at their part was to help
in bringing out the few main facts or points and making them clear.
For most lessons can be reduced to a few chief points. These are the
ones to be remembered and used in further learning. It is these
important points which the pupil should summarize and fix in his
memory and understanding as the final act in preparing the lesson. Not
to do this is to fail to reap the best results from the work put upon
the lesson, for these more important points are lost almost as readily
as the less important details unless they are emphasized in some such
way as has been suggested.

It is of course not meant that this summary of points should be worked
out by the teacher when the lesson is being assigned. That is for the
pupils to do as a result of their analysis of the lesson. But the
teacher should specifically call attention to the necessity for such
a summary until the habit is so fixed that the pupils follow this
method of study without further direction. The pupil's summary of the
lesson should be tested in the recitation just as much as his analysis
of the facts of the lesson. This is done by few teachers.

4. Particularly difficult points, or points of importance as a basis
for later work, should be especially emphasized in the assignment of
the lesson. This will go far toward saving the fatal weakness on
fundamental points which is shown in later work by so many pupils. Not
having been over the ground before and therefore not realizing the
importance or difficulty of the critical points in a subject, the
pupils must of necessity be largely dependent on the teacher for such
suggestions.

5. Pupils need to be taught to look up and come to understand the
allusions and various references often used in history, reading, or
other lessons. The younger pupils will often have to be shown how to
do this. Therefore such points should be referred to in making the
assignment, and any necessary directions should be given.

6. Not infrequently new or unusual words or phrases are encountered by
pupils in preparing their lessons, and they are hampered in their
study by failing to understand the new terms. The teacher, knowing his
pupils, should be able to anticipate any trouble of this kind, and
give such explanations or help as may be necessary when assigning the
lesson.

7. In case written work is to constitute a part of the preparation,
the directions governing what is to be done should be so clear and
exp