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 make logical associations during the time of impression.

Keep your mind free, then, to work upon the subject-matter of the

lecture. Debate mentally with the speaker. Question his statements,

comparing them with your own experience or with the results of your

study. Ask yourself frequently, "Is that true?" The essential thing is

to maintain an attitude of mental activity, and to avoid anything that

will reduce this and make you passive. Do not think of yourself as a

vat into which the instructor pumps knowledge. Regard yourself rather

as an active force, quick to perceive and to comprehend meaning,

deliberate in acceptance and firm in retention.



After observing the stress laid, throughout this book, upon the

necessity for logical associations, you will readily see that the

key-note to note-taking is, Let your notes represent the logical

progression of thought in the lecture. Strive above all else to secure

the skeleton--the framework upon which the lecture is hung. A lecture

is a logical structure, and the form in which it is presented is the

outline. This outline, then, is your chief concern. In the case of some

lectures it is an easy matter. The lecturer may place the outline in

your hands beforehand, may present it on the black-board, or may give

it orally. Some lecturers, too, present their material in such

clear-cut divisions that the outline is easily followed. Others,

however, are very difficult to follow in this regard.



In arranging an outline you will find it wise to adopt some device by

which the parts will stand out prominently, and the progression of

thought will be indicated with proper subordination of titles. Adopt

some system at the beginning of your college course, and use it in all

your notes. The system here given may serve as a model, using first the

Roman numerals, then capitals, then Arabic numerals:



I.

II.

A.

B.

1.

2.

a.

b.

(1)

(2)

(a)

(b)



In concluding this discussion of lecture notes, you should be urged to

make good use of your notes after they are taken. First, glance over

them as soon as possible after the lecture. Inasmuch as they will then

be fresh in your mind, you will be able to recall almost the entire

lecture; you will also be able to supply missing parts from memory.

Some students make it a rule to reduce all class-notes to typewritten

form soon after the lecture. This is an excellent practice, but is

rather expensive in time. In addition to this after-class review, you

should make a second review of your notes as the first step in the

preparation of the next day's lesson. This will connect up the lessons

with each other and will make the course a unified whole instead of a

series of disconnected parts. Too often a course exists in a student's

mind as a series of separate discussions and he sees only the horizon

of a single day. This condition might be represented by a series of

disconnected links:



O O O O O



A summary of each day's lesson, however, preceding the preparation for

the next day, forges new links and welds them all together into an

unbroken chain:



OOOOOOOOOO



A method that has been found helpful is to use a double-page system of

notetaking, using the left-hand page for the bare outline, with

largest divisions, and the right-hand page for the details. This device

makes the note-book readily available for hasty review or for more

extended study.



READING NOTES.--The question of full or scanty notes arises in reading

notes as in lecture notes. In general, your notes should represent a

summary, in your own words, of the author's discussion, not a

duplication of it. Students sometimes acquire the habit of reading

single sentences at a time, then of writing them down, thinking that by

making an exact copy of the book, they are playing safe. This is a

pernicious practice; it spoils continuity of thought and application.

Furthermore, isolated sentences mean little, and fail grossly to

represent the real thought of the author. A better way is to read

through an entire paragraph or section, then close the book and

reproduce in your own words what you have read. Next, take your summary

and compare with the original text to see that you have really grasped

the point. This procedure will be beneficial in several ways. It will

encourage continuous concentration of attention to an entire argument;

it will help you to preserve relative emphasis of parts; it will lead

you to regard thought and not words. (You are undoubtedly familiar with

the state of mind wherein you find yourself reading merely words and

not following the thought.) Lastly, material studied in this way is

remembered longer than material read scrappily. In short, such a method

of reading makes not only for good memory, but for good mental habits

of all kinds. In all your reading, hold to the conception of yourself

as a thinker, not a sponge. Remember, you do not need to accept

unqualifiedly everything you read. A worthy ideal for every student to

follow is expressed in the motto carved on the wall of the great

reading-room of the Harper Memorial Library at The University of

Chicago: "Read not to contradict, nor to believe, but to weigh and

consider." Ibsen bluntly states the same thought:



"Don't read to swallow; read to choose, for 'Tis but to see what one

has use for."



Ask yourself, when beginning a printed discussion, What am I looking

for? What is the author going to talk about? Often this will be

indicated in topical headings. Keep it in the background of your mind

while reading, and search for the answer. Then, when you have read the

necessary portion, close the book and summarize, to see if the author

furnished what you sought. In short, always read for a purpose.

Formulate problems and seek their solutions. In this way will there be

direction in your reading and your thought.



This discussion of reading notes has turned into an essay on "How to

Read," and you must be convinced by this time that there is much to

learn in this respect, so much that we may profitably spend more time

in discussing it.



Every book you take up should be opened with some preliminary ceremony.

This does not refer to the physical operation of opening a new book,

but to the mental operation. In general, take the following steps:



1. Observe the title. See exactly what field the book attempts to

cover.



2. Observe the author's name. If you are to use his book frequently,

discover his position in the field. Remember, you are going to accept

him as authority, and you should know his status. You may be told this

on the title-page, or you may have to consult Who's Who, or the

biographical dictionary.



3. Glance over the preface. Under some circumstances you should read it

carefully. If you are going to refer to the book very often, make

friends with the author; let him introduce himself to you; this he will

do in the preface. Observe the date of publication, also, in order to

get an idea as to the recency of the material.



4. Glance over the table of contents. If you are very familiar with the

field, and the table of contents is outlined in detail, you might

advantageously study it and dispense with reading the book. On the

other hand, if you are going to consult the book only briefly, you

might find it necessary to study the table of contents in order to see

the relation of the part you read to the entire work.



5. Use the index intelligently; it may save you much time.



You will have much to do throughout your college course with the making

of bibliographies, that is, with the compilation of lists of books

bearing upon special topics. You may have bibliographies given you in

some of your courses, or you may be asked to compile your own. Under

all circumstances, prepare them with the greatest care. Be scrupulous

in giving references. There is a standard form for referring to books

and periodicals, as follows:



C.R. Henderson, Industrial Insurance (2d ed.; Chicago: The University

of Chicago Press, 1912), p. 321.



S.I. Curtis, "The Place of Sacrifice," Biblical World, Vol. XXI (1902),

p. 248 _ff_.



LABORATORY NOTES.--The form for laboratory notes varies with the

science and is usually prescribed by the instructor. Reports of

experiments are usually written up in the order: Object, Apparatus,

Method, Results, Conclusions. When detailed instructions are given by

the instructor, follow them accurately. Pay special attention to

neatness. Instructors say that the greatest fault with laboratory

note-books is lack of neatness. This reacts upon the instructor,

causing him much trouble in correcting the note-book. The resulting

annoyance frequently prejudices him, against his will, against the

student. It is safe to assert that you will materially increase your

chances of a good grade in a laboratory course by the preparation of a

neat note-book.



The key-note of the twentieth century is economy, the tendency in all

lines being toward the elimination of waste. College students should

adopt this aim in the regulation of their study affairs, and there is

much opportunity for applying it in note-taking. So far, the discussion

has had to do with the _content_ of the note-book, but _its form_ is

equally important. Much may be done by utilization of mechanical

devices to save time and energy.



First, write in ink. Pencil marks blur badly and become illegible in a

few months. Remember, you may be using the notebook twenty years hence,

therefore make it durable.



Second, write plainly. This injunction ought to be superfluous, for

common sense tells us that writing which is illegible cannot be read

even by the writer, once it has "grown cold." Third, take care in

forming sentences. Do not make your notes consist simply of separate,

scrappy jottings. True, it is difficult, under stress, to form

complete sentences. The great temptation is to jot down a word here

and there and trust to luck or an indulgent memory to supply the

context at some later time. A little experience, however, will quickly

demonstrate the futility of such hopes; therefore strive to form

sensible phrases, and to make the parts of the outline cohere. Apply

the principles of English composition to the preparation of your

note-book.



A fourth question concerns size and shape of the note-book. These

features depend partly upon the nature of the course and partly upon

individual taste. It is often convenient and practicable to keep the

notes for all courses in a single note-book. Men find it advantageous

to use a small note-book of a size that can be carried in the coat

pocket and studied at odd moments.



A fifth question of a mechanical nature is, Which is preferable, bound

or loose-leaf note-books? Generally the latter will be found more

desirable. Leaves are easily inserted and the sections are easily filed

on completion of a course.



It goes without saying that the manner in which notes, are to be taken

will be determined by many factors, such as the nature of individual

courses, the wishes of instructors, personal tastes and habits.

Nevertheless, there are certain principles and practices which are

adaptable to nearly all conditions, and it is these that we have

discussed. Remember, note-taking is one of the habits you are to form

in college. See that the habit is started rightly. Adopt a good plan at

the start and adhere to it. You may be encouraged, too, with the

thought that facility in note-taking will come with practice.

Note-taking is an art and as you practise you will develop skill.



We have noted some of the most obvious and immediate benefits derived

from well-prepared notes, consisting of economy of time, ease of

review, ease of permanent retention. There are other benefits, however,

which, though less obvious, are of far greater importance. These are

the permanent effects upon the mind. Habits of correct thinking are the

chief result of correct note-taking. As you develop in this particular

ability, you will find corresponding improvement in your ability to

comprehend and assimilate ideas, to retain and reproduce facts, and to

reason with thoroughness and independence.



READINGS AND EXERCISES



Readings:



Adams (1) chapter VIII.



Dearborn (2) chapter II.



Kerfoot (10)



Seward (17)



Exercise 1. Contrast the taking of notes from reading and from

lectures.



Exercise 2. Make an outline of this chapter.



Exercise 3. Make an outline of some lecture.