nd decrees, so
briefly treated in the text.

_Good reviews will develop a knowledge of the sequence of events_

But it may be seriously questioned whether many teachers, in their zeal
to escape the over-emphasis of dates, have not gone to the extreme of
neglecting them altogether. That a student should remember sufficient
dates to fix in his mind the sequence of important events is hardly open
to question. That he can never do so without some special attention to
dates is equally indisputable. Without doubt, drill in important dates
is necessary, but it should be so conducted as to take but little time.
Each day the teacher has indicated the dates worthy to be remembered and
has been careful to select the landmarks of history. He has called
attention to the various collateral circumstances which might assist to
fix the dates in the child's mind. The student has kept his list of
dates in the back of his text or in some convenient place of reference.
Once a week for three minutes the teacher gives the class a rapid review
on the dates contained in the list. Occasionally the class are sent to
the board and asked to write the dates of the reigns of the English
monarchs from William down to the point which the class has reached, or
the Presidents in their order, or some other similar exercise calculated
to give a backbone to the history being studied. The class will know
that such a review is liable to be given at any time. They will endeavor
to be prepared. The result will be that with the expenditure of a few
minutes at intervals in rapid review, history will cease to be a
spineless narrative and become for the student an orderly procession of
events. Drill in dates is only one method to this end. There may be a
rapid review in battles, generals, wars, treaties, proclamations, and
inventions. Such exercises encourage the classification of facts and
stimulate fluency of expression. It is of the highest importance for the
student so to arrange in his mind what he has learned in recitation that
he can call to his command at a second's notice the fact, date, or
illustration he desires. There will be many times in his school and
college career when such an ability will be indispensable; in business
or the professions it is an invaluable asset, infinitely more useful
than the history itself. It will be well for the teacher to inquire:
"What am I doing to cultivate such an ability in my students?"

_They will give a view of