IMAGE EVALUATION TEST TARGET (MT-S) Zi 1.0 I.I 1.8 1.25 1.4 J4 M 6" — ► V] ^ /a /j ■e,, p^:fJ^ % > > '/ I /i '/ r PhotogTPiphic Sciences Corporation 33 WEST MAIN STHIT WEBSTER, N.Y. 14SS0 (716) B72-4S03 9 s. (meaning "CON- TINUED"), or the symbol V (meaning "END"), whichever applies. Un des symboles suivants apparaitra sur la dernidre image de cheque microfiche, selon le C0s: le symbole — ^ signifie "A SUIVRE", le symbole V signifie "FIN ". Maps, plates, charts, etc., may be filmed at different reduction ratios. Those too large to be entirely included in one exposure are filmed beginning in the upper left hand corner, left to right and top to bottom, as many frames as required. The following diagrams illustrate the method: Les cartes, planches, tableaux, etc., peuvent dtre film6s d des taux de reduction diffdrents. Lorsque le document est trop grand pour dtre reproduit en un seul clich6, il est filmd A partir de Tangle supdrieur gauche, de gauche d droite, et de haut en bas, en prenant le nombre d'images ndcessaire. Les diagrammes suivants illustrent la mdthode. irrata to pelure, in A n 32X 1 2 3 1 2 3 4 5 6 ^ 'v-C-o uz...rj-.flfi'.'„:-- How TO Study. ^ir I. IMPORTANCE OF METHOD. 1. Nothing is of greater consequence to a student than the method he makes use of in his studies. To study without guid- ing principles and mental discipline is like travelling to an unknown country with- out compass, chart or roads. When order and method are neglected, progress is diffi- cult, nay impossible. 2. The nature, moreover, of the method lie follows exercises its influence on the nature of the result of his studies, which will be truth or error, inasmuch as the former be true or erroneous. Indeed, the 12 HOW TO STUDY. whole aspect and form of all our works depend not only on the nature of their ob- ject, but principally on the manner with which we perform them. In every branch of labour, whether mental or bodily, the mystery lies not so much in the power, ns in the manner of doing it. The question, therefore, What is the most efficacious method of learning ? is of the highest importance to every student. 3, Three important results should be aimed at in a course of education. The moral nature of the student should be carefully trained in the principles of Chris- tianity, his physical constitution properly developed, and his mind imbued with use- ful knowledge. There exists an intimate connection between these three ends. Without health knowledge becomes almost useless; without christian virtue it is per- nicious. Virtue must be assisted by health ^1 Salf^^Sfcr-- HOW TO STUDY. 13 and knowledge, and health must be under the control of virtue and knowledge. Neither will do without the others. Man, to be useful, must possess all three com- bined. That none of them maj^ be obtain- ed at the expense and loss of the other, the following order ought to be observed, viz : 1 Virtue ; 2 Health ; 3 Knowledge. II- DEVELOPMENT OF THE MORAL SENSE. 1. In the systems of modern education, more attention seems to have been paid to enlighten the understanding, than to meli- orate the heart. This is certainly a great defect; for eminent talents, and extensive acquirements, unaccompanied with moral goodness, want that attracting superiority which virtue alone can give. Neither the mind, nor countenance can be truly beau- tiful, unless suffused with that mild light, that ineffable resistless glory, which beams from an uncorrupted heart. Man is not less elevated above other animals by his moral and religious capacity, than by his rational faculties and scientific acquire- [14] HOW TO STUDY. 16 merits. The moral sense with which he is endowed adds an incalculable value to his existence. Were he insensible to the beauty of virtue, and the deformity of vice,— were he not endowed with a con- sciousness that his knowlege of right and wrong inheres in an immortal principle, — he could neither enjoy the transports of divine benediction, nor ascend to the sub- lime contemplation of the Supreme Being. Man's taste for moral excellence lays the foundation for an endless progression in perfection and felicity. It is to this taste that the great law of God is immediately addressed, requiring of man perfect and unchanging love. Were this law univer- sally complied with, all would be happy ; because their affections would be fixed on an object possessing infinite excellence. Imperfection would be lost in improve- ment; sin and sorrow would cease; all 16 HOW TO STUDY. m n hearts would bound towards the source ol* infinite goodness; and the whole intellec- tual universe would for ever brighten under the eye of its Creator. Let me, then, beseech the students who may read these pages not to neglect the proper ex- ercise and cultivation of those nioral powers which they have received from the hand of Divine beneficence. 2. To this important end, I must re- commend to you the most serious and care- ful attention to the sacred Scriptures. In these alone are contained those truths and doctrines, the belief and practice of which are essential to ycur highest happiness, in time and eternity. Here is a religion, plain and intelligible in all its practical truths, accommodated to all classes of man- kind — to every capacity — revealing the true God, not only to the intellect, but to the heart. Wliat would have been the 1 rrr-tsTttr^ssna^ =srvr-ssc=-r=i*,B mJi I F HOW TO STUBT, 17 language and conduct of Socrates and Cicero, if, in the midst of their anxious re- searches after God, they had suddenly been favoured with the Bible? They would have clasped it to their hearts, and wet it with their tears. Like Archimedes, when he discovered a geometrical truth, they would have run into the streets of Athens and Rome, exclaiming, with gratitude and joy, " I have found it ! I have found it!" Nowhere, except in the Scriptures, can you obtain a sufficient knowledge of the true God; and they alone inform us also, in what man's highest good or happiness con- sists. That may be defined the supreme good, on which all other good depends. Of course, man's highest happiness is nowhere to be found, but in God ; in a resemblance and participation of the divine nature. For the mode in which men are enriched with these blessings, I must refer you to 18 HOW TO STUDY. the sacred pages. You will there behold the divine life assuming the empire of the heart — fixing it on God — controlling and purifying its affections — filling it with celestial tranquillity — inspiring it with the aniiaating hope of deliverance from evil — and finally instating it in the mansions of eternal beatitude. Divine revelation pre- sents to the soul an object, in every re- spect adequate to its most ardent desires after happiness. Infinite amiableness, worthj and excellence, for ever inhere in the supreme God; and, when properly viewed, acknowledged, and loved, fire the heart with a rapture, which neither the misfortunes of life, nor the terrors of death, can extinguish. 3. The Scriptures ought to be studied in a different spirit from that in which you enter upon the search after merely secular knowledge. There are four rules i' ! HOW TO STUDY. 19 V to be observed in this important study. In the first place, you ought to read them with a wiiform diligence. It is a study that must have your heart, and engage your attention; the words of the Book must not be surveyed with the eye only, while the mind is engaged far away in other pursuits more suitable to its taste. This uniform diligence requires, also, that the Scriptures be read with regularity ; they must not be taken up one day, and then laid aside for a week or more, till the inclination returns to open their pages. We want, at least, that diligence which men give to the attainment of scientific objects, or to matters, of whatever kind they be, of intellectual pursuit. Secondly, you ought to read the Scriptures with sin- cerity, that is, with an honest determina- tion to abide by the instructions they de- liver, and to submit all your opinions and ■■■■iiii 20 HOW TO STUDY. your whole conduct to be tried by the rules they contain. Thirdly, faith should accompany this important study, that is, a practical belief that all Scripture is given by Divine inspiration. This faith will imbue you with the truth that, when you take up the Sacred Volume to read and meditate thereon, it is God who is speak- ing to you individually, teaching you His will, and holding converse with you as cer- tainly as in the days of old when He spoke to Abraham, Moses, Joshua, Samuel and all the prophets. Fourthly, prayer is to be considered the most important means, by which you can arrive at any profitable understanding of the Word of God — pray- er for the direction and teaching of the Holy Spirit, the only infallible interpreter of things Divine. Thus the Psalmist pray- ed, *^ Open thou mine eyes, that I may be- hold wondrous things out of thy law," ' HOW TO STUDY. 21 4. In proportion as students become en- lightened in secular branches, they should also advance in religious enlighteiiment, striving to deserve the name of enlighten- ed christians. But this higher knowledge of christian truths ought to be accom- panied by a more fervent piety, and strict christian practice. The reason why young men, who have distinguished themselves in their literary and scientific course, be- come afterwards indifferent christians and even haters of religion, may not unfre- quently be found in the fact that their re- ligious knowledge has not kept pace with their advancement in the classics and sciences, and the practice of a christian life has not been insisted upon. 5. Bear constantly in mind that " the beginning of wisdom is the fear of the Lord.*' It imparts a blessing to all your studies ; withe H it, your passions will be- come unruly, your understanding will be 22 HOW TO STUDY. T *; \ darkened and lose its true point of view ; you w ill lose that peace of mind, that calm patience, without which you cannot dive into the profound mysteries of science. When the waters of the river are disturb- ed, you caimot see the pebbles at its bot- tom ; but when they are calm and clear, you perceive, as through limpid crystal, everything that lies beneath, and moves, and lives in the clear sheet of water. In like manner, when the soul is disturbed and agitated by unruly passions, the intel- lect is incapable of clearly perceiving and duly appreciating the deep truths of science. If, therefore, you sincerely wish to make progress in knowledge, beg of God to en- lighten your understanding in your literary pursuits, and when you have met with success in your endeavours, gratefully re- turn thanks to Him. All true enlighten- ment descends from above, from the Father of Light. 1 T III. A SOUND MIND IN A SOUND BODY. 1. Next in order to the fear of the Lord in the life of a young student, comes the care he ought to take of his health. Health is an essential requisite ; without it, none should presume to enter upon an arduous course of studies. The ancients understood the importance of health for the intellec- tual life, when they formed the pithy maxim, Mens sana in corpore sano — a sound mind in a sound body. On account of the intimate connection which exists between soul and body, and of their reciprocal in- fluence on each other, it is universally ad- mitted that an energetic and robust mind does not dwell in a weak or infirm body ; and if it sometimes exist there, it will soon [23] 24 HOW TO STUDY. wear out the feeble frame. The difficulties which the student encounters in his course of studies, demand energy ; and energetic application, without the blessing of health, in most cases, proves fatal. Young men whose constitutions are not yet fully formed, may easily lose this precious gift, by too much mental exertion, and experi- ence, when too late, the fatal consequences of their want of moderation. None will, therefore, deny that evMy care ought to be taken to preserve theVt^heialth of the bodv. •' 2. In the first place, then, let your studies not be forced work, that is, do not endeavour to learn more in a given time, than your talent allows you to learn well and thoroughly. Measure well your own strength, and in proportion to it regulate the time and intensity of your studies; weigh well, quid humeri valeant quidque A^ T (^ 'T" I. T HOW TO STUDY. 25 mitm ferre recusent, NotiJng is more conducive to health than such order and reg ilarity ; serva ordhiem^ et or do servabit te. Avoid as much as possible those extraordinary and weakening efforts of study, which are sometimes made, especially before examin- ations and concourses. Avoid the two ex- tremes of laziness and over-exertion ; both are most injurious to health. But if, from the first day of the session to the last, you study with a diligent moderation, your proficiency will, doubtless, be great and substantial. Thus your health will be preserved, and whatever you learn, in this manner, will be lastingly impressed on your mind ; nioderafa durant. Cramming the memory will thus be superseded, and those hurried raid intense labours before examinations will be needless ; a calm and careful revision will be sufficient. 3. Again ; to find pleasure and delight 3 26 HOW TO STUDY. 4^ in your studies is conducive to he*ilthj whilst;, on the contrary, to be disgusted or exeedingly wearied with intellectual labour is most injurious. An habitual cheerfulness of mind is essential for the preservation of this great blessing, during your literary and scientific course; it is one of the principal means by which the animal spirits may be kept in a regular temperament. Peace Avlth God and the world around you, especially with your fellow-students, produces and preserves this calm cheerfulness. 4. Distraction during study-time is, also, very injurious. To be frequently inter- rupted in his studies and disturbed by others must cause oreat annovance to a student who is anxious to learn ; it ruffles the even temper of !iis mind, and weakens his application not only during the time in which the distracting cause diverts his at- tention, but frequently for hours after- . ^ HOW TO STUDY. 27 wards. Be careful, therefore, on your part, not in any way to distract thost who study in the same room with you, nor to allow any of them to disturb you. The disturber should have more consideration and char- ity, and the diligent student should have the firmness and courage to check, by pro- per means, the disturber. 5. In order to preserve the health of his body, the student should never neglect to take daily, if possible, his constitutional ex- ercise in the pure and fresh air. This will give both body and mind new en- ergy and elasticity. But care should be taken that these exercises be not after- wards a cause of distraction and .dissipa- tion of the mind; nor should they be too violent, otherwise they will be more injurious than beneficial. I consider a brisk walk of several miles, in directions where the greatest variety of natural 28 HOW TO STUDY. n ft: scenery meets the eye, over hill and dale, the cheapest and most delightful kind of exercise. 6. Gymnastics, also, are exercises well adapted for developing and strengthening the muscles and powers of the body. No high school in Germany is without them, whence they are called Gymnasia. An- other rule of health for the student's life is, not to study immediately after meals, but to spend a short time in conversation, or pleasant recreation. 7. Avoid the two extremes of utterly neglecting your health and of a too anx- ious care of it. There are some students who go to extremes in the care of their health; they treat themselves asif they were delicate hot-house plants, to be kept under a glass cover. At the least imaginary in- disposition, they exempt themselves from q,ttendance at class or lecture, whilst moh J. L.^i mgmm HOW TO STUDY. 29 an attendance would cheer up th iir mind and throw to the winds their imaginary indisposition . Neither neglect your health nor act the valetudinarians, but have a manly and rational care of it. Iti medio tutissimus ibis. i . jiLuv.^inmnmi 1 1 IV . PRELIMINARY DISPOSITIONS OF THE MIND. 1. Religious enlightenment with its accompanying blessings, and the observ- ance of the rules of health will great- ly assist the student in making progress in his studies; and this progress will be a sound and rapid one, if he not only knows the rules of method, but also faithfully ob- serves them in his mental labours. There are certain dispositions of the soul, and gen- eral maxims, without which he would neither be inclined, nor be sufficiently en- abled to apply them, even if he were in possession of them. Our first object, there- fore, consists in considering these introduc- tory dispositions and maxims. m \ HOW TO STUDY. 31 2. None will deny that, above all, an ordinary share, at least, of talent is indis- pensably required for the pursuit of know- ledge. This cannot be created by any method ; it is God's gift. It would be the height of folly to expect progress where this is wanting. As the bird cannot fly with- out wings, so the student must not presume to eiiter the realm of higher knowledge without talent. If he be destitute of it, the sooner he leaves school the better for him. 3. Besides a certain amount of talent, there are four indispensable dispositions, which every student ought to bring with him to college, viz : desire for knowledge, right intention, diligence, and a spirit of order. In the first place, an ardent desire for knowledge must be considered a neces- sary groundwork of the mind in the pursuit of learning; without it, no progress can 32 HOW TO STUDY. possibly be made. We do nothing with- out willing it ; ^ will nothing without desiring it. Nihil agimus, n'm quod vulumus ; nihil vohmnis, nisi quod de- sideramus. Action is the product of the will, and the will is moved and spurred on by desire. Hence nothing can be done without desire ; nothing great can be ef- fected without a great desire. If, there- fore, you wish to make great and rapid progress in knowledge, you must desire - knowledge, you must hunger and thirst after knowledge. If a young man be ani- mated by this desire, he will use all his ef- forts to add continually to the store of his acquirements; for where there is a will there is a way. He will expand, more and more, his intellectual and moral faculties ; the more he learns, the more he sees his capacities increasing; he surmounts all dif- ficulties with youthful energy. Not only \ ^^ii K i « IW m i il i '». '; i% 1 HOW TO STUDV, 38 \ I does he make j)rogress, and generally pro- el jce happiness in him.self, but, as goodness spreads goodness all around — honum est dlffuslmim sui — he influences also his fel- low-students with a zeal for learning, and produces that excellent emulation which is the life of a college. He delights his teachers, and renders their arduous calling agreeable and interesting ; for they take a particular pleasure in instructing with all possible care and diligence, a student who manifests an ardent desire to advance in learning, and appreciates the importance of knowledge; while, on the other hand, they naturally conceive a dislike to a youth who continually shows an apathy to his studies, and, having to be dragged along in his class through fear of punishment, retards the progress of his fellow-students. It cannot be expected that they should take an interest in the ad vane ^^ment of such a useless scholar. T 34 HOW TO STUDY. r 4. If without a mncere desire after knowledge progress in studies be impos- sible, wnthout the right intention and mo- tive thev will want real stamina and man- ly direction. A student should always bear in mind that it is not for the master that he learns, but for himselF and the per- manent benefit of his whole life. Non scholar, seel viiae discimus. His master h3 reveres and strictly follows as his guide and true benefactor who carefully sows those seeds w^hich will grow and fructify in after life. The good schular does not study with the sullen disposition of a slave, but with the open and willing nature of a free-man. The ancient Romans gave the branches, which you study in college, the name of Liberal Arts — Arte9 Liberates — because they were learnt by the youths of the free- born citizens, who studied them of their own free choice, and did not require to be ) 4L ..^.^^ .. ^aa t it / . i—rrr'ra'lJBM t ^ it HOW TO STUDY. 35 driven to their work like slaves. Remem- ber, therefore, always the great maxim : Non scholaesed vitae discimits, and that every- thing which you learn or can learn may be useful to you in a future honourable ca- reer. You will find that he who pursues his studies wdth this firm resolve, becomes a useful man. But if a student learns only for the school, he will, generally, be found wantinsj, when afterwards he has no one to urge him on. 5. The third disposition which a student ought to possess, from the beginning to the end of his course, is that diligence which springs from a steadfast desire for learning. He should let no day pass away without some improvement. Nulla dies sine linea should be his guiding maxim. As the in- dustrious bee will never complete and fill with sweet honey her wonderful hive, un- less, w^ith admirable activity, she gather 36 UoW To STUDY. r and carry home, a thousand times daily the fruits of her industry : so likewise the student will never build up and fill the edifice of knowledge, unless he work con- stantly, and daily add to the amount of learning already acquired. He, therefore, should ask himself every night, what have 1 learned to-day ? Did I know perfectly my lessons, and give satisfaction to my masters ? zVs each line which the painter adds to his tableau is almost imperceptible to the eye ; in like manner, the daily ad- ditions to your knowledge are not always immediately and sensibly felt ; but they will appear, and you will perceive them with pleasure and an approving conscience, when you compare the end of a se&fsion with its beginning. If, in comparing the result of one session with that of the immediate- ly preceding one, j^ou do not perceive a marked difference, then you must confess to 'I i r HOW TO STUDY. 87 ■» yourself that you have not done your duty, not adding daily a line to the tableau of your knowledge. Nulla dies sine linea^ was the guiding maxim of the great Roman Emperor Titus, who was called by his people the Amor et deliciae pojndi When a day had passed away, during which he had not performed some good work, he would exclaim, Diem j)erdldi. Act likewise ; if a day should pass, in which you have not learned something, say to yourself, diem perdidi, and make the firm resolve that henceforth you shall have no reason to re- peat this sad saying with truth. If during your course of studies there are no days in which you have not learnt something, there will be none or exceedingly few days during your life, in which you have not done some good work. Let a spirit of dili- gence urge you on to learn well whatever you learn, and to let the whole man be 38 HOW TO STUDY. 1:1 taken up with it — Totus in illo. Anything learnt superficially will soon be forgotten. 6. A spirit of order ought to be another disposition of the student's mind ; without it, sound and rapid progress cannot be made, for studies are eminently the work of order. Every lesson you learn con- stitutes, in some manner, the foundation for the next one. It is evident, therefore, that you should never commence a new lesson, before having thoroughly under- stood and mastered the preceding one. What structure could you build on a loose and sandy foundation ? Could it stand if all the parts were not fitted and joined to- gether in their proper places ? Would it not soon fall and, perhaps, injure some one in its ruins ? The same may be said of the edifice of human knowledge. It is the work of order, and he who intends to build it up in his own mind, must go 1 HOW TO STUDY. 39 zmn about it with the spirit of order. Your teachers will aid you in this work ; for they arrange their lectures and instructions methodically. If you, therefore, learn each lesson well, you lay thereby a sound foundation for your future pi ogress. V. IMPORTANCE OF PROPER CLASS- IFICATION. 1. The preceding remarks lead me to consider the premature transfer from a lower into a higher class. As one lesson is the basis for another, thus, on a greater scale, one class IS the foundation for the following one. To be advanced into a higher class, without having the necessary requirements for it, inflicts great injury on a student. It in- jures not only himself, but also his more advanced class-mates ; for the time which should be usefully spent in attending to their progress, is wearisomely lost in drag- ging liim along ; thus order and reguhxrity in the class are greatly injured, if not de- s^troyed. Different reasons are sometnue^ kW i ■i mm^i . i^m^ nM^^^^d^Sii: HOW TO STUDY, 41 alleged for premature advancement, but they are not weighty enough to counter- balance the injury that is done. We hear, at times, friends and relatives urging the rapid transfer of a student, on ac- count of his being advanced in years. Of course, if the maturity of his in- tellect be in proportion to his years, so that his mind is able to grasp in less time what younger minds can master only in a longer period, regard may be had to his age in the transfer of classes. Above all, such students should thoroughly under- stand the rudiments of the branches ; they should not be hurried through them, for if they understand them well, they will make more rapid progress in the higher branches than younger pupils, as on account of the greater maturity of their under- standing they find it easier to reason, draw- ing with greater facility conclusions from 42 HOW TO STUDY. principles. Promotion into i\ Iiigher class is a reward, wliicli should be bestow ed only on those students whose proliciency en- titles them to it. 2. The nature of order in educational matters and the necessity oi observing it demand tlu i ' e studt^nt should enter the higher institute i\t the opening of the ses- sion; for it is tiien that [iu- masters ar- range their classes, determine the matter to be taught, commence tho rudiments of each chiss, and lay down tlu principles on which the ^vhole course v)f the session is based. No\\', how can ti student who enters some time after the opt ning expect to make satisfactory progress, since he is destitute of the very foundati(ui on which his proficiency has to be based ? He will have to be placed in an inferior class, or if, through a mistaken kindness, he be ad- vanced to the class to which h(^ wouldhave mmmmm^, i HOW TO STUDY. 4S been entitled, had he entered at the begin- ning of the term, he will be a drawback to the progress of his fellow-students. It should be remembered that the higher branches of a college are closely linked to- gether ; and as in a chain the deficiency of even one link makes it useless, so likewise the neglect of one class in a college, in the course of a few years, injures all the other classes which are based on it. 3. We find, sometimes, that a college flourishes for a brief period, and a few years afterwards, its efficiency, and literary and scientific standing fall off to a very considerable degree. Why ? Because strict regularity has not been maintained in all classes ; some preliminary and fundamental ones have been neglected, and as the stu- dents were allowed to pass year after year into higher classes, these classes will be, as a matter of course, of an inferior and 44 HOW TO STUDY. 4^ inefficient standing. This fact, though little considered, has not unfrequently been the cause of the decadence of a college. Order is the law of self-preservation. The freshness and vigour of a college will soon fade away, if strict order have once com- menced to be neglected. Everything con- nected with a higher educational institute ought to y:o (Ml like clock-work. But the irregular entrances to which some pupils seem to be so much inclined, tend greatly to cause disorder. Commence, therefore, the session with regularity, and the whole will go on well. Well begun, half done. ! m r f?m"''".^w-w^-"-^^- r vr. CONDUCT IN CLASS. After having entered college, the stu- dent should endeavour to be on the best of terms with his masters, for their favour- able opinion and good will are of the great- est utility to him in enabling him to make progress. To know that the teacher is his friend who rejoices in his welfare and sym- pathizes with him in his difficulties is a source of satisfaction and pleasure, inspir- ing him with energy. It diffuses through his whole being a pleasing sentiment en- couraging him in his studies, lending him wings of hope, an 1 making him learn with greater eagerness. When corrected, he will not get angry or dissatisfied ; when praised, he will thankfully rejoice ; when [45] 46 HOW TO STUDY. instructed, lie will listen with pleasure; when commanded, he will promptly and willingly obey ; his warm and generous heart draw- ing near to the teacher as to the father of his mind whose merits and labours he highly and affectionately appreciates and to whom in his inmost heart he promises a grateful remembrance throughout life. When you possess the good will of your master, he naturally takes more pains and trouble with you, assisting you in all your difficulties, and advancing you in every respect. But if you are conscious that there exists a certain degree of reserve and coolness between him and you, you will be unwilling to ask his assistance, and he will feel less inclined to pay particular attention to you, leaving you to your own individual resources The friendly intercourse be- tween teacher and pupil sweatens the life and labours of both, while distance and i. { mmm^nmiF^ HOW TO STrjDY. 47 distrust embitter the hours which are in- tended to be among the happiest of life, and are pregnant with usefulness for the future. You must not think that it is difficult to obtain the favour and friend- ship of your masters. Obedience, good conduct, desire of knowledge, and diligence, is all that is required for this end. If un- fortunately, through your own foult, you should happen to lose their friendship, do not despair, nor be discouraged ; but return immediately into the path of a good stu- dent ; if a misunderstanding should arise between you and them, endeavour to ex- plain it, showing that you did not mean it as it was understood, or, if you are to blame, frankly admitting your error, and expressing your regret ; and you may rest assured that they will immediately sympa- thize with you ; for their displeasure is not a passionate, but a just one, which 48 HOW TO STUDY. t H;! will cease and be forgotten, as soon as the cause which gave it rise be removed. 2. The next point to be considered is the manner in which the student should spend his time in his class in order to make substantial and rapid progress. All will agree that his first indispensable duty is, to come to the class-room with his lessons well prepared. He should know them thoroughly, not merely in his mem- ory, but principally with his understand- ing. Not to understand what he learns and commits to memory, would be loss of time. Should he find any difficulties which he is unable to solve by his own individual researches and meditations, he should never fail to ask the master's assist- ance and explanation. The active desire on the part of the students, to thoroughly understand their lessons, enkindles a spirit of lively enquiry and intellectual life, T i f^l ■HSi sssmm HOW TO STUDY. 49 T i* which gives the death-blow to that be- numbing and mechanical routine^ wL'-^his apt to creep into a higher institute, to the injury of its vital interests, and creates a stirring ambition and a healthy and self- relying movement of all the faculties, giv- ing promise of future usefulness But it should be borne in mind that the difficul- ties, the solution of which is asked of the master, be not made merely through a spirit of cavil and forwardness ; they must be real difficulties — difficulties which, after reiterated attempts, the student has been unable to surmount, proprio marie. He should also beware, in thus asking ques- tions and receiving answers, never to for- get the respect which th Jisciple ought to show towards his master. 3. The master, both in order to develop the latent powers of the students, as also to satisfy himself whether they have learnt 50 now TO STUDY. and understood the lesson, usually asks questions based thereon, which are impor- tant nnd useful, as they are calculated to impress the matter that is taught on their minds. They should always think before giving an answer, remembering that an unpremediated gue.^s is not only loss of time, but also manifests want of attention and mental penetration. Indeed, every young man should learn to follow the homely maxim '' Think twice before you speak once." Such a discipline of the tongue, certainly, requires labour and per- severance, but it will give his mind a manly direction, and save him many troubles and unhappy moments, which his tongue would otherwise cause him during his life. How much unhappiness is caused by thoughtless and unpremeditated words ! 4. The answers which some students give are not only ridiculous and absurd. ^ HOW TO STUDY. 51 ^ but also annoying and trying to the pa- tience of the master. Some, in answering' a question, are like the man who carries coal to Newcastle; they endeavour, by their proofs and arguments, to throw light on things that are self-evident. Others are like him who seeks in foreii2:n lands what he could find in abundance in his own country ; tlieir answer is too far- fetched, whilst it is near at hand, and the most superficial analysis and definition would immediately put them in possession of it. Others again, do not speak to the point — cantunt extra cJiorum — the answer does not square with the question; and this fault does not always arise from ignor- ance, but, in the greater number of instan- ces, from want of reflection and attention. 5. A^ttention in class is of the utmost necessity in order to make progress in learning ; without it, the class is dead and f. 52 HOW TO STUDY. disorderly. The perfection of a master in his profession as instructor of young minds, consists in keeping the attention of the students alive. We witness, sometimes, a disorder in the higher branches, which deserves the censure of every true educa- tionist^ and should never be tolerated. It consists in this : Whilst one of the stu- dents savs his task, the others calculate which part of the lesson will fall to their lot; they then make an anxious and hur- ried preparation or revision of it, and pay no attention whatsoever to what is going on in the class. Such a proceeding is, un- doubtedly, very injurious to their progress; they lose mucli valuable instruction by it. Each student should take attentive notice, how every one of his class-mates says his lesson, profit by listening to him, and ap- propriate the corrections and explanations of the master. When the master lectures, % wmmmmmmmm I HOW TO STUDY. 53 or explains the next lesson, and clears away its difficulties, which I would advise him always to do, the student should be all attention; it will greatly facilitate his study in his room, and enable him to learn his tasks in less than half the time that would otherwise be required. In this man- ner, he will have sufficient leisure and free time for private studies. VII. PRIVATE STUDIES. 1. I now direct your attention to a very important point. You ought to s. Ay more than ib taught i^> the class-room. Besides learning your daily lessons, you must have private studies. If" you depend only on the teaching iinpartY. ; ix \ I be superficial, or too easy, otherwise the student will not find sufficient matter for study in them ; his faculties will not be exercised, but remain in a dormant state. On the contrary, they should be of such a nature as to elicit thought, study and dis- cussion. The different parts in a text-book should be logically connected and expressed in the most concise hii^guage, so as to leave room foi the master's explanation, and the student's research. To this end, no sen- tence, not even a word, should be redun- dant, so that its every part may afford matter for reflection. In a book of this description, the student will always find something new ; although he should have Mudied it again and again, he will not get tired of reading it anew, nor throw it aside, after having finished his course, but it will be a means in after life whereby he may renew the learning acquired in HOW TO STUDY. 69 the I for be [te. a college. In short, a good text-book should be concise, without becoming obscure; clear, without being prolix and superficial ; com- plete without being voluminous ; not tiring, after having become an acquaint- ance, but always new and interesting. 7. But although a text-book have all these qualities, and be unexceptionable in every respect, yet the student should never consider its author an infallible being, on whose ipse dixit he may unquestionably rely. He should reflect that he has to study its pages not by his memory alone, but principally by his understanding. By studying it, he should not only learn posi- tive truths, but also exercise his under- standing ; in a word, he ought to leant how to think. 8. As a rule, the teachers of the differ- ent sciences in a higher institute, generally, explain beforehand the lesson for the next 70 HOW TO STUDY. II III day, or, at least, point out to the scholars the difficult parts, and make explanatory comments thereon. In order to under- stand these explanations, I would advise you to read in your text-book, before com- ing to class, that portion which will be ex- plained or lectured upon. Pay attention to the master's explanation or lecture, and if necessary, take notes. After having returned to your room, read attentively the lesson in your text-book, and the notes you have taken in class. In this manner, you will acquire, at the outset, a general idea of the author's object and its different parts. Then analyse each part separately, and consider its connection with the other parts. Compare, also, briefly the whole lesson with the preceding ones. Having fully understood it in its entirety and parts, consider its import, and the strength of its proofs, and, wherever you are convinced of HOW TO STUDY. 71 [olars |tory ider- its truth, pause and reflect for a moment, impressing it deeply on your mind. 9. Rest assured that you do not know you lesson well, unless your be clearly con- vinced of the truth it embodies. The bare authority of the author is not sufficient to create this conviction. To insist on the ijtse dixit of any mere human authority is destructive of science, and injurious to the development of the mind. \i has a ten- dency to make study exclusively the Avork of memory It Avill dispose you not to listen to reason in vour intercourse with other minds. A study, which consists in jurare in verba magistri, fills the world with prejudices. It weakens, moreover, the mind, and may, perhaps, at one stroke, shake the certainty of all your knowledge ; for should it happen that an important and fundamental doctrine of your author be proved utterly false, your faith in all I -^ 33 72 HOW TO STUDY. ■'«■"* f l^r he teaches may be shaken. Study, there- fore, your author with judgment and a spirit of criticism, acquiring a conviction which rests upon evident leason. How absurd, for instance, would it appear, if you believed a theorem in geometry, be- cause Euclid teaches it, or a thesis in phil- osophy, because Aristotle defends it. The same may be applied to all the sciences whether human or divine. 10. Another important hint I would give you in the study of the sciences is, that you ought to study with pen in liand. Write down, in few but pithy wordt<, the solution of difficulties ; write down your own remarks on what you study ; write down your own thoughts in your own words and in the form of your own mind ; write essays on important and interesting points. Thought is fleet, it quickly escapes ; mem- ory is weak, it easily forgets ; but what is m HOW TO STUDY. 73 there- nd a ction How , if J be- Iphil- The nces ^ive you rite ion wn ad ys ;s. 1- written remains. The product of your mental labours and researches is perpetuat- ed in writing. Litera scripta manet. When you study with pen in hand, your atten- tion is stirred up, and becomes more lively and concentrated ; and a deeper and more lasting impre&sion is made on your memory. Preserve the papers which, with diligent care, you have written during the course of your studies ; they will be sweet re- membrances of the happy hours of your collegiate life, and may even be of use to you, when you fill important stations in life ; nay, you Avill often be astonished at the profoundness and correctness of your thoughts, during your course of studies. 11. One of the most difficult, and, at the same time, most important acquirements, is a habit of attention, a power to command, arrange, and connect your thoughts. This habit, however, may be induced by proper 6 74 HOW TO STUDY. discipline. For this purpose mathematical studies are recommended. They possess this peculiar and distinguishing property, that they exclude all operations of imagi- nation. They are definite, closely connect- ed in all their parts, and bend the mind to truth by rigid demonstration. The habits of attention and acuteness which you acquire in mathematical science, will accompany you in your literary labours, and manifest themselves in the productions of your own genius. 12. If you design yourselves for any of the learned professions, you ought particu- larly to cultivate Logic and Rhetoric. These will prepare you for the field of con- tention. They will enable you to discipline your powers, to call forth all your resources, and to display them to the greatest ad- vantage. Logic will enable you to con- vince, and rhetoric to persuade. The first HOW TO STUDY. 75 atical ossess 3ertj, magi- nect- ndto labits quire pany lifest own y of ticu- oric. con- line ces, ad- on- irst H is subservient to the understanding; the latter to the imagination. As rhetoric is employed in forming agreeable images, and raising pleasant emotions, with a view to impress truth more forcibly on the mind, the study of this is generally preferred by the young, to the study of logic. The last, however, forms a very valuable part of a learned education ; and will be rendered more interesting if it is preceded by that branch of metaphysics which relates to the philosophy of the human mind. 13. In the next place, if you wish to be- come capable of deep research and accurate investigation, you must apply to the study of Natural Philosophy. This noble science will teach you to explain the various phe- nomena of nature, by resolving them into the operations of original and universal laws. The seeming irregularities, and dis- jointed appearances in the material system, 1 76 HOW TO STUDY. Btimulate curiosity to discover their hidden connections. The mind, from its tendency to order and systematic arrangement^ pro- ceeds with pleasure in resolving particular facts into general principles, ascertains the connections between these until it renders the theatre of nature a coherent and mag- nificent spectacle. Here the philosophical enquirer becomes disembarrassed of vulgar prejudices, feels his mind invigorated and enlarged, beholds order and harmony springing out of apparent confusion, and, while he traces the final causes of things, is led with gratitude and wonder to the great and efficient cause of all. 14. Another science, which occupies a higher station, and which I would earnestly recommend to your attention, is Ethics. The great end of this science is, to bring all our affections and actions into subjec- tion to the dictates of reason, and the in- HOW TO STUDY. 77 3den ency pro- ular the ders lag- ical gar and my nd, ;he a L- junctions of revelation. To accomplish this, it unfolds the ground, the nature and extent of moral obligation, points, out the nature of virtue and vice, ascertains the duties we owe to God, to ourselves, and to our fellow-men in all the relations of soli- tude, domestic life, political and religious society. The habit of studying and inves- tigating those things which respect you as moral, accountable agents, will inspire you with a high sense of decency and propriety, which will add splendour to all your lite- rary acquirements, and give a right direc- tion to all your faculties. In your re- searches into moral philosophy, be careful not to depart from the principles of your own nature : for moral rules, not conform- able to these, are impracticable, and, of course, useless. In ethics, metaphysical speculations are of no consequence. They are tenants for life in the clouds, and can- 1 78 HOW TO STUDY. II not, like the philosophy of Socrates, be brought down from heaven, and established in cities and families. The consideration of your own powers and talents, compared with your situation, must suggest the rule of duty, and point out the force of obliga- tion. We are so constituted, that the moral sense accompanies reason in all its disqui- sitions about right and wrong, about virtue and vice. This little work would swell into a large volume, if I should give you detailed rules for each particular science. Let the few hints I have given be at present sufficient. I ules Few nt. (M IX STUDY OF THE CLASSICS. 1. Though many of the moderns have been disposed to discard the study of an- cient languages — yet the beneficial effects of these have been so conspicious in the greatest statesmen, orators, poets, and the- ologians, that we ought unquestionably to retain them, and hold them as an im- portant and essential part of education. Scarcely can you find an eminent man, in modern times, who has not formed his genius, and acquired his tastes and talents for executing works of immortal renown, by a thorough study of the Greek and Roman classics. This circumstance ought to have great weight with every young man who wishes to become distinguished. [79] 80 HOW TO STUDY. 2. The study of the classics, usually, forms a preparatory course to the study of the sciences. Three ends should be kept in view in this important department, viz: to learn thoroughly the classical languages, to cultivate the understanding, and to refine the taste. In order to learn a language well, the student should, in the first plac >. acquire a thorough knowledge of its grammar. Daily exercises in writing are indispensable for this purpose. After having learnt the essential parts of the grammar, translations from the original into the vernacular should be com- menced. The great difference between the constructions of the ancient and his modern tongue, and the application of the grammatical rules in parsing will, at first, greatly puzzle the young beginner. It would, therefore be advisable that the master, for the benefit of his young pupils, HOW TO STUDY. 81 ij of |kept viz; ges, to n a the idge in ose. arts the 3m- 3en his he St, It le s. i :f should himseir for the first few weeks, construct J translate, and parse the Latin or Greek passage which forms the lessen for the following day ; after this, he may for a short time, construct and translate it only, leaving the parsing to themselves; and finally he should omit also the con- struction, leaving the student in his pre- parations wholly to his own resources. This method will lead him, step by step, in a very short time, to understand thoroughly the nature of the construction, the method of translating, the proper ap- plicatiui of the rules of grammar, and the u.:'€ of the dictionary. Thestudent desirous to make progress should use every possible care to secure a sure and correct foundation. 3. It is of the greatest i aportance to be well provided with the best Grammars and Dictionaries. As Geography and Chrono- logy are said to be the eyes of History ; so 82 HOW TO STUDY. Grammar and Dictionary may be consid- ered the eyes of the study of languages. Without them, your knowledge will be superficial and incorrect. 4. During his classical course, the stu- dent should always make his preparations proprio marte. He ►should never use trans- lations ; they would deprive him of all confidence in himself; and without confi- dence, he w^ould lose his energy in acting, so essential to the usefulness of man. — Without confiden(3e and energy, he will never be enabled to write or speak the language. As translations are so perni- cious, they ought to be unmercifully ban- ished from the precincts of an institute of learning. 5. What I have said of translations is more or less applicable to editions of Clas- sics with too many notes. They are, often, even more injurious than translations, for L: HOW TO STUDY. 83 tges. be they not only supply their places, but are also equivalent to a grammar and diction- ary. They would, on this account, remove all necessity for exertion on the part of the student, without which it is impossible to learn anything, especially a classical language. A judicious use of classics with copious notes can seldom be expected of students, unless they be far advanced in learning, and endowed with a spirit of cri- ticism, which would enable them to gather judiciously from them whatever may be useful and instructive. Translations and editions with too many notes are pontes asinorum of which I trust a wise and judi- cious student will not make use as steps to learning. A good grammar and dictionary, the master's remarks and explanations, and your own industry, are the best and most efficacious means of making rapid and real progress in classical learning. I 84 HOW TO STUDY. 6. As in sciences, so also in nl • ^ouia advise vou fn h^.r ^^ fo. each cU „ :; ; 77«™ -ite d„w„ ever, ;„<, ^^ ,v V ." ' construction C.rrv ! ' "'" '^"'^ pocket, an, Iea.„ [, ,ytar J] '"" momenta In thi. n, ^''"^'^ vour • ^""^'' you will feel your co^j« verbomm dailv • • ^i"l«t, by ne..lectin/ h- -^ ^"creasing; f J "tj^iecting this methnri +i.- • crease will be slow, irre^uHr . '"" You will find fn '"'^"'''"^«d incorrect. P-ge« of your dttil ' ""^ "^'"^ *^'^ from dw f.T '^''^'°"'*'-^ ^"I diminish rom day to day, and you will soon be ablp to dispense almost entirely with its These preparation-books wHl Ik '"'• "•renf««f • '^'^^ ^"1 also be of the greatest service to you in r.^ a- jou in reading over ^44, '^ HOW TO STUDY. 85 again those lessons and classics you have studied before. With their aid, your re- visions before examinations can be made with the greatest facility and in a brief space of time. Many, indeed, are the ad- vantages which this method afiords. But these advantages would be greatly dimin- ished, if you should make use of such a vocabulary whilst you are saying your les- sons ]n class; the master cannot permit it to lie alongside of, or in your text-book, in order that it may assist you in the recitation of your lessons. 7. You should have another paper in which to write the remarks of the master. There are always some valuable comments and notes of his, which have regard to particular applications, new aspects and reasons of grammatical rules, arising from peculiar idioms of language, or to niceties of construction, and phrases, which he has ac- R,«fia 86 HOW TO STUDY. quired by his own observation and ex- perience in his profession, and which you would seek in vain in your grammars and dictionaries. To forget these remarks and observations would be a loss to you. If you would preserve them in your store of knowledge, you should write them 'lown in your note-book. 8. You should use every endeavour, in reading classical authors, to translate them well. The translation should be according- to the genius and beauty of the English language, without gacrificing anything of the meaning, strength, and perfec- tion of the original. Pay particular attention to the careful and correct trans- lation the master gives you after you have given your own version. Weigh well every word, and acquire a full knowledge of the idioms of both languages. In this manner, you will not only daily acquire ^* HOW TO STUDY. 87 i ex- you and and yon of n in greater facility in translating correctly, but the style of your English compositions will also greatly improve by your contact with, and imitation of the ancient classics. 9. But though you were able to translate fluently, you would never become classical scholars, unless you acquired a facility of both writing translations from the English into the language you study, and of expres- sing also your own thoughts in it by writ- ing essays. The former should be done in Latin and Greek, the latter I would demand in Latin only. These translations and essays are most useful, as they will give you a tlirough understanding of the idioms of the language. You cannot be said to understand a language until you are able to write it in its native colour and idiomatic strength ; your Latin essays should not be devoid of the color latinus. It is only by frequent compositions that your style will grp*dually acquire this important quality. M Mlb 88 HOW TO STUDY. 10. One translation a week from English into Greek I consider to be sufficient. In the junior Latin class daily exercises should be written for the first year ; in the higher classes of the same language at least two rather long translations into Latin should be made every week. The students should have two blank-books for these translations, so that, while the master has one in his room for revision, they have the other one for writing the next exercise. These books should be kept neat and clean ; a margin ought to be left for the correction of errors ; and in order to make as few errors as tdos- .a. sible, the exercise ought first to be written on some other paper or a slate, and after careful revision should be neatly copied. It is desirable that the master should mark the errors of these exercises in his own room, which will save a great deal of valuable time for teaching in class. Although this > i j: HOW TO STUDY. 89 labour be irksome and tedious, still he will be amply repaid by the satisfaction of seeing his class make rapid progress ; and after a short period, he will become so accustomed to it, that it will occupy only a short time. Correction of the errors thus marked should be made in class. Let each student read a sentence of the exercise, and if there be errors in it, let the master guide him in their correction by the Sooratic method, giving him hints and asking other students who have not made the same mistakes. In the end, let one or more students read the whole exercise as they have corrected it. •11. Latin essays should be written by the highest class every week or at least every fortnight. In writing them they should think in Latin, otherwise it is to be feared that the composition will not be adorned with the color latinus. In order to 90 HOW TO STUDY. ij I enable you to write essays in a proper, uni- form and agreable style choose, under your master's direction, a good classical author for imitation, which you should study with particular predileclion, reading it over again and again, learning it by heart, car- rying it with you in your pocket in order to read it at moments of leisure. Your pro- gress in writing depends greatly on this choice. By imitating indiscriminately all styles of classics, your essays would acquire the appearance of patchwork. 12. If you value your own progress, independence and self-esteem, you must never practice such low deception as to present to your master exercises or essays written with your own hand indeed, but not composed in j^^our own head. To present as your own, compositions which others have written for you is fraud deserv- ing of severe punishment. It injures you J y.; 't ~i HOW TO STUDY. 01 tB t both intellectually and morally. You do not so much deceive the teacher as yourself ; for he will, almost at the first glance, perceive whether you yourself, or others for you, have written the exercise. On the other hand, to use all your endeavours in writing a good exercise or essay will give you great satisfaction. It will always afford you great pleasure, to turn over again the leaves which you yourself have care- fully composed, to perceive the greater progress you have made, and to possess the approval of your master and of your own conscience. 13. In order to enable the student to perceive more clearly and distinctly his progress, and to spur him on in his en- deavours, the master after a careful revision of the exercise or essay, should write at the end of it the predicate it deserves, and hints how to amend or write better. IMAGE EVALUATION TEST TARGET (MT-3) ^0 1.0 I.I 2.5 2.2 1^ IIM 1.8 1.25 1.4 III '-6 ■• 6" — ► % V. v^ c^m o^^ ;> /. % :>• ^% '■/ '/ -iy w Photographic Sdences Corpordtion 13 WIST MAIN STRilT WIBSTIR, N.Y. 14S80 (716) •73-4503 s #^