ON EDUCATIONAL TRAINING FOR OVERSEAS LIFE. 295 
In Appendices a list is given of :— 
I. The organisations from which information can be obtained. 
II. Sources from which financial assistance can be obtained. 
III. Types of Secondary Schools and Colleges in Great Britain—a memorandum 
by Sir Richard Gregory. 
The work of the Committee this year has been somewhat overshadowed by the 
economic difficulties of most of the Overseas Dominions, and this has caused them to 
reduce their efforts in regard to propaganda for new migrants. So far as these 
conditions are concerned, the Committee believe the difficulty will pass by the time 
the present generation of pupils, whom alone they are considering, are old enough to 
migrate. Even at the present time the objection of the overseas countries is, in the 
main, to'our unemployed, and not to our fresh young people. 
Moreover, no difficulties are placed in the way of young people of promise pro- 
ceeding from a secondary school in Britain to a university or technical school in the 
Dominions overseas. For such the openings are numerous. Administrative, pro- 
fessional, industrial, and commercial posts are open to the graduates of such 
institutions, and are likely to offer greater opportunities for advancement than in 
Britain owing to the more rapid increase in population in the newer countries. It is 
well known that the Colonial Office often has difficulty in getting for service the kind 
of pupils they need. At most secondary schools scholarships are offered to enable 
pupils to enter universities or technical institutions in Britain. The Committee 
urge the Board of Education and school authorities to make such scholarships tenable 
also at British institutions overseas." 
5. The Dominions and their Resources.—Finally, it is well that all should recognise 
clearly the important changes that have taken place in the Dominions themselves as 
to their attitude towards immigration. Whereas until recently they were prepared 
to admit practically all types of immigrants for settlement on the land, not only 
from Great Britain but from Europe generally, the change in the economic conditions 
and the large amount of unemployment and even distress on the farm lands every- 
where compel them to close their doors to the old emigrant type. They are exercising 
a greater vigilance over the type of settler introduced; they will no longer put up 
with the ‘ remittance ’ man, and the ‘ family disgrace.’ In self-protection they must 
exclude all who are likely to become a charge on their resources. Naturally they do 
not want any but the best Great Britain can send. Boys and girls of good physique 
and character, with a willingness to work and with grit to overcome difficulties, are 
welcomed ; these will always find plenty of scope for their abilities and ample reward 
for their labours. This aspect of the question calls for readjustment of the ordinary 
British idea of migration—it must no longer be thought to be a means of getting rid 
of the ‘waster’ or ‘dud,’ but should be considered an avenue of great opportunity, 
enterprise, and adventure open only to those with the best credentials. The great 
natural resources of these lands, particularly in Canada, the enormous potential wealth 
of vast areas still untouched offer in the near future opportunities unsurpassed 
elsewhere in the world. 
6. Summary.—The results of the present inquiry may be summarised as follows :— 
(a) From the statistics obtained during the last six years it has been clearly 
shown that some cause—which is variously said to be a want of enterprise, 
a lack of knowledge, or some adverse influence—has held back the youth of 
this country from as free a participation in the openings offered for overseas 
life as might reasonably have been anticipated. 
(6) With the exception of the group of committees in the North-East of England 
the various Local Migration Committees have taken little, if any, interest 
in the secondary school boy as such, but have been mainly concerned with 
those from elementary schools. 
(c) The County and Borough Education Committees make little or no attempt 
to direct the attention of the secondary schools in their charge to the pos- 
sibilities of overseas life for many of their pupils, but simply leave such 
matters to the initiative of individual schools. The senior scholarships 
they offer are tenable at universities in Britain only, Government grants 
not being available otherwise. 
* See note at end of Report (page 314). 
