The "Study by Topics" which follows the questions is meant chiefly to aid the teacher in conducting a recitation, or, at least, a review of a recitation. The topical method of recitation develops the pupil’s power of grasping and holding each branch of a subject in its entirety. But it can not be used to the exclusion of the use of questions and answers without danger of its degenerating, on the one hand, into an inadequate statement, or, on the other, into a mere repetition of the words of the textbook.

Some teachers will use now one and now the other method, testing the pupil’s understanding of the subject at one recitation by questions, at the next developing his power of synthesis and his mastery of language by giving him a division of the subject to be stated in his own way and with his own words, and then, when he has completed his statement, pointing out his omissions or misapprehensions.

Other teachers will prefer to combine the two plans in the same recitation. This may be done—1. By a thorough examination of the subject by questions, followed by a topical review of the whole chapter, each division of the subject being assigned to a pupil in his turn. 2. Another mode of combining the two is by following the recitation of each topic by questions meant to bring out from the class points forgotten or obscured in the pupil’s account of that branch of the subject. No recitation can fully accomplish its purpose without the use of questions at some stage.

The "Skeleton Summary" appended to many of the chapters will suggest its proper use. It may be copied on papers or on slates and filled in by each pupil, or the teacher may have it written on the blackboard and then have the blanks filled by suggestions from the class.

The geographical facts connected with each event should be brought out distinctly. When larger or fuller maps than those in this book are needed, the atlas or the school wall-map can be easily referred to. The small maps accompanying the text may be sketched on the blackboard, as further described, or they may be used from the page.

In general, the blackboard should be used wherever possible. In particular:

1. The Study by Topics may be written on the blackboard with advantage in almost every recitation. The subject under consideration is thus displayed in a natural order. This may be done before the recitation begins, or each topic may be added as the recitation proceeds, thus constructing a visible table of the subject before the eyes of the class.

2. When diagrams are given in the book, they may be put on the board, to give a visible illustration to some proportion of size or number.

3. Word-diagrams are often useful. See, for example, pages 13 and 121. In these the location of the words or phrases helps the mind to group and the memory to hold important facts.

4. It is an excellent plan to sketch the small map on the blackboard. This should not be done elaborately or with too much attention to detail. The most useful maps of all are mere diagrams of location sketched by a pupil rudely but readily, as he might do in explaining a fact in conversation.

The cuts, especially those illustrating life and manners, are a part of the history, and the teacher should, by remark or question, draw attention to the facts illustrated by them.

The "Reviews" which close each group of chapters may be treated as a briefer topical recitation, developing rapidly the salient points of the chapters reviewed. The review may also be put upon the blackboard, in sections, if not as a whole.

In the prevailing movement to lighten the labors of the pupil in school, history is sometimes taught by using the textbook for a reader. In such cases, there should be a line of comment or question maintained by the teacher sufficient to make sure that the chapter read is fully understood, and sufficient to impress what has been read on the memory. By writing the "Study by Topics" on the blackboard, a habit of thoughtful reading will be promoted. The abundant illustrations of customs and the little special maps in this book will prove of the greatest advantage to teachers using this as a reading-book.

Topics for school composition are now and then suggested from the subjects treated in the current chapter. There is a double advantage in these: The puzzled pupil is helped to a topic for writing, while the best results of historical study are secured by giving him occasion to exercise his thoughts upon the subjects studied. The teacher will easily suggest other topics; particularly may the pupil write upon the several actors in our history in those schools where access can be had to works of biography or books of reference.