Technical Training in Dunedin.

Comparing the opportunities our lads have of learning trades thoroughly with those which are provided in the most advanced countries, we take first the primary schools. These schools do not attempt the teaching of handicrafts, but they are expected, or rather allowed, to teach the rudiments of drawing. Very little time, however, seems to be devoted to this subject; the work done is not inspected by any trained examiner, and the overcrowded state of the syllabus apparently prevents the possibility of amendment. But now that the Minister of Education has turned his attention to the subject, we may hope for a reform. In the way of providing technical instruction in evening classes for apprentices, the Caledonian Society has done excellent work, and we may be satisfied if some of its old classes can be revived. For the teaching of drawing we have an excellent school and a most energetic and highly-qualified teacher. But teaching outside the workshop is only subsidiary to the teaching the young workman receives inside it. The question is very serious: Are our young workmen taught their trades? In some instances I am afraid they are not. They serve their time, and learn next to page 23 nothing. Now a most serious responsibility rests upon managers and foremen in this matter. If they do not turn out thorough workmen they are injuring not only the lads themselves, but the whole community, the country is poor in proportion as its members are ignorant and clumsy. Therefore public opinion ought to be directed most strongly against any employer who fails in this part of his duty. I am persuaded, however, that the practices I have referred to are exceptions; the rule is that lads have a better chance of learning their trade in New Zealand than they have anywhere else. Our mills and workshops are so well found as to attract the admiration of strangers; they are mostly under the direction of the men whose energy originally founded them, their foremen have been most carefully selected, and the variety of work which they all undertake affords such varied experience that we may heartily endorse the exclamation of a Scotch manufacturer who visited one of our workshops; "My lads, you don't know what grand chances you have."

The lecturer was warmly applauded at the conclusion of his address.

Mr G. M. Thomson said that some seven or eight years ago he had, in accordance with a suggestion from Mr Hislop and Mr Fitzgerald, established a chemistry class in connection with the Caledonian Society's evening classes, and given a course of lectures to his pupils. There were over twenty attending the classes, and three prizes, which took the shape of free certificates to attend Professor Black's class at the University, were offered. One of the winners of these prizes subsequently became a mining engineer. He thought that technical education could not be taught in primary or secondary schools, on account of want of time and the neces- page 24 sary funds; but that such instruction could be imparted in connection with the Manufacturers' Association and Universities after pupils had left school. Different trades could scarcely be taught, but a great want in the shape of the proper teaching of drawing could be supplied. Much good could be done by grafting on to the Caledonian classes some for teaching elementary science, and he might state that he had drawn up a course of lectures which might be delivered at such a class this winter. The lectures would be illustrated by experiments, and the cost of the whole, including apparatus, would not exceed from L50 to L100.

Mr G. M. Barr considered that children should be trained to the use of tools from the earliest age, so that their muscles might get regular training. He thought that technical education would not be carried out in the State schools, but in night schools or similarly isolated institutions, which might be subsidised by the (Government.

Mr G. P. Farquhar said that years ago a tradesman was taught his trade thoroughly; but now machinery was so much in use that the workman was taught only one special branch of the machine work.

Professor Macgregor agreed that the great tendency in these times was to specialise all kinds of industry, and a workman was compelled to concentrate his attention on a very limited area. It became, then, a question how much there was that they could teach in common applicable to the varied arts, and he held that there was nothing in common except what they were taught by mathematics, chemistry, and the other general sciences—all the rest being practical manipulation in the workshop. The cry for technical education was simply a cry for an easier way of learning than their forefathers had, but there was really page 25 no easier way—though in this Colony they had some advantages. The University classes were held at night, in order to supply the demand for technical education; yet the people would not attend them, and the same thing prevailed to a great extent with the Caledonian classes. The Manufacturers' Association should seek means to supplement from the present condition of trade what used to be secured under the apprentice system, for the fact must be faced that the organisation of industry was becoming so complex that anyone who was not master of scientific principles would become simply a hewer of wood or drawer of water.

Mr Shacklock did not approve of young children being taught mechanical work, as it tended to deform their bodies or limbs—pattern-makers, for instance, if taught too young, became bent over and unable to straighten themselves. For his part he would prefer to see boys at football and other healthy exercises.

Mr W. S. Fitzgerald, as one who had taken some part in technical education, thought that if the schools carried out their functions and developed the mental powers of the pupils manufacturers would find them fully fitted to learn trades. He considered that if the Manufacturers' Association would combine with the Caledonian Society, and ask the Government to arrange for the supply of apparatus, they might make a fair start at imparting technical education. The Caledonian classes had not hitherto been supported as they deserved.

Mr Mark Sinclair thought that advantage would result from the establishment of means for imparting technical education, inasmuch as boys would then have an opportunity of judging the business most suited to their taste and ability. If some means were provided by which a boy could page 26 find out the natural bent of his mind he would be a far more successful man than those they so frequently saw idle about their streets. Drawing schools were very necessary, for his experience was that if a man could draw anything he could make it.

Mr Farquhar moved a vote of thanks to the lecturer, and expressed regret at the small attendance; still the address would at all events give rise to earnest discussion generally, and thereby do great good.

The vote was carried unanimously.

Professor Brown, in responding, said that he had previously communicated with the Caledonian Society, and fully expected that Mr Robin or some of its members would have been present. Unfortunately, that was not the case. Still, they had had a most valuable discussion during the evening, and he was glad that his efforts had met with that success.