,,ontario ,,teachers' ,,manuals ,,history ,,authorized ,,by ,,the ,,minister ,,of ,,education ,,toronto ,,the ,,copp1 ,,clark ,,company1 ,,limited ,,copyright1 ,,canada1 #aiae1 ,,by ,,the ,,minister ,,of ,,education ,,for ,,ontario ,,contents ,,page ,,public ,,and ,,separate ,,school ,,course ,,of ,,study #a ,,chapter ,i ,,the ,,aims ,,and ,,stages ,,of ,,study #ac ,,chapter ,,ii ,,general ,,methods ,,in ,,the ,,teaching ,,of ,,history #ba ,,chapter ,,iii ,,correlation ,,of ,,subjects #dj ,,chapter ,,iv ,,special ,,topics #di ,current ,events #di ,local ,material #ea ,civics #eb ,the ,teacher of ,history #eg ,,chapter ,v ,,illustrative ,,lessons #fj ,forms ,i and ,,ii #fj ,form ,,ii #fb ,form ,,iii #ff ,forms ,,iii and ,,iv #ge ,form ,,iv #gh ,for ,teachers' ,reference #aai ,,devices #abg ,,bibliography #acj ,,appendix #acf ,,manual ,,of ,,suggestions ,,for ,,teachers ,,of ,,history ,,public ,,and ,,separate ,,school ,,course ,,of ,,study ,,details ,the course in literature and composition includes the telling by the teacher of suitable stories from the ,bible1 stories of primitive peoples1 of child life in other lands1 of famous persons and peoples2 and the oral reproduction of these stories by the pupils4 ,in this way history1 literature1 and composition are combined4 ,for ,method in telling stories1 consult ,how to ,tell ,stories to ,children1 by ,sara ,cone ,bryant1 ,houghton1 ,mifflin ,company1 ,boston1 #a4jj4 ,,form ,i ,,bible ,,stories3 ,moses in the ,bulrushes1 his ,childhood1 the ,burning ,bush1 the ,crossing of the ,red ,sea1 the ,tables of ,stone2 ,joseph's ,boyhood ,dreams1 ,joseph sold into ,egypt1 the ,famine1 the ,visits of his ,brethren2 ,david and ,goliath2 ,samson4 ,,stories ,,of ,,child ,,life3 ,the ,eskimo ,girl1 the ,andean ,girl1 the ,arabian ,girl1 the ,little ,syrian ,girl1 the ,swiss ,girl1 the ,chinese ,girl1 the ,african ,girl1 the ,german ,girl1 the ,canadian ,girl2 the ,little ,red ,child1 the ,little ,white ,child1 the ,little ,black ,child1 the ,little ,yellow ,child1 the ,little ,brown ,child4 ,consult ,the ,seven ,little ,sisters1 by ,jane ,andrews1 ,ginn ,co41 ,boston1 #ej;c42 ,the ,little ,cousin ,series1 by ,mary ,hazelton ,wade1 ,the ,page ,co41 ,boston1 #fj;c4 each2 ,five ,little ,strangers1 ,julia ,augusta ,schwarz1 ,american ,book ,co41 ,new ,york2 ,each and ,all1 ,jane ,andrews 7sequel to ,the ,seven ,little ,sisters71 #ej cents4 ,,special ,,days3 ,christmas3 ,the ,birth of ,christ1 the ,first ,christmas ,tree 7see ,appendix72 ,arbor ,day2 ,constructive work suggested by ,st4 ,valentine's ,day and ,thanksgiving ,day2 ,stories of these ,days4 ,,note3 ,advantage should be taken of every opportunity to teach obedience to authority and respect for the property and rights of others4 ,,form ,,ii ,,bible ,,stories3 ,abraham and ,lot1 ,joshua1 ,david and ,jonathan1 ,david and ,saul1 ,ruth and ,naomi1 ,daniel1 ,miriam and ,moses1 ,abraham and ,isaac1 ,boyhood of ,christ1 the ,shipwreck of ,st4 ,paul4 ,,stories ,,of ,,child ,,life3 ,the ,aryan ,boy1 the ,persian ,boy1 the ,greek ,boy1 the ,roman ,boy1 the ,saxon ,boy1 the ,page ,boy1 the ,english ,boy1 the ,puritan ,boy1 the ,canadian ,boy of ,to-day1 ,child ,life in ,canada 7a7 in the early days1 7b7 to-day on the farm and in the city or town2 occupations1 games1 and plays1 etc4 ,consult ,ten ,little ,boys ,who ,lived on the ,road from ,long ,ago till ,now1 by ,jane ,andrews1 ,ginn ,co41 #ej;c4 ,,stories ,,of ,,famous ,,people3 ,boadicea1 ,alfred1 ,harold1 ,first ,prince of ,wales1 ,sir ,francis ,drake1 ,sir ,walter ,raleigh1 ,columbus1 ,cabot1 ,cartier1 ,champlain1 ,madeleine de ,verchres1 ,pontiac1 ,brock1 ,laura ,secord1 ,florence ,nightingale4 ,consult ,the ,story of the ,british ,people1 ,thomas ,nelson ,sons1 ,toronto1 #ce;c4 7,for ,florence ,nightingale1 see ,appendix47 ,,pioneer ,,life3 ,in ,ancient ,britain3 ,see ,second ,reader1 p4 #aji2 ,ontario ,public ,school ,history of ,england1 p4 #aj4 ,in ,roman ,britain3 ,see ,the ,story of ,the ,british ,people1 pp4 #ah-bd4 ,old ,english ,life3 ,see ,third ,reader1 p4 #cbe2 ,ontario ,high ,school ,history of ,england1 pp4 #cc-dj4 ,at the ,close of the ,french ,period in ,canada3 ,see ,fourth ,reader1 p4 #fe4 ,in ,upper ,canada in the ,thirties3 ,see ,fourth ,reader1 p4 #abb4 ,our ,forefathers3 ,where they lived before coming here1 how they got here1 hardships in travel1 condition of the country at that time1 how they cleared the land1 their homes1 their difficulties1 danger from wild animals1 the natives of the country1 modes of travel1 implements and tools1 etc4 ,consult ,pen ,pictures of ,early ,pioneer ,life in ,upper ,canada1 ,briggs1 #b4jj2 ,ontario ,high ,school ,history of ,canada4 ,,inventors3 ,watt1 ,stephenson1 ,fulton1 ,bell1 ,edison1 ,marconi4 ,,civics3 ,elementary lessons in local government3 7a7 ,in cities1 towns1 and incorporated villages--the postmaster1 7see ,illustrative ,lesson1 p4 #fe71 the postman and policeman2 city or town hall1 post-office1 mail boxes1 school-houses4 7b7 ,for rural districts--postmaster1 trustees1 roads and bridges1 rural mail delivery4 ,,special ,,days3 ,empire ,day1 ,victoria ,day1 ,dominion ,day2 local occasions such as ,fair ,day1 ,election ,day2 review of those ,days taken in ,form ,i4 ,,forms ,,iii ,,and ,,iv ,,preliminary ,,note ,below are the topics and sub-topics of the ,course in ,history for ,forms ,,iii and ,,iv4 ,in dealing with the subject in both ,forms1 the teacher should keep constantly in mind the chief aims suited to this stage of the pupil's development4 7,see pp4 #af1 #ag47 ,the most vital of these is to create and foster a liking for historical study4 ,the teacher should make use of simple map drawing to illustrate the subject4 ,this is especially necessary in dealing with the history of ,canada4 ,there should be much illustration by means of maps and pictures4 ,see ,educational ,pamphlet ,no4 #d1 ,visual ,aids in the ,teaching of ,history4 ,the chapter numbers in the ,course for ,form ,,iii are those of the chapters in ,the ,story of the ,british ,people prescribed for the ,form4 ,these chapters should be carefully read and1 in ,form ,,iv1 the authorized text-books should be followed for the main account4 ,having regard to the time available for the ,course1 only the most important details should be taken up4 ,,form ,,iii ,,junior ,,grade ,,canadian ,,history ,columbus--,the ,discovery of ,america 7,chap4 ,,xx7 ,john ,cabot and the ,new ,world 7,chap4 ,,xxi7 ,jacques ,cartier 7,chap4 ,,xxiii7 ,raleigh and ,gilbert 7,chap4 ,,xxvi7 ,the ,beginnings of ,acadia 7,chap4 ,,xxvii7 ,champlain1 the ,father of ,new ,france 7,chap4 ,,xxviii7 ,the ,pilgrim ,fathers 7,chap4 ,,xxix7 ,the ,jesuits in ,canada 7,chap4 ,,xxxi7 ,the ,settlement of ,french ,canada 7,chap4 ,,xxxi7 ,la ,salle 7,chap4 ,,xxxiv7 ,henry ,hudson--,new ,york and ,hudson ,bay 7,chap4 ,,xxxv7 ,frontenac 7,chaps4 ,,xxxiv1 ,,xxxvii7 ,the ,conquest of ,canada--,wolfe and ,montcalm1 ,pontiac 7,chap4 ,,xli7 ,the ,coming of the ,loyalists 7,chap4 ,,xlii7 ,how ,canada ,fought for the ,empire 7,chap4 ,,xliv7 ,william ,lyon ,mackenzie 7,chap4 ,,xlvi7 ,the ,great ,north-,west--,selkirk1 ,mackenzie1 ,strathcona1 ,riel 7,chap4 ,,xlvii7 ,canada and the ,empire--,royal ,visitors 7,chap4 ,l7 ,,form ,,iii ,,senior ,,grade ,,british ,,history ,the ,first ,britons 7,chap4 ,i7 ,the ,coming of the ,romans 7,chap4 ,,ii7 ,a ,day in ,roman ,britain 7,chap4 ,,iii7 ,the ,coming of the ,english 7,chap4 ,,iv7 ,the ,coming of ,christianity 7,chap4 ,v7 ,the ,vikings 7,chap4 ,,vi7 ,alfred the ,great 7,chap4 ,,vii7 ,rivals for a ,throne 7,chap4 ,,viii7 ,the ,coming of the ,normans 7,chap4 ,,ix7 ,a ,norman ,castle 7,chap4 ,x7 ,a ,glance at ,scotland 7,chap4 ,,xi7 ,henry the ,second and ,ireland 7,chap4 ,,xii7 ,richard the ,lion ,heart 7,chap4 ,,xiii7 ,king ,john and the ,great ,charter 7,chap4 ,,xiv7 ,the ,first ,prince of ,wales 7,chap4 ,,xv7 ,wallace and ,bruce 7,chaps4 ,,xvi1 ,,xvii7 ,the ,black ,prince 7,chap4 ,,xviii7 ,the ,father of the ,british ,navy 7,chap4 ,,xxii7 ,the ,new ,worship 7,chap4 ,,xxiv7 ,francis ,drake1 ,sea-dog 7,chap4 ,,xxv7 ,king ,charles the ,first 7,chap4 ,,xxx7 ,the ,rule of ,cromwell 7,chap4 ,,xxxii7 ,the ,king ,enjoys his ,own again 7,chap4 ,,xxxiii7 ,the ,revolution and ,after 7,chap4 ,,xxxvi7 ,the ,greatest ,soldier of his ,time 7,chap4 ,,xxxviii7 ,bonnie ,prince ,charlie 7,chap4 ,,xxxix7 ,robert ,clive1 the ,daring in ,war 7,chap4 ,,xl7 ,the ,terror of ,europe 7,chap4 ,,xliii7 ,waterloo 7,chap4 ,,xlv7 ,victoria the ,good 7,chaps4 ,,xlvi1 ,,xlviii1 ,,xlix7 ,,civics ,review of the work in ,form ,,ii2 election of town or township council2 taxes--the money people pay to keep up schools and roads1 etc42 how local taxes are levied for the support of the school2 election of members of ,county ,council1 of members of ,provincial ,legislature2 duties of citizenship4 ,,form ,,iv ,,junior ,,grade ,,canadian ,,history ,before the ,british ,conquest--an introductory account3 ,the ,french settlements3 ,extent1 life of the seignior1 habitant1 and coureur de bois2 system of trade2 government at ,quebec--governor1 bishop1 intendant2 territorial claims 7,chaps4 ,,vii1 ,,viii1 ,,ix1 ,,xi7 ,the ,english settlements--,hudson's ,bay ,company1 ,english colonies in ,new ,york1 ,new ,england1 ,acadia1 and ,newfoundland2 population1 life1 trade1 government1 territorial claims 7,chaps4 ,,viii1 ,x1 ,,xi7 ,british ,conquest of ,new ,france--fall of ,quebec 7,chap4 ,,xi7 ,conspiracy of ,pontiac 7,chap4 ,,xii7 ,quebec ,act 7,chap4 ,,xii7 ,canada and the ,american ,revolution2 ,u4,e4 ,loyalists 7,chaps4 ,,xiii1 ,,xv7 ,constitutional ,act--,representative ,government 7,chap4 ,,xiv7 ,social ,conditions1 #agfc-ahab 7,chap4 ,,xv7 ,hudson's ,bay ,company 7,chaps4 ,,viii1 ,,xvi1 ,,xxi7 ,north-,west ,company 7,chap4 ,,xvi7 ,exploration in ,north-,west--,hearne1 ,mackenzie1 ,fraser1 ,thompson 7,chap4 ,,xvi7 ,war of #ahab-ad 7,chap4 ,,xvii7 ,family ,compact 7,chap4 ,,xvii7 ,clergy ,reserves 7,chap4 ,,xvii7 ,william ,lyon ,mackenzie 7,chap4 ,,xvii7 ,lord ,durham1 ,act of ,union1 #ahdj--,responsible ,government 7,chap4 ,,xviii7 ,social ,progress1 #ahab-ahda 7,chap4 ,,xix7 ,settlement of the ,north-,west--,selkirk 7,chaps4 ,,xvi1 ,,xx7 ,confederation of the ,provinces1 #ahfg 7,chap4 ,,xxii7 ,intercolonial ,railway 7,chap4 ,,xxiv7 ,expansion of the ,dominion by addition of new provinces 7,chap4 ,,xxii7 ,social ,progress1 #ahda-ahfg 7,chap4 ,,xxiii7 ,canadian ,pacific ,railway 7,chap4 ,,xxiv7 ,riel ,rebellion 7,chap4 ,,xxiv7 ,disputes between ,canada and the ,united ,states since #ahad settled by treaty or arbitration4 ,the ,hundred ,years of ,peace ,canada1 at the opening of the twentieth century2 transportation1 industry1 means of defence1 education 7,chap4 ,,xxv7 ,ontario since ,confederation3 ,john ,sandfield ,macdonald1 ,sir ,oliver ,mowat1 ,arthur ,sturgis ,hardy1 ,sir ,george ,w4 ,ross1 ,sir ,james ,p4 ,whitney 7,chap4 ,,xxvi7 ,an account of how ,canada is governed1 simple and concrete and as far as possible related to the experience of the pupils2 ,municipal ,government1 ,provincial ,government1 ,federal ,government 7,chap4 ,,xxvii7 ,,form ,,iv ,,senior ,,grade ,,british ,,history ,a ,a ,course of about ,two ,months ,the ,early ,inhabitants--,the ,britons ,the ,coming of the ,romans ,the ,coming of the ,saxons ,the ,coming of ,christianity ,alfred the ,great ,the ,coming of the ,normans--,the ,feudal ,system ,richard ,i and the ,crusaders ,john and ,magna ,charta ,the ,scottish ,war of ,independence ,the ,hundred ,years' ,war--,crecy1 ,agincourt1 ,joan of ,arc4 ,the ,wars of the ,roses 7no lists of battles or details of fighting7 ,caxton and ,printing ,separation between the ,english ,church and ,rome ,b ,a ,course of about ,eight ,months ,brief account of the ,british ,isles1 territorial1 political1 and religious1 as an introduction to the reign of ,elizabeth4 ,elizabeth and ,mary ,queen of ,scots2 the ,spanish ,armada2 ,drake1 ,hawkins1 ,gilbert1 ,raleigh1 ,shakespeare4 ,the ,stuarts3 ,divine ,right of ,kings supported by majority of gentry and landowners 7cavaliers71 opposed by the commercial and trading classes and yeomen 7roundheads74 ,the ,kings strove for absolute power1 the ,parliament for constitutional government4 ,james ,i3 ,union of the ,english and ,scottish ,crowns4 ,charles ,i3 ,struggle between ,king and ,parliament2 ,petition of ,right1 ,ship ,money1 rebellion1 execution of ,charles4 ,commonwealth3 nominally a republic1 really a dictatorship under ,cromwell4 ,he gave ,britain a strong government at home1 and made her respected abroad1 and laid the foundations of ,britain's foreign trade and colonial empire4 ,charles ,,ii3 ,the ,restoration3 ,reaction in state1 church1 and society2 ,king striving for absolute power2 ,nonconformists persecuted2 society profligate in its revolt against the strictness of ,puritanism2 ,habeas ,corpus ,act2 ,test ,act2 ,plague and ,great ,fire4 ,james ,,ii3 ,revolution of #afhh1 the death-knell of divine right2 ,parliament supreme2 ,declaration of ,rights4 ,william and ,mary3 ,party government--,whigs and ,tories2 ,king to act by advice of his ministers2 each parliament limited to three years2 ,bill of ,rights2 ,act of ,settlement4 ,anne3 ,marlborough2 ,union between ,england and ,scotland1 #agjg2 the ,jacobites1 #agae and #agde4 ,george ,,ii3 ,walpole1 the great peace minister--home and colonial trade fostered and material wealth of the nation greatly increased2 ,pitt1 the great war minister2 territorial expansion in ,canada and ,india--,wolfe1 ,clive2 the ,methodist ,movement1 ,wesley4 ,george ,,iii3 ,the ,american ,revolution1 #aggf-hc3 loss of the ,american ,colonies2 ,pitt2 ,washington2 acquisition of ,australia by ,great ,britain1 #aghh2 legislative union of ,ireland with ,great ,britain1 #ahja2 ,napoleonic wars2 ,nelson1 ,wellington1 ,aboukir1 ,trafalgar1 and ,waterloo2 industrial revolution--the change from an agricultural to an industrial country4 ,william ,,iv3 ,reform ,act of #ahcb1 a great forward movement in democratic government2 abolition of slavery1 #ahcc2 railways and steamships4 ,victoria3 ,first ,british settlement in ,new ,zealand1 #ahci2 ,repeal of the ,corn ,laws1 #ahdf--;free trade1 the commercial policy of ,england2 ,elementary ,education ,act1 #ahgj1 education compulsory2 parliamentary franchise extended--vote by ballot2 ,crimean war2 ,indian ,mutiny2 ,egypt and the ,suez ,canal2 ,boer ,war--,orange ,free ,state and ,south ,african ,republic annexed2 social progress4 ,edward ,,vii3 ,irish ,land ,act of #aijc2 pensions for aged labourers2 ,king ,edward1 the ,peace-maker4 ,,civics ,taxation--direct and indirect2 how the revenue of the ,dominion1 provinces1 and municipalities1 respectively1 is collected4 ,federal ,government--,governor-general1 ,senate1 ,house of ,commons1 ,premier1 ,cabinet4 ,imperial ,government--,king1 ,house of ,lords1 ,house of ,commons1 ,premier1 ,cabinet4 ,,history ,,chapter ,i ,,the ,,aims ,,and ,,stages ,,of ,,study ,,aims ,history may be made1 in several ways1 an important factor in forming intelligent1 patriotic citizens3 7a7 ,it must be remembered that society1 with all its institutions1 is a growth1 not a sudden creation4 ,it follows that1 if we wish to understand the present and to use that knowledge as a guide to future action1 we must know the story of how our present institutions and conditions have come to be what they are2 we must know the ideals of our forefathers1 the means they took to realize them1 and to what extent they succeeded4 ,it is only in this way that we become capable of passing judgment1 as citizens1 on what is proposed by political and social reformers1 and thus justify and guarantee our existence as a democracy4 7b7 ,patriotism1 which depends largely on the associations formed in childhood1 is intensified by learning how our forefathers fought and laboured and suffered to obtain all that we now value most in our homes and social life4 ,the courage with which the early settlers of ,upper ,canada faced their tremendous labours and hardships should make us appreciate our inheritance in the ,ontario of to-day1 and determine1 as they did1 to leave our country better than we found it4 ,to-morrow yet would reap to-day1 ,as we bear blossom of the dead4 7c7 ,history teaches that right and wrong are real distinctions4 ,the study of history1 especially in the sphere of biography1 has a moral value1 and much may be done1 even in the primary classes1 to inspire children to admire the heroic and the self-sacrificing1 and to despise the treacherous and the self-seeking4 ,the constant struggle to right what is wrong in the world may be emphasized in the senior classes to show that nothing is ever settled until it is settled right4 7d7 ,history affords specially good exercise for the judgment we use in everyday life in weighing evidence and balancing probabilities4 ,such a question as ,did ,champlain do right in taking the side of the ,hurons against the ,iroquois1 or even in taking sides at all8 may be suggested to the older pupils for consideration4 7e7 ,history1 when taught by a broad-minded1 well-informed teacher1 may do much to correct the prejudices--social1 political1 religious--of individuals and communities4 7f7 ,the imagination is exercised in the effort to recall or reconstruct the scenes of the past and in discovering relations of cause and effect4 7g7 ,the memory is aided and stimulated by the increase in the number of the centres of interest round which facts1 both new and old1 may be grouped4 7h7 ,a knowledge of the facts and inferences of history is invaluable for general reading and culture4 ,to sum up3 ,it is important that the good citizen should know his physical environment2 it is just as important for him to know his social and political environment1 to have some appreciation of the nature of the state and society1 some sense of the duties and responsibilities of citizenship1 some capacity in dealing with political and governmental questions1 something of the broad and tolerant spirit which is bred by the study of past times and conditions4 ,,scope ,the ideal course in history would include 7#a7 a general view of the history of the world1 giving the pupil knowledge enough to provide the proper setting for the history of his own country2 7#b7 a more detailed knowledge of the whole history of his own country2 7#c7 and a special knowledge of certain outstanding periods or tendencies in that history4 ,in our schools1 we should give most attention to the study of ,canadian and ,british history as a whole1 to enough of the history of ,france and other countries to make clear certain parts of our own history1 and to certain important periods1 such as the settlement of ,upper ,canada by the ,united ,empire ,loyalists1 etc4 7,see ,detailed ,course of ,study1 p4 #e47 ,we may also study our history along special lines of development--political1 military1 social1 educational1 religious1 industrial1 and commercial--but these phases are subjects of study rather for secondary schools and colleges4 ,,stages ,,of ,,study ,there are three stages in the study of history which1 though they overlap each other1 yet indicate different methods of treatment for pupils at different ages4 ,they are the ,story stage1 the ,information stage1 and the ,reflective stage4 ,these stages are not exclusive1 nor do they coincide with the first three ,forms in the schools4 ,,the ,,story ,,stage ,this stage is suitable for children in the primary grades and is chiefly preparatory to the real study of history in the higher grades4 ,the need for this stage lies in the fact that the child's ideas are of the pictorial rather than of the abstract order2 yet his spontaneous interest in these things must be made to serve as a stepping-stone to the acquired interests of civilized life4 ,the definite objects at this stage are3 7a7 ,to create and foster a liking for historical study4 ,it is impossible1 in the public school life of a child1 which is usually ended at the age of twelve to fourteen years1 to accomplish all that has been indicated above concerning the aims of history teaching4 ,the most that can be done is to lay the foundation and give the pupil a desire to continue his reading after his school days are over4 ,serious blame rests on the teacher whose methods of teaching history1 instead of attracting the child to the subject1 give him a distaste for it4 ,if history is made real and living to children1 it is usually not difficult to have them like it4 7,for suggestions1 see p4 #cd47 7b7 ,to acquaint the pupils with some of the important historical persons4 ,we wish to take advantage of the fact that the primitive form of attention which is captured at once by objects that strike the senses is giving place in some degree to appreciative attention1 which is yielded to things that connect themselves with what we already know1 and which implies ability to adopt the reflective attitude towards a proposed problem4,a ,now children are more interested in people than in institutions or events2 and1 if we can give them a knowledge of some of the striking incidents in the lives of important characters in history1 we may expect them to be more interested in the study of history at a later period1 because they will frequently meet with these familiar names4 ,the emphasis at this stage is therefore on biography4 ,footnote ,a3 ,raymont3 ,principles of ,education 7c7 ,to help the development of the historical sense4 ,the historical sense includes the notion of time1 the notion of a social unit and1 according to some1 the notion of cause and effect4 ,the notion of time implies the power to represent the past as if it were present--that is1 the power to enter into the thoughts and feelings of people of the past as if we were living amongst them4 ,this notion of time comes at different ages2 to some early1 to others very late4 ,it came to ,professor ,shaler at the age of about eight or nine years1 as the direct result of vivid story-telling3 ,of all the folk who were about me1 the survivors of the ,indian wars were the most interesting4 ,there were several of these old clapper-clawed fellows still living1 with their more or less apocryphal tales of adventures they had heard of or shared4 ,there was current a tradition--,i have seen it in print--that there had been a fight between the ,indians and whites where the government barracks stood1 and that two wounded whites had been left upon the ground1 where they were not found by the savages4 ,one of these had both arms broken1 the other was similarly disabled as to his legs4 ,it was told that they managed to subsist by combining their limited resources4 ,the man with sound legs drove game up within range of the other cripple's gun1 and as the turkeys or rabbits fell1 he kicked them within reach of his hands1 and in like manner provided him with sticks for their fire4 ,this legend1 much elaborated in the telling1 gave me1 ,i believe at about my eighth year1 my first sense of a historic past1 and it led to much in the way of fanciful invention of like tales4 7,n4,f4 ,shaler3 ,autobiography1 ,chap4 ,i47 ,the best means at the teacher's command to assist its coming is to tell good stories from history with all the skill he has2 the stories need not be told in chronological order4 ,the notion of time implies also in the older pupils the power to place events in chronological order4 ,the notion of a social unit is also of slow growth and must spring from the child's conception of the social units he belongs to--the home1 the school1 the community4 ,the notion of cause and effect does not belong so wholly to the study of history as the notions of time and of the social unit2 it is surprising1 however1 how soon it makes its appearance in the child's conceptions of history1 in his desire to know the why of things4 7,see ,barnes' ,studies in ,historical ,method47 ,,the ,,information ,,stage ,there are several questions that children soon come to ask3 ,when8 and ,where8 ,what8 and ,who8 ,this stage may be said to begin in earnest with the ,second ,form1 and it continues through the whole course4 ,one of the essential elements in history study is to have a knowledge of the important facts of history1 without which there can be no inferences of value for present use4 ,the all-important point in this teaching of facts is to keep the lessons interesting and not allow them to become mere lifeless memorizing of isolated happenings2 for a fact is of value only when related to other facts4 7,see pp4 #cf1 #ch47 ,,the ,,reflective ,,stage ,this stage naturally follows the ,information stage1 as one must acquire facts before reflecting on them in order to draw inferences4 ,but reflection of a simple kind may begin as soon as any facts are given that will show the relations of cause and effect4 ,the question for the pupil here is ,why8 just as in the preceding stage the questions were ,when8 and ,where8 ,what8 and ,who8 ,information and reflection may therefore be combined--with due regard to the pupil's capacity4 ,,practical ,,difficulties ,we may speak of two difficulties4 ,the first concerns the enormous amount of historical material that exists4 ,it is increased still more by the intermingling of legend with history and by the partial narratives of prejudiced writers4 ,the legendary part may be taken up in the ,story stage2 and the evils of one-sided accounts are often balanced by the greater vigour and interest of the narrative1 as in ,macaulay's writings4 ,the difficulty connected with the great amount of material can be solved by the selection 7already largely made by the text-books7 of the more important parts1 that is1 those facts of history that have the greatest influence on after times--the points of vital growth and large connection without which subsequent history cannot be properly understood4 ,the second difficulty has to do with deciding where to begin the teaching of history4 ,there are two principles of teaching that will help to solve this difficulty3 7#a7 ,the child learns by relating everything new to his present fund of experiences2 7#b7 ,a child's notions grow more complex as his knowledge increases4 ,to apply these1 we must know the child's experiences and his present notions4 ,we cannot assume that the present conditions of social life are known to the child through his experiences4 ,our social life is also too complex to be understood by him yet2 he can understand an individual hero better than he can the complex idea of a nation4 ,how many children would be able to begin a study of history by having1 as one writer suggests1 a short series of lessons 444 to make some simple and fundamental historical ideas intelligible--a state1 a nation1 a dynasty1 a monarch1 a parliament1 legislation1 the administration of justice1 taxes1 civil and foreign war6 ,these are ideas far beyond the comprehension of the beginner4 ,we must be guided1 not by what happens to be near the child in time and place1 but by what lies near his interests4 ,as ,professor ,bourne says3 it may be that medival man1 because his characteristics belong to a simple type1 is closer to the experience of a child than many a later hero4 ,with older children it is more likely to be true that the life of history lies in its personal connections with what is here and now and still alive with us2 with historic places and relics1 etc41 which make their appeal first through the senses2 with institutions1 such as trial by jury2 with anniversaries and celebrations of great events which may be used to arouse interest in the history which they suggest and recall4 ,however1 as ,mc,murry points out1 we are in a peculiarly favourable position in ,canada1 because we have in our own history1 in the comparatively short time of #djj years1 the development of a free and prosperous country from a state of wildness and savagery4 ,the early stages of our history present those elements of life that appeal strongly to children--namely1 ,indians with all their ways of living and fighting1 and the early settlers with their simpler problems and difficulties4 ,the development of this simpler life to the more complex life of the present can be more readily understood by children as they follow up the changes that have taken place4 7,see ,mc,murry1 ,special ,method in ,history1 pp4 #bf-cj47 ,of course1 at every step appeal must be made to the experiences of children1 as the teacher knows them4 ,in ,civics1 however1 the beginning must be made with conditions that exist to-day--schools1 taxes1 the policeman1 the postmaster1 etc4 ,the beginning of the real teaching of history may then be made at the beginning of ,canadian ,history1 as this will enable the child to go gradually from the simple1 or individual1 to the complex1 and will also allow the teacher to make use of whatever historical remains may be within reach4 ,,chapter ,,ii ,,general ,,methods ,,in ,,the ,,teaching ,,of ,,history ,there are many methods used in the teaching of history4 ,a brief description of the principal ones is given for reference merely1 since their best features are incorporated in a combination of methods1 which is strongly recommended to teachers1 and is described fully in succeeding pages4 #a4 ,methods based on the arrangement and selection of the matter3 ,chronological1 ,topical ,,the ,,chronological ,,method ,the matter is chosen according to the time order1 beginning at the first of the history1 and the events are taught in the order of occurrence without any marked emphasis on their importance1 or without considering whether a knowledge of the event is useful or interesting to the class at this stage4 ,such an arrangement of matter is more suitable when the formal study of history is begun4 ,,the ,,topical ,,method ,in studying a certain period of history the events are arranged under topics or heads2 for example1 the period of discovery in ,canadian ,history may be arranged thus--,discoveries1 ,explorations1 ,early ,settlements1 ,indian ,wars--and the study of each of these pursued to completion1 contemporary events belonging to other topics being neglected for a time4 ,events having the same underlying purpose1 though occurring in different periods1 may be arranged under one topic for review2 for example1 all the voyages of discovery to ,america may be grouped under the topic1 ,the ,road to ,cathay4 7,see p4 #ib47 ,in this way a comprehensive knowledge is gained4 ,this method gives a full treatment of each topic and may be used to best advantage in connection with reviews in junior classes and occasionally as a text-book or library exercise in senior classes4 #b4 ,methods based on the treatment of historical facts3 ,comparative1 ,regressive1 ,concentric ,,the ,,comparative ,,method ,by this method a comparison is made between two events1 two biographies1 two reigns1 etc41 a very useful device when applied in connection with other methods4 ,,the ,,regressive ,,method ,in this method the pupil is expected to begin with the present and work backward2 that is1 to begin with institutions as they are to-day and to work back through the various steps in their progress to their present state4 ,this method may be followed most profitably in advanced classes4 ,in junior classes it is sufficient to refer to things as they exist to-day in order to arouse curiosity regarding the facts of history that are to be taught2 for example1 by the use of local material2 by a visit to some place of historical interest to prepare for the story of what has occurred there in the past4 7,see p4 #aab47 ,,the ,,concentric ,,method ,this method1 which is much used1 deals in ever widening circles with the same topic or event2 for example1 a simple story of ,champlain's life and voyages to ,canada is told to ,form ,,ii2 the same story is considered again in ,form ,,iii1 but this time the different voyages are noted1 the results of each investigated1 and the whole summarized and memorized2 again1 in ,form ,,iv1 but this time by the topical and comparative methods1 where comparison is made of the purposes and achievements of the explorer with those of other explorers--,jacques ,cartier1 ,la ,salle1 etc4 ,in this third discussion a full knowledge of ,champlain's work is given4 ,the excellence of this work lies in its review and repetition4 ,the old or former knowledge is recalled and used in each succeeding discussion of the topic4 ,the pupils grow gradually into fuller knowledge4 #c4 ,methods based on class procedure3 ,oral1 ,text-book ,,the ,,oral ,,method ,this usually takes the form of an oral presentation of the story or description of the event by the teacher1 while the pupils listen and afterwards reproduce what they have heard4 ,the narration of the story is accompanied by pictures1 sketches1 maps1 etc41 illustrative of persons1 places1 and facts mentioned4 ,it may also take the development form1 in which a combination of narrative and questioning is employed4 7,see pp4 #ff1 #ib47 ,the ,lecture method of ,colleges and ,universities is an advanced oral method4 ,in this the teacher narrates and describes events1 propounds questions1 and discusses and answers them himself1 while the pupils listen and during the lecture1 or afterwards1 make notes of what has been heard4 ,,the ,,text-,,book ,,method ,by this method the teacher assigns a lesson in the book and1 after the pupils have an opportunity to study it1 he asks questions concerning the facts learned4 ,the exclusive use of this method results ordinarily in dull1 lifeless teaching1 and with junior pupils will prevent their enjoying1 or receiving much benefit from1 the study of history4 ,there are two reasons for the too general use of it--first1 it is an easy method for the teacher1 and secondly1 it is easy for the pupils to memorize facts for the sole purpose of passing examinations4 ,while this criticism is true when an exclusive use is made of the text-book1 the same cannot be said when the text-book is used as an auxiliary to the teacher4 ,following the oral presentation of the story1 reference may be made to the book for another version or for a fuller account and1 in ,form ,,iv1 topics may be assigned and the pupils directed to consult the text-book for the necessary information4 7,see pp4 #bf1 #bh47 ,the text-book should be one that does not show an abrupt change from the story told by the teacher4 ,it should not be merely a short outline of the important facts in history1 written separately and then pieced together in chronological order1 but should be written in a readable form by one who is able to distinguish the important and necessary from the unimportant and burdensome4 ,it should have short summaries at the ends of chapters or stories of events1 so that a grasp of what has been read may be easily obtained4 ,it should also have many pictures1 illustrations1 and maps1 to take the place of the teacher's explanations in the earlier stage4 7,on the use of the text-book1 see p4 #bi47 ,a ,,combination ,,of ,,these ,,methods ,general ,description4--,as each of the above methods has its strong and its weak points1 we should attempt to combine the strong points into one method1 varied to keep pace with the mental development of the pupil1 and thus secure the best results4 ,the general outline of such a combination may be given as follows3 ,the oral story is to be used in the junior classes1 with development problems presented where helpful2 in ,form ,,iii the pupils should be introduced to the text-book 7,the ,history ,reader for ,form ,,iii71 besides being taught by the oral method2 in ,form ,,iv1 the oral method is still to be the chief means used by the teacher1 who will now1 however1 pay more attention to the arrangement of the matter 7for example1 in topical outlines71 to accustom the pupils to grasp more thoroughly the relations of cause and effect in history4 ,the topics of history will also be taken up more exhaustively than in the junior classes1 and the pupils must have more practice in acquiring knowledge from the text-books4 ,,details ,,of ,,method ,,forms ,i1 ,,ii ,in ,forms ,i and ,,ii1 the pupils are accustomed to the oral reproduction of stories told by the teacher4 ,in these should be included a good many historical stories1 such as those suggested in the ,course of ,study in ,history for these ,forms2 they will serve the usual purposes of oral reproduction work for composition and literature1 and will be1 besides1 a good foundation for the study of history in the higher forms4 7,for objects of the ,story stage1 see p4 #af47 ,the oral presentation of a story or description of an event requires a certain degree of skill on the part of a teacher--skill in story-telling1 in grasping the important parts of the story or description1 in knowing what details to omit as well as what to narrate1 in explaining the story in a way that will make it real to the pupils1 in preparing pictures and sketches to illustrate the different parts1 and in questioning so that the minds of the pupils will be active as well as receptive4 ,the care and time necessary to secure this skill will be well repaid by the interest aroused in history1 by the appreciation of the thoughts thus presented1 and by the lasting impressions conveyed4 ,simple1 clear language should be employed1 not necessarily small words1 but words whose meaning is made clear by the context or illustration4 7,for material for these ,forms1 see ,bibliography1 ,c1 p4 #acb47 ,when the whole story is told1 revision may be made by having the pupils reproduce it after suitable questioning1 either immediately or at some future time4 ,exercises in reproduction may also be given1 for either seat work or class work1 in constructive or art work2 for example1 after the story of the ,north ,american ,indians1 the pupils may be asked to construct a wigwam1 a canoe1 a bow and arrow1 or to make pictures of ,indians1 of their houses1 of their dress1 etc4 ,further exercise in composition may also be given by having the pupils write the story4 ,to each pupil may be assigned a special part2 for example1 the story of ,moses may be divided thus3 7#a7 ,as a babe2 7#b7 ,his adoption by the ,princess2 7#c7 ,his life at the palace2 7#d7 ,his flight to ,midian2 7#e7 ,the ,burning ,bush1 etc4 ,the whole story is then reproduced by having these parts read aloud in a reading lesson4 ,,form ,,iii ,the value of the oral work done in ,forms ,i and ,,ii will be realized by the teacher when the real study of history is begun in ,forms ,,iii and ,,iv4 ,the pupils have a liking for the stories of history and have a knowledge of some of the leading actors and of the chief events in history that calls for more complete satisfaction4 ,there are several methods of using the ,history ,reader which is the basis of the work in ,form ,,iii4 ,perhaps the best method is to continue to make oral teaching the chief feature1 and to add to that the use by the pupils1 in various ways1 of the ,history ,reader4 ,for example1 the teacher will tell the story of ,jacques ,cartier1 following in the main the narrative as given in the ,history ,reader4 ,it is well1 however1 not to follow it too closely in order that1 when the pupils come to read the story in the book for themselves1 they will find it an interesting combination of the familiar and the new4 ,for that reason1 it will be necessary for the teacher to have prepared the story from a somewhat different narrative in some other book at her command4 ,in the telling of the story1 problems may be asked1 if thought advisable 7see p4 #cc72 a few headings may be placed on the black-board for subsequent reproduction1 oral or written1 by the pupils2 all difficulties of pronunciation1 especially of proper names1 should be attended to1 orally and on the black-board2 the places mentioned should be found on the map2 pictures and sketches should be used2 and in fact1 every possible means taken to make the narrative more real to the class4 7,see p4 #cd47 ,when the oral teaching is finished1 the pupils may have the books to read at their desks1 and they often ask permission to take them home4 ,they may sometimes be required to read aloud from the ,history ,reader for supplementary practice in oral reading4 ,reproduction by the pupils1 either immediately or in a subsequent lesson1 should follow4 ,teachers1 however1 are advised not to insist on too much written reproduction1 as that might very easily arouse a dislike for both history and written composition4 ,procedure as outlined above has had most gratifying results in the way of creating a liking for1 and an intelligent interest in1 the study of history4 ,other methods have also had good results4 ,the teacher may1 instead of telling the story1 read aloud from the ,reader to pave the way for the reading of the story by the pupils themselves4 ,difficulties1 either in language or in meaning1 may be taken up as in a literature lesson4 ,the pupils will at first find the reading somewhat difficult1 but the interest generated by the teacher's reading or oral narrative will carry them through that stage till they acquire a love for reading history1 and have enlarged their vocabulary till reading is no longer a burdensome task4 ,a taste of the more serious study of history may be given by asking the pupils a few not very difficult questions that they can answer only by combining facts contained in several stories4 ,for example1 in the chapters selected for ,form ,,iii1 ,junior ,grade1 the answer can be found to a question about the explorers of ,canada1 the order of their visits1 and a comparison of their work2 to another question about the expansion of ,canada from the little part of ,quebec first visited to the whole of ,british ,north ,america4 ,it is unnecessary1 perhaps1 to add that the emphasis in ,form ,,iii history should be still very largely on biography1 so as to influence the forming of moral ideals by concrete examples4 ,,form ,,iv ,although the pupils have now had some experience in the use of the ,history ,reader1 yet that is no reason why oral teaching should be discarded in ,form ,,iv history1 any more than in arithmetic or geography4 ,it is scarcely a high estimate to have of history1 to think that pupils of this age can grasp even the simpler lines of development in history without guidance from the teacher4 ,hence it is necessary for the attainment of good results1 that many of the lessons should be taught orally before the pupils are asked to study their books4 ,the aim of the teaching should be not merely the acquisition of facts1 but the welding of them together in a sequence of cause and effect1 and the pupils at this stage can scarcely be expected to do that for themselves4 ,in preparing for a lesson in ,form ,,iv history1 the teacher should analyse the incidents of the period to be studied1 should see how certain causes have led to certain results1 and should be sure enough of the facts to have little recourse to the text-book while teaching4 ,it does not look like fair play to expect a class to answer questions that the teacher cannot answer without consulting the text4 ,on the other hand1 it is refreshing to see the interest aroused in a class by a teacher who thinks enough of the subject to be able to teach it without constant reference to the text-book4 ,therefore1 let the oral method be here again the chief dependence of the teacher4 ,in such a lesson1 for example1 as that on the ,intercolonial ,railway 7see p4 #hb7 no book is needed--only the map and the black-board4 ,,training ,,in ,,use ,,of ,,text-,,book ,however1 as the pupils must learn1 for their own profit in after years1 how to read history without a guiding hand1 they need training in the use of the text-book4 ,the chief line on which such training may proceed is to have the pupils search out the answers to definite questions4 ,any one who has searched for material on a certain topic will appreciate the good results that have come in the way of added knowledge and increased interest4 ,the topics at first should be quite simple1 gradually increasing in breadth4 ,a few suggestions for such work are given below2 they may be called examination questions to be answered with the help of the text-book3 #a4 ,name1 and tell something about1 four of the explorers of ,canada before #agei4 #b4 ,name several other explorers of the ,new ,world4 #c4 ,which explorer did the most for ,canada1 ,champlain or ,la ,salle8 #d4 ,in what wars did the ,french fight against the ,iroquois8 ,with what result8 #e4 ,what explorers of ,north ,america were trying to find a way to ,china and ,india8 7,this investigation by the class may precede the lesson on the ,road to ,cathay4 ,see p4 #ib47 #f4 ,on what did ,english kings base their claim to be the overlords of ,scotland8 ,trace the dispute down to the ,union of the ,crowns in #afjc4 #g4 ,find out how the slave trade was treated by the ,english4 #h4 ,make a list of the early newspapers in ,canada4 ,did they have much influence on public opinion8 #i4 ,compare the struggles for the control of taxation in ,canada and in the ,thirteen ,colonies of ,america4 ,explain why these were settled differently in the two cases4 ,with questions such as these for investigation1 no pupil will be likely to secure the full facts2 each may state in the next lesson what he has found1 and the work of each will be supplemented by that of the others4 ,with succeeding investigations it may be expected that the pupils will be more eager to get at all the facts in the text-book4 ,at any rate they are learning how to gather material from books--a very valuable training1 no matter how simple the topic is4 ,when1 in the ordinary course of work1 lessons from the text-book are assigned1 the teacher should indicate the important points1 should suggest certain matters for discussion1 and should note certain questions to be answered1 indicating precisely where the information may be obtained4 ,in the recitation period following1 the topic should be fully discussed1 the pupils giving the information they have secured from the text-book1 and the teacher supplementing this from his knowledge gained through wider reading4 ,during the discussion an outline should be made on the board1 largely by the suggestions of the pupils1 and kept in their note-books for reference and review4 7,see p4 #ajj1 ,lesson on the ,feudal ,system47 ,,drill ,,and ,,review ,as has been already stated 7p4 #ae71 the ,story stage is useful chiefly for the purpose of arousing interest and developing the historical sense2 no drill or review is necessary other than the oral1 and1 in ,form ,,ii1 sometimes the written1 reproduction of the stories4 ,the oral reproduction can be obtained in ,form ,i by using the stories as topics in language lessons4 ,in the ,information stage1 where we are concerned more with the acquiring of facts1 and in the ,reflective stage1 where we wish to relate facts to each other according to cause and effect1 drills and reviews are necessary4 ,during the lesson1 a summary is placed on the black-board by the teacher or pupil1 as indicated above4 ,it is used as a guide in oral reproduction and may also be copied in special note-books and used for reference when preparing for review lessons4 ,the teacher may look over these note-books occasionally4 ,there is great difference of opinion on the value of note-taking by pupils1 but it may be said of such notes as those mentioned above that they have the advantage of being largely the pupil's own work1 especially when the pupils are asked to suggest the headings2 they are a record of what has been decided in the class to be important points2 they are arranged in the order in which the subject has been treated in the lesson1 and are in every way superior to the small note-books in history that are sometimes used as aids or helps4 ,for the proper teaching of history1 the latter are hindrances rather than helps1 because they rob the pupil of the profit gained by doing the work for himself4 ,notes obtained from books or dictated by the teacher are harmful to the right spirit of study1 and create a distaste for the subject4 ,special review lessons should be taken when a series of lessons on one topic1 or on a series of connected topics1 has been finished4 ,at the close of each lesson1 the facts learned are fixed more firmly in the mind by the usual drill2 but there must be further organization of the several lessons by a proper review1 so that history will not be a number of unconnected events1 but will be seen as an orderly development4 ,this may be accomplished3 7#a7 by questioning the class from a point of view different from that taken in the first lessons1 7#b7 by oral or written expansion of a topical outline1 7#c7 by illustrations with maps or drawings1 7#d7 by tracing the sequence of events backwards1 7#e7 by submitting some new situation that will recall the old knowledge in a different way4 ,it must be remembered that it is not a mere repetition that we seek1 but a re-view of the facts1 a new view that will prove the power of the pupils to use the knowledge they have gained4 ,thus the lesson on the ,st4 ,lawrence ,river 7p4 #aab7 is a good review of the facts of history suggested by the places mentioned2 the lesson on the ,road to ,cathay 7p4 #ib7 may be considered a review of the chief explorers of ,north ,america4 ,such a review aims at seeing new relations1 at connecting new knowledge and old1 at giving freshness and vividness to knowledge that may be somewhat faded1 at throwing a number of discrete facts into a bird's-eye view4 ,,the ,,use ,,of ,,problems ,,in ,,teaching ,,history ,the development1 or problem1 method is intended to get the pupils to do some independent thinking1 instead of merely absorbing knowledge from the teacher4 ,the plan is simply to set clearly before the pupils the conditions existing at a certain moment in the story so that they may see for themselves the difficulties that the people in the story had to overcome4 ,the question for the class is3 ,what would you do in the circumstances8 ,let us take an example from the life of ,ulysses4 ,ulysses had heard of the ,sirens1 who sang so beautifully that any one in a passing ship who heard them was impelled to throw himself overboard1 with a frantic desire to swim to their island4 ,naturally the swimmers were all drowned in the attempt4 ,ulysses desired to hear for himself the wonderful singing1 and to experience1 perhaps1 its terrible effect2 but he certainly did not want to run any risk of drowning4 ,now1 how did he accomplish his desire1 without paying the penalty8 ,again1 in the story of ,madeleine de ,verchres1 the narrative may proceed to the point where ,madeleine has succeeded in securing the gates4 ,she finds herself in a weak fort with few to help her1 and outside a numerous band of ,indians1 who are kept at bay for a whole week1 without even attempting their usual night attacks4 ,how did she do it8 ,in the case of the ,u4,e4 ,loyalists1 the teacher may narrate the story to the point where the ,loyalists1 after the treaty was signed1 saw that they must remove to ,canada4 ,the class must know where the ,loyalist centres in the ,new ,england ,states were4 ,now1 what routes would they be likely to take in going to ,canada8 ,with the map before them1 the class can usually tell the next part of the story themselves4 ,even if the pupil is not able to give the correct answer to the problem submitted1 he is nevertheless having an opportunity to exercise his judgment1 he can see wherein his judgment differs from that of the persons concerned1 his interest in their actions is increased1 and the whole story will be more deeply impressed on his memory4 ,,how ,,to ,,make ,,history ,,real ,the chief difficulty in teaching history is to give a meaning to the language of history4 ,much of the language is merely empty words4 ,the ,magna ,charta and the ,clergy ,reserves mean just about as much to pupils as x does in algebra1 and even when they give a definition or description of these terms1 it usually amounts to saying that x equals y2 the definition is just as vague as the original terms4 ,the problem is to give the language more meaning1 to ensure that the words give mental pictures and ideas2 in short1 to turn the abstract into concrete facts4 ,children can make their own only such knowledge as their experience helps them to interpret4 ,their interests are in the present1 and the past appeals to them just so far as they can see in it their own activities1 thoughts1 and feelings4 ,the great aim of the teacher1 then1 should be to help pupils to translate the facts of history into terms of their own experiences2 unless that is done1 they are really not learning anything4 ,some of the ways in which this may be attempted are outlined below4 #a4 ,in the junior classes where the children are intensely interested in stories1 the stress should be put on giving them interesting personal details about the famous people in history1 details that they can understand with their limited experiences of life1 and that will appeal to their emotions4 ,these stories should be told to the pupils with such vividness and animation that they will struggle with ,columbus against a mutinous crew1 will help the early explorers to blaze their way through the dense forests1 will toil with the pioneers in making homes for themselves in ,canada1 and will suffer with the missionaries in their hardships and perils4 ,for these pupils the oral method is the only one to use1 for there is nothing that appeals to children more quickly and with more reality than what they hear from the teacher4 ,the oral method should find a large place in the teaching of history in all the ,forms4 ,it may be added that the teachers who use this method will find history become a more real and interesting study to themselves4 #b4 ,what the pupils hear should be reinforced by giving them something to see4 ,whatever pictures are obtainable 7see pp4 #de1 #abg7 should be used freely at all stages1 for the visual images of children are a powerful aid to their understanding2 it is for this reason that books for children are now so fully illustrated1 and the same principle should be applied to the teaching of history4 ,as soon as the children are ready for it1 reference should be made to maps to illustrate historical facts4 7,see p4 #abg47 ,they should see on the map the course that ,columbus took across the unknown sea2 ,champlain's explorations become real when they are traced on the map and the children have a concrete picture to carry away with them4 ,in fact the subjects of geography1 art1 and constructive work1 treated under the head of correlated subjects1 are used in history with the aim of making it real through the eye4 7,see pp4 #dj1 #dd1 #de47 #c4 ,a greater difficulty presents itself when we have to deal1 in the higher ,forms1 with topics like the ,magna ,charta and the ,clergy ,reserves1 and it is a difficulty that will test to the full the resourcefulness of the teacher4 ,how can the preceding conditions and the terms of the ,magna ,charta be brought home to a class8 ,how can children be brought to appreciate the difficulties connected with the question of ,clergy ,reserves8 ,a few words about the latter may suggest a means4 ,two aspects of the ,clergy ,reserves question stand out prominently1 the religious and the economic4 ,the religious aspect will be the most difficult for ,ontario children1 for they have no immediate knowledge of what a ,state ,church is--the point on which the religious dispute turned2 nor do they know enough about the government of the religious bodies to which they belong to make the matter clear to them4 ,a full understanding must come later4 ,the best point of approach seems to be to give the class some idea of the number of settlers belonging to the churches of ,england and of ,scotland1 which claimed the right to the lands reserved1 and compare with this the number of all other ,protestant bodies that claimed to share in them2 for this difference in numbers was one of the chief causes of bitterness4 ,an arithmetical appeal is concrete4 ,there was also the economic aspect4 ,the ,clergy ,reserves were one seventh of the land in each township4 ,another seventh was withheld from free settlement as ,crown ,lands4 ,now in some townships there were about #ej1jjj acres4 ,let the class find out how many acres were thus kept from settlement4 ,tell them that this land was not all in one block1 but distributed through the township4 ,they can now be asked to consider how this would interfere with close settlement and therefore with the establishment of schools1 churches1 post-offices1 mills1 and stores4 ,a diagram of a township would be of great help4 ,these two points will help them to see why an early and fair settlement of the vexed question was desired4 ,wherever possible1 present problems for them to solve by their own experiences4 #d4 ,the reading to the class of accounts of events written by people living at the time will give an atmosphere of reality and human interest to the events4 ,for example1 a story of early pioneer days told by a pioneer gives a personal element 7see ,pioneer ,days1 ,kennedy72 a letter by ,mary ,queen of ,scots1 to ,elizabeth 7see p4 #adc71 will make both of these queens real living people1 not mere names in history4 7,see ,studies in the ,teaching of ,history1 ,keatinge1 p4 #ig1 also selections from ,the ,sources of ,english ,history1 ,colby1 p4 #afc47 ,not much of this may be possible1 but more use might easily be made of such materials1 especially with the early history of ,ontario4 #e4 ,the use of local history and of current events will be treated elsewhere4 7,see pp4 #di1 #ea47 #f4 ,when possible1 let the pupils form their idea of an historical person from his actions and words just as we form our estimate of each other1 instead of having them memorize mere summaries of his character before they know his actions4 #g4 ,genealogical and chronological tables1 written on the black-board and discussed with the class1 will be of service in understanding certain periods1 such as the ,wars of the ,roses1 and in helping to form the time-sense of pupils4 7,see ,chronological ,chart1 p4 #abh47 #h4 ,chief dependence must be placed1 however1 on increasing the pupil's knowledge of present-day conditions in agriculture1 commerce1 transportation1 manufactures1 in fact1 in all social1 economic1 and political conditions1 in order to enable him by comparison to realize earlier methods and ways of living4 ,the pupil who understands best how we do things to-day can understand best the state of affairs when people had to depend on primitive methods1 and can realize how they would strive to make things better4 ,,on ,,memorizing ,,history ,history is usually called a memory subject1 and is accordingly often taught as a mere memorizing of facts1 names1 and dates4 ,the following statement of the chief principles of memorizing will1 it is hoped1 put mere verbal repetition in its proper place4 ,interest is the chief condition for teaching history in the public schools1 in order that the pupils may acquire a liking for the subject that will tempt them to pursue their reading in after years2 without that interest1 the small amount of historical fact they can accumulate in their school-days will be of little real value to them when they become full-fledged citizens4 ,in fact1 through this emphasis on interest instead of verbal repetition1 the pupils are likely to obtain a better knowledge of history and1 at the same time1 will have a chance to develop1 in no slight degree1 their powers of judgment4 #a4 ,memory depends on attention2 we must observe attentively what we wish to remember4 ,in history1 attention may be secured by making the lessons interesting through the skill of the teacher in presenting the matter vividly to the pupils2 also by using means to make history real instead of having it a mere mass of meaningless words4 7,see p4 #cd47 #b4 ,facts that we wish to remember should be grouped1 or studied in relation to other facts with which they are vitally connected4 ,the facts of history should be presented to the class in their relation of cause and effect1 or associated with some larger centre of interest2 in other words1 pupils must understand1 in some degree1 what they are asked to remember4 7,see pp4 #ib1 #ig47 #c4 ,if we increase the number of connections for facts1 we are more likely to remember them4 ,it is largely for this reason that history should be taught with correlated subjects1 such as geography1 literature1 science 7inventions71 etc4 ,for example1 the story of the ,spanish ,armada is remembered better if we have read ,westward ,ho6 and the story of the ,renaissance is made clearer and is therefore remembered better1 if we connect with it the inventions of printing1 gunpowder1 and the mariner's compass4 7,see p4 #aba47 #d4 ,repetition is necessary to memory4 ,facts or groups of facts must be repeated to be remembered4 ,this is the purpose of the drills which are necessary to good teaching1 but are only a part of it4 ,reviews are not to be considered merely as repetitions1 but should be treated more as aids to better understanding4 7,see p4 #ca47 ,,chapter ,,iii ,,correlation ,,of ,,subjects ,,history ,,and ,,geography ,these subjects are very intimately related1 and each should be used in teaching the other4 ,geography1 which is often called one of the eyes of history1 may be used in the teaching of this subject in two ways4 ,in the first place1 an account of an historical event lacks1 to a certain degree1 reality in the minds of the pupils if they do not know something of the place where it occurred4 ,accordingly1 in studying or teaching history1 reference should be constantly made to the map to give a local setting to the story4 ,the voyage of ,columbus1 the operations of ,wolfe1 the coming of the ,loyalists1 are made more real if they are traced out on the map1 and are therefore better understood and remembered by the pupils4 ,for this purpose1 it is better1 in most cases1 to use an outline map1 which may be sketched on the black-board by the teacher or the pupils1 because on the ordinary wall maps there are so many names and so much detail that the attention may be distracted4 ,many of the details on the map are1 moreover1 more modern than the events that are to be illustrated1 so that wrong impressions may be given4 ,in the second place1 it must be kept constantly in mind that many events in history have been influenced by the physical features of a country4 ,for example3 the lack of a natural boundary between ,france and ,germany has led to many disputes between these countries2 the fact of ,great ,britain being an island accounts for many things in her history 7see p4 #ajh72 the physical features of ,quebec and ,gibraltar explain the importance of these places2 and the waterways of ,canada account for the progress of early settlement4 ,the climate and soil of a country affect its history2 treaties are often based on physical conditions1 and trade routes determined by them2 a nation's commerce and wealth depend largely on the character of its natural resources4 ,some easy problems may be given to the senior classes to be answered by reference to physical conditions3 ,why are ,london1 ,new ,york1 ,chicago1 ,montreal1 and ,halifax1 such important centres8 ,why are certain places fitted for certain manufactures8 ,will ,winnipeg become a more important city than ,montreal8 ,will ,vancouver outstrip ,san ,francisco8 ,what is a possible future for the ,western ,provinces of ,alberta and ,saskatchewan8 ,what might have been the state of ,north ,america to-day1 if the ,rocky ,mountains had run along the ,east coast1 instead of along the ,west8 ,on the other hand1 history contributes a human interest to geography2 the places of greatest interest are often those associated with great events in history--,athens1 ,mount ,sinai1 ,waterloo1 ,queenston ,heights4 ,,history ,,and ,,literature ,literature gives life and human interest to both history and geography4 ,by means of literature we are able to get a better notion of the ideals and motives of a people than the mere recital of the facts of their history can give4 ,in this connection we naturally think of ,homer's ,iliad and its influence on the ,greeks4 ,it was their storehouse of history1 morals1 religion1 sthetics1 and rules for the practical guidance of life1 as well as their literary masterpiece4 ,it is often easy to interest pupils in a period of history by reading or quoting to them some ballad1 poem1 or prose narrative that colours the historical facts with the element of human feeling4 ,macaulay's ,horatius gives a deeper impression of ,roman patriotism than almost anything in pure history can2 the various aspects of the ,crusades are vividly shown by ,w4 ,stearns ,davis in ,god ,wills ,it1 a story of the first ,crusade4 ,in fact1 if stirring events can be linked in the child's mind with stirring verse1 if the struggles and progress of nations can be presented in a vigorous narrative that echoes the thoughts1 feelings1 and interests of the time1 we make an appeal to the interest of the pupil that is almost irresistible4 ,the objection is sometimes urged against the reading of standard historical tales and novels1 that these are somewhat exaggerated in sentiment and inaccurate in facts4 ,even if this be so1 it may be said that they give in outline a fair picture of the period described1 that the interest in history aroused by such tales begets a liking for history itself1 and that such exaggerations and inaccuracies are soon corrected when the pupil begins to read history4 ,the course of history has been modified by songs1 ballads1 and stories4 ,the influence on the national spirit and ideals of songs such as ,rule ,britannia and ,the ,marseillaise1 of stories such as ,uncle ,tom's ,cabin1 of novels such as those of ,dickens and of ,charles ,reade is incalculable4 ,a few poems and prose compositions are given here as suggestions2 a fuller list may be found in ,allen's ,reader's ,guide to ,english ,history1 ,ginn ,co41 #cj;c4 ,poems3 ,boadicea1 ,cowper2 ,recessional1 ,kipling2 ,edinburgh ,after ,flodden1 ,aytoun2 ,hands ,all ,round1 ,tennyson2 ,columbus1 ,joaquin ,miller2 ,waterloo1 ,byron2 ,the ,armada1 ,macaulay2 ,the ,revenge1 ,tennyson2 ,the ,charge of the ,light ,brigade1 ,tennyson4 ,prose3 ,united ,empire ,loyalists1 ,roberts' ,history of ,canada1 ,chap4 ,,xv2 ,departure and ,death of ,nelson1 ,southey2 ,montcalm and ,wolfe1 ,parkman2 ,the ,crusader and the ,saracen1 in ,scott's ,the ,talisman2 ,the ,heroine of ,castle ,dangerous1 in ,stories of ,new ,france1 ,machar and ,marquis2 ,adam ,daulac1 in ,martyrs of ,new ,france1 ,herrington4 ,,history ,,and ,,science ,the connection between history and science is very close1 because it was only after the invention of writing that history1 the record of human progress1 became possible4 ,further1 the remarkable way in which the chief stages in the development of civilization coincide with certain inventions and discoveries makes the study of history very incomplete without a knowledge of the inventions and discoveries1 inasmuch as these opened a road for human development4 7,see p4 #aai47 ,to make this evident1 it is enough merely to mention a few comparatively recent inventions1 such as the mariner's compass1 the printing-press1 gunpowder1 the steam-engine1 the power-loom1 the cotton-gin1 and the telegraph4 ,to the introduction of the mariner's compass in the fourteenth century1 by which sailors were made independent of landmarks and the stars1 and could therefore go more boldly into the open sea1 we owe the explorations of the fifteenth century that culminated in the discovery of ,america1 and the way to ,india by the ,cape of ,good ,hope4 ,the introduction of gunpowder in the fourteenth century gave the lower and middle classes a weapon that made them equal in power with the nobles and brought about the downfall of the feudal system and the rise of modern democracies4 ,the printing-press gave to the world the learning of the past and revolutionized social conditions4 ,the invention of high explosives has made possible many of the great engineering works of to-day4 ,the inventions that have made transportation and communication so easy and rapid have already done a great deal to bring nations to a better understanding of each other and thus to promote the peace of the world4 ,discoveries in medicine alone have had an incalculable influence on the health and prosperity of society4 ,in fact1 the study of history and an understanding of modern social and industrial conditions are impossible without a knowledge of scientific inventions and discoveries4 7,see pp4 #hg1 #ib47 ,children naturally take an interest in what individuals have done1 and it is easy to interest them in the work of men such as ,watt1 ,stephenson1 ,whitney1 ,fulton1 ,morse1 ,edison1 ,marconi1 and their fellows4 ,the biographies of famous inventors should therefore be given1 both as a record of what they did and as an inspiration to like achievements4 ,,history ,,and ,,constructive ,,work ,constructive work may be used to advantage in history and civics4 ,it gives concrete expression to some facts of history through the construction by the pupils of objects mentioned therein4 ,in studying ,indian life1 the class may make in paper1 wood1 etc41 wigwams1 bows and arrows1 stockades1 etc42 in connection with pioneer life1 they may make some of the buildings and implements used by the pioneers1--log houses1 spinning-wheels1 hominy blocks1 ,red ,river carts1 etc42 in studying campaigns1 they may make models in plasticine or clay1 or on the sand table1 of forts1 battle-fields1 etc41 for example--the ,plains of ,abraham1 ,queenston ,heights1 ,chateauguay1 ,plymouth ,harbour2 the ,union ,jack may be cut out and coloured4 7,see p4 #fh47 ,in this way the activities of the child may be made of practical use4 ,on the industrial and social side of history1 which is being more and more emphasized1 it is of great value to the child to become acquainted1 even though on a small scale and through the simplest implements and machines1 with the construction of machinery and modes of manufacture4 ,for a lesson on the ,industrial ,revolution in ,england1 for example1 it will give pupils a better understanding of the changes1 if they know something1 through their own activities1 of the way of making cloth4 ,for suggestions on constructive work1 see the ,manual on ,manual ,training3 ,p4 #bb3 ,suggestions for the various seasons and days4 ,p4 #bf3 ,on the use of the sand table4 ,p4 #ee3 ,on collecting and preserving pictures4 ,p4 #eh3 ,on relief maps and geographical formations4 ,,history ,,and ,,art ,art assists history in two ways4 ,first1 pictures may be used to illustrate events in history and make them real4 ,it is often difficult for children to form a definite mental image of historical scenes merely from the words of the teacher or of the text-book1 because their experiences are limited and the power to combine these properly is lacking4 ,this is recognized now in the many text-books which are freely illustrated4 ,pictures of persons famous in history are also of value1 in that they make these persons more real to the pupils4 ,materials for class use may be collected by the teacher and pupils1--engravings1 prints1 cuts from newspapers and magazines of famous people1 buildings1 cities1 monuments1 events2 for example1 the ,landing of ,columbus1 the ,coming of the ,loyalists1 the ,fathers of ,confederation1 the ,landing of the ,pilgrim ,fathers1 an ,old-,time ,trading ,post1 the ,death of ,brock4 ,a good idea is to have a class scrap-book1 to be filled with suitable contributions from the class4 ,the teacher will find a private scrap-book exceedingly useful4 ,many fine pictures are given in ,the ,highroads of ,history1 and ,the ,story of the ,british ,people for ,form ,,iii4 ,it may be added that these pictures should be supplemented freely by descriptions and narratives given by the teacher4 7,see ,visual ,aids in the ,teaching of ,history47 ,second1 the pupils may be asked to illustrate1 by drawings and sketch maps1 historic places1 routes of armies and of explorers1 the journeys of settlers1 etc4 ,,history ,,and ,,composition ,history1 no less than other subjects of study1 needs to be expressed by the pupils1 if it is to make them more efficient4 ,some of the usual modes of expression are given above in connection with constructive work and art4 ,the chief mode of expression1 however1 for history is through composition1 both oral and written4 ,in the ,junior ,forms the stories should be reproduced orally 7see ,details of ,method for ,forms ,i and ,,ii1 p4 #be71 either by pure narration or by dramatization2 the pupils relate in their own language what they have learned1 or are allowed to dramatize the story4 ,in the dramatization1 the pupils should be given a good deal of freedom in constructing the conversation1 once they get to know what is wanted1 the only restriction being that no pupil shall be allowed to take part who does not know the story thoroughly4 ,incidents such as ,harold taking the oath to help ,william of ,normandy gain the crown of ,england1 ,joseph being sold into ,egypt1 the ,greeks using the wooden horse to capture ,troy1 are very easily dramatized4 ,in the ,senior ,forms the black-board outline may be used as the basis of written or oral reproduction4 ,the subject of composition will itself be less objectionable by reason of these exercises1 as the pupils are asked to reproduce the history as material valuable and interesting in itself1 not merely as a means of showing their skill in expression4 ,moreover1 in the study of history1 the pupil hears or reads the compositions of others1 and unconsciously gains1 by these examples1 much in vocabulary and in power of expression4 ,in fact1 much of the culture value of history depends on the training it affords in composition1 and1 by intimately connecting these two subjects1 a double advantage is gained--the ability to comprehend historical material1 and practice in effective expression4 ,,history ,,and ,,chronology ,,or ,,the ,,use ,,of ,,dates ,geography is one of the eyes of history2 chronology1 or the arranging of events according to their dates1 is the other4 ,this suggests that dates are to be used merely as a help in seeing events in history in their proper order1 so that their relations to other events may be better understood4 ,when these relations are seen1 the dates lose much of their value4 ,for example1 let us consider the following dates3 #agfc1 #aggd1 #agge1 #aghc1 #agia4 ,the short interval between #agfc1 when ,great ,britain finally assumed control of ,canada by treaty1 and #aggd1 when the ,quebec ,act was passed1 helps to make clear the reason for the ,french citizens receiving so many concessions4 ,they outnumbered the ,english so much that these concessions were deemed necessary to hold their allegiance to the ,crown in face of the efforts made by the discontented ,new ,england colonies to get their support in the coming revolution against ,great ,britain4 ,the success of the ,act was shown in #agge1 when the invasion by the revolutionists failed4 ,the war of the ,revolution was ended by treaty in #aghc1 and ,canada received as settlers1 principally in ,upper ,canada1 the ,united ,empire ,loyalists1 whose ideas of government were so different from those of the ,lower ,canadians that the separation of ,upper and ,lower ,canada by the ,constitutional ,act of #agia became necessary4 ,these dates1 so close together1 emphasize the rapidity with which events moved in that period1 as well as the sequence of cause and effect4 ,we think also of the dates of ,cartier's voyages1 #aecd1 #aece1 and #aeda1 merely to raise the question as to why so much time elapsed between the second and third voyages4 ,when these points are properly seen1 the events are kept in place by their relation of cause and effect1 and the dates lose their value4 ,moreover1 the relations thus discovered will do most toward fixing these dates in the memory4 ,it should be understood1 therefore1 that dates are only a means to an end1 not an end in themselves4 ,it is important also to know the dates of certain events when we are studying the history of several countries1 in order that we may consider together those events that are contemporary4 ,there are1 of course1 some dates that should be remembered because of the importance of the events connected with them1 for example3 #ajff1 #abae1 #adib1 #afjc1 #afhh1 #agei1 #aggf1 #aghi1 #ahda1 #ahfg4 ,in the ,junior ,forms1 because the pupils are still lacking in the historical sense1 little emphasis need be put on the giving of dates4 ,a few of the most important may be given in ,form ,,ii1 but it is very questionable if they have any significance to the pupils at this early stage4 ,,chapter ,,iv ,,special ,,topics ,,current ,,events ,the study of history should not end with what is contained in text-books1 for the making of history never ceases4 ,the study of current events will be found to be a very valuable element in history teaching4 ,teachers and pupils who are interested in the events of to-day are much more likely to be interested in the events of the past4 ,a knowledge of current events will arouse curiosity in what led up to them1 will suggest a motive for studying the past1 and will often supply concrete examples for both history and civics4 ,in fact1 the teaching of civics may be based almost entirely on current events4 7,see ,civics1 p4 #eb et seq47 ,the influence of a knowledge of current events on the study of history is very plainly seen to-day in the earnest and widespread effort to discover the causes of the war that is devastating ,europe at the present time4 ,history becomes real when pupils understand that what is happening now has its roots in the past and1 at the same time1 is history in the making4 ,for example1 the present war will certainly intensify our interest in the great movement to prevent war by means of world-wide arbitration of disputes between nations1 or by any other means4 ,the value of this phase of history teaching depends very largely on the interest taken in it by the teacher and on the work that the pupils can be induced to do for themselves4 ,the teacher talks to the pupils about some important current event in an interesting way4 ,then the pupils are encouraged to add to what he has said by relating what they have heard1 or have read in the newspapers4 ,after a few lessons the chief difficulty is to make a suitable selection of topics to be discussed in class4 ,those of national importance1 if within the scope of the ,form work1 will have prominence1 and the pupils will be given hints as to articles about these topics in papers1 magazines1 and books4 ,it is obvious that topics likely to arouse religious1 political1 or other party feeling1 should be avoided4 ,for actual school-room practice the following scheme has been used successfully in ,form ,,iii3 ,,current ,,events 7#aj ,,minutes ,,daily7 ,the teacher has suggested the kinds of events that are worthy of discussion1 and the pupils come to class prepared to tell what they have read in the papers about some of these4 ,the teacher aids them to give fit expression to their information1 and the pupil who has been chosen as editor writes a summary of the lesson on the black-board1 and later1 on a sheet of paper4 ,ordinarily1 the editors should be chosen from those who write and spell well4 ,where the subject-matter lends itself to such treatment1 these summaries may be placed in two columns--one1 the ,girls' ,news ,column2 the other1 the ,boys' ,news ,column4 ,the summaries on the sheets of paper may be arranged in order for a week or a month and be known as ,the ,school ,review4 ,such a lesson includes history1 and oral and written composition4 ,the following items of news were those discussed in a ,form ,,iii room at the end of the week1 when some time is taken to talk over the events of the week3 ,,feb4 #e,,th1 #aiae ,rescue of the crew of the ,japanese cruiser ,asama4 ,rescue work in the earthquake in ,italy4 ,wireless message frustrates a ,german plot to blow up a ,french steamer4 ,fire in a ,new ,york factory--rescue of the inmates4 ,inhuman treatment of ,belgian women and children4 ,british officer praises the enemy4 ,the ,austrians are defeated by the ,montenegrins4 ,canadians wounded in ,france4 ,importance of discipline and accurate shooting for ,canadian troops4 ,germany proclaims a war zone around ,britain4 ,two ,new ,york boy heroes of a fire4 ,tsar honours a girl wounded while carrying ammunition to the troops4 ,opening of the war session of the ,canadian ,parliament4 ,these items are sifted from a great many suggested by the pupils4 ,in the sifting process1 a very useful discussion is had as to what constitutes real news1 and what is mere gossip2 that is1 what is of value as news to the world at large1 and what is of purely local1 personal interest4 ,in civics1 current topics may be made very useful4 ,items of municipal1 provincial1 or federal affairs furnish a concrete basis for the study of our system of government1 and may also suggest moral examples4 ,,local ,,material ,one of the chief uses of local history in the class-room is to make the study of general history more vivid and interesting 7#a7 by making more real those facts of history associated with the locality in which we live1 and 7#b7 by providing suitable illustrations1 from the pupil's own experience1 of facts in general history4 ,when a pupil has seen the place where an event of history has happened1 he has an interest in that event that he could scarcely gain in any other way1 and the history of that period may then be taught with more interest and profit to him4 ,a pupil finds also in local history certain facts that he must understand in order to interpret the story of happenings1 distant in time and place4 ,some parts of ,ontario are much richer in material than others1 but in all historic spots may be found4 ,on the ,st4 ,lawrence ,river1 in the ,niagara peninsula1 in the ,talbot settlement district1 in ,york county1 along the ,ottawa ,river1 in the ,huron tract1 there is no lack of useful material4 ,but it is not necessary to confine such local history to the outstanding events of war or the larger happenings of civil progress4 ,in every locality there are remains of the earlier ,indian inhabitants1 in the form of mounds1 sites of villages1 relics of war and the chase 7arrow-heads1 stone implements1 beads1 etc472 relics of the early settlers1 in the form of roads and old log houses2 relics of pioneer life consisting of furniture1 household and outdoor implements1 etc41 that will serve as a basis for comparison with present-day conditions1 and make real to the children the lives of the earlier inhabitants and settlers of ,ontario4 ,,civics ,the teaching of civics has a threefold aim3 #a4 ,to instruct in the mechanism of government4 7,descriptive7 #b4 ,to instruct in the history of national institutions so as to show the line of development1 and also to impress the fact that existing institutions are capable of development1 are not fixed4 7,historical7 #c4 ,to show the cost of each institution in the efforts and sacrifices of past generations and to quicken and make permanent the children's interest in public life and their sense of responsibility to their fellows4 7,patriotic and ,ethical7 ,two points stand out clearly--to teach the machinery of government and to instil ideals of public conduct4 ,of these the second is by far the more important and the more difficult to teach directly4 ,the best way to attempt it is by means of biography and personal references4 ,there are great men and women in history whose lives are worthy examples to the young3 ,sir ,john ,eliot1 ,pym1 ,hampden1 who stood for freedom of speech and debate2 ,gladstone1 who helped to right historic wrongs in the ,east2 ,lincoln1 who stood for union and the freedom of the individual2 many eminent ,canadians1 such as ,sir ,john ,macdonald1 ,george ,brown1 ,alexander ,mackenzie1 ,egerton ,ryerson1 ,sir ,oliver ,mowat1 and ,sir ,james ,whitney2 women such as ,florence ,nightingale and ,elizabeth ,fry1 ,laura ,secord and ,sarah ,maxwell4 ,besides these eminent examples1 there are in every locality men and women who give unselfishly of their energy and time for the good of the community4 ,there should also be impressed on the minds of the young a sense of their responsibility for an honest and faithful use of the ballot1 a right won for them by the long and earnest effort of their forefathers2 and the necessity for purity of government in our democratic form of administration4 ,in school life1 a good deal can be done to create a sense of fair play1 respect for the rights of others1 and of the necessity for submission to lawful authority by encouraging the pupils to conduct all their school organizations1 whether in play or in work1 honourably and by right methods4 ,some of the lessons that may be taught to children during their school life are as follows3 #a4 ,respect for the rights of others4 ,pupils may be brought to see that misconduct on their part affects others1 not themselves only4 #b4 ,respect for the property of others4 ,this may be secured best by teaching them to take good care of their own property first1 for unless a child cares rightly for his own1 he is not likely to take much thought for the things of others4 #c4 ,respect for public property4 ,this is something that needs attention badly4 ,it is a very common thing to find people destroying trees1 flowers1 etc41 in public places1 throwing refuse on the street1 and otherwise disfiguring their surroundings4 ,a beginning of better habits may be made by getting the pupils to aid in beautifying and decorating the school building by means of pictures1 either prints or their own work1 by flowers in pots1 by keeping the floor and walls clean and free from marks and litter2 also in making the grounds around the school more attractive by means of flowers and shrubs4 ,arbor ,day may be made of great use in this respect1 if the spirit of that ,day can be carried through the whole year4 ,a pride in the attractiveness of the school will have its influence on the pupils in the wider life of the community4 ,a knowledge of the machinery of government may be based on the pupils' knowledge of the organization of the school4 ,the appointment1 power1 and duties of the teacher are the starting-point4 ,the next step will be to investigate the composition of the board of school trustees4 ,this may be done at the time of an election for school trustees4 ,the following questions may serve as an outline of study for all the political bodies by which we are governed3 #a4 ,who compose the board of trustees8 7,in the smaller local bodies1 the names of the members may be mentioned1 as giving a personal interest in the matter47 #b4 ,how and by whom are they elected8 #c4 ,for what period are they elected8 #d4 ,how is the board organized for the conduct of business8 #e4 ,what powers do they possess8 #f4 ,what duties have they to fulfil8 #g4 ,how do they raise the money needed for their work8 #h4 ,how is the board rendered continuous8 7,by electing a successor to a member who resigns2 by the trustees remaining in office till their successors are elected47 ,other governing bodies may be taken up similarly1 for example3 ,municipal ,councils 7township1 county1 village1 town1 or city council71 ,provincial ,legislature1 ,dominion or ,federal ,parliament1 ,imperial ,parliament4 ,a suitable time to bring up the topic of how elections are conducted would be when an election for any of the above bodies is in progress4 ,information on this topic may be found in ,canadian ,civics1 by ,jenkins2 a fuller account is given in ,bourinot's ,how ,canada is ,governed4 ,lessons concerning special bodies of municipal and civil servants may be taken2 for example1 the assessor1 tax-collector1 policeman1 postal employees1 firemen1 etc4 ,in connection with all of these1 the question of taxation is constantly arising4 ,it is suggested that something should be done to put the pupils in the right attitude toward this subject4 ,many people have an idea that when they pay taxes they are being robbed1 because they do not stop to think of what they are getting in return for their money4 ,the chief reason for this seems to be that the taxes are usually paid once or twice a year1 while the services rendered are continuous4 ,a good way to proceed is to have the class calculate the value of the services given in return for the taxes4 ,for example1 suppose it is found that the yearly cost for each pupil in a certain section is #be4jj4 ,divide this by the number of days 7#bjj7 a pupil attends school during the year1 and the cost each day for each pupil is shown be only #ab-a_/b cents1 not a very large sum for a community to pay for a child's education4 ,other calculations may be made to show the saving to farmers by spending money in the construction of good roads to make teaming more profitable4 ,for example3 ,in a strip of country served by a road ten miles long1 there is room for eighty farms of one hundred acres each1 all the produce of which would be hauled on that road4 ,let us suppose that this produce would amount to #c1jjj loads1 such as could be hauled on an ordinary country road4 ,the average haul being five miles1 two trips a day could be made4 ,at #e4jj a day1 the cost of haulage would be #g1ejj4 ,suppose this road to be converted into a good stone road at a cost of #c1jjj a mile1 a total cost of #cj1jjj4 ,on this road1 with the larger and heavier wagons that could now be used1 the farmers could easily double the size of the load4 ,this would mean that1 instead of #c1jjj loads being necessary1 #a1ejj would be sufficient4 ,at the same rate as before1 the cost of haulage would be #c1gej1 an annual saving of #c1gej2 so that the whole cost of the road would be saved in eight years1 to say nothing of the greater ease and comfort of travel to both man and beast4 ,better roads would also give the farmer access to market for a greater part of the year and thus enable him to take advantage of higher prices at certain seasons4 ,it is believed that these figures are quite within the bounds of probability4 ,in large towns and cities the cost of public utilities may be calculated2 for example1 the expense of a fire-station in buildings1 equipment1 horses1 men1 etc41 to show how the money raised by taxes is spent for the good of the whole community1 and helps to keep down the rates for fire insurance4 ,the kinds of taxation may also be discussed--direct and indirect2 also the sources from which direct taxes are derived--customs1 excise1 etc42 methods of levying and collecting taxes2 how taxes are spent for the various educational and charitable institutions--schools1 libraries1 hospitals1 asylums1 homes for the poor and neglected1 etc42 for the protection of life and property2 for the administration of justice1 etc4 ,the distribution of taxes among public institutions may be studied from the public accounts printed for the use of ratepayers4 ,the lessons learned about the fairness of taxation may be used to illustrate certain periods of history when people struggled against unjust and arbitrary taxation2 for example1 ,wat ,tyler's ,rebellion1 the ,civil ,war in ,england in the seventeenth century1 the ,american and ,french ,revolutions1 ,acts of ,parliament in ,canada from the ,quebec ,act to the ,act of ,confederation4 ,a ,dominion or ,provincial election offers a good opportunity for a lesson on how to vote and how we came to have the right to vote2 on the constitution of ,parliament2 on the sanctity of the ballot1 etc4 ,a trial by jury in which the people of the district are interested may be used to introduce the history and purpose of the jury4 ,,the ,,teacher ,,of ,,history ,the teacher of history must know his subject4 ,this does not mean that every school teacher must have an expert knowledge of the whole subject1 but he should know the history that is to be taught thoroughly enough to be able to teach the lesson orally without referring constantly to the text-book or to notes4 ,this1 at least1 is the ideal to strive for4 ,to accomplish this1 the teacher is earnestly recommended to read at least one book in addition to the authorized text-book1 which does not usually contain much more than the important facts of history4 ,to clothe the skeleton of facts with flesh and blood so as to make history what it really is1 a record of human beings who not only did things but had also thoughts and feelings like our own1 it is necessary to be able to supply the personal details that make the figures of history real1 living1 men and women4 7,see the ,story of ,florence ,nightingale1 p4 #fb47 ,the teacher who does this will himself come to have a more lively interest in history4 ,the teacher must also know children4 ,for the understanding of history1 pupils are dependent on their previous knowledge of life and its interests4 ,they must be led by timely suggestions or questions to see the connection between their own knowledge of life and the experiences of the actors in history4 ,without this connection1 the facts of history remain meaningless4 ,to present history to the pupils in an interesting way1 the oral method is the best4 ,it is not necessary for the teacher to have a special gift for narration2 any one who is really interested in the story to be told is able to tell it well enough to hold the attention of the class4 ,in narration1 mere fluency is not the chief requisite2 it is more important that the pupils should feel the teacher's interest in the topic4 ,the narration must also be confined to the facts and details that count2 the teacher needs to know what to omit as well as what to narrate4 ,if the matter has been well thought out and clearly arranged in topics with due regard to the relation of cause and effect1 the telling of the story will be an easier matter1 and the pupils will be trained also in a clear and logical way of treating history4 ,the oral method should be supported by the free use of devices for making the story real4 7,see p4 #cd47 ,while it is quite true that certain important topics are to be thoroughly mastered as centres of connection for the less important facts1 yet it must be insisted on that a more important aim of the teacher is to arouse and stimulate an interest in history so that the pupil's study of it may continue after the close of his school-days4 ,no mastery of facts through memorization alone will counterbalance the lack of interest in1 and liking for1 the subject4 ,,chapter ,v ,,illustrative ,,lessons ,the following lessons are to be considered as suggestive rather than directive1 as illustrating how the principles of teaching may be applied in a particular subject4 ,definite knowledge of child-nature and of children's experiences1 of the materials to be used1 and of the purpose to be accomplished in teaching a subject1 determines1 in the main1 the choice of method4 ,this statement is especially true of history1 for1 unless it is steadily borne in mind1 the temptation is very great to make the teaching of this subject consist in mere memorizing of events and dates4 ,,forms ,i ,,and ,,ii ,,type ,,lesson ,,in ,,the ,,story ,,stage ,the aim of this lesson is to give the pupils the story of ,moses and the ,burning ,bush1 and at the same time to arouse an interest in stories4 ,as a preparation for the lesson1 the teacher should secure pictures1 or make sketches1 illustrating 7#a7 ,moses tending his flocks1 7#b7 the ,burning ,bush1 7#c7 the rod turning to a serpent1 7#d7 ,moses setting out to do ,god's will4 ,the pictures and sketches are used to make real the verbal story4 ,a few questions recalling the earlier events in ,moses' life should be answered by the pupils1 for example3 ,moses as a baby in the bulrushes1 his adoption by the ,princess1 his life in the palace1 his killing of the ,egyptian1 the cause of his flight into ,midian4 ,the teacher should then narrate in clear1 simple language the story of ,moses in ,midian1 dividing it into parts such as3 ,moses at the well1 his home with ,jethro1 the appearance of the ,burning ,bush1 his talk with ,god1 his excuses1 ,god's proof of power to help1 his setting out to do ,god's will4 ,in ,form ,i it may be advisable to question1 during the story1 to ascertain if the language and ideas are understood1 but reproduction of each part as it is narrated will probably result in a loss of attention and a lack of interest in the remainder of the story4 ,the reproduction should1 therefore1 be taken after the completion of the story4 ,in ,form ,,ii very short topic-phrases may be written on the black-board4 ,these will serve as a guide to the pupils in the oral or written reproduction that follows4 ,if illustrated story-books containing this story are in the library1 pupils of ,form ,,ii may be asked to read them4 ,when practicable1 an exercise in sight reading may follow this kind of lesson4 ,the teacher may have slips containing sections of the story prepared beforehand1 and may give them to the pupils for sight reading4 ,,forms ,i ,,and ,,ii ,,the ,,first ,,thanksgiving ,materials3 ,a set of pictures showing ,the ,mayflower in ,plymouth ,harbour2 ,the ,landing of the ,pilgrims2 ,the ,pilgrims going to ,church2 ,plymouth ,rock2 ,the ,spinning ,wheel4 7,perry ,picture ,co4 pictures7 ,a map of the western coast of ,europe and the eastern coast of ,america drawn on the black-board4 ,introduction3 ,a talk on ,thanksgiving ,day as celebrated now--the returning of thanks to ,god for a bountiful harvest1 the general good-will prevailing1 the dinner4 ,how and when did this custom originate8 ,presentation3 ,the teacher tells the story of the emigration of the ,pilgrim ,fathers1 and shows the pictures that illustrate the different parts of the story4 ,the voyage is traced on the map and the landing-place in ,america marked4 ,this should be followed by a spirited reading of ,mrs4 ,hemans' ,the ,landing of the ,pilgrim ,fathers1 and the telling of ,the ,first ,thanksgiving4 7,see ,appendix47 ,a simple version of this story may be given to pupils in ,form ,i1 accompanied by such construction work1 in paper cutting and colouring1 and in modelling1 as they can do4 ,,form ,,ii ,,florence ,,nightingale ,in the war that ,england and ,france were carrying on against ,russia in the ,crimea about fifty years ago1 the ,english soldiers suffered terrible hardships1 so terrible that more than half the army were in the hospital1 and many men were dying of starvation and neglect4 ,the people in ,england knew nothing of this1 because they thought that everything the army needed had been sent to it4 ,at last1 they found out from the letters of ,dr4 ,russell1 the correspondent of the ,london ,times1 how great were the sufferings of the soldiers1 and they were so shocked at this state of things that they subscribed large sums of money1 many thousands of dollars1 and sent out to the army ,florence ,nightingale and thirty-four other nurses to do what they could for the neglected soldiers4 ,after they came1 the wounded and sick soldiers were so well cared for that thousands of them lived to come home who would have died if these noble women had not gone out to nurse them4 ,do you want to know why ,florence ,nightingale was the one person out of all the people of ,england to be asked to go8 ,from her earliest childhood she was always doing what she could to help those who were in trouble4 ,the poor and suffering appealed to her more than to most people4 ,when quite young1 she went to visit the poor and sick on her father's estates1 carrying to them some little dainties or flowers that they would be sure to like1 and helping them to get well4 ,all the animals around her home liked her1 because they knew that she would not hurt them2 even the shy squirrels would come quite close to her and pick up the nuts she dropped for them4 ,an old gray pony1 named ,peggy1 would trot up to her when she went into the field to see it1 and put its nose into her pocket for the apple or other little treat that she always had for it4 ,a sheep dog had been hurt by a stone thrown at it by a boy1 and the owner thought that its leg was broken and that he would have to kill it4 ,but it turned out to be only a bad bruise and the dog was soon well with ,florence's nursing4 ,when her rich parents took her to ,london1 she preferred visiting the sick people in the hospitals to enjoying herself at parties or in sight-seeing4 ,when the family travelled in ,europe1 she visited the hospitals to see how the sick were being looked after4 ,she went to one of the best hospitals in ,germany to study how to nurse the sick in the best way4 ,when she came back to ,england1 she did a great deal to improve the hospitals1 and for many years she worked so hard that her health began to fail4 ,it was because of what she had done in this way that she was asked to go to the ,crimea to take charge of the hospitals for the ,english soldiers4 ,when she came there she found things in a terrible condition4 ,the sick and wounded men were crowded in such unhealthy rooms that they had very little chance to get well4 ,she cleaned up the buildings1 gave the patients clean beds and clothes1 and saw that they had good1 well-cooked food to eat4 ,she looked after their comfort1 sat beside their beds when they were very ill1 and wrote letters for them to their families at home4 ,because she often walked through the rooms at night1 alone1 and carrying a little lamp in her hand1 to see that everything was all right1 she was called the lady with the lamp4 ,as she went about1 speaking to some1 nodding and smiling to others1 we can imagine how much the poor soldiers thought of her4 ,when the war was over1 the people of ,england were so grateful to her that the ,government gave her a very large sum of money1 #bej1jjj1 but she gave it all to build a school where nurses might be trained for their work4 ,queen ,victoria gave her a beautiful jewel to show what she thought of the brave work that ,florence ,nightingale did4 ,she lived for many years1 doing a great deal to show how to treat people who are ill1 and how to keep people well by securing for them pure air1 pure water1 cleanliness1 and light4 ,she died ,august #aj1 #aiaj1 but the good she did in saving the lives of so many soldiers will always be remembered4 ,,method ,it is not intended that this story should be given to the pupils just as it is here4 ,this account is given to indicate what facts may be told to pupils as young even as those in the senior part of ,form ,i1 and how the story may be simplified for their understanding4 ,after the story is told1 vividly and sympathetically1 the reproduction by the class follows in the usual way4 ,,form ,,ii ,,the ,,postmaster ,,an ,,introductory ,,lesson ,,in ,,civics ,this is an introductory lesson in civics1 in which the aim is to make the pupils familiar with the duties1 qualifications1 salary1 and importance of the postmaster4 ,the teacher and class1 in imagination1 make a visit to the post-office and describe what may be seen therein4 ,a pupil's letter is prepared1 and the teacher1 by using an old envelope1 shows what is done with the letter till it reaches the person to whom it is addressed1 tabulating these points on the black-board3 7#a7 ,stamped2 7#b7 ,stamp cancelled2 7#c7 ,placed in the mail bag2 7#d7 ,taken to the railway station2 7#e7 ,placed on the train2 7#f7 ,received at its destination2 7#g7 ,marked to show date on which it was received2 7#h7 ,sorted2 7#i7 ,delivered4 ,another used envelope should be shown to the pupils that they may trace1 from the impressions stamped upon it1 its sending and receiving offices4 ,from a consideration of these several duties of the postmaster the pupils may be led to see that he should be an honest1 careful1 courteous1 and prompt person4 ,the teacher next explains how people sent letters1 etc41 before post-offices were instituted1 and shows that the postmaster1 in doing his work1 is doing it as our representative1 and that we should help him in the performance of his duty by plainly addressing our letters1 etc4 ,a further explanation as to the manner of appointment and payment of salary may follow4 ,in another lesson1 the secondary duties of the postmaster--the registration of letters1 issuing of money orders and of postal notes1 the receiving and forwarding of money to the ,savings ,bank1 and the making of reports to the ,post-office ,department--may be discussed4 ,in teaching these the objective method should be used4 ,the teacher should obtain envelopes of registered letters and a registration blank1 a blank money order1 and a blank postal note1 and instruct the pupils in the proper method of filling out these forms4 ,,form ,,iii ,,the ,,capture ,,of ,,quebec ,the introduction to this lesson will consist of questions recalling the matter of the past lesson or lessons1 and the positions of the ,british and the ,french forces in the spring of #agei4 ,this can be easily done by sketching on the black-board a map of ,north ,america and marking on it with coloured chalk the position of each force4 ,the chief settlements to be mentioned in the lesson of the day should also be marked4 ,for the matter of this see ,the ,ontario ,public ,school ,history of ,canada1 pages #hc-ig1 and ,parkman's ,montcalm and ,wolfe4 ,the teacher describes the voyage of ,wolfe from ,louisburg to ,quebec1 mentioning the means taken to secure pilots and to overcome the difficulties of navigating the ,st4 ,lawrence4 ,when the pupils1 following the voyage1 have arrived at ,quebec1 a description of the topography of the vicinity should be given1 and an enlarged sketch1 or better still1 a plasticine model1 made to show this4 7,see text-book1 page #ajj47 ,the difficulty of capturing ,quebec may be emphasized by reference to former attempts4 ,on this sketch or model the disposition of the ,french forces should be shown1 and then problems may be given as to actions that might be taken by ,wolfe4 ,for example3 ,how would you attempt to destroy the fort8 ,where may ,wolfe land his soldiers8 ,what led the ,french to place their soldiers down as far as the ,montmorenci8 ,no doubt some wrong answers will be given1 but the probability is that some boy will say that he would take some guns to the high bank on the ,levis side and bombard the town of ,quebec4 ,the teacher will then tell what was done and with what results4 ,this should be outlined briefly on the black-board1 and problem questions proposed as to the attempt of ,wolfe to dislodge the ,french at ,montmorenci4 ,this second step is also told and added to the outline1 after which the teacher proceeds to explain the final step1 dwelling particularly on the illness of ,wolfe1 his careful arrangement of plans1 the courage shown in attempting the surprise of the hill1 the speed with which his forces were drawn up on the ,plains1 the battle with its final outcome4 ,this is added to the outline1 and the whole story is reproduced orally before the class is dismissed4 ,as desk work1 the outline is copied in note-books and the pupils are directed to read the full story in ,parkman's ,montcalm and ,wolfe1 or in the ,history ,reader1 pp4 #bhd-bib4 ,,note3 ,if plasticine be used1 miniature cannon1 ships1 bridges1 etc41 may be placed in position and a realistic explanation of the battle given4 ,this would require more time and the whole story would require several lesson spaces4 ,references3 ,the text-book1 ,weaver's ,canadian ,history for ,boys and ,girls1 and ,parkman's ,montcalm and ,wolfe4 ,,form ,,iii ,,the ,,coming ,,of ,,the ,,united ,,empire ,,loyalists #a4 ,narrate briefly the story of the ,american ,revolution1 to show why they had to leave the country2 describe the treatment given to them by the revolutionists2 how they lost their property2 how they were driven from their homes and exposed to all sorts of hardships1 sometimes fatal to the women and children2 emphasize their constant feeling of loyalty in face of all their troubles4 #b4 ,there was nothing for them to do but go to some place where the ,british flag still flew4 ,the pupils may be asked1 with the map before them1 to consider where they would be most likely to go4 ,what were the probable routes they would follow8 ,that would depend on where they lived in the ,states4 ,what methods of travel could they use8 ,the class will see from a consideration of these points how they did travel1 what routes they followed1 and where they settled down4 ,the waterways would have to be emphasized and traced out on the map2 by sea from ,new ,york and ,boston to ,nova ,scotia2 by ,lake ,champlain and the ,richelieu ,river to ,quebec and ,eastern ,ontario2 by the western rivers1 the ,mohawk1 the ,genesee1 etc41 to ,western ,ontario4 7,see ,fourth ,reader1 p4 #agj47 #c4 ,what the ,government did for them and how they succeeded4 ,any account of life in ,canada in the early days will give the necessary information4 ,it may be that some old settler of the neighbourhood can supply the story to one of the children4 #d4 ,in the ,senior ,form there may be taken up slightly the political ideals of these ,loyalists and how their presence led to changes in affairs in ,upper ,canada4 ,,form ,,iii ,,the ,,flag ,in itself a flag is only a small bit of bunting2 it becomes a powerful aid to patriotism when it receives a meaning from its history4 ,it is the emblem of a nation1 the symbol of sovereignty1 and as such should have a prominent place in the education of the young4 ,children should be taught3 7#a7 the history of the struggles and sacrifices of our forefathers in securing and maintaining our liberties2 7#b7 the significance of the flag as standing for liberty1 truth1 and justice2 and 7#c7 its construction1 with the special significance of each part4 ,the last point--the construction of the ,union ,jack--should be preceded by a series of lessons on the individual jacks4 ,these lessons should explain the significance of the term jack2 should give the stories of ,st4 ,george1 the patron saint of ,england1 of ,st4 ,andrew1 the patron saint of ,scotland1 and of ,st4 ,patrick1 the patron saint of ,ireland2 and the reasons for the placing of the crosses on the jacks of the several countries4 7,see ,appendix47 ,these lessons may be taken as follows3 that of the jack and ,st4 ,george after a lesson on the ,crusaders2 of ,st4 ,andrew after the lesson on the ,battle of ,bannockburn2 of ,st4 ,patrick after the lesson on the ,conquest of ,ireland by ,strongbow4 ,the opposite course may be followed4 ,the construction or drawing of the flag may be taken in connection with one of the flag days2 then the children will be interested in the work itself4 ,the story of the jacks may be given afterwards in the history lessons4 ,as desk work following each lesson1 the pupils should construct the flags1 using coloured paper1 and these flags should be kept for use in the final lesson4 ,the following sizes may be used in oblong flags3 ,for ,st4 ,george's--white ground--#b-a_/b in4 x #e in41 red cross #a_/b in4 ,for ,st4 ,andrew's--blue ground--#b-a_/b in4 x #e in41 white cross #a_/b in4 ,for ,st4 ,patrick's--white ground--#b #a_/b in4 x #e in41 red cross #a_/c in4 ,when the story of the union of the crowns of ,england and ,scotland in the reign of ,james ,i has been taught1 the pupils should be asked to attempt the problem of uniting the two flags into one4 ,for this purpose the flags already made can be used4 ,the flag of ,england will surmount that of ,scotland1 and in order that the flag of ,scotland may be seen1 the white ground of the flag of ,england must be removed1 only a narrow border of white along each arm being retained to represent the ground colour4 ,this narrow border on each side is one third of the width of the red cross4 ,the final lesson1 the construction of the ,union ,jack of our day1 should be given on ,empire ,day or a few days before4 ,as an introduction the teacher should review the flag of each country in the ,union1 referring also to the ,union ,jacks of ,james and of ,anne4 ,the problem of uniting the ,irish ,jack with the other two might be given the pupils2 but as they are not likely to succeed in solving it1 it will be better for the teacher to place before them the ,union ,jack belonging to the school and to lead them to observe3 #a4 that it is usually oblong--twice as long as wide2 7it may also be square72 #b4 that the ,st4 ,andrew's ,cross is partially covered by the ,st4 ,patrick's2 #c4 that the ,st4 ,george's ,cross1 as before1 is one fifth of the width of the jack2 #d4 that along the side of the ,st4 ,patrick's ,cross is a strip of white2 #e4 that this strip of white and the red of the ,st4 ,patrick's equal the broad white of the ,st4 ,andrew's2 #f4 that the broad white of the ,st4 ,andrew's is partly white cross and partly white ground2 #g4 that the broad white of the ,st4 ,andrew's is uppermost on the parts near the staff4 ,when these have been noted1 the pupils are ready to unite the flags which they had formerly made4 ,the teacher directs them to cut away all of the white ground and half of each arm of the ,st4 ,patrick's ,cross1 retaining the centre4 ,this should then be pasted upon the ,st4 ,andrew's ,cross as in the ,union ,jack4 ,they next cut away all of the white ground of the ,st4 ,george's ,cross1 except the border 7one third of the red71 and paste this above the other two4 ,the result will be a correctly made jack1 and the pupils will know the several stages in its growth4 ,where it is not possible to conduct the series of lessons as above1 the following method is suggested4 ,the pupils are provided with white paper and red and blue crayons1 and are led to make1 as above1 a study of the jack belonging to the school4 ,the following directions are then given3 ,first line in with a ruler the dimensions of the flag1 say five inches wide and ten inches long4 ,draw the diagonals in faint lines4 ,place the cross of ,st4 ,george and its border upon the flag according to the measurements mentioned1 that is1 the cross one inch wide and the border one third of an inch wide4 ,the diagonals will be the centre and dividing lines of the crosses of ,st4 ,andrew and ,st4 ,patrick4 ,now place the saltire crosses according to the measurements4 ,the white arm of ,st4 ,andrew's ,cross will be one-half inch in width1 the white border of ,st4 ,patrick's ,cross one-sixth of an inch wide1 and the red cross of ,st4 ,patrick one-third of an inch wide4 ,the red cross of ,st4 ,patrick is placed touching the diagonal1 below in the first and third quarters1 and above in the second and fourth quarters4 ,great care must be exercised in making the drawing of the ,union ,jack4 ,the following are the official regulations for the proportions of the ,union ,jack3 #a4 ,it may be either square1 or twice as long as it is wide4 #b4 ,the proportions are3 ,red ,cross of ,st4 ,george #a_/e of width of flag4 ,white border to ,st4 ,george #a_/c of red of ,st4 ,george4 ,red ,cross of ,st4 ,patrick #a_/c of red of ,st4 ,george4 ,white border to ,st4 ,patrick #a_/f of red of ,st4 ,george4 ,broad white of ,st4 ,andrew #a_/b of red of ,st4 ,george4 #c4 ,broad white of ,st4 ,andrew is uppermost in the two quarters next the staff2 the red of ,st4 ,patrick is uppermost in the other quarters4 ,its base is the cross of ,st4 ,george1 red on a white ground4 ,on the political union of ,england and ,scotland in #agjg1 the cross of ,st4 ,andrew1 which is a white diagonal cross on a blue ground1 was added1 and to this ,union flag there was joined1 in #ahja1 the cross of ,st4 ,patrick1 a red diagonal cross on a white ground4 ,the colours of the ,union ,jack are red1 which is the emblem of courage2 white1 the emblem of purity2 and blue1 the emblem of truth2 so that we cannot do anything cowardly without disgracing our flag4 ,on memorial days the teacher1 as he describes the past events that have helped to make our country strong and keep it free1 may well refer to the colours of the flag as reminders of the virtues on which our ,empire rests4 ,for memorial days the following1 among others1 are suggested3 ,,flag ,,days ,opening and closing of each term ,jan4 #a4--,municipalities incorporated in ,canada1 #ahdb4 7,to be celebrated on the first school day of the new year47 ,feb4 #aj4--,union of the ,canadas1 #ahda4 ,march #aa4--;,first ,responsible ,ministry1 #ahdh4 ,march #ad4--;,founding of ,upper ,canada--,constitutional ,act1 #agia4 ,march #bd4--;,egerton ,ryerson's birthday 7#ahjc-ahhb74 ,empire ,day4--,the school day immediately preceding ,may #bd4 ,may #bd4--,victoria ,day4 ,june #c4--,the ,king's ,birthday1 #ahfe4 ,july #a4--;,dominion ,day3 ,confederation of the ,provinces1 #ahfg4 ,july #ag4--;,first ,parliament of ,upper ,canada1 #agib4 ,september #ac4--;,battle of the ,plains of ,abraham1 #agei4 ,october #ac4--;,battle of ,queenston ,heights--,death of ,sir ,isaac ,brock1 #ahab4 ,october #ba4--,trafalgar ,day1 #ahje4 ,december #bd4--;,close of the ,war of #ahab-ahad1 by the ,treaty of ,ghent4 7,to be celebrated on the last school day before ,christmas47 ,other days commemorating events connected with various localities may also be chosen4 ,for information respecting the flag1 teachers are referred to ,barlow ,cumberland's ,history of the ,union ,jack 7latest edition71 to the ,flag ,charts1 by ,mrs4 ,fessenden1 and to ,the ,flag of ,canada1 by ,sir ,joseph ,pope4 ,for the stories of the patron saints of ,england1 ,scotland1 and ,ireland1 see ,appendix4 ,,the ,,colours ,,of ,,the ,,flag ,what is the blue on our flag1 boys8 ,the waves of the boundless sea1 ,where our vessels ride in their tameless pride1 ,and the feet of the winds are free2 ,from the sun and smiles of the coral isles ,to the ice of the ,south and ,north1 ,with dauntless tread through tempests dread ,the guardian ships go forth4 ,what is the white on our flag1 boys8 ,the honour of our land1 ,which burns in our sight like a beacon light ,and stands while the hills shall stand2 ,yea1 dearer than fame is our land's great name1 ,and we fight1 wherever we be1 ,for the mothers and wives that pray for the lives ,of the brave hearts over the sea4 ,what is the red on our flag1 boys8 ,the blood of our heroes slain1 ,on the burning sands in the wild waste lands ,and the froth of the purple main2 ,and it cries to ,god from the crimsoned sod ,and the crest of the waves outrolled1 ,that ,he send us men to fight again ,as our fathers fought of old4 ,we'll stand by the dear old flag1 boys1 ,whatever be said or done1 ,though the shots come fast1 as we face the blast1 ,and the foe be ten to one-- ,though our only reward be the thrust of a sword ,and a bullet in heart or brain4 ,what matters one gone1 if the flag float on ,and ,britain be ,lord of the main6 --,frederick ,george ,scott ,,the ,,union ,,jack ,it's only a small piece of bunting1 ,it's only an old coloured rag2 ,yet thousands have died for its honour1 ,and shed their best blood for the flag4 ,it's charged with the cross of ,st4 ,andrew1 ,which1 of old1 ,scotland's heroes has led2 ,it carries the cross of ,st4 ,patrick1 ,for which ,ireland's bravest have bled4 ,joined with these is our old ,english ensign1 ,st4 ,george's red cross on white field2 ,round which1 from ,richard to ,roberts1 ,britons conquer or die1 but ne'er yield4 ,it flutters triumphant o'er ocean1 ,as free as the wind and the waves2 ,and bondsmen from shackles unloosened1 ',neath its shadows no longer are slaves4 ,it floats o'er ,australia1 ,new ,zealand1 ,o'er ,canada1 the ,indies1 ,hong ,kong2 ,and ,britons1 where'er their flag's flying1 ,claim the rights which to ,britons belong4 ,we hoist it to show our devotion ,to our ,king1 our country1 and laws2 ,it's the outward and visible emblem1 ,of progress and liberty's cause4 ,you may say it's an old bit of bunting1 ,you may call it an old coloured rag2 ,but freedom has made it majestic1 ,and time has ennobled our flag4 ,,forms ,,iii ,,and ,,iv ,,suggestions ,,for ,,empire ,,day ,the exercises on ,empire ,day may be extended to include most of the subjects on the time-table by providing interesting problems in these subjects which will1 at the same time1 keep the pupils' attention focused on the purpose of the day4 ,the purpose of ,empire ,day may be stated briefly3 7#a7 ,to increase the pupils' knowledge of the various parts of the ,empire2 7#b7 ,to create in them fine ideals of a larger citizenship2 7#c7 ,to give a feeling of responsibility for ,canada's place and work in the ,empire1 both now and in the future4 ,,exercises ,,suggested #a4 ,in literature3 ,study one or more of the selections in the ,public ,school ,readers that are suitable2 for example1 in the ,,iv ,reader1 pp4 #a1 #di1 #gd1 #aed1 #aee1 #bbg1 #bca1 #bdh1 #cjb1 #ceh1 #dji2 in the ,,iii ,reader1 pp4 #ee1 #adj1 #bdf1 #beh1 #bgd4 ,if these have been studied before1 one or two might be read or recited by the pupils4 ,in this ,manual poems are given 7pp4 #gc1 #gd7 that may be used in the same way4 ,pamphlets containing suitable matter for ,empire ,day have been sent out by the ,department of ,education on several occasions4 #b4 ,in history3 7a7 ,some information about the growth of the ,empire2 for example1 how and when ,canada1 ,australia1 ,new ,zealand1 ,south ,africa1 or any other part of the ,empire was added2 7b7 ,comparison of the size of the ,british ,empire with that of any earlier ,empire1 such as the ,persian1 ,greek1 or ,roman2 7c7 ,the growth of ,great ,britain's commercial and naval supremacy1 on what it is founded1 what danger there is of losing it1 etc42 7d7 ,interpretation of the ,union ,jack1 or of the ,canadian ensign4 #c4 ,in geography3 7a7 ,story of the ,all-,red route1 or of the ,all-,red cable--explain the meaning of ,all-,red by reference to the map2 7b7 ,the sun never sets on the ,british flag4 ,make this clear by having pupils notice on the map that there are red spots1 showing ,british territory1 on or not very far from every meridian line2 ,british ships1 too1 are in every part of the ocean2 7c7 ,compare the population and area of ,great ,britain1 ,canada1 ,australia1 the ,united ,states1 ,germany1 ,france1 etc4 #d4 ,in arithmetic3 ,the pupils may discover how many people there are to the square mile in these countries2 they may be asked to work out the population ,canada would have if she were as densely populated as ,england1 as the ,united ,states1 as ,germany1 etc42 how fast did the population of the ,united ,states increase in the first century after the ,revolution2 what will the population of ,canada be in fifty years1 if it increases as rapidly as the population of the ,united ,states in the last fifty1 etc42 at the present rate of increase1 when will ,canada catch up to ,great ,britain8 ,when surpass her8 ,indicate thus the possible position and power of ,canada in the not distant future1 in order to deepen the sense of responsibility for the use made of our opportunities4 7,let the pupils search for as much of the material needed for these calculations as they can find in their text-books47 #e4 ,in composition3 ,subjects may be given for either oral or written composition2 they may be reproductions of some of the exercises mentioned above1 or may be on topics connected with them4 #f4 ,in drawing3 ,pupils may draw the flag1 or any map needed above4 ,,type ,,lessons ,,form ,,iv ,,introductory ,as described in the details of method for ,form ,,iv 7see p4 #bh71 the ideal method of teaching in this ,form is the oral method1 which means not only the narration of the story1 but the presentation to the pupils of problems connected with the lesson that the experiences of the class may help to solve4 ,the full narration here of the lessons selected would be like doing over again the work of the text-book2 accordingly1 in the majority of the lessons1 a topical analysis is all that is given4 ,the value of a topical analysis is that it emphasizes the principal points that should be described or developed and1 more important still1 that it assists the pupils to understand the lesson better1 that is1 to see more clearly the relation of cause and effect4 ,the topical analysis will also suggest to the teacher how to prepare a lesson4 ,there is no better evidence that a period of history is understood by the teacher than the ability to make a clear1 concise analysis of it4 ,this analysis should then be used instead of the text-book in teaching the lesson1 and the use of it will1 after a little practice has made the teacher more expert1 contribute1 to a surprising degree1 to increased interest in the class4 ,,egerton ,,ryerson ,one of the objects of instruction in civics is to create in the pupils ideals of citizenship that may influence their conduct in after life4 ,the most powerful agency to use for this object is the life of some useful and patriotic citizen who gave his talents and energy to the bettering of his country4 ,in using biography for this purpose the pupils should be given only such facts as they can comprehend1 and these facts should be made as real1 vivid1 and interesting as possible by appropriate personal details and concrete description4 ,the following sketch may serve as an example3 ,dr4 ,ryerson1 in speaking of his birth and parentage1 said3 ,i was born on ,march #bdth1 #ahjc1 in the township of ,charlotteville1 near the village of ,vittoria1 in the then ,london district1 now the ,county of ,norfolk4 ,my father had been an officer in the ,british army during the ,american ,revolution1 being a volunteer in the ,prince of ,wales' ,regiment of ,new ,jersey1 of which place he was a native4 ,his forefathers were from ,holland1 and his more remote ancestors were from ,denmark4 ,at the close of the ,american revolutionary war1 he1 with many others of the same class1 went to ,new ,brunswick1 where he married my mother1 whose maiden name was ,stickney1 a descendant of one of the early ,massachusetts ,puritan settlers4 ,near the close of the last century1 my father with his family followed an elder brother to ,canada1 where he drew some #b1ejj acres of land from the ,government for his services in the army1 besides his pension4 ,ryerson's mother had a very strong influence over him4 ,she was a very religious woman with a great love for her children1 and from her ,egerton learned lessons that never ceased to influence him4 ,after telling how she treated him when he had done something naughty1 he says that though thoughtless and full of playful mischief1 ,i never afterwards knowingly grieved my mother1 or gave her other than respectful and kind words4 ,the whole family had to work hard at clearing the land and farming it4 ,before he was twenty-one years of age he had ploughed every acre of ground for the season1 cradled every stalk of wheat1 rye1 and oats1 and mowed every spear of grass1 pitched the whole first on a wagon1 and then from the wagon to the haymow or stack4 ,this was the work that gave him strength and health to do the great things that were before him4 ,his years in the district school were few1 yet he made such good use of them that when he was only fifteen years old he was asked to take the place of one of his teachers during the latter's illness4 ,further instruction from teachers was not given him till he came of age4 ,then he went to ,hamilton to study in the ,gore district grammar school for one year4 ,here he studied so strenuously that he was seized with an attack of brain fever1 which was followed by inflammation of the lungs4 ,his life was despaired of1 but his good constitution and his mother's nursing restored him to health4 ,shortly afterwards he began his work as a ,methodist preacher4 ,when twenty-three years old1 he undertook a mission to the ,indians at the ,credit and resided among them as one of themselves1 to show them better ways of living and working4 ,this is part of his account3 ,between daylight and sunrise1 ,i called out four of the ,indians in succession and1 working with them1 showed them how to clear and fence in1 and plough and plant their first wheat and cornfields4 ,in the afternoon ,i called out the schoolboys to go with me1 and cut and pile and burn the brushwood in and around the village4 ,in #ahbi ,the ,christian ,guardian newspaper was organized as the organ of the ,methodists1 and the young preacher placed in the editorial chair2 in #ahda he was chosen ,president of ,victoria ,college4 ,in #ahdd ,dr4 ,ryerson was appointed ,chief ,superintendent of ,education for ,upper ,canada4 ,he immediately set himself to awaken the country to a proper estimate of the importance of education1 and to improve the qualifications of teachers4 ,he urged the people to build better schools and to pay better salaries1 so that well-qualified teachers could be engaged4 ,he visited foreign countries to study their systems and methods that he might make the schools of ,upper ,canada more efficient4 ,a ,provincial ,normal and ,model ,school was established in #ahdg1 better books were provided for the pupils1 more and better apparatus and maps for all schools4 ,all this was done in the face of many difficulties inevitable in a new country--popular ignorance1 apathy1 lack of means to build schools and support them1 lack of time to attend them4 ,the opposition of many who did not set the same value on education that he himself did had also to be faced4 ,with unwearied zeal1 steadfast courage1 and unfailing patience1 he met these difficulties4 ,for over thirty years1 he devoted his matured manhood and great endowments to the task of developing a public sentiment in favour of education1 and of building on sure foundations a system of elementary and secondary schools that is the just pride of our ,province and his own best monument4 ,in #ahgf he resigned his position of ,chief ,superintendent1 and was succeeded by a ,minister of ,education4 ,he had nobly fulfilled the promise he made on accepting office in #ahdd--to provide for my native country a system of education1 and facilities for intellectual improvement not second to those in any country in the world4 ,he died in #ahhb4 ,to honour him in his death as he had served it in his life the whole country seemed assembled1 in its representatives1 at his funeral4 ,members of the ,legislature1 judges1 ,university authorities1 ecclesiastical dignitaries1 thousands from the schools which he had founded1 and above all1 the common people1 for whose cause he never failed to stand1 followed to the grave the remains of the great ,canadian who had lived so faithfully and well for his country4 ,,note4--,if the pupils have been told about the ,pilgrim ,fathers1 and the ,u4,e4 ,loyalists1 a review of those stories will add interest to this lesson2 if not1 it will serve as an introduction to them4 ,for a ,form ,,iv class1 the following should be included in the lesson3 ,with the close of the ,war of #ahab there opened a new era in the history of ,canada4 ,its people had realized that their country was worth fighting for1 and they had defended it successfully4 ,a new interest in its political life was awakened1 new movements inaugurated4 ,these were along three lines--one1 political with responsible government as its object2 another1 religious with equal rights and privileges for all churches as its aim2 a third1 educational with equal and efficient instruction for all without distinction of class or creed as its purpose4 ,the first movement is known as the struggle for ,responsible ,government--the struggle for equal political rights2 the second1 as the ,secularization of the ,clergy ,reserves--the struggle for equal religious rights2 the third as the ,university ,question--the struggle for non-denominational control of education4 ,in the second and third movements ,dr4 ,ryerson played a very prominent part and1 because these affected the politics of his day1 he took a keen interest in the first4 ,,note4--,for purposes of reference1 consult ,the ,story of ,my ,life by ,dr4 ,ryerson2 ,the ,ryerson ,memorial ,volume by ,dr4 ,j4,g4 ,hodgins2 ,egerton ,ryerson by ,nathaniel ,burwash in ,,the ,,makers ,,of ,,canada2 and ,egerton ,ryerson by ,j4,h4 ,putnam4 ,,the ,,intercolonial ,,railway ,the lesson may be begun best by referring to the provisions in the ,british ,north ,america ,act for the building of the railway4 7,if the class knows nothing yet of this ,act1 reference may be made to ,dominion ,day1 and the ,act associated with it1 by explaining the significance of the ,day4 ,the date of ,confederation1 #ahfg1 may be written on the board for reference47 ,in the ,b4,n4,a4 ,act1 it was provided that the ,canadian ,government should build a railway connecting the ,st4 ,lawrence with ,halifax1 to be commenced within six months after the ,union4 ,teacher4--,did you notice the two places that were to be connected by the road8 ,pupil4--,they were ,halifax and the ,st4 ,lawrence ,river4 ,t4--,why do you think ,halifax was chosen as one terminus8 ,p4--,because it is near the sea4 ,t4--,well1 ,quebec is not far from the sea either4 ,p4--,it is the nearest port for ocean-going steamers4 ,t4--,do you know what happens to the ,st4 ,lawrence every winter8 ,p4--,it freezes up4 ,t4--,yes4 ,it is frozen over for about four months in the winter1 and ocean-going vessels cannot use the river then1 so ,halifax was chosen as a good winter port on the ,atlantic4 ,now1 what place on the ,st4 ,lawrence would be chosen as the other terminus8 ,p4--,most likely either ,quebec or ,montreal4 ,t4--,we can tell better a little later which one was actually chosen4 ,here is a thing that ,i want you to think about4 ,why should they build the railway just to the ,st4 ,lawrence8 ,were there many people living in ,upper ,canada fifty years ago8 ,p4--,yes1 as many people as there were in ,quebec province4 ,t4--,really there were about #bej1jjj more here than in ,quebec4 ,how would the people here ship their goods in the winter8 ,how do we send our goods to ,europe now in winter8 7,several suggestions were made4 ,finally it was stated that we could ship by water in summer1 and by rail in winter47 ,t4--,you know that there are some rapids on the ,st4 ,lawrence before we reach ,montreal4 ,how do we manage about them8 ,p4--,by using the canals4 ,t4--,how can we ship by rail8 ,p4--,by using the ,grand ,trunk or the ,canadian ,pacific ,railway4 ,t4--,now1 ,i shall have to tell you something about the canals and the first railway from ,upper ,canada4 ,there were several canals already built on the ,st4 ,lawrence3 the ,lachine1 ,welland1 and others4 ,in fact1 we had spent about #a1ejj1jjj on canals before ,confederation4 ,the ,grand ,trunk ,railway was running from ,sarnia to ,quebec city by #ahef1 just eleven years before ,confederation4 7,have a pupil trace the line from ,sarnia to ,quebec1 so that the class may see how much of ,upper ,canada was served by the ,grand ,trunk47 ,can you tell me now what place on the ,st4 ,lawrence would be taken as the western terminus of the new railway8 ,p4--,yes1 ,quebec would be the one4 ,t4--,why8 ,p4--,because the people of ,upper ,canada had ways already for sending their goods as far as ,quebec city4 ,t4--,the next point to think about is--,how had ,canada been shipping her goods across the sea in winter before this8 7,several suggestions were made4 ,we would have to keep everything till the next summer4 ,we would have to use ice-boats4 ,objections were raised to these methods to show that they were impossible4 ,finally one pupil thought that we could send our freight through the ,united ,states47 ,t4--,well1 why did the people not continue doing that1 instead of wanting to build a railway of their own8 ,p4--,the ,united ,states would likely make them pay for doing it4 ,t4--,let me explain about that4 ,in #ahed1 a treaty had been made between ,canada and the ,united ,states1 called the ,reciprocity ,treaty1 by which the two countries exchanged their goods freely4 ,this treaty was ended in #ahff1 and the people of ,canada had to depend more on themselves4 ,besides1 there was a good deal of trouble between ,britain and the ,united ,states1 arising out of the ,civil ,war in the latter country1 which had just ended4 7,the pupils are told here about the ,trent and ,alabama affairs1 and the ,fenian raids of #ahff47 ,the people at that time were afraid that there might be war between the two countries and1 of course1 that would bring ,canada into the trouble4 ,do you see now why a railway was needed from ,quebec to ,halifax8 ,p4--,because there was danger of war1 and because the ,united ,states might interfere with ,canadian trade4 ,t4--,there were both military and commercial reasons4 ,we have found now why the road was to run from ,halifax to ,quebec1 and why it had to be built at that time4 ,the next thing to find out is--,where it was to be built4 ,if you were a railway contractor and had to build the road without thinking of anything but getting it done1 what route would you be likely to follow8 ,p4--,i think ,i should take the shortest way4 ,t4--,where would the road go then8 7,have a pupil place a ruler on the map from ,quebec to ,halifax47 ,tell where it would run4 ,p4--,through ,quebec ,province1 the ,state of ,maine1 ,new ,brunswick1 and ,nova ,scotia4 ,t4--,would the people build it along that line8 ,don't forget the reasons for building it at all4 ,p4--,they wouldn't go through the ,state of ,maine1 because that is in the ,united ,states4 ,t4--,what is the next way they might think of8 ,p4--,the next shortest way so as to keep in ,canada4 ,t4--,where would that be8 7,pupil comes up and tells from the map47 ,p4--,from ,quebec city through ,quebec1 along the edge of ,maine1 into ,new ,brunswick and ,nova ,scotia4 ,t4--,would they take that way8 ,p4--,no1 because it is too near the border of the ,united ,states4 ,t4--,why do you say too near8 ,p4--,if there was war1 soldiers from the ,united ,states might come over and wreck the railway4 ,they might dynamite the bridges or tear up the rails4 ,t4--,as a matter of fact1 they did not take that way4 ,what route could be taken to prevent any trouble of that kind8 ,p4--,they would stay as far from the border as possible4 ,t4--,where would that be8 7,pupil comes to the map to find out47 ,p4--,they would have to follow the ,st4 ,lawrence for some distance4 ,t4--,how far8 ,p4--,right down to the other side of ,new ,brunswick4 ,then down to ,halifax4 ,t4--,would that be the cheapest line to build8 ,p4--,it would cost more1 because it is longer than the others4 ,t4--,it is really #ach miles longer than the next shortest4 ,which of the reasons we have mentioned would make them want to keep as far from the border as they could8 ,p4--,the military reason4 ,t4--,which country1 ,canada or ,britain1 would be the most interested in the military considerations8 ,p4--,britain1 because ,canada depended on her for protection4 ,t4--,is there any other reason1 one connected with the cost8 ,where would the money come from8 ,p4--,britain would likely have to supply a good part of it4 ,t4--,why8 ,p4--,because there were not very many people here then4 ,t4--,yes1 we have to borrow a good deal of money for such purposes even yet4 ,the ,british ,government was to supply the money for the railway1 and would want to have something to say as to where it was to be built4 ,the pupils could now be asked to discover from the map the chief places on the line of the railway4 ,have them written on the board4 ,the teacher would add some information about the length of the line 7#a1dej miles71 and the total cost 7#hj1jjj1jjj74 ,he might also refer to the fact that the fear of war that caused that route to be followed was not realized1 that the ,intercolonial did good service in bringing the provinces closer together1 and that other railways have since been built on the two rejected routes1 namely1 the ,canadian ,pacific ,railway and the ,grand ,trunk ,pacific4 ,the facts of the lesson should then be gone over again1 following the black-board outline that has been made as the lesson proceeds4 ,,black-,,board ,,outline #a4 ,provision in the ,british ,north ,america ,act for the building of the road #b4 ,reasons for building the road 7a7 ,military 7b7 ,commercial #c4 ,selection of the route 7a7 ,routes that were possible 7b7 ,reasons for the final choice #d4 ,facts about the road 7a7 ,principal places on the road 7b7 ,branches of the road 7c7 ,length and cost #e4 ,value of the road to the new ,dominion ,the class may be asked afterwards to draw a map showing the route and the chief commercial centres served by the railway4 ,,industrial ,,revolution ,,in ,,england1 #agfj-ahjj4 ,,note4--,this lesson should be preceded by an information lesson on the making of cotton goods--the material1 how and where the raw material is grown1 how it is harvested1 the difference between spinning and weaving1 the meaning of warp and woof4 ,the aim of this lesson is to show how a remarkable series of inventions changed completely the processes of manufacturing1 made ,england the greatest manufacturing nation in the world1 and gave her a source of wealth that enabled her to carry on the costly wars against ,napoleon4 ,the half century of this revolution is one of the most important in ,english history1 on account of the results in methods of transportation1 in agriculture1 in social conditions1 etc41 and it is almost impossible to have a satisfactory knowledge of succeeding history without understanding this period4 ,it is for this reason that it is treated at such length4 ,this may be divided into as many lessons as the teacher wishes4 ,the dates given are not intended to be memorized by the pupils2 they are introduced simply to emphasize the order of the inventions4 ,to emphasize further the sequence1 the class may be asked at each step what invention would be needed next4 ,the oral method--both pure narrative1 and development--is supposed to be used4 #a4 ,domestic ,system of ,manufacture4--,before #agfj the manufacture of cotton goods was carried on in the homes of the people4 ,a spinner would procure a supply of raw cotton from the dealer and carry it home1 where1 with the help of his family1 he would spin it into threads or yarn and return it to the dealer4 ,the spinning was all done by hand or foot-power on a wheel that required one person to run it1 and that would make only one thread at a time4 ,the weaving was also done at home4 ,because of the use of ,kay's flying shuttle 7#agcb71 the demand of the weavers for yarn was greater than the spinners could supply1 because one weaver could use the product of many spinners1 and there was great need of finding some way of producing yarn more rapidly1 to keep the weavers busy4 #b4 ,hargreaves' ,spinning-jenny4--,the first important invention of the period was the spinning-jenny of ,hargreaves 7#agfd74 ,this man was an ordinary spinner1 and the story is told that one day1 when he was returning from the dealer with a fresh supply of cotton1 he came home before his wife expected him4 ,supper was not ready1 and in her haste to rise to prepare it1 she overturned the wheel when it was still in motion4 ,hargreaves1 entering at that moment1 noticed that the spindle1 usually horizontal1 was now revolving in an upright position4 ,this gave him the idea1 and a short time afterwards he invented a machine with which one person could spin several threads at once 7at first eight74 ,from it has been developed the complicated machinery for spinning used to-day4 #c4 ,arkwright's ,spinning-frame or ,water-frame4 ,sir ,richard ,arkwright invented1 in #agga1 a machine that accomplished the whole process of spinning1 the worker merely feeding the machine and tying breaks in the thread4 ,this machine was run by water-power1 thus doing away with hand-power and allowing the operator to attend entirely to the spinning4 #d4 ,the ,mule4 ,in #aggi1 ,crompton invented a mule1 by which threads of a finer and stronger quality could be spun1 and thus made it possible to weave any grade of cloth4 #e4 ,the ,power-loom4 ,the spinners were now able to keep ahead of the weavers1 till ,cartwright invented1 in #aghe1 a power-loom that enabled the weavers to work faster and use all the thread that the spinners could make4 #f4 ,the ,steam-engine4 ,these machines were run by hand or water-power4 ,in #aghe1 ,watts' steam-engine1 invented several years before this1 was used in the manufacture of cotton1 and manufacturers were now able to use all the raw material they could get4 ,the use of steam instead of water-power led to the building of factories in cities1 where labour was plentiful and transportation facilities good4 ,this meant large cities4 #g4 ,the ,cotton-gin4 ,cotton had to be cleaned of its seeds before it could be used in the factory4 ,this had to be done by hand1 which greatly hindered the supply of raw material4 ,a good deal of the raw cotton came from the ,united ,states1 and the planters there grew no more than could be cleaned and sold4 ,in #agib1 ,eli ,whitney1 an ,american1 invented the cotton-gin1 by which the cotton could be cleaned of its seed very quickly4 ,formerly a workman could clean by hand only five pounds of cotton a week2 by the saw-gin five hundred pounds could be cleaned in an hour4 7,if a cotton-boll can be procured1 the pupils will soon discover how difficult it is to separate the seeds from the cotton47 ,more cotton was then grown1 because it could be sold to the factories1 and ,england was able to get all she required to keep the factories going4 ,it may be added here that the increase in cotton growing required more hands for its cultivation2 at that time1 this meant more slaves2 the cotton-gin was therefore a large factor in the slave troubles in the ,southern ,states that led to the ,civil ,war4 #h4 ,coal-mining and ,smelting4 ,these machines were made of iron1 and coal was needed to run the engines and to smelt the iron4 ,there was plenty of coal in ,england1 but very little was mined until the steam pump was brought into use to keep the mines clear of water4 ,when this was done1 more men went to work in the mines to get out the greater amount of coal that was now needed4 ,there was also plenty of iron ore in ,england1 and before this it had been smelted by means of charcoal1 which is made from wood4 ,this slow and wasteful method was followed until ,roebuck invented a process of smelting by coal1 and thus made possible a plentiful supply of iron for the manufacture of the machines4 #i4 ,the ,safety ,lamp4 ,coal-mining was a dangerous occupation1 because of the fire-damp that is generated in mines4 ,the open lamps used by the miners often caused this gas to explode and many men lost their lives thereby4 ,to remedy this1 ,sir ,humphrey ,davy invented the safety lamp in #ahae1 which gave the miners the light they needed and prevented these explosions4 #aj4 ,transportation4 ,now that there was so much manufacturing carried on1 people turned their attention to ways of transporting the goods to where they were needed4 ,the roads were generally wretched1 and in many parts of the country goods had to be carried on the backs of horses1 as the roads were not fit for wheels4 ,macadam1 by using broken stone to form the road-crust or surface1 brought about a great improvement in road-making4 7,show pictures of old-time roads and of the roads to-day47 ,transportation by water was difficult by reasons of the obstructions in rivers4 ,to overcome these1 canals were dug4 ,the first one was made in #agfa between some coal-mines and the town of ,manchester4 ,before #ahjj many more were dug1 and transportation became much easier4 #aa4 ,agriculture4 ,the number of people engaged in the factories was increasing and these could not grow their own food4 ,this made it necessary for the farmers to increase their output4 ,farms became larger2 better methods of cultivation were used2 winter roots were grown1 making it possible to raise better cattle2 fertilizers were used in greater quantities1 and the rotation of crops was introduced to prevent the exhaustion of the soil4 #ab4 ,social ,conditions4 ,out of the factory system grew the division of classes into capital and labour1 the struggle between which is the great problem of to-day4 ,it was then that labour unions came into existence4 ,we see1 as a result of these inventions1 that ,england was changed from an agricultural country to a land of large manufacturing cities1 and became the chief manufacturing centre of the world1 able to supply money to defeat ,napoleon ,bonaparte1 who is credited with the statement that it was not ,england's armies that defeated him1 but her spindles4 ,,note4--,the teacher may refer to some of the modern social problems resulting in large part from this industrializing of the country3 overcrowding in cities1 bad housing and slums1 urban and suburban transportation1 educational problems1 intemperance1 decrease in physique1 etc4 7,for the history of this period1 see ,a ,history of the ,british ,nation1 by ,a4,d4 ,innes1 ,t4,c4 ,e4,c4 ,jack1 ,edinburgh47 ,,the ,,road ,,to ,,cathay ,the aim of this lesson is to show how the desire of certain ,european nations to find a western route to the rich countries of the ,east--,india1 ,cathay1 and ,cipango 7,india1 ,china1 and ,japan7--led to the discovery and subsequent exploration of ,america4 ,it can be used as a review lesson on the exploration of ,canada4 ,it will also give the pupil practice in collecting information from various sources so as to show the development of history along a certain line4 ,the subject-matter may be divided into as many lessons as the teacher thinks best1 and the oral method should be used4 ,all the dates given are not intended to be memorized2 they are used to show the historical sequence2 only three or four of the most important need be committed to memory by the class at their present stage4 ,the map should be used frequently4 ,,the ,,lesson ,one of the results of the ,crusades was to reveal to the ,european nations the wealth of the ,east4 ,trade between the ,east and ,west grew1 and ,venice became one of the wealthiest and most powerful of the states of ,europe4 ,in #abie1 a ,venetian traveller named ,marco ,polo returned from ,cathay after an absence of twenty-five years4 ,his stories of the wealth in silks1 spices1 pearls1 etc41 of those eastern countries intensified the desire of the ,west to trade with them4 ,a great commerce soon grew up1 carried on principally by the great ,italian cities--,venice1 ,florence1 ,genoa1 ,pisa1 ,milan--and as these cities controlled the ,mediterranean1 the only route to ,asia then known1 they had a monopoly of the ,eastern trade1 and kept for a time the other western nations--,spain1 ,portugal1 ,france1 and ,england--from sharing in it4 ,these nations1 animated by the hope of gain and by the spirit of adventure and exploration1 could not long be denied their share4 ,this spirit was stimulated by the introduction of the mariner's compass1 which afforded sailors a safer guide than landmarks and stars2 by the invention of gunpowder and the use of cannon1 which1 through lessening the strength of the medival castle1 tended to increase the power of the middle classes2 and by the invention of printing1 which aided greatly in the diffusion of knowledge4 ,the problem was to find a route by which to trade with ,india and ,china4 ,place the map of the world before the pupils and inquire how men travel to-day from ,great ,britain to ,india4 ,show that these routes were not feasible then4 ,the route through the ,mediterranean to ,asia ,minor and thence overland1 or through the ,red ,sea to ,india1 was closed by the ,turks1 who captured ,constantinople in #adec4 ,the ,suez ,canal was not opened till #ahfi4 ,the way round the ,cape of ,good ,hope was not discovered till #adig4 ,the western route across the ,atlantic and the ,pacific was unknown4 ,not till the closing years of the fifteenth century were the attempts to solve this problem successful4 ,the discovery of the route to ,india by ,vasco de ,gama in #adig first opened the way to the ,east1 though the still earlier discovery by ,columbus was to afford1 in later years1 a much more complete solution4 ,christopher ,columbus was a native of ,genoa in ,italy4 ,an eager student of geography1 he became convinced that the earth was a sphere or globe and not a flat surface4 ,he believed that he could reach ,india and ,cathay by sailing west1 as well as by going east through the ,mediterranean--a route that had been closed since the capture of ,constantinople by the ,turks in #adec4 ,this grand idea1 together with his services in carrying it out1 he offered first to his motherland of ,genoa4 ,but ,genoa did not want a new route to the ,east4 ,then he turned1 but in vain1 to ,portugal4 ,the hopes of ,portugal were set upon a passage around the south of ,africa4 ,to ,england and to ,france ,columbus held out his wondrous offer2 but these countries were slow and unbelieving4 ,it was to ,spain he made his most persistent appeal2 and ,spain1 to his imperishable glory1 gave ear4 ,through the self-denial and devotion of ,queen ,isabella of ,castile he was enabled to put his dream to the test4 ,a special lesson should be given on the life of ,columbus--his efforts1 perseverance1 courage1 failures1 successes4 ,the teacher may add at will to the facts given here4 ,read ,joaquin ,miller's ,poem1 ,columbus1 ,high ,school ,reader1 pp4 #adc-ade4 ,when ,columbus landed on the island-fringe of ,america in #adib1 he thought he had found what he had set out to find--the eastern country of ,india2 and he believed it all his life4 ,this idea survived for several generations1 partly because of the great wealth of ,mexico and ,peru4 ,when ,europeans were at last convinced that it was not ,india1 they began again to seek a way to the ,east1 and looked on the continent of ,america merely as an obstacle in their path4 ,to find the road to ,cathay was still their chief ambition4 ,in #adig1 ,john ,cabot1 under a charter from ,henry ,,vii of ,england1 set out to find a way to the ,east1 and landed on ,north ,america2 in #adih1 his son1 ,sebastian ,cabot1 explored the coast from ,labrador to ,south ,carolina1 with the same object4 ,in #aecd1 on his first voyage1 ,cartier thought1 when he arrived at ,gasp and saw the great river coming from the west1 that he had discovered the gateway to the ,east4 ,with the same object in view1 ,champlain1 in #afji1 explored the ,richelieu ,river and ,lake ,champlain4 ,in #afac1 he listened1 only to be deceived1 to the story of ,vignau about a way to the ,east up the ,ottawa ,river to a large lake and into another river that would lead to the ,western ,sea4 ,henry ,hudson made four voyages in search of a way through or round the continent4 ,on the first1 second1 and fourth1 he tried to go round by a ,north-west or a ,north-east passage4 ,on the third voyage1 in #afji1 he sailed up the ,hudson ,river for #aej miles1 only to find his way blocked4 ,a curious fact is that on this voyage he must1 at one time1 have been only about twenty leagues from ,champlain1 when the latter was exploring ,lake ,champlain on the same errand4 7,show this on the map47 ,on his fourth voyage1 in #afaj1 ,hudson discovered the bay that now bears his name1 and he must have thought1 when he saw that great stretch of water to the ,west1 that he was at last successful4 ,he wintered there1 and when the ice broke up in the spring1 his men mutinied and set him1 his young son1 and two companions1 adrift in a boat1 and they were never heard of again4 7,see ,the ,story of the ,british ,people pp4 #bcd-bce47 ,the ,mississippi was long looked upon as a possible way to the ,pacific ,ocean4 ,la ,salle explored the great lakes and the ,ohio1 ,illinois1 and ,mississippi ,rivers4 ,this last he found to flow south into the ,gulf of ,mexico1 instead of west into the ,pacific ,ocean4 ,his settlement on ,montreal ,island was called ,la ,chine 7the ,french word for ,china71 in allusion to his desire to find the way to that country4 ,later1 others were led by the same desire to explore the western part of what is now ,canada4 ,vrendrye1 in #agca1 travelled from ,lake ,nepigon by way of ,rainy ,lake1 the ,winnipeg ,river1 and the ,red ,river1 to the junction of the latter with the ,assiniboine1 where ,winnipeg now stands2 also up the ,saskatchewan ,river to the ,forks4 ,his son1 in #agdb1 explored the ,missouri ,river and came within sight of the ,rocky ,mountains4 ,men of the ,hudson's ,bay ,company and of the ,north-,west ,company--,mackenzie1 ,fraser1 ,thompson1 ,simpson1 ,hearne--amid great hardships and through thrilling adventures1 continued the work of exploring the waterways of the ,west to find an opening to the ,pacific4 ,it has remained to the people of ,canada to conquer the passes of the ,rockies and ,selkirks1 build great transcontinental railways and steamship lines1 and thus afford a direct short route from ,europe to ,cathay4 ,what men had striven for during more than four hundred years it has been our lot to accomplish4 ,other topics of interest suggested by the lesson may be taken up afterwards2 for example1 the opening of the ,suez ,canal and its effect on trade--why it did not restore supremacy to the ,italian cities2 the opening of the ,panama ,canal and its probable effect on commerce2 the reasons why merchants prefer water routes to land routes1 etc4 ,,topical ,,analysis ,,of ,,lesson ,,on ,,the ,,armada ,the purpose of this lesson is to show how to construct a topical outline of an important event in history4 ,it is assumed that the teacher will use1 in preparing similar lessons1 a larger history of ,britain than the ,public ,school text-book1 in order that the class may be asked1 after the lesson is taught1 to read in their text-books an account somewhat different in treatment from that of the teacher4 ,the headings should show the sequence of events and should be concise4 ,the smaller print indicates the facts that the brief headings should recall to the pupils after the lesson4 ,the events preceding the coming of the ,armada are suggested here among the causes4 ,these headings may be placed on the black-board as the lesson proceeds2 they may be suggested by either teacher or pupils4 ,the actual teaching should be by both narrative and development methods4 ,for the teacher's use a very interesting and trustworthy book is ,a ,history of the ,british ,nation1 by ,a4,d4 ,innes1 ,t4,c4 ,e4,c4 ,jack1 ,edinburgh4 ,i4 ,,causes #a4 ,political4--7a7 ,ambition of ,philip to rule ,europe2 chief obstacles were ,england1 ,france1 ,the ,netherlands4 7,the opposition of ,france was overcome by a treaty and by the marriage of ,philip and ,isabella of ,france after ,elizabeth had refused ,philip's offer of marriage4 ,the ,netherlands were in full revolt and could not be conquered even by the cruelties of ,alva and the destruction of their commerce4 ,england was the chief ,protestant power in ,europe and1 as such1 was the chief opponent of ,spain47 7b7 ,the marriage trouble2 ,elizabeth's religious policy broke off negotiations of marriage with ,philip4 7c7 ,philip received as a legacy the rights of ,mary ,queen1 of ,scots to the ,english throne4 #b4 ,commercial4--,interference of the ,english in the ,new ,world1 to which ,spain claimed sole right4 7,this includes the ,english settlements as well as the capture of ,spanish treasure ships4 ,recall stories of ,drake1 ,hawkins1 etc47 #c4 ,religious4--,philip was the chief supporter of ,roman ,catholicism in ,europe1 and wished to impose his religion on ,england4 7,this was the period of compulsion in religious matters47 ,,ii4 ,,events #a4 ,preparations in ,spain and ,england4 7,spain set about preparing a large fleet1 to carry soldiers as well as sailors4 ,the best ,spanish general was in command at first4 ,his death put an incapable man in command1 who was largely responsible for the defeat4 ,the ,duke of ,parma was to co-operate from the ,netherlands with a large army4 ,in ,england1 the small battle fleet was increased by the voluntary contributions of all classes till it actually outnumbered the ,spanish fleet1 though the vessels were very much smaller4 ,a comparison of the fleets as they were on the eve of battle should be made47 #b4 ,difference in the national spirit in the two countries4 7,the ,spanish were on an expedition of conquest2 the sailors were ill-trained and many serving against their will4 ,the ,english were defending their homes2 they forgot their religious and political differences in their patriotism2 the sailors were hardy1 fearless1 and most skilful in handling their ships47 #c4 ,the affair at ,cadiz4 7,retarded the invasion for a year1 gave ,england more time for preparation1 and encouraged hopes of success47 #d4 ,the battle in the ,channel4 7,armada attacked on the way to ,dover1 ,july #bh-;,aug4 #f1 #aehh2 fireships at ,calais1 ,aug4 #f2 final engagement1 ,aug4 #h-i2 a chance for a vivid description by the teacher47 #e4 ,storm completes the ruin of the ,armada4 7,facts to be given as to the losses of the ,armada2 recall stories of wrecked ,spanish vessels on the coasts of ,scotland1 etc41 and recommend class to read some story1 such as ,kingsley's ,westward ,ho67 ,,iii4 ,,results #a4 ,ruin of ,spain and of ,philip's ambitions4 ,connect with ,i4 #a 7a7 #b4 ,influence on ,england's patriotism and maritime power4 #c4 ,greater religious tolerance in ,england4 #d4 ,marvellous growth of literature in ,england partly due to this4 #e4 ,effect on ,america4 ,it decided for all time that ,spain should not rule the ,new ,world1 but that the ,anglo-,saxons should1 with all their ideals of political1 social1 and religious liberty4 7,see ,p4,s4 ,history of ,england1 secs4 #ace-adb47 ,,lesson ,,on ,,the ,,feudal ,,system 7,as many lesson periods as may be found desirable7 ,aim4 ,to give the pupils a knowledge of the manner in which land was held1 7#a7 by the ,saxons at different periods on the continent and in ,england2 7#b7 by the ,french2 7#c7 by the ,normans under ,william the ,conqueror1 showing the changes he made in both ,saxon and ,french systems4 ,,step ,i #a4 ,introduction4 ,by questioning1 the teacher elicits from one pupil that his father owns a farm2 from another1 that his father rents a farm2 from a third1 that his father works one on shares4 ,from this may be derived the meaning of freehold1 leasehold1 and on shares1 as applied to ways of holding land4 ,for town and city classes1 a parallel may be made by substituting house for farm4 ,as holding property on shares is not so common in cities1 suggest possible cases1 such as a florist's business1 a rink1 etc4 #b4 ,let pupils read the sketch of the ,saxon or mark system given in the ,ontario ,public ,school ,history of ,england1 pp4 #bb and #cj2 and then draw a plan of a ,saxon village from the passages read4 ,,step ,,ii 7,given to the class by the teacher's oral explanation7 #a4 ,the ,saxon ,system3 ,further study of the early land tenure of the ,saxons4 7,see ,ontario ,high ,school ,history of ,england1 p4 #cc47 ,the following extract from ,oman's ,england before the ,norman ,conquest may be of assistance3 ,the typical free settlement of an ,english maegth 7or kindred7 consisted first of the large arable fields divided up into narrow strips1 of which each household possessed several1 next of the almost equally prized meadow1 which was hedged off into appropriated lots in summer1 but thrown back into common in winter1 and lastly of the undistributed waste1 from which the whole community would draw its wood supply1 and on which it would pasture its swine1 or even turn out its cattle for rough grazing at some seasons4 ,the normal method of agriculture was the three-field system1 with a rotation of wheat1 barley1 or oats1 and in the third year1 fallow--to allow of the exhausted soil regaining some measure of its fertility4 ,in the last year the field was left unfenced and the cattle of the community picked up what they could from it1 when they were neither on the waste1 nor being fed with the hay that had been mowed from the meadow4 ,there seem to have been exceptional cases in which the strips of the arable were not permanently allotted to different households1 but were distributed1 by lot or otherwise1 to different holders in different years4 ,but this was an abnormal arrangement2 usually the proprietorship of the strips in each field was fixed4 ,and the usual arrangement would be that the fully endowed ceorl's household had just so much arable in its various strips as a full team of oxen could plough4 ,then explain the origin of the names ,eorl and ,thegn 7,p4,s4 ,hist4 of ,eng41 pp4 #cd and #cg72 the idea of protection 7,p4,s4 ,hist4 of ,eng41 p4 #cg71 and of sharing in the produce of the land1 and the payment of necessary fees to the ,king4 ,emphasize the ownership of the land by the freeman4 #b4 ,the ,courts3 ,the ,witan1 which could displace the king for certain reasons1 the ,shire or folk-moot1 and the ,tun-moot2 their powers2 the people looked to these courts for justice4 #c4 ,change brought about by ,danish raids--small freeholders sought protection from the greater lords2 the shifting of ownership from small landowners to eorls4 ,,step ,,iii ,the ,feudal ,system in ,france3 7,read ,scott's ,quentin ,durward47 ,barons too powerful for the king for various reasons3 #a4 ,their property was large and compact4 #b4 ,they administered justice1 issued coinage1 etc4 #c4 ,vassals swore allegiance to their immediate superior4 ,by means of problem-questions develop from the pupils what ,william would probably do to strengthen his own position4 ,,step ,,iv ,the ,feudal ,system under ,william3 7,note the innovations of ,william47 #a4 ,the land belonged solely to the king2 it was not the ,normans as a tribe1 but ,william personally1 who conquered ,england4 #b4 ,the estates of the nobles were divided1 either deliberately or because the land was conquered piecemeal and parcelled out as it was conquered4 7,for example1 ,odo had #dgc manors in #ag counties47 #c4 ,the vassals swore direct allegiance to the king4 #d4 ,the ,witan was displaced by the ,great ,council1 the members of which were the king's vassals2 therefore with him1 not against him4 #e4 ,the king's use of shire-reeves1 personal dependants1 who led the military levy of the counties and collected the king's taxes4 #f4 ,what were the chief taxes8 ,from them came much political trouble in later times by attempts to rectify abuses in connection with them4 #g4 ,the teacher may describe the ceremony of the feudal oath4 ,the important points of each step should be written on the black-board as they are described or developed4 7,the decay of the ,feudal ,system in ,england may be the topic of another lesson47 ,,seigniorial ,,tenure ,the aim of the lesson is to give the pupils a knowledge of the method of land tenure introduced into ,canada by the ,french2 to enable them to trace the effects of this system upon the progress of the people and the development of the country2 and to increase their interest in the present system of tenure4 ,,method ,in connection with sections #c and #d the description of the ,feudal ,system would show how the land was held in ,france2 first by the king1 under him by the greater nobles1 then by the lesser nobles and the gentry1 then by the large farmers who sublet it in small farms or hired men to work it4 ,every one who held land had to do something for his lord4 ,when this description is complete1 let the pupils apply it to ,canada1 the teacher supplying the names of the corresponding classes in ,canada4 ,then the pupils may be asked to consider what return each holder would make for his land2 this leads to a statement of the conditions of tenure in ,canada4 ,then the evils connected with this system may be presented as another problem2 for example1 how would the actual workers be discouraged in making improvements that they would get no credit for8 ,in connection with section #e1 the pupils can contrast the method of holding land that they are familiar with1 that is1 by complete ownership1 and can imagine what changes the ,english settlers would want4 ,they are then ready to hear how and when these changes were brought about1 and at what cost4 ,the method is therefore a combination of the narrative and development1 or problem1 methods4 ,,the ,,lesson #a4 ,introduce the lesson by a reference to the system of holding land in ,ontario4 7,see lesson on the ,feudal ,system47 ,develop the leading principles of freehold tenure4 ,what ,act gave the people of ,ontario this method of holding land8 ,we are going to learn something about the system of holding land adopted by the ,french when they ruled ,canada4 7,see ,ontario ,public ,school ,history1 ,chapter ,,ix1 also ,ontario ,high ,school ,history of ,canada1 ,chap4 ,,viii47 #b4 ,under the ,french the lands of ,canada were held in feudal tenure1 which means that the ,king was regarded as the owner1 and that rent was paid to him1 not altogether in money1 but partly in military service4 ,large portions of land were granted in this way to officers and nobles4 ,an important and imposing ceremony was that at which the lords of manors annually did homage to the ,king's representative at ,quebec4 ,these seigniors1 as they were called1 had great powers within their domains4 ,this method of tenure was similar to the system of holding land in ,france1 called the ,feudal ,system4 ,at this point the teacher might give a short description of the ,feudal ,system4 ,picture to the pupils the old ,feudal castle and its surroundings4 ,show how ill the common people were provided for in comparison with the lords4 #c4 ,cardinal ,richelieu introduced feudalism into ,canada about the year #aebg4 ,he had two objects in view3 7a7 to create a ,canadian aristocracy1 7b7 to establish an easy system of dividing land among settlers4 ,this system of holding land came to be known as ,seigniorial ,tenure4 ,the seignior received vast tracts of land from the ,king1 became his vassal1 and in turn made grants to the censitaires1 those who held their land on the payment of an annual rental4 ,the censitaires secured habitants to cultivate the soil4 #d4 ,the seignior was compelled to clear his estate of forest within a certain time4 ,in order to do this he rented it1 at from half a cent to two cents an acre1 and received his rent in produce4 ,if the censitaire sold the land which was cleared1 he had to pay his seignior one twelfth of the price4 ,if the seignior parted with his estate1 he had to pay the ,king one fifth of the selling price4 ,the forests of ,canada were not very attractive to the nobles of ,france2 hence1 but few of them settled in this country4 ,some of the prominent colonists1 however1 were granted patents of nobility and became seigniors4 ,prevented by their rank from cultivating the soil1 they soon became bankrupt4 ,then they turned their attention to the fur-trade1 and later many of them became explorers and the most gallant defenders of ,new ,france4 #e4 ,in the year #agfj1 ,canada became a ,british possession1 and ,english settlers commenced to make homes for themselves in ,upper ,canada4 ,their number was greatly increased by the ,united ,empire ,loyalists who came over after the ,american ,revolution4 ,the ,english disliked the ,french method of holding land4 ,under ,seigniorial ,tenure1 the seller of land in a seigniory was compelled to pay the seignior an amount equal to one twelfth of the purchase money4 ,as this was chargeable not only on the value of the land1 but also on the value of all buildings and improvements1 which1 costing the seigniors nothing1 were often more valuable than the land itself1 it was considered by the ,english settlers an intolerable handicap4 7,centuries before this the ,feudal ,system had been abolished in ,england47 #f4 ,in #agia the ,british ,parliament passed the ,constitutional ,act which gave the people of ,upper ,canada the privilege of holding lands in their own name4 ,in ,lower ,canada1 too1 those who wished were allowed to avail themselves of the freehold system1 but the ,french did not take advantage of their opportunity4 ,in the year #ahed ,seigniorial ,tenure was abolished1 the ,government recompensing the seigniors for the surrender of their ancient rights and privileges1 and freehold tenure1 as in ,ontario1 was introduced4 #g4 ,reasons why the ,seigniorial ,tenure failed3 7a7 ,it was not adapted to conditions in ,canada4 7b7 ,it did not provide sufficient incentive to settlers to improve their lands4 7c7 ,it gave the habitant no chance to rise4 7d7 ,it tended to divide the population into three classes4 7e7 ,it failed to develop a civic spirit4 ,this fact alone made progress practically impossible4 ,each seignior was the master of his own domain4 ,thus the people had no opportunity of working together1 and under such circumstances no great national spirit could be developed4 #h4 ,note the effect of the conquest of ,canada and of the ,american ,revolution1 upon ,seigniorial ,tenure4 ,,confederation ,,of ,,canadian ,,provinces ,,topical ,,analysis ,causes3 #a4 ,the idea of union an old one in ,canada and the ,maritime ,provinces2 foreshadowed in ,durham's ,report4 #b4 ,immediate cause in ,canada was the question of representation by population2 deadlock in ,parliament4 #c4 ,immediate cause in ,maritime ,provinces was the feeling between ,britain and the ,colonies and the ,united ,states over the ,trent affair1 the ,alabama trouble1 and the idea in the ,northern ,states that the ,british ,colonies favoured the cause of the ,south in the ,civil ,war4 ,steps toward ,confederation3 #a4 ,meeting of delegates from the ,maritime ,provinces in ,charlottetown in #ahfd4 #b4 ,meeting in ,quebec1 #ahfd1 of delegates from all the provinces favours ,confederation4 #c4 ,newfoundland and ,prince ,edward ,island reject the proposal1 and delegates from ,upper ,canada 7,ontario71 ,lower ,canada 7,quebec71 ,nova ,scotia1 and ,new ,brunswick proceed to ,london to secure an ,act of ,union from the ,imperial ,government4 #d4 ,movement in favour of union hastened by ,united ,states giving notice in #ahfe of the termination of the ,reciprocity ,treaty in a year1 and by the ,fenian ,raid1 #ahff4 #e4 ,union accomplished by means of the ,british ,north ,america ,act passed by the ,british ,parliament in #ahfg1 and brought into force on ,july #ast1 #ahfg4 ,the provinces confederated as the ,dominion of ,canada2 a ,federal ,union4 ,outline of ,terms3 ,see ,ontario ,public ,school ,history of ,canada1 p4 #bae4 ,provision made for admission of new provinces4 ,expansion of ,confederation3 ,admission of other provinces--,manitoba1 #ahgj2 ,british ,columbia1 #ahga2 ,prince ,edward ,island1 #ahgc2 ,alberta and ,saskatchewan1 #aije2 ,yukon territory also represented in the ,dominion ,parliament4 ,,notes ,,of ,a ,,lesson ,,on ,,the ,,influence ,,of ,,geographical ,,conditions ,,on ,,the ,,history ,,of ,a ,,country ,,correlation ,,of ,,history ,,and ,,geography ,,general ,the history of a nation is influenced very largely by geographical facts4 ,its internal relations1 whether friendly or hostile1 are affected by these4 ,natural barriers1 such as mountains1 seas1 or great lakes and rivers1 are often political frontiers exerting protecting or isolating influence4 ,its industrial progress depends primarily upon its natural products--minerals1 grains1 woods1 fish1 etc41 and the facilities which its structure affords for trade1 both domestic and foreign4 ,a sea-coast1 with satisfactory harbours1 tends to produce a sea-faring people1 and therefore a trading people4 ,the character of its people is conditioned by the zone in which the nation is situated4 ,in the north temperate zone is the climate best suited for the growth of peoples vigorous in mind and body1 and lovers of freedom4 ,,england ,position3 ,the forming of the ,straits of ,dover cut off a corner of ,europe1 made ,great ,britain an island1 and later a single political unit4 ,situated between ,europe and ,america with ports opening toward each1 her position gives her the opportunity for naval and commercial greatness4 ,the narrow sea separating her from the continent is a defence in war and a means of intercourse in peace4 ,structure3 ,two regions--one of plain1 the other of hills2 a line drawn from the mouth of the ,tees to the mouth of the ,severn and continued to the south coast roughly divides these regions4 ,the part lying east of this line is1 roughly speaking1 level and fertile1 tempting emigration from the continent1 and easily explored inward4 ,the ,angles1 the ,saxons1 and the ,jutes found their way into this plain through the rivers that flowed east and south4 ,the ,pennines1 the ,welsh ,peninsula1 and the southwest of ,england from ,bristol are in the hilly part1 which1 because of its mineral wealth1 has become the great industrial district4 ,climate3 ,though ,england lies north of the fiftieth parallel1 the moist southwest winds from the ocean temper the climate1 making the winters mild and the summers cool1 a climate favourable to the growth of a vigorous race4 ,there is an abundant rainfall4 ,products3 ,on the plains a fertile soil supported a large agricultural1 and therefore self-contained1 population in the earlier days1 and the slopes furnished pasturage for cattle and sheep4 ,proximity to coal is an almost indispensable condition for industries1 though other considerations come in4 ,in the hill country coal and iron1 essential materials for a manufacturing nation1 lie near to the deposits of limestone necessary for smelting the iron ore4 ,the coal-fields on or near the coast are centres of shipbuilding2 and the interior coal-fields the centres of the great textile industries4 ,because of her insular position and fleets of ships the raw products from other countries can be brought to ,england easily and cheaply1 and then shipped out as manufactured goods4 ,consult3 ,a ,historical ,geography of the ,british ,empire4 ,hereford ,b4 ,george1 ,methuen ,co41 ,london4 ,the ,relations of ,geography and ,history4 ,hereford ,b4 ,george1 ,clarendon ,press1 ,oxford4 ,,another ,,form ,,of ,,the ,,lesson ,the teacher will announce the topic for discussion1 namely1 how the history of ,great ,britain has been affected by her insular position4 ,t4--,trace on the map the coast line of ,great ,britain4 7,pupil does so47 ,what do you notice about the coast line in comparison to the size of the ,island8 ,p4--,it is very irregular and has a good many bays and inlets4 ,t4--,would this have any effect on the life and occupations of the people8 ,p4--,they would almost have to be sailors4 ,t4--,in other words1 a maritime people4 ,do you think that is usual8 ,look at the coast line of ,japan4 7,class sees that it is much the same as that of ,britain3 the ,japanese are also a maritime race47 ,what is one occupation the people would follow8 ,p4--,they would probably be fishermen4 7,the teacher may give some idea of the extent of the fishing4 ,the same may be done with each new point1 as it comes up47 ,t4--,what else would they do8 ,p4--,they would probably engage in trade or commerce4 ,t4--,with which countries8 ,study the map for a moment4 ,p4--,with those on the west of ,europe1 and with ,america4 ,t4--,yes4 ,you must notice that ,great ,britain is situated very favourably for trade with the whole world4 ,is there anything on the map to show this8 ,p4--,there are a great many lines on the map that show the water routes from ,britain to almost every country in the world4 ,t4--,suppose ,britain had trouble with any other country that might be a cause of war1 would her position make any difference to her8 ,p4--,no country could attack her except by water4 ,t4--,how would she defend herself8 ,p4--,she would have to depend on her ships4 7,a good opening for a brief outline of the growth of the navy47 ,t4--,where would she get her ships8 ,p4--,she builds them herself4 ,t4--,isn't she dependent on any other nation at all8 ,p4--,no1 she has always had the material in her own country for that4 ,t4--,what are they built of8 ,p4--,the old ships were wooden1 and she had plenty of the best timber1--oak4 ,t4--,what are they built of to-day8 ,p4--,most of them are of iron4 ,t4--,where does she get that8 ,p4--,from her own mines4 ,t4--,now1 look at the latitude of ,britain4 ,what part of our country has the same latitude8 ,p4--,labrador4 ,t4--,what is the climate of ,labrador8 ,p4--,very cold4 ,t4--,then the climate of ,britain ought to be the same8 ,p4--,the water around it would make it not so cold4 ,t4--,yes4 ,the ocean currents from the south help to make the climate milder1 too4 ,there would be plenty of rain1 besides4 ,now1 how would a moist1 mild climate affect agriculture in ,england8 ,p4--,they ought to be able to grow almost everything that we can4 7,similarly1 many other points may be taken up and developed with the class47 ,,st4 ,,lawrence ,,river ,,incidental ,,teaching ,,of ,,history ,,with ,,geography ,aim4--,to show general connection between history and geography4 ,material ,required4--,a black-board sketch of that part of ,canada adjacent to the ,st4 ,lawrence and a set of pictures 7or picture post-cards7 showing the important historical sites along the banks of the river4 ,introduction4--,the teacher asks a few questions to make clear the purpose of the map and to fix the location of the principal towns and cities--,kingston1 ,brockville1 ,prescott1 ,ogdensburg1 ,morrisburg1 ,cornwall1 ,lachine1 ,montreal1 ,three ,rivers1 ,levis1 ,quebec1 ,tadoussac1 and ,gasp4 ,presentation4--,the lesson is assumed to be a pleasure trip by boat from ,port ,hope to the ,atlantic4 ,the teacher will tell of the departure from ,port ,hope and the arrival at ,kingston1 the first port4 ,while there1 he will ask why the place was given the name of ,kingston4 7,it was named in honour of ,george ,,iii2 as ,queenston1 at the upper end of the lake1 was in honour of ,queen ,charlotte47 ,leaving ,kingston the teacher will describe 7showing pictures7 the appearance of the fort on the point and1 with the pupils1 will recall its establishment by ,frontenac in #afgc1 and its use as a check on the ,indians1 and will note its use now as a storehouse1 barracks1 and training camp for soldiers4 7,ontario ,public ,school ,history1 pp4 #ea1 #aad47 ,as the trip is continued down the river1 they notice1 in passing1 the beautiful ,thousand ,islands1 and the town of ,brockville--its name commemorating the hero of ,queenston ,heights4 ,immediately below ,prescott is seen on the bank of the river an old wind-mill1 the scene of the ,patriot invasion under ,von ,schultz1 a ,polish adventurer4 7,see ,ontario ,public ,school ,history1 p4 #agh1 and picture in ,weaver's ,canadian ,history for ,boys and ,girls1 p4 #bbg47 ,across the river lies ,ogdensburg1 the scene of a raid in #ahac4 ,colonel ,macdonell1 the ,british leader1 who was drilling his small force on the ice1 made a sudden attack upon the town1 defeated the ,americans1 captured a large amount of stores and ammunition1 and burned four armed vessels which lay in the harbour4 7,see ,ontario ,public ,school ,history1 p4 #aee47 ,from this point the boat passes rapidly through the narrow part of the river at ,iroquois 7recall the ,indians of that name71 past the flourishing town of ,morrisburg1 until1 on the north bank1 appears a monument of gray granite1 erected as a memorial of the battle of ,crysler's ,farm1 fought in this vicinity in #ahac4 7,see ,ontario ,public ,school ,history1 p4 #aei47 ,after passing through the ,long ,sault ,rapids1 ,cornwall1 noted as the seat of the first ,grammar ,school in ,ontario1 is reached4 ,the river now widens into a lake and does not narrow until it passes ,coteau1 after which it passes through a chain of rapids and nears ,lachine1 the ,la ,chine of ,la ,salle1 and the scene of numerous ,indian fights and massacres4 7,see ,ontario ,school ,geography1 p4 #aaf1 and ,ontario ,public ,school ,history of ,canada1 p4 #fj47 ,ten miles to the east is ,montreal1 the most populous city in ,canada1 with its ,royal ,mount1 and its many memories of early settlement in ,canada4 7,see ,ontario ,school ,geography1 p4 #aba47 ,just above ,quebec the river1 now two miles wide1 passes the bold cliffs up which ,wolfe's men climbed to the ,plains of ,abraham1 and sweeps around the ,citadel and ,lower ,town4 ,on the heights may be seen the monuments erected in honour of ,champlain1 and ,wolfe and ,montcalm4 ,in imagination1 pictures may be formed of the scenes that marked the close of ,french ,rule in ,canada4 ,the river flows on past ,tadoussac1 long the centre of the ,canadian fur-trade1 past ,gasp where ,cartier landed and laid claim to the surrounding country in the name of the king of ,france1 till its banks fade from sight and its waters mingle with those of the ,atlantic4 ,in teaching such lessons as this1 the oral narrative and question method is used4 ,it is a review lesson1 and reproduction may follow in a written exercise4 ,,the ,,relations ,,between ,,england ,,and ,,scotland ,,from #ajff ,,to #afjc ,the purpose of this analysis is to explain by what show of right the kings of ,england interfered so much in ,scottish affairs4 ,the analysis also aims to show how correct and definite views on certain topics may be had only by following out those topics through history1 neglecting all facts but those bearing on the topic studied4 #a4 ,in the tenth century1 ,malcolm ,i obtained ,strathclyde 7see map1 ,ontario ,public ,school ,history of ,england1 p4 #bg7 as a fief from ,edmund of ,england4 ,his grandson1 ,malcolm ,,ii1 was invested with ,lothian1 before this a part of the ,english earldom of ,northumbria4 ,these fiefs are the basis of all claims afterwards made by ,english kings as overlords of ,scotland4 #b4 ,malcolm ,,iii 7#ajeg-ajic7 married ,margaret1 sister of ,edgar ,atheling4 ,the ,norman conquest drove many ,saxons north1 and the ,saxon element in ,scotland was strengthened by this4 #c4 ,william the ,conqueror compelled ,malcolm's submission1 #ajgb4 ,this kept alive the ,english claims4 #d4 ,henry ,i married ,matilda of ,scotland4 ,many ,normans went to ,scotland in the reign of ,david 7#aabd-aaec74 ,the ,feudal ,system was introduced and firmly established under ,norman influence4 ,ecclesiastical foundation begun4 ,friendly relations strengthened4 #e4 ,as the price of his liberty1 ,william the ,lyon agreed1 by the ,convention of ,falaise1 #aagd1 to hold ,scotland as a fief of ,england4 #f4 ,to raise money for his ,crusade1 ,richard ,i of ,england renounced1 in #aahi1 his feudal rights over ,scotland for #aj1jjj marks1 and for the first time acknowledged her independence4 #g4 ,the border line was fixed for the first time in #abbb4 #h4 ,the death of ,margaret1 daughter of ,alexander ,,iii1 #abhf1 left the crown a bone of contention2 ,balliol finally secured it by favour of ,edward ,i of ,england1 the overlord of ,scotland4 ,then followed the ,war of ,independence under ,wallace and ,bruce and the ,battle of ,bannockburn1 #acad4 ,this long and destructive war caused the ,scots to have a deadly hatred of the ,english1 and drove ,scotland into alliance with ,france1 the great enemy of ,england1 and consolidated the different races in ,scotland4 #i4 ,scotland thus became involved in the many wars between ,england and ,france and attacked ,england whenever she and ,france were at war4 #aj4 ,in #acbg1 the independence of ,scotland was acknowledged4 #aa4 ,friendship with ,france and distrust of ,england continued well into the ,reformation period1 and in the main determined ,scotland's foreign policy4 #ab4 ,with the change of religion in ,scotland at the ,reformation1 ,french influence came to an end4 ,religious sympathy overcame the political hatred of ,england4 #ac4 ,the trouble in connection with ,mary ,queen of ,scots and her imprisonment made for peace between the two countries1 as ,scotland did not want to have ,mary released for fear of further civil war4 #ad4 ,the accession of ,james ,,vi1 a ,scottish king1 to the throne of ,england1 ended almost entirely the differences between the two countries1 and led finally to the ,legislative ,union a century later 7#agjg74 ,,analysis ,,of ,,sections #afj-agj1 ,,ontario ,,public ,,school ,,history ,,of ,,england ,the ,parliament had already established its sole right to levy taxation4 7,see ,green's ,short ,history of the ,english ,people1 p4 #dgh47 ,under ,charles ,i the struggle was mainly about the manner in which the taxes should be spent2 in other words1 the ,parliament was trying to secure control of the executive1 the other important element in ,responsible ,government4 ,charles ,i held very strongly the belief in the divine right of kings and1 naturally1 this belief did not harmonize with the aim of ,parliament4 ,disputes were constant3 #a4 ,differences concerning ,charles' marriage4 #b4 ,first ,parliament1 #afbf1 would grant tonnage and poundage for only one year4 #c4 ,second ,parliament1 #afbf1 refused money unless the conduct of the ,spanish war by ,buckingham was inquired into by ,parliament4 #d4 ,third ,parliament1 #afbh-i4 ,charles raised some money by forced loans1 but far too little1 for a new war with ,france was begun4 ,parliament refused to grant money till the king signed the ,petition of ,right1 which embodied all the points in dispute between them4 #e4 ,charles did not long observe the ,petition of ,right which he had signed2 ,laud1 ,bishop of ,london1 was making changes in the church ceremonies that seemed to bring back the old religion4 ,parliament solemnly protested against both these things1 then quietly adjourned4 ,some members were arrested--,sir ,john ,eliot died in the ,tower--others were kept in prison for eleven years4 #f4 ,no ,parliament for eleven years4 ,charles aimed during this period to raise money without ,parliament1 and to establish the ,english ,church in the whole country4 ,his methods of raising money were3 7a7 ,by granting monopolies 7#bjj1jjj74 7b7 ,by ,star ,chamber fines--large fines for slight offences4 7c7 ,by illegal duties4 7d7 ,by ship-money 7,trial of ,hampden74 ,his methods of establishing the ,english ,church were3 7a7 ,religious oppression--chief agent1 ,laud2 chief sufferers1 the ,puritans4 7b7 ,attempt to force the ,english ,church prayer-book on ,scotland led to rebellion4 ,this rebellion forced ,charles to summon ,parliament in order to raise money4 ,parliament refused to give money till their grievances were redressed4 ,it was dissolved in three weeks4 ,urgent need of troops to keep back the ,scottish rebels made ,charles summon ,parliament again in six months 7#afdj74 ,this is known as the ,long ,parliament4 #g4 7a7 ,parliament first accused ,laud and ,strafford4 7b7 ,the ,grand ,remonstrance named the illegal acts of ,charles4 7c7 ,this led to ,charles' final blunder--the attempt to arrest the five members4 #h4 ,open war1 now the only way out1 went on till ,charles was captured and beheaded1 and ,parliament held1 for a time1 entire control4 ,,suggestive ,,outlines ,,for ,,reviews ,,form ,,iv ,i4 ,the ,era of ,reform in ,britain3 #a4 ,the ,methodist ,revival1 which stirred the hearts of the people1 and gave them higher ideals #b4 ,social ,reforms3 7a7 ,canning1 the friend of the oppressed 7b7 ,wilberforce and the abolition of slavery 7c7 ,elizabeth ,fry and prison reform 7d7 ,revision of the criminal code #c4 ,political ,reforms3 7a7 ,the ,reform ,bill 7b7 ,the ,chartist ,agitation 7c7 ,the repeal of the ,corn ,laws ,,ii4 ,the ,puritan ,movement3 #a4 ,its beginning under ,elizabeth #b4 ,its growth under ,james ,i #c4 ,the struggle and victory under ,charles ,i #d4 ,triumph and decay under the ,commonwealth #e4 ,its dissolution under ,charles ,,ii #f4 ,it was the root of the resistance offered to the misrule of ,james ,,ii4 ,,for ,,teachers' ,,reference ,,the ,,stages ,,in ,,the ,,development ,,of ,,civilization ,,correlation ,,of ,,history ,,and ,,science ,the purpose of these notes1 which are condensed from the article on ,civilization in the ,encyclopaedia ,britannica 7latest edition71 is to provide the teacher with some interesting material1 by the use of which he may impress on the pupils the far-reaching effects of certain inventions and discoveries1 which are in such common use to-day that they are very likely to be underestimated4 ,the number of lessons must be left entirely to the discretion of the teacher4 ,,notes ,the close relation between the progress of civilization1 as told in history1 and scientific inventions and discoveries is shown by ,lewis ,h4 ,morgan1 who has indicated nine stages in the upward march of mankind from the earliest times to the present4 ,there are three stages of savagery1 three of barbarism1 and three of civilization1 the close of each stage being marked by an important discovery or invention4 ,the problem method may be used1 by asking what each invention or discovery would enable the people to do that they could not do before4 #a4 ,the savages in the first stage were developing speech1 lived on raw nuts and fruits1 and were restricted to places where they could have warmth and food4 ,this stage was ended by the discovery of fire4 #b4 ,with the use of fire1 their food now included fish and perhaps flesh2 they could migrate to colder climates4 ,this stage ended with the invention of the bow and arrow4 #c4 ,with the bow and arrow1 the savage was safer from fierce animals2 he could kill also to get food1 and skins for clothing and tents2 with stronger food and better protection he could and did migrate into more distant1 colder countries4 ,this stage ended with the invention of pottery4 #d4 ,hitherto man had had no cooking utensils that could withstand fire4 ,now he could boil his food1 and his diet was extended to include boiled meat and vegetables4 ,the next stage was reached by the domestication of animals4 #e4 ,the dog1 the sheep1 the ox1 the camel1 the horse were rapidly domesticated2 some of these provided man with food independent of the chase2 others gave him better1 swifter means of travel and transportation4 ,distant peoples were thus brought into contact and commerce began4 ,new ideas were gained from each other4 ,larger communities were formed1 and towns and cities began4 ,property became individual1 instead of being communal4 #f4 ,this stage began with the invention of iron-smelting4 ,immense progress was now possible in the various arts of peace3 house-building1 road-making1 construction of vehicles1 the making of all sorts of tools4 ,by these tools man was now able to express his sthetic nature as never before4 ,implements of war also became more numerous and more deadly4 #g4 ,the human race was now lifted from the highest stage of barbarism to the lowest stage of civilization by one of the most important inventions that man has ever made--writing4 ,this made possible the recording of man's deeds and thoughts for posterity1 thus securing the gains of each generation for all succeeding generations1 and making history possible4 #h4 ,the next stage of progress is marked by a group of inventions1--gunpowder1 the mariner's compass1 and paper and the printing press4 ,the ,middle ,ages1 as we call them1 were now ended1 and the human race found itself on a stage as wide as the world4 #i4 ,the next invention1 which came quickly after the preceding ones1 and placed mankind in the present stage of civilization1 was the steam-engine4 ,the revolution which this brought about is so recent as to need no details here4 7,see lesson on the ,industrial ,revolution1 p4 #hg47 ,what is to be the invention that will mark the entrance of the race on a higher stage still1 when ,tennyson's dream of a ,federation of the ,world the ,parliament of ,man may be realized8 ,is it the airship1 giving man the conquest of the last element still unmastered8 ,,the ,,new ,,learning #a4 ,the aim of this lesson is to make the pupils familiar with one of the most important movements in ,english history1 by having them study the meaning1 causes1 tendencies1 and effects of the ,new ,learning4 #b4 ,as an introduction1 a lesson or two should be given on the conditions prevailing in ,europe during the latter part of the ,middle ,ages1 because a knowledge of these conditions is essential to a right understanding of many of the causes of the ,new ,learning4 ,the ,new ,learning was a phase of a greater movement called the ,renaissance1 which arose in ,italy during the fourteenth century4 ,the ,renaissance marked the end of the ,middle ,ages and the beginning of modern history4 ,it meant re-birth1 a new life4 ,people took a new interest in living4 ,the influence of the monk and of the knight was passing1 and the man of affairs1 with his broader sympathies1 his keener vision1 his more varied interests1 and his love of liberty1 was coming into prominence4 ,how to enjoy life1 how to get the greatest value out of it1 became the great problem4 ,in their attempt to solve this problem people turned their attention to the ancient literature of ,greece and ,rome2 for it was believed that the ancient ,greeks and ,romans had a fine appreciation of the meaning and beauty of life4 ,they began to seek out the old literature and to study it4 ,this new study has been called the ,revival of ,learning or the ,new ,learning4 ,the influence of these two great literatures soon made itself felt4 ,every province of knowledge was investigated1 and people everywhere were influenced by this great intellectual awakening4 #c4 ,the following were the chief causes of the movement3 7a7 ,the ,crusades 7b7 ,the ,fall of ,constantinople1 #adec 7c7 ,the introduction of the mariner's compass 7d7 ,the invention of gunpowder 7e7 ,the invention of the printing press 7f7 ,the overthrow of the feudal system 7g7 ,the desire for knowledge stimulated by the universities 7h7 ,the failure of the schools of the ,middle ,ages to meet the demands and needs of the times #d4 ,the relation of each of these causes to the ,new ,learning must be shown4 ,in dealing with the ,crusade movement as a cause1 it will be necessary to help the children to see the effect produced on the people of northern ,europe by their coming into contact with the more highly cultivated people in southern ,europe2 and the effect produced on the people of ,europe by their mingling with the nations of the luxurious ,east--the ,greeks of ,constantinople and the brilliant ,mohammedan scholars of ,palestine4 ,the ,crusades made the people dissatisfied with the conditions that had prevailed so long in ,europe1 and this fact alone gave an impetus to the ,new ,learning4 ,the relation of printing to the spread of the movement is evident4 ,the introduction of printing meant the cheapening of books1 their more general use1 and the spread of education4 ,this was followed by a growing independence of thought1 and a desire for greater political and religious freedom4 ,the other causes may be similarly treated4 #e4 ,the ,new ,learning was represented in ,england by a group of scholars of whom ,erasmus1 ,colet1 and ,more were the chief4 ,the great churchmen1 too1 were its patrons4 ,men of every rank were interested1 and the movement affected the whole life of the people4 ,a new interest was taken in education1 in art1 in religion1 and in social reform4 ,old methods of instruction were superseded by more rational ones4 ,hundreds of new schools were established for the benefit of the middle classes4 ,the whole tendency of the ,new ,learning was toward a higher intellectual and more moral life4 #f4 ,its effects3 7a7 ,it awakened a desire for an intellectual life and for social reform2 7b7 ,it made possible the ,reformation2 7c7 ,it led to the establishment of schools and libraries and to the extension of the usefulness of the universities2 7d7 ,it aroused the desire for liberty and the spirit of enterprise1 and encouraged commercial activity2 7e7 ,it inspired some of the world's greatest artists in painting1 sculpture1 architecture1 literature1 and music4 7f7 ,it implanted the seeds of freedom of thought and fostered the spirit of scientific research2 7g7 ,it supplied higher ideals of life and conduct1 a fact which became responsible to a large extent for the great improvement made in the condition of the people1 and in the development of ,europe since that time4 ,,note3 ,references to the discoveries made by ,copernicus1 ,columbus1 and the ,cabots should be made4 ,pupils should read or hear short accounts of ,erasmus1 ,more1 and ,colet4 ,a careful development of the causes and meaning of the movement should aid the pupils to anticipate its chief results4 ,it is assumed1 of course1 that the study of this topic will occupy several lesson periods4 ,,the ,,fight ,,for ,,constitutional ,,liberty ,,in ,,canada1 #agei-ahfg4 ,in the struggle for constitutional liberty in ,british ,canada1 there are several distinct stages3 ,i4 #agfj to #agfc--,military ,rule3 #a4 ,amherst the nominal governor2 ,canada divided into three districts #b4 ,little disturbance of ,french customs2 the habitants content #c4 ,influx of old subjects--their character4 7,see ,ontario ,public ,school ,history of ,canada1 p4 #aji2 ,history of ,canada1 ,lucas and ,egerton1 ,part ,,ii1 pp4 #d and #g47 ,,ii4 #agfc to #aggd 7,quebec ,act73 #a4 ,period of ,civil ,government under ,general ,murray #b4 ,unrest owing to demands of the old subjects #c4 ,conditions of government3 7a7 ,governor and ,advisory ,council of twelve all appointed by ,crown 7b7 ,assembly permitted but not feasible2 depended on will of ,governor 7c7 ,british law1 both civil and criminal1 prevailed 7d7 ,all money matters in hands of ,council4 #d4 ,at this time the ,french greatly outnumbered the ,british1 and the fear of the ,revolution of the ,american ,colonies led to the ,french being favoured in the ,quebec ,act1 #aggd4 ,,iii4 #aggd to #agia--,quebec ,act to ,constitutional ,act3 #a4 ,both old and new subjects dissatisfied--the ,french with ,british ,court procedure1 the ,british with ,french feudal customs4 #b4 ,provisions of the ,quebec ,act3 7a7 ,change of boundaries 7,see text-book47 7b7 ,governor and ,legislative ,council appointed2 no assembly called4 7c7 ,french ,civil ,law2 ,british ,criminal ,law 7d7 ,no oath required1 as before1 hostile to the ,roman ,catholic ,church--beginning of religious liberty 7e7 ,legislative ,council had no control of taxation ,,iv4 #agia to #ahda--;,constitutional ,act to ,act of ,union ,provisions of ,constitutional ,act3 #a4 ,upper and ,lower ,canada divided1 because ,french and ,british could not agree on many points4 #b4 ,each ,province had a ,governor1 a ,legislative ,council1 a ,legislative ,assembly1 and an ,executive ,council4 ,the ,legislative ,council was composed of the highest officials1 appointed practically for life1 and responsible to no one4 ,many of these were also members of the ,executive ,council4 ,the ,legislative ,assembly was elected and was yet without control of the whole revenue1 as the ,home ,government still collected all duties regulating colonial navigation and commerce4 #c4 ,the ,clergy ,reserves were established2 later to become a bone of contention4 ,v4 #ahda to #ahfg--;,act of ,union to ,british ,north ,america ,act4 ,the demands of the people for responsible government1 that is1 for control of the ,executive and of taxation1 became so insistent that the ,act of ,union was passed1 following ,lord ,durham's report on the ,rebellion of #ahcg4 ,provisions of the ,act of ,union3 #a4 ,legislative ,council appointed 7#bj members7 #b4 ,legislative ,assembly elected 7#db from each ,province1 later #fe from each7 #c4 ,executive ,council selected from both ,houses #d4 ,a permanent ,civil ,list of #ge1jjj was granted #e4 ,the ,legislative ,assembly controlled the rest of the revenue4 ,money bills were to originate with the ,government4 ,this was really ,responsible ,government1 as it was developed under ,elgin4 ,,vi4 #ahfg to the present3 ,the ,british ,north ,america ,act was the statement of a complete victory of the people for ,responsible ,government4 ,the ,executive ,council 7,cabinet7 is wholly responsible to ,parliament1 in which the members of the ,executive must have seats2 the raising and the spending of revenue is wholly in the hands of the people's representatives4 ,for a clear summary of the concessions won by ,canadians1 see ,bourinot1 ,how ,canada is ,governed1 page #cd2 see also ,ontario ,public ,school ,history of ,canada1 pp4 #bfg et seq4 ,,devices ,,maps #a4 ,wall maps for general study1 especially of modern history4 #b4 ,outline or sketch maps drawn on the black-board by the teacher or the pupils for use in the study of earlier history1 or explorations1 etc4 ,for these purposes the details of a wall map are not only not needed1 but are rather a hindrance4 #c4 ,relief maps of plasticine1 clay1 or salt and flour1 to be made by the pupils to illustrate the influence of geographical facts in history1 and to make events in history more real to the pupils4 ,,pictures #a4 ,many good historical pictures of persons1 buildings1 monuments1 and events may be collected by the pupils and the teacher from magazines and newspapers1 and pasted in a scrap-book4 7,see ,educational ,pamphlet1 ,no4 #d1 ,visual ,aids in the ,teaching of ,history47 #b4 ,the ,perry ,picture ,co41 ,malden1 ,mass41 publishes pictures in different sizes1 costing from one cent upward4 ,many of these are useful in teaching history4 ,similar pictures may be obtained from the ,cosmos ,picture ,co41 ,new ,york4 #c4 ,good picture post-cards can be easily obtained4 #d4 ,lantern slides and stereopticon views may be used4 7,for lists of dealers and publishers of #c and #d1 see also ,visual ,aids in the ,teaching of ,history47 ,,museums ,these often contain relics of earlier times in the form of implements1 utensils1 weapons1 dress4 ,a visit to one will interest pupils4 ,,source ,,books ,some source books for illustrating earlier conditions in ,ontario are3 #a4 ,the ,talbot ,rgime4 ,by ,charles ,oakes ,ermatinger1 ,st4 ,thomas4 #b4 ,pioneer ,days4 ,by ,david ,kennedy1 ,port ,elgin4 ,sold by author1 #ej;c4 #c4 ,united ,empire ,loyalists4 ,by ,egerton ,ryerson4 ,william ,briggs4 #d4 ,canadian ,constitutional ,development4 ,selected speeches and dispatches1 #agff-ahfg4 ,by ,egerton and ,grant ,murray4 #c4jj4 #e4 ,pen ,pictures of ,early ,pioneer ,life in ,upper ,canada4 ,william ,briggs1 ,toronto1 #b4jj4 ,,genealogical ,,tables ,those needed to illustrate special periods may be found in the larger histories4 ,pupils should be instructed how to interpret them4 ,,chronological ,,chart ,this may be made by the class1 on the black-board or on a slated cloth as the work advances4 ,on the left hand of a vertical line are set down the dates1 allowing the same space for each ten years1 the close of each decade being shown in larger figures4 ,on the right side are set down the events in their proper place4 ,for example1 in studying the career of ,champlain1 the ,chart will be begun as follows3 ,,champlain #afjj #afjc ,first visit1 when #cf years old1 with ,pontgrav4 #afjd ,with ,de ,monts and ,poutrincourt he undertakes to colonize ,acadia2 forms a settlement at ,port ,royal4 #afjh ,founds ,quebec4 #afji ,explores ,richelieu ,river and ,lake ,champlain2 forms an alliance with the ,hurons and ,algonquins against the ,iroquois4 #afaj ,marriage4 #afaa ,establishes a trading station at what is now ,montreal4 #afac ,ascends the ,ottawa ,river1 expecting to find the way to ,china2 deceived1 returns to ,france4 #afae ,brings out the ,recollet ,fathers to ,christianize the ,indians2 explores the country of the ,hurons4 #afbj ,a useful chart which shows the growth of ,canada is to be found in ,taylor's ,cardinal ,facts of ,canadian ,history1 reproduced in ,duncan's ,the ,canadian ,people4 ,an ,illustrated ,chart of ,canadian ,history is published by the ,united ,editors ,company1 of ,toronto4 ,,note-,,books ,,and ,,class ,,exercises ,in the ,fourth ,form1 pupils should copy into a notebook the black-board work--topical outlines1 time chart1 etc41 as a basis for review and for class exercises in composition4 ,such a topical summary1 the joint work of teacher and class1 is the best means of review for examination purposes1 when one is held4 ,pupils may occasionally be asked to make from the text-book1 without preceding class work1 a topical analysis either of a subject which is treated consecutively in the book1 such as the ,war of #ahab-ad1 or of a subject that requires the pupil to collect his material from various parts of the book1 or even from several books4 ,in the latter case the teacher should direct the pupil to the proper sources4 ,,bibliography ,a4 ,,for ,,teachers ,i4 ,histories3 7a7 ,english3 #a4 ,a ,short ,history of the ,english ,people4 ,green4 #a4ej4 ,the ,macmillan ,company of ,canada1 ,ltd41 ,toronto4 #b4 ,ontario ,high ,school ,history of ,england4 #fe;c4 ,the ,macmillan ,company of ,canada1 ,ltd41 ,toronto4 #c4 ,a ,history of the ,british ,nation4 ,a4,d4 ,innes4 #a4be4 ,e4,c4 ,t4,c4 ,jack1 ,edinburgh4 7b7 ,canadian3 #a4 ,a ,history of ,canada4 ,roberts4 #a4jj4 ,the ,macmillan ,company of ,canada1 ,ltd41 ,toronto4 #b4 ,story of ,canada 7,story of the ,nations ,series74 ,bourinot4 #a4ej4 ,g4,p4 ,putnam's1 ,new ,york4 #c4 ,a ,historical ,geography of the ,british ,colonies1 #aj vols4 ,canada3 ,part ,i1 #a4fj2 ,part ,,ii1 #a4aj4 ,lucas and ,egerton1 ,clarendon ,press1 ,oxford4 ,one of the best histories of ,canada2 on a geographical basis4 #d4 ,ontario ,high ,school ,history of ,canada4 ,grant4 #ai;c4 ,the ,t4 ,eaton ,company1 ,ltd41 ,toronto4 #e4 ,a ,short ,history of the ,canadian ,people4 ,bryce4 #b4jj4 ,william ,briggs1 ,toronto4 7c7 ,civics3 #a4 ,canadian ,civics4 ,jenkins4 #ce;c4 ,copp1 ,clark ,co41 ,ltd41 ,toronto4 #b4 ,how ,canada is ,governed4 ,bourinot4 #a4jj4 ,copp1 ,clark ,co41 ,ltd41 ,toronto4 7d7 ,general ,history3 #a4 ,general ,sketch of ,european ,history4 ,freeman4 #a4jj4 ,the ,macmillan ,co4 of ,canada1 ,ltd41 ,toronto4 #b4 ,history of ,our ,own ,times4 ,mc,carthy4 #a4be4 ,crowell and ,company1 ,new ,york4 #c4 ,the ,nineteenth ,century--,a ,history4 ,mac,kenzie4 #a4jj4 ,t4 ,nelson and ,sons1 ,toronto4 ,for help in preparing lessons every teacher should possess one book of each of the above classes1 in addition to the ,ontario ,public ,school ,histories4 ,,ii4 ,on ,methods3 #a4 ,teaching of ,history and ,civics in the ,elementary and ,secondary ,schools4 ,bourne4 #a4ej4 ,longmans ,green and ,company1 ,london1 ,england4 ,the best book on general method4 #b4 ,methods in ,history4 ,mace4 #a4jj4 ,ginn and ,company1 ,new ,york4 #c4 ,special ,method in ,history4 ,mc,murry4 #ge;c4 ,the ,macmillan ,company of ,canada1 ,ltd41 ,toronto4 ,b4 ,,material ,,for ,,class ,,work ,,especially ,,in ,,correlated ,,subjects #a4 ,reader's ,guide to ,english ,history4 ,allen4 #be;c4 ,ginn and ,company1 ,new ,york4 7,contains a list of historical authorities for the various periods2 and lists of historical poems and fiction to illustrate these periods47 #b4 ,school ,atlas of ,english ,history4 ,s4,r4 ,gardiner4 #a4ej4 ,longmans1 ,green and ,company1 ,london1 ,england4 #c4 ,atlas of ,canada4 ,published by ,department of the ,interior1 ,ottawa4 7,the ,department of the ,interior also publishes maps giving the latest information concerning railways1 distribution of minerals1 etc41 which can be had by asking for them47 #d4 ,atlas of ,ancient and ,classical ,geography4 ,everyman's ,library4 #be;c4 ,dent ,co41 ,ltd41 ,toronto4 #e4 ,literary and ,historical ,atlas of ,europe4 ,everyman's ,library4 #be;c4 ,dent ,co41 ,ltd41 ,toronto4 #f4 ,literary and ,historical ,atlas of ,america4 ,everyman's ,library4 #be;c4 ,dent ,co41 ,ltd41 ,toronto4 ,c4 ,,historical ,,readers ,,and ,,supplementary ,,books ,group ,i4 #a4 ,highroads of ,history4 #ac ,vols4 ,t4 ,nelson and ,sons1 ,toronto4 ,well illustrated2 a great favourite with children4 #b4 ,gateways to ,history4 #g ,vols4 #is4 #a;d4 ,edward ,arnold1 ,london1 ,england4 #c4 ,longmans' ,ship ,historical ,readers4 #g ,vols4 #is4 ,longmans1 ,green and ,company1 ,london1 ,england4 #d4 ,the ,little ,cousin ,series4 #be ,vols4 #fj;c4 each4 ,the ,page ,co41 ,boston1 ,mass4 ,get list of titles and select4 #e4 ,peeps at many ,lands and ,cities4 #ej ,vols4 #ej;c4 each4 ,the ,macmillan ,company of ,canada1 ,ltd41 ,toronto4 ,get list of titles and select4 ,group ,,ii4 #a4 ,stories from ,canadian ,history4 ,marquis4 #ej;c4 ,copp ,clark ,company1 ,ltd41 ,toronto4 #b4 ,brief ,biographies4 ,supplementing ,canadian ,history4 ,j4,o4 ,miller4 #ce;c4 ,copp ,clark ,company1 ,ltd41 ,toronto4 #c4 ,stories of the ,maple ,land4 ,c4,a4 ,young4 #be;c4 ,copp ,clark ,company1 ,ltd41 ,toronto4 #d4 ,heroines of ,canadian ,history4 ,w4,s4 ,herrington4 ,cloth #cj;c41 paper #ah;c4 ,wm4 ,briggs1 ,toronto4 #e4 ,ryerson ,memorial ,volume4 ,j4,g4 ,hodgins4 ,a graphic sketch of the old log school-house and its belongings1 and the life of a pioneer teacher4 #f4 ,stories of ,new ,france4 ,machar and ,marquis4 #a4ej4 ,briggs1 ,toronto4 #g4 ,martyrs of ,new ,france4 ,herrington4 #fj;c4 ,briggs1 ,toronto4 ,group ,,iii4 #a4 ,fifty ,famous ,stories ,retold4 ,baldwin4 #ce;c4 ,the ,american ,book ,company1 ,new ,york4 #b4 ,thirty ,more ,famous ,stories4 ,baldwin4 #ej;c4 ,the ,american ,book ,company1 ,new ,york4 #c4 ,book of ,legends4 ,scudder4 ,riverside ,literature ,series #ae;c4 ,copp ,clark ,company1 ,ltd41 ,toronto4 #d4 ,legends ,every ,child ,should ,know4 ,ed4 ,h4,w4 ,mabie4 #ij;c4 ,doubleday1 ,page and ,co41 ,new ,york4 ,group ,,iv4--,miscellaneous3 #a4 ,heroes ,every ,child ,should ,know4 ,ed4 ,h4,w4 ,mabie4 #fj;c4 ,doubleday1 ,new ,york4 #b4 ,famous ,men of ,greece4 #ej;c4 ,the ,american ,book ,company1 ,new ,york4 #c4 ,famous ,men of ,rome4 ,the ,american ,book ,company1 ,new ,york4 #d4 ,famous ,men of the ,middle ,ages4 #ej;c4 ,the ,american ,book ,company1 ,new ,york4 #e4 ,famous ,men of ,modern ,times4 #ej;c4 ,the ,american ,book ,co41 ,new ,york4 #f4 ,stories of ,great ,inventors4 ,macombe4 #dj;c4 ,wm4 ,briggs1 ,toronto4 #g4 ,calendar ,stories4 ,m4,p4 ,boyle4 #cj;c4 ,mc,clelland1 ,goodchild1 ,stewart1 ,toronto4 #h4 ,ten ,boys ,who ,lived on the ,road ,from ,long ,ago to ,now4 ,jane ,andrews4 #ge;c4 ,sch4 ed4 #fj;c4 ,ginn and ,company1 ,new ,york4 #i4 ,seven ,little ,sisters4 ,jane ,andrews4 #ge;c4 ,sch4 ed4 #ej;c4 ,ginn and ,company1 ,new ,york4 #aj4 ,the ,romance of ,canadian ,history4 ,selections from ,parkman2 edited by ,pelham ,edgar4 #ge;c4 ,the ,macmillan ,company of ,canada1 ,ltd41 ,toronto4 #aa4 ,english ,life #cjj ,years ,ago4 ,trevelyan4 #as4 ,methuen and ,company1 ,london4 #ab4 ,little ,journeys to the ,homes of ,great ,reformers1 ,great ,orators1 ,great ,teachers1 ,english ,authors1 ,good men and ,great4 ,hubbard4 #aj;c each4 ,the ,roycrofters1 ,east ,aurora1 ,n4,y4 ,in ,group ,i the first1 and any of the others may be read4 ,the first are very interesting and great favourites with children4 ,in ,groups ,,ii and ,,iii one of each may be taken as they1 to some extent1 cover the same ground4 ,all of those in ,group ,,iv are useful1 and may be added as opportunity permits4 ,,appendix ,,the ,,first ,,christmas ,,tree ,did you ever hear the story of the first ,christmas tree8 ,this is the way it was told to me3 ,martin ,luther was a good man who lived in ,germany long ago4 ,one ,christmas ,eve he was walking to his home4 ,the night was cold and frosty with many stars in the sky4 ,he thought he had never seen stars look so bright4 ,when he got home he tried to tell his wife and children how pretty the stars were1 but they didn't seem to understand4 ,so ,luther went out into his garden and cut a little evergreen tree4 ,this he set up in the room and fastened tiny candles all over it1 and when he had lighted them they shone like stars4 ,one of ,luther's neighbours came in that night1 and when she saw the tree she thought how one would please her children4 ,soon she had one in her house1 too4 ,and the idea spread from one house to another until there were ,christmas trees all over ,germany4 ,queen ,victoria of ,england was married to a ,german prince1 and the ,german custom of a ,christmas tree for the children was followed in the royal palace4 ,of course after the ,queen had a tree other people must have one1 too4 ,so the ,christmas tree came to ,england4 ,the little ,french boys and girls have not had them so long4 ,not very many years ago there was a war between ,france and ,germany4 ,at ,christmas time the ,german soldiers were in ,paris4 ,they felt sorry to be so far from their own little boys and girls on ,christmas eve4 ,but they knew how to have something to remind them of home4 ,every soldier who could got a little evergreen tree and put candles on it4 ,the ,french saw them1 and were so pleased that now1 every year1 they too have ,christmas trees4 ,so many people from ,england1 and from ,germany1 and from ,france have come to our country to live1 of course1 we too have learned about ,christmas trees4 ,and that is why you and so many other little girls and boys have such pretty trees on ,christmas eve4 ,,the ,,origin ,,of ,,the ,,easter ,,bunny ,childish voices are asking why the rabbit is seen with the eggs and the chickens that fill the shop windows and show-cases at ,easter4 ,the legend that established the hare as a symbol of the ,eastertide is not generally known4 ,it is of ,german origin and runs as follows3 ,many years ago1 during a cruel war1 the ,duchess of ,lindenburg with her two children and an old servant fled for safety to a little obscure village in the mountains4 ,she found the people very poor1 and one thing that surprised her much was that they used no eggs4 ,she learned that they had never seen or heard of hens1 and so when the old servant went to get tidings of his master and of the war he brought back with him some of these birds4 ,the simple village folk were greatly interested in the strange fowl1 and when they saw the tiny yellow chickens breaking their way out of the eggs they were full of delight4 ,but the ,duchess was saddened by the thought that ,easter was drawing near and that she had no gifts for the little mountain children4 ,then an idea came to her4 ,the spring was beginning to colour the earth with leaves and flowers1 and she made bright dyes out of herbs and roots and coloured the eggs4 ,then the children were invited to visit the ,duchess1 and she told them stories of the glad ,easter day1 and afterwards bade each make a nest of moss among the bushes4 ,when they had all enjoyed the little feast provided in their honour1 they went back to the woods to look at their nests4 ,lo6 in each were five coloured eggs4 ,what a good hen it must have been to lay such beautiful eggs1 said one child4 ,it could not have been a hen1 said another4 ,the eggs that the hens lay are white4 ,it must have been the rabbit that jumped out of the tree when ,i made my nest4 ,and all the children agreed that it was the rabbit1 and to this day the mystic ,bunny is supposed to bring eggs and gifts at ,easter to the little children of the fatherland who have been loving and kind during the year4 ,,the ,,story ,,of ,,st4 ,,valentine ,once upon a time1 there lived in a monastery across the sea a humble monk called ,valentine4 ,every brother save himself seemed to have some special gift4 ,now there was ,brother ,angelo1 who was an artist1 and painted such wonderful ,madonnas that it seemed as if the holy mother must step down from the frame and bless her children4 ,brother ,vittorio had a wonderful voice1 and on saints' days the monastery chapel would be crowded with visitors1 who came from far and near just to listen to that wonderful voice as it soared up among the dim old arches4 ,brother ,anselmo was a doctor1 and knew the virtues of all roots1 herbs1 and drugs1 and was kept very busy going about among the sick1 followed by their tearful1 grateful blessing4 ,brother ,johannes was skilled in illuminating1 and ,valentine often watched the page grow under his clever hand4 ,how beautiful would then be the gospel story in brightly-coloured letters1 with dainty flowers1 bright-winged butterflies1 and downy1 nestling birds about the borders6 ,brother ,paul was a great teacher in the monastery school1 and even learned scholars came to consult him4 ,friar ,john ruled the affairs of the little monastery world with wisdom and prudence4 ,indeed1 out of the whole number only ,valentine seemed without special talent4 ,the poor man felt it keenly4 ,he longed to do some great thing4 ,why did not the good ,god give me a voice like ,vittorio or a skilled hand like ,angelo8 he would often inquire of himself bitterly4 ,one day as he sat sadly musing on these things1 a voice within him said clearly and earnestly3 ,do the little things1 ,valentine2 there the blessing lies4 ,what are the little things8 asked ,valentine1 much perplexed4 ,but no answer came to this question4 ,like every one else1 ,valentine had to find his work himself4 ,he had a little plot where he loved to work1 and the other monks said that ,valentine's pinks1 lilies1 and violets were larger and brighter than any raised in the whole monastery garden4 ,he used to gather bunches of his flowers and drop them into the chubby hands of children as they trotted to school under the gray monastery walls4 ,many a happy village bride wore his roses on her way to the altar4 ,scarcely a coffin was taken to the cemetery but ,valentine's lilies or violets filled the silent hands4 ,he got to know the birthday of every child in the village1 and was fond of hanging on the cottage door some little gift his loving hands had made4 ,he could mend a child's broken windmill and carve quaint faces from walnut shells4 ,he made beautiful crosses of silvery gray lichens1 and pressed mosses and rosy weeds from the seashore4 ,the same tender hands were ready to pick up a fallen baby1 or carry the water bucket for some weary mother4 ,everybody learned to love the good ,brother ,valentine4 ,the children clung to his long1 gray skirts1 and the babies crept out on the streets to receive his pat on their shining hair4 ,even the cats and dogs rubbed against him1 and the little birds fluttered near him unafraid4 ,st4 ,valentine grew old1 loving and beloved1 never dreaming that he had found his great thing4 ,when the simple monk died the whole countryside mourned1 and hundreds came to look for the last time on the quiet face in the rude coffin4 ,a great duke walked bare-headed after that coffin1 and one of the most noted brothers of the church spoke the last words of blessing to the weeping people4 ,after his death1 it was remembered how sweet had been his little gifts1 and the villagers said3 ,let us1 too1 give gifts to our friends on the good ,valentine's birthday4 ,so ever since has the pretty custom been carried out1 and on ,st4 ,valentine's day we send our friends little tokens of remembrance to say we love them4 ,,the ,,first ,,thanksgiving ,it is nearly three hundred years since the first ,thanksgiving ,day4 ,though we have even more to be grateful for1 ,i think that there are not many of us who feel quite so thankful as the little handful of people who set apart the first ,thanksgiving ,day4 ,there were not very many of them1 just one little village in a big forest land1 and by the edge of a great ocean4 ,here1 on the map1 is where they lived4 ,it is on the north-eastern shores of the ,united ,states and is called ,plymouth4 ,the people ,i am telling you about gave it that name when they came to it1 nearly two years before they had their first ,thanksgiving ,day4 ,it was the name of the last town they had seen in ,england4 ,here1 on the map1 is the ,english ,plymouth1 and you see what a long trip they had in their little vessel1 called the ,mayflower1 to their new home4 ,you still wonder why they travelled so far to make new homes for themselves4 ,it was because they wanted to worship ,god in their own way that they left ,england4 ,they were not afraid of the long voyage and all its hardships2 for they felt sure they were doing as ,god wished them to do4 ,they arrived safely1 too1 and built their little village by the sea--the new ,plymouth4 ,one of the first buildings they put up was a little log church4 ,the first year was very hard for everybody4 ,the winter was colder than any they had ever known in ,england1 and their houses were small and poorly built4 ,they could not get any letters or news from their friends in ,england for many months4 ,food was not scarce1 for there was always plenty of game and fish4 ,but it was such a change from their old way of living that many people became ill1 and in the spring there were many graves4 ,but the worst thing about the new land was the ,indians4 ,these ,english people were afraid of them--and with good reason1 too1 for they were very fierce and sometimes very cruel4 ,they tried not to let the ,indians know how few they were1 and even planted grain about the graves in the churchyard so that the ,indians could not count how many had died4 ,but one of the ,indian ,chiefs was friendly to the ,english and kept the other tribes from making war on them1 and the second summer they had a great harvest and everything was more comfortable4 ,it was in that autumn1 just after the grain was gathered1 that the minister spoke to them one ,sunday about having a ,thanksgiving day4 ,it seemeth right1 he said1 ,god hath granted us peace and plenty4 ,he has blessed us with a dwelling-place of peace4 ,he has held back the savage red man from bringing harm to us4 ,therefore let us appoint a day of ,thanksgiving4 ,after that all the people1 even the boys and girls1 were busy getting ready4 ,the men took their guns and fishing-rods and went into the forest1 and brought home fowl1 fish1 and deer1 and perhaps bear meat as well4 ,the boys and girls gathered wild plums1 and grapes1 and corn1 and brought in pumpkins from the gardens2 and the women made pies1 puddings1 cakes1 and bread1 and baked the meat and corn4 ,they had great piles of cakes1 and rows and rows of pies1 and loaves of bread and platters of meat1 for they all expected company4 ,you could not guess1 ,i am sure1 who was coming6 ,they had sent word to the ,indians near to come and spend ,thanksgiving ,day with them4 ,do you suppose they came8 ,indeed they did4 ,they came before breakfast and stayed until long after supper1 and had a good time1 and tasted everything the white women had cooked1 and nodded their heads and said1 ,how a great many times1 to say it was good4 ,some of the little girls and boys were half afraid of them1 but they need not have been2 for that day the ,indians felt very kindly toward the ,english4 ,ask pupils to mention things for which they are thankful4 ,,letter ,,from ,,mary ,,queen ,,of ,,scots1 ,,to ,,queen ,,elizabeth ,believe1 ,madame 7and the doctors whom you sent to me this last summer can have formed an opinion71 that ,i am not likely long to be in a condition which can justify jealousy or distrust4 ,and this notwithstanding1 exact from me such assurances1 and just and reasonable conditions as you wish4 ,superior force is always on your side to make me keep them1 even though for any reason whatever ,i should wish to break them4 ,you have had from observation enough experience of my bare promises1 sometimes even to my own damage1 as ,i showed you on this subject two years ago4 ,remember1 if you please1 what ,i then wrote you1 and that in no way could you so much win over my heart to yourself as by kindness1 although you have confined forever my poor body to languish between four walls2 those of my rank and disposition not permitting themselves to be gained over or forced by any amount of harshness4 99 99 99 99 99 ,in conclusion1 ,i have to request two things especially2 the one that as ,i am about to leave this world ,i may have by me for my consolation some honourable churchman1 in order that ,i may daily examine the road that ,i have to traverse and be instructed how to complete it according to my religion1 in which ,i am firmly resolved to live and die4 ,this is a last duty which cannot be denied to the most wretched and miserable person alive2 it is a liberty which you give to all foreign ambassadors1 just as all other ,catholic kings allow yours the practice of their religion4 ,and as for myself1 have ,i ever forced my own subjects to do anything against their religion even when ,i had all power and authority over them8 ,and you cannot justly bring it to pass that ,i should be in this extremity deprived of such a privilege4 ,what advantage can accrue to you from denying me this8 ,i hope that ,god will forgive me if1 oppressed by you in this wise1 ,i do not cease from paying ,him that duty which in my heart will be permitted4 ,but you will give a very ill example to other princes of ,christendom of employing towards their subjects and relatives1 the same harshness which you mete out to me1 a sovereign queen and your nearest relative1 as ,i am and shall be in spite of my enemies so long as ,i live4 ,,index ,aims of ,study1 #ac ,amount of ,material1 #ah ,appendix1 #acf ,first ,christmas ,tree1 ,the1 #acf ,first ,thanksgiving1 ,the1 #adj ,letter of ,mary ,queen of ,scots1 #adc ,origin of the ,easter ,bunny1 #acg ,story of ,st4 ,valentine1 #ach ,bibliography1 #acj ,black-board ,work in ,teaching ,history1 #bg1 #ca1 #dj1 #dg1 #ej ,capture of ,quebec1 ,the1 #ff ,characteristics of a ,good ,text-book1 #bd ,chronological ,chart1 #abh ,chronological ,method1 #ba ,civics1 #bj1 #ea1 #eb ,civilization and ,inventions1 #aai ,clergy ,reserves1 ,the1 #cf ,colours of the ,flag1 ,the1 #gc ,combination of ,methods1 #be ,comparative ,method1 #bb ,concentric ,method1 #bb ,confederation of the ,canadian ,provinces1 #ajg ,constitutional ,liberty in ,canada1 #abd ,correlation of ,subjects1 #ci1 #dj1 #ej ,course of ,study1 #a ,current ,events1 #di ,dates1 #dg ,devices for ,teaching1 #abg ,dramatization of ,history1 #df ,drill and ,review1 #ca ,empire ,day1 #ge ,feudal ,system1 #ajj ,first ,christmas ,tree1 ,the1 #acf ,first ,thanksgiving1 ,the1 #adj ,flag1 ,the1 #fh ,flag ,days1 #gb ,florence ,nightingale1 #fb ,genealogical ,tables1 #cg1 #abh ,historical ,sense1 ,the1 #ag ,history and ,art1 #de ,chronology1 #dg ,composition1 #bf1 #df ,constructive ,work1 #dd1 #fg ,geography1 #dj1 #ajh ,literature1 #da ,oral ,reading1 #bf ,science1 #dc1 #aai ,how to ,make ,history ,real1 #cd ,illustrative ,lessons1 #fj ,type ,lesson in the ,story ,stage1 #fj ,first ,thanksgiving1 ,the1 #fa ,florence ,nightingale1 #fb ,postmaster1 #fe ,capture of ,quebec1 ,the1 #ff ,coming of the ,united ,empire ,loyalists1 ,the1 #fg ,flag1 ,the1 #fh ,suggestions for ,empire ,day1 #ge ,egerton ,ryerson1 #gh ,the ,intercolonial ,railway1 #hb ,the ,industrial ,revolution1 #hg ,the ,road to ,cathay1 #ib ,the ,armada1 #ig ,the ,feudal ,system1 #ajj ,seigniorial ,tenure1 #ajc ,confederation of the ,canadian ,provinces1 #ajg ,influence of ,geographical ,conditions on ,history1 #ajh ,the ,st4 ,lawrence ,river1 #aab ,relations ,between ,england and ,scotland1 #aad ,analysis of ,secs4 #afj-agj in ,ontario ,p4,s4 ,history of ,england1 #aaf ,outlines for ,reviews1 #aah ,the ,development of ,civilization1 #aai ,the ,new ,learning1 #aba ,the ,fight for ,constitutional ,liberty in ,canada1 #abd ,importance of ,facts in ,history1 #ai ,industrial ,revolution1 ,the1 #hg ,influence of ,geography on ,history1 #ajh1 #aaj ,information ,stage1 ,the1 #ah ,interest1 #af1 #ai1 #cd1 #ch1 #dd1 #eh1 #gh ,intercolonial ,railway1 ,the1 #hb ,inventions and ,history1 #dc1 #hg1 #aai ,letter of ,mary ,queen of ,scots1 #adc ,local ,material1 #ea ,maps1 #ce1 #dj1 #fh1 #abg ,memorizing ,history1 #ch ,methods for ,forms ,i and ,,ii1 #be ,form ,,iii1 #bf ,form ,,iv1 #bh1 #gh ,moral ,value of ,history1 #ad1 #bh1 #ec ,museums1 #abh ,new ,learning1 ,the1 #aba ,newspapers1 #di ,note-books1 #ca1 #abi ,oral ,method1 ,the1 #bc1 #be1 #bg1 #bh1 #cd1 #eh1 #fj1 #fb1 #fd ,origin of the ,easter ,bunny1 #acg ,patriotism1 #ac ,pictures1 #ce1 #de1 #abg ,postmaster1 #fe ,problems in ,history1 #ad1 #cc1 #cf1 #da1 #ff1 #fg1 #fh1 #gf1 #gh1 #hc1 #aai ,reflective ,stage1 #ah ,regressive ,method1 #bb ,relations of ,england and ,scotland1 #aad ,reviews1 #bc1 #ca1 #ci1 #ib1 #aab1 #aah ,road to ,cathay1 #ib ,ryerson1 ,egerton1 #gh ,scope of ,study1 #ae ,seigniorial ,tenure1 #ajc ,source ,books1 #cg1 #abh1 #adc ,spanish ,armada1 #ig ,st4 ,lawrence ,river1 #aab ,st4 ,valentine1 #ach ,stages of ,study1 #ae ,story ,stage1 #ae ,story ,telling1 #a1 #ae1 #ag ,taxation1 #aa1 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