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ONTARIO 
TEACHERS' MANUALS 

HISTORY 

AUTHORIZED BY TIE MINISTER OF EDUCATION 

TORONTO 
TttE COPP, CLARK COMPANY, LIYIITED 



COPYRIGHT, (ANADA, 115, BY 
THI IIIISTEIR OF ]DUCATIOI FOR OITRIO 



CONTENTS 

PAGE 
PUBLIC AND SEPARATE SCHOOL COURSE OF STUDY ........... 1 

CHAPTER I 
THE IMS AND STAGES OF STUDy .................... 13 

CHAPTER II 
GENERAL METHODS IN THE TEACHING OF HISTORY ...... .°1 

C HAPTER III 
CORRELATION OF SUBJECTS ........................... 40 

CHAPTER IV 
SPECIAL TOrICS .................................... 49 
Current Events ................................ 49 
Local Material ................................ 51 
Civics ......................................... 52 
The Teacher of History ......... . .............. 57 

CHAPTER V 
ILLU STRATITE LESSONS .............................. 60 
Forms I and II ................................ 60 
Form II ....................................... 62 
Form III ...................................... 66 
Forms III and IV .............................. 75 
Form IV ...................................... 78 
For Teachers' Reference ........................ 119 

DEVICES ............................................... 127 

BIBLIOGRAPHY .......................................... 130 

APPENDIX ............................................. 136 

iii 



MANUAL OF SUGGESTIONS 
FOR 
TEACHERS OP" HISTORY 

PUBLIC AND SEPARATE SCHOOL 
('OURSE OF STUDY 

DETAILS 
TItE course in literature and composition includes the tell- 
ing by the teacher of suitable stories from the Bible, stories 
of primitive peoples, of child life in other lands, of famous 
persons and peoples; and the oral reproduction of these 
stories by the pupils. In this way history, literature, and 
composition are combined. 
For Method in telllng storles, eonsult How fo Tell ,çtories 
to Children, by Sara Cone Bryant, Houghton, Miffiln Company, 
Boston, $1.00. 

FORSI I 
BII,E STOIES : 
Moses in the Bu]ru.hes, his ç'bildhood, the Burning 
Bush, the Crossing of the Red Sea, the Tables of Stone; 
Joseph's Boyhood Dreams, Joseph sold into E'pt, 
the Famine, the ¥isits of his Brethren; David and 
Go]iath ; Samson. 

STORIES OF CtIILD LIIE: 
The Eskimo Girl, the Andean Girl, the Arabian Girl, 
the Little Svrian Girl, the Swiss Girl, the Chinese 
Girl, the African ç;irl, tbe German Girl, the Canadian 
Girl; the Littlc Rcd Child, the Little White Child, 
[1] 



2 HISTORY 

the Little Black Child, the Little Yellow Child, thc 
Little Broa Child. 
Consult The Seven Little listers, by Jane Andrews, Ginn 
& Co., Boston, 50.c.; The Little Cozsn Series, by Mary Hazel- 
ton Wade, The Page Co., Boston, 60c. each; Five Little 
Strangers, Julia Augusta Schwarz, American Book Co., New 
York; Each and Ail, Jane Andrews (sequel to The leven 
Little Sisters), 50 cents. 

,PECI.XL DAYS : 
Christmas: The Birth of'Christ, the First Christ-mas 
Tree (see Appcndix) ; Arbor Dav; Constructive work 
sugzested by St. Valentine's Day and Thanksgiving 
Day; Stories of these Days. 
NOTE: Advantage should be taken of ever- opportunity to 
teach obedience to authority and respect for the property and 
rights of others. 

FOI3I II 
BIBLE STORIES : 
Ahraham and Lot, ,lc,shua, David and Jouathan, 
David and .qaul, Iuth and Naomi, Daniel. Miriam 
and Moses, Abraham and Isaac, Boyhood of Christ, 
the Shipwreck of gt. Paul. 

TOIES OF ÇIIILD LIFE : 
The Arvan Boy, the Persian Boy, the Greek Boy, the 
lc,man Boy, the Saxon Boy. the Paze Boy, the Eng- 
lish Boy. the Puritan Boy, the Canadian Boy of To-day. 
Child Life in Canada (a) in the early days, (b) to- 
day on the farm and in the city or town; occupations, 
gaines, and plays, etc. 
Consult Ten Little Boys Who Livecl on the Roacl rom Long 
Ago t}ll Now, by Jane Andrews, Gtnn & Co., 50c. 
,TORIES OF FAIOUS PEOPLE: 
Boadicea, Alfred, Harold, First Prince of Wales, Sir 
Francis Drake, Sir Walter laleigh, Columbus, Cahot, 



COIYRSE OF STUDY 3 

Cartier, Champlain, Madeleine de Verchères, Pontiac, 
Brock, Laura Secord, Florence Nightingale. 
Consult Te Story ol te British People, Thomas Nelson 
& Sons, Toronto, 35c. (For Florence Nlghtingale, see Ap- 
pendix. ) 
PIONEER LIFE : 
In Ancient Britain: See Second Reader, p. 109; 
Onfario Public Sclool Hisfory of England, p. 10. 
In loman Britain: See Tle Sory of Tle Briti.¢h 
People, pp. 18-24. 
01d English Life: See Tlird Reader. p. 325; Onario 
High Sclool Hisory of England, pp. 33-40. 
At the Close of the :French Period in Canada: See 
FourH Reader, p. 65. 
In Upper Canada in the "Thirties": See Fourfh 
Reader, p. 122. 
0ur Forefathers: Where they lived before coming 
here, how tbey got here, hardships in travel, con- 
dition of the country af that rime, how they cleared 
the land, their homes, their difficulties, danger from 
wild animals, the natives of the country, modes of 
travel, implements and tools, etc. 
Consult Pen Pictures o Erly Pfoneer Lie in Upper Can- 
ada, Briggs, $2.00; Ontario High School History ol Canada. 
INVENTORS : 
Watt, Stephenson, Fulton, Bell, Edison, Marconi. 
CIVICS : 
Elementary fessons n local government: 
(a) In cities, towns, and incorporated villages--the 
postmaster, (sec Illustrative Lesson, p. 65), the post- 
man and polieeman ; eity or town hall, post-office, mail 
boxes, school-houses. 



4 HISTORY 

(b) For rural districts--postmaster, trustees, roads 
and bridges, rural mail delivery. 
SI'ECIAL I)AYS : 
Empire Day, Victoria Day, Dominion Day; local occa- 
sions sueh as Fait 1)ay, Election Day; re'iew of those 
Days taken in Form I. 

F0123IS III AND IV 

PRELIMINARY NOTE 
Below are the topics and sub-topics of the Course in 
Ilistory for Forms III and IV. 
In dcaling witll the subject in both Forms, the teacher 
should keep constantly in mind the chief aires suited fo 
this stage of the pupil's developnlent. (See pp. 16, 17.) The 
nlost vital of these is " to create and foster a liking for 
historical study." The teacher should make use of simple 
map drawing fo illustrate the subject. This is especially 
necessary in dealing with the history of Canada. There 
should l,e mueh illustration bv means of maps and pictures. 
See Educational Pamphlet Iffo. 4, Visual Afds in the Teach- 
ing of History. 
The chapter numbers in the Course for Form III are 
those of the chapters in The Story of the British People 
prescribed for the Form. These chapters should be care- 
fully rend and, in Form IV, the authorized text-books 
should be followed for the main account. Haring regard 
to lhe lime available for the Course, only the most im- 
portant details should be lakeu 



COURSE OF STUDY 5 

FORM III 

JUNIOR GRADE 

CANADIAN I-IISTORY 

Columbus--The Discovery of America (Chap. XX) 
John Cahot and the New World {Chap. XXI) 
Jacques Cartier (Chap. XXIII) 
Ialeigh and Gilbert (Chap. XXVI) 
The Beginnings of Acadia {Chap. XXVII) 
Champlain, the Father of New France (Chap. XXVIII) 
The Pilgrim Fathers (Chap. XXIX) 
The Jesuits in Canada (Chap. XXXI) 
The Settlement of French Cnada (Chap. XXXI) 
La Salle {Chap. XXXIV) 
Henry Hudson--New York and Hudson Bay (Chap. 
XXXV) 
Fronenac (Chaps. XXXIV, XXXVII) 
The Conques¢ of Canada--Wolfe and Moncalm, Poniac 
(Chap. XLI) 
The Coming of the Loyalists (Chap. XLII) 
How Canada Fought for the Empire (Chap. XLIV) 
William Lyon Iackenzie {('hap. XLVI) 
The Great North-West--Selkirk, Mackenzie, Strathcona, 
liel (Chap. XLVII) 
Canada and the Enlpire--:Royal Visitors (Chap. L) 

FORM III 

SENIOR GRADE 

BRITISH HISTORY 

The First Britons (Chap. I) 
The Coming of the Romans (Chap. II) 
A Day in Roman Britain (Chap. III) 



6 HISTORY 

The Coming of the English (Chap. IV) 
The Coming of ('hristianity (Chap. V) 
The Vikings (Chap. VI) 
Alfred the Great (Chap. VII) 
Rivals for a Throne (('hap. VIII) 
The Coming of the Normans (Chap. IX) 
A Norman Castle (Chap. X) 
A Glance af Scotland (Chap. XI) 
IIenry the Second and Ireland (Chap. XII) 
Richard the Lion IIeart (Chap. XIII) 
King John and the Grêat Chartêr (Chap. XIV) 
The First Prince of Wales (Chap. XV) 
Wallace and Bruce (Chap. XVI, XVII) 
The Black Prince (Chap. XVIII) 
The Father of the British Navy (Chap. XXII) 
The New Worship (Chap. XXIV) 
Francis I)rake. Sea-dog (Chap. XXV) 
King Charles the F]rst (Chap. XXX) 
The Rule of Cromwcll (Chap. XXX:II) 
The KinzEnjoys his ç}wn again (Chap. XXXIII) 
The levolution and After (Chap. XXX¥I) 
The Greatest Soldier of his Time (Chap. XXXV:I:I:I) 
Bonnie Prince Charlie (Chap. XXXIX) 
P, obert Clive, the Daring in War (Chap. XL) 
The Terror of Europe (Chap. XLII:I) 
Water]oo (Chap. XLV) 
¥ictoria the Good (Chaps. XL¥I, XLYIII, XLIX) 

CIVIC$ 
I{eview of the wor] in Form II ; election of town or 
township council; taxes--the money people pay fo keep 
up schools and roads, etc. ; how local taxes are levied for 



COURSE OF STUDY 7 

the support of the school; election of members of County 
Council, of members of Provincial Leslature; duties of 
citizenship. 
FOI:tM IV 

JUNIOR GRADE 

CANADIAN HISTORY 

Before the British Conquest--an introductory account : 
Tbe French settlements: Extent, life of the sei-mior, 
habitant, and coureur de bois; system of trade; government 
af Quebec--governor, bishop, intendant; territorial claires 
(Chaps. VII, VIII, IX, XI) 
The English settlements--IIudson's ]3ay Company, 
English colonies in New York, New England, Acadia, and 
Newfoundland; population, life, trade, govêrnment, ter- 
ritorial claires (Chaps. VIII, X, XI) 
]3ritish Conquest of New France---fall of Quebec 
(Chap. XI) 
Conspiraêy of Pontiaê (Chap. XII) 
Quebec Act (Chap..XII) 
Canada and fhe American 1Revolution; U. E. Lo)-alists 
(Chaps. XIII, XV) 
Constitutional Act m 1Representative Governmcnt 
(Chap. XIV) 
Social Conditions, 1763-1812 (Chap. XV) 
IIudson's ]3ay Company (Chaps. VIII, XVI, XXI) 
North-West Company (Chap. XVI) 
Exploration in _-North-West--ttearne, ]Iackenzie, Fra- 
ser. Thompson (Chap. XVI) 
War of 1812-15= (Chap. XVII) 
Family Compact (Chap. XVII) 
Clergy leserves (Chap. XVII) 
William Lyon ]Iackenzie (Chap. XVII) 



$ HISTORY 

Lord Durham, Act of Union, 1840oEesponsible Gov- 
ernment {Chai». X¥III) 
Social Progress, 1812-1841 (Chap. XIX) 
Settlement of the North-West--Selkirk (Chaps. XVI, 
XX) 
('onfederation of the Provinces. 1867 (('hap. XXII) 
Intercolonial Railwav (Chap. XXIV) 
Expansion of the Dominion by addition of new pro- 
vinces (Chap. XXII) 
Social Progress, 1841-1867 (Chap. XXIII) 
Canadian Pacitïc P, ailway Chap. XXI¥) 
12,iel Rebellion (Chap. XXIV) 
Disputes between Canada and the Çnited States since 
1814 settled by trea" or arbitration. The Hundred Years 
of Peace 
Canada. af the opening of the twentieth century ; trans- 
portation, industry, means of defence, education (Chap. 
xxv) 
Ontario since Confederation: John Sandfield Macdon- 
ald. Sir O]iver Mowat, Arthur Sturis Hardv. Sir George 
W. Ross, Sir James P. Whitney (Chap. XXVI) 
An account of how Canada is governed, simple and 
eoncrete and as far as possible related fo the experience 
of the pupils; Municipal Government, Provincial Govern- 
ment, ederal Government (Chap. XXVII) 



COURSE OF STUDY 9 

FOR[ IV 

SENIOR GRADE 

BRITISH HISTORY 

A 
A Course of about Two Monhs 
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--Crecy, Agincourt, Joan of 
Arc. 
The Wars of the Roses (no lists of battles or details 
of fighting) 
Caxton and Printing 
Separation between the English Church and Rome 

B 

A Course of about Eiglt Months 

Brief account of the British Isles, territorial, political, 
and relious, as an introduction fo the reign of Elizabeth. 
Elizabeth and Mary Queen of Scots; the Spanish 
Armada; Drake, ]tawkins, Gilbert, Raleigh, Shakespeare. 
The Stuarts: '" Divine Right of Kings " supported by 
majority of gentry and landowners (cavaliers), opposed by 



IO HISTORY 

the commercial and trading classes and yeomen (round- 
heads). The Kings strove for absolute power, the Parlia- 
ment for constitutional government. 
James I: Union of the English and Scottish Crowns. 
Charles I: Struggle between King and Parliament; 
Petition of light, Ship Money, rebellion, execution of 
Charles. 
('ommonwealth : nominally a republic, really a dictator- 
ship under Cromwell. Ho gave Britain a strong govern- 
ment at home, and ruade her respected abroad, "and laid 
the foundations of Britain's foreign trade and colonial 
empire. 
Charle.s II : The l%storation : leaction in state, church, 
and society; King striving for absolute power; Noncon- 
formists persecuted; society profliCate in its revolt against 
the strictness of Puritanism; ]=Iabeas Corpus Act; Test 
Act; Plate and Great Fire. 
James II: l%volution of 1688, the death-knaell of 
"divine right"; Parliament supreme; Declaration of 
Rights. 
William and 5[arv: Party government--Whigs and 
Tories ; King fo act bv advice of his ministers ; each parlia- 
ment limited to three years; Bill of Rights; Act of Sertie- 
ment. 
Arme: Marlborough: Union between England and 
Scotland, 17ç7; the Jacobites, 1715 and 175. 
George II: Walpole, the great peace minister--home 
and colonial trade fostered and material wealth of the 
nation greatly increascd: Pitt, the great war minister; 
territorial expansion in Canada and India--Wolfe, Clive; 
the Methodist Movement, Wesley. 
George III: The American Revolution, 1776-83: loss 
of the American Colonies; Pitt; Washinon; acquisition 



COURSE OF STUDY 11 

of Australia by Great Britain, 1788; lcgislative union of 
Ireland with Great Britain, 1801; Napoleonic wars; Nel- 
son, Wellington, Aboukir, Trafalgar, and Waterloo; indus- 
trial revolution--the change from an agricultural fo an 
industrial country. 
William IV: Rcform Act of 1832, a grcat forward 
movemcnt in democratic governmcnt; abolition of slavery, 
1833; railways and steamships. 
Victoria: First British scttlement iz New Zealand, 
1839; 13cpeal of the Corn Laws, 1846--froc tradc, tire 
commercial policy of England ; Elemcntary E,lucation Act, 
1870, education compulsory; parliamentary franchise ex- 
tended--vote by ballot ; Crimean war ; hldian Mutiny ; 
Egypt and the Suez C'anal; Boer War--Orange Frce State 
and South African Republic annexed; social progress. 
Edward VII: Irish Land Act of 1903: pensions for 
aged labourers; King Edward, "the Peace-maker." 

CIVICS 
Taxation--direct and indirect; how the revenue of the 
Dominion, provinces, and mmicipa]ities, respectively, is 
co]lected. 
Federa] Government--Governor-gencra], Sonate, IIouse 
of Commons, Premier, Cabinet. 
Imperial Government--King, tIouse of Lords, House 
of Commons, Premier, Cabinet, 



HISTORY 

CHAPTER I 

THE AIMS AND STAGES OF STUDY 

AIMS 
HlSl'ORY may be ruade, in several ways, an important 
factor in forming intelligent, patriotic citizens: 
(a) If must be remembered that society, with all its 
institutions, is a growth, hot a sudden creation. ]t follows 
that, if we wish fo understand the present and to use that 
knowledge as a guide to future action, we must kn,w the 
story of how our present institutions and conditions have 
corne fo be wbat they are: we must ]cnow the idêals of our 
forefathers, the means they took to realize them, and fo 
what extent thcy succeeded. If is onlv in tbis way that 
we become capable of passinz juc].__-nïaent, as citizens, on 
what is pr,posed by political and social reformers, and 
thus justify and guarantee our existence as a democraoy. 
(b) Patriotism, which depends largely on the associa- 
tions formed in childhood, is intensified by learning how 
our forefathers fought and laboured and suffered to obtain 
ail that we now value most in our homes and social lire. 
The courage witb wbich the early settlers of Upper Canada 
faced their tremendous labours and hardships should make 
us appreciate our inheritance in the Ontario of to-day, and 
determine, as they did, to leave our country better than 
we found it. 
To-morrow yet would reap to-day, 
As we bear blossom of the dead. 
[18] 
2 



14 HISTORY 

(c) "History teaches that right and wrong are real 
distinctions." The study of history, especially in the 
sphere of biography, has a moral value, and much may 
be done, even in the primary classes, to inspire children 
fo admire the heroic and the self-sacrificing, and fo despise 
the treacherous and the self-seeking. The constant struggle 
to right what is wrong in the world may be emphasized 
in the senior classes fo show that nothing is ever settled 
until if is settled right. 
(d} History affords specially good exercise for the 
jud-ment we use in everyday lire in weighing evidence and 
balancing probabilities. Such a question as " Did Cham- 
plain do right in taking the side of the Hurons against 
the Iroquois, or even in taking sides af all ?" may be sug- 
gested fo the older pupils for consideration. 
(e) .History, when taught by a broad-minded, well- 
informed teacher, may do much fo correct the prejudices-- 
social, political, religious---of individuals and communities. 
(f) Thc imagination is exercised in the effort to recall 
or reconstruct the scenes of the past and in discovering 
relations of cause and effect. 
(g) The memory is aided and stimulated by the in- 
crease in the number of the centres of interest round which 
ïacts, both new and old, may bc grouped. 
() A 1,mowledge of the facts and inferences of history 
is invaluable for general reading and culture. 
To sure up: If is important that the good citizen 
should kmow his physical environment; if is just as impor- 
tant ïor him "fo kmow his social and political enviromnent, 
fo have some appreciation of the nature of the state and 
society, some sense of the duties and responsibilities of 
citizenship, some capacity in dealing with political and 



STAGES OF STUDY 15 

governmental questions, something of the broad and tol- 
erant spirit which is bred by the study of past rimes and 
conditions." 
8COPE 
The ideal course in history would includc (1) a gcncral 
view of the history of the world, giving the pupil knowl- 
edge cnough fo providc the propcr setting for the history 
of his own country; (2) a more detailed knowledge of thc 
whole history of his own country; (3) and a special knowl- 
edge oï certain outstanding periods or tendencies in that 
history. In our schools, we should give most attention fo 
the study oï Canadian and British history as a whole, fo 
enough of the history of France and other countries fo 
make clear certain parts of our own history, and fo certain 
important periods, such as the settlement oï Uppcr Canada 
by the United Empire L.oyalists, etc. (See Detailed Course 
of Study, p. 5.) We may also study out history along 
special lines of development--polifical, military, social, 
cducational, religious, industrial, and commercial--but 
these phases are subjects of study rather for secondary 
schools and colleges. 
STAGES OF STUDY 
There are three stages in the study of history which, 
though they over]ap each other, )'et indicate different 
methods of treatment for pupils ai different ages. They. 
are the Story stage, the Information stage, and the Re- 
flective stage. These stages are hot exclusive, nor do they 
coincide with the first three Forms in the schools. 

THE STORY STAGE 

This stage is suitable for children in the primary grades 
and is chiefly preparatory fo the real study of history in 
the higher grades. The need for this stage lies in the fact 



ç HISTOR 
that thc child's " ideas are of the pictorial rathcr than of 
thc abstract order"; yet his spontaneous interest in these 
things nmst be ruade fo serve "as a stepping-stone to the 
acquired intercsts of civilized life." The definite objects 
at this stage arc: 
{a) To create and foster a likin for historical study. 
If is impossible, in the public school life of a child, which 
i. usually ended at the age of twclve to fourteen years, to 
aç, complish all that bas been indicatcd above concerning 
the aires of history teach.ing. The most that can be done 
is fo lay the foundation and givc the pupil a desire fo 
continue his reading after his school days are over. Serious 
|»lame rests on the teacher whose methods of teaching 
histor3.', instead of attracting the child fo the subject, give 
him a distastc for it. If history is ruade real and living 
fo children, it is usually hot difficult to have them like if. 
(For suggestions, see p. 34.) 
(b) To acquaint the pupils with some of the important 
historical persons. We wish fo take advantage of the faet 
that " the primitive form of attention which is captured 
at once |)v objects that strike the senses is giving place in 
sone deree fo appreciative attention, which is yielded to 
things that connect themselves with what we already know, 
and which implies abilit- fo adopt the reflective attitude 
towards a proposed prohlem."* Now children are more 
interested in people than in institutions or events: and, if 
we can give them a knowledge of some of the striking inci- 
dents in the lires of important characters in history, we 
may expect them fo be more interested in the study of 
history at a later period, because they will frequently meet 
with these familiar names. The emphasis at this stage is 
therefore on biography. 
*Raymont: Principlea of Education 



THE HISTORICAL SENSE 17 

(C) To help the development of the "historical sense." 
The "historical sense" includes the notion of rime, the 
notion of a social unit and, according to some, the notion 
of cause and effect. The notion of time implies the power 
" fo represent the pa.t as if if were present "'--that is, the 
power fo enter into the thoughts and feelings of people of 
the past as if we were living amongst them. This notion 
of time cornes at different ages; to some early, to others 
very late. It came fo Professor Shaler at the age of about 
eight or nine years, as the direct result of vivid story- 
telling : 
of all the folk who were about me, the survivors of the 
Indian wars were the most interesting. There were several 
of these old clapper-clawed fellows stlll living, with their 
more or less apocryphal tales of adventures they had leard 
of or shared. There was current a tradition--I bave seen 
It in print--that there had been a fight between the Indians 
and whites where the government barracks stood, and that 
two wounded whites had bcen left upon the ground, where 
they were hot round by the savages. One of these had both 
amas broken, the other was similarly disabled as to his legs. 
It was told that they managed to subsist by combining their 
limited resources. The man with sound legs drove game 
up within range of the other cripple's gun, and as the tur- 
keys or rabbits fell, he kicke them within reach of his 
hands, and in like manner provided him with sticks for 
their tire. This legend, much elaborated in the telling, gave 
me, I believe at about my eighth year, my first sense of a 
hlstorlc past, and it led to much in the way of fanciful 
invention of like tales. (N. F. Shaler: Autobiography, 
Chap. I.) 
The best means af the teacher's command fo assist ifs 
coming is to tell good stories from history with all the skill 
he has; the stories need not be told in chronologiçal 
order. The notion of time implies also in the older pupils 
the power fo place events in chronological order 
The notion of a social unit is also of slow growth and 
raust spring from the child's conception of the social units 
he belongs to--the home, the school, the community. 



lg HISTORY 

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 unit; itis surprising, however, h¢_,w soon it 
makes its appearance in thc child's conceptions of history, 
in his desire fo know the " why" of things. (Sec Barnes' 
,b'ludies in Historical Melhod.) 

THE IITFOIIMATION STAGE 
Thcre are several questions that children soon corne 
fo ask : " When ?l, and " Where ?" '" What ?" and " Who ?" 
This stage may be said to begin in earnest with the Second 
Form, and it continues through the whole course. {-)ne 
of the essential elements in history study is to bave a 
kno;ledge of tire important faets of history, without which 
there can be no inferences of value for present use. The 
ail-important point in this teaching of facts is to keep 
the lessons interesting and hot allow them fo become mere 
lifeless memorizing of isolated happenings; for a fact is of 
value on]y when re]ated fo other ïacts. (See pp. 36, 38.) 

THE 1REFLECTIVE STAGE 
This stage naturallv follows the Information stage, as 
che must acquire facts before reflecting on them in order 
to draw inferences. But reflection of a simple kind may 
begin as soon as any facts are given that will show the 
relations of cause and effect. The question for the pupil 
hcre is " Whv?" just as in the preceding stage the ques- 
tions werc "When ?" and " Where ?" "What ?" and "Who ?" 
Information and reflection may therefore be combined 
with duc regard fo the pupil's capacity. 
PRACTICAL DIFFICULTIES 
We may speak of two difficulties. The first concerns 
the enormous amount of historical material that exists. 



PRACTICAL DIFFICULTIES 19 

If is increased still more by the intermingling of legend 
with history and by the partial narratives of prejudieed 
writers. The legendary part may be taken up in the Story 
stage; and the evils of one-sided accounts are often bal- 
anced by the greater vigour and interest of the narrative, 
as in Macaulay's writings. The difficulty connected with 
the great amount of material can be solved by the selection 
(already largely ruade by the text-books) of the more 
important parts, that is, those facts of history that bave 
the greatest influence on aftcr times--" the points of vital 
grt;wth and large connection" without which subsequent 
history cannot be properly understood. 
The second difficulty has to do with deciding where 
to begin the teaching of history. There are txvo principles 
of teaching that will help to solve this difficulty: (1) The 
child Iearns by reIating everything new to his present fund 
of experiences; (2) A child's notions grow more complex 
as his knowledge increases. To apply these, we nmst know 
the child's experiences and his present notions. We can- 
hot assume that thc present conditions of social life are 
known to the child through his experiences. Our social 
life is also too complex to be understood by him vet; he 
tan understand an individual hero better than he can the 
complex idea of a nation. How many children would be 
able fo begin a study of history by having, as one writer 
suggests, "a short sertes of lessons to make some 
simple and fundamental historical ideas intelligible--a 
state, a nation, a dynasty, a monarch, a parliament, legis- 
lation, the administration of justice, taxes, civil and for- 
eizn war !" These are ideas far beyond the comprehension 
of the beginner. We must be g-uided, hot by "what 
happens fo be near the child in rime and place, but by 
what lies near his interests." As Professor Bourne says: 



20 HISTORY 

'" if may be that medioeval man, because his characteristics 
bel-ng to a simple type, is closer fo the experience of a 
child than many a later hero." With older children it is 
more likely fo he truc that the lire of history lies " in its 
personal connections with what is here and now and still 
alive with us"; with historic places and relics, etc., which 
make their appeal first through the senses; with institu- 
tions, such as trial by jury; with anniversaries and celebra- 
tions of great events which may he used fo arouse interest 
in the historv which they suggest and recall. 
IIowever, as 5icMurry points out, we are in a pecu]iarly 
favourable position in Canada, because we have in our own 
history, in the comparatively short time of 400 years, the 
devel«,pment of a free and prosperous country from a state 
of wildness and savagery. The early stages of our histor 3" 
present those elements of lire that appeal strongly to chil- 
dren--namely, Indians with all their ways of living and 
fighting, and the early settlers with their simpler problems 
and difficulties. The development of this simpler lire to 
the more complex lire of the prescrit can be more readily 
understood 1,v ehildren as they follow up the changes that 
bave taken place. (See McIurry, Special Method in 
Hi.s'tory, pp. 26-30.) Of course, af every step appeal must 
be made to the experiences of children, as the teacher knows 
thcm. In Civics, howeer, the beginning must be ruade 
with conditions that exist to-dayschools, taxes, the police- 
man, the postmaster, etc. The beginning of the real teach- 
ing of history may then be nmde af the benning of Cana- 
dian History, as this will enable the child to go gradually 
from the simple, or individual, fo the complex, and will 
also allow the teacher to make use of whatever historical 
remains may be within reach. 



CHAPTER II 

GENERAL METHODS IN THE TEACHING 
OF ]IISTOIY 

THERE are manv methods used in the teaehing of hi.tory. 
A brief description of the principal oues is given for refer- 
ente mere]y, sinee their best features are incorporated iu a 
combination of methods, which is strongly recommended 
to teachers, and is described fully in succeeding pages. 

l. Methods based on tbe arrangement and selection of 
the malter: Chronological, Topical 

TIIE CIIRON'OLOGICAL IETttOD 

The marrer is chosen according fo the "rime" order, 
beginnin at the first of the history, and the events are 
taught in the ortier of occurrence without any marked 
emphasis on their importance, or without considering 
whether a kmowledge of the event is useful or interesting 
fo the class af this staze. Sueh an arrangement of marrer 
is nmre suitable when the formal study of history is begun. 

TIIE TOPICAL 2rETIIOD 

In studying a certain period of history the events are 
arranged under topics or heads; for example, the period of 
discovery in Canadian History may be arran.ced thus-- 
Discoveries, Explorations, Early Settlements, Indian Wars 
--and the study of each of these pursued fo completion, 
contemporary events belonging fo other topics being neg- 
lected for a rime. 
[21] 



22 HISTORY 

Events having the saine underlying purpose, though 
occurring in different periods, may be arranged under one 
topic for review; for example, ail the voyages of discovery 
to America may be grouped under the topic, '" The 1-{oad 
fo Cathay." (See p. 92.) In this way a comprehensi-e 
knowledge is gained. This method gives a full treatment 
of each topic and may be used to best ad-antage in con- 
nection with reviews in junior classes and occasionally as 
a fext-book or library exercise in senior classes. 

2. Methods based on the treatment of historical facts: 
Comparative, Regressive, Coneentrie 

TYIE COIPARATIVE IETtIOD 

By fhis mefhod a comparison is ruade between two 
event.% two biographies, two reigns, etc., a very useful 
device when applied in connection with other methods. 

TIIE REGRESSIVE IETHOD 

In this method the pupil is expected to begin with the 
present and work baekward : that is, to begin with institu- 
tions as thev are to-day and to work baek through the 
various steps in their progress to their present state. This 
methc, d may be followed most profitably in advaneed 
classes. In junior classes it is suffieient to refer fo things 
as thev exist to-day in order fo arouse euriosity regarding 
the facts of history that are to be taught; for example, by 
the use of local material: by a visit fo some place of his- 
orical inerest fo prepare for the story of what bas occurred 
there in the past. (See p. 112.) 

TItE CO2N'CENTRIC IETHOD 
This mefhod, which is much used, deals in ever widen- 
ing circles wifh the saine topic or event; for example, a 



ORAL METHOD 23 

simi)le sory of £'hamp]ain's lire anti voyages fo Canada 
is told to Form II; the saine story is consi¢tered again in 
Form III, but this rime the different voyages are notcd, 
the results of eaeh investigated, and the whole summarized 
and memorized; again, in Form IV, but this rime by the 
topieal and comparative methods, whcre comparison is 
ruade of the purposes and achievements «,f thc expl,,rer 
with those of othcr e.xplorersJaeques Cartier, La Salle, 
etc. In his third discussion a full knowledge of ('ham- 
plain's work is given. 
The excellence of this work lies in ifs review and repe- 
tition. The old or former knowledge is recallel and use,l 
in each succeeding discussion of the topic. The I)upils 
grow gradually into fuller l,-nowledge. 

3. Methods based on class procedure : Oral, Text-book 

TtIE ORAL :METHOD 

This usuallv takes the form of an oral presentahon of 
the story or description of the event by the tcacller, while 
the pupils listen and afterwards reproduce what they have 
heard. Thc narration of the story is accompanied by pic- 
tures, sketches, mai)s, etc., illustrative of I)ersons, places, 
and facts mentioned. If may also take the " development" 
form, in which a combination of narrative and questioning 
is employed. (Sec pp. 66, 92.) 
The Lecture method of Colleges and Universities is an 
advanced oral method. In this fhe teacher narrates and 
describes events, proi)ounds questions, and discusses and 
answers them himself, while the pupils listen and during 
the lecture, or afterwards, make notes of what has been 
heard. 



24 HISTORY 

TIIE TEXT-BOOK IETttOD 
By this method the teacher assigns a lesson in he book 
and, after the pupils bave an opportunity fo study it, he 
asks questions concerning the facts learned. The exclusive 
use of this method results ordinarily in dull, lifeless teach- 
ing, and with junior pupils will prevent their enjoying, 
or receiving much benefit ïrom, the study oï history. 
There are two reasons for the too general use of it-- 
first, it is an easy method ïor the teacher, and sec- 
ondly, it is easy for the pupils fo memorize facts 
for the sole purpose of passing examinations. While this 
criticism is true when an exclusive use is ruade of the 
tcxtbook, the saine cannot be said when the textbook is 
used as an auxiliary fo the teacher. Following the oral pre- 
sentation of the story, reïerence may be ruade fo the book 
ïor another version or ïor a fullcr account and, iI Form 
IV, topics mav be assigned and the pupils directed to 
con.ult thc text-book for the necessary information. (See 
pp. 26, 28.) 
The text-book shou]d be one that does not show an 
abrupt change from the storv told by the teacher. It 
should hot be merely a short ou/line of the important facts 
in history, written separately and then pieced together in 
chronological order, but should be written in a readable 
form by one who is able fo distin._o-uish the important and 
necessary /rom the unimportant and burdensome. If 
.hould have short summaries at the ends of chapters or 
stories of events, so that a grasp oï what has been read 
may be easily obtained. It should also have many pictures, . 
illustrations, and maps, to take the place of the teacher's 
explanations in the earlier stage. (On the use of the text- 
book, see p, 29.) 



OOMBINATION" METHOD 25 

A COMBINATION OF THESE METHODS 
General Description.--As each of the above methods 
has its strong and ifs weak points, we should attcmpt to 
combine the strong points into one method, varied to kccp 
pace with the mental development of the pupil, and thus 
secure the best results. The general outline of such a 
combination may be given as follows: The "oral st-ry "' 
is to 1,e nsed in the junior classes, with " devcl-lmmnt "' 
problems presented where helpful; in Form III the pupils 
should be introduecd fo the text-book (The History Rcadcr 
for Form III), besidcs being taught by thc oral mcthod; 
in Form IV, the oral method is still fo be the chief means 
used by the teacher, who will now, however, pay more 
attention fo the arrangement of the matter (for cxample, 
in topicar outlines), fo aecustom the pupils fo grasp more 
thorough|y the relations of cause and effect in hist,»ry. 
The topics of historv will also be taken up more exhaust- 
ively than in the junior classes, and the pupils must have 
more practice in acquiring knowledge from the text-books. 

DETAILS OF METHOD 

FORMS I, II 

In Forms I and II. the pupils are accustomed to the 
oral reproduction of stories told by the teacher. In these 
shonld be inc|uded a good many historieal stories, such as 
those suggested in the Course of Study in History for these 
Forms; they will serve the usual purposes of oral repro- 
duction work for composition and literature, and will be, 
1,csides, a good foun¢]ation for the study of history in he 
higher forms. (For objects of the Story stage, see p. 16.) 
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-telling, in grasping the important 



26 HISTORY 

parts of the story or description, in knowing what details 
fo omit as well as what to narrate, in explaining the story 
in a way that will make it real fo the pupils, in preparing 
pictures and sketches fo illustrate the different parts, and 
in questioning so flat the minds of the pupils will be 
active as well as receptive. The tare and rime necessary 
fo secure this skill will be well repaid by the interest 
aroused in histoD-, by the appreciation of the thoughts 
thu. presented, and by the lasting impressions conveyed. 
Simple, elear lanuage should be employed, hot neeessarily 
small vords, but words whose meaning is ruade elear by 
the context or illustration. (For material for these Forms, 
sec Bibliography, C, p. 132.) 
-hen the whole storv is told, revision may be ruade 
bv havin the pupils reproduee if aïter suitahle question- 
inff, either immediately or af some future rime. Exereises 
in reproduction may also be given, for either seat work or 
class work, in constructive or art work; for example, after 
the stop- of the orth Ameriean Indians, the pupils may 
l,e asked fo eonsfruct a wio-wam, a canoe, a bow and arrow, 
or fo make pictures of Indians, of their houses, of their 
dress, etc. 
Further exercise in composition mav also be given by 
havinz the puFils writê the story. To eaeh pupil may be as- 
sizned a speeial part; for example, the story of 3[oses may 
bê divided thus: (1) As a babe; (?) His adoption by the 
Princess; (3) I[is ]ife at the palaee; (4) tIis flight to 
Midian; (5} The Burning Bush, etc. The whole story is 
then reprodueed by having these parts read aloud in a 
reading lesson. 
l)RM III 
The value of the oral work donc in Forms I and II will 
be realized by the teacher when the real study of history 



USING THE HISTORY READER 27 

is begtm in Forms III and IV. The pupils havc a liking 
ïor the stories of history and have a knowledge of some 
of the leading actors and of tlae chief events in history 
that calls for more eomplete satisfaction. 
There are several methods of using the History leader 
which is the basis of the work in Form III. Pcrhaps thc 
best method is fo continue fo make oral teachin flac ehief 
feature, and fo add fo that the use by the pupils, in various 
ways, of the History Peader. 
:For example, the teacher will tell the storv of Jacques 
' i 
(art er, following in the main the narrative as giveu iu 
the IIistory Ieader. If is well, however, hot fo f«»llow it 
too closelv in order that, when the pupils corne to read the 
story in the book for themselves, they will find it an inter- 
esting combination of the familiar and the new. :For that 
reason, it will be necessary for the teacher fo have pre- 
pared the story from a somewhat different narrative in 
some other book at her command. :In the têlling of the 
story, problems may be asked, if thought advisab]e (sec 
p. 33) ; a few headings may be placed on the black-board 
for subsequent reproduction, oral or written, by the pupils; 
all difficulties of pronunciation, especially of proper names, 
should be attended fo, orally and on the black-board; the 
places mentioned should be found on the map ; pictures and 
sketches should be used; and in fact, every possible mcans 
taken to make the narrative more real fo the class. 
(Sec p. 34.) 
When the oral teaching is finshed, the pupils mav havc 
thc books fo read af ther desks, and they often ask pcr- 
mission fo take them home. They may sometimes be 
quired fo read aloud from the History leader for supplc- 
mentary practice in oral reading. Reproduction by the 
pupils, e]ther mmediately or in a subsequent lesson, should 
follow. Teachers, howevcr, are a¢]viscd not to insist on too 



28 HISTORY 

much written reproduction, as that might very easily arouse 
a dislike for both history and written composition. Proee- 
dure as outlined aboie bas had most gratifying results in 
the way of ereating a liking îor, and an intelligent in- 
terest in, thê study oî history. 
Other methods have also had good results. The teaeher 
ma.v, instead of telling the story, read aloud from" the 
]leader to pave the wav for the reaàing of the story by 
the pupils themselves. Diflîeulties, either in languaffe or 
in meaning, may bê taken up as in a literature lesson. 
The pupils will at first find the reading somewhat diflïeult, 
but the interest generated by the teaeher's reading or oral 
narrative will earry them through that stage till they 
aequire a love for reading history, and bave enlarged their 
vocabulary till reading is no longer a burdensome task. 
A taste of the more serious studv of history may be 
given by asking the pupils a few hot very difiîcult ques- 
tions that they tan answer onlv by eombining facts eon- 
tained in several stories. For example, in the chapters 
seleeted îor Form III. Junior Grade, the answer tan be 
round fo a question about the explorers of Canada, thê 
order of their visits, and a eomparison oî their work; to 
another question about the expansion of Canada from the 
little part of Quebee first visited fo thê whole of British 
North America. 
It is unneeessary, perhaps, fo add that the emphasis 
in Form III history should be still very largely on biogra- 
pby, so as to influence the îorming of moral ideals by eon- 
crete examples. 

FORM IV 

Although the pupils have now had some experience in 
the use of thê History leader, yet that is no reason why 
oral tcaching should bc discarded in Form IV history, any 



UING THE TEXT-BOOK 29 

more than in arithmetic or geography. It is scarcely a 
high cstimate fo have of history, fo thiuk that pupils of 
this age can grasp even the simpler lines of dcvelopment 
in history without guidance from thc teachcr. IIcnce it 
is necessary for the attainmcnt of g«n»d rcsult.% that many 
of the lessons should be taught orally bforc thc pupils 
are asked to study thcir books. Thc aire of thc tcaching 
should be hot n,erely thc acquisitiou of facts, but the 
welding of them together in a scquence of cause and 
cffcct, and the pupils at this stage can scarcely bc expected 
fo do that for themselves. 
In preparing for a lcsson in Form IV history, the 
teacher should analyse thc incidents of thc pcriod to be 
studied, should see how certain causes have led fo certain 
rcsults, and should be sure enough of the facts to have 
little recourse to the text-book whilc teaching. It does nt 
look like fair play fo expect a class to answcr questions that 
the teacher cannot answer without consulting the tcxt. 
On the oher hand, if is refreshing fo see the interest 
aroused in a class by a teacher who thinks enough of the 
suhject fo be able fo teach it without constant refcrence 
to the text-book. Therefore, let the oral method be here 
again the chier dependence of the teacher. In such a 
lesson, for example, as tha on the Intercolonia] Raihray 
(see p. 82) no book is needed--nly the nmp and the 
black-board. 

TRAINING IN USE OF TEXT-BOOK 
However, as tire pupils must learn, for their own profit 
in after years, how fo read history without a guiding hand. 
they need training in the use of the text-book. The chief 
line on which such training may proceed is fo have 
the pupils search out the answers fo definite questions. 
Any one who has searched for material on a certain topic 



30 IIISTORY 

will appreciate the good results that have corne in the way 
of addcd mwlcdge and increased interest. The 'topics 
af first should be quite simple, gradually increasing in 
brcadth. A few suggestions for such work are gi en below; 
they may be callcd examination questions to be answercd 
with the hclp of the text-book: 
1. Name, and tell something about, four of the explorers 
of Canada before 1759. 
2. Naine several other explorers of the New World. 
3. Which exp2orer did the most for Canada, Champlain or 
La Salle? 
4. In what wars did the French fight against the Iroquois? 
With what result? 
5. What explorers of North America were trying to find 
a way to China and India? (This investigation by tho class 
may precede the lesson on the "Road to Cathay." See p. 92.) 
6. On what did English kings base their claire to be the 
overlords of Scotland? Trace the dispute down to the Union 
of the Crowns in 1603. 
7. Find out how the slave trade was treated by ttte English. 
8. Make a list of the early newspapers in Canada. Did 
they have much influence on public opinion? 
9. Compare the struggles for the control of taxation in 
Canada and in the Thlrteen Colonies of America. Explain 
why these were settled differently in the two cases. 
With questions such as these for investigation, no pupil 
will be likely to secure the fu]l facts; each may state in 
the next lesson what he bas round, and the work of each 
will be supplemented bv that of the others. With succeed- 
ing investizations if mav be expected that the pupils will be 
more eagcr fo get af all the facts in the text-hook. Af any 
rate they are ]earning how fo gather material from books-- 
a very valuab]e training, no marrer how simple the topic is. 
When, in the ordinary course of work, lessons from 
the text-book are assied, tbe teacher should indicate 
the important points, shou]d suzgest certain matters for dis- 
cussion, and should note certain questions fo be answered, 
indicating precisely where the information may be 
obtained. In the recitation period following, the topic 



DRILL AND REVIEW 1 

should be fully discussed, the pupils giving the informa- 
tion they have secured from the text-book, and the teacher 
supplementing this from his know]edge gaincd throu/zh 
wider reading. During the discussion an outliue should 
be ruade on the board, ]argely by. the suggestions of the 
pupils, and kept in thcir note-books for rcference and 
review. (See p. lO0, Lesson on the Feudal System.) 

DRILL AND IEVIEW 
As bas been already stated (p. 15), thc Story stae 
is useful chiefly for the purpose of arousing intcrcst and 
developing the historical sense; no drill or rcview is ncces- 
sary other than the oral, and, in Form ]I, sometimes the 
written, reproduction of the stories. The oral rcproduc- 
tion can be obtaincd in Form I by using thc stories as 
topics in lan«uage lessons. 
In the Information stage, where we are concerned 
more with the acquiring of facts, and in thc Ieflective 
stage, where we wish fo relate facts fo each other according 
fo cause and effect, drills and reviews are necessary. Dur- 
ing the ]esson, a summary is placed on the black-board 
by thc teacher or pupil, as indicated above. If 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 lessons. The teaeher may look over these note- 
books occasionally. 
There is reat difference of opinion on the value of 
note-taking by pupi]s, but if may be said of such notes 
as those mentioned above tiret they have the advantage of 
beinz largely the pupil's own work, especially when the 
pupils are asked fo suzzest the headins; they are a record 
of what.has been deeided in the class fo be important 
points; they are arranged in the order in which the sub- 
ject has been treated in thê lesson, and are in every way 



2 HISTORY 

superior to the small note-books in history that are some- 
rimes uscd as aids or helps. For the proper teaching of 
hi.tory, the latter are hindrances rather than laelps, he- 
cause they roi» the pupil of thc profit gaincd by doing the 
work for himself. Notes obtained from books or dictated 
by the tcacher are harmful to the riglat spirit of study, 
and create a distaste for the sul)jcct. 
Special rcview lessons should be taken when a series 
of lcssons on one topic, or on a sertes of connectcd topics, 
bas 1,een finishcd. Af the close of each lesson, the facts 
learncd are fixcd more firmly in the mind by the usual 
drill ; but there must be further organization of the veral 
lessons by a proper review, so that history will not be a 
numl)cr of unconnected events, but will be seen as an 
orderlv development. This mav be accomplished: (1) by 
questioning the class from a point of view different from 
that taken in the first lessons, (?) hy oral or written expan- 
sion of a topical outline, (3) hy illustrations with maps 
or drawings, (4) by tracing the sequence of events back- 
wards. (5) by submitting some new situation that will re- 
call the old knowled-e in a different way. It must be 
remembered that if is not a mere repetition that we seek, 
but a re-view of the facts, a new view that will prove the 
power of the pupils fo use the knowledge they have gained. 
Thus the lesson on the St. Lawrence River (p. 112) is a 
good review of the facts of history suggested by the places 
mentioned; the lesson on the load fo Cathay (p. 92) may 
be considered a review of the cbief explorers of North 
America. Such a review aires at seeing new relations, at 
connecting new knowledge and old. af '" giving freshness 
and vividness fo knowledge that may be somewhat faded, 
at throwing a number of discrete facts into a bird's-eye 
view." 



PROBLEMS 33 

THE USE OF PROBLEMS IN TEACHING HISTORY 
Tbe de'e]opmenf, or 19rob]cm, method is intended fo get 
the pupi]s to do some independent thinking, instead of 
merely absorbing kalowledge from the teaeher. The plan 
is simply fo set elearly before the pupils the conditions 
existing af a certain moment in the story so tbat fbey nlay 
see for thcmselves the difficulties that the peaple in the 
story had to overcome. The question for the class is: 
" What would you do in the circumstances 
Let us take an example from the life of l-'lysses. 
Ulysses had heard of the Sirens, who sang so beautifu]ly 
that any one in a passing ship who heard thenl was impelted 
to throw himself overboard, with a frantic desire to swim 
fo their island. :Naturally the swimmers were all drowned 
in the attempt. U]vsses desired to hear for himself the 
wonderful singing, and fo experience, perhaps, ifs terrible 
effect; but he certainly did not want fo run anv risk of 
drowning. Now, how did he accomplish his desire, with- 
out paying the penalty ? 
Again, in the story of .Iadeleine de çerchères, the 
narrative may proceed to the point where Madeleine has 
succeedcd in securing the gares. She finds herself in a 
xveak fort with few to help ber, and outside a numerous 
hand of Indians, who are kept at bay for a whole week, 
without even attempting their usual night attacks. How 
did .he do if? 
in the case of the U E. Loyalists, the teacher may 
narrate the sfory to the point where the Loyalists, after 
the treaty was signed, saw that fhey nlust renlove fo Can- 
ada. The class must know where the Loyalist centres in 
the New England ,qtates were. Now, what routes would 
they be likely to take in going to Canada ? With flIe map 
before them, the class can usually tell the next part of the 
story themselves. 



34 HISTORY 

Even if the pupil is hot able to give the correct answer 
to the problem submitted, he is nevertheless having an 
opportunity fo exercise his judgqnent, he can see wherein 
his judment differs from that of the persons concerned, 
his interest in their actions is increased, and the whole 
story will be more deeply impressed on his memory. 

ttOW TO MAKE ttISTORY REAL 
The chier difficulty in teaching history is fo give a 
meaning fo the language of history. Iuch of the language 
is merely empty words. The Iagna Charta and the Clergy 
Reserves mean just about as much fo pupils as x does in 
algebra, and even when thev give a definition or descrip- 
tion of these terres, if usually amounts to saying lhat x 
equals y: the definition is just as va-ue as the original 
terms. The problcm is fo give the langage more mean- 
ing, fo ensure that the words give mental pictures and 
ideas; in short, fo turn the abstract into concrete lacis. 
Children can make their own onlv such knowledge as 
their experience helps them to interpret. Their inlerests 
are in the present, and the past appeals to them just so 
far as they can see in if their own activities, thoughts, and 
feelings. The great aire of the teacher, then, should be 
te» help pupils fo translate the lacis of history into terms 
of their own experiences; unless that is done, they are really 
not learning anything. Some of the ways in which this 
may be attempted are outlined below. 
1. In the junior c]ass where the children are inc 
tensely interested in stories, the stress should be put on 
giving them interesting personal details about the famous 
people in history, details that they can understand with 
their limited experiences of lire, and that will appeal fo 
their emotions. These stories should be told fo the pupils 



MAKIIG HISTORY REAL 35 

with such vividness and animation that they will struggle 
with Columbus against a mutinous crew, will help the 
early explorers fo blaze their way through the dense forests, 
will toil with the pioneers in making homes for themselves 
in Canada, and will surfer with the missionaries in their 
hardships and perils. 
For these pupils the oral method is the only one fo use, 
for there is nothing that appeals to children nore quickly 
and with more reality than what they hear from the 
teacher. The oral method should find a large place in the 
teaching of history in al/ the Forms. If may be added 
that the teachers w'ho use this method will find history 
become a more real and interesting study fo themselves. 
2. What the pupils hear should be reinforeed by giving 
them something to see. Wbatever pictures are obtainable 
(see pp. 45, 127) should be used freely af all stages, for the 
visual images of chil«]ren are a powerful aid to their under- 
standing; if is for this reason that books for children are 
now so fully illustrated, and the saine principle should be 
applied fo the teaehing of history. 
As soon as the children are ready for it, reference should 
be ruade to maps fo illustratehistorical facts. (See p. 1 : ,. ) 
They should see on the map the course that Columhus 
took across fle unknom sea; Champlain's explorations 
become rcal when thev are traced on the naap and the 
children have a concrete pieture fo carry away with them. 
In tact the subjects of geography, art, and construtti'e 
work, treated undêr the head of correlated subects, are 
used in history with the aire of making if real through 
the êye. (Sêe pp. 40, 4, 45.) 
3. A greater difficulty presents itself when we bave 
fo deal, in the higher Forms, with topics like the Maffna 
Charta and the Clêrgy leservês, and if is a difficulty that 



36 HISTORY 

will test fo the full the resourcefulness of the teaeher. IIow 
can the preceding conditions and the terres of the Magna 
Charta be brought home to a elass? How tan children be 
brought to appreciate the diffieulties connected with the 
question of Cler] P, eserves? A few words about, the 
latter raay suggest a means. 
Two aspects of the Clergy Reserves question stand out 
prominent]y, the religious and the economie. The religious 
aspect will be the most diflîcult ïor Ontario children, for 
thev bave no immediate knowledge of what a State Church 
is--the point on which the religious .dispute turned; nor 
do they know enough about the government of the religious 
bodies to which they bclong fo make the matter clear fo 
thera. A full understanding must corne later. The best 
point of approach seems fo be to give the class some idea 
of the number of settlers be]onging to the churehes of 
England and of Scotland, which claimed the right fo the 
]ands rcserved, and compare with this the number of all 
«,ther Pr,,tcstant bodies that elaimed to share in them; 
f«,r thi. difference in numbers was one of the chier causes 
of bitterness. An arithmetical appeal is eoncrete. There 
was also the economie aspect. The Clergy Reserves were 
one seventh of the land in each township. Another seventh 
was withheld from free settlement as Crown Lands. Now 
in some townships there were about 50.000 actes. Let the 
class find out how manv actes were thus kept from sertie- 
ment. Tell them that this land was hot all in one block, 
but distributed through the township. They can now be 
asked fo consider how this would interfere with close sertie- 
ment and therefore with the establishn}ent of schools, 
churches, post-oflîces, mills, and stores. A diagram of a 
township would be of great help. These two points will 
help them fo sec why an early and fair settlement of the 



MAKING HISTORY REAL 37 

vexed question was desired. Wherever possible, present 
problems for them fo solve by their own expcriences. 
4. The reading fo thc class of accounts of events written 
by people living af the rime will give an atraosphere of 
reality and human intcrest fo the events. For example, 
a story of early pioneer days told by a pioneer gives a per- 
sonal element (see Pioeer Days, Kennedy); a letter by 
Mary Queen of Scots, to Elizabeth (see p. 143), will make 
both of these queens real living people, not mere names 
in history. (See Studies in tle Teaclig of History. Keat- 
inge, p. 97, also selections from Tle So,rces of Eglish 
History, ('olby, p. 163.) Not much of this nmy be pos- 
sible, but more use might easily bc ruade of such materials, 
especially with the early history of 0ntario. 
5. Tbe use of local history and of current events will 
be treated elsewhere. (See pp. 49, 51.) 
6. When possible, let the pupils form their idea of an 
hi.torical person from his actions and words just as we 
form our estimate of each other, instead of havin.g them 
memorize mere summaries of his character before they 
know his actions. 
7. Genealogical and chronological tables, written on 
the black-board and discussed with the class, will 1)e of 
service in understanding certain periods, such as the Wars 
of the Roses, and in helping fo form the time-sense of 
pupils. (Sêe Chronological Chart, p. 128.) 
8. Chief dependence nmst be placed, however, on in- 
creasing the pupil's knowledge of present-day conditions 
in a-niculture, commerce, transportation, manufactures, 
ip. fact, in all social, economic, and political conditions, in 
order fo enable him hy comparison fo realize earlier 
methods and ways of living. The pupil who understands 



38 HISTORY 

],est how we do things to-day tan understand ])est the state 
of affairs when people had fo depend on primitive methods, 
and ean realize how they would strive to make things 
better. 
ON IEMORIZING HISTORY 
History is usua]]v cal]cd a "memory'" subject, and is 
according]y often taught as a mere memorizing of facts, 
names, and dates. The following statement of the chier prin- 
ciples of memorizing wil]. if is hoped, put mere verbal repe- 
tition in its proper place. ]nterest is the chier condition for 
tcaehing history in the public schools, in order that the 
pupils may acquire a liking for the subject that will tempt 
them fo pursue their reading in after years; without that 
intere.t, the small amount of historical tact they can 
aceumulate in their school-davs will be of little real value 
fo them 'hen thev hecome full-fledged citizens. In faet, 
through this emphasis on intêrest instead of -erbal repe- 
tition, the pupils are likely fo obtain a better knowledge 
«,f history and, at the saine time, will have a chance fo 
develop, in no slight degree, their powers of judment 
1. Memory depends on attention; we must observe atten- 
tivelv wbat we wish fo remember. In history, attention 
may be seeured by making the lessons interesting through 
the skill of the teaeher in presenting the marrer vividly fo 
thc pupils; also by using means fo make history real 
instêad of having if a mere mass of meaningless words. 
(See p. 3t.) 
2. Facts that we wish fo remember should be groupecl, 
or studied in relation fo other facts with which they are 
vitally connecte& The facts of history shou]d be pre- 
sente(] fo the c]ass in their relation of cause and effecI, or 
associated with some larger centre of intercsI; in other 



MEMORIZING HISTORY 9 

words, pupils must understand, in some degree, what they 
are asked fo remember. (See pp. 92, 9%) 
3. If we increase the number of connections for facts, 
we are more likely fo remember thena. If is largely for 
this reason that history should be taught with correlated 
subjects, such as geography, literature, science (inven- 
tions), etc. For example, the story of the Spanish Armada 
is remembered better if we bave read Weslward Ho! and 
the storv of the Renaissance is ruade clearer and is there- 
fore remembered better, if we connect with if the inventions 
of printing, gunpowder, and the mariner's compass. (See 
4. ]epetition is necessary fo memory. Facts or grotps 
of facts must be repeated fo be remembered. This is the 
purpose of the drills which are necessary fo good teaching, 
but are only a part of it. Reviews are not to be considered 
merely as repetitions, but should be treated more as aids 
fo better understanding. (See p. 31.) 



CHAPTER 

('ORRELATI(N (}F SUBJECTS 

HISTORY AND GEOGRAPHY 
TIIESE subjects are very intimate]y re]ate(l, and each 
.¢h»u]d be uscd in teachint the other. Geography, which is 
«,ften ca]lcd «,ne of the "eyes of history," may be used in 
the teaching «»f this subject in two ways. In the first 
place, an account of an historical event lacks, fo a certain 
degree, rcality in the minds of the pupils if they do hot 
km«,w s,methin of the place where if occurred. Accord- 
ingly, in studying or teaching history, reference shou]d be 
«.on.tantlv ruade fo the nmp to give a local setting fo the 
sic»r),. The voyage oî Co]umbus, the operations of Wolfe, 
the comin of the Loyalists, are ruade more real if they 
are traced «,ut on the map. and are thereîore better under- 
• tOod ad remembered by the pupils. For this purpose, 
if is better, in m«,.t cases, fo use an outline map, which 
mav be sketched on the bla«.k-board by the tea«.her or the 
pupil., because on the ordinarv wall nmp. there are so 
manv hantes and so much de,ail that the attention mav be 
ili.tracted. ][anv of the de/ail. on the map are, moreover, 
nmre modern than the event. tha are fo be illustrated, so 
that wrong impres.ions may be given. 
In the second place, if mu.t be kept constantly in mind 
that nmny events in historv bave been influenced by the 
physical features of a country. For example: the lack of 
a natural boundary between France and Germanv has led 
fo manv disputes between these countries; the fact of 
Great Britain hein an island accounts for many things 
in her history (see p. 108) ; the physical features of Quebec 
[401 



HISTORY AND LITERATURE 41 

and Gibraltar explain the importance of these places; and 
the waterways of Canada aeeount for the progress of early 
settlement. The climate and soli of a country affect its 
history; trcaties are often based on physical conditi«,ns, 
anc trade routes dctermined 
merce and wealth dcpend largely on the charactcr of its 
natural resources. 
Some easy problems nlay be given fo thc scnior classes 
fo be answêred by refercnce fo physical cotiditions: 
Why are London, New York, Chicago, Montreal, and Hall- 
fax, such important centres? Why are certain places fitted 
for certain manufactures? Will Winnipeg become a more 
important city than Montreal? Will Vancouver outstrip San 
Franctsco? What ts a possible future for the Western Prov- 
inces of Alberta and Saskatchewan? What might have been 
the state of North Ameriea to-day, if the Rocky Mountains 
had run along the East coast, tnstead of along the West? 
On the other hand, history contributcs a human interest 
fo geography ; the places of greatest intercst are often flmse 
associated with great events in history--Athcns, Mount 
Sinai, Waterloo, Queenston Heights. 

HISTOROE AND LITERATURE 

Literaturc gives life and human interest 4o both his- 
tory and geography. By means of litcrature we are able 
fo get a better notion of the ideals and motives of a people 
than the mere recital of the facts of their history tan give. 
In this connection we naturally fllink of Homer's Il-lad 
and ifs influence on the C, reeks. It was their storehouse 
of history, morals, religion, oesthetics, an«l rules f«)r the 
practical guidance of life, as well as their literary .master- 
piece. 
If is often easy fo interest pupils in a period of history 
by reading or quoting fo them some ballad, poem, or prose 



4 HISTOBY 

narrative that colours the historical îacts with the element 
of human fceling. Macaulay's Horatius gives a deeper 
impression of I/aman patriotism than almost anything in 
pure history can; the various aspects of the Crusades are 
vividly shown by W. Stearns Davis in Goà Wills Il, a story 
of the first Crusade. In fact, if stirring events can be 
linked in the child's mind with stirring verse, if the strug- 
gles and pr%,a'ess of nations can be presented in a vigorous 
narrative that echoes the thoughts, feelings, and interests 
of the rime, we make an appeal fo the interest aï the pupil 
that is almost irresistible. The objection is sometimes 
urged azain.t the reading of standard historical tales and 
novels, that these are somewhat exaggerated in sentiment 
and inaccurafe in facts. Even if this be sa, it may be said 
that they give in outline a fait picture of the period 
described, that the interest in histor3, aroused by such 
tales begets a ]iking for history itselî, and that such exag- 
gerations and inaccuracies are soon corrected when the 
pupil begins fo read history. 
The course of historv bas been modified by songs, 
ballads, and stories. The influence on the national spirit 
and ideals of songs such as R,Ie Brita,nia and The 
Marseillaise, of stories such as Uncle Tom's Cabin, of 
novels such as those of Dickens and of Charles leade is 
incalculable. 
A few poems and prose compositions are given here as 
suggestions; a fuller list may be round in Allen's Reaàer's 
Guide to Engli.¢] History, Ginn & Co., 30c. 
Poems : Boadcea, £'owper; Recesslonal, Kipling; 
EdSburgh .4fter Flodden, A)oEoun; Hads All Round, 
Tennyson; Columbus, Joaquin Millet; Waterloo, Byron; 
The Af-maria, Iacaulay; Tle Revenge, Tema)'son; The 
Charge o the IAght Brigade, Tennyson. 



HISTORY AND SCIENCE 43 

Prose: "United Empire Loyalists," Roberts' Historg 
of Calada, Chap. XV; " Dcparturc and Death of Nelson," 
Southey; Montcalm and Wolfe, Parkman; "The Cru- 
sader and the Saracen," in Scott's Tle Talis»a ; "" The 
IIeroine of (aLt]e Dangcrous," in ,ç'tories of New Fratce, 
Machar and Marquis; " Adam Daulac," in Martyrs of New 
France, IIerrington. 

tIISTOIY AND SCIENCE 

Thc connection between history and science i. vcry 
close, because it was only after thc invention of writing 
that history, the record of human progress, became pos- 
sible. Further, the remarkable way in which the chief 
stages in the development of civilizati«»n coincide with 
certain inventions and discoveries makes thc study of his- 
tory very incomplete without a lowledge of the inventions 
and discoveries, inasmuch as these opened a road for 
human development. (See p. 119. } 
To make this evident, it is enough merely to mention 
a few comparatively recent inventions, such as the mariner's 
compass, the printin-press, gunpowder, the steam-engine, 
the power-loom, the cotton-gin, and the telegraph. 
To the introduction of the mariner's compass in the 
fourteenth century, by which sailors were made indepen- 
dent of ]andrnarks and the stars, and could therefçre Zo 
more boldlv into the open sea, we owe the explorafions of 
the fifteenth century that culminated in the discoverv çf 
America. and the way fo India by the Cape of Good 1-[opc. 
Thc introduction of aanpowder in the fourteenth ceutury 
gave the lower and middle classes a weapon that ruade 
them equal in power with the nobles and brouht about 
the downfall of the feuç]a] system and the rise of modern 
democracies. The lorinting-press gave to the world the 



44 HISTORY 

learning of the past and revolutionized social conditions. 
The invention of high explosives bas ruade possible many 
of the great engineering works of to-day. The inventions 
that havc ruade transportation and commtmication so easy 
and rapid ]lave a]ready done a great deal fo brig nations 
fo a bctter undcrstanding of each other and thus to pro- 
more the peace of the world. Discoverics in medicine 
alone ]lave had an incalculable influence on the hea]th and 
prosperity of socie r. In fact, the study of history and an 
undcrstanding of modcïn social and industïial conditions 
are impossible without a know]edge of scientific inventions 
and discoveries. (Sce pp. 87, 92.) 
Children natural]y take an interest in what individuals 
have done, and it is easy to interest them in the work of 
naen such as Watt, Stephenson, Whitney, Fulton, Morse, 
Edison, 31arconi, and their fel]ows. The biographies of 
fanlous inventors should therefore be given, both as a 
record of what they did and as an inspiration to like 
achievements. 

ItISTORY AND CONSTRUCTIVE WORK 

Constructive work raay be used fo advantage in his- 
tory and civics. It gives concrete expression fo some facts 
hi.¢tory through the construction by the pupi]s of objects 
mentioned therein. In studying Indian life, the class may 
make in paper, wood, etc.. wigwams, bows and arrows, 
stockades, etc. ; in connection with pioneer life, they may 
make some of the buildings and implements used by the 
pioneers.log houses, spinning-wheels, hominy blocks, :Red 
Iiver carts, etc. : in studying campaigns, they raay make 
models in plasticine or clay, or on the sand table, of forts, 
battle-tàelds, etc., for example--the Plains of Abraham, 
Queenston Heights, Chateauguay, Plymouth Harbour; the 



HISTORY AND ART 45 

Union Jack may be eut out and coloured. (ee p. 68.) 
In this wav the activities of the child may be ruade of 
practical use. 
On the industrial and social side of history, which is 
being more and more emphasized, if is of great value fo 
the child to become acquainted, even though on a slnall 
scale and through the simplest imp]ements and machines, 
with the construction of machinery, and modes of manu- 
facture. For a lesson on the Industrial Revolution in Eng- 
land, for example, if will give pupils a better understand- 
ing of the changes, if they know sonmthing, through their 
own activities, of the way of nmking cloth. 
For suggestions on constructive work, see the Manual 
on Manual Training: 
P. 22:Suggestions for the various seasons and days. 
P. 2 : On the use of the sand table. 
P. 55:On collecting and preserving pictures. 
P. 58 : On relief maps and geographical formations. 

HISTORY AND ART 

Art assists history in two ways. First, pictures mav 
be used to illustrate events in historv and make thcm rcal. 
If is offert difficult for children to form a definite mental 
image of historical scenes merely from the words of the 
teacher or of the text-book, because their experiences are 
limited and the power fo combine these properly is lack- 
ing. This is recognized now in the many text-books whid 
are freely illustrated. Pictures of persons famous in his- 
tory are also of value, in that they make these persons more 
real fo the pupils. Materials for class use may be collected 
bv the teacher and pupils,--en.zravinzs, prints, cuts from 
newspapers and magazines of famous people, buildings, 
cities, monuments, events; for example, the Landing of 
4 



46 HISTORY 

Columbus, the Coming of the Loyalists, the Fathers of 
Confedcration, the Landing of the Pilgrim Fathers, an 
Old-Time Trading Post, the Death of Brock. A good idea 
is fo have a class scrap-book, fo be filled with suitable con- 
tributions from the class. The teacher will find a private 
scrap-book exceedingly useful. Many fine pictures are 
given in The Highroads of History, and The Story of the 
British People for Form III. It may be added that these 
pictures should be supplemented freely by descriptions and 
narratives given by the teacher. (See Visual Aids in the 
Teaching of Hstory.) 
Sec¢,nd. the pupils may be asked fo illustrate, by draw- 
ings and sketch maps, historic places, routes of armies and 
of explorers, the journeys of settlers, etc. 

HISTORY ,IXD COMPOSITION 
Ili.torv, no less than other subjeets of study, needs fo 
bc expressed bv the pupils, if it is fo make them more 
eflïcient. Some of the usual modes of expression are given 
above in eonneetion with constructive work and art. The 
chief mode of expression, however, for history is through 
composition, both oral and written. 
In the Junior Forms file stories should be reproduced 
orally (see Details of Method for Forms I and II, p. 5), 
either by pure narration or by dramatization ; the pupils re- 
late in their owu language what they bave learned, or are 
allowed to dramatize the storv. In the dramatization, the 
pupils should be Ziven a good deal of freedom in construet- 
ing the conversation, once they get fo kmow what is wanted, 
the only restriction being that no pupil shall be allowed fo 
take part who does hot know the story thoroughly. Inci- 
dents such as Harold taking the oath fo help William of 
N*ormandy gain the erown of England, Joseph being sold 



HISTORY AND CHRONOLOGY 47 

into Egypt, fle Greeks using the wooden horse fo capture 
Troy, are ver:y easily dramatizcd. 
In the Senior Forms the black-board outline may be 
used as the basis of written or oral reproduction. The 
subject of composition will itself be lcss objectionable by 
reason of these exercises, as the pupils are asked to repro- 
duce the history as material valuable and interesting in 
itself, not merely as a means of showing their skill in 
expression. Moreover, in the study of hist«Jry, the pupil 
hears or reads the compositions of othcrs, and uncons'i- 
ously gains, by these examples, nmch in vocabulary and in 
power of expression. In fact, much of the culture value 
of history depends on the training it affords in composition, 
and, by intimately connecting these two subjects, a double 
advantage is gained--the ability to comprehend historical 
material, and practice in effective expression. 

ItISTOllY AI'D CHRONOLOGY OR ŒEHE USE OF DATES 
Geography is one of "the eyes of history"; chron- 
ology, or the arranging of events according fo their 
dates, is the other. This suggests that dates are fo be 
used merely as a help in " seeing" events in history in 
their proper order, so that their relations to other events 
may be better understood. When these relations are 
seen, the dates lose much of their value. 
For example, let us consider the following dates: 
1763, 1774, 1775, 1783, 1791. The short interval 
between 1763, when Great Britain finally assumed con- 
trol of Canada by treaty, and 1774, when the Quebec 
Act was passed, helps fo make clear the reason for the 
French citizens receiving so many concessions. They out- 
numbered the English so much that these concessions 
were deemed necessary to hold their allegiance fo the 
Crown in face of the cfforts ruade by the discontented 



48 HISTORY 

New England colonies fo get their support in the coming 
revolution against Great Britain. The success of the 
Act was shown in 1775, when the invasion by the revolu- 
tionists failed. The war of the levolution was ended by 
treaty in 1783, and Canada received as settlers, principally 
in Upper Canada, the United Empire Loyalists, 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 1791 became neces- 
sary. These dates, so close together, emphasize the rapidity 
with which events moved in that period, as well as the 
sequcnce of cause and effect. We think also of the dates 
«,f Cartier's voyages, 1534. 1535, and 1541. merely fo raise 
the question as to why so much rime elapsed between the 
second and third voyages. When these points are properly 
seen. the events are kept in place by their relation of cause 
and effect, and the dates lose their value. 5[oreover, the 
relafions thus discovered will do most toward fixing these 
dates in the memory. It should be understood, therefore, 
fhat dates are onlv a means fo an end, not an end in 
themselves. 
If is important also fo know the dates of certain event 
when we are studying the history of several countries, in 
order that we may consider together those events that are 
contemporary. 
There are, of course, some dates that should be remem- 
bered because of the importance of the events connected 
with them, for example: 1066, 1215, 1492, 1603, 1688, 
1759, 1776, 1789 1841, 1867. 
In the Junior Forms, because the pupils are still lacking 
in the "historical sense," little emphasis need be put on 
the giving of dates. A few of the most important may be 
given in Form II, but it is very questionable ff they have 
any significance fo the pupils at this early stage. 



CHAPTER IV 

SPECIAL TOPICS 

CURRENT EVENTS 
TH study of history shouhl hot end with what is contained 
in te.t-books, for the making of hisfory never ceases. The 
study of current events will be round fo be a ver)" valuable 
element in hisfory feaching. Teachers and pupils who 
are interested in the events of to-day are much more likely 
fo be interested in the events of the pasf. A knowledge of 
current events will arouse curiosity in what led up fo them, 
will suggest a motive for sfudying the past, and will often 
supply concrete examples for both history aud civics. In 
fact, the teaching of civics may be based almost entirelv on 
current events. (See Civics, p. 52 et seq.) The influence of a 
knowledge of current events on fhe study of history is 
ver)" plainly seen to-day in the earnesf and widespread 
effort fo discover the causes of the war that is devastating 
Europe af the present lime. Hisfory becomes rea] when 
pupils understand that what is happening now has ifs roots 
in the past and, af the saine rime, is history in fhe making. 
For example, the present war will certainly intensify our 
interest in the eat movement fo prevent war by means of 
world-wide arbifration of disputes befween nations, or by 
an.,," other means. The value of this phase of history teach- 
ing depends very largely on the interest taken in if by the 
teacher and on the work that the pupils can be induced 
to do for themselves. The teacher talks to the pupi]s 
about some important current event in an interesting way. 
Then the pupils are encouraged fo add fo what he has 
said by relating what they bave heard, or have read in the 
[49] 



50 HISTORY 

newspapers. After a few lessons the chief difficulty is fo 
make a suitable selection of topics fo be discussed in class. 
Those of national importance, if within the scope of the 
Form work, will have prominence, and the pupils will be 
given hints as to articles about these topics in papers, 
magazines, and books. It is obvious that topics likely fo 
arouse religious, political, or other party feeling, should 
be avoided. For actual school-room practice the following 
scheme has been used successfu]]y in Form III: 

CURRENT IVINTS (10 MINUTES DAILY) 
The ¢eacher has suggested the kinds oî events ¢hat are 
wor¢hy oî discussion, and the pupils corne fo class prepared 
o tell what they bave read in the papers about some oî 
these. The teacher aids ¢hem o give fit expression fo 
¢heir inîorma¢ion, and the pupil who bas been chosen as 
editor writes a summary oî the lesson on the black-board, 
and later, on a sheet oî paper. 
ç)rdinarily, the editors should be chosen îrom those who 
write and spell well. 
Where the subject-matter lends itselî fo such treatment, 
these summaries may be placed in ivo columns--<)ne, ¢he 
Girls" Zews Column : the other, the Boys" Xews Column. 
The summaries on ¢he shee¢s oî paper may be arranged in 
order îor a week or a month and be known as T]e Schoo 
Rer{ew. Such a lesson includes history, and oral and 
writ¢en composition. 
The îî,llowing items oî news were those discussed in a 
Form III room ai ¢he end oî the week. when some rime is 
¢aken fo talk over the events o the week: 

F_. 5T, 1915 
Rescue of the crew of the Japanese cruiser Asama. 
Rescue work in the earthquake in Italy. 



LOCAL MATERIAL 51 

Wireless message frustrates a German plot to blow up a French 
steamer. 
Fire in a New York factory--rescue of the inmates. 
Inhuman treatment of Belgian women and chlldren. 
British officer praises the enemy. 
The Austrians are defeated by the Montenegrins. 
Canadians wounded in France. 
Importance of discipline and accurate shooting for Canadian 
troops. 
Germany proclaims a war zone around Britain. 
Two New York boy heroes of a tire. 
Tsar honours a girl wounded while carrying ammunition to 
the troops. 
0pening of the war session of the Canadian Parliament. 
These items are sifted from a great many suggested by 
the pupils. In the sifting process, a very useful discussion 
is had as fo what constitutes real '" news," and what is mere 
"gossip "; hat is, what is of value as news fo the world at 
large, and what is of purely local, personal interest. 
In civics, current topics may be ruade very useful. 
Items of municipal, provincial, or federal affairs furnish a 
eonerete basis for tbe study of our system of government, 
and moEv also suggest moral examples. 

LOCAL MATERIAL 

One of the chief uses of local history in the class-room 
is fo make the study of general history more vivid and 
interesting (1) by making more real those facts of history 
associated with the locality in which we live, and (2) by 
providing suitable illustrations, from the pupil's own 
experience, of facts in general history. When a pupil 
has seen the place where an event of history has happenedo 
he bas an interest in that event that he could scarcely gain 
in any other way, and the history of that period may then 
be taught with more interest and profit to him. A pupil 



{;2 HISTORY 

finds also in local history certain facts that he must under- 
stand in order to intcrprêt the story of happenings, distant 
in rime and place. 
Some parts of Ontario are much richer in material 
than others, but in all historic spots may be found. 
On the St. Lawrence River, in the Niagara peninsula, in 
thc Talh«,t sett]ement district, in York county, along the 
Ottawa River, in the IIuron tract, there is no lack of useful 
material. But if is hot necessary fo confine such local 
history fo the outstanding events of war or the larger 
happenin.gs of civil progress. In every locality there are 
remains of the earlier Indian inhabitant., in the form of 
mounds, sites «,f villazs, relies of war and the chase (arrow- 
heads, stone implements, beads, etc.): relies of the early 
settlers, in the form of roads and old log bouses: relies 
of pioneer lire consistin z of furniture, househo]d and out- 
d«Jor implements, etc., that will serve as a basis for com- 
paris¢,n with present-day c.nditions, and make real fo the 
children the lires of the earlier inhabitants and settlers 
of 0ntario. 
CIVICS 
The teaching of ciics bas a threefold aire: 
1. To instruct in the mechanism of government. 
(Descriptive) 
2. To instruct in fhe history of national institutions so 
as fo show the line of development, and also fo impress the 
tact that existing institutions are capable of clevelopment, 
are hot fixed. (Historical) 
3. "To show the cost of each institution in the efforts 
and sacrifices of past generation.s and fo quicken and make 
permanent the children's interest in public life and their 
sense of reSl)onsibility fo their fellows." (Patriotic and 
Ethical) 



CIVICS 53 

Two points stand out clearly--to teach fle machinery 
of government and to instil ideals of public conduet. Of 
these the second is by far the more important and the more 
difîieult fo teach directly. The }»est -av fo attempt if is 
by means of biography and personal references. There 
are great men and women in history whose lires are worthy 
examples fo file young: Sir John Eliot, P)m, Ilampden, 
'ho stood for freedom of speech and debate; Gladstone, 
who helped fo right historie wrongs in the East ; Lincoln, 
who stood for union and the ïreedom of fle individual: 
many eminent Canadians, such as Sir .ohn Maedonahl, 
(eorge Brown, Alexander [ackenzie, Egerton I,yerson, 
Sir Oliver Mowat, and Sir James Whitney: women 
sueh as Florenee Nightingale and Elizabeth :Fry, Laura 
Seeord and Sarah h[axwell. ]3esides these eminent exam- 
pies, there are in every loeality men and women who give 
unselfishly of their energy and rime for the good of the 
comnmnity. 
There should a]so be impressed on the minds of the 
young a sense of their responsibility for an honest and 
faiflful use of the ballot, a right won for them by the 1,mg 
and earnest effort of their forefathers; and the necessity 
for purity of government in our democratic forul of admin- 
istration. In sehool lire, a good deal tan be donc fo create 
a sense of fair p]ay, respect for the rights of oflers, aud 
of the neeessity for subnfission fo lawful authority hy 
eneouraging the pupils fo eonduct all their school organ- 
izations, whether in play or in work, honourably and by 
right methods. 
Some of the lessons that nmy be taught fo children 
during their school life are as follows: 
1. Respect for the rights of others. Pupils may be 
brought fo sec that miseonduct on their part affects others. 
not themselves only. 



54 HISTORY 

2. Re.¢pect ï«,r the property of others. This may be 
secured best by teaching them te take good care of their 
own propcrty first, ïor unlcss a child cares rightly for his 
own, hc is net likcly te take much thought for the things 
of others. 

3. Respect for public property. This is something that 
needs attention badly. ]t is a very common thing te find 
1,COl)le de.troyi,lg trees, flowers, etc., in public places, 
throwing rcfuse on the strect, and otherwise disfiguring 
their surroun,]ings. A beginning of better habits nmy be 
ruade 1)y getting the pupils te aid in beautifying and deco- 
rating the school building by means of pictures, either 
prints or their owu work, by flowers in pots, by keeping the 
floor and walls clcan aud free fronl marks and litter; also 
in making the grounds around the school nmre attractive 
I,v means of flowers and shrubs. Arbor Day nlay be ruade 
of great use in this respect, if the spirit of that Day can be 
carried through the whole year. A pride in the attractive- 
lleSS of the school will have ifs influence on the pupils in 
the widcr life of the community. 
A kmow]edge of the machinery of government may be 
ba.ed on the pupils' knowledge of the organization of the 
schoo]. The appointment, power, and duties of the teacher 
are the starting-point. The next step will be te investigate 
the composition of the board of school trustees. This may 
be done af the rime of an election for school trustees. The 
following questions may sere as an outline of study for 
ail the political bodies by which we are governed : 
1. Who compose the board of trustees? (In the smaller 
local bodies, the names of the members may be mentioned, as 
giving a personal interest in the matter.) 
2. How and by whom are they elected? 
3. For what period are they elected? 
4. How is the board organized for the conduct of business? 



CIVICS 5 

5. What powers do they possess? 
6. What duties have they to fulfil? 
7. How do they raise the money needed for their work? 
$. How Is the board rendered continuous? (By electing a 
successor to a member who resins; by the trustees remainin 
in office till their successors are elected.) 

Other governing bodies may be taken up similarly, for 
example: llunicipal Councils (township, county, village, 
town, or city council), Provincial Legislaturê, Dominion or 
Federal Parliamênt, Irnperial Parliament. A suitable time 
fo bring up the te,pic of how elections are conducted would 
be when an election for any of the above bodiês is in pro- 
gress. Information on this topic may be round in Cana- 
dian Civics, by Jenkins; a fuller accourir is given in 
Bourinot's How Canada is Governed. 
Lessons concerning special bodies of municipal and 
civil servants may be taken; for example, flae assessor, tax- 
collector, policeman, postal employees, firemen, etc. In 
connection with al] of these, the question of taxation is con- 
stantly arising. If is suggested that something should be 
done fo put the pupi]s in the right attitude toward this 
subject. ]lany people have an idea that when they pay 
taxes they are being robbed, because they do not stop fo 
think of what they are getting in return for their money. 
The chier reason for this seems fo be that the taxes are 
usually paid once or twice a year, while the services rendered 
are continuous. A good way fo proceed is fo bave the c]ass 
calculate the value of the services given in return for the 
taxes. For example, suppose if is round that the vear]v 
cost for each pupil in a certain section is $25.00. Divide 
this by the number of days (200) a pupil attends school 
during the year, and the cost each day for each pupil is 
shown fo be only 121/._, cents, hot a very large sunl for a 
community fo pay for a child's education. 



56 IIISTORY 

Other calculations may be ruade to show the saving 
fo ïarmers by spending money in the construction of 
good roads fo make teaming more profitable. For 
exalnple: In a strip of country served by a roaà ten 
toiles long, there is room for eighty fatras of one hun- 
dred acrês each, ail the produce of which would be hauled 
on that r,,ad. Let us suppose that this produce woulà 
amount to 3.o1 loads, such as could be hauled on an ordin- 
ary country road. The average haul being rive toiles, two 
trips a day could bc ruade. Af $5.00 a day, the cost of 
haulage would be .$7,500. 
Suppose this road fo be converted into a good stone 
road af a co.¢t of $3,o00 a toile, a total cost of $30,000. On 
this road. with the larger and lleavier wagons that coulà 
now be used. the ïarmers could easily double the size of 
the load. This would mean that, insteaà of 3,000 loaàs 
heing necessary, 1.5rI0 would be sufficient. Af the saine 
rate as beïore, file cost of haulage would be $3,750, an 
annual saving of $3,50 ; so that the whole cost of the road 
would bc saved in eight years, to say nothing of the eater 
case and comfort of travel to both man and beast. Better 
roads would also .give the fariner access o market for a 
greater part of the year and thus enable him to take 
advantage of higher prices af certain seasons. If is 
believeà that these figures are quite within the bounds of 
probability. 
In large fowns and cities the cost of public utilities may 
be calculated : for example, the expense of a tire-station in 
buildings, equipment, horses, men, etc., fo show how the 
monev raiseà by taxes is spent for the gooà of the whole 
community, and helps fo keep down the rates for tire insur- 
ance. The kinds of taxation may also be àiscusseà 
direct and indirect; also the sources from which direct 



THE TEACHER OF HISTORY 57 

taxes are derived--customs, excise, etc. ; methods of levy- 
ing and collccting taxes; how taxes are SlSent fc)r the vari- 
ous educational and charitable institutions--scho«»ls. 
libraries, hospitals, asylums, bornes for the po,r and 
neglected, etc. ; for the protection of lire and property: fr 
the administration of justice, etc. The distribution of taxes 
among public institutions may be studied from thc public 
accounts printed for the use of ratepayers. 
The lessons learncd about the fairncss of taxati,n mav 
be used fo illustrate certain periods of ]listory whcn pc«,ple 
struggled against mjust an«] arbitrary taxati«»nç for 
example, Wat Tyler's Rebellion, the Civil War in Eng- 
land in the seventeenth centur)-, thc American and French 
levolutions, Acts of Parliament in ('anada fr«,m the 
Quebec Act fo the Act of Confederation. 
A Dominion or Provincial elecion offers a good oppor- 
tunity for a lesson on how fo vote and how we came fo 
bave the right fo voie; on the constitution of Parliamcnt; 
on the sanctit-y of the ballot, etc. 
A trial by jury in which the people of the district are 
interested may be used fo introduce the history and purpose 
of the jury. 
THE TEACHER OF HISTORY 
The tcacher of history must k-now his subjcct. This 
does hot mean that every school teacher must have an 
expert knowledge of the whole subject, but he should 
know the history that is fo be taught thoroughly enough fo 
be able fo teach the lesson orally without referring con- 
stantly fo the text-book or fo notes. This, af least, is the 
ideal to strive for. To accomplish this, the teacher is 
earnestly recommended fo rcad af least one book in addi- 
tion fo the authorized text-book, which does not usually 
contain much more than the important facts of history. 



58 HISTORY 

To clothc the skelcton of facts with flesh and blood so as 
fo make history what it reall.v is, a record of human beings 
who hot only did things but had also thoughts and feelings 
like our own, it is necessary fo be able to supply file personal 
dctails that make the fi-mres of history real, living, men and 
women. (See the Story of Florence Nightingale, p. 62.) 
The tcacher who does this will himself corne to have a 
more lively interest in history. 
The teacher must also -know children. For the undcr- 
standing of Mstory, pupils are dependent on their previo.us 
knowledge of life and its interests. They must be led by 
timely suggestions or questions fo see the connection be- 
tween their own knowledze of life and the e.xperiences of 
the actors in history. Without this connection, the facts of 
history remain meaningless. 
To present history fo the pupi]s in an interesting way, 
the oral method is the be.¢t. :It is hot necessar)" for the 
teacher fo bave a special gift for narration: any one who 
is really interested in the story to be told is able fo tell it 
well enough fo hold the attention of the class. In narra- 
tion, mere fluencv is not the chier requisite : it is more im- 
portant that the pupils shou]d feel the teacher's interest in 
the topic. The narration must a]so be confined fo the facts 
and dctails that count: the teacher needs fo know what to 
omit as well as what fo narrate. If the matter has been 
well thou7ht out and clearly arranged in topics with due 
regard fo the relation of cause and effecL the telling of the 
story will be an easier marrer, and the pupils will be trained 
also in a clear and local wav of treating history. The 
oral method .¢hould be supported by the free use of devices 
for making the story real. (See p. 34.) While it is quite 
truc that certain important topics are fo be thoroughly 
mastercd as ccntres of connection for the lcss important 



-4.ROUSING INTEREST 59 

facts, yct if must be insisted on that a more important aire 
of the teacher is fo arouse and stimulate an intcrest in 
history so that the pupil's study of it may continue after 
the close of his school-days. No mastery of facts through 
memorization alone will eounterbalance the lack of interest 
in, and liking for tࢠubjcct. 



CIIAPTER "V 

ILLUSTRATIVE LESSONS 

TtIE followiug lessons are to be cousidered as suggestive 
rather than directive, as illustrating how the prineiples of 
teaching may be al,plicd in a particular sul»ject. Definite 
knowlcdge of child-naturê and of children's experiences, 
of the materials to be use(l, and of the purpose fo be accom- 
l,lishcd in tca(.hing a sui,je(t, determines, in the mail, the 
rhoice of method. This statement is especially true of 
history, for, unless it is steadily 1,orne in mind, the temp- 
tati,n is verv great to make the teaching of this subject 
consist in more mcmorizing of events and dates. 

FORNIS I AND II 

TYPE LESS0N IN THE " STORY STAGE" 

The aire «,f this lesson is to ive the pupils the story 
of "Moscs and fhe BrningBush," and af the saine rime 
to arouse an interest in stories. 
As a preparation for the lcsson, the tcacher should 
sccure pi(lutes, or make sketches, illustrating (1) Moses 
tending his flocks, (?) the Burning Bush, (3) the rod 
turning fo a serpent. (4) 5[oses setting out fo do God's 
will. The pi(turcs and sketches are used fo make real the 
verbal story. 
A few questions recaHin,-, the earlier evcnts in lIoses' 
life sh«,u]d be answered ]w the pupils, for example: Moses 
as a baby in the bulrushes, his adoption hv the Princess, 
his life in the pa]ace, his killing of the Egyptian, the cause 
of his flight into Midian. 
[6o] 



TYPE LESSON, FORMS I, II 61 

The teacher should then narrate in clear, simple lan- 
guage the story of Moses in ]fidian, dividing it into parts 
su«h as: Mbses at the well, his home with Jethro, the 
appearance of the Burning Bush, his falk wifh God, 
excuses, God's proof of power to help, his setting out to 
do God's will. 
In Form I it may be advisable to quesfion, during the 
story, to ascertain if fhe lanuage and ideas are understood, 
but reproduction of cach part as it is narrafcd will prob- 
ably result in a loss of attention and a lack «»f intcrest in 
the rcmaindcr of fhe story. The reproductio, should, 
therefore, bc fakcn after the complction of the sfory. 
In Form II very short topic-phrases may be writtcn on 
the black-board. Thcse will serve as a uidc to fle pupils 
in the oral or written reproduction that follows. 
If illustrated story-books containing this sfory are in 
the library, pupils of Form II may be asked to read them. 
When practicable, an exercise in sight reading may 
follow this kind of lesson. The teacher may have slips 
containing scctions of the story prepared beforehand, and 
may give them to the pupils for sight reading. 
FORMS I AND II 
THE FIRST THANKSGIVING 
]{aterials: A set of pictures showing " The Iayflower 
in Plymouth Harbour "; "The Landing of the Pilrims "; 
" The Pilgrims oing to Church "; " Plymouth 1lock "; 
" The Spinning Wheel." (Perry Picture Co. pictures) 
A map of the westcrn coast of Europe and the easfern 
coast of America drawn on fhe black-board. 
Introduction: A talk on Thanksgiving Day as celc- 
brated now--the returning of thanks to Cod for a bounti- 
ful harvest, the general good-will prevailing, the dinner. 
How and when did this custom originate ? 



62 HISTORY 

Presentation : The teacher tells the story of the emia- 
tion of the Pilgrim Fathers, and shows the pictures that 
illustrate the different parts of the story. The voyage is 
traced on the map and the landing-place in America 
marked. 
This should be followed by a spiritecl reading of [rs. 
Hemans' T]e La»ding of tle Pilgrim Fatlers, and the 
tellin of The First T]an'sgving. (See Appendix.) 
A simple version of this story may be given to pupils 
in Form I. accompanied by such construction work, in 
paper cutting and colouring, and in modelling, as they 
can Go. 

FORM II 

FLORENCE NIGHTINGALE 

In the var that :England and France were carrying on 
azainst lu.sia in the Crimea about fifty years a_go, the 
English soldiers suffered terrible hardships, so terrible that 
more than half the army were in the hospital, and many 
men were dying of starvation and neglect. The people in 
Enzland knew nothing of this. because they thought that 
e-er.vtbing the army needed had been sent to it. At last, 
they round out from tbe letters of Dr. 13ussell, the corre- 
spondent of the London Times, how great were the suf- 
ferings of the soldiers, and they were so shocked at this 
state of things that thev subscrihed large sums of money, 
many thousand. of dollars, and sent out to the army 
Florence Nightingale and thirty-four other nurses fo do 
what they could for the neglected soldiers. After they 
came, the wounded and sick soldiers were so well cared 
for that thousands of them live¢] fo corne home who would 
bave died iï these noble women had hot gone out to nurse 
them. 



TYPE LESSON, FORM II 63 

Do you want to kuow why Florence Nightingale was 
the one person out of all the people of England fo be asked 
fo go ? From her earliest ehildhood she was always doing 
what she eould fo help those who were in 'rouble. The 
poor and suffering appealed 'o her more than fo most peo- 
ple. When quite young, she went fo visit the poor and siek 
on her father's estates, earrying fo them some little dainties 
or flowers that they would be sure o like, and helpin. them 
fo get well. Ail the animals around her home liked her, 
beeause thev knew that she would hot hurt them: even 
the shy squirrels would eome quite close te» her and pick 
up the nuts she dropped for them. An old gray p«»ny, 
named Peggy, would trot up fo her when she went into 
the field to see if, and put ifs nose into her poeket for tire 
apple or other little treat that she always had for it. A 
shçep dog had been "hurt by a stone thrown af if by a boy, 
and the owner thought that its leg was broken and that he 
would have fo kill if. But if turned out to be only a bad 
bruise and the dog was soon well with Florenee's nursing. 
When her rieh parents took her fo London, she preferred 
visiting the siek people in the hospitals fo enjoying herself 
at parties or in sight-seeing. When the family travelled 
in Europe, she visited the hospitals fo see how the siek 
were being looked after. She went fo one of the best hos- 
pitals in Germany fo study how fo nurse the siek in the 
best way. When she came baek fo England, she did a great 
deal fo improve the hospitals, and for many years she 
worked so hard that her health began to rail. 
If was beeause of what she had done in this way that 
she was asked fo go fo the Crimea fo ake charge of the 
hospitals for the English soldiers. When she came there 
slle round things in a terrible condition. Tle siek and 
wounded men were erowded in sueh unhealthy rooms that 



64 HISTORY 

thcy had very little chance to get well. She cleaned up 
the buildings, gave the patients clean beds and clothes, 
and saw that they had good, well-cooked food fo eat. She 
looked after their comfort, sat beside their beds when they 
were very ill, and wrote letters for them fo their familles 
at home. Because she often walked through the rooms 
at night, alone, and carrying a little lamp in her hand, to 
ste that everything was all right, she was called "the lady 
with the lamp." As she went ai)out, spcaking fo some, 
nodding and smiling fo others, we can imagine how much 
the poor soldiers thought of her. 
When the war was over, the people of England were 
so grateful fo ber that the Government gave her a very large 
sure of money, '$250,000, but she gave if all fo build a 
s(.hool where nurses might be trained for their work. 
Queen Victoria gave her a beautiful jewel fo show what 
she thought of the brave work that Florence Nightingale 
did. 
She lived for many years, doing a great deal fo show 
how fo treat people who are ill, and how fo keep people 
well bv securing for them '" pure air, pure water, cleanli- 
ness, and light." She died August 10, 1910, but the good 
she did in saving the lires of so many soldiers will always 
be remembered. 

:METHOD 

Itis hot intended that this sfory should be given to 
the pupils just as itis here. This accourir is given fo 
indicate what facts may be told fo pupils as young even 
as those in the senior part of Form I, and how the story 
may be simplified for their understanding. After the story 
is told, vividly and sympathetically, the reproduction by 
the class follows in the usual way. 



TYPE LESSON: CIVICS 65 

FORM II 

THE POSTMASTER 

AN INTRODUCTORY LES$ON IN CIVIC$ 
This is an introductory lesson in civics, in which the 
aire is fo make the pupils ïamiliar with the duties, qualifi- 
cations, salary, and importance of the postmaster. 
The teacher and class, in imagination, make a visit fo 
the post-office and describe what ma)' be seen therein. A 
pupil's letter is prepared, and the teacher, by using an 
envelope, shows what is done with the letter till it reaches 
the person fo whom it is addressed, tabulating these points 
on the black-board : (1) Stamped : (2) Stamp cancelled 
(3) Placed in the mail bag; (4) Taken to the railway sta- 
tion; (5) Placed on the train; (6) Received at its destina- 
tion; (7) Marked to show date on which it was received; 
(8) Sorted; (9) Delivered. Another used envelope should 
be shown fo the pupils that they may trace, ïrom the 
impressions stamped upon it, its " sending" and " receiv- 
ing" offices. From a consideration of these several duties 
of the postmaster the pupils may be lcd fo see that he 
should be an honest, careful, courteous, and prompt 
person. 
The teacher next explains how people sent letters, etc., 
beïore post-offices were instituted, and shows that the post- 
toaster, in doing his work, is doing it as our representative, 
and that we should help him in the performance of his 
duty by plainly addressing our letters, etc. 
A ïurther explanation as fo the manner of appoint- 
ment and payment of salary may follow. 
In another lesson, the secondary duties of the post- 
master--the registration of letters, issuing of money orders 
and of postal notes, the receiving and ïorwarding of money 



66 HISTORY 

to the Savings Bank, and the making of reports to the 
Post-office Department--may be discussed. 
In teaching these the objective method should be used. 
The teacher should obtain envelopes of registered letters 
and a registration blank, a blank money order, and a blank 
postal note, and instruct the pupils in the proper method 
of filling out these forms. 

FOIM III 

THE CAPTURE OF QUEBEC 
The introduction fo this lesson will consist of questions 
recalling the marrer of the past lesson or lessons, and the 
positions of the British and the French forces in the spring 
«»f 1759. This can be easily donc by sketching on the 
bla«.k-board a map of North America and marking on it 
with coloured chalk the position of each force. The chief 
settlements fo be mentioned in the lesson of the day shou]d 
also be marked. For the marrer oï this sec Tle Ontario 
-Public School History of Canada, pages 83-9'Y, anà Park- 
man's Monlcal» and Wolfe. 
The teacher describes the voyage of Wolfe from Louis- 
burg fo Quebec, mentioning the means taken fo secure 
pi]ots and fo overcome the difficulties of navigating the 
St. Lawrence. 
When the pupils, following the voyage, have arrived at 
Quebec, a description of the top%oraphy of the vicinity 
should be given, and an enlarged sketch, or better still, a 
plasticine model, marie fo show this. (Sec text-book, page 
10.) The difficulty of capturing Quebec may be empha- 
sized by reference fo former attempts. On this sketch or 
model the disposition of the French forces should be 
shown, and then problems may be given as fo actions that 
might be taken by Wolfe. For example: ttow would you 



TYPE LESSON, t0ORM III 67 

attempt fo destroy the fort? Where may Wolfe land his 
solr]iers ? What led the French fo place their soldiers down 
as far as the Montmorenci ? No r]oubt some wrong answers 
wi]l be given,.but the probability is that some boy will say 
that he wouhl, take some guns to the high bank on the 
Levis sir]e anti bombard fle town of Quebee The teacher 
will then tell what was donc and with what results. 
This should be outlined briefly on the black-board, and 
problem questions proposer] as fo the attempt of Wolfe fo 
dislodge the French af ]Iontmorenei. 
This second step is also told and added to the outline, 
after which the teacher proceeds fo explain thê final step, 
dwelling particu]arly on the illness of Wolfe, his eareful 
arrangement of plans, the courage shown in attempting 
the surprise of the bill, the speed with which his forces 
were drawn up on the Plains, the battle with its final 
outcome. 
This is added fo the outline, and the whole story is 
reprodueed orally belote the c]ass is disnfissed. 
As desk work, the out]inc is copied in note-books and 
the pupils are directer] fo read the ïull story in Parkman's 
Montcalm and Wolfe, or in the History Rcader, pp. 
292. 
NOT: If plasttctne be used, miniature eannon, shtps, 
bridges, etc., may be placed in position and a reallstlc explana- 
tion of the battle gJven. Thts would, requtre more ttme and 
the whole story would require several lesson spaces. 
References: The text-book, Weaver's Cnaàian History ]or 
Boys and Girls, and Parkman's Montcal» and Wol]e. 

FORM III 
THE COMING OF THE UNITED EMPIRE LOYALISTS 
1. larrate briefly t.he story of the American Ievolu- 
tion, to show why they lmd fo leave the country; describe 



68 HISTORY 

the treatment given to them by the revolutionists ; how they 
lost their property ; how they were driven from their homes 
and exposcd to al[ sorts of hardships, sometimes fatal to 
the women and children ; emphasize their constant feeling 
of loyalty in face of all their troubles. 
2. There vas nothing for them fo do but go to some 
place where the British flag still flew. The pupils may be 
asked, with the map before them, to consider where they 
would be most likely fo go. What were the probable routes 
they would follow? That would depend on where they 
lived in the States. What methods of travel could they 
use? The class will sec from a consideration of these 
points how they did travel, what routes they followed, 
and where they settled down. The waterways would have 
fo be emphasized and traced out on the map" by sea from 
ew York and Boston fo Xova Scotia; by Lake Cham- 
plain and the Richelieu Iiver fo Quebec and Eastern 
0ntario: by the western rivers, the [ohawk, the Genesee, 
etc., to Western 0ntario. (Sec Fourtlz Reader, p. 170.) 
3. What the Government did for them and how they 
succeeded. Any aecount of life in Canada-in the early 
davs will ve the necessary information. If may be that 
some old settler of the neighbourhood can supply the story 
to one of the children. 
4. 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 Canada. 

FORM III 
THE FLAG 
In itself a flag is "only a small bit of bunting "; it 
becomes a powerful aid to patriotism when it receives a 
meaning from its history. It is the emblem of a nation, 



TYPE LESS0N: THE FLAG 69 

the symbol of sovereignty, and as such should have a prom- 
inent place in the education of the young. Children should 
be taught : (1) the history of the struggles and sacrifices 
of our forefathers in securing and nlaintaining our liber- 
ties; (2) the significance of the flag as standing for liberty, 
truth, and justice; and (3) ifs construction, with the 
special significance of each part. 
The last point--the construction of file Union Jack-- 
should be preceded by a sertes of lessons on the individual 
"jacks." These lessons should explain the significance of 
the terre "jack "; should give fjm stories of St. George, 
the patron saint of England, of St. Andrew, the patron 
saint of Scotland, and of St. Patrick, the patron saint of 
Ireland; and the reasons for the placing of the crosses on 
the jacks of the several countries. (Sec Aipendix.) 
These lessons may be taken as follows: that of the 
"jack" and " St. George" after a lesson on the Crusaders ; 
of "St. Andrew" after the lesson on the Battle of Ban- 
nockburn; of " St. Patrick" after the lesson on the Con- 
quest of Ireland by Strongbow. 
The opposite course may be followed. The construction 
or drawing of the fiag may be taken in connection with one 
of the flag days: then the children will be interested in 
the work itself. The story of the jacks may be given after- 
wards in the historv lessons. 
As desk work foIlowing each lesson, the pupils should 
construct the fiags, using coloured paper, and these flags 
should be kept for use in the final lesson. The following 
sizes may be used in oblong flags: 
For St. George's--white ground--21/ in. x 5 in., red 
cross 1/2 in. 
For St. Andrew's--blue ground--21 in. x 5 in, white 
cross I in. 



70 HISTORY 

or St. Patrick's--white ground--21/ in. x 5 in., red 
cross  in. 
When the story of the mion of the crowns of England 
and Scotland in the reign of James I bas been taught, 
the pupi]s should be asked fo attempt the problem of 
uniting tbe two flags into one. For tbis purpose the flags 
already ruade can be used. The flag of England will 
surmount that of Scotland, and in order that the flag of 
Scotland may be seên, the white g'round of the flag of 
England must be rêmoved, only a narrow border of white 
along êach arm being retainêd fo represent the g'round 
colour. Tbis narrow border on each side is one third of 
the widtb «,f the red cross. 
The final lêsson, the construction of the Union Jack 
of our day, should be given on Empire Day or a ïew days 
before. A. an introduction the teacher should review the 
flag of each country in the Union, referring also fo the 
Union Jacks of James and of Arme. The problem of unit- 
ing tbe Irish .Tat.k with the other two miht be ven the 
pupils; but as they are not likely to succeed in solving if, 
it will be better ïor fle teacher to place beïore them the 
Union .Tack belon,ing fo the school and fo lead them fo 
observe : 
1. that it is usually oblong--twice as long as wide; 
(it may also be square) ; 
2. that the St. Andrew's Cross is partially covered 
l,v the St. Patricls; 
3. that the St. George's Cross, as before, is one fifth of 
the width of the jack; 
4. that along the side of the St. Patrick's Cross is 
a strip of white; 
5. that this strip of white and the red of the St. 
Patrick's equal the broad white of the St. 
Andrew's ; 



TYPE LESSON: THE FLAG 71 

6. that the broad white of the St. Andrew's is partly 
white cross and partly white ground: 
7. that the broad white of the St. Andrew's is upper- 
most on the parts near the staff. 

When these have been noted, the pupils are ready fo 
unite the flags which thêy had formerly ruade. The teacher 
directs them fo cut away ail of the white ground and haIf 
of each arn of the St. Patrick's Cross, retaining the centre. 
This should then be pasted upon the St. An¢]rew's Cross 
as in the Union Jack. They next cut away ail «)f the white 
ground of the St. George's Cross, except the border (one 
third of the red), and paste this above the other two. The 
result will be a correctly ruade jack, and the pupils will 
low the several stages in ifs growth. 
Where if is hot possible fo condu«.t the sertes of lessons 
as above, the following method is suggested. The pupils 
are provided with white paper and red and blue crayons, 
and are led fo make, as above, a udy of the jack belonging 
fo the schooI. The following directions are then given: 
First line in with a ruler the dimensions of the flag, 
sav rive inches wide and ten inches long. Draw the dia- 
gonals in faint lines. Place the cross of St. George and its 
border upon the flag according fo the measurements men- 
tioned, that is, the cross one ineh wide and the bore]er one 
third of an inch wide. The diagonals will be the centre 
and dividing lines of the crosses of St. Andrew and St. 
Patrick. 'ow place the saltire crosses according fo the 
measurements. The white arm of St. Andrew's Cross will 
be one-half inch in width, the white border of St. Patrick's 
Cross one-sixth of an inch wide, and the red cross of ,St. 
Patrick one-third of an inch wide. The red cross of St. 
Patrick is placed touching the diagonal, below in the first 
and third quarters, and al)ove in the second and fourth 



72 HISTORY 

quarters. Great care must be exercised in naaking the 
drawing of the Union Jack. 
The followlng are the oclal regulations for the propor- 
tions of the Union Jack: 
1. It may be either square, or twice as long as it is wide. 
2. The proportions are: 
Red Cross of St. George  of width of flag. 
White border fo St. George  of red of St. George. 
Red Cro of St. Patrick  of red of St. George. 
Whlte border to St. Patrlck  of red of St. George. 
Broad white of St. Andrew  of red of St. George. 
3. Broad white of St. Andrew ts uppermost in the two 
quarters next the staff; the red of St. Patrick ls upper- 
most in the other quarters. 
Ifs base is lhe cross of St. George, red on a white 
ground. (In the p«litical union of England and Scotland 
in 1707, the cross of St. Andrew, which is a white diagonal 
cross on a blue gr»ull(l, was added, and to this Union f[ag 
there was joincd, in 1,01, the cr«,ss of St. Patrick, a red 
diagonal cross on a white ground. The colours of the 
Union Jack are red, which is the emblem of courage; 
white, the eml»lcm of purity; and blue, the emblem of 
truth; so that we cannot do anything cowardly without 
disgracing our flag. 
ç)n memorial davs the teacher, as he describes the past 
events that bave helped to make our country strong and 
keep if free, nmy well refer fo the colours of the flag as 
reminders of the rirtues on which our Empire rests. 
For memorial days the following, among others, are 
suggested : 
FLAG DAYS 
Opening and elosing of each terre 
Jan. 1.Munlctpalltles incorporated In Canada, 1542. (To ho 
celebrated on the first school day of the new year.) 



Feb. 10.--Union of the Canadas, 1841. 
March ll.--First Responsible Ministry, 1848. 
Match 14.--Founding of Upper Canada--Constitutional Act, 
1791. 
March 24.--Egerton Ryerson's birthday (18034882). 
Empire Day.--The school day immediately preceding May 24. 
May 24.--Victoria Day. 
/Iune 3.--The King's Birthday, 1865. 
/Iuly 1.--Dominion Day: Confederation of the Provinces, 1867. 
/Iuly 17.--First Parliament of Upper Canada, 1792. 
September 13.--Battle of the Plains of Abraham, 1759. 
October 13.--Battle of Queenston Helghts--Death of Sir Isaac 
Brock, 1812. 
0ctober 21.--Trafalgar Day, 1805. 
December 24.Close of the War of 1812-1814, by the Treaty 
of Ghent. (To be celebrated on the last school day 
before Christmas.) 

0ther days commêmorating events connected with vari- 
ous localities may also be chosen. 

For information respecting the flag, teachers are referred 
to Barlow Cumberl.and's History o the Union Jack (latest 
edition), to the Flag Charts, by Mrs. Fessenden, and fo The 
Flag o Canada, by Sir Joseph Pope. For the stories of the 
patron saints of England, Scotland, and Ireland, see Appendix. 

THE COLOURS OF THE FLAG 

What is the blue on vur flag, boys? 
The waves of the boundless sea, 
Where our vessels ride in their tameless pride, 
And the feet of the winds are free; 
From the sun and smiles of the coral isles 
To the ice of the South and North, 
With dauntless tread through tempests dread 
The guardian ships go frth. 



74 HISTORY 

Vhat is the white on our flag, boys? 
The honour of our land, 
Which burns in our sight like a beacon light 
And stands while the hills shall stand; 
Yea, dearer than faine ls our land's great naine, 
And we fight, wherever we be, 
For the mothers and wives that pray for the lires 
Of the brave hearts over the sea. 

What is the red on our fiag, boys? 
The blood of our heroes slain, 
On the burning sands in the wild waste lands 
And the froth of the purple main; 
And it cries to God from the crimsoned sod 
And the crest of the waves outrolled, 
That He send us men to fight again 
As our fathers fought of old. 

Vv'e'll stand by the dear old flag, boys, 
Whatever be said or done, 
Though the shots corne fast, as we face the blast, 
And the foe be ten to one--- 
Though out only reward be the thrust of  sword 
And a bullet in heart or brain. 
What matters one gone, if the flag float on 
And Britain be Lord of the main! 

--Frederick George Scott 

THE UNION JACK 

It's only a small piece of bunting, 
It's only an old coloured rag; 
Yet thousands bave died for its honour, 
And shed thetr best blood for the flag. 

It's charged with the cross of St. Andrew, 
Which, of old, Seotland's heroes bas led; 
It carries the cross of St. Patrick, 
For whïch Ireland's bravest have bled. 



EMPIRE DAY 75 

Joined with these is our old English ensign, 
St. George's red cross on white field; 
lound which, from Richard to Roberts, 
Britons conquer or die, but ne'er yield. 

It flutters triumphant o'er ocean, 
As free as the wind and the waves; 
And bondsmen from shackles unloosened, 
'Neath its shadows no longer are slaves. 

It floats o'er Australia, New Zealand, 
O'er Canada, the Indies, Hong Kong; 
And Britons, where'er their flag's flying, 
Claim the rights which to Britons belong 

We hoist it to show our devotlon 
To our King. our country, and laws; 
IFs the outward and visible emblem, 
Of progress and liberty's cause. 

You may say it's an old bit of bunting, 
You may call it an old coloured rag; 
But freedom has made it majestic, 
And rime has ennobled our flag. 

FORMS III AND IV 

SUGGESTIONS FOR EMPIRE DAY 

The exercises on Empire Day may be extended fo 
include most of the subjects on the rime-table by providing 
interesting problems in these subjecf which will. at the 
saine rime, keep the pupils' attention focused on the pur- 
pose of the day. 
The purpose of Empire Day may be stated briefly: 
To increase the pupils' knowled.e of the various parts of 
the Empire; (2) To create in them fine ideals of a ]arger 
citizenship; (3) To give a feeling of responsibility for 
Canada's place anà work/n the Empire, both now and in 
the future. 



76 HISTORY 

EXERCISES SUGGESTED 
1. In literature: Study one or more of the selections in 
the Public S«hool 1-{eaders that are suitable; for example, 
in the IV Reader, pp. 1, 49, 74, 154, 155, 227, 231, 248, 
302, 358, 409; in the III Reader, pp. 55, 140, 246, 258, 
274. If these bave been studied before, one or two might 
be read o recited by the pupils. In this Manual poems 
are given (pp. 73, 74) that may be used in the saine way. 
Pamphlets containing suitable mattcr for Empire Day bave 
been sent out by the Department o Education on several 
occasions. 
2. In history: (a) Some information about the growth 
of the Empire; for example, how and when Canada, Aus- 
tralia, New Zealand, South Africa. or any other part of 
the Empire was added" (b) Comparison of the size of the 
British Empire with that of any earlier Empire, such as 
the Persian, Greek, or Roman; (c) The growth of Great 
Britain's commercial and naval supremacy, on what if is 
founded, what danger there is of losing if, etc. ; (à) Inter- 
pretation of the Union Jack, or of the Canadian ensign. 
3. In geography: (a) tory (f he "All-Red" route, 
or of the "All-Red "" cahle---explain the meaning of 
" All-Red " by reference fo the map: (b} "The sun never 
sers on the British flag." Make this clear hy having pupils 
notice on the map that there are red spots, showing British 
territory, on or not very far from every meridian line: 
British ships, too, are in every part of the ocean ; (c) Cm- 
pare the population and area of Great Britain, Canada, 
Australia, the Ernited .qtates, Germany. France, etc. 
4. In arithmetic: The pupils mav discover how many 
people there are fo the square mlle in these countries; 
they may be asked fo work out the population Canada 
would bave if she were as densely populated as England, 



EMPIRE DAY 77 

as the United States, as Germany, etc. ; how fast did the 
population of the United States increase in the tïrst cen- 
tury after the Revolution; what will the population of 
Canada be in fifty years, if if increases as rapidly as the 
population of the United States in the last tïfty, etc. ; af 
the present rate of increase, when will Canada catch up fo 
Great Britain? When surpass her? Indicate thus the 
possible position and power of Canada in the hot distant 
future, in order fo deepen the sense of responsibility ïor 
the use ruade of our opportunities. (Let the pupils search 
for as much of the ma/er/al needed ïor these calculations 
as they can find in their text-books.) 
5. In composition: Subjects may be given for either 
oral or written composition: they may be reproductions of 
some of the exercises mentioned above, or may be on topics 
connected with them. ' 
6. In drawing: Pupils may draw the flag, or any map 
needed above. 



TYPE LESSONS 

FORM IV 

INTRODUCTORY 
As described in thc details of method for Form IV 
(see p. 28), the ideal method of teaching in this Form is 
the oral method, which means hot only the narration of 
thc story, but the presentation fo t-he pupils of problems 
connected with the lesson that the experiences of the c]ass 
may help to solve. The full narration here of the lessons 
selected would be like doing over again the work of the 
text-book; accordingly, in the najority of the lessons, a 
topical analvsis is all that is given. The value of a topical 
analysis is that if emphasizes the principal points that 
should be described or developed and, nore important still, 
that if assists the pupils fo understnd the lesson better, 
that is, to see more clearlv tle relation of cause and effect. 
The topical analysis vill also suggest fo the eacher how 
to prcpare a lesson. There is no better evidence that a 
period of history is understood by the teacher than the 
ability fo make a clear, concise analysis of if. This 
analvsis should then be used instead of the text-book in 
teaching the lesson, and the use of it will, after a little 
practice has raade the teacher more expert, contribute, fo 
a surprising degree, to increased interest in the class. 

EGERTON RYERSON 

0ne of the objects of instruction in civics is fo create 
lu the pupils ideals of citizenship that may influence 
their conduct in after life. The most powerful agency 
fo use for this object is the lire of some useful and 
patriotic citizen who gave his talents and energy fo the 
[783 



EGERTON RYERSON 7 

bettering of his country. In using biography for this 
purpose the pupils should be given only such facts as 
they can comprehend, and these facts should be ruade as 
real, vivid, and interesting as possible by appropriate 
personal details and concrete description. The follow- 
ing sketch may serve as an example: 
Dr. Ryerson, in speaking of his birth and parentagq 
said : 
I was born on March 24th, 1803, in the township of 
.Charlotteville, near the village of Vittoria, in the then Lori- 
don district, now the County of Norfolk. My father had 
been an oflïcer in the British army during the American 
Revolution, being a volunteer in the Prince of Wales' Regi- 
ment of New Jersey, of which place he was a native. His 
forefathers were from Holland, and his more remote ances- 
tors were from Denmark. At the close of the American 
revolutionary war, he, with many others of the saine class, 
went to New Brunswick, where he married my mother, 
whose maiden naine was Stickney. a descendant of one of 
the early Massachusetts Puritan settlers. Near the close 
of the last century, my father with his family followed an 
elder brother to Canada, where he drew some 2,500 acres 
of land from the Government for his services in the army, 
besicles his pension. 
Rverson's mofher hac a verv strong influence over him. 
She was a verv relî._iou. woman with a eat love for her 
children, and from ber Egerton learned lessons that never 
ceased fo influence him. After telling how she freated him 
when he had done somefhing naugh .t-v, he says fhat "though 
thoutzhfless and full of pla.xqul mischief, I never afferwards 
knowingly grieved mv mother, or gave ber other than 
respectful and ldnd words." 
The whole familv had fo work hard af clearing fhe land 
and farming if. Before he was twent-y-one years of age he 
"had ploughed every acre of ground for the season, cradled 
every stalk of wheat, rye, and oats, and mowed every spear 



0 HISTORY 

of grass, pitched the whole first on a wagon, and then from 
the wagon fo the hayrnow or staek." This was the work 
that gave him strength and health fo do the great things 
that were before him. His years in the district school 
were few, yet he ruade sueh good use of them that when he 
was only fifteen years old he was asked fo take the place of 
one of his teachers during the latter's illness. Further 
instruction from teachers was hot given him till he came 
of age. Then he went fo Hamilton to study in the Gore 
district grammar sehool for one year. Here he studied so 
strenuously that he was seized with an attack of brain 
lever, which was followed by inflammation of the lungs. 
IIis lire was despaired of, but his good constitution and 
his mother's nursing restored him fo health. 
,bort]y afterward. he be.gan ]ris work as a [ethodist 
preaeher. When fwent,-three vears old, he undertook a 
mission fo the Indians af the Credit and resided among 
them as one of themselves, fo show them better ways of 
]iring and workin V. This is part of his aeeount: "Be- 
tween day]ight and sunri.e, I ca]led out four of the Indians 
in succession and. working with them, showed them how 
fo c]ear and fence in, and p]ough and plant their tïrst wheat 
an(] cornflelc].. In the afternoon I ea]led out the school- 
b,s fo go with me, and eut an(] pile and burn the brush- 
wood in and around the village." 
In ],q9 TI e I ri.çlan Guardian newspaper was organ- 
izec] as the organ of the ![ethodists, and the young 
preacher placed in the editorial chair; in 1841 he was 
cho.en President of ¥ictoria Co]]ege. 
In ]844 Dr. l.erson was appointed Chier Superinten- 
dent of Education for Upper Canada. He immediately 
set himse]f fo awaken tbe country fo a proper estimate of 
the importance of education, and fo improve the qualifi- 
cations of teaehers. He urged the people fo build better 



EGERTON RYERS0N $1 

schools and fo pay better salaries, so that well-qualified 
teachers could be engaged. Ile visited foreign countries fo 
study their systems and methods that he might make the 
schools of Upper (:Canada more efficient. A Provincial 
Normal and Model School was established in 1847, better 
books were provided for the pupils, more and better appa- 
ratus and maps for all schools. All thi. was donc in the 
face of manv difficulties inevitable in a new country-- 
popular ignorance, apathy, lack of means fo build schools 
and support them, lack of rime to attend them. The 
opposition of many who did hot set the same value on 
education that he himself did had also to be faced. With 
unwearied zeal, steadfast courage, and unfailing patience. 
he met these difficu]ties. :For over thirty years, he dcvot«'d 
his matured manhood and great endowments fo the task 
of developing a public sentiment in favour of education. 
and of building on sure foun«]ations a svstem of clementary 
and secondarv schools that is the just pride of our Province 
and his own best monument. 
In 1876 he resi_-med his position of (-'bief Superinten- 
dent, and was sncceeded by a .Minister of Education. Yfe 
had nobly fulfilled the promise he ruade on accepting office 
in 1,q44--" fo provide for mv native country a system of 
education, and facilities for intellectual improvement hot 
second fo those in any country in the world." 
He dicd in 1882. To honour him in his death as he 
had served if in his lire the whole country seemed 
assemble& in ifs representatives, af his fnneral. Members 
of the Legislature, judges, Universitv authorities, ecclesi- 
astical dignitaries, thousands from the schools which he 
had founded, and above all. the common people, for whose 
cause he never failed fo stand, f, dlowed fo the grave the 
remains of the great ('anadian who had lived so faithfully 
and well for his country. 



82 HISTORY 

NOTE.--If the pupils bave been told about the Pilgrim 
Fathers, and the U. E. Loyalists, a review of those stories 
will add interest to this lesson; if hOt, it wlll serve as an 
introduction to tbem. 

For a Form IV class, the following should be included 
in the lesson: 
Wtth the close of tho War of 1812 there opened a new 
era in the history of Canada. Its people had realized that 
their country was worth fighting for, and they had defended 
it successfully. A new interest in its political lire was 
awakened, new movements inaugurated. These were along 
three lines--one, political with responsible government as 
lts object; another, religious with equal rights and privileges 
for all churches as its aire; a third, educational with equal 
and efficient instruction for all without distinction of class or 
creed as lts purpose. The first movement is known as the 
struggle for Responsible Government--the struggle for equal 
political rights; the second, as the Secularization of the 
Clergy Reserves--the struggle for equal religious rights; the 
third as the University Question--the struggle for non-denom- 
lnational control of educatton. In the second and third more- 
ments Dr. Ryerson played a very prominent part and, because 
these affected the politics of his day, he took a keen interest 
in the first. 
NOTE.---For purposes of reference, consult Te œtory of My 
Lile by Dr. Ryerson; TRe Ryerson Memoria! Volume by 
Dr. J. G. Hodgins; Egerton Ryerson by Nathaniel Burwash 
in THE hIAKERS OF CA'ADA; and Egerton Ryerson by 
J. H. Putnam. 

THE INTERCOLONIAL RAILWAY 

The lesson may be begun best by referring fo the 
provisions in the Briti.¢h North America Act for the build- 
ing of the railway. (If the class knows nothing yet of this 
Act, reference may be ruade fo Dominion Day, and the 
Act assocated with it, by explaning the significance of the 



INTERCOLONIAL RAILWAY 83 

Day. The date of Confcderation, 1867, may be written on 
the board for rcference.) In the B. N. A. Act, it was pro- 
vided that " the Canadian Government should build a 
railwa), connecting the St. Lawrence with Ha|irai, to be 
commenced within six months after the Union." 

'eacher.--Did you notice the two places that were to be con- 
nected by the road? 
Pupil.--They were Halifax and the St. Lawrence River. 
'.--Why do you think Halifax was chosen as one terminus? 
P.--Because it is near the sea. 
W.--Well, Quebec is hot far from the sea either. 
P.--It ls the nearest port for ocean-going steamers. 
g'.--Do you know what happens to the St. Lawrence every 
winter? 
P.--It freezes up. 
g'.--Yes. It is frozen over for about four months in the winter, 
and ocean-going vessels cannot use the river then, so 
Halifax was chosen as a good winter port on the 
Atlantic. low, what place on the St. Lawrence would 
be chosen as the other terminus? 
P.--Most likely either Quebec or Montreal. 
g'.--We can tell better a little later which one was actually 
chosen. Here is a thing that I want you to think 
about. Why should they build the railway just to the 
St. Lawrence? Were there many people living in Upper 
Canada fifty years ago? 
P.--Yes, as many people as there were in Quebec province. 
'.--Really there were about 250,000 more here than in Quebec. 
How would the people here shtp their goods in the 
winter? How do we send our goods to Europe now in 
wlnter? 
(Several suggestions were ruade. Finally it was 
stated that we could ship by water in summer, and 
by rail in wlnter.) 
'.--Yo_u know that there are some rapids on the St. Lawrence 
before we reach Montreal. How do we mariage about 
them ? 
P.--By using the canls. 



84 HISTORY 

T.--How can we ship by rail? 
P.--By using the Grand Trunk or the Canaàian Pacific Rail- 
T.--Now, I shall bave fo tell you something about the canals 
and the first railway from Upper Canada. There were 
several canals already built on the St. Lawrence: the 
Lachine, Welland, and others. In fact, we had spent 
about $1,500,000 on canals before Confederation The 
Grand Trunk Railway was runnlng from Sarnla fo 
Quebec city by 1856, ]ust eleven years before Confedera- 
tion. (Have a pupll trace the line from Saia to 
Quebec, so that the class may see how much of Upper 
Canada was served by the Grand Trunk.) Can you tell 
me now what place on the St. Lawrence would be ken 
as the western terminus of the new railway? 
P.Yes, Quebec would be the one. 
T.Why? 
P.--Because the people of Upper Canada had ways already 
for sen4ing their goods as far as Quebec city. 
T.The next point to think about is--How had Canada been 
shipping ber goods across the sea in winter before this? 
(Several suggestions were ruade. "We would have 
to keep everything till the next summer." "We would 
bave to use ice-boats." Objections were raised to these 
methods to show that they were impossible. Finally 
one pupil thought that we could senti our freight 
through the United States.) 
T.'ell, why did the people hOt continue dolng that, in- 
stead of wanting to build a raiIway of their o? 
P.--The Unlted States would llkely make them pay for doe 
ing it. 
7'.Let me elaln about that. In 1854, a treaty had been 
marie between Canada and the United States, called 
the Reciprocity Treaty, by which the two countries 
changed their goods freely. Thls treaty was ended in 
1866, and the people of Canada had fo depend more 
on themselves. Besides, there w a good deal of 
trouble between Britain and the United States, arising 
out of the Civil War In the latter count, whlch had 
just ended. (The pupils are told here about the "Trent" 



INTERCOLONIAL RAILWAY $5 

and "Alabama" affairs, and the Fenian raids of 1866.) 
The people at that time ere afraid that there might 
be war between the two countries and, of course, that 
would bring Canada into the trouble. Do you see now 
why a railway was needed from Quebec to Halifax? 
P.--Because there was danger of war, and because the United 
States might interfere with Canadian trade. 
T.--There were both military and commercial reasons. We 
have found now why the road was to run from Halifax 
¢o Quebec, and why It had to be built at that time. 
The next thing to find out is--Where it was to be 
,built. If you were a railway contractor and had to 
build the road without thinking of anything but getting 
it done, what route would you be likely to follow? 
P.--I think I should take the shortest way. 
T.--Where would the road go then? 
(Have a pupil place a ruler on the map from Quebec 
to Halifax.) Tell where it would run. 
P.--Through Quebec Province, the State of Main, New Bruns- 
wick, and Nova Scotia. 
T.--Would the people build It along that line? Don't forget 
the reasons for building it at all. 
P.--They wouldn't go through the State of Mairie, because 
that is in the United States. 
T.--What is the next way they might think of? 
P.--The next shortest way so as to keep in Canada. 
T.--Where would that be? (Pupil cornes up and tells from 
the map.) 
P.--From Quebec city through Quebec, along the edge of 
Mairie, into New Brunswick and Nova Scotia. 
T.--Would they take that way? 
P.--No, because it ls too near the border of the United States. 
T.--Why do you say '" too near "? 
P.--If there was war, soldiers from the United States might 
corne over and wreck the railway. They might dyna- 
mite the bridges or tear up the rails. 
T.--As a matter of fact, they did hot take that way. What 
route could be taken to prevent any trouble of that 
kind? 
P.--They would stay as far from the border as possible. 



86 HISTORY 

T.--Where would that be? (Pupil comes to the map to find 
out.) 
P.--They would bave to foIlow the St. Lawrence for »orne 
distance. 
T.--How far? 
P.--Right down to the other side of New Brunswick. Then 
down to Halifax. 
T.--Would that be the cheape»t line to build? 
P.--It would cost more, because it is longer than the others. 
T.--It is reaIIy 138 mlles longer than the next shortest. 
Which of the reasons we bave mentioned would make 
them want to keep ŒEs far from the border as they could? 
P.--The mllitary reason. 
T.--Which country, Canada or Britain, would be the most 
interested in the military considerations? 
P.--Brltaln, because Canada depended on ber for lrotection. 
T.--Is there any other reason, one connected with the cost? 
Where would the money corne from? 
P.--Britain would likely have to supply a good part of it. 
T.--Why ? 
P.--Because there were hot very many people here then. 
T.--Yes, we bave to borrow a good deal of money for such 
purposes even yet. The British Government was to 
supply the money for the railway, and would want to 
have something to say as to where it was to be built. 

The pupils could nowbe asked fo discover from the map 
the chief places on the line of the railwav. Have them writ- 
ten on the board. The teacher would add some informa- 
tion about the length of the line (1,450 toiles), and the 
t,,tal cost ($80,000,¢100). He might also refer fo the fact 
that the fear of war that caused that route fo be followed 
was not realized, that the Intercolonial did good service in 
bringing the provinces closer together, and that other rail- 
ways have since-'been built on the two rejected routes, 
namely, the Canadian Pacific Railway and the Grand 
Trunk Pacific. 



INDUSTRIAL REVOLUTION 87 

The facts of the lesson should then be gone over again, 
following the black-board outline that has been ruade as 
the lesson proceeds. 

BLACK-BOA12D OUTLIN/ 
1. Provision In the Brltish North Amerlca Act for the 
bulldlng of the road 
2. Reasons for bullding the road 
(a) Mllltary 
(b) Commercial 
3. Selection of the route 
(a) Routes that were possible 
(b) Reasons for the final cholce 
4. Facts about .the road 
(a) Principal places on the road 
(b) Branches of the road 
(c) Length and cost 
5. Value of the road to the new Dominion 

The class may be asked afterwards to draw a map show- 
ing the route and the chief commercial centres served by 
the railway. 

INDUSTRIAL REVOLUTION IN ENGLAND, 1760-1800. 
NOTE.--This lesson should be preceded by an Information 
lesson on the maklng of cotton goods--the material, how and 
where the raw materlal ls grown, how it ls harvested, the 
difference between spinnlng and weaving, the meaning of 
warp and woof. 
The aire of t'his lesson is to show how a remarkable 
series of inventions changed completely the processes of 
manufacturing, ruade England the greatest manufacturing 
nation in the world, and gave her a source of wealth that 



88 HISTORY 

enabled ber fo carry on the costly wars against Napoleon. 
The half century of this revolution is one of the most 
important in English history, on account of the results 
in methods of transportation, in agriculturc, in social con- 
ditions, etc., and it is almost impossible to bave a satisfac- 
tory knowledge of succeeding history without understand- 
ing this period. It is for this reason that itis treated at 
such lcngth. 
This may be divided into as many lessons as the teachcr 
-ishes. The dates gL-en are hot intended tobe memorized 
by the pupils- they are introduced simply fo emphasize the 
order of the inventions. To emphasize furthcr the sequence, 
the class may be asked at each step what invention wou]d 
be needed next. The oral method--both pure narrative, 
and development--is supposed to be used. 
1. Do»estic Sy.tem of Manufacture.--Before 1760 the 
manufacture of cotton goods was carried on in the homes 
of the people. A spinncr would procure a supply of raw 
cotton from the dea]cr and carry it home, where, with the 
hclp of his family, he would spiu it into threads or yarn 
and return it to the dealer. The spinning was all done 
by hand or foot-power on a wheel that required one person 
fo run it, and that would make only one thread at a rime. 
Thc wcaving was al.o done at home. Because of the use 
of Kay's flying shuttle (1,3), the demand of the weavers 
for yarn was greater than the spinners could supply, be- 
cause one weaver could use the product of many spinners, 
and there was great need of finding some way of produc- 
ing yarn more rapidly, fo keep the weavers busy. 
2. Hargreaves" Sp{nnng-]enny.--The first important 
inven¢ion of fhe period was the spinnng-jenny of Har- 
greaves (1764). This man was an ordinary spinner, and 
the story is told that one day, when he was returning from 



INDUSTRIAL REVOLUTION 89 

the dealer with a fresh supply of cotton, he came home he- 
fore his wife expectcd him. Supper was not rcady, and in 
ber baste fo rise fo prepare il, she overturned tbe wheel 
when it was still in motion. ]Iargreaves, entering al that 
moment, noticed that the spindle, usually horiz,nta|, was 
now revolving in an upri.ght position. This gave him the 
idea, and a short lime afterwards he inventcd a machine 
with which one pcrson cou|d spin several threads al once 
(al first eight). From il bas heen devcl«q)ed the com- 
plicated machinery for spinning used to-day. 
3. Arkwrig]f's Spizing-frame or Watcr-frame. Sir 
Richard Arkwright invenfed, in 177, a machinc that 
accomplished the who]c process of spinuing, thc worker 
merely feeding the machinc and tying breaks in the thrcad. 
This machine was run |,y water-power, thus doing away 
with hand-power and allowing the .opcrator fo attcnd en- 
tirely fo the spinning. 
4. Tle Mule. In 1779, Crompton invented a mule, by 
whieh threads of a finer and stroner quality c«»uld be si»un , 
and thus made it possible fo weave anv grade of cloth. 
5. The Power-loom. The spilmers were now able to 
keep ahead of the weavers, till Cartwrizht invented, in 
lï85, a power-loom that enabled the weavers to work 
ïaster an«l use ail the thread that the spinlmrs coub! make. 
6. Tle Steam-eng;ne. These machines were run by 
hand or water-power. In 1785, Watts ' steam-eligine, in- 
vented several years before this, was used in the manufac- 
ture of eotton, and manufacturer.*were now able to use all 
the raw material they eould gel. The use of stealn in- 
stead of water-power led fo the building of faetories in 
eities, where labour was plentiful and transportation faeili- 
ties good. This meant large cilles. 



90 HISTORY 

7. The Cotton-gin. Cot-ton had fo be c]eaned of ifs 
seeds before if could be used in the factor3". This had fo 
be done by hand, which greatly hindered the supply of 
raw material. A good deal of the raw cotton came from 
the United States, and the planters there grew no more 
than could be cleaned and sold. In 1792, Eli Whitney, 
an American, invented the cotton-gin, by which the cotton 
could be cleaned of its seed very quickly. Formerly a 
workman could clean by hand only rive pounds of cotton 
a week: by the saw-gin rive hundred loounds could be 
cleaned in an hour. (If a cotton-boll can be lOrocured, the 
pupils will soon discover how difficult if is to separate the 
seeds from lhe cotton.) Iore colton was then rown, 
bccause if could be sold fo the factories, and England was 
able fo get all she required fo keep the factories going. 
It may be added here that the increase in cotton growing 
required more hands for ifs cultivation; ai that time, this 
meant more slaves; the cotton-gin was lherefore a large 
factor in the slave troubles in the Southern States that led 
fo the Civil War. 

8. ('oal-rninng and Srnelting. These machines were 
ruade of iron, and eoal was needed to run the engines and 
fo smelt the iron. There was plenfy of eoal in England, 
but ver 3, little was mined until the steam pump was brought 
into use fo keep the mines elear of water. When flis was 
donc, more men went to wor] in the mines to get out the 
greater amount of eoal tha was now needed. There was 
also plent-y of iron ore in Enuland, and before this it had 
been smelfed by means of charcoal, which is ruade from 
wood. This slow and wasteful method was followed until 
]oebuck invented a process of smeltingby coal, and thus 
ruade possible a plentiful supply of iron ïor the manufac- 
ture of the machines. 



INDUSTRIAL REVOLUTION 91 

9. T]ze Safety Lamp. Coal-mining was a dangerous 
occupation, because of the fire-damp that is generated in 
mines. The open lamps used by the miners often caused 
this gas fo explode and many men lost tiroir lires thereby. 
To remedy this, Sir Humphrey Davy invcnted the safety 
lamp in 1815, wliich gave the miners the light they needed 
and prevented these explosions. 
10. Transportation. Now that there was so nmch 
manufacturing carried on, people turned their attention to 
ways of transporting the goods to where they were needed. 
The roads were generally wretched, and in many parts 
of the country goods had fo be carried on the backs «»f 
horses, as the roads were hot fit for wheels. Macadam, by 
using broken stç)ne fo form the road-crust or surface, 
brought about a great improvement in road-making. (Show 
pictures of old-time roads and of the roads to-day.) 
Transportation by water was difiïcult by reasons of the 
obstructions in rivers. To overcome these, canals were dug. 
The first one was ruade in 1761 between some coal-mines 
and the town of ]Ihnchester. Before 1800 many more were 
dug, and transportation became much easier. 
ll. Agriculture. The number of people engaged in the 
factories was increasing and tbese cou]d not row their own 
food. This ruade if necessary for the farmers fo increase 
their output. Farms became largerç better methods of 
cultivation were used: winter roots were grown, making 
if possible fo raise better cattle: fertilizers were used in 
greater quantifies, and the rotation of crops was introdaced 
fo prevent the exhaustion of the soil. 
12. Social Conditions. Out of the factory system grew 
the division of classes into capital and labour, the struggle 
between which is the great problem of to-day. If was then 
that labour unions came into existence. 



92 HISTORY 

We see, as a result of these inventions, that Enland 
was changed îrom an agricultural country to a land of large 
manufaeturing eities, and became the chief manufacturing 
centre of the world, able to supply money to defeat Napo- 
leon Bonaparte, who is credited with the statement that 
it was not England's armies that defeated him, but her 
" spindles." 
NOTE.--The teacher may refer to some of the modern 
social problems resulting in large part from this industrlal- 
izing of the country: overcrowding in citles, bad housing and 
slums, urban and suburban transportation, educationM prob- 
lems, intemperance, decrease In physique, etc. (For the his- 
tory of thts perlod, sec A History o the British Nation, "by 
A. D. Innes, T. C. & E. C. Jack, Edlnburgh.) 

THE ROAD TO CATHAY 
The aire of this ]csson is fo show how the desire of 
certain Eur«,pcan nations fo final a western route to the 
rich countries of the East--India, ('athay, and Cipango 
{]ndia, China, and Japan)--led fo the discovery and sub- 
sequent exploration of America. If can be used as a re- 
vicw lesson on the exploration of Canada. If will also give 
the pupil practice in collecting information ïrom variols 
sources so as fo show the development of history along a 
certain line. 
The subject-matter may be divided info as many les- 
sons as the feaeher thinks be,f, and the oral method should 
i,c used. Ail the dates iven are hot intended fo be mem- 
orized: they are u,ed fo show the historical sequence: only 
three or four of tire most important need be committed 
fo memory by the class af their present stage. The map 
should be used frequently. 



ROAD TO CATHAY 93 

THE LESSON 
One of the resu]ts of the Crusades was fo reveal fo the 
European nations the wêa]th of the East. Trade between 
the East and Wêst grew, and Venice became one of the 
wea]thiest and most powerful of the staes of Europe. 
In 1295, a Venetian travêller named [arco Polo re- 
turned from Cathay after an absence of twenty-five yêars. 
His stories of the wealth in si]ks, spices, pêarls, etc., of 
those eastern countries intensifiêd the desire of the West 
to trade with them. A grêat commerce soon grcw 
carried on principally by the grcat Italian cities--Vênice, 
Florence, Genoa, Pisa, Milan--and as these eities controlled 
the fediterranean, the only route fo Asia then known, 
thêy had a monopoly of the Eastern tradê, and kept for a 
rime the other western nations--Spaim Portugal, France, 
and England--from sharing in it. These nations, ani- 
mated by the hope of gain and by the spirit of advênture 
and exploration, could not long be deniêd their share. This 
spirit.was stimulated by the introduction of the marinêr's 
compass, which afforded sai]ors a safer guide than ]and- 
marks and stars; by the invention of gunpowder and the 
use of cannon, which, through lessening the strength of 
the medioeval castle, tendêd to increase the power of the 
middle classes; and by the invention of printing, which 
aided greatly in the diffusion of know]eàge. 
The problem was fo find a route by which fo trade with 
]ndia and China. 

Place the map of the world before the pupils and inquire 
how men travel to-day from Great Britain to India. Show 
that these routes were hot feasible then. The route through 
the Mediterranean to Asia Minor and thence overland, or 
through the Red Sea to India, was closed by the Turks, who 
captured Constantinople in 1453. The Suez Canal was hot 



94 HISTORY 

opened till 1869. The way round the Cape of Good. Hope 
was not discovered till 1497. The western route across the 
Atlantic and the Paclfic was unknown. 
Not till thc closing years of the fifteenth century were 
the attcmpts to solve this problem successful. The dis- 
covery of the route fo India by Vaseo de Gama in 197 
first opened the way to the East. though the still earlier 
discoverv bv ('olumbus was to afford, in later years, a mu«h 
more complete solution. 
{'hrist,,pher {'olumbus was a native of Genoa in Italy. 
An eager student of geography, he became convinced that 
the earth was a sphere or globe and not a fiat surface. He 
believed that he could reaeh India and Cathav by sailing 
west. as wêll as by going east through the Mediterranean-- 
a route that had been closed since fle capture of Constan- 
tinople b" the Turks in 1453. "" This grand idea, tgether 
with his services in carrying if out, he offered first fo his 
motherland of Genoa. But Genoa did hot want a new 
route te» fle East. Then he turned, but in vain, fo Portu- 
gal. The hopes of Portugal were set upon a passage around 
the south of Africa. To England and fo France Columbus 
held out his wondrous offer; but these countries were slow 
and unbelieving. If was fo Spain he marie his most per- 
sistent appeal; and .pain, fo his imperishable glory, gave 
ear.'" Through the self-denial and devotion of Queen Isa- 
bella of ('astile he was enabled fo put lfis dream fo the 
test. 
A speeial lesson should be glven on the life of Columbus-- 
his efforts, perseveranee, courage, failures, sueeesses. The 
teacher may rdd at will to the facts given here. Read Joaquin 
Mlller's Poem, " Columbus," High 8chool Reaeler, pp. 143-145. 
When Colurnbus landed on the island-fringe of Amer- 
ica in 492, he thought he had round what he had set out 
to find--the eastern country oï India; and he believed 



ROAD TO CATHAY 95 

if ail his life. This idea survived for several generations, 
partly because of the great wealth of Mexico and Peru. 
ïaen Europeans were at last convinced that it was hot 
India, they began again to seek a way to the East, and 
looked on the continent of America merelv as an obstacle 
in their path. To find the road to Catha}" was still their 
«hief ambition. 
In 1497, John Cahot, under a charter from Henry 
of England, set out to find a way to the East, and landed 
on North America; in 1498, his son. Sebastian Cahot, ex- 
plored the coast from Labrador to South Carolina, with 
the saine object. 
In 1534, on his first voyage, Cartier thought, when he 
arrived af Gaspé and saw the eat river coming from the 
west, that he had discovered the gateway to the East. 
WiIh the same object in view, Champlain, in 1609, ex- 
plored the Richelieu River and Lake Champlain. In 1613, 
he listened, onlv to be deceived, to the storv of Viau 
about a way fo the East up the Ottawa River fo a large 
lake and into another river that would lead to the Western 
Hen D Hudson ruade four voyages in search of a wav 
through or round the continent. On the first, second, and 
fourth, he tried fo go round by a North-west or a North- 
east passage. On the third voyage, in 16-9. he sailed up 
the Hudson River for 150 miles, only to find his way 
blocked. A curious fact is that on this vo)-age he must, 
af one time, have been only about enty leaes from 
Champlain, when the latter was exploring Lake Champlain 
on the saine errand. (Show this on the map.) On his 
fouh voyage, in 1610, IIudson discovered the bar that 
now bears his naine, and he must have thought, when hc 
saw that great stretch of water to the West, that he was 



96 HISTORY 

at la.t successful. He wintered there, and when the ice 
broke up in the spring, his men mutinied and set him, 
his young son, and two companions, adrift in a boat, and 
they were never heard of again. (See Tle ,ç'tory of the 
Brilizh Peolle pp. 234-235.) 
Thc Mississippi was long looked upon as a possible way 
te» the Pacific Ocean. La Salle cxpl,red the great lakes and 
tSc ()hio, Illinois, and Mïssissippi Rivers. This last he 
found to fiow south into the (;ulf of Mexico, instead of 
wcst into the Pacific )cean. His settlcmcnt on Montreal 
].land was callcd La ('line (the French word for China), 
in allusion to his desire to find the way to that country. 
Later, others were ]ed by the saine des,re fo explore 
the western part of what is now Canada. Vérendrye, in 
1731. travelled from Lake Nepigon by vay of Rainy Lake, 
the Winnipeg River, and the Red River, to the junction 
of the latter with the A.siniboine. where Winnipeg now 
stands; also up the Sa.katchewan River fo the Forks. His 
son, in 1742. explored the Missouri River and came within 
sight of the Rocky Mountains. 
5[en of the Hudson's :Bay Company and of the North- 
West Company--Mackenzie, Fraser, Thompson, Smpson, 
Hearne--amid great hardships and through thrilling ad- 
ventures, continued the work of exploring the waterways 
of thc West to find an opening fo the Pacific. 
If has remained o he people of Canada fo eonquer 
the passes of the Rckies and Selkirks. build eat trans- 
continental railwavs and steamship lines, and thus afford 
a direct sh)rt route from Europe to Cathay. What men 
had striven for during more than four hundred years it 
bas been our lot fo accomplish. 
Other topics of interest suggested by the lesson may be 
taken up afterwards; for example, the opening of the Suez 



THE ARMADA 97 

Canal and its effect on trade--why it did not restore 
supremacy fo the Italian cities ; thc opening of the Panama 
Canal and its probable effect on commerce; the reasons 
why merchants prefer water routes fo land routes, etc. 

TOPICAL ANALYSIS OF LESSON ON THE ARMADA 
The purpose of this lesson is to show how fo construct 
a topical outline of an important evcnt in history. If is 
assumed that the teachcr will use, in preparing similar 
lessons, a largcr history of Britain than the Public Sch«ol 
text-book, in order that the class may be asked, after the 
lesson is taught, to read in their text-books an account 
somewhat different in treatment from that of the teacher. 
The headings should show the sequence of events and 
should be concise. The smaller print indicates the facts 
that the brief headings should recall fo the pupils after 
the lesson. The events preceding the coming of the Ar- 
mada are suggested here among the causes. These head- 
ings may be placed on the black-board as the lesson pro- 
ceeds; they may be suggested by either teacher or pupils. 
The actual teaching should be by both narrative and 
development methods. 
For the teacher's use a very interesting and trust- 
worthy book is A History of t]e British Nation, by A. D. 
Innes, T. C. & E. C. Jack, Edinburgh. 

I. CAUSES 

1. Political.--(a) Ambition of Philip to rule Europe; 
chief obstaeles were England, France, The Netherlands. 
(The opposition of France was overcome by a treaty and 
by the marriage of PhlHp and Isabella of France after Eliza- 
beth had refused Phlltp's offer of marriage. The Netherlands 



98 HISTORY 

were in full revolt and could hot be conquered even by the 
cruelties of Alva and the destruction of their commerce. 
England was the chier Protestant power in Europe and, as. 
uch, wa the chier opponent of Spain.) 
(b) The marriage trouble; Elizabeth's religious policy 
broke off negotiatio]s of marriage with Philip. 
(c) Philip received as a legacy the rights of ]Iary 
Queea of Scots fo the English throne. 
2. Co»mercial.--Interference of the English in the 
Ncw World, to which ,Spain cIamed sole rght. 
(This includes the English settlements as well as the cap- 
ture of Spanish treasure ships. Recall stories of Drake, Haw- 
kins, etc.) 
3. Religious.--Philip 'as the chier supp«,rter of Roman 
Catholicism in Europe, and wished to impose his religion 
on England. 
(This was the period of compulsion in religious matters.) 

II. EVENTS 

1. Preparations in Npain and England. 
(Spain set about preparing a large fleet, to earry soldlers 
as well as sailors. The best Spanish general was in command 
at first. Hls death put an Incapable man in command, who 
was largely responsible for the defeat. The Duke of Parma 
was to co-operate from the Netherlands with a large army. 
In England, the small battle fleet was increased by the volun- 
tary contrlbutions of all classes tlll It actually outnumbered 
the Spanlsh fleet, though the vessels were very much smaller. 
• A comparlson of the fleets as they were on the eve of battle 
should be made.) 

2. Difference in the national spirit in the two countries. 
{The Spanish were on an expeditlon of conquest; the 
sallors were ill-tralned and many servlng agalnst thelr wlll. 
The Engllsh were defending their bornes; they forgot their 



THE ARMADA 99 

religious and political differences in their patriotism; the 
sailors were hardy, fearless, and most skllful in handling 
their shtps.) 

3. The affair af Cadiz. 
(Retarded the invasion for a year, gave England more rime 
for preparation, and encouraged hopes of success.) 

4. The battle in the Channel. 
(Armada attacked on the way to Dover, July 28--Aug. 6, 
1588; fireships at Calais, Aug. 6; final engagement, Aug. 8-9; 
a chance for a vivid description by the teacher.) 

5. Storm completes the ruin of the Armada. 
(Facts to be given as to the losses of the Armada; recall 
stories of wrecked Spanish vessels on the coasts of Scotland, 
etc., and recommend class to read some story, such as Klngs- 
ley's Westward Hol) 

III. RESULTS 

1. luin of Spain and of Philip's ambitions. [Connect 
with I. 1 (a)] 
2. Influence on England's patriotism and maritime 
power. 
3. Greater religious tolerance in England. 
4. Iarvellous growth of literature in England partly 
due to this. 

5. Effect on America. If decided for ail rime that 
Spain shou]d hot rule the New World, but that the Anglo- 
Saxons should, with ail their ideals of political, social, and 
religious liberty. 
(Sec 1'. S. History of England, secs. 135-142.) 



100 HISTOR¥ 

LESSON ON THE FEUDAL S¥STEM 
(As many lesson periods as may be round desirable) 
Aire. To give the pupils a knowledge of the manner 
in whi«h ]and was held, (I) by the Saxons ai different 
periods on the continent and in England; (2) by the 
French: (3) by the Normans undêr William the Con- 
queror, showing the changes he ruade in both Saxon and 
French systems. 
STEP I 
I. Introduction. By questioning, the teacher elicits 
from one pupil that his father owns a farm; from another, 
that his father rents a farm ; from a third, that his father 
works one '" on shares." From this may be derived the 
meaning of "' freehold," "leasehold," and "' on shares," as 
applied to ways of holding land. For town and city 
classes, a parallel mav be ruade by substituting "bouse" 
ïor "farm." As holding property '" on shares " is hot so 
common in cities, suggest possible cases, such as a fiorist's 
business, a rink, etc. 
2. Let pupils read the sketch of the Saxon or "mark" 
system given in the Ontaro Public Sc]ool Histor!! of 
England. pp. 22 and 30; and then draw a plan of a Saxon 
village ïrom the passages read. 

STEP II 
(Given fo the class by the teacher's oral exp]anaion) 
1. The Saxon System : Further study of the early land 
tenure of the Saxons. (See Ontaro High Sclwol History 
of Egland, p. 33.) The following extract from Oman's 
Englad belote tle Normen Coquest may be of assistance: 
The typical free settlement of an English maegth 
(or kindred) consisted first of the large arable fields 
divided up into narrow strips, of which each household 



FEUDAL SYSTEM 101 

po'ssessed several, next of thc almost equally prized 
meadow, which was hedged off into appropriated lots in 
summer, but thrown 1.ack into common in winter, and 
lastly of the undistributed waste, from which the whole 
community would draw ifs wood supply, and on which 
if would pasture ifs swine, or even turn out ifs cattle 
îor rough grazing af some seasons. 
The nornml method of agriculture was the " three- 
field system," with a rotation of wheat, barley, or oats, 
and in fhe third year, fallow--to allow of the exhausfed 
soil regaining some measure of ifs fertility. In the la.t 
year the field was left unfenced and the cattle of the 
community picked up what they could from if, when 
they were neither on the waste, nor being fed with the 
hay that had been mowed from the meadow. There 
seem to have been exceptional cases in which the strips 
of the arable were not permanently al]otfed fo different 
households, but were distributed, bv lot or otherwise, fo 
different holder. in differen vears. But this was an 
abnormal arrangement: usually the proprietorship of the 
sfrips in eaeh /ïe]d was 6ed. And the u.ual arrange- 
ment would be that fhe fullv endowed eeorl's household 
had just so much arable in ifs various sfrips as a full 
team of oxen coule] plou.,h. 
Then explain the orizin of the names "Eorl" and 
"Thegn '" (P. S. Hist. of En.q., pp. 34 and 37) : the idea 
of protection (P. S. Hi.st. of Eng., p. 37), and of sharing 
in the produce of he land, and he payment of necessary 
fees fo the King. Emphasize the ownership of the land 
by fhe freeman. 
2. The Courts: The Witan, which could displace the 
king for certain reasons, the Sbire or folk-moot, and the 
Tun-moot; their powers; the people looked fo these courts 
for justice. 



102 HISTORY 

3. Change brought about by Danish raids--small free- 
holders sought protection from the greater lords; the shift- 
ing of ownership from small landowners to "eorls." 

STEP III 
The Feudal Sgstem in France: (Read Scott's Quentin 
D«r«ard.} Barons too powerful for the king for various 
reasons : 
1. Their property was large and compact. 
2. They administered justice, issued coinage, etc. 
3. Vassa]s swore allegiance fo their immediate superior. 
By means of problem-questiÇns develop from the pupils 
what William would probably do fo strengthen his own 
position. 
STEP IV 
Tl, e Fe«dal Sgstem under William : (Xote the innova- 
tions of William.) 
1. The land belonged solely fo the king; if was hOt 
the Xormans as a tribe, but William personally, who con- 
quered England. 
?. The estates of the nobles were divided, either 
dcliberately or because the land was conquered piecemeal 
and parcelled out as it was conquered. (For example, Odo 
had 473 manors in 17 counties.) 
3. The vassals swore direct allegiance to the king. 
4. The Witan was displaced by the Great Council, the 
members of which were the king's vassals; therefore with 
him, hot against him. 
5. The kinÆs use of shire-reeves, personal dependants, 
who led the military levy of the counties and collected the 
kins taxes. 



SEIGNIORIAL TENURE 103 

6. What were the chief taxes ? lrom them came nmch 
political trouble in later rimes by attempts to rectif abuses 
in connection with them. 
7. The teacher may describe the ceremony of the feudal 
oath. 
The imporCant points of each sCep should be written 
on the black-board as they are described or developed. 
(The decay of the Feudal System in England may be 
the topic of another lesson.) 

SEIGNIORIAL TENURE 
The aire of Che lesson is Co give Che pupils a knowledge 
of the method of land tenure introduced into Canada by 
the French; to enable them to trace the effects of this 
sysCem upon the proess of the people and the develop- 
ment of the country; and to increase their interest in the 
present system of tenure. 

:IETHOD 

In connecCion wiCh sections 3 and 4 the description 
of the Feudal SysCem would show how Che land was held in 
France; first by the king, under him by the greaCer nobles, 
then by the lesser nobles and ihe gentry, then by the Iarge 
farmers who sublet it in small farms or hired men Co work 
if. Every one who held land had fo do something for his 
lord. When Chis description is complete, let the pupils 
appy it to Canada, Che teacher supplying the names of 
the corresponding classes in Canada. Then the pupils may 
be asked to consider what return each holder would make 
for his land; this leads to a statement of the conditions 
of tenure in Canada. Then the e-ils connected with his 



104 HISTORY 

system may be presented as another problem ; for example, 
how would the actual workers be discouraged in making 
improvements that tbe), would get no credit for ? In con- 
nection with section 5, the pupils can contrast the method 
of holding land that they are familiar with, that is, by 
coml)lete ownership, and can imagine what changes the 
English settlers would want. They are then ready to hear 
how and when these changes were brought about, and af 
what cost. 
The mcthod is therefore a combination of the narrative 
and development, or problcm, methods. 

THE LESSON 
1. Introduce the lesson by a reference fo the system of 
 the Feudal Svs- 
holding land in ç)ntario. (._ee lesson on 
rem.) Develop the lcading principles of freehold tenure. 
What Act gave the people of Ontario this method of hold- 
ing land? We are going fo learn something about the 
svstem of holding land adopted by the French when they 
ruled Canada. {See Ofario Pblic Sclool'History. 
Chapter IX, also Ontaro High ,_c]ool History of Canada 
Chap. VIII.) 
2. Çnder the French the lands of Canada were held in 
ïeudal tenure, which means that the King was regarded 
as the owner, and that rent was paid to him, hot altogether 
in money, but partly in military service. Large portions of 
land were granted in this way fo oflîcers and nobles. An 
important and imposing ceremony was that af which the 
lords of manors annually did homage fo the lï:ings repre- 
sentatve af Quebec. These seigors, as they were called, 
had great powers within their domans. This method of 
tenure was similar fo the system of holding land in France, 
called the Feudal System. 



SEIGNIORIAL TENURE 105 
At thts point the teacher might give a short description 
o the Feudal System. Pieture to the pupils the old Feudal 
eastle and lts surroundings. Show how ill the eommon peo- 
ple were provided for in comparison with the lords. 
3. Cardinal Richelieu introduced feuda]ism into Can- 
ada about the year 1527. He had two objects in view: 
(a) to create a Canadian aristocracy, (b) to establish an 
easy system of dividing land among settlers. This system 
of holding land came to be known as Seiiorial Tenure. 
The seignior received vast tracts of land from the King, 
became his vassal, and in turn ruade grants fo the 
censitaires, those who held their land on the pa3naaent of 
an annual rental. The censitaires secured habitants to 
cultivate the soil. 
4. The seignior was compelled to clear his estate of 
forest within a certain rime. In order to do this he rented 
it, af from half a cent to two cents an acre, and received 
his rent in produce. If the censitaire sold the land which 
vras cleared, he had fo pay his seiior one twelfth of the 
price. If the seiior parted with his estate, he had fo 
pay the King one fifth of the selling price. The forests 
of Canada were not very attractive fo the nobles of France; 
hence, but few of them settled in this countr3". Some of 
the prominent colonists, however, were anted patents of 
nobility and became seigniors. Prevented by their rank 
from cultivating the soil, thev soon became bankrupt. 
Then they furned their attention fo the fur-trade, and 
later many of them became explorers and the most gallant 
defenders of New France. 
5. In the vear 1760, Canada became a British posses- 
sion, and English settlers commenced fo make bornes for 
themselves in Upper Canada. Their number was eatly 
increased by the United Empire Lovalists who came over 
after the Ameriean Ievolution. The English disliked the 



106 HISTORY 
:French method of holding land. Under Seigniorial Tenure, 
the seller of land in a seigniory was eompellêd fo pay the 
seignior an amount equal to one twêlfth of the purehase 
money. As this was chargeable not only on the value of 
the land, but also on the value of ail buildings and im- 
provcments, which, costing the seigniors nothing, werc 
often more valuable than the land itself, if was considered 
by the English settlers an intolerable handicap. {Cen- 
turies before this the Feudal Systera had been abolished 
in England.) 
6. In 1791 the British Parliament passed the Consti- 
tutional A«.t which gave the people of Upper Canada the 
privilcge of holding lands in their own naine. :In Lower 
Canada, too, those who wished were allowed to avail them- 
selves of the freehold system, but the French did not take 
advantage of their opportunity. :In the year 185 Seig- 
niorial Tenure was abolished, the Government recom- 
pensing the seigniors for the surrender of their ancient 
rights and privileges, and freehold tenure, as in Ontario, 
was introduced. 
7. It, easons whv the Seigniorial Tenure failed: 
{a) It n'as not adapted fo conditions in Canada. 
(b) :If did not provide sufiïcient incentive fo set- 
tiers fo improve their lands. 
(c} If gave the habitant no chance fo fise. 
(d) :It tended fo divide the population into three 
classes. 
(e) :If failed to deveIop a civic spirit. This fact 
alone nmde progress practically impossible. 
Eaeh seignior n'as the toaster of his own 
domain. Thus the people had no opportunity 
of working together, and under such circxm- 
stances no great national spirit could be 
developed. 



CONFEDERATION 107 
8. Note the effect of the conqucst of Canada and of 
the American Revolution, upon Seigniorial Tenure. 

CONFEDERATION OF CANADIAN PROVINCES 

TOPICAL AXaLYSrS 
Causes: 
1. The idea of union an old one in Canada and the 
Iaritime Provinces; ïoreshadowed in Durham's Report. 
2. Immediate cause in Canada was the question of 
representation by population; deadlock in Parliament. 
3. Immediate cause in Maritime Provinces was the 
feeling between Britain and the Colonies and the United 
States over the Trent affair, the Alabama trouble, and the 
idea in the Northern States that the British Colonies 
favoured the cause of the South in the Civil War. 

Steps toward Confederation : 
1. Meeting of delegates from the 3[aritime Provinces 
in Charlottetown in 1864. 
2. Meeting in Quebec, 1864, of delegates from all the 
provinces favours Confederation. 
3. Newfoundland and Prince Edward Island reject the 
proposal, and delegates from Upper Canada {0ntario), 
Lower Canada {Quebec). Nova Scotia, and New Bruns- 
wick proceed fo London to secure an Act of Union from 
the Imperial f,'overnment. 
4. Movement in favour of union hastened by United 
States giving notice in 1865 of the termination of the 
Reciprocity Treaty in a year, and by the Fenian Raid, 
1866. 



105 HISTORY 

5. Union accomplished by means of the British Xorth 
America Act passed by the British Parliament in 1867, 
and brought into force on July 1st, 1867. The provinces 
confcderated as the Dominion of Canada; a Federal Union. 
Outline of Terres: 
Sec Ontario Public School History of Canada, p. 215. 
Provision ruade for admission of new provinces. 
Expansion of Confederation : 
Admission of other provinces--Manitoba, 1870; British 
Columbia, 1571 ; l'rince Edward Island, 1573; Alberta and 
Saskatchewan, 19(15; Yukon territory also represented in 
the Dominion Parliament. 

NOTES OF A LESSON ON THE INFLUENCE OF 
GEOGRAPHICAL CONDITIONS ON TttE ttISTORY 
OF A COUNTRY 

CORRELATIO" OF HISTORY AND GEOGRAPHY 

GEXEIAL 
The history of a nation is influenced very largely by 
geoaphical facts, lts internal relations, whether friendly 
or hostile, are affected by these. Natural barriers, 
such as motmtains, seas, or great lakes and rivers, are 
often political frontiers exerting protecting or isolating 
influences. 
Its industrial proess depends primarily upon ifs 
natural products--minerals. ains, woods, fish, etc., and 
the facilities which its structure affords for l-rade, both 
domestic and foreio-n. A sea-coast, with satisfactory har- 
bours, tends fo produce a sea-faring people, and therefore 
a trading people. 



CORRELATION OF HISTORY AND GEOGRAPHY 109 

The character of ifs people is conditioned by the zone 
in which the nation is situated. In the north temperate 
zone is the climate best suited for the growth of peoplcs 
vigorous in mind and body, and loyers of freedom. 

ENGLAND 
Position: The forming of the Straits of Dorer cut off 
a corner of :Europe, ruade Great Britain an island, and 
later a single political unit. Situated between Europe 
and America with ports opening toward each, her position 
gives her the opportunity for naval and commercial great- 
ness. The narrow sea separating her from the continent 
is a defence in war and a means of intercourse in peace. 
Structure: Two regions--one of plain, the other of 
hills: a line drawn from the mouth of the Tees fo the 
mouth of the Severn and continued fo the south coast 
roughly divides these regions. The part lying east of this 
line is, roughly speaking, level and fertile, tempting emi- 
gration from the continent, and easily explored inward. 
The Angles, the Saxons, and the Jures round their way 
into this plain through the rivers that flowed ea.t and 
south. The Pennines, the Welsh Peninsula, and the 
southwest of England from Bristol are in the hilly part, 
which, because of its mineral wealth, bas become the great 
industrial district. 
Climate: Though England lies north of the fiftieth 
parallel, the moist southwest winds from the ocean temper 
the climate, making the winters mild and the summers 
cool, a climate favourable to he growth of a vigorous race. 
There is an abundant rainfall. 
Products: On the plains a fertile soil supported a large 
aicultural, and therefore self-conained, population in 
the earlier days, and the slopes furnished pasturage for 
cattle and sheep. Proximity fo coal is an almost indis- 
8 



Ii0 HISTORY 

pensable condition for industries, though other considera- 
tions corne in. In the hill country coal and iron, essential 
materials for a manufacturing nation, lie near to the 
deposits of limestone necessary for smelting the iron ore. 
The coal-fields on or near the coast are centres of ship- 
building; and the interior coal-fields the centres of the 
great textile industries. Because of her insular position 
and fleets of ships the raw products from other countries 
can be brought fo England easily and cheaply, and then 
shipped out as malaufactured goods. 
Consult: A HiMorical Geography of the British Em- 
pire. Hereford B. George, Methuela & Co., London. The 
Relations of Geography and History. Hereford B. George, 
Clarendon Press, 0xford. 
xo]:n roR or TZE «.SSO. 
The teacher will announce the topic for discussion, 
namely, how the history of Great Britain has been affected 
by her insular position. 
T.--Trace on the map the coast line of Great Britatn. (Puptl 
does so.) What do you notice about the coast line in 
comparison to the size of the Island? 
P.--It is very irregular and has a good many bays and lnlets. 
T.--Would this have any effect on the life and occupations of 
the people? 
P.--They would almost have to be sailors. 
/'.--In other words, a maritime people. Do you think that 
ls usual? Look at the coast line of Japan. (Class secs 
that tt is much the saine as that of Brttain: the Jap- 
anese are also a maritime race.) What is one occupa- 
tion the people would follow? 
P.--They would probably be fishermen. (The teacher may give 
some idea of the extent of the fishing. The saine may 
be donc with each new point, as It cornes up.) 
T.--What else would they do? 
P.--They would probably engage in trade or commerce. 
T.--Vlth whtch countries? 8tudy the map for a moment. 



CORRELATION OF HISTORY AND GEOGRAPHY 11! 

P.--With those on the west of Europe, and with Amerlca. 
T.--Yes. You must notice that Great Britain is situated very. 
favourably for trade wlth the whole world. Is there 
anything on the nap to show this? 
P.--There are a great many lines on the map that show the 
water routes from Britain to almost every country in 
the world. 
T.uppose Brltain had trouble with any other country that 
might be a cause of war, woulC her position make any 
dlfference to ber? 
P.qNo country could attack her except by water. 
T.--How would she defend herself? 
P.---She would have to depend on her ships. (A good open- 
ing for a brief outline of the growth of the navy.) 
T.--Where would she get her slips? 
P.---She builds them herself. 
T.--Isn't she dependent on any other nation st all? 
P.--No, she has always had the material in her own country 
for that. 
T.--What are they built of? 
P.--The old ships were wooden, and she had plenty of the best 
timber,---oak. 
T.--What are they built of to-day? 
P.qMost of them are of iron. 
T.--Where does she get that? 
P.--From her own mines. 
T.--Now, look st the latitude of Britain. What part of out 
country has the saine latitude? 
P.--Labrador. 
T.--What la the climate of Labrador? 
P.--Very cold. 
T.--Then the climate of Britain ought to be the saine? 
P.--The water around it would make it hot so cold. 
T.--Yes. The ocean currents from the south help to make the 
climate milder, too. There would be plenty of rain, 
besicles. Now, how woull a moist, mild climate aiïect 
agriculture in England? 
P.--They ought to be able to grow almost everything that we 
tan. 
(Sinilarly, many other points may be taken up and 
developed with the class.) 



112 HISTORY 

ST. LAWRENCE RIVER 
INçIDENTAL TEAçIIING OF HISTORY WIT CEOGRAPHY 
.4im.--To show general connection between history and 
geography. 
Materal l?eqired.--A black-board sketch of that part 
of (Canada adjacent fo the St. Lawrence and a set of pic- 
tures (or picture post-cards) showing the important his- 
torical sites along the banks of the river. 
Dtrod«ction.--The teacher asks a few questions fo 
make clear the purpose of the map and fo fix the location 
of thc principal towus and cities--Kingston, Brockville, 
Prescott. 0zdensburg, Morrisburg, Cornwall, Lachine, 
Montreal, Three Rivers, Levis, Quebec, Tadoussac, and 
Gaspé. 
Preselaion.--The lesson is assumed fo be a pleasure 
trip by boat from Port Hope fo the Atlantic. The teacher 
will tell of the departure from Port Hope and the arrival 
af Kingston, the first port. While there, he will ask why 
the place was given the naine of Kingston. (It was named 
in honour of George III; as Queenston, at the upper end 
of the lake, was in honour of Queen Charlotte.) Leaving 
Kingston the teacher will describe (showing pictures) 
the appearance of the fort on the point and, with the pupils, 
will recall ifs establishment by Frontenac in 1673, and ifs 
use as a check on the Indians, and will note ifs use now 
as a storehouse, barracks, and training camp for soldiers. 
(Ontario Ptblic Sclool Histor], pp. 51, 114.) 
As the trlp is continued clown the river, they notice, in 
passing, the beautiful Thousand Islands, and the town of 
Brockville--its naine commemorating the hero of Queens- 
ton Iteights. Immediately below Prescott is seen on the 
bank of the river an old wind-mill, the scene of the Patriot 



CORRELATION OF HISTORY AND GEOGRAPHY 113 

invasion under Von Schultz, a Polish adventurer. (See 
Onlario Public Scl, ool History, p. 178, and picture in 
Weaver's ('anadian History for Bops and Girls, p. 
Aeross the river lies Ogdensburg, the scene of a raid in 
1813. Colonel Maedonell, the British leader, who was 
drilling his small f»ree on the ire, ruade a sudden attaek 
upon the town, defeated the Amerieans, eaptured a large 
anmunt of stores and ammunition, and burned four armed 
vessels whieh lay in the harbour. (Ser Ontario Public 
Scltool History, p. 155.) 
From this point the boat passes rapidly through the 
narrow part of the river at Iroquois (reeall the Indians 
of that naine), past the flourishing town of Morrisburg, 
until, on the north bank, appears a monument of gray 
granite, ereeted as a memorial of the battle of Crysler's 
Farm, fought in fhis vieinity in 1813. (See Ontario 
Public Scl, ool Hislory. p. 1.59.) 
After passing through the Long Saur P, apids, Corn- 
wall, noted as the seat of the flrst ç;rammar Sehool in 
fntario, is reaehed. The river now widens into a lake and 
dors hot narrow until if passes çoteau, after whieh it 
passes through a «bain of rapids and nears Laehine, the 
"La Chine" of La Salle, and the seene of numerous Indian 
fights and massacres. (.qee Ontaro Rrool Geo.qraply, 
p. 116, and Ontario Ptblic ,qcool Hi.«tory of Canada, 
p. 60.) Ten toiles fo the east i. Mbntreal, the most 
populous eit- in Canada, with ifs loval 3Iount, and ifs 
manv memories of early setflement in Canada. (See 
Ontario Scool Geograpy. p. 121.) 
Just above Quebee the river, now two mlles wide, passes 
the bold eliffs up whieh Wolfe's men elimbed fo the Plains 
of Abraham, and sweeps around the Citadel and Lower 
Town. On the heights may be seen the monuments 
ereeted in honour of Champlain, and Wolfe and Mont- 



114 HISTORY 

calm. In imagination, pictures may be formed of the 
scenes that marked the close of French Rule in Canada. 
The river flows on past Tadoussac, long the centre of the 
('anadiau fur-trade, past Ga,pé where Cartier landed and 
laid claire fo the surrounding country in the naine of the 
king of France, till its banks fade ïrom sight and ifs waters 
mingle with those of the Atlantic. 
In teaching such lessons as this, the oral narrative and 
question method is used. If is a review lesson, and repro- 
duction may follow in a written exercise. 

THE RELATIONS BETWEEN ENGLAND AND SCOTLAND 
FROM 1066 TO 1603 
The purpose of this analvsis is fo ex-plain by what show 
of right the kings of Enland interïered so much in Scot- 
ti.h affair.. The analysis also aires to show how correct 
and defiuite views on certain topics may be had only by 
following out those topics through history, neglecting all 
ïacts but those bearing on the topic studied. 
1. In the tenth century, l:alcolm I obtained Strath- 
clyde (see map, Otario P«blic Sclool History of England, 
p. ~,) as a fief from Edmund of England. His grandson, 
[alcolm II. was invested with Lothian, beïore this a part 
,ï the English earldom of Northumbria. These fiefs are 
the basis of all claires afterwards ruade by English kings 
as overlords of Scotland. 
2. [alcolm III (1057-1093) married Margaret, sister 
o Edgar Atheling. The Norman conquest drove many 
Saxons north, and the Saxon element in Scotland was 
strengthened by this. 
3. William the Conqueror compelled Malcolm's sub- 
mission, 1072. This kept alive the English claims. 



RELATIONS BETWEEN ENGLAND AND SCOTLAND 115 

4. Henu, I married Matilda of Scotland. Many Nor- 
mans went fo Scotland in the rei-a of David (1121153). 
The Feudal Svstem was introduced and firmly established 
under Norman influence. Ecclesiastical foundation begun. 
Friendly relations strenhened. 
5. As the price of his liberty., William the Lyon aeed, 
by the Convention of Falaise, 1174, fo hold Scotland as a 
fief of England. 
6. To raise money for his Crusade, Richard I of Eng- 
land renounced, in 1189, his feudal rights over Scotland 
for 10,000 marks, and for the first rime acknowledged her 
independence. 
7. The border line was fixed for the first rime in 1222. 
8. The death of Margaret, daughter of Alexander III, 
1286, left the crown a bone of contention; Balliol finally 
secured if by favour of Edward I of England, the overlord 
of Scotland. Then followed the War of Independence 
under Wallace and Bruce and the Battle of Bannockburn, 
1314. This long and destructive war caused the Scots fo 
bave a deadly hatred of the English, and drove Scotland 
into alliance with France, the great enemy of England, 
and consolidated the different races in Scotland. 
9. Scotland thus became involved in the many wars 
between England and France and attacked England when- 
ever she and France were af war. 
10. In 1327, the independence of Scotland was 
acknowledged. 
11. Friendship with France and distrust of England 
continued well into the Reformation period, and in the 
main deterrnined Scotland's foreign policy. 
12. With the change of religion in Scotland at the 
Reformation, French influence came fo an end. Religious 
sympathy overcame the political hatred of England. 



116 HISTORY 

13. The trouble in connection with Mary Queen of 
Scots and her imprisonment ruade ïor peace between the 
two countries, as Scofland did not want to have Mary 
released for fear of further civil war. 
14. The accession of James VI, a Scottish king, fo the 
throne of Eng]and, ended a]most entire]y the differences 
between the two countries, and led finally to the Legisla- 
tire Union a century later (170). 

ANALYSIS OF SECTIONS 160-170, ONTARIO PUBLIC 
SCHOOL HISTORY OF ENGLAND 
The Parliament had alreadv established its sole right 
fo levy taxation. {See Green's Short Histor 9 of tke Eng- 
lisez PeoI[e, p. 478.) Under Charles I the struggle was 
mainly about the manner in which the taxes should be 
spent : in other words, the Parliament was tD'ing to secure 
control of the executive, the other important element in 
Iesponsible Government. 
Charles I held very strongly the belief in the "divine 
right "' of kings and, naturally, this belief did not harmon- 
ize 'ith the aire of Parliament. Disputes were constant: 
1. Differences concerning Charles' marriage. 
2. First Parliament, 1626, would grant "tonnage and 
poundage '" for only one year. 
3. Second Parliament, 1626, refused money unless the 
conduct of the Spanish war by Buckingham was inquired 
into bv Parliament. 
4. Third Parliament, 1628-9. Charles raised some 
money by "forced loans," but far too little, for a new war 
with France was b%o-un. Parliament refused fo grant 
money till the king signed the Petition of light, whicb 
embodied all the points in dispute between them. 



ANALYSIS OF A PERIOD 117 

5. Charles did not long observe the Petition of light 
which he had signcd; Laud, Bishop of London, was mak- 
ing changes in the church ceremonies that seemed to bring back the old religion. Parliament solenmly protested 
against both these things, then quietly adjourned. Some 
members were arrested--Sir John Eliot died in the Tower 
---others were kept in prison for eleven years. 
6. No Parliament for eleven vears. Charles aimed 
during this period to raise money without Parliament, 
and to establish the English Church in the wlmle country. 
:His methods of raising money were: 
(a) By granting monopolies (£200,000). 
(b) By Star Chamber fines--large fines for slight 
offences. 
(c) By illegal duties. 
(d) By "ship-money" (Trial of Hampden). 
His methods of establishing the English Church were: 
(a) P, eligious oppression--chiêf agent, Laud:chief 
sufferers, the Puritans. 
(b) Attempt to force the English Church prayer- 
book on Scotland lêd to rebellion. 
This rebellion forced Charles fo summon Parliament 
in order fo raise money. Parliament refused fo give money 
till their grievances were redressed. If was dissolved in 
three weeks. Urgent need of troops fo keep back the Scot- 
tish rebels ruade Charles summon Parliament again in six 
months (1640). This is knaown as the " Long Parliament." 
7. (a) Parliament first accused Laud and Strafford. 
(b) The " Grand ]%monstrance" named the illegal 
acts of Charles. 
(c) This led fo Charles' final blunder--the attempt 
fo arrest the rive members. 



118 HISTORY 

8. Open war, now the only way out, went on till Charles 
was captured and beheaded, and Parliament hcld, for a 
rime, entire control. 

SUGGESTIVE OUTLINES FOR REVIEWS 

FOII[ IV 

I. The Era of Reform in Britair: 
1. The 3[ethodist 1-{evîval. which stirred the hearts of 
the peoplc, and gave them higher ideals 
2. Social Reforms: (a) Canning, the friend of the 

(b) 

(c) 

(d) 

3. Political Reforms: (a) 
(b) 
(c) 
II. The Ptritan Morement: 
1. 
2. 
3. 
4. 
5. 
6. It v:as the root of 
misrule of James II. 

oppressed 
Wilberforce and the abo- 
lition of slavery 
Elizabeth :Fry and prison 
reform 
Revision of the criminal 
code 
The eform Bill 
The Chartist Atation 
The repeal of the Corn Laws 

Ifs beginning under Elizabeth 
Its growth under James I 
The struggle and victory under Charles I 
Triumph and decay under the Commonwealth 
Ifs dissolution under Charles II 
the resistance of[ered fo the 



DEVELOPMENT OF CIVILIZATION 119 

FOR TEACIIERS' REFERENCE 

TttE STAGES IN THE DEVELOPMENT 
OF CIVILIZATION 
CORRELATION OF IIISTORY AND SCIENCE 
The purpose of these notes, which are condensed from 
the article on "Civilization" in the Encyclopaedia 
Britannica (latest edition), is to provide the teacher with 
some interesting material, by the use of which he may 
irapress on the pupils the far-reaching effects of certain 
inventions and discoveries, which are in such common use 
to-day tbat they are very likely fo be underestimated. The 
number of lessons must be left entirely to the discretion 
of the teacher. 

NOTES 

The close relation between the progress of civilization, 
as told in history, and scientific inventions and discoveries 
is shown by Lewis H. Morgan, who has indicated nine 
stages in the upward ma:ch of mankind from the earliest 
times to the present. Tbere are three stages of savagery, 
three of barbarism, and three of civilization, the close of 
each stage being marked by an important discovery or 
invention. The problem method nmy be used, by asking 
what each invention or discovery would enable the people 
fo do that they could hot do before. 
1. The savages in the first stage were developing speech, 
lived on raw nuts and fruits, and were restricted fo places 
where they could bave warmth and food. This stage was 
ended by the discovery of tire. 
2. With the use of tire, their food now included fish 
and perhaps flesh; they could migrate fo colder climates. 
This stage ended with the invention of the bow and arrow. 



120 HISTORY 

3. With the bow and arrow, the savage was saler from 
tierce animals; he could kill also to get food, and skins for 
clothing and tents; with stronger food and better protec- 
tion he could and did migrate into more distant, colder 
countries. This stage ended with the invention of pottery. 
4. Hitherto man had had no cooking utensi]s that 
cou]d withstand tire. Now he cou]d boil his food, and his 
diet was extended fo include boiled meat and vegetables. 
The next stage was reached by the domestication of animals. 
5. The dog. the sheep, the ox, the camel, the horse were 
rapidly domcsticated some of these provided man with 
food independent of the chase; others gave him better, 
swifter means of travel and transportation. Distant peo- 
ples were thus brought into contact and commerce began. 
New ideas were gained from each other. Larger communi- 
ries were ïormed, and towns and cities began. Property 
became individual, instead oï being communal. 
6. This stage began 'ith the invention of iron-smelling. 
Immense progress was now possible in the various arts of 
peace : house-building, road-making, construction of 
vehicles, the making of all sorts of tools. By these tools 
mau was now able to express his oesthetic nature as never 
before. Imp]ements of war also became more numerous 
and more deadly. 
7. The human race was now lifted from the highest 
stage of barbarism fo the lowest stage oï civilization by 
one of the most important inventions that man bas ever 
made--writbg. This ruade possible the recording of 
man's deeds and thoughts ïor posterity, thus seeuring the 
gains oï each generation for all succeeding generations, 
a»d making history possible. 
8. The next stage oï progress is marked by a gTOUp Of 
inventions,gupowder, ile rnarber's compass, and paper 



THE NEW LEARNING 121 

and the prinling press. The Middle Ages, as we call them, 
were now ended, and the human race found itself on a 
stage as wide as the world. 
9. The next invention, which came quickly aftcr thc 
preceding ones, and placed mankind in the present stage 
of civilization, was the steam-engine. The revolutiÇ)n 
which this brought about is so recent as fo need no details 
here. (See lesson on the Industrial Revolution, p. 87.) 
lrhat is tO be the invention tllat will mark file entrance of 
the race on a higher stage still, when Tennyson's dream 
a " Federation of the World the Parliament of Man " may 
be realized? Is it the airship, giving man the conqucst 
of the last element still unmastcred ? 

THE NEW LEARNING 
1. The aire of .this lesson is to make the pupils 
familiar with one of the most important movements in 
English history, by having them study the meaning, causes, 
tendencies, and effêcts of thê New Learning. 
2. As an introduction, a lesson or two should be given 
on the conditions prêvailing in Europe during thê latter 
part of the Middle Ages, becausê a knowledge of these con- 
ditions is essential fo a right understanding of many of 
thê causes of the New Learning. 
Thê New Learning was a phase of a greater movement 
called the Renaissance, which arosê in Italy during thê 
fourteenth century. The Renaissance marked the end of 
thê Middlê Agês and thê beginning of modêrn histol,. 
If meant rê-birth, a new lifê. Peoplê took a new interest 
in living. Thê influence of the monk and of thê knight 
was passing, and thê man of affairs, with his broadêr 



122 I-IISTORY 

sympathies, his keener vision, his more varied interests, 
and his love of liberty, was coming into prominence. 
How fo enjoy lire, how to get the greatest value out of 
if, became the great problem. In their attempt fo solve this 
problem people turned their attention fo the ancient litera- 
ture of Greece and Rome; for if was believed that the 
ancient Greeks and :Romans had a fine appreciation of 
the meaning and beauty of |ire. They began fo seek out 
the old literature and fo study it. This new study has 
bêen called the levival of Learning or the New Learning. 
The influence of these two great literatures soon ruade it- 
self fclt. Every province of knowledge was investigated, 
and peoplc evêrywhere vere influenced by this gTcat intel- 
lectual awakening. 
3. The following were the chier causes of the move- 

ment: 
(a) The 
(b) The 
(c) The 
(d) The 

Crusades 
Fall of Constantinople, 1453 
introduction of the mariner's compass- 
invention of gunpowder 
(e) The invention of the printing press 
(f) The overthrow of the feudal system 
{g) The desire for knowledge stimulated by the uni- 
versities 
(h) The failure of the schools of the Middle Ages to 
meet the demands and needs of the rimes 
4. The relation of eaeh of these causes fo fhe New 
Lêarning must be shown. In dealing with the Crusade 
movement as a cause, if will be neeessary fo hêlp the 
ehildren fo sec the effeet produeed on the people of 
northern Europe by their eoming into contact with the 
more highly culfivated people in southern Europe; and 
the effeet produeed on the people of Europe by their 



THE NEW LEARNING 19.3 

mingling with the nations of the luxurious East--the 
Greeks of Constantinople and the brilliant 5Iohammedan 
scholars of Palestine. The Crusades madc the people dis- 
satisfied with the conditions that had prevailed so long 
in Europe, and this tact alone gave an impetus fo the 
:New Learning. 
The relation of printingfo the sprêad of the more- 
ment is er/dent. The introduction of printing meant the 
cheapening of books, their more gcnêral use, and the 
spread of education. This was followed by a growing 
independence of thought, and a dêsire for greatcr political 
and religious freedom. 
The other causes may be similarlv treated. 
5. The New Learning was represented in England by 
a group of scholars of whom Erasmus, Colet, and 5Iore 
were the chier. The great churchmen, too, were ifs 
patrons, lIen of every rank were interested, and the 
movement affected the whole life of the pêople. A new 
interest was taken in education, in art, in relion, and in 
social reform. Old mêthods of instruction were super- 
seded by more rational ones. Hundreds of new schools 
were established for the benefit of the middle classes. The 
whole tendency of the New Learning was toward a higher 
intellectual and more moral lire. 
6. Ifs effects: 
(a) It awakenêd a desire for an intellectual life and 
for social reform; 
(b) It made possible the leformation; 
(c) It led fo the establishment of schools and libraries 
and to the extension of the usefulness of the universities; 
(à) It aroused the desire for liberty and the spirit of 
enterprise, and encouraged commercial activity; 



124 HISTORY 

(e) If inspired some of the world's greatest artists 
in painting, sculpture, architecture, literature, and music. 
(f) If implanted the seeds of freedom of thought 
and fostered the spirit of scientific research; 
(g) It supplied higher ideals of lire and conduct, a 
fact which became responsible to a large extent for the 
great improvement ruade in tlae condition of tlae people, 
and in the development of Europe since that rime. 
NOTE: References to the discoveries marie by Copernicus, 
Columbus, and the Cabots should be ruade. Pupils should 
read or hear short accounts of Erasmus, More, and Colet. A 
¢areful development of the causes and meaning of the move- 
ment should aid the pupils to anticipate its chier results. 
It is assumed, of course, that the study of this topic wlll 
occupy several lesson periods. 

TtIE FIGtIT FOR CON,qTITUTIONAL LIBERTY 
IN CANADA, 1759-1867. 

In the struggle for constitutional liberty in British 
Canada, there are several distinct stages: 
I. 1760 to 1763--Military Rule: 
1. Amherst the nominal governor; Canada divided 
into three districts 
2. Little disturbance of French customs; the labi- 
ta fs content 
.% Influx of "old" subjects--their character. (See 
Oltario P«blic Sclool Histor!! of Caaàa, p. 109; H/s- 
tory of Canada, Lucas and Egerton, :Part II, pp. 4 and 



FIGHT FOR CONSTITUTIONAL LIBERTY 125 

II. 1763 to 1774: (Quebec Act): 
1. Period of Civil Government under General Murray 
2. Unrest owing to demands of the "' old" subjects 
3. Conditions of government: 
(a) Governor and Advisory Council of twelve all 
appointed by Crown 
(b) Assembly permitted but not fea.iblc; depended 
on will of Governor 
(c) British law, both civil and criminal, prevailed 
(à) All money matters in hands of Council. 
4. At this rime the French grcatly outnumbered the 
British, and the fear of the :Revolution of the American 
Colonies led to the French being favoured in the Quebec 
Act, 177. 
III. 177: fo 1791--Quebec Act to Constitutional Act: 
1. Both "' old" and "" new" subjects dissatisfied-- 
the French with British Court procedure, the British 
with French feudal customs. 
2. Provisions of the Quebec Act: 
(a) 
(b) 

(c) 
(d) 

Change of boundaries (See text-book.) 
Governor and Legislative Council appointed; 
no assembly called. 
French Civil Law; British Criminal Law 
:N'o oath required, as before, hostile fo the 
:Roman Catholic Church--beginning of re- 
ligious liberty 

(e) Legislative Council had no control of taxatiou 
IV. 1791 fo 1841--Constitutional Act fo Act of Union 
Provisions of Constitutional Act: 
1. Upper and Lower Canada divided, because French 
and British could hot agree on many points. 



126 HISTORY 

2. Each Province had a Governor, a Legislative Court- 
cil, a Legislative Assembly, and an Executive Council. 
The Legislative Council was composed of the highest 
oflïcials, appointed practically for lire, and responsible to 
no one. Many of these wcre also members of the Execu- 
tire Council. The Legislative Assembly was electcd and 
was yet without control of fle whole revenue, as the 
I[,,me (lovernment still collected " all duties regulating 
colonial navigation and commerce." 
3. The Clerc" esêrves were establishcd; later fo be- 
corne a bonc of contention. 
¥. 1841 fo 1867--Act of Union fo British North America 
Act. 
The demands of the people for responsible govern- 
ment, that is, for control of the Executive and of taxa- 
tion, became so insistent that the Act of Union was 
passed, following Lord Durham's report on the lebellion 
of 1837. 
Provisions of the Act of Union: 
1. Legislative Council appointed (20 members) 
2. Legislative Assembly elected (42 ïrom each Pro- 
vince, later 65 from each) 
3. Executive Council selected from both Itouses 
4. A permanent Civil List of £î5,000 was granted 
5. The Legislative Assembly controllecl the test of 
the revenue. Money bills were fo originate with the Gov- 
ernment. This was rcally Responsible Government, as 
if was developed under Elgin. 
VI. 1867 fo the prcsent: 
The British Nortb. America Act was the statement of a 
complete victory of the people for Responsible Govern- 
ment. The Executive Council (Cabinet) is wholly re- 



DEVICES 127 

sponsible to Parliament, in which the members of the 
Executive must have seats; the raising and the spending 
of revenue is wholly in the hands of the people's represen- 
tatives. For a clear summary of the concessions won by 
Canadians, sec Bourinot, llow Canada is Govcrned, page 
34; see also Ontario Public Scltool History of Canada, 
pp. 267 et seq. 

I)EVICES 

IAPS 
1. Wall maps for general sudy, especially of modcrn 
histor:y. 
2. Outline or sketch maps drawn on the black-hoard 
by the tea.her or the pupils for use in the study of carlier 
history, or e:plorations, etc. For these purposes the 
details of a wall ma i arc hot only hot needcd, but are 
rather a hindrance. 
3. Relicf maps of plasticine, clay, or salt and flour, fo 
be ruade by the pupils fo illusrate the influence of geo- 
graphical facts in history, and fo make events in history 
more real fo the pupils. 

PICTURES 
1. Many good hi.torical pictures of persons, buildings, 
monuments, and events may be collected by the pupils and 
the teacher from magazines and newspapers, and pasted 
in a-scrap-book. (ee Educational Pamphlet, No. 4, 
Visual .lids in tl, e Teaching of History.) 
2. The Perry Picture Co., Malden, Mass., publishes 
pictures in different sizes, costing from one cent upward. 
Many of these are useful in teaching history. Similar pie- 
turcs may be obtained from the Cosmos Pieture Co., New 
York. 



128 HISTORY 

3. Good picture post-cards tan be easily obtained. 
4. Lantern slides and stereopticon views may be used. 
(For lists of dealers and publishers of 3 and 4, see also 
Visual .lids in the Teaching of History.) 

MUSEUIS 
Thcse offert contain relics of carlier rimes in the form 
of iml)lements, utensils, weapons, dress. A visit fo one 
will interest pupils. 
SOURCE BOOKS 
Somc source books for il]ustrating carlicr conditions 
in Ontario are: 
1. The Talbot R[gme. 
St. Thomas. 
2. Pioneer Dys. 
Sold by author, 50c. 
3. United Empre 
William Briggs. 
4. Canadian Constitutional Development. Selected 
speeehes and dispatches, 1766-1867. By Egerton and Grant 
]Iurray. $3.00. 
5. Pcn Pictures of Early Pioneer Lire n Upper 
Canada. William Briggs, Toronto, $2.00. 

:By Charles Oakes Ermatinger, 
By David Kennedy, Port Eln. 
Loyalists. By Egerton lyerson. 

GENE kLOGICAL TABLES 
Those needed fo illustrate special periods may be round 
in the larger histories. Pupils should be instructed how fo 
interpret them. 

CHRONOLOGICAL CHART 
This may be ruade by the class, on the black-board or 
on a slatêd cloth as the work advances. On the left hand 



DEVICES 129 

of a vertical line are set down the dates, allowing the saine 
space for each ten years, the close of each dccade being 
shown in larger fi-mres. On the right side are set down the 
events in their proper place. For example, in studying the 
career of Champlain, the Chart will be begun as follows: 

1600 
1603 
1604 

CHAMPLAIN 

First vislt, when 36 years old, with Pontgravé. 
With De Monts and Poutrlncourt he undertakes to 
colvnlze Acadia; forms a settlement at Port 
Royal. 
:1608 Founds Quebec. 
1609 Explores Rlchelleu River and Lake Champlain; forms 
an alliance wlth the Hurons and Algonqutns 
agalnst the Iroquois. 
1610 lgarriage. 
1611 Establishes a tradlng station af what is now Montreal. 
1613 Ascends the Ottawa River, expectlng to find the way 
to China; decetved, returns to France. 
1615 Brlngs out the Recoller Fathers to christtanize the 
Indians; explores the country of the Hurons. 
16,o0 
A useful chart which shows the growth of Canada is 
fo be found in Taylor's Cardinal Facts of Canadian His- 
tory, reproduced in Duncan's Th.e Canadian People. An 
Illustrated Chart of Canadian History is published by the 
United Editors Company, of Toronto. 

NOTE-BOOKS AND CLASS EXERCISES 
In the Fourth Form, pupils should copy into a note- 
book the black-board work--topical outlines, rime chart, 
etc., as a basis for review and for class exercises in com- 
position. Such a topical summary, the joint work of 
teacher and class, is the best means of review for examina- 
tion purposes, when one is held. 



130 I-IISTORY 

Pupils may occasionally be askcd fo make from the text- 
book, without preceding class work, a topical analysis 
either of a suhject which is treated consecuti-ely in the 
book, such as the War of 1812-14, or of a subject that 
requires the pupil fo collect his material from various parts 
of the book, or even from several books. In the latter case 
the teachcr should direct the pupil to the propcr sources. 

BIBLIOGIAPHY 

A. FOR TEACHERS 
I. Hisiories: 
(a) English : 
1. A Short IIisorv of the Englsh Peoplc. 
$1.5. The Macmillan Company of 

(b) 

Canada, 
Ltd., Toronto. 
2. Ontario lligh School HistoDT of England. 65c. 
The M:acmillan Company of Canada, Ltcl., 
Toronto. 
3. A H istory of the British :Nation. A.D. Innes. 
$1.25. E. C. & T. C. Jack, Edinburgh. 
Canadian : 
1. A ltistory of Canada. P, oberts. $1.00. The 
3[aeluillan Company of Canada, Ltd., Toronto. 
2. Story of Canada (Story of tire Nations Sertes). 
Bourinot. $1.50. G. P. Putnam's, New York. 
3. A ttistorical ç;eography of the British Colonies, 
10 vols. Canada: Part I, $1.60; Part II, $1.10. 
Lucas and Egerton, Clarendon Press, Oxford. 
One of the best histories of Canada; on a geo- 
graphieal basis. 
4. Ontario High School History of Canada. Grant. 
19c. The T. Eaton Company, :Ltd., Toronto. 



BIBLIOGRAPHY 131 

5. A Short IIistory of the Canadian People. Bryce. 
$2.00. WiIIiam Briggs, Toronto. 
(c) Civics : 
1. Canadian Civics. Jenkins. 35c. Copp, Clark 
Co., Ltd., Toronto. 
2. How Canada is Governed. Bourinot. $1.00. 
Copp, Clark Co., Ltd., Toronto. 
(à) General IIistory : 
1. General Sketch of European IIistory. Freeman. 
$1:00. The Macmillan Co. of Canada, Ltd., 
Toronto. 
2. tIistory of Our Own Times. McCarthy. $1.25. 
Crowell and Company, :New York. 
3. The Nineteenth Century--A History. Mac- 
Kenzie. $1.00. T. :Nelson and Sons, Toronto. 
For help in preparing lessons every teacher should pos- 
sess one book of each of the above classes, in addition fo the 
0ntario Public School Histories. 

II. On Methods: 
1. Teaehing of History and Civies in the Elemen- 
tary and Seeondary Schools. Bourne. $1.50. 
Longmans Green and Company, London, Eng- 
land. 
The best book on general method. 
2. ]Iethods in History. Iace. $1.00. Ginn and 
Company, New York. 
3. Special Iethod in History. McSIurry. 75c. 
The Macmillan Company of Canada, Ltd., 
Toronto. 



lg2 HISTORY 

]3. MATERIAL FOR CLASS WORK 

F.SPECIALLY IN CORRELATED SUBJECTS 
1. Reader's Guide to English History. Allen. 25e. 
Ginn and Company, New York. 
(Contalns a llst of hlstorlcal authorities for the 
varlous pertods; and llsts of hlstorical poems and 
fiction to lllustrate these perlods.) 
2. School Atlas of English tIistory. S. R. Gard- 
iner. $1.50. Longmans, Green and Company, 
London, England. 
3. Atlas of Canada. Published by Department of 
the Interior, Ottawa. 
(The Department of the Intertor also publishes 
maps givlng the latest Information concernlng 
rallways, distribution of mlnerals, etc., whlch can 
be had by asking for them.) 
4. Atlas of Ancient and Classical Geography. 
Everyman's Library. 25c. Dent & Co., Ltd., 
Toronto. 
5. Literary and Historical Atlas of Europe. Every- 
man's Library. 25c. Dent & Co., Ltd., Toronto. 
6. Literary and Historical Atlas of America. 
Everyman's Library. 25c. Dent & Co., Ltd., 
Toronto. 

C. HISTORICAL READERS 
AND SUPPLEMENTA_RY BOOKS 
Group I. 
1. Highroads of IIistory. 13 Vols. T. Nelson and 
Sons, Toronto. 
Well illustrated; a great favourtte wtth children. 
2. Gateways fo History. 7 Vols. 9s. ld. Edward 
Arnold, London, England. 



BIBLIOGRAPHY 133 

3. Longmans' Ship IIistorical 12eaders. 7 Vols. 9s. 
Longmans, Green and Company, London, Eng- 
land. 
. The Little Cousin Series. 25 Vols. 60c. each. 
The Page Co., Boston, Mass. 
Get list of tltles and select. 
5. Peeps af many Lands and Cities. 50 Vols. 50c. 
each. The Macmillan Company of Canada, Ltd., 
Toronto. 
Get llst of tltles and select. 

Group 
1. Stories from Canadian History. [arquis. 50c. 
Copp Clark Company, Ltd., Toronto. 
2. P, rief Biographies. Supplementing Canadian 
History. J. 0. Miller. 35c. Copp Clark Com- 
pany, Ltd., Toronto. 
3. Stories of the M'aple Land. C.A. Young. 25c. 
Copp Clark Company, Ltd., Toronto. 
4. tIeroines of Canadîan History.. W. S. Herring- 
ton. Cloth 30c., paper 18c. Wm. Briggs, 
Toronto. 
5. lyerson ,[emorial Volume. J. G. Hodgins. 
A graphle sketeh of the old log sehool-house and 
lts belonglngs, and the life of a ploneer teaeher. 
6. Stories of lew France. l'Iachar and [arquis. 
$1.50. Briggs, Toronto. 
7. Martyrs of lew France. tterrington. 60c. 
Briggs, Toronto. 
Group III. 
1. Fifty Famous Stories Retold. Baldwin. 35c. 
The American Book Company, :New York. 



134 HISTORY 

2. Thirty More Famous Stories. Ba]dwin. 50c. 
The American Book Company, New York. 
3. Book of Legends. Scudder. :Riverside Litera- 
ture Series 15c. Copp Clark Company, Ltd., 
Toronto. 
4. Legends Every Child Should Know. Ed. H. W. 
5[abie. 90c. Doubleday, :Page and Co., New 
York. 
Group :I¥.--Miscellaneous : 
1. Heroes Every Child Should Know. Ed. H. W. 
Mabie. 60c. Doubleda.)', New York. 
2. Famous Men of (-reece. 50c. The American 
Book Company, New York. 
3. Famous Men of :Rome. The American Book 
Compan.); ew York. 
4. Famous Sien of the Middle Ages. 50c. The 
American Book Company, New York. 
5. Famous Mon of 5[odern Times. 50c. The 
American Book Co., New York. 
6. Stories of Great Inventors. Macombe. 40c. 
Wm. Briggs, Toronto. 
7. Calendar Sfories. I. :P. Bovle. 30c. M:cClel- 
land, Goodchild, & Stewart, Toronto. 
8. Ten Boys Who Lived on the :Road From Long 
Ago to Now. Jane Andrews. 75c. Sch. ed. 
60c. Ginn and Company, New York. 
9. Seven Little Sisters. Jane Andrews. 75c. Sch. 
ed. 50c. Ginn and Company, New York. 
10. The :Romance of Canadian History. Selections 
from :Parkman; edited by :Pelham Edgar. 75c. 
The Macmillan Company of Canada, Ltd., 
Toronto. 



BIBLIOGRAPHY 135 

11. English Life 300 Years Ago. Trevelyan. :fs. 
Methuen and Company, London. 
12. Little Journeys fo the ttomes of Great eform- 
ers, Great Orators, Great Teachers, English 
Authors, Good men and Great. ttubbard. 10c 
each. The Roycrofters, East Aurora, N.Y. 
In Group I the first, and any of the others may be 
read. The first are very interesting and great favourites 
with chilclren. 
In Groups II and III one of each may be taken as 
fhey, fo some extent, cover the saine ground. 
All of those in Group IV are useful, and may be added 
as opportunity permits, 



APPENDIX 

THE FIRST CERISTMAS TREE 

DrD you ever hear the story of the first Christmas tree? 
This is the way it was told to me: Martin Luther was 
a good man who lived in Germany long ago. One 
Christmas Eve he was walking to his home. The night 
was cold and frosty with many stars in the sky. tte 
thought he had never seen stars look so bright. When 
he got home he tried fo tell his wife and children how 
pretty the stars were, but they didn't seem fo understand. 
So Luther went out into his garden and cut a little 
evergreen tree. This he set up in the room and fastened 
tiny candles all over it, and when he had lighted them 
they shone like stars. 
One of Luther's neighbours came in that night, anà 
when she saw the tree she thought how one would please 
her «hildren. Soon she ha(] one in ber house, too. And 
the idea spread from one bouse fo another until there 
'ere Chri.tmas trees all over Germany. 
Queen ¥ictoria of Englane] was married to a German 
prince, and the German cu.tom of a Christmas tree ïor 
the children was followed in the royal palace. Of course 
after the Queen had a ree other people must bave one, 
too. So he Christmas tree came fo England. 
The little French boys and girls bave hot had them 
so long. Not very many years ago there was a war he- 
tween France and Germany. At Christmas time the 
German soldiers were in Paris. They ïelt sorrv fo he so 
far from their own little boys and girls on Christ-mas eve. 
:But they knew how fo bave something fo remind them of 
home. Every soldier who could got a little evergreen 
[136] 



THE EASTER BUNNY 7 

tree and put candles on if. The :French saw thern, and 
were so pleased that now, every year, they too have 
Chr]stmas trees. 
So many people from England, and from Germany, 
and from :France bave corne fo our country to lire, of 
course, we too bave learned about Christmas trees. And 
that is why you and so rnany other little girls and boys 
have such pretty trees on Christmas eve. 

THE ORIGIN OF THE EASTER BU.XNY 

CttILDIStt voices are asking why the rabbit is seen with 
the eggs and the chickens that fill the shop windows and 
show-cases at Easter. The legend that established the 
hare as a syrnbol of the Eastertide is hot generally known. 
It is of Gerrnan origin and runs as follows: 
][any years ago, during a cruel war, the Duchess of 
Lindenburg with her two children and an old servant fled 
for safety fo a little obscure village in the mountains. She 
found the people very poor. and one thinz that surprised 
ber rnuch was that thev used no eggs. She learned that 
they had never seen or heard of hens, and so when the old 
servant went fo get tidings of his rnaster and of the war 
he brought back with hirn some of these birds. 
The simple village folk were greatly interested in fhe 
stranze fowl, and wben fbev saw the tiny yellow chiclens 
brealing tbeir wav out of the eggs they were full of de- 
]iht. But the Dchess was saddened by the thouzbt tbat 
Easfer was drawing near and fhat she had no gifts for 
fbe litfle rnountain cbi]]ren. Then an idea carne fo her. 
The spring was beginning to colour the earfh with leaves 
and flowers, and she rnade brizht dyes ou of herbs and 
roots and coloured the eggs. Then the children were in- 



lg HISTORY 

vited to visit he Duchess, and shc told them stories of 
the glad Easter day. and afterwards bade each make a 
nest of moss among the bushes. When they had all en- 
joyed the little feast provided in their honour, they went 
back fo the woods to look af their nests. Lo! in each 
were rive coloured eggs. 
"What a good hen if must bave been to lay such 
beautiful eggs," said one child. 
"" If could hot hae been a hen," said another. "" The 
egzs that the hens lav are white. If mu.t bave been ¢he 
rabbit that jumped out of the tree when I ruade my nest." 
And all the children areed that it was the rabbit, 
and to this dav the mystc Bunny is supposed to bring 
eggs and gifts af Eas¢er fo he little children of the 
"fatherland" who bave been loving and kind during thc 
year. 

THE STORY OF ST. YALETTI-E 

O_x-cE upon a rime, there lived in a monastery across the 
sea a humble monk called Valenfine. Every brother 
save himself seemed o bave some special giït. 
hrow fhere was Brother Angelo, who was an artist, 
and painfed such wonderful 5Iadonnas fhat it seemed as 
if fhe holv mother must step clown from the frame and 
bles.q ber childrem 
Br«,ther ¥ittorio hsd a wonderful voice, and on saints' 
davs the mona.qferv chapel would be crowded with visitors, 
who came from far and near just fo listen to that wonder- 
ful voice as it soared p among le dira old arches. 
Brofher Anselmo was a doctor, and kmew the virtues 
of all roots, herbs, and drugs, and was kep very busy 
going about among the sick, followeà by their tearful, 
gratefu] blessing. 



ST. VALENTINE 139 

Brother Johannes was skilled in illuminating, and 
Valentine offert watched the page grow under his clever 
hand. IIow beautiful would then be the gospel story in 
brightly-coloured letters, with dainty flowers, bright- 
wingcd butterflies, and downy, ncstling birds about the 
borders ! 
]3rother Paul was a great teacher in the monastcry 
school, and even lcarned scholars came fo consult him. 
Friar John rulcd the affairs of the little mona.tery world 
with wisdom and prudence. /ndeed, out of the wh«»le 
number only Valentine seemed without special talent. 
The poor man felt if keenly. He longed fo do some 
great thing. "Why did hot the good Goc] give me a voice 
like Vittorio or a skilled hand like Angelo?" he would 
offert inquire of himself bitterly. 0ne day as hc sat sadly 
musing on these things, a voice within him saic] clearly 
and earnestly: "'Do the little things, Valentine; there 
the blessing lies." "What are the little things?" asked 
Valentine, much perplexed. But no answer came fo this 
question. Like every one else, Valentine had fo find his 
work himself. 
He had a little plot where he loved to work, and the 
other monks said that Valentine's pinks, lilies, and violets 
were larger and brighter than any raised in the whole 
monastery garden. 
He used fo gather bunches of his flowers and drop 
them into the chubby hands of children as they trotter] 
fo school under the gray monastery wall.. M:anv a happy 
village bride wore his roses on her way fo the altar. 
Scarcely a coffin was taken fo the cemetery but Valcntine's 
lilies or violets filled the silent hands. 
tte got fo kqaow the birthday of every child in the vil- 
lage, and was fond of hanging on the cottage door some 
little gift his loving hands had ruade, tte could mend a 



140 HISTORY 

child's broken windmill and carre quaint faces from wal- 
nut shells. He ruade beautiful crosses of silvery gray 
lichens, and pressed mosses and rosy weeds from the sea- 
shore. The saine tender hands were ready fo pick up a 
fallen baby, or carry the water bucket for some weary 
mother. 
Everybody lcarned to love the good Brother Valcn- 
fine. The children clung to his long, gray skirts, and the 
babies crept out on the streets fo receive his pat on their 
shining hair. Even the cats and dogs rubbed against 
him, and the little birds fluttered near him unafraid. 
St. Valentine grew old, loving and beloved, never 
dreaming that he had round his great thing. When the 
simple monk died the whole countryside mourned, and 
hundreds came fo look for the last rime on the quîet face 
in the rude coflïn. 
A great duke walked bare-headed after that coffre, 
and one of the most note(] brothers of the church spoke 
the last words of blessing to the weeping people. 
After his death, if was remembered how sweet had 
been his little gifts, and the villagers said: " Let us, too, 
give gifts fo our friends on the good Valentine's birth- 
day." So ever since bas the pret cus¢om been carried 
rut, and on St. ralen¢ine's day we senc] our friends little 
tokens of remembrance fo say we love them. 

THE FIRST THANKSGIVING 

IT is nearly three hundred years since the first Thanksgiv- 
ing Day. Though we have even more fo be grateful for, 
I think that there are hot many of us who feel quite so 
thankful as the little handful of people who set ai)art the 
first Thanksgiving Day. 



FIRST THANKSGIVING 141 

Therc were hot very many of them, just one little 
village in a big forest land, and by the edge of a great 
ocean. Here, on the map, is where they lived. If is on 
the north-eastern shores of the United States and is callcd 
Plymouth. The people I am telling you about gave if 
that naine whcn they came fo it, nearly two years before 
they haà their first Thanksgh-ing Day. If ras the naine 
of the last town thcy had secn in England. Here, on the 
map, is the English Plymouth, and you sce what a long 
trip they had in their little vessel, called the Mayflower, 
fo their new home. 
5:ou still wonder why they travelled so far fo make 
new homes for themselves. It was because they wantcd 
fo worship God in their own way that they lcft England. 
They were not afraid of the long vo.rage and ail ifs hard- 
ships; for they felt sure they wcre doing as God wishcà 
them fo do. They arrived safely, too, and built thcir 
litfle village by the sea--the new P1)'mouth. One of the 
first buildings they put up was a little log church. 
Tbe ]ïrst year was very. hard for evcr3.'body. T]e 
vinter was co|der than any the), had ever known in Eng- 
land. and their bouses were small and poorly built. They 
could not get any letters or news from their friends in 
England for many months. Food was not scarce, for 
there was always plen.ty of game and fish. :But if was 
such a change from their old way of living that many 
people became ill, and in the spring fhere were many 
graves. But the worst thing about the new land was the 
Indians. These English people were afraid of them-- 
and with good reason, too, for they were very tierce and 
sometimes very cruel. They tried not fo let the Indians 
know how few they were, and even planted grain about 
the graves in the churchyard so that the Indians could hot 
count how many had died. 
lO 



142 HISTORY 

But one of the Indian Chiefs was friendly to the Eng- 
lish and kept the other tribes from making war on them, 
and the second summer they had a great harvest and 
everything was more comfortable. If was in that autumn, 
just after the grain was gathered, that the minister spoke 
to them one Sunday about having a Thanksgiving day. 
"It seemeth right," he said, "God hath granted us peace 
and plenty. He bas blessed us with a dwelling-place of 
peace. He" has held back the savage red man from-bring- 
ing harm. fo us. Therefore let us appoint a day of 
Thanksgiving." 
Ater that all the people, even the boys and girls, 
were busy getting ready. The men took their guns and 
fishing-rods and went into the forest, and brought home 
fowl, fish, and deer, and perhaps bear meat as well. The 
boys and girls gathered wild plums, and grapes, and corn, 
and brought in pumpkins from the gardens; and the wo- 
xnen ruade pies, puddings, cakes, and bread, and baked 
the meat and corn. They had great piles of cakes, and 
rows and rows of pies, and loaves of bread and platters 
of meat, for they all expected company. You could not 
guess, I ara sure, who was coming! They had sent word 
to the Indians aear to corne and spend Thanksgiving Day 
with them. 
Do you suppose they came ? Indeed they did. They 
came before breakfast and stayed unfil long after supper, 
and had a good rime, and tasted everything the white 
women had cooked, and nodded their heads and said, 
"How" a great many imes, to say it was good. Some 
of the litile girls and boys were half afraid of them, but 
they need hot have been; for that day the Indians felt 
very kindly toward the English. 
&k pulll to mentlox tlxlxg for vlxlch tlxey are thankful 



LETTER 143 

LETTER FIOI MARY QUEEN-OF SCOTS, 
TO QUEEN ELIZABETII 

BELEVE, Madame (and the doctors whom you sent to me 
this last summer can have formed an opinion), that I ara 
not likely long to be in a condition which can justify 
jealousy or distrust. And this notwithstanding, exact 
from me such assurances, and just and reasonable condi- 
tions as you wish. Superior force is always on your side 
fo make me keep fhem, even though for any reason what- 
ever I should wish fo break them. ¥ou have had from 
observation enough experience of my bare promises, some- 
times even fo my own damage, as I showed you on this 
subject two years ago. l%member, if you please, what I 
then wrofe you, and that in no way could you so much win 
over my heart fo yourself as by kindness, although you 
have confined forever my poor body fo languish between 
four walls; fhose of my rank and disposition not permit- 
ring themselves fo be gained over or forced by any amount 
of harshness. 
In conclusion, I bave to request two fhings especially; 
the one that as I am about fo leave this world I may have 
by me for my consolation some honourable churchman, in 
ortier that I may daily examine the road that I have to 
traverse and be instructed how fo complete if according 
to my religion, in which I ara firmly resolved to live and 
die. This is a last duty which cannot be denied fo the 
most wretched and miserable person alive; if is a liberty 
which you give fo all foreî¢,n ambassadors, just as all 
other Catholic kings allow yours the practice of their 
religion. And as for myself, have I ever forced my own 
subjects fo do anything against their religion even when 
I had all power and authority over them ? And you can- 



144 IIISTORY 

hot jusfly bring if fo pass that I should be in this ex- 
tremity deprived of such a privilege. What advantage 
can accrue Go you from denying me this? I hope that 
God will forgive me if, oppressed by you in this wise, I 
do hot cease from paying tIim that dufy which in my 
heart will be permitted. But you will give a very ill 
e.xample fo other princes of Christendom of employing 
towards their subjects and relatives, the saine harshness 
which you mete out Go me, a sovereigm queen and your 
neare.t relative, as I am and hall be in spire of my 
enemies -o long a I liv¢, 



INDEX 

PAGE 
Aires oï Study ........................................ 13 
Amount oï Material ................................... 18 
Appendix ............................................. 136 
First Christmas Tree, The ......................... 
First Thanksgiving. The ........................... 140 
Letter oï Mary Queen oï Scots ...................... 143 
Origin oî the Easter Bunny ......................... 137 
Story oï St. Valentine ............................. 138 
Bibliography .......................................... 130 
Black-board Work in Teaching History ..... 27, 31. 40, 47, 50 
Capture of Quebec, The ................................ 66 
Characteristics of a Good Text-book .................... 24 
Chronological Chart ................................... 128 
Chronological Method .................................. 21 
Civics .......................................... 20, 51, 52 
Civilization and Inventions ............................ 119 
Clergy Reserves, The .................................. 36 
Colours of the Flag, The ............................... 73 
Combination of Methods ............................... 25 
Comparative Method .................................. 22 
Concentric Method ..................................... 22 
Confederation of tho Canadian Provinces ............... 107 
Constitutional Liberty in Canada ....................... 124 
Correlation of Subjects .......................... 39, 40, 50 
Course of Study ....................................... 1 
Current Events ........................................ 49 
Dates ................................................. 47 
Devices for Teaching .................................. 127 
Dramatization of History .............................. 46 
Drill and Review ...................................... 31 
Empire Day ........................................... 75 
Feudal System ........................................ 100 
First Christmas Tree, The ............................. 136 
First Thanksgiving, The ................................ 140 
Flag, Tho ............................................. 68 
Flag Days ............................................. 72 
Florence Nightingale .................................. 62 
Genealogical Tables ................................. 37, 128 
I145] 



146 _r..  ,.. , 

PAGE 
Historical Sense, The .................................. 17 
History and Art ...................................... 45 
.... Chronology .............................. 47 
.... Comlaosition .......................... 26, 46 
.... Constructive Work .................... 44, 67 
.... Geography ............................ 40, 108 
.... Literature ................................ 41 
.... Oral Reading ............................ 26 
.... Science ............................... 43, 119 
How to iiake History Real ............................. 34 
lllustrative Lessons .................................... ç0 
Type Lesson in the Story Stage .................... 60 
lirst Thanksgiving, The ........................... 61 
llorence Nightingale .............................. 62 
Postmaster ....................................... 65 
Capture of Quebec, The ............................ 66 
Comin. of the United Empire Loyalists, The ........ 67 
llag, The ......................................... 68 
Suggestions for Empire Day ....................... 75 
Egerton Ryerson .................................. 78 
The Intercolonial Railvay ......................... 82 
The Industrial Revolution .......................... 87 
The Road to Cathay ............................... 92 
The Armada ...................................... 97 
The leudal System ................................ 100 
Seigniorial Tenure ................................ 103 
Confederation of the Canadian Provinces ............ 107 
Influence of Geographical Conditions on History .... 108 
The St. Lawrence River ........................... 112 
Relations Between England and Scotland ........... 11 
Analysis of Secs. 160-170 in Ontario P. S. History of 
England ...................................... 116 
Outlines for Reviews .............................. 118 
The Development of Civilization ................... 119 
The New Learning ................................ 121 
The Fight for Constitutional Liberty in Canada ..... 124 
Importance of lacts in History ........................ 19 
Industrial Revolution, The ............................. 87 
Influence of Geography on History ................. 108, 110 
Information Stage, The ................................ 18 
Interest ............................ 16, 19, 34, 38, 44, 58, 78 
Intercolonial Railway, The ............................. 82 
Inventions and History .......................... 43, 87, 119 
Letter of Mary Queen of Scots .......................... 143 
Local Material ......................................... 51 
Maps ....................................... 35, 40, 68, 127 
Memorizing I-Iistory ................................... 8 



INDEX 147 

PAGE 
Methods for Forms I and II ............................ 25 
.... Form III .................................. 26 
.... Form IV ............................... 28. 78 
Moral Value of History .......................... 14, 28, 53 
Museums .............................................. 128 
New Learning. The .................................... 121 
Newspapers ........................................... 49 
Note-books ..................... - .................... 31, 129 
Oral Method, The ............ 23, 25, 27, 28, 34, 58, 60, 62, 64 
Origin of the Easter Bunny ............................ 137 
Patriotism ............................................ 13 
Plctures ........................................ 35, 45, 127 
Postmaster ............................................ 65 
Problems in History ... 14, 33, 36, 41, 66, 67, 68, 76, 78, 83, 119 
Reflective Stage ....................................... 18 
Regressive Method .................................... 22 
Relations of England and Scotland ..................... llt 
Reviews .............................. 23, 31, 39, 92, 112, 118 
l=toad to Cathay ........................................ 92 
Ryerson, Egerton ...................................... 75 
Scope of Study ........................................ 15 
Seigniorial Tenure .................................... 103 
Source Books .................................. 37, 128, 143 
Spanish Armada ...................................... 97 
St. Lawrence River .................................... 112 
St. Valentine .......................................... 138 
Stages of Study ........................................ 15 
Story Stage ........................................... 15 
Story Telling .................................... 1, 15, 17 
Taxation .................................... 11, 55, 56, 57 
Teacher of History .................................... 57 
Text-book lIethod ..................................... 24 
Topical Analysis ............. 21, 78, 87, 97, 107, 114, 116, 124 
Topical Method ........................................ 21 
Training in the Use of the Text-book .................... 29 
United Empire Loyalists ............................ "... 67 
Union Jack ........................................ 68, 74 
Use of Problems in History ...... 14, 33, 36, 41, 66, 67, 68, 
76, 78. 83, 119 
Where to Begin the Study of Hlstory ................... 19