Academic achievement is largely dependent on the skill with which a person handles the techniques of study. He is compelled to use these procedures and devices if he would be efficient in scholastic endeavors whether in or out of school. His whole academic life turns about this pivotal point. Yet how many pupils at any grade level are taught efficient methods of study? Many pupils seem to be unacquainted with those principles that are considered basic for effective study techniques, and still fewer are given instruction in proper methods of study through practice.' In view of the fact that there is little systematic instruction along these lines, it would seem desirable to determine the extent to which pupils follow the rules set up in numerous manuals as effective study principles. If the techniques implied by these principles are already used by the majority of pupils, teachers need not be greatly concerned about instruction in how to study. On the other hand, if many pupils are not inclined to use some of the really vital principles, the need for a systematic and concentrated effort toward guidance at these points is implied. If an adequate comparison is to be made between study habits of pupils and generally recognized principles of effective study, it is necessary (i) to make an analysis of widely used manuals on study