There were nearly two thousand volumes in the library belonging to the school. From this treasury of knowledge James drew largely. Every spare moment of his time was occupied with books therefrom. He began to be an enthusiastic reader of poetry at Geauga Seminary. “Young’s Night Thoughts,” which he found there, was the volume that particularly impressed his mind, just before be became a Christian under the preaching of the Disciples’ minister at Orange. His tenacious memory retained much that he read, both of poetry and prose. Here he had a wider field to explore, more books to occupy his attention, though not more time to read. He began to read topically and systematically.

“What are you doing with that book?” inquired a room-mate; “transcribing it?”

“Not exactly, though I am making it mine as much as possible,” James replied. “Taking notes.”

“I should think that would be slow work.”

“Not at all, the way I do.”

“What way are you doing?”

“I note the important topics on which the book treats, with the pages, that I may turn to any topic of which it treats, should I have occasion hereafter. I mean to do the same with every book I read, and preserve the notes for future use.”

“A good plan, if you have the patience. I want to dash through a book at double-quick; I couldn’t stop for such business,” added the school-mate.

“I spend no more time over a book than you do, I think,” answered James. “I catch the drift, and appropriate the strong points, and let all the rest slide. But taking notes serves to impress the contents upon my memory. Then, hereafter, when I speak or write upon a given topic, my notes will direct me to necessary material.”

“Your ammunition will be ready; all you will have to do will be to load and fire,” suggested his room-mate.

“That is not bad. I think the plan is a good one.”

“It will save much time in the long run. Instead of being obliged to hunt for information on topics, I can turn to it at once.” James remarked thus with an assurance that showed his purpose was well matured. He could testify afterwards that the method adopted was one of the most helpful and important rules of his life. Many scholars have pursued a similar course, and their verdict respecting the usefulness of the plan is unanimous. It is an excellent method for the young of both sexes, whether they are contemplating a thorough education or not; for it will promote their intelligence, and increase their general information. This result is desirable in the humblest as well as in the highest position. An intelligent, well-informed citizen adorns his place. That honoured and lifted into respectability the office of bell-ringer and sweeper at Hiram Institute, as we have seen.

When James had completed his collegiate course, and became Principal of Hiram Institute, he wrote to a youth whom he desired should undertake a liberal course of education:

“Tell me, Burke, do you not feel a spirit stirring within you that longs to know, to do, and to dare, to hold converse with the great world of thought, and holds before you some high and noble object to which the vigour of your mind and the strength of your arm may be given? Do you not have longings like these, which you breathe to no one, and which you feel must be heeded, or you will pass through life unsatisfied and regretful? I am sure you have them, and they will for ever cling round your heart till you obey their mandate. They are the voice of that nature which God has given you, and which, when obeyed, will bless you and your fellow-men.”