muscular method of learning history; the second, the memoriter method
of reasoning in mathematics. I have never been able to imagine how the
boy, in the third case, went about his task; hence, I can suggest no
name for his method.

While these methods of study are ridiculous, I am not at all sure that
they are in a high degree exceptional.

_Collective examples of study_

The most extensive investigation of this subject has been made by Dr.
Lida B. Earhart,[Footnote: _Systematic Study in the Elementary
Schools._ A popular form of this thesis, entitled _Teaching Children
to Study_, is published in the Riverside Educational Monographs.] and
the facts that she has collected reveal a woeful ignorance of the
whole subject of study.

Among other tests, she assigned to eleven- and twelve-year-old
children a short selection from a text-book in geography, with the
following directions: "Here is a lesson from a book such as you use in
class. Do whatever you think you ought to do in studying this lesson
thoroughly, and then tell (write down) the different things you have
done in studying it. Do not write anything else." [Footnote:
_Ibid._, Chapter 4.]

Out of 842 children who took this test, only fourteen really found, or
stated that they had found, the subject of the lesson. Two others said
that they _would_ find it. Eighty-eight really found, or stated that
they had found, the most important parts of the lesson; twenty-one
others, that they _would_ find them. Four verified the statements in