n the study of earlier history, or explorations, etc.
For these purposes the details of a wall map are not only not needed,
but are rather a hindrance.

3. Relief maps of plasticine, clay, or salt and flour, to be made by the
pupils to illustrate the influence of geographical facts in history, and
to make events in history more real to the pupils.

PICTURES

1. Many good historical pictures of persons, buildings, monuments, and
events may be collected by the pupils and the teacher from magazines and
newspapers, and pasted in a scrap-book. (See Educational Pamphlet, No.
4, _Visual Aids in the Teaching of History_.)

2. The Perry Picture Co., Malden, Mass., publishes pictures in different
sizes, costing from one cent upward. Many of these are useful in
teaching history. Similar pictures may be obtained from the Cosmos
Picture Co., New York.

3. Good picture post-cards can be easily obtained.

4. Lantern slides and stereopticon views may be used. (For lists of
dealers and publishers of 3 and 4, see also _Visual Aids in the Teaching
of History_.)

MUSEUMS

These often contain relics of earlier times in the form of implements,
utensils, weapons, dress. A visit to one will interest pupils.

SOURCE BOOKS

Some source books for illustrating earlier conditions in Ontario are:

1. _The Talbot Regime._ By Charles Oakes Ermatinger, St. Thomas.

2. _Pioneer Days._ By David Kennedy, Port Elgin. Sold by author, 50c.

3. _United Empire Loyalists._ By Egerton Ryerson. William Briggs.

4. _Canadian Constitutional Development._ Selected speeches and
dispatches, 1766-1867. By Egerton and Grant Murray. $3.00.

5. _Pen Pictures of Early Pioneer Life in Upper Canada._ William Briggs,
Toronto, $2.00.

GENEALOGICAL TABLES

Those needed to illustrate special periods may be found in the larger
histories. Pupils should be instructed how to interpret them.

CHRONOLOGICAL CHART

This may be made by the class, on the black-board or on a slated cloth
as the work advances. On the left hand of a vertical line are set down
the dates, allowing the same space for each ten years, the close of each
decade being shown in larger figures. On the right side are set down the
events in their proper place. For example, in studying the career of
Champlain, the Chart will be begun as follows:

CHAMPLAIN

=1600=

1603 First visit, when 36 years old, with Pontgrave.

1604 With De Monts and Poutrincourt he undertakes to colonize