as a student cannot afford to have your attention so
distracted from the meaning of the lecture, therefore reduce your
classroom writing to a minimum.

Probably the chief reason why students are so eager to secure full
lecture notes is that they fear to trust their memory. Such fears
should be put at rest, for your mind will retain facts if you pay close
attention and make logical associations during the time of impression.
Keep your mind free, then, to work upon the subject-matter of the
lecture. Debate mentally with the speaker. Question his statements,
comparing them with your own experience or with the results of your
study. Ask yourself frequently, "Is that true?" The essential thing is
to maintain an attitude of mental activity, and to avoid anything that
will reduce this and make you passive. Do not think of yourself as a
vat into which the instructor pumps knowledge. Regard yourself rather
as an active force, quick to perceive and to comprehend meaning,
deliberate in acceptance and firm in retention.

After observing the stress laid, throughout this book, upon the
necessity for logical associations, you will readily see that the
key-note to note-taking is, Let your notes represent the logical
progression of thought in the lecture. Strive above all else to secure
the skeleton--the framework upon which the lecture is hung. A lecture
is a logical structure, and the form in which it is presented is the
outline. This outline, then, is your chief concern. In the case of some
lectures it is an easy matter. The lecturer may place the outline in
your hands beforehand, may present it on the black-board, or may give
it orally. Some lecturers, too, present their material in such
clear-cut divisions that the outline is easily followed. Others,
however, are very difficult to follow in this regard.

In arranging an outline you will find it wise to adopt some device by
which the parts will stand out prominently, and the progression of
thought will be indicated with proper subordination of titles. Adopt
some system at the beginning of your college course, and use it in all
your notes. The system here given may serve as a model, using first the
Roman numerals, then capitals, then Arabic numerals:

I.
II.
A.
B.
1.
2.
a.
b.
(1)
(2)
(a)
(b)

In concluding this discussion of lecture notes, you should be urged to
make good use of your notes after