ton and the extraordinary contribution of Massachusetts to
the Northern army should be bridged, not by a heroic question or
two when the war is finally reached, but by a daily attention to
the events which effected the metamorphosis.

10. If the answer to your question requires the use of a map, ask
it in such a way that the student can talk and use the map at
the same time. The geographical provisions of a treaty, the
routes of explorers, the grants of commercial companies,
campaigns, or military frontiers should all be recited in this
way. A wall map with simply the outline of the territory, with
its rivers, will be of considerable assistance in testing the
accuracy of the student's geographical knowledge. While
reciting, let him locate with chalk or pointer the cities,
arbitrary boundary lines, and routes he finds it necessary to
mention in his recitation. It will require special attention
early in the course to teach students the necessity for
preparation of this sort. Like everything else, map work should
be reasonable in its requirements. A knowledge of geography is
imperative to the correct understanding of history, and the
indifference or ignorance of teachers should never excuse
inattention to this vital necessity. On the other hand, however,
it is equally reprehensible to require of high school students
the labored preparation of maps in the drawing of which hours of
valuable time are spent in searching for places of trivial
importance and small historical value. Map work in a high school
history course should require no more than geographical accuracy
in locating boundaries, routes, and places really vital to the
history of the people being studied. If it does more than this
it usurps time disproportionate to its value.

V

VARIOUS MODES OF REVIEW

_The place of drill in the history recitation_

We have long since learned the folly of spending very many of the
minutes of a recitation in drilling students in dates, outlines, and
charts. Work of this sort never made a recitation vital; never inspired
a student with enthusiasm for historical inquiry; never really dispelled
the fog which surrounds, for the student, the cabinets and
constitutions, battles and boundaries, declarations a