gamed
1
.
m
n
college,and
T
1
the
1
"!"
abilityto
meet
salesmen,
WHAT
136
TO
STUDY
AND
friends are
strangers and to make
and
Poise, self-confidence,
HOW
able.
decidedlyvaludistinction
of
the
only advantages gained in
college; education
gives a many-sided interest
and knowledge of things,
and opens many
avenues
and varied topics
of approach in meeting customers
in winning them.
of conversation
manner
not
are
Scientific
sciences afford
The
Farming
preparationfor
Who
should
agriculture.Botany, zoology (includingentomolfarmingasa ogy),physicalgeography, chemistry,and physics
vocation.
less directly
^]^ ht^v more
the science of
or
upon
agriculture.The student who is fond of botany
and is happy to find
and zoology,who loves nature
himself alone with growing plants and
animals,
will surelyenjoy this vocation and succeed in it..
Education
certainly
pays as a farmer's investment.
Value
of
education
to
^j^ agricultural
survey
^
^^
the farmer.
,
York,
school
,
,
shows
are
returns
on
that
making
excellent
an
^
of Tompkins
,
^
farmers
more
their labor
who
than
as
County, New
/\
attended
nigh
,
^
have
twice
is made
as
much
.
^
money
by those
who
merely attended a grade school. It would be
the financial returns
of those
to compare
interesting
of those high
trained with the returns
scientifically
have
had
scientific training.
who
school men
no
Every farm is a laboratoryfor scientific experiment.
have
Problems
of
soil conditions
and
the
crop
best
adapted to these conditions,of the most suitable
of the
of the best preparationof the soil,
fertilizers,
methods
of feeding stock,of the
economical
most
choice of what stock to sell and what to keep and
VOCATIONAL
breed, of the
fruit
of trees
care
all these
"
problems
scientific management
I know
of
STUDIES
of
a
and
137
the
shipping of
and
intelligence
call for
high order.
Michigan farmer with a hundred
whose
and sixty acres
profitsaverage twenty-five
thousand
dollars a year.
His knowledge of fruit,
Near
soil,and fertilizers is remarkable.
by are
other farmers with inferior equipment who
drudge
farms of equal size.
for a scant living
on
In many
high schools it is possibleto take a
in agriculture.A young
from the town
man
^^^
course
a
and
1
1
shouid
1
r
11
lollow
1
"
this
up
school
umver-
-1
with
course
a
summer
vaca-
sity courses
adapta- i^_^^^^^^
ture.
A
bilityfor this sort of work.
collegecourse
in some
school of agriculture
to
pays largereturns
the
practicalfarmer. Certain
lighter branches
of farming,such as poultryraising,
dairying,the
keeping of bees, and the raisingof flowers and
garden vegetablesare as well suited to women
as to
tion at work
on
a
farm, and
thus
test
his
men.
Domestic
Art
and
and
Dressmaking, millinery,
vocational
fields of wide
Science
laundry
scope, in which
work
are
capable
student can
hope easilyto pass from employee to
employer. Tailoringand textile study for men
should have a placein the same
department.
Cooking offers another wide field;and there is
no
and women,
trained
reason
why both young men
in our
high schools,should not enter the profitable
field which
the skilful preparationand servingof
foods opens to them
in all populous centers.
Of
a
138
course
TO
WHAT
service under
STUDY
AND
HOW
the direction of others should
Lack
of
precede independent business careers.
of
capitalshould not deter the student. A man
said to the
high positionin financial affairs once
man
writer,^'It is ridiculously
easy for a young
with a good reputationto borrow
the capital
with
which
knows
to start
to be
in any
business
which
he knows
and
profitable."
fairly
Manual
Training
Manual
trainingopens a wide field to young
lines.
who show natural aptitudein mechanical
men
For the engineering
professionsa collegetrainingis
is at least highlydesirable.
or
required,
The
Professional
Engineers
professionof engineeringincludes many
specialdepartments :
(i) The civil engineer,who designsand builds
such as
stable structures
bridges,embankments,
the surveying of
attends
to
or
walls,buildings,
of
land and
railroads,and to the maintenance
railways.
who designs,
builds,
(2)The mechanical engineer,
and sells engines and machines.
(3) The electrical engineer,who designs,builds,
trical
tests, and operates electrical machinery and elecplants.
structs,
designs,con(4)The hydraulic engineer,who
The
and
operates water-works
and
cities;canals,reservoirs,
dams
for towns
for
and
irrigation;
TO
WHAT
I40
AND
STUDY
HOW
engineeris one calling
positionof stationary
with
for a responsible
man
comparativelylittle
work
is quite
expert knowledge and skill. The
engineeris usually
easilylearned and the stationary
paid twice as much as the average clerk.
The
Engineering
Building
and
Trades
chinists,
engineeringtrades include those of madry
founmill-wrights,
draftsmen,blacksmiths,
workers, and pattern-makers.These are all
have
skilled laborers who
usuallyserved apprenticeship
and are paid from three to five dollars a day.
The building
trades include those of the carpenter,
structural
plumber, electrician,
plasterer,
mason,
lather,mill-man,
ironworker,steam-fitter,
gas-fitter,
sheet-metal worker, cabinet-maker,glazier,
cement
and decorator.
worker, painter,
of
trades there is possibility
In the engineering
risingto fortune by a successful invention,
protected
by patent; or by passmg from the ranks of employee
of foreman
^-q employer, often through the positions
and
supermtendent. The general supermtendent
of a great plant is usuallya very highlypaid man;
and he may
be given a share in the profits.In
the building trades there is always the possibility
of promotion to foreman
or
superintendent;
tive
of initiaand from these managerial positions
men
with littledifficulty
in goinginto business
meet
for themselves as buildingcontractors.
In addition to those alreadyenumerated, there
The
How
men
in
these trades
sometimes
rise to great
fortune.
,
,
are
.
,
.
,
several other
,
a
young
i
r
,
^,
lines which
,
.
man
,
of
me-
VOCATIONAL
chanical
tastes
STUDIES
pursue
may
141
such
"
and
excavating, road-making,
these
In
all other
and
general
as
lumbering.
which
occupations
tracting,
con-
youth
a
Questions
ask
considers
ought
be
to
answered
What
qualitiesare
2.
Have
I these
3.
What
,
.
questions which
certam
are
before
1.
.
.
there
entermg,
choice
,
choosing
trade.
is made:
for
necessary
success?
qualities?
education
should
special training
or
I
have?
4.
to
What
others
serve
5.
opportunitiesdoes
What
to
benefit
to
or
opportunities
afford
occupation
society?
there
are
responsible
more
the
and
ment
advance-
for
highly paid
more
work?
6.
Am
I
building the character
with
7.
this
What
is the
What
demand
Are
there
Are
there
that
be
can
trusted
en-
responsibility?
extent
of the
for the
idle
many
field of
goods
in
men
civil service
or
services?
well
as
employment?
the
given
pation?
occu-
competitive
as
openings?
8.
What
is the
Is there
9.
I the
What
location
What
I
of
danger
Have
Am
10.
healthfulness
is most
trade-union
employment?
occupational disease?
strength and
willingto
of the
health
for this work?
desirable?
live in the
necessary
regulations must
location?
be
met?
to
before
a
Older
The
XI.
The
to
gjyg
you
have
taste
a
should
branches
"
appeal
not
will not
say
^
to
i
become
to
subjects do
medicine
and
surgery
him.
I sent
a
physicians in order
iq
student
a
If these
profession.
to
tim.e ago
^^^
these
in
likely
is
him, probably
to
appeal
Some
Whatphysi-
this
in
-
he
not
or
practice
course
possible for
it
zoology,
and
study
school
\
whether
profession, interested
their
make
,
^
discover
the
to
good high
A
for the
medical
cians
approach
excellent
a^j^
medicine.
of
whether
Physician
physiology and
sciences,particularly
The
How
Professions
number
to
questionblanks
of
get information
concern-
of
.
,
,
.
their
profes- mg
sion.
profession.
of these
one
For
with
blanks
Their
physicians.
is
a
Number
with
surgeon
I.
1.
the
Is
each
is
who
vocation
I
filled in
by
print
two
and
numbered
i
question.
Number
of
town
a
eminent
2
6,000
physician
overcrowded?
medicine
physicians graduate annually
5,000
2,000
those
reputation.
national
that
U. S. where
an
,
,
are
required.
No.
Is it
likelyto
1.
Yes.i
2.
Not
1
a
as
answers,
profession of
Statistics show
in the
2.
a
2
of
benefit
are
to
.
^
family physician in
successful
inhabitants.
and
the
answers
respectivelyin reply
I
.
,
considering medicine
\^Q
j^ay
_
.
likelyto be in the
Others
reducing
be in the
say
the
future for the
that
number
near
upper
future?
stories for many
higher educational
of
profession.
physicians, and
years.
requirements
assuring
a
are
better
THE
Are
2.
OLDER
there
PROFESSIONS
too
general,yes; of good ones, no.
In leavingcollegethey should
Yes.
training.
2.
What
3.
and
sense
lack
intellect,
do
of
1.
$700.00.
2.
About
As
2.
Yes.
a
is the
either medicine
Chicago
there
the
be?
year.
of the
specialist
usuallybetter?
or
and
largestincome
surgery?
other
large cities
you
know
about
of
in
$100,000.00;
larger.
a year.)
($156,000.00
$13,000.00a month.
are
some
take
long does it ordinarily
establish a practice?
8.
family
average
rule,yes.
7. What
In
to
$1,500.00per
Is the income
1.
estimate
you
income
physician's
to
of failure?
cause
and lack of study
preparation,
failure in a strict professional
sense.
cause
Ignorance,
and
a
displeasingpersonalitywhich does not convey
failure.
cause
confidence,
practical
Indolence;incapacityfor graspingsuch a broad and deep
subject;generosityin the waste of time,and procrastination.
Deficient
5. What
2.
studious
a
personality.
nature, and, above all,
a
is the
What
4.
1,
sicians
phy-
sympathetic nature.
Inexhaustible energy, indefatigable
zeal,sterlingintegrity
and fidelity
to purpose.
2.
6.
those
general
ability. A pleasant,wholesome
Self-confidence,
energy,
good
a
the greatest success?
meet
Intellectual
1.
first have
preeminent in
are
qualities
who
2.
specialists?
many
In
1.
1.
143
How
a
physician
TO
WHAT
144
1.
This
be answered.
cannot
Some
all
win
depends
and individual ability.
others never;
2.
9.
Seven
HOW
AND
STUDY
on
success
ately;
immedi-
location,competition,
years.
Does
paying practiceusuallyfollow
more
a
greater experienceor is
a
limit reached
after
a
few
years?
1.
Should
increase up
long as
a
to
60
keeps pace
man
65 years of age, in fact
or
with the advance
as
of medical
science.
2.
Greater
experience,with continued
study and appHca-
tion.
Is
10.
school
1.
2.
a
collegecourse
the
professional
profitable?
financially
requirementsto aU well
Absolutelyessential;entrance
demand
it.
practically
recognizedmedical colleges
who is taught to think profits
Yes and No.
a man
First,
bookworm
is
Second, a mere
by a collegeeducation.
injuredby a collegeeducation.
How
11.
should
a
years
physicianhave?
many
in medical
1.
Five
2.
hospital.
A four-year
course
years
What
12.
city,or
I.
before
in
of
professional
training
and if possiblethree
college,
and
college
two
years
location offers the best
in
in
a
hospital.
field,
country,
small town?
whether he is by nature
individual,
and cultivation suited (from a social standard) to Hve
the more
and work
polishedclasses or whether
among
and talents adapt him better to more
his nature
rugged
rural classes. In generalthe medical prowork among
fession
All
depends
on
the
with, men
like all others is overcrowded
failures.
practical
man
of energy
professionoffers
There
and
who
are
for the sive
progresI believe the medical
is always room
abihty.
good opportunity to the latter class.
THE
That
2.
OLDER
the
depends on
win
PROFESSIONS
man
in every
at from
The
Dentistryis
To
surgery.
should combine
given
to
is in
no
Is
1.
the
$1000
good qualifications
cities the average
to
is
$1200.
Dentist
related to medicine
and
profession
interest in physiology the student
a
mechanical
some
skill. Below
The dentist,
is
received from
an
typicalanswer
inquiry
dentists. Evidently this useful profession
danger of immediate overcrowding.
the profession
of dentistry
overcrowded?
a
sent
but
much,
very
field. In
generallyestimated
145
No.
Is it
likelyto
I think not.
education
as
The
to
be in the
demand
for
dentistryis increasingwith
the evil effects of bad
dentists is diminishingwith
future?
near
teeth.
higherstandards
The
as
to
supply of
educational
requirements.
What
2.
who
meet
Good
meet
and
are
qualities
preeminentin those dentists
with
the greatest success?
attractive personahty; ability
to
character;pleasing,
deal \\dth people; conscientious effort to do one's
best.
What
3.
4.
cause
of failure?
work
Poor
poor
is the
largely. Neghgence, lack
personality.
What
income
to
do
you
estimate
of
lack
skill,
the average
of
effort,
dentist's
be?
$1500 to $2000.
5. What
is the
largestincome
$20,000in largecities.
you
know
of?
146
TO
WHAT
long does
How
6.
establish
One
to
STUDY
a
it
AND
HOW
take
ordinarily
a
dentist to
practice?
three years.
7. Does
paying practiceusuallyfollow
more
a
is
greater experienceor
a
limit reached
after
a
few
years?
Usually increases.
Is
8.
school
before
college course
a
the
professional
financially
profitable?
Yes.
How
9.
should
a
many
of
years
professionaltraining
dentist have?
Three.
What
10.
city,or
The
location
small
offers the best
field,
country,
town?
best field in which
beginpracticeis probably a place
of about 10,000 inhabitants;the largecityaffords opportunity
for the best talents to secure
fees proportionedto ability.
branch
only one
of
cities specialists
doing
dentistryare
The
The
the
In
Remarks.^
11.
to
found.
Pharmacist
Chemistry in the high school offers an excellent
phar- "tryout" for the would-be pharnlacist.Many high
school
who
expect
manage
to find work
during
vacations
and
when
to
students
in
and
school is in session.
to
drug stores
even
Below
with efficientmen.
on
Saturdays
after school
is
questionsasked concerningthis
of pharmacy
Is the profession
I.
Not
this occupation
enter
hours
typicalreply
occupation.
a
overcrowded?
WHAT
148
TO
STUDY
AND
HOW
Lawyer
The
History,Latin, and English are the important
The law as
be said to give pre-vocational
subjectswhich may
a profession.
T
to the lawyer; yet mdeed
trammg
every subject
is useful to him, includingmathematics, the sciences,
"^
.
"
.
and
branches
commercial
even
training.Law cases
greatestvariety;and
i
and
manual
involve
of the
subject-matter
the lawyer can
cover
scarcely
in his preparation.Some
of the
too wide a course
successful lawyers never
in court and
most
appear
seldom called on to speak in public;yet the good
are
publicspeakerwill have an opportunityto become
known, and popularityis of great advantage in
buildingup a practice.Below are given two replies
two
to lawyers. The
to questionssent
lawyers
after
i and
answeringare numbered
2, respectively,
each question.
of law overcrowded?
Is the profession
I.
(with
unequipped)
1.
Yes
those
naturallyunfitted,or
untrained,or
.
2.
with
Not
it
Is
men
of
even
likelyto
fair
be
ability.
overcrowded
in the
near
future?
1.
Yes.
2.
Not
2.
with
Are
do not
Yes.
2.
No.
even
there many
If so,
fair ability.
men
with
legaltrainingwho
Other
why?
vocations offer largeremoluments, present
health.
2.
of
law?
practice
1.
1.
men
(No answer).
petence,
com-
OLDER
THE
Is the
3.
1.
Yes.i
2.
No.
What
good preparationfor
a
preeminent in those who
are
qualities
the greatest success?
with
meet
of law
149
life?
business
4.
study
PROFESSIONS
force,integrity,industry,
gifts,perseverance,
sound judgment.
exactness, precision,
accuracy,
courage,
2.
coupled with social
Organizing and executive power,
Natural
1.
and
presence
for the
success
adviser
Analyticalpowers, and a finevoice
of litigated
problems in the courts.
is the
5. What
in the
and presence
interests.
handling
of failure?
lack
unfitness,
Natural
1.
cause
of business
of
training,sloth,unreliability,
negligence.
(See Ans.
of the above
Lack
2.
with lack of
and address of
manners
Q. 4, above) together
age,
gentlemen,lack of cour-
to
2
a
and shiftlessness.
Should
6.
a
apply himself
man
to
a
in
specialty
the law?
1.
Yes.
2.
He
interests and
7. What
1.
real
between
being an adviser
in the courts.
handhng litigation
should
choose
these
are
to
business
specialties?
Commercial, corporation,
patent, equity,trusts,probate,
trial of cases.
estate,consulting,
See under 4 above.
2.
each
call for
As in any
business
Does
8.
specialtalents?
If
so,
explain.
1.
Yes.
adaptabihtyor
I have alreadyexplainedunder
Yes.
natural
2.
^
professionin life,
specialor
"talent" promisesbest.
or
The
answers
to this questionare
4.
generallyin the negative.
WHAT
I50
do
What
9.
STUDY
TO
1.
Wide
2.
$3000 per year.i
$3000
range,
What
10.
can
an
$500
$500
to
$1500.
to
$1000.
2.
1
$3000
$3000
to
$6000.
to
$6000.
estimates
These
regard$1500
2
"In
addressed
as
a
at
earn
the law
the firstyear,
for others?
or
year? ^
the tenth
What
1.
lawyer's
graduate of collegeand
average
himself
working for
2.
average
$10,000.^
to
school expect to
1.
the
estimate
you
HOW
to be?
income
law
AND
are
higher than usually made.
Many
fair average.
the Harvard
Law
to
especially
young
for
January there is an article
lawyers,but full of interest and
Review
classes of readers.
It is called
suggestionfor many
Suggestionsfrom Law School Graduates as to where and how
It is written by Richard Ames, secretary
to begin Practice.'
the 817
of the Harvard Law School,and is based directly
upon
issued to the 1692 men
received from a questionnaire
answers
who graduatedfrom the School in the ten years preceding1912.
The more
importantquestionswere these : i What (asnearly
estimate it)have been your net earningsfrom law
as
you can
each year since graduation?' 2. 'Have
suggestions
you
any
to offer to students about to graduate that might be helpfulto
conditions
them in decidingwhere to locate and under what
other
'
'
.
to
'
beginpractice?
earningsmade up from the answers
to the firstof these questionscontains many
interesting
points.
for
the firstyear, $5,325 for
In generalthe average
was
$664
In New
the tenth.
England the firstyear'searningsaveraged
$524, in Boston, $495; outside New England, $753, in New
sippi,
$664,west of the MissisYork, $720; east of the Mississippi,
"The
table of average
$808;
in cities
over
100,000,
$643;
in cities under
the
What
$5000
1.
Exceptions
twentieth
$12,000.
to
PROFESSIONS
OLDER
THE
year?
satisfactoryaverages
No
Ranges
numerous.
151
can
be
given.
wide.
very
$10,000.
2.
Does
11.
paying practice usually follow
more
a
is
greater experience or
reached
limit
a
after
a
few
years?
questions of health, panics, local
of
Yes, in the absence
1.
changes, other reasons.
2.
(No answer).
Is
12.
college
a
before
course
the
professional
financiallyprofitable?
school
1.
Yes, it should
2.
It
are
exceptions.
many
certainlyis.
the
offers
location
What
13.
there
but
be;
best
field,town
or
great city?
City, for remuneration.
1.
in the
Small
community.
remuneration
2.
The
largest center
by the
enter
and
proper
for
Town,
cities
relative
county
or
seats,
position
for
fortable
com-
politicalpreferment.
of
population; provided always
door, and
do
not
you
bUndly plunge yourself
into it.
100,000,
$783.
the averages
report
$4,765;
west
are
$3,902,
in New
of the
In
the
eighth
given by localities
in
Boston,
York, $4,210;
east
100,000,
of the
"
New
England
England,
Mississippi,$4,540;
over
Harvard
last for which
in New
men
outside
in cities
$3,550."
the
"
the
"
$4,266;
Mississippi,$4,010;
in cities under
out
year
100,000,
Alunmi
$4,551;
Bulletin,
Feb. II, IQ14.
What
XII.
How
shall
between
with
income
of
perhaps
$1200
distinguished
between
average
the
and
the
great
differences
in
ability and
Evolution
in
and
social
think
the
by
power,
the
or
actions, character,
and,
harmoniously
other
social
of
with
mind
and
all other
of
success
the
of
these
their
the
to
one's
live
work
certain
by
mind;
regulate
Brain
people.
to
power
active
to
as
chiefly
power
or
has
man
and
and
power
good
qualities
men
superior
character.
Qualities that
to
of
so
habits
general,
measures
of
with
power
indicated
are
power
In
progress
work
to
These
power.
development
and
perhaps
income
(i) Brain-power,
effectively
(2) Social
upward
"
largely the
character.
mental
the
year,
of
very
wealth,
directions:
two
represent
for
the
a
of
$100,000?
desire
or
about
come
of
lawyer's
titioner
prac-
that
income
earnings
efficiency,i.e.
and
year
lawyer's
in
equal
medical
average
a
difference
great
$150,000
differences
given
the
with
physician
the
$1500
for
account
we
the
Efficiency?
is
forms
the
opposites
of
is
qualities.
are
the
animal
individual
individual
good
made
have
listed
of
race
life
will
other
among
preeminently
The
on
also
winning
the
insure
men,
the
the
ever
whenpossessor
qualities and
following
pages.
EFFICIENCY
Mental
I. Mental
as
1.
when
a
Power
person
Reasonable, not
153
Power
is revealed in traits ofjudgment;
is
unreason-
5.
not
Practical,
impractical.
able.
2.
Teachable,not
obdurate.
6.
not
Well-balanced,
3.
not
Deliberate,
hasty.
7.
Shrewd, not easilyimposed
anced.
unbal-
on.
4.
not foolish,
Sensible,
II. Mental
as
1.
when
a
power
dull
Foresighted,not
foresight.
is revealed
without
in attitude
of mind;
is
person
not
/1/er/,
8.
or
absent-
5.
Earnest,
6.
indifferent.
not
minded.
Attentive,not
inattentive.
3. ^//z;e a;"/
7.
Active,not
Quick, not
4.
8.
not
Interested,
2.
wide-awake,not
apathetic.
Serene,not nervous.
III. Mental
as
1.
2.
3.
4.
5.
6.
when
a
power
person
passive.
slow.
is revealed in methods
without
terest.
in-
of work;
is
Prompt, not dilatory.
Reliable,not unreliable.
not careless.
Careful,
Painstaking,not reckless.
Steady, not intermittent.
Systematic, not
unsyste-
8.
Thorough, not slipshod.
Industrious,not idle.
9.
Hardworking,not lazy.
7.
10.
11.
12.
Pem^/ew/,not changeable.
OrJer/y,not disorderly.
Saving,not wasteful.
matic.
IV.
age;
1.
Mental
as
when
power
one
is revealed
coz^r-
is
not
self-conSelf-possessed,
3.
scious.
2.
in /ra//.?0/
not
timid.
Self-reliant,
Confident,not
distrustful
of self.
4.
not fearful.
Courageous,
WHAT
154
TO
STUDY
Social
I. Social power
when
Power
is revealed
selfish.
in social
traits;as
not stern.
Gentle,
Democratic,not snobbish.
tive.
Cooperative,not comba-
11.
3.
not unsociable,
Sociable,
not taciturn.
Talkative,
13.
4.
not gossipy.
Well-spoken,
14.
2.
HOW
is
one
not
Unselfish,
1.
AND
12.
7.
not treacherous.
^/eaJ/a^/,
not
Generous, not avaricious.
suspicious.
15. Trustful,
close-fisted.
not
not jealous.
Benevolent,
;6. Noble-hearted,
Cheery,not sour.
17. Reverent,not irreverent.
8.
not pessimistic.
18. Honorable,not
Optimistic,
9.
not
Contented,
5.
6.
10.
envious.
able.
dishonor-
High-minded, not base.
19.
not noisy.
^z"'e/,
II. Social power
truth; as when
a
is revealed
person
Ho)iest,not
2.
not untruthful.
Truthful,
3. Cmidid
and
frank,not
attitude toward
is
dishonest.
1.
in
Square,not unfair.
not unjust.
//^^Z,
worthy.
Trustworthy,not untrust-
de-
ceitful.
Conscientious,not
uncon-
scientious.
III. Social power
as
when
a
person
is revealed
in
qualities
of heart;
is
Modest, not vain.
6.
Thoughtfulof others,not
boorish.
Kindly,not cruel.
7.
Courteous, not
teous.
discour-
Hearty, not cold.
8.
Sympathetic,not
pathetic.
unsym-
Cordial,not indifferent.
9.
not
Affectionate,
unaffec-
tionate.
not
Respectful,
[Q.
Loving, not
ful.
disrespect-
antagonistic.
Real
HOW
greatest in the
are
wages
AND
STUDY
TO
WHAT
156
most
advanced
of labor is greatest.
communities, where the efficiency
depends upon (i) the skill of the
Efficiency
(3)their health,
workers,(2)their physicalstrength,
(5) their education,and (6)
(4) their intelligence,
such as temperance, honesty,
qualities,
and the like. Efficient labor
persistency,
courage,
and the larger
is more
productivethan inefficient;
can
the output or product of the workers, the more
General employment increases
be paid as wages.
creases
inthat efficiency
for the same
reason
real wages
of goods in
increase the amount
it. Both
has been said so far appliesto
What
the world.
their moral
generalwages.
The
Particular
pend
pend^on
the for
law
of sup-
mand^
^'
in
wages
the
upon
kind
particular
supply of laborers
a
There
them.
certain
are
of labor will dethe demand
and
kinds
of labor
that
The
only by highlyefficient workers.
limited.
supplyof highlyefficientworkers is strictly
As a result captainsof industry,
great professional
and artists who enjoy a monopoly
great singers,
men,
of the
of talent receive wages
vastlyin excess
The supply of moderatelyefficient
man's.
average
is less limited; these enjoy a moderate
workers
be done
ca^n
The
income.
unskilled and
unreliable
men,
those
only physicalstrengthto offer,must in hard
times compete with the whole body of unemployed;
their income is a precarious
and in consequence
one,
with
and
usuallysmall
The
How
the
labor
supply of
as
unions
workers
in
^"
teSSined.
wages
well
in that trade.
a
as
uncertain.
the
by limiting artificially
increased
given trade secure
If it is difficultto enter
any
EFFICIENCY
occupationbecause
a
of
of the amount
for any
or
necessary,
157
other
there
reason,
supply of labor,and wages
is disagreeable,
held
work
or
smaller
If the
esteem,
if it is uncertain
or
will be
will be
in low
high.
social
financial success,
within it will be less
to
as
the
preparation
competitionof workers
keen, and the wages correspondingly
higher. It
should be the
of every young
occupation in which his own
concern
to
man
find
superiorskill
will bringhim comparative freedom from competition
and
increased earning capacity as a result.
of weak mental and social power
Men
cannot
hope
some
compete with those endowed
to
Given
the
skill,
man
the
who
man
who
man
lacks
can
by
nature
and
equal physicalstrengthand
who
ing.
train-
technical
friends will
make
outstrip
and the
lacks the social qualities;
who
think hard will outstrip
the man
thoughtpower
can
and
concentration.
Initiative
Initiative is
another
prime requisiteto high
earning capacity. The great danger in acquiring
the knowledge and trainingof our
schools is that
they may
It may
fail to
be
so
education,
developinitiative.
possiblefor
far
as
mere
stillbe
or
to
to receive
outside.
Not
an
excellent
some
learninggoes, and Why
placeof importance,faiTiiTcl
school
quiteunfitted to fillany
do anythinglargefor himself
the world
the
one
all the talk
or
for others in "^^^^
as
^^'''^^''^^"
one
hears about
of
and incompetence
impracticability
many
who
have gone through the educational mill is altogether
without foundation in fact. One
be a fairly
can
TO
WHAT
158
good
AND
in school and
success
failure out
utter
an
in
failures
counted
HOW
there have
the other hand
it; on
were
STUDY
been
in
beyond expectation
active life. Even
of letters there
long list of
is
a
succeeded
in the world
men
"
Burke, Goldsmith, Shelley,Spencer,and
who
were
more
less unsuccessful
or
who
many
college who
of
so
including
Byron
"
far
as
class
On the other hand,
concerned.
was
college
probably every collegeprofessorcan recall not a
few persons
did good and faithful work
who
day
after day in his classes,
who
were
never
ous
conspicuwork
in
for great
men
are
in later life. It is said that
success
sometimes
in the
found
lawyers'offices,
preparingbriefs
who
know
The
The
Intel-
drudge.
law
more
these persons
of
rooms
$50
at
the heads
than
with
trouble
back
month,
a
of the firm.
generallyis
that
i^^^.]^
^}^gy
personalinitiative. In school and college
have
intellectual drudges. They
no
they are
motive
within
themselves.
They accept
power
the tasks that others assign;they have never
learned
to direct their
know
they never
There
who
the
roommates,
has since risen to
the
other
has
The
slaves of
joy of working for
students
two
were
were
One
us
activities.
own
an
in
others,
themselves.
collegeat
one
time
course.
taking the same
tion,
importantexecutive posi-
never
been
heard
from.
Let
call them
was
when
Jones and Jennings. One day Jones
of Horace's
one
Odes,
committing to memory
Jennings happened
doing.
"Why,
didn't have
what
are
to commit
you
to
observe
what
he
learning that for?
anythingto memory!"
was
We
EFFICIENCY
159
tain
takingnotes from a cerbook
economics shortlybefore the recitation
on
in that subject.Jenningswas
frightened;he
all of the assignafraid he had not taken down
ment
Another
was
time
Jones was
in class.
''Did
Clark
assignany
work
in that book?"
"No."
"Then
notes
from
"Can't
to do
it? "
to future
what
in the
name
of
sense
are
you
taking
it for?"
I do
was
anything unless somebody tells me
the replyof the young
destined
man
distinction.
perfecttype of what I should call
made
the intellectual drudge. He
good in nearly
read beyond the
recitation;but he never
every
lesson was
lesson assigned. If no
given out he
of course
idle. So long as there was
master
taska
was
he was
tive
at his task; but of personalinitiahe had absolutelynone.
I suspect that the
he never
did much
of anything after he
reason
that he failed to find anyone
to
graduated was
work
for him
to do and
assignmore
give him a
mark
for doing it. The
such geniusesas
reason
Burke
and
mediocre
Spencer sometimes
prove
students in their classes is that they are so full of
which
projectsof their own
they are working out
that they are likely
the classroom work.
to neglect
it is personalinitiative,
Now
above
all,that is
the quality demanded
for success
in the higher
of active life;and this qualitythe schools
positions
fail to bring out.
There is discipline
in
frequently
passiveobedience; it is valuable in our
patient,
Jenningswas
a
TO
WHAT
i6o
STUDY
AND
HOW
industrial systems where
is
required.The
school,who
do
day and
hand, of
as
purely mechanical work
graduate of a primary or grammar
learned
has merely
to sit still all
than
course,
would
make.
which
he
told,makes
he is
the
But
rises,the
the
unrestrained
the
more
workman
to
"
depends in greatest measure
of
on
labor to
is called
his
use
own
always
success
personalinitiative.
be developed in
this initiative may
Sometimes
activities outside of books.
Of
instance
savage
higherthe grade of
to find tasks for himself
upon
force. In executive work
motive
An
better machine
a
course
is fortunate
initiativ^e^
man
are
such
to throw
as
the
whose
him
collegecourse.
classmate
who
made
the young
pecuniary circumstances
on
his
I
have
own
remarkable
a
ing
dur-
resources
mind
in
success
in
an
a
old
cial
finan-
mining engineer. He worked his way
in later life was
through college;and his success
a
as
way
wholly due to personalinitiative. After a course
he began as
in engineering,
stenographerfor a
mining expert. While engaged in this work he
became
interested in
a
mine
then
in
litigation.He
ing
typewriterthe legalpapers concernexamined the mine, and
it. He had previously
to make
tests and a report
he now
got permission
of an
after the manner
expert mining engineer.
His figuresproved of the greatest importance to
at once
his employer,and he was
promoted. Later,
he discovered and exposed a
his own
initiative,
on
salted mine, one in which golddust and nuggets had
copiedon
been
put
the
to
protectedan
deceive buyers. By
this initiative he
English syndicatefrom
fraud.
The
EFFICIENCY
sent
syndicate
chargeof mines
he set himself
him
i6i
considerable
salaryto take
in Australia.
There,without orders,
the task of examining the properties
at
a
by, and whenever he found them valuable he
cabled the syndicateadvisingimmediate
purchase.
his judgment was
In each case
followed,to the
great profitof his employers and to his own
sonal
pernear
advancement.
his way
The
from
last time
San
Francisco
I
him
saw
he
purchaseand
take charge of mining properties
in China, with a
salaryof $30,000a year and a share in the profits.
was
on
is true of the value of initiativein executive
What
work
along
industrial lines is
lawyer,and
in every
Somehow
each
intellectual
learned
drudge not only fails to develop
he fails also to get from
joy and gladnessof
ultimate
that of the slave rather
I
His heart is not
triumph.
does not
He
of knowledge.
beauty and utility
men,
the Lincolns
the weakness
the
wise,and with
strong wills,have
His work
is
man.
the eternal
on
All honor to those
and
others,who have
unlearned,the strengthof
of the
none
the
know what
really
the pass-mark
on
has his eye
the diploma,when
it should be
self-made
his work
than that of the free
in it. He
he is working for.
seen
have
must
for himself.
but
initiative,
and
in professional
author,poet, artist,
minister,
task-master
physicianmust be his own
case.
to work
less true
no
the
careers:
The
to
to set tasks but
climbed
to
the
their
heightsof
own
true
culture.
But
learn?
how
In
then, some
school
one
lessons
asks, will
are
you
have
us
assigned; the class
Working
i62
TO
WHAT
STUDY
AND
HOW
keep step. Besides, teachers are valuable
helpersand few students have the strengthof will
must
work
to
better
Is it not
alone.
reply to such questionsI
But be
school by all means.
end, the
ultimate
a
Go
answer,
live
former
school?
to
go
would
In
intellectual drudge. The
to
student,not
has
final mastery and
to
in view
of
use
an
the
subject;
a
only the dailytask. The student who
of initiative determines, for
is developingpower
the latter
sees
language. He
reading and conversing in another
instance,to
of
Initiative in
learninga
language.
he
^j^gsooner
_,
lesson
and
the
whenever
he
meet
in spare
and
recitation
himself
he
of^ grammar
pages
in
sets
aloud;
work
tries to
He
reads
he
the better he likes it.
many
minutes
many
for him.
students
so
"
to
talk with
He
keeps
vacation.
He
All this
natives.
is the
which
initiative,
sages;
pas-
his fellow
practiceson
during
is not
"
commit
gets the chance.
hours
and
tongue;
,
assigned
text, so
enough
up
get that power
can
the art
wants
a
.
,
The
master
quires
re-
father of executive
force.
I knew
In
learning i]^^i
a
from
comes
a
mathema,,",.,
.
tics.
matics.
Why,
,,
who
man
young
wanted
all the power
thorough knowledge
"
^
^
said he
i
,
to
me
one
of mathe-
day,
u
a
man
by discoveringmathematical
is such
valuable study."
laws.
Mathematics
a
He hunted
for original
proofsin geometry, sought
practical
problems in which to apply the principles
with a quadrant
him
of algebra,and I once
saw
the heightsof buildingsand
going about to measure
can
become
famous
chimneys.
Another
student
became
so
much
interested in
1
TO
WHAT
64
themselves,
want
learn,
to
Final
word.
^Q^g
the
book
is
who
read
get
he
and
teacher,
tasks,
of
assignment
of
number
will
get
into
have
he
right
fulfilled
set
the
hope
their
the
will
own,
of
matter
of
its
who
those
relations
to
for
up
that
with
mission.
set
by
for
the
drudge
is
this:
school,
he
got
in
the
for
the
work
This
himself.
students
some
initiative,
develop
thereby
compelled
authority
went
"
they
race.
primary
never
will
it
the
exterior
with
in
themselves
to
has
written
purposes
the
in
because
hope
intellectual
accepting
of
habit
and
for
working
are
abides
where
self-impelled;
and
they
the
perhaps
ago,
forced;
teacher;
nation
with
trouble
The
not
"
the
of
advancement
work,
there
lings,
under-
But
their
because
not
another,
of
will
the
for
not
and
women.
but
directed,
and
advised
in
forward
push
students
and
men
HOW
time-servers
out
turn
great
not
the
will
It
formance.
AND
STUDY
up
study.
read
their
in
business
If
it
work,
any
will
for
siderable
con-
helped
are
the
book
APPENDIX
Statistics
Some
I.
In
on
A
Economic
the
Value
Education
of
Agriculturein Germany
Efect of Scientific
thirtyyears
crop
production per
acre
has
increased
Rye
87.2%
Barley
60.8%
Wheat
88.5%
Oats
85.8%
Potatoes
yield would
This
Education
II.
American
increased
have
$1,400,000,000more
80.8%
than
they
and
Farm
Incomes
Returns
Owners
with
common
Owners
with
high
Owners
with
collegeeducation
in
school
5 %
CollegeEducation
to
Y.
on
Labor
$318.00
education
=
1907
Tompkins
school education
High school education
III.
in
worth.
were
County, N.
Year's
crops
$662.00
$847.00
bond
and
for
Incomes
$5000.00
of Professional
Men
Estimated
Average
Not
College
Graduate
College
Graduate
$500
to
$150,000
$1500
$800
Physicians
500
to
150,000
$1200
$750
Dentists
500
to
20,000
$2500
Teachers
400
to
10,000
$1200
Lawyers
^
The
Past
and
Future
of Education, John
H.
$1500
$900
Gray.
i66
IV.
APPENDIX
A
Study of
Noted
from "Who^s
Americans
Who
in America'^
Without
education
school
With
common
With
high school
With
collegeeducation
Without
16
1627
7709
No
With
common
With
high school education
With
college education
school
The
18
19
__^
of
....
Wage
of School
^
20
21
22
Trained
Engineers,Vol.
of Technical
Value
23
Engineer
of
24
25
2G
___
of the
xxv.
American
27
28
in 450.
chance
in 42.
Training
Wage
Weekly
in 9000.
chance
One
Engineer
Transactions
chance
One
noted.
become
to
One
Money
University Trainecl
Wage
chance
education
Curve
17
1368
education
Wage
Capitalized
education
education
V.
Age
o
Various
at
30
29
Wage
of
Shop
Wage
of
Unskilled
31
Trained
Ages
32
Men
Men
Society of Mechanical
167
APPENDIX
VI.
Value
Money
Shown
of High School Education, as
Boys ^
by Massachusetts
of Education
Board
of State
Report
Average
Wages
First Year
Per
Left School
at
14
Left School
at
18
Boy with
Boy
with
VII.
$12.75
10.00
31.00
Earnings
school education,
common
Week
$4-oo
Total
high school education,
8
1 2
years'work
.
.
years'work
$5722.50
.
$7377-5o
Summary
of Civil Service Efuployeesin the
County of Erie for igij ^
Aver.
Number
Yearly
con-
sidered
Unskilled
workers
with
Workers
1948
306
Special Schooling for Skilled Trades Shown
son
by Records for 1Q14 of Graduates from William^
School of Mechanic
Trades
Average
73 in business
Incomes
$2848.20
for themselves
172
salaried executives
293
in skilled
1890.20
each
trades
1072.05
schools
teachers
in trade
^
Journal
of Education, Sept. 14,
2
From
3
Ibid.,p. 38.
51
1618
82
men
Wages
$729
655
specialtraining
Technically trained
VIII.
at
Years.
Per Week
25
Weaver's
1349.09
191
1.
ProfitableVocation for Boys,
p. 40.
APPENDIX
B
__
List
Baker, A. M.,
Fowler
Books
of
to Succeed
11 ow
Vocations
on
as
a
Stenographeror Typewriter.
Wells.
and
Beveridge, A. J.. The
and
Man
Young
the World.
Appleton.
1905-
Science.
in the Government
Positions
D., Chemical
Bigelow,W.
Service,
j
1908.
Bird, T. A., Sales Plans.
1910.
Altemus.
Man.
Blythe, S. G.. Making ofa Newspaper
Boston
Vocational
Bureau, The Department Store.
Boston
Vocational
Bureau, The Banker.
Boston
Vocational
Bureau, Law
W.
P., Three
Roads
191
2.
2.
Commission
to a
191
2.
Vocation.
a
A., Peeps into Industries.
Browne, Edith
Burnham,
as
191
in the
Army.
Appleton. 1893.
Railway Mail Service. McClure.
1909.
Carrere, J. M., Architecture as a Profession. Cosmopolitan.
Carr, C. E.,
35:
The
488.
ofSteel.
Carson, H. N., The Romance
Cherrington, P. T., Advertisingas
day.
Clark,
a
Barnes.
Business
1907.
Force.
Double-
1913.
Macmillan.
M., Building Superintetidence.
T.
19 13.
$3-oo.
Altemus.
1910.
Collins,H. J., The Art of Handling Men.
Corbion, W. A., Principlesof Salesmanship. Jacobs. 1907.
Craig, J. A., Sheep Farming
in North
America.
Macmillan.
1913-
Dooley,
Duncan,
W.
H., Textiles.
Robt.
Heath.
1912.
K., Chemistry of Commerce.
$1.10.
Harper.
1907.
$2.00.
Eaton, Walter
P., The American
State
To-day. Small.
$1.50.
APPENDIX
169
Eckles,C. H., Dairy Cattle and Milk Production.
1911.
Macmillan.
$1.60,
Appleton. 1904.
Edgar, Wm. C, Storyof a Grain of Wheat.
Esenwein, J. Berg, Writing the Short Story. Hinds and Noble.
1909.
Eagan, J. O.,
Labor
and
Houghton.
the Railroads.
1909.
$1.00.
K., Federal Civil Service as a Career. Putnam.
$1.50.
1909.
Inland Printer,
1908.
Gage, F. W., Modern Press Work.
Gibson, Chas. R., Electricity
of To-day. London.
1907.
Given,J.L.,Making ofa Newspaper. Holt.
1907.
Hall, S. R., How to Get a Position and How to Keep it. Funk
and Wagnalls. 1908. $.50.
Harrington,Frank, How to Make a Studio Pay. Wilson. 1914.
Harris, A. M., Letters to a Young Lawyer. West Publishing
B.
Foltz,E.
Co., St. Paul.
Hitchcock, Fred
1906.
H., The
Buildingof
a
Book.
Hitchcock.
$2.00.
Hoyt, A. S.,The Preacher. McClurg. 1911. $1.75.
Hnngeriord, The Modern Railroad. Macmillan.
$1.50.
1909.
Husband, Joseph,A Year in a Coal Mine.
Houghton. 191 1.
$1.10.
Johnson, C. N., Success in Dental Practice. Lippincott. 1913.
Lagnac, Albert,Musical Education.
Appleton.
Low, W. H., A Painter's Progress. Scribner.
Marden, O. S.,Choosinga Career. Bobbs-Merrill.
1905.
How
to Succeed in the Practice of Medicine.
Mathew, J. McC.,
Saunders.
1905.
New Demand
Monroe, ].'P.,
ofEducation. Doubleday. 1912.
Nelson, S. A., How to Get Admission to West Point. 1898.
Palmer, G. H,, The Ideal Teacher. Houghton. 1910.
Powell,E. P.,Orchard and Fruit Gardens.
Doubleday. 1908.
$1.10.
Reid, Wm.
A., The Young Man's
Chances
in Central aftd South
America.
Washington. 1914.
Shaw, Albert,The Outlook for the Average Man.
1907.
Macmillan.
w
/
^^^%
APPENDIX
How
Sydney,
Small,
to
Become
Successful
a
1908.
Motorman.
Drake.
^
'
-
ip-r
Russell,
The
Stearns,
G.
Medicine
Apr.,
F.,
Putnam.
Carrier.
Ocean
Smith.,].
as
Profession.
a
$1.50.
1908.
Cosmopolitan.
1913.
Chas.
Stevens,
Complete
McC,
Civil
Manual.
Service
Hinds.
1902.
Stockwell,
Revell.
U.
S.
G.,
H.
Civil
of
a
Business
Character.
$.60.
1.
191
Elejnents
Essential
Service
Manual
Commission,
of Examinations.
Free.
Weaver,
E.
W.,
Profitable
Vocations
for
Boys.
Barnes.
Weaver,
E.
W.,
Profitable
Vocations
for
Girls.
Barnes.
Whittingham,
Williams,
1910.
H.,
A.,
Wonders
That
Farm.
of
Doubleday.
Mechanical
Ingenuity.
1914.
1915.
$1.20.
Lippincott.