composition. Procedure as outlined above has had most gratifying results
in the way of creating a liking for, and an intelligent interest in, the
study of history.

Other methods have also had good results. The teacher may, instead of
telling the story, read aloud from the Reader to pave the way for the
reading of the story by the pupils themselves. Difficulties, either in
language or in meaning, may be taken up as in a literature lesson. The
pupils will at first find the reading somewhat difficult, but the
interest generated by the teacher's reading or oral narrative will carry
them through that stage till they acquire a love for reading history,
and have enlarged their vocabulary till reading is no longer a
burdensome task.

A taste of the more serious study of history may be given by asking the
pupils a few not very difficult questions that they can answer only by
combining facts contained in several stories. For example, in the
chapters selected for Form III, Junior Grade, the answer can be found to
a question about the explorers of Canada, the order of their visits, and
a comparison of their work; to another question about the expansion of
Canada from the little part of Quebec first visited to the whole of
British North America.

It is unnecessary, perhaps, to add that the emphasis in Form III history
should be still very largely on biography, so as to influence the
forming of moral ideals by concrete examples.


FORM IV