Document 6515231

HOW
TO
USE
MIND
YOUR
OF
PSYCHOLOGY
A
BEING
A
MANUAL
STUDENTS
THE
FOR
AND
ADMINISTRATION
STUDY
USE
TEACHERS
OF
IN
SUPERVISED
D.
PBOFESSOB
SECOND
OF
PSYCHOLOGY,
EDITION,
PHILADELPHIA
J.
B.
LIPPINCOTT
Ph.D.
KITSON,
INDIANA
REVISED
AND
AND
THE
STUDY
BY
HARRY
OF
UNIVERSITY
ENLARGED
LONDON
COMPANY
I
IQl6,
COPYRIGHT,
COPYRIOrfX,
I92I,
J.
B.
LIPPINCOTT
COMPAIT?
J.
B.
LIPPINCOTT
COMPANY.
BY
BY
DEC 151921
PRINTED
AT
BY
THE
J.
B.
COMPANY
LIPPINCOTT
PRESS
SQUARE
WASHINGTON
U.
PHILADELPHIA,
S.
I! \553108
a*
0
/
A.
TO
PREFACE
kindly
The
book
in
his
"
chapters,
new
"How
division
the
chapter
on
the
preparation
the
date;
to
interest
of
he
have
has
it.
to
of two
and
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of the
end
of
ings
read-
each
ter;
chap-
the
of
table
graphy
biblio-
index;
an
in
phraseology
and
profited
of
of
addition
used
unwieldy
analytical
an
of
Subject";
a
addition
the
the
emphasis.
acknowledges
of -reviewers
the
by
book,
and
and
them
the
hopes
in
this
revision.
H.
April 1,
1921.
a
The
addition
in
parts
suggestions
who
him
Imagination,"
gratefully
constructive
that
the
clearness
author
The
the
correction
recasting
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others
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such
tempted
upon
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memory;
contents;
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confirmed
that
Interest
exercises
and
of
into
in
Active
Develop
to
has
the
to
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labor
consist
changes
accorded
book
and
additional
bestow
EDITION
conviction
needed,
was
chief
this
of
author
the
SECOND
reception
edition
first
THE
D.
K.
PREFACE
leaders
Educational
Teachers
waste
habits
how
to
of the
form
study,"
student
attempts
with
principles
in
that
agreed
make
of
Some
the
experimentation;
experience.
by
Many
instruction,
"
acquaint
the
and
is generally
"
tricks"
efficiency,
apperceiving
for
are
them
and
the
supervised
It
of
not
The
taking
certain
fruits
of
do
they
economy
devices
others
form
and
mind.
are
of
review,
are
of
mental
methods
of
methods
there
for
to
his
using
students
that
is
toward
which
directness
which
condition
movement
study.
minds.
their
this
of
time
because
use
of
recognition
see
of
amount
vast
harmful
know
to
of
subject-
methods
also
beginning
are
a
many
work.
but
study
of
the
only
not
with
seeing
necessity
the
students
teaching
EDITION
are
clearness
increasing
matter
FIRST
THE
TO
sisting
con-
facts,
arranging
psychological
derived
from
be
parted
im-
for
the
can
it
is
5
6
PREFACE
of
purpose
them
is
these
systematizing
available
for
students
and
making
book
this
that
prepared.
The
evils
study
pervade
They
from
In
evident
are
connection
any
with
the
case
of
the
numerous
attack
difficult
the
is
special attention
of
Chicago
All
and
freshmen
in
studying
to
to
incident
to
of
of the
lum.
curricu-
of
University
of
University
Methods
the
freshman
regarding
group-work,
and
cases
in
strations
demon-
the
subjects.
are
Study,
of
discussions
given
study.
Commerce
of
the
to
conditions,
The
School
the
iarly
peculhow
these
at
trance
en-
know
not
given
are
the
addition
supervision
in
practical
which
in
who,
subjects
toward
course
a
in
do
Administration
given
college.
especially apparent
recognition
In
ure
struct-
college world, suffer
they
because
education.
through
difficulties
the
have
educational
freshmen,
into
who
modern
entire
are
vised
unsuper-
all
to
kindergarten
college they
the
and
unintelligent
of
ways
In
of
tion
addi-
presenting
7
PREFACE
features
special
it
for
attention,
students, there
all
served
and
and
in time
be
must
requires
the
results
well
such
to
has
students
over
psychological
by
entitled,
"The
of
student
a
and
attention, but
effort.
A
able
valu-
individual
vision
super-
been
in the
found
which
tests
in
author
the
described
and
the
repay
accessory
of
time
much
frequently
reconstructed,
thoroughly
this
it
for
habits
mental
the
that
happens
be
can
expensive
are
patience,
that
cases
consultations.
personal consultations
both
to
these
personal
by
only
These
use
individual
are
that
common
are
peculiar phases
present
admitted
be
must
difficulties
certain
while
individual
given
are
Scientific
have
been
monograph
a
Study
the
of
College Student."*
But
point
methods
at
college is
which
of
study.
grades.
"Princeton
University
not
the
Such
given
Here
Press.
habits
strategic
most
administer
to
acceptably
more
and
the
guidance
training is
in
the
of
high
mental
in
even
school
appli-
PREFACE
8
cation
that
importance
for the
and
sake
of the
of the
study
into
schools
is
In
of
and
it is
the
demand
of
reach
schools
Study
given
prove
to
In
the
in
of
part
the
psychological
cognitive
grades
the
such
within
the
In
high
Methods
of
a
as
in
course
book
the
useful, inasmuch
of
summary
as
meet
for
well
are
Study,
will
students.
psychology,
elementary
also
being
vision
super-
of
book
instruction
where
be
cess
pro-
classes
text-book
school
high
is
this
a
material
classes, the
will
Methods
that
for
elementary
feature,
in
hoped
of
systematic
a
conducted
usually
methods
its culmination.
where
is
study
in
reason
eliminative
the
as
schools
high
education
individuals
yet reached
not
individuals
and
more
most
ut-
right,
Another
secondary
that
the
set
higher
training
helped, inasmuch
has
of
later.
incorporating
for
be
of the
welfare
them
it is of
they
institutions
receive
that
and
largely set,
are
it
should
gives
principles
a
lating
re-
processes.
book
cannot
be
put
PREFACE
mastered
be
of the
hands
the
into
by
the
Embodying,
should
teacher
applied in
activities.
results
circles
of
presentation
the
of
for
where
facts
the
of
searches
re-
it
psychology,
especially suitable
reading
psychology
the
educational
prove
teachers'
and
it should
teaching
it does,
as
in
pupils, but
and
supervising
her
9
concise
a
regarding
learning
in
use
the
is
process
desired.
is another
There
need
training in methods
in
workers
deeply
the
seek
and
Their
the
training of
in the
efforts
schools
improvement
the
and
of
that
them
toward
it may
efficiency
attain
to
various
greater
the
work
useful
mental
denced
evi-
systems
other
to
tain
main-
intellectual
the
employees.
offers
be
for
it.
is found
corporations
their
is
search
evidence
classes
feel
will, and
memory,
of many
author
hope
of
Further
traits.
mental
mental
this
success
Brain
industry
means
in
earnestness
for the
such
for
who
study.
and
of greater
eagerly
by
of
business
need
students
of
group
in
To
with
all
the
directing
efficiency.
10
PREFACE
In
in
courses
which
is used
book
the
instructor
should
memorization
the
upon
should
of the
to
expect
the
problems
basis
these
in
to
sources
of
conditions,
in
followed
favorable
groups
for
action
in
which
experience
constitute
the
difficulty, and
of
order
in
to
be
topics
case
the
presuppose
the
with
most
topics
most
other
another
found
may
the
under
of
sequence
With
may
and
subjects
presentation.
topics
the
on
utilize
to
however,
the
Specific
seemed
of
is found
progress
has
students,
example,
He
those
book
of
the
if so,
study.
curriculum,
his
the
the
but
The
are
students
frequent
upon
arranged
urged
book
found
has
college
in
the
book,
students.
be
be
the
not
the
immediately.
in
author
in
subjects of the
suggestions
treated
class-text,
improvement
the
in
Study
parallel with
well
should
students
a
of them
book,
may
of the
as
facts
see
ability of
mental
of
lay emphasis
application
through
For
Methods
quence
se-
desirable;
be
chapter
more
changed.
on
brain
physio-
PREFACE
than
logical knowledge
used
be
that
it may
students,
the
11
for
merely
is
be
omitted
reference
desired
the
chapter
of
difficulties
with
omitted
be
The
of
familiar
with
educational
and
made
is
but
made
books
two
so
sense
should
the
These
and
scientific
books
are
and
to
due
to
Charles
a
to
to
a
one
theoretical
No
attempt
should
made
place
to
good
from
"Mind
they
among
students.
Edgar
Sons
the
of
that
Scribner's
figure
treat
much
information
Professor
the
which
so
be
upon
relations
contain
recommended
use
of
Stiles
prominent
a
groups.
apparent
mention
bodily
books
receive
Thanks
Swift
the
may
specific acknowledgments,
Professor
of
helpfully
student.
be
large draughts
by
lectual
intel-
author
psychology.
special
of the
chapters.
with
of the
literature
render
to
in later
the
college students
will
the
may
of
non-collegiate
writers
number
by
enment
enlight-
some
dealing
obligation
heavy
or
when
upon
physiological descriptions
Likewise,
possessed
James
for
mission
per-
in the
PREFACE
12
and
Making";
adaptation
for
"
Brain
and
The
it
its
to
from
Charles
read
this
work
which,
has
first
as
for
received
student,
to
as
these
Chicago,
September
25,
1916.
upon
refers,
aration
prep-
the
agement
encour-
years,
the
scientists,
colleague.
The
of
part
immediate
several
from
later
greater
also
but
Judson
obligation
the
to
C.
commented
The
only
James
and
the
have
and
not
of
author
Judd
betterment.
however,
Professors
H.
have
who
manuscript
the
acknowledges
gratefully
suggestions
Herrick,
Villiger's
from
cuts
Cdrd."
Spinal
Angell,
pany
Com-
Lippincott
B.
of
author
helpful
R.
J.
to
Author.
CONTENTS
PAGE
CHAPTER
I.
Problems
Intellectual
College
the
op
Freshman
17
Number.
Variety.
Taking.
Amount
Demanded.
Schedule.
A
Formation
of
Good
II.
of
Quality
Method.
of
Requires
Student.
in
the
Active
fort
Ef-
Importance
of
'.
Note
Taking
of
Lecture
Notes.
Seek
Activity.
in
Notes
Reading
Read
How
With
Read.
to
Outline
Action
Brain
The
of
Study
Mind.
of
The
Impulse.
Nervous
Tissue
The
"
"
Study
in
Sensory,
is
croscopic
Mi-
Neurone.
The
Properties
Impressibility,
tivity,
ConducUsed
Pathways
Motor,
Process
a
Structure.
Synapse.
Modifiability.
Study
43
Gross
Structure.
Nervous
Content.
"
Hints.
During
Organ
Mind.
phies.
Bibliogra-
Notes
Miscellaneous
Than
in
Make
to
Laboratory
Form.
Lesson.
Rather
Questions
How
of
Chiefly.
Next
Summarize
"
Avoid
"
Attitude
Preparing
Notes
Copy.
Notes
Maintain
Reports.
Mental
Use
26
v.
Verbatim
IV.
Making
Consists
Form.
Uses
III.
High
for
Necessity
Course
Habits.
Note
Work.
Library
College
Part
on
Lecture
of
in
Association.
Making
Pathways
Brain.
Formation
op
Study-habits
Definition
tableness
of
of
57
Examples.
Habit.
Habits
in
Brain
and
IneviNervous
13
CONTENTS
14
How
System.
Choose
Shall
What
Choose
Mode
of
of
Go
Egress;
Maxims.
Four
Observe
"
of
and
Habit.
76
Imagination
of
Nature
the
Its
Image.
for
Necessity
Source
Sharpness.
Imaginative
Great
First
Aids
Four
Cultivate
ductions.
Pro-
Active
in
Images
Impression
"
Conditions
Phases.
"
Sharpness; Actively
of Past
Experience.
Variety,
Memory
to
Variety,
Developing
Elements
the
tion.
Imagina-
Imaginative
of
Powers:
Number,
Combine
in
Use
Number,
"
of
Method
VI.
Habits
Disadvantages
Consequences.
Ethical
Active
Useful
Mode
First;
at
Advantages
V.
Enter;
Choose
Entrance;
Slowly
Insure
to
85
of
Impression:
of Favorable
Sense
Clearness, Choice
Avenue,
Repetition, Overlearning, Primacy,
Care,
Distribution
"Part"
Memory
to
Retention,
"
call
Re-
Recognition
and
With
110
Recall.
Retention.
Impression.
Recall
Possibility
With
of
op
in
Importance
Concrete
Mental
Objects,
Concentration
Marginal
pression.
Im-
view.
of Reto
Law.
Processes.
Attention
117
Mental
Life.
State.
Attentive
Stream.
in
Connection
Improvement.
Mental
Other
Concentration
Advantages
According
Works
Memory
Contrasted
Recall
Practise
Recognition.
VIII.
"logical"
vs
Intention.
Aids
Second
"Whole"
Upon
Method,
VII.
(Inferences
Repetitions,
Theme-writing),
"Rote"
Method,
Bearing
vs
of
Focal
Dim.
Cross-section
Object, Clear;
Fluctuation.
Requires
Distractions
Analysis
(1)
Removal
Possible,
of
of
ginal
Mar-
Ease
of
of
All
(2) Ignor-
CONTENTS
ing Others.
15
Conditions
centration.
for Con-
Favorable
Relation
Other
to
Mental
Processes.
IX.
How
WeReason
134
Contrasted
Simpler Mental
Method
of
by
Operations.
Geometry.
Analysis of Reasoning
Studying
Act:
of Problem,
Efforts
to
Recognition
Solve
quirements
ReStudy in Problems.
It, Solution.
for Effective
Reasoning
:
Many
Clear.
How
to
Clarify
Ideas, Accessible,
Ideas:
Between
Define, Classify. Relation
Habit
and
Summary.
Reasoning.
Reasoning
with
Illustrated
X.
Expression
As
An
Expression
Aid
Study
Extent
Activity.
Movements.
Relation
Expressive
154
Inevitable
an
of Nervous
In
Accompaniment
of Expressive
Considerations.
Ethical
Acts.
and
Ideas
Between
Used
in
Expression
Chiefly
Effects
Study : Speech, Writing, Drawing.
of Expression:
(1) On Brain, (2) On Ideas.
of
Hints
of
Freedom
Development
on
Expression.
Methods
XI.
How
to
of
Become
Interested
Nature
of
Gained
Through
The
Plateau
of
op
of
Rapid
Causes.
XIII.
Mental
Experience.
Laws
Interest.
170
Subject
Interests
Many
of
sible
Pos-
Interest.
183
Despond
Measurement
the
a
Intellectual
Interest.
Fields
XII.
in
of Mental
"Learning
Progress
at
Analysis
Irregularity.
Progress.
Curve."
Beginning.
The
Plateau.
Remedies.
195
Second-Wind
(2) Mental.
fect
EfHidden
Sources
of Energy.
Retarding
How
of Fatigue.
Analysis of Fatigue.
Reduce
to
Fatigue in Study.
Description:
(1)
Physical,
CONTENTS
16
XIV.
Examinations
212
Continuous
Purposes.
Effective
Immediate
of
XV.
Methods
in
Activity.
Food:
Sleep
Attitude
for
Quantity,
:
Examination
Attitude
of
Effective
Quality,
Conditions,
Amount,
Insomnia.
an
ming.
Cram-
Reviewing.
Examination-room.
Conditions
Bodily
of
for
Preparation
Conduct
and
Effort
Confidence.
Study
224:
Surroundings.
Avoidance
of
Regularity,
Exercise:
Emphasis.
Suggestions
Index
for
Further
Reading
247
251
TO
HOW
18
the
Perhaps
the
for
substitution
recitation
class
in
accustomed
that
in
from
The
lecture
has
a
and
of
has
of
in
the
listening
of
that
As
form.
left
to
securing
The
the
be
mouth
mental
in
first
the
attention
over
situation
is
a
the
to
long
not
temporary
to
Such
in
that
lapse
they
of
in
only
just
cease
conditions
will be
maintain
entation,
pres-
have
attitude
periods
like
of
words
the
You
in
ture
litera-
is the
and
mental
place,
certain
a
in the
lecturer
you.
habits.
lecturer
manner
as
unique
a
unique
which
of
the
knowledge
soon
accessible
require
the
lecture.
knowledge
duplicated
then, is unique
means
a
to
this
organized
subject.
different
about
knowledge
new
a
processes
are
implies that
is not
that
form
develop
recitation
system
fund
field
a
used
those
were
tution
substi-
This
you
oral
an
lecture
you
learning, for the mental
of
involved
which
to
will
you
the
of
school.
high
requires
technic
difficulty
first
is the
encounter
MIND
YOUR
USE
and
obliged,
sustained
time.
The
reading,
of attention
may
in
be
remedied
by turning
In
listening
to
catch
the
You
technic
for
memorizing
in
aid
need
to
This
is
had
important
phase
the
vast
each
course,
the
represent
the
do.
be
will
also
No
longer
It
is
most
a
college study
of many
you
the
required.
reading
to
learn
have
pages
for
several.
historical
obliged
sleepily through
have
you
reading
use
may
of
will
notes.
single text-book
a
ideas
amount
of
of
great
cover
may
of
you
take
to
study.
earnest
using
will
college life,however,
amount
of
Instead
izing
organ-
lectures, you
characteristic
Another
is
of
a
partial
of
which
to
develop
a
purposes
with
little
will repay
As
in
paying
especially for
ability
process
heretofore
and
for
received
develop
a
to
heard.
also
of
need
memorizing,
this, and
material
habits
also
things
to
fly." Accordingly
new
will
obliged
are
you
the
on
develop
attention.
new
"
rereading.
and
back
lecture,
a
words
must
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19
PROBLEMS
INTELLECTUAL
They
periods
and
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HOW
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23
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24
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of
CHAPTER
II
NOTE-TAKING
educated
Most
time
some
other,
or
this
students,
a
is
will
rule, do
in
involved
vainly
to
do
labor
in
system
some
examination
there
rules
have
followed,
ability
in
much
will
of
be
blunders
many
26
do
to
be
must
A
careful
shows
principles,
or
bling,
scrib-
that
which,
with
when
increasing
study.
preparation
they
there
note-taking
criterion
One
that
try
of
maze
a
until
they
note-taking.
of
are
and
as
skill
Not
arrives
realize
any
is any
there
through
they
as
Students,
notes.
time
college
success,
that
taking
examination
of
testify.
realize
not
at
though
Al-
notes.
true
little
have
they
occasion,
take
to
especially
instructor
college
find
people
should
that
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notes
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put.
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guide
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is
saved.
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use
kept
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the
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mind,
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NOTE-TAKING
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used
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and
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each
value.
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be
require
reading
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in
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how
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will
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are
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college
Accordingly
work.
considered
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under
heads.
Notes.
err
thought,
lectures
thought
or
in
take
to
either
entire
taking
two
are
themselves,
full notes
When
"
lecture, there
present
can
situations
note-taking
Lecture
a
student
a
prepared.
subject
three
far-reaching
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chief
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in
you
be
you
life.
for
professional
may
be
may
on
day's study,
Notes
material
as
ways:
for permanent,
note-book
27
almost
exceedingly
direction.
True,
stenographic
will
show
that
with,
not
only
One
notes.
no
desirable,
appear
that
extremes
take
to
notes
they
without
on
reports
first
of
but
second
may
be
pensed
dis-
loss, but
HOW
28
with
much
that
consumed
in
Another
The
the
short-hand
of
The
sake
of
for
repeats
emphasis;
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important
but
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in
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depend
A
if
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task
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you
occupy
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however,
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point is made
the
of
need
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written
themselves,
sake
do
You
point.
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multiplies
in
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in
permanent
instructor
illustrations, not
important
notes.
material
the
undesirable
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time
much
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ob-
obvious
most
transcribing
is
possession.
MIND
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lecture
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YOUR
gain.
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a
USE
TO
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comprehend
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tion
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meaning
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29
NOTE-TAKING
the
writing
are
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should
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put
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to
eager
so
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to
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Probably
reduce
therefore
lecture,
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to
active
force,
comprehend
acceptance
and
HOW
30
After
USE
TO
observing
this
YOUR
the
book,
the
your
notes
of
all else
to
is
in which
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skeleton
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NOTE-TAKING
college
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31
Roman
Arabic
notes.
serve
may
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as
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numerals,
numerals:
I.
ii.
A.
B.
1.
2.
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(1)
(2)
(a)
(b)
In
notes,
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then
be
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HOW
32
is
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excellent
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TO
HOW
34
take
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Memorial
NOTE-TAKING
Library
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HOW
36
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NOTE-TAKING
the
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of
37
publication,
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material.
Glance
4.
If you
are
very
table
the
of
book
the
to
necessary
read
5.
save
to
the
you
much
relation
index
course
You
may
may
all
be
in
asked
to
care.
to
with
part
you
it
may
throughout
the
making
the
bearing
have
compile
prepare
Be
do
is, with
of your
some
circumstances,
greatest
of the
it
contents
intelligently;
much
books
you
find
time.
lists of
given
consult
to
of
the
work.
that
topics.
and
On
might
table
detail,
it
book.
you
the
bibliographies,
of
in
going
are
the
college
your
field,and
study
the
study
have
will
contents.
is outlined
entire
Use
You
the
briefly,
see
the
to
with
reading
only
in order
familiar
if you
hand,
other
of
advantageously
with
dispense
table
contents
might
you
the
over
your
of
tion
compilaspecial
upon
bibliographies
courses,
or
Under
own.
them
scrupulous
you
with
in
the
giving
HOW
38
TO
There
references.
referring
YOUR
USE
is
standard
a
books
to
MIND
and
for
form
periodicals,
as
follows:
C.
R.
Industrial
Henderson,
The
ed.; Chicago:
Press, 1912),
S. I.
Vol.
Place
XXI
is
and
up
Notes.
in the
of
:
them
to
greatest
is lack
of
instructor,
correcting
causing
the
to
him
frequently
assert
reacts
much
note-book.
his will,
against
that
say
laboratory
This
neatness.
annoyance
against
with
you
The
the
note-books
upon
trouble
the
in
resulting
student.
will
tion
atten-
that
prejudices
the
structi
in-
instructor,
special
Pay
Instructors
neatness.
Method,
detailed
the
by
accurately.
fault
usually written
When
given
science
instructor.
Object, Apparatus,
are
follow
the
by the
are
Conclusions.
for
form
with
experiments
order
Results,
safe
The
"
varies
notes
248^.
p.
usually prescribed
Reports
Chicago
Sacrifice," Biblical
of
(1902),
Laboratory
laboratory
of
University
321.
p.
Curtis, "The
World,
(2d
Insurance
him,
It is
materially
NOTE-TAKING
increase
chances
your
laboratory
of
the
by
course
good
a
in
grade
a
of
preparation
a
note-book.
neat
The
of
key-note
is economy,
toward
the
the
students
of
study
note-taking.
So
far, the
had
to
the
content
but
its
may
be
do
with
is
form
devices
done
to
discussion
of the
utilization
by
time
save
become
Remember,
you
and
ink.
in
and
twenty
applying
years
there
it
in
has
Much
mechanical
of
energy.
Pencil
illegiblein
be
may
the
note-book,
equally important.
First, write
badly
in
aim
affairs,and
for
opportunity
being
College
waste.
this
adopt
of their
century
in all lines
tendency
should
much
twentieth
the
elimination
regulation
is
39
marks
a
months.
few
using
the
therefore
hence,
blur
book
note-
make
it durable.
write
Second,
ought
tells
to
superfluous,
that
us
be
cannot
it has
be
"
grown
plainly.
read
even
cold."
for
which
writing
by
injunction
This
the
common
sense
is
illegible
writer,
once
HOW
40
take
Third,
Do
of
luck
the
word
or
at
experience,
and
form
Apply
the
principles
the
preparation
parts
A
fourth
shape
of
It
is often
the
keep
use
Men
small
a
carried
odd
for
notes
in
moments.
note-book
the
coat
all
find
features
of
nature
individual
in
size
pocket
and
that
to
single
a
advantageous
a
of
the
taste.
practicable
courses
it
and
size
These
and
convenient
tion
composi-
concerns
upon
to
note-book.
your
the
upon
partly
note-book.
of
and
cohere.
English
note-book.
the
and
of
question
partly
course
the
little
therefore
hopes;
outline
the
to
strate
demon-
quickly
of
make
trust
A
phrases,
to
jot
supply
time.
sensible
strive
is to
to
memory
will
however,
it is
complete
and
there
later
some
simply
True,
form
to
futility of such
the
depend
consist
temptation
great
indulgent
context
sentences.
jottings.
here
an
to
forming
stress,
The
sentences.
MIND
notes
scrappy
difficult, under
a
in
your
separate,
down
YOUR
care
make
not
USE
TO
can
studied
to
be
at
HOW
42
and
TO
USE
immediate
prepared
time,
benefits
of
retention.
review,
There
which,
less
economy
thinking
correct
note-taking.
ability,
and
and
and
thoroughness
READINGS
Adams
Readings:
in
1.
and
in
find
responding
cor-
ability
to
to
retain
with
reason
independence.
EXERCISES
VIII.
II.
(10)
(17)
Contrast
from
develop
ideas,
to
of
of
your
(2) Chapter
Seward
Exercise
nent
perma-
result
will
you
(1) Chapter
Kerfoot
far
Habits
you
and
AND
Dearborn
the
chief
assimilate
facts,
reproduce
ever,
howof
are
are
As
of
benefits,
the
are
well-
permanent
mind.
improvement
comprehend
of
obvious,
the
upon
particular
of
These
correct
this
from
other
are
though
effects
derived
ease
importance.
greater
MIND
consisting
notes,
ease
YOUR
the
taking
of
notes
from
lectures.
Exercise
2.
Make
an
outline
of
Exercise
3.
Make
an
outline
of
this
some
chapter.
lecture.
ing
read-
III
CHAPTER
BRAIN
Though
or
during
will
be
we
action
shall
but
minutely,
of
mental
jelly-like
a
the
fibers
thick
spinal
of
be
able
Inside
the
cord,
extending
inch
At
a
long
down
very
conception
control
to
is
bony
a
skull
membrane.
sible
impos-
description
a
brain
in
an
its
and
it underlies.
the
of
As
nature
better
which
eye
brain
some
enclosed
mass
skull.
the
by
naked
one-fourth
about
its
the
knowledge,
manifestly
secure
processes
the
To
will
thus
be
means
to
of
ing
understand-
in
the
some
general.
such
into
by
able
be
it and
the
by
inquire
to
will
assisted
will
It
in
acts
not
examine
briefly
connections.
you
is
processes
more
knowledge
exact
greatly
mental
brain
the
study,
this
of
nature
you
that
vaguely
STUDY
understand
people
most
less
way
DURING
ACTION
its base
strand
the
covering,
thick,
it is
large
a
called
protected
emerges
of
nerve
spine.
For
43
HOW
44
its
of
most
TO
the
at
angles
radiate
all
to
the
with
It is therefore
must
turn
Although
is
we
turn
that
its
parts
are
to
lowest
units
neurones.
of
Each
now
it is
that
system
nervous
nected
con-
system.
to
the
eye
of
up
nervous
still
material,
be
called
of these
it,
same.
nervous
of minute
nerve-cells
looks
see,
upon
the
composed
we
the
structurally
terms,
number
a
microscopes
our
structure
must
we
say
made
of
kinds
is found
with
intimately
nervous
naked
the
when
system
is
and
apparently
different
system.
attention.
our
to
The
started
we
brain,
the
to
out
tions,
all its ramificanervous
entire
the
right
body.
mind
the
it
which
nerves
the
the
as
statement
our
Reduced
branch
of
parts
with
connected
of
length
fibrous
that
statement
enlarge
it at
that, though
now
system
of
known
see
we
its
as
finger, but
From
end.
spinal cord, with
are
the
lower
is about
cord
little
your
pairs
and
You
the
throughout
thirty-one
brain
as
MIND
YOUR
length,
large around
tapers
USE
like
a
or
string
BRAIN
frayed
ACTION
out
both
at
its
along
is made
of
Some
the
in
that
various
but
measure
know
of
which
us
nervous
that
however,
the
is
there
mind,
three
as
of
an
study,
are
performing
out
making
question
nature
According
of
in
in
before
these
to
in
that
the
us,
know,
part
some
this
when
you
operations
of
vocabularies,
geometry,
your
cells
occurs
calculations,
problems
changes
do
Applying
foreign
arithmetical
of
mass
change
of
any
and
anything
it is obvious
memorizing
making
a
mind,
reasons
We
system.
nervous
to
this
time
every
fact
the
body.
the
feels,
system.
the
how
exactly
called
The
the
fraction
a
with
study,
little
tions
combina-
long
as
are
wills, is connected
of
these
throughout
neurones
not
part
in the
of
tem
sys-
length.
do
We
in
where
some-
nervous
millions
together
feet; others
inch
of
45
bulge
a
The
length.
distributed
and
STUDY
ends, with
up
packed
cells
DURING
nervous
ing
reason-
you
are
system.
then, is, What
is
changes?
present
knowledge,
the
HOW
46
action
TO
of
the
conceived
that
It
as
is very
form
feet
cells
in
runs
along
much
It
important
changes
each
the
be
are
of
passage
of
the
neurone.
the
valves
open,
vegetative
mainly
processes
in
the
and
of
valve
rones,
neu-
they
join
connection
may
governs
from
current
time
as
of
birth,
Only
connected
do
we
it
that
closed.
such
most
system
nature,
At
those
the
although
nervous
are
to
neurone
where
exact
a
the
individual
point
is
act
groups,
from
the
as
to
neurone
most
its
It
never
nervous
synapse
spark
a
neurones
in
This
the
gunpowder/7
points
pictured
as
way
that
the
understand
one
along
thought
other.
is called
the
is
at
than
runs
act
within
but
and
passing
current
occur
current.
faster
that
always
they
not
of
note
neurone.
well
nervous
same
train
to
nervous
not
the
We
"
the
a
important
with
nerve-cells.
second,
a
change
the
among
best
is
chemical
of
rapid, moving
hundred
do
MIND
system
commotion
this
singly;
YOUR
nervous
a
spreads
call
USE
a
with
breathing
few
the
and
BRAIN
ACTION
But
digestion.
as
by
the
valves
become
more
and
learning
is
the
from
one
shall
We
action
of the
some
cells.
are
from
the
had
the
dentist
you
know
how
in
knowledge.
man's
perceive
harm.
from
body
to
a
have
We
ever
nerve,
sensitivity is.
is very
had
should
we
sions
impres-
to
be
should
"If
to
even
remove
compare
building, calling
the
able
not
and
we
the
from
not
danger
tant
impornot
we
impressions
acquire
ourselves
this
for
receive
to
impressibility.
property
a
nerve-
exposed
an
extreme
world
able
examine
to
If you
touch
the
upon
we
sensitive
outside.
outside
be
if
is
one
education,
to
power
light
system
very
such
Naturally
current
properties belonging
Nerve-cells
and
making
of
nervous
further
first
they
use
another.
nervous
The
the
of
permeable,
the
to
secure
of the
environment,
process
of
played
passage
more
passage
47
is
increased
the
neurone
the
the
With
current.
easier
of
to
open
nervous
thus
individual
the
objects
the
upon
STUDY
DURING
the
a
steel
HOW
48
TO
frame-work
and
power
lungs, the
with
his
skeleton
station
his
other
short, which
The
second
is
important
as
soon
a
it
end,
as
wire, thence
third,
the
neighboring
As
of
the
These
in
might
over
systems
a
later
one
by
the
next
Just
along
it to
along
by such
that
an
the
a
from
passes
be
one
expected,
impressibility
nerve-cells
pass
may
of
aided
are
to
pass
current
nervous
at
neurones.
and
another,
As
excitement,
might
current
which
stimulated
current,
nervous
."
conductivity.
its
neurone.
conductivity
described
is
to
environment
the
is
functions
two
current
of
study
to
to
neurone
building,
the
in
the
so
of
of nerve-cells
to
electric
an
door-bells,
property
the
heat
specifically designed
are
neurone
or
neurone
include,
thermometers,
communicates
of
means
would
parts
influences
to
and
organs
buttons,
the
"
furnace
the
digestive
electric
respond
and
the
things,
valve-openers,
MIND
system
nervous
regulators,
in
YOUR
USE
and
ment
arrangenervous
definitely laid pathways.
of
pathways
paragraph.
will
be
HOW
50
five, but
joints,
such
the
as
which
brain
the
central
receiving
carrying
of
outside
the
from
the
Thus
an
receives
clearly
quite
in
studied
to
Thus,
great
part,
a
The
nerve-cells
the
in
the
the
skin.
by
brain
of
means
brain
receives
areas
and
out
areas.
another
eyes;
These
marked
parts
of the
part
of
the
various
particular
back
top
detail
is
world.
from
from
messages
sory
sen-
impressions
in the
the
near
area
called
for
from
messages
and
brain.
the
in
terminate
area
cord
station
messages
body
neurones
function
to
represents,
body
organs.
of
are
their
inward
messages
carry
the
spinal
They
and
neurones
ends
the
brain.
the
to
of
digestive
find
at
converge
travel
and
we
tendons,
muscles,
organs
heart,
places
traditional
the
the
internal
and
all these
In
within
also
MIND
YOUR
within
only
not
organs,
USE
TO
are
be
may
the
panying
accom-
diagram.
is another
There
cells
have
which,
one
when
terminal
large
traced
in
of
group
out,
the
are
brain
nerve-
found
and
to
the
BRAIN
in the
other
The
is
emerge,
throughout
the
fibers
cord
travel
and
in
nerve-cells
out
this
the
The
muscles.
called
are
the
From
through
the
group
Motor
in
diagram.
down
to
body.
neurones
brain
the
the
on
the
these
of
top
51
STUDY
brain, where
Motor
the
spinal
muscles
near
marked
here
DURING
in the
area
area
ACTION
motor
araa
Skin
ana
Front-
Association
"
.
\
\
area
/
M
\
V/j"^TP^
'
/
( ^_b-\"
Association
and
neurones
from
messages
for
a
a
muscle
the
from
the
current
far
two
the
function
brain
ordinarily
nervous
So
their
we
have
functions
sense-organs
to
seen
of
out
does
set
or
to
the
not
Visual
3a
is
to
-
carry
muscles,
act
without
it off.
that
the
brain
has
receiving impressions
and
of
sending
out
HOW
52
orders
TO
the
to
mechanism
When
that
them
be
is
provided
the
the
acted
areas
another.
back.
The
this
the
of
conduction
to
the
transmission
neurones
transmission
visual
of
to
over
the
you
action
the
the
over
motor
area,
motor
doclge
the
an
eye,
current
current
the
a
of
in
nervous
of
see
panying
accom-
consists
nerve-cells
to
area
you
and
neural
to
areas
suppose
area
the
the
sensory
occurrence
upon
called
transmit
above
falling from
impression
one
example,
from
are
sensory
from
or
For
quickly
back
from
the
current
and
current
motor
function
They
neurones
nervous
of nerve-cells
nervous
another.
to
area
association
the
the
of
they
arrangement
an
their
as
some
that
so
area
group
brain, having
be
transmitting
of
Such
upon.
sensory
there
brain
motor
the
in
that
further
a
described.
be
now
by another
transmission
is
received
the
to
over
may
brick
must
are
within
MIND
There
it is necessary
means
one
YOUE
muscles.
messages
areas,
in
USE
brain,
the
tion
associathen
neurones,
its
ACTION
BRAIN
the
down
enable
spinal cord,
of
when
with
you
the
orange,
brain
by
play
of
organizing
in
important
building
in
the
that
a
foregoing
mechanism
for
the
the
in
the
They
all
rones
neu-
and
securing
are
learning
consists
reception
very
consists
such
made,
being
which
permits
into
communication
a
sort
the
of
see
merely
their
messages
The
brain
transformations
central
is
are
switchboard
sense-organs
with
of
mission
trans-
and
outgoing
movement.
where
we
and
messages
into
produce
center
neurones
description
incoming
transformation
which
ciated
asso-
association
system
nervous
of
are
the
associations.
up
the
From
for
an
in
areas
knowledge.
study,
touch
and
The
area
example,
association
large part
a
further
and
taste
of the
them.
connecting
The
For
another.
conjunction
means
missile.
sensory
corresponding
in
act
that
the
one
smell,
see,
53
muscles
have
connecting
brain
the
the
the
neurones
function
STUDY
to
dodge
to
you
association
in
DURING
muscles.
to
come
It
is
HOW
54
the
also
TO
instrument
united
and
brain
The
memory.
this
modification
a
By
of
of
meet
situations
many
connections
neural
to
simple
acts,
digestion.
as
only
perform
The
such
a
as
pathways
speaking
the
when
made
himself
a
prepared
few
of
he
number
breathing,
English
vidual
indi-
and
meagre
for
brain.
the
is not
only
as
there, the
adjust
to
he
selected
nature
a
made
;
are
some
sists
con-
a
in
For
world,
study.
produces
results
complex
or
to
ance
performto
such
better
the
is
Education
changes
is able
enters
such
the
it
the
undergoing
situations.
new
able
of
beneficial
individual
to
it.
experiences
means
it
organ
that
for
be
can
great
see
enters
process
of
made
necessary
within
leave
to
look
that
Everything
group
must
activities
the
in
we
medium
the
as
once
Hence
unified.
be
can
further
can
senses
is, it is the
we
organ
of
to
experience
That
the
of which
various
impressions
retained.
MIND
means
the
serves
whereby
of
YOUR
by
from
impressions
be
USE
the
is
of
crying,
acts,
French,
or
writing,
built
be
It
is
process
of
is
it is
why
school-days, when
you
the
unwilling
protests
through
current
the
overcome
There
is
which
is derived
fiability,
in
the
the
path
nervous
your
because
you
the
train
task
and
each
worn
seeks
to
matter.
ing,
reason-
you
are
pathways.
factor
becomes
becomes
current
nervous
of
because
the
with
that
the
repetition,
table,
thought,
from
early
laboriously
untravelled
comforting
a
a
coming
over-
your
physical
difficult
hitherto
opening
and
begin
is
material
pathways,
of
the
system.
In
force
to
This
nervous
wrung
new
you
task
the
were
inertia
when
Today,
building
the
about
set
compelled
being
were
involves
multiplication
learning
the
involving
hard.
so
of
physical
in the
of resistance
That
in
Study
brain.
the
must
education.
feat
changes
but
of
process
physical
55
life-time
call
we
a
production
in
is the
that
up
birth
at
the
within
up
individual.
them
formed
not
are
STUDY
DURING
ACTION
BRAIN
however,
of
modi-
succeeding
easier,
cause
be-
smoothly
it of its
own
TO
HOW
56
accord;
in
Education
habits,
and
which
Exercise
Herrick
1.
what
roughly
read
notes.
Draw
a
book,
habitualized.
of
process
of
book
the
AND
forming
will
be
discussion
and
should
student
a
each
and
act
description
READING
Reading:
each
a
rest
the
to
habits
then
the
MIND
become
to
is
devoted
of
words,
other
tends
thought
YOUR
USE
form.
EXERCISE
(7)
a
picture
takes
(6)
of
place
listen
the
there
to
a
brain,
(a)
lecture,
showing
when
you
(c)
take
HOW
58
TO
of
examples
are
USE
the
even
and
fixed
The
the
hair
be
These
that.
living tissue.
examples
But
there
habit
to
briefly the
review
characteristic.
facts
In
cells
to
the
in
sense
and
long
over
spinal
and
cord
we
pushes
the
brain
passes
muscles,
to
the
experience
to
down
and
The
motor
the
ends
world.
by
The
is
ducted
con-
fibers, through
the
where
it is received
sensation.
neurones,
spinal
some
are
nerve-
generated
brain
in
us
this
impressed
Thence
association
over
on,
Let
modifiability
outside
nerve
a
ceptible
sus-
underlie
are
thus
current
nervous
in
most
tissue.
degree.
the
habit
tissue, impressibility,
organs
from
stimulations
is
nerve
or
way
particular
one
which
marked
a
of
is
nerve
conductivity
developed
is
a
habitual.
lie this
which
; that
its
time, it gets
to
are
living
non-
assume
becomes
trained
living tissue
of
form
If you
some
expression
may
in
shows
matter
for
expression
habit
of
clearly.
more
petulant
MIND
force
Living
matter.
power
YOUR
neurones
over
cord
movement.
which
again
it
in
it
to
In
FORMATION
the
which
pathway
its
neurone
tends
to
end
in
is
the
the
same
It should
be
started
or
by
in
be
may
in
Hence
habits.
wish
see
They
them
bundle
of
in
habits
of
or
will
of
thought.
as
of
and
traversed.
have
to
whether
you
are
you
habits
You
a
you
out,
manifest
they
"
the
starts
way
Already
not.
be
organ
without
bound
develop
a
it starts
case
a
are
you
ways
sense
already
habits";
two
a
it
it seeks
is
may
stimulation
Howsoever
you
and,
chapter,
brain
the
that
extremely
an
action,
latter
pathways
prefers
is
seek
to
Movement
preceding
sure
to
nervous
tends
another
the
In
organ.
sense
in
stimulation
idea.
immediately
and
the
neural
of
study.
regions
from
and
This
shown
by the
an
that
emphasized
started, always
factor
vital
the
current
nervous
pathway
same
feature
be
will
as
when
movement.
once
important
it leaves
thereafter,
in movement.
outlet
59
traverses
excited, the
take
current,
it
and,
impression,
first
STUDY-HABITS
OF
"a
selves
themof
action
illustrate
the
60
HOW
first every
time
name.
need
only
ask
shoes
tie your
reveals
Speech
many
.
of these
habits
of
persist in the
the
is
phrase
habitually
"in
starts
one
think
to
When
"black,"
the
spite,"
you
"more
or"
what
word
principles of mental
is
in
arranged
from
these
such
of what
the
of
course
Twenty
bound
Our
Our
this
by
acts
our
constant
Since
how
hence
years
you
important
shadows
cannot
according
to
and
will
you
are,
or
that
avoid
it is that
mind
Your
and
patterns,
overpowering
angels
by
that
see
think
a
during
is habitual.
hours
twenty-four
"less."
up
readily
do
you
on
goes
up
habit.
you
some
is called
habitual
examples
large part
calls
"white"
reply
you
When
mind
your
when
proceed
you
of it.
rest
phrases
that
so
begun,
the
"of";
I ask
habits
as
once
with
Certain
thought.
mind
of
discovered
Columbus
in
I
end
the
supply
to
you
sign
or
second,
the
illustrate
sentence:
America
MIND
YOUK
you
To
your
this
USE
TO
be
more
even
despot.
good,
walk
or
with
forming
you
seek
ill,
us
still.
habits,
to
form
that
those
there
them,
deducible
principles
action.
nervous
leading
pathways
tissue
is
You
leaves
then, by
extent,
neglect
this.
"pony,"
for
permits
oneself
of
English
Nerve
that
to
some
in
arise
of
arises
depend
mitting
per-
Many
you.
habit
in
trace.
caution
study
example,
words
the
brain.
habits
The
of
facts
ineradicable
of
to
general
Guard
is:
impress
to
In
everything
your
habits
of
the
observing
things
unfortunate
from
and
an
control
can
several
the
to
impressible
it
touches
are
first
The
61
desirable.
and
useful
are
acquiring
STUDY-HABITS
OF
FORMATION
from
using
when
one
a
upon
a
group
from
translating
a
foreign language.
Nerve
with
also
be
guarded
is
will
make
be
a
undoing
as
it.
should
the
the
nervous
way
first
rents
cur-
if
Consequently
pathway,
wrong
to
respect
subsequent
directed.
guarded
They
Eemember,
cut,
be
then
enters.
with
enter.
pathway
trouble
what
to
respect
things
you
should
pathways
you
will
have
TO
HOW
m
Another
all
This
as
is
1453,
1435,
in
1453
As
the
first
The
the
movements
and
impressions
the
because
past
until
and
those
This
through
in
writing.
that
travelled.
form
You
of
will
just
process
pathway
the
You
must
you
see
of
of
guard
did
the
that
the
ment,
move-
it seeks
been
study,
on
in
out,
movements
as
to
pushes
way
to
the
is necessary
have
need
of
response
form
In
right.
exits
areas
some
finding
pathways
the
it is
current
it ends
in
frequently
of the
ideas.
obstructions,
brain,
takes
in
nervous
making
is, watch
make
you
lectual
intel-
in
the
That
currents.
nervous
right,
your
sure
Guard
is:
rule
is
slowly
be
and
impression
next
value
first
trouble
have
to
go
in
the
it
which
you
salvation, then,
learn
to
impress
remembering
1435.
or
slowly
principle
trying
likely
are
you
obviously
is, go
important
an
carelessly
you
after
ever
will
pathways
If, when
learning.
date
which
undesirable
first.
MIND
YOUR
maxim
prevent
at
USE
it
most
usually
speech
this
or
part
incoming
the
move-
FORMATION
made
is
ment
into
of
that
the
during
be
to
are
The
shortest
possible,
muscles
that
This
makes
third
The
mind
in
general
is that
youth,
is most
tissue
With
then,
you
of
The
as
world
race
see
that
when
useful
recognizes
so
given
leisure
to
in
fied.
modi-
when
tion
forma-
possible.
as
extent
some
that
and
time
the
habits
organized
kept
formation,
upon
this
those
nerve
and
is the
laid
the
easily formed
habit
youth
be
many
are
be
to
period
to
respect
society is
of the
is the
where
effort.
most
are
exit
necessary.
easily impressed
should
emphasis
and
this
only
principle
habits
for
of
of
be
absolutely
economy
write
type-
developing
involving
are
for
also
should
path
is
right key
point
in
it
to
point
taken
see
of
the
The
is the
current
form.
good
hit
early trials.
precautions
example,
learning
always
you
nervous
tion
pronuncia-
pronunciation
When
build
to
the
for
word,
right.
that
63
wish
you
learning
first
your
see
a
In
foreign
a
absolutely
of
which
habit.
a
STUDY-HABITS
OF
the
youth
protection
HOW
64
that
so
world
they
asks
four
a
form
in
useful
and
are
have
been
formation
make
that
will
you
resolve
second
and
the
act
For
example,
habit
of
surround
an
your
"will
momentum
if
you
arising
at
at
that
and
is,
yourself
that
keep
with
a
Such
new
the
perform
to
form
the
morning,
every
number
efforts
it.
perform
to
tell
aid
every
first to
desire
six
emphatic
an
with
not
clock, and
your
to
is, make
difficult
decision.
first
The
Vow
in
guides
as
you.
it easy
alarm
give
down
yourself
yourself
cussed,
dis-
maxims
of other
habit,
maxim
Make
possible.
place
society.
of
habits.
the
Surround
start.
will
principles just
of will.
before
self
your-
your
member
new
form
ever
The
Buy
of
next
which
take
life to
laid
assertion
an
habits
number
a
the
develop
you
the
to
there
the
that
The
habits.
during
you
stable
addition
which
of
later
MIND
useful
useful
you
In
YOUR
form
may
except
years
enable
USE
nothing
and
as
TO
of
some
at
of
one
the
beginning
temptation
aids.
start
such
to
break
a
HOW
66
habit
of
a
with
habit
is
depth,
habit
in
the
brain
in
the
by
that
line
have
you
habit, and
have
X
Let
B.
said
worn
accompanying
the
us
pose
sup-
started
already
have
If
considerable
a
the
A
to
"isn't."
you
to
wish
you
saying
rooted,
represented
diagram
which
of
deeply
MIND
YOUR
"aint"
a
pathway
new
USE
saying
replace
the
TO
the
word
correct
A
B
ten
times.
That
another
pathway
depth.
During
old
into
you
that
it instead
make
X
will
Your
so
A
an
task
the
C
to
considerable
a
and
at
the
attract
is to
the
exception
worn
time, however,
deepen
current
nervous
of
have
you
all this
provocation
path
means
is still open
pathway
current.
C
old.
on
Now
some
the
the
est
slightnervous
the
will
new
flow
suppose
occasion
the
allow
and
old
the
over
had
constructed
this
is not
current,
it
down
time
similar
readiness
is
effort
likened
has
to
that
the
is
single slip,
The
fourth
maxim
to
upon
for
reason
you
keep
that
nervous
from
a
always
These
a
act
this
in
mind
outgoing
seek
nervous
one
a
ball
of
By
than
a
be
can
windings.
every
tunity
oppor-
resolution.
understood
The
better
stated
fact,
if
before,
started, whether
once
or
more
exceptions
wound.
your
the
current
greater
drops
undone
currents
to
these
one
be
next
vastly
is, seize
sense-organ
tend
of
dozen
will
the
so
it. Some
partially
in
accomplished
nervous
much
overcome
is
But
path, deepens
and
when
more
C.
The
with
effect
produced
that
string
to
you
arises, the
before,
required
ception
ex-
which
to
before,
was
path
than
A
old
the
situation
old
the
seeks
from
it revisits
it
bridge
result.
only
than
a
X
travel
unfortunate
the
at
the
as
more
This
path.
67
to
current
nervous
breaks
HABITS
STUDY-
OF
FORMATION
from
egress
a
brain-center,
in
currents
movement.
leave
an
HOW
68
imprint
as
TO
inevitably
Therefore,
firmly
if you
speedily and
of
their
their
producing
of
reservoir
if
be,
character
the
for
are
feeling
not
should
action
expression
speaking
giving
evaporate
be
as
be
the
as
least
genially
up
a
in
one's
glow
to
of
feeling.
"Let
thing in the
seat
form
some
possible.
one's
fine
these
mere
in
of
resolves
that
crystallized
soon
time
at
Beware
present.
do
resolves
They
is
unaffected
makes
and
of
one's
act,
entirely
one
good,
very
may
advantage
Particularly
excitement
a
and
sentiments
to
'
set
full
possess,
taken
remain
'
new
how
may
one's
of
resolves
the
opportunity
better."
emotional
that
one
not
may
moment
moment
matter
good
has
them
effects,that
"No
concrete
every
the
be
to
upon
in the
communicate
maxims
one
act
in
motor
how
matter
no
resolves
is not
"It
but
brain."
the
to
or
often.
forming,
impressions.
your
should
you
aspirations
and
of
wish
tissues
nerve
incoming
do
as
fixed,
MIND
modifiable
the
upon
YOUR
USE
the
world
"
grandmother,
in
a
.
.
.
car,
if
nothing
fail to
have
acted
consummated
it to
the
past
is
Seize
the
begin
grooving
other
After
this
view
of
by
reaching
possibilities
and
habit,
mind.
Its
annoying,
its
disadvantages.
grip
Bad
shake
powerless
to
cableness
need
have
welfare
are
we
off.
no
terrors
its farof
body
because
habits
True,
life
your
side
the
on
are
every
see
obvious,
most
to
it.
in
place
for
that
us
upon
settled.
seize
readily
you
way
path-
a
be
to
deepening
effects
most
Many
before
and
the
occupied
determines
opportunity
out,
for
opportunity
carrying
by
resolve.
enough
it
have
you
which
earliest
very
not
dining-room.
required
deep
worn
until
your
be
have
you
the
test
of
will
repetitions
of
mine
deter-
may
itself
express
door
strength
the
You
resolve
crucial
is the
That
it.
you
until
resolve
a
lunch, but
that
permitted
you
Strictly speaking
upon
without
go
it not
let
but
"
really completed
have
to
offers
'
place/
take
not
you
heroic
more
69
STUDY-HABITS
OF
FORMATION
of
secure
a
sometimes
this
if
ineradiwe
have
HOW
70
TO
formed
good
pointed
out
be
may
work
in
to
stagnation.
to
make
us
to
cease
the
its
be
itself
to
modes
which
respect
others
intrenched
unable
thus
called
A
makes
a
a
that
steal
to
very
the
all have
habit,
if
we
desirable
"
second
for
enormous
advantage
accuracy.
conducive
to
example,
the
the
Habit
habit
Acts
is
and
fly-wheel
of
firmly
ourselves
to.
asset
property
so
find
wished
It
one.
is
should
we
the
incorporate
for
and
weigh
out-
helps people
to
For
fogy."
helps
from
action
of
we
is
and
we
we
far
Habit
stable,
good.
common
"old
habit
of
expect
be
to
If
grooves
become
consistent
what
helps society
of
and
exert
we
in old
move
tends
things.
new
disadvantages.
to
know
within
to
learn
lead
may
unless
ruts
advantages
individual
the
in
to
it may
of habit
fixedness
progress
But
best,
at
or
be
habit
Nevertheless,
The
effort
will
as
paragraph,
next
harm,
ourselves
permit
to
the
move
continuous
Indeed,
asset.
positive
MIND
YOUR
habits.
great
a
USE
of
is
truly
society."
is that
that
have
it
OF
FORMATION
become
habitualized
and
the
to
copy
adjusted
to
third
for
of
going
of
time
to
of such
so
of
nicety,
which
this
of
of
for
than
but
day
work,
man
goes
and
of
the
in
him
as
his consciousness
reflected
how
rising
ning
begin-
Full
the
of
half
deciding
ought
practically
at
the
subjects
are
which
matters
in
one
cigar,
time
to
no
indecision,
every
the
of
is
There
being
of
stock
a
deliberation.
a
ingrained
ever
"
every
bit
be
you
easier.
cup,
bed
every
regretting
exist
that
lighting
every
or
to
is
is habitual
volitional
express
may
by
human
the
whom
and
the
life
nothing
drinking
which
degree
high
found
are
fidelity.
machine
a
advantage
makes
whom
measured
extreme
mechanism
miserable
more
when
writing
type-
is made.
adjustment
habits
is
a
is the
habit
A
with
more
in
laboratory,
other
body
human
and
made
piano-playing,
each
71
habitualized.
not
those
as
psychological
in
be
those
such
Movements
HABITS
performed
are
than
accurately
The
STUDY-
all."
miserable
to
not
Have
you
72
HOW
would
be
if you
and
had
had
how
The
last
is
have
burden
if you
or
necktie
your
living would
of
advantage
be
to
they
"The
of
more
hand
can
we
the
the
will
mind
your
hair
may
be
tying
a
great
striking that
do
no
you
better
custody
powers
their
own
brushing
are
shoes,
your
life
mind
your
memorizing
poetry
problems.
or
Habit
economizer.
of
consequences
before
give them
must
for
free
arithmetical
ethical
The
in
engaged
daily
our
higher
our
While
or
calculating
is thus
set
of
engaged.
effortless
more
be
work."
proper
the
to
performed,
otherwise
details
over
automatism,
of
be
may
not
ness.
conscious-
by
being
are
do
acts
directed
in
discerned
Habitual
actively
consciousness
be
to
economy.
While
can
tie
to
every
intolerable.
habit
we
anew
class;
to
go
be
living would
write
to
you
MIND
task
a
learn
to
day?
The
so
YOUR
what
relearn
to
every
of
USE
when
morning
be
TO
leaving
habit
the
acknowledgment.
than
to
turn
to
the
are
subject
We
state-
HOW
74
strict
is,
in
Of
course
bad
As
the
and
have
youth
he
result
count
in
the
business,
a
Young
in
that
possession
should
people
advance.
engendered
The
more
in
careers
than
built
have
all
will
in
know
ignorance
it has
discouragement
youths
other
embarking
causes
put
of
his
class
within
truth
his
singled
that
pass
the
of
all
to
of
has
up
never
final
certainty
details
itself
the
morning,
he
the
of judging
power
will
matter
all
be.
of
ones
pursuit
between
Silently,
out.
fine
no
of
the
competent
whatever
let
hour
perfect
some
many
it may
leave
with
the
of
each
busy
can
of
line
the
upshot
the
safely
up
one
generation,
as
He
so
But
about
may
waking
himself
find
he
by
in
in
experts
work.
the
faithfully
itself.
on
of
whatever
saints
spheres,
anxiety
day,
to
and
its
as
drunkards
become
we
hours
any
keep
working
of
and
education,
If
so
out.
well
as
permanent
scientific,
acts
side
good
authorities
and
practical
separate
its
become
we
MIND
literalness, wiped
drinks,
moral,
his
has
many
so
YOUR
USE
scientific
this
one.
by
TO
him
away.
of
this
probably
and
on
heartedness
faintarduous
together."
OF
FORMATION
STUDY-HABITS
75
Exercise
Exercise
Point
1.
desirable
the
do
forming
the
estimate
you
of
and
the
the
refer
habit,
which
the
back
to
habit.
will
new
be
how
it
adopt
when
accurately
long
for
down
Mark
in
will
you
How
required
habit?
to
see
steps
that
Describe
will
you
concrete
new
habit
eradicate.
to
habit
Give
place.
in
undesirable
an
determined
are
you
out
have
you
you
take
a
the
its
time
tion
formathe
date
formed
estimated.
CHAPTER
IMAGINATION
ACTIVE
A
large
very
student
of
images
By
that
things
the
your
house-number
door
of
reinstate
revived
thus
for
it
with
the
and
images
of
fact
practically
may
76
the
is
have
tactual
were
thing
is,
that
connected
the
stuff
visual.
entirely
anything
if it
as
ill-chosen;
that
implies
matter
times;
image.
an
signifies something
eye,
been
has
mental
is somewhat
image
usually
mental
We
is called
word
The
The
you.
tally
men-
you
many
clearly
as
the
upon
which
senses
your
upon
moment
doing
so
something
before
actually
the
it appears
it almost
see
you
for
In
upon
of
impressed
mind
as
home.
your
impressed
been
a
revivals
the
mean
we
to
of
manipulation
the
have
Call
senses.
and
in
life
mental
the
of
part
consists
images.
V
we
The
images
true
image
can
we
of
can
of
sense.
things
IMAGINATION
ACTIVE
touched;
auditory
gustatory
images
of
images
in
behave
this
how
these
How
interact
they
attention
our
engage
tory
olfac-
tasted;
smelled.
and
connection
known
with
writings
of
Jack
we
move
Bunyan,
section
of
find
of sensations
the
in
as
of great
are
in
from
they
Juliet, the
of the
almost
take
we
our
a
more,
Further-
images
are
A
the
of
even
organs,
heart
that
pride, indignation,
further
istic
character-
sharp, clean-cut, vivid.
balcony
number,
images:
internal
of
cross-
engaged,
images.
own
the
Defoe,
realm
variety"
palpitations
the
Poe,
tastes, smells, touches,
exaltation.
is that
process
thus
when
images
study
we
a
And
feelings of
accompany
Note
in
filled with
them
colors, sounds,
remorse,
As
minds
our
they
as
mental
London,
imaginary.
wholly
of
use
that
Imagination.
as
such
dramatic
highly
most
is in
and
things
things heard;
chapter.
The
we
of
things
will
of
images
general
study
in
77
scene
from
variety
and
Romeo
ness
vivid-
HOW
78
TO
soft!
"But,
What
MIND
YOUR
USE
light through
window
yonder
breaks?
It is the
fair sun,
Arise,
kill the
and
is
That
thou, her maid/art
Be
her
not
Having
To
in their
The
sick
envious;
and
green
till
....
heaven,
her
entreat
cheek
she.
fair than
they
eyes
return.
in
there, they
her
in
brightness
grief
in all the
spheres
were
eyes
moon,
more
is
business, do
if her
What
she
fairest stars
some
twinkle
envious
far
is but
livery
of the
Two
and
maid, since
vestal
Her
sick
sun.
pale with
Who
already
is the
Juliet
east, and
her
head?
would
shame
eyes
in heaven
those
stars,
As
daylight doth
Would
That
See,
birds
how
O, that
That
We
the
through
I
would
leans
were
a
might
I
One
glove
touch
upon
that
it
that
mental
night.
not
were
her
upon
bright
so
hand!
hand,
cheek!"
of
number,
are
great
three
works
of the
of
variety and
the
ness
vivid-
images.
question that
works
is their
cheek
attributes
imagination
of
her
think
and
stream
conclude, then, that
may
desirable
airy regions
sing
she
her
lamp;
a
frequently
of the
source?
loosely answered,
imagination
arises
is, What
Superficial thinkers
"
cerning
con-
have
Inspiration," implying,
IMAGINATION
ACTIVE
(according
"to
word,
the
to
"A
works
is untrue.
shows
arise
from
author,
revived
in
incidents
depicted
new
of
experience
the
elements
separate
basis
the
The
nothing
these
native
imagi-
the
and
apparently
experiences
imagination
ways.
The
in
Dante's
author
"Paradise
as
the
lifetime
such.
Their
and
did, however,
for
Dante's
under
clever
saying that
the
and
horrendous
within
oft-heard
new
explanation
the
in
occurred
never
of
this
that
products
That
combined
is
of
analysis
bizarre
Lost"
mind
the
the
of the
ancients,
special revelation.
a
Psychological
novel
into
the
rious
myste-
some
(called by the
enters
with
of
meaning
in"), that
force
Muse")
author
literal
breathe
external
79
nished
furbinations.
com-
there
is psychologically
sun
true.
In the
of
develop
light of
the
a
imagination
which
program
cultivating
an
active
Recognizing
source
in
this brief
sensory
that
analysis of products
we
are
we
may
ready
to
follow
in
imagination.
images
experience,
their
have
we
see
that
HOW
80
first step to
the
of
TO
USE
YOUR
take
is to
Make
experiences.
with
the
Handle
them
of
your
mind
with
when
you
wish
will
have
it
do
a
to
of
convey
number
and
of
ences.
differstuff
will
and
put
other
to
acquire the
number
out
stock
Then
images.
ideas
your
in
terms
characteristics
of the
one
"
apart,
next
made
are
a
ment.
environ-
likenesses
will
images
ance
acquaint-
your
them
the
you
multitude
a
them
tear
together, place
which
of
objects
objects, noting
seek
intimate
them,
Thus
MIND
you
which
of
to
free-
a
flowing imagination.
characteristic
second
The
variety. To
this,seek
secure
"
experience
your
touch,
corresponding
secure
To
revive
them
practice.
that
all
images
equal
people
related
ease.
variety in
it has
do
not
Most
By
will
you
your
images.
easily sometimes
For
to
senses
taste.
in sensations
variety
sational
sen-
objects
several
through
smell, sight, hearing,
of this
means
the
be
to
variety of
a
Perceive
experiences.
of
found
we
the
been
discovered
naturally
various
people
use
quires
re-
call
senses
visual
up
with
and
HOW
82
We
we
geniuses do
with
heaven
of ideas.
with
of
their
old
be
to
elements
from
combine
them
in novel
of their
productions.
meant
when
when
and
This
This
is
what
London
"Early
For
truth
describes
late
I
to
This
Carlyle
for
of
great
his
was
as
taking
meant
labor
but
fication
exempli-
concrete
need
and
genius
nothing
we
and
is the
beautiful
is what
the
select
experiences
"John
from
and
zation
utili-
Hogarth
is
autobiographies
Jack
secret
They
capacity
diligence."
passage
binations
com-
true
ways.
said, "Genius
this
new
characterized
he
of this
the
their
transcendent
he
wonder-
industrious
strange,
bizarre
trouble."
The
above.
certain
"the
merely
images.
outlined
explanation
reservoir
experiences according
of past
program
imaginative
their
found
is their
success
whom
men
external
any
we
creations
source
unique communication
have
or
the
call
to
Instead,
evoking
of
that
works,
not
the
discussing
accustomed
are
MIND
YOUR
in
discovered,
imaginative
of
USE
TO
only
turn
writers.
to
In
Barleycorn,"
methods
at
it
"
:
writing,
ACTIVE
IMAGINATION
typing, studying
writers
the
how
five
hours'
succeeded.
By saying that
and
novelty
and
sufficient
There
The
if
of
nation
imagido
we
stra'n
not
after
Unusual
and
of
selves
them-
come
only makes
one
a
number,
you
of
laws
will
association,
unite
naturally.
possible combinations
of
industriously making
will
stumble
and
summarizing
that
by
an
the
a
is
large
laws
very
that
some
upon
happy
from
known
combination,
of
images
By
comes
should
will
laws
number
conclude
effects
industry,
one
psychological
chance,
nineteen
number.
infinite.
In
of
naturally
which
by
the
eccentricity.
are
the
as
and
novel
combinations
happy
twenty-four,
'
way
that
imply
to
mean
on
me.
the
by
come
find
to
managed
working
to
left to
hours
waking
I
ing
writ-
studying
in order
succeeded
close
and
writing,
sleep in the
pretty
came
of
who
they
out
studying
grammar,
all forms
and
83
are
of
pecially
es-
striking.
this
active
crowding
discussion,
fertile
into
one's
we
may
imagination
life
a
large
84
HOW
TO
of
varied
number
storing them
images
importantly
in
in
Chapters
VI
as
we
book
ability
shall
and
find
the
Dearborn
Exercise
1.
see
reasoning,
Throughout
that
as
develop
we
images,
of
all
we
the
of the
in
up
Call
Choose
the
up
a
appearance
word
perfectly
Look
clear
the
which
at
as
he
on
the
of
says
page
tense.
you
it
impression
visual
sound
image
have
had
attentively,
of
of
it; then
it,until
perfect reproduction.
secure
3.
voice
of etre, present
some
practise calling up
the
imagination
difficulty in learning.
securing
III.
instructor's
conjugation
2.
EXERCISES
(2) Chapter
Call
etudiant.
the
in
IX.
AND
French
your
Exercise
shall
we
processes.
Reading:
you
as
adaptability
READING
Exercise
bulk
They
mental
manipulate
and
mental
other
and
Chapter
of
relationships.
in
VII;
form
recalling
memorizing,
shall
we
increase
mental
in the
Imagination.
in
see
to
experiences;
mind
occur
besides
shall
vivid
novel
in
them
processes
the
in the
MIND
industriously
combining
Mental
YOUR
and
up
and
images;
USE
List
passage
the
from
different
Romeo
images
and
called
Juliet
up
by
CHAPTER
FIRST
AIDS
all
Of
mental
realize
with
of
past
function
of
is
quite
it
or
stages
"
shall
when
the
second,
that
third,
it
be
of
is revived
material
fourth,
may
stage
a
a
is
when
stage
feeling
is
is
revived
to
of
first
being
in
when
meet
in
phases
Recall
memory
stage
a
impressed;
being
it
recall
of
act
There
material
a
four
Retention,
Any
all.
as
investigation
it into
Impression,
them
this
upon
occupation
no
our
dividing
up
make
we
important
begin
Recognition.
involves
in
to
taken
rely
we
is
fail
time
but
mind,
is
life
our
practically
so
often
Every
the
by
memory
and
so
of
the
inefficiency
we
experience,
We
study.
of
much
employed
probably
greatest
memorizing.
use
is
Though
it,
tions
open
the
manifested.
IMPRESSION
memory
which
in
one
the
MEMORY:
student,
the
by
TO
VI
retained
the
future;
the
retained
present
recognition,
needs;
through
-85
HOW
86
which
the
is
Impression
organs;
laid
we
of
the
rule
wish
that
you
of
that
of
One
remember
in
clear
They
introducer
mumbles;
impression
is
how
and
recall
impressing
you
in
look
the
up
the
lexicon,
a
Go
name?
for
words
trying
of
to
fail
to
get
at
the
start.
hurry
no
clear
cumstance
cir-
such
to
first
time.
a
the
or
retain
slowly, then,
the
a
lessly.
care-
not
expect
one
fact
do
Under
could
the
to
consequently
secured.
material
the
name
in
is
that
people
they
the
a
but
impressions
is that
introduced
are
is
ing.
of memoriz-
is due
why
of
This
memory
poor
reason
impression
things
necessitates
habits
first
names
such
first.
about
make
avenues
formation,
the
complain
they
This
habit
all
chapter
the
only
at
especially important
people
Guard
admit
slowly
Much
foregoing
retain.
to
go
principle
:
the
through
accomplished
and
having
as
mind.
in the
down
you
recognized
and
impression
as
is
in the
been
MIND
YOUR
material
previously
sense
USE
TO
in
As
foreign language
memorize
their
FIRST
English
Obtain
AIDS
clear
Inasmuch
through
any
problem
in
concerns
the
infant
in
the
the
choice
used
search
sweet,
head
against things
were
hard
and
into
peered
sense
in education
of
agency
learning
Even
muscle
unaware
them;
In
as
books
the
it.
into
your
things
some
bumped
learned
In
adult
your
that
some
able
insati-
your
you
place
through
instructors,
the
learn
touch
probably
eye
many
and
you
have
and
all the
life,however,
though
You
As
short, utilized
of
movement,
of
in
upon
sense
memory
pulled things apart
and
depends
one
information.
things
soft.
it takes
yet, however,
through
and
made
impartially
senses
You
sour.
you
organs.
be
avenues.
that
some
curiosity
and
of
after
put
were
some
sound
organs,
sense
all
discovered
and
mouth
sense
of
voraciously
You
time.
may
improvement
eager
of
words.
of
you
your
of the
impressions
as
87
plenty
impression
of the
appearance
an
take
equivalents,
a
MEMORY
TO
and
the
most
and
ear.
things
through
may
be
better
HOW
88
TO
retaining
success
one
than
sense
of
water
see
the
better
of their
of his
Other
in
about
their
his
verb,
mentally
These
they
are
the
to
but
they
do
extremes
illustrate
the
to
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on
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arrange
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HOW
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mere
repetition
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93
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retained.
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early
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of
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impressions
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agility.
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suggested
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98
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paradoxical
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ultimate
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firmly
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mind
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day
fact,
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impression
the
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means
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process
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mind.
recall
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experience
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illustration
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instructor
theme,
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experiences,
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about
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find
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up
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fact,
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us
In
school
as
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latter,
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chology,
psy-
discovered
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examine
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104
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we
make
ciation
Assothe
between
not
finished
you
you
tressing
dis-
terms,
stanzas.
but
was
this
failure
playing
approached
then
to
explain
first stanza,
else;
started
stanza
effectively between
stanzas.
the
started
first
Now
the
were
learned
started
single stanzas,
separate
end
you
the
betv^een
made
was
day"
we
to
the
at
psychological
associations
proper
lines
In
ond
sec-
stanza
you
can
blank?
the
the
balked.
How
the
it because,
however,
memory
out
sitting, you
recited
one,
matter?
ascribe
day's
When
went
learned
memorized
speaking
mishap.
the
the
had
then
thought
perfectly
On
MIND
you
You
each
recite
without
day
on.
you
bravely
out
of
so
that
YOUR
first stanza,
next
and
one,
USE
about
went
ball,
perhaps.
poem
the
second
between
next
stanza.
the
two.
106
Chicago,
Ask
in 1892.
Such
date
a
is less
rote
memory,
lead
to
later
more
this
it may
you
have
more
recall.
as
with
several
chances
of
be
so
so
much
full that
he
is
false
This
conception
have
of
a
the
of
cannot
brain
that
as
easily
been
ing
secur-
From
up.
facts
more
subject
a
retaining
that
memory
memorize
notion,
a
had
have
thought
in his
some
can
the
to
already
facts, thus
about
is sometimes
stores
facts
might
that
of
at
being called
mind
you
fact
it. You
old
inferred
be
in your
It
person
fact
the
likely
which
other
a
method
more
old
with
new
postponed
the
magnet
a
ready
memorizing
The
call up
chances
facts.
of
is
made
was
usually
this
associated
so
1492,
occurring
be
not
and
associated
that
see
in
process
may
been
once
of America
than
acts
time
orate?
commem-
laborious
ready
mind
Fair
could
however,
follows:
as
anniversary
Fair
year,
year.
the
discovery
The
in that
more.
did
hundredth
four
MIND
proceed
yourself, What
the
soon
YOUE,
might
you
The
in
USE
TO
HOW
the
new
if
it will
any
involving
hopper
a
a
into
which
impressions
On
over.
regarded
infinite
and
an
one
The
should
interlacing
of
fibers
of
word
independent
very
great
the
meaning
for
this
the
German
other
and
us
that
aid
in
of
lexicon
analyze
it
is
difficult
since
a
is
in
in
"
to
is
compound
long
a
word,
look
forget
and
man
Ger-
compounding
German
is
a
fixing
many
so
by
promptly
it, however,
only
and
Rathausmarkt
temptation
and
This
Opportunities
formed
"
either
you
especially frequent
are
are
words.
first
words.
new
new
meanings
time
of
trace
another.
of
saving
language,
apparently
one's
the
discovery
method
words
in
a
some
to
be
study
meet
you
or
of
may
in the
familiar
language
with
number
carefully for
already
that
in
When
it
be
made.
telling effect
scrutinize
a
the
logical association
foreign languages.
runs
inter-connection,
be
can
of
with
employed
word
of
exhausts
that
method
it
it
ever
associations
until
contrary,
possibilities
no
107
poured
are
the
as
MEMORY
TO
AIDS
FIRST
we
of
it
up
and
in
it.
Let
shall
see
already
108
familiar
words.
that
see
is
the
familiar
the
entire
By
such
square.
already
much
and
words
much
We
your
approach
of
until
tends
to
you
the
better.
impress
Students
foreign
impression
of
which
with
the
the
make
to
intention
a
stays
great
retain
material
time.
material
is
If, at the
recall, the
that
orizing
mem-
memory
intend
after
the
unsuspected;
intention.
you
time
slip away
of
fidelity of
the
by
permanently
lexicon
for
with
The
impression,
only
self
your-
of the
is often
intention
is done.
time
phase
a
greatly affected
make
may
memory
of which
the
namely,
utilizing
of
tenacious.
more
importance
cance
signifi-
city-hall-
stands,
you
city
a
equally
the
so
independent
make
is
method
a
means
of
Markt"
word
known,
more
may
u
So
word
of the
council-house
hall.
give
to
familiar.
equally
market-square,
as
of
facts
city
a
familiar
already
("raten"
first part
the
council-house;
is called
is
counsel
"haus"
advice);
we
for
MIND
YOUR
"Rat"
word
the
as
USE
TO
HOW
ever,
If, howto
by
tain
re-
you
mistake
FIRST
of
retain
to
will
there
for
until
retaining
Intend
TO
study
they
when
AIDS
be
MEMORY
the
109
merely
purpose
after
examination
facts
permanently,
time.
likelihood
greater
and
of
their
permanence.
HEADINGS
Adams
Readings:
Exercise
Swift
Cite
1
(20) Chapter
the
clear,
b.
Insufficient
Use
of
rote
After
2.
sense
Make
theme; lay
it aside
another
the
using
a
on
the
day
such
best
for
then
you
in
state
for
in
draft
or
tributed,
dis-
not
method.
is
what
pression
im-
the
history,
of your
two; then
as
this
it
read
are
auditory presentation.
in
"part"
of
method,
the
the
next
write
two,
parts of each; lay this aside
changes
of worth
not
words.
day
a
in
method
subject; combine
same
two;
or
of
facts
preliminary
a
faults
repetitions,
avenue
English
of
pronunciation
3.
of
use
of foreign words,
Exercise
of
experimentation,
effective
most
your
experience
Impressions
Improper
e,
Exercise
d.
(21).
impression
instead
logical association,
Watt
following
number
method
(16)
own
First
a.
Seashore
VII.
your
the
of
effects
impressions,
making
c.
from
examples
.
showing
III.
(1) Chapter
II.
Chapter
EXERCISES
AND
aloud, making
prompted
Can
you
which
for
by
the
find elements
will
adopting it,at least,in part?
warrant
CHAPTER
SECOND
AIDS
We
have
that
The
they
If
are
you
Independence
fact
not
mind,
the
try
perhaps,
of
awareness
to
no
think
but
retention
facts
as
as
was
the
to
none.
in
terms
of
reply
where
however,
ago,
to
nothing.
would
you
in
it, there
of
but
chological
psy-
Declaration
minutes
Somewhere
answer.
in
say
the
asked,
five
was
can
signed,
When
memory
retain
we
we
when
was
instantly.
that
mind
asked
were
of
impressed,
once
in the
status
know
We
terms.
ence
adher-
described
be
cannot
"
and
upon
phase
next
pression
im-
certain
depends
them.
Retention
their
to
and
memory
memory
described
favorable
seen
has
have
conditions
accurate
after
of
the
of
to
point
phase
the
impression.
some
this
to
up
around
called
"
RECOGNITION
AND
discussion
centred
RETENTION,
MEMORY:
TO
RECALL
Our
VII
you
could
of
recesses
immediate
We
of
may
nerve
AIDS
SECOND
cells
and
that
say
material
modification
some
cells
which
for greater
is
one
retentive
in others.
than
the
all
inheritance
partly
of
modification
of
memory
and
the
devices
their
Can
object.
other
means
the
state
to
due
is
conditions
be
done
to
of
difficulty
that
it
has
of mind
at
serve
and
have
faithful
For
been
to
memory,
by
the
memorized.
was
facilitate
we
third
is
is recalled
discussed
than
the
This
Recall.
impressions?
examine
It
examine
to
goal of
far
so
is due
observance.
which
the
concluded,
can
retained
is thus
Recall
nerve
persons
proper
material
for
purpose
be
innate
"
which
at
of
some
trait.
much
nerve
accounts
memory
of
ready
now
impressed
the
in
such
by
are
stage
power
this
and
trait
not
was
certain
which
offset
or
there
factor
observance
to
overcome
phase
This
good
of
impression,
We
in
It must
that
however,
any
made
the
when
impressed
persisted.
modifiability
111
time
the
at
first
was
MEMORY
TO
it
recall
and
all
for
by
telligent
in-
answer
let
time
of recall.
us
HOW
112
We
find
TO
differs
of
more
from
search
accompanied
is also
Since
recall
ought
to
is
unique
When
a
under
conditions
same
memorizing
from
then
recall.
When
in
given
the
in
public
of
periods
preparation
for
different
impression.
attitude
embarrassing
a
sight of
or
pression,
im-
practise
selection
be
to
sperse
class, interwith
to
a
for
vastly
of
that
from
audience
exciting.
riods
pe-
necessary
speaking,
rise
an
In
make
and
especially
psychic
your
recall.
first
book
gives
thing
any-
it, if possible,
final
public
hearsal.
re-
a
of
part
of
audience
The
you
of
impression
is
writing.
means
speaking
This
an
by
memorizing
of recall.
facing
be
a
by
memorizing
the
a
sion.
impres-
state,
book,
close
of
mental
as
a
mind
or
rehearsal
memorizing
the
instead
make
recalled,
in
talking
are
you
be
to
it
for
period
accompanied
either
prepare
a
external
the
usually
a
state.
being
facts
for
upon
expressions,
motor
in
expression,
by
concentration
mental
unique
a
impression
active
It
MIND
YOUR
it is
that
It
USE
may
Further-
HOW
TO
that
is
1 14
feeling
the
represents
always
be
in
It
derives
the
fact
of
it is
a
In
bodily
that
activity
the
the
benefits
of
with
a
feelingful
which
accompanied
then,
not
merely
but
impressions,
the
feeling
of
organs
that
for
it when
panies
accom-
of
one
a
new.
produce
to
take
recognition.
and
readily.
more
different
to
of
believe
time
becomes
color
also
tions
secre-
partakes,
such
At
memorized
once
heart
to
reason
responsible
reviews.
general
quickening
general
impressed
is
in
in
feeling of recognition
recall
time
the
at
digestive
system
nervous
from
glandular
have
we
become
things
Thus
this
may
purpose
occur
the
It
studying.
activities
various
affected,
glow
and
in
our
Changes
beat, breathing;
respond.
recall
feeling, and
bodily
affected.
That
advantage
for
from
recognition.
during
its virtue
are
of
feeling
feeling the
are
others.
the
great
that
different
markedly
present
used
MIND
YOUR
feeling toward
your
is
USE
the
terial
ma-
tinged
from
that
Review,
additional
advantage
of
AIDS
SECOND
have
We
four
and
according
but
is
for
An
of
If, when
will
not
recall
of
fixedness
the
hindered.
this
By
not
and
some
and
The
that
people
which
of
people
you
improve
can
are
their
people
does
you
the
be
greatly
conditions
trust
all
of
the
to
fail you.
not
that
memory
faculty
generously
are
intelligence
improvement
some
mental
others
of normal
seen
that
utilizing
and
have
mysterious
a
which
time
very
moment,
will
will
is
fear
the
They
ory.
mem-
memorizing,
after
content
of Nature.
laws
is
rest
ditions
con-
your
desired
about
ory
mem-
proper
are
for
Therefore,
memorizing,
met
are
impression
knowledge
your
conditions
trust
you
the
manner,
confidence
tremble
at
it
providing
attitude
continually
clearly that
they
then,
you
its
chaotic
memory,
necessary.
in
Certain
when
After
good.
seen
law.
to
1 15
memory
blind,
a
and
required
are
have
in
not
operates
discussed
now
phases
MEMORY
TO
with
endowed,
deprived.
can
All
remember
ability if they desire.
not
expect,
take
the
however.
form
No
HOW
110
TO
wand
magic
YOUR
USE
transform
can
memorizer.
good
You
transformation
is not
yourself.
only after
you
according
to
of
process
A
final
Some
of
at
the
will
you
to
attention,
and
facts
to
Exercise
:
See
1.
of
habits,
study
as
a
as
of
and
Such
find
a
other
that
better
as
rate
sepa-
the
mind
by
is
conception
will
memory
mental
will
powers
to
to
ities,
abil-
improve
you
you
image,
to
a
improved
in
in
added.
be
develop
trate
concen-
associate
reason.
READING
Reading
of
memory
remember,
time
same
about
set
should
controlled
improvement
ability
your
a
Improvement
and
it
plished
accom-
come
compartment
or
fallacious.
involve
of
it alone.
exercising
up
caution
think
be
can
the
formation.
word
division
be
to
conception
habit
people
which
built
a
Furthermore,
will
It
have
our
work
process
overnight.
into
you
must
instantaneous
an
MIND
readings
Compare
impression
with
AND
EXERCISE
for
Chapter
the
those
mental
of recall.
VI.
conditions
of
CHAPTER
VIII
CONCENTRATION
Nearly
school
and
and
Attention
from
of
what
to
by
which
is
notice
by
intelligence
every
maintain
of
When
of
tests
people
close
we
of
attention
signs
gence
intelli-
the
centration
con-
judging
who
for
long
the
ciate
asso-
we
one
do
we
close
whom
to
or
adults
In
regard
ine
exam-
first
require
its
power
examine
normal
the
mind,
we
the
we
with
in
at
attention
pay
that
high
matter
no
awakening
attention.
day,
of
be
the
upon
When
ability
of
to
to
power
of
for
the
depend
the
judge
things."
means
to
way
one
in
difficulty.
same
view
we
infant,
the
intellectual
so
some
the
professors
even
attention.
we
workers
activity,
to
seems
growing
Brain
of the
mental
concentrate
a
"
in
aspect
excellence
and
complain
seems
core
in
students
industry,
college,
universities,
difficulty
attention.
of
business
very
has
everyone
concentration
in
ATTENTION
OF
is able
periods
117
HOW
1 18
time
of
as
a
when
we
Edison
work
Finally,
the
read
that
that
he
when
their
added
to
of
shall
besides:
other
in the
evidence,
shows
to
the
us
in
desirous
how
see
is in
we
letter
a
words
other
and
on
uation
sit-
concrete
a
of
state
a
0.
Although
all your
number
on
the
a
you
of
powers
of
the
centrated
con-
for
letter, nevertheless
of
aware
tion
atten-
Concentrate
focussing
the
discuss
to
objects in the field of vision;
room
ity
inabil-
an
more
analysis
mind
the
upon
of
is
of attention
able
for
the
ostensibly
really
form
one
This
attention
better
be
upon
attention
are
that
even
attention.
are
and
insane
it.
when
moment
the
experience,
select
we
sleeps.
nor
take
become
develop
if
eats
of concentration
we
absorbed
so
attention.
own
thinker
powerful
find
We
mind.
becomes
we
investigating
We
a
examine
the
our
and
may
as
derangements
importance
study
strong
neither
we
control
to
of
he
feeble-minded,
which
MIND
YOUR
USE
person
Thomas
rate
in
TO
you
things
page;
of sounds
street; of sensations
of
CONCENTRATION
from
your
your
bodily
will
addition
ideas
and
when
but
upon
number
be
is the
by
the
one
of
idea
are
thinking
the
object
In
attended
thing
idea,
we
of
both
of
of
sensory
about,
infinity.
to
attention
to
a
is
or
this,
large
and
or
we
number
a
large
a
field
the
be
It may
perceived
it may
be
an
for
such,
ample,
ex-
whether
But
of
or
it
as
an
the
object.
recognize
of other
ideational.
of
centre
"focal"
must
are
might
perception
speak
the
time
a
they
world
senses,
properly
may
addition
presence
the
idea
the
as
and
of attention.
through
we
mind,
external
of
attention
have
circle, at
a
at
our
mental
the
one
really
we
The
object
object in
an
focus
our
variety.
represented
which
in
that
see
of
about
about
or
we
thing,
things
great
a
Thus
one
of
you
number
a
thoughts
read
apparently
we
and
heart
sensations,
contains
just
you
lessons.
your
of
also
imaginings;
paragraph
from
introspect carefully enough,
mind
your
the
as
these
to
119
sensations
of
such
organs,
find, if you
that
and
clothing;
In
lungs.
ATTENTION
OF
the
objects,
These
are
HOW
no
TO
the
nearer
call them
The
distinctive
such
focal
object
is much
clearer
the
ideas
these
they
of
You
may
the
on,
mind
the
A
in
a
pushed
it
next
in
a
to
the
another
the
margin.
clear.
vivid
ure
pictmind
it flows
as
the
stream
of
contents
may
ob
we
their
shift
at
the
but
at
be
arranged
ject
ing
occupy-
previous
Thus
into
of the
and
of
they
pattern,
the
a
think
that
crowd
particular pattern,
moment
focus, while
find
we
continually
show
may
different
the
in
lurking
become
forming
motion,
of the
examine
to
to
cross-section
arranged
very
in
objects
moment
any
in
if you
ever
positions.
and
ated
fix-
vaguest
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seeking
helped
stream
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objects further,
conditions
of
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lessons.
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clothing
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continually
centre
when
only in the
was
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other
are
than
example,
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marginal
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state
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122
about
occupying
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marginal
would
the
as
distractions
the
of
passing
to
and
ideas
a
in
of
face,
or
thoughts
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the
mind
when
you
conscientiously
upon
the
history lesson, and, though
they
try
to
and
become
attention,
the
mental
clear.
then,
desired
field
at
into
in
the
keeping
the
of
mind
vague,
focus
paying
maintaining
centre
the
even
your
task
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consists
object
and
focus
way
are
you
objects
their
The
thoughts
marginal
force
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engagement.
are
the
from
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and
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heart
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sensations
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practising
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digestive
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sensations,
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referred
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street-cars.
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eyes,
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radiator,
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a
history
attention.
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centre
glare from
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of your
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such
of
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text
the
USE
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of
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distractions
CONCENTRATION
With
away.
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definition
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see
in order
peculiar
first
Such
require
radical
a
conditions,
how
study
They
or
for
from
three
to
If you
must
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wish
and
expose
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live
for
sights.
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too
usually
When
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nor
in
spot
any
lessly
need-
distractions.
good
student,
too
a
a
quiet
as
room
and
temperature
cold;
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the
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favorable
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room
considered
reading
in
distracting sounds
your
hot
about
move
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from
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themselves
conditions
in, free
of
with
down
become
study.
ize
real-
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standpoint.
rooms
number
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prepare
possible
to
drop
study
conditions
and
talk
who
they
library
fail
psychological
in
may
of
often
study
the
elimination
their
to
others
continually;
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a
attempt
tions
distrac-
rearrangement
wretched
are
of
students
must
we
distraction
every
plan
a
tiveness
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Obviously
study.
eliminate
possible.
the
the
overcoming
to
is to
thing
attention,
of
during study,
for
means
123
increase
to
of attention
devise
ATTENTION
OF
library,
68"
for
sit
F.
is
study.
down
in
HOW
TO
spot,
with
124
a
quiet
so
will
you
people
gossipers
for
the
to
distractions.
in
The
study
is very
the
the
body
back,
all, the
made
your
hour's
study!
across
the
by
They
Still
more
contractions
the
eyeball, where
for
far
amounts
of
involves
in
near
the
those
light.
are
are
of
course
and
being
bound
fatigue
to
an
forth
moved
become
comes
from
muscles
within
adjustments
The
of
above
and,
back
sweep
vision
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hold-
movements
of delicate
the
and
and
incessantly,
which
six muscles
for,
people,
many
hands
in
of these
muscles
many
eyes
page
fatigued.
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arms,
How
eyes.
bodily
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neck,
by
of
work
fatiguing
upon
address
next
eliminating
opinion
strain
continual
able
favor-
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the
to
of
a
door.
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sensations
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contrary
study
task
near
creaking
should
you
as
up
sit
not
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external
study,
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door,
look
to
Do
or
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to
tempted
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back
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the
made
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be
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CONCENTRATION
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muscles
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writing
will be
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to
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hand
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chair
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should
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fatigue
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body;
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day.
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over
when
distractions
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occasionally
a
study
supporting
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upon
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noticeable
conditions
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should
all
us
sations
sen-
clothing.
our
retrospect
bodily
sit in
always
are
night
at
such
create
eliminated.
rest
in
many
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but
with
troubling
to
of
sufficiently
shoe
trying
consist
of
pressure
annoyance,
take
easy
may
is demonstrated
is, as
study,
are
tions
distrac-
bodily
clothing.
of
vaguely
In
altogether,
many
distractions
from
it
125
study.
Other
cause
ATTENTION
to
as
left
shoulder.
in
writing,
not
cast
muscles
fatigue
will
book-
require
the
book;
a
of
be
of the
light
This
so
that
shadow
the
eyes
retarded
HOW
TO
close
the
eyes
lessen
the
126
if you
in order
body,
to
you
USE
and
walk
about
the
clothing
should
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of
a
that
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for
the
focus
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to
mind
do
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of
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so
to
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some
pay
spite of
eliminated.
as
to
ist
vocal-
stop
nor
not
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you
entirely,
around
keep
ideas.
accept
out
welcome
un-
only
inevitable
distractions,
attention,
the
The
as
tractions
disYou
the
fence
to
most
still be
sensations
a
way
this
our
study;
we
have
we
apartment,
irrelevant
then
by
and
chloroform
build
your
done
will
be
fatigue
out
presence
realize
there
while
and
thing
of
plenty
distractions,
be
in
example,
cannot
of
uncon-
accomplish
to
neighboring
rule
you
be
to
Lastly,
and
there
may
cannot
street-cars
and
loose
of
But
provisions,
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in
be
way
extent.
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advantageous
distractions,
the
out
careful
of the
fatigue
occasionally.
much
eliminating
certain
it
overcoming
seen
pointed
Then
circulation.
the
have
general
should
fining; especially
for
MIND
occasionally.
find
may
rise
room
YOUR
it is
and
neces-
to
CONCENTRATION
habituate
to
sary
OF
ATTENTION
yourself
127
ignoring
the
to
of distractions.
In
the
be
will
of
habit
formation
out
by making
Start
because
in
things
A
final
the
of
This
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royal apparel
"royal"
in
of
call
might
gave
it you
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from
as
it to
these
a
and
fixate
the
history
a
reference
to
The
purple,
likely
word
person
know
you
Such
to
the
western
North-
a
the
before
lesson.
very
upon.
following
long day-dream
history
are
up
use
reminder
a
pennant,
you,
off in
the
as
Charlemagne.
University
who
is to
studying
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upon
those
to
you
by
tion,
atten-
interested.
to
illustrated
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pay
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Practise
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and
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all distractions.
ignore
to
principles
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apply
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necessary
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end
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of
accomplishment
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tions
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in
US
HOW
study,
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TO
of
when
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so
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from
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carry
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becomes
the
of
the
reading,
and
read.
you
when
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difficult
is
to
for
you
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step
with
for
associations
yourself
back
the
trace
will
the
follow, the
for
cause
intrusion
in
obscurity
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attention,
first
draw
frequent
one
ideas
of
first
the
away,
to
it
into
channel.
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being
taken
of
can
the
pull yourself
series
to
which
far
you
harder
correct
In
with
It
let
and
attention,
you
will
will
sensitive
yourself
topic
that
self
your-
hand.
in
remind
this
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school
lapse of attention
keep
the
themselves.
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lesson
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first
if you
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way
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form
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try
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remind
them,
most
life.
student
of
disregarding
they
And
be
avoid
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of
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pitfalls
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lapses
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find
thought
sentence
of
the
back
lapses
that
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ambiguous,
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your
time
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of
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your
some
and
mind,
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along, and
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exactly
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at
the
it takes
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idea
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conditions
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centre
on
As
moment
of
must
you
a
still.
two
which
tinuously
con-
In
have
we
still at
times,
of
matter
It
and
is it
moments
is
in
at
a
one
remain
moment.
fact,
continually
slightly different
to
your
contents.
results
cannot
a
is to
cross-section
a
no
very
number
a
focus
stands
This
same.
whereby
dation
foun-
student
a
mental
stands
never
as
the
at
take
minutely.
it
the
firm
is full of
mind
to
a
study
descriptions
examine
moves
that
other
us
mind
study.
doing
permitting
the
of
object
psychological
implied
lay
mind
in
ignore
our
to
the
and
attention
thing
one
back
turn
shows
complex;
keep
attention,
concentrated
of
things;
lapses of
subjects
discussion
is
knowledge
facts;
in your
built
of
is to
fundamental
at
something
deficiency
remedy
This
MIND
YOUR
understand
to
it.
upon
USE
TO
HOW
130
tion
condiment
mo-
there
pearance
ap-
When
CONCENTRATION
attempted
3rou
the
letter
shift
to
0,
in the
inflexibly
do
to
it will
are
you
of
is to
trying
English
solely
after
think
about
other
thing is
can
This
you
is
to
do
keep
a
over
and
;
a
the
to
with
better
A
focus
the
of
it, is
pare
com-
points
it to
it.
rule
again,
over
The
a
orize
mem-
relations;
apply
that
in
to
rules, noting
something
equivalent
so
example,
enough
sentence.
it in
The
comprehending
difference
of
study
upon
it in several
and
for
repetition.
upon
thoroughly
it with
likeness
it
of
moment
If,
long
cannot
object
to
see
you
you
concentrate
read
not
depending
to
to
grammar
it, do
way,
moment
flaw
of the
attention.
the
light.
a
view
object
manipulate
different
to
changes,
of
tion
varia-
a
or
efforts
centre
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to
In
any
the
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appear
slightly
best
your
upon
tendency
type
paper.
maintain
to
attention
perhaps
of these
nature
spite of
expect
way
in the
or
131
constant
a
of the
intensity
inevitable
in
found
attention,
type
ATTENTION
fix your
to
you
the
in the
that
OF
the
of
struction
con-
essential
Only
thus
attention.
restatement
of
1 32
HOW
another
fact
TO
USE
YOUR
MIND
.
be
fields
but
of
study,
and
as
develop
you
simultaneously
other
mental
control
to
actions.
In
attention
means
will
less
fact
in
power
able
to
less
is that
for
as
the
develop
you
processes
the
"
time
and
thoughts
and
to
power
habits
and
objects
future
short,
be
economize
to
the
in the
develop
attention,
memorize,
and
effort
select
of
by
interest
with
to
power
of
to
you
important
consideration
ability
cheered
develop
attention
one
conditions
most
be
lect
se-
selection
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rest.
may
further
thing.
actively
you
you
A
passive
a
active
an
as
your
effort.
you
the
ignoring distractions,
fixate
not
chapter,
possible objects
under
you
that
of
is
of
than
effort
requires
thought
mind
number
a
clearer
study,
previous
a
give attention,
you
from
to
in
still,but
stands
that
When
the
that
namely,
thing
stressed
all
concentrate
the
mental
processes.
EXERCISES
Exercise
it
1.
can
How
"
Watch
just
many
be
a
small
Can
seen.
times
a
dot
you
minute
so
see
does
far
away
it all the
it
come
that
time?
and
CONCENTRATION
go?
"
OF
Make
inference
what
regarding
ATTENTION
you
fluctuation
the
133
of
this
from
can
attention
during
study.
Exercise
What
2.
order
The
3.
one
in
time
Exercise
4.
down
mind
eliminate
retrace
the
to
tuations
fluc-
one
the
of
lapse
a
tention
at-
of
steps
your
ideas
the
Represent
from
which
the
last
started
digression
the
ally
graphic-
can.
you
Make
list
a
of
distract
persistently
study.
have
you
study,
write
digression.
if
the
to
attention?
next
your
in
take
you
study
your
during
thought,
will
steps
accommodate
to
of
Exercise
concrete
What
them;
ignore
things
that
steps
the
will
most
during
attention
your
specific
to
the
you
unavoidable
take
to
ones?
IX
CHAPTER
If
asked
were
you
of
embarrassing
when
the
of
questions
As
he
and
you
pins
Either
a
find
you
or
In
ship
of
when
a
feel
ordeal
miserable
for,
had
botch
you
followed
134
had
the
book,
you
perfectly
"if
that
"
"
or
you
mind.
the
if he
would
sons,
rea-
tions.
contradic-
about
recitation
a
been
questions,"
in
dropped
and
facts
give
bottom
the
over
of
complain
you
straight
is
to
flounder
has
of
frame
unable
though
knowledge
the
thought
as
of
conclusions,
yourself
you
series
reasoning.
valid
yourself
sions
occa-
a
you
statement
perplexed
short,
and
to
entangle
you
asks
draw
most
the
close
down
to
most
ences,
experi-
cite
probably
you
the
class-room
instructor
you
in
describe
demanding
forces
feel
to
your
would
you
REASON
WE
HOW
lessly
helpof
out.
have
which
your
And
made
you
prepared
instructor
had
have
asked
an-
HOW
swered
This
complaint,
reveals
which
In
and
memory,
reasoning,
kinds
and
of
be
Broadly
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study
shall
call
of
of
"
seems
to
be
or
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by
our
the
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two
better
is
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acquire
other.
the
activities
mental
into
of
first
to
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processes
for
for
groups,
we
names,
and
acquisition
construction.
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matters
books
divided
of
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when
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processes
processes
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want
of
countered
en-
essentially different,
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be
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and
miserably,
speaking,
for
which,
fail
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processes
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these
kind
new
processes
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substitute
to
attempt
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have
we
difficulties
simpler
dents,
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tion
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others
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presenting
in the
mental
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the
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orized
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reasoning
studied.
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word."
for
distinguishes
of
of
"word
lesson
the
135
perfectly,
one
every
REASON
WE
mental
The
that
of
main
ment.
acquirebusiness
knowledge;
placed
teachers,
before
and
tain
cer-
us
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in
are
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part
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we
the
and
size
natural
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and
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out
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We
stage.
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turn
cities
of
problems
make
in
use
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of
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to
try
facts
are
tive
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constructively
it is that
why
on-
the
banks
frequently
more
constructive
You
method
and
solving
distinguishing
feature,
solution
reason.
the
they
as
northward."
the
involves
study
that
this
to
the
found
than
that
see
to
discover
often
ject,
sub-
acquisitive
be
pass
peninsulas
southward
of
we
so
rivers, why
readily
and
are
are
different
certain
working
to
we
the
on
go
should
we
are
seek
we
great
learned
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as
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the
why
reasons
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of
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"But
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facts
political
features,
attain
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contours
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to
order
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set
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use
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example,
learning
merely
find
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for
geography,
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upon
possess
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are
make
to
knowledge.
of
stock
our
we
them,
master
to
MIND
YOUR
USE
TO
HOW
ISO
setting
of
these
problems
HOW
138
dents
in
memorize
the
the
relation
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to
see
it must
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139
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148
Remember,
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HOW
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A
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TO
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152
man.
but
a
thinking
a
free
and
by
the
a
leader,
foisted
pendent
indebonds
X
CHAPTER
EXPRESSION
In
AS
discussion
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underlying
enters
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the
INTEREST
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annihilation
his
SUBJECT
171
between
materials
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action;
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interests
see
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HOW
172
the
above
most
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USE
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adult
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ness
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terest
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173
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HOW
174
The
TO
relation
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interest
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scientist.
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175
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education
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HOW
178
read
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observe
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importunities
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part
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psychological
order
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son
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achieved
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instructor
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frequency
and
and
boring
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warmer
finally
recitals
methods
The
the
social
else; neglecting
179
greater
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until
interest
little
SUBJECT
practises with
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information
and
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most
Memorize
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college
with
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in
walls;
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of
apply
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possession
long
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rules
and
life.
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after
of
of the
will
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power
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ject
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situations
different
many
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student
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one
acquiring
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solving
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erting
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of
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182
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183
HOW
184
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and
if not
curve
the
The
up.
progress
of
of great
after
plateau
a
no
learning
that
progress
of
period
the
will
point resembles
cessation
a
this
when
that
is
first
at
it.
upon
this
times
novelty
why
reason
at
greater
know
of
improvement
rapidly
many
you
187
third
A
is
doubtless
this
and
more
interest
have
has
rapid.
so
You
DESPOND
smaller
proceeds
the
that
OF
PJATEAU
THE
a
new
ones
may
time, depend-
HOW
188
ing
the
upon
and
TO
USE
length
learning
extends.
more.
in
school,
entire
it may
the
it
sometimes
school
In
third
week
the
that
we
no
of
course
a
efficiency
for
seem,
an
the
is
come
on
high
about
the
or
plateau
more.
come
may
when
realize
we
diminished
greatly
or
is
in
month
hour
ing
learn-
student
study
day,
an
make
to
more,
progress.
Inasmuch
as
should
analyze
operate
to
to
that
note
just
before
This
is
the
plateau
it
an
it.
abrupt
for
is necessary
a
mon
com-
activity,
what
see
plateau
significant,
plateau
and
influence
the
is such
human
in
occurrence
the
the
to
that
of
a
year
children
which
bright
extend
sional
profesa
happens
may
the
over
growing
course
akin
our
and
a
and
Something
in
of
case
college, it
or
extend
apparently
retarded.
of
case
elapses during
an
which
over
the
In
In
year
of
subject-matter
time
of
training,
MIND
the
of
nature
the
or
YOUR
is
It
factors
interesting
generally
in
rise
it may
in
we
occurs
efficiency.
mean
learning,
that
espe-
PLATEAU
THE
before
cially just
mastery
of
perhaps
derive
of
the
We
are
cannot
we
must
learn
halt.
be
a
warning
for
the
while
from
have
possible
further
it
feeling
and
fresher
But
only
or
stale,
to
way
ennui
to
is
times
some-
the
and
refrain
little
a
We
line.
that
this
for
though
it
the
that
for
and
end
cannot
we
that
we
pretation
inter-
vacation
a
begin
we
much
feeling
efficient.
more
stop
nature
reflect
good,
of
that
nature
that
in
On
resting
a
Consequently,
efforts
we
much
us
by
justification
when
does
to
pect
pros-
part
as
present
is
the
necessary
indefinitely;
a
may
inefficiency.
regarded
call
remedy
proper
a
you
from
constituted
on
may
more
is
in the
plateau
a
rise
been
so
run
plateau
it
that
it has
learning,
Accordingly,
comfort
some
vanced
ad-
really
accomplishment,
some
theory
place.
proficiency.
approaching
an
189
the
experiencing
are
you
DESPOND
reaching
of
stages
when
OF
work
meet
probably
is not
temporarily
a
plateau,
not
the
and
sole
the
fatigue
or
most
should
the
as
true
going
our
be
that
on
of
little
thing
some-
learning
it may
and
objective
of active
period
a
results
discovered
memory,
of
period
marks
the
though
of unconscious
nature
that
results
objective
We
discussion
a
be
may
learning; perhaps
even
apparent.
in the
in
It
of
measure
is
not
are
MIND
the
regard
not
learning
YOUR
explanation.
compelling
we
USE
TO
HOW
190
ress
prog-
unconscious
learning.
is
have
simply
As
difficulty.
is
period
as
the
of
plateau
operative
factors
no
longer.
was
rapid
learned
the
at
may
come
learned
have
become
beginning
was
that
start
are
the
was
the
difficult.
attacked
early
but
ease,
because
time
because
the
that
of the
some
although
that
greater
quite likely
beginning
plateau
the
is also
the
may
difficult,progress
more
at
Thus,
at
remarked,
indicate
may
of
comparative
becomes
It
plateau
places
already
is slower.
the
mark
to
stage
a
work
the
which
meaning
Another
operative
learning
the
terial
ma-
the
easy,
things
to
be
Or, whereas
with
consider-
THE
able
PLATEAU
interest, the
interest
the
is
effort
is
the
be
to
plateau
plateau,
as
we
with
plateau
cannot
yet
have
we
entirely by necessity
It
If
preparation.
of
at
learning
laid, it
cannot
burden
of
an
be
explanations
expected
enumerated
that
have
thing
some-
of
the
that
the
It
rest
to
conscious
un-
or
is
due,
early
poor
of
a
foundation
to
is
is not
plateau
for
as
though
with.
beginning
insecure
difficult
more
have
the
it
frequently
regretfully admit,
must
We
evidence
the
propriate
ap-
tion,
resigna-
have
may
no
that
learning.
we
But
dispensed
be
The
make
to
be
to
production
the
certain
practically
less
learning,
of
one
possible.
as
with
do
as
caused
be
just described
plateau,
in
despair.
may
slightly disturbing
to
it is not
determination
the
reasons
that
explanation
true
of reduction
attitude
the
that
mean
and
that
see
time
a
the
are
contemplated
with
191
may
down,
dying
theories
regarded
DESPOND
exerted.
being
If these
of
OF
support
riod
pe-
is
the
subject-matter.
a
been
number
advanced
of
the
to
m
HOW
account
for
it may
have
several
necessity
are
plateau,
the
loss
the
to
that
learning
that
it is rational
effort
be
to
learning,
the
to
should
be
adapted
of
the
irregularly,
the
expect
It will
fluctuations
in
are
day.
Since
this
occur,
you
from
perhaps
your
take
might
a
plateau
day's
work,
vacation.
periods,
some
the
is
merely
then
ten
As
form
an
a
a
low
minutes
adjunct
of
to
to
effort
vary
At
times,
move
The
weeks,
day
bound
other.
vacation.
with
ciency
effi-
from
is
of
partly
mental
your
profitable
most
several
cover
and
occur
see
of
partly
and
make
to
complete
if the
a
well
we
period
a
irregularity
extreme
one
to
fact
amount
vary
bodily
bound
may
ficient
insuf-
eliminate
to
throughout
vary.
which
for
trying
and
difficulty of subject-matter
with
to
In
proceeds
exerted
to
interest
recognition
In
cause.
which
difficulty of
of
remedy
our
that
seen
among
causes,
preparation.
plateau,
have
and
rest, increased
for
subject-matter,
the
MIND
YOUR
USE
TO
be
may
vacation
week-end,
in the
period
may
to
recreation
or
suffice
such
rest
should
HOW
194
making
knowledge
take
you
various
be
reviews.
claim
that
herein
remedies
of
one
READING
Swift
Reading:
Exercise
1.
have
do
all
be
likely
very
with
will
most
Chapter
Describe
regard
odical
peri-
the
help
to
other
to
you
discouraging
EXERCISE
AND
(20)
observed
you
used
the
by
life.
student
of
features
and
that
reasonably
may
be
as
find
will
cannot
suggested,
of
yourself
we
will
plateau,
structure
a
improved
but
lutely
abso-
Indeed,
benefits
review
a
a
remove
rid
much
here,
is
stand.
you
The
enumerated
up
courses
will
study
your
will
chapter
and
building
that
This
clear.
earlier
an
ideas
of
in
is
step
in
clarification
the
MIND
every
described
was
essential
of
YOUR
USE
that
sure
process
as
TO
one
in
as
or
your
the
IV.
more
own
causes?
plateaus
experience.
that
you
What
CHAPTER
XIII
SECOND-WIND
MENTAL
Did
ever
you
work
physical
If
for
proceeded,
fatigued,
finally
seemed
that
strain
another
decided
fatigue
seemed
to
curious
in
wind,
and
and
vigor
that
from
come
which
the
it, as
work
effectiveness
in
great
preceded
a
time
is
done
and
energy
This
who
increased
with
with
a
as
have
power,
greater
freshness
the
to
is
second-
as
those
by
It
the
frequently
known
contrast
it.
the
source.
of
it
just
new
happens
described,
is
when
had
and
is
more
suddenly
some
activities,
experienced
when
when
diminish
to
thing,
athletic
You
up,
you
endure
not
minute.
as
and
point
a
could
time?
that
more
reaching
give
to
seemed
remember
you
of
period
became
you
exhausting
any
long
a
probably
you
so,
in
engage
ease
and
staleness
though
195
one
HOW
196
"tapped
This
exertion
it
and
farther
be
may
to
greater
first
disregarding
of
reserves
mental
Did
power
feats
of
lazy
work
our
we
sist,
per-
and
fatigue
ourselves
mental
seldom
we
stopping
find
in
mentally
are
signs of fatigue.
should
we
of
on
discernible
True,
we
habit
the
alone
not
is
well.
as
however,
vast
ence
persist-
wind
occurs
it because
have
ennui,
self
leading
plane;
physical
the
with
fourth
one
And
achievement.
experience
at
and
phenomenon
mental
revealing
power.
that
one's
each
of
heights
unexpected
third
uncovered,
MIND
energy,"
new
pushing
a
YOUR
reported
commonly
farther,
and
of
of
stores
in
the
USE
level
a
hidden
it is
TO
tapping
and
plishing
accom-
astonishing
brilliancy.
occasional
The
of
the
second-wind
statement
than
we
lines
of
is to
be
that
ordinarily
we
in
the
the
nomenon
phe-
gives ground
possess
more
There
use.
for
evidence
found
of
occurrence
this
are
energy
several
One
statement.
energizing
for
effects
of
MENTAL
excitement.
emotional
of anger,
a
when
her
line
of
stimulus
idea.
an
extraordinary
of
only
of
of such
we
energy
several
ways
and
cally
"
bodily
muscles
of
the
of Arc
of
it
functions
become
more
in
in
a
We
ments
achieve-
for
example
an
power.
accession
of
describable
in
physiologically,
consist
stores
reach.
reserve
be
feats
heroic
this
to
the
domination
the
neurologi-
The
psychologically.
effects
under
strength
out
examine
find
stances
in-
utilizing
of
fore
psychic
strength,
manifestation
we
and
performs
little Joan
When
the
one
read
to
effect
innumerable
Under
otherwise
energy
have
the
of
second
the
to
physical
all-absorbing idea,
an
of
of
by
a
tigress
a
A
brings
have
we
accession
of
of
endangered.
of
Lastly,
energy.
Similarly,
strength
Alcohol
reserves
strength
greater
is furnished
stimulants.
surprising
of
is
young
impetus
the
uses.
the
evidence
of
far
ordinarily
manifests
mother
197
Under
shows
man
he
than
SECOND-WIND
logical
physio-
heightening
general.
ready
to
act,
of
The
the
HOW
198
TO
circulation
is
various
the
arousal
produce
that
and
has
been
shown,
chemicals
all
goes
blood
to
contract
oxygen
into
of
is
an
these
neurological
energy
energy
consists
into
more
the
in
the
the
the
flow
brain,
a
Some
the
of
with
muscles,
vigorously,
active
in
ducing
intro-
system,
to
make
distributing
important
higher
blood
blood
the
to
the
activity
the
Such
body.
terms,
in
above
more
active
more
cies.
emergen-
body.
fuel
as
lungs
activity
In
act
throughout
condition
furnish
to
are
the
over
to
tance
impor-
intense
into
out
upon
utmost
sudden
to
of
energy,
is located
gland
the
heart
the
for
pouring
that
make
the
of
One,
object
of
reserves
is aroused
assisting them
to
these
little
effects
body.
the
providing
times,
the
in
place
been
and
kidney,
breathing
take
things
secretion
This
its
the
has
of
a
in
fluid
accelerated,
gland,
special study
at
MIND
glands throughout
adrenal
the
YOUR
Curious
rapid.
more
USE
of
dular
glan-
physiological
levels
the
the
of
energy.
increase
more
in
nervous
particularly
into
MENTAL
SECOND-WIND
those
areas
where
kinds
of
controlled
that
brain
of
areas
the
recognize
increased
of
a
that
knits
Pleasure
is
a
notable
energy.
When
work
leads
calls
great
zest
and
conditions_of
first,
are,
whole
the
exaltation.
effect
more
accompanied
of
increased
rapidly
progresses
the
some
degree
doing
efficient
Since
we
are
conditions
with
akin
to
describe
to
almost
conditions
These
the
pleasurableness.
feeling
a
to
us
satisfactorily, it is accomplished
and
up
idea
one
This
marked
of
able
consider-
and
ideas, second,
ideas; the
state
pathways
of
use
which
more
of
facile flow
the
is
its distribution.
to
psychological
energy,
presence
by
all the
ideas.
other
many
so
is very
energy
surface,
associations,
action.
intimated
nervous
over
in
results
This
up
been
easily permeable
are
many
has
as
spread
and
diffused
and
energy
chapter,
former
a
nervous
certain
for
thought
for,
advantageous,
in
it is needed
of
abundance
An
199
when
we
are
work.
endowed
with
the
energy
TO
HOW
200
requisite
of
fact
giving
The
that
before
up
You
scratched
habit
conditions
This
of
that
the
exertion
is
succumb
the
found
the
note
fatigue, before
of
symptoms
than
will
indulgently
we
be
formed
create
we
quently
fre-
more
is to
persistence.
resolute
and
not
answer
ous
obvi-
the
require long-continued
conditions
and
work,
we
have
we
efficiency.
high
do
is, why
it?
use
MIND
YOUR
efficient
such
for
question
in the
USE
difficult,
the
to
have
first
we
surface
of
more
real
our
potentialities.
of the
Because
by
fatigue
in
thus
diminished
our
consider
its
being
output,
will
almost
invariable
mental
exertion.
proposition
responsible
attendant
We
the
at
objective
fatigue
Fatigue
twofold
thing
"
is
in
should
a
Everyone
who
fatigue
down
lay
state
not
the
the
organs
be
of
an
the
that
the
same
regarded
mind,
is
continuous
start, however,
fatigue
body.
briefly
of
shall
for
shall
we
that
agree
of
awareness
place occupied
place in study.
studied
has
the
prominent
as
of
the
as
designated
a
jective
side
nature
find
large
a
referred
has
all of
the
to
be
that
we
of
the
body,
activity
Not
prolonged.
intense
are
being
some
we
say
are
so
tired
sensations
vague
nevertheless,
they
are
"
merely
These
first
They
muscular
and
true
fatigued
when
localizable,
later,
shown
the
sensations, however,
overlooked;
often
Probably
parts
violent
over."
all
its
sensations.
where
part
most
enough
vague
of
make
will
mind
the
various
the
been
in
mass
to
mostly
fatigue
apparent.
we
MIND
YOUR
USE
of
more
thing
is
TO
HOW
202
will
as
be
may
are
be
exceedingly
important.
sensations
But
of
are
mind
the
at
sensations
time
of
They
are
mentioned
and
ideas
the
time
of
associations
ennui.
We
in mind
and
fatigue.
being
They
made
only
contents
fatigue.
of
Feelings
a
related
they
are
have
their
come
slowly
pleasant
un-
very
partly
which
above,
essentially painful, and
boredom
the
also, usually
present
kind.
the
not
are
to
are
of
feelings
yet
to
ine
exam-
behavior
at
sluggishly,
and
inaccu-
SECOND-WIND
MENTAL
rately, and
fatiguing task
of
the
Often
further
much
of
weariness
and
inability
are
we
really
is
people
who
tell
enough
and
though
we
Various
same
the
that
we
These
us
our
that
we
ought
not
may
to
have
without
not
real
to
in hand
that
latter.
What
would
rather
by
felt
can
do
to
long
play,
tired
is
so
up
and
to
strong
feel
tired.
the
arouse
example,
are
other
worked
and
we
we
ideas
minds
have
the
attractive
so
begin
For
that
to
but
work,
suggestion
situations
suggestion.
due,
come
immediately
social
work
obtruding
into
point, still the
we
to
work
of
else.
tion
atten-
our
appear
the
introduced
often
that
that
tired
mean
something
this
ideas
with
contrast
say
is
fatigue
the
ent
insist-
so
practically certain
our
of
presence
in
It is
effort.
the
to
ingly
exceed-
are
upon
up
usually
and
they
of
effect
are
moment,
throw
we
sole
But
relevant
not
themselves
forcing
*that
the
there
time
mind
distracting.
in
is not
a
in the
ideas
other
such
At
mistakes.
many
of ideas
constriction
fatigue.
make
we
203
as
the
HOW
204
clock
to
think
be
we
Let
USE
tired,
us
is
changes.
blood
and
it
the
It
him
come
has
to
the
he
blood
of
the
result
work.
of
he
as
tied
until
by
Then
tired
he
animal
and
one
duced
pro-
signs of fatigue that
blood
of
direct
kept
tired.
rested
vous
ner-
dogs
exercised
There
and
cells
these
mental
can
be
no
of the
body
interfere
with
products
that
the
two
the
in
by
One
other.
nerve
sorts
accumulate
shown
of
the
waste
probable
physical
three
action
been
all the
of
a
demonstrated
by
possible.
in the
action
as
the
objectively.
selected
by the
that
is
been
thoroughly
veins
accumulate
the
we
tions
condi-
bodily
accompanied
other,
the
shown
doubt
as
was
in
were
that
ourselves
is
fatigue
affect
the
transfused
into
the
it has
as
alike
day;
night
allow
vse
Mosso
analysis.
all
feel
we
First, poisons
system,
nearly
so
what
see
fatigue
the
time,
examine
now
Physiologically
of
MIND
are.
to
that
YOUR
quitting
nears
ought
"
TO
and
muscles.
accumulations
as
well
as
of
SECOND-WIND
MENTAL
"A
second
found
in
Hodge
showed
the
day's activity,
much
less
demonstrated
work
is the
the
and
that
A
them
washing
the
result
The
work.
the
muscles
from
the
from
muscle
When
stimulation.
their
washing
salt solution
fatigue.
that
It is
stimulate
muscular
of
important
been
new
they
will
the
factors
shown
by
muscle.
As
capacity
for
by
will
be
alcohol
dissolve
that
sense-organs
on
been
have
may
probable
these
performed
are
fatigued
in dilute
has
muscles
that
sensitivity
them
of
fatigued
frog
and
body
that
Fatigued
gains
a
became
products
experiments
of
nucleus
has
a
of the
of waste
are
process
ished
dimin-
result
a
percentages
they
fatigue
bee
a
result
a
nucleus
change
tissue.
That
of
the
neurone.
of the
as
third
as
the
size
cent,
per
considerable
the
of
accumulation
products.
of
the
muscle
contain
a
that
solid.
been
in
body
been
has
fatigue
spinal cord
75
nearly
in
cell
cell in the
of the
in
change
205
cut
electrical
longer
no
renewed
or
the
in
spond,
re-
by
weak
a
products
these
ucts
prodin
the
and
muscles
of
of
thus
blood
the
in
cells
fatigue only
this
time
; that
in
he
know
how
is not
meant
to
this
soon
Keep
reverse.
lyou wish
of
the
hours
energy
be
to
work
that
be
to
ferently
dif-
relieving
is to
it is
rest
just
as
efficiently
should
felt.
rest
to
leave
appear.
your
you
as
the
Quite
all the
exhaust
will
plicated
com-
incessantly;
rest
one
second-wind
and
that
efficiently. By
working
will
volves
in-
"
taken
and
how
to
on
work
In
work
fatigue begins
as
two
to
mental
manifested
body.
cannot
know
to
in
convinced
are
and
to
effect
exceedingly
sometimes,
rest
must
important
as
its effects
Man
properly.
is
fatigue
first step
the
fatigue
be
must
mind
The
activity.
you
of
subject
the
both
part
a
the
upon
all mental
muscular
some
effects
fatigue.
as
effects
ucts
prod-
common
plays
far
so
tions
sensa-
of waste
the
physical
muscles
the
By
and
the
physical
these
probably
are
and
mental
upon
Of
of
some
accumulation
fatigue, the
nerve
give
fatigue.
MIND
YOUR
USE
TO
HOW
206
harder
if
haps
Perfirst supply
greatly
SECOND-WIND
MENTAL
Do
fatigued.
Push
the
entering
for
second
fifteen
than
longer
this,
will
have
in too
indulges
to
down
run
work
it up
Do
proper
interested
will
leave
which
will
Make
the
in
eyes
then
minutes
refreshed
than
persist
a
time
Move
and
back
come
and
feeling
you
with
in
in
will
getting
that
mind
the
work.
resume
and
tal
men-
muscles,
work
be
which
in
rest
idly
ten
amazed
you
pended.
ex-
rest.
for
thoughts
to
to
observe
during
physical
cramped
let your
one
seems
to
object;
you
of
two
originally
ideas
when
the
If
minutes
other
lose
your
important
some
rest
required
is
was
fifteen
not
energy
conditions
the
sible
pos-
resting
naught.
effort
more
distracting
rest
and
rest, the
a
mental
relief.
your
for
is also
spend
not
long
again
may
secured
be
by
Do
you
gone
and
It
the
or
already
momentum
hours
it will
minutes.
cover
un-
Before
advantage
some
to
energy.
this, however,
ever.
how-
time,
in order
layer of
secure
about
this
at
up
farther
yourself
upon
to
give
not
207
der;
wan-
teen
fif-
or
at
do
the
your
HOW
208
work
TO
and
that
will
plane
the
at
and
attributes
new
energy
this
at
on
will
take
new
all the
on
second-wind
the
of
of
Keep
you.
work
your
MIND
accession
to
come
YOUU
USE
of
level
efficiency.
Besides
planning
also
may
adjust
hardest
work
easiest
when
other
you
employ
your
only
of
of
energies; but
when
One
of the
of
is to
This
assume
is
an
a
higher
an
emotional
ing
carry-
student
do
such
has
not
as
quire
re-
ing
copy-
work
such
is lowest.
insure
the
to
plane
of mental
state
load^
proportionate
ways
attitude
and
loads
when
perform
to
In
low.
which
of energy
best
a
of energy,
Plan
your
heavy
a
Every
nature
stock
your
exert
energy.
material.
is
ranging
ar-
your
different
best
high degree
a
the
carrying
routine
a
to
do
dynamo,
When
light load,
a
amount
tasks
human
adjust yourself
you
fresh, and
are
a
are
you
to
as
efficiency
your
carry.
so
you
rests,
fatigue by
to
program
when
words,
should
yourself
daily
your
intelligent
of
and
ment
attain-
efficiency
interestedness.
we
have
seen
HOW
210
notorious
"such
the
'I
a
the
I felt
ground.
that
act,
tempted
in
fact
that
level
of energy
of
habit
In
done.
laying
of
at
to
the
face
habit,
with
beginning
the
the
I
wasn't
the
it
is
it
burden
see
until
formed
the
is
be
are
you
proposition
"
single
to
Nature's
upon
book
a
required
work
a
as
higher
a
by
have
sults
re-
usually
not
to
do
when
of the
on
accept
may
you
into
uplifted after
are
of energy
me,
out
But
will
effort
the
to
man
months
cannot
you
responding
mechanism
face
you
brought
it
raising yourself
levels
higher
the
of the
Continuous
effort.
a
drop/"
a
and
immediate,
I had
smashed
two
a
ing
of uncork-
act
and
of
him
give
running
happy
for
of exertions
so
I
touch
to
will
said
myself
level
higher
which
'
so
act,
the
upon,
where
garden,
this
bottle
found
suddenly
courageous
a
'In
get drunk
to
tation
temp-
weeks,
of power.
will,
the
of
habitual
some
on
and
whiskey
MIND
some
man
days
range
home
'no' to
performing
for
energy
YOUR
single effort
a
saying
as
launch
new
USE
that
or
will
TO
laid
that
again
down
educa-
MENTAL
tion
consists
habits
of
in
of mind.
important
the
SECOND-
the
Form
that
than
far greater
of.
Draw
a
upon
of your
unaware
of.
yourself capable
1.
time
of
and
you
ing
work-
proving
efficiency, im-
work,
and
work
ing
increasing
enhanc-
EXERCISE
AND
Seashore
Swift
feats
(9)
James
Readings:
of
in work.
enjoyment
HEADINGS
at
are
of your
quality
quantity
your
Exercise
are
resources
higher plane
the
ficial.
super-
accomplishing
these
upon
un-
stores
you
think
you
and
almost
yourself gradually living and
will find
the
in
assist you
will
of persisting
really only
are
habit
obstacles
yourself
you
with
habit
seem
deep within
Buried
They
the
they
they
most
is the
apparent
Though
surmountable,
energy
of
spite
habit
connection
of second-wind
resistingfatigue.
limitations.
in
forming
of
particular
cultivate
production
in
21 1
process
The
to
WIND
(14) Chapter
(20) Chapter
Describe
conditions
of second-wind
III.
V.
you
have
in connection
observed
with
longed
pro-
(a) physical exertion, (6) intellectual
exertion.
CHAPTER
XIV
EXAMINATIONS
the
of
One
life
student
is
in
rise
giving
extreme
for
seek,
to
such
in
events
the
life
the
natural
that
that
meeting
ease
we
their
and
212
of
tions
examinasequences,
con-
appointments,
other
important
In
exactious
view
then,
with
regarded
what
devise
is not
momentous
and
trepidation,
we
demands
it is
erable
consid-
it is
rules
of
tant
imporcan
with
for
est
great-
effectiveness.
Examinations
foremost
of
student.
a
of
this
examinations,
be
they
and
fear
of
of
importance
results
and
degrees
distress,
for
valuable
as
is
conditions
to
depend
This
great
reason
the
upon
frequently
diplomas,
of
cases
The
collapse.
nervous
time.
time
a
of
periods
examination
universally
almost
far
vexatious
most
serve
which
is to
several
inform
purposes,
the
examiner
the
EXAMINATIONS
the
regarding
student.
methods
things, plainly
second,
to
his
apply
not
often
serves
student
as
will
be
when
Lastly,
link
to
in
them
readily
you
a
But
see
valuable
that
necessary
It
also
work
knows
one
subject,
a
expected.
not
and
ways,
In
this
dent
stuto
see
aspect,
tute
consti-
learning.
very
about
the
purpose
that
than
the
help
examinations
in
or
is
not
part of the
knows
zeal
are
declaring
the
greater
new
device
students
philosophizing
a
in
relationships.
new
if
for
may
in
facts
up
is not
harder
examination
with
can
examination
to
student,
examination
an
exercise;
he
the
examination
an
this
incentive
tain
cer-
student
much
Again
studies
usually
one
an
the
But
how
an
knows
examination.
an
part of the
the
there
of
first, to
reproductive
well
know.
does
student
knowledge.
the
shows
on
how
see
function
only
a
sessed
pos-
discovering this,
employed;
the
not
or
knowledge
In
be
may
whether
test
of
amount
by the
two
213
of
if examinations
educational
in
patient
inations,
exam-
are
process,
TO
HOW
214
they
wish
them
to
credit
YOUR
USE
advice
some
attention
shall
we
turn
our
of passing
practical problems
the
to
with
easily and
So
themselves.
enable
will
that
examinations
pass
to
MIND
examinations.
Our
first
attention
duty
the
to
work
their
vigorous
This
to
of
cramming
is
work
and
as
a
The
objection
is
that
believe
that
not
permanently
so
over
instance,
a
learning
a
long
German
and
end
make
we
of
dent-mind
stu-
most
a
course.
a
psychological
to
reason
concentrated
effective
course
is
have
period
of
examiner,
it
a
thus
kinds
type
passing
from
up
attitude
certain
kind
of
by
examination.
practice
method
standpoint
can
course,
with
certain
treacherous
greatest
slight
certain
a
general
a
they
dangerous
work
subject-matter,
Some
the
pass
work
study.
the
at
might
It
and
but
a
extremely
an
take.
that
throughout
slighted
for
think
call
is to
faithful
for
of
course
to
seem
advice
giving
necessity
the
throughout
students
in
as
of
that
time.
extending
is
tended
ex-
For
over
EXAMINATIONS
much
has
year
a
into
discussed
results
of
Against
of
the
particularly
is
made
specifically
the
memory,
firmness
we
of
the
and
use.
So
that
feverish
course
cannot
we
throughout
we
must
replace
admit
course.
these
that
lasting;
nation.
exami-
chapter
remember
and
at
if the
ming
cram-
to
be
may
for
down
the
on
affects
reference
it
mass
cramming
available
exertions
of
the
be
a
certain
a
learned
lay
may
the
spite
the
with
be
never
be
when
to
facts
of
to
retention,
merely
examination,
further
may
in
saw
ficial
bene-
of time.
likely
for
intention
is done
In
true
in
distribution
impression
is not
is this
As
the
it
ready
al-
this
the
the
period
a
hasty
material
new
showed
cramming
that
We
for
from
over
a
of recitation-
reasons
we
coming
impressions
urged
the
over
months.
two
VI, when
Chapter
it
number
same
crowded
hours
commend
to
the
with
oourse
215
as
end
conscientious
the
gotten
for-
future
a
rule
of
work
^
objections,
cramming
however,
has
some
a
HOW
216
value, if it does
of
manipulation
method
of
a
take
that
Some
have
found
already
aided
by
the
serves
and
chapter
which,
on
favorable
A
able
repetition
in
the
conditions
they
but
of
for
facts
in
come
the
facts
in
a
review
It
are
more
conclusion
one
often
too
taken
or
by
number
greater
a
before.
when
at
is that
cramming
summarizing
a
than
that
form,
sion.
impres-
learned
are
value
see
relations
course
that
impression.
of such
to
and
examination
we
as
We
is characteristically
of
recency
providing
memory,
further
means
by
memory
recency,
methods.
just before
Reviewing
from
is inclined
one
reviews,
by
is facilitated
recall
but
as
it is true,
benefit
learning
that
As
regarded
be
their
question
a
eminently
an
review,
of
learned.
little
derive
new
more
students,
pre-examination
to
consists
well
of
form
the
it has
may
they
MIND
already
facts
and
indispensable.
assert
not
review,
place
proper
YOUR
facts, but
of
acquisition
a
USE
TO
up
of
pens
hapin
less detached
of
the
is
course
a
218
HOW
TO
other.
This
method
breathless
its most
should
be
be
not
in
relations
with
example,
you
in
be
should
and
science
with
the
and
political
the
different
this
In
in
relations
way
and
occurring
time.
be
of
field
literature,
Tabulate
order
of events
the
facts
will
be
of
correlated
control.
series
events
country
one
the
fields
chronological
other.
new
should
in the
in
the
to
time,
a
same
in
discovery
events
in
the
movements
movements
religion
at
those
at
tant
impor-
according
period
with
for
nation
exami-
an
country
country
Likewise
the
correlated
another
in
one
should
The
studied
one
facts
different
for
sufficient;
not
during
the
Suppose,
history.
studying
is
occurring
other.
be
lest
haps
Per-
singly but
reviewing
may
that
but
words
light of their
mediaeval
events
countries,
other
each
are
fear
is its formlessness
upon
the
by
forgotten.
evil
seized
regarded
anxious
or
In
plan.
characterized
an
serious
of
MIND
is
missed
be
lack
YOUR
and
haste
something
and
USE
and
pare
com-
with
will
more
each
be
seen
firmly
EXAMINATIONS
impressed
that
so
answering
a
is to
yourself
the
trying ordeal,
the
mind
acts
conditions.
good
the
be
to
for
that
nation-room
exami-
rested
after
sparingly before
are
processes
if too
clogged
next
the
mental
for
the
physically
to
Eat
night's sleep.
ject-matt
sub-
known
body
your
examination,
likely
Go
the
physically
under
ably
more
with
a
of
it is well
for
in
questions.
examination,
the
prepare
healthful
of
variety
them
use
preparation
of
step
can
you
great
made
Having
219
food
heavy
is
taken.
reached
Having
there
are
number
a
advice
here
given
but
if
examination
need
of
a
of
questions;
read
thoughtfully
extent
of the
of the
survey
all
task
order
set
be
would
first
your
of
before
fluous
super-
the
see
consist
step
examination
slowly
over
to
the
corrected
ever
you
them
in
to
seem
had
Let
that
Some
may
you
preliminary
considerations
success.
papers
it all.
examination-room,
of
for
requisite
are
the
and
discover
the
A
strik-
you.
HOW
220
ing thing
TO
is
though
the
of
the
assembles
to
answer
the
other
your
questions
in your
operation,
ing"
In
discussed
order
necessary
as
soon
that
attention
upon
the
It is
to
the
in
the
"
chapter
have
the
learnmemory.
on
it, it is
of
in
questions
then
it will
be
will
form
associations
the
selves
them-
unconscious
to
to
to
answers
semi-conscious
a
advantage
possible;
surface
you
the
formulating
take
as
come
while
to
relevant
will
the
akin
different
itself,and
are
mind.
seems
period
the
to
question,
one
It
examination
relating
focusing
are
nary
prelimi-
this
by
questions.
the
during
knowledge
questions
MEND
YOUR
accomplished
reading
as
USE
when
mind
found
and
reach
you
particular questions.
During
ahead
of
from
the
them
them,
they
examination
associations
these
jot
the
for
may
when
into
come
time, it
is often
question
in
down.
if you
do
leave
you
not
and
to
digress
long enough
all
By
consciousness
wise
hand
of
some
means
write
be
preserve
them
down
lost.
Some-
to
EXAMINATIONS
times
brilliant
very
and
inasmuch
wise
to
they
has
found
have
of each
light
to
from
is well
have
questions.
when
dealing
It
the
time
danger
that
you
One
in
some
dreaming.
As
they
is
handy
to
also,
to
there
much
is
time
detriment
often
commit
time
waste
upon
of
shorter.
though
is to
come
he
plan,
for
too
students
taking examinations
if
questions,
the
important,
which
ambiguous
good
spend
to
possible
answers
carefully,
will
sure
tions
implica-
paper
your
a
it, and
comment.
long
question
equally
error
is
with
watch
all
instructor
for
tion
ques-
its
scratch
outlines
long
the
further
you
are
you
if it is at
any
sure
for
canvass
the
to
make
others
is
while
Each
Discover
it.
make
be
until
question;
and
upon
them
look
point;
interpretations, and
It
fix
carefully.
answering
start
willing
flashes,
fleeting, it
so
examination,
definite
a
not
seek
are
and
question
every
you
the
writing
read
do
them
in
come
fresh.
are
In
ideas
they
as
grasp
"m
a
in
difficult
question
to
ideas
active,
will
processes
brain
Chapter
flashes
You
point
the
to
it, and
the
idea
correct
After
of your
toward
the
the
that
you
information
write
begin
call up
another
will
you
and
the
explore
to
of knowledge,
and
should
soon
firmly
you
strong
requisite
ability
maintain
that
Make
to
the
to
attitude
an
yourself, affirming
the
upon
thing
some-
yourself
examination
have
write.
to
appear.
prepared
ability,
waiting
write
can
you
cular
mus-
directly
will
examination.
to
begin
fund
Believe
confidence.
idly
meagre
have
extent
pass
as
answer
you
of
you
of
means
your
express
one
suggested
by
to
issue, but
at
about
and
able
such
at
method
inspiration,
be
not
may
of
Stimulate
Instead
of
the
freely.
namely,
X,
activity.
for
the
is
associative
thats the
operate
activity by
the
freedom
of
Therefore,
so
for
This
secret
activity.
times, keep
wait
and
them.
to
The
lies in
MIND
YOUR
back
come
plan.
wrong
in
sit
they
answer
USE
TO
HOW
222
of
will
gestions
sug-
positively
amount
express
of
it
EXAMINATIONS
and
coherently
with
and
own
with
a
conviction
firm
powers,
you
chances
READINGS
AND
review,
the
strength
approach
may
comparative
of
good
forced
rein-
course,
in
with
by
application
well-planned
examinations
your
of
thorough,
a
a
your
and
work
the
by
faithful
of
throughout
Fortified
forcefully.
consciousness
the
of
223
ease
them
passing
creditably.
Adams
Readings:
(1)
Dearborn
Exercise
1.
for
the
what
a
preparatory
to
entering
it.
the
II.
Chapter
schedule
of
examination
next
coming
X.
Chapter
(2)
Make
EXERCISE
steps
examination
examinations
your
week.
you
will
Show
take
room,
exactly
(a)
(6)
before
after
CHAPTER
BODILY
XV
FOR
CONDITIONS
EFFECTIVE
STUDY
It
is
is
truism
a
affected
to
by
because
study
cannot
they
fail
So
in
is
patent
bodily
about
We
shall
three
of
the
activities,
These
regulated
Food.
"
function
main
tissues
of
224
the
that
is
and
is
if
food
body.
they
to
and
are
be
agreed
is
Other
to
the
cal
physi-
greater
likely
generally
of
of
discussions
sleeping
the
not
can-
lems
prob-
important
up
sleep.
we
study
our
most
study
It
of
or
between
of
group
make
our
loss
recognition
eating,
activities
daily
our
of
study
without
they
headache,
a
discussion
our
mon
com-
that
interrelation
and
complete
topic.
of
the
condition
consider
is
because
class
A
students
of
ability
conditions.
bodily
complaint
mental
that
say
cising.
exer-
of
part
properly
effective.
that
the
repair
the
effects
are
TO
HOW
226
while
taking
of food.
the
MIND
to
subdivision
complete
and
digestion
Fletcher
has
this
and
health,
is
mental
of
years
and
a
for
power
is
He
age.
a
mountain-climber
records
above
man
and
sixty
pedestrian
holds
endurance
for
muscular
of
vigorous
a
Mr.
genera]
his
example
rare
follow.
system
bettered
vastly
is
Remarkably
absorption
faithfully pursuing
and
food
the
of
point.
extreme
an
amount
is favored
Salivary digestion
carried
and
small
exceptionally
an
mechanical
By
YOUR
USE
ing
surprisin
tests
the
gymnasium.
"The
in
chief
which
others
muscular
both
claimed
that
strength
for
strength/
moderate
repeated
than
be
that
the
of
immunity
to
and
central.
the
the
term
parallel,
fatigue,
is
confers
goes
with
who
eats
that
be
may
less
inference
The
subject
far
great
but
"
not
sive
'explo-
"
contractions
times
before.
diet
as
case,
It
efforts
momentary
muscular
many
his
less
more
sparing
as
in
or
are
acquiring
is the
to
gain observed
fort
discomappears
more
than
EFFECTIVE
is best
has
which
which
is
normally
According
is
really fresh
obliged
he
reduces
his
body
his
he
"The
of
hours
when
as
though
be
due
can
feeling
he
task,
cells
but
fluids
of
ucts
by-prod-
capacity
a
is
When
and
of these
Mr.
is cut
worse
reduced
quite
of
sleep might
our
the
the
decidedly
It would
down.
avoidable
shorten
explains
Fletcher, that
be
can
part
a
the
the
by
diet
to
conception
assumption
sleep
the
for
past.
same
mentioned
fact
muscular
handicap.
a
realizes
in the
unguessed
one
diet
tissues
responsible
his
themselves
free
and
for
his
the
this
to
with
start
to
and
like
act
fatigue.
never
227
circulation
in his
by-products
waste
STUDY
seem
often
auto-intoxication.
his
nightly
for
it this
If
sleep without
is
an
is
probably
important
gain."
But
so
the
important
much
as
starch,
ordinarily be
than
foods
of
amount
the
as
taken
food
kind.
potatoes
in
containing
Foods
ing
contain-
and
rice, may
greater
much
not
quantities
protein, such
USE
TO
HOW
228
as
meats
and
so
much
concerned
the
choice
students
is
study
and
heavy
Do
tax
nutritive
meal
is also
a
factor
many
students
One
by
the
of
way
another
way
coffee, which
awake;
but
in
is to
a
frequently
these
devices
universally recommended.
itate
incapacwork
by
less
value-
through
lunch.
heavy
a
difficulty
mid-day
small
not
is
meal;
of
amount
keeps
are
a
an
quite
this
the
drink
and
study,
drowses
by
with
and
Frequently
student
a
determining
afternoon
overcoming
dispensing
are
mid-day
completely
soddened
lecture
day's
powers
is rendered
course
the
The
meal.
noon
because
the
for
nence
promi-
They
afternoon
almost
themselves
less
digestive
crucial
of
fruits, coarse
begin
is low.
efficiency
afternoon
for
and
value
the
too-heavy
foods
cakes.
of
the
upon
their
the
of
not
with
as
Probably
of
sugar
breakfast
a
food.
predominance
a
meats.
on
quantity
distribution
cereals, starch
to
of
is not
problem
our
with
kinds
favorable
most
So
nuts.
of
MIND
YOUR
people
to
be
EFFECTIVE
meal
of
evening.
It
heavy
The
at
come
varied
STUDY
Meat
also
this
meal,
of
part
should
be
not
of excessive
well-founded
are
workers.
The
unprofitable
weather
'
kidneys
and
wastes,
which
gather
and
burden
when
that
feeling
is
inimical
to
When
meat
so
taken
of
meat
to
of
are
the
being
choose
well
the
objections
"
mental
known
"an
are
metabolism
"
in
warm
cation/
auto-intoxi-
protein,
found
the
liver
burden
is too
taken
blood,
tired
and
kinds.
to
in
and
great,
of,
care
giving
all over"
is eaten,
right
brain-
of
of
be
cannot
dangers
effects
upon
the
poison
the
day.
a
the
case
menace
much
a
once
objectionable
the
Too
lays
meat,
of
spurring
and
"
and
undesirable
particularly
more
than
the
it
ordinarily
about
in
and
substantial
a
though
meat-eating
a
some
milk
soup,
nowadays
of
with
foods
more
well
may
consist
forms
taken
is heard
Much
should
clear
liquids, preferably
water.
student
a
of
assortment
229
rise
which
physical
care
tion.
exer-
should
"Some
occasion
to
be
kinds
indi-
HOW
230
feared.
these
intimately
blending
appears
to
digest.
The
fibre
fat
matter
poisonous
final
from
resulting
like
the
the
bacterial
be
may
release
of
Attacks
products.
indigestion
to
Under
proteins
the
close
is illustrated
foods.
the
with
much
are
A
is hard
which
principle
of
is
fat
lean.
fat, thorough-going
accomplished
acute
and
nitrogenous
fried
both
In
fine,
the
fabric
a
same
decomposition
highly
is
with
wTith
give
of the
texture
consideration.
fat-soaked
cover
disagree
that
probable
mingled
of
often
so
the
know
not
may
seems
the
meats
particularly
are
foods
important
an
by
it
people,
veal
we
these
why
MIND
YOUR
and
While
reason
with
USE
Pork
gestion.
is
TO
so-called
of
this
cause
ptomaine
poisoning."
Much
of
secured
from
may
freed
the
from
be
the
benefit
other
to
from
meat
milk
In
call
this
attention
be
may
Fat, for
objectionable
meat-fibre.
important
foods.
obtained
the
of
and
ple,
exam-
butter
qualities
connection
to
the
it
use
of
is
of
EFFECTIVE
fried
fat
in
particles
and
potatoes
be
always
mental
during
pleasant
as
the
subject
brain.
It
of
the
as
"
of
of
the
has
to
the
his
easy
list.
He
of
case
In order
a
collected
of
to
undergone
for
the
ascertain
by
a
both
and
the
be
may
stances.
circum-
be
may
various
instances
in
digestion
us,
direction
for
and
add
of
example,
stomach
of
degree
prescribed
to
anyone
whose
the
quence
conse-
experiences,
almost
tells
woman
under
emptied
that
disturbing
disagreeable
be
it would
th.e
fashion."
suspension
of
from
movements
in similar
Cannon
greatly
are
juice
gastric
result
a
ring
occur-
stomach
the
Intestinal
modified
processes
radiating
of
movements
inhibited
and
especially striking
is
secretion
surroundings
canal
influences
should
meals
This
"The
alimentary
to
fried
as
possible.
as
physical
to
condition.
in
foods
with
pie-crust.
both
refers
231
is mixed
that
such
conditions
The
the
Avoid
fat.
starch
STUDY
a
of
was
specialist
digestion
breakfast.
The
HOW
232
dinner
and
the
the
to
that
of misconduct
who
People
of
the
sick
gastric
"Just
lead
disturbance,
of
be
undermine
digestive
mental
sion,
depres-
permanently
of
serving
of
lack
of
start
in
a
of
are
lonely student
a
capacity
is
a
is
so
or
strange
pleasant
high
the
good
and
The
importance.
faced
may
the
by
making
man
young
city,
attractive
room,
commonly
nutrition.
mal-
powerful
a
The
to
not
of
cause
assimilation.
these,
and
vigor
Homesickness
food,
ventilation
(alimentary)
the
as
painful
passing
Companionship
promoter
inhibited
of
may
the
lightly
regarded
a
of
working
sufferer.
the
to
grief
or
the
and
a
sion
Apprehen-
occasion
continued
so
worry,
tract
after
probably
single
a
may
impair
hours
activities.
as
emotion
result
husband.
her
food.
has
passed
the
as
some
undigested
being
had
of
part
seasick
are
vomit
meal
the
Inquiry
woman
agitation
on
recovered
was
unaltered.
the
intense
of
night
almost
fact
MIND
before
night
found
was
led
a
of
YOTJB
USE
TO
be
to
some
a
HOW
TO
USE
they
have
to
234
value
mixed
usually
pleasure by
the
by
caffein, which
a
stimulant
"
of
is
to
central
the
caffein
varies
another
the
of
taking
by
Many
without
themselves
the
to
and
action
one
son
per-
after
a
exhilarated
later
with
is
"
cup
to
a
find
may
tense
bling
trem-
or
skin, and
dry, burning
Often
a
it is found
disturbance
with
cream
claim
that
follows
than
is
coffee.
much
coffee
It
kidneys,
the
hours
diet
of
drug.
a
Where
active.
black
is too
and
better
is
coffee
given
are
compound
reaction
no
protracted
more
caused
tea
a
feverishly
"It
or
lying sleepless
muscles,
a
heart,
and
degree
that
the
of
greatly.
coffee,
mind
them
susceptibility
little
himself
they
give
articles
system.
notices
marked
but
distinctly
the
sugar
They
among
nervous
Individual
of
them.
position
in
and
cream
aroma,
presence
MIND
the
with
their
peculiar
a
YOUR
to
is
altogether
people,
them.
strongly
the
to
use
be
demned.
con-
nevertheless,
For
stimulated
all
are
find
who
it
of
is
the
EFFECTIVE
wisdom
of
part
these
demands
endurance
and
when
considerations
have
will
young
people
of
habit
they
when
the
the
when
made
for
a
time
be
to
hygienic
formation
the
have
more
one
of
pressure
If
ignored.
postpone
will
the
upon
source
re-
life
mature
severe.
Before
concluding
be
might
added
examples
of
fast
before
loss of
under
fasting
beneficial
weight and
been
effects.
it has
of this
and
found
are
biography;
ally
singers habitu-
such
to
There
known
fasting,
weakness,
direction
of
to
a
but
cially
espe-
when
physician,
produce
It is mentioned
marked
sults
re-
ers.
pow-
public performances.
the
has
longed
Pro-
frequently
and
disadvantages
some
tween
be-
relation
activity.
history
speakers
actors,
word
a
intellectual
highly sharpened
literature
many
the
food
from
Numerous
the
discussion
mental
abstinence
in
this
concerning
fasting and
done
are
of
"
becomes
are
enjoyment
emergencies
real
to
235
the
limit
to
decoctions
uncommon
in
STUDY
effects
very
here
in
cause
be-
speed-
HOW
236
ing
up
the
mind;
may
find
TO
the
USE
mental
and
MIND
and
processes
the
the
clearing
well-nourished
practice
a
times
during
strength
YOUB
student
of
mental
of
source
such
stress
as
examinations.
"
Sleep.
human
life is
mysterious
has
its
five
years
be
exercise;
time.
the
It has
often
too
much
due
to
of
to
that
some
sleep.
laziness,
actual
food
poisonous
be
well
which
"
results
lives
all
individual
this
precious
sleep is
that
"
founded.
narcotizing
It is
in
indulge
sometimes
from
the
a
and
food,
than
be
it is due
frequently
in
to
the
that
the
may
intoxication,
From
twenty-
who
students
This
but
of
said
necessity
seems
quite likely
to
been
imperative
claim
of
yet
consciousness
know
of
surrender
the
and
large inroad
one
we
comfort
average
sleep.
a
our
Yet
seventy-five.
demand
seems
life of
the
and
call
subtraction
a
from
efficiency
more
this
an
familiar
we
in which
period
of
in the
which
of view
the
upon
one-third
passed
state
point
one
About
"
an
presence
substances
excess
of
ab-
EFFECTIVE
burdened
sorbed
from
theory
is rendered
the
when
be
may
it
the
If
right
expect
night's
If
examine
understand
one
for
long
as
the
soon
ing.
awak-
upon
indulge yourself
after
the
other,
of
body
good
a
as
be
restored.
Of
of
broken-down
it
begins
the
course
out,
wear
that
the
to
body
periodic
a
energies
of
restoration.
broken-down
when
we
the
compensate
be
must
devoted
time
have
tissue
to
quite
so
in
state
a
keeps working,
restored,
of
better
which
there
a
we
body
the
never
be
are
energies
shall
body
so
may
cells
sleep
logical
physio-
is
activity
sleep
and
as
can
process
bodily
be
should
Sleep
of
may
as
Viewing
the
up
place
so
sleep
health,
physical
hygiene.
restoration
cessation
the
of
tissues
used
takes
but
its
the
some
that
of
one
briskly
not
the
conditions
been
fact
rest.
we
which
This
good
long periods of lying in bed
in
".
hours
that
do
means
the
is in
one
gladly and
all
By
by
the
reduced.
arise
to
tenable
to
237
intestine
is reduced
diet
seems
able
STUDY
see
less
that
if
we
tax
we
go
to
HOW
238
sleep
TO
each
That
old
efficacious
more
It is not
the
that
hours
and
evening,
them
in the
it is
in
or
stage
a
A
thus
of
their
exhausted
the
the
be
of the
that
is
it.
is external
be
here
One
than
stage.
at
early
be
can
stored
re-
more
during
use
hours.
we
of
prime
ner.
din-
an
occasionally
and
tive,
effec-
and
for
some
cause
disturbance.
visual.
stage
ease,
sleeplessness
consider
repair
evening
cells
working
may
in the
to
they
available
not
is often
nap
the
are
exhausted
after
nap
in
later
easier
comparative
problem
may
much
exhaustion,
remainder
avoiding
cells
catching
will
student
the
mid-day
a
short
with
the
evening
completely
By
energy
that
are
in
virtue
but
partially
reason,
midnight.
twelve,
is
is
midnight
mystic
they
the
of
significance
is any
as
it
the
this
For
the
entirely
are
sleep after
exhausted
nearly
so
than
there
of
cells
sleep before
before
early part
a
is the
that
teaching
MIND
the
before
day
depleted.
YOUR
USE
Although
trouble
may
the
of
The
erly
propways
of
ness
sleeplessance
disturbit is ordi-
STUDY
EFFECTIVE
that
narily thought
visual
disturbances
as
them,
and
eyes
The
them.
it is
moving
by
from
light
the
The
in
experience
ears,
in
the
to
to
tympanic
vibrations
continually
and
try
and
are
to
impress
should
is also
a
awakened
by
extreme
be
the
is
membrane
of
playing
over
In
air.
upon
nervous
the
themselves
common
a
cold.
ance
of disturb-
source
though
even
of
source
is
for
shut
whereby
avenues
it
be
one
reason,
sleep, and
arousing
break
this
upon
distraction.
sense
too, may
sleep;
all
a
temperature
distraction
The
as
frequently
are
wakeful
be
retina
the
to
light falling
For
bed-room
enter
may
by closing
fingers before
you
of
not
are
obtained
prove
light
eye-lids.
to
be
your
beam
a
is inclined
out
may
quite likely that
closed
who
you
eye-lids
may
lids transmit
awakened
your
as
no
less,
sensed, neverthe-
the
Sight
opaque.
through
your
of fact
closed,
are
eyes
be
can
matter
a
wholly
and
if the
239
we
are
always
asleep,
exposed
fact, stimuli
the
sense-organs
which
currents
of
boundaries
upon
are
the
sleep
brain.
HOW
240
this
For
reason,
untroubled
YOUH
USE
TO
MIND
who
one
sleep should
wishes
have
to
all
remove
possible
distractions.
But
wakefulness
within.
and
present
This
and
devices
have
something
brain
needs
been
This
advice
which
up
use
needed
leave
repairing
poetry.
in
before
is to
Read
or
Another
cold
water
a
the
of
as
mental
non-worrisome,
non-exciting
so
may
morning.
something
device
may
energy
and
the
mind
fill it with
tract.
caution,
body,
the
draw
retiring
in
eat
brain,
the
of
the
to
with
much
relieve
to
essay
is to
digestive
greatly fatigued
thoughts.
restful
One
taken
eating just
in
distractions
head
be
digestion
way
restful
the
been
has
Various
excites
to
in
one
One
brain
may
awake.
one
activity
suggested.
should
for
however,
ideas
light, just enough
the
tions
distrac-
by
suppression.
surplus blood,
from
caused
persist in keeping
very
away
distractions,
Troublesome
that
means
started
the
external
still be
may
from
be
from
apart
is
to
to
light,
story,
bathe
relieve
a
or
the
conges-
HOW
242
in the
later
sleep
USE
after
before, and
Before
in
regularity
Insomnia
and
and
time,
the
rising
forms
one
time
habit
function
important
Exercise.
Brain
"
all
get
is not
from
false
a
of
means
at
a
long
tain
cer-
that
if
easier
the
at
same
this
rhythmize
towards
step
true
feel
their
organism
of
they
dinarily
or-
should.
tious
conscien-
some
must
But
of
mental
needs
not
they
study.
conception
disembodied
do
exercise
the
who
students
human
tion.
excep-
made
workers
is this
Particularly
a
a
to
life.
efficient
time
To
is
no
by
arising
morning.
every
any
be
of
from
question
no
we
seems
get sleepy
may
process
the
Nature
is
there
sleep,
derived
be
treated
self to
as
brain.
of
sleep is
be
may
one's
habituating
The
All
sleep.
hours
easily
the
subject
to
not
more
affect
the
rhythmically
move
can
do
we
first two
the
benefit
the
note
sleep, for
and
leaving
should
MIND
stimuli
themselves
impress
the
YOUft
of the
hours
soundly
so
do
we
TO
not
this
notes
de-
action.
exercise.
spirit; he
take
must
Man
pay
EFFECTIVE
attention
the
to
will
exercise
this
in
in
such
is
seriously
If
gained
undertake
by
sporadic
of
important
all other
In
it
of
not
need
go
be
urged
participation
foot-ball.
as
a
structio
in-
exercises.
of
that
asmuch
In-
give
need
It
whether
the
foot-ball
player
his
actually impair
his
studies.
of
course
and
bodily
exercise,
Little
regular.
exercising.
regularity
phase
student.
we
upon
a
have
means
principle
as
not
concentrate
you
all
by
to
the
matter
that
leges
col-
by
opportunity
questioned
does
of
the
games
grilling
undergo
ability
be
to
grade
requirement
excessive
exhausting
strenuous
must
the
the
against
in
generally
only caution
the
spent
the
subject,
into
specifically
is that
by
institutions
as
Perhaps
and
work,
time
recognized
by
deed
In-
body.
higher
a
is
welcomed
be
should
in
This
gymnasium
the
that
universities
and
of
result
243
of
found
work.
mental
claims
be
it will
STUDY
Adopt
rhythmize
activity
as
is
the
this
well
phases.
concluding
our
discussion
of
physical
TO
HOW
244
for
hygiene
the
much
too
life of
value
student
the
is
the
chiefly
from
remote
have
A
student
is
and
an
well-rounded
the
receive
it is wrong
to
mental,
the
intellectual
must
exalt
recognize
than
nor
flesh
soul
is also
that
wise.
he
is
and
being,
social
a
We
that
and
to
the
good
stunt
develop
physical.
that,
things
helps flesh
more,
all
that
grant
Browning
helps soul.
to
being.
wrong
with
for
wisdom;
neglect
all
ours,
books
physical
it is also
and
something
life demands
the
relax
intellectual
expression.
but
the
Are
often
physical organism
a
phases
We
in
forget
not
than
more
ally.
occasion-
avocation
an
high
a
fatigued
forget
is
and
should
engage
must
something
He
or
to
up
rested
To
cises
exer-
centres
student
study.
hobby
a
brain
be
week-end
entire
an
It
become
the
and
intervals,
The
one.
keyed
to
Therefore,
at
trying
a
stress
relaxation.
centres
ought
cannot
we
of
organism
and
easily
MIND
higher
These
pitch.
YOUR
student,
the
a
keeps
USE
now,
STUDY
EFFECTIVE
AND
READINGS
Readings:
Patrick
(14)
Stiles
(18)
Swift
Exercise
prepare
With
1.
an
ideal
EXERCISE
I,
Chapters
and
(20)
help
day's
II
and
VII.
(19).
X.
Chapter
the
245
of
bill
a
of
book
fare
dietetics
on
for
a
student.
SUGGESTIONS
FOR
FURTHER
READING
Besides
the
educational
treated
1.
2.
especial
this
in
Mind,
Doran
Co.,
the
upon
and
books
following
Making
New
topics
the
York:
Most
of
George
H.
1915.
George
Easily,
general
book:
One's
Dearborn,
the
intimacy
John,
Adams,
in
texts
psychology,
with
bear
standard
How
V.,
Little,
Boston:
Learn
to
"
Brown
Co.,
1918.
3.
D.
4.
C.
Heath
"
Co.,
1910.
and
in
Effort
Mifflin
Houghton,
(ed.),
Conditions
Hall-Quest,
New
Boston:
Maurice
Macmillan
6.
Co.,
Boston:
1913.
Fulton,
Its
Think,
we
Interest
John,
Dewey,
Education,
5.
How
John,
Dewey,
York:
and
Co.,
Alfred
The
College
Life,
The
Problems,
1915.
L., Supervised
Macmillan
Study,
Co.,
247
1916.
7.
TO
HOW
248
C.
Herrick,
to
Co.,
9.
New
10.
York:
Boston:
to
Students
W.
B.
Teachers
Yard
"
How
B.,
Some
on
1899.
of
Men,
Co.,
1917.
Energies
Moffatt,
on
York.
New
The
John
Kerfoot,
to
Ideals,
William,
James,
Talks
and
Life's
Introduction
An
1915.
William,
Psychology,
MIND
Philadelphia:
Neurology,
James,
of
YOUR
Judson,
Saunders
8.
USE
Read,
to
Mifflin
Houghton,
"
Co.,
1916.
11.
Francis
Lockwood,
and
"
Heath
12.
His
College,
Co.,
John
Lowe,
(comp.),
man
Fresh-
Boston:
D.
C.
1913.
Books
Adams,
Boston:
The
The
Boston
and
Book
braries,
Li-
Co.,
1917.
13.
Frank
McMurry,
Boston:
How
M.,
Houghton,
Mifflin
Study,
to
"
Co.,
1909.
14.
Patrick
George
of
T.
Relaxation,
Mifflin
"
Co.,
W.,
The
Boston:
1916.
ogy
Psycholton,
Hough-
INDEX
Acquisition,
135,
vs.
tion,"
"construc-
Definition,
144,
159
Distractions,
mental,
Activity,
23
laws
Association,
of,
147,
128,
199,
examination,
in
Attention,
of,
in
jf, 132;
Dreams,
sleep, 239#
Drinking,
233
203
Ethical,
of distractions,
habit,
of, 127jf
of
72;
Bodily
activities,
distractions
114;
attention,
122,
124,
description
Brain,
tion,
recogni-
in
of,
50jf
tracts,
;
mentary
ele-
preparation
Exercise,
58;
51
of
definition
and
ideas, through
classification,
through
148;
Class
18,
room,
College,
ideas,
Fasting,
235
Fatigue,
124/, 200,
Food,
of,
202,
150#
in
;
232
224J?
137jf
178
Graphic
135,
144
214jf
dreaming,
Decision,
171
225
Horace,
methods,
measuring
160;
learning,
Habit,
for
defined,
forming,
in
184
166,
221,
reasoning,
57;
70jf;
of, 69;
222
151
143,
; of
maxims
64jf, 127;
of,
Day
226
20
study,
Cramming,
208,
pleasurable,
Fletcher,
Golf,
150
159
mands
difficulties, 17jf; de-
Constructive
basis,
155
Geometry,
of
neural
154;
expression,
167
Classification
for, 219^
unpleasant,
127
Clarification
213
242
Feelings,
Charlemagne,
of, 212,
purposes
tissue,
47Jf,
areas
importance,
Expression,
224
of, 43;
cells, 44;
properties
in
expression,
157
212;
37/
of
consequences,
Examinations,
Bibliographies,
attention,
241
Ennui,
lapses
in
203;
fluctuation
; resistance
122jF;
soning,
rea-
220
177jf;
121
83;
in
107;
104,
memory,
121
in
149
in
vantages
ad-
vantages
disading,
reason-
resisting fatigue
210/
251
INDEX
252
in
Ideas,
how
146|f;
reasoning,
clarify, 149;
to
fatigue,
203;
in
stimulus
of,
"rote"
law
action,
Idea-motor
of,
to
vs.
intention,
Mental
209
law,
115;
"logical," 105:
according
108
second
second
wind,
see
wind
156
denned,
Image,
76; kinds
of, Nervous,
46,
current,
77
58/;
in
164; system
pression,
exenergy,
of
161
Imagination,
76; made
205
images,
77; works
of, 78/; Neurone,
velop, Note-taking,
delabto
78/; how
lecture, 27; oratory,
sources,
tory,
audi79$"; visual,
38; reading,
33;
.
full
etc., 90
of,
guard avenues
essential, 86;
61jf ; clearness
Impression,
various
through
expression, 154,
Indenture,
175#
163
vs.
in
Intention,
Insomnia,
87;
senses,
memorizing,
Inspiration, 78, 222
Interest, defined, 170; sources,
of,173jf ;
171/; development
laws
of,
173jf,208
Judgment,
142
Kinesthetic
impressions,
87,
method,
18;
39Jf; a habit,
notebook,
Obscurity, in meaning,
Outlines, 30/
Overlearning, 92
Parker, Francis
W.,
Philology, 174#
Plateau, 183, 187;
for, 192
42
128
notes,
177
remedies
Pleasure,
in
interest, 171
Practice,
of, 184
of
recall, 112;
Problem
solving, 139,
Psalm
of
Public
162/
Lecture,
27$"; form
scanty,
108
Sleeplessness
see
of
vs.
curve
143
life, 105
speaking,
112;
embarrassment,
coming
over-
165jf
27#
Logical associations,
104,
reasoning,
Mediaeval
in
107,
orizing,
mem-
128;
in
170,
177,
179
Memory,
85;
vs.
importance
stages
of, 85;
Read,
how
108
to, 33jf
contrasted
Reason,
learning, 134jf
147
history,
Rathausmarkt,
in
study,
"
scious,"
uncon-
97/, 220; "whole"
works
"part,"
103;
solving, 139;
with
;
as
problem
stages,
purposive
thinking,
requirements
for,
and
habit, 151
Recall, 111/
Recognition,
113jf
rote
139/f;
139/F;
145jJ;
INDEX
Repetition,
of,
93#,
Sleeplessness,
distribution
91;
Stream
101
from
Review,
238
of
thought,
Suggestion,
110
Retention,
253
31$",
notes,
114,
120,
130
222
Synapse,
46
223
194,
and
Romeo
Juliet,
78
Theme
writing,
99/,
109,
166,
179
Schedule,
daily,
mental,
197?,
196;
of,
fatigue,
227,
"Unconscious"
learning,
memory
impression,
as
bodily,
Sleep,
sources
195;
206
Sensation,
in
24
physical,
wind,
Second
21,
external,
121;
202
236jf
8Qff;
122;
Will,
Writing,
160
209
a
form
of
expression,
see