3. New Homes in the Wilderness--Nine years after killing the bear in Tennessee he went to Kentucky to find a new home. Wild game, deer, bear, buffaloes, wolves. Shelter of logs open on one side. “Dark and Bloody Ground.” Indian tricks, imitating turkeys and owls. “Killed” a “stump.” Captured by Indians. Escape after seven days. Alone in the wilderness, 500 miles from home. Forty new settlers from North Carolina. Capture of Boone’s daughter and two other girls by Indians and their rescue. Elizabeth Kane and the grapevine swing. Boone a prisoner in Detroit. Indians refuse $500 for him. His escape. Removal to Missouri. Death and burial at Frankfort. 4. A Frontier Home--Log cabin in a clearing near the fort. Ladder against wall for stairway and pegs in wall for clothing. Rough boards supported by four wooden pegs for dining table. Dirt floor. 5. Life of a Pioneer Boy--Taught to imitate notes and calls of birds and wild animals, to set traps and to shoot the rifle. At 12 he became a fort soldier, with a porthole assigned to him. Taught to follow an Indian trail and to conceal his own when on the warpath. 6. Suggested Topics for Other Lessons: (1) The Story of James Robertson. (2) The Story of John Sevier. (3) The Story of George Rogers Clark. (4) Stories of the French in America and the Struggle for the Mississippi Valley. 7. Bibliography--Gordy’s “American Leaders and Heroes” (Charles Scribner’s Sons); McMurry’s “Pioneers of the Mississippi Valley” and Hart’s “Source Reader in American History,” No. 3, and Eggleston’s “Stories of Great Americans” and “First Book in American History” (A. B. Co.); Catherwood’s “Heroes of the Middle West,” and Blaisdell and Ball’s “Hero Stories from American History” (Ginn & Co.); Aunt Charlotte’s “Stories of American History” (D. Appleton & Co.). Methods of Primary Instruction. 1. Oral presentation. These stories should be given by the teacher in a simple, animated style, adapted to the mental status of the child. They should abound in narration rather than description. Children like action. During the first two years they should be related rather than read. 2. Illustrations. Frequent use should be made of blackboard illustrations. Printed pictures, objects, etc., should also be used. 3. Construction. Children should do constructive work along lines suggested by the lessons--draw pictures, make log houses, bows, arrows, wigwams, etc. 4. Reproduction. The stories should be frequently repeated by the pupil until they are thoroughly mastered. They should also be reproduced in written form as soon as the child is sufficiently advanced. 5. Note books. The children should copy their stories after they have been corrected into their history note books. Neatness should be emphasized. 6. Memory work. The children should memorize historical poems and brief extracts from historical literature, which are thoroughly comprehensible to them.