710 REPORT — 1889. 



another year or so at school ; hut in this case it is necessary, and the writer 

 believes the Union insists, that he shall continue his apprenticeship after twenty- 

 one, till he has served a sufficient time — a most wise arrangement. 



As regards the class known as premium apprentices or pupils, these are young 

 men who can afford to pay to receive exceptional training to enable them to take 

 a higher position at an earlier age than they could do otherwise. To them, as to 

 the others, there is no substitute for the manufactory as the proper place of educa- 

 tion ; but they may advantageously spend one or two years at college or at a 

 technical school before or after apprenticeship. In this class no rule can be laid 

 down, and every lad's case must be taken on its merits — with a view to his posi- 

 tion and future prospects. 



To conclude. The old-fashioned system of apprenticeship, not much shortened,, 

 and with very slight modifications, is the only reliable method for either employer 

 or mechanic to learn his business ; but as work has become more scientific and 

 elaborate, it is absolutely necessary for any young man who wishes in any degree 

 to excel that he should have a good theoretical and technical training in addition 

 to his factory experience. 



6. Technical Education. By Dr. J. H. Rutherford. 



The forces contributing to the decline of apprenticeship, mainly those tending to- 

 the specialisation of labour and the massing of workers in large factories. Speciali- 

 sation of function involves the loss of versatility. On grounds of mere economy 

 we must cultivate man's higher nature. 



In olden time the apprentice had more varied work, and by close personal 

 contact with his master felt the influence of his character and skill. 



Impossible to resist the economic law, which leads to the subdivision of labour: 

 the question is how to secure for young beginners in the workshop the best possible 

 training. The duties of employers, of foremen, of workmen, and of learner.s 

 themselves to do each their part in the work. Kindly personal leading the great 

 want, for which no amount of educational machinery can compensate. 



The first duty of the nation to broaden, to liberalise, and to perfect the common 

 school education. Greater elasticity should be given to it. Boys and girls have to 

 use their bodies as machines. They should, therefore, have some knowledge of the 

 nature, construction, food, and work of those machines, and of the conditions 

 under which their highest power can be most economically developed. Th& 

 manual exercises of the infant school should be continued through all the stan- 

 dards. With the subjects of needlework, cookery, drawing, and modelling in clay 

 added to these, the girls will find enough for the training of the eye and the hand. 

 To_ these may be added joiner-work for the boys in the Sixth Standard; though 

 it is an open question whether joiner-work should be commenced till the Sixth, 

 Standard is passed. Till then no special preparation should be attempted for any 

 particular trade. No employer of labour, except under exceptional circumstances,, 

 should engage a child who has not passed the Sixth Standard of an elementary 

 school, or an equivalent examination. There should be no half-timers, except 

 those who under a medical certificate are declared incapable of bearing the strain 

 of four or five hours' school work per day. 



The things lying at the foundation of a sound system of technical education 

 are these : — (1) The inheritance by our children of a strong physical constitution ;. 

 (2) an improved physical education at school ; (.3) a longer stay at the common 

 school ; (4) an improved general education ; (5) a higher moral training ; (6) thorough, 

 instruction in the honourableness of manual labour, and in the duty and advantage 

 of a busy, active, industrious life. 



Under an improved system of primary education, an increasing number of 

 children would be able, and would be induced to go forward to the secondary 

 school. The physical and manual exercises of the elementary school shoidd be 

 continued and increased by laboratory work. Beyond that point it is doubtful 

 whether they should be increased until the education of the perceptive and reason- 

 ing faculties is further advanced. 



