1. Who compose the board of trustees? (In the smaller local bodies, the names of the members may be mentioned, as giving a personal interest in the matter.)2. How and by whom are they elected?3. For what period are they elected?4. How is the board organized for the conduct of business?5. What powers do they possess?6. What duties have they to fulfil?7. How do they raise the money needed for their work?8. How is the board rendered continuous? (By electing a successor to a member who resigns; by the trustees remaining in office till their successors are elected.)
1. Who compose the board of trustees? (In the smaller local bodies, the names of the members may be mentioned, as giving a personal interest in the matter.)
2. How and by whom are they elected?
3. For what period are they elected?
4. How is the board organized for the conduct of business?
5. What powers do they possess?
6. What duties have they to fulfil?
7. How do they raise the money needed for their work?
8. How is the board rendered continuous? (By electing a successor to a member who resigns; by the trustees remaining in office till their successors are elected.)
Other governing bodies may be taken up similarly, for example: Municipal Councils (township, county, village, town, or city council), Provincial Legislature, Dominion or Federal Parliament, Imperial Parliament. A suitable time to bring up the topic of how elections are conducted would be when an election for any of the above bodies is in progress. Information on this topic may be found inCanadian Civics, by Jenkins; a fuller account is given in Bourinot'sHow Canada is Governed.
Lessons concerning special bodies of municipal and civil servants may be taken; for example, the assessor, tax-collector, policeman, postal employees, firemen, etc. In connection with all of these, the question of taxation is constantly arising. It is suggested that something should be done to put the pupils in the right attitude toward this subject. Many people have an idea that when they pay taxes they are being robbed, because they do not stop to think of what they are getting in return for their money. The chief reason for this seems to be that the taxes are usually paid once or twice a year, while the services rendered are continuous. A good way to proceed is to have the class calculate the value of the services given in return for the taxes. For example, suppose it is found that the yearly cost for each pupil in a certain section is $25.00. Divide this by the number of days (200) a pupil attends school during the year, and the cost each day for each pupil is shown be only 12-1/2 cents, not a very large sum for a community to pay for a child's education.
Other calculations may be made to show the saving to farmers by spending money in the construction of good roads to make teaming more profitable. For example: In a strip of country served by a road ten miles long, there is room for eighty farms of one hundred acres each, all the produce of which would be hauled on that road. Let us suppose that this produce would amount to 3,000 loads, such as could be hauled on an ordinary country road. The average haul being five miles, two trips a day could be made. At $5.00 a day, the cost of haulage would be $7,500.
Suppose this road to be converted into a good stone road at a cost of $3,000 a mile, a total cost of $30,000. On this road, with the larger and heavier wagons that could now be used, the farmers could easily double the size of the load. This would mean that, instead of 3,000 loads being necessary, 1,500 would be sufficient. At the same rate as before, the cost of haulage would be $3,750, an annual saving of $3,750; so that the whole cost of the road would be saved in eight years, to say nothing of the greater ease and comfort of travel to both man and beast. Better roads would also give the farmer access to market for a greater part of the year and thus enable him to take advantage of higher prices at certain seasons. It is believed that these figures are quite within the bounds of probability.
In large towns and cities the cost of public utilities may be calculated; for example, the expense of a fire-station in buildings, equipment, horses, men, etc., to show how the money raised by taxes is spent for the good of the whole community, and helps to keep down the rates for fire insurance. The kinds of taxation may also be discussed—direct and indirect; also the sources from which directtaxes are derived—customs, excise, etc.; methods of levying and collecting taxes; how taxes are spent for the various educational and charitable institutions—schools, libraries, hospitals, asylums, homes for the poor and neglected, etc.; for the protection of life and property; for the administration of justice, etc. The distribution of taxes among public institutions may be studied from the public accounts printed for the use of ratepayers.
The lessons learned about the fairness of taxation may be used to illustrate certain periods of history when people struggled against unjust and arbitrary taxation; for example, Wat Tyler's Rebellion, the Civil War in England in the seventeenth century, the American and French Revolutions, Acts of Parliament in Canada from the Quebec Act to the Act of Confederation.
A Dominion or Provincial election offers a good opportunity for a lesson on how to vote and how we came to have the right to vote; on the constitution of Parliament; on the sanctity of the ballot, etc.
A trial by jury in which the people of the district are interested may be used to introduce the history and purpose of the jury.
The teacher of history must know his subject. This does not mean that every school teacher must have an expert knowledge of the whole subject, but he should know the history that is to be taught thoroughly enough to be able to teach the lesson orally without referring constantly to the text-book or to notes. This, at least, is the ideal to strive for. To accomplish this, the teacher is earnestly recommended to read at least one book in addition to the authorized text-book, which does not usually contain much more than the important facts of history.To clothe the skeleton of facts with flesh and blood so as to make history what it really is, a record of human beings who not only did things but had also thoughts and feelings like our own, it is necessary to be able to supply the personal details that make the figures of history real, living, men and women. (See the Story of Florence Nightingale, p.62.) The teacher who does this will himself come to have a more lively interest in history.
The teacher must also know children. For the understanding of history, pupils are dependent on their previous knowledge of life and its interests. They must be led by timely suggestions or questions to see the connection between their own knowledge of life and the experiences of the actors in history. Without this connection, the facts of history remain meaningless.
To present history to the pupils in an interesting way, the oral method is the best. It is not necessary for the teacher to have a special gift for narration; any one who is really interested in the story to be told is able to tell it well enough to hold the attention of the class. In narration, mere fluency is not the chief requisite; it is more important that the pupils should feel the teacher's interest in the topic. The narration must also be confined to the facts and details that count; the teacher needs to know what to omit as well as what to narrate. If the matter has been well thought out and clearly arranged in topics with due regard to the relation of cause and effect, the telling of the story will be an easier matter, and the pupils will be trained also in a clear and logical way of treating history. The oral method should be supported by the free use of devices for making the story real. (See p.34.) While it is quite true that certain important topics are to be thoroughly mastered as centres of connection for the less importantfacts, yet it must be insisted on that a more important aim of the teacher is to arouse and stimulate an interest in history so that the pupil's study of it may continue after the close of his school-days. No mastery of facts through memorization alone will counterbalance the lack of interest in, and liking for, the subject.
The following lessons are to be considered as suggestive rather than directive, as illustrating how the principles of teaching may be applied in a particular subject. Definite knowledge of child-nature and of children's experiences, of the materials to be used, and of the purpose to be accomplished in teaching a subject, determines, in the main, the choice of method. This statement is especially true of history, for, unless it is steadily borne in mind, the temptation is very great to make the teaching of this subject consist in mere memorizing of events and dates.
The aim of this lesson is to give the pupils the story of "Moses and the Burning Bush," and at the same time to arouse an interest in stories.
As a preparation for the lesson, the teacher should secure pictures, or make sketches, illustrating (1) Moses tending his flocks, (2) the Burning Bush, (3) the rod turning to a serpent, (4) Moses setting out to do God's will. The pictures and sketches are used to make real the verbal story.
A few questions recalling the earlier events in Moses' life should be answered by the pupils, for example: Moses as a baby in the bulrushes, his adoption by the Princess, his life in the palace, his killing of the Egyptian, the cause of his flight into Midian.
The teacher should then narrate in clear, simple language the story of Moses in Midian, dividing it into parts such as: Moses at the well, his home with Jethro, the appearance of the Burning Bush, his talk with God, his excuses, God's proof of power to help, his setting out to do God's will.
In Form I it may be advisable to question, during the story, to ascertain if the language and ideas are understood, but reproduction of each part as it is narrated will probably result in a loss of attention and a lack of interest in the remainder of the story. The reproduction should, therefore, be taken after the completion of the story.
In Form II very short topic-phrases may be written on the black-board. These will serve as a guide to the pupils in the oral or written reproduction that follows.
If illustrated story-books containing this story are in the library, pupils of Form II may be asked to read them.
When practicable, an exercise in sight reading may follow this kind of lesson. The teacher may have slips containing sections of the story prepared beforehand, and may give them to the pupils for sight reading.
Materials: A set of pictures showing "The Mayflower in Plymouth Harbour"; "The Landing of the Pilgrims"; "The Pilgrims going to Church"; "Plymouth Rock"; "The Spinning Wheel." (Perry Picture Co. pictures)
A map of the western coast of Europe and the eastern coast of America drawn on the black-board.
Introduction: A talk on Thanksgiving Day as celebrated now—the returning of thanks to God for a bountiful harvest, the general good-will prevailing, the dinner. How and when did this custom originate?
Presentation: The teacher tells the story of the emigration of the Pilgrim Fathers, and shows the pictures that illustrate the different parts of the story. The voyage is traced on the map and the landing-place in America marked.
This should be followed by a spirited reading of Mrs. Hemans'The Landing of the Pilgrim Fathers, and the telling ofThe First Thanksgiving. (SeeAppendix.)
A simple version of this story may be given to pupils in Form I, accompanied by such construction work, in paper cutting and colouring, and in modelling, as they can do.
In the war that England and France were carrying on against Russia in the Crimea about fifty years ago, the English soldiers suffered terrible hardships, so terrible that more than half the army were in the hospital, and many men were dying of starvation and neglect. The people in England knew nothing of this, because they thought that everything the army needed had been sent to it. At last, they found out from the letters of Dr. Russell, the correspondent of the LondonTimes, how great were the sufferings of the soldiers, and they were so shocked at this state of things that they subscribed large sums of money, many thousands of dollars, and sent out to the army Florence Nightingale and thirty-four other nurses to do what they could for the neglected soldiers. After they came, the wounded and sick soldiers were so well cared for that thousands of them lived to come home who would have died if these noble women had not gone out to nurse them.
Do you want to know why Florence Nightingale was the one person out of all the people of England to be asked to go? From her earliest childhood she was always doing what she could to help those who were in trouble. The poor and suffering appealed to her more than to most people. When quite young, she went to visit the poor and sick on her father's estates, carrying to them some little dainties or flowers that they would be sure to like, and helping them to get well. All the animals around her home liked her, because they knew that she would not hurt them; even the shy squirrels would come quite close to her and pick up the nuts she dropped for them. An old gray pony, named Peggy, would trot up to her when she went into the field to see it, and put its nose into her pocket for the apple or other little treat that she always had for it. A sheep dog had been hurt by a stone thrown at it by a boy, and the owner thought that its leg was broken and that he would have to kill it. But it turned out to be only a bad bruise and the dog was soon well with Florence's nursing.
When her rich parents took her to London, she preferred visiting the sick people in the hospitals to enjoying herself at parties or in sight-seeing. When the family travelled in Europe, she visited the hospitals to see how the sick were being looked after. She went to one of the best hospitals in Germany to study how to nurse the sick in the best way. When she came back to England, she did a great deal to improve the hospitals, and for many years she worked so hard that her health began to fail.
It was because of what she had done in this way that she was asked to go to the Crimea to take charge of the hospitals for the English soldiers. When she came there she found things in a terrible condition. The sick and wounded men were crowded in such unhealthy rooms thatthey had very little chance to get well. She cleaned up the buildings, gave the patients clean beds and clothes, and saw that they had good, well-cooked food to eat. She looked after their comfort, sat beside their beds when they were very ill, and wrote letters for them to their families at home. Because she often walked through the rooms at night, alone, and carrying a little lamp in her hand, to see that everything was all right, she was called "the lady with the lamp." As she went about, speaking to some, nodding and smiling to others, we can imagine how much the poor soldiers thought of her.
When the war was over, the people of England were so grateful to her that the Government gave her a very large sum of money, $250,000, but she gave it all to build a school where nurses might be trained for their work. Queen Victoria gave her a beautiful jewel to show what she thought of the brave work that Florence Nightingale did.
She lived for many years, doing a great deal to show how to treat people who are ill, and how to keep people well by securing for them "pure air, pure water, cleanliness, and light." She died August 10, 1910, but the good she did in saving the lives of so many soldiers will always be remembered.
It is not intended that this story should be given to the pupils just as it is here. This account is given to indicate what facts may be told to pupils as young even as those in the senior part of Form I, and how the story may be simplified for their understanding. After the story is told, vividly and sympathetically, the reproduction by the class follows in the usual way.
This is an introductory lesson in civics, in which the aim is to make the pupils familiar with the duties, qualifications, salary, and importance of the postmaster.
The teacher and class, in imagination, make a visit to the post-office and describe what may be seen therein. A pupil's letter is prepared, and the teacher, by using an old envelope, shows what is done with the letter till it reaches the person to whom it is addressed, tabulating these points on the black-board: (1) Stamped; (2) Stamp cancelled; (3) Placed in the mail bag; (4) Taken to the railway station; (5) Placed on the train; (6) Received at its destination; (7) Marked to show date on which it was received; (8) Sorted; (9) Delivered. Another used envelope should be shown to the pupils that they may trace, from the impressions stamped upon it, its "sending" and "receiving" offices. From a consideration of these several duties of the postmaster the pupils may be led to see that he should be an honest, careful, courteous, and prompt person.
The teacher next explains how people sent letters, etc., before post-offices were instituted, and shows that the postmaster, in doing his work, is doing it as our representative, and that we should help him in the performance of his duty by plainly addressing our letters, etc.
A further explanation as to the manner of appointment and payment of salary may follow.
In another lesson, the secondary duties of the postmaster—the registration of letters, issuing of money orders and of postal notes, the receiving and forwarding of moneyto the Savings Bank, and the making of reports to the Post-office Department—may be discussed.
In teaching these the objective method should be used. The teacher should obtain envelopes of registered letters and a registration blank, a blank money order, and a blank postal note, and instruct the pupils in the proper method of filling out these forms.
The introduction to this lesson will consist of questions recalling the matter of the past lesson or lessons, and the positions of the British and the French forces in the spring of 1759. This can be easily done by sketching on the black-board a map of North America and marking on it with coloured chalk the position of each force. The chief settlements to be mentioned in the lesson of the day should also be marked. For the matter of this seeThe Ontario Public School History of Canada, pages 83-97, and Parkman'sMontcalm and Wolfe.
The teacher describes the voyage of Wolfe from Louisburg to Quebec, mentioning the means taken to secure pilots and to overcome the difficulties of navigating the St. Lawrence.
When the pupils, following the voyage, have arrived at Quebec, a description of the topography of the vicinity should be given, and an enlarged sketch, or better still, a plasticine model, made to show this. (See text-book, page 100.) The difficulty of capturing Quebec may be emphasized by reference to former attempts. On this sketch or model the disposition of the French forces should be shown, and then problems may be given as to actions that might be taken by Wolfe. For example: How would youattempt to destroy the fort? Where may Wolfe land his soldiers? What led the French to place their soldiers down as far as the Montmorenci? No doubt some wrong answers will be given, but the probability is that some boy will say that he would take some guns to the high bank on the Levis side and bombard the town of Quebec. The teacher will then tell what was done and with what results.
This should be outlined briefly on the black-board, and problem questions proposed as to the attempt of Wolfe to dislodge the French at Montmorenci.
This second step is also told and added to the outline, after which the teacher proceeds to explain the final step, dwelling particularly on the illness of Wolfe, his careful arrangement of plans, the courage shown in attempting the surprise of the hill, the speed with which his forces were drawn up on the Plains, the battle with its final outcome.
This is added to the outline, and the whole story is reproduced orally before the class is dismissed.
As desk work, the outline is copied in note-books and the pupils are directed to read the full story in Parkman'sMontcalm and Wolfe, or in the History Reader, pp. 284-292.
Note: If plasticine be used, miniature cannon, ships, bridges, etc., may be placed in position and a realistic explanation of the battle given. This would require more time and the whole story would require several lesson spaces.References: The text-book, Weaver'sCanadian History for Boys and Girls, and Parkman'sMontcalm and Wolfe.
Note: If plasticine be used, miniature cannon, ships, bridges, etc., may be placed in position and a realistic explanation of the battle given. This would require more time and the whole story would require several lesson spaces.
References: The text-book, Weaver'sCanadian History for Boys and Girls, and Parkman'sMontcalm and Wolfe.
1. Narrate briefly the story of the American Revolution, to show why they had to leave the country; describethe treatment given to them by the revolutionists; how they lost their property; how they were driven from their homes and exposed to all sorts of hardships, sometimes fatal to the women and children; emphasize their constant feeling of loyalty in face of all their troubles.
2. There was nothing for them to do but go to some place where the British flag still flew. The pupils may be asked, with the map before them, to consider where they would be most likely to go. What were the probable routes they would follow? That would depend on where they lived in the States. What methods of travel could they use? The class will see from a consideration of these points how they did travel, what routes they followed, and where they settled down. The waterways would have to be emphasized and traced out on the map; by sea from New York and Boston to Nova Scotia; by Lake Champlain and the Richelieu River to Quebec and Eastern Ontario; by the western rivers, the Mohawk, the Genesee, etc., to Western Ontario. (SeeFourth Reader, p. 170.)
3. What the Government did for them and how they succeeded. Any account of life in Canada in the early days will give the necessary information. It may be that some old settler of the neighbourhood can supply the story to one of the children.
4. In the Senior Form there may be taken up slightly the political ideals of these Loyalists and how their presence led to changes in affairs in Upper Canada.
In itself a flag is "only a small bit of bunting"; it becomes a powerful aid to patriotism when it receives a meaning from its history. It is the emblem of a nation,the symbol of sovereignty, and as such should have a prominent place in the education of the young. Children should be taught: (1) the history of the struggles and sacrifices of our forefathers in securing and maintaining our liberties; (2) the significance of the flag as standing for liberty, truth, and justice; and (3) its construction, with the special significance of each part.
The last point—the construction of the Union Jack—should be preceded by a series of lessons on the individual "jacks." These lessons should explain the significance of the term "jack"; should give the stories of St. George, the patron saint of England, of St. Andrew, the patron saint of Scotland, and of St. Patrick, the patron saint of Ireland; and the reasons for the placing of the crosses on the jacks of the several countries. (SeeAppendix.)
These lessons may be taken as follows: that of the "jack" and "St. George" after a lesson on the Crusaders; of "St. Andrew" after the lesson on the Battle of Bannockburn; of "St. Patrick" after the lesson on the Conquest of Ireland by Strongbow.
The opposite course may be followed. The construction or drawing of the flag may be taken in connection with one of the flag days; then the children will be interested in the work itself. The story of the jacks may be given afterwards in the history lessons.
As desk work following each lesson, the pupils should construct the flags, using coloured paper, and these flags should be kept for use in the final lesson. The following sizes may be used in oblong flags:
For St. George's—white ground—2-1/2 in. x 5 in., red cross 1/2 in.For St. Andrew's—blue ground—2-1/2 in. x 5 in., white cross 1/2 in.For St. Patrick's—white ground—2 1/2 in. x 5 in., red cross 1/3 in.
For St. George's—white ground—2-1/2 in. x 5 in., red cross 1/2 in.
For St. Andrew's—blue ground—2-1/2 in. x 5 in., white cross 1/2 in.
For St. Patrick's—white ground—2 1/2 in. x 5 in., red cross 1/3 in.
When the story of the union of the crowns of England and Scotland in the reign of James I has been taught, the pupils should be asked to attempt the problem of uniting the two flags into one. For this purpose the flags already made can be used. The flag of England will surmount that of Scotland, and in order that the flag of Scotland may be seen, the white ground of the flag of England must be removed, only a narrow border of white along each arm being retained to represent the ground colour. This narrow border on each side is one third of the width of the red cross.
The final lesson, the construction of the Union Jack of our day, should be given on Empire Day or a few days before. As an introduction the teacher should review the flag of each country in the Union, referring also to the Union Jacks of James and of Anne. The problem of uniting the Irish Jack with the other two might be given the pupils; but as they are not likely to succeed in solving it, it will be better for the teacher to place before them the Union Jack belonging to the school and to lead them to observe:
1. that it is usually oblong—twice as long as wide; (it may also be square);2. that the St. Andrew's Cross is partially covered by the St. Patrick's;3. that the St. George's Cross, as before, is one fifth of the width of the jack;4. that along the side of the St. Patrick's Cross is a strip of white;5. that this strip of white and the red of the St. Patrick's equal the broad white of the St. Andrew's;6. that the broad white of the St. Andrew's is partly white cross and partly white ground;7. that the broad white of the St. Andrew's is uppermost on the parts near the staff.
1. that it is usually oblong—twice as long as wide; (it may also be square);
2. that the St. Andrew's Cross is partially covered by the St. Patrick's;
3. that the St. George's Cross, as before, is one fifth of the width of the jack;
4. that along the side of the St. Patrick's Cross is a strip of white;
5. that this strip of white and the red of the St. Patrick's equal the broad white of the St. Andrew's;
6. that the broad white of the St. Andrew's is partly white cross and partly white ground;
7. that the broad white of the St. Andrew's is uppermost on the parts near the staff.
When these have been noted, the pupils are ready to unite the flags which they had formerly made. The teacher directs them to cut away all of the white ground and half of each arm of the St. Patrick's Cross, retaining the centre. This should then be pasted upon the St. Andrew's Cross as in the Union Jack. They next cut away all of the white ground of the St. George's Cross, except the border (one third of the red), and paste this above the other two. The result will be a correctly made jack, and the pupils will know the several stages in its growth.
Where it is not possible to conduct the series of lessons as above, the following method is suggested. The pupils are provided with white paper and red and blue crayons, and are led to make, as above, a study of the jack belonging to the school. The following directions are then given:
First line in with a ruler the dimensions of the flag, say five inches wide and ten inches long. Draw the diagonals in faint lines. Place the cross of St. George and its border upon the flag according to the measurements mentioned, that is, the cross one inch wide and the border one third of an inch wide. The diagonals will be the centre and dividing lines of the crosses of St. Andrew and St. Patrick. Now place the saltire crosses according to the measurements. The white arm of St. Andrew's Cross will be one-half inch in width, the white border of St. Patrick's Cross one-sixth of an inch wide, and the red cross of St. Patrick one-third of an inch wide. The red cross of St. Patrick is placed touching the diagonal, below in the first and third quarters, and above in the second and fourthquarters. Great care must be exercised in making the drawing of the Union Jack.
The following are the official regulations for the proportions of the Union Jack:1. It may be either square, or twice as long as it is wide.2. The proportions are:Red Cross of St. George 1/5 of width of flag.White border to St. George 1/3 of red of St. George.Red Cross of St. Patrick 1/3 of red of St. George.White border to St. Patrick 1/6 of red of St. George.Broad white of St. Andrew 1/2 of red of St. George.3. Broad white of St. Andrew is uppermost in the two quarters next the staff; the red of St. Patrick is uppermost in the other quarters.
The following are the official regulations for the proportions of the Union Jack:
1. It may be either square, or twice as long as it is wide.
2. The proportions are:
Red Cross of St. George 1/5 of width of flag.White border to St. George 1/3 of red of St. George.Red Cross of St. Patrick 1/3 of red of St. George.White border to St. Patrick 1/6 of red of St. George.Broad white of St. Andrew 1/2 of red of St. George.
Red Cross of St. George 1/5 of width of flag.White border to St. George 1/3 of red of St. George.Red Cross of St. Patrick 1/3 of red of St. George.White border to St. Patrick 1/6 of red of St. George.Broad white of St. Andrew 1/2 of red of St. George.
3. Broad white of St. Andrew is uppermost in the two quarters next the staff; the red of St. Patrick is uppermost in the other quarters.
Its base is the cross of St. George, red on a white ground. On the political union of England and Scotland in 1707, the cross of St. Andrew, which is a white diagonal cross on a blue ground, was added, and to this Union flag there was joined, in 1801, the cross of St. Patrick, a red diagonal cross on a white ground. The colours of the Union Jack are red, which is the emblem of courage; white, the emblem of purity; and blue, the emblem of truth; so that we cannot do anything cowardly without disgracing our flag.
On memorial days the teacher, as he describes the past events that have helped to make our country strong and keep it free, may well refer to the colours of the flag as reminders of the virtues on which our Empire rests.
For memorial days the following, among others, are suggested:
Opening and closing of each term
Jan. 1.—Municipalities incorporated in Canada, 1842. (To be celebrated on the first school day of the new year.)Feb. 10.—Union of the Canadas, 1841.March 11.—First Responsible Ministry, 1848.March 14.—Founding of Upper Canada—Constitutional Act, 1791.March 24.—Egerton Ryerson's birthday (1803-1882).Empire Day.—The school day immediately preceding May 24.May 24.—Victoria Day.June 3.—The King's Birthday, 1865.July 1.—Dominion Day: Confederation of the Provinces, 1867.July 17.—First Parliament of Upper Canada, 1792.September 13.—Battle of the Plains of Abraham, 1759.October 13.—Battle of Queenston Heights—Death of Sir Isaac Brock, 1812.October 21.—Trafalgar Day, 1805.December 24.—Close of the War of 1812-1814, by the Treaty of Ghent. (To be celebrated on the last school day before Christmas.)
Jan. 1.—Municipalities incorporated in Canada, 1842. (To be celebrated on the first school day of the new year.)
Feb. 10.—Union of the Canadas, 1841.
March 11.—First Responsible Ministry, 1848.
March 14.—Founding of Upper Canada—Constitutional Act, 1791.
March 24.—Egerton Ryerson's birthday (1803-1882).
Empire Day.—The school day immediately preceding May 24.
May 24.—Victoria Day.
June 3.—The King's Birthday, 1865.
July 1.—Dominion Day: Confederation of the Provinces, 1867.
July 17.—First Parliament of Upper Canada, 1792.
September 13.—Battle of the Plains of Abraham, 1759.
October 13.—Battle of Queenston Heights—Death of Sir Isaac Brock, 1812.
October 21.—Trafalgar Day, 1805.
December 24.—Close of the War of 1812-1814, by the Treaty of Ghent. (To be celebrated on the last school day before Christmas.)
Other days commemorating events connected with various localities may also be chosen.
For information respecting the flag, teachers are referred to Barlow Cumberland'sHistory of the Union Jack(latest edition), to theFlag Charts, by Mrs. Fessenden, and toThe Flag of Canada, by Sir Joseph Pope. For the stories of the patron saints of England, Scotland, and Ireland, see Appendix.
For information respecting the flag, teachers are referred to Barlow Cumberland'sHistory of the Union Jack(latest edition), to theFlag Charts, by Mrs. Fessenden, and toThe Flag of Canada, by Sir Joseph Pope. For the stories of the patron saints of England, Scotland, and Ireland, see Appendix.
What is the blue on our flag, boys?The waves of the boundless sea,Where our vessels ride in their tameless pride,And the feet of the winds are free;From the sun and smiles of the coral islesTo the ice of the South and North,With dauntless tread through tempests dreadThe guardian ships go forth.What is the white on our flag, boys?The honour of our land,Which burns in our sight like a beacon lightAnd stands while the hills shall stand;Yea, dearer than fame is our land's great name,And we fight, wherever we be,For the mothers and wives that pray for the livesOf the brave hearts over the sea.What is the red on our flag, boys?The blood of our heroes slain,On the burning sands in the wild waste landsAnd the froth of the purple main;And it cries to God from the crimsoned sodAnd the crest of the waves outrolled,That He send us men to fight againAs our fathers fought of old.We'll stand by the dear old flag, boys,Whatever be said or done,Though the shots come fast, as we face the blast,And the foe be ten to one—Though our only reward be the thrust of a swordAnd a bullet in heart or brain.What matters one gone, if the flag float onAnd Britain be Lord of the main!—Frederick George Scott
What is the blue on our flag, boys?The waves of the boundless sea,Where our vessels ride in their tameless pride,And the feet of the winds are free;From the sun and smiles of the coral islesTo the ice of the South and North,With dauntless tread through tempests dreadThe guardian ships go forth.
What is the white on our flag, boys?The honour of our land,Which burns in our sight like a beacon lightAnd stands while the hills shall stand;Yea, dearer than fame is our land's great name,And we fight, wherever we be,For the mothers and wives that pray for the livesOf the brave hearts over the sea.
What is the red on our flag, boys?The blood of our heroes slain,On the burning sands in the wild waste landsAnd the froth of the purple main;And it cries to God from the crimsoned sodAnd the crest of the waves outrolled,That He send us men to fight againAs our fathers fought of old.
We'll stand by the dear old flag, boys,Whatever be said or done,Though the shots come fast, as we face the blast,And the foe be ten to one—Though our only reward be the thrust of a swordAnd a bullet in heart or brain.What matters one gone, if the flag float onAnd Britain be Lord of the main!
—Frederick George Scott
It's only a small piece of bunting,It's only an old coloured rag;Yet thousands have died for its honour,And shed their best blood for the flag.It's charged with the cross of St. Andrew,Which, of old, Scotland's heroes has led;It carries the cross of St. Patrick,For which Ireland's bravest have bled.Joined with these is our old English ensign,St. George's red cross on white field;Round which, from Richard to Roberts,Britons conquer or die, but ne'er yield.It flutters triumphant o'er ocean,As free as the wind and the waves;And bondsmen from shackles unloosened,'Neath its shadows no longer are slaves.It floats o'er Australia, New Zealand,O'er Canada, the Indies, Hong Kong;And Britons, where'er their flag's flying,Claim the rights which to Britons belong.We hoist it to show our devotionTo our King, our country, and laws;It's the outward and visible emblem,Of progress and liberty's cause.You may say it's an old bit of bunting,You may call it an old coloured rag;But freedom has made it majestic,And time has ennobled our flag.
It's only a small piece of bunting,It's only an old coloured rag;Yet thousands have died for its honour,And shed their best blood for the flag.
It's charged with the cross of St. Andrew,Which, of old, Scotland's heroes has led;It carries the cross of St. Patrick,For which Ireland's bravest have bled.
Joined with these is our old English ensign,St. George's red cross on white field;Round which, from Richard to Roberts,Britons conquer or die, but ne'er yield.
It flutters triumphant o'er ocean,As free as the wind and the waves;And bondsmen from shackles unloosened,'Neath its shadows no longer are slaves.
It floats o'er Australia, New Zealand,O'er Canada, the Indies, Hong Kong;And Britons, where'er their flag's flying,Claim the rights which to Britons belong.
We hoist it to show our devotionTo our King, our country, and laws;It's the outward and visible emblem,Of progress and liberty's cause.
You may say it's an old bit of bunting,You may call it an old coloured rag;But freedom has made it majestic,And time has ennobled our flag.
The exercises on Empire Day may be extended to include most of the subjects on the time-table by providing interesting problems in these subjects which will, at the same time, keep the pupils' attention focused on the purpose of the day.
The purpose of Empire Day may be stated briefly: (1) To increase the pupils' knowledge of the various parts of the Empire; (2) To create in them fine ideals of a larger citizenship; (3) To give a feeling of responsibility for Canada's place and work in the Empire, both now and in the future.
1. In literature: Study one or more of the selections in the Public School Readers that are suitable; for example, in the IV Reader, pp. 1, 49, 74, 154, 155, 227, 231, 248, 302, 358, 409; in the III Reader, pp. 55, 140, 246, 258, 274. If these have been studied before, one or two might be read or recited by the pupils. In this Manual poems are given (pp.73,74) that may be used in the same way. Pamphlets containing suitable matter for Empire Day have been sent out by the Department of Education on several occasions.
2. In history: (a) Some information about the growth of the Empire; for example, how and when Canada, Australia, New Zealand, South Africa, or any other part of the Empire was added; (b) Comparison of the size of the British Empire with that of any earlier Empire, such as the Persian, Greek, or Roman; (c) The growth of Great Britain's commercial and naval supremacy, on what it is founded, what danger there is of losing it, etc.; (d) Interpretation of the Union Jack, or of the Canadian ensign.
3. In geography: (a) Story of the "All-Red" route, or of the "All-Red" cable—explain the meaning of "All-Red" by reference to the map; (b) "The sun never sets on the British flag." Make this clear by having pupils notice on the map that there are red spots, showing British territory, on or not very far from every meridian line; British ships, too, are in every part of the ocean; (c) Compare the population and area of Great Britain, Canada, Australia, the United States, Germany, France, etc.
4. In arithmetic: The pupils may discover how many people there are to the square mile in these countries; they may be asked to work out the population Canada would have if she were as densely populated as England,as the United States, as Germany, etc.; how fast did the population of the United States increase in the first century after the Revolution; what will the population of Canada be in fifty years, if it increases as rapidly as the population of the United States in the last fifty, etc.; at the present rate of increase, when will Canada catch up to Great Britain? When surpass her? Indicate thus the possible position and power of Canada in the not distant future, in order to deepen the sense of responsibility for the use made of our opportunities. (Let the pupils search for as much of the material needed for these calculations as they can find in their text-books.)
5. In composition: Subjects may be given for either oral or written composition; they may be reproductions of some of the exercises mentioned above, or may be on topics connected with them.
6. In drawing: Pupils may draw the flag, or any map needed above.
As described in the details of method for Form IV (see p.28), the ideal method of teaching in this Form is the oral method, which means not only the narration of the story, but the presentation to the pupils of problems connected with the lesson that the experiences of the class may help to solve. The full narration here of the lessons selected would be like doing over again the work of the text-book; accordingly, in the majority of the lessons, a topical analysis is all that is given. The value of a topical analysis is that it emphasizes the principal points that should be described or developed and, more important still, that it assists the pupils tounderstandthe lesson better, that is, to see more clearly the relation of cause and effect. The topical analysis will also suggest to the teacher how to prepare a lesson. There is no better evidence that a period of history is understood by the teacher than the ability to make a clear, concise analysis of it. This analysis should then be used instead of the text-book in teaching the lesson, and the use of it will, after a little practice has made the teacher more expert, contribute, to a surprising degree, to increased interest in the class.
One of the objects of instruction in civics is to create in the pupils ideals of citizenship that may influence their conduct in after life. The most powerful agency to use for this object is the life of some useful and patriotic citizen who gave his talents and energy to thebettering of his country. In using biography for this purpose the pupils should be given only such facts as they can comprehend, and these facts should be made as real, vivid, and interesting as possible by appropriate personal details and concrete description. The following sketch may serve as an example:
Dr. Ryerson, in speaking of his birth and parentage, said:
I was born on March 24th, 1803, in the township of Charlotteville, near the village of Vittoria, in the then London district, now the County of Norfolk. My father had been an officer in the British army during the American Revolution, being a volunteer in the Prince of Wales' Regiment of New Jersey, of which place he was a native. His forefathers were from Holland, and his more remote ancestors were from Denmark. At the close of the American revolutionary war, he, with many others of the same class, went to New Brunswick, where he married my mother, whose maiden name was Stickney, a descendant of one of the early Massachusetts Puritan settlers. Near the close of the last century, my father with his family followed an elder brother to Canada, where he drew some 2,500 acres of land from the Government for his services in the army, besides his pension.
I was born on March 24th, 1803, in the township of Charlotteville, near the village of Vittoria, in the then London district, now the County of Norfolk. My father had been an officer in the British army during the American Revolution, being a volunteer in the Prince of Wales' Regiment of New Jersey, of which place he was a native. His forefathers were from Holland, and his more remote ancestors were from Denmark. At the close of the American revolutionary war, he, with many others of the same class, went to New Brunswick, where he married my mother, whose maiden name was Stickney, a descendant of one of the early Massachusetts Puritan settlers. Near the close of the last century, my father with his family followed an elder brother to Canada, where he drew some 2,500 acres of land from the Government for his services in the army, besides his pension.
Ryerson's mother had a very strong influence over him. She was a very religious woman with a great love for her children, and from her Egerton learned lessons that never ceased to influence him. After telling how she treated him when he had done something naughty, he says that "though thoughtless and full of playful mischief, I never afterwards knowingly grieved my mother, or gave her other than respectful and kind words."
The whole family had to work hard at clearing the land and farming it. Before he was twenty-one years of age he "had ploughed every acre of ground for the season, cradled every stalk of wheat, rye, and oats, and mowed every spearof grass, pitched the whole first on a wagon, and then from the wagon to the haymow or stack." This was the work that gave him strength and health to do the great things that were before him. His years in the district school were few, yet he made such good use of them that when he was only fifteen years old he was asked to take the place of one of his teachers during the latter's illness. Further instruction from teachers was not given him till he came of age. Then he went to Hamilton to study in the Gore district grammar school for one year. Here he studied so strenuously that he was seized with an attack of brain fever, which was followed by inflammation of the lungs. His life was despaired of, but his good constitution and his mother's nursing restored him to health.
Shortly afterwards he began his work as a Methodist preacher. When twenty-three years old, he undertook a mission to the Indians at the Credit and resided among them as one of themselves, to show them better ways of living and working. This is part of his account: "Between daylight and sunrise, I called out four of the Indians in succession and, working with them, showed them how to clear and fence in, and plough and plant their first wheat and cornfields. In the afternoon I called out the schoolboys to go with me, and cut and pile and burn the brushwood in and around the village."
In 1829The Christian Guardiannewspaper was organized as the organ of the Methodists, and the young preacher placed in the editorial chair; in 1841 he was chosen President of Victoria College.
In 1844 Dr. Ryerson was appointed Chief Superintendent of Education for Upper Canada. He immediately set himself to awaken the country to a proper estimate of the importance of education, and to improve the qualifications of teachers. He urged the people to build betterschools and to pay better salaries, so that well-qualified teachers could be engaged. He visited foreign countries to study their systems and methods that he might make the schools of Upper Canada more efficient. A Provincial Normal and Model School was established in 1847, better books were provided for the pupils, more and better apparatus and maps for all schools. All this was done in the face of many difficulties inevitable in a new country—popular ignorance, apathy, lack of means to build schools and support them, lack of time to attend them. The opposition of many who did not set the same value on education that he himself did had also to be faced. With unwearied zeal, steadfast courage, and unfailing patience, he met these difficulties. For over thirty years, he devoted his matured manhood and great endowments to the task of developing a public sentiment in favour of education, and of building on sure foundations a system of elementary and secondary schools that is the just pride of our Province and his own best monument.
In 1876 he resigned his position of Chief Superintendent, and was succeeded by a Minister of Education. He had nobly fulfilled the promise he made on accepting office in 1844—"to provide for my native country a system of education, and facilities for intellectual improvement not second to those in any country in the world."
He died in 1882. To honour him in his death as he had served it in his life the whole country seemed assembled, in its representatives, at his funeral. Members of the Legislature, judges, University authorities, ecclesiastical dignitaries, thousands from the schools which he had founded, and above all, the common people, for whose cause he never failed to stand, followed to the grave the remains of the great Canadian who had lived so faithfully and well for his country.