are two reasons for the too general use of it--first, it is an easy
method for the teacher, and secondly, it is easy for the pupils to
memorize facts for the sole purpose of passing examinations. While this
criticism is true when an exclusive use is made of the text-book, the
same cannot be said when the text-book is used as an auxiliary to the
teacher. Following the oral presentation of the story, reference may be
made to the book for another version or for a fuller account and, in
Form IV, topics may be assigned and the pupils directed to consult the
text-book for the necessary information. (See pp. 26, 28.)

The text-book should be one that does not show an abrupt change from the
story told by the teacher. It should not be merely a short outline of
the important facts in history, written separately and then pieced
together in chronological order, but should be written in a readable
form by one who is able to distinguish the important and necessary from
the unimportant and burdensome. It should have short summaries at the
ends of chapters or stories of events, so that a grasp of what has been
read may be easily obtained. It should also have many pictures,
illustrations, and maps, to take the place of the teacher's explanations
in the earlier stage. (On the use of the text-book, see p. 29.)


A COMBINATION OF THESE METHODS

General Description.--As each of the above methods has its strong and
its weak points, we should attempt to combine the strong points into one
method, varied to keep pace with the mental development of the pupil,
and thus secure the best results. The general outline of such a
combination may be given as follows: The "oral story" is to be used in
the junior classes, with "development" problems presented where helpful;