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SECTIONAL TRANSACTIONS.—K, L. 455 
(d) Mr. R. D. Crata and Mr. F. Svorsy.—The Problem of the 
World’s Timber Supply. 
Apart from fuel, usually obtained from hardwoods, an overwhelming. pro- 
portion of the timber required for industrial purposes is produced by coniferous 
species (pine, spruce, &c.) which, with few exceptions, are limited in distribu- 
tion to the North American continent, Northern Europe, and Siberia. These 
regions cannot be relied upon permanently as sources of supply. The position 
in Europe is unfavourable because timber consumption each year far exceeds 
forest growth. Siberian resources are to a great extent unexplored, but, as in 
Northern Russia, large areas of forest are likely to remain undeveloped owing 
to the difficulty and expense of extracting the timber. The United States 
consumes nearly half the world’s production of timber, and it is feared that 
at the present rate of depletion the virgin forests of both the United States 
and Canada will not last more than twenty-five or thirty years. 
In view of failing supplies and the slow growth of trees there is urgent need 
of reforestation of devastated areas, the protection of young growth, and the 
conservation of such of the original forests as still remain. 
(e) General Discussion, 
26. Dr. D. H. Campsetn.—The Relationships of the Anthoceratales. 
27. Prof. C. H. Ostenrenp.—The Vegetation of Northern Greenland. 
SECTION L.—EDUCATION. 
(For references to the publication elsewhere of communications entered in the 
following list of transactions, see page 469.) 
Thursday, August 7. 
1. Prof. G. M. Wrone.—The Teaching of History and Geography 
of the British Empire. 
History moulds the traditions of a people; geography tends to determine 
their occupation, and with this, in part, their mentality. ‘he British Empire 
manifests itself differently in five continents. There is no real New England 
anywhere. In every part of the Empire the British tradition is modified by 
local experience and by the influence of environment. 
The teacher has to explain how the British Empire came into being, and 
why geography has made it so varied; why, for instance, a man of English 
descent in Canada, in Australia, and in South Africa is far from being an 
Englishman. Special sympathy and understanding are required to explain these 
differences. English history and literature are prevaded by the English climate. 
The English literature respecting Christmas requires explaining in Australia, 
where Christmas comes in the warm season. It 1s not easy for an Englishman, 
living within easy reach of the sea, to understand the problems of life on the 
Canadian prairie, hundreds of miles from the sea. 
For effective teaching of history and geography each country requires an 
adequate literature, adjusted to the needs of the pupils in that country. It 
is probable that an Australian of understanding can write the history of Eng- 
land for Australians better than an Englishman, who would not comprehend 
the different angle at which an Australian must survey English history. The 
British Empire needs a copious literature, created not in one part but in all 
parts of the Empire. Another need is the instructive and sympathetic teacher, 
free from the patronising assumption that the best and truest are to be found 
only in his part of the Empire. A world-Empire needs a world-spirit in its 
teachers. 
