13

E.—s

ments and observation is again emphasized, as it is considered that the ability to make a dimensioned sketch from which a complete working drawing can be made is of more value to the carpenter and -joiner and to the foreman of works than the ability to produce a finished drawing, particularly if the sketch is made with full knowledge of the material of which the structure is to be made, and the purpose for which it is to be used. Skill in making an intelligent freehand sketch of an existing or, a proposed building, or of details of it, is a valuable acquirement, and should be encouraged. Most of the schools have by means of grants been able to acquire sets of modern models of building-construction, and although some of these models may not be fully adapted to colonial requirements, most of them are constructed on lines that render them very useful for sketching purposes and for illustrating details not otherwise available. A feature of the instruction is the increase in the number of visits paid by members of the classes to typical buildings in course of erection. Such visits with the instructor in charge should prove of great value to advanced students, particularly if full use is made of the opportunities of studying structural principles, and of inspecting working drawings, which in many instances by the courtesy of contractors are placed at the disposal of students. In connection with the course in building-construction at the day technical schools, improvements in the direction of making the course more specific and vocational are noted, and the hope is expressed that as employers realize the value of the elementary training received before entering the workshops some recognition will be given to the time spent in the schools. It is felt that if employers visited these schools, say, towards the end of the session, and saw for themselves what was being done, a very much more correct impression of the value of the instruction would result than at present prevails. Carpentry and Joinery. —Classes in these subjects in the larger centres are for the most part working on satisfactory lines. The exigencies of the trade, however, largely influence the attendance. A falling-off in the classes for advanced carpentry and staircase-work is noted ; but speaking generally the attendance of those ambitious to excel in their trade is satisfactory. The number of young apprentices in attendance is, however, not as large as could be desired. In the smaller centres especially tradesmen and apprentice carpenters are conspicuous by their absence, the classes for the most part consisting of amateurs and others desirous of making additions to their household furniture at a cheap rate. The value of these classes may be questioned, especially as it is the exception to find drawing taught in conjunction with the practical work. It is a matter for consideration whether classes conducted on such lines should rank as technical classes for the purposes of capitation. To earn the higher rate it is necessary that a class should be something more than technical in name only. Painting, Decorating, and Signwriting. —Classes in these subjects are practically confined to four centres only. So far as the practical work is concerned there is little left to be desired. In a small community such as ours it may not be easy under present conditions to draw a hard-and-fast line between technical classes in which principles are taught and practical classes in which trades are taught; the best we can look for for some time to come appears to be a combination of the two. But the question naturally arises, Is it the function of the State to teach trades ? The ideal condition would be to give instruction in principles and arrange for sufficient practical work to illustrate them. So far as the classes under review are concerned, such ideal conditions have not yet been reached, inasmuch as the instruction given therein is for the most part entirely practical. No attempt appears to be made in the case of any of them to correlate the work with a suitable branch of drawing, nor to deal with the principles underlying the work in other than a perfunctory way. As suggested in the case of some of the artcraft classes, attendance at a practical class should be subject to the condition that a class for instruction in suitable branches of drawing is also attended. It is hoped, that this matter will receive attention at the hands of those responsible for the classes. Commercial Subjects. —The number of pupils at both day and evening classes for commercial instruction indicates that the demand for young persons having a general knowledge of office work and business routine is not decreasing —indeed, directors find it increasingly difficult to meet the numerous inquiries of employers for young persons trained in their schools. The courses of instruction, both elementary and advanced, are generally speaking well adapted for the purpose, and it is understood that employers have little fault to find with the product of the classes. Increased attention is being given to the higher branches of commercial education not only at the larger technical schools, but also by the university colleges, atf some of which higher commercial classes have recently been established. Domestic Science. —Instruction is now being given in a wider range of subjects bearing on domestic matters than formerly. Hitherto practical cookery and dressmaking, with the addition in some cases of millinery, have as a rule comprised the domestic courses where these have been established. The courses at the day technical schools now include, in addition to the practical subjects, instruction in physiology, hygiene, elementary science bearing on daily life, and, in some cases, home nursing. The movement in the direction of establishing hostels in connection with the day technical schools for the purposes of the domestic course has much to commend it, as it is only by some such means that the effect of the application of scientific method to household affairs can be fully and forcibly demonstrated. Engineering. —Evidence of the demand for facilities for practical work is to be seen in the equipment of the engineering workshops of the schools, and the number of students in attendance. The equipment, provided out of the public funds, in some cases partly out of the school funds also, is in most cases such as might be found in the workshop of an engineering establishment engaged in work calling for a high degree of accuracy, and affords opportunities for students for practice in operations requiring technical knowledge and manipulative skill. The standard of accuracy attained is fairly high. After the preliminary stage has been passed the practical work undertaken includes the making of tools, small internal-combustion engines, motors, dynamos, and electrical apparatus. The opinion is expressed that