to write down in their
books just what the problem for study is. Warn them never to begin study
without definitely knowing the aim--if they don't know it, make them
realize that the first thing to do is to find out the purpose by asking
some one else. Better no study at all than aimless or misdirected
activity, because of lack of purpose.

No study worthy of the name can be carried on without interest. The
child who studies well must be brought to realize this. The value of
interest can be brought home to him by having him compare the work he
does, the time he spends, and how he feels when studying something in
which he has a vital interest with the results when the topic is
uninteresting. Of course, as will be pointed out later, much of the
gaining of interest lies in the hands of the teacher necessarily, but if
the child realizes the need of it in efficient study, some
responsibility will rest on him to find an interest if it is not already
there. No matter how expert the teacher may be, because of individual
differences no problem will be equally interesting to all pupils in
itself, and no incentive will have an equal appeal to all children.
Therefore children should be taught to find interest for themselves.
Certain devices can be suggested, such as working with another child and
competing with him, "making believe" in study, and finding some
connection with something in which he is interested, working against his
own score, and the like.

Not only do the demands of economy require that the topic of study
receive concentrated attention, but the results themselves are better
when such is the case. Half an hour of concentrated work gives much
better results than an hour of study with scattered attention. An hour
spent when half an hour would do is thus not only wasteful of time, but
is productive of poorer results and bad habits of study as well.
Children need to be taught this from the beginning. Much time is wasted
even by mature university students when they suppose themselves to be
studying. Children can be taught to ignore distractions--to train
themselves to keep their eyes on the book, despite the fact that the
door is opened, or a seat mate is looking for a book. They should be
encouraged to set themselves time limits in various subjects and adhere
to them. It is economical to follow a regular schedule in study--either
in the school or at home. Let each child make out his study schedule and
keep to it. Teac