on the dates contained in the list. Occasionally the class are sent to
the board and asked to write the dates of the reigns of the English
monarchs from William down to the point which the class has reached, or
the Presidents in their order, or some other similar exercise calculated
to give a backbone to the history being studied. The class will know
that such a review is liable to be given at any time. They will endeavor
to be prepared. The result will be that with the expenditure of a few
minutes at intervals in rapid review, history will cease to be a
spineless narrative and become for the student an orderly procession of
events. Drill in dates is only one method to this end. There may be a
rapid review in battles, generals, wars, treaties, proclamations, and
inventions. Such exercises encourage the classification of facts and
stimulate fluency of expression. It is of the highest importance for the
student so to arrange in his mind what he has learned in recitation that
he can call to his command at a second's notice the fact, date, or
illustration he desires. There will be many times in his school and
college career when such an ability will be indispensable; in business
or the professions it is an invaluable asset, infinitely more useful
than the history itself. It will be well for the teacher to inquire:
"What am I doing to cultivate such an ability in my students?"


_They will give a view of the whole subject_

Few teachers will deny that too little time is spent in giving the
student a general view of the whole subject, either in its entirety or
in its various phases. The text has been studied by chapters or by
months or by movements. The history as a whole has never been seen. By
the time the student has reached the "Aldrich Currency Plan" in American
history he has forgotten all about the experiments with the first United