MASTER PAINTERS' CONFERENCE.

Star (Christchurch), Issue 11731, 22 June 1916, Page 6

MASTER PAINTERS' CONFERENCE.

SECOND DAY'S PROCEEDINGS Tho proceedings of the Master Painters' Conference were resumed in tho Employers' Association rooms in Cash el Street this morning, Mr D. Lee presiding. Mr P. Bird (Auckland) suggested that northern delegates should, in returning home, meet, master pointers of tho Palmcrston North industrial district and confer with them concerning the intentions of the. newly-f'ormect federation connected with the painting and decorating trade. It was decided to arrange for a meeting U> bo held at Palmcrston North on Monday evening next. The matter of tho Lien Act, which was under discussion when the conference closed la.st evening, was brought forward, but it was decided to defer consideration of tho matter m tho meantime. TECHNICAL EDUCATION OF APPRENTICES. Mr J. B. Chi:twin (Christchurch) introduced the subject of the technical education of apprentices. Mr Chctwiii emphasised the importance of every apprentice being trained with the idea of making him an artist in his work. It was more important than ever that tho highest standards should be aimed' at. Some considered that the painting trade was of low status, but that, was quite a mistake. In some branches there was sebpe i'or art of high order, and even tho man who painted scantlings required to learn how to do mat work to advantage. Mr C'hctwin said that the average painter did' not realise the value of technical education. The trade, in New Zealand was practically running wild. Control in development was necessary. The craft has no limit in the. matter of skill and knowledge, and there is a great, range of work for apprentices. Every man may not, become an artist, but there are standards and ideals fo 1 : the aspiring rnd earnest apprentice. Though the art and technical schools are open to apprentices, it has heen noticeable that they have hat? little effect on the. improvement of the craft. Those schools appear to have no definite system whereby a boy going through their syllabus would acquire principles necessary/to make him a master of his craft. There appears, also, to bo no definite system of education , whereby tho boy may receive a commercial training suitable to his calling. Technical education, to be of value, should not jump from bakl theory to bare practice, but shohld aim rather at a judicious blending of the two. It was necessary to-day that a workman should possess education. It enabled him to better understand' principles and to make progress. Individuality should also be encouraged. The rule of thumb process confined efforts to certain grooves. Undo? it, work is carried out well, hut there is too much sameness, and if alteration in detail is suggested*, the worker finds himself in trouble. Tho aim should be to teach principles. The association to which he belonged had gone into tho question of technical education of apprentices, ana' had suggested a syllabus of training. The syllabus had included training in English, arithmetic;, bookkpepine, drawing and nainting from life, measuring and casting of work, and it had been suggested that practical work should bo done in tho daytime. An apprentice who appl'ed himself earnestly to tho study of tho syllabus would become a good tradesman, and an educated one as well.,

Mr Che-twin was warmly applauded at tho close of his address, and a lengthy discussion followed, the opinion being; generally expressed thai the trade should put its house in order, and that, united action should bo taken towards raising tho general standard of education of apprentices. Mr W. R, Cooper (Timaru) contended thtt ' little skill was -required iu the trade to-day, but considerable dexterity was necessary. Ho would undertake to teach a- boy in three years all that- was required in the trade under conditions that now prevailed. There is no freehand drawing to-day, for thero is no use for it in the trado. Where, for instance, can marbling bo applied in the Dominion? He. had learned that work thoroughly in Ins training days. It was necessary to learn the nature of woods and many other things to become a marbler. He contended that as matters stood to-day time spent in learning the art of marbling was practically wasted, for in this country a worker in that branch could not apply his talents. Graining and marbling were nevertheless fine studies for boys. Encouragement, of apprentices was very necessary. Masters could do much in that way towards educating and making a boy efficient. " Where is the colour scheme in New Zealand to-day?" Mr Cooper continued. A coat of oil and a coat of varnish now appears to bo the. beginning and end of door work. Boys .seemed to realise that thero was nothing to appreciate in the trade. An effort 'should, bo made to alter this. The trade offered fine scope for boys. He was against placing them in the technical schools to loam the trade, however. The place, for a boy, if he wished to learn tho trade, was in a master's shop and employ. The old tradesmen, who did most excel lent work, were not trained in technical schools, but by. masters who took an interest in their apprentices. He quite agreed that apprentices should receive a good general education. Mr W. Niool (Wellington) said that the trade had unquestionably got down to a, low ebb in New Zealand. They should set their house in order and become more self-reliant. Parents should ho encouraged to apprentice their boys to the trade. Thero were- certainly excellent opportunities for willing- lads. New Zealand could do much more in the wav of developing and carrying on the trade. Our boys should all bo well educated. That would enable them to make progress and be a power for General advancement, and not remain through their lives mere humble workers carrying on their duties on stereotyped lines. Education developed individuality. He would support anything that made for better education of boys. Education resulted in better citizenship, and ideal citizenship was worth working and aiming for. Mr E. J. Bell (Christchurch) said he had ma do it- a point- iu his apprentice, days to acquire all the education possible to attain in the time a*. his disposal, and when he had started in business on bis owii account; be had encouraged his apprentices aLo in that way. "We wanj;, our apprentices, in alftrades, to be turned out good practical tradesmen, and to he decently educated remarked Mr B"ll emphatically. Up to the outbreak of the war the nation appeared to be drifting behind in all trades, and one result of tho war would no donbt ho to open the ores of Britain in this matter. Tt was a. fact that our nation could not produce certain articles in mauv trades. Wo permitted others to manufacture and produce, that which we should have done ourselves. This rmii-t be corrected and our young men in particular «honld' be taught self-reliance. The general svstem of technical education wanted improvement. Particularly was this the eass m the parting +/!>*<>!«. People had sense and brains, but they ware not, he considered, trained on proper lines. He honed that the country would eventually demand that all its workmen should be properly educated as well as properly trained. That woidd result in a much better state of ■affairs and be a stew to idealism in :i T community. Mi* Bell also touched on i..ehnieal matters concerning ih<- irnin-

iug of apprentices, and was warmly applauded for his remarks. The president (.Mr 1). Lee) also spoke on the subject. His opinion was that the slackness and want of knowledge complained' about was due to the easy manner in which the British nation brought up its children. On the Continent there was more discipline, and ifc had to be admitted that the Continental boy was turned outi a good tradesman, well fitted to commence his adult life in the field of labour. It was a fact, that, Britain failed when thrown into commercial competition wii.li Continental nations. That should not be. It was a matter of organisation, and one way to overcoin-e the trouble was for the Suite to see that boys were educated and that they were taught trades prot>erly. This was the principle on the Continent, with the addition of control 'and the inculcation of discipline, which stood to a man for his life. As a result of the war Britain would become much better in the matter of organisation, and the effects would be far-reaching. The strength of a'nation began with the child, and if training methods and discipline became the inevitable result, was 'ipparont in national weakness and national nV'Cudencr'. Britain's weaknesses had beon exposed by the war, but they bad. been caught in tunc, and there was i,o need to fear the future. Apprentices in every trade must be made thoroughly efficient. li was necessary for the future fightiitu; iu the commercial r.rr-na if we intend to hold our own. The painting trade had many tranche--, and there were good opportunities fir boys. Ho trusted that as a result of the deliberations the e'en oral standard* would I>p raided' and that Ihe trade would take the high place if deserved among industries. Mr P. Birch (Auckland) r pokr r.t. length. His remarks were of a practical nature and were interesting t" ■ ii.trade. He also urged that everything should be done to educate and elevaie the apprentice. The creator knowledge a man acquires, the bettor worker will he become, and. following a natural law, the better cjtizen will bo be to carry on the duties of the State. " Elevate your apprentices and you elevate your trade," said' '.Mr Birch, in closing bis remark*. The members of the conference will be shown round the city this afternoci: and will resume proceedings at tXr o'clock to-night.