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 the power, to enforce the dogmatic teaching of his own church in all the schools, and to leave those who did not agree with it without any teaching, moral or educational. They were not satisfied with a compromise system, by which the duties of truth, chastity, honesty, charity, forgiveness of enemies, and thankfulness to God, should be inculcated, with reading, writing, and arithmetic, unless the questions of the number of sacraments and the right line of apostolic succession were also expounded according to the views of each; and sooner than either would give way, they were content to leave infant minds to gather all their learning from the blasphemy of the streets.

The vigorous opposition of these two prelates, and others of their mind, aided by many who, really worshipping nothing, except what the Americans rather profanely call the "Almighty Dollar," yet loved a party cry, temporarily suspended the carrying out of the recommendations of this report.

But the Stanley National system of instruction is the only system possible in a colony where the divers religions were so evenly balanced, and made and is making progress. In the principal towns where denominational schools were in existence in 1844 they are still maintained, but in new districts Lord Stanley's system is introduced.

In pursuance of the recommendations of Mr. Lowe's committee, a board has been formed on the principle of the Irish Board of Education; and a normal school for training teachers on the Irish system has been established.

Throughout the "Three Colonies" great anxiety prevails among all classes for the extension of education, and a willingness to bear taxation for that purpose.

The normal school of Sydney affords one of the many comical anecdotes afloat illustrating the mode in which officials in England attend to colonial affairs.

In consequence of the suggestion of Mr. Lowe's committee, after the heat of the educational question had toned down, application was made to the Colonial Office for a master acquainted with the Irish school system, and capable of taking charge of a normal school for the instruction of masters in that system. For nearly four years the Colonial Office slept on the application: at the end of that time, by