It seems to me that the only way the desired end can be attained is for the prominent members of the Unionist party at once to place before the country a constructive policy; above all, as to the two problems that are the most pressing and the most vital--Social Reform and National Defence. These two problems are intimately connected, and a satisfactory solution of them must precede any real strengthening of Imperial bonds. The question of Social Reform has been very fully discussed in the public papers during the last few months, and one of the writers on this subject has happily explained it as meaning "securing for the slum-dwellers good air, good housing, good food, good clothes, and good education." The conditions amid which millions of our people are living appear to me to make it natural that they should not care a straw under what rule they may be called upon to dwell, and I can quite understand their want of patriotic feeling. Again, by Social Reform I mean a reform which includes essential changes in our primary schools. No other civilized nation leaves its young boys and girls to shift for themselves, as we leave ours when they are thirteen or fourteen years of age. Nor is the education they receive an education calculated to make them lovers of their country. They are never told anything of its history, or taught to be proud of their country and its past. They are not given any idea of what their duty is to their country or what they owe to it. In some schools, indeed, it is even forbidden to hoist the Union Jack. Much of the teaching has no bearing upon actual life, and it comes to an end at the very age at which boys are most receptive of tuition, be it good or evil, and most require to be under some kind of control. Our oversea Dominions are wiser in this respect than we are. By means of Cadet Corps the boys are looked after until they reach the age of manhood, and the ground is thus prepared for the formation of a reliable Citizen Army. The same excellent results are obtained to some small extent in this country by training-ships, homes such as the Gordon Boys' Home, schools like the Duke of York's and the Royal Hibernian Military Schools, and societies like the Church Lads' and Boys' Brigades. Why are the failures in after-life amongst the lads brought up in these institutions so remarkably few? It is simply owing to the habits of order, obedience, and discipline they have been taught in their youth. And the Scout movement has already produced remarkable results. But such organizations are too limited in scope and too few in number, and, with the exception of the two Royal schools, they depend almost entirely upon private enterprise, and to a serious Government or a serious nation they are only signposts to the true policy. They should be an integral part of our national education.