It is not a bad plan for two or more students to meet at stated intervals and compare their notes . The lecture can be discussed so that thepoints omitted or not fully understood can be placed correctly in the notebook against the final test . The chance for error is greatly decreased inthis way and, besides , the discussion greatly aids the memory so that thework of studying from the notes is lessened . In at least one instance wherethe speaker delivered his lecture very rapidly several students arrangedto take his points in relays ; that is, since there was scarcely time for oneman to get all, one man could take the first point, another the second, andso on. These men occupied seats close together so that an exchange ofsignals was possible. Afterwards they discussed each lecture and puttheir notes together.

One even better plan is to get regular library index cards and, afterthe lecture is fairly well learned, transfer the points underlined to them, onecard to a lecture. These cards can be carried about and studied at oddmoments. One is enabled by their use to get the perspective view of thelecture which brings out the sense of values which one loses when onestudies the notes in their mass of detail only. With the skeleton in mindone has little difficulty in recalling the details .

The first injunction is then : Do not try to take the lecture verbatim.

Letusconsiderthepracticeof note takingundertwo mainheads:notesonlectures,andnotesonreading

We also have good studies of reporta-tiones, or the notes taken from oral events, such as sermons or lectures.25

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