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 certain important periods, such as the settlement of Upper
Canada by the United Empire Loyalists, etc. (See Detailed Course of
Study, p. 5.) We may also study our history along special lines of
development--political, military, social, educational, religious,
industrial, and commercial--but these phases are subjects of study
rather for secondary schools and colleges.


STAGES OF STUDY

There are three stages in the study of history which, though they
overlap each other, yet indicate different methods of treatment for
pupils at different ages. They are the Story stage, the Information
stage, and the Reflective stage. These stages are not exclusive, nor do
they coincide with the first three Forms in the schools.


THE STORY STAGE

This stage is suitable for children in the primary grades and is chiefly
preparatory to the real study of history in the higher grades. The need
for this stage lies in the fact that the child's "ideas are of the
pictorial rather than of the abstract order"; yet his spontaneous
interest in these things must be made to serve "as a stepping-stone to
the acquired interests of civilized life." The definite objects at this
stage are: