Town Life in Australia

by Richard Ernest Nowell Twopeny

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 scum 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 butterflydom 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 fashion of schooling. Australian children have all now the chance of learning the three R's according to the latest and most approved fashion, 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 circumstances 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 townships 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 townships 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 shilling 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, principally 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 pass 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 modicum 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 quantity 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-class 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 classes of schools have been established: denominational and private venture. The first class have often got good foundations, and taken as a whole they may be compared to the middle-class 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 class. 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 circumstances 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-class schools; at the worst--I am still only speaking of grammar schools and denominational colleges, the highest class 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 class 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.