eral lesson spaces.

References: The text-book, Weaver's _Canadian History for Boys and
Girls_, and Parkman's _Montcalm and Wolfe_.

FORM III

THE COMING OF THE UNITED EMPIRE LOYALISTS

1. Narrate briefly the story of the American Revolution, to show why
they had to leave the country; describe the treatment given to them by
the revolutionists; how they lost their property; how they were driven
from their homes and exposed to all sorts of hardships, sometimes fatal
to the women and children; emphasize their constant feeling of loyalty
in face of all their troubles.

2. There was nothing for them to do but go to some place where the
British flag still flew. The pupils may be asked, with the map before
them, to consider where they would be most likely to go. What were the
probable routes they would follow? That would depend on where they lived
in the States. What methods of travel could they use? The class will see
from a consideration of these points how they did travel, what routes
they followed, and where they settled down. The waterways would have to
be emphasized and traced out on the map; by sea from New York and Boston
to Nova Scotia; by Lake Champlain and the Richelieu River to Quebec and
Eastern Ontario; by the western rivers, the Mohawk, the Genesee, etc.,
to Western Ontario. (See _Fourth Reader_, p. 170.)

3. What the Government did for them and how they succeeded. Any account
of life in Canada in the early days will give the necessary information.
It may be that some old settler of the neighbourhood can supply the
story to one of the children.

4. In the Senior Form there may be taken up slightly the political
ideals of these Loyalists and how their presence led to changes in
affairs in Upper Canada.

FORM III

THE FLAG

In itself a flag is "only a small bit of bunting"; it becomes a powerful
aid to patriotism when it receives a meaning from its history. It is the
emblem of a nation, the symbol of sovereignty, and as such should have
a prominent place in the education of the young. Children should be
taught: (1) the history of the struggles and sacrifices of our
forefathers in securing and maintaining our liberties; (2) the
significance of the flag as standing for liberty, truth, and justice;
and (3) its construction, with the special significance of each part.

The last point--the construction of the Union Jack--should be preceded
by a series of lessons on the individual "jacks." Th