nd,
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.

2. In history: (_a_) Some information about the growth of the Empire;
for example, how and when Canada, Australia, New Zealand, South Africa,
or any other part of the Empire was added; (_b_) Comparison of the size
of the British Empire with that of any earlier Empire, such as the
Persian, Greek, or Roman; (_c_) The growth of Great Britain's commercial
and naval supremacy, on what it is founded, what danger there is of
losing it, etc.; (_d_) Interpretation of the Union Jack, or of the
Canadian ensign.

3. In geography: (_a_) Story of the "All-Red" route, or of the "All-Red"
cable--explain the meaning of "All-Red" by reference to the map; (_b_)
"The sun never sets on the British flag." Make this clear by having
pupils notice on the map that there are red spots, showing British
territory, on or not very far from every meridian line; British sh