The education in the state schools is prac tical and is now designed as a preparation for the actual requirements of modern life rather than for the conditions that obtained in the Middle Ages. The pupil is led by carefully graded steps from the known to the unknown; from the particular to the general; from the concrete to the abstract; •from the microcosm of the school to the microcosm of the Universe.° The tendency is to subordinate theory to practice. Language is taught before gram mar; religious conduct precedes dogma. Kindergarten methods, local geography, na ture study, drawing, clay modelling and man ual training are taking the place of purely literary studies. History as now taught in Australia is less concerned than formerly with the character of mediaeval kings, it is studied more with the view of inculcating patriotism, civic duties and responsibilities. Since the contingents from Australia bore arms with comrades from the mother coun try and the cementing power of kindred blood shed in common cause has been real ized, the Union Jack is saluted in the schools of the Commonwealth as is the Star Span gled Banner in those of the United States. Arbor Day was instituted in the schools of South Australia in 1887 and the celebration has become general throughout the states. On this day the ordinary school work is sus pended. The children assemble in the morn ing and in the presence of the mayor or chairman of the Board of Advice and other visitors, plant trees with some ceremony. After a few speeches and some words as to the care of trees and their usefulness, the school is dismissed and the rest of the day is enjoyed as a holiday. All new country schools in South Australia are surrounded by a reserve of several acres. Some of the schools adopt practical agriculture as a form of manual training, and in all the states teachers are encouraged to make, with the aid of the children, gardens around their schools.
In some of the states there are manual training centres at which pupils drawn from the surrounding schools receive instruction from special teachers. In South Australia the ordinary teachers are encouraged to qual ify themselves in this branch of . education.
The greatest latitude is given as to the form of the instruction; for that subject is taught best in which the teacher feels the deepest interest. Chip-carving, joinery, brush-mak ing, book-binding and wire work are among the subjects taken up in the various schools. Domestic economy and cookery are taught to girls in most of the states. Calisthenic class exercises to a musical accompaniment are commonly adopted as an attractive form of physical training. The pupils are taught by drill to move in masses and the order is occasionally given for fire parade. The Cadet Corps are under military supervision. Rifles are supplied to the boys, but they have to provide themselves with an inexpensive uni form. Swimming is taught in some of the schools. The teaching of singing by the tonic
solfa method is a prominent feature. The principles of morality are instilled and good manners cultivated. Special atten tion is given to temperance lessons in almost all the states.
The average minimum time devoted to secular instruction is four and one-half hours each day. This stipulated condition being fulfilled certain facilities are provided for imparting religious instruction. In New South Wales and Western Australia the word °secular° is held to include religious teaching of a general as distinguished from that of a dogmatic character; and the teachers, in the performance of the ordinary day's duty, give Scripture lessons based on those issued by the Commissioners for National Education in Ireland. In South Australia, if the par ents at any school so desire, teachers may be required to read without note or comment a portion of Scripture for a quarter of an hour before ordinary work begins. In Victoria and Queensland • no teacher is allowed to give other than secular instruction in a school building. In Victoria, Queensland and South Australia the buildings may be used for any approved purpose out of school hours. The regulation in Victoria states that half an hour may be set apart in one or two school days in each week for religious instruction by per sons other than state school teachers. Such classes must, however, be held either from 9.15 to 9.45 A.M., or from 3.30 to 4 P.M. No substituted secular instruction is to be given to the children who do not attend these classes. In New South Wales and Tas mania one hour a day may be set apart for the use of visiting clergymen or teachers of religion. The time, if not used for this pur pose, is devoted to ordinary instruction. In Western Australia half an hour at any time in each day is available for special teachers of religion, subject to as little interference as possible with the ordinary work of the school. In none of the states is a child re quired to attend any religious lessons with out the parents' consent. In South Australia the desire to arrive at a settlement of the vexed question of religious teaching in state schools led to the following resolution being carried in the House of Assembly 16 Dec. 1895: °That in the opinion of this House a poll of electors should be taken on the follow ing questions: Do you favor: (1) The con tinuance of the present system of education in state schools? (2) The introduction of Scriptural instruction in state schools during school hours? (3) The payment of a capi tation grant to denominational schools for secular results?' The poll was taken at the general election in April 1896, and resulted in the following answers: Question No. 1: Yes, 51,681; no, 17,819. Question No. 2: Yes, 10,280; no, 34,834. Question No. 3: Yes, 13,349; no, 42,007. Informal, 12,830. The referendum thus initiated has since been adopted for the solution of various questions in Australia.