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How to study.
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http://www.archive.org/details/cu31924013075332
HOW
TO STUDY
'"
Electrical Ubrid
r ^Engineering News-Record
'
American Machinist
Merchandising
r The Cbntractor
V Power
HOW TO STUDY
BY
LL. D.
o lj&
Pmwr Kdition
Sicow- Impression
Inc.
PREFACE
The present paper has been suggested by a long
experience in teaching, in which the writer has
from such
and
universities, or graduates
meth-
ods of study.
schools, as well as
some teachers
in them,
have
little
or no attention to the
it is.
undoubtedly true that training in the propand methods of study should be inculcated by each individual teacher in the course
of his work, and exemphfied by the occurrences
in his class room.
The individual teacher can do
It is
er habits
writer
may
PREFACE
vi
on the part
out
of
study or reasoning.
Nevertheless,
it
may
which they
may
urge improvement.
Most
stu-
A stu-
what he is
The teacher should seek to dis-
cover
if
if
practicable,
The
and
will
if
endeavor to follow
its precepts.
PREFACE
Vii
will derive
to be the case,
been accomplished.
CONTENTS
Paob
Pbbface
Introduction
I.
Attitttde
(a) Distinction
(6)
conclusions
(c)
(d)
(e)
(/)
(fit)
II.
(h)
Intellectual
(i)
Wisdom
modesty
StuDYINQ UNDEBSTANDINGI.Y
(a)
11
14
15
18
19
19
21
22
24
25
27
28
(c)
Classification
and arrangement
ix
45
CONTENTS
Page
IV.
Mental
(e)
(f)
Generalizing
{g)
(6)
(c)
(d)
47
48
Initiative
(a) Interest in subject of study essential
49
49
"51
V. Habits of
Work. ...
(a) Selection of
book
(i)
(e)
Judicious skipping.
(6)
(c)
(/)
(g)
(A)
Avoidance of indifference.
(j) Thorough knowledge of a few books
(k) List of references should be made
Frequent reviews desirable
(f)
(m) Regular times for recreative study
(i)
...
....
52
52
52
53
54
54
55
56
56
66
57
.57
!
...
58
58
58
59
59
60
60
Suggestions to Teachers
.... 61
Importance of refusing to be discouraged,
and of seeking the work one can do best 63
.
References
65
HOW TO STUDY
"For the end of education and training is to help nature to
her perfection in the complete development of all the various
powers." Richard Mulcaster, 1522-1611.
EDUCATION
is
What
pumped
full of learning;
he
is
a com-
HOW TO STUDY
The aim
of education
is
other.
"utilitarian," however,
broadest sense.
It
is
man more
or helps to
is
is
to be interpreted in its
aimed
at.
Whatever makes
is
really useful
To
mental.
reverse this
arrangement
is
like
The only
is
by
effort
on the part
of the student.
The
little
labor,
little
will
his pains."
Misdirected
may
HOW TO STUDY
lead to naught; just as
any
if
misdirected or mis-
stance, as perseverance,
applied, or in the
vice.
to its
be made to see
^but
work
also
how
to
effectively.
Among
a student to learn,
how
Without
be largely in
vain.
He may pass his examinations and yet
know nothing thoroughly and have httle power.
is
to study.
may
is
of
entirely insignificant;
student
is
any degree
will
be.
of correctness
Unless,
what
his
work
in Ufe
new
subject or a
it
new
himself
HOW TO STUDY
that
is
how
how
to
he
to use his
it efficiently
singular that
that
little effort is
sumed that
children
It is
and
of calling attention to
some
In
its
sidered
is,
"How
to Investigate a Problem."
first
information
step
is
to get together
regarding
the
all
problem,
material.
this
HOW TO STUDY
fiirther
travel, etc.,
may
then be necessary.
This will
Let
site for
Attitxhje
but should be one of mental coiirage and determination. His object is to understand the subject,
not simply to read a book. If the book is a
proper one for him to read, that is to say, if he
has the proper preparation, and requisite mental
power, then he
is
is
capable of mastering
He
it.
him.
He is
to learn
only
when he
sees
them
to
^e
is
is
never to
to believe them
true.
Many
stu-
is
own
it
only when
understanding.
it
Men-
a proper
HOW TO STUDY
method
become
of study, without
little
more than a
possess self-confidence,
parrot.
will
He must
a consciousness of his
subject,
it.
is
incapable of mastering or
unprepared to understand. A suitable preparation and sufficient mental power are of course
essential,
nation to use
it
if
not gener-
able for
any given
lesson,
mended
in
this
paper.
It
may
therefore be
cases,
it
if
understand the reason he should accept the statement only tentatively, making a note of it as
something which he must return to and study
further
subject.
if
HOW TO STUDY
retentive the
memory,
will
power.
"Who
reads
No
them
his understanding.
Such reading
ever
we find
worse than
mental injury.
is
make an
effort of will,
it.
If for
and
insist-
any reason
We
HOW TO STUDY
useless."
Cicero: de Offidis,
When
good.
if
the authority
is
nean
sea,
Egypt
must be
a mere fact
and a name, and he simply accepts it, perhaps
looking at the map to fix the fact in his mind.
reason out that
it
so.
It
is
So, too,
investigations
studied
others.
it,
made in the
subject since
man has
HOW TO STUDY
10
On
may
between mere statements of facts, necessary conclusions which follow therefrom, and mere opinions which they seem to render reasonable.
Some conclusions also, Uke those of mathematics or logic, may be arrived at by the unaided
reason without the previous accumulation of
facts deduced from experiments or observation.
triangle
is
sum
of the angles of
a plane
The
HOW TO STUDY
11
it
does.
But
is all
if
it
there
is
to
it; it
It
does,
true,
of its atoms,
'"He that
why
questioneth.
much
shall learn
much."
Bacon.
HOW TO STUDY
12
But
pounds.
there
is
no reason why
New York
is
The same is true of the fact that the pollution of drinking water by sewage may cause
typhoid fever. The point is that the student
must continually discriminate, continually inered.
quire, and, as
he reads, keep a
list
of points, the
back to its
if he is
Thus,
is
moon always
HOW TO STUDY
earth,
13
make a note
examined,
how
if
the fact
of
them
as questions to be later
ascertained.
it
which he
is not at the moment informed; but if such is
the case, he should accept the fact tentatively,
but make a mental note that it is something which
clearly must have a reason which he is capable
of perceiving, and which he will look up at some
future time. In studying his book he may well
make a
list
or to look
facts or principles of
up
later.
without a knowledge of physics he may still perceive that a statement is not of a mere fact, but
of
whose personal
activities
these
phenomena
HOW TO STUDY
14
With the
many
have become
howeasily explained.
ever, can generally distinguish between statements of the different kinds which have been
described, and he should constantly endeavor to
terious
The
facts
inteUigent student,
them
to the
body
of
new statements by
knowledge which he
whether
fact,
memorizing
it
conclusion,
is
written,
or opinion, perhaps
upon
believed.
it,
HOW TO STUDY
15
How,
New York
for instance, is
it
ascertained that
the fact.
sciences,
or sociological character.
If
we read
that at the
we do not
inquire
clearly meaningless;
if
we read that
ties of
amoimt
how
it
we may
was ascertained,
why it is true.
(e) The STtroENT Must Train Himself to
BE Constantly on the Watch for Evidence
OF Reliability in the Writer He Is Studying,
IN Order That He May Get a Correct Imthen or later ascertain
how to study
16
and some
careless,
some are
entirely unreliable,
wilfully
distort.
to reason,
portunity to do.
made
in books
soci-
tionally or unintentionally.
Indeed by selecting
The importance
is
may
be proved.
HOW TO STUDY
17
back
looked at in this
is
light,
which
in observation or
some
if
if
the
traced
some mistake
error in reasoning.
if care is exercised.
His
temperament, age, environment, training, religion
and other facts will contribute. One who is
dogmatic or abusive in stating what are obviously
mere opinions which cannot be demonstrated,
or
who
is
intolerant of those
conclusions,
trustworthy.
tionally
may
"Mendax
in
in alio."
HOW TO STUDY
18
may
By
one
nating student.
Always realize the possibility of error both in another and in yourself. Be on your guard against
unintentional
intentional
or
Bacon
"Read not
said,
and take
As
deception.
to contradict
and
to
to find talk
and
"When we
to
mislead those
wrong!"
Be, therefore,
whom we
right,
how
wish to go
always suspicious
of
' "There are always people ready to assume that things are
what they are called, because it is much easier to deal with
names than to examine facts." Bryce: South America.
HOW TO STUDY
19
{g)
No Preconceived
tific
Ideas.
Cultivate the
pertinent facts,
and then
Be ready
clusions.
to
draw the
is,
if
all
the
any
logical
unpalatable.
Qi)
scien-
formu-
logical con-
to accept gladly
Truth
first to
Self-
reliant.
tion.
"Whoso
is
brutish."
Proverbs.
Proverbs.
' "A wise man knows an ignorant one, because he has been
ignorant himself, but the ignorant cannot recognize the wise,
because he has never been wise." Persian Proverb.
* "Table talk proves that nine out of ten people read what
amuses them, rather than what 'instructs them, and proves
also, that the last thing they read is something which tells
them disagreeable truths or dispels groimdless hopes. That
popular education results in an extensive reading of publications which foster pleasant illusions rather than of those which
Spencer,- The
insist on hard realities, is beyond question."
Coming
Slavery.
HOW TO STUDY
20
"The beginning
"He
of
wisdom
is
Proverbs.
Proverbs.
little,
it's
to his
Son
at College.
Intellectual
self-reliance
The study
lectual arrogance,
real
which
mental progress.
is
HOW TO STUDY
Make
portion.
the fundamentals.
21
you know
not,
He who knows
not,
not,
is
He who
is
asleep;
wake him.
He who
is
wise; follow
may
be summarized
by simply stating that the student must be possessed of mental courage, self-reliance, discriminaattitude of the student,
tion, modesty,
and
and caution,
all
in proper proportion.
II
Studying Understandinglt
The second
essential
but
now
first,
to be discussed,
is
This
may seem
it is
very sur-
how commonly
it is
child, as it
disregarded.
why
It
is,
this should
be
all its
class-day
at
Thus,
it
22
"
HOW TO STUDY
into the habit of using words
23
ings
attitude.
The use
James,
Professor
in
"Talks to Teachers,"
an amusing anecdote:
"A
his
interesting
book,
by
mine
friend of
young
class in
Perhaps
like
it
may
school.
HOW TO STUDY
24
change,'/
"value,"
"period of vibration,"
understanding at
all,
of intelligent study.*
things themselves.
formed of the
is
facts or
but
may
may not
but
be
useless,
his
mind
The
that
satisfied
half-formed ideas.
it is
make up
itself,
it.
knowledge of a thing
is generally found that
half
it
is
needed.
If the student
way
HOW TO STUDY
It is not easy to state just
have
it,
it,
is
it
may
26
how
the habit of
To a
be acquired.
intuitive.
Some students
It is prob-
who
cannot cultivate
it
work
than good.
definite idea is
ambiguity
which
means
may
be
dictionary,
the student
By study
may
of the
train himself to
meaning between
by
HOW TO STUDY
26
Sometimes, however,
is
defined
by means
of
one which
is
dictionaries.
defined.
be of great
The study
if
properly pursued,
because
benefit,
it
in
and par-
of language,
may
involves translating
"I
tell
in this)
"Neither
is
suggestions."
it is full
of
to give
"I would advise you to read with a pen in your hand, and
little book short hints of what you find that is curious
or that may be useful
and as many of the terms of science
are such as you cannot have met with in your common reading,
and may therefore be unacquainted with, I think it would be
enter in a
HOW TO STUDY
27
much
word or phrase
why
to express
modern
idea.
The reason
may be
better than
an
that of
in-
foreign languages,
that in
is
is
and the
more apt to be concentrated on study-
attention
is
However, every--
is
The
way
the
taught.^
may also
receive
many
this,
surprises, for
all
he
will at first
knows nothing
of his
own."
HOW TO STUDY
28
What
cows.
constitutes a definition?
This subject
is
edge
is
clear, distinct,
The student
will
cussion of this
an
essential of proper study, and of understanding
what is read, cannot be exaggerated. Without it
one cannot acquire more than a partial knowledge, and one is always liable to those errors of
reasoning which arise from the use of equivocal
language, which may lead us imconsciously from
one meaning of a word to another a logical error
which is perhaps the most fruitful cause of falladefinite ideas, as
cious reasoning.
3.
Study Logic.
correct reasoning.
truth,
how
^Logic
is
It teaches us
to recognize
it
when
the
science
how
to discover
discovered,
of
how
by
HOW TO STUDY
29
how to deduce
from those ah-eady found to be true.
It is thus the science of sciences, and finds its
application in every branch of knowledge.
The
training of his power of logical thought is, therefore, one of the things that should be constantly
aimed at by the student.
observation or experiment, and
new
facts
concerned,
first
of
all,
with
of
new propo-
an element."
But there are many chances for error in this
process; for instance, I might say:
"To call you an animal would be to state the
truth" to which you would agree; and, "To
call you an ass would be to call you an animal"
to which you would also agree; from which I
might conclude that, "To call you an ass would
HOW TO STUDY
30
method
laid
down
prove everything."
may be
You may be
able
HOW TO STUDY
31
ises
ment
of
sion that,
"Selenium
is
the conclusion
is
know that
discussing
teacher
is
a good training in
requires clear
and
logical thinking.
and
logical writing
HOW TO STUDY
32
may
and
it
lish.
Such a student
he understands
clearly
will
it
it.
understand him.
For
this reason
it
so that others
an acute
If
man
Inaccurate or
HOW TO STUDY
33
that
it is
true,
but
how
a thing
from any point of view,
from any point of view, can state
unless he recognizes
can describe
it
it
really understand
it
is
untrue.
As
Aristotle says:
"We must not only state the truth, but the cause of the
untrue statement; this is an element in our behef; for when it
is made apparent why a statement not true appears to be
true, our belief in the truth is confirmed."
In other words, we must analyze every statement which is the result of reasoning, or a state-
ment
and
what objections, if
any, can be brought against it, and then convince
ourselves where the truth lies and why.
The
of opinion,
see
making
his
own argument he
he would
make
to
it,
is
this, for
obliged to
what objections
if
The
may
by
often deliberately
"make
he
HOW TO STUDY
34
the
reason." The student of matheon the other hand, does not gain in that
better
matics,
study
much
"The Problem
of
objection
believe them.
(d) In Studying a Statement, Observe Which
Are the Necessary Words and Whether
There Are Any Unnecessary Ones Which
Might Be Omitted. For instance, in the follow-
ing sentence,
"When
moveSiin
HOW TO STUDY
the force?"
36
they be omitted?
Note whether another word could be substituted for one used, without rendering a statement
sentence
"Thou
shalt
placed.
(e) Reflect upon what is Read: IllusTEATE AND ApPLY A ReSULT AFTER REACHING
It, before Passing on to Something Else.'
Apply it to cases entirely different from those
it is
not
HOW TO STUDY
36
shown
in the book,
Do
ally it is applicable.
not leave
it
in the ab-
apply
it,
An
abstract idea
food undigested;
it is
In
illustrating,
and paper,
if
Some
of these principles
may
be illustrated by
quantities
HOW TO STUDY
The student
equations.
37
will
by the statement
that
To study
it,
all
Can
are necessary.
dependent"
What
be
omitted?
If
and
not,
why
not?
nection?
quantities?
tions contain
quantities?
What,
expressing
is
really
an
intelligible
some statement
of
fact,
38
HOW TO STUDY
in
An
letters.
equation
tells
us something.
in ordinary non-
it tells
Then
mathematical language.
again, a certain
some
by-
Let
which
may
may
SjET
0;
S7 =
0;
2ilf
0;
taken
equilibriuni;
if
not
fulfilled,
fulfilled,
equilibrium.
that an
independent of other equations if the
fact that it expresses is not expressed by any of
ceive,
equation
is
The benefit of translation into common, everyday language, may be shown by another mathematical illustration. Every student of Algebra
learns the binomial theorem, or expression for
sum
of
it,
two
quantities; but
illustrate
it,
he
or perceive
HOW TO STUDY
every-day applications, and
its
fail
39
if
asked to give
who
theorem
and
may
(J)
any
similar quantity.
reflection, results
With prac-
be attained.
Do
this is
On
sit
is
to be practised.
And
rests
and
is
refreshed."
HOW TO STUDY
40
This
is beneficial
rest,
not study.
it is
Dippekbnces of
Opinion upon a Subject, Reflect upon the
Reasons Which May Cause Intelligent Men
TO Arrive at Different Conclusions. These
(g)
reasons are:
1. One or both may fail to grasp all the pertinent facts,
or even the problem itself, or may assume, as true, facts or
This should easily be
principles which are really erroneous.
ascertainable.
2.
One
premises.
3.
One
HOW TO STUDY
It
is
quite surprising
41
how many
students com-
mit this
error.
transparent, I
am
giving no reason at
all,
for
am
For
Now,
this of itself
is
is
The
real
whether Smith's
m
The Third Essential foe a Pbopeb Method of
Study
(a)
is
System
Subject.
trunk, branches
and
leaves.
Thus
to consider
sift
power
of
out the
mental
When this is
is
already
HOW TO STUDY
the rest to that. "
secondary importance,
the
first
for
43
reading,
reading, perhaps
many
times.
Even
if
elementary knowledge of a subject, that knowledge may be thorough and should include funda-
mentals.
The latter is
marked by vagueness,
is
if
clear
and
definite as
they
know something
it,
entirely superficial
When
mastered.
it is
thoroughly
to study prop-
wHl thus pick out the sentence or the paragraph which contains the key to the subject
erly
HOW TO STUDY
44
and re-read
is
this
and
will
read
clearly grasped.
times remarkable
chapter or subject
When
how
this is
done
it is
some-
may be
mastered, for
it will
which
will
is
others,
fundamental principle
is
not grasped.
find application.^
The
historian,
Edward Gib-
made
it
a rule to
reflect
HOW TO STUDY
upon the
subject, arranging
and
45
classifying
what
is, its
extent,
and methods are, how it is related to other subjects, what its uses are, and how
what
its
objects
it.
gether.
tion of facts
much
and
principles in the
memory
will
be
facilitated.
an argument
in your
learned.
HOW TO STUDY
46
like
when
immediate delivery."
chant
to his
Son
at College.
IV
Mental
Initiativb
initiative.
is
definite
but
will
merely
memorize.
Memory
is
it is
not,
based upon
to decide
is
often
it.
Thinking
what to memorize.
made
is
essential in order
Memory, however,
Funda-
mental principles should frequently be memorized, so that by numberless repetitions they may
be permanently impressed upon the consciousand can be repeated verbatim as a guide
ness,
in
Some
suggestions
may
are to be applied.
be useful as to the use
initiative.
HOW TO STUDY
48
functory and of
little
use to you.
Make
your-
it is
the
In some of
indeed they
may
tastes that he
in them.
is
ment
of those
who
If,
relying
unintelligent
siderable
curriculum,
is
worth having.
entire
verily
If
HOW TO STUDY
you take an active
ficient in those,
49
interest
but you
in that all-around
sider necessary.
(6) Insist upon First Clearly Formulating THE Problem, if One Is before You.
Many students literally do not know what they
are doing, because they neglect this injunction,
which is a necessary corollary of the necessity
Do not proceed to
of forming definite ideas.
solve
the
problem
until it is clearly
endeavor to
formulated, no matter how long it may take.
See what the data of the problem are, whether
definite or not,
how
and what
is
See also
required.
if
indefinite,
would
your own
difficulties
You
will
Do not
never gain
of your
own unaided
powers.
exer-
Therefore,
HOW TO STUDY
so
reason out.
possible.
to
it.
You
diffi-
what you
is
lack,
better to
fail
you
latter, but,
to
remedy
as capable as the
wholesomely wrong.
' " The greatest piece of good fortune is that which corrects
our deficiencies and redeems our mistakes." Ooethe.
HOW TO STUDY
51
Draw
"From
the above
it
is
When you
evident,"
stop,
difference of expression?
The
process of investigating
any subject
is
The student
so the problem
Then
again,
HOW TO STUDY
62
all
quahfy
his
of,
answer or
ability to
may be necessary.
You Cannot See How the
such manner as
(e)
If
Atjthor
Learn to Generalize.
Draw
the most
Try to
see
if
This
employing.
much
farther
HOW TO STUDY
as
for.
In this
63
Train
Possible.
the imagination
by
perceiv-
Remember
that use
is
and
principles.
may be made
of
what you
have acquired.
We have seen that there are four main requisites for proper study, viz.: (1) Mental courage; (2) Understanding; (3) System; (4) Initiative.
may
be mentioned (5)
methods of work, under
In addition to these
Work
do not
superficial
reverse.
knowledge, but
thrust
54
HOW TO STUDY
55
if
it
possible,
more elaborate
(&)
Once.
and discriminate;
the kernel of the subject; and
a stimulation to go beyond to a
treatise.
Do NOT Study
too
Many
Subjects at
when
upon
it,
mind
is
The point
is,
looking into
them
cursorily,
many
sub-
then dropping
to something else.
many
dissi-
This
nothing,
HOW TO STUDY
56
but it does
Probably from three
to five studies are as many as the student can
profitably pursue at once, but students differ
idleness,
Do NOT BE
(c)
think, so that
in the
book
IN A
you
will
for granted,
a sense of mastership.
Take
but
will
time to
Remember
elsewhere,
You may
HuKRT.
speed."
The
fact
is,
if
you
will
subject.
ping.
You
HOW TO STUDY
67
frittering
away your
on
time. and
consist
of
series
of
spasmodic
efforts.
By
vent continuous
effort,
Some students
are restless,
Others by a
It
HOW TO STUDY
S8
Studying.
by experiment,
than entirely by books. In
and that each difficulty overcome by your own unaided efforts will make you
lectual pleasure,
much
HOW TO STUDY
Remember
"Multum
much but not many
proverb,
69
legere
books.]
you
will
latter
be surprised to find
re-
to
work
(I)
view
it
out yourself.
is
proper perspective.
make summaries;
them
in the
all
in their
if
you
Re-
memory.
it
clearly
and to
with the main lines of the subject; secures freshness and exactness of knowledge; shows what has
been imperfectly learned, and gives an opportunity for remedying the trouble; strengthens
HOW TO STUDY
60
the
recollection
subject."
tive Study.
Cultivate some
Your Recrea-
hobby
as
relief
In Connection with
Your Studies Do
amount
this should
open
air,
but
bodily fatigue.
A healthy
body
is
necessary for
HOW TO STUDY
on the other hand, the mind
the body
is
exhausted.
61
will
The
who
main
not by
pump
mind
is
it.
The
it.
Then
in
the class-room the teacher should call up a student, question him on the lesson, or give him a
problem to work out on the blackboard. He
work to
all
points of his
the subject.
HOW TO STUDY
62
in a plausible
stand.
really under-
make him
He
first essential,
and
if
make him
perceive
understand what he
is
studying.
If the teacher
on with
adapted.
that
all
It is
to reaUze
far better
labor
is
it is
HOW TO STUDY
63
Many
failures,
by mem-
him
reach
HOW TO STUDY
64
will
is
to say,
power, and
if
if
he
he
will
Ex-
show
is
right
man
chief
be one of the
is
HOW TO STUDY
respected
member
65
If a
of society.
student finds
He shoiild not be
is on the wrong
and teachers with
frankness and sincerity. In no case, however,
should he allow himself to become discouraged
own
by
teachers.
ing of them.
to all
who wish
how
to learn
to study.
maybe mentioned "The Principles and PracTeaching and Class Management" by Joseph Landon,
This is a general
1894, New York, Macmillan & Company.
book on the conduct of classes, but on pages 12 to 24 is found
First in order
tice of
the best
has
acknowledgment of
Second,
"How
his indebtedness.
to Study and Teaching
by Frank M. McMurry,
This
is
a very suggestive
little
book and
will
to Study"
Company.
be valuable to
"*"
by Lida B. Earhart,
Monograph, Houghton, Mifflin
Company.
How
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