circumstances?"

Let us take an example from the life of Ulysses. Ulysses had heard of
the Sirens, who sang so beautifully that any one in a passing ship who
heard them was impelled to throw himself overboard, with a frantic
desire to swim to their island. Naturally the swimmers were all drowned
in the attempt. Ulysses desired to hear for himself the wonderful
singing, and to experience, perhaps, its terrible effect; but he
certainly did not want to run any risk of drowning. Now, how did he
accomplish his desire, without paying the penalty?

Again, in the story of Madeleine de Verchères, the narrative may proceed
to the point where Madeleine has succeeded in securing the gates. She
finds herself in a weak fort with few to help her, and outside a
numerous band of Indians, who are kept at bay for a whole week, without
even attempting their usual night attacks. How did she do it?

In the case of the U.E. Loyalists, the teacher may narrate the story to
the point where the Loyalists, after the treaty was signed, saw that
they must remove to Canada. The class must know where the Loyalist
centres in the New England States were. Now, what routes would they be
likely to take in going to Canada? With the map before them, the class
can usually tell the next part of the story themselves.

Even if the pupil is not able to give the correct answer to the problem
submitted, he is nevertheless having an opportunity to exercise his
judgment, he can see wherein his judgment differs from that of the
persons concerned, his interest in their actions is increased, and the
whole story will be more deeply impressed on his memory.