634. TRANSACTIONS OF SECTION L. 
: 
is trained instils strong local patriotism, which, however, is intensive 
rather than extensive. _ His angularities are rubbed off, and his power of 
command is well trained. Hence he becomes, as a public man, if he attains 
to responsible positions in his island home, a_ sensible and just ruler 
within certain limits, but he perpetuates the prejudices of the class system. 
For the same reason, when his functions call him to the outlying parts of the 
Empire, he becomes an excellent governor over uncivilised races and over subject- 
peoples which, while not inferior to himself in civilisation, have been accustomed 
to domination through the centuries. But in countries like Australia, New 
Zealand, and Canada he is often, at first at least, a comparative failure, through 
the causes already enumerated, 7.c., class-prejudice, want of wide sympathy, an 
insular distaste for customs and habits with which he is not familiar, and a lack 
of manual training in early life. In fact, the majority of English boys have, 
except in the narrow area of school-sports, very little knowledge of the scientific 
connection between mind and hand. Some improvement, however, in all these 
respects has been observable during the last ten years, but much more wide- 
spread educational reform is required to make our statesmen less insular and fit 
them for the government of their imperial estate. It is indeed these deficiencies 
that our brethren Overseas, and those of us who have divided our lives between 
our Island Home and our wide-flung Dominions, consider should be taken in 
hand and remedied in our schools and colleges if our vast and complex Empire is 
to survive as an organic whole. 
(A discussion followed, in which Professor Finpiay, Professor H. E. 
ArmstRONG, and Professor J. A. Green took part.) 
TUESDAY, AUGUST 25. 
The following Papers were read :— 
1. The University and the State. By Sir H. R. Retougn. 
2. Mr. P. Boarp dealt with the same problem from the point of view 
of the State. 
3. The School and the University. By Professor J. A. GREEN. 
(Dr. H. B. Gray and Professor A. Mackin followed.) 
The following Paper was taken as read :— 
4. Hducational Pioneering (Queensland.) 
By J. D. Srory. 
1. The difficulties which have to be overcome by the Queensland Education 
Department, in its efforts to give to each child the rudiments at least of a 
primary education, will be understood when it is realised that the State contains 
670,500 square miles; a total population of 656,224; a primary school population 
between the ages of five and fifteen of 138,551; individual holdings of 
2,900 square miles each; and some places a journey of at least two weeks from 
the Departmental base. The success of the Department in its efforts may be 
gauged from the fact that, according to the latest statistical returns of the 
Commonwealth, the percentage of Queensland children between the ages of five 
and fourteen who can read and write is no less than 92°69, while the percentage 
of children of the same age who cannot read is as low as 6:82. These figures 
it may be remarked are the best for any of the Australian States. 
2. As auxiliaries to the ordinary full-time schools, there is a system of travel- 
ling teachers, Saturday schools, week-end schools, part-time schools, house-to- 
house schools, and railway-construction camp schools. The last-named are par- 
ticularly necessary because of the rapid extension of railway facilities. The 
