send the class to recitation prepared to discuss what otherwise the
teacher must explain. A few questions on the character of James II, his
ideals of government, the chief causes of the revolution of 1688, and
its most important results will do much to explain the colonial
resistance to Andros. A few questions designed to bring out the
imperative necessity of English resistance to Napoleon will make clear
the hostile commercial decrees, impressment, and interference with the
rights of neutral ships. Such questions reduce the necessity of
explanation by the teacher to a minimum.


_His disposition to study intensively will be encouraged_

If the teacher expects the class to deal more intensively than the text
with the matters discussed in the lesson, a few advance questions will
be of great assistance. Suppose, for example, that the text contents
itself with saying that for political reasons the first United States
Bank was not rechartered, and shortly after informs the reader that the
second United States Bank was rechartered because the State banks had
suspended specie payments. The student may or may not be curious about
the failure of the first bank to receive a new charter, the operation of
State banks, or why they suspended payment in 1814. If he has been
properly taught, he probably will be, but if the teacher wishes to
discuss these considerations in detail at the next recitation it will be
infinitely better to have the facts contributed by the class than for
the teacher to do the reciting. It is quite possible that the individual
answers to advance questions assigned with such a purpose will be
incomplete, but the interest of the class will be incalculably greater
if they themselves furnish the bulk of the additional matter required.
Collectively the class will usually secure complete answers to