How To Study and Teaching How To Study | Page 6

study in general; for different subjects cannot vary greatly
when it comes to the general method of their attack. An analysis,
therefore, which reveals the principal factors in this study is likely to
bring to light the main factors of study in general.
1. The finding of specific purposes, as one factor in study
If the search for the cause of yellow fever were traced more fully, one
striking feature discovered would be the fact that the investigation was
never aimless. The need of unraveling the mystery was often very
pressing, for we have had three great epidemics of yellow fever in our
own country since 1790, and scientists have been eager to apply
themselves to the problem. Yet a specific purpose, in the form of a
definite hypothesis of some sort, was felt to be necessary before the
study could proceed intelligently.
Thus, during the epidemic of 1793, the contagiousness of the disease
was debated. Then the theory of "fomites" arose, and underwent
investigation. Finally, the spread of the disease through the mosquito
was proposed for the solution. And while books of reference were
examined and new observations were collected in great number, such

work was not undertaken by the investigators primarily for the sake of
increasing their general knowledge, but with reference to the particular
issue at hand.
The important question now is, Is this, in general, the way in which the
ordinary student should work? Of course, he is much less mature than
the scientist, and the results that he achieves may have no social value,
in comparison. Yet, should his method be the same? At least, should
his study likewise be under the guidance of specific purposes, so that
these would direct and limit his reading, observation, and independent
thinking? Or would that be too narrow, indeed, exactly the wrong way?
And, instead of limiting himself to a collection of such facts as help to
answer the few problems that he might be able to set up, should he be
unmindful of particular problems? Should he rather be a collector of
facts at large, endeavoring to develop an interest in whatever is true,
simply because it is true? Here are two quite different methods of study
suggested. Probably the latter is by far the more common one among
immature students. Yet the former is the one that, in the main, will be
advocated in this book as a factor of serious study.
2. The supplementing of thought as a second factor in study.
Dr. Reed in this case went far beyond the discoveries of previous
investigators. Not only did he conceive new tests for old hypotheses,
but he posited new hypotheses, as well as collected the data that would
prove or disprove them. Thus, while he no doubt made much use of
previous facts, he went far beyond that and succeeded in enlarging the
confines of knowledge. That is a task that can be accomplished only by
the most mature and gifted of men.
The ordinary scholar must also be a collector of facts. But he must be
content to be a receiver rather than a contributor of knowledge; that is,
he must occupy himself mainly with the ideas of other persons, as
presented in books or lectures or conversation. Even when he takes up
the study of nature, or any other field, at first hand, he is generally
under the guidance of a teacher or some text.
Now, how much, if anything, must he add to what is directly presented

to him by others? To what extent must he be a producer in that sense?
Are authors, at the best, capable only of suggesting their thought,
leaving much that is incomplete and even hidden from view? And must
the student do much supplementing, even much digging, or severe
thinking of his own, in order to get at their meaning? Or, do authors--at
least the greatest of them--say most, or all, that they wish, and make
their meaning plain? And is it, accordingly, the duty of the student
merely to follow their presentation without enlarging upon it greatly?
The view will hereafter be maintained that any good author leaves
much of such work for the student to do. Any poor author certainly
leaves much more.
3. The organization of facts collected, as a third factor in study.
The scientist would easily lose his way among the many facts that he
gathers for examination, did he not carefully select and bring them into
order. He arranges them in groups according to their relations,
recognizing a few as having supreme importance, subordinating many
others to these, and casting aside many more because of their
insignificance. This all constitutes a large part of his study.
What duty has the less mature student in regard to organization?
Should the statements that he