N June 6, 1896, the Wentworth

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Historical Society of Hamilton passed a resolution of condolence with Mrs. Clementine Fessenden on the loss of her husband. In her few words of reply Mrs. Fessenden, who was accompanied by her little six-year-old grandchild, said she hoped the patriotic spirit of the grandfather would descend to the grandchild. Thereupon it was moved, seconded and carried, that little Kathleen Trenholm Fessenden be made an honourary member of the Society, in recognition of the loyal service of her ancestors and as an earnest of the future.

It was a notable experience for the child. Mrs. Fessenden was struck by her delight in her badge and the maple leaf she wore; by the glow of her young spirit; by the deep impression made on her mind by this identification with a worthy past; and by the patriotic aspiration that vaguely stirred her. The thought naturally followed : Why should not all children be stimulated in this way? If the new life and aspiration that came to this one child could come equally to all children, what a tremendous influx of national energy there might be with the next generation. In this thought lay the germ of Empire Day.

With a devotion deserving of all praise Mrs. Fessenden set herself to secure the realization of this vision of national benefit. In the schools the children could be most easily reached. The Montrealy Daily Star of August. 24, 1897, contained a letter from Mrs. Fessenden discussing the idea, and requesting that "school boards and others be visited and petitions circulated asking the endorsation of a movement looking toward the formation of a national patriotic scheme of education." This was followed by

letters to other papers. Mrs. Fessenden wrote also to the Minister of Education for Ontario, suggesting a day of special exercises, the children taking part to be known as the League of the Union Jack. Under date of November 6, 1897, she received the following

answer:

"DEAR MADAM,-I have your letter of the 2nd inst., and am delighted to notice the loyal tone by which it is animated. As Canadians we have been greatly at fault in neglecting the cultivation of a patriotic spirit, and if the formation of a league such as you suggest could be of service for that purpose, as I am sure it would, it ought to receive the support of every patriotic Canadian. As there is no provision in the regulations of the Department for flag exercises of any kind, I think it would be well to consult the Inspector, and perhaps the Chairman of the Board of Trustees, before such exercises were introduced into the school. So far as the Education Department is concerned you may rest assured that any effort made to foster in our school-children a love for our own country will receive a most cordial support. I shall even be prepared to consider any general scheme for the schools of the whole Province that may be submitted."

Mrs. Fessenden accordingly submitted a general scheme, and in acknowledgment Mr. Ross wrote again on November 23rd, 1897:

"It would be of of some advantage if the scheme were taken up by the Hamilton Board of Trustees, as that would call public attention to the movement, and perhaps make it easier for the Department to act.'

Mrs. Fessenden then waited upon the Hamilton Board. On January 7th, 1898, it was moved and carried that the Board set apart one afternoon in the year for the purpose of inculcating patriotic sentiment." The details, together with the date and name of the day to be set apart, were left to the Minister of Education. At Mrs. Fessenden's instance the School Boards of

London and Dundas adopted the idea and memorialized the Minister. Other School Boards were approached and many personal letters written. In the meantime the leading papers in Ontario and in Montreal had given the scheme notice, and it had been endorsed by the Canadian Club of Hamilton and by the Wentworth Historical Society. These results represented a great deal of work on the part of Mrs. Fessenden.

Mr. Ross then took the leadership in the matter. Political duties prevented his attending the meeting of the Dominion Educational Association in Halifax last August, but he forwarded a memorandum in which the following passage occurs:

"One of the questions which I intended to bring before the Association was the selection of some day during the school year to be specially devoted to the cultivation of loyalty and attachment to our country and to the institutions under which we live. In the month of May I corresponded with the Superintendents of the different Provinces, asking for suggestions with regard to the title of such a day, and the time which would best suit the convenience of the schools. I am glad to be able to say that the answer to my enquiries evinced the most cordial approval of the proposal, and all that remains now is for the Association to fix the date for observing such a day and select a title. Among the titles suggested were the following: 'Flag Day,' 'Britannia Day,' 'Patriotic Day' and ‘Empire Day.' None of these titles, except the last, seems to be acceptable."

Mr. Ross then gave his objections to the other titles and his reasons for favouring Empire Day, and with regard to the date said:

"As to the time most convenient for the celebration of such a day, from suggestions received and from a careful consideration of the whole question, I would respectfully advise that the school day immediately preceding the 24th of May be the day selected.

On August 4th the Association unanimously passed this resolution:

"Resolved that the Association recommends that the school day immediately preceding the 24th of May be set apart as 'Empire Day,' and that the Education Departments in the Provinces and Territories be respectfully requested to arrange for such exercises in their respective schools as will tend to the increase of a sound patriotic feeling."

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Pursuant to this resolution formal action was taken by the Education Department of Ontario, the Council of Public Instruction of Nova Scotia and the Protestant Section of the Council of Public Instruction of Quebec. the schools under the jurisdiction of these three departments Empire Day was duly celebrated on May 23rd last, as it was also in some schools in New Brunswick and Manitoba. It is expected that the day will soon be universally observed in Canada.

Outside of Canada, too, the day has already attracted attention. The English newspapers contained brief news references to it when the Ontario Education Department announced the formal action taken by it on the 1st of March. The idea seems at once to have commended itself to many in the Mother Country, where the Queen's Birthday has not hitherto been even a holiday, and where there has been no special patriotic day in the schools. On April 25th the London Times contained a letter from Lord Meath on the subject, together with one from Mr. Chamberlain to Lord Meath. After giving the substance of the reports he had read in the papers, Lord Meath said:

"This appeared to me such an excellent idea and one (especially if connected with a half-holiday) so well calculated to advance the cause of unity within the Empire, that I ventured toask her Majesty's Principal Secretary of State for the Colonies whether he could not see his way to use his great influence unofficially to push this movement throughout other portions of the Empire, so that ultimately the anniversary of Her Majesty's birthday throughout the length and breadth of her dominions might be associated in the minds of her subjects, especially of the young, with that vast Empire which has in so large a measure been the product of her long and glorious reign. In answer to my appeal, Mr. Chamberlain has been good enough to send me the enclosed reply, which I shall be obliged if you will kindly publish. (Signed), MEATH.'

Mr. Chamberlain's letter was follows:

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"DEAR LORD MEATH,- I have received your letter of the 8th inst., in which you call my attention to the reported action of the Education Department of Ontario with regard to

the Queen's Birthday, and suggest that I should endeavor to get their example copied in other parts of the Empire. I agree with you in regarding the Sovereign's birthday as an appropriate occasion for such special efforts to foster Imperial patriotism and loyalty as appear to have been made under the direction of the Education Department of Ontario, and I should be glad to see similar action in the schools of other parts of the Empire. (Signed), J. CHAMBERLAIN."

A Committee, called the Queen's Eightieth Birthday Committee, were already at work to secure the special observance of the 24th, and their plans included the children of two or three schools. The chairman of the Committee gave this information in a letter to the Times in reply to that of Lord Meath. Later, the London School Board, on motion of Lord Reay, the chairman, issued instructions that the children of the London Board Schools should, on the morning of the 24th, be addressed on the Queen's reign, while the afternoon should be a holiday. What influence Canada's action may have had in the case of the London School Board, it is impossible to say. But these facts show at least the simple beginnings out of which an Empire Day may, under Canada's example, develop in in the Mother Country.

There is little doubt also that the example will before long be copied in other parts of the Empire. Lord Meath's letter is an evidence of the agencies already at work.

It has seemed worth while to place on record these facts of the origin of Empire Day. As a matter of record, also, I think it is worth the necessary space to give some typical details of the first celebration in Canada. I have clippings from local papers in all parts of the country. One idea prevailed, but there were many minor differences in method. Even a partial list of interesting features should contain useful suggestions for principals and teachers.

The general scope of the exercises may be gathered from the circular issued by Mr. Ross to the Inspectors of Ontario :

"Part of the forenoon might be occupied with a familiar talk by the teacher on the

British Empire, its extent and resources; the relation of Canada to the Empire; the unity of the Empire, and its advantages; the privileges which, as British subjects, we enjoy ; the extent of Canada and its resources; readings from Canadian and British authors by the teacher; interesting historical incidents in connection with our own country. The aim of the teacher in all his references to Canada and the Empire should be, to make Canadian patriotism intelligent, comprehensive and strong. The afternoon, commencing at 2.30 p.m., might be occupied with patriotic recitations, songs and readings by the pupils, and speeches by trustees, clergymen and such other persons as may be available. The trustees and public generally should be invited to be present at the exercises. During the day the British Flag or Canadian Ensign should be hoisted over the school building."

The Inspectors handed on these suggestions, in some cases with more detail, to the trustees and teachers, who were left to work out the programmes.

It will perhaps be the best plan to give the features of chief interest under certain general headings. The details of the class work of the morning have, naturally, not been reported. I have already stated the Provinces in which the day was observed. High Schools, Public Schools and Separate Schools took part, and all grades from the Kindergarten to the Normal classes.

In most cases the exercises were held in the school buildings, the classes congregating in one or more rooms according to the accommodation. But there were several divergences from this rule. In Montreal a great public meeting was held on the evening of the 22nd in the Arena Rink. This celebration stands first in point of time and in magnitude. The music was furnished by a choir of one thousand school children. That the meeting was held on the 22nd instead of the 23rd was owing to the fact that a Military Tattoo had been arranged for the latter night. In Petrolia, Ontario, all the school children gathered in the Opera House on the afternoon of Empire Day; and in Galt in the grand stand in the Park. At the High School in Sherbrooke, Quebec, the exercises were held on the school lawn.

There were several street parades, the children carrying flags and maple leaves. In Petrolea, for example, the children marched to the Opera House,

headed by the High School cadets. In Galt the officers, bugle band, and a color party of the 29th Batt. led the way to the Park. All the school children of the town were in line, some riding on decorated bicycles. In Woodstock the children of one school marched through the principal streets and back to the school again. At other places there were marches around the school grounds.

Decorations were very general, and sometimes really elaborate. The materials used were pictures, particularly pictures of the Queen, flags, bunting, flowers and maple leaves. The blackboards, also, were brought into requisition and were covered with drawings of the Union Jack and other flags, the national flowers and emblems of different parts of the Empire, the Canadian and British coats-of-arms, and maps of the world with the British Empire filled in. In many cases these drawings were made by the children themselves. Maple leaves were very generally worn, and the staff of one school presented each child with a tiny Canadian ensign as a boutonnière. In some kindergarten classes the children made British flags.

Printed programmes were common, but not universal. Some were mere catalogues of the events of the day, and others contained, in addition, appropriate selections or explanatory notes. In one class the children prepared their own souvenir cards.

Music, of course, there was in abundance, both vocal and instrumental, choruses by the children being the leading feature in every case. I find that no less than forty different patriotic choruses were sung. And nearly all the patriotic poetry that was not sung was recited.

A feature that might be very largely developed was the dialogue. The Seven Provinces was a favourite, each Province being represented by a girl who spoke for it. Other dialogues were The Loyal Brigade, and Red, White and Blue. At the Model School in Toronto, Kipling's poem, A Song of the English, was beautifully and effectively rendered as a dialogue, England

receiving the declarations of her dependencies and giving her answer. These dialogues were combined with fancy drill. Manual exercises, military drill, fancy drill, the saluting of the flag, and, in Galt, a Maypole dance, formed the spectacular part of the programmes.

Public men responded well to the invitations to deliver addresses, it being a rare programme on which there were not at least two speeches. General Foster, United States Consul, delivered the principal address at the County Academy, Halifax.

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Essays by the children on Patriotism, on Canada, the United Kingdom, England and her colonies, and short biographical sketches of distinguished men were an important feature. class in Brantford must be credited with a novelty: each pupil gave one fact relating to Queen Victoria. Whitby one of the High School girls was chosen by her schoolmates to impersonate Laura Secord, and receive the contributions from all the scholars of the town, which the School Board had decided to allow to be collected toward the proposed monument.

Finally, the telegrams to the Queen from the school children of Montreal and Halifax should be mentioned. The Montreal telegram read: "School children of Montreal in their first celebration of Empire Day send expression of their loyal devotion to their Queen and Empire." The Halifax telegram was similar: "The school children of Halifax celebrating Empire Day in common with all Canadian schools, send loyal greetings to their beloved Sovereign." The reply received was: "Queen thanks you and all Canadian school children." The Secretary of the Protestant Board of School Commissioners in Montreal received the following letter from the Queen's Private Secretary, Sir Arthur Bigge: "The Private Secretary is commanded to express the thanks of the Queen for the kind message of congratulation which the school children of Montreal have forwarded through you to Her Majesty."

Such, in brief, is the history of the first Empire Day. Will the day prove a good thing or a bad thing? We must not lose sight for a moment of the fact that it may prove a dangerous influence. False notions of patriotism, false conceptions of national work, and false enthusiasms are much more easily imparted than true ones. The institution of Empire Day, far

But

from solving anything, has thrust upon us one of the gravest problems. With this aspect of the question I cannot deal at the end of an article. while I express my belief in the day's wide possibilities of good, I would insist that the realization of these possibilities depends, not on the day itself, but on the wisdom with which the appeal to patriotism is made.

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HE modern nervous system has much to try it. The daily despatches from the four corners of the earth, with murmurs of revolution and threatenings of war, keep the mind of man on the tenter-hooks of suspense. Three centuries ago, if civilization was ruder, the bliss of ignorance relieved the mass of mankind from much strain. To-day the possibilities of war-or worse-in South Africa create anxieties in distant parts of the British Empire. The meeting of Sir Alfred Milner, the Governor at the Cape, with Oom Paul has failed to produce a favourable result, and the Imperial authorities have to deal with a kind of diplomacy which knows no modern finesse, but is rugged and uncompromising to the last degree. For centuries the long arm of England has reached out far to protect her subjects, to secure them equal justice, and to enforce at least a recognition of civilization from the most stubborn despot. In the last resort there is always force, but with the Boers-owing to their successful repulse of a former British attack-this force means less than it does to other communities. The full price of the Jameson raid is now being paid. But for that senseless movement-since a revolt which fails is always wrong, while one which succeeds passes into history as a noble and necessary revolution - the demands made upon the Transvaal Republic would be irresistible. Nor can Eng