know the story of how our present institutions and conditions have come to be what they are; we must know the ideals of our forefathers, the means they took to realize them, and to what extent they succeeded. It is only in this way that we become capable of passing judgment, as citizens, on what is proposed by political and social reformers, and thus justify and guarantee our existence as a democracy.

(b) Patriotism, which depends largely on the associations formed in childhood, is intensified by learning how our forefathers fought and laboured and suffered to obtain all that we now value most in our homes and social life. The courage with which the early settlers of Upper Canada faced their tremendous labours and hardships should make us appreciate our inheritance in the Ontario of to-day, and determine, as they did, to leave our country better than we found it.

(c) "History teaches that right and wrong are real distinctions." The study of history, especially in the sphere of biography, has a moral value, and much may be done, even in the primary classes, to inspire children to admire the heroic and the self-sacrificing, and to despise the treacherous and the self-seeking. The constant struggle to right what is wrong in the world may be emphasized in the senior classes to show that nothing is ever settled until it is settled right.

(d) History affords specially good exercise for the judgment we use in everyday life in weighing evidence and balancing probabilities. Such a question as "Did Champlain do right in taking the side of the Hurons against the Iroquois, or even in taking sides at all?" may be suggested to the older pupils for consideration.

(e) History, when taught by a broad-minded, well-informed teacher, may do much to correct the prejudices—social, political, religious—of individuals and communities.

(f) The imagination is exercised in the effort to recall or reconstruct the scenes of the past and in discovering relations of cause and effect.

(g) The memory is aided and stimulated by the increase in the number of the centres of interest round which facts, both new and old, may be grouped.

(h) A knowledge of the facts and inferences of history is invaluable for general reading and culture.

To sum up: It is important that the good citizen should know his physical environment; it is just as important for him "to know his social and political environment, to have some appreciation of the nature of the state and society, some sense of the duties and responsibilities of citizenship, some capacity in dealing with political and governmental questions, something of the broad and tolerant spirit which is bred by the study of past times and conditions."

SCOPE

The ideal course in history would include (1) a general view of the history of the world, giving the pupil knowledge enough to provide the proper setting for the history of his own country; (2) a more detailed knowledge of the whole history of his own country; (3) and a special knowledge of certain outstanding periods or tendencies in that history. In our schools, we should give most attention to the study of Canadian and British history as a whole, to enough of the history of France and other countries to make clear certain parts of our own history, and to certain important periods, such as the settlement of Upper Canada by the United Empire Loyalists, etc. (See Detailed Course of Study, p. 5.) We may also study our history along special lines of development—political, military, social, educational, religious, industrial, and commercial—but these phases are subjects of study rather for secondary schools and colleges.

STAGES OF STUDY

There are three stages in the study of history which, though they overlap each other, yet indicate different methods of treatment for pupils at different ages. They are the Story stage, the Information stage, and the Reflective stage. These stages are not exclusive, nor do they coincide with the first three Forms in the schools.

THE STORY STAGE

This stage is suitable for children in the primary grades and is chiefly preparatory to the real study of history in the higher grades. The need for this stage lies in the fact that the child's "ideas are of the pictorial rather than of the abstract order"; yet his spontaneous interest in these things must be made to serve "as a stepping-stone to the acquired interests of civilized life." The definite objects at this stage are:

(a) To create and foster a liking for historical study. It is impossible, in the public school life of a child, which is usually ended at the age of twelve to fourteen years, to accomplish all that has been indicated above concerning the aims of history teaching. The most that can be done is to lay the foundation and give the pupil a desire to continue his reading after his school days are over. Serious blame rests on the teacher whose methods of teaching history, instead of attracting the child to the subject, give him a distaste for it. If history is made real and living to children, it is usually not difficult to have them like it. (For suggestions, see p. 34.)

(b) To acquaint the pupils with some of the important historical persons. We wish to take advantage of the fact that "the primitive form of attention which is captured at once by objects that strike the senses is giving place in some degree to appreciative attention, which is yielded to things that connect themselves with what we already know, and which implies ability to adopt the reflective attitude towards a proposed problem."[A] Now children are more interested in people than in institutions or events; and, if we can give them a knowledge of some of the striking incidents in the lives of important characters in history, we may expect them to be more interested in the study of history at a later period, because they will frequently meet with these familiar names. The emphasis at this stage is therefore on biography.

(c) To help the development of the "historical sense." The "historical sense" includes the notion of time, the notion of a social unit and, according to some, the notion of cause and effect. The notion of time implies the power "to represent the past as if it were present"—that is, the power to enter into the thoughts and feelings of people of the past as if we were living amongst them. This notion of time comes at different ages; to some early, to others very late. It came to Professor Shaler at the age of about eight or nine years, as the direct result of vivid story-telling: