to-day?

Obviously as the year advances, the list of questions for review grows longer. An increasing amount of time should therefore be devoted to work of this sort.

They will insure a better acquaintance with great men and women

The most superficial observation will suffice to convince anyone that high school graduates know very little about the great men and women of history. The character sketches suggested earlier in the chapter, supplemented with occasional reviews, will do much to improve this condition. These drills may be conducted by asking for brief statements on the greatest service or the most distinguishing characteristic of the great men and women met with in the course. The same thing is accomplished by reversing the process and asking such questions as,—"Who was the American Fabius"? or "The Great Compromiser"? or the "Sage of Menlo Park"? etc. Questions on the authorship of great documents, the founders of institutions, the organizers of movements, reformers, philosophers, artists, statesmen, generals, accomplish the same purpose.

They will be economical of time

There are a vast number of review questions answerable with yes or no. The student's knowledge of the subject may be quickly discovered and a rapid review conducted by a series of such questions. The following list on American history will illustrate the method:—

1. Was Cromwell's colonial policy helpful to the American colonies?
2. Did the Revolution of 1688 have any effect on the colonies?
3. Were the Huguenots excluded from Canada?
4. Were the Writs of Assistance used in England?
5. Did America ever have a theocracy?
6. Did the rule of 1756 affect the people of the colonies?
7. Was the Sugar Act legal?
8. Was there any effort to amend the Articles of Confederation?
9. Does funding a debt lessen it?
10. Did Hamilton's measures tend to centralize power?
11. Did the members of the Constitutional Convention exceed their instructions?
12. Is a cabinet provided for in the Constitution?
13. Does the Constitution of the United States prevent a State from establishing a religion?
14. Is it possible for a State to repudiate its debts?
15. Does the constitutional provision for uniform duties protect the Territories?
16. Was impressment practiced in England?
17. Did the Whigs favor internal improvements?
18. Did the North favor the Force Bill of 1833?
19. Did Massachusetts favor the Tariff of 1816?
20. Did the Republican party stand for the abolition of slavery in 1860?
21. Did the Emancipation Proclamation free all the slaves in the United States?
22. Did the working-men of England favor the South during the Civil War?
23. Was it necessary for the South to resort to the draft?
24. Could a man in 1860 consistently accept both the Dred Scott decision and the doctrine of popular sovereignty?
25. Did Lincoln's assassination have any effect on the reconstruction policy?
26. Does the Federal Constitution compel negro suffrage?
27. Was the Anaconda System successful?
28. Was a President of the United States ever impeached?
29. Were the claims for indirect damages in the Alabama claims allowed?
30. Did Calhoun favor the Compromise of 1850?
31. Did Thaddeus Stevens favor the Fifteenth Amendment to the Constitution?
32. Did Lincoln favor the social equality of the white and black races?
33. Did Grant favor the Tenure of Office Act?
34. Did Lee make more than one attempt to invade the North?
35. Was the "Ohio Idea" ever strong enough to affect legislation?
36. Did Spain have any part in calling out the Monroe Doctrine?
37. Has the United States any control over the debts of Cuba?
38. Has a joint resolution ever been used to acquire territory other than that included in Texas?
39. Has the United States ever resorted to a tax on incomes?
40. Has the Federal Government ever attempted to restrict the power of the press?
41. Is it illegal to-day for a railway to give a cheaper rate to one shipper than to another?
42. Has the Republican party ever reduced the protective tariffs of the war?
43. Did the Civil Service Act passed in 1883 include postmasters?
44. Did the Wilson-Gorman Act reduce the tariff to a revenue basis?
45. Can a railway engaged solely in intra-state business carry a case, involving a reduction of their rates by the State legislature, to the Supreme Court of the United States?
46. Is Utah a part of the Louisiana Purchase?
47. If the mint ratio is 16 to 1 and the market ratio is 17 to 1, will the gold dollar be the standard if there is full legal tender and free coinage for both gold and silver?
48. Is the Canadian frontier fortified?
49. Are the functions of government in this country increasing?
50. Is it possible for a man to be defeated for the Presidency if a majority of the people vote for him?

The great disadvantage of this kind of review is that the students have for their answer a choice between two words, one of which is bound to be correct. Knowing nothing whatever of the subject, they will still stand a fifty per cent chance of answering correctly. The alert teacher should be able to reduce this haphazard answering to a minimum, while still reaping the advantages of rapidity and thoroughness which the plan possesses. Few other methods will cover as much ground in as short time. On the Federal Constitution there are infinite possibilities for "yes and no" questioning, which afford a brief and effective means of review in the principles of American government.

They will secure fluency

Review for the purpose of securing fluency is a consideration frequently lost sight of by high school history teachers. It may be too sanguine to expect fluency of the average student reciting on a topic for the first time. But when it is considered how very many important questions are never recited on but once, the wisdom of an occasional review to secure rapid, fluent, and complete answers to topics previously discussed is readily seen. Select a list of topics that will at one and the same time cultivate fluency and strengthen the memory for the important considerations of history. Fluency in itself does not possess sufficient value to justify the expenditure of recitation time. Facility of expression needs to be cultivated in discussion of the conclusions reached in class which need to be clinched in the student's mind. Such questions as the following will serve as illustrations of the kind adaptable for such purpose,