PROCEEDINGS OF SECTION J. 633 



They call for special skill in the teacher. In any case, reform in 

 moral education does not stand or fall with their introduction or 

 exclusion. They are merely supplementary. Reform in moral 

 education is essentially a matter of securing the more effective 

 utilization of the whole life and work of the school. This 

 involves : — 



(i) The liberalizing of the school curriculum, particularly 

 through the emphasis given to hygiene, civics, history, and litera- 

 ture, especially in so far as it deals with human nature. 



(ii) The school organization, which should give the pupils suffi- 

 cient opportunity to convert their moral insight into real moral 

 character by actual practice in moral conduct. 



(iii) The enthusiasm, skill, and moral influence of the teacher. 

 The main consideration must be to insure the judicious selection, 

 liberal education, thorough professional training, and, above all, 

 the inspiration of the teachers themselves. 



3. TECHNICAL EDUCATION IN AUSTRALIA— SOME 

 CRITICISMS AND SUGGESTIONS. 



By C. A. Silssmitch, F.G.S., Lecturer in Geology and Mining, 

 Sydney Technical College. 



[Abstract.] 



It is proposed in this paper to take a broad review of the higher 

 branches of technical education in Australia, and to point out some 

 weaknesses of our system, and suggest possible improvements in the 

 case of (1) the Universities; and (2) the Technical Colleges and 

 Schools of Mines. 



I. The Universities of Australia and Technical Education. 

 Their energies and interests are largely centred upon academic 

 subjects, the percentage of technical students is small, and 

 academic influence is paramount in the University Councils, while 

 in a Technical University, such as exists in America and Germany 

 for the highest grade of technical education, the courses are all tech- 

 nical, and academic subjects are only provided as a means to the 

 training of professional men in engineering, architecture, &c. Such 

 a technical university is not possible for Australia in the near 

 future, but our academic universities, even with their limitations, 

 could do more for higher technical education, if the conditions of 

 admission, and the nature of the instruction in non-technical sub- 

 jects were changed, and more specialization in the technical courses 

 and increased teaching staffs provided. 



