10. If the answer to your question requires the use of a map, ask
it in such a way that the student can talk and use the map at
the same time. The geographical provisions of a treaty, the
routes of explorers, the grants of commercial companies,
campaigns, or military frontiers should all be recited in this
way. A wall map with simply the outline of the territory, with
its rivers, will be of considerable assistance in testing the
accuracy of the student's geographical knowledge. While
reciting, let him locate with chalk or pointer the cities,
arbitrary boundary lines, and routes he finds it necessary to
mention in his recitation. It will require special attention
early in the course to teach students the necessity for
preparation of this sort. Like everything else, map work should
be reasonable in its requirements. A knowledge of geography is
imperative to the correct understanding of history, and the
indifference or ignorance of teachers should never excuse
inattention to this vital necessity. On the other hand, however,
it is equally reprehensible to require of high school students
the labored preparation of maps in the drawing of which hours of
valuable time are spent in searching for places of trivial
importance and small historical value. Map work in a high school
history course should require no more than geographical accuracy
in locating boundaries, routes, and places really vital to the
history of the people being studied. If it does more than this
it usurps time disproportionate to its value.




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