9.  Let the questions from day to day develop the continuity of
        history.  Avoid questioning that fails to unite the events of
        previous lessons with the one being studied.  Bring out the
        connection of the past and the present.  Slavery existed in
        America for two hundred years before the Civil War was fought. 
        Your teaching of those two centuries of history should be so
        conducted that when the Civil War is finally reached, the class
        can tell the process by which anti-slavery sentiment was finally
        crystallized.  The hiatus between the mobbing of Garrison in
        Boston and the extraordinary contribution of Massachusetts to
        the Northern army should be bridged, not by a heroic question or
        two when the war is finally reached, but by a daily attention to
        the events which effected the metamorphosis.

    10.  If the answer to your question requires the use of a map, ask
        it in such a way that the student can talk and use the map at
        the same time.  The geographical provisions of a treaty, the
        routes of explorers, the grants of commercial companies,
        campaigns, or military frontiers should all be recited in this
        way.  A wall map with simply the outline of the territory, with
        its rivers, will be of considerable assistance in testing the
        accuracy of the student’s geographical knowledge.  While
        reciting, let him locate with chalk or pointer the cities,
        arbitrary boundary lines, and routes he finds it necessary to
        mention in his recitation.  It will require special attention
        early in the course to teach students the necessity for
        preparation of this sort.  Like everything else, map work should
        be reasonable in its requirements.  A knowledge of geography is
        imperative to the correct understanding of history, and the
        indifference or ignorance of teachers should never excuse
        inattention to this vital necessity.  On the other hand, however,
        it is equally reprehensible to require of high school students
        the labored preparation of maps in the drawing of which hours of
        valuable time are spent in searching for places of trivial
        importance and small historical value.  Map work in a high school
        history course should require no more than geographical accuracy
        in locating boundaries, routes, and places really vital to the
        history of the people being studied.  If it does more than this
        it usurps time disproportionate to its value.

V

VARIOUS MODES OF REVIEW

The place of drill in the history recitation

We have long since learned the folly of spending very many of the minutes of a recitation in drilling students in dates, outlines, and charts.  Work of this sort never made a recitation vital; never inspired a student with enthusiasm for historical inquiry; never really dispelled the fog which surrounds, for the student, the cabinets and constitutions, battles and boundaries, declarations and decrees, so briefly treated in the text.