tain,
1788; legislative union of Ireland with Great Britain, 1801; Napoleonic
wars; Nelson, Wellington, Aboukir, Trafalgar, and Waterloo; industrial
revolution--the change from an agricultural to an industrial country.

William IV: Reform Act of 1832, a great forward movement in democratic
government; abolition of slavery, 1833; railways and steamships.

Victoria: First British settlement in New Zealand, 1839; Repeal of the
Corn Laws, 1846--free trade, the commercial policy of England;
Elementary Education Act, 1870, education compulsory; parliamentary
franchise extended--vote by ballot; Crimean war; Indian Mutiny; Egypt
and the Suez Canal; Boer War--Orange Free State and South African
Republic annexed; social progress.

Edward VII: Irish Land Act of 1903; pensions for aged labourers; King
Edward, "the Peace-maker."

CIVICS

Taxation--direct and indirect; how the revenue of the Dominion,
provinces, and municipalities, respectively, is collected.

Federal Government--Governor-general, Senate, House of Commons, Premier,
Cabinet.

Imperial Government--King, House of Lords, House of Commons, Premier,
Cabinet.

HISTORY

CHAPTER I

THE AIMS AND STAGES OF STUDY

AIMS

History may be made, in several ways, an important factor in forming
intelligent, patriotic citizens:

(_a_) It must be remembered that society, with all its institutions, is
a growth, not a sudden creation. It follows that, if we wish to
understand the present and to use that knowledge as a guide to future
action, we must 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.

To-morrow yet would reap to-day,
As we