(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.
(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.
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 theTrentaffair, theAlabamatrouble, 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:
SeeOntario 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.
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.
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.
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.
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.)
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 Patriotinvasion under Von Schultz, a Polish adventurer. (SeeOntario Public School History, p. 178, and picture in Weaver'sCanadian 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. (SeeOntario 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. (SeeOntario 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. (SeeOntario School Geography, p. 116, andOntario 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. (SeeOntario 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 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).
The Parliament had already established its sole right to levy taxation. (See Green'sShort 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).
(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.
(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.
(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.
I.The Era of Reform in Britain:
1. The Methodist Revival, which stirred the hearts of the people, and gave them higher ideals2. 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 code3. Political Reforms:(a) The Reform Bill(b) The Chartist Agitation(c) The repeal of the Corn Laws
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 Elizabeth2. Its growth under James I3. The struggle and victory under Charles I4. Triumph and decay under the Commonwealth5. Its dissolution under Charles II6. It was the root of the resistance offered to the misrule of James II.
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.
The purpose of these notes, which are condensed from the article on "Civilization" in theEncyclopaedia 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.
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 offire.
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 thebow 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 ofpottery.
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 thedomestication 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 ofiron-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, andpaperand theprinting 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 thesteam-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?
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 broadersympathies, 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
(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 theirmingling 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.
(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.
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.
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 districts2. Little disturbance of French customs; thehabitantscontent3. Influx of "old" subjects—their character. (SeeOntario Public School History of Canada, p. 109;History of Canada, Lucas and Egerton, Part II, pp. 4 and 7.)
1. Amherst the nominal governor; Canada divided into three districts
2. Little disturbance of French customs; thehabitantscontent
3. Influx of "old" subjects—their character. (SeeOntario 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 Murray2. Unrest owing to demands of the "old" subjects3. 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.
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.
(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
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
(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.
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 Houses4. A permanent Civil List of £75,000 was granted5. 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.
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 alsoOntario Public School History of Canada, pp. 267 et seq.
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 alsoOntario Public School History of Canada, pp. 267 et seq.
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.
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 alsoVisual Aids in the Teaching of History.)
These often contain relics of earlier times in the form of implements, utensils, weapons, dress. A visit to one will interest pupils.
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.
Those needed to illustrate special periods may be found in the larger histories. Pupils should be instructed how to interpret them.
This may be made by the class, on the black-board or on a slated cloth as the work advances. On the left handof 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:
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.
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.
1610Marriage.
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.
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'sCardinal Facts of Canadian History, reproduced in Duncan'sThe Canadian People. An Illustrated Chart of Canadian History is published by the United Editors Company, of Toronto.
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.
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.
(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.
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.
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.
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.
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.
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.
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.
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.
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.
1. Reader's Guide to English History. Allen. 25c. Ginn and Company, New York.