However, as the pupils must learn, for their own profit in after years, how to read history without a guiding hand, they need training in the use of the text-book. The chief line on which such training may proceed is to have the pupils search out the answers to definite questions. Any one who has searched for material on a certain topic will appreciate the good results that have come in the way of added knowledge and increased interest. The topics at first should be quite simple, gradually increasing in breadth. A few suggestions for such work are given below; they may be called examination questions to be answered with the help of the text-book: 1. Name, and tell something about, four of the explorers of Canada before 1759. 2. Name several other explorers of the New World. 3. Which explorer did the most for Canada, Champlain or La Salle? 4. In what wars did the French fight against the Iroquois? With what result? 5. What explorers of North America were trying to find a way to China and India? (This investigation by the class may precede the lesson on the "Road to Cathay." See p. 92.) 6. On what did English kings base their claim to be the overlords of Scotland? Trace the dispute down to the Union of the Crowns in 1603. 7. Find out how the slave trade was treated by the English. 8. Make a list of the early newspapers in Canada. Did they have much influence on public opinion? 9. Compare the struggles for the control of taxation in Canada and in the Thirteen Colonies of America. Explain why these were settled differently in the two cases. With questions such as these for investigation, no pupil will be likely to secure the full facts; each may state in the next lesson what he has found, and the work of each will be supplemented by that of the others. With succeeding investigations it may be expected that the pupils will be more eager to get at all the facts in the text-book. At any rate they are learning how to gather material from books--a very valuable training, no matter how simple the topic is. When, in the ordinary course of work, lessons from the text-book are assigned, the teacher should indicate the important points, should suggest certain matters for discussion, and should note certain questions to be answered, indicating precisely where the information may be obtained. In the recitation period following, the topic should be fully discussed, the pupils giving the information they have secured from the text-book, and the teacher supplementing this from his knowledge gained through wider reading. During the discussion an outline should be made on the board, largely by the suggestions of the pupils, and kept in their note-books for reference and review. (See p. 100, Lesson on the Feudal System.) DRILL AND REVIEW