720 TRANSACTIONS OF SECTION L. 
of heart through a long educational career have gradually, but overwhelm- 
ingly, convinced me. If we are apt to think, speak, and act Imperially, our 
education must take form from a strong Imperial sentiment, and must aim 
at instilling Imperial instincts in the young lives which that education is 
meant to control and develop. 
I have spoken hitherto of this subject mainly from the point of view of 
secondary education, with which I am the most conversant ; not only for 
that reason, however, but because most of those who are destined to proceed 
to the distant outlying parts of the British Kmpire, and, when there, to 
take prominent parts in the development of that Empire, obtain their 
educational equipment from the secondary schools of England. It is, there- 
fore, on curricula offered or desiderated in them that I have exclusively 
dwelt. But I do not blink the fact that the proper educational organisation 
of our elementary schools, on the one hand, and of our universities on the 
other, exercises a large influence on the solution of Imperial problems. 
On elementary education, however, I do not propose to touch in this 
address, mainly because I look forward to experts in primary schools directing 
the thoughts of this Association more directly tothem. But I will touch with 
great brevity on the subject of University education. 
Whether Oxford and Cambridge—particularly Oxford—will ever so 
reform themselves as to contribute largely to such solution remains to be 
seen. Personally, I look with far greater confidence to the more recently 
organised universities—those of London, Leeds, Sheffield, Manchester, 
and the like—to equip men educationally with those moral, physical, and 
intellectual qualities which are most in requisition in our great dependencies 
and commonwealths. 
Such institutions, from their newness, their eagerness, their freedom 
from antiquated prejudices and vested interests, are more likely to be counted 
upon for many years to come to send forth a stream of young men who 
have learned in the school of hardness to face the difficulties and to adapt 
themselves to the austere conditions which are inseparable from life in un- 
worked regions and half-discovered continents. And it is at once a hopeful 
and inspiring thought that the great Dominion of Canada will welcome such 
to herself as sufficient and efficient citizens of her all but boundless territories, 
that she will recognise in them ‘bone of her bone and flesh of her flesh,’ 
physically, mentally, and morally capable, in company with those of her 
own sons who have long settled in the land, of extending the borders of the 
Empire by enlarging its resources, and of lifting, securing, and consoli- 
dating thereby the destinies of the Anglo-Saxon race. 
There is still one more educational factor on which I would ask 
attention before I close this address. It is this—the necessity of 
a closer touch educationally (in the sense of ‘ academically’) between 
the secondary schools and colleges of the Mother Country and similar 
institutions in the great Dominion and commonwealths which own 
her parentage. How this can be effected without great modifica- 
tion of our existing English system it is hard tosee. But one point is quite 
clear. We must give up that part of our system which insists on choking 
the passage of the student from point to point in his educational career by 
subjecting him to countless examinations on entrance and throughout his 
academical course. It would be of incalculable advantage to the Empire at 
large if an extension of educational intereommunion, such as was inaugurated 
by the noble benefactions of the late Cecil Rhodes, could be secured through- 
out the Empire. Undoubtedly examination would be the surest test for 
determining the question of the admission of a student to the privileges of 
further education, if such examination could be conducted within a limited 
geographical area. But it is quite an impossible system if adopted as 
between the outlying parts of a greatempire. The United States of America 
