"
Nevertheless, there are usually two sides to a case; and, in deference
to the prevailing custom, for which, no doubt, there is much to be said,
full sets of questions have been appended 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.[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.
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