11. (II .\ H \i. i;i)i( Aiinx. 45 I 



under tin- joint contrn] cf tlie Association of Master ( "inn-maker>, 

 the (itm Workers' I'nioii. and tlie (iuardiai.s of the Proof 

 House? Win are lliere conipletelx' ef|uipi)ed workshops for the 

 instruction of ap|)ren'tices in tlie hrass antl iron-workiny trades 

 in Manchester? Why did the Merchant Coni|)an\- of lulinburwh 

 move the School Hoard of that town to the erection and e(|uip- 

 meiit of \vorks]io])s for the instruction of ai)i)rentices in the trades 

 rehited to en^ineerinij;". the tailoring; 1 rade, and i)rintino;? And 

 why did they ]in)pose to ])ut in force the clauses of the Compul- 

 sory |{(Uicaiion (Scotland) Act of igotS, enabling- them to limit 

 juvenile emplo\-ment to ihe forenoons, st) that a])i)rentices mio;hi 

 attend for trade in>lrucli->n in the afternoons? W'h\- were tlu- 

 W'ilmerdinii- School of lndu>trial Arts and the Lick School of 

 iVIachiner\- 'j'rades es'ta])lished in i!^04. in San Francisco, "to 

 teach hoys trades tirtinu' them to make a livino; with their hands, 

 with little study and plenty of work?" Why was the Xew \nvk 

 Trade .^chool fotmded hv Colonel Auchmut\- in iSSi nnder the 

 guidance of all the trades unions in that cit\ ? What caused 

 Holland to estal)lish trades schools in 1S57. and \\h\ ha> she 

 fort\-lour of these institutions lo-daw in addtfiiui to the n>ua! 

 junior and senior technical schools and exening classes? W ha; 

 caused Prussia to follow suit in 1S74. and to make them com- 

 ])ulsory schools for all aptjrentices ? \\'h\ was Ker>che;isteiner 

 em])owered to establish trades >chtiok all o\er Sotith (iermanv'r 

 Why have Austria, h'rance. Switzerland and Sweden dune the 

 same? Whv did the Canadian Commission on Technical luluca- 

 tion reconmiend a < ierman system of trades schools and not the 

 English system of technical classes? W'h\- ha\e Au>tra:ia and 

 New Zealand established day and evenin!4 trades classes a> dis- 

 tinct from technical theory classes? The answer will be found 

 in a recent ntimber of I:ii(/iiiccriiig. in which the unscientific a^nd 

 haphazard method of training aijpreuitices in man\ large indus- 

 trial works of ail kinds was roundlv contlenmed. That refers to 

 Great Britain; for the mine workshops on the Rand, the follow- 

 ing from the reijort (if the sub-connnittee of Engineers av)i)ointed 

 by the Fransxrial Chamber ni Mine-; < >n training apprentices : 



Tliere was usuallv no attempt to jiive a regular course uf training; 

 in the sliujjs, with tlie result that most of the apprentices nnly eariie<I 

 on a sort of " skilkd ]al)onr " wirk — thus l)ecouiinu'' an e\il. not onlv t< > 

 the emphwer. inn to themselves: . . . ineonipk-leh trained apprentices, 

 when out of tlieir time, could not compete witli the liest n* the skilled 

 tradesmen witose training liad heen "t a superior kind. . The 



apprentices do not appreciate the true meaning of discipline, and. in many 

 cases, tliey are looked upon as a sort of necessary evil 

 an entirely wrong stan(Jpoini to take in view of tlie f.iei tliat the apprentice 

 of to-day hecouies the tradesman of to-morrow. . . . The attendance of 

 evening classes was looked on rather as a duty In- tlie apprentice, with 

 k-ery little appreciation of the good he would obtain from such training. 



The result is that the Chamber o'f Mines has decided to gi\c 

 preference on all luines in future to trades school pu])ils by mean- 

 of a shortened apprenticeship, coupled with increased wages ; this 

 decision being arrived at after an exhaustive enf|uiry bv the sub- 

 comnn'ttee, in which they pointed out that two years at the trades 



