§ 46.] Reviews and the "Quiz." 155 'next' is heard. To fail in cards is thought a great disgrace, for they are taken up only when the subject has been most carefully explained, and failure in them is an evidence of unfaithfulness on the part of the pupil." The essential element in both these systems is that every recitation, properly conducted, is a review of all the lessons which have gone before. It is like going up a flight of steps, from each of which one looks back over all that he has climbed. Besides the oral reviews there are several systems of written questions which will be described below (§§ 65, 66). § 46. The "Quiz.” For sufficiently advanced pupils the recitation may be replaced by a different sort of oral exercise, the “quiz." Here the textbook has place only as one of several authorities that may be quoted to sustain or overthrow a proposition. The object is to draw out by discussion the meaning and relations of the day's topic. For instance, instead of "hearing the class" on the witchcraft delusion, the whole body of pupils may become a sort of committee of the whole on the subject, and may discuss how far the Puritans were abreast or behind their contemporaries in other lands and other colonies as respects belief in witches; how far the evidence was worthy of credence; what kindred delusions exist in our own day, etc. Such a discussion may be made the medium of ethical teaching, of the greater effect because introduced incidentally. One method of carrying on such a quiz" is to assign to each member of the class some phase of the general subject, on which he is to make special preparation, so as to contribute to the discussion as often as his special topic bears upon it. In studying the slavery and secession questions, for instance, to each member of the class might be assigned a state, the attitude of which was to be considered on each successive national crisis. An assignment of the principal American statesmen might be made when going over the period of the Revolution; as each Congress or important measure came up some member of the class should be ready to describe the part of John Dickinson, or James Wilson, or Patrick Henry. Another method is to make each member of the class responsible for a particular book, so as to state the view of the author on each controversy that comes up, or to add details not elsewhere mentioned. In college the "quiz" may approach the well-known and successful "law-school method" of the deduction of principles from a study of cases, and not of text-books. For the college students the substitute for cases must usually be the leading historians ; but a skillful instructor and interested class will find plenty of material for ardent discussion over such questions as the right of the Massachusetts Bay Colony to bring over its charter, or the purport of the Virginia and Kentucky Resolutions. Now that sets of select cases in Constitutional Law are available, the principal constitutional questions — such as the annexation of Louisiana, or the legal-tender question-may be studied from actual cases, even in considerable classes. In small and highly advanced courses it is possible to conduct a "quiz" based partly on texts and partly on personal knowledge. Young men are often gathered in the universities from many states, and have had widely varying experiences. Political and constitutional questions may be discussed in such classes by assigning to each man a state-presumably his own—or an institution, upon which he shall make himself an authority. § 47. Memorizing. No improved method of teaching can do away with the necessity of memorizing certain data; but here, as elsewhere, there must be caution to select essential things. Neither the child's knowledge of history, nor his power of mind, are aroused by learning by heart the phraseology of a text-book writer. What he most needs is a list of important events, in their logical connection; the names of a few of the great characters, with determining dates; and parts of the phraseology of some of the constitutional documents. A ready use of this material, out of its connection, should be required and enforced at every opportunity, § 47 a.] Memorizing. 157 so that it may be firmly fixed in the memory as a permanent acquirement. It should be the multiplication-table of history, always at the tongue's end. The date of the settlements of Virginia, Massachusetts, or New York, and dates and succession of American Congresses and Conventions from 1754 to 1789, the names and dates of the presidents, should be as familiar as seven times nine; and the use of these dates to group current events should be as free as nine times seven. Beyond these epochmaking dates pupils should remember whatever adheres naturally to the events, but drill should be given to fixing a few dates in the mind rather than to suggesting so many that they will have no life or meaning. The following list is a suggestion of the things best worth remembering as a basis for the study of the history of America. § 47 a. Discovery and Exploration. 1000 (about). The Norse Discoveries. 1524. Verrazano and Gomez (Atlantic Coast). 1527-36. Cabeza de Vaca (Southern United States). 1531-32. The Brothers Pizarro (Conquest of Peru). 1534-35. Cartier (Quebec and Montreal). 1539-42. De Soto (Southern and Eastern United States). 1540-41. Coronado (Southwestern United States). 1604. 1607. 1608. 1619. 1620. 1620. 1630. 1632. 1635. 1636. 1637. 1638. § 47 b. Colonial History, 1604-1760. Acadia (De Monts and Champlain). Virginia (Jamestown, Captain John Smith). Representative Government and Slavery in Virginia. Plymouth (Mayflower Compact, William Bradford). Providence (Roger Williams and Religious Liberty). New Haven. 1638-39. The "Orders" of Connecticut. 1641. 1643. 1649. 1651. 1662. 1663. Massachusetts "Body of Liberties." New England Confederation. Maryland Toleration Act. The Navigation Ordinance. Connecticut Charter. Rhode Island Charter. 1663 and 1665. The Carolina Charters. English Conquest of New Netherland. New Jersey. Bacon's Rebellion in Virginia. Pennsylvania Charter (Penn and the Quakers). Rebellions in Massachusetts, New York, and Maryland. Province Charter of Massachusetts. 1664. 1665. 1676. 1681. 1689. 1691. 1699. Louisiana. § 47 d.] Memorizing. 159 § 47 c. The American Revolution. 1761. Writs of Assistance. 1763. The Parson's Cause. 1765. The Stamp Act (Henry's Resolves). 1766. The Declaratory Act. 1767. The Townshend Acts. 1768. The Massachusetts Circular Letter. 1769. Virginia Resolves. 1772. Burning of the Gaspee. 1773. Destruction of the Tea. 1774. The Boston Port Act, Massachusetts Government Act, Quebec Act, etc. 1775. Lexington and Concord. 1776. Declaration of Independence. 1778. The French Alliance. 1781. Ratification of the Articles of Confederation. 1782 and 1783. Preliminary Articles and Definitive Treaty of Peace. § 47 d. Development of the Constitution of the United States. 1789-91. First Ten Amendments (Bill of Rights). |