824 PROCEEDINGS OF SECTION I. 



English public schools. To be sure there are many secondary 

 schools scattered throughout the mother country which have 

 as liberal a course of study as that with which we are here 

 familiar, but the great public schools, such as Eton, Win- 

 chester and Westminster, are in a transition state, the modern 

 subjects pressing for recognition in a curriculum which until 

 I'ecently has been almost exclusively classical. The English 

 PubHc School system — based on the plan of a Strasburg 

 schoolmaster of the Renaissance, and variously modified in 

 turn by the influence of the Jesuit schools and (at least as 

 regards physical education) by the thinkers whom Mr. Oscar 

 Browning calls the " Naturalists," e.g. Locke and Rousseau — 

 remained until half a century ago a stereotyped pedantry. 

 But the mighty influence of Dr. Arnold from within, and 

 the forces of a widening civilisation from without, have 

 brought about a movement among the dry bones. Gradually 

 a more natural and scientific system is being adopted, and 

 recognition given to a wider course of educational subjects. 

 The secondary schools of Australia — meaning by that term 

 all which prepare pupils for the University — include in their 

 curriculum Latin and Greek (with prose, but not verse 

 composition), mathematics (including arithmetic, algebra, 

 geometry, trigonometry, mechanics, and conies), one branch 

 of elementary science (usually either chemistry or physics), 

 English language and literature, Enghsh and ancient history, 

 geography, and a modern language (French or German). 

 Of other subjects, drawing is taught almost everywhere, but 

 as an optional subject; book-keeping is similarly recognised. 

 Most large schools have a double classification, for general 

 subjects and for mathematics respectively ; and a bifurcation 

 in the Upper School into classical and modern sides, the 

 modern taking no ancient languages, and devoting more time 

 to mathematical and English subjects. Few of the larger 

 institutions are without a gymnasium, a chemical laboratory, 

 and spacious grounds for field sports. Cadet corps are now 

 the rule, with their adjuncts in the form of rifle and carbine 

 clubs. The chief feature that would attract notice from an 

 English observer is the invariable combination of day and 

 boarding schools. No doubt Mr. Oscar Browning would 

 recognise these as a fulfilment of his prophecies, or at least as 

 approximating to the type he favours. No large schools 

 exist solely for boarders : in the majority about 75 per cent, 

 are day scholars, who of course retain the advantages of 

 home influence, The hours of work under such circmu- 



