Ontario Teachers' Manuals: History Part 18

(_a_) By granting monopolies (200,000).

(_b_) By Star Chamber fines--large fines for slight offences.

(_c_) By illegal duties.

(_d_) By "s.h.i.+p-money" (Trial of Hampden).

His methods of establis.h.i.+ng the English Church were:

(_a_) Religious oppression--chief agent, Laud; chief sufferers, the Puritans.

(_b_) Attempt to force the English Church prayer-book on Scotland led to rebellion.

This rebellion forced Charles to summon Parliament in order to raise money. Parliament refused to give money till their grievances were redressed. It was dissolved in three weeks. Urgent need of troops to keep back the Scottish rebels made Charles summon Parliament again in six months (1640). This is known as the "Long Parliament."

7. (_a_) Parliament first accused Laud and Strafford.

(_b_) The "Grand Remonstrance" named the illegal acts of Charles.

(_c_) This led to Charles' final blunder--the attempt to arrest the five members.

8. Open war, now the only way out, went on till Charles was captured and beheaded, and Parliament held, for a time, entire control.

SUGGESTIVE OUTLINES FOR REVIEWS

FORM IV

I. _The Era of Reform in Britain_:

1. The Methodist Revival, which stirred the hearts of the people, and gave them higher ideals

2. Social Reforms: (_a_) Canning, the friend of the oppressed (_b_) Wilberforce and the abolition of slavery (_c_) Elizabeth Fry and prison reform (_d_) Revision of the criminal code

3. Political Reforms: (_a_) The Reform Bill (_b_) The Chartist Agitation (_c_) The repeal of the Corn Laws

II. _The Puritan Movement_:

1. Its beginning under Elizabeth

2. Its growth under James I

3. The struggle and victory under Charles I

4. Triumph and decay under the Commonwealth

5. Its dissolution under Charles II

6. It was the root of the resistance offered to the misrule of James II.

FOR TEACHERS' REFERENCE

THE STAGES IN THE DEVELOPMENT OF CIVILIZATION

CORRELATION OF HISTORY AND SCIENCE

The purpose of these notes, which are condensed from the article on "Civilization" in the _Encyclopaedia Britannica_ (latest edition), is to provide the teacher with some interesting material, by the use of which he may impress on the pupils the far-reaching effects of certain inventions and discoveries, which are in such common use to-day that they are very likely to be underestimated. The number of lessons must be left entirely to the discretion of the teacher.

NOTES

The close relation between the progress of civilization, as told in history, and scientific inventions and discoveries is shown by Lewis H.

Morgan, who has indicated nine stages in the upward march of mankind from the earliest times to the present. There are three stages of savagery, three of barbarism, and three of civilization, the close of each stage being marked by an important discovery or invention. The problem method may be used, by asking what each invention or discovery would enable the people to do that they could not do before.

1. The savages in the first stage were developing speech, lived on raw nuts and fruits, and were restricted to places where they could have warmth and food. This stage was ended by the discovery of _fire_.

2. With the use of fire, their food now included fish and perhaps flesh; they could migrate to colder climates. This stage ended with the invention of the _bow and arrow_.

3. With the bow and arrow, the savage was safer from fierce animals; he could kill also to get food, and skins for clothing and tents; with stronger food and better protection he could and did migrate into more distant, colder countries. This stage ended with the invention of _pottery_.

4. Hitherto man had had no cooking utensils that could withstand fire.

Now he could boil his food, and his diet was extended to include boiled meat and vegetables. The next stage was reached by the _domestication of animals_.

5. The dog, the sheep, the ox, the camel, the horse were rapidly domesticated; some of these provided man with food independent of the chase; others gave him better, swifter means of travel and transportation. Distant peoples were thus brought into contact and commerce began. New ideas were gained from each other. Larger communities were formed, and towns and cities began. Property became individual, instead of being communal.

6. This stage began with the invention of _iron-smelting_. Immense progress was now possible in the various arts of peace: house-building, road-making, construction of vehicles, the making of all sorts of tools.

By these tools man was now able to express his aesthetic nature as never before. Implements of war also became more numerous and more deadly.

7. The human race was now lifted from the highest stage of barbarism to the lowest stage of civilization by one of the most important inventions that man has ever made--_writing_. This made possible the recording of man's deeds and thoughts for posterity, thus securing the gains of each generation for all succeeding generations, and making history possible.

8. The next stage of progress is marked by a group of inventions,--_gunpowder_, _the mariner's compa.s.s_, and _paper_ and the _printing press_. The Middle Ages, as we call them, were now ended, and the human race found itself on a stage as wide as the world.

9. The next invention, which came quickly after the preceding ones, and placed mankind in the present stage of civilization, was the _steam-engine_. The revolution which this brought about is so recent as to need no details here. (See lesson on the Industrial Revolution, p.

87.) What is to be the invention that will mark the entrance of the race on a higher stage still, when Tennyson's dream of a "Federation of the World the Parliament of Man" may be realized? Is it the airs.h.i.+p, giving man the conquest of the last element still unmastered?

THE NEW LEARNING

1. The aim of this lesson is to make the pupils familiar with one of the most important movements in English history, by having them study the meaning, causes, tendencies, and effects of the New Learning.

2. As an introduction, a lesson or two should be given on the conditions prevailing in Europe during the latter part of the Middle Ages, because a knowledge of these conditions is essential to a right understanding of many of the causes of the New Learning.

The New Learning was a phase of a greater movement called the Renaissance, which arose in Italy during the fourteenth century. The Renaissance marked the end of the Middle Ages and the beginning of modern history. It meant re-birth, a new life. People took a new interest in living. The influence of the monk and of the knight was pa.s.sing, and the man of affairs, with his broader sympathies, his keener vision, his more varied interests, and his love of liberty, was coming into prominence.

How to enjoy life, how to get the greatest value out of it, became the great problem. In their attempt to solve this problem people turned their attention to the ancient literature of Greece and Rome; for it was believed that the ancient Greeks and Romans had a fine appreciation of the meaning and beauty of life. They began to seek out the old literature and to study it. This new study has been called the Revival of Learning or the New Learning. The influence of these two great literatures soon made itself felt. Every province of knowledge was investigated, and people everywhere were influenced by this great intellectual awakening.