gher prices
at certain seasons. It is believed that these figures are quite within
the bounds of probability.

In large towns and cities the cost of public utilities may be
calculated; for example, the expense of a fire-station in buildings,
equipment, horses, men, etc., to show how the money raised by taxes is
spent for the good of the whole community, and helps to keep down the
rates for fire insurance. The kinds of taxation may also be
discussed--direct and indirect; also the sources from which direct
taxes are derived--customs, excise, etc.; methods of levying and
collecting taxes; how taxes are spent for the various educational and
charitable institutions--schools, libraries, hospitals, asylums, homes
for the poor and neglected, etc.; for the protection of life and
property; for the administration of justice, etc. The distribution of
taxes among public institutions may be studied from the public accounts
printed for the use of ratepayers.

The lessons learned about the fairness of taxation may be used to
illustrate certain periods of history when people struggled against
unjust and arbitrary taxation; for example, Wat Tyler's Rebellion, the
Civil War in England in the seventeenth century, the American and French
Revolutions, Acts of Parliament in Canada from the Quebec Act to the Act
of Confederation.

A Dominion or Provincial election offers a good opportunity for a lesson
on how to vote and how we came to have the right to vote; on the
constitution of Parliament; on the sanctity of the ballot, etc.

A trial by jury in which the people of the district are interested may
be used to introduce the history and purpose of the jury.

THE TEACHER OF HISTORY

The teacher of history must know his subject. This does not mean that
every school teacher must have an expert knowledge of the whole subject,
but he should know the history that is to be taught thoroughly enough to
be able to teach the lesson orally without referring constantly to the
text-book or to notes. This, at least, is the ideal to strive for. To
accomplish this, the teacher is earnestly recommended to read at least
one book in addition to the authorized text-book, which does not usually
contain much more than the important facts of history. To clothe the
skeleton of facts with flesh and blood so as to make history what it
really is, a record of human beings who not only did things but had also
thoughts and feelings like our own, it is necessary to b