seemed desirable that such questions should be prepared by some one
especially familiar with the use of school-books; and for these I have
to thank Mr. F.A. Hill, Head Master of the Cambridge English High
School. I confess that Mr. Hill's questions have considerably modified
my opinion as to the merits of such apparatus. They seem to add very
materially to the usefulness of the book.

It will be observed that there are two sets of these questions,
entirely distinct in character and purpose. The first set--"Questions
on the Text"--is appended to each _section_, so as to be as near
the text as possible. These questions furnish an excellent topical
analysis of the text.[3] In a certain sense they ask "what the book
says," but the teacher is advised emphatically to discourage any such
thing as committing the text to memory. The tendency to rote-learning
is very strong. I had to contend with it in teaching history to
seniors at Harvard twenty years ago, but much has since been done
to check it through the development of the modern German seminary
methods. (For an explanation of these methods, see Dr. Herbert
Adams on "Seminary Libraries and University Extension," _J.H.U.
Studies_, V., xi.) With younger students the tendency is of course
stronger. It is only through much exercise that the mind learns how
to let itself--as Matthew Arnold used to say--"play freely about the
facts."

[Footnote 3: "This," says Mr. Hill, "will please those who prefer the
topical method, while it does not forbid the easy transformation
of topics to questions, which others may demand." In the table of
contents I have made a pretty full topical analysis of the book, which
may prove useful for comparison with Mr. Hill's.]

In order to supply the pupil with some wholesome exercise of this
sort, Mr. Hill has added, at the end of each _chapter_, a set of
"Suggestive Questions and Directions." Here he has thoroughly divined
the purpose of the book and done much to further it.

Problems or cases are suggested for the student to consider, and
questions are asked which cannot be disposed of by a direct appeal to
the text. Sometimes the questions go quite outside of the text, and
relate to topics concerning which it provides no information whatever.
This has been done with a purpose. The pupil should learn how to go
outside of the book and gather from scattered sources information
concerning questions that the book suggests. In other words, he should
beg