a lesson, for example, as
that on the Intercolonial Railway (see p. 82) no book is needed--only
the map and the black-board.

TRAINING IN USE OF TEXT-BOOK

However, as the pupils must learn, for their own profit in after years,
how to read history without a guiding hand, they need training in the
use of the text-book. The chief line on which such training may proceed
is to have the pupils search out the answers to definite questions. Any
one who has searched for material on a certain topic will appreciate
the good results that have come in the way of added knowledge and
increased interest. The topics at first should be quite simple,
gradually increasing in breadth. A few suggestions for such work are
given below; they may be called examination questions to be answered
with the help of the text-book:

1. Name, and tell something about, four of the explorers of Canada
before 1759.

2. Name several other explorers of the New World.

3. Which explorer did the most for Canada, Champlain or La Salle?

4. In what wars did the French fight against the Iroquois? With
what result?

5. What explorers of North America were trying to find a way to
China and India? (This investigation by the class may precede the
lesson on the "Road to Cathay." See p. 92.)

6. On what did English kings base their claim to be the overlords
of Scotland? Trace the dispute down to the Union of the Crowns in
1603.

7. Find out how the slave trade was treated by the English.

8. Make a list of the early newspapers in Canada. Did they have
much influence on public opinion?

9. Compare the struggles for the control of taxation in Canada and
in the Thirteen Colonies of America. Explain why these were settled
differently in the two cases.

With questions such as these for investigation, no pupil will be likely
to secure the full facts; each may state in the next lesson what he has
found, and the work of each will be supplemented by that of the others.
With succeeding investigations it may be expected that the pupils will
be more eager to get at all the facts in the text-book. At any rate they
are learning how to gather material from books--a very valuable
training, no matter how simple the topic is.

When, in the ordinary course of work, lessons from the text-book are
assigned, the teacher should indicate the important points, should
suggest certain mat