TECHNICAL EDUCATION.

Gisborne Times, Volume XXVI, Issue 2270, 15 August 1908, Page 1

TECHNICAL EDUCATION.

LECTURE BY MR CLARKSON

At tlio meeting of tlio Hawke’s Bay Philosophical Institute on Tuesday evening, Mr R. E. Clarkson, Director of the Napier Technical School, gave a lecture on “Technical Education.”

Mr Clarkson began his address by stating that, as technical Instruction was a comparatively new departure in educational methods, it would bo advisable to show the origin and growth of opinion with regard to it. The movement was, he said, based on a perception of the necessity for a change in the previously existing educational systems, and it was with the need for that change ho proposed to deal. Some reference to tjio history and development of a movement of this kind was essential in dealing with the problems of the present day and the host means of solving thorn in view of local conditions. After speaking of tlio work of Galvani, Watt, Franklin and Morse, Mr Clarkson pointed out that tlio unforeseen and indirect effects of such investigations and discoveries had often far exceeded expectations. The discovery and utilisation of the powers, of steam and electricity had revolutionised tho world, not only as to matter, hut also as to thought. The moment that commercial supremacy became opposed to industrial superiority, a new era was inaugurated. In order to form a true conception of the presont state of technical education, it would be ncces--sary to consider (1) Sweden as the origin of tho movement; (2) the movement in England, Scotland and Ireland as the countries from which tho ancestors of New Zealand came, bringing their education with them; and (3) America, because in the United States there was an organisation somewhat similar to that of this Dominion. America was leading in the introduction of agricultural education. Sweden had been tho first country in Europe to institute popular education. In England the first Education Act was passed in 1802, whilst compulsory education was introduced in Sweden by an Act of Parliament in 168 G. The common school system of Sweden made provision for the teaching of gardening, tree-planting, .Sloyd, and domestic economy. Sloyd takes an important part in the movement, which was directed against exclusive brain work at school, and strove to make tho introduction of a system of manual work an important element in rational education. The Swedish educational Sloyd system had been, with variations, adopted throughout the civilised world. The object of the Sloyd system was not to train ca-binet-makers or artisans; its object was the moral, intellectual, and physical development of pupils by teaching them orderliness, attentiveness, and perseverance, by training tlio eyo to sec better, the hand to work better, and, above all, by giving a healthy counter-balance to one-sided hook work. Quality not quantity was the motto, and hence the system required, not many exorcises, but tlio greatest possible accuracy. The educational Sloyd system also taught self-reliance and aroused the facilities of observation and reflection, letting practice precede theory and handiwork precede explanations. The child thouglit its own thoughts and did its own work—the main object was tho individual development of the pupil. Tlio educational system of Sweden was divided into two main branches, both based on the common school. The first comprises the secondary schools and the universities; the other the technical system which consisted of the lower technical schools, the higher technical schools, and the technical colleges. The various districts lnd various classes — some for mining, some for art, and sonic for industrial instruction. As lie had said, the first 'Education Act had been passed in England in 1802, but the Act of 1903 divided the administration into three parts, elementary, secondary, and technical. The attempt to organise technical instruction in England had proved clearly the insufficiency of the secondary education system. In 1800 Dr. Birbeck conducted classes for workers in Glasgow, and when ho removed to London ho organised classes there. The movement spread to the provincial towns, and an enormous number of mechanics’ institutes soon lost sight of their original purpose and became merely social clubs patronised by tradespeople. One of the Tesults of the great Exhibition .in 1851 had been to bring •homo the necessity for technical education, and the Government created a Department of Science and Art, which had devoted part of its funds towards the diffusion of scientific knowledge by means of evening classes. Turning to Scotland, Mr. Clarkson said the educational agencies there formed two classes. Firstly, there was private and general education, and, secondly, specialised instruction relative to some particular industry, profession or occupation. The basis of the whole system in Scotland was a primary school course, followed on the one hand by the intoimediate schools, the secondary schools and the universities, and on the other hand by elementary technical schools, advanced technical schools and technical colleges. Technical colleges were established jn Glasgow, Edinburgh, Dundee, and Aberdeen, and side by side, but totally distinct, wore the university colleges. They formed the crown and completion of tho system of continuous technical instruction. In Ireland a Department of Agricultural and Technical Instruction had been established, and two points of special interest with regard to the policy adopted were the form ition of teachers’ summer schools —in which 1000 teachers had received instruction last July—and the appointment of itinerant instructors in agriculturo •who’ travelled from town to town and from district to district giving courses of lectures. Dealing with the growth of technical education in the United States of America, tlio lecturer sa’d the origin and development of all tlie agricultural schools there had been put of a general movement against the old classical colioges and in favor of scientific and technical education. Mr. Clarkson spoke at some length on tlio history of technical and agricultural education in America, and in connection therewith pointed out that people were in error when they spoke of agriculture as independent of science. Agriculture, certainly, was not a science, hut the functions of the schools was to touch the science relating to it. The need of the farmer was knowledge, of conditions, and not instruction in methods and skill. When he understood -tlio conditions and tho reasons for their existence, methods and skill would bo soon acquired. The study of nature agriculture in rural and village schools in America was. Mr. Clarkson continued, one of the greatest, developments in the history of education. The Cornell University deserved

great credit for .its attempt to introduce rural study into rurn 1 schools. Tho fundamental difficulty in this connection was that endeavor was in ido to instruct children in matters which would awaken interest in country life. Tho American universities had decided upon establishing nature study classes and field walks for pupils of tho common schools, and appointing itinerant instructors. Tho element at presont lacking was the training of the powers of observation. Children should be trained to observe correctly and to, be able to state clearly what they, I util observed. Tho ordinary child, whether in town or in country, really sa w : very littlo of the wonders around him. Correct observation of natural facts and objects formed tlio only foundation for scientific attainment; tlio scientist was chiefly .a. man who -saw hotter than his fellow-men. In developing tho system of technical education in New Zealand, there was one danger, Mr. Clarkson thought, that should bo guarded against, namely, the enthusiasm of over-zoalous advocates of industrial train' - ’': which'"led to tho exhibition of model steam-engin-es, etc., by boys between 15 and 16 years of age. When such .a. degree of mechanical skill was attained so early in life, general education must have been neglected, but tho good sense of tho public and the accumulated sentiment of educationalists •might be trusted to avoid extremes of this kind. Thero was a difference between manual training and technical education. Manual training formed an essential part of elementary education; it was merely: a. method of general education, not on a special subject. True technical education had no place in tho primary school, ■but should be reserved uJt tlie higher course, tho object of technical education being to give specialised instruction. Mr. Clarkson concluded by appealing to tlio peoplo of the town and district to give their sympathy and practical assistance in furthering the objects lie had endeavored to outline.