We’ll stand by the dear old flag, boys,
      Whatever be said or done,
    Though the shots come fast, as we face the blast,
      And the foe be ten to one—­
    Though our only reward be the thrust of a sword
      And a bullet in heart or brain. 
    What matters one gone, if the flag float on
      And Britain be Lord of the main!

—­Frederick George Scott

THE UNION JACK

    It’s only a small piece of bunting,
      It’s only an old coloured rag;
    Yet thousands have died for its honour,
      And shed their best blood for the flag.

    It’s charged with the cross of St. Andrew,
      Which, of old, Scotland’s heroes has led;
    It carries the cross of St. Patrick,
      For which Ireland’s bravest have bled.

    Joined with these is our old English ensign,
      St. George’s red cross on white field;
    Round which, from Richard to Roberts,
      Britons conquer or die, but ne’er yield.

    It flutters triumphant o’er ocean,
      As free as the wind and the waves;
    And bondsmen from shackles unloosened,
      ’Neath its shadows no longer are slaves.

    It floats o’er Australia, New Zealand,
      O’er Canada, the Indies, Hong Kong;
    And Britons, where’er their flag’s flying,
      Claim the rights which to Britons belong.

    We hoist it to show our devotion
      To our King, our country, and laws;
    It’s the outward and visible emblem,
      Of progress and liberty’s cause.

    You may say it’s an old bit of bunting,
      You may call it an old coloured rag;
    But freedom has made it majestic,
      And time has ennobled our flag.

FORMS III AND IV

SUGGESTIONS FOR EMPIRE DAY

The exercises on Empire Day may be extended to include most of the subjects on the time-table by providing interesting problems in these subjects which will, at the same time, keep the pupils’ attention focused on the purpose of the day.

The purpose of Empire Day may be stated briefly:  (1) To increase the pupils’ knowledge of the various parts of the Empire; (2) To create in them fine ideals of a larger citizenship; (3) To give a feeling of responsibility for Canada’s place and work in the Empire, both now and in the future.

EXERCISES SUGGESTED

1.  In literature:  Study one or more of the selections in the Public School Readers that are suitable; for example, in the IV Reader, pp. 1, 49, 74, 154, 155, 227, 231, 248, 302, 358, 409; in the III Reader, pp. 55, 140, 246, 258, 274.  If these have been studied before, one or two might be read or recited by the pupils.  In this Manual poems are given (pp. 73, 74) that may be used in the same way.  Pamphlets containing suitable matter for Empire Day have been sent out by the Department of Education on several occasions.