Town Life in Australia Part 5

Sabbatarianism is fast on the decline. The Sabbatarians are still noisy and determined enough to keep the majority of our public libraries, picture galleries, etc., closed on Sunday, but this is more from public indifference on the subject than from any general feeling that they ought to be shut. This becomes evident from a visit to the suburbs on a fine Sunday. All the world and his wife in private carriages and buggies, carts and omnibuses, even on Shanks's pony, come away for an airing; and if the weather only allows of it, there are many of these holiday-makers who make a day of it, leaving their homes early in the morning, with but a few who return to evening service.

On the other hand, the Sunday is soberly kept. In the less strict families music is allowed, but never cards or games of any kind. The man who proposed such a thing in Adelaide would be _anathema maranatha_.

The general feeling, is, that the Sunday was made too wearisome in England to be supportable in a common-sense community; and Sabbatarianism is gradually losing ground day by day, as fast as the keeping up of appearances will allow. There was a great outcry on one occasion because the Governor of Victoria travelled on a Sunday; but this was rather because there is a general feeling that unnecessary labour should as far as possible be avoided on a Sunday, than from Sabbatarianism in the ordinary sense of the word.

Morality has so long been connected with religion that it is difficult to treat of the one without more or less trenching upon the province of the other. But there still remains something to be said on this score. The commandments which are most freely broken in Australia, are _par excellence_ the third, and then the sixth, in its minor sense of crimes of violence in general. Young Australia makes a specialty of swearing.

High and low, rich and poor, indulge themselves in bad language luxuriantly; but it is amongst the rising generation that it reaches its acme. The lower-cla.s.s colonial swears as naturally as he talks. He doesn't mean anything by it in particular; nor is it really an evil outward and visible sign of the spiritual grace within him. On the prevalence of larrikinism I wrote at length in a former epistle.

Drunkenness comes next on our list of vices. That Australians as a nation are more drunken than Englishmen, I do not believe to be the fact; but what is undeniable is, that there is a great deal of drunkenness amongst those who may claim to be considered the upper cla.s.ses here. An English gentleman of the present day, whatever his other sins may be, does not get drunk, because it is 'bad form,' if for no better reason. If in Australia we were to exclude as 'outsiders' all the leading colonists who are in the habit of intoxicating themselves--to say nothing of the chance customers--'society' would dwindle down to nearly two-thirds its present size. But there has been a very appreciable improvement in this respect during the last half-dozen years, and the tone of public feeling on the subject is gradually approximating to that of English society. The old colonists are not of course expected to change their habits in their old age, but with the young generation there is less tippling, and port, sherry, and spirits are being replaced by claret.

Of drinking as apart from drunkenness I have already said enough. The seventh commandment is one of those unpleasant subjects which one must deal with, and which one would yet prefer to leave alone. Generally speaking, one may say, that while our upper and lower cla.s.ses are, if anything, rather worse in their morals than in England, we make up for the deficiency by a decided superiority amongst the middle--both upper-middle and lower-middle--cla.s.s. Conversation is perhaps coa.r.s.er here; but whatever may be the reality, the moral standard generally accepted is superior to that of London. Such immorality as exists is necessarily of a coa.r.s.er and more brutal type. In Melbourne, especially, the social sin is very obtrusive. Sydney has of late been acquiring an unenviable notoriety for capital offences, and it is not advisable for ladies to walk alone in the streets there at any time of the day. On the other hand, in Adelaide no woman who does not give occasion for it need ever fear that she will be accosted.

Larrikinism is certainly a troublesome phase to deal with; but burglaries are exceedingly rare, and it may fairly be said, that life and property are more secure in the Australian capitals than in any European towns of the same size. As in all large cities, the sc.u.m or dregs of the population gradually localizes itself, and thus becomes easier of control, even though it may increase in amount. And here, Adelaide has an advantage in being seven miles distant from its seaport, which naturally retains a large portion of the noxious element. Melbourne has two disadvantages, which tend to make it the sink of Australia--firstly in its metropolitan character and central position, and secondly in the admission of a large number of bad characters at the time of the gold-diggings. Sydney, of course, retains traces of the old convict element--an element, however, which must be acknowledged to have contributed to the good as well as to the bad qualities which are peculiar to New South Wales.

EDUCATION.

That very profound saying about the victory of the German schoolmaster has not been without effect even in this distant land. During the last decade education has been the question _du jour_ here; not that we have studied it physiologically and psychologically and culture-logically, as you have been doing in England. Theologies are a little beyond our ken, and we leave it to the old country to discover, by a harmonious combination of deductive and inductive teachings, what education really is. Our educational crisis has been merely legislative and administrative; but it is no small transformation for us to have emerged from the chrysalis state of clerical and private-venture instruction into the full b.u.t.terflydom of a free, compulsory and secular national system.

And that not before it was time. Whatever may be the demerits of uniformity, State-interference, secularity, etc., etc., it does not leave room for the same incompetence in teaching and ignorance on the part of the learner, as frequently occurred in the old happy-go-lucky fas.h.i.+on of schooling. Australian children have all now the chance of learning the three R's according to the latest and most approved fas.h.i.+on, and if their parents choose they can also get a smattering of history, geography, and one or two other things into the bargain.

The history of our educational evolution is perhaps worth summarizing. In the early days of colonization the Church of England spun an educational cobweb, which it has been very difficult to sweep away, and which still remains in a fragmentary state as an evidence of past good service. When the education of the first settlers was in danger of being altogether neglected, the Church put forth the greatest energy to meet their wants, raising funds both here and at home to provide schools and teachers. The Catholics, and later on other denominations, followed her example; and thus, at a time when the State was fully occupied with attending to more primary wants, an education was provided which, considering the circ.u.mstances and viewed according to the lights of those days, was highly creditable. The State subsidized these schools, as well as others which were established by private venture in towns.h.i.+ps where no denomination was sufficiently powerful to establish a school at its own cost. Boards were appointed to control the subsidies and roughly estimate the teaching of each school, and in New South Wales these boards had also power to establish national as opposed to denominational schools wherever opportunity offered. You can easily imagine how inefficient and extravagant this subsidizing arrangement proved. In small towns.h.i.+ps where a single State school could have given a good education to all the children in the district, there arose two or three denominational schools, all drawing money from the public purse, and yet each too poor and too small to teach well. At last in 1873 Victoria led the way in discarding the denominational schools, and starting at enormous expense an official system of free, compulsory, and secular primary instruction throughout the colony.

In 1876 South Australia followed suit, though in that colony the schooling is only free to those who cannot afford to pay a fee of fourpence per week for children under seven, and sixpence for older children. Finally in 1880 New South Wales also threw off the yoke, which she had only borne longer than her neighbours because her old system was far superior to theirs. Here, too, a weekly fee of threepence per child is demanded, but no family may pay more than a s.h.i.+lling per week, however large in number, and in cases of inability the fees are remitted.

All three Education Acts agree in their main bearings, though differing considerably on points of detail. The system of district and local boards of advice is largely made use of in all of them, but the compulsory clauses have never been properly enforced, princ.i.p.ally on account of the great difficulty of doing so in thinly populated districts. The word 'secular' admits of different variations in each province. In Victoria moral truths form the limit. In New South Wales an hour a day is set apart for religious instruction from the mouth of a clergyman or other religious teacher, if the parents do not object. In South Australia Bible reading is permissible, but comment on the text forbidden. It is yet too early to pa.s.s a definite judgment on the new systems, but it is already evident that the teaching in the State schools is much better than in those denominational schools which survive. Vigorous efforts are still being made by the Roman Catholic Church, with some aid from the Anglicans, if not to upset the new schools, which has become impossible, at least to regain a subsidy for their own, but, I fancy, with less and less chance of success every year, in spite of the fact that in Victoria the agitation is at present especially strong. The fact is, that while a large number of people agree that purely secular education is to be deplored, no feasible scheme can be propounded for introducing religious instruction into the State schools which will satisfy the demands of the Catholics. The Protestant denominations might without difficulty agree upon a common platform, and it is on the cards that they may, in spite of the Catholic opposition, succeed in introducing a modic.u.m of religious instruction into the State schools. The Catholics maintain that false religious teaching is worse than no religious teaching, and will be satisfied with nothing less than a subsidy to their own schools.

In spite of the yearly immigration of a number of children too old to learn to read and write in Australia, statistics show that in 1878, out of 100 boys and girls between the ages of 15 and 21, no less than 93 could read and write--a result which must be considered creditable to the old 'arrangements.' But what the statistics cannot show is the meaning of that phrase 'read and write.' It is in quality far more than in quant.i.ty that the teaching of the State schools is superior. To my thinking, one of the best superficial proofs of their success is the number of middle-cla.s.s children who are sent to them even in the towns. Previously these children had often grown to be nine or ten years old without schooling or teaching of any kind, and even now much of the time of the secondary schools is wasted in teaching simple primary subjects, which ought to have been at the boy's fingers-ends before he came to them.

With the exception of an experimental higher school for girls, recently established at Adelaide, the State in Victoria and South Australia takes no part in providing secondary education. In New South Wales it has begun to do so, but as yet only on a very limited scale. To meet the wants of the colonists in this respect, two cla.s.ses of schools have been established: denominational and private venture. The first cla.s.s have often got good foundations, and taken as a whole they may be compared to the middle-cla.s.s schools, which have recently been established in several parts of England, the two or three best rising decidedly above the level of the best of these, but not being able to reach that of English public schools even of the second cla.s.s. Nor in spite of the vigorous efforts that are being made in some quarters will a public school tone ever be possible in Australia, so long as the majority of the boys attending are day-boarders. In all day-schools the authority of the head-master is necessarily impaired by that of the father, and the discipline of the school by that of the home; but here this is more than usually the case.

The parents even go so far as to trench upon the schoolmaster's domain, reserving to themselves the right of deliberately breaking the school rules, whenever it is convenient to them to do so. 'Some parents,' writes the head-master of what is probably the nearest approach to a public school in Australia, 'keep their boys from school for insufficient reasons, and without leave previously obtained, to carry a parcel, or to drive a horse, to have hair cut, or to cash a cheque, or simply for a holiday.' Being an old English public-school boy and master, and fresh to colonial ways, he writes thus in his report for 1875; but in the report for 1880 he has to acknowledge that he cannot maintain the rule he had introduced, that no boy should be absent from school except on account of ill-health or stress of weather or after obtaining the leave of the head-master,'because I have not received adequate support.' 'The school cannot, single-handed,' he continues, 'press the point, if parents do not like it. The strain upon me, individually, is too great, if I have to remonstrate with a parent, or to punish a boy, on an average about twice a week.' The boys cannot be got to come back to the school on a certain day, or prevented from leaving before the term is over, many parents being of opinion that little is done the first week, and that therefore they may as well keep their sons at home.

How hard this is for the schoolmaster who has his heart in his work, it is easy to see; and I was quoting an instance where a man of great resolution and perseverance had made an attempt under circ.u.mstances perhaps more favourable than could be obtained in any other school in Australia; for the school was certainly the best in the colonies from a social standpoint, and very nearly so intellectually at the time he took it. He himself, too, was summoned from England with the avowed purpose of introducing the public-school system. In no other Australian school would a five-years struggle of this kind be possible. Nor would this be a solitary instance, for though naturally one cannot gather it from published reports, the whole existence of a schoolmaster in Australia, who wishes to do his duty, and understands what that duty is, must be, on many important points of discipline and sometimes even of teaching, one continual struggle with the parents. In too many schools the parent not only uphold their boys in direct disobedience to their masters, but even encourage them in it out of personal dislike to them. In a small community, the master who dares kick against the parental goads soon finds the town too hot to hold him. He has but one choice, either to sail with the parental wind, or to lower his canvas altogether; and though a man of tact may make some progress by trawling and tacking, at the best he must feel disappointed at heart and his interest in his work half gone.

Turning to the schools themselves. The divergence is so considerable, that any remarks I make can have but a very general application. At the best, the social tone is better than at your middle-cla.s.s schools; at the worst--I am still only speaking of grammar schools and denominational colleges, the highest cla.s.s of secondary schools--it is no worse; while the moral tone never falls to so low a level, and in some cases almost rises to that of second-rate public schools at home. The Church of England grammar schools are naturally the best in social tone, the boys being drawn from a better cla.s.s of parents; and I am by no means sure that the morals and manners of boys do not, to a certain extent, go together. In the special sense of the word 'morality,' the best colonial schools can, I think, challenge comparison with your, public ones; but the regard for truth needs strengthening. On the other hand, theft is almost unknown. The same master from whose reports I quoted above, tells me that he finds colonial boys quite as tractable and amenable to discipline as English, when the authority over them is paramount; but in most schools this is far from being the case, the fault often, no doubt, lying with the master's want of tact. I still have a lively remembrance of the difficulty I had in keeping discipline on an occasion when I helped to examine a well-known college; but then, even at the best English public schools, the upper forms have a disposition to 'try it on'

when a new hand is set over them, as my own reminiscences tell me.

In the Victorian Schools, and in secondary, as in higher education, Victoria offers infinitely superior advantages to those of the other colonies combined. A feeling of _esprit de corps_ exists; not so strong, perhaps, as in English public schools, but very strong considering the number of day-boys. In the other colonies it does not take root at all firmly, or else degenerates into party spirit--a tendency which it also shows in Victoria, where it is moulded into better form by the masters. In most schools the prefect system has been established, of course with large modifications. It has difficulties to struggle against in the democratic spirit of the country, and in the early age at which the majority of boys leave school; but in its working shape it seems to do good. This is especially the case at one or two Victorian colleges, where the masters have established a mutual feeling of trust between themselves and the boys; but at too many the natural opposition remains. The masters get too easily disgusted at what they consider the rough manners and ways of the boys, and are contented to leave them to their own devices, so long as they get through their work and obey the rules. Consequently the boys become rougher and less amenable. Another difficulty in the path of good discipline and tone throughout the schools is the too advanced age at which boys come there.

One of the greatest difficulties a head-master has to contend with is, that there are practically no preparatory schools, even in Victoria, to feed the large ones; and often, through a sudden rise of his parents'

circ.u.mstances, or from some other reason, a boy is sent to school for the first time, at fifteen or sixteen, knowing nothing beyond the three R's.

Others are taken away in the midst of school-work, either to go to Europe with their parents, or because times are bad, and then brought back after a couple of years with formed habits of idleness and independence which it is difficult to subdue. Looking at the last report of the Melbourne Grammar School, I find the average age of the upper sixth to be 17 1/2 of the first form 13 1/3; but I fancy that at the majority of schools the averages would be quite a year younger in both forms.

At schools, as at home, more liberty has to be conceded to Australian than to English boys, and the circ.u.mstances of their life make them more fitted for it. But masters complain that parents of day-boarders do not take enough trouble to see that their boys work, and leave them too much choice of studies. This latter defect results from the strong feeling in favour of individuality amongst colonists, which leads them to favour the idea of each boy from the first striking out a line for himself, without considering how far he is a competent authority as to his own capabilities. Where parents do not interfere, obedience to rules is generally well enforced and that, although punishments are much lighter than in England, and the cane is only brought into use for extreme offences. The staff of masters is usually fairly strong as regards ability and attainments, but, as is too often the case in England, the majority of them are neither trained teachers, nor even with an apt.i.tude for teaching; they have simply taken to this particular profession because they could get more immediate return from it than from any other.

The head-masters, or rather those of recent appointment, are, as a rule, well chosen. Their salaries run from 800 to 1,200 a year; and you can get either a first-cla.s.s man, whose health prevents him from remaining in England, or a good second-rater for that sum. In some schools the council or permanent board of governors work excellently with the headmasters; but too often the Australian dislike to absolute authority in whatever shape or form is so great as to induce the council to become meddlesome; and unduly interfere with the master.

So much for the const.i.tution of the school. The work though also modelled after the English system, diverges from it considerably to suit local requirements. English public-school training is directed to lead up to University teaching; thereby losing in amplitude and finish, but gaining in density and stability of groundwork. But here, although the majority of boys matriculate, they do not go to the University; and, to suit them, the University has itself been forced to widen its basis. It has become, to a large extent, an examining body for a kind of _Abenturienten_ certificate, and of necessity the matriculation examination which serves this purpose has had to extend over a wider area. These two circ.u.mstances, reacting the one upon the other, have kept the school-teaching wide, whereby, of course, it loses something in depth.

Thus the master of a leading school complains of the little time that is given to cla.s.sics--only less than a quarter of the total school-hours to Latin, and no more to Greek, which is, moreover, an optional subject.

But before you begin to blame our system--which, I may prophesy, will soon have to be adopted in England--you must remember the central fact that nine Australian boys out of ten finish their education when they leave school, i.e. at sixteen or seventeen. Four of the nine go into business, three into the bush, and the other two directly into professions. Obviously the interests of the nine are of far more importance than those of the one, and it is for their benefit that the system of education must be arranged. As the country advances in civilization, we may reduce the proportion of those who have to face the world directly they leave school to 80 or even to 75 per cent.; but even then it is only possible to consider the interests of the minority to a certain extent. I will grant that that extent should be greater than the numerical proportion, because the aim of a school must keep a certain elevation if it intends to keep above the average of schools; but it is impossible to make a silk purse out of a sow's ear, and the _main_ bearings of the school must reflect the purpose for which the majority of boys come there, if it is to be of any service, or to achieve any legitimate success.

For my own part, I am not altogether inclined to regret the little attention that is paid to Latin and Greek. Mr. Matthew Arnold's complaint of half-culture has always seemed to me to savour of the pedagogue, and his school of the prig--though I use these words in the better shade of their meaning. It would, I believe, be a gain if the splitting of the educational system into denominational schools had not taken place. A school with 200 boys--the usual size of our largest--cannot give the twofold training, cla.s.sical and modern, side by side, as most of your public schools are doing now; but I am not sure that what the cla.s.sical side gains by such a division, is not lost by the modern side as compared with the h.o.m.ogeneous system.

School-work nowadays cannot be mere training and foundation-laying. It would be absurd to expect it to cover every department of the higher education, but there is a happy mean discoverable between the two. A compromise can be established by which, while a preference is given to such studies as science and mathematics, which may be held to represent the inductive and deductive training, boys may yet carry away from school a reasonable amount of practical knowledge, which, if they do not allow it to get altogether rusty, can be of use to them in its direct application to their after-life, as well as in its indirect influence. To meet some such views as these, the heads of our best schools are allowing considerable lat.i.tude of subjects in their upper cla.s.ses; but in most cases it would probably be better for the man if the boy's future career, being once settled, and his own and his parents' tastes consulted, the decision as to what optional subjects he should pursue were left with the head-master, the parent, of course, retaining a right of veto.

But I am lapsing into an educational dissertation, and must hasten back to colonial school-work. Leaving out of consideration exceptionally clever boys, the average of learning at our better grammar schools is higher than in middle-cla.s.s ones, which form the fairest standard of comparison obtainable, but lower than at public schools. The four or five top boys in the upper sixth would invariably be in the sixth at Harrow or Rugby: at times eight or ten would. The rest of the upper sixth would probably be well up in the upper fifth, or in what at Rugby is called the 'Twenty,' while the lower sixth would compare with the lower half of the upper fifth, and higher half of the middle fifth. Here I am taking as our standard our three or four best schools, all of which, except the Sydney Grammar School, are Victorian. The two South Australian colleges and other leading New South Wales establishments fall far below this standard.

I think I alluded before to the want of preparation for secondary education, and the interruption of the age-equality of the schools by the advent of boys of fifteen and sixteen, who have to be put in the first or second form Between them, these two causes lower the age-standard so much that one must, on the average, estimate that a colonial boy is two years behind an English one in point of education. This is most visible at the beginning of school-life, where, as you will have noted, the first form averages over thirteen years old, but is partially made up by the superior rate of progress if the boy remains long enough. At seventeen he should not be more than a year behind his English contemporary.

The setting up of the matriculation examination as a standard up to which the average boy strives to make his way, has undoubtedly had a beneficial effect. Being a reachable proximate ideal, it works strongly upon every boy's _amour propre_, egging on the average and lazy to work, and by a system of honours holding out hopes of distinction to the able. The practice of giving text-books for it encourages cram, and its width allows of shallowness; but, to counteract this, distinction in any particular subject is very highly marked.

That there should be a disposition here to look coldly upon the old-fas.h.i.+oned cla.s.sical education is not wonderful. You are beginning to have your doubts about its superiority even in England. Here the majority of parents would just as soon bury the past, and everyone who becomes a _bona fide_ Australian must feel that the history of his country is yet only in embryo. Besides this, the tendency of a new country is towards practical knowledge--small profits, and quick returns; and in cla.s.sics the outlay of time is considerable, the returns slow, and the profit not always very perceptible. Science receives daily increasing attention, as at home. Geography is better realized by colonial children, and, I should fancy, better taught. In fact, all English subjects, as they are called, get their fair share. Mathematics, even in those lower branches which come within the scope of a school, are not a favourite subject, although about the same number of school-hours are devoted to them as at home.

The school-hours generally begin about nine a.m.; but school lasts till twelve. Second school begins at two, and lasts till four, when the day-boys go home. Half-holidays, ordinary or extraordinary, are rare; but Sat.u.r.day is always a whole holiday. The main bulk of holidays are at Christmas, when some seven weeks are usually given. The midwinter vacation rarely lasts a month, and short breaks are allowed at Easter and Michaelmas, after the fas.h.i.+on of all schools comprising any large number of day-boys. As in England, the Easter term is the laziest; but here it is so for a good and sufficient reason--the heat during that period being often intolerable.

Nearly every Australian school has a stable attached, in which boys who ride to school put up their horses during school-hours. It is most amusing to watch half a dozen 'fellows' galloping their ponies up the avenue, not to be late for first school, just as we used to scurry across quad to chapel of a morning! The ordinary sleeping and living arrangements for boarders are much the same as at home. At the Sydney State Grammar School, which is in reality purely and simply a day-school, several of the masters take boarders, in imitation of public-school boarding-houses. At the Melbourne Grammar School the second-master has a house, the property of the school; but, so far, there are not more boarders than will fill the school-house.

The bill of fare of public schools has, I believe--thanks to scarlet fever and doctors--improved considerably since my day; but I do not suppose it has yet reached the luxury of unlimited meat and jam three times a day, with frequent bountiful supplies of fresh fruit. It is as necessary to the credit of an Australian school to keep a liberal table, as it is for an Atlantic steams.h.i.+p company. Where several schools are pretty well on an equality, the table often turns the scale.

In Victoria, especially, the boys are inordinately fond of games and outdoor sports of every kind; but too many of the day-boys prefer playing cricket and football with local clubs to joining in the school games, and this makes _esprit de corps_ only possible between school and school.

There are no divisions sufficiently strongly marked in the school to become parties. Sixth and school are perhaps the nearest approaches; but the day is far distant when intellectual differences will be appreciated by grown-up colonists, much more by schoolboys; and it is only in a few schools where a 'sixth' and 'school' match is possible. Untidiness in dress, and indeed in all of their belongings, is another of the colonial schoolboys' weaknesses. At the Melbourne Grammar School the boys have studies which they in a certain way appreciate; but they are quite content with the bare floor and walls, and would despise the little attempts at comfort and prettiness which an English boy makes. The latter's pride in his study would be quite incomprehensible to the colonial, who not unnaturally imbibes his ideas from the rough-and-ready mode of living in his home. As for uniformity in dress, he would be a bold master who would even attempt to carry it out.

What I have written of the grammar-schools and denominational colleges of course applies more or less to all secondary schools. There is at this moment near Melbourne a private-venture college, which, owing to the great ability and reputation of its head, ranks with the best Victorian grammar schools. I should doubt whether the tone that is possible in a non-proprietary school can easily be brought about in a private one, but in teaching power it is certainly not inferior. With this one exception, the private-venture colleges established in each suburb of the different capitals are little better than the commercial academies of England.

There is the same bad tone, want of sufficient numbers of boys of equal standing in the school-work, and other disadvantages, which make the very name of a private school malodorous. The boys are rough and unmannerly, the discipline slack, the teaching staff inferior in ability and social position. The public schools of Australia may not be all that could be wished, but [Greek characters] that a boy of mine should ever go to a colonial private school, unless it were a preparatory school--a cla.s.s of inst.i.tution greatly needed and not yet provided, because parents do not appreciate the need.

The existence of three universities in a country with less than two million inhabitants speaks well for the colonists' appreciation of the higher instruction, which they themselves have rarely had the opportunity of enjoying. The Sydney University, founded in 1851, was the first in the field, but in spite of fine buildings, affiliated colleges, able professors, and a very fair supply of funds, it has never succeeded in attracting any considerable number of students, and can hardly be said to have won even a _succes d'estime_. No little of its failure is attributable to the success which has attended its Melbourne rival, founded in 1855, at the height of the gold-fever, and which may be said to have been floated on gold directly, and kept in deep water by it indirectly. Before Sydney could recover the effects of the emigration of those years, Melbourne was well under way, and the size and central situation of the latter city contributed no little to the success of its young university, which, under unusually politic as well as able management, increased annually in size and usefulness, until now no less than 1,500 students have graduated in its halls, and the number of undergraduates attending its lectures exceeds 280. It confers degrees in arts, laws, science, medicine, surgery, and engineering--the standard for which is above that of Oxford and Cambridge, and in medicine is higher than that of London itself. All the professors are men of first-rate ability. Amongst them are an F.R.S. (M. McCoy, Professor of Palaeontology), and Dr. Hearn, the well-known authority on jurisprudence and const.i.tutional law. By acting as an examining body for the secondary schools, the university has not only widened its sphere of usefulness and materially raised the general educational standard of the colony, but has gained influence in circles, into which not even its name would probably otherwise have entered. Already a certain healthy tone and _esprit de corps_ obtains amongst the students, and _ceteris paribus_ a Melbourne graduate is professionally to be preferred to an Oxonian or Cantab., at any rate for colonial work. Thanks in no small degree to its educating and civilizing influence on the community, an anti-materialistic voice is beginning to make itself heard in Victoria, and if it does not occupy itself too much with politics, it promises to become an intellectual centre. It would not be difficult to find faults in either its const.i.tution or its teaching, but it has the great merit of taking the trouble to understand and keep abreast of the times. All things considered, the Melbourne University may claim to have deserved the success it has commanded, and to be one of the greatest achievements of Victoria.

The present prosperity and bright prospects of New South Wales, together with the educational influence of the late exhibition, and an opportune bequest of 180,000 by a wealthy colonist, have lately stirred up the authorities of the Sydney University to make a grand effort to justify its existence. A medical school--_the_ most successful side of the Melbourne 'varsity is to be established, and other improvements introduced. But although the princ.i.p.al, Dr. Badham, is a better cla.s.sic than any that the Melbourne University possesses, there is an indolence and _laissez-faire_ about the Sydney University which must long keep it in the background. Not until there is a thorough reformation in the whole style, tone, and management of the university will there be any real progress, and the centripetal influence of successful Melbourne is so strong, that I do not believe Sydney will ever be able to catch up lost ground, or even to considerably decrease the interval between itself and its rival, advance though it may, and undoubtedly will, when the present governing body has died out, and the public insists upon an entirely new regime. As for the Adelaide University, it is bound either to federate with Melbourne on the best terms it can obtain, or to drag on in extravagant grandeur. In five years of existence it has conferred five degrees at a cost of 50,000, and the professors threaten to outnumber the students. The vaulting ambition of the little colony has somewhat o'erleaped itself; but by a federation with Melbourne there would undoubtedly be practical benefit gained, and little but sham glory lost.

If Sydney would also forego its jealousy, and acknowledge the success of its rival by federating on a basis which should allow the Melbourne University the position of _prima inter pares_, all colonies would profit; but even if Sydney would federate--which I do not think in the least probable--it could hardly expect its successful _confrere_ to meet it on terms of perfect equality, especially as, comparatively speaking, Melbourne has little to gain by federation.

As regards the cost of secondary and higher education, it must be considered exceedingly small, remembering that the value of money is less here than at home; and that the salaries paid to masters are from 50 to 200 a year higher than the same men would obtain in England. The highest terms for boarders at any secondary school are 80 per annum, and from 50 to 60 is the usual charge. Day-boys pay from 12 to 24, according to the school. The University fees are very light, amounting to not more than 20 to 30 a year, including all charges.

As the Universities are purely teaching and examining bodies, with but little control outside their walls, the religious denominations are beginning to supply the want of a college system such as obtains at Oxford and Cambridge, by founding affiliated colleges in which the regime approximates as closely to that of the English Universities as the circ.u.mstances of the case allow. At Melbourne there are two of these colleges--Trinity College, belonging to the Church of England, and Ormond College, erected at the cost of some 70,000, and richly endowed by a wealthy colonist, Mr. Ormond, belonging to the Presbyterians. At Sydney, the Roman Catholics, the Church of England, and the Presbyterians, have all three erected affiliated colleges, but they are smaller and less successful than those at Melbourne, and in a large measure serve merely as theological colleges for training young men for the ministry. The Church of England in Adelaide has also founded St. Barnabas College, where, however, the relative importance of the two duties is reversed--the college being more especially a theological college. The Sydney colleges have not at all fulfilled the expectations which had been formed about them, largely owing to the want of success of the university; but the Melbourne colleges, and especially Trinity College, which is the least richly endowed, and has the smallest buildings, are doing excellent work. The atmosphere which the students breathe in them is conducive to greater steadiness of work and exertion to achieve university honours than is generally found in the unattached student; besides, they offer some social advantages, and are also morally tonic.

In founding Trinity College, which was the first of these inst.i.tutions in Victoria, four years ago, the Bishop of Melbourne may be said to have conferred an educational boon upon the colony only second to that which it owes to Sir Redmond Barry. Every year it is increasing in usefulness, and I can well understand that many parents who before preferred the expense of sending their sons to Oxford or Cambridge, will now see their way to allowing them to complete their education at the Melbourne University.

The provision for the secondary education of girls in Australia is miserably poor. The only school that really combines the social and intellectual qualifications requisite is to be found at Perth, in Western Australia. At that school the teaching is admirable and the social tone excellent. The only other school where girls are well taught is the High School at Adelaide, but being a day-school and a State-school, it cannot be expected to pay much attention to the social side of education. The private schools for girls attain but a poor standard in instruction, and a worse one still, when socially considered. There is one in Melbourne considerably superior to the rest; but if I had daughters of my own, I should certainly not send them to any as boarders, and would think twice before I sent them as 'day-girls', if the expression be allowable. But it is only fair to these schools to say that my standard of what a girls'

school should be is very high. It is, however, satisfied by the Bishop's Ladies College at Perth.

POLITICS.

The chief interest of Australian politics lies in their relation to those of the Mother Country. Having imported their whole const.i.tution and law books holus-bolus from England, each colony has been engaged ever since its foundation in fitting them to its circ.u.mstances. The legislative equipment of the young Australias corresponded pretty nearly to the tall hats and patent-leather boots which fond mothers provided for the aspiring colonists. An exogenous growth has prevented originality of ideas, which for the most part have been supplied by English thinkers, but the adaptability and less complicated social machinery of a young colony have permitted the carrying into execution of many valuable measures long before they emerged from the region of theory in their native land. It would not be hard to multiply instances where important reforms have been hastened and made practicable in England by their adoption and favourable operation out here, or avoided on account of their failure here. Australia is the _corpus vile_ on which England makes her legislative experiments. In this direction there is a great deal of useful information in the study of our politics to an outsider; but to go into the question at large would take up a three-volume publication instead of a short letter, and my present purpose is merely to give an outline of the existing situation in each colony, only touching upon so much of their past history as is necessary for the understanding of their present position.

The most interesting, history is that of Victoria, the youngest colony of the three, which up to the time of the gold discoveries formed a district of New South Wales, not inaptly named by its first explorer 'Australia Felix.' Practically, its history may be said to date from these gold discoveries in 1851. For the next five years adventurers of all nations and cla.s.ses flocked to the diggings, and quiet settlers from other colonies left their sheep to look after themselves while they hastened to reap a share of the golden harvest. Fortunately the diggings only gave place to mines which are still a staple of wealth. But during the period of the American war the gold tide ebbed too swiftly, leaving high and dry not only diggers, but the thousand-and-one cla.s.ses who were indirectly dependent upon the gold supply. The better portion of these found occupation on the land--the richest in Australia, though neglected during the gold mania. But there remained a large number without any visible means of support, and not particularly inclined to go out of their way to find any. What to do with this large cla.s.s of 'electors' became the question of the day, until in 1865 Sir James M'Culloch introduced a scheme for making work for them. By turning the tariff into an industrial incubator he forced manufactures into existence, and gave employment to those who had nothing better to do. It was in this manner, to meet a temporary crisis, and with no deliberate economical purpose, that the thin edge of the protectionist wedge was introduced. When once the purpose for which the duties had been imposed was served, the originators of protection in Victoria thought they could be quietly dropped. Needless to say, it was easier to call in the spirit of Protection than to lay it again. The gold produce continued to decrease, and the cry was for more duties and heavier duties, until a please-the-people Ministry extended the list to every possible article of manufacture, and raised the duty to a prohibitive amount-for many articles as high as 27 _ad valorem_. The colony has now committed itself to an almost irrevocable extent. Even the relative idea of imposing duties temporarily for the sake of giving new industries a start, which marked the second stage of public opinion, is giving way to the absolute one that Protection means more work and higher wages whenever and wherever introduced. It may in course of time be possible gradually to take 5 per cent off the duties at a time. But any reduction of the tariff would instantly put hundreds of electors--and very noisy hundreds too--out of employment, and reduce the earnings of thousands, while the general effect upon prices would take a long time to become perceptible. At the present time, come Conservative, come Liberal into office, neither's tenure would be worth twenty-four hours' purchase if he made any attempt in that direction. The whole subject of Free Trade and Protection has for the present completely pa.s.sed out of the region of practical politics.

A distinguis.h.i.+ng feature of Victorian public life is the existence of an approach to definite political parties bearing the same names and starting originally from the same bases as in England, though their principles by no means correspond to those of English Liberals and Conservatives. The main factor which led up to these divisions was cla.s.s dislike, embittered by the remembrance that both plutocracy and democracy started in life on an equal footing. The diggings caused a general shaking up of the social bag, and the people who came out uppermost were mostly those who had been lowest before. In matters political they grabbed the public lands wholesale; socially they flaunted their wealth more openly than was wise. _Du haut en bas_ came badly from those who had only a few years ago been hail-fellows-well-met. On the other side was jealousy, embittered often by a feeling that it was a man's own fault that he had not got on better in the world. The change had been brought about too suddenly to allow of people shaking down into their new positions. In this state of public feeling demagogues were not slow to see their advantage. They fanned the flames of discontent and jealousy till they broke out in Mr. Berry's 'platform,' the bursting-up of the landed estates, reform amounting to revolution, protection _ad absurdum_, and so forth.

For a short time feeling ran so high over the Reform Bill, as almost to threaten civil war. One minister talked of settling the question with 'broken heads and flaming houses.' Another boasted at a public meeting that he had 'got his hand upon the throat of capital'--all bombast, of course, but dangerous bombast at a time of great public excitement.

Happily a vent was found for these angry pa.s.sions in the ridiculous incident of Mr. Berry's 'emba.s.sy' to the Colonial Office, which set both parties laughing, and after three years of turmoil which had led to considerable commercial distress, everybody got tired of agitation.

The Berry Ministry died of ridicule. A Conservative Government then enjoyed a short tenure of office, but committed suicide by bringing in an impracticable Reform Bill. A second Berry Ministry came into office, but not into power. It also lived a few months, but with its dying kick it pa.s.sed a measure which, though it placed the Upper Chamber on a more liberal basis than any other in Australia, and effected most important changes in its const.i.tution, was conservative in comparison with Mr.

Berry's first proposals. Hitherto members of the Upper House had been elected for ten years, the qualification for the electorate being the possession of property of the rateable value of 50 a year. Now the electoral qualification has been reduced to 10 house and 20 leaseholders, and the tenure is for six years. The Lower House, or a.s.sembly, has for years been elected by manhood suffrage throughout Victoria, New South Wales, and South Australia.