30 Hoiv to Pay for the War 



a body, more mind and muscle into their work, and so 

 produce larger returns per man and per acre. If they do 

 not do so, tnen this country, with its comparatively small 

 white population, will go down before the pushful, enter- 

 prising country with a much larger, more willing, and 

 better-trained army of workers that has long been doing 

 so. If this is what the English and British people wish 

 to occur, why, we feel bound to ask, are they sacrificing 

 their best men and so much money to win this War ? 



The greatest obstacle (judging from what 1 have seen 

 going on around me during the half century that 1 have 

 dwelt in the suburbs of London) to a satisfactory and 

 speedy expansion in the development of our Empire is our 

 present and past educational system ; a system which has 

 always and is still narrowing and not expanding the 

 visions and aims of the young and old alike. Those who 

 have " thought Imperially " liave done so in spite of the 

 strait jacket that the Government has placed us in 

 under the impression that they were teaching us to do our 

 duty to our King, our Empire and ourselves. Never has 

 a more serious mistake been made; worse still, it is to-day 

 as rampant and mischievous as ever. Until the entire 

 system is swept away and a truly Imperial thought-com- 

 pelhng system built up in its place, the people of the 

 United Kingdom, and especially those residing in and 

 around our large cities and centres of industries, will 

 never realize the importance and wealth of this Empire 

 and all that it means to those within it and to the world 

 at large : that is, if the world is to remain, on the whole, 

 Anglo-Saxonized and not go under the heel of Prussia. 



Sir Harry Johnston touched on tfyis same serious 

 defect in the able address that he delivered to the African 

 Society when he said, " . . unless the authorities can 

 become infused (and ' enthused ') with the New Learning, 

 can take the educationists by the neck and force them 

 to drop their out-of-date nonsense, whereby an inapplic- 

 able and useless education is being invariably imparted 

 to the young of all classes, to the future soldiers, sailors, 

 merchanis, mechanics, ministers of religion, editors and 

 journalists, &c. — unless, in short, we see to it that the 

 New Education deals very considerably with African 

 subjects we shall not only fail to appreciate the import- 

 ance of Africa, but shall be unable to shape a right 

 African policy and to turn our hold over Africa to the 

 legitimate profit of our Home State and to the rest of 

 the Empire." 



