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50
51
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9
STUDY.
practical utility.
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matter
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offer
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In
like
masters,
hence
to
task
a
only partially
without
11
STUDY.
else, perhaps,
manual
a
and
OF
importance,
has
in
impracticable,
which
he
even
students
attempted.
COUESE
anybody
classification
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A
comparative
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Such
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knowledge.
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mathematics
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or
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is
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scanty.
physician,
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furnish
your
information
what
of attention
himself
; what
and
business,
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practi-
your
learning
; what
be
what
prime
him
case,
To
for
you
studies
this
is
whether
the
man
instance,
importance,
very
little
of
12
TO
HOW
other
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on
especially needful.
solely
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to
studies, and
Decide
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of
course
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things
it
is
point
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in
of
It
of
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pursuit
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A
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reference
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recur
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training of
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education,
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speaking
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secondly, what
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hand,
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EDUCATE
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in
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life.
profession
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discipline
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of information
kind
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possession
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13
STUDY.
OF
COURSE
A
OUT
MARK
TO
HOW
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has
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14
TO
HOW
directly
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abundant
prescribed
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at
and
information
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also
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view
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omizing
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and
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and
times;
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of
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only
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desirable,
YOURSELF.
knowledge
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fectly,and
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:
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study.
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to
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; but
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in
largely
places.
16
HOW
too
gether
book
anybody
the
globes
will
maps
of
of
and
weeks'
the
made
readily
always
is wanted,
particular point
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State
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Learn
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SCHOOL
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17
STUDIES.
this,
need
or
afterwards
maps,
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An
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perserve
gained.
ARITHMETIC,
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Mathematics
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Of
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18
TO
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plication
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practice
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incompetence
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is
On
do.
to
teacher
19
STUDIES.
principles, and
over
and
SCHOOL
The
illus
endeavoring
him
under-
20
HOW
each
stand
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it.
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books
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to teach
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left
what years of schoolinghad
score
a
felt that
never
involved
principles
I
to the entire satisfaction
the arithmetic
through
21
STUDIES.
SCHOOL
not
only this,but
other
every
fact
she
she now
concerning fractions, because
She at once
knew
justwhat fractions were.
practically
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adopted the plan with herself,and she has mastered
almost without
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higher mathematics
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higher mathematics.
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to
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exercise
percentages
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student
instance,
twenty-eight were
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study
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of
for
newspaper,
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out
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suggestion which
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clear, unmistakable
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to each
TO
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endeavor
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24
HOW
be
to
means
no
cannot
of
number
I have
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intellectual
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English
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25
STUDIES.
SCHOOL
student
studies
26
English
the
mother
better
and
of
ways
adopted,
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word
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The
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STUDY
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tion,
defini-
lish
Eng-
SCHOOL
COMMON
27
STUDIES.
PRONUNCIATION.
We
the
learn
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themselves,
words
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by
of
pronunciation
correct
Analogy
them.
and
the
learn
doubts
easily
dictionaries.
SPELLING.
It cannot
is
be
denied
difficult
a
there
way,
but
these
but
a
for
the
made
most
There
found
that
of
vowel,
in
"
beyond
rule
to
it
this
which
follows
used
"
after
receive,"
is
It is
"
with
of
while
rule
that
is
its
the
"
"
the
; for
"
comes
a
good
"
by
enable
n,"
lable,
sylgle
sin-
a
tion
addi-
an
student
a
t,"
"
"
"
example,
is
in
the
""
but
other
ei
"
"
ally
usu-
generally
the
words
"
"
first in such
relieve,
p,"
"
or
The
ie,"
to
plotting,"
diphthong
purpose,
is
long rule, covering
perceive," etc.,
i
last
before
a
have
these
the
on
companion,
"believe,"
serves
"
I
of
whatever.
service
no
One
ceptions.
ex-
many
that
beginning,"
single
a
deceive,"
"
as
consonants
"field," "shield,"
This
words
c," while
other
It may
words.
refer
I
"
precedence,
etc.
vowel.
Some
spelling,
preceded
a
ral
gene-
it.
of
them
accented
consonant
with
shipping," etc.,
words
a
has
value, covering
anybody.
final
spelling such
avoid
of
the
list of
short
small
single consonant,
a
in
for
admitting
two
to
and
double
beginning
very
but
practical value
ending
and
words,
are
monosyllables
and
rules
of
are
guage
lan-
our
analogies, it
awkward,
frame
to
part
list of
meagre
few
principles governing
no
been
of
orthography
it is often
are
have
attempts
the
It follows
one.
redundancies,
many
a
that
e
takes
words
as
chief," "thief,"
inasmuch
as
it
28
HOW
meets
a
these
As
and
at
seen
will
To
a
in
the
enable
is itself
fall into
the
in
far
we
is
the
words
is, and
in
teaching,
that
and
learn
may
person
that
who
to persons
learn
day,
word
which
and
well
for
as
him
writing,
does
he
look
as
in
let
and
it in
its
knows
not
his
all
taught
what
other
lost
Then
it
parrot-
as
soon
as
to convince
spell,but
I
words,
that
or
necessary
he
know
student
shall
let him
to
look
write
to
come
how
useful
would
him
Let
any
ed
convinc-
am
dictionary, examining
spelling.
that
else.
words.
certainly
why
imperfectly
If the
whenever
This
commonly
either
use
least
at
rate, except
any
how
to
write.
aright.
considerable
combined
other
In
spelling is
read
can
spell words,
to
every
let him
of
is
rapidly
have
ally
natur-
we
reason
any
like
taught
spell.
to
teacher
no
be
can
no
at
something
observation
person
is
are
to
given
is
too
It
words
vocabulary.
spell
knows
ing
spell-
learning
spell
to
reason,
a
tion
atten-
them
of
Everybody
one.
its results
Experience
no
bad
to
read
we
books,
most
spelling
its purpose.
is
that
which
everybody
attention
me
no
;
as
there
habitually
be
of
of
process
used
will
and
knowledge
learn
spell, but
to
it
it.
and
must
the
learned
be
spell, and
commonly
by
essentially
accomplishes
the
a
reads
badly
system
system
absorb
spelling
should
of
an
master
of
our
all able
are
number
that
to
of
any
industry
newspapers
way
in
student
any
our
in
given,
original
to
its value.
lessen
must
little
a
we
learning
who
words
be
good
a
are
given
can
student
extent
a
the
person
rules
that
best
any
correctly spelled
half
the
daily reading. The
our
Every
of
English spelling
great
very
read
best
there
they greatly
arbitrarily, but
extent
great
it, and
to
that
once
YOURSELF.
but
difficulty,
the
are
grammars,
EDUCATE
common
very
exceptions
many
to
TO
a
spell,
its derivation
also
at
COMMON
all the
will
of
words
it, and
again
29
STUDIES.
the
to
as
when
this. is done
orthography
he
of
any
them.
do
this
when
one
To
but
to
find
to
spell
to
his
it
as
is
has
case,
the
with
rule.
It
occasions
the
necessity
of
may
consume
for
going
all the
for
is
this
by
mean
how
loses
for
words
of
few
word
examples
"
a
day
of
who
know
passes
its
the
word
"
from
will
"
of
ill
to
first,but
minish
di-
of
the
of
that
I
best
can
the
is
a
I
do
in
e
failed
of
to
"
not
"
our
well,
see
"
comes
by
the
seen
the
second
remember
ly
Hard-
separate
know
and
separate
this
prepare."
"
similarly misspelled
reasonably'
which
"
"
an
derivation
student
orthography
have
I
know
we
explain
kind.
writer
tion
inatten-
the
the
learning
I
spelling.
inattention
simplest
which
in
dent
stu-
rapidly
moments
spelled with
derivatives
Latin
of
in
by
time.
because
"preparation
some
Latin
of
the
fully compensate
source
that
that
first
preparation
syllable,simply
that
fruitful
also
the
plete
com-
taken.
opportunities
many
in
like
at
spell incorrectly words
to
himself
following
will
dustry
in-
strictly
time
faithful
of
be
not
impress
dictionary
results
merely
spell,but
to
the
for
himself
holding
a
the
a
not
apt
are
we
to
has
anything
strongly
under
and
for
go
only
can
who
valuable
trouble
Inattention
dictionary
how
point
is
ours
as
apt
to
common
the
too
plan suggested,
is the
hope
to
it, than
at
student
cannot
frequency
in
him
right
I
success.
guess
the
and
examine
no
to
is
else
one
some
course,
he
purposes
ask
arbitrary
so
by industry,
to
other
just here
of
enough
easy
to
even
and
;
spelling
enough
this
or
dictionary
every
for
writing
word,
A
is
convenient
the
mastered
exercise
an
more
failure.
a
from
derived
hesitate
never
SCHOOL
by
or
people
that
is
"
a
the
com-
30
pound
little
made
one,
and
instances
the
derivation
of
These
but
are
before
little
and
care
in
of
attention
of
power
A
good
jDortance
to
the
of
the
language
like
a
for
of
which
meaning,
with
absolute
methods
the
his
know
word
the
peculiaritiesof each,
to
at
and
once
the
purpose
tinctions
dis-
the
and
our
common
the
first
the
imthing
any-
ment
accomplish-
those
I
have
found
be
sees
full
dicated
in-
pensable.
indis-
or
uses
and
make
the
for
a
precise
departures
sake
no
nicer
from
word
all the
subject, and
the
by
become
to
carefully
for
and
will
their
the
synonyms
amount
is of
the
and
on
in
hears,
student
dictionary
given
The
dent
stu-
ings
mean-
is
the
For
spell
to
the
beauty
aspires
should
the
speech.
these
similar
not
he
its
a
the
words
lost
scholar.
its synonyms
there
our
of
very
does
study, examining
my
which
serve
of
the
wholly
learning
he
but
WORDS
and
once
who
English
synonymy,
with
at
often
"Whenever
word
to
of
use
one,
knowledge
in
tion.
illustra-
in
knowledge
a
accurate
student
use
of
way
OF
popular
are
good
this,
MEANINGS
constitute
speech.
the
hesitation.
added,
made
be
absorb
very
which
the
from
give
way
be
easily
may
could
by
suggest
THE
but
a
taken
teen
six-
spell accurately.
to
we
words,
always
means
to
simply
sort
some
might
others
LEARNING
In
here
cited
of
them
moment's
a
ble,
sylla-
out
who
lute
abso-
second
eleven
of
men,
without
cases
learning
in
all
educated
two
is
there
me,
the
very
the
them
in
a
e
word
of
now
purpose
"
of
"
"
A
parare."
"
show
an
"
now
the
Scores
is for
an
manuscript
and
se
would
find
I
yet
"
"
attention
there
necessity
of
up
of
measure
YOURSELF.
EDUCATE
TO
HOW
a
formation
in-
comparing
of
each
learning
serves
variety of information
in
to
32
HOW
the
use
word
certainly
fall
into
no
such
an
thing
same
other
yet
constantly
letters
better,
trouble
and
and
than
meanings
together
rude
this
from
the
its
over
be
us
we
and
language,
as
make
as
we
even
look
have
student
useless
how
will
to
little
the
the
into
husks
dry
all that
and
seeking
these
almost
to
learn
this
are
we
in
many
But
learn
to
idiom,
in
uses,
and
syntax,
people
intended
wholly
a
tery
mas-
which
that
In
the
can
mars
gram-
simple enough,
who
to
have
teach,
unintelligible
things.
nius
ge-
work.
earnest
processes.
to
ends
the
hend
compre-
hands
our
are
on
the
thorough
so
clay
grow
of
to
a
by
information
our
correcting
of
these
them
put
learn
us.
its
our
only by long
a
to
As
soft
is
their
learn
around
acquire
a
are
meanings,
tolerably interesting
learned
quite
it
only
approximate
master
to
to
They
to
We
speech.
to
and
to
accomplished
Let
oral
from
mould
can
learn
to
time
same
principles,
it
value.
no
increases
greatly
ought
would
they
begin
also
and
building, language,
sooner
people
the
adopted
of
of
the
learn
we
the
subject, at
errors
"ve
as
reading
our
no
begin
we
just
absorption
older
we
composed,
SENTENCES.
are
which
very
matter.
intelligible sentences.
into
way,
of
out
the
OF
separately,
bricks
constructed,
of
of
the
who
people
if
And
in
are
better,
the
to
hundreds
meaning
by
think
shut
with
they
STRUCTURE
taken
the
which
possibly
misused.
so
day
"happen,"
could
eyes
word
their
know
to
Latin
with
every
of
do
THE
but
the
misused
themselves
Words,
with
express
and
know
of
of
equivalent
except
happens
syllables
are
the
as
error,
that
words,
YOURSELF.
familiar
one
formation
transparent
the
EDUCATE
transpire"
"
and
TO
The
to
grammars
ready
al-
but
the
SCHOOL
COMMON
but
indicative
use
them.
follow
the
fancy
the
facts,
that
teach
except
in
have
learned
main
their
get
ones
There
is
use
better,
is
complicated
any
the
learning
of
writers
their
and
the
in
a
that
old
good
just
to
the
unphilosophical
it with
manual
the
set
a
ably
of
not
if the
even
maintained
by
into
and
of
view
the
them.
of
pieces
better
and
I
and
of
way
think
this
to
root
no
author
to
of
not
whose
glish,
En-
the
make
our
it
upon
bered
encum-
in
limitations
had
Mr.
by
built
discussion
take
the
with
misled
have
The
fact,
idiomatic
been
so
the
practice
of
have
the
I
bright
;
structure
to
no
in
tage.
advan-
inflections, and
that
of
it
attempt
an
itself.
admit
the
lovers
have
rules
language
would
here,
other
system
ple
peo-
but
recognize
But
Latin,
some
certainly. Indeed,
this.
influences
problems
them
is
instruct
grammarians
our
conform
of
there
to
many
of
manner
English, without
grammars
is
no
questionable
by taking
and
again,
of
grammars,
learning
than
effort
scholastic
speech
of
ordinary
doing
and
"White,
of
study
English language,
whole
student
of
like
statements
syntactical
these
to
cording
ac-
rules
"
comprehend
way
thing
together
it
putting
in the
number
Doubtless
certainly
better
no
the
from
cannot
pupils
on
of
English
in
of
are
exercises.
as
expected
are
simply
are
anything
are
grammarian
that
solution
them
Dull
an
the
under
the
principles, and
no
who
girls
rules/' varying
of
arithmetics,
in
the
"
that
names
and
boys
Then
those
arrayed
the
to
to
use,
tenses, with
and
tell of moods
33
STUDIES.
the
ture
na-
of
this
this
been
ject
sub-
already
work
I
have
referred.
But
while
necessary
no
master,
or
I
do
very
there
not
think
useful
are
to
any
the
text-books
ordinary
grammar
student
who
on
English
has
gram-
^^ySjjaSj
^"""""""""""i
34
HOW
Such
book
a
all the
syntax, and
wholly
are
grammars
while
step by step from
the
leads
the student
most
complex of sentences, analyzing them
the
be found
the
sort, in which
the
the
student,
in that
of the
one
it is
book,
even
if it shall be
teach
him
English.
the habit
form
the
of
he
sentences
reads
day
the
books
to fasten
in his
text, but
also
that
are
to know
times,
to
which
are
such, but
its
the
the
are
his
simply
not
student
;
ing
self-teach-
that the
reader
and
within
This
will
he
questioning
and
exercises
and
down
he will
to be
authorized
soon
avoided
conversational
for other
every
only
not
serve
lustration
il-
of the
and
reach,
will
not
should
departures from
errors
losophically
phi-
technicalities
its pages
make
the
of
treated
for confirmation
conversation,
Analysis,and
teachings,the
is
principleslaid
HIGHER
From
the
should
him
of these
which
as
the
show
in
common
and
He
papers
mind
part, will
for the
of them
elsewhere
ing
show-
simplest.
he studies
in his presence.
made
remarks
or
and
thoroughly mastered,
outside
going
the
to
text-books
few
best
of the
one
As
of the text.
of
but
it is well to remind
just here
But
English language
is
named
one
simplest
several
are
rationally,with
and
but
There
invaluable.
of
author
the
office of every
and
the nature
student
stance,
in-
technicalities
with,
away
for
conjugations and
cumbrous
done
guage.
of the lan-
study
Analysis,
Greene's
as
parts of speech, and
in which
rules of
his
greatlyin
will aid him
which
mar
YOURSELF.
EDUCATE
TO
in
the
them
learn
at
all
missible
idioms, adpurposes.
ENGLISH.
from
this
will learn
dailyapplicationof
the laws
governing
language.
followed
Having faithfully
the
system of 'study indi-
SCHOOL
COMMON
cated, ho
will
; how
words
to
put
will
he
words
other
spell
to
how
and
have
now
English language
of
grammar
But
people
who
a
who
stiff
very
far is
has
by
know
how
to
He
the
into
words
"
mean
In
sentences.
the
write
and
have
will
the
pronounce
speak
to
learned
speak
the
how
learn
how
sentences,
and
infinitely
flexible
handle
well.
Many
never
frame
and
the
He
yet.
in
speak
is
this
gone
as
graceful
deftly, as
tongue
instrument,
often
has
language
write
to
to
who
student
language
and
be,
may
of the
master
means
it
sentence,
English
the
the
write
or
incorrect
an
and
write
and
speak
can
Correct
English,
still to
together
use
one.
no
; what
them
cannot
never
graceful
words
correctly.
people
correctly
how
tongue.
our
many
learned
the
35
STUDIES.
an
his
under
completely
control.
Such
mastery
a
very
few
worthy
that
by
the
best
very
The
in
that
and
Indeed
and
I shall
of
for
from
therefore
and
exercise
confine
plans
been
one
so
to
complish
ac-
approach
to
of
ripe scholarship
student
which
a
known
myself
the
I have
known
felt
the
much
to
to
the
work
are
add
to
his
the
his
to
own.
very-
they
necessity
more
can
end
as
of
wants
by others
therefore
inasmuch
and
circumstances
suggested
of
often
are
student,
supply
able
exercises
lessons
the
this
to
be
will
valuable
self-devised
temperament
any
employed
is
effort
every
have
many
spring
commonly
than
and
of
every
possible
own,
possible,
end
no
spare
direction
almost
these
ones
should
the
course,
sort.
suggestions
my
his
the
means
various,
best
fully as
as
step
a
student
of
acquired,
people, comparatively, but
it
it is
is
English
over
of
peculiar
directly
possibly
do.
recommendation
well, urging
tli6
36
TO
HOW
student
to
An
furnish
and
the
guide
of
text-books
instructed
do
rest
The
with
be
to
in
and
thing
the
he
it
in
succeeds
shall prove
oi
sense
ployed
em-
and
matters,
making
this,
tellingthings
be
to
it
while
the
much
so
talk
the
only
very
oughly
thor-
teacher
practical
writers
composition-
If
be
people
is
of
composition,
a
it will
life
fluency
day.
every
real
of
student
every
term,
thoroughly
his
of
degree
and
not
the
in
because
and
earnest
certain
a
something
writes
abstract
about
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technically
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lesson
37
STUDIES.
literary way,
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38
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41
STUDIES.
succeeded
with
habit
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43
STUDIES.
life
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words,
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44
HOW
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45
STUDIES.
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46
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microscope.
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each
it all with
tendency
specialties.
hope
importance
of
much
grasp
clusion
ex-
all knowledge
can
the
even
his
so
"
no
some
meanly
"
more
asteroids,
affairs
than
range
chiefly to
thinks
the
science.
something
until
view,
chief
growing
man
no
one
any
specialty,
entomologist
greater
a
more
his
of
be
the
took
day
our
studies
astronomer
in
become,
to
himself
his
in
even
wishes
botanist,
flora.
whole
the
in
great
but
province,"
good
a
somewhat
a
specialties,to
Humboldt
else.
of
it
lies in the
pursuits
equips
mastery
a
Indeed,
follow
to
everything
for
be
scientific
to
like
is
instances.
most
incident
danger
to
in
sort
narrow
teachings
active, useful,
an
culture
deal
study
anything
the
culture, though
of
degree
for
all
on
specialty brings with
scientific
one
Their
Their
can,
scientific
sciences
to-day.
else
nothing
as
and
earnest,
of
concerns
of
The
reason.
into
extolled
these
largest usefulness.
the
all
even
excellent
learn
to
tion.
recommenda-
advantages
hear
will
student
practical
are
the
upon
the
tributed
at-
idiom
their
justify
to
that
fact
very
tongues,
Greek"
less
translate
enough
with
and
hands,
The
other
and
Latin
must
dwell
not
of
something
"little
he
of
need
I
the
YOURSELF.
Shakespeare.
to
anything
learn
to
but
if it be
even
EDUCATE
TO
All
is
this, of
greatly
separate
a
master
more
course,
narrow
and
is
the
48
HOW
still
languages
how
much
own
his
wants
of
way
will
inform
and
their
the
be
If
of
time
his
circumstances
first,
by
all
as
limited,
the
specialties.
of
something
the
him
such
is
of
other
that
supply
something
something
ture.
cul-
or
of
beware
in
the
to
business
course
languages,
and
sciences,
best
the
named,
one
Except
cation
edu-
balanced
him
let
sight
his
approach
let
want,
Otherwise
lose
well
his
and
special
a
means.
of
and
his
to
catholic
will
it
branches,
moment
and
nearer
chapter
this
adaptation
a
general
in
wants
several
the
for
complete
create
narrowness
cases
is
of
special
never
the
standard
perfect
of
command,
his
and
mind
in
his
at
reading
of
more
made,
time
nature
degrees
should
he
that
can
careful
the
to
as
respective
fact
the
?
having
information,
A
him
but
the
of
way
undertake
himself,
for
and
select,
he
shall
safely
circumstances,
culture.
purposes,
of
decide
the
in
he
may
must
special
his
the
either
he
Again,
which
From
larger.
of
YOURSELF.
EDUCATE
TO
the
individual
ing
embrac-
one
of
the
perimental
ex-
mathematics
"
and
*
trill
the
I
be
Bpeak
treated
here
each
of
more
only
under
of
another
the
text-book
better.*
study,
bead.
The
subject
of
general
literatur"
IV.
CHAPTER
THE
Having
puzzled
tell
to
solve
Perhaps
cases.
modern
they
are
as
On
closely
to
give special
the
other
is
speech
knowledge
seems
ianguages,
Of
the
a
much
of
to
be
this
modern
to
the
strongly
utilitarian
languages,
to
and
people
larger
of
all
almost
in
guages.
lan-
Europe,
Eome
and
those
of
share
European
of
the
son
rea-
regards,
Greece
practical
Latin,
setting
useful, perhaps,
of
the
some
that
of
study
knowledge
or
in
a
and
of
precedence
spoken
classics
greater
Greek
in
the
value
hand,
of
two
any
to
however,
curriculi,. for
furnish
to
literature,
our
allied
rule
general
reader,
take
difficult
more
than
I cannot
LANGUAGES.
commonly
supposed
discipline
OF
systematic
much
are
Again,
so
in
therefore
mental
is
Latin
languages,
that
and
and
Greek
The
VALUES
COMPARATIVE
THE
help
can
be.
a
the
himself
find
himself.
difficultyfor
the
down
lay
else
I
shall
they
foreign
more
or
certainly
ones
one
any
one
almost
what
can
nor
study
will
decide
to
him,
such
to
student
LANGUAGES.
OF
determined
the
tongues,
in
STUDY
tongues.
any
usefulness
modern
than
of
current
favor
of
is the
most
a
ion
opin-
modern
age.
French
who
may
have
ally
gener-
occasion
to
50
HOW
travel,
inasmuch
but
make
can
the
himself
The
the
it is not
as
also
YOURSELF.
EDUCATE
TO
understood
which
almost
literature,
of
language
in
speech
one
French
the
only
the
traveller
in
anywhere
too, is
of the
one
macy,
diplo-
rope.
Eu-
finest
in
world.
The
German,
Germany,
while
is the
Europe.
It is
native
speaking
people.
Germans
in
language
has
other
our
modern
two
Germanic
In
other.
so
our
many
of
their
which
no
Latin
speech.
ornate
from
may
the
Another
which
the
the
words
From
influence
are
point
is
different
the
English
in
choice
Latin
etc.)
on
get
the
the
or
and
strength
The
tongue.
our
from
while
distinction
we
to
dinavian,
Scan-
the
side,
nice
one
one
the
al
conversation-
commoner
of
pean
Euro-
Dutch,
Portuguese,
of
of
other
extent,
some
quirements
re-
these
where
equal.
DIFFICULTY
COMPAKATIVE
with
Germanic
polish
his
other
side, and
one
the
student
considerations
THE
from
their
while
than
(German,
shorter,
the
other
the
of
regards
us
have
we
us
Italian, Spanish,
to
come
on
commonly
highest order, they
kinship
languages
our
most
that
very
to
of
nearer
of
Most
words
other
of
are
(French,
group
with
are
Americans
reason
the
value
point
family
etc.)
and
of
English-
to
knowledge
a
to
the
of
are
greater practical
a
tongues.
more
of
value
languages
for
by Americans,
respective literatures
the
value
large part
part
there
that
country
of
Saxon
moreover,
practical
the
are
studied
the
very
the
to
out
commonly
has.
These
have
a
peculiar
a
And,
own
a
of
akin
have
to
as
less
spoken
tongue
closely
so
language
own
it is
OF
comparative
languages
may
THEM.
LEARNING
ease
be
or
learned.
difficulty
To
a
THE
'who
student
the
families, is hardly
two
is
like
so
in
words
many
knows
difficult
however,
so
similar
If
the
Latin
his
of
all
these
before
him
of what
is to
of
that
the
TO
in
old
begin
with
Spanish
need
it.
of
one
the
learning
mastering
of
these
a
guages,
lan-
still easier.
that
the
bearing
undertake,
system,
a
student
the
upon
and
may
use
study
variety
of
ways,
exceedingly
many
still in
grammar,
great
a
and
convenient
The
will
guese
Portu-
LANGUAGES.
STUDY
studied
are
them
he
and
any
two
facts
much
scholar
in
be
To
are
the
read
as
Latin,
Italian
any
the
about
one
different.
than
will
who
very
or
the
student
knows
things merely
all
the
difficultyin
family
others
that
who
then,
knows
he
between
to
less
good
a
wisely.
decision
Languages
far
find
is not
than
Latin
no
have
have
Indeed,
learn
to
languages
HOW
many
will
study
that
lect
dia-
This
Spanish
these.
Latin,
If
suggest
question
make
knows
speech.
have
may
much
of
his
I
very
language
Germanic
the
Erisic
but
the
and
than
Latin
he
tongues,
is
while
the
student
other
any
to
one
case
French
even
himself
trouble
With
closely
travellers
find
will
the
language,
that
so
English
German,
easier
are
is
but
the
the
than
tongues,
other.
person
that
stronger
partially,the
even
a
easier
Latin
the
as
that
We
much
language
no
such
the
and
English
the
German.
with
not
and
English.
common
is
resemblance
Dutch
corrupt
the
with
however
case
The
language
it for
of
leading languages
respects,
some
difference
the
English,
appreciable.
own
our
mistaken
sometimes
the
in
English
resembles
but
nothing
knows
51
LANGUAGES.
OF
respect, between
this
in
STUDY
in
too
it from
many
ward.
awk-
schools,
beginning
to
^HHH^HHHI
"
HOW
end, and
after
the
old,
slow
and
advance
them
to
exercises
the mother
the
the
which
"
in
and
tongue,
double
manifest
so
place in
almost
have
which
the
The
out
grown
the
made
discoveries
will
revolutionize
thinks
He
the
tongues
that
the
which
after
come
of
family
the
is
of
of
groups
of
the
system
are
found
has
a
cf
most
directly.
familiar
learn
proceed
several
which
of
philologists
learning languages.
the
ent
differ-
with
suggests
the
as
least
at
preserved in
then
into
plan
methods,
Sanscrit,
up
been
it,and
old
and
collectively,
family,and
have
grammar
one
study them
Indo-European
this
comparative
to become
way
uated
grad-
self-culture,predicts that
system
first take
student
the
its roots
have
is to
of
less
or
the
by
later
of
SYSTEM.
on
our
best
more
GROUP
work
in his
Beard,
it
the
called
the native
the
over
of
foreign into
the
advantages
of
of
THE
Dr.
from
"
guages,
lan-
have
we
series
a
this
on
usually
principle involved
one
every
of
consists
translations
that
is
conversely from
foreign language.
graduated
of what
translation
teaching,
first marked
Their
matter.
any
studying
all that
really owe
we
of
improvements
of
into
than
more
systems
first
introduction
composition
prose
done
rational
in the
the
was
have
translate
to
in hand
language
unsatisfactory mode
methods
improved
lexicon,
a
the
who
originators of
and
of
from
develop
to
YOURSELF.
aid
Germans,
people
were
the
another
The
English.
other
EDUCATE
then, with
book
one
TO
the
of
those
of
that
tongues
to learn
languages
head
the
parative
com-
composing
great Indo-European
composed.
However
to make
admirable
this
plan
may
be
for
men
who
of themselves,
comparative philologists
tend
in-
it
STUDY
THE
will
hardly
of
mode
studying
value
practical
of
germ
than
them
in
when
he
have
come
he
not
groups,
those
of
In
to
studies
this
sufficient
student's
it will
better
the
just
student
improved
late
how
already
referred
greatly
elaborated
for
them
little
best
book
the
give
to
for
every
and
in
marcel's
The
Blinking
Study
and
in
a
Languages
Foreign
have
taken.
under-
litated.
faci-
studied
German
all
that
and
use,
tell
to
eral
Sev-
language.
the
to
key
of
devised
system
is
system
brought
by
of
the
In
here,
back
C.
to
Marcel,
is
which
book
exercise
every
Language,
system.
print,*
spirit here.
of
a
volume
been
them
ring
defer-
greatly
have
judgment,
my
thing manifestly impossible
*
be
this
guages
lan-
improved.
of
out
process
upon
first
tongues
one
this
which
shall
he
practical
any
Latin
other,
become
of
any
doing
to, though
of these, in
now
learn
studying
Latin
group
will
of
based
m.
The
of
purposes
to
plans
all of
years,
this
the
will
number
the
the
serve
the
progress
make
to
of
language
one
Ordinarily, however,
is not
those
more
with
the
after
until
group
in
way
the
and
by
the
to
tongues
after
one
the
study
to
all
I
whom
advantage
the
studying
little
contains
faster
on
and
master,
other
any
his
completed
get
it, but
intends
of
intends
that
study
from
he
will
it
be
if he
has
for
students
may
common
certainly
necessarily beginning
to
means
another,
which
it
because
only
is that
language,
one
of
class
it here
to
that
and
student,
the
thinks, the
and
languages,
suggestion
a
Beard
Dr,
as
to
refer
I
write.
become,
53
LANGUAGES.
OF
its
True
Knt.
in
given
I shall
a
endeavor
itself the
reasons
given in full, a
are
even
that
if it
Principles
Leg.
desira-
were
Hon.,
; or
the
etc., etc.
Art
of
54
HOW
ble.
The
is,and
student
that
EDUCATE
TO
needs
it has
this
of the
one
Marcel,
with
there
learning a language
to be learned.
These
are
2. To
understand
3. To
speak the
spoken tongue
language ;
4
write the
language.
here
they are
another.
to
wholly
the
dead
the
them
is
have
Beyond
there
of
study
of
the
is little to be
dead
has
when
of
these
ciation
pronun-
best, and
at
to
learn
a
is of
learned
The
the
learned
in
this
the
same
the
languages, when
view
a
no
to the
to
purpose
reading
speak or
respect
thing
student
of their
to
in
the
is true
studies
ture,
litera-
understand
spoken.
HOW
"MPna
In
fore
pronunciationthere-
of
languages, and
modern
and
by
quantitive rules
solelywith
them
them
this is
whatever.
use
also
be
up.
the
when
key
can
but
last
occasion
no
or
taken
is uncertain
questionable pronunciation, which
no
be,
first and
a
as
begun,
be
which
in
serve
know, because
to
we
order
should
should
they
;
may
next
languages
nobody speaks
as
the
language,
dead
one
of these
it is necessary
of the
the
in
that
so
one
which
things
;
learned
before
in
all that
are
that
mastered
learning a
be
down,
set
Not
order
tongue
the
should
portant
unim-
two
or
me
"
the written
these
let
four distinct
are
read
And
system
possible.
1. To
To
the
best in actual
very
one
modifications, as briefly
as
In
what
general acknowledgment
of M.
give the system
to know
only
proved
practice. With
YOUKSELF.
TO
LEARN
ordinary
way
constant
use
TO
of
READ
A
learningto
of the grammar
LANGUAGE.
read
and
a
the
language
is
dictionary.
56
TO
HOW
the
from
learned
for
for
and
the
in
the
study
step
these
The
composed.
and
substantives,
formed.
are
which
used
are
them.
these
paration
pre-
tutes
consti-
the
Let
reasons
There
two
are
is almost
of
wholly
verbs, adjectives
chiefly, all
which,
class
the
a
language.
of
consists
others
to
or
tences
sen-
articles,
and
conjunctions
connect
to
as
briefly state
of
other
The
the
consists
out
prepositions,
pronouns,
of
language
every
of these
first
of
learning
only
of which
of words
dictionaries
and
are,
and
them
learning
classes
and
grammars
what
explain
me
YOURSELF.
reading,
first
the
EDUCATE
adverbs,
their
modify
meaning.
The
in
of words
import
their
from
learned
of
These
words
in
learned
less
their
met
are
With
should
the
the
other
made
various
and
step in learning
their
and
the
forms
to
few
if any
be
reading.
in
common
so
them
are
in
makes
it easy
when
that
each
together
number,
so
by
There
use
far
they
trouble.
no
class, however,
of
anything
much
may
constitutes
a
the
should
inflected
of
read
in
character,
declensions
this
readily
will know
meanings
first
do
This
have
dinarily
or-
be
should
limited
uninflected
to
and
learned
have
class
may
they
student
of them
and
forms
of
largely
adequately
class
them
meet
hundred
words
rule
a
second
that
shall
recognized.
grammar,
the
they will give
conjugations
that
of
usually
their
be
the
varies
composition.
language,
European
learn
as
in
advance
four
than
with
form
he
sight when
of
words
class
be
only
can
moreover,
variations
first
single signification,which
a
and
;
it
while
use,
but
to
that
practice, so
of the
be
the
language.
kind,
be
words
but
mastered,
be
may
from
learned
whole
attempt
no
of
the
the
so
ly
readi-
any
first
THE
The
should
pupil
his
into
tongue
or
STODY
next
the
verbs, etc., and
of
the
second
strict
to
text
in
in
printed
are
will
and
text-books
without
knows
have
this
which
of
of
the
words
difficultyin
with
the
lating
trans-
parallel columns,
and
a
first
at
the
foreign
directly
on
or
of
help
it is best
English
tionary
dic-
inflections
the
purpose
the
foreign
use
most
no
English,
for
the
the
recognize
into
text
plain
translate
to
he
can
class, he
translation,
use
begin
When
of
57
LANGUAGES.
language,
own
grammar.
any
OF
posite
op-
pages.
of
Books
this
kind
languages
when
they
translation
are
be
in
the
and
all the
nearly
this
next
volume.
perplexing,
very
for
in
secured,
separate
a
had
studied
usually
cannot
be
may
country
best
bad
for
;
thing
Interlinear
are
dern
mo-
but
is
a
tions
transla-
several
other
reasons.
The
books
in their
used
much
at
the
this
in
accordance
The
language
and
for
the
the
language
in
whom
it is
mother
any
a
much
Spanish
of
to
his
In
written
tongue.
the
the
by
foreign
tion
transla-
of
cases
it
is not
printed
in
errors.
use,
the
of
tirely
en-
because
structure
translate
confirmation
actual
and
usages
he
for
correction
text
doubt,
he
has
author
an
to
tongue,
and
consequently, showing
of
the
language
idioms
practically
more
than
much
be
can
more
done
in
text-book.
ordinary
What
to
narrative
avoided
be
progress,
usage
English, referring
assistance,
fully and
common
possible
as
in
should
syntactical
proceeds
now
into
its
works
other
or
learner's
the
the
interesting
as
Poetry
because
for
all the
best.
with
student
be
stories
stage of
difficult, and
is
and
matter,
style are
should
wants
just
as
is
to
learn
Frenchmen,
French,
Germans
German,
or
or
or
Spaniards
58
TO
EDUCATE
this
is best
HOW
it, and
really use
disquisition
of
He
he
read
to
is
what
and
this
the
is
real
and
thoroughly
just
here
English
is
means.
There
the
sentences
their
mental
a
full
the
finds
language
word
each
of
is,
dictionaries
teach
never
can
by
is to
say
a
until
we
the
author's
an
who
read
by those
who
he
which
in
native
his
every
can
work
have
his
far
so
his
that
the
in
tered
mas-
words
without
meaning,
English.
language,
can
in
any
meaning
writes,
convey
into
into
by
language
untranslatable
is
those
student
the
remind
foreign
of
force
except
know
substituting
the
Ian
foreign language
a
that
translation
language,
of
and
to
the
directly
never
he
they
from
reading
language
and
it
meaning
necessary
is much
that
"
reading
usages
what
book
a
The
felt
the
grammars
but
it is
not
language.
original
the
and
of
practically.
translating
be
are
the
theoretically teach,
We
tions
transla-
possible
thus
by
force
what
just
as
and
studying,
and
never
grammatical
no
dictionary
no
much
as
practically what
that
wants
subject, and
out
But
He
of it
study
a
words.
needs
guage
the
on
from
learned
it.
they habitually employ
as
YOURSELF.
think
for
in
the
really
never
can
we
it, without
read
mentally
foreign idiom,
vice
or
versa.
I mention
aim
the
power
it.
this
of
the
of
understanding
This
should
as
the
His
student,
comes
power
be
student
first
here, because
a
constant
begins
success
of isolated, idiomatic
in
as
this
he
the
should
the
be
to
translates,
without
text
only with
one,
to
it
acquire
ing
translat-
effort,
beginning
stant
con-
and
almost
the
as
fort
ef-
soon
translate.
direction
expressions,
will
which
be
in
cannot
the
be
way
ex-
THE
ac
Of
t\y translated.
and
in
when
and
meaning
his
to
the
avoid
His
mind
of such
and
thinks,
will
each
after
him
seize
such
let
much
him
carries
it3
after
always
expressions.
than
rapidly
more
acquisition
new
every
expression
similar
grow
spirit
imperfectly,
directly,
or
the
and
an
of that
catch
soon
Let
once
translation
stock
will
partially
fullness.
all their
opportunity,
he
these
59
LANGUAGES.
OF
first
at
meaning,
awhile
he
STTDY
will aid
him
in
curing
se-
others.
the
over
i/i the
old
Grammars
only
English
Children
most
learn
No
method.
It
means.
idiom
has
teach
learn
we
the
read
to
what
in
with
can
and
mother
teaching
not
at
pronounce
We
in
the
tions
rela-
him
how
learn
words.
all, he
when
means
the
it.
upon
sentence.
a
is
by precisely this
child
verb, before
sentences,
his
what
his
idiomatic
an
him
tell
language
lectures
and
in
child
what
only
own
together
tongue
before
Even
learns
she
our
to
derstand
un-
things
says
him.
His
of
knowledge
of
knowledge
years
before
heard
nothing
would
Now
in
not
system
student
can
their
parent
them
mother
he
system
dictionaries
nearly corresponding
of substantive
put
the
tell
can
grammar
expression
to
and
this
by
;
this
original.
No
to
which
advantage
one.
translate
to
men
another
is
Here
the
use
it is
whole
words.
he
He
knows
but
any
definitions
syntax regarding
and
of
syntax,
this
system
which
many
if he
and
from
we
foreign language.
of
for
read
English
correct
his
precedes
the
first
should
low
fol-
else.
nothing
learning
talk
can
anything
pure,
precisely
sentences
isolated
them,
but
words,
the
We
and
meaning
should
the
of the
learn
rules
senten-
of
60
HOW
ces
they
as
we
After
shall
we
time
do
to
Let
the
student
it is
for
he
is
for
clear
At
this
already
this
is
to
ear
so
altogether,
words,
if
will
only
of
gain
the
a
idiom,
if the
should
the
be
it, and
this
of
with
standing
under-
fix bad
and
must
attempts
any
power
cultivate
standing
under-
later,
seen
guage
lanmake
of
power
seriously
ment,
Testa-
would,
he
speech employed,
of
New
learning.
one,
will
before
made
the
rapidly
The
as
bits
ha-
and
debauch
the
ultimate
pronunciation.
student
should
possible, letting
without
with
"
is
very
something
progress,
pronouncing
good
the
present
he
it.
tongue,
of
otherwise
living
a
interfere
a
he
He
can.
if he
force
learner's
be
of
to
of
acquisition
At
the
organs
as
than
he
with
still better,
more
language
acquired,
the
upon
English
untranslatable
the
pronunciation
is
will
pronounce
that
or
teresting
in-
tion
transla-
passages
reading-book,
much
spoken
before
the
then
familiar
as
the
direction,
sooner
of
all
he
studying
the
come
be
some
for
reading
rapidly
in
the
stage
attempt
no
will
shall
we
becoming
familar
"
in
think
he
at
of
first
into
and
reading
in
instance
to
power
if
translating
actual
as
acquire much
and
itself.
it
thoroughly,
by
language
his
insight
then
possible,
second
a
get
which
language
language
grammar,
substituting
great advantage
can
the
this
the
up
begin
of the
usages
find
learn
done
whose
people
it.
wherever
will
the
thus
and
take
work,
the
YOURSELF.
by
have
to
enough
care
framed
are
studying,
are
EDUCATE
TO
attaching
to
his
pronunciation
avoid
them
know
alone
eye
any
idea
of
the
sound
whatever.
Many
way
at
people
least
find
avoid
it
the
impossible
actual
to
do
pronouncing
this, but
of the
they
words
THE
and
bad
their
that
so
thinks
Marcel
who
words,
the
were
that
let
to
when
that
correctly,
of
he
with
these
the
What
the
and
At
he
is the
The
to
go
text,
he
that
fixed
For
to
be
As
familiar
in
actual
of
each
learn
is
every
the
For
a
few
a
the
shall
will
two
passage
of
from
or
become
may
After
memory.
a
read,
occur,
light of
his
glish
En-
these
only
he
that
word
a
the
it
whose
words
for
and
while
pearance
ap-
language.
meaning
possible, than
meaning
the
these,
act
ex-
repeated
phrase
by
even
the
he
pages
find
will
its
of
matter
remembers
from
the
the
dictionary, remembering
dictionary.
in
ly
rapid-
as
will
in
and
of
discern
his
that
its full
be
cessity
ne-
ideas
become
oftener
more
word
learn
he
course,
to
the
and
each
will
cannot
always
over
the
erroneous
language
and
learns
the
he
a
lish,
Eng-
ation
pronunci-
by
of memory,
in
consult
of
be
in
occur
the
is to
the
expression only
when
use,
would
translating
the
reads
student
translation.
better
of
an
first,of
should
it
to
but
his
of
more
meaning
printed
embarrassed
wants
mother
frequently
more
the
itself.
Repetition
language.
he
phrases
more
present
force
be
to
learn
to
continue
and
words
and
use,
letters
come
not
may
should
student
the
shall
student
conceived.
practicable.
as
the
he
the
what
precisely
of
only,
for
sound
correcting approximate
previously
The
be
mental
speech.
better
of
combinations
same
so
idea
of
be
idea
some
be
may
organs
it would
attach
must
the
upon
61
LANGUAGES.
OF
pronunciation
fix itself
not
M.
STUDY
from
verbal
will
be
is
it
its
tion
transla-
necessary
three
times,
clear,
and
while
this
in
its
order
phrases
will
cease
necessary.
the
student
goes
on
he
will
rapidly
learn
the
62
TO
EDUCATE
uses
of
HOW
this
As
pressions.
become
gradually
and
learn
of
in
the
and
meanings
the
in
independent
of
to
rely
volume,
his
second
he
own
him
he
must
tion,
transla-
increasing
ledge
know-
the
two
it
texts
should
book
in
translation
to
ex"
English
third
only refer
may
to
with
or
his
and
idiomatic
his
Beginning
original,
that
so
his
upon
of
and
comes
language.
the
words
knowledge
parallel columns,
wholly
YOURSELF.
bo
separate
a
shall
occasion
as
require.
he
When
difficult
very
marginal
foot-notes
only
Trench-English
case
be,
may
of
place
that
of
but
get
we
actual
When
we
imperfect
its
it
idea
of
This
under
know
inductive
we
in
and
after
learn
it
learner
and
must
other
have
we
all
in
ory,
mem-
only
its
from
of
our
foreign
we
one
one.
gain
an
side
relations
seen
a
it
of
we
used
fullness, and
power.
basis
cultivate
work
a
in
to
extent
learn
and
is the
to
of
we
in
dent
stu-
used
words
sentence
a
occurs
process
them
great
a
or
all its purpose
consideration,
the
it
of
largely
more
perfectly,
times
to
meaning,
When
more
henceforth
its
is
the
the
upon
definitions
meaning
word
a
he
perfect meanings
seeing
commit
is true
still
and
exact
after
true
meet
of
number
true,
at the
first
meaning.
grasp
the
This
the
take
language
strongly impressed
may
and
that
his
as
language
too
"We
use.
for
substitute
the
sages
pas-
English.
induction
ways.
language,
own
a
learn
only by
variety
their
be
we
words
into
difficult
dictionary,
in
in
with
books
use
very
to
wholly
definitions
translations
it cannot
But
of
which
in
learning,
the
and
written
one
to
German-English
or
except for
translation
well
be
which
in
rendered,
are
the
it will
sentences,
or
with
dispense
can
out
of the
the
for
system
habit
himself
now
of
duction
in-
the
64
HOW
profit by the
this
be
want
the
their
To
such
of
reason
question
able
his
who
for
and
this
few
this
of
there
is
deter
any
master
think
in
and
after
grees
de-
But
sonably
rea-
a
three
hours
a
be
European
his
when
he
his
gave
which
hand,
somewhat
less
they
be
may
the
the
language
student
to
any
sistance
as-
an
else,
student,
with
student,
learn
of
want
as
everywhere
as
himself,
for
from
undertaking
read
it,
write
a
of
or
and
should
instructor
to
ly
rapid-
learned,
without
may,
really
as
is probably
in
greatly assist
the
why
estimate
matter
Here,
of
suffice
should
to
it,
so
far
and
to
it.
TO
LEARNING
Every
but
must
language
a
but
learned
are
much
earnest
by
do.
can
will
reason
no
tion
applica-
modern
time
languages
teacher,
a
it.
differing
or
of
the
to
teachers.
this
but
reach
leisure.
experience
ones,
teacher
competent
naturally
considerably
and
any
more,
own
modern
from
if
and
earnestly, should
length
course
spoken
much
without
that
languages
the
tongue.
universal
two
nc
months.
attention
of
dead
course,
of
his
and
students
than
much
upon
time
The
this
considerably
based
whole
give
works
thinks
Marcel
to
vary
daily
can
them
habit
who
six
within
language
will
and
work,
master
to
M.
time
of
will
of
answer
spoken
they
take
of mental
differences
apt pupil,
to
will
no
application and
of
day
it
have
accomplished,
purpose,
The
given.
the
is
purpose
long
and
nations,
know
to
their
how
a
be
can
of
limit
know
to
other
desire
or
stop when
They
of
literature
need
especial
YOURSELF.
EDUCATE
TO
young
a
while
THE
UNDERSTAND
child
it
hears
begins
the
to
SrOKEN
TONGUE.
around
conversations
understand
what
it,
is said.
"
THE
At first every
spoken
jumble
but
is
the
sounds
the
other,
sounds
it
presence,
last what
certain
to
sets
just what
Little
of these
to
each
from
distinguishthem
effort
its first
comes
fused
con-
separate
even
determine
or
a
nothing,
means
cannot
sounds
its
other
at
After this
mean.
words
the
pronounce
as
it learns
until
constantlyincreasingaccuracy,
a
in
ear
by little,however,
repeated again and again in
are
begins
its
on
only
not
child
really uttered.
are
same
with
each
from
words
the
that
confused
so
falls
sentence
sound, which
of
65
LANGUAGES.
OF
STUDY
it has
heard.
The
the
of
order
that
should
we
Our
tongue.
of
Frenchmen,
no
word
put
of
organs
in
them
or
has
educated^into
these
of sound
niceties
the
But
is
learn
to
difference
in
foreigner in any
it
niceties of sound, and
a
the
of
the power
in
those
there
not
may
the fact that
wholly from
been
we
and
pronunciation of a native
language, lies chieflyin the
the
arises almost
foreign
any
Spaniards, and
languages which
quite as well as they.
order
exactly like
are
in their
pronounce
not
learning
speech
Germans,
or
this
preciselyin
it is
speaking afterwards, and
understanding first,
is
process
ear
distinguishing
other
language
a
foreign
than
its
own.
first every
At
to
our
ears,
learn
must
learns
spoken
to
in
just as
to
the
as
more
hear
his
hear
our
impossiblefor
and
foreign language
all
language
it under
to
us
than
speakers the
they give them.
tongue.
if
we
know
shortest
cannot
of
jumble
confused
is to the
separate the words
this,we
a
child,and
standingly,just as
mother
presence,
is
When
no
from
we
child
the
French
French,
each
is
it is
other,
accurately repeat after
phrases,giving the
sounds
66
HOW
To
our
French
the
discover
words
with
the
much
This
cannot
be
which
both
of the
by
teachers
tongue,
the
to
difficult
It
for
student's
In
To
these
into
the
spoken
the
learning
and
course,
but
the
took
it
ten
difference
a
the
result
only
it is
though
overlook,
before
latter
bad
in
that
learn
can
we
wit
stand
under-
and
catch
one
to
"
before
come
to
which
point
a
on
before
language
that
to
ing
attend-
vocal
habits
the
language
they
it
is
up
each
a
learning
at
great
the
part of
learning
"
is
distinction
the
four
is
neither
to
to
made
derstand
un-
loosely
begin
before
even
the
it.
speak
teachers
many
outset,
parts into
divided,
can
in
every
way
in
the
order
other
this
the
translate.
to
begun
and
tongue,
all, and
at
divide
we
separate tasks,
two
pronunciation"
them
into
ed
utter-
making
discover
often
learn
attempt
practice
extent
a
the
were
of
should
ear
reasons
work
some
to
overcome.
has
student
to
can
it is made
teaching
able
was
they
upon,
pupils
must
the
that
and
ordinary
when
insisted
the
we
of
former
to
is
that
"
this country
words,
to
ear
a
between
purpose
illustration
and
of
sounds
them,
utter
of
way
strongly
too
the
his
in
sound
other
knew
this.
as
education
the
that
marked
so
the
Frencn-
once
he
when
In
enable
to
lived
in
even
for
I
before
years
him.
to
he
difference
care
clear
of sound
ten
three,"
"
and
of culture
years
run
for
utmost
distinction
take
"
that
the
to
mark.
the
said
slightest
tree
"
of
who
gentleman
exact, but
is
wide
painfully
spoke English
and
YOURSELF.
EDUCATE
imitation
our
ears
it is
nian
TO
where
which
best
that
here
they
each
overlap
should
nor
do
the
be
the
task
of
of
other,
wholly
rated,
sepa-
student
given,
letting
so
naturally,
shall
them
but
in the
treating them,
he
We
have
speak
and
already
distinguish
its sounds
separately
in
before
we
only through
Books
the
do
therefore
speak.
language,
cannot
He
the
tongue,
be
instructed
the
in the
be
to
as
how
a
to
of
services
of
a
The
the
text
be
learned
the
the
or
to
study
of
The
book
dent
stu-
assist
can
native
be
what
trained,
who
person
he
speaks
to
as
so
student
the
to
if he
teacher,
a
suggestions
teacher
that
may
the
guage
lan-
er
instructing his teach-
small
for
expenditure
will
thus
he
of
whether
case,
not.
All
that
of his
own
begin with
should
before
hear
the
whole
cover
the
the
teacher
language.
or
first
and
ear,
teaching
best
can
person
pronunciation
words
of
some
very
little,in this
At
the
with
A
for
do
art
any
recently read,
familiar.
tered
ut-
language
person
any
tongue, himself
such
teacher
has
of
use
English
correct
in the
tongue
proceed.
It matters
is
it, will
competent
a
mother
some
words
to
in
no
but
give here
I
of
learning
derstands
read
the
make
into
necessary.
and
teacher,
little
and
absence
be
the
either
absolutely
a
can
hence
ear
able
cost
have
a
ear
they
can
to
only
by himself,
it
who
and
knows,
how
must
this
us
this
for
is
learn
him.
teach
never
can
teacher
a
our
the
hear
to
themselves
address
this, and
For
learn
to
ear.
not
books
combined
speak it,and
to
educate
so
nicely, whether
must
learn
can
learn
can
we
must
we
syllables,or
We
sentences.
before
that
seen
properly
language
a
to
separate parts of the work
as
undertaken.
has
as
main,
67
LANGUAGES.
OF
STUDY
THE
one
with
should
the
him.
a
is
A
of
him
language.
which
book
which
he
while
phrase
is
the
at
student
a
the
dent
stu-
thoroughly
slowly
pronounce
book,
required
un*
time
and
tinctly
dis-
listens,
carefully
and
uttered,
looking
full
activity.
any
sound
is not
when
or
should
again
and
his
teacher
without
student
as
the
to
increase
the
increase
not
lose
of
rapidity
each
is
day
either
his
sound
the
them
that
sense
the
or
are
become
at
once
as
soon
should
the
it,
spoken
and
he
dent,
stu-
with
reading, taking
slight
so
by the
sort
clauses,
in
be
sentences
their
him
may
their
this
whole
be
words
and
soon
should
meaning
the
of
as
ear
caught
have
sound
into
follow
can
the
and
read
them
dividing
eye
its full
carry
exercises
must
the
without
and
unassisted
their
When
follow
one,
of
use
al
conversation-
to
accurately
not
until
clear.
the
familiar
teacher
again
perfectly
easy,
it does
stop
a
the
into
When
he
that
so
student
all the
at
with,
dispensed
brought
done
the
be
the
with
possible
as
text, if it
be
can
YOURSELF
enable
soon
the
at
this
as
nearly
as
will
accent,
EDUCATE
TO
HOW
begin
that
care
student
sense
of
such
that
does
what
is
read.
When
student's
the
readily comprehend
familiar
less
of
weeks
he
read
book
It will
have
will
aloud
in
as
ear
a
bad
clearly
the
sound
meaning
with
that
in
language
for
make
the
him
habit
catches
one
few
very
the
train
learner's
A
of
tongue
the
sounds
tongue
The
is
and
of
is created.
of
be
efforts
not
the
ear
the
tongue
ear
is
But
firmed
con-
when
language,
itself, and
at
only
uneducated
habit
in
will
his
attempts
bad
any
hand.
foreign accent,
is unmistakable
it,the
a
begin
to
earlier
it.
utters
imperfectly
and
the
catches
can
rapidly,
and
so
positively injurious.
but
imperfectly
will
he
difficulty in understanding
the
To
text, read
substituted,
no
time
be
now
pronunciation.
useless,
be
diligent application
that
ear
familiar
a
should
is
proficiency
carries
easily trained
so
its
to the
STUDY
THE
of
power
and
the
it, and
reproducing
detect
readily
LANGUAGES.
OF
rapidly
well-schooled
the
cure
will
ear
of the
imperfections
tongue's performances.
This
after
until
the
As
should
him,
additional
an
as
the
speak
to
read
As
style, it
cannot
reads
this
stage of
adding
his
so
is
learning,
conversation
thing
a
to
the
he
will
which
task
he
after
it is
ing
learnpidly
ra-
in
poetry
involved
rapidly
as
of
follow
can
as
dinary
or-
able
valu-
because
progress,
its
in
an
particularly
original, without
also
much
the
he
teacher,
somewhat
student's
can
pronouncing
for
hence
should
he
language
his
he
he
translation,
all.
it at
teacher
of
quite
the
more
that
substitute
necessarily
the
but
advanced
when
should
it in
understands
far
and
it,and
progress,
be.
so
translated
reader
if he
the
is
be
understand
The
he
will
end, much
the
mentally
language,
verse
must
in
tion
pronuncia-
language,
learner's
preparation
prose,
stead.
at
of
at
the
reading
habit
the
begin
the
is
the
understand
readily
learned
could
learner
the
as
soon
efforts
pronunciation,
it otherwise
than
perfect
first
has
facilitate
his
make
also
will
the
ear
only greatly
not
of
postponement
talk
with
only
not
never
be
the
also
with
pronounce
pupil
for
but
exercises,
can
his
only
in
sake
of
because
the
natural
perfectly
done
in
cent,
ac-
in
reading.
The
easily
able
six
who
student
before
beginning
to
understand
weeks
of
prepared
namely
"
to
has
this
enter
the
kind
upon
learned
this
io
part of
read
his
spoken, tongue
of
practice, and
the
next
stage
the
language
task, should
after
he
of
a
will
his
month
then
be
or
be
journey,
70
HOW
EDUCATE
TO
LEAKNING
In
learning
thing
A
word
is
avoid
to
than
afterwards
is
that
one
It
error.
far
is
than
error
mispronounced
once
the
foreign tongue
a
against
infinitelybetter
and
LANGUAGE.
THE
pronounce
guarded
be
to
StEAK
TO
to
YOURSELF.
to
has
not
not
to
been
easier
it.
correct
difficult
more
one
to
age
man-
attempted
at
all.
this
For
task
the
it is better
reason
function,
after
correctly
mastered.
been
he
the
two
his
it up
in
his
If he
and
After
little
a
sentences,
slowly
only,
reads,
looking
from
words
That
form.
student
his
not
should
their
this
at
the
the
pupil
the
is
of
it
take
should
he
it
from
falls
be
the
his
should
the
wholly through
him
page,
taking
their
reading
ear.
aloud
the
learn
He
may
ear
the
written
perfectly done,
should
his
As
his
with
than
from
He
whole
afterwards.
but
be
may
repeat
can
attend
more
abstain
stop
phrases
rapidly
rather
fixed.
must
pupil
printed
articulate
may
done
mastered
first.
more
"
the
has
teacher
length
until
wholly
pronunciation
language
the
first,
at
short
very
distinctly, the
he
until
over
a
end
effort.
the
time
been
from
process
gradually,
teacher
it
wrong,
increased,
the
has
conscious
the
that
sure
this
pronounces
repeat
is
until
which
to
and
slowly
has
word
no
its
and
precaution
sound,
exact
in
readily
by pronouncing
turn, saying
without
tongue
he
this
attempt
times,
"When
ear.
its
begin
until
pupil listening
when
even
should
three
or
is
of
part
skilled
pretty well
pronunciation
knows
should
teacher
with
the
But
he
is
ear
student
that
sure
phrase
which
the
taken,
is
the
all until
at
this
begin
the
until
ken
spo-
retain
72
HOW
eel's
do
a
EDUCATE
and
altering
that
to
of
class
students
taken
the
which
his
he
all of
about
says
the
chapters
and
Culture,
value
the
chiefly to
Other
learning.
the
to
unnecessary
art
of
to
say
without
read
can
it
very
of
in
the
are
two
Robertsonian
and
refer
that
to
the
to
of
poses
pur-
have
I deem
it
as
follows,
Any
to
most
al-
who
one
hardly
of
ciate
appre-
fail
learning
Robertson.
the
it is but
elaborated
to
In
foreign
its
a
in
eral
gen-
ed,
sketch-
plan already
important
some
it
practice.
system
Professor
of
principles
schools,
tical
prac-
SYSTEM.
respects
the
no
they
as
reading.
ROBERTSONIAN
many
between
The
little
closely resembles
there
have
foreign
translating it, can
it
though
Mental
on
than
inasmuch
of
art
admirable
is that
design
Writing,
rather
so
freely, and
it
instance, sufficientlywell
very
THE
and
the
for
well, with
languages
in
all
"
idiom
foreign language,
a
anything,
without
text
Another
from
teachings,
master,
a
wholly
are
writing
effort,
French,
the
write
parts
of
depart
of these
Parts
teaching
these
volume.
of this
As
of
art
of
without
students
to
his
flow
Art
Eoutine.
on
to
conversational
will
the
on
of
the
uses
is based.
system
learning
the
alterations
not
remainder
to
thought
chiefly
these
care
pupil's thoughts
the
that
the
wholly
I omit
that
on
I have
whom
making
I have
practical
perfectly to
more
for
In
is
it
as
wherever
it
adapt
detail, however,
principle
far
as
details
written.
are
pages
its
desirable
change
YOURSELF.
it
system, condensing
so,
of
TO
practical application
M.
Marcel's
points
of
work,
difference
plans.
text-books
therefore
are
many
for
prepared
things
in
use
them,
in
of
^"""""""1
THE
winch
the
STUDY
omitting these,
with
advantage by
text
constructed
the
of
class
its
be
to
This
familiar
and
words
text
follow
in the
lessons
the
old
difficulties in
in each
up
translation
from
is
made
the
path.
lesson, and
and
in double
learning, and
glish.
En-
answers,
exclusively
up
the
lined.
inter-
good
text, which
in
pupil
the
systems
his
into
questions
exercises
the
rapidly train
he
a
translation,
phrases
language
of
idioms
peculiaritiesof
under
is taken
series of
a
for oral
and
also
and
all the
chief
by
the firsb admirable
from
with
the
is followed
sentences
of
all the
slavish,verbal, English translation
a
Then
used
ingeniously
in his earliest
even
phraseology,which
with
be
learned, in succession, repeating
that
portion of the
use,
may
simple story, so
a
make
of learners.
telling involves
and
printed
themselves
that
teaching presented
A
cannot
of
becomes
structure
books
any
constantly,so
student
master
a
consists
language
each
the
73
LANGUAGES.
without
student
but
The
OF
furnish
translation,
of
art
reading
thinking
it without
translating.
This
wish
much
to
of each
learn
the
to each
Appended
for the
lesson
is
language rapidly
of these
benefit
lessons
of those
is
who
for those
designed
and
practically.
sertation
dis-
grammatical
a
who
desire
to
study
the
as
tongue critically
they go on.
The
system dispenses,as Marcel's
of
a
dictionary,and
abundant
that
instruction
the
student
to
the whole
that
who
of this sort
guidance
On
the
I
same
in
text-books
to the
shall
provided
are
of
manner
adopt
the
them
their
will
use
with
use,
need
so
no
here.
prefer
of Professor
nearly the
as
does, with
the
system
Robertson,
principlethat
but
the
already sketched
the
student
two
are
cannot
so
err
74
in
greatly
the
one
EDUCATE
TO
HOW
the
than
dictionary
his
other,
could
it
and
either,
selecting
or
YOURSELF.
be
the
to
let
student
education,
what
beyond
business
than
more
pid
ra-
and
;
and
the
culture
man,
with
this
fact
better
is
say
all
the
is
I
of
in
of
before
why
mastered
that
supply
to
understand
thoroughly
him
remind
word
a
mediate
im-
more
him
that
than
the
one
dozen
a
learned.
If
he
has
taken
up
the
exclusion
of
far
mastered
its
easily.
for
follow
grammar
give
me
necessary
of
readily
will
language
is
wants
learning
student
so
old
let
me
"
to
shall
far
be
the
on
subject
this
quitting
warning
half
will
progress
possibly
he
plan.
Before
value
whether
him
Not
to
until
begin
all
let
French,
other
tongues,
principles
he
the
shall
study
him
to
as
have
done
of
another
that
follow
alone,
until
he
shall
read
it
freely
this
will
language.
it
have
be
and
wise
HHBHH^^^^H
V.
CHAPTER
THE
NATUKE
TIIE
have
We
the value
of
it.
of mathematical
study, in
on
study scarcelyneeds
there
that
it is necessary
himself
with
in
determining
So
or
any
gained, the
student
himself,
in this
who
must
content
If he
making
needs
principle
of
to
and
know
butter
"
of the
is
his
so
he
utility
far
the
as
to be
learning
for
all he
mathematical
or
can
most
al-
dependent
proposed
engineer
an
in
in deciding
difficulty
no
nature
these
have
mathematics
goes,
respect his decision
the
is
studies,
and
value
relative
other
shall
bread
study
will have
wholly upon
of himself, he
of
of the market
one
in life.
the
as
kind
other
question is
as
far
to
with
of the
much
how
incident
affect the
student
partial education,
a
will undertake.
of this
the
are
mention.
compared
as
with
brings
knowledge
which
circumstances
are
it
culture
the
to
regard
ness
practicaluseful-
the
culture
and
hand,
every
in
to say
of mathematical
of the mathematics
value
mind
in the
teachings and
STUDY.
MATHEMATICAL
something
close, exact
and
OF
VALUE
practicaluses
apparent
But
AND
already had
its
The
MATHEMATICS.
HIGHER
a
business
mechanician
learn
fact.
of
thematical
ma-
If
he
76
HOW
would
be
lawyer,
a
practical
needs
knowledge
of
the
In
careful
and
to
lacks
which
accept
opinions
the
other
mathematics
he
is
marking
If,
wholly
time
other
different
in
the
his
hand,
time
something
he
conclusions,
if
the
therefore
ture
culpline
disci-
than
more
the
give
the
in
he
nicely
needs
possible
as
careless,
discriminating
should
actly
ex-
will
evidence,
proved,
place
needs
and
at
study,
character,
limited
but
has
of
he
course
himself.
for
out
the
on
habit
a
loose
insufficient
upon
reasoning,
mathematics
jump
to
sort, and
large
as
the
is very
circumstances
or
are
mathematical
to
any
of
mind
and
probable
incident
of
good
a
case
close, exact
study
prone
the
or
power
of
of
habits
the
investigation,
a
himself
between
beyond
go
business
minute
knows
the
not
his
physician,
a
however,
habit
a
and
If his
if he
"
or
do
matter
student's
culture
him.
merchant,
a
culture,
the
analysis,
the
give
of
require
to
YOURSELF.
arithmetic.
If
likely
are
or
this
in
matter
different.
EDUCATE
TO
at
intellectual
is
as
his
often
the
he
disposal,
profitable
more
wants
and
case,
may
to
him,
be
occasion
of
are
a
he
spend
that
least
than
at
mathematics.
in
Again,
drilling
there
mathematical
in
may
without
habits,
for
others
in
exists
which
cases,
some
the
complete
a
for
some
necessity
of
course
the
kind.
The
in
question
circumstances
the
ascertain
culture
student
precisely
as
that
surrounding
well
as
accordingly.
only
what
in
can
his
that
of
be
must
case
every
and
case,
know
wants
decided
learning,
in
and
the
these
stances
circum-
He
should
fully.
are,
by
the
matter
govern
of
self
him-
""""""""
PROCESSES.
THE
The
in mathematics
ideal
text-book
every
principlein
explaining it,gives the
him
it and
to grasp
text-book
teacher
falls
in the
But
proceeding
Calculus, with
of
all there
the text-books
of
must
comparatively little
of
pursuing
studies
there
is
for
us
every
books
text-
than
nothing
books
text-
to
vent
pre-
mathematical
capacity
Algebra to the
elementary
other
that
than
was
this assistance.
even
is such
processes
here
A
of this class.
hence
to the
word
or
in
the
there
as
alike to students
thai
all
nearly
wish, and
to say
of his textbooks.
of mathematics
is known
can
of service
be
may
purpose
necessityfurnish
student
earnest
as
finds out.
of mathematical
exactitude
aid any
and
assistance
actual
The
this,
their
originallywithout
out
wrought
to
from
enable
things,mathematical
ordinary
alone
no
Indeed,
The
kind,
student
any
from
other
of
short
after
which
exercises
plains
ex-
and
it in his mind.
of
adapted
which
one
of its use,
student
nature
very
of any
student
every
is
order
considerably
better
are
the
to fasten
and
knows,
77
MATHEMATICS.
HIGHER
THE
is
manner
ever,
two, howand
of
out
school.
THE
In
of the
regard
order
to the
mathematics
OF
ORDER
are
STUDIES.
which
in
several
the
studied, there
to be
branches
is very
little
variation.
"We
basis
their
begin with algebra, of necessity,as
must
all
of
the
pupils into
grounded
that the
in the
plan
while
rest, and
geometry,
elements
is in
every
as
of
way
teachers
many
soon
as
they
algebra, it
a
bad
it is the
one,
seems
put
fairly
are
to
giving
me
birth
I^^H^H^M^MMH
78
course,
Such
a
and
ending
course
is
the
attempt,
on
not
resulted
either
giving
of the
and
of
and
tery
mas-
book
tary
elemen-
on
should
the
when
all
through
both
student
an
the
mainder
re-
and
open
placed
I have
will
them
of
to
the
student
of
algebra complete,
has
who
demand
time
more
mastery
other
the
tial
Differen-
the order
in which
as
other.
any
formidable
his
knowledge
been
done, the
the
aggregate,
by making
this
should
work
has
not,
than
difficulty
in
was
necessary
to
if learned
algebra,
about
half
the
thoroughly,
is
in
ordinary collegiate course
mathematics.*
Surveying
for
any
where
more
up,
which
algebra.
words,
labor
and
of pure
of
or
before
good
as
begun
above
enumerated
studies
is
and
Surveying,
studied
present
None
and
is taken
here
them
Spherical Trigonometry,
Navigation
Integral Calculus
and
les, but
and
his road
commonly
branches
the
*
complete
a
a
will be
Plane
Analytical Geometry,
time
and
absolutely. This
Bourdon,
mathematics
the
Geometry,
With
In
work
the
one.
easy
the
it
completed that,
shall have
are
to
first
up
to master
by Davies'
followed
an
incident
take
is to
plan
algebra,
be
all
a
science.
better
The
in
altogether,or
mathematics
culture
of the
none
and
down
breaking
complete
a
has
self-taught student,
a
empirical study requiring
of
system
in
of the
abandonment
of
part
has
which
in
case
a
last.
at
student
the
rarely known
have
the
an
when
the
of
imperfect scholarship
in
especiallybad
I
and
master,
no
remainder
the
throughout
trouble
much
to
YOURSELF.
EDUCATE
TO
HOW
the
and
sake
Navigation
of
are,
convenience
properly, applied
I
follow
here
the
and
not
common
pure
niathemat"
classification.
80
HOW
combination
of
while
it
than
make
much
not
quite
loses
and
with
as
better
culture
be
to
this
to
matical
mathefactory
satis-
more
be, is in itself
learn
may
and
greater
greatly
incident
thoroughly
so
the
would
process,
in
progress
and
rapid
one
synthetical
student's
exercise
it
this
the
it otherwise
Without
YOURSELF.
and
more
intellectual
study.
EDUCATE
several,
to
serves
study
best
TO
the
of
part
derived
in
though
omitting
the
mental
from
of
branch
mathematics,
it, but
very
it he
pline
disci-
mathematical
studies.
Moreover
making
and
is the
basis
habit
but
of
all
is to
be
should
the
other
the
in
this
of
algebra
higher
of
regard
out
through-
because
branches
groundwork
done
of students.
continued
it here
upon
ially
proverb-
majority
be
in
purpose
is otherwise
the
to
I dwell
furnishing
the
which
fascinating
the
course,
whatever
still another
serves
uninteresting
formed,
the
habit
study
a
dry
Once
this
them
all, and
be
must
matics,
mathe-
begun
at
bottom.
A
As
a
rule
shall
the
it is used
sometimes
but
find
this
it so,
problems,
as
working
transparent
sible.
But
know
do
in
any
this
one
DIFFICULTIES.
should
be
and
for
him
be
of
well
the
a
of
before
event,
to
proceed
Never
was
go
the
yet
on
reason
to
with
fectly
imper-
it.
wholly
a
student
but
will
two
leave
never
is, and
or
problems,
the
grasping
problem
which
of
when
principle, as
means
stood
under-
thoroughly
working
impossible,
a
it.
understand
what
is
applying
matter
you
OF
at all in the
it will
understood,
the
OUT
principle
a
before
WAY
times
Somemake
incompre-
principle
others
unti?
its
being
for
a
until
you
""
THE
HIGHEE
ANOTHER
"When
the
working
stated
should
at
using
the
WAY
OF
OUT
DIFFICULTIES.
problems,
clear
it should
as
to the
be
the
the
principle
mind, he
student's
form
of
always
be
available
simplest
will almost
the result
principle,and
and
book,
make
fail to
to the
resort
once
the
in
explanations given
of the
as
81
MATHEMATICS.
entirelysatisfactory.
Let
who
illustrate
me
to
came
algebra
a
By
terms
we
have
"
of this
2jca +
pupil
could
b out
of
a
was
rule
an
terms
from
to grasp
I substituted
as
the
"
20
20
her
"
"
this, I left
for herself, and
(6
6
the
of
forms
20
Giving
for the
4)
4
"
10
her
she
be
that
was
there
trying
so
ed
work-
this process
been
and
of
of
wholly
signs made.
wrote
the
lowing,
fol-
equation.
one
+
should
already
change
letters
the
algebra, and
parenthesis, but had
figuresfor
different
had
She
she
but
problems involving
reasons
to
on
taking
well
very
book,
explanation.
four
plus signs
the rules' of
than
went
in
why,
knew
She
effect in the
or
three
removing
unable
her
etc.
understand
ones.
book
the
6 ="
"
parenthesis,the
to that
sought
out
2xa
"
algebra rather
to learn
she
in
etc.
=
equation,"
not
to minus
changed
-J-6)
(2xa
"
4:xab
The
this
once
:
the
say,
pupil
a
like
proposition something
4:xab
"
had
I
meaning.
my
=
=
10.
10.
10.
=
to
work
soon
out
the
discovered
volved
principle inthat
the
6
82
the
the
parenthesis
be
made
of
grasping
to
the
what
cannot
The
particular
wants
20,
the
the
simplest
which
can
best
very
way
first
at
in
shape.
in
difficulty
no
of
this
they shall
as
from
once.
comprehended
exercises
abundant
himself
be
have
will
student
at
the
principle, as
be
to
removing
to
resort
a
complicated
or
in
signs
algebraic expression
or
involve
abstract
more
sign,
apparent
was
such
of arithmetical
form
together
were
minus
of
change
commend
strongly
the
to
the
for
reason
figures from
I
obedience
in
subtracted,
and
positive quantities,
4, both
the
and
YOURSELF.
EDUCATE
TO
HOW
kind,
for
forming
adapted
his
to
occur.
ETJLES.
In
algebra,
in
as
the
after
but
the
of
their
sight
for
the
rules
not
as
the
great
so
any
Not
by
made
any
that
rules
that
at
of
formulas
the
of
them
losing
rules
principle, and
take
the
concise
great
their
only by
the
sons
per-
processes
of
the
rule,
temptation
regret
"
ber
remem-
create
often
done,
should
generalizations
use
has
to
here
err
the
presence
books.
teacher
be
with
The
he
made
processes
all in
for
able,
valu-
as
He
been
familiar
teachers
involved
on
do.
to
have
can
Every
very
has
good
these
eralizations
gen-
very
danger
of what
processes.
means.
principles
the
the
rule
he
that
"
in
are
treating
problems
already
were
and
statements
rules
these
they tell,
which
of
his
what
for
they
constantly
merely
are
problems.
succinct
rules
who
is
of
such
As
character,
solve
as
that
not
real
should
He
is
student
solution
the
fact.
rules
the
arithmetic,
to
knows
the
student,
they
may
if
only
understood
thoroughly
application
that
valueless
are
are
learned.
be
the
before
HIGHEK
THE
the
To
the student
former
and
the
schoolboy
without
is made
thus
his
explain
compelled, to
to
at
principlesas he applies
taught youth, on the other hand, has
the
himself
but his
danger
of
making
THE
We
have
OTHER
is in itself
a
key
that
half
the
who
them
for
up
little else to be
two
self-made
those
the
the
with
is
problems
in the
of his
a
battle, but
Geometry,
the
to
taking
and
course,
the
to
curriculum.
there
Is
succeeding
With
than
usuallybetter
make
and
practicaltest
a
he
shall have
he
in
hint
a
or
abstract,and
for
will
find
whenever
in actual
thing to
do.
learned
enough
it
a
should
problems
good plan
by triangulation,
beginning with
M
practicethan
books.
excellent
so,
ed,
learn-
study of algebra are,
things.
always better
are
very
When
upon
constant
algebra before
reference
surroundings,
principleto
find it
in
follows.
first to last,therefore,the student
out
do
check
no
difficulties
entire
possibleopportunity to
every
self-
to other
study
given
From
to
said
will pass
Concrete
any
given for
of the mathematical
we
The
study.
main, applicable to
parts
his
mastered
directions
The
the
has
them.
mathematical
trigonometry, etc., pi'esent few
student
stand
under-
least,to
algebra,thoroughly
everything that
to
The
on.
MATHEMATICS.
already seen
only about
is not
to
of the rules in his book.
misuse
a
than
operations,
is therefore
will,and
own
get
blackboard
extent
some
less
far
danger is
master, anxious
a
to
83
MATHEMATICS.
seize
self
for him-
he
can
put
affairs,he will
of mathematics
to
measure
distances
tances
dis-
which
84
he
HOW
TO
EDUCATE
YOURSELF.
with
his
tape line,
and
verify
can
width
of rivers
Where
he
studies
if
of the
field
others.
is
his
or
his
if he
and
making,
him
he
ground
all the
nearly
shall
parts
of
work
least
at
and
his
have
making
done
this, his
for
material
all skillful in the
at
have
will
the
himself,
he
been
all
time,
should
he
abundant
has
in
join
once
surveying, using
instrument
When
at
observing
amateur
transit
furnish
will
notes
and
impracticable
in
field notes.
own
should
he
possible, doing,
work,
weeks
some
compass
of
this
When
spend
his
chart
and
the
to
on
practical problems.
similar
surveying,
engineering party,
an
and
ponds,
or
passing
at
his
hand
his
books
principles
chart
selection
volving
in-
problems
have
taught
him.
Mining
etc.,
nics,
engineering work, practical mecha-
other
and
perfect
I
himself
them
thus
must
add
subject
should
other
one
teacher
of
others
he
has
Teaching
others
anything,
and
knew
the
is
I
rapidly
might
But
to
knew
his
teach
forced
teach,
and
teaching
the
the
is
aid
a
it to
the
teacher
was
to
young
a
yet
the
the
the
success
especially valuable
of
learned
began,
He
half
brother
learned
in order
that
for
to
over
course.
brother.
and
to learn
studying
parts
who
younger
The
himself
learning
man
grammar,
pupil.
end
While
else
the
student,
be
throughout
on
excellent
an
parts of
and
so
the
should
one
some
and
once
earlier
sport,
ing
study-
quitting
that
is
possible.
entirely by teaching
Latin
in
if
passed,
before
master,
no
teach
should
that
and
have
he
algebra he
of
opportunity
no
would
who
student
suggestion
of mathematics,
if
which
neglect
student
every
practically.
especially
a
almost
the
and
applied mathematics,
of
of
reach
the
within
are
he
both*
the
student
of
"m
THE
mathematics, inasmuch
and
a
as
it
requiresconstant
explanationof the
constant
85
MATHEMATICS.
HIGHER
analysis
already
principles
mastered, and is,withal,the best possiblesystem of
where
can
reviewingis
secure
pupil
a
therefore,let him
count
the time
do
so
most
less
by
If
necessary.
than
advanced
all means,
and
a
view,
re-
student
himself,
let him
not
spentin teachingas lost,or unprofitable
I
""""""
""
VI.
CHAPTER
SCIENCE.
PHYSICAL
We
have
in
thinkers
the
already
matter
of
ancient
study
but
in
lightly
the
education,
the
advocating
one
chief
the
as
study
of
learning
the
with
comparison
of
part
such
estimates
other
of
schools
two
are
languages
while
education,
higher
of
the
there
that
seen
physics.
in
so,
branch
in
estimate
of
learning,
the
that
education
I
must
embrace
have
already
scientific
of
the
of
is
danger
can
only
specialists,
But
no
of
the
and
to
the
student,
particularly
be
and
one
must
we
of
them
if
culture
work
great
forward
carried
narrow
liberal
such
advances
sary
neces-
of
his
in
men
science
by
of
is
mind
other
scientific
adequately
have
of
specialties
to
the
some
inherent
sciences
course
suggest
pursuit
the
a
of
exclusive
of
by
worthy
a
each.
to
too
every
importance
practical
a
braces
em-
and
like
anything
think
I
balanced
Of
directions.
sciences,
endeavored
to
kind.
this
already
not
have
I
and
perhaps,
education
the
the
favorite
wrong,
ideal
least,
nearly
or
own
The
at
at
incident
tendency
full
hinted
equally
be
to
something,
dangers
of
claim
can
study,
learning
and
classics
its
upon
is
each
other.
the
doubtless,
right,
places
but
of
both
one
it
the
valuation
its
is
schools
these
of
Each
search
re-
tific
scien-
sity.
neces-
much.
88
his
ist does
receive
EDUCATE
of
in
on
one
man
I
of
means
forwarding
the
that
balanced
I
need
detail
not
They
is to
the
of
everything
something
do
there
the
In
are
any
to
the
is
not
well"
the
matter,
in
excess
it.
to
of
scientific
and
the
the
to
even
a
only
of
into
run
as
I
specialties
evident,
PHYSICS
of
ledge.
know-
tendency
depreciation
his
push
to
just
several
education
almost
there
that
study
unless
some
one
of
what
and
how
points
to
be
wish
he
That
But
them
much
the
beyond
certainly
science.
doubt.
no
STUDY.
TO
physical
scientific
determine
There
than
specialties
of
view
study
physics,
can
special inducement
to
this
advantages
be
can
of
but
development
the
who
learn
him
the
possible limits, will
branches
watch,
else.
student
narrowest
of
incident
exalt
of
one
investigation.
danger
WHAT
so
in
everywhere
are
of
age
a
cut
to
any
a
of
study
for
all scientific
is
nor
watches
system
scientific
that,
direction
The
the
education
and
of
tendency
this
of
men,
better
exclusive
too
form
best
the
make
nothing
how
except
possibly
So
make.
nothing against
say
say
possibly
can
knows
he
work
thing.
one
Neither
much
together they produce
should
his
does
but
watch
a
could
fellows
He
factory, who
of
and
work
at
single wheel.
a
hundred
works
watch
a
world's
its honors.
he
because
YOURSELF,
the
of
manufacture
cogs
his
share
man
the
about
the
full
better
the
does
TO
full share
his
all the
HOW
to
should
aie
so
many
he
has
some
it
will
to
considered
in
not
like
puzzle
take
up.
deciding
question.
the
first
All
place
our
the
tongues
sciences
are
are
the
akin, it is true, but
guages.
lan-
they
are
far
so
when
is not
whole
They
underlie
least
being
nature
of
the
himself
and
how
his
be
mineralogy,
of
he
of
knowledge
a
special
of
or
use,
in
but
her
each
parts of
conditions.
involves
each
natural
thing
some-
philosophy
know
to
knowing
is,
ought
in
to
any
of
something
by
in
wishes
to
its
any
of
or
branch
all
to
of
means
ask
must
of
study
give
chemistry,
let him
student
the
himself
other
some
the
mind,
advance
to
into
It
SOUGHT.
purpose
time
much
object
which
his
what
run
impossible
without
OBJECT
fact
this
with
it is
learn.
are
all
distinct,
others.
THE
Now,
They
'Chemistry and
and
far
so
they
will
we
in
that
wholly
them
but
separately,
thoroughly
some
wholes
These
one.
of them,
them
of
sense
others.
most
of
at
whole
89
almost
as
which
some
classified
are
of the
one
treated
sciences.
in
the
"
individual
be
the
be
to
as
and
ourselves
with
so
other
a
ask
we
SCIENCE.
separate
ordinarily
must
PHYSICAL
science,
pursuit.
If
business
in
botany,
will
physics
the
pursue
of
or
be
study
needed.
he
If
will
simply
want
sciences
The
know
to
least
at
with
enough
to
make
can
his
which
need
can
the
be
no
is
so
such
subject.
TO
The
as
the
no
several
sciences
advisedly
from
deal
the
and
explanation,
STUDY
the
are
dent
stu-
first.
PHYSICS.
perfect
chemists
studied
commonly
more
largely experimental,
thing
he
liberally educated,
well.
selections
HOW
Science
the
moderately
subjects
manifest
all
become
and
yet, that
as
exact
thovight
for
text-books
many
there
on
years
90
HOW
after
that
study,
when
water
it
forth,
Now
day.
that
all certain
substance.
but
the
call
errors
its
the
This
latest
of
is the
first
and
in
to
only
facts
uncertainly
still
The
facts
student
than
a
science,
feel himself
test
them
experiment.
free
for
to
in
to
in
none
hope
can
the
in
dent
stuevery
them,
let
him
of
fact
are
best
this
in
only
received
nion
opi-
still
spirit,and
benefit
to
reverently
another
to
himself
his
general
is
the
but
with
himself
anything
of
way,
doubt
pioneer.
a
but
other
he
its
by personal
no
injunction.
knowledge
extent
himself
There
be
and
authorities
study
of
make
some
a
is
physics.
would
be
old
can
Let
statements
lead, too,
parrot
mere
must
of
he
and
study
investigation, and
is
that
stated
who
accept authority
to
It
study
just
to
their
under
arily
ordin-
there
observed.
come
to
used.
recognized
that
known.
the
be
else,
we
text-books,
be
statements
understanding,
largely by
to
shall
he
cases
as
The
point
constantly
many
this
should
latest
very
when
remember
these
dent
confi-
scientific
of
the
solutely
ab-
correcting
therefore
in
permanency
get the
case,
and
any
development
facts and
new
branch
Every
teachings,
like
nothing
but
day.
every
changing
learning
are
feel
prove
what
of
not
anything
may
about
state
a
of
carbon
even
is in
sciences
"We
progress.
that
Everything
compound.
a
do
more
are
than
respect
admit
they readily
be
this
in
carbon
They
put
ists
chem-
yet discovered
as
and
all the
by nearly
have
they
physical
first
was
greatest scientists
our
elementary
of
compound
a
stoutly denied
was
the
of
is
it
of
substance,
elementary
an
that
branch
recognized
a
was
idea
the
at
became
chemistry
YOURSELF.
EDUCATE
TO
way
should
rnoru
physical
He
always
conclusions,
observation
of
may
and
and
accomplish-
MIMNHI
ing
learning, and
reason
I
these
put
these
in
results
worthy
any
91
SCIENCE.
PHYSICAL
cautions
absence
results
that
their
study
of science, whether
fore, for the
the
at
human
of
branches
in
so
many
failures.
In the
scale, whether
in
general
a
to the
is at all necessary
rudimentary
parts
in
and
of
treatises
a
quite
while
apparatus and
well without
as
our
colleges furnish
the
sciences, their
Plates
supply
will enable
many
the
with
excellent
is
of
the
fatal
not
student
to
them
supply
any
little
a
be
may
specimens
study of
by
places in part, and
their
haustive
ex-
teacher, and
a
aids to
books,
text-
and
these
All
as
The
the
of able
collections
the
absence
from
lack
no
sort.
higher
mastered
the
is
there
day
our
structor
in-
no
student.
earnest
easilylearned
all
are
specialway,
a
or
small
large or
a
on
in
all
means.
industry
still further
in
ways.
__
I know
who
a
living in
woman,
without
teachers
has
botanist, and
an
honor
her
college,and
a
corner
every
quarter
I know
hardly
a
of
she
of the
world.
man,
young
age
yet
"
advantages of any
history as to have
of his
collection
I
of
mention
students
who
services
too
wish
the
is
for
follow
a
very
the
tanical
bofrom
he
is
educational
natural
mastered
glad
do
a
boy, for
of
attention
assistant
things
to
been
a
meagre
far
so
have
specimens, too,
these
very
attracted
an
would
plants
rare
rather
or
"
little
has,
that
tested
has
sort, has
as
plished
accom-
country garden has
who, with
professors,who
an
she
but
so,
herbarium
where
country place,
herself
made
only
not
by little,accumulated
to
retired
a
to
in their
avail
guished
distinselves
them-
work.
creditable
His
one.
encouragement
scientific
of
studies, but
92
their
doubt
far
So
all,
they
the
student
he
wishes
event
will
account,
conditions
to
or
of
in
study
direct
other
some
at
his
no
of
collections
command.
from
books
need
himself,
way
possible
securing
to
unless
go,
and
on
to
at
this
Beyond
investigation
if
himself,
attaching
expeditions,
the
masters.
have
specialist
a
resort
must
learned
without
ordinarily
make
to
access
be
can
learned
be
may
worthily
purpose
colleges,
sciences
the
as
to
he
the
of
cabinets
and
without
and
instructors
without
the
accomplish
to
ability
YOURSELF.
EDUCATE
TO
HOW
in
his
that
own
scientific
the
best
"^_
VII.
CHAPTER
MORAL
In
OF
VALUE
THE
subjectswhich
class of
overlooks
schools,
several
I
other.
of
these
institutions, who
any
they could
not
which
would
to their
THE
The
none
In
mistake
is
and
the
less serious
our
age
so
and
are
the
to
it
to
OF
THE
it
in
bat
deemed
the
valueless
that
the
even
to add
limited
its
ma
diplo-
degree.
MISTAKE.
natural
that
than
schools
their
secure
grees
de-
students
they
wholly
for
class
in all the
because
one,
doubtless, but
account.
country the
strong that
this
necessary
thus
very
on
studies
known
so
been
CAUSE
a
chapter.
work
not
of
even
to devote
have
others,
have
science
afford
the
do
studies
degrees,
study of intellectual
often
so
this
no
University of
the
where
graduated
left without
this, and
in
who
students
those
subjectof
is
graduate separately in
frequently omit
more
time
the
that
men
the
there
self-guided student
forms
where
STUDY.
of studies
institutions
other
optional,and
OF
KIND
of remark
It. is worthy
Virginia,and
the
which
that
as
THIS
schedule
his
out
marking
SCIENCE.
INTELLECTUAL
AND
often
utilitarian
transcends
idea
its
has
come
be-
proper
*J
94
HOW
limits.
People
who
very
apt
value,
are
which
bring
to
of
value
the
A
moment's
fallacy of
is
money
by
no
may
those
of
be
that
do
do
quite
; and
education, the
Now
as
of
part
OF
THESE
the
college
embraced
studies
intellectual
studies
course
under
the
It
is
peculiarly valuable,
OF
is
CULTUKE.
hardly
any
than
the
of moral
if
and
that
too
even
worthy
it.
to
head
true
value
as
valuable
general
make
money
quite
there
more
philosophy.
are
is
in
sought
practical as
as
MEANS
culture
high
be
the
even
A
the
as
abilityto
learning incident
AS
particular
student
to
quite
brings
STUDIES
of
means
a
it
even
Inasmuch
the
to
and
estimating
the
as
VALUE
THE
as
in
this
looking only
in
the
only good
useful
than
nothing.
show
add
not
culture
of consideration
error
conclusions.
the
means
at
should
these
of
life,things which
money
culture
reflection
both
of
learning acquired
the
studies, estimating
the
things
conclusions
sound
fallinginto
'
practical
those
further
; and
purse
fail to reach
respect,by
the
at
in
utilityonly
see
to the
money
its
everythingby
measure
they nearly always
in this
YOUKSELF.
EDUCATE
TO
these
be
they
sured
mea-
the most
The
practicalstandard.
by
strictly
of
education, as we have
object
already
to fit the
as
to
do
for life ; to
man
in the
the
laws
in the
world
for himself
we
are
reasoning
are
of
moment
cultivated
all
govern
this
to
upon
to
by
studies
use
him
others, and
velopment
de-
tion
instruc-
their
end.
tainly
cer-
and
their
is
fectly
per-
; to enable
faculties,and
should
called
for
and
fill,
as
to
that the cultivation
doubt
which
matters
step in life
which
work
should
one
of
are
him
possible,his place
his best
no
prepare
seen,
At
tions,
opera-
every
ties
preciselythe faculof this
class, and
at
g*
96
HOW
question. The
ties in
the
these
as
the
training and
that
shall
we
at
our
exercise
and
best,
should
govern
them, the
the
its
applicationsin
the
regular order
'In addition
keen
so
never
canupt fail
govern
ourselves
of
natural
become
the
laws
of
ourselves
or
we
moral, and
the
from
that
we
physical,and
of
the
that
children
by
such
shall
be,
study
guardians,
a
be
all his
education
we
tematic
sysmay
precepts
when
but
we
in
grounding
able
and
of
we
the
to
leading-strings.
development
ripening
study
perceptions
a
morals
need
we
women
of
they should
yet
are
adviser's
the
logic in
course
moral
our
great benefit
and
morality
"
with
TEACHINGS.
in the
perfect as
so
without
intelligently
man,
to
practical wisdom
as
matter
contemplates
whole
find
in the
and
men
apt
their
need
follow
THEIR
much
While
ethics.
our
OF
this, we
derive
to
that
are
ourselves
which
to
also to
of
we
to familiarize
; inasmuch
needs
man
every
they
accuracy
son
rea-
only
not
this end
text-books
consideration
under
to
the rules
which
the
To
WISDOM
all
to
enough
of studies.
PRACTICAL
THE
now
the
we
into
which
logictheoreticallyand
xearn
need
processes,
measured.
be
operationscan
own
errors
by
tests
possible
need
we
;
all-
so
faculties of mind, but
to their
fullyas
fall,and
are
to this end
these
cultivate
them
measure
and
best
of it. It is not
approximately well
reason
very
inform
to
fullest
the
receive
should
several
faculties
ISut
very
a
cultivate
study altogether,men
reasoning faculties constantly.
important
in
their
help,too, in
studies
of
outside
Even
ways.
this
do
mathematics
other
large degree, and
YOURSELF.
EDUCATE
TO
culture
govern
tion
Educaof the
faculties, mental,
which
does
not
iiMttrtMJJMih
111
imi muni
MORAL
include
The
Our
of
and
sense
other
of
studies
of
knowledge
this class
English
shall
we
have
can
similarlyvaluable.
are
be what
never
learned
of intellectual
be classed
apt
philosophy, are
which
in
no
force
of
from
a
a
of
want
The
They
mother
to it
to
as
There
study.
reader
a
is
its
lose
to
meaning
of
true
the
and
if
should
other
the
totally,
ric.
parts of Rheto-
student
in the
of his
use
possible be added
English study already prescribed in
of
course
for
perfectthe
to
serve
tongue,
a part
strictly
akin
just this training.
thing is
lanie
laws
speakers are more
figuresof speech, and
to misconceive
or
the
and
of
use
thing
passage
of
courses
in the
uncommon
nearly
so
writers
young
than
to blunder
it is
it in most
with
not
it should
of
something
language, which, though
figurative
nothing
subjection
its
lamentably deficient.
is
be. until
97
SCIENCE.
of the moral
the culture
law,
to
INTELLECTUAL
AND
the
to
former
a
chapter.
Political
in
could
if
govern
We
all
all lament
and
trouble
we
-facts of
to inform
We
ourselves
there
so
mob
the selfish managers
country where
a
which
or
is
certainlyno
the
the
they
ject
sub-
upon
ourselves
the
to
Republicans
of these
cliques ;
venalityof
to
for the
tics,
poli-
our
for
the
We
take
no
principlesof
parties. We
as
men
we
blame
complain.
we
blindlyvote
and
cabals
ourselves
only
attach
dictate, and
tion
atten-
rule, of the tyranny of parties,
ourselves
Democrats
of the
universallyneeded.
reign of rings and
the corruption and
yet
lamentable
of
have
in
us,
they would,
complain
large share
a
properly, perhaps, where
speculativestudy
of the
may
with
more
or
govern,
of
and
case,
any
people
deserves
Economy
our
call
prejudices
nominated
parties,taking
ernment.
gov-
their
by
doc-
98
of
governmental
upon
trust, until
trines
than
little more
Now
and
of
these
of
even
of
their
its
principles, the
it commends
and
doctrines
of
nothing
may
their
once
of
them,
upon
These
to
the
little about
If
we
the
take
the
ticket
the
of
its
policy, or
even
of
men
the
the
way
We
and
political
ever
promises.
lies, without
stitutions
in-
republican
our
people, altogether
a
as
and
elected
been
them
in
geniously
in-
are
nobody
their
of
they
of votes,
have
which
are,
;
served,
fulfillment
do
cleverly executed
catching
been
to
and
party
point of fact they
either
read
forth
set
to
telligent
in-
all
to
the
by
simply
are
facts,
insult
and
economy,
too
care
we
it.
would
from
We
of
of
correctness
an
officers, who
exposed.
ignorant
too
weal
profess
In
greatest danger
are
simply
has
honest
notorious
are
doubt,
is
traps for
the
an
dent
indepen-
trustworthiness
be
purpose
holding
be
great majority
the
to
as
justice of
They
contrived
to
vote
advocated
policy
which
the
men
documents
kind.
the
palimpsests
and
indeed,
its candidates.
in
represented
thinks
the
or
be
come
suffrages.
These
men.
when
intelligently for
politicalplatform
Every
the
to
and
their
to
dare
inquiry
rectitude
have
who
men
wisdom
esty
hon-
personal
spoils.
intelligent
party without
personal
for
few
otherwise
their
elections
our
vote
are
and
policy
meet
we
and
party,
YOURSELF.
scramble
a
then
; but
state
the
EDUCATE
TO
HOW
the
despotism
economy
inform
and
justiceand
consistency
of
really and
matter
must
ourselves
govern
be
ourselves
prepared
policy
which
upon
may
demands
to
vote
into
our
the
as
our
perpetual
of
must
hands.
own
laws
dictate, without
a
selves
our-
parties, we
corrupt
truly
free
and
well,
political
convictions
regard
adherence
to
of
the
to
a
MOKAL
party
AND
when
; and
name
American
INTELLECTUAL
shall
people
will
power
them
forth
set
to
real
compel
faithfullywhen
That
will
it
and
deny,
efforts.
and
greatly
be
only
if it shall
is
possible, of
to
but
a
balance
"
of
force
honestly
their
them
out
to
carry
be
desired,
accomplished
be
never
still
make
to
neglect
as
is
can
But
and
the
power.
there
should
of the
possession
purposes,
end
an
it be
though
even
clearly,distinctly
in
such
this,
of
portion
purification of parties, and
a
and
principles
do
its
respectable minority,
"
considerable
any
99
SCIENCE.
no
himself
the
ual
by individ-
reached
even
the
why
reason
nobody
proximate
ap-
student
intelligently
as
of
performance
his
ble
capa-
duties
as
a
citizen.
Having
of
the
be
to
it desirable
harm
be
them
not
be
a
concise
very
and
on
the
of
of
kind
their
was
very
subject
enlighten
modes
and
they
him
of
the
order
of
will
below.
text-book
A
one.
give
him
very
years
will
need
compact,
its
ples
princi-
regard
excellent
ago
be
gress
pro-
arranged
his
quence
se-
make
student's
sufficiently in
some
jects
sub-
if he
and
A
great
satisfactory
are
will
a
these
give, there
costly
application.
issued
to
circumstances
shall
tion
ques-
pursuit.
them
first
think
Logic,
a
of
ance
importthe
to
necessary
I
I
and
now
the
should
order
with
value
of their
very
as
or
treatise
this
the
large
fully,and
the
no
somewhat
begin
the
most
systematic
more
up
should
He
is
STUDY.
come
be
Otherwise
done.
will
take
alter
we
underlies
preserved,
to
OF
methods
therefore
there
up,
class,
the
Logic
should
and
METHODS
briefly at
this
and
order
taken
no
of
that
Except
extent,
thus
glanced
studies
of
AND
ORDEK
THE
by
to
ual
man-
Profes-
100
Point.
West
I
have
was
full
the
marring
work
better
in
cured
been
of
elements
twice
its
first
the
fix
the
then
take
up
know
less
doubtof
no
out
with-
singularly
are
and
its
several
of
apt,
very
its favor.
in
there
are
easily
can
only
that
the
second
it
more
pidly,
ra-
in
whole,
a
fully
care-
stand
under-
may
time
as
the
master
read
to
he
slowly,
system,
one
many
of students
are
which
detail,
may
he
I
use
will need
time
has
so,
at
only
errors,
principle
student
in
principles
that
of
He
Logic.
"
the
for
greatly
are
the
nearly equal value,
the
defect
If
of
text-book,
a
this
but
;
editions.
cheapness
such
With
sense
its illustrations
;
is
typographical
statements
concise
and
brevity
of
subject
Its
and
edition, which
later
the
on
masters.
clear
first
seen,
them
of
The
Military Academy
States
United
the
of
Coppee,
sor
YOURSELF.
EDUCATE
TO
HOW
his
mind.
should
He
the
much
in
book
such
the
for
same
fixing of
practice
Archbishop
are
in
will
as
its
of
their
works
such,
of
for
the
the
themselves
and
mind,
of
study
for
gent
intelli-
teachings.
others
as
should
be
followed
elaborate
more
instance,
Coppee's
any
as
study
a
Professor
and
Whateley's
and
his
it very
studying
readily suggest
in
its rules
to
adding
good, perhaps,
as
text-books,
perusal
but
way,
exercises
Khetoric,
as
kind
Campbell's
ises
treat-
elementary
on
by
the
the
ject,
sub-
Philosophy
of
Rhetoric.
After
however,
the
the
completing
and
before
subject, the
reading
student
Figurative Language,
supplement
its
elementary
to
form.
the
of
study
more
should
or
read
of
Lord's
manual,
systematic
Rhetoric,
works
exhaustive
similar
some
study
elementary
Laws
as
a
Rhetoric
on
of
per
pro-
in
MORAL
Next
in
AND
should
order
Francis
of
of
colleges of this country.
make
to
its
it should,
and
elaborate
work
instance
as
Cousin's
much
of
this
These
They
of
need
where
strongly
strictly
studies
the
Philosophy
he
if he
may
Spencer,
Noah
will
on
of
the
wishes
add,
with
Sir
William
Porter,
have
and
of time
it
and
to
simple.
Political
mental
should
thing
some-
devote
to
not
as
studies
learned
are
in
given
abstract
pure
to
once
course
for
Victor
or
time
no
philosophy,
should
Locke
which,
and
a
such
already
have
at
mind,
omy.
Econ-
so
narrow,
philosophy,
follow
properly
the
just considered.*
have
student
ganum,
list
already
limitations
called,
so
the
will
pass
ing,
read-
True.
to
recommend
we
The
to
the
more
morals,
devote
intellectual
in
some
Kenection,
and
in
well
can
metaphysics,
will
But
find
by
of
to
Beautiful
they
kind.
study
Aids
which
student's
followed
Dr.
careful
a
the
philosophy
will
students
of
I
the
Good,
as
be
possible,
Coleridge's
labor
the
if
only
to
than
other,
any
mentary
ele-
an
Science,
than
needs
clear
principles
on
The
Many
It
better
Moral
generally, perhaps,
more
for
and
nothing
Elements
Wayland's
is used
Ethics,
come
I know
text-book,
101
SCIENCE.
INTELLECTUAL
John
read
the
Lord
Understanding,
Human
to
Bacon's
Mind,
his
extend
and
Brown's
to
philosophical reading,
works
Dr.
McCosh,
Mill, and
others,
Hamilton,
Or-
text-books,
as
the
advantage,
Stuart
Novum
of
Herbert
President
as
occasion
serve.
may
The
general
line
between
reading
catalogue
systematic,
is here
of books
so
narrow
in
this
text-book
that
I
study,
add
place, though
the
most
and
going
fore-
of
102
HOW
them
belong
We
next
it is very
EDUCATE
draw
of the
first to
Wayland's
taking
can,
which
on
such
a
both
the
is
question
notions
Free
the
schools
student
to
writers
For
brief
a
Adam
Mill's
C.
And
without
I
Carey's
these
features
of
thoroughly
"
Political
be
for
the
the
is
arguments
is
of
issue.
at
reading
on
in
of Political
Economy;"
;"
Economy,"
order
any
of
of
and
sequence,
with
the
who
wish
to
Those
Colton,
who
students
familiar
specialty,will
Malthus,
;"
of Political
benefit
subject.
authors.
what
of result.
the
a
on
Economy."
read
themselves
as
and
there
he
Economy
Science
make
DeQuincey,
other
"Principles
change
these
to
u
The
hear
the
course
of Nations
of Political
may
material
name
merely
Mill's
Greeley's
Horace
conclusions
Wealth
System
"
of
complete
questions
preconceived
have,
us
he
as
widely.
has
I
recommend
"
Stuart
he
of
most
whose
I would
If
the
least
at
Dr.
purpose,
Protection,
should
dent
stu-
"
subject
of
I
principles
the
differ
examination
an
pretty
Smith's
John
H.
with
but
subject
the
sides
vs.
say.
subject, as
greater necessity for
of the
Trade
have
the
on
both
the
text-book
the
on
politicalphilosophers
these
the
for
one
largely
as
examine
to
care
our
of
chief
read
to
with
in the
reading.
that
good
best
again
study,
remarking
some
ing.
Read-
here
general
himself
is the
then
and
"
; and
between
and
with
from
Elements
line
term,
acquaint
politicaleconomy
General
on
Economy
the
myself, therefore,
needs
think
chapter
Political
to
sense
YOURSELF.
the
to
difficult to
schoolroom
of
rather
come
content
TO
of
course
M'Culloch,
read
and
desire
general
study
it
Bentham,
a
scure
of
CHAPTEE
VIII.
GENERAL
BEADING.
SOME
The
who
student
of
course
will,
he
be
all
at
the
in
have
will
WARNING.
follow
sketched
conclusion,
and
OF
shall
study
its
at
WORDS
preceding
completed
of
master
the
adequately
a
chapters,
of
most
fair
very
the
culum,
curri-
branches
.
included
in
all
by
But
fatal
often
ordinary
an
let
means
in
constitute
which
learned
only
of
rudiments
life
to
study
He
study
to
things
he
;
learn
that
ucation
ed-
his
he
the
and
has
culture
fact
he
has
mastered
to
yet
the
read
tensively,
ex-
literature
and
become
to
yet
too
of
general
has
to
of
point
has
mistake,
that
or
studies.
himself,
of
master
and
himself
think,
and
men
supposing
In
"
to
the
information
educate
to
his
and
of
education.
an
how
make
complete,
the
of
education.
not
sense
any
either
enough
him
collegians,
to
even
is
collegiate
much
in
plete
com-
the
school
"
of
self-criticism,
affairs
practical
of
acquisition
he
has
of
and
life,
larger
all
what
apply
to
this
to
make
of
measures
to
do
has
he
if
he
of
his
labor.
And
should
his
it
guide
information
wrould
"
rewards
learned
he
to
the
to
the
and
reap
continue
the
his
ture,
cul-
full
work
GENERAL
for
lifetime, /there will
a
learned,
and
The
point
the
course
and
in
the
the
marked
the
have
of
work,
mistaken
for
of
urge
him
sake
of
the
mastery
of
the
the
may
of the
Extensive
informed,
of the
a
here
than
more
an
ship
scholar-
and
other
it is
time
actual
gained
tual
intellec-
and
be
ful
success-
too
highly
be
moment
a
only
the
means.
is
thai
his
will
seriously abridge
his
so
intellectual
former
in
the
limited
work,
large
himself
outline
for
be
time
school
have
of
more
collegiatetrain-
for
content
merest
in
of
is
to
cannot
never
study
the
culture
study
which
to
; to
there
higher
for
with
I
the
strongly
measure
course
of
I
thorough
a
have
one
and
the
mended,
recom-
following it,
better
cation
edu-
library.
general
reading
well-balanced
; but
extensive
may
reading,
of
amount
ever
well-
cultivated,
much
without
men
no
make
knowledge
text-book
yet brought
study,
such
about
result.
I argue
of
student
profitable reading
common
text-books
without
of
student's
and
latter
and
he
end.
that
thorough
should
forego the
to
the
securing ripe
learn
most
systematic
reading
of
literature
for
it
If, therefore,
that
for
this, that
simply
nothing
systematic
the
is
out
student
in the
but
imperfect.
enforce
work
general
regular
esteemed,
pursuit
still be
than
culture.
preparation
a
unlearned
more
infinitelymore
than
work,
after
real
the
and.
study
As
study
thorough
information
the
will
here
to
I would
in
culture
be
colleges, constitutes
introduction
and
still
I would
of
105
READING.
now,
against systematic study, but
not
general reading.
beginning
in
The
the
infavor
study
of
text-books
is
work
of
education,
but
an
mirable
adit ia
106
It
end.
is
of
absolutely
not
not
an
necessary
with
literature,
anything
to
always
is necessary,
books,
culture, and
thorough
and
means
a
general acquaintance
a
large reading
like
but
valuable,
while
It is
work.
that
of
very
all cases,
in
a
whole
the
not
YOURSELF.
EDUCATE
TO
HOW
the
by itself,accomplish
may,
result.
if the
Now,
he
indulgence,
into
make
much
the
the
for
badly
argues
of
ever
how-
manage
themselves
in
laborious
more
his
that
and
text-books,
abandon
to
who
ones
men
with
books,
text-
assured,
rest
marks
re-
of
neglect
may
not
are
these
the
in
success
work.
after
training of the regular
The
for
preparation
gives
small
The
what
I
the
every
wide,
this
his
whole
to
reader
as
if you
the
"
values,
are
and
omit
get all
scheme,
Make
is,
the
his
of
and
least
balanced
My
you
then
necessary,
can
in
select, for
tance
imporhe
to
parts
advice
to
the
of
to
as
regular
their
omission,
remembering
may
possible, but
as
regard
To
thorough,
as
things belonging
light
that
some
others.
plete
com-
permit.
so
select
education
well
as
work,
student
as
secure
comparative
must
your
some
the
to
the
will
the
exclusion
complete
must
he
where
judiciously
tell
circumstances
parts of
several
is
how
it, and
preparation
this
omits
to
possible
after
comes
it.
and
him
best
without
volume
show
must
of the
success
education,
as
one
end
select
of
of
constitutes
that
deliberately
promise
is the
course
self-culture
who
purpose
a
this
the
man
young
which
his
self-
to
construe
well-educated
readiness
task
preliminary
the
people
acquaintance
his
event
any
He
it.
help
reasonably
without
for
excuse
I cannot
indolent
that
certainly
almost
easy
inclined
and
indolent
be
will
an
and
to
reader
all the
parative
com-
those
time
GENERAL
that
afford
is
such
every
the
precisely
between
as
omission
sustain, if
to
of
should
given
AN
To
all
student's
for
appearance,
have
mastered
if their
to
time
hand,
all
than
of
to
is
their
"
What
difficult
more
No
man
with
the
matter
only read
read,
thing
in
shall
they
particular line,
to
at
pass
the
once
have
of
study
in
books
text-
READ.
TO
asked
frequently
more
is
there
Certainly
all
reading
to
part
governing
else, by
?"
read.
is to
a
master
than
question
no
answer.
no
liked
must
purpose.
yet read
ever
have
in
can
to
to
profit,and
would
do
I read
shall
that
on
subject they
to
the
exception only
an
better
the
on
and
their
themselves
question
no
do
which
specialty, he
a
class, after
in
will
WHAT
There
is
this
text-books
devote
foreign
this
even
is limited,
to
the
reason
bearing
work,
his
good
of
text-books
general reading
more
for any
the
students
the
that,
exception
one
mastery
But
absolutely.
is
where
of
basis
I say
reading,
general
the
make
the
specialty
them
is
course
this
general reading.
to
there
cases
purpose
of
must
In
made.
And
it.
EXCEPTION.
this, however,
be
must
and
cannot
you
when
meaning
my
study
be
which
loss
a
possibly help
can
text-book
preference
is
you
extent
107
READING.
the
do
of
our
our
that
he
man
ever
The
best
best.
what
selections
circumstances
half
read
that
any
is
That
need
we
have
might
in
in
that
of
to
and
read
us
can
say,
as
which
in
we
like
would
this,
he
every
we
are
placed.
An
intelligentconception
of
the
object
we
have
in
L08
view, however,
which
of
a
TO
HOW
and
each
must
a
read
in such
his
could
they
these
else,
of the
determiner
is not
circumstance
part accidental,
in
all,if the
be
taste
special end
no
the
him,
that
in
wrote
is the
view,
old
an
out
reply,
"
liberal
most
follow
in
reading
half
the
taste
But
an
Again,
is not
men
who
those
whose
the
not
to
care
sort, general
a
wished
?
always
well
reading
or
stress
of
reading
is
the
our
And,
and
plan
after
there
follow
to
by
read,
to
a
for
reading
wish
is
"
suggest."
reading impossible
all
at
ever
succeeded
cultivated, and
is
so
g
all read
make
to
evident
requested
you
of
reads
listen
the
of
can
course
guide.
do
when
course
I
that
he
that
unsafe
those
on
who
fully,for
to
pretty good
course
is
half
just what
Eead
is
impulse.
who,
inn,
dreary
than
cultivated,
liberal
a
the
where
of
well
a
reach, but
landlord.
least
result
it is
to
apt
country
read
rather
even
at
reader,
this, however,
Even
often
the
or
mark
to
youngster
But
sore,
we
determining
a
accident
reasonably
in
of
advice
so
his
at
tiresome
choice.
rest
is very
in
to
annuals,
cases,
in
fairlyintelligentmen,
get nothing
a
the
within
weather
similar
and
for
he
of
drivellings of
capable
impulse.
known
stress
is
vice
ser-
determining
large share
a
sentimental
in
drearier
In
and
books
even
under
in
us
amusement,
has
I have
up
drivellings
the
for
accident
shut
where
accident
to
only
selection.
aid
peculiar
literature
read, and
entertaining
most
cases
when
will
the
to
of
class
greatly
we
largely
man
the
read
what
way
trust
If
will
us,
IOURSELF.
little attention
a
particular
rendering
general
EDUCATE
merely
of
use
is for
particular.
part of different
a
for amusement,
this
manual
definite
Now
the
people
purpose
only
are
of
differences
make
and
all the
some
of purpose
differ-
GENERAL
in the
ence
the
to
question
The
first
well
be
given
intend
this
in
the
read, and
to
regard
is
are
purposes
various
as
the
as
can
imagined.
I remember
what
he
like
this
Old
be
therefore,
determined,
be
you
people
should
that
answers
considering.
to
which
of different
the
are
we
thing
for
purpose
in
world
109
READING.
hearing
a
read, when
should
ask
man
young
old
an
conversation
a
reader
something
ensued;
Header.
What
"
Man.
Young
do
That
is
Very
well.
"
rather
for ?
read
to
want
you
difficult
a
question
to
answer.
Old
Header.
I
wish
become
to
Kent's
Old
Header.
that
mean
join
inform
to
do
or
in
make
The
conversations
fair
a
idea, though
in
If
you
to
any
with
might begin
work,
you
advise
preference
it
following
in
become
to
a
of
that
up
; 1
sort
to
that.
I doubt
But
you
well-informed
a
appear
Do
so
"
to
be
able
to
great variety of subjects,and
society ?
admitted
man
he
strongly
it before
generally.
wish
on
showing
young
read.
anything
well.
merely
you
to
law, you
want
really wish
you
what
I would
the
myself
Very
"
answer
and
I don't
"
must
introductory
an
Man.
you
works
to
Commentaries
want
man,
aspire
as
Young
only
medical
If you
Blackstone
you
physician,
a
standard
others.
But
advise
possibly
can
read
to
"
seemed
that
have
to
this
last
just
was
about
his
the
discovered
fact.
"Very
object
is
well, I
a
You
Melancholy.
very
say
again,"
common
have
If you
said
one,
only
can
to
read
stand
a
the
old
and
is
reader,
easily
"your
plished.
accom-
Burton's
Anatomy
little more,
it would
of
be
110
HOW
well
will
The
reader
road
to
pointed
out.
possible
adviser
incident
The
to
ascertain
And
to
of
are
ask
is
apt
the
the
set
are
after
and
either
young
the
is the
show
how
of
reading-matter
est
short-
in
as
his
one
it is
essential
that
precisely what
he
before
the
his
are
else, he
everything
wants
mark
about
sets
while
a
wishes
that
COURSES
OF
of
for
course
he
them
low,
fol-
to
other
or
or
the
followed.
had
READING.
reading
abandoned,
they
out
carry
faithfully
are
a
begun
are
injury
serious
a
to
they
where
and
indeed,
advisable.
not
are
which
in
cases
by his failure
reader,
a
to
want
accident,
to
blindly
autobiography
some
few
who
People
trust
out
courses
very
done.
to
place, the
first
followed
and
to
this,
he
from
adopt
rule,
a
the
purpose
one,
know
rarely
to
its author
As
to
this
very
to
course
In
selection
what
somebody
or
Biblo
selecting it.
yet
read
also
In
should
The
list.
accomplishment
reading.
in
task
its
shall
objects
The
common
very
reader
prospective
the
a
serves
intelligent
an
the
to
right.
was
is
in
YOURSELF.
Shakspeare
view
had
EDUCATE
course."
of
read,
old
man
add
to
enough
you
TO
is done
to
liberatel
de-
purpose
formed.
But
aside
decide,
in
will
best
sake
of
from
of
advance
his
acquainted
the
are
books
of the
with
the
the
a
dozen
period
to
for
any
histories
be
wishes
student
course
looked
person
set
of the
seems
to
be
over.
to
times
for
make
read, and
But
the
self
him-
of the
plain
to
of books
Suppose,
purpose.
history
his
outset
half
There
that
impossible
reading, just what
the
accomplish
example,
At
it is
this,
arts.
Stu-
enough.
a
before
few
he
ll2
HOW
with
at
strict
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reference
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you
article
he
that
in
the
the
about
of
These
shelf
search
which
of
full
of
and
the
quit
the
very
to
be
last,
up.
He
told
to
find
of
the
before
of
consulted.
becoming
he
then,
great
other
books
knew
as
it,
matter
a
public libraries
from
of
each
about
felt in
me
pedias
encyclo-
and
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learned
ject
sub-
nothing
be
to
and
an
examination
the
but
write
the
books
bought,
of
to
at
the
about
first
literature,
was
He
cats.
that
quitting
he
it.
done
thing may.be
same
only difficultyoften
of
pursuit
the
again
he
hundreds
the
Precisely
His
frequent
to
exhausted
not
cat
subject
little
reference
subject
something
very
four
his
the
quitted the
had
histories.
began
with
to
question, outside"
frequent
in
wanted
expected
suggested
made
of economy,
in
in
who
reading
he
outset
these
whole
work
to
natural
interested
a
knowing
animals
and
one
and
books
next
from
arising
find
text-books.
literary man
a
himself
set
that
the
to
as
will
embarrassment
only
be
desirable
cats,
on
the
will
You
purpose.
suggestions
meet
knew
once
YOURSELF.
that
to
and
up,
multiplicity of
I
EDUCATE
step abundant
every
to
TO
topic
a
for
predetermined
is
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know
to
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else,
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will
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tion,
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any
to
and
here
the
best
guide.
GOOD
SOME
Believing
are
holding
decide
to
see
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he
what
for
his
reader
will
him.
own
that
prearranged
of
I shall
advisable,
not
himself
I do
as
way
a
more
course
should
in
few
of
courses
mark
out
every
case
make
no
suggestions
may
I shall
read,
But
RULES.
clearly.
reading
none,
decide
attempt
enable
and
for
to
him
GENERAL
READING
Of
the
to
wishes
student
extent
to
each
case
desires
in all its
find
can
which
he
by the
extent
make
to
himself
There
are
such
other
are,
systems
read
of
It
examples.
when
the
Sheridan
most
and
are
at
masterly
he
specialty,
a
wishes
merely
the
subject, a
do
all
rate
less elabo-
of
And
of
former
the
of
for
that
arithmetical
time
His
utter
he
notable
one
casion,
ocsideration
con-
ceived
re-
smiles,
to
one
heard
ever
aa
of
ignorance
delivered
arguments
Eichard
friends
which
in
days, however,
the
announced
wondering
his
has
under
he
it.
very
no
on
was
as
have
plan
that
Commons,
with
are
are
question
upon
it
others
Goldsmith
make
culture
they
Among
of
to
the
yet
formed
in-
wisdom
much
Oliver
speak
of
the
as
times
at
well
circumstances
names.
House
end
doubt
in
reading
pretty
when
related
four
their
all
proverbial
the
If he
to
no
chase.
to
had
it.
If
practice
announcement
He
in
of
jDeople who
and
the
was
figures.
Up,"
hot
intended
he
measured
he
I
great financial
a
in
at
great
is
the
carefully everything
productive
and
Sheridan
Brinsley
that
is not
in
some
and
suggesting
become
they
there
nothing
special subject
sanction
end
where
It
to
who
subjects, but
it necessary.
apt
it.
with
be
ia
course
say,
master
read
to
will
need
thorough
must
the
in
course
a
this
of the
people
most
on
do
only
writers
which
on
suffice.
many
and
way,
hack
generally
will
reading
this
he
his
himself,
should
reference
having
particular subject
a
the
himself
bearings,
acquaint
is
it, as
on
up
UP.
inform
to
"
read
"
there
when
course,
113
READING.
read
"
of
the
in the
House.
His
success
showed
what
he
could
do
in
the
way
of
114
Sheridan
that
said
be
brilliancy,it
all his
with
but
;"
cramming
"
YOURSELF.
EDUCATE
TO
HOW
a
was
model
good
very
hardly
can
for
body's
any-
following.
TO
READING
is
There
all
As
reading,
both
in these
perfect
this
end
his
and
every
what
he
defect,
has
to
as
the
far
it
is
effort
the
Indeed
his
himself
such
of
at
It
made
the
other
is
portance
im-
as
plete
com-
himself-
he
fault
every
know
may
clearly
but
one,
easy
well
with
and
it, if
do
and
we
would
best
work
make
adapted
of
may
make
to
possible.
as
like
ourselves.
the
of
we
anything
defects
important
the
choose
we
cerned,
con-
matter
here
prejudice
of
women
information,
to
are
little
the
even
if
as
in
is
in
student
curing
to
the
his
culture
should
them
by
give
reading
accomplishment
end.
READING
On
places
utmost
recognizing
that
reasonably
of
as
the
be
difficult, though
once
books
that
an
men
stock
weak
acquisition of information
discovered
Having
defects
carefully study
must
order
is
must
well-balanced
or
in
more
fairly
we
ral
gene-
strengthening.
armor
study him,
mere
ourselves
know
in
supply.
task
this
culture
student
would
master
The
of
possible.
as
the
also
supply
to
sirable
de-
extent
some
so
it is of
fail, and
we
to
made
constant
a
intellectual
our
and
To
So
that
points
that
as
have
should
and
need,
be
culture.
of
and
it is
very
which
study,
be
should
information
of
text-book
in
effort
an
should
reading
our
character.
this
in
respect, however,
one
that
DEFECTS.
CURE
TO
hand,
STRENGTHEN
if the
STRONG
student
POINTS.
recognizes
in
him
self
he
achieve
BOTH
READING
In
either
whether
his
education
direction,
shall
he
read
If he
up.
that
the
case,
of
rounding
there
is
both
sides
of
for
cultivation
of
for
reads
its
he
question
every
of
in
almost
gle
sin-
a
than
that
shall
take
for instance,
England,
Lingard
full
the
perfection
important
more
History
will .make
reading
best
be
SIDES.
for
nothing
to
strength.
student
or
Hume's
read
his
constitutes
the
to
"which
taste,
or
always
else
everything
which
faculty
one
will
it
success,
subordinate
to
the
especial
an
in
anything
"
constitution
peculiar
likely, from
is
him
peculiar strength
of
point
any
115
READING.
GENERAL
necessity
a
to
him.
this
That
is
that
his
had
radical
she
tenth
of
portant
as
the
that
portions
good
a
and
have
intellectual
apprethan
a
joiced
re-
perpetual
ing
read-
greatly
better
from
if she
even
ference
re-
Thackeray
been
sometimes
to
with
more
Mr.
is
it
plan
generous
something
it would
cation
appli-
taste
mere
and
novelists.
or
wider
literature
wide
rature
lite-
had
Nicholas
made
diet, for the
Nic-
no
more
prevention
of
dyspepsia.
MUCH
HOW
Inasmuch
a
a
it is
so
embrace
Fair,
of
change
intellectual
of
turned
Vanity
to
of
matters
daughter's persistent
but
has
principle
imaginative
poets
Dickens,
her
kleby
shall
of
school
in
for
in
cultivation
the
ciativeness
of
Even
other
and
poetry
to
single
the
historical
and
speculative
catholicity,and
cultivate
to
select
this.
all
but
apparent,
than
well
of
is true
we
books
we
cannot
we
waste
of the
OF
A
books
TO
possibly
would
no
BOOK
like
time
we
READ.
read
to
read,
reading
do
take
half
up.
the
or
even
it is very
less
a
im"
ble
desira-
116
HOW
It
is
rule
a
should
begin
if there
and
if every
were
only
there
in
When
we
simply
a
have
read
waste
of
be
other
that
books
for
Suppose,
of
Social
the
When
for
subject
to
you
although
book,
books
many
The
offer
in
you
afford
cannot
to
works
other
chapters
"
was,
When
the
middle
The
rule
better
one
a
in
open
it, never
very
its
the
good
was
a
one
spirit,which
in
certainly
read.
of
You
and
plished.
accom-
has
book
this
have
you
will be
be
given
the
bear
to
certainly
you
the
letter,
that
to
excellent
it.
upon
His
maxim
in
interested
become
clearly is
the
valuable.
sounder.
its
surd
ab-
simply
and
at
ject
sub-
ing
bear-
remainder
not
begin
to
the
chapter
should
and
many
bert
Her-
be
it is
do
much
the
Mr.
reading
in
book,
stop
a
purpose
which
Statics
of
it would
that
subject,
advice
you
of
is
the
Social
Johnson's
Dr.
is
is all that
time
spend
so
studying
purpose,
that
before
is
it
though
even
middle
of
"
reading
are
must
read
served
read.
particular direction,
on
of
that,
chapter
one
this
you
particular
a
read
to
which
chapter
every
for
reading
are
there
and
on
go
Statics
read.
want,
on
are
the
In
read
have
shall
you
we
to
you
education.
Spencer's
upon
that
instance,
popular
it that
there
need
greatly
we
been
when
there
can
particularly want,
themselves,
and
one
go
fortunately
un-
skim-milk
has
to
world
But
them,
any
book
time
precious
not
in
good
in
parts of
the
thin
very
than
a
in
cream,
advice.
cream
books
those
do
we
of
some
only
books
they
entirely-
going
excellent
deal
with
purpose
parts that
they
have
valuable
our
few
be
that
contained
very
good
a
that
more
many
when
is
books
many
are
a
readers
without
book
reading, this would
worth
for
down
book
a
Now
it.
through
laid
often
never
YOURSELF.
EDUCATE
TO
beginning."
and
a
we
much
should
GENERAL
take
as
to
pains
little loss
of
time
reader,
he
knew
the
at
promptly
what
at
get
be
thoroughly
of
kernels
deal
books
about
read.
He
which
possibly
read
whence
they
with
the
world
that
or
has
been,
all these
that
should
one's
with
this
can
be
he
end
as
about
addition
merit
of
view
to
shall
every
its
to
of
literature
the
give
person
as
a
day
must
or
in
two
to
such
*
The
more
Best
in
tail.
de-
ence
referthus
not
are
all full
the
one
had
for
its reader
has
know
Not
case,
some
a
hand.
a
or
Beading.
volume
less
a
in
quainted
ac-
out
withtheir
well
are
gested
di-
already
a
reference, it has
he
subject
be
is, and
it
upon
every
become
these
as
may
furnishing
what
to
studied
have
at
are
than
such
for
value
are
effect
in
to
they
volume
a
know
whole.
better
books,
Such
to.*
in
much
But
and
literary level.
at least
a
value, particularly when
books
their
publishers' catalogues
even
descriptions.
what
seek
to
could
must
are,
deliberately
should
time
he
He
authors
is their
should
literature
than
remembered
even
reading
this, and
to
what
find
circumstances
peculiar
their
good
a
character,
lifetimes.
and
be
the
books
given rise,
things
they
But
To
have
they
getting
know
possibly
more
who
them,
of
art
must
one
authorship,
what
came,
the
BOOKS.
dozen
a
rous
omnivo-
an
books.
cannot
vastly
half
in
discussions
the
of
history generaHy
connected
all his
he
know
must
well
ABOUT
book, with
every
Himself
possible.
as
all well-informed,
at
in
want
we
BEADING
To
117
READING.
ferred
re-
trifle,and
the
ditional
ad-
comprehensive
well
dex
in-
digested
reader
who
will learn
what
The
thoroughly
to
bo
118
HOW
informed
well
given
to
books
we
of
world
hear
literature
is the
each
books
the
is
; who
belongs
position assigned
each
of
;
what
it in
to
author
of
author
in conversation
of
spoken
YOURSELF.
what
namely,
"
the
EDUCATE
TO
hag
each
of
what
; to
class
treats, and
it
literature
the
the
by
what
of
best
critics.
our
He
learn, in short, the
will
have
will
and
world,
those
him
before
will
from
gain
of
parts
excellent
an
it
it
literature,
valuable
a
he
the
of
map
which
over
of
outside
"
he
literary
knowledge
of
travel
in
much
of
cannot
person.
it is not
But
the
of
many
very
about
which
their
titles
and
by the
but
these,
the
most
be
read
by
themselves
effort to
notices
keep
in
given
class,
and
dailies,
time
to
we
read,
needs
man
to
about
know
exclusion
never
well
intellectual
any
of
the
as
must
makes
of
any
briefer
the
the
better
politan
metro-
great
furnishing
books
which
which
every
the
we
have
the
no
intelligent
something.
READING.
kind
of
reading
everything else,
to
value
reading,
so
magazines
great
DANGEROUS
Almost
and
in
readily
which
books
literature,
find
than
criticism.
is worth
who
we
read,
to
is most
person
concerning
but
are
every
which
need
this
are
more
intelligent
part,
of very
are
and
of
monthly
our
time
no
review
current
those
even
information
wTith
up
There
read.
something
elaborate
for
this
know
have
we
matters,
reading
an
to
know
to
similar
books
some
hope
that
need
we
shall
he
cannot
books
the
accomplished
Of
he
which
books
that
enough
cultivate
a
matter,
becomes
one-sided
if read
to
It is
dangerous.
mental
diet, consisting only of poetry,
habit.
even
the
An
though
120
HOW
he
know
may
but
its
food
read
and
certainly
novels,
doubt
without
deal
of
biography,
class
of
books
that
There
but
is
one
needs
person
will
the
same
time
more
than
them,
should
learn
else
nothing
at
in
the
curiosity
vastty
or
he
wasting
of
very
our
in
in
small.
at
the
needs
read
to
reader
Every
he
the
which
; but
take
would
the
one
any
individual
readily, and
should
read
typographical peculiarities of
the
enable
wants
carelessness
of
more
Now
paper.
and
glance what
it
every
nothing
"
reader
very
these
parts will
several
a
find
head-lines
The
the
to
course;
time.
that
tention.
at-
every
nothing
single
time
and
few
very
of
of
one
it
some
any
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needs
he
are
that
parts
good
to
of
be
from
of
wants
in
may
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be
the
meet
not
There
tainly
cer-
newspapers
little
is very
read.
to
should
that
paper
there
business
of
will
entirely through
reads
one
one
comes
expenditure
unless
is, that
truth
way
-considerable
a
any
take
newspapers,
large paper
one
even
the
read
good
a
full share
a
which
danger
all
must
day requires
the
other
If
should
receives
poetiw,
;
rest, he
he
but
that,
precise opposite
read
to
of
of
literature
the
ried
va-
should
He
history.
above
its
We
reader.
of
more
him
please
enough
read
care
and
is
;
ual
intellect-
of
deal
good
a
wants
reading
chance.
or
;
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changes
speculative
some
;
his
caprice
to
possible, that
as
it that
that
dangers.
intellectual
own
to
see
and
left
not
some
his
should
character,
are
thoroughly
as
supply
all, he
above
in
himself
know
should
against all such
himself
necessity of guarding
He
YOUESELF.
EDUCATE
TO
an
and
leads
newspapers
valuable
time.
attentive
afford
can
nearly
than
A
all
reader
this,
little
read
to
of
us
to
care
to
to
the
will
see
; but
read
great
ena-
GENERAL
would
the
their
inasmuch
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character,
and
of
no
have
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the
different
the
student
of
a
more
general
for
basis
a
of
OF
READING-MATTER.
kind.
less
or
the
way,
such
be
elaborate,
will
following
Poetry,
Philosophy,
Fiction,
and
Explorations,
convenient
for
classification
cumstance
cir-
to
well
very
be
found
value
comparative
of
classes
it varies
the
with
and
the
one
where
some
is
the
wants,
circumstances
general
making
and
literature
of
the
way,
these
object
attention
is
should
of these
each
there
the
be
and
ties,
capabili-
student.
are
the
ral
seve-
one,
temperament,
simply
( Theology,
indeterminate
an
circumstances
no
important
more
:
anything professional.)
importance
of
where
Science,
Specialties
Law,
reader,
apportioning
will
Biography,
a
out
carrying
answer
as
are
purpose
according
Physical
The
my
distinct
History,
Travels
and
of
properly
some
sup-
reading
in
it will
to
:
necessary
In
of
But
classification
a
gree,
de-
readers.
part
no
of
reading,
mind
of
courses
the
in
keep
to
majority
it is
smaller
occasion
no
the
suggested,
kinds
literature,
In
as
have
I
plan
much
strictly literary in
therefore
that
of
in
more
set
there
literary papers
it exists
that
and
supply anything
and
are
have
said
already
if he
must,
properly.
these
to
it he
avoid
and
magazines
use
usually valueless,
to
time
-SCHEDULE
A
I
of
this,
danger, though
matter
ply
his
reading
similar
a
avoid
to
economize
In
is
student
the
ble
121
READING.
than
the
improvement
given
to
each,
others,
of
and
the
the
122
HOW
bent
of the
enter
most
For
will
largely
into
readers
part of the
stock
indicate
ordinarily
the
should
(including philosophical
form
the
supplies
at
should
inasmuch
it
as
information,
which
course.
subjects)
course,
of
YOURSELF.
History
historical
on
vast
EDUCATE
reader
most
essays
TO
and
an
larger
once
a
equally large share
oi
culture
.
NOVEL
In
read
than
and
stories, and
of
certainly
the
day
without
perusal
advice
Dickens's
of
as
novels
much
best
the
are
of
"
trash
while
is
"
the
time
of other
novels
in
one
a
books
others
a
else
list
portion
as
of
the
for
the
the
the
of time
;
one
and
one
older
or
of
or
tory
his-
being
or
lish
Engtwo
of
sort.
interesting
and
of
any
characteristics
reading
particularly if
"
in
few
absorbingly
short
print
Vanity Fair,
reputation, with
American
many
these
"
the
;
half
about
of
Thackeray's
life is too
but
a
the
Eliot's
George
Scott's
positively objectionable
Such
of
literature
amount
read
is, to
of
; most
standard
our
anything
large
limits
anything else;
of
of
without
good
reader,
two
or
best
as
of
There
kind,
the
to
student
one
;
Bulwer's
novels
the
the
to
others
iwo
value
of
all
ly
safe-
may
fiction, and
fictitious
the
greatly
occupies
I
possible.
reading
two
of
stories
discussion
any
much
too
excluding
especial
have
we
into
fiction
more
novel-reading,
read
people
after
even
day
our
entering
of
be
ordinarily
In
large part
any
My
else.
merits
most
a
"
will
without
the
that
say
do
fact, there
anything
whatever
its
of
point
BEADING.
the
of
even
all the
wishes
reader
to
world.
given above,
one
as
most
of
us
can
will
occupy
afford
to
as
give
BgHMHHaMMM
GENERAL
123
READING.
has read all,or
the man
who
and
novel-reading,
nearlyall.the books mentioned, is as well read in the
of novels as anybody needs to be, unless his
matter
readingis very extensive,in which case a largeramount
of fiction would be well enough. A healthful proportion
to
is what
these should
But
to maintain.
be read at the
not
should
nor
course,
aim
should
we
considerable
any
"
beginningof
the
of them
be
number
It is best first to form a taste for
consecutively.
and
to avoid impairingthat
something less exciting,
amount
of noveltaste afterwards, by an
injudicious
readingat any one time.
read
THE
I have before
who
man
me,
write,a letter from
his education
that
says
I
as
HISTORY.
OF
READING
a
young
far has been
thus
mainly self-conducted,and that having completed his
wellto become
text-book
a
study, he wishes now
read
he
this end
To
man.
that
understands
he
must
and
he writes to ascertain
something of history,
is necessary,
how much
of history
for,"continues the
"I want to read justas littleof dry chronicles as
letter,
know
"
I
Now
by
one
with."
get on
can
the
case
any
means.
well-informed
ideas shall
person,
undergo
there
probable. But
he makes
in
minds
In
that
me
a
as
a
are
an
man
never
matter
radical
two
with
common
furnishes
case
of this young
He will
is not
be
an
exceptional
even
of course,
change,which
or
many
a
tolerably
unless
is
hardly
three
mistakes
other
people,and
to correct them
opportunity
his
which
his
in the
hopeful students.
the first place it is no less a mistake to supposs
intelligence
may be gottenby an indolen t,shirking
of
more
Mi
124
of
system
yield
The
reading,
their
make
to
and
the
after
there
are
little
but
such
the
pleasure
be
the
of
of
which
in
is
be
to
ever
those
only
to
manage
digest it,
than
stronger
fore
be-
correspondent,
my
that
the
will
they
the
the
bring
appear
and
work,
the
in
the
is
task,
he
a
and
the
and
sufficient
almost
mig*ht
no
wish
vague
is not
so,
his
labor,
itself is weak,
purpose
first,
strengthen
to
comes
at
pursues
his
profit by
to
to
feels,
resolutely
self-imposed
or
his
student
but
reading,
when
error
likely
It
wish
the
satisfactory results.
purpose
second
with
not
must
student.
listless
himself.
hope
soon
at
the
matter
mind
pleasure
man
abandon
A
the
informed,
well
keep
purpose
in
in
is
wiU
text-books
reading
that
the
desire
is felt
of
to
strong
But
purpose.
value
like
pleasure
a
and
reasonable
cases
from
course
to
in
anything
careless
information
be
can
that
possible,
as
and
be
to
seem
imagine
course
a
great
desire
There
the
meagre
hunger
about
to
it
who
they
to
begins
it of any
make
than
who
as
YOURSELF.
EDUCATE
treasures
man
to
TO
HOW
to
well
as
outset.
that
assumption
It is
dry chronicling.
series
a
is
history
of
a
chronicles,
.
of
but
course,
in
events
the
and
of
less
whole,
the
let
me
in
and
in
add
to
are
a
upon
few
of
Compends
reading.
is
fictitious
we
To
real,
are
less
no
a
the
that
healthful
but
is
stories
is
as
a
than
dramatic
there
true
nary,
imagiThere
fiction,
taste
in
interest
other
advantage.
in
The
matter.
the
in
startlingly
quite
of
as
men's
ones.
the
history
them
are
of
subject
suggestions
bring
and
than
history
absorbing
as
novel, for
history has
former
the
While
case
far
unity
of
deeds
one
this
latter,
much
is every
so
which
almost
within
historical
may
be
worthless
the
rc-ading,
of
as
required
service.
original
limits
it
GENERAL
becomes
value
the
from
of the
skeleton
It is not
to
learn
histories
they
possible
sort, and
as
history just what
they have
their
It is
a
good plan,
very
intended
are
from
books
is
but
to
tell.
of
this
to
are
used
properly
have
to
are
literature
and
these
as
They
English
fullness,
to
take
the
same
ground.
been
read
will
have
at
whole
will
theirs
in
course
their
and
use,
the
almost
compends
have
sides
also
caution
prejudice,
into
get
at
probabilities in
all these
for
from
aside
as
a
exercises
of
habit
the
of
be
mind
judgment
doubting
hardly
in
and
which
and
the
student
view
of
the
which
brief
rical
histo-
necessity
of
against
of
his
up
such
that
tending
a
it is
to
enter
and
due
make
he
the
lowance
al-
opinions.
practice
healthful
it cultivates
is
sary
neces-
ant
import-
more
even
investigating, the
over-estimated.
kinds,
carefully
and
case,
making
and
must
accepting
story,
weigh
must
doubtful
all
world's
the
truth
fact
I
unquestioningly.
circumstances
in
of
habit
a
ading
re
else.
everything
discovery of truth,
the
to
the
course
is the
to
the
matters
the
every
ing
cover-
This
use
out
telling of
the
would
But
student
historical
on
cial,
spe-
put.
history, as
the
Passion,
who
be
or
the
travelled.
has
only good
can
in
authority
largely
he
already pointed
both
means
comprehensive
a
ed
complet-
compend,
easily reviewed,
which
over
has
general
brief
or
this
By
be
student
history, either
single glance
a
the
abridgment
an
up
after
of
course
has
can
of
left
is
worthless.
are
value, just
extended
an
habit
they
history
its
in
which
of
spheres.
proper
I
tale
epitomes
literature
English
nearly everything
that
and
narration,
the
merest
eliminate
to
necessary
125
READING.
culture.
a
wholesome
value
of which
It
126
HOW
In
essays
is
excellent
an
the
or
they
to
come
and
the
had
portant
im-
as
itself,and
of
course
it
history
the
upon
professing
events
be
to
shape, they
thoughtful commentary
upon
a
just
and
sometimes
what
they
of
the
"
are.
valuable.
peculiarly
are
review
once
biographies
reviews,
brief
at
of
shape
book
as
appear
their
furnish
a
narrative
be
specu*
quite
are
every
to
essays
take
us
whatever
They
best
the
follow
to
sometimes
sometimes
they
the
subjects
as
that
remember
to
involved.
men
These
But
plan
with
proper
historical
upon
part of history
a
YOUKSELP.
it is well
history
reading
lative
EDUCATE
TO
history read,
it.
POETRY.
In
is
amusement,
this
cultivate
avoided
it
that
extent
our
enough
well
here.
even
single school
a
I would
which
need
We
opinion
careful
of
works
the
follow
of
is the
especially caution
the
reader.
this
and
taste,
much
be
can
from
the
fault
against
catholicity, both
as
it
single poet
a
this
so
to
control
some
and
poets,
nothing
and
secured
of
only
by
culture.
Especially
We
of
and
tastes, but
our
to
poetry
affords,
have
ill results
be
make
read
it
judgment
to
or
we
by
To
everything
taste
extent
is dictated
known
reading
the
from
feeling.
that
amusement
the
let
I have
exclusive
tco
the
selection
to
esthetic
warp
great
a
of
sake
of
to
aside
purpose,
it is necessary
tend
To
the
especial
cultivation
will
one-sided.
for
or
the
worthily
which
only
is
the
reading poetry,
not
only
is this
need
their
to
know
and
quite
imperatively,
to
of
matters
what
literary taste.
different
but
characteristics,
several
written,
as
in
true
so
far
cultivate
a
poets
have
we
need,
catholicity of
128
HOW
we
age,
world's
history
of
is true
subject
his
his
age
be
should
exalting
their
other
the
not,
which
history
the
that
exceptions
would
urge
to
care
upon
give
this
the
this
On
that
him
the
of
the
man
of
story
some
the
judge,
be
and
position
of
because
or
for
some
is
not
scious
con-
of
phies
biograadvocate
an
the
in
way
written.
merely,
and
not
student
personal
of
sure
mea-
Whether
kind
exceptions
value
some
or
this
this
subject
greatly admire
theories,
of
writers
of
interwoven.
way
fairness.
to
course,
the
the
for
they
his
write
purpose
forms
thing
same
enters
who
the
in
are
element
Men
who
in
which
they
particular end,
occupy
a
while
personal
or
fatal
should
of
are,
wholly
mind
man
was
some
always
than
of
detest
or
lather
where
biographies,
life because
man's
advance
almost
There
life
his
equally
it
foremost
generally, for
do
reason
of
rical
histo-
merely
reading
composition.
very
to
or
in
the
the
to
portion
pro-
thing
same
the
with
depreciating
the
wish
their
so,
particularly
they
is, that
into
which
write
is not
story
trouble
that
work,
with
avoid
to
pre-eminently
constantly
do
or
the
part of historical
his
of
out
respect.
borne
largely
And
the
class.
it is best
a
another
biographies
or
of this
of
segment
wholly
importance.
not
was
and
reading,
They
time
as
some
is
There
of
of
where
"
in
time
very
amount
books
biographies
of
a
rule, therefore,
a
their
to
an
other
small
devoting
its relative
to
As
be
may
YOURSELF.
EDUCATE
TO
to
the
is the
element
conclusions
this, but
they
rule, and
necessity
its full
what
of
weight
drawn
are
I
taking
in
from
termining
de-
books
class.
the
other
hand,
biography
is, to
however,
very
many
it must
be
people,
remembered
the
most
at-
tractive
form
usefulness,
the
as
of
lives
form
and
whose
men
To
does
biography
all written
this
the
its worth
has
There
and
cannot
must
be
the
for
there
reading,
trashy
That
are
is
of
one
we
us
should
but
good
good
wmich
when
rule
to
there
and
of
there
when
there
take
where
themselves
be
The
next
have
to
ones
for
time
tively
Compara-
us.
books
read
to
good
many
may
worth
the
except
the
not
few,
very
few
when
there
will
there
no
times
to
books
for
very
thing
is
ter
bet-
every
which
selection,
reading.
It is
without
anywhere
but
which
are
room
the
caught
books
read
is
worth
best
come
and
up
reading- matter,
it,
poor
novels.
reading
can
very
very
are
so
to
never
supply
strictly up
in
are
are
sensational
select
never
and
wholly
need
we
we
of
there
the
we
cellent
ex-
done,
reading,
necessary
numbers
say,
hand,
at
ones
this
extremely
an
or
that
that
so
as
worth
well
not
of time,
vast
to
of
value
a
which
books
imperatively
known
has
extent
some
hand.
positively
ones
to
all well
at
in it worth
many
are
"
bad,
very
unread,
most,
ones
a
want
left
is
cal
histori-
merely
READING-MATTER.
AS
at
so
are
of
selves.
them-
by
reading
partake
men
tory.
his-
history.
nothing
better
nothing
of
biography
as
be
must
which
one,
is
book
public
of
development,
all, and
at
of
human
said
work
DICTIONARIES
The
have
ita
stories
"
part
no
of
apply
point of view
apart from
form
individual
quality, when
from
I
not
of
lives
historical
department
these, what
hence
and
put,
great.
not
studies
admirable
an
is very
lives
close
are
be
can
biographies
are
These
history
history,
mere
there
Again,
which
in
129
READING.
GENEEAL
few
of
to
know
us
a
a
live
how
130
make
to
choice
our
I
I
the
of such
most
is
a
simply
had
at all
a
rainy
season,
of
out
the
and
Philosophy,
about
point.
in
village
The
of the
stance.
circum-
in
case
walking
question.
Children
the
were
when
of
stress
little
a
get when
can
we
illustrative
in
once
as
under
one
week
a
during
literature
strongly
a
spent nearly
YOURSELF.
limited
very
remember
was
EDUCATE
TO
HOW
nessee,
Ten-
of doors
out
only books
verbial
Pro-
Abbey, Tupper's
half
one
of
old
an
be
to
son's
John-
Dictionary.
Doubtless
and
I
possibly
Children
odds
by
it for
day
"W ebster
picking
Still
the
a
dictionary
good
one
here
of
in
and
should
are
there
the
is
think
odd
twice
a
the
or
times
and
of reference
if this
it
least
by
things
be
unabridged
an
during
a
means,
any
wants.
one
specialty, if
feels
always
any
it up
we
have
as
the
cialty
spe-
interest, and
an
Not
treasure.
a
reading
taking
when
interesting
biographical dictionary, or
reader
of
that
at
in
thing
some-
of
through
technical
some
which
regularly through,
there
or
for
books
even
means,
go
word-
dictionary, and
books
as
everything
encyclopedia
anybody
Bat
once
reading
out
value
to
a
read
From
loss
a
very
by any
interesting is
more
be
value
"Worcester
not
at
was
I
curious
and
a
Their
It will pay
use.
or
lifetime,
but
only
chief
of
matter
and
interested.
containing
the
of
Dictionary
some
been
never
Tupper,
out
three,
all dictionaries
character.
their
is not
the
greatly
house
any
reading
as
instructive
their
in
commend
strongly
kind
became
this, I have
read
of
old
days, making
I
of
out
amusement
the
promising
which
to
to
I
most
of
but
Abbey,
consecutive
in
studies
got something
shadow
vague
the
the
five
that
a
of
have
might
of
one
set
task
nothing
that
these
-work.
else
at
hand,
and
leaves
of
when
or
at
such
of
something
we
times
a
for
care
nothing
dictionary,
good
which
do
cannot
one
will
131
READING.
GENERAL
or
strike
else
better
for
than
encyclopedia,
the
fancy.
the
moment,
to
turn
in
search
the
CHAPTER
BOW
TO
A
STUDY
good
AND
concluding
of
They
of
grouped
and
to
A
The
end
the
be
course,
aimed
of
as
possible,
as
information
much
at
securing
culture
a
as
from
the
but
in
this
ings
teach-
tions
recapitulaformer
ters
chap-
there.
for
sake
the
of
the
constitute
they
a
book.
EDUCATION.
PRACTICAL
be
to
give
through
because
little
my
shall
are
here
together
conclusion
them
place
no
convenience,
fitting
I
scattered
found
have
are
student's
Some
ADVANTAGE:
BEST
corollaries
as
suggestions
others
THE
suggestions
follow
given.
the
TO
the
chapter
already
;
READ
of
many
IX.
in
and
wide
and
perfect
and
the
acquisition
of
limits
the
time
of
should,
case
every
and
plete
com-
of
as
opportunity
allow.
will
have
"We
is
already
which
that
with
each
best
very
falls
faculties
all
the
perfectly
full
into
information
ideal
tion
educa-
develops
play,
necessary
the
and
plying
supto
its
work.
the
Practically
Which
his
perfect,
the
and
completely
all
bringing
man,
that
seen
far
education
best
short
of
this,
to
and
the
be
best
secured
educated
is
one
pco-
HOW
pie
have
we
are
and
TO
STUDY
those
who
a
general
have
AND
know
133
READ.
some
thing
one
acquaintance
oughly,
thor-
with
others.
at
by every
,
this
Practically,
and
student,
work.
the
in
and
of
of
and
important
with
This
too
danger
student
whose
find
time
will
one,
and
wish,
he
his
therefore
shall
of
his
of
course
is
great
self
always
share
a
the
equally
acquainted
human
student,
which
knowledge.
and
it
any
way
be
cannot
text-book
the
and
should
ask
be
me
time
that
he
"
of
?
How
I
must
gets
and
value
I
much
of
give
that
in
the
of
out
the
does
to
him
that
many
its
book
coin
of
books,
read
book
?
should
to
and
He
time, for
that
book,
any
is
it
to
the
the
or
reader
time
is
can
than
me
yields anything
precious
a
serve
What
more
?"
as
purpose,
student
reading
yield
than
that
The
this
study
it is to
serve
it is worth
no
not
could
are
for
purpose
to
want
to
to
he
there
whether
up,
capacity
do
than
done.
reading,
extravagance
book, which
more
be
worthy
a
especially necessary
carefully ;
its
Why
"
pays,
he
kind
of
remember
always
abundant
distinctly recognized.
himself
give
the
limits
is in
less
is taken
for
only
or
far
may
book
a
TIME.
purpose
it
this
Whenever
OF
it becomes
economize
in
ways
of
one's
all
carefully avoided.
Every
any
too
accomplish
to
every
ECONOMY
it
thing
one
branches
to
comes
a
in view, there
making
other
of
basis
pursuing,
end
the
to
of
purpose
generally
this
aimed
the
and
failing
so
object
constitute
with
giving
attention,
the
projecting
reading
danger
be
should
it
But
study
should
the
any
should
gratis
thing
everyworst
part
of
something
given
;
to
the
134
there
when
better
are
books.
By
much
of
it at
A
book
a
in
great
deal
the
it is
the
with
begin
be
as
your
it
moment
you
brief
With
attention
for
It is
upon
the
which
to
in
your
than
able
before,
them
fixed,
control
your
den,
gar-
mind,
and
to
return
be
will
you
period
to
go
with
something
mind
and
the
becomes
soon
unable
will rest
it
keep
walk, work
a
to
to
and
your
fix your
bit
ha-
your
cured.
bad
always
occupied
return
longer
be
soon
to
physical exertion,
of
every
a
Take
else which
period
studies.
will
study.
yourself
only
Whenever
possible.
effort
an
this, if
letting
study,
as
find
shall
something
do
a
to
cease
recurrence
flag,make
shall
or
after
their
in
of
terms
if
it
do
have
attention
incare
cure
to
You
of
utmost
to
or
enough
enough.
strong
others.
habit
a
as
drop
him
for
the
habit,
a
is easy
short
attention
longer,
such
It
very
frequent
the
and
of
let
time
take
will
read
have
too, by
should
of
parts
student
read,
have
wasted,
student
be
purpose
to
of
shall
he
may
is
formed.
already
only
he
formation
the
avoid
the
afford
can
time
of
this
When
that
order
once,
and
to
he
as
true
to
awaiting
ones
equally
attention
books
good
even
necessary
is
of time.
deal
great
a
save
this
little
a
read
to
more
or
And
attention.
our
afford
cannot
We
reading.
YOURSELF.
EDUCATE
TO
HOW
when
reading
on
Such
else.
eye
a
chronic,
the
of
habit
and
a
the
mind
practice
separate
habit
is
is
fixes
action,
fatal
to
profitablereading.
WHAT
There
the
done
is
a
cultivation
in
TO
good
deal
of the
attempts
to
DO
WITH
THE
MEMORY.
of "nonsense
memory,
develop
and
it
talked, concerning
a
good
deal
abnormally,
as
of harm
well
as
136
If
wish
we
of
part
bodies,
our
hope
can
we
faculties
the
With
If
thing.
same
must
we
If
minds,
our
exercises.
Now,
differ
the
its proper
and
to
the
make
this
in
other
closely
and
mathematical
daily
respect,
is rather
ties.
faculof
powers
mathematical
of
use
the
rately,
accu-
reasoning
the
does
not
faculties, except
that
the
intellectual
cultivation
them.
precisely
do
reason
cles
mus-
exercise
by
only
we
exercise
develop
to
those
improve
mind
the
wish
we
must
we
from
of
constantly
wish
we
It is
strengthen
particular
any
exercise
to
regularly.
to
of
muscles
proceed
we
and
moderately
that
the
develop
to
MEMORY.
THE
CULTIVATE
TO
HOW
YOURSELF.
EDUCATE
TO
HOW
memory
easier
than
of
that
most
others.
To
secure
the
that
and
we
good
a
student
all
are
therefore, it is only
memory,
shall
doing
this
exercise
day
every
it
in
sary
neces-
systematically,
a
greater
or
less
tend
to
pair
im-
degree.
"We
however,
must,
faculty, of
the
avoid
which
which
things
there
worthy
several
are
of
mention.
THINGS
is the
Inattention
and
memories,
there
"
which
if
he
The
no
was
and
a
greatest
of
deal
had
be
may
in
which
cultivated
commonly
first
MEMORY
force
forgotten
said
of
cause
Lord
in
his
to
have
of
inattention
bad
ron's
Byand
Latin
forgotten
that
remembered."
never
way
of
man
a
THE
IMPAIR
he
that
remark,
Greek,
THAT
this
is in
importance,
"
habit
the
careless
newspaper
reading
is
most
of
ters
mat-
paragraphs,
items,
HOW
detached
thoughts,
often
fatal
The
is
Many
from
the
of
absence
their
arrange
omit
wholly
studying
Even
this
do
to
laboriously,
what
things acquired
shall
be
common
but
is
it
We
certainly
know
thing by
that
may
be
"
we
"
shall
we
greatly aided
make
such
by
the
fact
and
reading
and
observation,
that
we
should
and
principles,
most
important
make
so
and
that
and
the
we
make
may
an
That
this
no
doubt,
any
given
the
of
we
for
meet
obvious
select
deliberate
a
the
that
retention
in
study,
our
is
conclusion
of
these
those
especial
has
memory
clearly impossible
effort
the
study
phrase
that
classification
some
the
be
can
chance
to
and
formation
principle
every
and
reading
as
all conscious
of every
often
purposes
one.
memory
it is
in
common
carefully classify
"
deliberate
a
so
remember
can
Now
large degree
is
there
bad
they
ones
altogether
are
remember.
some
forgotten.
I think
the
doing.
a
memory,
what
we
in
reading
singularly
a
it in
say,
the
and
that
fixing
is to
to
purpose
from
the
though
other
it
it
thing
any-
remember
who
the
will
do
to
better
a
which
all
is
mle
forget just the
leaving
practice
all
it,
for
but
remembered,
is the
for
which
never
they
people
learning
which
whose
even
"
of
system
rates
gene-
memory.
arises
This
of memory.
matters
and
total
to
apt
are
things
reading
defective,
while
that
remember.
to
such
reader,
unworthy
find
things perfectly, they
want
the
sion
impres-
no
things,
inattentively
itself
people
most
be
or
in
be
of
other
to
memory
carelessly
done
makes
good
a
many
themselves
be, if his
thing
of
true
readily suggest
which
careless, inattentive
like
137
HEAD.
reading
anything
to
same
should
The
of
habit
a
AND
anything
"
reader.
the
on
STUDY
TO
effort
which
to
facts
are
retain
138
A
them.
To
be held
it
should
of the
the
memory
the
husk
many
people
of
source
with
the
who
difficult
pains
and
is
general
that
a
this,
the
are
defective
very
way,
mere
as
it is
; but
memory
the
in
ideas
wanted,
of
"
and
the
in
every
case,
kernels
been
plenty
pupils.
of
book
a
in
or
time
fails
cultivating
is
who
never
to
of
to
commit
the
dent
stu-
retain, in
a
read.
it is the
and
morized
me-
considerable
habit
book
of
provokingly
in
of
if he
one
book
anything
have
mental
are
reading
their
whole
retain
a
after
who
are
waste
a
the
other
every
words
in
to
of
remember
in
vate
culti-
There
words
but
phraseology
either
ordinarily
to
the
teachers
such
ful,
use-
ing
confound-
express.
which
are
just
exact
remembering,
words
not
cultivate
rule, the
a
part,
In
to
of
learning
memories
yet there
and
to
passages
Such
absolutely.
worthless,
they
to
attempts
and
they choose,
except the
its contents,
in
readily commit
it very
will be
mistake
ideas
special
special effort.
failure
grain,
to
third,
a
them
;
they
the
worth
of
common
the
; under
not
many
only
just where
detail
such
without
is the
find
volume
in
detail
need
we
everything
whenever
memory
worth
the
things
in
remember
though
than
rather
which
we
those
remember
to
those
come
fruitful
very
As
all
while
memory,
words
take
come
wanted
ii remembered
a
should
all
when
found
of course,
to
wanted.
generally, while
be
A
ivhen
worth
not
second,
remember
effort
reference
head
first
is
the
may
is
purpose
further.
the
"Under
for
ready
wante
under
this
remembered.
be
which
for
:
To
Not
YOURSELF.
classification
good
following
EDUCATE
TO
HOW
not
the
thoughts
the
and
shells
memory,
"
the
HOW
student
needs
that
is
while
the
the
he
MEMORANDUM
Memorandum
but
they
injury
When
convenient
resorted
to
whe're
the
upon
giving
a
memorandum
of
these
the
kind,
and
rule
should
say
observe
they
I
have
"When
fact
me
I
or
fatal
these
of artificial aids
aids
in
be
it
a
to
explain
thing,
and
to
memory,
sap
it
rather
memory,
what
I
wish
I have
in
mean
to
no
what
of
The
use.
to
in
the
device
it should
possible,and
the
good plan
in
of
are
but
other
every
all cases,
as
abuse
memory,
them
upon
allowed
to
of
little
as
effects
of
true
many
same
the
to
faculty.
so
are
bo
ther
ra-
because
particularly
other
should
only
equally
so
ten
is of-
memoranda
upon
itself,is often
that
is
plan
books, I do
aids
Let
the
the
found
memoranda
it.
of
the
not
relying
to
it
itself
memory
memory
there
their
may
of
remembered
it, that
ing
work-
meant
are
against
mechanical
use
the
of
thus
is
be
of
necessary,
special caution
forms
commonest
note
vances
contri-
capable
they
memory
a
habit
development
proper
I
down
the
trusted, and
In
jot
his
amount.
very
and
be
of
mechanical
abuse
is to
in
as
sometimes
of
the
to
anything
to
than
and
susceptible
are
great
serve.
useful
often
cially
espe-
ETC.
other
and
in
direction
exercise
well
as
BOOKS,
books
are
the
make
kind
in
one
exercise, each
by
it is therefore
that
shall
remember
him
Let
particular
and
points,
healthful
a
the
lcsfc be
processes,
developed
in
strongly
exercise
his
to
direction.
is
139
BEAD.
sharply
faculty
requisite that
memory
AND
wrong
every
developed
which
look
to
it in
cultivate
STUDY
To
be
to
carefully
order
that
unawares.
own
my
than
a
remember
case,
to
make
substitutes
little
more
any
difficultyin doing
for
fully.
isolated
so,
bv
140
HOW
EDUCATE
TO
that
simply determining
collect
and
remember
classification
collecting
and
an
and
had.
to
they
I
jot
The
have
notes
to
is
and
have
things
of
them
this
is
I
as
ever
what-
the
material
of
note
and
after
note
be
done
occasion
memory,
for the
cient,
suffi-
not
the
using
i*i my
for
of
written
a
when
must
no
in
use
things
books
When
day.
to
materials
classification
thing
further
no
brief
making
fix the
the
memorandum
day
of
of
memory
memoranda
act
to
mind
rude
have
(as, for instance,
my
away,
the
I
number
unaided
a
from
me
to
serves
in
when
But
use,
down
note-books
collected.
I
to
making
refer
to
resort
to
the
lay
the
a
use,
occur
and
book,)
these
In
wish
I
so
will.
considerable
arranging
a
or
essay
I
a
for future
70URSELF.
thing
any-
arily
ordin-
it is
once
made.
I do
Now,
following.
of
which
to
this
the
law
reader
will
And
all
and
follow
doing
the
The
other
your
a
other
they
only safe
people
serve
own
wants
as
to
course
as
and
my
vances
contri-
while
others
be
giving
of
device
no
vice
ser-
is
and
man
plan
own
my
which
suggestion
of
may
his
own
purpose.
caution
other
others'
every
some
his
person's
are
would
in
a
is necessary
against
people's plans in matters
all
Nearly
almost
minds
worthless,
and
for
plan
readers
matters
general
sorts.
a
my
them
only
way
adopt
to
like
of different
to
here
some
so
it
similarly serve
attempts
this
with
such
I offer
just
be
himself,
unto
possibly point
which
would
all
as
of
most
well
In
a
to
sort
work
me.
be
must
Perhaps
would
to
put this forward
not
lead
always
in
fail
young
people
such
matters,
because
the
of
try
to
and
in
processes
different.
is
let
the
suggestions
for
your
to
own
working
processes
rules
of
adapted
peculiarities.
HOW
whatever
And
people
your
they
serve,
while
service
only
assume
control
the
over
student
later, with
will
contrivances
whatever
of
contain
the
few
a
and
desirable
make
throw
time.
away
of
place, because
a
to
cultivate
more
precision
second
fail
to remember
to
where
remembering
things
at
deal
only
with
to
the
inherently unworthy.
a
the
it is
them
are
in
these
the
husks
which
first
makes
it would
claim.
In
be
of
than
it
recollection
they
their
Bat,
the
Thirdly,
most.
systems
of
to
simply
the
remember
themselves.
as
and
completeness,
needed
things
; but
greater degree
justly
to
paratively
com-
possible
is to
than
far
seeming
difficult
aim
they
in
necessity,
them
can
they
only
often
use
of
of
master
all their
all
they
systems
elaborateness,
systems
more
the
vation
culti-
worthless,
are
itself
difficultywith
that
are
just
generally
for
chief
task
the
any
in which
one
very
memory
than
for
cases
master
their
place, with
usually
is
the
These
always,
They
difficult
it
it
to
mechanically
things mechanically
worthless,
attempt
any
of
or
elaborate
without
suggestions
number
are
a
sooner
"
remember
involved.
to remember
they
systems
they
tyrants of
memory,
Temember
to
good
limited
become
oi
are
moment
certainly meet,
to
faculty
They
the
mechanical
wishes
one
and
rules
your
MEMOKY.
which
by
making
work
sort.
almost
of
systems
intellectual
avoid
they
MECHANICAL
The
of
masters.
man,
particularly objectionable
141
READ.
else
everything
other
of
those
or
AND
processes
your
above
be,
may
STUDY
TO
aid
wo
after
lies
in
of
knowledge,
vices
debe
all, the
the
fact
words,and
hence
"
142
HOW
MUCH
HOW
Students
within
read
should
this
In
other
in
as
a
or
the
to
of
matters
worth
estimate
give
an
will
be
even
approximately
answers
of
it
nature
anything,
in
correct
general principle is, that
than
more
for
discover
or
is
one
majority
a
Again,
made
yet
that
proof
In
positive
of
point
Most
of
have
very
little
surfeit.
lectual
guide,
and
far
danger,
if
few
in
a
very
only the
asks
I
Is it best
a
young
answer
It is
to
man
Yes,
in
and
certainly best
fixed
a
the
on
reading
have
has
letter
have
we
read
too
the
is not
is
in
be
of
this
case
of
a
proper
at
which
need
an
inteL-
a
pretty
it
cases
without
of
much.
student
score
amount,
TO
that
read
large majority
WHEN
"
he
have
we
little,and
to
as
reader
information
with
fact
people
appetite
-
the
much.
apprehension
The
the
all that
too
too
freely indulged,
of
of
fact, very
read
us
to-day
and
use
read
have
we
ordinary
imperfectly
or
mind
the
store
may
the
for
surfeit
a
food.
digested long hence,
be
be
intellectual
his
we
it is difficult
perfectly
be
for
read
not
would
insufficient
wholly
how
should
we
what
but
;
Moreover,
just
assimilated
safe
is
another.
of
not
digest
can
we
intellect
one
food
to
they
cases.
The
to
similar
a
to
of
and
year,
much
question.
impossible
which
how
inquire
to
month
given
READ.
TO
led
a
been
have
all sorts
often
are
YOURSELF.
EDUCATE
TO
may
kind
any
sort.
READ.
times
now
lying
before
read
to
?"
me.
No.
to
have
fixed
times
for
reading if,
144
HOW
and
the
night
is
and
write
own
other
well
as
the
it is well
find
be
to
of
the
and
study
interruptions
learn
may
to
do
to
with
learning,
even
sure.
lei-
uninterrupted
STUDY.
hours
waking
our
The
something.
morning
read,
to
worth
abundant
have
all
the
you
midst
anybody
THOUGHT
During
time
learn
to
in
This
else.
who
people
in
"
case.
practice, and
little
it best
do
can
whatever
quite
anywhere
to
YOUKSELF.
important, however,
to
as
EDUCATE
you
at
or
"
in your
best
It
a
when
studying
at
"
TO
moment
we
think,
to
cease
of
thinking
are
we
we
are
asleep.
fact
This
lesson
is
is well
not
value
to
to
do
to
walk
we
another
thinking
But
result
any
this
of
loss
is
anything
must
train
of
the
to
us,
form
except
them
of
cars,
or
intellects
half
intellectual
is
of
to
of
our
produces
the
riot
and
ill
only
vialities.
tri-
among
self-control.
Such
their
istence
ex-
of
accomplishment
educational
results.
operations,
satisfactory and
all
accident.
not
culture,
the
that
by
run
are
subject
one
brains
it be
to
habits
necessary
to
free, we
is
our
labor
satisfactory
our
result
of
thoughts
least
at
the
minds
our
labor
intellectual
need
like
to
in
ride
or
the
and
wearing
absolutely
control
our
atic
system-
make
to
as
a
listlessly from
on
care,
value
constitute
leaves
run
allowing
We
habits
them
all this
of
streets,
which
without
"
nothing
make
us
thoughts
thinking,
on
go
of
many
our
the
in
else
let
to
apt
control
so
anything
very
how
We
its
?
us
When
but
but
everybody,
to
learned.
always
thinking, thinking,
effort
known
enough
if
we
systematic
We
would
activ-
HOW
mind
The
strongly
study,
useless
urge
else
nothing
that
his
the
let him
Then
of
and
take
He
will
from
an
when
also
extent
that
him
at will.
for information
find
and
care
him
another
up
soon
men
have
and
Let
about
everything
much
as
thought-
that, taking
such
to
I
always
systematic.
subject
one
him
about
self-control
culture.
quite
think
be
question
for
and
learn
shall
habit
dismiss
may
him
uncor-
of
habit
Let
rest
reasons
for consideration,
ready
let
offers,
thinking
cultivate
he
other
or
these
the
called.
from
not
"
the
but
course,
For
student
it is sometimes
as
subject
some
the
upon
is
as
thinking.
sleep
activity.
control
such
to
random
from
145
READ.
rest, of
and
change
and
trolled
fatal
so
have
must
from
comes
nothing
AND
loose, unguided,
of
habit
this
is
there
ity,and
STUDY
TO
that
he
things
can
from
as
books.
As
the
and
we
rule,
a
about
things
abstract
in
hand
to
observing
our
things
them
at
furnishes
us
the
habit
greatest
of
human
thing indeed,
to
furnish
James
have
man's
habit
of
the
world
we
if
food
should
accomplishes
has
for
Watt,
resulted
in
A
very
thought,
he
when
is
almost
always
of
habit
about
simple
tea-kettle
a
and
this
one
civilization
trace
find
moment
of
some
it, thought
full
certainly
anything
is
saw
the
advanced
History
could
This
object-lessons,
steam-engine,
our
we
possible
the
other
are
thinking
achievements.
incalculably.
accurately,
who
which
object-study
illustrations, and
man
now
best
very
that
keep
to
thought.
and
men
than
there
as
for
the
them,
it is best
surroundings
the
it, we
food
observe
of
long
so
furnish
very
about
think
hence
and
reserve
it is this
because
should
we
and
us,
and
lid, but
that
ourselves,
subject
chosen
of
it is better
of
just
these
that
to
of
such
things
every
himsell
146
HOW
the
to
or
world,
There
and
some
will
suggest
natures
mind
of
only good
be
accepted
in
the
authority
is sufficient
of
by the
believe
do
only
and
precisely
what
make
and
dogmatic
open
for
the
of
sake
here
Just
fall, and
a
a
it
learning
is
habit
into
that
is the
habit
fact
and
rect
cor-
stood
underto
all be
pounds,
com-
be
to
such,
themselves
if
they
bad
as
as
do,
hope
soning
unrea-
an
soning
unrea-
mind
questioning
it
about
more
to
An
the
holding
of
a
thing
everyare
tainly
cer-
ones.
which
of
trying
caution
to
necessary
bad
puzzling
habit
the
tells
myself ready
after
of
habit
valuable
exceedingly
against
and
conviction,
to
the
is
science.
is
skepticism
but
credulity,
fact
do
their
sub-
who
the
chemists
in
chemistry
my
discovered
necessity
discoveries
new
any
of
must
they
should
it
and
is
may
the
what
Authority
this
holding
be
ceptance
ac-
easy
that
as
substances
worse
no
chemist
far
in
tioned
men-
elementary
are
me
for
Doubt
the
in
eminent
ultimately
may
I read
carbon
but
is
proof.
authority,
so
their
be
may
prompts
convince
fact
all these
and
it is
of the
the
part
hand
in
there
without
and
to
most
investigate.
and
"When
chemists,
that
and
facts
as
acter.
char-
cultivated
the
however,
which
farther.
no
hydrogen
this
them,
wisdom,
far
so
be
himself
takes
that
than
statement
I
of
for
this
sufficientlyindicate
doubt
to
oxygen,
tances,
of
two
professed
is
me
and
of
to
some
these
who
good plan
of
and
habits
to
habits,
student
forerunner
habit
that
mental
or
YOURSELF.
success
themselves
One
a
the
his
shunned,
the
to
training.
is
be
to
EDUCATE
owes
other
are
It is
TO
a
good
accepting
to
account;
the
for
the
many
reader
people
statement
it before!
of
as-
"
HOW
other
beginning
way
is
There
why
living fish
a
add
the
to
advanced
theories
fish
the
into
assumption
true
solved
have
nine
of the
A
and
of
ingenious
many
learn
not
deal
good
first
to
as
does
water
I believe
putting
ing
livnot
or
based
was
it
a
whether
question
of
for
minds
puzzling
all,and
was
a
coming
they
in
sometimes
and
ten,
arrange
the
are
slip it
a
universal
yet
even
pack
bottom,
the
terms
deceptions.
He
sets
facts
are
not
at
upon
which
the
them
end
wrong
till
of
doomsday
the' truth
to
nearer
the
myself testing
this
with
habit
deceive
when
bunglingly
of cards
and
then
pack
with
to
the
as
is.
cards, which
it will
experimenting
into
because
only
verify
and
habit
continue
amused
trick
simple
every
step
making,
of
which
search.
nearly
nobody,
a
failures
this
they, having begun
investigations, might
of how
his
seeming
over
of
solve.
in
success
their
I have
and
juggler depends
at
without
the
failures
are
to
facts
are
in
examine
tried
hand
is full
lives
they
to
they
sleight
to
people
ten
omitted
problems
men's
Washington
men's
of
out
cases
Every
you
question
of
any
tion.
investiga-
an
explanation.
to
the
at
consumed
inventors
their
at
puzzling
it, by
of water
Onice
Patent
which
of
of
in
or
one.
The
in
end
subject
of
which
on
stated,
whole.
the
who
is
vessel
a
way
vessel
a
a
the
on
by
Franklin
Dr.
of
it
147
READ-
wrong
into
put
AND
as
of
story
had
was
is
the
at
weight
speculation
was
old
an
STUDY
fact
the
that
certaining
TO
of
question
is
to
performed.
three
that
it lies, face
spot
person
of
deceive
out
It
of
is
to
suite
any
with
surdly
ab-
an
eight people
give the
ace
There
ought
about
the
the
whom
suite, bidding him
downwards,
on
the
148
he
When
table.
EDUCATE
shall
have
toward
its face
hold
of the
two
three
he
which
just slipped
of
would
intelligent
set
them
performed
trick
simple
the
in
ence
pres-
of whom
one
not
of
one
it
not
or
this
seen
done,
was
whether
inquire
to
it
how
out
has
he
I have
every
card
this
which
again
or
of the
bottom
that
yet
women,
blow,
you,
ace
over
over
really
done.
was
greater
with
is
this
Now,
precisely
of
A
of
We
of these
we
remark
to
the
thought
Mr.
out
in
the
Beecher,
Dr.
of
who
that
to
sleep
does
hardly
be
per
"
forty
the
on
two
any
as
anything,
worth
such
people
and
when
a
man
work,
never
he
;
but
probably,
denies
wants
aa
agree
hours
told, twelve
are
we
for
a
Franklin
Dr.
much
that
saying
for
justification,
day enough
quite
winks"
are
maintained.
twenty-four ordinarily,
additional
sleep,
of it in the
for
reason
schedules
did, sleeps,
Franklin
subject
dictum
modifications
sufficient
amply
six hours
Franklin's
other
prearranged
proportions
the
on
then.
no
fact
thought
have
study, work,
between
various
were
find
should
a
TIME.
wasted
been
Dr.
see
and
now
if there
Now
Qone
all
we
newspapers
daily life,I
to
interferes
greatly
OF
time
remember
all
subject, and
as
of
day
every
place.
has
of advice
apportionment
etc.
in
APPORTIONMENT
deal
great
habit
the
as
this
in
notice
all do
we
investigation
successful
worthy
what
extent, and
less
or
THE
an
and
men
thinking
ever
and
over
finding
about
the
be
place, and
another
to
know
must
man
pack,
thumbs
the
at
ace
possibly
cannot
into
the
next
the
up
two
your
card
the
on
intelligent
sees
this, take
done
exhibit
and
Every
pack.
YOURSELF.
place
you,
spots
something,
say
it
TO
HOW
himself
them.
fact
The
materially
sleep than
more
Some
to be
law
a
unto
disastrous
need,
We
be
be
must
of work
If
we
rest
have
that
of service.
be
Now
with
our
waste
places,
give
less
bodies
we
"
them
strength,
and
rest
else
at
it
may
this
is
must
keep
and
will
always
us,
what
in
inevitably
that
waste.
milarly,
it sito
do
must
repair
their
order, and
keep up their
to
break
est
full-
cease
we
working
enough
premacy
su-
the
for
and
must
them
hold
care
care
out
wear
get
take
we
and
Reason
repair all
to
We
food
to
we
precisely
minds.
they
for
with
body
life.
in
wish
we
not
and
enough
in
both
enough
work
yourself
self-indulgence.
animal,
an
food
machinery
in*order
of
if
you
result.
should
But
out
enough
the
perfect
continue
never
anything
reason
impulse.
measure
has
and
sleep
to leave
ourselves,
accomplish
guide,
our
over
he
of
masters
all
the
so
student
to
unlimited
advise
the
to
and
"
student
allotted
Get
feeling, as
not
would
we
term
want,
each
extravagance
no
denies
sitting as
a
worn-out
I do
must
if
the
you
at
long
so
course
mind,
as
labor, while
is for
is
twelve.
or
much
as
prostrated,
Of
which
hours
studies
your
a
eat
"
economy
food.
resting.
case
a
There
sleep, whether
four
be
rest
such
in
himself.
the
as
needed
any
rule
require
more
continuous
frequent spells of
only good
The
require
some
of
hours
Some
other.
each
as
everything else,
in
this, as
in
from
many
have
must
that
149
READ.
AND
others, just
stand
can
others
be
to
seems
differ
men
STUDY
TO
HOW
down,
more
or
entirely.
But
in
saved
by
often
serves
the
a
from
in the
of
matter
little
the
care.
purpose
work
work
rest,
Change
hand,
good
is
better
than
When
one
would.
in
a
it
is very
deal
of time
itself
in
an
is
often
be
may
rest, and
attempted
it
sation
ces-
ed
greatly interest-
impossible
to
150
it at
dismiss
of
works
it
is
always
It
it
needed,
for
is still in
before
while
be
may
the
this
the
ceasing
drawn
to
if
with
different
the
is
rest
entirely,
from
away
mind
as
case,
read
the
the
book
the
-quit
from
and
mind,
wholly
a
simply
rest
to
is
of
book
some
to
always
not
actively without
as
up
and
mind,
best, where
take
a
mind
the
quite
to
is
subject
at
YOURSELF.
the
book
a
The
reading.
EDUCATE
from
once
reading
the
acter
charthat
so
with
matter
it is wearied.
which
There
are
work
to
all
at
all the
gives
when
times
"
relief
fact
this
it
times, too, when
many
quit work
to
TO
HOW
the
mind
will make
it
is
not
and
needs,
great
of
change
simple
a
a
necessary
little
a
tention
at-
of
economizer
time.
MANY
HOW
is considerable
There
colleges
to
five,
are
too
and
the
I
and
single branch
before'
to
on
carry
as
as
Probably
the
as
these
are
cases
proper
as
objections
three, four
to enable
the
in
one
or
all.
in
is to
in
either
the
the
five studies
rest
known
the
have
end
studies
of
a
the
others
at
in
result
once,
the
end
other.
matter,
furnish
dents
stu-
known
accept the
and
five
ITy taking
to
exceptions.
extreme,
to
I
The
as
plan
rule
student
through
three
that
say
have
separate
case
successful
to
it
nine
well
I
In
once.
is from
to
the
to
as
at
results
another.
up
safest
the
; but
ONCE?
AT
opinion
prepared
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excellent
as
the
be
few
most
many
in
good
pursued
pushing
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vvas
should
too
taking
ON
usually prescribed
three
or
CARRIED
of
certainly
accomplish
to
BE
difference
number
am
many
course
that
studies
of
number
the
SHOULD
STUDIES
college
and
to
regard
Certainly,
the
by changing
there
ate
moder-
more
enough
tom
cus-
of
from
variety
one
to
IU
tu
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OF
PUBLICATIONS
G.
PUTNAM'S
P.
SONS.
COREA.
Oppert
(Ernst).
full
of
A
Forbidden
of
description
the
Voyages
or,
hitherto
the
to
almost
entirely
With
Corea.
of
history, etc.,
custom,
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people
16,000,000
some
Land;
community
a
unknown.
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illustrations
.
44
A
44
Of
work
of
interest."
rare
interest
novel
(H.
Great
With
U.
Land
u
Sun.
TERRITORY.
Assistant
Sketches
; or,
illustrations
Robinson's
Mr.
of
from
Consul
Life
Manitoba).
at
the
in
Hudson's
The
Bay Territory,
Charles
designs by
as
.
narratives
adventure
of
attractive
as
Y.
Gasche.
i2mo,
extra
novelty
story
S.
a
romance."
N.
"
Y.
THE
Codman
(John).
The
Oregon,
Nevada,
.
freshness
Round
.
and
glow
attention
the
of
of
.
delineation, founded
makes
reader, and
on
the
WEST.
Trip,
Utah,
by
of
way
Panama,
and
Idaho,
Agriculture,
through
Colorado,
Mining,
with
Scenery,
nia,
Califor-
Notes
and
on
People.
Cloth
.
.
14
a
his
Tribune.
GREAT
Commerce,
Railroads,
a
commands
75
1
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exhibit
which
00
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.
certain
value."
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formerly
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cloth
N.
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HUDSON'S
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intrinsic
and
THE
Robinson
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.
is
.
1
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.
50
taken
for
really an unusually entertaining
travel,
and enlarged upon
objects and things not often written
them
points of observation
up,
in an
feels as if he were
unrestrained, familiar
fashion, so that the reader
being entertained
for his special benefit
Worcester
Daily
Spy.
by letters written
by a personal friend."
his
This
book
of
for the
author
has
'
4
"
SOUTH
Anderssen
author
(C. J.),
AFRICA.
of
"Lake
Ngami."
Notes
Travel
of
in
Africa
.
44
-St.
"
A
vivid
wonderfully
Louis
.
and
.
narrative
realistic
Amicis
TURKISH
de)
(Edmondo
last
journey
of
heroic
a
Translated
Constantinople.
remarkable
by
Caroline
1
work.
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.
.
.
The
.
words.
.
descriptions
THE
(Isabella), author
Tracks
in
author
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.
.
are
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ROCKY
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artist,a
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wonder-worker
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Life
in
Islands,"
the
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beaten
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Miss
Bird
is
an
ideal
.
.
.
She
writer.
has
.
or
episode,
London
and
Spectator.
describes
these
with
50
MOUNTAINS.
"Six
Japan,"
poet,
a
skill."
rare
.
Illustrated
44
75
traveller."
"
.
.
Bird
of the
.
CAPITAL.
Tilton
A
.
Republican.
THE
44
1
.
a
:ity that
simplicity
.
"
regard
is
as
to
the
effective
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as
of
a
75
scene
it is artless.1'"
PUBLICATIONS
OF
G.
PUTNAM'S
P.
SONS.
SCANDINAVIA.
(Frank, Jr.),author
Vincent
Norsk,
41
by
a
Lapp,
Mr.
of
perpetual flow
remark.""
with
good
Pole
With
North
STANDARD
in
Life
$5
"
the
it is in
Bui
excellent
that
in
to
other
gives of the Japanese
its
Morocco,
TRAVEL.
by
Bosphorus,
the
.
00
.
to
Pyramids,
the
by
of
way
2
.
and
Y.
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Isabella
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etc.
that
manners
is there
she
anything
of
author
Lady's
"A
illustrated,
8vo,
illustrated
8vo,
one.
00
.
volumes,
2
in
volumes
2
men
in
excels, and
like
vivid
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them
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picture
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00
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World.
Places.
and
of
way
2
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English
N.
Edmondo
By
Tilton.
Rollin
Amicis.
de
uniform
fully illustrated,
8vo,
lated
Transwith
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and
"Spain"
in
book'
people.""
C.
gestive
sug-
11.
By
edition,
People
by
and
acute
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.
Porte
the
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descriptions of
no
are
pointed with
OF
.
Japan.
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Popular
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enlivene"
I.
8vo, illustrated.
in
S.
Broadway
From
; or,
Tracks
Unbeaten
50
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.
reports
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etc.
illustrated
8vo,
Cape.
Palestine.
.
and
Samuel
By
From
; or,
Sunbeams
His
.
Elephant,"
maps
WORKS
PART
Orient
White
Ripley.
Sunbeams
the
the
frontispiece and
PART
Arctic
of
simplicity.
vivacity.
and
Pyramid.
to
Land
...
AND
From
The
unaffected
humor
George
RECENT
"
Finn.
and
writes
Vincent
of
200
.
.
.
.
and
complications has for the moment
political interests
European
of life and
thought of one
Africa, and this description of methods
of the most
African
of the most
picturesque of
by one
peoples, and
picturesque of North
modern
travellers, has at this time a special interest and value.
and
of color and
of brilliant contrasts,
worthy subject
is a country
a
Morocco
presents
called a painter in words.
has been
for a writer who
revels in color and
The
been
of
centre
transferred
to
Old
Portugal,
North
and
New
Oporto.
New.
and
By
cheaper
Oswald
Crawfurd,
edition.
8vo, with
British
the
all
Consul
original
at
trations
illus2
.
u
The
work
possesses,
in
.
.
.
addition
to
a
keen
sense
of
.
.
.
humor
and
remain
trustworthiness, and will undoubtedly
description, a thorough
Nation.
The
country."
subject of this interesting and little known
a
the
25
of
lively power
authority on
the
"
Cuban
Sketches.
Graphic
humor
and
an
Written
mercial.
By James
W.
character
studies
of life and
by
exceptionally picturesque style.
with
much
spirit
and
8vo, cloth
Steele.
inimitable
an
powers
old
extra
resident, who
of
1
.
has
a
keen
description." Cincinnati
50
of
sense
Com*