In studying the local institutions of our different states, I have been
greatly helped by the "Johns Hopkins University Studies in History and
Politics," of which the eighth annual series is now in course of
publication. In the course of the pages below I have frequent occasion
to acknowledge my indebtedness to these learned and sometimes profoundly
suggestive monographs; but I cannot leave the subject without a special
word of gratitude to my friend, Dr. Herbert Adams, the editor of the
series, for the noble work which he is doing in promoting the study of
American history. It had always seemed to me that the mere existence of
printed questions in text-books proves that the publishers must have
rather a poor opinion of the average intelligence of teachers; and it
also seemed as if the practical effect of such questions must often be
to make the exercise of recitation more mechanical for both teachers and
pupils, and to encourage the besetting sin of "learning by heart."
Nevertheless, there are usually two sides to a case; and, in deference
to the prevailing custom, for which, no doubt, there is much to be said,
full sets of questions have been appended to each chapter and section.
It seemed desirable that such questions should be prepared by some one
especially familiar with the use of school-books; and for these I have
to thank Mr. F.A. Hill, Head Master of the Cambridge English High
School. I confess that Mr. Hill's questions have considerably modified
my opinion as to the merits of such apparatus. They seem to add very
materially to the usefulness of the book.

It will be observed that there are two sets of these questions,
entirely distinct in character and purpose. The first set--"Questions
on the Text"--is appended to each _section_, so as to be as near
the text as possible. These questions furnish an excellent topical
analysis of the text.[3] In a certain sense they ask "what the book
says," but the teacher is advised emphatically to discourage any such