NOTES ON EDUCATION.

Dominion, Volume 3, Issue 686, 10 December 1909, Page 3

NOTES ON EDUCATION.

: . . [B: SOCBATES.] .;. .. . . TECHNICAL INSTRUCTION.. ; Some observations 'which'' appear in tho annual report of the Now 'Zealand Minister for Education (Hon. G. Fowlds), on certain aspects of technical education <in this country, 'are worthy : of reproduction: rrilr. G. • D. Braik, Inspector of Schools in jWangamii, contrives to brighten up his annual statement of tho progress and ■ condition of : technical educaion in; his district with. au interesting commentary on tho valuo of technical instruction, 'With tho practical skill ■ acquired during ' their, primary training," he - observes, "such , of the pupils us do not. take up a purely literary course proceed to various branches of eniployinient, excopt those that attend the technical (classes at Wanganui. • It: is just here,- whoro all connection with educative influences is apt to be snapped, that tho instruction given.at the ynrious technical schools and classes becomes invaluable; and if pupils do not or cannot attend technical or continuation classes,: tho effect of much of the instruction given at tho primary schools will be irretrievably lost. It is thought by somo that technical training is being foisted upon an unwilling people for no better reason that'its voguo in other lands. Such dp not reflect on the'dangers of a purely literary education (by which is hero meant education sololy through.tho medium of books), else, they would view the matter in a different light. What is tho main cause of tho present dissatisfaction in India? ' It is very largely the result of misdirected education. Why is it thai the 'unemployed' question is always with us in a' moro or less acute form—in n, terribly acute form in Britain'at tho present time? Ifr is tho result of misdirected education to.a; yerylargo extent. 1 Were people taught to usq,their: hands in conjunction with their brajns in their youth,, they would not in their manhood readily become helpless : appendages .to. machinery, or cease to bo real factors in the-development of tho State. Whenco come 'i'.tlio -'.flotsam - .and'! jetsam of society—tho wastrels, the ne'er-do-weels, and the 'Weary Willies'? They are to a largo extent the product of misdirected or incomplete education." ■~■'.■. '; ■

',: Compulsory Attendance? - Mr. W. S. La Trobe,- director of the Wellington .Technical School, 'considers/thai; the most pressing problem in classes for industrial workers is that, of so arranging.-•tho" courses' for'-'apprentices as to provide allj.the training which they should at the school without unduly interfering with their ordinary work as.breadwinners.,' "Our experience'in this school," he, submits; "points to , thp .necessity making the attendance-of Apprentices and other learners at technical classes compulsory, especially in ' the;.case of freb students. Considering how tho, system of freo'compulsory education in tho primary schools tends to diminish the authority'of'"the parent by substituting tho authority of the State, it would appear to: be a weakness of the. present. arrangements that the sole authority of the. parent iu relation to further training should be invoked at a juncture in tho child's life when change of occupation and oarly adolescence tend to make it -specially intractable. .For children proceeding from primary'to secondary or day technical schools the matter is not Very serious, but for those who go to. work and .have>no'.other incentive, to evening studies than their parents'* authority and ,thcir- own, often limited interest and somewhat shadowy ambitions, tho position is very unsatisfactory. Considering how closely- tho welfaro of .the Stato depends on the complete and profitable development: of\the individual, there seems to bo some reason for moving in:" the direction of enforcing attendance at continuation and technical classes on all those : who are , likely, to benefit the State by being specially trained. The oft-repeated plea that those who do not of their own free-will attend l evening- classes to improvo their acquaintance with the principles and practice of: their trade or profos-, sion are not worth compulsion, whilo it had great-weight in the caso of men and women of mature'years, has practically no value' when' made in relation to those who, though' perhaps earning their own.livelihood, are yet in matters of judgment and experience us much, infants as in matters of law—liable to punishment for v their faults," but incompetent to make their/own contracts. The evening, classes are specially distasteful to tho rank-and'ftlo: of the' tradesmen apprentices,, and we :havo al-: most.daily evidence''of-'thji'difficultfe^jvhich- 1 parents, anc) cuiployer'OSporieiico in'trying to moke the young worker attpwl classes after the ordinary day's work is 1 done. In addition, the young .Iworkev' not seldom labours' under disadvantages arising-, from-his being obliged to work overtime or on night shifts which proventhim making regular attendance, ; howeve), anxious lie.may be 'to seize every, opportunity'of advancing himself." ■ ■'■'"'■. ' • '-.:■

Continuation Schools;.' , ,- 1 '. I '' In somowhat similar vein,:. Messrs., M. \H. Browne and E. C Isaacs,..lnspectors of Technical Instruction for the Central Authority, state the case for the establishment of "continuatioii schools." They say: " Authorities in England and elsewlicre have recognised, by experience that the provision of elaborate and expensivo buildings and equipment does not necessarily prove an effective means"-of attracting students. The whole.; question 'is comprehensively dealt with ;■ by.".-: Professor badler in his 'Continuation Schools. In England : and.. Elsewhere.'-.' What are known as i continuation- schools'' appear ;td be destined to play no inconsiderable part in tho solution of the problem under review.'< Tho purpose of these schools-has been' defined as follows:. 'To provide at convenient hours further instruction for those ;whohavo already left the. day school and- have entered upon tho .practical- work of- life, ' whether as apprentices or as independent wage-earners or in the duties of tho home; to prepare students for tho efficient discharge of ; the duties- of citizenship, and to increase their power and ■Art m •'rcadwinmngVpccupations:'-'- , -"-'- ■'■•■■ ■■ ; It appears that/while the attitude , of workers towards continuation - schools-is" at pre-' sent mainly one of indifference,' the interest.in them is growing, and: the; younger men, at least, nre beginning to see tho advantages of technical training. A' minority aro always •keen about it. Working men's associations and trade unions, in "some few cases, are moving in the matter, but the majority of them, liko the workers, appear to be indifferent. Ono reason given for this indifference is that.the increased.efficiency of apprentices benefits em-' ployers more than workpeople, v The attitude of employers is said-to be encouraging, or at least not adverse. The opinion is expressed that,'; while many of themare becoming, more alivo to the necessity r for technical- training for then employees, much more niight.be dono iii the direction of advising, if not bompelling the -attendance) of ,■ the : latter; at technical classes. ."'.'■-."■"■...:... ■>■■■;.■■-:'• ■■-.■-.,..;

';;. "Opinions, on the question : - of ' compulsory appear.to be very diverse. Stato compulsion ;is generally objected, to, tho compulsion, oxerciscd by parents and, employers being regarded as more, justifiable. .Other objections raised are the difficulty of onforciug attendance, the increased cost,' and the strain on .delicate pupils who have to work for'a living. -Among the suggestions offered arq tho raising -of the , compulsory age for the day schools, _ as preferable to enforcing attendance at evening schools, the shortening of the normal hours of daily work, and the following of the period of compulsory attendance immediately on the day school course. Viewing the question from the standpoint.of a young country, the resources of which have only just, begun to be exploited and'whose industries are in tho early stages of 'development, thcro seems to bo no. question as to the-best way of compelling our young people to avail themselves of the advantages of technical training, and we are of the opinion that every form of compulsion should be exhausted -before - calling' in the aid of legal enactments. That' a large proportion of pur employers of labour, also a fair proportion of the labour orgnnisations, in this country are favourable to some form of technical instruction is'beyond question; it would, therefore seem that the time..has arrived for some concerted action to bo taken by those interested in our;more fully developed branches of industryi' ' "Inquiries made among upwards of tiro hundred companies and firms representing the chief trades and industries in England (including all the chief railway companies) show that a number of them are encouraging'in various ways their employees to attend day'and. evening, classes. , Tho means adopted include tho follow-ing:-r(1)-'Apprentices nro excused: from.part oftho day work to enojlile them to attend day classes; (2) special technical schools-:aro provided by : employers for. the training' of their own workpeople;. (3) part or. the whole of tho fees are paid by employers; (4) the cost of apparatus,'.books, etc., is found by, employers; (s)''scholarships, bursaries, are provided; (6) special privileges, such'ns admission to the drawing-office, nro allowed in tho caso /of deserving students; (7) wnges are increased, also' opportunities for promotion. .As regards "time off," in some "cases ouo : or half a day a wcok is allowed, in others the "sandwich" system is adopted, the winter months being spent at the schools, and tho ,summor months nt the works. Other variations are—excuse!from overtime on. tho 'night of the class,, and permission to leuyo.work early, or.to conie to-work late on one day a week. In very few eases is compulsory: attendance enforced; in some, attend-, ance at approved courses. is; made a ;- conditipn.