detecting the subject of short conversations, especially of those of
interest to him. If he happens to overhear a conversation between his
parent and teacher touching a possible punishment for himself, he can
be trusted to sum it up and get the gist of it all, even though some
of the words do not reach him. That is exactly the kind of thinking
required in getting the point of a lecture.

3. In relating fairy tales and other stories, during the first years
at school, children easily fall into the habit of relating a part, or
a point, at a time. And, if the memory or the courage fails, the
teacher gives help by asking, "What will you tell about first? And
then? And then?" thus setting them right, and keeping them so, by
having them divide the story into its principal sections.

4. In composition, in the lower and middle grades, the paragraphing of
thought, first as presented on the printed page, then as called for in
oral recitation and in conversation, and finally in the child's
written form, is a prominent subject of instruction. No one maintains
that such work is unnatural, or too difficult, for such young
children.

5. Development instruction, which has already been mentioned as
peculiarly successful with young children, would be impossible if
children were unable to appreciate the character of a principal
thought, as the topic or point for discussion, and of other thoughts
as subordinate to it.

_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