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.