much clearer if the student is asked to prepare answers before coming to
class to such questions as the following:--

1. What States are included in the purchase?

2. What is its area? How does it compare with the area of the
original thirteen States?

3. What geographical reasons caused Napoleon to sell it?

4. What influence did the purchase have on our retention of the
territory east of the Mississippi? Why?

5. How many people live to-day in the territory included in the
purchase?


_His power of analysis and criticism will be stimulated_

A lesson should be so assigned that the student will read the text with
his eye critically open to inconsistencies, contradictions, and
inaccuracies. With a text of six hundred pages, and with a hundred and
eighty recitations in which to cover them, it is not too much to expect
that the average of three or four pages daily shall be studied so
thoroughly that the student can analyze and summarize each day's lesson.
The teacher should not make such analysis in advance of the recitation,
but he should so assign the lesson that the student will be prepared to
give one when he comes to class. A word in advance by the teacher will
prompt the student who is studying the American Revolution, to classify
its causes as direct and indirect, economic and political, social and