ble for presentation.
With other groups of students, however, another sequence of topics may
be found desirable; if so, the order of topics may be changed. For
example, in case the chapter on brain action is found to presuppose
more physiological knowledge than that possessed by the students, it
may be omitted or may be used merely for reference when enlightenment
is desired upon some of the physiological descriptions in later
chapters. Likewise, the chapter dealing with intellectual difficulties
of college students may be omitted with non-collegiate groups.

The heavy obligation of the author to a number of writers will be
apparent to one familiar with the literature of theoretical and
educational psychology. No attempt is made to render specific
acknowledgments, but special mention should be made of the large
draughts made upon the two books by Professor Stiles which treat so
helpfully of the bodily relations of the student. These books contain
so much good sense and scientific information that they should receive
a prominent place among the books recommended to students. Thanks are
due to Professor Edgar James Swift and Charles Scribner's Sons for
permission to use a figure from "Mind in the Making"; and to J.B.
Lippincott Company for adaptation of cuts from Villiger's "Brain and
Spinal Cord."

The author gratefully acknowledges helpful suggestions from Professors
James R. Angell, Charles H. Judd and C. Judson Herrick, who have read
the greater part of the manuscript and have commented upon it to its
betterment. The obligation refers, however, not only to the immediate
preparation of this work but also to the encouragement which, for
several years, the author has received from these scientists, first as
student, later as colleague.

THE AUTHOR.

CHICAGO, September 25, 1916.

CONTENTS

CHAPTER

I. INTELLECTUAL PROBLEMS OF THE COLLEGE FRESHMAN

Number. Variety. Lecture Method. Note Taking. Amount of Library Work.
High Quality Demanded. Necessity for Making Schedule. A College Course
Consists in the Formation of Habits. Requires Active Effort on Part of
Student. Importance of Good Form.

II. NOTE TAKING

Uses of Notes. LECTURE NOTES--Avoid Verbatim Reports. Maintain Attitude
of Mental Activity. Seek Outline Chiefly. Use Notes in Preparing Next
Lesson. READING NOTES--Summarize Rather Than Copy. Read With Questions
in Mind. How to Read. How to Make Bibliographies. LABORATORY
NOTES--Content. Form. Mi