HOW TO USE MIND YOUR OF PSYCHOLOGY A BEING A MANUAL STUDENTS THE FOR AND ADMINISTRATION STUDY USE TEACHERS OF IN SUPERVISED D. PBOFESSOB SECOND OF PSYCHOLOGY, EDITION, PHILADELPHIA J. B. LIPPINCOTT Ph.D. KITSON, INDIANA REVISED AND AND THE STUDY BY HARRY OF UNIVERSITY ENLARGED LONDON COMPANY I IQl6, COPYRIGHT, COPYRIOrfX, I92I, J. B. LIPPINCOTT COMPAIT? J. B. LIPPINCOTT COMPANY. BY BY DEC 151921 PRINTED AT BY THE J. B. COMPANY LIPPINCOTT PRESS SQUARE WASHINGTON U. PHILADELPHIA, S. I! \553108 a* 0 / A. TO PREFACE kindly The book in his " chapters, new "How division the chapter on the preparation the date; to interest of he have has it. to of two and of of the end of ings read- each ter; chap- the of table graphy biblio- index; an in phraseology and profited of of addition used unwieldy analytical an of Subject"; a addition the the emphasis. acknowledges of -reviewers the by book, and and them the hopes in this revision. H. April 1, 1921. a The addition in parts suggestions who him Imagination," gratefully constructive that the clearness author The the correction recasting some others at such tempted upon the memory; contents; and two confirmed that Interest exercises and of into in Active Develop to has the to has labor consist changes accorded book and additional bestow EDITION conviction needed, was chief this of author the SECOND reception edition first THE D. K. PREFACE leaders Educational Teachers waste habits how to of the form study," student attempts with principles in that agreed make of Some the experimentation; experience. by Many instruction, " acquaint the and is generally " tricks" efficiency, apperceiving for are them and the supervised It of not The taking certain fruits of do they economy devices others form and mind. are of review, are of mental methods of methods there for to his using students that is toward which directness which condition movement study. minds. their this of time because use of recognition see of amount vast harmful know to of subject- methods also beginning are a many work. but study of the only not with seeing necessity the students teaching EDITION are clearness increasing matter FIRST THE TO sisting con- facts, arranging psychological derived from be parted im- for the can it is 5 6 PREFACE of purpose them is these systematizing available for students and making book this that prepared. The evils study pervade They from In evident are connection any with the case of the numerous attack difficult the is special attention of Chicago All and freshmen in studying to to incident to of of the lum. curricu- of University of University Methods the freshman regarding group-work, and cases in strations demon- the subjects. are Study, of discussions given study. Commerce of the to conditions, The School the iarly peculhow these at trance en- know not given are the addition supervision in practical which in who, subjects toward course a in do Administration given college. especially apparent recognition In ure struct- college world, suffer they because education. through difficulties the have educational freshmen, into who modern entire are vised unsuper- all to kindergarten college they the and unintelligent of ways In of tion addi- presenting 7 PREFACE features special it for attention, students, there all served and and in time be must requires the results well such to has students over psychological by entitled, "The of student a and attention, but effort. A able valu- individual vision super- been in the found which tests in author the described and the repay accessory of time much frequently reconstructed, thoroughly this it for habits mental the that happens be can expensive are patience, that cases consultations. personal consultations both to these personal by only These use individual are that common are peculiar phases present admitted be must difficulties certain while individual given are Scientific have been monograph a Study the of College Student."* But point methods at college is which of study. grades. "Princeton University not the Such given Here Press. habits strategic most administer to acceptably more and the guidance training is in the of high mental in even school appli- PREFACE 8 cation that importance for the and sake of the of the study into schools is In of and it is the demand of reach schools Study given prove to In the in of part the psychological cognitive grades the such within the In high Methods of a as in course book the useful, inasmuch of summary as meet for well are Study, will students. psychology, elementary also being vision super- of book instruction where be cess pro- classes text-book school high is this a material classes, the will Methods that for elementary feature, in hoped of systematic a conducted usually methods its culmination. where is study in reason eliminative the as schools high education individuals yet reached not individuals and more most ut- right, Another secondary that the set higher training helped, inasmuch has of later. incorporating for be of the welfare them it is of they institutions receive that and largely set, are it should gives principles a lating re- processes. book cannot be put PREFACE mastered be of the hands the into by the Embodying, should teacher applied in activities. results circles of presentation the of for where facts the of searches re- it psychology, especially suitable reading psychology the educational prove teachers' and it should teaching it does, as in pupils, but and supervising her 9 concise a regarding learning in use the is process desired. is another There need training in methods in workers deeply the seek and Their the training of in the efforts schools improvement the and of that them toward it may efficiency attain to various greater the work useful mental denced evi- systems other to tain main- intellectual the employees. offers be for it. is found corporations their is search evidence classes feel will, and memory, of many author hope of Further traits. mental mental this success Brain industry means in earnestness for the such for who study. and of greater eagerly by of business need students of group in To with all the directing efficiency. 10 PREFACE In in courses which is used book the instructor should memorization the upon should of the to expect the problems basis these in to sources of conditions, in followed favorable groups for action in which experience constitute the difficulty, and of order in to be topics case the presuppose the with most topics most other another found may the under of sequence With may and subjects presentation. topics the on utilize to however, the Specific seemed of is found progress has students, example, He those book of the if so, study. curriculum, his the the but The are students frequent upon arranged urged book found has college in the book, students. be be the not the immediately. in author in subjects of the suggestions treated class-text, improvement the in Study parallel with well should students a of them book, may of the as facts see ability of mental of lay emphasis application through For Methods quence se- desirable; be chapter more changed. on brain physio- PREFACE than logical knowledge used be that it may students, the 11 for merely is be omitted reference desired the chapter of difficulties with omitted be The of familiar with educational and made is but made books two so sense should the These and scientific books are and to due to Charles a to to a one theoretical No attempt should made place to good from "Mind they among students. Edgar Sons the of that Scribner's figure treat much information Professor the which so be upon relations contain recommended use of Stiles prominent a groups. apparent mention bodily books receive Thanks Swift the may specific acknowledgments, Professor of helpfully student. be large draughts by lectual intel- author psychology. special of the chapters. with of the literature render to in later the college students will the may of non-collegiate writers number by enment enlight- some dealing obligation heavy or when upon physiological descriptions Likewise, possessed James for mission per- in the PREFACE 12 and Making"; adaptation for " Brain and The it its to from Charles read this work which, has first as for received student, to as these Chicago, September 25, 1916. upon refers, aration prep- the agement encour- years, the scientists, colleague. The of part immediate several from later greater also but Judson obligation the to C. commented The only James and the have and not of author Judd betterment. however, Professors H. have who manuscript the acknowledges gratefully suggestions Herrick, Villiger's from cuts Cdrd." Spinal Angell, pany Com- Lippincott B. of author helpful R. J. to Author. CONTENTS PAGE CHAPTER I. Problems Intellectual College the op Freshman 17 Number. Variety. Taking. Amount Demanded. Schedule. A Formation of Good II. of Quality Method. of Requires Student. in the Active fort Ef- Importance of '. Note Taking of Lecture Notes. Seek Activity. in Notes Reading Read How With Read. to Outline Action Brain The of Study Mind. of The Impulse. Nervous Tissue The " " Study in Sensory, is croscopic Mi- Neurone. The Properties Impressibility, tivity, ConducUsed Pathways Motor, Process a Structure. Synapse. Modifiability. Study 43 Gross Structure. Nervous Content. " Hints. During Organ Mind. phies. Bibliogra- Notes Miscellaneous Than in Make to Laboratory Form. Lesson. Rather Questions How of Chiefly. Next Summarize " Avoid " Attitude Preparing Notes Copy. Notes Maintain Reports. Mental Use 26 v. Verbatim IV. Making Consists Form. Uses III. High for Necessity Course Habits. Note Work. Library College Part on Lecture of in Association. Making Pathways Brain. Formation op Study-habits Definition tableness of of 57 Examples. Habit. Habits in Brain and IneviNervous 13 CONTENTS 14 How System. Choose Shall What Choose Mode of of Go Egress; Maxims. Four Observe " of and Habit. 76 Imagination of Nature the Its Image. for Necessity Source Sharpness. Imaginative Great First Aids Four Cultivate ductions. Pro- Active in Images Impression " Conditions Phases. " Sharpness; Actively of Past Experience. Variety, Memory to Variety, Developing Elements the tion. Imagina- Imaginative of Powers: Number, Combine in Use Number, " of Method VI. Habits Disadvantages Consequences. Ethical Active Useful Mode First; at Advantages V. Enter; Choose Entrance; Slowly Insure to 85 of Impression: of Favorable Sense Clearness, Choice Avenue, Repetition, Overlearning, Primacy, Care, Distribution "Part" Memory to Retention, " call Re- Recognition and With 110 Recall. Retention. Impression. Recall Possibility With of op in Importance Concrete Mental Objects, Concentration Marginal pression. Im- view. of Reto Law. Processes. Attention 117 Mental Life. State. Attentive Stream. in Connection Improvement. Mental Other Concentration Advantages According Works Memory Contrasted Recall Practise Recognition. VIII. "logical" vs Intention. Aids Second "Whole" Upon Method, VII. (Inferences Repetitions, Theme-writing), "Rote" Method, Bearing vs of Focal Dim. Cross-section Object, Clear; Fluctuation. Requires Distractions Analysis (1) Removal Possible, of of ginal Mar- Ease of of All (2) Ignor- CONTENTS ing Others. 15 Conditions centration. for Con- Favorable Relation Other to Mental Processes. IX. How WeReason 134 Contrasted Simpler Mental Method of by Operations. Geometry. Analysis of Reasoning Studying Act: of Problem, Efforts to Recognition Solve quirements ReStudy in Problems. It, Solution. for Effective Reasoning : Many Clear. How to Clarify Ideas, Accessible, Ideas: Between Define, Classify. Relation Habit and Summary. Reasoning. Reasoning with Illustrated X. Expression As An Expression Aid Study Extent Activity. Movements. Relation Expressive 154 Inevitable an of Nervous In Accompaniment of Expressive Considerations. Ethical Acts. and Ideas Between Used in Expression Chiefly Effects Study : Speech, Writing, Drawing. of Expression: (1) On Brain, (2) On Ideas. of Hints of Freedom Development on Expression. Methods XI. How to of Become Interested Nature of Gained Through The Plateau of op of Rapid Causes. XIII. Mental Experience. Laws Interest. 170 Subject Interests Many of sible Pos- Interest. 183 Despond Measurement the a Intellectual Interest. Fields XII. in of Mental "Learning Progress at Analysis Irregularity. Progress. Curve." Beginning. The Plateau. Remedies. 195 Second-Wind (2) Mental. fect EfHidden Sources of Energy. Retarding How of Fatigue. Analysis of Fatigue. Reduce to Fatigue in Study. Description: (1) Physical, CONTENTS 16 XIV. Examinations 212 Continuous Purposes. Effective Immediate of XV. Methods in Activity. Food: Sleep Attitude for Quantity, : Examination Attitude of Effective Quality, Conditions, Amount, Insomnia. an ming. Cram- Reviewing. Examination-room. Conditions Bodily of for Preparation Conduct and Effort Confidence. Study 224: Surroundings. Avoidance of Regularity, Exercise: Emphasis. Suggestions Index for Further Reading 247 251 TO HOW 18 the Perhaps the for substitution recitation class in accustomed that in from The lecture has a and of has of in the listening of that As form. left to securing The the be mouth mental in first the attention over situation is a the to long not temporary to Such in that lapse they of in only just cease conditions will be maintain entation, pres- have attitude periods like of words the You in ture litera- is the and mental place, certain a in the lecturer you. habits. lecturer manner as unique a unique which of the knowledge soon accessible require the lecture. knowledge duplicated then, is unique means a to this organized subject. different about knowledge new a processes are implies that is not that form develop recitation system fund field a used those were tution substi- This you oral an lecture you learning, for the mental of involved which to will you the of school. high requires technic difficulty first is the encounter MIND YOUR USE and obliged, sustained time. The reading, of attention may in be remedied by turning In listening to catch the You technic for memorizing in aid need to This is had important phase the vast each course, the represent the do. be will also No longer It is most a college study of many you the required. reading to learn have pages for several. historical obliged sleepily through have you reading use may of will notes. single text-book a ideas amount of of great cover may of you take to study. earnest using will college life,however, amount of Instead izing organ- lectures, you characteristic Another is of a partial of which to develop a purposes with little will repay As in paying especially for ability process heretofore and for received develop a to heard. also of need memorizing, this, and material habits also things to fly." Accordingly new will obliged are you the on develop attention. new " rereading. and back lecture, a words must you 19 PROBLEMS INTELLECTUAL They periods and In view men. assigned, to time of read to easy you faster. dawdle texts; 20 HOW have will you TO hundred to of knotty Accordingly handle books watchword your lesson in forty lines college, however, a two dozen three or demands also a warned only higher only a of world considerable expects five work for high regards of you terms this than means world student's you and your are tellect in- increased. have now but you the Now however, scholastic more When school you. you college quantity work. responsibilities The in or that student of college student, also of school accomplishments a or hour's an hard greater a quality high expected thirty four cover requiring be not a were German A hours. should You must assignment may pages, to prehend com- economy requiring German A a every to cover may day, a preparation. or and throughout. school high fact, or learn must expeditiously In fifty reading you quickly. be MIND perhaps cover pages day. YOUH USE as a person attainment before. that and In in demic aca- order PROBLEMS INTELLECTUAL attain to will did have for that but first have the the brightest If be must Not life the as fact of that least your work less, spent require and be of the This care done effort. and with out work must now on perplexities of will the is hours from the for arranged a week, class-room. be must is arise your definitely assigned fifteen schedule your yourself. to in stand quality. only time is the schools. from daily schedule no The of better your encounter to you may in many work college student a you. or Your for you you going therefore, harder. here subject- student from are prominently, much school brightest merits your you competition high students than difficult college, however, In you school, for high keener In college harder more also been class. in only place. in 95 much grade not matter, the work to have you of grade a 21 a real thought greatest more The arranged task if your economy and work of for rest by will is time HOW 22 This brief of that TO will vex methods of In order be obliged make as expert as whole student, a and the of formation of of such things methods of reasoning attention. concentrating these upon habits subjects of must you which attention, about you and the have by be curriculum. is will will be time; be consist grasping facts, facts, and of In acquiring some material concentrate may it will will form you of it " learn They methods as of important. outlawed possessions. permanent habits you study of one cation college edu- more that the acquisition of be into a the " the will many habits the is facts the forgotten; but the which latter Many phases more that see itself two habits. new and will while for habit-formation, facts of will you more resolves process has adjustment you your conditions. college become you adjusting number a logue cata- development in to this form to mental most study to Indeed, of you the completes survey problems MIND YOUR USE supplied You your by will the be PROBLEMS INTELLECTUAL for asked, in themes not instance, for the literature, for nor instructor, helping you and laboratory not procedure and are No the renowned how educated without on part. your are you into'' here To you. establish must attitude go to to but the physique, an how unknown seek to educational the good faculty, the you not physical build director be cannot efforts " that pumped education attitude. to or thought maintain active process. curriculum knowledge an the yourself you the acquire and vigorous most Banish have edge knowl- curriculum gymnasium the ments, experi- the and the enter numerous but the of forceful to means, how sake of asked your practice in scientific The in agent of hitherto learn to the matter be discover by yourself. are habits obtain to world's the for perform to facts, but faculty but will You the delectation form to composition; enriching the English expression. English of purpose innumerable write to in courses 23 a you passive When up you a does good not HOW 24 tell he down. Rather Only he doing so This power. "soaking-in." vigorous effort, and the powerful more a of mental a is It a harder the process of matter of college education In ing secur- own your are you work you become. you tired. physical true is not Learning forth are you holds and up put to develop you principle development. passive can legs you urges yourself until exert by and arms your passive and yourself limp pumps effort, to MIND YOUR USE hold to you while TO master. In the doing such well are you sports depend grace principle same serviceable of least precaution, the mind results all in is in the therefore, and prowess the importance of "good form." In and hurdling, primarily holds mind. that to in The which shortest impeding the most plishes accom- time Take rid it. upon true motion. waste superfluous physical swimming as development with of aware everything speed and The of development and every yourself methods. of CHAPTER II NOTE-TAKING educated Most time some other, or this students, a is will rule, do in involved vainly to do labor in system some examination there rules have followed, ability in much will of be blunders many 26 do to be must A careful shows principles, or bling, scrib- that which, with when increasing study. preparation they there note-taking criterion One that try of maze a until they note-taking. of are and as skill Not arrives realize any is any there through they as Students, notes. time college success, that taking examination of testify. realize not at though Al- notes. true little have they occasion, take to especially instructor college find people should that is notes If put. will be this in guide the is saved. to use kept in Notes the which mind, may NOTE-TAKING be used in directing and a three each value. will be require reading the in this sional profes- will help and notes your how they and in will be lectures, library are laboratory which college Accordingly work. considered these under heads. Notes. err thought, lectures thought or in take to either entire taking two are themselves, full notes When " lecture, there present can situations note-taking Lecture a student a prepared. subject three far-reaching times many chief The of preparation Thus use. hence of for cramming, as now years determine should take Recognition the of thing a valuable in you be you life. for professional may be may on day's study, Notes material as ways: for permanent, note-book 27 almost exceedingly direction. True, stenographic will show that with, not only One notes. no desirable, appear that extremes take to notes they without on reports first of but second may be pensed dis- loss, but HOW 28 with much that consumed in Another The the short-hand of The sake of for repeats emphasis; he important but for his in once depend A if that the task you do still you occupy of have not merely time lecture recording stenographers habit of recording that they fail utterly meaning student cannot so of is said. what afford distracted so to to from have the with become machine. that say the form is verbatim, think, but to automatic an Experienced the the to objection attention your copying for its retention. for cogent more lustra il- these rarely need you illustrations the upon ing stress- however, form, point is made the of need not written themselves, sake do You point. much multiplies in the in permanent instructor illustrations, not important notes. material the undesirable be would time much jection ob- obvious most transcribing is possession. MIND much too is that lecture for YOUR gain. is a USE TO they cally automati- comprehend You your as a tion atten- meaning of 29 NOTE-TAKING the writing are they fear that be should fears retain and make time of then, essential of thing mental that Do will not which to meaning, firm this and think of yourself Regard quick reduce make as and deliberate in l paring com- or self your- attitude anything passive. you as a vat into knowledge. pumps perceive in retention. avoid to rather the The an yourself instructor Ask true?" maintain and of experience that to free, with study. activity, the mind your statements, of your is the during own "Is mind attention mentally your frequently, Such subject-matter his with is notes your close pay Debate results the rest, for the upon them with memory. Keep Question speaker. their associations impression. work lecture if you logical to full at put facts lecture. the trust students why reason secure to room class- your minimum. a chief to eager so will to the Probably reduce therefore lecture, an to active force, comprehend acceptance and HOW 30 After USE TO observing this YOUR the book, the your notes of all else to is in which the skeleton it is outline, then, is of case The lectures some lecturer hands beforehand, lecturers, wise parts to adopt will in follow stand an some out an form This In outline in it the subordination Some in outline are will you by is very will be it find which prominently, with the on regard. device thought your material however, outline of the matter. easy that this progression proper the outline. their Others, A hung. give it orally. divisions arranging to is present may present followed. difficult it is may too, clear-cut easily In or work frame- concern. place the may black-board, such chief your the and is the presented sion progres- above " logical structure, a Let Strive lecture the see is, logical lecture. which upon lecture the in the secure readily note-taking to represent thought will you for necessity the upon key-note laid, throughout stress logical associations, that MIND the and the indicated of titles. Adopt NOTE-TAKING college The and course, model, then given first using capitals, then of it in all your use here system beginning the at system some 31 Roman Arabic notes. serve may the your as a numerals, numerals: I. ii. A. B. 1. 2. a. b. (1) (2) (a) (b) In notes, should you of use lecture. the then be able to recall will also it a fresh from rule in form urged after be reduce soon to they as able lecture make good entire to supply the will lecture. be lecture; missing students all class-notes after will they you the Some taken. possible as as mind, your of are soon Inasmuch almost memory. to discussion them over after parts be notes your First, glance you this concluding make to written typeThis HOW 32 is TO excellent an in expensive after-class second step in a time. the of each will other whole of discussions Too mind and a only condition lessons the course of of separate of horizon the might of disconnected each day's connecte dis- exists course series a day's series a first next the a often sees series the a the as make of as he This single day. will this to make up instead student's by notes connect and rather is should you your parts. a but addition preparation This MIND In review, unified in YOUE practice, review lesson. with USE be a sented repre- links : ooooo A of summary next all day, forges together new into for preparation the preceding ever, lesson, how- and links welds them unbroken an the chain: OG000GG0O A is to method use that a has double-page been found system helpful of note- TO HOW 34 take Next, with the your will attention the to to you with familiar find not following the studied in short, such a for only reading, of of wherein mind hold need not everything student motto carved on of In a the the accept A for good all your yourself unqualifiedly worthy is In Remember, sponge. follow terial ma- makes of conception to to but kinds. read. you every reading-room not and Lastly, reading memory, the to words scrappily. of all thought is remembered way read good thinker, do of method habits mental you emphasis undoubtedly are thought.) material a will yourself reading merely than as it regard to state this of argument; you longer will It concentration (You you procedure ways. relative the have you This several preserve lead compare that see entire words. not not to point. in an it will parts; and and continuous encourage help text beneficial be MIND summary original really grasped YOUR USE ideal expressed wall of Harper the for in the great Memorial NOTE-TAKING Library "Read but the states Don't thought read to yourself, Ask discussion, has looking talk indicated in headings. Keep it in mind while reading, and your the the summarize, for their have the author in this book and furnished read and will way reading your for read problems In of and thought. your This discussion into turned that topical short, always solutions. direction be there In about? search you Formulate purpose. a if the see sought. you seek and to for? background close portion, necessary what when Then, answer. the printed a to going be for." use I am will this Often choose, for to beginning author bluntly : one when What is the What what see believe, Ibsen swallow; read to Chicago: to nor consider." same but 'Tis contradict, and weigh of University to not to " The at 35 you there an must reading of on essay be is much "How convinced to learn notes to Read," by this in this has time respect, HOW 36 that much so time more does of opening following 1. field 2. the his book his use told have tion opera- but the to general, take in to See to the book the know frequently, him his the on consult If name. field. you discover Remember, as you authority, and You status. title-page, Who's what exactly cover. author's accept this to title. the should be In ceremony. physical book, new attempts Observe going you a the position are the to be steps: Observe to are refer operation. mental should up preliminary some spend it. take you not MIND profitably discussing book with opened YOUR may we in Every This USE TO Who, or or may you may the graphica bio- dictionary. 3. Glance circumstances some carefully. book the over If very author; let this will he often, do going are make introduce in the Under should you you him preface. to read refer friends himself preface. to with to it the the you; Observe NOTE-TAKING the date get an of 37 publication, idea the to as also, order in of recency to the material. Glance 4. If you are very table the of book the to necessary read 5. save to the you much relation index course You may may all be in asked to care. to with part you it may throughout the making the bearing have compile prepare Be do is, with of your some circumstances, greatest of the it contents intelligently; much books you find time. lists of given consult to of the work. that topics. and On might table detail, it book. you the bibliographies, of in going are the college your field,and study the study have will contents. is outlined entire Use You the briefly, see the to with reading only in order familiar if you hand, other of advantageously with dispense table contents might you the over your of tion compilaspecial upon bibliographies courses, or Under own. them scrupulous you with in the giving HOW 38 TO There references. referring YOUR USE is standard a books to MIND and for form periodicals, as follows: C. R. Industrial Henderson, The ed.; Chicago: Press, 1912), S. I. Vol. Place XXI is and up Notes. in the of : them to greatest is lack of instructor, correcting causing the to him frequently assert reacts much note-book. his will, against that say laboratory This neatness. annoyance against with you The the note-books upon trouble the in resulting student. will tion atten- that prejudices the structi in- instructor, special Pay Instructors neatness. Method, detailed the by accurately. fault usually written When given science instructor. Object, Apparatus, are follow the by the are Conclusions. for form with experiments order Results, safe The " varies notes 248^. p. usually prescribed Reports Chicago Sacrifice," Biblical of (1902), Laboratory laboratory of University 321. p. Curtis, "The World, (2d Insurance him, It is materially NOTE-TAKING increase chances your laboratory of the by course good a in grade a of preparation a note-book. neat The of key-note is economy, toward the the students of study note-taking. So far, the had to the content but its may be do with is form devices done to discussion of the utilization by time save become Remember, you and ink. in and twenty applying years there it in has Much mechanical of energy. Pencil illegiblein be may the note-book, equally important. First, write badly in aim affairs,and for opportunity being College waste. this adopt of their century in all lines tendency should much twentieth the elimination regulation is 39 marks a months. few using the therefore hence, blur book note- make it durable. write Second, ought tells to superfluous, that us be cannot it has be " grown plainly. read even cold." for which writing by injunction This the common sense is illegible writer, once HOW 40 take Third, Do of luck the word or at experience, and form Apply the principles the preparation parts A fourth shape of It is often the keep use Men small a carried odd for notes in moments. note-book the coat all find features of nature individual in size pocket and that to single a advantageous a of the taste. practicable courses it and size These and convenient tion composi- concerns upon to note-book. your the upon partly note-book. of and cohere. English note-book. the and of question partly course the little therefore hopes; outline the to strate demon- quickly of make trust A phrases, to jot supply time. sensible strive is to to memory will however, it is complete and there later some simply True, form to futility of such the depend consist temptation great indulgent context sentences. jottings. here an to forming stress, The sentences. MIND notes scrappy difficult, under a in your separate, down YOUR care make not USE TO can studied to be at HOW 42 and TO USE immediate prepared time, benefits of retention. review, There which, less economy thinking correct note-taking. ability, and and and thoroughness READINGS Adams Readings: in 1. and in find responding cor- ability to to retain with reason independence. EXERCISES VIII. II. (10) (17) Contrast from develop ideas, to of of your (2) Chapter Seward Exercise nent perma- result will you (1) Chapter Kerfoot far Habits you and AND Dearborn the chief assimilate facts, reproduce ever, howof are are As of benefits, the are well- permanent mind. improvement comprehend of obvious, the upon particular of These correct this from other are though effects derived ease importance. greater MIND consisting notes, ease YOUR the taking of notes from lectures. Exercise 2. Make an outline of Exercise 3. Make an outline of this some chapter. lecture. ing read- III CHAPTER BRAIN Though or during will be we action shall but minutely, of mental jelly-like a the fibers thick spinal of be able Inside the cord, extending inch At a long down very conception control to is bony a skull membrane. sible impos- description a brain in an its and it underlies. the of As nature better which eye brain some enclosed mass skull. the by naked one-fourth about its the knowledge, manifestly secure processes the To will thus be means to of ing understand- in the some general. such into by able be it and the by inquire to will assisted will It in acts not examine briefly connections. you is processes more knowledge exact greatly mental brain the study, this of nature you that vaguely STUDY understand people most less way DURING ACTION its base strand the covering, thick, it is large a called protected emerges of nerve spine. For 43 HOW 44 its of most TO the at angles radiate all to the with It is therefore must turn Although is we turn that its parts are to lowest units neurones. of Each now it is that system nervous nected con- system. to the eye of up nervous still material, be called of these it, same. nervous of minute nerve-cells looks see, upon the composed we the structurally terms, number a microscopes our structure must we say made of kinds is found with intimately nervous naked the when system is and apparently different system. attention. our to The started we brain, the to out tions, all its ramificanervous entire the right body. mind the it which nerves the the as statement our Reduced branch of parts with connected of length fibrous that statement enlarge it at that, though now system of known see we its as finger, but From end. spinal cord, with are the lower is about cord little your pairs and You the throughout thirty-one brain as MIND YOUR length, large around tapers USE like a or string BRAIN frayed ACTION out both at its along is made of Some the in that various but measure know of which us nervous that however, the is there mind, three as of an study, are performing out making question nature According of in in before these to in that the us, know, part some this when you operations of vocabularies, geometry, your cells occurs calculations, problems changes do Applying foreign arithmetical of mass change of any and anything it is obvious memorizing making a mind, reasons We system. nervous to this time every fact the body. the feels, system. the how exactly called The the fraction a with study, little tions combina- long as are wills, is connected of these throughout neurones not part in the of tem sys- length. do We in where some- nervous millions together feet; others inch of 45 bulge a The length. distributed and STUDY ends, with up packed cells DURING nervous ing reason- you are system. then, is, What is changes? present knowledge, the HOW 46 action TO of the conceived that It as is very form feet cells in runs along much It important changes each the be are of passage of the neurone. the valves open, vegetative mainly processes in the and of valve rones, neu- they join connection may governs from current time as of birth, Only connected do we it that closed. such most system nature, At those the although nervous are to neurone where exact a the individual point is act groups, from the as to neurone most its It never nervous synapse spark a neurones in This the gunpowder/7 points pictured as way that the understand one along thought other. is called the is at than runs act within but and passing current occur current. faster that always they not of note neurone. well nervous same train to nervous not the We " the a important with nerve-cells. second, a change the among best is chemical of rapid, moving hundred do MIND system commotion this singly; YOUR nervous a spreads call USE a with breathing few the and BRAIN ACTION But digestion. as by the valves become more and learning is the from one shall We action of the some cells. are from the had the dentist you know how in knowledge. man's perceive harm. from body to a have We ever nerve, sensitivity is. is very had should we sions impres- to be should "If to even remove compare building, calling the able not and we the from not danger tant impornot we impressions acquire ourselves this for receive to impressibility. property a nerve- exposed an extreme world able examine to If you touch the upon we sensitive outside. outside be if is one education, to power light system very such Naturally current properties belonging Nerve-cells and making of nervous further first they use another. nervous The the of permeable, the to secure of the environment, process of played passage more passage 47 is increased the neurone the the With current. easier of to open nervous thus individual the objects the upon STUDY DURING the a steel HOW 48 TO frame-work and power lungs, the with his skeleton station his other short, which The second is important as soon a it end, as wire, thence third, the neighboring As of the These in might over systems a later one by the next Just along it to along by such that an the a from passes be one expected, impressibility nerve-cells pass may of aided are to pass current nervous at neurones. and another, As excitement, might current which stimulated current, nervous ." conductivity. its neurone. conductivity described is to environment the is functions two current of study to to neurone building, the in the so of of nerve-cells to electric an door-bells, property the heat specifically designed are neurone or neurone include, thermometers, communicates of means would parts influences to and organs buttons, the " furnace the digestive electric respond and the things, valve-openers, MIND system nervous regulators, in YOUR USE and ment arrangenervous definitely laid pathways. of pathways paragraph. will be HOW 50 five, but joints, such the as which brain the central receiving carrying of outside the from the Thus an receives clearly quite in studied to Thus, great part, a The nerve-cells the in the the skin. by brain of means brain receives areas and out areas. another eyes; These marked parts of the part of the various particular back top detail is world. from from messages sory sen- impressions in the the near area called for from messages and brain. the in terminate area cord station messages body neurones function to represents, body organs. of are their inward messages carry the spinal They and neurones ends the brain. the to of digestive find at converge travel and we tendons, muscles, organs heart, places traditional the the internal and all these In within also MIND YOUR within only not organs, USE TO are be may the panying accom- diagram. is another There cells have which, one when terminal large traced in of group out, the are brain nerve- found and to the BRAIN in the other The is emerge, throughout the fibers cord travel and in nerve-cells out this the The muscles. called are the From through the group Motor in diagram. down to body. neurones brain the the on the these of top 51 STUDY brain, where Motor the spinal muscles near marked here DURING in the area area ACTION motor araa Skin ana Front- Association " . \ \ area / M \ V/j"^TP^ ' / ( ^_b-\" Association and neurones from messages for a a muscle the from the current far two the function brain ordinarily nervous So their we have functions sense-organs to seen of out does set or to the not Visual 3a is to - carry muscles, act without it off. that the brain has receiving impressions and of sending out HOW 52 orders TO the to mechanism When that them be is provided the the acted areas another. back. The this the of conduction to the transmission neurones transmission visual of to over the you action the the over motor area, motor doclge the an eye, current current the a of in nervous of see panying accom- consists nerve-cells to area you and neural to areas suppose area the the sensory occurrence upon called transmit above falling from impression one example, from are sensory from or For quickly back from the current and current motor function They neurones nervous of nerve-cells nervous another. to area association the the of they arrangement an their as some that so area group brain, having be transmitting of Such upon. sensory there brain motor the in that further a described. be now by another transmission is received the to over may brick must are within MIND There it is necessary means one YOUE muscles. messages areas, in USE brain, the tion associathen neurones, its ACTION BRAIN the down enable spinal cord, of when with you the orange, brain by play of organizing in important building in the that a foregoing mechanism for the the in the They all rones neu- and securing are learning consists reception very consists such made, being which permits into communication a sort the of see merely their messages The brain transformations central is are switchboard sense-organs with of mission trans- and outgoing movement. where we and messages into produce center neurones description incoming transformation which ciated asso- association system nervous of are the associations. up the From for an in areas knowledge. study, touch and The area example, association large part a further and taste of the them. connecting The For another. conjunction means missile. sensory corresponding in act that the one smell, see, 53 muscles have connecting brain the the the neurones function STUDY to dodge to you association in DURING muscles. to come It is HOW 54 the also TO instrument united and brain The memory. this modification a By of of meet situations many connections neural to simple acts, digestion. as only perform The such a as pathways speaking the when made himself a prepared few of he number breathing, English vidual indi- and meagre for brain. the is not only as there, the adjust to he selected nature a made ; are some sists con- a in For world, study. produces results complex or to ance performto such better the is Education changes is able enters such the it the undergoing situations. new able of beneficial individual to it. experiences means it organ that for be can great see enters process of made necessary within leave to look that Everything group must activities the in we medium the as once Hence unified. be can further can senses is, it is the we organ of to experience That the of which various impressions retained. MIND means the serves whereby of YOUR by from impressions be USE the is of crying, acts, French, or writing, built be It is process of is it is why school-days, when you the unwilling protests through current the overcome There is which is derived fiability, in the the path nervous your because you the train task and each worn seeks to matter. ing, reason- you are pathways. factor becomes becomes current nervous of because the with that the repetition, table, thought, from early laboriously untravelled comforting a a coming over- your physical difficult hitherto opening and begin is material pathways, of the system. In force to This nervous wrung new you task the were inertia when Today, building the about set compelled being were involves multiplication learning the involving hard. so of physical in the of resistance That in Study brain. the must education. feat changes but of process physical 55 life-time call we a production in is the that up birth at the within up individual. them formed not are STUDY DURING ACTION BRAIN however, of modi- succeeding easier, cause be- smoothly it of its own TO HOW 56 accord; in Education habits, and which Exercise Herrick 1. what roughly read notes. Draw a book, habitualized. of process of book the AND forming will be discussion and should student a each and act description READING Reading: each a rest the to habits then the MIND become to is devoted of words, other tends thought YOUR USE form. EXERCISE (7) a picture takes (6) of place listen the there to a brain, (a) lecture, showing when you (c) take HOW 58 TO of examples are USE the even and fixed The the hair be These that. living tissue. examples But there habit to briefly the review characteristic. facts In cells to the in sense and long over spinal and cord we pushes the brain passes muscles, to the experience to down and The motor the ends world. by The is ducted con- fibers, through the where it is received sensation. neurones, spinal some are nerve- generated brain in us this impressed Thence association over on, Let modifiability outside nerve a ceptible sus- underlie are thus current nervous in most tissue. degree. the habit tissue, impressibility, organs from stimulations is nerve or way particular one which marked a of is nerve conductivity developed is a habitual. lie this which ; that its time, it gets to are living non- assume becomes trained living tissue of form If you some expression may in shows matter for expression habit of clearly. more petulant MIND force Living matter. power YOUR neurones over cord movement. which again it in it to In FORMATION the which pathway its neurone tends to end in is the the same It should be started or by in be may in Hence habits. wish see They them bundle of in habits of or will of thought. as of and traversed. have to whether you are you habits You a you out, manifest they " the starts way Already not. be organ without bound develop a it starts case a are you ways sense already habits"; two a it it seeks is may stimulation Howsoever you and, chapter, brain the that extremely an action, latter pathways prefers is seek to Movement preceding sure to nervous tends another the In organ. sense in stimulation idea. immediately and the neural of study. regions from and This shown by the an that emphasized started, always factor vital the current nervous pathway same feature be will as when movement. once important it leaves thereafter, in movement. outlet 59 traverses excited, the take current, it and, impression, first STUDY-HABITS OF "a selves themof action illustrate the 60 HOW first every time name. need only ask shoes tie your reveals Speech many . of these habits of persist in the the is phrase habitually "in starts one think to When "black," the spite," you "more or" what word principles of mental is in arranged from these such of what the of course Twenty bound Our Our this by acts our constant Since how hence years you important shadows cannot according to and will you are, or that avoid it is that mind Your and patterns, overpowering angels by that see think a during is habitual. hours twenty-four "less." up readily do you on goes up habit. you some is called habitual examples large part calls "white" reply you When mind your when proceed you of it. rest phrases that so begun, the "of"; I ask habits as once with Certain thought. mind of discovered Columbus in I end the supply to you sign or second, the illustrate sentence: America MIND YOUK you To your this USE TO be more even despot. good, walk or with forming you seek ill, us still. habits, to form that those there them, deducible principles action. nervous leading pathways tissue is You leaves then, by extent, neglect this. "pony," for permits oneself of English Nerve that to some in arise of arises depend mitting per- Many you. habit in trace. caution study example, words the brain. habits The of facts ineradicable of to general Guard is: impress to In everything your habits of the observing things unfortunate from and an control can several the to impressible it touches are first The 61 desirable. and useful are acquiring STUDY-HABITS OF FORMATION from using when one a upon a group from translating a foreign language. Nerve with also be guarded is will make be a undoing as it. should the the nervous way first rents cur- if Consequently pathway, wrong to respect subsequent directed. guarded They Eemember, cut, be then enters. with enter. pathway trouble what to respect things you should pathways you will have TO HOW m Another all This as is 1453, 1435, in 1453 As the first The the movements and impressions the because past until and those This through in writing. that travelled. form You of will just process pathway the You must you see of of guard did the that the ment, move- it seeks been study, on in out, movements as to pushes way to the is necessary have need of response form In right. exits areas some finding pathways the it is current it ends in frequently of the ideas. obstructions, brain, takes in nervous making is, watch make you lectual intel- in the That currents. nervous right, your sure Guard is: rule is slowly be and impression next value first trouble have to go in the it which you salvation, then, learn to impress remembering 1435. or slowly principle trying likely are you obviously is, go important an carelessly you after ever will pathways If, when learning. date which undesirable first. MIND YOUR maxim prevent at USE it most usually speech this or part incoming the move- FORMATION made is ment into of that the during be to are The shortest possible, muscles that This makes third The mind in general is that youth, is most tissue With then, you of The as world race see that when useful recognizes so given leisure to in fied. modi- when tion forma- possible. as extent some that and time the habits organized kept formation, upon this those nerve and is the laid the easily formed habit youth be many are be to period to respect society is of the is the where effort. most are exit necessary. easily impressed should emphasis and this only principle habits for of of be absolutely economy write type- developing involving are for also should path is right key point in it to point taken see of the The is the current form. good hit early trials. precautions example, learning always you nervous tion pronuncia- pronunciation When build to the for word, right. that 63 wish you learning first your see a In foreign a absolutely of which habit. a STUDY-HABITS OF the youth protection HOW 64 that so world they asks four a form in useful and are have been formation make that will you resolve second and the act For example, habit of surround an your "will momentum if you arising at at that and is, yourself that keep with a Such new the perform to form the morning, every number efforts it. perform to tell aid every first to desire six emphatic an with not clock, and your to is, make difficult decision. first The Vow in guides as you. it easy alarm give down yourself yourself cussed, dis- maxims of other habit, maxim Make possible. place society. of habits. the Surround start. will principles just of will. before self your- your member new form ever The Buy of next which take life to laid assertion an habits number a the develop you the to there the that The habits. during you stable addition which of later MIND useful useful you In YOUR form may except years enable USE nothing and as TO of some at of one the beginning temptation aids. start such to break a HOW 66 habit of a with habit is depth, habit in the brain in the by that line have you habit, and have X Let B. said worn accompanying the us pose sup- started already have If considerable a the A to "isn't." you to wish you saying rooted, represented diagram which of deeply MIND YOUR "aint" a pathway new USE saying replace the TO the word correct A B ten times. That another pathway depth. During old into you that it instead make X will Your so A an task the C to considerable a and at the attract is to the exception worn time, however, deepen current nervous of have you all this provocation path means is still open pathway current. C old. on Now some the the est slightnervous the will new flow suppose occasion the allow and old the over had constructed this is not current, it down time similar readiness is effort likened has to that the is single slip, The fourth maxim to upon for reason you keep that nervous from a always These a act this in mind outgoing seek nervous one a ball of By than a be can windings. every tunity oppor- resolution. understood The better stated fact, if before, started, whether once or more exceptions wound. your the current greater drops undone currents to these one be next vastly is, seize sense-organ tend of dozen will the so it. Some partially in accomplished nervous much overcome is But path, deepens and when more C. The with effect produced that string to you arises, the before, required ception ex- which to before, was path than A old the situation old the seeks from it revisits it bridge result. only than a X travel unfortunate the at the as more This path. 67 to current nervous breaks HABITS STUDY- OF FORMATION from egress a brain-center, in currents movement. leave an HOW 68 imprint as TO inevitably Therefore, firmly if you speedily and of their their producing of reservoir if be, character the for are feeling not should action expression speaking giving evaporate be as be the as least genially up a in one's glow to of feeling. "Let thing in the seat form some possible. one's fine these mere in of resolves that crystallized soon time at Beware present. do resolves They is unaffected makes and of one's act, entirely one good, very may advantage Particularly excitement a and sentiments to ' set full possess, taken remain ' new how may one's of resolves the opportunity better." emotional that one not may moment moment matter good has them effects,that "No concrete every the be to upon in the communicate maxims one act in motor how matter no resolves is not "It but brain." the to or often. forming, impressions. your should you aspirations and of wish tissues nerve incoming do as fixed, MIND modifiable the upon YOUR USE the world " grandmother, in a . . . car, if nothing fail to have acted consummated it to the past is Seize the begin grooving other After this view of by reaching possibilities and habit, mind. Its annoying, its disadvantages. grip Bad shake powerless to cableness need have welfare are we off. no terrors its farof body because habits True, life your side the on are every see obvious, most to it. in place for that us upon settled. seize readily you way path- a be to deepening effects most Many before and the occupied determines opportunity out, for opportunity carrying by resolve. enough it have you which earliest very not dining-room. required deep worn until your be have you the test of will repetitions of mine deter- may itself express door strength the You resolve crucial is the That it. you until resolve a lunch, but that permitted you Strictly speaking upon without go it not let but " really completed have to offers ' place/ take not you heroic more 69 STUDY-HABITS OF FORMATION of secure a sometimes this if ineradiwe have HOW 70 TO formed good pointed out be may work in to stagnation. to make us to cease the its be itself to modes which respect others intrenched unable thus called A makes a a that steal to very the all have habit, if we desirable " second for enormous advantage accuracy. conducive to example, the the Habit habit Acts is and fly-wheel of firmly ourselves to. asset property so find wished It one. is should we the incorporate for and weigh out- helps people to For fogy." helps from action of we is and we we far Habit stable, good. common "old habit of expect be to If grooves become consistent what helps society of and exert we in old move tends things. new disadvantages. to know within to learn lead may unless ruts advantages individual the in to it may of habit fixedness progress But best, at or be habit Nevertheless, The effort will as paragraph, next harm, ourselves permit to the move continuous Indeed, asset. positive MIND YOUR habits. great a USE of is truly society." is that that have it OF FORMATION become habitualized and the to copy adjusted to third for of going of time to of such so of nicety, which this of of for than but day work, man goes and of the in him as his consciousness reflected how rising ning begin- Full the of half deciding ought practically at the subjects are which matters in one cigar, time to no indecision, every the of is There being of stock a deliberation. a ingrained ever " every bit be you easier. cup, bed every regretting exist that lighting every or to is is habitual volitional express may by human the whom and the life nothing drinking which degree high found are fidelity. machine a advantage makes whom measured extreme mechanism miserable more when writing type- is made. adjustment habits is a is the habit A with more in laboratory, other body human and made piano-playing, each 71 habitualized. not those as psychological in be those such Movements HABITS performed are than accurately The STUDY- all." miserable to not Have you 72 HOW would be if you and had had how The last is have burden if you or necktie your living would of advantage be to they "The of more hand can we the the will mind your hair may be tying a great striking that do no you better custody powers their own brushing are shoes, your life mind your memorizing poetry problems. or Habit economizer. of consequences before give them must for free arithmetical ethical The in engaged daily our higher our While or calculating is thus set of engaged. effortless more be work." proper the to performed, otherwise details over automatism, of be may not ness. conscious- by being are do acts directed in discerned Habitual actively consciousness be to economy. While can tie to every intolerable. habit we anew class; to go be living would write to you MIND task a learn to day? The so YOUR what relearn to every of USE when morning be TO leaving habit the acknowledgment. than to turn to the are subject We state- HOW 74 strict is, in Of course bad As the and have youth he result count in the business, a Young in that possession should people advance. engendered The more in careers than built have all will in know ignorance it has discouragement youths other embarking causes put of his class within truth his singled that pass the of all to of has up never final certainty details itself the morning, he the of judging power will matter all be. of ones pursuit between Silently, out. fine no of the competent whatever let hour perfect some many it may leave with the of each busy can of line the upshot the safely up one generation, as He so But about may waking himself find he by in in experts work. the faithfully itself. on of whatever saints spheres, anxiety day, to and its as drunkards become we hours any keep working of and education, If so out. well as permanent scientific, acts side good authorities and practical separate its become we MIND literalness, wiped drinks, moral, his has many so YOUR USE scientific this one. by TO him away. of this probably and on heartedness faintarduous together." OF FORMATION STUDY-HABITS 75 Exercise Exercise Point 1. desirable the do forming the estimate you of and the the refer habit, which the back to habit. will new be how it adopt when accurately long for down Mark in will you How required habit? to see steps that Describe will you concrete new habit eradicate. to habit Give place. in undesirable an determined are you out have you you take a the its time tion formathe date formed estimated. CHAPTER IMAGINATION ACTIVE A large very student of images By that things the your house-number door of reinstate revived thus for it with the and images of fact practically may 76 the is have tactual were thing is, that connected the stuff visual. entirely anything if it as ill-chosen; that implies matter times; image. an signifies something eye, been has mental is somewhat image usually mental We is called word The The you. tally men- you many clearly as the upon which senses your upon moment doing so something before actually the it appears it almost see you for In upon of impressed mind as home. your impressed been a revivals the mean we to of manipulation the have Call senses. and in life mental the of part consists images. V we The images true image can we of can of sense. things IMAGINATION ACTIVE touched; auditory gustatory images of images in behave this how these How interact they attention our engage tory olfac- tasted; smelled. and connection known with writings of Jack we move Bunyan, section of find of sensations the in as of great are in from they Juliet, the of the almost take we our a more, Further- images are A the of even organs, heart that pride, indignation, further istic character- sharp, clean-cut, vivid. balcony number, images: internal of cross- engaged, images. own the Defoe, realm variety" palpitations the Poe, tastes, smells, touches, exaltation. is that process thus when images study we a And feelings of accompany Note in filled with them colors, sounds, remorse, As minds our they as mental London, imaginary. wholly of use that Imagination. as such dramatic highly most is in and things things heard; chapter. The we of things will of images general study in 77 scene from variety and Romeo ness vivid- HOW 78 TO soft! "But, What MIND YOUR USE light through window yonder breaks? It is the fair sun, Arise, kill the and is That thou, her maid/art Be her not Having To in their The sick envious; and green till .... heaven, her entreat cheek she. fair than they eyes return. in there, they her in brightness grief in all the spheres were eyes moon, more is business, do if her What she fairest stars some twinkle envious far is but livery of the Two and maid, since vestal Her sick sun. pale with Who already is the Juliet east, and her head? would shame eyes in heaven those stars, As daylight doth Would That See, birds how O, that That We the through I would leans were a might I One glove touch upon that it that mental night. not were her upon bright so hand! hand, cheek!" of number, are great three works of the of variety and the ness vivid- images. question that works is their cheek attributes imagination of her think and stream conclude, then, that may desirable airy regions sing she her lamp; a frequently of the source? loosely answered, imagination arises is, What Superficial thinkers " cerning con- have Inspiration," implying, IMAGINATION ACTIVE (according "to word, the to "A works is untrue. shows arise from author, revived in incidents depicted new of experience the elements separate basis the The nothing these native imagi- the and apparently experiences imagination ways. The in Dante's author "Paradise as the lifetime such. Their and did, however, for Dante's under clever saying that the and horrendous within oft-heard new explanation the in occurred never of this that products That combined is of analysis bizarre Lost" mind the the of the ancients, special revelation. a Psychological novel into the rious myste- some (called by the enters with of meaning in"), that force Muse") author literal breathe external 79 nished furbinations. com- there is psychologically sun true. In the of develop light of the a imagination which program cultivating an active Recognizing source in this brief sensory that analysis of products we are we may ready to follow in imagination. images experience, their have we see that HOW 80 first step to the of TO USE YOUR take is to Make experiences. with the Handle them of your mind with when you wish will have it do a to of convey number and of ences. differstuff will and put other to acquire the number out stock Then images. ideas your in terms characteristics of the one " apart, next made are a ment. environ- likenesses will images ance acquaint- your them the you multitude a them tear together, place which of objects objects, noting seek intimate them, Thus MIND you which of to free- a flowing imagination. characteristic second The variety. To this,seek secure " experience your touch, corresponding secure To revive them practice. that all images equal people related ease. variety in it has do not Most By will you your images. easily sometimes For to senses taste. in sensations variety sational sen- objects several through smell, sight, hearing, of this means the be to variety of a Perceive experiences. of found we the been discovered naturally various people use quires re- call senses visual up with and HOW 82 We we geniuses do with heaven of ideas. with of their old be to elements from combine them in novel of their productions. meant when when and This This is what London "Early For truth describes late I to This Carlyle for of great his was as taking meant labor but fication exempli- concrete need and genius nothing we and is the beautiful is what the select experiences "John from and zation utili- Hogarth is autobiographies Jack secret They capacity diligence." passage binations com- true ways. said, "Genius this new characterized he of this the their transcendent he wonder- industrious strange, bizarre trouble." The above. certain "the merely images. outlined explanation reservoir experiences according of past program imaginative their found is their success whom men external any we creations source unique communication have or the call to Instead, evoking of that works, not the discussing accustomed are MIND YOUR in discovered, imaginative of USE TO only turn writers. to In Barleycorn," methods at it " : writing, ACTIVE IMAGINATION typing, studying writers the how five hours' succeeded. By saying that and novelty and sufficient There The if of nation imagido we stra'n not after Unusual and of selves them- come only makes one a number, you of laws will association, unite naturally. possible combinations of industriously making will stumble and summarizing that by an the a is large laws very that some upon happy from known combination, of images By comes should will laws number conclude effects industry, one psychological chance, nineteen number. infinite. In of naturally which by the eccentricity. are the as and novel combinations happy twenty-four, ' way that imply to mean on me. the by come find to managed working to left to hours waking I ing writ- studying in order succeeded close and writing, sleep in the pretty came of who they out studying grammar, all forms and 83 are of pecially es- striking. this active crowding discussion, fertile into one's we may imagination life a large 84 HOW TO of varied number storing them images importantly in in Chapters VI as we book ability shall and find the Dearborn Exercise 1. see reasoning, Throughout that as develop we images, of all we the of the in up Call Choose the up a appearance word perfectly Look clear the which at as he on the of says page tense. you it impression visual sound image have had attentively, of of it; then it,until perfect reproduction. secure 3. voice of etre, present some practise calling up the imagination difficulty in learning. securing III. instructor's conjugation 2. EXERCISES (2) Chapter Call etudiant. the in IX. AND French your Exercise shall we processes. Reading: you as adaptability READING Exercise bulk They mental manipulate and mental other and Chapter of relationships. in VII; form recalling memorizing, shall we increase mental in the Imagination. in see to experiences; mind occur besides shall vivid novel in them processes the in the MIND industriously combining Mental YOUR and up and images; USE List passage the from different Romeo images and called Juliet up by CHAPTER FIRST AIDS all Of mental realize with of past function of is quite it or stages " shall when the second, that third, it be of is revived material fourth, may stage a a is when stage feeling is is revived to of first being in when meet in phases Recall memory stage a impressed; being it recall of act There material a four Retention, Any all. as investigation it into Impression, them this upon occupation no our dividing up make we important begin Recognition. involves in to taken rely we is fail time but mind, is life our practically so often Every the by memory and so of the inefficiency we experience, We study. of much employed probably greatest memorizing. use is Though it, tions open the manifested. IMPRESSION memory which in one the MEMORY: student, the by TO VI retained the future; the retained present recognition, needs; through -85 HOW 86 which the is Impression organs; laid we of the rule wish that you of that of One remember in clear They introducer mumbles; impression is how and recall impressing you in look the up the lexicon, a Go name? for words trying of to fail to get at the start. hurry no clear cumstance cir- such to first time. a the or retain slowly, then, the a lessly. care- not expect one fact do Under could the to consequently secured. material the name in is that people they the a but impressions is that introduced are is ing. of memoriz- is due why of This memory poor reason impression things necessitates habits first names such first. about make avenues formation, the complain they This habit all chapter the only at especially important people Guard admit slowly Much foregoing retain. to go principle : the through accomplished and having as mind. in the down you recognized and impression as is in the been MIND YOUR material previously sense USE TO in As foreign language memorize their FIRST English Obtain AIDS clear Inasmuch through any problem in concerns the infant in the the choice used search sweet, head against things were hard and into peered sense in education of agency learning Even muscle unaware them; In as books the it. into your things some bumped learned In adult your that some able insati- your you place through instructors, the learn touch probably eye many and you have and all the life,however, though You As short, utilized of movement, of in upon sense memory pulled things apart and depends one information. things soft. it takes yet, however, through and made impartially senses You sour. you organs. be avenues. that some curiosity and of after put were some sound organs, sense all discovered and mouth sense of voraciously You time. may improvement eager of words. of you your of the impressions as 87 plenty impression of the appearance an take equivalents, a MEMORY TO and the most and ear. things through may be better HOW 88 TO retaining success one than sense of water see the better of their of his Other in about their his verb, mentally These they are the to but they do extremes illustrate the to War, on note-book. ability depend to to asked do think listed or When When ing stand- Civil are instructor, they voice. French but sounds. upon striving this not terms, extent of have think imagine they as him see text-book the people visual When them of page can event they cannot leading causes picture they but voice. whole When can have splash, but The memory. desk his the the in sound. instructor, they at of the they faucet, it often thinking When a fall, see of is noiseless sound from of ally visu- are think persons images. running trace no that things upon majority The Such of visual water made impressions impressed. in terms MIND another. retain people YOUR USE recall greater to think it in terms asked to conjugate hear it pronounced not see of it on imagery preferences as the a page. type, but they are 90 HOW find it plan Many of such simple expedient aloud. It than more of use be might reading are you of muscular vocal will as be making are which pointed making also aid in out the By are you while that out the lessons impressions. impressions, learning, his you organs his by adopting pointed auditory the increased reading aloud, ery discov- the has fold many lessons your upon preference, a MIND read to student, a ability memory YOUR USE good a aloud. TO in ter Chap- X. this After difficulty in it. improve because one in gained to things, practise calling Try to picture Can sections auditory and a you the page see up the To practice. visual images visions of To of things. history headlines practise to particular using paragraphs? imagery, for avenue of your the some impossible by form to find you sense Facility ability jump not therefore is be can senses using it impression, develop just that conclusion do discussion of book. text- the develop calling up AIDS FIRST sounds. Try in voice laborious is already as favor to and developed Another is which is remembered will Your this the is already condition repeated easily If once. of is well It more two still greater knowledge rule several is current in the Experiments have shown impressions passes duce repetitions in- brain to that make over is pressed im- that liability deepened that times than eight or of action intelligible, because pathway nervous of sion impres- known given liabilityto recall, four secure well reliable. repetition. but it Probably impressions that sense to another when arrange important material a to the student a efficient. economical is most and slow a questions for involved very ment develop- one while labor the is and tor's instruc- The fields sense it is worth undertake so Sieve. process whether French your saying these of sense image to 91 MEMORY TO recall. makes know you time every the it. tory psychological laborait is best more in than making enough HOW 92 impressions be is to is not the if time This and that there immediate recall is later some things learned that not to after the impressions and few for recall. ing" you time of under retain public to be you distractions. recall If for time are long a enough up enough to until lose time "overlearnfor comes disturbed. may they you afford can at fact before store performance, or sion impres- until reason the when likely embarrassed; or still kind first away. you Another is that are that " well-known impression, so the out after material recall going time fade " saved. involves a far of memory long time a recalled be to are is It be The second time. recall points immediately the made; a tion reproduc- kinds two time, learned to are deferred. and involves be learning are of immediate energy of principle fact of material immediate should It point "If length any it for of sufficient. beyond a for mastery MIND recall. insure to retained simple YOUE USE TO If you be Accordingly recall it is a be may hurried you AIDS FIRST the have should memorized not It is the distribute a " month it. Various during the first fifteen four In times the anything the you the the or of these will repetitions? We In possible. for fifteen ad get the days, infinitum. possibilities in day a day a last shall then tion? distribu- once poem us eral, gen- repetitions are day, guide titions repe- question twice the to ute distrib- effective fourth every that shall The or days, face thirty be you poem these combinations month, that the to you to sittings? most rehearse might Or time. is the arises, what of spread to of Life" to-day, and several it is better how Suppose of make you that is not know to repetitions among period above, impression, Psalm sitting? one them You in from Shall at a will repetitions. require thirty over distractions important memorizing learn well made is necessary sufficient. recited exceedingly these statement mere repetition are 93 detrimental. prove The material that so MEMORY TO is there distributing some light 94 HOW the on the been of mind rapidly "The larger learned is is a a on week, indication some be should end closer of the in five that order to five This five should have the within two You as at more might titions repe- the well In next this the the getting for- are you make about an twentytime you and memorized, You of those need By poem repetitions than the more. us early repetitions rest. within days. gives counterbalance then for remains amount long to more; amount the will forget. hours, fifteen So so. day the you or succeeding together repetitions; hour, four when period. rapidly tendency each stationary." practically day decreasing constantly forgotten material the first the slowly. more of ceeds pro- ing descend- curve then proportion forgotten that perhaps first and at the Forgetting law, the to has which at rate of that curve forget. to according examination a " the showing tends MIND an forgetting plotted After from question curve YOUR USE TO would still thirty, and all have these FIRST in mind the TO in keeping used be might MEMORY AIDS by a 05 the poem repetition every fresh other day. As intimated in above, as impressions have retained. of Civil already of There made used Still another also be have those It is taken has extended been between become more of of recalls happened that made early ness vivid- minds events here pression im- that and retained observed more made nervous periods discovered a have you namely, peculiarity in these being involved is easily than of forgets action more older the the that first for soldier but War, It should pathways rest old encountered; youth. being in events nervous are by ciple prin- the chances An vividness the principle revealed possible, scenes yesterday. of as make is evidenced childhood great during to many grandparents. with in early This of our is memorizing impressions important one that chances recently. action of orizing. mem- that impressions, firmly fixed. is the if a pression im- This 96 HOW points the to which by while the of nutrition blood We of nutritional to to the one You on skate of in along see rightly, Nature for you. The the set led and one of Professor do might that swim you much be we in finds, that after off, wears surprising if sets plate. to season, pression im- or usually muscles with will It makes fixes memory that then Indeed, photographic skating the fixed. bath summer nerve to paradoxically, stiffness glides the to hypo indeed, the beginning initial repair more a suggest, And, winter. on. seem a peculiarity learn in as The going material new even impression James to pening hap- Processes according processes much This is system. this impression an this by the last impression. entrance the it were, as what imagine them power, understand constantly cells, rebuilding the learn, to nervous are left surprising a brings in particles pattern MIND shall to try we in of able are sleep. if YOUR USE presence we we better TO agility. plan of your suggested things ing learnthat 98 HOW TO paradoxical that as doctrine of whenever two in After the the events are like For example, the in it to it would in the the arise first before persistence "that with if not itself the the This time for of ideas of for a time, it. week or recall to you and you early ultimate in firmly more scious semi-con- valuable as this and of make must as possible This recall. the mind learning does work disturbed, that with day fact, that requires actual has tendency a a and that by process it." with real, life is earnest", impression the of means not cease learning, but runs process adds a a them of themselves might mind. recall is experience course become, there first is there in the is ciated asso- illustration everyday line, "Life that been come our associate things fixed of is once the the of which to repeated, for many other poem been once "if esses proc- terms mind, the thereafter for recurs, in have things The seem. may association, together tendency MIND described be may YOUR USE little that, on to of the AIDS FIRST result of it is to with advantage our word do to to recur but us a promise at the between. hours if words keep instructor theme, together all subject and the Value The start a Business Training Man. suggested to you, will to you. come though they mind take are a few Write theme- soon to for in Public Gather about work the upon Speaking first time thoughts, disconnected a theme-subject a them the as it. as The in have and mind." subject you your you of As about ideas some because, the principle think for ideas in the turn we this advantage. to Suppose it. this announces begin do can keep remark a talk reappearing on good to make or the to prevented, utilize may writing for We vigorously not You work other to before though even be thought or remember we time, proper shall we time call, to a pay in readiness word some once, So to mind our this if that, means thought, only critical moment. 99 stand to or if so, MEMORY It also labors. our some able TO this at down, and is least, even hetero- HOW 100 TO Then geneous. work you that will port attend a call these ideas when as you benefits are in your ness busiwith less directly and with which Write down will you find theme the itself, requiring and expansion While thus reap ing organiz- even more early start, for, you a and you, compose will it, you upon and only you may you to writes part theme composing crowding to of ideas. from or come occur, start most arrangement the they sup- experiences, themselves. it almost formally, or theme-subject, unite will the the up to audience more will subject, they that his Such speech. man, prominent a disappoints the business position; where of Chamber illustration an others, bearing many the leading as banquet wretched will serve this upon newspaper a before affirmative man upon made a occasions of in other your bearing read by your about number a may speech will MIND go ideas Commerce which for find You brilliant of you arouse subject. a as will YOUR USE will which find you as you ideas new did not FIRST know AIDS topic the when even time lay week. Then a places where These benefits are Hence is the of Before of leaving the will that be given When sense it over aloud, either to else. someone amazed to be Do your yourself you discover theme- sion discus- not eye. or, do how gestion sug- of service theme, a note possible. as of may it ahead. another avenue. with When time by the up correcting one read only when subject called was a improved. early as perhaps will be long a start " enjoyed memory, than glance be to a you may unconscious you. more it written it up, and to which writing, take tributio dis- of profitably once while a you planned rule be have manner many principle also for when detached theme the you it aside theme, be with unaware were may After employed. to been mind your you themes, writing of a had fact. In in 101 which in themselves associating this but possessed, you MEMORY TO better this employ simply Read it still,to you different will it 102 sounds HOW TO and what When it. silent has a The to Three ideas. vocabularies In time of ideas set the medium of with writing to comes audience, of ideas available adopting through combine an sets thus are subject. composing ideas for author, different to mind; this ideas still different and for device mediums, it the principle already discussed three use several with you accruing slightly different talking if Moreover, When of set typewriter arise; when should slightly in you tenses, advantages employed. one cover dis- will duplication note practice. a the In peculiarities, disposal according expression any certain of group escaped will more a example, with of you sentences. even such pencil, method new theme a of mind. which You has find his a your of balanced from a into of syntax mind may your find secure you split infinitives, mixed words, your at will reading. poorly view new rendition faults MIND change you thronging auditory of a YOUR thus you composition, ideas USE in on of you tributing of dis- connec- FIRST with tion a one and The day, then back to go to you MEMORY get it aside lay it with a 103 Write impressions. found be will rests helping of repetition theme days TO AIDS for fresh a mind. beneficial very viewpoint new few a in of the subject. Reverting we come to another upon material at poem impressing would respond, and, as takes of matter a in this place however, is uneconomical. should length, If too long little for for this with early it up into parts, day? fact, let us In school as follows: the latter, memorizing chology, psy- discovered that selection, if of moderate impressed order examine days. people Experimental memorization the Most most this, it should possible. as be our entire way. The orizing mem- of poem thought, has In : the each without memory, impress break or stanza a the one once, of question like should example, discussion our You After a whole. be broken to see your of as poems up the as sity neces- experiences in probably school this one your ceeded pro- day, 104 HOW TO you learned the The play. to of week a at the end able to that day. of " and second The come. difficulty the of the impressing something When day There you you was think it would not what After to in with no the the bridge we make ciation Assothe between not finished you you tressing dis- terms, stanzas. but was this failure playing approached then to explain first stanza, else; started stanza effectively between stanzas. the started first Now the were learned started single stanzas, separate end you the betv^een made was day" we to the at psychological associations proper lines In ond sec- stanza you can blank? the the balked. How the it because, however, memory out sitting, you recited one, matter? ascribe day's When went learned memorized speaking mishap. the the had then thought perfectly On MIND you You each recite without day on. you bravely out of so that YOUR first stanza, next and one, USE about went ball, perhaps. poem the second between next stanza. the two. 106 Chicago, Ask in 1892. Such date a is less rote memory, lead to later more this it may you have more recall. as with several chances of be so so much full that he is false This conception have of a the of cannot brain that as easily been ing secur- From up. facts more subject a retaining that memory memorize notion, a had have thought in his some can the to already facts, thus about is sometimes stores facts might that of at being called mind you fact it. You old inferred be in your It person fact the likely which other a method more old with new postponed the magnet a ready memorizing The call up chances facts. of is made was usually this associated so 1492, occurring be not and associated that see in process may been once of America than acts time orate? commem- laborious ready mind Fair could however, follows: as anniversary Fair year, year. the discovery The in that more. did hundredth four MIND proceed yourself, What the soon YOUE, might you The in USE TO HOW the new if it will any involving hopper a a into which impressions On over. regarded infinite and an one The should interlacing of fibers of word independent very great the meaning for this the German other and us that aid in of lexicon analyze it is difficult since a is in in " to is compound long a word, look forget and man Ger- compounding German is a fixing many so by promptly it, however, only and Rathausmarkt temptation and This Opportunities formed " either you especially frequent are are words. first words. new new meanings time of trace another. of saving language, apparently one's the discovery method words in a some to be study meet you or of may in the familiar language with number carefully for already that in When it be made. telling effect scrutinize a the logical association foreign languages. runs inter-connection, be can of with employed word of exhausts that method it it ever associations until contrary, possibilities no 107 poured are the as MEMORY TO AIDS FIRST we of it up and in it. Let shall see already 108 familiar words. that see is the familiar the entire By such square. already much and words much We your approach of until tends to you the better. impress Students foreign impression of which with the the make to intention a stays great retain material time. material is If, at the recall, the that orizing mem- memory intend after the unsuspected; intention. you time slip away of fidelity of the by permanently lexicon for with The impression, only self your- of the is often intention is done. time phase a greatly affected make may memory of which the namely, utilizing of tenacious. more importance cance signifi- city-hall- stands, you city a equally the so independent make is method a means of Markt" word known, more may u So word of the council-house hall. give to familiar. equally market-square, as of facts city a familiar already ("raten" first part the council-house; is called is counsel "haus" advice); we for MIND YOUR "Rat" word the as USE TO HOW ever, If, howto by tain re- you mistake FIRST of retain to will there for until retaining Intend TO study they when AIDS be MEMORY the 109 merely purpose after examination facts permanently, time. likelihood greater and of their permanence. HEADINGS Adams Readings: Exercise Swift Cite 1 (20) Chapter the clear, b. Insufficient Use of rote After 2. sense Make theme; lay it aside another the using a on the day such best for then you in state for in draft or tributed, dis- not method. is what pression im- the history, of your two; then as this it read are auditory presentation. in "part" of method, the the next write two, parts of each; lay this aside changes of worth not words. day a in method subject; combine same two; or of facts preliminary a faults repetitions, avenue English of pronunciation 3. of use of foreign words, Exercise of experimentation, effective most your experience Impressions Improper e, Exercise d. (21). impression instead logical association, Watt following number method (16) own First a. Seashore VII. your the of effects impressions, making c. from examples . showing III. (1) Chapter II. Chapter EXERCISES AND aloud, making prompted Can you which for by the find elements will adopting it,at least,in part? warrant CHAPTER SECOND AIDS We have that The they If are you Independence fact not mind, the try perhaps, of awareness to no think but retention facts as as was the to none. in terms of reply where however, ago, to nothing. would you in it, there of but chological psy- Declaration minutes Somewhere answer. in say the asked, five was can signed, When memory retain we we when was instantly. that mind asked were of impressed, once in the status know We terms. ence adher- described be cannot " and upon phase next pression im- certain depends them. Retention their to and memory memory described favorable seen has have conditions accurate after of the of to point phase the impression. some this to up around called " RECOGNITION AND discussion centred RETENTION, MEMORY: TO RECALL Our VII you could of recesses immediate We of may nerve AIDS SECOND cells and that say material modification some cells which for greater is one retentive in others. than the all inheritance partly of modification of memory and the devices their Can object. other means the state to due is conditions be done to of difficulty that it has of mind at serve and have faithful For been to memory, by the memorized. was facilitate we third is is recalled discussed than the This Recall. impressions? examine It examine to goal of far so is due observance. which the concluded, can retained is thus Recall nerve persons proper material for purpose be innate " which at of some trait. much nerve accounts memory of ready now impressed the in such by are stage power this and trait not was certain which offset or there factor observance to overcome phase This good of impression, We in It must that however, any made the when impressed persisted. modifiability 111 time the at first was MEMORY TO it recall and all for by telligent in- answer let time of recall. us HOW 112 We find TO differs of more from search accompanied is also Since recall ought to is unique When a under conditions same memorizing from then recall. When in given the in public of periods preparation for different impression. attitude embarrassing a sight of or pression, im- practise selection be to sperse class, interwith to a for vastly of that from audience exciting. riods pe- necessary speaking, rise an In make and especially psychic your recall. first book gives thing any- it, if possible, final public hearsal. re- a of part of audience The you of impression is writing. means speaking This an by memorizing of recall. facing be a by memorizing the a sion. impres- state, book, close of mental as a mind or rehearsal memorizing the instead make recalled, in talking are you be to it for period accompanied either prepare a external the usually a state. being facts for upon expressions, motor in expression, by concentration mental unique a impression active It MIND YOUR it is that It USE may Further- HOW TO that is 1 14 feeling the represents always be in It derives the fact of it is a In bodily that activity the the benefits of with a feelingful which accompanied then, not merely but impressions, the feeling of organs that for it when panies accom- of one a new. produce to take recognition. and readily. more different to of believe time becomes color also tions secre- partakes, such At memorized once heart to reason responsible reviews. general quickening general impressed is in in feeling of recognition recall time the at digestive system nervous from glandular have we become things Thus this may purpose occur the It studying. activities various affected, glow and in our Changes beat, breathing; respond. recall feeling, and bodily affected. That advantage for from recognition. during its virtue are of feeling feeling the are others. the great that different markedly present used MIND YOUR feeling toward your is USE the terial ma- tinged from that Review, additional advantage of AIDS SECOND have We four and according but is for An of If, when will not recall of fixedness the hindered. this By not and some and The that people which of people you improve can are their people does you the be greatly conditions trust all of the to fail you. not that memory faculty generously are intelligence improvement some mental others of normal seen that utilizing and have mysterious a which time very moment, will will is fear the They ory. mem- memorizing, after content of Nature. laws is rest ditions con- your desired about ory mem- proper are for Therefore, memorizing, met are impression knowledge your conditions trust you the manner, confidence tremble at it providing attitude continually clearly that they then, you its chaotic memory, necessary. in Certain when After good. seen law. to 1 15 memory blind, a and required are have in not operates discussed now phases MEMORY TO with endowed, deprived. can All remember ability if they desire. not expect, take the however. form No HOW 110 TO wand magic YOUR USE transform can memorizer. good You transformation is not yourself. only after you according to of process A final Some of at the will you to attention, and facts to Exercise : See 1. of habits, study as a as of and Such find a other that better as rate sepa- the mind by is conception will memory mental will powers to to ities, abil- improve you you image, to a improved in in added. be develop trate concen- associate reason. READING Reading of memory remember, time same about set should controlled improvement ability your a Improvement and it plished accom- come compartment or fallacious. involve of it alone. exercising up caution think be can the formation. word division be to conception habit people which built a Furthermore, will It have our work process overnight. into you must instantaneous an MIND readings Compare impression with AND EXERCISE for Chapter the those mental of recall. VI. conditions of CHAPTER VIII CONCENTRATION Nearly school and and Attention from of what to by which is notice by intelligence every maintain of When of tests people close we of attention signs gence intelli- the centration con- judging who for long the ciate asso- we one do we close whom to or adults In regard ine exam- first require its power examine normal the mind, we the we with in at attention pay that high matter no awakening attention. day, of be the upon When ability of to to power of for the depend the judge things." means to way one in difficulty. same view we infant, the intellectual so some the professors even attention. we workers activity, to seems growing Brain of the mental concentrate a " in aspect excellence and complain seems core in students industry, college, universities, difficulty attention. of business very has everyone concentration in ATTENTION OF is able periods 117 HOW 1 18 time of as a when we Edison work Finally, the read that that he when their added to of shall besides: other in the evidence, shows to the us in desirous how see is in we letter a words other and on uation sit- concrete a of state a 0. Although all your number on the a you of powers of the centrated con- for letter, nevertheless of aware tion atten- Concentrate focussing the discuss to objects in the field of vision; room ity inabil- an more analysis mind the upon of is of attention able for the ostensibly really form one This attention better be upon attention are that even attention. are and insane it. when moment the experience, select we sleeps. nor take become develop if eats of concentration we absorbed so attention. own thinker powerful find We mind. becomes we investigating We a examine the our and may as derangements importance study strong neither we control to of he feeble-minded, which MIND YOUR USE person Thomas rate in TO you things page; of sounds street; of sensations of CONCENTRATION from your your bodily will addition ideas and when but upon number be is the by the one of idea are thinking the object In attended thing idea, we of both of of sensory about, infinity. to attention to a is or this, large and or we number a large a field the be It may perceived it may be an for such, ample, ex- whether But of or it as an the object. recognize of other ideational. of centre "focal" must are might perception speak the time a they world senses, properly may addition presence the idea the as and of attention. through we mind, external of attention have circle, at a at our mental the one really we The object object in an focus our variety. represented which in that see of about about or we thing, things great a Thus one of you number a thoughts read apparently we and heart sensations, contains just you lessons. your of also imaginings; paragraph from introspect carefully enough, mind your the as these to 119 sensations of such organs, find, if you that and clothing; In lungs. ATTENTION OF the objects, These are HOW no TO the nearer call them The distinctive such focal object is much clearer the ideas these they of You may the on, mind the A in a pushed it next in a to the another the margin. clear. vivid ure pictmind it flows as the stream of contents may ob we their shift at the but at be arranged ject ing occupy- previous Thus into of the and of they pattern, the a think that crowd particular pattern, moment focus, while find we continually show may different the in lurking become forming motion, of the examine to to cross-section arranged very in objects moment any in if you ever positions. and ated fix- vaguest we seeking helped stream As objects further, conditions of a lessons. the you the or of ginal mar- aware clothing of attention be were you continually centre when only in the was that other are than example, 0, it marginal the as For your we state a is that of fashion of about just described letter contact thing that as objects. the field,so mental " "marginal. mind sort of the margin MIND YOUR USE tenant see that is it HOW 122 about occupying The marginal would the as distractions the of passing to and ideas a in of face, or thoughts These the mind when you conscientiously upon the history lesson, and, though they try to and become attention, the mental clear. then, desired field at into in the keeping the of mind vague, focus paying maintaining centre the even your task The consists object and focus way are you objects their The thoughts marginal force the lungs. engagement. are the from which of ness weari- and arms and lesson tions distracof consist might social some the back, study, visions to about sensations heart German a going bodily of rattle sensations organs, irrelevant about the practising the The fainter digestive study-lamp, your of case a sensations, external the consist referred such vocalist, street-cars. might eyes, in radiator, neighboring a history attention. of your centre glare from hissing of your page consist, first,in such of a the MIND YOUR Charlemagne, text the USE TO of the distractions CONCENTRATION With away. we definition this that see in order peculiar first Such require radical a conditions, how study They or for from three to If you must a wish and expose to live for sights. Have neither too usually When of a nor in spot any lessly need- distractions. good student, too a a quiet as room and temperature cold; favorable the you favorable as at room considered reading in distracting sounds your hot about move Choose from two themselves conditions in, free of with down become study. ize real- to standpoint. rooms number great prepare possible to drop study conditions and talk who they library fail psychological in may of often study the elimination their to others continually; in the a attempt tions distrac- rearrangement wretched are of students must we distraction every plan a tiveness effec- Obviously study. eliminate possible. the the overcoming to is to thing attention, of during study, for means 123 increase to of attention devise ATTENTION OF library, 68" for sit F. is study. down in HOW TO spot, with 124 a quiet so will you people gossipers for the to distractions. in The study is very the the body back, all, the made your hour's study! across the by They Still more contractions the eyeball, where for far amounts of involves in near the those light. are are of course and being bound fatigue to an forth moved become comes from muscles within adjustments The of above and, back sweep vision ing hold- movements of delicate the and and incessantly, which six muscles for, people, many hands in of these muscles many eyes page fatigued. of the arms, How eyes. bodily fatigue, still, particularly neck, by of work fatiguing upon address next eliminating opinion strain continual able favor- disturbing most the to of a door. conditions sensations are contrary study task near creaking should you as up sit not a external study, yourself near door, look to Do or the to tempted room. the MIND back your the made Having YOUR be not enter of group USE and eyes, made are for varying then, give CONCENTRATION rise the OF much to fatigue, and, of source in great a the aware Usually it is not much off a that we realize vaguely to muscles effort should come is especially the writing will be the the to hold work. rested the necessary hand will The and of sigh relief it had been for efficient chair so the can be should be fatigue the body; arranged we day. reduce be over when distractions to as to occasionally a study supporting little upon so noticeable conditions The should all us sations sen- clothing. our retrospect bodily sit in always are night at such create eliminated. rest in many We but with troubling to of sufficiently shoe trying consist of pressure annoyance, take easy may is demonstrated is, as study, are tions distrac- bodily clothing. of vaguely In altogether, many distractions from it 125 study. Other cause ATTENTION to as left shoulder. in writing, not cast muscles fatigue will book- require the book; a of be of the light This so that shadow the eyes retarded HOW TO close the eyes lessen the 126 if you in order body, to you USE and walk about the clothing should In of a that the for the focus the to mind do that of you so to is to some pay spite of eliminated. as to ist vocal- stop nor not can- you entirely, around keep ideas. accept out welcome un- only inevitable distractions, attention, the The as tractions disYou the fence to most still be sensations a way this our study; we have we apartment, irrelevant then by and chloroform build your done will be fatigue out presence realize there while and thing of plenty distractions, be in example, cannot of uncon- accomplish to neighboring rule you be to Lastly, and there may cannot street-cars and loose of But provisions, that in be way extent. cannot, advantageous distractions, the out careful of the fatigue occasionally. much eliminating certain it overcoming seen pointed Then circulation. the have general should fining; especially for MIND occasionally. find may rise room YOUR it is and neces- to CONCENTRATION habituate to sary OF ATTENTION yourself 127 ignoring the to of distractions. In the be will of habit formation out by making Start because in things A final the of This lesson, royal apparel "royal" in of call might gave it you far are from as it to these a and fixate the history a reference to The purple, likely word person know you Such to the western North- a the before lesson. very upon. following long day-dream history are up use reminder a pennant, you, off in the as Charlemagne. University who is to studying a upon those to you by tion, atten- interested. to illustrated come you help desire Suppose, example: Try of object attention you be may slip occur. most are may of lapse ing ignor- attention we that a the in pay which object the Practise let not we point first determination strong a interest develop to do and them, described. already all distractions. ignore to principles the apply to necessary it end this of accomplishment leading tions migraoccur in US HOW study, and TO of when the so the you of done of from engaged to before you have carry each step in becomes the of the reading, and read. you when occur difficult is to for you are back. step with for associations yourself back the trace will the follow, the for cause intrusion in obscurity If you attention, first draw frequent one ideas of first the away, to it into channel. attention being taken of can the pull yourself series to which far you harder correct In with It let and attention, you will will sensitive yourself topic that self your- hand. in remind this Do school lapse of attention keep the themselves. is to lesson the ideas irrelevant this first if you wanderings slip do to way In form must you obtrude to try that remind them, most life. student of disregarding they And be avoid the of one pitfalls to habits MIND constitute treacherous trying YOUR USE often welcome un- material lapses your find thought sentence of the back lapses that they becomes ambiguous, ally fail the If of cause obvious the your time that the of that your some and mind, that that the along, and the exactly at unless at the it takes from idea an conditions are so centre on As moment of must you a still. two which tinuously con- In have we still at times, of matter It and is it moments is in at a one remain moment. fact, continually slightly different to your contents. results cannot a is to cross-section a no very number a focus stands This same. whereby dation foun- student a mental stands never as the at take minutely. it the firm is full of mind to a study descriptions examine moves that other us mind study. doing permitting the of object psychological implied lay mind in ignore our to the and attention thing one back turn shows complex; keep attention, concentrated of things; lapses of subjects discussion is knowledge facts; in your built of is to fundamental at something deficiency remedy This MIND YOUR understand to it. upon USE TO HOW 130 tion condiment mo- there pearance ap- When CONCENTRATION attempted 3rou the letter shift to 0, in the inflexibly do to it will are you of is to trying English solely after think about other thing is can This you is to do keep a over and ; a the to with better A focus the of it, is pare com- points it to it. rule again, over The a orize mem- relations; apply that in to rules, noting something equivalent so example, enough sentence. it in The comprehending difference of study upon it in several and for repetition. upon thoroughly it with likeness it of moment If, long cannot object to see you you concentrate read not depending to to grammar it, do way, moment flaw of the attention. the light. a view object manipulate different to changes, of tion varia- a or efforts centre from to In any the at appear slightly best your upon tendency type paper. maintain to attention perhaps of these nature spite of expect way in the or 131 constant a of the intensity inevitable in found attention, type ATTENTION fix your to you the in the that OF the of struction con- essential Only thus attention. restatement of 1 32 HOW another fact TO USE YOUR MIND . be fields but of study, and as develop you simultaneously other mental control to actions. In attention means will less fact in power able to less is that for as the develop you processes the " time and thoughts and to power habits and objects future short, be economize to the in the develop attention, memorize, and effort select of by interest with to power of to you important consideration ability cheered develop attention one conditions most be lect se- selection This rest. may further thing. actively you you A passive a active an as your effort. you the ignoring distractions, fixate not chapter, possible objects under you that of is of than effort requires thought mind number a clearer study, previous a give attention, you from to in still,but stands that When the that namely, thing stressed all concentrate the mental processes. EXERCISES Exercise it 1. can How " Watch just many be a small Can seen. times a dot you minute so see does far away it all the it come that time? and CONCENTRATION go? " OF Make inference what regarding ATTENTION you fluctuation the 133 of this from can attention during study. Exercise What 2. order The 3. one in time Exercise 4. down mind eliminate retrace the to tuations fluc- one the of lapse a tention at- of steps your ideas the Represent from which the last started digression the ally graphic- can. you Make list a of distract persistently study. have you study, write digression. if the to attention? next your in take you study your during thought, will steps accommodate to of Exercise concrete What them; ignore things that steps the will most during attention your specific to the you unavoidable take to ones? IX CHAPTER If asked were you of embarrassing when the of questions As he and you pins Either a find you or In ship of when a feel ordeal miserable for, had botch you followed 134 had the book, you perfectly "if that " " or you mind. the if he would sons, rea- tions. contradic- about recitation a been questions," in dropped and facts give bottom the over of complain you straight is to flounder has of frame unable though knowledge the thought as of conclusions, yourself you series reasoning. valid yourself sions occa- a you statement perplexed short, and to entangle you asks draw most the close down to most ences, experi- cite probably you the class-room instructor you in describe demanding forces feel to your would you REASON WE HOW lessly helpof out. have which your And made you prepared instructor had have asked an- HOW swered This complaint, reveals which In and memory, reasoning, kinds and of be Broadly of study shall call of of " seems to be or are by our the two two better is our acquire other. the activities mental into of first to we processes for for groups, we names, and acquisition construction. Sometimes matters books divided of the tion, sensa- when simple one the processes processes attitude substituted want of countered en- essentially different, are be may not and miserably, speaking, for which, fail we processes cannot these kind new processes imagery, substitute to attempt a have we difficulties simpler dents, stu- tion opera- others face we presenting in the mental the from by tic characteris- the reasoning situation for fundamental the orized mem- voiced often so reasoning studied. having word." for distinguishes of of "word lesson the 135 perfectly, one every REASON WE mental The that of main ment. acquirebusiness knowledge; placed teachers, before and tain cer- us we in are required of part times already we the and size natural that and the out otherwise, not We stage. when of turn cities of problems make in use as the of its to try facts are tive construc- constructively it is that why on- the banks frequently more constructive You method and solving distinguishing feature, solution reason. the they as northward." the involves study that this to the found than that see to discover often ject, sub- acquisitive be pass peninsulas southward of we so rivers, why readily and are are different certain working to we the on go should we are seek we great learned have we as the the why reasons "In divisions, at we us." of of are we when "But stage." facts political features, attain long contours the continents, bare the to order so other edge knowl- the before set them At use in example, learning merely find is for geography, to upon possess that end some called are make to knowledge. of stock our we them, master to MIND YOUR USE TO HOW ISO setting of these problems HOW 138 dents in memorize the the relation the to see it must pass on to two arrive at mental D. the the does memory method, The considered a the a relatively is, and and happy by to of One keep can one's test attracted kind definition, easy. follow mind phonographic a or and series a records, road and usually find of plan of it dates is where progress people are of memorize of one's Some contents rote exactly track task the we To Q. E. one is so the The the by knows this that the to road success. such but by followed. frequently table, one easier, same. apparently studying former they the up other when follow, different. the its see and conclusions, his rize, memo- to do leading batim ver- not students vastly student most of steps them step, and same are reasoning. step next types each each necessarily operations of do preceding they These Others out reason the reciting class-hour. but and theorem demonstration, at MIND YOUR USE TO are perfectly study. The itself with such however, must be HOW acknowledged affair. of than superior the When words, reason, is there be solved. do it because when a when In attend. we both facing are of problem a a to be stops it may be what we cases, a we tion situaselves. our- physical, suddenly mental, as college to recognize which problem all to extricate may or of reason, in in or, first must deciding are we processes ourselves we road; country of find automobile our cordingl Ac- must we mental start situation The that we find which from new minds constructively, we we lower processes. recognition When in to possess the think it reason see reasoning we limitations rating to we examine sort independently. wish we we which on its can work quality, develop as that and if that commonplace a recognize mind conclusions other 139 life, invariably the by be to We ordinary REASON WE must that be solved. After next recognition step is to start of the problem, vigorous efforts our to 140 HOW solve it. means; In call the In the we and the go another started. In bringing problem facts of form the attend, that all the So facts fitting each works. should Note not regarding one consist this the experience, In the case these judgments: that good on, the see of up and problem utilization merely alma bringing to a ratories; labo- father's my to has one has mentally that is engine college one go until what home; is causes upon past to might we the bear to form one this. remedies and faculty; this dust test we judgments. nearer this some possible our as might we celebrated mater. of problem college is this from series a so once test we time up the that so appropriate is found we and out, one right accidents played calling applying the automobile, carburetor, on, our the remember At foi at powers we them; hypothesis. So other about cast we of case mind to into this, MIND all the spark-plug got YOUR summon of causes USE doing we disposal. we TO how of it ideas fumbling HOW in about For how has to the But the that fact same little from been or the clock dulum pen- that From there that by the infer we is the thing some- will permanently, motion really infer we ticking, when it the that catch. no in other have going is set conclusion we even with wrong pendulum for ticking no connects proper the at that fact as hear we and is so catch lost thing, gently somehow irregularly, is happen fumbling. the wobbles there shake has the its will motion, to idea no mildly there come From that it that mechanism, thinking. but clock in mantle- have irregularly, we the the has the ideas. the on merely are pendulum escaped with we about kind, any chosen something observe time of that upon systematic a we again, pendulum wobbling same clock and moving the set be the going, if, on to must hitting carefully it go hope it set of stopped, make to it in it "if example, piece by 141 hope It guided search, REASON vague solution. some it a WE force vent pre- if the from 142 HOW without it TO it will point to use at you take may have been not jumping This of of subjected the to the but only " evidence nothing is solution until test is as to to may As judge. submitted, of its it is found imagination) the is a form where scene rigidly accepted the inferences, similar to or in facts court-room It past. in thinking, a situation therefore, a you putting the having that presented to If granted drawing are bit imply and to arguments each really process likened be for conclusions. to judgments of it by equivalent. without to be must indicated its rate any important there conclusion a or The always or before seconds that is therefore reach you few a is This word MIND again. observe to YOUR for rest inference. the tick to comes USE is it applicability situations in examined and candidate for by trial (of be pertinent the reasoning the course, to the situation. The comes third stage when some of plan which process has been HOW suggested as difficulty the WE the various finally only one said other will make and as if you the that Now that to process the third, to solutions decision a wrong before it is you weight. proper comes, recognized tinged with be found have we the various through make the comes one first step recognize up each part our the facts word a feeling belief. call we which it for right, the the gone cannot have comes on properly solution until possible. by have You given and solution work we phases have When if itself. decision the active for or to appears represented as is necessary, these course Little therefore. support considerations before, inevitably, the make adding other, eliminating of we arguments each we and effective, decision; As 143 solution possible a proves overthrow REASON of decide that comes of the second, basis of tinged with to and solution, one of and acknowledge difficulty, the on reasoning problem-solving, is to methods the of call the the certainty, HOW 144 ready are we in the and TO to that hope remedies of starts that are this we out with schema of the out to the set In you. in come between relations before Ask is also mostly do study of memory be done it comprise you fail to and ever the this utilize your they in general facts seek problems. In other acquire, merely former makes though your use orizing mem- conscientiously, so main not Voluntarily so? not The construct. as text, but intellectual yourself in your the you Do read not at ual habit- an history, them. yourself, why words, but they as effective pattern same soning rea- see you Avoid literature, in science, do merely that acquisition. in the causes difficulties fact study your mere facts the problem, a study to reasoning problems. of handed the view MIND discover may In in attitude memorize apply make to study must YOUR for students. once USE of part mind your to if study, its fullest extent. Let the us now reasoning consider process the as second found stage in of study. 146 answer HOW TO USE it in his own the only do not have The children make child is "Here " this. His does When back many the student his command. effective did in that acquaintance had the field. with all a when the the to the be can had one facts, one at most done extensive most that facts enough field cause fact broadly, If dition con- blunders. occurs have in This miserable Speaking reasoning because shamefacedly are referred not " touch can class-room fiascos be I The touch can facts. the as these has reasoning what times can moon, is fallacious in upon of basis. all the make one who have which similar I as several reasoning therefore, reasoning their at in bright; paralleled students looked the things; not is a something bright most in they unable, are situation have for facts They mistakes reaches because other the see it is hearers agree it. refute to say, they enough to aspects. one and way, command he his it makes He way. plausible, assuring appear we MIND YOUR by riences expe- complete would have HOW conditions perfect that see in your in a When better able But good conform to before they be must of clear. chapter the on orderly manner the to insure manner, in which standards nent pertiand clearness the rise of in of you the logical many and ideas, your repetition. ideas attention pay they promptness described Make with manner, hand, part methods with must arise securing memory. associations order in In on ideas must orderly an than more effectively employed matter association employ In be you field. The They the to make qualitative may in will ideas. and sets, demands reasoning reasoning. promptness, secured certain with required are both in the of read must you read reason quantity mere in to demands Accordingly, of which thus w0e ings given.a list of read- some fact new facts. are optional, Thus reasoning study you course, some every of of 147 reasoning. in array courses avidity. and for effectiveness extensive an REASON WE acquire in to an the them. HOW 148 Remember, reasoning in which A is described "muddy." these one that ideas your manifests itself statements and latter The When began faced call them inability is the be of clearly understood in reason progress the of your difficulty in was very did not study, reasoning likely due master the reasoning to This clear clearly. such as you out the technical had could you when, we tion, projec- These limits. And geometry terms; new before subject. assured make of study of by clear. to to easily illustrated. terms, scalene, theory to in comprehend to technical be not multitude a is meant may are in opposition failures condition you you you for your cause sometimes what distinctions, and that is know You manner serviceable are in ideas impressions. of Ideas "clear" as the original clarity. they as of your upon characteristic further ideas recalled value depend make you MIND be the so will YOUE will things impressed, were in USE TO in the experienced it problems, fact that terms, you and HOW as soon as the of WE course, did laying clear difficulties in reasoning them traceable ideas, take Ideas be may and definition is a much had have to to make of as a study, texts, few for yourself. this, mental exercise operation vague is an most definition of your have The excellent as a reasoning. pay much Some you will others you will In undertake reveal nition Defi- itself,but order the definitions, using will by learning. then, but of you effective charity, benevolence, This how in in definitions. your practice of your attention in end an end the for definitions as Throughout find with if ways: classification. it in not and vagueness two do of to means in device, memorization your them. familiar to practice, to clarify by the Examine subjects clarified your involve ideas. to steps difficulties because not of find the failed you acquisition you 149 encountered you foundation REASON get ture manufacterms natural what to such selection. an is and exacting will prove thinking really is. HOW TO large stock 150 A think to you do for suppose the If you have of these terms, between but them, them, will you of second For and slave these the The third of able to reason have is meant ideas an stage provided been points ideas of common. other can group. reasoning belief, and to you in its proper performed serf, reference reasoning the is ess proc- similar with of the on the points in in idea or your some Then ideas clarifying this similar decision, based have be ideas, then, place inevitably, each define cannot you example, points. quickly is By grouping Group if means ideas. peon of readily differentiate hardly classification. of slave. them. concerning The compare definition can you to ing, reason- American the clean-cut a in asked and peon nitions defi- economy. service were they as mental their of help experiences, of you serf, the of group illustration will Standing means a MIND definitions of large a YOUR rapidly. are For USE process it comes two rightly. esses proc- Ac- cordingly, in study. out in them the hastily ideas do they their in make that This and facts latter the In your habit the task The decide refuse canvassing is many mainly It is of stating who riously notomeans all the the mental funda- superficial and accept while immediately, decide face sur- until after facts. improvement is at frequently former to cause be- facts which marks between thinkers. err canvassing trait difference not partly people, before upon too the snap-judgments, evidence. profound all or listen do fault impulsive decide they that This disposal. discernible importantly utilize not one canvassed ideas, but of make only demagogue lack from have place pointed not you masses the to Do of bear that its be basis until The eagerly merely the on Wait case. should decisions. making all the 151 little about say caution One facts. two need we REASON WE HOW of one necessary, things reasoning of habit first, to in the ability tion. forma- form form the of problems; ideas the the reasoning be effective. Already "if into things, with careless into a reasoner This one of mark the its originator, not upon a not slave, him not possessor by a to others, his but intellect, unshackled form, per- into a reasoner, thinker. is It is intelligence, and copier but an of a follower have you reasoning that and mation for- remember muddy powers originality of stamps highest a face. sur- habit accurate or hasty, the yourself shows chapter of reasoning an or thinker clear of and moulding are you of act careful over enunciated, every of glancing principles the formed habits then to are have habits if up mind the all are built you not impatient already that of until These be must processes Apply decisions in. are that by which profusely; third, reserving habits, heedless, habits and facts specific habits MIND form to of important looking YOUR promptly habits some USE second, arise form to TO HOW 152 man. but a thinking a free and by the a leader, foisted pendent indebonds X CHAPTER EXPRESSION In AS discussion our underlying enters by the over what As from the is fully other as important words, important as we take the kind to The be and in of speech specified too motor being give we are By out in take we to modify This impressions. our far-reaching are 154 form what out brain the what expressions the mean thoughts, our as our travel actions. that see also ways. path- motor which traces and to easy in what but currents leave thoughts it the over nerve by only centres they that pathways, nerve motor muscles, so, is the the future out basis nervous not sensory flows STUDY observed we affected are IN the of study pathways AID AN ; just as sions expres- of consequences study and they in usually writing of later. effects infrequently of motor emphasized, sions expres- but a AS EXPRESSION forces ps}^chology consideration. We finds and travel The the obliged when occur the to But invariably by in its startling laboratory, a thing been as a shown disturbances. these because our has where that storm thunder- eye-lash. movement stimulated been in ways a an are we may tremors of strated demon- the even logical psychoso simple piece of figured wall-paper to produce Ordinarily they are sponse re- sense movement extent, This are in frightened by when occurs we movement flicker is ment arrange- that affecting be object. some and is such merest whatever This wide-spread are it it may movement. of sory sen- until on which over extent we and some the from nervous incoming on objects The organs. of their the verystructure make to prime apprised every neurones to vary that 155 them study produce inevitable. of first pathway motor a are pushes message give to we find and system, STUDY IN us when importance AID measurable has bodily we do so slight, not notice some- HOW 156 times arteries how or which sense small, organ. an earlier the nervous are we responsive be may This led excitation to us that sure the in assert function chapter that the system is to convert into how matter no on tions contrac- or very occur currents sensory deep-seated of But always movements a MIND twitches currents. nerve large YOUR slight enlargements or of of USE being merely muscles to TO of incoming outgoing motor currents. So ingrained that movement sensory as to cue In well. need other the sensory-motor in the mind " tends This manifested and an idea words, the nervous at sense renders our a and still most will express but produce in the (distinguished " idea every itself in character system ment. move- ideas of thorough-going muscular do rent cur- is embodied action), to a even organ, action motor in a fact ideo-motor from need not off; brain This of it start in movement. law do we toward tendency this start not start may is a is way faith- AS EXPRESSION ful mirror the of our psychological of these fasten we a slight will while be at the moments record his people is of muscles the of These lips. that ideas The throat, the ethical them in of the biblical law passing. when for the statement, we volunta in- they with in the and the others, stitute con- statement in movement. of this remark must We find reading consequences we object We many expression that momentous the tongue for of tarily involun- measurable speech, him several he of the evidence seek that ments move- think to After they read, facts, and good still of top ask we this of as the thinking. accompany movements then direction he example, slightest shows the many to right side. his illustration examine device in paratus ap- measure For perfectly which further to us recorded, in leans about delicate that so standing object an laboratory movements. person's head, have We recording a 157 thoughts. enables which STUDY IN AID see now "Not the that are so upon force which HOW 158 entereth but into that this it opportunity hindered. mind, is of acts will the that study and here importance. We as a process of we the the to find prone- the enter optimistic idea, in lead wish you and their at them to mind your to the see priate appro- accord. own of significance are thered fur- fear keep of we be sometimes character follow when thoughts that thoughts it is with in noble in your actualized But that Therefore, acts. kind more or of thoughts A think. however, noble base view beings might human to even In weakens will act at the affects that so to itself it either some comes, permit to ness the and connections strengthens or but action, overt every is bound manifest not may the Think that mind the man; of out character in It the man." the one's pathways motor defileth mouth harbored in once MIND proceedeth to out. YOUR defileth means thought come the which mouth, what USE TO sions expres- present of cerned, con- supreme ordinarily regard learning taking things into the mind, AS EXPRESSION and regard from of acquisition find is expression in this that the wise and When that we two be of is the used form and orally, for class about will are help things like psychology, over the voice your bound part a every about under the political economy, difficulties to recite to recite you learned. in Talking circumstances jects sub- studying sociology involved. with the wish opportunity every questions This recitation chance all to which If you which them one. for utilize When conferences is provided. learn. seize edge, knowl- expression find we Speech effectively subject you of expression is there that between modes study, welcome more a shall learning. student, a period in of class-recitation as We being properly kinds. several grow apart intimately are the survey be may thing expressing economical and 159 demarcation sharp together, expressions of a knowledge. acquiring knowledge but as discussion, however, such no STUDY IN AID your freely, and to Hold or talk quent fre- instructor; the very HOW 160 effort to them. the same the the interaction is thing that a form gives examinations. by you merit your medium as in botany of drawing study, and makes more You of them a secure nized recog- and mediums by they more recall the same that dents stu- in such subjects and wise observe faithfully and may and drawing. botany. to do which plant-forms is one is employ compelled are the this is themes expression physiology geology, and yourself, and especially valuable is This of all are profitably may mind. cooperation. earnest Another impressing is further develop may lated stimu- note-taking to value talk by mental expression value These and thus in requirements term-papers. which of Its the the upon in students aroused helpful very clarify to two debates the vividly Writing help together questions are more will come problems; and facts to course MIND plan for good a YOUR them state It is over USE TO requirement, dents Stumuch they for it carefully, report with greater advantages ease, by 162 HOW TO formance of the of path studies MIND act, because an later this of pronunciation first performance then as of be will the such and vocalizing is expressive they In foreign words, your the determines performances. piano-playing, as because YOUR USE that see absolutely movements right, peated, re- are firmly ingrained more the of deepening motor pathways. The be effect next found the of and a register there To aesthetic sensations, close index the feel can of back the ordinarily occupy our a finger muscles moving tendons the up and hand. our prominent For the muscle the to form of kin- demonstrate kin- your and down. forth, in the when and eyes attention, example, recall produces back These place in will contracting back escape actions. made in the sensations. your is to go sesthetic move expression You which currents nervous brain brain. movement every of modifications of the areas sensory that in of acts You and the into even sensations but they control of ascending u' AS EXPRESSION familiar stairs when have we further when to reached muscular for study, prime in the the for German word "to make these serve of example, as of your the means we are a sion expres- its kinesthetic impressions, the the English addition through used as pronounce through to source Each with in (kinesthetic body the memory, you employ," kinesthetic be may new anwenden, impressions speech on it being used learning. source made find we impressions, chapter word, impressions the and gone kinesthetic made be may for has paralyzed besides try we that the then, through becomes, when, leg a us still are when them; is, when they requisite results, or notify importance actions, they impressions, learned of But difficult to walk. of their temporarily are 163 We top. with that sleep"; control the foot a upon STUDY IN dark, they deprived are walk nerves in the impressed we "to in AID the the to ear, knowledge and by which the you muscles impressions), impressions the enter later word of and into may may HOW 164 be TO revived. make When serve into your We shall nevertheless is energy back brain the the new brain the into throughout means, are from the limited more a and in being this fact the of amount is that terms, you not It obvious may, pours especially Here be excited This energy. that of amount areas. could The is sent extent itself association aroused. than is the diffuses psychical more brain. the to regions which it excites by sent energy vous ner- kinesthetic the greater we much Energy y greater the movement, regarded, When ; much over back service little movements, cells, and nerve of the to by reach another impression, the sensory moment. generated passive So facts. which, though expressive during recall is of much may tentacles later consider now expressions make and memory you which as can you word, produce serve may which of the revival. of expression that means write forms of material MIND impressions as movements YOUR you kinesthetic later of USE new ideas inference by starting EXPRESSION AS of movements to a You It ejaculate to in takes, in the creating the it will is will when a a speech He usually starts thus liberating back into processes. With expression, the freely, surpasses and the he effective The is to expectations a pour thinking vehemence and more is make story, a to start come seen prepared. energy and tal men- scious uncon- telling increasing result and the not by nervous the form device has out your squirm suddenly on of energy, this of ideas the to freely. brain the or overcome flow which for clear nervous is called man to usually be once application kind whatever desired inertia stream "well," lock. dead- deadlock" some only seat, but the movement after be may " of " this to seems state by of called are mind a mon sum- powers you break may movement. about in " brain-action start throat, added class, your blank complete " and in 165 actually when example, recite to upon be assistance For STUDY IN expression, your mind. AID of more speech which the speaker of HOW 166 himself. this have of great frequently nervous and arouses device The service of recognized is to get a practice is to waiting space usually is a futile begin to topic in little merit, hand. of movements, begin come to so Having of expression, into What you to we psychological write substance find that profusion picture the now terms, have form. up and the write the or more until neural translate asking what the more ideas them is way may persist in keeping may into This about canhardly tried mon com- anything in greater f ast you too listlesslygazing writing, making come the write will in in such thing better of pressive ex- generally The if you you is "inspiration." either Nevertheless, activity sit by utilized It start, and procedure. to the to ideas be difficult for more ideas may the being arousing stimulating that many back letter-writing. or writing in goes more movements theme- of function, same which energy, brain MIND gesticulations The speakers YOUR USE TO will they down. effect them ser- AS AID IN STUDY expressions render to the study. First of EXPRESSION vice the side of that the and ideas our expressions in with perform such foreign words. impressions Third, of a give and link dominant further in fact explain thing a in clearer our this explain to such the as thus fact to is an You by intricate the a well- a to strate demon- can you. to to conception The explanation knowledge one is attempting making excellent is else, it becomes hypothesis. utilizing your idea attempt nebular to number expression It we yourself vivid new the of ideas. someone an of There when someone more with up minds. own for in involved that to sense, greater a effect of able furnish moment. clarification attested the to psychological the better selves, our- sense-impression. them the at acts find kinesthetic of rise the We they the source note we pronunciation Second, they ideas the as through being thus make to expression, acts conscious all, habitual. study each help 167 The in acquire. effort makes habit of tion conversa- Indeed, HOW 168 TO USE expression is knowledge and we really know until we the only be is some forms Many If the to a course thus of act in of in secured will habits because from of Begin academic be aid and pulses im- Take manner. The fearless career your speaking. such sion, expres- it. overcome great of in free disregarding a ness shy- presence you your izing utilof difficulty frightened public notably this to once habits dent inci- from in the pression ex- culty. of diffi- deterred expression outset very form to at of source expression, are it hinders that resolve at of have you might phase a embarrassment others. excess of it embarrassment people form and the fication clari- knowledge. discussion, one we edge. knowl- great of test upon This this the is sometimes that oral. this remark to to the that our express of test say is thus leaving well objective can and agency MIND eannot Expression Before YOUR practice in oping devel- free oral expression. This discussion has shown that expres- XI CHAPTER INTERESTED BECOME TO HOW IN A SUBJECT " can't I is It the This illustrates frequently made our of fallacy and subject; In order It been of has thing a with as old"; naturally idea root being up has of engaged, with some the 170 for thing to to seems engrossed, activity or because "interest is. really connected recognized "interest attend"; to the recognition vitally a " it "the been our into what as: term worth"; interest "uninteresting" tendencies arouses show to that see before "impulse chapter examine us defined experience students. foundation and which plaint com- how. let interest of college an firm a kind prove in lay psychologizing, of to show to to nature this this; developed be may a by in purpose tory." His- in Mediaeval interested get "the act"; be entirely of marks that of taken its ognized rec- the INTEREST of annihilation his SUBJECT 171 between materials it is the action; A distance the the and person IN and sign of the results their of organic union/' In addition should mentioned ableness be " we are feeling of pleasure that us we earnestly to work The we take of London story, a foot-ball game. so that they born within When of man, we and And spontaneously think these in fies notiin the seek with that certain at they things: dish of they take and a formance per- complaint notice in a which connection the chapter easily Jack them make growing should we do. interest a in that to A aid an have this activity interested growing it in who any sign acquire persons head the is the work pleasur- " interested. just the attends it is such of any are And subject. noted usually that in which characteristics the to ice cream, interest effortlessly interests must be them. examine trace carefully the their sources, we interests see that HOW 172 the above most of USE TO is fallacious. view our interests experience. Professor adult interests of man's them been in built original objects The most such personal force of things Since wish it. develop to We us. Victorian social Siam, their exciting one's especially by the in to grow middle be life products it follows that interest in consciously and There may by largely are an must we fessional pro- a cares." then, have to of fortune, which for interests experience, but habit, they profoundly man have in their natively responsibilities and only one every of them repulsive; inveterate "An objects nature, one's our asserts: are as of artificial; they up. with acquire course almost are social the the interest connection We James intensely slowly MIND YOUR is develop wide if we ject, sub- given a of purposefully choice interest open in early literature, prize-fight promoting, theory, the history. lignitic rocks, collection of scarabs, history mediaeval of INTEREST should We ness of the that the It definite stated interest about in subject, a is that which a from what him; the he has she of the his be press and in at through which to a knows agent fan him able age, still whiter be one of these the the interest interest about in which color of his terest in- Her consist, The of he the movie a learn about of take largely to intervals heat. in the force our us to facts. parent ap- Let novel. of information the will comes actually well-timed bits " favorite said of part, law productions his appeared, automobile, least been has names may in may develop to girl takes young may information common interest Her star. quite typical order interests. already-developed certain first analyze we easy we The this an to secure of as soon is which IIn /'The force it. as one laws glib- assuming adherence follows: as into interest. of the of interest requires laws 173 by statements psychological the be above SUBJECT deceived be not development matter. call A IN fair at astute this lets the law, slip star, devotee HOW 174 The TO relation of typical because he His interest the body obscure of be it said scientist. objects of search re- that has " possesses. in the itself himself an " in object of in est inter- tion, absorpabsent- profundity such an specific, passionate to of often he developed manifests mindedness them. partly of consist by saturating it, he which about interested always amounting him to knowledge about make of the case or much so field,but in certain knows may not was facts by the professor in interest to infusoria, electrons, plant ecology, " He MIND information university is interested He YOUR illustrated is still further " USE to as and wonder ridicule. Let the demonstrate us law again in developed Let us showing one " as that not the Let ' imagine " we garded re- abstract" language that be subject. interested of of may generally and are study us is that difficult people many philology, science. so interest how specific college a choose application the are it in as " a trying INTEREST interest to first and A what indenture law select Philological researches have interesting history made pieces two so that on the of paper, when placed of edge those of the one contract at he record in two to be time such fitted Sometimes and bone toothed edge, indenture two sons per- it the the on edges notches just match both protected of a fraudulent it this customary was by breaking at fore be- development, the time was critical its word. wrote would leaving together Because called man's agreements a is an this when This write, pieces law of fulfillment. in could it. contract. notched paper term uncovered substitution earlier Still of together, other. parties against in they then a tell about days agreement an As legal regarding in olden that seems this. encountered form It in can certain a " 175 some philology frequently term SUBJECT of shall we show A student a step IN kind (derived jagged was of stick ends of fulfillment. used feature a to this the contract from the way. saw- was root HOW TO USE tooth, the same 176 dent " derive The hint call analyzed when tells light much the by fact law be may in still further he throws find will of such the become of science As more. many our student investigate to ology phil- one the us word of and discovered and still the legal practices philology, led but story, the upon gives technique whole the valuable result origin, Having forbears. indenture an its humble of we document legal-looking today we which from one dentist). formal, which no word our MIND YOUR a in interested philology. By this illustration the first and State not the only in from introduced fact which the lawyer. important the of lawyer fact was This already is principle terest, in- is: we tion informa- new we sources; in terms an old "interesting" to recognized in For old. philological our of which corollary terms our gave culled also its strated demonlaw psychological also new have we education of as such that an it HOW 178 read TO regard them of Ptather, think of Then and short, In There the in a the in it of process At the he whatever; Yielding however, samples relent; to the takes the game. that begin alight yourself. interest. develop we law We observe a have may may his Then perhaps see man interest deride of his in he there in interest no even stick interest it. an importunities he admits of part to when he time. will you developing start trial indus- present activity toward exert of this law force their psychological order In son compari- achieved is still another subject, golf. have things meaning, real a of guilds, hitherto with will you interest: of in suffused significance, with the life. your the the uninteresting, them see about tions institu- Unions, as to not Labor trace down thinking distant far so in terms modern good. descendants thus do guilds, in them schools, in holds the significance know: already technical to of MIND distant, cold, inert as devoid By YOUR description a you USE it. friends, hand begins may and to be INTEREST As he begins develop to and obligations with nauseum golfer develops with trying Mediaeval in it. the History, book Read subject. Political Economy, History. Choose History English with the a dent. stu- interested in subjects and your methods of subject. Presently themes for class. the talk outside in Mediaeval Try and with American in courses. discussions engaged studies your sub-topics instructor Use to in of case dealing English, student in class golf will apply book it ad new-fledged actively keep composition other some part the as in become Apply of friends in the after thinks professional the interest to still golfing incidents. of effectiveness equal In an he his which by frequency and and boring after game warmer finally recitals methods The the social else; neglecting 179 greater a until interest little SUBJECT practises with he warmer A interesting about something all IN in to help Take informally of the room. classdevise ingenuity to active toward the will discover that keeping you HOW 180 subject the but will One toward activity maintain cannot information and trying most Memorize find will stay college with of in walls; profit These of apply them, of possession long you which one in rules and life. you after of of the will which power you ject sub- easily- some you quit apply may situations different many a student a one acquiring two solving conditions with erting ex- of easily-applied them, yourself time same far toward will go without behalf on it. about remembered study the at formatio in- seek it; conversely, activity without two closely are subject a the hardly can about that forth set with warm interesting. noticed here interrelated. glows become be readily interest of laws has and cold appears it that it virility; that MIND YOUR longer no forbidding; It USE TO life. We in shown have fallacy of cannot become subject which the assumption genuinely at first seems this chapter that a interested the student in uninteresting. a INTEREST have We IN that shown in any the about in new toward it. flame That of life quality of interest and the latter Touched the in his the educational weighted his glowing is should we a page, the done down study his universe. tasks is god, in Under slave, a he sees by ball and as new line. every new his study lations re- future and he a a creator. a and And not with it. student between with between galvanic spark his entire success. former, every lighted enlarges, he perceives indeed, of find without the the between progress done the activity thus has which condition by (stating exert will formati in- secure " discussion this that his vision aims, he with study significance As law difference under drudge; he illuminated, wide the note That when concluding In methods. subject resplendent purpose, the interest, he intellectual terest in- employs old) and of the terms develop but two-fold the 181 may if he subject obey must the he psychological proper SUBJECT A goes the to prisoner chain, but as HOW 182 an USE gold. the by delves of ozone continually rich emerges over a READINGS Readings: (8) Show 1. for discovered have exerted Exercise not how at "I interest the the it ject, sub- foot-ball, has of the and facts activity I will this which in subject to take end." you the Make determined toward some number interested. am in you you it. some in steps XI. of . specific and X game to toward present " of fies signi- that interest about Choose 2. full EXERCISES your proportion have he subject. Chapters example, in grown finally (3) Dewey Exercise he and power AND James activity, until knowledge intellectual mastery cated intoxi- uncovers, mental lust continual the deeper with the " he the by by things new MIND infatuated Encouraged of stores power YOUR prospector eager for TO develop the are ment: state- an following CHAPTER PLATEAU THE In have we seeking question, during the choose of given amount stated the verbs which to the of study, but In doing for do may All upon be units. a the learned typewriting. can this, learning whether decide an measurement, We numerical constitutes take material, any of not amount time. progress in of the or is necessary study. required of of learning observe, units or period Greek of the contents now methods nor minutes the of examining study, certain side shall of attention our discover We results objective number by mind of contents psychology subjective to of the directed study. view objective we the DESPOND of far so toward chiefly mind OF investigation our study XII some noted This, statistical a in this a for it be that is method and you pressed ex- will approach 183 HOW 184 the to method been in value statistical in such and just useful in good variously so and means the "the beginner five days we factors the ically, graph- the We the basis of progress for a sixtyzontal hori- figure by student The curve, curve." for the a efficiency," language in (indicated of of curve Russian divisions) observable form "learning sample in the of curve discussion, showing our of learning is best take curve," a it may measurements our called take by of ployed em- statistical science, some learning they "practice the as is as learning. represent we when of study, discover in Progress shall of education, to operative when MIND investigations hope may YOUR science; has of USE processes in be TO studied dustrio in- . thirty minutes for translated then fifteen the minutes, being spaces as on the twentieth as number of words chart. day, twenty-five day rapidly represented the each words by Thus, were possible the on and for lated trans- vertical the tenth translated, day, forty-five words. on YOUR USE TO HOW 186 but improvement, dinary MIND days it do we well, shows a but is there the beginning, the may be the first For place, of the easiest when you German, monosyllabic words second there beginner days new the of things however, the all at number given For of At once. of new rapid. beginning in learn short, are which the example, must in mostly is the at the These progress declension week; first. beginning respects made. German in endings, case of be can progress different many and In come learn. is that quite up ways. things hence reason are several are to at learning, are you easily remembered, A slanting in is that note progress in for day work. our we common do next rapid curve accounted example, study is This sharply. in characteristic extremely and very diminution second Some of work the perhaps ularity irreg- learning. amount great marked The in common ment measure- This loss. registers pronounced is very later a adjectives, vast a a nouns, number later things period to be learned is much cannot be learning fact, and interest the If examine will you closely, you spurt, there time. experienced thing a work you This of note is slowing a harder characteristic time the may Most they designate it people subject; the ideas cannot seem to extend for long as learn seems of a a to The short be a is scientious con- that we despond. time sated; and old plateau " when about more assimilated, or the distressing it forgotten. a to as and curve plateau to mind be be the describe unable feel " indicates is regarded learning so at retrogression. discouragement student, initial curve and if not curve the The up. progress of of great after plateau a no learning that progress of period the will point resembles cessation a this when that is first at it. upon this times novelty why reason at greater know of improvement rapidly many you 187 third A is doubtless this and more interest have has rapid. so You DESPOND smaller proceeds the that OF PJATEAU THE a new ones may time, depend- HOW 188 ing the upon and TO USE length learning extends. more. in school, entire it may the it sometimes school In third week the that we no of course a efficiency for seem, an the is come on high about the or plateau more. come may when realize we diminished greatly or is in month hour ing learn- student study day, an make to more, progress. Inasmuch as should analyze operate to to that note just before This is the plateau it an it. abrupt for is necessary a mon com- activity, what see plateau significant, plateau and influence the is such human in occurrence the the to that of a year children which bright extend sional profesa happens may the over growing course akin our and a and Something in of case college, it or extend apparently retarded. of case elapses during an which over the In In year of subject-matter time of training, MIND the of nature the or YOUR is It factors interesting generally in rise it may in we occurs efficiency. mean learning, that espe- PLATEAU THE before cially just mastery of perhaps derive of the We are cannot we must learn halt. be a warning for the while from have possible further it feeling and fresher But only or stale, to way ennui to is times some- the and refrain little a We line. that this for though it the that for and end cannot we that we pretation inter- vacation a begin we much feeling efficient. more stop nature reflect good, of that nature that in On resting a Consequently, efforts we much us by justification when does to pect pros- part as present is the necessary indefinitely; a may inefficiency. regarded call remedy proper a you from constituted on may more is in the plateau a rise been so run plateau it that it has learning, Accordingly, comfort some vanced ad- really accomplishment, some theory place. proficiency. approaching an 189 the experiencing are you DESPOND reaching of stages when OF work meet probably is not temporarily a plateau, not the and sole the fatigue or most should the as true going our be that on of little thing some- learning it may and objective of active period a results discovered memory, of period marks the though of unconscious nature that results objective We discussion a be may learning; perhaps even apparent. in the in It of measure is not are MIND the regard not learning YOUR explanation. compelling we USE TO HOW 190 ress prog- unconscious learning. is have simply As difficulty. is period as the of plateau operative factors no longer. was rapid learned the at may come learned have become beginning was that start are the was the difficult. attacked early but ease, because time because the that of the some although that greater quite likely beginning plateau the is also the may difficult,progress more at Thus, at remarked, indicate may of comparative becomes It plateau places already is slower. the mark to stage a work the which meaning Another operative learning the terial ma- the easy, things to be Or, whereas with consider- THE able PLATEAU interest, the interest the is effort is the be to plateau plateau, as we with plateau cannot yet have we entirely by necessity It If preparation. of at learning laid, it cannot burden of an be explanations expected enumerated that have thing some- of the that the It rest to conscious un- or is due, early poor of a foundation to is is not plateau for as though with. beginning insecure difficult more have the it frequently regretfully admit, must We evidence the propriate ap- tion, resigna- have may no that learning. we But dispensed be The make to be to production the certain practically less learning, of one possible. as with do as caused be just described plateau, in despair. may slightly disturbing to it is not determination the reasons that explanation true of reduction attitude the that mean and that see time a the are contemplated with 191 may down, dying theories regarded DESPOND exerted. being If these of OF support riod pe- is the subject-matter. a been number advanced of the to m HOW account for it may have several necessity are plateau, the loss the to that learning that it is rational effort be to learning, the to should be adapted of the irregularly, the expect It will fluctuations in are day. Since this occur, you from perhaps your take might a plateau day's work, vacation. periods, some the is merely then ten As form an a a low minutes adjunct of to to effort vary At times, move The weeks, day bound other. vacation. with ciency effi- from is of partly mental your profitable most several cover and occur see of partly and make to complete if the a well we period a irregularity extreme one to fact amount vary bodily bound may ficient insuf- eliminate to throughout vary. which for trying and difficulty of subject-matter with to In proceeds exerted to interest recognition In cause. which difficulty of of remedy our that seen among causes, preparation. plateau, have and rest, increased for subject-matter, the MIND YOUR USE TO be may vacation week-end, in the period may to recreation or suffice such rest should HOW 194 making knowledge take you various be reviews. claim that herein remedies of one READING Swift Reading: Exercise 1. have do all be likely very with will most Chapter Describe regard odical peri- the help to other to you discouraging EXERCISE AND (20) observed you used the by life. student of features and that reasonably may be as find will cannot suggested, of yourself we will plateau, structure a improved but lutely abso- Indeed, benefits review a a remove rid much here, is stand. you The enumerated up courses will study your will chapter and building that This clear. earlier an ideas of in is step in clarification the MIND every described was essential of YOUR USE that sure process as TO one in as or your the IV. more own causes? plateaus experience. that you What CHAPTER XIII SECOND-WIND MENTAL Did ever you work physical If for proceeded, fatigued, finally seemed that strain another decided fatigue seemed to curious in wind, and and vigor that from come which the it, as work effectiveness in great preceded a time is done and energy This who increased with with a as have power, greater freshness the to is second- as those by It the frequently known contrast it. the source. of it just new happens described, is when had and is more suddenly some activities, experienced when when diminish to thing, athletic You up, you endure not minute. as and point a could time? that more reaching give to seemed remember you of period became you exhausting any long a probably you so, in engage ease and staleness though 195 one HOW 196 "tapped This exertion it and farther be may to greater first disregarding of reserves mental Did power feats of lazy work our we sist, per- and fatigue ourselves mental seldom we stopping find in mentally are signs of fatigue. should we of on discernible True, we habit the alone not is well. as however, vast ence persist- wind occurs it because have ennui, self leading plane; physical the with fourth one And achievement. experience at and phenomenon mental revealing power. that one's each of heights unexpected third uncovered, MIND energy," new pushing a YOUR reported commonly farther, and of of stores in the USE level a hidden it is TO tapping and plishing accom- astonishing brilliancy. occasional The of the second-wind statement than we lines of is to be that ordinarily we in the the nomenon phe- gives ground possess more There use. for evidence found of occurrence this are energy several One statement. energizing for effects of MENTAL excitement. emotional of anger, a when her line of stimulus idea. an extraordinary of only of of such we energy several ways and cally " bodily muscles of the of Arc of it functions become more in in a We ments achieve- for example an power. accession of describable in physiologically, consist stores reach. reserve be feats heroic this to the domination the neurologi- The psychologically. effects under strength out examine find stances in- utilizing of fore psychic strength, manifestation we and performs little Joan When the one read to effect innumerable Under otherwise energy have the of second the to physical all-absorbing idea, an of of by a tigress a A brings have we accession of of endangered. of Lastly, energy. Similarly, strength Alcohol reserves strength greater is furnished stimulants. surprising of is young impetus the uses. the evidence of far ordinarily manifests mother 197 Under shows man he than SECOND-WIND logical physio- heightening general. ready to act, of The the HOW 198 TO circulation is various the arousal produce that and has been shown, chemicals all goes blood to contract oxygen into of is an these neurological energy energy consists into more the in the the the flow brain, a Some the of with muscles, vigorously, active in ducing intro- system, to make distributing important higher blood blood the to the activity the Such body. terms, in above more active more cies. emergen- body. fuel as lungs activity In act throughout condition furnish to are the over to tance impor- intense into out upon utmost sudden to of energy, is located gland the heart the for pouring that make the of One, object of reserves is aroused assisting them to these little effects body. the providing times, the in place been and kidney, breathing take things secretion This its the has of a in fluid accelerated, gland, special study at MIND glands throughout adrenal the YOUR Curious rapid. more USE of dular glan- physiological levels the the of energy. increase more in nervous particularly into MENTAL SECOND-WIND those areas where kinds of controlled that brain of areas the recognize increased of a that knits Pleasure is a notable energy. When work leads calls great zest and conditions_of first, are, whole the exaltation. effect more accompanied of increased rapidly progresses the some degree doing efficient Since we are conditions with akin to describe to almost conditions These the pleasurableness. feeling a to us satisfactorily, it is accomplished and up idea one This marked of able consider- and ideas, second, ideas; the state pathways of use which more of facile flow the is its distribution. to psychological energy, presence by all the ideas. other many so is very energy surface, associations, action. intimated nervous over in results This up been easily permeable are many has as spread and diffused and energy chapter, former a nervous certain for thought for, advantageous, in it is needed of abundance An 199 when we are work. endowed with the energy TO HOW 200 requisite of fact giving The that before up You scratched habit conditions This of that the exertion is succumb the found the note fatigue, before of symptoms than will indulgently we be formed create we quently fre- more is to persistence. resolute and not answer ous obvi- the require long-continued conditions and work, we have we efficiency. high do is, why it? use MIND YOUR efficient such for question in the USE difficult, the to have first we surface of more real our potentialities. of the Because by fatigue in thus diminished our consider its being output, will almost invariable mental exertion. proposition responsible attendant We the at objective fatigue Fatigue twofold thing " is in should a Everyone who fatigue down lay state not the the organs be of an the that the same regarded mind, is continuous start, however, fatigue body. briefly of shall for shall we that agree of awareness place occupied place in study. studied has the prominent as of the as designated a jective side nature find large a referred has all of the to be that we of the body, activity Not prolonged. intense are being some we say are so tired sensations vague nevertheless, they are " merely These first They muscular and true fatigued when localizable, later, shown the sensations, however, overlooked; often Probably parts violent over." all its sensations. where part most enough vague of make will mind the various the been in mass to mostly fatigue apparent. we MIND YOUR USE of more thing is TO HOW 202 will as be may are be exceedingly important. sensations But of are mind the at sensations time of They are mentioned and ideas the time of associations ennui. We in mind and fatigue. being They made only contents fatigue. of Feelings a related they are have their come slowly pleasant un- very partly which above, essentially painful, and boredom the also, usually present kind. the not are to are of feelings yet to ine exam- behavior at sluggishly, and inaccu- SECOND-WIND MENTAL rately, and fatiguing task of the Often further much of weariness and inability are we really is people who tell enough and though we Various same the that we These us our that we ought not may to have without not real to in hand that latter. What would rather by felt can do to long play, tired is so up and to strong feel tired. the arouse example, are other worked and we we ideas minds have the attractive so begin For that to but work, suggestion situations suggestion. due, come immediately social work obtruding into point, still the we to work of else. tion atten- our appear the introduced often that that tired mean something this ideas with contrast say is fatigue the ent insist- so practically certain our of presence in It is effort. the to ingly exceed- are upon up usually and they of effect are moment, throw we sole But relevant not themselves forcing *that the there time mind distracting. in is not a in the ideas other such At mistakes. many of ideas constriction fatigue. make we 203 as the HOW 204 clock to think be we Let USE tired, us is changes. blood and it the It him come has to the he blood of the result work. of he as tied until by Then tired he animal and one duced pro- signs of fatigue that blood of direct kept tired. rested vous ner- dogs exercised There and cells these mental can be no of the body interfere with products that the two the in by One other. nerve sorts accumulate shown of the waste probable physical three action been all the of a demonstrated by possible. in the action as the objectively. selected by the that is been thoroughly veins accumulate the we tions condi- bodily accompanied other, the shown doubt as was in were that ourselves is fatigue affect the transfused into the it has as alike day; night allow vse Mosso analysis. all feel we First, poisons system, nearly so what see fatigue the time, examine now Physiologically of MIND are. to that YOUR quitting nears ought " TO and muscles. accumulations as well as of SECOND-WIND MENTAL "A second found in Hodge showed the day's activity, much less demonstrated work is the the and that A them washing the result The work. the muscles from the from muscle When stimulation. their washing salt solution fatigue. that It is stimulate muscular of important been new they will the factors shown by muscle. As capacity for by will be alcohol dissolve that sense-organs on been have may probable these performed are fatigued in dilute has muscles that sensitivity them of fatigued frog and body that Fatigued gains a became products experiments of nucleus has a of the of waste are process ished dimin- result a percentages they fatigue bee a result a nucleus change tissue. That of the neurone. of the as third as the size cent, per considerable the of accumulation products. of the muscle contain a that solid. been in body been has fatigue spinal cord 75 nearly in cell cell in the of the in change 205 cut electrical longer no renewed or the in spond, re- by weak a products these ucts prodin the and muscles of of thus blood the in cells fatigue only this time ; that in he know how is not meant to this soon Keep reverse. lyou wish of the hours energy be to work that be to ferently dif- relieving is to it is rest just as efficiently should felt. rest to leave appear. your you as the Quite all the exhaust will plicated com- incessantly; rest one second-wind and that efficiently. By working will volves in- " taken and how to on work In work fatigue begins as two to mental manifested body. cannot know to in convinced are and to effect exceedingly sometimes, rest must important as its effects Man properly. is fatigue first step the fatigue be must mind The activity. you of subject the both part a the upon all mental muscular some effects fatigue. as effects ucts prod- common plays far so tions sensa- of waste the physical muscles the By and the physical these probably are and mental upon Of of some accumulation fatigue, the nerve give fatigue. MIND YOUR USE TO HOW 206 harder if haps Perfirst supply greatly SECOND-WIND MENTAL Do fatigued. Push the entering for second fifteen than longer this, will have in too indulges to down run work it up Do proper interested will leave which will Make the in eyes then minutes refreshed than persist a time Move and back come and feeling you with in in will getting that mind the work. resume and tal men- muscles, work be which in rest idly ten amazed you pended. ex- rest. for thoughts to to observe during physical cramped let your one seems to object; you of two originally ideas when the If minutes other lose your important some rest required is was fifteen not energy conditions the sible pos- resting naught. effort more distracting rest and rest, the a mental relief. your for is also spend not long again may secured be by Do you gone and It the or already momentum hours it will minutes. cover un- Before advantage some to energy. this, however, ever. how- time, in order layer of secure about this at up farther yourself upon to give not 207 der; wan- teen fif- or at do the your HOW 208 work TO and that will plane the at and attributes new energy this at on will take new all the on second-wind the of of Keep you. work your MIND accession to come YOUU USE of level efficiency. Besides planning also may adjust hardest work easiest when other you employ your only of of energies; but when One of the of is to This assume is an a higher an emotional ing carry- student do such has not as quire re- ing copy- work such is lowest. insure the to plane of mental state load^ proportionate ways attitude and loads when perform to In low. which of energy best a of energy, Plan your heavy a Every nature stock your exert energy. material. is ranging ar- your different best high degree a the carrying routine a to do dynamo, When light load, a amount tasks human adjust yourself you fresh, and are a are you to as efficiency your carry. so you rests, fatigue by to program when words, should yourself daily your intelligent of and ment attain- efficiency interestedness. we have seen HOW 210 notorious "such the 'I a the I felt ground. that act, tempted in fact that level of energy of habit In done. laying of at to the face habit, with beginning the the I wasn't the it is it burden see until formed the is be are you proposition " single to Nature's upon book a required work a as higher a by have sults re- usually not to do when of the on accept may you into uplifted after are of energy me, out But will effort the to man months cannot you responding mechanism face you brought it raising yourself levels higher the of the Continuous effort. a drop/" a and immediate, I had smashed two a ing of uncork- act and of him give running happy for of exertions so I touch to will said myself level higher which ' so act, the upon, where garden, this bottle found suddenly courageous a 'In get drunk to tation temp- weeks, of power. will, the of habitual some on and whiskey MIND some man days range home 'no' to performing for energy YOUR single effort a saying as launch new USE that or will TO laid that again down educa- MENTAL tion consists habits of in of mind. important the SECOND- the Form that than far greater of. Draw a upon of your unaware of. yourself capable 1. time of and you ing work- proving efficiency, im- work, and work ing increasing enhanc- EXERCISE AND Seashore Swift feats (9) James Readings: of in work. enjoyment HEADINGS at are of your quality quantity your Exercise are resources higher plane the ficial. super- accomplishing these upon un- stores you think you and almost yourself gradually living and will find the in assist you will of persisting really only are habit obstacles yourself you with habit seem deep within Buried They the they they most is the apparent Though surmountable, energy of spite habit connection of second-wind resistingfatigue. limitations. in forming of particular cultivate production in 21 1 process The to WIND (14) Chapter (20) Chapter Describe conditions of second-wind III. V. you have in connection observed with longed pro- (a) physical exertion, (6) intellectual exertion. CHAPTER XIV EXAMINATIONS the of One life student is in rise giving extreme for seek, to such in events the life the natural that that meeting ease we their and 212 of tions examinasequences, con- appointments, other important In exactious view then, with regarded what devise is not momentous and trepidation, we demands it is erable consid- it is rules of tant imporcan with for est great- effectiveness. Examinations foremost of student. a of this examinations, be they and fear of of importance results and degrees distress, for valuable as is conditions to depend This great reason the upon frequently diplomas, of cases The collapse. nervous time. time a of periods examination universally almost far vexatious most serve which is to several inform purposes, the examiner the EXAMINATIONS the regarding student. methods things, plainly second, to his apply not often serves student as will be when Lastly, link to in them readily you a But see valuable that necessary It also work knows one subject, a expected. not and ways, In this dent stuto see aspect, tute consti- learning. very about the purpose that than the help examinations in or is not part of the knows zeal are declaring the greater new device students philosophizing a in relationships. new if for may in facts up is not harder examination with can examination to student, examination an exercise; he the examination an this incentive tain cer- student much Again studies usually one an the But how an knows examination. an part of the the there of first, to reproductive well know. does student knowledge. the shows on how see function only a sessed pos- discovering this, employed; the not or knowledge In be may whether test of amount by the two 213 of if examinations educational in patient inations, exam- are process, TO HOW 214 they wish them to credit YOUR USE advice some attention shall we turn our of passing practical problems the to with easily and So themselves. enable will that examinations pass to MIND examinations. Our first attention duty the to work their vigorous This to of cramming is work and as a The objection is that believe that not permanently so over instance, a learning a long German and end make we of dent-mind stu- most a course. a psychological to reason concentrated effective course is have period of examiner, it a thus kinds type passing from up attitude certain kind of by examination. practice method standpoint can course, with certain treacherous greatest slight certain a general a they dangerous work subject-matter, Some the pass work study. the at might It and but a extremely an take. that throughout slighted for think call is to faithful for of course to seem advice giving necessity the throughout students in as of that time. extending is tended ex- For over EXAMINATIONS much has year a into discussed results of Against of the particularly is made specifically the memory, firmness we of the and use. So that feverish course cannot we throughout we must replace admit course. these that lasting; nation. exami- chapter remember and at if the ming cram- to be may for down the on affects reference it mass cramming available exertions of the be a certain a learned lay may the spite the with be never be when to facts of to retention, merely examination, further may in saw ficial bene- of time. likely for intention is done In true in distribution impression is not is this As the it ready al- this the the period a hasty material new showed cramming that We for from over a of recitation- reasons we coming impressions urged the over months. two VI, when Chapter it number same crowded hours commend to the with oourse 215 as end conscientious the gotten for- future a rule of work ^ objections, cramming however, has some a HOW 216 value, if it does of manipulation method of a take that Some have found already aided by the serves and chapter which, on favorable A able repetition in the conditions they but of for facts in come the facts in a review It are more conclusion one often too taken or by number greater a before. when at is that cramming summarizing a than that form, sion. impres- learned are value see relations course that impression. of such to and examination we as We is characteristically of recency providing memory, further means by memory recency, methods. just before Reviewing from is inclined one reviews, by is facilitated recall but as it is true, benefit learning that As regarded be their question a eminently an review, of learned. little derive new more students, pre-examination to consists well of form the it has may they MIND already facts and indispensable. assert not review, place proper YOUR facts, but of acquisition a USE TO up of pens hapin less detached of the is course a 218 HOW TO other. This method breathless its most should be be not in relations with example, you in be should and science with the and political the different this In in relations way and occurring time. be of field literature, Tabulate order of events the facts will be of correlated control. series events country one the fields chronological other. new should in the in the to time, a same in discovery events in the movements movements religion at those at tant impor- according period with for nation exami- an country country Likewise the correlated another in one should The studied one facts different for sufficient; not during the Suppose, history. studying is occurring other. be lest haps Per- singly but reviewing may that but words light of their mediaeval events countries, other each are fear is its formlessness upon the by forgotten. evil seized regarded anxious or In plan. characterized an serious of MIND is missed be lack YOUR and haste something and USE and pare com- with will more each be seen firmly EXAMINATIONS impressed that so answering a is to yourself the trying ordeal, the mind acts conditions. good the be to for that nation-room exami- rested after sparingly before are processes if too clogged next the mental for the physically to Eat night's sleep. ject-matt sub- known body your examination, likely Go the physically under ably more with a of it is well for in questions. examination, the prepare healthful of variety them use preparation of step can you great made Having 219 food heavy is taken. reached Having there are number a advice here given but if examination need of a of questions; read thoughtfully extent of the of the survey all task order set be would first your of before fluous super- the see consist step examination slowly over to the corrected ever you them in to seem had Let that Some may you preliminary considerations success. papers it all. examination-room, of for requisite are the and discover the A strik- you. HOW 220 ing thing TO is though the of the assembles to answer the other your questions in your operation, ing" In discussed order necessary as soon that attention upon the It is to the in the " chapter have the learnmemory. on it, it is of in questions then it will be will form associations the selves them- unconscious to to to answers semi-conscious a advantage possible; surface you the formulating take as come while to relevant will the akin different itself,and are mind. seems period the to question, one It examination relating focusing are nary prelimi- this by questions. the during knowledge questions MEND YOUR accomplished reading as USE when mind found and reach you particular questions. During ahead of from the them them, they examination associations these jot the for may when into come time, it is often question in down. if you do leave you not and to digress long enough all By consciousness wise hand of some means write be preserve them down lost. Some- to EXAMINATIONS times brilliant very and inasmuch wise to they has found have of each light to from is well have questions. when dealing It the time danger that you One in some dreaming. As they is handy to also, to there much is time detriment often commit time waste upon of shorter. though is to come he plan, for too students taking examinations if questions, the important, which ambiguous good spend to possible answers carefully, will sure tions implica- paper your a it, and comment. long question equally error is with watch all instructor for tion ques- its scratch outlines long the further you are you if it is at any sure for canvass the to make others is while Each Discover it. make be until question; and upon them look point; interpretations, and It fix carefully. answering start willing flashes, fleeting, it so examination, definite a not seek are and question every you the writing read do them in come fresh. are In ideas they as grasp "m a in difficult question to ideas active, will processes brain Chapter flashes You point the to it, and the idea correct After of your toward the the that you information write begin call up another will you and the explore to of knowledge, and should soon firmly you strong requisite ability maintain that Make to the to attitude an yourself, affirming the upon thing some- yourself examination have write. to appear. prepared ability, waiting write can you cular mus- directly will examination. to begin fund Believe confidence. idly meagre have extent pass as answer you of you of means your express one suggested by to issue, but at about and able such at method inspiration, be not may of Stimulate Instead of the freely. namely, X, activity. for the is associative thats the operate activity by the freedom of Therefore, so for This secret activity. times, keep wait and them. to The lies in MIND YOUR back come plan. wrong in sit they answer USE TO HOW 222 of will gestions sug- positively amount express of it EXAMINATIONS and coherently with and own with a conviction firm powers, you chances READINGS AND review, the strength approach may comparative of good forced rein- course, in with by application well-planned examinations your of thorough, a a your and work the by faithful of throughout Fortified forcefully. consciousness the of 223 ease them passing creditably. Adams Readings: (1) Dearborn Exercise 1. for the what a preparatory to entering it. the II. Chapter schedule of examination next coming X. Chapter (2) Make EXERCISE steps examination examinations your week. you will Show take room, exactly (a) (6) before after CHAPTER BODILY XV FOR CONDITIONS EFFECTIVE STUDY It is is truism a affected to by because study cannot they fail So in is patent bodily about We shall three of the activities, These regulated Food. " function main tissues of 224 the that is and is if food body. they to and are be agreed is Other to the cal physi- greater likely generally of of discussions sleeping the not can- lems prob- important up sleep. we study our most study It of or between of group make our loss recognition eating, activities daily our of study without they headache, a discussion our mon com- that interrelation and complete topic. of the condition consider is because class A students of ability conditions. bodily complaint mental that say cising. exer- of part properly effective. that the repair the effects are TO HOW 226 while taking of food. the MIND to subdivision complete and digestion Fletcher has this and health, is mental of years and a for power is He age. a mountain-climber records above man and sixty pedestrian holds endurance for muscular of vigorous a Mr. genera] his example rare follow. system bettered vastly is Remarkably absorption faithfully pursuing and food the of point. extreme an amount is favored Salivary digestion carried and small exceptionally an mechanical By YOUR USE ing surprisin tests the gymnasium. "The in chief which others muscular both claimed that strength for strength/ moderate repeated than be that the of immunity to and central. the the term parallel, fatigue, is confers goes with who eats that be may less inference The subject far great but " not sive 'explo- " contractions times before. diet as case, It efforts momentary muscular many his less more sparing as in or are acquiring is the to gain observed fort discomappears more than EFFECTIVE is best has which which is normally According is really fresh obliged he reduces his body his he "The of hours when as though be due can feeling he task, cells but fluids of ucts by-prod- capacity a is When and of these Mr. is cut worse reduced quite of sleep might our the the decidedly It would down. avoidable shorten explains Fletcher, that be can part a the the by diet to conception assumption sleep the for past. same mentioned fact muscular handicap. a realizes in the unguessed one diet tissues responsible his themselves free and for his the this to with start to and like act fatigue. never 227 circulation in his by-products waste STUDY seem often auto-intoxication. his nightly for it this If sleep without is an is probably important gain." But so the important much as starch, ordinarily be than foods of amount the as taken food kind. potatoes in containing Foods ing contain- and rice, may greater much not quantities protein, such USE TO HOW 228 as meats and so much concerned the choice students is study and heavy Do tax nutritive meal is also a factor many students One by the of way another way coffee, which awake; but in is to a frequently these devices universally recommended. itate incapacwork by less value- through lunch. heavy a difficulty mid-day small not is meal; of amount keeps are a an quite this the drink and study, drowses by with and Frequently student a determining afternoon overcoming dispensing are mid-day completely soddened lecture day's powers is rendered course the The meal. noon because the for nence promi- They afternoon almost themselves less digestive crucial of fruits, coarse begin is low. efficiency afternoon for and value the too-heavy foods cakes. of the upon their the of not with as Probably of sugar breakfast a food. predominance a meats. on quantity distribution cereals, starch to of is not problem our with kinds favorable most So nuts. of MIND YOUR people to be EFFECTIVE meal of evening. It heavy The at come varied STUDY Meat also this meal, of part should be not of excessive well-founded are workers. The unprofitable weather ' kidneys and wastes, which gather and burden when that feeling is inimical to When meat so taken of meat to of are the being choose well the objections " mental known "an are metabolism " in warm cation/ auto-intoxi- protein, found the liver burden is too taken blood, tired and kinds. to in and great, of, care giving all over" is eaten, right brain- of of be cannot dangers effects upon the poison the day. a the case menace much a once objectionable the Too lays meat, of spurring and " and undesirable particularly more than the it ordinarily about in and substantial a though meat-eating a some milk soup, nowadays of with foods more well may consist forms taken is heard Much should clear liquids, preferably water. student a of assortment 229 rise which physical care tion. exer- should "Some occasion to be kinds indi- HOW 230 feared. these intimately blending appears to digest. The fibre fat matter poisonous final from resulting like the the bacterial be may release of Attacks products. indigestion to Under proteins the close is illustrated foods. the with much are A is hard which principle of is fat lean. fat, thorough-going accomplished acute and nitrogenous fried both In fine, the fabric a same decomposition highly is with wTith give of the texture consideration. fat-soaked cover disagree that probable mingled of often so the know not may seems the meats particularly are foods important an by it people, veal we these why MIND YOUR and While reason with USE Pork gestion. is TO so-called of this cause ptomaine poisoning." Much of secured from may freed the from be the benefit other to from meat milk In call this attention be may Fat, for objectionable meat-fibre. important foods. obtained the of and ple, exam- butter qualities connection to the it use of is of EFFECTIVE fried fat in particles and potatoes be always mental during pleasant as the subject brain. It of the as " of of the has to the his easy list. He of case In order a collected of to undergone for the ascertain by a both and the be may stances. circum- be may various instances in digestion us, direction for and add of example, stomach of degree prescribed to anyone whose the quence conse- experiences, almost tells woman under emptied that disturbing disagreeable be it would th.e fashion." suspension of from movements in similar Cannon greatly are juice gastric result a ring occur- stomach the Intestinal modified processes radiating of movements inhibited and especially striking is secretion surroundings canal influences should meals This "The alimentary to fried as possible. as physical to condition. in foods with pie-crust. both refers 231 is mixed that such conditions The the Avoid fat. starch STUDY a of was specialist digestion breakfast. The HOW 232 dinner and the the to that of misconduct who People of the sick gastric "Just lead disturbance, of be undermine digestive mental sion, depres- permanently of serving of lack of start in a of are lonely student a capacity is a is so or strange pleasant high the good and The importance. faced may the by making man young city, attractive room, commonly nutrition. mal- powerful a The to not of cause assimilation. these, and vigor Homesickness food, ventilation (alimentary) the as painful passing Companionship promoter inhibited of may the lightly regarded a of working sufferer. the to grief or the and a sion Apprehen- occasion continued so worry, tract after probably single a may impair hours activities. as emotion result husband. her food. has passed the as some undigested being had of part seasick are vomit meal the Inquiry woman agitation on recovered was unaltered. the intense of night almost fact MIND before night found was led a of YOTJB USE TO be to some a HOW TO USE they have to 234 value mixed usually pleasure by the by caffein, which a stimulant " of is to central the caffein varies another the of taking by Many without themselves the to and action one son per- after a exhilarated later with is " cup to a find may tense bling trem- or skin, and dry, burning Often a it is found disturbance with cream claim that follows than is coffee. much coffee It kidneys, the hours diet of drug. a Where active. black is too and better is coffee given are compound reaction no protracted more caused tea a feverishly "It or lying sleepless muscles, a heart, and degree that the of greatly. coffee, mind them susceptibility little himself they give articles system. notices marked but distinctly the sugar They among nervous Individual of them. position in and cream aroma, presence MIND the with their peculiar a YOUR to is altogether people, them. strongly the to use be demned. con- nevertheless, For stimulated all are find who it of is the EFFECTIVE wisdom of part these demands endurance and when considerations have will young people of habit they when the the when made for a time be to hygienic formation the have more one of pressure If ignored. postpone will the upon source re- life mature severe. Before concluding be might added examples of fast before loss of under fasting beneficial weight and been effects. it has of this and found are biography; ally singers habitu- such to There known fasting, weakness, direction of to a but cially espe- when physician, produce It is mentioned marked sults re- ers. pow- public performances. the has longed Pro- frequently and disadvantages some tween be- relation activity. history speakers actors, word a intellectual highly sharpened literature many the food from Numerous the discussion mental abstinence in this concerning fasting and done are of " becomes are enjoyment emergencies real to 235 the limit to decoctions uncommon in STUDY effects very here in cause be- speed- HOW 236 ing up the mind; may find TO the USE mental and MIND and processes the the clearing well-nourished practice a times during strength YOUB student of mental of source such stress as examinations. " Sleep. human life is mysterious has its five years be exercise; time. the It has often too much due to of to that some sleep. laziness, actual food poisonous be well which " results lives all individual this precious sleep is that " founded. narcotizing It is in indulge sometimes from the a and food, than be it is due frequently in to the that the may intoxication, From twenty- who students This but of said necessity seems quite likely to been imperative claim of yet consciousness know of surrender the and large inroad one we comfort average sleep. a our Yet seventy-five. demand seems life of the and call subtraction a from efficiency more this an familiar we in which period of in the which of view the upon one-third passed state point one About " an presence substances excess of ab- EFFECTIVE burdened sorbed from theory is rendered the when be may it the If right expect night's If examine understand one for long as the soon ing. awak- upon indulge yourself after the other, of body good a as be restored. Of of broken-down it begins the course out, wear that the to body periodic a energies of restoration. broken-down when we the compensate be must devoted time have tissue to quite so in state a keeps working, restored, of better which there a we body the never be are energies shall body so may cells sleep logical physio- is activity sleep and as can process bodily be should Sleep of may as Viewing the up place so sleep health, physical hygiene. restoration cessation the of tissues used takes but its the some that of one briskly not the conditions been fact rest. we which This good long periods of lying in bed in ". hours that do means the is in one gladly and all By by the reduced. arise to tenable to 237 intestine is reduced diet seems able STUDY see less that if we tax we go to HOW 238 sleep TO each That old efficacious more It is not the that hours and evening, them in the it is in or stage a A thus of their exhausted the the be of the that is it. is external be here One than stage. at early be can stored re- more during use hours. we of prime ner. din- an occasionally and tive, effec- and for some cause disturbance. visual. stage ease, sleeplessness consider repair evening cells working may in the to they available not is often nap the are exhausted after nap in later easier comparative problem may much exhaustion, remainder avoiding cells catching will student the mid-day a short with the evening completely By energy that are in virtue but partially reason, midnight. twelve, is is midnight mystic they the of significance is any as it the this For the entirely are sleep after exhausted nearly so than there of cells sleep before before early part a is the that teaching MIND the before day depleted. YOUR USE Although trouble may the of The erly propways of ness sleeplessance disturbit is ordi- STUDY EFFECTIVE that narily thought visual disturbances as them, and eyes The them. it is moving by from light the The in experience ears, in the to to tympanic vibrations continually and try and are to impress should is also a awakened by extreme be the is membrane of playing over In air. upon nervous the themselves common a cold. ance of disturb- source though even of source is for shut whereby avenues it be one reason, sleep, and arousing break this upon distraction. sense too, may sleep; all a temperature distraction The as frequently are wakeful be retina the to light falling For bed-room enter may by closing fingers before you of not are obtained prove light eye-lids. to be your beam a is inclined out may quite likely that closed who you eye-lids may lids transmit awakened your as no less, sensed, neverthe- the Sight opaque. through your of fact closed, are eyes be can matter a wholly and if the 239 we are always asleep, exposed fact, stimuli the sense-organs which currents of boundaries upon are the sleep brain. HOW 240 this For reason, untroubled YOUH USE TO MIND who one sleep should wishes have to all remove possible distractions. But wakefulness within. and present This and devices have something brain needs been This advice which up use needed leave repairing poetry. in before is to Read or Another cold water a the of as mental non-worrisome, non-exciting so may morning. something device may energy and the mind fill it with tract. caution, body, the draw retiring in eat brain, the of the to with much relieve to essay is to digestive greatly fatigued thoughts. restful One taken eating just in distractions head be digestion way restful the been has Various excites to in one One brain may awake. one activity suggested. should for however, ideas light, just enough the tions distrac- by suppression. surplus blood, from caused persist in keeping very away distractions, Troublesome that means started the external still be may from be from apart is to to light, story, bathe relieve a or the conges- HOW 242 in the later sleep USE after before, and Before in regularity Insomnia and and time, the rising forms one time habit function important Exercise. Brain " all get is not from false a of means at a long tain cer- that if easier the at same this rhythmize towards step true feel their organism of they dinarily or- should. tious conscien- some must But of mental needs not they study. conception disembodied do exercise the who students human tion. excep- made workers is this Particularly a a to life. efficient time To is no by arising morning. every any be of from question no we seems get sleepy may process the Nature is there sleep, derived be treated self to as brain. of sleep is be may one's habituating The All sleep. hours easily the subject to not more affect the rhythmically move can do we first two the benefit the note sleep, for and leaving should MIND stimuli themselves impress the YOUft of the hours soundly so do we TO not this notes de- action. exercise. spirit; he take must Man pay EFFECTIVE attention the to will exercise this in in such is seriously If gained undertake by sporadic of important all other In it of not need go be urged participation foot-ball. as a structio in- exercises. of that asmuch In- give need It whether the foot-ball player his actually impair his studies. of course and bodily exercise, Little regular. exercising. regularity phase student. we upon a have means principle as not concentrate you all by to the matter that leges col- by opportunity questioned does of the games grilling undergo ability be to grade requirement excessive exhausting strenuous must the the against in generally only caution the spent the subject, into specifically is that by institutions as Perhaps and work, time recognized by deed In- body. higher a is welcomed be should in This gymnasium the that universities and of result 243 of found work. mental claims be it will STUDY Adopt rhythmize activity as is the this well phases. concluding our discussion of physical TO HOW 244 for hygiene the much too life of value student the is the chiefly from remote have A student is and an well-rounded the receive it is wrong to mental, the intellectual must exalt recognize than nor flesh soul is also that wise. he is and being, social a We that and to the good stunt develop physical. that, things helps flesh more, all that grant Browning helps soul. to being. wrong with for wisdom; neglect all ours, books physical it is also and something life demands the relax intellectual expression. but the Are often physical organism a phases We in forget not than more ally. occasion- avocation an high a fatigued forget is and should engage must something He or to up rested To cises exer- centres student study. hobby a brain be week-end entire an It become the and intervals, The one. keyed to Therefore, at trying a stress relaxation. centres ought cannot we of organism and easily MIND higher These pitch. YOUR student, the a keeps USE now, STUDY EFFECTIVE AND READINGS Readings: Patrick (14) Stiles (18) Swift Exercise prepare With 1. an ideal EXERCISE I, Chapters and (20) help day's II and VII. (19). X. Chapter the 245 of bill a of book fare dietetics on for a student. SUGGESTIONS FOR FURTHER READING Besides the educational treated 1. 2. especial this in Mind, Doran Co., the upon and books following Making New topics the York: Most of George H. 1915. George Easily, general book: One's Dearborn, the intimacy John, Adams, in texts psychology, with bear standard How V., Little, Boston: Learn to " Brown Co., 1918. 3. D. 4. C. Heath " Co., 1910. and in Effort Mifflin Houghton, (ed.), Conditions Hall-Quest, New Boston: Maurice Macmillan 6. Co., Boston: 1913. Fulton, Its Think, we Interest John, Dewey, Education, 5. How John, Dewey, York: and Co., Alfred The College Life, The Problems, 1915. L., Supervised Macmillan Study, Co., 247 1916. 7. TO HOW 248 C. Herrick, to Co., 9. New 10. York: Boston: to Students W. B. Teachers Yard " How B., Some on 1899. of Men, Co., 1917. Energies Moffatt, on York. New The John Kerfoot, to Ideals, William, James, Talks and Life's Introduction An 1915. William, Psychology, MIND Philadelphia: Neurology, James, of YOUR Judson, Saunders 8. USE Read, to Mifflin Houghton, " Co., 1916. 11. Francis Lockwood, and " Heath 12. His College, Co., John Lowe, (comp.), man Fresh- Boston: D. C. 1913. Books Adams, Boston: The The Boston and Book braries, Li- Co., 1917. 13. Frank McMurry, Boston: How M., Houghton, Mifflin Study, to " Co., 1909. 14. Patrick George of T. Relaxation, Mifflin " Co., W., The Boston: 1916. ogy Psycholton, Hough- INDEX Acquisition, 135, vs. tion," "construc- Definition, 144, 159 Distractions, mental, Activity, 23 laws Association, of, 147, 128, 199, examination, in Attention, of, in jf, 132; Dreams, sleep, 239# Drinking, 233 203 Ethical, of distractions, habit, of, 127jf of 72; Bodily activities, distractions 114; attention, 122, 124, description Brain, tion, recogni- in of, 50jf tracts, ; mentary ele- preparation Exercise, 58; 51 of definition and ideas, through classification, through 148; Class 18, room, College, ideas, Fasting, 235 Fatigue, 124/, 200, Food, of, 202, 150# in ; 232 224J? 137jf 178 Graphic 135, 144 214jf dreaming, Decision, 171 225 Horace, methods, measuring 160; learning, Habit, for defined, forming, in 184 166, 221, reasoning, 57; 70jf; of, 69; 222 151 143, ; of maxims 64jf, 127; of, Day 226 20 study, Cramming, 208, pleasurable, Fletcher, Golf, 150 159 mands difficulties, 17jf; de- Constructive basis, 155 Geometry, of neural 154; expression, 167 Classification for, 219^ unpleasant, 127 Clarification 213 242 Feelings, Charlemagne, of, 212, purposes tissue, 47Jf, areas importance, Expression, 224 of, 43; cells, 44; properties in expression, 157 212; 37/ of consequences, Examinations, Bibliographies, attention, 241 Ennui, lapses in 203; fluctuation ; resistance 122jF; soning, rea- 220 177jf; 121 83; in 107; 104, memory, 121 in 149 in vantages ad- vantages disading, reason- resisting fatigue 210/ 251 INDEX 252 in Ideas, how 146|f; reasoning, clarify, 149; to fatigue, 203; in stimulus of, "rote" law action, Idea-motor of, to vs. intention, Mental 209 law, 115; "logical," 105: according 108 second second wind, see wind 156 denned, Image, 76; kinds of, Nervous, 46, current, 77 58/; in 164; system pression, exenergy, of 161 Imagination, 76; made 205 images, 77; works of, 78/; Neurone, velop, Note-taking, delabto 78/; how lecture, 27; oratory, sources, tory, audi79$"; visual, 38; reading, 33; . full etc., 90 of, guard avenues essential, 86; 61jf ; clearness Impression, various through expression, 154, Indenture, 175# 163 vs. in Intention, Insomnia, 87; senses, memorizing, Inspiration, 78, 222 Interest, defined, 170; sources, of,173jf ; 171/; development laws of, 173jf,208 Judgment, 142 Kinesthetic impressions, 87, method, 18; 39Jf; a habit, notebook, Obscurity, in meaning, Outlines, 30/ Overlearning, 92 Parker, Francis W., Philology, 174# Plateau, 183, 187; for, 192 42 128 notes, 177 remedies Pleasure, in interest, 171 Practice, of, 184 of recall, 112; Problem solving, 139, Psalm of Public 162/ Lecture, 27$"; form scanty, 108 Sleeplessness see of vs. curve 143 life, 105 speaking, 112; embarrassment, coming over- 165jf 27# Logical associations, 104, reasoning, Mediaeval in 107, orizing, mem- 128; in 170, 177, 179 Memory, 85; vs. importance stages of, 85; Read, how 108 to, 33jf contrasted Reason, learning, 134jf 147 history, Rathausmarkt, in study, " scious," uncon- 97/, 220; "whole" works "part," 103; solving, 139; with ; as problem stages, purposive thinking, requirements for, and habit, 151 Recall, 111/ Recognition, 113jf rote 139/f; 139/F; 145jJ; INDEX Repetition, of, 93#, Sleeplessness, distribution 91; Stream 101 from Review, 238 of thought, Suggestion, 110 Retention, 253 31$", notes, 114, 120, 130 222 Synapse, 46 223 194, and Romeo Juliet, 78 Theme writing, 99/, 109, 166, 179 Schedule, daily, mental, 197?, 196; of, fatigue, 227, "Unconscious" learning, memory impression, as bodily, Sleep, sources 195; 206 Sensation, in 24 physical, wind, Second 21, external, 121; 202 236jf 8Qff; 122; Will, Writing, 160 209 a form of expression, see
© Copyright 2024