OUTLINE
Reading edition
I. SOME PRELIMINARY CONSIDERATIONS
Assumptions as to the teacher of history
Actual conditions confronted by the teacher
II. HOW TO BEGIN THE COURSE
What should be done on the day of enrollment
What should be done at the first meeting of the class
Necessity for definite instruction in methods of preparing a lesson
The question of note-taking
Instruction in the use of the library and indexes
III. THE ASSIGNMENT OF THE LESSON
Careful assignment will reveal to the student the relation of geography and history
His power of analysis and criticism will be stimulated
The conditions in other countries will add to his comprehension of the facts in the lesson
His disposition to study intensively will be encouraged
His acquaintance with the great men and women of history will be vitalized
He will correlate the past and the present
He will be required to memorize a limited amount of matter verbatim
Methods of preparing questions assigned in advance
IV. THE METHOD OF THE RECITATION
Assumptions as to the recitation room
What the teacher should aim to accomplish
Work at the blackboard
Special reports
Fundamental principles of good questioning
Some additional suggestions for teachers of history
V. VARIOUS MODES OF REVIEW
The place of drill in the history recitation
Good reviews will develop a knowledge of the sequence of events
They will give a view of the whole subject
They will insure a better acquaintance with great men and women
They will be economical of time
They will secure fluency
What the student may do with "problems" in history
VI. THE USE OF WRITTEN REPORTS
The purpose of theme work should change as the course continues
VII. EXAMINATIONS AS TESTS OF PROGRESS
The examination should determine how much the student has progressed
Specific suggestions on formulating questions