it should be remembered that that is the most valuable kind of study.

_(d) The selection of marginal headings._

If the books used contain no marginal headings, the pupils might
propose some. And if marginal headings are found in some, proposals
for their improvement would be in place, since such headings are
rarely good. For example, the heading "Political Divisions," quoted
above, would be much more definite and significant if changed to "The
Countries in North America," and children could soon learn to make
such improvements. Headings of chapters, likewise, often need
rewording in a simpler, more definite and restrictive way.

_(e) The collecting of supports for leading thoughts._

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