284 METHODS IN TEACHING 



They usually become interested after a story has been com- 

 menced in class by the teacher and either read from the book 

 used by the teacher or they succeed in finding other sources 

 of information. In the latter case, considerable additional 

 material may be brought into class, always a delightful 

 digression from the regular form of presentation. 



The children are now mature enough to be led to see the 

 daily division of the story as a whole by taking a few 



moments at the end of the period for select- 

 Outlines 



ing essential points and writing them on the 



board. This systematizes the information, emphasizes the 

 leading thoughts, and visualizes the whole lesson in a com- 

 pact form that is readily retained in the memory. It is an 

 invaluable touch of training. This simple outline must be a 

 means to the end, or the weaker minds in the class will be 

 repelled and discouraged by the real difficulty of analyzing 

 and systematizing. The children must see the aid that they 

 receive from the outline ; they must not be left with the idea 

 that they have worked in order to produce the outline. The 

 outline was made in order to be used. 



The treatment of the writing and correction of the many 

 papers that accompany history belong to the section under 

 language. The writing, the creative side, belongs to his- 

 tory; the correction, the mechanical side, belongs purely to 

 language. 



ILLUSTRATIVE PAPERS FROM PUPILS. 

 UNCORRECTED 



I. 



How STEAM DOES ITS WORK 



We had a glass tube with water in it, and it was corked 

 tight at the top. And it opened at one side. 



