{"1": {"fulltext": "", "height": "3715", "width": "2415", "jp2-path": "howtostudy00well_0001.jp2"}, "2": {"fulltext": "A\\nco^*:\\n%4\\n4-\\nl^\\n^^0^\\ns^\\nin\\n1 o\\ne^\\n6o^,\\nAi\\n^^9.,\\n\u00e2\u0096\u00a0.f-^-^\\n^^o\\n.N^\\nv^*^\\ntP\\n;5 o,.\\n\u00e2\u0096\u00a0h", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0002.jp2"}, "3": {"fulltext": "V\\nV\\nV^\\nip\\n9^\\nV.-o\\n.s^\\n^\\\\r\\n^-o.^^^\\nV yp\\nrO^\\nr.\\nc5\\n_", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0003.jp2"}, "4": {"fulltext": "Digitized by the Internet Archive\\nin 2011 with funding from\\nThe Library of Congress\\nhttp://www.archive.org/details/howtostudyOOwell", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0004.jp2"}, "5": {"fulltext": "", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0005.jp2"}, "6": {"fulltext": "", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0006.jp2"}, "7": {"fulltext": "How to Study", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0007.jp2"}, "8": {"fulltext": "The ^^How Series\\nBy Amos R. Wells\\nHow to Play\\nHow to Work\\nHow to Study", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0008.jp2"}, "9": {"fulltext": "How to Study\\nBy AMOS R. WELLS\\n^rwrm\\nUnited Society of Christian Endeavor\\nBoston and Chicago", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0009.jp2"}, "10": {"fulltext": "56414\\n)-ibr\u00c2\u00bb.i }f \u00c2\u00abt Con\u00c2\u00ab\u00c2\u00bbr\u00c2\u00abN\u00c2\u00ab\\n\u00e2\u0096\u00a0*\\\\At Cu\u00c2\u00bb \u00c2\u00bbtt ((ta\u00c2\u00ab\u00c2\u00abco\\nOCT 4 1900\\nCf ,W^ wiry\\n\u00e2\u0080\u00a2^..^^e.^^f!.^...\\nS\u00c2\u00a3C01ilO COf V.\\n0^\u00c2\u00abWe\u00c2\u00ab\u00c2\u00abrf(n\\nOROei? DIVISION,\\nOCT 18 1900\\nLBI007\\nCopyright, 1900,\\nby the\\nUnited Society of Christian Endeavor", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0010.jp2"}, "11": {"fulltext": "CONTENTS\\nCHAP.\\nPAGE\\nI.\\nFolks That Have Graduated\\n7\\nII.\\nThe Books on the Subject\\nII\\nIII.\\nThe Good of Pencil-Tablets\\ni6\\nIV.\\nHow TO Take Lectures\\n23\\nV.\\nCram\\n31\\nVI.\\nPer Centum\\n40\\nVII.\\nConquering the Examination Bugbear,\\n46\\nVIII.\\nStudying on Business Principles\\n50\\nIX.\\nMidnight Oil\\n54\\nX.\\nWasting Brains\\n58\\nXL\\nWhat Is Under Your Head\\n62\\nXII.\\nThe Lesson Simpson Learned\\n65\\nXIII.\\nThe Ethics of Quotation Marks\\n69\\nXIV.\\nHow Scholars May Improve Their\\nTeachers\\n75\\nXV.\\nPut Your Play into Your Work\\n83\\nXVI.\\nGet One Day s Work Ahead\\n86\\nXVII.\\nAbsorbing Information\\n89\\nKYIll.\\nPutting One s Mind on It\\n95\\nXIX.\\nMemory-Training\\n103", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0011.jp2"}, "12": {"fulltext": "CONTENTS.\\nPAGE\\n107\\nIII\\nXX. Coin of the Realm\\nXXI. My Ever-Ready\\nXXII. The Finishing Touch\\nXXIII. The Clue in the Labyrinth\\nXXIV. Why Are You Studying?\\n127", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0012.jp2"}, "13": {"fulltext": "HOW TO STUDY,\\nCHAPTER I.\\nFOLKS THAT HAVE GRADUATED.\\nO you know what the word gradu-\\nate has come to mean Ask a\\nfond father, whose son has just re-\\nceived a diploma from high school,\\nacademy, or college, what the word gradu-\\nate signifies and he will say, Why, he s\\nthrough Through As if education were\\na Great Dismal Swamp, and the lad had just\\nscrambled out to firm land again\\nA far different idea lies hidden in the noble\\nword, graduate, an idea of the vast hill of\\nlearning, broadl}^ based on the common world\\nof everyday things, and rising by fair terrace\\nafter fair terrace, until it reaches that golden\\ncloud which hides from mortal eyes the throne\\nof God To graduate, to receive a de-\\ngree, is to ascend only one step toward the\\nsummit. There are many grades up to which\\n7", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0013.jp2"}, "14": {"fulltext": "8 HOW TO STUDY.\\nwe must graduate. It is a hill of manj^ de-\\ngrees, this hill of learning and what are we\\nto think of people who say of a graduate,\\nHe s through\\nOf course I do not know how many novels\\nyou have read but you are aware that before\\nthe last page of the novel the heroine is very\\nlikely to say, Oh, Orlando You can never\\nhave loved me at all, or else you would love\\nme forever. The heroine may be right she\\nprobably is but, at any rate, this lover s sen-\\ntiment is true for the student. It may be said\\nsafely that, with few exceptions, the man or\\nthe woman who has ceased studying has never\\nreally studied at all. O, I suppose there may\\nbe backsliders among students as well as among\\nChristians and yet, as I would suspect the\\ngenuineness of the original conversion of a\\nbackslider from Christianity, so I have my\\nserious doubts whether a man who is not still\\na student ever was a student.\\nI hope you do not consider this comparison\\nan irreverent one. I assure you that it is very\\nfar from that. To the true student, study has\\nmuch of the sacredness of religion. He enters\\na library with as much awe as if it were a\\ncathedral. He feels himself called to study\\njust as really as ever a preacher was called to\\npreach. He enters upon his work with as true", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0014.jp2"}, "15": {"fulltext": "FOLKS THAT HAVE GRADUATED. 9\\na consecration as any bishop s. A human\\nmind that has once felt the rush of -solemn\\npride at first sight of a new truth will always\\nbe hungry for more moments like that and\\nthe reason why so many graduates are\\nthrough is because they have never really\\nbegun to study and think for themselves.\\nLet me ask you a ridiculous question. How\\nwould you feel if with a magician s wand I\\nshould suddenly annihilate your body, and\\nleave you, my reader, sitting before this book,\\nan incorporeal mind Would you be perfectly\\ncomfortable, or would your mind go feeling\\nafter your body as the soldier s mind gropes\\nafter his buried limb Would you cry out\\nfor hands to sew with, and for pockets to put\\nsome money in, and for fingers to clutch the\\nmoney Such a transformation is coming\\nsome day, is it not, to all of us but it hardly\\nmatters to the student. His mind is not afraid\\nto be alone. Trained by earnest study, exer-\\ncised in wide reading, strengthened by hard\\nthinking, his mind, his spirit, has come to\\nseem to him what it really is, the only endur-\\ning part of him.\\nBut these poor people who have graduated,\\nand got through with study, and out among\\nthe dollars and dimes, the stitches and ditches,\\nthe saws and the ledgers, what will they,", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0015.jp2"}, "16": {"fulltext": "10 HOW TO STUDY.\\nwhat will they do on that great Commence-\\nment Day, that commencement of a life of\\nspirit, of thought, of study, with dimes,\\nstitches, and ledgers left out Money can do\\nvast good. Brawny arms and deft fingers are\\na nobleman s title. Skill with machinery,\\ncleverness at carving, shrewdness in sowing\\nwheat these are well worth strivino- for.\\nBut on that Commencement Day when we\\nmust all graduate from the flesh, how pitiable\\nwill seem the shrewdest millionaire who got\\nthrough studying long ago, beside his poorest\\nneighbor whose mind has been taught to\\nthink, whose heart has been taught to feel", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0016.jp2"}, "17": {"fulltext": "CHAPTEE II.\\nTHE BOOKS OlS THE SUBJECT.\\nBIBLIOMAl^IAC is a man who, if\\nhe had to choose between getting\\nthe ideas in a book and getting the\\nbook itself, would say, Give me the\\nbook. This is silly enough, but, on the con-\\ntrary, many original niinds have been spoiled\\nbecause their owners have not, before begin-\\nning their studies, gathered the books on the\\nsubject.\\nSome people are so bent on being original\\nthat they hardly dare look into a book. Not\\nbeing instructed in other men s work, they are\\ncontinually cackling over ideas that other\\nbrains have hatched out long ago, and stum-\\nbling at obstructions that every one else knows\\nhow to get around. They think that original-\\nity consists in doing things themselves, whereas\\nit really consists in doing things that no one\\nelse has done for us. The wise student, seeiug\\nthe infinity of matters to be learned, is only\\ntoo glad to study all he can by proxy. He\\nreads greedily the books on the subject.\\n11", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0017.jp2"}, "18": {"fulltext": "12 HOW TO STUDY.\\nI well remember the boys of several arith-\\nmetics in the public schools bright fellows\\nwho would come to me at recess or noonings\\nwith sums from Greenleaf or other old-time\\ntext-books fished out from the attic. I well\\nremember the boj^s of several geologies at col-\\nlege, whose recitations showed them as famil-\\niar with Dana and Winchell and Geikie and\\nLyell as with Le Conte. I remember these\\nyoung fellows because they are making their\\nmark now in the world. They are well-read\\nlawyers, doctors of more than one prescrip-\\ntion, teachers who hold life-certificates, farm-\\ners who can raise more than one cereal.\\nStudents forget that they are studying text-\\nhooks only. They make their one text-book\\nthe whole sermon. To be sure, an old maxim\\nbids us beware of the man of one book. He\\nwill be so thoroughly familiar with it, the idea\\nis, that he will be an ugly customer to meet in\\nan argument. But that maxim is false, like so\\nmany others. The truth is, that you never\\ncan know one book until you have become ac-\\nquainted with many, on the same subject.\\nThe other books, with their new ways of put-\\nting things, will be sure to change your opin-\\nion of the first book.\\nBesides, reading the new book will add to\\nyour wisdom, even if it contains nothing new.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0018.jp2"}, "19": {"fulltext": "THE BOOKS ON THE SUBJECT. 13\\nIndeed, you should read new books on an old\\nsubject more to gain the old facts and ideas,\\nthan new ones. Do you know how facts be-\\ncome friends? In the same way as people.\\nFriendship with a man springs, not from one\\nmeeting, but from frequent contact, in streets,\\nshops, churches, crowds, and alone. Facts and\\nideas also become our friends only as we meet\\nthem in different kinds of type, strange covers,\\nnew garbs of language, and at unexpected\\ntimes.\\nOf course I do not^ mean that you are to\\nread with equal thoroughness everything you\\ncan find on the subject, whether it be weighty\\nor. trivial. Part of the advantage of the habit\\nI am advocating is the sense it will give you\\nof proportionate values, and the drill it will\\ngive you in the sublime art of skimming.\\nOften the knowledge of where certain facts\\nare to be found is all you can carry away from\\nthe reading of a book on your subject this\\nknowledge, however, is no mean acquisition.\\nBut, some one may ask, after all this\\nparallel reading will not my mind be too sated\\nfor any original work No. Most minds\\nare like those old-time pumps into which you\\nmust pour water to start them. To me a row\\nof authorities with whom I have been hobnob-\\nbing on a matter is tremendous inspiration to", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0019.jp2"}, "20": {"fulltext": "14 HOW TO STUDY,\\ngo to work and do something worthy of the\\ncompany I have been in. It is a great blun-\\nder to suppose that any head can be too full\\nfor originality.\\nI hear, too, the wail of the lazy man Oh,\\nthe time, and oh, the trouble, to lift about\\ntiiese huge atlases, encyclopaedias, dictionaries,\\nand gazetteers! I have nothing to say to\\nyou. Master Wilted, except that everything\\ngood is made of time and trouble. But indeed\\nyou will find, if you make the experiment, that\\nafter reading one book on any subject it is\\ntwice as easy to read the second, four times as\\neasy to read the third, and sixty-four times as\\neasy to read the seventh.\\nStill one more objector, and this time it is\\nMaster Economy. What! he cries, buy\\nthree text-books instead of one, and whenever\\nI travel anywhere, or go a-fishing, or buy a\\nhorse, or invest in a mortgage, I must pur-\\nchase volumes on these subjects? No, Mas-\\nter Economy, I did not say that and do not\\nneed to, in these days of free libraries. A\\nstandard encyclopaedia should be yours, and\\nwill give you riches of suggestion. So will\\ndictionaries, those fascinating tomes. Besides,\\nnowadays books are so cheap that we are\\nalmost hired to take them off the dealer s\\nhands; and these cheap books are not cheap", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0020.jp2"}, "21": {"fulltext": "THE BOOKS ON THE SUBJECT. 15\\nin quality, but standard works in all depart-\\nments of literature. And if you lack all these\\nresources, then remember that it is no disgrace\\nto borrow, provided you return uninjured what\\nyou borrow. The places are few in these\\nUnited States where any one may not get full,\\noverflowing information on almost any sub-\\nject, if he will but reach out after it.\\nHave you ever made rock candy You take\\nthe hot water and stir in sugar until the liquid\\nis saturated. Then you hang a string in the\\nmiddle, and let the liquid cool. Come back\\nthe next day, and you have a mass of most\\nbeautiful crystals clustered about the string.\\nOne of the most fruitful methods of studying\\nis precisely this of saturating your mind with\\nfacts and thoughts, and then letting down a\\nstring and fishing for crystals.", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0021.jp2"}, "22": {"fulltext": "CHAPTEE III.\\nTHE GOOD OF PENCIL-TABLETS.\\nHATEYER books the student may\\nhave, there is one book which he\\nmust use in studying any subject:\\nthat is the pencil-tablet. It is not\\nmany years, I think, since some Yankee hero,\\nwho should be honored with a lofty monu-\\nment, conceived the beneficent idea of fasten-\\ning loose sheets of paper together with glue,\\ngiving them a pasteboard stiffening, and send-\\ning them forth to dwell at the right hand of\\nevery scholar. No arithmetician can calculate\\nhow much this little rough-and-ready contriv-\\nance has helped the student world. Pencil-\\ntablets have taught brain-workers the close\\nconnection between lead-pencils and knowl-\\nedge. They have shown us how easily and\\nrapidly the littles grow to the mickle when\\nthere is a place for their ready reception and\\naccuuTulation. In fact, pencil-tablets are the\\nsavings-banks of thought.\\nDo you know the easiest, swiftest, and most\\nthorough way of studying almost any lesson\\n16", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0022.jp2"}, "23": {"fulltext": "THE GOOD OF PENCIL-TABLETS. 17\\nIt is this. Sit down with text-book and tab-\\nlet, and proceed to report the lesson. You\\nknow what the reporter does, all but the few\\nwho make verbatim reports he gets the facts\\nin the case. As bulldog to the throat of growl-\\ning bulldog, so directly does he grip the vital\\npoints of a matter,j*ot them down, and let the\\nothers go. Your genuine reporter can sum\\nup a page in a sentence, and a sentence in a\\nword.\\n]^ow this reportorial knack is hard to ac-\\nquire, but of the greatest value to the student.\\nIt is of value for four reasons. In the first\\nplace, for the student, as well as for the re-\\nporter, it is absolutely essential to get at any\\nrate the gist of things. The gist of things is\\nthe skeleton on which they hang it is what\\ngives backbone, solidity, to facts and ideas.\\nA student who does not know how to take\\nnotes will read an entire paragraph with anx-\\nious attention to its details, and miss utterly\\nthe one fact or thought to present which the\\nparagraph w^as written, about which the para-\\ngraph hangs. The reportorial student will re-\\nmember more details than the other will, but\\nhe will do it by consciously remembering only\\nthe nuclear notion, and letting that draw all\\nits dependencies with it. Set an unskilled\\nman to sketch a pu]3py, and he will painfully", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0023.jp2"}, "24": {"fulltext": "18 now TO STUDY.\\ninsert every curl, every dark spot, every swell-\\ning- of every muscle and then he will not\\nhave the puppy, but only a splotch on the\\npaj)er. Now comes the shrewd artist, and\\ncurves his pencil easily about, once or twice,\\nmaking a few sharp strokes between, and a\\ngenuine, live puppy fairly barks from the\\npaper and wags his tail. That is how this\\nnote-taking method of studying lessons helps\\nthe student it enables him to draw a living\\noutline of the lesson s truths.\\nIndeed, a set of well-taken notes on a sub-\\nject ought to be very much like a picture. A\\npicture differs from a written description, you\\nknow, in its power of flashing the scene upon\\nyou as a whole, not by a slow succession of\\ntouches. If you will make your notes very\\nbrief, mere suggestive words and phrases,\\nand if you will write them almost in the fashion\\nof a diagram, with underscorings showing to\\nthe eye the portions of leading importance;\\nand if you will write in a small, compact, and\\nexceedingly plain script, then your page of\\nnotes will be a half-picture of the lesson, and\\nwill dwell in your memory much as a picture\\ndoes.\\nBesides, the mere act of writing is a marvel-\\nous assistant to the memory. It is a general\\nprinciple tliat anything is better remembered", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0024.jp2"}, "25": {"fulltext": "THE GOOD OF PENCIL-TABLETS. 19\\nif you can associate some act with it. Pos-\\nsibly that is why in the Middle Ages they\\nwhipped boys to make them remember their\\nlessons. A very little energy of the body\\noften saves much labor of the mind, and even\\nmechanical copying of the lesson would be of\\ngreat assistance in learning it.\\nBut this vividness of mental impression to\\nwhich all writing contributes is vastly in-\\ncreased in value by judicious note-taking, be-\\ncause of the sense of proportion which this\\ncondensation cultivates. The blind man, with\\nhis vision half restored, saw men as trees\\nwalking and many a student never passes\\nthis stage of mental vision. He sees mole-\\nhills as mountains, and mountains as mole-\\nhills he sees fundamentals as incidentals, and\\nmere by-the-ways as essentials. Brief notes,\\ncondensed upon a single sheet of paper, show\\nus the subject spread out before us in its true re-\\nlations and proportions, like a bird s-eye view\\nfrom a balloon.\\nWhen you would master a lesson, then, take\\ncareful, wise notes upon it, as if you were re-\\nporting an address. This, at first, will be\\nslower than the ordinary method, but a little\\npractice will marvelously shorten the time\\nand, from the start, the time will really be\\nshorter on the whole, because of the perma-", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0025.jp2"}, "26": {"fulltext": "20 UOJV TO STUDY.\\nnence of your grasp of your knowledge. Most\\nof our modem text-books facilitate and sug-\\ngest this method of study, by printing in\\nheavy type a brief statement of its subject-\\nmatter at the beginning of every paragraph.\\nYet these notes will be nothing but a well-\\ndrawn sketch, after all, unless you think them\\nover. A review will transform them into a\\ncompleted picture. As you read over your\\npage of notes for the first time, some words\\nwill fail to suggest thoughts, some figures will\\nfail to suggest facts, and you must go back to\\nthe original again. Keep this up, doing it\\nmany times, if necessary, until every word and\\nphrase of your skeleton outline has been\\nclothed with the flesh of a vivid conception.\\nThen your lesson is mastered.\\nA volume might be written on the relation\\nbetween pencil-tablets and wisdom. Let me\\ncontent myself with a few additional hints.\\nPencil-tablets can make essay-writing a de-\\nlight. My first step, when I w^ish to write an\\nessay, is to arm myself with a tablet which fits\\nthe pocket. Then comes the campaign for\\nnotions. On the street, about my work, from\\nconversations with friends, on solitary walks,\\nin church, Sunday-school, or lecture-room,\\neverywhere, hints on my chosen topic are fly-\\ning around, and my tablet is the net which", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0026.jp2"}, "27": {"fulltext": "THE GOOD OF PENCIL-TABLETS. 21\\nsnares them. It is astonishing, as is often re-\\nmarked, how full the world is of thoughts for\\nany one who is prepared to think them. You\\nknow, do you not, what the wise men have\\nlearned about consmnption? They have dis-\\ncovered that it is caused by an ugly little\\nAvondrously little plant, which floats about\\nin the air, and is always ready to settle down\\nand set up its poisonous growth in any body\\nwhich by special weakness is made ready to\\ncontract the disease. In just that way men\\ncan contract ideas,^by getting ready for\\nthem. Therefore, carry a pencil-tablet. After\\nthe tablet has caught its load of ideas, the\\nessay is virtually written. You have only to\\nsort the ideas and dress them.\\nIt is well to have many of these tablets as,\\none for queries, such as words about whose\\nmeaning, spelling, or pronunciation we are un-\\ncertain one for points to be incorporated in\\nletters to friends, thus saving time on a second\\nletter after the first is written one for essay-\\nthemes and notions one for facts in regard to\\nyour studies. And it is well, too, to have\\nthese many books in many places, especially\\nif you have not a boy s proud plethora of\\npockets. Nothing is sadder than the condition\\nof a man who revels in notes, when he gets an\\nidea and has nothing whereon to set it down.", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0027.jp2"}, "28": {"fulltext": "22 HOW TO STUDY.\\nAnd, for a final point in regard to this mat-\\nter, what shall we do with our old notes In\\nmost cases, throw them away. Their mission\\nwas ended in the making. Though, of course,\\nif they are notes of reading, of any matter not\\nreadily accessible in other form, they must\\neither be written out in full or pasted in some\\nbook for reference. When found, make a\\nnote on, said dear old Captain Cuttle. In all\\nbut especially valuable cases, good student\\nphilosophy would dictate When found, and\\nmade a note on, proceed to lose the note", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0028.jp2"}, "29": {"fulltext": "CHAPTER lY.\\nHERE was once a young farmer who\\nplanted corn in stiff clay. He did\\nnot plough the soil before planting,\\nnor did he hoe it when the few\\nblades appeared, and yet he grumbled because\\nhe got no harvest. A foolish young farmer,\\nwasn t he\\nBut if he was foolish, what are we to think\\nof the silliness of those who complain that they\\nnever can remember lectures, or sermons, who\\nin the same manner never prepare the mental\\nsoil for the listening nor go over it again for\\nthe remembering Equally foolish, are they\\nnot?\\nYet how many such we have all seen\\nThey go out to hear the renowned Professor\\nBigbrain speak on Toussaint 1 Ouverture.\\nThey bring to the lecture a mind which is ab-\\nsolutely virgin soil. Toussaint may have been\\na monk of the Middle Ages, or a Texas cow-\\nboy, or a French explorer, for all they know.\\nWhen the professor begins to recite that\\n23", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0029.jp2"}, "30": {"fulltext": "24 BO IV TO STUDY.\\nmost romantic story, they are at once plunged\\ninto a perplexing sea of uncertainties. Just\\nwhere is St. Domingo Is it one of the East\\nor the West Indies And why does Professor\\nBigbrain talk about the French and Spanish\\nand the British and the negroes, all in the\\nsame breath But there He mentioned\\nCape Town. It must all be in South Africa\\nAnd there comes in Napoleon Bonaparte.\\nThis can t be in the Middle Ages, then\\nDo you wonder that on the way home they\\ndraw a long breath and say, Ah That was\\nfine What a hero he was But I ll not re-\\nmember it a month Ten minutes work\\nwith history, atlas ^nd encyclopaedia before\\nthey started would have put them in condition\\nto receive the whole.\\nIt wouldn t be so bad, however, if, with the\\nimpulse Professor Bigbrain has given them,\\nthey should go directly home and read over\\nagain Toussaint s marvelous career. That\\nwould be hoeing the corn when it has sprung\\nup. But how many thus review and make\\npermanent a public address\\nMany wise preachers announce their themes\\nbeforehand, in pulpit or press. How many\\ntake advantage of this opportunity for a little\\npreparatory plowing, and thus double the\\nfold with which the good seed springs up", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0030.jp2"}, "31": {"fulltext": "EOW TO TAKE LECTURES. 25\\nAnd in how many homes is the capital old\\ncustom extant, which gathered the household\\nafter service, to rehearse, with the aid of their\\nunited memories, the entire sermon\\nYou all know the story of the poor washer-\\nwoman who, being forced by her pastor to ac-\\nknowledge that she always forgot both text\\nand sermon, caught up a cleaned cloth from the\\ngrass and showed the clerical gentleman how it\\nhad forgotten all the water which had passed\\nthrough it, but yet was whiter and purer by\\nthe operation. The ingenious old lady forgot\\nthat every flood of true oratory bears gold\\ndust with it, and the very cloth she snatched\\nup had been so worn by the ceaseless passage\\nof water, that every particle of gold passed\\nthrough its pores\\nJS ow most students go to college with none of\\nthis drill in the mastery of addresses, though\\nwise parents and teachers might easily have\\ngiven it to them, and they plunge unprepared\\ninto a system of education which more and\\nmore is based upon the lecture. J^ote-taking\\nis an art not to be picked up in a moment it\\nneeds a long apprenticeship and it is amazing\\nand pitiable to see how little a college student\\nwill often bring away from an hour s well\\ndigested and well presented discourse.\\nThe value of shorthand to a student is in-", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0031.jp2"}, "32": {"fulltext": "26 HOW TO STUDY.\\nestimable. It will save him every month,\\nhours of time spent otherwise in laborious\\ncopying. It will enable him to make a full\\nand increasingly valuable record of his reading.\\nIt will give his fingers power to keep pace with\\nhis mind when it is at its best, so that he will\\nnot lose one idea for his essay while setting\\ndown another. On his walks, and in the course\\nof conversation, his shorthand notebook will\\nreceive many a fleeting impression that other-\\nwise would escape him. The day is coming\\nwhen every boy and girl will be taught short-\\nhand just as now we teach longhand.\\nBut it is in taking notes of lectures that\\nstenography shines most glorious. Three or\\nfour times as much knowledge may be gained\\nfrom a course of lectures by a student thus\\nequipped as he would obtain by the use of the\\nclumsy longhand, and he will get it with four\\ntimes the ease and pleasure. If he has not\\nlearned the art beautiful, as its devotees\\nfondly call it, let him begin at the entrance of\\nhis college course, and work in the shorthand\\ncharacters as fast as he learns them. As soon\\nas he has taught himself to make a dot on the\\nline to represent and, he has saved himself\\ntwelve strokes for every and he uses. The\\ngain is immediate and surprising, and con-\\nstantly growing. Some scholars fashion for", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0032.jp2"}, "33": {"fulltext": "EOW TO TAKE LECTURES. 27\\nthemselves a system of short longhand, writing\\nwh for which, t for the, and the\\nlike. This is advantageous, but what is the\\nuse of building a push-cart when you might as\\nwell have an automobile\\nThis may suffice as to the mechanics of note-\\ntaking, though I have found it not amiss in my\\nclasses to recommend the use of soft, easily\\nworking lead-pencils and paper with a rough\\nsurface, small notebooks readily slipped into\\nthe pocket, and more than one pencil, each\\nwith a point already ,made So ignorant of\\nnote-taking is the average student that these\\nlittle hints are never superfluous. ]N^ow a word\\nupon the mental side of the operation.\\nIn the first place, go to the lecture with an\\nalert mind. A good listener is not a dull,\\nempty bucket into which information is poured\\ntill it overflows. Such a mind will always\\nleak and will never overflow. Proper listening\\nis analogous, rather, to fielding in base-\\nball. There is your man at the bat ready to\\nsend a scorcher right down the centre, and\\nthere is the short-stop, and there are all the\\nfielders with their backs bent forward, their\\nhands extended, their legs tense, their eyes\\nsnapping, every nerve and every muscle just\\naching for that ball. And when the crack is\\nheard, and the lovely leather sphere rises into", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0033.jp2"}, "34": {"fulltext": "28 HOW TO STUDY.\\nthe air\u00e2\u0080\u0094 A fly! A good ^j \u00e2\u0080\u0094h\\\\g\\\\iQv,\\nhigher, and then swiftly curves down into two\\ntriumphant hands ah, that is the way to\\ntake a lecture How quickly a teacher re-\\nsponds to such baseball minds, and how quickly\\nthey respond to the teacher, how hot the\\ngame becomes some times, and what a score\\nis made\\nI have already said enough upon the second\\nnecessity for successful note-taking, namely,\\nsome previous know^ledge of the subject, gained\\nfrom reading. Eead enough to put yourself in\\nthe questioning attitude. Get a few queries\\nstarted in your mind. Excite your own cu-\\nriosity. Eead to the point of saying, Well,\\nthis is interesting; I d like to know more\\nabout it. Then you will know more about it,\\nfor food scarcely feeds until it is eaten with\\nan appetite.\\nDo not be so intent on your note-taking that\\nthe process diverts your mind from the pro-\\nfessor. The baseball player is not thinking about\\nthe position of his hands, he is thinking only\\nof the ball he is catching. If he thought about\\nhis muscles and his attitude, he would not\\ncatch the ball. Note-taking must become\\nautomatic, instinctive.\\nTo this end, your notes must be very brief,\\nmere hints, a dash of paint here, a dash there.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0034.jp2"}, "35": {"fulltext": "sow TO TAKE LECTURES. 29\\nmuch as an impressionist painter slashes his\\ncolors upon the canvas. It looks like a view\\nof Pandemonium until you stand at a distance,\\nwhen it flashes into a bewitching landscape.\\nAnd that is what your notes are for to read\\nwell at a distance.\\nThe rule is, Leave out all you can. The\\namateur laboriously sets down everything or\\ntries to. Obvious inferences, unimportant side-\\nremarks, illustrations that could not be for-\\ngotten if one tried, elementary facts familiar\\nto him from boyhood all plod into their\\nstupid place in his notebook. Moreover, he\\nmust get the exact wording, and while he is\\ncounting the buttons on the coat of the idea,\\nthe idea itself has slipped away, leaving an\\nempty garment. To change the figure, these\\nblundering note-takers obtain only the skeleton\\nof the lecture. Every bone is there, properly\\narticulated, it may be; but there is no life,\\nthere is nothing but dead bones. And to that\\nvalley of dry bones no Ezekiel s miracle is\\never vouchsafed.\\nMuch of the value of note-taking depends\\nupon the prompt writing out of notes before\\nthey grow cold. Some lazy wights have\\nthe abominable practice of transcribing their\\nweek s notes all on a day the last possible\\nday, of course, and get as much good from the", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0035.jp2"}, "36": {"fulltext": "30 BOW TO STUDY.\\noperation as they would if they applied the\\nsame plan to the eating of their week s din-\\nners. Contrive your work, if possible and it\\nwill be possible more often than you think so\\nthat not an hour shall intervene between the\\nhearing of the lecture and the writing out of\\nyour impressions. You will then have added\\nto your mental retinue not a mummy but a\\nlive, vigorous servant.\\nIt is an advantage also in writing out 3^our\\nnotes to attempt to imitate your instructor s\\nmanner as well as record his matter, to catch\\nhis spirit as well as his facts. Become. dra-\\nmatic; infuse into your task, which so readily\\nbecomes monotonous, a little of the histrionic\\nfire imagine yourself, as you write out your\\nnotes, to be your professor teaching that\\nlesson, and you will be that professor, more or\\nless, and you will gradually add no small part\\nof his personality to your own, Avhich is as\\nmuch finer than the mere collection of certain\\nfacts as a man is more than a date.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0036.jp2"}, "37": {"fulltext": "CHAPTEE y.\\nCKAM.\\nHEEE are two kinds of springs in the\\nworld. One is the everyday, hum-\\ndrum affair you are all familiar with,\\nplodding along, day after day,\\nwinter and summer, at just so many gallons a\\nminute. The other is that aqueous spasm\\nknown as the geyser. It is stagnant for hours\\nthen come rumblings and gruntings as if the\\nwater was very loth to disturb itself and\\nthen the geyser, with roar and brilliant play\\nof jets, shoots high into the air a gorgeous\\ncolumn. For all its fuss, however^ I fancy\\nthat the geyser is worth much less to the world\\nthan the most modest, humdrum spring.\\nAnd so there are plodding hillside-spring\\nstudents, just the same day after day and\\nthere are geyser students, chiefly stagnant,\\nwith an occasional explosion of fussy work.\\nThese latter students are said to cram.\\n]^ow this word, cram, is by a metaphor\\ncarried from the stomach to the head and I\\nwish it were considered as vulgar, as it cer-\\n31", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0037.jp2"}, "38": {"fulltext": "32 HOW TO STUDY.\\ntainly is as mischievous, to cram the head as\\nthe stomach. Consider what takes place at a\\nrailway station to which has just come an ex-\\ncursion with a cargo of trunks twice too large\\nfor the rooms and the force of men. There is\\nimpatient running here and there, loud shouts\\nand bad language, jamming, stumbling, top-\\npling over, trunks on top of valises or smash-\\ning into each other, everything in disorder,\\neverybody anxious and angry and fussy. Just\\nthis thing occurs when we try to shovel into\\nthe brain a double quantity of facts or ideas.\\nThe blood runs frantically here and there, the\\nganglia shout and the convolutions use bad\\nlanguage, big facts are piled on top of little\\nfacts and ideas are jammed into each other,\\neverything is in disorder, and the S23irit is anx-\\nious and confused.\\nThe chief reason aside from laziness why\\nso many students think that they can atone\\nfor long periods of study-indolence by occa-\\nsional spurts of abnormal mental activity is be-\\ncause they do not consider the time-factor in\\neducation. They cannot see why six hours\\nstudy on one day is not exactly equivalent to\\none hour s study on each of six days. I am\\nsure that I should help the average scholar im-\\nmensely if I could teach him the power of the\\npause. Let me attempt to give you the", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0038.jp2"}, "39": {"fulltext": "CEAM. 33\\nreasons why we students must say, SuiRcient\\nunto the day is the study thereof, and also,\\nGive us day by day our daily lessons.\\nIn the first place, it is because green facts,\\nlike green wood, take time to season. You\\nknow what would happen if you should put\\nunseasoned timber into a house. You can\\nfancy the warped sides, the swayed beams, the\\ndoors that would not open and the windows that\\nwould not close. Why, even sandstone, when\\ntaken from the quarry, must lie a few months\\nto season, before builders venture to use it.\\nThinkers recognize a like peculiarity in facts\\nand thoughts. Let them lie for a few days or\\nweeks on the edge of the thought-quarry, turn\\nthem over on review day, and then on a second\\nreview day organize a grand building-bee, and\\nsend up your temple of knowledge a few\\ninches higher with material that will not warp.\\nIn the second place, cramming is a vicious\\nmethod of study because of necessity it omits\\nthe incidentals. You know how full the\\nheavens are of shooting stars, so full that\\nscarcely an hour passes during which some are\\nnot to be seen, and at certain times the sky is\\nablaze with them. The way to count them\\nis to place four people back to back, facing the\\nfour quarters of the sky. Some one will then\\nsee every meteor.", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0039.jp2"}, "40": {"fulltext": "34 HOW TO STUDY.\\nBut what if some impatient astronomer\\nshould seek a quicker method, arguing thus\\nIf four persons in one hour see sixteen mete-\\nors, then if I station one hundred people in my\\nfield, they will see in the same hour four hun-\\ndred meteors. You w^ould laugh at him.\\nBut you should laugh as heartily at the stu-\\ndent who thinks he can in three weeks con-\\ntinuous study get the same grasp on a subject\\nwhich the same study would give him, scat-\\ntered over three months. To a person who\\nhas his mind on the watch for thoughts on\\na subject the world is as full of ideas, hints,\\nsuggestions, as the sky is full of shooting stars\\nto a man who looks for them but these hints\\nfrom books, newspapers, addresses, conversa-\\ntions, private thought, may be expected only\\nso often, and any process of cramming will\\nmiss the larger part of them. The true stu-\\ndent alone knows how great this loss is.\\nThe third reason why cramming will not do\\nthe work of continuous study is because it de-\\nstroys the sense of leisure. Mental digestion\\nas well as physical is ruined by the ten-min-\\nutes-for-refreshment plan. Nothing that is\\npermanent grows in a hurry. Why, see that\\nnew building you cry. It is to outlast the\\npyramids in its immense grandeur, and it has\\nrisen as if by magic under the skilled hands of", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0040.jp2"}, "41": {"fulltext": "CBABI. 35\\nour Yankee mechanics. I know it. They\\nput up the building in two years. But I fancy\\nthat if the stone they used, the iron and the\\ntimber, had been constructed by nature in only\\ntwo years, that building would fall more\\npromptly than it rose. Nature never crams.\\nLet the student who thinks he can study by\\njerks take a dose of geology to purge his mind\\nand another of astronomy to strengthen it. The\\nquiet, slow reaches of God s studies studies\\nin world-making, in system-building ought to\\nteach us hysterical students a healthful lesson.\\nNo great poem was ever written to order,\\nwhile you wait. You cannot cram in\\nessay-writing. When you do, it becomes\\nhack- writing, limping and forlorn as those\\nmelancholy vehicles after which it is named,\\nNecessity may be the mother of invention, for\\ninvention works only with the materials at\\nhand but leisure is the mother of creation,\\nand the work of the true scholar is always\\ncreative.\\nThe fourth reason why cramming ruins the\\nstudent is because it destroys individuality.\\nMachines can be crammed. Your printing-\\npress will turn off a few thousand copies more\\nan hour without inconvenience your telegraph\\nis perfectly willing to clatter with double\\nrapidity. And cramming is successful with", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0041.jp2"}, "42": {"fulltext": "36 HOW TO STUDY.\\nhuman beings precisely as they lower them-\\nselves to the character of machines. The proc-\\ness of cramming is for all alike. It consists\\nin text-book gorging. No chance for the\\ndevelopment of one s originality or inventiTe-\\nness no chance for the side excursions which\\nare often worth more than the main trip. I\\nknow a wise lady who took her daughters out\\nof school one year, partly for a rest, and partly\\nto give them a chance to do especially thor-\\nough work in American history, so that they\\nmight be able to visit long and intelligently the\\nColumbian Exposition. Who will say that\\nthat was not a capital plan And yet those\\ngirls were not advanced by it one step nearer\\na diploma and, looked at from the side of\\ncram, all such original ideas are needless\\nabsurdities.\\nSome, however, who would not at first sight\\nseem to be advocating cramming, say that if\\none thing alone is studied, a short time spent\\nin intense study on that is equal to a much\\nlonger time when the mind is distracted with\\nother subjects. This is the argument used\\nby many authors of six-week methods or\\ncourses in Latin, German, geology, and\\nwhat not. The men who urge these short\\ncuts, these royal roads, to knowledge, forget\\nthat people can study three things as easily as", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0042.jp2"}, "43": {"fulltext": "CEAM. 37\\none. You have observed how quickly you\\ntire on the level city pavements, whereas you\\ncould walk miles without wearying on the ups\\nand downs of a country road. Variety of\\nstudies, in like manner, brings in different sets\\nof mental muscles, and rests the whole.\\nLet us not forget, students, that the times\\nwhen the mind is doing nothing but digesting\\nthe things already learned are not periods of\\nlazy inactivity, any more than the like diges-\\ntive periods of the stomach, but times of the\\nmost intense and nece sary activity. The old\\nJesuit teachers were right in spending six\\nmonths of the year in reviewing what they\\nhad taught during the preceding six months.\\nWhat is soon won is soon lost. You cannot\\nforce intellectual growth under the blue glass,\\nafter the fashion of the craze of a few years\\nago. Eemember the principle of the pulley\\nwhat you lose in time you gain in power.\\nCram educates nothing nothing, that is, but\\ngroundless conceit and short-lived effrontery.\\nStudy as the locomotive fireman puts in coal,\\nnot half a ton at a time, not at long inter-\\nvals, poking up the fire to make it burn fiercely\\nand then letting it die away. Watch how he\\ndoes it, flinging open the door every half-min-\\nute, carefully placing three shovelfuls where\\nthey will do the most good, spreading the fuel", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0043.jp2"}, "44": {"fulltext": "38 HOW TO. STUDY.\\nover the whole surface, so that the same steam-\\npressure is evenly maintained. After that\\nfashion do your studying.\\nAnd what if it is the teacher who wants you\\nto cram In that case, do what the locomo-\\ntive would do if treated in such a foolish way\\nobject explode\\nAn incident from actual life that came un-\\nder my notice tempts me to close this chapter\\nwith a change from the comparison I have\\njust drawn.\\nIn New York City once M. Cliquot, a\\nFrench-Canadian sword-swallower, as a test,\\nin the presence of a physician, swallowed four-\\nteen swords, whose blades were about an inch\\nwide. The physician was told to draw out the\\nswords to satisfy himself of the reality of the\\nexhibition, and instead of drawing them out\\none by one, through a mistake drew them all\\nout together. He cut the man severely, and\\ncaused him to faint. The sword-swallower, at\\nthe time when the newspaper published the\\naccount, was not expected to live.\\nThis is rather a grewsome story to draw a\\nmoral from, but you are likely to remember\\nthe moral all the better for that. How many\\nscholars I have known, of whom this too am-\\nbitious sword-swallower is a type They\\nwould swallow a whole book of geometry,", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0044.jp2"}, "45": {"fulltext": "CEAM. 39\\nchapter after chapter of astronomy, an. entire\\noration of Cicero, cramming them all down\\ntogether with the greatest ease. But try\\nin an examination to draw out this precious\\ninformation, and there were white faces, and\\nsometimes faintings, and always a terrible\\nmass of incoherences. These scholars simply\\nproved to have swallowed more swords than\\nthey could give forth.\\nAnd if this is true of school examinations,\\nstill more is it true of those casual conversa-\\ntions which constitute the examinations of\\npost-graduate life. With how many all of\\ntheir school-day learning sticks in their throats\\nafter their schooUdays Their brains have been\\ncrammed full, but they are too full for utter-\\nance, as after-dinner speakers are wont to say.\\nDon t be such fools, my students In all\\nyour study look as carefully to the using of\\nyour facts as to the storing away of the facts\\nthemselves. Think as much about the outgiv-\\ning of your lore as about the reception of it.\\nIn debating societies, in conversation, in the\\nrecitations of the class-room, in writing both\\nfor yourself and for others, practice draAving\\nthe sword of wisdom, even more assiduously\\nthan you practice the sheathing of it. Thus\\nalone can it ever become, for you and for\\nothers, the sword of the Lord and of Gideon.", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0045.jp2"}, "46": {"fulltext": "CHAPTER YL\\nPER CENTUM.\\np^_^j]HE real schoolmaster of many a\\nscholar is a big ogre called Per\\nCentum. No matter who the nom-\\ninal teacher may be, for these poor\\nstudents, from beginning to end of the school\\nlife. Per Centum holds the rod and goads the\\nscholar to whatever accomplishment is reached.\\nThe teacher, if he is worth anything, hates this\\nogre Per Centum from the bottom of his heart.\\nHe knows that Per Centum does some good,\\nbut he is sure he does more evil, and the teacher\\nwould gladly kick him out. Too often, how-\\never, the tyranny of Per Centum over that\\nschool and those scholars is too firmly estab-\\nlished for successful revolution.\\nPer Centum is the demon of examinations;\\nand before telling wherein he is vicious, let me\\nfrankly say wherein he is helpful. Examina-\\ntions are valuable in two ways only. They\\nserve as reviews and as revelations. The ex-\\namination concisely sums up, if the questions\\nare wisely chosen, the work of many days.\\n40", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0046.jp2"}, "47": {"fulltext": "PER CENTU3L 41\\nThe examination reveals, very vividly, the stu-\\ndent s weaknesses to himself. Yery rarely does\\nthe examination, however, tell the teacher, pro-\\nvided again he is a good teacher, anything\\nabout his scholars scholarship which he did\\nnot know before.\\n1^0 w if scholars would only use examina-\\ntions as they use other helps in their studies,\\nas they use pencils and text-books and re-\\nviews and regular recitations, all would be\\nwell. But Per Centum, Per Centum meddles,\\nand poisons the whole. Students soon get to\\nstudying per centum^ by the hundred, that\\nis and not pe7 annorem^ by love. Exami-\\nnations become the goal, and not a means to\\nthe goal. Scholars treat the standing taken\\non examination as if it were itself the knowl-\\nedge, not the mere empty sign of the knowl-\\nedge and wrap themselves up conceitedly in\\nit, much as if a man should throw his new coat\\ninto the fire, and put on the wrapping-paper\\nwhich came around it. And with this view of\\nthe matter, it is no wonder that some folks will\\nnot study at all except with examinations in\\nprospect, and some teachers can keep their\\nclasses at work only by entering into active\\npartnership with the big ogre, Per Centum.\\nThe first mischief this misuse of examina-\\ntions does is this One of the chief advan-", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0047.jp2"}, "48": {"fulltext": "42 HOW TO STUDY.\\ntages of genuine study is that it sets a man on\\nhis own feet it makes him original and inde-\\npendent. But this craven slavery to per cents,\\nthis constant measuring up against others in-\\nstead of against our best selves, is destructive\\nof all sound independence. These honors\\nand prizes and honorable mentions and\\nrewards of merit inspire not ambition to\\nstand high, but ambition to stand higher than\\nsomebody else not zeal to excel, to be excel-\\nlent, but ambition to surpass, to pass some\\none. And the spirit these things cultivate in\\nschools sends out those sad armies of graduates\\nwhose life consists not merely in eating and\\ndrinking, that were bad enough, but in eat-\\ning and drinking more than their neighbors\\nin wearing finer clothes, owning bigger houses,\\nand holding more important offices. And it is\\njust as advantageous for the good scholar as\\nfor the poor one to be free from this bondage\\nto per cents. On a certain set of questions a\\nfine student, with a ninety per-cent brain, gets\\neighty per cent another student, with a fifty\\nper-cent brain, gets sixty per cent. Which of\\nthe two deserves the more credit? Which\\nshould be elated, and which depressed Yet\\nthe eighty per cent, which is a disgrace to the\\nninety per-cent fellow, will make him exult\\nwhen he learns of his comrade s sixty per cent", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0048.jp2"}, "49": {"fulltext": "PER CENTUM. 43\\nand that comrade s sixty per cent, of which\\nhe should be proud, will fill him with sorrow\\nwhen he thinks of his friend s eighty per cent.\\nThus it is that it equally behooves poor and\\ngood students to pay slight regard to these mis-\\nleading decimals, and consider only whether\\nthey have each of them so worked as to win\\nthat beautiful commendation of the Saviour s\\nShe hath done what she could.\\nThe second reason why per cents are dan-\\ngerous for the scholar to regard earnestly is\\nbecause they furnish a standard for the school\\nlife which disappears as soon as the student\\npasses the portal of his active life. What do\\nwe hear of per cents after school-days What\\ndoes that business man care whether or not his\\nbookkeeper was an honor boy Some of\\nthe boys whom we remember as standing\\nhighest on the grade-roll of classes in the past,\\nfirst-rate men as far as per cents could show\\nthem up, are now counted by the world fourth\\nand fifth rate. Their teacher s per cents could\\nnot estimate kindness, tact, faith, cheerfulness,\\nintegrity, unselfishness, adaptability, horse\\nsense, and a dozen other qualities which make\\na very prominent figure in the world s great\\ngrade-book. A scholar runs a vast risk when\\nhis subservience to school per cents leaves\\nthese things out of account.", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0049.jp2"}, "50": {"fulltext": "44 HOW TO STUDY.\\nAnd in the third place, faith in per cents\\nis dangerous because no student studies well\\nwhile thinking how well he is studying, any\\nmore than a girl looks handsome when think-\\ning how handsome she is looking, or an orator\\nspeaks well while thinking of his eloquence.\\nHere comes in the inherent viciousness of\\nmeasuring results rather than conduct. All\\ntrue scholars study with a look ahead on the\\npath to be followed, not with looks to this\\nside and that and behind on their comrades in\\nthe pursuit. That is why the word grade\\nis finer than the word rank grade implies\\nactual elevation in the world of truth rank\\nimplies only advancement among one s fel-\\nlows. For the sake, then, of that losing of\\none s self in one s work which is the secret of\\ntrue success, let all students pay slight atten-\\ntion to per cents.\\nIn the fourth place, examinations constitute\\na danger because they direct the student s\\nmind away from some of the most important\\nqualifications of noble stud\\\\% and force him to\\nseek chiefly the characteristics which can find\\nexpression on paper. The ogre Per Centum\\nasks him to consider, What will be my grade\\nin quickness, in smartness, in ready memory,\\nin glibness, in easy assurance but it throws\\nvery slight emphasis on a man s gain in pa-", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0050.jp2"}, "51": {"fulltext": "PER CENTUM.\\ntience, in conscientiousness, in plodding accu-\\nracy, in skilful research. The true student\\never questions himself, What is my per cent\\nin these f\\nLet it be said emphatically, students, that in\\nurging you to dethrone this ogre Per Centum,\\nif he has wielded his sceptre over your study-\\ning, I do not ask you to be any more easily\\nsatisfied with your attainments, any less stern\\ncritics of your efforts. I merely ask you not\\nto be satisfied with false aims. I ask you to\\ngain for yourselves that essential power of the\\nscholar, the ability to recognize wherein he\\nhas succeeded and in what his true progress\\nconsists. A wrong incentive always injures\\nmore than it helps and on the contrary, if\\nyou study for the best ends, you will find that\\nthis higher motive will with its own results\\nbring also all the results of the lower, and you\\nwill still get just as large per cents as before.", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0051.jp2"}, "52": {"fulltext": "CHAPTER YIL\\nCONQUERING THE EXAMINATION BUGBEAR.\\nUT that is not enough to say about\\nthese important examinations. It\\nis not sufficient to say, *Do not\\nstudy for per cents. That is nega-\\ntive. The examination bugbear is not to be\\nconquered so easily.\\nIt is a bugbear, and a big one. I have seen\\nmany a student come into my recitation room,\\nwith his or her it .generally was her face\\nas white as this paper on which I am writing,\\nthe eyes red from weeping, and dark circles\\nunder them, born of the midnight vigil of the\\nnight before. And I have watched the grow-\\ning nervousness, and the despairing clutch\\nafter vanishing facts, and the agonizing break-\\ndown in a burst of sobs as the poor student\\nleft the room. I have seen this, I say, more\\nthan once and yet I was as wise and patient\\nand sensible a teacher as I knew how to be.\\nBut, you see, so much depends upon an ex-\\namination, no matter how much weight is\\ngiven to the recitations. It is the climax and\\n46", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0052.jp2"}, "53": {"fulltext": "CONQUERING THE EXAMINATION BUGBEAR. 47\\nthe test of so much work. It means the\\npraise or the scorn of so many. It has so im-\\nportant a bearing on future welfare. ISTo\\nwonder that a feeble wit or a faint heart\\ngrows nervous at the very thought of one. It\\nis a bugbear indeed, with horrible teeth and\\nhairy arms and long claws at the end of them.\\nNevertheless, I believe in examinations,\\nkept within bounds and duly balanced by\\nother considerations, such as recitations and\\ngeneral faithfulness and intelligence. I be-\\nlieve in them, because they are inevitable in\\nafter life, and the student should be trained\\nto meet them. The world has a very abrupt\\nway of bidding us stand and deliver what-\\never knowledge we possess. All its drafts\\nupon us are sight drafts. If our scholarship is\\nwanted after commencement day, ten to one\\nit is wanted in conversation and when there is\\nno opportunity to stop and consult the ency-\\nclopgedia or the text-book. The world pro-\\nceeds on the entirely reasonable assumption\\nthat no one really knows a thing till he can\\ntell it, and its examinations are far more fre-\\nquent and merciless than those of the harshest\\npedagogue that ever figured out a per cent.\\nAnd so we must in some way conquer the\\nbugbear, since we cannot annihilate him.\\nThere are three ways of disposing of bears.", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0053.jp2"}, "54": {"fulltext": "48 HOW TO STUDY.\\nOne of them is by shooting. We can shoot\\nthe examination bugbear. Shoot it is a\\nslang phrase that signifies (so I am tolcl) indif-\\nference, scorn, contempt. We may shoot the\\nbugbear in that way, by learning to despise it,\\nby schooling ourselves to be careless of it, by\\nentering the examination hall with a swagger,\\nand sitting down to the desk with a giggle,\\nand writing down the wrong answer with a\\ngrin. I don t recommend this course. The\\ngun is quite certain to kick.\\nThen there is the method of trap-setting. We\\nmay capture the bugbear by guile. We may\\nsay to ourselves, In my room I knew all this\\nperfectly, and there is no reason why I should\\nnot know it in this room. Yesterday, when\\nnothing depended on it, I told the professor\\neverything he wanted to know. To-day, when\\nsomething does depend on it, I am not going\\nto be so foolish as to lose m}^ knowledge. I\\nwill play that I am writing a letter to my\\nmother, telling her about these things. What\\nis the use of getting rattled over a matter I\\nshall have forgotten all about come this time\\nnext year\\nYou may set that sort of trap for the bug-\\nbear, baiting it with philosophy, and very\\ngood philosophy, too. The only trouble is\\nthat bears are sharp, especially bugbears. The\\ni", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0054.jp2"}, "55": {"fulltext": "CONQUERING THE EXAMINATION BUGBEAR, 49\\nchances are that he won t walk into your trap,\\nbut instead will walk into you.\\n1^0 the only course I can recommend to be\\ntaken with the examination bugbear is to tame\\nhim. It requires time. You must begin to\\nmake advances as soon as you begin the study.\\nYou must get a little better acquainted with\\nhim every day. You must examine yourself\\nrigorously. You must ask yourself all the\\nquestions you can think of regarding the sub-\\nject, as you proceed in your studies. You must\\nget your fellow-students to cross-examine you.\\nYou must convert your room into a regular\\ncourtroom, and you must put yourself on the\\nwitness-stand every night and every morning.\\nYou must often write out your questions, and\\nyou must still more often write out your an-\\nswers. When you are sicre you know it, you\\nmust begin another review. Every review\\nwill clip the bear s claws shorter.\\nMy word for it, long before A\\\\\\\\q term has\\ncome to an end, your bugbear will be a very\\ntame bear indeed, a dancing-bear that will\\nprance into the examination room with you,\\nand prance out again, clumsy, to be sure, as\\nall bears are, and yet your most obedient serv-\\nant to command.", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0055.jp2"}, "56": {"fulltext": "CHAPTEK YIII.\\nSTUDYING ON BUSINESS PKINCIPLES.\\nO student will ever be successful who\\ndoes not make a business of study,\\nand manage his studying on busi-\\nness principles. Suppose a store is\\nto be built. What if the workmen should\\ncome strolling along, some at six, some at ten,\\nsome in the afternoon What if some forget\\ntheir tools and must go after them What if\\nsome forget what they are to work on, and sit\\nidly waiting new directions What if a squad\\nof them get tired of working in one place and\\nbegin to put up a store a square or two dis-\\ntant What if half a dozen of their friends\\ncome along and chat for an hour What if\\ntheir tools are dull or broken, and they must\\nsuspend operations and put them in order\\nBut what is the use of supposing These\\nthings do not happen, you say.\\nYes they do, though They happen very\\noften when most of us set to work on our\\nTemple of Knowledge, in Avhich we are to\\ndwell forever. We stroll easily along to-day,\\n50", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0056.jp2"}, "57": {"fulltext": "STUDYING ON BUSINESS PRINCIPLES. 51\\nand begin work at 10 A. m. or at 3 p. m. To-mor-\\nrow we are up before daybreak, and not asleep\\nuntil after midnight. We start to work, and\\nfind that we do not know what to work at, or\\nthat we have mislaid our tools. Or we dis-\\nlike our surroundings, and uneasily shift our\\nwork to some other place, or our energies to\\nsome other task. Or a number of friends\\ncome along and call us from our labors.\\nStrange that we students, whose business is\\nof the highest, will go about it in such unbusi-\\nness-like ways that we will admit into our\\nwork-shops practices which would be scorned\\nin the humblest blacksmith shop in the land\\nLet me name one or two points of business\\npolicy which most students need to watch.\\nIn the first place, sit down to your work\\nwith your tools about you. There is much\\nvirtue in a well-arranged set of shelves and\\npigeon-holes. If people s brains are modelled\\nafter their work-rooms, as I verily believe they\\nare, the convolutions of some good people I\\nknow must be patterned after a crazy-quilt.\\nThe dictionary is under the sofa. The atlas is\\npropping up a rickety shelf. The ink-bottle\\nhas no stopper, and the pens are all frayed\\nout. The encyclopaedia begins with K and-\\nends with F. The blotter is under the lamp\\nto catch the drippings, and on the book-shelves", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0057.jp2"}, "58": {"fulltext": "52 HOW TO STUDY.\\nare stored the daily papers, the gloves, the\\nmutton tallow, and the box of matches. How\\ncan any ordered thought spring from such\\nsurroundings How can any but an Old\\nCuriosity Shop of a brain live in such a den\\nDickens could never work unless, together\\nwith its usual neatness, his desk was adorned\\nwith a few odd and familiar ornaments. Most\\nable men are similarly methodical. It is no\\nlonger held a sign of genius to delight in dis-\\norder and the first step in studying should\\nbe to arrange and keep, with scrupulous neat-\\nness and exactness, all the books, papers, and\\ninstruments that belong to the studying. I do\\nnot mean that you are to be fussy, or get\\nyourself into such a state that you cannot\\nwork unless your dictionary holder is at an\\nangle of thirty degrees and every volume of\\nyour encyclopaedia just two inches from the\\nfront of the shelf but I do want you to learn\\nthe immense saving of time, strength, and\\ntemper involved in obedience to the business\\nprinciple, A place for everything, and\\neverything in its place.\\nMy second business maxim would be, One\\nthing at a time. It s only in your little\\ncountry stores, where much bustle must make\\namends for little business, that you will see a\\nman showing goods to one customer, talking", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0058.jp2"}, "59": {"fulltext": "STUDYING ON BUSINESS PRINCIPLES. 53\\ngossip with another, scolding a clerk as a by-\\nthe-way, all the while scrawling an order to\\nbe sent with the next mail. In a large estab-\\nlishment, where time is really precious, the\\nmanager sees one man at a time, attends to\\none point at a time, and settles it forever.\\nToo much of our study is modeled, is it\\nnot? on the country store. We begin our\\ngeometry with our Latin in our mind, and all\\nthe time we think we are getting one lesson\\nwe are worrying over the next. Do ye nexte\\nthynge is a useful and justly popular motto,\\ntake it at its meaning but, as a friend of\\nmine remarks, it is doing the nexte thynge\\nin our anxious minds, when we ought to be\\ndoing the present thing, that spoils much of\\nthe work of this world. We can make of our\\nminds, at our will, either concave lenses to\\nscatter brain-power, or convex lenses to con-\\ncentrate it. One thing at a time, then, fel-\\nlow-students.\\nAnd my next point is important enough to\\nhave a chapter to itself.", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0059.jp2"}, "60": {"fulltext": "CHAPTER IX.\\nMIDNIGHT OIL.\\nE burns the midnight oil of whom\\nis that customarily said Of the\\nstudent, to be sure; poor fools\\nthat students are There is much\\nground for the charge and indeed, the student\\nis usually silly enough to consider it no indict-\\nment, but a compliment. A compliment to\\nbe heralded as a transgressor of a law written\\nafresh each day in golden characters on the\\nsky written by the mighty sun himself, Avho\\ncalls us to toil by his rising, and just as im-\\nperatively calls us to rest by his setting. A\\ncompliment to have it said of us that Ave pre-\\nfer the foul-smelling, flickering, yellow lamp\\nor gas-jet to the quiet, strong, pure brilliance\\nof the daylight. A compliment to be pro-\\nclaimed a study-drunkard, so intemperate with\\nintellectual delights that to get them we paAvn\\neyes and lungs, muscle and heart, good tem-\\nper and good health, pawn them for bits of\\nprinted paper.\\nSome students, to be sure, so deform their\\n54", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0060.jp2"}, "61": {"fulltext": "MIDNIGHT OIL. 55\\nlives by bad habits that they cannot study at\\nall until the lamps are lighted and begin to\\nsmoke just as some persons can train them-\\nselves to eat arsenic. The sensible student\\nlooks upon both as physiological monstrosi-\\nties. Students, let me tell you what I have\\nlearned by many a foolish midnight lamp wick.\\nI have learned that sleep is the soil of thought.\\nNight study is like ploughing, planting, and\\ntending a thin and arid soil. The seed springs\\nslowly, white and feeble. The fruit hangs list-\\nless, small and withered. But the morning\\nhour is magical. Ideas push for room without\\nthe planting. Thought is eager, luxuriant, full-\\nfreighted.\\nOn the whole, students, it isn t the quantity\\nof your studying that will count, but its qual-\\nity. More students fail from a misconception\\non this point than from any other cause ex-\\ncept laziness. Jewelers advise us to wind our\\nwatches in the morning, that the spring may\\ngive its most eager tension to the working\\nhours of the day. Teachers must give similar\\nadvice to students for good Dame IN ature\\nwinds up the mainspring of our lives for us\\nby sleep. Do your chief studying while its\\ntension is strong.\\nNot quantity of study, but quality. How\\nmany tons of coal-dust equal in value the dia-", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0061.jp2"}, "62": {"fulltext": "56 HOW TO STUDY.\\nmond of twenty carats And how many hours\\nof black midnight will buy a minute of the\\nsparkling morning? Both the last are made\\nof time, as both the first are made of carbon.\\nTen minutes under best conditions are worth\\nin studying value ten hours under the worst.\\nBut good conditions mean more than mere\\ntime of day. How many cubic feet of air go,\\ndo you think, to the solving of a problem in\\nalgebra? how many to the translation of a\\npage of German I suppose the wise men\\ncould find out for us, if they set about it.\\nMost of us are unconscious that we are trans-\\nforming fresh air into thought. The windows\\nand the stove doors are tightly shut. Our\\nthoughts grow stale as the air grows stale;\\nour brain grows weak with the weakening of\\nthe oxygen. Making bricks without straw is\\nchild s play compared with the attempt to\\nmake ideas without oxygen. O, you know, is\\nthe chemical symbol of this gas so indispen-\\nsable to the student and many a time as L\\nhave placed with my blue pencil a big, round\\ncipher opposite some of my scholars answers,\\nor, perchance, inscribed the entire examination\\npaper with that condemnation, I have felt\\nmoved to translate it for the unfortunates,\\nOxygen Oxj^gen Take warning More\\noxygen", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0062.jp2"}, "63": {"fulltext": "MIDNIGHT OIL. 57\\nBut if sleep and fresh air go to make a stu-\\ndent, exercise is no less necessary. It is all\\nbut impossible to get some people to see the\\nrelation between muscle and mind, between\\nbrain and blood, between lungs and learning.\\nIf a Greek sentence seems foggy, they think\\nit needs more study it probably needs more\\ntennis. Fitly is the poet s verse said to be\\nmade up of feet Many a time a walk has\\nwritten an essay for me yes, almost as liter-\\nally as if I were the armless man at the circus,\\nwriting the essay with my feet I can climb\\nup the steepest slopes of the hill of science,\\nprovided I can mount my bicycle. O, if men\\nand women who want to think only knew of\\nwhat an army their brain might be general-in-\\nchief, when they make it a mere private\\ngeneral-in-chief of two hundred bones, of four\\nhundred muscles, of blood-vessels and nerves\\ninnumerable. What a pity to force this gen-\\neral to fight his battles alone, while his myriads\\nof soldiers are either inactive or in rebellion", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0063.jp2"}, "64": {"fulltext": "CHAPTER X.\\nWASTING BRAINS.\\nHAT if a general should march forth\\nhis army with no food supply,\\nshelter tents, ambulances, no line of\\ncomi^^unication, no ammunition, no\\nshovels to throw up intrenchments What\\nuniversal execration would assail him Yet is\\nit, really, a smaller folly to march forth our\\nbrain-troops in a hot, close room, with a dim\\nand flickering light, with stomach in dyspep-\\ntic rebellion against unfit food, with neck\\nchoked by a tight collar, or lungs imprisoned\\nin a straight-jacket Can any knowledge or\\nwisdom be the booty of such a campaign\\nWhy, the very rooms in which we study\\nfairly determine the quality of our thought.\\nIf they are ill kept, our thoughts will be\\ndowdy if they are dirt}^ our thoughts will be\\nimpure if they are gloomy, our brain Avill be\\nfar from brilliant.\\nAnd the position of our bod}^ has as much to\\ndo with our mental efficiency as the erect car-\\nriage of a soldier has to do with his prompt-\\n58", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0064.jp2"}, "65": {"fulltext": "WASTING BRAINS. 59\\nness, vigor, and bravery. A slouching attitude\\nat desk or table contributes to careless think-\\ning a position easy, alert, and self-contained\\nhelps greatly toward the same masterful quali-\\nties in our thought.\\nDoes this seem materialistic Have you an\\nuneasy suspicion that mind should rise supe-\\nrior to body and physical surroundings That\\nis a pagan, a Stoical, idea. We are taught a\\nhigher doctrine. We are taught that our\\nbodies are temples of, the Holy Spirit and\\nhow can we justly expect the right exercise of\\nthe minds He has given us, when we scorn and\\nabuse His temple\\nAnd so the very first thing a student is to\\nattend to, before a page is scanned or a pencil\\ntouched to paper, is his physical surroundings\\nto get full and steady light, pure air, fit food\\nand proper clothing, cool head, warm feet, the\\nglow of exercise and the refreshment of sleep,\\ndesk and body well mated, a room clean and\\nneat and cheery. And if these things are not\\nso ordered, the wise student will postpone his\\nstudying and attend to them.\\nThe writer once started on an excursion up\\nbeautiful Lake George. The little steamer\\nmoved gaily out from Fort William Henry,\\ngot a few hundred yards from land, ran more\\nand more slowly, then stopped. There seemed", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0065.jp2"}, "66": {"fulltext": "60 now TO STUDY.\\nno accident there was no breakage in the\\nmachinery nevertheless, we ran in shore, and\\nthe passengers were told to leave the boat.\\nThere would be no excursion that day. Some-\\nthing was wrong with the machinery; just\\nwhat, no one seemed to know but all were\\nsatisfied with that information. No one wants\\nto ride in a steamboat with even a nut loose\\nanywhere. Every one knows what is meant\\nby racking machinery, that a screw loose\\nsoOn loosens its neighbor a rod snapping here\\nclogs a wheel there and in a very few min-\\nutes the contagion of ruin has brought about an\\nutter collapse. Yet we think nothing of work-\\ning brain and body with a dozen screws loose\\nin the machinery.\\nLet us remember that our bodies are much\\nmore efficient engines than any locomotive\\never made. The best steam-engine does work\\nwhich represents only one-eighth of the en-\\nergy developed by the burning of the coal\\nbut our bodies manage to make use of fully\\none-fifth of the food-power we put into them,\\nmerely in such acts as running and handling\\nand a vastly larger per cent of it is utilized in\\nother ways harder to measure. In fact, we\\nhave an almost perfect engine with which to\\ndo our thinking. All the more shame to us if\\nwe use its economies in a spendthrift way.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0066.jp2"}, "67": {"fulltext": "WASTING BE A INS. 61\\nAll the more shame to us if we fasten down\\nthe safety-valve, or clog the wheels, or allow\\nthe joints to become dry and rusty.\\nIn the judgment day, we must believe, such\\nquestions as these will be asked of the farmer,\\nHow do you answer for the small yield of\\nthat rich field of the preacher, How do\\nyou account for the pitiably few, come to\\nheaven from your parish and of the student,\\nWhat did you do with such a wondrous out-\\nfit as I gave you, wherewith you might enrich\\nthe world with strong and helpful thought", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0067.jp2"}, "68": {"fulltext": "CHAPTER XI.\\nWHAT IS UNDER YOUR HEAD\\nND SO, wisely anticipating the judg-\\nment day, let this earnest question\\nbe asked of every student What\\nis tinder your head f You may im-\\nagine the stern query propounded by a Sphinx,\\nsitting solemnly on the road named Success in\\nLife, and with her great paw knocking off on\\nthe gloomy by-path of Disappointment every\\none of you that cannot pass her examination\\nsatisfactorily.\\nFirst (as the Sphinx will want to know). Is\\na good pair of lungs under your head Brains\\nare fine thino^s, with their wise wrinkles and\\nsage convolutions but brains, after all, are\\ndull things without lungs to blow the breath\\nof life into them, and keep it there, fresh and\\nvigorous. Why, your brain may be as big as\\nCuvier s or Butler s, but if your lungs are as\\nshriveled as some must be, I would no more\\ninsure your intellectual fame than a life-in-\\nsurance company would insure your poor, ill-\\ntreated body.\\n62", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0068.jp2"}, "69": {"fulltext": "WHAT IS UNDER YOUR HEAD? 63\\nSecondly. Is a good stomach under your\\nhead? You may laugh, but just wait until\\nyou try to drive genius and dyspepsia in the\\nsame harness. Brains and bile are mortal foes.\\nIf your stomach won t digest food, it really\\ndoesn t matter how many tons of facts your\\nbrains will digest. A strong head on a weak\\nstomach is about as useful as the Lick tele-\\nscope would be, planted on a bobbing buoy.\\nThirdly. Is a good pair of hands under your\\nhead Not hands white and delicately formed,\\nthough I have no objection in the world to\\nthat but what is more to the point in con-\\nnection with your head hands that are shrewd\\nto carry out what the brain is shrewd to con-\\ntrive, busy hands, accurate hands, quick hands,\\nready hands, gentle hands, brave hands, are\\nthose under your head Hands that can\\nwrite down your brain s wise fancies with a\\npenmanship clear as print. Hands that can, if\\nneed be, and need is likely to be, help your\\nfine brain eke out a livelihood. A brain without\\nhands is like a general without staff officers.\\nFourthly. Is a good pair of feet under your\\nhead Kot feet that are weak and clumsy\\nand smarting with corns and pretty because\\nthe tightly squeezed leather outside is pretty,\\nbut feet that retain nature s beautiful outlines,\\nfeet that are on good terms with the ground,", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0069.jp2"}, "70": {"fulltext": "64 HOW TO STUDY.\\nand can ])ress it with loving, easy grace, for a\\nliappy twenty miles at a time. Errand-speed-\\ning feet. Dancing, springing, merry feet.\\nFeet soft and light in sick-rooms. Feet sturdy\\nand swift on the path of duty. Are these un-\\nder your head\\nO, I know, students, what a masterful thing\\na head is. I know what mountain-high diffi-\\nculties it can overleap. I know what triumphs\\na Henry Martyn, for instance, can wring out\\nof his frail, fever-tortured, cough-racked body,\\nburning out for God. I know that Avhen\\nGod chooses to hold up a man s head with\\nnothing under it, or next to nothing, like\\nMahomet s coffin suspended in mid-air by in-\\nvisible forces, God can do it. But, just the\\nsame. He seldom does do it and it is the most\\nimpudent presumption to abuse our bodies in\\nthe faith that He will do it.\\nLook upon 3^our head, young people, and\\nold, as the glorious climax of your bodies\\nbut don t try to build a pyramid out of an\\napex, Avith no foundation. In one sense, the\\npedestal is as important as the statue that it sup-\\nports. And if your pedestal is crumbling, and\\njust ready to totter, stop your chiseling away\\nat the statue long enough to build up a stout\\npedestal, else the statue itself, Avith nil its grow-\\ning beauty, will topple in ruin to the ground.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0070.jp2"}, "71": {"fulltext": "CHAPTEE XII.\\nTHE LESSON SIMPSON LEARNED.\\n]^E learns a great deal from one s doc-\\ntor, whether one wants to or not.\\nThe bed is a school not so easy to\\nrun away from, and as the physician\\nsits by the bedside he occupies a professor s\\nchair of much prominence to at least one per-\\nson in the world. I want to tell you of a les-\\nson my young friend Simpson learned in this\\nschool not many months ago.\\nSimpson is a schoolteacher himself, and so\\nshould not have been obliged to go to the doctor s\\nschool but there he was, flat on his back with\\nthe most distressing of nervous headaches, a\\nheadache such as I hope half of you it is too\\nmuch to hope none of you know nothing about\\none that set every shred of the brain and every\\nfibre of the body quivering with excruciating\\npain. And amid his throbs of agony Simpson\\nwas bemoaning to the doctor his worries over\\nhis school that he ought to be teaching, and\\nhis studies that he ought to be studying,\\nand beseeching the doctor to give him some-\\n65", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0071.jp2"}, "72": {"fulltext": "66 HOW TO STUDY.\\nthing he could take, to put him to work\\nagain.\\nIn answer to the doctor s question the whole\\nstory came out. Simpson was remaining out\\nof college his junior year in order to get\\nmoney enough for his senior year, and he was\\ntrying to teach school all day and keep up\\nwith his college class by studjdng a large part\\nof the night. I got along famously until\\nlately, he moaned. I have had a good many\\nheadaches all along, but a cup of strong coffee\\nand live of my headache tablets have always\\ncured me in the course of an hour or so, so\\nthat I could go on with my work again. But\\nlately these have not seemed to do much good.\\nAnd now, doctor, what shall I take f\\nThen came the little lesson I mentioned at\\nthe beginning. The doctor rose from his chair\\nso that he looked down at Simpson, very tall\\nand solemn. Young man, said he, what\\nyou need to take is not medicine, but rest\\nrest and exercise and good food, with time to\\ndigest it well. Headaches are symjytoms, and\\nyou are trying to cure the symptoms, without\\nlooking deeper to find the evil to Avhich they\\nwould direct your attention. Your nerves are\\ncrying out for rest, and you give them head-\\nache tablets and higher mathematics. Your\\nbrain is begging for change, for fresh air, and", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0072.jp2"}, "73": {"fulltext": "THE LESSON SIMPSON LEARNED. 67\\nhearty sport, and long sound slumber and\\nyou are answering its entreaties with coffee\\nand astronomy.\\nYoung man, life is not to be lived in that\\nway. There is room in a year for a year s\\nwork, and no more. If you strive to squeeze\\nmore in, something must go out, and that\\nsomething is a priceless thing your health.\\nYou are shortening your time on earth, young\\nman, far more than you are shortening your\\ntime in college. A living dog is better than a\\ndead lion. You expect, like so many thou-\\nsands, to obtain health at the price of a box of\\npills, but it costs far more than that. Health\\ncosts time and thought and energy and patience\\nand self-restraint, and perseverance in all these\\nthings.\\nI will give you no dose, young man, except\\nthis mild opiate to relieve your present suffer-\\nings. If, when your .headache has passed\\naway, you will call at my .office having in your\\npocket a letter of resignation from your junior\\nclass, and in your heart the determination to\\nfollow the laws of health God has so plainly\\nwritten on the very nerves and fibres of your\\nbody, I will help you to lay down a daily\\nregimen that will add many years to your life,\\nas well as unmeasured happiness and useful-\\nness. Good-day.", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0073.jp2"}, "74": {"fulltext": "68 HOW TO STUDY.\\nAnd what did young Simpson think about\\nthis frank prescription of the doctor s All I\\nknow is that he is no longer a member of the\\nclass of 01 in Solvarj College.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0074.jp2"}, "75": {"fulltext": "CHAPTEE XIII.\\nTHE ETHICS OF QUOTATIOI^ MARKS.\\nIN E of my pupils once ordered a trans-\\nlation of a G-reek classic through a\\nbookseller, telling him that I ap-\\nproved the use of translations in the\\npreparation of lessons. Afterward the book-\\nseller came to me in innocent astonishment,\\nand asked if that thing were so He should\\nhave known that a person mean enough to lie\\nto me in the recitation room, would be mean\\nenough to lie about me outside of it.\\nTo all young people whose consciences are\\nnot delicate, the school and the college offer\\ninnumerable temptations to dishonesty. If\\nvirtue could be taught as we teach rhetoric,\\nat the entrance to every course of study would\\nsoon be placed a term devoted to the Ethics\\nof Quotation Marks. And that term s drill\\nwould be wisely spent in the impression of\\nthis one truth Every quotation that is not\\nenclosed in quotation marks is a lie.\\nIn literary societies amazed teachers some-\\ntimes hear their pupils reading, as their own,\\n69", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0075.jp2"}, "76": {"fulltext": "70 HOW TO STUDY.\\nessays which Emerson might have written,\\nbut would surely know how to pronounce, if\\nhe had written I once listened to a very\\nphilosophical dissertation on Goethe s genius,\\nAvhose author constantly referred to the\\nsubject of his paper as Goth. In another\\ninstance I began seriously to doubt a pupil s\\nauthorship of a very excellent paper when he\\nread, in starting, the title: United States,\\nMineral Eesources of\\nA scholar should be taught early that it\\nrequires more smartness to steal successfully\\nif it may be called success any composition\\nwhatever, than to write the original article\\nitself. If your ordinary talk is full of deep\\nthought, expressed in classic phrase, replete\\nwith learned allusions, then you may borrow\\nfrom great writers without giving credit, and\\ndefy detection. But, then, it would not be\\nnecessary Your every common word betrays\\nyou, if you steal from any better writer than\\nyourself.\\nYou would not trade noses with some one\\nand appear in public expecting that the change\\nwould not be noted by your friends yet you\\npresent as the product of your own brains an\\nessay out of harmon}^ with your every habit\\nof interest, thought, and expression. Why do\\nyou not bethink yourself that your friends are", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0076.jp2"}, "77": {"fulltext": "THE ETHICS OF QUOTATION MARKS. 71\\nfar better acquainted with your brain than\\nwith your nose\\nAh, but, it is often said, every thought\\nhas been expressed already, and there is no\\nchance for originality. Then there is a chance\\nfor honesty in the use of quotation marks. A\\nyoung writer should begin with compilations,\\nhistorical, biographical, or scientific; only\\nlet them le compilations, the fruit, that is, of\\nwide reading, and call them compilations,\\nstating the sources of information. He will be\\nready for true original writing just as soon as he\\nbegins to see and think for himself, and learns\\nthat the honest expression of any individuality\\nis always rare, valuable, and interesting.\\nOne who is in the habit of examining the\\nsecond-hand copies of Xenophon, C^sar, Yir-\\ngil and such authors found, piled on the dusty\\ncorner-shelves of most book stores, will soon\\nbecome familiar with a habit widely in vogue\\namong college students, at least among that\\nportion of them who sell their old books.\\nThese thumb-marked, dog-eared volumes are\\nalmost invariably black with lead-pencil trans-\\nlations written between the Greek and Latin\\nlines, translations often ludicrously false, but\\nshowing, the most correct of them, the false-\\nness of the one who wrote them.\\nScholars who would probably consider it", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0077.jp2"}, "78": {"fulltext": "72 HOW TO STUDY.\\ndishonorable to use an interlinear, thus make\\ntheir own interlinear at their rooms, and re-\\ncite, forsooth, by the easy process of trans-\\nlating their own crabbed lead-pencil marks.\\nAcross every such deception-stained page there\\nis Avritten in invisible ink one very uncompli-\\nmentary word of three letters. The fire of an\\nuneasy conscience will make the invisible ink\\nvery plain, sometimes, and the little word will\\nglow angrily out through all the lead-pencil\\nmarks.\\nProbably the most disheartening, sickening\\nexperience of a teacher s life is the discovery\\nof cheating at examinations. This discovery\\nis perfectly easy, to a teacher of any experi-\\nence. You may have a whole volume on your\\nboot, easily read when your legs are crossed\\nyour cuffs may epitomize the entire work of\\nthe term your Avriting tablet may be inter-\\nleaved Avith condensed information you may\\nget a chance to copy half the book in the\\nteacher s absence from the room your pocket\\nmay be full of crumpled but significant bits\\nof paper; your neighbor s work may be in\\nplain sight and you may appropriate half of\\nit, the teacher need be on the lookout for\\nnone of these or a thousand other tricks. If\\nyou have been reciting to him, he needs no\\nexamination to tell him what you know, and", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0078.jp2"}, "79": {"fulltext": "THE ETHICS OF QUOTATION 31 ARKS. 73\\nyour brilliant, false paper has only been a test\\nof your honesty, wherein you have miserably\\nfailed.\\nIt is often exceedingly difficult to know\\nwhen it is best to deal openly with transgress-\\nors in this matter, and when a reform can be\\nbrought about by quieter methods. I once\\nhad a young girl in my class who persisted in\\nthe boldest cheating, again and again, until I\\nsent her off into the college library to work\\nout her papers by herself. Those papers were\\nuniformly abominable, and never of passing\\ngrade The same appeal, on the contrary, to\\na young man s honor, once brought a paper\\nmore audaciously and manifestly obtained by\\ncheating than ever before. Many a scholar\\nhas chuckled over the thought that he has\\nsuccessfully deceived his teacher, while that\\nteacher was praying earnestly for wisdom to\\nmake no false step but to do what might be\\nbest to bring him back to honesty and honor.\\nYes, and what if no one ever finds it out\\nTeachers have far too little time, to waste it\\nin seeking out faults that are not forced upon\\ntheir attention. You may successfully cheat\\nyour teacher. Is there not One who cannot\\nbe cheated\\nYour conscience can never be too delicate\\nfor manliness in this matter. I like to hear a", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0079.jp2"}, "80": {"fulltext": "74 HOW TO STUDY.\\nscholar, when he translates a sentence as the\\neditor translates it, laugh and say Notes\\nin a half-apologetic way. I like to see a\\nscholar, when at the blackboard, turn his back,\\nimpolitely but honestly, on his classmate and\\nhis classmate s work. I like to be asked for\\npermission even to borrow a penknife, in the\\ncourse of an examination. I like to see\\nscholars leave their books at home on exami-\\nnation day, and come without voluminous\\nwrappings of shawl and overcoat. I like to\\nsee papers turned face down, when written,\\nnot face up, ready for neighborly exchange of\\ninformation. I like to have scholars come\\nhonestly to me, as one or two have come, and\\nask me if I approve the use of translations\\nat home, and written original translations\\nbrought into the classroom, and promise to\\nabide by my decision. One cannot be too sen-\\nsitive in avoiding the very appearance of what\\nis dishonorable.\\nLet us be ourselves. Any dishonest addition\\nis a loss. Let us be willing to be held mediocre\\nrather than be sinful. A pony will carry\\nus straight to sorrow. A key will open the\\ndoor to shame. Our interlineations here mean\\ndark interlinings in the record above. Let us\\nbe ourselves, and when we use what is not our\\nown, let us never forget the quotation marks.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0080.jp2"}, "81": {"fulltext": "CHAPTER XIY.\\nHOW SCHOLARS MAY IMPROVE THEIR\\nTEACHERS.\\nHE genial Dr. Trumbull makes, some-\\nwhere, this neat point Suppose, he\\nsays, that one man is thirsty. You\\nhave your scholar. Another man\\nbrings a bucket of water. You have your\\nteacher. But that is not all. The thirsty man\\nis not a whit better off until in some way the\\nwater is inside the man. The question is, as\\nDr. Trumbull says, how to get some of the\\nbucket s brimf ulness into the man s brim-empti-\\nness.\\nNow I want to say, students, that for every\\nscholar I have had who failed to be taught be-\\ncause he was not bright enough to understand,\\nI have had ten who failed to be taught because\\nthey and I never got within reaching distance\\nof each other. Their lips kept away from the\\nbucket.\\nSometimes it was my fault. Sometimes it\\nwas because they came with brains smothered\\nby unventilated rooms, or dulled with the\\n75", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0081.jp2"}, "82": {"fulltext": "76 HOW TO STUDY.\\nstagnant blood of unexercised muscles, so that\\nthey were too stupid to put their lips to the\\nbucket. Sometimes they really did not find^\\nout in Avhat way I was trying to help them, so\\nthat they might respond, or their attention\\nwas called away entirely from the work in\\nwhich alone, just then, I was trying to meet\\nthem.\\nDo you want to know what a teacher feels\\nlike when he discovers that all his attempts at\\nhelping his scholars are meeting with no re-\\nsponse? He feels like an usher Avho walks\\nthe whole length of the church, and turns to\\nfind himself ushering nobody. He feels like\\nthe preacher who talked so eloquently to a\\ncongregation of deaf-mutes like the near-\\nsighted man who bowed to the dunmiy in the\\nshop-window. It is lilie walking up that step\\nafter the last, which isn t there.\\nEvery teacher ought to know this that be-\\nfore he can teach he must become the scliokir\\nenter, that is, into the scholar s needs, his\\npowers and attainments. And just as truly,\\nevery scholar should know that before he can\\nlearn he must become the teacher enter, that\\nis, into the teacher s plans and desires, and en-\\ndeavor to work with him.\\nObviously, one of the most important fac-\\ntors in studying is ^the teacher but students", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0082.jp2"}, "83": {"fulltext": "SCHOLARS MAY IMPROVE THEIR TEACHERS. 11\\nare very likely to study with no reference to\\ntheir instructor, taking it for granted either\\nthat he is all right or that he is mostly wrong,\\nand not stopping to think about their relation\\nto him. Much of the fruitfulness of this re-\\nlation, however, depends upon the scholar\\nand though young America prides himself on\\nbeing business-like, yet he usually commits the\\nunpardonable business error of drawing from\\nhis schooling a dividend far lower than it is\\nwilling to pay.\\nTeachers accept the principle that the poor\\nscholar is the opportunity of their art. In the\\nsame way, many and many a time, the poor\\nteacher is the scholar s opportunity, and waits\\nbut a helpful touch from his pupil to flash into\\neager life. How may it be done\\nFirst. If you do not want a machine-\\nteacher, you must see to it that the mere ma-\\nchinery of teaching does not require all of his\\nenergy. Suppose a captain in battle should be.\\nobliged to stop and give instructions as to the\\nmeaning of right wheel and charge bayo-\\nnets and ground arms He could not do\\nmuch fighting with that company. Many a\\ntime I have planned a charge along the whole\\nline for the recitation hour, and have been com-\\npelled in chagrin to spend that hour in hum-\\ndrum drill in the manual of arms, in the ele-", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0083.jp2"}, "84": {"fulltext": "78 HOW TO STUDY.\\nments of the work, which should have been\\nmastered in the study-room. To put it in\\nbrief, no preparation by the scholar, no in-\\nspiration from the teacher.\\nSecond. Did you ever think that you can\\nhelp your teacher by getting help from him\\nYou are nonplussed by a problem. Do not\\nget a classmate to aid you, or fail on it in reci-\\ntation. Go to the teacher. While he shows\\nyou the solution, you will show him that you\\nare in earnest in your studies, and that you do\\nnot consider him a taskmaster, but a friend.\\nOh, those chance conversations with one s\\nscholars, wherein the bright young folk make\\nit clear that their studies have entered the\\ncharmed circle of their unforced interest\\nHow, forever after, they lift the classroom\\nwork Avith those scholars safely above the line\\nof drudgery\\nThird. You can readily imagine the feel-\\nings of a bride when the groom saunters in\\nhalf an hour late to the wedding. By the\\nsame token the teacher can guess that you are\\nnot passionately in love with his study. Nor\\nwould a despondent bearing and funereal coun-\\ntenance on the part of the aforesaid bride-\\ngroom make the matter much better. Com-\\npliment your teacher with promptness and\\nwith cheerful alacrity of mien, and, my word", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0084.jp2"}, "85": {"fulltext": "SCHOLARS MAY niPBOVE THEIR TEACHERS. 79\\nfor it, jour compliment will pay you a good\\ninterest.\\nFourth. Preachers say that they often\\nhave this experience They prepare a sermon\\nwith especial care to meet the needs of some\\none member of their congregation, and rise in\\npulpit on Sunday to find that person s pew\\nvacant. Their disappointment and blank per-\\nplexity are no more than what many a teacher\\nhas felt, when, after he has planned a special\\nexercise or a whole recitation to meet the\\nneeds of some especial scholar, he sees that\\nscholar s place empty. That sort of thing\\nsoon takes the life out of a teacher.\\nFifth. Every one knows that among all the\\nincidents of social life nothing is quite so ex-\\nasperating as to invite some one to a party,\\nand never receive a reason for his absence.\\nThis is true of any social engagement. E ow\\nif scholars want to get the most out of their\\nteachers, they must remember that those\\nteachers have the same general set of feelings\\nas other people.\\nSixth. A teacher is in many ways as de-\\npendent for enthusiasm upon his class as an\\norator upon his audience. If an orator gets a\\npoor audience, it s like trying to strike fire\\nout of putty; but a responsive audience\\nkindles the orator. In recitation, then, be", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0085.jp2"}, "86": {"fulltext": "80 BOW TO STUDY.\\nsympathetic be full of interest. Put yourself\\nin the receptive mood. In the Latin class be-\\ncome a Koman in the geometry class, a tri-\\nangle. Ask intelligent questions, and many\\nof them. Looking back over my classes, I can\\nrecall, in each, one or two uplifted hands and\\nsnapping lingers which have pointed me to\\nsuccess in those classes, and I thank them for\\nit. And listen, without whispering. You\\nhave joined hands, have you not, to receive a\\ncurrent from an electric battery What\\nhappened w^hen any one dropped hands\\nWhy, just what happens when one whispers\\nto his neighbor in the classroom. lio more\\nenthusiasm. No more electricity.\\nSeventh. Don t be discouraged if your\\nteacher happens to be cross. Be patient with\\nhim. You are probably suffering for the sins\\nof the class just before you, and upon your\\ngood behavior depends the comfort of the class\\nto come after you. I once heard a member of\\none of my classes whisper to an incoming\\nscholar, He s cross to-day. Look out I\\nam sure that next class was astonished at my\\ngood humor. But teachers are seldom thus\\nwarned, and often unconsciously make one\\nclass suffer for the poor lesson or bad behavior\\nof its predecessor.\\nEighth. You cannot dampen a teacher s", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0086.jp2"}, "87": {"fulltext": "SCHOLARS MAY IMPROVE THEIR TEACHERS. 81\\nardor more quickly than by telling him\\nfrankly, as some have kindly told me, that\\nyou don t like his study, and never will Ex-\\npress appreciation of your teacher s work.\\nDon t be afraid of making him conceited.\\nThere is an infinity of things by which a\\nteacher is made humble, and kept so. But if\\nhe perceives in his scholars no more apprecia-\\ntion of his work than a stone-mason in the\\nstone he carves, he will do stone-mason s work,\\nno more.\\nAnd lastly, you will greatly invigorate your\\nteacher by showing a willingness to do more\\nwork than is required outside work. When\\none has an appetite for a thing, one has to\\nguard against over-eating. I judge by this\\ntest the true student, always. Where are the\\nscholars who study beyond the stint, who read\\nall the books in the library on the subject they\\nare studying, who require the bit and curb\\nrather than the spur I have known them,\\nand more in number than you would think,\\nand bless them every time I think of them, for\\ntheir helpful enthusiasm, at which, more than\\nonce, my own has been rekindled.\\nAnd now I may sum it all up in this sen-\\ntence from the great emperor, Marcus Aurelius\\nAntoninus We are made for co-operation,\\nlike feet, like hands, like eyelids, like the rows", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0087.jp2"}, "88": {"fulltext": "82 SOW TO STUDY.\\nof the upper and lower teeth. A good teacher\\nis in great part made by his scholars, simply\\nbecause good teaching is a co-operative\\nprocess.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0088.jp2"}, "89": {"fulltext": "CHAPTEE XV.\\nPUT YOUR PLAY INTO YOUR WORK.\\nWILL give you a short chapter on a\\nlong theme.\\nI am writing this at the end of\\nvacation. The red cheeks, bright\\neyes, brown skins and hearty laughs of the\\nscholars everywhere tell me that vacation play\\nhas done its appointed work. But how hard\\nit is to leave the play, and go back to work\\nagain My dear students, don t leave the\\nplay!\\n]^o work you cry in astonishment. I\\ndidn t say that. Put your play into your\\nwork. Your schooling will be a failure other-\\nwise.\\nLet me tell you something. J}^o ivork is\\nwell done until it is easily done. The might-\\niest machine I ever saw, with all its ponder-\\nous beams and wheels, distributing water\\nthrough hundreds of miles of pipe over the\\ngreat city of Chicago, caused not so much jar\\nand confusion in its working as my chain pump.\\nI made an engagement once to meet a cer-", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0089.jp2"}, "90": {"fulltext": "84 HOW TO STUDY.\\ntain student for recitation during recreation\\nhours. I apologized when I thought, but he\\nsaid it made no difference, as he never took\\nany recreation. He spoke the truth, and I\\nfear he was proud of the statement. But I\\nwanted to say to him, My dear boy, you\\nmay study ten hours a day. Let me assure\\nyou that you could do much better work with\\neight hours study and two hours play. You\\nlack a certain alertness and vigor of intellect\\nwhich a proper amount of sport gives. It is a\\nsort of mental poise, an ease and balance of\\nthe mind, which renders all its operations\\npleasurable.\\nIt s a serious thing to become incapable of\\nsport I should like to write on every school\\ndesk these words No work is mastered until\\nit has become play Is the musician satis-\\nfied while eyes must follow fingers, while he\\nmust glance anxiously at every note, and\\ntremble at every difficult passage Not until\\nthe execution of the piece has become a sec-\\nond nature is the performer a musician.\\nWhen is a page of German learned AYhen\\nit can be read as promptly as English. When\\nis a lesson in grammar mastered When you\\ncan talk as glibly about the parts of the sen-\\ntence as about the pictures on the wall. When\\nhave you solved a problem in arithmetic", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0090.jp2"}, "91": {"fulltext": "PUT YOUR PLAY INTO YOUR WORK. 85\\nWhen you can walk through it from step to\\nstep with as easy assurance as through a house\\nyou have lived in all your life. When are you\\nready for an examination When you are\\nprepared for an oral examination as rapid as\\nyour teacher can talk. The secret of scholar-\\nship is patient, persistent, dogged review, until\\nthe task becomes play.\\nOne of the teacher s greatest joys is to\\nmake a scholar realize in his own experience\\nthe blessedness and freedom of thoroughness.\\nThe vast majority of scholars are constantly\\nweighed nearly to earth with the burden of\\ntasks half finished tasks which the true\\nscholar has so thoroughly done at the right\\ntime that the result has become part of his\\nmental fibre, no greater clog than his brain\\nitself.\\nYour long, happy vacations have taught you,\\nI trust, how to play. Kow let the play ele-\\nment go into your study. You have taken a\\nlong step toward the Christ:ideal when you\\nnot only carry His spirit of helpful earnestness\\ninto your play, but put His grand serenity and\\ncheerful equipoise into your work.", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0091.jp2"}, "92": {"fulltext": "CHAPTEK XYI.\\nGET OKE day s work AHEAD.\\nNE of the very brightest little books\\never written is a collection of anec-\\ndotes concerning Socrates, written\\nby his friend Xenophon. In it\\nXenophon tells the following story of the\\ngood old Greek philosopher.\\nSocrates once heard a man groaning over\\nthe prospect of a walk from Athens to Olym-\\npia, to attend the great festival there. Why,\\nsaid Socrates to him, you would walk about\\na great deal if you stayed at home. Put all\\nthose little Avalks together. They will easily\\ncarry you to Olympia. You will merely walk\\nabout a little, then dine then walk about a\\nlittle more, and go to bed and rest. You ll\\nhave no trouble, my friend, if you only start\\nin time, so that 3^ou can make each day s jour-\\nney of comfortable length. It s very weari-\\nsome to start one da}^ late, and be compelled\\nto lengthen out forced journeys but, my dear\\nsir, you ll be surprised to see what a sense of\\nease and leisure you will gain by starting one\\n86", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0092.jp2"}, "93": {"fulltext": "GET ONE DAY S WORK ARE AD. 87\\nday too early. It s better to hurry at the\\nbeginning than the end,\\nAnd now, are not all students going to\\nOlympia? The contests there will be more\\ndifficult than they realize, the prizes more\\nglorious than they can imagine and the ad-\\nvice of wise old Socrates is not a whit spoiled\\nby its age of twenty -two centuries.\\nIt is a fact, I think, that most scholars are\\nperpetually in a hurry. They get the lesson\\nwhich is to be recited after dinner just before\\ndinner they take home their books at night\\nto get the first morning lesson. They seem to\\nlive, mentally, from hand to mouth, like veri-\\ntable intellectual tramps. They seem to parody\\nthe Bible sentence, and declare, Sufficient\\nunto the day is the study thereof.\\nIf this is true of you, look out For I tell\\nyou there are few things that harm more than\\nworry. And there are few things so sure-to\\ncause worry as hurry. Watch, and see if I m\\nnot right\\nTake Socrates advice. Put your hurry\\nwhere it will do some good at the beginning.\\nGet one day^s tvorh ahead, and Tceep there\\nDo not reject the plan for fear of forgetting\\nyour lesson. If a lesson will not keep two\\ndays, how will it keep till examination time\\nBut this plan does not make my work any", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0093.jp2"}, "94": {"fulltext": "88 HOW TO STUDY,\\nless Who said it did But do you not see\\na difference between driving your work, and\\nletting it drive you? between racked nerves\\nand an even temper? between anxiety and\\npeace? between fagged bodies and fresh ones?\\nThe true scholar works quietly, serenely\\nlooking ahead, eager at the start, never flur-\\nried on the journey. And is not that the way\\nGod v\\\\^orks If I mistake not, the oak-tree\\nstudies ahead, or it would never make its\\nacorns, and every summer, all over the world,\\nreads a good way ahead in God s great year-\\nbook.\\nAre you in earnest? Seize this very ininute\\nWhat you can do, or dream you can, begin it\\nBoldness has genius, power, and magic in it.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0094.jp2"}, "95": {"fulltext": "CHAPTEE XYII.\\nABSOEBING INFOEMATION.\\nK]^0 W a man who could walk through\\nthe main street of a city perfectly\\nstrange to him, and at the end of\\nthe way you would take him for an\\nold inhabitant. He would know the chief\\nindustries of the town, its moral and social\\nand financial condition, the names of its prom-\\ninent merchants and pastors, the prevailing\\npolitics, the sentiment in regard to the liquor\\nquestion, the efficiency of the public schools,\\nthe names of the daily papers, the geological\\nstrata beneath, the chief products of the sur-\\nrounding farms, he could even direct a man\\nwho had lost his way. That is Eichard\\nEeadywit.\\nAmong my acquaintances is another gentle-\\nman who could walk along the same thorough-\\nfare, and at the end of it be obliged to inquire\\nhis way back. He would not know the points\\nof the compass if it was a cloudy day. He\\nwould not know where to find a single store\\nin town, or any public building. He would\\n89", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0095.jp2"}, "96": {"fulltext": "90 HOW TO STUDY.\\nhave no idea whatever of the kind of dwelling-\\nhouses or the character of the people or\\nthe nature of their occupations. As soon as,\\nbarely reaching the station in time, he hurried\\non board the train, he would be obliged to ask\\nhis neighbor what town they had just left.\\nThat is Simon Slowboy.\\nNow neither Kichard Ready wit nor Simon\\nSlowboy made any exertion in the walk sup-\\nposed. They simply abandoned themselves to\\nthe habits they had formed and Simon could\\nno more gather all this information than Eich-\\nard could help gathering it. A barber was\\nonce eulogizing a young friend of mine whom\\nthe barber considered a prodigy of learning.\\nWhy, sar, he explained, flourishing his\\nrazor, his brain s jes like a sponge. It\\nsoaks up eb ryting it touches. That is true\\nof some men. They seem to absorb informa-\\ntion.\\nLay that piece of blotting paper upon an\\nink-blot. It lies there quietly. It is doing\\nnothing. It is not going after the ink the\\nink is coming to it. Make another ink-blot\\nand put this piece of calendered paper upon it.\\nThe ink is not absorbed at all, but only spread,\\nmore widely. There is a wonderful power,\\ncalled capillary attraction, which lifts liquids\\ninto small vessels without any force but the", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0096.jp2"}, "97": {"fulltext": "ABSORBING INFORMATION. 91\\nliking of the liquid for the sides of the tubes.\\nPut a glass tube into water, and I defy you\\nto keep the water inside the tube down at\\nthe level of the water outside it. The tube\\ndid not seek the water, but the water rose in\\nthe tube. Of course, if you stop the mouth of\\nthe tube, or if the tube is exceedingly small,\\nthe experiment will fail.\\nAnd that is the trouble with the calendered\\npaper. The porous blotter is filled with\\nthousands of these little lifting tubes but in\\nthe calendered paper their mouths are all\\nglazed over. The calendered paper is very\\nsmooth, shiny, and elegant but it won t ab-\\nsorb ink. That s v^hy, my readers, a good\\nmany folks cannot absorb information they\\nare supercalendered with pride. They have\\nan idea that it is vulgar to ask questions, and\\nquite the proper thing to pretend to have been\\nborn into the world a complete encyclopaedia\\nbrought down to date. Of course no man can\\nabsorb information who has all his question-\\npores glazed over with conceit.\\nAnd then many people that are really hum-\\nble enough about it, lack this power of ab-\\nsorbing information because they have never\\ntrained themselves to it because, however\\nautomatic it may become after a while, it is\\nnot so at the beginning. I suppose no man", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0097.jp2"}, "98": {"fulltext": "92 HOW TO STUDY.\\ncan see so many little things at once, and see\\nthem so accurately, as a sleight-of-hand man.\\nHis eye photographs, at a mere glance, ob-\\njects, persons, and acts, down to the finest de-\\ntails, where our dull vision sees only the out-\\nlines. Do you know how he does it This, I\\nam told, was a method of training adopted by\\nthe renowned prestidigitator, Hermann. He\\nwalked rapidly past a shop window, glancing\\nin as he walked, and noting as many objects\\nas he could. Then he verified his impressions.\\nThen he took a census of another window. So\\nhe practised until, from the ability to grasp in-\\ndistinctly only a few objects at a glance, he\\ngained the power of instantly forming vivid\\nmental pictures of large groups of objects\\nmost diverse.\\nIn some such way these people Avho absorb\\ninformation readily have trained themselves.\\nThe first time Richard Ready wit passed\\nthrough a strange town he probably noted\\nonly the names of the streets and the kinds of\\nshops he was passing. But the noting of these\\nthings once, made him more sensitive to note\\nthem the next time so that in the next town\\nhe visited he had some attention to spare for\\nother matters. And thus his power of com-\\nprehension grew with use.\\nOf course there can be no absorbing of in-", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0098.jp2"}, "99": {"fulltext": "ABSORBING INF0B3IATI0N. 93\\nformation about a thing, however, without a\\nlittle knowledge of the thing to start with.\\nSet a ready-witted drummer down in a strange\\nhotel, and in half an hour he will know more\\nabout the affairs of the town than the average\\nreporter but if he is not a religious man, he\\nwill not know much about its church life and\\nif he is not somewhat versed in geology, he\\nwill not know anything about the geological\\nstrata beneath. Put the best blotting paper\\nhalf an inch away from the edge of the big-\\ngest ink-spot, and there will be no absorbing\\nof ink. There must come in a little funda-\\nmental know^ledge to impel the most absorb-\\nent mind toward a subject to furnish, as it\\nwere, the point of contact.\\nBut, at the start, I forgot. You might do\\nsomething to the glass tube which would pre-\\nvent the water from rising in it. Grease it.\\nHowever much capillary attraction there\\nmight be between the water and the sides of\\nthe tube, the water has no liking for the oil,\\nand will not go near it. That furnishes the\\nlast point in my list, ^o man can absorb in-\\nformation if he hates information. If he has\\nsmeared his whole mind over with a slimy,\\nlazy dislike for new ideas and fresh knowl-\\nedge, you may soak him in notions and learn-\\ning for a twelvemonth, and he ll absorb none", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0099.jp2"}, "100": {"fulltext": "94 BOW TO STUDY.\\nof it. But let him love to learn let him\\nreach out eagerly, hungrily, after mental food,\\nand he ll swallow it as rapidly and digest it as\\nthoroughly as healthy children absorb bread\\nand butter.\\nTo sum up. Absorbing information is a fine\\nart, in which any one may become proficient\\nwho throws away his pride, gets a little knowl-\\nedge, and trains himself patiently and lov-\\ningly.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0100.jp2"}, "101": {"fulltext": "CHAPTER XYIII.\\nPUTTING one s mind ON IT.\\nITPPOSE that when you wanted to\\nlift a dish of apples, one hand should\\nfly to your pockets and the other\\nmake wild gestures in the air or\\nsuppose that when you desired to look at a\\nfriend coming toward you, one eye should\\nscan the heavens and the other peruse the\\nground would you not think something seri-\\nously wrong with you But if, when you, sit\\ndown to study, one half of your mind flies off\\nto the playground and the other falls to be-\\nlaboring the poor teacher, you say that you\\ncannot concentrate your mind and that s\\nthe end of it. Why, ray dear young man, my\\ndear young woman, that s all that is the mat-\\nter with the insane and idiotic, they cannot\\ncontrol their minds by their wills.\\nSitting before your books, you first estimate\\nthe length of the lesson outrageously long!\\nThen you compare it with yesterday s lesson\\nteacher is becoming more unreasonable every\\nday! Then you count up the pages left to\\n95", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0101.jp2"}, "102": {"fulltext": "96 HOW TO STUDY.\\nstudy, and cipher out how long it will take at\\nthree pages a day. No need of going so fast.\\nThen you wonder if George has his lesson,\\nand ask him. He hasn t. Then you read the\\nlesson over. You don t understand a word of\\nit. You ask George if he understands a word\\nof it. He doesn t. Then 3^ou count up the\\nnumber of days left in the term. Thirty-one\\ndays and six hours and three-quarters. You\\nread the lesson once more a little clearer.\\nYou see by the clock that 3^ou have been\\nstudying half an hour. You ask George if he\\nhas to study his lesson half an hour. He does.\\nYou read the lesson once more. As dark as\\never. Discouraged, you draw a picture of the\\nteacher an awful picture, with horns.^ By\\nthis time you have studied an hour, and that\\nis all the time you can spend on this lesson.\\nLesson s too long, anyway.\\nOf course, that is an abominable caricature\\nof the way 3^ou stud}^, but you will all agree\\nthat it s a pretty fair picture of the way most\\nof your schoolmates study. Do you want me\\nto give you some hints on the cure of mind-\\nwandering? I shall, whether you want me\\nto or not.\\nHint First. It can t be cured quickl}^ You\\nknow how many months it takes a baby to\\ncontrol its swaying, wandering feet", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0102.jp2"}, "103": {"fulltext": "PUTTING ONE S MIND ON IT. 97\\nHint Second. You re not enough in earnest.\\nIf you ever, by and by, fall in love, you will\\ncome to know what concentration of mind\\nmeans. You are not enough in love with your\\nstudies.\\nHint Third. The very next time you are\\ntroubled with mind-wandering, notice what\\nthat is to which your mind has strayed, and\\nstraightway reduce it, be it what it may, to a\\nless degree of prominence in your lives. Does\\nyour mind show a tendency to wander into\\nthoughts of the next game of ball, or that ex-\\nciting serial story Then choose some game\\nand some story less exacting in its interest.\\nDo thoughts of your mates, of those you dis-\\nlike and of those you like very much indeed,\\ndivert your studious mind? Then you must\\nbe a hermit for a time, or you will never be a\\nscholar.\\nHint Fourth, One who is master of his\\nmind could do good studying in the midst of a\\nnominating convention, but that would be a\\npoor place to cure mind- wandering. You\\nwouldn t try to break in a colt on Broadway.\\nStudy alone as much as possible. If nothing\\nelse can induce you to withdraw for study to\\na quiet nook, do as Demosthenes did shave\\nhalf your head, and thus force yourselves out\\nof society. I have seen a great many students,", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0103.jp2"}, "104": {"fulltext": "98 HOW TO STUDY.\\nbut no one of them all was successful who pre-\\nferred to study with some one else to help look\\nup words in the dictionary, add figures, hint\\nat solutions, and suggest translations. Schol-\\nars do not grow in crowds. There is no such\\nthing as co-operative studying any more than\\nco-operative eating. Whenever two people\\nstudy together, one is a student and the other\\na dummy. Yet, after the studying has been\\ndone, companionship is of the highest value.\\nI have elsewhere urged you always to review\\nyour lessons with a friend. His mind has seen\\nwhat you have missed. His questions will\\ndevelop your strength. Your discussions will\\nvivify the whole. The scholar grows in soli-\\ntude, but he bears fruit in a crowd.\\nHint Fifth. Fix a time and place for the\\nstudy of each lesson. A horse, set for a few\\ndays to doing certain tasks in certain places\\nand times, soon learns to do them without the\\nwhip and rein. Tasks which, to the irregular\\nstudent s bewildered brain, are a daily worry,\\nare accomplished almost mechanically by a\\nbrain methodically used.\\nHint Sixth. Cultivate regularity in all the\\ndetails of your life, as well as studying. Some\\npeople think that, because their business is not\\nplaying, or eating, or letter- writing, or reading,\\nor talking with their friends, or running to the", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0104.jp2"}, "105": {"fulltext": "PUTTING ONE S MIND ON IT. 99\\npost-office, therefore it makes no difference\\nwhen they do these things. But it does. You\\nwill find that if you accustom yourselves to\\ndoing all things at all times, it will be next to\\nimpossible for you to do merely one thing at\\nany time. You will want to study at one\\no clock, but into your study will rush reminis-\\ncences of the walk you took yesterday at that\\nhour, your novel of the day before, and your\\nlunch of the day before that. Perfect system\\nin even the smallest things, that is one secret\\nof the power of concentration.\\nHint Seventh. Exercise. Eat properly.\\nDress properly. Take fresh air, and plenty\\nof it. Who could train his mental batteries\\naccurately on a problem while painfully con-\\nscious that digestion is going on, while his\\nhead is throbbing, his eye smarting, his body\\nlanguid and sick Get your body to leave\\nyour mind alone, and then see whether you can-\\nnot assume command of your mental faculties.\\nHint Eighth. Don t worry. Keep a clear\\nconscience. Undertake only what you can do\\nthoroughly and on time. Leave nothing un-\\ndone to haunt all your working hours. A\\ngeneral can hardly direct his troops with force\\nagainst an enemy in front while he has several\\nunconquered regiments of foes dodging about\\nin his rear.\\nLfTC", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0105.jp2"}, "106": {"fulltext": "100 HO IV TO STUDY.\\nHint Ninth. You will be troubled with\\nmind- wandering in connection with the studies\\nyou like the least. Have you ever thought\\nthat right here you must mass your powers,\\nor be a defeated scholar For the scholar,\\nthe thinker, is not one who can apply his mind\\nto that only to which it naturally turns, but\\nis distinguished from the common herd of\\nbrain-bearing animals chiefly by his power of\\nderiving, by forceful application from un-\\npromising, stubborn, and unattractive subjects,\\nsome new knowledge and blessing for mankind.\\nHint Tenth, and last. Persevere stick to\\nyour task till it is done. Suppose that the\\nmoon stood over New York harbor at this in-\\nstant, pulling its waters toward herself. How\\nlong would it be before the pull would be felt\\nand the waters rise in high tide? Even if all\\nthe continents were out of the way, it would\\nbe six hours. Full that table toward you. It\\ndoes not stir instantly, but soon it does, though\\nyou pull no harder. What is happening dur-\\ning the moon s six hours or your instant of\\nwaiting Fower is overcoming inertia. Do\\nyou not know that there is inertia in mind as\\nwell as matter Do you not find that the\\ntrue start in studying comes some time after\\nyou commence How foolish it would be for\\nthe moon, after six hours pull, to let go and", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0106.jp2"}, "107": {"fulltext": "PUTTING ONE S IIINB ON IT 101\\nsay that she will try again some other day\\nMany a time we lose our grip just when the\\nintellectual tide is ready to rise. Let us finish\\none thing at a time.\\nBut a rule that is good for all occasions, you\\nknow, is good for nothing. Exceptions prove\\nthe rule, and there is an exception to this.\\nThere is just a grain of truth in that absurd\\nold proverb, A watched pot never boils.\\nSometimes the best way to set our brains\\na-simmering over any particular fire is to go\\noff and forget all about the matter for a sea-\\nson. Too long thought on a problem dulls\\nthe mind, as a too prolonged gaze at any ob-\\nject dims the eyes. The wise student will\\nlearn the value of intervals. He will take\\nlessons from the farmer in the rotation of\\ncrops. If his mind has become weary of\\nraising a crop of figures, he will set it to\\nraising a crop of history or of language. Un-\\nless the mind rebels in this way, however,\\nmental economy tells us to keep right on with\\nthe same task until it is completed.\\nAnd what are we to do with visitors,\\n3^ou ask, and with chatterers who interrupt,\\nand with other people s purposes that spoil\\nthe best-laid plans of mice and men Why,\\nendure them without losing your temper.\\nNothing is a greater interruption to study", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0107.jp2"}, "108": {"fulltext": "102 HOW TO STUDY.\\nthan the loss of temper. Better for your\\nstudying that you lose an hour than lose your\\ntemper; better that your entire schedule be\\nput out of order than you out of spirits.\\nMake your plans with spaces between, so that\\nwhen the hindrances and interferences come,\\nthey will simply shove your plans closer to-\\ngether, and not crowd any of them out.\\nAnd yet we are ourselves responsible for\\nmost of our interruptions. There are some peo-\\nple who are, to coin a word, very interrupt-\\nible. They are like a gutter stream, whose\\nflexible, meandering nature tempts every urchin\\nto put in sticks to turn it out of its course.\\nOther people are like floods of hot lava, and\\nthe fiery intensity of their purpose is felt and\\nhonored as soon as you draw near them. You\\ndo not feel any inclination to divert them from\\ntheir course, or even to approach them, until\\nthey cool off.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0108.jp2"}, "109": {"fulltext": "CHAPTER XIX.\\nMEMORY-TEAINII^G.\\nDO not at all regret a course in mem-\\nory-training I once took. To be sure,\\nI have forgotten all about the course,\\nexcept that it was great fun; but I\\ngot this good from it I found out how not to\\ndevelop the memory. I sum up my discoveries\\nas follows\\n1. Do not rely on unnatural methods, or\\ndifficult methods, or artificial methods, of train-\\ning the memory.\\n2. Do not get the idea that the only appro-\\npriate field for the exercise of the memory is\\nin recalling dates, names, and figures.\\n3. l^ever fall into the error of supposing\\nthat you can learn to remember things me-\\nchanically, without a personal interest in them.\\n4. Do not treat the memory as a machine\\napart from yourself, that you can force to\\nwork quite regardless of your own general\\nspiritual and mental and physical condition.\\n5. Do not believe that any two men should\\ntrain their memories in just the same way, any\\n103", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0109.jp2"}, "110": {"fulltext": "104 HOW TO STUDY.\\nmore than they should train their bodies in\\nprecisely the same manner.\\n6. Do not forget that even more necessary,\\noften, than tenacious remembering is wise for-\\ngetting, learning what trivialities to drop, in\\norder that the essentials may be retained.\\nThose are some of the things I have found\\nout about how not to train the memory. On\\nthe other hand, theory and experience together\\nhave taught me a few things about the mem-\\nory that I have found useful, and you may like\\nto have them set down before you in black\\nand white. Here they are\\n1. The secret of memory is personal inter-\\nest. You can t really pay attention to any\\nmatter without a personal interest in it, and so\\nI may say that you can remember anything if\\nyour attention is really fixed upon it.\\n2. Do something in connection with what\\nyou want to remember, and you have estab-\\nlished a personal interest. That is why writ-\\ning down facts helps us to remember them.\\nThat is why we remember the names of people\\nwho meet us in the course of business so much\\nmore readily than the names of those who meet\\nus in the course of social chat.\\n3. You can best remember things that you\\nlike. One w^ay, then, to cultivate a memory\\nfor anything is to cultivate a liking for it.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0110.jp2"}, "111": {"fulltext": "MEMOB Y- TEA INING. 105\\n4. Anticipation is a great aid to memory.\\nFor instance, if you want to remember to take\\na book upstairs the next time you go, imagine\\nyourself walking to the book, taking it, carry-\\ning it upstairs, and putting it in its place.\\nWhen the time comes, you will be pretty sure\\nto carry out your imaginations. It has be-\\ncome a sort of second nature to do it, be-\\ncause you have done it once already, in your\\nmind.\\n5. Selection helps memory. Burden the\\nmemory as little as possible, only with im-\\nportant things, central things, around which\\nother things will naturally cluster. Group\\nfacts. In studying the Civil War, for in-\\nstance, all the events can be hinged on half-a-\\ndozen nuclear dates.\\n6. Combination aids the memory. Be\\nshrewd in hitching things together the dates\\n1776 A. D. and 776 b. c, for instance.\\n7. Review helps the memory, for the same\\nreason that anticipation helps it it puts us\\ninto closer personal relationship with the fact\\nit gets us acquainted with it.\\n8. You are almost certain to forget a thing\\nif you think you are going to forget it. The\\norator who has confidence in himself and a\\ngood will-power remembers all his points,\\nwhile the speaker who is distrustful of him-", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0111.jp2"}, "112": {"fulltext": "106 HOW TO STUDY.\\nself forgets his opening sentence and leading\\nargument.\\n9. Another assistant to the memory is or-\\nder. If you want facts to come readily to\\nyour hand, you must pack them away method-\\nically. Discursive reading, such as our news-\\npapers and popular magazines furnish, is ruin-\\nous to the memory, if indulged in overmuch.\\nNow, to close with a practical illustration,\\nsuppose you wanted to remember these nine\\npoints I have given how would you go about\\nit You might summarize them thus in-\\ntentness, action, liking, anticipation, selection,\\ncombination, review, distrust, order. Notic-\\ning that the first letters of these words, i, a, 1,\\na, s, c, r, d, and o, may be twisted into a cord\\nsail, you might try to remember these prin-\\nciples of memory by remembering a cord\\nsail. That would be an example of how not\\nto do it.\\nOn the other hand, the sensible way would\\nbe to group your principles together thus an-\\nticipation, review intentness, liking action,\\ndistrust selection, combination, order. A lit-\\ntle thought over the reason for this oixler will\\nmake it almost impossible for you to forget it.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0112.jp2"}, "113": {"fulltext": "CHAPTEE XX.\\nCOIJN OF THE KEALM.\\nOlSTCE was unlucky enough to have\\na sum deposited in a bank that\\nwent under. My deposits did not\\ngo under with it, however, for it\\nwas announced that all depositors would\\neventually be paid, though they must wait\\nsome time and take their money in tedious\\ndividends. My funds Avere in the bank, safe\\nand sound but for all the good they did me\\nand the rest of the world, they might as well\\nhave been in Demaraland.\\nThat is the way it is with the knowledge of\\na great many scholars. I know it, but I\\ncannot tell it, is the familiar phrase with\\nwhich every teacher is all-too-well acquainted.\\nYou never know what you cannot tell,\\nI am always tempted to reply vigorously.\\nOh, but I know it to myself, I have heard\\nthem answer, with Socratic air.\\nJSTo, I assert in disgust, if you knew it\\nto yourself, you could tell it to yourself, and\\nif you could tell it to yourself, you could tell\\n107", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0113.jp2"}, "114": {"fulltext": "108 HOW TO STUDY.\\nit to some one else. You doubtless have a\\nvague feeling of ownership of the knowledge.\\nYou are sure you once knew the fact, and you\\nput it away where you could lay your hands on\\nit. It is yours, therefore, even though you have\\nforgotten just where you put it. That is the\\nway you reason, for all the world like my\\nbank deposit. I had it the promise of it, and\\nI suppose they taxed me on it but I could\\nnot pay my debts with it, and I could not buy\\nanything with it and w^hen, by any test, I\\nwanted to assure myself that I had it, I found\\nI didnH have it. A fig for such ownership\\nAnd a fig for the things you know but cannot\\ntell\\nDo you think that is too harsh It is the\\nway the world will talk after you leave school.\\nHave you ever noticed the resemblance\\nbetween ^schylus and Dante\\n^s M^ ^^hj) yes, to be sure her it\\nhe Latin poetry was always a er, I mean\\nGreek prose is was most delightful and if\\nyou compare it to Dante why er, yes, I\\nshould think it would.\\nThe world will not accept such a reply as\\nevidence of scholarship any more than your\\nold professor Avould, and though 3^ou may re-\\nmember all about ^schylus when you wake\\nup that niglit, and even recall some of the", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0114.jp2"}, "115": {"fulltext": "COIN OF THE REALM. 109\\nscenes of the Prometheus, yet nothing will\\nmake your friend believe that you ever were a\\nclassical scholar. JN^on-proclucible know^ledge\\nis no knowledge, to all practical purposes of\\nhuman intercourse, until it is put in the shape\\nof coin of the realm. When your Latin and\\nGreek, your astronomy, your political economy\\nand history and English literature are legal\\ntender, then, and not till then, will Cashier\\nCommon Sense, of the bank of Popular Ee-\\ngard, honor your draft upon that conservative\\ninstitution. I have the funds, but I cannot\\nshow them to you now just try him with\\nyour time-worn excuse, if you want to hear\\nsarcasm.\\nAnd if to bring the matter to a practical\\nhead you want to hiow whether your knowl-\\nedge is producible, produce it. Talk it out.\\nA student is indeed fortunate if he has some\\none with whom he can talk over his lessons.\\nThe discussions I used to wage in the rooms\\nof my fellow-students over all sorts of ques-\\ntions granted that they were very crude and\\nsophomoric discussions, yet they served better\\nthan a thousand examinations to fix the sub-\\njects in my mind. If I were to go back to\\ncollege now, I think I should organize a Talk-\\ning Club a society where no papers would\\nbe read and no business would be conducted,", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0115.jp2"}, "116": {"fulltext": "110 HOW TO STUDY.\\nbut the students would meet simply to con-\\nverse about their lessons. It might be called\\na Socrates Club, in honor of the immortal old\\ntonguester. And if I could not do this as is\\nmost likely and if I could not find a friend\\nwho would think he had time for this seem-\\ningly barren palaver, why, I should play every\\nday a sort of intellectual solitaire, and I and\\nMyself would debate our studies together. I\\nwould doubt this point, and Myself would de-\\nfine it I would question that statement, and\\nMyself would join me in attacking it I would\\neulogize that truth, and Myself would proceed\\nto illustrate it and so I would chatter Myself\\nand Myself would chatter me into the wealth\\nof learning that alone can fairly be called\\nwealth of learning, that is, coin of the realm.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0116.jp2"}, "117": {"fulltext": "CHAPTER XXL\\nAM enjoying a new contrivance of\\nthe electricians which is a genuine\\naddition to the comfort of mankind.\\nIt is called the ever-ready elec-\\ntric light, and I shall always owe a debt of\\ngratitude to wide-awake Dr. William E. Bar-\\nton for introducing me to it.\\nThe little instrument is a black, nickle-\\nmounted tube, about eight inches long. At\\none end is a lens, and as you press down a ring\\nat the other end, there flashes from this lens\\na light brilliant enough to illuminate objects\\nacross a large room. When you cease to press\\nthe ring, the light disappears instantly. It is\\na dry-plate electric battery, which, with ordi-\\nnary usage, has to be charged about four times\\na year.\\nThe uses to which we put this ever-\\nready are many, for a snatch -up to go\\ndown cellar or explore some dark closet or re-\\nmote corner of the attic to see the watch or\\nthe clock at night to note whether the baby\\n111", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0117.jp2"}, "118": {"fulltext": "112 HOW TO STUDY.\\nis covered up properly as a dark lantern in\\ncampaigns against possible burglars to jot\\ndown that idea for an essay which will come\\nabout 2:45 A. m.\\nBut I am not writing an advertisement of\\nthe ever-ready, though I think that many\\nof my readers will be glad to know about the\\nuseful little contrivance. My purpose is to\\nuse this flashlight as a symbol of a certain\\nmental process that is very often, and very\\nwrongly, treated with disdain. We call it\\njumping at conclusions, surface knowl-\\nedge, cursory information, that is, in-\\nformation obtained on the run.\\nThere is a use for this in the world, just as\\nthere is a use for my electric flashlight. It is\\nnot a student lamp, I know well. I would not\\nthink of sitting down with it to read McMas-\\nter s history of the United States, or even to\\nwrite a letter but for the purpose of the mo-\\nment, it is just the thing, and having it at\\nhand, it would be foolish to light my student\\nlamp for the purpose of finding the toothache\\nmedicine.\\nYet there are people who insist on doing\\njust that. Under the specious plea of thorough-\\nness, they will not write a literary society\\nessay on Don Quixote until the}^ have read up\\non all Spanish literature they refuse to teach", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0118.jp2"}, "119": {"fulltext": "MY ever-ready: 113\\nthat class of little boys whose teacher is unex-\\npectedly absent, because, although they know\\nten times as much about the lesson as any of\\nthe little boys, they have not had time to read\\nEdersheim and Farrar and the last number of\\nThe Sunday-School Times they will not sing\\na simple song before an uncritical parlor com-\\npany, because they have not yet practiced it\\nbefore Professor Longhairsky. So it is in\\neverything they plead lack of preparation,\\nlack of information, lack of time, and the\\nworld can get little out of them because they\\ninsist on a degree of thoroughness that is not\\noften practicable.\\nI believe in thoroughness of course I do.\\nBut there is thoroughness and thoroughness.\\nIt is purely a relative term. The question is\\nonly what degree of thoroughness is appro-\\npriate to a given task. One need prepare\\nmore carefully for a book than for a magazine\\narticle, and more carefully for a magazine\\narticle than for a newspaper interview. What\\nwould be unacceptable in an academy picture\\nis even charming in a sketch. What would\\njustly be criticised in an oration or a sermon\\nas loose and undigested, may be admirable and\\nadmired in rapid conversation. The question\\nis purely one of adequacy to the place and the\\ntime.", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0119.jp2"}, "120": {"fulltext": "114 HOW TO STUDY.\\nBut, it is argued by these over-thorough\\nfolks, if we are thorough in everything, we\\nshall cultivate the inestimable habit of thor-\\noughness.\\nThat is right he thorough in everything.\\nBut a carpenter is not in serious danger of be-\\ncoming careless if he refuses to put into the\\nclapboarding of a house the same finish he\\nwould lavish on a rosewood cabinet, or if,\\nafter he has built the house, he chooses a\\nmore rough-and-ready mode of putting up the\\ncoal-bin.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0120.jp2"}, "121": {"fulltext": "CHAPTER XXII.\\nTHE FIIsriSHING TOUCH.\\nND now, having said what I have said\\nin the preceding chapter, namely,\\nthat one must exercise common sense\\nin determining the degree of thor-\\noughness appropriate to a given task, I may\\ngo on to a far more important plea.\\nThere s a famous French maxim that tells\\nus that it is the first step that costs. It is\\na pity that the proverb does not finish the\\nthought and add, It is the last step that\\npays. The tedious and diificult first steps,\\nin how many things we take them, paying a\\nbig price in money, time and toil and in how\\nfew of these many things do we have patience\\nand constancy suificient to finish the last and\\neasier part of the course, and receive the pay\\nHe was a thoughtful man as well as a great\\nartist who made the remark that after the\\nstatue is finished the work is but begun. He\\nunderstood the inestimable value of the care-\\nful finishing touch, which completes in reality\\nwhat the careless observer thought already\\n115", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0121.jp2"}, "122": {"fulltext": "116 HOW TO STUDY.\\nperfect. In making castings the metal must\\nremain in the furnace a certain due length of\\ntime before it runs out, or the entire operation\\nis a failure, and the entire mass of metal lost.\\nAn impatient hand on the lever, a too careless\\nhaste to complete the job, would waste much\\nmoney and time.\\n]S ow it is amazing to note how much time,\\nenergy and money are lost to this world just\\nfor the lack of the last step, the last few min-\\nutes, the last finishing touches.\\nHere is Master Takeiteasy, the student. The\\nfacts of his lessons are pressed into his mind\\njust hard enough so that they stick till the\\nrecitation is over, or possibly till the morrow s\\nreview and then they fall off like the leaves\\nof autumn. He studies his lesson until he has\\ngone over the required ground, and then turns\\ndirectly to some other work. And Master\\nTakeiteasy might have been playing leap-frog\\nas profitably as studying, because his work\\ncannot be permanent in its results without re-\\nview. Study for an hour. Eeview that study\\nfor ten minutes. Keview that review for five\\nminutes, and you will have gained something.\\nThe luckless student who studies without im-\\nmediate and persistent review, is like the man\\nwho made all the payments on his life insur-\\nance policy but the last, and so lost the whole.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0122.jp2"}, "123": {"fulltext": "THE FINISHING TOUCH. 117\\nIt is passing strange that students will day\\nafter day spend their time taking these first\\nsteps, costly and tedious, without a moment s\\nthought of the last steps which make the goal\\ntheir own. I beseech you, the next time a\\nlesson is on the coals, remember the man at\\nthe furnace, and do not press the lever for a\\ncasting a casting of the book aside, you un-\\nderstand until you have carried the process\\nbeyond the possibility of loss.\\nThen how many books we read, straightway\\nto forget, thus all but wasting the time we\\nspent upon them We have not given to our\\nreading the last payment, the hour or two of\\nthought, of review, possibly of extracts and\\nnote-taking, which would have transformed\\nthe work of many hours into permanent re-\\nsults. So it is with many studies. Suppose\\nthat you have gained, with pains, a smatter-\\ning of Latin. The first steps have been diffi-\\ncult, the work tedious, and O, how many cry\\nhalt on Latin just as Latin scholarship is within\\ntheir grasp, with all its inestimable advantages\\nand pleasures It is very much as if a small\\nboy should see a fine apple on a distant limb.\\nHe climbs the tree painfully. The trunk is\\nawkward. The limbs are roughly barked, and\\nSAvay unsteadily nevertheless, the apple is at\\nlast within reach of his hand. But the mem-", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0123.jp2"}, "124": {"fulltext": "118 HOW TO STUDY,\\nory of the toilsome ascent is too much for\\nhim. No fruit can be worth anything that is\\nso hard to get. So the small boy drops dis-\\ngusted to the ground without the apple. You\\nsay you believe that this is a slander on the\\nsmall boy It is a slander. It is only an\\nillustration of the way some big boys of my\\nacquaintance and girls too have climbed the\\ntree of science after the apple of knowledge.\\nAre not examples of this mistake to be found\\nat every meeting of your literary societies?\\nYou know what is meant by a finished style,\\na polished style. How many of you, after\\nyou have written your essays, proceed to finish\\nthem, to polish them A cultivated writer is\\nknown not merely by his thoughts, but by a\\ncertain elegance of diction and ease of literary\\nmanner. This grace is to be obtained only by\\nthe nicest revision, by scrupulous watch over\\nadjectives and verbs, subjects and objects, met-\\naphors and similes, by fastidious rearrange-\\nment of awkward sentences, and even by anx-\\nious attention to all details of punctuation,\\ncapitalization, spelling, and paragraphing. Be\\nthe thoughts equally good, before this process\\nit was but a schoolboy composition. Now it\\nis literature. Here as elsewhere it s the first\\nstep that costs, it s the last step that pays.\\nYou can apply the principle in a hundred", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0124.jp2"}, "125": {"fulltext": "THE FINISHING TOUCH. 119\\ndirections. I must speak of one that has a\\nmore direct connection with your studying\\nthan you may think at first. Here is a young\\nman who has an interest in religious matters.\\nThat is, he reads the controversial articles in\\nThe Forii in or North Ainerican Review^ he\\nhears a sermon Sunday, possibly belongs to a\\nSunday-school class in a sort of feeble manner,\\nand listens respectfully while others talk and\\npray at prayer meeting. He calls himself a\\nChristian, and yet and yet\\nHave you ever seen carpenters drive nails\\nwhere a great strain is to come, and do you\\nknow how they sometimes put the matter be-\\nyond doubt They clinch the nails. I think\\nthat it would be a tremendously good thing\\nfor almost everybody s religion, to clinch the\\nhearing of preacher and Sunday-school teacher\\nby earnest study of one s own Bible and ear-\\nnest praying in one s own closet to clinch the\\nprayer meeting by adding one s own little\\nmite of endeavor to clinch the articles in The\\nForum or North American Review by a vast\\ndeal of vigorous, practical, all-alive Christian-\\nity, Christianity not on paper, or daubed\\nwith printer s ink, but written in warm scarlet\\non the grateful heart-tablets of our brothers\\nand sisters who need us.\\nLet us resolve in our school work to live", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0125.jp2"}, "126": {"fulltext": "120 HOW TO STUDY.\\ncompleter lives to begin fewer things if need\\nbe, but to finish more and better things to\\nbe more patient and determined that the\\nMaster may say of our work, some happy day\\nto come, Well done, thou good and faithful\\nservant", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0126.jp2"}, "127": {"fulltext": "CHAPTEE XXIII.\\nTHE CLUE IN THE LABYRINTH.\\nHA YE been indulging lately in the\\nexhilarating sport of bowling, and\\nthough I cannot yet get much above\\none hundred by the end of the\\nstring, yet I have learned a thing or two\\nabout the manly game which I am very glad\\nto know.\\nOne of these important discoveries of mine\\nis this that in rolling a ball at the pins, direc-\\ntion is of far more importance than velocity.\\nDr. X was bowling with me the other night.\\nHe had the rheumatism in his feet, and could\\nscarcely hobble. He had to stand still and\\nroll his balls. They ambled gently dow^n the\\nalley, sounding like a leisurely freight train,\\nbut they went straight for the middle pin, and\\ngenerally the whole set of them went tumbling\\nhead over heels.\\nOn the next alley, young Michael Muscle\\nwas bowling, and I watched him with envy.\\nHe would give a swift run, and with graceful\\ndelivery would fire a ball down the shining\\n121", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0127.jp2"}, "128": {"fulltext": "122 HOW TO STUDY.\\nboards as if from a nine-inch gun. But his\\nballs were actually too swift. They were\\noften thin that is, they would flash their\\nway clean through the pins, disturbing only a\\nfew of them, just as a bullet will make a smooth,\\nround hole in a windowpane, while a stone\\nthrown by an urchin will smash it to frag-\\nments.\\nIt all set me to thinking about the slow,\\nsteady, easy-going boys I have known, who\\nhave made no fuss and won no particular ap-\\nplause but they have known just what they\\nwanted to accomplish, and just how it was\\nto be done, and now quite without exception\\nthey are university professors, or heads of\\nmercantile establishments, or Congressmen, or\\nat the top of some other heap. In the mean-\\ntime, in many a case the youngster who made\\na great stir in school and college, who sparkled\\nand shone, who carried off all the prizes and\\nbeat all the games and held all the positions\\nof honor, settled down into a very subordinate\\nposition, or slipped out of sight altogether. It\\nwas because these fellows lacked a clear, def-\\ninite, steady aim. They plunged through their\\nwork for the moment, but they had no thouglit\\nbeyond the moment. They were rockets, bril-\\nliant and beautiful; they came down sticks.\\nI shall think of all this the next time I am", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0128.jp2"}, "129": {"fulltext": "THE CLUE IN THE LABYRINTH. 123\\nfortunate enough to have a touch of rheuma-\\ntism, and I sliall go to the bowling-alley, and\\nI shall make the record of the evening.\\nI don t blame the students in our high schools\\nand colleges for growing perplexed and con-\\nfounded with the multitude of studies they\\nmust cram into their heads. The Latin clashes\\nwith the French, and the Greek with the Ger-\\nman, trigonometry bumps up against Ameri-\\ncan history, and geology smashes psychology.\\nBy the time they are through with it all, poor\\nthings, it is a wonder that they know whether\\nthe binomial theorem is in the major premise\\nor the Silurian age. In the course of my peda-\\ngogical experience I have had to teach pretty\\nmuch everything, from Greek to arithmetic,\\nfrom astronomy to shorthand, from zoology\\nand geology to French and algebra and modern\\nhistory. That is why I speak so feelingly\\nabout the brain-packing required nowadays\\nfrom teacher and scholar.\\nI want to tell you a little story.\\nOnce I had in one of my classes it chanced\\nto be a class in higher astronomy a young man\\nwho saw no sense in the study. He did not\\nlike it a bit. The strange secrets of the stars,\\nthe mysteries of the moon, the fascination of\\nthe spectrum, the tricks of the sun-spots, the\\nbeauty of the planets ordered march, all", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0129.jp2"}, "130": {"fulltext": "124 HO IV TO STUDY.\\nthese were lost upon him. He was a very\\npractical young man, and it was too far away\\nfrom earth for him. So he failed on exami-\\nnation, as I knew he would, and I had to give\\nhim extra work to do in the summer.\\nWell, the 3 oung man somehow took it into\\nhis head during that summer s study to hitch\\nhis astronomy on to his life work he was in-\\ntending to study law. With every chapter he\\nasked himself, How could I use this to illus-\\ntrate a case What turn could I make upon\\nthat fact before a jury? As soon as this\\nidea entered his head, his studies made prodi-\\ngious strides, he speedily passed with credit,\\nand he wrote on the back of his last examina-\\ntion-paper, This is the most interesting study\\nI ever took up. I have that paper yet.\\nYou remember how Ariadne piloted Theseus\\nthrough the Cretan labyrinth with her mystic\\nthread. Well, this thought which my astro-\\nnomical student hit upon is the clue that will\\nbring you safely to the heart even of our\\nmodern educational maze, enable you to kill\\nthe minotaur and get safely out again, and\\nlaugh at Minos. I have slight sympathy with\\nthe views of those who advise young men to\\n]iostpone as long as possible their choice of a\\nlife work. Wait, they say, till you have\\ngone through college and viewed the world of", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0130.jp2"}, "131": {"fulltext": "THE CLUE IN THE LABYRINTH. 125\\nknowledge from all sides. You cannot wisely\\nchoose your calling before that, for you do\\nnot before that know either the world or your-\\nself. Fortunate, indeed, would be the col-\\nlege senior that knew either the world or him-\\nself If the sixteen years before college have\\nnot shown him something he would like to do,\\nthere is small chance that the four years of\\ncollege will do that for him.\\nI am foolish enough to believe that God\\ncalls men and women to be farmers and musi-\\ncians and doctors and editors and milliners as\\nwell as to be ministers and missionaries that\\nfrom the very start he began to fit them for\\ntheir life work, and that it is possible for a\\nwise parent and wise teacher, and above all\\nfor the wise youngster himself, to discover\\nwhat God put him in the world for. To that\\ncentre all his interests should turn. Upon\\nthat he should hang all his studies. That will\\ngive his school life a significance it otherwise\\ncould not possibly gain. That will make his\\nattention sharp, his memory tenacious, his\\nperseverance virile. That will lead him to the\\nbull, and take the bull by the horns, and win\\nhim the triumph.\\nI have seen young men not a few, who, mis-\\nled by foolish theorists, postponed their life\\ndecisions as long as possible, dilly-dallied with", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0131.jp2"}, "132": {"fulltext": "126 HOW TO STUDY.\\nall their studies, guessed their way through\\ncollege, adopted a new profession or business\\nevery month of their senior year, took up at\\nlast, in sheer inability to choose, some prepos-\\nterous calling selected for them by their par-\\nents, and went straight to the limbo of the in-\\ncompetent. The course I advise may lead to\\nmistakes, but the other course is sure to, and\\nthe mistakes that result from a bold front and\\na prompt and manly choice are the most easily\\nremedied of mistakes. Your experience may\\nbe like mine. With an innate longing for\\nliterary work, I spent my school and college\\ndays, so far as I could, in scribbling, and\\nspeared upon a steel pen everything I learned.\\nWell, for nine years after I left college I had\\nto teach. No editor s office seemed to be\\nvacant. But behold, at the end of the ninth\\nyear I was popped right into the most delight-\\nful editorial chair in all the Avorld, and every-\\nthing I had crammed into my head while\\nI was teaching was pulled out again by my\\nprinter s devil in three months, and I wished\\nit was ten times as much. That is the way it\\nwill be with you. Choose your calling, pre-\\npare for it, take the first honest work that\\noffers itself, and bide your time.\\nI", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0132.jp2"}, "133": {"fulltext": "CHAPTEE XXIY.\\nWHY AEE YOU STUDYII^G\\nT is not enough to know how to study\\nthat we have been trying to learn.\\nNor to know what to study the\\nsubject treated in the last chapter.\\nBut we must also know why we study and\\nthe purpose must be an adequate one, or the\\nstudy will be poor study and finally no study\\nat all.\\nThe why, too, must come before the\\nhow. Unless you have the right impulsion\\ntoward study, you are certain not to study in\\nthe right way. Why, then, do I make this\\nthe last rather than the first chapter of this\\nbook Because the truths I shall here express\\nare so important that I want them to leave\\nthe final impression on your mind.\\nWhat is the good of a goal Usually it is\\nnothing that can be carried away. It is\\nnothing to eat, or wear, or exhibit in the par-\\nlor. It is a rude stone pillar, or a wooden\\npost, or sometimes only a hole in the ground.\\nYet the goal is the cynosure of every race, the\\n127", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0133.jp2"}, "134": {"fulltext": "128 HOW TO STUDY.\\nlife of every contest, the inspiration of every\\ngame, and, taken broadly throughout life, it is\\nthe incentive to every achievement worthy the\\nname. A man without a goal that is, a man\\nwithout a clearly seen, definite, single end to-\\nward which all his energies are directed and\\nupon which his longings centre, may have all\\npossible aids to success except that one aid,\\nmay have good birth, brains, influence, money,\\naddress, ambition but he can never have suc-\\ncess. You may have seen some unfortunate\\nman whose nerves and muscles flew in all di-\\nrections without his control, hands, arms, legs,\\nhead twitching and jerking around, each as if\\nit belonged to a different man. It is because\\nsomething is lacking or wrong with an inch or\\ntwo of corrugations in the brain where lies the\\nco-ordinating power, the power that unifies the\\nnerves and muscles and focuses this Avonderful\\nbody of ours upon single movements and deeds.\\nA life without a goal is a life w^ith the rickets.\\nSo necessary is. this aim to any success, even\\nto the initial successes, that I should like to\\nhave it recognized in the entrance examina-\\ntions at every college. The president himself\\nshould conduct this examination.\\nWhy are you going to study, you man\\nwith the bicycle face and the baseball fingers\\nand the football hair", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0134.jp2"}, "135": {"fulltext": "WHY ABE YOU STUDYING? 129\\nI shall study, sir for in some way\\nhonesty is to be made compulsory in this ex-\\namination in order to get an opportunity\\nto play.\\nWhy will you study, you youngster with\\nthe Demosthenic brow, the Napoleonic nose,\\nthe Washingtonian chin, and the Paderewski\\nhair\\nBecause, sir, I want to be great. I have\\nin me, sir, the making of a distinguished poet,\\nor inventor, or general, or musician. I have\\nnot yet decided which.\\nAnd why are you studying, you pale-\\nfaced, blear-eyed, stoop-shouldered, bookworm\\nfellow?\\nBecause I have insatiable curiosity. I want\\nto know things. I like to dig into mysteries.\\nI am passionately fond of books, sir. Why,\\nsir, I d rather read a book than do any-\\nthing.\\nYou look it. And why are you here, my\\njolly boy, you good-natured chap\\nOh, because it is the thing to do, you\\nknow. It is what is expected of me. My\\nparents sent me, and my friends want me to\\nstudy, and all the other fellows are in college,\\nso here I am.\\nAnd now you, my earnest-eyed, bright-\\nfaced lad? I can see that you have good", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0135.jp2"}, "136": {"fulltext": "130 HOW TO STUDY.\\nstuff in you. What is your purpose in the\\nstudent life\\nBut the answer of the true scholar must be\\ndeferred for a minute.\\nFor, first, I want to say with regard to all\\nthe false motives I have indicated, and others\\nthat might have been named, that no purpose\\nin study is the true one unless it can stand the\\ntest of eternity. This is the case Avith every\\nact of our lives, so of course it is the case with\\nan act so important as the undertaking of a\\ncollege course, or a course in any school. And\\nbefore the test of eternity how pitiful all these\\nmotives are After a few brief years of iphjs-\\nical vigor paralyzed by an empty head, the\\nathlete sees his muscles themselves becoming\\nflabby with age, and finally some day slipping\\noff from him, together with the rest of his out-\\ngrown body. A mere flash of time, and the\\nbookworm finds himself in the country where\\nall earth s clumsy languages are quite forgot-\\nten, where the most abstruse science lies open\\nto the eye of any child, where all the history of\\nearth s sad wars and feeble dynasties is gladly\\nlost in the history of heaven. Only an eddy-\\ning whirl in the current of time, and the studies\\nwhich served as stepping-stones to the attain-\\nment of some lofty ambition are quite forgot-\\nten, like all other stepping-stones, the ambition", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0136.jp2"}, "137": {"fulltext": "WEF ABE YOU STUDYING? 131\\nbeing attained; and only another eddy, and\\nthe ambition itself is swallowed up in the\\nblack wave of death.\\nYoung Pliable s case is the commonest, and\\nthe world is full of these fortuitous students\\nwho study because of a force from without\\nthe force of their parents desire, or the mere\\npush of others opinion and not from a force\\nwithin, and so graduate into lives that have\\nno permanent mental interests or resources,\\nutterly at the mercy, if it is a girl, of a luckless\\nlove-affair and a dull or selfish husband, or,\\nif it is a boy, utterly at the mercy of busi-\\nness fortune. They have built up for them-\\nselves no bright refuge in books against the\\ndark days, the days of sickness, of loneliness,\\nof sorrow and loss. Such lives have no root\\nin themselves, and how speedily they wither\\naway\\nBut there is one purpose in studying, and\\nonly one, which is adequate, pow^erful, eternal.\\nIt is to get into harmony with God.\\n]^ow you think that I am preaching. That\\nmay be, but it is very practical preaching, I as-\\nsure you. Keeley, that scatter-brained, tricky\\ninventor, with his motor that never would\\nmote, was nevertheless in the right with\\nhis main contention that in the little-under-\\nstood laws of harmony lies the key to the", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0137.jp2"}, "138": {"fulltext": "132 HOW TO STUDY.\\nsecrets of the universe, that all power is\\nwrapped up in them, and all possibilities of\\nprogress. The magic of sympathetic vibra-\\ntions upon which he based his alleged dis-\\ncoveries still remains a mystery so far as its\\npractical application is concerned, but whether\\nthose laws shall yet lend us their mighty aid\\nfor the propulsion of this world s machinery,\\nstill they are the recognized source of efficiency\\nin all things higher. The machine itself must\\nbe in harmony with the mind of the inventor,\\nor it will not work. The instruments of the\\norchestra must be in tune with one another,\\nand all must be obedient to the baton of the\\ndirector, or there is no music. The army must\\nmove as a single man at the will of the gen-\\neral, or there is no victory. And in the same\\nway and for the same reason the student s\\nchief end is to get into harmony with his\\nCreator.\\nAll knowledge falls into line subordinate to\\nthis high purpose. To get in harmony with\\nGod, we must know about God, that is the-\\nology, which every student should in some\\nform study and about his works, that is\\nscience about ourselves, that is history and\\npsychology and logic and about the work\\nGod has set us to do in the world, that is\\ntechnical training. This purpose meets the", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0138.jp2"}, "139": {"fulltext": "WJSr ARE YOU STUDYING? 133\\ntest of eternity, because if we study to get in\\nharmony with God, we shall discover beneath\\nall the temporary elements of our studies a\\nscience that lasts forever. The stars may fade,\\nbut space endures; the earth may crumble,\\nbut geologic time runs on plants and animals\\nmay pass away, but God has proved himself\\nto be a lover of creation infinite in marvelous\\nsurprises, and whoever comes close to His\\nmind in this beautiful specimen world will\\nnot be far from it in any world.\\nE or does this overmastering purpose to get\\nin harmony with God exclude the lower aims\\nof the student whenever they are worthy,\\nsuch as interest in science for the mere sake of\\nknowing, or to prepare one for a business\\ncareer. I^ot at all. Rather does, it strengthen\\nand deepen all such interests, adding to all\\nthat is legitimate in them the intensity of a\\nheaven-descended momentum, while the sense\\nof eternal proportion we gain keeps us from\\nthat one-sided view into which students so\\neasily fall, and prevents us from running\\nanything into the ground, devoting our lives\\nto the dative case, or being swallowed up by\\nsome tumble-bug. No one can live long in\\nharmony with this purpose without coming to\\nsee that there is nothing ennobling in facts\\nany more than in pig iron that the one de-", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0139.jp2"}, "140": {"fulltext": "134 HOW TO STUDY.\\ncisive question is the use that is to be made of\\nthe facts.\\nTo learn God s will, and then to do it That\\nultimate aim of the student includes within it\\neverything that has been said in this book\\nabout the methods of wise studying. It bars\\nout all forms of cheating and insincerity. It\\nkeeps the student s body pure and strong and\\nfree from all hindering excesses. It frees one\\nfrom crippling slavery to per cents. It pro-\\nmotes attention and enforces concentration of\\nmind. Pallid ambition, with its boastful strut\\nor its trembling fear of failure, is displaced by\\na serene confidence that walks hand in hand\\nwith the one great Teacher of men and angels,\\nin whose j^resence comes that calm evenness\\nof temper which is for the scholar at the same\\ntime a priceless delight and an achieving\\npoAver.\\nOnce there was a great painter who had\\nthree pupils. The first spent all tlie time in\\nthe studio at his easel. He copied incessantly\\nthe great master s pictures, studying deeply\\ninto their beauties, and trying to imitate them\\nwith his own brush. He was up early, and\\nwas the last to leave the workroom at night.\\nHe would have nothing to do with the master\\nhimself, attended none of his lectures, never\\nwent to him with any question, nor spent any", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0140.jp2"}, "141": {"fulltext": "WHF ABE YOU STUDYING f 135\\ntime in talking with him. He wanted to be\\nhis own director, and hit upon his own discov-\\neries, and be self-made. This pupil lived and\\ndied without notice, and never expressed on\\ncanvas a single one of the noble characteristics\\nof his master.\\nThe second pupil, on the contrary, spent lit-\\ntle time in the studio, scarcely soiled his palette,\\nor wore out a brush. He attended every lecture\\non art, was constantly asking questions about\\nthe theories of perspective, of coloring, of light\\nand shade, of grouping figures, and all that,\\nand was a zealous student of books. But for\\nall his study, he died without producing a\\nsingle worthy picture to help and delight\\nmankind and perpetuate his master s glory.\\nThe third was as zealous in the practical\\nwork of the artist as the first, and as zealous\\nin the theoretical as the second, but he did\\none thing which they never thought of doing\\nhe came to know and love the master. They\\nwere mucli together, the young artist and the\\nolder one, and they had long talks about all\\nphases of an artist s life and work. So close\\nand continual, in fact, was their communion,\\nthat they grew to talk alike, and think alil^e,\\nand even, some said, to looli alike. And it\\nwas not long before they began to paint alike,\\nand on the canvas of the younger glowed the", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0141.jp2"}, "142": {"fulltext": "136 HOW TO STUDY,\\nsame beauty and the same majesty that shone\\nfrom the canvas of his master.\\nAnd oh, my students, who have come with\\nme to the last page of this little book, doubt-\\nless you have some purpose in your studying,\\nor you would not care to be reading this book\\nat all but which of these three purposes is\\nit Do the practical ends of life absorb you\\nAre you engrossed in books, in the vague ab-\\nstractions of theory Or, without omitting\\nfrom your lives whatever is noble in these,\\nhave you chosen the better part, the higher\\npurpose which shall never be- taken from you", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0142.jp2"}, "143": {"fulltext": "Our Latest Publications^\\nLincoln at Work^ By ^37imam O. Stoddard.\\nFinely illustrated by Sears Gallagher. 173 pages, cloth, embel-\\nlished cover design. Price, gSl.OO.\\nProbably no one Is better acquainted with the every-day life of\\nAbraham Lincoln than William O. Stoddard, one of his secretaries at\\nthe White House during the greater part of the war. In a series of\\nfascinating and most graphic chapters, Colonel Stoddard pictures the\\ngaunt, ungainly young politician, his rapid and marvellous rise to\\npower, and that strange life in the White House, so appealing in its\\npathos, its quaint humor, and the profound tragedy that lay under-\\nneath it all. The author makes us feel as if we ourselves had been per-\\nmitted to sit by the side of the great President in his dark workroom,\\nor to be present at his momentous and striking conferences with his\\ngenerals. Many anecdotes are told, throwing a flood of light upon the\\ntimes and the man, and the whole closes with a powerful picture of\\nthe impression produced by Mr. Lincoln s death, even in the South,\\nwhere Colonel Stoddard was at the time. Mr. Stoddard is an accom-\\nplished story-writer as well as a skilful historian, and both qualities\\ncome into play in making this delightful and Important book.\\nFrom Life to Life* By Rev. J.Wilbur chapman, D.D.\\n200 pages, cloth. Price, $IM.\\nA collection of anecdotes, stories, incidents, poems, and other\\nIllustrative material drawn from many sources and touching many\\ntopics. A leading feature of the book is the large number of incidents\\ntaken from life and carrying their own lessons. The coinpiler, well\\nknown as one of the foremost evangelists, gathered the matter for his\\nown use from his own observation and the choicest parts have been\\nselected for this volume. It will therefore be of great interest and\\nvalue to Christian workers generally, whether for their own help or as\\nan aid in winning others.\\nDoings in Derry ville* By Lewis v. Price.\\n212 pages, cloth, 60 cents paper, 25 cents.\\nThis story is of a noble young girl who finds herself in one of those\\nmany country towns which have quite lost their Christianity and\\nbecome almost pagan. The church was closed, Sunday was a lost day,\\nworldliness and Satan had full control.\\nIn a series of wide-awake and stirring chapters, Mr. Price describes\\nthe organization of a Christian Endeavor society. A Sunday school\\nsoon follows, and later comes a pastor, who is willing to use his powers\\nin meeting the great need, and for love of his country and God do\\nwhat he can to build up the neglected country town. The incidents\\nwoven into the story are all actual facts which have come under the\\nauthor s own observation. Two beautiful love stories sweeten the\\ntale and add to its human interest.\\nUNITED SOCIETY OF CHRISTIAN ENDEAVOR,\\nBoston and Chicago*", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0143.jp2"}, "144": {"fulltext": "The Deeper Life Series^\\nA series of daintily bound books upon spiritual themes by the leading\\nrelirjious writers of the age. Bound in uniform cloth binding.\\n6 3-i by i 1-2 inches in size. Price, 35 cents each.\\nThe Inner Life* By Bishop John H. Vmcent, D. D.\\nA study in Christian experience which shows\\nhow the life of the soul is the true reality, and what\\nstriking results are wrought when the power of Christ\\nand the indwelling of the Holy Spirit become the\\ncontrolling forces in a life.\\nThe Loom of Life* By rcv. f. n. Peioubet, d, d.\\nThe threads our hands in blindness spin,\\nOur self-determined plan weaves in.\\nThe Loom of Life, and If Christ were a Guest\\nin our Home, which is also included in this volume,\\nare two very helpful sketches by the author of that\\nwell-known publication, Peloubet s Select Notes.\\nMany new and forceful truths are presented, such as\\nwill give the reader thought for serious consideration\\nfor many a day. The book abounds in apt illustra-\\ntions and anecdotes, in the use of which Dr. Peloubet\\nis so skilful.\\nThe Improvement of Perfection*\\nBy Rev. William E. Barton, D. D.\\nThis is not a treatise on the higher life, but is meant\\nto help young Christians to a higher life by showing\\nwhat kind of perfection God expects, and how it is to\\nbe gained, at the same time furnishing an incentive\\nto attain it. The aim is practical rather than theo-\\nretical, and the style is clear and attractive.\\nI Promise. By Rcv. F. B. Meyer.\\nThe book is appropriately called I promise. Its\\nchapters deal with matters of. the utmost importance\\nto every Christian, such themes as Salvation and\\nTrust, Winning God s Attention, and What\\nWould Jesus Do? In strong, sensible, winsome\\nwords the path of duty is pointed out, and conscience\\nis spurred to follow it.\\nUNITED SOCIETY OF CHRISTIAN ENDEAVOR,\\nBoston and Chicago.", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0144.jp2"}, "145": {"fulltext": "The ^^How Series,\\nBy AMOS R. WELLS.\\n7 1-i. by If 1-2 inches in size. Uniformly bound in doth with illuminated\\ncover design. About 150 pages each. Price, 75 cents each.\\nHow To Work\u00c2\u00bb\\nThis is a working nation, and yet few among its millions of\\nworkers know how to work to the best advantage and with the\\nhest results. The fundamental principles of wise labor are set\\nforth in these chapters in a familiar, conversational style.\\nMuch of the book consists of actual talks given to young men\\nand women starting out in life. Puttering, Putting Off,\\nHurry Up! Taking Hints, A Pride in Your Work,\\nCan Conquers. The Bulldog Grip, The Trivial Round,\\n\u00e2\u0080\u0094these are -specimen titles of the thirty-one chapters. The\\nbook is not didactic, but presents truth in illustrations, so that\\nit sticks.\\nHow To Play*\\nThe author of this book evidently believes in recreation.\\nThe very first chapter is entitled, The Duty of Playing. Sepa-\\nrate chapters are devoted to the principal indoor amusements,\\nconversation and reading being the author s preferences, and\\nalso to the leading outdoor sports, especially the bicycle and\\nlawn tennis. There are many practical chapters on such themes\\nas how to keep games fresh, inventing games, what true recrea-\\ntion is, and how to use it to the best advantage. Flabby Play-\\ning, Playing by Proxy, Fun that Fits, Overdoing It,\\nthese are some of the chapter titles. In one section of the book\\nscores of indoor games are described, concisely, but with suffi-\\ncient fulness.\\nHow To Study\\nThese chapters, on a very practical theme, deal with the\\nmost practical aspects of it,\u00e2\u0080\u0094 such topics as concentration of\\nmind, night study, cramming, memory-training, care of the body,\\nnote-taking, and examinations. The author makes full use of\\nhis experience as a teacher in the public schools and as a college\\nprofessor, and the book is largely made up of talks actually\\ngiven to his students, and found useful in their work. The\\nchapters are enlivened by many illustrations and anecdotes,\\nand the whole is put into very attractive covers.\\nUNITED SOCIETY OF CHRISTIAN ENDEAVOR,\\nBoston and Chicago.", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0145.jp2"}, "146": {"fulltext": "", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0146.jp2"}, "147": {"fulltext": "", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0147.jp2"}, "148": {"fulltext": "", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0148.jp2"}, "149": {"fulltext": "", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0149.jp2"}, "150": {"fulltext": "r/Ao\\nUh^ ^^^v\\nwmi eiis ^v\\n:Mm:\\nS\\n4 ^igC^^^\\no^\\n3^\\nv.\u00e2\u0080\u009e,V ^V^*.-\u00c2\u00bb.\\nv\\n^^d\\n^^6* :.^yA\\\\ ^^^0^\\n^o^\\nCU\\n0,. V", "height": "3461", "width": "2112", "jp2-path": "howtostudy00well_0150.jp2"}, "151": {"fulltext": "p\\n.N\\nV ^0^\\nN^^\u00c2\u00b0-\\n^^0^", "height": "3487", "width": "2028", "jp2-path": "howtostudy00well_0151.jp2"}, "152": {"fulltext": "", "height": "3608", "width": "2209", "jp2-path": "howtostudy00well_0152.jp2"}}