THK TRADES SCHOOL IN THE TRANSVAAL. 357 



the instruction should be elementary but sufficient for the skilled 

 farm labourer, in the same manner as in the trades school I pro- 

 pose that the instruction there should be sufficient for the skilled 

 artisan, with some hope of his obtaining the more highly-paid 

 posts. The talks to which I have referred would be given by the 

 experts on the staff's of these institutions for higher agricultural 

 education, and they would mark any lads of special aptitude 

 and ability likely to profit from a college course if assisted finan- 

 cially. Here again the bursary system comes in, and I take the 

 liberty of suggesting to the various Agricultural Societies through- 

 out the Transvaal, including those of Pretoria and Johannesburg, 

 that it would be meet and proper for them to provide the neces- 

 sary funds. I do not wish to press examinations ; I think they can 

 be overdone ; but, in addition to a certain number of awards to 

 bursaries made upon the advice of the experts to whom I have 

 referred, and the Principal of the Industrial School, others might 

 be awarded on the results of the Primary School Certificate 

 Examination in Standard VI, stress being laid upon success in 

 Nature Study, Manual Training, Arithmetic, and one language 

 as detailed in the Education Code. The establishment of a 

 developed agricultural side to all industrial schools would in time 

 leave the agricultural colleges more free to deal with the higher 

 aspects of agricultural education as defined by the Indigency 

 Commissioners. (25.) 



It would be unwise to over-develop the trade side of the 

 instruction given in the country industrial school, as being likely 

 to tend to the migration of the youths on the completion of their 

 training, to the towns, in search of employment, whereas the first 

 aim of the instruction should be to fit them for occupancy of the 

 land. It is therefore advisable to keep the trade instruction 

 within the limits of those trades depending on the farming in- 

 dustry, and such as are found flourishing in country towns. 

 These would be : ( i ) Carpentry, including furniture-making and 

 simple house-framing; (2) brick-making (if facilities exist), 

 brick-laying and rough masonry, including dam-building; (3) 

 blacksmithing, chiefly on the iron-work for carts, simple repairs 

 to agricultural machinery, and the shoeing of draught animals ; 

 (4) boot-making and repairing; (5) tailoring; (6) and, in the 

 larger schools probably, tanning. I do not propose that each and 

 every one of these trades should be taken in every industrial 

 school; consideration must be given to the needs of the locality 

 served by each school. The fundamental trades are, however, 

 carpentry, rough masonry, and blacksmithing, if the boy is to be 

 of general use on the farm. 



So far, boys only have been considered ; a similar type of 

 schools is as necessary for girls. (40) The instruction should, 

 of course, have a house-keeping bent, directed towards domestic 

 service, either in the town house or on the farm. The general 

 education of the girls should be continued sufficiently far to en- 

 able them to keep accounts for the smaller profit-making con- 



