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.