IMAGE EVALUATION
TEST TARGET (MT-3)

s Ce

1.0

I.I

IIM 112.5

m _

«^'f IM III 2.2

12.0

1.8

1.25 1.4 1 6

•* 6"

►

^>.

% ^'->

Photographic

Sciences
Corporation

'<?)

23 WIST MAIN STREET

WEBSTER, N.Y. 14580

(716) 873-4303

CIHM/ICMH

Microfiche

Series.

CIHM/ICIVIH
Collection de
microfiches.

Canadian Institute for Historical Microreproductions Institut Canadian da microreproductions historiques

1980

Technical and Bibliographic Notes/Notes techniques at bibliographiques

The Institute has attempted to obtain the best
original copy available for filming. Features of this
copy which may be bibliographically unique,
which may alter any of the images in the
reproduction, or which may significantly change
the usual method of filming, are checked below.

Coloured covers/
Couverture de couleur

D
D
D
D

Covers damaged/
Couverture endommagde

Covers restored and/or laminated/
Couverture restaurto et/ou pellicul6e

□ Cover title missing/
Le titre de couverture manque

I I Coloured maps/

Cartes gdographiques en couleur

Coloured ink (i.e. other than blue or black)/
Encre de couleur (i.e. autre que bleue ou noire)

Coloured plates and/or illustrations/
Planches et/ou illustrations en couleur

Bound with other material/
Reli6 avec d'autres documents

Tight binding may cause shadows or distortion
along interior margin/

La reliure serr6e peut causer de I'ombre ou de la
distortion le long de la marge int6rieure

Blank leaves added during restoration may
appear within the text. Whenever possible, these
have been omitted from filming/
II se peut que certaines pages blanches ajout^es
lors d'une restauration apparaissent dans le texte,
mais, lorsque cela dtait possible, ces pages n'ont
pas 6t6 film6es.

Additional comments:/
Commentaires supplimentaires;

L'Institut a microfilm^ le meilleur exemplaire
qu'il lui a 6t6 possible de se procurer. Les details
de cet exemplaire qui sont peut-dtre uniques du
point de vue bibliographique, qui peuvent modifier
une image reproduite, ou qui peuvent exiger une
modification dans la mdthode normale de filmage
sont indiqu6s ci-dessous.

□ Coloured pages/
Pages de couleur

n Pages damaged/
Pages endommag^es

□ Pages restored and/or laminated/
Pages restaurdes et/ou pelliculdes

n Pages discoloured, stained or foxed/
Pages ddcolordes, tachetdes ou piqudes

□ Pages detached/
Pages d6tach6es

I "Y Showthrough/
I ^1 Transparence

□ Quality of print varies/
Qualitd in6gale de I'impression

□ Includes supplementary material/
Comprend du matdriel supplementaire

□ Only edition available/
Seule Edition disponible

Pages wholly or partially obscured by errata
slips, tissues, etc., have been ref limed to
ensure the best possible image/
Les pages totalement ou partiellement
obscurcies par un feuillet d'errata, une pelure,
etc., ont 6t6 film6es A nouveau de fnqon d
obtenir la meilleure image possible.

10X

This item is filmed at tho reduction ratio checked below/

Ce document est film6 au taux de reduction indiquA ci-dessous.

14X

18X

22X

26X

aox

lax

16X

20X

24X

3tX

32X

The copy filmed here has been reproduced thanks
to the generosity of:

National Library of Canada

L'exemplaire filmd fut reproduit grdce d la
g6n6rosit§ de:

Bibliothdque nationale du Canada

The images appearing here are the best quality
possible considering the condition and legibility
of the original copy and in keeping with the
filming contract specifications.

Original copies in printed paper covers are filmed
beginning with the front cover and ending on
the last page with a printed or illustrated impres-
sion, or the back cover when appropriate. All
other original copies are filmed beginning on the
first page with a printed or illustrated impids-
sion, and ending on the last page with a printed
or illustrated impression.

The last recorded frame on each microfiche
shall contain the symbol -^(meaning "CON-
TINUED"), or the symbol V (meaning "END"),
whichever applies.

Maps, plates, charts, etc., may be filmed at
different reduction ratios. Those too large to be
entirely included in one exposure are filmed
beginning in the upper left hand corner, left to
right and top to bottom, as many frames as
required. The following diagrams illustrate the
method:

Les images suivantes ont 6x6 reproduites avec le
plus grand soin, compte tenu de la condition et
de la nettetd de l'exemplaire film6, et en
conformity avec les conditions du contrat de
filmage.

Les exemplaires originaux dont la couverture en
papier est imprim6e sont film^s en commenpant
par le premier plat et en terminant soit par la
dernidre page qui comporte une empreinte
d'impression ou d'illustration, soit par le second
plat, selon le cas. Tous les autres exemplaires
originaux sont filmds en commenpant par la
premidre page qui comporte une emp'^inte
d'impression ou d'illustration et en tu-minant par
la dernidre page qui comporte une telle
empreinte.

Un des symboles suivants apparaitra sur la
dernidre image de cheque microfiche, selon le
cas: le symbole — ► signifie "A SUIVRE". le
symbole V signifie "FIN".

Les cartes, planches, tableaux, etc., peuvent dtre
film6s d des taux de reduction diffirents.
Lorsque le document est trop grand pour dtre
reproduit en un seul clich6. il est filmd d partir
de Tangle sup6rieur gauche, de gauche 6 droite,
et de haut en bas, en prenant le nombre
d'images ndcessaire. Les diagrammes suivants
illustrent la mdthode.

Tv n

♦>

-i

ci-(^\^^-<-''^

!-4

Monument of Victory to those who Fell in the Northwest Rebellion

of }885» Toronto.

SCHOOL ROOM DECORA TION

An Addrefs to Canadian
Historical Societies.

J. GEORGE HODGINS, M.A., LL.D.,

LIBRARIAN AND HISTORIOGRAPHER OF THE
EDUCATION DEPART^lENT FOR
ONTARIO.

Ab we gradually grow wiser, we shall discoTer that the Eye is a nobler organ than the Ear,

H\i «/. ht

TORONTO:
Wakmick Bko's and Rdtteb, Printers.

MCM.

Sir Isaac Brock.

TO THE PRESIDENT OF THE HISTORICAL
, ^ SOCIETY:

Sir,

Under the authority of the Honourable Richard
Harcourt, Minister of Education for Ontario, and with
the sanction of the Honourable George W. Ross, Premier
of the Province, I desire to bring under the notice of
your Society the accompanying paper, on the subject of
" School Room Decoration in Ontario — Historical and
Patriotic." I trust that it will receive the favourable
consideration of the Members of your Historical Society,
and lead to some practical results.

I am. Sir,
Very sincerely yours,

J. GEORGE HODGINS,

Librarian aiut Hisforiographer of (he Edwation Department of Ontario.
( Ex- Deputy Minister of Education for Ontario.)

TORONTO,

*27th of February, 190().

"(The day of the Surrender of (k-neral Croiije and his Army, and also the Anniver-
sary of the Battle of Majulia Hill.)

Interior of Fort Missasauga, at Niagara.

Ruins of the Old Fort Missasauga, Niagara.

School-Room Decoration in Ontario.

HISTORICAL AND PATRIOTIC.

WHY DO BOYS LEAVE THE FARM?

'T has been often asked, why so many boys, and so
many grown girls leave the farm, and seek
employment in the Cities and Tf)wn8 % It i*"
alleged, in reply, that the monotony of ordinary
School life in the country, with the unvarying
sameness of its surroundings —compared with the
state of things elsbrfhere, — beome distasteful to the older Scholars,
and is the principal cause of the youthful exodus from the country
to the City. It is, no doubt, to a certain extent true ; but it is
more largely due to the fact, that there is so little that is attractive
in the Schools, or in most rural Homes, calculated to awaken an
interest in anything beyond usual routine of school and home life.
Rarely is there any thing in either that would create an active
desire for the beautiful, or artistic, or which would produce a refin-
ing and elevating influence upon the minds of the young.

Great improvement is, no doubt, decernible of late years in the
character and surroundings of the rural School Houses, and, in
many cases, in their well-kept grounds. But, as a general rule,
beyond the ordinary appliances for teaching, the school room walls,
in most cases, are bare of everything that would excite any special
interest in the young, or call forth either patriotic feeling, <»r en-
thusiasm in our national affairs, or even in our local Canadian History.

f i

6 SCHOOL-ROOM I >KVi) RATION.

NATIONAL AND PATRIOTIC PICTURES IN UNITED
STATES' SCHOOLS.

During a recent visit to New England, I was greatly impressed,
as well as interested, in finding that this state of affairs was not
permitted to exist among our neighbours. There, every effort, of
late years, has been ni;ide to interest children, — through their
senses, — in regard to the more notable ev^ents, illustrative of the
early history of the United States. Arrangements have been made
largely in Boston, but also in New York, and elsewhere, for the
production of striking lithographs, engraved prints and large photo-
graphs, designed to emphasize momentous and menu>rable events
in the National History of the American people on the minds of the
larger Scholars, e3f)ecially in regard to their Military History and
the Revolutionary War, and also in regard to the War of 1812.

WHAT OUR HISTORICAL SOCIETIES MIGHT DO.-

SUGGESTIONS.

It has occurred to me that, with the aid of our now numerous
local Historical Societies, the subject of School Room Decoration,
with national and patriotic pictures, might be most effectively
brought before the i^eople of Canada, so that we too might have
our School-Rooms decorated with patriotic pictures, illustrative of
our National and Provincial histories.

For instance, instead of the portrait of General George Washing-
ton (as in the American Schools), we might have in our Schools,
that of Her Gracious Majesty the Queen ; instead of the Declaration
of Independence, we might have our Magna Charta, printed in clear
type ; instead of the signing of the Declaration of Independence,
we might have a tine picture of King Jt)hn, signing the Charter,
in presence of his Barons ; instead of Paul Revere's famous Ride,
wo might have a picture of Mrs. Secord's notjiblo Walk through the
Woods and past the Sentries to warn Col. Fitzgibbon of the coming
enemy ; for the "Surrender of Burgoyne" and Cornwallis, wo might
have a picture of the Surrender ctf Hull at Detroit ; and pictures of
|)he Holding of the Palisaded Fort by the "Heroes of the Longue

'-^^-^

'£-.s^' j</ '^►o."*

Brock's Monument— Censtaph, showing spot where he fell.

■iLs/'bir JsL > —

^■■i''^^^lmfl>^l#i^

The Island and British Fort of Michilimarkinac (Mackinac).

SCnOOL-ROOM DECORATION. 7

Sault," or of the Defence (^f Saint John, New lirunswick by Mndnine
la Tour, et<!., etc. Such -national an<l patriotic pictures might be
multiplied indefinitely if there was a demand for them. Such
pictures too, with those of the many Statues in the Provinces, would
excite the interest, and stimulate the curiosity of the larger scholars
in the Schools, to know something about the matters which the
pictures represent.

Many years ago, — soon after the Fenian Raid, — I sought to
interest the young people of our Schools in persons and events con-
nected with our national history. With this view, I republished,
largely from the Journal of Edvcation for Upper Canada, (of which
I was Editor,) a Book of 238 pages, entitled —

" Her Majesty the Queen ; the late Prince Consort and Other
Members of the Royal Family : Sketches and Anecdotes, Selected
and Arranged chiefly for Young People."

In the same year, I had a handsome illustrated edition of this
Book, (309 pages,) published in England. These Works have long
since been out of print ; but they did good service, as I was assured,
in promoting love and loyalty to He- Majesty the Queen, and in
creating a renewed interest in our naJonal affairs.

REFLEX INFI.UENCE OF SCHCXDL-ROOM DECORATION
ON THE HOME.

Among the many publications issued in the United States, relat-
mg to "School Room Decoration," and "Art in the School Room,'
are several which discuss these subjects at length. From one or
two of th"-"- ^ 've the substance of the remarks made by the
writers :

One of these Writers says : It is now some time si'^.ce American
Educators began to consider the value of School-Room Decoration.
They came to realize that there should be interest and individuality
to the room where children of impressionable age were gathered.

With the extension of School-Room Decoration came a fuller
appreciation of its importance as a factor in education. The picture
was in itself an object lesson and an inspiration.

SCIJO(>L-n(>(>M DKCOJIA TTON.

l'}

ill

lit,!

Sclutol cliililron hocdnie }ic(|naiiitocl with pictures, hy socin^
iu)t;ible oiios on tlio School WiiU — a more or less ponnanon feature
of their daily cMvironuient. In tlie special class-room, where the
child does most of his daily work, a single piclurc, carefully chosen,
nuiy exert a deeper anJ more abiding influence on him than a number
selected with less cai'o. Only the best pictures — as liuskin says—
shctuld be given a place on the home walls ; for they are things to
live with, and t<i carry permanently in heart and mind.

If, in the education of our children, we strive to improve the
whole, .and not a part of the child, have we a right to ignore that
part of the child's nature which is artistic, imaginative and poetic?*
Certainly not.

The "practical" and "materialistic" side of education often
excludes, or wholly ignores, the existence of a high and noble
instinct, which, in so many cases, is simply dormant, because it has
never been stimulattid, <»r called into life, or being.

Children are generally kept in a School room for six hours a day.
If (me finds it desirable to have pictures of domestic life in one's
rooms at home, how much more important is it to have national
and historical pictures in the nlaces of instruction, and in the rooms
of a School, where the children sit for so many hours in the day, —
day after day, — and year after year. Then, there is the reflex
influence of good School-room pictures on the decoration of the
Home, which should not be overlooked. For, when the children
find good examples of art and history on their School-room walls,
they come home more or less dissatisfied with the taste, or want of
taste, often displayed in pictures there. Thus the children in-
sensibly lead their parents in the matter of art and picture decora-
tion. There is thus a chance to educate parents and children alike,
by decorating School-rooms, and keeping them nice. It alsw
leads children, as one writer <|uaintly observes, into orderly
manners.

* It is clear that the artistic element in the Canadian child's nature is alive and
active, as "The Art Department" of the " Vounj; People's Corner," or "Children's
Circle, •' of the Toronto .Saturday papers abundantly testify.

Beaver Dams' Monument.

l^A*

.1-C^»'»r

. *-<>.

^-;"jf

:*^i

y/M

k^k

a-
e.

H]h

8(*

^55'" -JEl 1

^»

'-^ -: :■ ^^*'^rni iiii

iiui
!n'8

^^^^^^^^^^^^B^^^B^^M^B^^^Ki^MiBy^WV ** w, ^^BT^l^E^^^P^^M^^^^^^^^^^^^^^^^M

Laura Secord Crossing.

' "■^■*^"-....w;.

SCHOOL- ROOM DECORATION. »

Besides, let children have a glimpHe into the ideals of beauty,
embodied in things visible, or visably pourtrayed, and it will react
upon their daily lives and their surroundings.

The influence of pictures in a Schf)ol-room is such, that they give
children correct ideas of the beautiful, and will be sure to open
their eyes to their surrounding conditions, bo that they will at once
begin to improve them.

The children of all classes spend, during the most plastic period
of their lives, nearly one-half of their waking hours in the School-
room ; and it is there that we must seek to surround them with
refining influences, and instil into their very souls the desire for
culture and refinement that shall counteract an adverse influence at
home, or will supplement a good and pleasant one there. And this
can be done ; and is being done to-day in a vast number of Schools.
It is this movement, now on foot, that will have a strong reflex
influence for good on the home, and its surroundings. It means a
new and intelligent and interesting interpretation of our history as
a people. And the bringing of such a spirit into public education
is not a fanciful theory ; it is a great and potent reality.

THE UNITED STATES COMMISSIONER OF EDUCATION
ON PICTURE SELECTION.

The Hon. Dr. Harris, United States Commissioner of Education,
at Washington, referring to the influence of pictures on taste and
imagination, says : —

The greatest Works of Art should become the ones most familiar
to the people. Care should be t-iken, therefore, to select for a
School (Room) only these great works, to lead the pupil into an
understanding of the motives of their conception, and then to point
out the artistic means and devices for the expression of thought or
idea conveyed, . . . The photographic art has made possible
School- Room instruction in the great works of architecture, sculp-
ture and painting. The greatest and best works should be selected
rather than the thir , or fourth, rate ones.

■ I, I J.„J

aOHOGL-HiH )M DECOH A TION.

\'.'

SILENT BUT CONSTANT INFLUENCE OF NATIONAL
AND PATRIOTIC PICTURES.

Mr. Goodnough, Supervisor of Drawing in the Brooklyn Schools,
N.Y., in a Report on Art Education, of which I only ^'ive the sub-
stance, sa^'s : —

It is important tliat a high standard he maintained. Pictures or
other works of Art, on the School-Room Wall, exert a silent but
constant influence on those who see them, either in the formation
of good taste, or in vitiating it. . . . Pictures for the Schcjol-
Room Walls should be entirely th<jse from an art standpoint. They
should be la -go and sutticiently bold (and spirited,) in subject, and in
treatment, so as to be seen by the children from their seats. They
should be such good and appropriate pictures, that will appeal
strongly to children and to their latent childish instinct for the
good and beautiful. Such pictures should aid in the cultivation of
a love for nature, for Country and for Home. They should pourtray
and illuminate H: itory in its national form. Persons and Places
should not be overlooked ; and, in all cases, School-Room Pictures
should reach a proper standard as works of art *

EFFECT ON CHILDREN OF PICTURES OF NOTABLE
BUILDINGS AND OF NOBLE DEEDS.

Even children of the common, everyday, sort can be, and are
easily, influenced, so as to kindle their feelings into enthusiasm
over the striking picture of a grand cathedral, or a noble historical
building, or a famous deed pictured before them on the walls of
their School-rooin. Such pictures would awaken in their minds
ideas of grand and beautiful things, and would create in them sincere
delight at great and noble deeds done " in the brave days of old."

* This standard it will be impossible to reach, if those who wish to adorn the
School-Uooni Wall, as sugjfested, ask for contributions for this purpose. It will be a
great mistake to do so, from the fact that the kindly intentioned people are liable to
offer pictures which are either liopelessly poor in themselves, or hopelessly unsuitable
for the School in question. Siif/uetitiiinx fur School-Room Decoration. By Rogx
Turner (page Hi). Salem, 1HU7.

Volunteer's Monument, Toronto.

Niagara River and Lake;Ontario*

it .

li. (

SCHOOL-ROOM UECGRATION.

Now tha*- our HiBtorical Societies have " a local habitation and
a name" in so many places in " this Canada of ours," we might,
hy a little effort, enlist their active sympathies and patriotic zeal in
promoting, in our many large and beautiful School Houses, the love
of country, and a spirit of emulation of heroic deeds, by familiarizing
the children which attend them with pictures of famous persons,
and of gieat and notable events in the history of " our land and
nati(m."

RUSKIN ON THE MANY-SIDED INFLUENCES ON YOUTH

OF DECORATIVE HISTORICAL PICTURES

IN SCHOOLS.

liuskin, in his Lecture on Painting, thus speaks of School-Room
Decoration, and of its influence in forming the habits and moulding
the character of educated youths, He says : —

There certjiinly comes a period in the life of a well-educated
youth, in which one of the principal elements of his education is, or
ought to be, to give him refinement of habits ; and not only to
teach him the strong exercises of which his frame is capable, but
also to increase his bodily sensibility and refinement, and show him
such small matters, as the way of handling things properly and
treating them considerately. Not only so, but I believe the notion
of fixing the attention by keeping the room empty, is a wholly mis-
taken one : I think it is just in the emptiest room that the mind
wanders most ; for it gets restless like a bird, for want of a perch,
and casts about for any possible means for getting out and
away. . . .

There is no question at all, but that, a time ought to come in the
life of a well-trained youth, when he ought to be advanced into the
decorated schools and school rooms ; and this advance ought to be
one of the important and honourable epochs of his life. . . .

I want you to consider the probable influence of the particular
kind of decoration, which I wish you to get for them, — namely,
Historical Paintings. You know, wc have hitherto been in the habit
of conveying all our historical knowledge, such as it is, by the ear

SCHOOL-ROOM DECORATION.

only, never by the eye ; all oui* notions of things being ostensil)ly
derived from verbal description, not from sight. . . .

Even as the matter stands, you will find, that the knowledge,
which a boy is supposed to receive from verbal description is only
available to him, so far as, in any underhand way, he gets a sight of
the thing you are talking about.

I remember well that, for many years the only notion I had of
the look of a Greek Knight, was complicated between recollection
of a small engraving in my copy of Pope's Homer and a reverent
study of the Horse Guards. And though, I believe that most boys
collect their ideas from more varied sources, and arrange them more
carefully than I did, still, whatever sources they seek, must always
be ocular : if they are clever boys, they will go and look at the
Greek vases and sculptures in the British Museum, and at the
weapons in our armories, they will .see what real armour is like in
lustre, and what Greek armour was like in form, and so put a fairly
true image together, but still not, in ordinary cases, a very living
or interesting one.

ANIMATED HISTORY TAUGHT BY MEANS OF
DECORATIVE PAINTINGS AND PICTURES.

Now the use of your decorative painthig would be, in myriads of
ways, to animate their history for them, and to put the living aspect
of past things before their eyes as faithfully as intelligent invention
can ; so that the master shall have nothing to do but once to point
to the School-room walls, and forever afterward the meaning of any
word would be fixed in the boy's mind in the best possible way.

Is it a ({uestion of classical dress ? — what a tunic was like, or a
chlamys. or a peplus ? At this day, you have to point to some vile
wood-cut, in the middle of a dictionaiy page, representing the thing
hung upon a stick ; but then, you would point to a hundred figures,
wearing the actual dress, in its fiery colors, in all actions of various
stateliness or strength ; you would understand at once how it fell
around the people's limbs as they stood, how it drifted from their

ct
)n
lit
ny

' a
ile

»g

es,

fell
leir

The American Fort Niagara in 1813.

The Battle-Field of Chrysler's Farm.

RVSLCR'S ^ t N ^

3f (fl! W IW W W ""• "■"' ■

SCHOOL- ROOM DECORA TION.

shoulders as they went, how it veiled their faces as they wept, how
it covered their heads in the day of battle- -now, if you want to see
what a weapon is like, you refer, in like manner to a numbered
page, in which there are spearheads in rows, and sword-hilts in
symmetrical groups ; and gradually the boy gets a dim mathematical
notion how one cimeter is hooked to tie right, and another to the
left, and one javelin has a knob to it, and another none ; while one
glance at your good picture would show him — and the tirat rainy
afternoon in the School-room would forever fix in his mind, — the
look of the sword and spear as they fell or Hew ; and hew they
pierced, or bent, or shattered — how men wielded them, and h(»w
men died bv them.

But far more than this, it is a question not of clothes, or weapons,
but of men ; how can we sufficiently estimate the effect on the mind
of a noble youth, at the time when the world opens to him, of hav-
ing faithful and touching representations put betore him of the ants
and presences of great men — how many a resolution, which would
alter and exalt the whole course of his after-life, might be formed,
when in some dreamy twilight, he met, through his own tears,
the fixed eyes of those shadows of the great dead, unescapable and
calm, piercing to his soul ; or fancied that their lips moved in dread
reproof, or soundless exhortation. And if for but one out of many,
this were true — if yet in a few, you could be sure that such influences
had indeed changed their thoughts and destinies, and turned the
eager and reckless youth, who would have cast away his energies on
the race-horse or the gaming-table, to that noble life-race, that holy
life-hazard which should win all glory to himself, and all good to his
country — would not that, to some purpose, be " political economy
of Art ? "

MORAL INFLUENCE OF GOOD PICTURES.

The Hon. Henry Sabine, in a suggestive article in " Education '
for January, 1900 — , (a Magazine published in Boston,) "on the
Nurture of Moral Impulses," says : A child's jesthetical nature
cannot be separated from his emotional. A Statue, a Picture, a

T^smnnw^-

mammm

•T<

SCHOOL-ROOM DECORA TION.

Flower, rouses his feelings of love for the l)eautiful, ami the
einotions, thus created, lead to right impulses in the heart. The
aame is true in this respect. The presence of that which is grand
in nature leads often to loftiness of purpose. Nobleness of charac-
ter, grand, unselfish deeds, as well as living ex. /^iples can be made
to stir the childish mind to eflbrts toward that \\] ich is noble and
grand, even in the evei'y-day life of common man.

Pictures on the School-Room Walls and works of art to cultivate
the taste . . . contribute to create a new sense almost uncon-
sciously leading to the formation of correct impulses, which, in
turn, induce right action.

BRIEF INCIDENTS IN CANADIAN HISTORY.
Few Monuments in Canada.

The British people, as leaders of modern civilization, have not
less reason to be proud of their record in Canada, as soldiers and as
patriots, than in any other part of Her Majesty's Empire.

The Brock monument on (^ueenston Heights supplies but one
memory of the heioic events of the war of 1812-1814. The battle
of Chateaucuay, fought, as our readers know, on October 26, 1813,
was regarded by De Salaberry's sovereign as an event reflecting
British daring and good generalship so conspicuously as to deserve
a commemorative gold medal, and the conferring of the Order of
the Bath on the gallant French-Canadian soldier, before whose
lighting General Wade Hampton's forces were driven to retreat.
So, too, at the battle of Chrysler's Farm, the decisive victory won
by the brave Col. Morrison over the American army of General
Jan)es Wilkinson met honors and rewards at the hands of his
admiring countrymen and from the Parliament of that day. The
final triumph of General Drummond at Lundy's Lane on July 25,
1814, can never be forgotten while Canada has an existence or a
name on the map. The heroes of these three battles got the
rewards which the soldier deserves in the day of his fame, and
Canada would be lacking in national spirit indeed if she did not
bestow upon their fame the more enduring honors which memorials
bespeak. ...

Lord Howe.

Sii' AVilliani .Toliii.wou.

(ii'-.tcnil AlitTcroinbv.

Lord AmlitTHt.

.~^

Wolfe. Montcalm.

Famous Generals in the Old Wars of Canada.

SCHOOLROOM DECORA TION.

We have too few historical monuments of the past — those signifi-
cant sermons on stones which the British people never neglect to
put up to perpetuate their military history over the face of the
world. When we come to realize the importance of liaving such
monuments in Canada, we cannot too highly conmiend the persist-
ence of the members of the Canadian Institute and of the Lundy's
Lane Historical Society in forcing tlie subject upon the attention of
the Government, busily employed with other matters that, after
their pressing nature, have occupied public attention almost exclu-
sively.

The tall granite obelisks which will soon stnnd at Lundy's Lane,
Chrysler's Farm and Chateauguay will be an inspiration to every
generation who willl read their stories ir the future ; but they will
likewise be worthy mementos standing to the credit of the men of
to-day who are determined that the duty owing to history, as well
as to bravery and faithful patriotism, shall no longer remain
'^eg\ecied.— Toronto Globe, Nov. 22nfl^ 1894.

Beginning c5 Canadian History.

The first period of Canadian History begins with the first years
of the seventeenth century, and ends with the death of Count
Frontenac and the peace made with the Iroquois in the year 1700.
Through all this time, Canada had to fight for life with the Iroquois,
or Five Nations of the Mohawks, Oneidas, Cayugas, Onondagas and
Senecas. The territory of this formidable confederacy extended
frum Lake (^hamplain and the Mohawk River to the western
extremity of Lake Erie. The great Canadian names of the period,
Cha: -plain, Maisonneuve, La Salle, and Count Frontenac, are but
the brightest stars in a crowded firmanent.

The seventeenth century opens on Canada, not with the St.
Lawrence, but with attempted settlements at the mouth of the
river St. Croix, in New Brunswick, and at Port Royal, in Nova
Scotia. The names of DeMonts, Poutrincourt, Champlain, Les-
carbot, and others like them, men of gentle birth and insatiable
enterprise, are linked with these unsuccessful attempts.

''.i

Ifi

8(JHffOL-I{OOM DECORA TION.

While he lived, Chaniplain was the head, heart and hand of the
infant colony. No name more deserving of honor is enrolled in
Canada's l)o<jk of gold — not so much for what he did, as for what
he was. Leaving out Jacques Cartier's name, he was the first of
that race of intrepid exph^rers, lay and clerical, voyageurs and
nobles, who searched out the farthest recesses of the forest wilder-
nes; and gave French names to mountains and lakes, rivers, port-
ages and forts, from Louisburg to the shadows of the Flocky Mount-
ains, and from Hudson's Baj' and Lake Athabasca to Louisiana.—
Venj Jiiv. Dr. (Trunt, af Kimjstou, in Montiral (ia:ctte, April, /.S'.sv;.

Canada's Historic Past,

In Canada we are interested in the historic events which have
occurred in the days of our forefathers or of those who preceded us ;
and we are daily made to feel that the past is bound up ni the
present, as in many respects our own present will most certainly
iniiuence the future. How many notable occurrences in which
those who lived l)efore us took part continue to operate in the
actual life of the Dominion, and have powerfully tended to form us
into what we are to-day as a people V We possess in Canada a wide
field of rich material for the production of national works of art,
and the (|uesti(m must present itself to every educated mind. Is it
not a naticjnal duty to cultivate that field with all the ability we can
employ :" , . . The historic life of Canada as a British posses-
sion dates from the peace of 17f>3 (if we except the more ancient
Province of Nova Scotia). Although but a short period in excess
of a century and a (juarter, the country is not wanting in a varied
and eventful history. The Dominion may indeed be regarded as
the product of a series of independent influences, one following the
other, from the time when Cabot, four centuries back, tirst looked
upon the shores of the New World. In this respect it presents
features similar to those which: attend the development of every
community ; often a series of circumstances become harmonized
into a consequent result, the origin of which it is not always
possible directly to trace. There are always, however, standing

•^J

^i.

SCHOOLROOM DECORATION.

out in prominence the great names and the important eventH to
denote the forces and factors which determine history. Such we
find in the incipient stages of Canada ; and the procesH of develop-
ment which this country has jmssed through furnishes the record
which claims our attention and yields to us memories of famous
individuals whose lives challenge <»ur admiration. — Paper by Sir
Siindford Fleming, Canadian Institute, Toronto, Feb., 1S93.

The Queen's Rangers.

that most notable (jolonial volunteer corps, wliich was first organized
in the New England settlements before the British conquest of
Canada by his great- grandfather, Major Robert Rogers, who was
its first commanding officer, and was succeeded in 1777 by Colonel
Simcoe, afterwards the first Governor of Upper Canada.

One instance may be cited of the manner of fighting in those old
days. The Queen's Rangers were equipped each with a firelock,
sixty rounds of powder and ball, and a hatchet. The eighth para-
graph of their regulations reads as follows : — " If the enemy pursue
you in the rear, take a circle till you come to your own tracks, and
then form an ambush and give them the first fire."

Among the many interesting things recorded was the escape of
Major Rogers at the rock on Lake George, still known as '* Rogers'
Slide." There were many stories of hard fighting, and of the
devilish cruelties and tortures to which the Indians put ubeir
prisoners, and of forced marches on snowshoes. Amherst, Aber-
crombie, Wolfe and Haviland were the British generals in whose
operations the Queen's Rangers had an important part, in the
great engagement at Fort Ticonderoga, in July, 1758, in which
Lord Howe was killed, the British lost 1,944 officers and men. In
this battle the Queen's Rangers were among the best troops on the
British side. From Quebec to Detroit their deeds of bravery,
adventurous daring, and endurance were among the most important
events of the campaign.

In June, 1760, Major Rogers, with his Rangers, went to Detroit,
with the news of the capitulation of Quebec, to receive the submis-
sion of that fortified place.

SCHOOL. R0( >M DECORA TION.

In January, 1776, Major Rogers was appointed Governor of
Mackinaw. A few years later he went to England, where he died
in 1784. — Lecture by Lt.-Col. R. Z. Rogers, of Cohonnj, at Toronto,
Jann<it[i, 1891.

Rorke's Drift in Ginada.

Much has been written and told of the dauntless heroism of the
89 British soldiers who repulsed 3,000 Zulu warriors at Rorke's
Drift in Africa. It can but add lustre to the fame of Britain's sol-
d'ers to relate the following incident which may fairly be named
the "Rorke's Drift" of Canada. During the war of 1812-16, in
the month of October, 1813, the American Genera? Wilkinson was
making his wa^ t^own the St. Lawrence with an army of 9,000 men.
... At the same time another American army, 5,000 strong,
including a body of cavalry, under General Hampton, marched
northward from Plattsburg on Lake Champlain, with the object of
forming a junction with Wilkinson's force at Montreal. . . .
A force of less than 400 Canadians was thus raised, consisting
chieHy of what were known as the Canadian Voltigeurs. This force
was placed under tlie command of Colonel de Salaberry.
The combined attacking forces numbered, therefore, about 4,000,
or more than ten trained soldiers against each one of i^'* devoted
l)and of Canadian militia. When the tirst sound of conhict was
heard by the tiring of the pickets, De Salaberry extended his troops
in order of battle, and v^ry soon the fight became general. The
Americans met with an obstinate and protracted resistance. . . .
They met the American advance guard, and after a skirmish fell
back on Chatauguay river. Here, on the 26th October, 1813, was
fousjht the battle of Chateau ,'uay. . . . De Salaberry, fearing
that they would be entirely surrounded and cut to pieces, adopted a
very clever stratagem, which produced the best possible results. He
placed the buglers at intervals all along the front (there was nothing
but front), and ordered them lo simultaneously sound the advance.
This was done Avith 'Utartling effect, giving the Americans the im-
pression that a large army was opposed to them. On the night of
the 25th General Hampton despatched Colonel Purdy with a brigade

Widff'H ISaviiii'.
I lliilf iniji III) till IhiijhtK.

Ste. FoyCf Monument, near Quebec.

8CH00L-M00M DECORATION.

by a circling route to attack the Canadians in the rear. ... In
the meantime, Purdy with his brigade had come up to attack the
Canadian rear. Two companies wei*e stationed to meet hino, which
they did so eflTectively that he was defeated, and his force compelled
to retire in great disorder. — A Correspondent of the Toronto Mail,
1894.

Laura Secord's Perilous Journey in June» 1812.

In '* The Story of Larah Secord," as told by the late Mrs. Curzon
in September, 1893, I make the following extract :

" Leaving her home, her wounded husband and young children

. . the brave Tjaura Secord set forward on her journey, all un-
prepared for it indeed, for she did not dare alter her usual early
morring attire by one iota, and had to circumvent three American
sentries before she reached St. David's, one at her own gate, where
the pretense of a strayed cow sufficed, the others by a true story of
a sick brother at St. David's.

"At St. David's she entered the swamp, through which she guided
herself by those signs of the points of the compass known to most
settlers in those times. But she lost herself more than once, and
the moon was rising as she reached the furoher end. All that long,
hot summer's day, from daybreak to moonlight, on the 23rd of
June, 1812, she had traversed the haunted depths of an impene-
trable swamp, alone, hungry, faint, and, for the most part of the
way, ragged and shoeless. Even to-day we can judge how long it
would take to destroy every article of attire in a thicket full of
thorns and briars, of branches and fallen trees, of water and bog.
Wild creatures alarmed her, for the rattlesnake often strikes as he
springs his alarum, and the wildcat drops from the high branch
without warning, or pursues his prey perserveringly until he is sure
of his aim. Once only she faltered, and it was at the dread cry of
wolves ; but they passed her by, and she went on trusting more
than ever to the Hand that guides the world.

" Crossing by means of a fallen tree the Twelve Mile Creek, (see
engraving) then a swollen and considerable stream, for rains had

SCBOOL.ROOM DECORATION.

been heavy for days previous, the heroine climbed slowly and pain-
fully the steep sides of " the mountain," and on the ridge encount-
ered a British sentry. ( ), joyful sight I A friend once more I By
him she is directed to Fitzgibbon, still, however, some miles dis-
dant. Her heart is lighter, for she is within British lines. But,
oh, how heavy are her feet ! Shu enters at length upon a little
clearing, the trees have been felled, and their twigs and branches
strew the fijround ; they crackle beneath her tread. Suddenly she
is surrounded by ambushed Indians, and the chief throws up hi.s
tomahawk to strike, regarding the intruder as a spy. Only by her
courage in springing to his arm is the woman saved, and an oppor-
tunity snatched to assure him of her loyalty. Moved by pity and
admiration, the Chief gives her a guide, and at length she reaches
Fitzgibl)on, delivers and verifies her message, and faints."

" In days of yore, the men of (Joie

Showed pluck and valour l)ol(l
At Stoney Creek and Lundy's Lane.

The story well was tohl.''- -Of if Soiiif.

Fort Chambly or Fort Pontchartrain.
The only relic of the kind in North America, derives its name
h'om the first Seigniox'-Capt. Jacciues de Chambly, 1672, and again
f mm Pontchnrtmin, the name of the French Minister of Marine
and Colonies, when it was completed in 1711. It is a quadrilateral
fortress flanked by four bastions situated at the basin of Chambly,
on the left bank of the Richelieu or Chambly River, about fifteen
miles eastward of Montreal.

MEMORIES OF CANADIAN HEROES.

Verses by the late Kisliop Strachan, IS2(), on looking at the Imstion
of Fort (Jeorge at Niagara (1H19), where Sir Isaac lirock and his gallant
aide-de-camp, (.'olonel Macdonell, were temporarily laid bef<Me their
removal to the monument at Queenston heights : —

Why calls this bastion forth the patriot's sigh ?
.And starts the tear from beauty's swelling eye?

Maisonneuve Monument, Montreal.

SCHOOLROOM DECORATION.

Witliiu eacli breach intrepid Brock is laid,
A tomb according with the mighty dead.
Whose soul, devoted to his country's cause
In deeds of glory sought her first applause.'
Enrolled with Abercronibie, ^^'olfe and Moore
Ao lapse of time his merits shall obscure ;
Fresh shall they burn in each Canadian heart,
And all their pure and living fires impart.

A youthful friend rests 1)3- the heros side
Their nuitual love death sought not to divide •
ihe muse that gives her Brock to deathless fame,
Miail ni the wreath entwine Macdonell's name.

Jit Jt

THE DEATH OF BROCK.

Upon the heights of Queenston

One dark October day.
Invading foes were marshalled

In battle's dark array.
Brave Brock looked up tlie rugged steep

And planned a bold attack.;
" No foreign flag must float," said ue

" Above the Union Jack,"

His loyal-hearted sohliers
^ \Vere ready ever^- one,
Their foes were thrice their nuniber.

But duty nuist l)e done.
Tiiey started up the fire swept hill

NVith loud-resounding cheers,
While Brock's inspiring voice rang out

" Push on, York Volunteers."

But soon a fatal bullet

Pierced through his manl\- breast.
And loving friends to help him

Around the iiero pressed.
" Push on," he said, " don't mind me ; '

And ere the day was done,
Canadians held the Queenstoji Heights.

And victor^' was won.

Each true Canadian patriot

Laments the death of Brock ;
Our Country told its sorinw

In monumental rock ;

SCHOOL- noOM DEGOHATf^^-

Aiul if a foe hIiouUI e"er invade

Our land in future years,
His dying woid will guide u'

" Push on, Imive volunteei A mm.

HEROES OF CANADA.

Our laiul is dowerM with glory

From the east unto the west,

With rays of ripen'd splendor

That cluster on her hreast.

But the stars that beam the brightest

And shall burn to the last,

Are tlie deeds that light our father's graves.

The heroes of the j)a8t.

When thnjugh the land a psalm of grief
Smote every heart and door.
With tidings from eaoh Iwittle field
Rock'd by dread Cannon's roar.
And mothers prayed and sisteis wept
With love and faith divine.
Beseeching (iod to guard our hosts
Along the frontier line.

From Lundys Lane and Queenston Heights

The message quickly came

That filled each heart and home with joy.

And tired the wings of fame.

At Chateauguay brave sons of France

Dro>re back tlie stubborn foe

With loyal heai-t and weapon strong,

Just eighty yeai-s ago.

But not alone in battle-rield

Uid heroes staunch and brave,

Yield up their lives in honors cause

Our country's flag to save.

In savage forests deep and rlread,

Beset with hardships fell ;

Our fathers toiled, then sank to sleep

Within each lonely dell.

Their niemoiy lives upon our streams
Their deeds upon our plains,
They need nor shaft nor monument
Nor gold-embla/.on'd fanes.

Here Died Volfe, Victorio

us.'

Milit;uj(.„eration«atf^„,.,.e... ,;.-,f,.

Capture of Louiahourg in 1 745.

24 SCHOOL-ROOM DECORATION.

In virtues link'd tlirough ages
Shall their great strong lives How on
Inspiring souls to nobler deetls
From patriot sire to son.

Theirs be the glory, oins the l<jve
In this great cherishM land,
Bearing the impress-seal of heaven,
Anil fashion'd by His hand
Whose victory is the ark of peace
(iiiarded by love and fear ;
Strong as the faith that consecrates
Om' heroes with a tear.

A nation's hope, a nation's life,
Be ours from east to west ;
A nation's hope, a nation's life,
To fire each patriot breast.

That in the blossoming years to come
Our proudest boast as men,
When Ixjund by ties of nationhood,
To hail this land — Canadian !

— Thomas OHagan.

Whether from England's fiehls of bloom.
Or Erin's lanes of emerald green ;
Whether from Scotland's hills of broon),
Or France's vine-clad capes serene ;
United on St. Lawrence brink,
Stand we together, man to man,
And all these foreign titles sink
Into oNK name — Canadian !

SOME CANADIAN STATUES AND MONUMENTS.

Among the many suggestive Canadian Statues and Monuments
which ha/e been erected in the Dominion, are the Statues of
De Salaberry, at Quebec ; Maisonneuve at Montreal, Cartier and
Macdonald at Ottawa : Brown and Ryerson at Toronto ; and Brant
at Brantford, (besides duplicates of the Macdonald Statue at Mon-
treal, Kingston and Toronto).

Of Monuments, we have those to Wolfe and Montcalm ; to
Champlain ; "to the First Missionary"; also le "Monument des

SCHOOL-ROGM DECORATIOK.

Braves "'; at Quebec; of the French and English soldii-rs of 1700 at
Ste.Foye, (near Quebec) ; those on the Battle Fields of Crystler's
Farm, Queenston Heights, Lundy's Lane, besiden the Monuments
to our own Volunteers at Winnipeg and in the Queen's Park,
Toronto.

Of these Statues and Monuments large Photographs might be
taken, provided there was a demand for them, for the purpose of
School Room Decoration.

Note. I have photographs of most of these Statues and Monu-
ments, should any one wish to see them.

Mj grateful acknowledgements are due to the following parties
for the use of the electrotypes of the pictures which illustrate the
pages of this Address : the Thorold and Beaver dams Historical
Society ; The Olohe Publishing Co. ; Messrs. Warwick Bros. &
Rutter ; the Methodist Book Room, and the Hunter, Rose Com])any,
Most of the illustrations are those contained in my School " History
of Canada, and of the other British Provinces of North Ameiica,"
published by John Lovrll and Sons, Montreal, in 1805.

.1. G. H.

NOBLE APPRECIATION OF THE INHERENT LOYALTY

OF THE BRITISH COLONIES.

By the Right Hon. Joseph Chamberlain, Secretary of State for the

Colonies.

It is most gratifying to know that the inherent and traditional
love and loyalty, not only of Canada, but of the whole Colonial
Em])ire of Britain, is fully and honourably appreciated in the Mother
Land. In a Speech, remarkable for its fervour and exalted patriotic
feeling, (delivered in the House of Commons on the 5th of February,
1900,) by the Right Hon. Mr. Chamberlain, Colonial Minister, he
referred "to the renown gained in South Africa, and which already
belongs to the historic Regiments of the Empire, and then added :

I speak with equal praise of the Colonial Soldiers, who have been
shoulder to shoulder in every contest, in which they have been
engaged, and have shown special aptitude and special knowledge,
which has made them almost invaluable. . . .

2«

SCHO<fL- JiOOM hECOllATION.

It WHS ;i *' luistfike . . [that| we failed to rospoiul, as we

ought to have done, to the splendid otters that canio from our
Colonies. . . We hesitated to put upon them nny j^reater

.strain than we thought wa.s necessary. But what i.s happening now i
They are multiplyiiiy their otters ; and every otter is gratefully,
proi i»tly apjtreciated and accepted by us.

We shall have, in this war, before it is over, an army of (-olonials,
called to the aid of Her Majesty, who will outnumber the Britisli
Army at Waterloo, and nearly e(|ual to the total liriti.sh force in
the Crimea.

Never befoie, in the history of our Empire has it so realized its
strength and unity. The splendid, and, al)ove all, spimtaneoiis
rally of the Colonies to the Mother Country, attords no slight com-
pensation even for the sullerings of war. . . N^ hat has
brought them to our side ' What has brought these Young Nations
to Britain s aid, — induced them to s[»ring to arms, even before we
called uj)ori them i Jt is a true Imperial Instinct which they
possess. . . . The sense of couuuon intere.st, of common duty.
A pride in the great Edifice, of which they are members.
All of these things have coml»ined to consolidate and establish the
Unity OK THK Empire. And . . these people, shortly, — very
shortly — as time is measured in history, are now, for the lirst time,
claiming their .share in the duties and responsibilities, as well as the
privileges, of the Empire.