Public school history of England and Canada, with introduction, hints to teachers, and brief examination questions . PUBLIC SCHOOL ENGLISH HISTORY. [Chap. I. ENGLANDat the time of 597.] THE COMING OF THE ENGLISH. 7 ealdorinan, as he was termed, and, as the communities knittogether and formed petty kingdoms, he became the overlord, orking. The succession to the Crown, however, was not yet here-ditary: at first the nation chose for king him who seemed mostfitted for that honour and trust. In this way had the Saxons beenaccustomed to make choice of their Wise Men, or Councillo
Public school history of England and Canada, with introduction, hints to teachers, and brief examination questions . PUBLIC SCHOOL ENGLISH HISTORY. [Chap. I. ENGLANDat the time of 597.] THE COMING OF THE ENGLISH. 7 ealdorinan, as he was termed, and, as the communities knittogether and formed petty kingdoms, he became the overlord, orking. The succession to the Crown, however, was not yet here-ditary: at first the nation chose for king him who seemed mostfitted for that honour and trust. In this way had the Saxons beenaccustomed to make choice of their Wise Men, or Councillors,and of those who led them to battle. This mode of election liveson in our day in the choice we make of our representatives toparliamentary and municipal office. In many ways has Anglo-Saxon custom come down to us. Our limited monarchy, ourparliament, and our county and township systems, are all ofAnglo-Saxon origin. In character, also, we inherit much from ourAnglo-Saxon forefathers. In large measure we possess theirsteadiness, industry, energ}^, enterprise, love of freedom, and dis-like of arbitrary restraint. In other ways, happily, we have notcopied them. The Anglo-Saxons were fier
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