t, and knows that he knows not, is a
child; teach him.
He who knows, and knows not that he knows, is asleep;
wake him.
He who knows, and knows that he knows, is wise; follow
him."

Ask yourself, which of these classes you belong to.

(_i_) REMEMBER THAT THE OBJECT OF STUDY SHOULD BE TO GAIN WISDOM,
RATHER THAN KNOWLEDGE.--Facts are important and must be learned; but
far more important is it to gain wisdom and to train the mind and
judgment so that truth may be distinguished from error. As the poet
says:

"Knowledge and wisdom, far from being one,
Have ofttimes no connection. Knowledge dwells
In heads replete with thoughts of other men;
Wisdom, in minds attentive to their own.
Knowledge is proud that he has learned so much,
Wisdom is humble that he knows no more."

The above points all have to do with the mental attitude of the
student, and may be summarized by simply stating that the student must
be possessed of _mental courage, self-reliance, discrimination,
modesty, and caution, all in proper proportion_.

[1] "He that questioneth much shall learn much."--_Bacon_.

[2] "Mendax in uno praesumitur mendax in alio."

[3] "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_.

[4] "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_.

[5] "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 groundless hopes. That popular education results in an
extensive reading of publications which foster pleasant illusions
rather than of those which insist on hard realities, is beyond
question."--_Spencer: The Coming Slavery_.

{22}

II

STUDYING UNDERSTANDINGLY

The second essential which may be named, connected with the first, and
already mentioned, but now to be discussed, is that _the student should
understand what he reads_. This may seem almost a needless injunction,
yet it is very surprising how commonly it is disregarded. It is,
however, easy to understand why this should be so. A child, as it
grows up, must gain all its knowledge either by the exercise of its own