assuming that children have some power to study, what definite
instruction can teachers give to them in regard to any one or all of
these factors?

Can it be that, on account of their youth, no direct instruction about
method of study would be advisable, that teachers should set a good
example of study by their treatment of lessons in class, and rely only
upon the imitative tendency of children for some effect on their
habits of work? Or should extensive instruction be imparted to them,
as well as to adults, on this subject?

The leading problems in study that have been mentioned will be
successively discussed in the chapters following. These two questions,
however, Can children study? and If so, how can they be taught to do
it? will not be treated in chapters separate from the others. Each
will be dealt with in connection with the above factors, their
consideration immediately following the discussion of each of those
factors. While the proper method of study for adults will lead, much
emphasis will fall, throughout, upon suggestions for teaching children
how to study.

_Some limitations of the term study_

The nature of study cannot be known in full until the character of its
component parts has been clearly shown. Yet a working definition of
the term and some further limitations of it may be in place here.

Study, in general, is the work that is necessary in the assimilation
of ideas. Much of this work consists in thinking. But study is not
synonymous with thinking, for it also includes other activities, as