Upon the journalism of the Empire a great responsibility is laid. It is only a few years since even the most prominent English journals published colonial news under the head of foreign intelligence. Canadian news came to London by way of Philadelphia. All that is now changed. Four or five of the leading London dailies, and most of the greater provincial journals, now make the careful and conscientious study of colonial problems a marked feature of their work. One suggestion perhaps remains to be made. If the British interests at stake determine such questions, the time will probably soon come when in three if not four of the outlying parts of the Empire the greatest English journals should have as able and as well paid correspondents as in the great capitals of Europe. The work of such men, devoting their time to the study of colonial conditions, would do much to make English information accurate, and to create in the colonies confidence in English opinion on their affairs. It is a crying evil that much of the English news published in the daily Canadian press, reaches it, even now, by way of New York, and has characteristics specially given to it to meet the demands of anti-British classes of American newspaper readers. Canadian {313} journalism can alone apply the remedy of direct communication carried on under reliable control. In schools there is an immense work to be done. The cultivation of national sentiment in the minds of the young, on the basis of sound knowledge, historical, geographical and industrial, is not only a legitimate work, but a primary duty for the schools of a country. Especially is this true of countries where good government rests on the intelligence of the masses. Above all is it true for a nation which has the great birthright of free popular institutions; which has more than once stood as the bulwark of modern liberty, as it may have to stand again; which has traditions behind and prospects ahead fitted to fire the noblest and purest enthusiasm. Somewhat extended observation has led me to conclude that there is a very great lack of historical and geographical teaching in portions of the Empire. The deficiency is most marked on the historical side in the colonies, and especially in parts of Australia; on the geographical side in the mother-land. The remark applies equally to elementary and to secondary schools. It seems a lamentable thing that any British child abroad should grow up without having felt the splendid inspiration to be drawn from the study of British history; a disgraceful thing that any British child in the mother-land should grow up to exercise the franchise without a fair idea of the geography of the Empire whose destiny will be influenced by his vote.