_Step 2._—Begin with the reign of Canute. Enlarge upon their present knowledge as to his character and deeds whilst king of England, and let a girl read the account of his pilgrimage to Rome (Freeman’s _Old English History_, p. 242). _Step 3._—Give an account of the early history of Earl Godwin—his apparently humble origin—his love of his country—his character. He rose by his valour and wisdom—was loved by both Saxons and Danes—was merciful to his foes. He married Gytha, sister of Earl Ulf—was made Earl by King Canute—and had Wessex given him as his kingdom. Put on the blackboard the names of the three divisions of England, with their earls or rulers. _Step 4._—The period between the death of Canute and Edward the Confessor’s coming to the throne. Under Harold and Hartha-Canute Danish rule became distasteful, and the English longed for an English king. Let a girl read the account of Hartha-Canute’s treatment of the people of Worcester and the conduct of Godwin and the other earls on that occasion (p. 250). _Step 5._—Edward the Confessor. Ask them questions about his early life and education, and how these affected his character and ideas. Was he a suitable man for a king? Not powerful enough to rule—Godwin became his supporter and adviser. Marriage of Godwin’s daughter, Edith, to the king. Godwin’s eloquence and influence over the people. (Read from Knight’s _History_, p. 162.) _Step 6._—Godwin’s patriotism is put to the test. Speak of his banishment with his wife and six sons, and its consequences. William of Normandy invited over to England—great dissatisfaction at misrule in England—the people resent the Normans being put in office. Let G—— read (p. 262). _Step 7._—Godwin’s return—he and his family again received into favour—his death—the crime which had been laid to his charge—Harold a worthy successor. Show from a map the divisions of England at the death of the ‘Confessor.’ Read from Lord Lytton’s _Harold_ (p. 63). _Subject: History._ Group: History. Class IV. Age: 16. Time: 40 minutes. THE STATE OF FRANCE IN 1789. OBJECTS. 1. To establish relations with the past. 2. To show how closely literature and history are linked together and how the one influences the other. 3. To try to give yet a clearer idea of the social and political state of France before the Revolution than the girls have now, and to draw from them the causes which brought about the Revolution in _France_ and at _this time_ (1789). LESSON.