730 PROCEEDINGS OF SECTION J. 



It is generally recognised that the Queensland grammar schools 

 do good woi'k; the success of their students in the Junior and Senior 

 examinations of the Sydney University abundantly justify this con- 

 clusion. Each school constructs its own programme, but, broadly 

 speaking, the curriculum of the several fjchools is designed to lead up 

 to the Sydney University. As each school practically shapes its own 

 course the success of the institution depends yery largely upon the 

 personality, etHciency, and vigour of the principal. In addition to the 

 State-endowed grammar schools there are several other secondary 

 schools. Some of the schools are denominational, and others are 

 conducted by private persons. These secondary schools are not 

 endowed by the State, but the winners of State scholarships or 

 bursai'ies may attend these institutions if the Govemor in Council is 

 satisfied that they are of a sufficiently high standard. 



As there is not a university in Queensland, the State grants each 

 year three exhibitions to universities. The exliibitions are open to 

 competition, and the test examination is the senior examination of thv? 

 Sydney University. Each exhibition has a currency of three years, 

 and is worth £100 a year. The winners may attend any University 

 approved by the Governor in t^ouncil. 



It will thus be seen that Queensland has been faii'ly liberal in 

 providing the means of higher education for her children. A com- 

 parison with her sister States of New South Wales and Victoria 

 emphasises this fact. During the year 190G-7 New South Wales, with 

 a population of 1,526,697, and a revenue of £13,392,435, granted 

 £12,945 towards secondaiy education; Victoria, with a population of 

 1,231,940, and a revenue of £8,345,534, granted £5,874; Queensland, 

 with a population of 535,113, and a revenue of £4,307,912, granted 

 £12,909; this amount is exclusive of £900 per annum granted on 

 account of exhibitions to universities. In cojnparison with New 

 Zealand, hoAvever, all the Australian States figure very poorly. In 

 1906-7, New Zealand, with a population of 977,220, and a revenue (f 

 £7,650,098, granted £64,528 in aid of secondary education; that 

 amount includes the salaries of staffs of the secondary classes in 

 district high schools. 



Technical Education. 



The system of technical education m Queensland is in its infancy, 

 but no branch of education is likely to make more rapid and lusty 

 growth during tlie next 50 years, or to have a more important bearing 

 upon the industrial and commercial development of the State. 



Australia has excellent opportunities of becoming a large manu- 

 facturing nation ; Nature has dealt bountifully with her, and her 

 products are many and varied. The Commonwealth Government, by 

 means of a highly protective tariff and by industrial legislation, is 

 encouraging and fostering Australian industries ; and it is now for the 

 people of Australia to make full use of their opportunities. The 

 following few statistics may help to illustrate the possibilities which 

 lie before Australians as a manufacturing nation. The value of 

 apparel, textiles, Sec, including boots imported into the Common- 

 wealth in 1906, was £13,508,844; of metals manufactured, including 

 machinery, £7,932,675; wood and wicker material, raw and manu- 

 factured, £1,698,766. The value of the wool exported in 1906 was 



