45'' 'I'-* " -^ I' ^1- i-i>i'* \ iioN. 



j,nvc tc'clmical instruction related io trades without ado(|uatel\ 

 ef|ui])])ed worksho])?. In the country districts we re(|uire central 

 dairyiui^. held cultivation, and orchard sclio(.):s — not class-rooms, 

 hut actual farm huildin^s and helds — with i)ermanent or travel 

 lino" skilled instructors according- to the numher and (len-;itv f>t 

 I he populatiDU. 



For i^irls, we need the domestic science (,)r housecraft sch(H>l. 

 since employment in factories, as in Europe, is impossihie for 

 them owinj); to the ;presence of the half-caste, the Levantine, 

 and the Asiatic female. Here attain the school house is the 

 workshop: you would not tell a i^irl liow cooking mi,i;!it l)e done 

 for invalids without makiiii,' her cook ; neither w.ould you de- 

 scrihe to her how a o^arment might lie cut out and as.semhled 

 without seeing that she cuts out and stitches real stuff. The 

 commercial schools for hoth >exes are lirndy estahlished, chieflx 

 hecause the coiumercia! connuunity know more dehniteK what 

 the\ want than i> usual with niosl other industrial communities; 

 also the\ are pre])ared to ^tate their re(|uirements in syllahu- 

 form. The Association> i)\ ("hamljers of Commerce of Souin 

 Africa e>tal;lished a serie> of commercial certificates examina- 

 li^ns reduced from those of the London Chamher of Com- 

 merce hoth iii numliers of suhjects and >cope of ^yllalnis — a 

 ■-nt+icient]_v >larlling cnimeniary on the standard of educariona! 

 attainment in this country. Mere alst^i is the schoolhouse the 

 workshop; }ou teach tvj)ewriting with real macliines, not loy^: 

 the nearer your hooks in the ])ook-keeping class a]iproach the 

 tools of the Count ing-hou-e, the more efhcit :U i-^ the instruction. 



1 ha\e nienti(. ned these tyi)es of vocational schi;o]s to .--how 

 that lhe\' all re(|uire and use the " worksho]) " as an essential 

 ]tart of the instruction, on the princijile lliat /// brcak'nui iic:< 

 cdiirall(UiaI (/round, the praitlcal \^'ork sliDiild cciiic firsi. and 

 flic discussion, calculation and deduction of undcrlyinf/ h.rin- 

 cif^lcs should conic second. It is the trades school, and not the 

 junior technical school, which ap])lies this jjrinciple in teaching 

 the future worker in the constructive trades. If We are t' 

 treat our own tin, iron, manganese and antimony ores instead 

 of shipping them to Europe, it is the ex-trades school ijuiiil whw 

 will l)uild the furnaces and make them work; and tliis will he 

 hecause he has heen taught to huild furnaces, to use them, and 

 to handle the raw material in htilk, in>tead of being talked to 

 from a highh' coloured diagram and being shown small (|uan 

 tities of the raw material and its jjroducts in a chemical lab:)ra- 

 tory. There may be some who object to trades schools on the 

 gromid that the only fit and ]iroper place for a bov to he'jin t(. 

 learn his trade is in a commercial workshop. If that is so. 

 whv are there specialized trade day schools in London, such a-> 

 the Stanlev School of Engineering; Trades, the Brixton Sch.ool 

 of Building, the Bolt Court ."school of Thoto-I^rocess Work and 

 EneraNin.o"? Whv are aijprentices not taken in the gunsmith 

 trade in Birmingham, and wh\ are boy> re(|uireil to learn their 

 trade on three afternoons a week in the ( itni>niiths' .School 



