ever, the beginning must be made with conditions that exist
to-day--schools, taxes, the policeman, the postmaster, etc. The
beginning of the real teaching of history may then be made at the
beginning of Canadian History, as this will enable the child to go
gradually from the simple, or individual, to the complex, and will also
allow the teacher to make use of whatever historical remains may be
within reach.

CHAPTER II

GENERAL METHODS IN THE TEACHING OF HISTORY

There are many methods used in the teaching of history. A brief
description of the principal ones is given for reference merely, since
their best features are incorporated in a combination of methods, which
is strongly recommended to teachers, and is described fully in
succeeding pages.

1. _Methods based on the arrangement and selection of the matter_:
Chronological, Topical

THE CHRONOLOGICAL METHOD

The matter is chosen according to the "time" order, beginning at the
first of the history, and the events are taught in the order of
occurrence without any marked emphasis on their importance, or without
considering whether a knowledge of the event is useful or interesting to
the class at this stage. Such an arrangement of matter is more suitable
when the formal study of history is begun.

THE TOPICAL METHOD

In studying a certain period of history the events are arranged under
topics or heads; for example, the period of discovery in Canadian
History may be arranged thus--Discoveries, Explorations, Early
Settlements, Indian Wars--and the study of each of these pursued to
completion, contemporary events belonging to other topics being
neglected for a time.

Events having the same underlying purpose, though occurring in different
periods, may be arranged under one topic for review; for example, all
the voyages of discovery to America may be grouped under the topic, "The
Road to Cathay." (See p. 92.) In this way a comprehensive knowledge is
gained. This method gives a full treatment of each topic and may be used
to best advantage in connection with reviews in junior classes and
occasionally as a text-book or library exercise in senior classes.

2. _Methods based on the treatment of historical facts_: Comparative,
Regressive, Concentric

THE COMPARATIVE METHOD

By this method a comparison is made between two events, two biographies,
two reigns, etc., a very useful device when applied in connection with
other methods.

THE REGRES