2. The development of the first evidences of a spirit of resistance, citing the causes.

3. The Board of Trade* and the British ministries, with their plans for "making the colonies useful to the mother country," especially by means of the Navigation Acts and the Stamp Act.

4. The further development of the spirit of resistance to the taking up of arms.

5. A report upon the various British and colonial statesmen who were concerned, pro and con, in the development of the spirit of resistance.

6. A study of the respective points of view of the mother country and of the colonies, discussing the justness of these viewpoints.

At the close of these reports from the class should come a general discussion of the forgetting of old intercolonial quarrels and prejudices, and the unification of the colonists as Americans.

The following chart will illustrate the problem which the class is to solve. It is self-explanatory.

THE PROCESSES IN THE PREPARATION OF A
REPORT UPON A QUESTION

The processes through which a student should go in the development of a report upon his special question are:

*The Board of Trade was a board consisting of thirteen members, whose duty it was to establish agents in the colonies in order to secure information concerning colonial resources, and to form

1. A careful consideration of the meaning of the question.

2. A careful reflection as to what he already knows about it.

3. A search for books in which further information can be found.

4. A discriminative reading of these books, with the taking of notes relative to the subject.

5. A careful rearrangement of these notes in logical order.

6. The expansion of these notes for presentation to the class (not to the teacher) from the front of the class, and with as few notes as possible.

The student should take the greatest care in considering these steps in order, one at a time. The law of doing all great tasks is, the subdivision of a task down to a working point, and the accomplishment of each step in succession. Failures generally result from a juvenile desire to hurry on to the next process before the present one is thoroughly accomplished; or "to build in the air." Let it be remembered that it is sometimes a year before the foundation of a great building is made to appear above the surface of the ground.

THE TRAINING VALUE OF RECITATIONS PREPARED UPON SEPARATE ASSIGNMENTS

The student should understand the training value of his work. He should know, when old enough to study this speech, what relation his work bears to his mental progress. The reasons for the value of such

plans so as to advise the ministry how "to make the colonies useful to the mother country." In other words, this board was organized for the purpose of planning a systematic "bleeding" of the colonists to a point just short of inanition.

recitations may be best presented for consideration in tabulated form. To discuss them were useless, as they are practically self-evident :

1. A student is interested in the search for facts upon his subject because the facts are related-they have a continuity. He takes a Saxon delight in the chase. No student likes to study isolated facts, nor does he remember them. It is in related facts that human interest is found.

2. The student is interested in reciting because he is telling his classmates what they do not know. To recite to a class what they know as well as he only makes the reciter feel silly and disgusted. To test this, let one imagine himself to be telling a story that he knows is familiar to every one in his audience.

3. The members of the class are interested because they are hearing what is new to them. They are not interested in hearing what they know as well as does the reciter.

4. Attention and interest are unconsciously developed.

5. A much greater amount of material is brought before the class.

6. The class serves the reciter as an audience before which he learns to lose his embarrassment and to speak easily and connectedly while upon his feet.

7. An altruistic spirit is developed, for each learns to realize that he is working for the other.

8. Experience has shown that recitations thus conducted are a constant delight; and the student, meanwhile, is daily going through those processes through which he must go if he ever becomes a speaker, or if he ever accomplishes the purpose for which the study of the oration is intended.

PRELIMINARY DEBATES FOR PRACTICE

As the purpose of the study of Burke's Speech on Conciliation is the development of the student's argumentative power, and as this development can be had only by practice, every opportunity for the student's practice should be seized upon. No better opportunity can be found for increasing the student's interest in the history study preparatory to the study of the speech itself, and for giving him practice in speaking, than by debating upon questions chosen from the history leading up to the study of the Speech on Conciliation. A student will master the history leading up to the Speech on Conciliation in no other way with such interest and rapidity as he will while he is studying that history in order to prepare for a debate upon some question drawn from that history. The debate furnishes a motive for the study of the history with zeal. For two reasons, therefore-practice in speaking, and the finding of a motive for the deeper interest in the history leading up to the study of the Speech-the questions for debate. should be chosen from the history that is being studied. The following questions will serve as specimens: 1. Was the British Government justified in closing the port of Boston?

2. Was the conduct of the British soldiery in the Boston massacre justifiable?

3. Was the Stamp Act a justifiable governmental measure?

4. Was England justifiable in her policy of "making the colonies useful to the mother country"?

5. Was the British Government justifiable in abrogating the charter of Massachusetts in 1774?

6. Were the Bostonians justifiable in throwing the tea overboard in the " Boston Tea Party"?

It will be seen that the study of a question like one of these for the purpose of debating upon it is sure to incite a deeper interest in the history itself than can be found in any other way.

DEBATING BY SECTIONS

The organization of the class into sections for the study of the history will also serve for the organization of the class into debating sections. Each section should choose a question from the history of the colony with which the section is to deal.

The Choosing of a Question and the Limitation of its Terms.--Each section should hold a meeting to choose a question, and to consider the statement of it. Every word of the question should be carefully considered in order that each side may know exactly what it must prove or disprove. Great care should be taken to determine exactly what is meant by such words as "justifiable."

Making the Outline. The terms of the question having been decided upon, each half of the section, as affirmative or negative, should hold a meeting to counsel. upon the line of argument to be followed. This outline of the argument, or exactly what line the debaters intend to pursue, should be clearly and carefully made, as it constitutes the purpose which that side of the debate intends to accomplish. After the outline has been decided upon, it is well to divide it into as many parts as there are speakers on that side, in order that the speeches of leader and followers may tend toward the accomplishment of the same purpose.

Preparation of the Briefs. Each debater, taking within the general outline that share of it which he is to present, should then begin the preparation of his brief. He should go carefully through, one by one, the