SIVE METHOD

In this method the pupil is expected to begin with the present and work
backward; that is, to begin with institutions as they are to-day and to
work back through the various steps in their progress to their present
state. This method may be followed most profitably in advanced classes.
In junior classes it is sufficient to refer to things as they exist
to-day in order to arouse curiosity regarding the facts of history that
are to be taught; for example, by the use of local material; by a visit
to some place of historical interest to prepare for the story of what
has occurred there in the past. (See p. 112.)

THE CONCENTRIC METHOD

This method, which is much used, deals in ever widening circles with the
same topic or event; for example, a simple story of Champlain's life
and voyages to Canada is told to Form II; the same story is considered
again in Form III, but this time the different voyages are noted, the
results of each investigated, and the whole summarized and memorized;
again, in Form IV, but this time by the topical and comparative methods,
where comparison is made of the purposes and achievements of the
explorer with those of other explorers--Jacques Cartier, La Salle, etc.
In this third discussion a full knowledge of Champlain's work is given.

The excellence of this work lies in its review and repetition. The old
or former knowledge is recalled and used in each succeeding discussion
of the topic. The pupils grow gradually into fuller knowledge.

3. _Methods based on class procedure_: Oral, Text-book

THE ORAL METHOD

This usually takes the form of an oral presentation of the story or
description of the event by the teacher, while the pupils listen and
afterwards reproduce what they have heard. The narration of the story is
accompanied by pictures, sketches, maps, etc., illustrative of persons,
places, and facts mentioned. It may also take the "development" form, in
which a combination of narrative and questioning is employed. (See pp.
66, 92.)

The Lecture method of Colleges and Universities is an advanced oral
method. In this the teacher narrates and describes events, propounds
questions, and discusses and answers them himself, while the pupils
listen and during the lecture, or afterwards, make notes of what has
been heard.

THE TEXT-BOOK METHOD

By this method the teacher assigns a lesson in the book and, after the
pupils have an opportunity to study it, he asks questions co