PUBLIC INTEREST IN EDUCATION. 785 



Another cause is moie fundamental, and lies in the character of 

 the school itself. Has the work done in our schools been such as to 

 impress the people with a sense of its value, and inspire them with 

 enthusiasm ? Has it been closely associated with what is taking- place 

 in the great world outside the school, and especially that part of it 

 in the immediate neighbourhood of the school ? Has the instruction 

 been practical enough in its aims and methods? And has it been 

 thoroughly efficient ? I fear that we cannot return a fully satisfactory 

 answer to those questions. 



It remains to consider some means of quickening the public 

 interest in education. As in other propaganda work, something may 

 be done by public meetings and the Press. One of the duties laid 

 upon inspectors of schools in Kew South Wales is that of assembling 

 parents and citizens, and addressing them on education. The pressure 

 of other duties prevents this one from being discharged very effectively, 

 but wherever such meetings have been held the result has been 

 beneficial. The Press also may be used with advantage to bring 

 educational topics before the public mind. Letters and contributed 

 articles, written by competent hands, and published in newspapers 

 or magazines, would help to turn the thoughts of the people in the 

 right direction. Of the effect of publicity and free discussion an 

 example was furnished by the conferences which were held after the 

 report of the New South Wales Commissioners of Education was 

 published; no small impetus was then given to the popular educa- 

 tional movement. 



But it is through the school itself that most can be done to 

 popularise education. I do not mean that we are to wait until the 

 children that are now attending school grow up and replace the 

 present adult population. The need is a present one, and does not 

 brook such long delay. But by making the school more efficient, by 

 bringing it into closer relation with the activities that are going on 

 around it, by eliminating the dead-weight of useless lumber that now 

 encumbers it, and by demonstrating to the people its practical help- 

 fulness, we shall win from the community a hearty support and co- 

 operation beyond what we have yet enjoyed, and without which th© 

 l)est school cannot fulfil its mission. For the school is but one factor 

 in education. The other great factor, the home, must do its part, and 

 the two must work together in harmony, which they cannot do without 

 mutual understanding and mutual goodwill. How often do teachers 

 complain that their difficulties are increased and their teaching 

 nullified by the adverse influence of the home, which, when it is not 

 actually hostile, may be indifferent or unsympathetic, and not uncom- 

 monly indulges in careless criticism or ridicule of the teacher and his 

 work. The people realise very imperfectly as yet the nature and 

 importance of education. Parental affection is not wanting-; with 

 better knowledge and the interest that comes with knowledge the 

 parents will perform that part in the education of their off'spring 

 which is peculiarly their own, and cannot be delegated to the teacher. 

 Let us endeavour to impart that knowledge and to arouse that interest. 

 Of the two chief partners in education, the home and the school, the 

 school has the advantage in knowledge. Can it not by some means 

 enlighten its less favoured partner. The teacher might induce the 



