Walter Raleigh, Columbus, Cabot, Cartier, Champlain, Madeleine de
Vercheres, Pontiac, Brock, Laura Secord, Florence Nightingale.

Consult _The Story of the British People_, Thomas Nelson & Sons,
Toronto, 35c. (For Florence Nightingale, see Appendix.)

PIONEER LIFE:

In Ancient Britain: See _Second Reader_, p. 109; _Ontario Public School
History of England_, p. 10.

In Roman Britain: See _The Story of The British People_, pp. 18-24.

Old English Life: See _Third Reader_, p. 325; _Ontario High School
History of England_, pp. 33-40.

At the Close of the French Period in Canada: See _Fourth Reader_, p. 65.

In Upper Canada in the "Thirties": See _Fourth Reader_, p. 122.

Our Forefathers: Where they lived before coming here, how they got here,
hardships in travel, condition of the country at that time, how they
cleared the land, their homes, their difficulties, danger from wild
animals, the natives of the country, modes of travel, implements and
tools, etc.

Consult _Pen Pictures of Early Pioneer Life in Upper Canada_,
Briggs, $2.00; _Ontario High School History of Canada_.

INVENTORS:

Watt, Stephenson, Fulton, Bell, Edison, Marconi.

CIVICS:

Elementary lessons in local government:

(_a_) In cities, towns, and incorporated villages--the postmaster, (see
Illustrative Lesson, p. 65), the postman and policeman; city or town
hall, post-office, mail boxes, school-houses.

(_b_) For rural districts--postmaster, trustees, roads and bridges,
rural mail delivery.

SPECIAL DAYS:

Empire Day, Victoria Day, Dominion Day; local occasions such as Fair
Day, Election Day; review of those Days taken in Form I.

FORMS III AND IV

PRELIMINARY NOTE

Below are the topics and sub-topics of the Course in History for Forms
III and IV.

In dealing with the subject in both Forms, the teacher should keep
constantly in mind the chief aims suited to this stage of the pupil's
development. (See pp. 16, 17.) The most vital of these is "to create and
foster a liking for historical study." The teacher should make use of
simple map drawing to illustrate the subject. This is especially
necessary in dealing with the history of Canada. There should be much
illustration by means of maps and pictures. See Educational Pamphlet No.
4, _Visual Aids in the Teaching of History_.

The chapter numbers in the Course for Form III are those of the chapters
in _The Story of the British People_ prescribed for the For