Why neglect is scarcely allowable in some subjects.
We have seen that, to a certain extent, the facts in the three R's and spelling have practically the same worth. All of the combinations of simple numbers must be mastered; likewise all the words in a well- selected list in spelling, etc. Since differences in value are wanting here, there is no occasion for slighting any part. Any neglect in such cases signifies an oversight or a mistake.
Why neglect is necessary in most subjects.
But, as before, these subjects to some extent form an exception to the general rule. In most studies neglect of some parts is positively necessary.
It has been already shown that no exact number of facts needs to be brought together in order to make up any particular topic or study. Besides those directly expressed in print, there are others immediately suggested; and the number of possible ideas bearing on a given matter is legion. Neglect, therefore, becomes not only necessary, but even prominent, as a factor in study. One might ask, "Are not all the statements in a valuable book that one happens to be reading worthy of careful consideration?" Not necessarily, by any means. The production of thought parallels the production of grain. An acre of ground, that yields thirty bushels or eighteen hundred pounds of wheat, may easily grow two whole tons of straw and chaff. These latter are absolutely necessary to the formation of the wheat kernel; yet the consumer usually has little use for them; he gets past them to the grain with the least possible delay, often throwing these other materials away.
Likewise, many things that are necessary in the production of thought are of little use to the consumer. For example, there are often introductory remarks that have lost their original significance; there are asides and pleasantries; there are careful transitions from one thought to another, to avoid abruptness; there are usually more or less irrelevant remarks due to the fact that even authors' minds wander now and then; and there are often some things that seemed important to the author which in no possible way can be of value to the reader.
For these reasons, some things are to be omitted, if possible, without being read, because they are worthless. Many details are unworthy of a second thought. Many other statements should be cast aside after having been carefully enough examined to make sure that they will not be further needed. Not only should some statements and paragraphs be slighted, but whole chapters as well. Similar practice is familiar to all in connection with conversations and discussions; and books are of the same nature as these, having the same faults, though perhaps to a less degree. What the student wants to carry away is valuable thought, with the details that vitally concern it; and the space occupied by such thought and its supporting details, as in the case of the wheat, is small as compared with the space occupied by the chaff that accompanies them. "Some books are to be tasted," says Bacon, "others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in part; others to be read, but not curiously [attentively]; and some few to be read wholly and with diligence and attention." [Footnote: Bacon's Essays, Of Studies.] If he had added that very many books should not be read at all, he would have covered the field.
As a rule, therefore, it is a serious error for a student to distribute his time and energy somewhat equally over a lesson or a chapter or a book. There are times when he should advance rapidly and even skip, as well as other times when he should ponder carefully and review much.
How safety and skill in neglect may be developed. 1. By proceeding from principal thoughts to details.
How can one become safe and skillful in this phase of study? The student must, of course, read or listen to statements largely in the order of the author's presentation; but two opposite courses of procedure are possible, and much depends upon the choice that is made between them.