TECHNICAL EDUCATION.

Press, Volume LX, Issue 11499, 4 February 1903, Page 8

TECHNICAL EDUCATION.

AN INTERESTING PAPER,

At the. School Committees' Association mating last night, Mr J- R. Wilkinson, M.A., read a paper in which lie outlined a schema fen , technical education. He pointed out that the keystone, or'chief feature, of the technical system, was the central secondary institution, or technical high school, and it was advisable to view the other portions of the system in their re.ation to the technical high school- Th-3 preliminary stages to the Technical High School were primary and secondary education, and primary technical. Of these tha primary schools, under the present syllabus, wero in complete working order, and means for secondary education and primary technical remained to be considered. The present High Schools provided l seendary education fairly suitable for pupile desirous of going through a full technical course. By an extension of the modern and science side, by further co-operation with the, Svhool of Art, by equipment for the primary technical of domestic instruction in the GirhV High School, and of mechanics, macliinery and tools in the Boys' High School, and by a consequent freer use of the principle of the elective course, t«lie present High Schools could thoroughly meet the requirements of a full technical course so far as concerned secondary education. But although for those pupils who could -afford time for ,f uirtlier schooling after Standard VI. f free places in the High Schools were proposed by the Education Department, yet the majority would still leave the primary schools to go to work, end it was a great and humane part of'the technical system to create afternoon and evening classes in secondary or continuation subjects for these apprentice*, so that they might all improve themselves, and some qualify for, and by means of the scholarship scheme, pnter the Technical High School. The chief subjects of such classes were mathematics, mechanics, with machinery and tools, drawing, sciences (physical, chemical and natural), language and literature, and account-keeping. In agricultural education, since the Agricultural College took the place of the Technical High School for the supply of secondary technical in agriculture, the scope of the present technical scheme comprised the classes in continuation subjects only, multiplied throughout rural districts wherever possible. Yet factory-work operating on agricultural products, such as dairy factory, flour and bread, canning, etc., would belong Tather to the Technical High School than to the Agricultural College. The Girls' High. School, to some extent, had primary technical classes in domestic instruction, and corsidering how largely tha use of tools amd machinery entered into the main industries and agriculture, it was evident that the cieation of a mechanics, machinery, and tools' room at the 'Boys' High Sohool would be most valuable. With regard to primary technical, a great impetus would be given to diligence in apprenticedrip if BU-'jh diligence were made a necessary zii.p to a technical high school, arid at the' same time commanded a scholarship scheme, so that, in all probability, apprenticeship would soon provide sufficient primary technical, but if proved insufficient and" inadequate in certain industries, for example, j or if the> Board would like to provide for t-licse who might wish more extensive and tltorougu rale-of-thumib only, then the only apparent way out of the- difficulty would bs to follow the lead given by the Association for the Promotion of Domestic Instruction, and at large expense equip primary technical schools for all the chief industries. If the Association supplied the domestic depaTtnK«t of a technical high school, it would require to arrange for an advanced curriculum, broaching such subjects a<, hygiene, donwvtic sanitation, bacterial action, homo nnrsing, household chemiutry, and general science, nutritive values of fond, digestion and general physiology, ia addition to advanced cookery, dress-cutting ai-d laundry. A syetem of technical scholarships as provided by the Act of 1900, would be very effective- if offered to pupils of two years' standing £.s apprentices, and in attriidince for two yearn at the day or evening classes; such scho!a:ehlp 3 to take the holders to tlu> In. , }! rchools or technical high school. Scholarships leading from the high schools to the technical high school would also be very effective. The technical high school would be required for students two years after initiation of the day or evening classes.

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