It is often easy to interest pupils in a period of history by reading or quoting to them some ballad, poem, or prose narrative that colours the historical facts with the element of human feeling. Macaulay's _Horatius_ gives a deeper impression of Roman patriotism than almost anything in pure history can; the various aspects of the Crusades are vividly shown by W. Stearns Davis in _God Wills It_, a story of the first Crusade. In fact, if stirring events can be linked in the child's mind with stirring verse, if the struggles and progress of nations can be presented in a vigorous narrative that echoes the thoughts, feelings, and interests of the time, we make an appeal to the interest of the pupil that is almost irresistible. The objection is sometimes urged against the reading of standard historical tales and novels, that these are somewhat exaggerated in sentiment and inaccurate in facts. Even if this be so, it may be said that they give in outline a fair picture of the period described, that the interest in history aroused by such tales begets a liking for history itself, and that such exaggerations and inaccuracies are soon corrected when the pupil begins to read history. The course of history has been modified by songs, ballads, and stories. The influence on the national spirit and ideals of songs such as _Rule Britannia_ and _The Marseillaise_, of stories such as _Uncle Tom's Cabin_, of novels such as those of Dickens and of Charles Reade is incalculable. A few poems and prose compositions are given here as suggestions; a fuller list may be found in Allen's _Reader's Guide to English History_, Ginn & Co., 30c. Poems: _Boadicea_, Cowper; _Recessional_, Kipling; _Edinburgh After Flodden_, Aytoun; _Hands All Round_, Tennyson; _Columbus_, Joaquin Miller; _Waterloo_, Byron; _The Armada_, Macaulay; _The Revenge_, Tennyson; _The Charge of the Light Brigade_, Tennyson. Prose: "United Empire Loyalists," Roberts' _History of Canada_, Chap. XV; "Departure and Death of Nelson," Southey; _Montcalm and Wolfe_, Parkman; "The Crusader and the Saracen," in Scott's _The Talisman_; "The Heroine of Castle Dangerous," in _Stories of New France_, Machar and Marquis; "Adam Daulac," in _Martyrs of New France_, Herrington. HISTORY AND SCIENCE The connection between history and science is very close, because it was only after the invention of writing that history, the record of human progress, became possible. Further, the remarkable way in which the chief stages in the development of civilization coincide with certain inventions and discoveries makes the study of history very incomplete without a knowledge of the inventions and discoveries, inasmuch as these opened a road for human development. (See p. 119.)