ve tending in
the same direction is the desire to make the practical benefits of
psychological study available for the student in the further conduct
of his work as a student in whatever field. If considerable attention
is devoted in the introductory course to questions of mental hygiene
and efficiency, the advantage of bringing these matters early to the
attention of the student outweighs the objection which is often raised
by teachers of psychology, as of other subjects, to admitting the
younger students, on the ground of immaturity. The teachers who get
the younger students may have to put up with immaturity in order that
the benefit of their teaching may be carried over by the students into
later parts of the curriculum.

=Length of the introductory course=

When the introductory course in psychology forms part of a course in
philosophy, it is usually restricted to one semester, with three hours
of class work per week. When psychology is an independent subject in
the curriculum, a two-semester course is usually provided, since it is
the feeling of psychologists that this amount of time is needed in
order to make the student really at home in the subject, and to
realize for him the values that are looked for from psychology. Often
there is a break between the two semesters of such a course, the
second being devoted to advanced or social or applied psychology.
Sometimes, on the other hand, the two-semester course is treated as a
unit, the various topics being distributed over the year; this latter
procedure is probably the one that finds most favor with
psychologists. Still, good results can be obtained with the semester
course supplemented by other courses.

=Content of advanced courses in psychology=

The most frequent advanced course is one in experimental psychology.
This is taken by only a small fraction of those who have taken the
introductory course, partly because the laboratory work attached to
the experimental course demands considerable time from the student,
partly because students are not encouraged to go into the laboratory
unless they have a pretty serious interest in the subject. For a
student who has it in him to become somewhat of an "insider" in
psychology, no course is the equal of the laboratory course,
supplemented by judicious readings in the original sources or in
advanced treatises. Next in frequency to the experimental course
stands that in applied psychology, since the recent applicatio