many of them do not know how, and many more will not try. The task,
therefore, falls mainly to the student himself.

As to the time of forming in mind these aims, the experimental
scientist necessarily posits some sort of hypothesis in advance of his
experiments; the eminent men before mentioned conceive the questions
that they hope to have answered, in advance of their reading. It is
natural that one should fix an aim before doing the work that is
necessary for its accomplishment. If these aims are to furnish the
motive for close attention and the basis for the selection and
organization of facts, they certainly ought to be determined upon
early. The earlier they come, too, the greater the likelihood of some
practical outcome in conduct; for the want of such an outcome is very
often due to their postponement.

On the other hand, the setting up of desirable ends requires mental
vigor, as well as a wide and well-controlled experience. Gibbon's
"solitary walk" (p. 31) Would hardly be a pleasure walk for most young
people, even if they had his rich fund of knowledge to draw upon.
While it is desirable, therefore, to determine early upon one's
purposes, young students will often find it impossible to do this. In
such cases they will have to begin studying without such aids. They
can at least keep a sharp lookout for suitable purposes, and can
gradually fix upon them as they proceed. In general it should be
remembered that the sooner good aims are selected, the sooner their
benefits will be enjoyed.



THE FITNESS OF CHILDREN IN THE ELEMENTARY SCHOOL TO SELECT SPECIFIC