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attitude in the way he adapts himself to the work at hand. It is that criterion which I had in mind. Namely, the technique of organizing the assigned material -- the mechanics of studying.

I have no concrete suggestions as to changes in the content of Economics courses, but I do feel that too many pupils pass through admittedly difficult college courses without ever acquiring an efficient technique for dealing with work. For the most part, all but a select few of Stanford alumni who have been in the service have found themselves assigned to duties and environments that bear little relation to their chosen studies or their classrooms and libraries on the campus, so that the commonplace remark, "What did you learn at college?" has no application to their present work. Yet it is not a difficult job to distinguish between the college student who has gained from his college work the habit of handling his assigned duties with a definite system, adn the one who has depended upon last-minute cramming and hit-or-miss study methods for success in college. That technique, rather than particular skills acquired or courses studied in college, is what students have carried with them in their present services, and the quality and varieties of such techniques is unlimited. It would almost seem that if a college graduate gained only a little from his college work in the way of technical knowledge, but had mastered the technique of organizing the problem at hand, discerning significant material and difficulties, setting aside regular hours