How to Use Your Mind
Educational leaders are seeing with increasing clearness the necessity of teaching students not only the subject-matter of study but also methods of study. The recognition of this condition is taking the form of the movement toward ''supervised study,'' which attempts to acquaint the student with principles of economy and directness in using his mind. It is generally agreed that 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.
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also a higher quality of work. When you were a high school student the world expected only a high school student's accomplishments of you. Now you are a college student, however, and your intellectual responsibilities have increased. The world regards you now as a person of considerable scholastic attainment and expects more of you than before. In academic terms this means that in order to attain a grade of 95 in college you will have to work much harder than you did for that grade in high school, for here you have not only more difficult subject-matter, but also keener competition for the first place. In high school you may have been the brightest student in your class. In college, however, you encounter the brightest students from many schools. If your merits are going to stand out prominently, therefore, you must work much harder. Your work from now on must be of better quality.
Not the least of the perplexities of your life as a college student will arise from the fact that no daily schedule is ar
