Concerning Maps and Note Books.
A word in regard to map work and note books. The correlation of geography with history is, of course, indispensable. In certain places throughout our subject, which I shall point out from time to time, it is necessary that the geography of England and of Europe should be clearly in mind. During this early period these notable points are (1) the probable geographical conditions before “the channel” was cut; (2) the divisions of Great Britain and Ireland at the time of Roman occupation, showing the great walls and the Roman roads; (3) the Saxon period—the homes of the Saxons, and the Heptarchy; (4) the Danelaw and Alfred’s kingdom; (5) locations of battles and other points of historical interest (such as the “holy isle” of St. Columba, Wedmore, etc.) through 1066. I know no better way to make these five or more topics clear than by outline maps. In using outline maps, neatness and clearness are the two points to emphasize. Unless your text-book has good maps your pupils should get Gardiner’s “School Atlas of English History” (Longmans, Green & Co.).
As to note books, I believe they are very helpful in teaching English history; but do not overdo their use. If we insist on their being very elaborate we make a fetish of them. They have two very simple uses—(a) to emphasize important matters in each lesson; (b) to contain any points outside the text-book which the teacher gives the class. Also their by-products of concentration and accuracy and practice for college work are by no means to be despised. At the beginning, when a pupil is possibly taking notes for the first time, we must be very patient, speaking slowly and practically dictating the things to be “put down.” As a rule I would not put facts on the board to be copied. That is too easy. A class must learn to take notes from the voice, and gradually to catch matters worth setting down without special direction.