school. Parents who supervise their children's studies, or who
otherwise know about their habits of work, observe the same fact with
sorrow. It is at least refreshing to find one matter, in the much-
disputed field of education, on which teachers and parents are well
agreed.

How about the methods of study among teachers themselves? Unless they
have learned to study properly, young people cannot, of course, be
expected to acquire proper habits from them. _Method of study among
teachers._ The most enlightening single experience I have ever had
on this question came several years ago in connection with a series of
lectures on Primary Education. A course of such lectures had been
arranged for me without my full knowledge, and I was unexpectedly
called upon to begin it before a class of some seventy-five teachers.
It was necessary to commence speaking without having definitely
determined my first point. I had, however, a few notes which I was
attempting to decipher and arrange, while talking as best I could,
when I became conscious of a slight clatter from all parts of the
room. On looking up I found that the noise came from the pencils of my
audience, and they were writing down my first pointless remarks.
Evidently discrimination in values was not in their program. They call
to mind a certain theological student who had been very unsuccessful
in taking notes from lectures. In order to prepare himself, he spent
one entire summer studying stenography. Even after that, however, he
was unsuccessful, because he could not write quite fast enough to take
down _all_ that was said.

Even more mature students often reveal very meager knowledge of
methods of study. I once had a class of some thirty persons, most of
whom were men twenty-five to thirty-five years of age, who were