formulate, in a
brief but simple manner, certain fundamental principles which he has
been in the habit of pointing out in the class room, and that such a
statement might perhaps be found useful with students of any grade as a
set subject of study in itself, occupying one or more lessons. With
this object in view, the present paper has been written, and it is
hoped that it will prove useful to teachers as well as to students,
suggesting to the former directions in which they may seek to discover
defects in their students and in which they may urge improvement. Most
students desire to learn but do not know how. A student will
frequently answer a question correctly, perhaps in the words of the
book, but upon further probing the teacher will very likely find that
he fails entirely to understand what he is talking about. The teacher
should seek to discover if such is the case and should, if practicable,
point out the cause of the trouble.

The writer believes that if the students in our colleges will read this
paper carefully and thoughtfully, and will endeavor to follow its
precepts, {vii} they will derive some benefit. If such proves to be
the case, and if this paper affords help in enabling students to save
time and to study more understandingly, the aim of the writer will have
been accomplished.

{ix}

CONTENTS

PAGE

PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . 1

I. THE PROPER MENTAL ATTITUDE . . . . . . . . . . . . . . . . 6
(_a_) Distinction between reading and understanding . . . . 8
(_b_) Distinction between facts, opinions, and logical
conclusions . . . . . . . . . . . . . . . . . . . . 9
(_c_) Importance of the questioning habit . . . . . . . . . 11
(_d_) Inquiring into methods of ascertaining facts . . . . 14
(_e_) Studying evidence of reliability of a writer . . . . 15
(_f_) Importance of caution . . . . . . . . . . . . . . . . 18
(_g_) Importance of the scientific attitude of mind . . . . 19
(_h_) Intellectual modesty . . . . . . . . . . . . . . . . 19
(_i_) Wisdom rather than knowledge the aim . . . . . . . . 21

II. STUDYING UNDERSTANDINGLY . . . . . . . . . . . . . . . . . 22
(_a_) Importance of definite ideas . . . . .