bear to one another, and the gist of the whole.

_(b) Finding where a point begins and ends._

Pupils might point to the place on the page where the treatment of a
certain point begins; also where it ends. Thus they would receive
exercise in distinguishing not only the principal thought, but also
the _turns_ in the thought, and therefore the most suitable stopping
places for reflection.

_(c) The making of marks, to indicate relative values._

The most valuable statements might well be _marked_ in the text,
some system of marks--as, for instance, one, two, or three short
vertical lines in the margin--being agreed upon to indicate different
degrees of worth. It is very common for adults, particularly very
careful students, thus to mark books that they read. Unless one does
so, it is difficult to find again, or review quickly, the main ideas.
Yet one of the especially important things to teach young people in
the handling of a book is some way of reviewing quickly the most
valuable parts. Many persons who would gladly review the few most
interesting portions of a book have no way of doing so except by
reading the volume through again. That takes so much time that they
omit the review altogether.

In case the books belong to the school or library, all such marks may
be objectionable. Certainly the aimless marking of any book is to be
condemned. But thoughtful marking, with the view of showing relative
values, is likely to increase the amount of reflection on the part of
the one who makes the marks. It is likely, also, to increase the