THE UNIVERSITY OF KANSAS FRESHMAN LECTURES @& THE BUSINESS-LIKE USE OF STUDY TIME It may seem that a carefully planned schedule of study time is a good deal of trouble to begin and more trouble to continue. Haphazard use of our time is easier, at first, but returns very poor dividends. A great American psycholo- gist and teacher, William James, reminds us that "There is no more miserable human being than one a whom nothing is habitual but indecision, and for whom the lighting of every cigar, the drinking of every cup, the time of rising and going to bed every day, and the beginning of every bit of work, are subjects of express volitional deliberation. Full half the time of such a man goes to the deciding, or regretting, of matters which ought to be so ingrained in him as practically not to exist for his consciousness at all. If there be such daily duties not yet ingrained in one of my readers, let him begin this very hour to set the matter right." Unquestionably there are excellent students who do not, consciously at least, budget their time, and there are poor students who do. System is not the only factor, but it seems tobe the most important controllable factor, and it is only the stupid person who believes that a messy studio makes an artist, irresponsible behavior a prima donna, or lack of sleep an inventor. If we are common people our success will depend on common sense, : The purpose of these pages is to suggest some of the common sense consider~ ations which will make it easier to make a reasonable time budget and to keep to it after it is made. There are fifteen of these suggestions. 1. Determine how many hours each week you will need to do your work satis- factorily. This will vary with our ability, but for tho averago student, tio hours of study outside of class for each hour of recitation and one hour for each two hours of laboratory, will allow ample time in most cases. If you are taking 15 hours of course work you should spend about 45 hours a week in class and in. study, 48 hours if you are carrying 16 hours, and so on. 2. Make up your mind whether this is fair, and whether your education is worth this much trouble to you. Probably less than half the students actually work this long, yet this is less than you would be spending if you were working in a store, factory, or office. If you believe that this is a reasonable re- quirement, you will probably find that it will be almost impossible to meet it without some sort of schedule. 3. Decide that you will not let a 45 or 50 hour week become a 12 or 14 hours a day job. “Midnight oil" is a picturesque phrase, well thought of, but it usually describes the uscless result of wasted time. ‘Unless you are working leng hours on the outside, your school work should hardly ever keep you from a worth-while concert, play, athletic event, or from active participation in one or more organizations. You have probably known the good student who has plenty _of time for everything; he usually spends more time really working on his lessons than the poor student who is too busy for anything. 4, Make a ‘plot of the time you want to spend in study, including your class periods, plus enough extra time to make up the necessary total. For a 48-hour week this might look something like this: Monday Tucsday Wednesday Thursday Friday Saturda 8:50- 9:30 ; 9:30-10:30 } 10:30-11;50 11:30-12:30 1:50-2:50 2:00-3:50 5:50-4:50 4:30-5:30 7:30~-8:50 j o 8:30-9:30 wSeS A lighter schedule, or carlier rising, will practically climinate even~ ing study from such a program. Saturday afternoon and at least one evening dur- ing the week can almost always be left free. If you are working on the outside your working hours should be included in the schedule, but if you cannot still © allow enough time for study and have a little left for recreation you are proba- bly carrying too heavy a schedule. 5. Sunday has been left out in the chart above. There is always plenty to do on Sunday; it is a good shock-absorber, and one need not. be a Puritan to believe that one day's rest in seven is good for him, if he can get ie = 6. Wrive into your chart the hours which are beyond your control: class peri- ods and outside working hours. 7, Put in the time for studying cach subject. If possible, study a subject immediately after your class mects. This has three advantages: (1) You are -- more interested then. This is especially helpful if it is a subject you find rather dull anyway. (2) Less time will be needed for review and you will be less likely to be confused as to the assignment. (3) The following recitation will review what you study, after a lapse of twenty-three hours or more. By this you lose the advantage of recency when you recite, but you will learn more by considering the matter at two separate times instead of only once, as happens when you study just before class time. 8, Study an hour or two at a time on one subject. When you are studying interesting material and material which you are trying to learn by reasoning rather than pure memory, longer periods are usually better. It is distracting to have to keep one cye on the clock all the time because of very short periods. 9, When it is timo to start, start with a determination. The water is never so cold if you dive in as it is when you inch in, not to mention the waste of time. 10. When it is time to stop studying one subject and begin another, do it. Otherwise you will let the more interesting study regularly encroach on the time of the less interesting. Everything else being equal it is better to put less interesting study before the more interesting, as you probably know from experience. ie et ll. If the assignment doesn't take all the scheduled time,--and it often won't,--why not use the extra time to ensure yourself of more than ordinary ‘learning? Reviews, and going beyond the requirements of the assignment, are she stuff of which A's are made; and if the subject ia worth taking it is worth ¢hat extra time. However, if another subject needs the extra time, you can ad- just your schedule accordingly. 12. Try the schedule for 4 week at least before you adjust it,-~-or abandon it~- put give it a chance. Adjust it if necessary, and try it another week before at almost any schedule will get you farther ee! you change it again, Remember th thon none at all. 13, Use leisure time for leisure, not worry. You don't have to schedule every minute of the day. 13 2. he ten minute interval between classes may be extended to your study peri- ods, to allow yourself a stretch; but a fifteen or twenty minute interval is fair neither to yourself nor to your work. 5, Somotines, cspecially before examinations, the schedule will not give you time cnough, seu it usually will if you have been following it honestly be- fore. If it doesu't, remember that in an office, factory, or store you would be having inventory periods, and month-cnd balancings which would be taking your leisure time, No one enjoys this, bus no one particularly dreads it ex- cont the ormployce who has not kept his work up, or the other who has been embez- zling and is trying fravtically to cover up. Do not be too zcalous in guarding your leisure time fron legitinate domands made upon it. If IS BASIER TO KEEP UP THAN TO CATCH UP. UNIVERSITY OF KANSAS FRESHMAN LECTURES IT SUGGESTIONS REGARDING STUDY HELPS FOR COLLEGE STUDENTS* During recent years a number of books designed -to aid students in the development of good study habits have been published. Opinigns will dif- - fer widely as to the practical value of these publications. it is believ- ed, however, that in many instances students who are having study diffi- cultios will be aided by reading pertinent references. A few sclected references are suggested below. Specific chapter references dealing with certain phases are also given. The annotations in connection with the chapter references are given merely to guide students in their reading. Kornhauser's booklet of about forty pages may also be purchased at the bookstore. ep Fg is C2 ea bj fee & bo EFERENCES TREATING PARTICULAR PHASES OF STUDY PROCEDURE Incentives and Objectives in Study: Book, W. I'., Learzinzs How to Study and Work Effectively. no nemeee sat a ee Chap. I. Need for Greater Efficiency in Study and Work. Emphia- sizes the importance of cfficiency in various activities. By aualosy he stresses the importance of efficiency in study, fornhauscr, A. H., How to Study. Chaps. I and Ii. Discusses the uced for study and fundamental requirements for effective study. May, Mark A., How to Study in College. Chap. I. Discusses the importance of the right frame of nind, getting started right, and the discovery of intellectual problems. Chap. II. Factors in college success. The Author discusses what is college success, in terms of educaéion and after life, and what one nay expect to get out of college. xAdapted from University of Chicago. Chap. I1f. Motives for going to college and for study. Presonts various motiyes and their rclative importance, motives for study aid interest in one's work, how to become interested in a subject. icepi ng Physica lily Fit for Study: es aun aie a ee ewe or wne Book, W. F., Learning How to Study end Work Effcetively. Chap. Tlf. Discusses fatigue and its causes and the consorvation of available energy. Very good. Chap. IV. Discussos slecp end other means of restoring the oner- ey used in study and work. The first part of the Chapter is rather general in character. The latter part is very conerecte and practical. Chao. V. Factors conditioning personal cfficioncy. Factors in- se @ are artificial incentives, native ondowacnts, and keeping a record of advancenent. Headley, L. A., How to Study in College. ae ee Cheap. I, How to ar physically fit. Emphasizes ventilation, regularity of living habits, exercise, care of eyes, fatigue, ond rest. neeping Fit Mentally: ee a ee oe Book, ‘i. F., Learning How to Study ond ork Effectively. Chaps » Vi -VIII. In Chapter VI are discussed ideals and purposes; in Chapter VIi the development of attention and will; and in VIil decision and fatigue of will. Headley, L. A., How to Study in College. Chap. II. How to keep fit mentally. Working hard, objectify-~ ing interests, establishing goals, play, control of emotional states, and banishing debilitating doubts, are among the more importent topics treated in the Chapter. Efficient Use of Tine: A em Atm ea ea Rm mm Bird, Charles, Effective Study Habits. Chap. II. How to plan activities in college. Discusses study prograns, leng th of study periods, dis stribution of o periods ; C10 Sa es “~rioup i:vestige sions sake ining to > ee Mose VooLcG,. “Goud, Book, W. F., Learming How to Study and sJork Effectively. Chaps...- XIV. These Chapters discuss the importance of careful planning, moking on analysis of one's work, formulating a sche- dule of procedure, aid working according to schedule. A prac- tical discussion supported by sufficient scientific data to cive it weight, - “eadley, u. A., How to Study in Collece. Chao. XIV. How to invest tine. amphas izes the importance of oS G4 Mane expmiiivure, worn according to a definite {rest ae | eveeine odd moments. Very good. Kornhauser, i. H., How to Study. a Melee ce Chav. IV. System and resularity in study. linintaining a Proper Envy rironment for Study: . a aR Seba Wika ct eee me Rm ne a aa Root, We Fe, Learning How to Study and Work Effectively Chap. XV. Making conditions favorable for work. conditions which may be standardized, place habits, seeking quiet, standardizing materials to be employed. The effects of weather on efficiency, and checking up.on methods and plas. Discusses such as time and Chet Studying |.nich Basically Involves Problem Solving ond Reasoning: cnt ama Oe amine ow Se ee i ad * OE A SE CE eRe rd ee ee Bool:, WV. F., Learning how to Study and | Yori: Effectively. Chap. XX. Gives a brief oxplanation of the reasoning process, suggests aids in reasoning and summarizes special habits to De 6 stablishec and cifficulties to be overcome. Neadley, L. As, How to Study in College. ee Re Chap. IX. How to reason. » Oe eas a oe Try to shift the eyes and visual atton- tion to advantage in percoiving material by focusing attention upon the principal or key words, and by sliding over prepo~ eluions, articles, OGG. «6 «2 6 wee ee Practice reading by paragraphs rather than by sentoncos a a gh ee ew ee Get a definite question in mind and skim tho pages of the roading matorials to Pind clues GO Gho enesWOor . « «6+ # + e +» Slim about two pages of roading material per minute and write down all you can wochll ef the material « « 1.6 9 es « e's Read now and unusual material, formulas, | difficult phrases, ctc., at your average spood first, thon study thom more slowly $OCOR elec eee ee Strive consciously to reduce vocaliza- tion, lip movements, and inner speech; rolex the throat muscles when reading. . - Avoid reading so fast that you merely skim tho matcrials without getting adcquay comprehonsion or meaning . « » » + © « = e ° a ° 9 ° ¥ © be opamp eanaronetieeimaee ante woven? remains Oct t ' i i 4 i | | i | ; 4 | ; Euan | i \ j SEA uatS ne of sie i ! i & } t ; se meeectireen pan noenifvtveemetienires tenes aan eatin ioe see et lies +: | | | + ! j i ‘ } a \ iia a bmn mene. en ene pete = mig isd Special Factors of Reading Comprehension Note: Rate and comprehension are so closely related that many sugges- €ions pertaining to one also apply to the other. Somo of the specific factors included on this page have already been stated. They are ro- peated here for the purpose of giving emphasis to their importance. Item ~~ WWever! Scldom ;0ften Usually |[Comsbontiy 1. Have a pro-study period of questioning be- fore commoncing to read; review mentally : what you already Imow about the subject . i 2. Koep alert physically and montally; con- centrate; back mental reaction with physicnl roaction «ssp 5s ee 2 6 we 8 8 nubs eas ensonnemmaanete me eens sx) Practice noting tho various data regarding the publication, author's name, author's position, and other information concerning VOUP DOGG 4 4 ss + «6 eee 8 4 ee 8 4, Both bofore and during your reading prac-~- tice asking yourself questions which can- not bo answered with a single word, read GO answer these questions. . . . «+. s+ «-» - ‘a Read in several sources to find the answor to a dofinite problom or to settle contro~ WOPUID LEGUCE uc ee 8 ke te we 6. Read the selection rapidly at first to got an over-viow of the material, then reroad tho scloction carefully giving especial attontion to important points. . ..».. e Practice sorting the essential ond non- cssontial statomonts of a selection by sclecting important points and supporting details; finding materials related to givon problems; dotormining the ossential conditions of a problem, .. s ag eee SS ce ba eee anal 8. Practice picking out tho contral idoas of long sentences and paragraphs, while roud~ { Fe POY ke a ke ww es a eee Cs a EN EE ce . Practice reading articles and telling in c sentence what thoy are about . .« « o «= » lu. Give especial attention to the boginning ' and ending of sontonecs and paragraphs . a i Se a 11. Drill yourself in word rocognition; try. to inercase tho accuracy of word rocog- ; nition; note words that are similar in | form but differont in meaning . .. . « » 12. Make a practice of pausing occasionaliy | during your reading to summarize mentally what you havo just rood « co ew ele He 0 fide ee ek eee, taeer Cr 5 “2 ° O — ae bo es ie a ne eR a ee cee tect ees thine. tgeee ees men 6 pce = ahs Ee er sere ae UNIVERSITY OF KANSAS FRESHMAN LECTURES IV CORRECT METHODS OF ~S''UDY Amos R. Wells, in a useful and entertaining little book named "How to Study", thus describes a procedure which some students mistake for study: ‘Sitting before your books, you first estimate the length of the lesson,-- outrageously long! Then you compare it with yesterday's lesson,--the teacher is becoming more unreasonable every day! Then you count up the pages left to study, and cipher out how long it will take at three pages a day. No need of going so fast. Then you wonder if George has his lesson, and ask him. He hasn't. Then you read the lesson over. You don't understand a word of it. You ask George if he understands a word of it. He doesn't. Then you count © up the number of days left in the term. Thirty~one days and six hours and three-quarters. You read the lesson once more -- a little clearer. You see _by the clock that you have been studying half an hour. You ask George if he has to study half an hour. He does. You read the lesson once more. As dark as ever. Discouraged you\ draw a picture of the teacher -- an awful pic. ture, with horns. By this time you have studied an hour, and that is all the time you can spend on this lesson. Lesson'ts too long anywoy.' Notice, that although the student described accomplished nothing, he did put in an hour, and he did read the lesson three times. No doubt he felt virtuous. But by the same expenditure of time and effort, properly directed, he could have mastered the lesson and been prepared to handle the next with greater casc. There are certain methods of study, and attitudes toward study, which make it easier, quicker, and more profitable. Here are some of these: CONDITIONS OF STUDY Ss If interruptions prevent your study at the scheduled time, plan iumediately another time to replace it. Don't just lot it go. a If you don't like the subject, remomber that there are interesting and intel- ligent people who find it fascinating. Resolve to try to find out what it is about the subject that interests them so much. The more interested you become in the subject the casier it will be to learn. 5 Don't quit when the subject becomes dull or tedious for a while. This is almost’ sure to happen, and if you deliberately look for interesting and surprising things, even in the dull assignments, you will usually find them. 4, Have a regular place for study, as comfortable and free from distractions as you can manage. Every distraction reduces your efficicney to some extent, oven if you are not giving it your conscious attention. 3. If your neighbor's radio is too loud, don't give up and say you can't study. You can study in almost any environment if you have to, and want to badly onough. Got the best conditions you can, and if you refuse to give up you can quickly lcarn to ignore what you can't help. 6. Study alone if possible. Your friends can help you latcr, but you will have to learn by yourself in the beginning. Demosthenes shaved half his head so that he could study without the temptation to visit around. He got results. ‘7. You will learn nothing from books as valuable to you as your eyes. Ha enough light, avoid cross lights, flickering lights, and direct sunlight on your. poo. If you need glasses don't let false economy, much less false pride, keep you from wearing them. Comfortable eyes will make you feel better all over. 8. Avoid internal distractions, too. Common sense in eating, drinking, smoking, amusements, and sleep will increase your efficiency and will make teachers, legsons, and all your surroundings seem more friendly to your success. ae 8. Keep your temper. You can't study when you are boiling over about something, = nor when you are worried and ashamed because you have lost your temper before others STUDY PROCEDURE 10. Do you kmow, clearly, what the assignment is: Some students seem uncertain half the time. Write it dom when given; ask the teacher after class; find out some way. oe ll. Recall what the last lesson covered. What has been the gencral theme of the cS last several lessons? How does the new assignment fit into it? Have you the pre-_ a vious work of the semester clearly in mind? Probably a few minutes of every study Sees! period should be spent in systematic review. oe 12. What is the new assignment about? Glance through it and see: What main prob- — lem or problems will it-help to answer? Can you guess what the answer will be? &: We learn when we are seeking the solution of a definite problem: ~-we find when we lnow what we are looking for. ee Le es : —— ee ee ee: 13. Find the idea of the assignment as a whole. (me big idea is easier to remen- as per than twenty little ones, and much more valuable. Perhaps the assignment is in- tended simply to modify or clarify another idea. Sometimes it will contain two or a three distinct ideas, rarely more. This does uot mean to ignore details, rather | - that they are easivr to learn as parts of a larger idea. ‘ 14. Understanding is better than memorizing; parrot-like repetition is not learning | at all. When memorizing ig necessary, it is far casier when we understand the rea- | sons behind what we learn. Memorize through umderstanding, not instead of under = standing. There are rules and reasons underlying even the seoming vagaries of ir- < regular verbs. ; ea. 15, Notice the chapter titles, subheads, marginal guide~titles, etc. They help ee you to get the general idea at the first and to organize your thinking as you go. - 16. The importence of illustrations is frequently out of all proportion to their - * size. Read the legends beneath them; be sure you understend what you see. Some students scem to ignore them entirely. 3 17. Master the vocabulary of the subject. When a word of umcertain or unknown meaning occurs look it up. If there is a glossary in your textbook spend a few minutes a week with it wtil you have mastored it. Familiarity with tho torminol- ogy of the subject is not only a great help in study, but is of immense value in helping to make a creditable showing on cxaminations . 18. Some technique of outlining, underlining, (if the book is your owm,) or of oo writing summarics, is almost indispensible. Even meager notes on your reading will | help to fix the points in mind at the time they are made. re alt 3 19. Develop the habit of asking yourself, "Is this what I would have coxpected?" If it isn't, make a montal note of the item, or it may trip you on tho next test. 20. At the same time ask yoursolf, "Is the author right about it? I would havo thought thus and so; why did I have that opinion? dad I any good evidence? Has the author any for his opinion?" ‘YWhile this attitude is much moro valuable in some subjects than in others, romembor that there are no infallible authors, and crrors are still made by printers. Also, you may have misunderstood tho author. 21. You should come to the end of your study time with one or more questions. or them on paper. Nothing pleases most teachers like an intcolligont question, ased not on ignorance of tho assignment but on knowledge of it; and ‘and there is noth- ee so likcly to contribute to your owm future intcrest and understanding. 22. Learn to read rapidly. Crowd yourself along. Don't move your lips or the muscles of your throat while you road; it slows you down. Don't road every word, except, perhaps, in poetry or drama. Practically any college student, cvon a graduate student, can learn to increase his reading rate from fifty to more than a hwidred percent by consciously trying, ond that without any loss of understanding. TESTING YOUR Ky OWLEDG. 23. When you come toward the end of your study time, see whether you can summa- rizc, to yoursclf, what you have learned. Don't say, "I know it but I can't tell it," --you will know it ton times better if you make the oxtra cffort of learning how to tell it, if only to yourself. 4. Talk about it to someone clsc, proefcrably, of course, with someone who is in- erestcd and knows something about the subject. This is the kind of studying with friend which is worth while. Learn by yourself, review with others when you can. 2. ch oO 25. During recitation try to answer, to yoursclf, every question asked, instead of sitting passively by. How would your answer have succecded? In this way you get the advantage of reciting the whole ‘lesson, without tho strain. --AND FINALLY-.- 26. Ask the teacher for help whenever you really necd it. Don't cxpect him, or a Futor, to show you a way to understand without study; if he knew one he would toll fit to the whole class. And don't be afraid of tho accusation of "apple polishing, *-. we need this kind. Even the teacher asks questions; that's how he learned. OQ '7 ofe It is better to be one day's work ahead, than one day bchind. 28. You won't learn to study in one day. It is worth spending a year to improve your technique of study. : THE COLLEGE BULLETIN April 6, 1936. NEW DISTRIBUTION REGULATIONS This number of the Bulletin is devoted chiefly to information on Faculty action regarding the new group system. The fourth page embodies a proposal of the Rules Committee of a somewhat more convenient grouping of College subjects than that in the report of the Committee on the Revision of the Group System. Note that the word "Division" has been substituted for "Group"-+a change which the Rules Committee is also suggesting. Instructors are asked to preserve this issue of the Bulletin for the Faculty meeting and for the study which will be necessary before we all become familiar with the details of the new arrangement. ENROLLMENT STATISTICS University, Number of students Regular Session 1935='36 -——= 4531 College, : . . . ed 2481 College, number of students, Fall 1935 ~-- 2364 College, number of students, Spring 1936 ie 2193 Number of new students in College, Spring 1936 --- 138 Number of Fall semester College students not returning in Spring --- 309 Of these 309 there were 39 who were graduated at the end of the Fall semester. MAJOR STUDENTS The following was the number of majors last Fall in the ten College departments with the most majors: English 98 History 64 Journalism a5 Political Science 63 Sociology 76 Zoology Sa Chemistry to Bacteriology 49 - Economics 66 Home Economics S7 A number of these departments, particularly Political Science and Zoology, have in addition to the above a number of Combined Degree Juniors who are completing semi-majors in the department. LARGE DEPARTMENTS ~- 1935-—' 36 The following are the student-hour loads of the ten largest depart - ments in the College: English 10,709 Sociology 4,023 Mathematics 6,819 German 3,265 Chemistry 6,620 Zoology 3,054 Psychology 4,551 Spanish 3,039 History 4,384 Physics and 2,992 Astronomy The School of Business, including Economics, carried 11,551 student hours. NEW REQUIREMENTS FOR THE A.B. DEGREE AT THE UNIVERSITY OF KANSAS The Faculty of the College of Liberal Arts and Sciences has recently voted to make certain changes in the requirements for the A,B. degree, to take effect, except for Rule C, with the class graduating in June, 1940, Because students who next fall begin the work for the A.B. degree will normally be eligible for graduation in June, 1940, the new regulations, in effect, apply to the Freshman Class entering the University in September, , Leos Por the convenience of those who are interested in these regulations, they are listed here: NEW RULES (A), 1. Of the one hundred and twenty-four hours required for the A,B. degree, twenty hours shall be taken in each of the first three divisions shown on the last page. Fifteen hours must have been taken in each by the end of the Sophomore year, of which five must be in each of two fields in each division, 2. Five hours of work offered by the Department of Home Economics may be applied in the satisfaction of distribution requirements under one of the following options: (1) five hours from 80a, Home Administration, 80b, Home Administration, and 165, Public Aspects of the Household, may be applied under Field B of Division It; (2) 3, Selection and Preparation of Foods, may be applied under Field B of Division II; (3) five hours from 6a and 6b, Food and Nutrition, and 12 and 83, Child Care, may be applied under Field C of Division it, (B) A maximum of forty hours shall be allowed in the major department, of which the department may prescribe not more than twenty-five hours, The minimum number of hours to be offered as completing a major course shall be twenty, A maximum of not more than twenty-five hours shall be allowed in any department other than the major, The maximum in a field of more than one department shall be sixty hours, and in any one division eighty hours, {C) In the total of one hundred and twenty-four hours of credit, at least fifty hours shall be in Junior-Senior courses, This provision shall go into effect as soon as in the opinion of the Administrative Committee a sufficient number of Junior=—Senior courses are available, The rule must not become effective, however, for at least two years, The requirements in Rhetoric and in Foreign Language shall remain as at present, except as modified by Rule A above and by Rules D, E, and fF, which follow; -(D) 1, The English Department shall offer the opportunity to all students whom it ascertains to be qualified, to take, upon entrance to the University, an examination testing them on the material of the Freshman course in Rhetoric.