tly, if not generally, limited in the
time which they have available for any given lesson, and they may not
be able to follow out completely the methods recommended in this paper.
It may therefore be necessary for a student frequently to accept a
statement which he reads, although he is not at the time able to see
the reason for it. In all cases, however, he should endeavor to
perceive whether it is a mere fact or definition, or whether it has a
reason, and if he cannot at the time 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 if he wishes thoroughly to
master the subject.

{8}

(_a_) THE STUDENT MUST DISTINGUISH CLEARLY BETWEEN READING AND
UNDERSTANDING.--Reading alone, no matter how extensive, or how
retentive the memory, will not give wisdom or power.

"Who reads
Incessantly, and to his reading brings not
A spirit and judgment equal or superior
Uncertain and unsettled still remains,
Deep versed in books, and shallow in himself."

No doubt every one finds himself at times reading merely words or
phrases without understanding them, reflecting about them, or
translating them into terms which are intelligible to his
understanding. Such reading is worse than useless; it leads to actual
mental injury. Whenever we find ourselves doing this we should
therefore arouse ourselves, make an effort of will, and concentrate our
attention upon the subject, insisting upon understanding it. If for
any reason we are unable to do this, we should close the book, take
some exercise or recreation, or at any rate do something else, for we
are not at the moment fitted for study. We might as well eat sawdust
and deceive ourselves with thinking that we are taking nourishment. It
is not what is read or what is remembered, but only what is understood,
that gives power,

{9}

"In this quest of knowledge ... there are two faults to be
shunned--one, the taking of unknown things for known, and giving an
assent to them too hastily, which fault he who wishes to escape (and
all ought so to wish) will give time and diligence to reflect on the
subjects proposed for his consideration. The other fault is that some
bestow too great zeal and too much labor on things obscure and
difficult, and at the same time useless."--_Cicero: de Officiis_.

(_b_) THE STUDENT MUST CLEARLY DISTINGUISH MERE FACTS FROM CONCLUSIONS
OR O