religious. There is no difficulty in finding good authorities who
disagree as to the effect on America of the English trade restrictions.
Callendar's _Economic History of the United States_ quotes five of the
best authorities on this point, and covers the case in a few pages. A
reference by the teacher to this or some other authority will bring out
a lively discussion on the justice of the American resistance. Let the
class be asked to account for the colonial opposition to the Townshend
Acts, when the Stamp Act Congress had declared that the regulation of
the Colonies' external trade was properly within the powers of
Parliament. Let the class be asked to explain a statement that the
Declaration of Independence does not mention the real underlying causes
of the Revolution. A few suggestions and advanced questions of this sort
will stimulate a critical analysis of the statements in the text, and
send the student to class keen for an intelligent discussion.

Ordinarily, when a class is averaging three or four pages of the text
daily, it is an error for the teacher to point out in advance certain
dates and statistics that need not be memorized. Such selection should
be left to the student. During the recitation the teacher will discover
what dates, statistics, and other matter the student has selected as
worthy to be memorized, and if correction is necessary it may then be
made. It dulls the edge of the pupil's enthusiasm to be told in advance
that some of the text is not worthy to be remembered. Furthermore such
instruction does nothing to develop the student's sense of historical
proportion, for it substitutes the judgment of the teacher for that of
the pupil.

Advance questions asking explanation of statements made in the text, or
by other authors dealing with the same period, insure that the lesson
will be read understandingly and that the author's statements will be