1908. 
 
 EDUCATION DEPARTMENT, VICTORIA. 
 
 PRELIMINARY REPORT 
 
 OF THE 
 
 DIRECTOR OF EDUCATION 
 
 UPON 
 
 OBSERVATIONS MADE DURING AN OFFICIAL VISIT 
 
 TO 
 
 EUROPE AND AMERICA; 
 
 WITH RECOMMENDATIONS REFERRING TO STATE 
 EDUCATION IN VICTORIA. 
 
 ^2 ^nthoritja: 
 
 J. KEMP, GOVERNMENT PRINTER, MELBOURNE. 
 
 3721. 
 
 ' Ika B fl f 
 
 tLIC DEPT. 
 
 ^
 
 The education demanded by a democratic Society to-day 
 to overcome the inevitable difficulties that stand in the way < 
 ment ; an education that, from the beginning, promotes hi; 
 the most salutary environment and appropriate physical train 
 woi'ld in throiigh every natural power of observation and assir 
 well as head-power ; that inculcates the appreciation of beaul 
 the performance of duty to self and to others ; an education tl 
 continuing the work already done, enables the youth to discov 
 that impels him through oft repeated iniellectual conquests ( 
 look forward to a life of habitual achievement with his head o 
 to analyze f jr himself the intellectual, economic, and politica 
 the insight, the interest, and the power to deal with them as 
 advancement and for social service ; and, finally, that causes h 
 and to retain the prizes of life, namelj', wealth, culture, 
 usefulness, and thus makes him feel that a life without grc 
 living.
 
 vc" ^f' &.• ir\9 
 
 ECLC. DEPT. 
 
 CONTENTS 
 
 Ed./PsycE. 
 Library 
 
 131 
 
 VULn 
 
 Prefatory Note 
 
 Introduction... 
 
 I. — The " Ladder of Education" in other Countries 
 
 II.— The Conception of National Education in Australia is behind the Age 
 
 III. — What Victoria has accomplished so far ... 
 
 IV. — What Victoria has yet to do in National Educatiou 
 
 V. — What other Countries are doing in Popular Education 
 
 VI. — The Grading and Co-ordination of Public Educational Activities 
 
 The Organization of Education in an English City (p. 39). 
 The Organization of Education in Scotland fp. 46). 
 
 VII. — Technical Education 
 
 Brief Outline of Industrial Education in Germany (p. 54). 
 The Continuation and Trade Schools of Munich (p. 61). 
 Movements for Industrial Education in the United States (p. 64). 
 
 VIII.— The Training of Teachers ... 
 
 IX. — A Council of Education 
 
 X. — W^hat New South Wales is duing 
 
 XI. — What New Zealand is doing .. . 
 
 XII. — A Chapter of Recommendations 
 
 District Schools (p. 83). 
 
 District Agricultuial High Schools (p. 84). 
 
 Secondary Education (p. 85). 
 
 Technical Education (p. 86). 
 
 The Training of Teachers (p. 88). 
 
 Buildings and Equipment (p. 89). 
 
 Council of Education (p. 91). 
 
 Appendix A. — Education in Dresden 
 
 Appendix B. — Education in Nuremberg 
 
 Appendix C. — Technical Continuation Schools in Munich 
 
 DIAGRAMS. 
 
 Expenditure in Victoria on Primary, Secondary, Technical and University Education 
 
 Conspectus of Educational Organization in Scotland 
 
 Conspectus of German Industi-ial Education 
 
 Expenditure on Education in New South Wales, New Zealand, and Victoria compared 
 
 Conspectus of Proposed Scheme of Agricultural Education 
 
 Expenditures on State School Buildings in Victoria 
 
 Conspectus of Proposed Educational Organization in Victoria ... 
 
 Pafe'e 
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 To face paga- 
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 A 2 
 
 14469G8
 
 PRELIMINARY REPORT OF THE DIRECTOR OF 
 EDUCATION UPON OBSERVATIONS MADE DURING 
 AN OFFICIAL VISIT TO EUROPE AND AMERICA 
 IN 1907 WITH RECOMMENDATIONS REFERRING 
 TO STATE EDUCATION IN VICTORIA. 
 
 PREFATORY NOTE. 
 
 When the State Government of Victoria determined that I 
 should attend the Federal Conference on Education, held in 
 London, in May, 1907, I was further commissioned to make a 
 brief visit to other European countries, and to America, and to 
 observe systems of educational organization. As I was absent 
 from Victoria but eight and a half months in all, my visits 
 were necessarily brief ones, but I received such great help from 
 authorities everywhere I went, that this made up, to a great 
 extent, for the limited time at my disposal. 
 
 I was fortunate in securing the valuable co-operation of 
 Mr. A. Williams, Director of Education, South Australia, who 
 was travelling on a similar mission, and as we kept in close 
 communication, we were able to make a much better use of our 
 time, and to assist one another materially by the discussion of 
 points as they arose. 
 
 In this preliminary report I have dealt with main features 
 of the organization of a national system of education, and have 
 not gone into details to any great extent. I propose to publish 
 from time to time special chapters of my report dealing with 
 such questions as, methods of education, the training of 
 teachers, technical education, the education of the feeble- 
 minded, the medical inspection of school children, agricultural 
 education, and specialized education for girls. 
 
 The main purpose of this preliminary report is, to show that 
 satisfactory results cannot be obtained in Victorian education 
 so long as important elements of a national system are wanting.
 
 If Victoria desires to have a really satisfactory system of 
 education we must be prepared to face a largely increased 
 expenditure. This is my deliberate conclusion after seeing 
 what is being done in other countries. It is for the people of 
 Victoria to decide what quality of education they desire and to 
 what extent it should be developed. 
 
 FRANK TATE.
 
 Education Office, 
 Melbourne, 
 
 25th March, 1908. 
 The Honorable, 
 
 The Minister of Public Instruction. 
 
 Sir, 
 
 I have the honor to present to you a report upon my obser- 
 vations made during my recent official visit to Europe and 
 America. 
 
 It is not my intention in this Preliminary Report, or in 
 succeeding chapters, to endeavour to deal minutely v^ith the 
 systems of education of other countries. The past ten years has 
 been a period of great activity in the study of systems of 
 national education, and there has, in consequence, been a great 
 output of excellent and detailed reports by special inquirers 
 w^ho have, in many cases, been able to devote years to their 
 inquiry. These reports are w^ell known to most professional 
 educators in Victoria, and are available to all who wish to study 
 matters in detail. I think that I can be of greatest service to 
 Victoria to-day, if I give a clear and decided statement of my 
 opinion as to the progress we have made so far in public educa- 
 tion, and if I point out the steps which we must inevitably take 
 if we are determined to keep pace with progressive peoples. 
 For it is beyond question, nowadays, that national progress is National 
 bound up inextricably with national education. It matters not ^^^°^J^^l 
 whether we are discussing the social well-being of a people, or greatly on 
 the wisdom and sanity of its political ideals, or the conditions national 
 
 ,"^. i .. j-iij_* education. 
 
 of success in industrial competition, the solution, sooner 
 or later, resolves itself into one of educational efficiency. 
 No subject, then, should be of greater concern to public- 
 spirited men and women. If it is shown that other countries, 
 with no greater material advantages than ours, are providing 
 more wisely and more generously for the training of their 
 young people, this, should be a matter for real concern, and 
 should evoke the best thought of the community. Unfortunately, Hindrances 
 there are many hindrances to the impartial and free discussion to the free 
 
 y . , ^ , T • discussion of 
 
 of an educational problem. The ever-present religious ques- educational 
 tion is sure to be imported into it; private interests, which problems. 
 feel themselves, jeopardized, will range themselves against 
 new types of public schools; fear of increased expenditure will 
 insure the opposition of sections of the taxpayers; while
 
 there are not wanting many who, from a variety of causes, 
 dread and distrust popular education. The greatest obstacle, 
 however, to a satisfactory settlement of the question is public 
 iTslrair*^^^* ignorance and apathy. During the past ten years, two notable 
 reponVon AustraKau reports on Education have sounded very distinct 
 education. wamiugs as to our short-comings. One of these, the Report of 
 the Royal Commission on Technical Education, 1899-1901, 
 made many important recommendations that have never re- 
 ceived proper attention. The other, the report of Messrs. 
 Knibbs and Turner, Education Commissioners for New South 
 Wales, 1902-1904, showed how far the Australian States are 
 behind European peoples in their provision for complete 
 popular education. Wherever I travelled I found that these 
 reports are justly valued, but in our own country they have 
 never been really appreciated by public men. What we need 
 to-day is that those who lead public thought shall throw away 
 conventional and illiberal notions as to the scope and end of 
 popular education, notions which other peoples have long out- 
 grown and cast aside, and shall front facts fairly and squarely 
 in an endeavour to build up in Australia an education system 
 worthy of a potentially great people. If we can have the ques- 
 tion discussed from the view-point of national well-being and 
 •apart from political and class prejudices, if we can, for the 
 present, set aside for special treatment such confusing issues 
 as the vested interests of private schools, and the extent to which 
 the State should control school administration, I am cert>ain that 
 fair-minded men will come to the general conclusions set out in 
 this report. The world-currents are unmistakably setting 
 strongly in definite directions, and we in our little back-water 
 here must make up our minds either to rest in a foolish content, 
 or make a great effort to join the great current and advance. 
 " We must take the current when it serves, or lose our ventures." 
 General And here I desire to say most emphatically that the estab- 
 
 re?ommendf- lishmcut of higher schools, such as I advise in this report, will 
 tioas. not tend to still further increase the number of aspirants to 
 
 clerical occupations, nor will it add recruits to the " black coat 
 brigade." I recognise that we occupy a new country which 
 needs manual workers, and intelligent manual workers. All of 
 my recommendations are in the direction of producing these. 
 Our city intermediate schools will train for future technical 
 work, our country agricultural high schools will aim at giving 
 an intelligent interest in farm affairs. It is to our technical 
 education as represented by our existing technical schools, and 
 those to be created, and to the technical side of our University 
 that I desire to lead up efficiently. I am in complete accord 
 with the words of Mr. Holman in his " English National Edu- 
 cation "— " Not wealth, but the power to produce wealth, is the
 
 true measure of the commercial prosperity of the country. Not 
 men, but minds, are the first requisites for superiority in pro- 
 duction. Not handcraft, bnt braincraft, is the prime source 
 of productive excellence. Not a worker, but an intelligent 
 worker, is the mainstay of the industrial world. Not a machine, 
 but the creative and guiding intelligence, is the greatest econo- 
 mizer. Mind is the great parent machine, and the great master 
 machine. The mechanical is never the highest expression of the 
 rational. Therefore, the best capital of a nation is the brain- 
 power of its people." Such an ideal in education is not incon- 
 sistent with a broad humanistic training, and, indeed, the 
 success of certain countries — notably Denmark — in the world's 
 market has been largely due to an enlightened combination of 
 broad humanistic education with technical instruction. 
 
 I.— THE "LADDER OF EDUCATION" IN OTHER 
 
 COUNTRIES. 
 
 Even the casual student of education must be impressed, on 
 a visit to the great countries of the world, by the many evidences 
 that public education, interpreted in the most liberal sense, is 
 there regarded as a vital function of the State, and as an essen- 
 tial of true national greatness and prosperity. He sees on 
 every side public provision for costly schools of the most varied 
 kinds, allowing of the highest degree of specialization. There 
 are evening and day continuation schools leading into trade 
 schools of all types, there are schools which give training for 
 industries which require a high degree of knowledge and skill, 
 there are schools which train for commercial pursuits, and 
 schools which lead on to higher technical schools and universi- 
 ties. And these schools rest on a broad basis of publicly sup- 
 ported and controlled primary, intermediate, and secondary Technical 
 education, primary education compulsory for all, and inter- lf^°°ll ^""'^ 
 mediate and secondary education available for all. Best of all, better basis 
 he sees that in order to make the educational result bear JJitmar 
 on the most diverse needs of national life, effort is being steadily schools 
 devoted to co-ordinating the different activities, so that they ^'°°'^' 
 may be applied economically and surely. Briefly, these coun- 
 tries have realized that " school power " is one of the great " schooi 
 factors in the ever-present world-struggle, and that time and p^"^"" 
 thought and money must be ungrudgingly spent in building up 
 and maintaining every part of a complete system. It must be 
 a complete system if it is to be efficient; it must meet, so far 
 as school education can, all the varied needs of the nation, 
 whether social, or political, or industrial, and throughout it 
 there must run a common aim.
 
 6 
 
 The ladder Europcaii iiatioiis have long held the belief, and have acted 
 
 upon it, that efficient higher education rests upon efficient pre- 
 liminary education. In Switzerland, for example, as early as 
 1603, we find the Government of Aargau suggesting to every 
 commune the establishment of primary schools, and soon after 
 making this a compulsory duty. And for many years every 
 ^wiss Canton has had a supply of schools of every grade, form- 
 ing an organized scheme of public education, complete in every 
 stage, adequate for the needs of the whole Canton, and within 
 the reach of the whole Canton. What is true of Switzerland, 
 is true of Germany, of France, of Austria, of Denmark, of 
 Holland, and of every progressive European people. These 
 peoples have not dreaded public control of education; they have 
 rather looked askance at private educational supply as being 
 uncertain in quality and quantity, and as less conducive to the 
 Public control development of a national spirit. Nor has this development 
 does not" '°" under State control and supervision hindered the free play of 
 produce individuality in working out new methods and new experiments. 
 and°8t«nity. It is ouly those who do not know the facts who talk so confi- 
 dently about Government control producing dull uniformity of 
 procedure. Government supervision of education on the Con- 
 tinent has produced a body of highly-trained teachers, knowing 
 their subjects, and knov/ing the best methods of teaching these 
 subjects. This is the best guarantee of individuality in 
 teaching. Nothing is more depressingly uniform than the 
 attempts the untrained make in the difficult and delicate 
 business of teaching. It is true that in the past many valuable 
 reforms have originated outside of the publicly controlled 
 schools; but with a more generous course of education for all 
 teachers and a more enlightened official control of the schools 
 there will be no lack of individuality and initiative or of scope 
 for their exercise. 
 
 Great B/itain Thc last of the great nations to face the problem of national 
 
 ?e^centij^ cducatiou from the elementary to the highest ^Tade is Great 
 
 begun to Britain. Long before the Education Act of 1870, her more en- 
 
 nltionai ^ lightened neighbours had made very full provision for popular 
 
 system. educatiou, but the English Act of 1870 (which we unfortunately 
 
 followed slavishly) established elementary education only. For 
 
 the modern conception of national education was slow to take 
 
 root in England. Her elementary schools were not established, 
 
 as in America, from any belief that all the children of the State 
 
 have a right to demand a fair opportunity for full mental 
 
 development, nor did she take the European view that national 
 
 efficiency rests upon school efficiency. Robert Lowe put the 
 
 case aptly when, after the passing of the Reform Act of 1867. 
 
 he said, " We must now, at least, educate our new masters." On
 
 GIRLS SCHOOL, HERSCHENGRABEN, ZURICH. 
 
 (Cost ^32,000.) 
 
 MAIN ENTRANXE TO PRIMARY SCHOOL, HERSCHENGRABEN, ZURICH
 
 lSSEMBLY hall, primary school (girls"). ZURICH. 
 
 STAIRWAY, PRIMARY SCHOOL (GIRLS), ZURICH.
 
 the whole, popular education in England was undertaken grud- 
 gingly and distrustfully. It was unlikely, therefore, that a 
 people who took up the business of public education in this 
 spirit would make much of a success of it, and ,so it proved 
 for the next thirty years. The idea, that popular education by 
 the State partakes of the nature of charity, persisted long in 
 England, and does so in Victoria to some extent. It is hard 
 to credit that the most elaborate regulations were issued for 
 defining the various classes of people who might rightly use 
 State-aided schools. The schools prior to 1870 were for " the 
 labouring class only." In the Regulations of the English Edu- 
 cation Department, 1864, we find : " Simple policemen, coast- 
 guards, and dock and railway porters may commonly be regarded 
 as labouring men. But petty officers in those services, excise- 
 men, pilots, and clerks of various kinds, present more difficulty, 
 and must be judged of according to the answers to the preceding 
 inquiries, e.g. Does he rank and associate with the working 
 men or with the tradesmen of the place ?"* When in Switzer- 
 land, I quoted the above regulation to a Swiss gentleman, who 
 smiled, shrugged his shoulders, and said expressively, " Ah, yes, 
 that explains so much in English education." 
 
 There have been many attempts in England since 1870 to Recent 
 build up technical and intermediate education, but no compre- in^'^Engkn'd.' 
 hensive system was agreed upon until a few years ago. The 
 Act of 1902 inaugurated a new era in public intermediate, and 
 secondary education, and since then the greatest energy has 
 been put forth in establishing efficient secondary and interme- 
 diate schools at public expense, and the old-time prejudices 
 have vanished, or are vanishing fast. The mother country has 
 been slow to move, but now the movement is going; forward with 
 characteristic determination. Before I left Victoria, I was 
 advised by many tliat I should find little of interest or value 
 in English popular education. On the contrary, I found the 
 conditions in England intensely interesting, and of the greatest 
 value to me, seeing that the beginnings of our own system were 
 modelled on those of England. The pity is that while we 
 adopted the restricted English views of 1870, we have not fol- victoria has 
 lowed the advances made since. When, in 1895, the School ^^^ land'^"^^'^ 
 Boards of England were developing higher elementary schools, example. 
 we were too much occupied with the drastic retrenchment which 
 called forth the scathing condemnation of a Royal Commission 
 in 1899, a retrenchment whose damaging effects the Education 
 Department is still feeling. 
 
 During the past six years the attitude towards public educa- state- 
 tion in England has completely chansred. Instead of public controlled 
 
 o .^,.-^ " , .'li secondary 
 
 moneys spent on education being more or less restricted to education 
 
 in England. 
 
 * Quoted by Sir R, L. Morant. Vol. 3, Special Reports.
 
 elementary education, it is now competent for county and 
 borough councils "to consider the educational needs of their area, 
 and to take such steps as seem to them desirable, after consulta- 
 tion with the Board of Education, to supply or aid the supply 
 of education, other than elementary, and to promote the general 
 co-ordination of all forms of education." England has at last 
 begun to work out a national system of education, and to follow 
 in the footsteps of other progressive peoples. 
 
 Rapid In addition to elementary schools and higher-grade schools 
 
 increase of there arc, as the latest reports show, 600 State-aided secondary 
 secon^daTy^ schools rccoguiscd uudcr the Board's regulations, educating 
 schools. 104,938 pupils; while, in addition, there are 93 secondary 
 schools provisionally recognised, or seeking recognition. The 
 gap betwen elementary and technical schools is further filled 
 in by a comprehensive system of evening continuation schools. 
 The statistics for 1905-l'906 show that there were 5,728 schools 
 providing evening work, attended by 749,473 pupils, and costing 
 the State, in grant alone, £347,405. These figures do not in- 
 clude Wales, which, for a longer time than England, has had 
 an elaborate system of intermediate and secondary schools. 
 Scotland also has a national system, more completely developed 
 than that of England, and her Education Act of 1872, unlike 
 the English Act, made provision for secondary education. (See 
 page 46.) 
 
 Such a system, or want of system, as ours, which endeavours 
 to build up a successful technical and university education on 
 the basis of State primary schools, with the whole field of inter- 
 mediate education left to unregulated private enterprise, is un- 
 heard of outside Australia, and w^ould never be expected 
 from an enterprising and enlightened people, living under the 
 forms of democratic government. 
 
 II._THE CONCEPTION OE NATIONAL EDUCATION 
 IN AUSTRALIA IS BEHIND THE AGE. 
 
 It is well for us Australians to realize now and again that 
 our geographical isolation from the old world may produce a 
 reactionary and provincial spirit in matters affecting national 
 development. The nations of Europe developed their educa- 
 tion systems under the stress of national peril and of keen 
 industrial competition, and each has, therefore, kept on the alert 
 to seize on every improvement which a rival has adopted. The 
 danger from without has produced a solidarity of sentiment in 
 favour of making united sacrifices to obtain efficiency as ^ a 
 people. Even in countries such as Germany, where class dis- 
 tinctions are so marked and so jealously guarded, it is recog-
 
 9 
 
 nised by all classes that the well-being of the nation depends 
 upon the developed efticiency of its units. The most elaborate 
 and costly provision is therefore made, mainly at the public 
 expense, for education of all grades. 
 
 Higher education at the public expense for all who are quali- 
 fied to profit by it can be justified on humanitarian grounds 
 alone, but no appeal has been more productive than that based 
 on national danger arising out of fierce political or commercial 
 strife. This appeal is the best corrective to the prejudices 
 inseparable from distinctions of class and wealth, and it begets 
 at least a prudent selfishness that prompts all to recognise the 
 desirability of developing strength and ability wherever it can 
 be found. 
 
 Australia, in its brief history, has enjoyed a course of peace- .why 
 ful development, and has never really felt the pinch of poverty. Australia 
 No great common danger has welded us into unity and given us the" need of 
 a developed public spirit with the ideal that the best actions of ^^^^^^"j^^j^ 
 life are those which consist in public usefulness and social ser- system. 
 vice. We have been too prosperous, and have been able to make 
 an easy living out of the great natural wealth we found await- 
 ing us in tnis new land. Our gold, so far, has been won easily, 
 and our farmers have lived upon tiie stored-up resources of a 
 virgin soil. We have not, so tar, competed to any great extent 
 in tlie markets of the world. There has, therefore, been no 
 great practical incentive urging us, as a people, to train each 
 individual of our population to the highest pitch of develop- 
 ment. On the contrary, the spirit of competition within our 
 society has rather fostered a disposition among those who have 
 assured means and position to look askance at proposals for 
 giving the masses at public cost such an advanced education as 
 will qualify them for equality of opportunity with themselves. 
 We must now recognise that all our old conditions are chang- 
 ing, and that, year oy year, as our virgin resources are used up, 
 and as we develop a more complex industrial life, we shall have 
 need of a more highly-trained people. 
 
 I have been so accustomed in Victoria to hear in public and Reactionary 
 in private, from all sorts and conditions of men, the time-worn views of 
 and discredited arguments against any extension of the field of edSon. 
 public education, that it was most refreshing to travel to country 
 after country, and find that proposals, which, in Victoria, are 
 timidly put forward, and are promptly scouted as dangerous 
 and socialistic, have been boldly adopted, and have become the 
 merest common-places of administration. One does not need to 
 mention, as examples, those American States where public 
 money is so freely spent upon public schools that pupils of any
 
 10 
 
 grade in life may travel through the kindergarten, the graded 
 school, the high school, and the University, v^ithout fee or 
 hindrance of any kind. It is sufficient to direct attention to 
 what is being done in England and in Scotland to-day by such 
 progressive municipalities as those of London, Manchester, 
 Leeds, Liverpool, Glasgov^, Edinburgh, and others. Public pro- 
 vision is nov\^ made for the most advanced education, and not, 
 as w^ith us, mainly for primary education. Higher elementary 
 schools, secondary schools, evening continuation schools, trade 
 schools, and higher technical schools are being freely provided 
 and brought into proper relation one with the other, and where 
 they are not free, the fees are kept low, and liberal systems of 
 scholarships are provided. It seems as though, at last, the fine 
 ideal of Huxley, in his speech to the London School Board, in 
 1871, is about to be realized in England. " I should like," he 
 said, " to have an arrangement considered by which a passage 
 can be secured for children of superior ability to schools in 
 which they can obtain a higher instruction than in the ordi- 
 nary ones. I believe that no educational system in this 
 country will be worthy the name of a national system, or fulfil 
 the great objects of education, unless it is one which estab- 
 lishes a great ladder, the bottom of which will be in the 
 gutter, and the top in the University, so that every child who 
 has the strength to climb, may, by using that strength, reach 
 the place for which nature intends him." 
 
 Education of Nor is it ouly the strong and capable that are looked after. 
 men'taf^ ''''^ There is a growing sense of responsibility for the welfare of the 
 defectives, physlcal and mental weaklings of society. This also arises 
 primarily out of a recognition of the truth that it is, to say the 
 least, uneconomical to allow children to grow up either as a 
 danger or a burden to society. Schemes of medical inspection 
 of school children are now accomplished facts; special courses 
 in industrial work are provided for the waifs and strays of city 
 life; there are separate schools for the mentally feeble and back- 
 ward; and even the physically crippled are taken care of and 
 taught. Apart from purely humanitarian reasons, it is found 
 cheaper to spend money wisely in those ways, and so Sitop the 
 beginning of economic trouble. 
 
 Australia Straugc that Australia which, in some domains of political 
 
 ^^^'^f ""-^^^^ activity is so daringly progressive and democratic, should in 
 fadHt1es7or cducatiou rcmalu one of the most conservative and reactionary 
 ^']s^" of peoples ! And yet is it not certain that the safety and 
 
 education ■'■ *■ 1 • *' • 
 
 stability of democracy rest on education? What we want is a 
 public awakening to the fact that Australian boys and girls, 
 even in large centres of population, have not the same facilities 
 for higher education as are freely provided in other countries.
 
 11 
 
 In saying this, I include not merely the great countries of the 
 world, Great Britain, France, Germany, Austria, and the United 
 States, but also the smaller countries, more comijarable with our 
 own, such as Sweden, JNorway, Switzerland, Denmark, Finland, 
 and even our sister colonies in Canada, South Africa and New 
 Zealand. In these countries one finds, nowadays, a more or less 
 completely co-ordinated system of schools, from the primary 
 school through secondary and tecUnicai scnools to me univer- 
 sities, and the schools are maintained and controlled by the Go- 
 vernment or by public bodies. As a consequence, they are either 
 free schools, or they charge fees' which are so moderate that 
 higher education ceases to be the privilege of the well-to-do. It 
 was not pleasant for me to find at the Jbederal Education iCon- 
 ference in London that the Australian delegates were prac- 
 tically the only representatives of British self-governing 
 colonies who had to confess that public provision for education 
 in their country was almost wholly confined to primary 
 education. 
 
 The diagram on the next page shows, at glance, what pro- 
 vision the State makes in Victoria for public education in each 
 of the principal grades. There are at present in Victoria 2,088 
 localities provided with State schools, with an enrolment of 
 203,782 pupils. The course of study in these schools is a fairly 
 advanced one in the subjects usually included under primary 
 education. Secondary education is provided by a system of 
 scholarships only. There are eighty of these granted each year, 
 and scholarships are tenable for three years, at approved 
 secondary schools. The fees at private secondary schools 
 range from £16 to £24 per annum for tuition and necessary 
 expenses. The technical schools of the State are supported 
 by grants and fees, and so, too, is the University. We have not 
 yet seen clearly that our technical schools and the University 
 will never be available to the mass of our people while such a gap 
 exists between them and the primary schools. Technical educa- 
 tion and University education are the upper stories of our 
 educational edifice. They should be approached by broad stair- 
 ways leading from the primary through the intermediate and 
 secondary stages. At present we have no intermediate schools 
 of the higher elementary type, and the secondary story is locked 
 against the mass of the people, and can be entered only by 
 private stairways for which a heavy toll is charged. Our few- 
 scholarships are like so many ropes hung out for expert climbers 
 only. We need the broad, open stairway accessible to all.
 
 1L> 
 
 Our rural 
 schools are 
 more than 
 ordinarily 
 efficient. 
 
 Short 
 
 sessions and 
 temporary 
 teachers in 
 American 
 rural schools. 
 
 III.— WHAT VICTORIA HAS ACCOMPLISHED SO FAR. 
 
 In making comparisons between Victorian State education 
 and other public education, I have always kept in mind the 
 fact that we are a small community, as yet only seventy years 
 old, and that in our brief national life we have had to expend 
 time and energy and money in subduing the wilderness, in 
 making homes, in running roads and railways, ana in ail tne 
 public works necessary for laying the foundations of a State. 
 It is, therefore, to our credit that we have established an 
 efficient free and compulsory system of primary education, so 
 fully provided, indeed, that we maintain schools in sparsely 
 settled localities with an attendance of as few as ten or twelve 
 pupils. At the time of writing, I find that there are in Victoria 
 459 schools, with an average attendance of less than 19 pupils. 
 These rural schools are not, as in some countries, schools which 
 are open for part of the year only under the charge of a 
 partially-trained teacher, but they are, normally, in charge of 
 properly trained teachers who carry out the full syllabus of 
 instruction. 
 
 I wish to be perfectly fair, and to present, so far as I am able, 
 every side of a truth, and, therefore, I desire, while pointing 
 out our educational short-comings, to emphasize the fact that 
 while, in Victoria, we have neglected to provide sufficiently for 
 higher education, we have done more than ordinarily well in 
 elementary education, especially in rural education. 
 
 The exhibition of State school work held in Melbourne in 
 September, 1906, demonstrated the state of efficiency of our 
 small country schools. The indignant telegrams which are pub- 
 lished in the press whenever, from any cause, the Education 
 Department has failed to supply a teacher, and a small school 
 is, in consequence, temporarily closed, show how determinedly 
 our country settlers guard their school privileges. 
 
 Contrast with the wholesome regularity of the Victorian 
 State school service that of Nebraska, as told in the report for 
 1903. In some American States the school session, in rural dis- 
 tricts, is for part of the year only, and therefore a teacher's 
 engagement is casual. The State Superintendent of Public In- 
 struction of Nebraska writes as follows : — 
 
 " Consider for a moment, if you please, a profession or a 
 trade that requires regular, systematic, and careful training for 
 its work; then imagine the employment of 8,000 persons in that 
 trade or profession, three-fourths of whom are without any 
 special training for it; then imagine the dismissal of one-fourth 
 of the total number at the close of each year's work, and the 
 shifting about of two-thirds of the others from one place to
 
 This diagram shows the relative amounts of 
 State expenditure on Primary, Secondary^ 
 Technical, and University education respec- 
 tively. As ability to benefit by Technical edu- 
 cation depends partially, and ability to profit 
 by University education depends wholly, upon 
 Secondary education, it can be seen at a glance 
 how impossible it is to build a national system 
 in Victoria under present conditions. The 
 great mass of our people are shut out from 
 higher education because we do not offer suffi- 
 cient facilities for education of the Intermediate 
 and Secondary class. 
 
 The figures given are those of 1906-7. 
 
 Primary Education-, in- 
 cluding Administration, 
 Trainins:, and Build- 
 ings— £665,403. 
 93'1 per cent. 
 
 Secon pa k V EnncATiox, 
 tliat is Scholarships, 
 &c.. with Allowances — 
 £5,874. 
 
 O-s per cent. 
 
 Tkcii.sical Ei)rc.\Tiox, in- 
 chidinsc Maintenance 
 .Allowance for Buildinus 
 — £-2-2,.S-22. 
 
 3 1 per cent. 
 
 r.N-iVERsnv Graxt.s, in- 
 cludinjr Special Grant for 
 Eveninsr Lectures and 
 
 Exhibitions— £21.00(1. 
 3 )ier cent.
 
 13 
 
 another, having different conditions, new environment, and a 
 new set of people to become acquainted with in order to do the 
 best work; then you can begin to realize the public school situa- 
 tion in Nebraska, and to understand why the great and strenu- 
 ous efforts of the best educators of the State are to a degree 
 futile. The work must be done over and over again." (Report 
 for 1903, p. 21.) 
 
 We Victorians reap in this connexion one of the great Centraiiza- 
 advantages of a centralized system supported wholly out of de^entmUza. 
 State funds. Wherever education is decentralized and paid for tion 
 out of moneys raised locally, the rich and progressive districts ''°''^'"'^'^*^^- 
 are, as a rule, magnificently provided for, while poor and un- 
 developed districts are starved. In the United States and 
 Canada, within a few miles of a town which had moved me to 
 envy by its beautifully-built schools of all grades, elementarv 
 schools, high schools, technical high schools, and University col- 
 lege, I often came upon a settlement of farmers, where the un- 
 s»atisfactorv makeshift arrangements for the essentials of educa- 
 tion for the children of the farmers, moved me to a 
 corresponding pity and indignation. Again, when in England 
 and in Scotland, I could not fail to observe that the inevitable 
 tendency of their present system of organization is to draw 
 the brightest and most intelligent teachers at once to 
 the great cities, where, under the more important school 
 authorities, there is greater scope for ambition. By our system 
 in Victoria all of our young teachers must, as a condition 
 precedent to promotion, take service in rural schools, and it is 
 only by good work in these schools that a man or woman can 
 hope to be promoted rapidly. As a consequence the rural 
 schools of Victoria are often ahead of the city schools in educa- 
 tional development, for they are being steadily recruited by 
 young, ambitious teachers, unhampered by conservative tradi- 
 tions. When in England, I was invited to address a large 
 gathering of teachers at Aylesbury, Buckinghamshire, and was 
 rather amused when I was given the subject, " How to keep the 
 rural teachers in touch with educational progress." This is not 
 an urgent problem in Victoria, but m England and Scotland, 
 and America, where the schools are under local control, the pro- 
 blem is a very serious one. 
 
 Wherever I travelled, I looked especially into the question Tribute to 
 of rural schools, and I have come to the deliberate conclusion r^r'^frl^h 
 that the rural schools of Victoria are as good as any I saw, and 
 rather better than most. The development and maintenance of 
 a generous system of country schools is, of course, essential to 
 the well-being of a new country, such as ours, for a prudent 
 
 3721. B
 
 14 
 
 father will not take up pioneering work on the frontiers of 
 civilization unless he is assured that the education of his 
 children will be well cared for. We have reason to 
 be proud that throughout Australia the paramount claims of 
 our pioneering settlers have been, on the whole, generously met. 
 There are at present 1,752 schools in Victoria with an average 
 attendance of less than 100. I hnd that these schools have a 
 total average attendance of 53,728, or an average of about 30 
 pupils. Naturally, the cost of these small schools is propor- 
 tionately much greater than the cost of city schools, reaching, 
 in some cases, as much as £10 per annum per pupil in average 
 attendance. The work that our rural schools do is of a high 
 character, and every effort should be directed towards making 
 them still more efficient. If it could be shown that the estab- 
 lishment of public schools for higher education would neces- 
 sarily jeopardize the efficiency of our rural education I would 
 be one of the last to advocate it. But I do not believe that these 
 two matters are in any way antagonistic, although I do not 
 doubt that attempts will be made to show that they are. When 
 people cease to believe, on hearsay alone, that " the cost of Vic- 
 torian education is enormous;" when our public men compare 
 our expenditure on education with that of our competitors, and 
 hnd, as they will, that our primary system, so widespread in 
 its benehts, is distinctly a cheap one as compared with the 
 primary systems of peoples much more advantageously con- 
 ditioned than we are; when they realize that an essential con- 
 comitant of cheerful settlement in the country districts is 
 opportunity for the children to get the fullest educational ad- 
 vantages, and not a primary education merely; and when they 
 cqme to see that the growth of education is downward, as well 
 District high as upward, and that the way to improve our rural schools and 
 schools are niakc them bear more fully on national needs is to link them, 
 necessary. ^j^j^Qugh tlicir district high school, to the agricultural college, 
 the technical school, and the university; — in that day w^e shall 
 have a development of higher education on the lines of the 
 Western States of America, of Canada, and of New Zealand. 
 
 The people of Victoria are a wealthy people. They can 
 always get what they really desire. They will desire efficient 
 district high schools as soon as the case is fully put to them, 
 and there will be no question of establishing them at the ex- 
 pense of existing schools. When I was in America I heard one 
 of their public men say : " A western township is ashamed to 
 be without a high school. The building is the finest and most 
 conspicuous in the settlement. It is so in all of the North 
 Central, the Mountain, and the Pacific States. They will 
 abundantly take care of a splendid future." W^e should have 
 the same faith in higher education in Victoria.
 
 TYPICAL COUNTRY SCHOOL, CANADA. 
 
 PUBLIC SCHOOL, BROOKLYN, N.Y.
 
 15 
 
 It is too soon, of course, to determine the effect of our dis- '^^^ 
 trict agricultural high schools at Sale and at Warrnambool. nf^Tlchoois 
 But, soon after my return, I visited Sale, and heard enough to wafrnanr""^ 
 convince me that hard-headed practical farmers and business booL"^""" 
 men are quite satisfied that the high school is going to be of 
 great value to the district. No talk there of adding recruits to 
 the " black-coated brigade " ! It is idle to talk of engrafting on 
 the syllabus of instruction of our small country schools practical 
 studies of any complexity such as agriculture, domestic 
 economy, and the like. These schools are elementary schools, 
 and, although a beginning may be made in such studies, it is 
 only a beginning, and if it is to be effective, it must lead on to 
 something further. The district high school will solve the 
 problem, and will give a definite aim to the practical side of the 
 elementary school work. 
 
 But while we congratulate ourselves on the efficiency of our Higher 
 rural elementary schools, let us not forget that fully 98 per vIctoHa^is'" 
 cent, of our country boys and girls never advance beyond the confined to 
 primary stage of scjfiool education. In Victoria there are great lownj!'^^'^ 
 and prosperous areas, in which there is no satisfactory pro- 
 vision for private secondary schools, and there are no State high 
 schools. Mow, then, can we build up an agricultural education 
 worthy of the name ? How can we hope to bring about in our 
 methods of production and of marketing that " co-operation 
 of developed intelligences " which has done so much to make the 
 agricultural prosperity of Denmark ( Of what grade is to be 
 the political life of our provincial districts if our future 
 citizens are to miss the mind-awakening and mind-broadening 
 influences of the high school subjects,- — history, literature, 
 science ? These and many other questions confront us. 
 
 In my judgment, there is need for far greater all-round in- The future 
 tellectual development among our farmers than among our city ^^™er must 
 workers. They are not employes, but employers. Their problem enlightened 
 is constantly the problem of the best utilization of their capital, 
 whether it is land, or implements, or live stock.. Ability to per- 
 form the manual operations of the farjm is but a small part of 
 the equipment of the successful farmer. He must have a well- 
 developed intelligence, and a wide range of interests, and must 
 be alive to the fact that he is engaged in a business which is 
 becoming every year more complex and more scientific. He must 
 be quick to marshal facts, and to see his commercial lor indus- 
 trial opportunity. He must be able to recognise the significance 
 of the applications of science to his work, and be ready to take 
 advantage of them. The development of this type of mind is a 
 slow process. Beginning in the primary school the process 
 must be continued through the period of adolescence before a 
 
 man.
 
 16 
 
 Recommen- 
 dation. 
 
 satisfactory degree of maturity can be obtained. Ceasing, as 
 it does, now lor over 95 per cent, of our children, at the ages of 
 13 or 14 years, not only is development arrested, but much of 
 the power that has been gained tends to disappear. Lecturers 
 of the Agricultural Department have often told me that the 
 greatest handicap to their work is that too many, even of the 
 young farmers, are not sufficiently educated to profit by their 
 teaching. I have faith that the boys who graduate from our 
 agricultural high schools will not be thus handicapped. 
 
 I, therefore, advocate strongly the establishment of Dis- 
 trict High Schools in country centres. These may be either the 
 more elaborate District Agricultural High School, with its 
 necessary adjunct, the school farm, or the central District State 
 School, with higher elementary classes added to it, together 
 with provision for science training and manual work. Countries 
 which have developed such a system very well are Canada, 
 New South Wales, and New Zealand. What they have done, 
 Ave can do, surely ! 
 
 But while I feel that I can speak in unqualified terms as 
 ^""^victilf ' ^0 the efficiency of our country schools in comparison with those 
 ° ' I visited elsewhere, I cannot speak so favorably of our work in 
 
 the larger city schools. Our shortcomings in this respect are, 
 however, not due to any want of skill or zeal on the part of our 
 teachers. The causes may be found in our faulty buildings and 
 equipment, in the excessively large classes we have given to our 
 teachers, and in a too great dependence upon apprentice 
 teachers. As I pointed out above, the city schools in other 
 countries are supported either wholly or in part out of local 
 funds, and, as a rule, they are magnificently equipped institu- 
 tions. We are completely outclassed in the matter of school 
 buildings. Outside Australia these are very often quit3 
 palatial structures, and money is ungrudgingly spent in 
 providing for the comfort of pupils and teachers. Over 
 and over again I Jieard public men say, in speaking 
 of school buildings — " Nothing is too good for the 
 children." In England, and in Germany, and in America, 
 I visited elementary schools which had cost from £30,000 to 
 £60,000 to build, and the cost for each pupil's place varied from 
 £20 to £40. Most of our buildings have been erected at from 
 £8 to £12 a place. I am aware that the elaborateness of school 
 buildings is only a partial concern in estimating educational 
 efficiency, but I mention the matter to show where we are in 
 comparison, and as an evidence of the great financial support 
 the old-world schools are receiving. In a succeeding chapter I 
 shall deal in detail with the question of buildings. I would just 
 
 City and 
 
 are not so 
 good as those 
 met with 
 elsewhere. 
 
 Buildings.
 
 THE HALL OF AN INFANT ROOM, ST. LOUIS, U.S.A. 
 
 FURNITURE OF A TYPICAL AMERICAN SCHOOLROOM.
 
 17 
 
 remark in passing, that all I ask for our teachers and pupils is 
 that they be given buildings which are at least healthy and 
 efficient educational work-rooms. What money we have to spare 
 will be better spent in attracting to our teaching service a supply 
 of the brightest and best of our young people, in training them 
 efficiently, and in maintaining their willing and contented ser- 
 vice. 
 
 In furniture and general equipment, too, we are sadly Our scho<.i 
 out of date. Everywhere the dual or single desk is the rule; ourof'fkte. 
 and school furnishers have vied with one another in providing 
 a comfortable and hygienic desk and seat. In no school that 
 I visited were the conditions of seating so faulty as they are, 
 unfortunately, in our schools. It is true that during the past 
 eight years we have provided a better type of desk than 
 formerly, but the great majority of our pupils have still to use 
 most unsuitable desks and seats, capable of holding from 
 six to eight pupils. These desks and seats are very 
 faulty in construction, and have no backs. At the 
 time they were supplied the plan was apparently economical, 
 but they are harmful to the children, <and they make 
 the work of the teacher unduly severe. I have brought 
 with me specimens of the best class, of desk, and I 
 have no doubt that at an early date we can arrange 
 to have manufactured in Victoria cheap and efficient school 
 furniture of a much better pattern than we have hitherto 
 used. In this connexion, the example of New York is interest- 
 ing. When a type of desk was desired, which was considered 
 to be too costly for the education authorities, arrangements were 
 made to utilize the hitherto partially unproductive labour of 
 the prisons. I have dealt with this subject in a separate 
 memorandum to the Minister, and have made recommendations 
 for the supply of furniture to our schools. 
 
 When I saw in Great Britain and America the separate Advantages 
 class-rooms, the abundant space, the partial isolation of the gfg^'h"^ ^^J 
 children seated in single desks, I could not help thinking how Am^erican 
 small was the nerve strain imposed on the teacher in comparison vfctorian °'^' 
 with that imposed on the Victorian teacher. Our faulty con- teachers. 
 ditions make work in our schools unnecessarily difficult, and we 
 pay for it in the lowered vitality of our teachers, and in the 
 frequent applications for leave of absence. The wrong done 
 to the teacher must be obvious to all. 
 
 Again, too, I found that the classes were everywhere much Centraiiza- 
 smaller than with us. Here we come upon one of the disad- de°c°ntTaHza- 
 vantages of a centralized system. In England, for example, t5on 
 where schools are managed locally under conditions laid down
 
 18 
 
 by a central Department, which pays portion only of the expense, 
 it is possible for the central Department to have, and to keep, 
 an educational conscience, and to demand fair conditions for 
 the teacher and pupil. If an inspector reports that the accom- 
 modation is insufficient, or that the classes are larger than the 
 statutory number, or that the staff of the school is insufficient, 
 the Board of Education insists upon the local authority remedy- 
 ing the defect under pain of forfeiting grant. In a centralized 
 system such as we have in Victoria, the authority which fixes the 
 standard is also the authority required to give effect to it, and 
 like tha servant-monster in " The Tempest " comes to possess 
 " a forward and a backward voice," the one demanding fair 
 conditions, and the other pointing out the impossibility of 
 getting them. 
 Victorian Wc havc, durlug the past year, set ourselves vigorously to 
 
 too'TaVe'^for iuiprovc the condition of our school buildings and equipment. 
 efficiency. ^y^ niust also iuiprove the staffing of our schools so that teachers 
 may have fair conditions to do their work. Classes should 
 not exceed 40 to 50 pupils, and we should recognise that in 
 larger classes the work is only apparently, not really, done. So 
 much was I impressed with the better quality of work done in 
 small classes that I have almost come to the conclusion that if we 
 cannot afford to give our teachers smaller classes than 
 they have at present, it would be better to divide the classes, 
 and let each pupil attend for half-a-day only. This certainly 
 is a case where " the half is greater than the whole." 
 Victorian I had Opportunities of meeting and of addressing bodies of 
 
 compaJe well tcachers iu England and in America, and I think that our Vic- 
 with others torian teachers, taken as a class, compare very well with them. 
 
 1 n3,vc seen ^ l j 
 
 In spite of the many disabilities which I have enumerated 
 above, our teachers, by their hard work and their genuine in- 
 terest in their calling, have brought our system of primary work 
 to a really high standard. After all, the personality of the 
 teacher is the greatest factor in education, and we are fortunate 
 in possessing a very fine corps of teachers. The pity is that we 
 do not sufficiently recognise this fact. For many years now the 
 Victorian State school teacher has not received good treatment 
 from the State, and his lot has been a very poor one in compari- 
 son with that of other public servants. 
 
 It will, of course, cost money to carry out the above recom- 
 mendations, but the people must be brought to see that good 
 work cannot be permanently got for less than its market price. 
 We must choose between partial and thorough efficiency. As 
 a community, we are fond of saying that we believe in educa- 
 tion. Let us believe in it up to the point of being prepared 
 to pay for it righteously.
 
 19 
 
 At the Federal Education Conference discussions took i)]ace Too many 
 
 .1 . nr> nil n.i . n .-, -, -.'^ apprentice 
 
 on the staffing of schools and the size of the classes, and sur- teachers in 
 prise was expressed that, in Victoria, we should rely so much ^{J'oois!" 
 on the work of junior or pupil teachers receivine salaries of 
 from £20 to £50 a year. It was asserted, and the assertion 
 13 borne out by public documents, that there is no country in 
 the world where the proportion of apprentice teachers is so 
 great as in Victoria. It was not regarded as a satisfactory 
 answer when I pointed out that, owing to a variety of causes, 
 these junior or apprentice teachers are such in name only, and 
 that many of them are women of from twenty years upward. 
 It explains why our system produces results which are better 
 than an outside observer would predict, but it is not creditable 
 to us as a community. For the pay of juniors we are getting 
 the servic3 of seniors. The fault, however, does not lie solely 
 in the small salary and prospects, but is often caused by the 
 unwillingness of the female junior teacher to take up work in 
 the country districts. The cure is the terminable apprentice- 
 ship system in vogue in other countries. 
 
 IV.— WHAT VICTORIA HAS YET TO DO IN 
 NATIONAL EDUCATION. 
 
 The Victorian people can say, with pride, that national 
 needs in primary education have been, on the whole, very 
 generously met, and that, taking all things into consideration, 
 the State school system provides a very efficient and very liberal 
 course of study, so far as it goes. But we have a different story 
 to tell when we consider the question of provision for education 
 of higher grade. We have, as I have said, a scheme for State 
 school scholarships, and to this extent the State assists second- 
 ary education. The scholarship system has, undoubtedly, been 
 the means of giving higher education to many who would other- 
 wise not have enjoyed its benefits, and we can point to many 
 successful professional men who were given their professional 
 education through Government scholarships. The time has 
 come for considering Avhether we make adequate provision for 
 secondary and intermediate education, and whether it is wise 
 and economical to omit to give greater facilities to our people 
 to advance beyond the primary stao^e. At present, as I have 
 said, there are important country districts in our State which 
 contain no efficient secondary school. Unless, therefore, parents 
 can afford to send their children to a boarding school in a 
 large city, the children do not advance beyond the 'State school 
 standard. To such parents the problem is, Shall we allow our 
 boys to rest content with a primary school training, or are
 
 20 
 
 we prepared to expend from £70 to £120 per annum for 
 each of them at a secondary boarding school, where, in all pro- 
 bability, the course of study is designed to lead up to university 
 work, and has no necessary bearing on a boy's future work as a 
 farmer ? One reason why our farmers distrust higher education 
 is that so many can quote examples of country boys acquiring 
 a distaste for manual and agricultural work through a citv 
 secondary school education, which prepared them for clerical 
 and professional work only. We need intermediate schools in 
 the provinces, and we need a course of study that shall have 
 due reference to the work to which the student is to devote his 
 life. 
 
 Present state In Australia, happily, we have not yet developed the definite 
 of secondary stratificatiou of socictv into classes which is everywhere appa- 
 victoria" '" rent in Europe. But, even in countries where class distinctions 
 Sldo*°a ^^^ most marked, the modern conception of public education 
 caste has brought within the reach of all the high school, the techni- 
 
 system. ^^j school, aud the university; so that great forces are steadily 
 working in the direction of minimizing the privileges of wealth 
 and caste, and of giving to all a righteous equality of oppor- 
 tunity. Education is so organized, at present, in Victoria, that 
 (except as I have indicated above in speaking of State scholar- 
 ships) opportunity of rising by means of higher education is 
 restricted to those who can afford to pay large fees. 
 
 Victorian The Govemmcut Statist estimates the number of boys and 
 
 secondary girls in Victoria, betw^een the asies of 14 and 17 years inclusive, 
 
 education is *^ V^ "^ , 
 
 the privilege at 111,007. The returns furnished to the Education Depart- 
 weifto-do ment show that there are 6,601 pupils over 14 years of age at- 
 and of the tcndiug schools classified by the Teachers and Schools Regis- 
 dweiicr. tration Board as secondary schools. AVhen it is pointed out 
 that many of these schools have been classified as secondary 
 schools on the evidence that they have, at some period of their 
 history, succeeded in passing one pupil for the matriculation 
 examination, it will be seen that the classification of these 
 schools as secondary is based on an absurdly low standard, and 
 is no guarantee that worthy secondary work is being accom- 
 plished. Now, of the 6,601 pupils over 14 years of age who are 
 attending these schools, a goodly number are undoubtedly 
 engaged in primary work, so that, taking into account the pupils 
 below 14 years of age who are exceptionally well advanced, it 
 is safe to say that in Victoria, last year, not more than 5,000 
 pupils were receiving a secondary education. This number is 
 not five per cent, of the numljer of boys and girls in the State 
 between 14 and 17 years of age. It surely cannot be argued by 
 any one who knows what is being done in national education 
 elsewhere that this is anything but a deplorable state of things.
 
 21 
 
 As all of these pupils, with the exception of State scholar- 
 ship winners, pay fees, it is not too much to say that, in 
 Victoria, secondary education is the privilege of the well-to-do 
 and of the city dweller. For country boys and girls the fees at 
 a boarding school are usually prohibitive. How, then, can a 
 satisfactory superstructure of higher education be raised in 
 Victoria ? Inquire into the work of the Working Men's College, our higher 
 the various technical schools, the Dookie Agricultural College, jf^"^^*^°j 
 and the complaint is always the same — the usefulness of these 
 institutions is impaired because the students are not properly 
 prepared. And so technical schools, which should be engaged 
 in advanced work, are in some necessary subjects forced down- 
 wards to the level of higher elementary schools, and the teaching 
 power that should be utilized in special work is wastefully 
 diverted to preparatory work. Even then hundreds of 
 boys and girls w^ho should attend technical and trade 
 schools are not attracted to them because, during the years 
 that have elapsed since they left the primary school, they have 
 forgotten much that they knew, or they feel themselves unable 
 to profit by the advanced work, or they have not formed habits 
 of study. We need a system of intermediate schools — call them intermediate 
 "higher elementary schools," or "continuation schools," or ^jjj°°^^^j 
 "secondary schools," or what you will; and pupils should be 
 encouraged to prolong their school life, and so form habits of 
 study and ambitions for future advancement. There are thou- 
 sands of parents who would hail with delight some efficient 
 system of day or evening continuation classes to help boys and 
 girls forward during a most critical time of life. 
 
 The position in Victoria may be aptly described in the Physical, 
 words of Professor Sadler, in a recent work, "iContinuation !J]id''^oJ!f/' 
 Schools in England and Elsewhere": — ■ mischief'in 
 
 the present 
 
 " There is mischief in the present state of things, moral mischief, as well state of 
 as physical ajnd intellectual. City life is making the danger worse. Un- things, 
 skilled employment at thirteen, with good money, tempts a boy like a baited 
 trap. He is drawn into a way of life which leaves him at sixteen or seventeen 
 without a trade to his fingers, and with the habit of steady learning gone iout 
 of his head. If we ask the elementary schoolmaster about it, he savs that much 
 of what he and bis colleagues have succeeded in doing for such a boy disappears 
 during the two' or three years immediately following the day-school course. If, 
 on the other hand, Ave ask the teachers of the technical evening classes, we find 
 them hampered by the fact that many of those who wish toi entetr have for- 
 gotten much of the knowledge which they require as a foundation for technical 
 work. Thus, inquiries, which begin at opposite ends of the line lead to one and 
 the same conclusion — that the years between thirteen and sixteen, or sevetnteen, 
 are the point of educational leakage; that we have, as it were, laid doAvn acostl\ 
 system of water supply, but have left badly leaking pipes just behind the tap : 
 and that some change is needed in our educational regulations' in order to clench 
 the work dojne in the elementary day schools, and to proxide a sounder found? 
 tion for efiiciency in skilled trades, and in the duties of home life."
 
 22 
 
 Secondary 
 
 schools 
 
 required. 
 
 The 
 
 University 
 suffers 
 because of 
 lack of 
 secondary 
 school 
 opportunities. 
 
 Widely 
 
 diffused 
 hi'-^her 
 education 
 gives a 
 people the 
 best leaders. 
 
 But it is not only schools of the " intermediate " class we 
 require. Our " secondary education " also needs attention ; for, 
 although we have, in addition to the " public schools " controlled 
 by religious denominations, a large body of so-called secondary 
 schools conducted by private persons, the fees are necessarily 
 high and even then principals find it difficult to pay for good 
 teachers or for adequate equipment. We have not 
 a secondary school in Victoria comparable in equip- 
 ment with the ordinary Realschule, or Gymnasium 
 of Continental countries, or of the Public High School 
 of the United States. We shall soon be able to include 
 in this comparison the municipal secondary, and higher ele- 
 mentary schools of England and of Scotland. The fact is that 
 education, in the modern sense, is not a fit subject for unaided 
 private enterprise. There is no more reason why secondary 
 education should be self-supporting than that University and 
 technical education should be self-supporting. It can only be 
 so when those subjects which require expensive equipment and 
 individual teaching are either starved or banished from the 
 curriculum. Yet these subjects, science, drawing, and manual 
 work, are those which play the most important part in technical 
 education, and are especially needed in this young country. 
 We should face the problem fairly, remembering that, as has 
 been often said, " the development of the system of secondary 
 schools marks, at present, with approximate accuracy, the 
 exact rank that a nation holds in civilization." We can surely 
 work out a scheme for keeping what is best in our system of 
 private schools, and, at the same time, bv means of oversight 
 and financial assistance, such as other countries supply, give 
 them the chance of being really efficient. The enrolment of 
 students at the University is a very small one for our popula- 
 tion, especially when it is remembered that, in addition to its 
 being the prescribed training ground for doctors, lawyers, engi- 
 neers, teachers, and clergymen, the University now offers courses 
 in mining, agriculture, dentistry, and architecture. The cause 
 is to be found in the restricted opportunities for secondary 
 education. It is not too much to say that if an investigation 
 were conducted in order to find out from which districts our 
 University students are recruited, the result would show that 
 important provinces of Victoria never send any of their young 
 people forward to join the ranks of the professional and most 
 highly-cultured classes. This is a national loss. Widely dif- 
 fused secondary education gives a people the benefit of its best 
 leadership. It brings into activity a wholesome rivalry between 
 the children of the poor and the children of the rich, and allows 
 the former to help the latter by keeping them up to the mark of 
 their own capacity. 1 am reminded in this connexion of the
 
 CITY HIGH SCHOOL, LONG ISLAND. N.Y, 
 
 MORRIS HIGH SCllOOI., KROXX, NEW YORK.
 
 iterestin<: 
 
 request of a church dignitary to me a couple of years ago. 
 He was discussing the work of one of our large secondary 
 schools, and he suggested that I might be able to supply 
 " a leaven of ambitious State school boys, trained in habit? 
 of industry, who might be able to set an example of good Avork, 
 and thus stimulate to rivalry the less ambitious sons of the well- 
 to-do." 
 
 Let me repeat again that widely-diffused secondary and A^^ 
 higher education gives a people the benefit of its best leader- inquiTy' 
 ship. An interestino^ investi station was carried out in America 1°, ^^f. , 
 
 i .o o . •Ill education of 
 
 in 1901-2, with a view to analyzing as accurately as possible the notable men. 
 educational advantages enjoyed by persons biographically men- 
 tioned in the well known publication " Who's who ? " All of 
 these persons have become noteworthy in some line of human 
 effort, sufficiently so, at any rate, to make their biographies 
 worth publishing. Out of 8,141 cases investigated, 5,775 were 
 graduates of universities, or university colleges, or naval 
 academies; 1,245 did not go beyond the secondary school; 313 
 were educated privately, and only 808 stopped short at the 
 primary school. This surely bears out my contention, that, in 
 a country like ours where over 95 per cent, of the people are not 
 educated beyond the primary stage of school training, there is a 
 danger that we shall not get the benefit of our best leadership. 
 The cure for it is, to increase our agencies for intermediate and 
 secondary education, and to develop still further those we 
 already possess, such as our " public schools." 
 
 The estimated population of Victoria in 1906 was 1,237,998. ^^^^ 
 In that year the number of students attending lectures in the University 
 Melbourne University was 785. This gives one student to ™'smTii'' 
 every 1,577 inhabitants of Victoria. 
 
 The report of the United States Bureau of Education, 
 Chapter XXXVIT., for the same year, 1906, gives the follow- 
 ing figures for three European countries : — 
 
 Germany had one student in institutions of univer- 
 sity rank to every 760 inhabitants. 
 
 Austria had one student in higher institutions of 
 university rank to every 909 inhabitants. 
 
 Switzerland had one student in higher institutions 
 of university rank to every 451 inhabitants. 
 
 When it is remembered that students who have gone through 
 the full Gymnasium course are much better prepared than the 
 students entering our University, it will be seen how badly Vic- 
 toria compares in its higher education with these three older
 
 24 
 
 countries. I have not selected these countries specially, but 
 they are the only ones for which I have at present the figures 
 available. I am aware, too, that foreign students attend these 
 universities. 
 
 Cause of tiie The Comparative want of success which has attended the 
 attendance iustitutiou of eveuiug Iccturcs at the University also bears most 
 at University instructivcly ou this question. Subtract from the evening 
 kc^tur"! students the teachers and the articled clerks, and there are very 
 few left. The reason is that there is in Melbourne no consider- 
 able body of young people who have received a preliminary 
 training sufficient to enable them to profit by university lec- 
 tures. The great majority ceased study on leaving the State 
 primary school. Just recently a deputation waited upon the 
 Premier of Victoria, and advocated a free university. As a 
 matter of fact, the fees in some of the schools of the University 
 are lower than the fees of secondary schools. We begin at the 
 wrong end. We deny secondary education to the great mass 
 of the people, by leaving it entirely in private hands, and cen- 
 tred in the great cities, and then we give a cheap university 
 education to those who can afford to pay more for it. Again, it 
 is practically impossible for the ordinary type of private school 
 to maintain an efficient staff, and provide laboratories and 
 equipment for secondary education of any worthy type out of 
 an income derived wholly from fees. Even our so-called "public 
 schools" cannot do so on the scale of the publicly supported 
 schools of Europe and America. The result is a general lower- 
 ing of the standard of what should constitute secondary 
 education, and, in consequence, the University standard of the 
 first and second year courses must also come down. The 
 establishment of " State-aided," or State secondary schools, 
 would, in time, remedy this defect. 
 
 It cannot be said too often that technical and university 
 education in Victoria will never develop as they should until 
 this question of intermediate education is settled. We are not 
 wiser than the old countries of the world, and we cannot go far 
 wrong in following them in their zeal for the uplifting of the 
 people by education. We cannot afford to do less than our 
 neighbours and our competitors, and I shall show later what 
 New South Wales and New Zealand are doing. Face the ques- 
 tion from any stand-point, the answer is still the same — inter- 
 mediate schools are necessary. Will any student of our politics 
 say that our Australian democracy can be healthily maintained, 
 furthered, and strengthened, unless the mass of the people have 
 been so wisely and fully educated that they are able to take 
 an intelligent and comprehensive interest in State aifairs ? An 
 ignorant democracy is selfish, aimless, and destructive, and tends 
 
 victoria is 
 singular in 
 nef;lect to 
 provide 
 " furthei 
 education " 
 for the 
 
 There is 
 danger in 
 this 
 politirally .
 
 25 
 
 towards "mob-rule." Are we satisfied then that so large a 
 percentage of our pupils leave all schooling behind at twelve, 
 or thirteen, or fourteen years { The Education Department 
 is alive to what it should do in our primary schools to cultivate 
 the essentials of good citizenship. But it is not possible in 
 the primary school, when dealing with immature minds, to build 
 up a body of instruction that shall guide men and women in 
 fulfilling their wider duties as citizens. The period at which 
 the civic conscience begins to develop is subsequent to the pri- 
 mary stage. There is nothing more evident m Victoria than 
 that a large body of our people, and these not of the " lower " 
 class only, regard government as something external, and alien 
 to themselves. They look on all questions from the purely 
 personal and selfish point of view, and habitually think and 
 speak of the government as something quite apart from them- 
 selves. They do not see that our politics are what we make 
 them, that we have duties towards the State, and that it is only 
 by performing these that we justify the possession of political 
 rights and privileges. We cannot cur^ this with our present re- 
 stricted educational opportunities. 
 
 Will any student of our social life say that we are a wise a grave 
 and far-seeing people, when he finds that we make almost no q°ueT/ion. 
 provision for the education of our boys and girls during the 
 adolescent period, but leave them to the unregulated and uncer- 
 tain forces of society at a time w^ien they are most susceptible 
 to temptation, and most need control and guidance { Making all 
 allowances for those who are being educated in secondary and 
 primary schools there are fully 30,000 other boys and girls in 
 Melbourne and suburbs who are between 14 and 17 years of age. 
 Thqre is only one educational establishment supported by the 
 State which offers any provision for the needs of this large 
 number of boys and girls, the Working Men's College. I find 
 on inquiry that the number of day and evening students at 
 the Working Men's College who are 17 years of age and under 
 is 939.* What becomes of the others, and how is their leisure 
 time filled i Is it any wonder that so many of our young 
 tpeople have their minds filled with the sport of the season, 
 cricket, football, and racing, to the exclusion of everything 
 else, even in their work hours ? They attend sport, bet upon 
 it, and between times it is the all-engrossing subject of con- 
 versation. No one will deny that interest in true sport may 
 be a most desirable thing, but an efficient people cannot be built 
 up under our present conditions. Let any one who doubts 
 this statement take a stroll from eight o'clock to ten o'clock on 
 any evening through the main street of a Melbourne suburb or 
 a country town and take notice of the young people he sees 
 
 * This number includes all students taking single subjects or courses in subsidized 
 
 technical subjects.
 
 26 
 
 wandering aimlessly about, apparently devoid of any real in- 
 tellectual interests. Will any one deny that Victoria would be 
 richer in every way, socially, morally, politically, industrially, 
 aesthetically, if the proportion of our boys and girls who 
 remained in day or evening intermediate schools, and there 
 formed the desire to advance to technical schools and the 
 University, approximated more nearly to the proportion of 
 boys and girls in Germany, or England, or Scotland, or Switzer- 
 land, or Austria, or A'orway, or Finland, or Denmark? 
 And is it not discreditable to us, as business men, that our 
 higher educational institutions are poorly attended, and arc 
 doing only part of their full work, because we have failed to 
 provide a supply of pupils competent to take full advantage of 
 them? In this connexion, the oft-quoted words of Matthew- 
 Arnold, in his report upon a visit to Germany, Switzerland, and 
 France, in 1886, are worthy of note— " And this brings 
 me, thirdly, and finally, to the point raised at the end 
 of my first remark, and urged by me so often, and 
 so vainly, ever since my mission abroad in 1859; our need to 
 organize our secondary instruction. This is desirable in the 
 interests of our higher and secondary instruction, of course, 
 principally ; but it is desirable, I may say it is indispensable, in 
 the interest of our popular instruction also. Every one now 
 admits that popular instruction is a matter of public institution 
 and supervision; but so long as public institution and supervi- 
 sion stop there, and no contact and correlation are established 
 between our popular instruction and the instruction above it, so 
 long the condition of our popular instruction itself will and 
 must be unsatisfactory." 
 
 j^ .^ If we believe in the influence of national education upon 
 
 uneconomical national w^cll-bcing, we must determine to build up a complete 
 s°atTs7stem uatioual systcui. We have State primary schools, State tech- 
 incompiete. j^i^al schools, and a State University. They are incomplete and 
 ineffective without provision for State intermediate and secon- 
 dary schools. In some of our factories we have machinery so 
 ino-enious and so complete that one can follow all stages, from 
 the raw material to the finished article of commerce. The most 
 precious raw material in the State consists of the undeveloped 
 children of the State. Are we able with our present educa- 
 tional machinery to turn out a well-finished article, to carry 
 forward every boy to the stage wdiich he is fitted to reach ? We 
 are not; and if we rest content, we shall inevitably fail, and wc 
 shall deserve to fail. There are great obstacles in the path of ad- 
 vancement, — public apathy, fear of increased expenditure, and 
 conflict with vested interests. As regards expenditure, I think 
 that the question is not, " Can we afford to do it '. " but rather.
 
 27 
 
 " Can we afford not to do it?" As regards vested interests of pri- 
 vate schools, I think that it is, not beyond the wit of man to 
 devise a method by which these interests shall be treated fairly, 
 while at the same time the general good is steadily advanced. 
 I should consider it a distinct loss to our national system if the 
 efficient private schools we have developed were crushed out by 
 the unregulated competition of State schools, or if the fine 
 schools we are developing on the model of the English public 
 school, should find their development in any way hindered. 
 
 v.— WHAT OTHER ^COUNTRIES ARE DOING IN 
 POPULAR EDUCATION. 
 
 Compared with other peoples, we Australians are con- 
 spicuous examples of the neglect to organize fully our educa- 
 tional resources. We have laid the foundations of a national 
 organization broad and deep in what is, on the whole, a very 
 efficient and generously-supported system of elementary State 
 schools. But, although we have made some provision for State 
 technical schools, and have, almost wholly with State money, 
 built up a good University, we cannot claim to have a well-knit 
 and comj^lete national system. Even the fragmentary parts of 
 the system which we have are not united by any common pur- 
 poses, and cannot be so united under present conditions. 
 
 The great nations of the world have come to see clearly that 
 the greatest of national resources is the mental endowment of 
 the people, and that it pays to spend time and thought and 
 money m devising means to give individual members of the 
 community opportunity for the fullest mental development. 
 Since the year 1800 history has been full of examples of 
 national growth and greatness, finding origin in the develop- 
 ment of national education. One may pass over, as fairly 
 well-known, the great examples of the rise of Prussia after 
 the disaster of Jena, 1806, and the efiect of the battle of Sedan, 
 1870, on French education. In the making of modern 
 Germany out of so many diverse and conflicting elements. The example 
 education has been a constant paramount factor. Since °^ Germany. 
 1806, the history of the education system of German 
 States has been the history of persistent endeavour to 
 produce trained citizens — men able to do with skill 
 and precision all that is necessary to earn a good living, 
 and possessed at the same time of those developed qualities of 
 head and heart which go to make a good citizen. The Germans 
 have always seen clearly that the requisites for permanent 
 national greatness are true hearts and clear heads. As a con- 
 sequence, there is amongst them no silly talk as to the masses
 
 28 
 
 Bismarck's 
 testimony to 
 the Teacher. 
 
 National 
 education 
 France 
 
 being given " the essentials " of education only — the three R's — 
 or, at best, " a bread and butter education," made up of instruc- 
 tion in trade schools, based upon a starved primary system only. 
 And thus, as an acute English observer reports, " the German 
 is not, in the first place, a chemist, a manufacturer, or a 
 tradesman, but a German and a man, who, in both capacities, 
 has reached the highest point of development of which he is 
 capable .... All the leaders in different branches of 
 German national life, therefore, pass through the secondary 
 school, which provides, in the strictest sense of the term, general 
 education."* And this explains why, beneath all the move- 
 ment for a unified Germany, there was " the moral and intellec- 
 tual conviction that the supreme claim on the individual was 
 that of service in the interests of knowledge as a whole, and of 
 the community as a whole." It was owing to this fact that Bis- 
 marck was able to say, in 1895 — 
 
 " If I had not found in our nation the preparatory work of the second- 
 ar\ teacher's profession, I do not believe that niy work, or the work in which 
 I have collaborated, would ha\e met with such success. '^ 
 
 The history of the German States, from the disaster of Jena to 
 the victory of Sedan, 1870, is a striking tribute to the regenerat- 
 ing and creative powers of national education. Renan summed 
 up the causes of the disaster of Sedan — " It was not the needle 
 gun, it was not the German soldier that held the needle gun, it 
 was not the Gertoan schoolmaster that made the German 
 soldier, but it was the German University that made the Ger- 
 man schoolmaster." On page 57 will be found a conspectus 
 of German education. This indicates how^ very thorough and 
 far-reaching its organization is. To show how thoroughly the 
 German believes in State-controlled education, it may be men- 
 tioned that the census of 1st December, 1900, fotmd that the 
 total number of children of school age was 9,800,000, of whom 
 more than nine-tenths w^ere enrolled in schools supported and 
 controlled by public authority. 
 
 And what of France after Sedan? Since 1870 France 
 has spent money on education as never before. In 
 the years 1877-1902 the total annual expenditure on 
 primary education alone has nearly trebled, increasing 
 from £3,775,902, in 1877, to £9,463,958, in 1902, or from 18s. 9d. 
 per capita of eurolment in public primary schools to £2 Os. 9d. 
 per capita, exclusive of buildings. In addition, there were 
 spent for building purposes, in the years 1879-1903 inclusive, a 
 sum of £30,859,369, exclusive of Paris and four other large 
 cities whose accounts are not under the supervision of the State. 
 If these cities are included, the amount spent on buildings, in 
 
 * Mr. Fabian Ware — "The Educational Foundations of Trade and Industry."
 
 29 
 
 these years, would reach £40,000,000. The Republic has been 
 forced to build itself up through its public school system. 
 In addition to its public primary and higher primary schools, 
 Prance supports an extensive secondary system of public 
 schools, lycees, communal colleges, and technical schools, both 
 elementary and advanced, and makes large grants to Univer- 
 sities. 1 iie United States Bureau of Education reports (1 906) 
 — " The total expenditure for public secondary education, in 
 France, has not been reported for several years. The State 
 appropriation for public secondary education, in 1905, was 
 £1,069,744." 
 
 But one does not need to take arguments from the conflicts of industrial 
 nations in the open shock of war. Under modern conditions ^^^ ^''" 
 there is ever present with us keen industrial war between ^^^^^^ ' 
 peoples, and the conflict is ever being intensified by greater ^^j^^. ^J 
 facilities of communication and transport. Industrial problems tTJn-mg. 
 are now concerned not only with competition between 
 man and man within the State, but also with struggles for 
 commercial supremacy between peoples competing as nations 
 one with the other. This is especially true of those 
 peoples whose trade is largely made up of food sup- 
 plies. We Australians must compete as an Australian 
 people, or as separate States, in the markets of the world. 
 Other nations have realized how much it pays them to 
 fight as a nation of well-trained producers, led by men of de- 
 veloped intelligence, and so they have wisely ordered that no 
 grade of education shall be left to fortuitous provision or super- 
 vision. Every rung of the educational ladder must be sound, 
 and must be accessible to those who are fit to climb. The prizes 
 to be won by peoples in the great wars of industries were never 
 so great as now, nor was ever the strife so keen. " A market 
 once won must be kept by constant striving, for the prizes are 
 ' challenge cups ' to be held against all comers." The rank and 
 file of producers must, therefore, be trained men, vhile, at the 
 same time, the " instability of the conditions of world com- 
 merce and the intellectual intensity of modern competition, 
 carry with them the need for a new alertness in the secondary 
 and technical schools, which prepare the leaders, the staft 
 officers, and the scouts of our commercial army." Progressive 
 communities are realizing this fact, and so everywhere, outside 
 of Australia, facilities for higher education than that afforded 
 by our State schools are being given to an extent hitherto un- 
 dreamt of. 
 
 Take the experience of one of our great competitors The example 
 in the produce market — Denmark. Dr. Jas. Robertson, °^ Denmark, 
 formerly Commissioner of Agriculture and Dairying for the 
 
 3721 c
 
 30 
 
 Dominion of Canada, in giving evidence before a Select 
 iStanding Committee on Agriculture and Colonization, 3rd 
 April, 1907, said :— " This little kingdom of Denmark, 
 with a population slightly less than that of the province 
 of Ontario, sends to the United Kingdom some of the 
 same sorts of agricultural products as Canada, and takes 
 out of the English markets, on an average, over eight 
 million dollars a year more than any other country gets for the 
 same quantity of butter, bacon, and eggs. That is tne premium 
 obtained by the Danes for superiority of quality and con- 
 dition; the premium for the adoption of industrial and agricul- 
 tural education. That amount would pay the rural school bill 
 for all of Canada at the present time. Ihe large and wealthy 
 province of Ontario spends some three and a half million 
 dollars annually on all her rural schools, and the kingdom of 
 Denmark takes out of Engand over eight million dollars an- 
 nually as a premium for superior quality on butter, bacon, and 
 eggs. The rural population has been educated towards ability, 
 towards intelligence in regard to rural life, and towards the 
 development of a public spirit which makes for successful co- 
 operation. There are material gains and very much besides." 
 
 Outward But it is interesting to see how the prosperity of Denmark 
 
 gaTn '"^^^'^'^ dates from wise action in improving education at a time when 
 the nation was suft'ermg a terrible reverse. The Danes have a 
 proverb, "Outward loss, inward gain," and the trials of the war 
 of 1804, when her richest provinces, Schleswig-Holstein, were 
 wrested from her, and when she experienced agricultural de- 
 pression and commercial straits of all sorts, strengthened the 
 resolve to develop her people to the full. 
 
 The remarkable educational movement for " People's High 
 Schools " gained greatly from the time of this reverse, till there 
 are now a2 recognised schools. The development of these 
 schools coincides with the upbuilding of a regenerated Den- 
 mark. These high schools have been called " hot-beds of the 
 co-operative movement," the movement which has done so much 
 for Denmark's prosperity. 
 
 Statistics have been prepared to show that " every other 
 chairman of committee, and much more than every other dairy 
 manager " has been a student in one of the 82 high schools. 
 
 " About a quarter of all the men and women, between 20 and 
 50 years of age, now engaged in Danish agriculture, have passed 
 through a People's High School." Previous to the development 
 of these schools, Denmark had little or no external trade. In 
 1903, its exports were valued at £19,585,558. Of this amount 
 there was received from Great Britain alone £9,572,439 for
 
 31 
 
 butter, £4,294,017, for bacon, and £1,648,367, for eggs. And 
 this from a country with poor soil, a harsh climate, and an 
 area one-sixth of Victoria ! 
 
 It must be pointed out that these Danish People's High objects of 
 Schools are schools for adults, mainly taking: six months' *,•}? ^,^^1^'^ 
 
 IV ,1 1-1 1 1 1 T High Schools 
 
 courses. Many oi them are not so much technical schools as of Denmark. 
 schools for general culture, because the Danes lay great stress 
 on producing what has been called the developed " industrial 
 intelligence." So the subjects of instruction, in a People's High 
 School, may be chietiy history, physical science, mathematics, 
 and the mother tongue, while much attention is paid 
 to the singing of folk songs, to the formation of 
 character, and to religious training. Some of the People's 
 High Schools,, however, have forms of technioal train- 
 ing as side subjects of the school, e.g., agriculture and building 
 construction, iut, out of 66 schools, '6S are at present higli 
 schools, without technical subjects. The objects of the schools 
 were explained by their great founder, Grundtvig.* " It is," 
 he says, " my highest wish, as a citizen, that soon, and better to- 
 day than to-morrow, there may be opened a Danish high school 
 accessible to young people all over the land, where tliey may 
 readily get leave and opportunity to become better acquainted, 
 not only with human nature and human life in general, but with 
 themselves in particular, and where they could receive guidance 
 in all civic relations, and become well acquainted with their 
 country's need in all directions, whilst their daily life and love 
 of- country are nourished by national speech and historical in- 
 formation, by mutual intercourse with one another, and by the 
 lively songs, which are heard through all periods of Denmark's 
 history, and inspire admiration for what is great, warm love 
 for what is beautiful, faithfulness and affection, peace ^ and 
 unity, innocent cheerfulness, pleasure and mirth." "The 
 teachers he desired were :— (1) One who was a master in the 
 mother tongue, not merely as found in books, but as spoken by 
 the people, and could help his pupils to understand what they 
 hear, to think in an orderly way, and speak clearly and 
 fluently of what they think and know; (2) one who knew and 
 loved his country's history, and could tell it in lively fashion; 
 (3) one who knew and loved the popular songs, both in old and 
 newer form, and could either lead the singing or get some one 
 to do it; (4) one who could give an orderly account of his 
 country's condition, its business activities and sources of 
 wealth; and (5) it was also desirable some expert should give 
 tne pupils a true and living representation of the national con- 
 stitution and laws." 
 
 * " Continuation Schools in England and Elsewhere."— Sadler. 
 
 C 2
 
 32 
 
 Some causes The followiiig cxtract from an article by Mr. J. S. Thorn- 
 materkiT^ ' ^ toH shows wliat an enormous effect on the development of 
 prosperity. Danisli Industrj these high schools have had : — " .Co-operation 
 began in England earlier than in Denmark, but in the latter 
 country it has had a more striking success. A correspondent, 
 who was formerly a high school pupil, thinks the success is due 
 to the confidence which the Danes feel in each other's words and 
 doings ; and he adds, ' I do believe that the high schools have 
 been real hot-beds for the seeds from which this has developed. 
 This development of the character of (I trust) the greater part 
 of the population is the finest result of the work of the high 
 schools, and it forms really the basis for the wiiole future de- 
 velopment of the nation.' And this co-operation is especially 
 active in the field of agriculture. Agricultural societies, 
 societies for the breeding of horses, cattle, or poultry, 
 for the purchase and sale of farm products, and for 
 the control of dairy herds, are spread all over the 
 land. But it is in the production of butter that the most 
 wonderful effects of co-operation are seen. It was impera- 
 tive that, if agriculture in Denmark, in the seventies, was 
 to regain its prosperity, less attention should be paid 
 to corn-growing, and more to the raising of stock and 
 to dairy produce. In 1880, and the succeeding years, came a 
 further change. The agricultural poiDulation changed as with 
 one accord to co-operative methods in making butter and cheese. 
 If the reason of this promptness be sought, it will, perhaps, be 
 best to give it in the words of Professor Povl La Cour, to the 
 Agricultural Congress at Stockholm, in 1897 : — ' The resolute- 
 ness and capacity with which Danish farmers passed over from 
 making a quantity of poor butter on the smaller farms and 
 holdings, up and down the country, to the manufacture in co- 
 operative dairies of a butter of almost uniform fineness is, no 
 doubt, a consequence of their having had expert leaders like the 
 late N. J. Fjord, without whom no progress could have been 
 made. But,' he adds, ' the question remains how a great agri- 
 cultural population in so short a time could be induced to fol- 
 low directions, and carry the matter through.' In order to 
 answer the question statistically, he sent out schedules along 
 with one of the issues of a leading dairy journal to 970 co- 
 operative dairies, and 260 butter factories (following the same 
 methods as the first, but not on co-operative lines). Though, 
 unfortunately, he received answers from only 436 of these, 
 which employed, altogether, 436 managers, 723 dairymen, and 
 470 dairy-women, the result was sufficient to give a picture of 
 the situation. He found that, of the managers, 47 per cent, had 
 been at a high school, 24 per cent, at an agricultural school, 62 
 per cent, at a dairy school, and, generally, 90 per cent, had been
 
 ENTRANCE HALL. DE WITT CLINTON HIGH SCHOOL, MANHATTAN, N.Y. 
 
 DE WITT CLINTON IHCII SCHOOl., MAMLMTAN. XKW \ORl<..
 
 33 
 
 at one or more of such schools." He concludes : — " Just as an Testimony 
 enrichment of the soil gives the best conditions for the seeds Jailfe^of 
 sown in it, so a well-grounded humanistic training provides the humanistic 
 surest basis for business capacity, and not the least so in the '^''''^^' 
 case of the coming farmer." 
 
 What a powerful argument for the establishment of further 
 educational facilities in our Victorian country districts ! Can 
 we, in the face of this, look with equanimity on the present 
 state of things, which tolerates that only two or three per cent, 
 of our country boys and girls ever go beyond the stage of 
 primary education? 
 
 The rise of modern Japan, as a competitor in the world's The example 
 markets, is surely also another victory for national education, ° J^p^^'^- 
 while the remarkable record of successes scored by the Japanese 
 in many fields of activity during the recent Russo-Japanese 
 war depends, in practically every case, upon the high 
 degree of directive and executive skill which her schools have 
 produced in her people. For some years past Japan has been 
 engaged in developing a national system of education, complete 
 in all its grades, beginning in carefully organized kinder- 
 gartens, and leading on through primary and secondary schools 
 to the higher technical and commercial schools, and to the uni- 
 versities. Her ablest students, have been sent abroad at Govern- 
 ment expense to study methods and curricula, and a very com- 
 pletely developed intelligence bureau watches all developments 
 in foreign education. The achievements of the Japanese in so 
 short a time show what can be done by a people who are in 
 earnest in the business of public education. It is now the 
 fashion in Australia to speak of Japan as the country whose 
 ambitions are most likely to affect our future. Would it not be 
 well to keep pace with her in training our people through 
 education ? 
 
 The people of the United States of America have the repu- Enthusiasm 
 tation of being eminently business-like and practical, and of re- education in 
 quiring a dollar's worth for every dollar ; yet nowhere is money ^s^^^^teY."'*^"^ 
 being spent so liberally upon education of all grades as in the 
 United States. Public education there is, as a rule, absolutely 
 free, and in many States every pupil has the right to travel up- 
 wards through magnificently equipped institutions from the 
 kindergarten to the university without fee of any kind. In 
 every part of the United States that I visited I found the free 
 public schools occupying the best buildings with the finest 
 architecture, the most luxurious furnishing, with all appoint- 
 ments, such as lighting and ventilation, as perfect as modern
 
 34 
 
 Phenomenal 
 development 
 of the free 
 public high 
 school. 
 
 science can make them. The public schools of a town are the 
 buildings which every one is proudest to show to visitors. 
 Several of the high school buildings which I visited 
 had cost from £60,000 to £80,000 to erect. In Spring- 
 field, Mass., for example, a city of 70,000 inhabitants, 
 I found that there were, in addition to the ordinary 
 elementary schools, two high schools, one the Central 
 High School, accommodating 800 pupils, which cost £80,000 
 to build and equip; and another, the Technical Hio'h School, 
 accommodating 600 pupils, which cost £60,000 to build. How 
 surprising to us with our restricted views of the scope of public 
 education are these figures, which show the development of the 
 free public high schools of America ! Let us remember, in 
 perusing them that the number of Victorian boys and girls, out 
 of a population of 1,237,998, who go beyond the primary 
 school stage, is not more than 5,000, and that, at the time of 
 writing, the continuation schools for the training of junior 
 teachers in Victoria are being closely watched by the Associa- 
 tion of private secondary teachers for fear that a boy or girl 
 should manage to get a cheap secondary education under the 
 cloak of becoming a teacher. In 1860 there w^ere 40 free public 
 high schools in the United States. In 1870 there were 160. 
 In 1900 there were 6,005; and the latest figures of the United 
 States Commissioner of Education show that there are 7,576 
 free public high schools, with 679,702 students. The system 
 has not been confined to the towns, but has spread rapidly 
 through the country districts, where the small village schools 
 are being replaced by the consolidated high schools, the children 
 being conveyed by an organized transport service. 
 
 Intelligent Profcssor Paul Hauus, of Harvard University, w^ho assisted 
 
 appreciation ^1^ greatly iu mv inquiries, whites in his book — "A Modern 
 of education School " — " The faith of the American people in education is 
 States. "' ^ great, but they do not look with satisfaction on an investment 
 of hundreds of millions of dollars in school property, nor do 
 they cheerfully spend more than two hundred millions in a 
 single year for the maintenance of schools, nor listen with 
 approval to the unquestionable assertion that the expenditure 
 for schools, vast as it is, is far from being adequate to meet 
 pressing educational needs, unless they are satisfied that all 
 their outlay, present and prospective, is, or will be, followed 
 bv satisfactory educational results, i.e,, by a steady growth of 
 high-thinkins; and right-living, and a steady increase in the 
 economic and political efficiency of the on-coming generation. 
 The American people want good schools, just as they want 
 every other public or semi-public utilitv to correspond to their 
 needs, and they have been for some time, and are at this
 
 MURAL PAINTINGS AND ORGAN. 
 HALL OF DE WITT CLINTON HIGH SCHOOL, MANHATTAN. 
 
 AUDITORIUM. DE WITT CLINTON HIGH SCHOOL. ^MANHATTAN.
 
 35 
 
 moment, engaged as they never were before in scrutinizing their 
 vast provision of public education. The public press, the 
 daily papers, and, what is more important, the current maga- 
 zines, show the closeness and the universality of the scrutiny. 
 Several important magazines contain, nearly every issue, 
 thoughtful papers on education, and one of them maintains a 
 department for educational research." 
 
 There are many matters of method and of organization in 
 connexion with American schools which I do not greatly ad- 
 mire, but I could not fail to be impressed with the great public 
 enthusiasm (no lesser word will do) which exists for education. 
 Could we, in Australia, count upon the same generous public- 
 spirited appreciation and support, and keep at the same time 
 the definite, purposeful, accurate methods we have developed 
 under the influence of British educational tradition, we should 
 develop an Australian education which would be a great factor 
 in the making of a great and prosperous Australia. 
 
 England is the last of the great countries of the world to The recent 
 wake up to the fact that she must develop a truly national system EngiTnd"! 
 of education for her people. The reasons for this delay are not 
 hard to find. British commerce and industrial enterprise en- 
 joyed a long start, and while such countries as Germany, 
 France, and the United States were preparing, by education, to 
 challenge British commercial supremacy, Britain enjoyed the 
 results of long experience and of established connexions. The 
 people of Great Britain did not, therefore, feel so keenly " the 
 need in international competition of greater intelligence and 
 wider knowledge on the part of those who have to control the 
 new forces introduced into industry by the discoveries of 
 science." The truth is, that Great Britain, like other nations, 
 had to feel the pressure of political or commercial danger before 
 she was willing to face the question of education fully. During 
 the latter half of the nineteenth century many attempts 
 were, however, made to build up a svstem of science teaching, 
 and a system of technical schools. But there was no general 
 conception of the need of a national scheme of education rising 
 by well-graded steps. The Technical Instruction Act of 1889, 
 eave the County Councils educational powers, while the Local 
 Taxation (Customs and Excise) Act of 1890, made available con- 
 siderable funds for technical and commercial education. The 
 first result w^as the establishment of many elaborate technical 
 schools that could not be filled, because there was a dearth of 
 students adequatelv prepared by intermediate and secondary 
 education for technical school courses. As soon as the impos- 
 sibility of building technical schools on an elementary school
 
 36 
 
 Higher 
 grade 
 
 schools and 
 continuation 
 classes. 
 
 base became evident, a fresh impulse was given to the establish- 
 ment of higher grade schools and of evening continuation 
 classes. But, although the continuation classes of Great 
 Britain are a great and satisfactory development, they do not 
 adequately fill the gap between primary and technical educa- 
 tion. The question of public secondary education had to be 
 faced. Many eloquent warnings were given to England at the 
 close of last century, as to the public danger which would 
 inevitably result if a satisfactory solution of the higher educa- 
 tion problem was not undertaken. Just before the introduction 
 of the Education Act of 1902, Sir John Gorst, who has had a 
 long experience in the administration of English public educa- 
 tion, wrote in the Nineteenth Century: — 
 
 Sir John 
 Gorst's 
 
 " Unless reform is very promptly undeiitaken, the English nation will be 
 less instructed than the people of European States, of America, and even of 
 our own colonies. . . . If it is true that the international rivalry of the 
 future will be one of commerce and manufactures, the uninstructed nations will 
 have to reconcile themselves to be the menial servants of the rest of the world 
 and to perform the lower and rougher operations of modern industry ; while all 
 those which require taste, skill, and invention will gradually fall into the hands 
 of people who are better taught. If a race that aspires to e&ercise imperial in- 
 fluence in the world must possess knowledge as well as courage, and intelligence 
 as well as wealth, the people of England must be content to see the Empire de- 
 cline, unless other citizens of the Empire take up the task for which the lack of 
 public instruction renders the people of England unequal. It is, therefore, no 
 exaggeration to call the state of public instruction in England an emergency. 
 The danger is imminent. There is no time to lose. Teachers and schools can 
 not be created in a moment bv Act of Parliament. If all the authorities in 
 England — the people, the parents, the churches, the county and municipal 
 councils, the Central Government — got to work this day in earnest to improve 
 public instruction, it would be years before the improved machinery could be 
 got into working order, and our public instruction brought up to the level of 
 that which has, for many years, already been possessed by our commercial and 
 industrial rivals." 
 
 I have already, on page 7, spoken of the effect of the legis- 
 lation of 1902 in building up, in England, a system of State- 
 aided and State-controlled secondary and intermediate schools. 
 The fact is, that, quite apart from the religious question in 
 education, there has been a genuine revival of interest in educa- 
 tion in England. How great this revival is, a glance at the 
 increasing expenditures of typical progressive cities of England 
 will show. 
 
 Education 
 expenditure 
 in English 
 cities and in 
 Melbourne. 
 
 As I write, I have before me the Estimates of the Education 
 Committee, for the city of Leeds, for the year ending 31st 
 March, 1908. The expenditure on public education, upon insti- 
 tutions wholly or partially controlled by the municipal council 
 for a city with a population of 470,268 persons, was estimated
 
 37 
 
 this year to be £356,343 8s. lid. The amount of public money 
 spent last year, 1906-1907, in Melbourne and suburbs, for ten 
 miles around for a population of 526,400, was less than 
 £200,000, including the grant for the Working Men's College, 
 and the whole grant for the University, but excluding, as is 
 done in the figures for Leeds, expenditure on buildings. The 
 amount of public expenditure, by the Liverpool Education 
 Committee, for a city of about 700,000, was for the 
 year ended 31st March, 1906 : — Elementary education, 
 £522,829; higher education, £70,125. In this connexion it must 
 be remembered that, of the 163 elementary schools of Liverpool, 
 no fewer than 113 are voluntary schools, which, therefore, do not 
 cost the public so much as the council schools. These figures 
 are surely eloquent, and should help to show that our total 
 State expenditure upon education, which has, for the twenty 
 years ended 1906, averaged £725,890, is insufficient for a new 
 and wealthy country, whose educational institutions are all 
 practically unendowed. 
 
 I paid a most profitable visit to Wales, and was greatly in- waies has 
 terested in the organization of the intermediate and secondary complete 
 schools there. Conditions in Wales resemble our own conditions national 
 more nearly, that is, there are many districts sparsely populated ^^'^*^™- 
 and difficult of access. As a result of the Welsh Intermediate 
 Act 1889, there are now, in Wales, 97 secondary and higher 
 elementary public schools, with 8,755 pupils for whom grants 
 are paid. 
 
 Mr. Graham Balfour, in his book on Educational Systems, 
 says : — 
 
 " Fifty years ago education in Wales was at least as bad as any to be 
 found in the whole kingdom, and the only sign of better things seemed to be a 
 desire for knowledge, which manifested itself chiefly in the somewhat unintel- 
 ligent study of the Scriptures by Sunday-school pupils of all ages. The people, 
 however, really cared, they welcomed the opportunities offered them, and 
 created new ones for themselves. Largely out of their weekly wages they paid 
 for a training college, and they paid for a university college. They pressed for 
 an Intermediate Education Act, a^nd were fortunate enough to obtain it; they 
 have systematized and extended their secondary schools, and they have devoted 
 the whole of their Customs and Excise money, without excep- 
 tion, to education. They have attended their university colleges, and made 
 them efficient; finally, they have procured their federation in a national Univer- 
 sity. Wales, long yoked to England as it has been, has, out of its limited 
 material, produced the most complete organization in the country within a 
 quarter of a century. Education elsewhere may rise to greater heights, or ha\-e 
 a longer tradition, buf as yet no other division of the kingdom has so definite 
 an achievement to present as the intermediate and higher education of Wales."
 
 38 
 
 Enlightened J j^^ve sought to show that education, coupled with en- 
 have "" thusiasm and public spirit, has worked wonders in the case of 
 'he^ir^^'^ Germany, Denmark, and other lands, that have been roused to 
 education in camest effort by national disasters, or imminent national 
 adiersit^ • cl^^i^ger. lu all of these countries, the education system has 
 we have bccu stcadily improved during times of national trouble. How 
 crippled ours, di^greut has bccn our course of action in Victoria ! The de- 
 partment to be most severely retrenched during financial de- 
 pression has ever been the Education Department. Nor do we 
 make up for this retrenchment in times of prosperity. Let us 
 take the following figures to heart : — 
 
 Average State Expenditure in Victoria upon Education of all 
 
 Grades : — 
 
 For seven years, ended 1893 ... £793,295 
 For seven years, ended 1900 ... 644,191 
 For seven years, ended 1907 ... 748,303. 
 
 Our State has developed greatly since 1890, and we have, as 
 a people, grown steadily more prosperous, yet we spend much 
 less upon education than we did in former years. 
 
 Industrial Australia has not yet felt the pressure from without or from 
 
 education a vvithiu wliich w^ould compcl a satisfactory solution of the edu- 
 coro ary catiou problcm. Must we then wait till a great danger shakes 
 " protection." ^g q^^ Qf q^^ apathy, or shall we not rather prepare for what is 
 inevitable ? In the endeavour to build up great manufacturing 
 interests we have determined upon a policy of protection 
 by tariff. Can there be any protection more efficient in the 
 long run than a liberal system of education for the training 
 of our workmen and managers? As our own workmen 
 gain in taste and skill there will be among buyers 
 less and less temptation to go outside, and a greater reliance 
 upon the home product. Surely, too, it is a righteous demand 
 that for every privilege we give to the workers within our 
 tariff wall, there shall be laid upon them the duty of using all 
 available means for acquiring the highest degree of efficiency 
 in their work. In my view, then, we must have, as a complement 
 to our protective tariff, a liberally-equipped system of technical 
 schools. Nor must we make the mistake of the past, and think 
 that these can be based upon more or less efficient primary 
 schools. We must see what all other progressive peoples have 
 seen, that higher education must be graded and specialized, and 
 that each grade must rest appropriately on those grades which 
 lead up to it. Some forms of lower technical and trade work 
 may rest on a primary school basis only, but, as a rule, it may be
 
 39 
 
 said that the kind of training given in a higher elementary or 
 secondary school is necessary before a student can do worthy 
 work in a school of applied art, or a technical school. If this 
 be so, Victoria must face the question of developing a scheme 
 for the establishment of such schools. 
 
 VI.— THE GRADING AND CO-ORDINATION OF 
 PUBLIC EDUCATIONAL ACTIVITIES. 
 
 There is no problem in education which has engaged so 
 much attention during recent years as the proper systematizing 
 and linking up of the various grades in education. Compara- 
 tively little has been attempted in this direction in Victoria, 
 owing to the fact that many rungs of the educational ladder 
 are at present non-existent. Wlien we, as a people, come to see 
 more clearly what is our duty in respect of public education, we 
 will insist, in the name of national efficiency and of true 
 economy, that a complete scheme of public education shall be 
 provided, in which each institution, while engaged in its own 
 proper work, shall find its place in relation to the whole. For 
 a national system of education must be compounded of many 
 elements; it must meet the diverse needs of a complex national 
 life; and, above all, it must be directed by a common national 
 purpose. There must be room within it for the free play of 
 individual effort, while State control keeps the general tendency 
 in the right direction. European peoples have long ago 
 settled this problem, and progressive cities in Great Britain 
 have done much in recent years in the same direction. 
 
 The Organization of Education in an English City. 
 
 When in Leeds, I was much interested in the plans lately 
 adopted by the Education Committee of the city of Leeds for 
 providing for the necessarily varied educational needs of a large 
 manufacturing and commercial city. The example of Leeds 
 is valuable to us, seeing that it has a population of 470,268 
 persons, while that of Melbourne is 526,400. To appreciate 
 rightly the opportunities provided for the youth of Leeds, one 
 should first consider the opportunities, or rather the lack of 
 opportunities, of the youth of Melbourne. If a boy leaves a 
 Melbourne school, having successfully accomplished the primary 
 school course, and then'desires to take up evenina: work, he 
 finds that there are only two public educational institutions 
 open to him, namely, the Working Men's College, and the 
 University. In the first of these institutions, he cannot hope 
 to do any work of advanced character until he has undergone
 
 40 
 
 special preparator}' courses, and he is shut out from study for 
 a University degree by his lack of a secondary education. Every 
 year there are numbers of boys discouraged from entering our 
 technical schools, because they find that they are not sufficiently 
 well prepared. Thousands of boys and girls in Melbourne 
 are, every night, left wholly to their own resources, with no 
 public encouragement to, or assistance towards, self-improve- 
 ment. Many of these are engaged in occupations which teach 
 them nothing, and, as they grow older, they are discharged to 
 make room for cheaper labour. What is true of Melbourne 
 is true of every Victorian town. It is no wonder that we have 
 so many casual labourers who are almost permanently unem- 
 ployed, and really unemployable. We should follow in the foot- 
 steps of Leeds, and copy its evening educational work. 
 How Leeds In Lccds, there are, of course, the usual elementary and 
 eveninl^ °^ higher elementary schools for primary and higher primary 
 classes of all educatiou. Thcrc are six secondary schools, maintained by the 
 gra es. q^^^ Couucil, and five non-maintained secondary schools. There 
 are general mechanics' institutes and artisan schools for lower 
 technical work, and three technical schools doing advanced 
 technical work, and there is a young and vigorous Uni- 
 versity, strong on the technical side. During the past 
 three years, the Education Committee of the Council 
 has been engaged in making an exhaustive study of 
 the needs of the city, and of the distribution of its popula- 
 tion, so that schools of different classes may be properly allocated 
 to the different suburbs. At the same time, the institutions 
 wholly or partially governed by the council have been classified 
 in four grades, and the work to be performed by the institu- 
 tions in each grade has been carefully set out, in order to secure 
 efficient interlocking, and to prevent overlapping. The organi- 
 zation of this evening work follows five main lines of study, 
 and opportunity is provided in each class of work for graded 
 courses. Thus, under the head of Technical and Technological 
 Education and Training, the youth may begin in a preparatory 
 evening school, where he is given a grounding in subjects funda- 
 mental to trade courses; he mav then advance to one of the 
 branch artisan schools of Grade II., and afterwards to a higher 
 technical school of Grade III., or to one of the special industrial 
 courses at the University. Group courses are insisted upon, 
 and the student, therefore, instead of spending his time and 
 energy upon isolated subjects, is encouraged to undertake a 
 course of study in related subjects, calculated to give him an 
 intelligent and useful grasp of the particular branch of work 
 in which he is interested. It is claimed that a very large 
 percentage of the students enrolled are taking complete courses 
 of instruction.
 
 CORRIDOR (senior DIVISION), COWPER ST. COUNCIL SCHOOL, LEEDS. 
 
 MUNICIPAL HIGH SCHOOL, WEST LEEDS. 
 
 (Cost ^50,000.)
 
 41 
 
 The following table illustrates the above remarks : — 
 Conspectus of Technical Evening Schools — City of Leeds. 
 
 
 I. Technical and 
 
 II. Commercial 
 Education. 
 
 
 IV. Education in 
 
 V. Training- 
 
 Grade. 
 
 Teohnolo;j:ical 
 
 III. Alt Education. 
 
 the Domestic 
 
 Courses for 
 
 
 Education. 
 
 
 Arts. 
 
 Teachers. 
 
 I. 
 
 General Evening 
 
 General Evening 
 
 General Evening 
 
 General Evening 
 
 and 
 •ain- 
 and 
 lish, 
 
 1 
 
 
 Schools (Pre- 
 
 Schools (Pre- 
 
 Schools (Pre- 
 
 Schools (Pre- 
 
 
 paratory) 
 
 paratory) 
 
 paratory) 
 
 paratory 
 Course) 
 
 .He §^ 
 " — ' .2 Cd 
 
 .2 s 1 
 
 IL 
 
 Mechanics' In- 
 
 Branch Commer- 
 
 Branch Schools 
 
 Young Women's 
 
 -5 £ o s 
 
 g c3 O — 
 
 
 stitutes (Ele- 
 
 cial Schools 
 
 of Art (Ele- 
 
 Institute ( Kle- 
 
 •p^S^ 
 
 
 mentary and 
 
 (Elementar}^ 
 
 mentary and 
 
 mentary 
 
 ^ P -"'^:1 
 
 
 Intermediate) 
 
 and Inter- 
 
 Intermediate 
 
 Courses) 
 
 1 aj-3 i'3 
 
 
 Branch Artisan 
 
 mediate) 
 
 work) 
 
 
 -§ » 1 SPS 
 
 
 Schools (Ele- 
 
 
 
 
 ^.iof'^ 
 
 
 mentary) 
 
 
 
 
 i^ ^ii' 
 
 III. 
 
 Advanced 
 
 Schools of Com- 
 
 Central School 
 
 Central Institute 
 
 
 
 Technical 
 
 merce (Inter- 
 
 of Art (Inter- 
 
 for Women 
 
 >> O '^ S 02 
 
 
 Schools 
 
 mediate, Ad- 
 
 mediate and 
 
 and Girls 
 
 
 
 
 vanced and 
 
 Advanced 
 
 (Intermediate 
 
 t- 0^ P « -.^ 
 
 C X "i r-" "^ 
 
 
 
 Honoui-s) 
 
 work ) 
 
 and Advanced 
 
 
 
 
 
 Courses) 
 
 
 IV. 
 
 Special Courses 
 
 Special Lecture 
 
 
 
 - s •« ° -2 
 
 
 for Advanced 
 
 Courses on 
 
 
 
 .2«.^»=S 
 
 
 Students at 
 
 Commercial 
 
 
 
 -§ SP- S S 
 
 
 the University 
 
 Subjects at 
 
 
 
 
 
 of Leeds 
 
 the University 
 of Leeds 
 
 
 
 Qj o -H O *■; 
 
 I. — Technical and Technological Education in Leeds. 
 
 The scheme of evening work in Leeds under this head has 
 been worked out for persons engaged in engineering trades (in- 
 cluding both mechanical and electrical engineering), electrical 
 industries, building trades, leather and boot trades, clothing 
 trades, chemical industries, mining, textile industries, printing, 
 farriery; and follows a continuous line from the courses in 
 general education and elementary technical instruction to 
 advanced technical schools and the University. 
 
 Grade 1.^ — There are three schools open for instruction in 
 this grade. They meet in elementary school buildings, on three 
 evenings a week, for two hours each evening. They profess 
 to give a thorough grounding in English, mathematics, hand- 
 sketching and instrumental drawing, woodwork, metalwork 
 or wood-carving, including clay-modelling. Students pay 2s. 
 6d. for the course, and higher fees are charged to any student 
 wlio takes less than the full course. The work is designed to 
 lead on to Grade 2 work. 
 
 Grade 2. — Branch Artisan Schools. — There are thirteen 
 such schools in Leeds, which meet in elementary or secondary 
 school buildings, on three evenings a week, for two hours each
 
 42 
 
 evening. The course of instruction includes experimental 
 mathematics, practical plane and solid geom.etry, English, 
 mechanical laboratory work, metalwork (for second-year pupils). 
 Students who take the full course pay 4s. for the course, and 
 a higher fee is charged to those who do not take the full course. 
 
 Grade 3. — Advanced Technical Schools. — There are three of 
 these in Leeds, and they are open every evening. Courses of 
 instruction have been arranged for the following : — 
 
 (i.) Engineering trades — 
 
 (a) Mechanical engineers. 
 {h) Electrical engineers. 
 
 (ii.) Electrical industries — 
 {a) Wiremen. 
 [h) Telegraphists, 
 (c) Motor men. 
 
 (iii.) Building trades — 
 
 {a) Carpenters and joiners. 
 
 {h) Bricklayers and masons. 
 
 {c) Plumbers. 
 
 {d) Painters and decorators. 
 
 (<?) Surveyors. 
 
 (/) Architects. 
 
 (iv.) Leather and boot trades — 
 {a) Boot and shoe trade. 
 
 (b) Leather manufacture. 
 
 (v.) Clothing trades — 
 Tailors' cutting. 
 
 (vi.) Chemical and related trades — 
 {a) Chemists. 
 {h) Bakers and confectioners. 
 
 (c) Photographers. 
 
 {d) Soap and candle makers. 
 {e) Gas manufacture. 
 (/) Metallurgists. 
 
 (vii.) Mining. 
 
 (viii.) Textile trades. 
 
 (ix.) Printing. 
 
 (x.) Farriery. 
 
 The fee, with some exceptions, is 7s. Gd. for a course, and 
 higher fees are charged to students who do not take the full 
 course.
 
 43 
 
 Grade 4. — The University of Leeds. — Special courses for 
 advanced students are held in mechanical engineering, electri- 
 cal engineering, leather manufacture, mining, textile industries, 
 and dyeing. Students attend at least six hours a week. The 
 fee is 10s. 6d. for each group course. 
 
 II. — Commercial Education in Leeds. 
 
 The work in commercial education follows a continuous line 
 from the general evening schools through the branch commer- 
 cial schools to the Central 'School of Commerce, and ends in the 
 University of Leeds. 
 
 Grade 1. — There are three schools of this grade open in 
 elementary school buildings for three evenings a week for two 
 hours each evening. The course of instruction includes English, 
 writing, arithmetic, commercial geography, and history. The 
 fee is 2s. 6d., with a higher fee for any student who does not 
 take the full course. 
 
 Grade 2. — Branch Commercial Schools. — There are nine 
 schools of grade 2, and the course of instruction has been 
 planned to enable young persons, entering on a business career, 
 to obtain an intelligent knowledge of the work they will be re- 
 quired to perform during the first few years in a business house, 
 and to acquire an insight into home trade. The subjects of 
 study include English (composition, writing,, and language), 
 commercial arithmetic and figuring, commercial practice, book- 
 keeping, commercial geography and history, shorthand, and a 
 foreign language. The fee for the course is 4s., with a higher 
 fee for those who do not take the full course. 
 
 Grade 3. — Advanced Evening Schools of Commerce. — There 
 are three of these schools and their courses of study are de- 
 signed to provide opportunities for persons engaged in com- 
 mercial life to obtain a thorough and intelligent knowledge of 
 the subjects they require in a business career. Schools of 
 modern languages are attached to the advanced evening schools 
 of commerce, and at one of the schools more specialized pro- 
 fessional courses have been arranged for bankers, accountants, 
 auctioneers, officials, and clerks in municipal and public offices, 
 chemists and druggists, grocers, railway officials, and clerks. 
 The fees for courses in commercial subjects range from 5s. to 
 7s. 6d. 
 
 Qrade 4.— The University of Leeds. — Special lecture courses 
 on commercial subjects are given in (a) economics; (b) income 
 and property taxes; and (c) the law of income tax.
 
 44 
 
 III. — Art Education in Leeds. 
 
 Instruction in art in Leeds now follows a continuous line 
 leading up to the ,Central School of Art. From the beginning 
 instruction in the principles and practice of art is given, and 
 special attention is devoted to their relation and application 
 to industry. 
 
 Grade 1. — Preparatory Art Schools. — There are three of 
 these for boys and eight tor girls. The course of instruction, 
 for which the fee is 2s. 6d., is designed to give an educational 
 ground-work in general subjects, and in art study. 
 
 Grade 2. — Branch Art Schools. — There are four of these 
 schools, and the subjects of instruction include (a) drawing 
 of common objects in daily use, with concurrent exercises in 
 memory drawing; {h) elementary plant form from nature and 
 its application to elementary design, geometrical exercises with 
 relation to design, exercises in lettering with brush and pen; 
 (c) light and shade from casts, &c. ; and {d) elementary model- 
 ling m clay. 
 
 The fee is 4s. for the course, w^ith a higher fee for students 
 who do not take the group course. 
 
 Grade 3. — Central School of Art. — In the central school of 
 art there are the following branches : — 
 
 {a) The Architectural School. 
 
 (5) The Design School. 
 
 (c) The Modelling School. 
 
 {d) The Life Drawing and Painting School. 
 
 (e) The various Craft Schools. 
 
 In conjunction with the work, equipment and instruction are 
 provided for the following crafts : — Book-binding, cabinet- 
 making, embroidery and lace, enamelling and jewellery, litho- 
 graphy, mural decoration, pottery, painters' and decorators' 
 work, metal-work, wood and stone carving, and illustration 
 work. 
 
 IV. — Education in the Domestic Arts in Leeds. 
 These courses aim at imparting a thoroughly useful know- 
 ledge of domestic and general subjects. Various schools are 
 provided with well-equipped cookery rooms, needlework and 
 dressmaking rooms, starching and ironing rooms, laundry, &c. 
 
 Grade 1. — General Evening Schools for Girls and Young 
 Women. — There are eight of these schools, which meet on three 
 evenings a week for two hours each evening. Among the sub-
 
 45 
 
 jects of instruction are household accounts and correspondence, 
 needlework, simple dressmaking, plain cookery, and the prin- 
 ciples of home management. Ihe fee for the course is 2s. 6d. 
 
 Grade 2. — Young Women's Institutes. — There are eleven of 
 these schools, meeting on three evenings a week for two hours 
 each evening. Instruction is given in plain needlework, art 
 needlework, dressmaking, millinery, cookery, laundry, house- 
 hold accounts and correspondence, hygiene and home manage- 
 ment. The fee is 4s. for the course, witli a higher fee to students 
 who do not take the group course. 
 
 Grade 3. — Central Institute for Women and Girls. — There 
 are specially equipped work-rooms for needlework, dressmaking, 
 millinery, cookery, starching and ironing, and science work in 
 connexion with the domestic arts. The fee is 15s. per session. 
 
 Of course it will be understood that these evening schools 
 are held in the ordinary day school buildings, grade 1 being- 
 held in elementary schools, grade 2 in the municipal higher 
 grade and secondary schools, grade 3 in the technical institutes 
 or advanced secondary schools, and grade 4 at the University. 
 The staffs of teachers are made up from teachers of day schools, 
 who are allowed to supplement their incomes by evening work, 
 and in the case of specialists in trade and professional subjects 
 from men and women who follow a trade or profession during 
 the day. 
 
 It does not follow, therefore, that the establishment of a Economy of 
 system of preparatory technical work in Victoria will dupli- using day 
 cate expenditure. There is every reason why the present State buiS'dings for 
 school buildings should be utilized for such work. Every addi- ^J^lf^'f 
 tion made to the equipment of the evening schools would tend to "" ^^^^^' 
 take away the reproach from our insufficiently equipped day 
 schools. In English cities I saw higher elementary and secon- 
 dary schools, in which excellent equipment for science, manual 
 training in wood and iron, and in art subjects, was provided, 
 and I found that much of it was obtained, in the first place, for 
 the use of evening technical classes, and that, as the day school 
 teachers became proficient in such subjects, they were allowed 
 to make use of the apparatus in the day classes. In this way 
 the evening work reacted very favorably upon the day work, 
 and in one or two notable cases the general character of the 
 secondary day school had been changed from that of a classical 
 grammar school to that of a secondary school of the type of the 
 German Ober-real schule. 
 
 3721. D
 
 46 
 
 The schools 
 of Glasgow. 
 
 Merit 
 Certificate. 
 
 The Organization of Education in Scotland. 
 
 The schools which impressed me most during my tour were 
 the elementary, the higher grade, and the secondary schools of 
 Scotland. The opportunities which a Scotch boy or girl has are 
 such as to make a Victorian very envious. During a week in 
 Glasgow I had many opportunities of visiting the well-built 
 and well-equipped schools of that city, and was rejoiced to 
 find that the people of Glasgow ofi'er the fullest facilities for 
 children of all classes to make the most of the natural abilities 
 with which they have been endowed. I conversed with people 
 in various walks of life, and I did not hear once the reactionary 
 sentiments with regard to popular education w^hich any discus- 
 sion of the subject calls up in Victoria. Glasgow, with a popu- 
 lation of 617,843, has, in its elementary schools, 100,547 pupils, 
 in its higher grade schools 2,433 pupils, and in its secondary 
 schools 4,047 pupils, of whom all but 842 are in secondary 
 schools which are either school board schools or endowed 
 schools. The school buildings are immeasurably superior to 
 those which our Education Department provides for its pupils, 
 and they are furnished liberally with laboratories and teaching 
 appliances. In these schools one finds pupils from all grades 
 of society, and the instruction is very efficient. What is true of 
 Glasgow is, generally speaking, true of Edinburgh, Aberdeen, 
 and other centres. The Scotch Education Department has suc- 
 ceeded in organizing the various educational activities in Scot- 
 land, so that each strengthens and supports the whole. Three 
 certificates are issued to pupils— (a) the Merit Certificate, i.e., 
 a leaving certificate for pupils who have passed in the full 
 primary course, and are not proceeding to secondary day 
 courses; (b) the Intermediate .Certificate for those who are 
 studying in the higher grade department of elementary schools, 
 or in secondary schools, and who wish to leave school at about 
 the age of 16, and (c) a Leaving Certificate for those who have 
 completed a five or six years' course in secondary education, and 
 who now intend to enter technical schools, or a university, or 
 to go out into business life. 
 
 Each of these certificates has a distinct value. A boy who 
 has passed through the infant, junior, and senior divisions of 
 the ordinary elementary school, will, normally, betw^een Twelve 
 and thirteen years, enter on a supplementary course, at the end 
 of which he will receive a merit certificate, qualifying him to 
 enter, during his apprenticeship, on Division II, or the first 
 year of Division III, of the evening continuation classes, whence 
 he may ultimately pass to a central technical institution of the 
 type of the Glasgow and West of Scotland Technical College. 
 These evening continuation classes are a very important factor
 
 CORRIDOR, COUNCIL SCHOOL, COWPER ST., LEEDS. 
 
 |fiiMil'u."iki? ■ 
 
 II nil 11 n 
 
 BHllPiftH™ 
 
 BALSHAGRAY PUBLIC SCHOOL, PATRICK, GLASGOW.
 
 47 
 
 in Scottish education, and recently there has been a " re-group- 
 ing of the evening classes, and a systematic effort to make the 
 instruction which they provide bear more directly upon the 
 industrial and commercial callings in which the pupils are 
 engaged." 
 
 The continuation classes are grouped in four divisions — (i) — Evening 
 Preparatory classes for the completion of general elementary ciassl""''''"" 
 education; (ii.) — Classes for specialized instruction (elemen- 
 tary); (iii.) — Glasses for specialized instruction (advanced); 
 ana (iv.) — Auxiliary classes. There are ten central institu- 
 tions wUich give advanced technical education in technology, 
 or "agriculture, or art. These institutions have made ehorts to 
 popularize the continuation classes, and to arrange the courses 
 in them, so that they may lead up appropriately to their own 
 work. Ihus every encouragement is given to Scotch lads who 
 are determined to improve tnemselves, even tliough they should 
 be forced to leave school at fourteen years of age. Tliey may 
 enter graded evening classes, which lead, ultimately, to the 
 higher technical work, and so the best of them may m the end 
 catch up to the boys w^ho remained in higher grade and 
 secondary schools. 
 
 I saw no schools in my tour which impressed me more than intermediate 
 the higher grade schools of Scotland. These are, as a rule, Certificate. 
 elementary schools, with a higher elementary branch. In some 
 cases these higher-grade schools have developed, owing to favor- 
 able locality, or the exceptional ability of their teachers, into 
 secondary schools of an advanced type. There are at present 
 155 higher-grade schools, and, therefore, the facilities given to 
 the Board school boy or girl to receive an intermediate or 
 secondary education are, quite apart from the subsidized 
 secondary schools, very great indeed. In the higher-grade 
 schools^ students may present themselves for the intermediate 
 certificate. This certificate is the qualifying certificate for a 
 junior teachership, and it also admits to Division III. of the 
 evening continuation classes, and to classes in the advanced 
 technical institutions. 
 
 There is also a special technical or commercial certificate 
 available for pupils of higher grade schools. 
 
 The Leaving Certificate qualifies for entrance either to a Leaving 
 central technical institution, or to the University, and is a C"^^^^^'^- 
 guarantee that a pupil has gone through a full course of elemen- 
 tary and secondary education. The conspectus on the next 
 l)age (published by the Scotch Education Department) shows, 
 at a glance, the completeness of the arrangements for public 
 education in Scotland. 
 
 D 2
 
 48 
 
 Lessons for 
 Victoria. 
 
 Technical 
 education 
 Glasgow. 
 
 There are many lessons for Victoria to be gathered from 
 this table. Various causes have conspired to force all the 
 State schools of Victoria into a general uniformity of type. 
 There are districts in Victoria where children are left at sciiool 
 up to the age of hfteen and even sixteen years. Whenever 
 it has been proposed to meet the needs, of these children by the 
 introduction of the special subjects usually taught in secondary 
 and higher elementary schools, there has been strong opposi- 
 tion from private school teachers, who complain of unfair 
 competition. In Scotland, the Education l)epartment has 
 recognised three distinct types of schools, " each with 
 a well-balanced curriculum of general education, essentially, 
 but not exclusively, humanistic, and ending in each type 
 with a period of consolidation and concentration on the subjects 
 essential to that type." There is, therefore, the elementary 
 school, with its special course for tnose who are expected to 
 leave school at fourteen years, there is the intermediate school 
 for those who will leave at about the age of sixteen years, and 
 there is the secondary school for those who will continue their 
 school course, and ultimately proceed to the University, or a 
 technical institution. 
 
 Victorian Schools should be Graded into Elementary and 
 Higher Elementary Schools. — The Scotch system of elementary 
 and higher grade schools has much to recommend it to Vic- 
 torians. Its establishment here would settle much of the trouble 
 as to syllabus. If a State school syllabus is to be made for all 
 schools, without exception, it inevitably tends to become con- 
 gested. The arguments in favour of the addition of necessary 
 subjects for large sections of the pupils are too strong to allow 
 of their exclusion, and thus the syllabus becomes too heavy. 
 Classification of schools solves this difficulty to a great extent. 
 
 When in Glasgow, I visited two of the central technical in- 
 stitutions, the Glasgow School of Art, and the Glasgow and 
 West of Scotland Technical College. The work done in these 
 institutions is a revelation to an Australian, and it was im- 
 pressed upon me, time and again, by those in charge, that the 
 secret of the present efficiency of the technical schools is that 
 they rest upon a basis of well-organized and efficient elemen- 
 tary and intermediate education. In the Glasgow^ School of 
 Art I was present during the holding of the Saturday classes 
 for elementary and higher grade teachers, and I saw work, in 
 drawing, being done by these teachers (who, it will be remem- 
 bered, are not specialists in the subject) which was certainly 
 superior to anything I have seen in any school of art in Vic- 
 toria. This^ is partly explained by the fact that many of these 
 teachers have attended the classes for from five to seven years.
 
 To Co7 
 
 ATION 
 
 Scienti/ic Ilese€i;rc7L 
 
 To ULeme?vtcLry 
 SchooZTeachina 
 
 t 
 
 "J D ARY
 
 C onspectus of Educational Organizatio n 
 in scotlan d. 
 
 V^ 
 
 To Arts & Crafts - 
 To Commerce^ 
 
 rTo Iec?vnicaZ & learned, Pro fessiorts 
 
 To Ziterary & Scienti/ic jResearcTv 
 
 To Blemeniary 
 SchooZTeacTuriq 
 
 t 
 
 ICERTIFICAfEl 
 
 SCHOOL 
 
 SCHOOL 
 
 SCHOOL
 
 49 
 
 In the Glasgow and West of Scotland Technical College very 
 advanced work is done, and it was interesting to me to be told 
 that science graduates of the Glasgow University (the university 
 where Lord Kelvin worked and taught), were attending the 
 technical school for post-graduate courses in applied science. 
 
 It is interesting, too, to Victorians to know that, owing to Length of 
 recent changes in the law, and to determined administration on Z pHmary 
 the part of school boards, the number of children who leave schools. 
 school below the age of fourteen years is very small. In 1905, 
 the estimated population of Scotland between the ages of 
 twelve and fourteen years, was 186,901 ; the number of scholars 
 of twelve to fourteen years of age on the registers of all schools 
 in Scotland, was 178,521; the number of children aged twelve 
 to fourteen who, whether conditionally, or without conditions, 
 were exempted from school attendance by the school boards, 
 was 7,822. Thus, the proportion of children who do not remain 
 at school till they are fourteen years of age is small. If such a 
 state of things is possible in a country where tliere are so many 
 families who are to be numbered amongst the very poor, we can 
 surely insist in Victoria on a higher standard in our schools. 
 And yet, despite the fact that a child of twelve years of age, 
 who has passed in the compulsory subjects of the Fifth Class (a 
 very low standard), is exempt from attendance, the Minister is 
 besought every year by a large number of parents to grant 
 special exemptions. At the same time, our own Government 
 publications are advertising the fact that " the private wealth 
 per head of the people of Victoria is £261, the third highest in 
 the world " ! 
 
 As showing the trend of educational thought in Scotland, I Direction of 
 quote the following from Professor Sadler's C ontinuatio7i advYnce in 
 Schools in Scotland :— Scotland. 
 
 "It is significant that in the Education (Scotland) Bill, which was introduced 
 by the Government in the session of 1907^ but subsequently dropped, there was 
 a' clause which would, if enacted, have given power to school boards to make 
 bv-lawis requiring the attendance at continuation classes, until the age of seven- 
 teen, of young persons not otherwise receiving a suitable education. The clause 
 did not apply to the case of any person who would have to go more than two 
 miles to a continuation class. The Bill further proposed that if any person 
 should knowlinglv employ any young person at any time when his attendance 
 at a continuation class was required by a local by-law, he (the employer) 
 should be liable, on summary conviction, to a penalty not exceeding 40s., or, 
 in the case of a second or subsequent offence, not exceeding ^5. It was also 
 provided that a like penalty might be inflicted upon any parent or guardian 
 who. bv neglecting to exercise due care, should conduce to failure 
 on the part nf a voung person to attend a continuation class as required by 
 such by-law."
 
 50 
 
 , Victoria 
 pust follow 
 Great 
 Britain in 
 organizing 
 national 
 education. 
 
 "Technical 
 education " 
 is a comjilex 
 matter. 
 
 The following statements taken from the report of 1906- 
 1907 of the Committee of Council on Education in Scotland 
 show how completely the Scotch Department is arranging for 
 the educational needs of the community : — 
 
 The estimated population of Scotland in 1906, was 
 4,723,539. 
 
 The number of elementary schools, 3,125. 
 
 Average number of pupils on the registers during the 
 year, 788,850. 
 
 Number of higher grade schools, 137. 
 
 Average number of pupils on the registers during the 
 year, 19,319. 
 
 Continuation classes — total number of individual students 
 paid for, 95,688. 
 
 Secondary schools claiming grant from the Scotch Educa- 
 tion Department, 55. 
 
 Total number of scholars over twelve years of age in 
 secondary schools, 13,663. 
 
 Central technical institutions, 10. 
 
 Number of students instructed — day students, 1,743; even- 
 ting students, 11,824. 
 
 The above examples of the co-ordination of educational 
 activities in Leeds, and in Scotland, together with those I 
 print in other sections of this report, will serve to show how 
 completely the work of nationalizing education is going for- 
 ward. The issues depending upon national education are too 
 many, and too serious, to allow of any grade of education being 
 left to chance. In Great Britain, the system of " State-aided " 
 schools allows the best of the extra-departmental institutions 
 to still remain an important part of the national scheme. This 
 is a very desirable course to follow here. If only we can throw 
 aside some of our illiberal prejudices, and face the problem dis- 
 passionately, we shall solve it satisfactorily. 
 
 VII.— TECHNICAL EDUCATION. 
 
 In such public discussion upon education as there has been 
 from time to time in Victoria in recent 3^ears, a great deal has 
 been said about technical education. It might even be asserted 
 that there has, occasionally, arisen a strong demand for so- 
 called technical education, while there has never, except as from 
 a voice crying in the wilderness, been any strong request for 
 secondary or intermediate education. It is well in considering 
 this question to remember that the term " technical education " 
 may be made to cover education of varying grades, ranging from 
 trade instruction of a very mechanical kind to advanced
 
 51 
 
 instruction in matters involved in skilled industries, and in the 
 conduct of great operations. The technical education of a 
 workman of the rank and file is one thing, the technical educa- 
 tion of a foreman or manager is another thing, and that of an 
 employer is still another thing. Again, manipulative skill or 
 dexterity is a most valuable possession for a workman, but 
 technical knowledge is a greater possession for him as judged 
 by the valuation the world places on it in wage lists. The man 
 who has acquired highly specialized skill remains a workman, 
 the man with great technical knowledge becomes a manager. 
 But the greatest rewards of all come to the man who is able, by 
 reason of a highly-developed general intelligence, to make use 
 of men of skill and men of knowledge, and combine and direct 
 their operations. 
 
 To provide, therefore, a scheme of technical education which 
 shall satisfy the needs of a community such as ours, there must 
 be various types of technical instruction, and we must take care 
 that each of these types of instruction shall have its place in a 
 well-ordered scheme. 
 
 Although the experience of other countries goes to show Technical 
 that it is not possible to develop trade-work satisfactorily for ^^^^^^'^'^'g^'^ 
 pupils who have passed through only a part, or even the whole, efficient 
 of a primary school course, it may be hard to demonstrate this ^ntermediate 
 in Victoria, where, so far, the ideals of trade education have been secondary 
 low. But it certainly is not possible to develop the higher side education. 
 of technical instruction, unless this instruction rests upon a 
 sound basis of intermediate or secondary education. Unfor- 
 tunately the term " secondary education " has been used in Vic- 
 toria in a very misleading way. To many persons, for example, 
 it means the education given in a school which is not under the 
 control of the Education Department, and the Teachers and 
 Schools Registration Board found that it gave great offence to 
 many teachers of private primary schools when it refused to 
 register these schools as secondary schools. Again, there are 
 others who limit the term " secondary education " to schools of 
 grammar-school type, and they cannot see why it is necessary 
 for the State to establish such schools as a foundation for tech- 
 nical education. They ask, and not without reason, whether 
 the work of Victorian secondary schools, as at present con- 
 stituted, is a fitting preparation for the work of the farmer, 
 the grazier, the commercial man, the worker in skilled indus- 
 tries. They point to the over-emphasis of the purely literary 
 subjects, and to the slight attention given to science in all but 
 the largest schools, and to the almost total absence of manual 
 training. I do not advocate an increase of schools of such a 
 tvpe. The best of them supply an important element in na- 
 tional education, and the work they do is valuable, and can easily
 
 52 
 
 be justified, if necessary, on various grounds. But there are 
 quite enough of them, and there is no occasion for the State to 
 add to their number. 
 
 A system of Wliat we rcquirc in our intermediate education is a more 
 Intermediate widely-sprcad systcm of intermediate schools, which shall carry 
 needed ^^ pupJls upward from the primary or State-school stage through 
 appropriate subjects, such as science, practical mathematics, 
 modern languages, drawing and manual training, and thus 
 prepare them for technical work. The intermediate field between 
 the primary school and the technical school should be filled by 
 suitable higher primary or secondary schools, according as it 
 is intended to lead on to trade work or higher technical work. 
 These schools may be either evening schools, or day schools, or 
 preferably both. As good examples of the system I advocate, 
 I refer the reader to my account of the organization of the in- 
 termediate schools and classes in Leeds, page 39. There is 
 no reason why such schools should aim at being excessively 
 practical, and cease to care for general culture. We do not 
 aim at training workmen only. It is men and women we are 
 training for good citizenship, and we can and should do much 
 to supply the culture element through a study of such subjects 
 as English literature and history. 
 
 Existing 
 
 private 
 
 schools 
 
 cannot 
 
 supply the 
 
 need. 
 
 The reasons why the existing private secondary schools can- 
 not perform the work I indicate are not far to seek. They 
 have been developed under an entirely different tradition. They 
 have been dominated by examinations held bv the University, 
 and the training; they give is in literary subjects mainly, as 
 conditioned by the matriculation examination. Their courses 
 of study have not been chosen for the purpose of leading on to 
 technical work except so far as this work is done at the 
 University, nor have thev made any effort to link themselves 
 to technical schools. The boys now attending the technical 
 schools have not, save in rare instances, received their 
 preliminary training in private secondary schools. Schools 
 which are intended to lead into technical schools must 
 be governed by different ideals from those which exist 
 in our private schools, and must have a much more 
 liberal equipment. Intermediate and secondary schools 
 of the kind I advocate must have laboratories and workshops 
 in charge of skilled teachers. I think I am correct in saving 
 that in the whole of the privatelv-manasred schools of Vic- 
 toria there are not, at present, ten schools Avith well-equipped 
 laboratories. How then can satisfactory instruction in science 
 be given ? Under present circumstances, this state of things 
 must continue, for schools which have to depend upon fees alone
 
 53 
 
 cannot afford to take up manual training and the teaching of 
 science in the right way. In Switzerland, in Germany/in Eng- 
 land, in Scotland, in Canada, and in the United States, T 
 visited many schools of the higher elementary and secondary 
 type, in any one of which the laboratory and workshop 
 equipment was finer and more complete than can be found in 
 any Victorian institution outside the University, or the 
 Working Men's College, or a good school of mines. Yet 
 these schools were, as a rule, free schools, maintained at public 
 expense, for the benefit of the community as a whole. We shall 
 have to face the provision of similar equipment, and the em- 
 ployment of the best available trained teachers from within and 
 outside of the public service. In settling the question whether 
 we shall have public education in continuation of our present 
 State school system, we are really settling the question whether 
 we are to have any technical education wortliy of the name. 
 One depends directly on the other. 
 
 No people has faced the problem of leading up to high-class Thoroughness 
 technical education with the thoroughness of the Germans ; eduSo'n.'' 
 and, although it is always dangerous in education to contem- 
 plate transplanting into any country systems which are success- 
 ful in other countries, we can, at any rate, receive help from 
 studying their methods. It must, however, always be remem- 
 bered that an education system reflects the political and social 
 ideals of a people, and that it has its roots deep down in 
 national character. 
 
 The Germans, many years ago, determined upon a very Compulsory 
 thoroughly organized system of public education, in which the lif^l^sToT 
 needs of every class of worker, from the privates in the indus- elementary 
 trial army to the captains and generals of industry, should be Jj^rk'^'' 
 provided for. They have, therefore, established a remarkable 
 system of supplementary education for working people, and, 
 although the compulsory education of German children extends 
 to 14 years of age, they have further insisted, in most of the 
 German States, in making this supplementary education also 
 compulsory. " The view that technical training, following upon 
 a good general education, has become indispensable to the in- 
 dustrial and commercial success of a nation, commands the un- 
 reserved assent of the German people. In no other country is 
 this principle more consistently applied. And, therefore, as 
 soon as it was realized that modern conditions of industry and 
 commerce threatened to deprive young people of the educational 
 care which was formerly applied through apprenticeship, the 
 idea of compulsory attendance at suitable continuation schools 
 rapidlv grew in favour among the work people, and, though 
 more slowlv, among the mass of employers also. But it was not
 
 54 
 
 to economic interests alone th<at the growth of this opinion 
 was due. Moral considerations supported it. Fears were felt 
 that the moral welfare of the nation would suffer if no measures 
 were taken to counteract the deteriorating- influences of town 
 and city life during the first years of a youth's freedom from the 
 discipline of day school life."=* 
 
 In Germany no part of the education scheme is left to 
 chance, but all is orderly and progressive. The following is a 
 brief outline of the German system of industrial education. 
 
 Brief Outline of Industrial Education in Germany. 
 
 Primary 1. Attendance at day school is compulsory up to 14 years of 
 
 age. There is no chance, as with us, that a child may, at the 
 age of 12 years, be awarded an exemption certificate, and be 
 allowed to leave school. The great mass of people use the 
 common schools (Volksschulen). People who are well-to-do use 
 the preparatory section of secondary schools (Realschulen and 
 Gymnasien), inste«ad of the Volksschulen, or they use special 
 primary schools where the fees are somewhat higher. 
 
 Secondary 2. At the asfc of 10 ycars the pupil must ' definitely decide 
 
 Educition • . • • 
 
 whether he will remain in the common school and receive a 
 primary education only, or whether he will transfer to one of 
 the secondary schools, i.e., to a Realschule or to a Gymnasium. 
 If he remains in the common s.chool, his instruction lasts till he 
 is 14 years of age. In the Real School a six years' course, i.e., a 
 course up to 16 years of age, is. contemplated, and in a classical 
 Gymnasium, an eight years' course, i.e., a course up to 18 years 
 of age. 
 Evening 3. Thc lad wlio rcmalus at the common school to the age of 
 
 da^se""'^*^"'^ ^^ years is required, on leaving the school, to attend an evening 
 or continuation school (Fortbildungsschule) for about six hours 
 a week for three years. These schools are established for the 
 special purpose of continuing the instruction of young workers 
 after they begin to earn a livelihood. An obligation to insure 
 the regular attendance of pupils is placed upon employers and 
 parents. When these continuation schools originated it was in- 
 tended that the establishment and maintenance of them should 
 devolve upon private organizations and local governments, but 
 there has been a marked tendency towards centralizing all 
 authority in State governments. 
 Kinds of 4. There are three main classes of these evening schools : 
 
 Continuation (a) Gcucral coutinuatlon schools; (b) industrial continuation 
 schools: and (c) commercial continuation schools. 
 
 In the general continuation schools the work of the common 
 school is continued and broadened. These schools are intended 
 
 •(Professor M. E. Sadler. " Continuation Schools in England and Elsewhere.") ."-...-»' 
 
 classes.
 
 PUBLIC SCHOOL, BROOKLYN, U.S.A. 
 
 REALSCHULE NO. II., DRESDEN. 
 
 {Cost ;^38,203 13s. To accommodate 600 boys.)
 
 DREI KONIGS REALGYMNASIUM, DRESDEN. 
 
 (Cost, including land. ^47.187 i6s. To accommodate 650 ho\s.) 
 
 INDUSTRIAL ART SCilOUi. AKU MUSliUM, DRESDEN. 
 
 (Built 1907. Cost ;^i25,ooo.)
 
 55 
 
 to give increase of culture, and to develop the qualities of 
 citizenship. General continuation schools are a diminishing 
 number, the tendency being towards schools of a more practical 
 character. 
 
 In the industrial continuation schools the general purpose continuation 
 is to develop industrial efficiency. " It is to be noted that in con^cted 
 these schools the aim is not skill, as no shop work is attempted, with Trade 
 but only to give increased efficiency to the worker by teaching '^'°"^- 
 him the relation of the process to the whole industry, and 
 the place the latter has in the activities of the community. 
 These industrial continuation schools and the trade schools 
 (Fachschulen) are inseparably connected with each other, and 
 really form part of one system. In general, however, the trade 
 school is a school where instruction is given during the day to 
 those not at work, and where shop work or practical work is 
 given in addition to the technical instruction. In the industrial 
 continuation school instruction is given mostly on evenings and 
 Sundays to working pupils, and is entirely technical (theo- 
 retical). This school is midway between the general continua- 
 tion school and the trade school. In many trade schools there 
 are, in addition to the day classes, evening and Sunday classes 
 for apprentices and others.""* 
 
 5. Commercial continuation schools. These are practically 
 the same as the industrial continuation schools, but the subjects 
 bear upon commercial life. 
 
 From the above it will be seen that the education of the Secondary 
 German workman is very carefully planned out. The schools Higher 
 enumerated above are attended by pupils who remained in the Technical 
 common school till the age of 14' years, but older students are Education. 
 admitted. As a matter of fact many of the pupils are men who 
 are well advanced in years. In Nuremberg, and in Dresden, and 
 in Berlin, I saw men of from 20 to 40 years of age in attendance 
 at the evening and Sunday classes of industrial continuation 
 schools. A different set of technical schools is provided for 
 those who attend secondary schools up to the age of 16 
 years or 18 years. The German secondary schools are of 
 three types — the classical (Gymnasium), the semi-classical (Real- 
 gymnasium), and the non-classical (Realschule and Oberreal- 
 schule). The Real (non-classical) schools provide a course of 
 from six to nine years, commencing at the age of 10. In these 
 schools miodern languages, mathematics, geography, history, 
 science, and drawing are taught. The pupil w^ho leaves the Real 
 school at sixteen, intending to pursue industrial, agricultural, 
 or commercial pursuits, finds a number of technical schools 
 
 ♦(Special report by Arthur J. Jones, Columbia University.)
 
 56 
 
 open to him. Typical schools are the Gewerbeschulen, higher 
 trade schools, offering courses of from three to four years. 
 They are chiefly schools of design, having both a day and even- 
 ing department, and drawing and mathematics occupy three- 
 fifths of the time-table. I visited such schools in Dresden, 
 Nuremberg, and Berlin, and was especially struck by the fact 
 that the instruction is all theoretical. There were no work- 
 shops. In this connexion I would refer you to Appendices A 
 and B, where I print the official answers supplied to a number 
 of questions I submitted to the authorities in Dresden and 
 Nuremberg. 
 
 The pupil may qualify himself by work in a lower technical 
 school for admission ultimately to one of the higher technical 
 schools of university rank, or he may, by remaining in the 
 Oberrealschule till the age of 18 or 19 years, qualify there. 
 The Gymnasium is a secondary school which, in the main, trains 
 for university courses for the learned professions. The Real- 
 schule and Oberrealschule are secondary schools, which train 
 for industrial and commercial pursuits, and lead into the 
 higher trade schools and the higher technical schools, respec- 
 tively. 
 
 The remarks above are illustrated by the table on page 57. 
 
 It is very interesting to see how thoroughly the idea of com- 
 l^ulsory " further education " has been approved throughout the 
 German States since Saxony introduced it in 1873. The 
 practical difficulties of administration of such a system are, of 
 course, minimized by the existence of elaborate machinery for 
 compulsory military service, and by the fact that German 
 youths are familiar with the enforcement of discipline by the 
 State. It has been well said — " The foundation of the system 
 lies in the fact that in Germany the individual citizen is made 
 to feel, in a way unknown in England, his personal duty towards 
 the organized State. That there is a bad as well as a good side 
 to this form of national organization will be admitted, even by 
 those who heartily indorse the German system. But the latter 
 contend that discipline enforced by authority is necessary to the 
 strength, and perhaps to the existence of the nation. And it 
 is further argued that within the framework of sternly enforced 
 national organization, there is secured for the individual a 
 measure of economic and moral freedom which is denied to 
 many of the victims of competition in a more individualistic 
 society."
 
 57 
 
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 58 
 
 German 
 
 Continuation 
 
 Schools 
 
 emphasize 
 
 theoretical 
 
 work. 
 
 From the above table it will be seen how complete are the ar- 
 rangements made for the workers in both skilled and unskilled 
 trades. I'he different classes of continuation schools vary, 
 widely in method, character, and aim in diii'erent States, but 
 all are designed so as to give the young worker in- 
 creased efficiency as a citizen. There is no attempt in the 
 continuation schools to teach trades or to develop manual 
 dexterity, but the theoretical instruction is such as to 
 give the young student technical knowledge and a good 
 idea of the place of his trade in relation to the other 
 activities of the community. In the continuation schools which 
 I visited the emphasis of instruction was upon drawing in its 
 different branches, and upon mathematics, science, and history. 
 In no case was, there an elaborate workshop equipment or ar- 
 rangements for individual work on the part of the students. 
 The arrangements partook more of the nature of an ordinary 
 primary or secondary school. Trade work is done in the Trade 
 schools, and attendance at these schools may satisfy the com- 
 pulsory clause as to attendance at continuation schools. 
 
 liistor}' of 
 
 the 
 
 Continuation 
 
 School 
 
 movement. 
 
 The following extracts from Professor M. Sadler's recent 
 work, Continuation Schools in England and Else where (1908), 
 throw^ additional light on the system of German industrial 
 education in its elementary grades : — 
 
 ' ' The continuation school system in Germany is a modern development of 
 aai old educational tradition which has had a continuous history of seiveral 
 centuries. Its revival is due, in two ways, to the Industrial Revolution. Fear 
 of the economic effects of the factory system, which sprang up in England in 
 the last decades of the eighteenth and early years of the nineteenth centuriels, 
 soon forced the master workmen of industrial Germany to increase the efficiency 
 of their apprentices and journeymen by encouraging their attendance at con- 
 tinuation classes. This self-protective movement on the part of the German 
 master- workmen, which may be dated 1830 onwards, gave a new turn to the 
 conftinuation school system, and forms the historic link between its past and 
 present phases. Secondly, in the years immedii;tely following the Franco- 
 German War, of 1870-71, the natioaial genius showed itself in- masterly appli- 
 cations of scientific method to industrial processes ajnd organization. In order 
 tO' win its way to the front rank in world-wide competition, the German people 
 threw itself with characteristic energy into plans for extending educational 
 opportunity. The industrial aptitudes of the workmen must, it was seen, be 
 de\'eloped by special training, and the social evils, which arise from want of 
 regulation of the factory system, must be averted by far-seeing local govern- 
 ment, and by the enfo>rcement of educational and ph^sical discipl'ine. Hence 
 came encouragement from the State to systematic efforts for the establishment 
 of continuation schools, chiefly of a technical or commercial character, and 
 approval of plafris for compulsory attendance at those schools on the part of 
 youths during the critical years of their adolescence." 
 
 Obligations "A governing fact in the development of the technical continuation school 
 
 placed upon •,-, Germany is the duly which the law throws upon the employer of giving to 
 his younger work-people the necessary time for attendance at the contilnuation 
 classes which the local education authority may prescribe. 
 
 employers.
 
 59 
 
 This duty is imp>osed by the following sections in the Imperial Law of 
 Industry, of ist June, 1891 : — 
 
 Section 120. — Employers of labour are required to grant to those 
 of their employes under eighteen years of age who attend a continua- 
 tion school aJTa|nged by the government or by the local authority, the 
 necessary time for school attendance, as prescribed by the authority in 
 question. Classes are only allowed on Sundays, if they do not inter- 
 fere with attendance at Divine Service. 
 
 Section 142. — By the bye-law of a district or town council, at- 
 tendance at continuation schools can be made compulsory for male 
 persons under eighteen years. The regulations necessary to enforce 
 com^pulsory regular attendance at such schools may be fixed by the 
 local authority, and the duties of pupils, parents, guardians ajnd em- 
 ployers may be so- defined as to ensure tha regular attendance, the 
 discipline, and the orderly behaviour of the pupils. Those pupils are 
 relieved from the attendance at such compulsory schools who attend 
 a guild, or " Fach " school, provided that such a school is recognised 
 by the superior administrative authority as equivalent in status of the 
 said continuation school. 
 
 Section 150. — A fine of 20 marks (;^i), or, if this is not paid, 
 imprisonment up to three days for every offence, is imposed upon any 
 one contravening any of the above regulations." 
 
 " Those employers who regard their apprentices as a source of cheap 
 labour, naturally object to the law requiring attendance at continuation schools. 
 I'll several places where compulsory attendance was introduced for boys, em- 
 ployers of this type began, as 0|pportunity offered, tx) replace their boy-appren- 
 tices by girls. This was especially the case in commercial ofiioe/s. When, there- 
 fore, compulsory attendance is proposed for girls also, these employers are 
 among the bitterest opponents of the idea. At the present time a brisk ag^itation 
 is being carried on in many districts by commercial employes, and by women's 
 organizations in favour of the compulsory attendance of girls at continuation 
 schools in commercial or domestic subjects. There are two currents in the agita- 
 tion ; one is the outcome of the desire of women workers to find opportunities of 
 improving their wage-earning capacity, the other proceeds from a widespread 
 feeling that more should be done to train girls for the duties of the home." 
 
 As I pointed out, attendance at evening continuation schools 
 is compulsory from fourteen to seventeen years of age, and em- 
 ployers are liable to fine if they do not make satisfactory ar- 
 rangements to allow their employes to attend evening classes. 
 Mr. Sadler quotes from the Decree of the Minister of Trade 
 and Commerce, Berlin, 31st August, 1899 : — 
 
 " The critics of the compulsory system further maintain that schools with Compul 
 voluntary attendance show better educational results. This statement is cer- and 
 tainly wrong, and the tests lately instituted by me prove the contrary. Irregular voluntary 
 a|nd unpunctual attendance is a standing coinplaint, with nearly alll the schools, '^"^^^^"^^"JJj^ 
 when attendance is voluntary. In some instances it has happened thait schools 
 with voluntary attendance have had to waste half the time appointed for a 
 lesson, because sufficient pupils had not arrived to make it possible to begin." 
 
 " Another drawback connected with voluntary attend.ance which seriouslv 
 impairs the success of the teaching is that pupils cannot be got to attend those 
 classes in German and arithmetic which they need in consequence of their defec- 
 tive preparation. Thev either refuse to attend such a class, or stop aKvay 
 
 sory
 
 60 
 
 entirely, and pretend that they are needed in workshops or offices on the days 
 when such lessons are given. The consequence is that, evejn in schools with a 
 la-rge number of pupils, it is impossible to grade the classes in suitable farm's. 
 It is also inaccurate to say that a continuation school, with voluntary attendance, 
 offers sufficient opportunity to all diligent \oung workmen to extend their know- 
 ledge. Under the voluntary system, an employer, who is opposed to the in- 
 crease of educational op][X)rtunities, will, in spite of Section 120 of the Imperial 
 Law of Industry, which compels him to grant his \oung men the time necessary 
 for attendalnce at these schools, find ways and means to retain them. But even 
 supjx)sing that such unlawful means were not used to exclude diligent young men 
 to their great detriment, the all important purpose of the continuation schools, 
 viz., that of raising the standard of education among the masses, would thereby 
 be disregarded. There cannot be the slightest doubt that most of the youjng 
 people who leave the elementary school at fourteen years of age are neither, in 
 knowledge nor in character, ripe to go out into life. With the loosening of the per- 
 sonal ties between master and workmxan, the danger grows that young people, 
 after leaving the elementary school, will have to go without any further educa- 
 tive influence. Here the continuation school steps in with its purpose of form- 
 ing the character of the young and of helping them to resist the temptations 
 which are certain to present themselves to them in so many forms. This) pur- 
 pose can only be attained if the masses of the people, and not only the appren- 
 tices of certain favored industries, are brought under the influence of these 
 schools. ' ' 
 
 The In order to make a comparison between the educational faci- 
 
 industrki °^ lities enjoyed by people in a German city and those enjoyed 
 Dresden. by pcoplc in Melboumc, I sent a series of questions through 
 the British Consulate to the education authorities of Dresden, 
 a city of 520,000 people, and of Nuremberg, a city of 307,000 
 people. I print a full text of the answers in Appendices A and 
 B. It will be seen from the information supplied by the Dresden 
 authorities that, w^hile very complete provision is made for 
 schooling up to fourteen years of age, every boy w4io does not go 
 to a higiier school after leaving the folk-school must attend a 
 continuation school for three years, that is, to the end of his 
 seventeenth year, and even until the completion of his eighteenth 
 year, if he was unable to reach the prescribed standard in the 
 folk-school on attaining his fourteenth year. There are eight of 
 these evening continuation schools maintained by the city, and 
 two private institutions also, and there were in attendance at 
 the date of my visit 5,860 students. In addition, there are 
 special schools for training tradesmen, those in existence at 
 present being schools for barbers and hairdressers, druggists, 
 printers, butchers, innkeepers, plumbers and tinmen, pastry- 
 cooks, chimney-sweepers, upholsterers, joiners, bootmakers, 
 builders, smiths, bookbinders, painters, and decorators. Then, 
 too, there is a fine Gewerbeschule (Higher Trade School) and a 
 State industrial art school. The size and importance of this 
 institution may be seen from the table of costs given, the Gewer- 
 beschule costing £37,147 to build, while the State industrial 
 art school cost £125,000. But the crown of the tech- 
 nical education edifice in Dresden is the higher technical school,
 
 TECHNICAL HIGH SCHOOL, DRESDKX. 
 
 CITV GEWHRBESCHULE, DRESDEN. 
 
 (Cost ;^37-i47- Accommodation for 1.500.
 
 61 
 
 with an enrolment of 1,500 students, at least 1,000 of whom 
 have an entrance qualification, as a rule, higher than that de- 
 manded by our University. The technical high school has 
 university rank, and confers the degree of Doctor of Engineer- 
 ing. 
 
 The magnitude and completeness of German city education 
 is well shown in the table given on page 100. A city of 520,000 
 people supports 194 educational institutions, with an enrolment 
 of 102,935 pupils, and 21,156 of these are over fourteen years 
 of age. Melbourne with a population of 526,400 has only 959 
 pupils up to 18 years of age attending the Working Men's 
 College, our only technical school in the metropolis, and receiv- 
 ing instruction in subsidized technical subjects. 
 
 The Continuation and Trade Schools of Munich. 
 
 The continuation schools of Munich are deservedly famous, 
 and I print, in Appendix C, an acoount of them written by 
 Professor Paul Planus, of Harvard University, with whom I 
 discussed this subject. Munich had, in 1900, a population ot 
 499,932 inhabitants; Melbourne has, at present, an estimated 
 population of 526,400. 
 
 The following summary of the cost of the continuation 
 schools of Munich for 1906-7, with the enrolments of pupils, 
 shows what a German city is prepared to do for the uplifting 
 of its youth by education. I take the figures from an article by 
 Mr. C. E. Stockton, printed in Professor Sadler's Continuation 
 Schools in England and Elsewhere. 
 
 Cost of the Continuation Schools of Munich, 1906-7, with 
 Numbers of Pupils on the Registers. 
 (The totals given below do not include interest on cost of 
 buildings.) 
 
 (1) Continuation schools for apprentices (attendance at 
 which is compulsory) — ^Cost, £28,042 10s.; number of pupils, 
 7,333; cost per pupil, £3 16s. 6d. 
 
 (2) 'Schools for master workmen and journeymen (attend- 
 ance at which is voluntary —Cost £15,459; number of pupils, 
 2,500; cost per pupil, £6 3s. 8d. 
 
 (3) Voluntary continuation schools for girls and women 
 (voluntary attendance, six to ten hours per week) — Cost, 
 £3,571; number of pupils, 1,817; cost per pupil, £1 19s. 3d. 
 
 (4) The compulsory continuation schools for girls (Feiertag- 
 schulen), at which attendance for three hours a week is required 
 from those who do not attend the schools under (3) above — 
 Cost, £1,941; number of pupils, 7,202; cost per pupil, 5s. 4d. 
 
 3721. E
 
 6fi 
 
 Lack of 
 
 educational 
 
 opportunity 
 
 in 
 
 Melbourne. 
 
 Inevitable 
 production 
 of untrained 
 casual 
 labourers. 
 
 A typical 
 
 casual 
 
 labourer. 
 
 (5) Thus the total cost of the continuation schools of 
 the city of Munich for 1906-7 (excluding interest on capital 
 expenditure) was £49,013 10s. or, including the cost of the 
 Eiemerschmid Commercial School for Women and the muni- 
 cipal contribution to the Women's Work School (Frauenarbeits- 
 schule), £54,613 10s. 
 
 In the same year, the State of Victoria spent, on technical 
 education, in Melbourne, £7,217 15s. 9d., and in the whole of 
 Victoria, £22,322 2s. Id. 
 
 Contrast v/ith the wonderfully complete organization which 
 obtains m every German town tlie lack of organization and the 
 lack of educational opportunity winch we iind in Melbourne. 
 At present, tliere is no connecting link between the State pri- 
 mary scliools of V ictorian towns and such teclmicai scnools as 
 we possess. Is it any wonder, therefore, that tiie history of 
 these teclinical schools is, as a rule, one long contest witli dis- 
 piriting circumstances { The Government fetatist estimates that 
 there are in Melbourne and suburbs 33,783 boys and girls be- 
 tween the ages of fourteen and eighteen. The great majority 
 of tliese are employed m industrial occupations, lliere is only 
 one technical school m Melbourne, the Working Men's College, 
 and, at present, there are in attendance there 939 pupils between 
 fourteen and eigliteen years of age. What becomes of the re- 
 mainder ? Has the State no concern with either the moral well- 
 being or the industrial efficiency of these boys '\ Are they not 
 becoming inevitably recruits for the great army of cas,ual 
 labourers and tradesmen who do not know their work suffi- 
 ciently well, and are, therefore, the first to be thrown out of 
 employment with every fluctuation of trade? Recently I 
 entered into conversation with a number of young men who 
 were attending a demonstration of the unemployed at the 
 Public Offices. The result of my conversation confirms me in 
 the opinion I have just expressed. The following is a typical 
 case of some half-dozen that I investigated. A.B. is at present 
 unemployed. He claims to be a painter. He has never served 
 an apprenticeship nor attended any systematic course of in- 
 struction in this work. He gave me the following particulars : 
 
 Attended a school in Collingwood and obtained his exemption certificate at 
 the age of twelve years. This certificate was then awarded on the Fourth 
 Class standard. He soon after left school and spent his time driving round 
 with the diiver of a butcher's cart. At about fourteen years of age he was given 
 a job in a stable of a butchering establishment. From fifteen Ito sixteen years 
 of age he did odd jobs in " offices." After this, for nearly two yeans, he 
 obtained casual work usually attending to horses or driving a cart. He spent 
 one year moving about the country doing farm work. Next became an em- 
 ploy^ at a pony racing course. Afterwards got a job doing rough painting. 
 For the past two or three years has lived on odd jobs, occasional ly getting work 
 as a rough painter.
 
 6» 
 
 Would it not be well to establish in every suburb evening Evening 
 continuation schools, in which pupils from 14 to 17 years of cuSs ^^'°° 
 age would be encouraged in habits of study and self-improve- would 
 ment, where they would be taught such subjects as workshop f^cha\cJ°' 
 mathematics, mechanical drawing, elementary science, and work 
 where they would, at set times during the week, come under the 
 influence of school discipline? The Working Men's College 
 should provide for youths, of from sixteen years upward, and a 
 great stimulus would be given to its work, and to the work of 
 similar technical schools in Ballarat, Bendigo, and Geelong, if 
 evening classes in suburban State schools were established on 
 these lines. In this connexion, I would refer you to page 39, 
 where I have dealt with the organization of evening work at 
 Leeds. 
 
 But it is not enough to provide merely for evening work, intermediate 
 There is a larsre section of our people who could well afford to ^°^ , 
 
 • 1 • i • 1-1 • ■ I- I secondary 
 
 prolong the period o± tneir chiiaren s education ii the necessary day schools 
 tacilities were given them, but who could not afford to pay the '"^i"*'^^^ 
 necessarily higli fees of private secondary schools. Moreover, 
 the tradition of these schools is to tram for university examina- 
 tions, and what is wanted is a school course planned more on 
 the lines of the German Real School than on those of an 
 English Grammar School. The continuation schools recently 
 established for the training of junior teachers might easily be 
 developed into schools of the type I am indicating, and would 
 meet the needs of cities, while the agricultural high schools, 
 if the practical side of their work is not unduly emphasized, 
 would meet the needs of the country districts. In these agri- 
 cultural high schools, the division of the students' time is 
 approximately one-third to general culture subjects, one-third 
 to special science subjects involved in agricultural education, 
 and one-third to manual and practical work. Secondary 
 schools of these types, somewhat modified, would supply an 
 undoubted need in Victoria, and would not compete unfairly 
 with existing secondary schools, seeing that their objective 
 would not be the same. 
 
 Provision could be made in the evening continuation classes Training 
 for teaching girls, the domestic arts; and this would help to ^^^domestic 
 create a taste for house-work, and by increasing the knowledge 
 and skill of the domestic servant would raise her status as a 
 trained worker, and help to remove the stigma that rests on 
 this class of work. It is in this way, more than in any other, 
 that girls can be led to choose house-work rather than the 
 factory-work which unfits so many of our young women for 
 becoming good housewives and healthy mothers. 
 
 E 2
 
 64 
 
 Movements for Industrial Education in the United States. 
 
 The 
 
 Technical 
 Higli School 
 of the 
 United 
 States. 
 
 The 
 
 Springfield 
 Technical 
 
 A very interesting movement is taking place in the United 
 States in connexion with the development of high schools. A 
 new type of high school, called the Technical High School, has 
 been developed. In this class of school, an endeavour is made 
 to associate a definite training in manual and industrial occu- 
 pations with a training in general culture. They are not tech- 
 nical schools in the sense of being trade schools. The workshop 
 training is of a general, and not of a specific, character. Presi- 
 dent Roosevelt has said — " If boys and girls are trained merely 
 in literary accomplishments, to the total exclusion of industrial, 
 manual, and technical training, the tendency is to unfit them 
 for industrial work, and to make them reluctant to go into it, 
 or unfitted to do well if they do go into it. This is a tendency 
 which should be strenuously combated." 
 
 I was much interested in a visit I paid to the Technical 
 High School of Springfield, Massachusetts. This school cost 
 High School, the city about £80,000, and it is beautifully fitted up. It is 
 primarily a high school, and not a technical school. In an ac- 
 count of the objects of the school, Mr. Warner, the Principal, 
 says — "'Since a large majority of the people of every com- 
 munity are engaged in the productive industries, and make these 
 the basis of their life, since science and invention multiply the 
 products of industry and extend the trade in these products 
 every year, increasing our command of the great natural re- 
 sources of material and power, creating new demands for the 
 skilful hand and the trained intellect, it is manifestly right 
 that the schools maintained at public expense for the education 
 of the rising generation should put this generation in command 
 of scientific principles, lead the way to technical knowledge and 
 skill, and thus fit our boys and girls more easily to meet the 
 demands of an industrial and commercial age. The school is 
 not merely a workshop where the elements of the industrial arts 
 and trades are taught, but a complete educational institution, 
 in which full academic instruction is given, as well as funda- 
 mental training in the mechanic arts and in practical science. 
 Thus the curriculum for the four years' course includes not only 
 the various departments of science, physics, chemistry, geology, 
 and mathematics, but history, language, philosophy, and all the 
 departments of literary study except the ancient classics." 
 
 I have made arrangements for a very complete set of exhibits 
 to be sent to Victoria from this Technical High School, for I am 
 convinced that a demand for such instruction will grow up in 
 Victoria. The scheme for the establishment of agricultural 
 high schools, which the Government has lately sanctioned, is 
 capable of being developed on approximately the same lines, in 
 
 Practical 
 
 work at 
 Springfield.
 
 MECHANICAL DRAWING ROOM, TECHNICAL HIGH SCHOOL, SPRINGFIELD, MASSACHLTSETTS. 
 
 JOINERY ROOM, TECHNICAL HIGH SCHOOL, SPRINGFIELD. MASSACHUSETTS.
 
 DESIGNING ROOM, TECHNICAL HIGH SCHOOL, SPRINGFIELD, MASSACHUSETTS. 
 
 FORGE ROOM, TECHNICAL HIGH SCHOOL, SPRINGFIELD, MASSACHUSETTS.
 
 66 
 
 regard to agriculture as the American technical high schools are 
 in respect of industrial training. At Springfield, 1 saw classes 
 engaged in mechanical drawing and design, and classes at work 
 in the forge-room or the machine-shop, or the wood-turning 
 room. In nearly every case, the boys were making articles or 
 machines which had been the subject of their own designs, or 
 the class of this year was working from the drawings made by 
 the students of last year. It w^as interesting, too, to see a class 
 of boys working laboriously, but most keenly, in the for^e- 
 shop, and to be told, as I was, that some of these boys were in- 
 tended for commercial and professional pursuits, and that this 
 training was merely part of their general education. In the 
 prospectus of the school it is stated — "A prominent 
 business man of this city keeps, among other souvenirs 
 of his youth, a delicate pair of steel pin-pliers, like 
 those used by watchmakers and jewellers for picking 
 up and handling articles in their trade that are too 
 small to be taken by hand. He made them when a boy, from 
 a piece of old hoop-skirt steel, in the blacksmith shop of his 
 native villtage. He was not learning the trade of the jeweller or 
 the blacksmith at the time, nor did he become an expert 
 machinist or manufacturer in later life, but it is probable that 
 the training he received in his bovhood which cornpelled the 
 doing with his own hands of varied work, of which the above 
 example is onlv a small instance, had much to do with his 
 future success in life." ^^ 
 
 At Menominie (Wisconsin), I visited the Stout Manual Ma^nuar" 
 Training High School, a magnificently equipped institution J^j^j^'^g^^^^^i 
 presented to the town of Menominie by Senator Stout. This '^ 
 school is, in its way, quite as elaborate as that of Springfield. 
 It is being largely used as a training centre for teachers of 
 manual training and of the dom.estic arts. The course of study 
 provides for general education, as well as technical knowledge j^t^^^tj^^g 
 and practical skill. A very interesting piece of work had just practical 
 been completed before my visit. A dilapidated cottage had been ^°^^- 
 bought by the school, and the young men students first repaired 
 it and painted it on the outside. Then the women students in 
 the domestic art side of the school, and the men students in the 
 manual training section, were given the problem — How to deco- 
 rate and furnish this house artistically and cheaply. The in- 
 come of the intended inhabitant was stated, and the amount 
 of capital he had to lay out in furniture and decoration. Each 
 item of the work was first discussed in the art classes, schemes 
 of colour were agreed upon, and original designs were made for 
 every detail of the work. The women students designed the 
 friezes and dadoes, the curtains and cushions, the little nick- 
 nacks that were to be added for comfort or finish. The men
 
 66 
 
 students designed the various articles of furniture. When the 
 designs were approved, the students executed every portion of 
 the work. The women students chose and hung the wall-papers, 
 made and mounted the friezes and dadoes, did all the necessary 
 upholstering work, and selected any articles that required to 
 be bought; while the men in turn made the heavy furniture, in 
 accordance with the designs and specifications that had been 
 mutually agreed upon. The whole experiment took about 
 twelve months to work out, and every detail was criticised from 
 the point of view of economy, utility, and beauty. The whole of 
 the educational work of certain classes centred round this 
 problem for a year. Many interesting points for discussion 
 arose. I went carefully through the cottage as the students 
 had left it, and was delighted at the many evidences of skill 
 and taste which had been brought to bear in making simple and 
 cheap comforts and conveniences for an unpretentious home. 
 Demand for jf; might bc supposcd from the above sketch of the American 
 schooisTn technical high school that the people of the United States 
 Massa- ought to bc Satisfied that enough is being done to 
 emphasize the value of manual and industrial work in 
 educational courses, but it is not so. In Massachusetts, 
 the report of a recent Commission on industrial educa- 
 tion showed the industrial and social danger arising from 
 the neglect to provide adequately for the industrial education 
 of children of from fourteen to sixteen years of age. This re- 
 port was the means of starting a movement for establishing 
 special trade schools for boys and girls from fourteen to sixteen 
 years of age. The moving spirit in the matter was Professor 
 Paul Hanus, of Harvard, and from him I learnt much concern- 
 ing the work of the Commission. 
 
 It is useful to point out that the evidence taken by the Mas- 
 sachusetts Commission on Industrial Education coincides with 
 that taken recently by a Conference on the Apprenticeship 
 Question in Victoria. Professor Hanus states — 
 
 " Boys are not wanted in most of the skilled industries until they are i6 
 years of age. The total result is a great number of bovs and girls from 14 
 to 16 years of age, most of whom are at work in various kinds of 
 juvenile occupations, in which they learn no trade, are subject to little, if any, 
 beneficial general education, and often to much harmful education, from shift- 
 ing experience and environment. Large numbers of these children would be in 
 school if the school promised preparation for some life pursuit. These years 
 are of little economic value to such children, and there is little increase in the 
 economic value of most of them as time goes on. Hence, these are at present 
 wasted years — lost to the children because of a lack of economic growth, and 
 to the industries because the children are not fitted to satisfy the demand for 
 trained workers bv the time they are old enough to be employed in the trades. 
 
 These years, and the subsequent years, are, however, valuable for industrial 
 education ; but there is at present no agencv whereby this education is provided, 
 save here and there to a limited extent only, and then chiefly by philanthropy.
 
 67 
 
 Hence the need of industrial schools to supplement the existing school system, 
 and to meet a new educational need which has developed with the evolution 
 of our industries and commerce. Such schools would receive pupils of four- 
 teen or fifteen years of age who declare their intention to learn a trade; and 
 would, therefore, be parallel to the existing public high schools, but independent 
 of them. 
 
 Such schools must be established as independent schools, because the motive 
 or end for which they exist, namely, vocational training as contrasted with 
 general training, determines the value of the instruction in every detail. In 
 order to keep such schools in close touch with the trades and with agriculture, 
 there should be local advisory boards, including representatives of the industries 
 cerned, employers and employes." 
 
 The people of Massachusetts acted promptly upon the re- work of 
 port of the Commission, and a Bill embodying their recommen- ^.^^5^(7'^ 
 dations passed the Legislature in 1906. A Commission on In- industdai 
 dustrial Education has been appointed, with a permanent and Commissioi 
 salaried secretary, who has had technical training of a high 
 character and successful industrial experience. The Commis- 
 sion is charged with the duty of extending the investigation 
 of methods of industrial training and of local needs. It ad- 
 vises and aids in the establishment of schools for industrial 
 work. Cities and towns are empowered to raise money by rates 
 for the establishment of these schools, and the amounts so raised 
 are supplemented from the State revenues. The amount of sup- 
 plement varies according to the extent to which the town or', 
 city has taxed itself. AH moneys appropriated by the State or. 
 Municipality for the maintenance of these schools must be ex-| 
 pended under the direction of the Commission. The schools! 
 may offer a course of instruction for four years, with evening 
 classes for persons already engaged in trades, and with provi- 
 sion for part-time day attendance for apprentices. In its 
 first annual report, the Commission states — 
 
 " When the schools are fully established, the Commission believes the four 
 vears of instruction might be divided as follows : — 
 
 The first two years would cover general shop instruction, at least 
 two hours per day, together with related mathematics, drawing, 
 natural science, and English. 
 
 The work of the last two vears — which could be graduallv completed 
 during a longer period in the evenings, or on the part-time system, 
 meaning part of the time in the factory or shop and part of 
 the time in the school during working hours, whether on the 
 same day, or at intervals of several days, or even weeks, by 
 pupils who were obliged to go to work at sixteen — should give 
 the shop instruction fnr particular trades, and for each trade 
 represented, the drawing, mathematics, mechanics, physical 
 or biological science applicable to that trade; the history of 
 that trade ; civics, treated as concretely as possible ; and shop 
 and business English. 
 
 The Commission intends to provide for evening pupils ; and it 
 intends to make everv effort to secure the co-operation of em- 
 ployers, to the end that part-time courses for apprentices may 
 he established in the proposed schools."
 
 68 
 
 Duties ol 
 municipali- 
 ties in 
 respect of 
 Technical 
 Education. 
 
 Manual 
 training 
 Victoria. 
 
 It is too soon, of course, to estimate results from the Mas- 
 sachusetts Commission, but that such work as it proposes to 
 do is necessary, and will produce good results, is evidenced by 
 the success which has attended similar efforts at the Melbourne 
 Working Men's College. But the Working Men's College can 
 take only a fractional part of the students who should offer, 
 and in planning new schools we should bear that in mind. In 
 the Working Men's College preparatory classes, there are, for 
 example, only 260 boys in attendance out of the thousands in 
 Melbourne for whom such work would be advantageous. 
 
 The Massachusetts method of raising money for industrial 
 education is, I think, sound. This form of education should ap- 
 peal to municipalities, and it can be shown, I think, that the 
 municipality benefits to a very great degree by the establish- 
 ment of efficient technical education within its borders. 
 
 If Victoria imposed upon its municipalities a duty with re- 
 spect to industrial education, and provided a representative 
 council to control the development of this form of education, we 
 should progress much faster than at present. ^ Where the State 
 pays all expenses for technical schools there is no incentive to 
 local effort or local interest. Our experience is that too often a 
 languishing school is kept in existence by persistent appeals for 
 State funds. 
 
 I have dwelt upon the faith of the American people in 
 manual training as a factor in general education. We have 
 had the same doctrine preached consistently in Victoria, and 
 indeed the Technical Education Commission (1899-1901) made 
 strong recommendations upon the subiect. As a result the 
 Education Department bestirred itself, expert advice was 
 obtained, teachers were trained, and a good beginning was 
 made. Then came the inevitable change of policy which Vic- 
 torian State Departments experience whenever a new departure 
 involves increased expenditure. The development of manual 
 training received a check, and became practically stationary 
 for years. A little more has been done recently to encourage 
 the subject, but still not nearly enough. 
 
 VIII.— THE TRAINING OF TEACHERS. 
 
 No special subject of educational administration is at pre- 
 sent in a more interesting position in Great Britain than the 
 question of the supply and training of teachers. I propose 
 later on to devote a special chapter to this subject, in order to 
 bring under notice the systems followed in the countries I have 
 visited.
 
 69 
 
 It may be remembered that four years ago an important Primary 
 change was made in the system of supplying and training '^achers 
 teachers for the Victorian State school service, by the estab- with a^food 
 lishment of continuation schools for the training of junior ^^''^"^^^^jy 
 teachers. It is now generally agreed by educational authori- 
 ties, that the minimum of education for a primary school teacher 
 should be a good secondary education; and, although, in Vic- 
 toria, we have made but a beginning in this direction, we have, 
 in my opinion, made a satisfactory beginning, justifying a fur- 
 ther advance in the same direction. No one who has 
 studied the courses of training in other lands can be satisfied 
 with the low standard the Victorian system has hitherto re- 
 quired from its teachers, and we must, therefore, keep before us 
 steadily the question of improving the general education of our 
 young teachers. No fact in connexion with the training of 
 teachers in Great Britain is more noteworthy than the growing 
 inclination, following upon the practical abolition of the pupil 
 teacher system, to break down the training-college system of 
 training, in favour of a wider system in close association with 
 secondary schools, and culminating in the University. It is 
 gratifying to us to know that our own recent advances since 
 1900 have also been in this direction. The University should 
 have a most beneficial effect upon the training of teachers, and 
 we should look forward confidently to a time when all our 
 primary teachers will have had, before they begin their work 
 as teachers, a thoroughly advanced course of secondary educa- 
 tion, while the most promising of them will ultimately have 
 gone further, and obtained University degrees. The new sys- 
 tem of training in Victoria was an adaptation of the existing 
 pupil-teacher system, and its development was strictly condi- 
 tioned by financial considerations; consequently, the period of 
 attendance at a secondary school is shorter than that which ob- 
 tains in Great Britain. We have provided, at present, for only 
 a two years' course of secondary education. Moreover, we 
 have adopted the practice of emploving the junior teacher in 
 a school at a small salary, prior to his taking up a more ad- 
 vanced course of study at a Training College. There are some 
 advantages in this system, but there are many disadvantages 
 resulting from the employment of untrained and immature 
 students in the work of teaching. Both England and Scot- 
 land have determined, in spite of the increased cost, to abolish 
 this remnant of the pupil-teacher system. In the near future, in Great 
 there will be in service in the schools of those countries, no im- fulme 
 mature apprentices, but the whole staff will consist of teachers [^^^''"/ 
 who have had a comprehensive and extensive training. Re-Irain'ed" ^ 
 cognising, as I do, that the supply and training of teachers is before being 
 
 -o '^•i* • /v»-ii J* T . allowed to 
 
 the most vital factor m an emoient education system, I trust t^ch.
 
 70 
 
 Teachers 
 should be 
 educated 
 side by side 
 with other 
 professional 
 men. 
 
 Training 
 college 
 students 
 should be 
 University 
 students 
 and not 
 " Training 
 College 
 students 
 attending the 
 University." 
 
 that it will not be long before we also are prepared to spend 
 more money upon our training institutions, so that we shall be 
 able to approach more nearly to the improved systems of the 
 mother country. 
 
 One effect of improving the general education of the future 
 teacher, will undoubtedly be to raise the status of the elemen- 
 tary teaching profession. The pupil-t€acher system, as it existed, 
 both in Australia and in Great Britain, took boys and girls 
 from the classes of elementary schools, and gave them a very 
 narrow culture, and a very restricted view of their professional 
 work, and so it did not attract to the teaching service the best 
 material for making teachers, nor did it tend to raise the teach- 
 ing service in the estimation of the public. The new move- 
 ment in the training of teachers is all in the direction of a more 
 liberal culture, and a wider outlook, and, undoubtedly, good re- 
 sults will accrue from the practice of educating future teachers 
 side by side with those who are studying for other liberal pro- 
 fessions. It is not a good thing to segregate in pupil-teacher 
 schools and training colleges, a body of young people who have 
 had the same past training, who look forward to the same con- 
 ditions of work, and who, generally, are drawn from the same 
 grade of society. It is a much better plan to let the education 
 of young teachers advance step by step in close touch with the 
 general education of the community. It may be argued that 
 this view is a condemnation of the system lately adopted in 
 Victoria, of establishing special continuation schools for the 
 training of junior teachers. It is, to some extent, but it must 
 be pointed out that in Victoria, there is no system of secondary 
 schools, supervised and directed by public authority, as in 
 Great Britain. It is essential that the secondary education 
 of the young teacher shall be conducted in schools whose ad- 
 ministration is beyond question, whose methods are approved, 
 and whose equipment is adequate. When a satisfactory system 
 of secondary schools, under Dublic authority, is developed in 
 Victoria, I shall be very glad to see the existing^ schools for the 
 training of junior teachers cease their special work, and be- 
 come ordinary secondary schools with a traininsr department. 
 Existing secondary schools, under private control, might well 
 be utilized also if they associate a training department with 
 their general work. 
 
 The same remark applies to the Training College, so far as 
 it is an institution for providing secondary and higher general 
 education. I should like to see this work removed as far as 
 possible to the University, so that the Training College might 
 develop more fully on the scientific and practical side of train- 
 ing. In the future, then, in my opinion, the University should 
 attend to the culture subjects involved in the training of
 
 71 
 
 teachers, while the Training College, with its special staff, and 
 special advantages of practising schools, and other equipment, 
 should provide a much more thorough training in practical 
 teaching than it can at present. During the past two years 
 many improvements have been made in the practical course at 
 the Training College, and the institution has been provided 
 with specially staffed practising schools. More, nevertheless, 
 must be done in this direction to meet the needs of the insti- 
 tution. In this connexion, however, I would remark that the 
 difficulty of providing satisfactory practising schools is not 
 confined to Victoria, but is met with in every country I visited. 
 
 New problems in connexion with the traininer of teachers The Victorian 
 nave arisen owing to the operation of the Registration of college must 
 Teachers and Schools Act. It is now incumbent on all who Jevdo^ed 
 desire to take up the work of teaching to undergo a course of 
 training. As a result, the departmental institutions must be 
 expected to develop greatly in the near future. Already there 
 is a large number of students not connected with the State 
 school service, who are entering the Training College, either as 
 students for the University Diploma of Education, or the 
 Trained Teacher's Certificate, or the Kindergarten Certificate 
 of the Education Department. These students have special 
 needs which the Training College is endeavouring to satisfy. 
 Since they come from an entirely different environment from 
 that of the State school students in the college, and have some- 
 what different ideals of their future work, their influence on the 
 college work is distinctly good, both as regards the lectures, and 
 their association with the students. The lecturers have now 
 to take into account the different environment under which pri- 
 vate school teachers work, and their lectures have, therefore, to 
 be much broader in character, and less dogmatic, while the stu- 
 dents of both classes learn from association, one with the other, 
 to take a much more liberal view of problems arising out of 
 educational practice. 
 
 In order to supply a suitable training for the secondary f^'[l^^^^^^'^ 
 teacher, the University has established a Diploma of Educa- the\rlinmg° 
 tion. The Training College plays an important part in the J^^*^^,^'='j^''J* 
 work for this diploma. As, however, the college was staffed e,t°abiished. 
 at a time when the needs of State primary teachers alone were 
 to be considered, there is need at present to take into account 
 this newer work. Masters of method to direct practical work 
 in various special departments of secondary education are 
 needed, and a " secondarv " school should be established as a 
 practising school. The Faculty of Arts of the University con- 
 trols the practical work of the candidates for the Diploma of 
 Education, and I am of opinion that we should bring this
 
 72 
 
 Faculty into touch with the general work of the Training Col- 
 lege as fully as possible. I hope, in the near future, to go 
 further, and form an advisory council on matters affecting the 
 training of all teachers, on lines similar to those of the Provin- 
 cial Comjnittees which now regulate the training of teachers in 
 Scotland. When we bring to our counsels the best influences 
 of the University, the outside secondary schools, and the Edu- 
 cation Department, we shall, I hope, develop courses of train- 
 ing which will produce a really fine type of teacher. 
 11,,. pupil I know that in Victoria many of our teachers, and some of 
 
 teacher Qur iuspcctors, havc an exaggerated opinion of the benefits of 
 i^s^^now the pupil-teacher system, under which they themselves were 
 
 obsolete in traiucd. Undoubtedly, this system did good work in its day, 
 ?ountrfeT^ and thc teachers who survived the great strain which it imposed 
 upon them during their apprenticeship acquired great power 
 in practical teaching within a very definite and restricted area; 
 but we must not be blind to the fact that outside Australia all 
 the countries that adopted the pupil-teacher system have now 
 abandoned it in favour of one which gives fair conditions to the 
 young teacher, and which must provide, in the end, a trained 
 teacher of larger culture and greater individuality, and with 
 more advanced power of doing his work. The teacher now 
 aimed at by all progressive countries is one to whom a greater 
 scope for individuality and initiative can be allowed than is 
 possible under the pupil-teacher system. If we desire to lift 
 the teaching service to a better position among skilled employ- 
 ments, we must escape from the evils of the pupil-teacher 
 system. 
 
 The pupil-teacher system tempted boys and girls into the 
 service with the bait of an immediate salary, small, perhaps, 
 but better on the whole than that of many other employments 
 offering. Parents were satisfied with the small salary and the 
 prospect of continued education. The great majority did not 
 look forward and satisfy themselves as to the meagre salary 
 paid to the trained teacher and as to the slight chances of pro- 
 motion. Now, if Victoria decides upon establishing a system 
 of intermediate and secondary schools, it should be possible, as 
 teachers is it is in Ncw South Walcs, to attract into the service a sufficient 
 incentive uumbcr of boys and girls who have already gone through a 
 to young secondary course of general education. The attraction offered 
 stu ents. giiould uot be Salary and training as a pupil teacher, but rather 
 a good salary as a trained teacher. Teaching should ultimately 
 rank with other professions, and those who desire to be teachers 
 should be prepared to make sacrifices to obtain training in the 
 hope of future reward, in the same way as do medical students 
 or engineering students. The elementary school teacher will 
 never come trr his on;vn, and achieve a worthy place in society, so 
 
 Good salaries 
 for trained
 
 73 
 
 long as he is first coddled through a narrow training at the State 
 expense, with his feeling of independence sapped by maintenance 
 allowances, and then treated as a dependent by being paid an 
 unworthy salary for his work. The case of the poor and pro- 
 mising student can be met by a system of scholarships, or by a 
 system of advances to be repaid out of future salary. The 
 movement in Great Britain is in the direction I have indicated. 
 Whether we are able to follow depends upon our decision to 
 establish secondary schools. 
 
 IX.— A COUNCIL OF EDUCATION. 
 
 In the final report of the Royai Commission on Technical 
 Education (1899-1901), a Commission wliicli laced the lacts of 
 national education fairly and took tiie best eviaence obtainable 
 in Victoria, tliere is an important recommendation lor the 
 establishment of a Council ol Education. It was suggested that 
 this council should be an honorary body, representative ol the 
 great educational interests and also ol the great industrial 
 activities ol tlie State. Its duty would be to study and silt 
 educational problems, and advise the Minister on matters ahect- 
 ing tlie general development ol a policy ol national education. 
 'Such councils exist in otner countries, and help to bring about 
 among the various agencies a harmony and co-operation which 
 are absent in Victoria. I'hey are the best saleguard against 
 ill-advised faddism on the one hand and reactionary adminis- 
 tration on the other. In the well-known Bryce Commission 
 Report on Secondary Education m England, 1895, a very full 
 recommendation was made lor the establishment of a similar 
 consultative council, a recommendation since acted upon by the 
 Government with excellent ehect. It is pointed out by the 
 Commission — " We do not advocate such a council on the ground 
 that it will relieve a Minister of responsibility, for we conceive 
 that the responsibility, both for general policy and for the con- 
 trol of administrative details, ought to be his and his alone." 
 The value of such a Council would lie in the fact that a body 
 of men expert in their work, looking at each problem from 
 diverse points of view, could give advice disinterestedly and 
 fearlessly in a way in which no official or officials, however able 
 or courageous, could do. We have only to review the history 
 of the Victorian Education Department since 1892 to see what 
 scope there would have been for such a Council of Education, 
 even in the restricted field in which the Department has so far 
 worked. If we are, as I believe we are, on the eye of great 
 advances in the development of national education, it is all the 
 more necessary that we should have such a council to advise us 
 as to the right lines of advance. During the past five years the 
 effort of the Department has been mainly concerned in undoing
 
 74 
 
 the mischief that was caused by the ill-considered retrenchment 
 of 1893-5. Experience has shown that our savings were made 
 at great expense, and that in 1908 we are paying dearly for our 
 shortsightedness. Some of the remarks of the Victorian Tech- 
 nical Education Commission are so much to the point that I 
 make no apology for quoting them freely : — 
 
 " One of the great problems confronting us in Victoria is how to stimulate 
 sufficient general interest in education so as to secure continuous effective 
 criticism, which is the essential condition of vitality. Policies of retrenchment, 
 brought into operation through political exigencies, have been pursued, to the 
 great detriment of the educational system, without any danger signals being 
 held out warning the community of the mischief being done. Experience proves 
 that it is not reasonable to expect permanent officials of a department to publicly 
 protest against a policy determined on by their political head. In fact, the 
 policy determined on must be carried out by those officials, whatever their own 
 views may be, in such a spirit as to warrant the public in the belief that they 
 are heartily in accord w^ith it." 
 
 "It is doubtless true that there is a feeling of unrest in the community as 
 to our condition, and a vague recognition of the fact that we are lagging behind 
 the world-movement in educational reform. But no means exist for educating 
 public opinion as to the extent of our deficiencies or the nature and true direc- 
 tion of desirable progress." 
 
 " When one compares the almost total absence of discussion on educational 
 subjects in Victoria with the position these subjects occupy in the literature and 
 life and legislation of England and America (not to speak of Europe), it 
 becomes apparent that the first condition of progress is to establish some healthy 
 agencies of continuous vigorous criticism. The mere force of uninstructed public 
 opinion has proved quite insufficient for the purpose to be achieved, and the 
 work of occasional commissions of inquiry on the subject cannot be sufficient." 
 
 " We regard the creation of the council which we suggest as the most 
 effective means of educating and awakening the community to what is re- 
 quired. If properly constituted, it will be a voice of authority. It will not only 
 make it apparent that the greatest of all national resources are the faculties and 
 characters of our children, but it will continuously and fearlessly direct atten- 
 tion to all shortcomings in the training of our people, and will enable the 
 community at all times to compare the instruction provided by our schools with 
 what is afforded in other countries. We do not think that we are cherishing 
 a vain hope in feeling that the labours of the council would speedily be sup- 
 plemented by a forcibly awakened interest of a very large section of the 
 community. We are only a handful of people, with a very limited leisured class, 
 and so much of the energy of the people is necessarily devoted to the work of 
 building up the colony in its material sense, and in developing its material re- 
 sources, that it is not to be wondered at if, in the question of mental culture, 
 we have not continuously, as a people, kept alive to the world-wide development 
 during the last twenty years. At the same time, it is believed that it would not 
 be a task of the greatest difficulty to create, maintain, and extend a healthy 
 public interest in these matters, an interest which is essential to progress, and 
 the absence of which largely accounts for our present unsatisfactory condition." 
 
 " There is no guarantee that Ministers of the Crown will be trained and 
 enthusiastic educationists. Experience also shows that the operation of the 
 public service system does not provide for initiative, or a zeal for progress, 
 within the departments dealing with education. Movement, when it does occur, 
 is Sipasmodic, and often neither intelligent nor continuous; and at present
 
 75 
 
 the communrty is powerless, through want of independent, authoritative, and 
 courageously-expressed information and criticism as to defects. The council 
 would provide this. It would assist the Minister, who cannot be expected to be 
 an expert. It would eventually bring about a sympathetic and intelligent 
 attitude on tTie part of the permanent officials, inspectors, and teachers towards 
 education. No antagonism need be feared between a body like this and a 
 responsible Minister, whose administration would be so greatly benefited by its 
 labours. Human nature being what it is, it would be natural for public men 
 to move forward to the consummation of reform indorsed and applauded by 
 the most forcible factor of public opinion." 
 
 Had the reoommendation of the Technical Education Com- Evidence of 
 mission been acted upon, and a council created, I think the 'Pe'r?s°t'^\n 
 history of the past seven years would have been different. The education" 
 spasm of interest in education which the work of the Com- 
 mission evoked in 1900 resulted in the reorganization of the 
 Education Department and the appointment of a Director of 
 Education, who was to be given opportunity for educational 
 advance. But at this point the movement for organizing a 
 scheme of national education stopped short, consequent upon 
 a change of government, and the public mind lapsed into its 
 accustomed apathy towards education. There are not wanting 
 signs to-day that another temporary display of interest is 
 coming. \Ve are waking up to the fact that our school buildings 
 are faulty, that our teachers' residences are unworthy of a great 
 Department, and that many of our teachers are much underpaid. 
 But a national education system cannot be built up by a series 
 of un-coordinated spasmodic efforts. Our people should see 
 clearly where they desire to go, and how it is possible to get 
 there. These things being determined, we should act accord- 
 ingly. A Council 01 Education would stand for continuity of 
 policy, and for broad liberal views m education. Its reports to 
 the Minister would be tlie best means of keeping popular opinion 
 intelligent and well informed. 
 
 Such a council in Victoria should not be large, but should An 
 be thoroughly representative. Sub-committees should deal with ^ound/°° 
 industrial education and secondary education respectively. Into could advise 
 each of these sub-committees, experts could be co-opted, so ^eveTop- 
 that the best advice on matters of detail could be forthcoming, ments in 
 The sub-committee of the council dealing with secondary educa- anT""^"^ 
 tion could fairly be intrusted with the functions of the present *^f^'j'°J[j^'^ 
 Registration Board. The sub-committee dealing with industrial 
 education, working along the lines of the Massachusetts 
 Industrial Education Commission (see page 66), could give 
 valuable assistance in developing a graded scheme of technical 
 work, linking the primary schools, through evening and day 
 continuation classes, to the technical schools.
 
 76 
 
 A Council 
 essential if 
 a full 
 scheme of 
 
 national 
 education is 
 determined 
 upon. 
 
 In my view, the establishment of a Council of Education is 
 necessary if our educational development is to proceed. No 
 man, however able or well-informed, can be held responsible for 
 advising on all grades of education, and their due co-ordination; 
 but the Minister, and the permanent head of the Education De- 
 partment, could together formulate a policy after consultation 
 with such a Council. If we face the problem of the supply of ad- 
 ditional facilities for higher education, distinct branches of the 
 Education Department must be formed, the working details of 
 each branch being supervised by a special expert officer. Thus, 
 we should undoubtedly have an expert organizer and inspector 
 of technical work, and an expert chief inspector for secondary 
 work. Each of these men should have had successful experience 
 in these grades of education. Such an organization might be 
 shown thus — 
 
 Minister of Public Instruction. 
 
 Permanent Head. 
 
 Chief Inspector, Chief Inspector, 
 
 Elementary schools. Secondary schools. 
 
 Chief Inspector, 
 Technical schools. 
 
 That Victoria must build up under State control 
 a complex and complete education system is, I think, 
 inevitable. We must at all hazards prevent such a 
 system from becoming narrow in its outlook and me- 
 chanical in its administration. It must not, therefore, 
 be left solely to the guidance of officials, however 
 well selected these may be. An Advisory Council of Education, 
 charged with the duty of reporting biennially upon the state 
 of education to the Minister for the information of Parliament, 
 would be a valuable afd to a progressive Department, and a 
 corrective to ill-considered and hasty action, whether such 
 action is in a forward or a backward direction. National 
 education should be the resultant of many forces acting freely. 
 Arguing from practice in other lands, it is certain, I think, that 
 State funds must ultimately be provided for every grade of 
 education. Let us then, as we go forward in the work of making 
 our education system a national one throughout, provide for the 
 fullest expression of liberal opinion. In doing so, we but follow 
 the best precedents of the old world.
 
 77 
 
 X.— WHAT NEW SOUTH WALES IS DOING. 
 
 In 1902, the Government of New South Wales sent out two The 
 commissioners, Alessrs. Knibbs and Turner, to inquire into edu- 'Jo°TJfom 
 cation in Europe and America, and these gentlemen furnished a in New 
 very exhaustive and valuable report. Since that time the New .^nd^'in ^ '''^' 
 South Wales Education Department has developed rapidly, and victoria 
 important changes have been made, which will have far-reaching c"""^'"'^'^- 
 eifects, in the near future. It is interesting to note that a 
 similar movement for educational reform began in Victoria 
 somewhat earlier than in New 'South Wales, but, like so many 
 Victorian movements for the betterment of education, it was but 
 a spasm. Public interest in the report of the Technical Educa- 
 tion Commission was maintained for a few months only, and a 
 reconstructed Education Department was allowed to work on 
 without adequate hnancial support, with the result that several 
 new departures in education, which were begun hopefully 
 enough, were soon practically abandoned. The course followed 
 in New South Wales has been very different. In that State 
 educational reform has been taken in hand earnestly, and the 
 Government has recognised that the necessary changes to bring 
 about efficiency would cost money, and, therefore, the votes have 
 been steadily increased, until now the total sum spent on educa- 
 tion in New South Wales is little short of £1,000,000 per annum. 
 
 In Victoria educational reform has been limited to what can 
 be done by administration in securing better work from teachers 
 and pupils through improvements in courses of study and more 
 adequate and skilful supervision and training. Victoria has, 
 in my judgment, made very satisfactory progress in bettering 
 the quality of the work done in existing schools, but she has not 
 paid for the improvement, and she has not done nearly enough 
 in providing for intermediate and secondary education. 
 
 Secondary education in New South Whales has never been New south 
 left as in Victoria to private enterprise only, for in that State ^^^J^-j^^ j.^,^ 
 provision was made in the Education Act for what were called in'termediaTc 
 '• Superior Public Schools," intended to supply a higher elemen- ^^^^^^^^,. 
 tary education. Naturally, some of these schools have, under education. 
 favorable circumstances, developed into secondary schools of a 
 good type. In addition to the 185 Superior Public Schools, 
 5 High Schools are maintained by the Education Depart- 
 ment. Now while there are in Victoria, as I have shown, only 
 about 5,000 boys and girls in tlie whole of our State who receive 
 instruction beyond the primary standard, it is claimed by the 
 Director of Education of New South Wales, that in the schools 
 of his Department alone " the number of pupils receiving in- 
 struction beyond a primary course is 8,510." This number is 
 
 3721. F
 
 78 
 
 over and above those who attend the private and public secon- 
 dary schools of the State. In order that I might indicate the 
 position accurately, I obtained the following memorandum from 
 Mr. P. Board, Under-Secretary and Director of Education, 
 New South Wales: — 
 
 New South Wales. 
 Department of Public Instruction. 
 
 20th March, 1908. 
 Education of a type higher than primary is represented in 
 this State by the High Schools and the Superior Public Schools, 
 the latter including " District " Schools. 
 
 The High Schools are five in number, and have 908 pupils 
 enrolled. These schools are organized to provide four-year 
 courses, leading from the Primary Schools to the E^niversity. 
 Two of them are for boys, tw^o for girls, and in one, boys and 
 girls are taught together. These schools are also used as 
 Preparatory Schools for boys and girls w^ho desire to enter the 
 Teachers' College at about the age of seventeen or eighteen. 
 
 The Superior Public Schools are 185 in number, and are 
 really Primary Schools, with Higher Primary " tops." The 
 necessary condition for declaring a Public School " Superior," 
 is that there shall be at least twenty pupils who have completed 
 the fifth class ; that is, the Primary Course of Instructi'On. Such 
 a school is organized with a " top " consisting of a Sixth and a 
 Seventh Class, with a course of work extending over tw^o years. 
 The length of the course differentiates these from the High 
 School, and the nature of the work is of the Higher Primary 
 rather than of the secondary type, inasmuch as it takes account 
 of the pupil who has to leave school at the age of fifteen or 
 sixteen years. These schools fill an important and necessary 
 place by supplying a continued education to the pupils who 
 enter into various employments at the age of sixteen. In the 
 Sixth and Seventh Classes of these schools there are now en- 
 rolled 8,994 pupils. 
 
 " District Schools " are Superior Public Schools of a special 
 type. They are specially designed to provide secondary edu- 
 cation in important country towns, so that boys and girls, who 
 can remain at scliipol to the age of seventeen, may receive the 
 advanced education, which, otherwise, they would be obliged 
 to travel some distance from home in order to obtain. These 
 District Schools are now 23 in number, distributed over the 
 chief country towns. They are specially staffed, the head 
 master being in most cases a University graduate, holding a 
 First-class Certificate as a teacher, and assistants being pro- 
 vided, each of whom takes the subjects in which he or she has-
 
 79 
 
 shown special qualifications. The curriculum includes, besides 
 the ordinary school subjects, Geometry, Algebra, Science, Latin, 
 and French. The range of the instruction enables students to 
 matriculate at the University. At each District School pro- 
 vision is being made for the teaching of elementary science and 
 for manual training, by the erection of rooms for the purpose. 
 These schools hll an important place in preparing students for 
 admission to the Teacners' College. Such students are ad- 
 mitted by a competitive examination, fixed at a standard about 
 equal to the end of a Sixth-class course, and are required to 
 attend for two years at a District School. At the end of that 
 time they compete for admission to the Teachers' College. There 
 are, in the various District Schools and High Schools, usually 
 from 250 to 300 students of this class. 
 
 The District School is practically the High School of the 
 country district, fulfilling the dual function of the Higher 
 Primary School for the pupil who must leave school at fifteen, 
 and of the Secondary School for the pupil who can remain at 
 school to the age of seventeen years. 
 
 Education m all Superior Public Schools, inclusive of Dis- 
 trict Schools, is free. In High Schools a fee of three guineas 
 per quarter is charged, but a liberal system of scholarships and 
 bursaries, provides free places for a large number of pupils. 
 Under regulations about to be brought into force, 100 scholar- 
 ships and 72 bursaries, tenable for three years at a High 
 School, will be awarded annually. 
 
 P. BOARD, 
 Under-Secretary and Director of Education. 
 
 The following figures are interesting as showing what mone- 
 tary sacrifices tne people of ^ew South \V ales are prepared ^penSuTres 
 10 make for their public education. Mr. JBoard reports : — of New 
 " The following amounts were s,pent from the votes of this De- v'ict^or^J.^w 
 partment last year (1907) : — New Zealand 
 
 compared. 
 
 {a) Primary Education, £909,349. 
 
 [b) Secondary Education (High Schools only), two in 
 
 Sydney, two in Maitland, and one in JNewcastle, 
 £12,945. 
 (The amounts spent in Superior Public Schools and 
 higher primary sections of Primary Schools are 
 not kept apart, and are included in the first 
 heading (a).) 
 
 [c) Technical Education, £48,723. 
 
 [d) University Education, £13,500 — made up of £10,000 
 
 statutory endowment, £2,000 towards evening 
 lectures, including University extension lectures, 
 
 F 2
 
 80 
 
 and £1,500 for scientific apparatus. The pri- 
 vate benefactions of the Sydney University 
 amount to £473,768, which has accumulated by 
 investment to £541,118." 
 
 Slate The corresponding figures for Victoria are — 
 
 expenditure 
 
 in Victoria. (a) Primary Education, £665,403. 
 
 ih) Secondary Education (exhibitions, scholarships, and 
 agricultural high schools), £5,874. 
 
 {c) Technical Education, £22,322. 
 
 {d) University Education, £21,000. 
 
 It should be observed that in the expenditure upon primary 
 education for Victoria the sum of £87,642 paid as retiring- 
 allowances to teachers who have left the service is not included, 
 as no such sum appears m the figures for New South Wales. 
 The disparity between the amounts available for the work of 
 primary education in Victoria and New South Wales is there- 
 fore greater by this larger sum. 
 
 State 111 order to make a clear comparison between the State 
 
 expenditure expeiiditurcs upoii ediicatioii in New South Wales, Victoria, 
 Zeahfn^. ^^^ Ncw Zealand, i have obtained from Mr. G. Hogben, In- 
 spector-General, New Zealand, the following official statement, 
 which should be compared with the figures above : — 
 
 Education Department, New Zealand. 
 
 24th April, 1908. 
 
 Expenditure — 1906-7 
 
 (Compiled from Table No. 7, page 8, El, 1907.) 
 
 £ s. d. 
 Primary Education^^- ... ... 708,723 17 6 
 
 Secondary Education ... ... 64,528 2 10 
 
 Technical Education ... ... 67,554 6 7 
 
 University Education ... ... 40,416 5 7 
 
 * Does not include the amount provided fur salaries of the staffs of the secondary 
 classes of District High Schools. The amount is included under the heading of " Second- 
 ary Education." 
 
 The matter is more clearly put in tlie accompanying diagram
 
 DIAGRAM SHOWING STATE EXPENDITURES 
 NEW ZEALAND, AND VICTORIA 
 
 University, £13,500 
 
 Technical, £48,723 
 Secondary, £12,945 
 
 Primary, £909,349 
 (Average attend- 
 ance, 151,261) 
 
 University, £40,416 
 
 Technical, £67,554 
 
 Secondary, £64,528 
 (Including salaries 
 of staffs of the 
 Secondary Classes 
 at District High 
 Schools). 
 
 I 
 
 I 
 
 I 
 
 B
 
 DIAGEAM SHOWING STATE EXPENDITURES ON EDUCATION IN NEW SOOTH WALES 
 NEW ZEALAND, AND VICTORIA DURING THE YEAE 1906-7. 
 
 ^ 
 
 ^^^
 
 81 
 
 XI.— WHAT NEW ZEALAND IS DOING. 
 
 In June, 1904, I presented a report on " Some Aspects of New 
 Education in New Zealand," where I outlined at some length f,^,^]^^^^ 
 the methods, of organization obtaining there. I would here, iiberaiiy fc 
 again, emphasize the fact that while Victoria does so little ^^^d hSier 
 comparatively for intermediate and secondary education, New primary 
 Zealand has, for many years, provided handsomely for this ^^"^ation. 
 work. In the last annual report of the New Zealand Education 
 Department, 1907, it is stated : — 
 
 " At the end of 190G the secondary schools giving free tuition 
 to duly qualified pupils, and receiving grants therefor under 
 section 87 of the Education Act, numbered 23, as against 21 
 for the previous year. The total number of pupils on the roll 
 of these schools was 3,261, and of this total 2,435 (1,324 boys 
 and 1,111 girls), or 76 per cent, of the roll-number, were given 
 free places under the regulations for free places at a mean 
 average cost to the Treasury of £8 l7s. 4d. per pupil; the 
 approximate annual rate as determined on the payments for 
 the last term of the year being £21,240. In 1905 the number of 
 such free pupils was 1,906, and the approximate annual rate 
 £16,414, with a mean capitation of £8 14s. 4d. per pupil. There 
 is thus a very substantial increase to be noted in the grant of 
 free places under this headino;, with an approximate increase in 
 capitation payments of £4,826. In addition, free tuition was 
 given to 335 holders of scholarships or exhibitions granted by 
 these schools, by Boards of Education (in some circumstances), 
 or by endowed secondary schools not coming under the con- 
 ditions, making the total number of free places held at second- 
 ary schools 2,770, as against 2,265 for 1905." 
 
 "Further, however, in reckoning the amount of free secondary 
 education in the colony there has to be included an almost equal 
 number of pupils in attendance at the secondary classes of dis- 
 trict high schools. As shown below, there were on the roll of 
 the secondary departments of these schools 2,594 pupils who 
 had passed through the elementary school course, and were m 
 receipt of secondary instruction, not differing materially m 
 character from the instruction given in the secondary schools. 
 All but a comparatively small number of these were free pupils 
 within the meaning of the regulations for free places, and a 
 number still nearer in approach to the complete enrolment 
 actually received free tuition at a total cost in salaries of 
 £18,484, and an average annual cost per pupil enrolled of £7 
 23. 7d."
 
 82 
 
 " The number of district high schools in operation at the end 
 of 1906 was 61, as against 59 for 1905, and 52 for 1904. In 
 the secondary departments of these schools the teachers em- 
 ployed, apart from the principals, who may or may not have 
 taken part in the secondary instruction, but whose added 
 responsibility is in all cases recognised by some increment of 
 salary, numbered 99, and the number of pupils in attendance 
 was 2,594." 
 
 XII.— A CHAPTER OF RECOMMENDATIONS. 
 
 Our existing lu making recommendations, I have endeavoured to suggest 
 m^l^"be ^"^-^ ^^^^^ courses of action as are practicable at present, or in 
 more thc ucar future. I have not outlined an ideal scheme involving 
 
 liberaUy hugc sums of moucy, merely because older and more populous, 
 and more wealthy communities have developed such schemes. 
 I have remembered that we are a young community, and a com- 
 paratively small handful of people, but I have not forgotten 
 that we are a well-to-do people, and an ambitious people, and 
 that a w^ell-devised and efficiently administered scheme of edu- 
 cation is an essential of our true progress and prosperity. 
 Last year our education vote for all grades of public education, 
 and including £87,642 for pensions to past teachers, was 
 £782,717. It is as well to record here my opinion that we cannot 
 provide permanently for our existing educational organization 
 with this vote. Our primary school system is being held to- 
 gether w^ith difficulty, owing, as I have so often pointed out, to 
 the verv poor salaries we pay to our teachers, and to the slight 
 hope of promotion held out ito them. Whether my recommen- 
 dations with regard to intermediate, secondary, and technical 
 education are carried out or not, a fairly large sum must be 
 provided if we are to maintain our State school system at its 
 normal efficiency. 
 
 As an indication of what should be provided, I may men- 
 tion that the cost of instruction is now £100,000 a 3'ear le-;c; 
 than it was in 1890-1891. The " cost of inslruction" is made 
 up of all the moneys paid to teachers in salaries and necessary 
 allowances. The average attendance is now 147,270, and the 
 work done is more elaborate. 
 
 Before Whatevcr the superstructure of higher education which we 
 
 Tstem'^we''"' ^^^ ultimately raise, it must be based on widespread primary 
 
 must increase cducatiou, aud the efficicucy of primary education is a first 
 
 the^sakiries couditiou of thc efficicucy of higher education. No system, 
 
 uacnrrs. howcvcr wcll dircctcd and organized, can rise higher than the 
 
 ability of the rank and file of its workers allows. If, then, an 
 
 apathetic, a short-sighted, or a penurious community does not 
 
 attract to its service men and women capable of doing work of
 
 83 
 
 the highest kind, the schools of that community are sure to 
 lack true efficiency. Therefore, before we consider necessary 
 advances in completing our educational organization, our first 
 duty is to make fair provision for the teachers at present in 
 our service, and thus continue to attract good material. 
 
 District Schools. 
 
 I have advocated as the first important change in our exist- District 
 ing educational organization the establishment of higher Ekmentary 
 elementary schools, i.e., the establishment of District Schools ^''^""'^^^^^ 
 consisting of the present elementary school, v^ith a secondary '^^''°"''''^'' ^ 
 or higher elementary " top " to it. 
 
 It does not follow that the institution of higher elementary 
 work will lead to an independent increase in cost. We must, 
 as I have said, increase the annual expenditure on our existing 
 school system; but one condition of this increase should be a 
 differentiation of the work of the schools, so that this higher 
 elementary work could be introduced in District Schools. 
 At the present time we have many pupils qualified 
 for this work in attendance at our schools, and we 
 have a fair number of qualified teachers. It should be 
 easily Dossible to proclaim District Schools as higher elemen- 
 tary schools, and to appoint to the charsfe of the senior classes 
 of these schools specially qualified teachers. The increase in 
 cost of instruction per pupil in these schools need not be very 
 great. There would, however, undoubtedly, be an increase in 
 the number of pupils of from thirteen years to sixteen years of 
 age remaining for higher elementary work. Increase under 
 this head Avould s.urely be amply justified. As drawing, 
 manual training, cookery, and science teaching would neces- 
 sarily form important subjects in District Schools, expendi- 
 ture in equipping suitable rooms must be anticipated. But 
 as against this expenditure, it must be remembered that these 
 schools can be made to play an important part in evening con- 
 tinuation classes, and as feeders to our larger technical schools, 
 and as training classes for our future teachers. The experi- 
 ence of Leeds "(p. 45) is that the double utilization of build- 
 ings and equipment is practicable, and benefits both the day 
 and the evening work. 
 
 It is difficult to sav what the cost of establishing a system 
 of District Schools of higher elementarv type would ultimately 
 be, but the experience of New South AVales is interesting. That 
 State has a population of 1,566,980, while that of Victoria, is 
 1,258,140. The cost of prima rv education for 1907 in New 
 South Wales was £909,349. This included the whole cost of 
 the ordinary primary schools, and also the cost of 185 Superior
 
 84 
 
 District Schools for higher elementary work. Wc should neces- 
 sarily have to proceed slowly in developing such a system, for 
 we have not the teachers necessary for a sudden development. 
 If the amount now allotted to the Department for " cost of in- 
 struction " were increased to the amount at which it stood in 
 1891-1892, a very good beginning could be made. This involves 
 an increase of £107,882. 
 
 Such District Schools would do much to bridge over the gap 
 now existing between the State schools and the technical 
 schools,, and even the University. Many problems in connexion 
 with the present course of study in State schools would be 
 solved by the division of schools into elementary and district 
 schools. The addition of special class rooms for manual train- 
 ing, drawing, and science would add greatly to the efficiency 
 of our buildings. Evening continuation classes for elementary 
 technical work are at once practicable when such schools are 
 established. 
 Evening I havc emphasizcd in other parts of my report the great 
 
 Continuation j^^ed there is for providing evening instruction of a character 
 necessity'. dcsigucd to load up to higher technical work. I am sure that 
 no one who realizes how many boys and girls in our centres 
 of population have their evenings free, with no obligation or 
 direct incentive to mental improvement, can be satisfied that 
 this state of things is for the well-being of the community. 
 There has been much advocacy of so-called technical education. 
 Every section of my report goes to show that in other countries 
 evening and day continuation classes are a necessary step to this 
 higher work. Let us then cease to utter parrot cries about 
 " technical education," and take a first practical step towards 
 a reality. 
 
 District Agricultural High Schools. 
 Agricultural Closcly counccted with the establishment of District 
 
 a^e^m^re°°^^ Schools of a higher elementary character is the establishment 
 elaborate and of District Agricultural High Schools. We have made 
 DitSkr^"^ a beginning in this respect at Sale and at Warrnambool, 
 Schools. and our experience so far has been distinctly satisfactory. In 
 my opinion, a number of these schools should be established in 
 appropriate provincial centres. They should provide a three- 
 years' course of instruction, tand shoidd lead up to agricultural 
 colleges on the one hand, or to the University on the other. 
 But whether the education of its students is continued or not, 
 the school should give bovs and girls a sound intermediate 
 education, and skill and knowledge and interest in farm 
 affairs. The course of study in these schools has, up to the pre- 
 sent, been so arranged that the students spend about one-third 
 of their time in studying subjects of general culture (English,
 
 CONSPECTUS OF PROPOSED SCHEME OF AGRICULTURAL EDUCATION. 
 
 Higher 
 Education. 
 
 Secondary 
 and 
 
 Intermediate 
 Education. 
 
 Primary 
 Education. 
 
 Farm Pursuits 
 
 Farmer's Classes, 
 AgriculturdI Shons. 
 Fxpenmenfdl Stations. 
 AgriculturdI publications. 
 
 Experts 
 
 Agricu/tura I 
 
 Department 
 
 Agricul tural 
 Teachers. 
 
 Agricultural 
 Research. 
 
 Ordinary State School.
 
 85 
 
 history, modern languages, and the like), about a third of their 
 time in the study of practical mathematics and the sciences 
 underlying agriculture, and about a third of their time in 
 manual training and in work on the school farm. The Agricul- 
 tural High Schools are not designed to turn out farmers, lout to 
 provide such an education as will enable a boy ultimately to 
 become an educated, intelligent, practical farmer. A farmer 
 can, through his District Agricultural High School, give his 
 boy an advanced education that does not wean him away from 
 his father's interests and pursuits. 
 
 Secondary Education. 
 
 During the thirty-five years which have elapsed since the ^^ ^Jf^^^'^ 
 passing of the Education Act, secondary education has been left places" in 
 almost wholly to private enterprise. A number of excellent schoofs^'^ 
 secondary schools have been developed. Naturally, most of advocatc<i. 
 these have been established in the larger centres of population 
 only. A very great and very necessary assistance to secondary 
 education would be given if the Education Department were 
 allowed to arrange for a number of free places for qualified 
 pupils in approved secondary schools by paying a fixed sum to 
 the authorities of the school. In New Zealand, this system of 
 assisting secondary schools and, at the same time, popularizing 
 secondary education has been introduced with good results. It 
 involves merely an extension of the present scholarship system, 
 but, in the interests of secondary education, the schools should 
 be paid for each free place a fee more nearly approximating the 
 average cost of instruction in the school. At present, the value 
 of a State-school scholarship does not adequately remunerate 
 the secondary school authorities. With the establishment of a 
 large number of free places for a full course of secondary educa- 
 tion in the large centres of population, and with the establish- 
 ment of District Schools, giving a higher elementary education 
 in day and evening classes, the needs of our large cities, Mel- 
 bourne, Ballarat, Bendigo, and Geelong, oould be met for the 
 present. Towns of lesser importance could.be provided for by 
 the establishment of District 'Schools, of State secondary schools, 
 or by the Agricultural High Schools above referred to. In 
 uiaking arrangements for examinations for nomination to "free 
 places," the claims of all children in the State should be con- 
 sidered. Care should be taken that the conditions of competi- 
 tion are such as to give country and town candidates their fair 
 share of opportunity, and that all sections of the community 
 participate in the benefits accruing from this expenditure of 
 public money. I have no doubt that with the necessary amend- 
 ments of the Public Service Acts a number of the teachers who
 
 86 
 
 Vested are now conducting private secondary schools efficiently could 
 
 '"rivS'°^ be incorporated into a service of State secondary teachers, to 
 schoor their own and to the State's benefit. And here I should like to 
 teachers. ^^y emphatically that if in the public interest it is decided that 
 the Department shall undertake higher elementary and 
 secondary education, this should be done in such a wav 
 that existing private school teachers do not suffer hardship. A 
 general system of higher elementary and secondary education 
 will take years to develop, and, although the Education Depart- 
 ment has a fair number of teachers who could be profitably em- 
 ployed in this work, it would undoubtedly be necessary before 
 Ions; to brino- in outside teachers. Anv determination, there- 
 fore, to undertake the work of higher elementary and secondary 
 education must be accompanied by the removal of the restric- 
 tion contained in the Public Service Acts against the employ- 
 ment of qualified persons outside the State service. 
 
 seconda^^^ Thc establishment of this branch of education raises the 
 Schools. question of inspection of secondary schools, and undoubtedlv 
 this question will have to be settled by the appointment of 
 inspectors specially qualified for this work. A beginning has 
 been made by the promise of the Premier to provide for the 
 Education Department an inspector of secondary schools who 
 will perform necessarv work for the Teachers and Schools Re- 
 gistration Board. If a more general system of scholarships 
 and " free places " is adopted, and if work of a higher character 
 is attempted in District Schools, qualified specialists must be 
 engaged to supervise the work. 
 
 In working out the details of anv proposed system of inter- 
 mediate and secondary education the question of allowing, or 
 requiring the municipalities to establish such schools should be 
 considered. During the past year we have seen many evidences 
 that municipalities will cheerfully assist in the estabishment 
 of higher schools. The problem of " State aid " to higher 
 education becomes comparatively an easv one when the schools 
 are vested in public bodies or municipalities, and are not 
 private institutions worked for profit. 
 
 Technical Education. 
 
 During ray absence in Europe, the Technical Education 
 Branch of the Education Department sustained a great loss in 
 the death of Mr. J. Dennant, F.G.S., Inspector of Technical 
 Schools. The time is opportune for organizing the work of this 
 branch, with a view to the extension of technical education, 
 which must ultimatelv come. Technical education work, as con- 
 trolled by the Department, falls under three main headings — 
 (1) Trade and higher-trade education. (2) Education in ap- 
 plied art. (3) Mining education. The work in applied art is
 
 87 
 
 at present satisfactorily supervised by the Art Inspector, Mr. 
 P. M. Carew-Smyth, A.R.C.A. (London). As regards mining 
 education, I feel strongly that questions affecting the Schools 
 of Mines should be considered by professional officers, of the 
 Education Department in consultation with officers of the Mines 
 Department. A similar course is adopted in the case of 
 the Agricultural High Schools, where it has been arranged 
 that all matters affecting the curriculum and administration of 
 these schools shall be settled by a joint committee, consisting of 
 the Ministers of Education and Agriculture, and the 
 Directors of Education and Agriculture. I should like to 
 see a joint committee, consisting of the Ministers of Mines, and 
 Education, and the chief professional officer of the Mines closer 
 Department, and the Director of Education, appointed to decide beuveenThe 
 all matters of policy and course of study in Schools of Education 
 Mines. At present, there is little connexion between these De- Department 
 partments,, and the Schools of Mines therefore suffer. The desired. 
 Schools of Mines should be brought much more closely into 
 touch with the miners. Under present conditions, we find the 
 Mines Department requiring various certificates of proficiency 
 from those engaged in mining, and holding examinations for 
 these qualifications, quite apart from the recognised Schools of 
 Mines. This is an instance of lack of co-ordination, which leads 
 to lack of efficiency or to duplication of effort. The present is 
 an opportune time for recommending, therefore, that the Chief 
 Inspector of Mines should be associated with the Education 
 Department as an inspector of Schools of Mines. If this officer 
 reported from time to time on each School of Mines, a very 
 desirable association between the two Departments would be 
 brought about. As he is necessarily in close touch with prac- 
 tical mining, the reproach that is sometimes levelled against 
 Schools of Mines would soon cease to exist. The above recom- 
 mendation does not clash with the recommendations made as to 
 a Council of Education. 
 
 There remain to be considered the organization, develop- An officer 
 ment, and inspection of trade work. I strongly recommend Trade^vo'I 
 that an expert officer be obtained to guide the operations of required. 
 the Department in this respect. He should be a man who has 
 had a thorough training in a technical school of high grade; 
 he should have had successful experience in at least one impor- 
 tant industry; he should have a decided interest in indus- 
 trial education, and, if possible, should have had educational 
 experience. I take these qualifications from the advertisement 
 of the Massachusetts Commission on Industrial Education. 
 They were successful in getting such a man. We should pro- 
 bably be equally successful.
 
 88 
 
 With our technical work thus, organized, we should next 
 review our courses of instruction in elementary schools, higher 
 elementary or district schools, evening continuation classes, 
 district agricultural high schools, and secondary schools.; and 
 determine whether they were of a character such as would be 
 likely to lead on to higher work, and ultimately produce efficient 
 men and women in their respective callings. 
 
 As in the case of intermediate and secondary education we 
 should consider whether municipalities should not be brought 
 into much closer relationship with technical education in their 
 districts. 
 
 The Training of Teachers. 
 
 Adequate It is a truism to say that the strength of any education 
 
 ln"'mde°of system is the strength of the ivank and file of its teachers. If 
 teachers is wc arc to liavc a complctc educational organization, we must 
 essential. (Jevclop a thorough system of training teachers for each grade. 
 Our present training system is but in its infancy. We must 
 look forward to a time when, as in Scotland, all of the teachers 
 in elementary schools (and not, as with us, only a section) pass 
 through a training college. This will involve the withdrawal 
 of a large body of young teachers from active work in the 
 schools for two years, and the employment of more adult 
 teachers. Other countries have found it necessary to do 
 this, and have willingly incurred the added cost, and we must 
 follow their example. The training of secondary teachers is 
 being undertaken in connexion with the Diploma of Education 
 of the University, but here again the arrangements are only 
 fairly satisfactory. We must increase our staff in the Train- 
 ing College if we are to cope satisfactorily with this branch of 
 work, and we must establish a special practising school for 
 secondary teachers. The Director of the Working Men'« 
 College, 'Mr. F. A. Campbell, has recently pointed out to me 
 that we ought now to provide for the training of teachers for 
 technical work, and there is every reason why we should do 
 so. It should be possible to develop suitable courses for 
 teachers of trade subjects, by a joint arrangement with the 
 Working Men's College and the Training College. Should a 
 scheme for establishing a school of applied art in Melbourne 
 be adopted, this might fairly become a centre for training 
 teachers of this subject. We should therefore have in view a 
 great increase in our system of training primary teachers and 
 secondary teachers, and should further contemplate the estab- 
 lishment of courses for training our teachers of trade and art 
 subjects.
 
 1 
 
 /888 
 
 1889 
 
 £101,695 
 
 1890 
 
 £i28,m 
 
 1891 
 
 £nfi03 
 
 1892 
 
 £65,I6S 
 
 1891 
 
 £28m £8. 
 
 /891- 
 
 '.930 
 
 /895 
 
 £6,65/ 
 
 1896 
 
 £s3x 
 
 1897 
 
 £/0,897 
 
 1898 
 
 £l5,WI 
 
 1899 
 
 £e6,M 
 
 1900 
 
 1901 
 
 £^,681 £imo 
 
 
 
 1902 
 
 £8I,S45 
 
 1901 
 
 £i9m 
 
 190^ 
 
 £l3,50l £i2. 
 
 1905 
 
 ',OiO 
 
 1906 
 £zs,m 
 
 1907 
 
 DIAGRAM SHOWING THE FLUCTUATIONS IN THE VOTE FOR STATE SCHOOL BUILDINGS IN VICTORIA DURING THE PERIOD 1888.1907 THE AMOUNT FOR 
 EACH YEAR COVERS MAINTENANCE OF EXISTING BUILDINGS, PROVISION FOR NEW SCHOOLS, AND EXTENSIONS AND REMODELLING OF EXISTING
 
 89 
 
 Buildings and Equipment. 
 
 In all of the countries that I visited the system of educa- 
 tional administration was either wholly, or almost wholly, local 
 administration. One result is the excellent provision for 
 buildings and school equipment. Where the people of a 
 locality have the power of spending money on a building they 
 insist that the children shall have proper conditions for healthy 
 school work. Over and over again, when I was commenting 
 upon the elaborateness and excellence of the school buildings 
 I visited, I heard members of education boards make some 
 such remark as : " Nothing is too good for the children." In 
 Germany, in Switzerland, in England, in Canada, in the United 
 States, I was taken to schools which were regarded as. among 
 the finest buildings in the city. I am sure that the State 
 school buildings of Victoria would never have been allow^ed 
 to drift into their present unsatisfactory condition had the 
 local municipal authorities been concerned in maintaining them 
 in a satisfactory condition. Could anything be more dis- 
 heartening to permanent ofiicers, or more unbusiness-like, than 
 the course followed with respect to buildings in the past twenty 
 years. The diagram facing this page show^s the fluctuations in 
 the vote for maintaining and erecting school buildings. There 
 are 3,255 existing school buildings and residences to be main- 
 tained, and at a moderate estimate an annual grant of £30,000 
 is required for maintenance alone. New buildings are neces- 
 sary to provide for the natural increase of population and for 
 the fluctuations of population in a new country, yet from 1893 
 to 1907 our building vote has, averaged annually £31,023 ! — 
 barely sufficient for proper maintenance expenditure, with no 
 provision for new buildings and extensions. Is it any wonder 
 that during the past three months so many complaints have 
 been made about the state of our buildings ? When I was, in 
 Nuremberg the schools were in vacation, but in every school I 
 visited the building was being scientifically cleansed and all 
 interior walls were being recoloured. I was informed that 
 the school law provided that this must be done periodically, at 
 least every two years. There are schools in Victoria which 
 have not been given even the rough cleansing of the house- 
 painter for ten or fifteen years. No community would like to 
 be charged with neglect of personal cleanliness. The periodical 
 cleansing and renovation of public buildings should be as im- 
 perative a duty upon a community as his daily ablutions are 
 to every self-respecting man. In a new country especially, 
 where makeshift arrangements in the homes are too long toler- 
 ated, the public school buildings ought to be valuable object- 
 lessons of cleanliness, healthfulness, and l)eaut>-.
 
 90 
 
 Present 
 
 unbusiness- 
 like 
 
 method of 
 dealing with 
 buildings 
 should be 
 improved. 
 
 Municipali- 
 ties might 
 be given 
 control of 
 buildings. 
 
 Municipal 
 technical 
 schools 
 suggested. 
 
 Two courses are open to us. One is to maintain the present 
 system of carrying out all work through the Departments of 
 Education and Public Works; the other, to arrange with the 
 municipal authorities for the maintenance of school buildings. 
 
 Should it be decided to maintain the existing practice, re- 
 forms are urgent. kSome business-like method of hxmg the main- 
 tenance grant should be adopted instead of the present hap- 
 hazard system. It is surely possible to allow for maintenance 
 expenses a percentage on the capital cost of wooden, brick, and 
 stone buildings respectively. ISlew buildings could be provided 
 for by separate vote. When that is done, such routine work 
 as painting should be provided for periodically as a matter 
 of course and not as at present by special application. It 
 IS now a matter of common knowledge that a large expendi- 
 ture of money is necessary for the remodelling of many of our 
 largest and most expensive school buildings in order to 
 bring them into a better condition for he^althy school work. It 
 is regrettable that this should be so, but it points to the neces- 
 sity lor expert supervision of all questions relating to school 
 architecture. \Ve need a specially skilled officer as Superin- 
 tendent of school buildings. I gave my reasons for this re- 
 commendation in a memorandum to the Minister in January 
 last. One of the best features of American education reports 
 IS the annual report of tlie Superintendent of School Buildings. 
 He is usually an alert architect who watches closely all progress 
 in school building and equipment, and so keeps the community 
 well posted m the world's progress in these matters. 
 
 'Sliould it be decided to place upon the municipalities the 
 duty of providing and maintaining school buildings, this could 
 be done either by making a special grant equal to the present 
 necessary building grants, or by empowering the municipalities 
 to raise and expend amounts supplementary to a special State 
 grant. INew buildings that may be from time to time necessary 
 could be provided for by special arrangements. The advantages 
 of such a measure of decentralization m purely business matters 
 are surely obvious, and the result in stimulating local interest 
 in the local school, and m minimizing the exasperating delays 
 due to our present cumbrous procedure, would be great indeed. 
 Naturally, if the municipalities became a factor of educational 
 administration, the work of the present boards of advice would 
 merge in the municipality. 
 
 While I am dealing with the subject of utilizing local 
 authorities in educational administration, I should like to add 
 that the question of placing upon municipalities financial and 
 other obho-ations in respect of intermediate and technical 
 
 education should also be considered. 
 
 During 
 
 the past
 
 To Arts i Crarts. 
 To Commerce. 
 
 CONSPECTUS OF PROPOSED EDUCATIONAL ORGANIZATION 
 FOR VICTORIA. 
 
 To Technical & Learned Professions. 
 
 Technical College. School oT Art. 
 Agricullural College. School of Mines. 
 Commercial College. 
 TECHt^iCAL Institutions. 
 
 To Skilled 
 occupations 
 
 To farm 
 pursuils. 
 
 Agricu/fural 
 
 High School. 
 
 Age 14-17. 
 
 To Commerce. 
 
 To unskilled 
 occupations. 
 
 Merih 
 CerfiFicate. 
 
 Supplementary 
 Courses (12-14) 
 
 State or other 
 Elementary School. 
 
 To literary & Scientific 
 Research. 
 
 Un IV ERS/ TY. 
 
 Senior Public or 
 SetiiorCommerclal Exam. 
 
 Junior Public, 
 
 Junior Commercial or 
 
 other leaving certificate. 
 
 ■^tSFe-^i'ded Ey sjsTeWy 
 
 Co f free places J 14 '17} 
 /////////>///y. 
 
 To Elementary or other 
 School teaching. 
 
 Trained Teacher's 
 Certificate. 
 
 Infant Teacher's 
 Certificate. 
 
 Training College 2 Years, 
 with supplementary 
 Ihlrdyear course. 
 
 Junior Teacher's Course 
 in Elementary School, 
 one or Im years course. 
 
 Continuation School for the 
 Training of Junior Teachers, 
 fm or three years course 
 
 Senior Department 
 Age 10-12. 
 
 
 Senior Department 
 Age 10-12. 
 
 
 
 
 
 
 JuniorOepartment 
 Age 7-10. 
 
 
 JuniorOepartment 
 Age 7-tO. 
 
 
 
 
 
 
 Infant Department. 
 Age4T-7. 
 
 
 Infant Department 
 Age4i-7. 
 
 Note. — The Spaces shaded ipdicate Pa rts of an 
 Education Sys tem not at present organized under 
 the Education Department. 
 
 District School.
 
 91 
 
 two years some of the municipalities have shown great 
 interest in the establishment of agricultural high schools 
 and technical schools, and at Ballarat, Warrnambool, Sale, 
 and the Eastern Suburbs of Melbourne, among others, 
 the municipalities have voted sums, of money for assisting in 
 the establishment of such schools. In passing, it may be said 
 that, if municipal secondary schools were established in Vic- 
 toria, many of the difficulties of taking over existing private 
 schools and of securing State grant might be easily overcome. 
 
 Council of Education. 
 
 I would direct attention strongly to my remarks on page 73 
 in connexion with the proposed Council of Education. I think 
 that the establishment of such a council is essential, if w^e are 
 to get the best out of Victorian education. If it is, true that 
 the efficiency of a community depends upon a wdsely-directed 
 education system, it surely follows that the best expert advice 
 in the community should be brought to bear upon all great ques- 
 tions of educational policy. Although an official (or, perhaps, 
 because I am an official) I do not desire that the free develop- 
 ment of education in Victoria should be hindered by rigid 
 departmental methods. A satisfactory system of education 
 can only be developed if there is continuity of policy. Such 
 a council would, above all, stand for continuity of policy. 
 
 Moreover it is desirable that many types of schools shall be 
 developed among us, e.g., State-controlled schools, private 
 schools, and great " public schools," and a Council of Education 
 would do much to harmonize these elements into a national 
 system. 
 
 The effect of the above recommendations as an approach to the 
 satisfactory realization of a complete national system of educa- 
 tion in all its grades may be seen in the conspectus on the 
 opposite page. 
 
 I have the honour to be, Sir, 
 
 Your obedient servant, 
 
 FRANK TATE, 
 Director of Educatioi/.
 
 92 
 
 APPENDIX A. 
 
 Education in Dresden. 
 
 The following answers to questions were supplied to me by the Education 
 authorities of Dresden, through the courtesy of the British Consul at Dresden, 
 M. Henri I'almie : — 
 
 Q. I. What is the population of Dresden? 
 
 Ans. 520,700. 
 
 Q. 2. How man\- children between the ages of six and fourteen are in 
 schools ? 
 
 Ans. 81,779. 
 
 Q. 3. May children under six years of age attend a public school (Volks- 
 schule) ? If so, how many do so attend? 
 
 Ans. The educational laws provide that a child must enter school after 
 completing its sixth year. The beginning of the school year is invariably 
 Easter, and a child completing its sixth year between ist April and 30th June 
 may begin to attend school at Easter of the same year. Consequently no child 
 under the age of five years and nine months may attend. It is impossible to 
 obtain the number of these. 
 
 Q. 4. Are there anv Kindergarten for children under six years of age in 
 Dresden? If so, how many, and how are they supported? 
 
 Ans. There are no Kindergarten provided by the State or Municipality. 
 
 The Frbbel Stiftung (Foundation) maintains a training establishment for 
 teachers in Kindergarten, which is a very successful undertaking. 
 
 There are two societies in Dresden that provide eight Kindergarten for the 
 children of the poorer classes, and the city contributes ;£s~ i°s. per annum 
 towards the maintenance of each of the six schools provided by the one society, 
 and ;^5o to ;£6o each to the establishments of the other society. These 
 societies make little or no charge, and the members of the societies subscribe 
 among them the bulk of the expenses. 
 
 For the children of the better situated classes there are seven Kindergarten 
 which are private undertakings, the fees charged being from 6 to 8 marks per 
 rr.onth. In spite of the somewhat heavy rents prevailing in Dresden, most of 
 these undertakings are fairly prosperous, some having been established a great 
 number of years. 
 
 Q. 5. What is the percentage of attendance of pupils to the enrolment of 
 the schools? 
 
 Ans. There are no statistics obtainable. It must be said to the credit of the 
 Saxon people that they appreciate the value of education to such an extent, that 
 there are onlv very rare instances known of parents allowing their children to 
 neglect school. 
 
 Of all the young men in the kingdom of Saxony (population upwards of four 
 millions) who had to be examined as to their fitness for military service in the 
 year 1906, there were only four who could not read and write. It is more than 
 probable, however, that these young men were not brought up in Saxony, but 
 were abroad with their parents, as the education laws provide that cliildren who 
 do not attain a certain standard must stav at school an extra vcar.
 
 93 
 
 Q. 6. Give a brief statement of the method of dealing with failure to attend 
 school. 
 
 Ans. In the first instance, the teacher or head-master of the school has to 
 report to the parents or guardian the absence of the pupil from school, and 
 request that he or she may be compelled to attend. vShould this step be 
 unsuccessful, the parent or guardian is to be interviewed by the head-master, 
 who must point out the advantages to be derived from regular attendance. If 
 this does not avail, the education authorities can inflict a maximum fine of 30s. 
 In the event of this not being paid, the parent or guardian is sentenced to arrest, 
 minimum one day, maximum six weeks. 
 
 Parents who wilfully and continuously neglect to send their children to 
 school are liable to have their offspring removed from their care, and placed at 
 their cost in the homes of other people. The cost of this has to be borne by 
 the community in the case of parents from whom the money is not to be 
 obtained. But the parents are liable to incarceration for a time in establish- 
 ments that are workhouses not merely in name. 
 
 Incorrigible children are sent to special schools provided by the State or 
 community, or to a reformatory — always at the expense of the parents. 
 
 The above is the course prescribed by law, but, as already stated, it is 
 scarcely ever necessary to put it into practice; and, if occasion arose, tlie 
 severest measures would be adopted without any delay. 
 
 Q. 7. After a pupil has completed his fourteenth year and has left the 
 public elementary school (Volksschule), what obligation as to further education 
 i.s he still under ? 
 
 Ans. Any boy who does not go to a higher school after leaving the Volks- 
 schule must attend an evening continuation school for three years, i.e., to the 
 end of his seventeenth year, and until the completion of his eighteenth year, if 
 he was unable to reach the prescribed standard of the Volksschule on attaining 
 his fourteenth year. 
 
 Q. 8, How many pupils in Dresden attend the evening continuation schools 
 (Fortbildungsschulen) ? 
 
 Ans. 5,163 attend the schools maintained by the municipality and 697 two 
 private institutions. The schools are, however, not exclusively evening schools, 
 as some lessons are given on Wednesday afternoons and Sunday mornings. 
 
 Q. 9. How many of such schools are there? 
 
 Ans. There are eight maintanied by the cit) . 'ihc classes are not held in 
 buildmgs specially erected lor the purpose, but m the various Volksschule 
 
 buildings. , 1 • 
 
 Q. 10. Are the teachers of such schools eniplo>ed during the day-time as 
 elementary school teachers ? 
 
 Ans. Yes, both head-masters and masters, who volunteer for the work, and 
 receive extra fees for it. ... 
 
 Q. II. How many hours per week do pupils spend in evening continuation 
 schools (Fortbildungsschulen) ? r ■ , 
 
 Ans. The laws provide a minimum of two and maxunum of six hours per 
 week at the option of the community. in Dresden there are two kinds of these 
 schools, the so-called "Larger," and the ordinary continuation schools. In 
 both, the hours are four per week. 
 
 Q. 12. What steps are taken to provide for regular attendance at these 
 
 schools? , , I 1 / 
 
 Ans The same course as in compelling attendance at elementary schools (see 
 Ans to Q 6) In the case of the continuation schools, however, the master 
 employing,' or to whom the youth is apprenticed, is liable to the same penalties 
 a^ the parent or guardian for preventing the youth attending. Refractory pupils 
 of continuation schools are fined for not attending, and, if unable to pay, are 
 incarcerated for a certain number of hours on Sundays or holidays. Ihere are 
 special cells provided for this in the municipal buildings. 
 3721. G
 
 94 
 
 During the year 1906 the number of punishments inflicted for truancy was 
 542, and of these 74 were punisiied with solitary confinement. 
 
 Q. 13. How many day schools for industrial work (Gewerbeschulen) are in 
 Dresden ? 
 
 Ans. There is only one purely Gewerbeschule, which belongs to the city, and 
 there is the Industrial Art School, maintained by the State. 
 
 Q. 14. How many pupils are enrolled ? 
 
 Ans. In the summer half-year 174, in winter 240, in the City Gewerbe 
 schule. The State Industrial Art School is attended by 193 pupils. 
 
 Q. 15. What fees, if any, are paid? 
 
 Alls. 36s. per half-year in the Gewerbeschule. The fees in the Kunst- 
 gewerbeschule (Industrial Art School) are jQ^t V^^ annum. 
 
 Q. 16. Are evening students provided for? What is the enrolment of such 
 students ? 
 
 Ans. Yes, and classes are also held on Sundays. The number attending 
 these is 883 in summer and 909 in winter. 
 
 In the State school the number of students attending evening classes is 300. 
 
 Q. 17. In the answer to question 13 are schools of the type of the Hand- 
 werkerschule, of Andreas Strasse, Berlin, included ? 
 
 Ans. Yes, but in the Dresden Gewerbeschule practical mechanics and electri- 
 city form a more important part of the work than in the Berlin school. 
 
 Q. 18. Answered in No. 17. 
 
 Q. 19. Are there any special schools for the training of special trades, e.g., 
 carpenters, plumbers ? 
 
 Ans. Yes; viz., barbers and hairdressers, druggists, printers, butchers, inn- 
 keepers, plumbers and tinmen, pastrycooks, chimney sweepers, upholsterers, 
 joiners, bootmakers, builders, smiths, bookbinders, painters and decorators. 
 In addition to these, which are maintained by the various Guilds, there are 
 special schools established and supported by the societies of tradesmen and 
 artisans, and by the Horticultural Society. The attendance at some of these 
 schools frees a youth from the obligation to attend the Municipal Continuation 
 Schools. 
 
 Q. 20. Does attendance at Gewerbeschulen involve any civil advantages, 
 e.g., in partial exemption from military service? 
 
 Ans. No; although occasionally a pupil of very exceptional ability may be 
 recommended for one year's service instead of two. This privilege is not 
 enjoyed by the Gewerbeschule alone, all the continuation or special schools may 
 recommend a pupil, but it occurs very rarely. 
 
 Q. 21. Are the pupils of Gewerbeschulen drawn from pupils of Volks- 
 schulen or have they as a rule attended Realschulen? 
 
 Ans. With very few exceptions Volksschulen. 
 
 Q. 22. How many Realschulen are there in Dresden? 
 
 Ans. Three. 
 
 Q. 23. Do both boys and girls attend the same Realschule? 
 Ans. The Realschulen are for boys only. There are two Municipal Higher 
 Schools for girls, and these rank officially with the Realschulen. 
 
 Q. 24. How does the Realschule differ from the Realgymnasium? 
 Ans. The Realschule is a 6 (year) class school, and the Realgymnasium is 
 a 9 (year) class school. In the Realschule Latin is not taught, and the boy's 
 school life ends at the age of 16. In the Realgymnasium Latin is taught and 
 greater attention is paid to mathematics and science. 
 
 Q. 25. For what class of higher educational institution does each prepare? 
 Ans. The certificate granted on finishing the course of study .at the Real- 
 schule entitles the holder to only one year's military service instead of two, and 
 to enter the High Commercial School at Leipzig without examination. 
 
 The final certificate of the Realgymnasium entitles the young man to study 
 any branch at a University excepting theology. At the Realgymnasium the 
 certificate for one year's military service is gained merely by passing from the 
 4th class to the 3rd.
 
 95 
 
 Q. 26. What is the enrohneiil of pupils in Dresden in each of the follow- 
 ing : — Realschulen, Oberrealschulen, Realgymnasien, Gymnasien ? 
 
 Ans. — 
 
 No. of Schools. No. of Pupils. 
 Realschulen ... ... ... 3 ... 1,480 
 
 Oberrealschulen do not exist in Saxony. 
 
 Realgymnasien ... ... 2 ... 1,301 
 
 Gymnasien ... ... ... 4 ... 1,705 
 
 Q. 27. How many higher Technical Schools are in Dresden? 
 
 Ans. One, the so-cailed "Technical High School" which janks as a 
 University and confers the degree "Doctor of Engineering." 
 
 Q. 28. Does this include Art Schools? 
 
 Ans. Besides the Industrial Art School mentioned in answer to Q. 13, there 
 is the Royal Academy of Art. Both correspond to a great extent with English 
 Schools of Art. 
 
 Q. 29. What test is applied to students in each of these schools before 
 admission ? 
 
 Ans. Any young man (German) wishing to study at the Technical High 
 School must ipxoduce a fTnal certificate from a German Gymnasium, Real- 
 gymnasium, or Oberrealschule. Those who have passed through the "Gewer- 
 beakademie" in Chemnitz, or a Bavarian "Industrieschule" are also admitted 
 without examination. Foreigners have to produce diplomas from Universities. 
 Those young men desirous of attending the day classes of the Kunstgewerbe- 
 schule (Industrial Art School) must produce a pass certificate from the State 
 School for Drawing, " preparatory school," or proof of three years' practical 
 work, with specimens of work. Pupils must have attained 16 and 17 years 
 respectively. 
 
 Young women must have attained their i8th year, and biing proof of 
 having gone through a course of preparatory training sintilar to the Gewerbe- 
 schule, and send in specimens of work. 
 
 For the evening classes the age limit is 14 years; Volksschule education 
 suffices, but pupils must have special talent for drawing. 
 
 Q. 30. Give the cost of the two latest buildings of each class erected, and 
 the accommodation. 
 
 Ans. — 
 
 (a) Elementary schools (1906) combined Bezirksschule and Biirgerschule, 
 
 cost ;^ioo,oo4 5s., to accommodate 1,100 and 700. (1906) 
 Bezirksschule, cost ;^42,45o, to accommodate 1,000. (1902) 
 Biirgerschule, cost ;,^2i,2io i8s., to accommodate 700. 
 
 (b) School for Industrial Work (1901) Gewerbeschule, cost ;^37>i47 4S-; 
 
 to accommodate 1,500 in day and evening classes. 
 
 (c) High Schools (1903) Realschule, cost ^38,203 13s., to accommodate 
 
 600. Realschule, cost £35>7^h to accommodate 600. (1893) 
 Realgymnasium, including ground, cost £47>'^^7 i6s., to accom- 
 modate 650. Realgymnasium built 1869, enlarged 1897 at cost 
 of ^2,100, cost ^21,000. (1907) Gymnasium, cost ;i^42,5oo, to 
 accommodate 600. (1903) Gymnasium, including ground, 
 ;^33,435, to accommodate 350. 
 
 (d) Technical Art School (1907) State Kunstgewerbeschule with 
 
 museum, cost ;!£^i 25,000, to accommodate 500 appjoximately. 
 
 (e) High Technical School (1905) new buildings, cost ;^3o,ooo, to 
 
 accommodate 1,500. 
 
 N.B.— Excepting in the two cases specially mentioned, the above figures 
 do not include the cost of the ground. „ , , , t. 1 • • 1 
 
 It should be noted that each Biirgerschule, Realschule, Realgymnasium, and 
 Gvmnasium is reallv a double school, all the classes being duplicated ; in the 
 Bezirksschulen the 'classes are triplicated, but therfe is only one heiadmas^er 
 in each school building. 
 
 G2
 
 96 
 
 Additional Remarks. 
 
 Volksschulen. — The Saxon educational laws prescribe three kinds of Volks- 
 schulen, viz., Low Grade or Village School, Middle Grade, and High Grade, 
 having four, six, and eight classes respectively. In Dresden there are two 
 kinds of Volksschulen, both of the High Grade, called Bezirksschule and 
 Biirgerschule. 
 
 The Bezirksschulen are for children of the working classes. The maximum 
 number in a class is fixed at 50, and the school fees are M7.20 Pf.= 7s. per 
 annum, or less than 2d. per week. Only two children of the same family pay 
 these school fees at a time. 
 
 Tlie BilrgerschuUn serve a twofold purpose. The four lowest classes serve 
 as preparatory classes for the 'Realschule, Realgymnasium and the Gymnasium. 
 The highest classes provide a somewhat superior education for the children of 
 tradespeople, and French is taught. The school fees are 4s. per month. 
 Maximum number in a class, 40. 
 
 In both schools there are separate classes for boys and girls, separate 
 entrances and lavatories being provided. 
 
 In the modern Bezirksschulen the girls in the first class have twO' hours a 
 week instruction in cooking and housekeeping. 
 
 Most of the Biirgerschulen have a continuation class for girls, which is called 
 " Selekta. " In this class, which may be a one or two years' class, English is 
 taught xemarkably well, also advanced needlework, shorthand, typewriting, 
 cooking, and house-keeping. The fees for this class depend on the number of 
 classes attended and may amount to 20s. per month. 
 
 There are sixteen Biirgerschulen and 43 Bezirksschulen for Protestants in 
 Dresden, and two special schools for backward children. 
 
 The Roman Catholics have to maintain eleven schools for the education of 
 children of their confession, but these schools are managed by the Education 
 Department of the municipality. 
 
 Continuation Schools for Girls are not prescribed by law, but of late years 
 the Municipal Government has taken steps to provide these, or substitutes for 
 them, e.g., the "Selekta" classes in the Biirgerschulen. Recently the City pur- 
 chased a school formerly carried on by a Society, and it is now conducted as a 
 branch of the Gewerbeschule. 
 
 Higher Educdtion of Girls. — There are two schools maintained by the City 
 for the general education of girls. They rank as Realschulen and take 
 children at the age of six. They are composed of ten (year) classes, and 
 French and English are well taught. A number of lady teachers are emploved, 
 but the higher posts are filled by University men. There! are no headmistresses 
 at any public schools in Saxony. 
 
 _ A year ago, by way of experiment, one of the Gvranasien was opened for 
 gjrls. Only one girl has taken advantage of this as yet. 
 
 Teaching of Languages.— As the Teachers' Training Schools, called Semi- 
 naries, do not afford the opportunity for learning French efficient! v, the Citv 
 mamtams an establishment at which the teachers engaged at city schools may 
 study French thoroughly. They are subsequentlv supplied with the necessarv 
 funds for a year's further study in France. These teachers are then entrusted 
 with the teaching of French in the Biirgerschulen, after passing a special 
 examination. ^ o t-
 
 97 
 
 A similar arrangement exists in respect of the High Schools, not only as 
 regards French, but English too. In these cases the money is provided by the 
 State. 
 
 Realschulen, Realgymnasien, and Gymnasien. — To illustrate the real differ- 
 ence existing between these, tables are appended showing the number of hours 
 per week devoted in the various classes to each subject taught. 
 
 Tenure, Salaries, and Pensions of Teachers. — As it is not generally known, 
 it is considered advisable to mention here, that after a year's trial a teacher is 
 practically appointed for life, and can be dismissed only for misconduct or 
 gross neglect of duties. The salaries of the teachers engaged at the Volks- 
 schulen are paid by the City, but the pension, to which each is entitled after a 
 certain number of years' service, is paid by the State. 
 
 A summary of the numbers of pupils enxolled at the various schools on June 
 I St, 1907, will be found at the end. In connexion therewith it should be 
 mentioned : It is possible a youth included in a continuation school may have 
 been counted in a special school too. The com,piler had no material at his 
 disposal to test this, and he may be wrong in his conjecture, but he considered 
 it his duty to mention the possibility. 
 
 Table shewing Number of Lessons (hour) per week given in each class, and the 
 
 varioL'.c subjects taught. 
 
 Realschule. 
 
 
 
 
 
 
 
 Classes. 
 
 
 VI. 
 
 3 
 
 V. 
 
 3 
 
 IV. 
 
 3 
 
 III. 
 2 
 
 II. 
 
 2 
 
 I. 
 
 Religion 
 
 
 
 
 German 
 
 
 8 
 
 6 
 
 5 
 
 4 
 
 4 
 
 4 
 
 French 
 
 
 
 6 
 
 6 
 
 6 
 
 5 
 
 5 
 
 English 
 
 
 
 
 
 4 
 
 4 
 
 4 
 
 Geography and History . . 
 
 
 3 
 
 3 
 
 4 
 
 4 
 
 4 
 
 4 
 
 Natural History 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 i 
 
 i 
 
 Physics and Chemistry . . 
 
 
 
 
 
 
 5 
 
 
 
 Arithmetic and Mathematics 
 
 
 5 
 
 I 
 
 6 
 
 6 
 
 b 
 
 
 
 Drawing 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 Writing 
 
 
 •J 
 
 2 
 
 
 
 
 
 Total 
 
 26 
 
 28 
 
 30 
 
 30 
 
 32 
 
 32 
 
 Additional — 
 
 
 
 
 
 
 
 Singing 
 
 2 
 
 2 
 
 2 
 
 1 
 
 1 
 
 1 
 
 Gymnastics 
 
 2 
 
 2 
 
 
 

 
 98 
 
 Gymnasium. 
 
 Table shewing Number of Lessons (hour) per week given in each class, and the 
 
 various subjects taught. 
 
 
 Classes. 
 
 
 VI. 
 
 V. 
 
 IV. 
 
 IIIB. 
 
 IIIA. 
 
 IIB. 
 
 IIA. 
 
 IB. 
 
 lA. 
 
 A. — Obligatory — 
 
 
 
 
 
 
 
 
 
 
 Religion 
 
 3 
 
 ■J 
 
 2 
 
 • ) 
 
 ^> 
 
 •) 
 
 ■> 
 
 2 
 
 2 
 
 German 
 
 4 
 
 ■) 
 
 
 2 
 
 2 
 
 '1 
 
 i> 
 
 
 3 
 
 Latin 
 
 9 
 
 [\ 
 
 8 
 
 8 
 
 8 
 
 8 
 
 7 
 
 7-8 
 
 7-8 
 
 Greek 
 
 
 
 
 7 
 
 7 
 
 7 
 
 7 
 
 (i-7 
 
 6-7 
 
 French 
 
 
 
 5 
 
 o 
 
 2 
 
 2 
 
 •) 
 
 2 
 
 2 
 
 Geography . . 
 
 1 
 
 •) 
 
 
 
 2 
 hatf- 
 
 2 
 half- 
 
 
 1 
 
 
 3 
 
 
 
 
 
 vearly 
 
 yearly 
 
 
 f 
 
 •J 
 
 History . . 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 
 
 Arithmetic and 
 
 
 
 
 
 
 
 
 
 
 Mathematics 
 
 
 4 
 
 •J 
 
 .3 
 
 4 
 
 4 
 
 4 
 
 4 
 
 4 
 
 Natural History . . 
 
 2 
 
 -) 
 
 2 
 
 2 
 half- 
 yearly 
 
 2 
 
 half- 
 yearly 
 
 
 
 
 
 Physics . . 
 
 
 
 
 
 
 2 
 
 ') 
 
 •) 
 
 2 
 
 Writing . . 
 
 2 
 
 ] 
 
 
 
 
 
 
 
 
 Drawing . . 
 
 26 
 
 28 
 
 2 
 29 
 
 29 
 
 
 29 
 
 30 
 
 29- 
 
 
 
 29 
 
 29- 
 
 
 
 
 
 
 
 
 
 31 
 
 31 
 
 Additional, — 
 
 
 
 
 
 
 
 
 
 
 Singing . . 
 
 •) 
 
 •) 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1 
 
 
 
 
 
 and 1 hour choir practice 
 
 
 Gymnastics 
 
 2 
 
 •) 
 
 2 
 
 •> 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 B. — Optional — 
 
 
 
 
 
 
 
 
 
 
 Hebrew . . 
 
 
 
 
 
 
 
 -) 
 
 2 
 
 1-2 
 
 Enghsh . . 
 
 
 
 
 
 
 
 ■) 
 
 2 
 
 1-2 
 
 Drawing . . 
 
 
 
 
 
 
 1-2 
 
 
 
 
 
 
 
 
 in several graded classes 
 
 
 Shorthand 
 
 
 
 
 1-2 1 1 i .. 
 
 
 ','.' 
 
 "" 
 
 " 
 
 
 ' 1 

 
 99 
 
 Realgymnasium. 
 
 Table shewing Number of Lessons (hour) per week given in each class, and 
 
 the various subjects taught. 
 
 
 
 
 
 Classes. 
 
 
 
 
 
 
 VI. 
 
 V. 
 
 ■J 
 
 IV. 
 
 2 
 
 IIIB. 
 
 III.A. 
 
 IIB. 
 
 II A. 
 •) 
 
 IB. 
 
 O 
 
 lA. 
 
 A. — Obligatory — 
 Religion 
 
 2 
 
 German 
 
 4 
 
 4 
 
 • > 
 
 ■ ) 
 
 • ) 
 
 o 
 
 o 
 
 3 
 
 3 
 
 Latin 
 
 <) 
 
 11 
 
 1 
 
 6 
 
 4 
 
 4 
 
 4 
 
 4 
 
 4 
 
 French 
 
 
 
 5 
 
 G 
 
 4 
 
 4 
 
 4 
 
 4 
 
 4 
 
 English 
 
 
 
 
 
 5 
 
 4 
 
 r, 
 
 3 
 
 3 
 
 History 
 . Geography 
 Natural History, Chemis- 
 try 
 Physics 
 Arithmetic and Mathe- 
 
 1 
 
 2 
 
 ^^ 
 
 2 
 
 i 
 
 1 
 2 
 
 2 
 
 2 
 2 
 
 2 
 
 2 
 2 
 
 2 
 
 2 
 2 
 
 2 
 
 2 
 1 
 
 2 
 
 2 
 
 1 
 
 2 
 3 
 
 1 
 
 2 
 3 
 
 3 
 
 2 
 3 
 
 matics 
 
 4 
 
 4 
 
 4 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 5 
 
 Geometrical Drawing . . 
 
 
 
 
 
 
 
 2 
 
 2 
 
 2 
 
 Freehand Drawing 
 
 
 2 
 
 2 
 
 2 
 
 2 
 
 2 
 
 
 
 
 Writing 
 
 2 
 
 1 
 
 
 
 
 
 
 
 
 
 27 
 
 28, 
 
 29 
 
 30 
 
 31 
 
 31 
 
 31 
 
 31 
 
 31 
 
 Singing 
 Gymnastics 
 
 2 
 2 
 
 2 
 
 2 
 
 1 
 2 
 
 1 
 o 
 
 1 
 2 
 
 1 
 
 2 
 
 1 
 
 1 
 •1 
 
 1 
 
 2 
 
 B. — Optional — 
 Freehand Drawing 
 
 
 
 
 
 
 
 ') 
 
 o 
 
 2 
 
 Shorthand 
 
 
 
 
 o 
 
 1 
 
 
 
 
 
 Whe7i necessary also — 
 Extra Latin . . 
 
 
 
 
 
 
 
 1 
 
 2 
 
 2 
 
 1
 
 100 
 
 Table shewing Number of Pupils enrolled at the various public and private 
 schools in Dresden on June ist, 1907. 
 
 Description of School. 
 
 A. — Municipal Higher Schools — 
 
 1. Kreuzschule, Gymnasium . . 
 
 2. VVettiner 
 
 3. Vitztum ,, 
 
 4. Koiiig Georg ., 
 
 5. Drei-Konig-Schule Realgymnasiiuu 
 
 6. Annensehule ,, 
 
 7. Realschiile No. I. 
 
 8. „ „ II. 
 
 9. „ „ III. 
 10. Girls' High School No. I. . . 
 11- „ „ II. 
 
 B — 3Iu nic ipal Volksschule n — 
 
 12-28. Biirgerschiilen . . 
 
 29-74. Bezirks.schiilen and two schools for 
 backward children 
 C. — Schools controlled by City — 
 
 75. Ehrlich Endowed School 
 
 76. City Reformatory School 
 D. — State and Endowed Higher Schools — ■ 
 
 77- Gj'mnasium, Dresden-N. 
 
 78. Freemasons' School 
 
 79. Cadet School 
 
 80. Male Teachers' Seminary, Dresden-F 
 
 81. „ „ „ Dresden-PI 
 
 82. Female Teachers' Seminary 
 
 83. V. Fletcher Teachers' Seminary (Endow) 
 E. — State Endowment and Societies'' Schools, 
 
 ranking as Volksschulen — 
 
 84. Pestalozzi School . . 
 
 85. Girls' School of Female Teachers' 
 
 Seminary . . 
 
 86. Fletcher Seminary Practice School . 
 
 87. Male Teachers' Seminary Practice 
 
 School, Dresden-F. 
 
 88. Male Teachers' Seminary Practic 
 
 School, Dresden-Pl. 
 
 89. Deaf and Dumb School 
 
 90. School of Society " Rat und Tat " . 
 F. — 91-101. Roman Catholic Schools. . 
 (t. — 102-106. Private Gymnasien and Ecal 
 
 schulen 
 ff.— 107-120. Other Private Schools .. 
 ■). — Continuation Schools — 
 
 121-128. City Continuation Schools 
 
 129. Society School 
 
 130. Private School . . 
 K. — Special Schools — 
 
 131-134. Gewerbe and Commercial Schools 
 chiefly Theoretical (Day Schools) 
 ' 135-149. Evening Special Schools (Trades) 
 "^150-1/7. Gewerbe and Commercial Schools 
 178-194. Music and Dramatic Schools 
 
 Totals 
 
 
 
 
 
 Number 
 
 Number 
 
 
 
 
 of these 
 
 cf 
 
 Boj-s. 
 
 Girls. 
 
 Total. 
 
 between 
 
 Schools. 
 
 
 
 
 6andl4 
 Years. 
 
 
 498 
 
 
 498 
 
 215 
 
 
 499 
 
 1 
 
 500 
 
 212 
 
 
 278 
 
 
 278 
 
 134 
 
 
 429 
 
 
 429 
 
 330 
 
 
 640 
 
 
 640 
 
 295 
 
 
 661 
 
 
 661 
 
 324 
 
 
 566 
 
 
 566 
 
 328 
 
 
 417 
 
 
 417 
 
 256 
 
 
 497 
 
 
 497 
 
 271 
 
 
 
 487 
 
 487 
 
 388 
 
 
 
 468 
 
 468 
 
 365 
 
 17 
 
 7,461 
 
 5.836 
 
 13,297 
 
 13,231 
 
 46 
 
 28,025 
 
 30,125 
 
 58,150 
 
 58,075 
 
 
 109 
 
 102 
 
 211 
 
 199 
 
 
 45 
 
 12 
 
 57 
 
 57 
 
 
 516 
 
 
 516 
 
 233 
 
 
 269 
 
 
 269 
 
 147 
 
 
 225 
 
 
 225 
 
 24 
 
 1 1 
 
 180 
 
 
 180 
 
 
 
 208 
 
 ' 199 
 
 208 
 199 
 
 
 
 197 
 
 
 197 
 
 
 
 58 
 
 
 58 
 
 58 
 
 
 
 280 
 
 280 
 
 42 
 
 
 72 
 
 102 
 
 174 
 
 174 
 
 
 126 
 
 55 
 
 181 
 
 181 
 
 
 51 
 
 52 
 
 103 
 
 103 
 
 
 133 
 
 109 
 
 242 
 
 
 
 192 
 
 198 
 
 390 
 
 "390 
 
 11 
 
 2,221 
 
 2,134 
 
 4,355 
 
 4,303 
 
 5 
 
 979 
 
 
 979 
 
 429 
 
 14 
 
 154 
 
 1.244 
 
 1,398 
 
 1,011 
 
 8 
 
 5.163 
 
 
 5,163 
 
 4 
 
 1 
 
 407 
 
 
 407 
 
 
 1 
 
 290 
 
 
 290 
 
 
 4 
 
 2,081 
 
 
 2.081 
 
 
 15 
 
 2,703 
 
 
 2,703 
 
 , , 
 
 28 
 
 1.397 
 
 1,452 
 
 2,849 
 
 
 17 
 
 899 
 
 1,433 
 
 2,332 
 
 
 194 
 
 58,646 
 
 44,289 
 
 102,935 
 
 81,779
 
 101 
 
 APPENDIX B. 
 
 Education in Nuremberg. 
 
 The following answers to questions were supplied to me bv the Education 
 authorities of Nuremberg, through the courtesy of the British' Vice-Consul at 
 Nuremberg : — 
 
 Q. I. What is the population of Nuremberg? 
 
 A7is. 307,000. 
 
 Q. 2. How many children between the ages of six and fourteen are in 
 schools ? 
 
 A71S. In elementary schools children, as a rule, attend seven years, namely, 
 between the ages of six and thirteen. The figures given include 'the Municipal 
 High Schools for Girls. A few of the elementary schoo'ls provide for an eighth 
 year of education, but this is voluntary. 
 
 1906-97 ... ... 18,811 boys 
 
 21,343 girls 
 
 40,154 
 
 Furthermore, in addition to those attelnding elementary schools, there arc bo\s 
 and girls of between ten to fourteen years attending as follows : 
 
 Altes Gymnasium; approx. 
 Neues ,, 
 
 Kreis-Realschule I. 
 do. II. 
 
 Real Gymnasium 
 Gombrichs Real — & Handelsschule approx. 
 
 185 bo 
 
 256 
 
 476 
 
 362 
 
 312 
 
 161 
 
 i>75- 
 
 High School for Girls (Municipal) ... ... 427 
 
 Q. 3. May children under six years of age attend a public school? If so, 
 how many do so attend ? 
 Ans. No. 
 
 Q. 4. Are there any Kindergarten Schools for children under six years of age 
 in Nuremberg? 
 
 Ans. There are 27 Kindergarten Schools, in which the children are taught by 
 Kindergarten teachers who have passed their examinations as such. The schools 
 are supported by fees payable by the parents and by municipal grants. 
 
 Q. 5. What is the percentage of attendance of pupils to the enrolment of 
 the schools? 
 
 Ans. Per scholar 14.24 fail to attend, being excused for absence, and 0.35 
 are not excused. 
 
 Q. 6. Give a brief statement of the method of dealing with failure to attend 
 school. 
 
 Ans. Teachers report to the school inspectors. Parejits or guardians, and 
 children are summoned to appear before the School Board, who hear, examine, 
 and inflict punishment. 
 
 Absences on account of certain causes such as illness, distance from school, 
 stormy weather, absolute necessity requiring help of child at home, etc., are 
 excusable; but in every case after notice is served, parents or guardians (and 
 sometimes the employer and teacher) must attend the School Board meeting, and 
 state reasons for absence. Refusal to attend the Board meeting is treated as a 
 refusal to attend a court of justice.
 
 102 
 
 Punishments : 
 
 I. Warning. 2. Fine. 
 
 Fines: — First time — For each absence from one penny to sixpence. 
 Second Time — First fine doubled. 
 Third time — The fine may reach one shilling for each absence. 
 
 Further offences are dealt with according to the regulations 
 under the Police Act. 
 Q. 7. After a pupil has completed his fourteenth year and has left the 
 Public Elementary School (Vo'ksschule), what obligation as to further education 
 is he still under? 
 
 Ans. Three years' attendance at the Continuation Schools. 
 Q. 8. How many pupils in Nuremberg attend the Evening Continuation 
 Schools (Fortbildungsschulen) ? 
 
 Aiis. 6,278 boys, and 6,424 girls. 
 Q. 9. How many of such schools are there? 
 A11S. 206 classes for boys, and 201 classes for girls. 
 
 Q. 10. Are the teachers of such schools employed during the day-time as 
 elementary school teachers? 
 
 Ans. By far the greater number. 
 
 Q. II. How many hours per week do pupils spend in Evening Continuation 
 Schools (Fortbildungsschulen) ? 
 
 Am. Boys 6 hours, girls 3 hours. 
 
 Q. 12. What steps are taken to provide for regular attendance at these 
 schools ? 
 
 Ans. The scholars who attend irregularly are taken before the School Board. 
 School punishments effect regular attendance. 
 
 Q. 13. How many Day Schools for Industrial Work (Gewerbeschulen) are in 
 Nuremberg ? 
 
 Ans. Stadt Baugewerkschule, Konigl. Kunstgewerbe Schule, Konigl. Indus- 
 trieschule, in future " Technikum " (Technical Institute). 
 Q. 14. How manv pupils are enrolled? 
 
 And 
 Q. 15. What fees, if any, are paid? 
 
 A71S. — 
 
 14. 15. 
 Stadt. Baugewerkschule : — 
 Day School — 
 
 Winter Term: ... 540. Entrance fee, 3 Marks. 
 
 Evening Classes — Fees, per term, ^6 Marks. 
 
 Winter Term: ... 820. (In case of necessity, total or partial 
 
 Summer Term : ... 205. remission of fees.) 
 Konigl. Kunstgewerbe Schule: — Entrance fee, 10 Marks. 
 
 Winter Term — For day pupils : 
 
 Day pupils ... 197. Winter term, 20 Marks. 
 
 Evening pupils ... 70. Summer term, 10 ,, 
 
 Summer Term — • For evening classes : 
 
 Day pupils ... 138. Winter term, 10 Marks. 
 
 Evening pupils ... 2td)- Summer term, 5 ,, 
 
 Konigl. Industrieschule : — 144. Foreigners pay double fees. 
 
 In future "Technikum" For Technical Institute : 
 
 (Technical Institute). Germans pay 50 Marks per annum. 
 
 N.B. — I mark - i shilling. 
 
 Q. 16. Are evening students provided for? What is the enrolment of such 
 students ? 
 
 Ans. Yes. (See 14.) 
 
 Q. 17. In the answer to question 13 are schcols of the type of the Hand- 
 uerkerschule of Andreas Strasse, Berlin, included ? 
 
 Aus. None in Nuremberg.
 
 103 
 
 Q. 19. Are there any special schools for the training of special trades, e.g., 
 carpenters, plumbers? 
 
 Ans. There are technical schools for carpenters. Various guilds control 
 technical schools. Konigl, Kreislandwirtsschule (98 scholars). Schuckert's, a 
 limited liability company of electro-technical engineers. Particulars of the last 
 two follow — 
 
 Agricultural School at Lichtenhof (Kreislandwirtsschule). 
 
 Aims. — Religious and moral education ; a good general education ; and 
 scientific and practical courses enabling the scholars to become supervisors of 
 small or great estates (or farms). 
 
 Course. — Five years. 
 
 Subjects. — Religion, German, French, Geography, History, Arithmetic, 
 Algebra, Plane and Solid Geometry, Trigonometry, Zoology, Botany, Physics, 
 Chemistry, Mineralogy, Rearing of Plants and Animals, Farm Management, 
 Book-keeping, Drawing, Writing, Shorthand, Gymnastics. 
 
 Admission. — Pupils must be at least 10 years of age and not over 13 (though 
 older pupils may be admitted). Certain certificates are necessary. 
 
 There may be an entrance examination corresponding to that of the fourth 
 class. Pupils coming from High Schools are placed in the class corresponding 
 with their abilities and knowledge. 
 
 Leaving Certificate. — This is obtained by examination. It entitles exemption 
 from one year's military service. It also, after at least one year's practical 
 work on a large estate, gives entrance to the Royal Agricultural Academy and 
 similar institutions (such as the great brewery at Weiheustephan). 
 
 Fees. — Board, etc., equal to jQzo per half-year, ^2 los. ^tra for minor 
 expenses. Pupils must bring certain necessaries with them. Tuition fees run 
 from 30s. to 60s. Poor scholars can have all the fees remitted and all books 
 lent them. 
 
 Technical School of the Electrical Company at Nuremberg 
 
 (SCHUCKERT & Co). 
 
 The school is carried on in connexion with the works. Sons of working-men 
 pay no feesj other students pay a very small fee. Those engaged in the work 
 have the first claim to places in the school. 
 
 The school has three courses : the first 13 hours a week; the second, 14; and 
 the third, 13. 
 
 The subjects are : — German, Arithmetic, Book-keeping, Exchange, Algebra, 
 Geometry, Geography, History, Hygiene, Physics, Mechanics, Chemistry, Elec- 
 tricity, Engineering, Drawing. 
 
 Q. 20. Does attendance at Gewerbeschulen involve any civil advantages, i.e-^ 
 in partial exemption from military service? 
 
 Ans. No. 
 
 Q. 21. Are the pupils of Gewerbeschulen drawn from pupils of Volksschulen, 
 or have they as a rule attended Realschulen ? 
 
 The Nuremberg School has five courses. Instruction is given only during 
 winter months (November to March). In summer months, pupils must occupy 
 themselves with practical work. 
 
 Admission. — The condition of admission is to have passed through a complete 
 and successful counse of a Volkschule, the proof of which is determined by an 
 entrance examination. The age of the pupil must be fifteen years, and a previous 
 practical training in a building trade, which for Nuremberg is a practical summer 
 course. Pupils already highly trained in practical work will be given the prefer- 
 ence of admission. Nuremberg demands from her pupils who have attended the 
 five courses of a Realschule, or the equivalent course of another Mitteischule 
 with success, only a short course in ISfanual Training. 
 
 The Oberrealschule represents itself as an educational institute of nine classes 
 with the characteristics of an intermediate school, which, in opposition to the
 
 104 
 
 humanistic Gymnasium with its classical and historical base, relies on mathe- 
 matics, natural sciences and modern languages. At the present time, arrange- 
 ments are being made to form the upper classes in one or other of the Ober- 
 realschulen into a preparatory school for certain professions and higher indus- 
 trial and technical schools. This new type of school will take the place of 
 certain industrial schools which are to be closed. 
 
 In every district, there shall be at least one Oberrealschule attached to one 
 of the existing Realschules ; but, in large manufacturing cities, there may be two 
 or more. With reference to the privileges for students of the Oberrealschule, 
 the following departments of the public service will probablv be open to them : — 
 The middle offices in the Customs Department, the offices in the Public Survey 
 Department, the lower positions of teachers of Chemistrv, of Physics, of Com- 
 merce, of Architecture, of Machine Construction, of Modern Languages ; the 
 higher positions in Public Libraries, the Public Works Department, the Engi- 
 neering Department ; higher positions in Railway Workshops ; higher positions 
 in technical departments of the Post and Telegraph Department, the Mining 
 Department, the Treasury, and other Departments. 
 
 Q. 22. How manv Realschulen are there in Nuremberg? 
 Alts. Two Realschulen and an Oberrealschule in course of formation. 
 Q. 23. Do both boys and girls attend the same Realschule? 
 Ans. No. 
 
 Q. 24. How does the Realschule differ from the Realgymnasium ? 
 Alts. The Realgymnasium teaches Latin, and the Realschule does not. 
 Q. 25. For what class of higher educational institution does each prepare? 
 Aus. At Nuremberg, reforms are setting in. The Konigl. Industrieschule, 
 will be closed as such. In place of it, there will in future be attached to one 
 of the Realschule, an Oberrealschule. In addition there will be a " Techni- 
 kum," or Higher Technical College. 
 
 Realgymnasium prepares for the science, mathematical and modern language 
 courses in the Universities, also for higher technical schools. 
 
 Realschule prepares for higher technical schools, particularly for Agricultural 
 High Schools, the Kunstgewerbeschule, Gewerbeschulen, and Teachers' Training 
 Colleges. 
 
 Q. 26. What is the enrolment of pupils in Nuremberg in each of the follow- 
 ing : — Realschulen, OberrealschuleU; Realgymnasium, Gymnasium? 
 
 Ans. Kreisrealschule I. ... ... ... ... 707 
 
 Kreisrealschule II. ... ... ... ... 580 
 
 Oberrealschule I. ... ... ... ... 108 
 
 Realgvmnasium ... ... ... ... ... 857 
 
 (This includes the Reformgymnasium, which teaches French 
 
 instead of Latin in the first three classes). 
 Altes Gymnasium ... ... ... ... ... 428 
 
 Neues ... ... ... ... ... ... 527 
 
 Gombrichs and Handelsschule ... ... ... 281 
 
 Q. 27. How many Higher Technical Schools are in Nuremberg? 
 Ans. One Technikum. 
 Q. 28. Does this include Art Schools? 
 Ans. No. 
 
 Q. 29. What test is applied to students in each of these schools before ad- 
 mission ? 
 
 Ans. Realschule [The age of pupils is at least 9 years and 9 months. 
 
 Realgvmnasium"! ^^^ not above 13. Four classes of the elementary 
 
 I schools or an equivalent education. 
 Oberrealschule : Six classes at the Realschule 
 
 Baugewerkschule : Seven years at the elementary school, and to be 15 
 years of age ; or five years Realschule and vari- 
 ous other tests.
 
 105 
 
 Kunstgewerbeschule : To be 15 years of age. To have received satis- 
 factory instruction in drawing and modelling; 
 and to have at least the Leaving Certificate of 
 the Primary Schools and a satisfactory pre- 
 paration in practical work. 
 Technikum : Principally for those who have passed the Baugevverbe- 
 schule or the Realschule. Any young man hold- 
 ing the Berechtigungsschien fur den Einjahrig 
 Freiwilligen Militairdienst (one year's Military 
 Certificate). Also, proofs of having spen,t two 
 years in some industry, and evidence of consider- 
 able skill in Drawing, are necessary. 
 Q. 30. Give the cost of the two latest buildings of each class erected, and 
 the accommodation. 
 
 Ans. (a) Volksschule : 4 — 700,000 Marks = ;^2o,ooo to £35,000. This 
 
 doels not include cost of ground built on. In a report furnished in July, 1906, 
 
 to the London County Council, I mentioned the cost of buildings, the cost of 
 
 ground built on not included, as ;^24 to ^26 per head of scholars provided for. 
 
 (d) Realschule : M. 900,000 (;^"45,ooo), without cost of ground built 
 
 on. 
 
 APPENDIX C. 
 
 TECHNICAL CONTINUATION SCHOOLS OF MUNICH. 
 
 By Paid H. Hanus, Professor of Education, Harvard "University. 
 
 Since 1900 the city of Munich has gradually been transforming its " continua- Evenlnf' 
 tion schools " for elementary-school graduates (corresponding to our grammar- continuation 
 school graduates) into elementary technical schools for apprentices' in the trades classes of a 
 and in business. The city now maintains thirty-eight dilterent kinds of these technical 
 schools, as follows : In 1900, were opened schools for butchers, bakers, shoe- 
 makers, chimney-sweeps, and barbers; in 1901, for woodturners, glaziers, 
 gardeners, confectioners, wagonmakers, and blacksmiths, tailors, photographers, 
 interior decorators, painters' materials; in 1902, for hotel and restaurant waiters, 
 coachmen, painters, paperhangers, bookbinders, potters and stove setters, watch- 
 makers, clockmakers, jewellers, goldsmiths, and silversmiths; in 1903, for 
 foundrymen, pewterers, coppersmiths, tinsmiths, and plumbers, stucco w'orkers 
 and marble cutters, wood carvers, " Schiififler," saddlers and leather workers; 
 and in 1905, for business apprentices, printers and typesetters, lithographers 
 and engravers, building-iron and ornamental-iron workers, machine makers, 
 mechanics, cabinetmakers, masons and stonecutters, carpenters. 
 
 The industrieis represented by these schools are the chief industries of the Munich is 
 city of Munich, with one exception — beer — for the manufacture of which only about the 
 higher instruction is given, under other auspices. Munich has half a million ^'j^i° 
 inhabitants and therefore approaches Boston in size. It is not, however, like 
 Boston, a city of great industries and immense businesis interests, nor is it 
 surrounded by a suburban population like that of Boston. It is a great town, 
 rather than a great city, and life there is admirably described by the German 
 word gemiitlich — comfortable and companionable. 
 
 That, in spite of the absence of great industries and great business enterprise. Practical 
 it nevertheless maintains a unique and wholly admirable system of technical and 
 continuation schools, whereby those who must leave school at about thirteen or theoretical 
 fourteen years of age are well trained for the /several callings on which they combined 
 enter, is due partly to the general principle universally recognised in Germany, 
 that efRciency in any calling, from chimney-sweeping to watchmaking, requires 
 special training for that particular calling; but chiefly to the energetic and far- 
 sighted city superintendent of schools {Stadt ScJmlrat), Dr. George Kerschen- 
 steiner, who saw that the ordinary continuation schools failed to supply a much- 
 needed technical training for beginners in the trades and in business. He also
 
 lOG 
 
 Continuation 
 classes as 
 a broad 
 preparation 
 for 
 citizenship. 
 
 Relationship 
 
 between 
 
 continuation 
 
 classes and 
 
 technical 
 
 classes. 
 
 Supply of 
 teachers. 
 
 saw that a large part of the education received by the children who had to go 
 to work when only thirteen or fourteen years old was lost for want of further 
 education between that time and early maturity. He also recognised, what we 
 see very clearly, that the ordinary training of the usual continuation schools 
 (corresponding to our evening schools) failed to hold the interest and attention, 
 as well as to meet the pressing needs of most of those for whom they were 
 intended. 
 
 He also recognised the enormous importance of keeping young people between 
 the ages of thirteen or fourteen and seventeen or eighteen under systematic 
 educational influence for the moral and social welfare of these young people, as 
 well as for their technical efficiency. He saw that by combining good general 
 education, good technical education, and good education in the rights and duties 
 of citizenship at an age when citizenship begins to have a real significance to 
 the young, he might expect to exert on them a permanent influence for good — 
 moral, intellectual, and technical. 
 
 He wrote a brilliant paper based on a comprehensive investigation into the 
 existing teclinical schools ot Europe, and both the results of his investigation 
 and tiie subsequent paper were published. His paper was entitled " The 
 Education of German Vouth for Citizenship "' {Siaats burgcrlichc Erziehung der 
 Deut^schcn Jugend). It was submitted by him in competition for a prize 
 oft'ered by the Royal Academy for the Dissemination ot Useful Knowledge 
 {Kdnigliche Akadcmie der Gemcinniitzigen Wissenschaftcji), in Erfurt. In this 
 paper, he answered the question proposed by the Academy, " How can we best 
 train our young men for citizenship during the interval between their graduation 
 from the elementary school and their entrance into the army?" His paper won 
 the prize. Thereupon, he urged his city to transform the existing continuation 
 schools (corresponding to our evening elementary schools) into technical continua- 
 tion schools. . His appeal to the authorities of Munich and of the State (Bavaria) 
 was successful, and the present admirable scheme of Munich's Fachliche Fort- 
 hildiingsschnlcn (Technical Continuation Schools) is the result. These schools 
 are, in very many instances, not e\"ening schools. As continuation-school educa- 
 tion is compulsory for three, sometimes four, years in Bavaria for all elementary- 
 gchool graduates, the law requires employers to gi\"e their employes the necessary 
 time — six to ten hours a week, depending on the school — to attend the continua- 
 tion schools. Each pupil is required to attend the continuation school planned 
 for the trade or business in which he has found employment. If a youth is not 
 employed in trade or business, he must attend the old-fai'shioned continuation 
 schools, of which several still exist. It was my good fortune to visit several of 
 these schools during the past winter. Every facility was afforded me by Dr. 
 Kerschensteiner, and especially by his first assistant. Inspector Schmidt, to enable 
 me to see these schoofs just as they are. 
 
 The whole series of schools is too new to enable them all to be equally 
 efficient, yet it is safe to say that no more promising educational scheme has ever 
 been set on foot anywhere; and the success attending the opening of the first 
 of these schools in 1900 led the city to extend them with constantly increasing 
 success, until now there are nearly forty of them. 
 
 The technical instruction in these schools is, at present, given in most instances 
 by a member of the trade or business concerned. The remainder of the instruc- 
 tion is given by some of the day-school teachers, except the instruction in religion, 
 which is given by a Roman Catholic priest, or by a Protestant clergyman, or by 
 a rabbi, each to the people of his faith. In my opinion this instruction in 
 religion is badly given, and quite without valuable effect. But it is required 
 by law. 
 
 As it happens that many good trade workers and business men cannot teach 
 well, the city is encouraging trained teachers to learn the several trades; it 
 granljs them leave of absence for this purpose, and some progress in this direction 
 is beins made.
 
 107 
 
 . Each school is in charge of a committee responsible to the general school Local self- 
 authorities, and special pains are taken to secure the best citizens tor these com- government, 
 mittees, and especially to secure the best representatives from the trade or ^^'th expert 
 business for which a school stands, and there are always representatives from =^^^"^e. 
 the teaching force on each committee. In this way each school tends to serve 
 progressi\ely the general and technical ends for which it exists, and is, of 
 course, in each case, kept in close touch with the particular needs of, and the 
 special progress in, the particular trade or business which the school serves. 
 
 The following programmes gi^•e an outline of the work done in two of these 
 schools : — 
 
 Continuation School for Business Apprentices. 
 
 Studies. 
 
 Hours pkr Week. 
 
 
 Preparatory 
 Year. 
 
 First 
 Year. 
 
 Second 
 Year. 
 
 Third 
 Year. 
 
 Religion ... 
 
 Arithmetic* 
 
 Bookkeeping 
 
 Banking and Exchange 
 
 Business correspondence, reading t ... 
 
 Commercial geography and study of 
 
 materials t 
 Studies in life and citizenship§ 
 Stenography 
 Writing ... 
 
 1 
 2 
 
 3' 
 1 
 
 1 
 
 1 
 2 
 
 2 
 1 
 
 1 
 2 
 
 1 
 
 1 
 1 
 
 1 
 2 
 
 1 
 
 Total... 
 
 8 
 
 10 
 
 10 
 
 6 
 
 * All tlie problems are taken from the actual business in which the pupils of a given group are engaged. 
 
 t Reading is general, but much of it pertains to business careers and to the particular business in which 
 the pupils are engaged. 
 
 X The raw materials and also the manufactured products are studied. One group, instead of this, re- 
 ceives instruction in money, banking, and finance. 
 
 § Personal and public hygiene ; duties, rights, and opportunities of the apprentice ; decorum ; de- 
 velopment of trade ; transportation and communication in Germany ; trade organizations ; I'apital and 
 labour ; chamber of commerce, and industrial exchange (Getverbe Kaminer) ; civics, made as concrete as 
 possible. 
 
 Continuation School for Carpenters and Cabinetmakers. 
 
 Subject.* of Study. 
 
 Religion 
 
 Arithmetic and bookkeeping t 
 Reading and business composition 
 Studies in life and citizenship 
 Drawing — , 
 
 (n) Carpenters ... 
 
 (6) Cabinetmakers 
 Practical Technology J — 
 
 (a) Carpenters ... 
 
 (h) Cabinetmakers 
 
 Total 
 
 (rt) Carpenters 
 (b) Cabinetmakers 
 
 H0UR.S PER Week. 
 
 Winter 
 
 Summer 
 
 Half- 
 
 year. 
 
 Half-year. 
 
 Classes 
 
 Class 
 
 Classes 
 
 I. toIH. 
 
 IV. 
 
 I. to III. 
 
 1 
 
 
 1 
 
 1 
 
 1 
 
 1 
 
 1* 
 
 1* 
 
 1 
 
 i 
 
 1 
 
 6 
 
 6 
 
 
 3 
 
 « 
 
 5 
 
 2 
 
 
 
 2 
 
 
 1 
 
 12 
 
 8 
 
 3 
 
 9 
 
 8 
 
 9 
 
 * Alternatelj-. 
 
 t As before, the work in arithmetic consists of the actuil problems of the trade colicerned, here of 
 the problems actually to be solved by cai-penters and cabinetmakers. 
 J Study of woods, tools, machines, and their uses.
 
 In addition to these programmes the city publishes detailed descriptions of the 
 work done in each school. Some of these continuation schools are provided with 
 a preparatory year, because elementary-school pupils are obliged to pass only 
 seven grades of the eight grades provided for the elementary schools; most 
 pupils who have not taken the voluntary eighth grade are put into the preparatory 
 class of the continuation school. 
 
 These programmes are given here in outline only. But they may serve to 
 call attention to the important class of schools which they illustrate, and the 
 study of further details cannot fail to be of use to those whofee duty it may 
 be to plan similar schools for our own city and State. 
 
 The schools described are for boys, but a large technical continuation school 
 for girls, with two divisions— one for household or domeistic training, and one 
 for business training — is already in existence. 
 
 Certain conclusions suggest themselves as the result of a study of these 
 schools, namely : 
 
 1. They solve the problem of how to keep under appropriate educational 
 influence during their period of adolescence that great body of youth who are 
 obliged to leave school when only thirteen or fourteen years old. 
 
 2. There is in them complete utilization of educational opportunity by the 
 pupils. There is no economic or educational waste. Attendance being com- 
 pulsory, punctuality and regularity of attendance are assured. 
 
 3. The programme of studies for each kind of apprentice school is strictly 
 limited in scope to an essential minimum of subject-matter, general and technical, 
 and the nature of this subject-matter is well adapted to the end in view, namely, 
 the extension of the youth's education as an individual and as a citizen, and the 
 foundation of progressive interest and technical skill in his chosen calling. 
 
 4. All the teachers, except the shop-work or technical teachers, being trained 
 teachers (elementary-school teachers) the methods are generally excellent, and the 
 results correspondingly good. This is, of course, another reason why there is so 
 little economic and educational waste. Every hour of instruction counts. 
 
 5. Only youth already in service are members of these schools. 
 
 6. Since representatives of the several trades and businesses are on the 
 governing boards of the several schools, the technical work should be, and 
 probably is, determined by the actual contemporary needs of the several voca- 
 tions represented by the schools. 
 
 7. The schools embody a well-defined policy that unde\rlies all forms of 
 activity in Germany, namely, that every efficient worker, whether in trade, busi- 
 ness, or profession, requires general education, and, also, technical preparation 
 for the particular work he is to do. 
 
 By Authority : J. Kemp, Government Printer, IVrelbourne.
 
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