ter. The best point of approach seems to be to give the
class some idea of the number of settlers belonging to the churches of
England and of Scotland, which claimed the right to the lands reserved,
and compare with this the number of all other Protestant bodies that
claimed to share in them; for this difference in numbers was one of the
chief causes of bitterness. An arithmetical appeal is concrete. There
was also the economic aspect. The Clergy Reserves were one seventh of
the land in each township. Another seventh was withheld from free
settlement as Crown Lands. Now in some townships there were about 50,000
acres. Let the class find out how many acres were thus kept from
settlement. Tell them that this land was not all in one block, but
distributed through the township. They can now be asked to consider how
this would interfere with close settlement and therefore with the
establishment of schools, churches, post-offices, mills, and stores. A
diagram of a township would be of great help. These two points will help
them to see why an early and fair settlement of the vexed question was
desired. Wherever possible, present problems for them to solve by their
own experiences.

4. The reading to the class of accounts of events written by people
living at the time will give an atmosphere of reality and human interest
to the events. For example, a story of early pioneer days told by a
pioneer gives a personal element (see _Pioneer Days_, Kennedy); a letter
by Mary Queen of Scots, to Elizabeth (see p. 143), will make both of
these queens real living people, not mere names in history. (See
_Studies in the Teaching of History_, Keatinge, p. 97, also selections
from _The Sources of English History_, Colby, p. 163.) Not much of this
may be possible, but more use might easily be made of such materials,
especially with the early history of Ontario.

5. The use of local history and of current events will be treated
elsewhere. (See pp. 49, 51.)

6. When possible, let the pupils form their idea of an historical person
from his actions and words just as we form our estimate of each other,
instead of having them memorize mere summaries of his character before
they know his actions.

7. Genealogical and chronological tables, written on the black-board and
discussed with the class, will be of service in understanding certain
periods, such as the Wars of the Roses, and in helping to form the
time-sense of pupils. (See Chronological Cha