588 TRADF. SCHOOLS AS AIDS TO INDUSTRY. 



and the practical work, which consists of woodwork and iron- 

 work only, is of a comparatively elementary character. Writing 

 to me recently, the Secretary for Education, Leeds, where there 

 are two such schools, says: — 



The work of the schools is more and more appreciated l>y the 

 employers in Leeds, and the movement generally is taking a firmer hold 

 on the people. The war, of course, is interfering considerably with 

 educational developments in I^ngland, but there is no doubt that the day 

 Preparatory Trade School is tlie special line of development of education 

 in England in the near future. 



The Liverpool School, which has been at work for some 

 years, shews much success. Li the course of a letter to nie, the 

 Director of Technical Education of that city says : — 



The satisfaction of the Committee with the work of the Toxteth 

 Trades School continues, and they are satisfied that the school has justified 

 itself as providing a sound preparatioTi for a number of students entering 

 industrial employment. I can see the effect of the training of the school 

 on the students when they enter the evening classes on taking up their 

 apprenticeship, for they show out amongst the keenest and most capable 

 students in those classes." 



He also states that, but for the disturbance due lo the war. 

 another school would likely have been established. 



It must be emphasised that in these schools the work is of 

 a purely |)reparatory nattire, and that instruction is given in 

 wiKKlwork and metalwork only, without attempting to specialise 

 in individtial trades. 



Edinburgh mu.st be regarded as one of the most progressive 

 cities from the point of view of trade teaching for artisans. The 

 School Board has established workshops as an adjunct to a se- 

 condary school, which are attended by apprentices during three 

 afternoons per week, following what has come to be knmvn as the 

 "' Munich " system. 



About seven }ears ayo a beginning was made with Trade 

 Schools at Newcastle-on-Tyne, and the movement in this iiuport- 

 ant industrial centre had ever\- promise of success. ( )n the occa- 

 sion of another visit about iS months ago, I found that the 

 scheme had been abandoned owing to the somewhat inexplicable 

 o])})osition of the trade unions, and that l)a\- Technical .^chooN 

 were being substitttted. 



It will thus be seen that, in ( ircat Britain, outside of London, 

 'Trade Schools, as we know them, are practicall\' non-existent. 

 The main reason for their de\eloi)nKMit in l.oncTiu is ihc fact that 

 London has, to a great extent, ceased to be an industrial centre, 

 and efforts are being made to hold and recoxcr as many indtis- 

 tries as possible. 'The Londoii C'ountx Council is s])ending enor- 

 mous sums o\\ technical and trade education, btn a prominent 

 London educational authority has admitted to nu- that he (|Ues- 

 tioned very much whether it was receiving \alue \nv its monex. 



The general position in (ireat Britain i> that workshops ap- 

 j^renticeship constitutes to-day, as it did in the i)ast, practically 

 the sole method of learning a trade, this being sui)i)lemented bv 

 voluntar\- ewning class instruction. \i)art from 'Trade .Schools 



I 



