SECTIONAL TRANSACTIONS.— L. 399 



' Primary,' ' Secondary,' ' Technical,' ' University.' The present position. Social 

 balance between craftsman and clerk. The dual problem of the ' black-coated ' 

 worker and the lack of skilled craftsmen. Dependence of technical education on 

 primary and secondary education. Adult education. Relationships with the 

 universities. Training of teachers for technical education. 



Some Suggestions. — Development of the local college. Matriculation conditions. 

 The kind of local and national machinery which might produce definite relationships 

 between education and industry. Advanced classes. Development of day classes. 

 Transfer of pupils in secondary, junior technical and central schools. 



Mr. E. Walls. — Educational Needs of Industry. 



There is needed a greater co-operation between the schoolmaster and the employer. 

 The ultimate active life of 90 per cent, of the pupils is in industry, and educational 

 plans should have the working life of the pupil in mind from start to finish. This 

 does not mean that education has to be utilitarian. There is needed more grading, 

 by observation rather than by examination, a constant sieving, which almost auto- 

 matically brings the pupil to his most likely destination in life. In this way the 

 school is the true junior employment bureau. An attempt to place scientific and 

 literary studies in the true relation. The bearing of educational methods on industrial 

 peace. 



Mr. J. H. Everett. — The Technical Colleges, their Courses and Problems. 



Aims. 



To supply the requirements of industry. To train young persons for their work 

 in life. Not necessarily to give skill, but rather to teach, by practical methods, the 

 principles of the trade in which the apprentice is employed. To give adaptability so 

 that the apprentice can become a fully competent worker or craftsman. 



To keep up, and where possible to improve, the standard of the ordinary workman ; 

 but also to train selected men for executive or managerial positions. Must be 

 ' education ' and not merely ' instruction ' ; technical education can have some 

 ' cultural ' value. 



Courses. 



In order to meet requirements, courses are either full-time or part-time. 



Full-time courses are for those who want good preparation before entering industry, 

 or for those who can make it possible to leave industry for a period in order to undergo 

 special training, which implies that they should be able to return to industry. 



Part-time courses are for those who remain in industry and take courses of study 

 concurrently. This work is much better done in the day-time when the mind is (or 

 should be) clearer and more responsive. 



Full-time courses are conducted in junior technical, art or commercial schools, 

 and also in senior technical schools and colleges. The junior courses are of a general 

 character, the only bias being towards industry as a whole ; the senior courses are 

 arranged to meet the needs of separate industries. 



Part-time courses affect by far the larger number of students and present special 

 problems. Such courses usually entail an attendance of three evenings a week over 

 several winter sessions, although where employers are favourably disposed, and trade 

 organisation will allow, apprentices attend one or two half-days in lieu of certain 

 evenings ; in such cases the day attendance may continue through the summer term. 



The courses are usually graded as junior (two years), senior (two, three or four 

 years), and advanced (one, two or three years). The courses are arranged on .the 

 ' group course ' system ; its educational advantages ; difficulties with the allied (or 

 ancillary) subjects. 



Three evenings a week, with homework in addition, appears to be too much for 

 at least some students. Is it advisable to institute two evenings a week group 

 courses ? Danger of the soft option. Other solution is day attendance. 



Major and minor courses with possibility of transfer from one to the other. 



All courses involve or should involve practical instruction in some form or other, 

 ranging from the academic type to the craft or trade type. Equipment problems. 



All courses should include costings and organisation in the later or advanced 

 stages, but for general information rather than from the professional accountancy 

 standpoint. 



