do much to explain the colonial
resistance to Andros. A few questions designed to bring out the
imperative necessity of English resistance to Napoleon will make clear
the hostile commercial decrees, impressment, and interference with the
rights of neutral ships. Such questions reduce the necessity of
explanation by the teacher to a minimum.

_His disposition to study intensively will be encouraged_

If the teacher expects the class to deal more intensively than the text
with the matters discussed in the lesson, a few advance questions will
be of great assistance. Suppose, for example, that the text contents
itself with saying that for political reasons the first United States
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