matter to be learned _verbatim_. In American history the Preamble to the
Constitution, the principles of government contained in the Declaration
of Independence, the essential doctrine in the Virginia and Kentucky
Resolutions, certain clauses of the Constitution, and extracts from
other historical documents may well be required to be memorized
accurately. It is scarcely to be supposed that the student can improve
on the clarity and definiteness of the English in such documents. He is
expected to understand the principles which they assert. He may well be
required to train his memory to accuracy by learning certain assignments
_verbatim_. If memory work received a little more attention in our high
schools to-day, we should be less likely to hear the statement of a
political creed neutralized by the omission of an important word. We
should be less likely to see the classic words of Lincoln mangled beyond
recognition by messy misquotation.

The assignment of advance questions such as have been suggested
possesses several advantages. It makes it possible for the teacher to
hold the class responsible for definite preparation, very much as the
teacher in algebra is able to do with the problems assigned in advance.
It forces the students to do most of the talking. It encourages an
intelligent use of the library in a manner calculated to develop the
student's powers of investigation. If the pupil forgets most of his
history, but retains the ability to investigate carefully, thoroughly,
and critically, the plan has more than justified itself. The plan
enables the teacher to spend his time in explanation of what the pupil
has been unable to do for herself, and thus effects a considerable
saving in time. It would be interesting to secure a statement of how
much of the teacher's time is ordinarily spent in doing for the student
in recitation what he should have done for himself before coming to
class. It substitutes for the pupil's snap judgment, given without much