are assigned in his lessons. If he pays little attention to a full
half of any school text that possesses literary merit, he will
probably not be far in the wrong. For perspective is essential in all
presentation of thought, and there are usually as many things in the
background, necessary and yet to be ignored, as there are in the
foreground.

Besides reducing the amount of matter to be studied, proper method of
studying will further relieve both teacher and pupil from overwork by
eliminating much friction in the process of study. The want of axle
grease on a wagon does not increase the actual weight of a ton of
coal, but it makes the pulling a lot harder; likewise, awkward methods
of study do not increase the curriculum in fact, but they do in
effect, by making progress slower and more taxing. There are hosts of
young people who are willing and are trying to be studious, who do not
know how. They, as well as the lazy ones, have to be dragged along by
their teachers, and it is this dragging more than the thinking that
exhausts them all. It is the discouragement resulting from this
condition that drives many pupils out of school and many teachers into
matrimony. While numerous things compete with it as a source of waste
in education, unnecessary friction in method of study is probably the
greatest source of waste; and it is as foolish to ignore the fact
longer as it would be for a manufacturer to refuse to oil and repair
his machinery.

There is no question, therefore, about the advisability of taking time
to teach proper method of study. In spite of helpful reductions in the
curriculum from other sources, we must look to proper method of study
as the principal means by which work for both the teacher and the
pupil will be made lighter, more effective, and more enjoyable.