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.  Teach children that the best work is done when they are calm and steady.  That either excitement or worry is a hindrance.  Therefore they should avoid doing their studying under those conditions, and should do all they can to remove such conditions.  Training children to do their best and then not to worry would not only improve the health of many upper grammar grade and high school children, but would also improve their work.

Study requires a certain critical attitude, a checking up of results against the problem set.  In order to be efficient in study a child should know when he has reached the solution, when the means have been adapted to the end, when he has reached the goal.  This checking up, of course, means habits of self-criticism and standards.  Sometimes all that is necessary is for the child to be made conscious of this fact