xhaustively than in the
junior classes, and the pupils must have more practice in acquiring
knowledge from the text-books.

DETAILS OF METHOD

FORMS I, II

In Forms I and II, the pupils are accustomed to the oral reproduction of
stories told by the teacher. In these should be included a good many
historical stories, such as those suggested in the Course of Study in
History for these Forms; they will serve the usual purposes of oral
reproduction work for composition and literature, and will be, besides,
a good foundation for the study of history in the higher forms. (For
objects of the Story stage, see p. 16.)

The oral presentation of a story or description of an event requires a
certain degree of skill on the part of a teacher--skill in
story-telling, in grasping the important parts of the story or
description, in knowing what details to omit as well as what to narrate,
in explaining the story in a way that will make it real to the pupils,
in preparing pictures and sketches to illustrate the different parts,
and in questioning so that the minds of the pupils will be active as
well as receptive. The care and time necessary to secure this skill will
be well repaid by the interest aroused in history, by the appreciation
of the thoughts thus presented, and by the lasting impressions conveyed.
Simple, clear language should be employed, not necessarily small words,
but words whose meaning is made clear by the context or illustration.
(For material for these Forms, see Bibliography, C, p. 132.)

When the whole story is told, revision may be made by having the pupils
reproduce it after suitable questioning, either immediately or at some
future time. Exercises in reproduction may also be given, for either
seat work or class work, in constructive or art work; for example, after
the story of the North American Indians, the pupils may be asked to
construct a wigwam, a canoe, a bow and arrow, or to make pictures of
Indians, of their houses, of their dress, etc.

Further exercise in composition may also be given by having the pupils
write the story. To each pupil may be assigned a special part; for
example, the story of Moses may be divided thus: (1) As a babe; (2) His
adoption by the Princess; (3) His life at the palace; (4) His flight to
Midian; (5) The Burning Bush, etc. The whole story is then reproduced by
having these parts read aloud in a reading lesson.

FORM III

The value of the oral work done in Forms I an