topic, or on a series of connected topics, has been finished. At the
close of each lesson, the facts learned are fixed more firmly in the
mind by the usual drill; but there must be further organization of the
several lessons by a proper review, so that history will not be a number
of unconnected events, but will be seen as an orderly development. This
may be accomplished: (1) by questioning the class from a point of view
different from that taken in the first lessons, (2) by oral or written
expansion of a topical outline, (3) by illustrations with maps or
drawings, (4) by tracing the sequence of events backwards, (5) by
submitting some new situation that will recall the old knowledge in a
different way. It must be remembered that it is not a mere repetition
that we seek, but a _re-view_ of the facts, a new view that will prove
the power of the pupils to use the knowledge they have gained. Thus the
lesson on the St. Lawrence River (p. 112) is a good review of the facts
of history suggested by the places mentioned; the lesson on the Road to
Cathay (p. 92) may be considered a review of the chief explorers of
North America. Such a review aims at seeing new relations, at connecting
new knowledge and old, at "giving freshness and vividness to knowledge
that may be somewhat faded, at throwing a number of discrete facts into
a bird's-eye view."


THE USE OF PROBLEMS IN TEACHING HISTORY

The development, or problem, method is intended to get the pupils to do
some independent thinking, instead of merely absorbing knowledge from
the teacher. The plan is simply to set clearly before the pupils the
conditions existing at a certain moment in the story so that they may
see for themselves the difficulties that the people in the story had to
overcome. The question for the class is: "What would you do in the