moment you have a definite aim, attention is quickened, the mother of
memory, and all that you acquire groups and arranges itself in an
order that is lucid, because everywhere and always it is in
intelligent relation to a central object of constant and growing
interest." [Footnote: Lowell, Books and Libraries.] If eminent
scholars thus value and actually make use of concrete purposes,
certainly immature students, whose attention is much less "trained,"
can follow their example with profit.

Life in general, as well as study, requires motive power. Energy to do
many kinds of things is so important that one's worth depends as much
upon it as upon knowledge. Indeed, if there must be some lack in one
of these two, it were probably better that it be in knowledge.

A deep many-sided interest is a key also to this broader kind of
energy. Yet how often is such interest lacking! This lack of interest
is seen among high-school students in the selection of subjects for
commencement essays; good subjects are difficult to find because
interests are so rare. It is seen among college students in their
choice of elective courses; for they often seem to have no strong
interest beyond that of avoiding hard work. It is seen in many college
graduates who are roundly developed only in the sense that they are
about equally indifferent toward all things. And, finally, it is seen
in the great number of men and women who, without ambition, drift
aimlessly through life. Well-chosen specific purposes will help
materially to remedy these evils, for there is no dividing line
between good study-purposes and good life-purposes. The first must
continually merge into the second; and the interest aroused by the
former, with its consequent energy, gives assurance of interested and
energetic pursuance of the latter.