The relative progress, according to the population test, of the mother country, and the nationalities, voluntarily incorporated into her government, beyond seas will best be judged by the facts and figures of a comparatively recent contrast, such as is alone practicable in the case of an essentially modern experience. Between 1871, then, and 1881, the increase in the inhabitants of the United Kingdom was at the rate of 10 per cent. In the case of our American Colonies it was 19 per cent.; in the case of our Australasian it was 42 per cent. The same progress which has marked our recent history in other respects than numbers at home, has not been wanting with our kin beyond sea. Thus, in respect of education; in the single province of Quebec, then fairly typical of our other possessions, in 1837 barely one-fourth of the population could read; less than one-tenth could make even a pretence at writing. In 1897 there are in the same province 4,000 schools, with a total of 200,000 scholars, each of whom is periodically certified by examiners to be making gradual progress in the prescribed standards, according to age, and qualified individually to swell the claim upon the Government grant for efficiency. As for higher teaching, all our principal Colonies have their Universities. In the mother country, corresponding progress since the legislation of 1870 was at work was shown by the ability of the framer of that measure, the late W. E. Forster, himself well known in the Colonies, before his death in 1885, to point to the fact that the school attendance from being seven per cent. before his Act was passed had within fifteen years' operation of that measure risen to seventeen per cent. In the Australasian Colonies the results are not less striking than in the mother country or in the Canadian. In 1837 New South Wales was without a constitution as well as without any elementary education machinery of its own. Within rather less than half a century the institution of responsible government had been followed by an Education Act on the same lines as the English Act of 1870, but providing inter-mediate schools as well, with the result that the last census in Victoria shows that, of every 10,000 children of school age, 9,500 could read, and more than 8,500 could write. These are specimen cases which establish the point that the extension of English power is accompanied by the spread of whatever advantages modern civilization can bring. As was seen in the preceding chapter, since the Colonial Bishoprics movement of 1851, religion has followed everywhere in the wake of our Empire. So, too, has education. These are the things which distinguish the Colonial methods of Great Britain from those of any other country whether in earlier or in contemporary times.