d II will be realized by
the teacher when the real study of history is begun in Forms III and
IV. The pupils have a liking for the stories of history and have a
knowledge of some of the leading actors and of the chief events in
history that calls for more complete satisfaction.

There are several methods of using the History Reader which is the basis
of the work in Form III. Perhaps the best method is to continue to make
oral teaching the chief feature, and to add to that the use by the
pupils, in various ways, of the History Reader.

For example, the teacher will tell the story of Jacques Cartier,
following in the main the narrative as given in the History Reader. It
is well, however, not to follow it too closely in order that, when the
pupils come to read the story in the book for themselves, they will find
it an interesting combination of the familiar and the new. For that
reason, it will be necessary for the teacher to have prepared the story
from a somewhat different narrative in some other book at her command.
In the telling of the story, problems may be asked, if thought advisable
(see p. 33); a few headings may be placed on the black-board for
subsequent reproduction, oral or written, by the pupils; all
difficulties of pronunciation, especially of proper names, should be
attended to, orally and on the black-board; the places mentioned should
be found on the map; pictures and sketches should be used; and in fact,
every possible means taken to make the narrative more real to the class.
(See p. 34.)

When the oral teaching is finished, the pupils may have the books to
read at their desks, and they often ask permission to take them home.
They may sometimes be required to read aloud from the History Reader for
supplementary practice in oral reading. Reproduction by the pupils,
either immediately or in a subsequent lesson, should follow. Teachers,
however, are advised not to insist on too much written reproduction, as
that might very easily arouse a dislike for both history and written
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 l