audible sound should be a subject, a real grammatical subject. "What was the reason why the new learning made such rapid advance in the reign of Henry VII?" asks the instructor.

wise student does not begin Why-y-y-a, because-a-a

The

He waits long enough to find a noun or a noun-phrase to begin a sentence. Sentences do not begin with because. "The accession of Henry VII put an end to the civil wars between York and Lancaster." Or, "Caxton's press at Westminster began to issue editions of famous books." Or, "Erasmus, the great Dutch humanist, came to Oxford, and English scholars associated with him began to spread the new learning." Any such beginning may prove to be a false lead, but at least it is a lead. It affirms something. It ends with a firm falling inflection; not with the upward turn of the voice that signifies "Is that right? Is that what you want me to say?"

mar-school teacher.

The third step: a grammatical predicate. - When a question calls for a definition, the answer should always have for its subject the subject of the question; and for its predicate complement a noun modified by an appropriate defining phrase or clause. "What is a resignation?" asks the gram"Why, it's when a man gives up his job," answers the boy. No wonder that when he goes to college he defines terms with the slipshod phrase "it's when or "it's where." After the copulative verb is in a definition there is but one part of speech that is permissible signifying the genus or class to which the subject belongs. "The Renaissance was that revival of ancient art and learning which," or “that new spirit in human thought which," etc. The qualifying clause may be inaccurate, but if the noun-phrase which begins the predicate is well chosen, the definition is at least half right.

- a noun,

The recitation an opportunity for self-improvement. — This matter of definition as a branch of exposition will be further discussed in a later chapter. Here it is sufficient to remark that the recitation is really an enlarged definition, and

on the

that it should call forth the best powers of the student in using language to convey precise shades of thought. The moment that one gets into the habit of regarding the recitation as a mere test, the instructor's means of "getting a line' pupil in order to give him a grade, all its cultural value disappears. What the instructor wishes is not a hint, a clew, a sort of countersign, or password, that will show him that the pupil has studied the lesson; but a proof that the lesson has been mastered, understood, judged, and put to use.

Our chief difficulty in learning to speak well in public arises from insufficient opportunities for informal practice of formal speech. The great bulk of our use of spoken language is conversation, with its limited range of words, ideas, and sentence forms. To explain in orderly, systematic fashion a point in history or economics or science before a critical public audience is a difficult thing. The ordinary man has to attempt it at somewhat rare intervals, weeks or months apart, and wishes to do it well when he does it at all. Daily recitation may be regarded as an unparalleled opportunity to use our full vocabulary, our full powers of clear and forcible speech, upon subjects seldom touched in conversation; and thus to develop in the classroom powers that are to be used in the world. The freshman who looks upon the recitation as such an opportunity in public speaking, and does not disdain to use in it his most accurate words and most workmanlike sentences, may brave at first the amusement of his lazy friends, but he will be winning an education. This does not mean wordiness, or affectation. It means answering precisely what is asked, not more nor less, in as few words as will really make a clear and complete reply.

CHAPTER VII

THE USE OF A REFERENCE LIBRARY

The true university of these days is a collection of books. -CARLYLE.

"KNOWLEDGE is of two kinds," said Samuel Johnson. "We know a subject ourselves, or we know where we can find information about it." About two-thirds of a college student's work is book work. Supplementary reading is required in most courses and recommended in nearly all. For required reading a definite list of books is specified by title, volume, and page. Since these are usually reserved on special shelves or tables, the student's task is not unlike that of textbook study, already considered. In preparation for any larger piece of work, however, such as a historical essay, a debate, a report on a special topic in any course, one must find one's own references. To the use of a reference library for investigation of particular subjects this chapter is devoted. While some points here discussed may not be much used by freshmen, their importance will appear in later college years.

The golden rule in the library. - In the first place, a college student should inform himself at once of the particular rules of the library which he is to use. Ignorance of library rules can cause nearly as much inconvenience to other readers and to librarians as deliberate violation. Every library has two cardinal rules, that no loud talking shall be permitted, and that no book shall be taken from the room without being charged at the desk. Most libraries which have the “open shelf" system, permitting readers free access to the books, prohibit the replacing of books on shelves by readers. The ground of this rule is of course that a book misplaced is for the time

a book lost.

Books left on the tables will be replaced by the library attendants. Convenience requires also that books shall not be left in a part of the room distant from the shelves on which they belong. Common decency requires that books which are known to be in special demand for class work shall not be monopolized by individuals, or secreted for future use, or drawn from the library on circulation cards even though not reserved. The Golden Rule governs all debatable questions of library propriety. Even a few lessons in the etiquette of golf would mend the manners of some library users.

On this basis of thoughtful courtesy the student enters the library as he enters his home; not as one pushes his way into a department store on bargain day. Here among the silent, waiting books, good manners should prevail. A sense of possession may be a selfish or a noble feeling. This library is mine, to get what I can or must out of it, without regard to the rights of others, thinks one student when he comes bustling in, with bang and slam and noisy mirth. It is mine, thinks another who loves books, because I am a citizen of the republic of letters; I have entered into the inheritance; I have won the franchise of the truth, the license to learn, the right to read. Bewildering liberty lures him through these halls, where wisdom waits. His mind is burdened with the weight of choosing. He is likely to wander from shelf to shelf, scanning titles, and fearing to miss the very thing he should be seeking. Thus the spirit in which one begins his career in a library has much to do with academic success. First impressions are potent. The one man is misled at the start by his own too narrow vision, the other by his too broad imagination. A library is more complex and awe-inspiring than the one conceives, and less baffling than the other fears. It has locked treasures which the one will never find, and keys which the other may have for the asking.

He that seeketh findeth. - Keys, nevertheless, there must be. A library that is immune from labor is yet to be discovered. A reading room is not a proper rest for the weary, though in a

The

public library on a winter day one might well think so. freshman's symbol, a large ?, must serve him here for stimulus and guide. How shall one use a library to answer one's questions? And more pertinent still, how shall one use it to suggest new questions, and their answers? By the use of (1) general reference books, such as encyclopedias and dictionaries; (2) card catalogues and bibliographical guides that give one the clew to material in other books and in periodicals; (3) the books and periodicals themselves. These are the keys. One may answer many simple questions with the first key, the general reference books. For any serious comparative study of a subject these will not suffice. The second key must be used, the catalogues, guides, and bibliographies of all sorts, which show us where to look for things. The third step is then, of course, to find, to select, and to study the books themselves.

General reference books. - The first thing to look for in a library is the department of general reference. The location of the encyclopedia shelves, the dictionary stand, and the atlases should be so accurately known that one could find them in the dark. They are usually near together. Certain other valuable works of general reference, however, covering particular branches of learning, are likely to be shelved elsewhere, and it is particularly important that the freshman should know where to find these and what they are good for.

Dictionaries. There are four English dictionaries that the college student will use. Their practical usefulness, not necessarily their absolute value, is indicated by their order in the following list:

1. The New International Dictionary (the latest revision of the authorized Webster, 1909).

2. The Standard Dictionary (1913).

3. The Century Dictionary and Cyclopedia (with supplement, twelve volumes, 1911).

4. A New English Dictionary (Murray's; not yet complete ; 1888-).