The Chicago Guide to Your Career in Science Victor A. Bloomfield and Esam El-Fakahany
The Chicago Handbook for Teachers, Second Edition Alan Brinkley, Esam El-Fakahany, Betty Dessants, Michael Flamm, Charles B. Forcey, Jr., Matthew L. Ouellett, and Eric Rothschild
The Chicago Guide to Landing a Job in Academic Biology C. Ray Chandler, Lorne M. Wolfe, and Daniel E.L. Promislow
Behind the Academic Curtain
Frank F. Furstenberg
The Chicago Guide to Your Academic Career John A. Goldsmith, John Komlos, and Penny Schine Gold
How to Succeed in College (While Really Trying) Jon B. Gould
57 Ways to Screw Up in Grad School
Kevin D. Haggerty and Aaron Doyle
How to Study Arthur W. Kornhauser
Doing Honest Work in College Charles Lipson
Succeeding as an International Student in the United States and Canada Charles Lipson
The Thinking Student’s Guide to College Andrew Roberts
The Graduate Advisor Handbook
Bruce M. Shore
Off to College Roger H. Martin
what every science student should know
Justin L. Bauer, Yoo Jung Kim, Andrew H. Zureick, and Daniel K. Lee
The University of Chicago Press Chicago and London
Justin L. Bauer is a medical student at the University of California, San Diego. Yoo Jung Kim is a medical student at Stanford University. She served as editor-in-chief of the Dartmouth Undergraduate Journal of Science Andrew H. Zureick is a medical student at the University of Michigan. He served as editor-in-chief and president of the Dartmouth Undergraduate Journal of Science. Daniel K. Lee is a medical student at Harvard Medical School. He served as editor-in-chief and president of the Dartmouth Undergraduate Journal of Science.
Library of Congress Cataloging-in-Publication Data
Names: Bauer, Justin L. (Justin Lawrence), 1990–author. | Kim, Yoo Jung, 1991–author. | Zureick, Andrew H. (Andrew Harrison), 1991–author. | Lee, Daniel K. (Daniel Kwangsuk), 1991–author.
Title: What every science student should know / Justin L. Bauer, Yoo Jung Kim, Andrew H. Zureick, and Daniel K. Lee.
Other titles: Chicago guides to academic life.
Description: Chicago : The University of Chicago Press, 2016. | Series: Chicago guides to academic life | Includes bibliographical references and index.
Identifiers: LCCN 2015041270| ISBN 9780226198743 (cloth : alk. paper) | ISBN 9780226198880 (pbk. : alk. paper) | ISBN 9780226198910 (e-book)
Subjects: LCSH: Science–Study and teaching (Graduate)–United States. | Universities and colleges–United States–Graduate work. | Academic achievement–United States.
Classification: LCC Q181.A2 B38 2016 | DDC 507.1/173–dc23 LC record available at http:// lccn.loc.gov/2015041270
♾ This paper meets the requirements of ANSI/NISO Z39.48–1992 (Permanence of Paper).
To our parents, William Bauer and Nancy Spiegel, Hyea Ja Chae and Won Sik Kim, Samir and Brenda Zureick, and Daniel and Linda Lee, for their love and support
Acknowledgments ix
1. Welcome to the World of College Science 1
2. How to Manage College Life 9
3. How to Excel in Your STEM Courses 31
4. Choosing a STEM Major 81
5. Conducting Scientific Research 131
6. Beyond Your Bachelor’s Degree 171
7. STEM in the Real World 199
8. In Conclusion 247
Appendix. Advice for Underrepresented Students in STEM 255
Notes 265 Index 275
Acknowledgments
This book would not exist had it not been for the help of people who believed in us. First, we thank Andrea Somberg of Harvey Klinger Inc. for her guidance in helping us to formulate the initial book proposal. Next, we thank Christie Henry, Amy Krynak, Logan Ryan Smith, and Lauren Salas at the University of Chicago Press for guiding us through the publishing process and Mary Corrado for her editorial acumen.
We thank all of the students, faculty, professionals, and young college alumni who generously shared with us their time and insights about college science through interviews and reviews of our manuscript. Our particular thanks go out to Joshua Alman, Delian Asparouhov, Nancy Bakowski, Carli Balogh, Ameen Barghi, William D. Bauer, PhD, Mark Baum, Jacob Becraft, Sydney Behrmann, Alysia Birkholz, PhD, Scott Brookes, Kristopher S. Brown, Michael Cariaso, Hongyu Chen, Jeff Chen, Kenny Chen, Sara Choi, Cesar Cuenca, Irving Dai, Ellen Daily, Donna J. Dean, PhD, Amar Dhand, MD, DPhil, Christiane Donahue, PhD, Jaideep Dudani, Kar Epker, Riley Ennis, Roxanne Farkas, Vanessa Ferrel, Christopher Finch, Emily Flynn, Sydney Foote, Christopher Francis, MS, Mol -
x Acknowledgments
lie Sarah Henni Friedlander, Ryan Gabelman, Amanda Gartside, Angela Gauthier, Sophia Gauthier, MS, Marcelo Gleiser, PhD, David S. Glueck, PhD, Charles Goldberg, MD, Samuel Greene, MS, Natasha M. Grotz, PhD, Julie Ann Haldeman, Michael Huarng, Colin Heffernan, Steven Jin, Carlee JoeWong, Stephan Johnson, Peter Kalugin, Julia E. Kao, Christopher S. Kelly, Roger Khouri Jr., Yoo Eun Kim, Clarke Knight, Aaron Koenig, F. Jon Kull, PhD, Nilay Kumar, Daniel Sotelo Leon, Jonathan Li, Grant L. Lin, George S. Liu, William Lotko, PhD, Jan A. Makkinje, Rachel Mann, Daniel Marcusa, Vicki V. May, PhD, Sara Koenig McLaughlin, PhD, Kelvin Mei, Roland Nadler, JD, Aran Nayebi, Nicole Nevarez, Paloma Marin Nevarez, Stephen Neville, Ben H. Nguyen, David Nykin, Matthew L. Pleatman, Mya Poe, PhD, Robert Porter, Gareth Roberg-Clark, Juan Pablo Ruiz, Parker Phinney, Rameshwar R. Rao, Raza Rasheed, JD, Stanford Schor, Anthony Scruse, Elisabeth Seyferth, David Shafer, Eric Shen, Maxwell Shinn, Alvin Siu, Jessica Smolin, PhD, Leslie J. Sonder, PhD, Nancy H. Spiegel, MS, Alison Stace-Naughton, Alyssa Stevenson, Mika M. Tabata, Michael Terjimanian, Kaya Thomas, Carl P. Thum, PhD, Jonathan D. Tijerina, MS, Duy C. Tran, Jeffrey Treiber, Jeffrey Tsao, Ryan Tsuchida, Christopher Walker, Sara Walker, Kathy S. Weaver, MA, Elise Wilkes, William Wingard, Lee A. Witters, MD, Xiaotian Wu, Jennifer Xia, So Young Yang, Joseph K. Yi, Lindsey Youngquist, Melanie Zhang, and Yingchao Zhong.
Lastly, we acknowledge our friends and faculty members from Dartmouth College for helping to instill within us our love for the sciences. Our gratitude also goes out to the other institutions and organizations that helped us to work on this
Acknowledgments xi book, such as the Dartmouth College Institute for Writing and Rhetoric, Dartmouth College Office of Undergraduate Research, Dartmouth Undergraduate Journal of Science, and the Barry Goldwater Scholarship and Excellence in Education Program.
1 Welcome to the World of College Science
The one thing none of your college science courses will teach you is how to succeed in them. Studying science needs to come with an owner’s manual, and that manual is this book.
Study skills, choosing a major, research, and career planning are just a few of the topics covered in this concise guide. The scientific disciplines— math, engineering, chemistry, computer science, etc.—are both challenging and rewarding. Yet relatively few students make it through the intense and sometimes competitive world of college science. Because you don’t know what you don’t know, you need advice from people who have been through what you are about to experience. This book—painstakingly distilled from years of research, interviews with successful scientists and science students, and our own experiences as recent science graduates— is the advice that we, your authors, wish we had heard when we came to college.
Good luck and welcome to the world of college science! We look forward to helping you every step of the way in the coming pages.
Why Is Science So Hard?
Only a small fraction of the most able youngsters enter scientific careers. I am often amazed at how much more capability and enthusiasm for science there is among elementary school youngsters than among college students. Something happens in the school years to discourage their interest (and it is not mainly puberty); we must understand and circumvent this dangerous discouragement. No one can predict where the future leaders of science will come from.
Carl Sagan1
Sixty percent of college students planning to study science or medicine change their minds later in their academic careers.2 Why do so many students end up leaving their scientific aspirations behind?
First of all, science isn’t easy to learn. We come out of the womb with the capacity to learn human language, but no one begins life with the instinctive ability to understand quantum physics. To learn science, you have to work at it, like most things worth doing. But this isn’t the full story; in fact, the natural challenge of learning difficult concepts isn’t the biggest reason students struggle with science. Rather, many college students are dissuaded from science because they don’t know how to prepare for their college science courses.
Science classes—sometimes also called STEM classes for Science, Technology, Engineering, and Mathematics—can be complicated, impersonal, and often confusing (Note: we will use the terms science and STEM interchangeably). In a typical introductory college science lecture, you will find yourself in a huge room with hundreds of other students, straining to focus on the tiny professor at the front of the class as she whips through her presentation or draws complicated equations on the board. Some students get it right off the bat, and some students don’t. Oftentimes, at the end of the course, all you
to the
3 are given is a test and a grade. If the grade is too low, many students simply call it quits.
Don’t Give Up!
While there are a number of roadblocks that discourage students from pursuing science, there are even more reasons to stick with it. With lots of hard work and the guidance of this book, you will be able to excel in your classes, earn your college degree, and, perhaps most importantly, appreciate the beauty of the science you study.
But science is not just interesting to study. There are also very practical benefits to earning a STEM degree. The professional world needs and is prepared to pay for people with skills in science and mathematics. Over the past several decades, the percentage of students graduating from college with a STEM degree has declined, while the demand for science-related jobs has grown and will continue to grow.3 From 2001 to 2011, growth in STEM jobs was three times faster than growth in non-STEM jobs.4 When STEM majors graduate, on average, they make more than professionals with other degrees.5 One study found that science majors would earn half a million dollars more than other majors over the course of their lifetime.6
The professional opportunities that a science major provides are not limited to science-related fields. In fact, STEM graduates have higher salaries than other majors, regardless of whether or not they work in a STEM -related occupation.7 Take a guess, what college major is most common amongst S&P 500 CEOs? Business? Economics? Marketing? No. Actually, it’s engineering.8 This just goes to show that the skills you can learn in college as a science major are prized in a wide range of fields. According to the National Science Foundation9 and the
Department of Labor,10 80% of all the jobs created in the next decade will require math and science skills. Getting these skills is smart. When you graduate, quite possibly with significant debt, you’ll be happy to know that you’ve amassed valuable and marketable skills to begin making your way in the world. Finally, from a much broader perspective, skilled scientists are crucial to our future. Modern science touches every aspect of our lives from the produce in your local grocery store to lifesaving pharmaceuticals to the safety features of your car. The responsibility to meet the biggest problems of our century will rest on the shoulders of our scientists—challenges like curing diseases and finding clean energy resources. The prospect of helping the world address such challenges is yet another incentive for those considering studying science.
Studying for Skills, not Just Grades
As a college student, you’ll need to approach your academic life with a whole different attitude than you had in high school. Many aspiring science students feel crushed when they get a bad test score, perhaps for the first time in their lives. They think a low grade means they are bad at science. This misconception is one of the biggest reasons that students give up on STEM . But keep this in mind: doing badly in a science course doesn’t necessarily mean you are bad at science or a bad student.
At Dartmouth College, what do a theater major with a 3.89 GPA and a chemistry major with a 3.11 GPA have in common? Their grades are both equal to the average grade given by courses in their respective departments.11 Across the board, arts, social sciences, and humanities courses give out higher
Welcome to the World of College Science 5 grades than science courses.12 Your grade may be more of a reflection of a departmental policy or a quota set by an instructor than of your true talents and interests. Grades are important, but they certainly aren’t everything, and they may even be misleading.
In high school, everybody studied more or less the same subjects, so the main factor that differentiated students academically was their GPA. In college, students study different subjects, so comparing grades between majors is like comparing apples and oranges. If you don’t have a trust fund in your name (or even if you do), it will be important for you to graduate with knowledge and skills you can apply in the working world, regardless of what grades you get.
In Forbes magazine’s ranking of the ten college majors with the worst employment prospects and the worst salary after graduation, all ten of the worst majors were nonscience majors.13 The college graduates who received high grades in those majors probably don’t care very much anymore about how well they were doing on paper. High school was about getting good grades. In college, you need to be studying for grades and skills.
Getting Started
We started writing this book as college students because we saw our classmates in the sciences dwindle in number year after year and were stunned to find out that this was a nationwide phenomenon that no one had successfully addressed. After three years of research, interviews, and writing, we put together a book compiled from the advice of students and recent graduates who have excelled academically, presented in
national symposiums, published in journals, created apps, and started their own businesses—all while earning their bachelor’s degrees. To make the book as relevant as possible to the average student, we interviewed students from a wide variety of STEM majors from small liberal arts schools, to researchfocused private schools, to major public universities, and everything in between. Much of the advice in this book comes from recipients of high academic honors like the Barry Goldwater Scholarship, Fulbright Study/Research Grant, Churchill Scholarship, Gates Cambridge Scholarship, Marshall Scholarship, and the Rhodes Scholarship.
Whether you are a college student still navigating the lay of the land or an ambitious high school student looking for a head start, this book will provide you with the basic knowledge to tackle science head-on and excel in college and beyond.
Chapter-by-Chapter Overview
We’ve included a brief synopsis of each chapter below. Each chapter can be read and understood on its own, but there is a logical progression from one chapter to the next. Even if you think you already know about the topic we discuss in a given chapter, we still encourage you to read it. Sometimes it is what we think we know already, that makes it hardest for us to learn. As Mark Twain once said: “It ain’t what you don’t know that gets you into trouble. It’s what you know for sure that just ain’t so.”
Chapter 2: How to Manage College Life
College is an exciting time with seemingly endless opportunities. However, if you aren’t cautious, this can be to the detriment of the your grades, as new college students often fail
Welcome
World
7 to balance their personal and social lives with their academic responsibilities. In this chapter, we talk about how to manage time and thereby develop the foundation to lead an efficient and satisfying college life.
Chapter 3: How to Excel in Your STEM Courses
This chapter will help you hone your academic skills to succeed in the classroom and in laboratory courses. We discuss tips for taking notes, reading textbooks, preparing for quizzes and exams, and writing laboratory reports.
Chapter 4: Choosing a STEM Major
Here, we will introduce you to the most general types of science majors, explain what those majors are like, and acquaint you with the types of careers that each major tends to pursue.
Chapter 5: Conducting Scientific Research
Undergraduate research is an essential experience for students interested in a career in science, be it academic, medical, or industrial. Through this chapter, you can familiarize yourself with the world of academic research and ins and outs of conducting a research project as a student. Additionally, you’ll become acquainted with some of the unique vocabulary, hierarchy, and unwritten rules of the research culture.
Chapter 6: Beyond Your Bachelor’s Degree
How do you go from being a student to being a professional?
This chapter will help you make this transition by giving you tools for finding a job after college, such as writing your personal statement, creating your portfolio, and applying for scholarships and fellowships.
Chapter 7: STEM in the Real World
This chapter provides detailed advice about preparing for graduate school and professional schools (e.g., medical, law, and business school), and general information about careers for students with a background in science.
Chapter 8: In Conclusion
We close this book with several important tips for all college students, especially STEM students, for rounding out your undergraduate academic experience and preparing for what lies ahead.
Appendix: Advice for Underrepresented Students in STEM
This chapter explains some of the challenges faced by women and other underrepresented students in the sciences as well as some of the opportunities available to these groups. Additionally, we discuss the importance of mentorship in a successful academic experience.
A note about gender pronouns: we shift back and forth between the pronouns “he” and “she” in this book when referring to students, professors, counselors, etc. Science is for everyone, but the English language often makes it awkward to form a sentence without specifying a gender pronoun.
Buckle Up, and Enjoy the Ride!
Studying STEM in college will be an incredible experience, but it will also require a tremendous amount of work and dedication. Fortunately, you’ve already taken an enormous step by picking up this book and reading this far. That alone speaks volumes about your dedication to succeed in college. We look forward to helping you channel that commitment into the improvement of your college STEM experience. Let’s begin.
2 How to Manage College Life
Time is what we want most, but what we use worst.
William Penn
The typical student arrives on campus excited and nervous about the coming year. He moves into his dorm room, signs up for interesting courses, makes new friends, and starts receiving invitations to join all sorts of extracurricular activities from mock trial to rock climbing. As the term goes on, he gets progressively more exhausted. He starts missing classes. His laundry starts piling up. A fuzzy black mold begins to grow on his shower curtains, and––to his horror––he doesn’t know how to clean it. He feels as if he is spread too thin with classes, club events, and social obligations demanding his time and attention, but he is reluctant to drop any of his commitments due to a fear of missing out on novel experiences. Suddenly, at the end of the term, finals period rears its ugly head, and he focuses for days in a state of caffeine-fueled jitteriness only to find out that he scored much more poorly than he ever did
Chapter 2 in high school. Only then does he realize that he needs a new strategy.
College demands a different attitude toward work and play than what may have worked for you in high school. Academic expectations are higher, and you have more control over your life than ever before. This chapter and the next will help you adjust to a new pace of working by teaching you to manage your college life and prepare to excel in your STEM coursework. If you take these lessons to heart, you can avoid repeating this frequent college pattern by anticipating the challenges that you will face in college and planning accordingly.
Success: It’s Personal
Comparison is the thief of joy.
Theodore Roosevelt
Before you set out to “succeed” in college, you need to define what that means to you. Is it earning good grades, conducting meaningful research, gearing up for a specific profession, or something else entirely?
Your idea of success may not be the same as that of your friends, your professors, or your parents. Take some time for self- reflection, sort out what is most important to you, and think seriously about what you would like to get out of college and in your career. One University of Michigan student whom we interviewed summed this thought up nicely: “Always proceed with the end in mind. Yes, you have time to figure out what you enjoy and want to go into, but it should bother you if you do not know where you expect to be after graduation. If you don’t have a plan, devote your spare time to figuring it out. It isn’t the smartest people who succeed in life, but the most
How to Manage College Life 11 driven.” The sooner you figure out what your own goals are, the better you can decide how to get there and what you need to do during college.
You and your classmates come from a wide range of academic backgrounds––from inner-city public schools to prestigious preparatory programs. At the beginning of school, students will find themselves at different levels of readiness to tackle college work. In general, however, your college classmates will be more intelligent and driven than your high school peers; after all, that’s how they got to college in the first place. Moreover, your classmates will have different amounts of responsibilities in their lives. Some students may be earning money through work-study to pay for their education; others may be preoccupied with family obligations; still others will be free to devote their whole energy and attention to their classes.
Define success in college in a way that takes into account your educational background and responsibilities. Continually set short- and long-term goals that will leave you satisfied at the end of the day, term, and year. A goal is both a destination and an anchor: you have to chart out what success means for you before you can get there, and having your objective in mind will keep you from going adrift.
Regardless of where you place yourself in the spectrum of college preparedness, don’t let your assessment of your peers’ academic abilities lead you to doubt your own abilities or lure you into thinking that college is going to be a breeze. More so than anything else, your performance in class depends on your willingness to work hard. If you find yourself having less science background than some of your classmates, it may take some extra time and effort, but by keeping at it, you will catch up.
When you’ve decided what your goal is, write it down and post it in a location that will be visible to you: on top of your desk, on the door of your room, across from the toilet, wherever. Every time you feel discouraged, remind yourself of what you are working for and hold yourself accountable for realizing your goals. But don’t psyche yourself into thinking that you have to stick to the first goal that you’ve set for yourself. College is a period for development, and you may realize what you wanted to accomplish more than anything as a freshman is no longer relevant for you during senior year. Be open to changing your destination, but always think about how you can get there.
Students Say: How Can Students Find Their Own Meaning of Success?
Know yourself and what you want to get out of your education. You can always make time for something if it is important to you. Also, know your limits, as it is always better to do a few things well than to do many things half-heartedly.
Max, University of Minnesota, Goldwater Scholar, Churchill Scholar
The most important part of being successful is finding something that really excites you and figuring out how to focus on that throughout your career. Explore as much as you can during your first few years of college and think about which aspects of what you explore grab you the most.
Sam, University of Chicago, Goldwater Scholar, Rhodes Scholar
Time management and your own definition of success in college accompany one another. If athletics and academics both matter to you, as they did for me, you will find a way to do both. What may seem like sacrifices to others, such as reduced social time, will be easy decisions for you if you have a strong, self-motivated sense of what matters. Developing this sense requires introspection. You can learn much about yourself by considering your own thoughts and embracing challenges. Do not be afraid to think for yourself and do not shy away from courses in other disciplines. You will only become more independent, resilient, and creative.
For most of my life, I’ve defined success by how much I was living up to others’ (namely, [my] parents’) expectations, whether it was getting good grades or getting into a top whatever college. But having the freedom to do what I believed in and love in college has taught me to rethink my definition of success. Because no matter how happy other people are for you about getting into a prestigious school or taking on a crazy course load, if you are absolutely miserable and forced into doing something you don’t like, then what’s the point of being “successful” in other people’s eyes? This should be obvious, but the best scientists are not those who do it for the degree, money, or prestige, but rather the people who are truly passionate about the discovery-making process and contributing to the ever-growing world of scientific knowledge.
Melanie, Emory University, Goldwater Scholar
The Importance of Time Management
Time management is really a misnomer—the challenge is not to manage time, but to manage ourselves.
Stephen Covey
College will probably be the first time in your life that you have almost complete autonomy, with no one to tell you why eating microwavable burritos for breakfast, lunch, and dinner is a terrible idea. Such liberty can be exciting, but with all the new social and extracurricular opportunities of college demanding your attention, you may find it difficult to keep focused on your classes and your well-being. Because of this, the first step to transitioning into college is learning how to be independent, and a key part of that is learning how to manage your time. In college, time spent in class is only a fraction of what it was in high school—perhaps as little as an hour or two in a given day. Attendance is rarely taken, especially in huge introductory lecture courses. Given this lack of supervision, it’s up to you to build some structure into your life to balance your academic, social, and extracurricular tasks.
The following section discusses time management methods that have worked well in our own experience and for the many successful STEM students whom we’ve interviewed. If you apply these techniques diligently, you will be well on your way to getting the most from your college experience. It will require discipline to establish this practice, but it gets easier with time and will be well worth it in the long run.
Every Term: Use a Planner
Get a planner and fill it with your short- and long-term goals and course assignments. As soon as you get your hands on your class syllabi at the beginning of each term, take the time to analyze them and jot down due dates for lab reports, projects, and tests for all of your classes, in addition to any important social obligations and fun events (e.g., birthdays, concerts, parties).
By understanding your schedule early in the term, you can pinpoint your “Hell Weeks,” those unavoidable stretches when you have to juggle multiple papers, tests, and other commitments. This way, you’ll know when you have to put in more work than usual and you can get yourself prepped for it in advance. Finally, list any personal or academic goals you have for yourself and make the time to achieve them. For instance, if you want to ace a particular course, set aside an extra chunk of your time before every major test and assignment to ensure that you will be able to focus on that class.
Physical planners and digital calendars are both good options to keep organized. A digital calendar like iCal or Google Calendar will let you set reminders before events (e.g., desktop notifications or auto-generated text messages). Do what works
best for you and stick to it; planners will keep you organized, prompt, and focused on your goals.
Keep Track of Your Time
In addition to filling out your planner for the academic term, plan your schedule on a weekly basis. Ask yourself how you can use each week to keep up with your classes, lead a healthy lifestyle, and still have time for fun. Take fifteen minutes every weekend and write down your academic, social, and personal goals for the coming week into your planner. How many labs, problem sets, and readings do you have this week? Would after class on Tuesday be most convenient to get lunch with your roommate? Do you need to do your laundry this week or can that wait until next week? Plan out your tasks every week, reviewing them each night or early morning to greet the new day with a sense of direction. Soon this type of thinking will become second nature.
A weekday schedule might look something like the following:
Today’s TO DO List
8:00 to 8:45 a.m.: Wake up and eat breakfast
8:45 to 9:45 a.m.: Preview and prepare for class
10:00 to 11:00 a.m.: Lecture #1
11:10 a.m.to 12:10 p.m.: Lecture #2
12:15 to 1:00 p.m.: Lunch and break #1
1:10 to 3:10 p.m.: Review lectures and solve practice problems
3:20 to 4:20 p.m.: Hit the gym
4:30 to 5:30 p.m.: Go grocery shopping
5:40 to 6:40 p.m.: Do laundry and review flashcards
Chapter 2
6:50 to 7:50 p.m.: Dinner and break #2
8:00 to 8:50 p.m.: Attend club meeting
9:00 to 10:30 p.m.: Do practice problems and problem sets
10:30 to 11:30 p.m.: Break #3
11:30 p.m. Get ready for bed
Take note of two things in this schedule. First of all, much of the day is accounted for and there are buffer times between activities to account for time needed to get from place to place. Secondly, notice that free time is built right into the schedule; this way, you’ll be able to enjoy your breaks without feeling guilty or going overboard and shoving aside all the work you still have left. This schedule is comprehensive and covers the time that you spend in class, studying, sleep, meals, exercise, errands, and extracurricular activities. Careful planning will help you be focused when you need to work and relaxed when you need to rest.
That being said, you will almost certainly deviate from your schedule. Your problem set may be harder to solve than you’d expected, a quick dinner with friends may turn into a lengthy conversation, or you may just feel like you need a break. Leave some flexibility for the unexpected. At the end of each day, review your schedule, cross off everything you’ve accomplished, and reschedule anything you couldn’t finish for later. Figure out what kept you from getting things done (not having enough time, procrastination, etc.) and think about how you can avoid these pitfalls next time. Keep making your schedules for each day even if you don’t end up following them to the letter; writing down your schedule is an exercise in self-discipline and planfulness, not an attempt to tell the future.
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BATES, KATHARINE LEE.
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“Cannot fail to please all animal lovers.”
Springf’d Republican p13 F 1 ’20 1000w
A novel with scenes laid in England, East Africa and on the western front. Rumors of Julian Abingdon’s disgraceful conduct in Central Africa, where he has held official position, reach London, together with an unconfirmed rumor of his death. Believing him still alive and desiring to clear his name, his fiancée, Cyllene Moriston, insists on going out to look for him. His cousin, Jim Chaytor, who has always disliked Abingdon, takes charge of her expedition. Cyllene is stricken with fever and is left in the care of German missionaries while Chaytor goes on to find Julian. He finds him alive and well and living voluptuously with native women and hence desiring to remain officially dead. He does not tell Cyllene the truth; marries her himself and is then separated from her by the outbreak of the war. During his absence she meets Julian, finds that her old love is dead, and turns with full hearted devotion to her husband.
“‘The edge of doom’ is a very capable piece of work, serious without being in any way disagreeable, absorbing both on account of the intensity of the emotion, the consciousness of beauty both in emotion and in the physical aspect of things, and the importance of the historic background.”
Boston Transcript p9 Je 5 ’20 400w
“The book reads very much as though the author had started out to write one kind of a story, then suddenly changed his mind and proceeded to produce another. This is the more deplorable because the second part of the book, the war section, is well done and interesting.”
N Y Times 25:25 Je 27 ’20 480w
“The story is skilfully told, with a deft, yet sparing use of local colour which helps to carry conviction. It is well worth its place on any bookshelf.”
Sat R 129:111 Ja 31 ’20 200w
“The novel part cannot be commended as a story. At the same time there is no doubt that the whole book is well written; the dialogue and the narrative skilfully and vividly handled.”
The Times [London] Lit Sup p652 N 13 ’19 280w
BAXTER, ARTHUR BEVERLEY. Blower of bubbles. *$1.75 (2½c) Appleton
20–1698
Five unusual stories based on the war, with a sparkling iridescent quality remote from, yet not antagonistic to, reality. The title story depicts a delightful, apparently carefree personality, a gentleman, university bred, who has no set vocation in life, is a dilettante in almost everything it is possible to be, and who spends most of his time and energy making unfortunate or gloomy people happy: in other words, blowing bubbles. In spite of his weak heart he contrives to get into the war, is permanently crippled, yet sitting in his invalid’s chair in a picturesque garden on the Isle of Wight, blows brighter, gayer, more luminous bubbles than ever before, and gives one person, at least, a lasting happiness. The other titles are: Petite Simunde; The man who scoffed; The airy prince; Mr Craighouse of New York, satirist.
“All are readable.”
Ath p1411 D 26 ’19 40w
Booklist 16:242 Ap ’20
“The very fact that the actors are of various nationalities affords a wide scope in character drawing and the author has done this work with an incisive delicacy of feeling which one cannot fail to appreciate. Humor is not lacking and forceful, thought-compelling passages add to the graceful style of every story.”
Boston Transcript p6 Mr 24 ’20 160w
“They are whimsically written. But the regularity with which the various characters undergo a metamorphosis under the stimulus of the patriotic impulse becomes wearisome.”
Dial 68:399 Mr ’20 60w
“In this brightly written collection of five short stories we have proof rather sorely needed that fiction with the recent great war as a setting can avoid bathos on the one hand and obviously false joviality on the other. One of the best books of unassuming and yet purposeful fiction that has seen the light this season. ”
N Y Times 25:123 Mr 14 ’20 1650w
“Perhaps the last is the best ‘Mr Craighouse of New York, satirist.’ His visit as a typical American to Lord Summersdale makes a very taking story.”
BAXTER, ARTHUR BEVERLEY. Parts men play. *$2 (2c) Appleton
20–20646
Austin Selwyn, an American writer in England, has first hand opportunity, in his intercourse with the family of Lord Durwent, to observe the parasitism of the English aristocracy. The colorful personality of Elise Durwent and her latent protest against the uselessness of her class arouse his interest and love. When the war breaks out he sees in it a hideous wrong into which the people of all countries have been trapped by their ignorance. He embarks on a crusade against this ignorance and writes pacifist literature, which leads to a break with Elise. She declares indignantly that, far from crying out against the infamy and cruelty of the war, women feel the glory of it in their blood. The usual thing happens: Selwyn is gradually convinced of the error of his ways and his subsequent bravery in France wins him Elise.
“When he writes of London society as it was before the world war he exhibits a deft, light touch in drawing character sketches. Later he loses his attitude of detachment and ends in a loud outburst of jingoism which sounds strangely hollow in these disillusioned times.”
“The author wrote another novel, ‘The blower of bubbles,’ which proved that he had a facile style, a whimsical spirit, and the power to divine and portray human nature. This book possesses all those qualities and an original undercurrent of philosophy as well.”
Katharine Oliver
Pub W 98:1890 D 18 ’20 270w
Springf’d Republican p5a Ja 23 ’21 150w
“A work of considerable promise. It is crude in parts, but crudeness is only a synonym of unripeness, and Mr Baxter’s literary defects are of a kind that experience can cure. Meanwhile, he has a vitality, a gift for swiftly moving narrative, and a creative power in flinging his characters upon the canvas which augur well for his future development.”
The Times [London] Lit Sup p761 N 18 ’20 440w
BAXTER, LEON H. Boy bird house architecture. il
*$1 Bruce pub. 680
20–7092
Mr Baxter, director of manual training in the public schools of St Johnsbury, Vt., has prepared this book out of his own experience with boy architects. “Each drawing offered is of a proven house, one that has served as a home for some of our songsters and if the directions, here set down, are faithfully followed, equal success will crown the builders’ efforts.” (Author’s preface) Some of the topics
covered by the text are: Our friends the birds; Birds that adapt themselves to nesting boxes; Bird house material; Methods of conducting a bird house contest; Bird house day; Winter care of the birds. There are twenty plates with full working drawings for bird houses of various designs.
Booklist 16:302 Je ’20
School Arts Magazine 20:41 S ’20 70w
BAYFIELD, MATTHEW ALBERT. Measures of the poets. *$2 Macmillan (Cambridge univ. press)
808.1
20–12409
“Mr Bayfield’s aim in ‘The measures of the poets’ is to ‘provide students of English verse with a system of prosody that is on the one hand sound in principle, and on the other not liable to break down when brought to the test of application.’” (Spec) “The broad outlines of Mr Bayfield’s system are fairly adequately apprehended if we blend together our existing notions about a foot in verse and a bar in music. Metre in music is built up out of a succession of equal time divisions marked off by the recurrence of an accent, the accented beat falling at the beginning of each of them. Mr Bayfield considers that the basis of metrical structure in poetry is essentially the same: and he therefore lays it down that the first syllable of every foot must bear an accent. The bulk of English poetry being written in dissyllabic feet or their equivalents, it follows that the typical English foot must be the trochee. The main portion of Mr Bayfield’s primer is devoted to an exposition of the system of scansion which he deduces from this governing perception.” (The Times [London] Lit Sup)
“Mr Bayfield expounds his theory with bold lucidity, and illustrates it with telling examples from every variety of English verse. ”
Ath p1017 O 10 ’19 210w
“Like almost all prosodic theories which look at theory first, Mr Bayfield’s necessitates, even on its own showing, endless easements and epicycles to get it to work at all. There is no plain sailing; in fact, Mr Bayfield would seem to agree with Dr Johnson that ‘ pure ’ metre is dull and inartistic.” G: Saintsbury
Ath p1150 N 7 ’19 2050w
“Mr Bayfield’s general treatment and scansions are by no means so convincing as those of his predecessors, [Lanier in ‘The science of English verse ’ and Thomson in ‘The basis of English rhythm.’]” J. R. Hulbert
Mod Philol 17:727 Ap ’20 200w
“The principle of his scheme is sound, and in the application of it to English verse he has shown, besides the wisdom of his instinct, a careful patience that is beyond praise.”
Spec 122:864 D 20 ’19 1050w
“His theory has not cut him off from vital contact with poetry. The things of which he is chiefly aware are the essential things, and to read him is to have the ear quickened to a new enjoyment.”
Lippincott 942.01
(Eng ed 20–11405)
“This is in the nature of a sequel to a book which Mr Bayley published some years ago called ‘The lost language of symbolism.’ He has long been an enthusiastic and industrious student of symbolisms and emblems and their hidden meanings, and of esoteric doctrines generally. The present work is copiously illustrated and offers controversial theories as to the peopling of Britain. Mr Bayley, among other things, sees in the Cretan discoveries a wholly new standpoint for the survey of prehistoric civilization. He believes that the Cretans systematically visited Britain, and that men of Trojan race peopled the island.” The Times [London] Lit Sup
“No doubt, Mr Bayley has worked hard and honestly. Use him as a quarry and one will find gold, and, may be, other things. But how accept his doctrine as a whole?” R. R. M.
BAZALGETTE, LÉON. Walt Whitman, the man and his work. *$3.50 (2c) Doubleday
20–2834
This work, the author says, was for him not a mere literary enterprise, but the fruit of close and fervent communion with Whitman’s work and character. Speaking of Whitman’s universality he says: “The America which dreams and sings, back of the one which works and invents, has given the world four universal geniuses: Poe, Emerson, Thoreau, and Whitman.... And among these four figures, one of them more and more dominates the group: it is Walt Whitman.” (Introd.) The translator of the volume from the French, Ellen FitzGerald, attempts an explanation of the American masses ’ neglect of Whitman, from the geniuses’ inevitable disregard of “untrained” minds, in deference to whom she has taken it upon herself to abridge M. Bazalgette’s treatment of the New Orleans episode and to lighten his emphasis on the “Leaves of grass ” conflict. The book is in eight parts: Origin and youth; The multitudinary life; “Leaves of grass ” ; The wound dresser; The good gray poet; The invalid; The sage of Camden; The setting sun.
“Some remarkable pen portraits, a little Gallic exuberance at times.”
Booklist 16:241 Ap ’20
“The Frenchman’s biography, sympathetic and glowingly eloquent as it is, can scarcely rank as an authoritative chronicle of the poet’s life. It possesses, however, multiple values of its own. The translator has taken the liberty of abridging M. Bazalgette’s book. This is regrettable and not easily justified.” J. Black
Bookm 51:172 Ap ’20 1100w
Reviewed by James Oppenheim
Dial 68:633 My ’20 1350w
“M. Bazalgette communicates an absolute sense of Whitman’s greatness. His book, like his theme, is ample and magnificent.” V. W. B.
Freeman 1:68 Mr 31 ’20 500w
Reviewed by B: de Casseres
N Y Times 25:239 My 9 ’20 1350w
“Well informed, and adjusted to all the aspects of his subject, M. Bazalgette has written what is in all points as good a short life of Whitman as a reasonable person could wish. But M. Bazalgette is often illuminating, seldom penetrating.”
No Am 211:719 My ’20 680w
“Admirers of Whitman will find it a stimulating and suggestive treatment of the poet from a new angle.”
Outlook 124:336 F 25 ’20 50w
“The book has been prepared with some care. But M. Bazalgette is inseparable from his subject; his jubilee from page 1 to page 355 is uninterrupted. When the author is too lavish of exclamation points the reader parries with the question mark.”
Review 2:310 Mr 27 ’20 450w
“The biography, though rhapsodical rather than critical, will rank high among the scarce half-dozen of impressive books about the poet which have appeared in the quarter century since his death.”
p8 Ap 8 ’20 480w BAZETT, L. M. After-death communications. (Psychic ser.) *$1.60 Holt 134
The communications were received through automatic writing and the author says of them: “Whether these communications can come under the heading of telepathy from the living, or whether as the title suggests, they are partly due to telepathy from discarnate minds, is for the reader to decide.” (Preface) J. Arthur Hill, in his introduction to the book is inclined to attribute them to discarnate agency. Contents: First communications received; Cases where some link with communicators existed; Cases where relations were present; Cases where relations were not present; Character sketches; Special relationships; Erroneous, confused and irrelevant matter; Guides; Supernormal sense-impressions, etc.; The potential value of communication; Index.
N Y Evening Post p11 N 6 ’20 120w
BAZIN, RENÉ FRANÇOIS NICOLAS MARIE.
Pierre and Joseph. *$1.75 Harper
20–7722
The story takes us to an Alsatian village at the outbreak of the war where the German subjects have all remained French at heart. Of the two brothers, Pierre and Joseph Ehrsam, the elder at once decides to flee the country and go to France to enlist, while the younger deems it wise to sacrifice himself in another way, to save the factory and the Ehrsam estate from confiscation by the Germans, by joining his German regiment. Pierre, in the French army makes unfavorable comparisons between French ways and German efficiency and is but slowly won over to complete enthusiasm for the spirit of France. Joseph at the eastern front develops an increasing hatred for the German spirit and when he is sent to the west and faces the necessity of fighting the French, he kills his superior officer and deserts to the French side. The translation is by Frank Hunter Potter.
Booklist
17:30 O ’20
“This latest novel of the gifted Frenchman adds not a single leaf to his laurel crown. For the most part, the interpretation is labored, and much space is devoted to moralizing upon the obvious. The general effect of the novel is accentuated by a translation which is awkward and infelicitous.”
Cath World 111:688 Ag ’20 300w
“Interesting in itself, the story has an added interest through what it tells us of some of the events of the war, events which though important have not been much written about.”
N Y Times 25:264 My 23 ’20 1050w
“In its English dress, ‘Pierre and Joseph’ is not markedly distinguished from several earlier romances of Alsace-Lorraine in wartime, unless by its simplicity and precision.” H. W. Boynton Review 3:45 Jl 14 ’20 450w
BEAMAN, ARDERN ARTHUR HULME.
Squadroon. il *$2.50 (3c) Lane 940.48
20–14681
The cavalry in the great war was most of the time in little demand, and had to take its turn in the trenches and at digging parties to relieve the infantry. “Towards the end of 1917 ... a horse soldier could hardly pass an infantry detachment on the road without being greeted by ironical cheers and bitter abuse.” (Foreword) But the time came when their prestige was reestablished. The war episodes sketched in the book are the reminiscences of a clergyman attached to a cavalry brigade. Among the contents are: Joining the squadroon; Day marching; The gap; The trench party; The devastated area; The great advance; The last lap.
“We commend the book most heartily: it is well and simply written, and deserves a wide popularity.” Sat R 129:545 Je 12 ’20 50w
“Those who happen not to have read many ‘ war books’ of the kind, or not to be tired of them, will find these genial, graphic, fluentlywritten pages pleasant enough.”
+ + + Ath p751 Je 4 ’20 100w
The Times [London] Lit Sup p215 Ap 1 ’20 130w
BEARD, DANIEL CARTER. American boys’ handybook of camp-lore and woodcraft. il *$3 Lippincott 796
20–21339
This volume of the Woodcraft series is profusely illustrated by the author. The first chapters have to do with outdoor fires under the captions: Fire making by friction; Fire making by percussion; How to build a fire; How to lay a good cooking fire. Other chapters take up: Camp kitchens; Camp food; Packing horses; The use of dogs; Preparing for camping trip; Saddles; Choosing a camp site; Axe and saw; Council grounds and fires; Ritual of the council fire.
“His book is interesting, cheery, practical and constructive.”
Cath World 112:697 F ’21 110w
“A really valuable and comprehensive volume.” Hildegarde Hawthorne
N Y Times p9 D 19 ’20 80w
BEARD, MARY (RITTER) (MRS CHARLES AUSTIN BEARD). Short history of the American labor
movement. *$1.50 (4c) Harcourt 331.87
20–7573
As the title indicates, the book is intended as a brief and simple story of the labor movement in the United States from the day of independence to the present time. After pointing out that every modern industrial country has a labor movement and that, although there are national peculiarities, it has overleapt national boundaries; that the origin of the movement lies in self-defense; and that it has a deep spiritual and social significance, the author limits herself to a plain statement of the facts in each phase of the movement as it appeared. Contents: Nature and significance of the labor movement; Origin of American trade unions; The century old tactics of labor; Labor’s first political experiments; Return to direct industrial action; Industrial panic, political action and utopias; Trade unionism and the Civil war; A decade of panics, politics and labor chaos; Rise of the American federation of labor; The American federation of labor and politics; Revolutionary philosophies and tactics; Labor and the world war; Index.
“It is well organized, carefully definitive of simplest terms, and adapted to a less advanced student or reader of labor policies than Carlton.”
Booklist 16:327 Jl ’20
“Mrs Mary Beard has not only supplied the student of the works of Professor Commons and his associates with a text-book admirably lucid and condensed, but she has achieved what is far more difficult in writing a text-book especially where no text-book exists a connected and in many ways a dramatic story.” A. L. Dakyns
Freeman 1:523 Ag 11 ’20 1500w
“Mrs Beard’s book could hardly be better, as a readable and brief summary. ” G: Soule
Nation 111:17 Jl 3 ’20 800w
“Naturally, a large field has been covered in so small a work, but the reader in search of a small volume that will give him the essentials of this history will find this one valuable for the purpose. ” James Oneal
N Y Call p10 Je 13 ’20 370w
R of Rs 61:671 Je ’20 40w
“An excellent summary of American labor history. The book is based on recent more voluminous works, but the clarity of
explanation and the skill in selecting the salient facts of somewhat complicated situations and incidents are largely the author’s own. ”
Springf’d Republican p10 My 6 ’20 120w
“In her ‘Short history of the American labor movement’ Mrs Beard performs with interest, competence and wide sympathy a much needed service.”
Survey 44:313 My 29 ’20 150w
“It gives a clear impression of the ups and downs of a movement which in one form or another goes back to colonial times. But its value is impaired by the author’s laudable desire for brevity. Her book is so general that it gives no sense of the real life and color of the labor movement and but little understanding of the contending philosophies within it. So important a phase of the modern labor movement as the development of the Amalgamated clothing workers is not even mentioned.” N. T.
World Tomorrow 3:189 Je ’20 180w
“The book preserves an admirably sane and restrained tone to the end.” W: B. Walling
