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    How to Study
    How to Study
    How to Study
    Ebook84 pages1 hour

    How to Study

    By George Fillmore Swain

    ()

    Read preview
    LanguageEnglish
    PublisherArchive Classics
    Release dateNov 27, 2013
    How to Study

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      Book preview

      How to Study - George Fillmore Swain

      The Project Gutenberg EBook of How to Study, by George Fillmore Swain

      This eBook is for the use of anyone anywhere at no cost and with

      almost no restrictions whatsoever. You may copy it, give it away or

      re-use it under the terms of the Project Gutenberg License included

      with this eBook or online at www.gutenberg.net

      Title: How to Study

      Author: George Fillmore Swain

      Release Date: October 21, 2009 [EBook #30309]

      Language: English

      *** START OF THIS PROJECT GUTENBERG EBOOK HOW TO STUDY ***

      Produced by Al Haines

      HOW TO STUDY

      BY

      GEORGE FILLMORE SWAIN, LL. D.

      GORDON MCKAY PROFESSOR OF CIVIL ENGINEERING IN HARVARD

      UNIVERSITY; PAST-PRESIDENT, AM. SOC. C. E.; FORMERLY

      CHAIRMAN OF THE BOSTON TRANSIT COMMISSION;

      CONSULTING ENGINEER

      FIRST EDITION

      FOURTEENTH IMPRESSION

      TOTAL ISSUE, 45,000

      McGRAW-HILL BOOK COMPANY, INC.

      NEW YORK: 370 SEVENTH AVENUE

      LONDON: 6 & 8 BOUVERIE ST., E. C. 4

      1917

      COPYRIGHT, 1917, BY THE

      McGRAW-HILL BOOK COMPANY, INC.

      PRINTED IN THE UNITED STATES OF AMERICA

      PREFACE

      The present paper has been suggested by a long experience in teaching, in which the writer has been continually surprised at the ignorance manifested by students in the higher classes of our technical schools and universities, or graduates from such schools, with reference to proper methods of study. If his experience is a reliable guide, & large majority of the graduates from such schools, as well as some teachers in them, have not acquired proper habits and methods of study, and have devoted little or no attention to the consideration of the subject, vital though it is.

      It is undoubtedly true that training in the proper habits and methods of study should be inculcated by each individual teacher in the course of his work, and exemplified by the occurrences in his class room. The individual teacher can do much in this direction, and indeed the writer may say that probably the most important part of his instruction during the past thirty-five years has been teaching his students how to study and how to think logically, by constant reiteration of principles in the class room and by making any failure on the part of a student the occasion for pointing out how such failure arose from improper methods of study or reasoning.

      Nevertheless, it has seemed to the writer desirable to formulate, in a brief but simple manner, certain fundamental principles which he has been in the habit of pointing out in the class room, and that such a statement might perhaps be found useful with students of any grade as a set subject of study in itself, occupying one or more lessons. With this object in view, the present paper has been written, and it is hoped that it will prove useful to teachers as well as to students, suggesting to the former directions in which they may seek to discover defects in their students and in which they may urge improvement. Most students desire to learn but do not know how. A student will frequently answer a question correctly, perhaps in the words of the book, but upon further probing the teacher will very likely find that he fails entirely to understand what he is talking about. The teacher should seek to discover if such is the case and should, if practicable, point out the cause of the trouble.

      The writer believes that if the students in our colleges will read this paper carefully and thoughtfully, and will endeavor to follow its precepts, they will derive some benefit. If such proves to be the case, and if this paper affords help in enabling students to save time and to study more understandingly, the aim of the writer will have been accomplished.

      CONTENTS

      PAGE

      PREFACE . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

      INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . 1

      I. THE PROPER MENTAL ATTITUDE . . . . . . . . . . . . . . . 6

      (a) Distinction between reading and understanding . . . . 8

      (b) Distinction between facts, opinions, and logical

      conclusions . . . . . . . . . . . . . . . . . . . 9

      (c) Importance of the questioning habit . . . . . . . . . 11

      (d) Inquiring into methods of ascertaining facts . . . . 14

      (e) Studying evidence of reliability of a writer . . . . 15

      (f) Importance of caution . . . . . . . . . . . . . . . . 18

      (g) Importance of the scientific attitude of mind . . . . 19

      (h) Intellectual modesty . . . . . . . . . . . . . . . . 19

      (i) Wisdom rather than knowledge the aim . . . . . . . . 21

      II. STUDYING UNDERSTANDINGLY . . . . . . . . . . . . . . . . 22

      (a) Importance of definite ideas . . . . . . . . . . . . 24

      (1) Use of the dictionary . . . . . . . . . . . . . 25

      (2)

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