Choosing some one of the principal thoughts, the children should have practice in finding the data that support it, and in presenting such data in good sequence and in an otherwise forceful manner.
(f) Stating the leading thoughts in close sequence.
As one way of summarizing review lessons the children might enumerate the leading thoughts in close sequence, giving a careful wording for each in a full statement.
4. As a preparation for the taking of notes.
Pupils in the higher grades having to consult reference books frequently, and to take notes also from discussions and lectures, should receive careful instruction in note-taking. As preparation for such work, the teacher might read to the class, while the latter listen with the object of telling how many and what are the main points. Sometimes they might call "halt" as they realize that a turn is being made and another point is beginning. They should be reminded that the relationships of ideas, which are indicated by punctuation and paragraphing on the printed page, are revealed by a reader's or speaker's manner, as when he makes short pauses between sentences, or emphasizes an idea by voice or gesture, or allows his voice to fall at the end of some minor thought, or turns around, stops to get a drink, walks across the floor, or waits for applause at the close of one of his principal flights. Teacher and pupils might all take notes together, sometimes on principal points, sometimes only on the supporting data for one such point. Then the results might be compared, and the small amount of writing necessary might be discussed.
B. The neglect of relatively unimportant facts or statements
We have seen that the organization of ideas requires the recognition of some thoughts as central, and the grouping of various details about them. While it places peculiar emphasis on these controlling facts, it also recognizes details as an essential part of knowledge.
Neglect as well as emphasis involved in relative values.
A question now arises about the relative values among these details. While they are an essential part of knowledge, do they themselves vary indefinitely in worth? And while many deserve much attention, are there many others that may be slighted and even ignored?
The first part of this chapter has really dealt with the emphasis that is necessary for some ideas. But emphasis at one point suggests neglect at another point, for the two terms are correlative. Some persons would even assert that neglect is as important an element in proper study as emphasis, and that the two terms should be in equally good repute. This part of the chapter deals with the neglect that is due in proper study. It is, perhaps, a more difficult topic to treat than the preceding. Certainly many teachers are afraid to advise young people to neglect parts of their lessons, lest such suggestion might seem a direct recommendation to be careless.