The writer's experience in the observation of recitations with
graduate students has often illustrated this fact. Not seldom a
recitation has been observed that has apparently pleased most of the
observers, but that has produced only an uncomfortable feeling on his
part. At the close of the recitation he had no more definite ideas
about its merits than his students; but he was conscious of this
feeling of discomfort produced, and knew that if he followed it up he
would probably arrive at some important thoughts. Occasionally his
main points in an extended discussion of a recitation have been
reached in this way. Usually he has found afterward that his students
have had the same feeling as he; but they were scarcely conscious of
the fact, and, even if conscious, they failed to realize its worth as
a source of suggestion.

Thus vague premonitions furnish the clew to much of the best thought.
Very often one of the chief differences between a thinker and one who
cannot think lies in the attention given to premonitory feelings of
pleasure, discomfort, doubt, suspicion, etc.; the latter ignores such,
while the former, when he lacks clear ideas, or all ideas, even shakes
himself to discover how he feels, and patiently labors to define his
feelings and trace them to their source.

_(4) How confidence in the value of one's past may be developed._

But how dependent such study is upon self-confidence! Unless we have
faith in the richness of our own experience, and belief that a careful
inspection of it will be rewarded, we lack the courage and patience
necessary for success.

How can such confidence be cultivated? Mainly by cultivating the habit