_1. The teacher's example._

In the first place, the example of the teacher can be of great
influence. Any good teacher should do more than ask questions and
explain difficult topics. She should now and then talk to her
children. Particularly general exercises she should give expression to
other ideas than those immediately involved in instruction. If at such
times her ideas are carefully grouped about one or more central
thoughts, her pupils are likely to feel the roundness and the
consequent clearness and force of her points, and to be ambitious to
imitate her style. Many an adult, no doubt, can recall both the
pleasure he experienced in early youth when listening to some speaker
who possessed this merit, and early attempts that he made to imitate
such a style.

_2. Use of written outlines in development instruction._

In development instruction, in the lower and middle grades in
particular, brief headings representing the main facts reached might
be placed on the blackboard, or written down by each pupil as the
facts are established. Such writing is of great assistance in keeping
the outline in mind. Frequently, even in the lower grades, review
outlines might be required without such visual help.

_3. In connection with the use of text.
(a) Finding of the principal thought in paragraphs._

A terse statement of the principal thought in each paragraph of some
story or other well-organized text is a valuable exercise in
determining the relation that the different sentences in a paragraph