PROCEEDINGS OF SECTION J. 631 



thinking, because of its restrictions of time and political condi- 

 tions. The increased demand for an intelligent teaching of Aus- 

 tralian history, and the growing attention paid to local history are, 

 however, promising signs of progress. 



British history cannot Be taught here as it is taught in England, 

 where memorials of tlie past aid in developing the historic sense. 

 Here the idea of time, and the long continuity of the world's story 

 must be obtained from the teaching itself. Good work may be 

 done by tracing the social and economic development of the race 

 so that by constant comparison and contrast of different ages with 

 one another, and with present conditions, a true standard may 

 be arrived at by which modern conditions can be judged. 



Examinations give evidence that m the secondary schools of 

 Victoria that the history teaching has developed an interest in 

 social and economic conditions, and with this a tendency to com- 

 pare the past unfavorably with the present. Such comparisons are 

 based on unsound knowledge, and while the conclusions may often 

 be right, there is often complete ignorance of the data which could 

 justify such conclusions. 



If one tithe of the money spent freely on equipment for natural 

 science work in our schools and universities were spent on books 

 and documents for history teaching, pupils and students would 

 have tools to work with, and be able to compare and draw con- 

 clusions. The liberal endowments in older and richer countries 

 of history teaching establish for us a standard of efficiency for our 

 guidance and inspiration. 



Australia is a young nation; it is in the making; many in- 

 fluences will contribute to its making, but it is for the schools and 

 universities of the Coiumouwealth to lay a basis of sound historical 

 thinking for its future citizens, so that the " foundation of political 

 well-being is being laid in high standards of moral worth and 

 public spirit." The purpose of history teaching in the Australian 

 Commonwealth should be, in fact, " an augmenting of the spirit 

 and an enlarsrement of the mind." 



2. MOEAL INSTRUCTI01«T IN SCHOOL'S. 



By Br. A. J. Schuh, Principal, Teachers^ CoUege, Adelaide, S.A. 



[Abstract.] 

 While all educationists are agreed that the supreme aim of 

 education is the development of the moral character, there is much 

 diversity of opinion as to the best ways and means of realizing this 

 aim, and the utmost diversity of opinion about moral instruction. 

 Much of this is due to an imperfect analysis of the nature of this 

 educational influence. 



