practically cover the whole ground.

These are: 1. When did the event occur? 2. Where did it occur?
3. How did it occur? 4. What caused it? 5. What came of it? It will
soon be seen that these five questions call attention first to the
chronology of he event, secondly to its geography, thirdly to the
narrative describing it, fourthly to its relations to preceding
events, and fifthly to its relations to subsequent events.

The pupil will find that while in some instances he can readily obtain
answers for all of these inquiries,--for example, in the case of the
Great Charter,--in other instances he will have to content himself
with the answer to only a part of the questions, perhaps, in fact, to
only a single one; nevertheless the search will always prove
instructive and stimulating. Such a method of study, or one akin to
it, will teach the pupil to think and to examine for himself. It will
lead him to see the inevitable limitations and the apparent
contradictions of history. It will make him realize, as pehaps
nothing else can, that the testimony of different writers must be
taken like that of witnesses in a court of justice. He will see that
while authorities seldem entirely agree respecting details, they will
generally agree in regard to the main features of important events.
Last of all, and best as well as last, these five questions will be
found to open up new and broader fields of inquiry, and they may
perhaps encourage the pupil to continue his work on some subject in
which he becomes interested, beyond the limits of the textbook and the
classroom.

Pursued in this way, the study of history will cease to be a dry
delving for dead facts in the dust of a dead past. It will rouse