clearness and emphasis.

The author gratefully acknowledges the constructive suggestions of
reviewers and others who have used the book, and hopes that he has
profited by them in this revision.

H.D.K.

April 1, 1921.




PREFACE TO THE FIRST EDITION


Educational leaders are seeing with increasing clearness the necessity
of teaching students not only the subject-matter of study but also
methods of study. Teachers are beginning to see that students waste a
vast amount of time and form many harmful habits because they do not
know how to use their minds. The recognition of this condition is
taking the form of the movement toward "supervised study," which
attempts to acquaint the student with principles of economy and
directness in using his mind. It is generally agreed that there are
certain "tricks" which make for mental efficiency, consisting of
methods of apperceiving facts, methods of review, devices for arranging
work. Some are the fruits of psychological experimentation; others are
derived from experience. Many of them can be imparted by instruction,
and it is for the purpose of systematizing these and making them
available for students that this book is prepared.