Chapter V: Illustrative Lessons (3)

4. At this time the French greatly outnumbered the British, and the
fear of the Revolution of the American Colonies led to the French
being favoured in the Quebec Act, 1774.

III. 1774 to 1791--Quebec Act to Constitutional Act:

1. Both "old" and "new" subjects dissatisfied--the French with
British Court procedure, the British with French feudal customs.

2. Provisions of the Quebec Act:

(_a_) Change of boundaries (See text-book.)

(_b_) Governor and Legislative Council appointed; no
assembly called.

(_c_) French Civil Law; British Criminal Law

(_d_) No oath required, as before, hostile to the Roman
Catholic Church--beginning of religious liberty

(_e_) Legislative Council had no control of taxation

IV. 1791 to 1841--Constitutional Act to Act of Union Provisions of Constitutional Act:

1. Upper and Lower Canada divided, because French and British could
not agree on many points.

2. Each Province had a Governor, a Legislative Council, a
Legislative Assembly, and an Executive Council. The Legislative
Council was composed of the highest officials, appointed
practically for life, and responsible to no one. Many of these were
also members of the Executive Council. The Legislative Assembly was
elected and was yet without control of the whole revenue, as the
Home Government still collected "all duties regulating colonial
navigation and commerce."

3. The Clergy Reserves were established; later to become a bone of
contention.

V. 1841 to 1867--Act of Union to British North America Act.

The demands of the people for responsible government, that is, for control of the Executive and of taxation, became so insistent that the Act of Union was passed, following Lord Durham's report on the Rebellion of 1837.

Provisions of the Act of Union:

1. Legislative Council appointed (20 members)

2. Legislative Assembly elected (42 from each Province, later 65
from each)

3. Executive Council selected from both Houses

4. A permanent Civil List of £75,000 was granted

5. The Legislative Assembly controlled the rest of the revenue.
Money bills were to originate with the Government. This was really
Responsible Government, as it was developed under Elgin.

VI. 1867 to the present:

The British North America Act was the statement of a complete victory of the people for Responsible Government. The Executive Council (Cabinet) is wholly responsible to Parliament, in which the members of the Executive must have seats; the raising and the spending of revenue is wholly in the hands of the people's representatives. For a clear summary of the concessions won by Canadians, see Bourinot, _How Canada is Governed_, page 34; see also _Ontario Public School History of Canada_, pp. 267 et seq.

DEVICES

MAPS

1. Wall maps for general study, especially of modern history.

2. Outline or sketch maps drawn on the black-board by the teacher or the pupils for use in the study of earlier history, or explorations, etc. For these purposes the details of a wall map are not only not needed, but are rather a hindrance.

3. Relief maps of plasticine, clay, or salt and flour, to be made by the pupils to illustrate the influence of geographical facts in history, and to make events in history more real to the pupils.

PICTURES

1. Many good historical pictures of persons, buildings, monuments, and events may be collected by the pupils and the teacher from magazines and newspapers, and pasted in a scrap-book. (See Educational Pamphlet, No. 4, _Visual Aids in the Teaching of History_.)

2. The Perry Picture Co., Malden, Mass., publishes pictures in different sizes, costing from one cent upward. Many of these are useful in teaching history. Similar pictures may be obtained from the Cosmos Picture Co., New York.

3. Good picture post-cards can be easily obtained.

4. Lantern slides and stereopticon views may be used. (For lists of dealers and publishers of 3 and 4, see also _Visual Aids in the Teaching of History_.)

MUSEUMS

These often contain relics of earlier times in the form of implements, utensils, weapons, dress. A visit to one will interest pupils.

SOURCE BOOKS

Some source books for illustrating earlier conditions in Ontario are:

1. _The Talbot Régime._ By Charles Oakes Ermatinger, St. Thomas.

2. _Pioneer Days._ By David Kennedy, Port Elgin. Sold by author, 50c.

3. _United Empire Loyalists._ By Egerton Ryerson. William Briggs.

4. _Canadian Constitutional Development._ Selected speeches and dispatches, 1766-1867. By Egerton and Grant Murray. $3.00.

5. _Pen Pictures of Early Pioneer Life in Upper Canada._ William Briggs, Toronto, $2.00.

GENEALOGICAL TABLES

Those needed to illustrate special periods may be found in the larger histories. Pupils should be instructed how to interpret them.

CHRONOLOGICAL CHART

This may be made by the class, on the black-board or on a slated cloth as the work advances. On the left hand of a vertical line are set down the dates, allowing the same space for each ten years, the close of each decade being shown in larger figures. On the right side are set down the events in their proper place. For example, in studying the career of Champlain, the Chart will be begun as follows:

CHAMPLAIN

=1600=

1603 First visit, when 36 years old, with Pontgravé.

1604 With De Monts and Poutrincourt he undertakes to colonize Acadia; forms a settlement at Port Royal.

1608 Founds Quebec.

1609 Explores Richelieu River and Lake Champlain; forms an alliance with the Hurons and Algonquins against the Iroquois.

1610 Marriage.

1611 Establishes a trading station at what is now Montreal.

1613 Ascends the Ottawa River, expecting to find the way to China; deceived, returns to France.

1615 Brings out the Recollet Fathers to Christianize the Indians; explores the country of the Hurons.

=1620=

A useful chart which shows the growth of Canada is to be found in Taylor's _Cardinal Facts of Canadian History_, reproduced in Duncan's _The Canadian People_. An Illustrated Chart of Canadian History is published by the United Editors Company, of Toronto.

NOTE-BOOKS AND CLASS EXERCISES

In the Fourth Form, pupils should copy into a notebook the black-board work--topical outlines, time chart, etc., as a basis for review and for class exercises in composition. Such a topical summary, the joint work of teacher and class, is the best means of review for examination purposes, when one is held.

Pupils may occasionally be asked to make from the text-book, without preceding class work, a topical analysis either of a subject which is treated consecutively in the book, such as the War of 1812-14, or of a subject that requires the pupil to collect his material from various parts of the book, or even from several books. In the latter case the teacher should direct the pupil to the proper sources.

BIBLIOGRAPHY

A. FOR TEACHERS

I. _Histories_:

(_a_) English:

1. A Short History of the English People. Green. $1.50. The
Macmillan Company of Canada, Ltd., Toronto.

2. Ontario High School History of England. 65c. The Macmillan
Company of Canada, Ltd., Toronto.

3. A History of the British Nation. A.D. Innes. $1.25. E.C. & T.C.
Jack, Edinburgh.

(_b_) Canadian:

1. A History of Canada. Roberts. $1.00. The Macmillan Company of
Canada, Ltd., Toronto.

2. Story of Canada (Story of the Nations Series). Bourinot. $1.50.
G.P. Putnam's, New York.

3. A Historical Geography of the British Colonies, 10 vols. Canada: