Interesting- Figures.

New Zealand Tablet, Volume XXIX, Issue 51, 19 December 1901, Page 1

Interesting- Figures.

The figures that appear in the recently-published report on the Catholic primary schools in the archdiocese of Melbourne present somewhat of the impressive appearance of a regiment of troops upon par?ide. These schools number 107, and within their walls no fewer than 20,301 children are taught — in M-)ntaigne's wordb — not merely how to decline virtue or explain the derivation of the word, but to embrace what it signifies, and to know what prudence is in its real essence, and not merely to spell and pronounce it. The number of teachers engaged in the primary schools of the archdiocese is 476, of whom 199 belong to religious Orders. Independently of salaries, a total sum of £12,694. was expended upon the schools during the year. As much as ;£ 10,869 of this amount was for the erection of six new schools. Through the munificence of the Archbishop of Melbourne, Miss Bell, a highly-skilled exper organiser tfrom the Cambridge Training College has been appointed to keep the Calhohc schools of the archdiocese abreast of the most recent developments in the work of education. ' Without such periodical

external aid,' says the report, ' it would be impossible to keep our teachers acquainted with what is going on in the great intellectual centres of the world. Methods which not many years ago were regarded as excellent are now looked on as antiquated. In the general advance of scientific knowledge no branch has received more deep thought and successful development than that which deals with primary education.' The same expert organiser was some years ago introduced into Tasmania by the Right Rev. Dr. Delany. Result : the methods of instruction in the Catholic primary and secondary schools were revolutionised and their pupils scored, in open competition against the State establishments, a series of sweeping victories that set the tight little island agog. Our New Zealand schools would do well to do likewise. There is no royal road to learning. But scientific and up-to-date pedagogic methods point the shortest cut at present known to 'git intelleck' into children— as Artemus Ward would say— and enable teachers and pupils to • get there ' on ball bearings. As to results already achieved and financial and other sacrifices undergone, we are strongly of opinion that we in this Colony are content to keep our light too carefully covered under a bushel from the gaze of the general public.