TECHNICAL EDUCATION

Gisborne Times, Volume XXVI, Issue 2082, 7 January 1908, Page 2

TECHNICAL EDUCATION

LECTURE BY MR. 1L JL. JOHNS. BENEFITS OF THE SYSTEM pointed our. WHAT TECHNICAL EDUCATK'N HAS HONE FOlt Ol HER COUNTRIES. There was ail utlemlaiico of about .'35 persons at tin.' lecture delivered by Air. H. H. Robjohns, 8.15 c., at tlio Technical Scliool last evening- . Air. J. Somervell presided, am mtrod need the lecturer li e regretted the small attendance, as such a subject should .attract greater attention and it was to the disadvantage ot loose who stayed away. Nowadays, when competition was so keen, it was rignt that the people should be properly equipped. , , , , . , Tim ledu or said that technical education could ho divided into two parts —that ior school children and that for tliofe .attending later m ldo. Immense am milts ol money had been, ami would he, spent in technical education, especially by adults in America, Germany, and England. The time sp it by young men in special subjc s was time well spent, and without this no man was properly fitted for his trade. Germany was the first nation to thoroughly organise education and some ol their industries were the result. J.lie co-operation of the employers of labor and tile technical teachers was necessary, ~or the instruction, would he useless. One of Germany’s industries almost entirely due to her technical education was the coal-tar industry. This was an English discovery, hut there were no facilities, and none with sufficient foresight. The result was that the manufacture of aniline dyes went to Germany. In the Old Country, on Stroud, Gloucestershire, there was a great manufacture of cloth. There was a technical scliool, and its specialities were weaving and designing, and some of the pupils had taken very high prizes, but the employers took nonotice of this, and the consequence was that these men who had qualified themselves drifted away to Yorkshire, where the value of their education was appreciated. Tlio employers turned round on the school, .and accused it of hindering them. Yorkshire set the pace, and the West of England had to follow. The coal tar industry was carried on in Germany by one or two persons. A Yorkshire man made some discoveries, but he did only the mechanical work, and the specialised work went to Germany, where they had trained specialists, and a discoverer was well rewarded. In the technical products an industry might be lost tc a country, and an industry might cut out a natural one. There had now been a great- awakening in England, and great interest -was taken in technical education. At Birmingham, tne University, which owed so much to Mr. Chamberlain, owed a lot to technical results, one of which was brewing. Tlio brewers subscribed largely to encouraging the study of brewing. It had been more and mori' realised that the technical education in England was not- all that it could he. Mr. Alfred Moseley explained that the confident way in which American engineers battled with difficulties was the reason they were .so successful, and the teaching they bail received was the cause of tins. He therefore investigated the

American technical methods, and discovered the necessity of going thoroughly into tlio question ..mil learning the why and the wherefore of everything. Sir Henry Armstrong said that unless England remodelled her methods she would not he so successful. In all the world there existed a feeling that children were not fully educated unless they had received'something more than ordinary school training, but 30 years age only a few had a- good education. It w is open to question whether the education for the leaders of men was tlio best for the -rank and file. The text ot the new method of teaching was that young people learnt- best by doing,' and not by being taught. School education was good enough lor passing examinations but not enough for real life, and .a person should have special education for his particular calling. A written examination was not a true criterion of one’s real -abilities. In New Zealand there was a very elaborate system of examinations, but in England it was being thought that it would be wise to do away with them by degrees. The Admiralty resolved to pick boys for officers in the navy by a- very different system to written papers. They arc taken at 12, and receive a specialised education, and after having satisfied the authorities of his physique, his abilities are thoroughly gone into, and lie is closely questioned, not as to his knowledge, but a.s to whether lie is likely to make a good officer. A similar system obtained in some of the English counties when school teachers are chosen. A personal visit was necessary. for -a brilliant boy often made a bad teacher. If he was very clever, he often had not patience with the scholars, and could not- .sympathise with their difficulties. The presenteducation in England led the boys to think that life, in the country was objectionable, ami life in the town was hungered for. Here there were a- great many candidates for commercial subjects, showing a similar tendency. The boys should be taught not to despise manual work,, and not to be unwilling, to bo as their fathers were. In New Zealand _ technical day schools had been established, and this was a forward move. The aim was to use practical pursuits as the basis of education, and not the use of hooks. They were to learn to have initiative, to -do things for themselves. A primary school should cause children to learn things. These day schools did not teach trades, but a good training of hand anil eye ‘was given, and also the general principles of the science of this trade. In New Zealand, he thought-, a tradesman was continually brought face to face with problems he had never met before. and the benefit of special education was obvious. In England there was a great railway workshop, and 17.000 men were employed. Tin employers insisted that their employees should attend technical classes, and promoted the successful ones. He wanted employers to recognise the value of technical education and give all the help necessary and encourage their employees to attend. It was noticeable that successful men who got on without any education to speak of were the keenest to urge that the young should have the best technical education. In Denmark, dairy 'education was conducted to a great extent. Their butter was no better thin English, but the English could not always he relied upon for uniform quality. This latter was obtained in Denmark by their system, and tests had to be passed or the butter rejected. In the latter case an instructor was sent to explain the matter. It was to hr observed that it was proposed to do the finie tiling here. In conclusion, he desired teachers to use all their influence to get the children to go in for further education. -He urged parents to impress on their children that their education was never finished. Though young people might not realise the benefits to he derived now, they would see it later, when it might be too late. Trades unions should only admit those who were worthy and capable to be admitted to membership. If the unions instituted examinations, splendid work would result. He felt sure that those responsible for technical education in Gisborne would do all they could when the demand came. He trusted that- tlio forthcoming technical session would he the best experienced here. (Applause.) The Chairman said that there was a difficulty in getting the youth to attend. They were apparently too glad to leave their hooks alone. If the hoys anil girls would only rouse themselves, they had splendid opportunities. and excellent work could he done. It- was hard work struggling on and getting no encouragement-. Ho hoped Mr. Robjohns had awakened interest in Gisborne. Air. AY. ‘Morgan proposod a- hearty vote of thanks to the speaker. There were a number of bovs and girls who had not passed the fourth standard, bait even those passing t-lie sixth lvore not really educated. English was ■jrnn’.m & wtitwijv 5

it The largest attendance last j vear "was half a. dozen. The instructor said that there were people who would like to learn privately hut not i a class. He. could not understand this view. Other classes were also L* lien and in cookery and drrti.sm.ik- ; ‘ there were 230 pupils last year. They got capitation from the Gov- ,! moot to meet the and two hours a week mtuieitu with the school work, a“d - ,ts woro made foi a loitnigu y "a" Ho would like the room to live been filled, so that parents could sSiiriSi'S”* 11 ' ho hoped something w<m |d Jbo don® to enable the fanning hoys to lealn tho iought v> It was thought that daily ill.r Wiis the subject to he taken up hero by the technical authorities, but it was difficult to get an instructor, there was a suggestion ol .a daiij instructor, but the Government would not send him to loveit.y Bay. lie hoped that with; the advent of .Mr. Robjohns something would no d °The Mayor (Mr. J. Townlcy) said he -lmd much pleasure in seconding tho vote ol thanks. ... gieat o'' l was being done in Gisborne, anil lie was very glad to have had the opportunity to hear Air. Kobjohns. Air. Bohiohns returned rhaiuis, ami faid that, it gave pleasure to him to do anything for technical education, and he would be pleased to give any help possible. Ho was. sure he was with all present in moving a hearty vote of thanks to the chairman The vote of thanks was carried.