How to Use Your Mind | Page 5

power. This principle holds true of mental development. Learning is not a
process of passive "soaking-in." It is a matter of vigorous effort, and the harder you work
the more powerful you become. In securing a college education you are your own master.
In the development of physical prowess you are well aware of the importance of doing

everything in "good form." In such sports as swimming and hurdling, speed and grace
depend primarily upon it. The same principle holds true in the development of the mind.
The most serviceable mind is that which accomplishes results in the shortest time and
with least waste motion. Take every precaution, therefore, to rid yourself of all
superfluous and impeding methods.
Strive for the development of good form in study. Especially is this necessary at the start.
Now is the time when you are laying the foundations for your mental achievements in
college. Keep a sharp lookout, then, at every point, to see that you build into the
foundation only those materials and that workmanship which will support a masterly
structure.
READINGS AND EXERCISES
NOTE.--Numbers in parentheses refer to complete citations in Bibliography at end of
book.
Readings: Fulton (5) Lockwood (11)
Exercise 1. List concrete problems that have newly come to you since your arrival upon
the campus.
Exercise 2. List in order the difficulties that confront you in preparing your daily lessons.
Exercise 3. Prepare a work schedule similar to that provided by the form in Chart I.
Specify the subject with which you will be occupied at each period.
Exercise 4. Try to devise some way of registering the effectiveness with which you carry
out your schedule. Suggestions are contained in the summary: Disposition of (1) as
planned; (2) as spent. To divide the number of hours wasted by 24 will give a partial
"index of efficiency."


CHAPTER II
NOTE-TAKING
Most educated people find occasion, at some time or other, to take notes. Although this is
especially true of college students, they have little success, as any college instructor will
testify. Students, as a rule, do not realize that there is any skill involved in taking notes.
Not until examination time arrives and they try vainly to labor through a maze of
scribbling, do they realize that there must be some system in note-taking. A careful
examination of note-taking shows that there are rules or principles, which, when followed,
have much to do with increasing ability in study.

One criterion that should guide in the preparation of notes is the use to which they will be
put. If this is kept in mind, many blunders will be saved. Notes may be used in three ways:
as material for directing each day's study, for cramming, and for permanent, professional
use. Thus a note-book may be a thing of far-reaching value. Notes you take now as a
student may be valuable years hence in professional life. Recognition of this will help
you in the preparation of your notes and will determine many times how they should be
prepared.
The chief situations in college which require note-taking are lectures, library reading and
laboratory work. Accordingly the subject will be considered under these three heads.
LECTURE NOTES.--When taking notes on a lecture, there are two extremes that present
themselves, to take exceedingly full notes or to take almost no notes. One can err in either
direction. True, on first thought, entire stenographic reports of lectures appear desirable,
but second thought will show that they may be dispensed with, not only without loss, but
with much gain. The most obvious objection is that too much time would be consumed in
transcribing short-hand notes. Another is that much of the material in a lecture is
undesirable for permanent possession. The instructor repeats much for the sake of
emphasis; he multiplies illustrations, not important in themselves, but important for the
sake of stressing his point. You do not need these illustrations in written form, however,
for once the point is made you rarely need to depend upon the illustrations for its
retention. A still more cogent objection is that if you occupy your attention with the task
of copying the lecture verbatim, you do not have time to think, but become merely an
automatic recording machine. Experienced stenographers say that they form the habit of
recording so automatically that they fail utterly to comprehend the meaning of what is
said. You 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