ips,
too, are in every part of the ocean; (_c_) Compare the population and
area of Great Britain, Canada, Australia, the United States, Germany,
France, etc.

4. In arithmetic: The pupils may discover how many people there are to
the square mile in these countries; they may be asked to work out the
population Canada would have if she were as densely populated as
England, as the United States, as Germany, etc.; how fast did the
population of the United States increase in the first century after the
Revolution; what will the population of Canada be in fifty years, if it
increases as rapidly as the population of the United States in the last
fifty, etc.; at the present rate of increase, when will Canada catch up
to Great Britain? When surpass her? Indicate thus the possible position
and power of Canada in the not distant future, in order to deepen the
sense of responsibility for the use made of our opportunities. (Let the
pupils search for as much of the material needed for these calculations
as they can find in their text-books.)

5. In composition: Subjects may be given for either oral or written
composition; they may be reproductions of some of the exercises
mentioned above, or may be on topics connected with them.

6. In drawing: Pupils may draw the flag, or any map needed above.

TYPE LESSONS

FORM IV

INTRODUCTORY

As described in the details of method for Form IV (see p. 28), the ideal
method of teaching in this Form is the oral method, which means not only
the narration of the story, but the presentation to the pupils of
problems connected with the lesson that the experiences of the class may
help to solve. The full narration here of the lessons selected would be
like doing over again the work of the text-book; accordingly, in the
majority of the lessons, a topical analysis is all that is given. The
value of a topical analysis is that it emphasizes the principal points
that should be described or developed and, more important still, that it
assists the pupils to _understand_ the lesson better, that is, to see
more clearly the relation of cause and effect. The topical analysis will
also suggest to the teacher how to prepare a lesson. There is no better
evidence that a period of history is understood by the teacher than the
ability to make a clear, concise analysis of it. This analysis should
then be used instead of the text-book in teaching the lesson, and the
use of it will, after a little practice