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' "JUNE 14. 1924.

“F . r‘ HARLOTTETOWN cuasbtah. a PAGETEN THE c g g l w _

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The teaching o! History is one of the most diﬂlcult problems that the teacher in the ungraded school has to deal with and one which’ is very im- portnnt.

We are told that "Education is the preparation: for complete living." ﬂare- ly this must include a study of thc lives and deeds of those who have gone before us. Then we must consid- er just how this subject can be ple- aented to the child in such a manner that he will like it and become inter- ested in it. ‘

Our present textbooks on History provide very little luaterial that will appeal to the imagination of the child. Oat textbook on Canadian History is mostly a succession oi’ facts and these not very well connected. No attempt is made to tell the litory in an nt- trnctive form. To overcome this dit- liculty the teacher must spend n great deal of thought on the preparation oi the lesson. and endeavor to arouse the natural curiosity and interest of thc child.

Our curriculum requires that wt- Degin teaching history to tile class when they have attained the third grade. l begin by teachinlrihe chil- dren the story ofﬂolulubus. We spend from two to three weeks on one story. taking a part each lesson and at the end of each period getting the chil- dren io tell the story hack to tne. ln this grade l d0 not use maps, hut i Iind that good method to arouse in- terest in young children is the use of pictures. We sll know that it is ensi- er for one to remember what one sees than what onc hears. Pictures make a Itory seem very real to the children and they will ask questions and get more real information from s picture than from anything a teacher can tell them.

We can obtain Perry pictures of his- toriral scenes at ayery small outlay and use them in connection with the lesson. We put those pictures over the blackboard or perhaps at the r'ear oi the classroom tn hide some ull- t nightly corner. llnring thc period used for the teaching oi the story of (‘oium- hus those pictures will show (Ioluln- bus’ boyhood, (‘olunlhlls before isn- iiolla. Columbus setting snii. theland- ing in America and similar scenes. As the lesson proceeds the children will be ahlo to toll lllo what cnch plo- tnre means and the story or it in their own words. The stories of the (‘abuts Cartier. Champlain. (‘nesar and others would be treated in the same way.

When ire coule to grade four the

children are familiar with the stories oi the early explorers and rulers, and we now begin to associate them with the early development of the country. l now use the textbook hut only ns a guide. The teaching is done “by stories. drawings on the blackboard and pie- lures. l iind that a great deal of the success in later grades depends upon the way this subject in understood in lraiies three and four. Without s good foundation it is not possible to obtain the desired results in later years. ‘ Beginning at grade tire, l tnke up the study of maps. The pupils become familiar with a territory very quickly when they watch the teacher sketch ii lien by step on the blackboard. Maps are lndespeasshle instruments in teaching History. ln this grade i tench by Ionics. using the textbook as a guide and reference and telling the stories to the children as in form- er grades. The children now have their own noteboo in which they sketch the maps f an the hlsckhosrd along with extra information as seat- work after the lesson. Each individual pupil should draw maps, clumsy though theymsy be, so ss to be able to grasp the topographical aspect o! the dlﬂer- out countries. l teach grade six in the same manner. A iellon period once every two weeks should he spent in review. This work is very import- ant in the earlier grades as the idea does not become ilxed in the mind as in the later grades.

In‘ grades seven and eight l m" g great deal of the work to the pupils themselves to‘ do. For enmpls, we are studying the waroofmlﬁll Altar s talk with the pupils on ssch ysar‘. "illlllilll I sketch s msp of the tsrr]. thry on the blackboard. Beside the map i write-Causes, one, two and three, leaving blanks for the pupil. to Ill-out on their notebooks. With white chalk l write First Year's Campaign, s_nd mark the scene or each hsttin hy an X. hnt do not writs the names. This is for the pupil to do. Next

nsr and the pupils do the remainder of the work on their notebooks. limi-

illilu iu red chalk. The teaching o! History should he completed by the end or the s hth grads. In grades nine and ten time should he spent on review. Questioning, so important iii Ill trades. is I t vslus now. as ths ma» is lug:

sud awaken the sympsth’ , loysltygroomh hand and steps hack a and patriotism or our children. pses or two to the left. remaining

could have the children rnsmorise sway. when he teats himself beside one who lnds the soin will he wealth! u |' ‘ngvgr eorm-t to mt on theta

the Period ot Colonisstion and Con- side oi ths sisln. proud lndes or the ring-symbol of s h,‘ quest, cuttings from Evangeline. Csu- marriage soon to bol ads. hy Roberts and other poems. WIDIIIIG IIOIPTIOI.

Hlstory.s vitsiisating clement in our ﬁfty guests. relations being numerous. school room. snd this can he dons by and hﬂplitlli in the church parlor. making the great men of our textbook servo afternoon tea-sandwiches, psr- ship. lmpoosihis g live again in the mind and in the sys haps a chicken or trait salad. les- Courtship is a lead-level. g

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The person who Inds the thimhis in | q , r lte bisdu to his or Isr pines of esks ls doomed to K'."'§..?§ "ilt-ifiln." lines u». ~ haekaiordom qor spinstsrhood. The lug" hating on the edre 4"’ V"

For the Period of Discovery we standing until he givss tho bride

‘Columbus’: hy Lowell or llillcr. For his wife in the front seat on the lﬂt and thrice hiosssd indsod will he the s!“ y“; "y to give the kill" ‘zropsr hsndiinl ‘I i? “ti” I ‘g. u. dung‘; ‘gait-iii: A QLIII an“; :24.“ the right hand in "w. each have demanded or the n l, “m,” alone n- v-rtnli" other stm of sans us surly mrtl m “w”, m thnulh n“ w lo. method a is to IIIQ l _ the ma. the :1 h. u“ hand. an

it should he ultimate slm to make For s church wedding with about

of our children. t "will. till. In. colts. and candies. s climb. with development and seh “l. “u .1. r , laanll. InsDOlIALD. Those sro nsmd tu the guests as they meat all along the way.“ "sag; “u; from the sveﬂil- , slt or stand. jrido snd bridegroom "u "h. t" h“, n; to pl?" ‘ . srs sot seated either. hat tor contort A POIUIAI IXIIIIIIOI. M quisti! III without hurry. :° ‘ Enqugttg l number of seats an in tu room. tr a charming rsmna tron nus lips _ u, w“, m a. play ‘an u

also: and without lesnilll hb. s-ss-su-{O

the mutations an given verbally in- or nos hum as adult ts s shill "Iys- u w -—-—-~ \ vile the organist and his ‘vita in the hrs." sstd httwsss adults is s mlssr- 1. IIIDI’! IAIIOX OI H0110! ssms way. dost willow-Hostess. It it

The matron of honor enters the Ivlpnlﬂg IIIQIQAQI, zhurch inst hsfhrs the bride. lf 2:: "' mil Hill-WWW." -r bdtnltialh'kf mo»: tn serum-law sands at "nﬁhfﬁa "4 ,,,,,-"',,"', ‘m it ' ha? WWI w he" searss, arm-s s1 up. with-shines