The Need for Hard Work

Indeed mental or intellectual work is not an easy one. Many intellectuals have sometimes described it as a more difficult task than manual activities. Those who are not in the line may not agree with this but real students, I am sure, must subscribe to it.

For an abundant intellectual achievement, assiduousness and an industrious spirit are mostly indispensable. There is bound to be difficulties but we must persist. Difficult is a common word in human existence as one would have it. To talk of success without difficulty is a fantastic nonsense, an illusion which only misguided minds contemplate. The issue should always be; how can we overcome difficulties since they are inherent in every activity of man? We should not seek the escapist path so as to run from them. Any success devoid of difficulties and problems is not worthy of the name.

It is only the cross bearer that expects the crown. The brain must be disturbed to assimilate anything. Studies are not only done when we feel we can, for never can the body say yes to work. Studies should be pursued even when it is not all that palatable. Practice increase interest.

Again, a serious student is always punctual in the class. Punctuality is very vital because almost all subjects seem to have a sequential nature. Preceding topics explain succeeding topics. Missing of the last topic must affect the next topic to be treated. This explains the fact that if a pupil is not well grounded in his primary education, his secondary education is bound to suffer.

So we must endeavour to follow subjects and topics as they are taught in the classroom. For a lucid apprehension of the indispensable role of punctuality in the classes, it suffices here to give an example. If a Science student for example fails to attend the class on a particular practical exercise, he will never attempt any question involving figures in the specific field of science learning as a course. This is because the above mentioned lesson leads one almost through all the fields or departmental studies. In the same vein, a mathematician who is ignorant of primary Mathematics such as multiplication of common numbers and sign rules dares not enter the examination hall for any Mathematics exams. This is because all other topics are built on these fundamentals.

Therefore for a balanced progress in any subject none of the topics should be left untouched. Where uncontrollable circumstances deny you this opportunity, be quick to seek for some information from present students on the topic treated in your absence. If there is no possibility of that, read it up instead of having no knowledge of it at all.

It has been a common practice among students to concentrate on the subject which they find easier or whose teacher appears to be more aggressive and more demanding. Such approach to studies is very bad as one big Alpha of the first grade in one or two subjects is never equal to nine credits in nine subjects. In view of this, no subject should be left unattended to. All should be read for a complete pass. We should also avoid unnecessary presumption in any subject. Students sometime presume that one subject can be read in a twinkle of an eye before an examination, but to their greatest dismay, it is never so.

Further, much favouritism should be averted. Having favourite subject is sometimes good and can also be bad. Their goodness lies in the fact that they make the lover an expert in that subject, but on the other side a perpetual novice, in the other departmental subjects. I once met a boy who was always reading his dictionary because he loved to receive praises where ever he is opportune to speak. He was versed in the use of strange and hard vocabularies most of which the audience must consult their dictionaries to know their meanings. The boy ended up being an expert in English but in the use of high sounding words.

I should also encourage students at all levels not to dread any subject. A thing becomes difficult for a person if he considers it so. So let us be courageous while facing subjects. I have always carried myself along with the belief that all subjects on earth have been done, written on and taught by the same human beings with the same faculties like myself. Therefore, I can also do it perfectly well as they did. Isaac Newton, Charles Darwin and other intellectual giants, were never super natural beings but natural beings.

What students must know is their ability and the subjects they can fit into very well. The students should then choose the subjects he can handle and do them well to enable him make something out from them.

I am not an educationist therefore I cannot rightly offer any means by which one can know his subjects. The only thing I can say is that ones desired subjects, pervious class performance, advice of teachers and areas of interest have helped many to choose their proper courses. Check on these points and choose yours.