TECHNICAL EDUCATION.

Waikato Times, Volume XXXI, Issue 2504, 28 July 1888, Page 6 (Supplement)

TECHNICAL EDUCATION.

In a recent lecture delivered in Auckland, Professor Thomas made some very pertinent remarks with reference to agricultural instruction, and the absurd system at present in practice at so-called technical classes in the Auckland schools. He thought it would be admitted that technical instruction in agriculture was very desirable in a country where agricultural pursuits were so largely followed. Many people who came out to this colony and took up the cultivation of the soil, were pursuing an occupation for which they had had no special training, and therefore they did not make it quite bo great a success as they might. The other day, desiring to encourage local industry, he endeavoured to obtain some local bacon, but was informed by one of the leading grocers in the city that he never kept it—it was not good enough, for " they did not know how to cure it." Of course, there is plenty of bacon mado here; but still, the fact remained that many people who undertook agricultural pursuits did not know as much about the subject as they ought. The technical classes were conducted by the City Schools Committee, and this naturally suggested the question whether instruction in agricultural chemistry could not be given in connection with the primary system of education. Only one hour a week was devoted to the teaching of elementary science in the primary schools, and they would at once see how ludicrous and absurd it was to attempt to teach much science in one hour every week. Yet the time which might be given in instruction of this character was spent upon other subjects which had no direct bearing upon the future of the children. (Hear, hear.) Why was this so? Because it had always beeu so. (Laughter.) Because other people in the past had learned the names of the capes and promontories of Siberia, so our school children had to learn them to-day. (Laughter and applause.) Was it not time to make a change? (Hear, hear.) There was, however, nobody who would make the change. If the subject of elementary science was so valuable, not less than one hour a day ought to be devoted to it. (Applause.) They found people crowding into the towns, and the city of Auckland, from this cause, was like an over-grown head upon a puny body. He thought the system of education which was carried on was largely responsible for this. This education was purely of a literary character; it directed the attention of the people to the callings of the town, and more especially to literary callings—to the duties which schoolmasters or clerks have to perform. They must, of course, have schoolmasters and clerks, but the body of the people must be prepared to cultivate the soil or practise the mechanical professions ; and he trusted, therefore, that it would be found possible to make the system of elementary instruction more useful and thorough than it was at present. (Loud applause).