Bank was not rechartered, and shortly after informs the reader that the second United States Bank was rechartered because the State banks had suspended specie payments. The student may or may not be curious about the failure of the first bank to receive a new charter, the operation of State banks, or why they suspended payment in 1814. If he has been properly taught, he probably will be, but if the teacher wishes to discuss these considerations in detail at the next recitation it will be infinitely better to have the facts contributed by the class than for the teacher to do the reciting. It is quite possible that the individual answers to advance questions assigned with such a purpose will be incomplete, but the interest of the class will be incalculably greater if they themselves furnish the bulk of the additional matter required. Collectively the class will usually secure complete answers to reasonable questions. The teacher has his opportunity in supplying such important facts as the students fail to find.

Until the student may reasonably be expected to know the books of the library having to do with his subject, the teacher in giving out an advance lesson should mention by author and title the books most helpful in the preparation of assigned questions; otherwise the student in a perfectly sincere effort to do the work assigned may spend an hour in search of the proper book.

It may be urged that this search is a valuable experience, but it is obviously too costly. As the year advances and the pupil learns more and more about the uses of books and methods of investigation increasingly less specific instruction as to sources should be given by the teacher. Early in the year, with four lessons to prepare daily, the pupil cannot afford an hour simply to search for a book. He needs that hour for preparation of other work, and if by some fortunate conjunction of circumstances his other work is not sufficiently exacting to require it, he cannot hope to appear in history class with a well-prepared lesson if an hour of his time has been spent in simply looking for a book.

It is frequently worth while to spend a few minutes of the recitation in characterizing the epoch in which the events of the lesson take place or in listening to a brief character sketch of the men contributing to these events. Care should of course be taken that biography does not usurp the place of history, but it materially adds to the interest of the recitation if the kings, generals, and statesmen cease to be merely historical characters and become human beings.

His acquaintance with the great men and women of history will be vitalized

It is needless to say that characterizations of men or epochs should not be assigned without instruction as to how they should be prepared. In the case of a great historical character, what is needed for class purposes is not a biography with the dry facts of birth, marriage, death, etc. The report should be brief, but bristling with adjectives supported in each case by at least one fact of the man's life. These may be selected from his personal appearance, private life, amusements, education, obstacles overcome, public services, political sagacity, or military prowess. The sketch may close with a few brief estimates by biographers or historians of his proper place in history.

If a characterization of a period of history is to be required, the teacher should explain that such a characterization should be an exercise in the selection of brief statements of fact reflecting the ideals, institutions, and conditions of the period being described. From histories, source books, fiction, and literature, let the student select facts illustrating such things as the spirit of the laws, conditions at court, public education, amusements of the people, social progress, position of religion, etc. A little time spent in characterizing a period of history and a few of its great men will assist in changing the recital of the bare facts given in the text to an intelligent understanding of conditions and a vital discussion of events. For instance, the ordinary high school text, in dealing with the French and Indian war, speaks briefly of the lack of English success during the early part of the struggle and then says that with the coming of Pitt to the ministry the whole course of events was changed because of the great statesman's wonderful personality. The teacher who wishes to make such a dramatic circumstance really vital to his class must have more information with which to work. A picture of the coarse, vulgar England with its incompetent army and navy, apathetic church, and corrupt government, followed by a stirring character sketch of the great Pitt, will cost but a few minutes of the recitation and will metamorphose a moribund attention to a vital interest.

Care should be taken that the characterizations given in class be properly prepared. To this end it will be well to assign the preparation of these sketches at least a week in advance, at the same time arranging a conference with the student a day or two before the recitation. In this conference the teacher should make such corrections in the pupil's method of preparation and selection of matter as seem necessary. The characterizations should not be read, but delivered by the student facing the class, precisely for the moment as though he were the teacher. Future tests and examinations should hold the class responsible for the facts thus presented. If, as is too often the case in work of this sort, the student giving the report is the sole beneficiary of the exercise, the time required is disproportionate to the benefit derived.

He will correlate the past and the present

If there are facts recounted in the lesson that may be clinched in the student's mind by showing the relation of those facts to present-day conditions or institutions, a few advance questions calculated to bring out this relationship may well be assigned.

It is generally conceded that one chief purpose of history instruction is to enable us to interpret the present and the future in the light of the past, but it all too often happens that current history is forgotten in the recital of facts that are centuries old. Candidates for teachers' certificates in their examinations in United States history show far less knowledge about the great problems and events of the present day than they do of colonial history. The student in English history in our high schools to-day knows all about the Domesday Book, but almost nothing of the recent history of England. Quite possibly the text has nothing to say about it, and it is equally likely that the class may fail to cover the text and miss the little that is actually given. No opportunity should be missed to indicate the bearing of the past on present-day conditions. Even if the events of the lesson exert no direct influence on affairs to-day, their significance may be brought home to the student by an illustration from current history. The account of the Black Death gives excellent occasion for a brief discussion of modern sanitation and the war on the White Plague. The efforts of Parliament to fix wages can be illustrated by some of the minimum wage laws passed by recent legislatures. John Ball's teachings suggest a brief discussion of modern socialism, daily becoming more active in its influence. The medieval trade guilds and modern labor unions; the monopolies of Elizabeth's time and the anti-trust law of to-day; George the Third's two hundred capital crimes and modern methods of penology; the jealousy of Athens in guarding the privilege of citizenship and the facility with which immigrants at present become American citizens are only a few illustrations, indicating the ease with which the past and the present may be correlated.

He will be required to memorize a limited amount of matter verbatim

In assigning a lesson it is sometimes desirable to require certain matter