The Technical School.

South Canterbury Times, Issue 4991, 26 April 1889, Page 2

The Technical School.

Tho fifth session of the South Canterbury Technical School whs formally opened last evening in one of (ho largo rooms of the Main School. There ftvore? about fifty youths and lade, and a dozen admits present besides tho members of the council, of which Mr J. H. Wilson, M.A., is president. His Worship tho Mtayorhad been requested to preside for tho evening and giro an address.

On the proceedings being opened, His Worship said that he iad very much pleasure in presiding at tho opewing of tho school. It quite reminded him of -’his own school days to see tho young in front of him. Ho

had to leave the day school at an early age, before he could spell “ sure ” without an “ h,” but night schools in Glasgow and Edinburgh corrected that for him. The lads of this country bad great advantages indeed, compared with those of the Old County in his (the speaker’s) youth, when boys often had to tramp six or seven miles to learn lessons of a very primitive character. Technical training, as ho understood it, hud the important view of giving practical instruction to increase the the intelligence applied to workmanship. Purely mental training, it was now recognised, was not all that was necessary. As Professor Aldis had remarked “ There is reason for technical education in this country, for our workmen were not able to hold their own against the workmen of other countries. Knowledge was power, both in material and mental subjects, and in all ages men who have swayed the world were men of mind—lho men who knew were men of power.” Mr Cohen, of the Dunedin Evening Star, had lately pointed out that the tendency of colonial youth at the present time is to get into what they consider genteel situations, clerkships and such like, where their hands will not be soiled. We need to teach boys that the work of the hand is as noble as the work of the head, that there is a real pleasure in using their hands, and seeing matter under their skill assuming beautiful and artistic shapes. As their tastes are cultivated in this direction they will be tbe more likely to help in tho development of the resources of the colony and in the establishment of industrial 'pursuits. Educationists of'every kind are now beginning to see the desirability of xtianual (raining, and aro feeling their way towards its accomplishment. In a small way they here had the opportunity of helping on the good work. Mr fioss then related two or three anecdotes illustrating the value of knowing an art or handicraft, and pointed out the great competition there now exists for employment depending only upon the use of the pen. He suggested that an ambulance class would be a very useful addition to the programme, in a country like this where a little knowledge of simple surgical operations would often prove of great value in the country, and in a now land like this a knowledge of mineralogy might prove of immense value to anyone travelling over the less known districts.

Mr George Hedges read some remarks expressing his pleasure at seeing the mayor present, and his regret at losing Mr Dawson their late president, the founder of the insti-

tution and hitherto its mainstay. Mr Hedges warmly eulogized Mr Dawson for his labours in Timaru in the cause of education generally, as well as in connection with the

technical school be had founded. In reply to the question: What was the meaning of technical education ? he would say that it pertained to trades and professions, and the school was meant for men and youths engaged in daily occupations who had no other means of acquiring the knowledge pertaining to their callings. The school would be prepared, ho believed, to give any kind of instruction if a sufficient number of pupils offered. Hie Worship then, on behalf of the

council, presented to Mr Dawson a beautifully illuminated address, the text or which was as follows.-

“ Soulh Canterbury Technical School. To A. t. Halkett Dawson, Esq., M.A. Dear Sir, —We members of the council and pupils of the South Canterbury Technical School,feel bound nob to allow your connection with the school to cease without giving some expression of our feeling towards you. We beg to assure you that your noble purpose as inaugurator of (bo institution, and your courtesy, energy, ability, and libera’ity as Jpresident thereof during its first four sessions has won our gra- , titude, our esteem, and our hearty goodwill. Though we regret our own loss, we rejoice to believe that you are about to find wider fields of usefulness for which you possess eminent talents. Kindly accept our assurances of good feeling and of confidence in your future welfare. Wo remain, dear sir, yours sincerely.” Hero follow the names of the president, members of council, and several old pupils of the school. The address had been beautifully written and illuminated by Mr George W. Wade—it was declaied to be one of his best efforts—and was also handsomely framed.

Mr Dawson, in returning thanks for the preI sentation, said he had not deserved it ; he had I done no more than was his duty as occupying 1 the leading educational position in South 1 Canterbury. At the same time it was ex- ! ceedingly gratifying to him to find that any j little efforts of his had been so well apprecij ated. He was proud of the school. It was ■ something to be proud of, that in a small place like Timaru they,had started a technical school with over 100 pupils, when the previous night they had ’started one in Dunedin with only 127. Mr Dawson went on to emphasize the importance of cultivating the Three H’s—the head, the hand, and the heart, So far tho head only was being cultivated by the education systems of the colony. It was not a question of reducing the amount of general education now given, but of adding to it some special education ; the modicum of general education given in the schools now was not too much for any human being, but this 1 was only an*education of the head ; it loft the hand entirely out of account. What was needed was to make “ handy,” as opposed to “ handless ” men ; deft, as opposed to clumsy. There were not many kinds of tools in tbe world; only tools of impact, of boring, of pressure, and some others. Men devise thousands of tools, butall of one or other of a very few classes; and the ability to use tools of each class ought to be taught during the impressionable age, say from 12 to 21. If a man did not “get his hand in” during the impressionable period the probability was that he would be “handless” all his life, and never able to hit a nail on the head.” This school purposed to take lads who were engaged during the day and supplement their former education, and keep them off the streets and out of mischief at the same time. They might be assured that those boys who had on the one hand a trade and on tho other some intellectual culture would rise to positions of trust and distinction, and become the employers of tho “idle apprentices” in tho future. Surely Hut was an ideal worth striving for. In conclusion ho wished the school continued and increasing prosperity, and promised to come up from Dunedin during tho session and deliver tho best lecture he could on some scientific subject. Mr Dawson was heartily applauded on resuming his seat.

President announced that at present arrangements had been made for teaching arithmetic, and bookkeeping, writing, drawing, Latin, mathematics, and shorthand. It would be a good thing, he thought, to get a few lectures from experts on such subjects as horticulture in which most people dabbled a little, and not always with success 5 land measuring—a puzzle to tho uninstrucled but simple enough to one who understood it —the management of finance with which everyone had to do. There were many instances of what might be done. Tho fees would be tho same as last year—ss for writing and arithmetic, 7s fid for any other. Mr Jacob Hill was called upon to speak and give his own experience as an illustration of the value of technical education. As a lad he was made a practical engineer .aid unaided ho studied the theory of the steam engine and machinery, and tho knowledge he thus acquired had been of the greatest service to him. It had for instance enabled him to lay down two landing services in Timaru, which ho could not have done without it. For a tradesman to succeed it was not enough to be expert with his tools ; ho must understand his tools and his trade. Ho was glad to see book-keeping and shorthand were among the subjects (aught. In conclusion he expressed his pleasure at seeing tho presentation made to Mr Dawson, who had dona so much for the cause of education in Timaru, and he wished him success wherever he might. Mr R. Harvey hoped soon to see the school placed under the control of tho Government. Technical education was too difficult a subject to handle except by persons acquainted with tho subjects in a;practical manner, and somehow euch people would not come forward as teachers. There were as good workmen in Timaru now as could be found anywhere, aud something must be done to train up tho young men to equal them. Referring to Mr Dawson’s " Three H’s,” he remarked that tho training of tho heart was essential to making a really good workman, for such 9 workman must 1?9

conscientious, and take a pride in doing his work well. The keen competition of the present day was, however, very much against conscientiousness in work.

A vote of thanks to the mayor for presiding, and tho school committee for the use of the room, was passed by acclamation. Mr Hill said the school was built for the purposes of education, and it was being put to its legitimate use by the technical school. The meeting then broke up, and pupils were enrolled for the session to the number of 17. More are expected when the school opens for work next week. Those enrolled put down their names chiefly for shorthand, book-keeping, drawing, and arithmetic.