The Kenosha telegraph. [volume] (Kenosha, Wis.) 1860-1888, 1876-06-22
HOW TO STUDY.

anu tue unsuccessful. InlS iaSL Glass IHay |
be subdivided into the lazy, really-stu-
pid, and supposed to. be-stupid.
The lazy are the earnest teachers thorn
In the flesh. AS a class, however, they |
may be to him means Of grace by lead
ing him often TO exclain, "wno is suffi- I
cient for these things" The really-stu-
pid include much smaller number than
is usually supposed, and call forth tie
true teachers most hearty sympathy and
earnest efforts. But by far the larger
part o. the unsuccessful belong TO Meth
or OF these classes. They cannot be call,
ed lazy, for they are always buy and
often appear oyer-worked. Their c)un-
tenances express anxiety and unrest.
They never have time for an extra duty,
or an extra enjoyment indeed all enjoy
ments seem to them extra. Neither are
they stupid, although they are often
called so. They simply do not know how
to study. Though false reasoning upon
the subject, they have reached false con
cluslons; therefore their earnest efforts
are unsolicited and result in failure
Perhaps no idea proves more fatal to
goo4 scholarship han that of placing an
undue estimate upon time, as an element
u
fling those who have fallen into this
Ike, that this article IS written. A
student Of this class, anxious to succeed,
appoints his time with the greatest pre-
cision. His study-hours include the
greater part Of his day, too often absorb
ing the time that should be given to
healthful recreation. He is indeed for
tunate, If an enlightened conscience pre-
vents his encroachlng upon the needed
hours of sleep.
An unfortunate recitation, q failing to
under tand the topic discussed In the
class room, SETS him to planning how he
can secure more time for preparation,
rather than how he can make the time
already devoted to study more available.
"PUring over books" is TO him no mean
ingless phrase. He often literally WASTES
the midnight oil, and at the same time
vast his strength, both physical and
mental But, In spite of his added zeal,
he is still unfortunate, and, at last, dis
couraged, pronOunces himself the Ounce
of mis- class, and stoically accepts the ST.
uatlon, or, too proud t. endure this NOR
LITIGATION, leaves school.
Such student needs to know that it
is not more time for study that will help
him out of his difficulty, but better
methods Of studying; for too many study
hours, as we'll as too few may prove fatal
to good scholarship. He needs there
fore to improve the quality rather than
increase the quantity of his preparation.
An hour OF time, used for any purpose
like dollar of money, is only worth
what it will bring in exchange. The
value of an hour of rest depends upon
the power Of the mind to throw off care,
in oteer words, the actual rest obtained.
The value of al hour of business depends
not upon the number of things attempt"
ed. but upon the actual amount of bus
mess accomplished. The value of ar
hour of prayer depends, not upon the
necessities ard agonies which press cp0r
the number Of words uttered, nor upon the
petitioner, but upon the fullness of the
answer, which is the true measure of its
sincerity So the value OF an hour Of
study depends. upon the amount really
learned and the discipline really gained
And as hours OF rest, hours of business
a8d hours of prayer may be valueless, SC
hours of study may only stand for time
lost.
e
books, and not the time we spend over
our books, that determines our progress
And he, who devotes two hours to tie
accomplishment of mental task, when
by putting his mind under whip and
spur, he might better have done tht
work in one, has not only wasted an hour
but has really lessened the value Of al
his time; for he has weakened rat hel
than strengthened bis mental power, anC
made it difficult for him to do to-mor
row the work which he might have
done to-day.
We often declude ourselves by ;
wrong use OF terms. A closer adher
ence to the dictionary use of word
wonld prove heaIthful tonic. We say
Il have studied an hour upon this lesson
But what is it to study? Webster tell
US ste fix the mind closely upon a. sub
ject." How many things have W.
thought Of during this hour besides thi
lesson? How many time have We lock
ed out of the window and noted tn
passing clouds and the passers-by
Even now, we can recall the names o
many of our friends, and can tell how
they were dressed. We remember tina
Mr.. A. was walking with Miss B-tha
he carried her books, and that her blu'
vail was bewitching Then how many
times during the hour has our attention
been withdrawn from our lesson by tn
sounds we have heard? A bird sang
How we reioiced! We thought, th'
robins have come-that means spring
and leaves on the trees, and flowers IL
the woods. Then the car whistle sound
ed-we wondered if we should have {
letter from home. The very thought o
home called up the faces of father
mother, and all the dear ones. 1t was q
pleasant picture, but what of the lesson
The truth is, we have not studied ar
hOur. for rya no M not GfiYod Our mind