Ontario Teachers' Manuals: History Part 10

3. Broad white of St. Andrew is uppermost in the two quarters next the staff; the red of St. Patrick is uppermost in the other quarters.

Its base is the cross of St. George, red on a white ground. On the political union of England and Scotland in 1707, the cross of St.

Andrew, which is a white diagonal cross on a blue ground, was added, and to this Union flag there was joined, in 1801, the cross of St. Patrick, a red diagonal cross on a white ground. The colours of the Union Jack are red, which is the emblem of courage; white, the emblem of purity; and blue, the emblem of truth; so that we cannot do anything cowardly without disgracing our flag.

On memorial days the teacher, as he describes the past events that have helped to make our country strong and keep it free, may well refer to the colours of the flag as reminders of the virtues on which our Empire rests.

For memorial days the following, among others, are suggested:

FLAG DAYS

Opening and closing of each term

Jan. 1.--Munic.i.p.alities incorporated in Canada, 1842. (To be celebrated on the first school day of the new year.)

Feb. 10.--Union of the Canadas, 1841.

March 11.--First Responsible Ministry, 1848.

March 14.--Founding of Upper Canada--Const.i.tutional Act, 1791.

March 24.--Egerton Ryerson's birthday (1803-1882).

Empire Day.--The school day immediately preceding May 24.

May 24.--Victoria Day.

June 3.--The King's Birthday, 1865.

July 1.--Dominion Day: Confederation of the Provinces, 1867.

July 17.--First Parliament of Upper Canada, 1792.

September 13.--Battle of the Plains of Abraham, 1759.

October 13.--Battle of Queenston Heights--Death of Sir Isaac Brock, 1812.

October 21.--Trafalgar Day, 1805.

December 24.--Close of the War of 1812-1814, by the Treaty of Ghent. (To be celebrated on the last school day before Christmas.)

Other days commemorating events connected with various localities may also be chosen.

For information respecting the flag, teachers are referred to Barlow c.u.mberland's _History of the Union Jack_ (latest edition), to the _Flag Charts_, by Mrs. Fessenden, and to _The Flag of Canada_, by Sir Joseph Pope. For the stories of the patron saints of England, Scotland, and Ireland, see Appendix.

THE COLOURS OF THE FLAG

What is the blue on our flag, boys?

The waves of the boundless sea, Where our vessels ride in their tameless pride, And the feet of the winds are free; From the sun and smiles of the coral isles To the ice of the South and North, With dauntless tread through tempests dread The guardian s.h.i.+ps go forth.

What is the white on our flag, boys?

The honour of our land, Which burns in our sight like a beacon light And stands while the hills shall stand; Yea, dearer than fame is our land's great name, And we fight, wherever we be, For the mothers and wives that pray for the lives Of the brave hearts over the sea.

What is the red on our flag, boys?

The blood of our heroes slain, On the burning sands in the wild waste lands And the froth of the purple main; And it cries to G.o.d from the crimsoned sod And the crest of the waves outrolled, That He send us men to fight again As our fathers fought of old.

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 enn.o.bled 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 citizens.h.i.+p; (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 s.h.i.+ps, too, are in every part of the ocean; (_c_) Compare the population and area of Great Britain, Canada, Australia, the United States, Germany, France, etc.