rd could be substituted for one used, without
rendering a statement incorrect, or whether such change would improve
it and make it more accurate. For instance, in the definition "Matter
is that which can occupy space" would it be proper to substitute "does"
for "can" or "occupies" for "can occupy"?

Note what word or words should be emphasized in order to convey the
intended meaning. In the sentence "Thou shalt not bear false witness
against thy neighbor," several widely different meanings may be
conveyed according to the word which is emphasized.

Students frequently seem to lack all sense of proportion and fail to
acquire definite ideas because they do not see the meaning or necessity
of qualifying words or phrases, or because they do not perceive where
the emphasis should be placed.

(_e_) REFLECT UPON WHAT IS READ: ILLUSTRATE AND APPLY A RESULT AFTER
REACHING IT, BEFORE PASSING ON TO SOMETHING ELSE.[5]--Apply it to cases
entirely different from those {36} shown in the book, and try to
observe how generally it is applicable. Do not leave it in the
abstract. An infallible test of whether you _understand_ what you have
read is your ability to _apply_ it, particularly to cases entirely
different from those used in the book. An abstract idea or result not
illustrated or applied concretely is like food undigested; it is not
assimilated, and it soon passes from the system. In illustrating, so
far as time permits, the student should use pencil and paper, if the
case demands, draw sketches where applicable, write out the statement
arrived at in language different from that used by the author, study
each word and the best method of expression, and practise to be concise
and to omit everything unnecessary to the exact meaning. Herndon in
his "Life of Lincoln" says of that great man, "He studied to see the
subject matter clearly and to express it truly and strongly; I have
known him to study for hours the best way of three to express an idea."
This kind of practice inevitably leads to a thorough grasp of a subject.

Some of these principles may be illustrated by considering the study of
the algebraical conditions under which a certain number of unknown
quantities may be found from a number of {37} equations. The student
will perhaps find the necessary condition expressed by the statement
that "the number of independent equations must equal the number of
unknown quantities." Now this statement makes little or no co