and in questioning so that the minds of the pupils will be active as
well as receptive. The care and time necessary to secure this skill will
be well repaid by the interest aroused in history, by the appreciation
of the thoughts thus presented, and by the lasting impressions conveyed.
Simple, clear language should be employed, not necessarily small words,
but words whose meaning is made clear by the context or illustration.
(For material for these Forms, see Bibliography, C, p. 132.)

When the whole story is told, revision may be made by having the pupils
reproduce it after suitable questioning, either immediately or at some
future time. Exercises in reproduction may also be given, for either
seat work or class work, in constructive or art work; for example, after
the story of the North American Indians, the pupils may be asked to
construct a wigwam, a canoe, a bow and arrow, or to make pictures of
Indians, of their houses, of their dress, etc.

Further exercise in composition may also be given by having the pupils
write the story. To each pupil may be assigned a special part; for
example, the story of Moses may be divided thus: (1) As a babe; (2) His
adoption by the Princess; (3) His life at the palace; (4) His flight to
Midian; (5) The Burning Bush, etc. The whole story is then reproduced by
having these parts read aloud in a reading lesson.


FORM III

The value of the oral work done in Forms I and II will be realized by
the teacher when the real study of history is begun in Forms III and
IV. The pupils have a liking for the stories of history and have a
knowledge of some of the leading actors and of the chief events in