MANUAL AND TECHNICAL INSTRUCTION.

Star (Christchurch), Issue 8748, 9 October 1906, Page 3

MANUAL AND TECHNICAL INSTRUCTION.

* PROGRESS IN THE SCHOOLS. ANNUAL REPORT. [Fnoai Our Correspondent.] WELLINGTON, October 8. The annual report of the inspectors on the progress of jnanual and technical instruction in the State schools was presented to the House this afternoon. MANUAL INSTRUCTION. In regard to manual instruction, thereport states- that the number of schools, primary and secondary, in which manual instruction in one form or another is given continues to increase. Classes were recognised during the year in connection with over 850 schools, ac against 725 schools in 1904. The total nnmber of classes for all subjects was 3041, an inorease of over 1000. Of the various forms of manual instruction taken up, elementary handwork, comprising chiefly modelling, brush drawing, bricklaying, paper and cardboard work and freehand drawing may be said to be most closely connected with the general work of the school. The tendency in the past on the part of many teachers to regard the various branches of hand- work as isolated subjects is becoming less noticeable, 'due, no doubt, not only -Jo a better appreciation of the underlying principles, but also to the experience gained in tho endeavour to utilise both methods and materials as aids to the teaching of other subjects of the curriculum. The value of paper work as an aid, in combination with drawing, to the teaching of elementary arithmetic and elementary geometrioal notion©, and as providing opportunities for exercise in oral composition is being recognised by an increasing number of teachers. Paper work ig now being taught in the lower classes in a large number of schools with excellent results. Brioklaying is also increasing in favour, as teacher© realise the possibilities of this branch of handwork. A course in bricklaying affords excellent training iv habits of observation and accuracy, and provides opportunities for practice in oral composition, in drawing plane and elevations, and in elementary mensuration. Cardboard work, when not confined, as is too often the oase, to the making of objects of which no ue© is afterwards made, is also found to be of considerable assistance in teaching geometry and freehand drawing. This branch of handwork is being taken up in the higher classes of an increasing number of schools, and in many cases excellent courses of work are being carried out. Brush drawing is being taught in a large number of schools. The character of the work generally may be eaid to show a distinct advance on that of previous years, especially where opportunities for courses of training have been provided for teachers. Speaking generally it may be said, that there is evidence not only of improvement in the character of the handwork done in the echook, but also of a- better appreciation of the relation of handwork to other subjects of the syllabus, due no doubt to experience gained in the classroom, on the one hand, and to the special courses of training provided on the other. As regards what may be termed the more special branches of handwork, such as cookery and woodwork, there has been a considerable inorease in the number of classes in the various education districts. Cookery or woodwork, and in most cases both these subjects, ar© now being taught in nearly every education district of the colony, generally on the central system, which, though not an ideal system, appears to be working satisfactorily. The cost of the special buildings and equipment necessary for teaching these subjects appears to be prohibitive so far as individual schools axe concerned. During the year 192 cookery and 177 woodwork classes were held in connection with primary and secondary schools. There has been a marked improvement in the methods of instruction in many of the classes for dressmaking and advanced needlework. Tho number of classes recognised during the year was 57, as against 18 for the previous year. There has 1 been considerable activity j in the matter of instruction in elementary agriculture, In several education districts special instructors have been appointed to train the teachers and to supervise the instruction in the schools. T!he result has been, a considerable increase in the number of recognised | classes for this subject. t The number of classes recognised during 1905 was 102, against 47 for the previous year. It is too early vet to form an accurate opinion of the Value of the work, yet there is little doubt that its effect on the general work of the school will be other than helpful. Most of the teachers yrho have already taken up the work are working on sound lines, and practical work by the pupils themselves is insisted on in every oase, generally in connection with school gardens, comprising plots for general and experimental purposes. Most of the classes are in connection with country schools, but it is hoped that before long it will bo found possible for some at least- of the town schools to take up the work with a view of encouraging young people to turn their attention to rural pursuits as a means of ■earning a livelihood. TECHNICAL INSTRUCTION. There are now over, twenty schools equipped in a more or less complete manner in which instruction is given in various subjects recognised;, under the regulations for manual and 1 technical instruction. In addition to these schools classes were also held in about thirty other places in such buildingstas were available for the purpose. 'These classes in several cases are extensions of those held in connection- with the technical schools in the larger centres, and are conducted, a 6 far as possible, on similar lilies, and often by the same instructors. This arrangement is ft good one, and will be extended as opportunities aTise. The year's operations have been marked by a general and increasing demand for facilities for manual. and technical instruction, not only in the large centres of population, but also in country districts. These demands have been and are being met as far as available funds and local circumstances and conditions allow. Provision has been made for additions in the shape of both buildings and equipment in the case of several of the larger technical schools, with the view of improving and extending facilities for instruction in those subjects that have a direct bearing on local industries and trades. Progress must necessarily be gradual in the development of an effective system of technical instruction. The expenditure of large sums of money on the erection of 1-a/rge and elaborately equipped technical schools will not of itself call such a system into being. Such schools are more than likely to be and- to "remain technical school© in name only, unless they receive the recognition and sympathy of employers of labour, and unle&s it be made plainer to the employee than it is to-day that it is worth his while to spend his time and money on acquiring a wider knowledge of the principles and practice of his trade or craft than is possible ' in the workshop of his employer. The expenditure by the Government under all heads for the year ending December 31, 1905, was £34,600, as against £27,317 .for the previous year. The number of recognised classes was 904, an increase of 306. Employers of skilled labour are awakening to the fact that the day of "rule of thumb "

methods in the workshop has paesed, and aleo that better work, yielding a higher percentage of profit, is done when the knowledge of the principles underlying the particular craft is not confined to one or two highly paid experts in the drawing office, but is distributed among the craftsmen in the workshops. While it may not be possible for employers of labour in a young country to arrange schemes for the benefit of apprentices, similar to those arranged by large and wealthy corporations in the Old Country, yet it may be possible for them to take an increased interest in the young (mechanics in their employ, and to offer them some inducement "to avail themselves of the facilities provided in the local technical classes for -making them more intelligent, and therefore, it is to be hoped,, more expert mechanics. Little, if anything, would be added to the cost of production,' as 1 the trained mechanic should be able to work more rapidly as well as mere accurately than the mechanic whp has not received special instruction in a technical school. Little progress has been roadie in the matter of instruction in agriculture except- in so far as arrangemente^ for the training of public school teachers is concerned. Nor is this, a matter for (surprise. The successful inauguration in country districts of technical classes for instruction in agricultural and pastoral pursuits will, unless we are greatly mistaken, not eventuate as a- general thing for some time to come. The first step has been taken in some districts by the appointment of special instructors to train the teachers and to supervise the work in- the primary schools. It is from the pupils who have received 1 instruction in elementary agriculture in the prinjary schools that the students for the technical classes for agriculture that are to be will be drawn.