ssive Acts.
Ethical Considerations. Methods of Expression Chiefly Used in Study:
Speech, Writing, Drawing. Effects of Expression: (1) On Brain, (2) On
Ideas. Hints on Development of Freedom of Expression.

XI. HOW TO BECOME INTERESTED IN A SUBJECT

Nature of Interest. Intellectual Interests Gained Through Experience.
Many Possible Fields of Interest. Laws of Interest.

XII. THE PLATEAU OF DESPOND

Measurement of Mental Progress. Analysis of the "Learning Curve."
Irregularity. Rapid Progress at Beginning. The Plateau. Causes.
Remedies.

XIII. MENTAL SECOND-WIND

Description: (1) Physical, (2) Mental. Hidden Sources of Energy.
Retarding Effect of Fatigue. Analysis of Fatigue. How to Reduce
Fatigue in Study.

XIV. EXAMINATIONS

Purposes. Continuous Effort and Cramming. Effective Methods of
Reviewing. Immediate Preparation for an Examination Conduct in
Examination-room. Attitude of Activity. Attitude of Confidence.

XV. BODILY CONDITIONS FOB EFFECTIVE STUDY

FOOD: Quantity, Quality, Surroundings. SLEEP: Amount, Conditions,
Avoidance of Insomnia. EXERCISE: Regularity, Emphasis.

SUGGESTIONS FOB FURTHER READING

INDEX

HOW TO USE YOUR MIND

CHAPTER I

INTELLECTUAL PROBLEMS OF THE COLLEGE FRESHMAN

In entering upon a college course you are taking a step that may
completely revolutionize your life. You are facing new situations
vastly different from any you have previously met. They are also of
great variety, such as finding a place to eat and sleep, regulating
your own finances, inaugurating a new social life, forming new
friendships, and developing in body and mind. The problems connected
with mental development will engage your chief attention. You are now
going to use your mind more actively than ever before and should survey
some of the intellectual difficulties before plunging into the fight.

Perhaps the first difficulty you will encounter is the substitution of
the lecture for the class recitation to which you were accustomed in
high school. This substitution requires that you develop a new technic
of learning, for the mental processes involved in an oral recitation
are different from those used in listening to a lecture. The lecture
system implies that the lecturer has a fund of knowledge about a
certain field and has organized this knowledge in a form that is not
duplicated in the literature of the subject. The manner of
presentation, then, is unique and is the only means of secur