_(e) The collecting of supports for leading thoughts._

Choosing some one of the princ.i.p.al thoughts, the children should have practice in finding the data that support it, and in presenting such data in good sequence and in an otherwise forceful manner.

_(f) Stating the leading thoughts in close sequence._

As one way of summarizing review lessons the children might enumerate the leading thoughts in close sequence, giving a careful wording for each in a full statement.

_4. As a preparation for the taking of notes._

Pupils in the higher grades having to consult reference books frequently, and to take notes also from discussions and lectures, should receive careful instruction in note-taking. As preparation for such work, the teacher might read to the cla.s.s, while the latter listen with the object of telling how many and what are the main points. Sometimes they might call "halt" as they realize that a turn is being made and another point is beginning. They should be reminded that the relationships of ideas, which are indicated by punctuation and paragraphing on the printed page, are revealed by a reader's or speaker's manner, as when he makes short pauses between sentences, or emphasizes an idea by voice or gesture, or allows his voice to fall at the end of some minor thought, or turns around, stops to get a drink, walks across the floor, or waits for applause at the close of one of his princ.i.p.al flights. Teacher and pupils might all take notes together, sometimes on princ.i.p.al points, sometimes only on the supporting data for one such point. Then the results might be compared, and the small amount of writing necessary might be discussed.

_B. The neglect of relatively unimportant facts or statements_

We have seen that the organization of ideas requires the recognition of some thoughts as central, and the grouping of various details about them. While it places peculiar emphasis on these controlling facts, it also recognizes details as an essential part of knowledge.

_Neglect as well as emphasis involved in relative values._

A question now arises about the relative values among these details.

While they are an essential part of knowledge, do they themselves vary indefinitely in worth? And while many deserve much attention, are there many others that may be slighted and even ignored?

The first part of this chapter has really dealt with the emphasis that is necessary for some ideas. But emphasis at one point suggests neglect at another point, for the two terms are correlative. Some persons would even a.s.sert that neglect is as important an element in proper study as emphasis, and that the two terms should be in equally good repute. This part of the chapter deals with the neglect that is due in proper study. It is, perhaps, a more difficult topic to treat than the preceding. Certainly many teachers are afraid to advise young people to neglect parts of their lessons, lest such suggestion might seem a direct recommendation to be careless.

_Why neglect is scarcely allowable in some subjects._

We have seen that, to a certain extent, the facts in the three R's and spelling have practically the same worth. All of the combinations of simple numbers must be mastered; likewise all the words in a well- selected list in spelling, etc. Since differences in value are wanting here, there is no occasion for slighting any part. Any neglect in such cases signifies an oversight or a mistake.

_Why neglect is necessary in most subjects._

But, as before, these subjects to some extent form an exception to the general rule. In most studies neglect of some parts is positively necessary.

It has been already shown that no exact number of facts needs to be brought together in order to make up any particular topic or study.

Besides those directly expressed in print, there are others immediately suggested; and the number of possible ideas bearing on a given matter is legion. Neglect, therefore, becomes not only necessary, but even prominent, as a factor in study. One might ask, "Are not all the statements in a valuable book that one happens to be reading worthy of careful consideration?" Not necessarily, by any means. The production of thought parallels the production of grain. An acre of ground, that yields thirty bushels or eighteen hundred pounds of wheat, may easily grow two whole tons of straw and chaff. These latter are absolutely necessary to the formation of the wheat kernel; yet the consumer usually has little use for them; he gets past them to the grain with the least possible delay, often throwing these other materials away.

Likewise, many things that are necessary in the production of thought are of little use to the consumer. For example, there are often introductory remarks that have lost their original significance; there are asides and pleasantries; there are careful transitions from one thought to another, to avoid abruptness; there are usually more or less irrelevant remarks due to the fact that even authors' minds wander now and then; and there are often some things that seemed important to the author which in no possible way can be of value to the reader.

For these reasons, some things are to be omitted, if possible, without being read, because they are worthless. Many details are unworthy of a second thought. Many other statements should be cast aside after having been carefully enough examined to make sure that they will not be further needed. Not only should some statements and paragraphs be slighted, but whole chapters as well. Similar practice is familiar to all in connection with conversations and discussions; and books are of the same nature as these, having the same faults, though perhaps to a less degree. What the student wants to carry away is valuable thought, with the details that vitally concern it; and the s.p.a.ce occupied by such thought and its supporting details, as in the case of the wheat, is small as compared with the s.p.a.ce occupied by the chaff that accompanies them. "Some books are to be tasted," says Bacon, "others to be swallowed, and some few to be chewed and digested; that is, some books are to be read only in part; others to be read, but not curiously [attentively]; and some few to be read wholly and with diligence and attention." [Footnote: Bacon's Essays, _Of Studies._] If he had added that very many books should not be read at all, he would have covered the field.

As a rule, therefore, it is a serious error for a student to distribute his time and energy somewhat equally over a lesson or a chapter or a book. There are times when he should advance rapidly and even skip, as well as other times when he should ponder carefully and review much.

_How safety and skill in neglect may be developed.

1. By proceeding from princ.i.p.al thoughts to details._

How can one become safe and skillful in this phase of study? The student must, of course, read or listen to statements largely in the order of the author's presentation; but two opposite courses of procedure are possible, and much depends upon the choice that is made between them.

On the one hand, one can proceed sentence by sentence, examining each statement carefully, looking up new words and references, supplementing, tracing the bearings on one's own life, and doing whatever else is necessary to a.s.similate each thought. The single sentences can be put together so as to reveal the thoughts of paragraphs; and the central ideas of paragraphs and chapters can likewise be brought together, so as to reveal the main thoughts of the work as a whole. Thus the general movement may be from the details to the larger features, and the controlling ideas may be the last to be reached.

The Bible is very commonly studied in this manner, the verses of a chapter and the chapters of a book being taken one by one in the order given and thoroughly mastered, and the outline of the whole being the last thing considered. Geography and history are also frequently studied in the same way.

On the other hand, while the reader is still obliged to follow the author's order, he may at the start be mainly on the outlook for the general trend of the thought, for the princ.i.p.al issues that are raised, with the princ.i.p.al answers that are offered; and, if the work is at all difficult, he may for the time pa.s.s over many obscure little matters, such as new words, strange references, and meaningless statements, in the sole quest for these larger elements. Then, having determined these tentatively, he can set to work to examine the details on which they depend, making the investigation as thorough as he wishes. Thus the general movement may be from the princ.i.p.al to the minor thoughts, and the details may be carefully considered last of all. In accordance with this plan we hear it recommended that the book of Job be read "at a sitting," or, in case one's spirit of devotion lacks that degree of endurance, at two or three sittings. Likewise, Gray's _Elegy_ might be read through without pause, even several times, before any part is studied in detail; so, also, the drama of _William Tell_; one act, and perhaps the whole of the drama, of _Julius Caesar;_ any one of Browning's shorter poems; and ordinary lessons or chapters in history and geography.

While these two courses may finally bring about the same result, the latter is much the more economical plan, for the following reason: The individual statements vary greatly in value, as we have seen, some requiring only slight attention, while others must be closely scrutinized. What determines their value is their relation to the leading ideas. The latter are the sole standards of worth, the sole guides, in discriminating among them. If, then, the student has not found out what the leading ideas are, what basis of selection has he?

How, then, is he to know what are the important details and what are the unimportant? What can he do, then, more than merely to distribute his energies somewhat equally and blindly over the various statements offered, until the princ.i.p.al thoughts come to light? Only after that will he be in a position to measure relative values and thus to deal with the details intelligently. The first plan, therefore, involves a great waste of time. For the same reason that it is economical to go sight-seeing with a guide, or at least to examine a guidebook before setting out, it is economical to determine the gist of the thought, the spirit and substance of the whole, before giving careful attention to the minor parts.

_2. By keeping the standard of values ever in mind._

The student must not only find the central idea as early as possible, but he must hold it with a firm grip. Both of these things require much tenacity of purpose. In following the order of an author's presentation, considerable detail may have to be traversed before the main thought begins to dawn in the student's mind, and temptations to forget about the main issue and to become absorbed in these details are ever present. It is on this account that teachers attending teachers' gatherings frequently fail to reach those topics for discussion that have been advertised; they even fail when printed reports are the avowed subject for conference. After having arrived at their destination with much sacrifice, they seem often to forget exactly what they came for, or to be diverted from it with surprising ease. However, they are not inferior to other adults in this respect.

Again, after having settled upon the main idea tentatively, one must _hold_ it with determination and _use_ it. Children often fail to hold a question in mind long enough to give a relevant answer. I once asked a fifth-year cla.s.s in history, "Who discovered America?" when almost immediately came the response, "Vespucci sailed along the coast of South America and named the whole country!" Or they hold it in mind a moment, and then confuse it with other things, or let it go entirely.

I asked the cla.s.s, "What is the color of the Indians?" and received an answer telling about their color and their clothing. At another time I inquired, "How long has it been since America was discovered?" One boy replied, "Two hundred and fifty years," remembering, I suppose, that that number had recently been used in cla.s.s. But the example in subtraction was solved on the blackboard before the cla.s.s, and the correct answer, 413, was obtained. Once more I said, "Four hundred and thirteen years since what?" All were silent for a moment, having quite forgotten the original question. Then came the reply, "Since--since--Columbus sailed the deep."

Such carelessness among children sometimes arouses the ire of teachers; but adults are little better. When a body of them meets for the discussion of a certain question, the probability is that, if the first speaker speaks directly to the point, the second will digress somewhat, the third will touch the subject only slightly, and the fourth will talk about a different matter. Many a discussion that has started off well leads to much excitement without any one's knowing definitely what the subject of dispute is. It is rarely the case that every page of a paper that is read before teachers bears plainly upon the subject announced.

Only in parliamentary discussions, where there is always a definite "question before the house," is it customary for partic.i.p.ants to remember the topic and stick to it. This happens then only because it is understood that any one may be "called to order" at any time, and for the sake of self-protection each person makes a special effort not to forget.

This exceptional caution must become habitual with the student if he is to study effectively. He must look for the princ.i.p.al thought until he finds it; and, having found it, he must _nurse_ it by recalling it every few minutes, while using it as a basis for determination of values.

_Rapid reading and its method among scholars._

That various rates of reading are desirable, even to the point of skipping over much matter, is indicated by the way in which some eminent men have studied. For instance, Joseph Cook in his _Hints for Home Reading_ remarks, "It is said that Carlyle reads on an average a dozen books a day. Of course he examines them chiefly with his fingers, and after long practice is able to find at once the jugular vein and carotid artery of any author." Likewise, "John Quincy Adams was said to have 'a carnivorous instinct for the jugular vein'

of an argument." [Footnote: Page 80.] "Rapid reading," says Koopman, [Footnote: Koopman, _The Mastery of Books_, p. 47.] "is the...

difficult art of skipping needless words and sentences. To recognize them as needless without reading them, is a feat that would be thought impossible, if scholars everywhere did not daily perform it. With the turning of a few leaves to pluck out the heart of a book's mystery--this is the high art of reading, the crowning proof that the reader has attained the mastery of books." The fact that the first and last parts of both paragraphs and chapters very often reveal their leading thought, is of course a great aid in such rapid reading.

_Is the spirit of induction here opposed?_

It is pertinent to ask whether this method of study does not oppose the spirit of induction. Men like Carlyle seem to ignore that spirit when they turn quickly to the central ideas or a book and, after reading these, cast the work aside. It should be remembered, however, that the minds of such men are so well stocked with information that most, and sometimes all, of the author's details may be unnecessary to them; they are already prepared for the generalization.

The ordinary student, proceeding more slowly, can also be on the watch at the start for the main issues, without offending against induction.

In so doing he is not necessarily attempting to master the abstractions first; he may be merely trying to find out what the main questions are, in order to supply himself with a guide.

Many an author states his princ.i.p.al problem near the beginning of his treatment, and then it is easy for the reader or listener to view all the details in its light. But when this is not the case, the student must go in quest of it in order to _get the setting_ for all the statements, rather than in order to a.s.similate it. He must see the whole in some perspective before he can study the parts intelligently.

The worth of specific purposes as discussed in pp. 31-60 is clearly seen in this connection.

_Relation of such neglect to thoroughness.

1. A common conception of thoroughness and its influence on practice._

It is of vital importance further to inquire what relation such neglect bears to thoroughness in study.

The answer depends upon the meaning attached to the word _thorough_.

We often hear it said that "Trifles make perfection, and perfection is no trifle"; also that "thoroughness has to do with details." Again, as a warning against carelessness in little matters, we are told that--

For the want of a nail the shoe was lost.

For the want of a shoe the horse was lost.

For the want of the horse the rider was lost.

For the want of the rider the battle was lost.

For the loss of the battle the kingdom was lost.