definitely conceived that they can be easily distinguished from one
another and can even be _counted_. Then, in the second place, all
the details that bear upon a central idea should be collected and
presented together in sequence under the point concerned. By this
massing of all supporting statements under their proper heads,
overlapping or duplicating is avoided, and clearness is gained. Also,
force is secured by the cumulative effect of intimately related facts,
just as it is secured by the concerted attack by the divisions of an
army.

Even the better students often stop with finding the main thoughts
alone. And the temptation to do no more is strong, since teachers
seldom require a forceful presentation of ideas in recitation; they
are thankful to get a halting statement of the principal facts. But
the student should remember that he is studying for his own good, not
merely to keep teachers contented; and he should not deceive himself
by his own fluency of speech. He should form the habit of often asking
himself, "What is my point?" also, "What facts have I offered for its
support, and have I massed them all as I should?" He must thus form
the habit of arranging his ideas into points if he wishes to be
pointed.

_Precautions against inaccuracy in the grouping of facts into points._

The dangers of inaccuracy in this kind of study are numerous. First
the individual statements must be carefully interpreted. A certain
very intelligent ten-year-old girl studying arithmetic read the
problem, "What is the interest on $500 at six per cent for one year?"
Then, probably under the influence of some preceding problem, she
found four per cent of the principal, and added the amount to the