You should be warned also that college demands not only a greater quantity but also a higher quality of work.  When you were a high school student the world expected only a high school student’s accomplishments of you.  Now you are a college student, however, and your intellectual responsibilities have increased.  The world regards you now as a person of considerable scholastic attainment and expects more of you than before.  In academic terms this means that in order to attain a grade of 95 in college you will have to work much harder than you did for that grade in high school, for here you have not only more difficult subject-matter, but also keener competition for the first place.  In high school you may have been the brightest student in your class.  In college, however, you encounter the brightest students from many schools.  If your merits are going to stand out prominently, therefore, you must work much harder.  Your work from now on must be of better quality.

Not the least of the perplexities of your life as a college student will arise from the fact that no daily schedule is arranged for you.  The only time definitely assigned for your work is the fifteen hours a week, more or less, spent in the class-room.  The rest of your schedule must be arranged by yourself.  This is a real task and will require care and thought if your work is to be done with greatest economy of time and effort.

This brief survey completes the catalogue of problems of mental development that will vex you most in adjusting your methods of study to college conditions.  In order to make this adjustment you will be obliged to form a number of new habits.  Indeed, as you become more and more expert as a student, you will see that the whole process resolves itself into one of habit-formation, for while a college education has two phases—­the acquisition of facts and the formation of habits—­it is the latter which is the more important.  Many of the facts that you learn will be forgotten; many will be outlawed by time; but the habits of study you form will be permanent possessions.  They will consist of such things as methods of grasping facts, methods of reasoning about facts, and of concentrating attention.  In acquiring these habits you must have some material upon which you may concentrate your attention, and it will be supplied by the subjects of the curriculum.  You will be asked, for instance, to write innumerable themes in courses in English composition; not for the purpose of enriching the world’s literature, nor for the delectation of your English instructor, but for the sake of helping you to form habits of forceful expression.  You will be asked to enter the laboratory and perform numerous experiments, not to discover hitherto unknown facts, but to obtain practice in scientific procedure and to learn how to seek knowledge by yourself.  The curriculum and the faculty are the means, but you yourself are the agent in the educational process.  No matter