The Teaching of History | Page 9

high schools
to-day, we should be less likely to hear the statement of a political
creed neutralized by the omission of an important word. We should be
less likely to see the classic words of Lincoln mangled beyond
recognition by messy misquotation.
The assignment of advance questions such as have been suggested
possesses several advantages. It makes it possible for the teacher to
hold the class responsible for definite preparation, very much as the
teacher in algebra is able to do with the problems assigned in advance.
It forces the students to do most of the talking. It encourages an
intelligent use of the library in a manner calculated to develop the
student's powers of investigation. If the pupil forgets most of his history,
but retains the ability to investigate carefully, thoroughly, and critically,
the plan has more than justified itself. The plan enables the teacher to
spend his time in explanation of what the pupil has been unable to do
for herself, and thus effects a considerable saving in time. It would be
interesting to secure a statement of how much of the teacher's time is
ordinarily spent in doing for the student in recitation what he should
have done for himself before coming to class. It substitutes for the
pupil's snap judgment, given without much thought and too frequently

influenced by the inflection of the teacher's voice, an opinion that has
resulted from research and deliberation unbiased by the teacher's
personal views.
It is too much to expect high school pupils to solve historical problems
extemporaneously. If inferences and contrasts other than those given in
the text are to be drawn, if statements are to be defended or opposed,
the high school student should be given time to prepare his answer.
Aside from the injustice of any other procedure, it is a hopeless waste
of time to spend the precious minutes of the recitation in gathering
negative replies and worthless judgments.
Methods of preparing questions assigned in advance It may be urged
that such an assignment of a lesson as that proposed is too ambitious
and that it exacts too much of the teacher's time. In answer it should be
said that specialists in history ought surely to have read widely enough
and studied deeply enough to be able to select intelligent questions of
the sort suggested. We have assumed that the teacher has made
adequate preparation for his work. Certainly, then, he should be ready
to explain the social, geographical, and economic relation of the events
mentioned in the lesson. He should know their bearing on current
history. He should always have ready a fund of information, additional
to that given in the text. In preparing advance questions for distribution
to the class the teacher is preparing his own lesson. He may be doing it
a day or two earlier than he would otherwise do, but surely he is
performing no labor additional to what may reasonably be expected of
him. As to the time required to prepare copies of the questions for
distribution when the class convenes, it may be said that a neostyle or
mimeograph, with which all large schools and many small ones are
equipped, makes short work of preparing as many copies of the
questions as desired. If there is a commercial department in connection
with the school, an available stenographer, or a willing student helper,
the teacher may easily relieve himself of the work of supplying the
copies. If none of these expedients are possible, it is no Herculean task
to write each day on the board the few questions for the next lesson. It
will entail no great loss of time if the class are asked to copy them
when they first come to recitation. If it is possible to copy them after

the recitation, so much the better. And beyond the obvious advantages
of a carefully assigned lesson it must be remembered that in the
assignment of special topics, in private conferences with the student, in
the correction of notes, in giving assistance in the library, the teacher
has an opportunity to cultivate a sympathetic relation between himself
and the class of inestimable service in securing the best results.

IV
THE METHOD OF THE RECITATION
Assumptions as to the recitation room Let us now assume that the
recitation will be held in a quiet room free from the distracting
influence of poor light, poor ventilation, and inadequate seating
capacity. The blackboard space is ample for the whole class, the erasers
and chalk are at hand, the maps, charts, and globe are where they can
be used without stumbling over them. The teacher can give his whole
attention to the class. Discipline should take care of itself. The pupil
who is interested will not be seriously out of order.
What the teacher