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The Project Gutenberg EBook of How to Study, by George Fillmore Swain This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: How to Study Author: George Fillmore Swain Release Date: October 21, 2009 [EBook #30309] Language: English Character set encoding: ASCII *** START OF THIS PROJECT GUTENBERG EBOOK HOW TO STUDY *** Produced by Al Haines HOW TO STUDY BY GEORGE FILLMORE SWAIN, LL. D. GORDON MCKAY PROFESSOR OF CIVIL ENGINEERING IN HARVARD UNIVERSITY; PAST-PRESIDENT, AM. SOC. C. E.; FORMERLY CHAIRMAN OF THE BOSTON TRANSIT COMMISSION; CONSULTING ENGINEER FIRST EDITION FOURTEENTH IMPRESSION TOTAL ISSUE, 45,000 McGRAW-HILL BOOK COMPANY, INC. NEW YORK: 370 SEVENTH AVENUE LONDON: 6 & 8 BOUVERIE ST., E. C. 4 1917 COPYRIGHT, 1917, BY THE McGRAW-HILL BOOK COMPANY, INC. PRINTED IN THE UNITED STATES OF AMERICA {v} PREFACE The present paper has been suggested by a long experience in teaching, in which the writer has been continually surprised at the ignorance manifested by students in the higher classes of our technical schools and universities, or graduates from such schools, with reference to proper methods of study. If his experience is a reliable guide, & large majority of the graduates from such schools, as well as some teachers in them, have not acquired proper habits and methods of study, and have devoted little or no attention to the consideration of the subject, vital though it is. It is undoubtedly true that training in the proper habits and methods of study should be inculcated by each individual teacher in the course of his work, and exemplified by the occurrences in his class room. The individual teacher can do much in this direction, and indeed the writer may say that probably the most important part of his instruction during the past thirty-five years has been teaching his students how to study and how to think logically, by constant reiteration of principles in the class room and by making any failure {vi} on the part of a student the occasion for pointing out how such failure arose from improper methods of study or reasoning. Nevertheless, it has seemed to the writer desirable to
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