ad of having the set written on the board. They
should cover only those portions of the subject that have been properly
taught. The teacher should not expect the boy who has kept no useful
notes, whose library work has been haphazard, and whose methods of study
have not been supervised, to perform at examination time the miracle of
accurately remembering what he has never been properly taught.

OUTLINE

I. SOME PRELIMINARY CONSIDERATIONS

1. Assumptions as to the teacher of history

2. Actual conditions confronted by the teacher

II. HOW TO BEGIN THE COURSE

1. What should be done on the day of enrollment

2. What should be done at the first meeting of the class

3. Necessity for definite instruction in methods of preparing a lesson

4. The question of note-taking

5. Instruction in the use of the library and indexes

III. THE ASSIGNMENT OF THE LESSON

1. Careful assignment will reveal to the student the relation of
geography and history

2. His power of analysis and criticism will be stimulated

3. The conditions in other countries will add to his comprehension of
the facts in the lesson

4. His disposition to study intensively will be encouraged

5. His acquaintance with the great men and women of history will be
vitalized

6. He will correlate the past and the present

7. He will be required to memorize a limited amount of matter verbatim

8. Methods of preparing questions assigned in advance

IV. THE METHOD OF THE RECITATION

1. Assumptions as to the recitation room

2. What the teacher should aim to accomplish

3. Work at the blackboard

4. Special reports

5. Fundamental principles of good questioning

6. Some additional suggestions for teachers of history

V. VARIOUS MODES OF REVIEW

1. The place of drill in the history recitation

2. Good reviews will develop a knowledge of the sequence of events

3. They will give a view of the whole subject

4. They will insure a better acquaintance with great men and women

5. They will be economical of time

6. They will secure fluency

7. What the student may do with "problems" in history

VI. THE USE OF WRITTEN REPORTS

1. The purpose of theme work should change as the course continues

VII. EXAMINATIONS AS TESTS OF PROGRESS

1. The examination should determine how much the student has progressed

2. Specific suggestions on formulating questions

***END OF THE PROJECT GUTENBERG EBOOK THE TEACHING OF