_His acquaintance with the great men and women of history will be
vitalized_

It is needless to say that characterizations of men or epochs should not
be assigned without instruction as to how they should be prepared. In
the case of a great historical character, what is needed for class
purposes is not a biography with the dry facts of birth, marriage,
death, etc. The report should be brief, but bristling with adjectives
supported in each case by at least one fact of the man's life. These may
be selected from his personal appearance, private life, amusements,
education, obstacles overcome, public services, political sagacity, or
military prowess. The sketch may close with a few brief estimates by
biographers or historians of his proper place in history.

If a characterization of a period of history is to be required, the
teacher should explain that such a characterization should be an
exercise in the selection of brief statements of fact reflecting the
ideals, institutions, and conditions of the period being described. From
histories, source books, fiction, and literature, let the student select
facts illustrating such things as the spirit of the laws, conditions at
court, public education, amusements of the people, social progress,
position of religion, etc. A little time spent in characterizing a
period of history and a few of its great men will assist in changing the
recital of the bare facts given in the text to an intelligent
understanding of conditions and a vital discussion of events. For
instance, the ordinary high school text, in dealing with the French and
Indian war, speaks briefly of the lack of English success during the
early part of the struggle and then says that with the coming of Pitt to
the ministry the whole course of events was changed because of the great
statesman's wonderful personality. The teacher who wishes to make such a