Education in Australasia.

Evening Star, Issue 7259, 9 July 1887, Page 1 (Supplement)

Education in Australasia.

No. 1. The present juncture in New Zealand political matters appears to be a peculiarly suitable time for comparing our own system of State education with that in force in the neighboring colonics. The usefulness of such a comparison is undoubted at the present crisis, when the minds of the electors are, or should be, deeply exercised as to the necessity for retrenchment in the public expenditure. It is a palpable fact that the expenditure on education in New Zealand is enormous; but to fairly judge whether that expenditure is necessary, a knowledge of how things are managed elsewhere _ is certainly required. But before dealing with the actual cost, a consideration of what it is that costs the money cannot be neglected; we therefore propose to compare (1) the limit of primary education enacted in each Colony where the State has undertaken the control of educational matters ; and (2), in connection with that, the school age. We proceed to state the COURSB OF INSTRUCTION. Age. New South Wales.. 5 Standards 4 years to 14 years Victoiia .. .. 6 Standards 6 years to 14 years South Australia .. B Standards 5 years to 13 years Queensland .. 6 Standards 0 years to 12 years Tasmania .. .. 6 Standards New Zealand .. 6 Standards 5 years to 16 years A comparison of these ages shows that the time of beginning the course fixed in this Colony is the average age chosen by the whole of the Australian colonies, New South Wales fixing a lower age, and Queensland alone considering a higher age sufficiently early. In addition to that it may be remarked that none of the colonies exclude children below the age of compulsory attendance, nor have any of them hard and fast rules as to the age at which a pupil must leave school. It is, however, necessary to state that where such a course would be calculated to increase the expense to the State, regulations are framed prohibiting the inclusion in the returns of pupils above or below the compulsory limits. In no colony is a pupil compelled to remain in attendance after he has given satisfactory evidence that he lias mastered the “standard of education,” even though he may fall far short of the maximum age. In New Zealand a pupil is exempt after passing the Fourth Standard, the compulsory age being from seven to thirteen years. In Queensland the course is defined as “a competent knowledge of reading, writing, and arithmetic, to the satisfaction of an inspector of schools,” The New South Wales regulation is similar to that of Queensland, the inspector of the district giving a certificate in a form prescribed to all children whom he finds by examination to have been sufficiently educated. It will thus be seen that the working classes are not deprived by the compulsory clauses of the Act from benefiting by any assistance which their elder children may be able to_ give them, provided they have been sufficiently careful in sending them regularly to school, up to say the age ot twelve years. Though the name of the highest standard of primary education differs somewhat, New South Wales, Queensland, and South Australia preferring to divide the course into five classes, while Victoria, New Zealand, and Tasmania have six classes, yet it must not be inferred from this that the three first-mentioned colonies are satisfied with a less ambitious curriculum; in fact, as will be seen, rather the reverse, in so far as New South Wales is concerned. We append for comparison a list of the subjects required in each colony, and shall then proceed to show similarity or dissimilarity as the case may be:— SYLLABUS OP WORK IN HIGHEST STANDARD OF EACH COLONY. New Zealand. Rending Drawing Spelling and dictation History Writing Elementary science Arithmetic Recitation Grammar and composition Singing Geography Sewing and drill Victoria. Reading and spelling Geography Poetry General lessons Writing Singing History Drawing Arithmetic Drill and gymnastics Grammar Sewing Nbw South Wales. Reading Natural science Writing Geometry Dictation Algebra Arithmetic Latin or French Grammar Drawing

Geography Music History Scripturo Queensland. Raading Geography Writing Grammar Arithmetic Mechanics (for boys) Object lessons Needlework (for girls) D:ill and gymnastics History Vocal music South Australia. Readiog Composition Spelling HUtory Writing Special lessons Arithmetic Needlework (for girls) Geography Dr'H Grammar Tasmania. Reading Grammar Writing History Arithmetic Needlework Geography It will be seen from this table that the following subjects are common to all, viz.:— Reading (spelling, explanation, recitation), writing"! arithmetic, grammar, geography, and history; but the amount of work prescribed differs greatly in the different colonies, as will be seen from the following:—

QBOQBAPHY. Now Zealand,—Names and positions of places of political, historical, and commercial importance In Asia, North America, and the British Possessions. Physical Geography: Atmospheric phenomena, winds, rain, ice; climate as affected l>y mountain, plain, and sea; distribution of animals and plants of the greatest value to mau. South Außtralia.-Gencral geography of the world, with soeciat portion more thoroughly studied in some suitable book of travel. Outlines of physical geography: The earth's form mid motion ; tho sun ; tho moon and its phases. The atmosphere : Its composition, height, pressure, moisture (rain, hail, snow, dew) movements. Tho sea : Its composition, divisions ; bed, movements, ice. The land: Its relief; changes in its surface, how effected. Action of the atmosphere, the sea, rain, rivers, glaciers, frost, volcinoes. Springs, brooks, rivers, lakes, and inland seas. The distribution of plants and animals New South Wales.—As prescribed for junior and senior public examinations at the Sydney Unirersity. Tasmania. Physical and general geography of the world, with special attention to the British Possessions.

Queensland makes no provision for drawing, nor does South Australia for drawing or singing. Tasmania is chiefly noticeable for Hs backwardness in all subjects. The whole question of education is, however, under consideration there at the present moment, and there is no doubt that a system will soon flourish there that will vie with our own or any other in elaborateness of detail and multiplicity of subdivisions. New Zealand, Victoria, New South Wales, South Australia, and Queensland, all deal with elementary science, under such names as general lessons, natural science, special lessons, and object lessons. The course in all the other colonies is much the same as that of New Zealand. As drawing is entirely omitted by Queensland and South Australia, it may be useful to see what importance the subject receives elsewhere. New Zealand.—freehand drawing from the flat and from simple rectangular and circular models; drawing to scale; simple geometrical figures and rectangular solids in simple positions ; simple ecales ; sections. „ . . , ~ Now South Wales.- Goonietuoal drawings ; wire models-pyramid, cylinder, flat circle, and square; plaster modols, or grouping of wire models. Victoria.—Curved-lined geometric figures; application of curved and straight lines; scrolls; architectural details; ornamontal drawing; figure and flower drawing; constructive geomet y and perspective.

A perusal of the above will give a fair idea of the course of instruction and the subjects taught in the other colonies. In future articles we shall deal with the provision made for higher education, where that has been attended to, the sources of the revenue for carrying on education, the classification and payment of the teachers, and such other partß of a wide subject as are calculated to be useful to our readers.