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ONTARIO TEACHERS' MANUALS
HISTORY
AUTHORIZED BY THE MINISTER OF EDUCATION
TORONTO
THE COPP, CLARK COMPANY, LIMITED
COPYRIGHT, CANADA, 1915, BY THE MINISTER OF EDUCATION FOR ONTARIO
CONTENTS
PAGE
PUBLIC AND SEPARATE SCHOOL COURSE OF STUDY 1
CHAPTER I
THE AIMS AND STAGES OF STUDY 13
CHAPTER II
GENERAL METHODS IN THE TEACHING OF HISTORY 21
CHAPTER III
CORRELATION OF SUBJECTS 40
CHAPTER IV
SPECIAL TOPICS 49
Current Events 49
Local Material 51
Civics 52
The Teacher of History 57
CHAPTER V
ILLUSTRATIVE 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
MANUAL OF SUGGESTIONS FOR TEACHERS OF HISTORY
PUBLIC AND SEPARATE SCHOOL COURSE OF STUDY
DETAILS
The course in literature and composition includes the telling by the
teacher of suitable stories from the 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 telling stories, consult _How to Tell Stories to
Children_, by Sara Cone Bryant, Houghton, Mifflin Company, Boston,
$1.00.
FORM I
BIBLE STORIES:
Moses in the Bulrushes, his Childhood, the Burning Bush, the Crossing of
the Red Sea, the Tables of Stone; Joseph's Boyhood Dreams, Joseph sold
into Egypt, the Famine, the Visits of his Brethren; David and Goliath;
Samson.
STORIES OF CHILD LIFE:
The Eskimo Girl, the Andean Girl, the Arabian Girl, the Little Syrian
Girl, the Swiss Girl, the Chinese Girl, the African Girl, the German
Girl, the Canadian Girl; the Little Red Child, the Little White Child,
the Little Black Child, the Little Yellow Child, the Little Brown Child.
Consult _The Seven Little Sisters_, by Jane Andrews, Ginn & Co.,
Boston, 50c.; _The Little Cousin Series_, by Mary Hazelton Wade,
The Page Co., Boston, 60c. each; _Five Little Strangers_, Julia
Augusta Schwarz, American Book Co., New York; _Each and All_, Jane
Andrews (sequel to _The Seven Little Sisters_), 50 cents.
SPECIAL DAYS:
Christmas: The Birth of Christ, the First Christmas Tree (see Appendix);
Arbor Day; Constructive work suggested by St. Valentine's Day and
Thanksgiving Day; Stories of these Days.
NOTE: Advantage should be taken of every opportunity to
teach obedience to authority and respect for the property and
rights of others.
FORM II
BIBLE STORIES:
Abraham and Lot, Joshua, David and Jonathan, David and Saul, Ruth and
Naomi, Daniel, Miriam and Moses, Abraham and Isaac, Boyhood of Christ,
the Shipwreck of St. Paul.
STORIES OF CHILD LIFE:
The Aryan Boy, the Persian Boy, the Greek Boy, the Roman Boy, the Saxon
Boy, the Page Boy, the English 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, games, and plays, etc.
Consult _Ten Little Boys Who Lived on the Road from Long Ago till
Now_, by Jane Andrews, Ginn & Co., 50c.
STORIES OF FAMOUS PEOPLE:
Boadicea, Alfred, Harold, First Prince of Wales, Sir Francis Drake, Sir
Walter Raleigh, Columbus, Cabot, Cartier, Champlain, Madeleine de
Verchères, Pontiac, Brock, Laura Secord, Florence Nightingale.
Consult _The Story of the British People_, Thomas Nelson & Sons,
Toronto, 35c. (For Florence Nightingale, see Appendix.)
PIONEER LIFE:
In Ancient Britain: See _Second Reader_, p. 109; _Ontario Public School
History of England_, p. 10.
In Roman Britain: See _The Story of The British People_, pp. 18-24.
Old English Life: See _Third Reader_, p. 325; _Ontario High School
History of England_, pp. 33-40.
At the Close of the French Period in Canada: See _Fourth Reader_, p. 65.
In Upper Canada in the "Thirties": See _Fourth Reader_, p. 122.
Our Forefathers: Where they lived before coming here, how they got here,
hardships in travel, condition of the country at that time, 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 of Early Pioneer Life in Upper Canada_,
Briggs, $2.00; _Ontario High School History of Canada_.
INVENTORS:
Watt, Stephenson, Fulton, Bell, Edison, Marconi.
CIVICS:
Elementary lessons in local government:
(_a_) In cities, towns, and incorporated villages--the postmaster, (see
Illustrative Lesson, p. 65), the postman and policeman; city or town
hall, post-office, mail boxes, school-houses.
(_b_) For rural districts--postmaster, trustees, roads and bridges,
rural mail delivery.
SPECIAL DAYS:
Empire Day, Victoria Day, Dominion Day; local occasions such as Fair
Day, Election Day; review of those Days taken in Form I.
FORMS III AND IV
PRELIMINARY NOTE
Below are the topics and sub-topics of the Course in History for Forms
III and IV.
In dealing with the subject in both Forms, the teacher should keep
constantly in mind the chief aims suited to this stage of the pupil's
development. (See pp. 16, 17.) The most vital of these is "to create and
foster a liking for historical study." The teacher should make use of
simple map drawing to illustrate the subject. This is especially
necessary in dealing with the history of Canada. There should be much
illustration by means of maps and pictures. See Educational Pamphlet No.
4, _Visual Aids in the Teaching 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 carefully read and, in Form IV, the authorized
text-books should be followed for the main account. _Having regard to
the time available for the Course, only the most important details
should be taken up._
FORM III
JUNIOR GRADE
CANADIAN HISTORY
Columbus--The Discovery of America (Chap. XX)
John Cabot and the New World (Chap. XXI)
Jacques Cartier (Chap. XXIII)
Raleigh 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 Canada (Chap. XXXI)
La Salle (Chap. XXXIV)
Henry Hudson--New York and Hudson Bay (Chap. XXXV)
Frontenac (Chaps. XXXIV, XXXVII)
The Conquest of Canada--Wolfe and Montcalm, Pontiac (Chap. XLI)
The Coming of the Loyalists (Chap. XLII)
How Canada Fought for the Empire (Chap. XLIV)
William Lyon Mackenzie (Chap. XLVI)
The Great North-West--Selkirk, Mackenzie, Strathcona, Riel
(Chap. XLVII)
Canada and the Empire--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)
The Coming of the English (Chap. IV)
The Coming of Christianity (Chap. V)
The Vikings (Chap. VI)
Alfred the Great (Chap. VII)
Rivals for a Throne (Chap. VIII)
The Coming of the Normans (Chap. IX)
A Norman Castle (Chap. X)
A Glance at Scotland (Chap. XI)
Henry the Second and Ireland (Chap. XII)
Richard the Lion Heart (Chap. XIII)
King John and the Great Charter (Chap. XIV)
The First Prince of Wales (Chap. XV)
Wallace and Bruce (Chaps. XVI, XVII)
The Black Prince (Chap. XVIII)
The Father of the British Navy (Chap. XXII)
The New Worship (Chap. XXIV)
Francis Drake, Sea-dog (Chap. XXV)
King Charles the First (Chap. XXX)
The Rule of Cromwell (Chap. XXXII)
The King Enjoys his Own again (Chap. XXXIII)
The Revolution and After (Chap. XXXVI)
The Greatest Soldier of his Time (Chap. XXXVIII)
Bonnie Prince Charlie (Chap. XXXIX)
Robert Clive, the Daring in War (Chap. XL)
The Terror of Europe (Chap. XLIII)
Waterloo (Chap. XLV)
Victoria the Good (Chaps. XLVI, XLVIII, XLIX)
CIVICS
Review of the work in Form II; election of town or township council;
taxes--the money people pay to keep up schools and roads, etc.; how
local taxes are levied for the support of the school; election of
members of County Council, of members of Provincial Legislature; duties
of citizenship.
FORM IV
JUNIOR GRADE
CANADIAN HISTORY
Before the British Conquest--an introductory account:
The French settlements: Extent, life of the seignior, habitant, and
coureur de bois; system of trade; government at Quebec--governor,
bishop, intendant; territorial claims (Chaps. VII, VIII, IX, XI)
The English settlements--Hudson's Bay Company, English colonies in New
York, New England, Acadia, and Newfoundland; population, life, trade,
government, territorial claims (Chaps. VIII, X, XI)
British Conquest of New France--fall of Quebec (Chap. XI)
Conspiracy of Pontiac (Chap. XII)
Quebec Act (Chap. XII)
Canada and the American Revolution; U.E. Loyalists (Chaps. XIII, XV)
Constitutional Act--Representative Government (Chap. XIV)
Social Conditions, 1763-1812 (Chap. XV)
Hudson's Bay Company (Chaps. VIII, XVI, XXI)
North-West Company (Chap. XVI)
Exploration in North-West--Hearne, Mackenzie, Fraser, Thompson (Chap.
XVI)
War of 1812-14 (Chap. XVII)
Family Compact (Chap. XVII)
Clergy Reserves (Chap. XVII)
William Lyon Mackenzie (Chap. XVII)
Lord Durham, Act of Union, 1840--Responsible Government (Chap. XVIII)
Social Progress, 1812-1841 (Chap. XIX)
Settlement of the North-West--Selkirk (Chaps. XVI, XX)
Confederation of the Provinces, 1867 (Chap. XXII)
Intercolonial Railway (Chap. XXIV)
Expansion of the Dominion by addition of new provinces (Chap. XXII)
Social Progress, 1841-1867 (Chap. XXIII)
Canadian Pacific Railway (Chap. XXIV)
Riel Rebellion (Chap. XXIV)
Disputes between Canada and the United States since 1814 settled by
treaty or arbitration. The Hundred Years of Peace
Canada, at the opening of the twentieth century; transportation,
industry, means of defence, education (Chap. XXV)
Ontario since Confederation: John Sandfield Macdonald, Sir Oliver Mowat,
Arthur Sturgis Hardy, Sir George W. Ross, Sir James P. Whitney (Chap.
XXVI)
An account of how Canada is governed, simple and concrete and as far as
possible related to the experience of the pupils; Municipal Government,
Provincial Government, Federal Government (Chap. XXVII)
FORM IV
SENIOR GRADE
BRITISH HISTORY
A
_A Course of about Two Months_
The Early Inhabitants--The Britons
The Coming of the Romans
The Coming of the Saxons
The Coming of Christianity
Alfred the Great
The Coming of the Normans--The Feudal System
Richard I and the Crusaders
John and Magna Charta
The Scottish War of Independence
The Hundred Years' War--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 Eight Months_
Brief account of the British Isles, territorial, political, and
religious, as an introduction to the reign of Elizabeth.
Elizabeth and Mary Queen of Scots; the Spanish Armada; Drake, Hawkins,
Gilbert, Raleigh, Shakespeare.
The Stuarts: "Divine Right of Kings" supported by majority of gentry and
landowners (cavaliers), opposed by the commercial and trading classes
and yeomen (roundheads). The Kings strove for absolute power, the
Parliament for constitutional government.
James I: Union of the English and Scottish Crowns.
Charles I: Struggle between King and Parliament; Petition of Right, Ship
Money, rebellion, execution of Charles.
Commonwealth: nominally a republic, really a dictatorship under
Cromwell. He gave Britain a strong government at home, and made her
respected abroad, and laid the foundations of Britain's foreign trade
and colonial empire.
Charles II: The Restoration: Reaction in state, church, and society;
King striving for absolute power; Nonconformists persecuted; society
profligate in its revolt against the strictness of Puritanism; Habeas
Corpus Act; Test Act; Plague and Great Fire.
James II: Revolution of 1688, the death-knell of "divine right";
Parliament supreme; Declaration of Rights.
William and Mary: Party government--Whigs and Tories; King to act by
advice of his ministers; each parliament limited to three years; Bill of
Rights; Act of Settlement.
Anne: Marlborough; Union between England and Scotland, 1707; the
Jacobites, 1715 and 1745.
George II: Walpole, the great peace minister--home and colonial trade
fostered and material wealth of the nation greatly increased; 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; Washington; acquisition of Australia by Great Britain,
1788; legislative union of Ireland with Great Britain, 1801; Napoleonic
wars; Nelson, Wellington, Aboukir, Trafalgar, and Waterloo; industrial
revolution--the change from an agricultural to an industrial country.
William IV: Reform Act of 1832, a great forward movement in democratic
government; abolition of slavery, 1833; railways and steamships.
Victoria: First British settlement in New Zealand, 1839; Repeal of the
Corn Laws, 1846--free trade, the commercial policy of England;
Elementary Education Act, 1870, education compulsory; parliamentary
franchise extended--vote by ballot; Crimean war; Indian Mutiny; Egypt
and the Suez Canal; Boer War--Orange Free 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 municipalities, respectively, is collected.
Federal Government--Governor-general, Senate, House of Commons, Premier,
Cabinet.
Imperial Government--King, House of Lords, House of Commons, Premier,
Cabinet.
HISTORY
CHAPTER I
THE AIMS AND STAGES OF STUDY
AIMS
History may be made, in several ways, an important factor in forming
intelligent, patriotic citizens:
(_a_) It must be remembered that society, with all its institutions, is
a growth, not a sudden creation. It follows that, if we wish to
understand the present and to use that knowledge as a guide to future
action, we must know the story of how our present institutions and
conditions have come to be what they are; we must know the ideals of our
forefathers, the means they took to realize them, and to what extent
they succeeded. It is only in this way that we become capable of passing
judgment, as citizens, on what is proposed by political and social
reformers, and thus justify and guarantee our existence as a democracy.
(_b_) Patriotism, which depends largely on the associations formed in
childhood, is intensified by learning how our forefathers fought and
laboured and suffered to obtain all that we now value most in our homes
and social life. The courage with which the early settlers of Upper
Canada faced their tremendous labours and hardships should make us
appreciate our inheritance in the Ontario of to-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.
(_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 to admire the heroic and the self-sacrificing, and to 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 to
show that nothing is ever settled until it is settled right.
(_d_) History affords specially good exercise for the judgment we use in
everyday life in weighing evidence and balancing probabilities. Such a
question as "Did Champlain do right in taking the side of the Hurons
against the Iroquois, or even in taking sides at all?" may be suggested
to the older pupils for consideration.
(_e_) History, when taught by a broad-minded, well-informed teacher, may
do much to correct the prejudices--social, political, religious--of
individuals and communities.
(_f_) The 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 increase in the number
of the centres of interest round which facts, both new and old, may be
grouped.
(_h_) A knowledge of the facts and inferences of history is invaluable
for general reading and culture.
To sum up: It is important that the good citizen should know his
physical environment; it is just as important for him "to know his
social and political environment, to 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 governmental questions, something of the broad and tolerant spirit
which is bred by the study of past times and conditions."
SCOPE
The ideal course in history would include (1) a general view of the
history of the world, giving the pupil knowledge enough to provide the
proper setting for the history of his own country; (2) a more detailed
knowledge of the whole history of his own country; (3) and a special
knowledge of certain outstanding periods or tendencies in that history.
In our schools, we should give most attention to the study of Canadian
and British history as a whole, to enough of the history of France
and other countries to make clear certain parts of our own history,
and to certain important periods, such as the settlement of Upper
Canada by the United Empire Loyalists, etc. (See Detailed Course of
Study, p. 5.) We may also study our history along special lines of
development--political, military, social, educational, 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
overlap each other, yet indicate different methods of treatment for
pupils at different ages. They are the Story stage, the Information
stage, and the Reflective stage. These stages are not 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 to the real study of history in the higher grades. The need
for this stage lies in the fact that the child's "ideas are of the
pictorial rather than of the abstract order"; yet his spontaneous
interest in these things must be made to serve "as a stepping-stone to
the acquired interests of civilized life." The definite objects at this
stage are:
(_a_) To create and foster a liking for historical study. It is
impossible, in the public school life of a child, which is usually ended
at the age of twelve to fourteen years, to accomplish all that has been
indicated above concerning the aims of history teaching. The most that
can be done is to lay the foundation and give the pupil a desire to
continue his reading after his school days are over. Serious blame rests
on the teacher whose methods of teaching history, instead of attracting
the child to the subject, give him a distaste for it. If history is made
real and living to children, it is usually not difficult to have them
like it. (For suggestions, see p. 34.)
(_b_) To acquaint the pupils with some of the important historical
persons. We wish to take advantage of the fact that "the primitive form
of attention which is captured at once by objects that strike the senses
is giving place in some degree to appreciative attention, which is
yielded to things that connect themselves with what we already know, and
which implies ability to adopt the reflective attitude towards a
proposed problem."[A] 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 incidents in the lives of important characters in history,
we may expect them to 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.
[Footnote A: Raymont: _Principles of Education_]
(_c_) To help the development of the "historical sense." The "historical
sense" includes the notion of time, the notion of a social unit and,
according to some, the notion of cause and effect. The notion of time
implies the power "to represent the past as if it were present"--that
is, the power to enter into the thoughts and feelings of people of the
past as if we were living amongst them. This notion of time comes at
different ages; to some early, to others very late. It came to 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 still living, with their more or less
apocryphal tales of adventures they had heard of or shared. There
was current a tradition--I have seen it in print--that there had
been a fight between the Indians and whites where the government
barracks stood, and that two wounded whites had been left upon the
ground, where they were not found by the savages. One of these had
both arms 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 turkeys or rabbits fell, he
kicked them within reach of his hands, and in like manner provided
him with sticks for their fire. This legend, much elaborated in the
telling, gave me, I believe at about my eighth year, my first sense
of a historic past, and it led to much in the way of fanciful
invention of like tales. (N.F. Shaler: _Autobiography_, Chap. I.)
The best means at the teacher's command to assist its coming is to tell
good stories from history with all the skill he has; the stories need
not be told in chronological order. The notion of time implies also in
the older pupils the power to place events in chronological order.
The notion of a social unit is also of slow growth and must spring from
the child's conception of the social units he belongs to--the home, the
school, the community.
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; it is surprising,
however, how soon it makes its appearance in the child's conceptions of
history, in his desire to know the "why" of things. (See Barnes'
_Studies in Historical Method_.)
THE INFORMATION STAGE
There are several questions that children soon come to ask: "When?" 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. One of
the essential elements in history study is to have a knowledge of the
important facts of history, without which there can be no inferences of
value for present use. The all-important point in this teaching of facts
is to keep the lessons interesting and not allow them to become mere
lifeless memorizing of isolated happenings; for a fact is of value only
when related to other facts. (See pp. 36, 38.)
THE REFLECTIVE STAGE
This stage naturally follows the Information stage, as one 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 here is "Why?" just as in the preceding stage the questions were
"When?" and "Where?" "What?" and "Who?" Information and reflection may
therefore be combined--with due regard to the pupil's capacity.
PRACTICAL DIFFICULTIES
We may speak of two difficulties. The first concerns the enormous amount
of historical material that exists. It is increased still more by the
intermingling of legend with history and by the partial narratives of
prejudiced writers. The legendary part may be taken up in the Story
stage; and the evils of one-sided accounts are often balanced 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 made by the text-books) of the more
important parts, that is, those facts of history that have the greatest
influence on after times--"the points of vital growth and large
connection" without which subsequent history cannot be properly
understood.
The second difficulty has to do with deciding where to begin the
teaching of history. There are two principles of teaching that will help
to solve this difficulty: (1) The child learns by relating everything
new to his present fund of experiences; (2) A child's notions grow more
complex as his knowledge increases. To apply these, we must know the
child's experiences and his present notions. We cannot assume that the
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
yet; he can understand an _individual_ hero better than he can the
complex idea of a _nation_. How many children would be able to begin a
study of history by having, as one writer suggests, "a short series of
lessons ... to make some simple and fundamental historical ideas
intelligible--a state, a nation, a dynasty, a monarch, a parliament,
legislation, the administration of justice, taxes, civil and foreign
war!" These are ideas far beyond the comprehension of the beginner. We
must be guided, not by "what happens to be near the child in time and
place, but by what lies near his interests." As Professor Bourne says:
"it may be that mediæval man, because his characteristics belong to a
simple type, is closer to the experience of a child than many a later
hero." With older children it is more likely to be true that the life of
history lies "in its personal connections with what is here and now and
still alive with us"; with historic places and relics, etc., which make
their appeal first through the senses; with institutions, such as trial
by jury; with anniversaries and celebrations of great events which may
be used to arouse interest in the history which they suggest and recall.
However, as McMurry points out, we are in a peculiarly favourable
position in Canada, because we have in our own history, in the
comparatively short time of 400 years, the development of a free and
prosperous country from a state of wildness and savagery. The early
stages of our history present those elements of life that appeal
strongly to children--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 life to the more complex
life of the present can be more readily understood by children as they
follow up the changes that have taken place. (See McMurry, _Special
Method in History_, pp. 26-30.) Of course, at every step appeal must be
made to the experiences of children, as the teacher knows them. In
Civics, however, the beginning must be made with conditions that exist
to-day--schools, taxes, the policeman, the postmaster, etc. The
beginning of the real teaching of history may then be made at the
beginning of Canadian History, as this will enable the child to go
gradually from the simple, or individual, to the complex, and will also
allow the teacher to make use of whatever historical remains may be
within reach.