To get back to the notebook, it should be loose-leaf and well-bound, else it is not likely to be given permanent use. Whether it is kept at home or the office is immaterial. What matters is that it be made a receptacle for everything that one hears, reads or sees which may be of possible future value in the preparation of classroom work. Books can't be clipped; but short, decisive passages can be copied, and longer ones can be made the subject of a reference item. Copying is one way of fixing an idea in the memory. While on the subject of books, it is all right to quote the classics and to be able to refer to the great authorities on the science of war. But it is more effective by far to read deeply into such writers as Clausewitz, Mahan and Fuller, and to find some of their strongest but least-known passages for one's self, than to rely on the more popular but shop-worn quotations which are in general circulation. Such old chestnuts as, "The moral is to the material as three to one," do not refresh discourse. Even so, the classics are only one small field worth cultivating. Nearly every major speech by current military leadership contains a passage or two well worth salting away. The writings of the philosophers, the publications of the industrial world, the daily press and the scientific journals are goldmines containing rich nuggets of information and of choice expression worth study and preservation. In fact, the military instructor has the whole world as his workshop. His notebook should be as ready to receive some especially apt saying by a new recruit as the more ponderous words uttered by the sages. And it should contain, not less, comments on techniques and methods used by other speakers and instructors, which were visibly unusually effective. Above all, the consistent use of obvious and stereotyped devices and methods of presentation should be avoided. For the fact is that _no one has yet discovered the one best way_. In our service thinking, we tend to get into a rut, and to use none but the well-tried way. For example, we overwork the twin principles of thought-surprise and thought-concentration, and in the effort to produce dramatic effect, we sometimes achieve only an anticlimax. Using the techniques of the advertising world, the military instructor puts his exhibits behind a screen, in order to buildup anticipation, and at the appropriate moment he yanks the cover off. This is perfectly effective, in some instances. But it becomes a _reductio ad absurdum_ when he is working with only one chart, or a pair or so of objects. Let's say that he is talking about one machine gun, and he has one chart highlighting its characteristics. How much more impressive it would be if they were in the open at the beginning and he were to start by saying: "Gentlemen, I am talking about this one gun and what keeps it going. It is more important that you see and know this gun from this moment than that you be persuaded by what I am about to say!"