Magna Charta be brought home to a class? How can children be brought to
appreciate the difficulties connected with the question of Clergy
Reserves? A few words about the latter may suggest a means.

Two aspects of the Clergy Reserves question stand out prominently, the
religious and the economic. The religious aspect will be the most
difficult for Ontario children, for they have no immediate knowledge of
what a State Church is--the point on which the religious dispute turned;
nor do they know enough about the government of the religious bodies to
which they belong to make the matter clear to them. A full understanding
must come later. 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