2. As shown in the use of different texts and of reference books.
The use of several texts in one subject, as history, by one child, and the use of reference books,—both of which are common above the fifth year of school,—presuppose the ability to study by topics, and to bring together from various sources the facts that support a principal truth.
3. As shown by the rapid improvement they can make in such study.
Finally, the progress that children can make, when direct instruction in this matter is given to them, is good proof of their ability in this direction. For example, in a geography class composed of ten- year-old children, I once assigned for a lesson the following section from the text-book:—
POLITICAL DIVISIONS.—You will remember that Spain was the nation that helped Columbus make his discovery of America. The Spaniards afterward settled in the southern part of the continent, and introduced the Spanish language there. That is still the chief language spoken in Mexico, in the southern part of North America. Mexico became independent of Spain many years ago.
Other nations also sent explorers and made settlements. Among these were the English, who settled chiefly along the Atlantic coast, and finally came to own the greater part of the continent north of Mexico.
In time the English, who lived in the central portion of eastern North America, waged war against England, and chose George Washington as their leader. On the 4th of July, 1776, they declared their independence of England, and finally won it completely. This part became known as the United States; but the region to the north, which England was able to keep, and which she still possesses, is called Canada. Find each of these countries on the map (Fig. 123). Point toward Canada and Mexico.
Besides these three large nations, several smaller ones occupy Central
America, which lies south of Mexico.
After the children had had time to study it somewhat carefully, I requested them to tell briefly what the section was about. The first three replies were as follows, in the following order, and these were not improved on later, without suggestion: "It tells about discovery." "It tells about the language in Mexico." "It tells about what are nations." This was their first attempt at such work, and it met with meager success. The heading in the text seemed to give them no aid whatever, which was sufficient proof of its unfitness for children.
Yet within one month, with some attention given to this matter every day, I found half of the class of twenty to be reasonably safe in picking out the central thought in a page of their text.