ppended to each chapter and section. It 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. 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