settlers commenced to make homes for themselves in Upper Canada. Their
number was greatly increased by the United Empire Loyalists who came
over after the American Revolution. The English disliked the French
method of holding land. Under Seigniorial Tenure, the seller of land in
a seigniory was compelled to pay the seignior an amount equal to one
twelfth of the purchase money. As this was chargeable not only on the
value of the land, but also on the value of all buildings and
improvements, which, costing the seigniors nothing, were often more
valuable than the land itself, it was considered by the English settlers
an intolerable handicap. (Centuries before this the Feudal System had
been abolished in England.)
6. In 1791 the British Parliament passed the Constitutional Act which
gave the people of Upper Canada the privilege of holding lands in their
own name. In Lower Canada, too, those who wished were allowed to avail
themselves of the freehold system, but the French did not take advantage
of their opportunity. In the year 1854 Seigniorial Tenure was abolished,
the Government recompensing the seigniors for the surrender of their
ancient rights and privileges, and freehold tenure, as in Ontario, was
introduced.
7. Reasons why the Seigniorial Tenure failed:
(_a_) It was not adapted to conditions in Canada.
(_b_) It did not provide sufficient incentive to settlers to
improve their lands.
(_c_) It gave the habitant no chance to rise.
(_d_) It tended to divide the population into three classes.
(_e_) It failed to develop a civic spirit. This fact alone made
progress practically impossible. Each seignior was the master of
his own domain. Thus the people had no opportunity of working
together, and under such circumstances no great national spirit
could be developed.
8. Note the effect of the conquest of Canada and of the American
Revolution, upon Seigniorial Tenure.
CONFEDERATION OF CANADIAN PROVINCES
TOPICAL ANALYSIS
_Causes:_
1. The idea of union an old one in Canada and the Maritime Provinces;
foreshadowed 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 Maritime 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 (Ontario), Lower Canada (Quebec), Nova
Scotia, and New Brunswick proceed to London to secure an Act of Union
from the Imperial Government.
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.
5. Union accomplished by means of the British North America Act passed
by the British Parliament in 1867, and brought into force on July 1st,
1867. The provinces confederated as the Dominion of Canada; a Federal
Union.
_Outline of Terms:_
See _Ontario Public School History of Canada_, p. 215. Provision made
for admission of new provinces.
_Expansion of Confederation:_
Admission of other provinces--Manitoba, 1870; British Columbia, 1871;
Prince Edward Island, 1873; Alberta and Saskatchewan, 1905; Yukon
territory also represented in the Dominion Parliament.
NOTES OF A LESSON ON THE INFLUENCE OF GEOGRAPHICAL CONDITIONS ON THE
HISTORY OF A COUNTRY
CORRELATION OF HISTORY AND GEOGRAPHY
GENERAL
The history of a nation is influenced very largely by geographical
facts. Its internal relations, whether friendly or hostile, are affected
by these. Natural barriers, such as mountains, seas, or great lakes and
rivers, are often political frontiers exerting protecting or isolating
influence.
Its industrial progress depends primarily upon its natural
products--minerals, grains, woods, fish, etc., and the facilities which
its structure affords for trade, both domestic and foreign. A sea-coast,
with satisfactory harbours, tends to produce a sea-faring people, and
therefore a trading people.
The character of its 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 peoples vigorous in mind and body, and lovers
of freedom.
ENGLAND
_Position:_ The forming of the Straits of Dover cut off a corner of
Europe, made 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 greatness.
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 to the mouth of the Severn and continued to
the south coast roughly divides these regions. The part lying east of
this line is, roughly speaking, level and fertile, tempting emigration
from the continent, and easily explored inward. The Angles, the Saxons,
and the Jutes found their way into this plain through the rivers that
flowed east 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, has 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 the growth of a
vigorous race. There is an abundant rainfall.
_Products:_ On the plains a fertile soil supported a large agricultural,
and therefore self-contained, population in the earlier days, and the
slopes furnished pasturage for cattle and sheep. Proximity to coal is an
almost indispensable condition for industries, though other
considerations come 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 shipbuilding; 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 to England easily and cheaply, and then shipped out as
manufactured goods.
Consult: _A Historical Geography of the British Empire_. Hereford B.
George, Methuen & Co., London. _The Relations of Geography and History_.
Hereford B. George, Clarendon Press, Oxford.
ANOTHER FORM OF THE LESSON
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 Britain. (Pupil 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 inlets.
_T._--Would this have any effect on the life and occupations of the
people?
_P._--They would almost have to be sailors.
_T._--In other words, a maritime people. Do you think that is
usual? Look at the coast line of Japan. (Class sees that it is much
the same as that of Britain: the Japanese are also a maritime
race.) What is one occupation the people would follow?
_P._--They would probably be fishermen. (The teacher may give some
idea of the extent of the fishing. The same may be done with each
new point, as it comes up.)
_T._--What else would they do?
_P._--They would probably engage in trade or commerce.
_T._--With which countries? Study the map for a moment.
_P._--With those on the west of Europe, and with America.
_T._--Yes. You must notice that Great Britain is situated very
favourably for trade with the whole world. Is there anything on the
map 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._--Suppose Britain had trouble with any other country that might
be a cause of war, would her position make any difference to her?
_P._--No country could attack her except by water.
_T._--How would she defend herself?
_P._--She would have to depend on her ships. (A good opening for a
brief outline of the growth of the navy.)
_T._--Where would she get her ships?
_P._--She builds them herself.
_T._--Isn't she dependent on any other nation at 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._--Most of them are of iron.
_T._--Where does she get that?
_P._--From her own mines.
_T._--Now, look at the latitude of Britain. What part of our
country has the same latitude?
_P._--Labrador.
_T._--What is the climate of Labrador?
_P._--Very cold.
_T._--Then the climate of Britain ought to be the same?
_P._--The water around it would make it not so cold.
_T._--Yes. The ocean currents from the south help to make the
climate milder, too. There would be plenty of rain, besides. Now,
how would a moist, mild climate affect agriculture in England?
_P._--They ought to be able to grow almost everything that we can.
(Similarly, many other points may be taken up and developed with the
class.)
ST. LAWRENCE RIVER
INCIDENTAL TEACHING OF HISTORY WITH GEOGRAPHY
_Aim._--To show general connection between history and geography.
_Material Required._--A black-board sketch of that part of Canada
adjacent to the St. Lawrence and a set of pictures (or picture
post-cards) showing the important historical sites along the banks of
the river.
_Introduction._--The teacher asks a few questions to make clear the
purpose of the map and to fix the location of the principal towns and
cities--Kingston, Brockville, Prescott, Ogdensburg, Morrisburg,
Cornwall, Lachine, Montreal, Three Rivers, Levis, Quebec, Tadoussac, and
Gaspé.
_Presentation._--The lesson is assumed to be a pleasure trip by boat
from Port Hope to the Atlantic. The teacher will tell of the departure
from Port Hope and the arrival at Kingston, the first port. While there,
he will ask why the place was given the name 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 its establishment by Frontenac in 1673, and
its use as a check on the Indians, and will note its use now as a
storehouse, barracks, and training camp for soldiers. (_Ontario Public
School History_, pp. 51, 114.)
As the trip is continued down the river, they notice, in passing, the
beautiful Thousand Islands, and the town of Brockville--its name
commemorating the hero of Queenston Heights. Immediately below Prescott
is seen on the bank of the river an old wind-mill, the scene of the
Patriot invasion under Von Schultz, a Polish adventurer. (See _Ontario
Public School History_, p. 178, and picture in Weaver's _Canadian
History for Boys and Girls_, p. 227.)
Across the river lies Ogdensburg, the scene of a raid in 1813. Colonel
Macdonell, the British leader, who was drilling his small force on the
ice, made a sudden attack upon the town, defeated the Americans,
captured a large amount of stores and ammunition, and burned four armed
vessels which lay in the harbour. (See _Ontario Public School History_,
p. 155.)
From this point the boat passes rapidly through the narrow part of the
river at Iroquois (recall the Indians of that name), past the
flourishing town of Morrisburg, until, on the north bank, appears a
monument of gray granite, erected as a memorial of the battle of
Crysler's Farm, fought in this vicinity in 1813. (See _Ontario Public
School History_, p. 159.)
After passing through the Long Sault Rapids, Cornwall, noted as the seat
of the first Grammar School in Ontario, is reached. The river now widens
into a lake and does not narrow until it passes Coteau, after which it
passes through a chain of rapids and nears Lachine, the "La Chine" of La
Salle, and the scene of numerous Indian fights and massacres. (See
_Ontario School Geography_, p. 116, and _Ontario Public School History
of Canada_, p. 60.) Ten miles to the east is Montreal, the most populous
city in Canada, with its Royal Mount, and its many memories of early
settlement in Canada. (See _Ontario School Geography_, p. 121.)
Just above Quebec the river, now two miles wide, passes the bold cliffs
up which Wolfe's men climbed to the Plains of Abraham, and sweeps around
the Citadel and Lower Town. On the heights may be seen the monuments
erected in honour of Champlain, and Wolfe and Montcalm. 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 Canadian fur-trade, past Gaspé where Cartier landed and laid claim
to the surrounding country in the name of the king of France, till its
banks fade from sight and its waters mingle with those of the Atlantic.
In teaching such lessons as this, the oral narrative and question method
is used. It is a review lesson, and reproduction may follow in a written
exercise.
THE RELATIONS BETWEEN ENGLAND AND SCOTLAND FROM 1066 TO 1603
The purpose of this analysis is to explain by what show of right the
kings of England interfered so much in Scottish affairs. The analysis
also aims to show how correct and definite views on certain topics may
be had only by following out those topics through history, neglecting
all facts but those bearing on the topic studied.
1. In the tenth century, Malcolm I obtained Strathclyde (see map,
_Ontario Public School History of England_, p. 27) as a fief from Edmund
of England. His grandson, Malcolm II, was invested with Lothian, before
this a part of the English earldom of Northumbria. These fiefs are the
basis of all claims afterwards made by English kings as overlords of
Scotland.
2. Malcolm III (1057-1093) married Margaret, sister of 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 submission, 1072. This kept
alive the English claims.
4. Henry I married Matilda of Scotland. Many Normans went to Scotland in
the reign of David (1124-1153). The Feudal System was introduced and
firmly established under Norman influence. Ecclesiastical foundation
begun. Friendly relations strengthened.
5. As the price of his liberty, William the Lyon agreed, by the
Convention of Falaise, 1174, to hold Scotland as a fief of England.
6. To raise money for his Crusade, Richard I of England renounced, in
1189, his feudal rights over Scotland for 10,000 marks, and for the
first time acknowledged her independence.
7. The border line was fixed for the first time in 1222.
8. The death of Margaret, daughter of Alexander III, 1286, left the
crown a bone of contention; Balliol finally secured it 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 to have 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 whenever she and France were at 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 determined Scotland's foreign
policy.
12. With the change of religion in Scotland at the Reformation, French
influence came to an end. Religious sympathy overcame the political
hatred of England.
13. The trouble in connection with Mary Queen of Scots and her
imprisonment made for peace between the two countries, as Scotland did
not want to have Mary released for fear of further civil war.
14. The accession of James VI, a Scottish king, to the throne of
England, ended almost entirely the differences between the two
countries, and led finally to the Legislative Union a century later
(1707).
ANALYSIS OF SECTIONS 160-170, ONTARIO PUBLIC SCHOOL HISTORY OF ENGLAND
The Parliament had already established its sole right to levy taxation.
(See Green's _Short History of the English People_, 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 trying to secure
control of the executive, the other important element in Responsible
Government.
Charles I held very strongly the belief in the "divine right" of kings
and, naturally, this belief did not harmonize with the aim 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 by Parliament.
4. Third Parliament, 1628-9. Charles raised some money by "forced
loans," but far too little, for a new war with France was begun.
Parliament refused to grant money till the king signed the Petition of
Right, which embodied all the points in dispute between them.
5. Charles did not long observe the Petition of Right which he had
signed; Laud, Bishop of London, was making changes in the church
ceremonies that seemed to bring back the old religion. Parliament
solemnly 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 years. Charles aimed during this period to
raise money without Parliament, and to establish the English Church in
the whole 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_) Religious oppression--chief agent, Laud; chief sufferers, the
Puritans.
(_b_) Attempt to force the English Church prayer-book on Scotland led to
rebellion.
This rebellion forced Charles to summon Parliament in order to raise
money. Parliament refused to give money till their grievances were
redressed. It was dissolved in three weeks. Urgent need of troops to
keep back the Scottish rebels made Charles summon Parliament again in
six months (1640). This is known as the "Long Parliament."
7. (_a_) Parliament first accused Laud and Strafford.
(_b_) The "Grand Remonstrance" named the illegal acts of Charles.
(_c_) This led to Charles' final blunder--the attempt to arrest the five
members.
8. Open war, now the only way out, went on till Charles was captured and
beheaded, and Parliament held, for a time, entire control.
SUGGESTIVE OUTLINES FOR REVIEWS
FORM IV
I. _The Era of Reform in Britain_:
1. The Methodist Revival, which stirred the hearts of the people,
and gave them higher ideals
2. Social Reforms: (_a_) Canning, the friend of the oppressed
(_b_) Wilberforce and the abolition of slavery
(_c_) Elizabeth Fry and prison reform
(_d_) Revision of the criminal code
3. Political Reforms: (_a_) The Reform Bill
(_b_) The Chartist Agitation
(_c_) The repeal of the Corn Laws
II. _The Puritan Movement_:
1. Its beginning under Elizabeth
2. Its growth under James I
3. The struggle and victory under Charles I
4. Triumph and decay under the Commonwealth
5. Its dissolution under Charles II
6. It was the root of the resistance offered to the
misrule of James II.
FOR TEACHERS' REFERENCE
THE STAGES IN THE DEVELOPMENT OF CIVILIZATION
CORRELATION OF HISTORY 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 impress on the pupils the far-reaching effects of certain
inventions and discoveries, which are in such common use to-day that
they are very likely to 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 march of mankind
from the earliest times to the present. There 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 may be used, by asking what each invention or discovery
would enable the people to do that they could not do before.
1. The savages in the first stage were developing speech, lived on raw
nuts and fruits, and were restricted to places where they could have
warmth and food. This stage was ended by the discovery of _fire_.
2. With the use of fire, their food now included fish and perhaps flesh;
they could migrate to colder climates. This stage ended with the
invention of the _bow and arrow_.
3. With the bow and arrow, the savage was safer from fierce animals; he
could kill also to get food, and skins for clothing and tents; with
stronger food and better protection 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 utensils that could withstand fire.
Now he could boil his food, and his diet was extended to 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
domesticated; some of these provided man with food independent of the
chase; others gave him better, swifter means of travel and
transportation. Distant peoples were thus brought into contact and
commerce began. New ideas were gained from each other. Larger
communities were formed, and towns and cities began. Property became
individual, instead of being communal.
6. This stage began with the invention of _iron-smelting_. 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 man was now able to express his æsthetic nature as never
before. Implements of war also became more numerous and more deadly.
7. The human race was now lifted from the highest stage of barbarism to
the lowest stage of civilization by one of the most important inventions
that man has ever made--_writing_. This made possible the recording of
man's deeds and thoughts for posterity, thus securing the gains of each
generation for all succeeding generations, and making history possible.
8. The next stage of progress is marked by a group of
inventions,--_gunpowder_, _the mariner's compass_, and _paper_ and the
_printing 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 after the preceding ones, and
placed mankind in the present stage of civilization, was the
_steam-engine_. The revolution which this brought about is so recent as
to need no details here. (See lesson on the Industrial Revolution, p.
87.) What is to be the invention that will mark the entrance of the race
on a higher stage still, when Tennyson's dream of a "Federation of the
World the Parliament of Man" may be realized? Is it the airship, giving
man the conquest of the last element still unmastered?
THE NEW LEARNING
1. The aim 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 effects of the New Learning.
2. As an introduction, a lesson or two should be given on the conditions
prevailing in Europe during the latter part of the Middle Ages, because
a knowledge of these conditions is essential to a right understanding of
many of the causes of the New Learning.
The New Learning was a phase of a greater movement called the
Renaissance, which arose in Italy during the fourteenth century. The
Renaissance marked the end of the Middle Ages and the beginning of
modern history. It meant re-birth, a new life. People took a new
interest in living. The influence of the monk and of the knight was
passing, and the man of affairs, with his broader sympathies, his
keener vision, his more varied interests, and his love of liberty, was
coming into prominence.
How to enjoy life, how to get the greatest value out of it, became the
great problem. In their attempt to solve this problem people turned
their attention to the ancient literature of Greece and Rome; for it was
believed that the ancient Greeks and Romans had a fine appreciation of
the meaning and beauty of life. They began to seek out the old
literature and to study it. This new study has been called the Revival
of Learning or the New Learning. The influence of these two great
literatures soon made itself felt. Every province of knowledge was
investigated, and people everywhere were influenced by this great
intellectual awakening.
3. The following were the chief causes of the movement:
(_a_) The Crusades
(_b_) The Fall of Constantinople, 1453
(_c_) The introduction of the mariner's compass
(_d_) The 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 universities
(_h_) The failure of the schools of the Middle Ages to meet the demands
and needs of the times
4. The relation of each of these causes to the New Learning must be
shown. In dealing with the Crusade movement as a cause, it will be
necessary to help the children to see the effect produced on the people
of northern Europe by their coming into contact with the more highly
cultivated people in southern Europe; and the effect produced on the
people of Europe by their mingling with the nations of the luxurious
East--the Greeks of Constantinople and the brilliant Mohammedan scholars
of Palestine. The Crusades made the people dissatisfied with the
conditions that had prevailed so long in Europe, and this fact alone
gave an impetus to the New Learning.
The relation of printing to the spread of the movement is evident. The
introduction of printing meant the cheapening of books, their more
general use, and the spread of education. This was followed by a growing
independence of thought, and a desire for greater political and
religious freedom.
The other causes may be similarly treated.
5. The New Learning was represented in England by a group of scholars of
whom Erasmus, Colet, and More were the chief. The great churchmen, too,
were its patrons. Men of every rank were interested, and the movement
affected the whole life of the people. A new interest was taken in
education, in art, in religion, and in social reform. Old methods of
instruction were superseded 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 life.
6. Its effects:
(_a_) It awakened a desire for an intellectual life and for social
reform;
(_b_) It made possible the Reformation;
(_c_) It led to the establishment of schools and libraries and to the
extension of the usefulness of the universities;
(_d_) It aroused the desire for liberty and the spirit of enterprise,
and encouraged commercial activity;
(_e_) It inspired some of the world's greatest artists in painting,
sculpture, architecture, literature, and music.
(_f_) It implanted the seeds of freedom of thought and fostered the
spirit of scientific research;
(_g_) It supplied higher ideals of life and conduct, a fact which became
responsible to a large extent for the great improvement made in the
condition of the people, and in the development of Europe since that
time.
NOTE: References to the discoveries made by Copernicus,
Columbus, and the Cabots should be made. Pupils should read or hear
short accounts of Erasmus, More, and Colet. A careful development
of the causes and meaning of the movement should aid the pupils to
anticipate its chief results.
It is assumed, of course, that the study of this topic will occupy
several lesson periods.
THE FIGHT FOR CONSTITUTIONAL 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 _habitants_ content
3. Influx of "old" subjects--their character. (See _Ontario Public
School History of Canada_, p. 109; _History of Canada_, Lucas and
Egerton, Part II, pp. 4 and 7.)
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 feasible; depended
on will of Governor
(_c_) British law, both civil and criminal, prevailed
(_d_) All money matters in hands of Council.
4. At this time the French greatly outnumbered the British, and the
fear of the Revolution of the American Colonies led to the French
being favoured in the Quebec Act, 1774.
III. 1774 to 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_) Change of boundaries (See text-book.)
(_b_) Governor and Legislative Council appointed; no
assembly called.
(_c_) French Civil Law; British Criminal Law
(_d_) No oath required, as before, hostile to the Roman
Catholic Church--beginning of religious liberty
(_e_) Legislative Council had no control of taxation
IV. 1791 to 1841--Constitutional Act to Act of Union Provisions of
Constitutional Act:
1. Upper and Lower Canada divided, because French and British could
not agree on many points.
2. Each Province had a Governor, a Legislative Council, a
Legislative Assembly, and an Executive Council. The Legislative
Council was composed of the highest officials, appointed
practically for life, and responsible to no one. Many of these were
also members of the Executive Council. The Legislative Assembly was
elected and was yet without control of the whole revenue, as the
Home Government still collected "all duties regulating colonial
navigation and commerce."
3. The Clergy Reserves were established; later to become a bone of
contention.
V. 1841 to 1867--Act of Union to British North America Act.
The demands of the people for responsible government, that is, for
control of the Executive and of taxation, became so insistent that the
Act of Union was passed, following Lord Durham's report on the Rebellion
of 1837.
Provisions of the Act of Union:
1. Legislative Council appointed (20 members)
2. Legislative Assembly elected (42 from each Province, later 65
from each)
3. Executive Council selected from both Houses
4. A permanent Civil List of £75,000 was granted
5. The Legislative Assembly controlled the rest of the revenue.
Money bills were to originate with the Government. This was really
Responsible Government, as it was developed under Elgin.
VI. 1867 to the present:
The British North America Act was the statement of a complete victory of
the people for Responsible Government. The Executive Council (Cabinet)
is wholly responsible 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 representatives. For a clear summary
of the concessions won by Canadians, see Bourinot, _How Canada is
Governed_, page 34; see also _Ontario Public School History of Canada_,
pp. 267 et seq.
DEVICES
MAPS
1. Wall maps for general study, especially of modern history.
2. Outline or sketch maps drawn on the black-board by the teacher or the
pupils for use in the study of earlier history, or explorations, etc.
For these purposes the details of a wall map are not only not needed,
but are rather a hindrance.
3. Relief maps of plasticine, clay, or salt and flour, to be made by the
pupils to illustrate the influence of geographical facts in history, and
to make events in history more real to the pupils.
PICTURES
1. Many good historical 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. (See Educational Pamphlet, No.
4, _Visual Aids in the 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 pictures may be obtained from the Cosmos
Picture Co., New York.
3. Good picture post-cards can 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 Aids in the Teaching
of History_.)
MUSEUMS
These often contain relics of earlier times in the form of implements,
utensils, weapons, dress. A visit to one will interest pupils.
SOURCE BOOKS
Some source books for illustrating earlier conditions in Ontario are:
1. _The Talbot Régime._ By Charles Oakes Ermatinger, St. Thomas.
2. _Pioneer Days._ By David Kennedy, Port Elgin. Sold by author, 50c.
3. _United Empire Loyalists._ By Egerton Ryerson. William Briggs.
4. _Canadian Constitutional Development._ Selected speeches and
dispatches, 1766-1867. By Egerton and Grant Murray. $3.00.
5. _Pen Pictures of Early Pioneer Life in Upper Canada._ William Briggs,
Toronto, $2.00.
GENEALOGICAL TABLES
Those needed to illustrate special periods may be found in the larger
histories. Pupils should be instructed how to interpret them.
CHRONOLOGICAL CHART
This may be made by the class, on the black-board or on a slated cloth
as the work advances. On the left hand of a vertical line are set down
the dates, allowing the same space for each ten years, the close of each
decade being shown in larger figures. 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:
CHAMPLAIN
=1600=
1603 First visit, when 36 years old, with Pontgravé.
1604 With De Monts and Poutrincourt he undertakes to colonize Acadia;
forms a settlement at Port Royal.
1608 Founds Quebec.
1609 Explores Richelieu River and Lake Champlain; forms an alliance with
the Hurons and Algonquins against the Iroquois.
1610 Marriage.
1611 Establishes a trading station at what is now Montreal.
1613 Ascends the Ottawa River, expecting to find the way to China;
deceived, returns to France.
1615 Brings out the Recollet Fathers to Christianize the Indians;
explores the country of the Hurons.
=1620=
A useful chart which shows the growth of Canada is to be found in
Taylor's _Cardinal Facts of Canadian History_, reproduced in Duncan's
_The 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 notebook the black-board
work--topical outlines, time chart, etc., as a basis for review and for
class exercises in composition. Such a topical summary, the joint work
of teacher and class, is the best means of review for examination
purposes, when one is held.
Pupils may occasionally be asked to make from the text-book, without
preceding class work, a topical analysis either of a subject which is
treated consecutively in the book, such as the War of 1812-14, or of a
subject that requires the pupil to collect his material from various
parts of the book, or even from several books. In the latter case the
teacher should direct the pupil to the proper sources.
BIBLIOGRAPHY
A. FOR TEACHERS
I. _Histories_:
(_a_) English:
1. A Short History of the English People. Green. $1.50. The
Macmillan Company of Canada, Ltd., Toronto.
2. Ontario High School History of England. 65c. The Macmillan
Company of Canada, Ltd., Toronto.
3. A History of the British Nation. A.D. Innes. $1.25. E.C. & T.C.
Jack, Edinburgh.
(_b_) Canadian:
1. A History of Canada. Roberts. $1.00. The Macmillan Company of
Canada, Ltd., Toronto.
2. Story of Canada (Story of the Nations Series). Bourinot. $1.50.
G.P. Putnam's, New York.
3. A Historical Geography 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 geographical basis.
4. Ontario High School History of Canada. Grant. 19c. The T. Eaton
Company, Ltd., Toronto.
5. A Short History of the Canadian People. Bryce. $2.00. William
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.
(_d_) General History:
1. General Sketch of European History. Freeman. $1.00. The
Macmillan Co. of Canada, Ltd., Toronto.
2. History of Our Own Times. McCarthy. $1.25. Crowell and Company,
New York.
3. The Nineteenth Century--A History. MacKenzie. $1.00. T. Nelson
and Sons, Toronto.
For help in preparing lessons every teacher should possess one book of
each of the above classes, in addition to the Ontario Public School
Histories.
II. _On Methods_:
1. Teaching of History and Civics in the Elementary and Secondary
Schools. Bourne. $1.50. Longmans Green and Company, London, England.
The best book on general method.
2. Methods in History. Mace. $1.00. Ginn and Company, New York.
3. Special Method in History. McMurry. 75c. The Macmillan Company of
Canada, Ltd., Toronto.
B. MATERIAL FOR CLASS WORK
ESPECIALLY IN CORRELATED SUBJECTS
1. Reader's Guide to English History. Allen. 25c. Ginn and Company, New
York.
(Contains a list of historical authorities for the various periods;
and lists of historical poems and fiction to illustrate these
periods.)
2. School Atlas of English History. S.R. Gardiner. $1.50. Longmans,
Green and Company, London, England.
3. Atlas of Canada. Published by Department of the Interior, Ottawa.
(The Department of the Interior also publishes maps giving the
latest information concerning railways, distribution of minerals,
etc., which 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. Everyman'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 SUPPLEMENTARY BOOKS
Group I.
1. Highroads of History. 13 Vols. T. Nelson and Sons, Toronto.
Well illustrated; a great favourite with children.
2. Gateways to History. 7 Vols. 9s. 1d. Edward Arnold, London, England.
3. Longmans' Ship Historical Readers. 7 Vols. 9s. Longmans, Green and
Company, London, England.
4. The Little Cousin Series. 25 Vols. 60c. each. The Page Co., Boston,
Mass.
Get list of titles and select.
5. Peeps at many Lands and Cities. 50 Vols. 50c. each. The Macmillan
Company of Canada, Ltd., Toronto.
Get list of titles and select.
Group II.
1. Stories from Canadian History. Marquis. 50c. Copp Clark Company,
Ltd., Toronto.
2. Brief Biographies. Supplementing Canadian History. J.O. Miller. 35c.
Copp Clark Company, Ltd., Toronto.
3. Stories of the Maple Land. C.A. Young. 25c. Copp Clark Company, Ltd.,
Toronto.
4. Heroines of Canadian History. W.S. Herrington. Cloth 30c., paper 18c.
Wm. Briggs, Toronto.
5. Ryerson Memorial Volume. J.G. Hodgins.
A graphic sketch of the old log school-house and its belongings,
and the life of a pioneer teacher.
6. Stories of New France. Machar and Marquis. $1.50. Briggs, Toronto.
7. Martyrs of New France. Herrington. 60c. Briggs, Toronto.
Group III.
1. Fifty Famous Stories Retold. Baldwin. 35c. The American Book Company,
New York.
2. Thirty More Famous Stories. Baldwin. 50c. The American Book Company,
New York.
3. Book of Legends. Scudder. Riverside Literature Series 15c. Copp Clark
Company, Ltd., Toronto.
4. Legends Every Child Should Know. Ed. H.W. Mabie. 90c. Doubleday, Page
and Co., New York.
Group IV.--Miscellaneous:
1. Heroes Every Child Should Know. Ed. H.W. Mabie. 60c. Doubleday, New
York.
2. Famous Men of Greece. 50c. The American Book Company, New York.
3. Famous Men of Rome. The American Book Company, New York.
4. Famous Men of the Middle Ages. 50c. The American Book Company, New
York.
5. Famous Men of Modern Times. 50c. The American Book Co., New York.
6. Stories of Great Inventors. Macombe. 40c. Wm. Briggs, Toronto.
7. Calendar Stories. M.P. Boyle. 30c. McClelland, 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.
11. English Life 300 Years Ago. Trevelyan. 1s. Methuen and Company,
London.
12. Little Journeys to the Homes of Great Reformers, Great Orators,
Great Teachers, English Authors, Good men and Great. Hubbard. 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 children.
In Groups II and III one of each may be taken as they, to some extent,
cover the same ground.
All of those in Group IV are useful, and may be added as opportunity
permits.
APPENDIX
THE FIRST CHRISTMAS TREE
Did 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. He thought he had never seen
stars look so bright. When he got home he tried to tell his wife and
children how pretty the stars were, but they didn't seem to 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, and when she saw the tree
she thought how one would please her children. Soon she had one in her
house, too. And the idea spread from one house to another until there
were Christmas trees all over Germany.
Queen Victoria of England was married to a German prince, and the German
custom of a Christmas tree for the children was followed in the royal
palace. Of course after the Queen had a tree other people must have one,
too. So the Christmas tree came to England.
The little French boys and girls have not had them so long. Not very
many years ago there was a war between France and Germany. At Christmas
time the German soldiers were in Paris. They felt sorry to be so far
from their own little boys and girls on Christmas eve. But they knew how
to have something to remind them of home. Every soldier who could got a
little evergreen tree and put candles on it. The French saw them, and
were so pleased that now, every year, they too have Christmas trees.
So many people from England, and from Germany, and from France have come
to our country to live, of course, we too have learned about Christmas
trees. And that is why you and so many other little girls and boys have
such pretty trees on Christmas eve.
THE ORIGIN OF THE EASTER BUNNY
Childish voices are asking why the rabbit is seen with the eggs
and the chickens that fill the shop windows and show-cases at Easter.
The legend that established the hare as a symbol of the Eastertide is
not generally known. It is of German origin and runs as follows:
Many years ago, during a cruel war, the Duchess of Lindenburg with her
two children and an old servant fled for safety to a little obscure
village in the mountains. She found the people very poor, and one thing
that surprised her much was that they used no eggs. She learned that
they had never seen or heard of hens, and so when the old servant went
to get tidings of his master and of the war he brought back with him
some of these birds.
The simple village folk were greatly interested in the strange fowl, and
when they saw the tiny yellow chickens breaking their way out of the
eggs they were full of delight. But the Duchess was saddened by the
thought that Easter was drawing near and that she had no gifts for the
little mountain children. Then an idea came to her. The spring was
beginning to colour the earth with leaves and flowers, and she made
bright dyes out of herbs and roots and coloured the eggs. Then the
children were invited to visit the Duchess, and she told them stories
of the glad Easter day, and afterwards bade each make a nest of moss
among the bushes. When they had all enjoyed the little feast provided in
their honour, they went back to the woods to look at their nests. Lo! in
each were five coloured eggs.
"What a good hen it must have been to lay such beautiful eggs," said one
child.
"It could not have been a hen," said another. "The eggs that the hens
lay are white. It must have been the rabbit that jumped out of the tree
when I made my nest."
And all the children agreed that it was the rabbit, and to this day the
mystic Bunny is supposed to bring eggs and gifts at Easter to the little
children of the "fatherland" who have been loving and kind during the
year.
THE STORY OF ST. VALENTINE
Once upon a time, there lived in a monastery across the sea a
humble monk called Valentine. Every brother save himself seemed to have
some special gift.
Now there was Brother Angelo, who was an artist, and painted such
wonderful Madonnas that it seemed as if the holy mother must step down
from the frame and bless her children.
Brother Vittorio had a wonderful voice, and on saints' days the
monastery chapel would be crowded with visitors, who came from far and
near just to listen to that wonderful voice as it soared up among the
dim old arches.
Brother Anselmo was a doctor, and knew the virtues of all roots, herbs,
and drugs, and was kept very busy going about among the sick, followed
by their tearful, grateful blessing.
Brother Johannes was skilled in illuminating, and Valentine often
watched the page grow under his clever hand. How beautiful would then be
the gospel story in brightly-coloured letters, with dainty flowers,
bright-winged butterflies, and downy, nestling birds about the borders!
Brother Paul was a great teacher in the monastery school, and even
learned scholars came to consult him. Friar John ruled the affairs of
the little monastery world with wisdom and prudence. Indeed, out of the
whole number only Valentine seemed without special talent.
The poor man felt it keenly. He longed to do some great thing. "Why did
not the good God give me a voice like Vittorio or a skilled hand like
Angelo?" he would often inquire of himself bitterly. One day as he sat
sadly musing on these things, a voice within him said 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 to this question. Like every one else, Valentine had to 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 to gather bunches of his flowers and drop them into the chubby
hands of children as they trotted to school under the gray monastery
walls. Many a happy village bride wore his roses on her way to the
altar. Scarcely a coffin was taken to the cemetery but Valentine's
lilies or violets filled the silent hands.
He got to know the birthday of every child in the village, and was fond
of hanging on the cottage door some little gift his loving hands had
made. He could mend a child's broken windmill and carve quaint faces
from walnut shells. He made beautiful crosses of silvery gray lichens,
and pressed mosses and rosy weeds from the seashore. The same tender
hands were ready to pick up a fallen baby, or carry the water bucket for
some weary mother.
Everybody learned to love the good Brother Valentine. The children clung
to his long, gray skirts, and the babies crept out on the streets to
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
found his great thing. When the simple monk died the whole countryside
mourned, and hundreds came to look for the last time on the quiet face
in the rude coffin.
A great duke walked bare-headed after that coffin, and one of the most
noted brothers of the church spoke the last words of blessing to the
weeping people.
After his death, it was remembered how sweet had been his little gifts,
and the villagers said: "Let us, too, give gifts to our friends on the
good Valentine's birthday." So ever since has the pretty custom been
carried out, and on St. Valentine's day we send our friends little
tokens of remembrance to say we love them.
THE FIRST THANKSGIVING
It is nearly three hundred years since the first Thanksgiving
Day. Though we have even more to be grateful for, I think that there are
not many of us who feel quite so thankful as the little handful of
people who set apart the first Thanksgiving Day.
There were not 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. It is on the north-eastern shores of the United States
and is called Plymouth. The people I am telling you about gave it that
name when they came to it, nearly two years before they had their first
Thanksgiving Day. It was the name of the last town they had seen in
England. Here, on the map, is the English Plymouth, and you see what a
long trip they had in their little vessel, called the _Mayflower_, to
their new home.
You still wonder why they travelled so far to make new homes for
themselves. It was because they wanted to worship God in their own way
that they left England. They were not afraid of the long voyage and all
its hardships; for they felt sure they were doing as God wished them to
do. They arrived safely, too, and built their little village by the
sea--the new Plymouth. One of the first buildings they put up was a
little log church.
The first year was very hard for everybody. The winter was colder than
any they had ever known in England, and their houses 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
plenty of game and fish. But it was such a change from their old way of
living that many people became ill, and in the spring there 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 fierce and sometimes very cruel. They tried not to let the
Indians know how few they were, and even planted grain about the graves
in the churchyard so that the Indians could not count how many had
died.
But one of the Indian Chiefs was friendly to the English and kept the
other tribes from making war on them, and the second summer they had a
great harvest and everything was more comfortable. It 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 has blessed us with a
dwelling-place of peace. He has held back the savage red man from
bringing harm to us. Therefore let us appoint a day of Thanksgiving."
After 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 women made 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 am sure, who
was coming! They had sent word to the Indians near to come and spend
Thanksgiving Day with them.
Do you suppose they came? Indeed they did. They came before breakfast
and stayed until long after supper, and had a good time, and tasted
everything the white women had cooked, and nodded their heads and said,
"How" a great many times, to say it was good. Some of the little girls
and boys were half afraid of them, but they need not have been; for that
day the Indians felt very kindly toward the English.
Ask pupils to mention things for which they are thankful.
LETTER FROM MARY QUEEN OF SCOTS, TO QUEEN ELIZABETH
Believe, Madame (and the doctors whom you sent to me this last
summer can have formed an opinion), that I am 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
conditions as you wish. Superior force is always on your side to make me
keep them, even though for any reason whatever I should wish to break
them. You have had from observation enough experience of my bare
promises, sometimes even to my own damage, as I showed you on this
subject two years ago. Remember, if you please, what I then wrote you,
and that in no way could you so much win over my heart to yourself as by
kindness, although you have confined forever my poor body to languish
between four walls; those of my rank and disposition not permitting
themselves to be gained over or forced by any amount of harshness.
* * * * *
In conclusion, I have to request two things especially; the one that as
I am about to leave this world I may have by me for my consolation some
honourable churchman, in order that I may daily examine the road that I
have to traverse and be instructed how to complete it according to my
religion, in which I am firmly resolved to live and die. This is a last
duty which cannot be denied to the most wretched and miserable person
alive; it is a liberty which you give to all foreign 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 to do anything
against their religion even when I had all power and authority over
them? And you cannot justly bring it to pass that I should be in this
extremity deprived of such a privilege. What advantage can accrue to you
from denying me this? I hope that God will forgive me if, oppressed by
you in this wise, I do not cease from paying Him that duty which in my
heart will be permitted. But you will give a very ill example to other
princes of Christendom of employing towards their subjects and
relatives, the same harshness which you mete out to me, a sovereign
queen and your nearest relative, as I am and shall be in spite of my
enemies so long as I live.
INDEX
Aims of Study, 13
Amount of Material, 18
Appendix, 136
First Christmas Tree, The, 136
First Thanksgiving, The, 140
Letter of Mary Queen of Scots, 143
Origin of the Easter Bunny, 137
Story of 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 the 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, The, 68
Flag Days, 72
Florence Nightingale, 62
Genealogical Tables, 37, 128
Historical Sense, The, 17
History and Art, 45
" " Chronology, 47
" " Composition, 26, 46
" " Constructive Work, 44, 67
" " Geography, 40, 108
" " Literature, 41
" " Oral Reading, 26
" " Science, 43, 119
How to Make History Real, 34
Illustrative Lessons, 60
Type Lesson in the Story Stage, 60
First Thanksgiving, The, 61
Florence Nightingale, 62
Postmaster, 65
Capture of Quebec, The, 66
Coming of the United Empire Loyalists, The, 67
Flag, The, 68
Suggestions for Empire Day, 75
Egerton Ryerson, 78
The Intercolonial Railway, 82
The Industrial Revolution, 87
The Road to Cathay, 92
The Armada, 97
The Feudal 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, 114
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 Facts 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 History, 38
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
Pictures, 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, 114
Reviews, 23, 31, 39, 92, 112, 118
Road to Cathay, 92
Ryerson, Egerton, 78
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 Method, 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 History, 19