mentioned, which have been very recently published. In the main, the
thoughts on this general subject that have got into print have found
expression merely as incidents in the treatment of other themes--coming,
strange to say, largely from men outside the teaching profession--and
are contained in scattered and forgotten sources.

Thus it is evident not only that children and teachers are little
acquainted with proper methods of study, but that even sources of
information on the subject are strangely lacking.

The seriousness of such neglect is not to be overestimated. Wrong
methods of study, involving much unnecessary friction, prevent
enjoyment of school. This want of enjoyment results in much dawdling
of time, a meager quantity of knowledge, and a desire to quit school
at the first opportunity. The girl who adopted the muscular method of
learning history was reasonably bright. But she had to study very
"hard"; the results achieved in the way of marks often brought tears;
and, although she attended the high school several years, she never
finished the course. It should not be forgotten that most of those who
stop school in the elementary grades leave simply because they want
to, not because they must.

Want of enjoyment of school is likely to result, further, in distaste
for intellectual employment in general. Yet we know that any person
who amounts to much must do considerable thinking, and must even take
pleasure in it. Bad methods of study, therefore, easily become a
serious factor in adult life, acting as a great barrier to one's
growth and general usefulness.