But the strength of historical teaching for children and girls at school lies in oral lessons, and of these it would seem that the most effective form is not the conversational lesson which is so valuable in other subjects, nor the formal lesson with "steps," but the form of a story for little ones; for older children the narrative leading up to a point of view, with conversational intervals, and encouragement for thoughtful questions, especially at the end of the lesson; and in the last years an informal kind of lecture, a transition from school-room methods to the style of formal lectures which maybe attended later.
Lessons in history are often spoiled by futile questions put in as it were for conscience' sake, to satisfy the obligation of questioning, or to rouse the flagging attention of a child, but this is too great a sacrifice.

It is artistically a fault to jar the whole movement of a good narrative for the sake of running after one truant mind.

It is also artistically wrong and jarring to go abruptly from the climax of a story, or narrative, or lecture which has stirred some deep thought or emotion, and call with a sudden change of tone for recapitulation, or summary, or discussion.

Silence is best; the greater lessons of history ought to transcend the limits of mere lessons, they are part of life, and they tell more upon the mind if they are dissociated from the harness and trappings of school work.

Written papers for younger students and essays for seniors are the best means of calling for their results, and of guiding the line of reading by which all oral teaching of history and study of text-books must be supplemented.
When school-room education is finished what we may look for is that girls should be ready and inclined to take up some further study of history, by private reading or following lectures with intelligence, and that they should be able to express themselves clearly in writing, either in the form of notes, papers, or essays, so as to give an account of their work and their opinions to those who may direct these later studies.