bear blossom of the dead.

(_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 cer