living at the time will give an atmosphere of reality and human interest
to the events. For example, a story of early pioneer days told by a
pioneer gives a personal element (see _Pioneer Days_, Kennedy); a letter
by Mary Queen of Scots, to Elizabeth (see p. 143), will make both of
these queens real living people, not mere names in history. (See
_Studies in the Teaching of History_, Keatinge, p. 97, also selections
from _The Sources of English History_, Colby, p. 163.) Not much of this
may be possible, but more use might easily be made of such materials,
especially with the early history of Ontario.

5. The use of local history and of current events will be treated
elsewhere. (See pp. 49, 51.)

6. When possible, let the pupils form their idea of an historical person
from his actions and words just as we form our estimate of each other,
instead of having them memorize mere summaries of his character before
they know his actions.

7. Genealogical and chronological tables, written on the black-board and
discussed with the class, will be of service in understanding certain
periods, such as the Wars of the Roses, and in helping to form the
time-sense of pupils. (See Chronological Chart, p. 128.)

8. Chief dependence must be placed, however, on increasing the pupil's
knowledge of present-day conditions in agriculture, commerce,
transportation, manufactures, in fact, in all social, economic, and
political conditions, in order to enable him by comparison to realize
earlier methods and ways of living. The pupil who understands best how
we do things to-day can understand best the state of affairs when people
had to depend on primitive methods, and can realize how they would