tion to utilize his work as your own, to trade answers, and in reality to slight half the work. If it is translation instead of mathematics that is being worked out, the poorer student soon learns to rely upon the better and misses the training which comes from working out a hard task alone.
Regularity of work counts for a tremendous lot in any line of business. Once get behind, and the damage is almost irreparable. I was talking to a discouraged high school sophomore today.
"I was a good student last year," he said, "and I'm sure I have brains enough to get on. I had rather light work this half year, and I should have carried it easily. I simply loafed and let the work pile up expecting to do it all in the end. When I awoke to my situation the pile was more than I could crawl over."
Unless any boy at the very beginning learns to work regularly, he will have a hard time to learn later. It is almost impossible to play the ant after one has long been cast in the rôle of the grasshopper.
It is not enough that a boy work regularly, he must apply himself to his work with concentration of mind. The fellow who puts in the most hours is not necessarily the best student. It is the one who works regularly and works hard as well—who has his whole mind on what he is doing—who will accomplish the most and who will get the best development out of his work. As I write this paper, I have been watching a young fellow sitting
