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 su