:

P. 22: Suggestions for the various seasons and days.
P. 26: On the use of the sand table.
P. 55: On collecting and preserving pictures.
P. 58: On relief maps and geographical formations.

HISTORY AND ART

Art assists history in two ways. First, pictures may be used to
illustrate events in history and make them real. It is often difficult
for children to form a definite mental image of historical scenes merely
from the words of the teacher or of the text-book, because their
experiences are limited and the power to combine these properly is
lacking. This is recognized now in the many text-books which are freely
illustrated. Pictures of persons famous in history are also of value, in
that they make these persons more real to the pupils. Materials for
class use may be collected by the teacher and pupils,--engravings,
prints, cuts from newspapers and magazines of famous people, buildings,
cities, monuments, events; for example, the Landing of Columbus, the
Coming of the Loyalists, the Fathers of Confederation, the Landing of
the Pilgrim Fathers, an Old-Time Trading Post, the Death of Brock. A
good idea is to have a class scrap-book, to be filled with suitable
contributions from the class. The teacher will find a private scrap-book
exceedingly useful. Many fine pictures are given in _The Highroads of
History_, and _The Story of the British People_ for Form III. It may be
added that these pictures should be supplemented freely by descriptions
and narratives given by the teacher. (See _Visual Aids in the Teaching
of History_.)

Second, the pupils may be asked to illustrate, by drawings and sketch
maps, historic places, routes of armies and of explorers, the journeys
of settlers, etc.

HISTORY AND COMPOSITION

History, no less than other subjects of study, needs to be expressed by
the pupils, if it is to make them more efficient. Some of the usual
modes of expression are given above in connection with constructive work
and art. The chief mode of expression, however, for history is through
composition, both oral and written.

In the Junior Forms the stories should be reproduced orally (see Details
of Method for Forms I and II, p. 25), either by pure narration or by
dramatization; the pupils relate in their own language what they have
learned, or are allowed to dramatize the story. In the dramatization,
the pupils should be given a good deal of freedom in constructing the
conversation, once the