such instructions and that to secure such a daily preparation is
impossible; in answer to which it must be admitted that merely a
perfunctory talk on methods of preparation will accomplish little. If
the instruction just suggested is to bear fruit, the teacher must take
pains to see that it is followed. Carefully to prepare his lesson
according to a definite plan must become a _habit_ with the student.
Facility, accuracy, and thoroughness are impossible otherwise. Haphazard
methods are wasteful of time and unproductive of results. The teacher
can afford to emphasize method during the first few weeks of the course.
The time thus spent in assisting the pupil to develop definite habits of
study will pay rich dividends for the remainder of the student's life.
Daily inquiry as to the method of study pursued, frequent examination of
the student's notes, questions on the important dates selected, the
books used for preparation, new words discovered, and so on, will keep
the importance of the plan before the class and do much to foster the
habit of systematic preparation.


_The question of note-taking_

On the question of notebook work, there will always be a considerable
difference of opinion. It is much easier to state what notebook work
should not be than to outline precisely how it should be conducted.
Certainly it should not be overdone. It should not be an exercise
usurping time disproportionate to its value. It should not be required
primarily for exhibition purposes, although such notes as are kept
should be kept neatly and spelled correctly.

Students should be encouraged to keep their envelope of note paper
always at hand during recitation and while reading. The habit of jotting