In all probability there are but few who have ever had their attention called to certain figures duly set forth within the pages of that mine of information, namely, Mr. T. A. Coghlan's WEALTH AND PROGRESS OF NEW SOUTH WALES. Nevertheless, the facts associated with these statistics so directly concern our Australian daily life that they deserve to be widely known. That portion of the work in which our food supply is considered, therefore, is well worth referring to. It will he found that the consumption of butcher's meat by each inhabitant is greater than in any other country in the world. Thus the amount of meat required for each member of the community every year in New South Wales is 201 lbs.; in Victoria 275 lbs.; whilst in Queensland 370 lbs. are called for. On the other hand, in the United Kingdom only 109 lbs. are similarly needed; in the United States of America 150 lbs. while the figures for the different European countries show an average of no more than 70 lbs.
Another article of commerce which is consumed to excess in all parts is tea. As I have previously stated, it is estimated by Coghlan that the four million people in Australasia use more of this beverage than all the millions who inhabit continental Europe, that is, if Russia be excluded; but he further points out that in Australia itself the use of tea is universal. The tables show that for each inhabitant New South Wales requires annually 7.8 lbs.; Victoria, 7.7 lbs.; South Australia, 6.5 lbs.; and Queensland 8.4 lbs.; and moreover, that West Australia attains a maximum with 10.6 lbs. Now, according to Mulhall, in his DICTIONARY OF STATISTICS, the amount of tea consumed annually for each inhabitant in the United Kingdom is only 5 lbs.; and for the United States of America the proportion is but 1.5 lbs.
A survey of these figures consequently must compel us to admit that Australia is inhabited by a people largely carnivorous and addicted to tea. Surely not one person in a thousand would advocate such a diet under any circumstances. Is it not astonishing, therefore, that innutritious fare of this land is still tolerated in Australia? Facts such as these call for the most serious consideration, since they must irresistibly affect the national life; but though it may seem strange, these matters have never received the notice they stand in need of, if, indeed, they have ever received any notice at all.
There are worlds of interest, however, centred in the notable circumstance that Australia, a new and a semitropical country, is now being peopled by the descendants of those who belonged to an entirely different climate. At the present time the old racial instincts are actively powerful, and exert an influence diametrically opposed to climatic surroundings; and, as a matter of fact, we are witnessing a struggle between our Anglo-Saxon heredities and our Australian environment. But such a conflict against our destiny is one in which the odds are overwhelmingly on one side. For of all forces, that of climate is the most powerful. It is true that man is able almost to remove mountains, and that he can create rivers in an arid land; but to endeavour to resist the dominating influence of climate is to attempt the impossible.
Yet there is something more than all this which should induce us to follow the promptings of nature; this is the fact that Australia will only reach the zenith of her possibilities when her people conform to her climatic requirements. For what would the latter mean? Market gardens innumerable, and a healthy and lucrative life for all concerned; the development of her deep-sea fisheries, and employment, direct as well as indirect, to thousands; the cultivation of the vine, with all the wealth pertaining to smiling vineyards; the growth of the olive and other fruits, and all the other industries which only await their creation; and instead of this, at present, all we possess is the knowledge that we are the greatest meat-eating and tea-drinking race on earth.
PROGRESSIVE CHANGES IN THE THEORIES OF EDUCATION.
We are told that it was Jean Jacques Rousseau who first entirely severed education and learning. In his Emile, published in 1762, he advocated a more natural and less pedantic method of training and developing the physical, mental, and moral faculties of the young. The work produced an astounding effect on its appearance, and has largely influenced the educational methods throughout Europe.
Not so long afterwards, in 1801, Johann Heinrich Pestalozzi, permeated with the atmosphere following the French Revolution, gave to the world his views on education in his work HOW GERTRUDE TEACHES HER CHILDREN. The essence of his belief being that "sense-impression is the foundation of instruction," he counselled the development of all the faculties in preference to the mere acquisition of words. "Words alone," said he, "cannot give us a knowledge of things; they are only useful for giving expression to what we have in our own minds." Consequently, he believed in imparting instruction by a direct appeal to the senses and the understanding so as to call forth all the powers, selecting the subjects of study so that each step should progressively assist the pupil's advancement. He contended that observation was the method by which knowledge was principally gained, and that the perceptive faculties (intuition) were developed by observation. Even in his own time his ideas were awarded a recognition of their value; in fact, he had the honour of being specially visited by Prince de Talleyrand and Madame de Stael.
In the early part of the present century another reformer, Friedrich Wilhelm August Froebel, arose to influence all future educational methods. As with Rousseau, Froebel held that each age belonged to itself, and that the perfection of the later stage could only be attained through perfection of the earlier. So, too, while Pestalozzi upheld that the faculties were developed by exercise, Froebel went farther, and added that the function of education was to develop the faculties by arousing VOLUNTARY ACTIVITY, in this way becoming, according to Michelet, the greatest of educational reformers. Froebel was convinced that man was primarily a doer, indeed, even a creator, and that he learnt only through "self-activity." In action, moreover, there was not alone the mere physical exercise, but also the actual unfolding and strengthening of the mental powers. To Froebel, indeed, belongs the honour of originating the kindergarten system, which is making such progress at the present time; and more than this, it may be said that while it is employed only in the earlier stages of education, yet his principles are beginning to make themselves felt throughout the entire system of education.
As a matter of fact, what is known in Sweden and in Finland as SLOYD, or manual instruction, may be regarded as a continuation of the Kindergarten system. Through the exertions of Uno Cygnaeus the whole of the national system of education in Finland was reorganized, and manual work was first made a part of the regular instruction in the common schools. In Sweden, likewise, the same principles have been introduced chiefly by Herr Otto Salomon, the director of the great sloyd seminarum at Naas. Sloyd work is used in the schools in a disciplinary way as an integral part of general education; the children, generally boys, are employed for a certain number of hours a week in making articles of common household use. It is maintained that work of this kind is specially invaluable in supplementing the ordinary school education of the three R's. It fulfils the injunction "to put the whole boy to school;" it develops faculties which would otherwise lie dormant, while at the same time it trains the eye and does away with clumsy fingers.