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 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