The Art of Living in Australia: Together with Three Hundred Australian Cookery Recipes and Accessory Kitchen Information by Mrs. H. Wicken

this, at present, all we possess is the knowledge that we are the greatest meat-eating and tea-drinking race on earth. PROGRESSIVE CHANGES IN THE THEORIES OF EDUCATION. We are told that it was Jean Jacques Rousseau who first entirely severed education and learning. In his Emile, published in 1762, he advocated a more natural and less pedantic method of training and developing the physical, mental, and moral faculties of the young. The work produced an astounding effect on its appearance, and has largely influenced the educational methods throughout Europe. Not so long afterwards, in 1801, Johann Heinrich Pestalozzi, permeated with the atmosphere following the French Revolution, gave to the world his views on education in his work HOW GERTRUDE TEACHES HER CHILDREN. The essence of his belief being that "sense-impression is the foundation of instruction," he counselled the development of all the faculties in preference to the mere acquisition of words. "Words alone," said he, "cannot give us a knowledge of things; they are only useful for giving expression to what we have in our own minds." Consequently, he believed in imparting instruction by a direct appeal to the senses and the understanding so as to call forth all the powers, selecting the subjects of study so that each step should progressively assist the pupil's advancement. He contended that observation was the method by which knowledge was principally gained, and that the perceptive faculties (intuition) were developed by observation. Even in his own time his ideas were awarded a recognition of their value; in fact, he had the honour of being specially visited by Prince de Talleyrand and Madame de Stael. In the early part of the present century another reformer, Friedrich Wilhelm August Froebel, arose to influence all future educational methods. As with Rousseau, Froebel held that each age belonged to itself, and that the perfection of the later stage could only be attained through perfection of the earlier. So, too, while Pestalozzi upheld that the faculties were developed by exercise, Froebel went farther, and added that the function of education was to develop the faculties by arousing VOLUNTARY