THE SCIENCE OF HAPPINESS 



Chapt. XII David Hume, p. 



193, Plato, p. 194; 

 Chapt XIII, John Boyle, p. 



211, Jane Porter, p. 212; 

 Chapt. XIV, Bulwer Lytton, 



p. 229, Emerson, p. 230; 

 Chapt. XV, Emerson, p. 241; 



Peregrines, p. 242; 

 Chapt. XVI, Epictetus, p. 



255, Socrates and Plato, p. 



256. 



" Read more and write less," etc., 

 saying of Wm. Forbes, p. 101. 



Reading, the art of, its vast and 

 all-compassing importance as 

 an aid to thinking, p. 106 seq. 



Records, written, are essential to 

 accurate history, history 

 proper does not antedate the 

 origin of the art of writing, p. 

 107. 



Recreation, out-of-door, may 

 lead to an interest in Nature- 

 studies, p. 200. 



Reforms, valid and visionary, 

 admonishment not to mistake 

 the mango- tree of a conjurer 

 for an actuality, p. 142. 



Regret for past mistakes, the 

 futility of, learn from your 

 mistakes, but waste no time 

 crying over spilled milk, pp. 

 149-50. 



Regularity of sleeping a prime 

 essential, p. 71. 



Repetition, as an aid to mem- 

 orizing, p. 97. 



Repetition and Interest, cited as 

 the keys to memory-develop- 

 ment, p. 98. 



Resolutions, futility of, if not 

 supported by stable will- 

 power, p. 127. 



Responsibilities of parenthood, 

 not all marriageable persons 

 are fitted for, p. 231. 



Revolutionizing ideas are but a 

 step in advance of ideas that 

 fail to revolutionize, p. 104. 



Rheumatic disorders, free drink- 

 ing of water a useful remedy 



for, p. 30. 

 Right living, the individual 



ap- 



plication of its rules is the 

 desideratum, p. 18. 



Rig- Veda, the 10,000 verses of, 

 are committed to memory by 

 the average Brahman, p. 94. 



Roman literature, great figures 

 grouped into two periods, p. 1 53. 



Romantic love versus reason, as 

 applied to the choice of a mar- 

 riage-partner, p. 224 seq. 



Rudder of the mind, the, the 

 will defined as having a rud- 

 der-like function, p. 123. 



Satiety, said by Theognis to kill 

 more than famine, p. 26. 



Schliemann, Heinrich (1822- 

 1 890) , German man of business 

 and archaeologist, his own ac- 

 count of his feats of memory- 

 development, p. 94 seq.; took 

 up the study of Greek when 

 thirty-five, p. 98. 



Schooling, its chief ultimate 

 purpose is to develop stability 

 of volition rather than to give 

 specific knowledge, p. 129. 



School-room tests of capacity, 

 not necessarily final in their 

 verdict as to capacity of any 

 individual to succeed in the 

 life-tasks, p. 137. 



Schools, the teaching of the phy- 

 siology of breathing, ana its 

 probable benefit, p. 32; of 

 workers, sundry examples of, 

 suggesting the influence of ex- 

 ample, pp. 153-4- 



Science, applied to the pursuit of 

 happiness, p. 9. 



Scientific training, its true value 

 lies in the development of 

 logical methods of thinking, 

 rather than in the acquisition 

 of specific knowledge, p. 115. 



"Second nature" of fixed habits 

 of action that at first were 

 difficult, p. 162. 



Selection, the, of materials pre- 

 sented to the mind, the need 

 of right selection as an aid to 

 the acquisition of good habits 

 and enlarged capacities of 

 thinking, p. 113. 



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