TKADI-. SC11<)(,)LS AS AIDS To J.XniSim. S"*^; 



port ( 1915 I. has also tiu- following;- oncouraj^^in^- remarks to make 

 with reference to I'rade Schools: — 



Perhaps the best losliniony to the progress of these schools is the 

 readiness of employers i>f lahour to engage pupils who have been through 

 the course. At the Johanneshure- Scliool the demands of employers have 

 been greater than the supply of the school. It is also very satisfalctory to 

 learn that the reports (M1 tlio pupils which have so far been received are 

 most favourable. It is to be understood that the two years' course is 

 only a i)rcliniinary to apprenticeship. In other words, the sciiool is not 

 intended 10 replace the trade workshop, where the boy works under actual 

 economic conditions. It is certain, however, that the development of 

 general intelligence which the Trade School aims at, and. the very consi- 

 derable experience of tools and trade processes wliich il sni)])lu's, make 

 the Trade School pupil a valuable recruit for laliour. 



There is every indication that the Trade Scliool movement 

 has taken lirm root in Johannesbnrg. and will continue to ad- 

 vance. PI. 23, Fig. I, shews the present buildings, to which it 

 is hoped very larg-e extensions will shortly be made. I Ms. it,. 

 Fig. 2. and 24, Figs. 3 and 4, shew the boys at work in the work- 

 shops indicated. 



I have referred in detail to the Johannesburg School because 

 of the intimate knowledge ] have of that institution. The Pre- 

 toria School is conducted on similar lines, except for the im- 

 jX)rtant difference that the course is of three and a half years' 

 duration. 



A step of a somewhat different character has recently been 

 taken in the establishment of a handicraft school for both sexes 

 at Fordsl)urg. with a view to making school work more attractive 

 to children of neglected education. This School of Industries, 

 as it is called, admits pupils who have passed Standard IIP and 

 are over 13 years of age. Pupils attend for one day per week 

 from the various primarv schools in Johannesburg. On the boys' 

 side considerable time is devoted to drawing, but woodwork is 

 the basis of the scheme for Standard III, woodwork and metal- 

 work ef|ually for Standard I\\ and either woodwork or metal- 

 work for Standard \'. It is hoped, later, to give the work a 

 trade bias. At the time of a recent visit there were 154 children 

 on the roll, having ages ranging from 13 to 15, the majority 

 being of Dutch extraction. They all appeared to lie keenly 

 interested in their work. 



Now, let us examine briefl\- the position with regard to 

 Trade Schools and apprenticeship in Great Britain and other 

 industrial centres in Europe. (lenerally speaking. Trade ."Schools 

 for artisans may be classified as follows : — 



(i) Trade ScIkjoIs aiming at producinu- complete work- 

 men, that is, supplanting the ordinary commercial workshop ap- 

 prenticeship. Such are to be found in France and Holland, but 

 onlv to a limited extent in < lermany. and then usuallv confined 

 to furniture-making, lock and key making, etc. 



(2) Whole-time da\- i)reparatory Trade Schools, j^reparing 

 for and reducing the period of commercial workshoi)s appren- 

 ticeshi]). such as the Trade Schools of Johannesburg and Pre- 

 toria. 



