there are
certain "tricks" which make for mental efficiency, consisting of
methods of apperceiving facts, methods of review, devices for arranging
work. Some are the fruits of psychological experimentation; others are
derived from experience. Many of them can be imparted by instruction,
and it is for the purpose of systematizing these and making them
available for students that this book is prepared.

The evils of unintelligent and unsupervised study are evident to all
who have any connection with modern education. They pervade the entire
educational structure from kindergarten through college. In college
they are especially apparent in the case of freshmen, who, in addition
to the numerous difficulties incident to entrance into the college
world, suffer peculiarly because they do not know how to attack the
difficult subjects of the curriculum. In recognition of these
conditions, special attention is given at The University of Chicago
toward supervision of study. All freshmen in the School of Commerce and
Administration of the University are given a course in Methods of
Study, in which practical discussions and demonstrations are given
regarding the ways of studying the freshman subjects. In addition to
the group-work, cases presenting special features are given individual
attention, for it must be admitted that while certain difficulties are
common to all students, there are individual cases that present
peculiar phases and these can be served only by personal consultations.
These personal consultations are expensive both in time and patience,
for it frequently happens that the mental habits of a student must be
thoroughly reconstructed, and this requires much time and attention,
but the results well repay the effort. A valuable accessory to such
individual supervision over students has been found in the use of
psychological tests which have been described by the author in a
monograph entitled, "The Scientific Study of the College Student."[1]

[Footnote 1: Princeton University Press.]

But the college is not the most strategic point at which to administer
guidance in methods of study. Such training is even more acceptably
given in the high school and grades. Here habits of mental application
are largely set, and it is of the utmost importance that they be set
right, for the sake of the welfare of the individuals and of the
institutions of higher education that receive them later. Another
reason for incorporating t