Several studies on the children's time sense were made only by examining their understanding or knowledge or the usual and conventional time words. This paper was designed to clarify the children's “feeling of past-time-distance” and consisted of three view points. They were as follows; (1) measurement of their degrees of accuracy in putting historical events in time order,(2) measurement of their “feelings of past-time-distance” not involving the expression of the number, and (3) measurement of the degrees of numerical accuracy in their sense from the present to historlcaievents. Subjects were primary school children from the 2 nd grade to the 6 th grade, 1024 in all. In consideration to avoid the influence of learning in school education, nine historical events which seem to be more familiar with children were selected as the stimulus-problems. By examining the results of the above procedures we have concluded as follows; 1) Children's accuracy to put historical events in order shows a slight development at the 3 rd grade and shows an almost complete development at the 5 th grade. 2) According to the measurement of “feeling of past-time-distance”, the events nearer to the present, in general, are felt by children to be farther than in real time scheme. At the lower grades there is no realization of difference between the present events and ancient events which children are retaining. But the realization of difference comes to develope at higher grades. 3) Children's accuracy of time sense from the present to historical events has shown somewhat sharp development at the 4th grade, but we could not be confident about it because there were greater deviations. Rather, it: should be noted that there were many children who could not answer the question correctly. 4) “Feeling of past-time-distance” consists neither with the objective time scheme, nor with children's time sense, expressed numerically. 5) Although children know their grades, ages, and dates of birth, there are a fair number of pupils who could not answer sufficiently the questions that were asked them, e. g.,‘how many years ago did you enter this school?’ or ‘how many years ago were you born?’