it by accustoming pupils to dependence upon her. Here is one of the
reasons why young people have not been learning to study properly by
themselves.

_2. Some of the factors of study have also been overlooked by
teachers.
(1) Examples._

A second reason is that some of the factors of study themselves have
long been neglected or overlooked by teachers, as was stated in a
general way in Chapter I. It is not customary, for example, for
teachers to set up specific objects in their instruction, which shall
furnish motive and be guides in study. Indeed, it is rare except among
some primary teachers. While the supplementing of text is somewhat
common in some subjects, such as literature, any clear notion as to
what should be understood by thoroughness is rare indeed; and
consequently the whole matter of relative values and of organization
is poorly comprehended. Children, and even older students, are not
infrequently reprimanded for presuming to judge the merits of subject-
matter, a fact that plainly indicates how little the importance of
passing on the general worth of ideas is appreciated. Manual training
and a few kindred branches recognize the actual using of ideas as
their endpoint; but no one will assert that they are regarded as types
of other subjects in that respect. Any one will admit that special
provision for the development of a tentative attitude toward facts is
very exceptional; and students are so commonly submerged by their
studies, that there is hardly need to affirm that conscious provision
for the preservation and development of individuality is rare.
Memorizing is the only universally recognized factor in study; and the
supplementing of the author ranks next to it. Whether, aside from