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nglish History:

In connection with the times of the early Britons, read Tennyson's "Idyls of the King."

At the Norman Conquest, Bulwer's "Harold."

At the reign of Richard I. (Coeur de Lion), Scott's "Ivanhoe" and "Talisman," Shakspere's "King John."

At the reign of Elizabeth, Scott's "Kenilworth," the non-historical plays of Shakspere, as he lived at that epoch, Bacon's Essays, and others.

I mention merely a few. The amount of reading can be increased almost indefinitely and will depend on the time of the pupil, the plan of the teacher, and the accessibility of the books. Most of the books necessary for English History are now published in cheap form and are within reach of every pupil.

A great deal of reading is very desirable; it is the only way to give our pupils any broad view of literature and history, and to cultivate a taste for reading in those destitute of it. It is often the only opportunity for reading which some pupils will ever have, and it lasts them a life-time as a pleasure and a benefit.[1]

The reading may be done in the class or out of school hours. It is well to read as much as practicable in class, and to have some sketch of the outside reading given in class.

Geography must also go hand in hand with history, a point now well understood. But its importance can hardly be exaggerated and its practice is of the utmost value. One must use maps to study and read intelligently.

In American History pursue a similar course, as for example:

At the period of discovery and early settlement, read Irving's "Columbus," Simms' "Vasconselos" (De Soto's Expedition), and "Yemassee," John Smith's Life and Writings, Longfellow's "Hiawatha" and "Miles Standish," Kennedy's "Rob of the Bowl," Strachey's Works, Mrs. Preston's "Colonial Ballads," &c.

In Revolutionary times, the Revolutionary novels of Simms and Cooper, Kennedy's "Horse-Shoe Robinson;" the great statesmen of the day, as Jefferson, Adams, Patrick Henry, Hamilton, W

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