Brisbane Courier (Qld. : 1864 - 1933), Thursday 16 February 1865, page 5
SOUTH BRISBANE PRIMARY SCHOOL.
THE interesting ceremony of inaugurating the new Primary School at South Brisbane was per-formed with appropriate observances on January 21. A description of the building was given in a recent issue, and to that nothing need now be added, except to state that it was erected according to a design drawn by Mr. C. Porter, architect, and not by Mr. Backhouse, who, after the commencement of the work, was engaged to superintend the carrying out of the contract. The school is on a commanding site, and its aspect is north-east, so that its inmates will be very little exposed to the direct rays of the sun shining through tho windows—a consideration that cannot, in this country, be too closely attended to. At half-past nine o'clock, the children were assembled in the new school, and several were accompanied by their parents. The proceedings were of a somewhat formal character during the forenoon ; but after luncheon time, the children were re-assembled at the old school (the Mecha-nics' Institute), whence they marched in process-sion, headed by a band of music and with flags flying, to the new school. When they were seated in their places, all the available space was soon occupied by the visitors who were present, to the number of about one hundred and fifty.
At one end of the school-room, the Hon. Arthur Macalister, Chairman of the Board of General Education, presided ; and near him were seated the Hon. Gilbert Eliott, Speaker of the Legislative Assembly, and Mr. T. B. Stephens, M.P., members of the board ; Mr. T. P. Pugh, M.P., the Rev. Thomas Mowbray, Mr. George Wight, Alderman A. J. Hockings, and Mr. A. Fitzgibbon. Several of the most reputable residents of South Brisbane were scattered through the room.
Mr. RANDAL MACDONNELL, General Inspector of Schools, said that they left the old building without regret, although nearly two years had been passed in it. Since the school commenced in South Brisbane, the children had progressed very rapidly, and had profited under the in-structions of their teachers ; and this in spite of much inconvenience which they had suffered, from the close and cramped nature of the old place. In the new building in which they were now assembled they would be free from such disadvantages. When they began there was an attendance of only thirty-five children ; in the space of a year and a half there was an at-tendance of four hundred and fifty—he meant all the children on the books of the school during the time. He had little doubt that, with the greater facilities, improved appliances, and other advantages which they now had at com-mand, and which they had not in the old school, the attendance would be more greatly increased. He now asked all present to listen to the Chair-man of the Board of Education, who would ad-
dress them.
The CHAIRMAN said : Ladies and gentlemen— It must be decidedly flattering to the whole of you to hear the observations which have just been made by the General Inspector of Schools. To have raised this school in so short a period from the very limited number with which it at first commenced to the large and numerous class which we now behold around us must create in your minds feelings of great pleasure. In addressing you on the present occasion, I think it right to make what I may term an apology for doing so. The public of Queensland have lately had so much said to them on the subject of primary education as to have created in my mind a doubt whether the subject of this ad-dress—and it is the only one that, on an occa-sion like the pressnt, I could well introduce— would attract that attention, which, under other circumstances, it might have induced. The attendance here of so many of those who take an interest in the question has silenced my feeling, and I approach my subject with the varied de-sire to render it, if possible, both interesting and instructive ; and here I would desire to observe that one great object which I have in view is to relieve the National system of primary edu-cation in Queensland, as now administered by the Board of Education, from the groundless im-putations which have been preferred against it, for it is only by doing this that I can elucidate, and place before you, the advantages which this colony derives by supporting it. In answering these attacks, I shall give offence to no one. My object will be to deal with facts, and, by such means, get rid of the cobwebs with which it has lately been attempted to encompass the system and its working. As this address is not intended to extend itself into a lecture, I need not delay to remind you of the importance which has always been attached to the subject of public education. From the days of the great prophet who led the children of Israel through the Red Sea down to the present, the question has been one of deep interest to those who have desired to benefit the human race. In our own nation men have been raised to supreme power, whose greatest ambition has been to give encouragement to, and to surround themselves, by those who desired to extend the blessings of education. The age which saw the printing press introduced into England,
beheld the hidden treasures of former
ages of literature brought to view, and a revolution in the means formerly employed to extend the empire of knowledge I shall not stop to enquire into whose hands, during the earlier ages, public education was placed. The religious revolution of the six-teenth century had the effect of placing much of it in the hands of the clergy. Various causes combined to render this guardianship one by no means calculated to advance the educa-tion of the people, for we find that, up to a very late period indeed, public education in England had degenerated into a subject of contempt, while the men who, of all others, ought to have been the most highly honored— the schoolmasters—were held up as objects of ridicule. This state of matters was even worse in some of the colonies, With a sum of money voted for division among denominations, the remuneration to schoolmasters was of so paltry a character that none but those who failed to find a living by other means, engaged in the occupation. The schoolmaster still continued the degraded individual which the low state of education involved, and only emerged from this position when other employ-ment offered itself. In 1831, the system now in use in this colony was first introduced into Ireland. That system has for its object, to bring together children of all sects, to put down that spirit of antagonism, and those feel-ings of heart-burnings which have invariably been the result of opposing schools ; and, by the employment of competent and trained teachers, to give to the children an education calculated to make them good members of society. Before this system was introduced into Ireland, years were spent by the British Government in tak-ing evidence and arranging the details of the system. Of course, regarding a system at the time untried, many ominent men differed in opinion ; and I shall here only quote the opin-ions of two of the most distinguished witnesses who were called to give evidence. The Right Rev. Dr. Doyle, a distinguished prelate of the Roman Catholic Church, in his evidence before tho House of Lords, says :—"I see no objection whatever that they (Roman Catholics and Pro-testants) should be educated together; on the contrary, if, by being educated together, the harmony of the different sects in Ireland could be promoted, I think it would be a matter to be desired." Dr. Wiseman, a distinguished car-dinal of the same church, in his evidence, says : —I think that in this country (England) and in Ireland such arrangements might be made that both Protestants and
Catholics could attend anything in the form of an University or Public School, without any harm ensuing ; on the contrary, good, perhaps, might be done. I think also that in the lower branches of education it might be easily managed to give them a common education, reserving the religious education of their respective classes to their own pastors." The system, as introduced into Ireland, has been eminently successful. The schools belonging to the board at the end of the first year were in number 789, and the children attending were in number 107,042. During last year the schools numbered upwards of 6000, and the
scholars upwards of 800,000. It was stated, I understand, on a late public occasion in
Brisbane, that the Irish system had failed but, in the face of these figures, you will agree with me that we ought to have some proof of
this fact. I admit that there has been dis-
satisfaction expressed towards the Irish Board, but that dissatisfaction is the very opposite to dissatisfaction towards the system. As I have already pointed out to you, one great object of the system has been to bring children of all denominations together. This being the case, one of the religious denominations in Ireland has been attempting—and I believe with some amount of success—to get the Board to allow it to establish Model or Training Schools of its own to be paid for by the country. This is palpably establishing denominationalism. It is against this course of action that the Bishop of Derry so solemnly protests. He says :— "This further departure from the principles of the National system, in favor of schools belonging exclusively to one religious body, will afford a cause of well-grounded dissatisfaction to others to whom such privileges are refused, thus furnishing the opponents of the National system with an argument which they will not fail to employ to its disadvantage." Dr. Henry, one of the oldest members of the Irish Board, also says :—" In my humble judgment, the recent changes of rule seriously interfere with one of the fundamental prin-ciples on which the system of National Educa-tion was founded—namely, that of 'united secular instruction,' while in their operation they will tend to foster, and to reward in its stead, a spirit of separation and exclusiveness." Instead, therefore, of any want of success in carrying out the National system of education, these eminent men are protesting against the attempt to tamper with one of its fundamental principles, a strong proof of the danger of de-parting in this colony from any of the principles
of the fundamental rules of the National
system. The success of the system in Ireland having been established many years ago, its direct applicability to a colony like Queensland became, as in the case of the other Australian colonies, apparent. I have said the success of it in Ireland, because as the Irish system, ours is recognised; but we all know that among the most enlightened nations of Europe, the system of united secular education has long been in use, and successfully. I need only name Prussia, Austria, Bavaria, and Holland, as countries where Catholics and Protestants of every denomination all join in the study of the several branches of a secular educa-tion, their religious education being attended to by their respective clergymen. Under these circumstances, our Primary School Act of 1860 was passed, creating a Board of General Educa-tion for the purpose of establishing schools upon the principles of the National system, with power also to the Board to frame rules for car-rying out that system. A power is also given to the Board to assist other than vested schools, when these schools conform to the principles laid down for the management of vested schools. Under thoso regulations tho Board havo at this moment thirty-threo schools in dillbront parts of tho colony in full operation, Thoso schools aro now educating 4500 children, while no loss than twelve applications now await, aid from tho Board. Boforo I prococd further, I would desire to answer n charge hroughl by two lay-men at a mooting hold in Brisbano. Those gentlemen, perfect strangers in tho colony, ohoso to assort that under tho National 'system wo should train up youths without religion positivo douions. Now, il occurred to mo, whon 1 hoard of tho obsorvuüons, and where thoy had como from, that wo scarcely required to train up dénions-(laughter, continuing for somo minutos)-for I feared wo had boon importing thom roady-mado. (Renewed laughter.) It was gratifying, howovor, lo lind that thoy had not boen trained under tho National Bystom, buliu opposition to it. I really do not know,
and am unable lo mako out, what kind of reli-gion Ihcso gentlemen profess, if tho following training makes demons. I would ask you lo open tho National School-books. Do thoy not tell you of tho full of our first parants, of tho promise that a Saviour would in duo timo appear ? Do Ihoy not show that in tho ful-
ness of timo God sont into this world our
Divino Redeemer, and that ile, for guilty niau, ollbrod himself up a sacrifico for sinners P In theso books you havo tho wholo of tho moral law. Lot thoso who know nothing of tho sys-tem attend to tho following lesson, which is daily taught in our schools. (ApplaiiBo) ¡
" Christians should endeavor, us the apostle Paul commands thom, lo live poaeoably with nil mon."-Bom. 12, l8.
" Our Saviour Christ commanded his dis
ciplos to lovo ono another. Ho taught them to lovo oven thoir oncmics, to bless those that curso thom, and to pray for thoso that porsocutod them. Ho HiiiiBclf prayod for his murderers.
" Many mon hold orronoous doctrinos, but wo ought not to hato or porsoouto thom. Wo ought to Beek for the truth and to hold fast what wo aro convinced is tho truth, but not to treat harshly thoso who aro in orror. Our Saviour did not intend his religion to bo foreod on men by violent means. Ho would not allow his disciples to fight for bim."
"If any persons treat us unkindly, wo must not do tho samo to thom ¡ for Christ and his apostles havo taught us not to return ovil for ovil. If wo would obey Christ, wo must do to othors not as thoy would do to ub, but as wo
should wish thom to do lo us."
" Quarrelling with our neighbors and abusing thom is not tho way to convinco thom that wo aro in tho righi and thoy in tho wrong ¡ it is moro likely to convinco thom that wo havo not a Christian spirit."
" Wo ought to show ourselves followors of Christ, who, when Ho was reviled, rovilod not again."-1 Peter, ii. 23.
Talco these, and tako tho hymn headed "Tho Example of Christ," which I shall not detain you by reading, and you havo roligion puro and uudclllod by soctariun dilforcneos. (Great ap-plause.) In addition to all this tho wholo or any part of the Scriptures may bo used during thoso hours Bot apart for special religious instruction. 1 might dwell at much longer spaco on this por-tion of National School teaching. I might re-mind you of tho rancour and prejudico which sectarian differences have too often engendered, and show that tho National system of educa-tion is peculiarly adapted for softening down, if not altogether dispollmg, theso ; but 1 fe-il that timo will not permit of my doing so. I shall glanco for ono moment at that portion which
treats of teachers :
18. " Tho appointment of teachers rests solely with tho board, who will, however, pay regard to any recommendation of candidates by local patrons."
"A teacher should bo a person of Christian sentiment, of calm temper und discretion, imbued with a spirit of peace, of obedionee to tho law and loyalty to the Sovereign, and should not only possess the arl of communicating know-ledge, but be capublo oí moulding tho minds of youth, and of giving a useful direction to tho power which education confers. These aro the qualities for which patrons of schools, on their recommendation of t'cachors, should anxiously look. Thoy are thoso which tho board aro anxious to lind; lo onoourago, and to reward."
19. " Candidates for appointment as teachers must possess at least a competent knowlodgo of tho subjects usually taught in primary schools that íb, reading, writing, arithmetic, grammar, and geography. This knowledge will be tested by nn examination before tho General Inspector and one or moro examiners, who will roport
thereon to tho Board. Candidatos must also attend for a sufficient period at the Normal School, to acquiro a familiarity with tho methods of teaching there adopted. As a general rule, no teacher will bo appointodwho has not under-gone such a course of training and examination at tho Normal School, and whoso competency ha« not been thoroughly tested. Teachers, on first entering the servico of tho Board, or who have not been classified, are tormed probationers, and receive reducod rates of salary, at the dis-
cretion of the Commissioners."
The Normal School referred to in this regula-tion is tho main Btay of the National system. This school, although used for, tho education of children, is devoted at tho same time to the traiuing of tcachors. Thoro thoso in tondod for the profession receive a training in he principles of education, the art of teaching, and tho whole economy of a school. Thoy are I also required, to read privately the best works
on tho subject, and to undergo periodical oxa
minntions as to tho extent of thoir acquirements^" and when found to bo sufficiently proficient aro noted for appointment. Of course," iii ordor to induce men to bocomo thoroughly qualified for tho office of teacher, tho Nationnl School rules alford thom tho pecuniary means of occupying a position in society worthy of their occupation, and of enabling them to associate on terms of equality with the other officers of tho Govern-ment. Wo have boon told by a high authority in church matters, that our schools woro in-tended for tho poor ; but that instead of re-stricting them to this class, a largo number of pupils aro tho sons "iind daughters of well-to-do parents. I am vory glad to have this admission. Tho National system of oducation was intonded to moot, and doos meet, tho demands of all classos. Thoro, tho son of the poorest individual Btands on au equal footing with tho son of tho rich ; and tho samo inducomonts, tho same prizes, aro offered to both. But this result could only havo boon arrivod at by tho advantages of tho systom. Good teachers' and tho security of a good English oducation aro boforo all who entor tho National sehoot in this colony. I nood not rofer to what is taught. Each book of lessons speaks for ¡(self. 1 am hero reminded that the Board of Education lins boon licensed of refusing aid to non-vested schools when thoso have oll'erod to comply with tho regulations. If tho Board has done so I um ignorant of tho fact. On the contrary, tho Board stands in the position of being able lo give effectual assistance to non vested schools. It is to thoso schools that for somo years I would fain look forward for de-veloping our systom in very remoto parts. When tlio Quoonslantl Board of Education was first established, a regulation was adopted by
which aid to non-vested schools was restricted to thoso schools in oxistenco at tho timo of tho passing of tho act. Thoro is no doubt in my mind that tho Primary School Act justified such a regulation ; thal is, thoro was nothing illegal in it, but to this regulation wo havo boon indebted for the early outcry that the Board rqj fused aid to (ho nou-vostod schools willing to comply with tho Board's regulations. This rogui lation was a bugbear, brought forward on overy occasion in order to daniago ;ho Board. A curofttl examination, both of tho regulation and of somo of tho applications for aid for non vested schools, induced mo to arrivo nt tho following conclusions ¡-(I.) That it was ossenlial for Iho sucoosi] of the system that tho Hoard should havo power, without restriction as to limo, to grant aid to non-vested schools, in places where tlio Board had no school ; and, (2.) That some who coniphiinod of tho regula-tion of tlio Board, had no intention of complying
with tho othor rules thal woro of much greater ] importance. Tho Board nllorod tho regulation I
so far as tho restriction to sohools ostablishod prior to tho passing of tho act woro concerned. Wo hnvo thus removed this ground of complaint, and since thal was dono no applica-tion to aid iion-vestod sohools, whoro it was shown that the regulations of the board woro intondod lo bo ourricd out, has ever beon refusod. If in any caso aid has not boen 'granted, it lins been because the nocossary
information has not been givon to enable tho Board to decide definitely on tho application. Any nttompt, however, to intorforo with tho fundamental principios of the systom to degrado tho toachor to his former position, and to bring tho primary oducation of tho young into contempt-anything oaloulatod to insult tho understnndiiulg, and to fettor tho develop-ment of tho intolloot-will no doubt find in our regulations a block of stumbling and a rook of olleneo. I imiBt now conclude In thoso hur-ried obsorvntions I luy no claim to originality.
I havo but cullod ono or two of tho Howers
which havo been strown in my path by tho hun-dreds who havo trarollod tho road boforo mo. T havo simply placod boforo you a ia\r of tho thousand and ono ransons which havo ofton boon givon in favor of our system of odiieiition. I havo much pleasure in congratulating tho peo-ple of South Brisbano in the erection of this building ¡ although, milking no prolonaions to arohilootiiral beauty, it is airy, convenient, and commodious. Tlio tenchors boar high testimo-nials in their favor, and, 1 have no doubt, will rocoivo from parents tlio consideration to whioh their merits entitle thom. I trust mid pray that tho Grout Architect of tho Universo will throw His " oovoring wings" around this institution, und grant lo it n successful mission. (Loud and continued applauBO.)
Mr. Macdonnell, at this stngo, informod tho children Unit tho building committee, who had taken so much pains to eroct the sohool, had proparod a foast for thom.
Mr. A. J. HoaiciNoa said that for tho most liberal miinnor in which tho Board of Genornl Education had seconded tho offorts of tho South Brisbano peoplo in obtaining tho funds necos sary for the sohool, thoy should make somo sign of recognition. No ono could view tho number of children nssomblod thora that day, and tho suitable accommodation provided for thom, without being deeply impressed. South Bris-bano had boen woll noted for having a vory fair proportion of tho rising gonoration ; but up to within a vory short limo thoro had boon a lamentable deficiency of suitable educa-tion for-thom. Many years ago mi attempt was inado to got a place for education ¡ a grant was obtainod from tho Parliament of Now South Walos, but it fell through, tho pooplo boro being too poor to niako up tlio necessary funds to cntitlo thom to tho grant. Ho was ono of tho local patrons at tho limo, and ho felt justified in making Bomo remarks, having always felt a deep interest iu oducation. (Applauso.; Tho hand Bomo manner in which tho Board had como for-ward to assist thom ¡ft erecting (ho now school dcBorvod somo recognition at thoir hands, and ho proposed a voto of thanks to tho Board for tlioir attonlion to tho requirements of tho
pooplo ; and he coupled with it tho narao of tho / worthy President for attending thut day, and inaugurating tho building with nn address. (Applauso.)
Tho Rov. Thomas Mowbray, Moderator of the Synod of the Presbyterian Church of Queens-land, seconded tho motion. It was willi vory great gratification ho was prosont that day, nnd ho congratulated thom upon tho provision that had boon mudo for tho educational wants of South Brisbano. Ho know the difficulties that had been encountered to próvido suitablo nnd efllciont teachers ¡ but that was whon they had no Coard of Education to second their efforts, and wero left solely to thoir own resources, and it was impossiblo to retuin any man fitted for tho work. Ho had beon many years in thoso colonies j ho had had considerable ex-perience in other parts of Australia of the working of the Denominational system in Victoria and in New South Wales. Ho knew what it was under the system then in operation to retain a man qualified for tho work of educa-tion. In Sydney he'was well suitod, in some respects. Ho had thrco teachers, only one np to his work and thoroughly successful-he was a mau who had been trained for the life, and who lind not only educational qualifications, but natural qualifications-a love for tho work. Tho othor teachers wero mon who had failed in other occupations, and- who turned to education as a dermer resort. Ho know the teacher under the Board waB trained for his work, and if ho was ii man of energy and ability thero'wos before bim an honorable career. (Applause.) With regard to tho chargo against the system of National education, he, as a ministor of religion, was pre-pared to meet it. For the last ten years ho had used the books in tho education of his own family; ho had gone through thom pago by I page; moro especially the first six-the book
on Scripture ho did not use, becauso he had no hesitation in taking tho Scriptures themselves -and ho was prepared to maintain that there was not a pago in thoso six volumes against whioh tho chargo of irreligión could bo brought Tho system laid o broad, sound, and liberal
foundation for whatever suporstructnro'. might bo raised upon it. It taught no peculiarities of religion ; it showed no distinction betweou Protestant and Roman Catholic, nono between Presbyterian and Wesloyan; and, so far us ho was concerned, it Iniight no Prcsbyterianism. (Applauso lind laughtor.) But it taught thoso grand doctrines* and thoso truths which lie at the foundation of tho Christian religion. If tho teacher was care-ful in inBtUling tlio doctrines taught in thoso books, ho would require nothing moro for tho foundation, and ho would give a bent to the
mind of the children for whioh they would bo thankful to him in after life. (Applause)
The C2AIB3ÎAÎÎ said, before putting the motion to the meeting, he desired to obsorvo that to far as the members of the .Board wore personally concerned they would be perfectly satisfied with tho discharge of tho duty which devolved on thom without anticipating any voto of thanks on tho part of the peoplo. There could be no doubt that if tho regulations of the Board of Goncral Education wero as thoy ori-ginally stood, South Brisbano would at that very moment have been without the building in which they wero assembled; because, at ono time, tho Board could demand that one-third of the amount necessary for tho buddins should be subscribed in the locality. Many reasons
existed in the minds of tho members of tho Board for an alteration of that rule. In a young colony like this, where wo have population pouring into it b; thousands in the week, we can point to many localities with a large amount of population and with a very limited amount of capital. It would havo been
no Board of Education whatever unless it had Btretchod out a helping hand to nssist those localities that wero for tho moment unable to assist themselves, Tho rule, therefore, was altered ; and ho boliovod thoy had to thank the honorable member for South Brisbane, Mr. Stephens, as a member of the Board, for tho alteration (applause), because, if he recollected rightly, if Mr. Stephens did not initiate it, ho, at any rate, strongly sup-ported tho alteration of the rule ; and the alteration, he (tho Chairman) would fain hopo, would bo of tho greatest importance, and would bo of equal benefit to other aud remote parts of the colony, as in South Brisbane. He could se« no reason, if n necessity existed for it-if they lind a larger number of children to
educate thnn could be accommodated within the
one school,-why they should not have another school, and why tho bonni should not step forward and erect it. (Applause.) For his own part-mid he wits enabled to speak for every individual member of the board-the greatest satisfaction he enjoyed at tho success of their efforts was to seo so many children assem-bled in the school. Ile then formally put the resolution. (Applause).
At the c.ill of Mr. Hockin'OS, " threo cheers and one cheer moro" were given for tho Board
und the Chairman.
Subsequent totheprocecdings ubove described, the children were drnwu up on the playground,
and thence conducted to the feast winch had
been provided for them by (he Building Conniittee. In tho midst of their enjoyment we
left tbem.