HISTORY IN GRAMMAR GRADES 



quickly and happily, and the talks by the teacher have an 

 added force. 



Outlines continue, still largely as composites, produced by 

 all the pupils working together, guided by the teacher ; some 



original efforts are made, and with very 

 Outlines 



good results if the work can be analyzed in 



a manner already familiar to the children. The reasons for 

 not leaving the children to their own devices are the same 

 as in previous years. The powers of analyzing, judging, 

 selecting, and systematizing material, upon which the value 

 of an outline depends, are still immature. They are not be- 

 ing used so much as being trained, developed, through all 

 these years, preparatory for later actual use. Consequently, 

 the work should never be very difficult nor should it be left 

 without supervision. It is like developing a muscle; there 

 must be wise oversight or there may result injury rather than 

 education. 



The notebook may add greatly to the pleasure of the 

 class, and every pupil should be encouraged to put together 

 one of which he will be proud at the end of 

 the year. -These books are not to be left in 

 desuetude under the desks, simply kept as 

 receptacles for the papers of the term; they are for use; 

 they are practical, indispensable aids. On certain days there 

 are reviews of the month's work, based on the indexes of 

 certain notebooks. This brings out friendly comparison of 

 the number of papers and of pages written and preserved; 

 of the notes taken from the teacher's talks and from supple- 

 mentary reading ; of the maps made ; of the drawings by the 

 pupils themselves; of the pictures collected. Some of the 

 papers are read, a map is reproduced on the board, or an 



