DEVICES

MAPS

1. Wall maps for general study, especially of modern history.

2. Outline or sketch maps drawn on the black-board by the teacher or the pupils for use in the study of earlier history, or explorations, etc. For these purposes the details of a wall map are not only not needed, but are rather a hindrance.

3. Relief maps of plasticine, clay, or salt and flour, to be made by the pupils to illustrate the influence of geographical facts in history, and to make events in history more real to the pupils.

PICTURES

1. Many good historical pictures of persons, buildings, monuments, and events may be collected by the pupils and the teacher from magazines and newspapers, and pasted in a scrap-book. (See Educational Pamphlet, No. 4, Visual Aids in the Teaching of History.)

2. The Perry Picture Co., Malden, Mass., publishes pictures in different sizes, costing from one cent upward. Many of these are useful in teaching history. Similar pictures may be obtained from the Cosmos Picture Co., New York.

3. Good picture post-cards can be easily obtained.

4. Lantern slides and stereopticon views may be used. (For lists of dealers and publishers of 3 and 4, see also Visual Aids in the Teaching of History.)

MUSEUMS

These often contain relics of earlier times in the form of implements, utensils, weapons, dress. A visit to one will interest pupils.

SOURCE BOOKS

Some source books for illustrating earlier conditions in Ontario are:

1. The Talbot Régime. By Charles Oakes Ermatinger, St. Thomas.

2. Pioneer Days. By David Kennedy, Port Elgin. Sold by author, 50c.

3. United Empire Loyalists. By Egerton Ryerson. William Briggs.

4. Canadian Constitutional Development. Selected speeches and dispatches, 1766-1867. By Egerton and Grant Murray. $3.00.

5. Pen Pictures of Early Pioneer Life in Upper Canada. William Briggs, Toronto, $2.00.

GENEALOGICAL TABLES

Those needed to illustrate special periods may be found in the larger histories. Pupils should be instructed how to interpret them.

CHRONOLOGICAL CHART

This may be made by the class, on the black-board or on a slated cloth as the work advances. On the left hand of a vertical line are set down the dates, allowing the same space for each ten years, the close of each decade being shown in larger figures. On the right side are set down the events in their proper place. For example, in studying the career of Champlain, the Chart will be begun as follows:

CHAMPLAIN

1600

1603 First visit, when 36 years old, with Pontgravé.

1604 With De Monts and Poutrincourt he undertakes to colonize Acadia; forms a settlement at Port Royal.

1608 Founds Quebec.

1609 Explores Richelieu River and Lake Champlain; forms an alliance with the Hurons and Algonquins against the Iroquois.

1610 Marriage.

1611 Establishes a trading station at what is now Montreal.

1613 Ascends the Ottawa River, expecting to find the way to China; deceived, returns to France.

1615 Brings out the Recollet Fathers to Christianize the Indians; explores the country of the Hurons.

1620

A useful chart which shows the growth of Canada is to be found in Taylor's Cardinal Facts of Canadian History, reproduced in Duncan's The Canadian People. An Illustrated Chart of Canadian History is published by the United Editors Company, of Toronto.

NOTE-BOOKS AND CLASS EXERCISES

In the Fourth Form, pupils should copy into a notebook the black-board work—topical outlines, time chart, etc., as a basis for review and for class exercises in composition. Such a topical summary, the joint work of teacher and class, is the best means of review for examination purposes, when one is held.

Pupils may occasionally be asked to make from the text-book, without preceding class work, a topical analysis either of a subject which is treated consecutively in the book, such as the War of 1812-14, or of a subject that requires the pupil to collect his material from various parts of the book, or even from several books. In the latter case the teacher should direct the pupil to the proper sources.