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 . . . . . . . . . . . . [24] (1) Use of the dictionary . . . . . . . . . . . . . [25] (2) Practice in definition . . . . . . . . . . . . [27] (3) Importance of the study of logic . . . . . . . [28] (b) Stating a thing in different ways . . . . . . . . . . [31] (c) Stating a thing negatively as well as positively . . [32] (d) Observation of necessary qualifying words or phrases [34] (e) Reflection, illustration, and application . . . . . . [35] (f) Keeping the mind active . . . . . . . . . . . . . . . [39] (g) Study of causes of differences of opinion . . . . . . [40] (h) Discrimination of mere assertion from proof . . . . . [40]
III. SYSTEM . . . . . . . . . . . . . . . . . . . . . . . . . [42] (a) Importance of grasping the fundamental idea . . . . . [42] (b) Preliminary arrangement of ideas . . . . . . . . . . [44] (c) Classification and arrangement . . . . . . . . . . . [45]
IV. MENTAL INITIATIVE . . . . . . . . . . . . . . . . . . . [47] (a) Interest in subject of study essential . . . . . . . [48] (b) Formulation of problem essential . . . . . . . . . . [49] (c) Independent work essential . . . . . . . . . . . . . [49] (d) Drawing conclusions independent of author . . . . . [51] (e) Independence in arriving at conclusions . . . . . . [52] (f) Generalizing . . . . . . . . . . . . . . . . . . . . [52] (g) Going beyond the book . . . . . . . . . . . . . . . [52] (h) Visualizing results . . . . . . . . . . . . . . . . [53]
V. HABITS OF WORK . . . . . . . . . . . . . . . . . . . . . [54] (a) Selection of book . . . . . . . . . . . . . . . . . [54] (b) Proper number of subjects to be studied at once . . [55] (c) Haste undesirable . . . . . . . . . . . . . . . . . [56] (d) Taking studies seriously . . . . . . . . . . . . . . [56] (e) Judicious skipping . . . . . . . . . . . . . . . . . [56] (f) Systematic program of work . . . . . . . . . . . . . [57] (g) Cultivation of concentration . . . . . . . . . . . . [57] (h) Applying what is learned . . . . . . . . . . . . . . [58] (i) Avoidance of indifference . . . . . . . . . . . . . [58] (j) Thorough knowledge of a few books . . . . . . . . . [58] (k) List of references should be made . . . . . . . . . [59] (l) Frequent reviews desirable . . . . . . . . . . . . . [59] (m) Regular times for recreative study . . . . . . . . . [60] (n) Physical exercise essential . . . . . . . . . . . . [60]
SUGGESTIONS TO TEACHERS . . . . . . . . . . . . . . . . . . . [61]
IMPORTANCE OF REFUSING TO BE DISCOURAGED,
AND OF SEEKING THE WORK ONE CAN DO BEST . . . . . [63]
REFERENCES . . . . . . . . . . . . . . . . . . . . . . . . . . [65]