E.—s

12

be the dominating one, without as well as within the school-doors, during those formative years between twelve and eighteen ? If not, clearly no remedies at all are possible in the absence of the will by which alone they could be made effective." Proposals follow, the principal being that " Early legislation is required (a) to establish a uniform elementary school leaving-age of fourteen years, which entails the abolition of all exemptions, total or partial, from compulsory attendance below that age; (b) to require the attendance for not less than eight hours a week, or 320 hours a year, at day continuation classes between the ages of fourteen and eighteen." Space does not permit of even a resume of the committee's comment on and expansion of these proposals, but it appears pertinent to the points we are stressing to quote part of the comment on the "Attitude of employers" on the questions of compulsory attendance at day technical classes and "time off " : "We may at once say that nothing has more impressed us throughout our investigations than the progress that has been made amongst employers in recent years toward sound ideals of working-class education. Two converging forces appear to have been at work. In the first place we have become conscious of a growing uneasiness, which is rapidly becoming articulate, as to the ethical aspects of the prevalent attitude toward child-labour. There have always been protests against the attitude, but during the nineteenth century they were mainly from the outside; now they make themselves heard within the industries. Employer after employer has come before us to recount his personal experience of "time off," and in so doing has expressed a strong conviction of the responsibilities which Arms incur by the employment of juveniles. Side by side with this awakening of conscience has gone a growing appreciation of the direct industrial value of education both technical and general." The question as to whether or not the desired changes in this country as to the time at which young people should attend technical classes should be brought about through legislative enactments need not be discussed in this report, but there are evidences of more than " stirrings of conscience" in some of those controlling the industries of the Dominion on the question of "time off." The Christchurch master painters have the honour of being the first body of employers to give practical expression to their belief in the value of the technical training available in their city by allowing their apprentices time off to attend at the School of Art for four hours, provided the apprentices attend for four hours in their own time; and the classes have begun under the most encouraging and happy auspices. There can be no question as to the relative value of instruction given during the day and that given to students attending evening classes after a day's hard manual labour. Knowledge can be more readily assimilated, retained, and made available for immediate use when the mind and body are fresh; and there is no question that for many of our lads it is too great a strain to concentrate their mental powers on technical problems when their bodies are weary. To quote again the report referred to above : " Quite apart from the cash value of strictly technical knowledge, it has proved an industrial discovery of the first magnitude that the personnel of a factory is part of its equipment, and that time and money are well spent in bringing that equipment to a high state of perfection, in keeping it well lubricated, and in saving it from disastrous stress and strain. The conception, for example, of a statistical inquiry into the conditions and results of industrial fatigue is a significant indication of the altered point of view." In a previous report it was suggested that " if a Government Department would ' blaze the trail,' or even follow the lead given by the Victorian Government and inaugurate the necessary day technical training of their apprentices, there is little doubt that other departments and private firms would follow." Is it too much to expect that a Government Department will now follow the lead of the Christchurch master painters, and go a step forward and make it a first provision of employment that youths shall, wherever possible, have satisfactorily passed through approved courses of theoretical and practical training at a technical college, and a condition of apprenticeship that during the period of employment every apprentice shall attend approved day classes for eight hours a week during the period of their apprenticeship ? A condition of things appears to have arisen which needs a little serious thought. On the one hand we have the Government through one Department making ample provision for the training of its future citizens and mechanics, and on the other hand not insisting that the provisions are utilized at least by its own young employees. It may be retorted that the trainingis unsuitable. If this be so the remedy is near at hand. Speaking generally, those responsible for the conduct of our technical colleges and classes are doing their best for the young people in attendance, and are, for the most part, ready to receive guidance and advice from those actively engaged in and responsible for the industries of the Dominion as to the form the training should take. It would therefore be a simple matter if the particular kind of training required is known to ask that such be arranged for, and it is contended that within reasonable limits courses of training would be provided to meet special needs. Before the Marine Department accepted the training in engineering at the principal technical colleges as counting toward the requirements of the third-class engineers' (marine) certificate it satisfied itself that the training was suitable and sufficient. Probably if other Departments had as intimate a knowledge of the range of subjects taught and of the kind of training provided at the technical colleges it would lead to a wider utilization of the facilities offered, and further to a change of attitude as regards the technical training of their apprentices. This matter of change of attitude or temper towards vocational training—that is, the making of an efficient producer—has been given prominence in this report, as it appears necessary in view of its importance, particularly at a time when educational values are being forced into the arena of thought and truer estimates attempted. The review in detail of and comment on the work of technical schools and classes indicate the place these institutions are taking in the educational and industrial life of the Dominion;